Objective & Exercise Summary

The main pedagogical objective is to reinforce the recognition and memorization of A1-level vocabulary related to feelings and emotions (basic adjectives such as *happy*, *sad*, *tired*, *angry*, *scared*, etc.) by developing the ability to categorize words by lexical field or grammatical nature. The resource is an "Intruder" (Odd One Out) type exercise where the majority of words in each line are emotion adjectives, and the intruder is an A1 word from another category (e.g., common noun, verb, color, etc.). The student must circle the word that does not designate a feeling or emotion.

Suggested Procedure

Before the Activity (~5 min): MIMING AND NAMING EMOTIONS

• Getting Started: The teacher distributes the worksheet. Write 'Feelings & Emotions' on the board. Use flashcards or quickly mime basic emotions to reactivate the lexicon. Ask students: « How are you today? » to introduce the vocabulary.

• Concept Reminder: Recall the rule of 'Odd One Out': in each line, the majority of words are similar (are emotions) and one word is different.

During the Activity (~15 min): DISCRIMINATING AND ASSOCIATING WITH THE VERB TO BE

• Step 1: Individual Resolution (8 min). Students read each line and circle the intruder. Emphasize the adjectival nature of the main words.

• Step 2: Cross-Checking and Justification (7 min). In pairs, students compare their choices. For each line, they practice justifying orally using the structure: « [...] is the odd one out because the others are **feelings** (or **adjectives**). »

After the Activity (~10-15 min): FORMULATING EMOTIONAL SENTENCES

• Collective Correction: Proceed with oral correction. Write the discovered emotion adjectives on the board and ensure they are used correctly with the verb **To Be** (e.g., *I am happy*).

• Oral Production: Ask students to formulate simple sentences describing situations that evoke a specific emotion from the list (e.g., « **I am sad** when it is raining » or « **I am happy** when I eat pizza »).

Adaptations

• To simplify: Ask students to associate an emoji (happy, sad, angry...) with each emotion adjective before looking for the intruder, to ensure understanding of the basic lexicon.

• To deepen: Introduce A2-level adverbs of intensity (e.g., *very, a little bit*) to nuance the expression of emotions (e.g., « I am **very** angry », « I am **a little bit** tired »).

quickly known body parts (e.g., Touch your head, Show me your hand) to reactivate the lexicon.

• Introduction to the puzzle: Recall the rule of 'Odd One Out' and its mechanism for detecting the error in a thematic group.

During the Activity (~15 min): SCANNING AND CLASSIFYING WORDS

• Step 1: Individual Resolution (8 min). Students read each line and circle the intruder. Emphasize that lexical coherence is key to solving the puzzle.

• Step 2: Verification and Justification in Pairs (7 min). Students compare their choices. They must then prepare the complete justification for oral presentation, naming the category of the three correct words: « Book is the odd one out because **head, arm, and leg** are **body parts** ».

After the Activity (~10-15 min): FROM ANATOMY TO DESCRIPTION

• Collective Correction: Proceed with oral correction, using the pairs' justifications. Group body words into sub-categories (Head/Face, Limbs/Extremities).

• Reinvestment: Ask students to choose two body words (e.g., eye, hair) and add a simple color or size adjective to create a very short description (e.g., « My **eyes** are blue. My **hair** is brown. »).

Adaptations

• To simplify: Ask students to highlight the body words in green and the intruder in red *before* circling, to ensure they have correctly identified both categories.

• To deepen: Introduce the modal verb Can or Can't to describe possible actions with certain body parts (e.g., « I **can** use my **hand** to write. » or « I **can't** smell with my **foot**. »).