W04_G04_Feelings and Emotions_Resource Pack

A person holding a flag AI-generated content may be incorrect..

A flag on a beach AI-generated content may be incorrect..

Term 1. Week 4-5. A black background with white text Description automatically generated.

A black background with white text Description automatically generated.

[Audio] Today, we will be discussing the potential for incorrect AI-generated content on black backgrounds with white or yellow and grey text in the years 2025-2026 during weeks 4-5 of Term 1. It is important for us to recognize the impact of technology and its potential for errors. The slide contains text for a teacher to use in a lesson about feelings and their spellings. The students will work individually and then check with a partner to name and spell the expressions shown. This will not only improve their spelling skills but also align with our objective of using morphological knowledge to determine word meaning and spelling. It is crucial for us to be aware of these possible errors and learn how to differentiate between correct and incorrect content. As technology continues to advance, it is essential for us to be critical thinkers and not rely solely on AI-generated content..

[Audio] Welcome to our presentation on AI-generated content and its potential effects in the years 2025-2026. In this discussion, we will focus on the impact of incorrect AI-generated content on black backgrounds with white or yellow and grey text. This is slide number 6, out of a total of 11 slides. The first picture on this slide shows a person with a confused and uncertain expression. This could evoke feelings of nervousness, happiness, or boredom. To better understand the use of 'when' in sentence structure, let's do a choral drill with some sample sentences. After that, we can try putting 'when' at the beginning and in the middle of the sentence, and confirm that the words 'feel' and 'get' have the same meaning in these sentence variations. I hope this has given you a better understanding of how to use 'when' in different sentence structures. Please feel free to ask any questions and let's move on to the next slide..

[Audio] Today, we will be discussing the impact of AI-generated content on black backgrounds with white or yellow and grey text in the years 2025-2026 and during weeks 4-5 of Term 1. We will begin with slide number 7 out of 11, which may appear simple but actually holds a powerful message. The text on the slide asks us to consider our emotions and how they can be influenced by the content we see. It reads "bored, nervous, sad" and is followed by the numbers 1, 3, and 5. As students, you are the generation that will witness the advancements in technology and the power of AI. With that comes the responsibility to critically analyze and question the content presented to you. This exercise is a small step towards developing your critical thinking. So, how do you feel when you see the words "bored, nervous, sad"? Please click on the number that relates to your emotions the most and think of a complete sentence that describes how you feel and when you feel that way. Remember to use the words "feel" and "get" in your sentence. This exercise will not only help you understand your own emotions but also highlight the risks of AI-generated content. It is crucial for us to be mindful of the content we consume and how it can impact our thoughts and emotions. As we move towards a future with more AI-generated content, it is important for us to equip ourselves with the knowledge and skills to navigate this world. So take a moment, click on a number, and reflect on the power of AI and its effect on our emotions. Thank you for your participation, and let's move on to the next slide..

[Audio] This is slide number 8 out of 11 in our presentation on incorrect AI-generated content with black backgrounds and white or yellow and grey text. The cartoon shows a child wearing a black head scarf. We will now be discussing the app the cartoon represents and the conversation between Sara and Ali. Take a look at the emojis and try to interpret their meanings. Let's work through the questions on the right side and point to the messages or emojis that provide the answers. The questions are divided into two categories, the first five being literal and the last one being inferential. This means you will have to make an educated guess about the answer and may need to explain the meaning of 'positive'. Let's start with the questions. Who gets nervous when reading in front of the class? Ali gets nervous. What makes Sara happy? Her friends make her happy. When does Ali feel sad? When it rains. How does Sara feel when she has nothing to do at home? She feels bored. And when does Ali feel happy with his friends? When they play soccer together. Moving on to the last question, which feelings in the chat are considered positive? The emojis for happy and friends represent positive feelings in this context. It's important to remember that AI-generated content may not always be accurate, as demonstrated in these examples. Always be critical and question what you see or read online. Let's now move on to the next slide..

[Audio] When it rains, I feel sad. When I am tired, I just want to relax on the couch. When I play soccer with my friends, I feel happy again. Let's look at this slide about AI-generated content. The slide shows a cartoon child with a black head scarf. But, what does this emoji mean? Can anyone tell me? Remember to use 'feel' instead of 'get' and start the sentence with 'When'. Let's practice together. When I see a cartoon of a child smiling, I feel happy. When I see a cartoon of a child crying, I feel sad. When I see a cartoon of a child wearing a black head scarf, I feel curious. Now it's time to practice on your own. Work individually and then check with your partner. I will provide feedback. Remember to use both 'feel' and 'get' and start two sentences with 'When'. Let's make sure our AI-generated content is accurate and appropriate..

[Audio] Our presentation on AI-generated content delves into the future of technology and highlights the potential risks that come with it. Slide number 10 discusses the possible errors in AI-generated content on black backgrounds with white or yellow and grey text, an important topic during weeks 4-5 of Term 1 in the years 2025-2026. As educators, it is our responsibility to educate our students about the dangers of relying solely on AI-generated content. The cartoon of a child wearing a black head scarf serves as a reminder that this technology is not always accurate, as AI is only as good as the data it is fed and can make mistakes. The next slide also features a cartoon of a child smiling, but we must remember that this content may not always be correct. As we explore different emotions, it is important to teach students to question the source and validity of information, particularly when it comes to AI-generated content. Our next slide presents another cartoon of a child smiling, but again, it may not always reflect reality. As we move towards a more technologically advanced future, it is crucial to teach our students to think critically and not solely rely on AI-generated content. The final slide features a cartoon of a child smiling with the message "AI-generated content may be incorrect." In conclusion, it is important for us to not only embrace and utilize technology, but also educate ourselves and our students on its potential flaws. As we continue with our education, it is important to think critically and not solely rely on AI-generated content..

[Audio] Welcome everyone to the final slide, number 11, of our presentation. Throughout today, we have been discussing the potential for incorrect AI-generated content on black backgrounds with white or yellow and grey text, specifically in the years 2025-2026 during weeks 4-5 of Term 1. As you can see, the text on this slide may seem daunting, but do not worry. As your teacher, I am here to guide you through it. This slide focuses on enhancing your speaking and storytelling skills through a fun and interactive role play activity. First, I will demonstrate an example role play with a confident student to show you how it's done. Then, I will display icons and ask you to identify what they represent. These icons will serve as inspiration for your role plays. Remember to use your intonation and body language to effectively convey the emotions of your character. Do not be afraid to be creative and add your own unique touch to the role play. To make it easier, there are sentence starters provided for you to use. For instance, "How do you feel when you take a test?" or "I feel nervous when I take a test." These prompts will assist you in organizing your role play and making it more engaging. If time permits, I encourage you to perform your role plays for the class. This will not only help you practice your speaking skills, but also boost your confidence and express your ideas in a creative way. Now, let's begin the role play conversations with your classmates. Remember to utilize the icons and sentence starters provided, and most importantly, have fun! As we reach the end of our presentation, I would like to express my gratitude to all of you for your active participation and engagement. I hope you have learned something new and had a good time. Thank you for being a fantastic audience. That concludes our presentation. Have a great day, everyone!.