Strip/Rip BINGO

This is a quick listening activity which I found out by accident a few months ago, and I do not know why I had not heard about this earlier! Not too long ago, in response to a tweet of mine about the "Sex Game," someone replied the following: "Hopefully you're not referencing Strip BINGO in the same sentence lol!" I was completely unaware of Strip/Rip BINGO, so of course, the name alone caught my interest - I just HAD learn about this activity. Much like the Sex Game, Strip/Rip BINGO is a lot more innocent than the name entails. Here are Martina Bex's write up and directions.

Variations

1. Target language word - have students write down the target language words, and read the story aloud to the class in the target language. When you get to a specific Strip/Rip BINGO word, pause, and have class chorally give the English meaning. If a student has that word on an edge of the strip, then that student can also rip it off the strip.
2. English meaning - have students write down the English meaning, and read the story aloud in the target language. When students hear the target language word aloud, they can rip off the English meaning if it is an edge word on their strips.

Observations

1. This activity lasted about 5 minutes and was a quick way to review a story in a different way.
2. I did the English meaning variation and loved that this was a new and different way to do a listening activity combined with BINGO! It was a close-listening activity.
3. I loved that this required me to read the story around 1.5 times - students heard repetitions of the story but with a goal of being able to rip off their strips in order to get BINGO!
4. After a student got BINGO, I actually had students ask me to keep reading the story so that they could get BINGO too! Of course, I did not refuse - this does not happen often at all! I am not a fool to refuse getting in more repetitions of language at their request!!
5. Now that students are familiar with the game and know "how" to game it (i.e., pick words which appear early in the story to put on the edges), future variations are to read a sight story, to start in the middle or end of the story, or to not use a story with a lot of repetitive vocabulary.