Category: Games

Game profile

Top Trumps is a classic competitive card game where each card represents a specific element (cars, animals, superheroes, monuments, etc.) accompanied by various numerical statistics. The game mechanism is simple: players compare the numerical values of their cards to determine who wins each round. The characteristic that makes this game particularly suitable for language teaching is the constant need to read, compare, and comment on numerical data, naturally stimulating the use of comparative and superlative structures.

Different games with Top Trumps mechanics exist, such as Top Trump Battle Mat or Mini Match. In this article, I focus on the game with classic rules because it’s more suitable for a foreign language class.

Another interesting version to use in class is Top Trump Quiz. For example, in English there’s the “Countries and Flags” game with 500 geographical, historical, and cultural questions, which combines the card mechanism with quiz elements, offering additional opportunities for language practice and knowledge expansion.

Many thematic versions of Top Trumps exist: from sports cars to wild animals, from world monuments to historical figures, allowing the game to be adapted to any curriculum or student interest.

In an educational context, it can be used to reinforce comparative structures, practice numbers and units of measurement, expand specialised vocabulary, and develop argumentative skills.

Adaptation to the educational context:

The game is useful for foreign language teaching because of:

Intensive practice of comparatives – Every game turn necessarily requires the use of comparative structures (“taller than,” “less fast than,” “the biggest”), making this grammatical practice natural and motivated by the playful context.

Acquisition of specialized numerical vocabulary – Students must correctly read and pronounce complex numbers, units of measurement, percentages, and statistics, developing essential skills for scientific and professional communication.

Learning specialized vocabulary in context – Each thematic deck introduces a specific lexical field (automotive, zoological, geographical) that is assimilated through repeated and meaningful use during the game.

Language practice:

Vocabulary: Specialized vocabulary of the chosen theme, numerals, units of measurement, descriptive adjectives

Grammar: Comparatives and superlatives, comparison structures (“while,” “instead,” “unlike”), quantity expressions

Conversation: Argumentation of strategic choices, discussion of data, expression of surprise or disappointment

Storytelling: Description of element characteristics, creation of narrative contexts

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

– For more advanced levels, require comments on results using expressions of surprise (“I didn’t expect that…,” “It’s incredible that…”).

– Modify traditional rules by allowing group discussions before revealing values, encouraging collaborative negotiation and argumentation.

– After each turn, compare all card statistics. Ask students to vote for the best one (e.g., if playing with world countries, choose which country they would like to visit) and explain their choice.

– Use the game as a warm-up by introducing only 5-6 cards per session, focusing on the quality of linguistic interaction rather than game duration.

– Integrate follow-up activities where students create their own Top Trumps cards on curricular topics, thus developing research and synthesis skills.

Examples of use in CLIL and other subjects:

1. Learn to use numerical data and statistics in the foreign language

2. Acquire automatisms in using comparative structures essential for scientific communication

3. Develop argumentative and problem-solving strategies in an authentic linguistic context

4. Consolidate disciplinary knowledge through systematic comparison of information

The game mechanics are particularly well-suited to subjects where it’s important to develop comparative and analytical skills through quantitative data.

Geography

Use decks with world countries, cities, mountains, rivers, or monuments. Statistics can include altitude, population, surface area, average temperatures.

For monuments, compare height, year of construction, annual number of visitors, simultaneously developing cultural knowledge and comparative skills.

Natural Sciences

Animal decks allow comparison of weight, speed, life expectancy, habitat. Students practice not only comparatives but also scientific vocabulary: “The cheetah is faster than the lion, but the lion is heavier than the cheetah.”

For plants, compare height, longevity, geographical distribution, developing botanical knowledge and descriptive skills.

History

Create cards with historical figures, comparing birth and death years, reign duration, number of battles won, etc. Students develop comparative chronologies: “Napoleon lived longer than Alexander the Great, but ruled for less time.”

Alternatives include historical events with duration, number of participants, measurable consequences.

Chemistry

Chemical elements with atomic number, atomic weight, melting point. Students compare properties while assimilating scientific terminology: “Iron has a higher melting point than lead.”

Literature

Create cards with famous writers comparing birth and death years, number of published works, foreign language translations, literary prizes won. Students develop literary chronologies: “Shakespeare lived less than Goethe, but his works have been translated into more languages.”

An interesting alternative is comparing works by a single author: number of pages, publication year, sales, film adaptations.

Economics

Countries or companies with GDP, population, growth rate. Students work with percentages, graphs, and economic trends, developing mathematical skills and specialized vocabulary of the economic world.

Online resources

On the Top Trumps website you can discover all game versions.

Game profile

Dobble is a popular observation and speed game consisting of round cards featuring various symbols. The unique characteristic of this game is that between any pair of cards, there is always one and only one symbol in common. Players must be the first to identify this common symbol to win the cards. The game stimulates observation skills, reflexes, and rapid recognition abilities, making it an excellent game for both entertainment and learning.

Several versions of the game exist: from classic Dobble with various symbols, to Dobble 1 2 3 with shapes and numbers (perfect for learning numbers and colours), to Dobble Access + and Dobble Giant, which adds a movement component to lessons and is particularly suitable for physically engaging students.

In an educational context, Dobble can be used to reinforce vocabulary, improve pronunciation, and develop quick response abilities in a foreign language.

Adaptation to the educational context:

The game is useful for foreign language teaching because of:

Immediate lexical acquisition – Students must quickly identify and pronounce words in the target language. This need for immediate response reinforces memorization and develops linguistic automatism, essential for fluency.

Natural and motivating repetition – The game mechanics create spontaneous vocabulary repetition without students perceiving the exercise as boring or repetitive. The playful element maintains high motivation.

Effective visual association – The direct connection between image and word facilitates memorisation and lexical recall, creating lasting mental connections.

Language anxiety reduction – The playful aspect and concentration required by the game reduce the anxiety that often accompanies foreign language use.

Language practice:

Vocabulary: Any semantic field, from the alphabet to specialized vocabulary

Grammar: Sentence formation, article usage

Storytelling: Narrative creation using identified elements

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

– Suitable for all language levels: can be used from the first lesson, with the alphabet for absolute beginners, up to specialized vocabulary for advanced levels.

– Create personalized cards with both images and words in the target language, allowing different difficulty levels within the same class.

– Modify basic rules by requiring not only naming the found word, but creating a complete sentence with that word to earn the card or an extra point.

– For concrete objects, invite students to describe the identified object and explain what we use it for, thus developing descriptive and functional skills.

– During the game, ask students to write down all the words they name. During a follow-up activity, students must create a coherent text using these words. For each game word actually used in the text, add a point to the final score.

– For advanced levels, require the addition of antonyms, synonyms, or detailed descriptions of events or concepts for certain terms, thus expanding lexical and semantic work.

– Use larger game versions (Dobble Giant) for movement activities in class, combining language learning with physical engagement.

– In class, cards can also be presented on an interactive whiteboard. Students divided into small groups must find similar objects and/or words. In this case, it’s useful to give each group a bell they must ring when they find the answer.

Examples of use in CLIL and other subjects:

The added value of using Dobble is that students:

1. Acquire subject-specific vocabulary naturally and enjoyably

2. Develop automatisms in recognizing and using specific terms

3. Use the foreign language in an authentic and motivating context

4. Simultaneously strengthen disciplinary knowledge and language skills

The game mechanics could be used in various subjects to increase specific vocabulary and where it’s important to develop speed in recognizing this vocabulary.

It’s recommended to invite students not only to name objects, but to add some description useful for learning.

For example, in a geography lesson, cards can be created with countries, capitals, and flags. Students could add characteristics like climate, language, resources, etc.

In biology lessons, cards are created with parts of the human body and organs. For the heart, students could give a characteristic like “The heart pumps blood throughout the body.”

Online resources

On the dobblegame.com website you can discover more about this game.

On the Asmodee website you’ll find the game rules.

If you want to download a demo kit and activities based on the game, you can do so in Asmodee’s “Print and play” section.

To try the game online, use the Board Game Arena website.

On the Genially website there’s a ready template for creating a quick online game.

There are also various “Dobble-like generators.” They’re not official, but they use the original game’s algorithms (it’s not so simple to create cards where, given any pair, there’s only one common element!) to create cards. I like this website, where you just need to upload images of the words you need and the site creates the cards, automatically calculating the number of images on each card and the possible number of cards. You can then download the result in PDF format.

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.