‘It was a dark and stormy night…’ – Resources for Halloween

English: American Jack O Lantern, a Hallowe'en...

(Photo credit: Wikipedia)

It’s interesting how a pre-Christian festival from the north of Europe seems to have taken hold worldwide. However, there’s no denying the popularity of Hallowe’en, so here are a few resources which we can use in class this week, promoting skills and vocabulary development while following the Hallowe’en theme. I’ve tried to grade them by age, but different teaching circumstances mean that different activities will be useful for different students. If you’re unsure of any details about the history of Hallowe’en, this infographic will provide you with plenty of information about how the festival has evolved over the centuries.

Pre-Primary / Early Primary

The objective of this festival for very young learners is to avoid scaring them while giving them the opportunity to learn a new song or to make something in arts and crafts which will link them to the idea of Hallowe’en. One of the things we do with our youngest students is pumpkin carving. The teacher wields the knife, but the students get a chance to help empty the seeds and design the scary face to cut out. The Jack o’ Lantern created is then used to decorate the class on the 31st October. In parallel with this, the children can prepare Jack o’ Lantern masks to wear on the day. You can find other ideas for Hallowe’en masks here.

Trick or treatAnother fun activity for younger learners is to go Trick or treating around the school. This takes a bit of organising, but the kids love it. Have each class group prepare a Hallowe’en song before the day of the festival, then organise a rota so that each class can visit another class of the same age. The visiting class sings their song to the others, and then each student receives a gift (traditionally sweets, but check your school’s policy on this type of treat beforehand). This is particularly good fun if the students can come to school dressed up for the day! If they can’t come in dressed up, it would be nice for them to have masks prepared in class. If the teacher has prepared a Jack o’ Lantern for the class, they can carry that with them when they visit the other classes.

Primary

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Photo credit: http://spoonful.com/

For older primary students, articulated Hallowe’en decorations can be great fun. You can find a number of diferent copiable designs here. This can be combined with the CLIL science class if you choose to make articulated skeletons. These can be combined with Jack o’ Lanterns, and spiders webs made from teased cotton wool to create a really spooky atmosphere for the classroom.

On the British Council Learning English website, there are several games for Hallowe’en. For example, here is a version of ‘I Spy‘ for Hallowe’en, useful for practising vocabulary. There is also a spelling game, ‘Spelloween‘ which promises to be a lot of fun.

Another idea would be to try out traditional children’s party games, such as Apple bobbing, where you try to get an apple out of a bowl of water using your mouth. If this is considered too risky, you can make the activity safer but even messier by placing the apples in a tray of flour! Other traditional games can be adapted to a Hallowe’en theme – for example, ‘Pin the tail on the donkey’ can easily become ‘Pin the tail on the witch’s cat’.

Secondary

In secondary, we seem to pay less attention to festivals in general, but there are still some useful activities which we can do with our students. One possibility, if they have an intermediate level or above, is to challenge your students to write a ghost story. You can give them the first line, perhaps ‘It was a dark and stormy night…’ and have them complete the story, either individually or in pairs. it would be a good idea to brainstorm typical vocabulary from ghost stories first, and possibly talk about the usual structure of this type of story. Alternatively, you could take the first paragraph of a ghost story and turn it into a jigsaw dictation (there are many ghost stories available as graded readers, so this should not be too hard to organise). Once they have reconstructed the opening paragraph, you can have the students write how they think the story continues. Mission Impossible! also lends itself very well to creating Hallowe’en stories, and the Zombie round is particularly apt!

An alternative to writing exercises can be found on You Tube, courtesy of Mr Skype lessons. This is a listening exercise based on a short story by Sir Arthur Conan Doyle:

The art work which accompanies the listening text is fantastic.

Finally, here’s a full lesson plan from the British Council’s Learning English website, based on the story ‘The King of Pumpkins‘. I hope you enjoy these resources, and feel free to add more which you have used and enjoyed.

Happy Hallowe’en!

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A different side of EFL

Here’s a link to a very interesting presentation, given at IATEFL. http://differentefl.blogspot.gr/search?updated-min=2013-01-01T00%3A00%3A00-08%3A00&updated-max=2014-01-01T00%3A00%3A00-08%3A00&max-results=1

Margaret Thatcher ESOL / Critical Thinking Activity: Lesson plan

margaret-thatcher-photoLEVEL: Upper-Intermediate – Advanced (B2 – C2)

TYPES OF ACTIVITY: Speaking; Debate; Compare and Contrast; Essay writing.

OBJECTIVES: The principal objective of this lesson is to help students to develop critical thinking skills while comparing and contrasting two important world leaders. The activity models a structured approach to developing ideas for a writing task or for a class debate

To begin the class, write the following statement on the board:

‘For a leader, it is more important to be strong than to be liked’

Allow the students a couple of minutes’ thinking time, then have them discuss this statement in pairs, focusing on the personal qualities which they consider a leader should have. Once they have done this, join the pairs into groups of four and have them share their ideas. Then each group should report to the class, and an opportunity given to respond and comment. Possible lines of discussion to explore could be the difference between totalitarian and elected leaders, or the difference between being admired and being liked.

Tell the students they are going to read a short biography of a famous leader, and they have to make notes on the main points of the person’s life and decide what qualities they had as a leader. Give half of the class Worksheet A: Margaret Thatcher, and the other half of the class Worksheet B: Mahatma Gandhi. (Here is a link to the worksheets.)

Allow the students to compare their notes with another student working on the same worksheet. Then place the students in pairs with someone who worked on the other worksheet.

First, each student explains the main points of the biography of their leader, and suggests which personal qualities that leader had. Then the students work together to find differences and similarities between the two leaders, recording their answers on a graphic organizer such as a Venn diagram. They should focus on the personal qualities that make each leader different and which personal qualities they have in common, as well as the differences and similarities in their political and social situations.

Once the differences and similarities have been identified, each pair of students must decide which of these can be considered significant in the development of the leader, and draw conclusions about leadership from these significant similarities and differences.

There are different possibilities for a final task to this activity. One possibility would be to ask the students to write an opinion essay with the title ‘What makes a leader great?’ The students would use their notes and ideas from the discussion phase to illustrate their ideas, and to inform their analysis of different leadership styles.

Another possibility is for each pair of students to prepare an oral presentation on the two leaders, focusing on the similarities and differences in their personal qualities. For the presentations, the students should be encouraged to find further information about the personalities and political and social contexts of the two leaders, including recordings of them speaking about their ideas and policies.

Heads Up English | ESL Lessons – Early Graduation

http://www.headsupenglish.com/index.php/lower-intermediate-students/lower-intermediate-news-lessons/lower-intermediate-education-lessons/461-early-graudation