A selection of English ESL park vocabulary ppt slides

Hello everybody!



This worksheet is very useful to practice the vocabulary.



I give to the students the worksheet with gaps and they have to go to this adress: http://www.theenglishalley.es/Park/pond.html and they fill in the gaps.



This way they will learn the pronunciation and how to wirte the words.



I hope this worksheet will be useful for your classes.



I am the holder of the copyright of this worksheet but allow people to use it for classes not for selingl it.

Park vocabulary for students

Hello everybody!



This worksheet is very useful to practice the vocabulary.



I give to the students the worksheet with gaps and they have to go to this adress: http://theenglishalley.es/Park/pond.html and they fill in the gaps.



This way they will learn the pronunciation and how to wirte the words.



I hope this worksheet will be useful for your classes.



I am the holder of the copyright of this worksheet but allow people to use it for classes not for selingl it.

Park vocabulary for teachers

This PPT is about talikng flashcards for young learners and people with a beginning level. Elementary school. Vocabulary and sentences. GIF pictures. Suitable for one-on-one class and for a whole class of pupils.

Playground, in the park, vocabulary

This ppt has information about amusement park including all the funny activities that take place at the amusement park, it includes the activities one would indulge in and some food one would find at the amusement park.

Amusement Park Game

 DIRECTION MOVEMENT FOR CHILDREN Conversation 1



Woman : Excuse me, Sir.

Man : Yes. Can I help you?

Woman : Yes, Sir. Could you tell me how to get the nearest supermarket?

Man : Well, the nearest supermarket is located about 200 meters from here. So, you can keep going straight and it will be on your left

Woman : Thank you, Sir

Man : You’re welcome



Conversation 2



Man : Excuse me, Sir

Old man: Yes, how can I help you?

Man : Yes, Sir. I’m sorry I’m looking for this address. Do you know where it is?

Old man: Well, this address refers to a house next to my shop

Man : Oh, really? Am I on the right way for the address?

Old man: Yes. You just need to continue straight ahead and when you see crossroads you take the left way and it will be on your left.

Man : Well, thank you very much Sir.

Old man: No problem



Conversation 3



Girl : Excuse me, Ma’am. Is this the right way for Suka Cita elementary school?

Woman : I’m sorry I think you are going in the wrong way.

Girl : Oh, do you know where the school is?

Woman : Well, you can go back on your way and take right way from the crossroads



VOCABULARIES



Supermarket = pasar swalayan n.

(to be) located = terletak v. passive

You’re welcome = terima kasih kembali

Address = alamat n.

refer to = merujuk pada v.

Next to = dekat dengan adj.

Elementary school = sekolah dasar n.



BASIC SENTENCES



Asking for directions, ungkapan yang digunakan untuk meminta pentujuk dan arah untuk pergi ke suatu tempat

– Could you tell me how to get to the nearest bus station? = Bisakah Anda memberitahu saya bagaimana menuju ke terminal bis terdekat?

– Do you know where the post office is? = Apakah Anda tahu dimana tempat kantor pos?

– I’m looking for this address. Do you know where it is? = Saya sedang mencari alamat ini. Apakah Anda tahu dimana tempatnya?

– Excuse me. Am I on the right road for Pondok Indah mall? = Permisi, apakah saya ada di jalan yang tepat menuju ke mall Pondok Indah?

– Is this the right way for Pembangunan Jaya School? = Apakah ini jalan yang tepat menuju sekolah Pembangunan Jaya?

– Can you point me out where Asri park is? = Bisakah Anda tunjukan pada saya dimana letak taman Asri?

– Do you mind to show me where the nearest food stall is around here? = Apakah Anda tidak keberatan menunjukan pada saya dimana kedai makanan terdekat di sekitar sini?

– (Gunakan ‘Excuse me’ sebelum bertanya agar pertanyaan terkesan lebih sopan)

Giving the directions, ungkapan yang digunakan untuk memberikan petunjuk atau arah suatu tempat

– Well, it’s this way = ini jalannya/ lewat sini

– Go down there and then turn right = Turun dari sana dan lalu belok ke kanan

– Take this road and keep going straight = Lewat jalan ini dan teruslah berjalan lurus

– Take the first one on the left = Ambil jalan yang pertama pada sebelah kiri

– Take the second one on the right = Ambil jalan yang kedua pada sebelah kanan

– Turn right at the crossroads = belok ke kanan pada persimpangan

– You are going in the wrong way = Anda lewat jalan yang salah

– You are going in the wrong direction = Anda melewati arah yang salah

– Continue straight ahead for about 500 m = Terus saja berjalan lurus ke depan untuk sekitar 500 meter

– You’ll pass a pet store on your left = Anda akan melewati toko hewan peliharaan di sisi kiri Anda

– Keep going for another 300 meters = Teruslah berjalan 300 meter lagi

– Keep going, it will be on your right = Teruslah berjalan, tempatnya akan berada di sisi kanan Anda

preposition

Reading Worksheet – The World’s (Un)Luckiest Man



Frane Selak led an extraordinary life full of near-death experiences. His story sparks debate over whether he is lucky to have survived or unlucky to have been in these accidents in the first place. Read on and decide for yourself.



This worksheet includes:



Pre-discussion



Key Vocabulary



Reading



Reading Comprehension



Vocabulary Comprehension



Summary Writing



Writing: 3 short questions and 1 long question (ideal for homework)



Answer key to comprehension questions included at the end of the document.



This reading activity is great for a filler lesson or as supplementary work to your core textbook.

The World's (Un)Luckiest Man

tasks are designed to prompt students to engage in imaginative and speculative thinking, practicing the second conditional structure. Each task presents a hypothetical scenario followed by a question, inviting students to express their desires, preferences, or actions they would take if given the opportunity

Imaginary Scenarios: Second Conditional Practice

This is a set of thoughtful questions about clothing preferences, shopping habits, and pet care to inspire engaging conversations or gather useful insights






 

Engaging Questions About Clothes and Pets to Spark Conversations and Insights

In the Christmas puzzle flashcard game, students work in groups to arrange mixed-up pieces into a complete Christmas image, discussing related vocabulary and fostering teamwork.

Christmas Puzzle Flashcards

En esta presentación encontrarás una selección de los false friends más comunes, su significado real y ejemplos prácticos para evitar errores. Ideal para estudiantes de nivel A2 que están reforzando su comprensión del inglés.


Presentation about: False Friends

This presentation introduces students to the life and groundbreaking achievements of Alexander Graham Bell, particularly his invention of the telephone, which transformed global communication. Students will gain insights into Bell’s early life, his inspirations, and the challenges he overcame to create one of the most significant inventions in history.



Students will learn about the invention process, from Bell's innovative use of the harmonic telegraph to his historic first telephone call to his assistant, Thomas Watson. The session also explores the legal controversies Bell faced, his success in defending his patent, and the subsequent improvements to the telephone by inventors like Thomas Edison.

By the end of this lesson, students will appreciate the profound impact of the telephone on society, fostering discussions about innovation, perseverance, and the ethics of invention​

The biography of Alexaner Graham Bell, the inventor of the telephone.

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

11 Park vocabulary English ESL powerpoints