EVALUATION

TEMPLATE FOR THE DIDACTIC UNIT

Title: Feelings and Emotions in Pandemic Times
Justification Covid 19 has changed most of our habits, making us adapt
to social distance and remote teaching-learning in record
time. Uncertainty for our future produces a variety of
feelings and emotions in all of us, and it is necessary to
approach them, give them attention, value, and give our
students tools to recognize and express their own and
empathize with others’ feelings. So, through this work we
pretend that our students recognize the different emotions
they have, at different times and that they can be able to
manage those who make them feel not happy or comfortable.

After the unit, Ss will be better able to identify feelings

and emotions, express them in healthy and creative ways,
discuss with others about how they can help a peer who is
struggling with negative feelings, how to ask for help and
exchange positive thoughts about this context.

Class Context This project is formulated to being achieved for

students of the last year at primary school, i. e 6 th year,
in a public school , with approximately 20 students in
the classroom, and as we have in remote education it is
difficult to establish hours of instruction per week
because it all depends on our students’ resources for
connecting the Internet, but taking all into
consideration we assume to develop this at least for
one month.

Global, Intercultural Communication and collaboration, creativity and critical

and Linguistic skills thinking, emotional self-regulation and wellbeing – digital
literacies. Adaptability, openness and flexibility. Curiosity,
empathy, the management of personal relationships,
perseverance and resilience.
Speaking Recognize, select, interpret, anticipate, infer,
retain.
Reading: Recognize words, connect basic ideas, obtain a
global representation of the text.
Listening: perceptual - discriminate
sounds, accents, rhythms, intonation; Cognitive -
 processing meaning, interpreting what is heard,
anticipating meaning, inferring meaning.

General and specific

objectives. Description
Block 1: What’s a feeling and what’s an emotion
of contents covered
(topics, functions, ● Contents: The difference between a feeling and an
grammar, vocabulary emotion
and pronunciation)
Feelings. Both emotional experiences and physical
and linguistic skills
sensations — such as hunger or pain — bring about
developed: feelings, according to Psychology Today. Feelings are a
conscious experience, although not every conscious
experience, such as seeing or believing, is a feeling.
Emotions. According to Psychology Today, an emotion
“can only ever be felt…through the emotional experiences
it gives rise to, even though it might be discovered through
its associated thoughts, beliefs, desires, and actions.”
Emotions are not conscious but instead manifest in the
unconscious mind. These emotions can be brought to the
surface of the conscious state through extended
psychotherapy.
https://counseling.online.wfu.edu/blog/difference-feelings-
emotions/#:~:text=A%20fundamental%20difference
%20between%20feelings,the%20depths%20of%20their
%20emotions.
● Learning aims: After this activity Ss will be better
able to differentiate between feelings and
emotions
Recycled: vocabulary happy sad frustrated angry
hungry thirsty tired moody shocked anxious
surprised frightened upset shy confused motivated
bored worried sick scared excited
● Activities
Block 2: My emoji
● Contents
● Learning aims
● Activities
Block 3: Show time
● Contents
● Learning aims
● Activities
Block 4: Positivity and the value of social interaction
 ● Contents
● Learning aims
● Activities
...

Methodology The PPP method will be used for doing this project so we
can make the Ss get the learning objectives first of all.
The Presentation phase will be according to the age and
level of the learners as well as the design of the
instructional materials.
Presentations are described as either Deductive (explicit
and direct, a rule and its application for example) and
Inductive (encouragement to notice or discover new
language in a real and ‘pandemic’ context). Gollin, 1998.
The teacher will help the learners along by considering
real- life exposures to a specific set of vocabulary and
grammatical structures.
The Practice phase has stepping stones, in blocks, to
expand, reinforce, and confirm Ss’ understanding. The
Teacher will be alert to the learners’ performance in order
to gauge their understanding of the target language and
will correct and redirect them if necessary. The idea here,
by making practice activities is to provide scaffolding using
guidance initially and then withdrawing the Ss toward the
objective of acquiring the new language. With the
combination of target activities Ss will be able to use the
form and vocabulary freely and correctly, without of the
Teacher’s help.
The Production phase refers to speaking and writing and
requires Ss’ integration and demonstration of the new and
previous language they know. Here the teacher will allow
them to pay attention to communication rather than
focusing just on forms, they are supposed to speak more
than the T and he/she will adapt and fit this phase to the
Ss’ real life and classroom situations.

Materials and Resources and materials used and needed throughout the
resources Didactic Unit.