The Language Teacher
October 2001
Helluva Entrance Exam Game
Mark Gray
Obirin University
QUICK GUIDE
Key Words: Grammar review, enjoy, knowledge
Learner English Level: Intermediate
Learner Maturity Level: Third year high school, college, university
Preparation Time: Very short once the materials are made
Activity Time: 1 hour
In any large EFL university class, it can be a challenge to add motivation to a grammar lesson (see, for example, Guest, 2000). But, by basing a game on students' experience of sitting university entrance examinations, they may be motivated to succeed as well as learn something. Some teachers might feel that after entering university students are no longer interested in entrance exams, but one look at popular Japanese television shows (e.g., game shows like Time Shock that drill contestants' amount of acquired knowledge and seem almost modelled on entrance exams, or Yamisuki, where the show ends with contestants bullying the least popular member) reveals that this is not the case. In fact, many people seem to enjoy repeating this kind of rite of passage maturation process, at least as a game, throughout their lifetime.
The game involves three levels of actual entrance exams. At first, it is best to label them University A, B, and C, with each level progressing upwards in the ranking of universities. The class needs to be divided into groups of five. One member is chosen to be the test giver and the remaining four members are test takers. Sets of ten questions for each respective university are given to the test givers and each test taker receives a student answer sheet. The test taker who obtains the lowest score in each group has to drop out at that round, as that university is most appropriate for them. This continues until one test taker remains, thereby gaining admission to the top ranked university and winning the game.
Materials
A set of the following has to be prepared for each group. See <www.geocities.com/kentonet/exam_game.html> to download the following photocopiable materials:
* 1 set of question cards for each university, copy enough for one set for each group.
* 1 student answer sheet for each university, which must be copied for each test taker.
* 1 answer sheet.
Procedure
Hand out University A questions to the test giver and answer sheets to test takers. The test giver holds each question so the test takers can read them and then says each question as clearly as possible. Test takers circle the correct answer on their answer sheets. After this has been completed for all ten questions (note: University C has only nine questions), the answers are given. As even the best student test givers might get pressured to give out answers, it is suggested that the teacher give the answers out as a class. In this way, answers can be elicited, which helps to reinforce language acquisition. Also, if the teacher has any inclination towards being a game show host, then this is when it can really shine.
Remember, the member who obtains the lowest score must theoretically drop out of each round. However, it does not do any harm if the student continues to take the tests, but does not advance to the next level. Consequently, the University A round has four test takers, the University B round has three, and the University C round has two, with one of the two being the champion. When students are finished, you can tell them which university the questions came from: A is Obirin, B is Aoyama, and C is Tokyo. Offering students some examples of future career opportunities also adds to the activity (e.g., Obirin, a trade company worker or a teacher; Aoyama, a teacher or an interpreter; Todai, a lawyer or Diet member). If they do not do well at all, you could suggest that they stay at their baito!
Evaluation
In order to increase the pace of the game, place time limits on the question and answer sessions. Occasionally, some students who continue playing do better on the second or third test, this can provide an opportunity to point out that tests might not be valid or actually test what they are supposed to. Another aspect worth pointing out is that the test givers usually enjoy the game most. Most play their meritocratic role quite commendably as they state the questions and make sure all the test takers have understood. Teachers may worry about the students that must drop out and no longer participate, but in reality dropping out helps them to notice the gap in their learning. There may also be students in your class that entered university by recommendation. This is a good chance for them to try entrance examinations for the first time.
Discussion
All the questions are discrete point types, but this is not to imply that the entrance exams consist of only these kinds of questions. These kinds of questions are better suited to a game format, and indeed, students really seem to enjoy the game -- especially finding out the names of the universities. Imagine! Students enjoying entrance exam hell! And, at least in the game, some students get a chance to enter Tokyo University. Finally, the game helps to demystify students' belief in the infallibility of entrance exams. Plus, whether students are aware of it or not, they just might learn some grammar!
References
Guest, M. (2000). But I have to teach grammar! The Language Teacher 24(11).
All the university entrance exam questions (1999) were used with the permission of the universities. Mark would like to thank Kent Hill for his help in putting this game together.
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