Theme: Computer games/gaming.
Lexical area: computers, types of game, numbers
Cross curricular links: social science, business studies, personal and social education, media studies.

Instructions for assistants in italics

Classroom materials

Introduction
These materials look at students' attitudes to computer games and explore some of the issues related to these, such as violence and the educational potential of games. There are a mixture of activities for all levels ranging from quizzes and textst to discussion tasks.

1. How much do you know about gaming?
This quiz is an easier alternative to a reading for lower levels. They read and do it in pairs then run through their predictions and give them the answers in a simple way (answers are in bold). You may wish to read the quiz questions and ask them to write their answers in pairs (avoid giving the quiz as reading). With higher levels you could then read aloud the text (Game on) below and they listen to check their predictions or give the text out as a handout for self-checking/reading. During feedback on answers elicit personal responses: Are games more popular with boys in your class/country?

Task 1 How much do you know about gaming?
Can you predict the answers to these questions?

1. Which age range plays more computer games?
a) 8-16 year olds b) 17-24 year olds c)25-34 year olds
2. Who plays more computer games?
a) Boys/men b) Girls/women c) There’s no difference
3. When was the first game developed?
a) In 1961 b) In 1971 c) In 1981
4. What do people spend more money on in the UK?
a) Going to the cinema b) Buying videos to watch at home c) Buying computer games
5. How much did the British spend in 2002 on computer games?
a) 1 million pounds b) 50 million pounds c) 1 billion pounds

2. Find out about the gaming habits in your class
Run through a couple of these questions and give your own answers and elicit some examples. Put students in pairs to continue. If appropriate do this as a whole group activity (good if you have conversation groups of 5 or 6 students). Keep to the basic questions for low levels but encourage higher groups to suggest more questions.

Task 2 Find out about the gaming habits in your class

• Have you ever played with a computer game?
  Yes / No

• How old were you when you started playing?
  Under 5 / under 10 / under 16

• Who do you play with?
  By yourself / with friends or brothers and sisters / Both alone and with people / Don’t play

• How often do you play with games?
  Never / Once a week / three or four times a week / more than you can say!

• How many hours do you play per day?
  No hours / one hour / up to 3 hours / too many hours!

• What’s your favourite type of game?
  Sport or football / simulation or fantasy / adventure / film tie-in / war / cartoon- based / I can’t stand any type of game

• What do you play with?
  A console / your PC / on the internet
  How would you describe your relationship with games?
  I’m an occasional player / It is one of my many hobbies / I’m an enthusiastic player / I’m a total addict

Can you think of any other questions? Favourite game? Best game score?



3. The UK’s favourite games
Try to find out what games are being played in your area, if you can, and use for describing games. Tell students that they do not have to understand every word of the descriptions. Answers are: 2; 4; 5; 3; 1.

Task 3 The UK’s favourite games
These games were popular in the UK in 2002. Can you match the title of each game to its description?

• Who wants to be a millionaire? Junior edition
• FIFA Soccer 2003
• Super Mario Sunshine
• The Sims
• Halo
  
  1. Humankind is fighting a group of alien races. You land on the planet Halo and the guerrilla battle begins. Enjoy an amazing variety of weapons, special effects with incredible sound.
  
  2. A great family game aimed at 10-15 year olds. Can you play this version of the TV game show and answer all those questions to win the money?
  
  3. Here you can create simulated people, your very own Sims and then help them do anything: earn money, make friends, find romance…..or make trouble for them!
  
  4. Play with all the best clubs, players and national teams. Use your feet and head to control the ball. Great for those with footballing skills.
  
  5. Mario and friends go on holiday and the plane crashes! Now the fun and adventure begins. Wonderful graphics take you up mountains, over hills, down into the sea and along sunny paradise beaches.

Which category does each game belong to?

Action or adventure games / Simulation / Sports / Strategy / Science fiction

Give guidance here with questions (on board too)Has it got different levels? Special effects? Special music? Can it be played in groups? What is your favourite game? Can you describe it? Why do you like it? Or describe the first game you ever saw or played. What did you think? Did you love it or hate it?



4. What makes a good game? Decision making
This activity goes well with the previous one. Best for a class who seem to enjoy games so try to decide that during the first activities. The examples are just to guide, they might think of other factors like music? Check the pairs/groups decisions with a class feedback. Put your three factors in order of importance

Task 4 What makes a good computer game
There are many games now available for all types of taste. One thing is certain. If a game is good you will play it again and again! Think of three things which could make a computer game very good. Consider things like:

• Characterisation – the characters have to be good, interesting, varied
• Visual effects – the look of the game is very important
• Sound quality – helps you enjoy the game more, adds suspense, excitement, humour
• Storyline – the story must be realistic, interesting, intelligent

5. Computer games versus books
A good alternative discussion if your students are not too keen on games as requires little knowledge of games. Also good if you have keen players too!! Students should work through the statements in pairs/groups. Discuss the two statements with the whole class before letting them continue alone.

Task 5 Computer games versus books
There is a lot of debate in the UK on how educational games are. Some parents are worried that their children don’t read enough and spend all their spare time playing games in their bedroom. Some experts say games are educational and develop important skills. Prince Charles says young people should play less and read more.

Look at these opinions from the young people in the UK. Do you agree? Disagree?

• Games are better value. You don’t usually reread a book but you can play a game over and over again.
• Games cost too much. For the cost of one game you can buy up to 10 books!! It’s much better to have a varied book collection than one game.
• You enjoy the characters more when you can see them in a game. I didn’t finish reading Harry Potter the book but I enjoy the Harry Potter computer game.
• Books help with spelling, improve your vocabulary and imagination. You can’t get these things from a stupid game.
• Reading is too much like homework for me. I can learn a lot from my Sims simulation game and relax at the same time.
• The only skills you develop from gaming are physical skills for using the controls. I don’t think you learn a lot more.
• New games develop thinking and decision making skills which are an important part of education.

6. Computer games and violence
Are there similar concerns in your host country? Do their parents control the type of game they see? What is school policy if games are played on the premises?

Task 6 Computer games and violence

• Censorship and classification
  This April a European wide system of classification will be introduced. The system is designed to help stop young children from playing with violent and unsuitable games. A recent game, developed in Scotland, involves beating characters to death, killing people on the road and very bloody scenes with sound effects. It is a best seller in the UK. The classifications are:3+ 7+ 12+ 16+ 18+.
  
  Do you agree with this? Will this stop young children playing with dangerous games?

• Violent behaviour and gaming: the link
  There is a lot of debate in the UK about gaming. The UK’s Minister for Culture spoke strongly against violent games. He thinks the blood filled games with shooting and killing make violent crime more acceptable.
  
  Do you agree? Are young people who play computer games more violent? The studies in the UK say there is no link but young children who see these games can become more aggressive.
  
  What do you think? Are you or your friends influenced by violent games or violent TV programmes?
  
  Do your parents and teachers complain about the violence in games?
  
  Do you think there is too much violence in some games?
  Can you suggest two ways to find the effect of violence on young people’s behaviour?

Internet links

The Barbican's excellent exhibition on games has this activity section for learners/teachers.
http://www.gameonweb.co.uk/education/

A UK games magazine with useful daily update on the UK games chart and source of games reviews.A UK games magazine with useful daily update on the UK games chart and source of games reviews.
http://www.computerandvideogames.com

A British project for using computer games in education. A good summary of the educational benefits of games and a gateway to the research into the effects of games on young people.
http://www.becta.org.uk 

By Clare Lavery