Eat my goal!

Google image

This lesson idea is inspired and directly linked to a lesson I used from the excellent website, Designer lessons, which is put together by George Chilton and Neil McMillan. Here is the link to the website – The lesson that inspired this post is called ‘Make it count’ and the link for it is here –

That lesson is based around a video by a guy called Casey Neistat, who is asked to make a commercial for Nike, but instead decides to use the money to go on a round the world trip and films it, making this the actually advertisement. The advertisement is about a Nike product called the fuel band, more of which later. Neistat is actually quite a prolific film maker and has his own YouTube channel which can be found here – I’m pretty sure I will be using many more of his videos in the classroom, in the future.

After doing the ‘Make it count’ lesson I found the sequel to the advertisement which actually  explains what the Nike fuel band does and is based around the theme of setting goals and eventually achieving them.

Lead in:

  • Ask the students to re-cap the previous lesson and to talk with their partner about what happened in the video. (If some pupils missed the class get the class to describe the video and then replay it, to see if the description was accurate and if anything was missed out)
  • Ask the students if they can remember what the video was supposed to be advertising. If they can’t remember show them a picture and ask them what they think the device does. (*Icons)
  • If you haven’t done the previous video lesson simply introduce the picture of the fuel band and ask the students what they think it does.
  • Get feedback and possibly board the suggestions the students come up with.
  • Introduce the video and ask the students to watch and listen carefully to find out exactly what the Fuel band does. The answer comes in the first 1min 25secs. You could pause the video here to get feedback or simply allow the students to watch the video all the way through and then check.
  • Ask the sts to watch the video again and to work out what the main message of the video is. Give them a clue by getting them to concentrate on the one word that is repeated at the end of the video. Answer – Goal and goal setting.

Main aim:

  • Ask the students if they make goals and if they manage to achieve them. Get feedback and some examples. I always find it helps to give a personal example to prompt the students to open up a bit.
  • Now introduce this worksheet – – The link should take you straight to the 7th page of a PDF document and is titled Goal summary. The rest of the document could also be exploited as part of the class. Ask the students to try to add at least one goal to all of the topics, some might not be applicable to your students.
  • After completion get the students to compare with their partner and see if they have similar or different goals.
  • Now ask the students exactly what they have to do to achieve their goals. Again, a personal example would be useful. Try to elicit personal qualities and not just the practical requirements that are needed. put the students into groups and get them to discuss.
  • Get some feedback from the students and feed in any vocabulary.
  • Now might be a good time to do some work on conditionals. I didn’t do this in the original class but getting the students to perhaps write out a goal plan using conditionals or even using some of the future tenses might be a good idea.

If I study for 4 hours a night, I will have a better chance of passing my exams.

If I pass my exams, I will get into university.

If I get into the right university, I will have to work even harder to pass my exams. If I don’t, I could be kicked out.

  • Now ask the students what could prevent them from achieving their goals.
  • Feedback and board ideas.
  • Tell the students they are going to look at an article which names 10 things that prevent people from achieving their goals.
  • Original article –
  • Edited article ready for class room use – Eat my goal worksheet 1
  • Cut the worksheet up so that you have ten problem titles, ten problem definitions and ten quick fixes.
  • Ask the students to come up to the board and match the problem titles to the definitions. leave the quick fixes to one side. You may need to deal with any vocabulary students don’t know, as it comes up. E.g Procrastinating, vague and two of the acronyms FOMO = Fear of missing out SMART = see top picture
  • Once completed and the students are clear on all the problems, put them into groups and get them to come up with solutions for each of the problems.
  • Feedback and then get the students to match the quick fixes to the problems and definitions already on the board. Get students to see if any of their own ideas were the same.

Extra activity/Continuation of lesson

  • Ask the students if they would like to be paid to achieve their goals.
  • Now ask if they would like to be fined for not achieving their goals.
  • This caused a little confusion in my class so a clear and simple to follow example may help here.
  • Ask students if they would use a website to help them reach their goals.
  • Tell the sts that these kind of websites exist and that they are going to see a short video which explains how it works.
  • Show video and ask students to explain how the website, Stickk, works. Be careful as my students found this listening a little difficult (B2)

  • If you want to do a second viewing you may want to use the three simple questions in worksheet 2
  • Ask the students if they think the websites are a good idea and if they have changed their mind about using them.
  • For homework or class use, depending on time, give the students the article that accompanies the video and set a reading activity. Look at worksheet 2 to see what I did. (please note the I have edited the article)

Eat my goal worksheet 2

I appreciate that there is an awful lot here so cut and paste the lesson as you please. I managed to squeeze some into the end of the ‘Make it count’ lesson and then use the rest for another lesson and then give the article for homework.

I would say it was applicable for B2 classes and above and my FCE teenage class really enjoyed all the activities.

I hope you enjoy the lesson and, as always, I would appreciate any feedback.


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