Giáo án Tiếng Anh 12 unit 7: Economic reforms

While you read : - 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 pas

UNIT 7: ECONOMIC REFORMS

A: READING

A AIMS: To help students

- To help students gain some knowledge about economic reforms in Vietnam

- To help students improve their reading skills: scanning and skimming, guessing the

meaning of words in context

- Students learn words and phrases in terms of economics and policies

B AIDS:

- English textbook for students

- English textbook for teachers

- Pictures

C Methods : Communicative approach and learner - centered approach.

I Warm-up:

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?

II Before you read :

- Ask students (to work in pairs) to open their books,

look at the pictures, and do the tasks that follow

1 What can you see in the picture?

2 Do you think that the people in this picture lead a

rich or poor life?

3 What, in your opinion, should be done to improve

the situation?

- Ask them to work in 3 minutes, meanwhile the

teacher moves around to help if necessary

- Ask some pairs to report

- Now: beautiful buildings, good facilities,

past: …

Now: tractors, motorbikes, … Past: Human’s force or animal’s force

- the development of economic

- 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,

…

- Give some remark if necessary

III While you read :

- 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 :

- 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 Ss 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:

- 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

- 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:

+ Renovation (n):

+ Under - developed (pp):

+ Inflation (n):

+ Stagnant (adj):

+ Government subsidies (n):

+ Government commitment (n):

+ Dissolve (v):

+ Substantial (adj):

- Get the meaning of some more words:

+ Eliminate (v):…

+ Intervention (n):…

+ Vietnamese Communist Party + Measure (n):……

+ Promote (v):…

+ Economic reforms (n):…

+ Land Law

- Move around to make sure that all students are

working and to help them if necessary

- Ask some students to report and give feedback

Task 3:

- Ask students to read the passage again then work in

pairs to ask and answer the suggested questions

- Walk around the class to give help if necessary

- Give suggested words, phrases or useful suggestions

- Correct the students’ work

+ Enterprises Law

- Work individually to read the text then choose whether the statements given are true (T) or false (F)

- Share the key with other Ss

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:

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 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

IV After you read :

- Ask students to work in groups 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

V Home work:

- Write a passage to say what changes you’ve seen in

your village since the year 1986 compare to the past

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

UNIT 7: ECONOMIC REFORMS

B: SPEAKING

A AIMS:

- Students can ask and answer about some World Cup

- Students learn more words and phrases in term of music

B AIDS:

- English textbook for students

- English textbook for teachers

C Methods : Communicative approach and learner - centered approach.

I Warm-up:

- Tell a short story to prove that the renovation

measures has apparently changed the social and

people’s lives positively

II Pre-speaking :

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 three

questions and find the answers

- Correct the students’ work and give remark

III While-speaking :

- Listen and give one’s own ideas or story if being asked

- Work in pairs to discus the three questions and find the answers

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

Task 2

- Explain the requirements “The country of Fantasia

started its overall reforms…”.

- Divide the class into groups, ask each group to

discuss 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 around from group to group to give help if

necessary

- Encourage students to speak out what they think even

a phrase or a singular word

 Disadvantaged (adj): in a bad social or economic

situation; poor

 Method (n): a way of doing sth

 Qualified (adj) having passed an exam or having the

knowledge, experience, etc in order to be able to do

sth

 Insurance (n): an arrangement with a company in

which you pay them regular amounts of money and

they agree to pay the costs if, for example, you die

or are ill, or if you lose or damage sth

 Irrigation (n): bringing a supply of water to a dry

area, especially in order to help crops to grow

 Drainage (n): a system used for making water, etc.

flow away from a place

 Fertilizer (n): a natural or chemical substance that

is put on land or soil to make plants grow better

 Pesticide (n): a chemical substance that is used for

killing animals, especially insects, that eat food

crops

- Insecticide (n): a substance that is used for killing

insects

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

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

IV Post-speaking :

Task 3

- Ask students to work individually to summarize what

they’ve discussed in their own words

- Move around 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

V Homework:

- Ask Ss to give name some measures we’ve made to

promote our economic system

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.

S1: What have the government and the people of Fantasia done to improve education?

S2: They have built more schools and have equipped more equipment and facilities.

S3: They also give more scholarships to poor of disadvantage students.

- Listen to the teacher

- Write down the homework to do at home

Unit 7: ECONOMIC REFORMS

C: LISTENING

A Aims

- Students can improve their listening skill: they can catch detail information from the passage

- Students can summarize the passage

B Aids

- English textbook for students

- English textbook for teachers

- Tapes and cassette

- Handouts

C Methods : Communicative approach and learner - centered approach.

I Warm-up:

- Let students play crosswords to revise the vocabulary

in Reading lesson

- Call some pairs to give the answers.

- Ask students to do task 1: discuss the question: Do

you think that drug - taking should be banned? Why

and Why not?

- Ask one pair to report what they have discussed.

II Before you listen:

- 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

- Listen to the teacher

- Play the game

- Do task 1 in pairs

S1: Do you think that drug - taking should be banned?

S2: Yes, I think so.

S1: Why so?

S2: Because taking drug is harmful to people’s health.

- 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:

- Ask students to read in chorus then individually

III While you listen:

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

Tango Discourage Drug - taker Rationally Ruin Solution Unfortunately Measures Islanders

- 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

- Answers:

1 F (in the Atlantic Ocean)

2 F (a plant which contained a powerful drug)

5 F (on TV)

6 F (nobody took any notice)

9 F (other countries)

- Listen to the teacher’s explanation then correct the answers onself

- 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 which contained a powerful drug.

2 They grew it all over the island.

3 The negative effects the drug brought about were:

- Check and give remarks.

- Call some students to say out their answers and the

evidences they get to prove their answers

IV After you listen:

- In group, ask students to discus the guided question,

find the answer

- Move around to help if necessary

- Give remarks or even suggestions

V Homework:

- Imagine you are an MP of Tango what would you do

to solve the problem

- Workers and farmers became lazy,

- Children did not want to go to school, and

- The whole population began to run short of food.

4 The government took three measure: introduced a law to make the drug illegal, put the drug - takers into prison, and exported the drug to other

countries.

5 Eventually they decided to 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

S

Fill in the box with the words which means…

Down:

1 to become or to make sth become liquid

2 a soft silver-white metal that is often mixed with other metals

3 a large area of land in the countryside that is owned by one person or family

Across:

1 to be more powerful, important or noticeable than others

2 a general rise in prices; the rate at which prices rise

3 not flowing and therefore dirty and having an unpleasant smell

4 a person who buys things or uses services

5 bring something such as a building back to a former better state by means of repairs, redecoration , or remodeling

6 to find an answer to a problem

7 the teaching or training of people, especially in schools

Answers: