Giáo án Language

Ss activate prior knowledge of the three units and recall the purpose of actions, the order of events and the focus of information in a sentence.

T shows two photos: a heritage site and a college open day. T asks Ss: "Why do we record stories?", "Why did Lan visit the open day before choosing a course?" and "Who made the plan for the workshop?" Ss answer orally in full sentences, then T writes the target structures on the board: to-infinitive of purpose, having + past participle, and It was … who/that ….

Ss give sample answers such as: "We record stories to preserve them."; "Having visited the open day, Lan chose the course."; "It was Lan who made the plan." The board shows the three structures with one example each.

Ss systematise the uses of to-infinitive clauses (purpose, after nouns and adjectives, after ordinals/superlatives/only, negative not to) and perfect participle clauses (having + past participle, shared subject, passive having been + past participle).

Ss work in groups of four using Worksheet 1. Each group receives one card for each sub-topic: (1) purpose: "We record stories to preserve them."; (2) modifiers: "a place to visit", "ready to help", "the first student to arrive"; (3) negation: "We agreed not to touch the artefacts."; (4) perfect gerund: "She regretted having missed the open day."; (5) perfect participle clause: "Having compared the courses, Mai chose one." and "Having been contacted by the college, the student accepted the place." Groups then answer the reflection questions on Worksheet 1: "Who is the implied actor in each clause?" and "Which action happened first?" Groups also check the reminders: match the implied actor, do not use for + bare infinitive for purpose, and avoid dangling subjects.

Ss complete Worksheet 1 with the following key points:

• Purpose: to + bare infinitive, e.g. "We record stories to preserve them." (not "for preserve")
• Modifying a noun or adjective: "a place to visit", "ready to help"; after an ordinal, superlative or only: "the first student to arrive"
• Negation: not to + verb, e.g. "We agreed not to touch the artefacts."
• Perfect gerund (earlier action): having + past participle, e.g. "She regretted having missed the open day."
• Perfect participle clause: the earlier action comes first, the subject is shared with the main clause, e.g. "Having compared the courses, Mai chose one."
• Passive: having been + past participle, e.g. "Having been contacted by the college, the student accepted the place."

Ss form cleft sentences to highlight a subject, an object or a time expression, and recognise when who, that or whose is used.

T models the transformation: "Lan made the plan." → "It was Lan who/that made the plan." Then T shows "It was on Monday that Lan made it." T explains that the original event, tense and actor remain unchanged and that a cleft must not imply an unsupported contrast. In pairs, Ss transform three sentences from Worksheet 1 (Part B) and mark the focus of each one: "Mai applied for the scholarship in March." / "Tom organised the heritage walk." / "The students visited the museum last week." Ss answer the question: "Which word is used for a person? Which word is used for a time?"

Ss write the following sentences:

• Mai applied for the scholarship in March. → It was Mai who applied for the scholarship in March. / It was in March that Mai applied for the scholarship.
• Tom organised the heritage walk. → It was Tom who organised the heritage walk.
• The students visited the museum last week. → It was last week that the students visited the museum.
  Key points: "who" is used for a person; "that" is used for other focuses; the tense and the original event stay the same.

Ss recognise falling and rising intonation in statements, lists, Wh-questions, yes/no questions and polite requests, and explain the information each question seeks.

T plays the three sets of sentences or models them. Set 1: "The site is protected. ↘ Stay on the path. ↘ Bring water ↗, a hat ↗ and a notebook ↘." Set 2: "What will you study? ↘ Have you visited the college? ↗" Set 3: "Would you like to join our workshop? ↘↗ Why don't we practise together? ↘↗ Could you show me the timetable? ↘↗" Ss use Worksheet 2 to mark the arrows and to write the information each question seeks. Ss practise a fall then rise without stretching each syllable, and read the list as one connected message.

Ss complete Worksheet 2 with these points:

• Neutral statements and firm instructions often fall (↘): "The site is protected.", "Stay on the path."
• Non-final list items often rise (↗): "Bring water ↗, a hat ↗ and a notebook ↘."
• Neutral Wh-questions often fall (↘): "What will you study?" seeks specific information.
• Yes/no questions often rise (↗): "Have you visited the college?" seeks a yes or no answer.
• Polite requests use a friendly fall-rise contour (↘↗): "Could you show me the timetable?" seeks a polite agreement to a request.

Ss apply to-infinitive, not to, perfect gerund and perfect participle structures to complete sentences correctly, and explain the reason for each answer.

Ss work individually on the first seven multiple-choice items from the book, then compare answers in pairs and justify each choice with the explanation. Items:

1. We interviewed residents ___ their memories. A. to record; B. recording for; C. for record; D. recorded
2. Lan was the first student ___ the guide. A. greeting to; B. greet; C. greeted; D. to greet
3. We need a safe place ___ the display. A. putted; B. for put; C. to put; D. put
4. The group agreed ___ the wall. A. no touching to; B. not to touch; C. to not touched; D. not touch
5. ___ the courses, Lan made a shortlist. A. Having compared; B. Compared having; C. Have comparing; D. Having compare
6. He regretted ___ the deadline. A. have missed; B. having miss; C. missed having; D. having missed
7. ___ by the college, the student accepted the place. A. Have contacted; B. Contact having; C. Having been contacted; D. Having contacting

Answer key with explanations:

1. A – The infinitive expresses purpose.
2. D – An ordinal can be followed by a to-infinitive clause.
3. C – The clause modifies place.
4. B – Agree takes a negative to-infinitive.
5. A – Comparing happened before making the shortlist.
6. D – A perfect gerund names the earlier missed deadline.
7. C – The student received the contact before accepting.

Ss identify the sentence with a shared subject, the correct cleft focus and the correct relative pronoun for a time focus, and diagnose their own errors.

Ss complete items 8–10 individually, then exchange answers with a partner and diagnose any mistakes:
8. Choose the sentence with a shared subject. A. Having visited the workshop, the weather changed.; B. Having visited the workshop, Mai chose the course.; C. Having visited the workshop, the course seemed useful to Mai.; D. Having visited the workshop, the bus was late.
9. Focus on Lan: ___ Lan who made the plan. A. It was; B. There was; C. It were; D. Was it
10. Focus on time: It was on Monday ___ she called. A. who; B. whose; C. where to; D. that

Answer key with explanations:
8. B – Mai both visited the workshop and chose the course, so the subject is shared.
9. A – "It was" introduces a past cleft sentence.
10. D – "That" introduces the rest of the sentence after a time focus.
In the diagnosis, each S writes one sentence on the card: "My error: ... / The reason: ... / The correct form: ..."

Ss use the target structures and the correct intonation in a realistic adviser–student conversation about education options, and support every answer with evidence from the given stimulus.

Ss work in pairs. Each pair receives a short stimulus card: a college brochure with three courses (Business, Tourism, Heritage Studies) and a note: "Mai visited the open day and talked to a teacher." One S is the adviser and the other is the student. They must use at least one to-infinitive of purpose, one perfect participle clause (e.g. "Having compared the courses, …") and one cleft sentence (e.g. "It was the teacher who recommended the course."). They also use a polite request with a fall-rise contour ("Could you show me the timetable?"). Each answer must be supported by the stimulus card; the partner checks that no detail is invented.

Each pair performs a 1-minute exchange with at least three target structures, correct intonation and answers based only on the brochure and note. Example: Adviser: "What will you study? ↘" Student: "Having compared the courses, I want to study Heritage Studies to preserve our traditions." Adviser: "Could you show me the timetable? ↘↗"