Happiness, joy and love are not caused by events but by our attitude. We can learn to choose how we want to feel. Why not choose love and joy?

THE WORLD OF FEELINGS AND EMOTIONS

We all would like to live a happy, healthy and fulfilled life, yet few seem to be able to do just that. Why must we have so much suffering, failures and disappointments? We just want to be secure in a loving relationship and a satisfying job with a good income and enjoy ourselves.

Instead, our relationships turn sour all too soon, we have a job that we do not like or we do not have one at all, there is never enough money and generally there is not much joy to be found anywhere. As a result we feel resentment, hopelessness, depression, perhaps also anger and hatred. Where and why did it all go wrong?

I believe that there is a way out of this depressing jungle of negativity and disappointments. I actually believe that we can make a decision to have a happy, fulfilled life and then really do it. What I cannot promise is that it will be easy. It needs either willpower and determination or the help of good friends. But you have nothing to lose by trying and each step in the right direction is likely to bring some reward.

We can be happy or at least accepting in adversity and unhappy when we seem to have everything. What decides how we will react and how we will feel inside? It is no secret to psychologists that we are programmed since earliest childhood by everything that went on around us, but especially by the way our parents talked to us and to each other, by the way they felt and reacted and by the interactions with our siblings. We became programmed by observing and imitating our role models.

If we were lucky and grew up in a happy and loving family, we probably have an inner program that makes it easy for us to lead a happy life in a loving relationship. If, on the other hand, there was much worry, anger, resentment and other negativity in our childhood, chances are that we will have a hard time being happy and loving as adults. That probably applies to most of us; we are victims of negative programming, during childhood.

OUR LOST FEELINGS

With our feelings and emotions we experience ourselves in this world. They are the driving force, the power, and the motor of our life. Without feelings and emotions we would be like robots, a computer operating a body with the help of electric signals.

It is the feelings and emotions, our likes and dislikes, that give our life meaning, that make us happy or unhappy, fulfilled or dissatisfied and that to a large degree decide our course of action and even our health. Diseases not only make us feel unwell, but negative and suppressed emotions and feelings are a major contributing factor in causing our diseases.

When we are young, we are full of feelings and emotions, we experience them strongly, we are sensitive and react immediately and directly to our social and physical environment. When we are old, our emotions are only a distant memory and even our feelings are greatly diminished, pain is often the only feeling left.

More and more we do act like a robot with compulsive habits and live only in our head, using our body just to carry our brain around. What happened in between, why and how did we lose our feelings and emotions, our sensitivity?

Many scientists at present are so divorced from their feelings and emotions that they actually believe that these originate in the brain, just like a form of thoughts. They come to this conclusion because they do not feel the actual energy of anger in their body or the love in their heart. They just think anger or think love in the brain and act accordingly without really feeling anything or their feelings are only weak and diffuse.

Feelings provide us with the greatest pleasures in life, but also with the greatest suffering. Suffering actually is the key word for our loss of feeling with advancing age. We do not want to suffer, so we intentionally diminish our feelings in order to diminish the amount of emotional pain that we do feel. As an unintended side effect this also reduces the amount of pleasure that we can feel.

Hand in hand with our reduced overall feelings goes also a reduced enjoyment of life, reduced vitality and an increased susceptibility to chronic degenerative diseases. A high price to pay for reducing the suffering that we might feel. In fact, we have exchanged bouts of intense short-term suffering for more low-key long-term suffering.

In this chapter we will look more closely at the mechanism that causes us to lose so much of our feeling and the price we have to pay for this.

As we seek answers to the problems posed by our feelings, it may be helpful to appreciate the positive role feelings are meant to play in our life. The more we can align our feelings with a positive understanding of what they can do for us, the more we can try trusting them to carry us forward in our lives.

Feelings Help Us To Survive

Feelings evolved in humans for the purpose of alerting us to everyday threats to our survival. We constantly scan our environment for dangers and opportunities, to satisfy our most basic needs. We get a constant body-mind report about the state of the world through our feelings. They give us a quick assessment about whether something is good for us or bad for us and they motivate us to take action accordingly.

Ask yourself in what way are my feelings trying to protect me or help me to survive? If you can understand and acknowledge this positive role of feelings, then you can reason with

Feelings Move Us Toward Health and "More Life"

Being emotionally mature and competent means being willing to experience our emotions and being willing to face another's emotions without a need to change or dismiss emotional signals for our own immediate comfort. When we are truly willing to do so, we open ourselves up to the deep richness of life that cannot be experienced in any other way.

• owledge, and they help our thinking by providing feedback about our process of conscious thinking. This class includes: Confusion, clarity, unclarity, certainty, doubt, surprise, suspicion, boredom, curiosity.
  To see the significance of these emotions to your thinking, try to imagine how the process of learning a new subject would go if you didn't have the emotions of confusion or unclarity. You would not know when to ask questions because nothing would indicate to you the need to ask, because you would never feel that something is unclear or confusing. Furthermore, the motivation to avoid an intellectual state of confusion will be gone. Confusion is an unpleasant emotion which motivates us to straighten out the facts so that we are clear on a subject.

From A to F

By contrast, (384-322 b.c.e.) insisted that emotions, while fully natural, are also an essential part of rational, civilized life and themselves social and cultural, consisting of ideas, learned and cultivated and even "intelligent." In the twentieth century, many psychologists and philosophers defended various "cognitive" and "appraisal" theories of emotion, in which an emotion is constituted, at least in part, by ideas, beliefs, or judgments and by an active engagement with the world. Aristotle insisted, accordingly, that quite the contrary of a dumb reaction, an emotion such as anger was a learned and cultivated response to what was recognized as an offense or a "slight," and as such it required not only the recognition of the nature of the offense but a measured and appropriate response. As such, emotions represented sophisticated, sometimes uniquely human, behavior. A cat might be aggressive or defensive, but only a human being with a moral upbringing can be morally indignant. A dog might demonstrate dependency and affection, but only a human being can fall in love. Thus some contemporary theorists who defend an "affect program" conception of emotions distinguish between "basic" and "higher cognitive" emotions, perhaps insisting that only the former are "really" emotions but acknowledging that many of the most important emotions-guilt, shame, pride, and jealousy, for instance-require cultivation and culture.

Beginning

Agustin Marissa
Education is bitter but the fruit is sweet.

Emotional Nature of the Humans

• Can students (individually) identify an emotion in a narrative they are working on and add 3 or more sentences to their draft that show the emotion?

. With our feelings and emotions we experience ourselves in this world. They are the driving force, the power, and the motor of our life. Without feelings and emotions we would be like robots, a computer operating a body with the help of electric signals.

It is the feelings and emotions, our likes and dislikes, that give our life meaning, that make us happy or unhappy, fulfilled or dissatisfied .

SOME DEFINITIONS.

'Feelings' in a general sense, are what we may feel in any part of our body. These may be simple body sensations, such as hot or cold, pain, or else they may be feelings associated with emotions, such as love or hate, joy or anger.

'Emotions', on the other hand, are feelings or reactions about someone or something, and usually involving our ego. We are angry about someone, afraid of something, in love with someone.

The lesson plan, example of a short activity with simple instructions that appeals to a diverse group of parent interests and teachers' needs. The activity is an ideal one for implementation by classroom volunteers.

Grade

8- G

Brief Description

Through discussion and art, students identify and express different feelings and emotions.

Objectives

Students will:

• Develop an ability to read other people's emotions

• Develop the ability to identify and to express one's own feelings or emotions.

• Build a vocabulary of words for naming feelings.

• Развивающий аспект : Развитие внимания , памяти, способностей к речемыслительной

Деятельности

Воспитательный аспект: students will be motivated to: • be effective and successful learners; • make and sustain friendships; •; • solve problems with others or by themselves; • manage strong feelings such as frustration, anger and anxiety; • be able to promote calm and optimistic states that promote the achievement of goals; • • work and play cooperatively; •

express a range of feelings in ways that do not hurt myself or other people

Учебный аспект: формирование лексических навыков говорения развитие умения читать с целью извлечения конкретной информации

Речевой материал: Лексический:

Keywords

Feelings, emotions, emotional, expressing, communicating, managing, identifying, naming

Рецептивный: make up someone's minds

seemed so unreal

abandon in sorrow

to rouse someone in to doing something

obliged to give

drives up the wall

Pleased with life

Грамматический: had better, would rather

Materials Needed

• Markers

• Paper and pencil for each student

• Chalk or white board space

Book suggestions include: Novel 1. The Man of Property - PART I - CHAPTER IX. DEATH OF AUNT ANN

Lesson Plan

Preparation

1. Prepare pictures and photos depicting different emotions or feelings. We suggest starting with common feelings: happy, sad, angry, content, disappointed, afraid, lonely and jealous.

2. Then prepare your Vocabulary list

Feelings and Emotions Vocabulary Word List

• A

  admiration
  adoration
  affection
  afraid
  
  

  agreeable
  aggressive
  alarm

  amazement
  anger
  angry

  anguish
  annoyance
  anxiety
  
  

  
  astonishment
  attachment
  attraction
  
  

• 
  B

  bewitched

  bitterness

  bliss

  blue

  boredom

• 
  C

  calculating
  calm
  capricious

  caring
  cautious
  charmed
  cheerful

  closeness
  compassion
  complacent
  compliant

  
  
  

  content
  crazed

  crazy
  cruel

• 
  D

  
  delighted
  dependence

  depressed
  disappointment
  
  

  disillusioned

  dislike
  
  

  distress
  disturbed
  
  

• 
  E

  eager
  easy-going
  
  

  elation
  embarrassment
  emotion
  emotional
  enamored

  enchanted
  enjoyment
  enraged
  enraptured
  enthralled

  enthusiasm
  envious
  envy
  equanimity
  euphoria

  exasperation
  excited
  exhausted
  extroverted
  exuberant

• 
  F

  fascinated
  fear

  fearful
  
  

  fondness
  fright

  frightened
  frustration

  furious
  fury

• 
  G

  generous
  glad
  
  

  gloomy
  
  

  greedy
  grief

  grim
  grouchy

  grumpy
  guilt

• 
  H

  happiness
  happy

  harried
  homesick

  hopeless
  horror

  hostility
  humiliation

  hurt
  hysteria

• 
  I

  infatuated
  insecurity

  insulted
  interested

  introverted

  irritation
  isolation

• 
  J

  jaded
  jealous

  jittery
  jolliness

  jolly
  joviality

  jubilation

  joy

• 
  K

  keen

  kind

  kindhearted

  kindly

• 
  L

  lazy

  like
  liking

  loathing
  lonely

  longing
  loneliness

  love
  
  

• 
  M

  mad

  merry

  misery

  modesty

  mortification

• 
  N

  naughty

  neediness

  neglected

  nervous

  nirvana

• 
  O

  open

  optimism

  ornery

  outgoing

  outrage

• 
  P

  panic
  passion
  passive

  peaceful
  pensive

  pessimism
  pity

  placid
  pleased

  pride
  proud
  pushy

• 
  Q

  quarrelsome

  queasy

  querulous

  quick-witted

  quiet

  quirky

• 
  R

  rage
  rapture

  rejection
  relief

  relieved
  remorse

  repentance
  resentment

  resigned
  revulsion
  roused

• 
  S

  sad
  sadness
  sarcastic
  
  

  scared
  scorn
  
  

  
  shame
  shock
  sorrow

  sorry
  stressed

  suffering
  surprise
  sympathy

• 
  T

  tenderness
  tense

  terror
  threatening

  thrill
  timidity

  torment
  tranquil

  triumphant
  trust

• 
  U

  uncomfortable

  unhappiness

  unhappy

  upset

• 
  V

  vain

  vanity

  venal

  
  vexed

  vigilance

  vivacious

• 
  W

  wary
  
  

  weariness
  weary

  wonder

  worried
  wrathful

• 
  Z

Remember, the intention is to help students both to identify their emotions and their feelings about having those emotions.

What feelings are positive and negative,

Grammar

Had better - is used to give advice or tell people what to do. The meaning is present or future, not past. Always use had, not have . After had better, we use the infinitive without 'to'. Had better has same meaning as 'should'.

I had better dress to impress my man and find the key to his heart

Would rather - means you prefer to have or do one thing more than another.

I would rather go to the party than stay at home

Some idiomatic expressions that help you in everyday communication

• "I'm dying to see the new movie."

• "Dying to" + verb means you want to do something very much. It does not mean you are literally going to die.

• "Going to the World Cup Final was a dream come true."

• If something is "a dream come true," it means it was an experience that you really wanted it to happen - and then it happened.

• "My heart sank when I saw my test grade - I got a 54."

• This expression means that you started to feel sad, disappointed, or discouraged.

• "I'm kicking myself for not booking the flight yesterday - the price just went up $200."

• If you do something you regret (you wish you had acted differently), you can say "I'm kicking myself for… (the action)" After this expression, we use the -ING form of the verb.

• "I was shaking like a leaf after I heard an explosion on the train."

• We can say someone is shaking like a leaf if they are extremely afraid or nervous.

• "It drives me up the wall when people answer their cell phones in English class."

• "Drives me up the wall" is an idiomatic expression that means it makes you annoyed. Other expressions for annoying situations include "drives me crazy" or"drives me nuts."

Some famous saying about emotions and feelings

Do you agree with them ?

You learn to put your emotional luggage where it will do some good, instead of using it to shit on other people, or blow up aeroplanes. -

Sentiment is the poetry of the imagination.

|

-

He who molds the public sentiment... makes statues and decisions possible or impossible to make

-

All emotions are pure which gather you and lift you up; that emotion is impure which seizes only one side of your being and so distorts you.

-

Nothing vivifies, and nothing kills, like the emotions.

-

We know too much and feel too little. At least, we feel too little of those creative emotions from which a good life springs.

Bertrand Russell

Смысловое чтение . Понимание смысла текста

Fill in the gaps. Two statements are extra

The only feelings I have that I can really measure is periodical and quite often, disgust at my mother (she left when I was 1 and then came and went every two weeks for a few hours. 1)-----------------------and anger when I see parents treating they're children badly. I do miss my family (not my parents. Uncles, Aunts etc)2) ------------------------------back to the UK. That's about it.

I feel little passion, motivation, enthusiasm about much in life. I sort of kind of gave up when I realized that I have this habit of chopping and changing ideas of what I want to do. Who I am is so mixed up and 3) --------------------------------------of my parents and wishes to please everyone else..

I also feel that its sometimes hard to empathize or feel for other people which is why I should apologize for being bad with it on these forums. I also feel that 4)--------------------------and again, I apologize for this. I 5 )-----------------------------and my feelings in a very real sense to get meaning from them. I feel I've annoyed some of you with my aloofness and if I have, you must let me know please. I have been getting paranoid about it lately 6)---------------------! Silly, I know.

A. My rage at her started when I was 1

B. that some of you don't like me!

C.I simply don't connect to myself

D. I see them and have to leave to come

E. What I want is such a mixture of wishes

F. Would never feel that something is unclear or confusing

, G. They become emotionally upset.

H. I'm being too self indulgent

Choose the right answer

1.I love the way your eyes shine

Gentle

nervous

sleepy

2. I am so ________ about starting new life this year!

Reasonable

enthusiastic

tired

3. A doctor who is------------- can't be good at his profession

unhappy

selfish

truthful

4.I'll try to study to the best of my abilities to achieve my life's ------------

Ambition

affection i

impression

5.David is the best student in our group . He is very----------

Intelligent

Great

pride

6. After we saw that terrible accident she felt ________ .

frightened

frustrated i

nsensible

7. Everyone was always in good mood except him. He always seemed to be________?

Miserable

Pleased

irrisistable

8. Last week she was ________ in love with Michael

Madly

pleased

delighted

9. When you absolutely ________.the body can produce too much adrenalin .

Safe

Retired

terrified

10. The days are warm and everyone is full of life and________.

Surprise

cool

joy

Crossword solving involves several useful skills including vocabulary, reasoning, spelling, and word attack skills. To solve any crossword puzzle, a student must be able to identify and understand the terms being used. This often involves acquiring new vocabulary . ...Another benefit of using crossword puzzles in the classroom is that they are associated with recreation, and can be less intimidating for students

F

A

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r

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G

A

R

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b

O

L

E

D

K

T

N

R

B

n

R

O

K

E

E

T

K

U

M

C

a

O

i

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T

A

L

S

L

R

L

M

N

V

V

C

B

T

J

A

O

Y

D

Y

Y

M

L

H

L

Z

V

T

L

O

N

E

L

Y

G

Y

E

S

G

I

L

N

S

W

F

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A

R

r

R

G

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i

O

D

C

H

E

E

R

F

U

L

M

N

H

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P

P

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S

Try to find as many words concerning feelings and emotions as you can

• Угадать произведение и автора

• "In the dull twilight of the winter afternoon she came to the end of a long road which had begun the night Atlanta fell. She had set her feet upon that road a spoiled, selfish and untried girl, full of youth, warm of emotion, easily bewildered by life.

• Унесенные ветром

• Her love is reciprocal…

• …but tragic, as Ralph is torn between his own feelings for Meggie, his love for God and desire to make a church career.

• When Ralph chooses the church and goes back to Vatican, Meggie, left all alone, marries a sheep shearer named Luke O'Neill. She bears him a daughter, but their marriage failes and Meggie leaves her rude and despotic husband.

• Поющие в терновнике

• Death on the Nile has to be one of my favourite books by Agatha Christie. I've read most of her books and I never get tiered of re-reading them :)

Activities

1. "Emotions are an important element of a strong story. Good writers let the reader know what characters are thinking about when something happens. But it's not enough to just tell what a character is feeling. Good writers show what a character is feeling."

2. Ask students to help create a list of emotions that the characters in their stories might have. Record emotions on transparency or chart paper.

3. Tell students that one way to make emotions more powerful is to stretch out the moment by recording the character's actions, facial expressions, gestures, and movements. Read the following examples aloud:

GUIDED PRACTICE

1. Give students the "Adding Muscle" handout. In small groups, have them expand each of the sentences into 3 or more sentences that show the emotion, using words that show rather than tell.

2. Prepare separate transparencies with the original version of each sentence at the top. Have each group write their expanded version on the transparency under the original version. Compare the new expanded versions to the original versions of each sentence and discuss which versions work best at showing the emotion, and why.

• "I'm dying to see the new movie."

• "Dying to" + verb means you want to do something very much. It does not mean you are literally going to die.

• "Going to the World Cup Final was a dream come true."

• If something is "a dream come true," it means it was an experience that you really wanted it to happen - and then it happened.

• "My heart sank when I saw my test grade - I got a 54."

• This expression means that you started to feel sad, disappointed, or discouraged.

• "I was shaking like a leaf after I heard an explosion on the train."

• We can say someone is shaking like a leaf if they are extremely afraid or nervous.

• "Drives me up the wall" is an idiomatic expression that means it makes you annoyed. Other expressions for annoying situations include "drives me crazy" or"drives me nuts."

Reading

• a passage from a novel or a short newspaper article or show a video clip of a popular movie scene.

• Ask students to brainstorm a list of feeling words that they associate with the situation.

Try to find words that associated with the situation

• Can students (individually) identify an emotion in a narrative they are working on and add 3 or more sentences to their draft that show the emotion?

Novel 1. The Man of Property - PART I - CHAPTER IX. DEATH OF AUNT ANN

Aunts Juley and Hester were overwhelmed by the shock. They had never imagined such an ending. Indeed, it is doubtful whether they had ever realized that an ending was bound to come. Secretly they felt it unreasonable of Ann to have left them like this without a word, without even a struggle. It was unlike her.

Perhaps what really affected them so profoundly was the thought that a Forsyte should have let go her grasp on life. If one, then why not all!

It was a full hour before they could make up their minds to tell Timothy. If only it could be kept from him! If only it could be broken to him by degrees!

And long they stood outside his door whispering together. And when it was over they whispered together again.

He would feel it more, they were afraid, as time went on. Still, he had taken it better than could have been expected. He would keep his bed, of course!

They separated, crying quietly.

Aunt Juley stayed in her room, prostrated by the blow. Her face, discoloured by tears It was impossible to conceive of life without Ann, who had lived with her for seventy-three years, broken only by the short interregnum of her married life, which seemed now so unreal. At fixed intervals she went to her drawer, and took from beneath the lavender bags a fresh pocket-handkerchief. Her warm heart could not bear the thought that Ann was lying there so cold.

Aunt Hester, the silent, the patient, that backwater of the family energy, sat in the drawing-room, where the blinds were drawn; and she, too, had wept at first, but quietly, without visible effect. Her guiding principle, the conservation of energy, did not abandon her in sorrow. She sat, slim, motionless, studying the grate, her hands idle in the lap of her black silk dress. They would want to rouse her into doing something, no doubt. As if there were any good in that! Doing something would not bring back Ann!

Reading

Anger

Anger is increasingly okay in Australia. In business - if you're the boss - it means you're an alpha male or whatever the female equivalent is. In more informal settings it's just showing your feelings, it's called being emotionally healthy, California-style. But for safety's sake assume anger is generally not on when you travel. Many countries around the world still put a premium on emotional control in most settings. Your anger could be radically misinterpreted. In some African countries, such as Kenya, it could be taken as a sign of mental illness.

Compliment

"Oh, I love your settee!" is a harmless compliment - and perhaps a little white lie - when visiting someone's house in the West. But be wary of making such a remark in Arab and African countries, such as Jordan, Senegal and Nigeria. Your host might think he or she is obliged to give you the item in question. An awkward situation all round, especially if you have to cart the sofa home on your back.

Clock

In Russia, even numbers of flowers are only ever given at funerals, and such a gift is seen as inviting death, which you obviously don't want to do unless you're banging a goth chick.

• Latin Americans will usually greet friends and relatives more personally than do Americans. They give hugs - even the men! Men usually also greet woman with "besitos" meaning they touch cheeks while making a kissing noise with their lips. Woman also greet other woman with "besitos." These little kisses are purely friendly and have no romantic meaning.

• Bread

Cutting a slice of bread with a knife in Lithuania is considered disrespectful. It should be ripped with the fingers.

If bread is dropped on the ground it should be kissed before being thrown away. This is a way of honoring the tradition of baking.

China
In China, symbolism is everything, and there are long lists of rules related to this. The most important things to remember are to avoid white as this is the colour reserved for death, and steer clear of anything related to the number four, which is unlucky.

Also, when in conversation, try not to gesticulate too much - while this may seem silly to those having grown up doing it, Chinese people are very reserved with their emotions, and waving your hands around while trying to emphasise a point is quite offensive.

True or False

1. It's better to avoid white in China

2. It's good to gesticulate a lot while you are talking in China

3. It is disrespectful to rip the bread with the fingers in Lithuania

4. Men usually greet women with kisses in Latin America

5. Numbers of flowers are not important in Russia

6. Anger can be taken In Kenya as a sigh of mental illness

Look at the famous pictures and try to describe the emotion or feeling

The goal : Developing creativity with interesting things. Positive impact on students achievments

Speaking

Creating a good dialogue according to social role, age and class for developing communicative skills

Use the language box to act out a short dialogue

Describing a Feeling

Positive Feelings

• Bold

• Happy

• Devoted

• Loving

• Sympathetic

• Happy

• OK

• Very well

• Strong

• Beautiful

• Excited

• Gorgeous

• Attractive

• Empowered

• Intelligent

• Smart

Negative Feelings

• Sarcastic

• Foolish

• Hurtful

• Irritated

• Outraged

• Angry

• Sad

• Cold

• Sick

• Weak

• Terrible

What's wrong ? You look very sad

What's the matter/ the problem ?

What ? I know

What happened ?

Just don't understand me

I've got some news

My project is…..

Don't worry

Well, I think that's wonderful

Will you tell me ?

It is a big secret….

Cut that out

Oh, God, I don't know

Word formation

Read the rule and then use you dictionary

Adjectives which start with - l, - m- or -r - form their opposite adjectives by adding -il, - im or ir

Adjectives which start with - p- usually form their opposite adjectives by adding - im-

Logical- illogical

Rational - irrational

Responsible------------

Polite--------------------

Moral------------------

Patient-----------------

Listening

Listen a short dialogue and tick the correct answer (A,B or C0

INDEPENDENT PRACTICE

1. For homework, have students choose an emotion to include in a draft of a narrative they are working on. Tell them to act out the emotion and then write an expanded version of the emotion to add to their revised draft.

Match two columns of the parts

1. To burst out

2. Interested

3 fly

4 look

5. fall

6. crazy

7.wound up

8.pleased

a) about

b) with life

c) in love

d) with the separation

e) crying

f) upset

g) in

h)in to rage

Finish the sentence

Encourage students generating ideas and be enthusiastic in completing sentences

1. You'll likely always be sad about -----------

2. Everyone will be happy all the times-------------

3. -----------------no matter how wealthy you are

4. Many times, the pressure is just too much ---------------

5. would never be acceptable at work -------------------------

6. ---------makes relationship strong

7. ------------- love about my friend

St. Valentine activity

Teaching about Valentine's Day can be really fun..

t's a typical Saint Valentine's activity. Very funny and very easy. Craft for all kind of students.

You can create Valentine's Day gift ideas for your mom, dad, boyfriends, girlfriends, teachers, friends, and everyone else!

Possible Materials
Glitter, Crayons, Pens, Colored Pencils, Markers, Paint, Lace, Ribbon, , Tissue Paper, Torn Paper, Heart Shaped Paper, , Stickers, Sand, , Buttons, Colored Glue, Colored Tape, Chalk, Aluminum Foil, Heart Shaped Confetti, Glue on Candy Confections, Heart Shaped Sponge , Possible Variations
Make the Valentine Heart Shaped
Make a Valentines Card
Let the children choose the poem they like the best.
Poems you may use for the cards:

Celebration of flowers

Изучение культуры и традиций страны изучаемого языка

Извлечение необходимой информации из прослушанного текста

Listening story about traditions of a special holiday of May

And check what statements are true or false

Project : Make a May Day basket

Technology of creating a flower basket - 6 steps

Способствует развитию и реализации творческого потенциала развитию творческого мышления и продуктивного воображения