A selection of English ESL trick or treat printables

This crossword contains vocabulary related to Halloween.  There are three versions of the crossword. One version has clues for both across and down.  The second version -“A” has the across clues only while the third version – “B” has the down clues only.  Versions A and B should be used as a pair activity to provide the students with listening, speaking and reading practice. Students take turns reading the clues on their worksheets.Caution students not to look at each other’s worksheet until after all clues have been read and written down.  After each student has read his/her clues to his/her partner they can then work together to solve the crossword. The answer key is included.

Trick or Treat!

I have over 1000 students who I teach and wanted to give them candy. So in the last 5 minutes of class they were able to pull from a hat a card. If they pulled the trick card, no candy, if they pulled the treat card, the could choose a candy. Each class has about 40 students so i printed 34 tricks and 6 treats. 

Very simple, but students were excited when they learned they were going to be treated at the end of the class. 

Trick or Treat Cards

Long and short i practice 
Halloween vocabulary 

Trick or treat Phonics 

This is a picture story for young learners. level A2- B1.  The students should write a story by answering the questions under each picture. An example for the teachers is included.

Halloween - Trick or Treat

Halloween song and mini book for students aged 3 to 5.

You can also make this haunted house:  http://www.homemade-preschool.com/msw-haunted-house-music-time.html

Knock Knock, Trick or Treat?

Such a marvellous picture, I couldn't bring myself to reduce the size, so it's a whole page;-) First, make sure they know: in the background/foreground/left and right. I would give this out to the students, or put it up on screen and ask them to say as much as they can, working in pairs. For a writing exercise, some questions are provided on page 2. They are very basic questions, many giving alternatives to facilitate. Note: #10 should read: do they have smoke... Correcting this now. 

Picture description exercise: Trick or treat

The answers are included here along with the secret message. Many of the words are not pictured in the crossword puzzle. The message is - Happy Halloween To All.

Here's the crossword -

https://en.islcollective.com/english-esl-worksheets/vocabulary-practice/crossword/halloween/halloween-crossword/60150

Trick or Treat Halloween Crossword Puzzle Answers

A heartwarming story about a boy who goes trick or treating but ends up helping his old lady neighbour who has had a fall. They read the passage and complete the exercises. An opportunity to discuss taking rewards for kind acts. Key provided. 

RC: Trick or treat? No, I need help. 

Don't spend money on expensive Trick or Treat Bags. Make your own! You only need the instruction and some pictures. Have fun!

A Trick or Treat Bag is not tricky

Spooky season will make your blood run cold!

In this worksheet I offer you 9 exercises:
1. Halloween Guess Who.
2. Have You Ever Bingo.
3. Extreme Choices.
4. Definitions. 
5. Fear Idioms.
6. Spooky Synonyms.
7. Superstitions Speaking.
8. Name 3 Things.
9. Halloween Menu. 

Halloween Fun + Key

It is similar to traditional Halloween game "Trick or Treat", but instead of treats students should give different facts. 

This game is funny and suitable for children and teens.

Halloween game "Fact or Trick"

FREE Halloween Worksheet for kids.



4-page worksheet



1 - Halloween Facts Reading

2 - Halloween Things

3 - Crossword

4 - Design a monster/costume



Find more free and paid worksheets at:

https://linktr.ee/orightenglish

Halloween Worksheet for Kids

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

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>

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19 Trick or Treat English ESL worksheets pdf & doc