A selection of English ESL computer games printables

Reading and writing excersises for your small ones. Practicing context clues, reading strategies and critical thinking. Kids will like this short but very informative story, pay attention to their every day life.

The lost Lego Exercise

This worksheet provides a reading passage about Markus Persson, creator of Minecraft, detailing his development of the game and its impact. The passage covers key events including the game's release, its features, and the sale of Persson's company to Microsoft. It concludes with his current activities in game development. Comprehension questions follow the text to assess understanding of Persson's nickname, Minecraft's release year, gameplay activities, details of the company's sale, and what Persson does now. Designed for upper elementary and middle school students, this worksheet aims to enhance reading skills and stimulate discussion on creativity and entrepreneurship.

The Father of Minecraft: Markus Persson

This task allows you to practise grammar (tenses) and vocabulary (apperance), but also the skill of writing or speaking (or both). It depends on how you will plan your lesson. The students fill in the table, later they may give it to a friend who will guess the criminal or  it may be the topic of discussion for the whole group about who is guilty. You may also ask your students to write a paragraph from their story. I was inspired by Agatha Christie's detective stories while creating this task.

My detective story

Find these words: creeper, villager, enchanting, carrot, spawn, fermented spider eye, glowstone dust, brick, charcoal, orange glow stick, armor stand, eye drops, banner pattern, clock, dragon’s breath, cooked porkchop, leather, rabbit hide, helmet, sword, poisonous potato, wheat, pufferfish, suspicious stew, beetroot seeds, bucket of cod, crossbow, fishing rod, spruce boat, raw beef

Minecraft crossout worksheet - words only across

In this amusing activity, children will practice the use of the possesive ´s in english with their favourite fortnite characters. The activity goes with a video.

Possessive ´s with Fortnite

This is a list of ESL teachers' websites and blogs. There is some great stuff - many interactive activities, ebooks, powerpoints, worksheets... All of these sites are free. 

ESL teachers' blogs

My students are additional needs teenagers, into games.

I created this template to help them structure a game review.

First, they filled in the template, then they created a written and/or oral review.



The prompts used are a combination of game reviews found on the internet and the students' feedback on what they would like to comment on in a game review.





Video game review template

The following document was made up for students who love the game called Genshin Impact. This is a popular game among teens and adults. The document has speaking and reading exercises. Students have to answer the questions according to the pictures and text, and do lexical exercises. At the end of the lesson they have to retell the text using the vocabulary and the text provided. 

Genshin Impact (reading)

Listed are four skype accounts I created for this exercise. Students must (in pairs) dictate the username and password, then attempt to log in the see if they were correct! 

Skype password exercise (login works)

This is a short reading passage about the NES video game console that was popular in the 80s and 90s. There are some reading comprehension questions after the reading.

The NES (short reading passage)

This is a conversation-based EFL activity designed for preteens at an intermediate language level. It explores the future possibilities of Minecraft, encouraging students to imagine and discuss potential game updates, such as smarter mobs, virtual reality gameplay, infinite dimensions, and time travel features. The activity includes engaging discussion questions that prompt students to express their opinions, describe their ideal game updates, and debate different features. It helps improve speaking skills, creativity, and vocabulary related to gaming and technology. This lesson is ideal for fostering interactive and dynamic discussions in a fun and familiar context for young learners.

The Future of Minecraft

Worksheet based on a VOX video, that you can find here:



https://youtu.be/TPCpXXBHFSA



It\'s an interview with a professional gamer. The video explains why is the WASD key combination used in most of the games today. 



It´s possible to turn on captions in the video. 

Why gamers use WASD to move? Yt link in the description 

Computer games

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)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

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

45 Computer games English ESL worksheets pdf & doc