Location: Connected classroom

Skills focus: Speaking.

Game: Dot-to-dot

This is a nice little warmer that practices numbers and vocabulary.

Preparation

Choose one of the dot to dots pictures and have it up on the board before your learners come into the class.  It’s a good idea to remember what the picture title is but keep it secret from the class so if you make a note of it remember to keep it out of sight.

I usually play this after the register and at times after I’d checked the homework.  I then chose a student from the class and explained why I’d chosen them e.g.

They have done the homework very well.

They were paying attention when I took the register.

They were very quiet.

They got a difficult question right.

They are being very helpful.

It’s great if you can catch some of the less likely candidates being good and give them a chance to play first too.

Play

1. The play rules get more complicated each time we play dot to dot.  In fact a new rule gets introduced each class.  So, the first time we play rule 1 is in effect.  The next time rule 1 and 2 is in effect and the next day 1, 2 and 3 etc.
2. The volunteer calls out the numbers and you connect them up.
3. The first person to put their hand up and correctly identifies the dot to dot object calls out the number next time (make a note in your register).
4. The first person to put their hand up and say a word / item of vocabulary that is in the picture, takes over saying the numbers. e.g. in the ‘Jerry’ dot to dot someone might say ‘eye’ and then ‘nose’ and ‘animal’.
5. The person who guesses the name of the dot to dot picture can choose the next dot to dot picture (make a note in your register). e.g. ‘jerry’

Post Play

There are a few options here:

• Copy the picture and colour it in.
• Hand out a screen shot of the uncoloured dot to dot picture (take a screenshot after you’ve clicked on all the numbers except the last number).  Learners colour it in.
• Hand out a copy of the finished dot to dot picture and learners write down words associated with the picture.
• If learners can bring in their own dot to dot pictures they can play the dot to dot game (using the rules above) in groups of 4.

Language: Vocabulary – action verb + noun

Skills Focus: Dictionary work / Speaking

Location: Connected Classroom

Game: Dream Machine

Nice little one screen game activity.

Preparation

Play the game and familiarise yourself with how to complete it using the Dream machine walkthrough.

Pre-play task

1. Dictate the following text in chunks using as natural speech as possible:

You go to sleep one night / and dream you are on a / small desert island. / You are very hungry / and you imagine / what you need / to catch and cook a fish. / As soon as you imagine / each of the things / they appear on the island.  / What things / do you think of?

Learners may ask you to repeat what you say and slow down.  It’s good to repeat (the chunks) using natural speech but not slowly.

2. Learners should compare what they have written with others, discuss any differences and make corrections if possible.  They can then ask you for clarification on any doubts they may have OR you can show them a copy of the original text for them to compare with what they have written.

3. Show the game to the class and elicit a name for the character.  Then brainstorm all the objects that they can see (rocks, palm trees, fishing rod, fire (place??), (fire)wood, etc).  Learners could use dictionaries at this stage before adding any new words to their list.

4. Then ask learners what they think the character should do first?  If their suggestion works tell them to to write down ’1′ in their notebooks and cooperatively decide on the sentence for everyone to write down.

e.g. Pedro picks up the fishing rod.

Essentially the class is writing the game walkthrough.

5. Once the first few sentences or so have been written down tell learners to continue in pairs.

NOTE - the annotation in the game offers an abridged ‘pick up fishing rod’ so be sure to elicit the definite / indefinite articles.

6. Pairs then compare their walkthrough with another group and expand on their own walkthrough by incorporating and copying any sentences another group has written that they think are valid.

Play Task

1. Learners read out the walkthrough which now becomes a dictation on how to proceed in the game.

2. If any sentences produced do not produce an effect in the game encourage learners to improvise orally.  You can listen and encourage self correction.

3. Any improvised sentences that produce an effect in the game that moves the game towards the end should be written down by learners.

4. When the character finds the map inside the fish (after he has eaten it) ask learners to theorise about what the map is for, what each of the parts of the map represent and finally to guide you to what you should do (dig) and where

There’s a nice little end sequence to the island dream.

Post Play activity

• Using their walkthrough learners go home and play the game and continue the walkthrough with the next scene (which, incidentally, is quite short and not as good as the first – it’s the demo version).
• Learners change the walkthrough into a narrative starting:

“One day last week I had a strange dream . . . “

Location: Computer room

Topic: Revision & test of course book vocabulary.

Language focus: Reading

Game:  Blockbusters

How to play

Your learner plays the single red team against the computer (the two blue guys).  The aim of the game is to make a white line across the board from top to bottom (or the other way round) by answering questions to which the answers start with the letter in the hexagon.

This game is actually designed to challenge native English speakers so may prove particularly hard to English language learners.  However, playing the game gives them a very quick way to learn how to play the game.  You could get them to play in pairs and predict the instructions.  They then read the instructions (button on the bottom right) to see if the were right.

Now they have a better understanding of what the game blockbusters is they can now have a go at writing their own powerpoint version.

Blockbusters Template

You could ask learners to only use their coursebooks to find vocabulary items.  This makes the activity a fun revision activity while the actual playing of the game becomes a fun test.   Make sure they read the instructions on slide 3 carefully.  I find that it usually takes a little bit of trial and error to figure out what to do but once someone in the class has figured it out they can always explain it to others.

NOTE

There’s no reason why you can’t use the Blockbuster Template with much lower levels.  Unfortunately the online game is too difficult for lower levels.  It would also be good if the game paused for bigger intervals and there wasn’t a time limit between being given the question and having to give the answer.  If there was that would be a great opportunity for a dictionary race.  They could read the question, identify the answer in their own language, look it up in a translation dictionary and give the answer in English.  Oh well!

Level: Intermediate+

Location: Computer classroom

Skills focus: Reading

Game: The Big Escape

Preparation

Download a copy of The Big Escape Worksheet and print enough copies for each pair.

Pre-play

1. Hand out the worksheet and ask learners to do exercise 1.  They should write any words they guess using pencil.
2. Learners compare, discuss any differences and choose the best answers.
3. They also look at exercise 3 and guess the answers before comparing.
4. Make sure they know what a noun, verb, compound noun, adjective and a homonym mean.

Play

1. Tell your learners they are going to check their answers by playing a game.
2. In the computer room direct learners to the game ‘The Big Escape’.  They play the game in pairs.
3. One learner plays while the other completes the worksheet.  Change roles every 3 to 5 minutes.
4. Learners complete the journal in the game which they also have on their worksheet.
5. Fast finishers can start to play the next game.  When everyone has finished stop the game.

Post Play

Go back to the classroom and check the answers:

Exercise 1 The Letter – 14, Dear, scooping, vinegar, place, smart, feed, gold fish.

Exercise 2 The Walkthrough – kettle/boils, lamp/see, telescope/look, gold fish/find, record player/find, gold key/ open

You can discuss some of the more difficult vocabulary and find synonyms.  e.g. scooping up = buying, getting etc

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.

The answer to that could be hundreds and to prove it the site below has come up with over a hundred and one TEFL activities with the game Samorost 2.  Is there a guinness book of records entry for this?  Maybe not but it’ll certainly keep language learners entertained, engaged and in English.  The name of the site?

101 Ways (and more) to use Samorost

Technically it should read Samorost 2 but with all the activities and download material up for grabs who’s quibbling?  Maybe it’s important to have the distinction because the first Samorost game (Aptly named just ‘Samorost’) does have a slightly inappropriate image of a man smoking (??) a pipe (??) that you may want to avoid with young learners.  A fact that’s definitely worth remembering if you are telling your learners to sit down in a computer room and log into the game.

Just to help you navigate round the site here’s a little help:

ACTIVITY TITLES -  Here’s a nice list of activities by name.

SEARCH WINDOW -  Search by level (beginners, preintermediate, intermediate, upper intermediate & advanced), Location (classroom has minimal technology; connected classroom involves a computer, internet connection and some form of electronic white board; and a computer room for multiple online access), Activity (reading, writing, speaking & listening) and Grammar/ Language (conditionals, tenses, prepositions, phrasal verbs, sequencers etc).

PLAY THE GAME -  Access Samorost 2 directly from the site by clicking here.

SCREENSHOTS -  Take a look at the visual content of the game with the screenshot slideshow.

POTLUCK -  101 (and more) ELT uses all numbered.  Fancy taking potluck at an activity?  Click on a number and see what you get.

Main problem with the site?  I think learners may get a bit fed up with just the one game but the point being stressed here is an online game can be used for so many different grammar areas, skills practice and language focus.

NEXT WEEK

Top ten Samorost 2 activities – Ten different levels, activities and grammar areas to give you a feel for the site.  Add a comment if you have a class in mind and I’ll see about including a relevant activity.

Star Wars Personality test

This personality test consists of a list of 35 adjectives which you have to decide if it describes your personality then click on strongly disagree, disagree, agree and strongly agree. Brainstorm characters from the film in class. Ask learners to do the quiz and note down any new adjectives and ask you their meaning in the computer room. Back in class ask them to identify which character in the film the adjective best describes.

Simpsons Personality test

Brainstorm character names in class and learners write down three adjectives to describe each character. Ask learners to do the quiz and note down any new adjectives and ask you their meaning in the computer room. Back in class learners say which character they are most like and justify why they agree or disagree with the test results.

Muppets Personality test

This personality test consists of a list of 9 adjectives and personality traits to agree or disagree to. Ask learners to do the quiz and note down the questions and to ask you their meaning in the computer room. Back in class learners talk about people they know (famous/ family or friends) who are most/ least like the test’s personality traits.

Which friends character are you?

This personality test consists of 16 multiple choice questions. Chat about the characters in friends in class. Ask learners to take turns doing the quiz in pairs with one asking the other the questions in the computer room. Back in class learners can choose their own favourite tv show and make their own quiz for their class mates to do.

Which High School musical character are you?

In class ask your learners if they have seen the film, who’s in it and what are they like as people. Ask them to write down the name of the character they think they are most like. In the computer room ask them to do the quiz and write down their answers on a piece of paper as well as the character the quiz says they are most like. Do they agree? Now – can they remember and write down the questions?

Which superhero are you?

In class learners write down the name of a secret superhero. Their partner asks them questions to identify who it is (who what where when why which how questions). In the computer room learners take it in turns to ask their partner the quiz questions and ask follow up wh- questions about their partners answers. Back in the classroom learners tell a new partner what they learnt in the quiz about their partner.

Which twilight character are you?

In class ask your learners if they have read or seen any of the twilight books/ films. What do they like about them? In the computer room they do the quiz for fun – Hey there’s a lot of text in this one so why not just read it for fun? Back in class they tell you if they agree or not with the answers. Ask them to explain who the character is that they tested as.

Which videogame character am I?

Brainstorm video game characters in class. In pairs Learners can then take it in turns to describe one for their partner to identify. In the computer room they do the test in pairs but have to answer the questions by choosing an answer and saying more starting with “because . . . “. That is, before answering the question on the screen they have to justify their answer.

Which Harry Potter character are you?

In class tell the class you are thinking of a character from Harry Potter. Play twenty questions (or fifteen if you like as there are 15 in the online quiz). Back in class learners compare their answers and tell their classmates how they answered the questions.

Which lord of the rings character are you?

In class brainstorm the names of characters from the films onto the board. Then make a spidergram by adding the characters’ personal qualities. In the computer room learners do the quiz. When they have finished they can write down some more quiz questions looking at the quiz for inspiration or using the internet for research.

If other films or tv programmes are popular with your learners try finding a personality test online connected with your learners interests. Use a search engine and type in “Which (name) character am I?”

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.

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.

Level: Intermediate

Topic: Designing the layout of a gaming shop

Language Focus: Future clauses with if, when etc

Time: 20 – 30 minutes

Preparation

Download a copy of the gaming shop worksheet and print off enough copies for each pair of learners.

Playing

1) Don’t hand out the gaming shop worksheet straight away but dictate the three questions at the beginning.  Dictate the questions in chunks (see below) and as naturally as possible, making sure connected speech elements are present.

Have you ever/ been to a / gaming shop?

Did you /buy anything?  /What?

Can you remember/ the layout /to the shop?

Learners compare their sentences to make sure they have the same words written down.  Hand out the worksheet and ask them to compare what they’ve written with the three questions in exercise 1.  Discuss any differences.

2)  Check learners understand all the vocabulary in the box.  Explain thier meaning or ask learners to use a dictionary to look them up.

3) Ask learners to look at the layout of the gaming shop (page 2 of the worksheet).  Each pair now have to work out how to organise the shop.  Encourage learners to use the language in the useful language section of the worksheet and record any new language.

4) When all pairs have decided how their shop will look, put the learners into new pairs and get them to explain their shop to their new partner.  Encourage learners to use the useful language and to try and agree on the best layout.

5) Learners vote on the best shop layout.

Post play

Learners write out a description of their gaming shop.