Teacher's Guide

Level Domain Benchmark Content Theme
1 Social Interaction Pupils express feelings, likes and dislikes Adjectives


Unit Name This Is How I Feel
Task Name How Do I Feel?
Number of Lessons in Task 2 lessons
Language Level Level 1
Task Description Pupils will fill in an online form expressing their opinions about the story they read. They will look for pictures on the Web that express their feelings, attach them to their forms and submit them. Pupils will visit the gallery and see how other pupils feel about the same story.
Desired Task Outcome Pupils will express their feelings about the story of Little Red Riding Hood through words and pictures.
Assessment Pupils will fill in a self-assessment checklist.They will then make a word rose in which they write five adjectives that describe feelings.Finally, pupils will write what they liked/disliked about this unit. They will do this reflection in their native language.

Task Stages

  Learning, Teaching and Assessment Principles
Pre-task: In this task, pupils have an opportunity of making generalizations about thoughts behind various emotions, and understand their feelings better. For example, if a child felt afraid while reading Little Red Riding Hood, then the thought behind his feeling is, "The bad wolf is dangerous, he could hurt Little Red Riding Hood."
The thinking processes before feeling anger or happiness can be something like: "What Little Red Riding Hood did was not right" or "This is better now, the bad wolf will not bother Little Red Riding Hood anymore", respectively.
Task 1 of this unit has already prepared pupils for thinking about thoughts and feelings..
  • Task encourages problem-solving and critical thinking skills, such as analysing, comparing, generalizing, predicting and hypothesizing at all levels of language learning development.
Pupils will fill in an online form that will describe how reading the story of Little Red Riding Hood made them feel. There will be a word bank to help them describe their feelings about the story and the characters of the story.
  • Pupils build on their prior language and world knowledge by having opportunities to learn by doing.
Pupils will be given sites where they can search for a picture that expresses their feeling. They will have to attach the picture to their form. They can also describe what they do when they feel a certain way.
  • Materials are presented in a variety of text types and media and are used for different purposes.
  • Materials encourage multiple modes of expression.
Post-task: The printed form can be a basis for a discussion about feelings in class.
The teacher can go over some of the forms and discuss the feelings with pupils.
Pupils can be encouraged to discuss at home what they wrote on their forms.

Discussion questions could be, for example:
  • Why do different pupils feel different things about the same story?
  • Why do you think X is feeling this way?
  • How does s/he respond to the story?
  • Why does s/he think that?
  • What can s/he think instead?
  • Then how might she have felt?

(Note: This discussion can take place in the native language.) The goal of this discussion is to help young learners realize that our feelings are based on thoughts, and our thinking generates feelings. This will lead pupils to see that other pupils' feelings would be different if they had different understandings or interpretations of the story. Eventually they will recognize that thoughts and feelings are not two different things, rather they are two aspects of peoples' responses to events.
Pupils will understand that different people have different feelings because they think (interpret-assume-infer) differently, and that they are influenced by their personal experiences and their points of view.
  • Pupils use the language as a means for gaining information in other areas.

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