Title: How to describe feelings?

Lesson plan elaborated by: Magdalena Trysińska

Topic:

How to describe feelings? Mastering the skill of describing feelings and emotions.

Target group

6th‑grade students of an elementary school

Core curriculum

II. Language skills.

2. Language differentiation. Student:

4) understands literal and metaphorical meaning of the words in a statement; recognises the ambiguous words, understands their meaning in a text and consciously uses them to create his own statements;

5) recognises set phrases, notices their variety, understands their meaning and uses them correctly in statements;

6) recognises neutral and evaluative vocabulary, understands their functions in the text;

7) uses a style appropriate to the intended purpose of communication;

8) distinguishes synonyms, antonyms, understands their function in the text and uses in his own statements.

III. Creating expressions

2. Speaking and writing Student:

1) creates consistent expressions – descriptions of the feelings.

The general aim of education

The student develops skills in naming, recognising and describing feelings.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• social and civic competences;

• consciousness and cultural expression.

Operational objectives

Student:

• recognises and names feelings;

• uses value vocabulary;

• describes feelings;

• gives the meaning of phrasal verbs related to feelings;

• chooses synonyms and antonyms of feelings.

Methods/techniques

• problematic: guided conversation, discussion;

• programmed: using computer, using e‑textbook;

• practical: exercises on subject.

Forms of work

• uniform individual activity;

• uniform group activity.

Lesson plan overview (Process)

Introduction

1. The teacher determines the purpose of the class: students will develop the skill of describing feelings. The teacher gives students the criteria of success.

2. The teacher displays pictures from the gallery (exercise number 1 in the abstract) and provokes the discussion on feelings and emotions expressed by people presented in the pictures. The teacher asks students how did they recognise emotions and points out that there are differences in determining feelings (a crying baby may express both fear and anger).

Realization

1. The teacher ask students to do exercises 2‑6 that aim to develop their vocabulary referring to emotions. It is achieved by: recognition of positive and negative feelings, combining names of feelings into synonymous pairs, adding antonyms to the names of feelings, completing set phrases referring to feelings and recognising their meanings.

2. The teacher asks students to read the exclamations from the exercise 6 and use different intonation. Students can play a game in which one of them reads the exclamation and the rest of the class guesses what feeling/emotion is expressed.

3. Students read the text “The Lion’s Claw” and name the feelings described there.

4. Students construct short sentences that are intended as a guide on how to write a good description of internal experiences. They give examples. If necessary, they check the guidelines in the abstract.

5. The teacher asks students to look again at the text “The Lion’s Claw” and find there:

• descriptions of external manifestations of feelings;

• exclamations;

• emotionally marked words;

• parts that influence reader’s imagination.

Summary

1. Eager students form an opinion about the lesson. They follow the questions written on the sheet of paper, e.g.

• What was the most important thing for me in this lesson?

• What was understandable and what was not?

• What helped me to learn and what did it bother me?

2. Each of the speakers has the task of expressing the appropriate emotions (information written on a sheet, visible only to the person who speaks), for example, boredom, admiration, interest, indifference, sadness. The class is supposed to guess these emotions.

Homework

Choose one topic. Write two short descriptions of experiences. In the first one express pleasant feelings, in the second one – unpleasant feelings connected with the chosen topic.

1. Test in a minute.

2. Vacation's over next week.

4. The exam has been cancelled.

5. I have a date...

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

How to describe feelings?