BINGO! …activating those speakers

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“B-6, O-68, G-55…”  How many of us have ever played this form of Bingo in the ESL class?  It is an excellent and well-known way to review the numbers we’ve learned.  Some of us have already discovered the joys of downloadable bingo cards covering clock-reading, animals, fruits, and a whole host of other topics.  Often, when this game is played, the teacher names the word, the children scan their card for the corresponding picture or number, and they cross it off.  When they get a row (or column, or diagonal), they win the game.

This is a fine way of reviewing passive knowledge of a given set of vocabulary.  Children enjoy playing, and quite frankly, we teachers enjoy the occasional break from the drudgery of textbook lessons, so there is much to be said in favor of bingo games in the classroom.  What I’d like to talk about here, therefore, is how to build this game into a more flexible form, with less work for the teacher and more space for the children to actively practice using the language.

When my student teachers use this game in their lessons, they oftentimes will have spent hours and hours creating a dozen different bingo cards, only to spend a half an hour playing the game with their class.  As any experienced teacher can attest, this is a heavily imbalanced use of precious time.  The question is, how to spend less time to achieve the same result.  There are different possibilities.

One way to solve that problem is to find ready-made bingo cards.  There are various sites on the internet that provide these, either for sale or free of charge.  If this is what you want, a simple tip is to use the search terms “free download ‘bingo cards’ + topic”.   The only thing you need to look out for, however, is whether or not the words on the bingo cards actually match the words you’re teaching.  This is not always the case.  However, what these ready-made boards lack in vocabulary matching, they make up for in time savings.

Another way to solve this problem is to have the children make their own cards.  This way, you can make sure that the words on the bingo boards match what you’ve been teaching.  I’ve done this in different ways, depending on the children I was working with.  With the very young children, for instance, I made handouts with simple pictures of the words we were learning.  They had to choose a set number of those pictures (usually 6 or 9), cut them out, and then stick them to an empty bingo board.  I usually had two of them choosing from the same handout in order to save on paper and also to insure that everyone had different bingo boards.

Another solution I’ve successfully used was to create a simple bingo board using line-drawn pictures (tip: google search tools: type ==> line drawing).  Then, the children used one of a given four colors to color each picture.  Each picture could only have one color.  Then I’d call – for example – “yellow mouse” or “green snake”.  If a child had colored his mouse yellow, then he could mark that picture.  If his mouse was orange, however, then he couldn’t mark it.

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Older children, can recall what words they’ve been learning, and write them on the board.  When they’ve listed what they know, I added a few words of my own as challenge words.  Then, they wrote a number of words on their own papers as a rudimentary bingo board.  I let them write them in a row, since they only won when they’d got all the words on their board.

Having the children make their own boards is a bit of a time investment, especially the first time around while they figure out what to do.  Practice does make perfect, however, and soon enough they learn to create their own bingo boards quickly.

One way of making the bingo game more active is to get the children to call out the words.  It is perfectly okay to have the children take turns pulling the words out of a hat and naming them.  We can take it a step further, and make the game more challenging by having the children spell out the words, or put the word in a correct sentence, or even describe the word without naming it.  All of these are ways to make the game easier or harder, depending on what your children can handle.  When the children are taking turns calling out the words, we teachers can lean back and enjoy the process, making sure everyone is joining in, understanding the game, and that everything is going smoothly.

In this way, the children become the active owners of the game.  In requiring them to create their own material, and their own descriptions of the concepts involved, we empower the children.  We free ourselves up from a lot of work and get to step back from the role of ‘source of all knowledge.’  And – last but not least – we get to have more fun, which is a very good thing indeed.

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