Giáo án Tiếng Anh 12 unit 7: Economic reforms

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
e
5'

7'

8'

Teacher’s activities
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.

Ss’ activities
Whole class
suggested –
answers :
1. About
schools
2. In picture 2 ,
the school is bigger
with tall buildings
and a large
playground...

Whole class

Tim
e

13'

Teacher’s activities
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
G's renovation
Before DM
After DM
measures
Economy :....
export :
country and
farmers :
people : ...
workers :
production :

children :
shortages :
financial
problem:
- 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

Ss’ activities

Whole class

Group work


Tim
e

10'
2'

Teacher’s activities

Ss’ activities

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:

Teacher’s activities
Students’ activities
I. Warm-up (4’):
- Show two pairs of pictures of schools and
hospitals ask Ss to tell the differences between - Look at the pictures and tell the
the two pictures
differences between them
- Lead Ss to the lesson: Thanks to the
+ The class rooms were small and badeconomic reform, the school has changed a
equiped in the past but now they are
lot. Today we’re going to learn how to talk
larger and well-equiped.
about the changes that economic reforms has
+ The school gate are now higher and
brought about
bigger than that in the past
II. New lesson (35’)
....
Pre-speaking
* Vocabulary
- Introduce some vocabulary
+ curriculum (n):
+ facility (n):
+ insurance (n):
- Listen to the teacher
+ irrigation (n):
- Look at the board and take notes
+ drainage (n):
- Practise reading the words
- Model the exchange:

What has the Government done to improve
our education?
The Government has built more schools in
- Practise reading the model in pairs
mountainous areas.
- Two pairs stand up and read the
- Tell them to use the present perfect in those
exchange
sentences
While-speaking
* Task 2:
- Pay attention to the present perfect
- Ask students to discuss in groups to suggest
tense
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
- Work in groups to discuss the things
the Government and the people of
*Task 3:
Fantasia have done to improve
- Ask Ss to report what they’ve discussed in
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
Time
5'

Teacher's Activities

Ss' Activities

I. Warmer:
Look at the picture and answer the questions
Whole class

5'

6'

10'

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/
individually

Group work

Individually

Whole class


Time

7'

10'

2'

Teacher's Activities
Ss' Activities
- 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.
Group work
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 Whole class
better solution? why/ why not?"
Group work
- T. summaries the effects of drug taking
IV/ Homework
- Write a short paragraph about the effects of drug taking and
solution.
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:
Time
5'

10'

20'

Teacher’s activities
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.

Ss’ activities
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.


9'
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
e
5’

5’

7’

20’

7’

Teacher’s activities
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
Clause
Main clause
Though
Even though
- 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….

Students’ activities
- 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


Tim
e

1’

Teacher’s activities
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.

Students’ activities
S3. Though he was hungry

S4. He didn’t eat anything
- To complete the
following sentences
using your own
ideas. (Group work)