A selection of English ESL sleep ppt slides

If you think you had ran out of topics that can help students increase their vocabulary and at the same time help them to learn something that can benefit their lives it is because you had not stumbled upon this beautifully designed “SLEEP” presentation, in which you can begin a conversation regarding: 



A brief introduction of the importance of sleep.

3 reasons why sleep is as crucial as food and water

5 chronic diseases that are likely to happen if sleeping is not given its vital magnitude.

Also 5 pieces of advice to get a good night sleep in order to get the benefits of such a mysterious evolutionary human behavior.



Sleep

In this PPT you will find a list of different foods that will help you fall asleep. Each slide contains the type of food, a picture of the food and a brief explanation why that food makes it easier for us to fall asleep. It's great for an interactive discussion class. Students learn about the health benefits of different types of foods, get an opportunity to give advice to others and discuss their advice with the class. I've been teaching a class about food for more than two years and used this PPT a couple of times. The students always found it interesting. It gives you an opportunity to teach the students something new in their target language as well as using the newly acquired language. I suggest keeping the class loose and fun with a warm up about sleeping habits and what the students do when they can't sleep, followed by a discussion on what you should or shouldn't do to help you sleep. Then introduce the foods on the PPT (you might have to explain some of the more advanced words in simple terms or look those words up in a dictionary) and go through them one by one, giving the students the opportunity to take notes. After you showed the students all the different types of foods, close the PPT and ask the students how many different foods they remember, then ask them to work in groups to come up with a plan on how to incorporate those foods into our diet. 

Foods That Help You Sleep

PPT for a lesson from Success Pre-Intermediate, Pearson/Longman

why sleep is the best medicine?

Speak as much as possible about a given topic (pictures). Students can work in pairs or in bigger groups. If you like, you can use a stopwatch and make students speak for any time given. Students can change groups after some time and share info with their new group.

A speaking activity about sleeping and feelings or actions connected to it.

Here are 34 first person present continuous cards.



Another teacher uploaded them as very small cards. I scanned them, enlarged them, and added some color.



I suggest you round the edges off and laminate them. That way, they'll be useful.....FOREVER!



PS - Before you laminate them, add a full-stop (with a felt pen) to the sentences, as this was overlooked by whoever created them initially.

I am (V)ing. Small Flash Cards

Some students REALLY have a hard time making the Z sound. I made this PPT to introduce the Z sound and some Z words. 


I suggest having the students pretend like they are sleeping and/or having them fly around the class like bees.

Phonics Z

After the first ppt, you can use this to teach furnitures. I placed the furnitures in an order. For example what do you do in the liv.room, - we watch tv, where do you sit, on an armchair- if it isn't comfortable we lie on a sofa...or where do you sleep - on a bed- if you wake up you turn on the lights- you go to the wardrobe and look at the mirror.etc

House and objects

This is a PowerPoint for students working on the topic of going on holiday. It is a great way to lead to a discussion.

There is a video to watch on the first slide (click on the photo to go to a link on YouTube)

You may wish to pre teach key words before such as reception, sleeping bag, buffet etc 





The Ice Hotel

Here's a most enjoyable game to test your knowledge on four different content categories and corresponding vocabulary/grammar. I employed diverse formats in the making of quiz items. Hope this will come in handy for your syllabi. Regards. 

JEOPARDY GAME (4 CATEGORIES)

This is a simple presentation I made to help my beginner level students learn vocabulary associated with feelings and emotions. For the final slide, the teacher should point to an image and ask a student to identify it using full sentences (i.e. "I'm sleepy). 

How are you feeling? 



I get up at 9 am, I change, then I have my breakfast and then I connect to my virtual classes which are from 9 in the morning to one in the afternoon. In the afternoon I have lunch, do my homework and play for a while.

At night I take my seine, I watch TV for a while, and then I go to my bed and sleep.

Personal Hygiene

This is an activity for students to have fun while dealing with this topic of feelings and emotions: happy, sad, frustrated, angry, hungry, thirsty, scared, bored, hot, cold, sleepy, tired, surprised, etc.

Memory game activity: the teacher/ students select the blue squares on the left/ right in order to see the picture and once more to cover it up again.

Feelings and emotions

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

31 Sleep English ESL powerpoints