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ENGLISH FOR TEENAGERS · GENERAL ISSUES · INTERMEDIATE (B1-B2)

FEEL THE
FEAR
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1 Warm up
What can you see in the images? Can you name the rides or describe what happens on them? Have
you ever been on these rides? Match the vocabulary in the box to the pictures, and use the phrases
to describe the rides.

1. 2.

3. 4.

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Have you ever been to an amusement park or theme park? Where? What rides did you like best?
Would you like to go again?

2 Focus on vocabulary
Part A: Match each word or phrase to its correct definition.

1. scream (v) a. two large organs in your chest that you use for breathing

2. upside down (adv.) b. in a position where the bottom of something is where the
top of something normally is
3. lungs (n) c. safe

4. seek (v) d. a slope that children can go do down (found in

playgrounds)
5. thrill (n) e. a strong feeling of excitement (usually from a specific
experience)
6. slide (n) f. give a loud shout because you are scared, hurt, or excited

7. miner (n) g. a person who works underground to dig coal, diamonds,

or gold
8. secure (adj.) h. look for or try to get something

Part B: Write the correct word or phrase from Part A in each sentence. You may need to change the
form of the word.

1. The children arrived at the theme park lots of fun and excitement.

2. It’s important to know that rides are at theme parks.

3. The roller coaster went really fast, and then it went ! I started to feel sick.

4. I was so happy when the ride was over, and I could feel lots of fresh air in my .

5. Some people look for and danger, but I prefer a quieter life.

6. If I was working as a and found some gold, I hope I would be allowed to keep it.

7. The haunted house was terrifying, and I when a ghost jumped in front of me.

8. My favorite ride is called the Log Flume. You sit in a little car on a track and go down a huge
into some water.

Part C: Discuss these questions with a classmate and use the word in bold in your answers.

1. When was the last time you screamed?

2. Do lots of people work as miners in your country?
3. What do you think happens if you are upside down for a long time?
4. What’s the biggest water slide you’ve ever been on?

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3 Listening

Part 1: You are going to watch a video called The history of roller coasters. Discuss these questions
with a classmate.

1. Where was the first roller coaster?

2. How long is the longest roller coaster?
3. How tall is the tallest roller coaster?

Part 2: Watch the video and answer the questions above.

Part 3: Listen again and use one word from the video to complete the sentences.

1. Roller coasters are popular for those who love excitement.

2. In Russia, people built huge out of snow.

3. The first real roller coaster was built in France in .

4. Roller coasters were first used in the USA to move rather than people.

5. The longest roller coaster can be found in .

6. The faster a roller coaster travels, the more a passenger is.

Glossary:
Sled (v): to ride on a small vehicle over snow and ice
Cart (n): a vehicle that is on a track or pulled by a horse to carry things
Pop up (phrasal verb): to appear in many places
Foot (n): a measurement often used in the US and UK (30.48 cm)
Head out (phrasal verb): to leave
Buckle up (phrasal verb): to fasten your seat belt

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4 Focus on Language: extreme adjectives

Part 1: Complete the following sentences with one adjective.

Part 2: Some adjectives are gradable. This means that we can change how strong they are by using
words such as ‘very’, ‘extremely’, ‘really’, ‘quite’, or ‘a bit’.

Look at the adjectives you and your classmate chose in exercise one. Did you choose gradable
adjectives?

Part 3: Some adjectives are not gradable. We sometimes call these types of adjectives extreme
adjectives because they already mean extremely + adjective, so we can’t use adverbs such as ‘very’.
For example, ‘amazing’ means ‘extremely good’ so you can’t say ‘extremely amazing’.

Look at the adjectives you and your classmate chose in exercise one. Did you choose extreme adjectives?

Part 4: There are some adverbs we can use with extreme adverbs. These include words such as
‘totally’, ‘absolutely’, and ‘completely’. Write your sentences from exercise 1 again and use one of
these adverbs + an extreme adjective.

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Part 5: Look at the extreme adjectives in the box below and match them to the gradable adjectives
in the table.

Gradable Adjective Extreme Adjective Gradable Adjective Extreme Adjective

1 2
good bad

3 4
tiring tasty

5 6
big happy

7 8
frightening cold

Part 6: Can you think of any other adjectives to add to the table?

Part 7: Think of a few things you can use extreme adjectives to describe. Say them to a classmate
who has to use an adverb + extreme adjective to guess why you said them.

Student A: Chocolate ice cream.

Student B: You think that chocolate ice cream is absolutely delicious.

Student A: Yes, good. Your turn.

Student B: The weather in December.

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5 Reading

Are you scared of any of these things? Do you know anyone who is? Why do you think people are
frightened of these things? Are those things really that scary?

Picture 1 Picture 2 Picture 3

Picture 4 Picture 5 Picture 6

You are going to read an article about fear. Which of the things in the images above are mentioned?

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Part 3: Read the statements and decide if the information is true, false, or not given according to the
article.

1. Our hearts get faster when we are frightened.

2. When we are scared, we usually make one of two choices.

3. We need to understand fear in order to survive in today’s world.

4. Being scared can help you perform better at some things.

5. Being frightened can be good for your health.

6. It’s a good idea to put yourself in frightening positions to deal with fear.

Part 4: Look at the statements again. Do you agree or disagree with what is said in the article? Discuss
your opinions with a classmate.

6 Vocabulary in context
Complete the table with words connected to fear from the article on page 7.

Now find a word from the article that fits each gap.

1. When we run a lot, we often . (para.3)

2. Many people think that our planet is in a battle for . (para.3)

3. There was a huge sense of after the storm passed, and nobody had been hurt.
(para.5)

4. He said the movie wasn’t scary, but he kept looking back when we were walking home
. (para.5)

5. Some people might decide to see a to talk through things they are afraid of.
(para.6)

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7 Discussion: Fight or flight?

Look at the following scenarios and say how you would feel in each situation and what you would do.
Would you run away or fight?
• Your teacher asks you to give a presentation in front of the whole class tomorrow.
• There is a huge spider in your bedroom.
• A large dog is running towards you. It doesn’t look very happy.
• Your friends ask you to go and see a horror movie. You are terrified by this idea.

8 Homework / Research Task

Plan a trip to a theme park.

Theme Park Where is it? What are some What shows or Where can you
of the events are eat? Where can
biggest/best there? you stay?
rides?

Euro Disney

PortAventura
World

Alton Towers

Lotte World

Chimelong
Ocean Kingdom

Disney World

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Transcripts

3. Listening

Narrator: Get ready for... Things You Wanna Know!

Narrator: Do you love flying through the air at top speeds, riding upside down, throwing your hands
in the air, and screaming at the top of your lungs?

Narrator: Then this wild ride is for you - the roller coaster! These massive machines come in many
different sizes and speeds.

Narrator: From China to Pennsylvania, Germany, Florida, the list goes on. For centuries, people have
been seeking the thrill and adventure of this extreme experience. In the 18th century, back
in Russia is when it all started. People of the upper class built giant slides made of snow
to sled down, just for fun. France soon joined in on the fun in 1804 and built the first real
roller coaster with sloped tracks and carts for people to ride.

Narrator: In the United States, it wasn’t a human that took a ride on the first roller coaster - it was
coal! Miners needed the fastest way to transport coal out of the mountain, so they made
a downhill track. Soon after, roller coasters started popping up all over the world! They
got longer, faster, and taller. You can find an 8,000-foot-long roller coaster in Japan. And
over a 400-foot-tall coaster in New Jersey, USA.

Narrator: Roller coasters are built with safety and physics in mind! The faster the roller coaster, the
more secure you are in your seat. So, head out to your closest amusement park, jump in a
roller coaster and buckle up for a zero-gravity experience!

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Key
1. Warm up

5-10 mins.
Part 1: Ask students to look at the images and answer the questions. Tell them to use the vocabulary box to help
them describe and talk about the different rides.
1. Ferris wheel 2. haunted house 3. roller coaster 4. bumper cars

Part 2: Students talk in pairs. Elicit a few opinions about theme parks and the different rides and take a few notes
of language errors as you monitor for a later feedback stage.

2. Focus on vocabulary

5-10 mins.
Part A: Students work in pairs and match the vocabulary to their definitions. As you monitor, focus on pronunciation
as well as meaning. Check answers with the whole class and drill pronunciation.
1. → f. 2. → b.
3. → a. 4. → h.
5. → e. 6. → d.
7. → g. 8. → c.

Part B: Ask students to read all of the sentences before they decide which word to choose. Students should check
answers in pairs.
1. seeking 2. secure
3. upside down 4. lungs
5. thrills 6. miner
7. screamed 8. slide

5 mins.
Part C: Tell students to focus on saying the words in bold in their answers. Students could talk to a different
classmate. Try to encourage students to develop their answers to talk about these topics in more detail. Monitor
and take notes for feedback.

3. Listening

5 mins.
Tell students they are going to watch a video about roller coasters. Ask them to predict the answers to the
questions. You could elicit some countries and measurements and write them on the board. Students watch the
video and check predictions.
Answers: a. Russia (also accept France); b. 8000 feet; c. 400 feet.
Note: 1 foot = 0.3048 meters. 8000 feet = 2438 meters, 400 feet = 122 meters.
5 mins.
Part 3: Ask students to look at the sentences in pairs and think of two or three possible answers for each gap.
Students listen again and write one word they hear in the video in each gap.
1. rides/machines 2. slides
3. 1804 4. coal

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5. Japan 6. secure

4. Focus on Language: extreme adjectives

10 mins.
Ask students to go through exercises 1-4 in pairs, or if you prefer, you could do these as a class to make sure they
have a good idea of the difference between gradable and extreme adjectives. Elicit some example sentences for
exercise 4.
Note: There are some adverbs such as ‘really’ and ‘pretty’ that can be used with both gradable and extreme
adjectives.
Check answers for exercise 5 before moving on to exercise 6 as a whole class and then monitor while students
do exercise 7 in pairs.
1. amazing 2. awful 3. exhausting 4. delicious
5. enormous 6. delighted 7. terrifying 8. freezing

5. Reading

10 mins. Ask students to discuss the images and expand on their own fears as an introduction to this section.
Elicit ideas and opinions. Ask students to predict which images will be mentioned in the article and then read to
check.
Answers: roller coasters, scary movies, Halloween.
Ask students to look at the statements in exercise 3 in pairs and then find the answers in the article. Students
should underline the part of the text where they find the answer and/or justify their answers.
1. T 2. F
3. NG 4. T
5. NG 6. NG

6. Vocabulary in context

10 mins.
Part A: There is a lot of vocabulary to be mined from the article. Give students 2 mins to complete the table. Many
of the words are in bold in the text to help with this activity. Don’t worry if students don’t add all of the words to
the table.
Answers:
Nouns: thriller, nightmare, ghost train, horror film, fear, Halloween, scare
Verbs: run away, calm down, jump, scream, freeze, panic
Adjectives: scared, scary, terrifying, frightened, afraid, frightening, shocked, fearful, alarmed, anxious, nervous
Part B: Ask students to find a word from the article that fits each gap.
1. sweat
2. survival
3. relief
4. afterward
5. therapist

7. Discussion: Fight or flight?

10 mins.

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Students look at the scenarios in pairs and discuss what they would do in each scenario. Explain that fight and
flight don’t have to have literal meanings. Running away can include things like making excuses, and fighting can
mean taking on the challenge, etc. You could encourage students to use adverb + extreme adjective collocations
here.
Extension 1: If you have a class that loves acting, you could ask them to act out one or two of the scenarios in
small groups.
Extension 2: Ask students to write a similar scenario for another group to discuss or act out.

8. Homework / Research Task

30 mins +
Tell students you are going to ask them to research some of the best theme parks in the world. Give each pair or
small group one theme park from the table. If you have time/facilities, students could do some initial research in
class, otherwise, this is a homework task. In a following class, students can present what they found out about
each theme park. Other students can complete the table as they listen, and at the end of the presentations, your
class could vote for their favorite theme park.

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