A selection of English ESL magic e printables

You can print put the cards and play a game or do some activities with children. I use them for the game "magic bag" where the pupils put the word in the right bag with the endings -s,-es, -ies etc. 

Plurals

The Magic Porridge Pot

People of all age groups are fascinated by Harry Potter and his magical adventures. Even those who haven't read the books are familiar with the main characters, thanks to the Harry Potter movies. This worksheet could be a great way to connect with your Ss, especially if they are young learners or a bunch of teenagers. Ss get involved easily and setting the context becomes a breeze for the Teacher.

Nouns with Harry Potter

Ask your students to look at the chart and complete the information about Charlotte's family. It's a good exercise to practise can and can't in a slightly different way to make your learners use their imagination.

I can do magic

Activity based on the video by Magic English

https://www.youtube.com/watch?v=AFb4yE7mUXw

from the beginning to minute 6:43

Practice of the verb to be, have got and can, and vocabulary on animals

Wild animals

A group dynamic that can be used as a warm up. it's funny and the students love it because they have to guess the secret of the magic. It's nice because the tacher can use the things in the classroom.

black magic

There are ten words in the box. Students have to fill in the gaps with these ten words, taken from the quotations about Kindness.

Solution: 1 blind, 2 language, 3 between, 4 always, 5 best, 6 throw, 7beautifies, 8 free, 9 honey, 10 magic.

Kindness Quotes task ( fill in the missing words)

"Think-Tales" is a teaching and learning tool which consists of a collection of original drama, short stories and poems: Scarecrow, Leprechaun, The Magic Bell, Xarla the Fairy, and Easter Bunny, Planet Pals, Health Heroes and Seven Deadly Sins. It is incorporated with various thinking tools that can be used to develop higher order thinking skills. These tools are Thinking Maps, Six Thinking Hats, SCAMPER, Three Storey Intellect, Thinker’s Keys, Q-Matrix and K-W-L Chart.  This is also available in ESL printables. Developed by Sirhajwan Idek

Think Tales Volume 1 ( A collection of Fantasy Tales & Thinking Tools)

I tought this activity for last five minutes of lesson for my little ones, maybe it's useful for your last five minutes, enjoy it!

magic colours

Enjoy the magic of winter and discover idioms related to it. Practise speaking and writing. Get inspired by the proposed answers. Included: matching and fill in the gaps.

Winter Idioms - Possible Answers + Answer Key Included

Once upon a time in the enchanting land of Morocco, there lived two brave and clever children who found themselves facing a formidable challenge. Their path crossed with a group of fearsome ogres, known for their wickedness and insatiable hunger. Through their courage, wit, and a touch of magic, the children embarked on an extraordinary adventure, where they discovered the true power of friendship and the importance of standing up against all odds. This timeless Moroccan folktale weaves together suspense, excitement, and valuable life lessons, captivating readers young and old. Get ready to be transported to a world where bravery triumphs over darkness in this captivating tale of two children and their encounter with the enigmatic ogres.

Short story 'Two kids and the ogress' a Moroccan folktale

Lesson plan based on Roald Dahl’s The Magic Finger story. Aim: To revise using of can/can’t, to revise creating of sentences and questions with can/can’t, to improve the knowledge about the environment, especially to distinguish the good and bad behaviour in the forest.

the other materials belonging to this lesson can be found on my profile: 

https://en.islcollective.com/mypage/my-creations?id=1600581

Roald Dahl - The Magic finger 1

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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how to accuse somebody of something in English

how to apologize, say sorry, forgive and express regret in English

how to ask for information and make inquiries in English

how to ask for something, make requests in English

how to blame somebody for something in English

how to defend yourself from criticism in English

how to deny or admit something in English

how to describe things or people in English

how to emphasize important things in English

how to encourage or discourage people in English

how to evaluate people or progress in English

how to express agreement /disagreement in English

how to express approval and disapproval  in English

how to express cause and effect in English

how to express interest in something in English

how to express likelihood, probability in English

how to express likes and dislikes in English

how to express sequence and chronology in English

how to express shock and disbelief in English

how to express sympathy and condolences in English

how to give permission, authorization in English

how to inform somebody about some news in English

how to interpret what was said in English

how to keep a conversation going in English

how to make guesses about something in English

how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

how to praise people and express appreciation in English

how to reassure somebody of something in English

how to refuse and object to something in English

how to remind people of something in English

how to rephrase, paraphrase what was said in English

how to say thank you, express gratitude in English

Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

123 Magic e English ESL worksheets pdf & doc