Giáo án Tiếng Anh 12 unit 7: Economic reforms

UNIT 7: ECONOMIC REFORMS - Students read and guess the meaning of words in contexts.. Procedure: Teacher’s activities Students’ activities Notes Warm-up: 5 minutes Aims: to introduce the

UNIT 7: ECONOMIC REFORMS

- Students read and guess the meaning of words in contexts

- They read and answer questions about the texts

- They practice scanning for specific information in the texts

2 Knowledge:

- General knowledge: The changes brought about by the economic reforms.

- Language: Common knowledge of education, healthcare, agriculture,…

- New words: Words related to the topic (economic, medical and agricultural

- Integrated, mainly communicative

III Teaching aids:

-Picture, board, chalks, textbook, handouts,…

IV Procedure:

Teacher’s activities Students’ activities Notes

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?

- now: beautiful buildings,good facilities,

past: …

now: tractors, motorbikes,

…past: human’s force oranimal’s force

- the development ofeconomic

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 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

- Things seen: a village,farmers, a buffalo, somehuts,…

A poor village, of coursethe farmers lead a poor life.Build a new road, changethe cultivation methods, …

- Listen to the teacher thenread the passages

- Ask some new words ifnecessary

- Read through the text findthe new words, try to guessthe meanings of thosewords in contexts:

+ National Congresses: Đại

hi toàn quc+ renovation (n): đỉi mới

(pp):áchm phát triĨn+ inflation (n): lạm phát+ stagnant (adj): trì trƯ+ government subsidies (n):

s bao cp cđa chính phđ+ government commitment(n): cam kt cđa

chính phđ+ dissolve (v): tan rã

+ substantial (adj): lớn lao,

đáng kĨ

- Get the meaning of somemore words:

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

+ eliminate (v):…

+ intervention (n):… + Vietnamese CommunistParty

- Work individually to readthe text then choosewhether the statementsgiven are true (T) or false(F)

- Share the key with othersts

1 F 2 F 3 T

4 F 5 T

- Find in the text theevidence to prove the keys

- 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

- 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

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 do 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.

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

-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

harder.

children, especially from

…, … training.

- Listen to the teacher

- Write down the homework to

do at home

- 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:

- Discribing details in pictures

- Talking about changes the new economic reform has brought about

II Method:

- Integrated, mainly communicative

III Teaching aids:

- Pictures, board, chalks, textbook, handouts

IV Procedure:

Teacher’s activities Students’ activities Notes

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

Listen and give one’sown ideas or story ifbeing asked

- Work in pairs to discusthe three questions andfind the answers

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

- 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

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

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

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

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

Homework: (3 minutes)

Name some measures we’ve made to

promote our economic system

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

- General knowledge: Listen for specific information.

- Language: The present simple tense.

- New words: Words related to to the topic

3 Skills: - Listening and deciding on True or False statements.

- Listening comprehension

II Method:

- Intergrated, mainly communicative

III Teaching aids:

- Tape, cassetteplayer, board, chalks, textbook

IV Procedure:

Teacher’s activities Students’ activities Notes

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

S1: Drug-taking is totally

a social evil.

- Listen and repeat:

Tango

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

discourage Drug-taker rationally Ruin solution Unfortunately measures islanders

- Read the statementonce to get the maincontents

Listen to the tape and dothe task

Find evidences to each ofthe answers

Represent if being asked

- Read the questionsonce to get the maincontents

Listen to the tape and dothe task

Find evidences to each ofthe 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 –

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

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’sexplanation then correctthe answers oneself

- In groups, ask andanswer 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

- 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

II Method:

- Intergrated, mainly communicative

III Teaching aids:

- A picture, board, chalks, textbook

IV Procedure:

Teacher’s activities Students’ activities Notes

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

Do as required

Exchange the ideas withothers

Listen to the teacher

Get the task

Work in pairs to do thetask

answer the questions.

Move around to give help

Check and give remarks

+ 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

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 tocorrect oneself

Work in groups to do thetask

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