This is an easy reading comprehension activity with a task that helps students boost their vocabulary. Students read the passage, answer the questions, and fill in a grid with nouns and adjectives. Finally, they use them to write sentences.

Easy reading - Wofgang Amadeus Mozart

Students can write the meaning of the TV program under the pictures and tick the box according to the frequency of their daily routines. It will help to learn both routines and the adverbs of frequency.

Daily Routines (Adverbs of Frequency)

The series guessing game is for adults or high-schoolers in order to stimulate oral practice. The students have to answer the questions, by guessing. There are no wrong answers.

Guessing game - Alone.

This is a communication-focused ESL worksheet (B1–B2) built directly around a scene from Stranger Things.
The tasks encourage observation, interpretation, opinion, and personal connection, making the image a strong speaking trigger.

STRANGER THINGS: DESCRIBING PHOTOS

This is a communicative, image-based ESL worksheet (B1–B2) built specifically around a photo from Stranger Things.
The tasks are designed to maximize speaking, interpretation, and personal response, not just comprehension.

STRANGER THINGS: COMMUNICATIVE LESSON

This is a communicative, image-based ESL worksheet (B1–B2) created specifically for focusing on friendship, teamwork, decision-making, and shared responsibility—key themes in Stranger Things.
The tasks are designed to maximize speaking time and interaction.

GROUP UNITY AND DECISION MAKING

NO PRINTING REQUIRED. This short classroom activity introduces reported speech in a simple, memorable, and low-stress way by using humor and spoken interaction. It is designed as a quick warm-up or lead-in and works especially well with teenage or adult learners who struggle with abstract grammar explanations. The focus is on meaning first: students hear or read a short, funny sentence in direct speech and then retell it later using reported speech. The teacher gives one student a slip of paper with a sentence on it, the student reads it silently, and the class is asked to report what was said. Students usually produce a mix of correct and partially correct answers, which creates a natural opportunity for reformulation on the board without interrupting fluency. The teacher then writes the correct reported version on the board and briefly checks understanding by asking whether the words are exact or part of a story told later. If students ask why forms like “had been” appear, the explanation stays meaning-based and accessible, focusing on the idea of states versus actions rather than grammar terminology. The activity requires only a whiteboard or blackboard, making it ideal for low-prep lessons, substitute teachers, or classrooms with limited resources. It can be repeated with different sentences, easily adapted to suit different age groups or school cultures, and reused throughout the year as a natural way to introduce or revisit reported speech.

Teaching Reported Speech with Humor

First, match the words with its definition, these are important because you have them into the article, and it will make the reading easiest. Second, read the article and then answer the questions (true or false)

UK government supports Grangemouth chemical plant

First, look for the meaning of some words that are in the text (so while you're reading you comprehended it better),  after that, read the text and answer the questions (multiple choice).

Venezuela's oil A2+

There are quotes from the series that the students need to match to the person who said them followed by an exercise to identify characters through their character and personality traits. For fans of Stranger Things.

STRANGER THINGS QUOTES

First you have to look for the meaning of some words on the internet. Second, you have to read the article and answer the questions bellow (these are open question, no multiple choice).

Reading Venezuela's oil

This can be played like the traditional Guess Who game in which a student picks out a character from a large display who must be guessed by their partner through a series of yes, no questions. It is meant for the fans of Stranger Things.

GUESS WHO BASED ON STRANGER THINGS

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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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>

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