Interviews

High-intermediate

Discussion Starter:

• Discuss whether you believe that Internet addiction is a real concern and share your thoughts and personal experiences related to spending time online.

Vocabulary Preview:

• Review a list of key terms related to Internet addiction (e.g., binge-watching, web development, digital detox) and discuss what these terms mean. This step can familiarize learners with the interview’s context.

Predictions and Questions:

• Read the interview title and generate predictions about what the interview might cover. Come up with questions that you expect the interview to answer. Share and discuss these predictions as a class.

Opinion Poll:

• Conduct a quick survey or poll among students and ask questions like, “Do you think people can be addicted to the internet?” or “What role does the internet play in your daily life?” This can provide insights into varying perspectives and set the stage for the interview.

Brainstorming:

• Brainstorm the positive and negative aspects of Internet use. Have groups present their ideas and facilitate a class discussion on the potential benefits and drawbacks of Internet engagement.

Here are some words and expressions that appear in the video:

binge-watch (verb): watch multiple episodes of a television series or movie in quick succession.
– After a busy week, Sarah likes to binge-watch her favorite shows on weekends to unwind.

detox (noun): a period during which a person abstains from or rids the body of toxic or unhealthy substances.br>- Many people choose a digital detox to break free from constant screen time and enjoy a healthier lifestyle.

vortex (noun): a mass of whirling fluid or air, especially a whirlpool or tornado.
– The online world can feel like a vortex, drawing people into its whirlwind of information and distractions.

influx (noun): A flowing or pouring in, typically of people or things.
– The holiday season brings an influx of shoppers to the malls, creating a bustling atmosphere.

entangled (adjective): be involved in a difficult or complicated situation from which it is hard to escape.
– As technology advances, individuals may find themselves entangled in the complexities of balancing work and their personal lives.

Now, watch the interview and answer the comprehension questions. You can also turn on the automatically-generated captions for the video once you start it.

Randall: All right, Emily, in this video, let’s talk about Internet addiction. Is there something like that, or it’s all in our minds?

Emily: I believe that you really can be addicted to the internet. It’s this vast vortex, almost of information and conspiracies and knowledge, and there’s just everything’s so jumbled up that you can easily get sucked into it. I really believe.

Randall: So, how would you define it, though? You mentioned there is a lot of information out there, a lot of information that is very useful, very critical. But how would you define that? I mean, a lot of people, maybe they’re working on the Internet. That’s what they do. They develop web pages or whatever. Is that an addiction? Could it be? Yes? No?

Emily: I feel like when it’s your job, it’s one thing, but when let’s say you’re off the clock, and you can’t get off of the Internet, you’re stuck to Facebook or reading the news or surfing the web for who knows what, that . . . That can be a problem.

Randall: What about binge-watching? Like with Netflix or something like that, watching, you know, ten episodes in a row? Maybe. Sometimes we need that.

Emily: I feel like that’s okay once in a while, but then you’re kind of you’re also crossing into binge-watching TV, like a TV addiction versus an Internet addiction. And TV addiction has been around a lot longer than the internet.

Randall: Yeah. I mean, I think it’s a situation where, okay, let’s say you’re going to go camping, and you can’t live without your device. I can see there are benefits to having those devices, but as you mentioned, I think where it becomes a really unhealthy practice where you can’t, you know, separate yourself from your device. I think that’s what we’re talking about. Right?

Emily:  Yeah.

Randall: All right. Thank you, Emily, for your thoughts on this topic.

1. Reflection on Personal Habits:

   • Have you ever found yourself unable to detach from the internet during your personal time off? How did you handle it, and do you think it could be a sign of internet addiction?

2. Comparative Analysis:

   • Reflect on Emily’s distinction between TV addiction and internet addiction. Do you agree with her perspective, or do you see similarities between the two? How has the evolution of technology influenced our media consumption habits?

3. Societal Impact:

   • Discuss the potential societal consequences of widespread internet addiction. How might it affect relationships, work productivity, or mental health on a larger scale?

4. Balancing Technology Use:

   • Randall suggests that there are scenarios where devices, such as smartphones, might have benefits. In your opinion, what are some healthy ways to balance technology use in various aspects of life, including work and personal time?

5. Digital Detox Strategies:

   • Based on the interview, what strategies do you think could be effective for someone trying to break free from internet addiction? Share your ideas and discuss their feasibility in today’s digitally connected world.

Objective: Enhance language skills and critical thinking by navigating through scenarios related to internet addiction based on the interview.

Materials Needed:

1. Whiteboard or flip chart
2. Markers
3. Index cards
4. Timer

Game Instructions:

1. Scenario Cards:

   • Prepare index cards with different scenarios related to internet use and potential addiction. Include situations mentioned in the interview, such as binge-watching, web development, and camping without devices.

2. Categories:

   • Divide the scenarios into categories like “Work-Related Internet Use,” “Personal Time Internet Use,” and “Healthy Tech Habits.” Assign different point values to each category based on difficulty.

3. Team Formation:

   • Divide the participants into teams. Each team will choose a team name.

4. Game Rounds:

   • In each round, a team selects a category and a scenario card. They have a set amount of time (e.g., 2 minutes) to discuss the scenario and come up with a response.

5. Presentation:

   • After the timer runs out, each team presents their discussion and proposes whether the scenario represents a potential internet addiction or healthy internet use. Encourage teams to provide reasons for their choices.

6. Discussion and Points:

   • Facilitate a class discussion after each presentation. Encourage students to express their opinions and thoughts on each scenario. Award points based on the quality of reasoning and critical thinking demonstrated by each team.

7. Rotate Teams:

   • Rotate teams after each round, allowing everyone to participate and share their perspectives on different scenarios.

8. Bonus Round:

   • Include a bonus round where teams can challenge each other with hypothetical scenarios not discussed in the interview. This encourages creativity and a deeper understanding of internet addiction concepts.

Scoring:

• Award points based on the quality of discussion, critical thinking, and adherence to the scenario’s context. The team with the most points at the end of the game wins.

This interactive game fosters language skills, critical thinking, and collaborative discussions while reinforcing key concepts from the interview about internet addiction.

Scenario Cards