In this ESL/beginner English worksheet, students use a cipher to decode secret messages, then use those messages to identify a mystery person based on provided clues! This is a fun and exciting way to practice spelling, reading comprehension, and logical reasoning skills in English.
You can read a more detailed explanation of the activity toward the end of this page here.
This is specifically designed to review the first semester of the YBM (Kim) Grade 5 curriculum in Korea (lessons 1-6), but it will work well for any beginner level English class or English practice for young learners.
This worksheet is designed as a half sheet on A4 paper, so you will need to cut the pages in half.
You can download students versions with either English or Korean instructions and the answer sheet below.
Student Version (Korean Translation):
Student Version (English):
Answer Key:
More Details
When creating this worksheet, I first started with the spiral cipher because I wanted students to really focus on precise spelling of the words in each key expression. Toward the end of the semester, my students have no problem with speaking as that is my main focus in most classes, but a lot of them struggle with writing.
I wrote the secret messages and created the cipher to decode them first, then added the story background. In the final worksheet instructions, I left out several details of the story that originally formed in my head while designing the puzzle for the sake of saving space and maintaining clarity. I’ll explain it here for some extra context. If teaching this lesson, you can choose to explain to the students this way, or just have them complete the activity as explained in the worksheet instructions.
The students are spies trying to find the identity of a secret target. In Part A of the worksheet, they decode the messages.
They have anonymously received encoded transcripts of a phone call made by the target, so you can assume the secret messages are statements made directly by the mystery person on a phone call. Decoding the messages allows you to learn more about the background and preferences of the mystery target.
In part B, they identify the mystery person. I provide a “suspect list” and details about each suspect. Based on what they know about the mystery person from Part A, students can deduce the identity of the target.
In part C, they write their final spy report. This part sums up the whole activity and checks students’ understanding of the work they’ve done in parts A and B. Students fill out key characteristics of the mystery person such as favorite food and nationality. This requires them to know the correct identity of the mystery person (part B) and understand the sentences they decoded in part A.
Have fun with this one!
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