UNIT 1: LIFE STORIES WE ADMIRE
Lesson 1: Getting started – The diary of Dang Thuy Tram
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Life stories we admire;
- Gain vocabulary to talk about famous people's life stories;
- Get to know the language aspects: Past simple vs. Past continuous.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
Digital competences:




1.2.NC2a (Data Exploitation): Search, evaluate, and select reliable digital information regarding an inspiring figure's biography using advanced search filters.
3.1.NC2a (Digital Content Creation): Use digital word processing tools (Google Docs) to collaboratively create structured content. Apply automated citation features to

generate standard academic references (APA/MLA).

3. Personal qualities
- Be proud and respectful of famous people in Viet Nam and in the world;
- Develop self-study skills.
II. MATERIALS
- Grade 12 textbook, Unit 1, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 minutes)
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:
- Game: Who is this?
c. Expected outcomes:
- Students can describe and guess the names of some famous people.
d. Organisation:
TEACHER AND STUDENTS'S ACTIVITIES Game: Who is this? (PPT slides)
- Teacher divides the class into two teams.
- Students work in groups.
- Teacher prepares the pictures of 7 famous people.
- Teacher gives instructions for the game:
+ One student from each group comes and sees a picture. Students use their own words to
describe the person so that their teammates can say the famous person's name.
+ If the answer is correct, the team gets one point.
+ If the answer is incorrect, the chance to answer is transferred to the other team.
+ The team having more points is the winner of the game.
- Students look at the picture that the teacher shows them and give descriptions of the
famous figure.
- Other students try to guess the name.

CONTENTS
7 famous people:

1. Barack Obama
2. Dang Thuy Tram
3. Steve Jobs
4. Nelson Mandela
5. Vo Nguyen Giap
6. Pelé
7. Michael Jackson
e. Assessment
- T observes and gives feedback.
2. ACTIVITY 1: PRESENTATION (5 mins)
a. Objectives:
- To provide students with new words related to 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. Organization
TEACHER AND STUDENTS'S ACTIVITIES

CONTENTS

Vocabulary pre-teaching

New words:

- Teacher introduces the vocabulary.

1. surgeon (n)

- Students listen to the teacher's explanation and guess the words.

2. resistance (n)

Teacher explains the meaning of the new vocabulary by pictures.

3. enemy (n)

- Students write down the new words in their notebook.

4. soldier (n)

- Teacher checks students' understanding with the “Rub out and remember” technique.

5. devote (sth to sth)

- 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 students' writing of vocabulary in their notebooks.
3. ACTIVITY 2: PRACTICE (22 mins)
a. Objectives:
- To help students get to know the topic;
- To introduce words and phrases related to life stories of Dang Thuy Tram;
- To help Ss identify the Past simple and Past continuous.
b. Content:
- Task 1: Listen and read. (p.8)
- Task 2: Read the conversation again and circle the correct answer to complete each of the sentences. (p.9)
- Task 3: Find words and a phrase in Task 1 with the following meanings. (p.9)
- Task 4: Complete the sentences based on the conversation. (p.9)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully.
d. Organization
TEACHER AND STUDENTS 'S ACTIVITIES

CONTENTS

Task 1: Listen and read. (6 mins)- Set the context for the listening and reading.

Questions:

- Ask Ss to look at the picture, the heading and the conversation, and ask questions.

1. Who are the speakers?

- Students look at the picture and answer the questions.

2. What do you think they are discussing?
3. Who is the person in the picture?

- Play the recording twice for Ss to listen and read silently along. Have Ss underline words/phrases

4. Do you know anything about her?

related to life events (e.g. was born, joined the army, worked as a surgeon).
- Students listen to the recording.

Suggested answers:

- Put Ss in pairs and ask them to compare the words and phrases they have underlined and discuss their

1. Nam and his friend, Mark.

meaning. Then check comprehension as a class.

2. They are talking about the person in the picture.

- Students underline words/phrases related to life events of Dang Thuy Tram.

3. A woman called Dang Thuy Tram.

- Call on two or three pairs of Ss to read the conversation aloud.

4. She's a Vietnamese heroine who wrote a famous diary

- Students compare the words and phrases with their partners.

during the war.

- Students 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.
Task 2: Read the conversation again and circle the correct answer to complete each of the

Answer key:

sentences. 5 mins

1. Hue

- Ask Ss to read the conversation again and circle the correct answers. Ask them to identify and

2. operated on

underline the key words in the statements first. Then have them read the conversation again and locate

3. young

the part that contains the information for each statement. Have them compare the information in the

4. more than three decades

conversation with each statement to work out which is the correct answer, and why.
- Have Ss work in pairs to discuss and compare their answers.
- Students work independently to do the activity.
- Students compare the answers in pairs.
- Check answers as a class. Encourage Ss to explain where in the conversation they can find the correct
answer.
Task 3: Find words and a phrase in Task 1 with the following meanings. (6 mins )

Answer key:

- Have Ss look at the first letters of the words. Explain that these words are related to life stories and

1. accounts

events and they are all in the conversation in Activity 1.

2. death

- Ask Ss to read the definitions and find the words so that the words on the right match the definitions

3. devoting

on the left, and they should start with the letters given.

4. youth

- Students read the conversation again and work independently to do the activity.
- Allow Ss to share answers before discussing as a class.
- Check answers as a class.
- Students share and check the answers.
- Write the correct answers on the board.
Task 4: Complete the sentences based on the conversation. (5 mins )

Answer key:

- Tell Ss to read the summary. Focus attention on the blanks.

1. wrote

- Students work individually to complete the sentences

2. was working

- Ask Ss to complete the sentences, using the words and phrases from the conversation in Activity 1. In

3. was killed

weaker classes, remind them that they are all verbs and verb phrases.

4. was doing her duty

- Check answers as a class.

5. kept

- Students share and check the answers.
- Elicit the verb tenses, i.e. Past Simple and Past Continuous
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 the life story of Dang Thuy Tram;
- To get Ss to speak about the main life events of Dang Thuy Tram.
b. Content:
- Poster presentation
c. Expected outcomes:
- Ss can design a poster and make a short presentation about life events of Dang Thuy Tram.
d. Organisation
TEACHER AND STUDENTS'S ACTIVITIES
Design a poster to introduce the life events of Dang Thuy Tram.
(10 mins )- Teacher lets Ss work in groups of 4. Give each group a big sheet of paper and
coloured pencils.
- Students work in groups to follow teacher's instructions.

- Give instructions to students.
- Ask students to draw a brief timeline of Dang Thuy Tram's life events. They can use words,
icons or images to illustrate.

CONTENTS
Students' own creativity

- Teacher asks all groups to stick their works on the blackboard.
- Teacher calls on some groups to present their stories.
- Students perform in front of the class.
- Teacher asks other groups to listen and give comments.
- Teacher gives feedback and gives marks to the best group.
PROJECT LAUNCH: "Wiki-Biography: Inspiring Figures"
- Deliver the task: T organizes Ss into groups. The unit project requires them to research an
inspiring figure, write a biography in Wikipedia format (including a table of contents and
citations), and present the digital document to the class in Lesson 7.
- Digital Homework Instruction: T explains that groups must use Google Search to find real
and reliable information about their chosen figure. At home, the Group Leader must create a
Zalo/Messenger group. Members must search for information (using filters like quotation marks
"" for exact terms or site:.edu/.gov for reliable academic sources) and share the links/images in
their chat group to collaboratively process the data (1.2.NC2a). They must build their WikiBiography using a shared Google Doc, utilizing the automated Table of Contents and practicing
standard APA/MLA source citation via Citation Machine or the Google Docs Cite feature
(3.1.NC2a).

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

UNIT 1: LIFE STORIES WE ADMIRE
Lesson 2: Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic Life stories we admire;
- Recognise and practise diphthongs /eɪ/ and /əʊ/;
- Review the use of Past Simple and the Past Continuous tenses.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be proud and respectful of famous people in Vietnam and in the world;
- Develop self-study skills.
II. MATERIALS
- Grade 12 textbook, Unit 1, Language
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students' knowledge on the topic;
- To enhance students' skills of cooperating with teammates.
b. Content:
- Game: Say a name
c. Expected outcomes:
- Students can revise vocabulary related to famous people.
d. Organisation:
TEACHER AND STUENTS'S ACTIVITIES

CONTENTS

Game: Say a name

Suggested ideas:

- Divide the class into two teams. There are 5 turns for each team.

Box A: Vietnamese, American, British

- Give instructions. There are two separate boxes. One box (A) contains the names of

Box B: politician, footballer, singer, writer

some nationalities, the other box (B) contains names of jobs. Students pick up one card

Some possible answers:

from box A and one from box B. Students have to say the name of at least one famous

Vietnamese politician: Ho Chi Minh, Nguyen Phu Trong, Le Duan

person corresponding to their cards.

Vietnamese footballer: Nguyen Quang Hai, Nguyen Cong Phuong

- If one team cannot answer, they lose their turn, and the chance is transferred to the

Vietnamese singer: My Tam, My Linh

other team.

Vietnamese writer: To Hoai, Luu Quang Vu, Nam Cao

For example, the card in box A says “South African” and box B says “politician” 🡺

American politician: Donald Trump, Barack Obama

students should say “Nelson Mandela”.

American footballer: Landon Donovan

- Students work in groups to do the activity

American writer: Mark Twain, Ernest Hemingway

- Students pick the cards and say a name.

American singer: Micheal Jackson, Whitney Houston …

- One point for a correct answer.

British politician: Margaret Thatcher, Therasa May …

- The group getting the highest points will be the winner.

British footballer: David Beckham, Raheem Sterling …
British singer: Adele, Elton John
British writer: William Shakespeare, J.K Rowling…

e. Assessment
- Teacher observes and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)
a. Objectives:
- To help Ss recognise and practise diphthongs /eɪ/ and /əʊ/ in single words;
- To help Ss recognise and practise diphthongs /eɪ/ and /əʊ/ in a complete text.
b. Content:
- Task 1: Listen and repeat. Then practise saying the words. (p.9)
- Task 2: Work in pairs. Underline the words that contain the /eɪ/ and /əʊ/ sounds. Listen and check. Then practise reading the whole text aloud. (p.9)

c. Expected outcomes:
- Students can correctly pronounce diphthongs /eɪ/ and /əʊ/ in single words and in a complete text.
d. Organisation

TEACHER AND STUDENTS'S ACTIVITIES

CONTENTS

Task 1: Listen and repeat. Then practise saying the words. (6 mins)- Ask Ss to listen to the
recording. Have them pay attention to the highlighted letter(s) which contain the diphthongs /eɪ/

/eɪ/

/əʊ/

(blue) and /əʊ/ (orange).

age

soldier

- Students listen to the recording, and then repeat the words
- Ask Ss to listen to the recording again, but this time, have them repeat the words.

saved

wrote

translated

hero

against

shows

- Students add more examples of the words that contain the diphthongs /eɪ/ and /əʊ/.
- Tell students that they can find the /eɪ/ and /əʊ/ sounds in various spellings, such as:
/eɪ/
- 'ae' as in age, save, fame
- 'ai' as in aim, again
- 'ay' as in play, essay
- 'ei' as in eight, vein
- 'ea' as in break, great
/əʊ/
- 'oa' as in boat, coach
- 'ow' as in snow, growth
- 'ou' as in although, shoulder
- In stronger classes, ask them to add more to these examples.
Task 2: Work in pairs. Underline the words that contain the /eɪ/ and /əʊ/ sounds. Listen and

Answer key:

check. Then practise reading the whole text aloud (6 mins)

In the first year when 'The Diary of Dang Thuy Tram' was published,

- Ask Ss to read quickly through the text to get a broad understanding.

more than 300,000 copies were sold. The book was also translated into

- Have Ss work in pairs to underline the words with the diphthongs /eɪ/ and /əʊ/ in each sentence.

more than 16 different languages. A film based on the diary was made in

- Students underline the words with the diphthongs /eɪ/ and /əʊ/ first. Then listen to the recording.

2009. Its name is 'Don't burn'.

- Ask them to listen to the recording and check their answers.
- Have Ss practise reading the whole text aloud in pairs.
- Students read the whole text aloud.
- In weaker classes, ask Ss to read the underlined words containing the diphthongs first before reading
aloud the whole text.
- In stronger classes, have pairs make 3-5 sentences about a specific topic (e.g. famous people),
containing as many diphthongs /ei/ and /əʊ/ as possible. Invite them to read these sentences aloud in
front of the class, and have other students listen and count the number of correct words with
diphthongs. The pair(s) with the most correct diphthongs are winners.
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)

a. Objectives:
- To introduce words / phrases related to the topic Life stories.
- To help Ss practise the words in meaningful contexts.
b. Content:
- Task 1: Match the words/phrases (1–5) with the words/preposition (a–e) to make phrases
with the meanings below. (p.10)
- Task 2: Complete the following sentences using the correct forms of the phrases in Task 1. (p.10)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in meaningful contexts.
d. Organisation
TEACHER AND STUDENTS 'S ACTIVITIES

CONTENTS

Task 1: Match the words/phrases (1–5) with the words/preposition (a–e) to make phrases with the meanings below. (6

Answer key:

mins)

1. c

- Tell Ss that the words / phrases in the activity are related to events happening in a person's life.

2. d

- Students match each word/phrase on the left with the one on the right

3. b

- Have Ss match each word/phrase on the left with the one on the right so that they make a phrase with the given meaning.

4. e

Encourage Ss to study the meanings and underline key words. This way, they will develop a better understanding of the

5. a

phrases.
- Students study the meanings and underline key words.
- 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 following sentences using the correct forms of the phrases in Task 1. (6 mins - Tell Ss to read the

Answer key:

sentences carefully and decide which word in Task 1 can be used to complete each of the sentences. Tell them to change the

1. attended college

forms of some words if necessary.

2. had a long marriage

- Students read the sentences carefully and decide which words can be used.

3. had a difficult childhood

- Students explain the meaning of each phrase.

4. impressive achievements
5. admired for

- Check answers as a class. Have Ss call out the phrase they have used in each sentence first.
- Students read the complete sentences.
- Confirm the correct answers. Ask Ss to explain the meaning of each phrase using the definitions in Task 1.
- Ask some Ss to read the complete sentences.
Extension: Invite individual Ss to add other topic-related words/phrases they have learnt from Getting started or Activity 1
(e.g. was born in, volunteer to, join the army). Have Ss study them for half a minute, then turn away. Erase one word from the
board. Have Ss turn back and identify which word is missing. In stronger classes, ask Ss to make sentences with the word.
Continue until the board is empty.
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 difference between the Past Simple and the Past Continuous;
- To help Ss practise the Past Simple and the Past Continuous.
b. Content:
- Task 1: Circle the correct answer to complete each of the sentences. (p.11)
- Task 2: Work in pairs. Tell the life stories of people you know and admire. Use the Past
simple and past continuous. (p.11)
c. Expected outcomes:
- Students know how to use the Past simple or the Past continuous and can apply it to give a short talk on the given topic.
d. Organisation
TEACHER AND STUDENTS 'S ACTIVITIES

CONTENTS

Task 1: Circle the correct answer to complete each of the sentences.

Answer key:

6 mins

1. was watching

- Ask Ss to read the notes in the Remember box to review the differences between the Past Simple and the Past

2. was snowing, were blowing

Continuous. Give more explanation and examples if necessary.

3. finished, applied

- Students read the notes in the Remember box.

4. started, became

- Ask Ss to circle the correct answers. Tell them to pay attention to the meaning of each sentence and the
grammatical clue (i.e. which verb refers to the complete action or the one happening at a specific time, the setting or
the completed action, the longer or shorter action).
- Students circle the correct answers.
- Students explain their answers.
- Check answers as a class by having individual Ss write the sentences on the board. Go through each sentence and
ask Ss to explain why they have used that particular form, e.g. 1. We use Past continuous here because it is an action
which was happening at a specific point of time in the past.
Extension: Ask Ss to add 2-3 more sentences to each item, using the Past tense and/or Past Continuous where
appropriate, e.g. My dad was watching a documentary about war heroes at 9 p.m. on 30th April. He enjoyed the
documentary very much. Sometimes, he turned to my mother, who was knitting on the sofa, to talk about the parts of
the documentary he enjoyed the most…
Task 2: Work in pairs. Tell the life stories of people you know and admire. Use the Past simple and past

Suggested answers:

continuous.

When the war started, my grandfather was enjoying a happy

7 mins

life and marriage with my grandmother. Then he left his

- Ask Ss to work in pairs. Ask them to take turns to tell the life stories of someone they know and admire. They
should make 3-5 sentences, using the past simple and past continuous as much as they can.

hometown to join the army. When he was fighting in the war,
my grandmother was taking care of the whole family. While he

- Students work in pairs and think of a person they admire.
- Encourage them to study the example in pairs first. Tell them to pay attention to the use of past simple and past
continuous.
- Students decide on the ideas they are going to say and make 3-5 sentences, using the past simple and past
continuous.
- Present their ideas in front of class.
- Encourage them to speak without writing down the sentences. For weaker classes, allow them to write the
sentences first before reading them aloud.
- When they finish, invite some pairs to read the sentences aloud in front of the class. Correct any misuse of the past
simple and past continuous.
Extension: Invite 3-4 pairs to read the sentences aloud, and have other Ss listen and count the correct uses of past
simple and past continuous. The pair with the most correct uses win, and the pair with the best story voted by the
whole class are also winners.
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.

was serving in the army, he was awarded a medal for bravery.

UNIT 1: LIFE STORIES WE ADMIRE
Lesson 3: Reading – A creative genius

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 a famous person.
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 respectful of a famous person – Steve Jobs and his achievements;
- Develop self-study skills.
II. MATERIALS
- Grade 12 textbook, Unit 1, Reading
- Computer connected to the Internet
- Projector / TV
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:
- Video watching
c. Expected outcomes:
- Students join the activity enthusiastically and gain knowledge on the topic.
d. Organisation:
TEACHER AND STUDENTS 'S ACTIVITIES

CONTENTS

Video watching

Link: https://www.youtube.com/watch?v=bTpvbKCYaoQ

- Teacher divides the class into 2 groups.

Questions:

- Students work in groups to do the activity.

1. Where was he born? (San Francisco)

- Before playing the video, teacher asks Ss to watch carefully and try to remember as many details as

2. Who are Clara and Paul? (his foster parents)

possible. Ss can take notes if they want.

3. What does his dad do? (a mechanic)

- Students raise their hands to answer the questions.

4. What does his mum do? (an accountant)

- Teacher shows questions one by one, Ss raise their hands and say BINGO to grab the chance to

5. Where did he meet his best friend? (in computer club)

answer.

6. What do Steve Jobs and his best friend both love? (electronics)

- If the answer is correct, they get one point for their team.

7. Which company did Steve Job and his best friend create? (Apple)

- The team with the higher score will be the winner.
e. Assessment
- Teacher observes and gives feedback.
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.11)
- Pre-teach vocabulary
c. Expected outcomes:
- Students can identify some vocabulary related to the topic.
d. Organisation
TEACHER'S AND STUDENTS'S ACTIVITIES

CONTENTS

Task 1. Work in pairs. Discuss the questions. (4 mins)

Suggested answers:

- Ask Ss to work in pairs to answer the questions.

1. He is Steve Jobs.

- Students work in pairs and answer the questions.

2. He is famous for co-founding the Apple company and inventing products

- Ask some pairs to share their answers with the whole class.

such as the iPhone and the iPod.

- Students write questions they want to know on the board.
- Ask what other information they want to know about him. Write their questions on the board.
- Introduce the topic of the reading text.
Vocabulary pre-teaching (5 mins)

New words:

- Teacher introduces the vocabulary.

1. (to) bond

- Teacher explains the meaning of the new vocabulary by pictures.

2. cutting-edge (adj)

- Students listen to the teacher's explanation and guess the words.

3. blockbuster (n)
4. (to) diagnose with

- Teacher checks students' understanding with the “Rub out and remember” technique.

5. visionary (adj)

- Students write down the new words in their notebook
- 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.
b. Content:
- Task 2: Read the article. Choose the words or phrases with the closest meaning to the
highlighted words or phrases in the text. (p.11)
- Task 3: Read the article again. Match each section (a–c) with a heading (1–5). There are
TWO extra headings. (p.12)
- Task 4: Read the article again. Complete the diagram with information from the text. Use one word for each gap. (p.12)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully
d. Organisation
TEACHER AND STUDENTS 'S ACTIVITIES

CONTENTS

Task 2: Read the article. Choose the words or phrases with the closest meaning to the

Answer key:

highlighted words or phrases in the text. (6 mins)

1. B

- Ask Ss to read the text. Ask them to locate the highlighted words/phrases in the text, e.g. 1. The word

2. B

'adopted' is found in the sentence: “He was adopted by Clara and Paul Jobs.”

3. A

- Students read the text and locate the highlighted words individually.

4. A

- Students study the context and do the tasks as required.

5. A

- Ask students to study the context (including the sentence containing the word/phrase as well as
neighbouring

Strategy: Reading for vocabulary

sentences) carefully, e.g. 1. The word 'adopted' is found among these sentences: His biological parents

To read and understand the meanings of words/phrases in context,

were not married and gave him up for adoption. He was adopted by Clara and Paul Jobs.

students should:

- Encourage Ss to replace the word/phrase with each choice to see which one best replaces the

1. Locate the word or phrase in the text.

word/phrase.

2. Study the context (including the sentence containing the word/phrase

E.g. 1. His biological parents were not married and gave him up for adoption. He was given birth to /

as well as neighbouring sentences) carefully.

taken by another family as their own child by Clara and Paul Jobs. The choice B. “taken by another

3. Try to replace the word/phrase with each choice to see which one best

family as their own child” best replaces the word 'adopted' because his biological parents gave him

replaces the word/phrase.

up.
- In weaker classes, check their understanding of the words by asking Ss to make sentences with them.
Task 3: Read the article again. Match each section (A–C) with a heading (1–5). There are

Answer key:

TWO extra headings.

A-2

(7 mins)

B-1

- Ask Ss to read the headings carefully. Make sure they understand them.

C-5

- Students read the headings first, then skim through each section.
- Ask Ss to skim through each section, and choose the heading that covers the ideas of the whole

Strategy: Reading for main ideas (Headings)

section.

To read and understand the main ideas of a text and select the best

- Remind them that there are TWO extra headings. Remember that incorrect headings for a section are

headings for a section, students should:

often “irrelevant” (i.e., not mentioned in the section),

1. Read the headings carefully. Make sur