A selection of English ESL stress ppt slides

In this lesson students will practice talking about stress and stress related vocabulary.  Included are discussion questions about the causes of stresses, methods of stress relief, gap fills, matching activities.  

Stress 

This PowerPoint was made to teach my students word stress.  It states the rules on how to stress a word.  I\'ve also included sentences, tongue twisters, word bubbles, and review after each rule.  I feel word stress is important for better pronunciation.  Although this PPT shows rules regarding to grammar, if grammar hasn\'t been taught yet, there are still ways to teach without using grammar.  Hope it\'s helpful.

Word Stress

ADOLESCENTS'BRAIN AND STRESS.

WHAT IS A STRESS? WHAT ARE THE STRESSORS? 

WHO'S FAULT IS A STRESS? HOW TO TREAT IT?

WHAT TO DO, WHEN STRESSED?

HOW CAN OTHERS HELP WHEN A TEENAGER 'S STRESSED?

ADOLESCENTS'BRAIN AND STRESS

This presentation is about some relaxation techniques and it gives concepts about the topic. It is helpful to develop a discussion in class. Theachers can use it any time.

Stress, anxiety and relaxation

PPT, reading and conversation PLUS homework! A complete lesson. You can copy and past the scanned images of the reading and conversaton sheets from the 13th page as handouts for your students. It's taken me all afternoon to produce this, so I thought I'd share it with you all. I hope you like it and find it useful. 



Top Ten Hobbies to Relieve Stress

It's sometimes difficult for students to dustinguish the stress in the same spelling words. This power point presentation will help them understand the key point in some words. This presentation contains some effects, so when you click on the word, the arrow with the right stress is "falling" from above))

Hope you'll find it entertaining and useful.

If so, visit my websites https://www.znoproblem.com/d0-ba-d1-83-d0-bf-d0-b8-d1-82-d1-8c/buy-videotasks/ and jullschool.website to get more worksheets or some fun tasks.





Stress in confusing words (Export vs expOrt)

We use could, may and might to express degrees of possibility. Many native speakers disagree on which one expresses more or less certainty.The speaker also shows degree of certainty or uncertainty through intonation and stress. If the speaker stresses the modal verb, they are expressing more uncertainty than if they stress the main verb.

may &might to express possibility 

Students learn vocabulary related to places found within an airport. Guidance on pronunciation is given with audio and stress patterns. After that, students complete as many as five vocabulary/reading tasks related to the target vocabulary.

Airport Vocabulary (A2)

Objective: ESL Warm Up. 



Thinking up warm up games can be a bit of a stress. Writing up lesson plans is one thing …. But warm up ideas is another … so let me help you with this hidden Pictures PowerPoint. 



Based on a temple for fruit found here on ISL.

Guess the Vietnamese celebrities game. Lots of fun for most kids from 10 to 18.



Hidden pictures are revealed slowly to add drama to a warm up or just for fun. No grammar fouc as such, just a simple guess who game. 



Divide the class into groups and whoever guesses the celebrity first gets the points. 



If you need to extend this game, ask a trivia question about each celebrity.



Easy to edit and add your own pictures. Just use photo replace in PowerPoint. This version is from Windows 7 so it is easy for most to open. 



ESL Warm Up Ideas - Vietnamese Celebrities - Hidden Pictures

a powerpoint presentation that guides learners as to how write the summary for the Cambridge IGCSE ESOL.  It gives the guidelines, the dos and the don'ts in order to write a condensed form of the original without impeding the meaning.  The presentation can be reinforced with a handout on a summary extracted from the past papers in order to have instant application of what the learners have been presented. 

It also stresses the importance of making notes while extracting the most important points for the summary in question. 

summary

PowerPoint to be used to teach stress/vocabulary/plurals/song

My  Favourite Things 

this is mixed skills lessons featuring speaking, listening including grammar. students can be engaged with the introduction of music related to the topic, Getting around town. moreover, two-syllable stressed pattern and reported Wh-questions for extra practice.

Getting around town

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 Stress English ESL powerpoints