A selection of English ESL halloween printables

Here young students have to write the  words of vocabulary associated with Hallowe'en . more fun and activities with my powerpoint and crosswords , suitable for young learners, have fun!:)

Creepy Halloween! matching

An easy crossword puzzle for beginners of English

Halloween Crossword Beginners

A simple, Halloween themed - Comparatives worksheet. Students choose any Halloween characters and compare them, using the given adjectives. There are only two irregular adjectives - good and bad. You may change the worksheet as you like, adding more adjectives or characters. Hope your students will like it.

Halloween themed - Comparatives

Halloween haunted Label the pictures. Practise Halloween vocabulary with this fun activity. house https://english-portal.com.ua/holidays/Halloween-Haunted_House-1-1#topadv

Halloween haunted house

This worksheet is made inspired by a small and funny cartoon with Paddigton Bear. I have prepared it for my 3-5th graders. It is on Halloween topic. The tasks are True/False, Choose the word, Write down the missing word, match the costumes and the people and the last task is to put the pictures as they go in the cartoon. Before watching the cartoon and doing this worksheet, we talk about Halloween and the words related to this holiday. I hope this worksheet will be useful to you and it will be enjoyed by your students. P.S. I used Present Simple for it but it can be easily transformed into Past Simple if needed

The link for the video is https://www.youtube.com/watch?v=g24slGJ4Iao

Halloween and Paddington

There are two kinds of handouts (A and B) and two short stories 



First students write random answers for various topics. 

Then they copy those answers into the short story to complete the story. 

They can work in same pairs to think of answers (A/A, B/B)



Then they make A/B pairs and read their stories to each other.

 

They can read the story sentence by sentence and pause to let their partner translate each sentence into their native language. This is to make sure they understand. 



This handout includes some Japanese translations.





I first read these stories online (I can't remember where!). I edited both stories a lot (for example, in The Pets there was was originally 1 pet) but the gist is still very similar. 

Halloween short stories 

Here is a new simple questions , in which students work on question words, they read tehres of the questions and teh answers , then choose the correct question words

Halloween: question words

Listening and speaking. This worksheet helps students to develop listening comprehension. Students learn about Halloween history and traditions with the help of short videos. The worksheet includes vocabulary focus, interactive vocabulary task, multiple choice assignments, and comprehension questions based on the fun videos.  Students practice speaking sharing their ideas about Halloween traditions in their countries or  their English classes.   

History of Halloween

Students match the names of the Halloween characters to their pictures. 



Then they make pairs and play Guess Who. Each student thinks of a Halloween character on the handout. Then they take turns to try to guess each other's character. The first person to guess is the winner. 



Question cutouts are to help students think of questions but any Yes/No question is okay

Guess Who_ Halloween

The funny bookmarks are meant as an award for young learners. Children love to win things and are stimulated to work more in the classroom. You can give them for a very good homework or a clever answer or to the winner of a game. 

If you like these bookmarks, you can find more here. https://en.islcollective.com/mypage/my-creations?search_key=funny+bookmarks&type=printables&option=published&id=5163&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&page=1&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=12



Funny bookmarks - Halloween

Halloween.Traditions and Customs. a2-b1. The audio file, keys, pdf - https://english-portal.com.ua/worksheet/halloween-traditions-and-customs-a2-b1-worksheet#topadv

This worksheet was created by https://english-portal.com.ua 

Halloween. a2-b1

Created by www.primaryleap.co.uk



These Halloween words have been written in the wrong order. Can your students unscramble them? This worksheet will help spelling and vocabulary skills. 



I am one of the content developers at Primary Leap - www.primaryleap.co.uk and I'm uploading these resources to help as many educators as possible in these times. I hope you find them useful.

Halloween Word Scramble 

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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how to accuse somebody of something in English

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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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1,089 Halloween English ESL worksheets pdf & doc