A fun, A1 / (low) A2 fun Christmas quiz for adults and teens! Students guess the missing question word and the answer, with weird facts and tricky bits. Perfect for laughs, chats, and light competition.

A1 / A2 Christmas Quiz with 3 Logic Puzzles

C1 Christmas quiz packed with quirky questions, fun facts, and history tidbits. Perfect for sparking discussion, (AFTER QUIZ DISCUSSION QUESTIONS INC) testing knowledge, and adding festive fun to your classroom!
NUMBER 7 ANSWER SHOULD BE ALL 3 are correct BUT I WROTE ONLY ONE FACT AS IT Was the most unusual one I think. 

B2 C1 Fun Christmas Quiz with Discussion questions and extra facts for teachers

Christmas Quiz for B1/B2 level

выполнение лексико-грамматических модульных заданий на закрепление тематического и грамматического материала Модуля 3a-3b. Places in the town; Professions; Past Simple tence.

РабЛисты к Модулю 3а - 3б

A text on recent ban in Australia preventing the children under 16 from accessing social media. It includes two vocabulary exercises, a fill-in-the gap activity, some comprehension questions and a last question to discuss or give a written opinion.

AUSTRALIA BANS SOCIAL MEDIA TO KIDS UNDER 16 (RC)

This worksheet is built around the classic “Lost at Sea” survival ranking activity, in which students imagine they have survived a shipwreck and are drifting on a life raft in the open ocean. Learners are given a list of 15 items and must decide which are least and most important for survival while waiting for rescue. The task is designed to promote meaningful speaking through comparison, justification, and negotiation rather than simple right-or-wrong answers. The worksheet includes a complete item list with Czech translations to support comprehension and reduce cognitive load for A2–B1 learners, as well as sentence starters that scaffold functional language such as giving opinions, disagreeing politely, and using conditional structures. After completing the discussion, students compare their choices with an expert survival ranking based on Coast Guard logic, which often challenges intuitive assumptions about navigation tools and food. This leads to strong reflection and follow-up discussion. The activity naturally practices comparatives, modal verbs, and first and second conditionals, making it suitable for older teens and adult learners. It works well as a high-engagement speaking lesson, a problem-solving task, or a soft-skills activity focused on teamwork, communication, and critical thinking. The scenario is flexible and can be used as a standalone lesson or as part of a wider unit on travel, emergencies, or decision-making.

LOST AT SEA: Speaking

This speaking-based worksheet focuses on a classic survival ranking activity set in a desert plane-crash scenario. Students imagine they have survived a crash in a hot desert and must decide which of 15 available items are most important for survival while waiting for rescue. The task encourages learners to rank items individually and then negotiate their choices in pairs or small groups, using justification and comparison rather than guessing. The worksheet includes a full item list with Czech translations to support lower-level learners, along with clear sentence starters that scaffold discussion and help students express opinions, agreement, disagreement, and conditional thinking. After the discussion phase, students compare their decisions with an expert survival ranking based on real desert survival logic, leading to reflection on common misconceptions such as overvaluing navigation tools or food. The activity naturally practices comparatives, conditionals, modal verbs, and functional speaking language, making it suitable for A2–B1 learners, older teens, and adults. It works particularly well as a high-engagement speaking lesson, a problem-solving task, or a soft skills activity focused on communication and decision-making. The scenario is adaptable to different class sizes and can be used as a standalone speaking lesson or as part of a wider unit on survival, travel, or real-world problem solving.

Lost in the desert survival: Speaking

This worksheet explores the idea that some of the most dangerous animals in the world do not look frightening at all. Students read about surprisingly powerful or risky animals from different countries, including Canada, the United States, the United Kingdom, the Czech Republic, Australia, and New Zealand. Each reading focuses on one animal and explains why it can be dangerous, using clear and engaging language suitable for intermediate learners.

After each reading, students are presented with a short real-life scenario involving the animal. They must choose what they believe is the safest reaction from several realistic options. The tasks encourage students to think carefully, as the incorrect options sound reasonable and reflect common mistakes people make when encountering wildlife. Correct answers are provided with short explanations so students can understand the reasoning behind each decision.

The worksheet finishes with discussion questions that allow students to express opinions, compare animals and countries, and reflect on human behaviour around wildlife. The activity supports reading comprehension, critical thinking, and speaking practice, and works well as a lead-in to discussions about safety, travel, nature, and decision-making.

When Animals Are More Dangerous Than They Look

We come across them quite often during the holiday season, but do we know what they are about? This worksheet is about the meanings of some Christmas symbols, it also includes a grammar exercise to practice relative clauses (both defining and non-defining) vocabulary and reading.

Chrismas Symbols

Students will write the names of the routines under the pictures. It can also be used as a coloring page or homework. It is a universal page and can be used for any language teaching.

Daily Routine Fill&Colour

A festive B1 worksheet featuring Irene, a young bassist, who discovers a Christmas ghost. Includes reading, grammar, vocabulary, and discussion activities to engage students with music and holiday themes. PSAT SIMPLE & PAST CONTINUOUS - simple modals

Reading & Grammar

A quirky B2/C1 reading on disappearing white Christmases, with sharp comprehension questions, thought-provoking discussion, and phrasal-verb practice. Smart, fun, and perfect for lively advanced classes  UPDATED WITH ANSWERS and extras.

B2 C1 The Strange Case of The disappearing White Christmas

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)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

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

92,319 English ESL worksheets pdf & doc