A selection of English ESL how often ppt slides

This material can help students learn about the verb to be alone, and it is very good for a first class of English. It's often hard to make kids understand how to use this verb, but these slides can help, or at least that's what I hope.

Verb To-Be (learn alone)

The past perfect simple is a complex verb tense that usually intimidates new English learners. We often don't see this tense until we reach intermediate levels of any given ESL course. However, it's used frequently in everyday life. In this post, we'll talk about the past perfect simple, when it's used and when teachers should start teaching it. As well, we'll show you a simple, easy-to-follow lesson plan that teachers can use to introduce the past perfect simple. Teaching this complex tense has never been easier! 

What is the Past Perfect Tense?

In English, the past perfect tense is used to describe the relationship between two actions that happened in the past. Using had + past participle makes the order of the two events clear. For example, one can say, “I had studied English before I moved to Australia”. This sentence is clear and concise. As well, one can see the past perfect contained in the if clause in the third conditional. Ultimately, the past perfect is used in complex sentences, which may be why new English learners are so intimidated by it. Don’t worry, with practice your students will be confident expressing their ideas using the past perfect.

Teaching the Past Perfect – Our Lesson Plan at a Glance

This lesson plan is an introductory lesson plan to the past perfect tense. In it, teachers will find clear explanations and plenty of opportunities for students to practice. Teachers can expect gap fill, sentence matching, and sentence starter exercises. The lesson begins with simple explanations of the tense and gets progressively more challenging, allowing students to really test their understanding.

Before teaching the past perfect tense, make sure your students are very comfortable with past participles. Past participles can be a real challenge for ESL students, so consider reviewing them with your students before beginning this lesson. Learning the past perfect doesn't have to be scary, as long as students have the correct tools in their kit.

If you want to assign homework to your students, or if you need the super-handy teacher notes for this lesson, be sure to sign up for your FREE Off2Class Teacher Account. The teacher notes take all of the guesswork out of your lesson, and the homework allows your students to put their new knowledge into practice.

If you found this lesson plan helpful, you'll find the other lesson plans in the Off2Class ESL Lesson Library helpful too! Off2Class has been creating and offering lesson plans since 2015. Off2Class has done all of the hard work - now you can spend less time planning and more time teaching!





Verbs - Teaching The Past Perfect Simple – An ESL/ELL Lesson Plan For Teachers

Grammar DRILL

Students make up questions with Wh words(What/when/where/how/how often) drilling the word order.At the same time they answer these questing addinf -s to the singular pronouns

Present Simple (Special Questions)

This powerpoint shows various top-rated London attractions with a few figures and facts. Pupils have to make questions with How long? How often? How much? How many? How big?...+ When. It 's also a good exercise to revise numbers.

London attractions, the HOW-questions, and Numbers

I often find my students don't know how to respond in everyday situations. This is quick activity to review responses that students might give in a specific situation. After they've understood the meaning of the phrases, I usually have them select a few and try to come up with phrases that force their parter to respond with a "quick response" I selected B2 but it could be used at intermediate or advanced levels. Works well as a warmer, filler or cooler. 

Quick responses!

There are many adjectives in the kitchen. You can use some common adjectives to describe the dish.

This lesson I often have for my students who are in Intermediate  level. They are very excited to learn.

Kitchen Adjectives

This ppt is the second part of "what's on TV?". It introduces the other kind of TV shows. Students can talk about their favorite programs using the question "what kind of TV program do you like?" or "How often do you watch reality shows?".

TV program

This presentation goes over questions like "What time is it?" and "How often do you...?"  Target answers include responses like "I go hiking every other weekend."

Time and Frequency

This is a Power Point and link to Kahoots! quiz for Italian students who are learning English. Each idiom has a similar if not identical idiom in Italian and explanations are included in the notes. The Kahoots! quiz correlates to the idioms on the Power Point. I'm using this with an A2/B1 class but it could be used for any level since idioms are often challenging for students. (Italian translations are included.)

Special Lesson on Idioms

Some rules and examples of how spell and pronounce words in English written with c and ch. Students often struggle with this, as c and ch are pronounced differently.

Spelling and pronunciation of c and ch in English: Some rules and examples

Guide about adverbs of frequency A short explanation of adverbs of frequency includes a pyramid and a short review exercise.  Practice and write down how often you do certain activities. Remember that it is better to learn with actions in your environment.

ADVERBS OF FREQUENCY

Education is about learning skills and knowledge. It also means helping people to learn how to do things and support them to think about what they learn. It's also important for educators to teach ways to find and use information.

Through education, the knowledge of society, country, and of the world is passed on from generation to generation. This may include education in morality, for example learning how to act as loyal, honest and effective citizen.

Learning in a library

Education may help and guide individuals from one class to other. Educated individuals and groups can do things like, help less educated people and encourage them to get educated.

There are different ways to categorize education, for example by age or subject. One way is to divide it into formal education, non-formal education, and informal education.

Formal education is usually in school, where a person may learn basic, academic, or trade skills. Small children often attend a nursery or kindergarten but often formal education begins in elementary school and continues with secondary school. Post-secondary education (or higher education) is usually at a college or university which may grant an academic degree.

Non-formal education includes adult basic education, adult literacy education or school equivalency preparation. In nonformal education someone (who is not in school) can learn literacy, other basic skills or job skills. Home education, individualized instruction (such as programmed learning), distance learning and computer-assisted instruction are other possibilities.

Informal education is less organized. It may be a parent teaching a child how to prepare a meal or ride a bicycle. People can also get an informal education by reading many books from a library or educational websites. This may also be called self-education.



movement

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)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

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

44 How often English ESL powerpoints