The purpose of this game is to have the students speaking and using past tenses and 
familiarize themselves with Vocabulary 
The game is inspired from  ‘Grammar Dice Game’
It can be played either on-line or in a classroom with a maximum of 12 persons



ESL Educational Game Level B2

Presentation for students to revise countable and uncountable nouns, quantifiers, vocabulary related to house and forniture and  some activities to practice what has been explain

Countable and Uncountable nouns. Presentation and activities

You must select the right phrasal verb among 4 propositions. 
 You have one verb and 4 phrasal verbs to chose from. Only one is correct. You will have an example with sentence and dotted lines replacing the phrasal verb to find 
 The solution is provided at the end of the document. 

Phrasal verbs with the angry duck

Places in town. There are some photos with the places in town and students should recognize them, read and pronounce correct. Students can describe what are they seeing. 

It's a presentation about places in town.

Students guess the words based on the pictures given. The answer is in the next slide. Then, they are given a text to read about a library, after the reading they learn the new words and matching it with the meaning.

Reading and Vocabulary (Library) Grade 3

This presentation includes flashcards of different words that a student may encounter in a classroom.

 
Useful for beginners.

 
It includes 21 vocabulary words and pictures.

Classroom Objects Vocabulary flashcards

The Macbeth Essay Generator Wheel is a free, spin-the-wheel game and teaching resource for teachers based on Macbeth.
Designed to support analytical writing and independent thinking, this tool uses multiple spin-the-wheel combinations to instantly generate unique essay questions for students.

What makes this resource different is its ability to spin multiple wheels at the same time, allowing teachers and students to create up to 8 different combinations and prompts in one go.
This makes it ideal for differentiation, stretch and challenge, and keeping lessons fresh and engaging.

Perfect for literature lessons, revision sessions, or essay planning, the activity promotes critical thinking, interpretation, and evidence-based analysis.
It aligns with the 70/30 teaching approach, encouraging students to take ownership of their ideas while teachers guide discussion and feedback.

Suitable for KS3, GCSE, and A-Level classrooms, this activity can be used for independent work, paired discussion, or whole-class exploration.

Macbeth Essay Generator Spin The Wheel Interactive Game

So , this presentation is about birthdays , it contains  key birthday vocabulary ( foods , drinks , decorations ) and a writing task about a boy's tenth birthday 

Happy Happy Birthday

This presentation includes some vocabulary words of health risks related to food. It can be specially useful for students in the medical area or anyone interested in expanding their vocabulary as much as posible. Better suited for older stutents.

Health Vocabulary Risks with food

this presentation is suitable for intermediate and upper-intermediate English learners to teach them about feelings nuances and how to talk about their emotions. it also includes useful idioms and expressions.

understanding and managing topics in English + idioms

This is a strong group project with a clear structure and interesting content about Belarusian holidays. The team roles are well-defined, and including a quiz and video makes it interactive. A few improvements can make it more professional.

Content & Text:
The information is accurate and engaging. Small text fixes will improve clarity:

· Slide 2: Update the population to "about 9.2 million people."
· Slide 6 (Teacher's Day): Rephrase for better flow, e.g., "Students give flowers and gifts, and festive concerts are held. Officials congratulate teachers, highlighting the importance of their work."
· Slide 10 (Victory Day): Change "wear the Soviet uniform" to "wear Soviet-era uniforms."

Design & Visuals:
This is the main area for improvement.

· Add visuals: Every holiday slide needs a representative photo (e.g., pancakes for Maslenitsa, students with flowers for Knowledge Day). Slide 2 should include a map showing Belarus in Europe.
· Improve readability: Break large blocks of text into bullet points or shorter paragraphs.
· Slide 4 (Contents): Redesign for clarity. A simple vertical list of seasons with their holidays underneath would be much easier to follow.

The quiz slides are excellent for audience engagement. Ensure the video link works beforehand. With these visual upgrades, your presentation will be both informative and captivating. Good luck

Belarusian Holidays

Presentation about Belarusian Cuisine. There are some common dishes and students can present them. Also they can add their own opinion about the Belarusian Cuisine

Belarusian Cuisine

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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