A selection of English ESL indian ppt slides

This presentation is about Indian festivals and hoildays. Hope this gives some idea about our culture. If further assistance is required plz feel free to discuss 



 Indian festivals and hoildays

Indians around the world

A power-point discussing the first European travellers in America, Native/European interaction & relations, colonization, "pioneers," the California Gold Rush, the Wild West, and cowboys & Indians. (I know, it's a lot!)

USA: A Brief History

A powerpoint presenting picture vocabulary of words having to do with exploring (think Dora or Indiana Jones not Columbus). Also included is a slide of mixed up pictures/words and a fill in the blank.

Exploring the World

Native Americans 'CODE of Ethics' Presentation - wise thoughts from the past but very much valid today. Here is one example: 'Give us the wisdom to teach our children to love, to respect and to be kind to one another that we may grow with peace in mind. Fully editable. There are many PRINTABLE worksheets I made about the Native Americans, very educational and unusual, check them out.

Native Americans-CODE of Ethics - Proverbs (22 slides)



 A person is incomplete without the complete family. It plays an essential role in society. Humans are social being and thus needs companionship from others. 



A house will turn into a home with a family, and a family is never done with two individuals. It also includes grandparents, kids, aunties, guardians, and uncles. The idea of family is imported from the west, and the more we are going under their impact, the more we are getting separated from our own Indian framework. It is about time that since we show our kids the importance of family values and influence them to understand it.





family 

"The Brave Jumping Mouse: A Hopi Story," adapted by Tinoy James, is a beautifully illustrated children's book that brings an indigenous tale to life. Suitable for ages 3-6, this story follows a curious and brave little mouse on his adventurous journey to see the distant mountains. Along the way, Jumping Mouse encounters various animals, each teaching him valuable lessons about courage, determination, and transformation. This book is ideal for enhancing vocabulary and grammar skills, with its simple, repetitive text and engaging narrative. Teachers can use it to introduce new words, practice sentence structures, and discuss moral lessons. The vivid illustrations, inspired by indigenous patterns and motifs, captivate young readers' imaginations, making it a perfect read-aloud story that encourages participation and interaction. "The Brave Jumping Mouse" is not only an engaging story but also a valuable educational tool that introduces children to the rich cultural heritage of the Hopi people.

"The Brave Jumping Mouse: A Hopi Story," adapted by Tinoy James,

"The Legend of the Salmon People: A Stó:lō Story, adapted by Tinoy James, is a beautifully illustrated children's book designed for ages 3-6. This engaging story follows a young salmon named Silverfin on his courageous journey upstream, encountering various challenges and learning important lessons along the way. The book features vibrant illustrations inspired by traditional Coast Salish art, making it visually appealing and culturally rich. Teachers can use this story to introduce themes of bravery, perseverance, and the importance of working together. Additionally, it offers opportunities to teach vocabulary related to nature, animals, and indigenous culture. The repetitive and rhythmic text supports early language development, making it an excellent resource for both storytelling and interactive reading sessions. Through Silverfin's adventures, children will learn about the life cycle of salmon and the cultural significance of these creatures to the Stó:lō people. This book not only entertains but also educates young readers about respecting nature and understanding different cultural traditions."

The Legend of the Salmon People: A Stó:lō Story, adapted by Tinoy James


"Thunderbird's Biggest Storm" is a beautifully illustrated children's book that tells the story of the powerful Thunderbird, a revered figure in Coast Salish mythology. Adapted by Tinoy James, this enchanting tale captures the essence of a traditional legend with vibrant, modern cartoon-style artwork. The story begins in a time when the world was very dry, and plants and animals were suffering. Thunderbird, the strongest bird with the biggest wings, sees the plight of the land and decides to help. Through his mighty flaps, he brings the loudest thunder, the brightest lightning, and the heaviest rain, transforming the land into a lush, green paradise. The people and animals rejoice and celebrate Thunderbird as their hero. This book is dedicated to the loving memory of Lisa "Sotia" Williams, with her inspiring quote, "Shoot for the moon because even if you miss, you'll land amongst the stars." With engaging text and striking illustrations, this book is perfect for young readers and educators looking to introduce children to indigenous culture and language concepts, including superlatives, in an engaging way. The story is written in simple English, making it accessible for early learners and a valuable addition to any educational collection.

The Thunderbird's Biggest Storm

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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

10 Indian English ESL powerpoints