Spanish Level 3- Activities Designed for Online Instruction
😝 Spanish Level 3, Activity 03: Emoji Bingo / Lotería de Emojis (Online)
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:
Would you like to make changes to the materials?
Access the template(s) below:
- Emoji Bingo Cards (Canva Template, free account required)
Warm-Up
- Begin by introducing the Can-Dos for today’s activity. Display the Slideshow presentation on the projector for students to see.
- 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.
- In break out rooms (groups of two or three) answer these questions:
- ¿Cuál es tu emoji más usado? (What is your most used emoji?)
- ¿Hay un emoji que todavía no existe pero te gustaría que existiera? (Is there an emoji that doesn’t exist but you would like for it to exist?)
- ¿Cuál es tu emoji favorito? (What is your favorite emoji?)
- ¿Qué emoji jamás usarías? ( What emoji would you never use?)
Main Activity
- Explain the directions as outlined in the slides:
Voy a leer las instrucciones para esta actividad. (I am going to read the instructions for this activity) - The lab assistant will give examples of situations Estas son ejemplos de situaciones que evocan enfadad. (These are examples of situations that envoke anger)
- allow students time to think of situations then have a student to describe a situation with an emoji in mind to use Por favor piensen en situaciones diferentes que usaria algunos de los emojis en la pantalla.(Please think of different situations where you would use some of the emojis on the screen)
- the remaining students will guess what emoji they intend to use and write the letter and number for the emoji in the chat Por favor adivinan cual emoji eligió y pongan en el chat la letra y el numero. (Please guess which emoji they chose and put in the chat the letter and number.)
- The first student to guess correctly will receive a point and students will take turns describing situations as many times as necessary La primera persona que adivina el emoji correcto va a ganar un punto (The first person to guess the correct emoji is going to win a point)
Wrap-Up
Ask students the following questions to finish the lab:
- ¿Es posible que los emojis puedan representar cada emoción? (Is it possible for emojis to represent every emotion?)
- 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:
- Spanish Lesson: How to express preference
- Expressing Preference In Spanish Videos
- How To Express Your Feelings In Spanish
How to Revise or Remix a Pathways Project Activity
Feeling creative? The Pathways Project needs your help in revising and remixing activities for the K-16 language 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)
