Case Study (B1/B2 Listening and Speaking)

                                                   Case study

Kamilla Varga, Fanni Hegedűs


Part 1: The Game

Level & Learning Outcomes

Level: Advanced

Students will improve listening comprehension, critical thinking, and analytical skills through the analysis of case studies. They develop their listening skills through group work. They develop critical thinking by analyzing and evaluating different situations. They develop problem-solving skills as they propose solutions for real-life scenarios. They also develop communication skills when presenting their ideas aloud in front of the class. Group work can stimulate students in such a way that they learn to work in groups, ask questions, and explain.


Materials needed 

  • Case study scenarios (see Appendix)

  • Paper and pen for each group

  • board, chalk/whiteboard marker


Object of Game

To get the most votes


Rules of Play

  1. Divide the group into three or four teams.

  2. The teacher reads the scenario out loud. In the meanwhile, each team gets a scenario card.

  3. After that, the students identify the key problems of the scenarios and try to discuss the possible solutions. Since they also have to present their ideas in front of the class, they have to plan something to draw or write on the board. They have 10-15 minutes for that.

  4. Each group presents their ideas one by one.

  5. After every presentation, we can have a small discussion on what we think about the presentation.

  6. After the presentations, each team should vote for the presentation they liked best. (They cannot vote for their own)

  7. The team that gets the most votes wins.


Scorekeeping

After the presentation, each team must vote for one team (except their own) whose ideas and board image they liked best. The team that gets the most votes wins.


Part 2: Reflection

The name of the game is case study, which means that the students are given different real life scenario cards for which a solution must be found. I think that the game went well in class. Fanni and I presented the task and its rules. Listening skills were developed by the game from the very first moment, as we read the script aloud, which requires understanding of the text heard. After the cards were distributed, the class started the work in small groups. There was a group who put more effort into solving the task and there was also a group who were less inclined to play. The result of the game was quite interesting for me, since all groups proposed very similar solutions to the given real life scenario, however, their board image and presentation were completely different. For me, it was particularly good to see how different teams think and how different solutions can be found for the same problem.

At the end of the game, we received a suggestion that this game could be turned into a competition, and if I think about it more, it could add a little extra excitement to the whole thing. At the end of the game, when all groups have presented their ideas and solutions, each team must vote. Of course, the groups cannot vote for their own work. Each group must consider what they heard, what they saw, the preparation and the presentation itself. The team with the most votes wins.

I think I would play this game again with my future students, because it can be played in so many different situations. You can even introduce a new topic with this game, you can summarize the existing curriculum, or you can even play with topics that the students suggest.

I would definitely recommend this type of game to other teachers, as this game improves a lot of skills. Critical thinking develops, as students are given real life scenarios. Their problem-solving ability also develops, since solutions have to be proposed for a given problem. Their ability to cooperate in a team also improves, since they have to work in smaller teams, where they have to discuss each other's ideas, make suggestions and express their opinions to their peers. Communication skills are also developed, as students are expected to speak English with their peers during the discussion part. In addition to this, their decision-making ability also improves, as they have to decide which solution is the best, which one they want to present. Since they also have to draw or write on the board, this game also develops creativity. –KV

The game we chose was a case study, which practically means that the students are given a completely realistic scenario for which they have to find a solution. This game can be adapted in several ways during lessons. You can also choose an easier topic, so it can be a useful game for beginner language learners as well. We can introduce a new topic with it or it can even be perfect for summarizing a topic. I think this game is very useful, as the students develop several skills. Their problem-solving skills and cooperation skills develop since they have to work together with others. The students can even find a solution to the problem on their own, but we chose group work. Listening skills were already developed by the game when explaining the task. Kamilla and I read the case study, which requires understanding the text heard. To make things easier, we gave each group the problem in writing, but this step can be omitted. Instead, we can ask the students to take notes while we read the case study, thereby focusing even more on listening comprehension. In this case, it will not be enough to read the text once. After we distributed the cards, the others started to discuss the task in small groups. Here we can even designate the teams or make cards from which the students draw. During the task, the groups participated in the solution in different ways, some groups took it very seriously and some did not put a lot of effort into solving the task. I believe that this would have happened similarly in a school since it is impossible for every student to solve a task with the same dynamics. The result of the game was very interesting, as most groups came up with very similar solutions to the problem. In addition, the board pictures were also very well done, they presented the teams' solutions very well. We received a suggestion from the others that we could have done a competition to end the game. The groups could have voted on which solution or presentation they liked the most. I think this can be a very good ending to the game since the students can decide for themselves which group came up with the best solution based on what they saw and heard. FH


Part 3 Appendices


Appendix A: Case study scenario


Student Wellness Program:

Scenario: A high school wants to implement a wellness program to support students' mental and physical health. The program should include initiatives such as mindfulness activities, healthy eating options, and counseling services.

Key Issues: Student stress and mental health, promoting healthy lifestyle choices, accessibility of support services.


Recommendations: Offer mindfulness workshops and relaxation sessions, provide nutritious meal options in the cafeteria, and establish peer support groups and counseling resources.



Appendix B: Answer Key


There is no right answer, it was up to the student's imagination, but some potential answers/recommendations:


  • mindfulness workshops

  • Yoga

  • Nutritious meal options

  • School psychologist

  • Nature

  • Gym membership

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