The 25

The 25 is a series focused on reviewing basic parts of speech with students through brief discussion, and multiple games that focus on producing with those parts of speech. It also serves a secondary function in regards to filling in basic vocabulary gaps. This series assumes that the students have a basic foundation of grammar knowledge, and serves as a review and additional practice.


The following guidelines are meant to give you a general overview on how to conduct a class using this PowerPoint presentation. This guide is intentionally general, as ESL students and classes around the world have a range of needs and strengths, and different teachers have different styles.


Please be aware that these are the guidelines that I use in my classes, and they work for me. However, as you may have a different teaching style, take the guidelines with a grain of salt, and experiment with how to present the information within the presentation to make it fit your teaching style.


As always, if you like this presentation, and have a great class, please refrain from sharing this presentation with your colleagues, and share a link to instead. This is my livelihood, after all. Have a great class!    


Target Levels

Target Audience

Class Duration

Upper-Beginner – Intermediate

Teens – Adults

55 Minutes


General Tips

  • The pictures within each presentation were chosen to help students better guess the meaning of new vocabulary, or better grasp the point of activities and discussion questions. I recommend familiarizing yourself with the pictures, and thinking about how you can use them to highlight points or give examples.
  • Take a little extra time to think about the “Games” included in the presentation. They are different from presentation to presentation, and you may need to prepare some scrap paper or other items beforehand, or think about how to adapt them or expand them. You may also want to consider additional ways to explain the instructions.
  • I’ve found that dividing students into groups of 3-5 each works best. If there are more than that, some students may not have a chance to speak, or may try to blend in and not speak out.
  • It’s also best practice to mix groups regarding levels and personalities. If you mix more outspoken students together with shyer students, and then give the outspoken students leadership roles within the groups, they will encourage the shyer students to speak, rather than remaining quiet the entire class. This also works when mixing high- and low-level ESL students. By giving stronger, or outspoken, students leadership roles, they get to practice and mentor, and the other students also will get more opportunities to speak out. In addition, this is a game class. By mixing the groups in this way, you can help to keep it fair and balanced.
  • It is sometimes a good idea to add the following rule to the games: Each student in a group must answer once, and no one can answer a second time until everyone has tried to answer once. This will help to make sure that everyone makes the effort to speak out, and that the stronger students in each group don’t monopolize the time, but offer support and help to their teams instead.
  • During the class, don’t get too bogged down on specific words and phrases. Paraphrase when needed, and encourage students to move on. When they focus on small details, they end up having less time to actually practice speaking.

 Sections (Note: Not all sections are included in all presentations.)



General Guidelines


(1-2 minutes)

1.      Introduce the topic.

2.      Use the slide to transition into the next slide by asking what the aforementioned part of speech is.

What is it?

(1-3 minutes)

1.      After eliciting answers to the transition question, reveal the examples.

2.      Read the examples, and have the students repeat after you.

3.      Ask for additional examples from the students.

Your Guesses and the 25

(5-10 minutes)

1.      Allow the students 3-5 minutes to work together in their groups to guess what they think are the 25 most common words regarding the aforementioned part of speech.

2.      Elicit a few answers from the students, and then reveal the answers.

3.      Read through the answers, having the students repeat after you.

4.      If the students are unclear about any of the words, ask some of the stronger students if they can give some examples, and then you can follow up with additional examples to highlight how they would be used.

The Games

(30-40 minutes)


1.      Go over the rules of the games, and paraphrase as needed.

2.      Go through the examples of how to play the games given on the slides.

3.      Use instruction checking questions (ICQs) to confirm that students understand the rules of the games.

Closing Discussion

(3-6 minutes)

1.      Allow 2-3 minutes per discussion questions.

2.      If time permits, have a few students share their answers with the class.


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