A selection of English ESL phonic sounds ppt slides

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

Click on start and listen the the letter pronounced.  Click on the letter next to start that sounds like the phonetic equivalent.  After the wall moves and the mouse moves to that letter, click on the mouse and listen for the next letter to find (click on).  John

Alphabet Phonics Maze Game (A-Z) With Sounds

Random spin.  Scoreboard for up to 8 teams.  Have the student say the letter and/or the sound of the letter.  Click onece on center of wheel, wait and then click again to stop.

John

wHAT LETTER IS THE POINTER POINTING TO

PowerPoint presentation focuses on three different ways to pronounce an -ed ending. Students are trained to use the three rules to sound right.

past tense verb -ed pronunciation

I made this phonics set for my kids below grade 6 (in Japan).  

Maybe you can use them for your kids. There are 6 words per letter. Except for 'X' (of course), the phonic sounds are all in the initial position. Where it is not obvious what the word is, I've typed the word in small print for the teachers' benefit.



Enjoy!



P.S. 

I always do some gestures for each word, like pretend to eat the hamburger, or copy the lemon's gesture. The kids copy me accordingly (with laughter).

 

P.P.S.

We usually do one letter per week and one word from each of the previous 6 weeks. So, we do a total of 12 and it staggers through the alphabet as the weeks progress.



:)

156 A4 size phonics flashcards for young learners

These slides supplement the video quiz already posted here:



https://en.islcollective.com/video-lessons/the-44-sounds-of-english-phonemes-graphemes-and-pronunciatio



You can use these slides to review, practice and augment the video lesson & quiz. 



The 44 Sounds of English with Phoneme & Grapheme Examples

Some students seem to have a hard time making the TH sound. 


I made this PPT to help them and give them time to practice. 




Phonics TH sound

Game for 2 players.  Click on sound and match the letters to the sound.   The winner gets to either place an X or O on the board.

Phonics Consonant Clusters Tic Tac Toe

Some students have a hard with B and P sounds. 


I made this PPT to show the differences and to help them practice. 

Phonics b and p 

I created these phonics cards to help my students practice various phonics sounds, sight words, CVC words and silent e words. I colour coded them to help them recognize the sound.  I laminated the cards, cut them and played various games such as throwing some cards around the room, calling out the word and having the students search for the word. I also divide the class into two teams, give each student a number (1 student from each team has the same number, i.e. two students are 1, two students are 2, etc.). I hold up a phonics word and call out a number, the students with that number stand up and first one to say the word gets a point for their team. You could also have the students run to the board and slap the cards. You could give each students a set number of cards. Call out a card and the student with that card stands up and says the word. There are many things you can do with them! 

Phonics words

This is a PPT lesson designed to get students used to the correct tongue placement to say voiced and unvoiced TH sounds. First Ss are asked to place a finger in front of their lips and they must feel their tongue touch (lick) their finger. Once they've got used to that, the teacher will give each student a lollipop that s/he will hold in front of their lips. With each TH word they say, they'll be able to taste the sweetness of the candy and the tongue placement will have a positive association for them. I used two supplementary YouTube videos of voiced and unvoiced TH words made by The Accent's Way. The students repeated the words with the lollipops. It has been a great success each time I've taught this! 

TH pronunciation (voiced and unvoiced)

Some students in Korea have a hard time with R and L sounds. 


I made this PPT to show them the differences and to practice the sounds. 

phonics r and l 

This powerpoint is designed to teach beginners the alphabet and the pronunciation of the letters as well as some phonetics signs.



It draws a link between the pronunciation of colours  and the pronunciation of letters to help the pupils remember that they are pronunced with the same sound. (see my ppt What colour is it?)



I usually have my pupils copy the grid on their copybook, colours included. The last 3 slides show letters randomly to enable the pupils to practice and check they know their alphabet.



NB: this powerpoint requires a special police that you can download safely and for free by clicking on the following link: (page in French)



http://www.espacefr-education.com/cgi-bin/lnkinlte.cgi?l=Rogelet-Henri02



Or see bottom of this page (in French):

http://www.espacefr-education.com/wineduc/profs7.php

108 Phonic sounds English ESL powerpoints