Using Digital Games to Demand High

• 1. Using digital games todemand higherXXXIX Annual FAAPI CongressSantiago del Estero, Argentina, 18-0 September 2014Graham [email protected]://www.slideshare.net/bcgstanley/

2. Computer games and language aimshttp://www.digitalplay.info/blog/http://www.deltapublishing.co.uk/titles/methodology/digital-play 3. Adrian Underhill & Jim Scrivener: http://demandhighelt.wordpress.com Are our learners capable of more, much more? How can I push my students to upgrade their language and improvetheir skills more than they believed possible? 4. Why computer games?There are 1 million gamers in UKAverage young person in UK will spend10,000 hours gaming by the age of 21**Jane McGonigal - Reality is broken 5. Computer games offer learning opportunitieshttp://milesberry.net/?p=476#more-476Give examples of things you have learnt withtechnology that are not related to school work 6. Computer games offer learning opportunitieshttp://milesberry.net/?p=476#more-476What is your favourite thing you do withtechnology at home 7. Computer games offer learning opportunitieshttp://milesberry.net/?p=476#more-476What is your favourite thing you do withtechnology at school 8. Colossal Cave (1975)IF Only: Interactive Fiction and teaching English as a foreign language(TEFL/TESOL) Joe Pereira: http://www.theswanstation.com/wordpress/ 9. Pong (1975) 10. Space Invaders (1978) 11. Underwurlde (1984) 12. Zero Wing (1989) 13. Sonic the Hedgehog (1993) 14. Star Fox (1993)http://en.wikipedia.org/wiki/Star_Fox_(video_game 15. Super Mario 64 (1996)http://en.wikipedia.org/wiki/Super_Mario_64 16. Final Fantasy X (2001)http://en.wikipedia.org/wiki/Final_Fantasy_X 17. Skyrim (2012)http://en.wikipedia.org/wiki/The_Elder_Scrolls_V:_Skyrim 18. Beyond Two Souls (2013) 19. No computers 20. One computer, no gameDemanding more from speaking with Droppyhttp://pencilkids.com/droppygame.html 21. Now describe the fiveimages to your partneras best you can 22. a) Can I have a volunteer todescribe the first image?b) Does anyone have abetter description? 23. Next stageCan you explain to yourpartner...What has happened? 24. One computer, one gamehttp://playspent.org 25. http://www.digitalplay.info/blog/2011/04/15/another-interactive-text-adventure-spent/ 26. Multiple computers, one gamewww.bubblebox.com/play/adventure/1747.htm 27. The aim of the game : The learners predict what to do with a list of pairs of game objects, check theiranswers 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 whatyou do with the objects that appear in the game (or use the walkthrough to save time) and producea list similar to the example below. Make a copy of this list for each learner. You will also need touse online dictionaries.Play: Hand out the list of objects and tell the learners they are to guess how they are used togetherin the game. Ask the learners to talk together in groups of three and to use the online dictionaries tofind out the meaning of the words they do not understand. After fifteen minutes, stop them and askthem to tell you what they think the relationship is between each pair of objects in the game: e.g. Ithink you use the hairpin to open the shed, etc. They then play the game together. The gameshould be easier to play because they know which objects they need to use together, but if they getstuck, encourage them to read the walkthrough to find out what to do next. Finally, once they haveplayed the game (or part of the game if it's long), ask them to look again at the pairs of words and towrite about them. Encourage the use of the passive voice here: e.g. The hairpin is used to open theshed, etc.Play on: The learners can continue playing the game and finish off writing passive sentences aboutthe objects. www.bubblebox.com/play/adventure/1747.htm 28. Finding and using a walkthroughhttp://jayisgames.com/archives/2010/04/hetherdale.php#walkthrough 29. Multiple computers, multiple gamesEscape the room games 30. Gap fill for vocabulary / grammar 31. Relay reading 32. Jigsaw reading 33. Information gapSamorost 2 34. Live listeningThe Viridian RoomNow when you lift the waste-paper basket, youshould see a lighter underneath. Pick it up and thenmove to the kitchen and open the fridge again. 35. Observe and write 36. Observe / vocabulary 37. Watch and sayWhat should we do? Stay in or go out?Shall we listen to some music?What do you want to do now? 38. Listening/ questioningSo, the squirrel has stolen your crisps?What are you going to do now?Well, why don't you try looking at theBookcase to see if there's somethingThere to help you? 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. Using digital games todemand higherXXXIX Annual FAAPI CongressSantiagp del Estero, Argentina, 18-0 September 2014Graham [email protected]://www.slideshare.net/bcgstanley/