A selection of English ESL make friends ppt slides

These slides were made for students to practice talking about their future plans, what they want to do, what they wish to see. 



Another purpose of this Powerpoint is that students get to share their ideas and opinions with their friends about what matters, whether it be about themselves or society, so you can find a tint of social issue conversation their.



In this activity, I made students pair up or make a group of three. Teachers need to make sure to encourage follow-up questions so they can discuss reasons and alternatives too. 



They really liked it. 

Future plan: Speaking activity 

Italian and English Business tips for emailing, telephoning and video C.Vs. Completely editable for your needs. Phrasal verbs and expressions and false friends. YouTube links included for the videos. Hope you enjoy!

Business English Tips

Here is a Memory game, where you may revise activities after school. I was inspired with the book "Family & Friends".  Students will train their memory, make mini-dialogues, and describe pictures. You can divide children into 2 teams and the team that answers faster and more correctly new words will win.

After school activities 

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

Online boardgame. 



To play the game you need to leave the full-screen slide show! (use the last slide as if you want to change smth - this is the way how you can move the counters)



Students must come up with ideas to overcome the problems.



Step 1. Imagine you and your students were going on holiday but something went wrong and now you are on an isolated island. The island is not friendly and you will have to survive there. 



Step 2. Your students choose 7 objects that can be useful in the future. They have to discuss why they want to take this or that thing and persuade everyone. 



Step 3. You fill in the yellow/blue gaps with the objects you have chosen and move step by step on a boardgame. 



Step 4. Move the counters step by step/using a video of a dice. Students have to give possible solutions and discuss them.



NOTE! Students can use not only the given object but also "natural things" that can be around (trees, leaves, coconuts and etc.) 



Additionally, you can play in two teams, then the other team must agree with the opponents' solution, only after that they can make a move. 



I created this game to practice the infinitive of purpose.



Have fun!



"Lost" the Game

This is a power point presentation to help students write an email to an epal (friend). Students can follow the format given to give personal information, make questions, express their likes and dislikes and write about their hobbies. Have fun!

Writing an email to an epal

we would like to help students how to make their own vacation plan. they can tell to class and compare with friends

My Vacation Plan

This fun activity helps teachers make students not only revise vocabulary and grammar but also their logical thinking and general knowledge. I\'ve played it with large classes (approx. 30 students) divided in three groups. I prepared three different quizzes and each group has their own quiz. I invite the first players from each group to the front who take turns answering the first question. (Before the game starts, I tell students the easiest questions come first, the toughest last, and I also let them know they may rearrange themselves in desks as they wish. All you need as a teacher is to observe them and you\'ll get a unique informal assessment!) The rules of the game are easy: players need to reach the highest amount of money! If a player doesn\'t know the answer, he could use either 50-50 (and the teacher will decide which two options remain in the game), call (ask!) a friend or ask the audience. Teachers are free to come up with their own questions and options. Those who want the other quizzes from me can contact me at angelabasu@yahoo.com. I have quizzes for 5th graders to 8th graders. 

Who Wants to Be a Millionnaire? General knowledge

This lesson is about self-portrait. Pupils have to think about what defines who they are (personalities, appearances, hobbies, social background, family, friends, beliefs, values, dreams...). They have to complete the MIND MAP with key words and then, write an essay with the given expressions. 

Self-portrait "What makes you YOU?"

This ppt is good for teaching the conditionals in more detail.

It contains the four types of conditionals, mixed conditionals, inverted conditionals, conditional linkers and some practice at the end. It is online teaching friendly. In zoom you can make it interactive.

Conditionals Level B2 (Based on Destinations B2)

For your onlineoffline discussions and speaking clubs with students. Created for elementary and pre-intermediate levels this presentation will raise interest at lessons and will make friendly atmosphere.

Summer - Speaking Club

It essentially means that manners make us human and without them, we aren't human.Manners are something used every day to make a good impression on others and to feel good about oneself. No matter where you are - at home, work, or with friends - practicing good manners is important.



Good manners are more than opening doors and writing thank you notes. While opening doors for others and writing notes is nice, true courtesy goes deeper. Being polite and courteous means considering how others are feeling.

MANNERS MAKE THE MAN

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

35 Make friends English ESL powerpoints