A selection of English ESL forest ppt slides

Withe the help of this Power Point presentation, students will understand the definitions of the more common types of ecosystems such as: desert, tundra, wetlands, ocean, grasslands and forest. 

Types of Ecosystems 

A lesson about nature, with the aim being to enhance students\' ability to describe natural scenes and build vocabulary on this topic (mountain, valley, river, sunset, field, forest etc.). Pictures are stuck up around the room before the lesson and students have to find the pictures that match the descriptions, using the vocabulary sheet to fill in the missing words (see links to these sheets below). Then there is a describing/drawing activity in which students describe a natural scene they can see on the screen to their partner, who is facing away from the screen so needs to listen carefully and draw what their partner is describing.



Main worksheet: 

https://en.islcollective.com/english-esl-worksheets/vocabulary/places/beautiful-view/117996



Pictures:

https://en.islcollective.com/english-esl-worksheets/vocabulary/places/beautiful-view-pictures/117997

A Beautiful View

Beginner level to animal parts. The power point includes animals from different habitats, including the savannah/grassland, ocean, forest and the jungle. Ideal for G1 esl learners.

Parts of animals

Occupations are diverse roles individuals engage in to earn a living, contributing their skills and expertise to various industries. Workplaces, the settings where these occupations unfold, are equally diverse. From bustling corporate offices to serene natural landscapes, workplaces come in various forms.

In traditional offices, professionals like accountants, managers, and marketing specialists typically collaborate in cubicles or open-plan layouts, fostering teamwork and innovation. Manufacturing plants are dynamic workplaces, where engineers and laborers create products. Healthcare facilities, such as hospitals and clinics, are hubs for medical professionals and support staff, providing essential care to patients.

Creative industries like advertising, design, and media often thrive in vibrant, artistic spaces. Meanwhile, outdoor occupations like farming, forestry, and construction are deeply rooted in nature's beauty. Remote work has gained prominence, enabling individuals to work from anywhere, blurring the lines between work and home.

Each workplace offers a unique environment, culture, and purpose, reflecting the diverse spectrum of human talents and endeavors.

Occupations and workplaces

DEFORESTATION IS DESTROYING THE ENVIRONMENT. STUDENTS WILL BE TESTED ON THEIR VOCABULARY HERE. STUDENTS NEED TO CHOOSE THE BEST ANSWERS TO COMPLETE THE EXERCISE

DEFORESTATION

words: flag, reindeer, sauna, forest, lake, ice, ice skating, sledding



I use these flashcards to give students an idea about Finland. We use TPR and Listen/Repeat method to practice to target words

Finland flashcards and coloring worksheet

This is a useful powerpoint with greeman book's characters flashcards where pre schoolers can meet some animals from the magic forest. Toddlers can guess what type of animal there are or maybe you can create a song with them.

Greenman Characters

Our story today is called "The Boarded Window." It was written by Ambrose Bierce. Here is Shep O\'Neal with the story.

In 1830, only a few miles away from what is now the great city of Cincinnati, Ohio, lay a huge and almost endless forest.



The area had a few settlements established by people of the frontier. Many of them had already left the area for settlements further to the west. But among those remaining was a man who had been one of the first people to arrive there.



He lived alone in a house of logs surrounded on all sides by the great forest. He seemed a part of the darkness and silence of the forest, for no one had ever known him to smile or speak an unnecessary word. His simple needs were supplied by selling or trading the skins of wild animals in the town.



His little log house had a single door. Directly opposite was a window. The window was boarded up. No one could remember a time when it was not. And no one knew why it had been closed. I imagine there are few people living today who ever knew the secret of that window. But I am one, as you shall see.



The man\'s name was said to be Murlock. He appeared to be seventy years old, but he was really fifty. Something other than years had been the cause of his aging.



 Jane Eye 1

Thai Curriculum Primary English Grade 6



Short story on Nazca Lines 



Vocabulary 



Listening (no audio in slideshow)



Speaking



I have come to the borders of sleep,

The unfathomable deep

Forest where all must lose

Their way, however straight,

Or winding, soon or late;

They cannot choose.





Thailand Curriculum, Primary 6, English, Semester 2

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)

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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

21 Forest English ESL powerpoints