The lesson plan is for a 2nd grade class and focuses on feelings. It includes 6 activities to help students identify and express emotions in English and their native language of Romanian. Students will match emotions to facial expressions, discuss how emotions are shown through body language, read texts about characters experiencing different emotions, and make emotion masks. The plan aims to improve students' vocabulary around emotions and encourage discussion and expression of feelings.

1. LESSON PLAN
DATE: May, 2016
GRADE: the 2nd
TEACHERS: Iulia Ionescu
THEME: Feelings
Crosscurricular activity involving communication in mother tongue (Romanian) and in
a foreign language (English), natural science, music, arts and crafts
COMPETENCES:
- Identifying and assigning the English words to basic emotions
- Expressing feelings/emotions, ideas, thoughts, points of view by various means (words,
visual elements, music, body movements)
- Identifying the significance of simple artistic messages within familiar contexts
TYPE OF LESSON: Combined lesson
TYPES OF INTERACTION: teacher – student, student - student
TEACHING AIDS: the blackboard, the computer, the flipchart, worksheets, portraits
depicting emotions (computer speaking puzzle game, puzzle game on paper and model
portraits), colored and white shapes, Wi-Fi connection, short videos for recognizing basic
emotions, children’s songs about emotions
TIME: 50 minutes
WARMER
A student will play a short part of Vivaldi’s “Four seasons” on the violin. After listening to
the music, the students will be asked to identify the emotion which describes best their
emotional state at that moment by saying „Present” when the teacher is calling the „catalog of
emotions”. Simoultaneously, the teacher will display suggestive masks at the whiteboard.
(annex 1)
CHECKING OF PREVIOUS KNOWLEDGE
What emotions express these masks? Disgust, joy, surprise, anger, fear, sadness
Let’s remember the basic emotions we learned about and find the word in English! (computer
game – Match the facial expression with the right word) - link
FORMULATION OF THE SUBJECT
Students will be informed that during this lesson they will repeat some English words used to
express emotions, will talk about basic emotions and discover them in a text, will mime and
recognize basic emotions in facial and body expressions.
COMMUNICATION OF KNOWLEDGE
Activity 1 – aim: to improve students’ vocabulary by repeating/ learning new English words
and semantic structures
The students will be asked to match the images with the right sentence describing an
emotional state and to answer to the question “How do you feel?” (annex 2)
Activity 2 – aim: to promote discussion about emotions

2. Students will be asked if it is important to know how people around us feel at some moments.
They will give examples of parts of the body which can help us express what we feel (face –
especially eyes, eyebrows and mouth; hands, body posture, gestures) and mime some basic
emotions by using these elements (parts of the body, gestures, facial expression, posture).
Starting from the explaining the saying “Eyes are the soul’s mirror”, the students will fill in a
worksheet displaying emotional states expressed by eyes. (see an example in annex 3) They
will find the right word for each facial expression and/or color the triangle using the color
they think it matches best with each emotional state depicted by the images. Conclusion: there
are different ways of interiorizing specific emotions expressed by other people according to
personal life experience and knowledge, that’s why they (the students) didn’t choose the same
color for the same emotion.
Activity 3 – aim: to promote discussion about emotions
The students will be given a literary text (in mother tongue for early English learners or in
English for 4th to 6th graders) about basic emotions (annex 4). Based on this text, students will
discover the characters, the place and time of action, the text’s message which leads us to
understand that inside us there is always a fight between different emotions when we have to
face some unexpected or challenging situations. We should identify these emotions in order to
find solutions for helping the pleasant ones “to win” and controlling the unpleasant ones.
The students will be asked to fill in the chart by dividing the emotions encountered in the text
into pleasant and less/unpleasant.
Activity 4 – aim: to improve students’ vocabulary by learning new English idioms
The students will be asked to complete the idioms with the right word so as to find an idiom
about basic emotions (red with anger/rage, green with envy, to be in a black mood, to feel
blue, white as a ghost, yellow-bellied). (annex 4)
Activity 5 – aim: to provide practice within contextualized frameworks (reading, writing)
The students will be asked to read the nonliterary text about emotions. A distinction between
literary and nonliterary texts will be made by refreshing students knowledge on this issue.
Activity 6 – aim: to encourage students to express their feelings/emotions, ideas and thoughts
by means of language
The students are given a gap text and asked to fill in the gaps by using their creativity. After
reading all the texts, it will be drawn the conclusion: the depicted emotions are the same, but
the situations are different. (annex 5)
FIXATION OF KNOWLEDGE
Activity 7 – aim: to provide practice by means of arts and crafts
Students will be asked to make a mask which should depict one of the emotions from the text.
(The images used in ANNEX 1 are some of the masks made by the students when the lesson
was tried out.)
FEED BACK AND EVALUATION
The teacher evaluates the students’ performance in class, laying emphasis on the most
interesting points of view and the most powerful arguments.

3. ANNEX 1
ANNEX 2
Match the fruit with the corresponding emotion.
I am happy.
I am surprised.
I am afraid.
I am sad.
I am relaxed.
I am angry.
I am disgusted.
How do you feel today?
……………………………………………………………………………………….

4. ANNEX 3
ANNEX 4
The storm
One day, emotions had been embarked on a boat which was left to drift on the sea.
“I am the captain and I’ll take the helm!” said Courage in a categorical manner.
“I don’t trust you!” said Uncertainty with half-voice.
“Why do you think that you are better than others?” asked Envy.
“Keep calm!” said Courage, while Relaxation was lying in the sun. Threatening clouds
gathered unexpectedly and interrupted the conversation. Fear was trembling, white as a ghost.
Calm and Courage took the helm and kept the boat away from the cutting rocks which
were hidden by the huge white waves of the stormy sea. After a few hours of a hard struggle
they won.
When the sun appeared, the two victorious heroes were standing on the deck. They
received great applause from Relaxation, Happiness and Love.
In a corner of the boat, Fear, Anger, Envy and Hate were still trembling.
1. Group the characters of the text above into the two columns:
Pleasant/ comfortable emotions Unpleasant/ uncomfortable emotions

5. 2. Colors and emotions – Fill in the blanks with the right answer:
 red with ..anger..
 green with ..envy..
 to feel ..blue.. (to be sad)
 to be in a ..black .. mood (to be upset)
 ..white.. as a ghost (scared)
 ..yellow..-bellied (fearful)
3. Read the text nonliterary text below.
Emotions
We all have feelings and emotions, even sometimes we hide them. Feelings and
emotions help us understand what’s happening around us, what we want, what is important
for us.
When an emotion lasts for a longer time it became a feeling.
To understand your emotions means to know your soul.
ANNEX 5
Working in groups, fill in the blanks. Give the text a suitable title.
..........................................................................
Blanche is upset because Cristian
.......................................................................................................................................................
..................................................................................................................................................... .
Cristian is surprised to hear that, especially because
.......................................................................................................................................................
..................................................................................................................................................... .
Diana heard about their problem and told them happily:
...........................................................................................................................................
..................................................................................................................................................... .