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PROJECT 1st TERM Reporting the World on a Newspaper 1. THE OLYMPUS 2. THE OLYMPIC GAMES 3. NEWSPAPER 2nd TERM Reporting the World on the Radio
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1. FEELINGS AND EMOTIONS 2. MUSIC 3. RADIO 3rd TERM Reporting the World on TV 1. TV PROGRAMME
Feelings and Emotions
MORE 1. DICTIONARY 2. COMPUTER LESSONS 3. HALLOWEEN 4. PTI 5. WEEK CAMP 6. BECAS Y CURSOS
Session 1: How much do you feel? 1.
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Brainstorming. Power Point “Emotions”.
Groups have to agree their answer.
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Power Point. How is he feeling today?
Groups have to agree their answer and show 1,2,3 cards
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3.
Quiz Emotions. 4. quiz-emotions.pdf Details Download 378 KB
Students answer individually and then discuss answers in groups.
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4.
Homework. Emotions from A to Z. Look vocabulary up.
Session 2: Simon says: "Feel" 1. . Feelings brainstorming race. Ask students to brainstorm as many things as they can associated with one feeling, e.g. things that make people happy and/ or things that people do when they are happy such as “laugh” and “smile”. This can be set up as a race, with their list being checked by another group and the group with most correct words and expressions winning. 2.
Feelings & Emotions. Take dictionaries. Cooperative activity. There are 53 words, Each team looks up 10-11 words and then tells the rest of the class.
3.
3. feelings-and-emotions.docx Details Download 47 KB
Feelings Pictionary. Students draw something to represent one feeling until their partner guess which one it is, e.g. drawing a face and tears for “sad”. This can also be done with full sentences, e.g. “I am bored because I am doing my homework”. You could also combine it with a recent vocabulary point by drawing “a happy carrot” (food vocab) or “an angry car” (transport). How faces are drawn to show feelings is surprisingly culturally dependent, so bringing in typical drawings from other countries could add a nice cultural aspect to the lesson. You can then move onto
the fascinating topic of emoticons in different countries. 4.
cards.docx Details Download 14 KB
Feelings definition Game.The person with the flashcard describes what it is for their classmates to guess the feeling, e.g. “It is how an elephant feels when it sees a mouse” for “scared” and “It is how I feel in maths class” for “confused”. They cannot say the word on the card or other parts of speech of the same word (e.g. “anger” for “angry”).
5. . Homework.Wordsearch
8. word_search-emotions.pdf Details Download 378 KB
Session 3: If you are happy… 1.
Feelings storytelling Game.
Give students a pack of emotions adjective cards and ask them to take turns continuing a story using as many of the words as they can. For example, one person starts the story with “Dillon woke up in a really grumpy mood” and the next person continues with “Seeing his wife’s cheerful face just made him feel worse”. This can be turned into more of a competition by dealing the cards out between the students and making the winner the person who uses all their cards.
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2. Speaking Cards.
In turns, one Ss chooses a number from 1 to 18. The student on his/her left reads the question out and the person on his/her right has to answer it. All
members can take part in the discussion.
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3. emotions speaking.doc Details Download 36 KB
3. My book of feelings. Homework.
Ss stick their Books of Feelings on their notebooks and complete it individually.
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Session 4: Computers Lab 1. FEELINGS AND EMOTIONS. Online vocabulary exercises. http://www.agendaweb.org/vocabulary/feelings-emotions-exercises.html 1.
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2. COLOURS AND EMOTIONS. Teams 10’ Oral presentation.
Look for information about the relation colours and emotions have and be ready to tell the class about it. Remember you have to use either a PREZI or PowerPoint presentation.
http://www.colour-affects.co.uk/how-it-works http://www.empower-yourself-with-color-psychology.com/meaning-of-colors.html http://www.color-wheel-pro.com/color-meaning.html http://www.sunny-colours.com/eng/additional-information/the-meaning-and-impact-ofcolours/influence-of-colours-to-feelings https://vimeo.com/135960434 http://www.technologystudent.com/despro2/colmood2.htm http://psychology.about.com/od/sensationandperception/a/colorpsych.htm https://www.youtube.com/watch?v=8n9BzzWy4zY https://www.youtube.com/watch?v=DrXRn6RDOds
ESO
2 Feelings and Emotions Session 5: Mindful Breathing 1. PRESENT SIMPLE TENSE. UNIT 7 (New Round Up 3)
2. MINDFULNESS a. Ask Ss to sit comfortably and then close their eyes. Draw their attention to their breathing, telling them to feel the sensation of breath coming into and out of the body.
You can have them put their hands on their stomach to feel the gentle rise and fall with each breath, as this will help them keep focused. Alternatively, you may ask them to repeat the word “in” and “out” as they inhale and exhale, or you may say it for them.
Do this for about five breath cycles (five inhales and exhales). At the end of the five breaths, guide their attention to any thoughts and feelings that may be present (and any possible differences in how they feel now compared with how they felt before the practice).
Ask them to then let those thoughts and feelings go as they return their focus to their breath, then repeat the breathing cycle (as many times as feels appropriate).
b. Now Ss listen to the first recording.
ENCHANTED FOREST https://www.youtube.com/watch?v=b57QvR1Ysyw
c. Ss write down how they felt this morning before the session and how they are feeling now
“This morning I felt…….and now I feel...”
d. Then they talk about their feelings in their teams asking their partners why they feel or felt this way.
ESO
2 Feelings and Emotions Session 6: Mindfulness Sound Game 1. PRESENT CONTINOUS TENSE. UNIT 8 (New Round Up 3)
2. MINDFULNESS a. Have the child or children begin by focusing on their breathing (as above) . After about five breath cycles, tell the children they’re going to hear a sound, and that they should focus on this sound as it gets softer and softer, fading (we need a bell, a xylophone,…).
Instruct them to raise their hand when they no longer hear the sound. Play a sound for the children. This sound can be a bell, Tingsha (Tibetan meditation chimes), a “singing” bowl, a rain stick, or you can strike a note on a piano… any sound that will resonate and gradually evanesce/fade will do.
Return to five breathing cycles. You can repeat this exercise a couple of times if you like, if the children are receptive to continue.
b. Now Ss listen to the second recording.
A KISS https://www.youtube.com/watch?v=rYrCaNh0o64
c. Ss write down how they felt this morning before the session and how they are feeling now
“This morning I felt…….and now I feel”
d. Then they talk about their feelings in their teams asking their partners why they feel or felt this way.
ESO
2 Feelings and Emotions Session 7: Mindfulness Eating Game 1. PRESENT SIMPLE Vs CONTINOUS TENSE. UNIT 8 (New Round Up 3)
2. MINDFULNESS a. We can share a piece of fruit, with children but telling them you’re going to make it an exercise in mindfulness.
Start with the breathing exercises. Invite children to be mindful of their food— of the aroma, of the feel of the food (or the feel of the fork or spoon in their hand).
Tell them to take a bite of food and chew slowly. If they’re holding a utensil, ask them to put it down until they finish chewing and swallowing. Have them chew slowly for 20 or 30 seconds, asking them to notice the taste and the texture.
Repeat five cycles of breathing, then repeat with another bite if desired.
b. Now Ss listen to the third recording.
MAGICAL PLAYGROUND https://www.youtube.com/watch?v=85IjlcSYSRw
c. Ss write down how they felt this morning before the session and how they are feeling now
“This morning I felt…….and now I feel”
d. Then they talk about their feelings in their teams asking their partners why they feel or felt this way.
ESO
2 Feelings and Emotions Session 8: Walking mindfully 1. Find someone who. Homework :PLACE/TIME AND MOVEMENT PREPOSITIONS. UNIT 9.
2. MINDFULNESS a. Eventually you’ll want to show the kiddies that mindfulness is not just for sitting still. Go for a short walk with them and teach them to be mindful while in motion. Have them start with focusing on the breath, then as you begin walking invite them to notice how the ground feels under their feet as they walk, what the movement of the body feels like when in motion.
You could draw their attention to feeling other associated sensations of walking like the clothing moving against their skin or the breeze moving through their hair. Aim to guide them to feel these sensations and not to get into labelling them or thinking about them. Every now and then you can suggest they return their attention to their breathing to help keep them in focus.
b. Now Ss listen to the fourth recording.
FLYING LIKE A BIRD https://www.youtube.com/watch?v=JAY_ckW0eQY
c. Ss write down how they felt this morning before the session and how they are feeling now
“This morning I felt…….and now I feel”
d. Then they talk about their feelings in their teams asking their partners why they feel or felt this way.
ESO
2 Feelings and Emotions Session 9: Mindful Play 1. Time Prepositions Questionnaire.
Homework :PLACE/TIME AND MOVEMENT PREPOSITIONS. UNIT 9.
2. MINDFULNESS
a. Put out some finger paints, a water or sand table or any kind of fun activity into which kids can really get their hands into. PLASTICINE??? JUST CRAYONS? You can have them begin the exercise with their breathing cycles.
As they play, guide them to be fully present in the moment whenever they get distracted. You can focus on their senses— what they see, hear, feel and smell. Invite them to notice how the plasticine changes its shape, water slips through their fingers or runs down their arm, how sand shifts and pours out of the hand or how the colours of finger paints swirl together to blend into new colours.
Allow them to go for as long as they’re engaged in the activity and see how long they focus on it. You can end the play session with five breathing cycles.
b. Now Ss listen to the fifth recording.
HOT AIR BALOON RIDE https://www.youtube.com/watch?v=_-FZ2OvvUcM&list=RDJAY_ckW0eQY&index=4
c. Ss write down how they felt this morning before the session and how they are feeling now
“This morning I felt…….and now I feel”
d. Then they talk about their feelings in their teams asking their partners why they feel or felt this way.
ESO
2 Feelings and Emotions Session 10: The WOW Factor 1. At the Shopping Mall
2. Where are the carrots?
3. MINDFULNESS
What are the things that fill you with wonder? Is it a rainbow, how you breathe, a new-born baby, a mountain, the sea, a butterfly, a forest of bluebells, a whale?
- What you need: • Paper or thin card and • Thick and thin felt tips.
- What you do:
• Make a big cartoon-style ‘WOW!’ in the middle of your sheet of paper.
•Use bright colours to make your ‘WOW!’ and draw one of those zig-zaggy shapes around it with a thick felt tip so it looks like a word from a cartoon.
•Think about all the things that fill you with wonder and make you want to say ‘WOW!’ and all the things that give you a special tingly feeling when you think about them.
•Maybe your ‘WOW!’s are things in nature, or being loved in a special way, or doing something amazing, or a new baby, or being in a beautiful place. Maybe they are rainbows or crashing waves, or bees, or being on a mountain. Maybe they are being close to a waterfall, being hugged, a special piece of music, a tree, or being in a place of worship.
•Write or draw your ‘WOW!’s or moments of wonder all around your ‘WOW!’ word.
•Tell each other in your team about your favourite ‘WOW!’ moments and how you feel.
•What are the things that give something a WOW-factor?
•What ‘WOW!’s did you have that were the same as someone else’s ‘WOW!’s?
•What was the biggest ‘WOW!’ you experienced in the last week?
•When you think about yourself what is the biggest ‘WOW!’ about you?
- Put all the Wows! on the walls of the class for everybody to see
RECORDING: PERFECT WINGS: https://www.youtube.com/watch?v=GAtAsvp9qjA&list=RDJAY_ckW0eQY&index=10
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