1.

Identify words or phrases from the given

examples that explore the use of emotive
language.
2. Discuss the importance of emotive
language in powerful or effective writing.
3. Engage in discussion in small groups and
with the whole class by generating and
evaluating the group presentations that
will lead to thoughtful brainstorming in the
use of emotive language.
4. Develop a critical awareness of the
expressions or words presented in their skit
task and how those emotive language
connect to themselves, other people, and
the world.
5. Take responsibility for their own learning
and for evaluating their own thoughts.
Which pair of sentence is most likely excite
the reader to react emotionally?
A. Scabs thrown out of the school.
B. Strike breakers must leave the school.
A. School blaze
B. Fire at school
A. Wilson’s magic
B. Wilson’s act
A. Zahran’s agony and pain
B. Zahran’s injury and wound
A. Pensioner hit by muggers.
B. Man hit by robbers.
EMOTIVE LESS EMOTIVE NEUTRAL

mob gang crowd

raced ran hurried

terrified scared fear

riot disturbance incident

 Imagine that you are at a party
when you see an old friend whom
you have not seen childhood or in
several years. You go to each
other and strike up a
conversation.
Imagine that one member in
your group is a burglar
standing outside a shop at
3am. A cop on the beat
rounds the corner. How does
the conversation go?
 Imagine that you are an alien
space crew that have just landed
on Earth. Other members in your
group take part the role of
journalists asking questions. 
Imagine that a group of students are
at a party. The next door neighbours
are trying to sleep and study. They
go next door to complain.