World of JumpStart
(Post-test)Class: ______ No.______ Name: ____________
單字、片語選擇題(每題 4 分，共 100 分)
1. The little boy is full of ____ again after eating his favorite snacks.
(A) sand (B) scale (C) prize (D) energy 2. Mom took some ____ and prepared food to make a delicious cake for us.
(A) tools (B) oysters (C) demons (D) caves 3. Steve likes to ____ different pens and pencils, and that is his interest.
(A) train (B) choose (C) collect (D) need 4. In the game, you don’t know what is in the egg before you ____ it.
(A) place (B) hatch (C) save (D) hang
5. Christmas is coming, so my family and I ____ the Christmas tree together.
(A) sail (B) decorate (C) hoist (D) build 6. My brother is good at ____ his dog to do many fun tricks.
(A) causing (B) pressing (C) controlling (D) training 7. Students in Taiwan learn lots of ____ at school, such as math, English and history.
(A) sculpts (B) subjects (C) detectives (D) icons 8. It is ____ to see such a big golden egg in the history museum.
(A) amazing (B) shiny (C) itchy (D) wooden 9. You need to enter your ____ to log in the online game.
(A) adventure (B) keyboard (C) arrow (D) password 10. Jack can ____ all the other players in the game because he is so smart.
(A) paint (B) randomize (C) select (D) beat 11. ____! Your team won the basketball game in the end.
(A) Roles (B) Sidewalks (C) Zones (D) Congratulations 12. Dad works hard to ____ money for giving our family a comfortable life.
(A) return (B) earn (C) move (D) complete
13. The Japanese friend ____ Tokyo when I visited him last summer vacation.
(A) showed me around (B) warmed me up (C) headed to me (D) showed off me 14. ____ the button, and you can start to play the game.
(A) Tickle (B) Explore (C) Sail (D) Press
15. Don’t try to ____ my life! I am not a child anymore.
(A) control (B) dance (C) name (D) collect 16. That ____ is dangerous for you to drive on the road.
(A) neighborhood (B) speed (C) tunnel (D) detective 17. It is convenient to have a washing machine to help you wash the clothes ____.
(A) successfully (B) automatically (C) separately (D) completely 18. Because my answers are ____, my friend and I talk about other possible answers.
(A) incorrect (B) medium (C) best (D) higher 19. I always ride my bike on this ____ to school every day.
(A) timer (B) tale (C) path (D) zap
20. Please ____ the clothes you like for the player in the online game.
(A) exit (B) raise (C) giggle (D) select 21. That dress looks ____ on you; it is a very beautiful dress.
(A) adventurous (B) fabulous (C) amphibian (D) itchy
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22. A ____ likes to take pictures, and he or she is good at it, too.
(A) lighting (B) storage (C) gadget (D) photographer 23. No one knew how John did the magic trick. It is ____.
(A) separate (B) mysterious (C) true (D) best 24. My friends and I can’t wait to enjoy the sunshine and beach on the ____.
(A) belly (B) temperature (C) island (D) mood 25. The ____ often goes to different countries to try new things and food.
(A) spot (B) trail (C) feet (D) explorer
Ans:
1. 2. 3. 4. 5.
D A C B B
6. 7. 8. 9. 10.
D B A D D
11. 12. 13. 14. 15.
D B A D A
16. 17. 18. 19. 20.
A B A C D
21. 22. 23. 24. 25.
B D B C D
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Appendix D
The Teacher’s Demonstration of Group Presentation by PowerPoint Slide 1 Slide 2
Slide 3 Slide 4
Slide 5 Slide 6
Slide 7 Slide 8
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Slide 9 Slide 10
Slide 11 Slide 12
Slide 13 Slide 14
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Slide 15
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Teaching Logs and Classroom Observation by the Teacher (For teacher’s teaching in the computer lab)
Date: 2017/10/19 (the 6th week) Time: 45 minutes (Task 1 to 5)
Digital Game: The World of Jumpstart
Q1: What was the teaching outcome of the digital game?
The teacher demonstrated how to download and register the game. Then, the teacher taught them how to complete one task step by step by using the computer lab’s equipment, which could synchronize all the students’ computer screens with the teacher’s to show what the teacher did on her own computer.
Q2: What did I think about the action plan?
Good sides:
1. The students were interested in the game, and they actively discussed how to complete the tasks with one another.
2. Some of the low achievers could not follow every step, so it was clearer for them when the teacher
synchronized her screen with the students’ to show how to do a certain task.
Bad sides:
1. Many students forgot to take notes on their digital game diaries while playing the game, but kept discussing with friends and playing the game.
Therefore, the teacher had to keep reminding them from time to time.
2. Sometimes, the students were so excited that they did not pay attention to the teacher’s directions and asked the same questions again after demonstration. Hence, the teacher had to tell them to be quiet when explaining the tasks and interface to keep order.
Q3: Did all the activities go smoothly today? Why or why not?
Basically, the activities went smoothly during demonstration and their playing. In the beginning, however, the downloading part was stuck for a long time because of the Internet overload. Too many students were downloading the game at the same time, so they were later divided into two parts to download the game.
Also, some low achievers could not understand the words and got stuck in tasks, so they needed the more competent students’ help or the teacher’s guidance.
Q4: Did students have any problems during the class? Why or why not?
Advanced learners: and had to problems at all.
Q5: What were students’ strategies used for the tasks?
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Advanced learners:
They liked to take notes or read the task’s directions again.
Intermediate learners:
They tended to take notes and discuss with their group members.
Elementary learners:
They were prone to take notes and discuss with their group members.
Q6: What were students’ reactions toward the assigned tasks?
They thought that the game’s animation was interesting. In addition to its
animation, they enjoyed the customized avatars (Jumpeez) and pets (Mythies) a lot.
The customized parts were attractive to the students.
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Teaching Logs and Classroom Observation by the Teacher (For students’ group presentation in the classroom) Date: 2017/10/27 (the 7th week)
Time: 45 minutes (Task 6 to 10)
Digital Game: The World of Jumpstart Group: Group 1
Q1: What was the learning achievement of the group presentation?
1. They introduced and explained the content of task 6 to 10, and thought these tasks were pretty simple. The screenshots for introduction were very clear.
2. They mentioned their strategies for learning vocabulary, and they tended to use google and yahoo’ online dictionary.
3. The problem was the listening part, whose speed was too fast for them. Hence, they relied on looking at the dialogue bubbles or reading the tasks’ directions again.
4. All the example sentences were presented with corresponding Chinese translation.
5. Two words’ parts of speech were not the same as they were in the example sentences. One new word was too easy to them. And one sentence’s grammar was wrong.
Q2: What strategies did the group propose to solve problems for the assigned tasks?
1. For the language learning strategies, they liked to use google and yahoo’s online dictionaries. One student mentioned an APP (翻譯機) was useful.
2. They said that task 10 was hard because they did not know the character was an elephant. The ways they had tried included randomly clicking characters or just following the direction-hinting arrow. H4 said she would read the task list’s directions again.
Q3: What were the group presentation students’ reactions toward the assigned tasks?
1. They thought task 6 to 10 were simple.
2. The students were calm and detected the mistakes when the teacher told them there were some errors in the PowerPoint.
Q4: What were the other students’ reactions toward the assigned tasks?
1. They enjoyed the egg’s dance designed by themselves in task 8.
2. Two students mentioned they talked to some foreign players, but they were too nervous to answer. They just typed a few words to respond.
3. Some students asked the presenting group members questions about how to complete certain tasks because they got stuck. Therefore, the teacher found that the students needed to discuss problems with their classmates or to exchange information about new words and strategies to help them play the game more smoothly and gain more new vocabulary.
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Teaching Logs and Classroom Observation by the Teacher (For students’ group presentation in the classroom) Date: 2017/11/1 (the 8th week)
Time: 45 minutes (Task 11 to 15)
Digital Game: The World of Jumpstart Group: Group 2
Q1: What was the learning achievement of the group presentation?
1. They introduced and explained the content of task 11 to 15, and thought that task 15 was interesting.
2. They mentioned their strategies for learning vocabulary, and they liked to use google’ or yahoo’ online dictionaries. They also told that some example
sentences were copy and paste from the online dictionary (百渡、愛詞霸、查查) from China.
3. The main problem was task 14 because the location was hard to find.
4. There were a few errors in the example sentences because the subject and verb agreement was not consistent.
5. The group added their own Mythies’ screenshots to their PowerPoint to share with the class.
6. All the example sentences were presented with corresponding Chinese translation.
7. Two sentences’ grammar was wrong. One word was too simple for them. And one word’s Chinese meaning did not match the game’s context. One student did not know how to pronounce a new word.
Q2: What strategies did the group propose to solve problems for the assigned tasks?
1. For the language learning strategies, they liked to use google and yahoo online dictionaries and some online dictionaries (百渡、愛詞霸、查查) from China. Two student also mentioned the APP (英漢翻譯機) was useful.
2. They said that task 14 was hard to find out in the game because its location was not obvious. Some said they just kept walking around in the area to grope for it.
H3 said she would check the weekly game schedule’s description again.
Q3: What were the group presentation students’ reactions toward the assigned tasks?
1. Task 11 and 12 were boring to them, because they just needed to find the certain person to talk to them.
2. They enjoyed designing their own water channels for the ship race.
3. The students could answer the teacher’s question about their sentences’ errors composedly.
Q4: What were the other students’ reactions toward the assigned tasks?
1. The other students also liked task 15, and most of them enjoyed the excitement of task 14 from controlling their ships to finish the whole water channel in limited time.
2. The rest of the students were happy and excited to see different kinds of Mythies, so they wanted to share their own pets next time.
3. Some students mentioned that they mistook the computer characters for players and talked to them for a while until they found what they talked about did not relate to each other.
Teaching Logs and Classroom Observation by the Teacher
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(For students’ group presentation in the classroom) Date: 2017/11/10 (the 9th week)
Time: 45 minutes (Task 16 to 20)
Digital Game: The World of Jumpstart Group: Group 3
Q1: What was the learning achievement of the group presentation?
1. They introduced and explained the content of task 16 to 20, and they could not tell the differences between task 16 and 17 by the teacher’s schedule.
2. They mentioned their strategies for learning vocabulary by the online
dictionaries (百渡、查查) from China. One student used the paper dictionary (文 馨英文字典).
3. Task 18 was hard to find because the word “gym” was used in the task, but the word was “JS Stadium” on the building. They often ignored it.
4. There were lots of errors in the PowerPoint. They capitalized all the vocabulary, and did not offer the part of speech for each word. Also, some sentences were not complete because the lack of verbs. Besides, the passive voice sentence had the wrong form of past participle.
5. One student did not do the report content, so she had no idea when the teacher asked the errors in the sentence and what the example sentence meant.
6. All the example sentences were presented with corresponding Chinese translation.
7. The new words were all capitalized in the PowerPoint without their parts of speech. There were two sentences were not complete sentences. One word did not match the meaning in the game context. One sentence’s grammar was wrong. The students did not know some words in the example sentences. Three students did not know how to pronounce the new words.
Q2: What strategies did the group propose to solve problems for the assigned tasks?
1. For the language learning strategies, they used the online dictionaries (百渡、查 查) from China to look for sentences because there were a lot of examples. One student used the paper dictionary (文馨英文字典). Some students also
mentioned the app (英漢翻譯機).
2. They said that task 18 was hard to find, so some students read the teacher’s schedule again while others just kept following the direction-hinting arrow to grope for the building. H1 and M8 mentioned that they would check the weekly game schedule again to understand better.
Q3: What were the group presentation students’ reactions toward the assigned tasks?
1. Task 18 took them a long time to find it because the words were different on the game task’s description and the building.
2. The students could not answer most of the errors in the PowerPoint because most of them did not help making the PowerPoint. They look a little nervous and frustrated.
Q4: What were the other students’ reactions toward the assigned tasks?
1. 1. Some students, such as H3, H4, M4, and L4, were obviously not interested in the content of the report when the teacher kept asking the report group whether they knew there were some errors in the sentences.
Teaching Logs and Classroom Observation by the Teacher (For students’ group presentation in the classroom)
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Date: 2017/11/17(the 10th week) Time: 45 minutes (Task 21 to 25)
Digital Game: The World of Jumpstart Group: Group 4
Q1: What was the learning achievement of the group presentation?
1. They introduced and explained the content of task 21 to 25.
2. They tended to use google and yahoo online dictionary for learning vocabulary 3. The problem for them was a riddle, which was a little hard, in task 24.
4. Many students did not know how to pronounce the new words or the example sentences. They even did not understand the meanings of these sentences.
5. One student was not allowed to play the game the week before the second sectional exam, so she would report it with group 5 next week.
6. One word was too easy for them. Two words were misspelling in the example sentences. A new word was not included in the example sentence. One word’s part of speech was wrong. One word’s Chinese meaning was wrong. Two students did not know how to pronounce the new word.
Q2: What strategies did the group propose to solve problems for the assigned tasks?
1. For the language learning strategies, they tended to use online dictionaries (百 渡、查查、愛詞霸) from China google or yahoo online dictionaries.
2. Task 24 was a little hard for them because the riddle was not direct to what they should find out to take pictures. Hence, they just kept looking for a girl under the sea because the word “she” was mentioned. M6 and M13 said that they read the task list’s directions again to check what to do.
Q3: What were the group presentation students’ reactions toward the assigned tasks?
1. The students mentioned that they were not allowed to use computers last week, but two of the students’ parents permitted them to finish their game during lunch break at school. Hence, the teacher reserved the computer lab for them before their presentation on Friday.
2. There were no tasks particularly difficult for the group.
3. Many students could not answer the teacher’s questions concerning their sentences, and they looked frustrated and a little nervous.
4. The students could find their errors when the teacher asked them composedly.
Q4: What were the other students’ reactions toward the assigned tasks?
1. The students said it was hard to find the sea rocks in task 21 because they had no idea what they looked like, so they kept searching the rocks for a long time.
Hence, they did not finish the assigned 5 tasks for this week.
2. Some students mentioned the same confusion about the riddle in task 24, so H1 shared the key words, “she” and “wooden,” and knew to look around the wooden shipwrecks in that area. H1 also reminded the other students that the wooden mermaid’s color was the same as the shipwreck, so it was not apparent to see it.
3. A few students could not find the Mermaid Land even though they followed the direction-hinting arrow. Consequently, the teacher reminded them that clicking the area on the map could teleport them to the place they wanted directly.
Teaching Logs and Classroom Observation by the Teacher (For students’ group presentation in the classroom)
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Digital Game: The World of Jumpstart Group: Group 5
Q1: What was the learning achievement of the group presentation?
1. They introduced and explained the content of task 26 to 30.
2. They tended to use Cambridge, google or Dr. eye online dictionaries for learning vocabulary. One student adopted paper dictionary (文馨英文字典).
3. The problem for them was to take a picture for the sea turtle in task 26 because they could not find it.
4. Two words’ parts of speech were wrong. In the game context, the two words were nouns, but they were used as verbs in the example sentences.
5. The student who was in charge of task 26 did not play the game because her parents did not let her play games the week before the sectional exam. Besides, she got stuck in task 21 for a long time, so she had not finished task 26 yet.
Hence, she would report the next day before post-test.
6. One word’s part of speech did not correspond with its example sentence. One sentence’s grammar was wrong. One word’s part of speech was wrong.
Q2: What strategies did the group propose to solve problems for the assigned tasks?
1. For the language learning strategies, they adopted Cambridge, google or Dr. eye online dictionaries.
2. Task 26 was hard to find out the sea turtle, so the students asked their group members, kept groping for it, or read the teacher’s schedule again.
Q3: What were the group presentation students’ reactions toward the assigned tasks?
1. They mentioned task 29 was fun because it was about controlling their avatars to dance; task 30 was exciting because they wore a jet bag to fly around and get points.
2. The task 26 took them a lot of time to look for the sea turtle. Some students said they still could not find it, and some said they found two sea turtles and were not sure which one was for the task.
Q4: What were the other students’ reactions toward the assigned tasks?
1. The rest of the students expressed that they enjoyed task 29 and 30 as well with the same reasons. One student mentioned that she had played the dance machine long time ago, and the interface was familiar to task 29, so she felt a sense of familiarity and missed the game very much.
2. In addition to task 26, some students also said task 28 was hard. They described that they could not understand what to do and the task was not presented with subtitles or dialogue bubbles. Hence, they could not read the task but tried to guess what to do or read the teacher’s schedule again.
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(For students’ group presentation in the classroom) Date: 2017/11/1 (the 8th week)
Time: 45 minutes (Task 11 to 15)
Digital Game: The World of Jumpstart Group: Group 2
Q1: What was the learning achievement of the group presentation?
The students could learn new words by playing the game, and they consulted the meanings and sentences by themselves. However, the Chinese translation of the sentences was not necessary, or the students would just read the Chinese part instead of the example sentences.
Some of the words were so easy that should not be new words to them. If one could not find two new words in an easy task, they could target on the word they had found, and look it up in its varied parts of speech or related phrases to expand their vocabulary learning.
There were some grammatical errors in the sentences, so the students should
There were some grammatical errors in the sentences, so the students should