A selection of English ESL group work ppt slides

This is a PPT presentation that allows your students to train asking and answering questions with the use of 'can'. 



The following verbs are used:

jump

run

swim

drive

bite

read 

fly 

sing



The pictures are as follows:

a snake

a bear

a cat

a crocodile

a dog

an elephant

a horse

your teacher



Procedure:

You click on the bird and the roulette starts to move. When it stops, students are to make sentences with can or can't.

E.g. - Can horses fly? - No, they can't. 

Depending on the group, you can ask them to work in or ask questions yourself and elicit answers.



NOTE: There will be only 8 possible combinations but you can move the bird so it will show a different section of the roulette. It is also possible to mirror the picture with the bird and put it in the opposite corner of the slide. OR you can just let the students choose the sections themselves.  

What can they do? Roulette

This interactive Powerpoint presentation is a game to review the past simple form of some irregular verbs. You can divide the class into five groups to play this game.

Play The Irregular Verbs Rally - For Classroom Teams

This is a fun quiz to practice/revise Passive Voice. Instructions and key included. I used it as a competition between groups, it worked really well this way.I hope your Ss will like it.

Passive Voice Quiz (Present and Past Simple)

It's an oral activity specifically for beginners to practice the usage of the verb to be. It can work as a warm up activity. I used with my adult group and they loved. 

Verb To Be - Oral Activity

POWER POINT 

OBJECTION: TO TEACH SEASONS AND TO PRACTICE ASKING/ ANSWERING QUESTIONS

IT WOULD BEST WORK WITH A GROUP COMPETITION.  

tHROUGH THIS POWER POINT YOUR STUDENTS WILL BE ABLE TO LEARN 

SEASONS VOCABULARY

ASK AND AND ANSWER QUESTIONS ABOUT SEASONS

THEY WILL ALSO BE ABLO TO USE THEIR PHOGRAPHIC MEMORY WHILE DOING THE EXERCİSES. 



SEASONS

Multiple choices: Students choose the best answer for each question.

1. students are able to identify how to use was/were with different subjects

2. Powerpoint competitions

3. group work/ whole class activities

was/were

The objective of this PPT is to introduce present and past passive sentence structure through a quiz of countries and what they are known for. It is better to do the quiz first as a class activity and then to focus on the form and structrure of the sentences given. Students might be asked to work either in groups or pairs. They read the questions and write down their answers. 

Present and Past Passive 

This is a powerpoint presentation I prepared for my conversation class (intermediate onwards). It contains some vocabulary activities, discussion questions, and a short video. The spinning wheel at the end is meant to work as a "Speak for a minute about..." activity). It took me several classes to complete the whole set of activities, as everybody had something to say!

I suggest using different types of grouping for the various activities.

IMPORTANT:

My class is quite relaxed, we're pretty much the same age and we get on well, but the situations to give advice nearly at the end might not be appropriate for some groups.

Relationships: conversation class for adults

A summary on how to use past simple, past continuous and past perfect together with a group-work stpry creating.

Past tenses

The purpose of this powerpoint is to get students thinking about adverts and the clever ways in which products are advertised.  Begin by showing the video on the first slide.  Stop the video at 1:20 and ask the students to discuss their ideas about what is being advertised.  Next go through each slide and have the students do the same, either in groups or in pairs, before showing them the answer on the following slide.

Funny Advertisements

Here we use the action verbs where students can identify them playing. they have to look at the picture and choose the right option. they can work in groups with small board game. the group that guess the meaning win.

ACTION VERBS GAME

Inspired by similar work on fruit and animals, which I saw on this site, I have created my own version of the game with jungle animals. Students have to recall the name of the animal, as this is revealed gradually in the ppt. A good idea would be to split the studetns in groups, and the the fastest group gets ne point for each correct answer. Hope you like it! :)

Jungle animals_Guessing game

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>

Get here and you are ready to study in English at university

157 Group work English ESL powerpoints