Excuse the delay in the post but with the recent focus on RSCON4 and an extended holiday period in my country of residence, Turkey, it has been difficult to find the time...
Anyway, today's post follows on from my last Gaming Glossary entry by focusing on a lesson that involves use of avatars. This lesson plan is also first in the series of 'lessons about games' as it does not require any games to be played or accessed directly during the lesson.
Anyway, today's post follows on from my last Gaming Glossary entry by focusing on a lesson that involves use of avatars. This lesson plan is also first in the series of 'lessons about games' as it does not require any games to be played or accessed directly during the lesson.
Game(s): No games are needed during the lesson; students may refer to any games they play
Suitable for: Introductory lessons with new classes (or review with other classes); young learners and adults; beginner and up
Necessary materials: Some of your own game avatars would be useful; PC and projector
Suitable for: Introductory lessons with new classes (or review with other classes); young learners and adults; beginner and up
Necessary materials: Some of your own game avatars would be useful; PC and projector
We have all done various 'classic' introdcutory lessons many times with new classes, whether they are new in the sense of the students not knowing each other or new to us as we take over the class at the start of a new teaching period. This lesson plan offers a twist on standard introductions by using personal information about the students' own characters from games they play (avatars) and therefore offers an interesting way for students and teachers to get to know each other as well as an opportunity for language review without simply going over the same old ground.
Lesson Outline
Prior to the lesson, you should prepare screenshots of any avatars you use when gaming or create some if you don't have that many (basically, you can use any game or website that allows customisaiton of a user avatar - see my introductory post on avatars for some suggestions).
Display these portraits in class on the projection screen and ask your students if they know what kind of images they are (eliciting the word avatar in the process). Then, ask the students to briefly discuss these questions in groups:
Display these portraits in class on the projection screen and ask your students if they know what kind of images they are (eliciting the word avatar in the process). Then, ask the students to briefly discuss these questions in groups:
- Which games do you think these avatars are from?
- Do the avatars look like anybody you know? Who?
If the students haven't figured it out already, reveal that these are all avatars that you have created and use when you are playing different games (in this example from top left to bottom right: World of Warcraft, Football Manager, The Sims Free Play and Star Wars: The Old Republic).
An alternative way to kick off the lesson, that my younger learners really enjoy, is to tell the students something like this:
An alternative way to kick off the lesson, that my younger learners really enjoy, is to tell the students something like this:
We have had a few lessons together now and I think you know a few things about me... But do you know everything? For example, do you know that I am not just a teacher? I am also a Jedi Knight!! It's true! I protect the galaxy from the evil Sith... And I am a Druid Night Elf! I fight against the evil Horde... And I am a very successful football manager who has won the Champions League with three different teams... It's all true!! Look...
...and then show them the images. :-)
Encourage questions at this stage about your avatars and the games they are from, using the chance to go over useful vocabulary as you do so (special abilities, skills, level, class, professions and so on).
Next, ask students what games they play that use avatars. Explain that they will introduce themselves to the class as one of their avatars, first giving an example with one of yours as follows:
Encourage questions at this stage about your avatars and the games they are from, using the chance to go over useful vocabulary as you do so (special abilities, skills, level, class, professions and so on).
Next, ask students what games they play that use avatars. Explain that they will introduce themselves to the class as one of their avatars, first giving an example with one of yours as follows:
My name is Calemar and I am a level 55 human Jedi Knight. I come from Tython but I travel all over the galaxy fighting the Sith.
I fight with two lightsabers and I use the force to defeat my enemies but I am always careful to stay on the light side.
I have a Corellian Defender-class Light Corvette spaceship and a droid called T7-O1.
I like visiting Nar Shaada and helping people in danger.
I fight with two lightsabers and I use the force to defeat my enemies but I am always careful to stay on the light side.
I have a Corellian Defender-class Light Corvette spaceship and a droid called T7-O1.
I like visiting Nar Shaada and helping people in danger.
Direct students to choose an avatar from a game they play and make a few notes about him/her/it. Circulate and help with any language they need.
When they are ready, students pair up and introduce their avatars to each other. Encourage questions to get more details.
Then, ask each student to tell the class about their partner's avatar, again encouraging questions from the rest of the class.
During the pair work and whole class phases of the lesson, make sure you note down any common language errors or especially creative examples of language use and go over them on the board.
When they are ready, students pair up and introduce their avatars to each other. Encourage questions to get more details.
Then, ask each student to tell the class about their partner's avatar, again encouraging questions from the rest of the class.
During the pair work and whole class phases of the lesson, make sure you note down any common language errors or especially creative examples of language use and go over them on the board.
Follow-up activities
Once the 'introductions' are done, students could be asked to produce a short bio about their game character. This could be done in class or as a homework task together with a screenshot image of the student's avatar and works particularly well in digital format if you have a class blog.
Lower level learners could be asked to create a 'character card' rather than a written bio with brief notes, like the example below:
Lower level learners could be asked to create a 'character card' rather than a written bio with brief notes, like the example below:
Or you could hold off on any activities that require the students to share images of their own avatars until you have done the lesson idea I will share in my next post. ;-)