Halloween Story: Winnie the Witch


Who's excited for Halloween? I am ! Halloween is definitely my favourite holiday, I just love magic, spells, witches, wizards, sweets…everything related to Halloween. So in this post, you will find lots of RESOURCES for Winnie the Witch, links and ideas for teaching littles ones english. Down below you will find the steps of a Halloween workshops we organised here in Pamplona. It should take around 3-4 hours to complete all activities listed in this blogpost.

STEP ONE: Revise colours, body parts and house obejcts( for older kids). Get kids to sit in a circle, drill the names of colours, body parts using flashcards. Get students to repeat after you and work on their pronunciation Play games and songs around vocabulary.


1. Ask students to close their eyes, and turn one colour, body part upside down. Students then, open their eyes and try to guess the missing card.  

2. Touch something. Get students to stand up, and move around. Students have to listen to you and touch something yellow, blue, nose, a friends nose. 


Body parts songs , click here: Head, shoulders , knees and toes….

Colours, click here: Learn the colours, preschool 

STEP 2: Introduction to Characters of the story

Print the flashcards of the song and drill the lyrics. Get students to repeat after you. Play games with the flashcards, and get students to repeat the lyrics. Another idea is to make a magic wand and get students to name the cards and take turns to touch with the wand.

Now it is time for the song. Play the song and get students to put the flashcards in the right order. Play the song again and encourage students to sing along. 

Click here to download the "Flashcards for the song" 

Song – You can access the song here: Winnie the witch song 

STEP 3: Reading/ watching the story 

You can read the story yourself using a PDF story book, or you can either show ss the Youtube video. Pause the video in the "Abracabra " and ask student what colour do they think Wilbur will be after the spell…


For the PDF book click here: Winnie the Witch: PDF book 

For the flashcards click here: Winnie the Witch: Youtube 

STEP 4: Post story activity

Place the flashcards randomly on the floor and read the story one more time. Ask students to listen and put them in order.

For the flashcards click here: Flashcards of the story

STEP 5: Activities from the booklet. 

This booklet has a number of worksheets you can choose from such as wordsearch, preposition of places, matching etc.

For the booklet click here: Booklet 



STEP 6: Craft: Make Wilbur. 

This originally is a headdress but I found that my students enjoy taking time to make things. So we made this instead. Firstly, I asked students to cut up Wilbur body, ears and mouth and stick it in cardboard paper. I drew the eyes myself because I wanted them bigger. Then I gave them a plastic box filled with cut crepe paper and demostrate how to do the activity. Stick some white glue, roll the paper into a ball and stick. 



Hope you find this post useful. Let me know how it goes. Happy Halloween 🎃

My top 3 speaking games for Young Learners (Cambridge exams)


The follow blogpost is about my top 3 games/activities for Young Learners to encourage speaking in class and prepare students for Cambridge Exams (Starters, Movers, Flyers).

Games/ Activities:

1. I spy with my little eyes…..

This is a classic and works really well with younger kids.

– A student/teacher chooses an object/person from the picture in his/her mind and says something like 'I spy with my little eyes something yellow/something starting with the letter P'.

– Students have to find the object the student/teacher had in mind.


  • I spy + colour
  • I spy + description.


This activity can help students prepare for the speaking tasks in which they're asked questions about two of the people or things in the scene picture. 'What this? (Answer: Duck). What colour is it? (Brown). It's great for practising vocabulary and revising colours.

2. Find the picture:

– Divide the students into pairs or teams.

– Give a picture to each team or pair and ask them to look at the pictures and try to remember as much as possible.

– Then get ss to write a description  about 1-2 objects/people from each picture (for example: There is a man with yellow trousers, sitting on the bench).

– The teacher collect the pics and turns them around so students can't see them, ss take turns to read out their description.

– The team that remembers the right picture gets the point.

Once thet get the hang of it get students to play in pairs and say their description on the spot.

Exams: This activity can help students prepare for the speaking tasks in which they been asked to put objects card in various locations on the scene. e.g. Put the flower next to the house'.  This activity is great for practising prepositions of place.








3. Draw the picture.

Again this is another great activity. A student describes and the other student draws.

– Adjust students seats arrangement so that students are facing each other.

– Give student A a picture/ or display the picture on a screen.

– Student A describes the picture to Student B and Student B draws listening to Students A's instructions.

– Once students finished Students B are allowed to look at the screen/ picture and compare.

Exam: This activity can prepare students for describing pictures, using prepositions and target vocabulary. Also, it's fun and engaging.

Visuals from this activity: The black and white visuals are taken from the sample paper Cambridge handbook.

For Lower level:


For higher levels:


+1 Activity

Spot the differences:

Give ss a set of pictures and ask them not to show their picture. Students describe what they have in the picture in order to spot the differences, once students have found the differences get them to think of a story based on the pictures they have and share it with in class. I've made the visuals myself, my students loved the pics :). This activity is mostly for Flyers.

For more resources you could use the speaking cards from any Young Learners Cambridge exam.

Exam: This activity can help students prepare for the tasks in which they are asked to describe several differences between two pictures. Also, it can help them with the task in which they have to continue the story.



Feel welcome to share your ideas and any games you play with your students :). More ideas are coming up soon related to young learners and Cambridge exams 🙂

Caterpillar sentences




I was thinking of a way to get my students (9-10 years old) to  formulate their own sentences and at same time have fun.  An then I came up with the idea of the caterpillar sentences and they absolutely loved it. 😀😘😎

How to use this idea: Get students to cut down and then stick the caterpillar in their notebooks. Then, get them to write a word and a sentence using the words from the caterpillar (as seen in the example).


This is what my students have made! Isn't cute?



Meet the New Me: Creating an English Identity.

Summer camp:  This year, I am teaching in Spain and I find  that children here avoid to use English in class, this activity aims to encourage learners use English, and keep using English till the end of the camp. We are going to create a new 'English identity' for the English classes. Once students enter the classroom , and the 'English Zone', they have a new name, and English is the 'only language spoken'. Let's see how that goes 😀

Language focus: present simple, have got; personal information questions
Key vocabulary: favorite possessions; personal information 
Skills focus: speaking; asking for and giving personal information
Level: elementary
Time: 30 minutes
Preparation: one photocopy for each pair, cut into 4 separate cards; each student will need 2 cards

You can download the identity cards here 

1. Write the phrase favorite possession on the board and explain it using a personal example such as
'My favorite possession is my laptop'. Then ask few students what their favorite possession is.

2. Invite a student to the front and interview him/her using the prompts from the identity card on the worksheet, starting with 'What's you name?' Then ask students to ask you similar information questions. (Avoid inviting a shy student to the front)

3. Now present this to the class, and explain that this the a new me.

  Ask them now to question you, and answering if you were that person. Help them with the question formation (if they are really weak you can write them on the whiteboard). Tell students that from now on your name is 'Miss Taylor'. 

Main activity:

1. Hand out the identity card to each student. Tell them that they have to write on card to create a new identity for themselves. Explain that this person will be the new me for this camp. They cannot put any information on the card that is true about themselves now. Their new identity could be someone famous, someone else from a English speaking country, or an imaginary person. If they wish, they can draw a picture of themselves in the 'photo' area. Make students  work individually.

2. Elicit the questions necessary for students to gain personal information from their classmate, using the prompts cards. Questions that can be used here:
What's your name? how old are you?  What do you do?
Where are you from? Where do you live? What do you like?
Have you got any brothers or sisters? Have you got any pets?
What's your favourite possession? 

3. Ask students to interview each other in pairs. Stress that they cannot write down their partner's answers on their card, but should try to remember as much as information as possible .

4. Now give students a new blank card and ask them to change pairs. Explain that they have to interview their new partner about his/her original partner and write the answers on the new card. They will need to use questions like What's his name?,How old is she? If necessary revise the third person form of the question. 

5. Tell students to exchange cardsso that they each have a completed card with information about their original partner on it. Then they return to their original partner. They each compare the card written about them with the original card that they wrote themselves. Ask them how much information was communicated correctly. 

 Finally, tell students that once they enter this classroom , they are in 'English Zone' and their name will be the ones on the card. Explain them that 'the new me' speaks only English. 

Inspired by Cambridge 'Pairwork and Groupwork, multi-level photocopiable activities for teenagers'