Giao an Anh 12 CB Unit 6 7 (Chuan)

[email protected] Unit 6 FUTURE JOBS

The 2 nd period Date: 26/8Grade 12 Theme: FUTURE JOBS

Unit 6 ReadingTime: 45 minutes

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 jobs3. Skills: - Guessing meaning from context

- Reading for specific informationII. Method: Integrated, mainly communicativeIII. Teaching aids: Student’s book and pictures showing farmers’ daily routines, etc.IV. Procedure:Teacher’s activities Students’ activitiesWarm-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.

- 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

Lesson plans of grade 12 1

[email protected] 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- Explain pronunciation and meaning of new words which appear in the passageTask 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

- Read the text in silence.- Find out new words.- 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. B2. C3. A4. 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


[email protected] 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.- Go round the class to help Ss if necessary. - Call on some Ss to give their answers.- Correct mistakesHome 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

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?

-Do Reading exercise of Unit 5 in workbook and prepare Part B : Speaking at home

The PeriodDate Grade 12

Theme: future jobsUnit 6SpeakingTime: 45 minutes

I. Objectives:1. Educational aim: Students should know to giving opinions about jobs2. Knowledge: - General knowledge: Students learn about opinions about jobs


[email protected] Language: Talking about opinions about jobs.- New words: words related to opinions about jobs3. Skills: talking about opinions about jobsII. Method: integrated, mainly communicativeIII. Teaching aids: pictures IV. Procedure:

Teacher’s activities Students’ activitiesWarm-up: (5 minutes)- Ask Ss some questions about

jobs: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.

- Listen to the questions.- Discuss the question.- Stand up, answer the

questions.

- Work in pairs.- Match a job in A with at least two descriptions in B.Example: A: a doctorB: • 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


[email protected] Call on Ss to give their answers.- Correct mistakes.While-speaking : (15 minutes)Task 2 - 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 Bpilot 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 mistakesExample: 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

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.

- 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


[email protected] - Let them work in groups- Ask some students to stand up and tell loudly- Walk round and help them- Listen and correct mistakes

Homework: (3 minutes)- Assign homework. - Ask students to prepare Part C- Listening and do homework

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- Write down the homework


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The periodDate : Grade 12

Theme: future jobsUnit 6ListeningTime: 45 minutes

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- New words: Words related to future jobs3. Skills: - Filling in missing information

- Deciding on True or False statements II. Method: Intergrated, mainly communicativeIII. Teaching aids: Student’s book, tape and cassette playerIV. Procedure:

Teacher’s activities Students’ activitiesWarm-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

- 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.


[email protected] words- Listen and check pronunciationWhile-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- manufacturing2- service 3- transportation4- finance 5- service Task 2- Introduce the task: Task 2. Listen 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

- Read the questions quickly.- Listen to the listening script.- Answer the questions.

Answer:1- manufacturing2- service 3- transportation4- finance 5- service

- Read the statements quickly.- Listen to the listening script.- Answer the questions.

Answers:1- T 2- T 3- T 4- F 5- F


[email protected] 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- FAfter-listening: (5 minutes)- 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).

- Work in groups. Summarize the passage using the information in Tasks 1 and 2.

- Prepare the section C (The Writing part of Unit 5).


Theme: future jobsUnit 6

WritingTime: 45 minutes

I. Objectives:1. Educational aim: Students learn how to understand a formal

letter2. Knowledge: - General knowledge: Students will be able to write a formal

letter of job application


[email protected] Language- New words: Words relating to job application3. Skill : II. Method: Integrated mainly communicativeIII. Teaching aids: Textbook, board markersIV. Procedure:

Teacher’s activities Students’ activitiesWarm-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 WantedWe 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. Telephone No: 04 824 0139. • Type of job: …………………• Level of education needed: ……………• Work experience: ……………………• Character and interests: …………………

- 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 WantedWe 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 guide2. high school diploma3. experience as a tour

guide, fluent English4. a good manner,

willing to work hard for long hours

- Study the task carefully.- Work in pairs to give


[email protected] 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

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.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 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


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Homework: (2 minutes)- Rewrite the letter at home.- Prepare the section D (The Language focus part of Unit 6).

- Rewrite the letter at home.- Prepare the section D (The Language focus part of Unit 6).


Theme: future jobsLesson 6 Language FocusTime: 45 minutes

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 form3. Skills: - Pronunciation: weak/strong forms of some conjunctions & prepositions - Grammar: Relative clausesII. Method: Integrated, mainly communicativeIII. Teaching aids: Text books, IV. Procedures:

Teacher’s activities Students’ activitiesWarm-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 afterI. 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 PrepositionsStrong Weak Strong Weak

- Listen to teacher- Read aloud- Pay attention to its weak/ strong forms.- Understand the aim of the new lesson.


[email protected] form form form

AndBut

AtForOf ToFrom

- Help students how to pronounce those words correctly by reading first as modelb. Practice: Practise reading these sentences1. 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 groupII. Grammar: a) Review some grammar structures: Relative clauses Whom; who; which; whoever; whose………- Give some examples- Ask Ss to make sentences with the structures.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

- 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 separated2. is set - must be followed3. is made up4. is paid5. are selected

- Understand the task - Rewrite the following sentences using the passive voice.Answers: Exercise 2


[email protected] 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

- 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


[email protected] 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 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.

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.


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UNIT 7: economic reformsThe 1 st period Date : 11/8Grade 12

Theme: economic reformsUnit 7ReadingTime: 45 minutes

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’ activitiesWarm-up: (5 minutes)Aims: to introduce the topic of the lesson and to raise students' interest.- Tell the class the the differences between schools

- now: beautiful buildings, good facilities,..past: ….now: tractors, motorbikes, …past: human’s force or animal’s


[email protected](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 necessaryWhile you read : (23 minutes)- Ask students to look through the passage and read in silence- Help students read the passage- Explain pronunciation and meaning of new words which appear in the passageTask 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.

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+ 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


[email protected] 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.Task 3: (6 minutes)- Ask students to read the passage again then work in pairs to ask and answer the

+ 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 PartyA: 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.


[email protected] 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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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.

The 2 nd Period Date Grade 12 Theme: economic reforms

Unit 7 SpeakingTime: 45 minutes

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.


[email protected]. Skills: - Discribing details in pictures. - Talking about changes the new economic reform has brought about.II. Method: - Integrated, mainly communicative.III. Teaching aids: - Pictures, board, chalks, textbook, handouts.IV. Procedure:

Teacher’s activities Students’ activitiesWarm-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

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: EducationS1: The government of Fantasia has changed the curriculum and textbooks.S2: They also provided schools with more equipment and


[email protected] 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 careAgriculture- Guide the students how to speak 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.

facilities.S3: They build more schools and raised the teachers’ salaries.S1: It is obvious that they……Group 2: Health careS1: 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: AgricultureS1: 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


[email protected] : (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.

Homework: (3 minutes)Name some measures we’ve made to promote our economic system.

new and advanced farming techniques, more facilities and equipment. They use fertilizers, pesticides and insecticides to protect their crops.

- Listen to the teacher.- Write down the homework to do at home.


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The 3 rd period Date : Grade 12 Theme: economic reforms Unit 7 ListeningTime: 45 minutes

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 to the topic. 3. Skills: - Listening and deciding on True or False statements.


[email protected] - Listening comprehensionII. Method: - Intergrated, mainly communicative.III. Teaching aids: - Tape, cassetteplayer, board, chalks, textbook.IV. Procedure:

Teacher’s activities Students’ activitiesWarm-up: (5 minutes)- A story about an addictor.

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.

- 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 answersPlay the tape once then check how many answers can students find.Play the tape again.Check and give remarks.

- 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:Tango discourageDrug-taker rationallyRuin solutionUnfortunately 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 onself.

- Read the questions once to get the main contents.Listen to the tape and do the


[email protected] 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

After you listen: (10 minutes)- In group, ask students to discus the guided question, find the answer.- Move around to help if

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.

-Listen to the teacher and write down homework to do at home.


[email protected] Give remarks or even suggestions.

Homework: (3 minutes)- Imagine you are an MP of Tango what would you do to solve the problem.

The 4 th period Date: Grade 12 Theme: economic reforms Unit 7 WritingTime: 45 minutesI. Objectives:1. Educational aim:


[email protected] - 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: - Intergrated, mainly communicativeIII. Teaching aids: - A picture, board, chalks, textbook.

IV. Procedure:

Teacher’s activities Students’ activitiesWarm-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 1Ask students to look at Task 1.In pairs, ask students to ask and answer the questions.Move around to give help.Check and give remarks.

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.S1: What can you say about the economic situation in Tango from 1980 to 200?S2: Many positive changes has made. The economic situation in 2000 is much better than the one in 1980.S1: What do you think the ….?


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Task 2- Explain the requirements: Writing a report.+ The economic situation of Tango before 1980.+ The measures taken by the Government and the people of Tango overcome the problems.+ The achievement ( as presented in the table) they have made as a result of the reform.- Ask students to work in groups to write report.- Walk round to give help if necessary.

Post-writing: (10 minutes)- Ask some groups to represent their work, ask other

S: They have taken positive measures….Listen to the teacher to correct oneself.

Work in groups to do the task.The Government and the people of Tango started their overall economic reform in the mid 1970s. Before that time the economy of the country was in ruins………. . The Government of Tango has taken a lot of measures in order to promote the national economy such as……. . Despite all difficulties, the people of Tango ….. . After all, they have received greater and greater achievements…. Compare the result to the other groups.Listen to the teacher’s explanations.Exchange the writing to other groups to check and give remarks.

- Represent the task on board if being asked.Read the writing to get others’ remarks.The Government and the people of Tango started their overall economic reform in the mid 1970s. Before that time the economy of the country was in ruins………. . The Government of Tango has taken a lot of measures in order to promote the national economy such as……. . Despite all difficulties, the


[email protected] give remark.- Choose some good writing to read in class and give remark.

Homework: (2 minutes)- Ask students to rewrite the task at home and preapare part Language Focus at home.

people of Tango ….. . After all, they have received greater and greater achievements….

Do as the teacher asked.

- Listen to the teacher and write down homework.

The 5 th period Date: Grade 12 Theme: economic reforms Unit 7 Language FocusTime: 45 minutes

I. Objectives:1. Educational aim:


[email protected] - Strong form and weak form of auxiliaries. Adverbial clauses. 2. Knowledge: - General knowledge: Combining the sentences. - Language: Know how to use although, even though… - New words: Words related to the exercises3. Skills: - Writing sentences with adverbial clauses of concession.II. Method: - Intergrated, mainly communicative.III. Teaching aids: - Board, cassetteplayer, chalks, textbook and notebook.IV. Procedure:

Teacher’s activities Students’ activities1. warm up: (5 minutes)- Introduce the lesson to the students.2. 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 haveA: 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.3. Grammar and

- Listen to the teacher.

Get the teacher’s explanation.Can /kæn/ (str) /kən/ (w)Could /kud/Must /mst/ (str) /məst/ (w)Have /hæv/Has /hæs/Do /du/Does /dz/Is /iz/Am / æ m/Will /wil/Shall /∫æl/Practice reading in chorus or individually.

Exercise1:Although it rained a lot, we enjoyed our vacation.Although we had planned everything carefully, a lot of


[email protected]: ( 23 minutes)- Explain once again the “Clause of concession”.ThoughAlthough S + V, S + VEven thoughGuide the students how to do the exercises.Divide the class into groups, ask them to do the exercises.- Walk round to give help if necessary. Correct the students’ work if necessary.

things went wrong.Even though/ Although the doctor has advised him to quit, Bob (still)….Although it was cold and rainy, we managed to go to class in time.Although Luong has studied English only for six months, he can …….I didn’t go to bed early although I was …Exercise 2:Although I was very tiredAlthough I had never seen her beforealthough it was pretty coldalthough we don’t like them very muchAlthough I didn’t speak the languageAlthough the heat was onalthough I’d met her twice beforealthough we have known ……..Exercise 2:we forget many thingsthey were very happyhe could speak/ read the language…Although he had revised everything…it is pretty cold/ there hasn’t been….

- Listen to the teacher and write down homework to do at home


[email protected]. Homework: (2 minutes) - Ask students to revise the strong form and weak form of auxiliaries, the use of clause of concession, redo all the exercises and prepare unit 8 at home.


Giao an Anh 12 CB Unit 6 7 (Chuan)

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Transcript of Giao an Anh 12 CB Unit 6 7 (Chuan)