A selection of English ESL speaking ielts ppt slides

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

This PowerPoint contains the vocabulary, some questions, and sample questions that teachers and students can take as a reference for their teaching or studying process. 

Speaking Ielts topic Holidays

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

This is a fairly comprehensive ppt helping students prepare for part 3 questions that require comparing two things.



The first two slides are introductions to phrases used for comparing and a basic refresher on how to turn regular adjectives into comparative or superlative ones.



Slide 4 is a free practise task where students have to compare things using the prompt words.



5 and 6 are more ielts focused with a quick brainstorming tasks where students must quickly come up with comparisons and then some actual IELTS questions, taken from past exams.

IELTS Speaking part 3 comparing

This brief presentation is a few activities for sequencing narrative part 2 answers. For descriptive part 2 answers check out my other IELTS speaking presentations.



2: Past tenses refresher. Get students to continue the story of each sentence after filling in the spaces, making sure they maintain correct tenses.



3: Brainstorming reasons why in answer to question prompts. Followed by some time spent discussing how to organise the various reasons.



4: time words used for sequencing answers. Guided practise



5: Time words for sequencing answers, free practise.

IELTS Speaking part 2: Sequencing

This short IELTS practise ppt is part of my series covering speaking tasks. It is mainly about describing and giving personal information for part 1 answers. 



It does not include much preparatory vocabulary and so it requires the teaching of home vocabulary and a basic introduction to IELTS speaking to be done beforehand. Please refer to my other ppts for these.



The first slide is a simple information sheet, students fill them out and ask each other simple questions in pairs to compare their information with each other.



The second activity: for small groups, is a vocabulary exercise where the students draw and label their homes and then help each other to complete the labelling with words they don't know.



The third slide: individual students and then pairs, is a good opportunity to test students on their knowledge of adjectives nouns and verbs. It is an answer shell where the students reference the complete answer and use their own homes to complete a lengthy description. Then students read and compare their answers.



Finally, there is a selection of questions from past IELTS exams covering the topic of home for the students to answer.

IELTS speaking part 1: Home

This presentation is a task-focused lesson plan aimed at making students familiar with questions and strategies in IELTS speaking.



2: Common question stems - use these in combination with slide 3 topics to generate questions with the students in groups. Give some examples first.



4 - 5: Key words activity, students must learn to identify the important words in questions even if they don't understand it in full. Students identify key words and then work out questions from just the key words. Also, it may be necessary to give students some ideas about what they can say if they don't get the question: 

Can you say the question again?

 or 

can you explain *word* please?



6 - 7 rephrasing: students must think of new ways to say the words and phrases on the slide. This is practice for starting answers by rephrasing the question instead of simply using the same words.



8: How to expand your answer using the question words

Who - when - where - why - how - what.

Start with a simple answer phrase and get students to add more information to it.

What to expect from IELTS speaking

This powerpoint is heavily focused on music vocabulary and speaking.



Students must identify instruments, types of music, genres, and words related to music by answering questions and matching pictures. 



Also, there is a music listening where students must match genres to musical snippets and then describe what instruments can be heard.



IELTS style questions are throughout the presentation also but of course, they can be general conversation starters as well.



Students can also spend time researching musical artists and describing their careers.



Musical tastes and adjectives to describe feelings may need pre-teaching.

IELTS speaking Music

This powerpoint features a wide range of activities, mostly reading and speaking.



As news is, of course, different every day and in every country, you may need to swap out the pictures and stories for more relevant things but I tried to include a range of topics and tones for discussion.



Students must first discuss what is currently big in the news and what makes them important. The words on the first slide are good points for explaining why some things are bigger or smaller stories.



Next are some pictures to inspire students to describe current events in as much detail as possible.



The nine pictures on slide 6 are for students to create their own news stories and headlines. Practice narrative tenses and description.



After that, a couple of news stories can be handed out to students in pairs so they can read and relate the key points to their partner. Lots of likely new words also.



Finally, there are two general speaking tasks for helping students expand their descriptions and narrations.  Firstly there is a description task where students must use the six points to fill in the circle as they speak. The final slide is a guessing game with describing objects using your senses and their effects.

IELTS Speaking News and current affairs

This powerpoint builds up to designing a home but begins with questions and matching activities to practise and expand vocabulary.



Slide 4 has various unusual homes for students to describe, think location, facilities, materials and who lives there as well as good and bad points.



More detailed vocab for rooms and furniture follows on from that. Slides 7 and 8 are four homes for students to compare and convince each other to buy. You can either give each student one and have them compare in groups or you can set up a role play where students buy and sell the homes.



Finally, there is a drawing activity where students design and describe a home interior. Then there is an IELTS speaking part 2 question for practise.

Design your dream home

With these slides, a teacher will be able to guide a simple but effective trainning session with the students. Contains two oral practice exercises to internalize the tips given.

IELTS speaking preparation for Part 1

This power point provides detailed practice for the IELTS or TOEFL 1 and 2, all topics have appeared on proven exams, learning to speak enough to satisfy answers is always a challenge, this gives a comprehensive approach to a week of speaking practice for preparing for these test or just to improve in your speaking

IELTS or TOELF speaking

A powerpoint aimed at making students practise organising their long answers.



The first three slides are a demonstration of a sample answer with example points. It is important to tell the students that they need to think of more than the four points they are given. 

WHO

WHERE

WHY

WHEN

WHAT

WHICH

Are good prompts for adding more information.



Also, discuss the difference between part 2 questions that need a NARRATIVE answer in chronological order and those that need a DESCRIPTION. Some answers mix both types.



Slides 5 and 6 are two questions with picture and question prompts. 5 needs the students to order the questions and imagine an answer for each that creates the best narration and description of the problem and item.



The 6th slide is a simple narration, arrange the pictures into what you think its the right order and describe the key events of the meal.



7 - 9 are sample questions. Distribute them among students and have them critique each other's answer plans.





26 Speaking ielts English ESL powerpoints