A Horrific Party!

Anna Larruy, Marina Garcia, Ariadna Garcia, Marta González i Clara Manero

SHORT DESCRIPTION

Through this Goosechase activity, students will have to create an invitation to all their friends for an upcoming Halloween party. To complete the main mission, they will have to pass different mini-misions, designed to work their English language skills (reading, speaking, listening and writing) and also related to the Halloween vocabulary and context.

CONTEXTUALIZATION

The location of the activity would be in a school classroom and surroundings (hallways, school yard…).

The target age is children between 7-8.

Following the CEFR reference, the activity's target language level is destined for A1-A2 level.

LESSON AIMS

Activities:

1st activity: Introduction. Are you ready?

>> MEDIATION

FACILITATING PLURICULTURAL SPACE

Can facilitate an intercultural exchange by showing welcome and interest with simple words and non-verbal signals, by inviting others to speak and by indicating whether he/she understands when addressed directly.

COLLABORATING IN A GROUP

Can invite others’ contributions to very simple tasks using short, simple phrases. Can indicate that he/she understands and ask whether others understand.

2nd activity: Halloween costume!

>> SPOKEN INTERACTION

INFORMATION EXCHANGE

Can name the colour of clothes or other familiar objects and can ask the colour of such objects.

>> WRITTEN PRODUCTION

CREATIVE WRITING

Can use simple words and phrases to describe certain everyday objects (e.g. the colour of a car, whether it is big or small).

>> MEDIATION

FACILITATING PLURICULTURAL SPACE

Can facilitate an intercultural exchange by showing welcome and interest with simple words and non-verbal signals, by inviting others to speak and by indicating whether he/she understands when addressed directly.

>> COMMUNICATIVE LANGUAGE COMPETENCES

VOCABULARY RANGE

Has a basic vocabulary repertoire of words and phrases related to particular concrete situations

GRAMMATICAL ACCURACY

Shows only limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire

PROPOSITIONAL PRECISION

Can communicate basic information about personal details and needs of a concrete type in a simple way.

SIGN LANGUAGE REPERTOIRE

Can describe physical shape (height, width, length).
Can describe a person from facial expressions, hair and physical characteristics or through things the person often wears

3rd activity: Let’s eat!

>> SPOKEN RECEPTION

UNDERSTANDING CONVERSATION BETWEEN OTHER SPEAKERS

Can understand words and short sentences when listening to a simple conversation (e.g. between a customer and a salesperson in a shop), provided that people talk very slowly and very clearly.

LISTENING TO AUDIO MEDIA AND RECORDINGS

Can pick out concrete information (e.g. places and times) from short audio recordings on familiar everyday topics, provided they are delivered very slowly and clearly.

RELAYING SPECIFIC INFORMATION IN WRITING

Can list (in Language B) names, numbers, prices and very simple information of immediate interest (given in Language A), provided that the speaker articulates very slowly and clearly, with repetition

4th activity: The most terrifying place!

>> SPOKEN RECEPTION

SUSTAINED MONOLOGUE: GIVING INFORMATION

Can give a simple description of an object or picture while showing it to others using basic words, phrases and formulaic expressions, provided he/she can prepare in advance.

>> MEDIATION

FACILITATING PLURICULTURAL SPACE

Can facilitate an intercultural exchange by showing welcome and interest with simple words and non-verbal signals, by inviting others to speak and by indicating whether he/she understands when addressed directly.

COLLABORATING IN A GROUP

Can invite others’ contributions to very simple tasks using short, simple phrases. Can indicate that he/she understands and ask whether others understand.

>> COMMUNICATIVE LANGUAGE COMPETENCES

VOCABULARY RANGE

Has a basic vocabulary repertoire of words and phrases related to particular concrete situations

5th activity: What time is the party?

>> MEDIATION

FACILITATING PLURICULTURAL SPACE

Can facilitate an intercultural exchange by showing welcome and interest with simple words and non-verbal signals, by inviting others to speak and by indicating whether he/she understands when addressed directly.

COLLABORATING IN A GROUP

Can invite others’ contributions to very simple tasks using short, simple phrases. Can indicate that he/she understands and ask whether others understand.

>> RECEPTION

READING COMPREHENSION

Can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support

>> PLURILINGUAL AND PLURICULTURAL COMPETENCE

BUILDING ON PLURICULTURAL REPERTOIRE

Can recognise differing ways of numbering, measuring distance, telling the time, etc. even though he/she may have difficulty applying this in even simple everyday transactions of a concrete type.

6th activity: Let's name the party

>> MEDIATION

FACILITATING PLURICULTURAL SPACE

Can facilitate an intercultural exchange by showing welcome and interest with simple words and non-verbal signals, by inviting others to speak and by indicating whether he/she understands when addressed directly.

COLLABORATING IN A GROUP

Can invite others’ contributions to very simple tasks using short, simple phrases. Can indicate that he/she understands and ask whether others understand.

>> PRODUCTION

WRITTEN PRODUCTION

Can write simple isolated phrases and sentences.

>> COMMUNICATIVE LANGUAGE COMPETENCES

VOCABULARY RANGE

Has a basic vocabulary repertoire of words and phrases related to particular concrete situations

7th activity: Discover the party password!

>> MEDIATION

FACILITATING PLURICULTURAL SPACE

Can facilitate an intercultural exchange by showing welcome and interest with simple words and non-verbal signals, by inviting others to speak and by indicating whether he/she understands when addressed directly.

COLLABORATING IN A GROUP

Can invite others’ contributions to very simple tasks using short, simple phrases. Can indicate that he/she understands and ask whether others understand.

>> RECEPTION

READING COMPREHENSION

Can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support

>> PRODUCTION

WRITTEN PRODUCTION

Can write simple isolated phrases and sentences

>> COMMUNICATIVE LANGUAGE COMPETENCES

VOCABULARY RANGE

Has a basic vocabulary repertoire of words and phrases related to particular concrete situations

8th activity: Your invitation!

>> MEDIATION

FACILITATING PLURICULTURAL SPACE

Can facilitate an intercultural exchange by showing welcome and interest with simple words and non-verbal signals, by inviting others to speak and by indicating whether he/she understands when addressed directly.

COLLABORATING IN A GROUP

Can invite others’ contributions to very simple tasks using short, simple phrases. Can indicate that he/she understands and ask whether others understand.

>> PRODUCTION

WRITTEN PRODUCTION

Can write simple isolated phrases and sentences.

>> COMMUNICATIVE LANGUAGE COMPETENCES

VOCABULARY RANGE

Has a basic vocabulary repertoire of words and phrases related to particular concrete situations

SWBATS

Students will be able to experience, through a learner's position, how the Goosechase app can be sequenced for language reception and production. Our sequence is designed to activate creative thinking, writing skills and to experiment with not only this app, but also Artificial Intelligence.
Students will be able to extrapolate from this experience to design their own activity sequences in the same app.
Students will be able to collaborate between them to solve missions and share their ideas.
Students will be able to explore creativity by thinking of fictional characters and their description, creating original names, etc.
Students will be able to work on their reading, writing, listening and speaking skills.

PREPARATION

The Goosechase sequence "A Horrific Party!" takes considerable pre-class preparation by the group members (similar to designing any activity sequence).
The sequence of the different missions should be tested with a cellphone or app before going to class by the group members.
The teacher/s have to ensure that the students would have the app downloaded into their class cellphones or tablets before the class.
Teacher/s must guarantee to have permission to be in different parts of the school at the time of doing the activity (so that children can explore the experience even more), always with the supervision of an adult.
Visual instructions on how to access the Goosechase experience are required (at least for the first use). Time needed approximately 15 minutes.
Also, are required visual directions on how to use the webpage "Wordle" (which is needed for the last mission, even so, it will be explained in the instructions of the last mission).
5–10 minutes to answer any questions before launching the Goosechase experience.

MATERIALS

For completing the activity the students need one tablet per group and must have the Goosechase app downloaded into it. They are given a code to begin the sequence of activities.

Throughout the mission students will use extra materials such as a previously recorded audio (available in this LINK), a picture in which there is a hidden element (Picture 1), a Wordle game (available in this LINK) and, finally, an invitation template which they will be handed out to fill in (Picture 2).

BRIEF DESCRIPTION OF EACH PHASE OF THE TASK CYCLE

→ 1st activity: Introduction. Are you ready? This activity will provide you, through different missions, all the items needed to complete an invitation for an upcoming Halloween party. In groups, you must complete the missions cooperatively to achieve the final objective. There will be different types of missions, but we don't want to make you any spoilers. Are you ready?

→ 2nd activity: Halloween costume! What would a Halloween party be without a good costume? In this activity, you will have to choose which spooky character you will be for the occasion! But that's not all; once you've decided on your character, you will have to guess what your classmates' characters will be, and they will guess yours! So, write down three characteristics that define it (ex: I am wearing a black dress, I've got a big nose, I am black...) and share them with your partners. Finally, you will have to take a scary picture of all of you imitating your character!

→ 3rd activity: Let’s eat! There can't be a good party without good food! In this mission, you will have to listen to the conversation at the supermarket between Dracula and Frankenstein and write down every food they mention on a list. This way, you will create a perfect food list for your party.

https://drive.google.com/file/d/13FL_pz2eNOgOCfKsqnHc-Q1AixrSCM5p/view?usp=sharing

→ 4th activity: The most terrifying place! Now it's time to search for a terrifying place to have the party! You have to search for a scary place for you in the school, for example, an empty classroom, a lonely hallway, an area of the school yard… Anywhere that makes you shiver! You will have to make a video of that place, describing why it is scary for you. (ex. the class number 13 is scary because it’s the unlucky number, and it’s really dark inside, it doesn't even have windows!)

→ 5th activity: What time is the party? You almost have it! Now you have to discover the time when your party will take place. For it, you have to look at the photo all together and find a hidden clock that shows you the time. Once you have found it, write the time below in the following format: 00:00

→ 6th activity: Let’s name the party! The party wouldn't be as fun and unique without a cool and memorable name for us all to remember, so it's time for you to activate your creativity! Each participant must think about three Halloween vocabulary words that come to mind, and after sharing them, you must choose between 3 and 5 of them to fit into a creative and horrific name for the party! Write your final name decision in the answer space.

→ 7th activity: Discover the party password! This party is exclusive! So in order for unwanted monsters to get in, you need to know the secret password. Solve the linked Wordle and discover it! Don't tell anybody, shhtt…

How to play Wordle?

Guess the Word: You will see an empty grid with five blank spaces, and a box for entering your guesses. Type in a five-letter word and press Enter.

Guess Limit: In Wordle you have six attempts to guess the hidden word correctly.

Feedback: After each guess, the game will give you feedback with coloured squares. These squares indicate the correctness of your guess:

1. A green square means the letter is in the correct position.
2. A yellow square means the letter is in the word but in the wrong position.
3. A grey square means the letter is not in the word at all.
Use the feedback from each guess to modify your next guesses and discover the word.

→ 8th activity: Your invitation! Now you will have to make your own invitation to your Halloween party. Open the link and complete the missing information. You will find different invitations, complete the one with the number of your group.