The class began with a revision of the previous lesson by testing the childrens' memory of character traits, appearance adjectives and clothes vocabulary:
The children were given these hand-outs, where I asked them to read through the questions, and answer the questions by drawing face expressions. The questions asked them how they feel in different situations.
How do you feel when....?
Once they were done, I handed out the lesson's vocabulary sheet, and we discussed them together:
(The students find it helpful to write down the meaning of each word in their native language).
Vocabulary hand out- Describing feelings
Now that the students had an idea on how to express their feelings in English, I asked them to go back to the "How do you feel when...?" worksheet and substitute their face expressions for words.
Finally, the class ended with a short listening exercise, where the students were required to listen to four situations and choose the emotion prevalent in each situation:
Listen for the emotion
I haven't uploaded the audio for the situations for privacy reasons, as my cousin and I recorded them. The situations were: a little girl scared of going to the dentist; a mother sad about a broken vase; a friend's surprise arrival; and two people jealously gossiping about a third person.
The homework was for each student to spell their name vertically, writing an adjective that describes themselves for each letter of their name.
Using two empty tissue boxes, I labeled one box 'POSITIVE' and the other 'NEGATIVE'. I then handed each of them flashcards with the words:
[intelligent-stupid-wise-foolish-interesting-boring-hopeful-desperate-happy-depressed-patient-impatient-hard working-lazy-neat-messy-clean-dirty]
The kids had to put the flashcards in the right box (To keep track of who was doing what, each student had a unique colour of flashcards).
In the next revision task, I again handed each of the students a set of flashcards carrying the words:
[old-bald- ginger- glasses- beard- moustache- blond- teenager- adult- average height- muscled- stout- thin- wavy- hazel- braces]
Their task was to match the flashcards with the following pictures (cut separately, of course):
Pictures to match with the flashcards
In the last revision task, I gave each student a different worksheet with people describing what they usually wear in various situations (Example: When I go out for a walk, I wear shorts with a t-shirt and sports shoes.)
I had pictures of clothes cut up in front of them (unlabeled), and the students' task was to stick the outfits under their descriptions.
Pictures of clothes
[intelligent-stupid-wise-foolish-interesting-boring-hopeful-desperate-happy-depressed-patient-impatient-hard working-lazy-neat-messy-clean-dirty]
The kids had to put the flashcards in the right box (To keep track of who was doing what, each student had a unique colour of flashcards).
In the next revision task, I again handed each of the students a set of flashcards carrying the words:
[old-bald- ginger- glasses- beard- moustache- blond- teenager- adult- average height- muscled- stout- thin- wavy- hazel- braces]
Their task was to match the flashcards with the following pictures (cut separately, of course):
Pictures to match with the flashcards
In the last revision task, I gave each student a different worksheet with people describing what they usually wear in various situations (Example: When I go out for a walk, I wear shorts with a t-shirt and sports shoes.)
I had pictures of clothes cut up in front of them (unlabeled), and the students' task was to stick the outfits under their descriptions.
Pictures of clothes
When we were done with revision and they had taken a short break, we were ready to start with the day's lesson.
I first showed them this video from Youtube, a song from the classic Sesame Street on emotions:
How do you feel when....?
Once they were done, I handed out the lesson's vocabulary sheet, and we discussed them together:
(The students find it helpful to write down the meaning of each word in their native language).
Vocabulary hand out- Describing feelings
Now that the students had an idea on how to express their feelings in English, I asked them to go back to the "How do you feel when...?" worksheet and substitute their face expressions for words.
Finally, the class ended with a short listening exercise, where the students were required to listen to four situations and choose the emotion prevalent in each situation:
Listen for the emotion
I haven't uploaded the audio for the situations for privacy reasons, as my cousin and I recorded them. The situations were: a little girl scared of going to the dentist; a mother sad about a broken vase; a friend's surprise arrival; and two people jealously gossiping about a third person.
The homework was for each student to spell their name vertically, writing an adjective that describes themselves for each letter of their name.
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