Select useful words and connect them to a situation.
Vocabulary Builder · Pre-A1–A1
Feelings Faces
Choose an accurate feeling word, notice a clue, and give a simple reason without judging another person’s emotion.
Your goal
By the end of this lesson, you can name a feeling and give a simple reason.
Why these words matter
Use this vocabulary to move from naming the topic to explaining, comparing, choosing, or solving a real communication need. Learn the words in useful chunks, then use them in your own message.
TF03 · Feelings & Emotional LifeTF03 · Feelings & Emotional LifeProgress focusVRFP
VR · Vocabulary RangeChoose suitable target words or chunks and use them naturally in an original message.
FP · Functional PerformanceComplete the lesson’s real communication outcome with less support.
Lesson structure · Progress path and 30-minute route
Listen, notice and make short personal examples.
Use the vocabulary to complete a real communication task.
3 minSet the goal
7 minBuild words
5 minListen & notice
6 minSupported use
5 minCommunicate
4 minFinal & retry
Teacher Lesson Plan · Read before class
Teacher Guidance · How to conduct this class
30-minute must-do route
- Confirm the observable outcome in child-friendly language and offer a safe fictional option.
- Use the visual and first audio for meaning before explaining language.
- Choose only the language chunks this learner needs and model with gesture or pictures.
- Run one short supported rehearsal; keep correction light while meaning is developing.
- Run the main task: Match eight fictional character cards to feeling words, explain two choices, and change one card when the situation changes.
- Record evidence, give one focused correction, repeat the weakest part, and celebrate the specific improvement.
60-minute extension
- Compare two possible feelings for the same situation and explain both.
- Change the picture, role, information, or constraint so the learner transfers the skill rather than reciting.
- Compare the first and second attempt with one simple learner-friendly progress statement.
Make it easier
Use four feelings with clear situation pictures.
Make it harder
Compare two possible feelings for the same situation and explain both.
Likely difficulty
The learner may use only happy/sad or state another person’s feeling as certain.
Correction priority
Prioritise word meaning, evidence, and respectful uncertainty.
Thai support rule
Keep the Thai panel closed unless pictures, gestures, replay, examples, and simpler English do not allow progress. Explain only the key distinction, then return to English.
Progress record
Score VR, FP from 0–2 and record one recurring need from: emotion-vocabulary, simple-reasons, perspective.
Retry
Give one meaning-focused correction and one language-focused correction at most, then ask for a short second attempt. Use fictional alternatives, never require personal disclosure, do not publish learner work or recordings without the organisation’s appropriate consent process, and adapt movement or sensory demands.
Engduo Audio: Licensed voices prepared for this lesson. Audio never starts automatically. Use the transcript after the first listening attempt.
1. Build the useful words and chunks
Study the target language as useful words and chunks. Choose the items needed for this lesson goal and make one short personal example.
I feel happy / sad / worried / excited.
The character looks tired / surprised.
Maybe they feel ___ because ___.
How do you feel in this story?
I’m not sure yet.
Feelings can change.
How to run Stage 1
Model one word or chunk in a complete sentence. Ask the learner to choose only the items needed for today, explain the meaning and make a true example. Do not turn the whole language bank into reading practice.
2. Listen and connect the words to a situation
Look at the visual and listen before opening the transcript. Identify the situation and the words or clues that carry the meaning.
- happy · big smile
- worried · looking for help
- excited · ready to start
- tired · slow and quiet
Engduo Audio • British English
Transcript — open after listening
The character looks excited because the game is starting.
Engduo Audio • Australian English
Transcript — open after listening
Maybe she feels worried because she cannot find her bag. She may ask for help.
How to run Stage 2
Use the visual before the transcript. Play each recording once, ask which word or clue carried the meaning, then replay once to confirm. The learner should explain the clue instead of guessing.
3. Use the vocabulary with support
Complete the supported task. Use the frame only while it helps, then make short, true examples instead of reading a list aloud.
- Match a facial or situation clue to a word.
- Use ‘maybe’ when describing another character.
- Give a safe fictional reason.
How to run Stage 3
Demonstrate one supported example, then give the learner thinking time. Keep the frame visible only while it is needed and ask for a personal or situation-specific example.
4. Use the vocabulary to communicate
Exchange information, explain a choice, compare options, or solve the real communication need in this lesson.
Match eight fictional character cards to feeling words, explain two choices, and change one card when the situation changes.
How to run Stage 4
Take the partner role and run the communication task without correcting every sentence. Ask one natural follow-up, switch roles when useful, and save the main correction until the round ends.
Final practice: Use the vocabulary independently
Complete the final task with keywords only. Receive one focused correction, then repeat the weakest part with less support.
Describe how three story characters may feel and give one reason for each.
Retry: Repeat once with clearer meaning, listening, pronunciation, or organisation.
How to run Stage 5
Remove full-sentence models. Let the learner complete the independent task first, score VR and FP from the evidence, give one focused correction, and ask for one shorter retry.
Exit check
Complete this without reading a model: Name two feelings and support one choice with a visible or story clue.
Success looks like: The learner uses specific feeling words and treats guesses about others as possibilities, not facts.
Evidence: speaking · Repeat the weakest part once after one meaning-focused and one language-focused prompt at most.
Teacher scoring guide
Score the independent final attempt—not the supported practice.
VR · Vocabulary Range
0 · Not yet Relies mainly on teacher-supplied words or cannot yet choose vocabulary that fits the meaning.
1 · With support Uses some suitable target words after one prompt, model, or focused correction.
2 · Independent Chooses and uses a useful range of target words naturally in an original message.
FP · Functional Performance
0 · Not yet Cannot yet complete the stated communication outcome clearly enough for the listener.
1 · With support Completes the outcome after one clear prompt, repair, or supplied frame.
2 · Independent Completes the real communication outcome clearly without a model or supplied key sentence.
How to run the Exit check
Record evidence, give one focused correction, repeat the weakest part, and celebrate the specific improvement.
คำอธิบายภาษาไทย — เปิดเมื่อจำเป็นเท่านั้น
ใช้ตัวละครสมมติเป็นหลัก ไม่วินิจฉัยความรู้สึกจากหน้าอย่างเดียว คำว่า maybe ช่วยให้เด็กเข้าใจว่าเราคาดเดาได้แต่ไม่รู้แน่
Continue your learning path
- Council of Europe — CEFR Companion Volume — Supports observable communication outcomes, interaction, and progression.
- Cambridge English — Activities for children — Supports level-aware child-friendly practice across listening, speaking, reading, and writing.
- Cambridge English — A1 Movers Digital exam format — Supports descriptions, picture sequences, short stories, personal questions, and integrated listening, reading, writing, and speaking.
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