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It��s almost Halloween, and the ghosts and vampires will soon be coming out to play. Did you know that although we often associate Halloween with pumpkin carving and eating candy, the festival has much older origins??

is an ancient Gaelic festival that celebrates the end of the harvest and the start of winter. This is why people often associate the colors of orange and black with Halloween: orange is the color many leaves turn in autumn and black is the color of the darker winter months.

People used to believe that spirits walked the Earth on the night of Samhain. The tradition of dressing up as ghosts and demons started as a way to hide from the spirits who walked the streets. Similarly, people used to leave treats outside their houses for the spirits and from this came the tradition of trick-or-treating.

So to help get your younger students in the Halloween spirit, here are five spooky ideas to try in your primary classes.?

1. ��Pumpkin�� oranges

Pumpkin carving is fun - but it��s also messy and pumpkins can be really heavy. Instead, bring in an orange for each student and give them a black marker pen. Get them to draw a scary face on their orange and then write a short text describing it.?

My pumpkin orange, Ghoulie, has two big eyes. He��s got a small nose and a big mouth, with lots of teeth. This Halloween, he��s going to sit outside my house. He��s going to scare people but he doesn��t scare me. I think he��s very funny.

2. Bat fishing

This is a great way to practice questions and review language with your younger students. Have your students cut out bat shapes on card and tell them to write a question on the back of each one. They can write personal information questions, such as ��What do you eat for breakfast?�� or questions related to topics you��re studying at the moment, like ��How do you spell dinosaur?��?

Attach a paper clip to each bat and put them on the floor, with the questions face down. Then attach a magnet to a piece of string.

Divide the class into teams and have students take turns to fish a bat from the floor. When they catch a bat using the magnet, a student from another team asks them the question written on the bat. If the team can answer correctly, they keep the bat. If they don��t answer correctly, the bat goes back on the floor.

When all the bats have been fished, the team with the most wins.?

3. Haunted house dictation

This is a good activity to review prepositions of place and house vocabulary. Before you start, elicit some scary things from the students, such as ghost, spider, witch, zombie. If these words are new for your students, draw a picture dictionary on the board for them to refer to in the next stage.

Next, give students an outline of a house with the rooms labeled, but without any furniture. Then dictate a sentence to the students and have them draw what you say on their individual houses. For example, ��In the kitchen, there��s a big cupboard. In the cupboard, there��s a witch.�� Or, ��In the living room, there��s an old sofa. A zombie is sitting on the sofa.��

You can then divide the class into pairs or small groups and have them take turns dictating sentences to each other. When they finish, they can compare their pictures and then write a short story about their haunted houses.?

4. Trick-or-treat board game

Draw a 7x5 grid on card and add Start and Finish squares. Number the other squares so the students know what direction to move in. Then, on some of the squares write Trick and on some of the other squares write Treat. Finally, prepare a set of ��trick�� and ��treat�� cards for each group. (There are some ideas for tricks and treats below).?

Before students play, teach them some phrases to use while playing the game. For example:

• Whose turn is it?
• It��s my turn.
• Roll the dice.
• Who��s winning?

Then divide the class into groups of four and give each group a board, a set of ��trick-or-treat�� cards, a dice and a counter. Have them take turns to roll the dice and move. If they land on a Trick?or Treat square, they have to take a card and do what it says. Then they put the card at the bottom of the pile.?The winner is the first person to reach the Finish square.

Ideas for ��trick�� cards

• Go back 3 squares
• Miss a turn
• Go back to the start
• Count down from 10 to 1 in English
• Say the alphabet backwards (Z, Y, X��)
• Laugh like a witch
• Pretend to be a ghost

Ideas for ��treat�� cards

• Go forward two spaces
• Roll again
• Go forward five spaces
• Choose someone to miss a turn

5. Spooky stories

Are your students bored of celebrating Halloween every year? Mix things up with stories or readers. Allowing their imagination to run wild. There are lots of you can use or get inspiration from, creating your own. If you want your pupils more involved you could also have them make or take part in your very own 'create your own adventure' spooky story.?

After reading the story, have your students create comic strips of different parts of the book and display them around the classroom. If your students prefer theatrics, get them to act out or sing parts of the story.?

Is avoiding conflict always a good thing?

Why is it that some groups work smoothly together, whereas for others it always seems to end in arguments? It may seem logical to avoid group work with classes where it often leads to disagreement, but is there such a thing as ��healthy disagreement��?

Perhaps the groups that appear to be working well together are actually just letting one or two people do everything? This would certainly avoid conflict, but they might also be avoiding learning very much.?

Sometimes conflict is a necessary step that teachers (of all subjects, not just language teachers) have to acknowledge as an important part of a learner's development.?

Professional English teachers love lesson planning. They can always teach a class using their full wardrobe of methods, techniques and games, but a detailed plan means they can deliver a richer and more modern lesson �C after all, a teacher usually plans using their full potential.

Whenever I observe a teacher in their classroom, I try to outline a sketch of their English lesson plan according to what is going on. I am careful to observe any 'magic moments' and deviations from the written plan and note them down separately. Some teachers seize these magic moments; others do not. Some teachers prepare a thorough lesson plan; others are happy with a basic to-do list. There are also teachers who have yet to believe the miracles a lesson plan could produce for them and therefore their sketch does not live up to expectations.

The 'language chunks' mission

After each classroom observation, I��ll have a briefing meeting with the English teacher. If the observation takes place in another city and we cannot arrange another face-to-face meeting, we��ll instead go online and discuss. At this point, I��ll elicit more about the teacher��s lesson plan and see to what extent I have been an accurate observer.

I have found that Language Inspection is the most frequent gap in lesson planning by Iranian teachers. Most of them fully know what type of class they will teach; set SMART (Specific, Measurable, Attainable, Relevant and Timely) objectives; consider the probable challenges; prepare high-quality material; break the language systems into chunks and artistically engineer the lesson. Yet, they often do not consider how those language chunks will perform within a set class time �C and their mission fails.

The Language Inspection stage asks a teacher to go a bit further with their lesson planning and look at the level of difficulty of various pieces of content in the lesson. Is there enough balance so that students can successfully meet the lesson objectives? If the grammar, vocabulary and skills are all above a student��s ability, then the lesson will be too complex. Language Inspection allows a thoughtful teacher to closely align the objective with the difficulty of the grammar, vocabulary and skill. A bit like a train running along a fixed track, Language Inspection can help make sure that our lessons run smoothly.

Lesson planning made easy with the GSE Teacher Toolkit

If a lesson consists of some or many language chunks, those are the vocabulary, grammar and learning objectives we expect to be made into learning outcomes by the end of the class or course. While Language Analysis in a lesson plan reveals the vocabulary, grammar and learning objectives, in Language Inspection each chunk is examined to determine what they really do and how they can be presented and, more importantly, to assess the learning outcomes required.

can be a teacher��s faithful lesson-planning pal �C especially when it comes to Language Inspection. It��s simple to use, yet modern and exciting. It is detailed and it delivers everything you need.

To use it, all you need is an internet connection on your mobile, tablet, laptop or PC. Launch and you��ll have the ability to delve into the heart of your lesson. You��ll be able to identify any gaps in a lesson �C much like the same way you can see the gap between a train and a platforms edge. Mind the gap! You can look into the darkness of this gap and ask yourself: ��Does this grammar form belong in this lesson? Do I need to fit in some vocabulary to fill up this blank space? Is it time to move forward in my schedule because my students are mastering this skill early?��

gives you the ability to assess your lesson to look for these gaps �C whether small or big �C in your teaching. By doing this you can plan thoughtfully and clearly to support your students. It really is an opportunity to 'mind the gap' in your English lesson planning.

If you had to explain what an oxymoron is, what would you say? And would you know how to use one correctly? You might even be using oxymorons already completely by accident. After all, how many times have you talked about a ��small crowd��, described someone as a ��big baby�� or gossiped about an ��open secret��?

Let��s explain more about the term. An is a figure of speech where two words of opposed or contradictory meaning are used together to create emphasis. While some oxymorons are created by accident �C such as ��small crowd�� �C sometimes they are used deliberately to draw attention to something or to create drama for the reader or listener. Let��s take a closer look at some popular English oxymorons and get to the bottom of what they actually mean.

The challenge: the lure of automatic pilot

Have you ever got to the bottom of the page in your favorite book and then realized you have no idea what you just read? This is due to being in a semi-conscious mental state called 'automatic pilot'. In automatic pilot mode, we are only partially aware of what we are doing and responding to in the present moment. If left to its own devices, it can end up masking all our thought patterns, emotions and interactions with those around us. Humans are habitual creatures, building functional 'speed-dials' to allow us to survive in the present while the mind is elsewhere planning for the future or ruminating in thought. The challenge here is that we are responding to the present moment based solely on habits learned from previous experience rather than making conscious choices based on the nuances of the moment itself. Luckily, mindfulness can help.

The solution: the importance of paying attention on purpose

Jon Kabat-Zinn, Professor Emeritus of Medicine at the University of Massachusetts Medical School, is often credited with bringing mindfulness into the secular mainstream. He defines the practice as: "paying attention in a particular way: on purpose, in the present moment and non-judgmentally."?

Paying attention on purpose is the skill needed to move out of automatic pilot. As such, practicing mindfulness starts with learning how to pay attention. The more we focus, the more the brain builds strength in the areas involved in this type of concentration - and the easier it becomes to do it automatically. In other words, it becomes a habit to be present.

In the early years of primary school, a child's brain is developing more quickly than it ever will again. Young minds are in the process of forming their very first habits, and so learning to pay attention on purpose will have a .

The why: why is this particularly important in schools??

If you're a teacher wondering why this is important, mindfulness has many benefits in the classroom. Perhaps the most notable is its facility for improving children's attention span during English lessons and elsewhere in life. This is increasingly important as children are immersed in a world of digital screens and social media. Learning to focus can help to counteract the constant demands on their attention and develop greater patience and staying power for any one activity.?

, experts agree that our attention span varies depending on what we are doing. The more experience we have of how much attention a certain situation needs, the more the brain will adapt and make it easier for us to focus on those situations.?

The brains of school-age children develop rapidly. So, the more we can do to demonstrate to them what it feels like to pay attention for a prolonged period, the more likely they are to be able to produce that level of attention in similar situations.?

For teenagers it is even more important. During adolescence, our brains undergo a unique period of neural development. The brain rapidly streamlines our neural connections to make the brain function as efficiently as possible in adulthood. Like a tree shedding branches, it will get rid of any pathways that are not being used and strengthen up the areas that are being used: use it or lose it. So if teenagers are not actively using their ability to pay conscious attention and spending too much time in automatic pilot mode, through screen use and in periods of high exam stress, the brain won't just not strengthen their capacity to focus; it may make it harder for them to access the ability to pay attention in future.?

The how: three exercises to teach your students mindfulness?

These three mindfulness exercises will help your language students integrate awareness into everyday activities in their school and home lives.?

1. Mindful use of screens and technology?

Screen use is a major culprit of setting the brain into automatic pilot. This is an activity you can?practice in school during computer-based lessons or even ask the students to practise at home.

• Close your eyes and notice how you feel before you've started?
• Consciously decide on one task you need to do on the device?
• Consciously think about the steps you need to do to achieve that task and visualize yourself doing them?
• Then turn on the device and complete the task. When you have finished, put the device down, walk away, or do something different
• Notice if you wanted to carry on using the device (this doesn't mean we need to)

2. Mindful snacking

We eat so habitually that we rarely notice the huge range of sensory stimulation going on?under the surface of this process. This is a great activity to practise with your students during breaks or lunch.?

• Hold the snack in your hand and notice five things you can see about it
• Close your eyes and notice five things about the way it feels in your hand or to touch
• Keep the eyes closed and notice five things you can smell about the snack
• Bring the snack slowly to your mouth and taste it �C notice five different subtle tastes

3. Counting the breath

A brilliantly simple exercise to teach the brain to focus attention on one thing for a longer?period of time. It can be done anywhere and can also have the helpful side effect of?reducing stress through passively slowing down the breath.

• Close your eyes or take a soft gaze in front of you
• Focus your attention on the breath going in and out at the nostrils
• Notice the breath temperature on the way into the nose compared to its temperature on the way out
• Count 10 breaths to yourself �C in 1, out 1; in 2, out 2; and so on
• If the mind wanders, gently guide it back to the breath
• When you get to 10 you can either stop there or go back to 1 and start again
• In time, it will become easier to stay focused for the full 10 breaths and for even longer

If a part of you is still wondering where to start with mindfulness, then paying conscious attention to anything that draws our senses to the present moment: the breath, physical sensations in the body, sounds, smells or tastes - these are all brilliant places to start. Remember that mindfulness is simply a state of mind, a way of interacting with the world around us. How we access that state of mind can vary depending on the school, the language lesson and the students - there are many possibilities. As an English teacher, it's important to encourage and help students academically and in regards to their wellbeing.?

Internships and work experience can help in numerous ways, improve someone's workplace skills, add extra value to a resume or even help a person realize if a workplace/profession is for them. They are also very helpful in developing language skills. Language development is an ongoing process that extends far beyond the classroom. While language courses and textbooks are often needed, real-world experiences like internships and work placements also play a crucial role in shaping a person's language proficiency. Whether you're a student or graduate deciding to take a placement or someone who just wants to reskill, it can be beneficial and help your language proficiency. Today we explore how internships and work experience can aid a person's language learning skills.

��Grammar, which knows how to control even kings��?- �ѴDZ���������

When you think of grammar, ��rule�� is probably the first word that pops into your mind. Certainly the traditional view of grammar is that it��s about the ��rules of language��. Indeed, not so long ago, teaching a language meant just teaching grammatical rules, plus perhaps a few vocabulary lists. However, I��m going to suggest that there��s actually no such thing as a grammatical rule.

To show you what I mean, let��s take the comparative of adjectives: ��bigger��, ��smaller��, ��more useful��, ��more interesting��, etc. We might start with a simple rule: for adjectives with one syllable, add -er, and for adjectives with two or more syllables, use more + adjective.

But this doesn��t quite work: yes, we say ��more useful��, but we also say ��cleverer��, and ��prettier��. OK then, suppose we modify the rule. Let��s also say that for two-syllable adjectives ending in -y or -er you add -er.

Unfortunately, this doesn��t quite work either: we do say ��cleverer��, but we also say ��more sober�� and ��more proper��. And there are problems with some of the one-syllable adjectives too: we say ��more real�� and ��more whole�� rather than ��realer�� or ��wholer��. If we modify the rule to fit these exceptions, it will be half a page long, and anyway, if we keep looking we��ll find yet more exceptions. This happens repeatedly in English grammar. Very often, rules seem so full of exceptions that they��re just not all that helpful.

And there��s another big problem with the ��rule approach��: it doesn��t tell you what the structure is actually used for, even with something as obvious as the comparative of adjectives. You might assume that it��s used for comparing things: ��My house is smaller than Mary��s��; ��John is more attractive than Stephen��. But look at this: ��The harder you work, the more money you make.�� Or this: ��London is getting more and more crowded.�� Both sentences use comparative adjectives, but they��re not directly comparing two things.

What we��re actually looking at here is not a rule but several overlapping patterns, or paradigms to use the correct technical term:

1. adjective + -er + than
2. more + adjective + than
3. parallel comparative adjectives: the + comparative adjective 1 �� the + comparative adjective 2
4. repeated comparative adjective: adjective + -er + and + adjective + -er/more and more + adjective

This picture is more accurate, but it looks abstract and technical. It��s a long way from what we actually teach these days and the way we teach it, which tends to be organized around learning objectives and measurable outcomes, such as: ��By the end of this lesson (or module) my students should be able to compare their own possessions with someone else��s possessions��. So we��re not teaching our students to memorize a rule or even to manipulate a pattern; we��re teaching them to actually do something in the real world. And, of course, we��re teaching it at a level appropriate for the student��s level.

So, to come back to grammar, once we��ve established our overall lesson or module objective, here are some of the things we��re going to need to know.

• What grammatical forms (patterns) can be used to express this objective?
• Which ones are appropriate for the level of my students? Are there some that they should already know, or should I teach them in this lesson?
• What do the forms look like in practice? What would be some good examples?

Existing grammar textbooks generally don��t provide all this information; in particular, they��re very vague about level. Often they don��t even put grammar structures into specific CEFR levels but into a range, e.g. A1/A2 or A2/B1, and none fully integrates grammar with overall learning objectives.

At ����app, we��ve set ourselves the goal of addressing these issues by developing a new type of grammar resource for English teachers and learners that:

• Is based on the Global Scale of English with its precise gradation of developing learner proficiency
• Is built on the Council of Europe language syllabuses, linking grammar to CEFR level and to language functions
• Uses international teams of language experts to review the structures and assess their levels

We include grammar in the GSE Teacher Toolkit, and you can use it to:

• Search for grammar structures either by GSE or CEFR level
• Search for grammar structures by keyword or grammatical category/part of speech
• Find out at which level a given grammar structure should be taught
• Find out which grammar structures support a given learning objective
• Find out which learning objectives are related to a given grammar structure
• Get examples for any given grammar structure
• Get free teaching materials for many of the grammar structures

Think of it as an open-access resource for anyone teaching English and designing a curriculum.

The English language (British English in particular) is a fascinating mix of regional dialects and unique slang, shaped by centuries of history and cultural influences. Throughout its long history, . From the Romans in ancient Londinium to the rolling hills of the Saxon heartland, and from the Viking raiders of the north to the Norman conquerors of the south, each wave of historical influence has shaped the dialects of the UK. Each region of the United Kingdom has its own distinct flavor of language and accent. Today, we embark on an English slang tour to explore some of the expressions from different regions.

Language is not only a tool for communication but also a means to explore and comprehend diverse cultures, traditions, and perspectives. Europe, with its vast array of languages, is a prime example of this linguistic diversity. Each year on September 26th, Europe observes the European Day of Languages, which is a day solely dedicated to celebrating and embracing this linguistic richness.

Europe is a magnificent tapestry of languages, with over 200 spoken throughout the continent. This diversity is a symbol of the rich cultural heritage of each nation and reminds us of the intricate historical, social, and linguistic elements that mold our identities. The European Day of Languages inspires people to cherish and honor this linguistic heritage.

Why September 26th?

September 26th marks an important date for celebrating linguistic diversity and promoting multilingualism. This day commemorates the adoption of the "European Charter for Regional or Minority Languages" by the Council of Europe in 1992, a crucial document that recognizes and safeguards the linguistic rights of minority languages spoken within European countries. By celebrating the European Day of Languages on this date, it renews our commitment to supporting the rich diversity of languages and cultures that make our world a more vibrant and fascinating place.

What type of events happen?

Language Exchanges

The European Day of Languages offers language learners a chance to participate in language exchanges, which is an exciting opportunity. During such exchanges, learners from diverse backgrounds partner up and teach each other their native languages. This not only helps improve language skills but also promotes intercultural understanding.

Language Workshops

Various European cities offer language workshops led by enthusiasts and experts, providing an introduction to different languages.

Multilingual Storytelling

Storytelling is an incredibly effective tool for learning languages. Libraries, schools, and cultural centers hold multilingual storytelling sessions, where stories from different cultures are shared in their original languages. This helps both children and adults to better understand and appreciate the beauty of linguistic diversity.

Film Screenings

Cinema provides a wonderful opportunity to explore different languages and cultures. Throughout Europe, foreign films are often shown with subtitles, enabling viewers to fully immerse themselves in new linguistic worlds.

Cultural Exhibitions

Museums often showcase exhibitions highlighting the linguistic and cultural heritage of various regions, providing insight into the history and traditions of different languages.

Language Caf��s

Caf��s and restaurants might offer special menus featuring diverse cuisines and multilingual staff �C a delightfully tasty way to explore languages and cultures.

Games and Competitions

Language-based games and competitions, such as crossword puzzles and spelling bees, are organized in schools and communities to provide a fun and educational way to celebrate language.

If you are a teacher hoping to celebrate this occasion make sure to on what to do.

Check out .

Just like the European day of Languages, we at ����app Languages are fully committed to empowering and celebrating language learners and educators alike. That's why we are now supporting French, Italian, and Spanish language learning with the Global Scale of Languages (GSL). With these new language learning frameworks at your fingertips, you can confidently design curriculums and personalize learning pathways to help fast-track your learners�� progress and help your learners be themselves in French, Italian and Spanish.

Whether you're a teacher, a language learner, or simply someone who appreciates the beauty of languages, the European Day of Languages and the GSL provide exciting opportunities to explore, learn, and enjoy the rich tapestry of Europe's linguistic heritage.

Find out more about the Global Scale of Languages