A selection of English ESL is isn't ppt slides

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

Use constractions there is there are, some - any 



1)There is some honey in the supermarket trolley.



2) Is there any milk in the supermarket trolley?

No, there isn't



3) There are some tomatoes in the supermarket trolley.

Wrong. There aren't any tomatoes in the supermarket trolley.



 

Food. There is - there are, some any 

the dragon of verb to be am is are negative form isn't aren't amnot verb to be in question form verb to be in answer form

The verb “to be”

I am

You are

He / She / It is

We are

They are



Notes



We use “you” for one person or for more than one person.

We use “you” in formal and informal situations.



For example:



How are you? (I’m talking to my sister.)

How are you? (I’m talking to my sister and my brother.)

How are you? (I’m talking to my friend.)

How are you? (I’m talking to a customer.)



Negative



I am not (I’m not)

You are not (You aren’t)

He is not (He isn’t)

She is not (She isn’t)

We are not (We aren’t)

They are not (They aren’t)



Question form



Am I ….?

Are you ….?

Is he / she / it …?

Are we ….?

Are they …?



Short answers



Yes, I am / No I’m not

Yes, you are / No you aren’t

Yes, he, she, it is / No he, she, it isn’t

Yes, we are / No we aren’t

Yes, they are / No they aren’t







grammar verb to be

Easy step-by-step salad recipe: ingredients and simple actions shown in big pics.
If you bring some ingredients into the classroom, after going over the ones in the PPT, you can ask Ss: 'Is there any ...?' 'Yes, there is / No there isn't'.
At the end, younger Ss should draw their own salad, with ingredients they like, may be on the ppt or not. Older or stronger Ss can divide the sheet of paper in 6 squares and draw and write the 6 steps
1- Ingredients
2-Wash
3- Peel
4-Cut
5-Mix
6-Eat
Enjoy it!

Salad PPT

This interactive popwerpoint presentation is on There is / There are / There isn't / There aren't. The students have to look at the picture of the room of Vincent Van Gogh and answer the questions.

WHAT IS THERE IN VINCENT'S ROOM?

I have found this beginner game to be good for reviewing various animal names and helpful for practicing and reviewing Yes, it is! / No, it isn\'t! answers with children and beginner young adult learners.

I recommend that teachers first show the zoomed-in image and question slide and then allow students a moment to decide upon their answer. In a group lesson setting a show of hands for both \'\'Yes, it is!\'\' and \'\'No, it isn\'t!\'\' or team groups with a representative each round to deliver the answer can be fun.

Then once all students have shared their answer aloud the teacher reveals the answer slide. 

Animal Zoom Game (Yes, it is! / No, it isn't!)

Adjective power point pictures. The goal is to learn to describe things. Food is wonderful. Sharing meals with family and friends can bring people together, and remind us of old traditions. We can also build new traditions with food, and make friends by trying new things together. Food is also a good way to introduce people to a new culture.



However, talking about food isn't always easy. In English, there are many specific words to describe how foods taste and how they feel.



Here is some common and sometimes-confusing vocabulary that we use in English to describe food.

Describing food

to recognize the objects that we can find in a classrom. I added words in singular and plural so they can notice the difference. I wrote simple questions such as: Is it a book? yes,it is/ no , it isn't.(singlar). Are they scissors? yes, they are. No, they aren't.

classroom objects

Tag questions power point slide with "to be"

Life is beautiful, isn't it?

It can be used with elementary students to practice the "present continuous tense". The pictures used are GIFS to engage the students more. They have to answer some questions. Ex: No, he isn't. He is listening to music.

What are they doing (GIFS) Questions

This is a book I've scanned and copied the audio, I don't know whether or not this is legal. If it isn't legal please do not hesitate to notify me or to simply delete this book.



I do thank the editor for the work.



This book is about food, it is fun!

Cat and mouse eat good food story

Practising the first question of our English studies.

You can practise What's this? It's a ... , Is it a ... Yes, it is./No it isn't. questions and answers. answers

What's this?

Teaching the simple future tense - or the future with will - is usually a fun challenge. Students love talking about their future plans, after all, they are learning English for exciting reasons. Teaching the simple future tense isn't as difficult as other tenses. However, it's important to keep it fun! Teaching the future with will can get a bit redundant, so Off2Class has put together an exciting lesson plan to introduce the simple future tense to your students.

When to Teach the Future with Will?

English language teachers usually teach the simple future tense after teaching the future with going to. It's important to differentiate when we use will and when we use going to. This lesson does just that. This ready-to-teach lesson plan focuses on the positive form of will and even introduces the term shall. As well, students will learn about when to use will versus going to. Finally, students will learn about making predictions about the future. This lesson is easy to follow and perfect as an introduction to the simple future tense. Complete with picture-prompt activities and gap-fill exercises, your students will have ample opportunity to practice.

To Contract or Not to Contract? When to Teach Contractions

Some ESL teachers don’t to introduce contractions to their students. However, students must learn about contractions from day one! Contractions are widely used in most forms of English, especially spoken English. Therefore, students must practice contractions until they can use them naturally and fluidly. This lesson plan introduces the positive form of the contraction will and I encourage you to take plenty of time to practice it.

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!





29 Is isn't English ESL powerpoints