A selection of English ESL vowel sounds ppt slides

vowel sound

vowel sounds

This PPT Presentation is to learn how to read and spell the word so they have to  pick a letter, if they are right they have to proceed until they will finally get the right word, if they pick the wrong letter the other students or team will have the chance to pick a letter. enjoy teaching~

short vowel sounds

Words with short and long vowel sounds. Read and identify the given words if it sounds short vowel or a long vowel sound. This worksheet presentation will help beginners in reading how to read words. This will also help how to blend vowels in a word and how to sound the vowels.

Short and Long Vowel Sound Activity

I saw online the idea of using bingo to make minimal pairs practice more fun for my ESL students, but with the limited resources at my school, I'm not able to print. Instead, I've made this powerpoint template, where I can fill in two similarly sounding words in the Word 1 and Word 2 places on each slide. Once you do that, jot down all the words that have the green check beneath them. These are the words you will read aloud to your class. When put into presentation mode, the green thumbs up and the red thumbs down will go away until either word is clicked on. Since my students are very fascinated with my computer, and I have a small class. I plan on letting them take turns pressing what word they think I've said. Hopefully the template will allow this to be useful for other teachers, whose students have difficulties with more specific or different sounds than mine do. Enjoy!

Minimal Pairs Powerpoint Game Template

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

A power point presentation to show how "e" at the end of a word changes the pronunciation of the word. I got my students to make their own magic wands before I presented this. Followed some exercises for the students.

The Magic E

 This power point presentation deals with reading the vowel e. Students have to read the word and match it with the appropriate picture or sound. The second part of the ppt is devoted to reading words and sentences. 

Reading vowels: e

Teach the different vowel sounds with this PowerPoint. Only pictures. I\'ll edit the rest later. This includes the the long vowels A, E, I and short vowels A, E, I. O and U are included, but no pictures yet

Long and short vowels with pictures



This power point presentation deals with reading the vowel u. Students have to read the word and match it with the appropriate picture or sound. The second part of the ppt is devoted to reading words and sentences.



Reading vowels:u

This power point presentation is the fourth one devoted to the vowels. It deals with reading the vowel o. First, students have to match the word  with the appropriate picture or sound and make the words.  Then  they read.  

Reading vowels:o

I prepared this board to teach the alphabet and divided the letters by colors:

green - The easiest to learn (B C D E G P T V)

purple - Not so easy (F L M N S)

blue - a little harder, with similar sound (J K)

orange - confusing, vowels with the sound of two vowels (A I O U)

red - the hardest to learn (H Q R W X Y) 



Of course this concept may vary according to the students' first language, so you may want to change the square colors according to your experience with your classes.



Suggestion: Click on each icon below the letter to play the sound, from A to Z. Let your students listen each letter. Ask some of them to repeat after you play its sound. Go until the end of the alphabet. Then start with the green letters, play each one's sound and ask students to repeat (individually or in chorus - I prefer individual repetitions because some students may act as if they were repeating, just moving their lips). Do this to all the green card letters. Then point each letter and ask the students to say them aloud as you point them. Once you feel they memorized the letter, click on it and it'll vanish. Continue with the remaining letters until all the letters in the green group had vanished. Proceed to the next group of colored cards. Once all the letters from that group had vanished, go to the next group, from the easiest to the hardest.



I don't like to teach the letters from the beginning to the end, because some students memorize the letters in sequence, and to say one letter they have to remember all of them until they get to it.



If you have another way to use the board and teach the alphabet, just let me know. Thanks for downloading and have a nice day!

The Alphabet - TEACHING BOARD (with audio)

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

51 Vowel sounds English ESL powerpoints