A selection of English ESL random ppt slides

This is the second part of my conversation class.  The balls lands randomly.  Click once, wait, click again, wait for it to stop.  The ball may stop between two numbers, so I would click again or make a decision to use the number to the left of the ball only.  Good luck!

Conversation 2 Roullette Random

I made this activity to assess my students' comprehension as well as their vocabulary. Feel free to add and edit the content of the questions appropriate to your students' level. This will help your students answer in complete sentences too. 

Random Questions (Speaking Activities)

Updated and it now has 3 slides (sorry, 3 slides do not show during preview).  You can now choose from 3 clocks.  Click on center of clock and then again.  Wait a few seconds after the second click and the hands will stop. Completely random.  For up to four teams.    

Random Clock To Learn The Time

So in the horrible textbook I had to use for an equally horrible 8th grade class of unruly and rude students in an underdeveloped (backward) part of Shenzhen, China, I had to introduce numbers and math operations as well as a bunch of other random vocabulary. So the first 11 slides are of numbers/operations, the rest cover the vocab in the rest of the unit. Maybe you can do something with these slides. I hope your class learns more than mine did. :)

Numbers and math operations + random vocab

Spinners come in when PP slide is started.  Random spin (click on Random Spin once, wait and then again, wait they will stop).   12 Spinners with 16 verbs on each spinner.   


John

Irregular Verbs Spin - Random 12 Spinners Game

Click on start and then click on one of the red ovals that appear in the center.  A card will appear.  Click on it and have the students form a sentence with one or more of the words shown (future tense or present tense).  It may also predict your future.

Future Tarot Cards Random Game - For 2 Teams

I'd like to share this dice because it keeps students engaged and makes PowerPoint games more interesting. I use lots of effects to make games that look like the "real" thing and always look for new things and ideas. 



I'm done with worksheets because I only have online students now and they are useless in online classes, but PowerPoint makes my classes more interesting and effective, that's why I prepare and share them here.



This ppt contains a complete tutorial on how I made this dice, and also contains a rolling dice with buttons to play and stop it.



Hope this keeps your students engaged and helps you to prepare your own game.



Let me know if you have any questions about it.

Self-made random rolling dice (and how to create yours)

Random spin.  Scoreboard for up to 8 teams.  Have the student say the letter and/or the sound of the letter.  Click onece on center of wheel, wait and then click again to stop.

John

wHAT LETTER IS THE POINTER POINTING TO

SPIN THE WHEEL, CLICK ON THE NUMBER AND THEN ANSWER THE QUESTION AND THEN GO BACK AND SET THE SCORE.  COMPLETELY RANDOM SPINNING WHEEL.  CLICK ONCE, WAIT, CLICK AGAIN AND WAIT FOR IT TO STOP.

QUESTION WORDS PART 2 WHOSE, WHY, HOW, AND HOW MANY

This is my first ppt concerning IELTS speaking part 1, it includes a couple of general tips and also deals with the topic of family.



It starts off with a list of a few topics students will likely have to talk about in part 1. I have other ppts for these topics.



Next is a do or don't game where students decide what is good be behaviour for the exam, feel free to add more general things like smile etc :). I find that this works well with some example answers from another worksheet.



The family section starts with a table, have the students fill it out and then compare with their neighbours. Ask the students to define the words above the table and use a few in their descriptions.



Next is a skeleton answer. Students must construct an answer to the question using some of the points, but not all. They should also use the phrases on the right to add extra information to the points. Answers may vary but the aim is to ensure answers flow nicely and don't include anything unnecessary.



The next slide is an extension of the vocabulary from the first family slide. I recommend you go through them and ask individuals to make new sentences with the underlined phrases to show they know it.



Slide 7 is a selection of family questions from pat IELTS tests to give your students an authentic style test.



Slide 8 is an activity style I like to do often for IELTS where students must imagine something different from their real life and give answers based on that. Ask the students to choose a family picture and answer the questions from the previous slide in a new way.



Finally, there is a quick question slide with topics that you give at random to students for them to create questions on new topics, it is useful to test students on their quick responses.



Check out my other IELTS ppts for more topics and techniques

IELTS speaking: describing and family

Simple game with random spinner.  Click on it once, wait and then click again and wait for it to stop. 

Question Words Dart Game Time Based

Follow the directions on the screen.  This has a multiple random spin with random stars (click on star closest to the flying star) to go to a question after you stop the spins.  Each slide has 4 questions that pop in after coming back to that slide.  Each slide has a self reset.

Modal Verbs The Earh Versus Mars Tic Tac Toe (2 teams)

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

68 Random English ESL powerpoints