Topic “Level 4”  

Picture cards with emotions

Optional - choice of pictures showing possible reasons - for example a picture of a boy who has fallen over to go with a picture of a boy who is crying.

1. Look at an emotion picture card - discuss what is happening, for example, "Look... the boy is crying.";
2. Ask 'Why is he crying?' and give a model answer for example "because he is sad", "because he fell over".

One or more pictures showing scenes - for example someone running away, a hot beach.

Or...

Pictures in a book.

Two toys one desirable and one not.

Newspaper or children's paper or magazine

Large sheet of paper

Pens

Choose a page of a newspaper or children's paper, or cut out some stories from a newspaper. (You could also do this on line if you have access to a computer. It is very motivating for the children!)

Choose stories that will prompt discussion and are not simple right / wrong issues.

Put the main person in the story in a circle in the middle of a page. Draw lots of lines out of the circle, and think of different things the person could do. Have each child circle the one they think they would suggest . Help the children think about what will happen if the person takes their advice.

Cards to write situations on.

Paper

Pens

Short video clips from children's programmes

Alien puppet or picture.

Cards to write situations on.

Everyday situations at school and home.

LDA what's wrong social sequencing cards.

Paper or whiteboard

Pens

A Playmobil figure or similar

Small world objects - some of them broken

1. Explain that you are going to tell a story about the toy.

2. Tell a story about what the toy does in the day. Lots of things go wrong because the objects are broken e.g. 'want to go to work in the car but it won't move.'

3. Whenever there is a problem for the toy, ask the child 'why?' e.g. 'why won't the car move?' Answer: 'because there is no wheel!'

A toy character (called Freddy)

Pictures of different locations, e.g. beach, mountains

One or two items which go with each location e.g. bucket and swimming costume for the beach

Pictures of different locations with different 'hazards' or things of interest e.g. a jungle with a river and dinosaurs

Two toy animals (wind up toys are ideal)

Equipment to demonstrate an everyday problem and discuss it.

Some examples of equipment you could use:

Torch or toy with no batteries;

Cup with a hole in it;

Dry pasta;

Pen with no nib and in;

Broken pencil;

Dry pen with no lid.

- Photographs of different people showing different emotions - you could get these from magazines, newspapers or by internet search.

- Emotion symbols - click here to print.

- Paper and pens

1. Look through the photographs together - talk about what feelings or emotions the person is showing - you may have different answers from each other. Talk about why they may be showing emotions.

2. Can you match the symbols to the emotions. Talk about the differences you notice in peoples' faces.

3. Can you think of times when you felt this emotion - use the paper and pens to write this down. Compare your experiences.

- Exercise book/note pad/sheets of paper

- Emotion symbols - click here to print. You can draw your own if you prefer.

- Emotion symbols (click here to print)or feelings Dictionary (see above)

- Time-line of a day

Ask the children "what is a compliment? What should you do if someone gives you a compliment?"

'Teen-age' rag dolls

Cards with names of everyone in the group (including adults)

Giving and receiving compliments as part of a language group. This is a good way to boost children's self esteem.

Materials:

Compliment prompt cards, with or without visual support, as appropriate.

Compliments chart, with each child's name on the left side, with a space on the right side for the chosen compliment to be stuck.

For example:

Blu-tac to stick the compliment cards on to the chart, and the chart on to the wall.

Ball of string

Compliments prompt cards if appropriate.

- Pictures/photos of different emotions - a printable set of emotion cards are available here.

- Situation cards - click here to print.

1. Print and cut out the resources.

2. Introduce the activity by having a quick discussion of how it's fine if different people feel differently about the same situation.

3. Take turns to choose a situation card and discuss it together. See if you can match how you would feel to the emotions symbols or pictures.

4. Some children may be able to explain why they'd feel that way e.g. "I'd be scared if I saw a spider because I don't like them'.

• Figures - finger puppets, figures cut from magazines, Playmobil (miniature world) figures etc.
• Some short story scripts.

1. Explain to the child that you are going to practise deciding if people are being good friends or not.
2. Explain that they need to watch / help to act out the story and then you will talk about it.
3. Act out one of the story scripts together.
4. Have the child say if the characters (or one specific character) are being good friends or not, and why.
5. Ask them what the characters could do differently.

• Puppets (optional)
• Story scripts or requirements for what the story should be about.

• A small notebook.
• A poster on 'how to be a good friend' - optional.
• Pen.
• Rewards - e.g. stickers or certificate.

• Small motivating stickers.

A picture of an everyday event, or social setting e.g. crossing the road, or going to the cinema.

A story to go with the picture (no more than 5 or 6 sentences).

Or

See the resource sheets in 'Language for Thinking' (LfT) by Parsons and Branagan (Published by Speechmark). If using this publication, use Module 1 and the level C questions. This programme has questions for a range of ability levels.

1. Choose a scenario picture.

2. Show the children the picture and read the story to them.

3. Focus on questions that require more working out and understanding of the context, e.g. 'What will happen if he...?' 'Why is it made of that?' 'If you were X, what would you say / do?' 'Why can't he?' (LfT level C questions).

Flashcards with the target word written on each one (because).

Short sequences of 2 or 3 cards which make up a short story.

Tell the children that this activity is to practise using longer sentences.

Introduce 'because' on the flashcards and explain that it helps us to make longer sentences.

Sequence the cards into the right order as a group.

Place the flashcard near the pictures.

Have the children think of a sentence (two if necessary) about the pictures, which uses 'because'. Write down each sentence.

As the activity above, but use a short book the children are familiar with.

Flashcards with the target word written on each one (because).

Photos from magazines or photos of the children engaged in activities

Flashcards with the target word written on each one (because).

Flashcards with the target word written on each one (because).

Pictures of actions or events

Timer (if you don't have one, use a watch with a second hand)

- Prompt questions

- Record sheet

1. Have the children think about questions we can ask each other to find about each other.

2. Have the children interview each other, using the prompt questions.

3. Have them report back to the group on the child they interviewed.

This is appropriate on a Monday, or after a holiday.

Paper

Pen

Blank flashcards

Pens

Paper

Questions prompt sheet

Feelings / emotions chart

(chart containing a range of emotions).

Question prompts

A picture of an everyday event, or social setting e.g. crossing the road, or going to the cinema.

A story to go with the picture (no more than 5 or 6 sentences).

Or

See the resource sheets in 'Language for Thinking' (LfT) by Parsons and Branagan (Published by Speechmark). If using this publication, use Module 3 and the level C questions. This programme has questions for a range of ability levels.

1. Choose a scenario picture.

2. Show the children the picture and let them read the story.

3. Ask the child the questions verbally.

4. Focus on questions that require more working out and understanding of the context, e.g. 'What will happen if he...?' 'Why is it made of that?' 'If you were X, what would you say / do?' 'Why can't he?' (LfT level C questions).

A picture of an everyday event, or social setting e.g. crossing the road, or going to the cinema.

A story to go with the picture (no more than 5 or 6 sentences).

Or

See the resource sheets in 'Language for Thinking' (LfT) by Parsons and Branagan (Published by Speechmark). If using this publication, use Module 3 and the level C questions.

1. Choose a scenario.

2. Let the child read the story.

3. Ask the child the questions verbally.

4. Focus on questions that require more working out and understanding of the context, e.g. 'What will happen if he...?' 'Why is it made of that?' 'If you were X, what would you say / do?' 'Why can't he?' (LfT level C questions).

Pictures of facial expressions showing the feelings:

• Happy
• Sad
• Excited
• Angry

(If you don't have these resources use pictures from magazines or books).

1. Show the children the pictures of the facial expressions

2. Talk about what the 'feeling' is that corresponds to the picture

3. Talk about other words that mean the same as the feeling words (e.g. happy/ glad, angry/ mad)

4. See if the children can think of any other feeling words

5. Describe a situation and get the children to identify the appropriate feeling

6. E.g. 'you saw a spider in the bath', 'David Beckham was coming to your school', 'you found 10', 'you failed a test' 'you saw a fight in the playground', 'your homework was easy'

Pictures of facial expressions showing the feelings:

• Happy
• Sad
• Excited
• Angry

(If you don't have these resources use pictures from magazines or books).

Use simple sequence cards.

Present the first picture in the sequence to the child. Describe the situation to the child and ask him/her what they think is going to happen.

Encourage the child to discuss any prediction and discuss any other options that might happen.

Once you have discussed this outcome then show the second picture.

Use situation cards.