AI chatbots in mental health – helpful tools or risky replacements? — Video-based ESL lesson

In this lesson, intermediate to advanced ESL learners will explore the current developments and concerns surrounding AI in mental health therapy.

By the end of this 60 -minute session, students will confidently discuss the benefits and limitations of AI therapy chatbots, use key vocabulary in context, and engage in debates about the role of technology versus human connection in mental health care.

Having students watch the video before class will greatly reduce in-class time. Through interactive activities like discussions, comprehension tasks, and role-play, students will build their language skills while developing critical thinking about the future of mental health support. Let’s get started by examining the rise of AI therapists.

ESL lesson plan: AI in mental health therapy

Level: Intermediate to advanced (B1-B2+)
Duration: 60-75 minutes
Objective: By the end of the lesson, students will be able to:

• Understand and describe the main advantages and concerns of AI therapy chatbots
• Use key vocabulary related to AI in mental health in context
• Engage in discussions and debates about the role of AI versus human therapists

Materials

• Audio or video and/or transcript (AI Therapy Exposed: Clinical Psychologist Reviews AI Therapist Apps)
• Handout with vocabulary and comprehension questions
• Whiteboard or projector (Be sure to use high-visibility colors and markers)
• Blank paper or digital tool for group activity

Lesson plan

Warm-up (10 minutes) Activity: Quick discussion

• Objective: Activate prior knowledge and introduce the topic
• Instructions:
  1. Write the phrase “Can a robot be your therapist?” on the board
  2. Ask students:
     • Would you talk to an AI about your feelings? Why or why not?
     • What do you think are the advantages and disadvantages?
  3. Elicit responses and guide the discussion toward mental health support and technology
  4. Introduce the lesson topic: “Today, we’ll listen to a real therapist’s honest review of AI therapy apps and discuss whether they can replace human help.”

Vocabulary introduction (10 minutes)

Activity: Key vocabulary

• Objective: Familiarize students with essential terms from the transcript
• Instructions:
  1. Provide a handout with the following 10 key vocabulary words from the transcript (definitions simplified for ESL learners):
     • Accessibility: How easy it is to get mental health help
     • Anhedonia: Inability to feel pleasure or joy from activities
     • Validation: Accepting and understanding someone’s feelings as real
     • Clinical depression: Serious, long-lasting depression that needs professional help
     • Toxic positivity: Being too optimistic in a way that ignores real pain
     • Empathy: Feeling and understanding another person’s emotions
     • Privacy: Keeping personal information safe and secret
     • Solution-focused: Quickly giving advice or solutions instead of listening deeply
     • Self-compassion: Being kind to yourself when you feel bad
     • Coaching: Giving practical advice and steps (different from therapy)
  2. Read each word aloud, have students repeat, and briefly discuss meanings using examples from the transcript (e.g., “The therapist was worried about accessibility because therapy can be expensive”)
  3. Ask students to match words to definitions or use them in simple sentences

Grammar spotlight: modal verbs of possibility and speculation

When discussing the future of technology in mental health, students often need to express degrees of certainty or probability. This section focuses on using modal verbs to analyze the potential impact of AI therapy.

Using modals to express possibility and probability

In the context of the lesson, students can use specific modal verbs to discuss the advantages and limitations of AI therapy tools.

• Might and could: Use these to express that something is a possibility but not a certainty (e.g., “AI chatbots might provide support for those who cannot afford traditional therapy.”)
• May: This is often used for formal speculation about the future (e.g., “AI may improve accessibility, but it lacks the nuance of human interaction.”)
• Must: Use this when you are almost certain about a conclusion based on evidence (e.g., “Data privacy must be a priority for these developers if they want to build trust.”)
• Should and shouldn’t: Use these to discuss expectations or moral obligations regarding the use of AI in clinical settings (e.g., “AI shouldn’t replace human counselors for patients with chronic conditions.”)

Practice activity: speculating on the future

Encourage students to use these modals during the “AI vs. human therapists” discussion activity to structure their arguments.

• Ask students to complete the following sentence stems:
  • “In the future, AI might be able to…”
  • “Patients should be aware that…”
  • “If the technology improves, it could potentially…”

Listening/reading activity (15 minutes)

Activity: Comprehension of the transcript

• Objective: Develop listening/reading comprehension and identify key information
• Instructions:
  1. Option 1 (Listening): Play the video or audio of the therapist’s review. Students listen and take notes on the main strengths and weaknesses of each AI app (Hector, Noah, Cintelli)
  2. Option 2 (Reading): Provide the transcript and have students read silently or in pairs, underlining the therapist’s main concerns and positive points
  3. Distribute a comprehension handout with questions like:
     • What did the therapist like about Noah compared to the other apps?
     • Why was the therapist concerned about privacy and misrepresentation?
     • What does the therapist say AI therapy is missing compared to real therapy?
     • How did the therapist rate each app?
  4. Discuss answers as a class, encouraging students to use the new vocabulary

Speaking activity (15 minutes)

Activity: Group discussion – AI vs human therapists

• Objective: Practice speaking and using new vocabulary in context
• Instructions:
  1. Divide students into small groups
  2. Assign each group a scenario (e.g., someone with mild stress, someone with severe depression, someone who cannot afford therapy)
  3. Ask groups to discuss:
     • Would AI therapy be helpful in this situation? Why or why not?
     • What are the advantages and risks? (Use vocabulary like accessibility, empathy, validation, privacy)
  4. Each group presents their ideas to the class, using at least 3 vocabulary words

Extension activity (15 minutes)

Activity: Create a pros and cons chart

• Objective: Reinforce vocabulary and comprehension through a creative task
• Instructions:
  1. In pairs or small groups, students create a simple chart (on paper or digitally) about AI therapy
  2. Include:
     • Pros (e.g., accessibility, low cost, always available)
     • Cons (e.g., lack of empathy, privacy risks, solution-focused only)
     • One example sentence using vocabulary for each point
  3. Groups present their charts to the class, explaining their main ideas in 1-2 minutes

Wrap-up (5-10 minutes)

Activity: Reflection and quick quiz

• Objective: Review key concepts and assess understanding
• Instructions:
  1. Conduct a quick oral quiz with questions like:
     • What word means “accepting someone’s feelings as real”? (Validation)
     • What is one big advantage of AI therapy? (Accessibility)
     • What is one big concern about AI therapy? (Lack of empathy / privacy)
  2. Ask students: “What was the most surprising or interesting thing you learned about AI in mental health today?”
  3. Encourage students to use one new vocabulary word in their response

Homework/extension

• Task: Write a short paragraph (5-7 sentences) about whether you would use an AI therapy app and why. Use at least three vocabulary words from the lesson
• Vocabulary extension: Provide the following 10 additional vocabulary words for advanced learners to explore. Ask them to find definitions and use each in a sentence:
  1. Misrepresentation: Presenting something falsely or incorrectly
  2. Referral: Sending someone to a more qualified professional
  3. Invalidation: Making someone feel their feelings are not real or important
  4. Chronic: Continuing for a long time
  5. Impersonal: Lacking personal warmth or connection
  6. Ethical: Morally correct and following professional rules
  7. Supplement: Something that adds to or supports (not replaces)
  8. Directive: Giving direct advice or instructions
  9. Overwhelming: Very strong or too much to handle
  10. Profound: Very deep or intense (e.g., profound sadness)

Assessment

• Formative: Monitor participation in discussions and group activities, checking for accurate use of vocabulary and understanding of AI therapy’s strengths and limitations
• Summative: Evaluate the pros/cons charts and homework paragraphs for clarity, accuracy, and use of vocabulary

Vocabulary chart handout for extra study

Frequently asked questions (FAQ)

Important notice: support resources

Please be aware that this lesson plan is designed strictly for educational and informational purposes only. The content provided is not intended to be a substitute for professional mental health advice, diagnosis, or treatment.

If you or someone you know is currently struggling with their mental health, experiencing a crisis, or having thoughts of self-harm, please do not rely on AI tools or the information in this lesson for support. Instead, reach out to qualified professionals or emergency services immediately.

Where to find help

You are not alone, and help is available. If you are in immediate danger, please call your local emergency services (such as 911 in the U.S., 999 in the U.K., or 112 in many other regions).

For 24/7, confidential support, you can connect with these organizations:

• 988 Suicide & Crisis Lifeline (USA): Call or text 988, or visit 988lifeline.org to chat online.
• Crisis Text Line: Text HOME to 741741 (USA/Canada), 85258 (UK), or 50808 (Ireland) to connect with a trained volunteer crisis counselor.
• Find A Helpline: Visit findahelpline.com to search for free, anonymous, and confidential support services available in your specific country.
• Local Resources: Contact your local healthcare provider, community health center, or university counseling services for professional guidance tailored to your needs.