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"Rock and Match" is an educational card game inspired by the popular board game "Dobble".

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This game was created to help our students learn and feel confident with the vocabulary before watching the play “Pat the Cat”, so that when they see it, they can understand the words, enjoy the story, and feel proud of themselves.

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practice stage (less control practice)

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Target audience: 3rd graders - (A1 level) 

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Target audience: 3rd graders - (A1 level) 

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This game is designed for 3rd-grade students who are learning English; in this case, to familiarize themselves with the vocabulary used in a play.

However, it can also be used by anyone interested in learning English from the age of 5 and up, as well as teenagers and adults who want to improve their vocabulary and practice it. It is accessible and adaptable for different ages and learning contexts.

To people in a A1 level or lower.

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The Idea

We started by choosing the vocabulary from the play "pat, the Cat the Rockstar". The words were related to animals, colors, and musical instruments. The objective was to help students review and remember these words in a fun way.

Choosing the Words

We made a list with all the important words: animals, colors, and musical instruments. Then we checked that they were useful for the play and easy for 3rd graders to remember.

Desing

We looked for colorful pictures and started designing the cards. Each card had pictures like cat, guitar, fish,etc. We wanted them to look fun and clear.

Naming the Game

We chose the name "Rock & Match" because it mixeds music and the idea of finding pairs. It sounded perfect for Pat, the Cat!

Implementation

Students will play in small groups (2-4). They will have to find matching pictures, say the words aloud, and take the card from the pile. This activity will help them improve vocabulary recognition and pronunciation without even noticing.

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Encourages active participation and motivation.

Strengthens vocabulary recall through repetition and competition.

Improves pronunciation and listening skills.

Promotes teamwork and peer interaction.

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STEP 1: Distribute all the cards evenly among the players, face down.

STEP 2: Place one card face up in the middle of the table.

STEP 3: Each player flips the top card from their pile and looks for the same picture between their card and the one in the middle.

STEP 4: The first player to say the word aloud in English (for example, “Cat!”) and point to the matching image places their card on top of the middle pile.

STEP 5: The game continues, and the new card on top becomes the active one.

STEP 6: If two players say the same word at the same time, the teacher decides who was first.

STEP 7: The first player to get rid of all their cards wins the game.

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Language acquisition...

Playing the card game turns vocabulary learning into an interactive, visual, and motivating experience, which directly supports language acquisition. During the game, students constantly look for the matching picture and say the word aloud, and this repeated retrieval strengthens memory, helping transfer words from short-term to long-term memory (Nation, 2001) (1). Additionally, learning through play increases students’ attention and willingness to participate, which research shows enhances retention and fluency (Wright, Betteridge, & Buckby, 2006) (2). By combining repetition, meaningful context, and engagement, the game provides an effective and enjoyable way for students to acquire and reinforce new vocabulary before watching the play “Pat the Cat.”

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Oa 10

Reproducir chants, rimas y diálogos muy breves y simples para familiarizarse con los sonidos propios del inglés: identificar los sonidos /w/, /th/ en particular y /s/-/z/ en particular.

https://www.curriculumnacional.cl/portal/Ejes/Ingles/Expresion-oral/22527:EN03-OA-10

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ESTANDAR 7, DOMINIO C

7.12 Ajusta su práctica pedagógica en función de las situaciones contextuales, las respuestas de los/as estudiantes y las evidencias que recopila mediante el monitoreo de sus progresos, para atender a sus ritmos de aprendizaje, sus diferencias individuales y sus necesidades de apoyo formativo.

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Teachers can access the digital version by scanning the QR code or visiting padlet to know more about the game. They can print or adapt the cards for different topics, use the game as a warm-up or review, and encourage students to speak only in English while playing to make learning more fun and effective.

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1. Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge University Press.

https://catdir.loc.gov/catdir/samples/cam031/2001269892.pdf

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1. Wright, A., Betteridge, D., & Buckby, M. (2006). Games for Language Learning (3rd ed.). Cambridge University Press.

https://erwinwidiyatmoko.wordpress.com/wp-content/uploads/2012/01/games-for-language-learning-3rd-editionby-andrew-wright-et-al.pdf