A selection of English ESL pronunciation 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

This is a PowerPoint presentation about comparatives & superlatives, used in sentences. First there is an explanation about what comparatives and superlatives are, and when to use them. Than there are sentences in which the right comparative or superlative should be filled in and for pronunciation the student can listen to the whole sentence.

Comparatives & superlatives with Pronunciation

This is a flashcards powerpoint for the diphthong sound 'ɔɪ' (oi/oy) with a video link to BBC pronunciations workshop to help students practice their pronunciations. There is no activity in this powerpoint but students are encouraged to practice the words and research more words with this sound for self study practice. The mirror is a good place to practice these words to watch the mouth move. 

oi/oy pronunciations flashcards

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

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)

A presentation to help you explain the change in pronunciation of -ed in regular verbs according to their vocal quality. you will find:

- The definition of voiced and voiceless sound;

- A table with voiced an voiceless sounds;

- Its application to regular verbs termination. 

-ED pronunciation (voiced/voiceless sound

Great PPT with common pronunciation errors for Asian students. I use this for my students in China, but it can be used for many English learners. Every week I focus on a different sound/pronunciation technique, and it also includes listening and reading exercises so they can practice.

Pronunciation Practice (with Chinese subs)

Powerpoint showing the name of some medical instruments, description and how to pronounce them. Great to teach advanced students or people working in the area about them.

Medical Instruments - with pronunciation sounds

explanation of ed pronunciation when using regular verbs in simple past or present perfect tense or past perfect, it is focus in the pronunciation, students make a lot of mistakes when they pronounced ed verbs like played

pronunciation final ed regular verbs

I made this file for my Year 7. The file includes : meat, poultry, fish, fruits, vegetables, drinks, ingredients and other foodstuff. All words come with their IPA transcription.

Food vocabulary with IPA pronunciation

This material is to present some of the frequently confused vowels to develop  better listening and speaking capability. I hope you will enjoy. I am planing to preapare more materials on pronunciation and will be delighted to share with you.

Pronunciation I- Frequently Confused Vowels a

This PPT is designed to give your students some techniques that will get them used to the tongue placement neccesary to pronounce TH sounds correctly. The KEY to this lesson is students must first use their finger to feel if their tongue is protruding from between their teeth. Once you've practiced saying words like that, provide your students with a lollipop that they'll hold in front of their lips. When they say a TH sound correctly, they'll be able to taste the lollipop and the positive reward will really help them remember the tongue placement. 

I combined this PPT with two YouTube videos by The Accent's Way. She has clear pronunciation of voiced and unvoiced TH words. 

TH pronunciation lesson (voiced and unvoiced)

Warning: there are two pairs of words that have profanities. Simply delete those slides if you need to be wary of profanity in the classroom. Also, the video on the first slide is completely optional



Objective:

I typically use this in a lesson on pronunciation, particularly for Spanish speakers (though it can be adapted and work well with proper knowledge of the learner's L1 phonology). The purpose of this particular game is to help learners distinguish vowels not present in their L1 (e.g /ɪ/ vs /i/, aka "short 'i' vs long 'i'"; /ʌ/ vs /a/, or " 'uh' vs ah' "). Included is a list of minimal pairs using such vowels. 

I have used this activity with great response from learners of all levels, but be mindful that it can be a bit trickier to explain these pronunciation differences to a younger learner. Always be adaptable to your learner's abilities and needs!



HOW TO PLAY:

*Can be adapted for any class size—even individual lessons (simply print the pages out instead of using the powerpoint).



Split the class into two groups. Have them form a line, rotating the person at the front to the back after each turn. Keep score, if you'd like.



Give each learner at the front of their respective line a fly swatter (or any object that won't damage a projector screen/white board. even hands work. the fly swatter is just a novelty).



As the instructor, stand at the back of the classroom and clearly say one of either word. The first person to slap the correct word gets the point. Rotate learners until the word list is finished.



Note: this is not an original idea. I learned this activity through working with Bonnie Blakey of SBCC—all credit is due to her. I simply created my own list of words and powerpoint.





304 Pronunciation English ESL powerpoints