9 Odd Games

By kylemawer  

Level: Upper intermediate

Location: Classroom/ No computers

Skills Focus: Reading/ Speaking

Language Focus: Descriptions of games

This is an activity where you don’t need any technology.  Learners read a description of some games and decide if they are ‘real’ games or ‘made up’.

 

Preparation

Print off a copy of the ’8 odd games’ for each pair of learners.  Cut up the worksheet so you have separate titles, screenshots and game descriptions.

9 Odd Games

Pre activity

Dictate three questions as naturally as possible in chunks (/):

  • What is the strangest game/ you’ve ever played?
  • What did you/ have to do/ in the game?
  • Would you recommend it/ to anyone else?

Learners ask each other and answer the questions.

Activity

  1. Hand out the game descriptions and ask learners to read them and to separate them into two piles ‘real games’ or ‘made up games’.  Encourage them to justify their decisions to their partner.
  2. Pairs compare their two piles with another group and discuss.
  3. Tell them they are all ‘real games’ and none are made up.
  4. Ask them to identify and highlight language that is specific to games.
  5. Ask them to identify any difficult language and ask the class to help with a definition or provide one yourself.
  6. Ask learners to match the titles to the game descriptions (the original uncut copy of the handout is the answer).
  7. Hand out the screenshots and ask them to put them face down in a pile.  They take it in turns to turn a screenshot over and discuss which game they think it is and why.
  8. Feedback on the name, screenshot (brief verbal description to identify the screenshot) and the description.

Post activity

Here are a few suggestions of what you could ask learners to do.

  • Learners rank the games in order of strangest to least strange and discuss differences with another group.
  • At home research a name, screenshot and description for a game.  Next class collect them in and repeat the activity above using all the learners’ own material.
  • Learners use the language they identified as ‘game language’ to write a description for a game they ‘make up’ – description and title.
  • Learners research a strange game and write a description for homework to tell the class about. NOTE be prepared to monitor this as you may wish to censor some of the games learners find.

 

 


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