GIÁO ÁN ENGLISH 12 UNIT 7: ECONOMIC REFORMS A: READING A AIMS: To help students - To help students gain some knowledge about economic reforms in Vietnam - To help students improve their reading skills: scanning and skimming, guessing the meaning of words in context - Students learn words and phrases in terms of economics and policies B AIDS: - English textbook for students - English textbook for teachers - Pictures C Methods : Communicative approach and learner - centered approach Teacher’s activities Students’ activities I Warm-up: Aims: To introduce the topic of the lesson and to raise students' interest - Now: beautiful buildings, good facilities, - Tell the class the the differences between schools past: … (hospitals, houses) now and the past ten years - How farmers transport their farming products Now: tractors, motorbikes, … now and how did they ten years ago? Past: Human’s force or animal’s force - What make all of these changes? - the development of economic II Before you read : - Ask students (to work in pairs) to open their books, look at the pictures, and the tasks that follow What can you see in the picture? Do you think that the people in this picture lead a rich or poor life? What, in your opinion, should be done to improve the situation? - Ask them to work in minutes, meanwhile the teacher moves around to help if necessary - Ask some pairs to report - A village, farmers, a buffalo, some huts,… - A poor village, of course the farmers lead a poor life - Build a new road, change the cultivation methods, … GIÁO ÁN ENGLISH 12 - Give some remark if necessary III While you read : - Ask students to look through the passage and read in - Listen to the teacher then read the passages silence - Ask some new words if necessary - Help students read the passage - Explain pronunciation and meaning of new words which appear in the passage Task : - Read through the text find the new words, try to guess the meanings of those words in contexts: - Ask students to read through the text once to find out + National Congresses: some new words, guess the main idea - Explain new words (give the Vietnamese + Renovation (n): equivalents), guide the Ss to get the main contents of + Under - developed (pp): the reading text + Inflation (n): - Ask students to work individually in minutes to + Stagnant (adj): this task - Guide students to read through the passage , then + Government subsidies (n): focus on only the sentences surrounding the suggested + Government commitment (n): words to the task effectively + Dissolve (v): - Give students some more words that may be new / unfamiliar to them + Substantial (adj): - Guide the students to read the word in chorus and - Get the meaning of some more words: individually + Eliminate (v):… + Intervention (n):… + Vietnamese Communist Party + Measure (n):…… Task 2: + Promote (v):… - Ask students to read the passage again and choose + Economic reforms (n):… whether the statements given are true (T) or false (F) - Ask them to work individually to the task and give + Land Law the evidence to prove the keys GIÁO ÁN ENGLISH 12 - Move around to make sure that all students are + Enterprises Law working and to help them if necessary - Ask some students to report and give feedback Task 3: - Work individually to read the text then choose whether the statements given are true (T) or false (F) - Ask students to read the passage again then work in pairs to ask and answer the suggested questions - Share the key with other Ss - Walk around the class to give help if necessary F F T F T - Find in the text the evidence to prove the keys - Do the task in pairs: A: When and by whom was …? B: in 1986 by the Vietnamese Communist Party A: What was the aim…? B: to restructure the economy of Vietnam, to Raise the living standard of the people A: Name the renovation measures…? - Give suggested words, phrases or useful suggestions B: eliminated government subsidies shifted economic priority… of export reduced state intervention in business open trade relation… the world encourage foreign……investment - Correct the students’ work A: How has Vietnam changed…? B: productivity and agricultural export farmers have enjoyed workers have worked harder children, especially from, training A: What we believe? B: We believe that with the … VN before DM: economy under - developed country GIÁO ÁN ENGLISH 12 IV After you read : - Ask students to work in groups to scan the text again and poor people – production stagnant – shortage of schools, hospitals – inflation Renovation measures: eliminated government subsidies - shifted economic - Ask them to work in small groups of three or four to priority…of export - reduced state intervention in talk about the text based on the suggested points business open trade relation…the world encourage foreign……investment - Encourage them to use their own words - Ask one or two pairs to report VN since DM: productivity and agricultural export -farmers have enjoyed…workers have worked harder children, especially from …, … training V Home work: - Write a passage to say what changes you’ve seen in - Listen to the teacher your village since the year 1986 compare to the past - Write down the homework to at home GIÁO ÁN ENGLISH 12 UNIT 7: ECONOMIC REFORMS B: SPEAKING A AIMS: - Students can ask and answer about some World Cup - Students learn more words and phrases in term of music B AIDS: - English textbook for students - English textbook for teachers C Methods : Communicative approach and learner - centered approach Teacher’s activities Students’ activities I Warm-up: - Tell a short story to prove that the renovation - Listen and give one’s own ideas or story if being measures has apparently changed the social and asked people’s lives positively II Pre-speaking : Task - Explain the requirements clearly in English “in your textbook, there are four pictures Now, what I would like you to is to look at them carefully and say what they are about” - Work in pairs to discus the three questions and find the answers A: What does each pair of picture tell you? - Ask students to work in pairs to discus the three B: It tells us the contrast between the present questions and find the answers and past situations - Correct the students’ work and give remark A: What changes can you see in each pair of…? B: The new school and factory are much bigger and more beautiful than the old ones A: What you think …to achieve these…? B: They must have taken some renovation measures III While-speaking : - Correct the answers oneself GIÁO ÁN ENGLISH 12 Task Group 1: Education - Explain the requirements “The country of Fantasia started its overall reforms…” S1: The government of Fantasia has changed the curriculum and textbooks - Divide the class into groups, ask each group to S2: They also provided schools with more discuss a section: Education; Health care; Agriculture equipment and facilities - Guide the students how to speak by giving them S3: They build more schools and raised the useful suggestions: teachers’ salaries + They have………… so …… S1: It is obvious that they…… + Due to the ……… Group 2: Health care + Thanks to the……… S1: Many hospitals have been built as well as the doctors’ and nurses’ salaries have been raised + By applying……… S2: Due to the government’s policy, many more - Walk around from group to group to give help if highly qualified doctors have worked to improve the necessary people’s health - Encourage students to speak out what they think even Group 3: Agriculture a phrase or a singular word S1: Fantasia has applied appropriate policy to − Disadvantaged (adj): in a bad social or economic encourage farmers to work more efficiently, and situation; poor they have built more dykes and damps, irrigation − Method (n): a way of doing sth and drainage systems − Qualified (adj) having passed an exam or having the knowledge, experience, etc in order to be able to S2: They’ve also applied new and advanced farming sth techniques, more facilities and equipment − Insurance (n): an arrangement with a company in which you pay them regular amounts of money and S3: They use fertilizers, pesticides and insecticides they agree to pay the costs if, for example, you die to protect their crops or are ill, or if you lose or damage sth − Irrigation (n): bringing a supply of water to a dry area, especially in order to help crops to grow − Drainage (n): a system used for making water, etc S1: The government of Fantasia has changed the flow away from a place curriculum and textbooks They also provided − Fertilizer (n): a natural or chemical substance that schools with more equipment and facilities They is put on land or soil to make plants grow better build more schools and raised the teachers’ − Pesticide (n): a chemical substance that is used for killing animals, especially insects, that eat food salaries… crops Insecticide (n): a substance that is used for killing insects S2: Fantasia has applied appropriate policy to encourage farmers to work more efficiently, and they have built more dykes and damps, irrigation GIÁO ÁN ENGLISH 12 IV Post-speaking : and drainage systems They’ve also applied new and advanced farming techniques, more facilities Task and equipment They use fertilizers, pesticides and - Ask students to work individually to summarize what insecticides to protect their crops they’ve discussed in their own words - Move around to check the activities and to make sure S1: What have the government and the people of that students are working effectively Fantasia done to improve education? - Ask one or two students to report in front of the S2: They have built more schools and have whole class equipped more equipment and facilities - Check and give remarks V Homework: S3: They also give more scholarships to poor of disadvantage students - Ask Ss to give name some measures we’ve made to promote our economic system - Listen to the teacher - Write down the homework to at home GIÁO ÁN ENGLISH 12 Unit 7: ECONOMIC REFORMS C: LISTENING A Aims Students can improve their listening skill: they can catch detail information from the passage - Students can summarize the passage B Aids - - English textbook for students - English textbook for teachers - Tapes and cassette - Handouts C Methods : Communicative approach and learner - centered approach Teacher’s activities Students’ activities I Warm-up: - Let students play crosswords to revise the vocabulary in Reading lesson - Call some pairs to give the answers - Listen to the teacher - Play the game - Do task in pairs - Ask students to task 1: discuss the question: Do you think that drug - taking should be banned? Why and Why not? S1: Do you think that drug - taking should be banned? - Ask one pair to report what they have discussed S2: Yes, I think so S1: Why so? II Before you listen: S2: Because taking drug is harmful to people’s health - Ask students to work in pairs to ask and answer the - Work in pairs: given questions - Guide the students to answer if necessary S1: Should drug-taking be banned? - Give further information S2: Yes, because it brings the users many harm on not only their physical but also mental health S1: Drug - taking is totally a social evil - Listen and repeat: - Explain the words that will appear in the listening GIÁO ÁN ENGLISH 12 text Tango Discourage - Ask students to read in chorus then individually Drug - taker Rationally Ruin Solution Unfortunately Measures Islanders - Read the statement once to get the main contents Listen to the tape and the task Find evidences to each of the answers III While you listen: Represent if being asked Task 1: - Answers: - Ask students to read the statement at least once first F (in the Atlantic Ocean) F (a plant which contained a powerful drug) - Ask them to guess the answers T T - Play the tape once then check how many answers can F (on TV) students find F (nobody took any notice) T - Play the tape again T F (other countries) - Check and give remarks - Listen to the teacher’s explanation then correct the - Call some students to say out their answers and the answers onself evidences they get to prove their answers - Read the questions once to get the main contents - Listen to the tape and the task - Find evidences to each of the answers Task 2: - Ask them to guess the answers Represent if being asked They discovered a plant which contained a powerful drug - Play the tape once then check how many answers can They grew it all over the island students find The negative effects the drug brought about were: - Play the tape again GIÁO ÁN ENGLISH 12 - Check and give remarks - Workers and farmers became lazy, - Call some students to say out their answers and the - Children did not want to go to school, and evidences they get to prove their answers - The whole population began to run short of food The government took three measure: introduced a law to make the drug illegal, put the drug - takers into prison, and exported the drug to other countries Eventually they decided to export the drug to other countries IV After you listen: - Listen to the teacher’s explanation then correct the answers oneself - In group, ask students to discus the guided question, - In groups, ask and answer the question find the answer - Move around to help if necessary - Give remarks or even suggestions S1: Do you think that the Government of Tango……? S2: I don’t agree with that solution because when they export the drug to other countries the other peoples will suffer from the drug-taking problems, and other government will face the same problems as theirs - Listen to the teacher’s guide to correct oneself - Listen to the teacher and write down homework to at home V Homework: - Imagine you are an MP of Tango what would you to solve the problem GIÁO ÁN ENGLISH 12 Handout 1 I D O M I N F L A T I O N S T C O N S R E A N A T E I S G N A N T U M E N O V A T R I A O N T L R E S O L E V E E D U C T I O N Fill in the box with the words which means… Down: to become or to make sth become liquid a soft silver-white metal that is often mixed with other metals a large area of land in the countryside that is owned by one person or family Across: to be more powerful, important or noticeable than others a general rise in prices; the rate at which prices rise not flowing and therefore dirty and having an unpleasant smell a person who buys things or uses services bring something such as a building back to a former better state by means of repairs, redecoration , or remodeling to find an answer to a problem the teaching or training of people, especially in schools Answers: GIÁO ÁN ENGLISH 12 1 I D O M I N F L A T I O N S T C O N S R E A N A T E I S G N A N T U M E N O V A T R I A O N T L R E S O L E V E E D U C T I O N GIÁO ÁN ENGLISH 12 Unit 7: ECONOMIC REFORMS D: WRITING A AIMS: - Students can write a report basing on the information given in the Table of Tango’ economic development in two decades - Students can improve their writing skill B AIDS: - English textbook for students - English textbook for teachers C Methods : Communicative approach and learner - centered approach Teacher’s activities Students’ activities I Warm-up: - Free talk about the changes in one’s home village - Do as required during the renovation process - Exchange the ideas with others II Pre-writing: - Explain as clearly as possible the requirements “The - Listen to the teacher table below presents the results the Government…” - Ask students to look at the table page 76 - Get the task This table presents the achievements the government and the people of Tango have gained in some braches of the economy after two decades of their economic reform - Look at the table page 76 - Listen to the teacher - Introduce some new words (eliciting, give the - Guess the meaning of the new words definitions in English then ask students to translate them into Vietnamese to check their understanding) − Fishery: the catching, processing, or selling of fish, including the industries and occupations involved in these activities − Forestry: the science or skill of planting and growing trees or managing forests - Let the whole class read the new words twice or three times - Call - students to read new words again III While - writing: - Fishery : - Forestry: GIÁO ÁN ENGLISH 12 Task - Read the words - Ask students to look at Task - In pairs, ask students to ask and answer the questions - Move around to give help - Check and give remarks - Work in pairs to the task S1: What was the economic situation in Tango before 1980? S2: It was really bad The country was underdeveloped Task - Explain the requirements: Writing a report - Ask students to Task individually: write a report of 150 words on the economic development of Tango It must conclude details such as: − The economic situation of Tango before 1980 − The measures taken by the government and the people of Tango to overcome the problems − The achievements (as presented in the table) they have made as a result of the reform What words you often use to express changes in economy? S1: What can you say about the economic situation in Tango from 1980 to 200? S2: Many positive changes has made The economic situation in 2000 is much better than the one in 1980 S1: What you think the ….? S: They have taken positive measures… - Listen to the teacher to correct oneself - Work in groups to the task The Government and the people of Tango started their overall economic reform in the mid 1970s Before that time the economy of the country was in ruins……… The Government of Tango has taken a lot of measures in order to promote the national + The economic situation of Tango before 1980 economy such as…… Despite all difficulties, the + The measures taken by the Government and the people of Tango … After all, they have received people of Tango overcome the problems greater and greater achievements… + The achievement (as presented in the table) they have - Compare the result to the other groups made as a result of the reform - Listen to the teacher’s explanations - Ask students to work in groups to write report - Exchange the writing to other groups to check and - Walk around to give help if necessary give remarks GIÁO ÁN ENGLISH 12 - Represent the task on board if being asked IV Post-writing: - Read the writing to get others’ remarks - Ask some groups to represent their work, ask other to The Government and the people of Tango started give remark their overall economic reform in the mid 1970s Before that time the economy of the country was in - Choose some good writing to read in class and give ruins…… The Government of Tango has taken a lot remark of measures in order to promote the national economy such as……Despite all difficulties, the people of Tango …After all, they have received V Homework: greater and greater achievements… - Ask students to rewrite the task at home and preapare part Language Focus at home - Do as the teacher asked - Listen to the teacher and write down homework GIÁO ÁN ENGLISH 12 Unit 7: ECONOMIC REFORMS E: LANGUAGE FOCUS A AIMS: Pronunciation: Students can pronounce correctly the sounds /s/ and /z/ and words pronounced with /s/ and /z/ Grammar: - - Students know how to use “to infinitive” to talk about purposes Students revise information questions Students practice using past tense to talk about people’ autobiography B AIDS: - English textbook for students - English textbook for teachers - Pictures C Methods : Communicative approach and learner - centered approach Teacher’s activities Students’ activities I warm up: - Introduce the lesson to the students - Listen to the teacher Auxiliary often has the strong form when it is used in short answers, and it has the weak form when it is used in questions - Read the auxiliaries both strong and weak forms for students to recognize the difference - Read the sound - Read the second time for the students to repeat - Ask 2-3 students to repeat, correct their mispronounce II Pronunciation: - Get the teacher’s explanation - Explain the way to use strong form (emphasis, Can /kæn/ (str) positive, stressed cases), weak form (interrogative, Could /kud/ unstressed cases) - Help students to know the pronunciation Must /mΛst/ (str) - Practice: Have /hæv/ /kən/ (w) /məst/ (w) GIÁO ÁN ENGLISH 12 A: Can you speak English? Has /hæs/ B: Yes, I can Do /du/ A: Must we go now? Does /dΛz/ B: I think we must Is /iz/ A: Have you met Quang? Am / æ m/ B: Yes, I have Will /wil/ A: Has she gone? Shall /∫æl/ B: Yes, she has - Practice reading in chorus or individually A: Shall we go now? B: I think we ought to A: Will you come tomorrow? B: Yes, I will A: Do you really have time for it? B: Yes, I III Grammar and vocabulary: - Ask students to Exercise - Discuss the answers in pairs complete the sentences, use “although” + a sentence from the box - Give the answers - Read the example to illustrate - Go around to supervise them - Ask students to discuss the answers in pairs - Call some students to give their answers If students’ answers are right, repeat them, if not, give the right answers - Explain once again the “Clause of concession” Though Exercise1: Although it rained a lot, we enjoyed our vacation Although we had planned everything carefully, a lot of things went wrong Even though/ Although the doctor has advised him to quit, Bob (still)… Although it was cold and rainy, we managed to go to class in time GIÁO ÁN ENGLISH 12 Although S + V, S + V Even though Guide the students how to the exercises Although Luong has studied English only for six months, he can …… I didn’t go to bed early although I was … Exercise 2: Divide the class into groups, ask them to the exercises Although I was very tired - Walk around to give help if necessary Correct the students’ work if necessary Although I had never seen her before although it was pretty cold although we don’t like them very much Although I didn’t speak the language Although the heat was on although I’d met her twice before although we have known …… Exercise 3: we forget many things IV Homework: they were very happy - Ask students to revise the strong form and weak form he could speak/ read the language… of auxiliaries, the use of clause of concession, redo all Although he had revised everything… the exercises and prepare unit at home it is pretty cold/ there hasn’t been… - Listen to the teacher and write down homework to at home