Topic:  Murder Mystery

Language skill: Reading & listening

Game: Bow Street Runner

“This game is set in London’s Covent Gardens in the 1750s, and depicts a time when crime and vice in the city had hit such levels that the local magistrates began to introduce the first instances of physical policing of law and order.  BOW STREET RUNNER is designed to be historically accurate, and therefore the game’s content and its settings may not be suitable for younger players.”

This games video scene clips recorded using actors makes this series of interactive murder mystery adventures incredibly engaging, authentic and life like.  You actually feel you are seeing what London was like at the time.  The sound effects can be a little disturbing but add to the dark and sinister atmosphere of the gaming experience.  To pique your interest here’s a little trailer for the game:

While you explore the game looking for clues much in the way you play a standard point and click game there are plenty of opportunities for your learners to get some reading practice in as each clue is annotated with information on how the clue may be relevant to both the case and to how London was in the 1750s.  As you journey through the games playscape you come across various characters from the time who each have something to say regarding the case you are following.  You choose the direction of your enquiries and hear and read (there are subtitles) what each character has to say.  Finally you have to present your evidence to the magistrate by listening to his questions and putting forward the evidence you have built up over the course of your investigation.

How to use it with learners

I think this is very much an autonomous standalone game.  Either treat it as a reading activity in the computer room, where learners may use an online dictionary or you the teacher for language support, or seek to expose your learners to more English outside the classroom by suggesting it for homework.  If you choose the later then it may be a good  idea to introduce them to the game in the computer room.  Whichever option you choose you may also like to think about encouraging your learners to make a note of some of the more interesting / useful language that they come across.

Extra game support

There are 5 episodes in total and you may like to have access to the Bow Street Runners walkthrough for use with your learners in contact time or even give your learners the opportunity to have access to it from outside class time.

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Topic:  Jungle adventure

Language skill: Reading and online dictionary work

Game: Hetherdale the game Hetherdale the walkthrough

There is a mystery to solve and its your job as intrepid explorer Dr. Montrose to solve it.  Play the game as you read the story and find out the mystery surrounding the secret jungle city of Hetherdale.

Preparation

1. If you can show the video introduction in class and brainstorm a few ideas on what they think the story is about and what they think they will need to do in the game.
2. Tell them they are going to go online and use three internet explorer windows to 1) play a game using 2) a walkthrough and 3) an online dictionary when necessary.
3. What English words do they predict will be in the walkthrough.  What words do they predict that they don’t know the word in English for.  Get them to explain them to you to translate and write up on a board.

Preplay

In the computer room get them to open three internet explorer windows and direct them to this site.

They can use the links above the picture here to 1) play the game 2) find a walkthrough and for 3) they should find an online dictionary to use.  Ask them if they know any good ones.

Play

They can then play the game using the three internet explorer windows.  Your role is to monitor, help with language and make sure that each learner gets a turn to use the mouse to play the game.

Post Play

If they don’t complete the game in class then set it for homework.  It’s a bit risky to hope to continue the game next class.  Some learners may well go home and complete the game without you telling them to or not.  Next class you can ask learners to explain the story to you.  You can ask about:

Who was in it?

What part did they play in the game?

What locations were there?

What happened at each location?

What were the most difficult parts?

Was it a good story?  etc

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Level: Advanced

Location: Computer room

Topic: Global Warming

Language Focus: Modals of obligation

Game: Global Warming Interactive

“CO2FX is a web based multi-user educational game which explores the relationship of global warming to economic, political and science policy decisions. The game is driven by a systems dynamics model and is presented in a user friendly interface intended for the high school user.”

Preparation

Download and print off enough copies of the CO2FX Global Warming Simulation role cards and print a copy for each 3 learners in your class and cut each card out.

Pre Play

1. If you are in a connected classroom its a nice idea to have the game on the board to help you illustrate the situation.  If you don’t, don’t worry.
2. Explain to your class that Brazil has decided to deal with the global warming issue and brainstorm in open class a few ideas how they might do this.
3. Divide your class into 3 groups or 3 tables (blue, orange and green) of advisors together (see right).  Give out the science advisor (blue) cards to one table, the Policy advisor (orange) cards to the other and the Economic advisor (green) cards to the last table.  Ask them to read the cards then turn them over and summarize the card to the person next to them.
4. Now they make notes on what arguements they might use to achieve the challenge they have been set.

Play #1

1. Ask your learners to stand up and form a group of 3 consisting of one person from each table (see left) and then go to the computer room.
2. Learners sit in their groups of three at a computer.  Because the game itself is not very intuitive it’s a very good idea to get your learners to read the gameguide. It may be a good idea to explain before hand that because of the serious nature of this game that they may not get a chance to play it until next time.  This time is dedicated to understanding how the game works.
3. Learners take notes from the game guide on parts of the game that are relevant to their role.

Play #2

1. Learners sit in the groups they were in when they read the game guide in the computer room (see advisors gaming diagram above) and compare their ideas on how the game is played.  They may use any notes they took from last class.
2. In their groups you return to the computer room and play the game.

Post Play

1. The advisors all sit together on three separate tables (see Advisors Together diagram above).
2. They compare their success at the game and try and establish the best way to play the game.  This will involve feedback on not only their role in the game but those of the other advisors.
3. Each table makes a ’strategy guide’ consisting of a list of tips on how best to play the game.
4. Learners return to their computer game teams (see advisors gaming diagram above) and compare their ’strategy guides’.
5. In open class decide on the best tips and write them on the board and learners copy it down. (You could do this as a relay dictation).

Extra Activity

Return to the classroom and play the game using the ’strategy guide’ from step 5 in Post Play.

OR

Learners use the ’strategy guide’ from step 5 in Post Play to play the game at home.  They could then report to the class and find out who did the best.  That person then tells the class what it was that they that made them do so well.

Useful Language

We should . . .

It has to be . . .             lowered                    raised                      kept the same

We must . . .

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Skills focus: Listening & Reading

Location: Connected classroom/ computer room

Language Focus: Modals of Obligation

Game: State of Debate

“It’s the year 2020 and Just-Co have banned hoodies, and you’ve just been spotted wearing one. Can you talk your way out of trouble using your English Language skills?”

In this game you are spotted by a regulator (police) who approaches you and tells you about your crime in a video sequence.  You then have to read and choose from three options (written text) on how you deal with the situation and see how they react.  Other situations appear in the game like giving advice to a friend and trying to get into a disco past a bouncer.

Preparation.

• If you are doing this in the computer room treat it as an autonomous listening & reading activity.  As you monitor help learners understand the game’s language content.  The colleague who showed me this game had his learners play the game as a reader/ listener.
• Presentation on modal verbs of permission and obligation if you are doing this in a connected classroom as an open class activity.

Play

NOTE There is a button on the bottom left hand side that provides you with subtitles for the video sequences in the game.

1. Play the video intro and ask a few concept questions such as “When is it set?”, “What crimes are there?”, “What sort of government is it?”
2. Divide the class into pairs.  They watch the video sequence and should ask their partner 3 wh- questions.
3. They then read and discuss what option they should choose before taking a class vote.
4. They watch the video sequence that shows a reaction to their choice and learners repeat from step 2.
5. Play the game for as long as you think is necessary.

Post activity

• Discuss in class which were the best ways to deal with each situation.
• The situations in the game may be extreme but what are the unwritten rules and regulations affecting young people today.  Discuss.
• Write their own rules and regulations for adults.
• Write a role play between a ‘regulator’ and an adult breaking the law.

Homework activity

• Learners write a composition about advice they give to friends, dress codes or laws and regulations that effect them as young people but not the adults.
• If learners didn’t finish the game in class they could continue at home.  You could ask them to take notes using a simple table:

There is also a ’save’ button which I’ve never used so in theory you could save a game and come back to it in later classes.  Whatever you choose to do I hope you enjoy playing the game.

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Level: Upper intermediate /advanced

Location: Connected classroom

Skills Work: Listening

Video:  Alan Wake Video Review

Preparation

Download the Alan Wake Worksheet and make sure the video plays in your classroom.

Pre-watch

Your learners look at the worksheet and discuss the ‘Before you watch’ video.

• an alternative/ extra activity is to get them to predict ten words that they think will be mentioned in the video.

Learners then work their way through the ‘Can you predict . . ‘ questions writing notes on what they think the answers might be’

Watch activity

Tell your learners that as they watch they should correct their answers and make notes.

Post watch activity

Learners compare their answers and expand on their notes where possible before feedback in open class.

Extra Activity

• Learners find a trailer to a video game and write their own review using their notes to help them.
• Discuss with learners what makes a game too violent or have a game rating.

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Level:  Advanced / Proficiency

Location: Computer room / homework

Language skill: Reading

The Game:  Avalon is a text based role playing fantasy adventure game based on Dungeons and dragons, the stories of Tolkien and the Ancient Greek myths.  You read the story and make choices in the fantasy world as they are made available to you (e.g. how to interact with in-game characters, what directions to go in, which quests to take).  The choices you make will effect how the story unfolds and how your game character develops.  An example of an Avalon screenshot is on the right here.  You have the main body of text, a tool bar on the right and a blue window at the bottom to type in your choices/ instructions and interactions with the in game characters.

Preparation

Ask your students to access Avalon home page outside of class time.

They will have to think of a fictional name for their character and a password to be able to save their progress and access their game elsewhere and at a later date.

Activity

Once your learners have created their characters you can use this game in a number of ways:

1 A quiet reading activity – Sometimes computer room activities can seem like too much work and too little quiet time.  Use the computer room as an opportunity for learners to ‘play’ the game while having you on hand to answer any language queries.

2 A fast finishers activity.  Sometimes learners may finish a computer room activity earlier than their class mates.  Setting aAvalon as a reading task means that they do not disrupt the computer room activity for others and they are also getting reading skills practice.

3 Online dictionary work – the Avalon text contains a lot of examples of language used for dramatic effect.  As a result a lot of vocabulary may be unfamiliar to your learners.  Learners can read the text with the help of an online dictionary to help them reach a deeper understanding of the text.

4 Recording language – Learners can record useful language themselves making a note of the word(s), marking the stress, the word form (adjective, verb, noun etc), example sentences using the new word(s), and a definition in English.

5 Recorded language activities – Any language that has been recorded in the game can be used in classroom activities such as word formation (recording other forms of the recorded word(s) i.e. its verb form, noun form, adverb form etc)

6 Diary keeping/ report making – Learners can keep a diary or make reports (possibly posted on a class blog) of the choices, direction and progress they have made in the game.  This is helpful if learners wish to exchange help, tips, advice and game observations.

7 Presentation – Learners can give class presentations on their in game progress using any game notes they have made.  This can serve to help others, or gain help from others and makes the reading experience more interactive, interesting and integrated.

8 Periphery reading – There are a number of online sites that offer information about the game including a wiki which includes links to lists of in-game creatures, characters, places, potions etc, as well as other resources.

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1  Spot The Difference

Use downloadable flashcards for a spot the difference activity with low levels.  Alternatively, higher levels can use the same flashcards to practice the present perfect and identify ‘What has happened‘ between the 1st and second picture.   If that’s not enough, give out the first flashcard to intermediate learners and get them to predict what ‘will‘ happen and then give out the second picture – now then can see what is ‘going to‘ happen.

2 Who wants to play Samorost 2

If your learners have completed Samorost 2 why not do a reading activity with this fun PowerPoint quiz ‘Who knows all about Samorost 2‘ based on the popular Tv show ‘Who wants to be a millionaire?’.  For the ‘phone a friend’ option I usually allow them to text someone outside the classroom (in English) and allow two minutes for a reply.  ’Studio audience’ you can take a class vote (some interesting results with that – join in yourself  if you like).  If your learners like the game so much why not ask them ‘who wants to do a quiz about Samorost 2?‘ and get them to practice question forms and download the PowerPoint template and write their own questions and answers.

3 Poetry with Samorost 2

An acrostic poem is where you write the name of your subject vertically down a page. Ask your learners to do this with the word ‘Samorost’, and to start a line to their poem starting with a letter from the word ‘Samorost’.  Alternatively, try a more traditional poem with an advanced class using a more structured approach.

4 Vocabulary Crossword

You may want to do a pre gaming or language activity (e.g. a walkthrough) with your class and a good way to pre- teach some of the vocabulary is to do a Samorost 2 crossword.  Learners can get good dictionary work in while they have fun doing a crossword that targets vocabulary from Samorost 2.  To change this activity from a primarily reading activity to a writing activity, learners can write down a list of vocabulary from Samorost 2 and write their own Samorost 2 student crossword.

5  Live Listening

If you have downloaded and printed off a copy of the walkthrough you can do a live listening.  While your learners play the game in a computer room you use the walkthrough to guide them through the game.  If some learners get further ahead than others then ask them to switch their screens off and describe to others how they have got to where they are in the game or direct the slower gamers to an online copy of the walkthrough to help them.

6 Picture dictation

Picture dictations are great for lower levels and offers a great opportunity to focus on prepositions of place.  The first screen shot of Samorost 2 lends itself well to a description that makes a great picture dictation to learners who are unfamiliar with the game Samorost 2.  Either use a Samorost 2 picture dictation text or make your own up.  When learners have finished they can compare their pictures with the original either as a downloaded flashcard or on a screen at the front of the class if you have a computer, internet connection and the means to display the game.

7 Comic Books

Comic books are visually engaging and can help to both stimulate the imagination and provide a fun way for learners to practice writing.  They can focus on direct speech elements (left) and reported speech or narrative tenses (right).   Download either of the templates pictured here as well as other comic pages from the Samorost 2 game by clicking on the links in brackets above in this text.

8 Wonderous walkthroughs

8 Walkthroughs

Samorost 2 (part 1) Video Walkthrough

A walkthrough in online gaming can be a written walkthrough text, which consists of step-by-step  instructions on how to complete a game, or a video walkthrough of the game being played and completed.hrough in online gaming can be a written walkthrough text, which consists of step-by-step  instructions on how to complete a game, or a video walkthrough of the game being played and completed.  Why not learn how to use the ‘search this site‘ and look for some ideas on how to use a video or written walkthrough with language learners.

9  Sequencing events

Download and print off a copy of the Samorost 2 action verb cards and there is plenty you can do.  Learners can watch a video walkthrough and sequence the verbs in the order they appear in the video walkthrough (lights! Camera! Action Verbs!).

Once the verbs have been ordered, learners can then tell the story of Samorost 2 (Action speaks louder than words) using the verbs to help them.

Finally learners can use the ordered verbs as scaffolding for a writing activity (The Pen is Mightier Than The Sword) where they write the story of Samorost 2.

10 Verbs + Prepositions

Lots of activities and worksheets to download focusing on verbs + prepositions that cover the whole of the free online part to Samorost 2.  Use password codes to skip levels to do specific worksheets or work your way through over the course of a few classes.  Worksheet activities include:

Mind the gap Place the verb and prepositions in the gapped walkthrough.

Grammar jigsaw Communication gap where learners match sentences ending with a verb with a partners sentence that starts with a preposition.

Scramble! Order the words to form walkthrough sentences.

Over & Out Gap fill preposition activity

Why not check out The 101 ways (and more) to use Samorost site for other ideas, material and lesson plans.

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Topic:  Sci -fi

Language skill: Reading

Game: Morningstar

When your spaceship ‘Morningstar’ mysteriously crashes on an alien planet you have to help an injured crew member, escape from the ship, explore a planet to look for supplies to repair your ship and finally take off and get away.

Screenshot from ‘Morningstar’

This is a great game for learners interested in mysteries, point and click games and sci-fi.  They also get to practice reading for pleasure outside the classroom.

Radio Messages

During play you can get help by clicking on the RADIO button and listening to or reading what the Captain has to say.

Finding Objects

When you find an object you get information about what it’s called, what it does and how you may need to use it in the game.  Sometimes to use an objects it needs to be combined with another.

If you introduce the game in class you can focus on any interesting language you or your learners identify.

Introduce the game in class even if your intention is for your learners to read it at home.  By playing the game in class you emphasize the importance of the text and orientate your learners towards reading.

Interesting Language:

adjectives + noun (chromium alloy wrench)

Informally expressing opinion (I bet I can . . .)

word formation (unscrew – verb, screw – verb/ noun)

quantifiers (just about anything).

Encourage your learners to record any interesting language they come across to look at in class.

The Inventory bar

As you find objects they get stored in your inventory, which is displayed at the bottom of the screen.  As the inventory display fills up learners may need to use the arrows on either side of the inventory window to scroll back and forth.

If a learner needs to remind themselves about what an item is called (for example, when a radio message suggests they use it) they can click on any of the items, drag and drop it on the magnifying glass and read the object information.

The Walkthrough

Of course with most games there is a way to ‘cheat’. by using a walkthrough.  The link to the walkthrough is near the RADIO button (next row down on the right).  Clicking on this directs you to a video of the game and a written walkthrough giving instructions on how to complete the game.

Learner’s should be discouraged from using these as it reduces not only both the enjoyment of and involvement in the story of the game but it also reduces reliance on the bulk of the radio messages.

Remember Reading this game should be for pleasure and play and not just language practice.

Reading Task

You could ask your learners to answer these questions:

Who are you?  Who are the crew members?  What does your ship look like?  What happened to your ship?  What’s on the planet?  What do you think happened?

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Skills Focus:   Listening

Language Focus:   First Aid

Game:   Casualty Challenge

Help your learners practise their listening skills in the computer room with this BBC Skillswise words game based on the UK TV Programme “Casualty”.

Preparation

Make sure that there are enough computers and headphones for your learners and that the game is either ready for them to start or that you can successfully guide them to the website.

Pre- Playing

Dictate the following questions in chunks ‘/’ and as naturally as possible:

1) What kind of things/ does a paramedic/ have to do/ at the scene of an accident?

2) On arrival at the hospital/ how does a doctor/ take over?

3) How might the nurses/ help get the patient/ back into shape?

Learners discuss the questions and feedback before playing the games.

Play

Learners listen to the descriptions of first aid proceedure for a paramedic,  a doctor and a nurse and then move pictures of the proceedures they have just listened to into the correct order.  They have three chances.  If your learners are extra keen then get them to note down any difficult language.

Post Play

In class ask them how they did, if they have any questions about the language, what they remember and what they have learnt from playing the game.

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Topic: Border Country

Speaking Focus: Expressing opinions

Time: 30 – 45 minutes

Game: Against all odds

Preparation

You also need to go through a few steps after entering the site before you can get to play the game. The steps are:

1) Click on Open in full screen.

2) Click on Play against all odds.

3) Choose your game characters identity. i.e one of the characters (use the left right arrow to move between the characters) and write in a name before clicking on No! Play without registering.

4) Click on the number 1 in the A New Life box.

Playing

Learners can play this game in a computer room or a connected classroom . In the computer room it acts as an interactive reader though you may wish to incorporate some of the ideas below as note taking activities.

1 Learners read the job letters and agree on one explaining why.

2 They then choose the best clothes to wear to the interview.

3 In the reception there are three other candidates for the job.  Ask learners to note down what they say and what they would say to them in return and who they would most like to sit by and why.

4 Finally the job interview consists of a few questions.  learners should say which is the worst answer to the questions and explain why.

Learners visit each of the shops looking to buy a mobile phone.  A pre play activity could be for learners to discuss what phones they have, which is the best and why.  They then play the game:

1 Take notes on who says what in the shops.  i.e. age, gender, looks etc and what opinion they express.  Later learners can discuss what sort of views they have on immigrants and how these opinions may be true/ false and what affect they may have on an immigrant who hears them.

Quickly drag objects into origin categories of either the USA or Other Countries.

1 Start the game and as the objects go past one learner watches and dictates the objects to a partner.  Play the game until they have all objects.

2 Learners discuss the country of origin for each country.   (pyramid discussion).

3 Ask a volunteer to come to the front to play the game as the rest of the class shouts out where each one goes.

4 If they get it wrong click on web facts and tell learners they have 2 minutes to find the answers on that page.  Scroll down/ up every 30 seconds so that learners can read all the text.

5 Repeat steps 3 & 4 until the game has been finished.

Post Play

Learners write up their reflections on what some of the emotions and feelings an immigrant may feel.

To research and write about an invention from their own country, any other country or a predetermined country (England, Scotland, Ireland or Wales).

Debate with half the class presenting and anti-immigration view point and the other half a pro-immigration view point.

Role play the situation in the reception between them and the three other candidates.  First brainstorm the characters and personality to establish character roles.

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