A selection of English ESL think 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)

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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

critical thinking

This is a group speaking (predominately) activity/game I concocted here in China but I'm sure it's been done before.



There are 4 slides in the PPT:



1. Steps to organise and run the game I find work best for my learners. Feel free to adapt and improve!



2-4. Example subject slides for three rounds.



You can make rounds from any subject (animals, news, celebrities, places, TV/Movies etc) and the minimum you need is a list of subjects, a marker, a board and a stopwatch.



Each round comfortably will eat up 5-7 minutes in a two-team setup,even more with 3+ teams.



Please let me know if you find any cool variations or twists.



Mike

Think-Talk

The materials contains descriptions of different thinking tools that students can use to develop their thinking skills: Thinking Maps, Q-Matrix, SCAMPER, Six Thinking Hats, KWL, Three Story Intellect and Thinker's Key. This is also available in ESL printables. This is developed by Sirhajwan Idek. 

Thinking Tools (Thinking Maps, Q-Matrix, SCAMPER, Six Thinking Hats)

WHAT DO YOU THINK

Think Tales: Tiddalick the Frog is a material that can be used to help students to examine and investigate the context and meaning of an Australian indigenous story "Tiddalick the Frog" through six aspects: character, setting, problem, solution, message and question. This also aims to encourage students to share their own stories. This material was designed by Sirhajwan Idek and it is also available in ESL Printables.

Think Tales: Tiddalick the Frog

I used these images for a Chinese High School Year 11 end of semester oral exam. Using a random number generator app on my phone to select the image each student got 30 seconds to look at the photo then were free to speak. I was looking for critical thinking not storytelling. I also wanted at least 2 minutes of coherent speaking. 



These are not my photos. The photo credits can be found here:

https://www.nytimes.com/2016/09/22/learning/40-intriguing-photos-to-make-students-think.html



40 Images to Make Students Think. 

This is a pleasant little PPT in which iconic images from 6 different countries are shown and students shout out which country the image comes from. There are also interesting little tidbits e.g. there are 8 million people in NY City and there are 44 million rats. :P

Which country do you think of?

This is a long critical thinking and persuasion lesson - it will take probably 90 minutes. It is Part 1 of a two-part lesson focused on Critical thinking and persuasion, using the theme of criminality. It involves a lot of group discussion, critical thinking and persuading other groups that your group is correct. It is most appropriate for students at university level - B1 and above. Students must critically analyze a hypothetical situation which they are not told is hypothetical until you do the second part of the lesson (Critical Thinking and Persuasion - Criminality Part 2).




Critical Thinking and Persuasion - Part 2, introduces the students to Labeling Theory, amongst other things.

Critical Thinking and Persuasion - Criminality Part 1

In this second part of the lesson on Persuasion and Critical Thinking - Criminality Part 2, students are asked to reflect on what they decided in Part 1. The lesson considered Labelling Theory briefly and asks how do you think this would have made these people feel? It then goes on to ask students to take part in further critical thinking and self-reflection exercises, considering their own opinions and how they have persuaded people in the past. I think it is a good bridge to introduce students into how our subjective experiences and personal opinions can influence our behaviour and other peoples' experiences.

The lesson briefly covers using the 1st conditional and introducing counter arguments to support a thesis statement or argument. Students are expected to have already covered these.

An excellent and contemporary critical thinking lesson and has the potential for adding many extension exercises, looking at case studies and marginalization for example.

Critical Thinking and Persuasion - Criminality Part 2

Think Tac Toe is a differentiation strategy that provides 9 options of tasks for students related to the topic of climate change/environment (One of the Global Goals). The options were designed according to the 8 types of multiple intelligence. There are examples provided for each option as well as a reading text related to the topic. This is also available in ESL Printables. Created by Sirhajwan Idek.

Think Tac Toe Multiple Intelligence (Climate Change/Environment)

A simple worksheet that asks students to answer 

Which team/who do you think will win

Here are these 3 steps to help you start training your brain to think fast in English. And some tips to help you stay consistent and motivated to think fast when speaking in English. 

425 Think English ESL powerpoints