A selection of English ESL interview ppt slides

This interactive Powerpoint presentation is a multiple choice exercise on since/for/ago. The students have to complete the sentences by clicking on the correct option.

JOB INTERVIEW. SINCE-FOR-AGO

This slideshow contains tips and techniques on how to answer interview questions effectively especially the most common interview questions. The material also presents some ways on how interviewees can describe themselves more convincingly. This is created by Sirhajwan Idek. It is also available in ESL Printables. 

Tips & Techniques for Job Interview

An interactive presentation on what the difficult questions in a job interview actually mean, and how to answer them to give you the best chance of getting the job. This is Business English for success material, and will be best presented by a teacher who can facilitate either in-class or on-line. This resource is also available as a video by contacting me.

THE DIFFICULT JOB INTERVIEW QUESTIONS

An interactive presentation on what the difficult questions in a job interview actually mean, and how to answer them to give you the best chance of getting the job. This is Business English for success material, and will be best presented by a teacher who can facilitate either in-class or on-line.

A couple of my students are thinking about joining the U.S. military.  I thought I'd do a little overview of the armed forces and sketch out some questions they are likely to encounter, along with the accompanying vocabulary.

Interviewing with the U.S. military

Interview With Chef Drolet – In this lesson, students will learn new vocabulary related to food and talk about the food in their own countries. Students of all ages and levels will appreciate this lesson.

Off2Class's Reading lessons are a great addition to any ESL classroom. If you want the teacher notes and homework assignment, head to Off2Class.com. While you’re at it, check out the Lesson Library too! We offer a range of ready-to-teach lesson plans for your ESL classes. Don't forget to like, share, and comment! We love to hear from teachers like you!



Reading - Interview With Chef Drolet - ESL/ELL Lesson Plan

 This is an interactive game to motivate students to tell about themselves. Spin a wheel and ask students to tell "stop" when they want. They should answer the question which relates to the number.

Spin a wheel. Present Simple and Present Continious interview questions.

I made this game mainly for my students to practice saying dates, but you can change the questions to fit any topic. There are 5 rounds with 10 questions each in each round. I had a small competition between each round to choose the next contestant. I let the students call on their classmates for the "phone a friend" lifeline, or take a class vote for "poll the audience". For extra speaking practice, I interviewed each contestant and asked them what they will do with the million dollars if they win. The really had fun with it! 

Who Wants to Be a Millionaire

The speaker has the mouse control. Every time he clicks the mouse he gets a prompt to to speak bout himself. The ppt will help assimilate and practice talking about oneself, introducing oneself or exercises requiring self analysis.

Talking about yourself Prompts

Content:



- What is each conditional?

- Go over the form (rule).

- When it is used.

- Basic transformation exercise.

- Longer, more intense transformation sentences.



Format:



- Same format (as indicated above) for each conditional, so easy to prep for the lesson.



- Easy to understand with logical sequencing.



- Extremely easy to scale up/down depending on your students.

(for example, you can do a "Have you ever...?" exercise; or if your students are able, you could get them to prepare "interview questions" and interview each other.)



Additional:

- Font used - DJB Chalk it Up (it's a free font you can download)

First, Second and Third Conditionals

Conversation class on jobs.  This will introduce some simple workplace vocabulary and encourage using adjectives to describe different jobs.  The class ends with a job interview role play or a talk on 'the hardest job'.  Add a video on job interviews and you have a complete class.

Jobs Conversation 

Jason has been for an interview. He didn’t get an interview.  Ss have to read what he says and express regret , beginning with: ”I wish…” as in the following example. This ppt is based on the exercise taken from Grammarway 3  by Jenny Dooley and Virginia Evans.

wish+past perfect

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

45 Interview English ESL powerpoints