I. Objectives unit Economic reforms
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.
- 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).
- Guessing meaning in context, scanning for specific information and passage comprehension.
II. Method unit Economic reforms
Integrated, mainly communicative.
III. Teaching aids unit Economic reforms
Picture, board, chalks, textbook, handouts,…
IV. Procedure unit Economic reforms
Warm-up: (5 minutes)
Aims: to introduce the topic of the lesson and to raise 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 Vietnamese equivalents), guide the sts to get the main contents of the reading text.
- Ask students to work individually in 3 minutes to do this task.
- Guide students to read through the passage , then focus on only the sentences surrounding the suggested words to do the task effectively.
- Give students some more words that may be new/ unfamiliar to them.
- Guide the students to read the word in chorus and individually.
Task 2: (4 minutes)
- Ask students to read the passage again and choose whether the statements given are true (T) or false (F).
- Ask them to work individually to do the task and give the evidence to prove the keys.
- Move round to make sure that all students are working and to help them if necessary.
- Ask some students to report and give feedback.
Task 3: (6 minutes)
- Ask students to read the passage again then work in pairs to ask and answer the suggested questions.
- Walk round the class to give help if necessary.
- Give suggested words, phrases or useful suggestions.
- Correct the students’ work.
After you read : (8 minutes)
- Ask students to work in group to scan the text again.
- Ask them to work in small groups of three or four to talk about the text based on the suggested points.
- Encourage them to use their own words.
- Ask one or two pairs to report.
Write a passage to say what changes you’ve seen in your village since the year 1986. compare to the past.