Jeopardy Game – Diagnostic Test

In this lesson, I prepared a Diagnostic test (jeopardy game) to test my students’ needs in a more fun way. Mainly, it involves testing collocation and vocabulary (word formation) knowledge.  I’m using a game layout created by my dear friend, Ricardo Barros. Some of the activities were taken from: flo-joe.co.uk .

Background reading: Infenthaler, D. Eseryel, D. Ge, X. (2012) Assessment in Game-Based Learning: Foundations, Innovations, and Perspectives. Springer

You can also play it as a Review game. It is important to go over the answers with students and make sure they understand the “whys”

  • Age: 15-on 
  • Level: Upper Intermediate (CEFR B2)

[Slide 1]

 

1. Presentation of the game.

  • Steps:
  • Name of the game (Jeopardy) 
  • Rules of the game (Interaction: Groups of 3 or 4. The group is choosing a category and the number of points they would like to have. Of course, the level of difficulty varies according to the number of points. 
  • I explained that the game was created to diagnose which areas I should focus on (in this course).
  • Timing: 5′
  • Interaction: Groups of 3 or 4.

JEO 1

[Slide 2]

1. Preposition: Slide 1 (100)

  • Steps: Students discuss what the best preposition is. (sentence below)
  • Timing: 5′
  • Interaction: Groups of 3 or 4.
  • Monitoring: Teacher listens intently to students answers, make notes of answers and examples students used in their groups. 
  • Feedback: Systematize the answers and work on collocations. Give further examples as shout at, laugh at, etc.

JEO 2

[Slide 3]

1. Preposition: Slide 2 (200)

  • Steps:
  • Students discuss what the best preposition is. (sentence below)
  • Timing: 5′
  • Interaction: Groups of 3 or 4.
  • Monitoring: Teacher listens intently to students answers, make notes of answers and examples students used in their groups. 
  • Feedback: Systematize the answers and work on collocations. Give further examples as work on, depend on, agree on, etc.

JEO 3

[Slide 4]

1. Preposition: Slide 3 (300)

  • Steps:
  • Students discuss what the best preposition is. (sentence below)
  • Timing: 5′
  • Interaction: Groups of 3 or 4.
  • Monitoring: Teacher listens intently to students answers, make notes of answers and examples students used in their groups. 
  • Feedback: Systematize the answers and work on collocations. Give further examples as a very simple one: listen to, want to, respond to, introduce someone to another person etc.

JEO 4

[Slide 5]

1. Preposition: Slide 4 (400)

  • Steps:
  • Students discuss in their group what the best preposition is. (sentence below)
  • Timing: 5′
  • Interaction: Groups of 3 or 4.
  • Monitoring: Teacher listens intently to students answers, make notes of answers and examples students used in their groups. 
  • Feedback: Systematize the answers and work on collocations. Give further examples as the first one: yell at.

JEO 5

[Slide 6]

1. Collocations: Slide 1 (100) – Answer: lost.

  • Steps: Students discuss what the best verb is to match the collocation. (sentence below)
  • Timing: 5′
  • Interaction: Groups of 3 or 4.
  • Monitoring: Teacher listens intently to students answers, make notes of answers and examples students used in their groups. 
  • Feedback: Systematize the answers and work on collocations. Ask ss why. 

JEO 6

[Slide 7]

1. Collocations: Slide 2 (200) – Answer: hard.

  • Steps: Students discuss what the best verb is to match the collocation. (sentence below)
  • Timing: 5′
  • Interaction: Groups of 3 or 4.
  • Monitoring: Teacher listens intently to students answers, make notes of answers and examples students used in their groups. 
  • Feedback: Systematize the answers and work on collocations. Ask ss why. 

JEO 7

[Slide 8]

1. Collocations: Slide 3 (300) – Answer: up.

  • Steps: Students discuss what the best verb is to match the collocation. (sentence below)
  • Timing: 5′
  • Interaction: Groups of 3 or 4.
  • Monitoring: Teacher listens intently to students answers, make notes of answers and examples students used in their groups. 
  • Feedback: Systematize the answers and work on collocations. Ask ss why. 

JEO 8

[Slide 9]

1. Collocations: Slide 4 (400) – Answer: figure.

  • Steps: Students discuss what the best verb is to match the collocation. (sentence below)
  • Timing: 5′
  • Interaction: Groups of 3 or 4.
  • Monitoring: Teacher listens intently to students answers, make notes of answers and examples students used in their groups. 
  • Feedback: Systematize the answers and work on collocations. Ask ss why and work on all of the meanings.

JEO 9

[Slide 10]

1. Word formation: Slide 1 (100) – Answer: flight / relationship / painless / expression / delivery.

  • Steps: Students discuss vocabulary. (sentences below)
  • Timing: 5′
  • Interaction: Groups of 3 or 4.
  • Monitoring: Teacher listens intently to students answers, make notes of answers and examples students used in their groups. 
  • Feedback: Systematize the answers and work on prefixes/suffixes.

JEO 10

[Slide 11]

1. Word formation: Slide 2 (200) – Answer: instructions/ instructor / instructive.

  • Steps: Students discuss what the best formation of the words is for each sentence. (sentences below)
  • Timing: 5′
  • Interaction: Groups of 3 or 4.
  • Monitoring: Teacher listens intently to students answers, make notes of answers and examples students used in their groups. 
  • Feedback: Systematize the answers and work on prefixes/suffixes.

JEO 11

[Slide 12]

1. Word formation: Slide 3 (300) – Answer: observation/ observant / observatory.

  • Steps: Students discuss what the best formation of the words is for each sentence. (sentences below)
  • Timing: 5′
  • Interaction: Groups of 3 or 4.
  • Monitoring: Teacher listens intently to students answers, make notes of answers and examples students used in their groups. 
  • Feedback: Systematize the answers and work on prefixes/suffixes.

JEO 12

[Slide 13]

1. Word formation: Slide 4 (400) – Answer: likeness/ likewise/ liking.

  • Steps: Students discuss what the best formation of the words is for each sentence. (sentences below)
  • Timing: 5′
  • Interaction: Groups of 3 or 4.
  • Monitoring: Teacher listens intently to students answers, make notes of answers and examples students used in their groups. 
  • Feedback: Systematize the answers and work on prefixes/suffixes.

JEO 13

Wrap-up by asking students to systematize what they have learned from this game and what actions they are going to take in order to ensure they will keep learning more and more. From the results (answers) the teacher will know what to plan next and how to help his/her students better. 

 

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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

6 thoughts on “Jeopardy Game – Diagnostic Test”

  1. Hi! This is wonderful but do you actually have the slides available? It would be great to be able to use them!
    Thanks for sharing such great stuff!

    Liked by 1 person

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