A selection of English ESL silent film video quizzes

This video is a simple video to teach students the difference between -ed and -ing adjectives.

Grammar Practice - Using Cartoon Drawings - Ed or Ing Adjectives

This video quiz is focused on what I call "body verbs", that is actions that  can be done with your body.

Funny Owls Compilation - Body Verbs Practice

In this video quiz there are eight True or false questions for students to practice their deep listening comprehension skills.

Hoof it - Deep Listening Comprehension

I changed the Listen & Tap Game into Watch & Tap in this ESL video lesson. Tap each of the 6 actions of the little goat when you first see it on screen. (All actions are about the little goat.) You have to be quick to tap, otherwise you lose the point. 

Each action verb is related to movements. I deliberately left them in the infinitive form so you can make your students make sentences in the past after each verb, e.g.  The little goat jumped over the tree trunk.

This ESL / EFL video quiz works best with A1 / A2 level students. If you think it will be a bit too easy or a bit too difficult for your students, you can adapt the difficulty by editing a copy of this quiz. Click on the Copy & edit button below the video to clone the lesson and make it yours so you can tailor it to your students' level, e.g. by omitting a particular verb.

Thanks to profzsuzsi for the inspiration that I got from her video lesson: https://en.islcollective.com/video-lessons/goats-present-perfect

Head Up - Watch And Tap Game - Easy

This 1:30 minute video lesson is a dubbing game with 13 gaps to be filled in the dialog of Morph and Chas.

Recommended procedure:

1. Show the video lesson to the students. If your students have difficulty guessing the missing word, you can help them with clues. 

2. Follow up by watching the video again on YouTube (you will find the original video link right below this description). Pair up the students. Stop the video at each dialog point and ask them to come up with their own dialog. Then resume playing and stop again at the next dialog point. Students then keep writing the next line of their dialog. 

3. Walk around and monitor what the pairs are writing. Correct errors if needed.
 
4. When finished, the pairs should practice their dialog. 

5. Lastly, get volunteers to dub the movie on the fly while you're playing the video. 

6. Homework: students should make the dialog a bit longer by adding more details. Alternatively, they could transform the dialog into a story. 

My video lesson is meant for Elementary (A1) and Pre-intermediate (A2) students. Have fun!


Morph: Sloped World - Subtitle Completion

Students are going to work with Present Simple and Present Continous Tenses. This video is good for revisions of action verbs.

Simon's Cat in Tongue Tied - Looking For A Snack

While ESL learners unscramble the mixed up sentences, they practice making sentences in the present continuous tense. Aimed at A1-A2 level learners. 

This interactive quiz is intended as follow-up to my other ESL video lesson based on the same video: https://en.islcollective.com/video-lessons/my-body-esl-tappable-pictionary

My Body - Present Continuous Practice

An interactive picture dictionary with 9 questions about the things seen in the video. Students need to click on (or on mobile devices: touch) the items: door mat, mop, boots, muddy paw prints, cat food, knocked over plant, umbrella, cat door, sink.

Simon's Cat: Muddy Paws - Tappable Pictionary

Choose the adjective that fits in the sentence and in the context of a movie. Intended for the elementary school students.

Alike - Dad Copy Tries To Teach Son Paste - Adjectives

Watch the video and answer the questions: what do these animals eat? Bugs, seeds, fruit, vegetables, meat, grass, leaves or maybe fish?

What If Animals Ate Fast Food

The task is to identify 12 objects, mostly tools and tap them in the paused video: blueprint, saw, socket, ladder, hammer, vise, drill, mask, spark, paint roller, bucket, paintbrush.

Many of the words are above pre-intermediate level, but they are made so obvious by the images that I think the task will be doable and meaningful at pre-intermediate level, as well.

Wallace & Gromit: A Grand Day Out - Building a Rocket -Tappable

Grammar point: there is, there are. Describing places. Naming what is in them, and then giving reasons, why they are there.

One Small Step - Hope To Become An Astronaut - There is/are

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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205 Silent film English ESL video lessons