INGLES UNIVERSITARIO III A 2022

CLASS # 2: 28/3

WARM-UP: Guess the phrasal verb (PICTURES)

TASK #1: 3MT Main characteristics. What makes a presentation/speaker memorable? Discuss in groups. Tips
for successful presentations.

SPEECH #1: Recommendations of the day

TASK#2: TENSES (Q&A session)

TASK#3: QUIZ to revise phrasal verbs with up & tenses

https://docs.google.com/forms/d/e/1FAIpQLSclwj9K3O0qXKIUD0GLPqZ7rgKiuXuc_zo9rSv-
xZrjrMAZtw/viewform?usp=sf_link

Task # 4: PRONUNCIATION PART 1 (AIM: To introduce three vowel sounds)

UNIT 1: LIFE IN THE 21st CENTURY

STRESS MANAGEMENT: How do you handle excessive stress?

DISCUSS

1- What is stress/distress? What causes it?

2- Do you get stressed easily?
3- Do you think life is more stressful today than in the past (twenty years ago)? Why? Why not?
4- What are the health risks associated with your lifestyle and environment? What health problems do
you worry about most?
5- What are the periods of higher stress at the School of Exact and Natural Sciences? Does the
University offer a counselling service to students?
6- Do you have a kind of red warning flag that indicates too much stress?
7- When you are stressed out, how do you feel physically? And emotionally?
8- What do you do to relax/unwind after working hard or experiencing stressful situations?
9- How you ever practised any stress relieving techniques such as yoga or meditation? If so, what was
your experience like?
 10- What can we do to improve our quality of life?

BEFORE READING

-What is mindfulness?
-Have you ever used this technique? What for? What was the experience like?

WHILE READING

Read the article and answer the following question:

-What have researchers concluded after the study?

Note: Dr. Julieta Galante, who led this study, is an Argentine researcher currently working at the University of
Cambridge. You can read more about her and what she does here:
https://www.neuroscience.cam.ac.uk/directory/profile.php?mjg231

“My research interests lie on mental health promotion and the effects of lifestyle on health”

Mindfulness boosts student mental health during exams,

study finds

Cambridge University research shows technique helps to build resilience among

undergraduates even in periods of high stress

Mindfulness training helps build resilience in university students and improve their mental health,
particularly during stressful summer exams, according to research from the University of Cambridge.
The study, which involved just over 600 Cambridge students, concluded that the introduction of eight-week
mindfulness courses in UK universities could help prevent mental illness and boost students’ wellbeing
at a time of growing concern about mental health in the higher education sector.

University mental health services have experienced a huge surge in demand, with the number of
students accessing counselling rising by 50% between 2010 and 2015, exceeding growth in student numbers
during the same period.

According to the study, published in the journal The Lancet Public Health, the prevalence of mental illness
among first-year undergraduates is lower than among the general population, but it exceeds levels in the
general population during the second year of university.

“Given the increasing demands on student mental health services, we wanted to see whether mindfulness
could help students develop preventative coping strategies,” said Géraldine Dufour, one of the report’s
authors and the head of Cambridge’s counselling service.

Mindfulness, an increasingly popular method of training attention on the present moment, has been shown
to improve symptoms of anxiety and depression. Until now, however, there has been little robust
evidence on its effectiveness in supporting students’ mental health.

The Cambridge students were randomly assigned to two groups. Both were offered access to the university’s
usual support and counselling services, as well as NHS services. One of the two groups was also offered
the mindfulness course, which consisted of eight weekly, group-based sessions, plus home practice
including meditation, “mindful walking” and “mindful eating”.

Researchers found the mindfulness participants were a third less likely to score above the threshold
commonly regarded as meriting mental health support. Even during the most stressful period of the year,
summer exams, distress scores for the mindfulness group fell below their baseline levels, as measured at the
start of the study. The students without mindfulness training became increasingly stressed as the academic
year progressed.

Researchers also considered whether mindfulness had any effect on exam results, but their findings
were inconclusive.

“This is, to the best of our knowledge, the most robust study to date to assess mindfulness training for
students, and backs up previous studies that suggest it can improve mental health and wellbeing during
stressful periods,” said Dr Julieta Galante, of Cambridge’s psychiatry department, who led the study.

“Students who had been practising mindfulness had distress scores lower than their baseline levels even
during exam time, which suggests that mindfulness helps build resilience against stress.”

Prof Peter Jones, also from Cambridge’s department of psychiatry, added: “The evidence is mounting that
mindfulness training can help people cope with accumulative stress.

“While these benefits may be similar to some other preventative methods, mindfulness could be a useful
addition to the interventions already delivered by university counselling services. It appears to be popular,
feasible, acceptable and without stigma.”

The Guardian
Mon 18 Dec 2017

AFTER READING

LANGUAGE WORK:

A- VOCABULARY
 1- Match the words with the correct definition:

Feasible Threshold Boost Resilience Back up Inconclusive

Surge Preventative=Preventive Distress Robust

a- to show that an explanation or belief is probably true (verb)……………………………………….

b- not giving or having a result or decision (adj) …………………………
c- to increase suddenly and strongly (verb)…………………………………
d- the level or point at which you start to experience something, or at which something starts to happen
(noun)……………………………..
e- intended to stop something before it happens (adj)…………………………….
f- a feeling of extreme worry, sadness, or pain (noun)……………………………..
g- the ability to be happy, successful, etc. again after something difficult or bad has happened
(noun)…………………………………..
h- to improve or increase something (verb)………………………….
i- able to be made, done, or achieved (adj) ………………………….
j- strong and unlikely to break or fail (adj) …………………………..

Key
a- Back up
b- Inconclusive
c- Surge
d- Threshold
e- Preventative=Preventive
f- Distress
g- Resilience
h- Boost
i- Feasible
j- Robust

2- Now, complete the following sentences using the words in the previous exercise:

a- The medical tests were……………………………..., and will need to be repeated.

b- She claimed that the way she had been treated at work had caused her extreme emotional and
psychological ………………….
c- With the extra resources, the project now seems ……………………...
d- He believes…………………………. measures could be taken to help control costs.
e- Radio signals received from the galaxy's centre…………………………. the black hole theory.
f- The compliments she received after the presentation…………………………. her self-esteem
g- The company's profits have ………………………..
h- I have a low/high boredom ………………………… (= I do/don't feel bored easily).
i- We should be able to generate stronger sales with ………………………profit margins.
j- The lads have shown great………………………. considering the problems we've had.

Key
a- inconclusive
b- distress.
c- feasible
d- preventive/preventative
 e- back up
f- boosted
g- surged
h- threshold
i- resilience

B- GRAMMAR

Tenses: Go back to the article. Underline at least one sentence in the following tenses:

Present Simple: …………………………………………………………………………………………….

Present Continuous: : ……………………………………………………………………………………….
Past Simple: : ………………………………………………………………………………………………..
Present Perfect: : …………………………………………………………………………………………….
Past Perfect Continuous: : ……………………………………………………………………………………

Key (just an example)

Mindfulness training helps build resilience

The evidence is mounting that
The study, which involved just over 600 Cambridge students, concluded that
Until now, however, there has been little robust evidence
Students who had been practising mindfulness

VIDEO SESION: MINDFULNESS IN THE CLASSROOM

• AIMS: To practise speaking and listening

To work on language
To write a short opinion

WHILE WATCHING:

Watch the following video. Complete the notes and enjoy the experience afterwards!

https://www.youtube.com/embed/qywQJSboliw

Advantages of using mindfulness:

For Students:
………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
………..…………………………………………………………………………………………………………
…………………………………………………………………………………………………………………..
For Educators:
……………………………………….…………………………………………………………………………
…………………………………………………………………………………………………………………
………..…………………………………………………………………………………………………………
…………………………………………………………………………………………………………………..
Tips to start using mindfulness in the classroom:

1-………………………………………………………………………………………………………………
2-………………………………………………………………………………………………………………
3-………………………………………………………………………………………………………………

AFTER WATCHING:

LANGUAGE WORK
CONNECTORS
Linking words, or connectors, are very useful to organise your speech and your writings.
E.g: “Not only will your students do it but they´ll tell you at the end of the course that this was one of their favourite parts”

Not only….. but (also) expresses ADDITION. It can be used instead of AND. What other similar linking
words do you know?
What connectors can be used instead of BUT? (CONTRAST=CONCESSION)
What connectors can be used instead of BECAUSE? (REASON)
What connectors can be used instead of IN ORDER TO? (PURPOSE)
What connectors can be used instead of SO? (RESULT)

VIDEO SESSION CONCLUSIONS Did you enjoy the video? What do you think about mindfulness? Do
you think it could be a valuable addition to classes at FCEN? What other strategies could the University adopt?
(CAMPUS)

HOMEWORK:

1- GRAMMAR: CONNECTORS
Chapter 5 Clauses/Linking Words (New Round Up 6) from page 71 to 84 and from page 94 to 98.

2- VOCABULARY: PHRASAL VERBS

Phrasal verbs with DOWN. Complete 2.4 and 2.5 (pages 46-49 FIRST CERTIFICATE
ORGANISER)

3- SPEECH #1: “RECOMMENDATION OF THE DAY” Prepare a 1-2´speech.