Age: 4–6 years
Duration: 30–40 minutesLevel: Beginner (A1)
Goal: introduce and understand basic vocabulary for expressing emotions
Useful tip: You can adjust the emotions as needed — for example, instead of 'loved' and 'special,' use 'angry' and 'scared,' or add them in the following lesson.
1. Warm-up – Movement and facial expressions (5–10 min)
1. Warm-up – Movement and facial expressions (5–10 min)
Objective: Recognize and name emotions through mimicry and movement.
Materials: flashcards (happy, sad, loved, special), mirrors or pictures.
Activities:
The teacher shows a flashcard and expresses the emotion with their face and body.
“Happy!” — big smile, arms up.
“Sad!” — sad face, shoulders down.
“Loved!” — hugging gesture.
“Special!” — pointing to oneself with a smile.
Children imitate the expression and say the word out loud.
Children imitate the expression and say the word out loud.
“Show me…” game — the teacher says the word, pointing to the flashcard, and children express the emotion.
📌 Language: “Show me happy.” “Are you sad?” “Good job!”
2. Flashcard game "What's missing?"
📌 Language: “Show me happy.” “Are you sad?” “Good job!”
2. Flashcard game "What's missing?"
Objective: Reinforce vocabulary recognition and support sentence building through play.
Materials: Flashcards with emotions (sad, happy, loved, special) a
Activities:
The teacher places the flashcards on the board or floor, says each word clearly, and models the sentence structure (“Pumpky is happy.”). Asks students to repeat. Then removes one flashcard while students close their eyes and asks: “What’s missing?” Encourages full-sentence answers.
The teacher places the flashcards on the board or floor, says each word clearly, and models the sentence structure (“Pumpky is happy.”). Asks students to repeat. Then removes one flashcard while students close their eyes and asks: “What’s missing?” Encourages full-sentence answers.
📌Language (target words): happy, sad, loved, special.
3. Art activity – My face (10–15 min)
Objective: Express emotions through drawing and speaking.
Materials: paper with blank face outlines, crayons, and markers.
Activities:
Each child chooses an emotion and draws a face showing it.
Each child says:
“I am happy.”
“I feel loved.”
📌 Language: “I am happy/sad/loved/special.”
4. Movement game – Emotion corners (5–10 min)
Objective: Understand and react quickly to vocabulary.
Materials: four corners labeled happy, sad, loved, special.
Activities:
The teacher says an emotion.
Children quickly move to the correct corner and act out the feeling.
Variation: The teacher shows a flashcard instead of saying the word.
📌 Language: “Run to happy!” “Show sad!” “Good!”
5. Closing circle – My feelings (5 min)
Objective: Personal connection with the vocabulary.
Materials: flashcards, soft ball or plush toy.
Activities:
Children sit in a circle.
Pass the ball around.
When a child gets the ball, they say:
👉 “I feel happy.” or pick the correct card.
📌 Language: “I feel happy/sad/loved/special.”
Learning objectives:
- Recognize and name 4 basic emotions in English.
- Develop non-verbal expression and speaking skills.
- Connect emotions to personal experiences.
- Learn through movement, play, and art.
Recommended materials:
- Flashcards with emotions
- Crayons, paper, mirrors
- Small ball / plush toy
- Corner labels or stickers for the classroom setup.
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