Language Class Deck

About this template

Ten slides sized for one session

For a single class of an adult conversation course, a level orientation, or an online group lesson: cover, agenda, two divider-plus-body pairs, a comparison slide, key figures, a trend chart and a closing slide. The agenda holds five lines – pronunciation practice, today’s vocabulary, the read-and-understand stage versus the speak-it stage, key figures, and trend analysis – numbered 01 to 05 with no denominator. All five have a slide behind them, so nothing on the agenda is missing; what matters instead is that only two slides are actual learner activity.

Only two divider-plus-body pairs

Slides 3-4 are pronunciation and slides 5-6 are vocabulary, and the activity slides stop there. Slide 7 is the comparison, 8 the figures, 9 the trend, so there is no home for pattern practice or pair work. Since a language lesson usually leans on patterns and speaking, duplicate the 5-6 pair twice, add the lines to the agenda and renumber. For the listening check and the speaking task, use the closing slide as the assignment page instead of adding more.

Write the three body lines as sentences learners will say

Each body slide is one lead line and three items. Slide 4 leads with starting by copying the mouth shape, and its items are five confusable consonant pairs, marking stress by clapping, and recording to compare with a native speaker – all things the learner physically does. Keep that character on the slides you duplicate: on a pattern slide, write the sentence the learner will produce, not an explanation.

• Asks for a table and states the party size – e.g. A table for three, please.
• Asks and answers about past experience – e.g. Have you ever been to Busan?
• Checks a price and asks for another size – e.g. Do you have this in a large?

Slide 6 leads with picking just ten usable words, followed by ten words with one example each, learning them in opposite pairs, and checking meaning with picture cards. That ten is tied to the figures slide, so change both together.

How the deck runs during class

1. Slide 2 announces the five parts in thirty seconds.
2. Slide 4 fixes the mouth shapes, then slide 6 lays out the ten words.
3. On the duplicated pattern slide, show the three sentences and let learners confirm they cannot say them yet.
4. After the pair activity, show the same three lines and have learners produce them.
5. Rewrite the six lines on slide 7 around this lesson’s goal. The left column reads: understands the meaning on sight, can answer test questions, cannot retrieve it when speaking. The right column reads: builds a sentence straight from the situation, copies intonation and stress, rephrases when asked again. Quoting what a learner actually said on the first attempt and on the last one beats any description of the gap.

Turn the tiles into your class’s facts

The four tiles read ten words today, one minute of audio, two role swaps, six dictation items – the load of a single session rather than a whole course, which suits copying the file per lesson. For a first meeting, replace them with what learners ask about: target level, new words per session, share of speaking time, class size. The chart’s four bars (12, 20, 31, 44 at weeks 1, 3, 5 and 8) work well as cumulative vocabulary or measured speaking minutes; relabel the weeks to your own schedule. There is no unit caption on that slide, so add one line saying what is being counted.

Common mistakes

• Showing translations alongside the target language – learners read only the translation.
• Copying examples straight from the textbook instead of using learners’ names and situations.
• Packing more than four patterns into one session; the three-item body slide is a useful limit.
• Leaving the placeholder presenter line and the template blurb on the cover; class name, session number and teacher keep files apart.
• Ending on the closing phrase alone – put the homework and preview range there, because in an online class anything said in chat disappears when the session ends.