Theme: Community Unit 7: Economic reforms P. Syllabus: 39 A - Reading - Time: 45 minutes. Preparing date:……/……./ 200…. Teaching date:……/……./ 200…. A. Objectives: 1. Educational aim: By the end of the lesson, students will be able to - know the harm of taking drug. 2. Knowledge: - General knowledge: Listen for specific information. - Language: The present simple tense. - New words: Words related to the topic. 3. Skills: - Listening and deciding on True or False statements. - Listening comprehension B. Method: - Integrated, mainly communicative. C. Teaching aids: - Tape, cassette player, board, chalks, textbook. D. Procedure: 1. Class organization: 2. Checking the old lesson: 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Warm-up: (5 minutes) 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. - How do farmers transport their farming products now and how did they do ten years ago? - What make all of these changes? Before you read : (7 minutes) - Ask students (to work in pairs) to open their books, look at the pictures, and do the tasks that follow. + What can you see ? + Do you think…? + What, in your opinion, should…? - Ask them to work in 3 minutes, meanwhile the teacher moves round to help if necessary. - Ask some pairs to report . - Give some remark if necessary While you read : (23 minutes) - Ask students to look through the passage and read in silence - Help students read the passage - Explain pronunciation and meaning of new words - now: beautiful buildings, good facilities, past: …. now: tractors, motorbikes, … past: human’s force or animal’s force. - the development of economic. - Things seen: 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, … - Listen to the teacher then read the passages - Ask some new words if necessary - Read through the text find the new words, try to guess the meanings of those words in contexts: + National Congresses: §¹i héi toµn quèc + renovation (n): ®æi míi + under-developed (pp) chËm ph¸t triÓn + inflation (n): l¹m ph¸t + stagnant (adj): tr× trÖ + government subsidies (n): sù bao cÊp cña chÝnh phñ which appear in the passage Task 1 : (3 minutes) - Ask students to read through the text once to 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. - Ask students to work individually in 3 minutes to do this task. - Guide students to read through the passage , then focus on only the sentences surrounding the suggested words to do the task effectively. - Give students some more words that may be new/ unfamiliar to them. - Guide the students to read the word in chorus and individually. Task 2: (4 minutes) - Ask students to read the passage again and choose whether the statements given are true (T) or false (F). - Ask them to work individually to do the task and give the evidence to prove the keys. - Move round to make sure that all students are working and to help them if necessary. - Ask some students to report and give feedback. Task 3: (6 minutes) - Ask students to read the passage again then work in pairs to ask and answer the suggested questions. - Walk round the class to give help if necessary. - Give suggested words, phrases or useful suggestions. - Correct the students’ work. After you read : (8 minutes) - Ask students to work in group to scan the text 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. Home work: (2 minutes) - Write a passage to say what changes you’ve seen in your village since the year 1986. compare to the past. + government commitment (n): cam kÕt cña chÝnh phñ + dissolve (v): tan r· + substantial (adj): lín lao, ®¸ng kÓ - Get the meaning of some more words: + eliminate (v):…. + intervention (n):… + Vietnamese Communist Party + measure (n):…… + promote (v):… + economic reforms (n):… + Land Law + Enterprise Law - Work individually to read the text then choose whether the statements given are true (T) or false (F). - Share the key with other sts. 1. F 2. F 3. T 4. F 5. T - Find in the text the evidence to prove the keys. - Do the task in pairs: VN before DM: economy under-developed – country and poor people – production stagnant – shortage of schools, hospitals – inflation. Renovation measures: eliminated government subsidies - shifted economic priority… of export - reduced state intervention in business - open trade relation… the world - encourage foreign……investment. VN since DM: productivity and agricultural export -farmers have enjoyed… - workers have worked harder. children, especially from …, … training. - Listen to the teacher - Write down the homework to do at home. 4. Summary: Demand students to master: 1. The main topics in the section. 2. The structures to say. 5. Homework: - More practice the main topics at home. - Prepare the section B (The speaking part of Unit 7). E. Comments: Theme: Community Unit 7: Economic reforms P. Syllabus: 40 B- Speaking - Time: 45 minutes. Preparing date:……/……./ 200…. Teaching date:……/……./ 200…. A. Objectives: 1. Educational aim: By the end of the lesson, students will be able to - Students work in pairs to describe the pictures. - Students talk about measures and effects of the economic reforms in Fantasia. 2. Knowledge: - General knowledge: Economic reforms. - Language: + The way to make suggestions or predictions. + The tenses. - New words: words related to economic reforms. 3. Skills: - Describing details in pictures. - Talking about changes the new economic reform has brought about. B. Method: - Integrated, mainly communicative. C. Teaching aids: - Pictures, board, chalks, textbook, handouts. D. Procedure: 1. Class organization: 2. Checking the old lesson: 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Warm-up: (5 minutes) Tell a short story to prove that the renovation measures has apparently changed the social and people’s lives positively. Pre-speaking : (12 minutes) Task 1 - Explain the requirements clearly in English “in your textbook, there are four pictures. Now, what I would like you to do is to look at them carefully and say what they are about” - Ask students to work in pairs to discus the Listen and give one’s own ideas or story if being asked. - Work in pairs to discus the three questions and find the answers. Group 1: Education S1: The government of Fantasia has changed 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 do you think … to achieve these…? B: They must have taken some renovation measures. - Correct the answers oneself. While-speaking : (15 minutes) Task 2 - Explain the requirements “The country of Fantasia started its overall reforms…”. - Divide the class into groups, asks each group to discus a section: Education Health care Agriculture - Guide the students how to speak by giving them useful suggestions: + They have………… so …… + Due to the ……… + Thanks to the……… + By applying………. - Walk round from group to group to give help if necessary. - Encourage students to speak out what they think even a phrase or a singular word. Post-speaking : (10 minutes) Task 3 - Ask students to work individually to summarize what they’ve discussed in their own words. - Move round to check the activities and to make sure that students are working effectively. - Ask one or two students to report in front of the whole class. - Check and give remarks. Homework: (3 minutes) Name some measures we’ve made to promote our economic system. the curriculum and textbooks. S2: They also provided schools with more equipment and facilities. S3: They build more schools and raised the teachers’ salaries. S1: It is obvious that they…… Group 2: Health care S1: Many hospitals have been built as well as the doctors’ and nurses’ salaries have been raised. S2: Due to the government’s policy, many more highly qualified doctors have worked to improve the people’s health. Group 3: Agriculture S1: Fantasia has applied appropriate policy to encourage farmers to work more efficiently, and they have built more dykes and damps, irrigation and drainage systems. S2: They’ve also applied new and advanced farming techniques, more facilities and equipment. S3: They use fertilizers, pesticides and insecticides to protect their crops. S1: The government of Fantasia has changed the curriculum and textbooks. They also provided schools with more equipment and facilities. They build more schools and raised the teachers’ salaries… S2: Fantasia has applied appropriate policy to encourage farmers to work more efficiently, and they have built more dykes and damps, irrigation and drainage systems. They’ve also applied new and advanced farming techniques, more facilities and equipment. They use fertilizers, pesticides and insecticides to protect their crops. - Listen to the teacher. - Write down the homework to do at home. 4. Summary: Demand students to master: 1. The main topics in the section. 2. The structures to say. 5. Homework: - More practice the main topics at home. - Prepare the section C (The Listening part of Unit 7). Theme: Community Unit 7: Economic reforms P. Syllabus: 41 C - Listening - Time: 45 minutes. Preparing date:……/……./ 200…. Teaching date:……/……./ 200…. A. Objectives: 1. Educational aim: By the end of the lesson, students will be able to -Students know the harm of taking drug. 2. Knowledge: - General knowledge: Listen for specific information. - Language: The present simple tense. - New words: Words related to the topic. 3. Skills: - Listening and deciding on True or False statements. - Listening comprehension B. Method: - Integrated, mainly communicative. C. Teaching aids: - Tape, cassette player, board, chalks, textbook. D. Procedure: 1. Class organization: 2. Checking the old lesson: 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Warm-up: (5 minutes) - A story about an addictor. Before you listen: (7 minutes) - Ask students to work in pairs to ask and answer the given questions. - Guide the students to answer if necessary. - Give further information. - Explain the words that will appear in the listening text. - Ask students to read in chorus then individually. - Listen to the teacher. - Work in pairs: S1: Should drug-taking be banned? 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: Tango discourage Drug-taker rationally Ruin solution Unfortunately measures islanders While you listen: (20 minutes) Task 1: Ask students to read the statement at least once first. Ask them to guess the answers Play the tape once then check how many answers can students find. Play the tape again. Check and give remarks. Call some students to say out their answers and the evidences they get to prove their answers. Task 2: - Ask them to guess the answers. Play the tape once then check how many answers can students find. Play the tape again. Check and give remarks. - Call some students to say out their answers and the evidences they get to prove their answers After you listen: (10 minutes) - In group, ask students to discus the guided question, find the answer. - Move around to help if necessary. - Give remarks or even suggestions. Homework: (3 minutes) - Imagine you are an MP of Tango what would you do to solve the problem. - Read the statement once to get the main contents. Listen to the tape and do the task. Find evidences to each of the answers. Represent if being asked. Keys: 1. F, 2.F, 3. T, 4. T, 5. F, 6. F, 7. T, 8. T, 9. F - Listen to the teacher’s explanation then correct the answers oneself. - Read the questions once to get the main contents. Listen to the tape and do the task. Find evidences to each of the answers. Represent if being asked. 1. They discovered a plant containing a powerful drug. 2. They grew it all over the island. 3. The negative effects: people become lazy – children did not go to school – the shortage of food. 4. Measures: introduced a law to make the drug illegal – put drug-takers into prison – export the drug to other countries. - Listen to the teacher’s explanation then correct the answers oneself. - 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 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 do at home. 4. Summary: Demand students to master: 1. The main topics in the section. 5. Homework: - More practice the main topics at home. - Prepare the section D (The Writing part of Unit 7). Theme: Community Unit 7: Economic reforms P. Syllabus: 42 D - Writing - Time: 45 minutes. Preparing date:……/……./ 200…. Teaching date:……/……./ 200…. A. Objectives: 1. Educational aim: By the end of the lesson, students will be able to - Writing a report based on given information. 2. Knowledge: - General knowledge: Writing a report on the economic development. - Language: +The tenses. + Connectors (time expressions) - New words: Words related to economic reforms. 3. Skills: - Writing a report. B. Method: - Integrated, mainly communicative C. Teaching aids: - A picture, board, chalks, textbook. D. Procedure: 1. Class organization: 2. Checking the old lesson: 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Warm-up: (5 minutes) - Free talk about the changes in one’s home village during the renovation process. Pre-writing: (10 minutes) - Explain as clearly as possible the requirements “The table below presents the results the Government… ”. - Give clear task to students. While-writing: (18 minutes) Task 1 Ask students to look at Task 1. In pairs, ask students to ask and answer the questions. Move around to give help. Check and give remarks. Do as required. Exchange the ideas with others. Listen to the teacher. Get the task. Work in pairs to do the task. 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 do you think the ….? S: They have taken positive measures…. Listen to the teacher to correct oneself. Task 2 - Explain the requirements: Writing a report. + The economic situation of Tango before 1980. + The measures taken by the Government and the people of Tango overcome the problems. + The achievement ( as presented in the table) they have made as a result of the reform. - Ask students to work in groups to write report. - Walk round to give help if necessary. Post-writing: (10 minutes) - Ask some groups to represent their work, ask other to give remark. - Choose some good writing to read in class and give remark. Homework: (2 minutes) - Ask students to rewrite the task at home and prepare part Language Focus at home. Work in groups to do 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 economy such as……. . Despite all difficulties, the people of Tango … . After all, they have received greater and greater achievements…. Compare the result to the other groups. Listen to the teacher’s explanations. Exchange the writing to other groups to check and give remarks. - Represent the task on board if being asked. Read the writing to get others’ remarks. 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 economy such as……. . Despite all difficulties, the people of Tango … . After all, they have received greater and greater achievements…. Do as the teacher asked. - Listen to the teacher and write down homework. 4. Summary: Demand students to master: 1. The main topics in the section. 5. Homework: - More practice the main topics at home. - Prepare the section E (The Language Focus part of Unit 7). Theme: Community Unit 7: Economic reforms P. Syllabus: 43 E – Language focus - Time: 45 minutes. Preparing date:……/……./ 200…. Teaching date:……/……./ 200…. A. Objectives: 1. Educational aim: - Strong form and weak form of auxiliaries. Adverbial clauses. 2. Knowledge: - General knowledge: Combining the sentences. - Language: Know how to use although, even though… - New words: Words related to the exercises 3. Skills: - Writing sentences with adverbial clauses of concession. B. Method: - Integrated, mainly communicative. C. Teaching aids: - Board, cassette player, chalks, textbook and notebook. D. Procedure: 1. Class organization: 2. Checking the old lesson: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES 1. W arm up: (5 minutes) - Introduce the lesson to the students. 2. Pronunciation: ( 15 minutes) - Explain the way to use strong form (emphasis, positive, stressed cases ), weak form (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. A: Will you come tomorrow? B: Yes, I will. A: Do you really have time for it? B: Yes, I do. 3. Grammar and vocabulary: ( 23 minutes) - Explain once again the “Clause of concession”. Though Although S + V, S + V Even though Guide the students how to do the exercises. Divide the class into groups, ask them to do the exercises. - Walk round to give help if necessary. - Correct the students’ work if necessary. - Listen to the teacher. Get the teacher’s explanation. Can /kæn/ (str) /kən/ (w) 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. 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. Although Luong has studied English only for six months, he can ……. I didn’t go to bed early although I was … Exercise 2: Although I was very tired Although I had never seen her before although it was pretty cold 4. Homework: (2 minutes) - Ask students to revise the strong form and weak form of auxiliaries, the use of clause of concession, redo all the exercises and prepare unit 8 at home. 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 2: we forget many things they were very happy he could speak/ read the language… Although he had revised everything… it is pretty cold/ there hasn’t been…. - Listen to the teacher and write down homework to do at home 4. Summary: Demand students to master: 1. The main topics in the section. 5. Homework: - More practice the main topics at home. - Prepare the Unit 6 (The reading part of Unit 7). . main topics at home. - Prepare the section B (The speaking part of Unit 7) . E. Comments: Theme: Community Unit 7: Economic reforms P. Syllabus: 40 B- Speaking. the main topics at home. - Prepare the section C (The Listening part of Unit 7) . Theme: Community Unit 7: Economic reforms P. Syllabus: 41 C - Listening