A selection of English ESL tone ppt slides

Power Point presentation focused on reading, writing and preparing yourself for different styles in communication and composition tones in the Cambridge Proficiency exams.

Tone - Cambridge Writing Lesson


Designed to work alongside this lesson plan: https://en.islcollective.com/english-esl-worksheets/vocabulary-practice/general-vocabulary-practice/history/talking-about-tone-and-style-with-miyamoto-musashi-lesson-plan/164188


Class discuss a pair of YouTubers (Simon Whistler and Shane Madej) and what their thoughts/ opinions of thm are based on pictures.


Class watch a short clip of a video by each creator about the same historical figure (Miyamoto Musashi).


Class discuss the clips and what they like/ dislike about each video.


They then watch another pair of clips to discuss what the differences are stylistically and how they present their topics. Finally class discuss which style of video they prefer.

Talking About Tone and Style with Miyamoto Musashi - LESSON SLIDES

This presentation is useful for teaching grammar past progressive and (WHEN and WHILE) clause. It starts with simple past (regular and irregular) then teach past progressive.

past progressive

This interactive powerpoint presentation is a multiple choice activity on comparative and superlative forms of short adjectives. The students have to click the correct adjective according to the picture.

DESCRIBING THE FLINTSTONES

In this ppt the very young learners learn about 5 senses using simple present.

our 5 senses

Here is a game to practice asking and answering questions in simple present using Do, Does and asking about animals abilities using Can. It's a grammar speaking game and students will enjoy playing it.

Teaching simple present Do, Does, Can with wild animals

This powerpoint features a wide range of activities, mostly reading and speaking.



As news is, of course, different every day and in every country, you may need to swap out the pictures and stories for more relevant things but I tried to include a range of topics and tones for discussion.



Students must first discuss what is currently big in the news and what makes them important. The words on the first slide are good points for explaining why some things are bigger or smaller stories.



Next are some pictures to inspire students to describe current events in as much detail as possible.



The nine pictures on slide 6 are for students to create their own news stories and headlines. Practice narrative tenses and description.



After that, a couple of news stories can be handed out to students in pairs so they can read and relate the key points to their partner. Lots of likely new words also.



Finally, there are two general speaking tasks for helping students expand their descriptions and narrations.  Firstly there is a description task where students must use the six points to fill in the circle as they speak. The final slide is a guessing game with describing objects using your senses and their effects.

IELTS Speaking News and current affairs

Ss will need to describe the characters using have got or to be.

The Flintstones ppt

this ppt is made based on  Pearson Longman's Pockets 2 for very young learners. They should answer with "this is" or "these are".

school and playground object

This is a presentation with some basic facts about Wales. It has many different activities. I also used youtube video clips with it (Tom Jones: http://www.youtube.com/watch?v=8a_T3U1rg2I ; Cardiff: http://www.youtube.com/watch?v=Au1n9MsfFsI

The longest Welsh word: http://www.youtube.com/watch?v=y6PYBYjCZ_M&feature=related)



The last slide is used as an intro for dictogloss (an activity where the students listen to a story twice and then retell it in written form). The story I used is a Welsh legend. I found it on BBC webpage and modified it a bit. This is the text:



GELERT



Llewellyn, Prince of Wales, loved hunting above all else.  When he went hunting he always took with him his Irish wolf dog, Gelert. The prince had many hounds, but Gelert was his favorite

One day Lywelyn went hunting and left his baby son with a nurse and a servant while he embarked on a hunting trip with his wife. The nurse and the servant went for a walk in the mountains leaving the baby alone and unprotected.

After a while Llywelyn noticed that Gelert wasn't with the hunting pack. He concluded that the only place Gelert would go is back to the lodge so he called off the hunt and headed back home.

As the prince was dismounting, Gelert came running out of the lodge towards his master, covered in blood and wagging his tail. The princess went into the lodge and was calling her child's name when she suddenly fainted. Llewelyn rushed in to find the cradle overturned, the bloodstained bedclothes thrown all over the floor, and no sign of his son.

Filled with anger and grief he drew his sword against the dog. As Gelert was dying, he whimpered and his cries were answered by the sound of a baby crying from behind the overturned cradle. Llewelyn pulled aside the cradle to find his son unharmed and the bloody body of a huge wolf next to him. Gelert had killed the wolf as it had tried to attack Llewelyn's son.

From that day onwards Llewelyn never spoke again. Filled with remorse, he buried Gelert in a meadow nearby and marked the grave with a heap of stones. 









Wales

Verb to be. Yes / no questions.  Matching and identifying activities for  Subject Pronouns practice for beginners. Students have to comple the answers, match questions and answers and relate nouns with pronouns.



To be . Subject Pronouns

In this ppt students learn the words play ground and classroom and differences between outside and inside activities. They use present continuous to make a sentence. 

play ground actions

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

53 Tone English ESL powerpoints