Spanish Level 3, Activity 03: Emoji Bingo / Lotería de Emojis (Online)

Woman holding an emoji balloon in front of her face

Photo by Lyda Nada

Description: In this activity, students will discuss their preferences and practice defending and supporting their ideas. Students will use a game of bingo to explore new topics and express how relevant certain ideas are in comparison with others. Students will use technology to communicate with peers about their preferences on a variety of topics. 
Semantic Topics: Emoji, bingo, situations, preferences, technology, defend opinions, emoji, lotería, situación, preferencias, tecnología, defender opiniones
Grammatical Structures: Conditional tense, el condicional
Practices: Expressing emotions in Spanish (ex: me siento enojado, estoy feliz, tengo hambre)

Relevant 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 Spanish on a variety of topics.”
  • “Standard 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.”

Relevant Idaho State Standards: 

  • COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
  • COMP 1.1 – Observe formal and informal forms of language. 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.

Relevant NCSSFL-ACTFL Can-Do Statements: 

  • I can share my opinion about why an emoji represents an appropriate reaction to a text message.
  • I can give reasons for my preference
  • I can use technology, including emojis, to communicate with peers in the target culture

Materials Needed:

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  1. Begin by introducing the Can-Dos for today’s activity. Display the Slideshow presentation on the projector for students to see.
  2. Describe the activity to the students.
    Today, we are going to chat about 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.
    Hoy vamos a charlar sobre los medios de comunicación. Vamos a hablar de diferentes situaciones y cómo reaccionamos. También vamos a comparar las diferentes maneras de reaccionar a las situaciones y cuales son más apropiadas que otras.
  1. In break out rooms (groups of two or three) answer these questions:
  • ¿Cuál es tu emoji más usado? (What is your most used emoji?)
  • Describe el emoji (Describe the emoji)
  • ¿Cómo se llama el emoji? (What is the emoji called?)
  • ¿Con qué frecuencia usas este emoji? (How frequently do you use this emoji?)

Main Activity

  1. Tell your students:
    Voy a leer una oración y deben escoger el emoji que piensan que mejor describe la situación y decir por qué escogieron ese emoji. 
  2. Use this model for an example:
    The lab assistant will pick a Situation Card and read it to the students. After, students have to type on the chatbox the letter and the number for the corresponding emoji that they choose.
    Example: Cuando comes tu comida preferida.
    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.


Ask students the following questions to finish the lab:

  1. ¿Es posible que los emojis puedan representar cada emoción? (Is it possible for emojis to represent every emotion?)
  2. Si tuvieran que elegir sólo un emoji para el resto de sus vidas, ¿cuál elegirían? (If you had to select an emoji to use for the rest of your life, which one would you choose?)

End of Activity

  • 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 activities!

Relevant NCSSFL-ACTFL Can-Do Statements: 

  • I can give reasons for my preference
  • I can share my opinion about why an emoji represents an appropriate reaction to a text message
  • I can use technology, including emojis, to communicate with peers in the target culture

Cultural NOtes: 

How to Remix a Pathways Project Activity

Feeling creative?  The Pathways Project needs your help in remixing activities for the K-12 classroom.

Try taking an activity to the next level by:

  • Add new content (something you’ve created or another OER source)
  • Contribute additional activity suggestions
  • Integrate authentic materials such as videos, infographics, photos, etc.
  • Suggest how to implement the activity in the classroom
  • Customize the content for a specific audience or group of learners (for example, K-5 learners or to differentiate for student’s needs)

We want to make it easy to share back with the larger Pathways Project Community! Simply, click this link to remix this activity. Please consider sharing your remixed activity with us by emailing the activity link to so that Pathways continues to grow!

If this is your first time remixing, check out our one minute tutorial below:


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Let's Chat! Spanish by Amber Hoye; Kelly Arispe; Abby Cain; Alejandra Garcia; Alejandro Montoya; Alexis Araiza; Anna Gamino; Ashley Johnson; Ashley Potzernitz; Ashlyn Nutting; Austin Robishaw; Blake Simony; Brooke Staszkow; Camille Daw; Carla Lara; Cecilia Morales; Chloe Robinson; Claire Werlin; Daniel Felix; Danielle Snyder; Elian Tovar; Emily Hawley; Gabby Bates; German Tovar; Iris Torres; Ismenia Gallegos; Jaelyn Quisel; Jenna Del Toro; Jordyn Preble; Jorge Corea; Julia Dryer; Kailyn Phillips; Kimberly Murphy; Leah Alboucq; Lillian Cobb; Linzy Carpenter; Madalen Bieter Lete; Madi Goertzen; Mariela Montoya; Maya Grubaugh; Mayra Saldivar; Natalie Mendoza; Nicholas Sulier; Ninna Payne; Reynaldo Nunez; Ryan Byrd; Sergio Sarmiento; Sue Juarez; Tea Recanzone; Thaïs Lacar; and Yuliana Cisneros is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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