Giáo án Communication and Culture / CLIL

Ss activate prior knowledge of the word 'heritage' and predict the topic of the lesson.

Ss work in pairs and list three things they think of when they hear 'heritage' (for example, an old temple, a folk song, a traditional craft). Then they guess the meaning of 'preserve' from the context of 'preserving our heritage'.
T's question: 'What comes to mind when you hear the word heritage? Can you give me an example from your hometown?'

• A list of three examples of heritage in each pair (for example, 'Hue Citadel, ao dai craft, ca tru singing').
• A guess that 'preserve' means to keep something safe so that it lasts (gìn giữ).
• A prediction of the lesson topic: how people protect heritage, and how to ask for directions in a heritage site.

Ss understand the everyday-English exchange on directions and recognise the intonation patterns of statements, commands and lists.

T plays or models the exchange:
A: Excuse me, how can I get to the heritage exhibition?
B: Go along this corridor, turn left at the library and use the ramp beside the main door.
A: Is it before the science room?
B: Yes, immediately before it. I can show you the entrance.
T then models the intonation examples: 'The site is protected. ↘ Stay on the path. ↘ Bring water ↗, a hat ↗ and a notebook ↘.'
Ss complete Worksheet 1 (Everyday English and intonation).

• The route: along the corridor → turn left at the library → use the ramp beside the main door.
• The exhibition is immediately before the science room, and B offers to show A the entrance.
• Intonation: statements and firm commands fall (↘). Non-final list items rise (↗): 'Bring water ↗, a hat ↗ and a notebook ↘.' The final item falls because it completes the list.
• Key idea: Read a list as one connected message, not three unrelated questions.

Ss recognise and use the to-infinitive to express purpose, after nouns and adjectives, after ordinals and superlatives, and in the negative form.

T writes examples on the board:

• We record stories to preserve them. (purpose)
• a place to visit (after a noun)
• ready to help (after an adjective)
• the first student to arrive (after an ordinal)
• We agreed not to touch the artefacts. (negative)
  T warns: do not use 'for + bare infinitive' to express purpose (for example, not 'We record stories for preserve them').
  Ss complete Worksheet 2.

• Purpose: 'We record stories to preserve them.' 'to + verb' answers the question 'why?'
• Noun/adjective + to-infinitive: 'a place to visit', 'ready to help'.
• Ordinal/superlative/only + noun + to-infinitive: 'the first student to arrive'.
• Negative: 'not to touch'.
• Key answers for Worksheet 2: 1. to learn; 2. to protect; 3. ready to help; 4. not to take photos (where photos are forbidden).

Ss understand the four main ideas of the CLIL text on heritage preservation and see that different kinds of heritage need different methods and conditions.

Ss work in expert groups of four. Each group reads one sentence of the CLIL text and prepares a short explanation:
Group A: 'Heritage-preservation initiatives may include inventories, community teaching, careful conservation and accessible interpretation.'
Group B: 'A building repair and transmission of a performing tradition require different methods.'
Group C: 'Reversibility and documentation matter when changing material heritage; community consent and attribution matter when recording living traditions.'
Group D: 'A world-heritage label does not permit visitors to handle objects or ignore local rules.'
Groups then regroup in home groups of four (one from each expert group) to share. Target words: heritage, preserve, restore, artefact, landscape, interpretation.

• Group A: Initiatives include inventories (lists of heritage), community teaching, careful conservation and accessible interpretation (explaining heritage to visitors).
• Group B: Repairing a building and passing on a performing tradition need different methods.
• Group C: Material heritage needs reversibility (changes can be undone) and documentation. Living traditions need community consent and attribution (naming the community who owns them).
• Group D: A world-heritage label does not give visitors the right to touch objects or break local rules.
• Target vocabulary in context: 'restore a building', 'a rare artefact', 'a natural landscape', 'the interpretation of a site'.

Ss practise the everyday-English exchange with correct intonation and summarise it accurately, keeping the essential details.

Pairs read the exchange from Everyday English aloud, switching roles. Then they answer Exercise 2 and Exercise 5 from the lesson:
Ex 2: State the purpose and audience of this exchange. Support your answer with one detail.
Ex 5: Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.

• Ex 2 (model answer): Audience: the two speakers. Purpose: to handle a concrete request, response and condition in the exchange. Supporting detail: 'A: Is it before the science room?'
• Ex 5 (model answer): (1) A asks for directions to a heritage exhibition. (2) B gives a route along the corridor, left at the library and up the ramp beside the main door. (3) B confirms that the entrance is immediately before the science room and offers to show it.
• Pronunciation check: the list 'corridor, library, ramp' is read as one connected message.

Ss check their understanding of the CLIL text and avoid overgeneralising about heritage preservation.

Ss work individually on the True/False statements in Worksheet 3, Part B, then compare with a partner. Ss mark each statement as T (true) or F (false) and correct the false ones.

• 1. A world-heritage label allows visitors to touch objects. — F (it does not permit this, and visitors must follow local rules).
• 2. Reversibility matters when changing material heritage. — T.
• 3. Community consent matters when recording living traditions. — T.
• 4. A building repair and a performing tradition need the same method. — F (they require different methods).
• 5. Heritage preservation may include community teaching. — T.

Ss use directions, to-infinitive of purpose, correct intonation and the target vocabulary to act as a guide who explains a heritage site or the rules of a heritage place.

Ss work in groups of three. Each group chooses a real heritage site from their locality or the school (for example, a local temple, an old house, a museum room). They prepare a one-minute guided talk that includes:

• one direction from the entrance to the site (corridor, turn left, ramp, beside, before)
• at least two purpose expressions with to-infinitive (We record stories to preserve them; ...)
• one list with correct intonation (a non-final item rising, the last item falling)
• one rule for visitors and one reason for it (reversibility, consent or attribution)
  If a detail is a proposal (for example, a plan for a new exhibition), the group must label it as a proposal.

• A written script (about 80–100 words) with the route, purpose sentences, one list and one rule.
• A one-minute spoken talk delivered to the class with correct intonation.
• Example of a product: 'Excuse me, how can I get to the heritage room? Go along this corridor, turn left at the library and use the ramp beside the main door. We ask visitors not to touch the artefacts, because the objects must be kept safe. Bring water ↗, a hat ↗ and a notebook ↘.'