Giáo án Tiếng Anh 12 unit 7: Economic reforms

GIÁO ÁN ENGLISH 12
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.
Teacher’s activities

Students’ activities

I. Warm-up:
Aims: To introduce the topic of the lesson and to raise
students' interest.

- Now: beautiful buildings, good facilities,..

- Tell the class the the differences between schools
past: ….
(hospitals, houses) now and the past ten years.
- How do farmers transport their farming products Now: tractors, motorbikes, …
now and how did they do ten years ago?
Past: Human’s force or animal’s force.
- What make all of these changes?

-

the development of economic.

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 .

- 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,
…


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- Give some remark if necessary
III. While you read :
- Ask students to look through the passage and read in - Listen to the teacher then read the passages
silence
- Ask some new words if necessary
- Help students read the passage

- Explain pronunciation and meaning of new words which
appear in the passage
Task 1 :

- Read through the text find the new words, try to
guess the meanings of those words in contexts:

- Ask students to read through the text once to find out
+ National Congresses:
some new words, guess the main idea.
- Explain new words (give the Vietnamese + Renovation (n):
equivalents), guide the Ss to get the main contents of + Under - developed (pp):
the reading text.
+ Inflation (n):
- Ask students to work individually in 3 minutes to do
+ Stagnant (adj):
this task.
- Guide students to read through the passage , then + Government subsidies (n):
focus on only the sentences surrounding the suggested
+ Government commitment (n):
words to do the task effectively.
+ Dissolve (v):
- Give students some more words that may be new /
unfamiliar to them.
+ Substantial (adj):
- Guide the students to read the word in chorus and - Get the meaning of some more words:
individually.
+ Eliminate (v):….
+ Intervention (n):…..
+ Vietnamese Communist Party

+ Measure (n):……
Task 2:

+ Promote (v):…..
- Ask students to read the passage again and choose
+ Economic reforms (n):…..
whether the statements given are true (T) or false (F).
- Ask them to work individually to do the task and give + Land Law
the evidence to prove the keys.


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- Move around to make sure that all students are + Enterprises Law
working and to help them if necessary.
- Ask some students to report and give feedback.
Task 3:

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

- Ask students to read the passage again then work in
pairs to ask and answer the suggested questions.
- Share the key with other Ss.
- Walk around the class to give help if necessary.

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…?

- Give suggested words, phrases or useful suggestions.

B: eliminated government subsidies. shifted
economic priority…..of export. reduced state
intervention in business. open trade relation…..the
world.
encourage foreign……investment.

- Correct the students’ work.

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


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IV. After you read :
- Ask students to work in groups to scan the text again.

and poor people – production stagnant – shortage
of schools, hospitals – inflation.
Renovation measures:

eliminated government subsidies - shifted economic
- Ask them to work in small groups of three or four to priority…of export - reduced state intervention in
talk about the text based on the suggested points.
business open trade relation…the world encourage foreign……investment.
- Encourage them to use their own words.
- Ask one or two pairs to report.

VN since DM: productivity and agricultural export
-farmers have enjoyed…workers have worked
harder. children, especially from …, … training.

V. Home work:
- Write a passage to say what changes you’ve seen in - Listen to the teacher
your village since the year 1986. compare to the past.
- Write down the homework to do at home.

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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.
Teacher’s activities

Students’ activities

I. Warm-up:
- Tell a short story to prove that the renovation - Listen and give one’s own ideas or story if being
measures has apparently changed the social and asked.
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”

- Work in pairs to discus the three questions and find
the answers.
A: What does each pair of picture tell you?

- Ask students to work in pairs to discus the three B: It tells us the contrast between the present
questions and find the answers.
and past situations.
- Correct the students’ work and give remark.
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.
III. While-speaking :

- Correct the answers oneself.


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Task 2

Group 1: Education

- Explain the requirements “The country of Fantasia
started its overall reforms…”.

S1: The government of Fantasia has changed the
curriculum and textbooks.

- Divide the class into groups, ask each group to S2: They also provided schools with more
discuss a section: Education; Health care; Agriculture
equipment and facilities.
- Guide the students how to speak by giving them S3: They build more schools and raised the

useful suggestions:
teachers’ salaries.
+ They have………… so ……

S1: It is obvious that they……

+ Due to the ………

Group 2: Health care

+ Thanks to the………

S1: Many hospitals have been built as well as the
doctors’ and nurses’ salaries have been raised.

+ By applying………

S2: Due to the government’s policy, many more
- Walk around from group to group to give help if highly qualified doctors have worked to improve the
necessary.
people’s health.
- Encourage students to speak out what they think even Group 3: Agriculture
a phrase or a singular word.
S1: Fantasia has applied appropriate policy to
− Disadvantaged (adj): in a bad social or economic encourage farmers to work more efficiently, and
situation; poor
they have built more dykes and damps, irrigation
− Method (n): a way of doing sth
and drainage systems.
− Qualified (adj) having passed an exam or having the

knowledge, experience, etc. in order to be able to do S2: They’ve also applied new and advanced farming
sth
techniques, more facilities and equipment.
− Insurance (n): an arrangement with a company in
which you pay them regular amounts of money and S3: They use fertilizers, pesticides and insecticides
they agree to pay the costs if, for example, you die
to protect their crops.
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. S1: The government of Fantasia has changed the
flow away from a place
curriculum and textbooks. They also provided
− Fertilizer (n): a natural or chemical substance that schools with more equipment and facilities. They
is put on land or soil to make plants grow better
build more schools and raised the teachers’
− Pesticide (n): a chemical substance that is used for
killing animals, especially insects, that eat food salaries…
crops
Insecticide (n): a substance that is used for killing
insects

S2: Fantasia has applied appropriate policy to
encourage farmers to work more efficiently, and
they have built more dykes and damps, irrigation


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IV. Post-speaking :

and drainage systems. They’ve also applied new
and advanced farming techniques, more facilities
Task 3
and equipment. They use fertilizers, pesticides and
- Ask students to work individually to summarize what insecticides to protect their crops.
they’ve discussed in their own words.
- Move around to check the activities and to make sure S1: What have the government and the people of
that students are working effectively.
Fantasia done to improve education?
- Ask one or two students to report in front of the S2: They have built more schools and have
whole class.
equipped more equipment and facilities.
- Check and give remarks.
V. Homework:

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

- Ask Ss to give name some measures we’ve made to
promote our economic system.
- Listen to the teacher.

- Write down the homework to do at home.


GIÁO ÁN ENGLISH 12
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.
Teacher’s activities

Students’ activities

I. Warm-up:
- Let students play crosswords to revise the vocabulary
in Reading lesson.
- Call some pairs to give the answers.

- Listen to the teacher.
- Play the game.
- Do task 1 in pairs

- Ask students to do task 1: discuss the question: Do
you think that drug - taking should be banned? Why
and Why not?

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

- Ask one pair to report what they have discussed.

S2: Yes, I think so.
S1: Why so?

II. Before you listen:

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

- Ask students to work in pairs to ask and answer the
- Work in pairs:
given questions.
- Guide the students to answer if necessary.

S1: Should drug-taking be banned?

- Give further information.

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:

- Explain the words that will appear in the listening


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text.

Tango

Discourage

- Ask students to read in chorus then individually.

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.
III. While you listen:

Represent if being asked.

Task 1:

- Answers:

- Ask students to read the statement at least once first.

1.
F (in the Atlantic Ocean)
2.
F (a plant which contained a powerful drug)
- Ask them to guess the answers
3.
T
4.
T
- Play the tape once then check how many answers can 5.
F (on TV)
students find.
6.
F (nobody took any notice)
7.
T
- Play the tape again.
8.
T
9.
F (other countries)
- Check and give remarks.
- Listen to the teacher’s explanation then correct the
- Call some students to say out their answers and the
answers onself.
evidences they get to prove their answers.
- Read the questions once to get the main contents.
- Listen to the tape and do the task.

- Find evidences to each of the answers.
Task 2:
- Ask them to guess the answers.

Represent if being asked.
1. They discovered a plant which contained a
powerful drug.

- Play the tape once then check how many answers can
2. They grew it all over the island.
students find.
3. The negative effects the drug brought about were:
- Play the tape again.


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- Check and give remarks.

- Workers and farmers became lazy,

- Call some students to say out their answers and the - Children did not want to go to school, and
evidences they get to prove their answers
- 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.
IV. After you listen:

- Listen to the teacher’s explanation then correct the
answers oneself.

- In group, ask students to discus the guided question,
- In groups, ask and answer the question.
find the answer.
- Move around to help if necessary.
- Give remarks or even suggestions.

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.

V. Homework:
- Imagine you are an MP of Tango what would you do
to solve the problem.


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Handout
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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.
2.
3.
4.
5.

to be more powerful, important or noticeable than others
a general rise in prices; the rate at which prices rise
not flowing and therefore dirty and having an unpleasant smell
a person who buys things or uses services
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:


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Unit 7: ECONOMIC REFORMS
D: WRITING
A. AIMS:
- Students can write a report basing on the information given in the Table of Tango’
economic development in two decades
- Students can improve their writing skill.
B. AIDS:
- English textbook for students
- English textbook for teachers
C. Methods : Communicative approach and learner - centered approach.

Teacher’s activities

Students’ activities

I. Warm-up:
- Free talk about the changes in one’s home village - Do as required.
during the renovation process.
- Exchange the ideas with others.
II. Pre-writing:
- Explain as clearly as possible the requirements “The
- Listen to the teacher.
table below presents the results the Government…”.
- Ask students to look at the table page 76

- Get the task.

This table presents the achievements the government
and the people of Tango have gained in some braches
of the economy after two decades of their economic
reform.

- Look at the table page 76

- Listen to the teacher.

- Introduce some new words. (eliciting, give the - Guess the meaning of the new words.
definitions in English then ask students to translate
them into Vietnamese to check their understanding)
− Fishery: the catching, processing, or selling of
fish, including the industries and occupations

involved in these activities
− Forestry: the science or skill of planting and
growing trees or managing forests
- Let the whole class read the new words twice or three
times.
- Call 2 - 3 students to read new words again
III. While - writing:

- Fishery :

- Forestry:


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Task 1

- Read the words

- Ask students to look at Task 1.
- In pairs, ask students to ask and answer the questions.
- Move around to give help.
- Check and give remarks.

- Work in pairs to do the task.
S1: What was the economic situation in Tango
before 1980?
S2: It was really bad. The country was underdeveloped.

Task 2
- Explain the requirements: Writing a report.

- Ask students to do Task 2 individually: write a report
of 150 words on the economic development of Tango. It
must conclude details such as:
− The economic situation of Tango before 1980
− The measures taken by the government and the
people of Tango to overcome the problems.
− The achievements (as presented in the table)
they have made as a result of the reform.
What words do you often use to express changes in
economy?

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 to correct oneself.
- Work in groups to do the task.

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
+ The economic situation of Tango before 1980.
economy such as……. . Despite all difficulties, the
+ The measures taken by the Government and the people of Tango ….. . After all, they have received
people of Tango overcome the problems.

greater and greater achievements….
+ The achievement (as presented in the table) they have - Compare the result to the other groups.
made as a result of the reform.
- Listen to the teacher’s explanations.
- Ask students to work in groups to write report.
- Exchange the writing to other groups to check and
- Walk around to give help if necessary.
give remarks.


GIÁO ÁN ENGLISH 12
- Represent the task on board if being asked.
IV. Post-writing:

- Read the writing to get others’ remarks.

- Ask some groups to represent their work, ask other to The Government and the people of Tango started
give remark.
their overall economic reform in the mid 1970s.
Before that time the economy of the country was in
- Choose some good writing to read in class and give ruins…… The Government of Tango has taken a lot
remark.
of measures in order to promote the national
economy such as……Despite all difficulties, the
people of Tango …After all, they have received
V. Homework:
greater and greater achievements…
- Ask students to rewrite the task at home and preapare
part Language Focus at home.

- Do as the teacher asked.

- Listen to the teacher and write down homework.


GIÁO ÁN ENGLISH 12
Unit 7: ECONOMIC REFORMS
E: LANGUAGE FOCUS
A. AIMS:
1. Pronunciation:
Students can pronounce correctly the sounds /s/ and /z/ and words pronounced with /s/ and
/z/.
2. Grammar:

-

-

Students know how to use “to infinitive” to talk about purposes.
Students revise information questions.
Students practice using past tense to talk about people’ autobiography.
B. AIDS:

- English textbook for students
- English textbook for teachers
- Pictures
C. Methods : Communicative approach and learner - centered approach.
Teacher’s activities

Students’ activities

I. warm up:
- Introduce the lesson to the students.

- Listen to the teacher.

Auxiliary often has the strong form when it is used in
short answers, and it has the weak form when it is used
in questions.
- Read the auxiliaries both strong and weak forms for
students to recognize the difference
- Read the sound
- Read the second time for the students to repeat.
- Ask 2-3 students to repeat, correct their mispronounce.
II. Pronunciation:

- Get the teacher’s explanation.

- Explain the way to use strong form (emphasis, Can /kæn/ (str)
positive, stressed cases), weak form (interrogative,
Could /kud/
unstressed cases)
- Help students to know the pronunciation.

Must /mΛst/ (str)

- Practice:

Have /hæv/

/kən/ (w)

/məst/ (w)


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A: Can you speak English?

Has /hæs/

B: Yes, I can.

Do /du/

A: Must we go now?

Does /dΛz/

B: I think we must.

Is /iz/

A: Have you met Quang?

Am / æ m/

B: Yes, I have

Will /wil/

A: Has she gone?

Shall /∫æl/

B: Yes, she has.

- Practice reading in chorus or individually.

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:
- Ask students to do Exercise

- Discuss the answers in pairs

complete the sentences, use “although” + a sentence
from the box.

- Give the answers

- Read the example to illustrate.
- Go around to supervise them
- Ask students to discuss the answers in pairs.
- Call some students to give their answers. If students’
answers are right, repeat them, if not, give the right
answers

- Explain once again the “Clause of concession”.
Though

Exercise1:
1. Although it rained a lot, we enjoyed our vacation.
2. Although we had planned everything carefully, a
lot of things went wrong.
3. Even though/ Although the doctor has advised
him to quit, Bob (still)….
4. Although it was cold and rainy, we managed to
go to class in time.


GIÁO ÁN ENGLISH 12
Although

S + V, S + V

Even though
Guide the students how to do the exercises.

5. Although Luong has studied English only for six
months, he can …….
6. I didn’t go to bed early although I was …

Exercise 2:
Divide the class into groups, ask them to do the
exercises.
1. Although I was very tired
-

Walk around to give help if necessary.

Correct the students’ work if necessary.

2. Although I had never seen her before
3. although it was pretty cold
4. although we don’t like them very much
5. Although I didn’t speak the language
6. Although the heat was on
7. although I’d met her twice before
8. although we have known ……..
Exercise 3:
1. we forget many things

IV. Homework:

2. they were very happy

- Ask students to revise the strong form and weak form 3. he could speak/ read the language…
of auxiliaries, the use of clause of concession, redo all
4. Although he had revised everything…
the exercises and prepare unit 8 at home.
5. it is pretty cold/ there hasn’t been…
- Listen to the teacher and write down homework to
do at home