A selection of English ESL podcast ppt slides

A fun conversational fluidity activity for intermediate students! I have found that it can work for students B2-C1 level, you could try with B1 if you adjust the time. Topics are engaging and relevant, especially for adult or teen students.


How it works:


Each slide has a podcast concept, and the student must talk about it as much as they can (TV series, sports, work, etc.) to practice fluidity. The student talks as much as he/she can about the topic, and you skip to the next slide when they either take too long of a pause or use a filler word (see game modes below.) Then, the student has to start talking about the new topic.


There are two game modes:


-You can skip to the next slide if the student takes too long of a pause (I wrote 5 minutes but you can adjust it depending on level.)


-You can skip if the student uses and agreed-upon filler or crutch word (for example, "like")


The resource ends with a reflection about the topics.



Hope you enjoy it as much as I did!



Podcast Shuffle Speaking Activity - Fluidity Practice B2, C1

For the teacher

Imagine you are a journalist, who is asking a company’s sale representative these questions:



Facial recognition

Journalist’s questions to the  company’s sales representative: 

1) Where is your company based?

2) For how long did you develop the technology?

3) How many faces do you have in the database? 

4) When did you roll the system out to the market?

5) Can the technology recognise a person in the crowd wearing a mask?

6) If the person is wearing a mask and sunglasses, will he or she be identified by the technology? 

7)  How the system can help the world?

8) What companies or organisations are you targeting with this system?

9) Is the database of faces include only citizens of China? 

10) Would you like to go global?

11) How are you planning to gain database of faces from other parts of the world? 

12) Do you get any financial help from the Chinese government? 

13) Do you need any advertising campaign for the technology?





Questions about TripAdvisor and Airbnb

You are asking sales representative of these companies:

1) When did you start new virtual campaigns in your company? 

2)  How do you measure success in the circumstances of Covid-19? 

3) How do you advertise your new direction?

4) Could you attract new audience?  

5) Who are your target audience nowadays? 



 Questions to Pebbles’ representative: 

You are asking sales representative of this company:

1) How did you come with the idea of inspiring artists to participate in creation of new video series? 

2) Why did you choose to create videos featuring activities children can do with minimal parental supervision? Why not a podcast, a book or some other creative form?

3) What growth in sales do you expect due to this campaign? 

4) How will you measure the success of the campaigne in terms of brand awareness? 

5) On what channels do you promote the new video series?

6) Would you like to go global or stay at the US market?

7) Is there any other company that is rising its brand awareness by inspiring kids for some activities or that is Pebbles’ now-how? 



Diageo Questions:

1) Why did you decide to support restaurant and bartending businesses?

2)  How did you come with the idea of leveraging virtual events in order to help the community? 

3) What growth in sales rates do you expect due to this campaign?

4) How „Jimmy Kimmel Live” influenced Diageo’s campaign? (kick off – start)



TikTok

Procter & Gamble Co representative

You are asking sales representative of Procter & Gamble Co

1) Why did you choose to turn to TikTok to speak to Generation Z?

2) How can you be sure that the massage of the #DistanceDance video reached the target audience?

3) Has this video become viral? 

4) How much time did it take to create a #DistanceDance video? 



The ppt contains small articles about companies which are finding new ways to survive during the Covid-19. The students read them and answer the teacher's (journalist) question (which you can find in the description)

PPT presentation to go with podcast to follow

So much to do PPT presentation

This PowerPoint lesson is a true crime listening activity based on the disappearance of Mike Williams, a real case from Florida. The first slide introduces the story with an atmospheric picture and embedded audio narration (MP3 generated with natural voices). Students begin by listening to the story without reading, just like a real podcast or YouTube true crime video.

The following slides contain a variety of comprehension tasks: true/false statements, short answer questions, and multiple-choice questions to check understanding of the details. A final discussion section allows students to share their opinions about justice, fairness, and punishment.

The activity focuses on listening comprehension, vocabulary in context, and speaking skills. It works well for B1–B2 learners who enjoy real-world, dramatic stories. The PowerPoint format makes the lesson easy to run in class—simply play the audio directly from the slides and guide students through the questions.

True Crime: Mr. & Mrs. Murder Case

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

4 Podcast English ESL powerpoints