The mystery of Detroit

Progetto CLIL
Classe 3A AFM
a.s 2020/2021

WHAT IT IS

This project has been realized by the business economy clil class 3A in order to create a game for students; it also includes some business main concepts and vocabulary learned during the lessons.
This is a game for middle school children.

The objective is to solve a mystery by understanding a story.

You have to be careful! There are questions and puzzles to solve to get to the solution.

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HOW THE IDEA COME ABOUT

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One day, our business teacher suggested that we should carry out a CLIL project to build an enigna using business vocabulary that we have studied during the school year.

In order to understand what it was about more specifically, we attended a meeting with a games book expert via meet.

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HOW WE ORGANIZED THE ACTIVITY

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We started thinking about what we wanted to base our book game on and finally we decided to create a story based on a theft between two competing companies.

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HOW WE ORGANIZED OURSELVES?

Afterwards we got into groups and each of us took care of a part (story, questions, graphic, logo...).

Thereafter we put together the group works and started to create our game using the google modules

A FEW FACTFILES ABOUT THE CHARACTERS

A PECULIAR TITLE

“ THE MYSTERY of jolly Detroit”

a meddlesome title that hides an engaging tale.

TWO INVENTED COMPANIES

One city, two big companies, the same industry and a lot of competition!
We started with something that represents us : shoes.
We created the companies: The Speedest Blow and the Poseidon; they can be extremely realistics because the structure and the logos of the organization are the ones of an authentic company.

ATTRACTIVE AND FRIENDLY CHARACTERS

We created a lot of avatars that represent nice characters.
They have all intersting names

We wanted them to be as real as possible!

WHAT WE HAVE LEARNT

Elisa
Letizia
Marica

We liked this project very much.

We have surely reached the main purpose: learning some essential business vocabulary for our future, some computer tricks and improving our English skills.

Moreover we have worked in groups and all of us had contributed with our own opinions and ideas.

We think that working in groups helped us understand each other, share clearly what we thought and obviously develop our critical thinking.

We would like to have other similar experience in the future but live at school, preferably!

We would like to have a feedback from the kids' bothon the book and on the game.

Yusuf
Giorgia
Anna

Giulia
Angela
Martina

Noemi
Giada