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Live listening escape room example

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Live listening escape room example

  1. 1. Escape from the Weird House A Live Listening Escape Room for English learners
  2. 2. Where are we? What happened? What is this room?
  3. 3. Where are we now? How do we open a door? What do we do?
  4. 4. Is this sheet of paper important? Why do we need it? What do the symbols mean?
  5. 5. Is this sheet of paper magic? What can we see through the hole? Which wall do we point the paper at?
  6. 6. Who is this man? What is the significance of the books? How can we open the lock?
  8. 8. Text goes here

Notes de l'éditeur

  • An ELT LLER (Live Listening Escape Room) by Graham Stanley (2020)

    Teacher/Game Master’s Instructions
    This Powerpoint can be used in the ELT classroom with Intermediate level+ students.
    It can also be used as a live online activity with language learners.
    It is a live listening / speaking activity. You can adapt the language to the level of the students.
    It should take you 30-40 minutes for the students to complete.
    You can ask the students to write a story/report based on their experience when they have finished and escaped the room.

    To begin, display the PPT and read the initial description on each page, asking the students to respond.

    Some of the pages require the students to search areas of a room, as they would do if they were looking for clues in a physical Escape Room Game, only they can only do so by using language to tell you where to look. If you have a large class, then I suggest splitting them into groups and ask each group to take turns to search an área of the room until they find the way out.

    Other pages have puzzles the students need to solve. You can ask them to do this in groups. When a group thinks they have the solution,ask them to tell you, and then you can respond and let them know if it is right. If they do not get it right, then the other groups continue unti the correct solution is found.

    Unless otherwise noted, all images used under licence, from https://scop.io/

    DESCRIPTION (Play the video then move to the next slide)

    Video source = https://www.youtube.com/watch?v=WTRBrzTuquQ

    DESCRIPTION (Read aloud to the students) You can’t remember what happened to you, only that you fell asleep and started to dream about a strange place where you were trapped and needed to escape. When you wake up you don’t recognise where you are.

    You wake up in the middle of a small room. It is dark and there are no doors or windows. A wooden chair stands in the middle of the room. What do you want to do?

    TEACHER’S NOTES: If you have a large class, split the students into groups and let each group take turns telling you what to do.

    If the students examine the chair, they will find it is bolted to the floor. If they try moving the chair, they find when they knock it over, a trap door opens in the floor. Tell them if the distance to the floor below is too much – if they drop then they will break their legs.

    When they investigate the room, they will find a long rope in a corner. If they investigate the walls, they will find a large iron hook attached to one of the walls. They can then put the rope on the hook and drop it down through the trap door. When they do this, each of the players can climb down using the rope. When they get to the bottom, ask them what they want to do with the rope (take it with them, leave it behind).

    (turn to the next slide).

    Image source = https://www.youtube.com/watch?v=WTRBrzTuquQ

    DESCRIPTION (Read aloud to the students) You are now in the middle of a small room. It is dark and there is a door on each of the walls. The walls are different colours, but in the dark it’s difficult to see the exact colours. You can probably see what colours a wall is if you walk closer to it. Each door is painted the same colour as the wall. What do you want to do?

    O R A N G E
    B P G
    L R
    A X E
    C E
    K SN
    Y E L L O W

    TEACHER’S NOTES: The students’ position is marked with the X above. Let the students take turns telling you what to do.
    None of the doors have door handles or key holes, so there is no way of opening them.
    When the students get near to a wall (walk straight ahead / to the left/ to the right / behind us), the colour will become clear to them (i.e. tell them the colour).
    If they look in the corner of the green and yellow walls, they Will find a pair of scissors (S)
    If they look in the corner of the orange and blue walls (P), they will find a piece of paper on the floor (turn to the next slide).


    DESCRIPTION (Read aloud to the students) You look at the piece of paper carefully and see it has some symbols marked on it in the middle.
    What do you want to do?

    TEACHER’S NOTES: When the students cut (they will need to rip it with their hands or use the scissors) a hole through the paper, read the following…
    You cut/rip the paper down the lines and can see something strange when you look through the hole in the paper – you don’t see the room behind the paper, but something else.

    Turn to the next slide.

    DESCRIPTION (Read aloud to the students) Which direction/wall do you point the hole in the paper at?

    TEACHER’S NOTES: If the students point the paper at each of the walls, they will see a different world / dimension behind each one:
    (Read only when they look through the paper at the specific wall). If they point the wall at the foor, they see only black; at the ceiling, they see blue skies with clouds.

    O R A N G E
    B G
    L R
    A Z E
    C E
    K N
    Y E L L O W

    ORANGE WALL: When you look through the hole, you see a highrise building (skyscraper) in the distance. It is at least twenty storeys high.
    BLACK WALL: Looking through the hole in the paper you can see a forest in the distance, with lots of tres.
    GREEN WALL: When you look through the hole you see the same wall of the room, and the door, but there’s something different about the door.
    (What is different?) You can see a door handle now.
    YELLOW WALL: Looking through the hole, you can see the sea in the distance. There is a ship sailing on the waves. It looks like it’s a cruise ship.

    The students need to move near to the green wall, put their hand through the hole and open the door using the door handle to escape from this room (turn to next slide)
  • ROOM 3. BOOK PUZZLE (1/1)

    DESCRIPTION (Read aloud to the students) You walk through the door and find yourself in a small patio with a fountain. There is a door at one end of the patio, but it is locked with a combination padlock. In front of the door stands a man holding a pile of books. What do you do?


    When they approach the man, he hands the students the books and then walks off through the door the Players came through. He doesn’t talk to anyone, and closes the door they came through. There is no handle on this side, so they won’t be able to follow him.

    The 17 books are all in English and they look like they are from a library as they all have codes on them. They seem to all be books related to Escape Rooms*. One of the books is entitled (code = 715, the same number as the locked door) is a novel called ‘My Struggle to Escape the Room’ by I.M.A. Puzzle - Scribbled on the inside of the book (tell the students only if they pen this book) is the number 973 – this is the number of the combination to the padlock)

    When the students tell you the correct combination, move to the next slide.

    * If students ask about the titles, you can use some of these, or make them up: Stories of Escape Rooms; How I opened the locks; I failed to get out; etc.

    This is intended as an example oral Escape Room for you to build upon. Why not add more images and puzles?

    It is also mystery escape room with a minimal storyline – is it necessary to have more of a story? What benefits would there be in expanding the storyline?
    As it stands, follow up activities for students might include writing their own narratives about what happened and how they escaped the place – they can add what happened before and after, adding their own sory ideas. Alternatively, they could role-play telling the pólice about it and describing the mystery man, who they think must have been involved.

    Advantages of live listening Escape Rooms:
    You can do this with an online class as well as f2f
    You can more easily add elements that a re magical or fantastical in nature using photographs or just via what you say

    DESCRIPTION (Read aloud to the students) You


    Clicking the black square takes you to the first slide