Giáo án Getting Started

Activate Ss’ prior knowledge about visiting places and asking for directions, and lead Ss into the topic of heritage.

Ss look at a simple school map displayed on the projector and answer the teacher’s questions: “Have you ever visited a heritage site? How did you find the way there?” Ss then brainstorm direction words they know, such as go along, turn left, turn right, use the ramp, go up the stairs.

• Ss share one or two sentences about a place they have visited, for example: “I visited the old citadel. I asked a guard where the entrance was.”
• A list of direction words on the board, for example: go along, turn left, turn right, use the ramp, go up the stairs, the entrance is beside the main door.
• The lesson title and topic: Unit 6 – Preserving our heritage.

Help Ss pronounce and understand the six key words of the unit and recognise them in context.

T presents the vocabulary: heritage (di sản), preserve (gìn giữ), restore (trùng tu, phục hồi), artefact (hiện vật), landscape (cảnh quan), interpretation (diễn giải). T models pronunciation and asks Ss to repeat in chorus and individually. Then Ss read the sentence from the topic preview: “A removable interpretation display is a practical way to preserve heritage while improving access.” and guess the meaning of the highlighted words from context.

• Ss can pronounce and write the six words with meanings in their notebooks:
  heritage – di sản; preserve – gìn giữ; restore – trùng tu, phục hồi; artefact – hiện vật; landscape – cảnh quan; interpretation – diễn giải.
• Ss can explain in English that “preserve heritage” means to keep heritage safe for the future.

Help Ss identify the purpose of each turn in the opening conversation and see how the opening introduces the situation.

Ss read the conversation in pairs (A and B roles), then complete Worksheet 1 by identifying the intention of each turn and the actual opening sentence. Questions: 1) What does A want? 2) What does B do in the second turn? 3) What does A check in the third turn? 4) Which sentence opens the conversation?

• Ss complete the intention chart in Worksheet 1:
  A: Excuse me, how can I get to the heritage exhibition? → asking for directions
  B: Go along this corridor, turn left at the library and use the ramp beside the main door. → giving directions
  A: Is it before the science room? → checking the location
  B: Yes, immediately before it. I can show you the entrance. → confirming and offering help
• Ss identify the opening as: “Excuse me, how can I get to the heritage exhibition?”, which introduces the specific situation of finding an exhibition.

Help Ss understand and use the to-infinitive clause to express purpose and to modify nouns, adjectives, ordinals, superlatives and only.

T presents the grammar using the examples: We record stories to preserve them. (purpose) / a place to visit (noun) / ready to help (adjective) / the first student to arrive (ordinal) / We agreed not to touch the artefacts (negation). T asks Ss to find the to-infinitive clauses in the opening exchange and in the topic preview, such as “to verify dates”, “to choose how to learn”. T emphasises: match the implied actor, and do not use for + bare infinitive to express purpose.

• Ss can state the four uses in their notebooks:
  1. Purpose: We record stories to preserve them.
  2. After a noun or adjective: a place to visit; ready to help.
  3. After an ordinal, superlative or only: the first student to arrive.
  4. Negation: not to: We agreed not to touch the artefacts.
• Ss can identify examples from the text: “to verify dates”, “to choose how to learn”, “to improve access”.

Help Ss pronounce statements, commands and lists with appropriate intonation so the speech sounds natural and clear.

T presents three sentences with arrows: “The site is protected. ↘” (statement); “Stay on the path. ↘” (command); “Bring water ↗, a hat ↗ and a notebook ↘.” (list). T explains: neutral statements and firm instructions often fall; non-final list items often rise. T models and asks Ss to repeat as one connected message.

• Ss can read the statement and the command with falling intonation (↘).
• Ss can read the list with rising intonation on water and hat and falling intonation on notebook (Bring water ↗, a hat ↗ and a notebook ↘).
• Ss can explain that the list is one message, not three separate questions.

Help Ss consolidate the vocabulary and the to-infinitive clause through matching and multiple-choice exercises.

Ss complete Worksheet 2 individually: Exercise 1 (matching the topic expressions with their meanings) and Exercises 2–4 (choosing the correct option to complete the sentences). Ss check their answers with a partner, and the NeoEdu interactive exercises on the lesson page can be used for instant feedback if time allows.

Answer key for Worksheet 2:

1. Matching: heritage – di sản; preserve – gìn giữ; restore – trùng tu, phục hồi; artefact – hiện vật; landscape – cảnh quan; interpretation – diễn giải.
2. We interviewed residents ___ their memories. A. to record; B. recording for; C. for record; D. recorded → A (The infinitive expresses purpose.)
3. Lan was the first student ___ the guide. A. greeting to; B. greet; C. greeted; D. to greet → D (An ordinal can be followed by a to-infinitive clause.)
4. We need a safe place ___ the display. A. putted; B. for put; C. to put; D. put → C (The clause modifies place.)

Help Ss use the conversation model, the to-infinitive clause, the vocabulary and the intonation to create a new direction dialogue and summarise the model in writing.

Ss work in pairs. Each pair chooses a heritage place in their school or town and creates a short dialogue (4–6 turns) following the model: ask for directions, give directions with at least one to-infinitive clause (for example, “a place to rest”, “the first room to visit”), and confirm the location. After the role-play, each S writes a three-sentence summary of the model conversation (Exercise 9): A asks for directions to a heritage exhibition. B gives a route along the corridor, left at the library and up the ramp beside the main door. B confirms that the entrance is immediately before the science room and offers to show it.

• Each pair performs a short direction dialogue with correct intonation and at least one to-infinitive clause.
• Each S writes a three-sentence summary of the model conversation, keeping the key details: the route (along the corridor, left at the library, the ramp beside the main door), the location (immediately before the science room) and the offer (show the entrance).
• Sample product: A: “Excuse me, how can I get to the old citadel?” B: “Go along this road, turn right at the gate and find a place to rest near the wall. The entrance is beside the flag pole.”