Feel It, Say It!

2. Brief Story Review

• “Let’s quickly remember our Feelings!” Open the Student Book to page 10 and quickly flip through pages 10-21, pointing to the pictures.
• Key questions, pausing after each to allow students time to answer: “How does Otto feel?” (Otto is sad.)

3. Complete CLIL (Student book pg. 23)

• Materials: A4 paper or colored paper, crayons or colored pencils.
• 1. Warm-Up. Teacher: “When do you feel angry?” “When do you feel scared?”
• 2. Draw the moment. Give each student a sheet of paper. “Draw when you were nervous.” “Draw when you were sad.” No writing needed — just colors, shapes or faces.
• 3. Fold into a paper airplane. Help students fold their paper into an airplane.
• 4. Fly the feeling away. Line up together. The teacher counts: “3, 2, 1… Fly My Feeling!” Students throw their airplanes. After flying, place hands on heart and say: “Goodbye angry!” / “Goodbye sad feeling!”

4. Complete story review with stickers (pg. 25)

• Go through each emotion with students and guide them to place the correct stickers in each box.

4. Finish the class

• Finish with the chant in Student book pg. 9.

1. Introduce the Letters: Workbook pg 7-8

• a) Write uppercase “BL” and lowercase “bl” on the board. Write uppercase “GL” and lowercase “gl” on the board. Say: “These are the letters BL and GL. Let’s learn their sounds!” Model, and have the students repeat so they recognize the letters.
• b) Demonstrate pronunciation for the “bl” sound: “The letters BL together make the /bl/ sound.” “To make the /bl/ sound, put your lips in your mouth and then push your tongue towards your teeth…” Exaggerate the sound. Say: /blll/ like in blow, /blll/ like in blue, /bll/ like in blocks. Practice these words numerous times until you feel students are proficient.
• c) Explain the meaning of the new words using physical actions. Blow — act like you’re blowing out a candle or blowing up a balloon. Blue — show students various blue items and repeat the word blue. Blocks — stack blocks. Encourage students to copy your actions.
• d) Connect the vocabulary to students’ lives. For blow: “What can you blow out?” For blue: “What is blue in our classroom?” For blocks: “How many blocks do I have?”
• Workbook page 7: use the workbook to practice writing “B”.
• For the “gl” sound: “The letter GL makes the /gl/ sound.” “To make the /gl/ sound, lift the back of your tongue.” Exaggerate the sound. Say: /glll/ like in glad, /glll/ like in glass, /glll/ like in glove. Practice these words numerous times until you feel students are proficient.
• e) Explain the meaning of the new words using physical actions. Glad — smile! Glass — show students a picture of a glass and pretend to drink out of it. Glove — point to your hand and pretend to put a glove on. Encourage students to copy your actions.
• f) Connect the vocabulary to students’ lives. For glad: “What makes you feel glad?” For glass: “What can you drink out of a glass?” For glove: “Why do we wear gloves?”
• Workbook page 8: use the workbook to color the fish, with different colors for uppercase GL and lowercase gl.

2. Hide and seek

• a) Gather students in a seated circle or group.
• b) Put items or flashcards around the classroom.
• c) Have one student at a time find the corresponding item or flashcard and return to the circle.
• d) Then have all the students say the word.
• Tell them: “We will play one at a time. Everyone will have a turn.” “When it is your turn, I will tell you what word you need to look for and you will get up and find the word in the classroom.”
• Begin by choosing a student and calling out one word at a time. Students respond with the correct action. Mix them up and repeat as needed. Don’t time the students — keep it fun. If you want to make it more challenging, feel free to add a timer.

3. Wrap-up

• Finish the class with the “Goodbye Song”.