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Group members: Nataliya, Zeynep, Sasha, Jake
Group members: Nataliya, Zeynep, Sasha, Jake
A GPS-driven global treasure hunt!
What is geocaching?
An outdoor recreational activity that involves using GPS coordinates to find hidden containers. The clues are a mix of map coordinates and verbal hints to help users narrow down the location.
What are caches?
Caches are containers with small low-cost prizes (can be taken as a souvenir)
Scan the QR code to download the app.
Geocatching - Instruction
Use the app to find a nearby cache. Get a pen! Navigate to the cache using GPS within the app. Find the treasure!
Sign the logbook inside the cache. Take a prize, leave a prize.
Log your findings in the Geocaching app or website.
Pedagogical Ideas
Design a geocache treasure hunt with a theme - for example, the theme could be common English idioms and you could write a few sentences with an assortment of idioms as the instructions for finding the cache (hints).
Hit the ground running with this idiom-themed cache!
It’s hidden in plain sight so don’t bury your head in the sand and look around you! Keep a low profile though, so you don’t alert muggles to your search efforts, and be sure to cover your tracks. Leave no stone unturned and you’ll be sure to hit it out of the park!
Make a name for yourself by signing the logbook - be sure to bring a pen!
Inside the cache, include a laminated card with QR codes linking students to the idiom-themed activities.
CEFR Level: C1 - Communicative Language Competencies
Linguistic Competence
Lexical competence: "knowledge of, and ability to use, the vocabulary of a language, consists of lexical elements and grammatical elements" (Council of Europe, 2020, p. 110)
Students will expand their vocabulary by identifying and understanding idiomatic expressions commonly used in business English.
Students will develop the ability to accurately use business idioms in appropriate professional contexts.
Pragmatic Competence
Students will enhance their ability to express ideas with idiomatic precision in business interactions, focusing on the nuances and tone appropriate for professional settings.
Sociolinguistic Competence
Students will improve their understanding of the sociocultural context in which business idioms are used, especially those derived from sports terminology.
Production and Interaction Competencies
Students will actively use business-related idioms in simulated business scenarios to communicate effectively and respond dynamically to challenges.
Through role-play activities, students will practice interacting within a team structure, using idioms to clarify roles, assign tasks, and discuss project-related issues in a natural and persuasive manner.
Age Group: Adults
Location: Regular classroom, outdoors
SWBALTs
Students will be able to recognize and interpret common sports-related idiomatic expressions used in business English contexts.
Students will be able to apply business idioms accurately in simulated professional conversations.
Students will be able to use at least one business-related idiom effectively during a role-play scenario, demonstrating their understanding of its meaning and function.
Students will be able to collaborate with peers to complete the geocaching activity, using clues and idioms to navigate and discuss tasks.
Students will be able to discuss how using idioms impacts the effectiveness of their communication in professional scenarios.
Overall Activity Description
The cache description on the Geocaching website will use several idioms (enhanced in bold font) to help students notice and think about these expressions.
Inside the cache, in addition to the usual logbook to sign, students will find a laminated card with two QR codes that link to these activities. The cache will also contain a bit of ‘treasure’ for the first to find it - low-cost sports-related items like a baseball keychain, etc.
In Activities 1 & 2, students will use the Word Wall app to complete matching activities pertaining to the use of business-related idioms.
Preparation
Before class (30-60 min):
Download the app, create an account, and become familiar with technology; hide a cache on the language school premises. Inside the cache, include a laminated card with QR codes linking students to the idiom-themed activities. Adapt the Wordwall and LearningApps activities if needed.
In-class (5 min):
Help students create accounts and log in.
Materials
Geocaching app (the free version)
Smartphones with an internet connection
WordWall and H5P
Role cards
Procedure
Pre-activity (5 min):
A warm-up discussion: Why do you think sports terminology is often used in business? How are sports and business similar in terms of competition or teamwork? What qualities do athletes and business professionals need to succeed?
While activity (25 min):
Use the Geocaching App to locate a cache with a QR-code. Follow the instructions to complete the Wordwall and H5P activities. The Wordwall activity will help you familiarize with idioms before you practice using them in H5P.
Mini Role-Play (25 min):
Planning the Product Launch
Context: The team at a marketing company is planning the launch of a new product. You will have a role and a list of tasks, but challenges arise, and you need to use specific sports-related idioms to communicate your points clearly. Each person should try to use at least one idiom during the role-play.
Sample Roles:
Project Manager – Organizes tasks, assigns responsibilities, and follows up on progress.
Marketing Specialist – Designs the marketing strategy and ensures the brand message aligns with company goals.
Content Creator – Prepares the promotional materials, social media posts, and website content.
Sales Lead – Focuses on customer outreach, partnerships, and sales strategy.
Post-task (5 min):
Debrief the following
Which idioms felt natural and useful in the conversation.
Any idioms they found challenging to use or understand.
How the idioms enhanced the clarity or expressiveness of their communication in the context.
Activity 1: Match the idiom to its meaning (12 idioms).
Sports-related idioms are often used in business and are extremely confusing for ELLs. Learning these business-related idioms will help them understand what’s being said in their workplace.
1. Throw in the towel: To give up or admit defeat. This phrase originates from boxing, where a trainer throws a towel into the ring to stop the fight
2. Drop the ball: To make a mistake, especially by failing to take action or handle something properly
3. Level the playing field: To make a situation fair for everyone, ensuring no one has an unfair advantage
4. In the home stretch: To be in the final part of an activity or project, similar to the last part of a race
5. Keep your eye on the ball: To stay focused and give your full attention to what you are doing
6. Step up to the plate: To take responsibility for something or to rise to a challenge, often used in the context of taking action when needed
7. The ball is in your court: It means that it is now your responsibility to take action or make a decision
8. Get the ball rolling: To start an activity or process
9. On the ball: To be alert, knowledgeable, and quick to respond to things
10. Let’s touch base: To make contact or reconnect with someone briefly, usually to update each other on something
11. It’s a home run: To achieve great success or an outstanding accomplishment
12. Hit it out of the park: To do something exceptionally well or to an extraordinary degree
Activity 2: Cloze exercise - two dialogues from a business workplace - fill in the blanks for the correct idioms within the dialogue (6 idioms each).
Instructions: Read the business dialogue below and fill in the blanks with the appropriate idioms from the list provided. Each idiom should be used only once.
Manager: Hi team, we need to discuss the upcoming project deadline. We're really behind now, so it's crucial that everyone stays focused.
Team Member 1: Absolutely. I'll make sure to ______ and keep track of all the tasks.
Manager: Great! Also, we need to address the issue with the budget. We need to ______ so that all departments have what they need to succeed.
Team Member 2: I agree. We can't afford to ______ on this one. It's too important.
Manager: Exactly. If anyone feels overwhelmed, don't hesitate to ask for help. We don't want anyone to feel like they have to ______.
Team Member 3: Understood. I'll ______ and take on the additional responsibilities to ensure we meet our goals.
Manager: Perfect. Let's ______ and get this project moving forward. Any questions?
Team Member 1: No questions. Let's do this!
Manager: Hi team, we've got a new project from the client. _____ to start planning our approach.
Team Member 1: Absolutely, let's ______ and outline the initial steps.
Manager: Great! I know we can count on you to stay ______ and ensure everything runs smoothly.
Team Member 2: Definitely. Also, we should ______ with the client next week to update them on our progress.
Manager: Good idea. If we execute this well, it could be ______ for our team.
Team Member 3: Agreed. Let's aim to ______ with this project and exceed their expectations.
Manager: Perfect. Any questions before we dive in?
Team Member 1: No questions. Let's make this happen!
Idioms to fill in
The ball is in your court 7. In the home stretch
Get the ball rolling 8. On the ball
Let’s touch base 9. It's a home run
It it out of the park 10. Drop the ball
Keep your eye on the ball 11. Level the playing field
Throw in the towel 12. Step up to the plate
Affordances of Geocaching
Engagement: The app makes the process of language learning more interactive and engaging. Interaction with coordinates, following directions, using a compass
Real-world Application: Learners can engage in the outside world in a meaningful way. They have hands-on experience while participating in a GeoCaching game.
Teamwork and Communication: Students are required to collaborate with one another to solve clues and find caches, thus enhancing their teamwork and problem solving ability.
Challenges of Geocaching
Safety Issues: Engaging in geocaching can be risky, especially for children who might become too absorbed in the app and lose awareness of their surroundings.
Significant Planning: The app requires a considerable amount of time to create and place all the container, which can be demanding. Permission must be obtained from landowners to hide the cache and allow players to tromp through their property!
Accessibility Issues: Not all participants have equal access to the necessary technology and locations, making it challenging for everyone to participate effectively.
Limited Language Focus: The app primarily focuses on specific language aspects, often neglecting others such as writing or grammar.
References
Council of Europe (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume. Council of Europe Publishing, Strasbourg, available at www.coe.int/lang-cefr.
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