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Get English language teaching and learning resources for teaching English to young learners, teenagers, and adults.

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Listen, learn and teach English for elementary and pre-intermediate English learners

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podcasting website for elementary level learners of English

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Updated January 2020 - changed 'been' to 'gone' in the first set of content, so that 'go' now matches to 'gone'. The sentence still uses 'been' in the phrase contruction part - 'He has been to America'.

This is a mini-game for practicing perfect tense sentences in English. It is intended to be used by ESL learners to review and reinforce the use of perfect tense.

The game is divided into 3 parts. In the first part, you have to match simple verb forms to their perfect tense conjugations - for example, eat matches to eaten. The aim of this part is to review the verb forms before starting to make sentences and also to remind/cement the idea that perfect tense uses different verb forms. In the second part, you have to look at the image and click on the words to form an accurate perfect tense sentence - for example, 'she has eaten lunch'. The aim here is to practice making accurate sentences and to test the students on word order and grammar issues. In the third part, you have to look at the image and click on one of 3 sentences. The 3 sentences here only have minor differences and the aim to give students practice in noticing correct grammar for perfect tense.

The sentences used in this game are arranged into 4 sets of content. These are grouped according to the different uses of perfect tense. The first set covers basic use of perfect tense to describe things that you have done at a non-specific point in time. For example, 'she has eaten lunch'. Some life experiences are also included in this set, such as 'seen an elephant' and 'graduated from college'. The aim with this set is to cover all the basic verbs and try to get phrases that people are likely to hear in everyday life, such as 'done homework' or 'passed the test'. This set also varies between singular and plural and between positive and negative. The intention with this is to expose students to all the different forms that basic perfect tense phrases can take.

The second set of phrases concerns life experiences - sentences that would answer 'have you ever x?' questions. A contrast was created between sentences stating the number of times something has been done and sentences stating that something has never been done. This is important as the sentence order is different for 'never' phrases. The aim here is to expose learners to these kind of life experience phrases. I tried to use phrases that could be typically be experienced in everyday like - e.g. 'had an injection' or 'failed the test'. But typically these sentences are unusual in nature, such as 'eaten a spider'.

The third set concerns duration and how long you have done something for. This is one of the main uses of perfect tense - to describe an action that you continue to do from the past up until present, for example: 'lived in London' or 'played the trumpet'. The key issue with these sentences is whether they are used with 'for' or 'since'. If there is a specific time mentioned at which the action began, then 'since' is used. Whereas, if you just have a duration - e.g. '5 years', then 'for' is used. This distinction is quite important and so it is important for students to get practice with sentences that contrast this.

The final set concerns phrases involving the words 'just', 'already' and 'yet'. These signify slightly different meanings for perfect tense and so contrasting them is quite useful. Phrases with 'yet' are used for situations in which an action hasn't taken place, but is likely to do so in the future - e.g. "the store hasn't opened yet". 'Just' phrases are used to describe events that have recently happened with evidence showing. For example, 'he has just washed the car' with the car showing as clean and the water and soap visible. Similarly, 'already' phrases describe events that have taken place. I chose to use 'already' for situations when there is evidence in the present. This means that there is a lot of overlap between the 'just' and 'already' phrases, but the options available for students to click on should preclude any confusion. The aim of this content is to practice making phrases using these words, with a particular focus on correct word order. I really think that practicing these phrases like this is useful for learners.

The images used in this game are quite specific in nature. The problem with creating images for perfect tense is that it is quite a hard concept to represent visually. For something like 'he is flying a kite', it is quite easy to represent - you just show a boy flying a kite and it directly matches the meaning; however, for something like, 'he has already flown a kite', the meaning is much more subtle and difficult to show visually. The solution used in this game is to have the actions separated from the person. For example, in the sentence 'she has eaten lunch', the action of eating lunch is shown in a bubble and then person to whom the sentence refers is shown next to the bubble, with a thumbs-up to signal having done this action. I think that this is a good solution as I think this closely resembles the way the meaning is understood. In perfect tense, the action is not really being performed by the person, rather it exists as a concept that they relate to, so I think it makes sense to separate it off in this way. To further explain, in the simple sentence 'he is flying a kite' you have the boy as the subject and the kite as the object being flown. The sentence is about how the boy relates to the kite. Conversely, in the perfect tense sentence 'he has flown the kite' the boy is still the subject and the kite the object; however, the sentence is more about how the boy relates to the action of flying the kite. And, to some extent, the action of flying the kite can be thought of as like an object in the sentence.

So in accordance with this perspective, the images are split into 2 with the action in a bubble and subject of the sentence shown next to the bubble. The subject/person, also indicates how they relate to the action. In the first set, this is done with a thumbs-up to indicate something has been done, and a no-hands to show that something hasn't been done. In the second set, the person holds up fingers to indicate the number of times they have done the action (also with a number displayed in a circle). For the 3rd set, each person holds up a sign showing the time to be used in the phrase - the task then is for the student to work out which word (for/since) to use with that time. Finally, for the last set of content, the phrases used are somewhat different. They are more concerned with things that have happened with evidence clear in the present. Because of this, they don't use the split bubble type images.

The game gives points for each correct answer and takes points for incorrect clicks. The maximum scores possible is 23000.

I hope your students can find this game useful. Email me with any feedback - use the contact form linked below or leave a message.

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Updated January 2020 - changed 'been' to 'gone' in the first set of content, so that 'go' now matches to 'gone'. The sentence still uses 'been' in the phrase contruction part - 'He has been to America'. This is a mini-game for practicing perfect tense sentences in English.

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Układanie słów

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How many points can you get in three minutes? Longer words score more points!

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Gramatyka, dialogi itp

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English Exercises - Learn English with ESL Activities

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A collection of exercises for grammar, vocabulary, verbs, listening, reading, phonetic symbols and more. You can also access worksheets, audio stories, videos, and songs related to English.

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Intermediate

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This lesson is based on a beautiful short film called Signs by Patrick Hughes about communication. Students speak about communication, watch a short film and write a composition about improving their communication.

I would ask all teachers who use Film English to consider buying my book Film in Action as the royalties which I receive from sales help to keep the website completely free.

Language level: Intermediate (B1) - Advanced (C1)

Learner type:Teens and adults

Time: 90 minutes

Activity: Speaking about communication, watching a short film and writing a composition

Topic: Communication

Language: Vocabulary related to different types of communication

Materials: Short film and discussion questions
Downloadable materials: signs lesson instructions signs questions
Support Film English

Film English remains free and takes many hours a month to research and write, and hundreds of dollars to sustain. If you find any joy or value in it, please consider supporting Film English with a monthly subscription, or by contributing a one-off payment.
Step 1
Write Communication on the board, and ask students what different forms of communication there are. Students may well come up with the following forms:
Oral communication Written communication Non-verbal communication Visual communication Step 2
Ask students to think of examples of each form of communication. You may like to elicit some of these examples:
Oral communication
Conversations, discussions, speeches, presentations
Written communication
Emails, text messages, letters, books, articles, reports
Non-verbal communication
Body language, gesture, motion, eye contact, touch, smell, clothing
Visual communication
Colours, drawings, pictures, signs, photos, graphic design, typography
Step 3
Ask your students the following question:
What are the advantages and disadvantages of each type of communication? Step 4
Tell the students they are going to watch a short film about communication, and they should watch out for the different types of communication used. Show the film.
Step 5
Get feedback from students on the film. Ask students to discuss the questions about the film.
Follow up and homework
Write up the following sentence on the board:
How can we communicate more effectively?
Put students in small groups and get them to brainstorm ideas. Get feedback from the whole class. Ask students to write a composition titled:
How can we communicate more effectively?
I hope you enjoy the film and the lesson.

Support Film English

Film English remains free and takes many hours a month to research and write, and hundreds of dollars to sustain. If you find any joy or value in it, please consider supporting Film English with a monthly subscription, or by contributing a one-off payment.

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This lesson is based on a beautiful short film called Signs by Patrick Hughes about communication. Students speak about communication, watch a short film and write a composition about improving their communication. I would ask all teachers who use Film English to consider buying my book Film in Action as the royalties which I receive from sales help to keep the website completely free.

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british council

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Pre-intermediate

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This lesson is designed around a short video commissioned by the Greater Good Science Center and the theme of gratitude. In this lesson students talk about what they are grateful for, watch a video in which high students read a letter of gratitude to another person and write their own letters of gratitude.

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This lesson is designed around a short video commissioned by the Greater Good Science Center and the theme of gratitude. In this lesson students talk about what they are grateful for, watch a video in which high students read a letter of gratitude to another person and write their own letters of gratitude.

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Pre-intermediate

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This EFL lesson is designed around a short film by Ben Brand titled 97% and the themes of apps and dating. Students talk about the apps they commonly use, do a dictation, watch a short film and retell a story.

Language level: Pre-intermediate (A2) -Intermediate (B1)

Learner type: Teens and adults

Time: 90 minutes

Activity: Watching a short film, speaking and writing

Topic: Apps and dating

Language: Present simple, infinitive to express purpose and vocabulary related to apps

Materials: Short film
Downloadable materials: 97% love match lesson instructions Step 1
Write "app" on the board. Elicit or explain that it is an abbreviation of application and that it refers to a programme or piece of software designed to fulfil a particular function.
Step 2
Ask your students to explain to a partner what apps they have on their mobile phone and what they use them for. Give a few examples such as:

"I have WhatsApp and I use it to send messages to my friends."

"I've got Instagram and I use it to share photos."

"I've got Google Maps and I use it to find places I don't know."
Step 3
If your students haven't mentioned the app Tinder ask them if they know it. Elicit or explain that it is a location-based app that helps people to contact other people who they may be interested in romantically. Ask your students if they have used Tinder or whether they would consider using it.
Step 4
Tell your students that they are going to watch a short film in which a man uses an app similar to Tinder.
Step 5
Tell them that you are going to dictate 10 sentences about actions in the film to them. Dictate the following sentences.

1. A man looks at the photo of a smiling woman on his mobile.

2. A woman hugs and kisses a man.

3. A man climbs over a barrier.

4. A man walks along a street.

5. A man loses his Internet connection.

6. A man gets off a train.

7. A man smiles at the woman sitting opposite him.

8. A man looks at another man wearing glasses.

9. A man standing on a platform looks at a woman on a train.

10. A man gets stuck in a train's doors.

Step 6
Get students to check their answers with a partner. Go through the answers with the whole class.
Step 7
Tell them they are going to watch the film and their task is to put the actions into the order they see them in the film.

Show the film.

Get feedback from the whole class and go through the correct order.
Step 9
Tell your students they are going to watch the film again. Their task is to try to remember as much of the narrative of the film as they can. Show the film again.
Step 10
Put your students into small groups and ask them to retell the story to each other. Then they write a summary of the story using the present simple tense.
Step 11
Get one student from each group to read out their summary.
Step 12
Pair your students and ask them to discuss the following question:

Is it possible to find love anywhere nowadays thanks to your smartphone?

Do apps such as Tinder make finding a romantic partner less romantic?

Step 13
Hold a plenary session based on the discussion questions.

I hope you enjoy this ESL lesson.

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This EFL lesson is designed around a short film by Ben Brand titled 97% and the themes of apps and dating. Students talk about the apps they commonly use, do a dictation, watch a short film and retell a story.

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https://www.youtube.com/watch?v=Yat1VZzW9FI

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Lost Voice Guy has the audience ROARING with unique comedy routine | Auditions | BGT 2018

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Kreatywne pomysły

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Dziesięciolecie National Geographic Learning Polska to idealna okazja, by włączyć do swojego repertuaru metodycznych rozwiązań poniższe pomysły na niecodzienne lekcje okolicznościowe. Dzięki nim będziesz mógł urozmaicić swoje regularne zajęcia oraz lekcje hospitowane. Z powodzeniem wykorzystasz je także w trakcie lekcji pokazowych czy „drzwi otwartych" organizowanych w Twojej szkole. Idealnie sprawdzą się również jako element obchodów Dni Kultury Krajów Anglojęzycznych czy lekcji dotyczących szeroko pojętej kultury oraz życia towarzyskiego. Co więcej, zgodnie z filozofią z National Geographic Learning, wspomogą one Twoich uczniów w rozwijaniu kompetencji XXI wieku, takich jak umiejętne przetwarzanie informacji, efektywna komunikacja, wykorzystywanie TIK, współpraca, kreatywność czy otwartość na inne kultury. Założeniem poniższych pomysłów jest to, aby uczniowie współtworzyli treści dydaktyczne, wykorzystywali je i efektywnie angażowali się w twórczą, przyjemną naukę.
POMYSŁ 1. Urodzinowe prezenty
Na pewno nie raz zdarzyło Wam się, że jakiś uczeń obchodził swoje urodziny, przynosząc na lekcję, na przykład, cukierki i czekoladki dla członków grupy. Przeważnie w takich momentach składamy solenizantowi życzenia i śpiewamy klasyczne „Happy Birthday". Ja zwykle włączam tę piosenkę na kanale YouTube i wspólnie ze słuchaczami śpiewamy ją solenizantowi: Happy Birthday song with Candles, zz zushy Opublikowany 9 paź 2015 https://www.youtube.com/watch?v=02M8cp3VRhc. W przypadku młodszych słuchaczy jest to ta piosenka: Happy Birthday Song | Happy Birthday To You Song for Kids | The Kiboomers, The Kiboomers - Kids Music Channel Opublikowany 16 mar 2013 https://www.youtube.com/watch?v=90w2RegGf9w. Aby jeszcze bardziej efektywnie wykorzystać i uautentycznić tę sytuację, zachęcam Was do skorzystania z następującego rozwiązania: Powyższy pomysł jest bardzo uniwersalny - można stosować go przy każdej okazji, kiedy omawiane święto wiąże się z obdarowywaniem prezentami, na przykład w trakcie lekcji dotyczących świąt Bożego Narodzenia, Wielkanocy, walentynek, mikołajek itp. Wówczas uczniowie po stworzeniu karteczek z nazwami prezentów wrzucają je do pudełka, a następnie losują i wyrażają swoje opinie na temat wylosowanego prezentu − mówią, czy im się on przyda, czy nie, komu ewentualnie by się przydał, uzasadniając dlaczego.
POMYSŁ 2. Świąteczne plany i wspomnienia
To uniwersalne rozwiązanie sprawdzi się idealnie, aby zachęcić uczniów do podzielenia się planami przed jakimś wydarzeniem lub wspomnieniami po nim, na przykład w odniesieniu do minionego weekendu, ferii, wakacji, urlopu, różnego rodzaju świąt czy rodzinnych uroczystości, a przy okazji utrwalenia czasów przyszłych lub przeszłych.
POMYSŁ 3. Leksykalna burza mózgów
Zadanie ma na celu wygenerowanie jak największej liczby słów i wyrażeń związanych z docelowym świętem, co można przeprowadzać w ramach swego rodzaju leksykalnego grupowego testu uplasowania lub też ćwiczenia powtórzeniowego.

1. Koncentrujemy się na danym święcie, na przykład dniu świętego Walentego. Każdy uczeń zaopatruje się w jedną kartkę papieru i długopis.

2. Procedura burzy mózgów przebiega w następujący sposób:

na polecenie nauczyciela każdy uczeń zapisuje na kartce JEDNO słowo/wyrażenie odnoszące się do symboli, obrzędów, miejsc i innych charakterystycznych elementów, które potencjalnie kojarzą się z tą okazją

po ustalonym czasie, np. po 15 sekundach, nauczyciel mówi STOP/ZMIANA/PODAJ DALEJ i wtedy każdy z uczniów przekazuje kartkę osobie siedzącej po prawej stronie

uczniowie przechwytują kartki i dopisują do listy kolejne słowo/wyrażenie

nauczyciel ponownie komunikuje upłynięcie czasu, po czym uczniowie znowu przekazują kartki rówieśnikowi obok

i tak dalej.

1. W trakcie zadania uczniowie nie mogą powtarzać słów/wyrażeń, które zostały już umieszczone na danej karcie przez poprzedników, ale mogą korygować błędy, jeśli takie zauważą.

2. Zadanie może mieć kilka lub więcej rund (okrążeń), tak aby każdy z uczniów kilka razy miał szansę na dopisanie swoich propozycji do danej listy.

3. Po tym, jak zakończy się ostatnia runda, kartki zostają w posiadaniu uczniów, którzy aktualnie mają je przed sobą. Na podstawie kart uczniowie przeprowadzają zgadywankę:

uczeń A wybiera jedno słowo z kartki, ale nie zdradza, co to za słowo, podając jedynie jego definicję

zadaniem innych uczniów w klasie jest odgadnięcie, o jakie słowo chodzi

uczeń B, któremu uda się odgadnąć to słowo, przejmuje rolę i przedstawia definicję słowa/wyrażenia ze swojej karty.

Uczniowie mogą też stworzyć dowolnego rodzaju wypowiedź pisemną lub ustną zawierającą w sobie wszystkie słowa z karty, na przykład opowiadanie, opis, artykuł, informator, ulotkę dotyczące tego święta. Skorzystaj z dowolnych stron WWW opisujących różne mniej lub bardziej niekonwencjonalne święta, na przykład z tej: https://www.timeanddate.com/holidays/fun/. WARIANT 2: Zafałszowane informacje

1. Przygotuj opisy wybranych przez siebie świąt, drukując je na osobnych kartkach papieru i udostępniając w takiej formie uczniom. Aby uniknąć drukowania, możesz też zachęcić uczniów do samodzielnego wyszukania opisu święta na ww. stronie.

2. Na podstawie tych informacji uczniowie tworzą krótki opis danego święta, który powinien zawierać mieszankę prawdziwych i fałszywych informacji.

3. Następnie uczniowie przekazują swoje opisy uczniowi w parze, którego zadaniem będzie:

zapoznanie się z tym opisem

odszukanie na ww. stronie oryginalnego artykułu dotyczącego danego święta

przeczytanie artykułu i skorygowanie fałszywych informacji na karcie autora „sfałszowanego" opisu.

Uczniowie samodzielnie tworzą własne autorskie święto poprzez wymyślenie jego nazwy, określenie daty, charakterystycznych obrzędów i symboli, zakazów i nakazów itp. Przedstawiają je w formie infografiki, opisu, ulotki, karty w kalendarzu czy wydarzenia na „analogowym Facebooku" stworzonym w formie plakatu na kartce papieru.
POMYSŁ 5. Autorskie rozmowy sterowane
Uczniowie pracują w parach. Ich zadaniem jest stworzenie autorskich poleceń do zadania komunikacyjnego podobnego do ustnej części egzaminu maturalnego.

Uczniowie wymyślają polecenie główne związane z dowolnym lub określonym świętem oraz 4−5 kwestii, jakie należy omówić w odniesieniu do polecenia głównego, na przykład:
Wspólnie ze znajomą chcesz zorganizować przyjęcie niespodziankę z okazji urodzin waszej wspólnej koleżanki. W rozmowie omówcie następujące kwestie: termin, miejsce, przygotowanie posiłków, koszty, podział obowiązków, zapraszanie gości.

1. Do tego zadania można wykorzystać materiał dostępny tutaj: LINK DO MATERIAŁU Karta do AUTORSKICH ROZMÓW STEROWANYCH, drukując kartę i udostępniając po jednej na parę lub wyświetlając taki szablon na tablicy interaktywnej. Na jego podstawie uczniowie stworzą własne arkusze z autorskimi treściami poleceń.

2. Gotowe arkusze z poleceniem uczniowie przekazują innej parze, której zadaniem jest przygotowanie się do zaprezentowania dialogu bazującego na wytycznych z tej instrukcji.

3. Natomiast uczniowie słuchający tych wypowiedzi mają za zadanie uważnie słuchać i odtworzyć polecenia, jakie miała do przedstawienia dana para.

DODATKOWE ROZWIĄZANIE: Uczniowie przeprowadzają rozmowę na temat organizacji lub przebiegu jakiegoś wydarzenia/święta, ale nie zdradzają w żaden sposób jego nazwy. Uczniowie słuchający rozmowy mają za zadanie odgadnąć, o jakim święcie mowa.
POMYSŁ 6. Ulubione tradycje

POMYSŁ 7. Tajemnicze filmy

Wybieramy krótkie wideo związane bezpośrednio z danym świętem. Możemy posłużyć się zbiorami materiałów wideo, jakie skompilowałam w poniższym Padlecie:

Link do Padleta zawierającego przykładowe materiały przydatne na lekcjach okolicznościowych:

1. Uczniowie na zajęciach oglądają film, ale przy wyłączonym głosie. Ich zadaniem będzie uważne oglądanie filmu i na podstawie tego, co widzą, stworzenie jak najdłuższej listy słów/wyrażeń dotyczących przedstawianego święta.

2. Po obejrzeniu filmu dajemy uczniom jeszcze chwilę na to, aby mogli uzupełnić listy, po czym chętni uczniowie przedstawiają na forum grupy swoje zbiory.

3. Następnie uczniowie oglądają pełnowartościowy film z dźwiękiem i zaznaczają na swoich listach te słowa, które faktycznie zostały wypowiedziane przez bohaterów w filmie.

4. Uczniowie tworzą streszczenie treści filmu na podstawie słów, które udało się im poprawnie wytypować. Jeśli jest ich zbyt mało, wówczas uczniowie dodają do tej listy np. 5 dodatkowych słów z materiału. Streszczenie może mieć tradycyjną formę opisu wydarzeń z filmu lub przybrać postać listu, w którym uczniowie dzielą się wrażeniami z obejrzanego filmu, wpisu na blogu lub postu na Facebooku opisującego krótko treść wideo.

POMYSŁ 8. QR-kodowe karty Taboo
Na deser dodaję oryginalny materiał w postaci QR-kodowych kart Taboo, które wspomogą uczniów w utrwaleniu informacji i słownictwa związanych z najważniejszymi świętami. Szczegóły wykorzystania tego materiału i karty do druku znajdziecie pod tym linkiem: Jak podobają się Wam te pomysły? Który z nich wykorzystacie w najbliższym czasie? Podzielcie się opiniami w komentarzu.
Aniela Tekiela w zawodzie nauczyciela pracuje od 2005 roku. Przygodę z nauczaniem zaczęła w szkole państwowej, w której nauczała młodzież z klas licealnych, gimnazjalnych oraz szkoły zawodowej.

Obecnie współpracuje z prywatną szkołą języków obcych, tworzy treści i materiały edukacyjne dla wydawnictw, portali i czasopism edukacyjnych. Swoimi autorskimi rozwiązaniami dzieli się na łamach autorskiego bloga „Kreatywne Nauczanie Języków Obcych" oraz aplikacji Creative Lessons Planner, za pośrednictwem których wspomaga nauczycieli i lektorów języków obcych z całej Polski w przeprowadzaniu kreatywnych i efektywnych zajęć.

Spodobał Ci się materiał Anieli Tekieli? Polub jej profil na Facebooku https://www.facebook.com/kreatywnenauczaniejezykowobcych/

http://neuroteaching.blogspot.com/

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Dziesięciolecie National Geographic Learning Polska to idealna okazja, by włączyć do swojego repertuaru metodycznych rozwiązań poniższe pomysły na niecodzienne lekcje okolicznościowe. Dzięki nim będziesz mógł urozmaicić swoje regularne zajęcia oraz lekcje hospitowane. Z powodzeniem wykorzystasz je także w trakcie lekcji pokazowych czy „drzwi otwartych" organizowanych w Twojej szkole.

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It was 9.02am in a small classroom in 1995. Our German teacher was nowhere to be seen. Was he sick? Hopefully! Was it a free class? No! He was fetching the TV on wheels.

The very sight of this beauty being wheeled down the corridor on its way to our classroom was more than we could have asked for. This meant a MOVIE and in turn meant no interaction with the teacher and no homework.

We could boast to our friends at break that we got to watch 'All Quiet on the Western Front' , hadn't a notion what is was about and didn't have to speak a word of German.

The only learning objective was to keep us occupied while the teacher corrected our homework he never got around to the night before. And the best thing about LONG movies was that we would have to continue them the next day. Double win!

Ok, so it didn't happen THAT often. But it shouldn't have happened AT ALL.

As teenagers, we weighed it up. We didn't enjoy the movie; It was in German, in black and white and it was a war movie but ....

we didn't have to do ANYTHING ...just sit there.

On balance, we were quite happy with our win. Did we learn anything? No. Did we care? No.

As a teacher now looking back, it does leave a sour taste in my mouth....and I wonder if my friends that sat either side of me engraving their names into the wooden desks with their metal compasses now feel the same. I'm guessing not.

I doubt this still happens today but I do have a feeling that video is still not being used to its full potential. Many teachers still revert back to the tried and tested 'watch the video and answer the questions' task when there are so many ways to exploit and explore learners' critical thinking skills.

Barahal (2008) defines critical thinking as "artful thinking" (p. 299), which includes reasoning, questioning and investigating, observing and describing, comparing and connecting, finding complexity, and exploring viewpoints.

Benefits of Using Video:

Stimulating and engaging for learners - encourages creativity and discussion
Authentic learning opportunities - news, documentaries, advertisements, interviews.
Bringing the outside world in - increasing learners cultural awareness through video as well as text
Suitable for all - You can decide what tasks to create and use to suit your learners level.
Increases higher order thinking skills - see image.
Extensive variety - readily accessible videos online

Screenshots!
Use websites such asmoviescreencaps.com or www.film-grab.com to choose screenshots from a movie of your choice and build your own task. Save approx 8-10 screenshots of pertinent moments in the movie, jumble them up and have students in small groups re-order them to build the story. Try to choose a movie they have never seen so they can discuss, predict and give their opinion on what they think the story is.

Screenplay!
Use websites such assimplyscripts.com and www.gointothestory.blcklst.com to search for your movie and download the script. Choose a one page scene and print it for your students. Before watching, do a read through with students, eliciting genre, character, story and any other information. This is a great lead in to get your students engaged and interested in watching the video clip.

Read the Blurb!
Using only the blurb of the movie to engage your learners, jumble up the storyline and get your students in pairs/small groups to put it back together.

Characters!
Show your students images of the main characters in the movie/scene and in groups, ask them to think about three adjectives to describe each character. You could also take this further and get students to discuss the relationships between the characters and the parts they play in the movie.

Pause!
Pause the clip at a moment decided on beforehand. Now, give your students two minutes to discuss what they think is going to happen next, for example, to predict the next action by the main character.

You Watch, I'll Listen!
If you're using a short clip, this task works particularly well. Divide your class into pairs. Student A becomes 'The Watcher' and Student B, 'The Listener'. You will need WiFi for this task and students will need access to the video clip on their smartphones.
Tell them to bring their earphones too.
One student watches the movie, without sound and the other student listens to the movie only, without watching. Now Student A and B get together and build the storyline together - a modern information-gap activity.

Character Study
Assign a character in the scene to each student in the class. Students focus on that character while watching and answer questions based on their character. Try to avoid questions such as 'What is she doing?' or 'What is he wearing?' for your higher levels - Encourage students to use their critical thinking skills, asking them to answer questions such as 'Do you think her reaction was appropriate?' or 'Was she being honest with her mother?'.

Just Take Notes!
Students simply take notes while watching and then afterwards get together with their group and create questions to ask the other groups about the scene. Again as in Number 7, try to get students asking more meaningful questions. You can adjust this task easily depending on your level.

Act it Out!
After watching the video clip, students now in their groups write what they think will be the following scene and then act it out for the rest of the class.

Silent Movie!
Students watch the scene without sound and then with group, discuss what they think it was about. They can also add their own dialogue to the scene with their partners.

Alternative endings!
Play a video clip which finishes on a cliffhanger. What's going to happen next? In groups, students discuss two alternative endings and present their ideas to the class.

Film It!
After watching, students film another short scene
on a smartphone using the same characters/genre
/theme from the clip.

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12 Ideas for Using Video in Class - ELT Connect

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It was 9.02am in a small classroom in 1995. Our German teacher was nowhere to be seen. Was he sick? Hopefully! Was it a free class? No! He was fetching the TV on wheels. The very sight of this beauty ... Continued

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Fajne na lekcję

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An amazing video. Nick Vujicic really knows how to talk to young people and make them listen to him. His message is incrediblie, it's so inspiring, uplifting and wise. If you like teaching English with videos I'm sure this will be useful. Don't worry, you don't have to prepare anything just print the worksheet and enjoy the lesson:)

Suggested lesson plan for ESL teachers?

1. Start with a brainstorming. Ask your students about typical problems of teenagers and write their ideas on the board. The point of this activity is to make students realise (after watching the video) that the things we often complain about are nothing comparing to Nick's problems. However, Nick still helps people and fully enjoys his life.

2. Distribute the worksheets and help your students translate the words from vocabulary list.

3. Play the video.

4. After watching the video students must do "Lets do it" exercise to practise new vocabulary.

5. ***You may ask students questions connected with the video; e.g. What did Nick say to the boy who asked the question "What happened?" or How does Nick play the drum machine? You may ask quite a lot of questions like that!!!

6. ***Now, you can get back to the discussion about typical problems of teenagers and compare them with the hardships Nick has to overcome in his everyday life.

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AN UNFORGETTABLE LESSON WITH NICK VUJICIC!!!

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An amazing video. Nick Vujicic really knows how to talk to young people and make them listen to him. His message is incrediblie, it's so inspiring, uplifting and wise. If you like teaching English with videos I'm sure this will be useful.

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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

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ToonyTool.com - Create and share cartoons, comics and memes online

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ToonyTool.com - Create and share cartoons, comics and memes online

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Free Online Cartoon and Comic Strip Maker

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ToonyTool.com is a free online cartoon maker and (animated) comic creator tool: create and share your own cartoons, comics and animations. Choose or upload a background, add our or your own characters and speech bubbles. You can create single or multiple frames comics and combine them into one comic or animation.

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The FlipQuiz Toolbox™ is a collection of helpful classroom tools.

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ESLvideo.com :: Free ESL Video Quizzes for Students. Free Quiz Builder for Teachers

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ESLvideo.com :: Free ESL Video Quizzes for Students. Free Quiz Builder for Teachers

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beginning
Street interview about where people are from.

intermediate
Short informational video on the history and purpose of American Veterans Day

beginning
Allie and Cuan both hitting powerful high notes.

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beginning Street interview about where people are from. intermediate Short informational video on the history and purpose of American Veterans Day beginning Allie and Cuan both hitting powerful high notes.

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(93) 73 Questions With Emma Stone | Vogue - YouTube

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(93) 73 Questions With Emma Stone | Vogue - YouTube