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
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
about a product, job or service

quảng cáo

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
Students are reluctant to work in groups.
Students may lack vocabulary to deliver a
speech.

chịu trách
nhiệm về

Solutions
- Encourage students to work in pairs and in
groups so that they can help each other.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
1

- 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
STUDENTS' ACTIVITIES
Jigsaw puzzle (PPT slides)
- Teacher divides the class into two teams.
- Teacher prepares the pictures of 5 mass media forms and a key
picture
- 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.

Key:

CONTENTS

Picture 1: electronic book
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
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.
e. Assessment
- Teacher checks students' pronunciation and gives feedback.

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

2

- 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
STUDENTS' 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.

CONTENTS
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.

Task 2: Read the conversation again and circle the correct answer. (5 mins)
- Ask Ss to read the conversation again and circle the correct answers. Answer key:
Ask them to identify and underline the key words in the statements first 1. expensive, will attract
(e.g. 1. advertising, local newspaper). Then have them read the 2. not expensive, may not
conversation again and locate the part that contains the information for 3. promoting
each idea. Have them compare the information in the conversation with 4. Mark
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 words and phrases. Explain that
Answer key:
these words are related to the mass media and they are all in the
1. publicity
conversation in Activity 1.
2. viewers
- Ask Ss to read the definitions and find the words/phrases so that the
3. commercials
words/phrases on the left match the definitions on the right, and they
4. presence
should start with the letters given.
- Check answers as a class.
3

Task 4: Match the two clauses to make sentences used in 1. (5 mins)
- Tell Ss to read the clauses. Encourage them to identify the key words
and locate the information in the conversation.
- Ask Ss to complete the sentences by matching two clauses.
- 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.

Answer key:
1. b
2. c
3. d
4. a

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.
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 Students' own
and coloured markers.
creativity
- 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.
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
PROJECT PREPARATION – THE PROS AND CONS OF MASS MEDIA
 Task Briefing: Ask Ss to open their books at the last page of Unit 7, the project section, and
read the task given.
 Project Requirements: Ss will work in groups at home to search for verified information
about the advantages and disadvantages of different types of mass media (e.g., Social
Media, Printed Newspapers, TV). Ss must use official websites and fact-checking tools to
ensure the reliability of information (Mã NLS 1.2.NC2b). Their final product will be a
Digital Comparison Card (a slide or digital poster/infographic).
 Submission Requirement: The group leader must submit the final product (Image, PDF, or
PowerPoint file) to the teacher's Zalo at least 1 day before Lesson 8. The teacher will collect
all products to project on the big screen or upload them to a Virtual Gallery during the
lesson (Mã NLS 3.2.NC2a).
4



Organisation & Roles: Ss pick their own group members to make a group of 4-5 and
choose their group leader. The group leader assigns tasks:
o Researcher (Fake News Detective): Finds verified data at home and uses tools like
Reverse Image Search to check the origin of media content (Mã NLS 4.1.NC2a).
o Designer: Creates the digital slide or infographic at home using tools like Canva or
Piktochart (Mã NLS 3.1.NC2a).
o Presenter: Prepares a 3-5 minute talk to present in class based on the projected
product.
Board plan

* Warm-up
Jigsaw puzzle

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

5

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
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 she were my sister.
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 cold outside that we couldn't go out before 5am.
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
class.

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.
- 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:
6

- Students can get an overview of the lesson.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Watch a video
- Teacher prepares a video about the linking /r/ and asks Ss to watch the
video and write down the words with linking /r/ in the video.
- 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.

CONTENTS

Link:
https://www.youtube.com/
watch?v=wLprxwzWtc4

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)
- Have Ss read the Remember box to understand when the linking Audio script:
/r/ occurs between two vowels.
1. I'm sure an advert there
- Ask Ss to listen to the recording. Have them pay attention to the can help draw attention to
linking /r/ marked in each sentence. In weaker classes, explain why the event.
the linking /r/ happens using the Remember box! (e.g. 1. The 2. We can't afford to
linking /r/ occurs between the vowel /ʊə/ at the end of the word promote the show as if it
'sure' and the vowel of the next word, which is /ə/)
were a big profit-making
- Ask Ss to listen to the recording again, but this time, have them event.
practice saying these sentences.
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.
Task 2: Mark the places where the linking /r/ can appear. Listen and check. Then practise
saying the sentences (6 mins)
- Ask Ss to read quickly through th to get a broad understanding.
Answer key:
- Have Ss underline the words that contain the three dipthongs in 1. I saw an interesting
each sentence individually. Then ask them to work in pairs to advert about the charity
compare their answers.
event.
- Check answers as a class by playing the recording. Pause after 2. Traditional mass media,
each sentence and confirm the answers.
for example, TV and
- Put Ss in pairs and have them practise reading the sentences aloud. newspapers,
are
still
Extension: Ss work in pairs and make up new sentences using popular.
words which contain these three dipsthongs. Then they take turn to 3. There are more adverts on
read out their sentences and the other S has to tell how many words TV nowadays.
contaning /ɔɪ/, /aɪ/, and /aʊ/ they can hear.
4. There is a law against
sharing
private
photos
7

without permission.
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 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 related to the mass media.
Answer key:
- Have Ss match each word on the left with the meaning on the right.
1. d
Encourage Ss to study the meanings and underline key words.
2. c
- In weaker classes, do the first one as an example before asking Ss to match 3. e
the rest individually or in pairs.
4. b
- Check answers as a class.
5. a
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 read the text carefully to decide Answer key:
which word in 1 can be used to complete each of the sentences. Remind 1. updated
them to use the contextual clues to decide on the word/phrase.
2. the press
- Have Ss compare their answers in pairs. Check answers as a class. Have 3. reliable
individual Ss call out the word they have used for each sentence first.
4. fake news
- Confirm the correct answers. In stronger classes, ask Ss to explain why 5. bias(es)
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.
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 box to remember the use of Answer key:
adverbial clauses of manner and result. Give more explanation and examples 1. he was guilty of

8

if necessary.
something
- Ask Ss to complete the sentences with the suitable adverbial clauses. Tell 2. that people
them to pay attention to the meaning of each sentence and the grammatical sometimes get
clue (i.e. what are the relationship between two clauses, and which confused
subordinating conjunctions are/should be used).
3. as if the pain didn't
- Check answers as a class. Go through each sentence and ask Ss to explain affect him at all
for their answer, e.g. 1. The adverbial clause here shows the manner of the 4. that it allows people
action in the main clause. It uses the subordinating conjunction 'like'. So to share information
the answer should be “My brother was looking at me like he was guilty of and ideas from around
something”.
the world
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)
- Ask Ss to work in pairs. Ask them to take turns to talk about a type of mass Suggested answers:
media they use in their everyday life. They should make 3-5 sentences, using I use social media sites
adverbial clauses of manner and result as much as they can.
every day to access
- Encourage them to study the example in pairs first. Tell them to pay news and
attention to the use of adverbial clauses of manner and result.
entertainment. There is
- Encourage them to speak without writing down the sentences. For weaker such a wide range of
classes, allow them to write the sentences first before reading them aloud.
information and
- When they finish, invite some pairs to read the sentences aloud in front of entertainment on
the class. Correct any misuse of adverbial clauses of manner and result.
social media that I
often spend many
hours surfing the
Internet every day. I
use social media so
much that sometimes
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.
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

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

9

* 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

10

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
Language analysis
Form
1. convenient (adj)

Pronunciation Meaning
/kənˈviːniənt/

Vietnamese
equivalent

 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
Students may lack knowledge about
some lexical items.
Students may have underdeveloped
reading, speaking and co-operating
skills.

Solutions
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.
11

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
STUDENTS' 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.

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

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.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 them to tell you the difference
between the two. Elicit types of digital and traditional media.
- Ask Ss to read the first section of the 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.

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
12

Vocabulary pre-teaching (5 mins)
- 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.

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)

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. 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 idea.
Answer key:
- Focus their attention on the highlighted words and ask them to study the context, 1. d
including the sentence containing the word as well as neighbouring sentences, 2. c
carefully.
3. b
- Encourage Ss to look for context clues to help them guess the meaning, e.g. The 4. a
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 they understand them.
Answer key:
- Encourage them to underline the key words in each statement, paying attention to 1 – Q
the differences between these statements. E.g. 1. The key words are “will replace” 2 – N
and “soon”. 2. The key words are “will replace” and “won't be soon”.
3–N
- Ask Ss to read each piece of opinion in the article. Tell them to identify the 4 – H
conclusion of the argument in each piece. In weaker classes, encourage them to pay 5 – N
attention to the first and the last sentences of each piece as the conclusion of the
argument is often located there.
- Check answers as a class.
- Have some Ss read aloud clues from the text which help them find the correct
answer. E.g. In the last sentence of his opinion piece, Quang says that “it won't be
long before traditional media becomes a thing of the past.” It means that in his
opinion, digital media will replace traditional media soon, so Quang's opinion is 1.
13

Task 4: Read the article again. Choose the correct answers. (6 mins)
- Tell Ss that in an argument, there are two main parts: reasons and conclusion. Tell
them that they are now focusing on the reasons Quang and Hoa give to arrive at
their conclusions in Activity 3.
- Encourage them to read and underline the key words in the questions and options.
- Have Ss read the text and locate the key words, as well as paraphrases of these key
words. (e.g. 1B. can be accessed easily = “freely accessible” in the text)
- Choose the option(s) that match(es) the information in the text. Remind them that
some questions require more than one correct answer.
- Watch out for distractors, especially options that may be mentioned in part in the
text, but are not true. (e.g. 1A. free to use ≠ “freely accessible” in the text)
- In weaker classes, write the outlines of Quang's and Hoa's arguments on the board
for the students to see the structure of the argument more clearly. In stronger
classes, encourage them to write these outlines themselves.
- For Questions 2 and 4, remind the students that they also need to pay attention to
neighbouring sentences and any linkers used with each statement. E.g. 2. The
statement that many organisations can reach its customers via digital media is
given after the linker “for example”. It shows that this statement is an example of
the previous statement (“digital media forms are more interactive”). So C is the
correct answer.
- Check answers as a