A selection of English ESL question words - film - movies printables

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

Take home homework after watching the film Little Miss Sunshine.  Question words and writing using the present simple tense.

Little miss Sunshine

Worksheet about the film Nerve. First, there\'s a short review to complete with some words given. Then, some sentences to complete about the film. And a few questions, also. The film is great for teenagers, they really like it. Hope you find it useful! 

Film: Nerve

A handout to a film about the origins of Halloween. Divided into a vocabulary section (more difficult words enlisted) and comprehension questions (open questions).

Halloween origins

Film review about  Frozen, reading and comprehension. The objective is recognize words in English and talk about the movie. There are not solution. It is perfect for elementary student.

Frozen film

A short film telling about strange schools around the world. The worksheep divided into 3 parts: (1) vocabulary (enlisted words, SS's task is to catch them while watching), (2) comprehension questions and (3) follow-up discussion question. + Key

Strangest schools in the world

The worksheet is devoted to the movie "The Hunger Games". Give a task to students to watch the film at home and work on the worksheet. In class - work together and talk about the movie. The first task discusses some peculiar words in the film. In the second ex. the students have to find definitions to the phrases and explain them. Then there are some nice expressions with the examples of the usage - students have to try to understand the word / phrase in the context. Then - words-definitions matching. After that - true / false ex. Finally the worksheet for students to work in groups - they have to ask each other the questions. 

The Hunger Games (movie worksheet)

comprehension questions on Michael Moore´s disturbing documentary. The questions are asked in the same order as the answers are revealed during the film. The students can answer the questions in key words while the movie is shown, so that you can have a discussion about it afterwards.

bowling for columbine

It is a worksheet specially designed to work in groups after watching the film "Mc Farland", a true story about a CROSS COUNTRY team. There are different skills involved in the exercises. Students have to put some pictures in the correct order, complete some sentences, choose the right option, put the words in order to form questions and connect them with the correct answer.

Film "Mc Farland"

This is a worksheet for the song "Lover of the light" by Mumford and Sons. The video clip for this song is a beautiful short film itself, so the activities provided deal both with the comprehension of the visual story as well as the lyrics of the song. Put the events in order, match the words to their meanings, quick visual memory questions, fill the gaps in the lyrics and further discussion questions. 

Lover of the Light song worksheet

Lesson plan for a class of Senior High School students in Japan, First Grade, Low Academic Level (but high enthusiasm!). 40 students aged 15



LEAD-IN

We start off brain storming the problems that you might have if you crashed on an island. I only elicit one or two answers before moving on to watch the trailer for CastAway (included in the Power Point). While they watch this, they add more ideas to the bubble on their worksheet and then discuss with a partner. * FEEDBACK: I usually get them to answer a full sentence in feedback `There are . . . .on the island` (no phones, no people, no boats) etc.



MATCHING

Beforehand, I explain the grammar form briefly and point out that the different colours in the sentences indicate past and infinitive forms of a word, and CCQ `Is this real/true or imaginary?` for meaning.

FEEDBACK - you can use the Power Point for this to reveal the answers. When they feedback, I get students to flip sentence halves around to highlight that the clauses can work both ways.

eg. `If I waswere cold, I would make a fire` and 

`I would make a fire if I was/were cold` etc.



WRITING AND SPEAKING

They then answer the four questions in the boxes, writing their own answers first (I explain `I would` and `I`d` and drill pronunciation a little). Then they walk around and ask each other the question with the approach `Can I ask you a question?`.



WRITING GAME

Finally in groups of 4, they answer two questions cards each (writing on separate pieces of paper), then jumble them up on their table. They then move to another table and try to match together the questions and answers of the other team. 



*Here I should really add a `gist` activity with simple questions like `Does the film have a happy or sad ending` etc. I sometimes just ask them afterwards to confirm their understanding.



ANSWERS

https://en.islcollective.com/resources/projectables/powerpoints_ppt_pptx/second_conditional_with_castaway_movie_trailer_answers_and_clip/conditional-2-second/113474

Second Conditional, CastAway Movie Trailer 

Vocabulary Exercise
Task: In this exercise, students will match a list of vocabulary words to their definitions. However, both the words and definitions are scrambled, requiring students to work carefully to find the correct pairings.
Goal: This task helps students develop their vocabulary and learn new terms in context, improving their understanding of key concepts in the video.

Comprehension Questions
Task: After watching the music video "Are You Lost In The World Like Me?" by Moby and the Void Pacific Choir, students will answer a series of questions that test their understanding of the video. The questions focus on key scenes, themes, and the video’s portrayal of technology and society.
Goal: This task evaluates students' ability to extract relevant details and comprehend the deeper meanings and social commentary presented in the video.

Discussion Questions
Task: Students will reflect on and discuss a series of questions related to the video. These questions are open-ended and designed to prompt students to think critically about the video's message and relate it to their own experiences.
Goal: This task encourages students to engage in meaningful discussion, express their opinions, and practice speaking skills in a group setting.

CLOZE Exercise
Task: Students will complete a paragraph by filling in the blanks with the correct vocabulary words from the lesson. The missing words are related to key concepts explored in the video.
Goal: This exercise reinforces understanding of vocabulary and its usage in context while also helping students recall important terms from the video.

11 Question words - film - movies English ESL worksheets pdf & doc