Game Board and Card Placement Boxes
Card Design (Question and Special Condition Card)
Answer Sheet of the Game
Supervisor & Mentor: The preparation of knowledge is enough for them to play around by themselves. Students enjoy the game. Yet, they only have 15 minutes to play.
Mentor: Good for the role given in each group. Students know what they need to do. Since the game instruction is a new activity, playing one round with them is better.
Supervisor: Change the rules of the game. Compared to reaching the finish line, students should aim at making a longer list of superlative and comparative adjectives.
When I look at this chart, it is basically how I feel about using the game-based strategies. There are a few points that gave me a stronger feeling. They are (1) time-consuming, (1) motivation and (2) knowledge retention.
Although I try to plan the game for 2 weeks, I still struggle to finish the game. I spent 3 days aligning my game with the topic in the revision week. Then, I asked many teachers to revise my game's rules, yet it did not look easy enough for the students. In addition, I spent 1 week time to prepare six boards and twelve sets of cards for 29 students to play. The workload is a bit heavy.
Students engage and are willing to play the game again and again. Simultaneously, the grammar point is retained and reinforced when they retry the game. Sometimes, students step into a special condition box and must solve problems given from the cards with their adjectives. When they face struggles, most of my students are willing to hint and help them.
I want to try the model instruction that my mentor suggested. Since the game's rules are complex, playing a round with the group's captain would be best. After the demonstration, they guide their teammates when confused with the steps. Maybe an extra five to ten minutes are needed before playing. Therefore, we need two sessions straight to play the revision game.