1. Have the video and worksheet suggested in the “Materiales Educativos Digitales” section ready for the session.

2. Ask students what they worry about the English class, for example, and discuss with them the topic.

3. Tell students they are going to watch a video where an English teacher is presenting a list of different ways to talk about worries.

The video takes more than 10 minutes so it is recommended that you divide it into different sections and discuss the expressions with students.

5. It is a good idea that you, beforehand, decide on which expressions   expressing worries you want students to practice. The explanation the teacher in the video gives is very clear. However, you may decide on paraphrasing or explaining yourself the expressions feel free.

6. Ask students to write down the expressions expressing worries in a column in their notebooks and next to them think of an original situation which applies to your students. This can be done in pairs.

7. Help with grammar and vocabulary as needed.

8.If time allows, you can continue with the list of ‘get over it!’ expressions in the video. Reminder: these are idiomatic expressions so decide on what’s best for your class and include the ones you prefer.

9. Invite students to practice the expressions in pairs and monitor the activity.

10. Have the speakers ready for students to work on listening comprehension and tell students they are going to learn new expressions and practice expressing worries in a different way, by using them in context in a dialog.

11. Draw students’ attention towards the  box with expressions in the first exercise and before you tell them what they are, ask students to look at the pictures and try to associate with  the expression.

12. Guide students through the exercise and help with grammar and vocabulary as needed.

13. Check answers with the class and ask students at random the questions encouraging them to give original answers.

14. Continue with the next exercise, listening comprehension. If you don’t have enough time, leave that section for the next class. However, if you decide to work with it, explain the format of the exercise, situation and if and make sure you model the activity by doing number 1 about Eric.

15. Play the audio and encourage students to work on comprehension.

1. Download and print the worksheets suggested in the “Materiales Educativos Digitales” section in advance, and make photocopies for students to work individually.

The instructions for two different versions of the activity are on the second page of the handout so you can decide the way to do the activity.

 2. Ask students to tell you the names of some emotions then write a couple of sentences on the board using them.

3. Make emphasis on the structure of the sentence, affirmative, negative and question form, (WH_ and yes/ no)

4. Tell students they are going to mingle and ask the questions listed. If a student answers ‘yes’, then they write the name of the student and continue asking questions using WH_ words. Encourage students to ask you questions as if you were one more students in class.

5. Play some music in the classroom while students are mingling, then pause it and it means it is time for them to ask somebody to the right or left the questions.

6. Monitor the activity and make sure students are following the instructions correctly.

7. Invite students to read who did what and the rest of the information they got, i.e., “ Luis feels happy now because it is Friday.”, etc.

8. Tell students they are going to practice expressing strong feelings about everyday situations and reasons for those opinions.

9. This exercise is good practice since students will practice expressing feelings and maybe some of these situations can lead to worries.

10. Distribute the worksheet and ask students to complete it.

11. Offer help with grammar and vocabulary as needed.

12. Ask students to sit in pairs and talk about these situations and monitor the activity.

13. Ask students who shared the same opinions and who had a very different opinion from theirs.

1. Download and print the worksheets suggested in the “Materiales Educativos Digitales” section in advance, and make photocopies for each student.

 2. Tell students they are going to practice vocabulary of feelings and there will be some words they probably don’t know so help them with vocabulary but encourage them to read carefully and answer.

3. You may want to quickly review the adjectives ending in _ED and _ING before the activity.

4. Distribute the quiz and ask students what part of speech they will be working with, (nouns and adjectives), so invite students to identify first what type of words they are and classify the words.

5. Answer sentence 1 as an example , ‘surprised’ and give an example in context, ‘You feel surprised when something unexpected happens.’

6. Invite students to work in pairs and discuss their choices.

7. Monitor the activity and help with vocabulary as needed.

8. Invite students to check their answers with another pair of students.

8. Ask students to take out their dictionaries. In case they do not have them, change the mechanics of the activity, and challenge students to complete the worksheet using their vocabulary.

9. Distribute the worksheet and tell students to work in groups of three but warn them that for some of the letters there won’t be words. It is recommended that you prepare your own list in case they do not complete it.

10. Ask students to think of words for feelings that start with the letters of the alphabet and point at the example.

11. Set a time limit and encourage students to complete the task.

12. Monitor and when the time is up, ask groups of students to meet with another group and compete and compare their worksheets.

13. Ask students how many letters they didn’t have words for and complete the list by dictating them your words.