Since
I like to play escape game when I was a student, so I chose Polleke’s Blue
Room. It is a house with four rooms (four images), and you have to escape the
house according to the clues you get. Maybe there is something wrong with my
mouse, or maybe I am not familiar with this game, it took me nearly an hour to
play this game.
Even though the image is simple, the game is complex since not only should you
be careful about every detail but also you should think about the relationship
among the clues. I think it is a good game that can be used to teach students
who are at early intermediate level. According to Michigan English
Language Proficiency Standards,students who are at this level can
start short conversations on simple topics,can understand basic narrative text
and authentic materials,and can write simple notes and write short reports
using basic vocabulary,and common language structures.I can make use of this
game to teach them some vocabulary, try describe the procedure of a task (learn
to use imperatives to give instructions and learn to express order such as
first, next, then, finally…), and follow the instructions to complete a task.
In the class,
the teacher can be an instructor and assistor, and the students can be the game
player and center of the class. My class can be divided into three stages.
First, I will introduce the game to the students and ask them to play the games
without the walk through in a limited time (about 40 minutes). Meanwhile, I
will ask the students pay attention to the vocabulary on the top left corner.
Students can memorize some words when they click on the objects in the game.
It is impossible for all students to finish the game in the
limited time. At this time, ask two or three students who perform better in the
game to describe how they play the game to other students who fall behind. At
this time, students must make use of the images of the game to explain the
procedures of the game and use the word that appeared in the game. If students
have difficulty in explaining, teacher and other student can give them a
hand.
Finally, show students the walk through and ask them to finish the task
according to the walk through. I don’t think all students can finish the game
in the class because it requires extreme carefulness and patient. So they can
play the game after class and discuss how they play it in the next class.
Meanwhile, I can check whether they master the vocabulary, the imperatives by
describing part of the procedure of the game.
I think that assessment can be informal and formal in many different ways. I can check their words according to their description of how to finish the game as well as giving them a quiz such as fill in the blanks or multiple-choice. When checking whether they can describe the procedure of the task, I can ask the students discuss the game strategies in the class or write short notes when they play the game.
I think that assessment can be informal and formal in many different ways. I can check their words according to their description of how to finish the game as well as giving them a quiz such as fill in the blanks or multiple-choice. When checking whether they can describe the procedure of the task, I can ask the students discuss the game strategies in the class or write short notes when they play the game.
It
is really an interesting game. It can help students learn something new as well
as having the sense of achievement. I can still remember the great joy when I
put the numbers I collected together.
Thanks for your detailed explanation of the usefulness of this game. However, for our purposes you need to link your learning objectives to a set of standards and give a more detailed description of the assessment you would use.
ReplyDeleteThanks for your suggestions and I have revised my blog. By writing this blog I also learned when you write a lesson plan, it is important to write down all details to make readers understand you and help you know whether it makes sense.
DeleteThis post is really amazing
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