Fancying and Liking

Overview

This 30-minute lesson is designed for Year 1 pupils (ages 5-6) to explore and distinguish the difference between the concepts of "fancying" and "liking" people or things. It supports personal, social, and emotional development alongside English language skills as outlined in the National Curriculum for England. Through interactive discussion, stories, and expressive activity, pupils will begin to identify subtle feelings and correctly use these new vocabulary words in context.

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National Curriculum Links

English - Year 1: Spoken Language

• Pupils should be taught to:
  • Participate in discussions, expressing their ideas clearly (Spok. Lang. 1.3)
  • Use relevant strategies to build their vocabulary (Spok. Lang. 1.4)
  • Articulate and justify answers, arguments and opinions (Spok. Lang. 1.5)

Personal, Social and Health Education (PSHE) - Year 1

• Understanding feelings and others
  • Recognise, name and describe a range of feelings (PSHE 1.1)
  • Understand the importance of respect for other people’s feelings (PSHE 1.3)

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Learning Objectives

By the end of this lesson, pupils will be able to:

• Understand and articulate the difference between ‘fancying’ and ‘liking’ someone or something.
• Demonstrate the use of these words appropriately in spoken language.
• Respect differences in feelings among peers and recognise these feelings in themselves.

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Resources

• Storybook or short story describing characters with feelings (e.g. Elmer the Elephant or similar emotional narrative)
• Face emotion cards (happy, shy, excited, confused)
• Whiteboard and markers
• Large paper and coloured pencils or crayons
• Pre-prepared simple scenario cards involving ‘fancying’ and ‘liking’ examples
• Puppets or soft toys for roleplay

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Lesson Breakdown

1. Starter Activity (5 minutes)

• “Feelings Faces” Show and Tell:
  Show the pupils face emotion cards and ask them to name the feelings. Quickly recap common feelings.
• Introduce vocabulary words: Write the words “fancying” and “liking” on the board. Explain these express preferences but differ in intensity and sometimes in context (e.g., fancying can mean liking someone in a special way).
• Elicit children’s prior ideas on the words, engaging them in quick question and answer.

2. Main Teaching (10 minutes)

• Storytime: Read a short story where characters express likes and fancies (e.g., a character says they like playing with a toy, and another character fancies a friend).
• Clarify meanings: Stop at key moments in the story and ask: “Who is fancying someone? Who is just liking something?” Use the puppets to roleplay the characters’ feelings.
• Class Discussion: Use simple questions like “Do you fancy your friend or like your friend? What is different?” Guide them to express feelings verbally.

3. Practical Activity (10 minutes)

• Feelings Role-play:
  Split the class into pairs or groups of three. Give each group scenario cards such as:
  • “You fancy your classmate helping you with a game.”
  • “You like your teddy toy very much.”
• Pupils act out their scenarios with puppets or toys, practising the use of "fancying" and "liking."
• Encourage peer feedback: “How do you know it was fancying and not just liking?”

4. Plenary (5 minutes)

• Class Reflection Circle: Pupils share one thing they fancy and one thing they like. Teacher writes these on the board, helping correct usage.
• Recap differences between the two words emphasising the feelings involved.
• Praise pupils for exploring feelings vocabulary and listening respectfully to others.

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Assessment

• Formative Observation:
  Teacher observes pupils’ participation in discussion, roleplay, and use of vocabulary in context to assess understanding.
• Speaking Task:
  Each pupil verbally shares one example of fancying and liking, demonstrating correct conceptual understanding.

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Differentiation

• For pupils who find expressing feelings difficult:
  Provide emotion prompt cards during roleplay or use visual aids to support vocabulary recall.
• For more able pupils:
  Challenge them to explain why someone might fancy someone, using simple reasoning or by giving examples beyond personal preference (e.g., fancying someone for being kind).

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Cross-Curricular Links

• PSHE: Understanding emotions and relationships.
• Drama: Role play and expressive language.
• Art: Drawing feelings and scenarios linked to vocabulary words.

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Wow Factor Idea!

“Emotion Detective” Game: Pupils become little detectives, spotting and naming feelings expressed by puppets or classmates over the lesson. They get “detective badges” (stickers) for correctly identifying when someone is fancying or liking. This fun role makes vocabulary learning memorable and active!

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This lesson will nurture emotional literacy while advancing Year 1 English speaking and listening skills, perfectly aligned with the National Curriculum for England.