A selection of English ESL skull printables

Halloween masks for printing on white/red/green card - cat, skull, devil, clown, snake, frog.



Halloween / Carnival Masks - black and white

Halloween mask ideas: cat, devil, clown, snake, skull, frog



For the t-shirt see:  http://www.redbubble.com/people/arianey/works/8561971-a-master-of-disguise-ii?c=125670-shapes

Halloween Masks

This is a game I use after reading "Funny Bones", by Allan and Janet Ahlberg. You need to print the dice, cards and body parts / bones.

Throw the dice and complete your skeleton with what is indicated on the dice.

To start, have the ribcage (to be able to attach the skull + arms + hands) and pelvis (to be able to attach the legs + hands)

The first player who has completed their skeleton has won.



The Laughing Skeleton

This worksheet is an introduction to the Latino holiday Day of the Dead. It can be paired with a larger lesson plan covering the topic or used as an introduction to the movie "Coco". I used it with as a more detailed addition to another reading my class was doing on Mexican culture. Have fun with it, you can pair it with interactive activities such as making skull masks, eating traditional Mexican food and playing traditional Mexican games.

Day of the Dead

This is a fun game to help students practice target vocabulary. 



?= one question

??=two questions

skull= back to start

star=bonus turn

palm= rock paper scissors

dice= roll again

the taste game

An engaging activity to practise questions and answers with HAVE and use Halloween vocabulary. First the students check what they have in their house to prepare a big crazy Halloween party, then they ask their partner about them and tick the appropriate case. In a second step, and after the feedback about their partner's accessories, they write using the affirmative and negative sentences and can add more stuff such as...My partner has a skull, like me / me too etc...

Halloween pair work HAVE YOU GOT

Students find the words on health and body parts: lungs, kidney, bones, skeleton, skull, cancer, prevent, disease. The words are on horizontal, vertical and diagonal lines

body parts and health word search

The human skeletal system consists of all of the bones, cartilage, tendons, and ligaments in the body. Altogether, the skeleton makes up about 20 percent of a person’s body weight.

An adult’s skeleton contains 206 bones. Children’s skeletons actually contain more bones because some of them, including those of the skull, fuse together as they grow up.



Skeletal System

Created by primaryleap.co.uk



This colourful activity asks students to look at the pictures and complete the crossword puzzle. This puzzle includes the words: skull, skeleton, bat, vampire, spider, witch, cauldron, lantern, raven, tomb, and ghost. This fun activity will help a child's spelling and can be used as an extra resource for Halloween!



I am one of the content developers at primaryleap.co.uk. This resource can be used for home learning or in the classroom. I hope you find it useful.



Halloween Picture Crossword

I am happy to share this worksheet of 6 Halloween riddles. They are rather simple but I will use it with my 3-6th graders (Elementary and Pre-Intermediate levels) after the revision of Halloween vocabulary. I like your comments. If you like it, let me know. P.S The answers are ghost, witch, skeleton, mummy, vampire, zombie. You use the letters from the words on pictures 1) guitar - g house - hos cat - t = ghost 2) watch a=i makes witch 3) skull - sk letter - elet nose- on = skeleton 4) pumpkin - mumm key -y mummy 5) grave -- va map- m pirate - use all letters except the crossed at - pire = vampire 6) zero - zo bomb -mb nine-use all letters except the crossed n - ie =zombie. I hope this will help you to solve the riddles.

Halloween Riddles

Students are supposed to use the Halloween vocabulary to create a spooky story. One student starts and the other ones need to continue the story using the words given. They need to use all the words to finish the story. The idea is that they can use their creativity to create a story with the vocabulary. Happy Halloween!

Speaking Practice - Halloween Spooky Story

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>

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

11 Skull English ESL worksheets pdf & doc