anh 12 U 6 - 12

Luong kim dung CB upp sencondry school for
the gifted
Unit 6 FUTURE JOBS
Lesson 1: Reading
Class Date of
teaching
Absent
students
notes
12a
12g
I. Objectives:
1. Educational aim: Students should know about preparing for a job interview.
2. Knowledge:
- General knowledge: Students know about future jobs
- New words: Words related to future jobs
3. Skills: - Guessing meaning from context
- Reading for specific information
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book and pictures showing farmers’ daily routines,
etc.
IV. Procedure:
Teacher s activities’ Students activities’
Warm-up: (5 minutes)
- Ask Ss some questions:
1. Tell the class some jobs you know?
2. Which job would you like to be in the
future? Why?
- Get feedback
- Lead Ss to the new lesson: future jobs

Before you read : (7 minutes)
- Ask Ss to work in groups. Tick () the
factors that they think would help them
succeed in a job interview.
• wearing casual clothes
• giving clear, honest answers
• feeling self-confident
• feeling nervous
• having a good sense of humour
• avoiding difficult questions
- Get feedback.
- Give Ss suggested answers.
While you read : (23 minutes)
- Ask students to look through the
passage and read in silence
- Help students read the passage
- Work in pairs, discuss and answer the
questions
- Stand up and tell the class the answers.
- Understand the aim of the lesson: Unit 6:
future jobs
- Work in groups. Tick () the factors that
they think would help them succeed in a job
interview.
E.g.
- avoiding difficult questions
- giving clear, honest answers
- feeling self-confident
- Read the text in silence.
- Find out new words.

- Vocabulary
+ `vacancy(n)
+ re`sume(n)
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Luo ng kim dung CB upp sencondry school for
the gifted
- Explain pronunciation and meaning of
new words which appear in the passage
Task 1 : (7 minutes)
- Introduce the task: These words are
from the passage. Look back to the text
and circle the best meanings A, B or C.
- Ask Ss to circle the best meanings A, B
or C.
- Go around class and help Ss if they
need.
- Call on Ss to give their answers.
- Correct mistakes.
Task 2: (10minutes)
- Introduce the task: Work in pairs.
Decide whether the following statements
are true (T) or false (F).
1. Try to reduce the feeling of pressure
and make a good impression on your
interviewer.
2. Find out as much information as you
can about the job and the vacancy.
3. Bring with you a letter of application
and your resumes to the interview.

4. Take all your certificates and letters of
recommendation with you.
5. Remember to dress neatly and
formally.
6. Your voice should be clear and polite.
7. Tell the interviewer about your
shortcomings.
8. Remember to say goodbye to the
interviewer before leaving the interview.
- Go around class and help Ss if they
need.
- Call on Ss to give their answers.
- Correct mistakes.
Post reading
- Introduce the task: Work in groups.
Discuss the question: Which pieces of
advice given in the passage do you find
most useful and least useful? Why? -
Guide Ss to answer.
+ recommend`dation(n)
+ jot down(v)
+ keenness(n)
+ qualifi`cation(n)
- Understand the aim of the text.
- Do the tasks that follow.
Task1:
- Study the task carefully.
- Choose the right option to finish the task.
- Exchange their answers for peer correction.
- Tell the class the answers.

1. B
2. C
3. A
4. B
- Look at the task, read the text again to give
the answers.
- Understand the task.
- Read the text again, decide whether the
statements are true (T) or false (F).
- Answers: 1-F; 2-T; 3-F; 4-T; 5-T; 6-F; 7-F;
8-T
- Answer the following questions:
1. What do you prepare for a job interview?
2. What should we do and shouldn’t do
before, during and after an interview?
- The type of cloth you wear.
- Arriving at least 15 minutes before the
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Luo ng kim dung CB upp sencondry school for
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- Go round the class to help Ss if
necessary.
- Call on some Ss to give their answers.
- Correct mistakes
Home work: (2 minutes)
- Ask students to read the passage again.
- Ask students to do Reading exercise of
Unit 5 in workbook and prepare Part B :
Speaking at home

interview
- Preparing what you want to say before the
interview.
- Showing your best side: your keenness to
work and your sense of responsibility.
- Finding out about the company you wish to
work.
-Do Reading exercise of Unit 5 in workbook and
prepare Part B : Speaking at home
Unit 6: future jobs
Lesson2: Speaking
Class Date of
teaching
Absent
students
notes
12a
12g
I. Objectives:
1. Educational aim: Students should know to giving opinions about jobs
2. Knowledge:
- General knowledge: Students learn about opinions about jobs
- Language: Talking about opinions about jobs.
- New words: words related to opinions about jobs
3. Skills: talking about opinions about jobs
II. Method: integrated, mainly communicative
III. Teaching aids: pictures
IV. Procedure:
Teacher s activities’ Students activities’
Warm-up: (5 minutes)

- Ask Ss some questions about jobs:
- Listen to the questions.
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Luo ng kim dung CB upp sencondry school for
the gifted
- Game : what’s my job?
1. Take two tablets a day after meal.
2 . You will have a test next week
3. Here’s your key. Room 245
4. We have a bumper crop this year
5. Please fasten your seatbelt before the plane
takes off.
6. You’ve passed the red light . You have to
pay a fine.
7. It’s rather cold inside PHONG NHA CAVE
so you should bring warm clothes.
8. What would you like to order?
1.Would you like to work as a
teacher?
2.What do you think about
teaching job?
- Get feedback.
- Lead Ss to new lesson.
Pre-speaking : (12 minutes)
Task 1
- Introduce the task: Work in pairs. Match a
job in A with at least two descriptions in B.
A B
- a doctor

- a farmer
- a tourist
guide
- a writer
• take care of people's health
• create imaginary characters
and events
• find good and safe hotels for
customers
• take people to places of
interest
• construct irrigation systems
• apply new farming
techniques
• help save people's lives
• tell stories through pictures
- Ask Ss to match a job in A with at least two
descriptions in B.
- Go around class and help Ss if they need.
- Call on Ss to give their answers.
- Correct mistakes.
While-speaking : (15 minutes)
Task 2
- Discuss the question.
- Stand up, answer the questions.
Key:
1. doctor 5. air-hostess
2. teacher 6. traffic warden
3. receptionist 7. tour guide
4. farmer 8 . waiter

- Work in pairs.
- Match a job in A with at least two
descriptions in B.
Example:
A: a doctor
B: • take care of people's health
• help save people's lives
- In turn, stand up and practice.
- Understand the task
- Work in pairs. Discuss which of the
jobs in column A they would/would not
like to do. Explain why/why not? use the
cues in column B.
Example:
I would like to work as a doctor.
Working as a doctor would be
fascinating job because I would have a
chance to take care of people health.
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Luo ng kim dung CB upp sencondry school for
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- Introduce the task: Task2. Work in pairs.
Discuss which of the jobs in column A you
would/would not like to do. Explain why/why
not? You can use the cues in column B.
A B
pilot
waiter

taxi driver
electrician
policeman
journalist
hotel receptionist
computer
programmer
boring
rewarding
difficult
interesting
fascinating
dangerous
challenging
fantastic
- Guide students how to practise.
- Ask students to work in pairs.
- Help the students with new structures.
- Walk around and help them.
- Call some student to stand up and report
before the class.
- Correct their mistakes
Example:
I would like to work as a doctor. Working as
a doctor would be fascinating job because I
would have a chance to take care of people
health.
Post-speaking : (10 minutes)
Task 3
-Teacher introduces the task: Task3. Work in

groups. Talk about a job you may do after you
finish school, using the following cues.
• Where you will work
• Who you will work with
• The salary you may get paid
• The working conditions
- Let them work in groups
- Ask some students to stand up and tell loudly
- Walk round and help them
- Listen and correct mistakes
Expected answers:
- Regular working hours hotel
receptionist policeman.
- Uniform : policeman
- Rewarding : waiter
- Fascinating : pilot , teacher
- Noisy : taxi driver
- Dangerous : electrician
- Challenging : pilot , computer
programmer , teacher
- Difficult: computer
programmer/pilot
- Away from home: journalist , pilot
- Work in groups. Talk about a job
they may do after they finish school.
Example: I would like to work as a
tourist guide. It would be a challenging
and fascinating job because I would have
a chance to travel all over Vietnam and
meet many interesting people. If I work

for a foreign tourist company, I can get
high salary and improve my English
speaking and listening skills. Also, I am
a sociable and confident person and I
can work hard for a long time so I want
to work far away from home to know
more about the world around me.
- Listen to the teacher
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Luo ng kim dung CB upp sencondry school for
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Homework: (3 minutes)
- Assign homework.
- Ask students to prepare Part C- Listening and
do homework
- Write down the homework
Unit 6 : future jobs
Lesson 3: Listening
Class Date of teaching Absent students notes
12a
12g
I. Objectives:
1. Educational aim: Students should know about future jobs and recent changes in
job market.
2. Knowledge:
- General knowledge: Students learn more about jobs
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Luo ng kim dung CB upp sencondry school for

the gifted
- New words: Words related to future jobs
3. Skills: - Filling in missing information
- Deciding on True or False statements
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book, tape and cassette player
IV. Procedure:
Teacher s activities’ Students activities’
Warm-up: (5 minutes)
-Give Ss a question to discuss: Which
is the most popular job in Vietnam?
- Get feedback
- Lead Ss to new lesson.
E.g. Accountant nurse lawyer
teacher computer programmer .…
Pre-listening: (7 minutes)
- Ask students to look at the part:
Before listening
- Read loudly the words:
workforce manufacturing retail
service category goods
job market economy wholesale
- Walk round, listen and help students
- Ask students to repeat loudly the words
- Listen and check pronunciation
While-listening: (20 minutes)
Task 1
- Introduce the task: Task 1. Listen to
the passage and fill in the missing
words in the boxes.

- Ask students to read the questions
quickly.
- Guide students the requests of the
task.
- Call some students to give their
answers.
- Read the passage the third time for
Ss to correct.
Key:
1- manufacturing
2- service
3- transportation
4- finance
5- service
Task 2
- Introduce the task: Task 2. Listen
- Discuss and answer the questions
- E.g. Accountant nurse lawyer
teacher computer programmer .…
- Read loudly the words:
workforce manufacturing
retail service category
goods job market economy
wholesale
- Understand those words.
- Vocabulary:
- predict(v): dù ®o¸n
- Wholesale(n): sù b¸n sØ
- Retail(n) : sù b¸n lÎ
- Shift(n) : sù thay ®æi

- Read the questions quickly.
- Listen to the listening script.
- Answer the questions.
Answer:
1- manufacturing
2- service
3- transportation
4- finance
5- service
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Luo ng kim dung CB upp sencondry school for
the gifted
again and decide whether the
statements are true (T) or false (F).
1. American workers have changed
from manufacturing jobs to service
jobs.
2. Manufacturing jobs are jobs in which
workers make something.
3. Personal services are one of the five
service jobs.
4. 70% of workers produced goods one
hundred years ago.
5. 80% of workers will work in the
service sector by the year 2020.
- Read the passage again.
- Ask Ss to decide whether the
statements are true (T) or false (F).
- Go round the class, give help to Ss if

they need.
- Call some Ss to give the answers.
- Read the passage the last time to
check their answers.
Suggested answers:
1- T 2- T 3- T 4- F 5- F
Post-listening(5minutes)
- Work in groups. Summarize the
passage using the information in Tasks
1 and 2.
- Guide Ss to do.
- Call some Ss to summarize the
passage
Homework: (3 minutes)
- Assign homework.
- Prepare the section C (The Writing
part of Unit 6).
- Read the statements quickly.
- Listen to the listening script.
- Answer the questions.
Answers:
1- T 2- T 3- T 4- F 5- F
- Work in groups. Summarize the passage using
the information in Tasks 1 and 2.
- Prepare the section C (The Writing part of Unit
5).
Unit 6: future jobs
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Luo ng kim dung CB upp sencondry school for

the gifted
Lesson 5: Writing
Class Date of
teaching
Absent
students
notes
12a
12g
I. Objectives:
1. Educational aim: Students learn how to understand a formal letter
2. Knowledge:
- General knowledge: Students will be able to write a formal letter of job
application
- Language
- New words: Words relating to job application
3. Skill :
II. Method: Integrated mainly communicative
III. Teaching aids: Textbook, board markers
IV. Procedure:
Teacher s activities’ Students activities’
Warm-up :(3 minutes)
- Raise a picture of a beauty spot ( Keo
Pagoda in Vu Thu Thai Binh) and ask Ss
some questions:
- 1. Where is it?
- 2. What is it famous for?
- 3. Do you want to work as a tourist guide
here?
- 4. What qualification do you need?

- Get feedback.
- Lead Ss to the new lesson: “Writing a
formal letter of job application”
Pre-writing: (15 minutes)
- Teacher introduces the task: Task 1. Work
in pairs. Read the following advertisement
and fill in the notes.
English-speaking Tour Guides Wanted
We are a travel company managing holiday
tours. We need English-speaking local guides to
accompany foreign visitors on trips throughout
Vietnam. If you have a high school diploma, have
experience as a tour guide, a good manner, speak
fluent English and are willing to work hard for
long hours, please contact: The Manager,
Vinatour, 450 Nguyen Du Street, Hanoi.
- Work in pairs, answer the questions.
- Understand the aim of the lesson.
- The new lesson: “Writing a formal
letter of job application”
- Work in pairs. Read the following
advertisement and fill in the notes.
English-speaking Tour Guides Wanted
We are a travel company managing holiday
tours. We need English-speaking local guides
to accompany foreign visitors on trips
throughout Vietnam. If you have a high
school diploma .…………
Answers:
1. Tour guide

2. high school diploma
3. experience as a tour guide, fluent
English
4. a good manner, willing to work hard
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Luo ng kim dung CB upp sencondry school for
the gifted
Telephone No: 04 824 0139.
• Type of job: …………………
• Level of education needed: ……………
• Work experience: ……………………
• Character and interests: …………………
- Guide Ss to fill in the notes.
- Walk round the class to give Ss assistance.
While-writing: (20 minutes)
- Teacher introduces the task: Task 2 Write a
letter to Vinatour, applying for the job
mentioned in the advertisement in Task 1.
Your letter should include the following
details.
• Your name, address and date of writing
• Name and address of the company
• Greeting
• Introduction: say where you saw the
advertisement and why you are writing the
letter of application
• Body: mention your education, work
experience and your character / interests
• Conclusion: express your willingness to

work for the company and when you are
available for interview
• Closing
- Guide Ss to write outlines.
- Ask Ss to write
- Call on some Ss to read out their writing in
front of the class.
- Ask Ss to exchange their writings for peer
correction
- Correct mistakes.
Suggested answer.
Post- writing: (5 minutes)
- Ask Ss to read the letter again.
- Give remarks on the writing
for long hours
- Study the task carefully.
- Work in pairs to give outlines
- Base on the outline write a letter to
Vinatour, applying for the job mentioned
in the advertisement in Task 1.
- Exchange their writing for peer
correction.
- Read out the letter.
- Correct mistakes.
- I am interested in the job of .……
- I am writing in reply to your
advertisement in SAI GON times .………
- I should be very grateful if you would
send me further details about .…………
- I should like to make an application for

the post of………………
- I enclose a full curriculum vitae . As you
can see , I have had considerable
experience as an .…………………
- I think I meet all the qualifications that
you specify
- If you feel that my qualifications meet
with your requirements , I shall be pleased
to come for an interview………
- If you consider that qualifications and
experience are suitable , I should be
available for interview at any time.
Flat
3,324,
Ly Thuong Kiet Street, Hanoi
16, October, 2004.
Hanoi Vinatour
250, Nguyen Du Street, Hanoi
Dear Sir or Madam,
I am writing in reply to your advertisement in the
Vietnam News for experienced English-speaking
local guides to accompany foreign visitors on trips
throughout Vietnam.
I think I meet all of the qualifications that you
specify. I was awarded High School Certificate two
years ago. After leaving high school, I worked as an
accountant in a small travel agency for one year,
where I was given a training course on tourism. Then
I had one year of experience as a tour guide so I
know many tourist areas in Vietnam arid have a

basic knowledge of Vietnamese culture, history and
geography. I speak English fluently. In addition, I am
a sociable and confident person and can work hard
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Luo ng kim dung CB upp sencondry school for
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Homework: (2 minutes)
- Rewrite the letter at home.
- Prepare the section D (The Language focus
part of Unit 6).
for long hours. I would like to work for you and
would appreciate the opportunity to discuss this
position with you in person.
I am looking forward to hearing from you at
your convenience.
Yours faithfully,
Nguyen Quoc Anh
- Rewrite the letter at home.
- Prepare the section D (The Language
focus part of Unit 6).
Unit 6 : future jobs
Lesson: Language Focus
Class Date of
teaching
Absent
students
notes
12a
12g

I. Objectives:
1. Educational aim: Students know how to pronounce weak/strong forms of some
conjunctions & prepositions
2. Knowledge:
- General knowledge: Students learn some information to fill in a form
- Language:
- New words: Words related to a form
3. Skills:
- Pronunciation: weak/strong forms of some conjunctions & prepositions
- Grammar: Relative clauses
II. Method: Integrated, mainly communicative
III. Teaching aids: Text books,
IV. Procedures:
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Luo ng kim dung CB upp sencondry school for
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Teacher s activities’ Students activities’
Warm-up: (4 minutes)
- Write some words on the board, and
then pronounce those words aloud.
- Pay attention to its weak/strong forms.
- Ask Ss to read after
I. Pronunciation
- Ask Ss to look at this table.
- Read the words and their weak and
strong form.
- Ask Ss to read after.
- Call some Ss to read seats
Conjunctions Prepositions

Strong
form
Weak
form
Strong
form
Weak
form
And
But
/{νδ/
/βςτ/
/
≅
νδ/
/
≅
ν/
/β≅τ/
At
For
Of
To
From
/{τ/
/φΟ:ρ/
/Θϖ/
/τυ:/
/φρΘµ/
/≅τ/

/φ≅ρ/
/≅ϖ/
/τΥ/ /τυ/
/τ≅/
/φρ≅µ/
- Help students how to pronounce those
words correctly by reading first as model
b. Practice: Practise reading these sentences
1. What are you looking at?
2. I want to go but I don't know when.
3. She bought a book and two pens.
4. Thanks for coming.
5. Where is it from?
6. I'm from Hanoi.
7. She's the one I'm fond of.
8. First of all, I want to thank you for coming.
9. The letter was to him, not from him.
10. I want to ask you a question.
- Read the words first: clearly, correctly
- Listen and correct their pronunciation if it’s
needed
- Let students read the sentences and work in
groups
- Listen and remark each group
II. Grammar:
a) Review some grammar structures: Relative
clauses
Whom; who; which; whoever;
whose………
- Give some examples

- Ask Ss to make sentences with the
structures.
- Listen to teacher
- Read aloud
- Pay attention to its weak/ strong
forms.
- Understand the aim of the new
lesson.
- Listen and repeat from 2-3 times
- Some of them stand and read words
aloud
- Practise in groups
- Some groups compare with their results
and read the words in sentences aloud
- The answers can be various
- Listen and give more questions in
pairs
- Read the sentences in chorus aloud
- Understand the task
- Fill each blank with the simple
present passive form of the verb
in brackets.
Answers:
1. is separated
2. is set - must be followed
3. is made up
4. is paid
5. are selected
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Luo ng kim dung CB upp sencondry school for
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b. Practice:
* Exercise 1: (10m’)
- Introduce the task: Exercise 1. Add who,
whoever, whose, whom or which to complete
the following sentences.
- Guide Ss to do
- Ask Ss to fill each blank with who, whoever,
whose, whom or which.
- Correct mistakes.
Suggested answers:
1. whom 2. which 3. Whoever
4. which 5. Which 6. Who
7. Whose 8. who 9. which 10. whom
* Exercise 2: (10m’)
- Introduce the task: Exercise 2. Join the
following sentences in two ways.
Example:
1. Look at the man. He is teaching in the classroom.
a) Look at the man who is teaching in the classroom.
b) Look at the man teaching in the classroom.
- Guide Ss to do
- Ask Ss to rewrite the following sentences
using the passive voice.
- Correct mistakes.
1. I read a book that was written by a friend of
mine.
- I read a book written by a friend of mine.
2. A man who was carrying a lot of money in

a box got on the bus.
- A man carrying a lot of money in a box got
on the bus.
3. In the street there were several people who
were waiting for the shop to open.
- In the street there were several people
waiting for the shop to open.
4. Britain imports many cars which that were
made in Japan.
- Britain imports many cars made in Japan.
5. There are a lot of people in your office who
want to talk to you.
- There are a lot of people in your office
wanting to talk to you.
6. The cowboy who had been wounded by an
arrow fell off his horse.
- The cowboy wounded by an arrow fell off
ms horse.
7. Most of the people who were injured in the
- Understand the task
- Rewrite the following sentences
using the passive voice.
Answers: Exercise 2
- Do exercise ‘part E-language focus’
in work book.
- Prepare Unit 5: Higher education
1. I read a book that was written by a
friend of mine.
- I read a book written by a friend of
mine.

2. A man who was carrying a lot of
money in a box got on the bus.
- A man carrying a lot of money in a
box got on the bus.
3. In the street there were several
people who were waiting for the shop
to open.
- In the street there were several
people waiting for the shop to open.
4. Britain imports many cars which
that were made in Japan.
- Britain imports many cars made in
Japan.
5. There are a lot of people in your
office who want to talk to you.
- There are a lot of people in your
office wanting to talk to you.
6. The cowboy who had been wounded
by an arrow fell off his horse.
- The cowboy wounded by an arrow
fell off ms horse.
7. Most of the people who were
injured in the crash recovered quickly.
- Most of the people injured in the
crash recovered quickly.
8. John, who wished he hadn't come to
the party, looked anxiously at his
watch.
- John, wishing he hadn't come to the
party, looked anxiously at his watch.

9. The children who were playing
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Luo ng kim dung CB upp sencondry school for
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crash recovered quickly.
- Most of the people injured in the crash
recovered quickly.
8. John, who wished he hadn't come to the
party, looked anxiously at his watch.
- John, wishing he hadn't come to the party,
looked anxiously at his watch.
9. The children who were playing football in
the schoolyard were my students.
- The children playing football in the
schoolyard were my students.
10. Vietnam exports a lot of rice which is
grown mainly in the south of the country.
- Vietnam exports a lot of rice grown mainly
in the south of the country.
Homework: (2 minutes)
- Assign homework
- Do exercise ‘part E-language focus in
work book.
football in the schoolyard were my
students.
- The children playing football in the
schoolyard were my students.
10. Vietnam exports a lot of rice which
is grown mainly in the south of the

country.
- Vietnam exports a lot of rice grown
mainly in the south of the country.
UNIT 7: economic reforms
Lesson 1 : Reading
Class Date of
teaching
Absent
students
notes
12a
12g
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Luo ng kim dung CB upp sencondry school for
the gifted
I. Objectives:
1. Educational aim:
- 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
terms).
3. Skills:
- Guessing meaning in context, scanning for specific information and passage
comprehension.
II. Method:

- Integrated, mainly communicative.
III. Teaching aids:
-Picture, board, chalks, textbook, handouts,…
IV. Procedure:
Teacher s activities’ Students activities’
Warm-up: (5 minutes)
Aims: to introduce the topic of the
lesson and to raise students' interest.
- Tell the class 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?
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
- now: beautiful buildings, good facilities,..

past: ….
now: tractors, motorbikes, …
past: human’s force or animal’s force.
- the development of economic.
- Things seen: 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, …
- 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: §¹i héi toµn quèc
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Luo ng kim dung CB upp sencondry school for
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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.
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.
+ renovation (n): ®æi míi
+ under-developed (pp):¸chËm ph¸t triÓn
+ inflation (n): l¹m ph¸t
+ stagnant (adj): tr× trÖ
+ government subsidies (n): sù bao cÊp cña
chÝnh phñ

+ government commitment (n): cam kÕt cña
chÝnh phñ
+ dissolve (v): tan r·
+ substantial (adj): lín lao, ®¸ng kÓ
- Get the meaning of some more words:
+ eliminate (v):….
+ intervention (n):…..
+ Vietnamese Communist Party
+ measure (n):……
+ promote (v):…..
+ economic reforms (n):…..
+ Land Law
+ Enterprise Law
- Work individually to read the text then choose
whether the statements given are true (T) or
false (F).
- Share the key with other sts.
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.
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Luo ng kim dung CB upp sencondry school for
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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.
- 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.
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 harder.
children, especially from …, … training.
- Listen to the teacher
- Write down the homework to do at home.
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Luo ng kim dung CB upp sencondry school for
the gifted
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.
Unit 7 : economic reforms
Lesson 2: Speaking
Class Date of
teaching
Absent

students
note
12a
12g
I. Objectives:
1. Educational aim:
- 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:
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Luo ng kim dung CB upp sencondry school for
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- Integrated, mainly communicative.
III. Teaching aids:
- Pictures, board, chalks, textbook, handouts.
IV. Procedure:
Teacher s activities’ Students activities’
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
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.
While-speaking : (15 minutes)
Task 2
- 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
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.
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,’
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Luo ng kim dung CB upp sencondry school for
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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.
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.
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 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.
20

Luo ng kim dung CB upp sencondry school for
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Homework: (3 minutes)
Name some measures we’ve made to
promote our economic system.

- Write down the homework to do at home.
21

Luo ng kim dung CB upp sencondry school for
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Unit 7 : economic reforms
Lesson 3: Listening
Class Date of
teaching
Absent
students
note
12a
12g
I. Objectives:
1. Educational aim:
-Students know the harm of taking drug.
2. Knowledge:
- General knowledge: Listen for specific information.
- Language: The present simple tense.
- New words: Words related to the topic.
3. Skills: - Listening and deciding on True or False statements.
- Listening comprehension
II. Method:
- Integrated, mainly communicative.
III. Teaching aids:
- Tape, cassette player, board, chalks, textbook.
IV. Procedure:
Teacher s activities’ Students activities’
Warm-up: (5 minutes)

- A story about an addictor. (drug-
taker)
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.
- Listen to the teacher.
- 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:
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Luo ng kim dung CB upp sencondry school for
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- Explain the words that will appear in
the listening text.
- Ask students to read in chorus then
individually.
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
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.
Keys: 1. F, 2.F, 3. T, 4. T, 5. F, 6. F,
7. T, 8. T, 9. F
- Listen to the teacher’s explanation then
correct the answers oneself.
- 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 containing a
powerful drug.
2. They grew it all over the island.
3. The negative effects: people become
lazy 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’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.
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Luo ng kim dung CB upp sencondry school for

the gifted
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.
-Listen to the teacher and write down
homework to do at home.
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Luo ng kim dung CB upp sencondry school for
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Unit 7 : economic reforms
Lesson 4: Writing
Class Date of
teaching
Absent
students
note
12a
12g
I. Objectives:
1. Educational aim:
- Writing a report based on given information.
2. Knowledge:
- 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:
- Integrated, mainly communicative
III. Teaching aids:
- A picture, board, chalks, textbook.
IV. Procedure:
Teacher s activities’ Students activities’
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 answer
the questions.
Move around to give help.
Do as required.
Exchange the ideas with others.
Listen to the teacher.

Get the task.
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 under-
developed.
25