Emoji Bingo, Intermediate Mid, ASL 201, Lab 07

Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
  • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact pathwaysproject@boisestate.edu.

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials for your classroom, follow the instructions below:

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  • Materials Saved as PDF: Please email pathwaysproject@boisestate.edu and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 

3. Adapt for Another Language:

  • See the linked English Version at the top of the activity (English Version may not be available for all activities)

Emoji Bingo


Students will review the signs for emotions and play a game to better understand how to use the emotions in conversation. Students will have the opportunity to communicate with peers to defend and explain their choices. 

Proficiency Level:

Intermediate Mid


Emotions, Game, Explanations, Bingo

NCSSFL-ACTFL World-Readiness Standards:

  • Standard 1.1 - Students engage in conversations and correspondence in American Sign Language to provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.3 - Students present information, concepts, and ideas in American Sign Language to an audience of viewers on a variety of topics. 
  • Standard 4.1 - Students demonstrate understanding of the nature of language through comparisons of American Sign Language and their own languages.

Idaho Content Standards for World Languages:

COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions

COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.

NCSSFL-ACTFL Can-Do Statements:

  • I can give reasons for my choices
  • I can defend and support my beliefs about predetermined scenarios
  • I can review and remember new signs 

Materials Needed:

Situation Cards

Emoji Bingo Cards

Google Slideshow


1. Begin by opening the Google Slideshow and introducing the Can-Do Statements for today's activity. 

2. Review different emotions in ASL. This can be done through conversation, fingerspelling practice, and/or students show you the sign/you show them the sign.

  • Mad
  • Happy
  • Sad
  • Excited
  • Embarrassed
  • Sick
  • Scared
  • Surprised
  • Stressed
  • Nervous
  • Tired
  • Depressed
  • Satisfied
  • Worried
  • Annoyed/Irritated
  • Curious
  • Jealous
  • Disappointed

Main Activity

1. Pass out emoji Bingo cards

2. Using the situation cards, translate to the students the different scenarios. 

3. Students will then pick an emoji they think best describes the situation. 

- This is determined by the emotion (sad scenario=sad emoji)

4. Ask students to defend their reasoning behind why they chose each emoji. If they provide a sound explanation, they can keep the square. 

5. Whoever gets a Bingo first wins!

Wrap Up

End of lab:

  • What is the hardest aspect of using facial expressions? 
  • Does it not come naturally, does it make you feel goofy, etc? 
  • Why are emotions so important in ASL?

NCSSFL-ACTFL Can-Do Statements:

End of lab: Can-Do statement check-in... “Where are we?”

  • Read can-do statements and have students evaluate their confidence with cards
  • Encourage students to be honest in their self evaluation
  • Pay attention, and try to use feedback for future labs!
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