Language Focus: Present Perfect simple /passive

Time: 30 – 40 minutes

Game:Droppy

Help Droppy to solve problems in 11 different situations and help him stay out of trouble.

Preparations

Download a single copy of the walkthrough for you to use in class and download a copy of the Droppy worksheet. Play the game yourself to get a feel for the game. In class have the game set up at the beginning ready to start and in a place where can be easily seen. Download the present perfect passive exercise sheet for extra language support for lower levels.

NOTE The majority of sentences in the walkthrough are in the present perfect simple but it is possible to produce a present perfect passive structure and still be correct. Be aware that learners may produce grammatically correct sentences that are part of the language focus but that are not included on the walkthrough sheet.

Playing

Hand out a copy of the Droppy worksheet to your learners. Ask them to compare the picture they have on their worksheet with the game on the screen. In pairs, ask them to find as many differences as possible between the two. While they are doing this write this on the board:

The rock on the ground has been moved.

He the top of the cactus has been cut off.

Droppy has put a hat on.

Feedback on any differences the learners have found. Get them to connect the differences to the three sentences on the board. Ask a volunteer to come up and complete this level of the screen.

When the first level has been completed and the game level menu is up tell your learners you now want them to talk about the differences but write down what has happened by comparing their picture with the game on the screen. The first pair to finish should say stop. They then read out their present perfect passive/ simple sentences and you tick them off against your walkthrough. If the pair have identified all elements of your walkthrough, one of them can come up and play the game to the next level. If they have failed to identify all elements of the walkthrough then you should give them clues on where to find them.

e.g.

In the 6th level (roasting marshmallows) Droppy has to get a magnifying glass out of his bag to use the suns rays to start a fire. This is not apparent from the learner’s picture. You can give clues like:

“What do you notice about what has happened to his bag!”

When the magnifying glass comes out you can ask:

“Has anyone seen this object before? What have you used it for?”

Notice how the questions use the present perfect. You can then tell them what the object is “It’s a magnifying glass”.

Repeat for all 11 stages of the game.

Post Playing

Learners use the present perfect to write their version of the Droppy walkthrough (either in class or for homework but you will need extra copies of the droppy worksheet, one for each learner, if you do this). When they have finished they compare their walkthroughs with others and discuss the differences.

NOTE

This activity can be easily adapted to Present Perfect passive by changing the object in the present perfect sentences to the subject.

e.g.

‘He has made a fire’ to ‘A fire has been made’.

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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 Border Country box.

Playing

Tell your learners to write a list of what they think each building is.  Hover mouse over each building that gets highlighted.  Allow 30 seconds for each one.  Encourage learners to discuss what each place represents for the refugee.  Go back and click on each building left to right.  Let learners read and discuss options.  Follow learners instructions.  Play again if the game ends.  The correct option is the church on the far right.

Follow the learner’s guidelines and play as they instruct you to do so.  Try and keep the pace quite fast.

Learners work in pairs and have to decide on whether an individual is an immigrant or a refugee.  They make a note of their name and reasons for their decision.  Learners then find others who disagree with them and discuss their reasons.

Allow time for learners to read the options and in pairs discuss which option they would choose.  Then discuss the which option to choose in open class.  Vote and choose the winning option.

Post Play

Write a composition on some of the topics or issues raised in class from playing the game.

Discuss the game in open class.

Role play one of the sequences from the game.

Write a short story based on the experience of the character in the game.

Write some advice using ’should’ to the character in the game.

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Topic: War & Conflict

Speaking  Focus: Expressing opinions

Time: 30 – 45 minutes

Game: Against all odds

Against All Odds is an online video game developed by UNHCR designed to teach players about the plight of refugees.  This first episode entitled ‘War and conflict’ looks at the problems faced by dissidents within a country where the military has just taken power.

Preparation

You 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 War and Conflict box.

Playing

In pair learners look at the statements and discuss reasons why they should/ shouldn’t tick  yes/ no.  When you judge that the activity has finished take a class vote on where to put the tick.  There is a short text on the next screen and if you see fit to discuss the facts here or language feel free.  Try to keep the pace of the activity up while allowing enough time for learners to discuss the statements.

In open class ask what problems citizens might have in an oppressive regime.

In pairs learners look at the objects in the room and try to remember them.  When the 2 minutes are up they write a list of objects they remember and then discuss what items they would take and why.  Move pairs into groups of 4.  Compare lists and discuss which items they should take.  Continue pyramid discussion until class decides on which objects they would take.  The class tells a learner who plays the game what to pack.  Is there enough room?

This is an hand-eye co-ordination game so just ask a volunteer to come to the front of the class and play the game.  The class can help by giving directions.  If they fail at any point in the game then ask for a different volunteer to step up and play the game.  Before they come up ask them how they will play the game differently.

Any text that appears that requires a decision to be made should be discussed in open class.

Learners look at the different options and discuss the pros and cons of each different method of fleeing the country.  Take a class vote and then click on the option they decided on.  If they choose an option that’s not open to them tell them there is in fact only one correct answer.  In groups they discuss which one and why.  Allow time for learners to read text and ask them if they know why that route may not have been good.  In fact, the truck is the only option they can take.  Go through the ‘truck’ dilemmas allowing groups to discuss and vote on each option.

Post Play

Write a composition based on topics and issued raised while playing the game.

Discuss the game in open class.

Role play one of the sequences from the game.

Write a short story based on the experience of the character in the game.

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The Tomb of the Mummy I is a very difficult puzzle game. Because of its difficulty, it’s ideal to use it with an upper intermediate - advanced  class in a connected classroom (i.e. one with a computer & a data projector or IWB) and to use it to generate language used for hypothesis (should, conditionals, etc).

Example language : “We think you should press the beetles in the following order…”, “You should try clicking on the axe while it is swinging”, etc.

Preparation (the Rules)

a) Show the students the first screen and tell them the objective is to free the mummy from the tomb

b) Tell the learners to work in teams and that you will award points to the  team that comes closes  to solving each of the stages of the puzzle

c) Ask them to think of ideas to try out, which the team secretary will write down on strips of paper and then hand to you

d) If you want, you can insist on a particular format for their sentences (e.g. using should as in the solution, below)

e) Tell the students that if their sentences are incorrect, you will not accept them (you will give them back to correct them)

Playing the game:

• As you receive the learners’ ideas, read them aloud and try them out if they are grammatically correct
• If you receive any sentences which are not correct, give the sentence
• If they solve part of the puzzle, award points (keep score on the board)
• After several attempts, if no team comes close, give clues to the class (tell them the parts of the solution below marked in bold)

Solution:

1) You should click on the blue scarab continuously to move the first rock into the cup of the left-hand brazier

2) You should press the question mark in the bottom left hand corner

3) On the screen showing the riddle, you should move the ball-shaped rock that’s right above the white bug.

4) You should put the rock in the top right hand corner (you will notice that’s the only rock missing – the other three corners have rocks)

Note: A ray of light will shine on the screen and a new rock appears – This rock that one is for the other torch/brazier thing

5) You should click the scarabs to move the rock until it jumps into the brazier

6) Notice the small rocks on the top of both braziers – you should click the scarabs until these two rocks are in the same position (close to the doors)

6) Wait for the mummy to knock hard, so that the torches are rocking. Then you should click the blue beetle in the middle several times while he is knocking, and this will knock the torch pillars down.

7) Now you will see an axe swinging – While the axe is swinging, you should push the scarabs in order : G + B + B + R + R + Y + B + R + Y + P ( see order above door) -

You should push the colours just before you hear the sound of the axe.

Now, you should push the door to open it.

9) To close the door after releasing the mummy, you should click the left scarab when the axe disapears left (you should hear a click) click the right scarab when the axe disappears right (you should hear a click) after clicking a few times the door closes

Finally…have fun – this is just one way of exploiting a puzzle game in the classroom and can be adapted to any similar game.

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Time: 30 minutes

Preparation: Just before the class goes into the computer room open up two internet explorer windows.  On one window get the game ‘Hamster rescue’ ready so it’s ready to start.  In the other window open up a copy of the annotated walkthrough. Be prepared to show the class the opening screenshot of the game (see below) either as a printed copy or by connecting online.

Game: Hamster rescue is a point-and-click game where you have to help the hamster escape from his cage.  Various objects on the screen need to be collected and sometimes combined in order for the hamster to escape.

Opening screenshot of the game ‘Hamster Rescue’

Pregaming activity

Show your learners the opening screenshot of the game ‘Hamster Rescue’ for 1 minute and then ask them to write down from memory a list of the things they saw.  Learners swap lists and then you show them the screenshot again.  Feedback on the items in the screenshot.  Learners give one point for each item on their partner’s list that is in the picture.  Cover any new vocabulary items.

Playing

In the computer room show your learners the walkthrough and tell them that this activity is a race.  In pairs they have to play the game using the walkthrough to help them complete the game as quickly as possible.  Point out that some of the words in the walkthrough are underlined and in blue:

If they don’t know what one of these underlined blue words mean they can click on it and see a picture of it.  For example if you click on the first annotated wor ‘paperclip’ you get this image:

The first pair to finish the game gets less homework.

Post Play

Tell your learners that foir homework they have to play a game.  Tell them they will have to use two windows like today – one to play the game and the other for the walkthrough.  Direct them to this page and ask them to play two of the other games.  The link to the game can be reached by clicking on the title and the walkthrough link is highlighted below the picture.  The pair that finished the game first and have less homework only have to play one of the other games.

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Topic: Christmas vocabulary

Language Focus: First Conditional

Time: 30 minutes

Game: Christmas Escape

The Game

Explore the house and find the fourteen hidden presents to get a key which will let you escape through the front door.  The object for your language learners is to use 1st conditional sentences to walk you through the game and finish it.

Preparation

Play the game yourself from the start to the finish in order to familiarise yourself with the game.  Print off a copy of the vocabulary walkthrough for each pair of learners and a copy of the conditional walkthrough for yourself.

Pregaming

This game is for the connected classroom.  Make sure that your learners understand the meaning of the words in the vocabulary list.

Playing

Explain to your learners that they are going to play a game.  You will show them the game at the front of the class and that they will have to dictate to you how you should play the game.  They have to tell you where to look in order to find 14 presents and then escape through the front door.  Each time they tell you they have to use a 1st conditional.  If the conditional is grammatically correct you will then do that action.  Use the conditional walkthrough as a guide to possible sentences your learners may produce.  If learners are finding it a little difficult you can wave your mouse over key areas in the game as a clue or verbally guide your learners towards the correct answer.

e.g.

location    “If it’s not behind the bin and it’s not in the bin, where else can it be?”

Post Playing

Learners can write the walkthrough out for the game using 1st conditional sentences.

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It works well as an interactive reader, and can be given to learners either for homework, or as an activity for them to do in the computer room. If you give this to the learners for homework, then copy and print out the whole story below.

If you use this with learners in the computer room, then  copy the sections entitled ‘Story’ below and print them out on different pieces of paper. Give the first one to the learners to set the scene.

I suggest writing the titles of each part of the story/game on the board and tell the learners to ask for the parts they need (i.e. when they get to that part) As they complete the puzzles, you can give them the next parts of the reading text, until they finish the game.

It should take about 20-30 minutes for them to do. Back in the classroom, you can focus on the language used in the actual story – there’s a lot of vocabulary and grammar there that is worth examining.

As a follow-up, you can ask them to write the background of the story (what happened before they arrived at the ship) and the next part (what happened after the game) .

STORY

Beginning:

Ugh! Where am I? how did I get here? It looks like the cargo bay of a spaceship. Now I remember – we answered a distress call from a trading ship called the ‘Avalon Star’, but nobody answered when we tried to make contact with the crew.

I remember me and my partner entering the spaceship. We had to cut our way in through the emergency air-lock. It was so strange inside – no sign of anyone. Where were the people? We started moving down the empty corridors of the ship, heading for the bridge. Then my partner, who was behind me cried out. I turned around and it all went black.

And now it looks like I’m alone in this cargo bay. Looks like the door to the cargo hold is locked – access denied! Let’s explore and see if I can find my way out of here.

Cryo Tubes 1

What are those things over there? Cryogenic tubes? That’s where the crew members would sleep  if they were going into deep space. All but one are open, so the crew definitely awoke. Hmmm…one seems to be locked. And  there’s no power either – very strange!

Computer Navigation 1

The computer navigation system is broken – that explains why the ship is drifting, I suppose. If the ship’s navigation system had a malfunction on the way to wherever it was going, then that would explain why the crew were woken up. But where are they? I know there must be at least one of them on the ship – or I wouldn’t have been hit on the head. At least, I suppose it was a member of the crew that hit me…

Security Console 1

This could be the key to me getting out of this room – it obviously controls the security in this room, and maybe the whole ship. so, I need to find a disc in order to activate it. That might be the trick. but where should I look?

Engineering Bay

Aha! This looks promising. Let me see – there are a number of revolving rectangles, and a pulsing blue circle. What happens if I press the space bar now? It seems as if the rectangles turn blue if I press the right ones and they reset to transparent if I press a wrong one. The key then is to press the right ones in the right order- I can change which lever is selected by moving the left and right arrows. I think the power will come on again if I manage to solve this puzzle.

Cryo tubes 2

Now the power’s on – let me see if I can work out the code to open this cryo tube. It seems that this involves turning all of the 8 lights to be ‘on’. Hmmm…if I can get all the lights to go out I can switch all the lights to the on position by simply clicking the middle. Let me try this sequence to see if it works….1, 2,2,3,2,2,3,2,1…Nice…and what’s inside? A computer data disc? Now where can I use that?

Computer Navigation /Security Console 2

Well, this is working OK now. And it seems like that data disc I found fits here. Rock n’ roll! Now what’s this? It looks like another puzzle. I think I’ve seen this before. If I remember well, the object of  is to get the solid blinking square to the X square without touching any of the walls. The other squares are blockades which will keep you from touching the walls, and which will also help you get to the goal. The arrows tell me which way the square will move (so I’ll have to pay attention to the highlights).

The Door

Wow! That’s great…it looks like the door’s finally open . Now to find my partner and figure out what happened on this ship and who put me in here.

Walkthrough adapted from jayisgames.com

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Topic: Christmas

Focus: Christmas vocabulary

Time: 30 – 45 minutes

Game: Junior’s Christmas

Junior wants to get a present from Father Christmas but there are a few things getting in his way.

screenshot of Juniors Christmas

 Key Language: Carpet, cookie jar, key, hug, cupboard, knock, feather, wing, box, tail, elf, tickle, window,  bird house, hammer, ribbon, scissors, shelf, plate, bird seed, lever, nest,

Preparation: Connected classroom or computer room. One printed copy of Junior’s Christmas activity worksheet for each learner. One photocopy of Teacher’s notes with  walkthrough.

Pre-gaming

Hand out a copy of Junior’s Christmas activity worksheet to each learner.  Tell them to read exercise 1 and ask them if they understand all the words.  Show the game to the class and ask them to watch the opening sequence of the game and answer the questions in exercise 1.  The opening sequence is like a short video and shouldn’t be skipped.  As long as ’skip’ at the bottom isn’t pressed you will see the kids stand in line and get seen by Father Christmas.  The sequence will stop when Junior reaches the front.  The game then Feedback and then do exercise 2.  Alternatively, before doing exercise 2 you could brainstorm vocabulary which can be seen in the game.

Playing

In the computer room, learners work in pairs playing the game.  Tell them they can start the game without watching the first part by clicking on the word ’skip’ at the bottom of the game.  Learners use the sentences in exercise 3 to complete the game.  As they play they match the sentences on the left with the sentences on the right.

Post-gaming

In the classroom feedback on the answers and discuss the answers to exercise 4 in open class.

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Topic: Vocabulary within the game Hapland

Listening Focus: Instructions & directions

Time: 20 – 30 minutes

Game: Hapland

Screenshot of the game Hapland (what you see is what you get)

Hapland is a point and click game which takes place over the space of one screen.  Basically, in the screenshot above you can see the whole game.  The object of the game is to get the stick man, who you can see in the cave by the light, out of the cave and through the door which is on the other side of the door in the cave.  Of course you have to do a lot of complicated things in between to get him there but that means there is a lot of explaining to do and therefore a lot of language.

Preparation

Print off a copy of the walkthrough and familiarise yourself with the game by playing it a few times.  There are a few screenshots of each stage of the game to help you.

Playing

In the computer room use the walkthrough to guide your learners through the game.  Most of the language production will be done by you so essentially this is a listening.  However, because this is live it does allow the opportunity for learners to interect with the teacher and vice versa.  For an idea of how to conduct this activity, have a look at this Hapland tapescript of the Hapland live listening activity between myself and an English learner.  I try to be as natural as possible and ask occasional questions to check comprehension, recycle vocabulary and get the learner to describe a little about what’s happening in the game.

Post-Playing

Back in class you can ask the learners:

1) what new vocabulary they learnt and ask them to write them on the board, correct spelling and then copy into a gaming dictionary.

2) Show learners or give out a Hapland screenshot and ask learners in pairs to take it in turns to explain how they completed the game.

3) Ask your learners to write out the walkthrough using the the new vocabulary.

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