A selection of English ESL spooky printables

An exercise to practise parts of speech (NOUNS, VERBS and ADJECTIVES) related to Halloween. Students have to put the words in the correct pumpkin. Hope you find it useful. Have a nice day, mada :) 

Spooky parts of speech

Worksheet for young learners,level A2 to B1. There are several exercises. The students have to say what classroom items they can see in the picture. They have to answer questions about the picture and also questions about how they celebrate Halloween.

Picture description - Spooky school

The students have to write the relations between the different family members.

Example. Vlad is Schrat's uncle.

If you want to practice more, you can find more of my worksheets about the same topic here

https://en.islcollective.com/mypage/my-creations?search_key=Halloween&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





Halloween - A spooky family

Here is a poem I wrot for young learners, you can ask them to learn it by heart , and match some sof the words with the pictures all around the poem , bats , spiders, witch

A spooky poem for halloween

Halloween song by Andrew Gold. The aim is for students to practice listening, especially similar sounding words (most of them start with s-). 

1. Give it to students

2. Go through the words in the box, so the students know what to look for in the song

3. Listen to the song (maybe in parts) while students fill the gaps. Repeat 2-3 times

4. Let students check together

5. Listen one more time if needed

6. Check together

7. Try to sing the song

Spooky Scary Skeletons - Andrew Gold

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

A reading comprehension about a woman who is frightened when there is a full moon. They read and answer the questions. Key included. I guess coming up to Halloween is the time for a scary little story! There is a past perfect in the passage, but they don't need to reproduce it, just get the meaning. 

the full moon - a spooky story

This is an updated worksheet of mine. Students must read a short passage, do a true, false or not given exercise and answer the questions. Easy vocabulary. A2 level.

A spooky story - Susanne is here

Cover for the English copybook. Ss read  and colour the English flag and the ghost's clothes. Then complete the chart below. It's for little student but you can use it for your lessons. I hope it can be useful!

Spooky English flag. My cover for copybook

Margorie McCall - A woman of no major wealth, her name is now infamous with the tale of how she was buried alive.



The 1700s was a time of a "terrible famine", according to local historian Jim Conway.



He told Independent.ie how Margorie reportedly took ill, before she was pronounced dead.



Grave robbers were quick to visit her grave in the Shankill Graveyard, but got more than a shock when she woke up during the robbery.



She reportedly walked home and lived to an old age, even going on to have more children.



"Margorie McCall was reputed to have lived once but buried twice, as it says on her grave stone," Mr Conway said.



vocab:



1. ailments



2. cadavers



3. frowned upon



4. hair raising



5. wandering



6. fever



7. severed



8. deceased



9. grave robbers



10. banshee



11. fate



12. coffin



13. burial clothes

Lived Once, Buried Twice - A Spooky Irish Tale

Crazy Halloween Theme story that brings people to life and wonder whilst dancing around a tree and thinking life is a wonder in all nature and life of justice and well. 

Halloween Spooky Story Reading Comprehension with Speaking Questions

Students must make words using the letters found in the enchanted tree. There are 9 letters in total and students have 10 minutes to come up with as many words as they can. This is a great activity for young students and older students who can come up with more difficult word combinations. There is a matching video with a lovely enchanted tree and magical forest music to create a fun Halloween ambiance:  https://youtu.be/pHqQb0_z_Ds


The letters used: S, R, E, I, H, O, F, T, B


The worksheet also includes space for students to write sentences using the words they have made. The second page contains a teacher guide with word combination possibilities and more lesson ideas. I hope you enjoy!

Spooky Tree Boggle Word Game for Halloween with Video

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

37 Spooky English ESL worksheets pdf & doc