A selection of English ESL speaking prompts ppt slides

Elementary and above prompts for description, speculation, opinion, and personalisation. Some slides have two or three pictures which can be used for contrast. 

Originally put together  for some weaker TOEIC  :-) students hence some of the later slides. That said it can be used for any or easily adapted.

Speaking prompts

Students have to say two things that are related to the topic, and then ask a question to the next person. The next person answers the question and starts the next topic.

Say 2 Things and Ask a Question-Speaking prompts

Powerpoint to prompt students to practise their oral skills using the Simple Past. No simple answers allowed. They should use connectors and expressions learnt so far, apart from using the past tense correctly.l

Speaking - Using The Past Tense

This is the PPT which goes with my worksheet "Once upon a time". Students use the prompts to say what the prisoner and king did. Then they click on each picture to check their answers.

ONCE UPON A TIME ... - past routines speaking activity

This PowerPoint contains prompts by way of images and suggestions to build up on selected  themes for public speaking. Individuals may be asked to speak solo after a  conversation within the group based on the topics  referred to by the images. The speaker may be permitted to use the mouse and speak on topics prompted by the ideas. 

Public Speaking Practice With  Prompts

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 power point contains several activities for matching faces to feelings. Some basic introduction of the words for different emotions is necessary but mostly the activities are just prompting students to say things with what they do know.



Slide 3 may be the best place to start unless the class is strong enough to talk about the faces on the internet emotes page immediately. Otherwise do 3 then 2 then move on. I placed slide 2 as I did because it is a good way to grab student interest.



slide 4 is a grouping task and a chance for students to imagine what is happening in each case.



Slide 5  is the opposite, the situations are prompts for feelings. Try to bring more complex answers out, two emotions per picture.

Emotions speaking tasks

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.





IELTS Speaking part 2: Organising

PowerPoint activity for speaking / discussion. Students read the prompt and complete the sentence in any way they want (as long as it fits the grammatical structure). Can be used as a warmer or filler activity.

Finish the Sentence

Speaking - Fears and Phobias is a ready-to-teach lesson plan that is designed to promote fluency and get your students speaking! Designed for upper-level ESL learners, this lesson introduces new vocabulary related to different fears and phobias. Prompt students to discuss fears and phobias using the questions, photos, and new vocabulary provided!

This practical, easy-to-use lesson plan is ready for your next online or in-person class. 

Don't forget to sign up for your free Off2Class teacher account,  where you can access the teacher notes that go with this lesson. 

As well, you can assign your students homework so they can review the subject content after class!  

While you’re there, have a look at our ESL Lesson Library! Here, you’ll find hundreds of ready-to-teach lesson plans for all skill levels and subjects. Leave the hard work to us and spend more time teaching the subject you love!



Speaking - Fears and Phobias- An ESL/ELL Lesson Plan

What does this lesson plan on natural disasters include?

The purpose of this lesson is to introduce vocabulary around natural disasters. This natural disasters lesson plan contains controlled and free tasks to promote fluency in speaking. This lesson does not include a reading activity. It is an intermediate-level lesson plan that contains matching activities, speaking prompts, quote analysis, data analysis, and opinion questions. With all that said, this lesson plan will allow you to learn a lot about your student and their opinions on different topics.

Register for a free Off2Class account to get additional lesson plans and support, including teacher notes.

An Intermediate ESL Speaking Lesson Plan On Natural Disasters

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

23 Speaking prompts English ESL powerpoints