Appendix 2: Task 4.

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Lesson Tieng Anh 9 Unit 3 Getting started: Teen stress and pressure
Aims • To engage students in the topic of teen stress and
pressure
• To review / teach adjectives of emotions and feelings
• To provide opportunities for students to say how they are
feeling and why
Learning By the end of this lesson students can:
objectives • read and understand adjectives of emotion and feelings
• pronounce adjectives of emotion and feelings correctly
• say how they are feeling and why
Materials Pictures of people showing different emotions, blank strips of
paper
Timing ` 45 minutes

Review objectives Tell students what the learning objectives of the lesson are.
Warmer (5 mins) 1. Show a picture of a teenager looking relaxed. Ask some
questions about the picture: How old is this person? How is
he/she feeling? Why? Encourage as many suggestions as
possible. Review / teach the word ‘relaxed’.
2. Repeat with pictures of a teenager looking depressed /
stressed. Review / teach the words
Activity 1: Listen 1. Tell students to open books at page 26. Tell them to
and read (15 mins) cover the dialogue (or show the picture only on a
projector and students have books closed).
2. Ask ss questions about the picture: Who is there? Where
are they? What are they doing? What are they talking
about?
3. Tell students that Mai isn’t there. Ask them to discuss in
pairs why they think she isn’t there. Encourage them to
use as much English as possible as they talk. Give them
a short time limit (1 minute). Ask a few pairs to give their
suggestions.
4. Tell students that you will play the recording. They must
listen to find out why Mai isn’t there. They must keep the
text covered / books closed.
5. Play the recording. Tell students to discuss in pairs why
Mai isn’t there. Elicit answers (she is at home, she’s too
tired, stressed, she’s been studying / staying up late). If
necessary, write any new words that students have
heard on the board e.g. stressed out.
6. Tell students to discuss in pairs anything else they
understood about the recording. Ask a few pairs what
they have understood about the recording. Write / teach
any new words that students heard.
7. Tell students to uncover the text. Play the recording
again. Students listen and read the text.
8. Ask some questions to check understanding of main
points of the recording:
 What do Mai’s parents want her to do in the future? (get
good grades, go to a good college, study medicine)
What does Mai want to do? (be a designer)
What do Mai’s parents think about her plans? (They think
she won’t get a job easily)
What is Mai doing at the weekend? (Maths class, English
class, judo class, music lesson)
9. Tell students that they can do activities a / b / c at home
if they like. In this lesson, they are going to focus on
adjectives and using them well.
10. If there is time (and if students are happy to talk about it)
ask if any students feel like Mai: What would you like to
do? What would your parents like you to do? Are they
the same things? Do you spend a lot of time studying for
exams? Do you have a lot of extra activities like Mai?
Encourage them to use as much English as possible
when they answer.
Activity 2 (15 mins) 1. Write these words on the right-hand side of the board:
tense, confident, depressed, frustrated, relaxed, calm,
delighted, worried, stressed
2. Point to each word and ask students to say it. Ask: How
many syllables? Which syllable is stressed? Mark the
stress e.g. de’pressed
3. Point to each word and ask students to say what it
means – they can provide an example situation e.g. Mai
feels stressed because her parents want her to go to a
top college or weaker students can give the Vietnamese
translation.
4. Play ‘back to the board’. Divide class into teams. Choose
a person from each team to stand with their back to the
board. Point to one of the words. Team members must
describe the word – and not say it! The first person to
say the word (correctly) wins a point for their team.
5. Tell students to work in pairs. They should read
sentences 1-6 and complete them with the adjectives in
the box / on the board (more than one adjective is
possible for some of the sentences). Give students a
time limit. Elicit answers – students correct their work.
Activity 4 (10 mins) 1. On the left-hand side of the board (to the left of the list of
adjectives) write the following:
o I’m feeling so....
o Oh dear. Why’s that?
o Well, ....

o I’m feeling so....

o Great! Why’s that?
o Well, ....

2. Ask for a volunteer student. Role-play a mini-dialogue

with the student. Examples:
 o Teacher: I’m feeling so frustrated.
o Student: Oh dear. Why’s that?
o Teacher: Well, I want to go out with my friends this
weekend, and I can’t because I have to study.

o Teacher: I’m feeling so relaxed.

o Student: Great, why’s that?
o Teacher: Well, I’ve finished my exams, and now I
have a week off studying.

3. Organise students into small groups of 3 / 4. In groups,

students role-play mini-dialogues. They can choose any
emotion / feeling they like, and can give any reason.
Less confident students can describe the reasons
suggested for Activity 2, more confident students can
extend the dialogues.
4. Walk around the room as students do the activity and
listen. Make a note of any common mistakes.
5. At the end of the activity, give feedback. Say what
students did well, and review a few common problems.
6. Ask 1-2 pairs to role-play a mini-dialogue in front of the
class.
Homework Tell students to do Activity 3 for homework.