Category: Games

Game profile 

The first famous game in this series was Timeline, which stimulates historical knowledge, sequential thinking, and collaborative abilities, making it an excellent game both for entertainment and learning. However, in the educational context, in my opinion, the rules of the new edition – Timeline Twist – are more suitable. The main difference compared to classic Timeline is the collaborative aspect, where players can communicate and advise each other to achieve the best possible score as a team. This is why the article is dedicated to the Timeline Twist game.

In an educational context, it can be used to strengthen interdisciplinary skills, encourage discussion and negotiation, and improve teamwork.

The variety of topics allows this game to be used with students with different interests: from classic Timeline to Timeline Inventions, Timeline Twist Star Wars o Timeline Twist Pop Culture. 

Adaptation to the educational context:

The game is useful for teaching foreign languages for:

Lexical development in context – Students acquire and practise specific vocabulary related to historical events, inventions, and discoveries in the target language. This contextualised learning makes vocabulary acquisition more meaningful and memorable.

Authentic communicative practice – During the game, students must discuss, argue, and negotiate in the foreign language to decide where to place the cards. This communication has a real and immediate purpose, making language practice authentic.

Reduction of language anxiety – The playful and collaborative aspect of the game reduces the anxiety that often accompanies communication in a foreign language. Students focus on the task (correctly positioning the cards) rather than worrying about language errors.

Language practice:

Vocabulary: Historical, scientific, or cultural vocabulary, numerals (dates)

Grammar: Temporal prepositions, past tenses, passive voice (For example: “The battery was invented in 1880 by Alessandro Volta”, “This happened before/after…”), hypotheses (“I believe it happened around…”), and justifying one’s choices (“I think it goes here because…”).

Conversation: Discussion about events and their sequence

Storytelling: Narrative reconstruction of historical periods

Tips for adapting the game to the class level and lesson needs:

– In the rules, specify that all discussions between teammates must take place in the language they are learning. To help them follow this rule, penalties can be introduced: for example, if a student does not speak in the language being studied, they must discard one of their cards, which prevents the team from creating a longer timeline and, when calculating points, subtracts a point from the score achieved.

– It’s possible to remove the discard option from the rules: students will pay more attention to events and dates. It doesn’t affect the score, because both the discarded card and the incorrect card that the player keeps are worth -1 point.

– The number of players is up to 6, so for a class, teams can be created: 

divide the group into teams of maximum 6 people who compete against each other to create a longer timeline and accumulate more points, or create a team of 12 students, which will play in 6 groups. Two students play for one group.

– Include a debriefing phase where new words or expressions encountered are discussed.

Examples of use in CLIL and other subjects:

The added value of using Timeline Twist is that students:

1. Learn the specific vocabulary of the discipline in context

2. Strengthen understanding of temporal sequences and cause-effect relationships

3. Use the language in an authentic, collaborative, and motivating context

4. Develop critical thinking and estimation skills

History

The game is perfect for history class. Students learn to place events in chronological order in a playful context and are encouraged to remember the historical sequence to get a good score.

To use it in class, you need to choose the game cards or create customised cards appropriate to the class’s history curriculum.

It is advisable to start with one historical period and add other periods later.

After the timeline is ready, ask students to present it, briefly describing each card. This could be done right after the game, or as a group assignment to present later.

The game mechanics could also be used for other subjects where there is a sequence of events.

In this case, customised cards need to be created. Here are some examples:

Science

Evolution and scientific discoveries:

Create a set of cards with scientific discoveries (for example: THEORY OF EVOLUTION, DISCOVERY OF DNA, PERIODIC TABLE, NEWTON’S LAWS, DISCOVERY OF ANTIBIOTICS, MAPPING OF THE HUMAN GENOME)

Students collaborate to correctly position these discoveries on the timeline.

Periodic table

Create a set of cards of the most relevant elements for the curriculum. Each card should have on the front: name of the element, chemical symbol, main use; on the back: atomic weight, electronegativity, melting point (or other relevant properties). Decide the property to order, for example, atomic weight.

Students collaborate to order the elements from lightest to heaviest (for example: H (1.0) – O (16.0) – Fe (55.8) – Cu (63.5) – Au (197.0)).

During the game student can refer to the periodic table.

Literature

Cards with literary works, authors, or movements from English-language literature (for example: CANTERBURY TALES, SHAKESPEARE’S PLAYS, PRIDE AND PREJUDICE, ROMANTICISM, VICTORIAN NOVEL, MODERNISM, THE GREAT GATSBY, BEAT GENERATION, HARRY POTTER)

Students collaborate to create a timeline of English literature.

To help students place authors in the correct historical period, and, as a result, understand them better, it is advisable to combine cards with major historical events and literary ones.

Art

Cards with artistic movements or famous works (for example: RENAISSANCE, IMPRESSIONISM, CUBISM, POP ART, BRITISH PORTRAITURE, DIGITAL ART)

Students must place them in chronological order, discussing characteristics and historical context.

In French, there is a version of the game called Timeline Louvre.

Philosophy

Evolution of philosophical thought:

Create a set of cards with relevant philosophers and philosophical movements. (for example: SOCRATES, PLATO, ARISTOTLE, ANALYTIC PHILOSOPHY)

Students collaborate to correctly position these philosophers and schools of thought on the timeline.

After the students have completed the timeline, ask them to present it by briefly explaining a key concept or fundamental idea of the philosophers. One point is added for each card that is correctly explained.

It is advisable to create cards that include, in addition to the philosopher’s name, a representative quote or key concept, thus facilitating the connection between the thinker and their ideas.

Online resources

On the Asmodee website, you can download the game demo with examples of cards and an activity for history lessons.

Timeline Twist can be played online on Board Game Arena. 

Game profile 

Dixit is an excellent game for stimulating creativity and linguistic expression. In a language learning context, it can be used to practise description, the use of metaphors and similes, and to expand vocabulary in a creative way. Its surreal illustrations offer endless possibilities for interpretation, making each game unique. The game also encourages active listening and understanding of linguistic nuances, making it useful for students of various levels. It can be easily adapted to focus on specific linguistic or thematic aspects, depending on the educational objectives.

Adaptation to the educational context:

The game is useful for teaching foreign languages for several reasons:

Stimulates linguistic production – Students must create sentences, descriptions, or stories based on images, exercising vocabulary and grammatical structures.

Develops communication skills – Players must express themselves clearly but creatively, finding the right balance to make themselves understood without being too obvious.

Enriches vocabulary – Dixit’s surreal illustrations often require the use of descriptive adjectives, metaphors, and similes, expanding students’ lexicon.

Promotes active listening – To guess the right card, students must listen carefully and understand the clues from others.

Breaks down language anxiety barriers – Being a game, it creates a relaxed atmosphere where it’s easier to express oneself without fear of making mistakes.

Tips for adapting the game to the class level and lesson needs:

– With the original game rules:

Vocabulary

Students must describe the card with just one word

Grammar

Students must use the structures proposed by the teacher to describe the card.

Example: Past tense practice (A2)

Students use past simple and perfect tenses to describe “what happened” in the card.

Expression of hypotheses (B1)

Students describe the card using conditional sentences to express “what would happen if…”

– Changing the rules:

Storytelling 1

Cards can be used to create stories.

For example, create a common story based on one card, adding one sentence at a time. Or create a story with different cards. Students take 2-3 cards (increasing the number of cards as students become more familiar with telling stories this way) and place them in front of themselves. The first student starts by placing one of their cards in the middle of the table and saying a sentence to begin the story. The second student chooses a card, places it after the first student’s card, and continues the story. The last card must close the story.

Storytelling 2

Each student receives a card that they don’t show to anyone and creates a story. Then all the cards are collected, and the same number of new cards, not used by students, are added. All cards are placed in the middle, visible to all students. Each student tells their story and the others must guess their card. Whoever guesses correctly gets a point.

Conversation (questions and answers) and grammar

Investigation and deduction game.

Place the cards in front of the students so that each student can see them. Each student takes turns playing by choosing a card, but does not say which card they have chosen. The other students must ask questions which the player must answer. Initially, the questions can be direct, e.g., “Is there a person on the card?” and later more abstract and using more complex structures, e.g., “What do you think about when you look at this image?”, “If this image were a season, which would it be?”.

Students must guess the card or each time remove one card that they think does not correspond to the answers: in the end, the right card remains. If they have guessed correctly, the team that guesses wins. If they were wrong, the student who chose the card wins.

Examples of use in CLIL and other subjects:

Literature

Analysis of characters, setting, and atmosphere of a literary work.

Prepare cards with descriptions of characters, monologues, dialogues, descriptions of places from the book you are reading.

Distribute 6 Dixit cards to each player, as in the original rules. One student at a time takes a description and reads it aloud. Each student chooses a card from among those they have that represents the text read. Then all the cards are shuffled and revealed. Students vote for the best card (they cannot vote for their own card). The student who used the card that collected the most votes gets a point. 

Then each student explains their choice, connecting visual elements of the card to textual aspects.

Philosophy

The images of the game allow visualising abstract notions and making them more accessible.

Before the game, prepare cards with key concepts, for example: utilitarianism, pragmatism, empiricism etc. 

Distribute 6 Dixit cards to each player, as in the original rules. During the game, students take one card with a concept and each student chooses a card from those they have that best represents the concept. Students vote for the best card (they cannot vote for their own card). The student who used the card that collected the most votes gets a point.

Then each student presents and justifies their choice using appropriate philosophical terminology.

Online resources

On the Asmodee website, you can download the game demo with examples of Dixit cards with the rules to print at home.

On the Boardgame Arena website, you can play Dixit online. 

Game profile 

Codenames stimulates creativity, associative thinking, and communication skills, making it an excellent game both for entertainment and for language training, particularly for vocabulary expansion and understanding relationships between words. In an educational context, it can be used to strengthen language skills, encourage discussion and argumentation, and improve group communication.

It is possible to choose for the lessons from: Codenames, Codenames Pictures and Codenames XXL (with large cards to not exclude anyone).

Adaptation to the educational context:

It is particularly useful in foreign language classes because it helps:

Vocabulary development – Students learn new words in a playful context and are incentivised to remember meanings to win.

Semantic associations – The game requires creating connections between words, strengthening the understanding of semantic relationships in the target language.

Active communication – Players must express themselves in the language they are learning, thus practising active use of the language.

Motivation – The competitive and fun element increases motivation and reduces the anxiety that often accompanies language learning.

Thinking in a foreign language – To play effectively, students must begin to “think” in the language they are learning rather than continuously translating.

Tips for adapting the game to the class level and lesson needs:

– Create custom cards appropriate to the students’ level

– In the rules, specify that all discussions between players must take place in the language they are learning. To help them follow this rule, penalties can be introduced: for example, if a team speaks in a language other than the one being studied, the opposing team’s spymaster can reveal one of their own words, thus facilitating the victory of their team.

– If necessary, change the rules; for example, instead of a word, it’s possible to say a phrase.

– Proceed step by step. Initially teach the game using simple words and do a trial of the game with these words. Then, use the words that are needed.

– At the end of each game, ask the teams to create a story (written or oral) using the words of the team agents. If necessary, indicate the time in which to tell the story or add other instructions based on the grammar studied.

Examples of use in CLIL and other subjects:

The added value of using Codenames is that students:

1. Learn specific vocabulary of the discipline
2. Strengthen theoretical connections between content
3. Use the foreign language in an authentic and motivating context
4. Develop critical thinking and categorisation skills

Science

Periodic table

– Cards with chemical elements (for example: OXYGEN, IRON, HYDROGEN, COPPER, NITROGEN, SODIUM, CARBON, SILVER, CHLORINE, HELIUM, CALCIUM, MERCURY, PHOSPHORUS, GOLD, ALUMINIUM, SOLID, LIQUID, GAS, ATOM, ACID, REACTION, ORGANIC, NEUTRON)

– Spymaster gives clues related to chemical properties, groups, or applications

– Examples of clues: “METAL 3” to connect IRON, COPPER and ALUMINIUM

“STATE 3” to connect SOLID, LIQUID and GAS

Terms such as SOLID, LIQUID, GAS, ATOM, ELECTRON could also be included

Art

– Cards with artists, techniques or styles (for example: TURNER, IMPRESSIONISM, WATERCOLOUR, BANKSY, RENAISSANCE, ABSTRACT, PORTRAIT, PERSPECTIVE, WARHOL, CUBISM)

– Examples of clues: “BRITISH 2” to connect TURNER and BANKSY

“TECHNIQUE 2” to connect PORTRAIT and WATERCOLOUR

History

– Cards with historical events and names of characters (for example: CHURCHILL, INDUSTRIAL REVOLUTION, VICTORIAN ERA, COLONY, DEMOCRACY, TUDOR, CIVIL WAR, PARLIAMENT, MARTIN LUTHER KING, DECLARATION OF INDEPENDENCE, WORLD WAR, WASHINGTON, SUFFRAGETTES, ROOSEVELT, COLD WAR)

– Example of clue: “FREEDOM 2” could connect DECLARATION OF INDEPENDENCE and SUFFRAGETTES

Geography

– Cards with countries, capitals, geographical places (for example: BRITAIN, EVEREST, GRAND CANYON, LONDON, MISSISSIPPI, DESERT, NEW YORK, EQUATOR, ROCKIES, THAMES)

– Example of clue: “RIVERS 2” to connect MISSISSIPPI and THAMES

Literature

– Cards with writers, styles or book characters (for example: DICKENS, NOVEL, HAMLET, SHAKESPEARE, GATSBY, JANE EYRE, PROLOGUE, AUSTEN, TRAGEDY, HEMINGWAY, TO KILL A MOCKINGBIRD)

– Examples of clues: “CLASSIC AUTHORS 3” to connect SHAKESPEARE, DICKENS and AUSTEN

Online resources

On the website http://codenames.game you can create online games with the vocabulary you need.