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Unit 6 FUTURE JOBS

The 2nd period
Date: 26/8
Grade 12
Theme: FUTURE JOBS
Unit 6
Reading
Time: 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 jobs
3. Skills: - Guessing meaning from context
- Reading for specific information
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book and pictures showing
farmers’ daily routines, etc.
IV. Procedure:
Teacher’s activities Students’ activities
Warm-up: (5 minutes)
- Ask Ss some questions: - Work in pairs, discuss and
1. Tell the class some jobs you answer the questions
know? - Stand up and tell the class
2. Which job would you like to the answers.
be in the future? Why? - Understand the aim of the
- Get feedback lesson: Unit 6: future jobs
- Lead Ss to the new lesson:
future jobs Before you read :
(7 minutes) - Work in groups. Tick ()
- Ask Ss to work in groups. Tick the factors that they think
() the factors that they think would help them succeed
would help them succeed in a in a job interview.
job interview. E.g.
• wearing casual clothes - avoiding difficult
• giving clear, honest answers questions
• feeling self-confident - giving clear, honest
• feeling nervous answers
• having a good sense of - feeling self-confident
humour
• avoiding difficult questions
- Get feedback.
Lesson plans of grade 12 1

- 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 passage
Task 1 : (7 minutes)
- Introduce the task: These
words are from the passage.
Look back to the text and circle
the best meanings A, B or C.
- Ask Ss to circle the best
meanings A, B or C.
- Go around class and help Ss if
they need.
- Call on Ss to give their
answers.
- Correct mistakes.
Task 2: (10minutes)
- Introduce the task: Work in
pairs. Decide whether the
following statements are true - Answers: 1-F; 2-T; 3-F; 4-
(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 - Answer
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- 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. B
2. C
3. A
4. B
- Look at the task, read the
text again to give the
answers.
- Understand the task.
- Read the text again, decide
whether the statements are
true (T) or false (F).
T; 5-T; 6-F; 7-F; 8-T
the following
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and polite. questions:

7. Tell the interviewer about 1. What do you prepare for
your shortcomings. a job interview?
8. Remember to say goodbye to 2. What should we do and
the interviewer before leaving shouldn’t do before,
the interview. during and after an
- Go around class and help Ss if interview?
they need.
- Call on Ss to give their
answers.
- Correct mistakes. -Do Reading exercise of Unit 5
Post reading in workbook and prepare Part
- Introduce the task: Work in B : Speaking at home
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 mistakes
Home work: (2 minutes)
- Ask students to read the
passage again.
- Ask students to do Reading
exercise of Unit 5 in workbook
and prepare Part B : Speaking
at home

The Period
Date
Grade 12
Theme: future jobs
Unit 6
Speaking
Time: 45 minutes

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

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- Language: Talking about opinions about jobs.

- New words: words related to opinions about jobs
3. Skills: talking about opinions about jobs
II. Method: integrated, mainly communicative
III. Teaching aids: pictures
IV. Procedure:

Teacher’s activities Students’ activities

Warm-up: (5 minutes)
- Ask Ss some questions about - Listen to the questions.
jobs: - Discuss the question.
1. Would you like to work - Stand up, answer the
as a teacher? questions.
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. - Work in pairs.
Match a job in A with at least two - Match a job in A with at
descriptions in B. least two descriptions in B.
A B Example:
- a • take care of people's A: a doctor
doctor health B: • take care of people's
- a • create imaginary health
farmer characters and events • help save people's lives
- a • find good and safe - In turn, stand up and
tourist hotels for customers practice.
guide • take people to places
- a writer 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 - Understand the task

least two descriptions in B. - Work in pairs. Discuss
- Go around class and help Ss if they which of the jobs in
need. column A they

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- Call on Ss to give their answers. would/would not like to do.

- Correct mistakes. Explain why/why not? use
While-speaking : (15 minutes) the cues in column B.
Task 2
- Introduce the task: Task2. Work in
pairs. Discuss which of the jobs in
column A you would/would not like Example:
to do. Explain why/why not? You can I would like to work as a
use the cues in column B. doctor. Working as a
A B doctor would be
pilot boring fascinating job because I
waiter rewarding would have a chance to
taxi driver difficult take care of people health.
electrician interesting
policeman fascinating
journalist dangerous
hotel challengin
receptionist g
computer fantastic
programmer
- Guide students how to practise.
- Ask students to work in pairs.
- Help the students with new
structures.
- Walk around and help them.
- Call some student to stand up and
report before the class.
- Correct their mistakes - Work in groups. Talk
Example: about a job they may do
I would like to work as a doctor. after they finish school.
Working as a doctor would be Example: I would like to
fascinating job because I would work as a tourist guide. It
have a chance to take care of would be a challenging
people health. and fascinating job
Post-speaking : (10 minutes) because I would have a
Task 3 chance to travel all over
-Teacher introduces the task: Vietnam and meet many
Task3. Work in groups. Talk about a interesting people. If I
job you may do after you finish work for a foreign tourist
school, using the following cues. company, I can get high
• Where you will work salary and improve my
• Who you will work with English speaking and
• The salary you may get paid listening skills. Also, I am a
• The working conditions sociable and confident

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- Let them work in groups person and I can work

- Ask some students to stand up and hard for a long time so I
tell loudly want to work far away
- Walk round and help them from home to know more
- Listen and correct mistakes about the world around
me.

- Listen to the teacher

- Write down the homework

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

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The period
Date :
Grade 12
Theme: future jobs
Unit 6
Listening
Time: 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 jobs
3. Skills: - Filling in missing information
- Deciding on True or False statements
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, tape and cassette player
IV. Procedure:

Teacher’s activities Students’ activities

Warm-up: (5 minutes)
-Give Ss a question to discuss: - Discuss and answer the
Which is the most popular questions
job in Vietnam? - E.g. Accountant nurse
- Get feedback lawyer teacher
- Lead Ss to new lesson. computer programmer….
E.g. Accountant nurse
lawyer teacher
computer programmer…. - Read loudly the words:
Pre-listening: (7 minutes) workforce
- Ask students to look at the manufacturing
part: Before listening retail service
- Read loudly the words: category goods job
workforce market economy
manufacturing retail wholesale
service category
goods job market economy - Understand those words.
wholesale
- Walk round, listen and help
students
- Ask students to repeat loudly

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the words - Read the questions quickly.

- Listen and check - Listen to the listening script.
pronunciation - Answer the questions.
While-listening: (20
minutes)
Task 1
- Introduce the task: Task 1.
Listen to the passage and fill in
the missing words in the
boxes. Answer:
- Ask students to read the 1- manufacturing
questions quickly. 2- service
- Guide students the requests 3- transportation
of the task. 4- finance
- Call some students to give 5- service
their answers.
- Read the passage the third
time for Ss to correct.
Key:
1- manufacturing - Read the statements quickly.
2- service - Listen to the listening script.
3- transportation - Answer the questions.
4- finance
5- service
Task 2
- Introduce the task: Task 2. Answers:
Listen again and decide 1- T 2- T 3- T 4- F 5- F
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

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statements are true (T) or - Work in groups. Summarize

false (F). the passage using the
- Go round the class, give help information in Tasks 1 and 2.
to Ss if they need.
- Call some Ss to give the
answers.
- Read the passage the last - Prepare the section C (The
time to check their answers. Writing part of Unit 5).
Suggested answers:
1- T 2- T 3- T 4- F 5- F
After-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).

The period
Date :
Grade 12
Theme: future jobs
Unit 6
Writing
Time: 45 minutes

I. Objectives:
1. Educational aim: Students learn how to understand a formal
letter
2. Knowledge:
- General knowledge: Students will be able to write a formal
letter of job application

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- Language
- New words: Words relating to job application
3. Skill :
II. Method: Integrated mainly communicative
III. Teaching aids: Textbook, board markers
IV. Procedure:

Teacher’s activities Students’ activities

Warm-up :(3 minutes)
- Raise a picture of a beauty spot ( - Work in pairs, answer
Keo Pagoda in Vu Thu Thai Binh) the questions.
and ask Ss some questions: - Understand the aim of
- 1. Where is it? the lesson.
- 2. What is it famous for? - The new lesson:
- 3. Do you want to work as a “Writing a formal
tourist guide here? letter of job
- 4. What qualification do you application”
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 - Work in pairs. Read the
1. Work in pairs. Read the following following
advertisement and fill in the notes. advertisement and fill
English-speaking Tour Guides Wanted in the notes.
We are a travel company managing English-speaking Tour Guides
holiday tours. We need English- Wanted
speaking local guides to accompany We are a travel company
foreign visitors on trips throughout managing holiday tours.
Vietnam. If you have a high school We need English-speaking
diploma, have experience as a tour local guides to accompany
guide, a good manner, speak fluent foreign visitors on trips
English and are willing to work hard throughout Vietnam. If you
for long hours, please contact: The have a high school
Manager, Vinatour, 450 Nguyen Du diploma………….
Street, Hanoi. Telephone No: 04 824 Answers:
0139. 1. Tour guide
• Type of job: ………………… 2. high school diploma
• Level of education needed: 3. experience as a tour
…………… guide, fluent English
• Work experience: …………………… 4. a good manner,
• Character and interests: willing to work hard
for long hours
…………………
- Study the task carefully.

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- Guide Ss to fill in the notes. - Work in pairs to give

- Walk round the class to give Ss outlines
assistance. - Base on the outline
While-writing: (20 minutes) write a letter to Vinatour,
- Teacher introduces the task: Task applying for the job
2 Write a letter to Vinatour, mentioned in the
applying for the job mentioned in advertisement in Task 1.
the advertisement in Task 1. Your - Exchange their writing
letter should include the following for peer correction.
details. - Read out the letter.
• Your name, address and date of - Correct mistakes.
writing
Flat 3,324, Ly Thuong Kiet
• Name and address of the Street, Hanoi
company 16, October,
• Greeting 2004.
• Introduction: say where you saw Hanoi Vinatour
the advertisement and why you are 250, Nguyen Du Street, Hanoi
writing the letter of application
Dear Sir or Madam,
• Body: mention your education,
I am writing in reply to your
work experience and your advertisement in the Vietnam
character / interests News for experienced English-
• Conclusion: express your speaking local guides to
accompany foreign visitors on
willingness to work for the trips throughout Vietnam.
company and when you are
I think I meet all of the
available for interview qualifications that you specify. I
• Closing was awarded High School
- Guide Ss to write outlines. Certificate two years ago. After
leaving high school, I worked as
- Ask Ss to write an accountant in a small travel
- Call on some Ss to read out their agency for one year, where I
writing in front of the class. was given a training course on
- Ask Ss to exchange their writings tourism. Then I had one year of
experience as a tour guide so I
for peer correction know many tourist areas in
- Correct mistakes. Vietnam arid have a basic
Suggested answer. knowledge of Vietnamese
Post- writing: (5 minutes) culture, history and geography. I
speak English fluently. In
- Ask Ss to read the letter again. addition, I am a sociable and
- Give remarks on the writing 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,
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Nguyen Quoc Anh

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

The period
Date :
Grade 12
Theme: future jobs
Lesson 6
Language Focus
Time: 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 form
3. Skills:
- Pronunciation: weak/strong forms of some conjunctions &
prepositions
- Grammar: Relative clauses
II. Method: Integrated, mainly communicative
III. Teaching aids: Text books,
IV. Procedures:
Teacher’s activities Students’ activities
Warm-up: (4 minutes)
- Write some words on the - Listen to teacher
board, and then pronounce - Read aloud
those words aloud. - Pay attention to its weak/
- Pay attention to its strong forms.
weak/strong forms. - Understand the aim of the
- Ask Ss to read after new lesson.
I. Pronunciation
- Ask Ss to look at this table.
- Read the words and their weak
and strong form.
- Ask Ss to read after.
- Call some Ss to read seats
Conjunctions Prepositions
Strong Weak Strong Weak

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form form form form

And /{ν / ≅ ν At /{τ
But δ/ δ/ For / /≅τ /
/βς / ≅ ν Of /φΟ /φ≅ρ
τ/ / To :ρ / /
/β≅ From /Θϖ /≅ϖ /
τ/ / /τΥ /
/τυ /τυ /
:/ /τ≅ /
/φρ /φρ≅- Listen and repeat from 2-
Θµ / µ/
3 times
- Help students how to pronounce
- Some of them stand and
those words correctly by reading
read words aloud
first as model
- Practise in groups
b. Practice: Practise reading these
- Some groups compare with
sentences
their results and read the
1. What are you looking at?
words in sentences aloud
2. I want to go but I don't know
when.
3. She bought a book and two pens.
4. Thanks for coming.
- The answers can be
5. Where is it from?
various
6. I'm from Hanoi.
- Listen and give more
7. She's the one I'm fond of.
questions in pairs
8. First of all, I want to thank you
- Read the sentences in
for coming.
chorus aloud
9. The letter was to him, not from
him.
10. I want to ask you a question.
- Read the words first: clearly,
- Understand the task
correctly
- Fill each blank with
- Listen and correct their
the simple present
pronunciation if it’s needed
passive form of the
- Let students read the sentences
verb in brackets.
and work in groups
Answers:
- Listen and remark each group 1. is separated
II. Grammar: 2. is set - must be followed
a) Review some grammar 3. is made up
structures: Relative clauses 4. is paid
Whom; who; which; 5. are selected
whoever; whose………
- Give some examples
- Understand the task
- Ask Ss to make sentences with the
- Rewrite the following
structures.
sentences using the
b. Practice:
passive voice.
* Exercise 1: (10m’)
Answers: Exercise 2
- Introduce the task: Exercise 1.
Add who, whoever, whose, whom or
Lesson plans of grade 12 13

which to complete the following
sentences.
- Guide Ss to do
- Ask Ss to fill each blank with who,
whoever, whose, whom or which.
- Correct mistakes.
Suggested answers:
1. whom 2. which 3. Whoever
4. which 5. Which 6. Who
7. Whose 8. who 9. which 10.
whom
* Exercise 2: (10m’)
- Introduce the task: Exercise 2. Join
the following sentences in two
ways.
Example:
1. Look at the man. He is teaching in the
classroom.
a) Look at the man who is teaching in the
classroom.
b) Look at the man teaching in the
classroom.
- Guide Ss to do
- Ask Ss to rewrite the following
sentences using the passive voice.
- Correct mistakes.
1. I read a book that was written by
a friend of mine.
- I read a book written by a friend of
mine.
2. A man who was carrying a lot of
money in a box got on the bus.
- A man carrying a lot of money in a
box got on the bus.
3. In the street there were several
people who were waiting for the
shop to open.
- In the street there were several
people waiting for the shop to open.
4. Britain imports many cars which
that were made in Japan.
- Britain imports many cars made in
Japan.
5. There are a lot of people in your
office who want to talk to you.
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- 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
14

- There are a lot of people in your
office wanting to talk to you.
6. The cowboy who had been
wounded by an arrow fell off his
horse.
- The cowboy wounded by an arrow
fell off ms horse.
7. Most of the people who were
injured in the crash recovered
quickly.
- Most of the people injured in the
crash recovered quickly.
8. John, who wished he hadn't come
to the party, looked anxiously at his
watch.
- John, wishing he hadn't come to
the party, looked anxiously at his
watch.
9. The children who were playing
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.
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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 reforms

The 1st period
Date : 11/8
Grade 12
Theme: economic reforms
Unit 7
Reading
Time: 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’ activities

Warm-up: (5 minutes)
Aims: to introduce the topic of - now: beautiful buildings, good
the lesson and to raise facilities,..
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students' interest.
- Tell the class the the
differences between schools
(hospitals, houses) now and
the past ten years.
- How do farmers transport
their farming products now
and how did they do ten years
ago?
- What make all of these
changes?
Before you read : (7
minutes)
- Ask students (to work in
pairs) to open their books, look
at the pictures, and do the
tasks that follow.
+ What can you see..?
+ Do you think…?
+ What, in your opinion,
should…?
- Ask them to work in 3
minutes, meanwhile the
teacher moves round to help if
necessary.
- Ask some pairs to report .
- Give some remark if
necessary
While you read : (23
minutes)
- Ask students to look through
the passage and read in
silence
- Help students read the
passage
- Explain pronunciation and
meaning of new words which
appear in the passage
Task 1 : (3 minutes)
- Ask students to read through
the text once to find out some
new words, guess the main
idea.
- Explain new words (give the
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past: ….
now: tractors, motorbikes, …
past: human’s force or animal’s
force.
- the development of
economic.
- Things seen: a village, farmers,
a buffalo, some huts,…
A poor village, of course the
farmers lead a poor life.
Build a new road, change the
cultivation methods, …
- Listen to the teacher then read
the passages
- Ask some new words if
necessary
- Read through the text find the
new words, try to guess the
meanings of those words in
contexts:
+ National Congresses: §¹i héi
toµn quèc
+ 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:
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Vietnamese equivalents), + eliminate (v):….

guide the sts to get the main
contents of the reading text.
- Ask students to work
individually in 3 minutes to do
this task.
- Guide students to read
through the passage , then
focus on only the sentences
surrounding the suggested
words to do the task
effectively.
- Give students some more
words that may be new/
unfamiliar to them.
- Guide the students to read
the word in chorus and
individually.
+ intervention (n):…..
+ Vietnamese Communist Party
+ measure (n):……
+ promote (v):…..
+ economic reforms (n):…..
+ Land Law
+ Enterprise Law
- Work individually to read the
text then choose whether the
statements given are true (T) or
false (F).
- Share the key with other sts.
1. F 2. F 3. T 4. F
5. T
- Find in the text the evidence to
prove the keys.

- Do the task in pairs:

A: When and by whom was …?
B: in 1986 by the Vietnamese
Communist Party
A: What was the aim…?
B: to restructure the economy
of Vietnam, to
Raise the living standard of
the people.
A: Name the renovation
measures…?
Task 2: (4 minutes) B: eliminated government
- Ask students to read the subsidies.
passage again and choose shifted economic
whether the statements given priority…..of export.
are true (T) or false (F). reduced state intervention in
- Ask them to work individually business.
to do the task and give the open trade relation…..the
evidence to prove the keys. world.
- Move round to make sure encourage foreign……
that all students are working investment.
and to help them if necessary. A: How has Vietnam changed…?
- Ask some students to report B: productivity and agricultural
and give feedback. export…
Task 3: (6 minutes) farmers have enjoyed…..

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- Ask students to read the workers have worked harder.

passage again then work in children, especially from …,
pairs to ask and answer the … training.
suggested questions. A: What do we believe?
- Walk round the class to give B: We believe that with the …..
help if necessary.
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
- Give suggested words, - encourage foreign……
phrases or useful suggestions. investment.
VN since DM: productivity and
- Correct the students’ work. 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.

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

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own words.
- Ask one or two pairs to
report.

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 2nd Period

Date
Grade 12
Theme: economic reforms

Unit 7
Speaking
Time: 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.

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+ The tenses.

- New words: words related to economic reforms.

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

Teacher’s activities Students’ activities

Warm-up: (5 minutes)
Tell a short story to prove that
the renovation measures has
apparently changed the social
and people’s lives positively.
Pre-speaking : (12 minutes)
Task 1
- Explain the requirements
clearly in English “in your
textbook, there are four
pictures. Now, what I would
like you to do is to look at
them carefully and say what
they are about”
- Ask students to work in pairs
to discus the three questions
and find the answers.
- Correct the students’ work
and give remark.
Listen and give one’s own
ideas or story if being asked.
- Work in pairs to discus the
three questions and find the
answers.
A: What does each pair of
picture tell you?
B: It tells us the contrast
between the present
and past situations.
A: What changes can you see
in each pair of…?
B: The new school and factory
are much bigger
and more beautiful than
the old ones.
A: What do you think …..to
achieve these…?
B: They must have taken some
renovation
measures.
- Correct the answers oneself.

Group 1: Education
S1: The government of
Fantasia has changed the

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While-speaking : (15 curriculum and textbooks.

minutes) S2: They also provided schools
Task 2 with more equipment and
- Explain the requirements facilities.
“The country of Fantasia S3: They build more schools
started its overall reforms…”. and raised the teachers’
- Divide the class into groups, salaries.
asks each group to discus a S1: It is obvious that they……
section: Education Group 2: Health care
Health care S1: Many hospitals have been
Agriculture built as well as the doctors’
- Guide the students how to and nurses’ salaries have been
speak by giving them useful raised.
suggestions: S2: Due to the government’s
+ They have………… so …….. policy, many more highly
+ Due to the ……… qualified doctors have worked
+ Thanks to the……….. to improve the people’s health.
+ By applying………. Group 3: Agriculture
- Walk round from group to S1: Fantasia has applied
group to give help if appropriate policy to
necessary. encourage farmers to work
- Encourage students to speak more efficiently, and they have
out what they think even a built more dykes and damps,
phrase or a singular word. 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

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more efficiently, and they have

built more dykes and damps,
irrigation and drainage
Post-speaking : (10 minutes) systems. They’ve also applied
Task 3 new and advanced farming
- Ask students to work techniques, more facilities and
individually to summarize what equipment. They use
they’ve discussed in their own fertilizers, pesticides and
words. insecticides to protect their
- Move round to check the crops.
activities and to make sure
that students are working - Listen to the teacher.
effectively. - Write down the homework to do
- Ask one or two students to at home.
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.

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The 3rd period

Date :
Grade 12
Theme: economic reforms
Unit 7
Listening
Time: 45 minutes

I. Objectives:
1. Educational aim:
-Students know the harm of taking drug.
2. Knowledge:
- General knowledge: Listen for specific information.

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- Language: The present simple tense.

- New words: Words related to to the topic.
3. Skills: - Listening and deciding on True or False statements.
- Listening comprehension
II. Method:
- Intergrated, mainly communicative.
III. Teaching aids:
- Tape, cassetteplayer, board, chalks, textbook.
IV. Procedure:

Teacher’s activities Students’ activities

Warm-up: (5 minutes)
- A story about an addictor. - Listen to the teacher.

Before you listen: (7

minutes) - Work in pairs:
- Ask students to work in pairs
S1: Should drug-taking be
to ask and answer the given banned?
questions. S2: Yes, because it brings the
- Guide the students to answerusers many harm on not only
if necessary. their physical but also mental
- Give further information. health.
S1: Drug-taking is totally a
social evil.
- Explain the words that will - Listen and repeat:
appear in the listening text. Tango discourage
- Ask students to read in Drug-taker rationally
chorus then individually. Ruin solution
Unfortunately measures
islanders

- Read the statement once to

get the main contents.
Listen to the tape and do the
task.
Find evidences to each of the
While you listen: (20 answers.
minutes) Represent if being asked.
Task 1: Keys: 1. F, 2.F, 3. T, 4. T, 5.
Ask students to read the F, 6. F, 7. T, 8. T, 9. F
statement at least once first. - Listen to the teacher’s
Ask them to guess the answers explanation then correct the
Play the tape once then check answers onself.
how many answers can

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students find. - Read the questions once to

Play the tape again. get the main contents.
Check and give remarks. Listen to the tape and do the
Call some students to say out task.
their answers and the Find evidences to each of the
evidences they get to prove answers.
their answers. Represent if being asked.
1. They discovered a plant
containing a powerful drug.
2. They grew it all over the
Task 2: island.
- Ask them to guess the 3. The negative effects: people
answers. become lazy – children did not
Play the tape once then check go to school – the shortage of
how many answers can food.
students find. 4. Measures: introduced a law
Play the tape again. to make the drug illegal – put
Check and give remarks. drug-takers into prison – export
- Call some students to say the drug to other countries.
out their answers and the - Listen to the teacher’s
evidences they get to prove explanation then correct the
their answers 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.
After you listen: (10
minutes)
- In group, ask students to

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discus the guided question,

find the answer.
- Move around to help if
necessary.
- Give remarks or even
suggestions.

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

The 4th period

Date:
Grade 12
Theme: economic reforms
Unit 7
Writing

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Time: 45 minutes
I. Objectives:
1. Educational aim:
- Writing a report based on given information.
2. Knowledge:
- General knowledge: Writing a report on the economic
development.
- Language: +The tenses.
+ Connectors (time expressions)
- New words: Words related to economic reforms.
3. Skills:
- Writing a report.
II. Method:
- Intergrated, mainly communicative
III. Teaching aids:
- A picture, board, chalks, textbook.

IV. Procedure:

Teacher’s activities Students’ activities

Warm-up: (5 minutes)
- Free talk about the changes Do as required.
in one’s home village during Exchange the ideas with
the renovation process. others.
Pre-writing: (10 minutes)
- Explain as clearly as possible Listen to the teacher.
the requirements “The table Get the task.
below presents the results the
Government…..”.
- Give clear task to students.

While-writing: (18 minutes)

Task 1
Ask students to look at Task 1.
In pairs, ask students to ask
and answer the questions.
Move around to give help.
Check and give remarks.
Work in pairs to do the task.
S1: What was the economic
situation in Tango before
1980?
S2: It was really bad. The
country was 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

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situation in 2000 is much

better than the one in 1980.
S1: What do you think the ….?
S: They have taken positive
measures….
Listen to the teacher to
correct oneself.

Work in groups to do the task.

The Government and the
people of Tango started their
overall economic reform in
the mid 1970s. Before that
Task 2 time the economy of the
- Explain the requirements: country was in ruins………. .
Writing a report. The Government of Tango has
+ The economic situation of taken a lot of measures in
Tango before 1980. order to promote the national
+ The measures taken by the economy such as……. .
Government and the people of Despite all difficulties, the
Tango overcome the problems. people of Tango ….. . After
+ The achievement ( as all, they have received
presented in the table) they greater and greater
have made as a result of the achievements….
reform. Compare the result to the
- Ask students to work in other groups.
groups to write report. Listen to the teacher’s
- Walk round to give help if explanations.
necessary. 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

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Post-writing: (10 minutes) taken a lot of measures in

- Ask some groups to order to promote the national
represent their work, ask other economy such as……. .
to give remark. Despite all difficulties, the
- Choose some good writing to people of Tango ….. . After
read in class and give remark. all, they have received
greater and greater
achievements….

Do as the teacher asked.

- Listen to the teacher and

write down homework.

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

The 5th period

Date:
Grade 12
Theme: economic reforms
Unit 7
Language Focus
Time: 45 minutes

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I. Objectives:
1. Educational aim:
- 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 exercises
3. 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’ activities

1. warm up: (5 minutes)
- Introduce the lesson to the - Listen to the teacher.
students.
2. Pronunciation: ( 15 Get the teacher’s explanation.
minutes) Can /kæn/ (str) /kən/ (w)
- Explain the way to use strong Could /kud/
form (emphasis, positive, Must /mΛ st/ (str) /m əst/
stressed cases ), weak form (w)
(interrogative, unstressed Have /hæv/
cases) Has /hæs/
- Help students to know the Do /du/
pronunciation. Does /dΛ z/
- Practice: Is /iz/
A: Can you speak English? Am / æ m/
B: Yes, I can. Will /wil/
A: Must we go now? Shall /∫æl/
B: I think we must. Practice reading in chorus or
A: Have you met Quang? individually.
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. Exercise1:
A: Do you really have time for Although it rained a lot, we

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it? enjoyed our vacation.

B: Yes, I do. Although we had planned
3. Grammar and everything carefully, a lot of
vocabulary: ( 23 minutes) things went wrong.
- Explain once again the Even though/ Although the
“Clause of concession”. doctor has advised him to quit,
Though Bob (still)….
Although S + V, S + V Although it was cold and rainy,
Even though we managed to go to class in
Guide the students how to do time.
the exercises. Although Luong has studied
Divide the class into groups, English only for six months, he
ask them to do the exercises. can …….
- Walk round to give help if I didn’t go to bed early although
necessary. I was …
Correct the students’ work if Exercise 2:
necessary. Although I was very tired
Although I had never seen her
before
although it was pretty cold
although we don’t like them
very much
Although I didn’t speak the
language
Although the heat was on
although I’d met her twice
before
although we have known ……..
Exercise 2:
we forget many things
they were very happy
he 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

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4. 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.

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