Giao an "English for Economics and Business"

CHAPTER I: THE MARKET ECONOMY
Unit 1: MARKET CAPITALISM
I. Level: Students - Intermediate level of English
II. Aims:
- Students can revise relative pronouns / adverbs and relative clauses
- Students can learn some vocabulary relating to market capitalism
- Students can master the nature of market capitalism
III. Time: 4.5 periods
IV. Aids:
- Textbook: English in economics and business
V. Procedure:
Time Teacher Students
2 mins
10 mins
1. Class settling
2. Warm-up
- Ask to elicit students:
+ When did Vietnam introduce open-market policy to the
economy?
- Introduce the content of the lesson
- Answer:
120mins
3. Lesson:
A. Reading comprehension
a. Pre-reading:
- Explains the words: “capitalism” and “market
capitalism”:
+ Capitalism:
+ Market capitalism
- Ask to elicit students:
+ What do you know about market capitalism?

+ Does market capitalism exist in Vietnam – a socialist –
oriented country?
+ What are signs of market capitalism?
- Give answers:
b. While-reading:
- Ask students to skim the text to get general idea of the
whole text
- Skim the text
a. Paragraph I:
- Ask students to find out the main idea of this paragraph
- State the main idea: There are two major decision-
making units in competitive market capitalism: business
firm and household
- Read through the
paragraph and find
out the main idea of
this paragraph
- Ask students questions to check their understanding
+ What are the two major decision-making units which
- Answer:
+ Business firm and
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Time Teacher Students
market capitalism contains? household
+ How are the actions of business firms and households
coordinated?
+ Business firms
buy resources from
households and
transform resource

inputs into outputs
of products and
services that they
sell to households.
Household sells
resources to firms
and purchases
outputs from them
+ Can you name some kinds of business firms? + Public Limited
Companies
b. Paragraph II:
- Ask students to find out the main idea of this paragraph
- State the main idea: Business firms and households are
interdependent
- Ask students to guess the meanings of new words in the
passage
- Read through the
paragraph and find
out the main idea of
this paragraph
- Guess the
meanings of words
+ To derive from:
Eg: She derives much pleasure from her studies
+ In turn :
Eg: The girls called out their names in turn
- Make some more
examples
+ Loan
Eg: I’m only asking for a loan-I’ll pay you back

- Ask students questions to check their understanding - Give answers:
+ What does the demand for resource inputs depends on? + The demand for
resource inputs is
derived from the
demand for final
products because
firms produce to sell
to consumers
+ How can consumers get money to buy products sold by
firms?
+ What resources can firms buy from households?
+ Customers get
money through the
sale or loan of their
resources to firms.
+ Labor, materials:
wood, fruit…
- Ask students to translate the paragraph into Vietnamese - Translate into
Vietnamese
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Time Teacher Students
c. Paragraph III:
- Ask students to find out the main idea of this paragraph
- State the main idea: There are some basic assumptions of
competitive market capitalism
- Read through the
paragraph and find
out the main idea
- Ask students to guess the meanings of new words in this
passage

- Guess the
meanings of new
words in the
paragraph
- Make some
examples
+ Assumptions:
Eg: We are working on the assumption that the rate of
inflation will not increase next year
+ Well-being:
Eg: He has a sense of spiritual well-being
+ Pursue:
Eg: The police pursued the stolen vehicle along the
motorway
+ Utility:
Eg: Do you know the utility value of a dishwasher?
+ Substitutable:
Eg: This pen is not substitutable for that one
- Elicit students to check their comprehension: - Give answers:
+ What do both households and business firms do through
market exchange?
+ They desire to
maximize their
economic well-
being through
market exchange.
Business firms
pursue profit
maximization and
households try to

maximize utility or
satisfaction
+ What does it mean that “markets are competitive”? + It means that there
are many buyers and
sellers, products are
substitutable, buyers
and sellers have a
lot of knowledge of
the market and
resources are able to
move freely
between uses.
+ How can business firms keep their products + Offer competitive
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Time Teacher Students
competitive? prices
+ Constantly
improve their
products: quality,
package, design…
+ Know customers’
tastes and do market
researches
- Ask students to translate this paragraph into Vietnamese - Translate
10 mins B. Exercise T/F
- Ask students to do this exercise individually
- Check answers with the whole class:
- Do the exercise
individually
- Give answers:

1. F Business firms
and households are
interdependent of
each other
2. T Firms and
households are both
buyers and sellers
3. F Demand for the
resources depends
on the demand for
products
4. F Knowledge of
the market is
necessary for a
competitive market
5. F Firms organize
and coordinate
factors of
production to
produce outputs
30 mins
4. Grammar
- Present relative pronouns
Subject Object Possessive
For persons
Who
Eg: The woman
who is standing
over there is my
sister

Who / whom
Eg: The man
whom you met
yesterday is
my father
Whose
Eg: The boy
whose sister is
my girlfriend
doesn’t like me
That
Eg: Mrs. Brown
That
Eg: The
- Make some more
examples:
+ The restaurant has
a cellar which is not
used
+ Who are looking
for outgoing and
persuasive young
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Time Teacher Students
is the woman
that owns the
bigger house
woman that
you saw in the
part last week

is my wife
people who are
good with words
For things
Which
Eg: She works
for accompany
which makes
car
Which
Eg: The
diamond ring
which I
presented you
is very
expensive
Whose/of which
Eg: Mary is
looking after the
dog whose leg
was broken in an
accident
That
Eg: We saw the
actual spaceship
that landed on
the moon
That
Eg: He
doesn’t like

any food that
she cooks
That
Eg: We saw the
actual spaceship
that landed on
the moon
- Present relative adverbs:
+ When = in/on which (used of time)
Eg: Do you still remember the day when we first met?
+ Where = in/at which (used of place)
Eg: The hotel where we stayed wasn’t very clean
+ Why = for which
Eg: I don’t know the reason why you said goodbye to her
- Ask students to read information from their books
- Ask them to do exercises in their books
- Check answers with the whole class
- Read information
about relative
pronouns
- Do exercises
- Give answers:
+ Strong
competition
+ Foreign
companies
+ Free trade
30 min C. Vocabulary exercise
- Ask students to use the words they have learnt to
complete sentences

- Check answers with the whole class:
- Do the gap -
Filling exercise
- Give answers:
1. in turn
2. well-being
3. decision -making
4. assumptions
5. coordinate
6. substitutable
7. interdependent
8. assume
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Time Teacher Students
9. purchase
10.derived
11.utility
12.transform
13.given
14.business firms
15.households
16.loan
17.pursue
5 min 5. Conclusion
- Summarize the main points of the reading
- Remind students of relative pronouns
- Ask students to practice at home
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UNIT 2: THE BASIC ECONOMIC PROBLEM
I. Level: students – Intermediate level of English

II. Aims:
- Students can deal with the basic economic problem
- Students can revise the comparative forms and master parallel increase
- Students can know some vocabulary relating to economic problem
III. Time: 4.5 periods
IV. Aids: Textbook: English in economics and business
V. Procedure:
Time Teacher Students
2 min
10 min
1. Class settling
2. Checking previous lesson
- Ask students to translate some sentences into English:
- Do the task as
required
- Give answers:
+ Đã có một sự thay đổi toàn diện về khí hậu làm biến
đổi vùng này từ sa mạc thành đầm lầy
+ Chúng ta phải phối hợp cố gắng để giúp đỡ các nạn
nhân lũ lụt
+ There was a
complete change of
climate which
transformed the area
from a desert into a
swamp
+ We must co-ordinate
our efforts to help the
flood victims
+ Tôi lớn lên trong một hộ đông người.

+ Sau khi giành được học vị thứ nhất, cô ta quyết định
tiếp tục học tập.
+ I grew up as part of a
great/large household
+ She decided to
pursue her studies after
obtaining her first
degree
+ Nhiều người thương hại thằng bé mà bố nó vào tù từ
tháng trước.
+ Many people were
sympathetic with the
boy whose father was
put into prison last
month.
- Ask some students to go to the board and write down
their translation
- Check answers with the whole class
- Write down their
translation.
- Check answers with
the whole class
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Time Teacher Students
100 min
3. Lesson:
A. Reading comprehension
a. Pre-reading:
- Ask students some questions: - Give answers :
+ What factors influence production? + Labor

+ Materials: iron, wood
+ Technology
+ Land, ...
+ What difficulties are there in production? + Poor land
+ Old machines
+ Out – of – date
technology
+ Bad weather
+ Lack of materials
+ Unskilled, inflexible
employees
+ Bad management
- Introduce the content of the lesson
b. While-reading:
- Ask students to skim the text to get general idea of the
whole text
- Ask students to find out the main idea of this text
- Skim the text
- Find out the topic of
this text
- State the topic problem is how to make the best use of
labor and other resources
- Ask students to guess the meanings of words given in
the text
- Provide them with meanings and structures of words:
- Guess the meanings of
words
+ Community:
Eg: They work for the good of the community
+ Make the best use of:

Eg: She’s certainly made the best use of her
opportunities
+ Cộng đồng
+ Tận dụng
+ Term:
Eg: There are many scientific terms in this book
+ Means of production:
Eg: We use means of production as the input of the
productive process
+ Thuật ngữ
+ Phương tiện sản xuất
+ Volume:
Eg: He resigned from his present job because the
volume of his work was too great
+ Advantage (over sb)
Eg: He has the advantage of a steady job
+ Lượng
+ Lợi thế
+ Wasteful:
Eg: She pursues wasteful habits
+ Probably:
+ Lãng phí
+ Có lẽ
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Time Teacher Students
Eg: He’s late. He’s probably stuck in a traffic jam.
+ Crop:
Eg: Farmers treat the crops with fertilizer.
+ Mùa vụ
+ Pasture:

Eg:
+ Building sites:
Eg: You have to wear a hard hat when you enter a
building site
+ đồng cỏ
+ Công trường xây
dựng
+ Allocate st (to sb/st):
Eg: He allocated tasks to each of us
+ Particular:
Eg: Is there particular colour you would prefer?
+ Phân bổ
+ Cụ thể
+ Assortment:
Eg: He is wearing an odd assortment of clothes
+ Prefer:
Eg: Their father prefers them to be home early
+ Chủng loại
+ ưa chuộng, muốn
- Ask students to read the text again
- Ask students to check their comprehension:
- Read the text again
- Give answers:
+ What is another term for “factors of production”?
+ What is the amount of output limited by?
+ It is “means of
production”
+ It is limited by the
amount of factors of
production

+ In which ways could land be used according to the
reading?
+ How should the community allocate its resources?
+ Why can’t we have as much of everything as we
want?
+ Most land could be
used for several
different crops, pasture
or building sites
+ It has to allocate
factors among different
industries in order to
produce what it want
most
+ Because factors of
production are limited
in amount
- Ask students to summarize the text:
The basic economic problem for any community is how
to make the best use of its means of production. They
should be used for any of several different purposes.
- Summarize:
- Translate the text:
The amount of factors of production influences the
volume of output. Therefore we have to allocate factors
among different industries to produce what the
community wants most.
c. Post – reading:
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Time Teacher Students

- Ask students to translate the text into Vietnamese - Translate the text into
Vietnamese
15 mins B. T/F exercise
- Ask students to do this exercises individually
- Check answers with the whole class
- Give necessary explanation
- Do the exercises
individually
- Give answers:
1.T. We can increase
the amount of products
if we have more
factors of production.
2.F. It is always better
to leave all land
unused
3.F. Workers can be
employed in only one
occupation or industry
at a time
4.T. Most factors of
production can be used
for several different
purposes
5.F. We can have as
much of everything as
we want in a given
period
30 min C. Vocabulary exercise
- Ask students to use the words given in the reading

passage to complete sentences
- Check answers with the whole class
- Correct the answers and give explanations
- Do the exercises
- Give answers:
1. prefers
2. terms
3. allocate
4. community
5. crop
6. wasteful
7. pasture
8. particular
9. probably
10.means of
transportation
11.factors
12.volume
13.advantage
14.assortment
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Time Teacher Students
40 min 4. Grammar:
Revision of comparison
- ask students to revise comparison:
- summarize the usage and the form of comparison
- Revise comparison
- Listen to teacher
There are 3 degrees of comparison:
POSITIVE

COMPARATIVE
SUPERLATIVE
I. Constructions with comparisons of adjectives and
adverbs:
1. POSITIVE
(+)
As + Adj/Adv + As
Eg:
+ A boy of sixteen is often as tall as his father
+ He was as white as a sheet
+ She worked as slowly as she dared
- Ask students to make some more examples
(-)
Not as/not so + Adj/Adv + As
Eg:
- Make examples

+ Your coffee is not as/so good as the coffee my mother
makes
+ Man’s laughter is not as/so bad as murder
+ He doesn’t snore as/so loudly as you do
+ It didn’t take as/so long as I expected
2. COMPARATIVE:
• Short Adj/Adv:
Short Adj/Adv + Er + Than…
Eg: She is taller than her sister
He runs faster than his friends.
- Ask students to make some other examples
- Make examples
• Long Adj/Adv:

More + Long Adj/Adv + Than…
Eg:
+ It was more expensive than I thought
+ They dance more gracefully than her sister does
3. SUPERLATIVE
Short Adj/Adv:
The + Short Adj/Adv + Est + (in/of…)
Eg: This is the oldest theatre in London
He runs the fastest in his class
-ask students to make some more other examples
Long Adj/Adv:
The + Most + Long Adj/Adv + (in/of…)
- Make sentences
using this structure
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Eg:
+ He is the most successful businessman among his
friends
+ She writes the best poem in the group
* Note:
- A relative clause is useful especially with a perfect
tense:
Eg:
+ It/ This is the best beer (that) I have ever drunk
+ He is the kindest man (that) I have ever met
+ It was the most worrying day (that) he had ever spent
4. PARALLEL INCREASES:
the + Comparative … + The +
Comparative

Eg:
+ The smaller the house is, the less it will cost us to heat
+ The more factors of production we have, the more we
can produce
+ The less one earns, the less one must pay in income
taxes
- Ask students to make some sentences
1. Gradual increase or decrease:
Comparative + And + Comparative
Eg:
+ The weather is getting colder and colder
+ He became less and less interested
I. Transformation of Adjs/Advs in comparisons:
Adj/Adv Comparative Superlative
1 syllable
Tall
Fast
Nice
Taller
Faster
Nicer
The tallest
The fastest
Nicest
1 syl short vowel + 1 consonant
Hot
Thin
Big
Hotter
Thinner

Bigger
The hottest
The thinnest
The biggest
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2 syl consonant + Y
Heavy
Friendly
Pretty
Heavier
Friendlier
Prettier
The heaviest
The friendliest
The prettiest
1 syl ending in “e”
Brave Braver The bravest
II. Irregular comparisons:
Adj/Adv Comparative Superlative
Good / well
Bad / badly
Better
Worse
The best
The worst
The least
The most
Little
Many / much

Less
More
The oldest (of people
and things
Old
Far
Older / elder
Farther /
further
The eldest (of people
only)
The farthest (of
distance only)
The furthest
5 min 5. Conclusion
- Revise the theory of the whole lesson
- Remind students of comparisons of adjs and advs
- Ask students to practise at home
- Listen to teacher
- Practise at home
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Unit 3: THE MARKET MECHANISM
I. Level: students-Intermediate level of English
II. Aims:
- Students learn some useful prefixes
- Students can master present participles and past participles
- Students can know the nature of market mechanism
- Students can learn some vocabulary relating to market mechanism
III. Time: 4.5 periods
IV. Aids:

- Textbook: English in economics and business
V. Procedure:
Time Teacher Students
2 min
10 min
1. Class settling
2. Checking previous lesson
- Ask students to do the following exercise:
Fill in the blanks with suitable words
advantage particular prefer
allocate factors terms
wasteful production probably
- Do the exercise
1. She … won’t come. She has an appointment with Mr.
Jones in Hong Kong.
2. Could you let me know your … of payment?
- give answers:
1. probably
2. terms
3. There is little … in buying a dictionary if you can’t
read.
4. To throw anything valuable is very …
5. The system will have to be tested before it goes into
…
6. There are many … that influenced my decision.
3. advantage
4. wasteful
5. production
6. factors
7. The whole meal was good but the wine in … was

excellent
8. Would you like to go out for dinner or do you … to
stay at home?
9. They … money to build this villa.
- Check answers with the whole class
7. particular
8. prefer
9. allocate
100 min
3. Lesson:
A. Reading comprehension
a. Pre-reading:
- Explain the new words:
+ Mechanism:
Eg: There are no mechanisms for transferring funds
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Time Teacher Students
from one department to another
b. While-reading:
- Ask students to skim the text to get general idea of this
text
- Ask students to find out the main idea of this text
- State the topic of the text
- Skim the text to
get general idea
- Find out the main
idea of this text
A market is an agreement between buyers and sellers
to determine its prices and quantity. In a market
system, everything has a price. Prices provide

important signals to market participants. In a market, a
balance between buyers and sellers is stored. Needs in
a certain field can affect greatly wages of workers in
that field.
- Ask students to guess the meanings of new words in
this text
- Provide with meanings and structures of words:
- Guess the
meanings of new
words
+ Arrangement:
Eg: He is responsible for all travel arrangements
+ Interact (with sb) (with st)
Eg: He poured the chemicals that interact to form a new
compound
+ In addition (to st):
Eg: In addition (to the names on the list) there are six
other applicants
+ Participant (in st):
Eg: We’ve received an order for two tons of coal
+ Place:
Eg: They have placed an order with us for three new
aircraft
+ Scramble:
Eg: the children scrambled for the coins
+ Overstocked:
Eg: She has a stock overstocked with out – of – date
furniture
+ Rush:
Eg: The tide comes in with a sudden rush here

+ Unload sb/st (on/onto sb):
Eg: Do you mind if I unload the children onto you this
afternoon?
+ Restore:
Eg: Jodie restored the stolen jewels to the show-room
+ Process:
Eg: Reforming the education system will be a difficult
process
+ Triad:
Eg: The triad of us went to the party yesterday together
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Time Teacher Students
+ Favorable:
Eg: You made a favorable impression on the examiners.
+ Tend:
Eg: Women tend to live longer than men
+ Shift (in st):
Eg: There has been a shift in fashion from formal to
more informal dress.
+ Relative (to st)
Eg: They’ve living in relative comfort
- Ask students to read the text again
- Ask students some questions to check comprehension
- Read the text
again
- Give answers
+ What is a market?
+ What are wage rates?
+ A market is an
arrangement by

which buyers and
sellers of a
community interact
to determine its
price and quantity
+ Wage rates are
prices of different
kinds of human
labor
+ What will happen if the demand for a given good
rises?
+ At that time, a lot
of new orders for it
will be placed. The
sellers will raise the
price to ration out a
limited supply and
the higher price will
encourage greater
production.
+ What will sellers do if their products become
overstocked at the going market price?
+ Sellers will lower
prices to encourage
customers to buy
their unwanted
models and limit
production. As a
result, a balance
between buyers and

sellers will be
restores.
+ How can an equilibrium between sellers and buyers be
restored when a goods becomes overstocked at the
going market price?
+ A factor of
production is an
input into the
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Time Teacher Students
productive process
one of the classical
triad of land, labor
and capital
+ What is a factor of production? Name three factors of
production.
+ The shift in
relative wages will
cause a shift of
workers into the
growing occupation
30 min B. Vocabulary exercise
- Ask students to do this exercise
- Let students compare their answers with a partner
- Check answers with the whole class
- Do the exercise
- Compare answers
with a partner
- Give answers
1. scrambled

2. tend
3. in addition
4. overstocked
5. favorable
6. rationed out
7. participant
8. relatively
9. unload
10. placed an
order
11. arrangement
12. rushed
13. shift
14. triad
15. interact
16. restore
17. process
18. mechanism
50 min 4. Grammar
A. prefixes:
- Elicit the meaning of some common prefixes:
- Listen to teacher
and take notes
- Make sentences
+ Inter- : between or reciprocal
interact, international, interchange, intercommunication,
interdependent, interconnected, interface…
+ En- : to cause to be
enable, ensure, encourage, enlarge, enlighten…
+ It is an

international
company with
many subsidiaries
+ This enables me
to tell her the truth
this meat is
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Time Teacher Students
overdone
+ Over- : excessive (too much)
overstocked, over careful, overdone, over
consumption…
+ Un-: not or opposite of
unhappy, unload, unable, unconscious, unconditional…
+ The girl is
unhappy because
she lost her purse
last week
+ Re- : again or back (as it was before)
restore, renew, recharge, recite, reclaim…
+ Tri- : three
triad, tricycle, triangle, triceps, tricolor, trident,
trilingual…
+ Do you want to
renew your lease?
+ The sticks are
arranged into a
triangle
- Ask students to make some sentences with some of
these words

- Make sentences
B. present participle: V-ing:
1. Form:
The infinitive + Ing
Eg: working, swimming, dancing, going, training,
playing
2. Usage:
a. To form the continuous tenses:
Eg: He is working
The prices are rising
- Make examples
b. As adjectives:
Eg: Running water
Dripping taps
Leaking pipes
c. = a relative pronoun + Verb:
Eg: people who wish/wished to visit the caves
= people wishing to visit the caves
d. After verbs of sensation such as: see, hear, smell,
feel…
Eg: I see him passing my house everyday
e. After prepositions:
Eg: I am interested in traveling
- Ask students to make some other examples
C. past participle: V-ed
1. Form:
The infinitive + (e)d
Eg: touched, interested, bored, delayed…
2. Usage:
a. As an adjective:

Eg: stolen money, a written report, fallen trees, broken
glasses…
b. to form the perfect tenses / infinitives and
participles and the passive voice:
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Time Teacher Students
Eg: He has purchased a car
The glass was broken
c. = a subject + Passive verb:
Eg:
She enters. She is accompanied by her mother
= She enters, accompanied by her mother.
- Ask students to make more examples
- Let students do the exercise on pages 22, 23
- Check answers with the whole class
- Do the exercise on
pages 22,23
- Give answers:
1. I: The chapter
taught by the
professor this
morning will be on
next week’s exam
2. I: the pizza
served in this
restaurant is the
most delicious one
3. The child
playing in the
garden is my son

4. C
5. The letters
posted yesterday
will arrive on
Monday
6. The tip offered
by the customer
was not accepted
30 min C. Optional reading
a. Pre-reading:
- Give questions to elicit from students:
+ What is the economy in Vietnam?
+ Does Vietnam often carry out economic reforms?
- Give answers:
+ State-controlled
market economy
+ Yes, it does
b. While-reading:
- Ask students to read through the text to get general
idea
- Ask students to read the text again and check their
understanding:
- Skim the text
- Read the text
again
- Give answers:
+ What are necessary to transform a centrally planned
economy into a market economy?
+ What should be considered first in applying the
reforms?

+ Complex reforms
are
+ Steps to stabilize
the macro economy
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Time Teacher Students
and let the market
decide domestic and
external sector
prices
+ What should a country do next to reform its economy?
+ Is privatization of large state enterprises important in
reforming?
+ Improve
economic decision-
making, reform
trade policies and
build managerial
skills and a strong
financial sector
+ Yes, it is
+ What needs reforming? + The legal
contractual system,
the structure of
ownership and the
roles of key
organization is in
the economy
+ What difficulties are there when carrying out reform? + Inflation and
unemployment will

worsen as price
controls are
removed and the
real economic
losses of some
activities are
revealed. Political
opposition may
increase. There is a
rise in income
inequality and large
changes in the
incentive structure
+ What benefits can reforms bring to the economy? + They can lead to
progress in exports
and the availability
of consumer goods
* Notice:
- Check students’ understanding of words’ meanings
and structures mentioned in the text
+ Complex:
Eg: This is a complex system
+ Reform(s)
Eg: Teachers have paid much attention to the reform of
20
Time Teacher Students
teaching method recently
+ Transition (from st) (to st)
Eg: His attitude underwent an abrupt transition
+ Recommend Ving/N: suggest

+ Recommend (that) st (should) do st
Eg: I can recommend him as an extremely good
accountant
+ Sequence
Eg: He is describing the sequence of events
+ Signal
Eg: He raised his arm as a signal for us to stop
+ Accompany
Eg: Each application should be accompanied by a
stamped addressed envelope
+ Privatization
Eg: There is a trend of privatization of state-owned
enterprises in our economy
+ Priority (over sb/st)
Eg: The government gave top priority to reforming the
legal system
+ Protection
Eg: Our medical insurance offers protection for the
whole family in the even of illness
+ Institution
Eg: She is living in an institution now
+ Contractual
Eg: You have to comply with contractual obligations
+ Ownership
Eg: The restaurant is under new ownership
+ Large-scale
Eg: Sheet maps use a much larger scale
+ Commitment (to st)
Eg: I’m overworked at the moment – I’ve taken on too
many commitments

+ Adjustment:
Eg: I’ve made a few minor adjustments to the seating
plan
+ Reveal st (to sb)
Eg: The doctor didn’t reveal the truth to him
+ Opposition (to sb/st)
Eg: There’s not much opposition to the scheme
+ Incentive:
Eg: They don’t try very hard, but then there’s no
incentive
+ Prospect:
Eg: Prospects for further expansion are very good
21
Time Teacher Students
* Post-reading
- Ask students to summarize the text
- Check their summary
- Ask students to translate the text into Vietnamese
- Summarize the
text
5 min 5. Conclusion
- Summarize the main points of the reading
- Remind students of the present participles and past
participles
22
CHAPTER II: HISTORY
UNIT 4: ADAM SMITH (1723-1790)
I. Level: students – Intermediate level of English
II. Aims:
- Students can know some linking verbs

- Students can understand more about a famous economist – Adam Smith
- Students can learn some words relating to business
III. Time: 4.5 periods
IV. Aids: Textbook: English in economics and business
V. Procedure:
Time Teacher Students
2 mins
10 mins
1.Class settling
2.Checking previous lesson
- Deliver some exercises to students.
- Ask students to do the exercises individually
- Check answers with the whole class
- Do the exercises
- Give answers
10 mins 3. Lesson: Exercises on page 30
- Ask students to do the exercises
- Check answers with the whole class
- Do the exercises
- Give answers:
1. Quietly
2. Quiet
3. Nice
4. Well
5. Safe
6. Safely
7. Nervous
8. Slow
9. Angrily
10.Comfortable

110
mins
A. Reading comprehension
a. Pre-reading:
- Give students some questions to elicit the reading:
+ Name some famous economists?
+ Do you know anything about Adam Smith?
- Introduce the content of the lesson
- Give answers:
Adam Smith…
b. While-reading:
- Ask students to read through the text to get the general
idea
- State the main idea
- Ask students to read the text carefully
- Elicit the meanings and usage of new words and
- Read through the
text to have the
general idea
- Read the text
carefully
- Deduce the
23
Time Teacher Students
structures: meanings of new
words and structures
+ Wealth
Eg: The country’s wealth is based on trade
+ Observation:
Eg: He’s just published his observations on British bird

life
+ Major: main
Eg: We have encountered major problems
+ Hypothesis
Eg: He disproves her hypothesis aggressively
+ Self-interest:
Eg: He helps her purely from self-interest
+ Benefit:
Eg: The new regulations will be of great benefit to us all
+ Merchant:
Eg: He is an import-export merchant
+ Guide
Eg: I guided him to his chair
+ Charitable (to/towards sb)
Eg: He works for a charitable organization
+ Concept:
Eg: He can’t grasp the basic concepts of mathematics
+ Invisible (to sb/st)
Eg: Distant starts are invisible to the naked eye
+ Motivation
Eg: They lack the motivation to study
+ Productive
Eg: I spent a very productive hour in the library
+ Trade
Eg: Since joining the Common Market, Britain’s trade
with Europe has greatly increased
+ Enable:
Eg: This pass enables me to travel half-price on trains
+ Specialize (in st)
Eg: He specializes in oriental history

+ Item
Eg: Pay your attention to the first item on the agenda
+ Efficient:
Eg: They’re introducing an efficient new filing system
+ Ensure:
Eg: Please ensure that all the light are switched off at
night
+ Remain
Eg: In spite of their quarrel, they remained the best of
friends
24
Time Teacher Students
- Ask some questions to check students’ understanding: - Give answers:
+ Who is Adam Smith?
+ Do any historical factors play a part in making Smith’s
writings important?
+ He is the first great
theorist of economics
+ Yes, they do.
Because he wrote at
the time when
industrial society was
beginning to replace
agricultural society
+ According to Smith, what was man concerned about?
+ Do people make contributions to society when they are
working in their self-interest?
+ According to Smith,
man was concerned
about his self-interest.

+ Yes, they do
+ What do people try to do in their lives?
+ According to the passage, what does “the basic
motivation of human nature” refer to?
+ What did Smith think of free competition?
+ People try to make
their own life richer
+ It refers to people’s
self-interests
+ He thought that free
competition is healthy
and productive in the
economy
+ According to Smith, what determined wages?
+ Did he know exactly how profits were made?
+ Wages were
determined by the
amount of money it
took to bring a worker
to a factory and keep
him there
+ No, he didn’t
+ How did he think profits were made? + He thought profits
were made by
workers producing
more than it cost to
pay their wages
+ What does the division of labor mean? + It means that
countries can
specialize in

producing certain
items that they
are/were most
efficient at making
+ What did Smith think was the function of government
in the economic life of a nation?
+ Smith concluded
that the role of
government was to
ensure that the trading
25