This PPT teaches sports and expressions to talk about likes and dislikes. It includes two fun online games. Great for A1–A2 ESL students. Easy to use and perfect for class or homework! 

Sports- 3rd grade

This PPT was made to help with Reading comprehension . It includes a fun online game. Great for A1–A2 ESL students. Easy to use and perfect for class or homework!

What's the weather like?

__ Toys (use of there is and there are)
__ Vocabulary practice
__ Unit 4: Happy birthday (mineduc, chile)
__ first grade
This ppt includes activities to practice


Toys - Happy birthday

Reading worksheet for students who are new to IELTS reading section. This particular ppt explains how we can predict the titles for reading passages. So, beginners in IELTS can start by practicing from this easy matching headings type question.

Creativity and Innovation

Part 3 is the collaborative task. You and your partner receive a question with five prompts in a visual spider diagram. You discuss the options together for about two minutes, asking for opinions, agreeing, disagreeing, and developing ideas. The examiner then gives you an additional question that requires you to reach some kind of decision together. The goal is not to choose the “right” answer but to show good communication: taking turns, inviting your partner to speak, and building on their ideas.

Part 4 is a follow-up discussion with the examiner. The questions relate to the theme from Part 3 but require deeper, more abstract responses. You speak individually, though the examiner may ask both partners to react to each other’s ideas. Here, you should expand your answers, compare viewpoints, give examples, and express personal opinions clearly. This part tests your ability to discuss broader issues and maintain natural, fluent conversation.

B2 FCE speaking Parts 3 and 4

This is a lesson I made for an IELTS reading and vocabulary lesson with some A2/B1 high school students. The aim is to increase their lexicon through the use of reading materials. It's not intended to be a communicative, text-based lesson. The students are currently choosing the topics that they wish to read about and I am making the stories using AI and online resources. They have chosen conspiracy theories. This is a look at some of the evidence for and against the theories surrounding the sinking of the Titanic. It is not meant to promote certain ideas. Most of the images are AI generated. In addition to this lesson, I also made quizzes on Google Sheets. There are some Wordwall activities on the slides.

The Sinking of the Titanic

I usually use this presentation to practice and consolidate the two tenses depending on the students' level.
I consider it useful since there are different forms of items included.



Present Simple vs Present Continuous

Reading comprehension strategies, 5 differens types. We use strategies to improve our reading by understanding words and creating meaning in texts. Using reading strategies can help us understand texts that we otherwise would not have understood. Also decoding text, understanding words, and building understanding from text.

Reading comprehension strategies

Reading Compehension : a small text to explain beginners in English what are the origins of the famous American celebration of Thanksgiving, what happened at the beginninG

Thanksgivingn : a few historical facts

Introduce your students to the first three sounds of English phonics in a fun, structured way.
This PowerPoint lesson includes:
•	An original ABC song and phonics chant created with AI
•	Vocabulary slides for each sound (A, B, C)
•	A colorful matching exercise (letters → images)
•	A printable tracing worksheet for Aa, Bb, and Cc
Perfect for Pre-A1 and early phonics learners. Use it in class or online to build letter recognition, sound awareness, and handwriting skills.

Phonics Lesson 1 – Letters A, B, and C Song, Chant & Tracing Practice

An interactive power point presentation. The following vocabulary words can be found corn, cranberries, fall, pie, pumpkin, acorn and turkey. It also has a memory game. The target audience for this project is kindergarteners and first grade ESL students. 

Thanksgiving vocab words

This is intended to foster self-reflection and discussion in groups in intercultural work situations.  It is a complex subject which looks beyond simple emotions and asks students and  colleagues to identify culturally developed emotions.  There are multiple individual tasks and  group discussion tasks.
It is based on an article in Psychology today.

Accept your complex emotions.

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>

Get here and you are ready to study in English at university

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