A selection of English ESL task ppt slides

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

This is to help IELTS with writing task 1 how to handle data and how to build a paragraph structure. 

This is to help IELTS with writing task 1 how to handle data and how to build a paragraph structure. 

This is to help IELTS with writing task 1 how to handle data and how to build a paragraph structure. 

This is to help IELTS with writing task 1 how to handle data and how to build a paragraph structure. 

This is to help IELTS with writing task 1 how to handle data and how to build a paragraph structure. 

This is to help IELTS with writing task 1 how to handle data and how to build a paragraph structure. 

This is to help IELTS with writing task 1 how to handle data and how to build a paragraph structure. 

This is to help IELTS with writing task 1 how to handle data and how to build a paragraph structure. 

This is to help IELTS with writing task 1 how to handle data and how to build a paragraph structure. 

IELTS task 1

This file will show ILETS candidates how to write IELTS writing task 2 step - by - step. Specifically, this file includes ways how to write introduction, body, and conclusion for a basic essay.

Writing Task 2

This lesson is adapted from Gold Experience C1 and ESL Brains



The lesson starts with a short general discussion on making decisions and hard choices students face. 



Then, students move to one exercise on idioms used when talking about something difficult and easy. 



Ss analyse a collaborative task, listen to two students do the task and jot down useful language used to justify their choices. 



Finally, the lesson finishes with the speaking task when students need to use new vocabulary and make some hard choices.



For HW they watch a TED talk.

CAE COLLABORATIVE TASK

A PPT file discussing on some general methods in doing tasks and motivating students, along with a game can be applied to various of teaching targets.  

Tasks and motivation

This is a guide for a task. It consists on:

-the structure of a phone interview

-an example

-a selection of useful sentences

-suggestions for students to prepare the interviews

This is the final task of unit in Spectrum 3. It includes many of the unit's contents.



Interview - task guide

Students will describe the Russian town of Oymyakon in their own words from looking at pictures. This encourages sentence building and sentence structure. Enjoy.

Oymyakon Speaking Task

A collection of tips and tricks for writing task 1. A break-down of what is graded and how it is graded. Includes grammar and vocabulary. A display of the structure and what to write in each paragraph.

IELTS Writing Task 1

The ppt presentation gives a clear idea of what IELTS Task 2 is. The language learners will be able to see detailed structures for 5 different types of essays. I felt the need to create this presentation as I saw that my IELTS students were struggling to have a clear understanding of what steps they should take while doing IELTS Task 2. 

I hope everyone who gets an access to this presentation will find it highly useful. 

Good luck! 





Ielts writing task 2

This ppt files briefly introduces types of IELTS writing task 1, and provides the overall structure  for task 1. Besides, it also  shows how to write overview/conclusion. Also, learning how to analyze the diagram to find out key features is presented. 

IELTS Writing - Task 1

This presentation shows step by step how to write an academic essay as well as the general organization of essay in IELTS. Connective devices are also involved. 

IELTS -Task 2 - Academic

A presentation containing:

- job interview (dialogue)

- reading

- role-playing

- reading comprehension questions

- conversation (personal questions)

Designed for intermediate and upper-intermediate levels.

Job Interview (several tasks)

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

491 Task English ESL powerpoints