Giáo án Tiếng Anh 12 unit 7: Economic reforms

GIÁO ÁN TIẾNG ANH 12 Unit 7: Economic reforms Lesson 1: Reading I Aims: By the end of the lesson Ss will be able to: - read for specific information - express their ideas about chances in Vietnam since Doi Moi II Teaching – aids: pictures, textbook, posters III Procedures: Tim e 5' 7' 8' Teacher’s activities I WARMER: - Show pictures of the schools on page 77 – textbook Questions: What are two pictures about? What the changes can you see in the pictures? - Lead in the topic by asking question: ? What have people done to achieve these changes? II PRE – READING: - Teaching vocab renovation ( n) : dominate ( v ): stagnant (adj): inflation (n): dissolve (v): substantial (adj): government subsidies: government commitment: - Checking vo by matching the new words with their meanings III WHILE – READING: * Task 1: Ask Ss to read the text and answer the questions When and by whom was Doi Moi officially initiated? What was the aims of Doi Moi? What we believe? - T checks Suggested answers: It was officially initiated in 1986 by our Vietnamese Communist Party Ss’ activities Whole class suggested – answers : About schools In picture , the school is bigger with tall buildings and a large playground Whole class Tim e 13' Teacher’s activities Its aim was to restructure the national economy and to raise the living standard of the people We believe that with the strong commitment of the Party and government to Doi Moi, we will greater achievements and build a better life for our people * Task 2: Fill in the table : - T divides class into Gs Ask each group to find information from the text to fill in the table on poster G1 : before DM G2 : G's renovation measures G3 : After DM G's renovation Before DM After DM measures Economy : export : country and farmers : people : workers : production : children : shortages : financial problem: - Ask Ss to hang their posters on board - T corrects * Expected answers : G1 : Economy : underdeveloped , and dominated by Traditional agriculture country and people : poor production : stagnant shortages : schools and hospitals financial problem : inflation G2 : - eliminating G subsides - shifting economic priority from heavy industry to major economic programs : production of food , production of consumer goods and production of exports - opening trade relations with all countries in the world - reducing the state's intervention in business - encouraging foreign and domestic private investment G3 export : productivities and agricultural have increased farmers : have enjoyed land use right , had greater choice to use their agricultural land Ss’ activities Whole class Group work Tim e 10' 2' Teacher’s activities Ss’ activities workers : have worked harder children : particularly those from ethnic minorities have had more opportunities to enjoy education and training IV – Post reading - Each group depends on the information in task to present V – Homework : Rewrite the G' renovation measures and the achievements Group work Unit 7: Economic reforms Lesson Speaking I Aims After this period Ss can talk about changes the new economic reform has brought about II Method: integrated, mainly communicative III Teaching aids: textbook IV Procedure: Teacher’s activities Students’ activities I Warm-up (4’): - Show two pairs of pictures of schools and hospitals ask Ss to tell the differences between - Look at the pictures and tell the the two pictures differences between them - Lead Ss to the lesson: Thanks to the + The class rooms were small and badeconomic reform, the school has changed a equiped in the past but now they are lot Today we’re going to learn how to talk larger and well-equiped about the changes that economic reforms has + The school gate are now higher and brought about bigger than that in the past II New lesson (35’) Pre-speaking * Vocabulary - Introduce some vocabulary + curriculum (n): + facility (n): + insurance (n): - Listen to the teacher + irrigation (n): - Look at the board and take notes + drainage (n): - Practise reading the words - Model the exchange: What has the Government done to improve our education? The Government has built more schools in - Practise reading the model in pairs mountainous areas - Two pairs stand up and read the - Tell them to use the present perfect in those exchange sentences While-speaking * Task 2: - Pay attention to the present perfect - Ask students to discuss in groups to suggest tense what the Government and the people of Fantasia have done to improve - Call two good Ss to as an example - Go around and offer help - Work in groups to discuss the things the Government and the people of *Task 3: Fantasia have done to improve - Ask Ss to report what they’ve discussed in education/ health care/ agriculture Teacher’s activities Students’ activities their groups - Give feedback Post-speaking *Task 3: Talk about the changes that the economic reform has brought to your village - Give some cues and ask them to give examples + roads + houses + play grounds + - Ask Ss to work in groups to prepare - Go around to offer help - Have Ss to present in front of the class - Give comments III Homework (3’) - Assign homework and give suggestions - The representative of each group reports what his/her group have discussed - Work in groups to talk about about the changes that the economic reform has brought to your village E.g: The roads to the town has been widened The houses in our villages bigger and has more sets of televisions, radios and mortobikes - Stand up and present their ideas in front of the class - Give feedback - Write about the changes in your village since the economic reform Unit 7: Economic reforms Lesson 4: Listening I Aims: By the end of the lesson, Ss will be able to: - Listening for the understanding of the passage - Listening for specific information - Listen to the tape about the inhabitants of Tango Island and T/ F statements; gap filling II Teaching aids: Chart, posters, CD player III Procedure Time 5' Teacher's Activities Ss' Activities I Warmer: Look at the picture and answer the questions Whole class 5' 6' 10' Is he strong or weak ? ( what does he look like ? ) Why is he weak ? ( What makes he weak ?) What effect is he going to suffer from? - T gives more information  Lead into the lesson II Pre- listening Vocabulary - inhabitant(n)- (definition): people who live at a place - discourage (v) - ( antonym): encourage - be in ruins(v) - (explanation) = be destroyed - run short of (v) (synonym) : not have enough of sth - take measures to sth - (explanation) : ỏp dụng biện phỏp làm gỡ * Teacher asks Ss to make up sentences with the above words/ phrases True/ false predictions - T asks Ss to guess the statements in task1 (page 79) III While - listening Task 1: (page 79) - T plays the tape the 1st time and asks Ss to give the answers - T plays the tape the 2nd time and corrects Whole class/ individually Group work Individually Whole class Time 7' 10' 2' Teacher's Activities Ss' Activities - T plays the tape once more and asks Ss to repeat some sentences Task 2: Complete the sentences with words or phrases you hear Group work a/ They _ the plant all over the island and they _ the drug every day b/ Using drug stopped people _ the future and enabled them to c/ The workers and the farmers became , the children want to go to school and the whole population began to run short of d/ The government introduced a to make the drug illegal, put the drug- takers into _ and _ the drug to other countries - T plays the tape again - T calls on some Ss to write their answers on the board and then correct III Post - listening - Sts discuss the question: "Do you think that the Government of Tango's decision to export the drug to other countries was a Whole class better solution? why/ why not?" Group work - T summaries the effects of drug taking IV/ Homework - Write a short paragraph about the effects of drug taking and solution Whole class Unit 7: Economic reforms Lesson 5: Writing I Aims: By the end of the lesson the sts will be able to write a report (about 150 words) on the economic development of Tango II Aids: Textbooks, handouts III Procedures: Time 5' 10' 20' Teacher’s activities I Warmer: - Teacher asks the sts to write the branches of economy * Branches of economy II Pre-writing: * Pre-teach vocabulary: - proper policy: - reform - be in ruin Gets the sts to practice the words - trade relation - investment Task - T asks the sts to answer the questions in the book What was the economic situation in Tango before 1980? Feedback from the teacher Suggested answers: The economic situation in Tango before 1980 was in ruins The economic situation inTango from 1980 to 2000 became much better The government and the people of Tango have had proper policies to farmers and workers III While-writing: Making an outline: Teacher asks the sts to answer the questions: +) What was the economic situation in Tango from 1980 to 2000? Suggested answer: The economic situation in Tango increased rapidly from 1980 to 2000 +) What are the measures taken by the government and the people of Tango to overcome the problems? Suggested answer: - Open trade relations Ss’ activities Students go the board and write down the branches of economy Sts read the words after the teacher Sts work in pairs to answer the questions Sts answer the questions in groups, writing down the answers to make outlines 9' 1' - Encourage foreign and domestic investment - Reaffirm its commitment and call for more administrative and economic reforms + What have the Tango achieved in economy in agriculture, and export? Teacher asks the sts to describe the table in the book Teacher asks the sts to write a report basing on the outline, beginning with: 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 IV Post-writing: Teacher hangs the posters on the board and corrects them V Homework: Teacher asks the sts to write the report individually at home Sts write in groups Correct their writing Do the task at home Unit 7: Economic reforms LESSON : Language focus I.Aims: After the lesson Ss will be able to : Help Ss how to read strong and weak forms of auxiliaries Help SS how to use adverbial clauses of concession (al)though/even though/(revision) II Teaching aids : textbook, poster… III Steps: Tim e 5’ 5’ 7’ 20’ 7’ Teacher’s activities Warm up: (whole class) - Listen to an English song and ask Ss tell again words or phrases that they heard “Big big world” Pronunciation: - Teach Ss how to pronounce the forms (P 81) - Use “ clapping “ techniques to get Ss practise the forms again - Get Ss to practice the mini-dialogues Grammar Presentation Let Ss listen to the song again then ask them questions: - Can you hear all the sentences of the song? - Do anyone know its title? Give out the sentence: - Although you can not hear all the words, you still know the name - Feed back( give the meaning and usage) Although Clause Main clause Though Even though - Ask Ss to give an example 3.2 Practice * Game: Finding Friends ( Task ) - Give handouts ( Cards with cut sentences – One Ss reads the rest listen then choose suitable sentence that matches well with it ) 3.3 Post- Practice - Ask Ss to Exercise ( Page 83 ) Ex : Complete the sentences use although + clause from the box Although I was very tired, I couldn’t sleep Although I had never seen…., I recognized her… Students’ activities - Listen and tell again - Listen to the teacher - Practise the forms in chorus - Practise the forms individually - Answer - Ss to give their remark - Group work - Stick on the board if acceptable S1 We still went out S2 Although it rain heavily Tim e 1’ Teacher’s activities Although it was pretty cold, … Although I didn’t speak the language… Although we don’t like them very much… Although I met her twice before… Although we have known each other for a long time… - Check and comments Homework - Review the grammar at home - Do exercise and again Students’ activities S3 Though he was hungry S4 He didn’t eat anything - To complete the following sentences using your own ideas (Group work)