Scribd
Upload
6 views

Color Bingo

Uploaded by

rajeshsaidigital7
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
6 views

Color Bingo

Uploaded by

rajeshsaidigital7
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 12

COLOR BINGO: FUN

WITH ENGLISH COLORS


Student Name
Student id
September 17, 2024
COLOR BINGO: FUN WITH ENGLISH
COLORS

A classroom game using bingo


cards with colors (Lee & Kok,
2022).
Teacher calls out color names in
English.

Students mark off matching colors


on their bingo cards.

Fun, competitive way to reinforce


color vocabulary.
LENGTH OF THE LESSON

Total lesson time


is 30 minutes.

Bingo game will


last for 20
minutes.

Review and
discussion will
take 10 minutes.

Time is
appropriate for
the students'
attention span.
LOCATION OF THE ACTIVITY

Activity will
take place
indoors in a
classroom
(Jeanie Cooper
Carson, 2021).

Classroom Arrange desks


setup supports or mats for
focus and comfortable
engagement. seating.

Ensure enough
space for
students to
play.
PARTICIPANTS (AGE/GRADE
LEVEL)

Age group is 5-7 years old,


early elementary level.

Students are beginners in


English language learning.

First language of participants is


Hindi.

Activity is tailored for young,


beginner-level learners
(Gabriel, 2023).
OBJECTIVES

Social: Students will interact in a friendly,


competitive game.

Physical: Fine motor skills are used to mark


bingo cards.
Cognitive: Students will match color names
with visual cues (Zettersten & Lupyan,
2020).
Language: Reinforce recognition and
pronunciation of English colors.
MATERIALS NEEDED

Bingo cards with


colored squares for
each student (Virden
et al., 2023).

Markers or tokens for


students to use on
their cards.

A set of color name


flashcards for the
teacher.

Ensure enough
materials for all
students to
participate.
PROCEDURE/STEPS

Distribute bingo cards, markers,


and display flashcards.

Explain bingo rules and how to


mark cards for color names.

Call out color names, providing


visual cues and review.
Conclude by reviewing the winning
card and colors in English and
Hindi.
EVALUATION OF THE
OBJECTIVES
Check if students
correctly marked
colors on their
bingo cards.

Observe their
ability to
recognize and
match colors.

Ask follow-up
questions to
reinforce
understanding.

Assess
pronunciation
and recall of
English color
names.
SELF-EVALUATION

Reflect on the level of student


enthusiasm and participation.

Identify any confusion with specific


colors or pronunciations.

Plan adjustments for future lessons


based on observations.

Consider ways to enhance


engagement and understanding.
SITE SUPERVISOR
EVALUATION
• Gather feedback on the bingo
game’s effectiveness.
• Assess how well it reinforced
color vocabulary.
• Review student engagement
during the activity.
• Implement any suggestions to
improve future lessons
REFERENCES

• Gabriel, R. (2023). Noises and Colors: Two Untraditional Methods of Teaching ESL/ EFL
Pronunciation. Journal of Language Teaching and Research, 14(4), 882–892.
https://doi.org/10.17507/jltr.1404.04
• Jeanie Cooper Carson. (2021). Beyond Bingo: Enhancing Quality of Life in the Face of Death
for Hospice Patients with Dementia Through Integrated Expressive Arts Therapies,
Development of a Method. DigitalCommons@Lesley.
https://digitalcommons.lesley.edu/expressive_theses/466/
• Lee, C.-S., & Kok, W.-L. (2022). Color-gameplay, global-local processing tradeoffs: Towards
personalized/generative HCI playfulness. https://doi.org/10.1109/waie57417.2022.00011
• Virden, C., Dean, L., & Bondurant, L. (2023). The Impact of After-School Math Club on
Elementary Student Math Anxiety. Journal of Math Circles, 3(1).
https://digitalcommons.cwu.edu/mathcirclesjournal/vol3/iss1/2/
• Zettersten, M., & Lupyan, G. (2020). Finding categories through words: More nameable
features improve category learning. Cognition, 196, 104135.
https://doi.org/10.1016/j.cognition.2019.104135

You might also like