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Using Digital Games to Demand High


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Workshop given at the 39th annul FAAPI conference in Santiago del Estero, Argentina, September 2014

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Using Digital Games to Demand High

  1. 1. Using digital games to demand higher XXXIX Annual FAAPI Congress Santiago del Estero, Argentina, 18-0 September 2014 Graham Stanley
  2. 2. Computer games and language aims
  3. 3. Adrian Underhill & Jim Scrivener: • Are our learners capable of more, much more? • How can I push my students to upgrade their language and improve their skills more than they believed possible?
  4. 4. Why computer games? There are 1 million gamers in UK Average young person in UK will spend 10,000 hours gaming by the age of 21* *Jane McGonigal - Reality is broken
  5. 5. Computer games offer learning opportunities Give examples of things you have learnt with technology that are not related to school work
  6. 6. Computer games offer learning opportunities What is your favourite thing you do with technology at home
  7. 7. Computer games offer learning opportunities What is your favourite thing you do with technology at school
  8. 8. Colossal Cave (1975) IF Only: Interactive Fiction and teaching English as a foreign language (TEFL/TESOL) Joe Pereira:
  9. 9. Pong (1975)
  10. 10. Space Invaders (1978)
  11. 11. Underwurlde (1984)
  12. 12. Zero Wing (1989)
  13. 13. Sonic the Hedgehog (1993)
  14. 14. Star Fox (1993)
  15. 15. Super Mario 64 (1996) 4
  16. 16. Final Fantasy X (2001) X
  17. 17. Skyrim (2012) m
  18. 18. Beyond Two Souls (2013)
  19. 19. No computers
  20. 20. One computer, no game Demanding more from speaking with Droppy
  21. 21. Now describe the five images to your partner as best you can
  22. 22. a) Can I have a volunteer to describe the first image? b) Does anyone have a better description?
  23. 23. Next stage Can you explain to your partner... What has happened?
  24. 24. One computer, one game
  25. 25.
  26. 26. Multiple computers, one game
  27. 27. The aim of the game : The learners predict what to do with a list of pairs of game objects, check their answers by playing the game and then write down the answers using the passive voice. Prepare to play: Choose an adventure game and start playing it. As you play, make a note of what you do with the objects that appear in the game (or use the walkthrough to save time) and produce a list similar to the example below. Make a copy of this list for each learner. You will also need to use online dictionaries. Play: Hand out the list of objects and tell the learners they are to guess how they are used together in the game. Ask the learners to talk together in groups of three and to use the online dictionaries to find out the meaning of the words they do not understand. After fifteen minutes, stop them and ask them to tell you what they think the relationship is between each pair of objects in the game: e.g. I think you use the hairpin to open the shed, etc. They then play the game together. The game should be easier to play because they know which objects they need to use together, but if they get stuck, encourage them to read the walkthrough to find out what to do next. Finally, once they have played the game (or part of the game if it's long), ask them to look again at the pairs of words and to write about them. Encourage the use of the passive voice here: e.g. The hairpin is used to open the shed, etc. Play on: The learners can continue playing the game and finish off writing passive sentences about the objects.
  28. 28. Finding and using a walkthrough
  29. 29. Multiple computers, multiple games Escape the room games
  30. 30. Gap fill for vocabulary / grammar
  31. 31. Relay reading
  32. 32. Jigsaw reading
  33. 33. Information gap Samorost 2
  34. 34. Live listening The Viridian Room “Now when you lift the waste-paper basket, you should see a lighter underneath. Pick it up and then move to the kitchen and open the fridge again.”
  35. 35. Observe and write
  36. 36. Observe / vocabulary
  37. 37. Watch and say “What should we do? Stay in or go out?” “Shall we listen to some music?” “What do you want to do now?”
  38. 38. Listening/ questioning “So, the squirrel has stolen your crisps? What are you going to do now? Well, why don't you try looking at the Bookcase to see if there's something There to help you?”
  39. 39. Procedure and practicalities  learner grouping – pairs or groups  use hand-outs – clear instructions / task  teacher uses game guide (walkthrough)  encourage use of English during computer use  learners explore, examine and pick up objects  pause game and reflect on puzzles together  those who solve puzzle tell whole class  discuss where they been and what seen  authentic information gap activity
  40. 40. Using digital games to demand higher XXXIX Annual FAAPI Congress Santiagp del Estero, Argentina, 18-0 September 2014 Graham Stanley