A selection of English ESL so and because ppt slides

Teach your students easily using this PPTX. I hope you like this PPTX! You can give feedback if you don't like the PowerPoint! There are examples in the PPTX to help students understand how to use these conjunctions.

Conjunction: So and Because

The students should already be familiar with using various conjunctions. This PowerPoint was created for my 6th grade students to practice selecting the correct conjunction to complete each sentence.

Conjunctions: and, but, so, because

This lesson is designed for beginner English learners looking to understand how to use the articles a/an with nouns. This lesson is also good for you to use as a review of professions and related vocabulary.

When to use this lesson on a/an with nouns?

This is an introductory lesson that requires students to have no prerequisite knowledge of how to use a/an with nouns. This contains fun content that you can use with individuals or groups. It is especially useful for novice learners because it contains a variety of images and activities to help them understand new vocabulary. 

If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.

A/An with Nouns ESL Lesson Plan 

It is a powerpoint about professions and occupations. At the beggining of the class the teacher asks students to draw different professions ( students will surely draw   stereotyped ones).For example when asked to draw a pilot they will draw a male pilot and when asked to draw a teacher they will draw a female teacher. After  they finished drawing the teacher will talk about stereotypes about gender and work (very briefly because they are young) and then  she will show some short videos about women who have unusual jobs like a female worker- a female pilot- a female mechanic and so on. (this part had to be removed from the original powerpoint since it would be impossible to upload it)



PROFESSIONS AND OCCUPATIONS

The words homonym, homophone, and homograph are grammatical terms that are easy to confuse with one another because their meanings are all closely related, so let’s go through each one of them and see what the differences are.



Homonyms can refer to both homographs and homophones.

Homographs are words that are spelled alike but not always pronounced the same.

Homophones are words that are pronounced alike but not always spelled the same.

Homographs and Homophones

Some of the most popular music genres and music-related vocabulary. Also, some questions to ask the sts related to music. 

There are some images of famous artists to have the students identify the music genre they do. Take into account -and tell the sts- that most artists nowadays belong to various music genres because it's very common to mix them. 

Music genres and vocabulary

i have prepard for this material especially for teaching from home where this pandemic seems to be taking foreve therefore i gotta make a change. so i prepare this slidshows for beginers classes.its a few pages but its fun to teach virtually. this study is basic teaching method  for  pre learners learning about colors for example  blue red yellow purple green then students will ask to listen and circle then sing a song ,after that students learn about shapes like diamond triangle rectangle square and star . the activity will be tracing and following dot dot line to make shape.

the students will enjoy it and its gonna be fun for them all because theres alot of pictures and fun activity and fun word for them all . 

learn colors and shapes 

Grammar for Elementary. Basic conjuctions of BUT, OR, SO , AND ,BECAUSE
easy explanation for young learners with examples.
Feel free to modify and add if you wish.

CONJUNCTİONS And,but,or,so

Two types of activities: the first is a "write the name near or under the picture" to teach/revise vocabulary (you can also use it as a test!). Level: YLEC1 (3rd grade- 8/9 y.olds)

The second is a bit more difficult because, apart from vocabulary, it goes over the main prepositions of place. Students have to draw all the furniture in the house following the directions given. Level: YLEC2/Ed first (4th/5th grade - 9/10 y.olds), but older kids might even enjoy it!

Rooms, Furniture and Prepositions of Place

Because is a subordinating conjunction. It shows the cause. So is a coordinating conjunction. It shows the effect.



We can combine two clauses using because and so.



Study the example given below.



Susie didn’t attend the party. She was not invited.



We can combine these two clauses in two different ways.



Susie didn’t attend the party because she was not invited.

Susie was not invited, so she did not attend the party.

conjunctions 

I suggest viewing the PPTX file directly because there are bars covering many examples and exercises. The teacher is supposed to be telling a story and the bars fade out as the teacher narrates the situations (to frame the meaning correctly). The animations are slow so that they can be noticed over Zoom (which greatly reduced the frames per second). The presentation is a tiny bit more focused on meaning than form in my opinion. 

Result Clauses

This is a short presentation on the phrases that indicate boring or repetitive speech and actions. Additionally, there are many examples of the phrases being used in television programs and films. Do not forget to download all four parts of this presentation. It must be split because of the enormous file sizes of the clips.

And so on… Phrases that indicate boring or repetitive speech and actions (Part 4 of 4)

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 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 So and because English ESL powerpoints