Giao an "English for Economics and Business"

+ Does market capitalism exist in Vietnam – a socialist – - Ask students to find out the main idea of this paragraph - State the main idea: There are two major decision-making units in c

Unit 1: MARKET CAPITALISM

I Level: Students - Intermediate level of English

II Aims:

- Students can revise relative pronouns / adverbs and relative clauses

- Students can learn some vocabulary relating to market capitalism

- Students can master the nature of market capitalism

III Time: 4.5 periods

- Ask to elicit students:

+ When did Vietnam introduce open-market policy to

- Ask to elicit students:

+ What do you know about market capitalism?

+ Does market capitalism exist in Vietnam – a socialist –

- Ask students to find out the main idea of this paragraph

- State the main idea: There are two major

decision-making units in competitive market capitalism: business

firm and household

- Read through the paragraph and find out the main idea ofthis paragraph

- Ask students questions to check their understanding

+ What are the two major decision-making units which

- Answer:

+ Business firm and

market capitalism contains? household

+ How are the actions of business firms and households

coordinated?

+ Business firms buy resources from households and transform resource inputs into outputs

of products and services that they sell to households Household sells resources to firms and purchases outputs from them+ Can you name some kinds of business firms? + Public Limited

Companies

b Paragraph II:

- Ask students to find out the main idea of this paragraph

- State the main idea: Business firms and households are

- Guess the meanings of words+ To derive from:

Eg: She derives much pleasure from her studies

+ In turn :

Eg: The girls called out their names in turn

- Make some more examples

+ Loan

Eg: I’m only asking for a loan-I’ll pay you back

- Ask students questions to check their understanding - Give answers:+ What does the demand for resource inputs depends on? + The demand for

resource inputs is derived from the demand for final products because firms produce to sell to consumers+ How can consumers get money to buy products sold

by firms?

+ What resources can firms buy from households?

+ Customers get money through the sale or loan of their resources to firms.+ Labor, materials: wood, fruit…

- Ask students to translate the paragraph into Vietnamese - Translate into

Vietnamese

c Paragraph III:

- Ask students to find out the main idea of this paragraph

- State the main idea: There are some basic assumptions

of competitive market capitalism

- Read through the paragraph and find out the main idea

- Ask students to guess the meanings of new words in

this passage

- Guess the meanings of new words in the paragraph

- Make some examples+ Assumptions:

Eg: We are working on the assumption that the rate of

inflation will not increase next year

Eg: This pen is not substitutable for that one

- Elicit students to check their comprehension: - Give answers:+ What do both households and business firms do

through market exchange?

+ They desire to maximize their economic well-being through market exchange Business firms pursue profit maximization and households try to maximize utility or satisfaction

+ What does it mean that “markets are competitive”? + It means that

there are many buyers and sellers, products are

substitutable, buyers and sellers have a lot of knowledge of the market and

resources are able

to move freely

between uses.

+ How can business firms keep their products

competitive?

+ Offer competitiveprices

+ Constantly improve their products: quality, package, design…+ Know customers’tastes and do

- Ask students to do this exercise individually

- Check answers with the whole class:

- Do the exercise individually

- Give answers:

1 F Business firms and households are interdependent of each other

2 T Firms and households are bothbuyers and sellers

3 F Demand for theresources depends

on the demand for products

4 F Knowledge of the market is necessary for a competitive market

5 F Firms organize and coordinate factors of production to produce outputs

30 mins

4 Grammar

- Present relative pronouns

Who / whomEg: The man whom you metyesterday is

my father

WhoseEg: The boy whose sister is

my girlfriend doesn’t like

- Make some more examples:

+ The restaurant has a cellar which isnot used

+ Who are looking

Eg: Mrs Brown

is the woman that owns the bigger house

ThatEg: The woman that you saw in thepart last week

is my wife

for outgoing and persuasive young people who are good with words

ThatEg: We saw theactual spaceshipthat landed onthe moon

That

doesn’t likeany food thatshe cooks

ThatEg: We saw theactual spaceshipthat landed onthe moon

- Present relative adverbs:

+ When = in/on which (used of time)

Eg: Do you still remember the day when we first met?

+ Where = in/at which (used of place)

Eg: The hotel where we stayed wasn’t very clean

+ Why = for which

Eg: I don’t know the reason why you said goodbye to her

- Ask students to read information from their books

- Ask them to do exercises in their books

- Check answers with the whole class

- Read information about relative pronouns

- Do exercises

- Give answers:+ Strong

competition + Foreign companies+ Free trade

30 min C Vocabulary exercise

- Ask students to use the words they have learnt to

complete sentences

- Check answers with the whole class:

- Do the gap - Filling exercise

- Give answers:

1 in turn

2 well-being

3 decision making

-4 assumptions

17.pursue

5 min 5 Conclusion

- Summarize the main points of the reading

- Remind students of relative pronouns

- Ask students to practice at home

I Level: students – Intermediate level of English

II Aims:

- Students can deal with the basic economic problem

- Students can revise the comparative forms and master parallel increase

- Students can know some vocabulary relating to economic problem

III Time: 4.5 periods

IV Aids: Textbook: English in economics and business

2 Checking previous lesson

- Ask students to translate some sentences into English:

- Do the task as required

- Give answers:

+ Đã có một sự thay đổi toàn diện về khí hậu làm biến

đổi vùng này từ sa mạc thành đầm lầy

+ Chúng ta phải phối hợp cố gắng để giúp đỡ các nạn

nhân lũ lụt

+ There was a complete change of climate which transformed the area from a desert into a swamp

+ We must co-ordinateour efforts to help the flood victims

+ Tôi lớn lên trong một hộ đông người

+ Sau khi giành được học vị thứ nhất, cô ta quyết định

tiếp tục học tập

+ I grew up as part of

a great/large household+ She decided to pursue her studies after obtaining her firstdegree

+ Nhiều người thương hại thằng bé mà bố nó vào tù từ

tháng trước

+ Many people were sympathetic with the boy whose father was put into prison last month

- Ask some students to go to the board and write down - Write down their

+ Bad weather+ Lack of materials+ Unskilled, inflexible employees

- Ask students to find out the main idea of this text

- Skim the text

- Find out the topic of this text

- State the topic problem is how to make the best use oflabor and other resources

- Ask students to guess the meanings of words given inthe text

- Provide them with meanings and structures of words:

- Guess the meanings

Eg: He has the advantage of a steady job

- Ask students to read the text again

- Ask students to check their comprehension:

- Read the text again

- Give answers:

+ What is another term for “factors of production”?

+ What is the amount of output limited by?

+ It is “means of production”

+ It is limited by the amount of factors of production

+ In which ways could land be used according to the

reading?

+ How should the community allocate its resources?

+ Why can’t we have as much of everything as we

want?

+ Most land could be used for several different crops, pasture

or building sites+ It has to allocate factors among different industries in order to produce what

it want most + Because factors of production are limited

in amount

- Ask students to summarize the text:

The basic economic problem for any community is

how to make the best use of its means of production

They should be used for any of several different

purposes

- Summarize:

- Translate the text:

The amount of factors of production influences the

volume of output Therefore we have to allocate

factors among different industries to produce what the

community wants most

c Post – reading:

- Ask students to translate the text into Vietnamese - Translate the text

into Vietnamese

15 mins B T/F exercise

- Ask students to do this exercises individually

- Check answers with the whole class

- Give necessary explanation

- Do the exercises individually

- Give answers:

1.T We can increase the amount of

products if we have more factors of production

2.F It is always better

to leave all land unused

3.F Workers can be employed in only one occupation or industry

at a time4.T Most factors of production can be used for several different purposes5.F We can have as much of everything as

we want in a given period

30 min C Vocabulary exercise

- Ask students to use the words given in the reading

passage to complete sentences

- Check answers with the whole class

- Correct the answers and give explanations

12.volume13.advantage14.assortment

40 min 4 Grammar:

Revision of comparison

- ask students to revise comparison:

- summarize the usage and the form of comparison

- Revise comparison

- Listen to teacherThere are 3 degrees of comparison:

POSITIVECOMPARATIVESUPERLATIVE

I Constructions with comparisons of adjectives

and adverbs:

1 POSITIVE

(+)

As + Adj/Adv + AsEg:

+ A boy of sixteen is often as tall as his father

+ He was as white as a sheet

+ She worked as slowly as she dared

- Ask students to make some more examples

+ Man’s laughter is not as/so bad as murder

+ He doesn’t snore as/so loudly as you do

+ It didn’t take as/so long as I expected

2 COMPARATIVE:

 Short Adj/Adv:

Short Adj/Adv + Er + Than…

Eg: She is taller than her sister

He runs faster than his friends

- Ask students to make some other examples - Make examples

 Long Adj/Adv:

More + Long Adj/Adv + Than…

Eg:

+ It was more expensive than I thought

+ They dance more gracefully than her sister does

3 SUPERLATIVE

Short Adj/Adv:

The + Short Adj/Adv + Est + (in/of…)

Eg: This is the oldest theatre in London

He runs the fastest in his class-ask students to make some more other examples

* Note:

- A relative clause is useful especially with a perfect

tense:

Eg:

+ It/ This is the best beer (that) I have ever drunk

+ He is the kindest man (that) I have ever met

+ It was the most worrying day (that) he had ever spent

- Ask students to make some sentences

1 Gradual increase or decrease:

Comparative + And + Comparative

Eg:

+ The weather is getting colder and colder

+ He became less and less interested

I Transformation of Adjs/Advs in comparisons:

TallerFaster Nicer

The tallestThe fastestNicest

HotterThinnerBigger

The hottestThe thinnestThe biggest

The heaviestThe friendliestThe prettiest

II Irregular comparisons:

Good / well

Bad / badly

BetterWorse

The bestThe worstThe leastThe mostLittle

Many /

much

LessMore

The oldest (of people and things

Old

Far

Older / elder

Farther / further

The eldest (of people only)

The farthest (of distance only)The furthest

5 min 5 Conclusion

- Revise the theory of the whole lesson

- Remind students of comparisons of adjs and advs

- Ask students to practise at home

- Listen to teacher

- Practise at home

I Level: students-Intermediate level of English

II Aims:

- Students learn some useful prefixes

- Students can master present participles and past participles

- Students can know the nature of market mechanism

- Students can learn some vocabulary relating to market mechanism

III Time: 4.5 periods

2 Checking previous lesson

- Ask students to do the following exercise:

Fill in the blanks with suitable words

- Do the exercise

1 She … won’t come She has an appointment with

Mr Jones in Hong Kong

2 Could you let me know your … of payment?

4 To throw anything valuable is very …

5 The system will have to be tested before it goes into

9 They … money to build this villa

- Check answers with the whole class

from one department to another

b While-reading:

- Ask students to skim the text to get general idea of

this text

- Ask students to find out the main idea of this text

- State the topic of the text

- Skim the text to get general idea

- Find out the main idea of this text

A market is an agreement between buyers and sellers

to determine its prices and quantity In a market

system, everything has a price Prices provide

important signals to market participants In a market,

a balance between buyers and sellers is stored Needs

in a certain field can affect greatly wages of workers

+ Arrangement:

Eg: He is responsible for all travel arrangements

+ Interact (with sb) (with st)

Eg: He poured the chemicals that interact to form a

Eg: There has been a shift in fashion from formal to

more informal dress

+ Relative (to st)

Eg: They’ve living in relative comfort

- Ask students to read the text again

- Ask students some questions to check comprehension

- Read the text again

- Give answers + What is a market?

+ What are wage rates?

+ A market is an arrangement by which buyers and sellers of a

community interact

to determine its price and quantity+ Wage rates are prices of different kinds of human labor

+ What will happen if the demand for a given good

rises?

+ At that time, a lot

of new orders for it will be placed The sellers will raise theprice to ration out alimited supply and the higher price will encourage greater production.+ What will sellers do if their products become

overstocked at the going market price?

+ Sellers will lowerprices to encourage customers to buy their unwanted models and limit production As a result, a balance between buyers andsellers will be restores

+ How can an equilibrium between sellers and buyers

be restored when a goods becomes overstocked at the

+ A factor of production is an

going market price? input into the

productive process one of the classical triad of land, labor and capital

+ What is a factor of production? Name three factors of

production

+ The shift in relative wages will cause a shift of workers into the growing occupation

30 min B Vocabulary exercise

- Ask students to do this exercise

- Let students compare their answers with a partner

- Check answers with the whole class

- Do the exercise

- Compare answers with a partner

- Make sentences+ Inter- : between or reciprocal

interact, international, interchange,

intercommunication, interdependent, interconnected,

interface…

+ En- : to cause to be

+ It is an international company with many subsidiaries+ This enables me

to tell her the truth

enable, ensure, encourage, enlarge, enlighten… this meat is

overdone+ Over- : excessive (too much)

overstocked, over careful, overdone, over

consumption…

+ Un-: not or opposite of

unhappy, unload, unable, unconscious,

unconditional…

+ The girl is unhappy because she lost her purse last week

+ Re- : again or back (as it was before)

restore, renew, recharge, recite, reclaim…

+ Tri- : three

triad, tricycle, triangle, triceps, tricolor, trident,

trilingual…

+ Do you want to renew your lease?+ The sticks are arranged into a triangle

- Ask students to make some sentences with some of

c = a relative pronoun + Verb:

Eg: people who wish/wished to visit the caves

= people wishing to visit the caves

d After verbs of sensation such as: see, hear, smell, feel…

Eg: I see him passing my house everyday

e After prepositions:

Eg: I am interested in traveling

- Ask students to make some other examples

C past participle: V-ed

b to form the perfect tenses / infinitives and participles and the passive voice:

Eg: He has purchased a car

The glass was broken

c = a subject + Passive verb:

Eg:

She enters She is accompanied by her mother

= She enters, accompanied by her mother

- Ask students to make more examples

- Let students do the exercise on pages 22, 23

- Check answers with the whole class

- Do the exercise

on pages 22,23

- Give answers:

1 I: The chapter taught by the professor this morning will be onnext week’s exam

2 I: the pizza served in this restaurant is the most delicious one

3 The child playing in the garden is my son

4 C

5 The letters posted yesterday will arrive on Monday

6 The tip offered

by the customer was not accepted

30 min C Optional reading

a Pre-reading:

- Give questions to elicit from students:

+ What is the economy in Vietnam?

+ Does Vietnam often carry out economic reforms?

- Give answers:+ State-controlled market economy+ Yes, it does

- Skim the text

- Read the text again

- Give answers:

+ What are necessary to transform a centrally planned

economy into a market economy?

+ Complex reformsare

+ What should be considered first in applying the

reforms?

+ Steps to stabilize the macro economyand let the market decide domestic and external sector prices

+ What should a country do next to reform its

economy?

+ Is privatization of large state enterprises important in

reforming?

+ Improve economic decision-making, reform trade policies and build managerial skills and a strong financial sector+ Yes, it is

contractual system, the structure of ownership and the roles of key

organization is in the economy+ What difficulties are there when carrying out reform? + Inflation and

unemployment willworsen as price controls are removed and the real economic losses of some activities are revealed Political opposition may increase There is a rise in income inequality and largechanges in the incentive structure+ What benefits can reforms bring to the economy? + They can lead to

progress in exports and the availability

of consumer goods

* Notice:

- Check students’ understanding of words’ meanings

and structures mentioned in the text

+ Complex:

Eg: This is a complex system

+ Reform(s)

Eg: Teachers have paid much attention to the reform of

teaching method recently

+ Transition (from st) (to st)

Eg: His attitude underwent an abrupt transition

+ Recommend Ving/N: suggest

+ Recommend (that) st (should) do st

Eg: I can recommend him as an extremely good

Eg: Each application should be accompanied by a

stamped addressed envelope

+ Privatization

Eg: There is a trend of privatization of state-owned

enterprises in our economy

+ Priority (over sb/st)

Eg: The government gave top priority to reforming the

legal system

+ Protection

Eg: Our medical insurance offers protection for the

whole family in the even of illness

+ Prospect:

Eg: Prospects for further expansion are very good

* Post-reading

- Ask students to summarize the text

- Check their summary

- Ask students to translate the text into Vietnamese

- Summarize the text

5 min 5 Conclusion

- Summarize the main points of the reading

- Remind students of the present participles and past

participles

UNIT 4: ADAM SMITH (1723-1790)

I Level: students – Intermediate level of English

II Aims:

- Students can know some linking verbs

- Students can understand more about a famous economist – Adam Smith

- Students can learn some words relating to business

III Time: 4.5 periods

IV Aids: Textbook: English in economics and business

- Deliver some exercises to students

- Ask students to do the exercises individually

- Check answers with the whole class

- Do the exercises

- Give answers

10 mins 3 Lesson: Exercises on page 30

- Ask students to do the exercises

- Check answers with the whole class

110

mins

A Reading comprehension

a Pre-reading:

- Give students some questions to elicit the reading:

+ Name some famous economists?

+ Do you know anything about Adam Smith?

- Introduce the content of the lesson

- Give answers:Adam Smith…

b While-reading:

- Ask students to read through the text to get the general idea

- State the main idea

- Read through the text to have the general idea

- Ask students to read the text carefully

- Elicit the meanings and usage of new words and

structures:

- Read the text carefully

- Deduce the meanings of new words and structures+ Wealth

Eg: The country’s wealth is based on trade

Eg: Since joining the Common Market, Britain’s trade

with Europe has greatly increased

+ Remain

Eg: In spite of their quarrel, they remained the best of

friends

- Ask some questions to check students’ understanding: - Give answers:

+ Who is Adam Smith?

+ Do any historical factors play a part in making

Smith’s writings important?

+ He is the first greattheorist of economics+ Yes, they do Because he wrote at the time when industrial society wasbeginning to replace agricultural society+ According to Smith, what was man concerned about?

+ Do people make contributions to society when they

are working in their self-interest?

+ According to Smith, man was concerned about his self-interest

+ Yes, they do+ What do people try to do in their lives?

+ According to the passage, what does “the basic

motivation of human nature” refer to?

+ What did Smith think of free competition?

+ People try to make their own life richer+ It refers to people’sself-interests

+ He thought that free competition is healthy and

productive in the economy

+ According to Smith, what determined wages?

+ Did he know exactly how profits were made?

+ Wages were determined by the amount of money it took to bring a worker to a factory and keep him there+ No, he didn’t + How did he think profits were made? + He thought profits

were made by workers producing more than it cost to pay their wages+ What does the division of labor mean? + It means that

countries can specialize in producing certain items that they are/were most

efficient at making+ What did Smith think was the function of

government in the economic life of a nation?

+ Smith concluded that the role of government was to ensure that the trading system remained open and free

c Post-reading

- Ask students to summarize the text

- Check students’ summary:

Adam Smith is a great theorist of economics His

researches were very important He had some

major/main hypotheses

- Summarize the text

The first hypothesis stated that the basic motivation of

human nature was people’s self-interests and free

competition is necessary and productive in the

economy

The second one concerned wages and profits The third

idea mentioned free trade as an essential tool to

produce wealth Government also played an important

role in the economy

30

mins

- Ask students to translate the text into Vietnamese

B Vocabulary exercises

- Ask students to do this exercise individually

- Check answers with the whole class

16.hypothesis

10 mins C Exercises on page 29

- Ask students to give the root of the words

- Check answers with the whole class

- Correct answers

- Do the task required

- Give answers:

1.motivation (n) –

motivate (v)2.productive (a) –

produce (v)3.agricultural (a) –

agriculture (n)4.observation (n) –

observe (v)5.worried (a) –

worry (v)6.charitable (a) –

charity (n)7.personal (a) –

person (n)8.competition (n) –

compete (v)9.division (n) –

devide (v)

10 specialization (n) – specialize (v)

11 theorist (n) – theory (n)

12 industrial (a) – industry (n)

We use these verbs to describe the subject of the

sentence, and not the actions of the verbs

- List some common linking verbs: be, seem, appear,

look, sound, taste, smell, feel, remain, become, grow,

turn

- Add more verbs: get, keep, make, sound…

- Ask students to make some examples - Make examples

The water feels coldThis coffee tastes bitter

He grew impatient

5 mins 5 Conclusion

- Summarize the main points of the reading

- Remind students of linking verbs (form and usage)

- Ask students to practise at home

I Level: students – Intermediate level of English

II Aims:

- Students can master intransitive ands transitive verbs

- Students can know and understand more about Robert Malthus

- Students can enrich their vocabulary and improve their reading skills

III Time: 4 periods

IV Aids: Textbook: English in economics and business

2 Checking previous lesson

- Ask students to translate sentences into English: - Translate into

+ When many people work in their self-interest, all of society benefits+ Học thuyết thứ 3 của Smith cho rằng tự do thương

mại trong một xã hội và giữa các nước cần thiết để sản

xuất ra của cải

+ Chính phủ có vai trò trong việc đảm bảo cho một hệ

thống thương mại mở tự do

+ Smith’s third idea was that free trade within a society and between different countries was essential to produce wealth

+ Government plays

a role in ensuring that the trading

system remains open and free+ Cô ấy rất nghèo và không có đủ tiền để đi học nhưng

tiền học bổng cô ấy nhận được sẽ giúp cô tiếp tục học

ở trường đại học

+ She is very poor and doesn’t have enough money to go

to the university but the scholarship she received will enable her to study at the university

- Check answers with the whole class - Check answers

with the whole class

- Introduce the content of this lesson

- Tell anything they know about Robert Malthus

b While-reading:

- Ask students to read through the text to get general

idea

- State the main idea: The text is about Robert Malthus

and his theory on the influence of population on the

society

- Skim the text to get general idea

- Ask students to read the text carefully and deduce the

meanings of new words in the text

- Help them with new words

- Read the text carefully and deducethe meanings of newwords

Eg: Distribution of handouts at the end of a

presentation should be concerned

in the early years of the Industrial Revolution?

+ In the early years

of the Industrial Revolution, the masses lived in terrible poverty Only rarely, and for short periods did their living standards exceed subsistence levels Most of them were hungry, badly clothed and poorly housed

+ How did Malthus’ Essay on the Principle of

population as it affects the future improvement of

society influence economic thought?

+ Its effect on economic thought was so great that economics began to

be called the

“dismal science”

+ According to Malthus, what was the main factor that

determined the size of population?

+ It was the supply

of food+ What happened when the population increased faster

than food supply?

+ According to Malthus’ theory what could lower

population size?

+ Starvation happened, especiallyfor poor families+ According to his theory, starvation, sickness and war could reduce population size.+ How can food supply be increased?

+ What do we have to do to prevent starvation?

+ Improvements in technology can increase food supply+ Improve

production+ Reduce birth rate+ Distribute the foodsupply efficiently

c Post- reading:

- Ask students to summarize the text

- Check their summary:

In the early years of the Industrial Revolution people

lived in poverty In 1787, Malthus published a book

that

affected economic thought so much

According to him, the supply of food determined

chiefly the size of the population Starvation, sickness

and war could reduce the size of population, and adjust

the population to the supply of food Till now,

Malthus’s theory remains relevant and useful for parts

of the world

- Summarize the text

- Ask students to translate the text into Vietnamese - Translate the text

into Vietnamese

8 mins C Exercise on page 35

- Ask students to do this exercise

- Check answer with the whole class

- Do the exercise

- Give answers:1.My boss wants to raise my salary because I work very hard

2.Prices are decreasing3.the size of his company is diminishing4.the city is growing

5.that company must reduce pollution6.the sun is rising7.production is falling because the workers are quitting8.their income must increase/rise or else they will leave their jobs

9.the size of this class is increasing

10 they decreased their consumption of sugar and fat to stay healthy

30 mins D Vocabulary exercise:

- Ask students to do this exercise using the words they

have learnt in the text

- Check answers with the whole class

50 mins 4 Grammar

Intransitive and transitive verbs:

 Intransitive verbs: are used without a direct objectEg: The number of people living in rural areas is

decreasing

The tree is growing rapidly

 Transitive verbs: are used with direct object

Eg: My parents raise a lot of chickens

They reduce pricesInversion of the subject and verb after negatives:

a Form:

b Usage:

Certain Advs and Adv phrases, mostly with a

restrictive or negative sense, can be placed first in a

sentence or clause and are then followed by the

inverted form of the verb The inversion of the verb is

used to emphasize

- The most important of these are shown below:

+ Hardly ever = scarcely ever

Eg: Hardly ever did they manage to meet unobserved

+ Only by this way:

Eg: Only in this way can you win her heart

Advs/Adv phrases + Aux V + S/N + V

10 mins B Exercise on page 37:

- Ask students to do this exercise

- Check answers with the whole class - Do this exercise

1 I Never has the boy written to his sister

2 C

3 I Hardly ever does it snow in this part of the country

4 C

5 C

6 I Rarely has he overslept

7 I Never will I visit her again

8 C

5 mins 5 Conclusion

- Revise intransitive, transitive verbs, inversion of the

subjects and verbs

- Ask students to practise more at home

I Level: students – Intermediate level of English

II Aims:

- Students can understand more about Karl Marx’s life and career

- Students can deal with structure “as long as”

- Students can enrich their vocabulary

III Time: 4.5 periods

IV Aids: Textbook: English in economics and business

2 Checking previous lesson

- Ask students to rewrite the sentences without

changing the meaning:

2.Seldom had they participated in such a fascinating ceremony

3 We can’t exchange tickets in any circumstances

-> Under no …

3.Under no circumstances can we

4 It wasn’t until last week that the Agriculture

Minister admitted defeat

-> Only …

exchange tickets.4.Only last week did the Agriculture Minister admit defeat

5 We stepped outside the front door, and it began to

rain

-> No sooner …

6 The plane had only just taken off when smoke

began to appear in the cabin

-> Hardly …

5.No sooner had we stepped outside the front door than it began to rain

6.Hardly had the plane taken off when smoke began to appear in the cabin

- Check answers with the whole class

- Introduce the content of the lesson

- Tell anything they know about Karl Marx

b While-reading:

- Ask students to skim the text to get general idea

- Let students read the text carefully

- Help students with new words and structures:

- Skim the text to get general idea

- Read the text carefully

Eg: this machine has stopped functioning

+ Take advantage of:

Eg: She took advantage of my generosity

Eg: motoring organizations are urging drivers not to

travel by road if possible

+ Eliminate sb/st (from st)

Eg: the police have eliminated two suspects from

their enquiry

+ Property

Eg: one condition to be a WTO member is to have

an effective system to protect intellectual property

rights

+ Source

Eg: he cited many sources for his book

- Ask questions to check students’ comprehension:

+ Whose theory was the international revolutionary

communist movement based on?

+ How was the life of workers in England and

Germany in Marx and Engel’s time?

- Give answers :+ It was based on the theory of Marx and Friedrich engels+ They worked long hours for poor pay in unsafe conditions+ How did this situation affect them?

+ Did Marx analyse worker’ working conditions in

capitalist society?

+ According to Marx, how did capitalists get rich?

+ They were shocked+ Yes, he did

+ They got rich only

by exploiting workersand holding them in alower class position+ Who produced the wealth?

+ According to Marx, what would happen to

capitalist society if workers were not taken

advantage of and not held in economic slavery

+ Workers did+ The existing societycouldn’t function

+ Where did the surplus value come from? + It was generated

when workers actually created more value from their production than they received in wages.+ What did Marx do besides writing theories? + He urged action He

believed workers should take control ofthe economic system,

eliminating social andeconomic classes and the system of private property.

+ According to Marx, why should workers eliminate

the system of private property?

+ What was Marx’s influence on the study of

economics?

+ Because the system

of private property was the source of capitalist power+ Marx’s ideas improved the study ofeconomics

* Post-reading

- Ask students to summarize the text

- Check students’ summary:

- Summarize the text

Miserable life of workers in England and Germany

affected greatly Marx and Engels and made them

write the Communist Manifesto According to Marx,

capitalists got rich by exploiting workers and taking

surplus value Moreover, Marx urged action Marx’s

ideas helped much in the study of economics

- Ask students to translate the text into Vietnamese - Translate the text

into Vietnamese

30 mins B Vocabulary exercise

- Ask students to do this exercise

- Check answers with the whole class

11.Manifesto12.surplus13.prospered14.eliminate15.functioning

+ The existing society could only function as long as

workers were taken advantage of and held in

economic slavery

+ You can ask me some questions as long as it

doesn’t take too long

As long as = so long as = during all that time, from

beginning to end

Eg:

+ I will never speak to him as long as live

+ I have lived in this house as long as have lived in

Hanoi

As long as = because

Eg:

+ As long as you’re not busy, could you help me

with this work?

+ As long as it’s such a nice day, why don’t you go

for a walk?

- Ask students to make some more examples - Make sentences

12 mins C Exercise on page 42

- Ask students to rewrite the sentence using

alternative words or expressions to make clear which

meaning of “as long as” is being used

- Rewrite the sentences

- Give answers

1 Because the movie

is free, let’s go to see

it

2 she will accept the job providing that shecan have three weeks

of vacation per year

3 during the time I live in Hanoi, my parents will not come

5 because it’s raining, I think I’ll stay at home to work

6 they will only do their homework only

if they have to, when it’s optional they

won't do it

7 because the dinner

is already cooked youshould stay to eat

8 because she is sick,she will have to stay

in hospital

- Check answers with the whole class

5 mins 5 Conclusion

- Revise the structure “as long as”

- Remind students to remember Karl Marx’s life and

his contribution to the study of economics

- Ask students to practice at home

I Level: Students – Intermediate level of English

II Aims:

- Students can know about Keynes’ life and theory

- Students can enrich their vocabulary

- Students can master gerund

III Time: 4 periods

2.Checking previous lesson

- Ask students to translate sentences into English

+ Khi bạn gặp một khách nước ngoài, bạn nên tận dụng

cơ hội để luyện nói tiếng Anh

- Translate intoEnglish

+ When you meet aforeigner you shouldtake advantage of theopportunity topractise speaking