This presentation gives you an idea on how you can design your version of the Amazing Race in your English language school / university.

1. Good Morning
From Malaysia!

2. By: Ratnavathy Ragunathan (Malaysia)

3. LEARNERS ENGAGED?
MOTIVATED?
HOW??

5. Why do we NEED to play games in the ELT classroom?
• Stealth learning
• Sustain learner interest, engagement, motivation
• Creates context for useful and meaningful language usage
• Positive influence on cognitive and affective processes
• Improves classroom dynamics
• Use English in an effective, flexible and communicative way

6. What are the types of language games?
• Card games
• Crossword puzzles
• Board games
• Games with Technology
• Collaborative games
• Hunts (treasure hunts)
• Games with flashcards
• Number games
• Alphabet games
• Memory games

7. Presenting to you
our very own
version of D’
Amazing Race!

8. D’ Amazing Race : A Brief Introduction
Proficiency Level : Pre-Intermediate and Above
Activity Type : Competitive Game
Total No. Of learners : 60 (with 3 – 4 per team)
Learner Age : 16 and above
Skills Focused : i) All 4 language skills
ii) Soft skills
-> problem-solving and critical thinking
-> collaboration and teamwork
-> planning and strategizing
-> confidence development
Time : 2 – 4 hours (depending on task setting)

9. D’ Amazing Race : The Planning Process
1. Select the project team
- ask co-teachers
OR
- ask other teachers
OR
- ask learners from a higher proficiency level
(E.g.: If participants  Pre-Intermediate
Team members  Advanced)

10. D’ Amazing Race : The Planning Process
2. Decide on the route and checkpoint locations.
Tips :
a) Select well-known checkpoints
or locations.
- large, spacey areas
- depending on the type of task
b) Select checkpoints that are
consecutively located along
the race’s route.
University
Ground
Checkpoint
Checkpoint
Checkpoint
Checkpoint
Checkpoint

11. D’ Amazing Race : The Planning Process
Number of project team members
“more or equal to”
number of checkpoints

12. D’ Amazing Race : The Planning Process
3. Setting of tasks
NON-LANGUAGE TASKS LANGUAGE TASKS
a) Location Clues
Riddle checkpoint location
b) Treasure Clues
i) treasure photos
Riddle treasure = photo using camera
ii)treasure items
Riddle treasure = item obtained/bought
Refers to language tasks that
need to be completed at each
checkpoint.
• Creative writing
• Mini-presentation
• Cross-word puzzles
• tongue twisters
• Cooking stint

13. D’ Amazing Race : The Planning Process
Sample location :
The morning awakes you, bright and shiny,
But there you stand, tired and sleepy,
And you think of a tasty sip at the place that flies,
A place where you go for cakes and pies.

14. D’ Amazing Race : The Planning Process
Sample treasure :
Treasure Photo
Your next venue is an important place,
A place brimming with knowledge and wisdom,
With open arms for young and old,
And sometimes even to fill your boredom.
Note : Take a photo of your team at the entrance
Treasure Item
You had a long day with classes and friends,
And you feel the need to quench your thirst,
Not coffee, not tea, not fruit juice blends,
But “healthy and clear” for sure, comes first!
Note : Buy “a pair” of the treasure

15. D’ Amazing Race : The Planning Process
4. Other tasks:
a) Selection and briefing of the Cluemasters
1 checkpoint = 1 or 2 Cluemasters
b) Briefing of race participants
- allocation of learners per team, team name, team leader
- summary of race
- assembling time
- compulsory items (pen, phone camera, clipboard)
- appropriate clothing
- rules and regulations of the race (checkpoints, clues…)

16. D’ Amazing Race : The Planning Process
4. Other tasks:
c) Preparation of gifts / certificate of participation
d) Final meeting : organizing team
e) Printing of :
- Task Completion Sheet
- Location Clues
- Treasure Clues
- Checkpoint language tasks
f) Final check on locations

17. D’ Amazing Race : The Execution
Before flagging of the race.......
• Cluemaster are at checkpoints
- location clue
- treasure clues
- language tasks
• Remind teams:
- Start / End point
- Task Completion Sheet
- stationery and other necessary items
- concept check on previous briefing 

18. D’ Amazing Race : The Execution

19. D’ Amazing Race : The Execution

20. D’ Amazing Race : The Planning Process
5. The Race
LOCATION 1
Cluemaster(s)
Language Task 1
LOCATION 2
Cluemaster(s)
Language Task 2
LOCATION 3
Cluemaster(s)
Language Task 3
LOCATION 4
Cluemaster(s)
Language Task 4
LOCATION 5
Cluemaster(s)
Language Task 5
Start /
End Point

24. ratnavathy@gmail.com
http://ratnavathy.wordpress.com
Twitter : @ratnavathy
Facebook : ratna79@Hotmail.com

25. Resources
• http://www.gcu.edu/Academics/Journal-of-Instructional-Research/-
Unexpected-Learning-Opportunities-Through-Games-.php
• http://iteslj.org/Techniques/Deesri-Games.html
• http://www.learningforlife.org/exploring-resources/99-720/x08.pdf
• http://www.teflgames.com/why.html

26. Image Resources
• http://www.stage2planning.com/blog/bid/53566/Where-Checklists-
Are-Important
• http://zion.ieeesb.etsit.upm.es/sbc12/2012/07/question-answer-
sessions/
• http://armywife101.com/2010/11/the-top-5-important-things-an-
army-spouse-should-know-about-their-soldier.html
• http://www.bruindrama.com/2011/08/clue/
• http://www.maniacworld.com/riddles/
• http://fernandezrmarisela.wordpress.com/2011/03/15/building-the-
right-team/
• http://logisticshrm2012.wikispaces.com/file/detail/misc-will-smith-
tada.jpg/313207418

27. Image Resources
• http://gomighty.com/user/seannalee/
• http://anallegedauthor.blogspot.com/2011_04_01_archive.html