A selection of English ESL astronaut video quizzes

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)

Fill the gap, Multiple choice, Put words in the right order. Kids will have fun !!!

Coin Operated - An Astronaut's Dream - Take Me To The Moon

This video quiz was created with the Autoquiz creator, that uses the human-created subtitles of the video to generate a quiz in the topic of your choice. I selected the topic of "Conditionals 0, 1, 2, 3 (mixed conditionals)" for this quiz. 

There are 6 multiple choice and gapfill questions that focus students' attention to the form of the different conditional structures.

I pimped up a bit the original quiz the Autoquiz creator generated for me: I changed some of the gapfill types into multiple choice questions, and I added the infinitives of the gapped verbs in the gapfill tasks.

To make the task more challenging, I've delayed each of the questions by a few seconds to let students' auditory memory fade so they need to rely on their knowledge of grammar, rather than their ears.

The explanation tells students about which conditional structure they have just seen, so this quiz can also be used in self-study mode.

As a follow-up task, you can have students match the causes with their various consequences. I am using only Conditional 2 in the sentences, but I am also providing Conditional 3 versions for CAUSE No.2 if you wish to include that, too, in your exercise. This will also be a great opportunity to practice verbs of results (cause, lead to, result in, entail, ensue).


CAUSE NO.1 
If an astronaut took off his or her helmet up there, ... 

CONSEQUENCES
1. The experience would be the same as being in a near vacuum.
2. Their eyeballs would not pop, but the experience would be uncomfortable.
3. They would pass out and die of oxygen deprivation.


CAUSE NO.2
If a giant moon formed now for whatever reason, ...

CONSEQUENCES
1. It would entail massive tsunamis.
2. It would result in earthquakes.
3. Lots of increased volcanic activity would ensue.
4. The downside to that would be mass extinction on Earth.
5. Earth would be brighter leading to different kinds of animal species that have adjusted to the new Earth.
6. As a result, high and low tides would measure differences of thousands of feet, so any humans left would not live near the coast.
7. As a consequence, we would have another mass extinction due to moon debris.


CAUSE NO.3
If the moon would be somehow obliterated, ...

CONSEQUENCES
1. All the debris would litter down on Earth from whatever caused the destruction of the Moon. This would wipe out areas of the Earth.
2. We'd also be a lot more vulnerable to other objects that used to hit our Moon that would now hit us.
3. There would be solar tides, but the water would be rather still.
4. Much of water-based life would die because it would not receive the nutrients it received when the moon was moving the water around.
5. We would have shorter days because the Earth would spin faster.
6. As a result, we would have many more storms and much faster winds.


--------------------------------------------------

CAUSE NO.2 (ALTERNATIVE: CONDITIONAL 3)
What would have happened if a giant moon had formed after life had already formed on Earth.

CONSEQUENCES
1. It would have entailed massive tsunamis.
2. It would have resulted in earthquakes.
3. Lots of increased volcanic activity would have ensued.
4. The downside to that would have been mass extinction on Earth.
5. Earth would have been brighter leading to different kinds of animal species that had adjusted to the new Earth.
6. As a result, high and low tides would have measured differences of thousands of feet, so any humans left would not have lived near the coast.
7. As a consequence, we would have had another mass extinction due to moon debris.


What If The Moon Had A Moon? - Mixed Conditionals Practice

Answering basic comprehension questions. Students will have to watch this video and then answer the basic comprehension multiple-choice tasks.

How Food Gets Delivered To The International Space Station

Student will answer a series of multiple choice questions about the first man in space.

Russian Yuri Gagarin - Became The First Human In Space

Watch the video and answer the questions. Unscramble the sentences that explain the story. 

Luna's Journey

This video lesson is a tappable visual dictionary with 10 objects: students have to tap on the following things on the screen: anchor, jetty, cliff, bridge, fountain, astronaut, carpet, monument, crown, umbrella.

This is a related video activity with the same video: https://en.islcollective.com/video-lessons/minions-king-bob-visual-comprehension

Minions: King Bob - Tappable Visual Dictionary

Review parts of a house and present continuous. Meant for lower levels. Designed to accompany Academy Stars 2 Unit 9

Everyday Life On The International Space Station

Students listen to an astronaut answering questions about her work in space. They rearrange scrambled words into questions

Questions About Space - Forming Questions

Watch the video and answer different questions about the content. Use Present Continious and Present Simple.

Go Getter 2 Unit 3 International Space Station

Students will test their listening comprehension through a series of multiple choice and word scramble questions.

How Does Food Get Delivered To Space Stations

Watch the video about this dog astronaut and answer questions about vocabulary and comprehension.

Laika And Rover - Working On Another Planet

The students are going to unscramble sentences, revise prepositions of place and work with synonyms.

The Flytrap - A Beautiful Plant On A Mysterious Planet

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

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)

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

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119 Astronaut English ESL video lessons