INSTRUCTIONS FOR TEACHERS HOW TO PLAY THE LAND OF AWESOME GAME

Transcription

1 INSTRUCTIONS FOR TEACHERS HOW TO PLAY THE LAND OF AWESOME GAME GENERAL INTRODUCTION Aim for Teachers: To motivate students to learn and practise their English at A1 A2 level through gamification Advantages: Motivation students love games and fantasies Ready-made lesson plans no extra preparation needed Language practice at A1 A2 level Practising the key language presented (pp. 4 5, 6 7, 20) in the magazine All skills included A new part every month Engaging students using arts & crafts Methodology Gamification The online RR Methodology Newsletter (found in the TF folder at contains an explanation of the theory behind gamification of education, and how it can be used to teach students not to be afraid to try and to fail, and not to feel bad when they make a mistake. In September and October teachers received tips and game extensions (online Land of Awesome Methodology 1, 2, found in the TF folders at /casopis-rr/rr-september-2016/ and in order to get as much as possible from the game in their English classes. The Story The Queen of the Land of Awesome has a group of heroes and she sends them on adventurous missions to help the citizens. There is one mission in each issue of RR. Their missions are based on English language practice. In the September issue the students could prove that they were worthy of becoming the heroes through various language tasks. In the October issue they went on their first mission to help the ghost squirrels who live in the Haunted Tree. In November they travelled to Sandwich Land to help the Sandwich King and Queen plan a big party. In December they taught the Snow Bubs about seasons and helped them organize a big celebration. In the January-February issue they were sent to Health Tower to find a cure for a serious illness. In the March issue they helped the Zookeeper to find the animals. Characters Each student creates their fantasy character, which goes on missions in the Land of Awesome. Throughout the year students characters collect points (= ability score) for each fulfilled mission (i.e. language task completed) and get new things. Characters are designed and coloured when students are first introduced to the game (September TF-Activity Tips also found in the TF folder at Their ability scores will come from activities and will increase over time. The character sheet has a space for each of the four scores (i.e. four language skills: reading, writing, speaking and listening), indicated by the symbols of eyes, hands, mouth and ears. APRIL QUEST It s Easter time in the Land of Awesome. Everywhere, the people are decorating eggs, eating chocolate and preparing nice dinners. But one group is having trouble: in Bun Bun Land, the Man Buns and Lady Buns don t know what to cook for their Easter party. Everyone wants something different. They need the heroes to help them choose some foods so that everyone can eat, and teach them how to cook them, too. 1

2 APRIL QUEST (Language Practice / Activities / Ready-Made Lesson Plans) Students should be familiar with pp. 4 5, 6 7 and 20 in the April magazine before beginning. Text in bold italics is recorded. It can be either played or read aloud. The recordings are found on the CD or online at in the April 2017 section. Follow the activities in the given order. Make sure your students understand the following words before each part. VOCABULARY Food and drinks vocabulary from pp. 4 5 Easter vocabulary from pp. 6 7 Vocabulary from p. 20 RR April Question Card pork [pɔːk] vepřové vegetarian [ˌvedʒəˈteəriən] vegetarián except [ɪkˈsept] kromě toho, až na to gluten [ˈɡluːtn] lepek pescatarian [ˌpeskɪˈteəriən] vegetarián, který jí ryby lactose [ˈlæktəʊs] laktóza, mléčný cukr intolerant [ɪnˈtɒlərənt] nesnášenlivý stomach ache [ˈstʌmək eɪk] bolest žaludku, bolení břicha to hurt [hɜːt] zranit, ublížit vegan [ˈviːɡən] vegan dude [duːd] chlápek allergic [əˈlɜːdʒɪk] alergický worried [ˈwʌrid] ustaraný, znepokojený recipe [ˈresɪpi] recept PART 1: EASTER DINNER IN BUN BUN LAND Speaking / Listening / Writing 45 mins Group Work Language goal: speaking, listening, writing Subject-matter goal: teamwork, presentation, discussion Before the lesson: Review the vocabulary on food and drinks and Easter (RR 08 pp. 4 5, 6 7) Print and cut out the Bun Bun Info Sheet (this TF, p. 7). Listening, CD Track 9 Part 1: Easter Dinner in Bun Bun Land Narrator: The castle is even more colourful than normal. There are Easter decorations everywhere. The Queen of Awesome is eating a chocolate egg. Queen: Oh, heroes! Sorry about that. I love chocolate eggs. They re my favourite part of Easter. We re having a big party here at the castle tonight. Will you come and eat Easter dinner with us? Elliot: My Queen. Queen: Oh, hello Elliot. Would you like a chocolate egg? Heroes, do you know Elliot the Man Bun? Elliot: Heroes? Oh, it s, like, super nice to meet you, heroes. Maybe you can help me? We have a problem in Bun Bun Land. Queen: A problem? Elliot: Yeah. The thing is, we want to have Easter dinner together? But, like, everyone wants different food. The Bun Bun cooks don t know what food to make. We really need some help. Queen: I m sure the heroes can help you. They re very clever. 1 Break students into small groups to discuss the following questions: Are there any foods you don t like or can t eat? What foods do you think Bun Buns like to eat? What foods do you eat at Easter? Do you think the Bun Buns will like them? 2 Students stay in their groups. Tell the students that you ve arrived in Bun Bun land. There are eight different Bun Buns there who have special requests for the meal. Hand out a copy of the Bun Bun Info Sheet (this TF, p. 7) to each group. Make sure students understand what to write in each section. 3 Then play the recording. You can play it multiple times if necessary. 2

3 Listening, CD Track 10 Part 1: Different Diets 1 Kagan: Hi. My name s Kagan. I absolutely hate carrots. Everyone thinks that Bun Buns love carrots, but I don t, okay? I m a Bun Bun, not a little rabbit. It s not the same thing. I don t like many vegetables. I like meat. Steak, or chicken, or fish... but not pork. I really, really don t like pork. 2 Saffron: Hello! I m Saffron. I love vegetables. I mean all kinds of vegetables. I m a vegetarian. That means I don t eat any meat. I like cheese, though. And eggs. Eggs for Easter are really great, aren t they? 3 Minnie: Hi there. I m Minnie. I m so happy to meet you. I know you ll help us. So, I like almost everything, except I can t eat gluten. Do you know what gluten is? It s what s in bread and pasta. So I can t eat any kind of bread or pasta. I can have rice, though. Rice is okay. 4 Shane: Hey. I m Shane. I m a pescatarian. Do you know what that means? [sigh] Okay, well, it s like a vegetarian. Except I also eat fish. So I don t eat meat from cows or pigs or chickens or anything like that, but I do eat fish. Fish is great. Vegetables are okay, too, but I don t like fruit. It has too much sugar. 5 Atticus: Hiya! My name is Atticus. My favourite type of food is fruit. It s so sweet and good. I love strawberries, bananas, apples, oranges... and I like vegetables, too. I can also eat meat, but I can t have anything with milk. I m lactose intolerant. That means if I eat food with milk in it, like cheese or ice cream, I get a stomach ache. So please don t put any milk in the food, okay? 6 Ivy: Hello, new friends. My name is Ivy. I love all animals and I don t want anyone to hurt them, so I m a vegan. That means I don t eat any meat, like a vegetarian. But I also don t eat anything that comes from animals: no eggs, no milk, nothing. So please, just give us fruit and vegetables to eat. I also like pasta and rice. Have a beautiful day! 7 Jasper: Hey, dudes. I m Jasper and I eat almost everything. I mean, I love everything. Almost. I love ice cream and cake. I love fruit and vegetables. I love meat. But I m allergic to onions. I can t eat anything with onions or I get very, very sick. No onions, please. Thanks, guys. 8 Breah: Hello. I m Breah. I only eat raw food. Raw means it s not cooked. I think that cooking food makes it unhealthy. So I eat lots of fruit and vegetables, but not cooked. I eat lots and lots of salad. I don t eat bread or pasta or anything like that. I don t eat most meat, but I can eat some, like sushi, because that s not cooked. 4 In their groups, the students need to design a menu for the party. They should choose three meals so that every Bun Bun can eat at least one thing. Encourage them to come up with interesting meals for the party, e.g. a salad instead of just vegetables, or a chicken stir-fry with vegetables instead of just chicken. EXTENTION ACTIVITY 5 If a group finishes early, they can illustrate what the foods will look like. When all groups are ready, they should present their menu to the class. 6 After all the students have presented, play the next recording. Listening, CD Track 11 Part 1: Summary Narrator: Elliot and the other Man Buns and Lady Buns listen to your ideas. They look very hungry. Elliot: Heroes, these ideas are absolutely great. Thank you so much. We can t wait to eat. I ll go and tell the Bun Bun cooks about the new plan. I ll be back soon. Award each student +2 listening points, +2 writing points and +1 speaking point. Students who tried hard to speak English throughout the activity can get +2 speaking points instead of +1 point. Collect the menus from each group and keep them for use in Part Two. This is the end of Part One. 3

4 PART 2: RECIPES Speaking / Listening / Reading / Writing / Vocabulary mins Group Work Language goal: speaking, listening, reading, writing, vocabulary Subject-matter goal: teamwork, presentation Before the lesson: Review cooking words (including cooking tools and verbs) and the RR April Question Card Print and cut out the Sample Recipe Card (this TF, p. 7). Print and cut out the Recipe Cards (this TF, p. 8). Print and cut out the illustration of the Bun Buns (this TF, p. 9). Print and cut out the Bun Badges (this TF, p. 9). Listening, CD Track 12 Part 2: Recipes Narrator: Elliot wants to talk to you. He looks a little worried. Elliot: Well, heroes, I showed the Bun Bun cooks your ideas and they like them. But there s one big problem. They don t know how to cook all these nice foods. They need recipes. Can you please write recipes for your ideas? 1 With the class, brainstorm / review cooking words (see the RR April Question Card for ideas). Hand out copies of the Sample Recipe Card (this TF, p. 7) and review how recipes are written in English. 2 Students work in the same groups as in Part One. Return their menu from Part One and give each group a copy of the Recipe Cards (this TF, p. 8). If possible, provide internet access for students to look up recipes they may not know. Otherwise, explain to students that if they don t know how to make one of the foods on their menu, they can invent a recipe that sounds logical. For classes with time limitations, the groups can be instructed to write only one recipe from their menu, instead of all three. EXTENSION ACTIVITY If a group finishes early, they can colour in the illustration of the Bun Buns (this TF, p. 9) or add illustrations to their recipes. 3 When all groups have finished or time is up, have each group present one or more of their recipes to the class. 4 When everyone has finished, play the next recording. Listening, CD Track 13 Part 2: Summary Narrator: Elliot looks at your recipes. When he finishes, he s smiling. Elliot: Wow! These recipes are perfect. The Bun Bun cooks can start making the food for the party right now. It s going to be so good. Thank you so, so much. Now I understand why the Queen of Awesome made you her heroes. I d like you to stay for our Easter Party, if you can. And please also take these Bun Badges so everyone will know how much you helped us. Award each student +1 listening point, +2 writing points and +2 reading points. Students who tried hard to speak English throughout the activity or who presented their recipe(s) to the class can get +2 speaking points as well. This is the end of Part Two. The adventure will continue in the next issue of RR Magazine. 4

5 MATERIALS Part 1 BUN BUN INFO SHEET Name: Minnie Name: Kagan Name: Breah Name: Atticus Name: Saffron Name: Shane Name: Ivy Name: Jasper Part 2 SAMPLE RECIPE CARD: BUN BUN CARROT SALAD 10 carrots 1 Peel the carrots. 5 radishes 2 Grate the carrots, radishes and cucumbers into the 2 big cucumbers big bowl and mix them together. 35ml of vinegar 3 Pour the vinegar and olive oil on top and mix it all up. 100ml of olive oil 4 Eat it. Yum! a vegetable peeler a grater a big bowl 5

6 RECIPE CARD: RECIPE CARD: RECIPE CARD: 6

7 THE BUN BADGES THE MAN BUN AND THE LADY BUN 7