A selection of English ESL might have ppt slides

Time filler activity for young or adult ESL students. There are questions about general knowledge. You can divide the class into teams based on the number of students and then ask the questions to make a quiz show in class. It takes 10-15 minutes to finish. It's good for the last part of a lesson when you run out of materials. Later you might ask your students to prepare  questions of their own and extend the quiz. Have fun. 

General Knowledge Quiz

As an ESL teacher, idioms are one of my favorite things to teach. In order to truly understand a language, we have to understand more than just basic grammar conjugations -  we have to know slang, jokes, idioms, and the many other things that make a language unique. If you're looking for something fun and dynamic for your next ESL class, have a look at our teacher-led lesson plan Idioms that use Anatomy Vocabulary!



An idiom is a unique saying or phrase made up of words that, when combined, take on a whole new meaning than the individual words within the phrase. Idioms are common and students hear them every day, but they might not understand what they mean. They are tricky but important to teach to new English learners, especially as their listening and speaking skills improve.



Imagine being a new English learner and being told to “break a leg” or “pick his brain”. Idioms that use anatomy can be weird and downright scary, so this lesson is a must! Students will have a blast learning and practicing these idioms!



This lesson plan is perfect for teens or adults. Use it in your next online or traditional, screen-enabled ESL class! Students love learning idioms and after this lesson, your students are guaranteed to feel more fluent than ever!



If you want the teacher notes and homework assignment, head to Off2Class.com. While you’re at it, check out the Lesson Library too! All of Off2Class’s lesson plans are ready to teach, with added explanations and follow-up questions. That means NO planning and NO prep work for you! Teaching English has never been easier!



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Idioms That Use Anatomy Vocabulary - ESL/ELL Lesson Plan

When to use this lesson plan on animals and pets?



The topic of animals, particularly pets, might seem juvenile or childish to some teachers. However this lesson plan is tailored so that it is engaging, intellectually stimulating and appropriate for mature learners. This is a great resource for you to use with pre-intermediate students that need to work on developing their English vocabulary lesson.



How to teach this lesson

 It is important to note that many students will already have some knowledge of pets and animals. So at the beginning of the lesson, make sure to personalize the lesson and immediately ask about the student’s pets, or relatives’ and friends’ pets. In addition to personalizing the lesson, you are required to prompt students and give examples as needed. Finally, be sure to converse with the student and give them opportunities to read. In any case, it’s always important to correct your students but constructively and encouragingly.



What will students do throughout this lesson plan on pets?



This lesson plan on pets is designed to introduce students to new vocabulary words. However, throughout the lesson they will practice speaking, reading and listening; they will have ample opportunities to formulate sentences independently. 



This lesson plan allows students to use the most common vocabulary items related to common pets, including what they eat and how to care for them. It also allows students to use the vocabulary in context and raise awareness about how this vocabulary is used in daily language.



If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.

A Free ESL Lesson Plan On Animals And Pets

Students will practice remembering the names of school clubs and trying to explain why they want to join them. So we rehearse the names of the clubs using visual images and also rehearse reasons for joining them.

Which school clubs do you want to join?

The student will see 15 PPT slides with an image and a fun fact. The teacher might have a different student read each fun fact and do some pronunciation practice. Or the teacher can list some new vocabulary from the PPTs on the board and go over it before doing the PPTs.

Happy, fun facts

A suffix is a letter or group of letters added at the end of a word which makes a new word, so there are some examples on the slideshow. 

Past modal verbs are must, could, might and may with have + past participle to talk about suppositions or speculations regarding a past event. Students will speculate about Lior Suchard´s tricks 

Suffixes and Perfect Modals for speculation

Flashcards showing the names of different items of cutlery you might see in a restaurant.



Names reveal on click so students have the opportunity to recall the name before it. Can be shown as a PowerPoint or printed as individual cards.



Includes IPA transcription.

Cutlery Flashcards

This just a two slide outline of how you might conduct the Silent Debate. I have added a sample of prompts and more instructions as a Word Doc. It never fails and gets students moving and expressing themselves.

The Silent Debate - how to do it

I created this worksheet to be used when students have to miss class due to a trip. They get to make up some of the work they have missed and also tell about their trip. I sometimes add some words in Finnish to help younger students or students who might not be as advanced in their English studies. For more advanced students this can be used as a writing prompt instead of just filling in the worksheet. Immediately printable as an A4.

Travel journal

This is primarily about various qualities that make up the character trait of kindness. It is a vocabulary development ppt. You might make a list of these verbs and qualities and after going through the PPT students can do an art project illustrating a quality. Or groups can draw a cartoon showing the quality.

What makes a person kind?

So this was a PPT to introduce higher-level vocab words to a group of advanced students. Some of the word introduced were: passive, apathetic, charisma, enthusiasm, inherit, nurture, aggressive, reluctant, malicious, benevolent and so on. A homework assignment might be for students to choose 5 or 7 of these words and to write a poem or short paragraph using the words.

Higher-level English Vocabulary

Flashcards showing the names of different pieces of crockery you might see in a restaurant.



Names reveal on click so students have the opportunity to recall the name before it. Can be shown as a PowerPoint or printed as individual cards.



Includes IPA transcription.

Crockery Flashcards

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

89 Might have English ESL powerpoints