Mar Funes Mar Funes

Listened to my emotions
A1 level

Description

In this lesson, students will listen to different everyday situations, as well as express them, to identify the emotion that causes them. The lesson begins with a song so that children can express different emotions with their entire bodies. Then the students will be presented with the audio of movie scenes that they know, the objective is that through the voice the children try to identify the emotion of the character and finally the students will play a game where by means of noises, phrases and gestures will identify what emotion it is using the emojis.

Materials

Abc Emoji palettes

Main Aims

  • Provide deduction listening practice using audios about everyday emotions.

Subsidiary Aims

  • Provide deduction and detailed listening practice using audios about emotions.

Procedure

Lead-in (3-5 minutes) • To set lesson context and engage students

Start the class: How do you feel? Ask them to use their emojis to answer the question. Ask, now, what do you think a happy, angry, sad or surprised person sounds like? Give an example before they answer.

Pre-Listening (10-12 minutes) • To prepare students for the text and make it accessible

Tell the students that during the following song they are intended to act according to the emotion mentioned, not following the video, so that each one expresses joy and anger, among others, in their own way. Play the song "When I Happy." Ask the students if they noticed how their classmates express themselves. Repeat the song and ask them to pay attention to the actions of their classmates in each emotion. Return to questions about how your classmates express themselves.

While-Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information listening tasks

Ask the children to close their eyes. Present a situation, such that it is, for example, "the other day I found 20 pesos, I felt..." leaving the sentence incomplete. Ask them to open their eyes and raise the emoji with which they think the sentence ends. Repeat this dynamic several times. Remember that the voice should be normal, not trigger a particular emotion but rather present the situation so that they think about it and decide.

While-Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

Explain to the students that they are going to listen to audios of various characters, the goal is for them to identify how the characters feel. Present the video of guess the characters. Pause the video before revealing the character and ask the students questions so they can meet the objective. Discuss what emotion it can be. Present the scene of the character that I speak. Repeat the dynamic.

Post-Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Select a student Ask him to act like he is, for example, angry. Let this emotion play out in front of his teammates. Ask the children "what emotion do you think it is?" Allow them to guess the emotion, whether the student gives more clues or the teacher does. Repeat the dynamic with several of the emotions seen in the last class. Use the emojis of the students to say what emotion.

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