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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Location: Connected classroom

Skills Focus: Reading/ Watching/ Speaking

Video: 8-Bit Twilight Eclipse Interactive

If you teach teen girls and you haven’t heard of Twilight, no scratch that, if you have been living on planet Earth and you haven’t heard of Twilight then get with it.  This teen phenomenon that has swept the world is due to release its third film installment ‘Eclipse’.  To mark this momentous occasion in many a fans diary Digital Blog brings you a couple of fun video activities with a fun ‘game’ look and feel.

Preparation

1. Write on the board “Are you team Edward or team Jacob?” on the board.
2. Elicit an answer and brainstorm the titles of the books/ characters/ any of the plot details/ relationship with Bella Jacob & Edward.
3. Decide which of the two videos you’ll watch below (or which order if you are going to do both.
4. Tell the class they are going to watch some videos of a new ‘Eclipse’ game and they have to predict what the characters say.
5. Connect to this page and use the videos and letterscript below (double clicking on the videos will take you directly to the youtube site).

Play

1. Play the video.
2. Learners copy and expand on the letterscript.
3. Repeat as necessary.

Team Edward video

After your learners have watched the video ask them to expand on the ‘letter script’ below.  Each letter represents the first letter of a word and the symbols and numbers also represent a word.  Punctuation is punctuation.

e.g.  IW♥2BAV  = I would love to be a vampire.

Letterscript

Team Jacob video

After your learners have watched the video ask them to expand on the ‘letter script’ below.  Each letter represents the first letter of a word and the symbols and numbers also represent a word. Punctuation is punctuation.

e.g.  IW♥2BAW  = I would love to be a werewolf.

Letterscript

During both of the videos above there are moments when you are asked to make a choice between two decisions.  It’s a nice activity to pause the video at these points and ask the class which option they would choose and why.  You can then continue playing the video.

NOTE

You could always judge what your learners choose to expand their letters to on individual merit.  There’s no reason why they shouldn’t be allowed to stray from the script if what they produce contains interesting language.

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Location: Computer room

Language focus: Gaming dictation

Skills Focus: Speaking/ listening

Game: World Cup Rescue

The World Cup has been stolen and you (Lionel Messi or Cristiano Ronaldo) have been chosen to go and get it back.

Preparation

Depending on how your computer room is set up you need to get at least two learners out of the class and to play the game using the written walkthrough (at the bottom of the page).  I have access to a computer room where there’s a row of computers against one wall and another row against the opposite wall.  I got two learners (The commentators) to go and play the game so they could dictate the game to the two rows.  They play the game and make notes of any language they may need to explain how to play the game to the rest of the class. Tell them that they will be the walkthrough.  They will also be able to use the video below to help them.

Preplay

At the beginning of the game there is a comic book introduction which introduces the storyline and the characters.  You could show this to the class (in a connected classroom) as a preliminary to playing the game.  The game characters take it in turns to speak (speech bubbles) with each turn being taken as you click on the screen.  This means you can look at any language with the class and discuss anything that crops up.

Play

Learners sit at a computer.  If you have the luxury of being able to have one learner to a computer then this is best.  Pairs at a computer is also ok.  Tell them they are going to play a game.  They will have to describe where they are in the game to the two commentators.  The commentators listen, may ask any questions to clarify any aspects of the learners’ game progress and then tell them what to do.  The Commentators may watch the video walkthrough (on two seperate computers) and use any notes to help them, though no-one else should be able to see their screens.

Video walkthrough.

NOTE

The activity has been known to start with the gamers listening to one of the commentators only.  However, as the game progresses different pairs progress at different speeds.  At points it can be quite hectic for the commentator for they may be answering questions on one game while having to ask questions themselves on another.  At these points your role is to ensure that there is a little order.  Prioritise games where progress is slower for the commentators to deal with and encourage faster players to explore a bit.  You can also slow a team down by asking one of them to swap with the commentator (to use their notes and the video).  Also think about letting gamers read the written walkthrough (NOT the video) the link is the author’s name (Edgar) at the bottom of this post.

Post Activity

• Write the game story in the style of a tv news report.
• Write the news story for a newspaper.
• Interview the characters (Messi & Ronaldo).
• Write press statements (one reporting the theft another reporting the return of the cup).

The Walkthrough

Medusa’s Hideout
First a warning: before going inside, take the stone from behind the pillar on the right and (important!) wear the tinted lenses to avoid Medusa turning you into a stone statue.
Inside, Medusa asks you what brings you there – tell her you are a Personal Items Salesman).

She will ask you now what items you have for her to buy; answer Mirrors (3rd option).

Medusa will  look at herself in the mirror and will  turn herself into a stone statue and all of the other stone statues around will go back to life.

Take Medusa’s collar (necklace).
Talk to the Centaur to find out he has been practicing archery since he can no longer participate in running competitions because he lost one of his horseshoes.  Coincidentally you have one in your inventory so give the horseshoe to the Centaur and he will give you the magic bow in exchange.
In your inventory, combine the arrow with the bow.
Oh, and take off the tinted lenses.
─────────────────────────────────────────────
Troy
Outside the city’s walls, you won’t be able to open the Horse door without the key, so use it and get inside.
Before closing the door, take the stone and throw it to the city gates.  Then close the horse’s door now (do this quickly!!).
A Trojan soldier will come out to take the horse (and you) inside the city; open the horse’s door to come out.
Pick up the spear and move to the right.
Now you’re facing a palm tree with a golden leaf which is what you came here for. Use the bow and arrow on the The golden palm of Troy to get it.
─────────────────────────────────────────────
Underworld
Talk to Charon to learn how  bad the job conditions down there are.  Give him the two gold coins to get to the other side of the river and keep going to the right. 
Cerberus is stopping you from getting into Hades so use the magic lyre to put him to sleep. Go right.
Hades is looking after Poseidon’s trident while he goes to sleep.  If you take it from him, he’ll wake up so replace the spear with Poseidon’s trident.
─────────────────────────────────────────────
Colchis Island
Now, you need to be pretty fast here… or the dragon will kill you!!
As soon as you get in here, use Poseidon’s trident on the well to get a huge amount of water into the dragon’s mouth.  When he’s down, climb on top of him (click on the highest part of his stomach) and take the Golden Fleece.
Don’t leave the island without taking the red cape from behind the well.
─────────────────────────────────────────────
Crete Island
You’re in the minotaur’s labyrinth again.   Go into the central chamber (Through the door to the East )
Take the anvil and put it in front of you (still behind the red line).
Take the red cape, click on the Minotaur and do a little bullfighting with him to make him run into the anvil.
You can cross the red line now and collect the Minotaur’s horn from behind his foot.
─────────────────────────────────────────────
Mount Olympus
When you have completed Zeus’s 5 tasks, he gives the World Cup back to us mortals

Original Walkthrough: Edgar

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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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Location: Connected classroom

Skills focus: Note Taking

Game: 3rd World Farmer

SCREENSHOT

Preparation

Download a copy of the 3rd World Farmer Worksheet (which contains learner worksheet and teachers’ notes).

Play

Hand out a copy of the student worksheetUse the teacher’s notes to play the game.  The interesting thing about this game is that is purposely designed to be difficult to win and progress.  The reason for this is that the game is intended to raise awareness and mirror the plight of third world farmers who themselves may live in no win situations.  In effect the game simulates the impossible to win situation that third world farmers can face.

Post Play

Learners use their notes to complete a writing for homework.  Possible writing activities:

Write a letter to a newspaper from the view point of the farmer to ask for help.

Write a letter to a bank for the farmer asking for a bank loan.

Write an information pamphlet entitled ‘The Plight of 3rd World Farmers’.

Write a composition entitled ‘3rd World Farming is a ‘no win’ situation’.

If you have any suggestions on other writing activities or ways to scaffold the then please feel free to share them in the comments section.

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Location: Computer room

Topic: Prepositions, describing things in a room

Skills Focus: Live Listening

Game: Obama Guantanamo Escape

THE GAME

Teenagers sometimes like to play games that have a slight rebellious nature and that pokes fun at authority figures.  The game referrences a few iconic film characters including (in order of appearance) Rambo, Jack Sparrow, Yoda, Spiderman and The Terminator.

PREPARATION

Play the game yourself once to familiarise yourself with the game play.  Use the walkthrough to help you.  When you play this with your class either have the walkthrough up on a teacher’s computer screen but so that no-one can see it OR print off a copy of the walkthrough.

PLAY

1 Get all learners to the start of the game.  Let them watch the short video sequence at the beginning to set the scene.

2 Ask learners “where is Obama?” and “What can you see?”.  If there is a board which everyone can see then brainstorm vocabulary onto it.

3 Ask learners “what do you think you need to do to escape?”  As learners answer this keep monitoring as someone is always a little restless to play.  If you see anyone progressing in the game ask them to stand up and tell the class what they did using any elicited vocabulary.

4 Using the walkthrough direct learners towards the answer.  A typical start to the game could be:

Teacher: “What can you see above him?”

Learner: “A Baseball.”

Teacher: “Well, you need that.  How are you going to get it when your hands are tied?”

You may see a learner figure it out and if so ask them to stand and tell the class how they did it.  If not continue asking questions towards the answer:

Teacher: “His hands are tied so what could he use to get the ball?”

The answer is he kicks the wooden frame a couple of times and knocks the baseball to his feet where he can pick it up using his feet.

5 Continue using the walkthrough to direct learners through the game and getting fast players to stop and explain how they are getting ahead.

NOTE A game can be quite distracting so switch of a learner’s screen and don’t turn it back on until they have described how they progressed in the game to the class.  You may find that you only use the walkthrough occasionally when everyone is stuck and your role becomes ’screen switcher offer’.  Remember this is fine as long as language is being produced.  Learner’s may get frustrated but remain calm as this is what should be happening.

POST ACTIVITY

Just before the end of the computer room time comes to a close (ten minutes or so) tell your learners to “stop playing for a moment”.  Get them to open a new internet explorer page and direct them to the walkthrough.  They can play the last 5 minutes of the class playing the game using the walkthrough.

HOMEWORK

Using the walkthrough they finish the game.  Ask them to think of another film character that they would like to have been in the game.  Ask them to write the walkthrough for their character clearly explaining where he/ she would appear in the game, why and how the game would involve the character. Next class ask them to explain their choices and walkthrough and ask the class to judge which was the best/ most original/ funniest/ stupidest etc.

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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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Level: Upper Intermediate & above (adults)

Topic: Crime (Solve a murder)

Language Focus: Understanding Language in Context

Time: Computer room + homework to finish (1 hour to complete)

Game: Crime & Investigation

Preparation

A There is an in-game toolbar that you need to make learners aware of before they play the game:

1 Access to all the files containing information on autopsy room, case screening room, investigation board, interrogation room , evidence lab and research library

2 Quick link to the evidence lab.

3 Checklist – tells you what you need to be doing.

4 Messages – During the course of the game you will get calls on the case.  If you hear it ringing you should answer it.

5 Map – Includes areas where clues, witnesses and suspects can be found.

The two most important in-game tools are the checklist and Case Files.

B Learners should make an ingame dictionary and take their notebooks to the computer room to make notes on difficult language.  Dictate the following table in class:

Play

1 Learners access the game and can watch or skip the introduction at the beginning

2 Learners play the game recording any language they feel is particularly important and that they don’t know in their tables (see above)

3 As you monitor look at the language they record and ask questions like:

“Where did you see this word?”,  “What were you doing?”, “How is this word(s) relevant to the case?” etc

Learners describe the game context they saw the language in and you negotiate the meaning of the language.

4 If a learner is having difficulty and is further behind the others you should be able to direct them to another player/ pair who can help them.

Post Activity

Back in the classroom set learners some dictionary work to find out the meaning of any of the language they are still unsure about.

Learners can teach and test each other on the new language items.

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Suggestions on how to use it

• Ask your learners to think about games they know and their stories – Are the stories important? Could they be better?
• Get the learners to tell each other a story from a game to see how easy it is
• Play the video and ask the learners to write down any comments that people say they think are interesting
• You do the same and then write these comments on the board and continue the discussion
• Finally, ask them if they think things will change in the future (i.e stories will become more important to games)

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