Tag Archives: games

No Batteries Required: A Translation Game with Tic Tac Toe

Who can resist playing tic-tac-toe with a wooden board and small wooden Xs and Os? If you can’t, then you’re gonna love this game!

Do you like giving your students short translation activities? I do. They allow me to target specific vocabulary and grammar structures and help students to make fewer mistakes.

So, Tic Tac Toe or a translation exercise? Why not have both?  I’ve had this version of a tic-tac-toe game sitting on the shelves for some time now, but life! Time! Work! Life! More work! You get it.

Recently I’ve met several teachers who shared how much they have enjoyed the games I have published on the blog over the years, and though it is not the best time of the year for me, this encouraging feedback gave me the push I needed to sit down and write this post. So, let’s dive right in!!

First things first. You know how to play Tic Tac Toe, right? Well, if you have never played, I suggest you have a look at the rules before you continue reading. I had originally planned to play Tic Tac toe with pen and paper, but then, I saw these beautiful miniature sets. They were inexpensive, so I bought 14 – one for each student pair.

Preparation
  1. Prepare some sentences to be translated. I would recommend, at least, 8 sentences.
  2. Ask students to pair up and explain how to play Tic Tac Toe, if necessary. One student can choose X’s, the other O’s
  3. Provide each student pair with a Tic Tac Toe game. Alternatively, you know, the pen and paper option.
  4. Students who choose X’s go first. They play against each other.
Time to learn!

  1. Display the first sentence for translation or, alternatively, write it on the board. All students have to translate the sentence, even though it’s X’s turn.
  2. Allow time for translation. The time will vary depending on sentence length and difficulty.
  3. When time is up, display the correct translation on the board. Be prepared to discuss and accept alternative translations, but emphasize the importance of accuracy. Small mistakes or typos will result in an incorrect sentence. O’s can monitor X’s translations for accuracy.
  4. If X’s sentence is correct, they place their wooden X on an empty square. If X’s sentence is incorrect, but O’s sentence is correct, then O places their wooden O on any empty square. If both X and O have correct translations, X gets to place their wooden X (since it’s their turn).
  5. Display a new sentence for translation and repeat the procedure. Now, it’s O’s turn!.

Just like in regular Tic Tac Toe, the goal here is to be the first to score three of your marks in a row – horizontally, vertically, or diagonally! Don’t forget, you can block your opponent’s moves to prevent them from winning.

Keep on playing until you have run out of sentences to translate and have fun!!!

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Tic Tac TALK with a Fun Twist

Today, I am sharing  with you an activity that’s as fun, as it is effective. Drumroll, please… introducing Tic Tac Talk with a Fun Twist!

Picture this: the traditional Tic Tac Toe grid is on the board and each square contains a conversation question related to the lesson or topic at hand; in my case, it was questions related to personal identity. If you pay attention to the picture  of my board, you will see another difference; instead of the traditional 9-square grid, I designed a 12-square grid. More questions. More talk. More fun.

Another difference? They play in teams. Two teams: Xs and Os. And everybody talks here.

 

How to go about it. Let’s pretend Os start.
  • Pair up students; let’s say Student A chooses O and Student B,  X. From now on, they will be called Os and Xs
  • Display the grid with the overhead projector. Less paper, more trees.
  • Ask a representative of Os to choose a square and read the question aloud.
  • Tell Os they have 90 seconds to talk to their buddy X answering the question. Encourage students to use target vocabulary. What do Xs do? They listen. Not for long. Soon, it will be their turn to speak.
  • Monitor the time and signal when the time’s up.
How  Os win the Square

  • The teacher chooses a random O as representative of their team. (a different one each time, of course)
  • To win the square containing the question they have just answered, this representative will have to speak for 45 seconds, trying to deliver a continuous articulate monologue without repeating himself. If they manage to do so, their team, ie, Os, will have their icon written on the square but if they make pauses, repeat information or talk nonsense then the teacher, will a lot of drama and an apologetic face, will not grant them the desired square.
Now, it is Xs’ turn.
Who wins?

The rules for the traditional Tic Tac Toe apply here, too.  Players take turns placing their “X” or “O”. The goal is to be the first to make a row of three of your marks, either vertically, horizontally, or diagonally. If all the boxes are filled up and no one has three in a row, it’s a tie. Needless to say, players can strategize to prevent the other players from getting three in a row, which adds to the fun.

How did I mark the Xs and the Os?

Remember that the grid is displayed on the board. I played the game with two different classes. In one of them, I had a digital board, so it was fun to draw the Os and Xs in different colours. In the other one, I used different coloured sticky notes. It was a colourful display and brightened up the whole board.

Here’s the grid with the questions I displayed in class

Tic Tac Talk by cristina.cabal

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Game: Team Crossword Challenge

My favourite way to start a lesson is by involving all my students in an activity that helps them revise previous content.

I usually like to engage my students in a fun activity, most of the time teacher-guided, and that will require their attention and active participation. It can be quite challenging, though, because my classes start at 3 pm, right after lunch, and most of them are feeling pretty full and sluggish. (Side note: I live in Spain.)

For this activity, we will complete a crossword using clues related to work vocabulary, but this game can be easily tailored to any vocabulary or level of difficulty. So, if you are looking for a fun and engaging way to test your students’ vocabulary and teamwork skills, you’ll love this game.

As expected, being a technology enthusiast, I have used a digital tool to design a crossword that is completely adapted to the vocabulary I have taught my students.

  • Crossword game
  • Teacher-paced
  • Topic: Work
  • Level: B2+
How to play

The rules of the game are:

  • Divide the class into two groups, with each group choosing a representative.
  • A coin flip will determine which team starts the game.
  • The active team will select a number, and the corresponding definition will be read out loud.
  • The active team has 10 seconds to provide an answer, which will be given by their representative. If the answer is correct, the team can keep playing. Yes, they keep on playing.
  • If the team cannot provide an answer or makes a mistake within the time limit, the other team will take their turn.
  • The game is won by the team that correctly answers the final question.

Note:Click on the red arrows in the top right corner to enlarge the crossword.

Tool used: Learningapps

Teaching about Animals with the Help of ChatGPT

There has been a lot of talk recently about the benefits and drawbacks of using ChatGPT in the classroom. To be honest, from the teachers’ perspective and in my opinion, the benefits far outweigh the drawbacks. In fact, I can only see advantages. It is true that it is not going to help you engage your students; after all, it is only text, but what is undeniable is the fact that it is a great time saver for teachers.  For me, ChatGPT is like Aladdin’s Genie of the Lamp, but granting unlimited wishes. You just wish for something, ask it nicely, and there it is. Ready to be used. You may not always be satisfied with what he initially offers you, but no worries, just ask again and be more specific about what you want.

In this lesson about animals, and in all the activities below, I have used ChatGPT.  As I said, a real time-saver. You just need to add your teacher’s magic!

  • Topic: Animals
  • Level B2 upwards
  • Skills: vocabulary, speaking and mediation.
Activity 1: Introducing Animals. Playing with ChatGPT.

Fun activity. I asked students to pair up and asked them to come up with a list of 10  farm

animals. To make things exciting, I set a timer for one minute only! Once the minute was up, I had them swap their lists with another pair.

And then, I brought in ChatGPT to join the fun and asked it to generate a similar list of farm animals. The students got a point for every animal they had that was also on ChatGPT’s list!

We wrote any new vocabulary on the board and repeated the same activity, but this time with wild animals.

Prompts in ChatGPT:

  • write a list of 10 farm animals  
  • write a list of 10 wild animals
Activity 2. Guessing the animal.

I decided to play a fun guessing game with the help of ChatGPT. I picked an animal and then asked ChatGPT to give me three clues about the animal, starting with the most difficult clue and ending with the easiest clue. I asked ChatGPT not to use the name of the animal in the clues.

Prompt: Can you provide me with three clues that describe a rhinoceros, in descending order of difficulty, for someone to guess the animal without mentioning the word ‘rhinoceros’?”

I asked students to play in groups of 4, name a spokesperson, and gave each group a hotel bell.I then explained that I was going to read a series of clues for an animal, starting with the most difficult one (worth 3 points). After I read each clue, the groups had a brief moment to confer amongst themselves. If they thought they knew the answer, their spokesperson could press the bell. During the activity, I made sure to emphasize that only the first team to press the bell was allowed to give an answer for each clue. This added an element of competitiveness and encouraged the students to be quick on their feet.  If they guessed correctly, they scored 3 points for their team. However, if their guess was incorrect, they would not be allowed to press their bell for the next clue (worth 2 points), even if they knew the answer. The last clue, which was the easiest one, was worth only 1 point. It was a really fun way to challenge the students’ knowledge and teamwork skills!

Note: you might not agree with the level of difficulty ChatGPT gives for each clue. Feel free to change the order. For example: For the word rhinoceros, this is the order provided by the chatbot. I read it in a different order.

  1. This animal has a thick, tough skin that helps protect it from predators. (2 points)
  2. It is known for its large, pointy horn on its nose. ( 1 point)
  3. This animal is a herbivore and can be found in both Africa and Asia. (3 points)
Activity 3. Speaking : ChatGPT questions in a Speed chatting Activity

I asked ChatGPT to provide me with 10 thought-provoking questions about animals. I then asked my students to discuss these questions with a different partner each time I posed a new one (speedchatting style)

Prompt: provide me with 10 thought-provoking questions about animals.

These are the questions ChatGPT provided. I used only 5 of them.

  1. Do animals have emotions like humans do? How can we tell?
  2. Is it ethical to keep animals in captivity for human entertainment? Why or why not?
  3. How do animals communicate with each other? Can humans learn from their communication methods?
  4. What are the consequences of humans encroaching on animal habitats?
  5. Should we use animals for scientific research? Are there ethical boundaries to be considered?
  6. How has human intervention affected the evolution of certain animal species?
  7. Is it possible for animals to exhibit intelligence or problem-solving skills on par with humans? If so, which animals are capable of this?
  8. How have animals been used in art, literature, and mythology throughout history? What significance do they hold?
  9. Should humans be held accountable for the extinction of certain animal species?
  10. How can we improve animal welfare in farming and agriculture?

Activity 4. Interlinguistics Mediation Task.

Yes. Yay!  It can also help you here. In my region, in mediation tasks,  the input is in Spanish and students use English to do the activity, in most cases either summarizing or explaining the main points in the text.  Given that ChatGPT works in Spanish too, why not give it a go?

Yes. Yay!  It can also help you here! So, in my neck of the woods, when students do mediation tasks, they typically get input in Spanish but have to complete the activity in English. Usually, this involves either summarizing or explaining the main points in the text. Given that ChatGPT works in Spanish too, why not give it a go?

First, I asked ChatGPT to generate the text in Spanish, printed it and ten, gave the task to my students. Then, and again using ChatGPT, I modelled the activity. These are the prompts I have used.

Prompt:Write a text in Spanish of about 200 words about why animals should and should not be used in circuses. Use four paragraphs. In the first paragraph, write an introduction, in the second paragraph write reasons for, in the third paragraph reasons against and in the 4 th paragraph write a conclusion.

Prompt: Summarize the following text in English in about 100 words in an organized way. (copy and paste the  text generated from the previous task)

All this would have normally taken me a long time to write, and this is where ChatGPT can really help you save time. And time is gold, isn’t it? But remember, ChatGPT does not teach, it is your own magic that engages students.

Flowers by Miley Cyrus in my Class

I can’t. I couldn’t resist the temptation of using this song in class. I know you have heard it everywhere, as it has become a global hit in just a few days. And as it turns out, it is also in my English class.

How can I incorporate the song into my lesson plan in a way that goes beyond just a fill-in-the-blank exercise?  Easy. We are going to do an activity that combines some of my favourite ingredients:

  • A touch of technology
  • A game-like speaking activity
  • Singing? if not singing, lip-syncing.

STEP 1. Before the game: working on form
  • Show students the lyrics with the gaps and ask them to predict the lexical category or part of speech that could fit each of the 10 gaps in the song: is it a noun, an adjective, a preposition or maybe an article? Allow a couple of minutes for this task. You might want to show an example.

For example, I wrote a letter___ my mother (students will most likely agree, they’ll need   a preposition to fill in this gap)

STEP 2:  Defining and Guessing

  • Hide the gapped text. To begin the activity, the text will be hidden from the students’ view.
  • Students will work in pairs. Student A will face the board. Student B will face away and write on his/her notebook numbers 1 -10 (there are 10 gaps/words to be guessed)
  • Tell students you’ll write the missing words on the board in random order, but each of the words will be identified with a number.
  • Write the first of the missing words in the cloze on the board, and ask student A to define the word, or give a synonym or antonym for student B to guess and write down. For example, if the word on the board is “1. wrote”, Student A might say, “number 1 is a verb in the past, and you use a pen or a pencil to do it”. If Student B guesses the word, he will write in his notebook, next to number 1 wrote. If he cannot guess the word in the allotted time, he will write 1-___.
  • Tell students you’ll write a new word every 30 seconds.
  • Continue in the same way until you have written all the missing words on the board. Remember that the words should be written in random order.

STEP 3:  Fill-in the Gaps Race.

  • Once they have all the words, Students A and B will work together to complete the gapped test.
  • Place a bell on your table. The first pair to complete the task ( i.e. putting the words in the right order to complete the lyrics of the song) rushes to the teacher’s desk. The teacher checks that the exercise is correct and if it is, they ring the bell on your table (well, if you have a bell to ring). From that moment, the rest of the class will have one minute to finish the exercise.

STEP 3:  Singing or lip-syncing

Yes. If some students need a pit of persuading, tell them it is a very good exercise to improve pronunciation.

STEP 4: Conversation questions. We talk a bit now.

  • Can you describe a time when you experienced a heartbreak?
  • How did you cope with the feelings of heartbreak?
  • Have you ever helped a friend through a heartbreak? How did you support them?