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Set Goals to Succeed Advanced

Heads Up English - 1

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the ARTICLE (for teachers)

Set Goals to Succeed

The act of writing can prove very powerful, as demonstrated by numerous studies which show it can increase

productivity, help manage stress, and even reduce depression. It also orders thoughts and emotions, and allows

people to locate and resolve problems and negative feelings. What's more, it can free the mind to brainstorm

solutions, especially when the goals are pursued. Unfortunately, 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 demonstrates the benefits of writing, with clear positives for

students who tend to be academically at risk for failure. Some students may be underprepared for university or

lack role models, to cite two possible reasons such students drop out. The university decided on proactive

intervention and, upon entering the school, 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 obstacles

were included too. These students were then tracked and compared to their peers throughout their university

experience.

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

more, two years after the exercise, any ethnic- and gender-group differences in performance had all but been

negated.

The study believes that expressive writing combined with setting goals can mitigate any damaging beliefs

students might have about their own academic performance, even when the threat comes from negatively

stereotyped opinions which the students might personally hold.

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.

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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.





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. resolve q. an equal person

b. undertake r. meaningful

c. cite s. follow

d. proactive t. fix

e. reflect u. cancel out

f. track v. quote

g. peer w. think about

h. negate x. attempt

i. expressive y. lessen

j. mitigate z. anticipatory

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

undertake expressive cite resolve negated

peers tracked reflected mitigate proactive

a. Writing allows people to locate and ( ) problems and negative feelings.

b. Unfortunately, very few people ( ) this practice.

c. Students may be underprepared for university or lack role models, to ( ) two reasons.

d. The university decided on ( ) intervention.

e. Students ( ) on important events from their past and identified key personal motivators.

f. These students were then ( ).

g. These students were compared to their ( ) throughout their university experience.

h. Ethnic- and gender-group differences in performance had all but been ( ).

i. The study believes that ( ) writing combined with setting goals can help students.

j. Writing can ( ) any damaging beliefs students have about their academic performance

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

sentence to the class.

a. resolve c. cite e. reflect g. peer i. expressive

b. undertake d. proactive f. track h. negate j. mitigate





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.



E X P R E S S I V E O Q P N P

R Q L I C G M B A T Q H E Y P

E Q K J S M O C I I O G Q R D

S T X D F R Y S H C A J O W D

O J U F F E E P R T K A H L E

L L H N S F G V E E C I R E T

V X S E D L M D I T E E H R C

E X Y W N E F I I S D P D P E

X M E Z H C R V T N E Z S L F

B I H E Q T E T U A N R D R L

G O P A O E B E A A G B P Q E

H Z E J I D K S X K U A L X R

E V I T C A E R P N E E T Z E

Y Y M I T I G A T E O D Y E T

V Q V I D E K C A R T W S L I

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.



undertake

undertaken

undertook

overtook

understand

peers

peer

peerage

peered

peering

expressive

unexpressive

expressively

expressiveness

expression

tracked

tracking

attracted

traction

tracks

cite

cites

cited

citing

site

reflection

reflected

reflecting reflects

refracted

resolve

unresolved resolved

resolving

revolve mitigate

mitigating

mitigated

unmitigated

migrate

negated negate

negation

negative

negatively

proactive

proactively

active

proactiveness

inactive





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. resolve c. cite e. reflected g. peers i. expressive

b. undertake d. proactive f. tracked h. negated j. mitigate

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

a. What's more, it can free the mind to brainstorm solutions, especially...

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

c. These students were then tracked and compared...

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

e. The act of writing truly...





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.





STUDENT HANDOUT (the article)



productivity, help manage stress, and even reduce depression. It also orders thoughts and emotions, and allows

people to locate and resolve problems and negative feelings. What's more, it can free the mind to brainstorm

solutions, especially when the goals are pursued. Unfortunately, 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 demonstrates the benefits of writing, with clear positives for




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

were included too. These students were then tracked and compared to their peers throughout their university

experience.

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

more, two years after the exercise, any ethnic- and gender-group differences in performance had all but been

negated.

The study believes that expressive writing combined with setting goals can mitigate any damaging beliefs

students might have about their own academic performance, even when the threat comes from negatively

stereotyped opinions which the students might personally hold.


Notes:





STUDENT HANDOUT (fill in the blank)

Fill in the blank with the correct word.

tracked obstacles solutions undertake peers

proactive reflected negated expressive truly

academically resolve mitigate numerous cite


The act of writing can prove very powerful, as demonstrated by (a. _______________) studies which show

it can increase productivity, help manage stress, and even reduce depression. It also orders thoughts and

emotions, and allows people to locate and (b. _______________) problems and negative feelings. What's

more, it can free the mind to brainstorm (c. _______________), especially when the goals are pursued.

Unfortunately, very few people (d. _______________) this practice. For example, it's estimated that less

than two percent of people write down goals.

A study recently conducted on university students demonstrates the benefits of writing, with clear positives

for students who tend to be (e. _______________) at risk for failure. Some students may be underprepared

for university or lack role models, to (f. _______________) two possible reasons such students drop out.

The university decided on (g. _______________) intervention and, upon entering the school, students

(h. _______________) on important events from their past, identified key personal motivators, and created

plans for the future. Goals were specific, and strategies to overcome (i. _______________) were included

too. These students were then (j. _______________) and compared to their (k. _______________)

throughout their university experience.

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

What's more, two years after the exercise, any ethnic- and gender-group differences in performance had all

but been (l. _______________).

The study believes that (m. _______________) writing combined with setting goals can

(n. _______________) any damaging beliefs students might have about their own academic performance,

even when the threat comes from negatively stereotyped opinions which the students might personally

hold.

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





STUDENT HANDOUT (extended listening)

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

then listen once more.



productivity, help manage stress, and even reduce depression. It also orders thoughts and emotions,

a) _________________________________________________________________. What's more, it can free

the mind to brainstorm solutions, especially when the goals are pursued. Unfortunately, very few people

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

b) _________________________________________________________________, with clear positives for




personal motivators, and created plans for the future. c) ____________________________________________

______________________. These students were then tracked and compared to their peers throughout their

university experience.

As a result of the writing exercises, d) __________________________________________________________

_______. What's more, two years after the exercise, any ethnic- and gender-group differences in performance

had all but been negated.

e) _________________________________________________________________ can mitigate any

damaging beliefs students might have about their own academic performance, even when the threat comes

from negatively stereotyped opinions which the students might personally hold.






STUDENT HANDOUT (notes)





ANSWER KEY

Vocabulary

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

a. resolve f. track

b. undertake g. peers

c. cite h. negated

d. proactive i. expressive

e. reflected j. mitigate

pre- or post-Comprehension

1. True or False: 2. Fragments:

Student Handout

1. Fill in the Blanks

a. numerous i. obstacles

b. resolve j. tracked

c. solutions k. peers

d. undertake l. negated

e. academically m. expressive

f. cite n. mitigate

g. proactive o. truly

h. reflected

2. Extended Listening

a. and allows people to locate and resolve problems and negative feelings

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

c. Goals were specific, and strategies to overcome obstacles were included too

d. the dropout rate decreased and academic achievement increased

e. The study believes that expressive writing combined with setting goals

a. t f. s

b. x g. q

c. v h. u

d. z i. r

e. w j. y

a. F

b. F

c. T

d. F

e. T

a. when the goals are pursued.

b. with clear positives for students who tend to be academically at risk for failure.

c. to their peers throughout their university experience.

d. decreased and academic achievement increased.

e. is more powerful than people think.


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