Page 12 - English12 | Activity book-4

THEME 4 COMING SOON

FUNCTIONS
F1 Making predictions
12 GRADE F2 Expressing degrees of certainty and uncertainty
th
F3 Receiving instructions about cyber games
10 4 Corners 1 Game

The activity aims to have students pick items from the lists given to create cyber games and then, rate
their friends’ games. The steps students will go through will lead them to use the skills of listening,
speaking, reading and writing in an integrated way. In addition, it is expected to boost collaborative
working skills.

Materials and Preparation
Lists (characters, challenges, powers, missions) on pages 92-95
Envelopes (as many as the number of groups)
The teacher puts each of the lists, individually, on different walls/corners of the classroom.

Procedure
1 Put students into groups of four or five.
2 Inform students about the details of the activity. Tell them that they are going to go through four
stages: The first stage is going to be walking around to study the lists on the walls and pick items
(characters, powers, challenges and missions) from them, the second stage is going to be discussing
the data they have collected and creating a cyber game using them. The third stage is going to be the
stage of reading their games aloud for the class and rating each other’s games out of five stars (five
stars: excellent, four stars: good, three stars: average, two stars: fair, one star: needs modification).
The activity is to be finalized by counting the stars to announce the winner(s).
3 Then, get started with the first stage. Ask them to stand up and walk around the classroom, in
groups, to study the lists and pick items from each of them for use in creating their cyber games. 5-6
minutes could be enough for this.
Give students 10 minutes to create their cyber games and instructions using the items they have
picked from each list. Allow them to come up with their own items if the ones provided fail to live up
to their expectations in creating their cyber games (If, for example, the powers given on the list of
powers are not of any help with the mission(s) in their game, they can come up with a power that will
serve well. The power of “diving deep” could be an example. It is the same for the other categories
on the lists). A group that have picked the items “a rider, a track along the countryside, ride and
cross” from the lists could come up with a game as follows:
You are a rider. You have to ride along a stony countryside track to cross a dangerous area. To keep your
motorbike in good condition and working, you have to avoid stones on the road. You will be awarded one
point for each stone you have avoided.
4 When students are done with the task of creating their cyber games, have them read the games
aloud for their friends in turn and ask the groups listening to rate the game shared through
drawing stars on a strip of paper and to fold the strip without showing it to any other group. Once
a group has shared their game, walk around with the envelope of that group and ask the other
groups to insert their strips in it. Remember to write the name or number of the group on the
envelope so that you won’t mistake the envelopes for one another.
5 Finally, once all the games have been shared and rated, open the envelopes and count the stars
on the strips for each group and announce the group(s) with the most stars as the winner.

77