![Lesson plan on Internet Addiction<br />Aim: to make ss aware of the potential dangers of spending too much time online and how they can be protected.<br />Objectives:<br />Language> reading for gist and details / practice vocabulary / grammar practice on giving advice<br />Abilities> to be able to find the association between words of the same families and trace their origin<br /> To be able to draw conclusions from data (questionnaire)<br />Attitudes > become aware of the problem of Internet addiction / understand its causes / realize need for the problem to be addressed.<br />Level: B1+ (A grade of Senior highschool- Lykeio)<br />Materials: Europa Diary (UK version), pp.80-82, accessible at <br />http://www.europadiary.eu/docs/2011-12/edito_uk.pdf<br />Time: 2 teaching hours<br />,[object Object], Ask questions such as <br />,[object Object]](https://image.slidesharecdn.com/lessonplanoninternetaddiction-110919091124-phpapp02/85/Lesson-plan-on-internet-addiction-1-320.jpg)
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Lesson plan on internet addiction
- 2. How much time a day do you spend in front of the computer?
- 3. How many online accounts have you got and at which social networks?
- 4. Then write on the board the word Addiction and ask them if they know what it means. Ask them to give examples of various kinds of addictions, the possible causes and problems that can be caused. Make a spidergram on the board. Alternatively, if you have access on the internet you can use the cmap tool (http://cmap.ihmc.us/) or any similar website to produce digital spidergrams and keep them for future reference.
- 5. Separate the class in two groups and ask them if they know the signs of internet addiction and ask them to guess which they may be (eg. Losing track of time online, become isolated etc.). Each group produces a list and then they compare the two lists.
- 6. Give the questionnaire and ask them to fill it in individually (appendix 1) and anonymously. Afterwards, in each group, the ss count how many positive and negative answers there are and find the percentage of teenagers who experience these symptoms in their class.
- 7. Now give them the text entitled Do you spend too much time online? (appendix 2). Ask them to work in pairs reading the text and answering the questions on the worksheet.
- 8. Ask the ss what advice they would give to a friend of theirs to help him/her deal with their addiction. Revise some grammatical items and set phrases on giving advice. They can write it on a piece of paper and the teacher collects them.
- 10. Are you staying up late at night online? YES⃞ NO ⃞
- 11. Do you continue to browse the internet even after you lose interest? YES⃞ NO ⃞
- 14. When games stop being fun
- 16. An early start
- 17. Answer the following questions according to the text:
- 18. At which age do children from all over Europe start using the internet?
- 19. What is the percentage of young people who use the internet every day?
- 20. Is internet addiction different to other kinds of addiction?
- 21. How can you tell whether a person has an internet addiction?
- 22. Discuss with you partners and provide synonyms or phrases explaining the meaning of the words in bold letters. Then build word families for each one of them.
- 24. There are things you can do to help yourself, such as moving the computer from your bedroom to the family room; it’ll no longer be just you and the computer, and others around you will help you monitor how much time you spend online.
- 25. Software that limits internet use is also available.
- 26. Or you could try to find another outlet for your interests. For example, if you spend time online involved in role playing, why not read a fantasy novel or try a theatre group?