UNIT 10: LIFELONG LEARNING
Lesson 1: Getting started – Learning for life
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Get an overview of the topic of Lifelong learning.
- Use vocabulary related to the learning for life.
2. Competences
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Digital Competences:
Data and Information Extraction (1.1.NC2d): Students are able to evaluate and select suitable online courses from reliable data sources (Coursera, EdX, Udemy).
Problem Solving (5.2.NC2b): Students know how to use digital tools (Notion/Trello) to create a roadmap and solve problems related to time management and personal learning
paths (Self-study Roadmap).
3. Personal qualities
- Be aware of the importance of learning for their life.
II. MATERIALS
- Grade 12 textbook, Unit 10, Getting Started
- Computer connected to the Internet
- Projector / TV
Language analysis
Form

1. trouble (n)

Pronunciation

/ˈtrʌbl/

Meaning

Vietnamese equivalent

a problem, worry, difficulty, etc. or a situation

khó khăn

causing this

2. summary (n)

/ˈsʌməri/

a short statement that gives only the main points

bài tóm tắt

of something, not the details

3. report (n)

/rɪˈpɔːt/

a written or spoken account of an event,

báo cáo

especially one that is published or broadcast

4. attendee (n)

/əˌtenˈdiː/

a person who attends a meeting

người tham gia buổi họp

Assumption
Anticipated difficulties
Students may lack knowledge and experience about the topic.

Solutions
- Encourage students to work in groups so that they can help each other.
- Give short, clear instructions and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create a friendly and lively atmosphere in the classroom;
- To lead into the unit.
b. Content:

- Watching a video
c. Expected outcomes:
- Students can understand what the video is about and guess the unit's topic.
d. Organisation:
TEACHER'S ACTIVITIES
Watching a video

STUDENTS' ACTIVITIES
- Students watch a video and answer the question.

- Teacher plays a video, has Ss watch the video and

CONTENTS
Suggested answer:
Old people with technology

take notes.
- Teacher asks what the video is about.
- Teacher leads in the topic.
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 of Lifelong learning
- To help students be well-prepared for the listening and reading tasks.  
b. Content:
- Vocabulary pre-teaching
c. Expected outcomes:
- Students can identify some vocabulary related to the topic.
d. Organisation
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

CONTENTS

Vocabulary pre-teaching

- Students listen to the teacher's explanation and guess

Vocabulary:

- Teacher introduces the vocabulary by:

the words.

1. trouble (n)

+ showing the pictures illustrating the words

- Students write new words into their notebooks.

2. summary (n)

+ providing the word's pronunciation

3. report (n):

+ giving explanation

4. attendee (n):

+ asking some elicit questions
e. Assessment
- Teacher checks students' pronunciation & understanding and gives feedback.
3. ACTIVITY 2: PRACTICE (25 mins)
a. Objectives:
- To introduce some vocabulary and the grammar point to be learnt in the unit.
- To check Ss' comprehension of the conversation.
- To introduce words and phrases related to lifelong learning.
- To help Ss identify the reported speech with orders, requests, offers, and advice
b. Content:
- Task 1: Listen and read. (p.128-129)
- Task 2: Read the conversation again. Decide whether the following statements are true (T) or false (F) (p. 129)
- Task 3: Find three words and a phrase in Task 1 with the following meanings. (p. 129)
- Task 4: Match the beginnings with the endings to make complete sentences. (p. 129)
c. Expected outcomes:
- Students can understand the conversation and know some collocations to describe jobs.
d. Organisation

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

CONTENTS

- Teacher sets the context for the listening and reading.

- Students look at the photo and answer the question.

Question:

- Teacher has Ss look at the photo and elicit the context

- Students listen to the recording.

What is the woman in the photo doing?

Task 1: Listen and read. (7 mins)

of the conversation by asking a question.

- Students compare the words and phrases with their

- Teacher plays the recording twice for Ss to listen and

partner.

read along. Have Ss underline words and phrases related

- Students read the conversation aloud.

to the topic while they are listening and reading.
- Teacher puts Ss in pairs and asks them to compare the
words and phrases they have underlined and discuss
their meaning. Then check comprehension as a class.
- Call on two Ss to read the conversation aloud.
Task 2: Read the conversation again. Decide whether the following statements are true (T) or false (F) (7 mins)
- Teacher puts Ss in pairs. Ask them to read the

- Students work in pairs to do the activity.

Answer key:

sentences carefully.

- Students share the answers in front of the class and

1. F

- Ask them to identify and underline the key words and

show where they can find them.

2. T

important information in the statements, then read the

- Check the answer with the whole class.

3. F

conversation and decide whether each of the statements

4. T

is true (T) or false (F).
- Teacher has Ss share their answers with the class.
- Confirm the correct answers.
Task 3: Find three words and a phrase in 1 with the following meaning. (6 mins)
- Ask Ss to work independently to do the exercise.

- Students read the conversation again and work

- Ask Ss to read the definitions, then scan the

independently to do the activity.

Answer key:

conversation looking for words or phrases matching the

- Share the answer with partners.

1. boost

meanings.

- Ss play game to give the answers.

2. brush up

- Encourage students to look at the given initials of the

- Check the answers with the class.

3. maintain
4. informed

words and phrases so that they can find them more
quickly.
- Have Ss compare and share their answers with the
class.
- Have Ss play the game to check the answers
- Confirm the correct answers.
Task 4: Match the beginnings with the endings to make complete sentences (5 mins)
- Run through the task.

- Answer some eliciting questions.

Answer key:

- Tell Ss that they have to match the beginnings with

- Listen to the teacher.

1. b

their endings to make sentences in reported speech.

2. c

- Have Ss work individually. Encourage them to try to
match a beginning with an appropriate ending without
referring to the conversation. Then ask them to check the
information in the conversation. Tell Ss that sentence 4
has been changed from the direct speech in the
conversation (I'll put your name on the list of attendees
then  offered)
- Check answers as a class. First say the beginnings,

3. d
- Work individually to match the sentences.
- Check the information in the conversation.
- Some weak Ss can read the conversation again to
find the information.
- Ss share the answers.

then call on individual Ss to read the endings of these
sentences.
- Tell Ss that they will learn more about the grammar

- Listen to the teacher.

point in the following lesson.
e. Assessment
- Teacher checks students' exercises individually and gives feedback.
4. ACTIVITY 3: PRODUCTION (5 mins)
a. Objectives:
- To give Ss a chance to discuss the questions related to the topic.
b. Content:
- Discussion

4. a

c. Expected outcomes:
- Ss can get some ideas about the topic of lifelong learning.
d. Organisation
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

CONTENTS

Discussion
- Ask Ss to work in groups of 4

- Work in groups of 4.

Questions:

- Have Ss to think and discuss about the questions

- Discuss the questions and share the ideas in groups.

●

- Call some students to share the answers.

- Share the ideas in front of class.

learning is?

- Give feedback.

●

What do you think lifelong

Do people around you maintain

their lifelong learning?
●

How important do you think

lifelong learning is? Why/why not?
●

What is your learning journey

ahead?
e. Assessment
- Teacher gives feedback on group's presentation
5. CONSOLIDATION (5 minutes)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Start preparing for the Project of the unit:
+ Teacher randomly puts Ss in groups of 6 and asks them to do project: Introduction to MOOCs & Digital Learning Tools




T briefly explains Coursera, EdX, and Udemy.
T shows how to use the "Filter" tool on Udemy/Coursera to find "Free Courses" related to their interests (e.g., Graphic Design, AI, Soft Skills).

Task Assignment:






Ss are required to:
Choose ONE free short course.
Enroll and try the first module at home.
Create a "Self-Study Roadmap" on Notion or Trello.

Link notion template: https://www.notion.com/templates/category/free-student-planner-templates?srsltid=AfmBOopo6hsJ8BSl52ieV2KuJgid2eDOTReP0LgN5O09ixpJorf4oVjB

Board plan

Unit 10: Lifelong learning
Lesson 1: Getting started
* Warm-up
* Vocabulary
1. trouble (n)
2. summary (n)
3. report (n)
4. attendee (n)
- Task 1: Listen and read.
- Task 2: True or false.
- Task 3: Find words and phrase.
- Task 4: Match the beginnings with the endings.
Discussion

*Homework

UNIT 10: LIFELONG LEARNING
Lesson 2: Language
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Revise and use the intonation of questions appropriately.
- Understand and use words and phrases related to lifelong learning.
- Use reported speech to report orders, requests, offers, and advice correctly.
2. Competences
- Develop communication skills.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Personal qualities
- Be aware of the importance of learning for their life.
II. MATERIALS
- Grade 12 textbook, Unit 10, Language
- Computer connected to the Internet
- Projector / TV

Language analysis
Form

Pronunciation

Meaning

Vietnamese equivalent

1. night school (n)

/ˈnaɪt skuːl/

classes for adults, held in the evening

lớp học buổi tối

2. distance learning (n)

/ˌdɪstəns ˈlɜːnɪŋ/

a method of education in which people

học từ xa

study at home and send their work to their
teachers

3. well-rounded (adj)

/ˌwel ˈraʊndɪd/

having a variety of experiences and a range

được phát triển một cách toàn diện

of skills and interests

4. learning community (np)

/lɜːnɪŋ kəˌmjuːnəti /

a group of learners who share learning

cộng đồng học tập

goals and often connect with one another

5. adult education (n)

/ˌædʌlt edʒuˈkeɪʃn/

education for adults that is available

giáo dục cho người lớn

outside schools and universities

Assumption
Anticipated difficulties

Solutions

Students may lack knowledge about some lexical items.

Provide students with the meaning and pronunciation of some lexical items.

Students may have underdeveloped listening, speaking and co-operating skills.

- Play the recording many times if necessary.
- Encourage students to work in pairs, and in groups so that they can help each
other.

- Provide feedback and help if necessary.
Some students will excessively talk in class.

- Define expectations in explicit detail.
- 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 of the topic;
- To enhance students' skills of cooperating with teammates.
b. Content:
- Watching a video
c. Expected outcomes:
- Students can get to know about reported speech: orders and requests.
d. Organisation:
TEACHER'S ACTIVITIES
- Have Ss watch a video and ask Ss to answer the

STUDENTS' ACTIVITIES

CONTENTS

- Ss watch the video and answer the question.

question.
- Ask Ss what the video is about.
- Lead in the new lesson.
e. Assessment
- Teacher observes and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)
a. Objectives:
- To help Ss recognise the intonation of different types of questions.
b. Content:
- Task 1: Listen and repeat. Pay attention to the intonation of the following questions. (p. 130)
- Task 2: Mark the intonation in the following questions using rising intonation or falling intonation. Then listen and check. Practise saying them in pairs (p. 130)
c. Expected outcomes:
- Students can recognise and practise the intonation of different types of questions.
d. Organisation
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

CONTENTS

Task 1: Listen and repeat. Pay attention to the intonation of the following questions. (6 mins)
- Ask students to look at the Remember box for a quick

- Look at the Remmeber box.

Students' practice

revision of intonation patterns in different types of questions.
- Play the recording for Ss to listen and repeat. Ask Ss to pay
attention to the intonation of each question.
- Have Ss work in pairs to say these questions with the correct
intonation.
- Have Ss revise the different intonation patterns with
different types of questions (tag questions, wh-questions, yesno questions, and choice questions).

- Listen and repeat.
- Pay attention to the intonation of each question.
- Practise reading the sentences in pairs.
- Listen to the teacher.

Task 2: Mark the intonation in the following questions using (rising intonation) or (falling intonation). Then listen and check. Practise saying them in pairs.
(6 mins)
- Ask Ss to listen to the questions and mark the intonation

- Listen to the questions and mark the intonation

Answer key:

patterns.

patterns.

1. What does lifelong learning mean?

- Play the recording several times, if necessary, pause after
each question for Ss to repeat.
- Check answers as a class.
- Put Ss into pairs and have them practice saying these

2. Do you have to pay for this online
- Listen and check.

course?
3. Do students prefer online courses

questions. Walk around the class, praising pairs for good

- Listen and repeat.

effort and saying the questions with the correct intonation.

or face-to-face classes?
4. This is your book, isn't it?
your signature on the first page.

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 the words and phrases related to the lifelong learning journey.
- To help Ss practice using the words or phrases in Activity 1 in meaningful contexts.
b. Content:
- Task 1. Match the parts of the words to make words and phrases that mean the following. (p. 130)
- Task 2. Complete the sentences using the words and phrases in Task 1. (p. 130)
c. Expected outcomes:
- Students understand the meaning of words, memorize them, and are able to use them in meaningful contexts.
d. Organisation
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

CONTENTS

Task 1: Match the parts of the words to make words and phrases that mean the following. (6 mins)
- Tell Ss that the meaning of each word or phrase is

- Listen to the teacher's instructions.

attached to the second part of the word or phrase.

1. c (night school)

- Ask Ss to read the definitions of the words or phrases.
- Have Ss match the first and the second parts of the
words or phrases individually. Make sure the words or
phrases match their meanings.
- Have Ss compare their answers in pairs.

Answer key:

2. d (distance learning)
- Read the definitions of the words or phrases.
- Match the first and the second parts of the words
or phrases.

3. a (well-rounded)
4. e (learning community)
5. b (adult education)

- Check answers as a class. Call on one student to read a
word or phrase aloud and another student to read its
definition.

- Compare the answer in pairs and with the whole
class.

Task 2: Complete the sentences using the words and phrases in Task 1. (6 mins)
- Have Ss work in pairs. Tell them to read the sentences

- Students work in pairs, read the sentences

Answer key:

and decide which phrase in Task

carefully and decide which words can be used.

1. well-rounded

1 can be used to

complete each of the sentences. Explain that they can

2. adult education

use the context clues to decide on the word or phrase

3. night school

needed, e.g. in sentence 1, the phrase 'become a ____

4. learning community

person', gives us the hint that we will need an adjective

5. distance learning

to modify 'person'. Among the given phrases, 'wellrounded' is best suited.
- Check answers by playing the game SECRET
GARDEN.
- Divide the class into two groups
- Ask Ss to explain why they have chosen the phrase for
each sentence using context clues, e.g. In the second
sentence, the phrases 'continuing education or..' and
'helps people keep their knowledge and skills up to
date' give us a hint that the phrase 'adult education' is
the answer.
- The group has more points will win the game.
- Declare the winner group.
- Give feedback.
e. Assessment
- Teacher's observation on Ss' performance.

- Listen to the teacher's instruction.
- Ss choose the numbers and answer the question to
get points.

I saw

- Teacher's feedback and peers' feedback.
4. ACTIVITY 3: GRAMMAR (13 mins)
a. Objectives:
- To help Ss recognise and practise reporting orders, requests, offers and advice.
- To help Ss practise reporting orders, requests, offers, and advice in a speaking activity.
b. Content:
- Task 1: Rewrite the sentences in reported speech, using the correct forms of the verbs in the box. (p. 131)
- Task 2: Work in pairs. Talk about what people around you often say to encourage you to learn new things every day. Use reported speech to report their orders, requests, offers,
and advice. (p. 131)
c. Expected outcomes:
- Students can use reporting orders, requests, offers and advice correctly in sentences and in speaking activities.
d. Organisation
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

CONTENTS

Task 1: Rewrite the sentences in reported speech, using the correct forms of the verbs in the box. (6 mins)
- Ask Ss to look at the Remember! box and read the notes

- Look at the Remember! box and read the notes

Answer key:

about reporting orders, requests, offers, and advice. Check

about reporting orders, requests, offers, and advice

1. My mother told me to find more

understanding by asking, e.g. Which are the most common

- Answer the questions.

information about the course I wanted to

verbs in direct speech? (Verbs 'say' and 'tell'); What

apply.

decides on the use of different reporting vers? (The context

2. My friend asked me to send him/her

and meaning.)

the list of available online courses.

- Tell Ss to work in pairs to complete the activity.

3. My brother offered to teach me how to

- Check answers as a class.

use mobile applications.

- Have Ss read out loud each of the complete sentences.

4. The head teacher advised us not to
- Work in pairs to complete the activity.

waste so much time on social media.

- Give the answers.
Task 2: Work in pairs. Talk about what people around you often say to encourage you to learn new things every day. Use reported speech to report
their orders, requests, offers, and advice. (7 mins)
- Have Ss read the instructions and example, and make sure

- Read the instructions and examples.

Suggested answers:

they all understand the context and what they have to do. In

My brother encouraged me to take up a

weaker classes, let Ss list the daily lifelong learning

sport. He asked me to join his football

activities (read for 30 minutes every day, learn a foreign

team. My sister

language, take up a new sport, learn a new skill ...)

invited me to attend her school's English-

- Put Ss in pairs and have them tell each other their

speaking days so I can practise my

sentences .

English. My father told me to read the

- Invite some Ss to say their sentences to the class. Praise
the Ss with good sentences.

newspapers every day to stay informed
- Work in pairs to compare the answers

about current events. My mother
persuaded me to start borrowing books

- Present their ideas in front of the class.
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 learned in the lesson.
+ Pronunciation: Intonation in questions (revision)
+ Vocabulary: Lifelong learning journey
+ Grammar: Reported speech (reporting orders, requests, offers, and advice)
b. Homework
- Do exercises in the workbook.
- Learn by heart some vocabulary related to the Lifelong learning journey.
- Prepare for the next lesson.

from the local library.

Board plan

UNIT 10: LIFELONG LEARNING
Lesson 2: Language
* Warm-up
* Pronunciation
- Task 1. Listen and repeat.
- Task 2. Mark the intonation in the questions.
* Vocabulary
- Task 1. Match the parts of the words to make words and phrases.
- Task 2. Complete the sentences.
* Grammar
- Task 1. Rewrite the sentences in reported speech, using the correct forms of the verbs in the box.
- Task 2. Talk about what people around you often say to encourage you to learn new things every day. Use reported speech to report their orders, requests,
offers, and advice.
* Homework

UNIT 10: LIFELONG LEARNING
Lesson 3: Reading – Head teacher's message to school-leavers
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Read for main ideas and specific information about lifelong learning in a letter to secondary school students.
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 aware of the importance of learning for their life.
II. MATERIALS
- Grade 12 textbook, Unit 10, Reading
- Computer connected to the Internet
- Projector / TV

Language analysis
Form

Pronunciation

Meaning

Vietnamese equivalent

1. vocational school (n)

/vəʊˈkeɪʃənl skuːl/

a school that teaches skills that are necessary for

trường nghề

particular jobs

2. enrol (v)

/ɪnˈrəʊl/

to arrange for yourself or for somebody else to

đăng ký học

officially join a course, school, etc.

3. martial art (n)

ˌmɑːʃl ˈɑːt/

any of the fighting sports that include judo and karate

võ thuật

Assumption
Anticipated difficulties
Students may lack knowledge about some lexical items.

Solutions
Provide students with the meaning and pronunciation of words.
- Let students read the text again (if necessary).

Students may have underdeveloped reading, speaking and co-

- Create a comfortable and encouraging environment for students to speak.

operating skills.

- 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 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'S ACTIVITIES

STUDENTS' ACTIVITIES

Video watching

- Ss watch a video and answer the question.

CONTENTS

- Have Ss watch a video and answer the questions.
- Call on some Ss to give the ideas.
- Give feedback.
- Lead in the new lesson.
e. Assessment
- Teacher observes and gives feedback.
2. ACTIVITY 1: PRE-READING (9 mins)
a. Objectives:
- To get students to learn vocabulary related to the topic;
- To activate Ss' background knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Task 1: Work in pairs. Discuss the following questions. (p.132)
- Vocabulary
c. Expected outcomes:
- Students can identify some vocabulary related to the topic.
d. Organisation
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

CONTENTS

Task 1. Work in pairs. Discuss the following questions. (4 mins)
- Ask Ss about their school head and what he or she usually

- Listen to the teacher

does to encourage Ss to learn.

1. Yes, I have. Although I may not go to

- Put Ss in pairs and have them discuss the questions.
- Invite some pairs to share their answers with the class.

Suggested answer:

university right after leaving school, it
- Work in pairs and discuss the questions
- Share the ideas in front of the class

doesn't mean that I will stop learning. I
think there are lots of things for me to
learn. I want to learn different life skills,
such as cooking, driving or keeping a
budget. I also want to learn how to play
a musical
instrument, for example, the guitar or the
piano. In addition, I'm interested in
sports so I would probably take up
tennis, basketball or another sport.
2. I think in order to learn certain skills
such as driving or playing a musical
instrument, I will need to register for
courses and attend classes. But there are
also skills like cooking and keeping a
budget that I think I can learn from
books or free online videos.

Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary.

- Students listen to the teacher's explanation and

New words:

- Teacher explains the meaning of the new vocabulary by

guess the words.

1. vocational school (n): trường nghề

pictures.

- Students write down the new words in their

2. enrol (v): đăng ký học

- Teacher checks students' understanding with the “Rub out

notebook.

3. martial art (n): võ thuật

and remember” technique.
- Teacher reveals that these three 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 help Ss practise guessing the meaning of words from context.
- To help Ss practise reading for main ideas and specific information.
b. Content:
- Task 2: Read a letter written by a head teacher to her students on the school website. Circle the phrases with the closest meaning to the highlighted words. (p.132)
- Task 3: Read the letter again. Choose the correct answer A, B, C, or D. (p.133)
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 a letter written by a head teacher to her students on the school website. Circle the phrases with the closest meaning to the highlighted
words. (6 mins)
- Have Ss read the text, paying attention to the context of each

- Students read the text and locate the highlighted

Answer key:

highlighted word, and looking for clues that they can use to

words individually.

1. A

guess the meaning, e.g. The first word 'wonder' in this context

2. B

is used after a direct question 'Haven't we learnt enough in

3. A

secondary school?'. Among the two given options, option 'A'

4. B

(think about something and try to guess what is true or will

5. B

happen) is the best match for this word.
- Tell Ss to work in groups to discuss the clues and compare
answers.
- Check answers as a class.
- Work in groups to discuss the clues and compare
the answers.
- Give the answers.
Task 3: Read the letter again. Choose the correct answer A, B, C, or D. (7 mins)
- Elicit strategies Ss can use to read texts for main ideas, e.g.

- Listen to the teacher's intructions.

Answer key:

paying attention to the topic sentence in each paragraph,

- Look through the questions.

1. B

highlighting key information, or searching for conclusions.

2. D

- Tell Ss to look through the questions, and check their

3. B

understanding.

4. A

- Ask Ss to read the four options, then read the whole letter to

5. C

understand the overview of the letter. Tell Ss to pay attention to
the first or the last sentences of each paragraph to get the main

- Read the four options, then read the whole letter

idea. The correct answer should best summarise the main idea

again and complete the task.

of the whole letter. Tell Ss to watch out for distractors,
especially choices that are “irrelevant” , i.e not mentioned in
the text, “incorrect” (i.e., not true according to the text), “too
narrow” (i.e., only representing part of the text) or “too
general” (i.e., not specific to that section only).
- Ask Ss to work in pairs to compare their answers.
- Check answers as a class. In stronger classes, ask Ss to
explain their choices.

- Compare the answers in pairs.
- Students check answers with the whole class and
give explanations for their choice.
e. Assessment

- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. ACTIVITY 3: POST-READING (8 mins)
a. Objectives:
- To help Ss personalize the language and ideas in the reading.
b. Content:
- Task 4: Work in pairs. Discuss the following questions.(p.133)
c. Expected outcomes:
- Students can use the language and ideas from the unit to reply to the head teacher.
d. Organisation
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

CONTENTS

Task 4: Work in pairs. Discuss the following questions.
- Ask Ss to read the questions and prepare for their

- Read the questions and prepare for their answer.

answer.
- Have Ss work in pairs to discuss their answers.

If I received such an inspirational letter, I would
- Work in paris to discuss the answer.

- Encou