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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
a
Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. in charge of /ɪn tʃɑːdʒ əv/ responsible for chịu trách
(idiom) nhiệm về

2. publicity (n) /pʌbˈlɪs.ə.ti/ the attention that is given to sự công khai

somebody/something by newspapers,
television, etc.

3. advert (n) /ˈædvɜːt/ a notice, picture or film telling people quảng cáo
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about a product, job or service

4. profit-making /ˈprɒfɪt meɪkɪŋ/ (of a company or a business) that sinh lời

(adj) makes or will make a profit

5. commercial (n) /kəˈmɜːʃl/ an advertisement on television, on the quảng cáo

radio or on a website

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in
Students are reluctant to work in groups. 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).
Students may lack vocabulary to deliver a
speech. - 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 CONTENTS

Jigsaw puzzle - Students work in groups.
- Teacher divides the class into two - Students look at the picture Picture 1:
teams. that the teacher shows them
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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 turn
to choose a number and guess the Picture 2:
name of each media form in the
picture.
+ If the answer is correct, the team
gets 10 point.
+ If the answer is incorrect, the chance
to answer is transferred to the other
team. Picture 3:
+ The first team to get the key picture
will get 50 points.
+ The team having more points is the
winner of the game.
Picture 4:

Picture 5:

Key picture:

Answer:
Picture 1: electronic book
Picture 2: video
Picture 3: software
Picture 4: video game
Picture 5: social media
Key picture: Digital media
e. Assessment
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- 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 - Students listen to the New words:
- Teacher introduces the vocabulary. teacher’s explanation and 1. in charge of (n)
- Teacher explains the meaning of the new guess the words. 2. publicity (n)
vocabulary by pictures. - Students write down the new 3. advert (n)
- Teacher checks students’ understanding words on their notebook. 4. profit-making (adj)
with the “Rub out and remember” 5. commercial (n)
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 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 the International Cultural Festival;
- To help Ss identify the articles.
b. Content:
- Task 1: Listen and read. (p.20-21)
- Task 2: Read the conversation again and complete the table. (p.21)
- Task 3: Find words and a phrase in Task 1 with the following words and phrases. (p.21)
- Task 4: Complete the sentences based on the conversation. (p.21)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks
successfully.
d. Organisation
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TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read. (6 mins)
- Set the context for the listening and - Students look at the picture Questions:
reading. and answer the questions. 1. Who are the speakers?
- Ask Ss to look at the picture, the - Students listen to the 2. What do you think they
heading and the conversation, and ask recording. are discussing?
questions. - Students underline 3. What types of mass media
- Play the recording twice for Ss to listen words/phrases related to the are mentioned in the
and read silently along. Have Ss culture in the conversation. discussion?
underline words/phrases related to the - Students compare the words
culture in the conversation. and phrases with their Suggested answers:
- Put Ss in pairs and ask them to compare partners. 1. Mai and her friends,
the words and phrases they have - Students read the Mark and Linda
underlined and discuss their meaning. conversation aloud. 2. The promotion of a
Then check comprehension as a class. charity event Mai is in
- Call on three Ss to read the charge of
conversation aloud. 3. local newspapers,
- In stronger classes, teacher asks Ss to posters, the Internet/social
close their books and just listen to the media sites, etc.
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. (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, won’t 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. Linda
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
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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 (1B, 2C) and result
(3D, 4A).

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.
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 to introduce the International Cultural Festival (10 mins)
- Teacher lets Ss work in groups of 4. Give - Students work in groups to Students’ own
each group a big sheet of paper and colours. follow teacher’s instruction. creativity
- Give instructions to students. - Students perform in front of
- Ask students to draw a poster about a the class.
charity event. They can use words, icons or
images to illustrate.
- Teacher asks all groups to stick their works
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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
Board plan

Date of teaching
Unit 7: The world of mass media
Lesson 1: Getting started – Promoting a charity event
* Warm-up
Jigsaw puzzle
* Vocabulary
1. in charge of (n)
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
- Use the lexical items related to the topic Cultural diversity;
- Recognise and practise diphthongs /ɔɪ/, /aɪ/, and /aʊ/;
- Review the use of articles.
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 Cultural diversity;
- Develop self-study skills.

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 Solutions
Students may lack knowledge about some Provide students with the meaning and
lexical items. pronunciation of some lexical items.
Students may have underdeveloped listening, - Play the recording many times if any
speaking and co-operating skills. necessary.
- Encourage students to work in pairs, in groups
so that they can help each other.
- Provide feedback and help if necessary.
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Some students will excessively talk in the - Define expectation in explicit detail.
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;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Watch a video
c. Expected outcomes:
- Students can revise vocabulary related to cultural diversity.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Watch a video - Students watch the video Link:
- Teacher prepares a video about and write down the words https://www.youtube.com/watch?
the linking /r/ and asks Ss to with linking /r/. v=wLprxwzWtc4
watch the video and write down - Students check their
the words with linking /r/ in the answers with the class.
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.

2. ACTIVITY 1: PRONUNCIATION (12 mins)

a. Objectives:
- To help Ss recognise and practise the linking /r/ between the two vowels;
- 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’ CONTENTS

ACTIVITIES
Task 1: Listen and repeat. Then practise saying the sentences in pairs. (6 mins)
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- Students listen to the Audio script:

- Have Ss read the Remember box to
recording, and then 1. I’m sure an advert there
understand when the linking /r/ occurs repeat the words. can help draw attention to
between two vowels. the event.
- Students add more
- Ask Ss to listen to the recording. Have examples of the words 2. We can’t afford to
promote the show as if it
them pay attention to the linking /r/ that contain the
were a big profit-making
marked in each sentence. In weaker linking /r/.
event.
classes, explain why the linking /r/ 3. Perhaps you should
happens using the Remember box! (e.g. consider all of our
1. The linking /r/ occurs between the suggestions.
vowel /ʊə/ at the end of the word ‘sure’ 4. I’ll phone the local
and the vowel of the next word, which newspaper to see if they
is /ə/) 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 Answer key:
- Ask Ss to read quickly through th to get
places where the linking 1. I saw an interesting
a broad understanding.
/r/ can appear. Then advert about the charity
- Have Ss underline the words that listen to the recording. event.
contain the three dipthongs in each - Students read the
sentence individually. Then ask them to whole text aloud. 2. Traditional mass media,
work in pairs to compare their answers. for example, TV and
- Check answers as a class by playing the newspapers, are still
recording. Pause after each sentence and popular.
confirm the answers.
- Put Ss in pairs and have them practise 3. There are more adverts on
reading the sentences aloud. TV nowadays.
Extension: Ss work in pairs and make up 4. There is a law against
new sentences using words which sharing private photos.
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.
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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.90)
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. e
- 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. d
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)
Answer key:
- Ask Ss to work individually. Tell them to
read the text carefully to decide which word - Students read the sentences 1. updated
in 1 can be used to complete each of the carefully and decide which 2. the press
sentences. Remind them to use the words can be used. 3. reliable
contextual clues to decide on the - Students explain the 4. fake news
meaning of each phrase. 5. bias(es)
word/phrase.
- Students read the complete
- 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.
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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 the
knowledge about adverbial clauses of manner and result to give a short talk on the given
topic.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ CONTENTS

ACTIVITIES
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 clauses the Remember box. 1.he was guilty of
of manner and result. Give more explanation -Students complete the something
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 and answers. 3.as if the pain didn’t
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 for news
3-5 sentences, using adverbial clauses of - Present their ideas in front and entertainment.
manner and result as much as they can. of class. There is such a wide
range of information
- Encourage them to study the example in and entertainment on
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social media sites that

pairs first. Tell them to pay attention to the
I often spend hours
use of adverbial clauses of manner and result. surfing them every
- Encourage them to speak without writing day. I enjoy using
down the sentences. For weaker class, allow them so much that
sometimes my parents
them to write the sentences first before
are worried about it.
reading them aloud.
They say that there are
- When they finish, invite some pairs to read too many harmful
the sentences aloud in front of the class. contents on these sites,
Correct any misuse of adverbial clauses of but some adults are
acting as if we did not
manner and result.
know the differences
between good and bad
information online. I
think teenagers can
still use social media
sites but they need to
know how to evaluate
information there.
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

Date of teaching
Unit 7: The world of mass media
Lesson 2: Language
* Warm-up
Listening to a song

* 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.
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- Task 2. Complete the text.

* Grammar
- Task 1. Combine the sentences.
- Task 2. Talk about a type of mass media.

* Homework
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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 respectful of digital media and traditional media.
- Develop self-study skills.

II. MATERIALS
- Grade 12 textbook, Unit 7, Reading
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis

Vietnamese
Form Pronunciation Meaning
equivalent
1. convenient (adj) /kənˈviːniənt/ useful, easy or quick to do; not tiện lợi
causing problems

2. flexible (adj) /ˈfleksəbl/ able to change to suit new conditions linh hoạt
or situations

3. reliable (adj) /rɪˈlaɪəbl/ that can be trusted to do something đáng tin cậy
well; that you can rely on

4. fact-check (v) /ˈfækt tʃek/ to investigate an issue in order to xác minh tính
check that the facts are given chính xác
correctly

5. struggle (v) /ˈstrʌɡl/ to try very hard to do something vật lộn

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when it is difficult or when there are

a lot of problems

Assumption
Anticipated difficulties Solutions
Students may lack knowledge about Provide students with the meaning and pronunciation
some lexical items. of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
Students may have underdeveloped
for students to speak.
reading, speaking and co-operating
- Encourage students to work in pairs, in groups so
skills.
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 STUDENTS’ ACTIVITIES CONTENTS

Board race - Students come to the board Suggested answers
- Teacher divides the class into 2 one by one to write the *. Digital media
teams and the board in four sections answer + websites
and gives a board pen to one of the Ss - Students check their + social media
in each team. answers with the class. + videos
- Teacher calls out the theme + video games
(Traditional and digital media) and + digital advertising
gives them two minutes to write as + software
many names of traditional and digital *. Traditional media
media as they can in 2 minutes. + printed newspapers
- Each student of the team comes to + broadcast TV
the board and writes down a name. + radio
- When the game is finished, teacher + billboards
has teams check each other’s spelling + banner ads
and count how many correct names + printed magazines
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each team has written.

- Teacher leads in the new lesson by
asking some questions.

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.23)
- Pre-teach vocabulary
c. Expected outcomes:
- Students can identify some vocabulary related to the topic.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ CONTENTS

ACTIVITIES
Task 1. Work in pairs. Discuss the questions. (4 mins)
- Ask Ss to work in pairs to answer the - Students work in pairs and Questions:
questions. answer the questions. Do you think that digital
- Ask some pairs to share their answers with - Students write questions media can replace
the whole class. they want to know on the traditional media?
- Ask what other information they want to board. Why/Why not?
know about globalisation. Write their
questions on the board.
- Introduce the topic of the reading text.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. - Students listen to the New words:
- Teacher explains the meaning of the new teacher’s explanation and 1. convenient (adj)
vocabulary by pictures. guess the words. 2. flexible (adj)
- Teacher checks students’ understanding - Students write down the 3. reliable (adj)
with the “Rub out and remember” new words on their 4. fact-check (v)
technique. notebook. 5. struggle (v)
- 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;
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- 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 text. Ask them to - Students read the words first, Answer key:
locate to the highlighted words in the text, then skim through each section. 1. d
e.g. 1. The phrase ‘’accessible’ is found - Students choose the best 2. c
in the sentence: “Most digital content is suitable definition. 3. b
also freely accessible.” - Students check answers with 4. a
- Ask students to study the context the whole class and give
(including the sentence containing the explanations for their choice.
word/phrase as well as neighbouring
sentences) carefully, e.g. 1. Nowadays,
it’s much easier and more convenient to
access information via digital media.
Most digital content is also freely
accessible. All it takes is a few clicks and
you can read the latest news, watch
videos or see online adverts.
- Encourage Ss to replace the word with
each choice to see which one best replaces
the word.
- In weaker classes, check understanding
of the words by asking Ss to make
sentences with them.

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 - Students read the statements Answer key:
sure they understand them. and make sure they understand 1 – Q
- Encourage them to underline the key them. 2–N
words in each statement, paying attention - Students underline the key 3 – N
to the differences between these words in each statement. 4–H
statements. E.g. 1. The key words are - Students read the text and 5 – N
“will replace” and “soon”. 2. The key identify the conclusion of the
words are “will replace” and “won’t be argument
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soon”. - Students check answers with

- Ask Ss to read each piece of opinion in the whole class and give
the article. Tell them to identify the explanations for their choice.
conclusion of the argument in each piece.
In weaker classes, encourage them to pay
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.
Task 4: Read the article again. Choose the correct answers. (6 mins)
- Tell Ss that in an argument, there are two - Students read and underline Answer key:
main parts: reasons and conclusion. Tell the key words in the questions 1. B-C-D
them that they are now focusing on the and options. 2. C
reasons Quang and Hoa give to arrive at - Students choose the option(s) 3. A-C-D
their conclusions in Activity 3. that match(es) the information 4. B
- Encourage them to read and underline in the text.
the key words in the questions and - Students check answers with
options. the whole class and give
- Have Ss read the text and locate the key explanations for their choice.
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
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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 class.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-READING (8 mins)

a. Objectives:
- To check students’ understanding about the reading passage;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Task 5: Work in pairs. Discuss the following questions.
After reading the article, who do you agree with, Hoa or Quang? Why? (p.93)
c. Expected outcomes:
- Students can use the language and ideas from the unit to express their ideas and opinions.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 5: Work in pairs. Discuss the following question. After reading the article, who do you agree
with, Hoa or Quang? Why?
- Ask Ss to work in pairs. Have - Students practise speaking in Suggested answers:
them discuss the question. pairs. I personally agree with Hoa.
Encourage them to explain why - Students share their answers Digital media is very powerful,
they admire that achievement the with the whole class. but not without limitations. They
most. - Students listen and give are not always reliable, have
- Invite some pairs to share their feedbacks. limited access in certain areas and
answers with the whole class. not always easy to use for many
- Ask other Ss to give comments people. Therefore, I believe that
and correct any mistakes if people will continue to combine
possible. different sources of information or
types of media to take full
advantage of each type.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
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5. CONSOLIDATION (3 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Write a short paragraph about the effects of globalisation on cultural identity.
- Do exercises in the workbook.
- Prepare for the next lesson – Speaking.

Board plan

Date of teaching
Unit 7: The world of mass media
Lesson 3: Reading
* Warm-up
Board race

- Task 1: Discuss the questions.

- Vocabulary
1. convenient (adj)
2. flexible (adj)
3. reliable (adj)
4. fact-check (v)
5. struggle (v)
- Task 2: Match each word with its meaning.
- Task 3: Decide the person who raises the opinion.
- Task 4: Choose the correct answers.
- Task 5: Discussion.

* Homework
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UNIT 7: THE WORLD OF MASS MEDIA

Lesson 4: Speaking – Types of mass media

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about types of mass media;
- Memorise vocabulary to talk about types of mass media.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Be proud and respectful of different types of mass media.

II. MATERIALS
- Grade 12 textbook, Unit 7, Speaking
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis

Vietnamese
Form Pronunciation Meaning
equivalent
1. leaflet (n) /ˈliːflət/ a printed sheet of paper or a few tờ rơi
printed pages that are given free to
advertise or give information about
something

2. brochure (n) /ˈbrəʊʃə(r)/ a small magazine or book containing sách (nhỏ)

pictures and information about quảng cáo
something or advertising something

3. promotion (n) /prəˈməʊʃn/ activities done in order to increase sự xúc tiến

the sales of a product or service; a set
of advertisements for a particular
product or service

4. cyberbullying (n) /ˈsaɪbəbʊliɪŋ/ the activity of using messages bắt nạt qua
on social media, emails, text mạng
messages, etc. to frighten or upset
somebody
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Assumption

Anticipated difficulties Solutions

Students may lack - Provide vocabulary and useful language before assigning tasks.
vocabulary to deliver a - Encourage students to work in groups so that they can help each
speech. other.
- Give short, clear instructions and help if necessary.

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 speaking part.
b. Content:
- Guessing game
c. Expected outcomes:
- Students join the game enthusiastically and gain knowledge on the topic.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Guessing game - Students take turns, choose a Questions:
- Teacher divides class into two number and answer the question. 1. It’s an international
groups. - Students guess the key word. computer network connecting
- There are four questions, the - Students explain their key other networks and computers
answers of which provide four word. that allows people to share
clues for the key word. information around the world.
- Each group choose a question. If What is it?
they have a correct answer, they -> (the) Internet
get one point. 2. It’s a piece of electrical
- If a team can guess the key word, equipment with a screen on
they will get 5 points. which you can watch
- The team with more points is the programmes with moving
winner. pictures and sounds. What is
- Teacher leads in the lesson. it?
-> TV/ television
3. It’s a piece of equipment
used for listening to
programmes that are broadcast
to the public. What is it?
-> radio
4. It’s a set of large printed
sheets of paper containing
news, articles, advertisements,
etc. and published every day or
every week. What is it?
-> printed newspaper
 KEY WORD: Mass media
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e. Assessment
- Teacher observes and gives feedback.

2. ACTIVITY 1: CONTROLLED PRACTICE (30 mins)

a. Objectives:
- To provide knowledge and language input for the main speaking task;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
- To help Ss practise talking about and taking notes about different types of mass media.
b. Content:
- Task 1: Work in pairs. Discuss the different types of mass media. Make notes in the table
below. (p.94)
- Pre-teach vocabulary
- Task 2: Work in groups. Discuss the following situations and decide on the most suitable
type of media to use in each situation. Provide reasons for your choice. (p.94)
c. Expected outcomes:
- Students can identify and gain some vocabulary to complete speaking tasks.
- Students can come to the final table about the characteristics of different types of mass
media.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ CONTENTS

ACTIVITIES
Task 1: Work in pairs. Discuss the different types of mass media. Make notes in the table below.
(10 mins)
- Ask Ss to study the table and the example. - Students share what they Students’ answers
Make sure they understand the words in the know about different types (Suggested answers- see
rows, columns and example. of mass media. appendix)
- In weaker classes, explain to them what - Students note down the
the example means. E.g. In general, the cost information in the table.
of creating content and advertising on TV is
very high. However, we can present both
audio and visual information on TV and
reach a very large group of audience.
Moreover, the information on TV is
generally reliable and credible.
- Put Ss in pairs to complete the table.
Remind them that they should give general
comments about the mass media only (i.e.,
what is true about most print newspapers
etc.).
- Invite some students to share their answers
with the class.

Vocabulary pre-teaching (5 mins)

- Teacher introduces the vocabulary. - Students listen to the New words:
- Teacher explains the meaning of the new teacher’s explanation and 1. leaflet (n)
vocabulary with different techniques guess the words. 2. brochure (n)
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(pictures, actions, synonyms …) - Students write down the 3. promotion (n)

- Teacher checks students’ understanding new words on their 4. cyberbullying (n)
with the “Rub out and remember” notebook.
technique.
- Teacher asks Ss to take notes on their
notebooks.
Task 2: Work in groups. Discuss the following situations and decide on the most suitable type of
media to use in each situation. Provide reasons for your choice. (15 mins)
- Put Ss in pairs. Ask them to study the - Students work in groups to Suggested answer:
situations in the book before discussing discuss the given situations. 2. A: Well, there’s both
them. Encourage them to underline the key - Students compare their visual and audio
words in each situation. notes with their partners. information to send, so I
- In weaker classes, ask them to look at don’t think we can use
leaflets and newspapers.
some useful expressions for discussion in
Perhaps we should use
the appendix of their book if they need help. emails. It will be quick and
- Walk around and offer help when free.
necessary. B: I agree. But not all
students in our school have
email accounts, or check
emails every day. They
may not pay attention to
our information and
videos, or think that they
are spam.
C: How about our school
website? Everyone can
access the website easily
and because it’s our school
website, people will find it
credible enough to watch
and read our information.
A: Good idea! And it’ll be
free too if we ask for the
school’s permission.
B: That shouldn’t be a
problem. Since our school
also work against bullying,
I’m sure we’ll get the
permission to post
information on our school
website
3. A: Since we’ve got
visual information only, I
think something simple
like leaflets is the way to
go. Besides, they’re more
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affordable for a non-profit

making event like this one.
B: I agree that they’re
cheap and simple to make.
But many people may not
pay attention to them. They
may mistake our leaflets as
advertisements and throw
them away.
C: I see. How about social
media sites? People can
share information with
their friends and family
quickly, and it should not
cost much time or money
because there are only a
few lines of information to
pass on.
A, B: Oh, that’s a good
idea.

e. Assessment
- Teacher gives corrections and feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: LESS-CONTROLLED PRACTICE (8 mins)

a. Objectives:
- To give Ss an opportunity to practise talking about the lives of a famous hero and heroine in
front of the class;
- To help some students enhance presentation skills.
b. Content:
- Task 3. Report your answers to the whole class. Vote for the best idea for each situation.
(p.94)
c. Expected outcomes:
- Students can use the language and ideas from the unit to talk about the most suitable type of
media.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 3: Report your answers to the whole class. Vote for the best idea for each situation.
- Have a representative from all - Students work in pairs, use Students’ answers
groups share their plan in front the notes and talk about the
of the class. most suitable type of media.
- Praise for good effort, well- - Students add more details if
structured responses and fluent they can.
delivery. - Vote for the best story.
- After all groups present their
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plans to a situation, ask the class

to vote for the best programme
(suggested criteria: number of
activities, duration, participants,
preparation for the event…).
Remind Ss not to vote for their
own plan. Count the votes for
each group and announce the
best plan.

e. Assessment
- Teacher checks students’ pronunciation and gives feedback.

4. CONSOLIDATION (2 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Write a paragraph about the characteristics of different mass media forms.
- Do exercises in the workbook.
- Prepare for the next lesson – Listening.

Appendix

Cost of creating Presentation Audience Reliable sources /

content and style and credible content
advertising on it publicity

Television Very high Audio and Very large Generally

visual reliable/credible

Print Generally high Visual only Large Generally

newspapers reliable/credible

Leaflets and Not very high Visual only Medium Not very
brochures reliable/credible

Emails Free Audio and Large Not very

visual reliable/credible

Social media Medium Audio and Very large Not very

visual reliable/credible

Board plan
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Date of teaching
Unit 7: The world of mass media
Lesson 4: Speaking
* Warm-up
Guessing game

Task 1: Discuss and complete the table.

Vocabulary
1. spicy (adj)
2.focus on (v)
3. professional (adj)
Task 2: Discuss the most suitable type of media.
Task 3: Report the discussion.

* Homework
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UNIT 7: THE WORLD OF MASS MEDIA

Lesson 5: Listening – Fake news on the Internet

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about fake news on the Internet;
- Memorize vocabulary to talk about fake news on the Internet.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills.
3. Personal qualities
- Develop self-study skills;
- Actively join in class activities.

II. MATERIALS
- Grade 12 textbook, Unit 7, Listening
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis

Vietnamese
Form Pronunciation Meaning
equivalent
1.ashamed (of) /əˈʃeɪmd/ feeling shame or feeling embarrassed xấu hổ
(adj) about somebody/something or because
of something you have done

2. fake (adj) /feɪk/ not what somebody claims it is; giả

appearing to be something it is not
true.

3. population (n) /ˌpɒpjuˈleɪʃn/ all the people who live in a particular dân số
area, city or country; the total number
of people who live there

Assumption
Anticipated difficulties Solutions
Students may lack vocabulary to deliver - Provide vocabulary and useful language before
a speech. assigning tasks.
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- Encourage students to work in groups so that they

can help each other.
- Give short, clear instructions and help if necessary.
Students cannot follow the speed of the - Make sure they understand the meaning and
recording. pronunciation of important words.
- Teach them the skill of underlining key words in the
questions before they listen.
- Play more time if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To help Ss understand and activate their knowledge of the topic;
b. Content:
- Watch a video
c. Expected outcomes:
- Students can join the game and gain knowledge on the topic.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Watch a video - Students watch the video and Link:
- Teacher prepares a video about fake write down information about https://
news and asks Ss to watch the video and real news and fake news. www.youtube.com/watch?
write down information about real news - Students check their answers v=KX8-BOc7Z0c
and fake news. 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 corrects for students (if needed)

2. ACTIVITY 1: PRE-LISTENING (9 mins)

a. Objectives:
- To get students to 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. Find 3 words in the wordsearch to show things you should look at to
decide whether a piece of news is fake or not. (p.95)
- Vocabulary pre-teaching
c. Expected outcomes:
- Students understand the meaning and know how to pronounce some words from the
recording.
d. Organisation
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TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Work in pairs. Find 3 words in the wordsearch to show things you should look at to decide
whether a piece of news is fake or not. (4 mins)
- Ask students to look at the photo. - Students find the words in Answer key:
Ask if they have any experience of the wordsearch.
fake news before. If they say yes, ask
if they know how to ‘spot’ fake news.
- Put Ss in pairs. Tell them that they
will find 04 words in the word search
which show the things they should
pay attention to before they can decide
whether a piece of news is fake or not.
- In weaker classes, find one word for
them as an example. If the class
struggle, give them a hint (e.g. there is
a diagonal word) or some clues (e.g.,
the first letter(s) of each word/some
words)
- Check answers as a class.
- Briefly explain the answers (e.g.
You need to check if the images and
language are accurate, and if the
author and the source of the
information are credible enough to
decide whether a piece of news is fake
or not) and encourage them to listen to
the recording in the next activity to
find out more.

Vocabulary teaching (5 mins)

- Teacher introduces the vocabulary. - Students say the meaning of New words:
- Teacher explains the meaning of the the words. 1. ashamed (of) (adj)
new vocabulary with different - Students write new words 2. fake (adj)
techniques (pictures, actions, on their notebook. 3. population (n)
synonyms …)
-Teacher checks students’
understanding with the “Rub out and
remember” technique.
- Teacher asks Ss to take notes on
their notebooks.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: WHILE-LISTENING (20 mins)

a. Objectives:
- To help Ss practise listening for the main idea;
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- To help Ss practise listening for specific information;

- To provide Ss with some basic information about fake news on the Internet.
b. Content:
- Task 2: Listen to three students talking about fake news. Match the speaker with his/her
attitude towards fake news. There are TWO extra options. (p.95)
- Task 3: Listen to the recording again and complete the notes below. Use no more than TWO
words and/or numbers for each gap. (p.95)
c. Expected outcomes:
- Students can catch the main idea as well as specific details of the recording and complete
the tasks successfully.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 2: Listen to three students talking about fake news. Match the speaker with his/her attitude
towards fake news. There are TWO extra options. (10 mins)
- Tell Ss that they are going to listen to three - Students make predictions Answer key:
speakers and find out their attitudes towards before listening. 1. A
fake news. - Listen and check the 2. D
- Ask Ss to read the statements A-E. Make answers. 3. B
sure they understand these statements and
encourage them to underline key words in
each statement. E.g. A. He/she’s worried
about fake news. B. He/she’s not worried
about fake news.
- Ask Ss to listen and pay attention to the key
words, as well as paraphrases of these key
words. In weaker classes, help them
brainstorm the possible paraphrases of these
key words. E.g. 1. ‘Worried’ could be
paraphrased as ‘concerned’, ‘a (big)
problem/issue’ in the recording.
- Encourage Ss to pay attention to words or
expressions the speaker may use to describe
likes, dislikes, agreement, disagreement etc.
as well as his/her tone of voice. In weaker
classes, help them brainstorm the possible
words and expressions, and discuss the
possible tones of voice to express the
attitudes in the statements. E.g. E. When
people feel annoyed, they sound angry and
tend to use high-pitch voice. They may say
something such as “It’s annoying …”, or “I
can’t stand …” to express their anger.
- Play the recording once. For weaker classes,
play the recording twice.
- Check answers as a class.
Task 3: Listen to the recording again and complete the notes below. Use no more than TWO
words and/or numbers for each gap. (10 mins)
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- Tell Ss that they are going to listen to the - Students read the questions Answer key:
recording again. This time, they should and underline the key words. 1. 72 million
complete the words, using no more than two - Students find the words to 2. 75%
words for each blank. fill in the blanks in the 3. behaviour
- Ask them to study the notes to get the recording. 4. credible
general ideas. 5. bias
- Encourage them to underline key words in
the notes.
- Play the recording. Ask them to listen
carefully, pay attention to these key words or
their paraphrases in the recording. Remind
them that the word/phrase for each gap is
exactly the same as taken from the recording.
It should fit the gap in terms of both form and
meaning. Finally, it should not exceed the
word limit (2 words at most).
- Check answers as a class.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-LISTENING (8 mins)

a. Objectives:
- To check students’ understanding and memorize the information in the recording;
- To help some students enhance presentation skills;
- To practise team working;
- To help Ss use the language and ideas from the listening to share their experiences of fake
news.
b. Content:
- Task 4: Work in groups. Discuss the question.
How helpful do you find the tips in the talk? Have you used any of them? (p.95)
c. Expected outcomes:
- Students can use the language and ideas from the unit to talk about Walt Disney.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 4: Work in groupss. Discuss the question.
- Ask Ss to work in pairs. Have - Students work in groups and Suggested answer:
them discuss the tips for dealing discuss. I find all the tips interesting, and
with fake news they have Students share their ideas to have tried the first tip myself. For
learned in the recording. the whole class. example, I always go to official
- Invite some pairs to share their websites of famous newspapers to
answers with the whole class. get news, and avoid tabloids on the
Internet because they are full of
gossips or opinions rather than facts
and credible information. But I have
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never tried the other tips. I think will

try the second tip in the future.
Instead of getting news from one
source, perhaps I should try to check
if the same news is reported on other
trusted sites. The last tip will also be
useful, but I think I will need better
language skills to detect spelling,
grammar mistakes and biases in
news language.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION (3 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Writing.

Board Plan

Date of teaching
Unit 7: The world of mass media
Lesson 5: Listening
*Warm-up
Game: Lucky song

* Listening
- Task 1: Work in pairs and find the words.
- Vocabulary
1. ashamed (of) (adj)
2. fake (adj)
3. population (n)
- Task 2: Listen and match.
- Task 3: Listen and complete the notes.
- Task 4: Work in groups and discuss.

*Homework
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UNIT 7: THE WORLD OF MASS MEDIA

Lesson 6: Writing – Description of pie charts

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Synthesise and summarise information in order to write a pie chart description to compare
main news sources among different age groups;
- Apply structures to write a pie chart description to compare main news sources among
different age groups.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion;
- Be collaborative and supportive in pair work and teamwork;
3. Personal qualities
- Actively participate in the lesson.

II. MATERIALS
- Grade 12 textbook, Unit 7, Writing
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Play the recording many times if necessary.
listening, writing and co-operating - Encourage students to work in pairs, in groups
skills. so that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content:
- Game: Pictionary
c. Expected outcomes:
- Students can guess the words based on the pictures.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

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Pictionary - Students look at the picture Word lists:

- Teacher divides the class into two and guess the words. 1. pie chart
teams. - Students check their answers 2. bar chart
- Teacher call one student by a time with the class. 3. table
to come to the board and show the 4. process
student a word. 5. maps
- The chosen student will draw a 6. line graph
picture to describe the word.
- The teams will raise their hands to
answer. The fastest will get the
chance.
- When the game is finished, teacher
counts how many correct answers
each team has. The winner will be
the one with the most correct
answers.
- Teacher leads in the new lesson by
asking some questions.

e. Assessment
- Teacher observes and gives feedback.

2. ACTIVITY 1: PRE-WRITNG (10 mins)

a. Objectives:
- To help Ss understand the pie charts in Activity 2;
- To help Ss synthesise and summarise information from the pie charts;
- To help students have the ideas for their writing;
- To familiarize Ss with the structure and language of a pie chart description.
b. Content:
- Task 1: Work in pairs. Study the pie charts on page 96 and choose the correct answer A or
B. (p.95-96)
- Task 2: Complete the following descriptions of the charts in 1. Use the words and phrases in
the box. (p.96)
c. Expected outcomes:
- Students can select the appropriate information and have ideas to write about the
descriptions of given charts.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Work in pairs. Study the pie charts on page 96 and choose the correct answer A or B. (5
mins)
- Have Ss quickly look at the pie charts in - Students read the given Answer key:
Activity 2. questions and choose the 1. B
- Ask them some questions to check their correct answers. 2. B
broad understanding. E.g. What does the - Students share their answers 3. A
chart show? (information about the main with the whole class. 4. B
news sources among young adults and old 5. A
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people) When was the information reported?

(2022). What do the colours represent? (The
sources of information, namely TV, printed
newspapers, online new sites, and others).
- Put them in pairs. Ask them to study the
charts more closely and choose the best
answer to each question.
- Check their answers as a class. Invite some
Ss to explain for their answers. E.g. 1.
Television was very popular among both the
young adults (35%) and the old people
(42%). These are the highest proportions in
each age group.

Task 2: Complete the following descriptions of the charts in 1. Use the words and phrases in the
box. (5 mins)
- Have Ss skim through the pie chart - Students fill in the gaps with Answer key:
description. In weaker classes, read through the words and phrases in the 1. most popular
the description and the box and check if Ss box. 2. Meanwhile
know the words/phrases. - Students share their answers 3. as opposed to
- Have Ss fill in the gaps with the words and with the whole class. 4. while
phrases in the box.
- Check answers as a class.
- Ask Ss to read the Tips box. Use the text to
illustrate each part. E.g. The first sentence
introduces the pie charts. It reads “The pie
charts compare …”.

e. Assessment
- Teacher checks students’ answers as a whole class.

3. ACTIVITY 2: WHILE-WRITING (18 mins)

a. Objectives:
- To help Ss practise writing a pie chart description.
b. Content:
- Task 3: Write a description (120–150 words) of the charts below. Use the model and tips in
2 to help you. (p.96)
c. Expected outcomes:
- Students can write a pie chart description.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 3: Write a description (120–150 words) of the charts below. Use the model and tips in 2 to
help you.
- Tell Ss that they are going to - Students brainstorm for the Suggested answer:
write pie chart description. It ideas and the language The pie charts compare the main
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includes the same pie charts in necessary for writing news sources for teenagers, young
Activity 2, but now a new pie - Students write the first draft adults and old people according to a
chart about teenagers has been individually using the ideas in survey in 2022.
added. Therefore, they could use task 1 and 2. Overall, television was a very
the ideas, the model and tips in popular source of news for all age
Activity 2 in this activity. groups. It was the top news source
- Give Ss a time limit. In weaker for old and young adults, chosen by
classes, put Ss in pairs or groups 42 percent of old people and more
to help each other. Walk around than one third of young adults and
the class to provide help when teenagers. Meanwhile, online news
necessary. sites were most chosen by teenagers,
- In stronger classes, have Ss with more than 50 percent. By
work individually, then swap contrast, the Internet was the least
their drafts with a partner and common news source for old people,
comment on each other’s ideas, with just 6 percent. On the other
vocabulary, and grammar. If hand, printed newspapers were the
time allows, encourage Ss to top news source for 29 percent of old
make revisions based on peer people while only fewer than 10
feedback before they produce a percent of young adults and
final draft. teenagers reported getting their news
- Collect Ss’ writing tasks and from them.
give face-to-face feedback in As for other sources of news, around
private or give them back with a quarter of young adults and old
some written feedback. people relied on other sources for
news, as opposed to only 4 percent
of teenagers.
e. Assessment
- Teacher gives corrections and feedback.

4. ACTIVITY 3: POST-WRITING (10 mins)

a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
- Students exchange their work for cross-checking.
c. Expected outcomes:
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Cross-checking
- Teacher has the pairs swap and gives - Students swap their piece of Writing rubric
feedback on each other’s writing. Teacher writing with their partners 1. Organization: …/10
shows a writing rubric to help Ss do the peer and give peer review. 2. Legibility: …/10
review. 3. Ideas: …/10
- Ss do the task as required. 4. Word choice: …/10
- After peer review, Ss give the writing back 5. Grammar usage and
to the owner and discuss how to improve it. mechanics: …/10
- Teacher then chooses one piece of writing TOTAL: …/50
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and gives feedback on it as a model.

- Teacher chooses some useful or excellent
words/ phrases/ expressions/ word choices Ss
have used to give suggestions to other Ss.
- Teacher chooses some typical errors and
corrects as a whole class without nominating
the Ss’ names.
e. Assessment
- Teacher’s observation on Ss’ performance, provides help if necessary.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (2 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Rewrite the paragraph in the notebooks.
- Do exercises in the workbook.

Board Plan

Date of teaching
Unit 7: The world of mass media
Lesson 6: Writing
*Warm-up
Hot seat

- Task 1: Choose the correct answer.

- Task 2: Complete the descriptions.
- Task 3: Write a pie chart description.
- Peer review

*Homework
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UNIT 7: THE WORLD OF MASS MEDIA

Lesson 7: Communication and Culture / CLIL

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Expand vocabulary with the topic of the unit;
- Gain knowledge about mass media around the world;
- Review expressions for starting small talk.
2. Competences
- Develop communication skills and creativity;
- Develop presentation skill;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Be sensible when starting a small talk;
- Actively join in class activities.

II. MATERIALS
- Grade 12 textbook, Unit 7, Communication and Culture / CLIL
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups
Students are reluctant to work in
so that they can help each other.
groups.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to
deliver a speech. - 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 enhance students’ skills of cooperating with teammates.
b. Content:
- Mind-mapping
c. Expected outcomes:
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- Students can get knowledge about mass media.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Mind-mapping - Students think and call out Students’ answers
- Teacher divides the class into the name of mass media
four teams and prepare a mind- form.
map with the word types of mass - Students check their
media in the middle. answers with the class.
- Each team will have 5 seconds
to give a name of mass media
form. After 5 seconds, if the team
cannot give a name, the turn
moves to another group.
- When the time is over, teacher
counts how many correct names
each team has given.
- The team with more correct
answers will be the winner.
- Teacher leads in the new lesson
by asking some questions.

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)

a. Objectives:
- To provide model conversations in which speakers start small talk.
- To review expressions for starting small talk.
b. Content:
- Task 1: Listen and complete the conversations with the expressions in the box. Then
practise them in pairs. (p.97)
- Task 2: Work in pairs. Use the models in 1 to make similar conversations for these
situations. One of you is A, the other is B. Use the tips and expressions below to help you.
(p.97)
c. Expected outcomes:
- Students can use appropriate language to express pleasure and happiness and respond in
certain situations.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ CONTENTS
ACTIVITIES
Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in
pairs. (6 mins)
- Give them some time to skim through the - Students listen to the Answer key:
conversations. Ask them to identify the recording. 1. D
main ideas or the topic of the conversation. - Students complete the 2. A
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E.g. Julie and Mai are talking about conversation with words in 3. C
flower festivals. the box. 4. B
- Play the recording once in stronger - Students practise the
classes and twice in weaker classes. conversation in pairs.
- Check answers as a class. Play the
recording again, pausing after each blank
to confirm the correct answers.
- Put Ss into pairs and have them practise
the conversation.

Useful expressions (7 mins)

- Teacher gives students a list of - Ss work in groups to do * Making small talk
expressions which are mixed together. Ss the task. • The weather
have to classify them into 5 groups: What a beautiful day!
+ The weather Lovely day, don’t you think?
+ Films, TV shows, popular music, and It’s so hot today, isn’t it?
books It looks like it’s going to rain.
+ Current events • Films, TV shows, popular
+ The day or weekend music, and books
+ Observations Have you watched …?
- Teacher asks Ss to classify the Have you heard (about)…?
expressions into 5 groups. Are you reading …?
- Check as a class. • Current events
- T asks if Ss can add some more Did you hear about …?
expressions. Did you catch the news today?
I read in the press today that…
I heard on the radio today that
…
• The day or weekend
How was your day/weekend?
Has anything exciting
happened today?
Are you doing anything fun
after school/at the weekend?
• Observations
I like/love your (hat). Can I ask
where you got it?
Your (cakes) are delicious!
Thanks for (making them for
the party).
Nice place, isn’t it?
Task 2: Work in pairs. Use the models in 1 to make similar conversations for these situations. One of
you is A, the other is B. Use the tips and expressions below to help you. (6 mins)
- Tell Ss that the words they used to fill in - Make plan for the role- Sample conversations:
the gaps in Activity 1 are used to start plan
small talks (i.e., an informal, polite - Practice the role-play, 1. A: Nice party, isn’t it?
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conversation with strangers, classmates or based on the two situations. B: Yes, the food is really
friends to greet each other, get - Swap the role and delicious and Mai is an
conversations started and get to know each continue practising. excellent host. By the way, my
other). - Perform in front of class. name is Duong. I’m her
- Ask Ss to read the Remember box and classmate. And you? …
check understanding. 2. B: Hi, have you heard about
- Put Ss in pairs and explain the task: to the new campaign our club is
role-play conversations similar to the ones starting yet?
in Activity 1, but based on the two A: Yes, I have. It sounds
situations. Ss should play the roles given in really exciting. Are you
this activity. joining? …
- Give Ss a few minutes to plan their
conversations before they role-play it (e.g.
who will be Student A, who will be
Student B, and have them underline key
words in the task question). Have them
write down some prompts to help them.
Encourage them to swap roles.
- Walk round the class and provide help
when necessary.
- Ask some pairs to role-play their
conversations in front of the whole class.
Praise for good effort, clear pronunciation
and fluent delivery.

e. Assessment
- Teacher checks students’ answers as a whole class.

3. ACTIVITY 2: CLIL (15 mins)

a. Objectives:
- To introduce words / phrases related to the topic;
- To help Ss learn about mass media around the world;
- To help Ss relate what they have learnt about mass media.
b. Content:
- Task 1. Read the following text and complete the table below. (p.98)
- Task 2. Work in groups. Discuss the questions. (p.98)
c. Expected outcomes:
- Students understand the meaning of words, memorise the information, and relate what they
have learnt about mass media around the world.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Read the following text and complete the table below. (7 mins)
- Ask Ss to look at the photos and ask - Students read the text and Suggested answer:
some questions to find out what they complete the given table. See the appendix
already know about the topic, e.g. Do you
know what mass media are shown in the
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photos? (digital billboards, public

loudspeakers), Where can you find these
mass media? (mostly in big cities around
the world; in some cities in Vietnam and
Japan), Do you think they are effective
means of mass media? (answers vary).
- Ask Ss what they want to know about
the topic. Write their questions on the
board, e.g. When did they first appear?
Are there any problems with these mass
media?
- Ask Ss to study the comparison table in
Activity 1. Make sure they understand the
rows and columns.
- Tell Ss that they are going to read about
two special mass media in the world. As
they read, they should fill in the
comparison table about these media.
- Explain or elicit any new or difficult
words, e.g. constant, light/noise pollution.
In stronger class, encourage them to guess
their meaning from context as they read
the text.
- Have Ss read the text and complete the
table individually.
- Check answers as a class.
- Go back to the questions on the board,
i.e. the things Ss wanted to know about
the topic. Ask which of the questions they
can answer now and cross them out.
Assign the rest for homework.

Task 2: Work in groups. Discuss the questions. (8 mins)

- Ask Ss to work in groups to discuss the - Students work in groups to Suggested answers:
two questions. discuss the question. We find both the digital
- In weaker classes, ask questions to - Students share their ideas in billboards and the
brainstorm ideas as a class. front of class. loudspeakers effective,
- To answer the first question, encourage because the former may
Ss to think about the effectiveness of work really well in big
different types of media cities for their
- Invite some groups to present a attractiveness, while the
summary of their answers to the class. latter may work better in
certain cities or remote
areas for their simplicity.
However, we suppose
digital billboards will
become more popular in the
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future because they are

modern and attractive,
while the popularity of
loudspeakers will decline
because more and more
people are complaining
about the noise they make.
Besides, thanks to the
advancement in technology,
more and more people
believe that there are more
advanced and convenient
ways of communicating
information and news than
using loudspeakers.
e. Assessment
- Teacher corrects for students as a whole class.

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 8 – Looking back and project.
Appendix
Digital billboards Loudspeakers

Uses and advantages  can change between 

warn people of air attacks
different messages (in the past)
 attractive  alert people to natural
 can be updated in real- disasters
time  communicate public
messages
Problems Light pollution Noise pollution

Countries where The USA, the UK, Japan, and Japan, Philippines, the USA,
they are used big cities around the world Viet Nam

Board Plan

Date of teaching
Unit 7: The world of mass media
Lesson 7. Communication and Culture / CLIL
*Warm-up
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Mind-mapping

*Communication
Task 1: Listen and complete the conversations
Task 2: Make similar conversations

*CLIL
Task 1: Read the text and complete the table
Task 2: Discussion

* Homework
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UNIT 7: THE WORLD OF MASS MEDIA

Lesson 8: Looking back and project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 7;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be proud and respectful of Vietnamese and other cultures.
- Develop self-study skills.

II. MATERIALS
- Grade 12 textbook, Unit 7, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Encourage students to work in pairs and in groups so
speaking, writing and co-operating that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. - Continue to explain task 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;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Lucky number
c. Expected outcomes:
- Students can recall the vocabulary they have learnt in Unit 7.
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d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Lucky number - Students join the game, Suggested words:
- Ss work in 2 teams. choose a number and answer 1. mass media
- There are 7 numbers, 2 of which are lucky ones. the question. 2. leaflet
- If Ss choose a lucky number, they get one point
without answering the question. 3. billboard
- If they choose the other numbers, one student of 4. loudspeaker
a group picks up a piece of paper and sees the 5. pie chart
word on it.
- This student has to use words or actions to
describe it (without saying the word directly)
- Other Ss try to guess the words. One point for a
correct answer.
- The group with the most points is the winner.
e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: LOOKING BACK (12 mins)

a. Objectives:
- To help Ss review the pronunciation of linking /r/.
- To help Ss revise words and phrases they have learnt in this unit.
- To help Ss review the use of adverbial clauses of manner and result.
b. Content:
- Pronunciation: Work in pairs and mark the places where the linking /r/ can appear. Listen
and check. Then practise saying the sentences. (p.98)
- Vocabulary: Solve the crossword with the words you’ve learnt in this unit. What is the
hidden word? (p.98)
- Grammar: Circle the mistake in each sentence. Then correct it. (p.98)
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks
successfully.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ CONTENTS
ACTIVITIES
Work in pairs and mark the places where the linking /r/ can appear. Listen and check. Then
practise saying the sentences. (4 mins)
- Ask Ss to read through the sentences - Students identify the Answer key:
to get a board understanding. places where linking /r/ 1. Peter and I are discussing the news
- Tell them to identify the places can appear on TV.
where linking /r/ can appear. In 2. There is a nice poster on the wall
weaker class, give an example first. advertising the public event.
3. The village is far away in the
E.g. 1. The linking /r/ can appear
mountains, but villagers have a fast
between the /ɜː/in ‘Peter’ and the /ə/
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or /æ/ in ‘and’. Internet connection.

- Ask Ss to listen to the recording and 4. The singer is the focus of media
check their answers. Have them pay attention.
attention to the linking /r/ in each
word.
- Ask Ss to listen to the recording
again, but this time, have them repeat
the whole sentences with emphasis on
the linking /r/.
Solve the crossword with the words you’ve learnt in this unit. What is the hidden word? (4 mins)

- Ask Ss to work in pairs to solve the - Ss work in pairs to Answer key:

crossword. Remind them that all the solve the crossword
words they need are in this unit, and
there is a hidden vertical word.
- Have Ss complete the activity.
- Check answers as a class.
- If time allows, ask them to find the
texts where these words first appear in
the unit and call out the section, e.g.
media first appears in the Getting
started section.

Circle the mistake in each sentence. Then correct it. (4 mins)

- Ask Ss to read the whole sentence, - Ss read the sentences, Answer key:
focus on the underlined words / circle the mistake in 1. B (such)
phrases each sentence and 2. D (if)
- Encourage them to check whether correct it. 3. D (that )
these underlined words / phrases are 4. C (as)
grammatically correct or not by
studying both the underlined parts and
the phrases and the sentences that
contain these parts. E.g. 1. A. ‘The’
Internet is correct because we often
use ‘the Internet’ to refer to the
network we use to share information.
B. ‘so a convenient tool’ is incorrect
because we use ‘so’ with an adjective,
not with a noun phrase like this.
- In weaker classes, remind them that
the focus today is on the use of
adverbial clauses of manner and
result. Help them review these
grammar rules before they complete
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the task.
- Check answers as a class by asking
individual Ss to identify the incorrect
part, give corrections and reasons for
their corrections, e.g. 1. B. ‘so’ is the
answer because we say ‘such a
convenient tool’, not ‘so a convenient
tool’.

e. Assessment
- Teacher obverses Ss’s work and gives feedback.

3. ACTIVITY 2: PROJECT (28 mins)

a. Objectives:
- To provide an opportunity for Ss to develop their research and collaboration skills, and to
practise giving a presentation.
b. Content:
- Introduce a culture
c. Expected outcomes:
- Students practice giving a presentation.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- As Ss have prepared for the project throughout - All groups exhibit their Students’
the unit, the focus of this lesson should be on the group preparation and make presentations
final product, which is a presentation. presentations.
- Have Ss work in their groups. Give them a few - When one group makes a
minutes to get ready for the presentation. presentation, others listen
and complete the evaluation
- Give Ss a checklist for peer and self-assessment.
sheet.
Explain that they will have to tick appropriate
items while studying the leaflet or listening to the
presentation, and write comments if they have
any. The presenters should complete their self-
assessment checklist after completing their
presentation.
- If necessary, go through the assessment criteria
to make sure Ss are familiar with them.
- Invite one or two groups to present their ideas in
front of the class. Ask others to listen and write
down their feedback and comments. At the end of
each presentation, invite peer feedback from the
audience in oral and/or written forms.
- Give praise and feedback at the end. You can
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also give Ss marks for their presentation as part of

their continuous assessment.

e. Assessment
- Teacher gives comments and feedback to all presentations.

4. 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 Unit 8.

Board Plan

Date of teaching
Unit 7: The world of mass media
Lesson 8: Looking back and project
*Warm-up
* Looking back
- Pronunciation
- Vocabulary
- Language

* Project: The pros and cons of mass media

*Homework