A selection of English ESL preference ppt slides

This document is mostly for Czech students as the examples are translated to Czech. The aim of this document is to introduce and explain these grammar structures “I would rather” and “I would prefer” - expressing preferences and “I had better “ - expressing what I should do or giving advice and warning. It is a PowerPoint presentation introducing these structures separately, giving examples, Czech translations and the rules how to form these structures. There are no exercises, it is just introductory presentation for the students to become familiar with some examples of usage and the structures themselves. Feel free to adapt it for your students.

I would rather, I would prefer, I had better

Topic: adverbs of frequency, means of transportation & preferences
Unit 2:  you mustn't be late!
Grade: 7th grade (seventh grade)
Skill: Writing - Grammar focus
This ppt includes activities to practice and a game related to adverbs of frequency, means of transportation & preferences

Unit 2 - review (adverbs of frequency, means of transportation & preferences)

speaking activity on "one & ones" asking students "Which picture (one) they prefer?";



pictures refer to usual topics such as "summer & winter" "apples & bananas" "football & volleyball";



the last slides directly address plural nouns, therefore, asking "Which ones do you prefer?" (e.g. Apple phones or Samsung phones)



the exercise was planned for an A2 level, but can be used for upper levels as well, when integrating the aspect "justifying one's decision"

Speaking Activity: Which one (OR ones) do you prefer?

THIS PPT WAS MADE USING UNIT 56 OF TOP GRAMMAR BOOK BY HELBLING.

FULLY EDITABLE AND I HOPE YOU LIKE IT.

THANKS TO PHILLIP MARTIN ALWAYS AMAZING  PICTURES 

MODALS WOULD LIKE WOULD PREFER TO WANT TO WOULD RATHER

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 

Based on the newlywed and how well do you know each other games. Teacher creates teams or pairs. Afterwards one person on each team or both people are asked a question which they have to then answer on a board. If they get it right, they get a point. Most points wins.

The friendship game

The aim is to practise how to express wishes, regrets, preferences. Using visuals your students need to make sentences with different past forms to express hypothetical meanings.

wishes, regrets, past tenses with hypothetical meanings

Students can express their preferrences for mostly compared people and things. You can use this ppt to practice speaking and ask students to explain their choices. You can practice "would prefer" or comparative adjectives.

Talk About Your Preferrences

Extra xmas ppt to be used as warm up or task-based learning material.

Focus on speaking xmas vocabulary, students preferences and describing feelings from a photo.

Link to online activities and caroling.

Grammar approaches questions, vocabulary lists, adjectives.

Final slide has a list of what students learned on the entire lesson.



Christmas Lesson for A1

The objective of this worksheet is to practice your preference about food, it's a fun activity which includes spelling, using of Do, don't, does and doesn't. It can be used for students who need more oral practice.

What do you like?

A presentation that contains different meals/desserts/starters and some questions to each of them. The purpose of this presentation is to engage students in a conversation about their preferences and practicing food vocabulary in the meantime.

Meals questions

A communicative activity - speaking about food and personal preferences. Students learn to talk about what they would like to have or wouldn't like to have in a restaurant.

Would Like Practice

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 express likelihood, probability in English

how to express likes and dislikes in English

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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>

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37 Preference English ESL powerpoints