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As Fun As No Bingos

 

SUBMITTED BY: Joyce P. Le, Sean Dunn

BORROWED FROM / INSPIRED BY: Old games

EDITED BY: Fiona Steele

GRAMMAR: Comparatives - 'as ~ as'

EXAMPLE:  I am as strong as Gozilla.

DATE ADDED: Feb 22, 2008

 

ÒÓÔ
 
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15-30 min.
 

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BRIEF OUTLINEStudents practice comparative as~as structure by playing a variation of bingo. 

 

MATERIALS NEEDED:

 

DETAILED EXPLANATION:

    1. Pair Work: students ask each other all 16 questions. Whether their partner answers “yes” or “no”, they circle the answer on their own worksheet.
      Once students finish their interviews and play bingo.
    2. Bingo: the goal for this game is NOT to get bingos. This game starts out by the ALT asking the JTE the 16 questions on the worksheet. The object of this game is for students to match the answers they received during Pair Work to the JTE's answers. For example, if ALT asks, “Are you as powerful as Anpanman?” and JTE answers, “Yes, I am” then students who have “yes” circled from the interview will put an X or a mark on that picture.
    3. At the end, ask students to count how many bingos and points they have. Students with NO bingos win the game.

 

VARIATIONS:

  •  Interview at Random: instead of working in pairs, allow students to walk around in the classroom and ask different people separate questions. Based on the answers they receive, they mark their worksheet accordingly.

 

TEACHING SUGGESTIONS:

  • Students might not know the question form of using as-as, so it would be a good idea to teach the question form before the activity.
  • Students may interview in pairs or at random for this activity. Decide before the lesson which method is better for your class.
  • JTE and ALT give students 10-15 minutes to complete the task, before playing bingo as a class.

 

TIPS/CAUTIONS:

  •  
    Walk around to make sure students don’t erase the answers once you start to play bingo.

     

If you have an updated worksheet, email it to the site: admin (at) epedia (dot) onmicrosoft (dot) com

 

Template Version: 2.0

 

This page was last modified on Monday, April 13, 2015 11:07:03 AM