Positive Psychology Learning Outcomes: Students will be able to define resilience, define stress, talk about causes of stress, identify ways to increase resilience, and understand the relationship between stress and resilience.
Language Learning Outcomes
Students will learn how to recite target vocabulary and phrases about stress, understand and use cause in the simple present to express ongoing stress, and understand and use to be + adjective (stressful) to express stress.
Lesson Information
Positive Psychology Learning Outcomes
Students will...
define resilience.
define stress.
talk about causes of stress.
identify ways to increase resilience.
understand the relationship between stress and resilience.
Language Learning Outcomes
Students will...
learn how to recite target vocabulary and phrases about stress.
understand and use cause in the simple present to express ongoing stress.
understand and use to be + adjective (stressful) to express stress.
Give students 1 minute to talk with a partner about what they know about resilience.
Note: Most students may not be familiar with this word. Allow them to look up definitions or translations to help them understand the meaning.
Write the definition of resilience on the board or use the PowerPoint Presentation
Activity 1: Listening/Speaking
Listening Strategy: Explain that sometimes it is hard to understand what you may hear. Using context or looking at the situations is like listening with your eyes. When we pay attention to what is happening around us, listening comprehension increases.
Explain the strategy mentioned above.
Tell the students that they will watch a short video about resilience. Ask them to listen with their eyes to answer the questions below.
Play the video. (The video has subtitles encoded.) You may play the video twice.
Explain that we use simple present tense to talk about states or ongoing conditions. Use the PowerPoint Presentation or write the following examples on the board.
The sun rises in the east.
My family is beautiful.
School causes me stress.
Demonstrate using the words in the following sentence structure:
Use the Powerpoint projection or put the following on the board. ________ causes me stress.
Place students in groups of 3. Let them take turns saying what causes stress. (2 minutes)
Note: Students may choose new words. Listen for them and write them on the board.
Activity 5: Listening/Speaking
Vocabulary - Adjective Morphology
Briefly review or explain that the suffix -ful can be added to a noun to change it to an adjective.
Demonstrate using the words in the following sentence structure:
Use the PowerPoint or write on the board the following examples. Beauty + ful = beautiful Power + ful = powerful Stress + ful = stressful
Use the PowerPoint or write this on the board. _________ is stressful.
Note: With reference to the presented vocabulary, relationships is plural— are should be used instead of is.
Place students in groups of 3. Let them take turns saying what is stressful. (2 minutes)
Note: Students may choose new words. Listen for them and write them on the board.
Now let students express what causes them stress to the whole class using either sentence structure. Students can use both sentence forms. (3 minutes)
Activity 6: Listening/Speaking
Listening Strategy: Targeted listening, or listening for specific details, is a helpful way to enhance listening skills. We use context and external prompts to decide what to listen for.
Ask students to share with a partner one thing they observed or heard that these children do when they are stressed
Play the video again.
Ask students to share with a partner another thing they observed or heard that these children do when they are stressed?
Review the answers together as a class. Brainstorm as a class ways that people can deal with stress. Below is an example of potential things.
Ask the students to share with a partner what they do when they feel stress.
Follow-Up
Tuesday:
Use the powerpoint or write the following on the board.
What causes you stress? Somethingcauses me stress.
Explain that we can use what to ask questions about something we may not know. What can replace a noun.
Model a conversation where one person asks the other "What causes you stress?" The other person would then answer with "School causes me stress?"
Put the students in two lines. Have one line move down one person as they each ask someone in the opposite line the question.
Wednesday:
Discuss with partners:
Who is someone you know (or that is in a movie) that you think is resilient? Why is that person resilient? What did he/she do?
Thursday:
3-2-1 Review
3 - Ways to reduce stress
Have students identify and write down or talk with a partner about 3 things you can do to relieve stress.
2 - Definitions
Have students define Resilience and Stress. You can do this in groups and then discuss in the class, have them write their own definitions or do any other type of review.
1 - Goal
Have students write one goal of what they are going to do to relieve stress.
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