5 Activity Examples with [Object Interaction]

1. Race and Ring

Level and Learning:

Race and Ring works well for clarification and comprehension checking, and general practice. This activity can serve content at any level of language ability and is most appropriate for below A1-A2+ level students.

TPACK for Example Activity Content Knowledge:

Vocabulary

Technological Knowledge:

VR Graphic Organizer, Student Audio manager VR musical instrument interaction, object grab interaction, object use interaction, Scoreboard Placeable

Pedagogical Knowledge:

Kinesthetic movement and interaction improves retention of information. Kinesthetic interactive activities increase student motivation and engagement.

Objective*:	Can describe an object using simple language. Speaking, A1 (29)
1. Use the graphic organizer to present language to Ss. Review adjectives used to describe objects (e.g., colors, size, shape, etc.) Tip You can edit your graphic organizer to show the language relevant to your lesson.
2. Rally teams to the musical instruments. Use the Student Manager to create two teams. Use proximity audio for the activity. Ss will race to find objects that match adjectives related to a category. Ss bring the object to teammates and create three sentences describing the object. When the team is ready to share sentences, they play their selected musical instrument.
3. Teams get points for describing objects using adjectives. T spawns a scoreboard. Listen to the sentences. Award points for correct sentences. Continue as time permits. Note Ask Ss to share more details about the objects for extra points (e.g. How you use it? Do you like it? Do you have one? etc.)

Objective*:

Can describe an object using simple language. Speaking, A1 (29)

1. Use the graphic organizer to present language to Ss.

Review adjectives used to describe objects (e.g., colors, size, shape, etc.)

Tip

You can edit your graphic organizer to show the language relevant to your lesson.

2. Rally teams to the musical instruments.

Use the Student Manager to create two teams. Use proximity audio for the activity. Ss will race to find objects that match adjectives related to a category. Ss bring the object to teammates and create three sentences describing the object. When the team is ready to share sentences, they play their selected musical instrument.

3. Teams get points for describing objects using adjectives.

T spawns a scoreboard. Listen to the sentences. Award points for correct sentences. Continue as time permits.

Note

Ask Ss to share more details about the objects for extra points (e.g. How you use it? Do you like it? Do you have one? etc.)

2. Ball Toss and Speak

Level and Learning:

Ball Toss and Speak works well to support clarification, practice, and productive use of language by students. This activity is primarily leveled by the complexity of speaking task (e.g., say a word vs. answer a question) and can be effective for learners at any level of language ability from A1-C2.

TPACK for Example Activity Content Knowledge:

‘That’ + (finished) time expression (e.g., that day, that week)

Technological Knowledge:

VR Beachball interaction properties, Multiple Choice

Pedagogical Knowledge:

Kinesthetic movement and interaction improves retention of information. Kinesthetic interactive activities increase student motivation and engagement.

Objective*:	Can use ‘that’ with time expressions referring to the past. Grammar, B1 (46)Can ask and answer simple questions about past times and past activities. Speaking , A2+ (40)
1. Have Ss pick up and play with the Beach Ball. Allow time for Ss to practice throwing and catching the beach ball. The goal for learners to is to keep the conversation going by answering a question and throwing the beach ball to select the next speaker. Model answering a question (e.g. What did I do last Monday? That Monday I finished reading my book. What about you?)
2. Share four Time Prompts using Multiple Choice. Place four time prompts on the Multiple Choice boards. Ss share answer using the first time-prompt. When all Ss finish, move onto the next time prompt. Each Ss answers the question and tosses the ball to the next Ss to share their answer. When all four prompts are finished, advance to the next four time-prompts and continue.
3. Have Ss share a story of their last time at a party. After reviewing time prompts, help learners transfer knowledge by using the context as a time prompt asking the question (When happened the last time you were at a party?). Encourage Ss to use ‘at that party’ in responses.

Objective*:

Can use ‘that’ with time expressions referring to the past. Grammar, B1 (46)Can ask and answer simple questions about past times and past activities. Speaking , A2+ (40)

1. Have Ss pick up and play with the Beach Ball.

Allow time for Ss to practice throwing and catching the beach ball. The goal for learners to is to keep the conversation going by answering a question and throwing the beach ball to select the next speaker. Model answering a question (e.g. What did I do last Monday? That Monday I finished reading my book. What about you?)

2. Share four Time Prompts using Multiple Choice.

Place four time prompts on the Multiple Choice boards. Ss share answer using the first time-prompt. When all Ss finish, move onto the next time prompt. Each Ss answers the question and tosses the ball to the next Ss to share their answer. When all four prompts are finished, advance to the next four time-prompts and continue.

3. Have Ss share a story of their last time at a party.

After reviewing time prompts, help learners transfer knowledge by using the context as a time prompt asking the question (When happened the last time you were at a party?). Encourage Ss to use ‘at that party’ in responses.

3. Frisbee Toss

Level and Learning:

Frisbee Toss works well to support clarification, practice, and productive use of language by students. This activity is primarily leveled by the complexity of speaking task (e.g., say a word vs. answer a question) and can be effective for learners at any level of language ability from A1-C2.

TPACK for Example Activity Content Knowledge:

Lexical themes, content organization

Technological Knowledge:

VR Frisbee interaction, VR bean bag interaction, Activated Prompts

Pedagogical Knowledge:

Kinesthetic movement and interaction improves retention of information. Kinesthetic interactive activities increase student motivation and engagement.

Objective*:	Can initiate and respond to simple statements on very familiar topics. Speaking, A2 (30)
1. Have Ss practice tossing bean bags and frisbees. Arrange Ss into pairs or groups. Rally, or have students move, to the activated prompt (bean bag game) on the beach. Toggle the prompts off. Allow time for Ss to practice tossing the bags and play with the frisbee.
2. Have Ss pick up the frisbee and toss while using vocabulary. Toggle on prompts. Have Ss toss a bean bag and select a topical area (e.g. fruit). One Ss begins by picking up the frisbee. Ss name a fruit and toss quickly to the next Ss. The goal is to name as many fruits as possible before the frisbee falls, no more words can be named for the category. Toss a bean bag to activate a new prompt. Continue as time permits.
3. Have Ss find objects related to the reviewed vocabulary. Toss a bean bag to activate a prompt. Set a 30 second timer. Have Ss navigate the resort and find an object that matches the prompt. At time, Ss return to the beach with the object. Describe why the object matches the prompt. Continue as time permits. Note Have Ss describe a personal object that can be described by the prompts to further transfer language knowledge to personal expression.

Objective*:

Can initiate and respond to simple statements on very familiar topics. Speaking, A2 (30)

1. Have Ss practice tossing bean bags and frisbees.

Arrange Ss into pairs or groups. Rally, or have students move, to the activated prompt (bean bag game) on the beach. Toggle the prompts off. Allow time for Ss to practice tossing the bags and play with the frisbee.

2. Have Ss pick up the frisbee and toss while using vocabulary.

Toggle on prompts. Have Ss toss a bean bag and select a topical area (e.g. fruit). One Ss begins by picking up the frisbee. Ss name a fruit and toss quickly to the next Ss. The goal is to name as many fruits as possible before the frisbee falls, no more words can be named for the category. Toss a bean bag to activate a new prompt. Continue as time permits.

3. Have Ss find objects related to the reviewed vocabulary.

Toss a bean bag to activate a prompt. Set a 30 second timer. Have Ss navigate the resort and find an object that matches the prompt. At time, Ss return to the beach with the object. Describe why the object matches the prompt. Continue as time permits.

Note

Have Ss describe a personal object that can be described by the prompts to further transfer language knowledge to personal expression.

4. Torch Relay

Level and Learning:

Torch relay works well to support clarification, practice, and productive use of language by students. This activity is primarily leveled by the complexity of speaking task (e.g., say a word vs. answer a question) and can be effective for learners at any level of language ability from A1-C2.

TPACK for Example Activity Content Knowledge:

Verb tenses

Technological Knowledge:

VR Torch interactions, Activated prompts, Scoreboard Placeables

Pedagogical Knowledge:

Correcting errors can improve learner control of grammatical forms. Noticing and correcting errors can improve learner’s self-efficacy when producing speech that shifts between tenses.

Objective*:	Can check and correct spelling, punctuation and grammar in simple written texts. Writing, B1+ (54)
1. Review and correct a verb tense error. Use the activated prompt to share a sentence containing a verb tense error. Arrange Ss in teams. Have teams discuss first and then share the corrected sentence.
2. Relay race speed correction with team members. Have two Ss light at torch and cross the bridge in the nature scene. Use Announcer mode to call go. Have Ss race across the bridge and back to the campfire. At the fire, Ss pass their torch to a teammate. The first team to successfully pass the torch gets the first opportunity to correct a sentence with errors. Teams receive points for the race, and for correct answers. The team with the most points at time is the winner.
3. Reflect on learning about errors. Have Ss take a seat around the campfire. Ask Ss what they learned about the verb errors today? How can this help Ss in the future when talking about actions in the past, present and future? Note Have Ss described how a skill or ability improved over time with practice, to further transfer the use of verb tense shifting in personal narration.

Objective*:

Can check and correct spelling, punctuation and grammar in simple written texts. Writing, B1+ (54)

1. Review and correct a verb tense error.

Use the activated prompt to share a sentence containing a verb tense error. Arrange Ss in teams. Have teams discuss first and then share the corrected sentence.

2. Relay race speed correction with team members.

Have two Ss light at torch and cross the bridge in the nature scene. Use Announcer mode to call go. Have Ss race across the bridge and back to the campfire. At the fire, Ss pass their torch to a teammate. The first team to successfully pass the torch gets the first opportunity to correct a sentence with errors. Teams receive points for the race, and for correct answers. The team with the most points at time is the winner.

3. Reflect on learning about errors.

Have Ss take a seat around the campfire. Ask Ss what they learned about the verb errors today? How can this help Ss in the future when talking about actions in the past, present and future?

Note

Have Ss described how a skill or ability improved over time with practice, to further transfer the use of verb tense shifting in personal narration.

5. Mix and Mingle

Level and Learning:

Mix and mingle prompts learners to use language to describe opportunities for creation, while providing opportunities for the practice of a variety of exchanges. Exchanges include greeting, leaving, accepting/rejecting offers, showing interest/surprise, etc. This activity builds learner knowledge in exchange language, allowing it to be leveled appropriately relative to the exchange types being practiced, from A1-C1.

TPACK for Example Activity Content Knowledge:

Accepting and rejecting offers

Technological Knowledge:

VR Image Search, Student Audio Manager, Student Camera, VR Student Notepad

Pedagogical Knowledge:

Semiotics can help improve depth of understanding with pronunciation and improve internalization of word/meaning combinations.

Objective*:	Can accept/decline offers politely using a range of formal and information expressions. Speaking, B1+ (56)
1. Review language for politely accepting or rejecting offers. Use the Graphic organizer to review language for accepting or rejecting offers.
2. Make an unusual creation to offer to your partner. Arrange Ss in pairs or groups. During the activity learners will watch as others make various mixed drinks using items from the kitchen. Students must politely accept or reject the mixed drink, before making and offering their own drinks. Tip You can use mix and mingle in any room that includes mixing areas including the Home, Resort, and more.
3. Mix and offer the creation to a partner. Accept or reject? Ss collect the ingredients and use blenders to mix a recipe. Pour and offer to partners. Partners must accept or reject, offering polite expressions for their choice. Partners change turns and repeat. When finished, rearrange teams and repeat with new partners. Note Have Ss reflect on a time in their lives when they needed to accept or reject and offer, to help further transfer language knowledge to communicating experiences.

Objective*:

Can accept/decline offers politely using a range of formal and information expressions. Speaking, B1+ (56)

1. Review language for politely accepting or rejecting offers.

Use the Graphic organizer to review language for accepting or rejecting offers.

2. Make an unusual creation to offer to your partner.

Arrange Ss in pairs or groups. During the activity learners will watch as others make various mixed drinks using items from the kitchen. Students must politely accept or reject the mixed drink, before making and offering their own drinks.

Tip

You can use mix and mingle in any room that includes mixing areas including the Home, Resort, and more.

3. Mix and offer the creation to a partner. Accept or reject?

Ss collect the ingredients and use blenders to mix a recipe. Pour and offer to partners. Partners must accept or reject, offering polite expressions for their choice. Partners change turns and repeat. When finished, rearrange teams and repeat with new partners.

Note

Have Ss reflect on a time in their lives when they needed to accept or reject and offer, to help further transfer language knowledge to communicating experiences.