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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

School:
Teacher's name:
Class:

LESSON PLAN
(Based on Official Letter No. 5512/BGDĐT-GDTrH dated December 18, 2020 of the MOET)

UNIT 7: THE WORLD OF MASS MEDIA

Lesson 1: Getting started – Promoting a charity event
I. OBJECTIVES

By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic The world of mass media;
- Gain vocabulary to talk about promoting a charity event;
- Get to know the language aspects: adverbial clauses of manner and result.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Be responsible for the community;
- Develop self-study skills.

II. MATERIALS

- Grade 12 textbook, Unit 7, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Form

Pronunciation

Meaning

Vietnamese
equivalent

1. in charge of
(idiom)

/ɪn tʃɑːdʒ əv/

responsible for

2. publicity (n)

 /pʌbˈlɪs.ə.ti/

the attention that is given to
somebody/something by newspapers,
television, etc.

sự công khai

3. advert (n)

 /ˈædvɜːt/

a notice, picture or film telling people

quảng cáo

chịu trách
nhiệm về

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about a product, job or service
4. profit-making
(adj)

/ˈprɒfɪt meɪkɪŋ/

(of a company or a business) that
makes or will make a profit

sinh lời

5. commercial (n)

 /kəˈmɜːʃl/

an advertisement on television, on the
radio or on a website

quảng cáo

Assumption
Anticipated difficulties

Solutions

Students are reluctant to work in groups.

- Encourage students to work in pairs and in
groups so that they can help each other.
- Provide feedback and help if necessary.

Students may lack vocabulary to deliver a
speech.

- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
- Provide vocabulary and useful language
before assigning tasks.
- Encourage students to work in groups so that
they can help each other.

III. PROCEDURES

1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students' knowledge on the topic;
- To set the context for the listening and reading part;
- To enhance students' skills of cooperating with teammates.
b. Content:
- Jigsaw puzzle
c. Expected outcomes:
- Students can recognise and name different forms of mass media.
d. Organisation:
TEACHER'S ACTIVITIES
Jigsaw puzzle (PPT slides)
- Teacher divides the class into two
teams.

STUDENTS' ACTIVITIES
- Students work in groups.
- Students look at the picture
that the teacher shows them

CONTENTS
Key:
Picture 1: electronic book

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- Teacher prepares the pictures of 5
and give the name of the
mass media forms and a key picture
mass media form.
- Teacher gives instructions for the
game:
+ Students work in 2 teams, take turns
to choose a number and guess the
name of each media form in the
picture.
+ If the answer is correct, the team
gets 10 points.
+ If the answer is incorrect, the chance
to answer is transferred to the other
team.
+ The first team to get the key picture
will get 50 points.
+ The team having more points is the
winner of the game.

Picture 2: video
Picture 3: software
Picture 4: video game
Picture 5: social media
Key picture: Digital media

e. Assessment
- T observes and gives feedback.
2. ACTIVITY 1: PRESENTATION (5 mins)
a. Objectives:
- To provide students with new words related the topic;
- To help students be well-prepared for the listening and reading tasks.  
b. Content:
- Vocabulary pre-teaching
c. Expected outcomes:
- Students can identify some new words related to the topic.
d. Organisation
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

CONTENTS

Vocabulary pre-teaching
- Teacher introduces the vocabulary.
- Teacher explains the meaning of the new
vocabulary by pictures.
- Teacher checks students' understanding
with the “Rub out and remember”
technique.
- Teacher reveals that these five words will
appear in the reading text and asks students
to open their textbook to discover further.

- Students listen to the
teacher's explanation and
guess the words.
- Students write down the new
words in their notebook.

New words:
1. in charge of
2. publicity (n)
3. advert (n)
4. profit-making (adj)
5. commercial (n)

e. Assessment

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- Teacher checks students' pronunciation and gives feedback.
- Teacher observes students' writing of vocabulary in their notebooks.
3. ACTIVITY 2: PRACTICE (22 mins)
a. Objectives:
- To introduce some vocabulary and the grammar points to be learnt in the unit.
- To check Ss' comprehension of the conversation.
- To introduce words related to the mass media.
- To help Ss identify adverbial clauses of manner and result.
b. Content:
- Task 1: Listen and read. (p.88)
- Task 2: Read the conversation again and circle the correct answers. (p.89)
- Task 3: Find words in 1 with the following meanings. (p.89)
- Task 4: Match the two clauses to make sentences used in 1. (p.89)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks
successfully.
d. Organisation
TEACHER'S ACTIVITIES
Task 1: Listen and read. (6 mins)
- Set the context for the listening and
reading.
- Ask Ss to look at the picture, the
heading and the conversation, and ask
questions.
- Play the recording twice for Ss to listen
and read silently along. Have Ss
underline words/phrases related to the
culture in the conversation.
- Put Ss in pairs and ask them to compare
the words and phrases they have
underlined and discuss their meaning.
Then check comprehension as a class.
- Call on three Ss to read the
conversation aloud.
- In stronger classes, teacher asks Ss to
close their books and just listen to the
conversation once. Teacher asks some
comprehension questions to check
understanding. Then have them open
their books and listen again, this time
following the text and checking if their
answers were correct.

STUDENTS' ACTIVITIES

CONTENTS

- Students look at the picture
and answer the questions.
- Students listen to the
recording.
- Students underline
words/phrases related to the
culture in the conversation.
- Students compare the words
and phrases with their
partners.
- Students read the
conversation aloud.

Questions:
1. Who are the speakers?
2. What do you think they
are discussing?
3. What types of mass
media are mentioned in the
discussion?
Suggested answers:
1. Mai and her friends,
Mark and Linda
2. The promotion of a
charity event Mai is in
charge of
3. local newspapers, posters,
the Internet/social media
sites, etc.

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Task 2: Read the conversation again and circle the correct answer. (5 mins)
- Ask Ss to read the conversation again - Students work
Answer key:
and circle the correct answers. Ask them independently to do the
1. expensive, will attract
to identify and underline the key words activity.
2. not expensive, may not
in the statements first (e.g. 1. -Students compare the
3. promoting
advertising, local newspaper). Then have answers in pairs.
4. Mark
them read the conversation again and
locate the part that contains the
information for each idea. Have them
compare the information in the
conversation with each idea to work out
which is the correct answer, and why.
- Have Ss work in pairs to discuss and
compare their answers.
- Check answers as a class. Encourage Ss
to explain where in the conversation they
can find the correct answer.
Task 3: Find words in 1 with the following meanings. (6 mins)
- Have Ss look at the first letters of the
- Students read the
Answer key:
words and phrases. Explain that these
conversation again and work 1. publicity
words are related to the mass media and
independently to do the
2. viewers
they are all in the conversation in
activity.
3. commercials
Activity 1.
- Students share and check
4. presence
- Ask Ss to read the definitions and find
the answers.
the words/phrases so that the
words/phrases on the left match the
definitions on the right, and they should
start with the letters given.
- Check answers as a class.
Task 4: Match the two clauses to make sentences used in 1. (5 mins)
- Tell Ss to read the clauses. Encourage - Students work individually Answer key:
them to identify the key words and locate to complete the sentences
1. b
the information in the conversation.
- Students share and check 2. c
- Ask Ss to complete the sentences by the answers.
3. d
matching two clauses.
4. a
- Check answers as a class.
- Highlight the use of adverbial clauses
to indicate manner (1. b, 2. c) and result
(3. d, 4. a).
e. Assessment
- Teacher checks students' exercises individually and gives feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives:
- To help Ss memorize the key information about a charity event;
- To get Ss to speak about a charity event.

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b. Content:
- Design a poster to introduce a charity event.
c. Expected outcomes:
- Ss can design a poster and make a short presentation about a charity event.
d. Organisation
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

CONTENTS

Design a poster about a charity event (10 mins)
- Teacher lets Ss work in groups of 4. Give
each group a big sheet of paper and coloured
markers.
- Give instructions to students.
- Ask students to draw a poster about a
charity event. They can use words, icons or
images to illustrate.
- Teacher asks all groups to stick their works
on the blackboard.
- Teacher calls on some groups to present
their group poster.
- Teacher asks other groups to listen and give
comments.
- Teacher gives feedback and gives marks to
the best group.

- Students work in groups to
follow teacher's instruction.
- Students perform in front of
the class.

e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
5. CONSOLIDATION
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the project in Lesson 8
Board plan

Students' own
creativity

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* Warm-up
Jigsaw puzzle

Date of teaching
Unit 7: The world of mass media
Lesson 1: Getting started – Promoting a charity event

* Vocabulary
1. in charge of
2. publicity (n)
3. advert (n)
4. profit-making (adj)
5. commercial (n)
Task 1: Listen and read.
Task 2: Read and circle the correct answers.
Task 3: Find words.
Task 4: Match the two clauses to make sentences.
Poster design
*Homework

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UNIT 7: THE WORLD OF MASS MEDIA
Lesson 2: Language

I. OBJECTIVES

By the end of this lesson, Ss will be able to:
1. Knowledge
- Understand and use words and phrases related to mass media;
- Identify and pronounce linking /r/ between two vowels;
- Use adverbial clauses of manner and result correctly;
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be responsible for the community.

II. MATERIALS

- Grade 12 textbook, Unit 7, Language
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
An adverbial clause is a dependent clause that functions as an adverb. There are different
types of adverbial clauses.
• An adverbial clause of manner explains how something is done. It uses subordinating
conjunctions such as as, as if, and like.
Example: He's acting as if he were my father.
Note: We use the subjunctive were with all pronouns after as if.
• An adverbial clause of result indicates the result of an action or a situation. It often uses
subordinating conjunctions such as so … that and such … that.
Example: The weather was so hot that we couldn't sleep.
Assumption
Anticipated difficulties
Students may lack knowledge about some
lexical items.
Students may have underdeveloped listening,
speaking and co-operating skills.

Some students will excessively talk in the

Solutions
Provide students with the meaning and
pronunciation of some lexical items.
- Play the recording many times if any
necessary.
- Encourage students to work in pairs, in groups
so that they can help each other.
- Provide feedback and help if necessary.
- Define expectation in explicit detail.

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class.

- Continue to define expectations in small
chunks (before every activity).

III. PROCEDURES

1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students' knowledge on the topic.
b. Content:
- Watch a video
c. Expected outcomes:
- Students can get an overview of the lesson.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Watch a video
- Students watch the video Link:
and write down the words https://www.youtube.com/
- Teacher prepares a video about the
linking /r/ and asks Ss to watch the video with linking /r/.
watch?v=wLprxwzWtc4
and write down the words with linking /r/ - Students check their
in the video.
answers with the class.
- Teacher plays the video once.
- Teacher checks answers with the whole
class.
- Teacher replays and pauses the video if
necessary.
e. Assessment
- Teacher observes and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)
a. Objectives:
- To help Ss recognise and practise the linking /r/ between the two vowels.
b. Content:
- Task 1: Listen and repeat. Then practise saying the words. (p.90)
- Task 2: Mark the places where the linking /r/ can appear. Listen and check. Then practise
saying the sentences (p.90)
c. Expected outcomes:
- Students can correctly pronounce the linking /r/ between the two vowels.
d. Organisation
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Task 1: Listen and repeat. Then practise saying the sentences in pairs. (6 mins)
- Students listen to the
Audio script:
- Have Ss read the Remember box
recording, and then repeat the 1. I'm sure an advert there
to understand when the linking /r/ words.
can help draw attention to
occurs between two vowels.
the event.
- Students add more examples
- Ask Ss to listen to the recording. of the words that contain the 2. We can't afford to
promote the show as if it
Have them pay attention to the linking /r/.

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linking /r/ marked in each sentence.
In weaker classes, explain why the
linking /r/ happens using the
Remember box! (e.g. 1. The linking
/r/ occurs between the vowel /ʊə/ at
the end of the word 'sure' and the
vowel of the next word, which is
/ə/)

were a big profit-making
event.
3. Perhaps you should
consider
all
of
our
suggestions.
4. I'll phone the local
newspaper to see if they
offer any discounts for
charity advertising.

- Ask Ss to listen to the recording
again, but this time, have them
practice saying these sentences.
Task 2: Mark the places where the linking /r/ can appear. Listen and check. Then practise
saying the sentences (6 mins)
- Students mark the places
Answer key:
- Ask Ss to read quickly through th
where the linking /r/ can
1. I saw an interesting
to get a broad understanding.
appear. Then listen to the
advert about the charity
- Have Ss underline the words that recording.
event.
contain the three dipthongs in each - Students read the whole text
sentence individually. Then ask aloud.
2. Traditional mass media,
them to work in pairs to compare
for example, TV and
their answers.
newspapers,
are
still
- Check answers as a class by
popular.
playing the recording. Pause after
each sentence and confirm the
3. There are more adverts on
answers.
TV nowadays.
- Put Ss in pairs and have them
4. There is a law against
practise reading the sentences
sharing
private
photos
aloud.
without permission.
Extension: Ss work in pairs and
make up new sentences using
words which contain these three
dipsthongs. Then they take turn to
read out their sentences and the
other S has to tell how many words
contaning /ɔɪ/, /aɪ/, and /aʊ/ they
can hear.
e. Assessment
- Teacher checks students' pronunciation and gives feedback.
- Students in class listen and give feedback on their friends' performance.
3. ACTIVITY 2: VOCABULARY (12 mins)

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a. Objectives:
- To introduce words / phrases related to the topic The mass media.
- To help Ss practise the words in meaningful contexts.
b. Content:
- Task 1: Match the words with their meanings. (p.90)
- Task 2: Complete the text using the correct forms of the words in Task 1. (p.91)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in
meaningful contexts.
d. Organisation
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Task 1: Match the words with their meanings. (6 mins)
- Tell Ss that the words in the activity are
- Students match each word
Answer key:
related to the mass media.
on the left with the meaning
1. d
- Have Ss match each word on the left with on the right
2. c
the meaning on the right. Encourage Ss to
- Students study the meanings 3. e
study the meanings and underline key
and underline key words.
4. b
words.
5. a
- In weaker classes, do the first one as an
example before asking Ss to match the rest
individually or in pairs.
- Check answers as a class.
Task 2: Complete the text using the correct forms of the words in Task 1. (6 mins)
- Ask Ss to work individually. Tell them to - Students read the sentences Answer key:
read the text carefully to decide which word carefully and decide which 1. updated
in 1 can be used to complete each of the words can be used.
2. the press
sentences. Remind them to use the - Students explain the 3. reliable
contextual clues to decide on the meaning of each phrase.
4. fake news
word/phrase.
- Students read the complete 5. bias(es)
- Have Ss compare their answers in pairs. text.
Check answers as a class. Have individual
Ss call out the word they have used for each
sentence first.
- Confirm the correct answers. In stronger
classes, ask Ss to explain why they have
chosen the word for each blank using
contextual clues.
e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. ACTIVITY 3: GRAMMAR (13 mins)
a. Objectives:
- To help Ss recognise the use of adverbial clauses of manner and result;
- To help Ss practise using adverbial clauses of manner and result.

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b. Content:
- Task 1: Combine the sentences using suitable adverbial clauses. (p.91)
- Task 2: Work in pairs. Talk about a type of mass media you use in your everyday life, using
adverbial clauses of manner and result. (p.91)
c. Expected outcomes:
- Students know how to use adverbial clauses of manner and result and can apply it to give a
short talk on the given topic.
d. Organisation
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Task 1: Combine the sentences using suitable adverbial clauses. (6 mins)
- Ask Ss to read the notes in the Remember - Students read the notes in Answer key:
box to remember the use of adverbial the Remember box.
1. he was guilty of
clauses of manner and result. Give more - Students complete the something
explanation and examples if necessary.
sentences with the suitable 2. that people
- Ask Ss to complete the sentences with the adverbial clauses
sometimes get
suitable adverbial clauses. Tell them to pay - Students explain their confused
attention to the meaning of each sentence answers.
3. as if the pain didn't
and the grammatical clue (i.e. what are the
affect him at all
relationship between two clauses, and which
4. that it allows people
subordinating conjunctions are/should be
to share information
used).
and ideas from around
- Check answers as a class. Go through each
the world
sentence and ask Ss to explain for their
answer, e.g. 1. The adverbial clause here
shows the manner of the action in the main
clause. It uses the subordinating
conjunction 'like'. So the answer should be
“My brother was looking at me like he was
guilty of something”.
Task 2: Work in pairs. Talk about a type of mass media you use in your everyday life, using
adverbial clauses of manner and result. (7 mins)
- Students work in pairs and
- Ask Ss to work in pairs. Ask them to take
Suggested answers:
talk about a type of mass
turns to talk about a type of mass media they media they use in their I use social media sites
use in their everyday life. They should make everyday life
every day to access
3-5 sentences, using adverbial clauses of - Present their ideas in front news and
entertainment. There is
manner and result as much as they can.
of class.
such a wide range of
- Encourage them to study the example in
information and
pairs first. Tell them to pay attention to the
entertainment on
use of adverbial clauses of manner and
social media that I
result.
often spend many
hours surfing the
- Encourage them to speak without writing
Internet every day. I
down the sentences. For weaker classes,
use social media so
allow them to write the sentences first
much that sometimes

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before reading them aloud.
- When they finish, invite some pairs to read
the sentences aloud in front of the class.
Correct any misuse of adverbial clauses of
manner and result.

e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
5. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 3 - Reading.
Board plan

* Warm-up
Watch a video

Date of teaching
Unit 7: The world of mass media
Lesson 2: Language

* Pronunciation
- Task 1. Listen and repeat.
- Task 2. Mark the places where the linking /r/ can appear.
* Vocabulary
- Task 1. Match the words with the meanings.
- Task 2. Complete the text.
* Grammar
- Task 1. Combine the sentences.
- Task 2. Talk about a type of mass media.
* Homework

my parents are
worried about me.
They think
that I behave as if I
were addicted to
social media. They
may be right. If I don't
go on social media, I
feel like I'm missing
out.

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UNIT 7: THE WORLD OF MASS MEDIA

Lesson 3: Reading – Digital media vs. traditional media
I. OBJECTIVES

By the end of this lesson, Ss will be able to:
1. Knowledge
- Develop reading skills for general ideas and for specific information about digital media and
traditional media.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Be responsible for the community.

II. MATERIALS

- Grade 12 textbook, Unit 7, Reading
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Form
1. convenient (adj)

Vietnamese
equivalent

Pronunciation Meaning
/kənˈviːniənt/

 useful, easy or quick to do; not
causing problems

tiện lợi

2. flexible (adj)

/ˈfleksəbl/

able to change to suit new conditions
or situations

linh hoạt

3. reliable (adj)

/rɪˈlaɪəbl/

that can be trusted to do something
well; that you can rely on

đáng tin cậy

4. fact-check (v)

/ˈfækt tʃek/

to investigate an issue in order to
check that the facts are given
correctly

xác minh tính
chính xác

5. struggle (v)

/ˈstrʌɡl/

to try very hard to do something
when it is difficult or when there are
a lot of problems

vật lộn

Assumption
Anticipated difficulties

Solutions

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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
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Students may lack knowledge about
some lexical items.
Students may have underdeveloped
reading, speaking and co-operating
skills.

Provide students with the meaning and pronunciation
of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
for students to speak.
- Encourage students to work in pairs, in groups so
that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES

1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students' knowledge about the figure they are going
to learn about in the lesson;
- To set the context for the reading part;
- To enhance students' skills of cooperating with teammates.
b. Content:
- Board race
c. Expected outcomes:
- Students join the activity enthusiastically and gain knowledge on the topic.
d. Organisation:
TEACHER'S ACTIVITIES
Board race
- Teacher divides the class into 2
teams and the board in four sections
and gives a board pen to one of the Ss
in each team.
- Teacher calls out the theme
(Traditional and digital media) and
gives them two minutes to write as
many names of traditional and digital
media as they can in 2 minutes.
- Each student of the team comes to
the board and writes down a name.
- When the game is finished, teacher
has teams check each other's spelling
and count how many correct names
each team has written.
- Teacher leads in the new lesson by
asking some questions.

STUDENTS' ACTIVITIES
- Students come to the board
one by one to write the
answer.
- Students check their
answers with the class.

e. Assessment
- Teacher observes and gives feedback.

CONTENTS
Suggested answers:
- Digital media
+ websites
+ social media
+ videos
+ video games
+ digital advertising
+ software
- Traditional media
+ printed newspapers
+ broadcast TV
+ radio
+ billboards
+ banner ads
+ printed magazines

NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

2. ACTIVITY 1: PRE-READING (9 mins)
a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Task 1: Work in pairs. Discuss the questions. (p.92)
- Pre-teach vocabulary
c. Expected outcomes:
- Students can identify some vocabulary related to the topic.
d. Organisation
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Task 1. Work in pairs. Discuss the questions. (4 mins)
- Focus Ss' attention on the heading and ask - Students work in pairs and
them to tell you the difference between the
answer the questions.
two. Elicit types of digital and traditional
- Students write questions
media.
they want to know on the
- Ask Ss to read the first section of the
board.
article and say if their answers were correct.
- Put Ss in pairs to discuss the questions.
- Ask some pairs to share their answers with
the whole class.

Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary.
- Students listen to the
- Teacher explains the meaning of the new
teacher's explanation and
vocabulary by pictures.
guess the words.
- Teacher checks students' understanding
- Students write down the
with the “Rub out and remember”
new words in their notebook.
technique.
- Teacher reveals that these five words will
appear in the reading text and asks students
to open their textbook to discover further.
e. Assessment
- Teacher checks students' pronunciation and gives feedback.
- Teacher observes Ss' writing of vocabulary in their notebooks.
3. ACTIVITY 2: WHILE-READING (20 mins)
a. Objectives:
- To get Ss to practise guessing the meaning of words from context;
- To help Ss develop reading skills for general information;
- To help Ss develop reading skills for specific information.

CONTENTS
Suggested answer:
Yes, I think digital media
can replace traditional
media to some extent
because it is more
convenient and allows us
to share information
quickly. However,
traditional media is still
popular among certain
groups of people who
prefer traditional formats
like newspapers, radio, or
television.
New words:
1. convenient (adj)
2. flexible (adj)
3. reliable (adj)
4. fact-check (v)
5. struggle (v)

NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
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b. Content:
- Task 2: Read the article. Match the highlighted words with their meanings. (p.92)
- Task 3: Read the article again. Write Q next to Quang's opinion, H next to Hoa's opinion,
and N if it is not their opinion. (p.93)
- Task 4: Read the article again. Choose the correct answers. (p.93)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks
successfully
d. Organisation
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Task 2: Read the article. Match the highlighted words with their meanings. (8 mins)
- Ask Ss to read the whole text to get an overall - Students read the words first, Answer key:
idea.
then skim through each section. 1. d
- Focus their attention on the highlighted words - Students choose the best 2. c
and ask them to study the context, including the suitable definition.
3. b
sentence containing the word as well as - Students check answers with 4. a
neighbouring sentences, carefully.
the whole class and give
- Encourage Ss to look for context clues to help explanations for their choice.
them guess the meaning, e.g. The phrase 'via
electronic devices' explains how digital media
reaches people, which suggests that the best
match for 'distributed' is Option d.
Task 3: Read the article again. Write Q next to Quang's opinion, H next to Hoa's opinion, and N if
it is not their opinion. (6 mins)
- Ask Ss to read the statements and make sure - Students read the statements Answer key:
they understand them.
and make sure they understand 1 – Q
- Encourage them ...