This lesson is based on the communicative approach, you will encounter lead in topics to discuss, followed by a free kahoot to engage them, then pre listening tasks and listening tasks about this celebration. It is targeted to ESL or EFL students.

St. Patrick's Day (A2 to C1 levels)

This presentation includes random images, the students must link them together to create different stories.

 
The images are random and don't have a clear relation between them, I would recommend this for intermediate or advanced students.

 
You can add aditional rules such as create a story in past tense or present continous etc.

 
I made it thinking of using it in 3 classes, 10 pictures per day, but you can make them use more or less according to your needs and the level of your students.

Let's create a story - Creative speaking practice

A little practice exercise for younger learners who are practicing food vocab or present simple sentences.
The second slide serves as an example of the kind of answer they should give, the rest of the slides don't have answers.

Food vocab and present simple practice

These slides can be used as flashcards to walk students throug vocabulary of twelve food items. There is also a slide that allows you to link the text with the image for each piece of vocabulary.

Food Vocabulary Flashcard Slides

To comprehend the Reflexive Pronouns the student might also follow some steps, which are going to be important to formulate a clear idea and sequence of the facts. 

Reflexive Pronouns rules


This is a very basic activity that's designed to give Japanese students more specific adjectives to describe food. It has a secondary goal of teaching students to be more aware of spelling in English. It was designed to work as a taster lesson at an Open Campus, but can be expanded to a full lesson or used as a warm-up or revision exercise. The lesson plan and handouts have been uploaded as separate documents.


Slide 2: Overview of lesson aims.


Slide 3: Students are paired up, set volunteer to work with student if there is an odd one out. Students introduce themselves to each other. Short call and response activities to lower affective filter and make students more comfortable.


Slide 3: Class ask their partner “What’s your favourite food?”. Teachers monitor and observe, help with pronunciation. This gets prior knowledge about food in English to the front of student’s heads.


Slide 4: Class work in pairs. Give the handouts out (one per each pair of students). Tell the students that they are going to write a list of food on the right-hand side of the sheet. The class have 90 seconds to complete their lists. Teachers monitor and observe, help with spelling, make sure students write in English and stay on the right-hand column.


Slide 5: Briefly go over what adjectives are (形容詞/ けいようし) and ask class to share any adjectives they know that describe food, write them on the board.  Have the class pass their sheets to another pair. Give the class roughly 90 seconds to write an adjective next to each food in the adjective column on the left of the handout.  Some students might not know any food adjectives, this is fine. There is a list of common food adjectives on the back that they can use. Emphasise that there is no wrong answer, you are focused on grammar rather than logical meaning. Give the class 90 seconds or so to add in some adjectives.


Slide 6: Ask for some volunteers to give the foods on their list, make sure they include the adjective and the food. 


Slide 7: Describe the concept of the “Word Kitchen” to the class. That customers want food with the same letters as their name.


Slide 8: Show class the picture of Cait, the first customer and write “CAIT” on the whiteboard. Ask the class to volunteer something from their list of food for Cait to eat. When class suggest something, write it on the board, cross out any letters in “Cait” that are also in that food’s name. For example, if a student suggests “Sweet Cake” then you cross out “C”, “a” and “t”. Keep asking for volunteers until all the letters have been crossed out.


Slide 9: Repeat with Reggie if you have time. I would recommend doing this to reinforce to the students how the activity works.


Slide 10: Repeat with Stephen if you have time. I would only recommend doing this if the majority of the student’s still don’t understand how 


Slide 11: Hand out the sheets of paper for students to write on. The students will write a name, and their partner will have to suggest a food (with an adjective) for them to eat. They’re following the same rules as the previous activities and need to cross out letters that appear in both words. Once they complete they swap partners. Encourage class to count up the letters they match and these are their points.


Slide 12: Check how many points everyone has. The person with the most points gets some chocolate!


Slide 13: Thank students for coming! Tell them to enjoy the rest of the Open Campus event.

"Word Kitchen" - Adjectives for describing food (1/3 PRESENTATION SLIDES)

Some helpfull vocabulary to use when giving and recieving directions 
 Fill in the missing words to form sentences 
 Follow directions and note down the final location

Asking and following directions in English A2

explain the differences of the 12 English tenses with many examples for the student to understand and create fun exercises based on all 12 tenses in the past, present and future.

12 Tenses, past, present and future

in teams of 2, the students take turn to ask questions about where are the buildings they don't have. Their partners have the answers. Practice preposition and speaking

Face-off city, preposition, speaking, buildings

Medical Neuro-Training: 12 high-precision terms for interpreters (B2-C1-C2). Includes ESP bilingual crossword (ES-EN), neuro-learning tips, and full answer key.

Medical Terminology Crossword for Interpreters (ES-EN)

In this powerpoint there are lots of information and sentences formulated to help students to comprehend how those sentences are organized and used.
This game is well organized and I hope to help as much students as possible.

Future Tenses / grammar

Free sample from 'Would You Do It for $10 Million? - ESL Speaking Activity'! Full interactive activity on TpT (link in bio or teacherspayteachers.com/store/get-them-speaking)

Would You Do It for $10 Million? - ESL Speaking Activity SAMPLE

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

14 English ESL powerpoints