Gaming Soundtracks

Level: Intermediate/ upper intermediate

Location: Connected classroom

Skills focus: Writing

Language Focus: Relative clauses

This is a nice little activity to stimulate a little writing in class.  I have used it to practice relative clauses but there’s no reason that you can’t just forget a language focus and just get learners to write.  I’ve done this activity a few times and I either :

  1. Let them see the titles of the game and ask them if they know the game.  If they do if they know the music.  If they don’t know the game I ask them to predict what the music might sound like.
  2. Don’t let them see the titles and simply play the music following the instructions below.


Brainstorm the titles to a few video games on to the board.

Ask the following questions about each game and elicit some sentences using relative clauses.

When is it?          Where is it?          Who is it about?

e.g. Mario brother olympics

I elicited the following:

“In a time when Mario and his friends went to the olympics”

“In a land where Mario and his friends live”

“About people who compete to win the olympics”


  • Put learners in pairs and tell them they are going to listen to some music from a video game.
  • After they hear each piece of music they should write three sentences about what they think the video game is about.
  • You can get them either to number the sentences in order or ask them to write them out of sequence on a piece of paper.  Tell them not to worry if they don’t know which video game it is.  This is not important.  What is important is that they listen to the music and imagine what they think the game is about and write the sentences.
  1. Age of empires intro
  2. Call of duty 4 intro
  3. Farmville
  4. Full metal gear intro
  5. Grow cube intro
  6. Half life intro
  7. Spore intro
  8. Sims 3 intro
  9. Pacman intro
  10. Mario intro

Post Play

  • If learners have numbered their sentences in order then they can compare their sentences and decide which are the best for each piece of music.
  • Play the music again if necessary to help learners decide.


  • If learners have written their sentences out of sequence on a piece of paper you can collect them in and hand them out randomly.
  • Learners then read them, listen to the music again and match each three sentences to each piece of music.


  • Dictate the names of the games and ask learners to find out online about the game.  They can then rewrite their sentences to compare the following class.


  • Learners go home and choose three games (one’s they’ve got if possible) and write three sentences about them.  They then read the sentences out next class to see if their classmates can guess the name of the game.

Posted on June 24, 2011, in Uncategorized. Bookmark the permalink. Leave a comment.

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