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Date of teaching Class Absent students
12C1

Period 37

UNIT SEVEN: ECONOMIC REFORMS

LESSON ONE : A – READING

A. Objectives

1. Aims: By the end of the lesson, Ss will be able to:
- Guess the meaning of words in context

- Scan the reading text for specific information about the topic
- Express ideas about changes in Vietnam since Doi Moi
2. Knowledge

- Vocabulary: + eliminate (v):….
+ intervention (n):…..

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

+ promote (v):…..

+ economic reforms:…..
+ Land Law: ….

+ Enterprise Law: …..
- Structure: + What can you see..?
+ Do you think…?

+ What, in your opinion, should…?
3. Skill

- Main skill: reading

- Sub-skills: speaking and writing

B. Method: Integrated, Main Communicative
C. Teaching aids:

- Teacher: Sub - boards, pictures.
- Students: Textbooks

D. Procedure:

Teacher’s activities Students’ activities
* Check Ss during the lesson

I. Warm-up: (5 minutes)
- Ask Ss some questions:

1. Can you name some differences between
schools (hospitals, houses) now and the
past ten years?

2. How do farmers transport their farming
products now and how did they do ten
years ago?

3. What make all of these changes?

- Individual work
Suggested ideas:

1. + Now: beautiful buildings, good
facilities, ..

+ In the past 10 years: a lot of small
thatched houses……

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- Lead Ss to the new lesson.
II. Before you read : (7 minutes)

- Ask students to work in pairs, open their
books, look at the pictures, and discuss to
answer the questions given.

+ 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 their answers.
- Give feedback afterwards.

III. While you read : (23 minutes)

- Play the tape once for Ss to listen to the
reading passage.

- Ask Ss to do the task
1. Activity 1:Task 1 :

- Remind Ss of some strategies to do the
task.

+ Read through the words/ phrases first.
+ Turn back to the reading passage to
locate the word/ phrase

+ Read the sentence that contain the word/
phrase carefully and guess the meaning in
the context.

- Ask students to work in pairs to do the
task

- Call on some Ss to give Vietnamese
equivalents of the following words and
phrases.

- Provide feedback afterwards.

- Explain some more new words/phrases
+ eliminate (v):….

+ intervention (n):…..

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

+ promote (v):…..

animal’s force.

3. The development of economic/ The
economic reforms.

- Listen carefully

- Pairs work
* Suggested keys

+ Things seen: a village, farmers, a

buffalo, some huts/ small thatched houses,
…

+ A poor village, of course the farmers
lead a poor life.

+ Build a new road, change the cultivation
methods, apply new farming techniques…

- Listen to the tape and read the text in
silence.

- Work in pairs to follow T’s instructions
to do the task.

* Suggested answers:

1. National Congresses: Đại hội toàn quốc

2. renovation (n): đổi mới

3. under-developed (pp):¸chËm ph¸t triĨn

4. dominate (v): chi phối, thống trị
5. stagnant (adj): tr× trƯ

6. inflation (n): lạm phát

7. Government subsidies (n): sự bao cấp
của chÝnh phñ

8. Government commitment (n): cam kÕt
cña chÝnh phñ

9. dissolve (v): tan r·

10. substantial (adj): lớn lao, đáng kể

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+ economic reforms:…..
+ Land Law: ….

+ Enterprise Law: …..

- Ask Ss to read after the teacher
2. Activity 2:Task 2:

- Ask students to read the passage again
and choose whether the statements given
are true (T) or false (F).

- Remind Ss of some strategies to do the
task if necessary

- Ask them to work individually to do the
task and give the evidence to prove their
answers.

- Move round to make sure that all students
are working and to help them if necessary.
- Ask some students to report their answers.
- Ask for comments from other Ss and give
feedback afterwards.

3. Activity 3:Task 3:

- Ask students to read the passage again
then work in pairs to ask and answer the
questions given in the task

- Walk round the class to give help if
necessary.

- Give suggested words, phrases or useful
suggestions.

- Call on some pairs to present their
answers before the class.

- Give feedback and correct answers.

IV. After you read : (8 minutes)

- Ask students to work in group to scan the
text again.

- Ask Ss to summarize the reading text
based on the suggested points.

- Encourage them to use their own words.
- Ask one or two representatives of the

- Read in chorus

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

- Discuss the answers with another student.
1. F 2. F 3. T 4. F 5. T
- Find in the text the evidence to prove the
answers.

- 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 
and

raise the living standard of the people.
A: Name the renovation measures…?
B: Eliminated government subsidies.
 shifted economic priority…..of export.
 reduced state intervention in business.
 open trade relation…..the world.
 encourage foreign……investment.
A: How has Vietnam changed…?

B: Productivity and agricultural export…
 farmers have enjoyed…..

workers have worked harder.

children, especially from …, … training.
A: What do we believe?

B: We believe that with the …..
- Group work

* Suggested ideas:

Vietnam before Doi Moi: 
- economy: under-developed
- country: poor

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groups to report before class.

V. Home work: (2 minutes)
- Ask Ss to

+ summarize the text

+ learn by heart the new words

- production: stagnant

- shortage of schools, hospitals

→ inflation in every sector of the economy
Renovation measures:

- eliminated government subsidies
- shifted economic priority from heavy 
industry to three major economic 
programmes…

- reduced state intervention in business 
- opened trade relations with all countries 
in the world

- encouraged domestic and foreign private
investment.

Vietnam since Doi Moi:

- productivity and agricultural exports
have constantly increased

- farmers have enjoyed land use 
rights……

- workers have worked harder

- children, especially those from ethnic 
minorities have had more opportunities to 
enjoy education and training.

- Listen to the teacher

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- Asking students: Who’s absent today?

Date of teaching Class Absent students
12C1

12C5

Period 38

UNIT SEVEN : ECONOMIC REFORM

LESSON TWO: B - SPEAKING

A. Objectives

1. Aims: By the end of the lesson, Ss will be able to:
- Describe the pictures of changes in economy

- Talk about measures and effects of the economic reforms in Fantasia
- Compare with those in Vietnam.

2. Knowledge

- Vocabulary: facility, fertilizer, insecticide, pesticide, dyke, dam, scholarship
- Structure: + They have………… so ……..

+ Due to the ………
 + Thanks to the………..
 + By applying………
3. Skill

- Main skill: speaking

- Sub-skills: listening and writing

B. Method: Integrated, Main Communicative
C. Teaching aids:

- Teacher: Textbook, Sub - board, handout

- Students: Textbook

D. Procedure:

Teacher’s activities Students’ activities
* Check Ss during the leson

I. Warm-up: (4 minutes)

Game: Scrambled word: AGNSCHE
Expected answer: CHANGES

II. Pre-speaking : (10 minutes)
Task 1

- Work in groups of 5 or 6 to
unscramble the word.

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- 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.

- Call some pairs to practise asking and

answering the questions.

- Provide feedback afterwards.

III. While-speaking : (18 minutes)
Task 2

- Explain the requirements “The country
of Fantasia started its overall

reforms…”.

- Explain the new words/phrases:
+ facility

+ fertilizer
+ pesticide
+ insecticide
+ dyke
+ dam

+ scholarship

- Divide the class into groups of 6
- Ask each group to discus a section:
Education, Health care and Agriculture
- Guide students to work by 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.

- Work in pairs to discus the three
questions and find the answers.
* Suggested keys

A: What does each pair of pictures tell 
you?

B: It tells us the contrast between the 
present and past situations.

A: What changes can you see in each 
pair of pictures?

B: The new school and factory are 
much bigger and more beautiful than 
the old ones.

A: What do you think people have done

to achieve these changes?

B: They must have taken some 
renovation measures

- Listen carefully

- Listen then take note

Group 1: Education

S1: The government of Fantasia has 
changed the curriculum and textbooks.
S2: They also provided schools with 
more equipment and facilities.

S3: They build more schools and raised
the teachers’ salaries.

S1: It is obvious that they……
Group 2: Health care

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

salaries have been raised.

S2: Due to the government’s policy, 
many more highly qualified doctors 
have worked to improve the people’s

health.

Group 3: Agriculture

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V. Post-speaking : (10 minutes)
Task 3

- Ask students to work in the previous
groups to summarize what they’ve
discussed in Task 2

- Move round to check the activities and
to make sure that Ss are working

effectively.

- Ask one or two representatives of the
groups to report in front of the whole
class.

- Ask for feedback from other Ss and
provide feedback afterwards.

V. Homework: (3 minutes)

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

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.
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.
- Work in groups to do the task

- Report their groups’ discussion when
being asked.

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- Asking students: Who’s absent today?

Date of teaching Class Absent students
12C1

12C5

Period 39

UNIT SEVEN : ECONOMIC REFORM

LESSON THREE: C - LISTENING

A. Objectives

1. Aims: By the end of the lesson, Ss will be able to:
- Know the harm of taking drug.

- Listen for specific information.

- Listen for understanding of the listening passage
2. Knowledge

- Vocabulary: + inhabitant (n)
+ discourage (v)
+ drug-taker (n)
+ islander (n)
+ rational (adj):

- Structure: + discourage sb from doing sth:
+ run short of: thiếu cái gì

+ take measures to do sth: ¸p dơng biƯn ph¸p…

3. Skill

- Main skill: listening

- Sub-skills: speaking and writing

B. Method: Integrated, Main Communicative
C. Teaching aids:

- Teacher: Textbook, tape, cassette player, handouts
- Students: Textbook

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Teacher’s activities Students’ activities
* Check ss during the lesson

I. Warm-up: (5 minutes)
Guessing game: What is it?

- Read some cues and ask Ss to listen and
guess what it is.

- Award good marks to the first student to
successfully guess the word.

Cues:

1. It is a white substance used as a
pain-killer.

2. It is also an illegal substance that some
people take because of its pleasant effects.
3. It contributes to violence and crime
among the people who use it.

4. A few people are buying and selling it
illegally.

II. Pre-listening: (8 minutes)

- Ask students to work in pairs to ask and
answer the given questions.

- Guide the students to answer if
necessary.

- Give further information.

- Explain the words that will appear in the
listening text.

+ inhabitant (n) c d©n

+ discourage (v) làm nản lòng

discourage sb from doing sth: thuyết
phục ai không làm gì

+ drug-taker (n) ngêi sư dơng ma t

+ islander (n) ngời dân đảo

+ run short of: thiếu cái gì

+ take measures to do sth: ¸p dơng biƯn
ph¸p…

+ rational (adj): cã lÝ trÝ

- Ask students to read in chorus then
individually.

 Listen and repeat:

- Play the tape once for Ss listen to the
tape

- Play the tape again and ask Ss to repeat
after the tape.

- Listen to the teacher.
- Guess the word

The word to guess: Drug.

- 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 then take note

- Read in chorus
* Listen and repeat

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III. While-listening: (20 minutes)
1. Activity 1: Task 1:

- Ask students to read through the
statements to understand them.

- Ask them to guess the information in
each sentence they should focus on.

- Play the tape once then check how many
answers students can find.

- Play the tape again.

- Check and give correct answers by
playing the tape one more time and
pausing at the points that contain the
answers.

- Call some students to say out their
answers and the evidences they get to
prove their answers.

- Give feedback afterwards.

2. Activity 2:Task 2: (Adaptation)
Listen to the tape and fill in the missing

information in each answer to the 
questions given in the Task.

1. They discovered ……….which
contained a ………….

2. They ………..the plant all over the
island.

3. The negative effects that the drug
bought about:

+ workers and farmers ………
+ children did not want to………….
+ the whole population began to
…………..

4. The Government took three measures:
+ introduced a law to make the drug
………..

+ put the ………into prison

+ ………….the drug to other countries
5. Eventually they decided to …………..to
other countries.

- Explain the task

- Play the tape 2 times for Ss to listen and

do the task.

- Call some Ss to give their answers before
the class.

- Check with the whole class and provide
feedback afterwards.

- Read the statements 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.

* Expected answers:

1. F 
2. F 
3. T 
4. T
5. F 
6. F
7. T
 8. T
 9. F

- Read the statements to guess what

information they need to fill in each
blank.

- Listen to the tape and do the task.
- Compare the answers with a partner
* Expected answers:

1. a plant
2. grew

3. + became lazy
+ go to school
+ run short of food

4. + illegal
+ drug-takers
+ exported

5. export the drug
- Listen carefully

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IV. After you listen: ( 10 minutes)
- Ask Ss to work in groups to discus the
questions given to find the answer.
- Give suggestions.

- Move around to help if necessary.

- Call on one or two representatives of the
groups to present their groups’ answers.

- Provide feedback.

V. Home work: ( 2 minutes)

- Ask Ss to learn by heart the new words
and summarize the main points of the
listening text.

- In groups, discus the question and
find out the answers

* Suggested answers:

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 governments/ countries will
face the same problems as theirs……
- Listen to the teacher and write down
homework to do at home.

- Asking students: Who’s absent today?

Date of teaching Class Absent students

12C1
12C5

Period 40

UNIT SEVEN : ECONOMIC REFORM

LESSON FOUR: WRITING

A. Objectives

1. Aims: By the end of the lesson, Ss will be able to:

- Write a report on the economic reform of a country, using the information
given in the table.

- Make a comparison with that of Vietnam.
2. Knowledge

- Vocabulary:

+ stagnant (adj), to be in ruins,under-developed (adj), rise (v, n), increase (v,
n), decrease (v, n), slight (adj) – slightly (adv), steady (adj) – steadily (adv)
sharp (adj) – sharply (adv), dramatic (adj) – dramatically (adv)

- Grammar: - simple past
3. Skill

- Main skill: writing

- Sub-skills: speaking and listening

B. Teaching method: Integrated, Main Communicative
C. Teaching aids:

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- Students: Textbook
D. Procedure:

Teacher’s activities Students’ activities
* Check Ss during the lesson

I.Warm up (5’)
Net-work:

fishery

II.Pre-Writing (15’)

- Elicit the vocabulary and structures
for the writing

- Help Ss with information items,
necessary expressions (the outline) for
their writings

* Introduction part: the economic 
situation of Tango before 1980.
The beginning provided in the 
textbook: 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.

- Instruct Ss to give more ideas for this

part. For example:

+ To solve the problems, the reforms 
were made / carried out in some 
sectors of the economy.

+ Therefore/ thus it was necessary for 
the Government of the country to take 
the suitable measures.

* Body part: specific measures taken 
by the Government and the people of
Tango

- Elicit the measures for each branch:
+ Agriculture: introduce/apply new
and advanced farming techniques……
+ Fishery: invested money to buy ships

- Work in groups of 5 or 6 to find out as
many branches of economy as possible
* Expected answers:

- fishery
- agriculture
- forestry
- industry
- construction
- export
- tourism

………….

- State the words/phrases that they have
learnt.

+ stagnant (adj)
+ to be in ruins

+ under-developed (adj)
+ rise (v, n)

+ increase (v, n)
+ decrease (v, n)

+ slight (adj) – slightly (adv)
+ steady (adj) – steadily (adv)
+ sharp (adj) – sharply (adv)

+ dramatic (adj) – dramatically (adv)

- Listen and take note

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and modern equipments for off-shore 
fishing….

+ Forestry: protect and reserve forests,
plant more tree…..

+ Industry: domestic and foreign
investment in high-tech machines for

factories….

+ Construction: more houses,
infrastructures needed because of 
higher living conditions ……

+ Export: products of the branches not
only enough for domestic consumption 
but also for export…………and expand 
the export to many countries…..

* Conclusion part: achievements (as 
presented in the table)

+ Thanks to the proper/appropriate 
measures, the great achievements were
made…….

+ There was a

steady/sharp/dramatic…

increase/decrease in the growth of…….
+ The rate of growth in

………….increased/ decreased 
steadily/ sharply/ ….. from ……% in 
1980 to ……% in ……..

+ The branch which had the highest

rate of growth was ……..(from ……% 
in ……to ….. % in ……).

………..

III.While-Writing (15’)

- Set the scene: Now you are going to
write a report on the economic

development of Tango, using the
suggestions and the data in the table
given.

- Have Ss work in groups of 4 to do the
task.

- Go around observing and offering
help when necessary.

- Collect Ss’ mistakes for later
correction.

IV.Post-Writing (8’)

- Have Ss exchange their writings with
another group for peer correction.

- Listen and take note

- Work in groups of 4 to discuss and
write the report.

- Take note

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- Write the typical mistakes on the
board and ask Ss to give feedback.
- Correct the mistakes afterwards.
- Choose 1 or 2 writings to correct
before the class.

V. Homework. (2’)

- Ask Ss to rewrite the letter at home

- Take note

- Correct their friends’ writing

- Give feedback to the mistakes that the
T have collected.

- Copy down the corrected ones.

- Write down the task to do it at home.

- Asking students: Who’s absent today?

Date of teaching Class Absent students

12C1
12C5
Period 41

UNIT SEVEN : ECONOMIC REFORM

LESSON FIVE: E - LANGUAGE FOCUS

A. Objectives

1. Aims: By the end of the lesson, Ss will be able to:

- Know how to pronounce weak/strong forms of auxiliaries

- Know the use of adverbial clause of conccession and do all exercises fluently
2. Knowledge

- Vocabulary:

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- Main skill: writing

- Sub-skills: speaking and listening

B. Teaching method: Integrated, Main Communicative
C. Teaching aids:

- Teacher: Board, cassetteplayer, chalks, textbook and notebook.
- Students: Textbook

D. Procedure:

Teacher’s activities Students’ activities
I. Warm up: (5 minutes)

- Introduce the lesson to the students.
- Give an example

eg: A- Can you speak English?
B- Yes, I can

- Read then Ask Ss “ What is the different
between the auxiliaries “ can” ?

II. Pronunciation: ( 15 minutes)

- Explain the way to use strong form
(emphasis, positive, stressed cases ), weak
form (interrogative, unstressed cases)
- Help students to know the pronunciation.
- Practice:

A: Can you speak English?
B: Yes, I can.

A: Must we go now?
B: I think we must.

A: Have you met Quang?

B: Yes, I have

A: Has she gone?
B: Yes, she has.
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: ( 23
minutes)

- Explain once again the “Clause of
concession”.

Though

Although S + V, S + V
Even though

- Guide the students how to do the
exercises.