Who doesn't love pizza?  This PowerPoint uses targeted language to get young learners talking about what they do and don't like on their pizza.  It's recommended for younger kids, 2-4 graders.


Vocabulary has been translated into Turkish, but feel free to make it your own.  I hope this helps!

Join the Pizza Party!

This workbook will help students immerse themselves in the atmosphere of St. Valentine's Day along with their favorite characters from Madagascar!
Students will practice using this / that / these / those, can / can't, have got / has got, and plurals through bright scenes, emotions, and a touching moment of rescue at the volcano.

Valentine's day with Madagascar

A nice power point presentation to use to introduce, drill and revise classroom objects for Young Learners of English. (target age: 6-10 year olds) 
 For revision, try and elicit as much as possible. 

Classroom objects ppt for YLE

It's a presentation about clothing items suitable for beginners and pre-intermediate pupils. (dress/skirt/sweater/shoes/sneakers/shirt/t-shirt/shorts/trousers/hat/socks)

Welcome to my wardrobe

I prepared this lesson material with sample sentences to teach Relative Pronouns and Clauses in a university's foreign language school, for prep students aged between 18 and 24. The slides include two exercises.

Relative Clauses

Image flashcards of Valentine's iconography, words included in the speaker notes. 12 different vocabulary items - flowers, rose, smile, hug, friend, love, cupid, kind, card, smile, balloons, chocolates 

Valentine's Day Flashcards

This is a video-based task for students to learn about what comma splice errors are. They watch the video and then complete the worksheet. The QR code is included and an ANSWER KEY as well. 

Comma Splice Errors - Watch the video, learn what they are, how to identify them, and how to fix them :)

Students begin the lesson by looking at images of famous artworks and answering guided questions about each piece. They identify the name of the artwork, the artist, the artist’s country, and the year it was created. This stage activates background knowledge and introduces the topic of art in an engaging, visual way.


Students then read short informational texts about each artwork. While reading, they focus on understanding key facts and ideas, including the historical background, the artist’s intentions, and interpretations of the artwork. Target vocabulary is recycled through concept-check questions to support comprehension and reinforce meaning.


After reading, students answer comprehension questions related to each text. These questions encourage learners to recall information, interpret meaning, and notice how vocabulary is used in context. This stage helps consolidate understanding and checks reading comprehension.


Next, students discuss selected questions orally, such as theories about the artwork or the identity of figures shown. This provides controlled speaking practice and encourages students to express opinions using newly learned vocabulary in a supportive context.


In the final task, students write a short paragraph about their favourite artist. They include the name of the artist, a piece of art they admire, where the artist is from, and the year the artwork was created. Students may add extra interesting details if they wish, allowing for personalisation and freer written production.

Learn English with Art! B1

Conceptos básicos sobre los enfoques metodológicos para la enseñanza de idiomas para que el estudiante desarrolle situaciones de aprendizaje con base en los enfoques pedagógicos y psicológicos y los métodos de la enseñanza de los idiomas para consolidar el proceso de enseñanza aprendizaje del idioma inglés.

Enfoques metodológicos para la enseñanza de idiomas

This will be the last lesson that I teach to these group of students because I'm leaving the school. I wanted to make something for the girls as the boys are always requesting historical/military themes. One of the girls asked for something to do with music. I have embedded some of Patsy Clines songs into the slides via YouTube. 

The Patsy Cline Story

Sports day is a day when children take part in lots of different sporting activities at school.
Some schools have a whole day and some have a morning or afternoon of sports.


All about Sport Day

Students have to read the sentences and then to choose the correct answer. Four possible answers are given . Only one is correct. The  game follows the structure of the famous game. There is a time limit, sound effects.

WHO WANTS TO BE A MILLIONAIRE game

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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