A selection of English ESL should 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)

Students should practice all forms of Present Simple. There are tasks to unscramble sentences, choose correct answer or fill in the gaps.

The Grinch. Present simple 3rd person singular

Watch and discuss the questions about the moral code automated cars should have. Go to https://eslbrains.com/the-ethical-dilemma-of-driverless-cars/ for full lesson plan with useful vocabulary and idioms related to expressing opinions.

Ethical Dilemma of Driverless Cars

The student will practice modal verbs, especially the modals of obligation: should, have to, must.

Mr. Bean's TV Breaks - Buys a New One - Modal Verbs

Students should watch the video and complete the affirmative and negative sentences with the verb "to be".

Presto the Magician - Verb "to Be" Practice

Students should chooce correct options in questions with countable and uncountable nouns.

Ratatouille - Making Soup -  Some/Any

Students find the odd one out, explain and name the food in the video. There are fruits, vegetables, sweets and other types of food and drink.

Odd Food Out Game

Students will be unscrambling past simple and past continuous sentences to practice making past tense sentences on their own. The sentences often contain prepositions of place or movements. 

If you wish you can edit out the prepositions if you want to make the task easier for a certain group. All you need to do is click on the copy & edit button below the video lesson and edit the questions in your copy of this video lesson.

Minions: Many Evil Bosses (Scrambled Sentences for A1 Level)

Tell students “Today is ” using whatever the day of the week is. Tell them that they go to school on Monday, Tuesday, Wednesday, Thursday and Friday or that they study English on Monday and Wednesday. Use several very basic examples to give students an idea of what these words might mean. Ask students for the meaning and translation of each word. It should be easy once they get started. The video is about the 7 days of the week, Ss will look, listen and choose the correct answer. They will identify the order of the days and how many they are.

7 Days of the Week

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)

Students should be able to choose the option that best describes the different characters' appearance.

Describing People

In this video lesson students from 7th grade will practice the use of can and  can not in a meaningful context

Despicable Me 3 (Can or Can´t)

A 2-minute scene from Despicable Me, where it is discovered that the Great Pyramid of Giza had been stolen.

This video warmer is a memory game: students have to pay attention to small details and answer four questions. You can check the right answer by replaying the scene (click the Replay button before clicking Check).

This scene could also be an excellent introduction to the Past Perfect tense, since it features this sentence: 

"Outrage in Giza tonight as it was discovered that the Great Pyramid of Giza HAD BEEN STOLEN."

I can see this video warmer exercise as a fun lead-in to a class on famous historical/national landmarks, tourism, Egypt or crime and punishment.

Since the American family embody a well-known stereotype of tourists, you can also use this video lesson to elicit a discussion about how tourists should behave, catastrophy tourism, etc. First, you could have students collect all the stereotypical behaviors demonstrated by the family (e.g taking clichéd photos), then have them come up with other contemptible behaviors of tourists. Next, you can discuss the responsible and decent conduct that tourists may be expected to manifest.

The vocabulary heard in the newsflash toward the end of scene:

outrage 
- fury, a very strong reaction of anger or shock, e.g. "his voice trembled with outrage"

inflatable 
- capable of being filled with air, e.g. "an inflatable mattress"

replica
 - an exact copy or model of something, especially one on a smaller scale, e.g. "a replica of the Empire State Building"

landmark
-an object or building that a city or country is famous for

despicable 
- deserving hatred and contempt, synonyms: contemptible, abominable, heinous, e.g. "a despicable crime"

Despicable Me: The Pyramid Scene (Warmer)

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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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1,447 Should English ESL video lessons