A selection of English ESL get ppt slides

This is a powerpoint presentation to introduce "Something needs doing" and "Have / get something done". I use it to introduce causative with my FCE and CAE classes.

Have / Get something done (causative)

Get ready for iELTS, learn words to describe someone's physical appearance and characterictics/personality. Describe a teacher that you remember during your schooldays.

Get Ready for IELTS Exam

.ppt presentation - teaching grammar through culture: imperative structures

Getting around London by Tube

How do I get there?

Use map for pair and group activity to practice giving directions and preposition of place. Names of streets are focused on astronomy, which also is fun vocabulary.

How do I get to.....?

Full screen - click > until they read the rules. Press "start". Students roll the dice and go ahead the corresponding number of squares. If the square question was already answered, they go to next unanswered square. Press the number, they say the sentence using a causative. Press "check" to show the correct sentence. Press button "home" to return to the board. If the answer is right, they keep the square. If the answer is wrong, they return to where they were before rolling the dice. The winner is the one who finishes the boardgame first.

Boardgame - causatives (have - get - make)

Interview questions for pair work. Gets kids talking to each other. Use it as a warm-up and info sharing.

Get to Know Your Partner

Navigating around town offers a diverse array of transportation options that cater to every need and preference. Here are descriptions of the various ways to move around town:

1. **Private Vehicles**: The most flexible option, private vehicles provide the freedom to explore at your own pace. Cars, motorcycles, and bicycles are common choices. You can enjoy the comfort of your vehicle and travel on your schedule.

2. **Public Transit**: Many towns offer efficient public transportation systems, including buses, trams, and subways. These are cost-effective and eco-friendly ways to get around, and they often provide extensive route networks.

3. **Walking**: For a leisurely and eco-conscious mode of transportation, walking is ideal. It allows you to immerse yourself in the local culture, take in the sights, and engage with the community.

4. **Cycling**: Towns increasingly promote cycling with bike lanes and rental services. Biking is an eco-friendly, healthy, and efficient way to explore, and it's perfect for short to medium distances.

5. **Ride-Sharing and Taxis**: Services like Uber and Lyft are readily available, providing convenient and on-demand transportation. Taxis are another option for quick and reliable rides.

6. **Car-Sharing**: Car-sharing services allow you to rent a vehicle for short periods, which is excellent for occasional needs without the commitment of car ownership.

7. **Electric Scooters**: In some towns, electric scooters have become popular. They are a fun and eco-friendly way to cover short distances quickly.

8. **Skateboarding and Rollerblading**: For the more adventurous and agile, skateboarding and rollerblading are enjoyable alternatives to get around town.

9. **Shuttles and Trains**: In larger towns or tourist destinations, shuttle buses and trains are often available for moving between specific locations, making sightseeing more convenient.

10. **Boats and Ferries**: In towns near water bodies, boats and ferries offer scenic transportation options. They provide a unique perspective of the town and its surroundings.

11. **Aerial Transportation**: Some towns have aerial trams or gondolas that offer breathtaking views and efficient transportation between elevated locations.

12. **Hiking Trails**: If your town is near natural landscapes, hiking trails can take you through picturesque routes, connecting various points of interest.

Exploring your town's unique transportation options can enhance your experience, offering convenience, adventure, or a pleasant mix of both, depending on your preferences and the nature of the town you're in.

Ways of Getting Around town

These questions can be useful for students to have more closer interaction with each other on the first day at school. When students introduce some more details about themselves, they will feel connected with the other ones.

GETTING TO KNOW EACH OTHER

This is an ice-breaking activity, designed to use with new groups of students. The students must guess the missing words to complete the sentences and then the teacher may elicit the answers to the questions from members of the class. It can also be used as a team game. 

Getting to Know Each Other



This slide file is done to make the teaching easy to understand for the student and a supporting resource for the teacher, just enjoy .



Here you have about subject , with lot of grahics.



Yo are all free to use the material



Material prepared by Erick Melendez.





Official Youtube Channel :





https://www.youtube.com/channel/UCTC40QfOP0T-GscMctXHgEQ



https://www.youtube.com/watch?v=oT4K_XZPuKw



How do I get to?

A powerpoint presenting the causative form (have/get something done). A powerpoint presenting the causative form (have/get something done). A powerpoint presenting the causative form (have/get something done). 

CAUSATIVE FORM (HAVE/GET SOMETHING DONE)

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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how to accuse somebody of something in English

how to apologize, say sorry, forgive and express regret in English

how to ask for information and make inquiries in English

how to ask for something, make requests in English

how to blame somebody for something in English

how to defend yourself from criticism in English

how to deny or admit something in English

how to describe things or people in English

how to emphasize important things in English

how to encourage or discourage people in English

how to evaluate people or progress in English

how to express agreement /disagreement in English

how to express approval and disapproval  in English

how to express cause and effect in English

how to express interest in something in English

how to express likelihood, probability in English

how to express likes and dislikes in English

how to express sequence and chronology in English

how to express shock and disbelief in English

how to express sympathy and condolences in English

how to give permission, authorization in English

how to inform somebody about some news in English

how to interpret what was said in English

how to keep a conversation going in English

how to make guesses about something in English

how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

how to praise people and express appreciation in English

how to reassure somebody of something in English

how to refuse and object to something in English

how to remind people of something in English

how to rephrase, paraphrase what was said in English

how to say thank you, express gratitude in English

Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

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