Lifevision – intermediate – Unit 3.

4 Lesson Plan Procedure - use a row for each stage and add additional rows as necessary

Lesson objectives

 Language Skills Development:  Collaboration:

 Improve listening comprehension through dictation (e.g., dictogloss)  Work in pairs or groups to complete activities (e.g., reconstructing
and audio-based gap-fill activities. dialogue, completing the pie chart) and share findings with the class.
 Practice speaking by describing data from charts and collaborating
with partners.  Knowledge Building:

 Vocabulary Acquisition:  Understand the difference between the Internet and the World Wide
Web through discussion and the TED-Ed video analogy (e.g.,
 Introduce and practice phrases for describing numbers (e.g., "just comparing the WWW to a virtual city).
under," "approximately") and relevant terms (e.g., "cable," "server,"  Explore global internet usage patterns and factors influencing
"network"). connectivity (e.g., percentages of populations online).
 Use new vocabulary in meaningful contexts to enhance retention.
 Real-World Application:
 Critical Thinking and Interpretation:
 Use charts and numerical data to simulate real-world tasks like
 Analyze and interpret charts and graphs (e.g., bar graph and pie chart) explaining statistics or giving presentations.
to make informed predictions and describe trends.

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Anticipated problems  Model note-taking by demonstrating how  Model how to interpret the data in a chart
to write down key words or phrases. using one example before students start.
1. Vocabulary Difficulties  Emphasize the goal is to capture ideas,  Provide scaffolding phrases (e.g., “This
not word-for-word transcription. shows that…”, “The data suggests…”).
Problem: Students may struggle with unfamiliar
terms like cable, network, server, or phrases for
describing numbers (e.g., approximately,
roughly, just under). 4. Pair/Group Collaboration Issues 6. Over-Reliance on Native Language
Solution:
Problem: Problem: Students may revert to their native
 Pre-teach challenging vocabulary with language (L1) when working in pairs/groups,
visuals, examples, or context-based  Uneven participation (e.g., one student especially during challenging activities.
explanations. dominating the task). Solution:
 Use concept-checking questions (CCQs)  Difficulty in sharing information
to confirm understanding (e.g., “Does effectively during pair activities (e.g.,  Provide sentence frames and target
‘just under’ mean more or less than completing the pie chart). vocabulary to encourage use of English
100?”). Solution: (e.g., “I think the answer is…
 Assign roles within groups (e.g., note- because…”).
taker, speaker, timekeeper).  Monitor group discussions and gently
 Use ICQs to ensure everyone understands prompt students to switch to English.
3. Problems with Listening Activities their role.
(Dictogloss/Gist Tasks)  Monitor and provide prompts to
encourage quieter students to contribute.
Problem: 7. Time Management Challenges

 Students may struggle to take notes Problem:

effectively during the dictogloss. 5. Misinterpretation of Charts/Graphs
 They may focus too much on exact  Activities like the dictogloss or pair
wording rather than key ideas. Problem: Students may misread the bar graph or discussions may take longer than
Solution: pie chart, leading to incorrect assumptions or planned, leaving insufficient time for
answers. follow-up tasks.
Solution: Solution:
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  Set clear time limits for each task and use  Emphasize that mistakes are part of the  Have a transcript ready as a backup for
timers to keep students on track. learning process. listening activities.
 Skip or simplify less essential parts if  Allow pairs/groups to present
needed. collaboratively to reduce pressure.
 Praise effort and highlight good use of
language. 10. Overwhelmed by Multi-Step Tasks

8. Lack of Confidence in Sharing Problem: Students may struggle with complex

Predictions or Reconstructed Dialogue tasks (e.g., combining information from two
9. Technical/Audio Issues pages or multiple activities).
Problem: Students may feel nervous about Solution:
sharing their work with the class due to fear of Problem: Difficulty hearing or playing the audio
making mistakes. tracks for Exercises 5 and 6.  Break down instructions into smaller,
Solution: Solution: clear steps using ICQs.
 Model the process (e.g., how to ask
 Test the audio equipment beforehand. questions to complete the pie chart).

Stage Aims Procedure - What will the teacher be doing / saying? Timing
Warmer Change seats – things in comon
Lead in  Discuss difference between internet and world wide web 7

1. Internet

 The Internet is a big network of computers all around the world.

 It connects computers so they can share information with each other.
 Example: It lets us send emails or talk to people on video calls.

2. World Wide Web (WWW)

 The World Wide Web is a part of the Internet.

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  It is made of websites that we can visit using a browser like Google Chrome or Safari.
 Example: When you visit YouTube or search on Google, you are using the World Wide Web.

Preteach using a world map 5

Luxembourg

Somalia

Iceland

Bermuda

Eritrea
Orientation 1. Introduce the Task (2 minutes): 3
– e2 o Point to the bar graph and explain:
“The percentages on the graph are incorrect. Your task is to guess which countries have the highest and lowest
percentage of people connected to the internet and explain why.”
2. Pre-Teach Vocabulary (Optional, 2 minutes):
o Explain key terms if needed, e.g., "percentage," "connected to the internet," "population."
3. Guide the Activity
o Step 1: Ask:
“Which country do you think has the highest percentage of internet users? Why?”
“Which country do you think has the lowest? Why?”
o Step 2: Have students use their knowledge of technology, geography, and economy to justify their answers.
4. Share Predictions
o Invite groups to share their guesses with the class.
o Encourage follow-up questions like: “Why do you think that country has higher/lower internet use?”

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 o Elicit ideas, but don’t confirm any answers at this stage

ICQs (Instruction Checking Questions)

 “Are the percentages on the graph correct?”

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Gist While-Listening Stage 30

1. First Listening:
o Play the radio programme once for general understanding.
o Students note down whether their predictions seem accurate.
2. Second Listening:
o Replay the programme and ask students to confirm specific details or evidence that supports or contradicts their
predictions.

Post-Listening Stage

1. Discussion:
o In pairs or small groups, students discuss:
 Were your predictions correct?
 What information was surprising?
2. Feedback:
o Share and discuss predictions and findings as a whole class.

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Listening  First Listening
for detail
 General Comprehension: Play the audio once. Students listen for the overall content and mark any parts of the chart
that seem inconsistent or need correction.

 Second Listening

 Detailed Listening: Replay the audio. Students fill in missing details or correct errors on the bar chart.
 Encourage them to listen for specific data points like numbers, trends, or comparisons mentioned in the recording.

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Language 1. Introduce the Task: 10
extract o Say: “We’ll listen to part of a radio programme. Your job is to fill in the blanks in the notes using a maximum of
four words.”
2. Pre-Listening:
o Briefly review any key vocabulary or phrases students might find challenging (e.g., "undersea cables," "internet
traffic").
3. First Listening:
o Play the audio (🎧 3.07) once at a natural pace. Ask students to just listen and get the gist.
4. Second Listening:
o Play the audio again. This time, students fill in the gaps as they listen.

Language Listen and complete the sentences 15

extract / Fill in the table
focus

Speaking Step 1: Set Context 5

part 1
1. Point to the pie chart and say:
“This shows what happens in one minute online. Your task is to describe these activities using phrases from the
vocabulary table.”

Step 2: Pair Work

1. Explain the Activity:

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 o Students work in pairs to create sentences about the chart using vocabulary from the table (e.g., “Approximately
2 million calls are made on Skype in one minute.”).
o Encourage them to use a variety of phrases from the table (e.g., “just under,” “roughly,” “a little more than”).
Highlight how to say the decimal point, e.g. 3.5
2. Model an Example:
o Write or say: “Almost 29 million WhatsApp messages are sent in one minute.”
3. Monitor Progress:
o Walk around to help with vocabulary or sentence structure.

Step 3: Sharing

1. Ask a few pairs to share their sentences with the class.

2. Highlight correct use of vocabulary and give feedback where needed.

Information 1. Set the Task (2 minutes): 10-15

gap activity o Say: “You’ll work in pairs to complete the pie chart. Student A has some of the information on page 149, and
Student B has the rest on page 150. You need to ask and share information to complete the chart.”
2. Organize Pairs:
o Divide students into pairs and assign roles:
 Student A: Goes to page 149.
 Student B: Goes to page 150.
3. Explain the Process:
o Students take turns asking questions to obtain missing information (e.g., “How many hours of video are uploaded
to YouTube?”).
o Encourage the use of complete sentences and phrases (e.g., “It’s approximately…” or “Just under…”).
4. Monitor the Activity:
o Walk around to ensure students are on task and using target vocabulary. Assist with pronunciation or grammar if
needed.

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 5. Review Answers (5 minutes):
o Once all pairs have completed the chart, review the answers as a class. Ask: “What surprised you the most about
this data?”

ICQs (Instruction Checking Questions)

 “Are you working alone or with a partner?” (With a partner)

 “Where can you find your information?” (Pages 149 and 150)
 “How will you complete the chart?” (By asking and sharing information with your partner)

Extension / Create a fun weekly English learning plan

Homework
1. Introduction:
o Begin with a brief review of approximation language terms using examples. Example: "I spent around 30 minutes
watching a movie yesterday."
o Explain the importance of planning and how approximation terms can make it flexible and realistic.
2. Task Instructions:
o Students will create a weekly English study plan incorporating fun activities for speaking, listening, and reading
skills.
o For each day, they must:
 Choose one skill (speaking, listening, or reading).
 Select a related activity (e.g., karaoke, watching a YouTube video, recording a voice note).
 Estimate the time they’ll spend on the activity using approximation language.
 Fill in a provided table.

Example Table:

Day Skill Activity Approx. Time

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 Monday Speaking Talk to a friend on HelloTalk About 15 minutes
Tuesday Listening Watch an episode of a series Just under 40 minutes
3. Scaffolding:
o Provide pre-filled examples for guidance.
o Discuss possible activities for each skill (refer to materials like using apps, karaoke, or podcasts).
o Model a completed table on the board.
4. Engagement:
o Students work in pairs or small groups to brainstorm and share ideas for activities.
o Encourage creativity, such as integrating hobbies like gaming or music into the plan.
5. Plan Creation:
o Distribute blank planning tables and instruct students to complete them independently.
o Circulate to offer support, check understanding, and provide feedback.
6. Reflection and Sharing:
o Have students share one or two highlights of their weekly plan with a partner or the class.
o Use peer feedback to evaluate the feasibility and variety of their plans.

Formative Assessment Tips:

 Check for correct and varied use of approximation terms.

 Ensure plans are balanced, with activities for all three skills.
 Encourage creativity and real-world applicability of their choices.

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