5 spooky ideas for your primary classes this Halloween

Joanna Wiseman
Children in halloween costumes stood in a hallway with a adult

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.?

Check out our Readers range

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    The importance of teachers professional development

    提交者 Richard Cleeve

    There’s the saying, “There are two types of teachers with 20 years of teaching experience: the first are those with 20 years of experience and the second are those with one year’s experience repeated 20 times.”

    Some believe most teachers want to be the first kind of teacher – constantly evolving throughout their careers – rather than repeating the same classes. Additionally, taking professional development courses can help us reach these new heights.

    Doctors, engineers, lawyers and other professionals regularly have to seek training opportunities. This enables them to keep up to date with the latest technologies, innovations and changes in the wider world. It could be argued that teachers are no different.

    Benefits of professional development training

    There are several benefits to continued professional training for teachers. For instance, there’s always something new to learn as developments are happening regularly in the world of ELT. Whether it’s innovations in ed-tech, new research into how we learn languages or a new pedagogy, certain courses can help bring you up to speed with these!

    Undertaking further training will help you to deepen your knowledge and widen your expertise. So rather than simply repeating the same method of teaching a grammar point over again, you’ll learn new approaches. In turn, you’ll be better equipped to find the tools that work to help your students reach their learning goals.

    Another great thing about professional development is that it can lead to career progression and promotion. There are a number of courses that you can take to develop not only skills for teaching, but other roles in the ELT industry.
    For example, you can train to become a director of studies, specialize in business or academic English, or enter ELT publishing or management. There are many options to explore through further education!

    New trends in English language teaching

    To be the best teachers we can be, it's important to be aware of new trends in the field of ELT. Some of the latest ones include:

    Hybrid learning

    Gaining popularity in recent years, hybrid learning is an approach to teaching. Specifically, it involves some students attending class in person, while others join the class virtually from home. This means that teachers must be prepared to simultaneously teach both students in person and online.

    Flipped classroom

    A flipped classroom means students are introduced to content at home. Often teachers introduce this via videos and then practice working through the new knowledge in class. This is the opposite of the more traditional method where they are given new content at school, and complete assignments independently at home.

    Bite-sized learning

    One method of teaching that has become more common is bite-sized learning. For example, breaking down information into smaller chunks instead of having learners listen to long, uninterrupted sessions, and this helps students absorb information and keeps them engaged.

    If you’re not already familiar with these, there are lots of professional development courses that teach you how to use them in your classroom.

    Formal qualifications in ELT

    So what courses can you take? Here are some of the most common courses you can take for English language teaching.

    • CELTA (Certificate in Teaching English to Speakers of Other Languages) - Cambridge’s Level 5 qualification is an internationally recognized ELT course. While this certificate focuses on teaching adults, language academies accept it for both adults and young learners.
    • Trinity CertTESOL (Certificate in Teaching English to Speakers of Other Languages) - Like the CELTA, the Level 5 course is designed for people with little or no English teaching experience.
    • Trinity CertPT (Certificate for Practising Teachers) - Trinity’s Level 6 is designed for teachers who have already been teaching for a minimum of six months. It aims to support teachers' further development and help them improve their teaching practice.
    • DELTA (Diploma in Teaching English to Speakers of Other Languages) - Cambridge’s provides professional development for teachers with at least one year’s experience. This level 7 qualification is also designed for those who want to progress into more senior roles such as head of English and teacher training.
    • Trinity DipTESOL (Diploma in Teaching English to Speakers of Other Languages) - Trinity’s is designed for teachers who have reached a stage in their career where they’d like to progress to a more senior level. Like the DELTA, it’s an internationally respected level 7 qualification for experienced TEFL teachers.
    • Master’s degree - Master’s studies in English Language Teaching, TESOL, or applied linguistics, are great options to reach a more senior level in your career. Most people take them to become a director of studies or reach a management position.
    • Specialized courses - If there’s an area of teaching that you’d like to specialize in, plenty of short courses cover a range of topics. These include teaching online, teaching with technology, teaching business English and teaching very young children. Check out , or to see what they offer.

    If you’re unable to take a formal course, sharing ideas with colleagues is a great way to create professional development opportunities. You could exchange lesson plans and ask for feedback or input. There are plenty of podcasts, webinars and social media groups for teachers where you can find great tips and ideas from fellow teachers worldwide.

    Whichever route you decide, remember that learning is a lifelong journey – not only for your students but for yourself too! There are always new things to discover that will help you develop as a teacher.

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    Lesson tips for Special Educational Needs

    提交者 Richard Cleeve

    In this blog, James Laidler talks about his insights into how to plan lessons for neurodiverse students. James is a teacher and has been a Special Educational Needs (SEN) Coordinator for the past 18 years. He also discusses how important it is to consider your terminology, using phrases like ‘special learning powers’ or ‘neurodiversity’ to break down negative stereotypes. On top of this, he wants to help teachers and students recognize the strengths SEN students can bring to the classroom.

    James explores special needs education and what teachers can do to ensure their lessons are inclusive for all. A lot of these lesson tips are also great to apply to keep all students engaged, SEN or otherwise.

    Defining Special Educational Needs

    To define what Special Educational Needs (SEN) is, a child has SEN if they have a learning difficulty or disability that calls for special educational provision. Learners with such as autistic spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia, dyspraxia or anxiety disorders come under this framework.

    Inclusive lesson tips for neurodiverse students

    Although teachers want to create inclusive lessons, many feel ill-equipped to support neurodiverse students.?To help, James offers some tips for lesson planning which aim to turn learning diversities into strengths:

    Attention Deficit Hyperactivity Disorder (ADHD)

    ADHD is a condition that can include symptoms such as inattentiveness, hyperactivity and impulsiveness. Students with this disorder may have a short attention span, constantly fidget, or act without thinking.

    Lesson tips for ADHD students:

    • Movement breaks – Students with ADHD may struggle to sit still for extended periods of time. Include short breaks in your lessons that offer them the opportunity to get up and move around at regular intervals.
    • Group work – To keep learners active and engaged, include group work in class. This means they don’t have to focus on the board for too long.
    • Dramatise lessons – A really effective activity is to . For example, students can act out role plays or other fun . It keeps them motivated, holds their attention and can be fun for all of the class.

    Dyslexia

    Dyslexia primarily affects the skills involved in accurate and fluent reading and spelling. It may affect a person’s phonological awareness, verbal memory and verbal processing speed. Lesson tips for dyslexic students include:

    • visual aids – Learners with dyslexia tend to have . Try bringing in pictures to illustrate ideas or add them to lengthy texts to help students when doing reading comprehension exercises.
    • font and spacing – When setting reading tasks, simply , enlarging font size, and double spacing is hugely beneficial to dyslexic students. Simply adapting the text can make their learning experience much easier.
    • text-to-speech software – Using a text-to-speech specialized software often provides significant support to those who struggle with reading or digesting text on computer screens – try or .

    Autism spectrum disorder (ASD)

    ASD is a developmental condition that involves challenges in social interaction, speech and nonverbal communication, and restricted or repetitive behaviors. The severity of symptoms is different in each person. Lesson tips for ASD students:

    • Encourage systematic skills – Often students with ASD may be more systematic than other students. This means they favor routines, regular processes, and predictable activities. Try bringing out these skills by asking students to spot patterns, analyze numbers or evaluate data.
    • Talk about interests – Autistic students may have specific interests they love to research. Engage them by getting them to or ask students to create projects on a topic they choose that they can present to the class.
    • Teaching online/blended learning – If you have a learner who is struggling socially at school, it may be an option to include hybrid or blended learning. This takes away the social and emotional challenges of school and people interaction, which can benefit ASD students.

    Anxiety disorders

    Anxiety disorders differ from normal feelings of nervousness or anxiousness, but rather involve intense fear or anxiety. in young people and greatly affects their ability to learn.

    Lesson tips for anxiety disorder students:

    • Changing language and terminology – Our education system is very exam driven, which can cause students to experience much stress. By simply offering reassurance, guidance, and motivation, you can help to reduce their feelings of anxiety.
    • Talk openly – Encourage learners to discuss their feelings if they struggle. They can do this with you, a classmate, or a support worker at the school. If they open up to you, focus on .
    • Mindfulness techniques – Try adding five minutes at the start of the day for guided meditation or breathing exercises. It may help students to begin the day in a calm and relaxed manner.
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    The coding mindset: Benefits and activities

    提交者 Richard Cleeve

    What is the coding mindset?

    Over the past decade, the ELT industry has placed more emphasis on soft skills. The focus has been on developing personal leadership qualities, creativity, problem-solving, teamwork and communication and collaboration skills. These are all essential skills for the future of work – and especially useful when students need to work better together and solve unexpected issues.

    A coding mindset encourages students to develop these essential soft skills – and practice them as a coder would. Teachers can use activities and tasks in the classroom that are based on this mindset to help students develop strategies to analyze, understand and solve problems.

    This is integral to computational thinking and is how computer programmers think when coding. Yes, the coding mindset is a way of thinking, but it does not directly relate to computer science. Instead, it follows the skills and mentality that coders and programmers use in their work. Following this mindset can and savvy when faced with challenges in their learning or daily lives.

    Four benefits of the coding mindset

    There are several benefits to developing this mindset:

    1. Gain creativity skills

    One significant benefit of this way of thinking is that students learn that not everything they try will work out just as they expect. In fact, it’s normal to fail several times when trying to solve problems.

    In working to find new strategies to work through challenges, students are also .

    Creativity was once synonymous with art, such as drawing or painting. However, this now means coming up with new ideas and is a skill that is .

    2. Learn how to cope in difficult times

    We live in a world where we experience constant change – and we need to be able to find ways of managing. A coding mindset teaches learners how to build resilience.

    By openly communicating with others, evaluating ideas and discussing a range of options, students will be able to work through uncertainties and confront challenges.

    Not only will this help students when coming up against stumbling blocks in their learning, but it will also benefit their day-to-day lives.

    3. Create risk takers

    We can all recognize that learning English isn’t easy and that students are bound to make mistakes.

    However, a coding mindset encourages students to take risks when approaching difficulties. It also helps language learners spot their mistakes and experiment with different options to find solutions.

    Ultimately, learners become more willing to take risks which they need to do to reach a higher level of proficiency.

    4. Develop the ability to overcome obstacles

    When approaching a task with a coding mindset, students will learn how to focus on the important information. They will filter out any irrelevant details and find ways around barriers.

    For example, if learners have to write a text about their last holiday in class, they could hit a wall if they don’t know how to use the third conditional to explain something. Rather than giving up, students with a coding mindset would use the grammar they do know to complete the task. For instance, they can continue with the past simple or past continuous, explaining their story in a different way.

    This encourages learners to focus on their strengths rather than weaknesses to overcome obstacles and keep going.

    Practical activities for use in the classroom

    There are several activities that teachers can use in the classroom to develop the coding mindset for their students. These include:

    Recognizing patterns

    If you teach in a classroom with a whiteboard, you can draw a series of colored circles on the board. The colors should follow a pattern that students must work out in small groups and then continue on the board.

    This simple exercise can be adapted for all levels and ages. You may even want to use flashcards with vocabulary, letters or number combinations.

    Giving instructions

    A great way to develop troubleshooting and problem-solving skills is by asking students to direct one another across the classroom. Put the learners into pairs and ask one of them to give directions and the other to follow.

    They can practice imperatives and language for directions, while they break down problems into smaller, more manageable parts.

    Treasure hunts

    Creating treasure hunts works particularly well with young learners. If you have access to an outside space, you can hide classroom objects or flashcards around the space and give students clues as to where to find them.

    You can also do this around the classroom or school if you cannot access the outdoors. This will help them to think systematically and follow instructions.

    Pixilation of pictures

    If you have access to an interactive whiteboard, another way to develop problem-solving skills is by selecting some pictures from the internet and blurring them with a pixilation tool.

    Choose vocabulary you’ve been working on in class, so students are already familiar with the topic. Show the pictures on the whiteboard and ask students to work in groups to guess what the pictures are.