A selection of English ESL islcollective video quizzes

This is to help introduce islcollective to my students that have no experience with the application.

How iSLCOLLECTIVE Works

This is a fairly easy set designed to introduce students to most types of exercises offered by ISLCollective (tap, matching, gap-fill etc.). 



Some translations into Polish are included, but not essential for understanding.

Star Wars: Episode IV A New Hope - an ISLCollective primer

This is a memory game: students have to pay attention to all the small details in the short film and answer eight questions.

Also check out these two related grammar practice video quizzes based on the same short film:

https://en.islcollective.com/video-lessons/deuspi-dumb-robbers-should-have-v3-practice

https://en.islcollective.com/video-lessons/deuspi-two-dumb-robbers-conditional-3-practice

Deuspi: Two Dumb Robbers - Memory Game

Verb to be / Have got - Has got exercises

Pip - Attending Dog School - Have & Has Got

A 3:30 video Ted Ed video explaining how potato influenced the course of civilization. 

This video lesson has 9 deep listening comprehension questions (multiple choice ) and is best used in combination with the vocabulary booster for the same video: https://en.islcollective.com/video-lessons/history-potato-vocabulary-booster

The accent of the narrator is American English, his pace of speech is moderate and his words well-articulated.

The History of the Potato

In this video quiz, students will be making eight sentences on their own using should (not) + have + V3 to talk about mishaps and missed opportunities in the past, e.g. "The robber should have opened the door first." 

"Deuspi" is a silent film without any language  spoken, so we will be exploiting the visuals in this lesson by getting students to create their original sentences in English to describe what they have just seen.

There are 8 open-ended questions in the video quiz with example solutions provided. If your students are doing this for homework, they can self-correct using the example solutions (by comparing their own answer to the sample answer they can choose whether to award themselves a point or not).

Check out also this related video quiz based on the same short film (conditional 3 practice): https://en.islcollective.com/video-lessons/deuspi-two-dumb-robbers-conditional-3-practice

And this memory game:
https://en.islcollective.com/video-lessons/deuspi-two-dumb-robbers-memory-game

Deuspi - Dumb Robbers - Should Have + V3 Practice

While watching the video, the video will pause at certain points and students will be prompted to make Conditional 3 sentences on their own to talk about missed opportunities and possible alternative scenarios in the past, e.g. "If the robber had opened the door first, he could have entered easily." There are 7 open-ended questions in the video quiz with example solutions provided. If your students are doing this for homework, they can self-correct using the example solutions (by comparing their own answer to the sample answer they can choose whether to award themselves a point or not). 

There is no language being spoken in the video, but it's not a problem since the aim of this video quiz is to exploit the images and scenes of the video and get students to create their original sentences in English based on the visuals.

Check out also this related video quiz based on the same short film (should have + V3 practice): https://en.islcollective.com/video-lessons/deuspi-dumb-robbers-should-have-v3-practice

And this memory game:
https://en.islcollective.com/video-lessons/deuspi-two-dumb-robbers-memory-game

Deuspi - Two Dumb Robbers - Conditional 3 Practice

Watch the video and answer the questions.  I adapte Isamabelle's video for my pupils https://en.islcollective.com/video-lessons/mr-bean-chores)

Mr. Bean - Spring Cleans His House - So Many Chores

A1 level Listen and Tap Game for primary school first graders and for kindergartners who can already read. There are 5 expressions on the screen. Your pupils need to tap each when they hear them in the video.

Accompanying Tappable pictionary: https://en.islcollective.com/video-lessons/peppa-pig-and-suzie-whistle-tappable-pictionary-pre-a1-and-a

Peppa Pig And Suzie Whistle - Tapping Game

Students need to understand  simple instructions about where to tap (click) on the screen. 

You'll also find some comprehension questions and a vocabulary list below.

Check out also this related video quiz with the same video clip: 
https://en.islcollective.com/video-lessons/minions-breaking-castle-comprehension-questions

Minions: Breaking into the Castle: Tappable Pictionary

My video lesson focuses on advanced vocabulary from the video and asks students to find a synonym for them through 9 multiple choice questions. It can be complemented by a deep listening comprehension video quiz based on the same video: https://en.islcollective.com/video-lessons/history-potato-listening-comprehension

The accent of the narrator is American English, his pace of speech is moderate and his words well-articulated.


This History of Potato - Vocabulary Booster

I created this video quiz by means of the Autoquiz function of the quiz creator ("Create a quiz in 1 click"), which uses the human-created subtitles of the video to generate a quiz in the topic of your choice. I chose the topic of 'Passive in simple tenses (present, past, future)' and manually added some active voice questions alongside the machine-generated passive ones using the subtitle box in the editor. I've also inserted the infinitives in brackets by hand.

The objective of the lesson is to train students in the use of passive in simple tenses in the present and past, with some questions involving the passive infinitive ("to be done") and modal passive structures ("could be done"). 

I've delayed popping up each of the fifteen questions with a few seconds to let students' auditory memory fade and make them rely on their knowledge of grammar, rather than their ears.

I made a related video quiz containing eight open-ended, deep listening comprehension questions. that you can assign to your students as follow-up or homework:

https://en.islcollective.com/video-lessons/automation-and-ai-are-destroying-jobs-not-work-deep-listenin

Automation and AI Are Destroying Jobs, Not Work - Passive vs. Active

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)

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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44 Islcollective English ESL video lessons