TESOL EVO 2020 Escape the Classroom! - Using Ciphers

1. Escape Room ELT Live Escape Rooms Ciphers and coded messages graham.stanley@gmail.com https://escaperoomelt.wordpress.com
2. Ciphers and coded messages What is a cipher? What is the difference between cipher and code? Can you list some of the different types of cipher? Have you ever used ciphers for language learning?
3. Codes vs Ciphers A code operates on semantics, meaning. A code requires a codebook where words or phrases are assigned other meanings. A cipher does not involve meaning – it operates on syntax, symbols. Ciphers are usually performed on individual or small chunks of letters. https://www.khanacademy.org/computing/computer- science/cryptography/ciphers/a/ciphers-vs-codes
4. There is an art to sending coded messages and there is also long tradition of using coded messages in ELT. Here are some ideas of how you can use them in class: Secret Code game Teaching languages with ciphers Secret Code Secret Messages Cryptography as a teaching tool Cryptology for Kids Codes and Ciphers https://wordpress.com/page/escaperoomelt.wordpress.com/109
5. #jackboom and the bomb An example ELT Escape Room cipher activity for Advanced learners
6. The city is being terrorised by #jackboom, a deranged explosives expert who delights in setting booby-trapped bombs. You are the city’s crack anti- explosive team and are called by the police to the 42nd floor of a high-rise building to defuse the latest bomb that #jackboom has planted.
7. A red and blue wire leads from the mechanism to the bomb. The countdown has not started yet, but the clock shows less than a minute is left before it the bomb will explode. The mechanism on the bomb that #jackboom planted looks simple enough. There is a timer – it looks like when it reaches 00:00:00 the bomb will explode.
8. On the back of the bomb there is a keypad where you can input numbers and then press ‘Enter’. The keypad won’t accept letters. Next to the keypad are four symbols and spaces below where the numbers appear when you enter them. Do you recognise all of the symbols?
9. #jackboom
10. #jackboom
11. #jackboom
12. Suddenly the count down starts and the picture disappears. You have less than a minute to go before the bomb explodes. What number do you key in?
13. #jackboom and the bomb Suggested follow-up activities: • Role-play debrief to pólice chief • Write a report of the incident • You capture #jackboom – interrogate him
14. Escape Room ELT Live Escape Rooms Ciphers and coded messages graham.stanley@gmail.com https://escaperoomelt.wordpress.com

Notas do Editor

In this video, we’ll look at ciphers and coded messages.

We will look at what to consider when using codes/ciphers in Escape Rooms when the objective of the activity is for learning or practising English.
Let’s start by looking at some definitions-¿¿
What is a cipher? What is the difference between cipher and code?
Can you list some of the different types of cipher? Have you ever used ciphers for language learning?

You might want to stop the video here and take some time to relfect on this. If you are watching alone, write some notes in answer to the question. If you are with someone, discuss the questions.
Codes vs ciphers
I am not going to go over the codes and cipher activities listed here – in this blog post, but rather focus on an ELT Escape Room activity that I designed that makes use of a cipher
Scenario: (for advanced learners)
Let’s look at an example for Advanced learners of using a cipher.
Although as it has been presented, this activity is designed for advanced learners, it can be adapted for lower levels by simplifying the language.
Scenario:
The city is being terrorised by #jackboom, a deranged explosives expert who delights in setting booby-trapped bombs. You are the city’s crack anti-explosive team and are called by the police to the 42nd floor of a high-rise building to defuse the latest bomb that #jackboom has planted.
The mechanism on the bomb that #jackboom planted looks simple enough. There is a timer – it looks like when it reaches 00:00:00 the bomb will explode.

A red and blue wire leads from the mechanism to the bomb. The countdown has not started yet, but the clock shows less than a minute is left before it the bomb will explode.
On the back of the bomb there is a keypad where you can input numbers and then press ‘Enter’. The keypad won’t accept letters.

Next to the keypad are four symbols and spaces below where the numbers appear when you enter them.
As you look at the bomb, news comes in that #jackboom has sent via email an image of a strange code to the police, and you think it may be a clue to defusing the bomb. Surely this shows you the numbers you need to defuse the bomb?

Broccoli – 1 / Milk = 7 / Hamburger = 4 / Green pepper = 8
Scenario: (for advanced learners)

Suddenly, the image disappears. Can you remember what food was related to which number? You think it may be important.

Work together to share what you remember
You approach the bomb, confident that you know the code to defuse it, but then just as you are about to key in the number, you receive a picture of #jackboom wearing a cryptic t-shirt.
1 minute explosión (flash video)

Suddenly the count down starts and the picture disappears. You have les than a minute to go before the bomb explodes. What number do you key in?
Transposing the hamburger and broccoli numbers, the correct code is 4718

Broccoli – 4 (1) / Milk = 7 / Hamburger = 1 (4) / Green pepper = 8
Suggested follow-up activities:
Role-play debrief to pólice chief
Write a report of the incident
You capture #jackboom – interrogate him
In this video, we’ll look at ciphers and coded messages.

We will look at what to consider when using codes/ciphers in Escape Rooms when the objective of the activity is for learning or practising English.

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