This is a fun Lunar New Year crossword activity.
This crossword provides vocabulary practice.
Based on the clues in the Across and Down sections, fill in the correct answers in the blanks.

Lunar New Year Crossword

V današnjem času digitalizacije se Slovenija aktivno prilagaja novim tehnologijam in spletnim trendom. Zakonodaja na področju spletnih storitev je precej stroga, a hkrati omogoča varno in nadzorovano uporabo različnih spletnih platform. Slovenski regulatorji so postavili jasna pravila, ki urejajo delovanje digitalnih ponudnikov in zagotavljajo, da so storitve dostopne predvsem polnoletnim uporabnikom. 

Skrivnosti mestnih nočnih utripov

Beginners start studying gerunds and infinitives, learning how to use verb forms correctly in sentences and understanding the differences between them clearly.


Gerunds and infinitives

A2–B1 reading about British and American houses. Students learn interesting differences like ice makers,light switches and kettles, then complete True/False, a table, and discussion. Great for vocabulary and comparatives practice.

reading: UK and USA Homes

A1–A2 | Fun colouring, comparison and superlative worksheet. Students colour vehicles, then practise comparatives and superlatives through guided sentences, ranking, and games using a detailed picture

PRINT ON LANDSCAPE MODE

Colour and Compare - Comparisons and superlatives

Famous Women. 
Her Story: Heroines of History. 
Reading Comprehension with exercises. 
Writing.
Level: A 2 - B 1.
Contains the Answers.
It is suitable for both online and offline lessons.

Famous Women. Her Story: Heroines of History. Reading Comprehension.

This  worksheet focuses on the recent story published by NATIONAL GEOGRAPHIC about a cow that has surprised scientists by being able to use tools. It includes a vocabulary exercise, some comprehension questions, a fill-in-the-blank text, and more questions to spark a debate on the topic.

VERONIKA, THE COW THAT CAN USE TOOLS (RC)

This engaging worksheet is based on the dramatic 2026 Olympic men’s hockey gold medal game between the United States and Canada — a match that quickly became one of the most talked-about events of the tournament. While the final score suggests a close contest, the reading explores the deeper story behind the game, highlighting momentum shifts, sustained pressure, elite goaltending, and the contrast between dominance and efficiency. The text also touches on the emotional tribute to Johnny Gaudreau, adding a powerful human dimension that resonates strongly with students.

The activities focus on high-value lexical chunks and natural sports commentary language, helping learners develop vocabulary that extends far beyond hockey. Students work with expressions such as dictate the pace, sustained pressure, and defensive survival mode, reinforcing both meaning and usage through matching and gap-fill tasks. The worksheet then moves into comprehension questions designed to promote careful reading and interpretation rather than simple scanning.

The discussion and agree-or-disagree sections encourage meaningful classroom interaction, opinion building, and spontaneous language production. This material works particularly well with teenagers and conversational classes, as the topic naturally sparks debate about luck, performance, pressure, and what truly defines success in competitive situations.

Ideal for B1 learners, speaking-focused lessons, and classes that benefit from high-engagement, real-world topics.

The Game Everyone Was Talking About

This worksheet is for adults and high school, level B1 students. The students read the text and answer the  questions. The text should also introduce a debate about the subject.

International Women's Day

Snow leopards live high up in the mountains of Central Asia.
They usually live at night.
They have strong fur which protects them from the freezing cold.
Snow leopards have also got spots which help them hide from their prey.
They eat wild sheep and goats.
They are strong and can kill animals that are three times bigger than them.
Unfortunately, they are an endangered species.
In Kazakhstan there are less than 200, so we need to protect them in order to survive.

ghost pf the mountains

Dans cette séquence, les élèves travaillent la compréhension écrite à partir d’un document portant sur les métiers et leur évolution à l’horizon 2026. Ils apprennent à repérer les idées principales, à identifier des informations précises et à justifier leurs réponses à l’aide du texte.  
La séquence permet également la découverte et l’utilisation du futur simple, afin d’exprimer des hypothèses et des prédictions sur l’avenir. Les élèves s’entraînent à formuler des phrases pour parler des transformations du monde du travail et de l’impact des nouvelles technologies.  
Ils développent leur capacité à parler de l’avenir et de certaines professions, en donnant leur opinion et en imaginant des métiers du futur.  
Un travail spécifique est mené sur le vocabulaire lié aux technologies, à l’intelligence artificielle et au monde professionnel, afin d’enrichir leur lexique et de favoriser une expression plus précise et structurée, à l’écrit comme à l’oral.

Parler de l'avenir : Les métiers qui pourraient disparaître dans les 10 prochaines années

Student will write the meaning of the chores under the pictures and colour the pictures. They will practise the tasks at their houses. the prewiew looks a bit strange but when you download it everything is ok. you can use it without any problems.

Chores - Responsibilities - Duties at Home

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

92,825 English ESL worksheets pdf & doc