- Ask students to read the passage again then work in pairs to ask and answer the questions given in the task.. - Walk round the class to give help if necessary.[r]
(1)Date of teaching Class Absent students 12C1
Period 37
UNIT SEVEN: ECONOMIC REFORMS LESSON ONE : A – READING A Objectives
1 Aims: By the end of the lesson, Ss will be able to: - Guess the meaning of words in context
- Scan the reading text for specific information about the topic - Express ideas about changes in Vietnam since Doi Moi Knowledge
- Vocabulary: + eliminate (v):… + intervention (n):…
+ Vietnamese Communist Party + measure (n):……
+ promote (v):…
+ economic reforms:… + Land Law: …
+ Enterprise Law: … - Structure: + What can you see ? + Do you think…?
+ What, in your opinion, should…? Skill
- Main skill: reading
- Sub-skills: speaking and writing
B Method: Integrated, Main Communicative C Teaching aids:
- Teacher: Sub - boards, pictures. - Students: Textbooks
D Procedure:
Teacher’s activities Students’ activities * Check Ss during the lesson
I Warm-up: (5 minutes) - Ask Ss some questions:
1 Can you name some differences between schools (hospitals, houses) now and the past ten years?
2 How farmers transport their farming products now and how did they ten years ago?
3 What make all of these changes?
- Individual work Suggested ideas:
1 + Now: beautiful buildings, good facilities,
+ In the past 10 years: a lot of small thatched houses……
(2)- Lead Ss to the new lesson II Before you read : (7 minutes)
- Ask students to work in pairs, open their books, look at the pictures, and discuss to answer the questions given
+ What can you see ? + Do you think…?
+ What, in your opinion, should…? - Ask them to work in minutes,
meanwhile the teacher moves round to help if necessary
- Ask some pairs to report their answers - Give feedback afterwards
III While you read : (23 minutes)
- Play the tape once for Ss to listen to the reading passage
- Ask Ss to the task 1 Activity 1:Task :
- Remind Ss of some strategies to the task
+ Read through the words/ phrases first + Turn back to the reading passage to locate the word/ phrase
+ Read the sentence that contain the word/ phrase carefully and guess the meaning in the context
- Ask students to work in pairs to the task
- Call on some Ss to give Vietnamese equivalents of the following words and phrases
- Provide feedback afterwards
- Explain some more new words/phrases + eliminate (v):…
+ intervention (n):…
+ Vietnamese Communist Party + measure (n):……
+ promote (v):…
animal’s force
3 The development of economic/ The economic reforms
- Listen carefully
- Pairs work * Suggested keys
+ Things seen: a village, farmers, a
buffalo, some huts/ small thatched houses, …
+ A poor village, of course the farmers lead a poor life
+ Build a new road, change the cultivation methods, apply new farming techniques…
- Listen to the tape and read the text in silence
- Work in pairs to follow T’s instructions to the task
* Suggested answers:
1 National Congresses: Đại hội toàn quốc
2 renovation (n): đổi
3 under-developed (pp):¸chËm ph¸t triĨn
4 dominate (v): chi phối, thống trị stagnant (adj): trì trệ
6 inflation (n): lạm phát
7 Government subsidies (n): sù bao cÊp cña chÝnh phñ
8 Government commitment (n): cam kÕt cña chÝnh phñ
9 dissolve (v): tan r·
10 substantial (adj): lớn lao, đáng kể
(3)+ economic reforms:… + Land Law: …
+ Enterprise Law: …
- Ask Ss to read after the teacher 2 Activity 2:Task 2:
- Ask students to read the passage again and choose whether the statements given are true (T) or false (F)
- Remind Ss of some strategies to the task if necessary
- Ask them to work individually to the task and give the evidence to prove their answers
- Move round to make sure that all students are working and to help them if necessary - Ask some students to report their answers - Ask for comments from other Ss and give feedback afterwards
3 Activity 3:Task 3:
- Ask students to read the passage again then work in pairs to ask and answer the questions given in the task
- Walk round the class to give help if necessary
- Give suggested words, phrases or useful suggestions
- Call on some pairs to present their answers before the class
- Give feedback and correct answers
IV After you read : (8 minutes)
- Ask students to work in group to scan the text again
- Ask Ss to summarize the reading text based on the suggested points
- Encourage them to use their own words - Ask one or two representatives of the
- Read in chorus
- Work individually to read the text then choose whether the statements given are true (T) or false (F)
- Discuss the answers with another student F F T F T - Find in the text the evidence to prove the answers
- 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 and
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. 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 … - Group work
* Suggested ideas:
Vietnam before Doi Moi: - economy: under-developed - country: poor
(4)groups to report before class
V Home work: (2 minutes) - Ask Ss to
+ summarize the text
+ learn by heart the new words
- production: stagnant
- shortage of schools, hospitals
→ inflation in every sector of the economy Renovation measures:
- eliminated government subsidies - shifted economic priority from heavy industry to three major economic programmes…
- reduced state intervention in business - opened trade relations with all countries in the world
- encouraged domestic and foreign private investment.
Vietnam since Doi Moi:
- productivity and agricultural exports have constantly increased
- farmers have enjoyed land use rights……
- workers have worked harder
- children, especially those from ethnic minorities have had more opportunities to enjoy education and training.
- Listen to the teacher
(5)- Asking students: Who’s absent today?
Date of teaching Class Absent students 12C1
12C5
Period 38
UNIT SEVEN : ECONOMIC REFORM LESSON TWO: B - SPEAKING A Objectives
1 Aims: By the end of the lesson, Ss will be able to: - Describe the pictures of changes in economy
- Talk about measures and effects of the economic reforms in Fantasia - Compare with those in Vietnam
2 Knowledge
- Vocabulary: facility, fertilizer, insecticide, pesticide, dyke, dam, scholarship - Structure: + They have………… so ……
+ Due to the ……… + Thanks to the……… + By applying……… Skill
- Main skill: speaking
- Sub-skills: listening and writing
B Method: Integrated, Main Communicative C Teaching aids:
- Teacher: Textbook, Sub - board, handout - Students: Textbook
D Procedure:
Teacher’s activities Students’ activities * Check Ss during the leson
I Warm-up: (4 minutes)
Game: Scrambled word: AGNSCHE Expected answer: CHANGES
II Pre-speaking : (10 minutes) Task 1
- Work in groups of or to unscramble the word
(6)- 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 three questions and find the answers - Correct the students’ work and give remark
- Call some pairs to practise asking and answering the questions
- Provide feedback afterwards
III While-speaking : (18 minutes) Task 2
- Explain the requirements “The country of Fantasia started its overall
reforms…”.
- Explain the new words/phrases: + facility
+ fertilizer + pesticide + insecticide + dyke + dam
+ scholarship
- Divide the class into groups of - Ask each group to discus a section: Education, Health care and Agriculture - Guide students to work 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
- Work in pairs to discus the three questions and find the answers * Suggested keys
A: What does each pair of pictures tell you?
B: It tells us the contrast between the present and past situations.
A: What changes can you see in each pair of pictures?
B: The new school and factory are much bigger and more beautiful than the old ones.
A: What you think people have done to achieve these changes?
B: They must have taken some renovation measures
- Listen carefully
- Listen then take note
Group 1: Education
S1: The government of Fantasia has changed 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
(7)V Post-speaking : (10 minutes) Task 3
- Ask students to work in the previous groups to summarize what they’ve discussed in Task
- Move round to check the activities and to make sure that Ss are working
effectively
- Ask one or two representatives of the groups to report in front of the whole class
- Ask for feedback from other Ss and provide feedback afterwards
V Homework: (3 minutes)
- Ask Ss to name some measures we’ve made to promote our economic system
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. 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. - Work in groups to the task
- Report their groups’ discussion when being asked
(8)- Asking students: Who’s absent today?
Date of teaching Class Absent students 12C1
12C5
Period 39
UNIT SEVEN : ECONOMIC REFORM LESSON THREE: C - LISTENING A Objectives
1 Aims: By the end of the lesson, Ss will be able to: - Know the harm of taking drug
- Listen for specific information
- Listen for understanding of the listening passage Knowledge
- Vocabulary: + inhabitant (n) + discourage (v) + drug-taker (n) + islander (n) + rational (adj):
- Structure: + discourage sb from doing sth: + run short of: thiếu
+ take measures to sth: ¸p dơng biƯn ph¸p…
3 Skill
- Main skill: listening
- Sub-skills: speaking and writing
B Method: Integrated, Main Communicative C Teaching aids:
- Teacher: Textbook, tape, cassette player, handouts - Students: Textbook
(9)Teacher’s activities Students’ activities * Check ss during the lesson
I Warm-up: (5 minutes) Guessing game: What is it?
- Read some cues and ask Ss to listen and guess what it is
- Award good marks to the first student to successfully guess the word
Cues:
1 It is a white substance used as a pain-killer
2 It is also an illegal substance that some people take because of its pleasant effects It contributes to violence and crime among the people who use it
4 A few people are buying and selling it illegally
II Pre-listening: (8 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
+ inhabitant (n) c d©n
+ discourage (v) làm nản lòng
discourage sb from doing sth: thuyết phục không làm
+ drug-taker (n) ngêi sư dơng ma t
+ islander (n) ngời dõn o
+ run short of: thiếu
+ take measures to sth: ¸p dơng biƯn ph¸p…
+ rational (adj): cã lÝ trÝ
- Ask students to read in chorus then individually
Listen and repeat:
- Play the tape once for Ss listen to the tape
- Play the tape again and ask Ss to repeat after the tape
- Listen to the teacher - Guess the word
The word to guess: Drug
- 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 then take note
- Read in chorus * Listen and repeat
(10)III While-listening: (20 minutes) 1 Activity 1: Task 1:
- Ask students to read through the statements to understand them
- Ask them to guess the information in each sentence they should focus on
- Play the tape once then check how many answers students can find
- Play the tape again
- Check and give correct answers by playing the tape one more time and pausing at the points that contain the answers
- Call some students to say out their answers and the evidences they get to prove their answers
- Give feedback afterwards
2 Activity 2:Task 2: (Adaptation) Listen to the tape and fill in the missing information in each answer to the questions given in the Task
1 They discovered ……….which contained a …………
2 They ……… the plant all over the island
3 The negative effects that the drug bought about:
+ workers and farmers ……… + children did not want to………… + the whole population began to …………
4 The Government took three measures: + introduced a law to make the drug ………
+ put the ………into prison
+ ………….the drug to other countries Eventually they decided to ………… to other countries
- Explain the task
- Play the tape times for Ss to listen and the task
- Call some Ss to give their answers before the class
- Check with the whole class and provide feedback afterwards
- Read the statements once to get the main contents
- Listen to the tape and the task - Find evidences to each of the answers
- Represent if being asked
* Expected answers:
1 F 2 F 3 T 4 T 5 F 6 F 7 T T F
- Read the statements to guess what information they need to fill in each blank
- Listen to the tape and the task - Compare the answers with a partner * Expected answers:
1 a plant grew
3 + became lazy + go to school + run short of food
4 + illegal + drug-takers + exported
5 export the drug - Listen carefully
(11)IV After you listen: ( 10 minutes) - Ask Ss to work in groups to discus the questions given to find the answer - Give suggestions
- Move around to help if necessary
- Call on one or two representatives of the groups to present their groups’ answers - Provide feedback
V Home work: ( minutes)
- Ask Ss to learn by heart the new words and summarize the main points of the listening text
- In groups, discus the question and find out the answers
* Suggested answers:
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 governments/ countries will face the same problems as theirs…… - Listen to the teacher and write down homework to at home
- Asking students: Who’s absent today?
Date of teaching Class Absent students
12C1 12C5
Period 40
UNIT SEVEN : ECONOMIC REFORM LESSON FOUR: WRITING
A Objectives
1 Aims: By the end of the lesson, Ss will be able to:
- Write a report on the economic reform of a country, using the information given in the table
- Make a comparison with that of Vietnam Knowledge
- Vocabulary:
+ stagnant (adj), to be in ruins,under-developed (adj), rise (v, n), increase (v, n), decrease (v, n), slight (adj) – slightly (adv), steady (adj) – steadily (adv) sharp (adj) – sharply (adv), dramatic (adj) – dramatically (adv)
- Grammar: - simple past Skill
- Main skill: writing
- Sub-skills: speaking and listening
B Teaching method: Integrated, Main Communicative C Teaching aids:
(12)- Students: Textbook D Procedure:
Teacher’s activities Students’ activities * Check Ss during the lesson
I.Warm up (5’) Net-work:
fishery
II.Pre-Writing (15’)
- Elicit the vocabulary and structures for the writing
- Help Ss with information items, necessary expressions (the outline) for their writings
* Introduction part: the economic situation of Tango before 1980 The beginning provided in the textbook: 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.
- Instruct Ss to give more ideas for this part For example:
+ To solve the problems, the reforms were made / carried out in some sectors of the economy.
+ Therefore/ thus it was necessary for the Government of the country to take the suitable measures.
* Body part: specific measures taken by the Government and the people of Tango
- Elicit the measures for each branch: + Agriculture: introduce/apply new and advanced farming techniques…… + Fishery: invested money to buy ships
- Work in groups of or to find out as many branches of economy as possible * Expected answers:
- fishery - agriculture - forestry - industry - construction - export - tourism …………
- State the words/phrases that they have learnt
+ stagnant (adj) + to be in ruins
+ under-developed (adj) + rise (v, n)
+ increase (v, n) + decrease (v, n)
+ slight (adj) – slightly (adv) + steady (adj) – steadily (adv) + sharp (adj) – sharply (adv)
+ dramatic (adj) – dramatically (adv)
- Listen and take note
(13)and modern equipments for off-shore fishing….
+ Forestry: protect and reserve forests, plant more tree…
+ Industry: domestic and foreign investment in high-tech machines for factories….
+ Construction: more houses, infrastructures needed because of higher living conditions ……
+ Export: products of the branches not only enough for domestic consumption but also for export…………and expand the export to many countries…
* Conclusion part: achievements (as presented in the table)
+ Thanks to the proper/appropriate measures, the great achievements were made…….
+ There was a
steady/sharp/dramatic…
increase/decrease in the growth of……. + The rate of growth in
………….increased/ decreased steadily/ sharply/ … from ……% in 1980 to ……% in ……
+ The branch which had the highest rate of growth was …… (from ……% in ……to … % in ……).
………
III.While-Writing (15’)
- Set the scene: Now you are going to write a report on the economic
development of Tango, using the suggestions and the data in the table given
- Have Ss work in groups of to the task
- Go around observing and offering help when necessary
- Collect Ss’ mistakes for later correction
IV.Post-Writing (8’)
- Have Ss exchange their writings with another group for peer correction
- Listen and take note
- Work in groups of to discuss and write the report
- Take note
(14)- Write the typical mistakes on the board and ask Ss to give feedback - Correct the mistakes afterwards - Choose or writings to correct before the class
V Homework (2’)
- Ask Ss to rewrite the letter at home
- Take note
- Correct their friends’ writing
- Give feedback to the mistakes that the T have collected
- Copy down the corrected ones
- Write down the task to it at home
- Asking students: Who’s absent today?
Date of teaching Class Absent students
12C1 12C5 Period 41
UNIT SEVEN : ECONOMIC REFORM LESSON FIVE: E - LANGUAGE FOCUS A Objectives
1 Aims: By the end of the lesson, Ss will be able to:
- Know how to pronounce weak/strong forms of auxiliaries
- Know the use of adverbial clause of conccession and all exercises fluently Knowledge
- Vocabulary:
+ stagnant (adj), to be in ruins,under-developed (adj), rise (v, n), increase (v, n), decrease (v, n), slight (adj) – slightly (adv), steady (adj) – steadily (adv) sharp (adj) – sharply (adv), dramatic (adj) – dramatically (adv)
(15)- Main skill: writing
- Sub-skills: speaking and listening
B Teaching method: Integrated, Main Communicative C Teaching aids:
- Teacher: Board, cassetteplayer, chalks, textbook and notebook. - Students: Textbook
D Procedure:
Teacher’s activities Students’ activities I Warm up: (5 minutes)
- Introduce the lesson to the students - Give an example
eg: A- Can you speak English? B- Yes, I can
- Read then Ask Ss “ What is the different between the auxiliaries “ can” ?
II 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.
III 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 the exercises
- Listen to the teacher
- Answwer
- Get the teacher’s explanation Can /kæn/ (str) /kən/ (w) Could /kud/
Must /mLst/ (str) /məst/ (w) Have /hæv/
Has /hæs/ Do /du/ Does /dLz/ Is /iz/ Am / æ m/ Will /wil/ Shall /∫æl/
Practice reading in chorus or individually
- Listen carefully
(16)- Divide the class into groups, ask them to the exercises
- Walk round to give help if necessary - Correct the students’ work if necessary
IV 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 to correct the second test at home
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
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