Secret Words/ English Game to be Adapted to Any Language

Created Feb. 7, 2024 by Amber Hoye, Camille Daw

Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact amberhoye@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
  • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact amberhoye@boisestate.edu.

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials in Spanish, follow the instructions below:

  • Google Slideshows:
    • To begin, go to File -> Copy to create an editable version of the slideshow.
    • Once finished with your changes, please complete the following steps to share:
    • Click on Share
    • Who Has Access
    • Ensure link sharing is on and allow external access.
  • Materials Saved as PDF: Please email WLRCLAR@gmail.com and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 

3. Adapt for Another Language:

  • See the linked English Version at the top of the activity (English Version may not be available for all activities)

Werewords

Description:

In this activity, students will practice vocabulary by asking "yes" and "no" questions to figure out a secret word. If they figure out the secret word before time is up, they win! 

Proficiency Level:

Novice Mid

Keywords:

game, vocabulary, yes, no, werewolf, words, 

World-Readiness Standards:

Standard 1.1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2: Students understand and interpret written and spoken French on a variety of topics. 

Idaho Content Standards for World Languages:

COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions. 

COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

NCSSFL-ACTFL Can-Do Statements:

  • I can ask yes and no questions to figure out a word
  • I can identify words based on clues given
  • I can interact in familiar everyday contexts

Materials Needed:

Word Cards (to edit, make a copy on Canva and edit the copy) 

Role Cards (editable) 

Yes or No Chips (editable) 

Warm-up

1. Begin by introducing the Can-Do's for today's activity. 

2. Introduce the following vocabulary: 

Werewolf

Villager

Seer

Mayor

Main Activity

For a group of 4, have one mayor, two villagers, one seer and one werewolf

For a group of 5, have one mayor, two villagers, one seer, and two werewolves

For a group of 6-8 have one mayor, one seer, and three werewolves. Fill the rest of the roles with villagers. 

1. Distribute Role Cards to students depending on the number of students. Make sure at least one student is the mayor. There will be one card left. The mayor will also have the additional role of the card that is left. 

2. Students will look at their role and act accordingly. 

3. All students will close their eyes while the mayor chooses the "Secret Word" from the Word Cards.

"Mayor, open your eyes and choose a secret word. Mayor close your eyes." 

4. The werewolves will open their eyes and look at the secret word. The goal for the werewolves is to not let the villagers guess what the secret word is. 

"Werewolves, open your eyes and look at the secret word. Werewolves close your eyes." 

5. The seer will open their eyes and look at the secret word. Their goal is to help the villagers guess the secret word. 

"Seer, open your eyes and look at the secret word. Seer close your eyes." 

6. Students will take turns asking the mayor yes or no questions to guess what the secret word is. If the mayor is the werewolf, they can lead the villagers astray. Otherwise, they should answer as honestly as possible. The mayor is not allowed to speak, but will pass Yes or No Chips to the students to answer their questions

7. Students will have 4-5 minutes to guess the secret word. 

8. If students guess the secret word, the werewolf has one minute to guess who the seer is. If they guess correctly, the werewolf wins

9. If students aren't able to guess the secret word, they have to collaboratively guess who the werewolf is. If they guess correctly, the villagers win. 

(Note: To ask specifically what the word is, students must say, "Is the word ______")

Wrap-up

Ask students the following questions to finish the lab: 

1. What was the most difficult word to guess? Why? 

2. What role was your favorite? 

End of lab:

 Read Can-Do statements once more and have students evaluate their confidence. 
(Use thumbs up/thumbs down or download our student cards.) 
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

  • I can ask yes and no questions to figure out a word
  • I can identify words based on clues given
  • I can interact in familiar everyday contexts
Return to top