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GENERAL ENGLISH · GENERAL ISSUES · INTERMEDIATE (B1-B2)

HALLOWEEN
TREATS

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1 Warm up

Halloween is a time when people like to talk about scary or disgusting things. Add the missing letters
to make the words.

1. a body part that you have ten of: f _ _ _ _ _

2. a body wrapped in bandages, originally made in ancient Egypt: m_ _ _ _

3. a flying animal that comes out at night and turns into a vampire: b _ _

4. a large and strange living thing: m_ _ _ _ _ _

5. a character from a scary story, made from different people’s body parts: F _ _ _ _ _ _ _ _ _ _ _

6. a body part that is inside your head: b_ _ _ _

7. a small animal with eight legs that lives in a web: s _ _ _ _ _

8. the spirit of a dead person that has come back to life: g _ _ _ _

Cover your paper. Take turns to draw one of these items for your classmates to guess.

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HALLOWEEN TREATS

2 Watch for main idea

You are going to watch a short video (00:00-02:52) called "Last Minute Halloween Treats." Before you
watch, predict which foods A-F will be used to make one part of each of the items 1-7. Then watch
and check your ideas. One food is extra, and some foods may be used twice.

1. a bat →

2. Frankenstein →

3. a spider →

4. a mummy →

5. a finger →

6. a brain →

7. a monster →

A. a chocolate cupcake B. a chocolate sandwich C. a cookie with a long shape

cookie

D. an ice cream cone E. a mini chocolate log cake F. a pretzel stick

1. Which idea do you think is the most surprising?

2. Which treat would you most like to eat?
3. Which treat would you most like to make?

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3 Watch for detail

Complete the table below by ticking the boxes showing which additional items were used for each
treat.

cake frosting eyes made from melted chocolate coloured or

(made from candy or coloured chocolate
butter and sugar) candy melts sprinkles

bat

Frankenstein

spider example: x (red)

mummy

finger

brain

monster

Which treats used these items and how were they used?

1. peanut butter cups (a small round chocolate covered candy with peanut butter inside):

2. almonds (a type of nut):

3. candy corn (a triangle shaped orange and yellow candy, popular at Halloween):

4. licorice/liquorice (a long thin black candy with a strong flavour):

Can you remember two ways that a fork was used in the video?

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HALLOWEEN TREATS

4 Reading and writing

Read the instructions and add the missing verbs from the box.

break / finish / make / open / put / remove / spread / stick / take

Halloween treat: bats

1 2
First, a chocolate sandwich cookie and it up. Next,
3 4 5
the white frosting inside and it in a bowl. Then
6
the cookie in half. After that, a little bit of frosting on a corner of each broken
7 8
cookie and them on a peanut butter cup body to the
9
ears. Finally, with candy eyes.

Underline the linkers of sequence, words that introduce each stage. Why are these used?

Now put these steps in order to explain how to make the Frankenstein treat.

One white sprinkle is used to make the mouth.

Two pieces of candy corn are stuck on the sides for ears.

Candy eyes are added.

1 The green candy buttons are melted.

Half of the mini chocolate log is dipped into the green colour to make the head.

Just the top of the head is dipped into the purple sprinkles to make the hair.

Answer the following questions.

1. How are the verbs in these instructions different from the ones in the first exercise?

2. How do you make this form? Why is it used here?

3. Add words that make the instructions easier to understand and read the instructions out loud, in
order.

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HALLOWEEN TREATS

Choose one more treat from the video and write instructions. Use passive forms and include linkers
of sequence. Read your instructions to a classmate. Can they guess which treat you are talking about?

Note: You may need to use the verb drizzle, which means to use a liquid in a bottle to draw on
something.

5 Talking point
Discuss these questions in pairs or small groups.

1. Some people might say that recipes like this are cheating because you don’t really cook the main
foods. Do you agree? Why/not?
2. Think of three ways to use an ice cream cone to create a Halloween treat.
3. Can you think of any other interesting sweet treats that you could create in a similar way for
Halloween?
4. Is Halloween a popular celebration in your country?
5. What are some good ways to decorate your home for Halloween or another autumn festival?

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HALLOWEEN TREATS

6 Halloween party menu

Work in pairs or small groups and choose your options together from the box. Plan a menu with at
least three items for a Halloween party. Be ready to explain how to make your items.

• This party is for children and their parents / teenagers / adults.

• This party takes place at someone’s home / in a café, hotel or club / in an office.
• The menu should be Halloween themed dinner food / healthy snacks / really disgusting and scary.

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7 Optional extension

In North America, kids dress up at Halloween and visit their neighbours’ houses to ask for candy and
sweets. This is called "trick or treating." Sometimes, the kids have to do a trick before they get their
candy, and they might tell a joke. Match the answers to the questions to make Halloween jokes.

1. What do mummies put in their hair? a. Scare spray.

2. Why did the spider get a job at Google? b. Frank Einstein.

3. What is the first thing a bat learns at school? c. Hope it’s Halloween.

4. What do you call a very smart monster? d. It was a great web designer.

5. What do you do when ten monsters knock on your e. Super Pumpkin.

door?
6. What’s the best thing about Halloween? f. The alphabat.

7. Which room in a haunted house do ghosts never go g. The living room.

into?
8. What’s orange and goes faster than a speeding train? h. The day after when all the candy
goes on sale.

Which joke do you think is the funniest?

Work in pairs. Challenge your partner to remember the question correctly after you give the answer.

Example:

A: Frank Einstein.

B: What you call a very smart monster?

A: Almost, you’re missing a word. A little verb that makes the question.

B: What do you call a very smart monster?

A: That’s right. Your turn to start.

These are other useful ways to help your partner if they get stuck.

• The first/next word is ...

• A key word is ...
• There are six (more words) ...

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TEACHER MATERIALS · INTERMEDIATE (B1-B2)

HALLOWEEN TREATS

Key
1. Warm up

5 mins.
This brief activity introduces the vocabulary that students will need to discuss the Halloween treats in the video
later on. Students can quickly complete the gap-fill activity. When you check answers, check pronunciation. Finish
this stage off with a short drawing activity: you can sketch one of these on the board and have students guess
which one. It’s more challenging if they have to cover their paper first so they remember the words. Alternatively,
students can play in pairs. Drawing the items helps prepare students for the next activities in the lesson, by
allowing them to focus on the visual elements which define each one.
1. finger 2. mummy
3. bat 4. monster
5. Frankenstein 6. brain
7. spider 8. ghost

2. Watch for main idea

10 mins.
Elicit or explain the meaning of last-minute treats - special foods that can be made quickly and easily. Go over
the instructions and the names of the foods - call attention to the silent letter o in choc(o)late. Demonstrate the
task by eliciting some ideas about how a bat-shaped treat might be made, but don’t confirm or deny any ideas.
Students can continue the activity in pairs. Then play the video (0:00-2:52) for them to check and go over the
answers. Pose the follow-up questions to the whole class.
Note: the video uses American baked goods and confectionary that are available in most US supermarkets, but
alternatives should be available in other countries. Throughout the lesson, the terms cookies and candy have been
used to reflect the American origin of Halloween; in the UK, people would say biscuits and sweet(s).
1. B 2. E
3. A 4. C
5. F 6. A
7. B

3. Watch for detail

10 mins.
Students now encounter some more specialized vocabulary. Go over the items in the table and make sure students
understand the following: cake frosting covers many types of cake and can be coloured; eyes made from candy
include both realistic eyes as well as those made using other types of candy; melted chocolate has been heated so
it becomes liquid, and candy melts are a type of coloured chocolate for decorating cakes and cookies; sprinkles are
very small coloured candies which are used for decoration. As students have already seen these in the video, they
should not have too much difficulty in understanding.
Explain the task and call attention to the example - students can then work in pairs to recall the information. Play
the video again for them to check - you should tell them to ignore the captions as these are very fast and may not
fit this task.
Note: you could tell students that items that are worth remembering for other contexts are frosting, sprinkles and
almond.

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Answers to the table:

cake frosting (made from butter and sugar) - spider, brain
eyes made from candy - bat, Frankenstein, spider, mummy, monster
melted chocolate or coloured candy melts - Frankenstein, mummy, finger, monster
coloured or chocolate sprinkles - Frankenstein, spider, monster
Pose the follow-up questions. Items have been defined so students can understand, note that licorice is American
spelling and liquorice is British.
1. bat, for the body
2. finger, for the fingernail
3. Frankenstein, for the ears
4. spider, for the legs

Can you remember two ways that a fork was used in the video?It held the mummy cookie when it went into the
chocolate, and it made marks on the finger to make it look more real.

4. Reading and writing

15 mins.
In this stage students first complete two short exercises which contain some useful verbs in context as well as
some linkers of sequence and examples of passive forms. This should enable them to write instructions of their
own for one (or more) of the treats featured in the video. Note that this language is useful for some types of IELTS
writing task 1. It is assumed that students already have some familiarity with the passive. If not, or if you don’t
want to focus on this language point, students can formulate instructions as in the first exercise.
Instructions can be a challenging task for this level in terms of accuracy, especially with articles and singular/plural
forms, but these are not the focus of the lesson; feedback should relate to accuracy of vocabulary and whether
the main ideas are communicated successfully. However, you should make sure that countable and uncountable
nouns and verb agreement in passive forms are accurate and you can offer some brief error correction in other
areas as you monitor students or at the end of this stage. You could also collect students’ writing to mark outside
of class. Early finishers can write an extra set of instructions, perhaps using a different verb form.
Exercise 1
1. take
2. open
3. remove
4. put
5. break
6. spread
7. stick
8. make
9. finish

Underline the linkers of sequence, words that introduce each stage. Why are these used?First, next, then, after
that, finally - these are used to make the instructions easier for a reader (or listener) to understand. Note that
students can also use second(ly), third(ly) etc as well as the items in the previous exercise.

Exercise 2
The green candy buttons are melted.
Half of the mini chocolate log is dipped into the green colour to make the head.
Just the top of the head is dipped into the purple sprinkles to make the hair.

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HALLOWEEN TREATS

Two pieces of candy corn are stuck on the sides for ears.
Candy eyes are added.
One white sprinkle is used to make the mouth.

Exercise 3
1. They use passive verbs.
2. Passive form: am/is/are + past participle, is used here to focus attention on the action. It is often used in
descriptions of processes because we are more interested in the action than in the person doing the action.
3. There is no need to signpost every sentence - some stages could be grouped together.

5. Talking point

5 mins.
Students can work in pairs or small groups to discuss these questions. If your classroom set-up allows, students
could move round the room, forming small groups to discuss one question at a time, changing groups for each new
question. Conduct a quick round-up of answers either after each question or at the end, encouraging students to
give reasons and examples for their answers.

6. Halloween party menu

10 mins, minimum.
Go over the instructions for this design challenge, and, after setting up pairs or small groups, lead students through
the options in the box. Set a time limit for students to discuss their ideas, which should be their own - they should
not use their phones for research. After a few minutes, they can take turns to present their ideas to the class. The
class can then ask questions and give feedback. This activity can also be extended into a poster or more formal
presentation activity.

7. Optional extension

10 mins.
This activity is intended as a filler or cooler if you have time in your lesson. Explain the custom of trick or treating
and set the task. Students should be able to handle the wordplay in these jokes. They could complete the activity
in pairs before you check answers. Pose the follow-up questions to the class. You could also drill pronunciation for
these items to promote the falling intonation of question word questions and general fluency. The final activity
allows students to review question formation, as well as intonation.
Source: https://funkidsjokes.com
1. → a. 2. → d.
3. → f. 4. → b.
5. → c. 6. → h.
7. → g. 8. → e.

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