University of Tunis

FSHST

English department

TEFL

Imen Hamdi

Group 5

Number ID: 07462712

Lesson plan

Level: Intermediate
Title of the lesson: Internet addiction
Skills: Listening (integrated with speaking)

Objectives:

Boost students listening skills by giving them the opportunity to be active

listeners.
Students will gain a broad idea of what they are listening to.
Learners will be able to use already acquired phonological knowledge to
answer some exercises.

Procedure:

Pre-teaching: (4 minutes)
Students will watch a short video and will be asked to comment about it.
=>The aim of this activity is to help students guess what the listening will be about.
Teaching: (6 minutes)
Students will listen to an audio file twice:
First time => While listening to the tape, they are supposed to answer listening
comprehension questions. (focus on content)
Second time => They will listen again for specific information as learners will answer
phonology questions dealing with transcription. (focus on form)

Post-teaching: (1 minute)
Students are required to answer a short questionnaire which is closely related to the
topic of the lecture.

Materials:

Audio player
Video player
Data show
Laptop
 I. Listening comprehension:

1. What is the main idea of the passage?

2.

a) What is the name of the reporter?

b) What is the name of the newspaper that reported the issue?
...

3. Seven signs are included in the passage which are indicators of internet
addiction. Can you mention two of them?

.

4. How can we overcome internet addiction?

II. Phonology:

a) Listen again to a part of the passage and pick out words which contain the
following sounds:
b) Transcribe the words:

f a
Are you an internet addict?

Question 1:
Do you stay online longer than you intend?
A: Always
B: Sometimes
C: Rarely/never

Question 2:
What is the first thing you usually do after you get out of bed in the morning?
A: Check my Facebook account
B: Check my E-mail
C: Something else

Question 3:
Does your work suffer because of the amount of time you spend online? (E.g.,
postponing things, not meeting deadlines, etc.)
A: Always
B: Sometimes
C: Rarely/never

Question 4:
Do you prefer to spend time online over hanging out with your friends/family?
A: Yes
B: No

Question 5:
Do others complain about the amount of time you spend online?
A: Yes
 B: NO

Question 6:
Do you have more friends
A: Online
B: Real life

Question 7:
How many hours per day do you spend online?
A: 8 hours while Im at work
B: An hour or two every night to catch up
C: A few minutes just to check my Email

Result:

A= You are totally addicted on internet. You need to reduce time spent
online!

B/C: You are not an internet addict. Keep it up!

Theoretical approach:

listening can be defined as a mental cognitive process which requires an active learner
receiving, understanding and evaluating what he hears and responding with verbal and
nonverbal feedback. According to Roland Barthes, one should distinguish between hearing and
listening. He argues that Hearing is a physiological phenomenon; listening is a psychological
act. Indeed, hearing is a passive process which occurs subconsciously, whereas listening
involves the person paying attention to his addressee and reacting to what is said. Furthermore,
listening comprehension involves two crucial concepts: Top-down and bottom-up knowledge.
The first concept is the background knowledge used by listeners to grasp the meaning of a given
message, while the second one is the linguistic knowledge which requires listeners to focus on
the language input through decoding words, sounds, clauses and sentences. Over the years,
listening instruction has witnessed many changes as several approaches and methods were used
in the aim of boosting students listening skills.

In traditional methodologies, enhancing ones listening skills was not seen as

important as developing reading or writing abilities. In fact, listening instruction was restricted
merely to repeating and memorizing some sounds and grammar patterns. The purpose behind
listening activities, back then, was to attain accuracy. This was the dominant view prevailing in
Audiolingualism and other repetition-based methods of the 1970s. Therefore, as listening
competence was taken for granted as a skill that would be inevitably acquired while learning
any foreign language, few studies were conducted to develop L2 listening abilities. However,
the emergence of listening as a fundamental skill in language teaching became recognized
worldwide following researches done by Asher, Postovsky, Winitz and, Krashen. They
emphasized its role as a key component in facilitating language learning processes. Besides, the
role of listening assumed greater importance due to the emergence of the Interactionist
approach. Advocates of such an approach claimed that listening instruction should focus on a
whole piece of discourse rather than simply listening to single words or sentences. Thus, a social
and contextualized perspective of the L2 learning process started to be adopted and learners
were required to focus on content rather than structure. The emergence of CLT in the 1980s
played a key role in examining listening skill from another angle. Listening was no longer
perceived as something to be picked up by learners, but as a complex process which needs
to be fully developed. Accordingly, teachers were encouraged to move away from using long
written passages in favor of authentic materials such as songs or conversations. Pre-listening
activities were also introduced to keep learners attentive and motivated as well as to give them
the opportunity to use their background knowledge.

Currently, listening has gained much in importance as it plays a prominent role. In

fact, University entrance examinations such as TOEFL or IELTS include a listening section
which suggests that listening competence is not optional, but a crucial aspect of second
language proficiency. Most importantly, students role has shifted from passive recipients to
active listeners. Instead of simply receiving instructions and responding only when asked, they
are now responsible for their own learning process as they interact with the listening at many
levels. They construct meaning by drawing on their schemata and combining bottom-up and
top-down processing. They use various strategies and skills and discuss their effectiveness with
their peers and they rely on metacognitive abilities to overcome difficulties. Furthermore, it is
assumed that listening skills are best learned through interactive and engaging exercises which
provide learners with the opportunity to practice active listening skills. Teachers currently use
interpersonal and group activities which serve as helpful methods for teaching listening. For
instance, students can be divided into small groups and each one is assigned a particular activity
such as mock interviews or storytelling. Thus, they are given the opportunity to be active
listeners and speakers. One can also notice that listening is not taught in isolation as it goes
hand in hand with other skills. To ensure effective learning, students must learn to listen and
speak at the same time for real life communication requires using both skills simultaneously.
Thus, current teaching methods integrate listening with other skills.

Overall, developing adequate listening skills is a crucial step towards attaining

proficiency in the L2. To reach that goal, students should be in total control of the learning
process while teachers remain mere guides. Predicting, self-monitoring, self-evaluating, and
note-taking are some few modern techniques that can pave the way for the emergence of
successful listeners.
Works cited:

Vandergrift, Larry. Listening: theory and practice in modern foreign language competence.
LLAS Centre for Languages, Linguistics and Area Studies. University of Southampton. Web.
Wikipedia contributors. Listening. Wikipedia, The Free Encyclopedia. Wikipedia, The
Free Encyclopedia, 6 Feb. 2017. Web. 6 Mar. 2017. Web.
C. Richards, Jack. Current Trends in Teaching Listening and Speaking. Oxford university
press. 2008. Web.
C. Richards, Jack. Teaching listening and speaking: from theory to practice. SEAMEO
Regional Language Centre, 2008. Web.
Switzer, Christine. Modern Methods of Teaching Listening Skills. Synonym.com. Leaf
Group Ltd. Web.
My personal experience:

In my lecture, I mainly focused on boosting the students listening skills. To reach this
goal, I integrated listening with speaking because in real life communication, both go hand in
hand. My lesson included three phases: Pre-teaching, teaching, and post-teaching. Firstly, I
tried to keep the audience attentive by making them watch a short video tackling the theme of
my lecture. The aim behind the warmer was to push students guess what my lesson is about.
Then, I asked students to listen carefully to the tape and answer listening comprehension
questions. Afterwards, I replayed part of the listening so that learners would be able to answer
phonology-related questions. During the teaching part, I relied on communication as I
included an opinion- based question to offer them the opportunity to practice English. I also
relied on some technological devices such as laptop and data show to keep my students
motivated. Finally, I moved to the post-teaching part which was brief due to time constraint. I
handed in a questionnaire entitled are u an internet addict? and asked them to give it a try
at home. I chose such an activity because my lesson was about internet addiction and I
thought that it would be interesting to check if learners are internet addicts or not.