Game category
Describe a picture, write an essay: connected English text.
Labels next to each game: learning and check means the game can be assigned either way; learning only means it runs only as learning. Who opens a game, and why speech is not assessed: how the games work.
From blank page to structured argument. Students plan and write short essays with AI guidance on structure, coherence and language. Feedback addresses ideas and organization, not just grammar mistakes.
Draws on: Writing is a recursive cognitive process of planning, translating and reviewing — and each phase can be supported (Hayes & Flower 1980).
Look at a scene and write about it using the grammar of your year. Year three is there is / there are, year four is have / has, year five is present progressive, years six and seven are present simple with adjectives. The level is named the way the coursebook names it, so it is clear what is being practised. The app marks nine works out of ten on its own and shows the corrected sentence instead of a red mark: a mistake turns into a lesson rather than a lost point. Judgement calls - is the dog angry, is the neighbour kind - go to the tutor, because two people can disagree there and the one who knows the child should decide.
Draws on: Picture description is a mainstay of productive language and one of the oldest ways to measure it; counting content units goes back to Nicholas & Brookshire (1993), the functional adequacy scale to Kuiken & Vedder (2017).
At home with Family, with a tutor, or in our Studio (in development).
