For this activity, you need the presentation uploaded here and a number of bags with 36 pieces of paper with numbers from 1 to 36 on them. The presentation is projected on the screen so that everybody in the class can see it. The students work in groups and each group has one of the bags on the table in fron of them. The students take turns and draw the pieces of paper with numbers from the bag. When a student draws a piece of paper, he or she looks at the number on it and doesn’t show it to anybody else. After that, he or she looks at the screen and finds the word that corresponds to the number on the piece of paper (for example, if the student draws a piece of paper that says 17, he or she looks at the screen and finds out that the word is a whale).The student then has to make other students guess which word he has drawn by explaining its meaning (for example, he can say that it is the biggest animal in the world). When a student guesses the word, he or she keeps the piece of paper. Then it is the next student’s turn. The student who guesses most words wins. 



This activity is basically a variant of the well-known game where you write the words directly on the pieces of paper (instead of writing there numbers) and do not need any presentation with words. The advatage of the present version is that once you have made your bags with numbers, it is much easier for you to change the words that you want the students to practice. You do not need to make many new bags with the same words in each of them, you just create one new presentation and use the same pieces of paper again and again. With one of my students that I teach one to one, we have already used more than fifty such presentations. It is pleasant to look at the first ones  together and see how easy the words are for him now.



I’m not sure if my explanation of the rules and advantages of this activity is understandable. It is much more important than the presentation itself, so if you have any suggestions for improvement, please let me know.

Definitions bags

Pictures of the new born Baby of kate and William, impressions of Britain, fans in front of Hospital, Information of time of birth and weight, William and kate in front of hospital

ROYAL BABY

This lesson teaches 3 songs: The Star Spangled Banner, God Bless America, and America the Beautiful.  I usually take 3-5 Fridays to go through this complete lesson.  I introduce it by telling them we have a National Anthem, but that for various reasons, some would like to change it.  I then play for them the 3 songs and ask them to start to think about which they like best.  I encourage them, as we go through each song, to form an opinion based on the words and message of the song and the tune.  For each song I give a handout with various words taken out (I will try to include those), and the word bank at the bottom.  Once we have done that, then I use the power point presentations to help them understand the background and message of each of the songs. Finally, at the end they have to write a paragraph about which song they would choose and why, and we tally up the votes and see which song has the majority.

The National Anthem Debate

Una serie de consejos para realizar compotions en Inglés 

cómo hacer redacciones en Inglés

An alternative way at looking at halloween

alternativehalloween

Quiz for Korean Elementary Public School System

English Quiz - Korea 2009

You can find common classroom rules in this presentation you can copy and past in your daily lesson plane. Pictures are used in presentation are pretty attractive, student will diffidently like it, you can use it Level 1 to Level 6.

ESL Classroom Rules

The presentation contains some explanation about how to offer things and service and how to accept and decline it. It provides students with some exercises to get better understanding

Offering Things and Service

This presentation can be used to teach the formation of affirmative questions of the Verb Be in the Simple Present Tense together with Short Affirmative and Negative Answers. A few grammar notes, examples, exercises, and their solutions are included. The material was not intended to substitute a specialized text, but it may well accompany one.

ELT_BASIC GRAMMAR: VERB BE_SIMPLE PRESENT QUESTIONS AND ANSWERS

A simple account of my holiday first in present simple, then in past simple, using regular verbs and highlighting the different  pronunciations for the ed ending.

A simple story using regular verbs.

Students in teams compete to be the first to create a correct question using the present progressive tense assisted by the QuASM formula. Cut up word cards and distribute equally sized packs to each team.

Present Progressive Game

After having gone through the first ppt presenting the animals, i use this ppt to talk about body parts and actions. At the end of this ppt you have a video of the book from head to toe which i found on youtube.

From Head to Toe Part 2 -. Actions and 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)

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>

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