Intruder game

Step 1 – Introduction

• Present the card game and explain the rules

Step 2 – Play the game

Version with digital cards for online or in-person sessions using a screen or projector – https://view.genially.com/67b8352ac922e4934a56bc1

• Start with the first slide, which displays the 8 dialogue cards. Ensure that all expressions are understood by the learners. Have them read each one aloud and copy them into their notebooks. To explain the meaning, ask learners to imagine situations in which they might use these expressions, or people to whom they might say them.
• Move to the next slide and ask the first player to choose an expression that could serve as a title for one of the 8 displayed images. Instead of using the word “title”, you can also ask: “What do you think the person (or people) in this image is saying or thinking?” If the task seems too difficult, model the activity yourself by showing how it works.
• The next player then tries to guess which image the first player had in mind. To identify the card, players can use the names shown on the back of the cards—these appear when you hover the cursor over the image in the online version. This allows learners to practice the question: “Is it the…?” or “Is it the one with…?”
• Scoring: If the guess is correct, the player earns 1 point. If not, to maintain motivation and self-confidence, give them a second chance: The first player can give a clue—such as describing something in the image other than the main element. Continue around the group so each player gets a turn.
• In the online version (or on screen), expression cards are grouped in sets of 8, and each slide is followed by 5 slides containing drawing cards. You can decide when to move to the next slide to offer more choices to your learners.
• Optional rules: For added challenge, introduce rules such as: Players cannot choose an image that has already been selected by someone else.

Version with Printed Cards (https://cotaassociation.wixsite.com/learing/intrus-jeu-mulilingue) :

• Prepare two decks: One deck with vocabulary image cards; One deck with dialogue expression cards
• Place 8 vocabulary cards face up on the table, either randomly or pre-selected around a specific theme you want to focus on.
• Each participant draws 1 to 4 dialogue cards, depending on how much time is available.
• Ask them to read the expressions aloud and explain what they mean.
• Everyone should write the sentences down in their notebooks.
• Using the dialogue cards in their hand, players choose titles for the images on the table.
• When a player correctly guesses the image chosen by the previous player, they keep the corresponding card.
• After a card is taken, replace it with a new one from the vocabulary deck.

Using printed cards allows more freedom in how many expressions you want to include and how many vocabulary cards can be laid out at once.

Step3 – Complementary Exercises – Discovering Artistic Heritage

• All the cards feature the phrase “In the universe of…”, referencing various artists from around the world.
• Levels A1–A2: Read the names of the artists aloud. Conduct simple online research to learn more about them. If you have access to books or albums by the referenced artists, bring them to class. Ask learners to find and read the titles of artworks they like.
• Levels B1–B2 Complete the tasks above. In addition, ask learners to express their opinions and preferences about the artworks they discover.
• Levels C1–C2: Go further by identifying recurring cultural symbols or themes in the artworks. Lead a discussion on the meaning, origin, and significance of these elements.

Step 4– Visual Creation Exercise – Make Your Own Cards

• Prepare blank cards by printing and cutting them. On the back, write short phrases such as: I + verb + object/place/time complement (e.g., “I eat an apple,” “I run in the park,” “I sleep late.”)
• Practice drawing simple characters using triangles. Show learners how to do this step-by-step.
• Distribute the cards (or let learners choose one).
• Each learner draws the scene that matches the sentence written onthe back their card.
• Collect the drawings and display them to the group.
• Explain that every sentence starts with “I”, followed by a verb and a complement.
• The group tries to guess the original sentence for each drawing.
• You decide whether they say it aloud or write it down.

Variant – For a More Challenging Game:

• Distribute completely blank cards (both sides).
• Each learner writes a sentence in the form “I + verb + complement”.
• They then pass the card to the next person, who draws the scene on a new blank card.
• That drawing is passed to another person, who writes a new sentence describing what they see.
• The pattern continues: one person draws, the next writes, and so on.
• At the end of the round, compare the original sentence to the final one — The difference is often funny and thought-provoking!

Step 5 – Exercices cretation

• Ask participants to identify elements on the cards they drew in order to transform them into new cards that you can use in later workshops.

Through this, learners participate actitiely to the learning process of other learners and they can practices vocabulary thgrough learning tools created by themselves.

Step 6 – Final recap and feedback

• Ask the participants about what they have learnt, liked, what was challanging or difficult fort them.