Emotion Vocabulary
Use a wider vocabulary of emotion words beyond the basics — including frustrated, worried, anxious, embarrassed, jealous, proud, disappointed, grateful, and lonely — and distinguish between similar emotions
Share and support
Teaching Table
Set out your lesson
Use precise emotion words for fictional scenarios while allowing more than one plausible feeling.
Recognises basic emotion words; adult may read all cards.
Check activity readiness with accessible response; pause or supply prerequisite help when needed. Do not treat age range or graph position as attainment.
Open teaching first, then learner cards. Adult key stays separate. Read supplied content; do not invent a passage, scene or history image.
Show and guided material are for teaching. Put them aside before recall; any passage, word bank or model used during the check must be recorded as support. Learner givens remain available for source-reading tasks.
Only scrap paper, pencil or ordinary safe objects where the authored task explicitly uses them; oral/pointing alternatives allowed.
No account, recording, real-user data or compulsory personal disclosure.
Materials are ready in each step. Use them on screen or print just the current step. Put teaching examples aside before the learner tries.
What this lesson covers and its limits
These are bounded opportunities, not learner attainment. Partial and blocked source requirements remain so.
- partial: Use a wider vocabulary of emotion words beyond the basics — including frustrated, worried, anxious, embarrassed, jealous, proud, disappointed, grateful, and lonely — and distinguish between similar emotions
Bounded objective and prepared task only; all examples, universal claims and real-world behaviour are not established. The five supplied scenarios are practice, not evidence of five words in everyday conversation. Model word bank is put aside for recall; if used, label the response supported.
- partial: Use at least five emotion words beyond the basic six in everyday conversation
Five practice uses cannot establish everyday conversational use.
- opportunity: Explain the difference between two similar emotions such as angry and frustrated
Task explicitly contrasts angry and frustrated.
- opportunity: Choose a precise emotion word that fits a described scenario
Five complete fictional scenarios permit precise choices.
- partial: If {{name}} doesn't get invited to a classmate's party, can they describe whether they feel disappointed, jealous, lonely, or a mix — rather than just saying 'sad'?
Prepared adapted check is not a complete equivalent to all source contexts, images or genuine independent habits. The five supplied scenarios are practice, not evidence of five words in everyday conversation. Model word bank is put aside for recall; if used, label the response supported.
The five supplied scenarios are practice, not evidence of five words in everyday conversation. Model word bank is put aside for recall; if used, label the response supported.
Family records and proof options
Keep a record of your learning
Save photos, notes, and attendance. Export a proof packet for compliance or portfolio reviews.
Learning resources
Reviewed external links that reinforce this concept. They do not replace Gakuva’s teaching approach.
No reviewed resources for this concept yet.
The teaching approach above still stands. Curated practice links will appear here as the shelf fills.
Check understanding
- Use at least five emotion words beyond the basic six in everyday conversation
- Explain the difference between two similar emotions such as angry and frustrated
- Choose a precise emotion word that fits a described scenario
“If your child doesn't get invited to a classmate's party, can they describe whether they feel disappointed, jealous, lonely, or a mix — rather than just saying 'sad'?”
Curriculum record
- Type
- Language
- Subject
- Personal & Social Development
- Domain
- Emotional Literacy
- Age range
- Ages 7–9
Standards