A selection of English ESL say ppt slides

22 slides to practise the use of these similar words. Complete with sound. Most of my PPTs have been converted into videos and put on YOUTUBE.

Say & tell

22-page PPT where they have to use the correct form of  SAY & TELL in the sentences.

SAY or TELL

A board game to review SLE beginner level vocabulary. The purpose of the game is to give the students motivation to learn how to say the words in order to progress on the board.

Say the Word 

I made this ppt for little kids who just started learning English. Here they will learn how to say "Hello" and introduce themselves "I'm Mike".

Slide 2. There are lots of characters get together on the beach. Suddenly they are starting disappearing. Let's ask them to come back saying: ''Hello, Minion" or "Hello, Areal" etc.

Slides 3 and 4. A little warm up. Just change slides pressing the buttons up and down on your keyboard and do "stand up and sit down'' exercises along with kids.

Slide 5-7. Learn how to say "I'm + name".

Slide 8-13 Neznaika ( is a very famous Russian character who knows nothing. You can choose any other) comes to the woods and hear different animal sounds. Let's help him name animals. (Sounds can be difficult to recognize, you can show them the slide with all animals first (slide 13)). When an animal appears kids repeat after the teacher "I'm Panda (Lion, Crocodile etc.)

After slide 13 kids can say "Hello. My name is ..." one by one. 

Slide 14. It's time to say "Good bye". 

This ppt was created for online teaching. But anyway you can borrow some ideas for offline teaching as well. Enjoy your class.

first class say "hello"

This Powerpoint presentation is about common expressions. The students have to look at the pictures and guess what the people are saying. You can use it as a warm up activity.

WHAT ARE THEY SAYING?

The same vocabulary as in Say the Word 1, but in a different order. A simple game to practice vocabulary and speaking. The students are divided into groups (the size of the groups depends on the number of students in your class). The first group starts by sending one student to the front of the classroom. This student is standing in front of the class, facing the rest of the students from his group so that he cannot see what is on the screen behind him. The teacher (or a students from one of the other groups) starts the presentation and measures 2 minutes (or some other amount of time). The students from the first group, who can now see the first word on the screen, are trying to explain it to the one who is facing them and cannot see it. They cannot use any words that contain the same root. When the student guesses the word, the teacher clicks and the next word appears. For each correctly guessed word, the team gets a point (It is a good idea to mark the points after each correctly guessed word with a short chalk line on the blackboard). If the students do not know the meaning of the word or cannot think of a way to explain it, they can say „next“ and skip that particular slide, but they can do this three times at most. After two minutes, the teacher says „the time is up“ and counts all the points. Then it is the second team’s turn. After all teams have had a go, the next round can start. The vocabulary in this particular presentation is at A1, A2 or occasionally B1 level. 

Say the Word 1B

This presentation can help you to learn several variants of saying sorry in English. How can you apologie in a formal and informal ways. It suits for elementary students best of all.

how to say Sorry

A simple game to practice vocabulary and speaking. The students are divided into groups (the size of the groups depends on the number of students in your class). The first group starts by sending one student to the front of the classroom. This student is standing in front of the class, facing the rest of the students from his group so that he cannot see what is on the screen behind him. The teacher (or a students from one of the other groups) starts the presentation and measures 2 minutes (or some other amount of time). The students from the first group, who can now see the first word (an actor) on the screen, are trying to explain it to the one who is facing them and cannot see it. They cannot use any words that contain the same root (e. g. act). When the student guesses the word, the teacher clicks and the next word appears. For each correctly guessed word, the team gets a point (It is a good idea to mark the points after each correctly guessed word with a short chalk line on the blackboard). If the students do not know the meaning of the word or cannot think of a way to explain it, they can say „next“ and skip that particular slide, but they can do this three times at most. After two minutes, the teacher says „the time is up“ and counts all the points. Then it is the second team’s turn. After all teams have had a go, the next round can start. The vocabulary in this particular presentation is at A1, A2 or occasionally B1 level. 

Say the Word 1

Reported Speech. Key included. 

Ana :-))

WHAT DID THEY SAY?

Students take turns to choose  a colored balloon. The student will pretend to have a roll in the scene presented and would follow the conversation.

It does not matter if a student chooses a balloon that was previously chosen. The conversations that could be held are infinite.

What Would You Say

A presentation teaching reported speech and life in this cruel world. Gangsters, beggars, harassment and LOTS of grammar and practice with the worst life situations ever.

What did you say?!

1/ set students in groups. 2/ skow category. 3/ students take turn saying word within category. 4/ stop time at random. 5/ student whose turn it was gets a point. 6/ least points wins.

quick - say a word

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

370 Say English ESL powerpoints