100 most common words in English

Level: Intermediate (and above)

Location: Connected classroom

Skills Focus: vocabulary / 100 most common English words

Game: Quizicon

Nothing too remarkable here.  What you see below is what you get.

There are a number of ways you can do this:

Open Class

Your learners may simply like completing this as a collaborative activity in the classroom.  Present the game for all to see and press start after you’ve read out the instructions.  Then ask your learners to shout out words and see how many you can get as a class in 5 minutes.

A competitive element

Really the same set up as above but instead of shouting out the answers you put your learners into small groups and you give them five minutes to brainstorm and write down words they think will appear on the Quizicon board.  When the timer runs out reset it and tell your learners they get a point for each of the words they’ve listed that appear on the Quizicon board.

Fast Finishers

Sometimes a computer room activity can be completed by one  or a few groups ahead of the others. Give them this game to occupy them while others finish the other set activity.

Hurried Homework

Some learners simply crave a bit of homework that is educational, offers fun but is also a challenge.  I set up an edmodo site for an adult intensive course and this is one of the activities I posted for learners to ‘Do try this at home‘.

Turn Taking

Another team activity where teams take it in turns to guess a word.  If they guess a word right they get a point get it wrong and it passes to the next team. Continue until time runs out and then add up the points and declare a winner.

Memory Test

If a significant number of words were not guessed in a previous Turn Taking class then a return to this game (if your learners are willing) could prove a challenging memory test.  Generally, the game proceeds very quickly at the beginning as learners remember the words they remember and it gets progressively more difficult as they progress near and past where they reached last class.

100% Correct Challenge

Offer a prize or similar incentive (I offered less homework for a short period) to the first person who could present me with proof that they had successfully completed all of the words. I reasoned that even if they did this by cheating it would have required a level of ingenuity that deserved rewarding.

 

 

Creating your own computer games: bringing compulsive learning to the classroom

Thanks to Simon Hadley for this great guest post all about creating your own computer games to use with students.

Hunched over a keyboard in the classroom he clicks away furiously with the mouse whilst simultaneously sweeping the virtual room from side-to-side. Game tiles fall before his lightning-quick reflexes. He’s done it, in record time! The fastest student to complete the vocabulary matching game since…the last person! That he didn’t read any of the vocabulary hardly seems to matter. He was a hero!

The problem with a lot of ready-made EFL computer games on a variety of websites is either that they’re not very fun computer games, or they’re not very good for learning. Online hangman is only marginally more entertaining than real hangman and other online games can be completed through fast clicking and trial and error (a far more natural skill to utilise in computer gaming than thinking about English grammar and vocabulary).

I used the “platform creator” because it allowed me to insert text into the game (using the “inscription” wall-tile or the talking characters). I spent many enjoyable hours creating the game “perfect performance” for students to play and practise the present perfect simple.

 

The basic premise of the game is that of a 2D maze. The character is faced with 2 sentences at every junction, one sentence is grammatically correct, and the other contains an error. If students go the wrong way, a one way door closes behind them and they face an imaginative death, followed by having to start the whole game again from Level 1! If they go the right way they shoot bats, attack robots and encounter various other things but they’re given enough health kits and weapons that they shouldn’t have to restart. This makes the game fun and interesting whilst encouraging students to use their English.

Initially I used the game with students in A2+ groups of 12yr old learners in order to keep fast (and accurate!) finishers occupied in class whilst the other students caught up. This led to slow finishers not having an opportunity to use the game and they begged me to be allowed to play in their short break. Students then asked for the link to the game to play it at home (and I added a secret message at the end of the game so that I could check whether students had completed it).

My school organises a project competition for groups of students each. A small, (mixed ability) B1 group decided to use the site to make their own computer game for the project competition. They then wrote a narrative pre-story for the game which introduced the characters, wrote detailed instructions for the game, and wrote a narrative post-story cut-scene for the end of the game. They also wrote about how they made the game and presented it together to the other students and parents at the competition.

By playing an online game and then making their own, my students have:

  • Improved their accuracy with the present perfect simple by playing a game
  • Enjoyed learning and didn’t want to stop even when they went home
  • Worked together – students designed a level each on paper for homework and then gave instructions to other students in class who recreated their level on the computer
  • Used a variety of B1 level grammar in an authentic context including conditionals and passives and a learnt and used variety of vocabulary related to computers (e.g. dragging icons)
  • Actually been enthusiastic about writing in English outside the textbook
  • According to sploder, thought about “problem-solving and storytelling. Game design uses the whole brain, from the artistic side of creating art and graphics, to the analytical side of creating interesting game levels that work.”

You’re welcome to judge for yourselves whether they quite managed the intricacies of interesting game levels, but they were only 13yr olds and my main aim for the activity was for students to have fun using English skills (particularly writing) outside of the textbook.

I hope you’ll agree that the game and project were not only enjoyable for students but also produced real, noticeable improvements in their English and their attitude towards language learning. It’s not just a silly computer game.

The site http://www.sploder.com is a website for creating your own flash-based online games for free by dragging and dropping pre-made

 monsters, blocks and obstacles into your game.

Simon is currently working on a web-quest style lesson involving QR codes, students’ smart phones and passive structures.

Simon is an EFL teacher at Avo-Bell in Sofia, Bulgaria,he teaches young learners, teens and adults from a variety of levels. He can be found and contacted via his relatively new blog magicaltefl.wordpress.com and welcomes feedback and lesson ideas.

 Digital Play says: Thank you Simon for an inspiring post on how to create your own computer games with young learners – we look forward to keeping up with your projects on your blog and hope you come back and share with us any other game-related ideas you may have with your students. 

A Subversive Satirical Simulation

Level: Upper intermediate+/mature students

Location: Computer room

Skills Focus: Reading/writing (reading comprehension check)

Language focus: Reading

Game: McVideo Game

This is simulation game is a parody of the fast food chain McDonalds taking quite a negative view of the production process which you, the plater, become implicit in.  There’s a lot to get to grips with in this game as you jump back and forth between the many areas involved in production whilst at the same time attempting to drive profits for the company up.  This quite complex game has a thirty page tutorial which is what we’ve used to base a reading and comprehension activity on.  Enjoy.

 Preparation

Print out a copy of the McVideo Game Worksheet.  The first page is the Teacher’s copy and contains the questions and their answers.  The students’ copy contains 27 questions.   You may consider this a lot, which is what I did, so I divided the class into pairs and asked half the class to answer the even numbered questions (2,4,6 etc) and the others the odd numbered questions (1,3,5 etc).

Mcvideo game worksheet

Pre Activity

Hand out a copy of the worksheet to each pair and ask them to read and make a guess at any of the answers.

Deal with any language problems as you monitor.

Brief feedback on possible answers and any difficult language.

Reading activity

In the computer room direct students to the game and the tutorial.

Explain that they can’t play the game unless they complete all the questions with the correct answers.

Ask them to read the tutorial and answer as many questions as they can.

Encourage students to ask you, peers or look up online any difficult language contained in the tutorial.

Fast finishers can work on the other questions (odd or even).

If a pair finishes check their answers and then allow them to play the game.

Post Reading activity

In the classroom feedback on the answers.

Write any new language items on the board and elicit meanings/ definitions/ example sentences.

In pairs they take it in turns to define language on the board for their partner to identify.

Students make a note in their notebooks on new language.

Play

Tell students that now they have read and understood the tutorial they can now play the game better than if they hadn’t.  Tell them to play the game for 15 minutes and after that to make a note of their best score.  Next class compare scores and get the highest scoring student to explain how they think they did so well – what was their secret to success.

 

 

9 Odd Games

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.

 

 

Monkey Madness Speaking Activity

Level: Pre-intermediate

Location: Connected Classroom

Skills Focus: Speaking

Language focus: In-game vocabulary

Game: Monkey Go Happy

In my experience I’ve found that young language learners can assimilate and produce language above their level if they have an incentive to do so. Many times forms of digital play provide this incentive and learners can respond both to the challenge of the game as well as the language elements.  Here’s such a game.

Preparation

Download the Monkey Go Happy Presentation (see below).  It’s worth nothing that there are some language elements here that are generally above the level of my learners.  You could pre-teach some elements but while learners are engaged and enjoying an activity I prefer to deal with language reactively.  Sometimes if you give your learners a chance to produce language freely like this you can be pleasantly surprised.

There’s also a Monkey Madness walkthrough here if you need help.  The questions on this webpage can be clearly seen but you have to highlight the hidden text next to the numbers to see the answers.

NOTE There are 17 slides of which 15 are screenshots of the different stages of the game Monkey Go Happy.

Preplay

  1. Tell the class they are going to see some pictures from a game they are going to play later.  Either do the activity open class or, if they are up to it, tell them to discuss the answer to each question in small groups.
  2. Show each slide for thirty seconds before moving to the next.  Help your learners with any language difficulties.
  3. When all the pictures and questions have been covered, OR when your learners start to lose their attention, stop the activity.
  4. As a follow up you could test your learners’ memory and ask them to write down words from each of the screen shots.  You can show the pictures again for 30 seconds to help them.

Play

  1. Put learners into pairs or small groups.
  2. Elicit how to do each stage of the game from a pair/ group.
  3. If they do well let them come up to the board together and take turns to complete a single screen of the game.

Post Play

  • Learners test each other on some of the new vocabulary.
  • Learners make a game dictionary and translate words into their native language.
  • Learners choose one of the screenshots and write about it (the instructions, a story etc)

Monkey Go Happy Presentation (PDF)

 

Valentine’s Typing

Level:  Primary

Language Focus: Alphabet

Skills Focus: Pronunciation

Game: Valentine’s Typing

This game is used to practice and consolidate the pronunciation of the letters of the alphabet.  It can be played either in a connected classroom or a computer room.

Hearts float up the screen with a letter inside.  Type the letter in and the heart disappears.  Stop the hearts from floating up to the top of the screen.

Pregaming Activity

Lower levels
To do this you need to have a data projector, a computer with internet access and Flash player installed. Seat the class in rows in front of the data projector. Go to the game and skip the instructions so that the game is started as quickly as possible.

  1. As the hearts start to float up look at the screen and call out the letters. If you want, don’t touch the keyboard and point to the letters. This means that you lose the game but encourage the learners to call out the letters as this is happening.
  2. When the game ends start again and encourage the learners to call out the letters but this time you move to the keyboard and type in the letters that the learners call out. At this stage it is not necessary for you to look at the game on the data projector.
  3. When you have finished a game ask for a volunteer or nominate one of your learners to come and stand by the keyboard.
  4. Start a new game. The learner at the keyboard now listens to the others calling out the letters and the learner types in the corresponding letters on the keyboard.
  5. Move to the computer room so the class can play the game in pairs (see gaming activity below).

Higher levels
To do this you need to have a data projector, a computer with internet access and Flash player installed. Seat the class in rows in front of the data projector. Go to the game and put the instructions on the board. Choral drill (all the class reading at the same time) the instructions on the screen. Then start the game. Pretend you don’t know how to play the game at the start and elicit from the class what you should be doing? As the class tells you what to do play the game. Then conduct the game from stage 3) above.

Gaming Activity

In the computer room sit two learners (A and B) to a computer. Learner A sits in front of the screen with their arms folded. Their role is to “look at the letters and tell your partner”. Learner B sits in front of the keyboard and CAN NOT see the screen. Start the game and monitor to ensure that Learner A is calling out the letters in English (correct pronunciation) and learner B is not taking a look at the screen. Once a pair completes a stage or loses a life the learners can swap roles/ seats.

Top Ten Connected Classroom Guided Reading Games

Digital Play has come across Carmel games who have a series of games with nice written text elements and, if you’re lucky, a little audio too.  These games are great for doing in a connected classroom as an open class activity.  Using a walkthrough yourself to keep on track but eliciting the story and play from your learners, these games make for a great speaking or guided writing activity. The first one, Vortex Point, contains a link to a lesson plan that acts as a good blueprint on how to use the games in class.

Vortex Point

A lesson plan will help lay out the methodology (click the link in the title) we’ve used with this and the other games and give you a clear idea of how to use the game in class.  The story here is that you are a member of a team of paranormal investigators.  It’s your job to solve the mystery of some stolen gold bars by what looks like a ghost.

Written walkthrough

Video Walkthrough

Vortex Point 2

This is the continuing story of the Paranormal investigation team based at Vortex Point.  This time you are presented with the case of a young girl mysteriously disappearing.  The only witness is a friend of hers who can only tell you of the appearance of a ghostly clown in a set of photo booth photographs just before the disappearance.

Written walkthrough

Video Walkthrough

 

Small Town Detective

A journalist has disappeared under mysterious circumstances and you’ve been hired to track them down and bring them safely home.  Travel around the town picking up clues and talking to key witnesses to help you solve the crime.

Written walkthrough

Video walkthrough

 

Mermaid City

Your name is Chad and you run a hot dog stand and some young punk has opened another hot dog stand right next to yours and he’s trying to run you out of business. Your quest is to find a way to shut him down and carry on with your business of making and selling the best hot dogs in Mermaid city.

Written walkthrough

Video Walkthrough

Lucky Luke

You are a millionaire and your money seems to have attracted the unwanted attention of a rather crazy woman and her son.  Before you know it you are engaged to be married to the woman and set to inherit a rather nasty stepson.  You need to work quick and find a way to escape from what will surely be a nightmare of a marriage.

Written walkthrough

Video Walkthrough

Ray and Cooper

Cooper loves sitting on the sofa playing video games all day with his best friend Ray.  However, one day this all changes when Ray goes out to get nachos and never comes back.  Forced to abandon his gaming and go and look for Ray, Cooper soon discovers that things are not as simple as they seem.

Written walkthrough

Video Walkthrough

Pierre Hotel

There are some strange things happening at the Pierre Hotel. and it looks like it’s your job to get to the bottom of things.  As you explore the hotel you begin to discover that all is not as it seems and, is that Dracula working at the front desk or is it just your overactive imagination?

Written walkthrough

Video walkthrough

 

The Proposal

Tonight’s a big night for Josh Bullock. He’s planning on proposing to his girlfriend during the Grand Ball at the Orchid Hotel. However Rocco Reynolds, who was her boyfriend fifteen years ago, has something else in mind. Will you make it to the Grand Ball on time?

Written walkthrough

Video walkthrough

Creepo’s Tales

Here Creepo the creepy clown tells the story of ‘The Choppin’ Mall’.  You work in a burger bar and a competitor is selling burger’s with a sauce that is out of this world.  Set out to discover the secret ingredient and put a stop to the strange practices going on.

Written walkthrough

Video walkthrough

 

 

10 A Night In Crazytown

Jason is out on a date and has just lent his car keys to his date when a news flash makes him realise that he has just given his car keys to a notorious car thief. Rushing outside he is just in time to see his car disappearing into the distance. Can you get Jason’s car back?

Written Walkthrough

Video walkthrough

 GAME INCLUDES AUDIO SUPPORT

 

Spotlight on Digital Play Innovators #7 Steven L. Thorne

Steven L. Thorne is the Associate Professor of Second Language Acquisition at Portland State University and also works for the Department of Applied Linguistics at the university of Groningen, the Netherlands.

We wanted to write about Steven L. Thorne ever since we saw him give the plenary speech at the 46th Annual International IATEFL Conference & Exhibition in 2012 in Glasgow.  We were impressed by his knowledge, expertise and his ability to wax lyrical on the topic of Awareness, Appropriacy and living  language use’ and have considerable things to say about research conducted within many games, specifically World of Warcraft.

Steven L. Thorne is an academic (and virtual world) champion for the use of video games in language acquisition and development.  His talk of the collaboration, debate, communication and social engagement endemic within such game genres as Massively Multiplayer Online Role Playing Games (MMORPGs) stresses how all this is mediated by language.  For this reason, gaming could prove a very interesting avenue for language teaching.

You can watch also Steven L. thorne presenting a very interesting talk entitled ‘Intercultural engagement and the new frontiers of language learning’ .

 

A Christmas Game Gap Fill

Level: Intermediate+

Location: Computer room

Skills Focus: Reading/writing (gap fill)

Language focus: Christmas vocabulary

Game: Monkey Go Happy ChristmasPreparation

  1. Print off a copy of the Monkey Go Happy Christmas Gap Fill Activity.  Keep the Teacher’s copy for yourself and make a copy of the gap fill activity for each pair of learners in your class.

Pre Play

  1. Hand out the Gap fill activity and ask pairs to circle any words they don’t know.
  2. Learners compare the words they have circled with another pair.
  3. Ask class if there are any words they don’t understand and describe, define or translate them as necessary.
  4. Ask pairs to look at the spaces on the page.  Ask class what word do they think is missing from the first line.  They can write their guess in pencil.  Accept any that are linguistically correct rather than on your copy.
  5. After covering the first three lines in open class get learners to work in pairs to guess and write a possible answer in each space.
  6. Learners compare with another group.

Play

  1. Ask learners to bring their gap fills to the computer room.
  2. Tell learners they are going to play a game and correct their guesses with the answers in the game.
  3. Learners play the game and correct any of the sentences as they see fit.
  4. Stop the activity when they have finished the game and the gap fill activity has been completed.

Post Play

  1. Learners compare their answers with another pair.
  2. In open class discuss the answers and decide if any different answers are wrong or if both are right.
  3. Learners compare their answers with the original Monkey Go Happy Christmas walkthrough and discuss any differences.

 

 

 

 

 

A Teacher Gaming Dictation

Level: Pre-intermediate/ Intermediate

Location: Computer room

Skills Focus: Listening/ Gaming dictation

Language focus: Guessing meaning from descriptions

Game: The Smurfs’ Last ChristmasPreparation

Print off a copy of The Smurfs’ Last Christmas walkthrough for yourself.  You’ll use this to base your dictation on.  Read the walkthrough and think about how you might define or describe the objects listed in the walkthrough.  You may want to play the game using the walkthrough so you get a better idea of the objects.  That is, what they look like, where they are etc.

Pre-play

1. Explain you are going to dictate a picture.  If they don’t know any of the words they should ask “What’s a _______?”

2. Dictate the following picture:

3. There’s a room.  In the middle of the room there is a bench(a).  On the bench there is a basket (b) with some red berries(c) in it.  To the left of the table there is a violin(d) and a musical score (e).  On the right of the bench there is a handsaw (f) and a pair of tweezers (g).

Definitions I used were:

a. It’s like a table.

b. You use it to carry a picnic in.  Little Red Riding Hood carries one (I then explained who she was but my learners are generally familiar with the story).

c. A kind of fruit.  Small like this (demonstrated by drawing it on a whiteboard) and grow on trees.

d. A type of musical instrument (mimed playing one).

f. You cut wood with it and it makes this sound (made the sound then elaborated with a mime).

g. Small metal things you use to pluck your eyebrows (another mime here – “Ouch!”)

Play

1. Before you go to a computer room explain you are going to continue this dictation but instead of drawing they are going to play a computer game.

2. Stress they will need to continue to ask you about difficult words.

3. Go to the computer room and use the walkthrough to dictate learners through the game.

4. If learners find a word difficult repeat a sentence to encourage learners to identify and isolate the word to repeat in a question.

e.g.

Teacher: “Add some unfreezing dust to the bush on the left.”

Learner: “What?”

Teacher: “Add some unfreezing dust to the bush on the left.”

Learner:”What is* unfreezing dust”

Teacher: “It’s in that blue bottle you got from the first house in the village.”

Learner: “Ok”

Teacher: “Add some unfreezing dust to the bush on the left.”

Learner: “What is a bush?”

Teacher: “It’s like a tree but it’s very small. Can you see it in the forest there?  It’s white and on the left.”

*may need a little work on explaining the use of is/are with countable/uncountable nouns and plural/singular nouns.

5. Continue until interest wanes or a time you decided on before the class (20 minutes to half an hour) has elapsed.

Post Play

  • Test learners on some of the vocabulary in a fun light way.
  • Make a copy of the walkthrough available (either a photocopy or access to the online version) for learner’s to use at home to complete the game.

The Smurfs’ Last Christmas walkthrough.doc