tn_halloween_4-6.pdf

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Teacher’s Notes

Halloween

Type of activity: individual, pair and group work

Focus: vocabulary connected with Halloween,

action verbs; reading, writing, listening and speaking

skills

Level: elementary – pre-intermediate; grades 4–6

Time: 45 minutes

Preparation: Make a copy of Student’s Worksheets

1 and 2 for each student. Make a copy of Student’s

Worksheet 3 for each group of 4 and cut it up into

a set of cards.

Answers:

Procedure:

1. Write the word Halloween on the board. Divide

the students into pairs. Ask them to use the letters

of the word on the board to make as many

English words as possible. Set a time limit of

2 minutes. Elicit the words and write them on the

board. Examples may include: he, well, hall, now,

when, wall, new, we, low, heel, owl, allow, hello.

2. Elicit what the students know about Halloween.

Accept answers in L1 as well. You may want to

add the information from the introduction to the

Halloween lessons.

3. Find out what creatures and decorations the

students associate with Halloween. Then give

each student a copy of Student’s Worksheet 1.

Explain that they are going to complete the

crossword in Activity 1 with 11 Halloween words.

Ask the students to read the deﬁ nitions and

explain anything they do not understand. If the

students only know a given answer in Polish, they

should write it next to the deﬁ nition.

4. The students compare their crosswords in pairs

and then groups of 4 to complete any missing

information. Invite volunteers to write the answers

on the board for everyone to check the spelling.

Make sure that all of the students understand the

Halloween words and drill their pronunciation.

5. Elicit what actions the students associate with

the Halloween creatures from Student’s

Worksheet 1 by asking What does a (vampire)

do? Accept answers in L1 too.

6. Introduce the following action verbs within

phrases, using gestures, movements and sounds

to convey the meaning: stomp like a monster, bite

like a vampire, jump like a frog, laugh like a witch,

tiptoe like a mouse, ﬂ y like a bat, dance like

a skeleton, ﬂ oat like a ghost , gallop like a headless

horseman, roll like a pumpkin, creep like a cat.

Encourage the students to copy your actions and

to repeat the phrases after you. Then say the

phrases again. The students respond with the

correct actions. Next, demonstrate the actions

yourself and ask the students to say the

corresponding phrases.

7. Give each student a copy of Student’s Worksheet

2. They fold it so that they can only see Activity 2

and complete the missing words. The ﬁ rst letters

are given. If the letters repeat, students should

choose the more logical word for a given phrase.

In pairs, the students compare their answers.

Check the answers with the whole class.

Answers: 1 mouse, 2 frog, 3 vampire, 4 witch,

5 bat, 6 horse, 7 pumpkin, 8 cat, 9 skeleton,

10 ghost, 11 monster

© Macmillan Polska 2012

www.macmillan.pl

PHOTOCOPIABLE

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Teacher’s Notes

Halloween

8. The students turn the worksheet over so that they

can only see Activity 3. They must unscramble

the action verbs to complete the phrases. In

pairs, they compare their answers and then

check by looking at Activity 2.

Answers: 1 tiptoe, 2 jump, 3 bite, 4. laugh, 5. ﬂ y,

6 gallop, 7 roll, 8 creep, 9 dance, 10 ﬂ oat,

11 stomp

9. Divide the students into groups of 4. Place a set

of cards from Student’s Worksheet 3 face down

in front of each group. Explain that the cards

contain the Halloween words and action verbs

from the lesson. They are written separately, not

as phrases. The students take turns to pick a

card, read the word in secret and explain it to

their group members by giving a deﬁ nition in

English, using a gesture or drawing a picture.

They are not allowed to use Polish. The ﬁ rst

person to call out the correct Halloween word or

action verb receives the card. Then it is the next

person’s turn to deﬁ ne another word. The person

with the most cards at the end wins the game.

Extension

In pairs, the students make sentences with any four

of the action verbs introduced in the lesson. Monitor

the activity to make sure the sentences are correct.

Then the pairs copy the sentences, leaving a gap

instead of the action verb they originally used. Pairs

exchange the gapped sentences and try to complete

the missing words.

www.macmillan.pl/evolution

© Macmillan Polska 2012

www.macmillan.pl

PHOTOCOPIABLE

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Plik z chomika:

Inne pliki z tego folderu:

WAREWOLF.mp3 (102 KB)
Ghost_moaning.mp3 (138 KB)
MONSTER2.mp3 (28 KB)
MONSTER3.mp3 (84 KB)
MONSTERS.mp3 (79 KB)

Inne foldery tego chomika:

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