Teacher: Vo Thi Doan

Date of preparation: 23/9/2022

Date of teaching: 26/9/2022
Period 10 CB (Class:11A1, 11A5, 11A6)
Period 13 TC (Class:11D1, 11D6)
UNIT 2: RELATIONSHIPS
GETTING STARTED

I. Objectives
1. Knowledge, skills, attitude
- Knowledge
-To introduce Ss the overall topic of the unit: Relationships
-To help Ss get familiar with the topic of the unit.
- Skills: Integrated skills (To promote Ss to develop the skill of getting to know the new materials)
- Attitude:
- To encourage Ss to focus on learning and be careful with romantic relationships
2. Orientation for competency development
- To make Ss be careful with romantic relationships
- To enable Ss to use the language for practice correctly in order to develop students’ language competence,
collaborative competence.
II. Preparation of teacher and students
1. On the teacher’s part: Appliances for studying (textbooks, references, teaching aids, etc.)
2. On the students’ part: Lesson preparation
III. Teaching procedures
1. Stabilization (2 ms)
2. Check-up (0 m)
3. Classroom activities
A. START/ WARM UP ACTIVITY (5ms)

Aims of the Content, techniques for organizing
activity students’ learning activities
To get Ss to - Asks Ss to look at the picture
know the topic (Handout 1) and guess what the two
about romantic people's relationship is and what they
relationships are talking or thinking about.
- Informs the class of the lesson
objectives and leads to the lesson.
Expected products and assessment of
student work
Suggested answers
- They are grandmother and
granddaughter.
- The grandmother is telling her
granddaughter to focus on schoolwork,
white the girl is thinking about romantic
relationships

B. KNOWLEDGE FORMATION ACTIVITIES (7 ms)

ACTIVITY: Listen and read. (7 ms)

Aims of the Content, techniques for organizing Expected products and assessment
activity students’ learning activities of student work
To help Ss - Elicits vocabulary using explanations and - Ss both read and listen to the
practice some examples. conversation between Mai and
skills (reading - Lets pupils repeat the new words in chorus, Mai’s grandma.
and listening) then individually. - Ss can predict the content of the
- Checks Ss’ vocabulary using the technique conversation.
Rub out and Remember
- Tells Ss that they are going to listen to a
conversation between a student and her
grandmother.
- Plays the recording twice.
 - Has Ss listen and read the conversation
silently.
- Then asks Ss if their predictions were
correct.

C. PRACTICE ACTIVITIES (17 ms)

ACTIVITY 1: Decide whether the following sentences are true (T), false (F), or not given (NG), and
tick the correct. (12 ms)

Aims of the Content, techniques for organizing
activity students’ learning activities
To focus on - Guides and reminds Ss of some tips to
comprehension do this kind of task.
- Asks sts to work individually to do
activity 2 in 3’.
- Goes around the class to help if
necessary.
- Then asks Ss to compare their
answers in pairs.
- Call sts to present answers.
- Corrects and gives feedback.
Expected products and assessment of
student work
- Suggested answer:
1.T (‘oh, one of my classmates')
2.F (Mai tells her grandmother they’re just
friends and Nam is not her boyfriend.)
3.T ('... there's no real friendship between a
boy and a girl.')
4.T (Mal’s grandmother went to a single-sex
school.)
5.NG
6. T (Mai tells her grandmother that all her
classmates are very kind, caring and
sympathetic.

ACTIVITY 2: Read the conversation again, and find the verbs that come before the words below.
Write them in the space provided. (5 ms)

Aims of the Content, techniques for organizing Expected products and assessment of
activity students’ learning activities student work
To help Ss - Asks them to read the conversation - Suggested answer:
recognize linking again, and find the verbs that come 1. get involved
verbs before the words in the list 2. feel bored
- Asks sts to work in pairs in 3’. 3. are very kind, caring and sympathetic
- Goes around for help. 4. sounds good
- Calls on Ss to give their answers. - Ss can give more examples of linking verbs
- Gives feedback and correct answers.

D. APPLICATION AND EXTENSION ACTIVITIES: (11 ms)

ACTIVITY 1: Discussion "Do you think there is a friendship between boys and girls? Why or why not? "(6
ms)

Aims of the Content, techniques for organizing students’ Expected products and
activity learning activities assessment of student work
To allow Ss to - Explains the requirement of the task then ask - Ss’ answers may vary.
express their them to work individually to think about the
opinions about question.
friendships - Lets them work in groups to discuss the
between boys and question
girls - Calls some to report to the class
ACTIVITY 2: Summary (5ms)
Content, techniques for organizing Expected products and
Aims of the activity
students’ learning activities assessment of student work
To check Ss’ - Has Ss summarize the conversation. Ss’ presentations in front of the
comprehension and broaden - Calls some Ss to share their class (one by one)
their knowledge summaries.

E. HOMEWORK: (3 ms)
- Summarize the main points of the lesson.
- Asks sts to:
+ Learn the new words by heart, read and translate the conversation, do the tasks again.
+ Prepare the next lesson (Language).

IV. Questions/ Exercises for testing and assessment follow Competency-based Orientation (Handout
2)
1.Knowledge
- Find out 10 linking verbs.
2.Comprehension
- What is the usage of linking verbs?
3.Low application
- Talk about friendships.
4.High application
- Write a short paragraph about friendships.
Self - evaluation:
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

V. Appendix (Optional)

HANDOUT 1

HANDOUT 2 (Homework)

- Find out 10 linking verbs.

- What is the usage of linking verbs?
- Talk about friendships.
- Write a short paragraph about friendships.
Teacher: Vo Thi Doan
Date of preparation: 24/9/2022
Date of teaching:27/9/2022
Period 11 CB (Class:11A1, 11A5, 11A6)
Period 14 TC (Class:11D1, 11D6)
UNIT 2: RELATIONSHIPS
LANGUAGE
I. Objectives
1. Knowledge, skills, attitude
- Knowledge:
+ To provide Ss with words and phrases related to relationships
+ To have them understand uses of linking verbs and cleft sentences
- Skills: Integrated skills. (- To promote Ss to develop the skill of working in pairs and groups)
- Attitude: To encourage Ss to work harder, to provide Ss some motivation
2. Orientation for competency development
To enable students to use the language for practice correctly in order to develop students’ language
competence, collaborative competence.
II. Preparation of teacher and students
1. On the teacher’s part: Handouts, textbook, pieces of papers, lesson plan, laptop and TV.
2. On the students’ part: lesson preparation, Textbooks
III. Teaching procedures
1. Stabilization (2ms)
2. Check-up: No- the lesson is too long.
3. Classroom activities
A. START/ WARM UP ACTIVITY (5 ms)

Content, techniques for

Expected products and
Aims of the activity organizing students’ learning
assessment of student work
activities
To get sts to know the language - Ask sts to play game “STOP - Play the game
items they will learn. THE BUS”.
- Explain the rules of the game: “T
hands out the Ss papers with some
words in. T reads the words
quickly, Ss will tick the words they
hear. If any person has five words
the fastest, he/she will get a
present.”
B. KNOWLEDGE FORMATION ACTIVITIES (28ms)

ACTIVITY 1: Write the words given next to their meanings. (3 ms)

Content, techniques for

Aims of the activity
To make sts know the meaning of
the words
organizing students’ learning
activities
T asks Ss to match the words with
their meanings
Ss read the words and their
definitions in the box and then do
the matching.
Ss give the Vietnamese meanings
of these words and then practise
pronouncing them.
T checks answers as a class.
Expected products and
assessment of student work
1. have got a date
2. break up
3. romantic relationship
4. argument
5. sympathetic
6. land an ear
7. be in a relationship
8. be reconciled
- Match the words with their
meanings individually in 3’.
 - Some Ss give answers.
-Listen and take notes.

C.PRACTICE ACTIVITIES
ACTIVITY 2: Complete the sentences with the words in 1. (5 ms)
Aims of the activity
To help sts know how to use the
word in the sentence by studying
the sentences given and working
out the part of speech that needs to consider its suitable form (singular
be filled in.
ACTIVITY 3: Pronunciation (3 ms)
Content, techniques for
organizing students’ learning
activities
- T asks Ss to pay attention to the
grammar when using the words in
1. When using a noun, Ss need to
or plural).
- T has Ss complete the sentences
individually, and then compare
their answers in pairs.
Ss complete the sentences with the
words in 1. Then compare their
answers in pairs.
- T checks answers as a class.
Expected products and
assessment of student work
Feedback:
1. lend an ear, broke up
2. reconciled
3. romantic relationship
4. in a relationship, arguments
5. have got a date
6. sympathetic
- Discuss the contextual clues that
can help figure out the answers.
- Do the task individually in 2’ and
compare their answers in pairs.
- Participate in checking the
answers.

Expected products and

Aims of the activity
To help sts to listen and practise
saying the contraction or the full
form using the correct
pronunciation
Content, techniques for organizing
assessment of student
students’ learning activities
work
Pronunciation: - Individually work
1. Find the contracted forms in the shouldn't - should not
conversation and write their full forms you're - you are
in the space below we're - we are
* T asks Ss to do as asked there's - there is
don’t - do not
2. Listen and underline what you hear you'll -you will
- the contraction or the full form Didn’t- Did not
* T asks Ss to do as asked I’m - I am
and pay attention to:
- The short form 's (= is/has) can be used - Individually/ Pair work
after nouns, pronouns, question words, 1. I will, I’ll
here and there. The short forms 'd (= 2. I am
had/would), 'II and 're are usually used 3. He is, he’s
after pronouns, some question words, 4. we are, we’re
short nouns, and there. 5. I’ve, that’s
- Full forms are used at the end of a
clause (e.g. Yes, he is.) or when the - Some Ss give answers.
speaker wants to emphasize some - Listen and take notes
information, hence the primary stress on
the full form (e.g. He HAS done It, not
WILL do it),
* Ss listen to the recording and choose
the words they hear in the blanks; Ss
work in pairs, discuss the answer and
choose the correct one for each sentence.
3. Listen and repeat the exchanges in
2

ACTIVITY 4: Grammar: Linking verbs (5ms)
Aims of the activity
To help sts to understand what the 1. Choose the verbs in the box to
linking verbs are and how to use
them correctly.
ACTIVITY 5: Cleft sentences with It is / was that … : Rewrite each sentence to emphasize the
underlined part (6 minutes)
Aims of the activity
To help Ss to know what Cleft
sentences are used for and how to that …:
use them exactly.
- Ss listen to the tape again and repeat the - Ss repeat the sentences
sentences chorally. chorally
- Ss read the sentences in pairs. - Some Ss read individually.
Content, techniques for
Expected products and
organizing students’ learning
assessment of student work
activities
complete the sentences. Make Feedback:
changes to the verb forms of 1. Sound 2. grow / get
necessary 3. stay 4. getting
- T explains to Ss that linking 5. seem 6. look / seem
verbs are used to describe or - Work individually.
identify the subjects of the verbs. - Compare their answers in pairs
An adjective or a noun can follow - Some Ss give answers.
a linking verb, but the focus of the
lesson is on the use of linking
verbs with adjectives. Feedback:
2. Underline the correct word to 1. unhappy 2. warm
complete the sentences 3. suddenly 4. excited
- T explains to them that some 5.angry 6. annoyed
verbs (appear, look, taste, smell, 7. awful 8. quickly
sound, and feel) can refer to an - Work individually.
action (= action verbs) and be - Compare their answers in pairs
followed by an adverb. - Some Ss give answers.
Content, techniques for
Expected products and
organizing students’ learning
assessment of student work
activities
* Cleft sentences with It is / was Feedback
1. It was her sad story that made
- T asks Ss to study the Do you me cry.
know …? box and explains to Ss 2. It is you who are to blame for the
that cleft structures are used to damage. / It's you that is to blame
emphasize a particular part of a for the damage.
sentence. 3. It's hiking in the forest that we
- T asks Ss to rewrite each really enjoy.
sentence to emphasize the 4. It's your parents that / who you
underlined part should really speak to when you
- T has Ss compare their answers have problems.
with a partner. 5. it's his dishonesty that I dislike
- Ss look at the Remember box and the most.
pay attention to the examples. 6. It's Jinn that/who Lana is in a
- Ss complete the sentences. relationship with.
7. It was at the age of 20 that he
became successful as a famous
writer.
8. It was in a nice coffee shop that
they had their first date.
Do Exercise individually in 3’ and
then compare their answers with a
partner’s in another 2’.
 - Some Ss write answers on the
board.
- Listen and take notes

D.APPLICATION AND EXTENSION ACTIVITIES

ACTIVITY 1: Write the answers to the questions. Use the words or phrases in brackets as the focus
(3ms)
Content, techniques for
Expected products and
Aims of the activity organizing students’ learning
assessment of student work
activities
To enable sts to understand well - T tells Ss that to do this activity, Feedback:
how to use cleft sentences correctly they need to know the part needing 2. It was a smartphone that my
in the conversation. emphasizing; asks Ss to work with father gave me for my birthday.
a partner to practise asking and 3. It is in Tokyo that I am going to
answering. spend the holiday.
- T checks answers as a class. 4. It is a lawyer that I want to
become.
5. It is his brother that earns 10,000
dollars a month.
6. It is Ha that is in love with
Phong.
7. It is my friend that can speak
three languages fluently.
8. It is at 8 a.m that we have a
meeting.
- Do Exercise 3 individually in 2’
and then compare their answers
with partners in another 1’.
- Some Ss practise asking and
answering.
- Listen and take notes
ACTIVITY 2: Make 5 sentences, using the linking verbs (2 ms)

Content, techniques for

Expected products and
Aims of the activity organizing students’ learning
assessment of student work
activities
To enable sts to make some - Asks Ss to work in groups of 3
sentences by using the linking or 4 Ss to make 5 sentences, using - Write their answers on a piece
verbs the linking verbs. of paper.
- Asks them to write their answers - Participate in giving comments.
on a piece of paper.
- Collects Ss’ answers to stick on
the board and feedbacks.

E. HOMEWORK (3 ms) T asks Ss to:

- Do exercises again at home.
- Complete Exercises in workbook.
- Prepare for the next lesson. (READING)
IV. Questions/ Exercises for testing and assessment follow Competency-based Orientation (2ms)
1.Knowledge
What have you learnt today?
2.Comprehension: Decide the statements are True or False
1.2 That was Jim who got married last month.
2.2 Peter greeted the guests warm.
3.2 It was in 1998 that Mark met Lucy in Japan.
4.2 The food in this restaurant was well, but the service was slow.
3.Low application: Complete the sentences with the verbs in the box. Use each verb once only.
Make changes to the form, if necessary
feel sound smell get taste look
1. Anna's boyfriend_________ friendly. Where did she meet him?
2. I didn't think it was you. Your voice_____________ strange on the phone.
3. When Tuan ___________ older, he'll be mature enough to make the right decisions.
4. This coat________ very tight. Do you have a bigger size?
5. This perfume__________ amazing. I'll buy it for my mum's birthday.
6. This curry___________ delicious. Is it Thai or Indian?
4.High application: Write a short paragraph about your friend by using Linking verbs and cleft
sentences
Self - evaluation:
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
……
V. Appendix (Optional)

HANDOUT 1
• Decide the statements are True or False
1. That was Jim who got married last month.
2. Peter greeted the guests warm.
3. It was in 1998 that Mark met Lucy in Japan.
4. The food in this restaurant was well, but the service was slow.

Self - evaluation:
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

HANDOUT 2
• Complete the sentences with the verbs in the box. Use each verb once only.
Make changes to the form, if necessary
feel sound smell get taste look
1. Anna's boyfriend_________ friendly. Where did she meet him?
2. I didn't think it was you. Your voice_____________ strange on the phone.
3. When Tuan ___________ older, he'll be mature enough to make the right decisions.
4. This coat________ very tight. Do you have a bigger size?
5. This perfume__________ amazing. I'll buy it for my mum's birthday.
6. This curry___________ delicious. Is it Thai or Indian?
Teacher: Vo Thi Doan
Date of preparation: 25/9/2022
Date of teaching:28/9/2022
Period 12 CB (Class:11A1, 11A5, 11A6)
Period 15 TC (Class:11D1, 11D6)
UNIT 2: RELATIONSHIPS
READING

I. Objectives
1. Knowledge, skills, attitude
- Knowledge:
+To help the students know some problems about relationships at school that students may have
+To provide the students with some useful advice to overcome difficulties of teenage relationships
- Skills: Integrated Skills (mainly reading skills)
- Attitude:
To make students know how to get over challenges and problems even though they are in the worst
situations.
2. Orientation for competency development
- To enable Ss to use the language for practice correctly in order to develop students’ language
competence, collaborative competence.
- To develop the students’ reading skills
II. Preparation of teacher and students
On the teacher’s part: Appliances for studying (textbooks, references, teaching aids, etc.)
On the students’ part: Lesson preparation
III. Teaching procedures
1.Stabilization (1m)
2.Check-up (5ms) (Optional)
Asks one student to rewrite the two following sentences to emphasize the underlined part.
1.Her sad story made me sad
……………………………
2.We really enjoy hiking in the forest
………………………………………….
3.Classroom activities

A. START/ WARM UP ACTIVITY(3ms)

Content, techniques for organising Expected products and assessment of
Aims of the activity
students’ learning activities student work
- To get the sts to Asks sts some questions: Sts listen, answer and give possible
know the topic they- Do you have any problems at school? predictions.
are going to read - What problems do you have?
Asks Ss to read the heading and guess
what topic they are going to read.
Introduces the new lesson

B. KNOWLEDGE FORMATION ACTIVITIES (3ms)

ACTIVITY 1: Discuss with a partner (3ms)

Content, techniques for organizing Expected products and assessment of

Aims of the activity
students’ learning activities student work
- Gets students to - Informs the class of the lesson - Ss listen, guess and give possible
know the lesson objectives: skimming and scanning a answers
objectives: scanning a text for main ideas and specific Suggested answers
text for specific information. Picture a. The teacher is returning
information and students 'papers. The boy is depressed
carefully reading for because of his poor grades.
 more detailed - Ask Ss to look at the people in the Picture b. Their relationship is breaking
comprehension. three pictures, paying attention to their up.
body language. Picture c. They're having an argument
- Has Ss work in pairs and guess what
is happening to these people or how
they are feeling.

C. PRACTICE ACTIVITIES (18ms)

ACTIVITY 2: Read the column and match the readers’ names with their problems. (6mins)
Content, techniques for organizing Expected products and assessment of
Aims of the activity
students’ learning activities student work
- To help Ss develop -Tells sts that they are going to read an - Ss can read the text quickly to get
scanning skill by advice column in a newspaper general information about the reading
matching the readers’ including readers’ questions and a text and give possible answers.
names with their counsellor’s replies. Suggested answers:
problems - Asks Ss to read the questions and 1.b (Van Ha: My friend betrayed my trust.)
replies quickly and find the main ideas. 2. c (Quang Nam: I don't have friends.)
- Has Ss choose the best summary of
each reader’s problem.

ACTIVITY 3: Find the words or expressions in the text that have the following meanings. (5ms)
Content, techniques for organizing Expected products and assessment of
Aims of the activity
students’ learning activities student work
- To develops - Has Ss work in pairs to read the - Improve Ss’s skill of guessing words
students’ ability in definitions given carefully. or expressions.
guessing word -Encourages them to give as many Expected answers.
meaning in context words as they can for each definition. 1. be on good terms with someone
and helps them know - Gets them to read the text 2. take the initiative
some new words to individually and find the words or 3. trust
facilitate their expressions that have these meanings 4. engage in (a conversation)
comprehension. then compare with their partners. 5. drop out (of school)

ACTIVITY 4: Read the newspaper column again and answer the questions. (7ms)
Content, techniques for organizing Expected products and
Aims of the activity
students’ learning activities assessment of student work
- To enable Ss to develop - Asks Ss to read the text individually Read the text and work in pairs
reading skill by getting in 4 minutes then take turns to ask and Expected answers:
detail information for answer the question in pairs. 1.They are close friends.
comprehension questions. - Gives comments and feedback. 2.Ha told Hoa about her
depression and her intention to
drop out of school.
3.Because Hoa promised to keep
Ha's story secret, but then she told
their teacher about it.
4.No. She tries to explain why
Hoa told the teacher about Hoa's
problem, and advises Ha to talk to
Hoa again.
5. He thinks he is short and fat,
and girls don’t find him attractive.
 6. Because Nam does not have a
good relationship with the girls in
his class.
7. The counsellor advises Nam to
focus on his studies, become an
excellent student and learn how to
start a friendly conversation with
his classmates.

D. APPLICATION AND EXTENSION ACTIVITIES (10ms)

ACTIVITY 5: Discuss with a partner (5ms)

Content, techniques for organizing Expected products and
Aims of the activity
students’ learning activities assessment of student work
To develop students’ - Has students work in pairs to discuss -Give possible answers
critical thinking of solving the questions in 2mins.
problems related to + If you were Ha or Nam, would you
teenagers feel pleased with the counsellor’s
advice?
+If you were the counsellor, what else
would you tell them?
- Asks some pairs to present
their answers in front of the class.
-Encourages Ss to ask further
questions and share their ideas.

ACTIVITY 2: Role-play(5ms)

Content, techniques for organizing Expected products and

Aims of the activity
students’ learning activities assessment of student work
-To enhance students’ Asks the sts to work in groups of 3, play - Present the conversations.
speaking skill and the roles of Nam, Ha and the counsellor
review what they have and make a conversation
learnt For gifted sts, Teacher can ask them to
talk about their problems related to their
relationships at school

E. HOMEWORK (5ms)
-Asks Ss to:
+ learn new words by heart and do the tasks again.
+ Prepare the next lesson.

IV. Questions/ Exercises for testing and assessment follow Competency-based Orientation
1.Knowledge
+ What is the text about?
+ Who are in trouble?
2.Comprehension
+ What is Ha’s problem?
+ What is Nam’s problem?
+ What is the advice they get from the counsellor?
3.Low application
+ What are your problems at school? How do you solve these problems?
4.High application
+ Write a passage of 140 words about your problems related to relationships at school.

Self - evaluation:
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
Date of preparation:27/9/2022
Date of teaching: 30/9/2022
Period 16 TC (Class:11D1, 11D6)

OPTIONAL LESSON 4: READING ON TOPIC “RELATIONSHIPS”

I. Objectives:
1. Knowledge
At the end of the lesson, students can do more reading exercises on topic “RELATIONSHIPS” and widen
their vocabulary knowledge and improve reading skills.
2. Skills
Skim and scan
3. Attitude
- Eager to learn and get more new words on topic “relationships”
- Keen on doing reading passages
II. Teaching aids: handouts and textbooks
III. Procedure:
Activity 1:
- teacher gives students handouts and asks students do exercise I
- teacher goes around and offer help
- teacher calls students to give the answer in turns
- teacher gives feedback and explanation
Read the following passage and mark the letter A, B, C, or D to indicate the correct word or phrase that
best fits each of the numbered blanks.
In a healthy relationship, both partners respect, trust and embrace (1) ____ differences. Both partners are
able to communicate (2) ____ their needs and listen to their partner, and work to resolve conflict in a
rational and (3) ____ way. But maintaining a healthy relationship (4) ____ for skills many young people
are never taught. A lack of these skills, and (5) ____ up in a society that sometimes celebrates violence or
in a community that experiences a high (6) ____ of violence, can lead to unhealthy and even violent
relationships among youth.
Dating violence (7) ____ psychological or emotional violence, such as controlling behaviours or jealousy;
physical violence, such as hitting or punching. More than 20 per cent of all adolescents report having
experienced (8) ____ psychological or physical violence from an intimate partner - and underreporting
remains a concern.
Adolescents, (9) ____ older adolescents, often have romantic relationships, which are long-term, serious,
and intimate. Society has a responsibility to provide young people with the resources, skills, and space (10)
____ to safeguard their physical and emotional well-being in these relationships. Youth-serving
professionals, educators, and parents can help young people in need access services to (11) ____ dating
abuse victimization. Research also has shown that programmes intended to prevent dating violence can be
(12) ____.
1. A. another's B. each another's C. each other's D. one another's
2. A. effective B. effectively C. effectiveness D. ineffective
3. A. non-violent B. violently C. violent D. violence
4. A. asks B. calls C. looks D. requires
5. A. bringing B. growing C. raising D. taking
6. A. amount B. number C. rate D. scale
7. A. comprises B. consists C. contains D. includes
8. A. both B. either C. neither D. whether
9. A. especial B. especially C. special D. specially
10. A. necessitating B. necessarily C. necessary D. necessity
11. A. address B. confess C. deny D. obey
12. A. succeed B. success C. successful D. successfully
Activity 2:
- teacher gives students handouts and asks students do exercise 2
- teacher goes around and offer help
- teacher calls students to give the answer in turns
- teacher gives feedback and explanation
Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the
questions.
Let's see if you can correctly answer the following question: At what age are Latter-day Saint youth allowed
to date? Of course, you probably immediately said, "16". OK, then, how about this one: At what age are you
allowed to have a boyfriend or girlfriend? You may be thinking, “Um, 16. Didn't I just answer that?" Well, if
that was your answer, then, even though you aced the first question, you missed the second one. Just
because you can date when you turn 16 doesn't mean you should immediately start looking for a steady
boyfriend or girlfriend.
For decades, prophets have preached that youth who are in no position to marry should not pair off
exclusively. For instance, President Hinckley (1910-2008) said, "When you are young, do not get involved
in steady dating. When you reach an age where you think of marriage, then is the time to become so
involved. But you boys who are in high school don't need this, and neither do the girls”. So what does this
counsel really mean, and what are the reasons for it?
To begin with, there are two different types of dating: casual dating and steady (or serious) dating. The
distinction between the two has to do with exclusivity. With casual dating, there is no exclusivity. The two
people aren't “a couple” or “an item”, and they don't refer to each other as a “boyfriend” or “girlfriend”.
They don't pair off. People who are casually dating are simply friends. This is the kind of dating the Church
encourages you to do after you turn 16. You should put aside a need to find a “one and only”. If you're
dating casually, you don't expect a relationship to become a romance. You have fun; you do a variety of
things with a variety of people. On the other hand, steady dating means the couple is exclusive with one
another. They expect each other not to date anyone else or to be emotionally or physically close with other
people. Couples who date seriously consider the future, because there is a real possibility they could stay
together. This is the kind of dating the Church encourages young adults (generally, people in their 20s) to
progress toward, because that's the age when they should be thinking of marrying.
You should avoid becoming exclusive as teenagers, because an exclusive relationship requires a high level
of commitment from both partners, and you're not in a position to make that kind of commitment as teens –
neither emotionally, physically, nor in terms of your future plans. As President Boyd K. Packer, President of
the Quorum of the Twelve Apostles, has said to youth, “Avoid steady dating. Steady dating is courtship, and
surely the beginning of courtship ought to be delayed until you have emerged from your teens”.
1. It can be inferred from the first paragraph that ____.
A. dating doesn't mean having exclusive boyfriend or girlfriend
B. teenagers are supposed to have a steady boyfriend or girlfriend
C. teenagers date as many boyfriends or girlfriends as they can
D. young people shouldn't be allowed to date at 16
2. The word “aced” in paragraph 1 is closest in meaning to ____.
A. gave up B. misled C. succeeded in D. understood
3. According to the passage, what is NOT true about casual dating?
A. You can be friend with each other. B. You don't pair off exclusively.
C. You find your "one and only”. D. You meet different kinds of people.
4. It is stated in the passage that steady dating ____.
A. includes a variety of things with a variety of people
B. is courtship that you ought to have in your teens
C. requires hardly any commitment
D. suits people who are in their 20s
5. Which of the following would serve as the best title for the passage?
A. At what age are young people allowed to date?
B. Casual dating or steady dating.
C. Make your teenage dating by keeping it casual.
D. Popular kinds of dating for teenagers.
Activity 3: HOMEWORK

Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the
questions.
It has long been seen as a less romantic way of meeting Mr. Right. But finding love over the Internet
is a good way of meeting a marriage partner, research has showed. It found that one in five of those who
have used dating sites to find their perfect partner have gone on to marry someone they met over the web.
The study, by consumer group Which?, also revealed that more than half of the 1,504 people questioned
had been on a date with someone they met in cyberspace. Sixty-two per cent agreed that it was easier to
meet someone on a dating site than in other ways, such as in a pub or club, or through friends. At the same
time, the under-35s were more likely to know someone who had been on a date or had a long-term
 relationship with someone they met through online dating. The survey also found that Match.com and
Dating Direct were the most popular dating websites.
Jess Ross, editor of which.co.uk, said: “Online dating is revolutionizing the way people meet each
other. Switching the computer on could be the first step to success.” According to industry surveys, more
than 22 million people visited dating websites in 2007, and more than two million Britons are signed up to
singles sites. Previous research has shown that couples who get to know each other via emails are more
likely to see each other again after their first date. Two years ago, a study by Bath University revealed that
those who met on dating websites were 94 per cent more likely to see each other after their first meeting
than other couples. The researchers studied relationships formed on online dating website Match.com over
a six-month period. They found that consummate love - described as a balance of passion, intimacy and
commitment - was evident at around 12 months into a relationship. Of the 147 couples who took part in the
study, 61 per cent said their relationships had high levels of these components. The researchers also found
that men were more likely to find true love on the Internet than women. Some 67 per cent of men but just
57 per cent of women said they had experienced consummate love with an online partner.
Companionate love - a relationship with high levels of intimacy and commitment, but lower levels of
passion - was the next most frequently experienced form of love, exhibited by 16 per cent of the study
group. Dr Jeff Gavin, who led the team, said: “To date, there has been no systematic study of love in the
context-of relationships formed via online dating sites. But with the popularity of online dating, it is
imperative we understand the factors that influence satisfaction in relationships formed in this way.”
Charlotte Harper, of Match.com, said: “We were thrilled to find so many of our former members have
found love. It supports our belief that the Internet does in fact encourage old-fashioned courtship.”
1. According to the passage, online dating is seen as ____.
A. a modern romantic way of dating B. an economical way of dating
C. the fastest way to find a soul mate D. a great change in the way people meet
2. The words “cyberspace” in paragraph 2 probably means ____.
A. dating agency B. group dating C. online network D. school club
3. According to the passage, the number of people taking part in a study by Bath University was ____.
A. more than 1500 B. more than 750 C. about 150 D. about 300
4. The words “systematic" in paragraph 5 is closest in meaning to ____.
A. efficient B. fixed C. flexible D. insecure
5. Which of the following statements is NOT true according to the passage?
A. Consummate love has higher levels of passion than companionate love.
B. Less than 20 million people visited dating websites in 2007.
C. Many members of match.com have found love.
D. Men are more likely to find their ideal partner online than women.
6. The word “imperative” in paragraph 5 is closest in meaning to ____.
A. crucial B. minor C. optional D. useless
7. Which of the following statements is TRUE according to the passage?
A. Many couples got married within 12 months since their first meeting.
B. Men were more likely to visit dating websites than women.
C. The number of single people in Britons reduced owing to online dating.
D. Many people had a long-term relationship through online dating.
8. Which of the following would serve as the best title for the passage?
A. Internet does in fact encourage old-fashioned courtship.
B. Online dating - a good way of meeting people.
C. Online dating is showed to help you find your perfect partner.
D. The revolution of online dating is alarming.