Interview Bingo ("What (color/sport/fruit/etc.) do you like?")

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Name of Teacher: Casey Jones

Class/Grade/Language Level: ES 3rd grade

Textbook and specific lesson: Let’s Try Unit 5

Goal: The goal is to review vocabulary and integrate it into the target phrase in a way that has students categorizing vocabulary concepts and engaging with each other in spoken exchanges.

Preparation: This lesson requires preparing 4x4 or 5x5 bingo worksheets. The columns are meant to indicate categories (and one can add the names of the categories, if only for the sake of exposing students to the shape of these words), and each square in the grid needs to be filled with a picture representing a vocabulary word that falls into the category of its column. For example, a “fruit” column five squares long might have a square with an apple, one with an orange, a third with a banana, and so on. One can print off duplicates of the same sheet, as the conversations students have will determine which squares they can mark off.

Class time: 30-45 minutes

Review/Introduce vocabulary and target phrase (10 – 15 minutes)

Review or introduce target phrase (“What ~ do you like?”)
Review vocabulary words from your bingo card, including category words
Have students practice and repeat the target phrase with category words
Have students repeat the model response (“I like ~.”) using reviewed vocabulary

Explain the rules of the game (5 – 10 minutes)

Students go around and take turns asking each other a single question using the target phrase
If the response is on their bingo sheet, they can mark that space
If the response is not on the sheet, or is already marked, they still move on to a new partner
When someone gets a bingo (vertical, horizontal, or diagonal), they show it to the teacher
(I mark what place they have come in and let them keep going until a certain number have bingo)
Once a student has bingo, they can still keep doing interviews to fill out the rest of their card
Bingo cards can be used for multiple bingo games depending on how students mark them

Demonstrate/Practice (included in the explanation time) It might be a good idea, depending on number of students, to practice the model dialogue with them one by one, eliciting their answers without having them ask the question in return. It gets them thinking about how they will respond and (hopefully) how they can respond with something on the bingo card. Regardless of whether or not one can do the individual practice, one should do a demonstration dialogue with the HRT so that the students understand the flow of the dialogue and how to proceed after they have taken turns with their partner asking and answering one question each.

Interview bingo (15 - 20 minutes) While walking around the room and encouraging students to use only English for their interviews, check any bingo’s and mark what place the student came in (1st, 2nd, 3rd, etc.) on their card. If the students with bingo then keep participating, the bingo’s will come in faster and faster. This game can even be played until everyone has a bingo, at which point it can be restarted or one can move to review the lesson before it ends.