General Guidelines:

• Identify learners’ language level (A1 to C2) and adapt the game rules accordingly, based on the PDF version.
• Prepare your materials:Use the online version for group work on a screen. Use the printed version for more tactile, interactive work.
• Plan an introduction to the vocabulary or expressions featured on the cards to support comprehension.

Pedagogical Tips:

• Start as a group: Explore the expressions or vocabulary together and ensure everyone understands them.
• Encourage speaking: Each player should explain their choices, ask questions, and describe images. This helps develop oral fluency and active language use.
• Emphasize reformulation and detailed description (especially from level B1 onward) to strengthen expressive skills.
• Use the game variations to diversify learning:
  • Storytelling with cards
  • Memory games or syntax-based activities
  • Image-to-sound or image-to-situation associations

Tip: Link to Visual Art

Take advantage of the artistic references on the cards (“In the universe of…”) to introduce a cultural dimension. You can:

• Assign mini-research projects on the artists
• Show the original artworks in class
• Discuss their style, origin, or message

• Choose Age-Appropriate Texts

Select engaging and level-appropriate stories that match students’ reading abilities.

Use familiar topics to boost interest and comprehension.

• Adapt to Different Skill Levels
  • For beginners: Use shorter passages with simple words and encourage oral sentence formation.
    • For advanced learners: Choose longer passages with more complex vocabulary and ask them to write sentences.

• Make It Interactive
  • Encourage students to read the passage aloud before starting the activity.
  • Let them work in pairs or small groups to find words together.

• Incorporate a Discussion Phase
  • After underlining words, ask students to explain their meaning or use them in a new context.
  • Encourage questions to ensure comprehension.

• Use a Variety of Texts
  • Rotate between fiction, non-fiction, poetry, and informational texts. This helps students develop different reading skills and expand their vocabulary
• Adapt to Language Proficiency Levels
  • For beginners, allow students to use visual aids or provide a word bank of possible items.
  • For more advanced learners, challenge them to add descriptive details about their items (e.g., “I will take a warm, cozy sleeping bag.”).

• Encourage Active Participation
  • Use gestures, facial expressions, or real-life objects to engage younger students.
  • Allow students to act out or mime their items to make the game more interactive.

• Use Thematic Variations
• • • Change the setting of the trip (e.g., a trip to space, a jungle adventure, a visit to a castle).
    • Require students to only choose items that start with a specific letter or belong to a certain category (e.g., food, tools, clothing).
    • Provide Scaffolding for Struggling Learners
    • Write down the list on the board as students add items to help them follow along.
    • Repeat the list together as a class before each new turn to reinforce memory.

• Recommendations for Parents

  Playing at Home:

  • Choose the printed version for a quiet, more focused moment, or the online version for a livelier, group activity.
  • Feel free to adapt the rules for a shorter or simplified game depending on your child’s age and attention span.
  • Encourage your children to tell a story using the cards, even if it’s a creative, imaginative tale. The key is to feel comfortable expressing themselves.

  Multilingualism:

  • If your family is bilingual, play in two languages.
    • For example, associate a card with a word or expression in the original language, then reformulate it in French.
  • This is also a great game to share cultural or linguistic memories—such as family anecdotes, expressions, or traditions.

  What to Keep in Mind:

  • Don’t overwhelm players: Start with 4 to 6 cards maximum for a manageable experience.
  • Avoid putting pressure on finding the “right answer”: Emphasize imagination, idea association, and the effort to formulate thoughts.
  • In group settings, make sure that everyone has a clear visual access to the cards, especially with printed versions.

Variants

Adjustments and Additions for Levels B1–B2

• Encourage players to create their own titles for the image cards.
• The next player must describe the image in more detail before identifying it. Example: Instead of saying “Is it the carpet?”, say “Is it the character sitting on a flying carpet?”

Adjustments and Additions for Levels C1–C2

• Encourage players to choose enigmatic or ambiguous titles that could apply to several cards.
• The player who guesses the card must describe in detail what they see in the image.

Alternative Game Modes

For Young Children

• Find the intruder (the odd one out) among a set of cards.
• List visible objects in the image.
• Associate a sound with the image and imitate it.

For Older Children and Adults

• Group cards into sets of 4 with something in common.
• Storytelling: Create a story using 3 to 5 cards.
• Syntax game: Build a sentence using multiple cards.
• Memory game: Match cards based on criteria set by the players.

• Step-by-Step Instructions:

  • Prepare blank cards by printing and cutting them. On the back, write short phrases such as: I + verb + object/place/time complement (e.g., “I eat an apple,” “I run in the park,” “I sleep late.”)
  • Practice drawing simple characters using triangles.
  • Show learners how to do this step-by-step.
  • Distribute the cards (or let learners choose one).
  • Each learner draws the scene that matches the sentence on their card.
  • Collect the drawings and display them to the group.
  • Explain that every sentence starts with “I”, followed by a verb and a complement.
  • The group tries to guess the original sentence for each drawing.
  • You decide whether they say it aloud or write it down.

  Variant – For a More Challenging Game:

  • Distribute completely blank cards (both sides).
  • Each learner writes a sentence in the form “I + verb + complement”.
  • They then pass the card to the next person, who draws the scene on a new blank card.
  • That drawing is passed to another person, who writes a new sentence describing what they see.
  • The pattern continues: one person draws, the next writes, and so on.
  • At the end of the round, compare the original sentence to the final one—
  • The difference is often funny and thought-provoking!

Online Resources for Variants and Alternative Games

• Online version: https://view.genially.com/67b8352ac922e4934a56bc18
• Printable cards: https://cotaassociation.wixsite.com/learing/intrus-jeu-mulilingue
• Find the Intruder: https://view.genially.com/67de64e7e2a42f8fc0ee6e31
• Match Images with Words and Find the Intruder: https://view.genially.com/6814568ea2cf09fb8b681cf6
• Complete the Sentences: https://view.genially.com/6814572d0a1e490c1e9a7986
• Strange Images – Develop Creative Skills through Absurdity: https://view.genially.com/681457b52dd0ce87628e3ab6
• What Do You Do When You Feel Sad or Disappointed: https://view.genially.com/681486f9ac06a7893f814fcf
• The Intruder and the Four Seasons (Full Module): https://view.genially.com/680f0fb141cab240301ccadc
• Stories Written by Water: https://view.genially.com/680c7c0d41cab240307715cf