500 Activities for the Primary Classroom – when you look for inspirations (book review)

Feline Fact_

We all know that teaching kids requires not only knowledge and patience, but also wild amounts of ingenuity and creativity – the younger the learner, the more creative the teacher must be! And since I’ve professionally come back to dealing with young learners and teens, the book I felt like browsing through really carefully addressed the needs of the youngest learners – especially knowing the author.

I met Carol Read when I was a rookie teacher in a primary school – she was invited by Macmillan, visited Rzeszów and clearly wanted to observe a typical English lesson. I was only happy to deliver – and I found her one of the nicest people ever; also, she was the first native speaker my students had seen and they loved her.

What is the book about?

You would probably say – it’s 500 activities for children… and you’d be almost right, because it’s far more than this – each chapter starts with really useful methodological content that will help you understand the approaches behind various activities along with “reflection time” – section where you can think over your ideas. Moreover, each activity is followed by comments and suggestions, and with years of experience Ms. Read has a lot of useful tips to share!

Who is the book for?

As the dedication states – the book is for every teacher who tries to bring out the best in every child. If you’re a fresh teacher who hasn’t ever taught a kid – it’s for you! If you’re an experienced educator who has spent more time with the adults and now wants to start again with younger learners (like your truly) – you’ll find it a great source of inspiration!

Contents

The book is divided into ten sectionslistening and speaking, reading and writing, Vocabulary and grammar, Storytelling and drama, Games, Rhymes, chants and songs, Art and craft, Content-based learning, ICT and multimedia and Learning to learn. Each activity goes with an awesome description reminding me of my favourite book ever – level (from A1.1 to B1.2), age, organisation (groupwork, pairwork etc.), aims, language focus, materials and procedures. So, apart from mere ideas you have a lot of material you can adapt to your own groups and their needs.

My favourite activities

Naturally, the first part I read was the one focussed on storytelling – and the first exercise is called “words in the story” where kids create a story about a Kraken. My cthultistic heart appreciates such an excellent beginning! I really enjoyed the exercise “story stepping stones” where children learn to identify and use key episodes in the story – a very useful skill when it comes to storytelling.

But there are more activities than this – you will find activities you may use in a classroom on a regular basis – listening grid, follow the route task or wall dictation. I’m sure you’ll find something you’ll love.

Recommendations

This is one of those books I can recommend for everyone – even if you don’t teach children it may still prove useful; perfect when you need to cover for a colleague… or when your own (or your friends’) kids want to have fun and expect you to come up with a creative idea – 500 Activities is a great help, as young learners develop their skills unconsciously, simply having fun.

And having fun is something not only kids like!

Read, Carol “500 Activities for the Primary Classroom: Immediate Ideas and Solutions”

Macmillan Books for Teachers 2007

ISBN 978-1-4050-9907-3

 

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Role-Playing Teaching (Part 8 – making classes SuperBetter)

Role-Playing Teaching

It’s a really strange feeling, when you read a book in April and you realise you’ve just read your Book of the Year. Also, it’s hard to believe I hadn’t heard of Jane McGonigal before my Prince Consort picked her book during our monthly book hunt and said “You will love it”. He was right, naturally.

If you wonder why I would write a book review in my Role-Playing Teaching series, you need to watch a TED-talk by McGonigal herself who says things that make my little, black, rotten heart swell with happiness:

If the video hasn’t convinced you, you should read McGonigal’s bestseller “SuperBetter: A Revolutionary Approach to Getting Stronger, Happier, Braver and More Resilient – Powered by the Science of Games”. I’m not a fan of self-help books (I read Faber and Mazlich’s How to Talk So Kids Will Listen & How to Listen So Kids Will Talk, tried to use it while communicating with my parents and failed miserably – I was 13 by that time and lost faith in such publications), but I cannot describe SuperBetter as a self-help book, and one of the reasons is the emphasis on cooperation and social relations helping us grow.

The book begins with a moving story of Jane’s happy life, misfortune and final success in overcoming obstacles and reaching a happy, yet full of challenges, life. Frankly, so many books written to inspire others follow the similar pattern, so being the Villain I am, I was somewhat sceptical – but what followed the personal story, was a flood of data from various research – and this was something I love (yay, research!). Have you heard of Snow World, a game used in burn centres to alleviate the pain using phenomena called spotlight theory of attention? And that’s just the beginning of the motivating story where you create your own game-like life in which you can assume a role of a superhero to overcome any obstacles.

How do games help in our development?

Playing video games releases as much dopamine as an injection of a drug. Why is it useful apart from sudden exhilaration? Simple – the research show that dopamine “shots” while we play games make us more determined to achieve goals and less frustrated in case of the failure. It was proven that players are more dedicated and resilient, moreover, games help you try out various tactics and approaches without real-life consequences which encourages you to be more daring, open and ready for opportunities. Playing games also help you learn proper prioritising your own goals.

How to wake up a gamer in oneself?

Even if you haven’t played for a good while you can recall the mentality of a gamer – think of your obstacles as challenges or quests, whether it’s a visit to the dentist or becoming an entrepreneur. From the neurological point of view, McGonigal explains, there’s no difference whether you feel “real” excitement or “make-believe” feeling, your brain is ready to go! If you read the book, you will learn how to “power up” positive experiences and build your inner game-world (for example, by giving names to the obstacles – if your goal is getting fit, your main enemy might be a Scheming Local Pizza Place, where they seem to have great deals exactly when you’re hungry and passing by… coincidence? I think not!). You will also learn how to plan your aims realistically and how to avoid procrastination (to which some of us, like yours truly, are really susceptible).

Quests!

Apart from theory, the book includes three quests: the first is for those looking for True Love (which, as all of us fans of The Princess Bride know, is the best thing in the world except for cough drops), the second is for people who want to become ninjas (or at least Mulan), and the third one is created for those who feel their days are too short and want to work on time management.

Why should you read it?

You may sensibly ask: so far so good, but what does it have to do with teaching? Well – everything! With games, you have the perfect tool to make yourself and your students motivated, ready for a challenge (because Dreadful Grammar Drill looks like a perfect name for the obstacle on our quest to Purrfect English!) and, first and foremost, to make all the educational process fun, even within the strict framework of public educational system.

I believe in games and teaching complementing each other to make education fun, so if you’re a member of a facebook group of Polish Teachers of EFL and you’re interested in this topic, you will have an opportunity to attend my workshop on RPG and TEFL as well as take part in a RPG session during Zlot this summer.

I hope to see you there!

Jane McGonigal: SuperBetter: A Revolutionary Approach to Getting Stronger, Happier, Braver and More Resilient – Powered by the Science of Games

Publisher: Penguin Books; Reprint edition (September 13, 2016)
ISBN-13: 978-0143109778

Role-Playing Teaching (Part 7: For Those About to Roll)

Role-Playing Teaching(Part 7_For Those Aboutto Roll)

The following note is a rough translation of the post Erpegi na pierwszy raz available here. The author, Michał Laskowski, kindly agreed to me translating and sharing his work. It is originally meant for people who are already familiar with RPGs, so I believe you already know enough of theory and it’s high time to start playing on your own!

Two important things before you start reading: I took the liberty to shorten the original post, so if you’re Polish and want to read more, go to the original page. Also, some of the games presented by Michał are in Polish only and I didn’t share them here, so if you’re Polish… you know what to do.

Bored, ain’t you? Wanna play a game?

(…) One of the methods of introducing new people to the hobby is persistently telling stories about it, sending links to texts and videos entitled What is RPG?, and finally making an appointment specifically for the RPG session. (…) However, you can take people by surprise, with the game that is small, free and easy to use. Suited to a social meeting over a pint, the long train ride etc. Either way, it’s important to choose the game according to the interests of people who we plan to engage into playing RPGs:

For the travellers: the game suited perfectly for chilling out and worth every recommendation is Luna by Marta Kucik Kucińska, which won Polish Game Chef Award in 2014. Attractive (for a DIY) and recommended to try for the first time before it gets too dark. Once you get the rules, you may try playing under the starry sky to experience an even greater fun. (…)

For those who enjoyed Stranger Things (and Netflix shows in general): Outstanding Heroes and Extraordinary Threats (…) that will bring you great fun with colourful yet cliché adventures. (Something many people are surprisingly fond of, me included)

For those hungover and jet-lagged: the irreplaceable Norwegian game by Tomas HV Mørkrid Stoke-Birmingham 0-0. The game where you play the most average European ever. I do not want to spoil surprises here – this is the ultimate RPG!

Time to rock!

If you already managed to break the ice in speaking on behalf of your character (I have a feeling that this is a big challenge, even for the fairly outspoken people), we can try with more games. I believe that only then can one theorise on what RPGs are? and start playing more typical systems with character sheets, dice, and a typical Game master – Players structure.

Another RPG worth testing is Lady Blackbird. It’s already reached the status of one of the canonical classics. One of the best choices for a quick RPG (there is no character creation) (…).

From an old player’s library…

I wanted to mention a few published games that were released some time ago. Many of them may seem quite forgotten. Sometimes they may require chipping in a few dollars from the players (…):

Blood and Honor by John Wick Now a classic, made for all lovers of Japan and the Samurai. One of the most interesting elements is contributing to the storytelling – test results do not indicate the success itself, but the person who determines the consequence of the action. It’s a very engaging game for the whole team, especially that you start with creating own clan.

Dogs in the Vineyard by Vincent Baker. This alternative western story about young Mormons with just a hint of fantasy. Something that you want to show your friends from a drama club to show them that your kind of fun is also “real art”.

The Extraordinary Adventures of Baron Munchausen. Another classic (…), perfect for chatting and sipping beer, and looking at the fireplace during long winter evenings.

Let’s roll!

As you can see, most of these games challenge the typical image of a Game Master as a guide followed by the players. It’s not because I despise the mainstream games. It’s a matter of pragmatism. After gamemastering a few sessions in Warhammer Fantasy Role-Playing Game, you will still be the one who knows all the rules of the fight, you’ll be an authority in matters of the world and the main creator of a plot during the adventure. If the players learn how to co-create the plot from the beginning, as well as using game mechanics, they will take the initiative much more easily,

Children Learning English: A Guidebook for English Language Teachers (book review)

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The best thing about teaching children is that you’re working on unspoilt minds that are so eager to learn and have fun. While teens seem to be at least slightly nonchalant when it comes to their educational process, while adults are so self-aware and need to get feedback on every step, children are wonderfully easy to please and literally only ready to grow and flourish. Some claim childhood is the only period when we actually acquire knowledge with ease, others believe childhood should be mainly fun and parents encouraging their offspring to learn another language can end up as innocent victims of the predatory educational market only fishing for easy money.

As usually, I find myself somewhere in the middle, believing children should have fun being kids, but at the same time we should encourage them to learn, especially when classes include games, songs and a lot of fun activities. Trying to broaden my horizons on the topic, I read a book by Jayne Moon “Children Learning English: A Guidebook for English Language Teachers”. As the author mentions in the introduction, “the book will help you to build on the knowledge and skills you already have, become aware of your beliefs about children and about teaching, re-assess your practice in the classroom, provide fresh ideas and new insights (…) and deepen your commitment to and enthusiasm for teaching children.”

You will find various topics discussed, starting with students’ attitude to learning English, managing the learning process, introducing effective teacher-pupil interaction, creating, adapting and evaluating various activities, planning, organizing conducting and assessing learning and teaching etc. Apart from the book itself the bibliography looks really inspiring, as it leads you to more publications on the topic (and each chapter has its own set of books).

What I really appreciate about this book is that it not only discusses the areas I mentioned, but also provides strategies for potential difficulties and actual procedures to deal with various issues (e.g. action plan to find out how raised expectations affect children’s behaviour and attitude to learning English). One of my favourite parts is the whole chapter focused on introducing and carrying out pairwork and groupwork (as mixed-gender pairing happens to be quite problematic at a certain age) which gave me a lot of ideas and activities on how to deal with this particular problem.

Yet another useful chapter I enjoyed was on creating own resources. Apart from practical ideas, the author encourages teachers to answer some questions first, like setting up and organizing educational and developmental criteria on preparing resources, which makes it easier to not only create own materials, but also adapt the ones we observe during other teachers’ work. We are surrounded by so many online resources now, that I really loved the short checklist to make sure the material we’ve chosen is not only fun, but also appropriate and suitable.

The book is a great source of information for all those who have just started their work with children, or who have had a longer break and return to educating this particular age group. I found myself nodding approvingly over some details I once knew but now forgotten, having been teaching mostly teens and adults for the past decade. I really enjoyed revising the basics and learning new things, that’s why I believe all of you who might be in a similar situation, will find the book equally useful. After all, children and their education is the area that gives many opportunities and possibilities for all teachers, so we shouldn’t neglect it just because it’s easier to work with the adults.

I’m sure you’ll find the read quite interesting, regardless of your present teaching groups – some ideas are relevant for all ages, and being a teacher means you can’t be too sure as to what groups you’ll teach next time.

Enjoy!

Jayne Moon, “Children Learning English: A Guidebook for English Language Teachers”

MacMillan Books for Teachers

ISBN-13: 978-1405080026

Role-Playing Teaching (Part 6: Game Mechanics)

Role-Playing Teaching (1)

I’ve avoided this moment for as long as I could, but I don’t think I can move forward in writing about RPGs without discussing the mechanics. If you haven’t played any proper RPGs before, you probably won’t know that this aspect of games has been discussed for years, and involved: fandom wars, friendships ruined (seriously, been there) and physical injuries (OK, I might exaggerate a bit here) by almost all RPG players (minus D&D players who simply watch from the sidelines and eat popcorn 😉 ). Which one is more important – rolling dice or storytelling, element of chance or the belief that everyone should be satisfied with the general outcome of the story where a roll may often be unfair?

In case you’re worried – I’m not going to discuss those issues here – let me just admit I personally believe both aspects are important: storytelling may be the most important goal of RPGs (at least from a teacher’s approach to use RPG in the classroom as a communicative tool; as a pure game I’m convinced its main goal is to have fun), but it is the rules and rolling the dice that makes it a game.

In my previous note I gave three examples of characters’ communication and you could see that even if a simple chat or negotiation was fairly easy to act out, there were problems with finding a fast and easy conflict solution. In order to make it short and simple (my favourite KISS rule) we may simply roll a die and determine the success by the higher number rolled.

While this idea may sound good enough, it still seems rather unfair, especially when one character is an Experienced Lawyer (who spent years manipulating people), and the other is an Edgy Teenager (who simply goes with I know better attitude). Now, this exactly is the reason why RPGs use a tool called Character Sheet with basic traits and skills listed and “graded”. Usually all players start with the same number of EXP (experience points) to divide among traits, skills and abilities according to their characters’ background, profession etc. Then the roll may be modified by a point assigned to the particular attribute, so Experienced Lawyer, having higher social skills, will have an advantage over Edgy Teenager.

Naturally, you may design your own character’s sheets, but since I’ve already picked Monster of the Week as a system in which I’ll set my adventures, I’ll share a simplified MotW sheet.

Simple Character Sheet

Moves

Moves cover situations when the game rules step in to help you determine what happens, e.g. something dangerous, conflicts, unusual events. The Moves in MotW we’re going to use are as follow:

  • Act Under Pressure, used for difficult/dangerous situation
  • Help Out, used to help another player by giving them a bonus on their task
  • Investigate a Mystery, used to work out the situation the character is in
  • Kick Some Ass, used for, well, kicking ass, because in RPGs sometimes we declare a fight
  • Manipulate Someone, used in those times when Kicking Some Ass would be too risky
  • Protect Someone, used to save someone from danger
  • Read a Bad Situation, used to work out what dangers are threatening you

In MotW there are more Moves, but since we’re not really hunting Monsters (not yet), we’re good with the basics.

Ratings

In order to make abilities good enough to reflect our character, we are using the Ratings. They are added to (or subtracted from) your dice total when you roll for a Move:

  • Cool is how calm you are and adds to your roll Under Pressure and when you Help Out
  • Tough is how strong you are and adds to your roll when you Kick Some Ass or Protect Someone
  • Charm is how pleasant you are and adds to your roll when you Manipulate Someone
  • Sharp is your intelligence and how observant you are, and adds to your roll when you Investigate a Mystery or Read a Bad Situation

The ratings range from -1 to +3, where -1 is bad, 0 is average, +1 is good, +2 is really good and +3 is phenomenal. You start with 3 points, so some ratings will get better than average, some worse – just like in real life.

Now, all you need to do is roll two everyday six-sided dice, add them together and then add whatever number is written down for your character’s rating:

  • 10+ is a success – well done, you passed the test and everything’s great
  • 7-9 is partial success – well, you’ve made it BUT…
  • 1-6 is a miss – sorry, not this time…

So let’s take the conflict situation from the previous note:

Situation: You meet up on Wednesday afternoon in your favourite café and enjoy coffee and cakes.

Player A: you realise you’ve forgotten your money… again. Ah well, Player B will probably help you.

Player B: Player A seems to have forgotten money… again. It riles you up because somehow it’s you who usually pays for both of you and A doesn’t usually remember to give it back to you.

Let’s assume player A is Edgy Teenager, and Player B is Experienced Lawyer. If the discussion takes too much time you simply ask Player A to test their Manipulate Someone move. Now, Edgy Teenager adds 0 from his Charm and rolls 3 on one die and 4 on the other die. He gets 7 – partial success, Player B will treat Teenager this time, but this is seriously the last time, and their friendship is somewhat shaken…

I hope I helped you to grasp the idea of game mechanics – naturally, there’s much more to this as there are many worlds, many systems, many mechanics and their variations. The simplified version of MotW is just an example of a family of popular systems (called Powered by the Apocalypse), but there are ever so many of them, more or less complex, based on dice, cards, tricks etc.

Do you feel like learning more of them? Well, why don’t you get your own copy of a system that suits you and go on an adventure with your friends, students or both?

Enjoy!

Role-Playing Teaching (Part 5: Character Creation)

role-playing teaching

It’s the fifth part of my Role-Playing Teaching series of articles and I can proudly say that we’re done with theory – today we’re going to start working on a proper RPG. Before we go on an adventure we need to create Players’ Characters. Since we’re going to talk on various topics during character creation, the minimum level required is A2+.

We already have the world where the adventures will take place – since I’ve mentioned my favourite environment (at least for educational purposes) would be urban fantasy, let’s assume the world is similar to the real world (doesn’t have to be identical, though). The place where I’ll start our adventure will be Dublin because I want my players to feel naturally with their English, and besides, I really like this city.

We won’t need game mechanics yet, not at this stage of character creation, but sooner or later we will need a proper RPG system. You will see that game rules are really important to keep storytelling within some framework. For demonstration purposes I will use Monster of the Week as an example of an urban fantasy world. Don’t worry, there will be no monsters.

Yet.

Before creating the characters, I need to come up with a rough idea of a story. Let’s say, the main heroes of my story will be a group of working adults who live in the same area of Dublin. This will enable me to create adventures in the city, but also in other places (they’re working, so they may be travelling). Sounds good? Great, let’s get to work… or, rather – let’s make our students work!

Creating heroes

By now, we know time and place (Dublin now, in my case). All I need to do is to ask my students to come up with new characters and make them speak, talk, interact. Simple? Naturally!

The good thing about character creation is that it can be done as an individual or the whole group activity (which is a good idea if students decide to play a group of friends straightaway). We simply give them sets of “getting to know one another” questions typical for first classes, but ask them to answer as their character. Ask them to come up with a new name, age, place to live (Google Street View may be a great help here!), family, friends etc. Ask them to write down their ideas, because they will need to refer to their “history” during various points of the game.

This is the point where you may use a fake name generator – you can seriously use the email address to improve character immersion (if you want to read about other useful applications of fake name generator click here!).

I strongly suggest giving homework after PC creation classes: writing down a character’s history and personal details will help not only the players, but also you, as a GM (just remember to make a copy or ask students to email you their stories).

Language learning

Naturally, the higher their proficiency level, the more complex questions you may ask, because this part helps you assess your students’/players’ linguistic skills. Starting with basic “daily routine” questions, moving through “tell me about your childhood” you may end up with the passive (“Have you ever been snatched?”) or reported speech (“How did your parents react when you moved out?”). Something that is essentially a grammar revision and a vocabulary assessment turns out to be a completely new exercise. For this reason, character creation may take more that one lesson, but as long as you’re having fun, enjoy.

Communication

During character creation it’s important to create not only a character itself, but also relationships between all players (sure, you may start with everyone creating their own PC and then trying to build up a team, but it’s way easier to start as a bunch of friends). This requires pairwork and work in smaller groups to settle the relationships and common areas.

Relationships may be varied: some people may want to play siblings, couples, best friends, colleagues, neighbours, old flames etc. The more the merrier, as various levels of friendship will allow students to practise communication using various registers (you don’t talk to your brother the same way you chat with your neighbour after all, right?).

When you’re done with the character creation, you may suggest practising fresh characters. Don’t forget to remind your players that the true personality of their characters doesn’t have to be determined at this stage and it’s OK if they decide they want to change some aspects. Below are three typical situations you may use as activities.

Short role-plays:

  • Typical situation

A casual situation between two or three players.

Situation: You meet up on Wednesday afternoon and discuss how the day was and what to do next.

Player A: you’ve had a really terrible day at work

Player B: your child/pet got ill and you’ll have to take him/her to the doctor

Player C: you broke your tooth. Ouch!

  • Problem solving

Very often a problem emerges that needs to be solved by talking it through. This situation implies all characters trying to solve a simple issue.

Situation: You meet up on Wednesday afternoon and want to make plans for Friday evening.

Player A: you want to go to a pub and relax

Player B: you really feel like disco is the best option for Friday!

Player C: there’s a new exhibition in the art gallery and you’d love to see it with your friends

  • Conflict resolution

Situation: You meet up on Wednesday afternoon in your favourite café and enjoy coffee and cakes.

Player A: you realise you’ve forgotten your money… again. Ah well, Player B will probably help you.

Player B: Player A seems to have forgotten money… again. It riles you up because somehow it’s you who usually pays for both of you and A doesn’t usually remember to give it back to you.

Player C: You hate public arguments. Player A seems to be rather forgetful when it comes to money, but there’s no need of Player B to make a scene. You don’t like it, but you don’t want to pay for Player A as well.

You will probably notice that the conflict resolution activity takes more time that other scenes, and this is a very good beginning to introducing game mechanics and a character’s sheet, but this is something I’ll write about next time.

Enjoy!

 

Role Playing Teaching (Part 4: Games From Distant Worlds)

koata beach

One of the things that have set me on the quest of finding Holy Grail of the RPG in TEFL is the tedious environment of the coursebook-oriented curriculum. After years of using the same scheme of lessons, of omnipresent PPP model (slowly trying to include elements of TBT) occasionally interrupted by games, role-plays and authentic materials, I’ve started to dream of a course where changes would be part of its curriculum. Hence my idea of joining RPGs with TEFL – a match made in R’lyeh and blessed by Cthulhu’s tentacles.

What gives RPGs such allure is certainly its variety – declaring actions (as acting out is not really a necessity), following the plot and building a story is similar everywhere, differences are in the worlds – and those are aplenty.

Today I want to share some examples of the environments and systems you may enjoy with your students. You may take your students to the adventure in the Wild West followed by a crime story a’la film noir in an urban fantasy setting… So, the environments I can recommend to each and every teacher are:

Fantasy

Probably the first thing that springs to your mind after you hear “Role Playing Games” – thanks to the most popular RPG in the world, namely Dungeons and Dragons.  Fantasy worlds full of magic, adventures and heroes. If you’re into ever-popular Tolkien’s Middle-earth, you may choose The One Ring. If you prefer a grim world of perilous adventure – here’s Warhammer Fantasy Roleplay. Do you love Terry Pratchett? choose Discworld RPG, and have fun! I would recommend these settings for those who actually are familiar with the concept of RPG, as one of possible problems may be convincing people that they are not only having fun, but also learning.

Science-fiction & the future

The logical step from fantasy – sci-fi. Now, there are many RPGs that happen in the future, but not all of them are true sci-fi, as there isn’t enough science in them to be called so. Eclipse Phase, Traveller and my favourite Blue Planet RPG have a truly sci-fi approach and may be awesome solutions for yet another environmentally-oriented classes on higher levels. If you’re teaching soldiers, go for CthulhuTech (future, mechs and Cthulhu, awesome!), if you prefer matrix-like world, go for Cyberpunk, or choose post-apocalyptic world as Neuroshima (Polish only, though you can play in English).

(Alternative) history

If you think fantasy or sci-fi is just too much for your students, you may try some historically accurate systems. As teachers of EFL, you may probably enjoy Pendragon, a system where you play a chivalrous knight in the arthurian realia. Aces & Eights may be a great solution of you’re into life in the alternative version of the Wild West. If you’re Polish who enjoys the history of their country, choose Dzikie Pola and enjoy the atmosphere of the Poland of old.

Non-human

Well, this may come as a surprise, but playing non-human characters may be a lot of fun! For more mature students I could recommend the World of Darkness universum, where you can play a vampire, a mage, a werewolf or a fae. Sounds too creepy? Think about something else – why not play an agile feline in Cats? Or maybe a heroic mouse in Mouse Guard? And we can’t forget of the game that at the moment is extremely popular among fellow gamer-parents who introduce their offspring to the world of role-playing games: My Little Pony: Tails of Equestria!

Urban Fantasy

The last, but not the least – urban fantasy systems, the ones I would pick for everyone who hasn’t tried RPGs before. It’s close to our own world, but you can – can, not must! – add a bit of the unreal. Think of the X-files: you can live the adventures in Delta Green, even when you leave Cthulhu mythology out of the equatio (can’t think of a reason why, though). Speaking of Lovecraftian Mythos, you may pick Call of Cthulhu and choose any period of time you wish – from roaring twenties to modern times. If you’re not into Cthulhu – choose Dresden Files or Monster of the Week – I’m sure you’ll have fun.

I myself believe urban fantasy is the best start to show the potential of using RPGs in teaching EFL, as you can introduce regular situations people experience in the real world – business conversations, small talks, negotiations etc. with no element of fantasy or supernatural. Try to think of it as a prolonged role-play exercise where each student having the same character, only facing different situations.

I hope you’re getting the general idea of what RPGs are – next time I’ll show you how to create Players’ Characters and why it may be an English lesson itself.

Enjoy!