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Page 2: Upper-Intermediate the ARTICLE (for teachers)...Set Goals to Succeed Upper-Intermediate Heads Up English - 3 VOCABULARY Select one of the following vocabulary acquisition activities

Set Goals to Succeed Upper-Intermediate

Heads Up English - 1

www.headsupenglish.com

the ARTICLE (for teachers)

Set Goals to Succeed

Did you know that writing can increase productivity, help manage stress, and even reduce depression? It also

orders thoughts and emotions, and allows people to locate and solve problems and negative feelings. What's

more, writing allows the mind to brainstorm solutions too, especially when goals are pursued. And yet, despite

how powerful writing can be, very few people undertake this practice. For example, it's estimated that less than

two percent of people write down goals.

A study recently conducted on university students shows the benefits of writing. The positive results were clear

for students who tend to be academically at risk for failure. Such students often drop out because they may be

underprepared for university or lack role models, just to name two possible reasons. The university decided to

intervene from the start, and so new students reflected on important events from their past, identified key

personal motivators, and created plans for the future. Goals were specific, and strategies to overcome possible

problems were included too. The university then tracked these students throughout their university experience.

As a result of the writing exercises, the dropout rate decreased and academic achievement increased. In

addition, two years after the exercise, any ethnic- and gender-group differences in performance disappeared.

The study demonstrates that writing combined with setting goals can limit any damaging beliefs students might

have about their own academic performance. This is true even if the belief comes from negative stereotypes

which the students might personally presume.

The act of writing truly is more powerful than people think.

Teacher's Notes:

* Underlined words in red typeface are the recommended vocabulary for this lesson.

Page 3: Upper-Intermediate the ARTICLE (for teachers)...Set Goals to Succeed Upper-Intermediate Heads Up English - 3 VOCABULARY Select one of the following vocabulary acquisition activities

Set Goals to Succeed Upper-Intermediate

Heads Up English - 2

www.headsupenglish.com

WARM-UPS

Select one or all of the following warm-up activities.

1: Define: What does "academic" mean? Can you use it in a sentence? Can you give examples?

2: Brainstorm: Brainstorm with a partner(s) words and ideas associated with "academic" for 2 minutes. Spend

another 5 minutes or less discussing the words and ideas together.

3: Title: Speculate and/or discuss the contents of today's article from its title: "Set Goals to Succeed."

4: Speculate: Write in the missing word for today's article title: "Set ( ) to Succeed." Why did you

choose this word for the blank?

5: Do you agree or disagree? Why?

a. I am a person who has a lot of goals.

b. I almost always achieve the goals that I set for myself.

c. Writing down my problems helps me succeed.

d. Writing down my negative emotions helps me feel better.

e. University isn't (or wasn't) a challenging environment for me.

Page 4: Upper-Intermediate the ARTICLE (for teachers)...Set Goals to Succeed Upper-Intermediate Heads Up English - 3 VOCABULARY Select one of the following vocabulary acquisition activities

Set Goals to Succeed Upper-Intermediate

Heads Up English - 3

www.headsupenglish.com

VOCABULARY

Select one of the following vocabulary acquisition activities.

1: Vocabulary match: Individually or in pairs/groups, match the words in column A (from the article) with the

best choice in column B.

a. reduce q. defeat

b. locate r. attempt

c. undertake s. show

d. lack t. be involved

e. intervene u. follow

f. overcome v. lower

g. track w. believe

h. achievement x. need

i. demonstrate y. success

j. presume z. find

2: Fill in the Blanks: Fill in the blank with the correct word.

lack tracked intervene achievement locate

demonstrates undertake presume reduce overcome

a. Writing can increase productivity, help manage stress, and even ( ) depression.

b. It also allows people to ( ) and solve problems and negative feelings.

c. Despite how powerful writing can be, very few people ( ) this practice.

d. Students drop out because they may be underprepared for university or ( ) role models

e. The university decided to ( ) from the start.

f. Goals were specific, and strategies to ( ) possible problems were included too.

g. The university then ( ) these students throughout their university experience.

h. The dropout rate decreased and academic ( ) increased.

i. The study ( ) that writing combined with setting goals can limit any damaging beliefs.

j. This is true even if the belief comes from negative stereotypes which the students might ( ).

3: Define: Define each word, correctly pronounce it, explain the meaning and/or usage, and offer an example

sentence to the class.

a. reduce c. undertake e. intervene g. track i. demonstrate

b. locate d. lack f. overcome h. achievement j. presume

Page 5: Upper-Intermediate the ARTICLE (for teachers)...Set Goals to Succeed Upper-Intermediate Heads Up English - 3 VOCABULARY Select one of the following vocabulary acquisition activities

Set Goals to Succeed Upper-Intermediate

Heads Up English - 4

www.headsupenglish.com

WORD RECOGNITION

1: Word Search: Find the target words (in bold). Time yourself, and see how many words you can find in three

minutes, five minutes, or ten minutes.

lack tracked intervene achievement locate

demonstrates undertake presume reduce overcome

S C A K U B T E E S Q I K J T

Q E J C P Z M K P E N L O N R

E H T M H O N R X T R I O G A

Y C C A C E E N E A K N T A C

J H U R R S I R Q R C F R E K

C W E D U T V V A T A T E I E

U V U M E E S N E S L P D N D

O L E M N R T N L M J J N T F

C O M E O V E R O O E R U E E

Y S A C H I E V E M E N T R O

E K A T R E D N U E E I T V E

M J U J L D A N U D Y D D E N

E T A C O L X Q L W H H A A O

C N U F M N Q M O S W R O N L

Z Q X A P X A A P D C U P E Q

2: Target Word Pool: Find the target words (in bold) with their exact match. Time yourself, and see how many

words you can find in three minutes, five minutes, or ten minutes.

lack tracked intervene achievement locate

demonstrates undertake presume reduce overcome

lack

lacking

lacked

lackluster

lackey

demonstrates

demonstrated

demonstrating

demonstrative

demonstration tracked

tracking

tracker

traction

tracks

undertake

undertaking

undertaker

taker

undertaken

intervene

intervention

intervening

intervened

intervenes

presume

presumption

presumes

presumptive

presumed

achievement

achievements achieve

unachieved

unachievable

reduce

reduced

reduction

reducing unreduced

locate

located

location unlocated

locating

overcome

overcomes

overcoming

overcame

overconfident

Page 6: Upper-Intermediate the ARTICLE (for teachers)...Set Goals to Succeed Upper-Intermediate Heads Up English - 3 VOCABULARY Select one of the following vocabulary acquisition activities

Set Goals to Succeed Upper-Intermediate

Heads Up English - 5

www.headsupenglish.com

pre- or post-COMPREHENSION

1: Word Association: Brainstorm words associated with today's topic for two minutes. Present to the class.

2: Brainstorm Questions: Brainstorm questions that you would like to ask about today's topic. Answer the

questions without looking at the article.

3: True or False?: Guess (before the article) or answer (after the article) whether the sentence is true or false.

If false, correct the sentence.

a. According to the article, more and more people use writing to reach their goals. T / F

b. Students haven't prepared to write, and so they drop out of university. T / F

c. Students wrote about past experiences and set future goals. T / F

d. Gender and ethnic groups had poorer academic performance after the writing exercises. T / F

e. Writing helped students overcome negative stereotypes. T / F

4: Questions: Answer the questions to check comprehension.

a. The article first provides some benefits of writing. What are these benefits?

b. According to the article, what are two reasons that students drop out of university?

c. What did students write about upon entering the university?

d. What did the article say about ethnic- and gender-group differences?

e. According to the article, how does writing and goal setting help students?

5: Vocabulary: In pairs/groups, remember how the words were used in today's article.

a. reduce c. undertake e. intervene g. tracked i. demonstrates

b. locate d. lack f. overcome h. achievement j. presume

6: Fragments: Remember how the fragments were used, and complete the sentence from today's article.

a. Did you know that writing can...

b. For example, it's estimated that less than two percent...

c. Goals were specific, and strategies...

d. As a result of the writing exercises, the dropout rate...

e. The act of writing truly is more...

Page 7: Upper-Intermediate the ARTICLE (for teachers)...Set Goals to Succeed Upper-Intermediate Heads Up English - 3 VOCABULARY Select one of the following vocabulary acquisition activities

Set Goals to Succeed Upper-Intermediate

Heads Up English - 6

www.headsupenglish.com

post-COMPREHENSION

1: Vocabulary: Circle any additional unknown words/phrases in the article. In pairs/groups, use your

dictionaries to understand the meanings. Present to the class.

2: Class Questions: Read through the article once more, and write down any questions that you would like to

discuss in pairs/groups or as a class. Discuss.

3: Summarize: Work with a partner to summarize the article in your own words.

4: Discuss: Talk about the following questions in pairs/groups. Remember to support your answers!

a. Did you like this article?

b. What was your general impression after reading this article?

c. Do you think setting goals prove beneficial? Why/not?

d. How often do you set goals for yourself? Do you regularly reach your goals? Please explain.

e. Do you think writing exercises prove beneficial? Why/not?

f. How can someone increase productivity? Please explain.

g. How do you reduce stress? Please explain.

h. After reading the article, would you apply any of the ideas to your studies and/or life? Why/not?

i. What are some reasons that students fail in their studies? Why do you think so?

j. What advice would you give students entering university? Please explain.

5: Discuss: What activities help students succeed? First, brainstorm ideas with a partner and provide reasons.

Next, rank the ideas in order of helpfulness. Lastly, share your ideas with your classmates.

Idea #1:

Idea #2:

Idea #3:

Idea #4:

Idea #5:

6: Google Search: Type "setting goals" into Google news and read additional articles on this topic. Discuss or

write an essay about your findings.

Page 8: Upper-Intermediate the ARTICLE (for teachers)...Set Goals to Succeed Upper-Intermediate Heads Up English - 3 VOCABULARY Select one of the following vocabulary acquisition activities

Set Goals to Succeed Upper-Intermediate

Heads Up English - 7

www.headsupenglish.com

STUDENT HANDOUT (the article)

Set Goals to Succeed

Did you know that writing can increase productivity, help manage stress, and even reduce depression? It also

orders thoughts and emotions, and allows people to locate and solve problems and negative feelings. What's

more, writing allows the mind to brainstorm solutions too, especially when goals are pursued. And yet, despite

how powerful writing can be, very few people undertake this practice. For example, it's estimated that less than

two percent of people write down goals.

A study recently conducted on university students shows the benefits of writing. The positive results were clear

for students who tend to be academically at risk for failure. Such students often drop out because they may be

underprepared for university or lack role models, just to name two possible reasons. The university decided to

intervene from the start, and so new students reflected on important events from their past, identified key

personal motivators, and created plans for the future. Goals were specific, and strategies to overcome possible

problems were included too. The university then tracked these students throughout their university experience.

As a result of the writing exercises, the dropout rate decreased and academic achievement increased. In

addition, two years after the exercise, any ethnic- and gender-group differences in performance disappeared.

The study demonstrates that writing combined with setting goals can limit any damaging beliefs students might

have about their own academic performance. This is true even if the belief comes from negative stereotypes

which the students might personally presume.

The act of writing truly is more powerful than people think.

Notes:

Page 9: Upper-Intermediate the ARTICLE (for teachers)...Set Goals to Succeed Upper-Intermediate Heads Up English - 3 VOCABULARY Select one of the following vocabulary acquisition activities

Set Goals to Succeed Upper-Intermediate

Heads Up English - 8

www.headsupenglish.com

STUDENT HANDOUT (fill in the blank)

Fill in the blank with the correct word.

achievement presume powerful undertake overcome

estimated reduce intervene brainstorm disappeared

lack tracked stereotypes demonstrates locate

Set Goals to Succeed

Did you know that writing can increase productivity, help manage stress, and even

(a. _______________) depression? It also orders thoughts and emotions, and allows people to

(b. _______________) and solve problems and negative feelings. What's more, writing allows the mind to

(c. _______________) solutions too, especially when goals are pursued. And yet, despite how powerful

writing can be, very few people (d. _______________) this practice. For example, it's

(e. _______________) that less than two percent of people write down goals.

A study recently conducted on university students shows the benefits of writing. The positive results were

clear for students who tend to be academically at risk for failure. Such students often drop out because

they may be underprepared for university or (f. _______________) role models, just to name two possible

reasons. The university decided to (g. _______________) from the start, and so new students reflected on

important events from their past, identified key personal motivators, and created plans for the future. Goals

were specific, and strategies to (h. _______________) possible problems were included too. The university

then (i. _______________) these students throughout their university experience.

As a result of the writing exercises, the dropout rate decreased and academic (j. _______________)

increased. In addition, two years after the exercise, any ethnic- and gender-group differences in

performance (k. _______________).

The study (l. _______________) that writing combined with setting goals can limit any damaging beliefs

students might have about their own academic performance. This is true even if the belief comes from

negative (m. _______________) which the students might personally (n. _______________).

The act of writing truly is more (o. _______________) than people think.

Page 10: Upper-Intermediate the ARTICLE (for teachers)...Set Goals to Succeed Upper-Intermediate Heads Up English - 3 VOCABULARY Select one of the following vocabulary acquisition activities

Set Goals to Succeed Upper-Intermediate

Heads Up English - 9

www.headsupenglish.com

STUDENT HANDOUT (extended listening)

Listen and fill in the missing sentences. Compare your answers with a partner, and

then listen once more.

Set Goals to Succeed

Did you know that writing can increase productivity, help manage stress, and even reduce depression? It also

orders thoughts and emotions, and allows people to locate and solve problems and negative feelings. What's

more, a) _________________________________________________________________, especially when

goals are pursued. And yet, despite how powerful writing can be, very few people undertake this practice. For

example, it's estimated that less than two percent of people write down goals.

b) _________________________________________________________________. The positive results were

clear for students who tend to be academically at risk for failure. Such students often drop out because they

may be underprepared for university or lack role models, just to name two possible reasons. The university

decided to intervene from the start, and so new students reflected on important events from their past, identified

key personal motivators, and created plans for the future. Goals were specific, and strategies to overcome

possible problems were included too. c) ________________________________________________________

_________.

As a result of the writing exercises, the dropout rate decreased and academic achievement increased. In

addition, two years after the exercise, d) ________________________________________________________

_________.

The study demonstrates that writing combined with setting goals can limit any damaging beliefs students might

have about their own academic performance. e) __________________________________________________

_______________.

The act of writing truly is more powerful than people think.

Page 11: Upper-Intermediate the ARTICLE (for teachers)...Set Goals to Succeed Upper-Intermediate Heads Up English - 3 VOCABULARY Select one of the following vocabulary acquisition activities

Set Goals to Succeed Upper-Intermediate

Heads Up English - 10

www.headsupenglish.com

STUDENT HANDOUT (notes)

Page 12: Upper-Intermediate the ARTICLE (for teachers)...Set Goals to Succeed Upper-Intermediate Heads Up English - 3 VOCABULARY Select one of the following vocabulary acquisition activities

Set Goals to Succeed Upper-Intermediate

Heads Up English - 11

www.headsupenglish.com

ANSWER KEY

Vocabulary

1. Vocabulary Match: 2. Fill in the Blanks:

a. reduce f. overcome

b. locate g. tracked

c. undertake h. achievement

d. lack i. demonstrates

e. intervene j. presume

pre- or post-Comprehension

1. True or False: 2. Fragments:

Student Handout

1. Fill in the Blanks

a. reduce i. tracked

b. locate j. achievement

c. brainstorm k. disappeared

d. undertake l. demonstrates

e. estimated m. stereotypes

f. lack n. presume

g. intervene o. powerful

h. overcome

2. Extended Listening

a. writing allows the mind to brainstorm solutions too

b. A study recently conducted on university students shows the benefits of writing

c. The university then tracked these students throughout their university experience

d. any ethnic- and gender-group differences in performance disappeared

e. This is true even if the belief comes from negative stereotypes which the students might personally presume

a. v f. q

b. z g. u

c. r h. y

d. x i. s

e. t j. w

a. F

b. F

c. T

d. F

e. T

a. increase productivity, help manage stress, and even reduce depression?

b. of people write down goals.

c. to overcome possible problems were included too.

d. decreased and academic achievement increased.

e. powerful than people think.