Rania Kuraa Rania Kuraa

Online Safety
Intermediate level


Abc Role Card B
Abc HO
Abc Role Card A
Abc WB
Abc Pictures
Abc projector
Abc Flashcards
Abc Answer keys

Main Aims

  • To provide gist and scan reading practice in the context of online safety.

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of online safety.
  • To review vocabulary related to online safety.
  • To develop students’ awareness of online safety issues.


Warmer/Lead-in (3-5 minutes) • To engage the students and create an interest for the lesson.

1-Project some images of online logos, e.g. Facebook, Twitter, Whats app, Amazon, YouTube. Can you identify these logos? 2- Tell students about how I use the internet, social media and my mobile phone. For example - sending emails, texts, using Facebook, twitter, buying things online, playing games online, watching videos, reading articles. 3- Ask the students to discuss with a partner whether they do the same or different online activities as me. Internet usage: Who? What? a) Do you (and/or your friends) use the internet? b) What do you/they use the internet for? Emails, play games with other people online, chat with friends online, homework and tutoring, etc. c) What is a password? Have you used a password before? (This could include a generic password for logging onto school computers.) d) Do you ever chat with other people online? e) Who do you chat with? f) What might you chat about?

Pre-Reading (8-10 minutes) • To set lesson context and engage students.

1-Telling students that they are going to watch a short video in order to make predictions about the main message of it. 2- Before showing the video, I'll ask students do the pre-reading vocabulary task (HO1). 3- Asking the students to watch the video and to decide with a partner what the main message of the video is. 4-Asking for a volunteer to explain the video’s message - do the rest of the class agree? 5- Asking students watch again and then do the comprehension tasks (HO2). 6- Checking answers in pairs. 7-Askng SS the following questions:

While-Reading (10-15 minutes) • To provide students with less challenging gist and specific information reading tasks

1-Handing out or displaying the ‘Online safety ’ text. 2-Asking students to read the text very quickly (set a time limit of 2 minutes) and to say how it is similar to the video they watched (the text is all about various aspects of how to stay safe online). 2- Set the activity (HO3). Asking students do the ‘Check your vocabulary: matching’ task. 3-After completing the task,providing SS with the answer key on the screen. 1- Asking students to read the text again more slowly to focus on specific information in order to answer (True/False questions)in pairs. 2-Asking SS to check their answers in pairs. 2- Projecting the answer key for the whole class feedback. **** N.B:Fast finishers can also do the ‘Check your understanding: gap fill’ task. 1-Set up the activity and provide stimulus( set the scene.) 2-- Demonstrate the activity. Give Ss Handouts to complete the missing gaps. 3- Set up pairs and ask Ss to Work in pairs ,use the questions on the screen. Ask ICQs: -Are you working alone or in pairs? 4-SS do the activity. 5- Whole class feedback..

Post-Reading (8-10 minutes) • To provide an opportunity to respond to the text and expand on what they've learned

(1) Displaying or handing out the following questions: ------------------------------------------------------------------- 1 Do you agree with the top five tips for staying safe online in the text? 2 What other tips could you add? 3 How useful are online safety videos like the one you saw? 4 Do young people need more advice from adults about how to behave online? 5 How do adults and young people use the internet differently? 6 Which social networks (if any) do you prefer? Why? 7 How safe is it for young children to use the internet? 8 How will we communicate online in the future? (2) Putting SS into groups of four or six depending on the number of the SS. (3)Giving clear instructions to SS and handing out questions to the groups, give them time to prepare their answers. (4)Students discuss the questions in small groups, and ask each group to report back to the class, summarizing their discussion on one of the questions. (5)Feedback.

Freer Practice (7-10 minutes) • To provide an opportunity to respond to the text and expand on what they've learned

(1)Putting SS into pairs and set up the activity. (2)Giving clear instructions to SS and handing out each pair of students a pair of role-cards, set a time limit to prepare their answers. (3)Students do a role-play activity to practise the vocabulary they have learnt.If necessary, model the activity with a strong student.Monitor students while they do the activity, offering encouragement and support where necessary. 4- Get SS to change partners and repeat the same questions. 5- Pick some SS to report to me some of what their friend have said to them.

Freer Practice (Writing)(Flexi-stage) (7-10 minutes) • To provide an opportunity to practice target productive skills

1-Telling students that they are going to make posters in small groups with their top tips for staying safe online. 2-Demonstrating the task on the board. 3-projecting some posters on the screen. 4-When students have the idea, put them into small groups and give each group a large piece of paper and pens. Give them a time limit to produce a poster. 5-Monitor to check their understanding of the form and meaning. 6-Ask students to share ideas in groups. 7-Ask SS to edit and error correct their writing in groups. 8- Final product : I will stick their piece of writings(the posters) all around the room . 9-Displaying the posters and have a class vote on the poster with the best advice. 10- Write the inaccurate sentences on the board and discuss with SS how they can be corrected. (Language feedback.)

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