A selection of English ESL the hot seat ppt slides

The student in the hot seat listens to their team mates and tries to guess the word. The first hot seat student to say the word wins a point for their team. Then change the students over, with a new member of each team taking their place in their team's hot seat.

The Hot Seat Game

Based on the hot seat exercise: 

 https://en.islcollective.com/english-esl-powerpoints/vocabulary-practice/general-vocabulary-practice/actions/the-hot-seat-game/151993


 and the DK EFE Unit 7 - Book 1

 Students have to make charades in order to make the person in the "hot seat" guess the word!

The Hot Seat - Everyday things edition

Based on the hot seat exercise: 

 https://en.islcollective.com/english-esl-powerpoints/vocabulary-practice/general-vocabulary-practice/actions/the-hot-seat-game/151993

 Students have to make charades in order to make the person in the "hot seat" guess the word!

Hot seat - Daily routines

Hot seat - clothes edition

A student sits at the front with eyes closed. I used a blind. I projected the slide on the board. The teammates describe the word by using 1 word. They can give as many words as they can within 1 min. The student sitting has to guess the word on the board in 1 min too. The picture is only as a guide for weaker students. And, they can't use the exact word given or Proper noun.

Hot seat

Ask your students to form two teams.



Then get one member from each team to come up and sit "the hot seat" with pen&paper.



The student seats with his/her back to the board.



The teacher displays the slides on the board.

Other students describe the sentence on the board to the hot seat student without using any word from the sentence.



The first hot seat student to write the sentence wins a point for their team.



My students were allowed to use L1. I think it's better to get them more involved.

Hot Seat) Passive Voice

This powerpoint was prepared in order to improve Middle School students' understanding of adjectives. Character slides attached in the presentations were entertaining to play hot-seat and practice the target structure.

Adjectives with -ed or -ing

Sumo - this activity is best suited to younger students, tween & teens.

How to play:

1. Drill the words first.

2. Print out full page slides.

3. Select two 'wrestlers' who stand face-to-face, with their hands behind their backs.

4. Select two of your slides.

5. Place them in the hands of your students.

6. The idea for them to maneuver around each other in order to identify the card behind their opponent's back.

7. First one to get round his/her partner and identify the word correctly wins.



Note: you will need a fairly big open space to do this activity successfully.



Taboo/Hot Seat - best suited for older teens and adults.

How to play:

1. Drill the words first.

2. Split your class into different teams (two is best, but if you have a large class, any number could be used).

3.	Sit the students facing the board.

4.	Then take an empty chair - one for each team - and put it at the front of the class, facing the team members. These chairs are the 'hot seats‘.

5.	Then get one member from each team to come up and sit in that chair, so they are facing their team-mates and have their back to the board.

6.	As the teacher, have a list of vocabulary items that you want to use in this game.

7.	Take the first word from that list and write it clearly on the board.

8.	The aim of the game is for the students in the teams to describe that word, using synonyms, antonyms, definitions, rhymes with etc. to their team-mate who is in the hot seat - that person can't see the word!

9.	The student in the hot seat listens to their team-mates and tries to guess the word.

10.	The first hot seat student to say the word wins a point for their team.

11.	Then change the students over, with a new member of each team taking their place in their team's hot seat.



For more teaching tips, activities and nifty ideas, be sure to check out our blog: https://www.awesome-esl.com/blog





/eɪ/ /ɔɪ/ /aɪ/ Sumo cards & Taboo/Hot Seat Activity

These activities to practice triphthong identification can be done in several ways:



1. Run & Write

2. Flyswatter Swat

3. Sumo

4. Hot Seat

5. Slap the Phoneme



Students can run & write/swat/sumo/describe/run & slap to the various phonemes which correspond to the body part.



Answer Key:



slower

fire

shower

tyre

lawyer

flower

player



Links for reinforcement materials included!



Can also be done as a sorting activity with mini-flashcards!



For more creative, fun & engaging ESL activities & ideas, sign up to our workshops or email me: teacherdianaonline@gmail.com!



Have fun teaching :)

Di



Wheel of Triphthongs

This activity can be done in several ways:



1. Run & Write

2. Flyswatter Swat

3. Sumo

4. Hot Seat

5. Slap the Phoneme



Students can run & write/swat/sumo/describe/run & slap to the various phonemes which correspond to the body part.



Answer Key:



Monophthongs:

/ɑː/: arm

/iː/: feet, knee, teeth

/ʊ/:foot	

/æ/: hand

/e/: legs, head



Diphthongs:

/ɪə/: ear

/aɪ/: eye, eyes

/eɪ/:face 

/əʊ/: toes

/eə/: hair

/aʊ/: mouth

/əʊ/: nose



Can also be done as a sorting activity with mini-flashcards!



For more creative, fun & engaging ESL activities & ideas, sign up to our workshops or email me: teacherdianaonline@gmail.com!



Have fun teaching :)

Monoph- & Diphthong Hidden Body Parts

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

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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

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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

10 The hot seat English ESL powerpoints