Emotions bingo
Learning outcomes
- Students name emotions.
- Students make statements of feeling.
Purpose of learning experience
- Students build a vocabulary of emotion words to describe how they feel.
- Students’ language development is supported by gestures and body language.
- Students understand that personal statements can start with ‘I feel …’ or ‘I am …’.
Match Me Emotions Bingo Game
Making connections
It is important for students to be able to use oral and written language to put their feelings into words to let others know how they feel. Gestures and body language are an important part of recognising and identifying emotions. Using pictures of emotions can also help link what an emotion looks like to how it can be described orally or in writing.
Early Years Learning Framework
Outcome 5: Children are effective communicators.
Children begin to understand how symbols and pattern systems work
Lesson activity
‘Matching emotions’
Plan/implement
Each printable Emotions bingo set contains four bingo boards with different combinations of emotions. Give each child one bingo board.
Children work together to match the emojis to the images on their own bingo board.
Ask children to name the emotion out loud as they match it, e.g. ‘happy’.
Ask questions to encourage children to express the emotion, e.g. ‘Do you feel happy?’ Model full sentences, e.g. ‘I feel happy.’
Observations / assessment opportunities
What word does the child use when they match an emoji to an emotion on their bingo board?
Does the child use Standard Australian English sentence structure: ‘I feel/am <emotion>.’?
Resources needed
Printable Emotions bingo boards (one set for every four children)
Emoji counters or printable Emoji sheet cut into cards
Language focus
angry, brave, confused, happy, loved, proud, sad, silly, surprised, worried
I feel/am <emotion>.
Community languages
Take photos of the children with a happy face.
Write the child’s home language word for ‘happy’ on the photo and ask them what makes them happy.
Foundation Australian Curriculum alignment
English: AC9EFLA03
understand that texts can take many forms such as signs, books and digital texts
Lesson activity
‘How does he feel?’
Plan/implement
Students sit in a circle. Display the emojis and an emotions bingo board. Explain that the faces of the emojis show the same words as the standing character on the bingo boards.
Give each student a bingo board. Place the emojis face down in the middle. Students take it in turns to turn over an emoji and see if they can match it to an emotion picture on their bingo board. If there is a match, they place the emoji in the correct square on their board. If there is no match, they turn the emoji back over and leave it in the middle.
When they make a successful match, encourage students to say the emotion the character is feeling in a sentence, e.g. ‘He feels surprised’.
You can continue to play until the first student has filled up their bingo board, or until all the bingo boards are full.
Observations / assessment opportunities
Can the student recognise and compare different ways the same emotion is presented?
Does the student use tone of voice, facial expression or body language to express the emotion?
Resources needed
Printable Emotions bingo boards (one set for every four students)
Emoji counters or printable Emoji sheet cut into cards
Language focus
angry, brave, confused, happy, loved, proud, sad, silly, surprised, worried
He feels/is <emotion>.
Community languages
Encourage students to use their home language to describe the emoji when they pick it up.
Year 1 Australian Curriculum alignment
English: AC9E1LA01
understand how language, facial expressions and gestures are used to interact with others when asking for and providing information, making offers, exclaiming, requesting and giving commands
English: AC9E1LA08
compare how images in different types of texts contribute to meaning
Lesson activity
‘Body language bingo’
Plan/implement
Students sit in a circle. Give each student a bingo board and nine stones or counters.
Use your body to demonstrate one of the emotions (you can use the character poses on the bingo boards for inspiration).
Students look at their board and if they have the same emotion, they raise their hand and name the emotion, e.g. ‘worried’. All students who have that emotion on their board can place a counter on the correct picture.
Model saying a sentence using the emotion word, e.g. ‘I feel worried because my dog is sick.’ Encourage students to offer their own sentences with different reasons for feeling worried.
You can continue to play until the first student has filled their bingo board, or until all the bingo boards are full.
Observations / assessment opportunities
Can the student match an emotion demonstrated through body language with one shown in a picture?
Can the student name the demonstrated emotion?
Resources needed
Printable Emotions bingo boards (one set for every four students)
Stones or counters (nine for each student)
Language focus
angry, brave, confused, happy, loved, proud, sad, silly, surprised, worried
I feel <emotion> because <reason>.
Community languages
Encourage students to use their home language/s to say a sentence about when they might feel the emotion you demonstrated.
Year 2 Australian Curriculum alignment
English: AC9E2LA09
experiment with and begin to make conscious choices of vocabulary to suit the topic
Lesson activity
‘Emotion synonyms’
Plan/implement
Students work in pairs. Give each pair one bingo board between them.
Ask students to look at the picture and word for each emotion. Encourage students to think about other words that match the way the character is expressing emotion. Explain that sometimes emotions and the way we feel can be described using different words.
In pairs, students come up with another word that matches each emotion on their board, and write them in the boxes. E.g. they might write ‘good’ or ‘fun’ in the ‘Happy’ picture box.
Observations / assessment opportunities
Can the student select appropriate words to match the pictures on the Emotions bingo?
Can the student discuss new emotion vocabulary choices with their partner?
Resources needed
Printable Emotions bingo boards (one board for each pair)
Pencils
Language focus
angry, brave, confused, happy, loved, proud, sad, silly, surprised, worried, and synonyms for each
Community languages
Ask students to include any words they know in their home language/s that match the emotions in the picture boxes.
Year 3 Australian Curriculum alignment
English: AC9E3LA06
understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree
English: AC9E3LA09
identify how images extend the meaning of a text
Lesson activity
‘Picture prompt writing’
Plan/implement
Give each student a printed bingo board of nine emotions. Ask them to cut the board into three strips and glue each strip onto a different page or sheet of paper.
Next to each picture square, students write a sentence in response to the emotion in the picture.
Model example sentences using personal pronouns, e.g. ‘I feel happy.’ or ‘I don’t feel angry’.
You could also focus on degrees of feeling, e.g. ‘I feel very confused.’ or ‘Sometimes I feel angry.’
For a shorter activity, you could cut the boards into strips before handing them out and give each student only three emotion pictures to stick in their writing books and write sentences for.
Observations / assessment opportunities
Does the student use the picture as a prompt to construct a sentence using themselves as the subject?
Does the student use a first-person singular verb with the first-person singular subject?
Resources needed
Printable Emotions bingo boards (one set for every four students)
Writing books and pencils
Scissors
Language focus
angry, brave, confused, happy, loved, proud, sad, silly, surprised, worried
I feel <emotion>.
I don’t feel <emotion>.
I might feel <emotion>.
Sometimes I feel very <emotion>.
Community languages
In pairs, have students select emotion pictures, and write the words they know for those emotions in their home language/s on the bingo boards.