The study addressed a cognitive-affective gap in a primary English curriculum and noticed whether the curriculum, texts and class activities utilized empathetic and pro-social themes in teaching English language. The findings from the document review, interviews and observations revealed that the said themes were underrepresented in the curriculum, textual content and class activities. Moreover, the teachers also did not demonstrate the required empathetic and pro-social skills in classrooms. The regular English lessons depicted a highly cognitive focus and proved teachers as inadequate role models for the said skills. Data from parents' questionnaires revealed that the stated skills were taught in theory and not in practice. However, when integrated cognitive-affective lessons were used, they brought forth a significant increase in student interest in academic work and raised awareness about the stated themes. The study was significant in terms of raising the importance of the stated skills in an educational set up and proved that a cognitive-affective approach in schools could prepare helpful and caring individuals for the society.