Stages of Development British English Teacher

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ENGLISH FOR TEENAGERS · GENERAL ISSUES · UPPER-INTERMEDIATE (B2-C1)
STAGES OF
DEVELOPMENT
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1 Warm up
Match the stages of life listed below with the appropriate picture.
adolescence (13–19 years) adulthood (40-65 years)

early adulthood (20-40 years) early childhood (2-4 years)
infancy (1-2 years) maturity (65-death)
preschool age (4-5 years) school age (5-12 years)
1. 2. 3. 4.
5. 6. 7. 8.
1. At what life stage do you think we change the most?

2. Who do you think are the people who have the most influence on us in stages 1 to 4? Why?
3. Who do you think are the people who have the most influence on us in stages 5 to 8? Why?
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UPPER-INTERMEDIATE (B2-C1)
STAGES OF DEVELOPMENT
2 Focus on vocabulary
Part A: Match the vocabulary to the correct definitions.
1. mistrust (n) a. hard-working
2. autonomy (n) b. the freedom to control something yourself
3. take initiative (phrase) c. a feeling that you cannot believe in somebody or something
4. inferiority (n) d. the feeling of being responsible for something bad
5. peers (n) e. not as good as something or somebody else
6. industrious (adj.) f. uncertain of yourself and your abilities
7. self-doubt (n) g. people in the same social group as you
8. guilt (n) h. take some action without being directed to by somebody

else
Part B: Now write the vocabulary from Part A into the gaps in the following sentences. You may have
to change the form of the word.
1. The pearls are of quality. They are simply not as good as the other ones.
2. Even though she knew she was a good artist she still experienced before every
exhibition. Would anyone like her paintings?
3. Sarah’s father knew that she had broken the vase. He could see the look of on
her face.
4. He developed a of dogs after he was bitten by one as a child.
5. I trust you to at work. If you can fix the customer’s problem just go ahead. You
don’t have to wait for my approval.
6. Tom is unusual among his . He always wears a suit and tie while they are in jeans
and T-shirts.
7. I believe teenagers should have the to make decisions about their own lives.
8. He was a very salesman. He made the most sales calls in the company and achieved
top sales for the quarter.
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3 Watch a video: Part 1
The following video is about the Eight Stages of Development, a theory created by the psychologist
Erik Erikson. Watch the first half of the video (00:00-02:07) and as you listen add the words from
Part A into the gaps in the sentences from the video.
Part A: Vocabulary in context.
1. If we experience fear, we develop doubt and .
2. Stage 2 " vs. Shame & Doubt"
3. If we are allowed to discover ourselves, then we develop self-confidence. If we are not, we can
develop shame and .
4. Stage 3 "Initiative vs. "
5. In preschool, we , try out new things, and learn basic principles like how round
things roll.
6. If we receive recognition from our teachers or we become , which

is another word for hard-working.
7. If we get too much negative feedback, we start to feel and lose motivation.
Part B: Follow up questions.
1. Recap a few key points of Part 1 of the video to your partner.

2. Do you mistrust any organisations? Which ones and why?
3. Do you think parents give their teenage children enough autonomy?
4. How much influence on their children do you think peers have compared to their parents?

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4 Watch a video: Part 2
Part A: Watch the second half of the video (02:07-04:32) and mark each of the following words when
you hear them.
integrity
resolve
coining
grumpy
stagnation
contentment
1 conform
isolated
intimate
Part B: Now match the words in Part A to their synonyms.
1. intimate (adj.) a. create
2. conform (v) b. comply
3. grumpy (adj.) c. close
4. isolated (adj.) d. fix
5. contentment (n) e. happiness
6. resolve (v) f. lonely
7. coin (v) g. morality
8. integrity (n) h. moody
9. stagnation (n) i. without change

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Part C: Listen to Part 2 of the video again and add the wor1-9 ds from Part A into the gaps in the
sentences from the video.
1. If they push us to to their views, we can face role confusion and feel lost.
2. If we cannot form relationships, we might end up feeling and

lonely.
3. If we did not some conflicts earlier, we can become pessimistic and experience
stagnation.
4. If we think we did well, we develop feelings of and . If not, we

can experience despair and become and bitter.
5. He was influenced by Sigmund and Anna Freud and became famous for the phrase
"Identity crisis."
5 Language point
Read the information below. Then, answer the questions.
Prefixes
In the example vocabulary there is the word mistrust.
The prefix mis means bad or wrong.
When the prefix mis is added to the word trust, it changes the meaning to a negative, in
other words to not trust. You can add mis to lead and place. This creates the words mislead
(to cause someone to get the wrong idea of something) and misplace (to put something in
the wrong place).
What happens to the meanings of these words when you add mis? (Look them up in the dictionary if
you need to).
1. a fortune
2. an adventure
3. an understanding
4. a trial

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6 Reading
Read the article below.
Young people and generativity

Do teens care about future generations?
A. Psychologist Erik Erikson developed a model of development in the 1950s and 1960s. Essentially, his theory is
that our personality develops as we grow and face new challenges and circumstances from infancy to adulthood.
According to his model this happens in eight stages and within each stage we are faced with a crisis. How we
manage to resolve these crises (or not) shapes our personality.
B. One of these stages, which occurs in adolescence, is an identity crisis, a term which Erikson coined in 1961. It
refers to the period in which we are still trying to figure out who we are and what is important to us. It is a time
in which society expects teens to go through a phase of experimentation before settling into life as an adult. And
during this phase, teens particularly need the understanding of their parents.
C. Erikson argues that only later, in midlife, do we start to care about generativity. According to Erikson, generativity
means the desire to care about future generations and what we will leave behind. We look to help other people
in order to leave a legacy or our mark on the world.
D. Most studies on generativity have been on people in middle age. However, there is now evidence which suggests
this quality is important much earlier in people’s lifespan. Young people are concerned about the future and their
contribution to it. Research shows that when compared with older adults, people between the ages of 14 and 29
show the same levels of generative motivation or even higher.
E. Furthermore, research shows that early age generativity positively correlates with their involvement in the
community, caring friendships, and healthy identity development in young people. So, in other words, it seems
that caring for future generations is good for the younger generations too.
F. So what is the conclusion? While we can leave room for young people to work out who they are and what they
want to be, we can’t forget to also ask them about what kind of world they want to leave behind.
Sources: The Conversation, The Guardian, and Forbes

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7 Talking points
In pairs or small groups discuss the following questions.
1. What do you think about Erik Erikson’s theories? Do they seem true in your experience?
2. How can it help us to know about these theories? What can we do with that information?
3. Have you ever experimented with your identity? For example, have you tried any different hobbies,
culture, music or hairstyles?
4. Do you agree that teenagers need more understanding from their parents than usual during adolescence?
Why? How can they show this to their children?
5. Do you think young people tend to care about their legacy and future generations? Why/why
not?
6. What examples do you know of young people who care about generativity?
8 Optional homework/extension
Look up Erik Erikson online and find out some basic information about him. You can use the questions
below to help you.
• Who was he?

• Where was he from?
• When was he born?
• What was he known for?
• Why did he change his name to Erik Erikson?
• Who did he study under?
• What are some opinions of his work today?
Make some notes to report back in the next lesson or write the notes into a short biography of his
life (100-150 words).

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TEACHER MATERIALS · UPPER-INTERMEDIATE (B2-C1)
Transcripts
3. Watch a video: Part 1
Narrator: Erikson’s Theory of Psycho-social Development identifies eight stages in which a healthy
individual should pass through from birth to death. At each stage we encounter different
needs, ask new questions and meet people who influence our behaviour and learning.
Narrator: Stage 1 "Basic Trust vs. Mistrust". As infants we ask ourselves if we can trust the world
and we wonder if it’s safe. We learn that if we can trust someone now, we can also trust
others in the future. If we experience fear, we develop doubt and mistrust. The key to our
development is our mother.
Narrator: Stage 2 "Autonomy vs. Shame & Doubt". In our early childhood, we experience ourselves
and discover our body. We ask: is it okay to be me? If we are allowed to discover ourselves,
then we develop self-confidence. If we are not, we can develop shame and self-doubt.
Both parents now play a major role.
Narrator: Stage 3 "Initiative vs. Guilt". In preschool, we take initiative, try out new things, and learn
basic principles like how round things roll. We ask: Is it okay for me to do what I do? If we
are encouraged, we can follow our interests. If we are held back or told that what we do
is silly, we can develop guilt. We are now learning from the entire family.
Narrator: Stage 4 "Industry vs. Inferiority". Now we discover our own interests and realize that
we are different from others. We want to show that we can do things right. We ask if
we can make it in this world. If we receive recognition from our teachers or peers we
become industrious, which is another word for hard-working. If we get too much negative
feedback, we start to feel inferior and lose motivation. Our neighbours and schools now
influence us the most.
Narrator: Stage 5 "Identity vs. Role Confusion". During adolescence we learn that we have different
social roles. We are friends, students, children and citizens. Many experience an identity
crisis. If our parents now allow us to go out and explore, we can find identity. If they push
us to conform to their views, we can face role confusion and feel lost. Key to our learning
are our peers and role models.
Narrator: Stage 6 "Intimacy vs. Isolation". As young adults we slowly understand who we are and we
start to let go of the relationships we had built earlier in order to fit in. We ask ourselves
if we can love? If we can make a long-term commitment, we are confident and happy. If
we cannot form intimate relationships, we might end up feeling isolated and lonely. Our
friends and partners are now central to our development.
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Narrator: Stage 7 "Generativity vs. Stagnation". When we reach our forties we become comfortable,
use our leisure time creatively and maybe begin contributing to society. Our concern is
generativity. If we think that we are able to lead the next generation into this world, we
are happy. If we did not resolve some conflicts earlier, we can become pessimistic and
experience stagnation. People at home and at work are now who influence us most.
Narrator: Stage 8 "Ego Integrity vs. Despair". As we grow older we tend to slow down and begin
to look back over our lives. We ask: how have I done? If we think we did well, we
develop feelings of contentment and integrity. If not, we can experience despair and
become grumpy and bitter. Time to compare us with mankind. Erik Erikson was a German-
American psychologist who together with his wife Joan, became known for his work on
psychosocial development. He was influenced by Sigmund and Anna Freud and became
famous for coining the phrase "Identity Crisis." Although Erikson lacked even a bachelor’s
degree, he served as a professor at Harvard and Yale.
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Key
1. Warm up
5 mins
Start by writing Stages of Life on the board. Elicit from the students any vocab that comes to mind. This should
include some terms such as childhood, adulthood, old age etc. Then ask students to look at the picture and start
matching the pictures and the stages of life underneath. Even if they don’t know all the words it should be an easy
task as they only need to put the age groups into order. The warm up is designed to get them thinking about the
topic and prepared for the video ahead. Pose the follow up questions, students can discuss in pairs.
1. infancy (1-2 years) 2. early childhood (2-4 years)

3. preschool age (4-5 years) 4. school age (5-12 years)
5. adolescence (13–19 years) 6. early adulthood (20-40 years)
7. adulthood (40-65 years) 8. maturity (65-death)
2. Focus on vocabulary
10 mins
Part A
Prepare students before watching Part 1 of the video with the vocabulary they will encounter in the video.
Students can work in pairs.
1. → c. 2. → b. 3. → h. 4. → e. 5. → g. 6. → a. 7. → f. 8. → d.
Part B
1. inferior 2. self-doubt 3. guilt 4. mistrust

5. take initiative 6. peers 7. autonomy 8. industrious
10 mins
The video is about the 8 Stages of Development, a theory created by the psychologist Erik Erikson. Play the first
half of the video (00:00-02:07) to students. Check understanding of the key points of the video afterwards to
ensure your students have understood. Depending on the level of your students you may wish to play the video
again.
Part A
Students reinforce the vocabulary with a gap-fill exercise. Students should complete the same vocabulary but this
time it refers back to the video. Play the video again if they need it.
1. mistrust 2. Autonomy 3. self-doubt

4. Guilt 5. take initiative 6. peers ≀ industrious
7. inferior
Part B
Students can then discuss the follow up questions. The questions provide an opportunity to recycle some of the
vocabulary from Part 1.
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10 mins
Part A
Depending on the level of your students you may wish to quickly run through the vocabulary before playing Part
2 of the video (02:07-04:32). And/or you can play it once through and then have them tick the vocabulary only
during the second watch. The vocabulary is listed in a different order from the order they appear in the video. If
students have trouble with catching these then refer them to the transcript where they will be able to locate the
words more easily.
conform intimate isolated

resolve stagnation contentment
integrity grumpy coining
Part B
Ask the students to match the words to the synonyms. If you want to save time you can just run through the list
with the students.
1. → c. 2. → b. 3. → h. 4. → f. 5. → e. 6. → d. 7. → a. 8. → g. 9. → i.
Part C
In order to give students another chance to reinforce the vocabulary, they will now place it into context from the
video. Advanced students may be able to do some of this without watching the video again. Students do the gap
fill while listening to the video.
1. conform
2. intimate ≀ isolated
3. resolve
4. contentment ≀ integrity ≀ grumpy
5. coining
5. Language point
8 mins
This language point reminds students of the many prefixes that exist in English. (You may also want to mention at
this point that there are many suffixes also such as –ful in helpful or –less in helpless.)
If the students don’t already know the meanings they can discover the definitions do not always create a clear and
simple opposite. For example, while a fortune means a lot of money, a misfortune is a bad happening. So ‘good
fortune’ is a clearer opposite.
1. a fortune = a lot of money; a misfortune = a bad happening

2. an adventure = an unusual or exciting experience; a misadventure = an unfortunate incident
3. an understanding = comprehension of something; a misunderstanding = a failure to understand
4. a trial = a legal process in a court; a mistrial = a trial that is not completed or is declared invalid
Other prefixes
They might mention others such as:
il – not, eg: illegal, illogical
non – not, eg: nonfiction, nonsense
re – again, eg: reoccur, reappear
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6. Reading
7 mins
Before reading ensure students are all clear on the meaning of generativity as it is key to the topic of the article. It
is also a term from psychology coined by Erikson and not an everyday word they would have come across before.
Allow the students to read the article and go through any unknown points.
It might be an opportunity to emphasise that it is only one model of development out of others and that Erikson’s
models have also been criticised for its limited perspectives. One criticism is that it focuses too much on the
development that occurs in childhood. If students are interested in finding out more the Homework/Extension
would be an opportunity to explore that further.
Sources:
www.theguardian.com/lifeandstyle/2009/mar/08/family-relationships-effects
theconversation.com/what-we-dont-understand-about-young-peoples-motivations-129058
www.forbes.com/health/mind/erik-ericksons-theory/
7. Talking points
10 mins
You can use the reading and these questions to open up discussion with the teens about how they relate to
generativity and the themes of Erikson’s theories.
Note that the questions are an opportunity for discussion so there is no need to do all of them. If you have a larger
group you could have the pairs or small groups discuss two questions each and then they can share what they
discussed with the others. This will give them additional practice repetition.
Try to encourage use of the vocab from the lesson. Monitor and give feedback as appropriate.
8. Optional homework/extension
20-40 mins
This is an optional piece of homework or an extension task you could assign.
This might be especially helpful for any students who seem interested in finding out more about Erik Erikson or
his theories and some of the criticisms against them. This is an opportunity to do some more research.
Students can look up the information and choose to report back verbally or do a short written biography piece.
You might wish to add other points for the students to research based on any discussions or questions that may
have come up in class.
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HEAAADERLOGORIGHT

ENGLISH FOR TEENAGERS · GENERAL ISSUES · UPPER-INTERMEDIATE (B2-C1)

QrrkoD Scan to review worksheet

adolescence (13–19 years) adulthood (40-65 years)

1. At what life stage do you think we change the most?

FOOOOTERRIGHT Learn without forgetting! 1/7

Part A: Match the vocabulary to the correct deﬁnitions.

1. mistrust (n) a. hard-working

2. autonomy (n) b. the freedom to control something yourself

4. inferiority (n) d. the feeling of being responsible for something bad

5. peers (n) e. not as good as something or somebody else

6. industrious (adj.) f. uncertain of yourself and your abilities

7. self-doubt (n) g. people in the same social group as you

8. guilt (n) h. take some action without being directed to by somebody

4. He developed a of dogs after he was bitten by one as a child.

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3 Watch a video: Part 1

Part A: Vocabulary in context.

1. If we experience fear, we develop doubt and .

2. Stage 2 " vs. Shame & Doubt"

4. Stage 3 "Initiative vs. "

6. If we receive recognition from our teachers or we become , which

Part B: Follow up questions.

1. Recap a few key points of Part 1 of the video to your partner.

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4 Watch a video: Part 2

Part B: Now match the words in Part A to their synonyms.

1. intimate (adj.) a. create

2. conform (v) b. comply

3. grumpy (adj.) c. close

5. contentment (n) e. happiness

6. resolve (v) f. lonely

7. coin (v) g. morality

8. integrity (n) h. moody

9. stagnation (n) i. without change

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2. If we cannot form relationships, we might end up feeling and

4. If we think we did well, we develop feelings of and . If not, we

In the example vocabulary there is the word mistrust.

The preﬁx mis means bad or wrong.

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Read the article below.

Young people and generativity

Sources: The Conversation, The Guardian, and Forbes

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In pairs or small groups discuss the following questions.

• Who was he?

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3. Watch a video: Part 1

1. infancy (1-2 years) 2. early childhood (2-4 years)

1. inferior 2. self-doubt 3. guilt 4. mistrust

3. Watch a video: Part 1

1. mistrust 2. Autonomy 3. self-doubt

4. Watch a video: Part 2

conform intimate isolated

1. a fortune = a lot of money; a misfortune = a bad happening

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