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E8 G - Characters and feelings

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E8 G - Characters and feelings

Einleitung

Characters and feelings means: You describe a person in a story and explain how this person feels. You use short text evidence such as actions, words, facial expressions and reactions.

Mini-Beschreibung: Beschreibe Figuren und Gefühle anhand kurzer Textstellen und Handlungen.

Look first – speak first: What feelings can you recognise? Choose three English words. Give a reason for one choice: I think the person feels ... because ...

Learning path: English first → context → try → ask → hint → German help if needed. Du bekommst also zuerst eine englische Aufgabe. Nutze Kontext und Wortschatzhilfen, bevor Du nach einer deutschen Erklärung fragst. Eine Vollübersetzung ist nicht das Ziel.

Wichtig: Die Figuren und Profile in diesem Kurs sind fiktiv. Eigene Audio- oder Videoaufnahmen sind freiwillig und bleiben privat. Lade keine Aufnahmen ungefragt hoch und gib keine privaten Social-Media-Daten weiter. Externe KI-Dienste werden für die Aufgaben nicht benötigt.

I can ...

I can describe a character with simple connected sentences.
I can name and explain feelings using actions and short text evidence.
I can find evidence in a short text and connect it to a feeling.
I can give an opinion with a reason: I think ... because ...
I can write a short character paragraph with a clear structure.
I can understand key feelings in clear, moderately paced English.

Vorwissen aktivieren

Think of a character from a book, film or game. Do not tell the whole story.

Try: Complete two sentences.

The character is ...

The character feels ... when ...

Need a hint? Use: friendly, quiet, brave, nervous, angry, worried, happy.

Media task: Pick one familiar feeling from the wheel. Then choose one more precise word. Example: sad → disappointed. You do not need to learn every word on the wheel.

Context: A short school story

The following story is fictional.

The missing sketchbook

Maya was usually calm and helpful. On Tuesday morning, she opened her school bag and stopped. Her sketchbook was gone. She looked under the table and checked the bag again.

“Has anyone seen my blue sketchbook?” she asked. Her voice was quiet, but her hands were moving quickly.

Leo wanted to help. He checked the art room and asked two classmates. Maya thanked him, but she still looked worried.

At break time, Sam came over. “I found this near the window yesterday,” Sam said. It was Maya’s sketchbook. Maya smiled and took a long breath.

“Thank you! I was really nervous,” she said.

Later, Maya noticed that one page was bent. She looked disappointed for a moment. Then Leo showed her how to fix it. Maya laughed. “Okay, it is not perfect, but it is fine.”

The sketchbook had been left near the window after art class. It was found by Sam.

Reading focus: The last two forms are useful for understanding a text. At G-Niveau, you do not need to produce these structures here.

Media connection: Look at the photo for ten seconds. Describe only what you can observe. Then add one careful interpretation: The student may feel ... because ... Do not treat a facial expression as proof of a person's real inner state.

Reading: Find the evidence

Try before you use the hints.

How does Maya feel when the sketchbook is missing?
What does Maya do that gives you evidence?
What does Leo's behaviour show about his character?
How does Maya's feeling change after Sam brings the sketchbook?
Why is disappointed a good word when Maya sees the bent page?

Hint 1 – feelings: worried, nervous, relieved, disappointed, happy.

Hint 2 – evidence: Her hands were moving quickly. / She smiled and took a long breath. / Leo checked the art room.

German help if needed: Suche nicht nur nach einem Gefühlswort. Achte darauf, was die Figur tut, sagt oder sichtbar zeigt. Daraus leitest Du eine vorsichtige Deutung ab.

Direct feedback

Check your answer with this pattern:

Feeling + evidence + reason

Maya feels worried. Her hands are moving quickly. This shows that she is not calm.

A stronger answer connects the parts:

Maya seems worried because her hands are moving quickly while she looks for the sketchbook.

If your answer only says Maya is sad, add evidence from the text.

Kontextwortschatz

English	Simple meaning	Useful pattern
worried	thinking that something may go wrong	She seems worried because ...
nervous	not calm before or during a difficult moment	He feels nervous when ...
relieved	happy because a problem is over	She looks relieved after ...
disappointed	unhappy because something is not as good as expected	He is disappointed because ...
proud	pleased about something you or another person did	She feels proud of ...
calm	relaxed and not nervous	He stays calm when ...
helpful	ready to help	She is helpful because ...
honest	telling the truth	He is honest when ...
patient	able to wait without becoming angry	She is patient with ...
brave	acting although something is difficult or frightening	He is brave because ...

Media task: Find two words you already know and one new word. Use only the new word that you can explain with a situation.

Listening and Viewing

Watch or listen in short steps. The first goal is not to understand every word.

First viewing – no transcript or subtitles if possible: Note three feelings you recognise from voice, images or context.

Second viewing: Check your ideas. Add one new word.

Third step: Only now use subtitles or the available transcript if you need them. Pause after a useful example and say your own sentence.

Listening focus: Listen to a short section. Which pattern do you hear?

I feel ...

I’m feeling ...

I feel ... because ...

Transfer: Say one true but non-private sentence about a normal school situation, for example: I feel relieved when I finish a difficult task.

Listening strategy

First listen for the situation.
Then listen for one feeling word.
Listen again for the reason.
Use subtitles or transcript only after your first listening attempt.

German help if needed: Du musst nicht jedes Wort verstehen. Situation + Gefühlswort + Grund reichen oft für die Kernaussage.

Aussprache

Clarity is more important than accent.

Say the words slowly, then in a sentence:

NER-vous – Maya feels nervous.

re-LIEVED – She is relieved now.

dis-a-POINT-ed – He looks disappointed.

EM-bar-rassed – She feels embarrassed.

Speaking check: Can your partner hear the key word clearly? If yes, your pronunciation works. You do not need to imitate one specific accent.

Speaking

Look – think – speak: The photo shows students in a group discussion. Choose one person only. First say what you can observe. Then make one careful interpretation.

Useful structure:

I can see ...

The person may feel ...

I think this because ...

Partner task: Use a fictional profile.

Amina: 14, likes drawing, often helps classmates, dislikes speaking in front of large groups.

Ben: 13, enjoys football, sometimes acts quickly, apologises when he makes a mistake.

Noah: 14, likes science, listens carefully, needs time before making a decision.

Choose one profile and describe the character in three connected sentences. Your partner asks: Why do you think that? Give one reason.

Speaking challenge

React to this situation:

Amina has prepared a poster. Just before the presentation, part of it falls off.

Say:

how she may feel,
what she may do,
what this action could show about her character.

Less support: Try without sentence starters first.

Hint if needed: She may feel ... because ... . If she ..., this could show that she is ... .

Writing

Write a short character paragraph of about 70–100 words.

Task: Describe Maya, Leo or a fictional character of your own. Include:

one character trait,
two feelings in different situations,
one piece of evidence,
one opinion with a reason.

Writing frame if needed:

At first, ... seems ... because ... .

When ..., the character feels ... .

This is shown when ... .

Later, ... .

I think the character is ... because ... .

For G-Niveau: Clear connected ideas are more important than difficult grammar.

Writing feedback

Use this short check before you finish:

Check	Yes / Not yet
I name a character trait.
I name at least two feelings.
I give evidence from an action or short text detail.
I connect ideas with because, when, but or so.
My text is understandable.

Error analysis:

Maya is worry. → Use an adjective: Maya is worried.

Leo helpful because he looks. → Add a verb: Leo is helpful because he looks for the sketchbook.

She feels nervous because the sketchbook. → Give a full reason: She feels nervous because the sketchbook is missing.

Functional grammar

Grammar helps you understand and describe the scene. It is not the main goal.

Reported speech without backshift

At this level, use a simple pattern when you report what a person says:

Direct: Maya says, “I am nervous.”

Reported: Maya says she is nervous.

Direct: Leo says, “I can help.”

Reported: Leo says he can help.

Try: Sam says, “I found the sketchbook.” → Sam says ...

Do not force more difficult tense changes here.

Passive and past perfect: understand them

You may meet forms like these in a text:

The sketchbook was found by Sam. → Focus: the sketchbook and the action.

The sketchbook had been left near the window. → This happened before another past moment.

At G-Niveau, recognise the meaning. You do not need to produce these forms in your character paragraph.

Mediation

Your German-speaking classmate asks what happened in the story. Explain the key information in simple German, but do not translate every sentence.

Include only:

why Maya is worried,
who helps,
how the problem ends,
how Maya feels at the end.

Then switch back to English and say one sentence about Maya's character.

Gestufte Hilfen

Level 1 – Try: Answer in English without help.

Level 2 – Ask: Ask for one word or one clue.

Level 3 – Hint: Use the vocabulary table or one sentence starter.

Level 4 – German help: Kläre nur den schwierigen Teil auf Deutsch. Kehre danach zur englischen Aufgabe zurück.

Do not use a full translation when you can solve the task from context.

Media mini-lab

Observe: Name two visible details.

Interpret carefully: The person looks surprised because ...

Change the context: Imagine the person has just heard good news. Now imagine the person has heard confusing news. Does the same facial expression always mean exactly the same feeling? Explain in one or two simple English sentences.

Reading transfer: Choose one student in the image and invent a fictional reading situation. Write two sentences: one observable action and one possible feeling. Do not claim to know the real person's feelings.

KI und digitales Arbeiten

KI kann Beispiele oder Feedback liefern, aber Du prüfst immer selbst:

Passt die Sprache wirklich zu Deinem Niveau?
Ist die Aussage durch den Text belegt?
Ist das Feedback nachvollziehbar?
Bleibt Dein eigener Text erkennbar Dein Text?

Lass Dir einen eigenen Text nicht vollständig ersetzen. Teile keine privaten Daten, Fotos, Sprachaufnahmen oder Social-Media-Profile mit externen KI-Diensten. Für diesen Kurs sind keine externen KI-Zugriffe nötig.

Can-do-Check

Markiere für Dich: yes – almost – not yet.

I can ...	yes	almost	not yet
name common feelings in English
find an action that shows a feeling
describe a character with a reason
understand the main idea of a short listening text
write a short connected character paragraph
give a simple opinion and support it

If you mark not yet, go back to the vocabulary, reading evidence or sentence frame that matches the problem.

Folgekurs

A useful next step is E8 G - Relationships and conflicts. There you can use character traits and feelings to describe how people react in conflicts and how relationships change.

Interaktive Aufgaben

Quiz: Teste Dein Wissen

What is the best evidence that Maya is worried? (Her hands are moving quickly) (!Her sketchbook is blue) (!Leo likes the art room) (!The break is later)

Which word fits a person who is happy because a problem is over? (relieved) (!angry) (!selfish) (!bored)

Which sentence gives a character trait with a reason? (Leo is helpful because he looks for the sketchbook) (!Leo is in the art room) (!The sketchbook is blue) (!Tuesday comes before Wednesday)

Which word describes Maya when she sees the bent page? (disappointed) (!relieved) (!proud) (!patient)

What should you do first in a listening task? (Listen for the situation and main idea) (!Translate every word) (!Read the full transcript first) (!Stop after every sentence)

Which sentence is a careful interpretation? (The person may feel nervous because their hands are moving quickly) (!The person is definitely nervous) (!The person always feels nervous) (!The person has a nervous personality)

Which sentence reports speech without backshift? (Maya says she is nervous) (!Maya says she was nervous yesterday because tomorrow) (!Maya said she had been being nervous) (!Maya says nervous she is)

What is important at G-Niveau when you see was found? (Understand the meaning in the text) (!Use the passive in every paragraph) (!Change every sentence into passive) (!Learn all passive forms by heart first)

Which connector gives a reason? (because) (!but) (!then) (!after)

What makes a strong answer about a feeling? (A feeling plus text evidence and a reason) (!A feeling word only) (!A full German translation) (!A long list of adjectives)

Memory

worried	thinking something may go wrong
relieved	happy because a problem is over
disappointed	unhappy because something is not as good as expected
helpful	ready to support another person
patient	able to wait calmly
evidence	a detail that supports an idea

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
worried	missing sketchbook
helpful	Leo checks the art room
relieved	the sketchbook is found
disappointed	one page is bent
evidence	an action that supports your idea

Kreuzworträtsel

relieved	How do you feel when a problem is finally over?
nervous	How may you feel before a difficult moment?
honest	Which character trait means telling the truth?
helpful	Which trait describes a person who supports others?
worried	How may Maya feel when her sketchbook is missing?
evidence	What do you call a detail that supports your interpretation?

LearningApps

Lückentext

Offene Aufgaben

Leicht

Feelings card: Create six small English feeling cards. Add one simple situation to each word.
Character evidence: Choose Maya or Leo and collect three short pieces of evidence from the story.
Picture description: Use one course image. Write two observations and one careful interpretation in English.
Mini dialogue: Write a four-line dialogue in which one fictional character feels nervous and another character helps.

Standard

Character paragraph: Write 70–100 words about a fictional character. Use one trait, two feelings and evidence.
Speaking interview: In pairs, interview a fictional character. Ask three simple questions about a difficult situation.
Listening log: Watch one embedded video in two rounds. Note what you understood before and after using subtitles.
Emotion change: Create a short storyboard with three scenes showing how one character's feeling changes.

Schwer

Alternative ending: Rewrite the ending of the sketchbook story so that Maya reacts differently. Explain what this shows about her character.
Evidence comparison: Compare two characters from a book or film you know. Give one concrete action as evidence for each.
Private audio task: Record a voluntary private 45-second character description and check clarity, reasons and vocabulary. Do not upload it.
Media reflection: Explain why facial expressions can support an interpretation but cannot prove a real person's exact feeling.

Lernkontrolle

Character interpretation: Read a new short scene chosen by your teacher. Describe one feeling and support it with an action or quotation.
Change of feeling: Explain how a character's feeling changes from the beginning to the end of a short text and why.
Evidence quality: Compare two possible pieces of evidence. Decide which one supports a character trait more clearly and explain your choice.
Listening transfer: Listen to a short dialogue. Identify one feeling, one reason and one possible character trait.
Writing transfer: Write a short paragraph about a new fictional character using connected ideas and at least one reason.
Critical media use: Look at a facial expression in a photo. Separate what you can observe from what you only infer.

Lernnachweis

Für einen Lernnachweis zu diesem Thema ist wichtig:

Du kannst häufige Gefühle auf Englisch benennen und passend verwenden.
Du kannst Figuren mit einfachen Eigenschaften beschreiben.
Du kannst eine Aussage über ein Gefühl mit Textbelegen oder Handlungen stützen.
Du kannst verbundene Aussagen mit Wörtern wie because, when, but und so bilden.
Du kannst die Hauptaussage eines kurzen, klar gesprochenen Hör- oder Videotextes verstehen.
Du kannst einen kurzen strukturierten Charaktertext schreiben.
Du erkennst passive Formen und past perfect im Kontext, ohne sie produktiv verwenden zu müssen.
Du kannst reported speech in einfachen Mustern ohne backshift verstehen und verwenden.
Du trennst Beobachtung und Interpretation bei Bildern.
Du arbeitest datensparsam und verwendest nur fiktive Profile, wenn persönliche Daten nicht nötig sind.

OERs zum Thema

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