Emoji Bingo, English Template, Intermediate Low

Created Feb. 7, 2024 by Amber Hoye, Camille Daw, Mimi Fahnstrom

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

Looking for the Spanish Version of this activity to adapt for your language? CLICK HERE

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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.

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1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
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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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Emoji Bingo

Description:

Students will practice discussing their preferences, how to defend and support their ideas. Students learn topics through a game of bingo and express how relevant certain ideas are over others. Students will use technology to communicate with peers about their preferences on a variety of topics. 

Proficiency Level:

Intermediate Low

Keywords:

Emoji, Bingo, Situations, preferences, technology, defend opinions 

NCSSFL-ACTFL World-Readiness Standards:

  • Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.2 Students understand and interpret spoken and written (target language) on a variety of topics.
  • Standard 1.3 Students present information, concepts, and ideas in (target language)to an audience of listeners or readers on a variety of topics.

Idaho State World Language Standards:

  • COMM 1.1 - Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
  • COMM 3.1 - Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
  • COMP 1.1 - Observe formal and informal forms of language.

NCSSFL-ACTFL Can-Do Statements:

  • I can give reasons for my preference
  • I can chat with a partner to defend and support my position for why I believe one opinion is more relevant than another
  • I can use technology, including emojis, to communicate with peers in the target culture

Materials Needed:

To edit activity materials for your language, download a copy of the materials and edit the copy, not the original. 

Warm-up

1. Begin by introducing the Can-Dos for today’s activity. Display the Slideshow presentation on the projector for students to see.

“Today, we are going to chat about technology and means of communication. We will chat about different situations and how we would react. We will also decide what the appropriate reaction to a situation would be."  

2. Ask students the following questions:

What is your most used emoji? 

Is there an emoji that still doesn’t exist that you would like to exist? (Have students draw the emoji they wish existed)

“Now we are going to answer some questions. What were your responses? What is the emoji that doesn’t exist but that you would like to?” 

Main Activity

1. Pass out Emoji Bingo Cards to students. Pass out Situation Cards to students. 

2.  Tell your students:
  “I am going to read a sentence and you all should choose the emoji that you think is the best to describe the situation. After I am going to say which emoji is “correct” for the situation but if you have another, you can defend your reasoning in order to stay with that emoji and square."

3. Use this model for an example: 
        a)Pick a situation from the "Situation Cards"and read it to the students
       "When you eat your favorite food."
        b)Ask students what emoji they chose. If many students chose the same one but one student chose a different one ask them why they picked it.

"What is the emoji you chose?" "Did you choose a different one than the rest, why?"       

  c)If the response makes sense, or it seems like the student put thought into choosing that as a response, give them credit even though it wasn't the "right" emoji.

 "Yes, that makes sense. However, it wasn’t the "correct" emoji, you still win a point because your explanation was good." 

3. The lab instructor will be the judge of whether an emoji is an appropriate response or not, but ask students why they chose certain emojis.  Students who chose the appropriate emoji can mark that on the Bingo card. 

 “I am going to be the judge and I am going to judge if the emoji you chose is appropriate. Or ask why you chose that emoji. The people that choose the appropriate emoji can mark that emoji on the Bingo card." 

4. Whoever gets Bingo first wins. Have students clear their boards and start again (4 corners, blackout, etc.)
    “The person who gets Bingo first wins. Now we erase the tables and return to the start.”

Wrap-up

Ask students the following questions to finish the lab: 

1.Is it possible that emojis can represent each emotion?

2. If you had to choose one emoji to use for the rest of your life, what would you choose?

End of lab:

• Read Can-Do statements once more and have students evaluate their confidence. 
(Use thumbs up/thumbs down or download our student cards.) 
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can give reasons for my preference
  • I can chat with a partner to defend and support my position for why I believe one opinion is more relevant than another
  • I can use technology, including emojis, to communicate with peers in the target culture

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