Feelings and emotions 1 lesson plan

“I’m happy!”

Lesson 23 Level 2 Age 5-7

Lesson plans for ESL kids teachers

Lesson 23

Feelings and emotions 1

In this lesson students learn the vocabulary for 4 basic emotions and the situations associated with these feelings. They play fun emotions-themed games, draw pictures of emotions and do a fun worksheet.

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Age: 5-7 years
Time: 50 mins – 1 hour 10 mins
Objectives: Talking about how you are feeling and what makes you feel that way.
Structures: “How do you feel?”, “I’m (happy)”, “How do you feel when (it’s sunny)?”, “Do you feel (happy) when it’s sunny?”.
New vocabulary: happy, sad, angry, sleepy, sunny, rainy, noisy, bedtime.
Review vocabulary: weather vocab, fruit vocab, vegetables vocab.

Lesson materials

Flashcards:

Like-Dislike game flashcards
Feelings flashcards: happy, sad, angry, sleepy

Printables:

How do you feel when? draw worksheet
Feelings 4 faces worksheet

Songs:

Hello song
Goodbye song
The weather song

Supplies:

name tags for each student
a glove puppet
[hide_on_uk]colored[/hide_on_uk][hide_on_us]coloured[/hide_on_us] crayons / pencils
a large cloth bag
large blank sheets of paper (one per pair)
2 ropes
weather board (see end of this page for details)
cushions (1 per student)
device to play the songs on

Notes:

In this lesson students learn the vocabulary for 4 basic emotions and the situations associated with these emotions. They do some fun activities and put their drawing skills to test.

Lesson procedure:

Warm up and maintenance:

1. Greetings
Greet the students by name as they enter the classroom and gesture for them to sit down (on cushions if you have them) in a fan-shape around you.

2. Name tags
By now your students shouldn’t have any problems writing their names, so there is no need to give them name cards to copy from. However, keep their name cards handy, just in case some students still have problems.

Simply give a blank name tag to each student to write their name on in pencil and stick it on.

Introduce glove puppet - greetings and introductions activity

3. Glove puppet greetings
Bring out your glove puppet bag and have everyone shout “Hello!“ into the bag until he wakes up and jumps out of the bag. Then model chatting with the glove puppet …

Puppet: “Hello”, What’s your name?”
Teacher: “My name is…”.
Puppet: “How are you?”
Teacher: “I’m fine, thank you”.
Puppet: “How old are you?”
Teacher: “I’m …”.

… and then have the puppet say hello to each student and ask them the same questions, including their age.

Finally, go around saying “Goodbye” and “See you” before going back into the bag and back to sleep.

4. Sing the “Hello song”
Sit in a circle and sing the song (clap along or pat knees).

Lyrics for the “Hello song”

Hello, hello,
How are you today?
Hello, hello,
How are you today?

I’m fine, thank you,
I’m fine, thank you,
I’m fine, thank you,
And how about you?

Hello, hello,
How are you today?
I’m fine, thank you,
And how about you?

Gestures for the “Hello song”

These are quite straight forward. First time you play the song do the gestures and encourage everyone to do them with you.

Wave as you sing the “Hello, hello” parts.
Gesture to others as you sing, “How are you today?”
Point to yourself as you sing, “I’m fine, thank you”
Hand gesture towards another student as you sing, “And how about you?”.

[hide_on_uk]Short sample (members get full-length song):
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[hide_on_us]Short sample (members get full-length song):
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5. Homework check
Check each student’s homework that you set in the last lesson. Ask each student some questions about their homework worksheet (e.g. “What’s this?”, “Do you like cabbage?”, etc.), give lots of praise, and then put some kind of mark on the homework sheet (e.g. a sticker, a stamp or draw a smiley face).

Finally, tell your students to put their homework back into their bags.

6. Do “Exercise routine” activity
Say the following and have the students follow your lead:

“Stand up” (Teacher stands and so does everyone else)
“Hands up / hands down” (do 4 or 5 times)
“Jump” (4 or 5 times)
“Kick” (4 or 5 times)
“Run! / Stop!” (4 or 5 times)
“Turn around! / Stop!” (4 or 5 times)
“Wiggle!” (a few seconds)
finally “Sit down”.

7. Do the “What’s in the bag?” activity
Time for the bag again. Before class, put a couple of new objects (e.g. a crayon, a plastic bottle, a sock, a paper cup, a leaf, a ball, a teddy, etc. – anything lying around (and safe!)) into the bag.

Show the bag to your students, shake it to rattle the objects inside, and ask, “What’s in the bag?”.

Randomly pull out different objects and teach/elicit the words – in each case, have students hold and pass the objects around. You can even have students pull the objects out of the bag instead of you taking them out – with eyes closed to make it fun!

Finally, place/throw the objects around the classroom and have each student retrieve an object as you call out its name and put it back in the bag.

8. Sing “The weather song”
Time for the weather section of the lesson! Put the weather flashcards on the board in the order of the song (or use our song poster). Have all the students stand up and watch you as you sing along and use the gestures. Encourage them to join in and sing along.

Lyrics for “The weather song”

Verse 1:
How’s the weather? How’s the weather?
Look outside.
How’s the weather? How’s the weather?
Look outside.
It’s sunny, it’s rainy, it’s windy, it’s cloudy.
It’s snowy, it’s foggy, it’s hot, it’s cold.

Verse 2:
How’s the weather? How’s the weather?
Look outside.
How’s the weather? How’s the weather?
Look outside.
It’s sunny, it’s rainy, it’s windy, it’s cloudy.
It’s snowy, it’s foggy, it’s hot, it’s cold.

Gestures for “The weather song”

There are some easy gestures you can do as you sing along to the song:

For the question part “How’s the weather?”, sing along and do the ‘palms of the hands up’ question gesture.
For the “Look outside” part, face the window and put your hand over your eyes (like a salute), as if you were looking into the distance.
Use hand gestures for the weather words:
- sunny: slowly spread your arms out
- rainy: wiggle your fingers downwards like rain
- windy: gesture wind blowing out of your mouth
- cloudy: make cloudy shapes with your hands
- snowy: wiggle your fingers downwards like snow and shiver
- foggy: close your eyes and put your hand out in front like you are trying to feel for something you can’t see
- hot: fan your face
- cold: shiver and wrap your arms around your body

FREE SAMPLE (full-length song):

[hide_on_uk][/hide_on_uk]

[hide_on_us][/hide_on_us]

9. Talk about the weather outside
Motion for your students to come over to the window (or even outside). Say, “How’s the weather? Look outside”. Elicit the weather from the words they learned in the last lessons (It’s sunny / cloudy / windy / rainy / snowy / foggy / hot / cold).

Depending on weather conditions, you can introduce more weather words, such as:

stormy
misty
showery

warm
cool
freezing

humid
frosty
icy

drizzly

Weather board for showing today's weather

10. Use the “Weather board”
Use the weather board that you created in the previous class (see instructions here). Invite some students to come up and put weather pictures for today’s weather on the board. Make sure they say the word as they put the card on the board.

If you introduced any new weather words as you were talking about the weather just now, add these pictures to your board – you can either draw them there and then or prepare the pictures before class.

11. Play the like / dislike game
Let’s play this game as a review from the last lesson. You’ll need your weather, fruit and vegetables flashcards that you used in the previous lesson for this game, all shuffled together. Explain that you will show some pictures and everyone needs to say whether they like them or not using the structures, “I like …” or “I don’t like …”.

Hold up a flashcard (e.g. an apple) and have everyone shout out the word and the phrase, “I like (apples)” or “I don’t like (apples)”.

Then, ask the yes/no question, “Do you like …?” by asking some students, “Do you like (apples)?” and elicit, “Yes, I do / No, I don’t”. Do the same for all pictures and give lots of praise for correct answers! For weather pictures, ask questions such as, “Do you like rainy weather?”.

New learning and practice:

1. Teach the feelings vocab: happy, sad, angry, sleepy
On the board draw a large circle. Then draw two eyes, ears, nose and a smiley mouth. Do the same facial gesture and say “I’m happy! Happy, happy, happy”. Get everyone to chorus “happy” and do the facial expression.

Then erase the mouth and draw a sad mouth (and maybe a tear under one eye) and teach “sad” with everyone chorusing the word and doing the expression.

Do the same for angry and sleepy – you can use the pictures below for reference when drawing.

2. Do “Draw the faces on the board”
Invite a student up to the front of the class and give him/her the chalk/marker. Whisper a feelings word (e.g. “angry”) and get him/her to draw the face in the circle. If he/she is having difficulty, show him a picture or flashcard.

Invite the class to shout out the answers – the first student with the correct answer can draw the next picture.

3. Play “Face draw” pairs
Put students in pairs and give each pair a large, blank sheet of paper. Have each pair draw circles on the paper. Then have them in turns draw faces with different emotions for their partners to guess.

At the end of the activity invite some students to show the rest of the class their pictures and say what the feeling words are (or get the others to guess).

4. Play “Feelings jump”
You need two ropes and flashcards showing the 4 feelings for this game. Lay the ropes on the floor of the classroom in a cross shape, so there are 4 quadrants. In each quadrants place a flashcard of the feeling face up on the floor.

Start by demonstrating – shout, “Jump in the happy square!”, and jump in the quadrant with the happy flashcard. Then shout, “Jump in the sad square!” and jump in that quadrant. Do for all 4 feelings.

Play the Feelings jump game with 2 ropes

Then have all students stand and jump in the right quadrants as you shout out the instructions. You can also have students take turns in shouting out the instructions.

5. Read and write time
This segment can be part of all your lessons. Spend 10 to 15 minutes building up your students’ writing and reading skills. You’ll need to assess your students’ reading/writing level and then choose to start at one of the following stages:

Reading and writing activities by level:

1. Beginners: students cannot read or write the alphabet.
Each lesson introduce 3 lower-case letters of the alphabet (first lesson will be a, b, c). Use flashcards to do this. Play alphabet games and do printing worksheets.
» See our ‘Alphabet a-z (lowercase)’ mini-lesson plans for full details.

2. Early starters: students have experience with the alphabet but need phonics practice.
Each lesson introduce 5 lower-case letters of the alphabet (first lesson will be a, b, c, d, e). Use flashcards to do this. Start by working on the sounds of the letters and then move onto letter clusters (e.g. sh, ee, etc).
» See our ‘Alphabet’ and ‘Letter clusters’ mini-lesson plans for full details.

3. Early readers.
Work on reading and writing simple sentences with lots of practice activities.
» See our ‘Early reading’ mini-lesson plans for full details. (click on “Early reading” tab)

4. Elementary readers: students can read and write simple sentences well.
Work on reading and writing short texts and stories.
» See our ‘Reading short texts’ mini-lessons for full details. (click on “Reading short texts” tab)

6. Teach the song vocab
Next lesson you are going to sing a song about feelings, and we’ll start preparing for that in this lesson. We are going to introduce some words that are associated with the feelings words: sunny (happy), rainy (sad), noisy (angry), bedtime (sleepy).

Teach the song vocab for happy, sad, angry, sleepy, sunny, rainy, noisy, bedtime

Before class, print off the flashcards for these words. Hold up the first card (e.g. sunny), say the word and do the action (see gestures below) and have everyone chorus the word and copy your gesture. Then stick the flashcard on the board. Do the same for all 4 flashcards and stick them in a line across the board.

Once all the cards are on the board, point to any card and say, “What’s this?”. Elicit the word. Keep pointing to flashcards randomly as the class shouts out the words, getting faster and faster. Finally, ask individual students what different cards are.

Gestures for vocab:

sunny – do round circle shape with your arms
rainy – wriggle your fingers like rain
noisy – cover your ears (look angry)
bedtime – gesture sleeping – head sideways on pillow hands

After this, play “Missing flashcard guess” – with the flashcards still on the board, tell everyone to close and cover their eyes. Remove a card and hold it behind your back. Tell everyone to open their eyes and shout out the missing flashcard. Do this for the other cards.

7. Match feelings to the situations
With the flashcards still on the board, ask the class how you feel when it’s sunny (ask, “Do you feel angry when it’s sunny?” and do an angry face – hopefully everyone will respond “No! Happy”).

Draw a happy face under the sunny flashcard. For each card elicit the feeling (from the song) and draw the face under each card.

Do the "How do you feel when …?" worksheet

8. Do the “How do you feel when …? draw” worksheet
Hold up the worksheet and model – point to the “it’s sunny” situation and ask, “How do you feel when it’s sunny?”. Elicit “Happy” and then draw a happy face in the circle. Do the same for the other 3 situations.

Give out the worksheets and circulate as your students are doing their worksheets. Ask lots of questions as you are doing so (e.g. “How do you feel when it’s noisy?”) and give lots of praise. At the end, do a quick check – ask each student a “How do you feel when …?” question from their worksheet.

Wrap up:

1. Assign homework: “Feelings 4 faces” worksheet
Hold up the homework worksheet – this is a fun drawing activity. Model by pointing to a face and eliciting the emotion. Then show how to draw that face in the circle.

Give out the worksheets and say, “Put your homework in your bags” and help them to do so – this is important as they will probably want to start working on them right away.

2. Say goodbye to the glove puppet
Take out the bag again and get everyone to wake up the glove puppet by shouting its name into the bag (e.g. “Cookie Monster!”). Bring out the puppet and go through the same routine – go to each student and say hello, ask their name and the say goodbye / see you. Then put the puppet back in the bag (back to sleep).

3. Sing the “Goodbye song”
Sit together in a circle and sing and clap along.

Lyrics for the “Goodbye song”

Goodbye, goodbye,
See you again.
Goodbye, goodbye,
See you again.

It’s time to go,
It’s time to go,
It’s time to go,
See you next time.

Goodbye, goodbye,
See you again.
It’s time to go,
See you next time.

Gestures for the “Goodbye song”

These are quite straight forward. First time you play the song do the gestures and encourage everyone to do them with you.

Wave as you sing the “Goodbye, goodbye” parts.
Hold your hand above your eyes (as you would when you are looking into the distance and keeping the sun out of your eyes) and look at another student as you sing, “See you again”.
Tap watch (or imaginary watch) and then point to the door as you sing, “It’s time to go”.
Point towards another student as you sing, “See you next time”.

[hide_on_uk]Short sample (members get full-length song):
<br /> [/hide_on_uk]

[hide_on_us]Short sample (members get full-length song):
<br /> [/hide_on_us]

4. Do “Quick check” and say goodbye
Time to leave the class. Make sure everything is put away and the students have gathered their belongings. Have them line up at the door and place yourself between the door and the students.

For each student hold up an emotion flashcard and ask, “What’s this?”.

When they respond correctly say goodbye and let them leave. If they make a mistake, have them go back to the end of the line – they will have to try again once they reach the front!

Future lessons: Reviewing and checking the weather each lesson:

1. Prepare a “Weather board”
Prepare a piece of cardboard and cover it with felt – you are going to pin this to the wall. If you can, try and get blue felt (to represent the sky). Write at the top in large letters, “How’s the weather today?”. Below the write “Today it’s”. Cut out weather pictures (such as our weather flashcards) and stick some velcro on the back. Arrange the weather pictures around the edge of the board and then put the board on the wall of your classroom.

We have made a video showing how to make a weather board here:

2. Sing The weather song
In the warm up section of your lesson you can include a weather section – introduce this section by singing the weather song (with gestures).

3. Look outside
Get everyone to look outside by saying, “How’s the weather? Look outside”. Elicit the weather for that day.

4. Put the weather pictures on the weather board
Invite some students to come up and put the weather pictures on the board. Make sure these students say the word as they put the card on the board.