Activate Manual

corners
of the card. 
These patterns are illustrated below:
6. Continue calling out words. Players or teams can continue to call out “
Bingo!
” as 
they remove 
Word Bricks
in the patterns above. As the game continues, more and 
more teams will call out “Bingo!”
7. The round ends when the first team removes all their 
Word Bricks
from the Bingo 
card. This team should shout, “
White Out!
”
Note: Creating a bigger 4 x 4 Bingo card such as the one below will extend the game.

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98
Activate: Games for Learning American English
Game 3: Word Category Bingo
Word Category Bingo
is similar to Game 2: 
Brick Bingo
, but it focuses on only one type of 
word. Instead of players filling their cards with their choice of words from the complete 
Word Bricks
collection, players must select all of one type of word. For example, in Prepo-
sition Bingo, players find prepositions in the 
Word Bricks
collection and put only preposi-
tions on their Bingo cards. The choice of word category can make the game more or less 
challenging. Possible word categories include:
 
 
Basic Word Categories
• nouns 
• verbs 
• adjectives and adverbs 
• articles and pronouns 
• prepositions 
• words of three letters or 
fewer 
More Challenging Word Categories
• countable nouns
• non-countable nouns
• irregular plural nouns
• irregular past tense verbs
• intransitive verbs
• abstract words
• words that can be both nouns 
and verbs
Instructions
1. Have students (the players) work individually or in small groups (2–3 students) to 
make a 3 x 3 Bingo chart. (See more detailed directions in 
Brick Bingo
step 1.)
2. Place piles of 
Word Bricks
in several locations around the room so that a small group 
of players can look through the 
Word Bricks
easily.
3. Tell players what word category to find and place on their Bingo cards. You may want 
to show some example bricks, particularly for the more challenging word categories.
4. After players/teams have found the correct number of 
Word Bricks
, play Bingo follow
-
ing steps 2–7 in 
Brick Bingo
.

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