Giáo án Tiếng Anh 12 unit 7: Economic reforms

Tiếng Anh 12 – Giáo án 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 A Methods : Communicative approach and leaner- centered approach 1.Class organization: Class Teaching date Attendence Absentee(s) 2.Checking up: Checking during the new lesson 3.New lesson: Teacher’s activities Students’ activities I Warm-up: Aims: To introduce the topic of the lesson and to raise students' interest - Tell the class the the differences between schools (hospitals, houses) now and the past ten years - - Now: beautiful buildings, good facilities, past: … Now: tractors, motorbikes, … How farmers transport their farming Past: Human’s force or animal’s force products now and how did they ten years - the development of economic ago? - What make all of these changes? 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 round 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, … - Give some remark if necessary - Listen to the teacher then read the passages III While you read : - Ask some new words if necessary - Ask students to look through the passage and read in silence - Help students read the passage - Read through the text find the new words, - Explain pronunciation and meaning of new try to guess the meanings of those words in words which appear in the passage contexts: Task : + National Congresses: Đại hội toàn quốc - Ask students to read through the text once to + Renovation (n): đổi find out some new words, guess the main idea - Explain new words (give the Vietnamese equivalents), guide the sts to get the main contents of the reading text + Under-developed (pp):áchậm phát triển + Inflation (n): lạm phát + Stagnant (adj): trì trệ - Ask students to work individually in + Government subsidies (n): bao cấp minutes to this task phủ - Guide students to read through the passage , + Government commitment (n): cam kết then focus on only the sentences surrounding phủ the suggested words to the task effectively - Give students some more words that may be new/ unfamiliar to them + Dissolve (v): tan rã + Substantial (adj): lớn lao, đáng kể - Guide the students to read the word in chorus - Get the meaning of some more words: and individually + Eliminate (v):… + Intervention (n):… + Vietnamese Communist Party Task 2: + Measure (n):…… - Ask students to read the passage again and + Promote (v):… choose whether the statements given are true (T) or false (F) - Ask them to work individually to the task and give the evidence to prove the keys + Economic reforms (n):… + Land Law + Enterprises Law - Move round to make sure that all students are working and to help them if necessary - Ask some students to report feedback - Work individually to read the text then and give choose whether the statements given are true (T) or false (F) Task 3: - Share the key with other Ss - Ask students to read the passage again then F F T F T work in pairs to ask and answer the suggested - Find in the text the evidence to prove the questions keys - Walk round the class to give help if necessary - 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…? B: eliminated government subsidies shifted economic priority… of export reduced state intervention in business open trade relation… the world encourage foreign……investment - Give suggested words, phrases or useful A: How has Vietnam changed…? suggestions B: productivity and agricultural export farmers have enjoyed workers have worked - Correct the students’ work harder children, especially from, training A: What we believe? B: We believe that with the … VN before DM: economy under - developed country and poor people – production stagnant – shortage of schools, hospitals – inflation IV After you read : Renovation measures: - Ask students to work in group to scan the text eliminated government subsidies - shifted again - Ask them to work in small groups of three or four to talk about the text based on the suggested points - Encourage them to use their own words - Ask one or two pairs to report economic priority…of export - reduced state intervention in business relation…the world - open trade encourage foreign……investment 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 - Listen to the teacher seen in your village since the year 1986 - Write down the homework to at home compare to the past 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 B Methods : Communicative approach and leaner- centered approach 1.Class organization: Class Teaching date Attendence Absentee(s) 2.Checking up: Checking during the new lesson 3.New lesson: 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 measures has apparently changed the social being asked and people’s lives positively II Pre-speaking : Task - Explain the requirements clearly in English - Work in pairs to discus the three questions “in your textbook, there are four pictures and find the answers Now, what I would like you to is to look at them carefully and say what they are about” - Ask students to work in pairs to discus the three questions and find the answers - Correct the students’ work and give remark A: What does each pair of picture tell you? B: It tells us the contrast between the present and past situations 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 Task - Explain the requirements “The country of Fantasia started its overall reforms…” - Divide the class into groups, asks each group to discuss a section: Education; Health care; Group 1: Education S1: The government of Fantasia has changed the curriculum and textbooks Agriculture S2: They also provided schools with more - Guide the students how to speak by giving them useful suggestions: equipment and facilities S3: They build more schools and raised the 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 + By applying……… as the doctors’ and nurses’ salaries have - Walk round from group to group to give help been raised if necessary S2: Due to the government’s policy, many - Encourage students to speak out what they more highly qualified doctors have worked think even a phrase or a singular word to improve the people’s health − Disadvantaged(adj): in a bad social or Group 3: Agriculture economic situation; poor S1: Fantasia has applied appropriate policy − Method(n): a way of doing sth − Qualified(adj) having passed an exam or having the knowledge, experience, etc in order to be able to sth to encourage farmers to work more efficiently, and they have built more dykes and damps, irrigation and drainage systems a S2: They’ve also applied new and advanced company in which you pay them regular farming techniques, more facilities and amounts of money and they agree to pay the equipment − Insurance(n): an arrangement with costs if, for example, you die or are ill, or if S3: They use fertilizers, pesticides and you lose or damage sth insecticides to protect their crops − 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 flow away from a place − Fertilizer(n): a natural or S1: The government of Fantasia has changed the curriculum and textbooks They also provided schools with more equipment chemical substance that is put on land or soil to make and facilities They build more schools and raised the teachers’ salaries… plants grow better − Pesticide(n): a chemical substance that is used for killing animals, especially insects, to encourage farmers to work more efficiently, and they have built more dykes that eat food crops - S2: Fantasia has applied appropriate policy Insecticide(n): a substance that is used for and damps, irrigation and drainage systems They’ve also applied new and advanced killing insects farming techniques, more facilities and IV Post-speaking : equipment They use fertilizers, pesticides Task and insecticides to protect their crops - Ask students to work individually to summarize what they’ve discussed in their own S1: What have the government and the words people of Fantasia done to improve - Move round to check the activities and to education? make sure that students effectively are working S2: They have built more schools and have equipped more equipment and facilities - Ask one or two students to report in front of S3: They also give more scholarships to the whole class poor of disadvantage students - Check and give remarks 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 - Ask students to task 1: discuss the question: Do you think that drug- taking should be banned? Why and Why not? - Ask one pair to report what they have discussed - Listen to the teacher - Play the game - Do task in pairs S1: Do you think that drug-taking should be banned? S2: Yes, I think so S1: Why so? S2: Because taking drug is harmful to II Before you listen: - Ask students to work in pairs to ask and people’s health - Work in pairs: answer the given questions S1: Should drug-taking be banned? - Guide the students to answer if necessary S2: Yes, because it brings the users many - Give further information 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 text - Ask students to read in chorus then Tango Discourage Drug-taker Rationally individually 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: Task 1: - Ask students to read the statement at least once first - Ask them to guess the answers Represent if being asked - Answers: F(in the Atlantic Ocean) F(a plant which contained a powerful drug) T - Play the tape once then check how many answers can students find T - Play the tape again - Check and give remarks - Call some students to say out their answers F(on TV) F(nobody took any notice) T T F(other countries) and the evidences they get to prove their - Listen to the teacher’s explanation then answers correct the answers onself - Read the questions once to get the main contents - Listen to the tape and the task Task 2: - Find evidences to each of the answers - Ask them to guess the answers Represent if being asked - Play the tape once then check how many They discovered a plant which contained answers can students find a powerful drug - Play the tape again They grew it all over the island - Check and give remarks The negative effects the drug brought - Call some students to say out their answers about were: and the evidences they get to prove their - Workers and farmers became lazy, answers - Children did not want to go to school, and - 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 IV After you listen: Eventually they decided to export the drug - In group, ask students to discus the guided to other countries question, find the answer - Listen to the teacher’s explanation then - Move around to help if necessary correct the answers oneself - Give remarks or even suggestions - In groups, ask and answer the question 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 drugtaking 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 V Homework: - Imagine you are an MP of Tango what would you to solve the problem homework to at home Handout D O M I I N F L A T I N A T E O N I S S T A G N A N T C O N S U M E R R E N O V A T I A O N T L E R E S O L 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: D O M I I N F L A T I N A T E O N I S S T A G N A N T C O N S U M E R R E N O V A T I A O N T L E R E S O L V E E D U C T I O N 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 leaner- centered approach 1.Class organization: Class Teaching date Attendence Absentee(s) 2.Checking up: Checking during the new lesson 3.New lesson: Teacher’s activities Students’ activities I Warm-up: - Free talk about the changes in one’s home - Do as required village during the renovation process - Exchange the ideas with others II Pre-writing: - Explain as clearly as possible the requirements - Listen to the teacher “The table below presents the results the Government…” - Get the task - Look at the table page 76 - Ask students to look at the table page 76 This table presents the achievements the government and the people of Tango have - Listen to the teacher gained in some braches of the economy after - Guess the meaning of the new words two decades of their economic reform - Introduce some new words.( eliciting , give the definitions in English then ask students to translate them into Vietnamese to check their - Fishery : ngư nghiệp understanding) − Fishery: the catching, processing, or selling of fish, including the industries and occupations involved in - Forestry: lâm nghiệp these activities − Forestry: the science or skill of planting and growing trees or managing forests - Read the words - Let the whole class read the new words twice or three times - Call 2-3 students to read new words again III While-writing: - Work in pairs to the task Task - 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 S1: What was the economic situation in Tango before 1980? S2: It was really bad The country was under-developed 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… Task - Listen to the teacher to correct oneself - Explain the requirements: Writing a report - Work in groups to the task - Ask students to Task individually: write The Government and the people of Tango a report of 150 words on the economic started their overall economic reform in the development of Tango It must conclude details mid 1970s Before that time the economy of such as: the country was in ruins……… The − The economic situation of Tango before 1980 Government of Tango has taken a lot of measures in order to promote the national economy such as…… Despite all − The measures taken by the government difficulties, the people of Tango … After and the people of Tango to overcome the all, they have received greater and greater problems − The achievements (as presented in the achievements… table) they have made as a result of the - Compare the result to the other groups reform What words you often use to express - Listen to the teacher’s explanations - Exchange the writing to other groups to changes in economy? check and give remarks + The economic situation of Tango before 1980 - Represent the task on board if being asked - Read the writing to get others’ remarks + The measures taken by the Government and The Government and the people of Tango started their overall economic reform in the the people of Tango overcome the problems + The achievement ( as presented in the table) they have made as a result of the reform mid 1970s Before that time the economy of the country was in ruins…… The Government of Tango has taken a lot of - Ask students to work in groups to write report measures in order to promote the national - Walk round to give help if necessary economy such as……Despite all difficulties, the people of Tango …After all, they have received greater and greater achievements… IV Post-writing: - Ask some groups to represent their work, ask - Do as the teacher asked other to give remark - Choose some good writing to read in class and give remark V Homework: - Listen to the teacher and write down homework - Ask students to rewrite the task at home and preapare part Language Focus at home 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 leaner- centered approach Teacher’s activities Students’ activities I warm up: - Introduce the lesson to the students 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 - Listen to the teacher - Read the second time for the students to - Read the sound repeat - Ask 2-3 students to repeat, correct their mispronounce - Get the teacher’s explanation II Pronunciation: - Explain the way to use strong form (emphasis, positive, stressed cases ), weak (interrogative, unstressed cases) - Help students to know the pronunciation - Practice: A: Can you speak English? B: Yes, I can A: Must we go now? B: I think we must A: Have you met Quang? B: Yes, I have A: Has she gone? B: Yes, she has A: Shall we go now? B: I think we ought to Can /kæn/ (str) /kən/ (w) form Could /kud/ Must /mΛst/ (str) /məst/ (w) Have /hæv/ Has /hæs/ Do /du/ Does /dΛz/ Is /iz/ Am / æ m/ Will /wil/ Shall /∫æl/ - Practice reading in chorus or individually A: Will you come tomorrow? B: Yes, I will A: Do you really have time for it? B: Yes, I III Grammar and vocabulary: - Discuss the answers in pairs - Ask students to Exercise - Give the answers complete the sentences, use “although” + a sentence from the box Exercise1: - Read the example to illustrate Although it rained a lot, we enjoyed our - Go around to supervise them vacation - Ask students to discuss the answers in pairs Although we had planned everything carefully, a lot of things went wrong - Call some students to give their answers If students’ answers are right, repeat them, if not, Even though/ Although the doctor has give the right answers advised him to quit, Bob (still)… - Explain once again the “Clause of Although it was cold and rainy, we concession” managed to go to class in time Though Although Luong has studied English only Although S + V, S + V Even though Guide the students how to the exercises 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 Although I was very tired exercises - Walk round 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 they were very happy IV Homework: - Ask students to revise the strong form and weak form of auxiliaries, the use of clause of he could speak/ read the language… Although he had revised everything… concession, redo all the exercises and prepare it is pretty cold/ there hasn’t been… unit at home - Listen to the teacher and write down homework to at home