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Time allowed: 90 minutes
Goals:
To introduce students to a Halloween tradition; to build
vocabulary
related to emotions; to improve students’
ability to have a conversation based on emotions.
Materials:
tape; paper; pens, pencils, markers, or crayons;
scissors.
Procedures:
1. Write Halloween on the board and ask students
what they know about this holiday. Halloween is a
holiday celebrated on October 31.
Traditions in the United States include children
dressing up in costumes and walking from house to
house asking for candy (called trick-or-treating).
Families often decorate their houses by putting
pumpkins and jack-o-lanterns outside.
2. Read “What Is a Jack-o-lantern?” to the class
(several times if necessary). Clarify any unknown
vocabulary.
What Is a Jack-o-lantern?
A
jack-o-lantern is a Halloween decoration that is made
from a pumpkin.
People cut a hole in the top of the
pumpkin and take out everything from inside it. Then
they cut one side of the pumpkin to make it look like it
has a face, with eyes, a nose, and a mouth.
People put a candle inside the jack-o-lantern and leave
it outside at night.
3. Show
students a picture of a jack-o-lantern.
Tell students that jack-o lantern faces must have big
eyes and a large nose and mouth in order for the
candlelight to shine through the holes. If you draw a
jack-o-lantern face on paper, cut out the eyes, nose,
and mouth.
4. Brainstorm a list of emotions with the class, and
write the emotions on
the board as students list them.
Here are some examples: happy, sad, frightened,
excited, calm, surprised, confused, angry.
5. Introduce the following structure to the class:
Example:
Jenny is happy because she received an A on her
English test.
6.
Read each emotion to the class and have the
students make facial expressions at each other to
match the emotion. Then ask a volunteer to share
one reason someone feels happy by using the
structure you’ve taught.
7. Assign each student one emotion (you could write
the emotions on pieces
of paper and distribute them or
whisper in the students’ ears). Students should not tell
anyone which emotion they have.
8.
Instruct students to draw a jack-o-lantern (or a
person) that has the facial expression of the emotion
they have been assigned.
Tell students
that they must also write one sentence
describing why the jack-o-lantern represents this
emotion. In the sentence,
students should leave a
blank.
Examples:
Jack is _____________ because he got an A on his
English test.
JJack is _____________ because he lost his favorite
shirt.
9.
Assign each student a number and ask students to
write their number on their jack-o-lantern paper.
Ask students to post their jack-o-lantern on
the wall.
If that is not convenient, you could also ask students to
put their jack-o-lantern papers face-up on their desks.
10. Each
student should have a piece of paper and
number the paper with the number of jack-o lanterns
there are.
Students circulate the room with
their paper and a pen
or pencil, looking at each jack-o-lantern.
They
read the sentence, look at the jack-o-lantern’s
face, and write the emotion they think the jack-o-lantern
is showing.
Extension: Speaking
1. Each student should write one situation on a strip
of paper that could make someone feel one of the
emotions the class has discussed. (Or you could
create the situations before class.). Help students
and correct any errors.
Situation Examples: ( lost his/her favorite shirt, won
his/her soccer game, finished a sad book, ate ice
cream, bought a bicycle, got a job).
2.
Collect situations from students. Use one of the
situations that was written by a student to
demonstrate the following: conversation with a
student volunteer.
S 1: How are you today?
S2: I am________
Student 1: That’s good./I’m sorry to hear that.
/Oh, really? How come?
Student 2: I ________ (read the situation).
3. Have students stand in two lines (A and B)
facing each other. Give each student in Line B a
situation.
4. Have students conduct a conversation using the
model you demonstrated.
5. Have students in Line B pass their situations to the
left. After they have gone through all of the
situations, repeat with Line A holding the situations.
