A selection of English ESL picture description ppt slides

Learning country names and the related nationalities, with the help of pictures describing famous people, sights, things, national characteristics typical of certain countries. 

Country names and nationalities_picture description

Describe the picture

this game is designed to give the students more practices in English without fear and doubt  

the exercise of describing picture

In this activity, students will engage in observation and deduction by analyzing pictures depicting various rooms in a house. They will use their visual cues to speculate not only on the type of room being depicted but also on the objects commonly found within each specific area of a house.

Fun Around The House

This ESL lesson is perfect for students who enjoy discussing technology and staying updated on the latest trends. You don’t need to be a tech expert to teach this lesson; simply review the lesson file and check the brief sample videos. The lesson includes helpful descriptive vocabulary, discussion activities, short reading passages, vocabulary practice, a fun picture guessing game, and a useful website recommendation. It is designed for B2 level students.

Lead-in
Quote
Intro
Vocabulary match
Reading 1
Examples
Reading 2
Examples
Opinions
Vocabulary practice
Discussion
Game
Extra

Sora: The New Era of AI

The presentation aims to develop grammar and speaking skills on the topic of “the Passive voice”. The worksheets are suitable for B1-B2 adult or teenage ESL students (intermediate and upper-intermediate).

The worksheets contain:
- the grammar presentation of the Passive voice with examples and graphics;
- practical exercises (fill in the blanks, correct the mistakes, rewrite the sentences, etc.);
- speaking activities (name 3 things; questions for speculation, picture descriptions, etc.);
- reading comprehension (Stonehenge);
- answer key.

Passive Voice - Grammar in Context

A collection of different pictures designed to be used as a fun memory game to practise present simple and continuous tenses, and There is... / There are... structures. The teacher displays the picture for a limited time, and students try to remember as much as they can about the pictures before answering true / false statements, which can be done as a competitive team game.




I also like to do a warm up with a few of the pictures first, simply getting students to describe what is happening in the pictures, to get them familiar with using present simple/continuous tenses.
What also works well is doing the team game first, then giving the students pictures to make true/false statements for the other team to answer, again showing the picture for a short time before taking it away and reading the T/F statements.
Have fun!

True or False - Present Simple & Present Continuous

The "Feelings and Emotions Flashcards" are a valuable educational tool designed to help students recognize, understand, and express various emotions. Here’s a description of tasks that can be included in this resource: 1. Identify the Emotion 2. Match Emotions 3. Describe the Situation 4. Create a Story 5. Role-Playing

Feelings and Emotions Flashcards

I created this collection to examine my students and see if they were capable of describing pictures. You can use it also as a prompt for speaking. I tried to choose photos with lots of things going on.

Picture collection for description

1. Name all the things in the picture and the items around the outside. Make a list of new vocab. 
Note: Furniture words used in instructions later: cabinet, sofa, chair, table, shelf

2. Get the students to read the instructions and move the items to the correct place - either with screen remote control or by drawing circles (annotations in most video conferencing software). You can layer the items as necessary with send to back/bring to front as the students instruct you.

Instructions to display side by side with image:
The books are on the shelf.
A cat is under the table.
A schoolbag is on the chair.
A vase is next to the sofa.
The flowers are in the vase.
The newspaper is on the table.
A pencil is under the sofa.
A clock is next to the books.
A teddy is on the sofa.
A lamp is on the cabinet.
A ball is behind the vase.
A dog is in front of the sofa.
A cup is on the table.
An apple is between the cup and the newspaper.
A plant is behind the sofa.
A doll is between the books.
A car is in front of the cabinet.
A spoon is in the cup.


3. Hide the vocab and the instructions and ask the students to describe the room back to you. Focus on is/are for singular plurals as well as correct prepositions. Ask 'where' questions to prompt if necessary. 

This was adapted from Camilla77's exercise for online teaching and with added speaking activity included at the end https://en.islcollective.com/portfolio/995057



Practice prepositions of place by putting the objects into the room in the correct places.

Teach the grade 6 students how to describe an animals using some hints. Using I am or It is. They can do some conversation with classmates and make them guess what kind of animals are you talking about.

Animals Riddle Game

The above ppt is a great lesson for grade 4 to grade 7 students. It has a clear presentation of the vocabulary with a guessing game to make it interesting and fun

A Vocabulary ppt/games/exercise for young learners.

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

40 Picture description English ESL powerpoints