Korean Job Discussion Forums

[butlerian]

Anyone have any ideas on ways of teaching Feelings/Emotions to middle schoolers? I'll start with the obligatory flashcards, but I'd like an interesting activity to follow it up with. One possibility would be to be play bits of songs and ask students what they think the singer is feeling, e.g. angry, happy etc. Also, if anyone knows any good worksheets that would come in handy. Thanks.

[ilovebdt]

[butlerian]

[Meggiebea]

Turn it into a game. Do jeopardy.

$100: which emotion do you feel when you get a present
$200: What facial expression would you make if you are surprised?
$300: Name one of the three strongest emotions (anger, fear, jeolosy)
$400: What part of your face is used in most emotional expresions?
$500: If someone you cared about lied to you, name three emotions you might feel. (Betrayal, shock, angry, sad, disapointed...)

Or, and this is a crowd pleaser. Divide your class by 2. Write that many emotions or feelings on 2 index cards. Shuffle the cards. Give each child a card with an emotion on it and tell them to keep it a secret. Have the students line up around the classroom. They act out their emotion, no talking, and find the other student who is acting out the same one.

So to summarize this:
A class of 14, would be 7 emotions, happy, sad, angry, scared, surprised, fine, ( you could even use sleepy, bored, paranoid, anxious)

Write each emotion on two different cards

Hand out the cards

The students act them out and find their 'partner'

Hope this helps

[adventureman]

Here are 3 Emotion lesson plans pulled from the Fulbright ETA program on-line teaching handbook..


EMOTION IN LANGUAGE

Objectives:
To increase awareness of emotive cues in English to demonstrate the effect of emotion on spoken English to review/teach emotion vocabulary; to encourage students to speak English with the same range and depth of emotion they use in Korean, and to get students to �break out� of the �How are you? Fine, thank you. How are you?� rut.

Materials:
Make big cards with smiley and not-so-smiley faces for these emotional states: great/wonderful, good, OK, so-so, not so good, bad/terrible. You can also add other ways to feel sick, hungry, tired, happy, worried, and angry.

Handouts:
List of basic emotions (with explanatory drawings?), an �emotion� dialogue (optional, list of phrases with emotion to read them in (optional); �I Smile When I�m Happy� (optional)-see example.

Procedure:
Explain that emotion is very important when communicating and can even change the meaning of the words you speak. Demonstrate by saying �hello!� or some other simple phrase in a variety of emotional ways (one ETA screamed in fury, �I�M NOT ANGRY!!!� (optional)-see example.

Go over your list of emotions, demonstrating with your superior acting abilities (5-10 min).

Have the kids practice their ability to convey and read emotion in English, like this:
Act out a few emotions for the students, perhaps in the form of a story. For example: start weeping. They will ask you what�s the matter. Explain that you are very SAD because your grandmother is in the hospital. Then switch and go into WORRIED gear. �I am not sure if she is going to be ok again.� Then flip into a fit of rage. They�ll all pipe up with �Why? why?� You can answer that your father only called to tell you yesterday and she�s been in the hospital for a week and that makes you ANGRY, because he should have told you sooner. By this point, you may feel a little schizo, but download into JOY. Laugh a little, �But last weekend I was HAPPY!� �Why?Why?� �Well my friend Kevin called and his wife is in the hospital too.� This may generate some laughter especially if you are a woman. Explain that Kevin�s wife has a baby, and so Kevin is really EXCITED. Make your own story so that you can convey the emotions more naturally. �Anger� may be by far the most popular if you bang your hand on the nearest desk and scream, �I FEEL ANGRY!�

Then throw a ball around the room (or whatever method of response you want to use) to do a round of, �How do you feel?� Purge them of that insipid, pervasive, �Fine and you?� Post your illustration cards for the terms that come up. If students persist in the �Fine, thank you. How are you?� bit, then try to explain that we also have those robotic responses in the United States, but that it�s better if you offer one of the emotions you have put on the board. You can demonstrate this by pretending the student is a computer, and mocking the exchange. Howareyoufinethankyouhowareyoufinethankyouhowareyoufinethankyouhowareyou?

Introduce a dialogue with a range of emotions expressed. For example:
Kim: Hey dude! (EXCITED)
Lee: Oh my God! You scared me! (FRIGHTENED)
Kim: I�m sorry. (WORRIED)
Lee: That�s all right.
Kim: What�s the matter? You seem a little down. (WORRIED)
Lee: Well, my dog died. (SAD)
Kim: That�s terrible. (SURPRISED) What happened? (WORRIED)
Lee: A stupid car hit it. (ANGRY)
Kim: Oh�I�m sorry to hear that. (SAD)
Kim: Hey! You want to have lunch? My treat! (EXCITED)
Lee: I guess so. (SAD)
Kim: We can go in my car. (EXICTED) I�uh�hit a tree, so there�s a dent in my bumper. (NERVOUS)


Did you catch the joke? Kim hit Lee�s dog and she tried to cover it up by lying! (This might be over their heads, but some of the kids might get it). Have the students practice this exchange en masse (half the class as Kim and half the class as Lee) with you conducting the emotion from the front, or circulating in the class. If your co-teacher is there, you can perform it with her, or just demonstrate it on your own at first. The students can then practice in pairs and perform in front of the class. They really get into the spirit of it.

Options:
Instead of using the story to introduce the emotions, you can pose situations, such as: I am riding a roller coaster at Disneyland, so I am very�.(excited). My dog died, so I am very�.(sad).

Introduce some of the alternate expressions for the basic emotions. FINE: I�m ok; so-so, pretty good, not bad; I have been better. GREAT: Fantastic! Couldn�t be better. SICK: I don�t feel well, not so good. TIRED: Sleepy, I could use some rest. NOT GOOD: I�m depressed, I�m in a bad mood. ANGRY: I�m maaaad!

TO emphasize the difference between WHAT you say and HOW you say it. Read several sentences in a variety of emotions and ask them to identify the emotion you are using. (You can cover your face or turn your back while you do this for the added challenge). Then have the students do the same thing with a sentence.

EMOTIONS

This was a fun lesson for my students because they take basic expressions that they already know how to say in English and re-learn how to say these expressions with confidence and enthusiasm. My students enjoyed watching their teacher�s and classmates� acting abilities at work in class.

Materials:
Photocopied emotion dialogue handout for each student.
9 sheets of paper each with a different smiley face emotion drawn on them.

After the greeting, writing the date and lesson title on the board, write Idiom of the Day on the board: �I feel like a million dollars today!� Korean word for idiom is �suk-o� . Say it with emotion and explain the meaning.

Then, explain the importance of emotions in English by saying something like:
�Today�s lesson is �Emotions�. Americans use a lot of emotions when they speak. Emotions are very important when speaking English because HOW you say something can change the meaning of WHAT you say. For example:

I�m not angry. I�m not angry! (Slamming the desk in front of me)
Hello! (How are you?) Hello??? (Are you listening to me!!!)
Nice haircut! (compliment) Nice haircut! (with sarcasm pointing to a student)

I wrote and read the first sentence. Then, I changed the punctuation and read it again. This time, adding emotion. After each sentence, I had students repeat after me and made sure they understood the difference in meaning caused by emotions.

I explained that the first �Nice haircut!� was a compliment � a nice thing to say and the second was an insult- a mean or bad thing to say. Using this example, I explained sarcasm and that Americans use a lot of sarcasm when speaking English.

Then, I taped 3 different sheets each with a different smiley face emotion:
(happy) (okay) (sad)


I wrote �How are you today? on the board and brainstormed with students different expressions which I wrote under each smiley face picture. Then, I called on students individually and asked them �How are you?�. I discouraged students from saying �fine, thank you and you� by telling them that robot answers are not good and there are no robots at Hanil high school.
Then I added 6 more smiley face emotions to the board and had students identify emotion and brainstorm expressions to match.

(sick) (tired) (angry) (bored) (scared) (worried)

Then , I wrote on the board �How do you feel?�. Then, I called different students at random, told them a one-sentence scenario and after each I asked them �How do you feel?�. For example:
You are at Lotte World. (After each situation, ask, How do you feel?)
You are watching Dracula on television.
You have a difficult exam today and you did not study.
Your dog died.
Your girlfriend likes another boy. She likes him! (Point to a sleeping student.)
You are watching the film Titanic.
Your grandmother is sick.
You ate some bad food for dinner.
You won the lottery!

Usually students would say the correct response without emotion, so I would say, �Good, now please say it again with emotion!�. If they were too shy, I would say it first with emotion and then have the student repeat after me.

A Conversation between Two Friends
Cage: Hey dude! (HAPPY)
Pitt: Oh my GOD!!! You scared me! (SURPRISED)
Cage: I�m sorry. (WORRIED)
Pitt: That�s all right.
Cage: What�s the matter? You seem a little upset. (WORRIED)
Pitt: Well, my dog died. (SAD)
Cage: That�s terrible. (SURPRISED)
What happened? (WORRIED)
Pitt: A stupid car hit it! (ANGRY)
Cage: Oh�.I am sorry to hear that. (SAD)
Pitt: Thanks. (SAD)
Cage: HEY! Do you want to have lunch? My treat! (HAPPY)
Pitt: I guess so. (SAD)
Cage: We can go in my car. (HAPPY)
I�.uh�hit a tree, so there�s a dent in my bumper. (NERVOUS)

I passed out the emotion dialogue and read it once with emotion and explained the scenario. Then, I divided the class into two parts and had them act out the two roles together as a class. Then, I asked if there were any actors in the class and had them come forward and act out the dialogue in front of the class. I told them they were actors, like Brad Pitt and Nicolas Cage. I had 3 pairs of students compete and had students judge who were the best actors. The best students received some candy for volunteering.

EMOTIONS and BASEBALL

Objective: To teach students importance of emotions, in speaking and tone. Also good review of other replies to, �How are you?�

Materials: 9 different �emotion� faces, dialogue handout, sentence slips for game.

Procedure:
Emotion faces (15-20 minutes)
1. Today�s lesson is �Emotions.� Emotions are any feelings, like love, hate, sorrow. Korean word for emotion: gam-jung
2. Show emotion faces to class, one at a time. Act out the emotion, have them guess what it is in English (happy, sad, okay, sick, tired, angry, confused, worried, scared, surprised, bored).
3. Have students repeat emotion words and write them down.
4. Write on the board, �How are you?� Ask students individually. Discourage them from saying �fine, thank you.�

Emotional Baseball (30 minutes)
Draw a baseball diamond on the board. Explain we�re going to play baseball!
Divide the class into two teams. Have them choose team names.
Each team takes turns "at bat." One by one, students must read a different sentence with a different emotion. Then the team must guess which emotion it portrays.
If the team guesses correctly, the team advances according to the level of difficulty. The easiest phrases advance 1 base, medium is 2 bases, hard is 3 bases.
If the student is incorrect, the team gets one �out.� When the team has three outs, the other team is up at bat.
Play until you run out of time or sentences. Prepare enough words so that everyone has at least one chance up at bat.

Comments: I originally did this lesson in 2 parts with my 2nd and 3rd grades, based on the original Emotions lesson in the ETA handbook. But the dialogue was too difficult for my students to understand (p. 52-3) and they lost interest very quickly. They liked the emotion faces I drew (and acted out) to convey each emotion. The students already knew most of the words, but weren�t used to saying them.
The baseball game was good because the students had to read each sentence and make themselves understood by their team. Then the whole team had to apply their new knowledge of emotions vocabulary. The sentences were things like, �I just played 4 hours of soccer!� and �My grandmother is sick.� I did the modified lesson with my 1st grade students a week later and it worked. Time ran out, but that�s never a problem!
The baseball lesson can also be applied to pronunciation, spelling, or other review games. I found a version of it on www.eslcafe.com

Emotion Sentences:
Happy � I�m going to Disney World! Hey dude! What�s happening!
Sad � My dog died. I failed my math test. My grandmother is sick.
Sick � I have a cold. I ate some bad sushi. I broke my arm.
Tired � I stayed up late last night. I just played four hours of soccer.
Sleepy � I only slept 4 hours last night.
Angry � My girlfriend is cheating on me! Be quiet!
Bored � This class is so boring.
Scared � There�s a monster in the closet! Oh my God! You scared me!
Shocked � Put on your clothes!
Surprised � I didn�t know it was your birthday! I won a million dollars! That�s terrible!
Excited � Let�s go play soccer!
Worried � I didn�t study for the exam. You seem a little upset. What happened to you?
Confused � What is Miss Do saying? I�m lost! Where�s the library?

[butlerian]

Thanks a lot guys - the help is much appreciated.

[Pak Yu Man]

You need to get a hold of someone who chats a lot in Korean.

Get the student to write down all the emotcons and then get them translated (you'll be surprised how many there).

None of your kids will know emotions, but they'll all know chatting and emoticons (or whatever they are called...emotcons? emoticons?)

Then get them to learn the English ones. Then you can actually start teaching. It's a much easier ways to get them to learn the basics. Even the slacker/sleeping type students may participate. "Hey...for once I know what the Wae0gook is talking about".