Giáo án Tiếng Anh 12 unit 7: Economic reforms

corrects * Expected answers : G1 : Economy : underdeveloped , and dominated by Traditional agriculture country and people : poor production : stagnant shortages : schools and hospita

GIÁO ÁN TIẾNG ANH 12

Unit 7: Economic reforms

Lesson 1: Reading

I Aims: By the end of the lesson Ss will be able to:

- read for specific information

- express their ideas about chances in Vietnam since Doi Moi

II Teaching – aids: pictures, textbook, posters

III Procedures:

Tim

5'

7'

8'

I WARMER:

- Show 2 pictures of the schools on page 77 – textbook

Questions:

1 What are two pictures about?

2 What the changes can you see in the pictures?

- Lead in the topic by asking question:

? What have people done to achieve these changes?

II PRE – READING:

- Teaching vocab

renovation ( n) :

dominate ( v ):

stagnant (adj):

inflation (n):

dissolve (v):

substantial (adj):

government subsidies:

government commitment:

- Checking vo by matching the new words with their

meanings

III WHILE – READING:

* Task 1: Ask Ss to read the text and answer the questions

1 When and by whom was Doi Moi officially initiated?

2 What was the aims of Doi Moi?

3 What do we believe?

- T checks

Suggested answers:

1 It was officially initiated in 1986 by our Vietnamese

Communist Party.

Whole class

suggested – answers :

1 About

schools

2 In picture 2 , the school is bigger with tall buildings and a large

playground

Whole class

13'

2 Its aim was to restructure the national economy and to

raise the living standard of the people.

3 We believe that with the strong commitment of the Party

and government to Doi Moi, we will greater achievements

and build a better life for our people.

* Task 2: Fill in the table :

- T divides class into 3 Gs Ask each group to find

information from the text to fill in the table on poster

G1 : before DM

G2 : G's renovation measures

G3 : After DM

Before DM G's renovation measures After DM

Economy :

country and

people :

production :

shortages :

financial

problem:

-export : farmers : workers : children :

- Ask Ss to hang their posters on board

- T corrects

* Expected answers :

G1 : Economy : underdeveloped , and dominated by

Traditional agriculture

country and people : poor

production : stagnant

shortages : schools and hospitals

financial problem : inflation

G2 :

- eliminating G subsides

- shifting economic priority from heavy industry to 3 major

economic programs : production of food , production of

consumer goods and production of exports

- opening trade relations with all countries in the world

- reducing the state's intervention in business

- encouraging foreign and domestic private investment

G3

export : productivities and agricultural have increased

farmers : have enjoyed land use right , had greater

choice to use their agricultural land

Whole class

Group work

10'

2'

workers : have worked harder

children : particularly those from ethnic minorities have had

more opportunities to enjoy education and training

IV – Post reading

- Each group depends on the information in task 2 to present

V – Homework :

Rewrite the G' renovation measures and the achievements

Group work

Unit 7: Economic reforms

Lesson 3 Speaking

I Aims.

After this period Ss can talk about changes the new economic reform has brought about

II Method: integrated, mainly communicative

III Teaching aids: textbook

IV Procedure:

I Warm-up (4’):

- Show two pairs of pictures of schools and

hospitals ask Ss to tell the differences between

the two pictures

- Lead Ss to the lesson: Thanks to the

economic reform, the school has changed a

lot Today we’re going to learn how to talk

about the changes that economic reforms has

brought about

II New lesson (35’)

Pre-speaking

* Vocabulary

- Introduce some vocabulary

+ curriculum (n):

+ facility (n):

+ insurance (n):

+ irrigation (n):

+ drainage (n):

- Model the exchange:

What has the Government done to improve

our education?

The Government has built more schools in

mountainous areas.

- Tell them to use the present perfect in those

sentences

While-speaking

* Task 2:

- Ask students to discuss in groups to suggest

what the Government and the people of

Fantasia have done to improve

- Call two good Ss to do as an example

- Go around and offer help

*Task 3:

- Ask Ss to report what they’ve discussed in

- Look at the pictures and tell the differences between them

+ The class rooms were small and

bad-equiped in the past but now they are larger and well-equiped.

+ The school gate are now higher and bigger than that in the past

- Listen to the teacher

- Look at the board and take notes

- Practise reading the words

- Practise reading the model in pairs

- Two pairs stand up and read the exchange

- Pay attention to the present perfect tense

- Work in groups to discuss the things the Government and the people of Fantasia have done to improve education/ health care/ agriculture

Teacher’s activities Students’ activities

their groups

- Give feedback

Post-speaking

*Task 3: Talk about the changes that the

economic reform has brought to your village

- Give some cues and ask them to give

examples

+ roads

+ houses

+ play grounds

+

- Ask Ss to work in groups to prepare

- Go around to offer help

- Have 3 Ss to present in front of the class

- Give comments

III Homework (3’)

- Assign homework and give suggestions

- The representative of each group reports what his/her group have discussed

- Work in groups to talk about about the

changes that the economic reform has brought to your village

E.g: The roads to the town has been

widened.

The houses in our villages bigger and has more sets of televisions, radios and mortobikes.

- Stand up and present their ideas in front of the class

- Give feedback

- Write about the changes in your village since the economic reform

Unit 7: Economic reforms

Lesson 4: Listening

I Aims: By the end of the lesson, Ss will be able to:

- Listening for the understanding of the passage

- Listening for specific information

- Listen to the tape about the inhabitants of Tango Island and do T/ F statements; gap filling

II Teaching aids: Chart, posters, CD player

III Procedure

5'

5'

6'

10'

I Warmer:

Look at the picture and answer the questions

1 Is he strong or weak ? ( what does he look like ? )

2 Why is he weak ? ( What makes he weak ?)

3 What effect is he going to suffer from?

- T gives more information

 Lead into the lesson

II Pre- listening

1 Vocabulary

- inhabitant(n)- (definition): people who live at a place

- discourage (v) - ( antonym): encourage

- be in ruins(v) - (explanation) = be destroyed

- run short of (v) (synonym) : not have enough of sth

- take measures to do sth - (explanation) : ỏp dụng biện phỏp

làm gỡ

* Teacher asks Ss to make up sentences with the above words/

phrases

2 True/ false predictions

- T asks Ss to guess the statements in task1 (page 79)

III While - listening

1 Task 1: (page 79)

- T plays the tape the 1st time and asks Ss to give the answers

- T plays the tape the 2nd time and corrects

Whole class

Whole class/ individually

Group work

Individually

Whole class

Time Teacher's Activities Ss' Activities

7'

10'

2'

- T plays the tape once more and asks Ss to repeat some

sentences

2 Task 2: Complete the sentences with words or phrases you

hear.

a/ They _ the plant all over the island and they _

the drug every day

b/ Using drug stopped people _ the future and enabled

them to

c/ The workers and the farmers became , the children

want to go to school and the whole population began to

run short of

d/ The government introduced a to make the drug

illegal, put the drug- takers into _ and _ the drug to

other countries

- T plays the tape again

- T calls on some Ss to write their answers on the board and

then correct

III Post - listening

- Sts discuss the question: "Do you think that the Government

of Tango's decision to export the drug to other countries was a

better solution? why/ why not?"

- T summaries the effects of drug taking

IV/ Homework

- Write a short paragraph about the effects of drug taking and

solution

Group work

Whole class Group work

Whole class

Unit 7: Economic reforms

Lesson 5: Writing

I Aims:

By the end of the lesson the sts will be able to write a report (about 150 words) on the economic development of Tango

II Aids: Textbooks, handouts.

III Procedures:

5'

10'

20'

I Warmer:

- Teacher asks the sts to write the branches of economy

* Branches of economy

II Pre-writing:

* Pre-teach vocabulary:

- proper policy:

- reform

- be in ruin Gets the sts to practice the words

- trade relation

- investment

Task 1

- T asks the sts to answer the questions in the book

1 What was the economic situation in Tango before 1980?

Feedback from the teacher

Suggested answers:

1 The economic situation in Tango before 1980 was in

ruins.

2 The economic situation inTango from 1980 to 2000

became much better.

3 The government and the people of Tango have had

proper policies to farmers and workers.

III While-writing:

1 Making an outline:

Teacher asks the sts to answer the questions:

+) What was the economic situation in Tango from 1980 to

2000?

Suggested answer:

The economic situation in Tango increased rapidly from

1980 to 2000

+) What are the measures taken by the government and the

people of Tango to overcome the problems?

Suggested answer:

- Open trade relations

Students go the board and write down the branches of economy

Sts read the words after the teacher

Sts work in pairs

to answer the questions

Sts answer the questions in groups, writing down the answers

to make outlines

1'

- Encourage foreign and domestic investment

- Reaffirm its commitment and call for more administrative

and economic reforms

+ What have the Tango achieved in economy in

agriculture, and export?

Teacher asks the sts to describe the table in the book

Teacher asks the sts to write a report basing on the outline,

beginning with:

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

IV Post-writing:

Teacher hangs the posters on the board and corrects them

V Homework:

Teacher asks the sts to write the report individually at home

Sts write in groups

Correct their writing

Do the task at home

Unit 7: Economic reforms

LESSON 6 : Language focus

I.Aims:

After the lesson Ss will be able to :

Help Ss how to read strong and weak forms of auxiliaries

Help SS how to use adverbial clauses of concession (al)though/even though/(revision)

II Teaching aids : textbook, poster….

III Steps:

Tim

5’

5’

7’

20’

7’

1 Warm up: (whole class)

- Listen to an English song and ask Ss tell again words or

phrases that they heard “Big big world”

2 Pronunciation:

- Teach Ss how to pronounce the forms (P 81)

- Use “ clapping “ techniques to get Ss practise the forms

again

- Get Ss to practice the mini-dialogues

3 Grammar

3 1 Presentation

Let Ss listen to the song again then ask them questions:

- Can you hear all the sentences of the song?

- Do anyone know its title?

Give out the sentence:

- Although you can not hear all the words, you still know the

name

- Feed back( give the meaning and usage)

Although

Though

Even though

Clause Main clause

- Ask Ss to give an example

3.2 Practice

* Game: Finding Friends ( Task 2 )

- Give handouts ( Cards with cut sentences – One Ss reads the

rest listen then choose suitable sentence that matches well

with it )

3.3 Post- Practice

- Ask Ss to do Exercise 3 ( Page 83 )

Ex 2 : Complete the sentences use although + clause from the

box

Although I was very tired, I couldn’t sleep

Although I had never seen…., I recognized her….

- Listen and tell again

- Listen to the teacher

- Practise the forms

in chorus

- Practise the forms individually

- Answer

- Ss to give their remark

- Group work

- Stick on the board

if acceptable S1 We still went out S2 Although it rain heavily

1’

Although it was pretty cold, ….

Although I didn’t speak the language…

Although we don’t like them very much….

Although I met her twice before…

Although we have known each other for a long time…

- Check and comments

5 Homework

- Review the grammar at home

- Do exercise 1 and 2 again

S3 Though he was hungry S4 He didn’t eat anything

- To complete the following sentences using your own ideas (Group work)