Location: Computer room

Skills focus: Reading

Game: Treasure of Big Totem

PREPARATION

Two possibilities:

1 CLASSROOM - Print off a copy of the story and read the tale in class.  Learners predict the most important elements of the story needed to play the game and underline them.  They then use dictionaries to check up any difficult vocabulary.

2 COMPUTER ROOM – Learners open three explorer windows (the game, the Tale of the Treasure of Big Totem, and an online dictionary)

PLAY

Learners read “The tale of the Treasure of Big Totem” and play the game as a comprehension check.

POST PLAY

Focus on language elements in the Tale that are unfamiliar to your learners.  Having played the game they may now be able to make educated guesses at the meaning.  If you all have a copy of the Tale ask your learners questions about the language.  e.g.

What’s a spade?”

“What’s a pick axe?”

“The spade was leaning against the totem.  What does leaning against mean?”

“What did you do with the rope?”

HOMEWORK

Learners write out a walkthrough.

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.