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Interactive Bingo Dr. Andrew Finch Introduction CALLER: Legs eleven (11), Clickety-click (66) Bullseye (50) Two little ducks (22) Three score and ten (70) All the trees (33) Two fat ladies (88) Unlucky for some (13) Snakes alive (55) Sweet sixteen, never been kissed (16)

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interactive bingo

Interactive Bingo

Dr. Andrew Finch



Legs eleven (11),

Clickety-click (66)

Bullseye (50)

Two little ducks (22)

Three score and ten (70)

All the trees (33)

Two fat ladies (88)

Unlucky for some (13)

Snakes alive (55)

Sweet sixteen, never been kissed (16)


types of bingo
Types of Bingo
  • This presentation looks at three main types of Bingo games:
  • Listening Bingo games(passive, static, one-way, instructional, individual, receptive, information gap activities);

Speaking Bingo games(active, dynamic, two-way, communicative, group, cognitive, language-performance and information transfer activities);

  • Self-made Bingo games(active, dynamic, two-way, interactive, group, cognitive, collaborative, language-performance, problem-solving and critical thinking).
types of bingo4
Types of Bingo
  • The second means of classification is by the type of activity:
  • Picture Bingo(picture to picture, picture to word)
  • Word Bingo(word to word, word to picture)
  • Synonym Bingo(similar word – thesaurus)
  • Antonym Bingo(opposite word)
  • Translation Bingo(English-Korean, Korean-English)
  • Matching Bingo(matching a sportsperson to a sport, etc.)
  • 20 Questions Bingo(asking questions about the words)
  • Riddle Bingo (definitions – dictionary)
  • Pyramid Bingo(using a different format for the Bingo card)
  • Idiom Bingo (explanations)

Listening Bingo Games: Weather

  • Picture Bingo: Picture to word.

Listening Bingo Games: Body Parts

  • Translation Bingo: Korean to English.

Listening Bingo

Most linguistic items, functions, skills or topics can be studied through the listening Bingo approach.

These include:

speaking bingo
Speaking Bingo
  • Speaking Bingo games encourage students to communicate with each other. They encourage learners to listen and speak, and they can be funny.
  • Bingo is now used in an interactive way, introducing and reviewing language in an investigative ‘learner-directed’ manner.
  • The input and the outcome is up to the player, rather than the individual Bingo card.
  • Speaking Bingo is open and flexible. It can use any linguistic items, topics, functions or skills as its source materials.
  • Each player chooses a person to speak to and takes the responsibility for the result.
  • The games are performed in a real communicative setting.
  • There is no limit to the exercising of linguistic skills - listening, speaking, reading, writing and comprehending!

Speaking Bingo:

  • Word to word

Speaking Bingo:

  • Pyramid Bingo:



Self-Made Bingo:

  • In listening and speaking Bingo the master cards and players’ Bingo cards are prepared by the teacher. Hence, the learners are not actively involved until the performance stage.
  • Because of this, both categories can be said to be lacking in terms of learner-centred qualities.
  • If we wish students to learn meaningfully and effectively, however, it is important that we involve them in the entire process of language learning.
  • It follows, therefore, that the teacher should encourage learners to participate in preparing Bingo game cards and in making the rules.

Self-Made Bingo:

  • When learners play Bingo games with cards made by themselves, in self-made Bingo games, they achieve a sense of purpose, ownership and meaning.
  • This promotes confidence, motivation and responsibility for learning.
  • The active making of Bingo activities by students is a desirable educational event.
  • This can lead to excellent follow-on activities such as:
    • devising and writing the rules for their activity
    • explaining their activity to other groups
    • making a PowerPoint presentation about their activity.

Self-Made Bingo

When we give students the tools to become autonomous learners:

  • There is a resulting increase in enthusiasm for learning (Littlejohn, 1985).
  • Personal involvement in decision making leads to more effective learning (Dickinson, 1995, p.165).
  • When the learner sets the agenda, learning is more focused, purposeful, and effective (Little, 1991; Holec, 1981; Dickinson, 1987).
  • When responsibility for the learning process lies with the learner, the barriers to learning and living that are often found in traditional teacher-led classes need not arise (Little, 1991; Holec, 1981; Dickinson, 1987).


  • Thank you for coming today!
  • Have a great time using student-centred Bingo!
  • This PowerPoint Presentation can be viewed at:
  • Dr. Finch can be contacted