A selection of English ESL to be 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

Shows basic diagrammatic formation of past simple tense 



Uses animated diagrams to show the formation of the respective tense forms



Includes some animated gap-fill exercises. that can be done live with the class or printed out



Uses both regular and irregular forms

Grammar Tutorial - Past Simple - Positive/ Negative/ Questions

A simple game to practice vocabulary and speaking. The students are divided into groups (the size of the groups depends on the number of students in your class). The first group starts by sending one student to the front of the classroom. This student is standing in front of the class, facing the rest of the students from his group so that he cannot see what is on the screen behind him. The teacher (or a students from one of the other groups) starts the presentation and measures 2 minutes (or some other amount of time). The students from the first group, who can now see the first word (an actor) on the screen, are trying to explain it to the one who is facing them and cannot see it. They cannot use any words that contain the same root (e. g. act). When the student guesses the word, the teacher clicks and the next word appears. For each correctly guessed word, the team gets a point (It is a good idea to mark the points after each correctly guessed word with a short chalk line on the blackboard). If the students do not know the meaning of the word or cannot think of a way to explain it, they can say „next“ and skip that particular slide, but they can do this three times at most. After two minutes, the teacher says „the time is up“ and counts all the points. Then it is the second team’s turn. After all teams have had a go, the next round can start. The vocabulary in this particular presentation is at A1, A2 or occasionally B1 level. 

Say the Word 1

This Power-point can be used to introduce the topic and get students speaking about inventions. It contains some key vocabulary, understanding check and discussion questions. Pictures have been used to support the written text.The discussion questions focus on developing critical thinking.

Inventors and inventions

This is used for teaching  active  and passive  voice  to  the  students. This is prepared  in order  to  gain the attention  of the students  and arouse their  interest 

Active  and  passive voice 

In this PPP, you'll find some statements related to movies. Students take sides and offer reasons to explain their point of view.



I like to ask my students to literally take sides; so I say "if you agree with this statement, stand on my right. If you disagree, stand on my left." In this way, they can see who think differently face to face and the conversation gets more interesting because they try to convince their "oppoents" by explainng their point of view. When I change the statement, they can change places depending on their opinion.

Discussion topics about movies

A short overview of the ways to talk about future: will, be going to, present continuous and others. Students often don't have the problem with the form, but they are confused which 'grammar' to use. Therefore, there is a chance to practice the usage in mixed sentences and reflect on the choices.

Expressing the future

For Business English Students and for Intermediate level students.  It gives a brief outline of the basic functional language items which can be used to express agreement and disagreement in various contexts. 

expressing agreement and disagreement

With this game you will be able to practice vocabulary with your students. Happy Halloween everyone!

It comes with instructions on where to press if needed. Follow me on Instagram for more @4olhosnaweb

PPT Halloween Hang man game

Practice colours with sound (click on the speaker for the sound) and words.  Game with sound and one with words (match the colour to the word given)

Colours Practice and Game with Sound

Full screen, just click and the things will happen. The students have to answer the questions in each slide. Questions deal with there is / there are, vocabulary and prepositions. 



There are 27 slides and the students have to answer questions, describe pictures, compare the picture with their own room, describe their rooms.



Hope your students have a great time practicing. Thanks for downloading it and have a nice day!

The Messy Room - there be, prepositions and vocabulary

A  picture  description  is  an  ideal  way  of  practising your 

English  vocabulary.

Here you have some ideas or tips I have put together to help  you  describe  a  picture  or  photograph. 

It is a powerpoint. 



Talking about a picture

This power point presentation can be used to introduce and practise Present Simple negative sentences. It is best suited for elementary school. Keys are provided. Hope you find it helpful.

6,611 To be English ESL powerpoints