A selection of English ESL halloween vocabulary printables

This printable ESL / EFL worksheet practises picture description and reading comprehension through a lively Halloween trick-or-treating scene. Students study the detailed illustration and decide whether each of the 12 statements is TRUE or FALSE.

The main language goal is to understand simple descriptions of people, actions, objects and locations in a picture. The worksheet practises Present Continuous forms such as 'is carrying', 'is wearing', 'is sitting' and 'are giving', as well as the verb 'to be', 'there is / there are', singular and plural structures, and basic descriptive sentences. It also develops Halloween-related vocabulary, including costumes, trick-or-treating, candy, pumpkins, witches, mummies, skeletons, ghosts and other seasonal words.

The worksheet is designed for A2–B1 learners, especially children and young teens aged approximately 6–14. The detailed picture encourages careful observation and makes the activity suitable for individual work, pair work, classroom discussion or revision.

An interactive quiz is also available to complement the printable worksheet. In the digital version, students look at the same scene, read each statement and press the correct TRUE or FALSE option to submit their answer.

Page 2 contains a printable answer sheet.

Halloween Picture Description - True or False + KEY

here is anew activity of multiple choice for young students to learn or revisewords related to Hallowe'en, they read and choose the right possibility, ghost vampire wtich.;

Halloween Vocabulary - Multiple Choice

A simple and colourful picture to practise some vocabulary related to Halloween. Sudents look at the picture carefully and complete the text using the words in the box

HALLOWEEN NIGHT (PICTURE DESCRIPTION) (A2)

A multiple choice worksheet on Halloween vocabulary. The teacher should review the basic vocabulary for Halloween with the class before completion of this exercise.

Multiple choice. Here are the many characters and symbols of the holiday Halloween. The teacher should review the names of all the characters beforehand. Then complete.

Halloween - Multiple Choice

Are you ready for Halloween? You might want to include this ws in your plans for the upcoming holiday. This is a worksheet and a quiz that reviews Halloween. The teacher should review the meaning of the vocabulary before completing the quiz. 

Have fun!

Odd One Out - Halloween

The teacher should review all the vocabulary words that are in the quiz. A simple multiple choice quiz to practise Halloween vocabulary. Hope you like it. Have a nice d



Halloween Quiz - Multiple Choice

Here is a simple story I  imagined on the theme of Halloween , students read and put the verbs betweeb brackets in the past or present simple. Then you can ask them some  to imagine one of their own

Scary Halloween Story - Present & Past Simple

Multiple Choice Activity on Halloween words. Hope you like it. Have a nice day!  ;) The teacher should review the names of all the pictures and the vocabulary words.

It's Halloween! - Multiple Choice Exercise

Here's one for the younger pupils. They read the sentences and decide if they are true or false. There is a key provided. Fabulous picture of an old witch. It is from 'Room on the Broom.; 

A Witch & Her Cat - True or False

So here the weather  in Normandy  tells me it is back , : autumn with heavy rain, wind, shorter days, cold mornings and some celebrations , Halloween , Thanksgiving

Autumn Is Back - Multiple Choice

A summary of halloween and the tropes (images/symbols) associated with it and its customs. They complete the true or false exercise and then answer the questions. In fact, a similar celebration existed even before Halloween - Samhain. Halloween borrowed many of the customs of Samhain. I didn't want to complicate matters by including the festival of Samhain. 

The History Of Halloween - True or False + Reading

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>

Get here and you are ready to study in English at university

419 Halloween vocabulary English ESL worksheets pdf & doc