Scavenger Hunt at Illini Union

Group: Anlu Zhu, Polianna Torres, Huyen Nguyen

• Target Age: 14-15

• Target Language Level (based on CEFR): A2 level

• Location (indoors, outdoors, gym, classroom, etc.): In class (indoors)

The activity aims to promote collaborative learning, vocabulary development, and context-based language use in an engaging, game-like environment.

CEFR Competencies: 

• Production: p. 70

  • Students can describe familiar places, objects, and people in simple terms using short phrases and sentences.

  • Students can use basic descriptive and spatial language (e.g., next to, behind, in front of) to convey meaning clearly.

• Interaction: p. 83

  • Students can cooperate in pair work, asking and answering questions to clarify information.

  • Students can exchange simple opinions and agree on answers when interpreting clues.

• Identify specific items and places based on contextual clues that include target vocabulary related to a bookstore and other campus locations.

• Describe the relative location of people and objects using appropriate prepositions and spatial language (e.g., next to, in front of, behind, across from).

• Create a short text (2–3 sentences) using learned vocabulary and clues to invent a story, explain relationships, or describe a mystery.

• Design the virtual scavenger hunt in Lapentor, including 360° images of the building and interactive hotspots.

• Create riddles and clues for each location, ensuring target vocabulary (e.g., bookstore items, lobby objects) is integrated at A2 level.

• Upload distractor items (similar but incorrect choices) to encourage careful reading and vocabulary comprehension.

• Test the navigation flow to confirm all hotspots and clues work properly.

• Prepare student instruction slides or handouts, explaining how to access Lapentor, work in pairs, and submit answers.

• Check technical setup (Wi-Fi, student devices, and platform accessibility).

Pre-task (20–25 minutes)

• Activate prior knowledge: Review vocabulary for places and objects found on a university campus (e.g., bookstore, lobby, cafeteria, classroom).

• Introduce target language: Teach or review prepositions of place (next to, in front of, behind, across from) and clue vocabulary (e.g., I hang on the wall, I stand on the floor).

• Demonstrate technology: Show how to navigate the Lapentor 360° tour and how to read riddles/clues.

• Model one example clue together as a class to ensure comprehension.
  
  

Expected outcome: Students understand how to use the app, interpret clues, and collaborate effectively in pairs.

Main Task (30–40 minutes)

• Students work in pairs on their smartphones, tablets, or laptops.

• They navigate the Lapentor 360° scavenger hunt, exploring different virtual locations (e.g., bookstore, hotel lobby, art gallery).

• For each hotspot, they read riddles/clues, discuss possible answers with their partner, and select or record the correct item in the Exploration Log Handout.

• The teacher monitors groups, provides language support, and observes collaboration and vocabulary use.

Expected outcome: Students identify target items accurately, use English to negotiate meaning, and apply spatial and descriptive language in context.

Post-Task (20–25 minutes)

• Final task: Once students have explored all the rooms, they have to use the passwords they found to write 2–3 creative sentences. They can invent a short story, describe a mystery, or explain how the passwords are connected.

• Assessment: Review Exploration Logs for vocabulary accuracy and clue comprehension.