A selection of English ESL push ppt slides

Science class about forces (push and pull). 

Forces. Pull and push

This is powerpoint game for  Pre-intermediate and Intermediate level. Just to review the real conditional, it is easy. You open the powerpoin, push the buttont and tell your students to tell you when to stop. When you stop it, they need to complete the conditional. Have fun.

FIRST CONDITIONAL

BACK TO SCHOOL - Our Main Goals for the Year; This PowerPoint presentation is just to give them a positive \'push\' at the very start of the school year. Can be used with some fun music of your own choice. Fully editable.

BACK TO SCHOOL - Our Main Goals for the Year

You can watch this ppt just like a video. Just open it and push F5. Then sit back and watch. It is about two naughty boys who are trying to steal a tart from their neighbour's window. One boy climbs up in a tree with a walkie talkie. The second boy hides himself in a bush. He also has a walkie talkie. They communicate with each other and ... (You can also watch this as a video which has sound effects and also it is dubbed. The link is https://www.youtube.com/watch?v=sS740bDf_qo )

Present Continuous Tense/Movie-like

Hello. This game is to review basic vocabulary such as: body parts, numbers cero to 19, shapes, clothes, fruit and veggies. Two player game. Choose a team (purple or green). Choose a superhero logo, click on it to show vocabulary card. Click on card to clear it. If you get a Fortnite card, push your team’s button to get a Fortnite card. The team that collects the more cards is the team that wins.



Fortnite Vocabulary Game

Click on the spinner/up and down buttons to move the letters.  Listen for a beep and then push the other buttons to find the opposite of the word that appears on the left.

Vcrossword puzzle game opposites

Greenwood's summer camp

First player picks one card. Click on the card to uncover the picture. Then first player picks a second card, click on it to uncover the picture. If they match, let them uncovered, player gets one point and plays again, until s/he makes a mistake.

If the cards don’t match, click on the red button in the card to cover it again.  It’s second player’s turn.



Verbs in this game: 1- pull/push 2- leave/arrive 3- go up/go down 4- open/close 5- sit/stand 6- sleep/wake up 7- speak/listen 8- start/finish 9- win/lose



Hope your students have fun. Thanks for downloading and have a nice day!

Memory game - opposites 2

Push the round button above the pictures. Listen and match the classroom instructions with the right pictures. When you click on the right picture, you will see a blue arrow. Click on it as well to see the next question.

Classroom instructions with Dracula Family

This ESL resource focuses on fitness vocabulary and engaging activities. It includes the following tasks:
	1.	Listening Exercise:
Listen to a short dialogue featuring Bob, a character preparing to get in shape by going to the gym. The exercise helps learners practice listening comprehension, focusing on vocabulary related to exercise and fitness routines.
	2.	Discussion Questions:
After listening, discuss various types of exercises and activities. Questions focus on personal preferences, types of exercises like running, jumping jacks, push-ups, and stretching.
	3.	Vocabulary Building:
Review key fitness-related vocabulary, such as terms for different exercises, workout routines, and fitness goals.
	4.	Planning Activity:
Plan and organize a group workout with friends for an outdoor day. Discuss how to prepare, choose exercises, and create a fun workout routine.
	5.	Advice Column:
Read and answer questions in an advice column format, addressing fitness-related problems. This section encourages learners to offer advice using problem-solving language and practice their writing skills.
	6.	Reading Passage and Questions:
Read a passage about fitness and wellness, then answer comprehension questions based on the text. This section helps learners improve reading comprehension while reinforcing fitness vocabulary.

workout & wellness

This is a lesson I made for an IELTS reading and vocabulary lesson with some A2/B1 high school students. The aim was to show them the issues caused by usury and central banking systems, as they had requested conspiracies as a topic. The story needs some refinement and isn't intended to push partisan views or demonize any particular group of people.  

The Money Puzzle

A short story of Brexit and a description of the reasons that pushed British to leave Europe. This powerpoint is a good summary of the main steps that led Britain to leave Europe.

Brexit. A short story of Brexit.

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

13 Push English ESL powerpoints