The Lost Dictionary 

Paula Barrientos,  Min Cabello,  Mina Faig,  Alba Reverte and Marina Sáez

In this activity, students explore a 360º interactive map created with ThingLink to review English vocabulary and grammar learned throughout the term. As they navigate through four themed rooms, they read clues, follow short illustrated instructions, and complete fun language challenges to recover “The Magic Dictionary.” This immersive treasure-hunt style activity integrates reading, writing, and communication skills while reinforcing previously learned content in an engaging digital environment.

• Target Age: 4th grade: 10 years old 

• Target Language Level (based on CEFR): A1+ → A2 

• Location: Indoors

Reception

• LISTENING TO AUDIO MEDIA AND RECORDINGS: Can understand and extract the essential information from short, recorded passages dealing with predictable everyday matters that are delivered slowly and clearly.

• READING FOR INFORMATION AND ARGUMENT  → Can understand information given in illustrated brochures and maps, e.g. the principal attractions of a city or area. 

• READING INSTRUCTIONS → Can understand short written instructions illustrated step by step (e.g. for installing new technology). 

Communicative Language Competences 

• GENERAL LINGUISTIC RANGE  → Has a repertoire of basic language, which enables him/her to deal with everyday situations with predictable content, though he/she will generally have to compromise the message and search for words.  

• VOCABULARY RANGE → Has sufficient vocabulary to conduct routine, everyday transactions involving familiar situations and topics.  

Students will be able to:

• Identify and correctly use vocabulary related to school places (classroom, library, cafeteria, playground) and objects within them (pencil, ruler, books, chairs, spoon, bench, etc.)

• Read and comprehend illustrated instructions and clues in English within a 360º interactive environment

• Apply the grammar structure "There is/There are" to describe places accurately

• Distinguish between healthy and unhealthy food items

• Unscramble words and solve language puzzles to progress through the activity

• Synthesize information by collecting letters from four locations to form the word "STAR"

• Self-assess their confidence with the reviewed vocabulary and grammar

In preparation for the activity, the teacher must create a ThingLink account (approximately 10–15 minutes) and design the 360º interactive map with the four themed rooms, images, and language tasks (approximately 1 hour 30 minutes to 2 hours, depending on content and media used). Once the activity is ready, the teacher should test the links and interactive elements to ensure smooth navigation (about 15–20 minutes). Finally, the teacher shares the access link with students via the school platform or classroom devices before the lesson (around 5 minutes).

• Link to Thinglink

• Equipment: one laptop per pair

• Worksheets

• Individual Assessment

• Teacher instructions

Self-Assessment

Teacher Instructions

(Estimated duration: one session of approximately 1 hour and 30 minutes. If needed, part of another session can be used to complete the self-assessment.)

Pre-task (25 minutes)

The teacher begins the session by introducing the story in an engaging and imaginative way to capture students’ attention. She explains that the Magic Dictionary has mysteriously disappeared, and that their mission as English explorers is to recover it. To do so, they will have to enter four different rooms, solve the challenges they encounter, and collect clues that will ultimately reveal where the dictionary is hidden.

Before moving on to the digital part, the teacher clarifies that this activity is designed as a review of the vocabulary and grammar covered during the term. Together, the class recalls previously learned content, focusing on key lexical and grammatical areas such as:

• Rooms and places (classroom, library, cafeteria, kitchen)

• School objects (book, pencil, board, table)

• Actions (read, write, clean, open)

• Prepositions of place (in, on, under)

• Present simple for basic descriptions and routines

• And others.

The teacher elicits examples from students and writes model sentences on the board, such as The book is on the table or I read in the library, to activate prior knowledge and prepare them for the type of language they will encounter in the digital activity.

Next, the teacher demonstrates how to navigate the ThingLink 360º interactive map, projecting it on the board so everyone can follow the steps: how to click on icons, listen to audio clues, and access the written tasks. She explains that the activity will be completed in pairs, encouraging collaboration and peer support during reading, listening, and writing tasks.

After that, each pair receives two printed materials:

1. The Treasure Map, a colourful board-style worksheet that represents the route through the four rooms and includes a starting line and the final destination.

2. The Clues Sheet, which contains a table where students will write the vocabulary and the letter found in each room. At the bottom, there is the sentence The Dictionary is in the..., which they will complete at the end once all four letters have been collected.

Before students begin, the teacher checks that all pairs can access the digital material, understand the instructions, and know how to complete both worksheets. She provides additional guidance where necessary and ensures that all students feel confident and motivated to begin their English adventure.

Main task (35-40 minutes)

Students explore the ThingLink 360º interactive map in pairs, using tablets or computers. They follow the route shown on The Treasure Map, visiting each of the four rooms in order. Every room contains a short English challenge that revises familiar topics in a playful and interactive way.

Each room includes a short audio clue that provides a special word. Students write this word on The Clues Sheet in the corresponding section and also record the letter found at the end of the challenge.

Throughout the activity, students collaborate by reading instructions together, helping each other understand new words, and discussing possible answers. The teacher circulates around the classroom, offering language support and monitoring participation to ensure that all pairs are actively engaged and completing both worksheets correctly.

After exploring all four rooms, students combine the four letters they have collected. When placed together, they form the word STAR, revealing the final answer: The Dictionary is in the STAR! 

Post-task (20 minutes)

Once the exploration is complete, the class comes together for a short reflection stage. The teacher encourages students to share their experiences and review what they have learned. She asks guiding questions such as:

• What was the final word?

• Where was the Magic Dictionary hidden?

• Which words or phrases did you remember from the rooms?

• Which room was your favourite? Why?

This open discussion allows students to consolidate their learning while practising spoken interaction in a low-pressure environment. The teacher reinforces correct pronunciation and celebrates their effort and teamwork.

After the oral review, students complete their self-assessment sheet. The form includes five visual icons that represent how much they enjoyed the activity and how confident they felt using English. They colour the icons according to their experience. Finally, they respond to one short written question: What did you learn today?

This short reflection allows students to express their learning in their own words and helps the teacher evaluate both the linguistic and emotional impact of the activity.

The session concludes with positive feedback, celebrating the group’s success in recovering The Magic Dictionary and highlighting how they used reading, listening, writing, and speaking skills in an integrated, meaningful context.

Low-tech alternative:

1. Print screenshots of each location

2. Write questions underneath each image

3. Students complete on paper

4. Teacher reveals letters after each section

5. Students write "STAR" at the end

Partial failure (some devices not working):

• Students share devices in groups of 3-4

• Project one device on the board and complete together as a class

• Take turns clicking and answering