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Length: 10 minutes.

Materials: Handout or ppt presentation; marker.

Grouping options: Ss are to do the activity in pairs. Then, they will share the answers as a whole class.

Possible pitfalls: None:

Possible adaptation: T can make Ss write the answers on the board so that everyone participate in this last activity.

Tips: At the end of the activity T should ask Ss questions about their performance and give general feedback to the class in order to close the session.

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Length: 10 minutes.

Materials: Handout.

Grouping options: Ss have to complete de activity individually. Then, Ss will compare their answers with a partner. T will check the answers as a whole class.

Possible pitfalls: Ss could get confused with the phrasal verbs.

Possible adaption:

- Considering that there are phrasal verbs (that are made-up of more than two words), the blanks should be separated according to the amount of words that are required.
- The terms "bring (something) to light" and "figure (sotheming) out" should have the word "something" so they match with what is written in the vocabulary activation section. Also, it will give Ss the notion of the existence of a referent.

Tips:

- T remidns Ss to go back to the pre-listenig's vocabulary activation section to recall the terms and their definitions.
- If this activity is too difficult for Ss, they can work in pairs.

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Lenght: 10 minutes.

Materials: Handout, transcript.

Grouping options: Ss do the activity individually. Then, T checks answers as a whole class.

Possible pitfalls: There might be too many speakers in that short extract of the video.

Possible adaptations:

- Reduce the amount of speakers.
- Name the speakers so that Ss know who is talking.
- Maybe choose another part of the video.
- Pause the video in each interaction in order to make a sense of distance bewteen the speakers and provide Ss with more time to answer.

Tips:

- At the moment of checking the answers, T could differenciate the sounds between the wrong and correct words (for example, cold vs. cool).

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Post-listening

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Length: 20 minutes.

Materials: Handout, transcript.

Grouping options: Ss have to answer the questions individually. Then, they have to compare their answers with a parter. Finally, T checks the answers as a whole class.

Possible pitfalls: Ss might not be able to answer the questions by watching the video just once.

Possible adaptation: Watch the video twice or stop the video when the answer to a questions appears.

Tips: Ss should take a look at the questions first before answering them. Also, if Ss are too lost, T can provide them with the transcript of the video.

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Length: 10 minutes.

Materials: Handout.

Grouping options: as a group in order to answer the questions. Then, as a whole class for checking the answers.

Possible pitfalls: Just one student may write the answers down. Moreover, Ss might need to watch the video again.

Possible adaptation: Watch the video twice.

Tips:

- Ss should take a look at the questions before they start listening to and watching the video.
- Make all members of the group write the answers down.

- In order to avoid confusion, T should explicit that this first part is for Ss grasp the main idea of the video (answering questions of general information).

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Genhard, J.G. (1996). Teaching English as a foreign language: A teacher self-development and methodology. Ann arbor: the university of Michigan press.

Harmer, J. (1994). The Practice of English Language Teaching. London: Longman.

Ahmed, S. (2017). Authentic ELT Materials in the Language Classroom: An Overview. Journal of Applied Linguistics and Language Research, 4(2), 181-202.

Nunan, D. (1997). Listening in Language Learning. Cambridge: Cambridge University Press.

Schmitt, N. (2002). An introduction to applied linguistics. Oxford University press.

Underwood, M. (1989). Teaching listening. Harlow: Longman.

Vandergrift, L., & Goh, C. C. (2012). Teaching and learning second language listening: Metacognition in action. Routledge.

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While-listening

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Length: 10 minutes.

Materials: handout.

Grouping options: Ss are to complete the activity individually. Then the T will check the answers as a whole class.

Possible pitfalls: There might be too many words.

Possible adaption: Reduce the number of words to 7 or 5.

Tips:

-Ss who finish faster can help the ones who are struggling.
-At the moment of checking the answers, T reads the definition first and the Ss come up with the answer in unision.

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Length: 5 minutes.

Materials: a handout or a ppt presentation.

Grouping options: Ss have to discuss and answer the questions in pairs. Then, some of them will  have to report their partners' answers (whole class).

Possible pitfalls: Some Ss may feel unsure of themselves when reporting their partners' answers to the class.

Possible adaptation: Make Ss share their answers with another group/pair.

Tips: Ss should take notes of  their partner's anwers in order to recall the information and report them easily.

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Pre-listening

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Length: 7 minutes.

Materials: It could be a handout or a ppt presentation.

Grouping options: it is a whole class discussion.

Possible pitfalls: Ss might get too noisy and the discussion could get confused.

Possible adaptation: It is better to let students discuss in pairs a few minutes first, and then share the answers as a whole class.

Tips: T should model all the activities throughout the lesson and make instructions simple and clear. T also needs to emphasize the importance of the "advice boxes" for Ss to consider them when doing the activities.

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Conceptual:

-At the end of the lesson, Ss will be able to provide at least 2 advantages and 2 disadvantages of social media usage.

Procedural:

-Ss will express what they think of social media.

-Ss will relate what it is said in the video with their own experiences.

Attitudinal:

-Ss will be able to cooperate actively in group activities.

-Ss will be able to work autonomously and collaboratively in the development of the tasks.

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Are You Addicted to Social Media? | What Do You Fink?

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Are You Addicted to Social Media? Are you addicted to social media or do you love the idea of closing those apps and doing a digital detox? In this week's episode, R29's Lucie Fink digs deep and asks strangers on the streets of New York about their social media habits.

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Target audience: 10th graders // 35 students or so.
Unit 3: The world around us: personal relationships and social media.
Topic: Social media
Required knowledge: Social media knowledge, world knowledge, express opinion, age of technology, answer open-ended questions.

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Authentic materials need to be carefully selected and used in classrooms. In this sense, it is very important the role of the teacher.  The teacher has to constantly provide all the pedagogical guidance for the successful interpretation of authentic materials, mostly for low proficient learners.

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Authentic materials need to be carefully selected and used in classrooms. In this sense, it is very important the role of the teacher.  The teacher has to constantly provide all the pedagogical guidance for the successful interpretation of authentic materials, mostly for low proficient learners.

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Little control the learners have.

Features of redundancy which may take the form of repetitions, false starts, re-phrasings, self-corrections, elaborations, tautologies and apparently meaningless additions or fills such as I mean or you know, well, err.

Fast speech.

Some materials might be too long.

Problems with “keeping up'' with all information.

Unfamiliar accents.

Learners’ vocabulary.

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According to Ahmed (2017) there are huge resources on different TV channels which can  definitely  help  learners  develop  their  listening  informally.  Channels  like  BBC, National  Geographic  Channel,  Animal  Planet,  Discovery,  Adventure1,  Star  Plus,  HBO, CNN, AXN,  CN, ESPN  offer news, interview,  talk show, travel  show, movies  and sports commentary.

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Audio: commercials, quiz shows, cartoons, news, documentaries, weather forecast reports, soap operas and comedy shows, movies, interactive talk shows, and radio advertisements, songs; taped conversations, including one-sided telephone conversations, meetings, short stories.

Visual: slides, photographs, paintings, wordless street signs, silhouettes, pictures from magazine.

Printed: newspaper articles, movie advertisements, astrology columns, sports reports, obituary columns, lyrics to songs, restaurant menus, tourist information brochures.

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Harmer (1994) states that authentic material has positive effects on learners, in that it: (1) helps learners to produce better language, (2) helps learners to acquire the language faster, and (3) makes learners more confident to deal with real life situations.

Therefore, bringing authentic materials into the classroom can be motivating for the students, as it adds a real-life element to the student’s learning experience and it will no-doubt expose your students to culture, so you can actually take the context into consideration instead of just looking at how language is used. Of course, we should always remember that we should bear in mind the task as well.

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Listening comprehension has been neglected in research and practice until quite recently. This is why some researchers call listening “Cinderella skill in language learning” (Nunan, 1997, p. 47).

Moreover, traditionally listening was considered as a “passive process, in which our ears were receivers into which information was poured” (Schmitt, 2002:193). Having been demystified those simplistic views, nowadays, it is regarded as an active, interpretive process.