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A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

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The Physical Earth - Kahoot: Academic Encounters R/W Level 1 Unit 1 Chapter 1

Date of Publication


Target Group


Domain Area


Learning Scenario

Autonomous learning
Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material


Linguistic Features



Critical Thinking


Games are normally very appealing to students and it’s a rather effective way of learning by having a bit of fun. Game-based learning, this kahoot comprises 10 questions on the Physical Earth and it deals with specific vocabulary. If used in the classroom it is really engaging. In addition, it has great potential for the development of skills such as writing, reading, speaking and critical thinking. This could be used in different stages of a lesson, depending on the learning goals. This can be used in the classroom following a communicative approach (maybe the variant of TBLT), as the game underlies the drive to expand vocabulary on a specific area and thus provides students with adequate vocabulary to be able to read, speak and write within this specific area. CLIL could also be applied here as several areas of study are involved: natural sciences and English.

Case study

The resource was used by 1st year students of the BA in EATN, Environmental Education and Nature Tourism. The group consisted of 28 students whose language level ranged between A2 and B1.
Due to network problems the resource was not used online but projected – each ppt slide contained a question. Also, students were given less time since 60 seconds was considered too much.
Some considerations are also relevant: since the specific vocabulary in this activity was not 100% targeted to this course, we decided to take approach 2 and do it as an end of the class activity. However, we picked some of the vocabulary used and redirected the activity to specific tourism activities.
The teacher showed the students, having in mind the Kahoot vocab, the site on The Alqueva and the Observatory (check further documentation), alongside the possibilities of tourism suggested. Afterwards, the site of Turismo de Portugal was also given as an example (check further documentation) of the activities available for Geotourism.
Finally, the document on Mines and Geology was given to students and, in groups, they were asked to prepare a presentation for the next class based on one of the 13 different products/locations. Arouca was presented by the teacher, from the other 12 available 10 were given to groups (2-3 students).
In this specific case the Kahoot makes sense if we do it as an add on to other activities.


This resource can be used in different ways, taking into account the learning goals for students in class. We present 2.

1. To introduce the topic and check understanding of concepts and vocabulary related to it
Warmer: elicit from students some words related to the solar system and areas of study related to the Earth (e.g. geology, sun, planets, etc)
Step 1: write on the board these and other words that will appear on the quiz (e.g. solar system, rock formation, wildlife)
Step 2: students get ready for the Kahoot game and, after signing in, they are ready to play it.
Step 3: get feedback and check any difficulties students encountered when answering the questions. Clear out more difficult words (e.g. igneous, sedimentary, hot molten rock)

2. To practise and consolidate vocabulary
This resource can be used by the end of the class as a way to relax and have fun while practising and consolidating vocabulary. It is expected to have other prior activities (e.g. reading comprehension work, worksheet completion, watching videos, etc)
Step 1: students get ready for the Kahoot game and, after signing in, they are ready to play it.
Step 2: get feedback and check any difficulties students encountered when answering the questions. Clear out more difficult words (e.g. igneous, sedimentary, hot molten rock)


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


Motivation enhancement
The capacity to motivate students to improve their language skills


Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning


Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries


Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning


Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need


Assess the technical usability from the point of view of the lecturer and the student


Assess the accessibility from the point of view of the lecturer and the student


Kahoot is a really user-friendly tool and this game in particular, within a set of other kahoot based quizzes, is definitely an added value to the learning of English for specific purposes, namely for environmental studies, or even for academic purposes. It keeps motivation levels high; it is an engaging and useful resource, and it can either check students’ understanding of vocabulary or it can test students’ knowledge on vocabulary previously learnt. Learners can also use this resource on their own and they can assess their performance right away. However, doing this in class with more learners is more challenging, appealing and fun.
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Further documentation: