A selection of English ESL what i did ppt slides

Jason has been for an interview. He didn’t get an interview.  Ss have to read what he says and express regret , beginning with: ”I wish…” as in the following example. This ppt is based on the exercise taken from Grammarway 3  by Jenny Dooley and Virginia Evans.

wish+past perfect

This is a sheet I created to help students remember what they did in class.  It is a great way for them to share with others when asked.  

Today in School I...

ARE YOU A DREAMER? WHAT WOULD YOU DO,IF YOU WERE
IF I WON THE LOTTERY, I WOULD
IF I COULD FLY, I WOULD
IF I WERE THE PRESEDENT OF THE USA, I WOULD
IF IT DİD'T RAIN TODAY, I WOULD
IF TURKEY WON THE FOOTBALL CUP, I WOULD
IF I HAD A SUPER POWER, I WOULD
IF I WERE RICH, I WOULD
IF I WERE FAMOUS, I WOULD
IF I HAD THREE WISHES FOR A GENEI, I WOULD
IF I SAW A BEAR IN MY BALCONY, I WOULD


TEACHING CONDITIONALS TYPE 2 WITH A POWERPOINT PRESENTATION

The powerpoint title has nothing much to do with the lesson except to suggest that the lesson is about the past tense of the verb. This lesson shows flashcards of action words and their simple past tense. 

I know what you did last winter. 

What do I ride? I ride a bus.

Flashcards with transportation and people were also made for class.

Based on a lesson about transportation and Question:

How did you get here? I came by bus.

Transportation

Go ahead and use this as a template if you wish for anything other than Phrasal Verbs (I reserve that right for me).  Just give me credit.  Save it, play it, and then try to use it as a template if you can figure out what I did and how I did it. 

Foose2

Phrasal Verbs Computer Game (template)

Prompts to get your students discussing what they did on holiday. The fantastic picture on slide 2 is from Babylon Puzzles and I have permission to use it. I used it before with present continuous tense. 

Holiday Activities

This was an activity I did with my High School students. The chapter focused on writing postcards so I decided to have my kids write real postcards that would be mailed to different friends of mine from different countries. Obviously, in order to make this activity work, you need to have friends from other countries willing to write back to your students. I was lucky to have had my kids already grouped into six tables and even more fortunate to have had six friends from different countries that were willing to write back. This was the PowerPoint I used to introduce the activity, but keep in mind the students had already been practicing the format for writing postcards for a couple of weeks. I will submit a second PowerPoint that shows an example of what one group of students wrote.

Pen Pal

The students will be able to determine which is the correct verb form to use based on the person doing the action and when the action occurred. I am semi-retired now, all Ican do is wish you the very best in doing what I did (it was so difficult). 

Don't vs. Doesn't - third person indicative

My students requested dictation.  I did a couple different levels of difficulty, and this one is fairly difficult.  I ask them to write down each saying in English and then verbally translate it to Spanish and then, beyond the literal translation, what the real meaning is.  They liked some of the sayings, weren't impressed with others.  

Dictation with Common Sayings

The game is quite simple. Students of all ages can play this, but it's especially fun for kids. I use this as an intro or a lead in for units about jobs and careers. 

Is this job real or fake? (Lead in)

a ppt game to practise questions:

- when was he born?

- where was he born?

- when did he die?

- what did he do?

- what did he compose/ paint/ write/ ...



If you like Jeopardy games, I have uploaded others.

Jeopardy: Famous people

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

19 What i did English ESL powerpoints