Nicolas Chaparro is a Colombian language teacher with a bachelor's degree in basic education, specializing in humanities and languages. After spending five years working as a systems technician, he discovered the potential of technology to enhance learning, which ignited his passion for dynamic, tech-driven education. He has the privilege of working at one of Colombia's most prestigious English institutions, where he currently leads a team focused on education, creativity and motivation.?
The holiday season is a magical time and the perfect moment to spark a teacher's creativity. I've always believed that learning a language isn't just about studying—it's about living it. As a learner, I loved the resources my teachers and institutions provided, but what truly captivated me was the opportunity to engage with the world using the language skills I had acquired.
As a teacher, I strive to give my students that same experience. I didn't expect the holiday season to become the perfect setting to turn my teaching philosophy into reality. This blog post shares a personal story of how I used a creative activity to keep my students learning and practicing English during the holidays with the support of the Global Scale of English (GSE).
The activity I designed, Christmas Carols, presented two main challenges:
Basic students worked on identifying vocabulary that is similar to their native language and then used it in a short text. Intermediate students solved riddles to guess words that could be included in the lyrics. Advanced students completed questionnaires to build sentences and find synonyms to refine the text. The carol was divided into three sections: the first paragraph was for basic students, the second for intermediate students and the third for advanced students. I also included French students in the activity, which was designed for both languages.
After the students completed their tasks in separate groups, I mixed them so they could explain the vocabulary they had learned to one another. To facilitate communication without relying on Spanish, I used pictures and Christmas props to help them express themselves visually.
Finally, we all came together and sang the carol as one group.
For me, a successful language activity needs three essential components: clear instructions, engaging resources and opportunities for interaction. With these principles in mind, I crafted an inclusive and dynamic activity, using the GSE to guide my planning.
I realized that most of my students didn't know specific Christmas-related vocabulary or any traditional English carols. This activity was also an opportunity to learn by myself and then share with them. This gap was my opportunity to introduce them to the holiday spirit in English.
I identified suitable goals for each proficiency level using the GSE Learning Objectives. These objectives helped me design tasks that targeted key skills—listening, speaking, reading and writing—while considering the ages and abilities of my students.
To make the activity interactive and fun, I organized a scavenger hunt. Students had to solve riddles and follow clues to find words essential for completing a Christmas song. The GSE objectives ensured that the tasks were appropriately challenging for each level.
Knowing my students well, I paired them strategically based on their proficiency and age. This pairing encouraged collaboration and allowed them to support each other throughout the activity.
One of my priorities was to make the language come alive. I brought visual aids like cards, games, and even a Christmas tree and a nativity scene—elements that most students recognized but had never explored in English. These visuals became valuable tools for teaching vocabulary in a tangible, engaging way.
To add another layer of interaction, I used my guitar to sing along with the students. By the end of the activity, not only were we singing, but they also understood the meaning behind every word. Watching them take pride in their learning was incredibly rewarding and I knew this vocabulary wouldn't stop there; they would take it home and make it real for them, for the season, for their life.
This experience reminded me of the power of teaching through real-life experiences. Holidays provide a unique opportunity to teach without teaching and to help students study while living the language. Tools like the GSE make it easier for us as educators to plan meaningful and impactful activities.
My invitation to fellow teachers is twofold:
Let's make 2025 the year we bring language to life in every classroom.
As the leaves turn golden and the air becomes crisp, it's not only the ghosts and ghouls that come out to play. Halloween may happen only once a year, but learning about spooky idioms and phrases can add an exciting twist to your language journey throughout the year. So, grab your torch and let's delve in.
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.?
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.
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.?
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.?
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:
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
Ideas for ‘treat’ cards
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.?
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.?
