ESL WORKSHEET - Celebrations and costumes

LESSON PLAN FOR ENGLISH TEACHERS

SPOOKY STORIES

LinguaHouse

Oct. 8, 2026

Level: Pre-intermediate (A2-B1)
Type of language: English for Teenagers
Tags: Beliefs, Religion and Superstition; Celebrations and Special Events; Behavior, Feelings and Emotions; Giving Opinions; Food and Drink; Singing Songs; Socializing; Fashion; Art; Animals; Hobby; Seasons; Speaking; Article Based; 10-12 Years Old; 13-15 Years Old; 16-18 Years Old
Publication date: 10/08/2026

In this fun Halloween lesson, teenagers talk about celebrations and costumes using cue cards, then learn a catchy Halloween song, find the rhyming words and write a new verse of their own. They read four short stories in which British teenagers describe a homemade costume, a surprise from a neighbor, some scary-looking food and an old Scottish tradition. Students then share their own stories, play a guessing game with words from the lesson and finish by designing and presenting their perfect fancy dress costume. (by Sophie Wilde)

• CLICK HERE to download the student’s worksheet in American English.
• CLICK HERE to download the teacher’s lesson plan in American English.
• CLICK HERE to download/listen to the audio 1 in American English.
• CLICK HERE to download/listen to the audio 2 in American English.
• CLICK HERE to download the student’s worksheet in British English.
• CLICK HERE to download the teacher’s lesson plan in British English.
• CLICK HERE to download/listen to the audio 1 in British English.
• CLICK HERE to download/listen to the audio 2 in British English.

AUDIO TRANSCRIPTS

AUDIO 1 (TASK 3)
Verse 1: Pumpkins smile and black cats play, Friendly ghosts are on their way. Put your hat and costume on, Dance until the candy’s gone!
Chorus: Boo, boo, boo! It’s Halloween! Funny monsters, big and green! Clap your hands and stomp your feet, Shout together, “Trick or treat!”
Verse 2: There’s a monster dressed in red, With a pumpkin on his head! He jumps up to shout out “Boo!” But he sneezes – “Ah, ah, choo!”
Chorus: Boo, boo, boo! It’s Halloween! Funny monsters, big and green! Clap your hands and stomp your feet, Shout together, “Trick or treat!”

AUDIO 2 (TASK 8)
Amelia: Last year, our school had a costume party for Halloween, and I decided to make my own costume. I found three old cardboard boxes in our garage and turned them into a robot. I painted everything silver and used bottle caps for the buttons. It took me the whole weekend! On the day, I won the prize for the best costume, which was a big bag of candy. There was just one problem. The costume was so big that I couldn't sit down on the bus, so I had to stand for the whole ride. Everyone was looking at me. It was a bit embarrassing, but I didn't really mind. I had my prize!
Josh: Every Halloween, I take my little brother, Sam, trick-or-treating on our street. Last year, we stopped at a house with a scarecrow sitting on a bench in the front garden. It looked very real, with old clothes, big boots and a funny hat. Sam walked up to the door first, and I followed him. Suddenly, the scarecrow stood up and said, "Happy Halloween!" It was our neighbor, Mr. Davies! I screamed so loudly that I dropped my bag, and all my candy fell on the ground. Sam laughed so much that he couldn't stop. Now, every time we see Mr. Davies, he waves and says, "Boo!"
Maya: My aunt loves cooking, and every Halloween she makes something scary for our family party. Last year, she put a big plate on the table after dinner and said, "Eyeballs for dessert, anyone?" They were small round cakes covered in white chocolate, and in the middle of each one there was a green candy that looked exactly like an eye. Next to them, there was a bowl of red Jell-O with plastic spiders in it. My cousins said it all looked disgusting, and I agreed! But then I tried an eyeball, and it was delicious. In the end, I ate four of them. I didn't eat the spiders, though!
Callum: In Scotland, people carved turnips at Halloween long before pumpkins became popular. My granddad says that when he was a boy, he always made a turnip lantern, so last year we made one together. It was much harder than carving a pumpkin! The turnip was really hard, and it took us almost two hours to finish the face. When we put a candle inside, it looked quite scary, a bit like an angry old man. It also smelled a bit strange when the candle got hot. My friends said it was the best lantern on our street. Next year, Granddad wants to make two!

Adapted from: https://www.linguahouse.com/esl-lesson-plans/english-for-teenagers/spooky-stories. Accessed on October 28, 2026. LinguaHouse.com © 2008–2026. All rights reserved.

ESL WORKSHEET - Describing food and restaurants

LESSON PLAN FOR ENGLISH TEACHERS

THERE’S A SMALL CAFÉ ACROSS THE PARK

LinguaHouse

Sep. 25, 2026

Level: Pre-intermediate (A2-B1)
Type of language: General English
Tags: Travel and Leisure; Shops and Services; Small Business; Food and Drink; Socializing; Vocabulary Lesson; Speaking; 13-15 Years Old; 16-18 Years Old; 18+ Years Old
Publication date: 09/25/2026

In this lesson, students will learn vocabulary to describe food and restaurants. They will also see and practice relative pronouns and use these language points to write a recommendation. (by Edward Alden)

• CLICK HERE to download the student’s worksheet in American English.
• CLICK HERE to download the teacher’s lesson plan in American English.
• CLICK HERE to download/listen to the audio in American English.
• CLICK HERE to download the student’s worksheet in British English.
• CLICK HERE to download the teacher’s lesson plan in British English.
• CLICK HERE to download/listen to the audio in British English.

AUDIO TRANSCRIPT

Guest: Good evening. Could you recommend a place where my family and I can have dinner tonight?
Receptionist: Of course. Are you looking for something local or international?
Guest: We’d love to try something local which also has vegetarian options. My wife and I don’t eat meat.
Receptionist: Perfect. There’s a restaurant which serves traditional dishes with vegetarian versions. It’s called Verde.
Guest: Sounds good. Is it family-friendly?
Receptionist: Yes, it is. The owner, who has three children himself, made the place very welcoming for families. They even have a small play area for kids.
Guest: That’s great. Is it close to the hotel?
Receptionist: Yes, it’s only a ten-minute walk. It’s the kind of place where you can enjoy local food in a relaxed atmosphere.
Guest: Excellent. Could you make a reservation for us?
Receptionist: Certainly. I’ll call them now. I’m sure you’ll love the desserts which are made with seasonal fruits from the region.
Guest: Wonderful, thank you so much for your help.

Adapted from: https://www.linguahouse.com/esl-lesson-plans/general-english/theres-a-small-cafe-across-the-park. Accessed on October 28, 2026. LinguaHouse.com © 2008–2026. All rights reserved.

ESL WORKSHEET - Talking about experiences

LESSON PLAN FOR ENGLISH TEACHERS

TALKING ABOUT EXPERIENCES

LinguaHouse

Sep. 21, 2026

Level: Pre-intermediate (A2-B1)
Type of language: General English
Tags: Sport and Fitness; Travel and Leisure; Challenges; Entertainment; Hobby; Speaking; Vocabulary Lesson; 13-15 Years Old; 16-18 Years Old; 18+ Years Old
Publication date: 09/21/2026

In this lesson, students develop their conversational skills by talking about experiences. They start the lesson by describing a selection of cities they have or haven’t been to. They then identify other types of experiences before listening to an interview and completing a comprehension task. Using the context, the students notice the use of the present perfect and the past simple to talk about experiences and discover the use, form, and pronunciation in a variety of student-centered tasks. They then practice and produce the language through engaging activities and communicative tasks. There is a final game to develop fluency and review the language from the lesson. (by V. Aitken)

• CLICK HERE to download the student’s worksheet in American English.
• CLICK HERE to download the teacher’s lesson plan in American English.
• CLICK HERE to download/listen to the audio 1 in American English.
• CLICK HERE to download/listen to the audio 2 in American English.
• CLICK HERE to download/listen to the audio 3 in American English.
• CLICK HERE to download/listen to the audio 4 in American English.
• CLICK HERE to download the student’s worksheet in British English.
• CLICK HERE to download the teacher’s lesson plan in British English.
• CLICK HERE to download/listen to the audio 1 in British English.
• CLICK HERE to download/listen to the audio 2 in British English.
• CLICK HERE to download/listen to the audio 3 in British English.
• CLICK HERE to download/listen to the audio 4 in British English.

AUDIO TRANSCRIPTS

AUDIO 1 (TASK 3)
Speaker 1: What’s it like being a digital nomad?
Speaker 2: I love it because I get to work anywhere I like. I enjoy the freedom it gives me and the experiences I get to have, and I’ve met some great people. It sure beats working in a nine-to-five job in the US. I'm not too fond of cold weather, so I choose countries with a warm climate.
Speaker 1: So, where have you lived?
Speaker 2: I’ve lived in Spain, Bali, and Mexico. I am currently in Panama.
Speaker 1: That sounds amazing. Where do you stay when you are in these countries?
Speaker 2: All kinds of places. I like to try different types of accommodation. I’ve stayed in simple beach bungalows, hostels, and private rentals. I’ve even stayed in a tree house.
Speaker 1: A tree house? That’s certainly different. How long did you stay there?
Speaker 2: I stayed there for two weeks and didn’t want to leave. It was an amazing experience. It was on a beach in Bali.
Speaker 1: I can imagine. And do you have time to explore the places you visit, or are you always working?
Speaker 2: No, my hours are flexible, so I get to visit new places and do fun activities.
Speaker 1: Can you tell us some things you have experienced?
Speaker 2: Well, I've been scuba diving many times. I love the ocean, so I try to stay in places near the coast. And I’ve ridden in a hot-air balloon. That was incredible.
Speaker 1: Have you had any bad experiences?
Speaker 2: No, I haven’t. Well, I’ve had some scary bus journeys, but that’s just part of traveling.
Speaker 1: Well, it all sounds very exciting.

AUDIO 2 (TASK 4)
We have traveled all around the world.
He hasn’t been to London.
They have visited the Taj Mahal.
Has she tried scuba diving?
I have seen a wild bear.
I have met a celebrity.
She hasn’t lived abroad.
Have you flown in a plane?

AUDIO 3 (TASK 5)
Group 1: eat, drink, see, meet, stay, fly, make
Group 2: do, take, ride, cook, give, win, have

AUDIO 4 (TASK 6)
Group 1:
eat - ate - eaten
drink - drank - drunk
see - saw - seen
meet - met - met
stay - stayed - stayed
fly - flew - flown
make - made - made
Group 2:
do - did - done
take - took - taken
ride - rode - ridden
cook - cooked - cooked
give - gave - given
win - won - won
have - had - had

Adapted from: https://www.linguahouse.com/esl-lesson-plans/general-english/talking-about-experiences. Accessed on October 28, 2026. LinguaHouse.com © 2008–2026. All rights reserved.

ESL WORKSHEET - Describing feelings and behavior

LESSON PLAN FOR ENGLISH TEACHERS

THAT’S ANNOYING

LinguaHouse

Sep. 17, 2026

Level: Pre-intermediate (A2-B1)
Type of language: General English
Tags: Behavior, Feelings and Emotions; Describing People; People and Places; Speaking; Vocabulary Lesson; Idioms; 13-15 Years Old; 16-18 Years Old; 18+ Years Old
Publication date: 09/17/2026

In this lesson, students develop their conversational skills by talking about what annoys them. They start by describing different situations to engage with the topic. They then identify common annoyances and discuss them in a ranking activity. The students complete vocabulary and prediction pre-listening tasks before hearing an interview about a partner's pet peeves. After completing a comprehension activity, the students notice phrases to talk about annoying habits and things. They then personalize the topic by expressing their pet peeves on a variety of topics. They then consolidate all the language by taking part in a class survey to find out common annoying habits within the group. There is an additional speaking task to develop the topic further and a game to review the language from the lesson. (by V. Aitken)

• CLICK HERE to download the student’s worksheet in American English.
• CLICK HERE to download the teacher’s lesson plan in American English.
• CLICK HERE to download/listen to the audio in American English.
• CLICK HERE to download the student’s worksheet in British English.
• CLICK HERE to download the teacher’s lesson plan in British English.
• CLICK HERE to download/listen to the audio in British English.

AUDIO TRANSCRIPT

Speaker 1
Nelly: Phillip has a few annoying habits. It drives me crazy how long he spends in the bathroom. It takes him forever to get ready. I don’t know what he does in there! It takes me about ten minutes! He is also untidy. He always leaves the towels in a pile on the floor. He thinks they magically wash themselves. And why is it so difficult to put the toilet seat down? What else…? Well, he never remembers our anniversary. I drop many hints leading up to the date, but he only hears what he wants to hear. Oh, and he thinks he is a comedian, but his jokes are awful.
Speaker 2
Phillip: Well, she is always nagging me about being messy. The problem is that she wants me to tidy up immediately, but I like to do it when I am ready. Hmm…it gets on my nerves when she talks through a movie and then asks me what is happening. And… she is always on her phone; she never puts it down. It annoys me when we go out for a meal, and she doesn’t stop looking at it. Oh, and the last thing, and she will deny this, but she snores… loudly!

Adapted from: https://www.linguahouse.com/esl-lesson-plans/general-english/thats-annoying. Accessed on October 28, 2026. LinguaHouse.com © 2008–2026. All rights reserved.

ESL WORKSHEET - AI technology and jobs

LESSON PLAN FOR ENGLISH TEACHERS

IS AI REALLY COMING FOR YOUR JOB?

LinguaHouse

Sep. 14, 2026

Level: Intermediate (B1-B2)
Type of language: Business English
Tags: AI Technology; Science and Technology; Probability and Chance; Companies and Jobs; Society and Change; Special Report; Business People; Article Based; 16-18 Years Old; 18+ Years Old
Publication date: 09/14/2026

A Business English lesson on one of the most talked-about debates in the world of work today: whether AI will destroy jobs or simply transform them. The news report presents optimistic data (World Economic Forum, Stanford) alongside more cautious views (Dario Amodei, of Anthropic), and adds specific details from the UK, the US and Australia. The reading offers four short, clearly distinct opinions. The lesson closes with a quick debate that draws together everything covered. (by Ralph J. Wood)

• CLICK HERE to download the student’s worksheet in American English.
• CLICK HERE to download the teacher’s lesson plan in American English.
• CLICK HERE to download/listen to the audio in American English.
• CLICK HERE to download the student’s worksheet in British English.
• CLICK HERE to download the teacher’s lesson plan in British English.
• CLICK HERE to download/listen to the audio in British English.

AUDIO TRANSCRIPT

Is artificial intelligence going to take our jobs? It's one of the most common questions of the past few years, and opinions are deeply divided.
On one side, several international studies are optimistic. The World Economic Forum estimates that AI could eliminate around 92 million jobs worldwide, but it will also create 170 million new ones, a net gain of 78 million jobs. A Stanford University study found that employment grew by 10% at companies that started using AI.
On the other side, some important people in the tech industry are far less optimistic. Dario Amodei, head of the AI company Anthropic, has said AI could eliminate half of entry-level jobs in fields like technology and finance within just a few years.
The picture also changes from country to country. In the UK, some firms, including PwC, have reduced graduate hiring, although PwC itself says the economy, not AI alone, is the main reason. In Australia, however, a government report found no evidence that AI is causing widespread job losses so far, although one expert warned that by the time the numbers show a problem, it may already be too late to act. Similar debates are happening in the United States and many other countries too.
AI seems to be changing work more than destroying it, but the impact clearly isn't the same everywhere.

Adapted from: https://www.linguahouse.com/esl-lesson-plans/business-english/is-ai-really-coming-for-your-job. Accessed on October 27, 2026. LinguaHouse.com © 2008–2026. All rights reserved.

ESL WORKSHEET - Walking and its benefits

LESSON PLAN FOR ENGLISH TEACHERS

THE WALKING TEST

LinguaHouse

Sep. 14, 2026

Level: Intermediate (B1-B2)
Type of language: Medical English
Tags: Health and Well-being; Medicine, Biology and Health; Society and Change; Sports and Fitness; Challenges; Speaking; Vocabulary Lesson; Article Based; 16-18 Years Old; 18+ Years Old
Publication date: 09/14/2026

A Medical English lesson about research into walking and its benefits, with a report focusing on a test that can show us how healthy we are, and an article giving advice on walking for health reasons. Students will learn related vocabulary, practice reading and listening skills and reinforce their new vocabulary with conversation practice. (by David J. Marriott)

• CLICK HERE to download the student’s worksheet in American English.
• CLICK HERE to download the teacher’s lesson plan in American English.
• CLICK HERE to download/listen to the audio in American English.
• CLICK HERE to download the student’s worksheet in British English.
• CLICK HERE to download the teacher’s lesson plan in British English.
• CLICK HERE to download/listen to the audio in British English.

AUDIO TRANSCRIPT

How fast do you usually walk?
Studies have shown that our walking speed can tell us a lot about our overall health and well-being, and may even indicate how slowly or quickly we are aging.
Measuring our walking speed can even help us to predict how likely we are to be hospitalized in the future or suffer a heart attack. From a medical point of view, doctors can use this quick assessment as a way to estimate how well a patient may recover from a stroke.
If you are outside and have plenty of space, you can try the ten-meter walking test. To start with, you’ll need to measure out five meters, then a further ten meters. You should use the first five meters to get up to your normal walking speed, then walk at your usual pace for the remaining ten meters.
Calculating your speed is easy – just divide the ten meters by the total number of seconds it took to walk the distance.
Average speeds vary between age ranges and genders. For a man aged between forty to forty-nine, for example, the average walking speed would be 1.43 meters per second. For a woman in the same age group, this drops to 1.39 meters per second.
If you have access to smart tech, such as fitness-tracking watches or bracelets, you may be able to generate a more accurate result.
Research into the link between walking and health has revealed some interesting results. Nine studies spanning twenty-one years collectively tracked over thirty-four thousand people over the age of sixty-five.
The results showed that gait speed was significant to lifespans. Men in the slowest group at the age of seventy-five had a nineteen percent chance of living for another ten years, compared to the fastest group of the same age, who had an eighty-seven percent chance of surviving another decade.

Adapted from: https://www.linguahouse.com/esl-lesson-plans/medical-english/the-walking-test. Accessed on October 27, 2026. LinguaHouse.com © 2008–2026. All rights reserved.

ESL WORKSHEET - Food and diet

LESSON PLAN FOR ENGLISH TEACHERS

GRAMMAR A2-B1: PHRASAL VERBS

LinguaHouse

Sep. 11, 2026

Level: Pre-intermediate (A2-B1)
Type of language: General English
Tags: Customer Service; Shops and Services; Food and Drink; Phrasal Verbs; Grammar Practice; Exam Preparation; 10-12 Years Old; 13-15 Years Old; 16-18 Years Old; 18+ Years Old
Publication date: 09/11/2026

Students work with the topic of restaurant reviews to contextualize phrasal verbs related to food and diet. A brief explanation of this language point is provided as well as practice exercises and speaking and writing tasks. The optional extension allows students to revisit the original text as a listening exercise. (by Stephanie Hirschman)

• CLICK HERE to download the student’s worksheet in American English.
• CLICK HERE to download the teacher’s lesson plan in American English.
• CLICK HERE to download/listen to the audio in American English.
• CLICK HERE to download the student’s worksheet in British English.
• CLICK HERE to download the teacher’s lesson plan in British English.
• CLICK HERE to download/listen to the audio in British English.

AUDIO TRANSCRIPT

I was having a difficult week, and I needed a treat. So, I decided to eat out, or at least to eat dessert out with a friend. We were looking forward to pigging out on some yummy desserts, but my friend has given up chocolate completely, and I am trying to cut down on sugar. Could the new Dessert Dreams place give us what we needed?
I ordered the luxury fruit salad but when it arrived, I could see they’d added sugar, which is not what I wanted. If you do add sugar to a fruit salad, at least mix it in a bit better. I also wish they’d cut the fruit up into smaller pieces that fit in a spoon more easily.
My friend ordered vanilla pudding, but it tasted like something from the supermarket they’d just heated up in the microwave. The helpings were huge though, so don’t order this if you’re so full from dinner that you’re just going to pick at your dessert.
I also didn’t enjoy the atmosphere. There was some background music, but it was hard to hear, and we found it distracting. Either turn up the volume or don’t have it at all.
All in all, I wish I’d just picked up some ice cream on the way home.

Adapted from: https://www.linguahouse.com/esl-lesson-plans/general-english/grammar-a2-b1-phrasal-verbs. Accessed on October 27, 2026. LinguaHouse.com © 2008–2026. All rights reserved.