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Giáo án Tiếng Anh 11
Tiếng AnhLớp 11Phần 8. Unit 6: Preserving our heritage

Giáo án Language

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • pronounce statements, commands and lists with appropriate falling and rising intonation.
    • identify and use to-infinitive clauses to express purpose, to follow a noun or adjective, and to modify a noun after an ordinal, superlative or only.
    • form negative to-infinitive clauses with not to.
    • use the unit vocabulary: heritage, preserve, restore, artefact, landscape, interpretation.

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the grammar exercises and the pronunciation practice on their own, check their answers and correct their mistakes.
  • Communication and collaboration: Ss work in pairs and jigsaw groups to explain grammar rules, read aloud together and give feedback to each other.
  • Problem-solving and creativity: Ss choose the correct to-infinitive structure in context and create a short heritage-site notice with intonation marks.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and imitate model statements, commands and lists, read the heritage text aloud, and write short sentences with purpose clauses.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss mark intonation arrows correctly, use the to-infinitive forms accurately and match the six key words with their Vietnamese meanings.

3. Personal qualities

  • Diligence: Ss practise the intonation contours repeatedly until their reading sounds natural.
  • Responsibility: Ss complete their share of the jigsaw task and check their partners' work carefully.
  • Honesty: Ss assess their own pronunciation practice truthfully and report their real difficulties to the teacher.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard with slides showing the key sentences, the vocabulary list and the exercises
  • Audio recording of the model sentences (statements, commands and lists) or the teacher's own clear reading
  • Printed Worksheet 1 and Worksheet 2 for each pair
  • Four colour-coded sets of jigsaw cards for the grammar functions
  • Online resource: NeoEdu lesson page (neoedu.vn/learn/11/english/unit-6-language) for interactive grammar and pronunciation exercises, used for self-checking after class

2. Students

  • Student's book Tiếng Anh 11 (Global Success), Unit 6
  • Notebook, pen, pencil and highlighter
  • Small whiteboard or sticky notes for jigsaw presentation (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Lead-in: Why Do We Protect Heritage?

a) Aims

Ss activate prior knowledge about heritage and get familiar with the key vocabulary and the idea of purpose in language.

b) Content

T writes the words heritage, preserve, restore, artefact, landscape and interpretation on the board. Ss guess their meanings from context and their own knowledge. T then writes two sentences on the board: 'We visit heritage sites to learn about our past.' and 'We restore old buildings to keep them for the future.' T asks: 'Why do people visit heritage sites?' and 'Why do we restore old buildings?'

c) Expected outcomes

Ss' guessed meanings of the key words (later checked in Practice 2) and the answers: 'We visit heritage sites to learn about our past.' and 'We restore old buildings to keep them for future generations.' Ss notice that to + base verb explains the purpose of an action.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six words on the board and asks Ss to look at them quietly for 30 seconds. T then asks the two guiding questions.

    Students

    Ss look at the words and listen to the questions. They think about their answers silently.

  2. Teacher

    Step 2: Task performance

    T gives Ss 1 minute to discuss the questions in pairs and guess the meanings of the words.

    Students

    Ss discuss in pairs. Possible answers: 'To learn about history.' 'To keep the building for the next generation.' Ss guess: heritage = something passed down from the past; preserve = keep safe.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to share their answers and gently corrects pronunciation of the new words.

    Students

    Ss share answers, for example: 'We visit heritage sites to see old things.' 'We restore buildings to make them strong again.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that to + base verb expresses purpose and says that the lesson will focus on this structure and on intonation. T writes the title on the board.

    Students

    Ss copy the two model sentences into their notebooks and note the new words.

Activity 2.1: Knowledge formation · 10 minutes

Intonation in Statements, Commands and Lists

a) Aims

Ss recognise and produce falling and rising intonation in statements, commands and lists.

b) Content

T reads the following text aloud and Ss listen and mark the arrows: 'The site is protected. ↘ Stay on the path. ↘ Bring water ↗, a hat ↗ and a notebook ↘.' Then T explains that neutral statements and firm instructions often fall, and non-final list items often rise. T also points out that politeness and context can change these contours, and that a list must be read as one connected message, not as three separate questions. Ss then practise in pairs: Student A reads a sentence, Student B checks the intonation.

c) Expected outcomes

Ss' marked contours: 'The site is protected. ↘' (statement falls); 'Stay on the path. ↘' (firm instruction falls); 'Bring water ↗, a hat ↗ and a notebook ↘' (non-final items rise, final item falls). Key rule written in notebooks: Statements and firm commands fall; non-final list items rise; the last item falls.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the sentences without arrows and says: 'Listen carefully and mark where the voice goes up or down.' T plays or models the recording twice.

    Students

    Ss listen and prepare to mark the arrows in their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks Ss to mark the arrows individually, then compare with a partner. T walks around and listens to pairs.

    Students

    Ss mark the arrows and compare. Expected answer: 'The site is protected. ↘ Stay on the path. ↘ Bring water ↗, a hat ↗ and a notebook ↘.' Ss repeat each line chorally, then in pairs.

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 pairs to read the list aloud. T asks: 'Why does water go up but notebook goes down?'

    Students

    Ss read the list. Expected answer: 'Water and hat are not the last item, so the voice rises. Notebook is the last item, so the voice falls.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rule on the board and reminds Ss that context and politeness can change the contour. T stresses reading the list as one connected message.

    Students

    Ss write the rule in their notebooks and repeat the sentence with the correct contours once more.

Activity 2.2: Knowledge formation · 10 minutes

To-infinitive Clauses: Purpose, Modifiers and Negation

a) Aims

Ss understand and use the four functions of the to-infinitive clause presented in this unit.

b) Content

Jigsaw technique. The class is divided into four expert groups. Each group studies one function using the model sentences and receives one jigsaw card:
Group 1 (purpose): 'We record stories to preserve them.' Group 2 (after a noun or adjective): 'a place to visit'; 'ready to help'. Group 3 (after ordinal, superlative or only): 'the first student to arrive'. Group 4 (negation): 'We agreed not to touch the artefacts.'
Each group writes the rule and two new examples. Then Ss form new groups of four (one from each expert group) and teach each other. Groups must also note: the implied actor must match the subject, and for + bare infinitive is not used to express purpose (incorrect: 'We use a cover for protect the document.').

c) Expected outcomes

Ss' completed jigsaw cards, for example:
Purpose: 'We record stories to preserve them.' Rule: to + base verb answers why. Example: 'We use a cover to protect the document.'
Noun/adjective: 'a place to visit'; 'ready to help'. Example: 'There is a museum to explore.'
Ordinal/superlative/only: 'the first student to arrive'. Example: 'He is the only volunteer to know this route.'
Negation: 'We agreed not to touch the artefacts.' Rule: not is placed before to. Example: 'They decided not to enter the room.'
Key rule: Do not use for + bare infinitive for purpose.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four headings on the board and distributes the jigsaw cards. T explains the task: become an expert, then teach your new group.

    Students

    Ss form expert groups, read the cards and ask questions if they do not understand.

  2. Teacher

    Step 2: Task performance

    T walks around the expert groups and prompts with questions: 'What does the to-infinitive answer here?' 'Which word comes before the infinitive?'

    Students

    Expert groups write the rule and two examples. Ss move to jigsaw groups and teach each other their function in 2 minutes each.

  3. Teacher

    Step 3: Report and discussion

    T asks one student from each jigsaw group to read out one example. T writes the best examples on the board and draws attention to the common mistake with for + bare infinitive.

    Students

    Ss read their examples, for example: 'We use a cover to protect the document.' 'She is ready to help.' 'He is the only volunteer to know this route.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the four rules and asks Ss to write the summary in their notebooks. T emphasises that the implied actor must match the subject and that not goes before to.

    Students

    Ss copy the summary and check the rules against their notes.

Activity 3.1: Practice · 10 minutes

Grammar Practice: Choosing the Correct To-infinitive Form

a) Aims

Ss apply the to-infinitive rules accurately to choose the correct options in context.

b) Content

Ss complete Worksheet 1 (Exercises 1–8) individually in 5 minutes, then check in pairs. Pairs exchange their books and discuss any answers that differ. T monitors and answers questions only when pairs cannot agree.

c) Expected outcomes

Answers to Worksheet 1:

  1. A (to record: purpose)
  2. D (to greet: after an ordinal)
  3. C (to put: modifies place)
  4. B (not to touch: negative infinitive after agree)
  5. A (to check: after ready)
  6. D (to protect: purpose)
  7. C (to know: after only)
  8. B (to learn: modifies much)
    Mistakes are corrected in pairs and recorded in Ss' notebooks.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and explains: choose the best option A, B, C or D and be ready to explain your choice.

    Students

    Ss read the instructions and the first example together.

  2. Teacher

    Step 2: Task performance

    T sets a 5-minute time limit for individual work, then asks pairs to check answers and discuss differences.

    Students

    Ss complete the worksheet and check answers in pairs. Typical difficulty: Ss choose 'D. to greet' or 'B. for put' instead of the correct option.

  3. Teacher

    Step 3: Report and discussion

    T reads the answers aloud and asks a few pairs to explain their reasoning, for example: 'Why not for put in Exercise 3?'

    Students

    Ss give answers and explanations, for example: 'Option C is correct because to put modifies place. For put is wrong because for + bare infinitive is not used for purpose.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and highlights the two most common errors: for + bare infinitive and missing to after ordinals, superlatives or only.

    Students

    Ss correct their worksheets and note the errors in their notebooks.

Activity 3.2: Practice · 5 minutes

Reading Aloud and Matching Key Vocabulary

a) Aims

Ss practise intonation through reading aloud and match the key vocabulary with its meaning.

b) Content

Ss complete Worksheet 2: (a) match the six words with their meanings; (b) read the practice text aloud twice, first slowly and then at a natural pace, marking the intonation arrows. T models once and gives Ss 2 minutes to practise in pairs.
Practice text: 'The site is protected. Stay on the path. Bring water, a hat and a notebook. Neutral statements and firm instructions often fall; non-final list items often rise. Politeness and context can alter these contours. Read the list as one connected message, not three unrelated questions.'

c) Expected outcomes

Answers to Worksheet 2 (a): heritage – di sản; preserve – gìn giữ; restore – trùng tu, phục hồi; artefact – hiện vật; landscape – cảnh quan; interpretation – diễn giải.
Answers to Worksheet 2 (b): Ss' reading shows falling intonation on statements and final list items, rising on non-final list items. Peer feedback uses a 10-point guide: intonation focus (4), clear pronunciation and meaning (3), natural rhythm (2), self-correction (1).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and explains both tasks. T reads the practice text once, slowly, and asks Ss to listen for the arrows.

    Students

    Ss listen to the model and prepare to read.

  2. Teacher

    Step 2: Task performance

    T gives 1 minute for matching and 2 minutes for pair reading. T listens to 2–3 pairs and gives brief feedback.

    Students

    Ss match the words to meanings, then read the text aloud in pairs, first slowly and then naturally. Partners give feedback using the 10-point guide.

  3. Teacher

    Step 3: Report and discussion

    T asks 2 pairs to read the list 'Bring water, a hat and a notebook' aloud for the class and checks the rising and falling contours.

    Students

    Two pairs read aloud. The class comments on whether the rising and falling intonation was clear.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the matching answers and the intonation rule. T reminds Ss that the list is one connected message.

    Students

    Ss correct the matching and write the meanings of the six words in their notebooks.

Activity 4: Application · 5 minutes

Creating a Heritage Site Notice

a) Aims

Ss use to-infinitive clauses and correct intonation in a short, realistic notice for visitors to a heritage site.

b) Content

In pairs, Ss write a short notice (4–6 sentences) for visitors to a heritage site. The notice must include:

  • at least two purpose clauses (to + base verb)
  • one clause after a noun or adjective (e.g., a place to rest; ready to help)
  • one negative to-infinitive (not to touch...)
  • one list with intonation arrows marked
    Ss then read the notice aloud to the class, using correct intonation.

c) Expected outcomes

A short notice, for example:
'The site is protected. ↘ Please do not touch the artefacts. ↘ We restore the walls to preserve the landscape for future generations. ↘ Bring water ↗, a hat ↗ and a notebook ↘. There is a quiet place to rest near the gate.'
Evaluation: the notice uses at least four target structures correctly and the intonation matches the rules.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives the task and the checklist on the board and sets a 2-minute writing time. T reminds Ss to use vocabulary such as heritage, preserve, restore, artefact and landscape.

    Students

    Ss read the checklist and decide on the heritage site they will write about.

  2. Teacher

    Step 2: Task performance

    T monitors and helps pairs with grammar and intonation marks.

    Students

    Pairs write the notice and mark intonation arrows. They read it aloud to each other once.

  3. Teacher

    Step 3: Report and discussion

    T invites 2 pairs to read their notices aloud and asks the class to check the structures against the checklist.

    Students

    Pairs read their notices. Classmates answer: 'Is there a purpose clause?' 'Is the list read as one connected message?'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises accurate structures and intonation, and gives one suggestion for improvement to each pair. T assigns the homework.

    Students

    Ss listen to feedback and write down one correction in their notebooks.

Worksheets

Phiếu học tập số 1

Grammar: Choose the best answer A, B, C or D.

  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. She is ready ___ the labels.
    A. to check
    B. check
    C. checking to
    D. checked
  6. Choose the purpose clause.
    A. We use a cover for protect the document.
    B. We use a cover protected the document.
    C. We use a cover to protecting the document.
    D. We use a cover to protect the document.
  7. He is the only volunteer ___ this route.
    A. known
    B. for know
    C. to know
    D. know
  8. There is still much ___ about the site.
    A. learnt to
    B. to learn
    C. learn
    D. learning to

Phiếu học tập số 2

Part A: Match each word with its meaning.

  1. heritage
  2. preserve
  3. restore
  4. artefact
  5. landscape
  6. interpretation
    Meanings: a. cảnh quan; b. di sản; c. gìn giữ; d. hiện vật; e. diễn giải; f. trùng tu, phục hồi

Part B: Read the text aloud twice, first slowly, then at a natural pace. Mark the arrows (↘ or ↗) on the text.
'The site is protected. Stay on the path. Bring water, a hat and a notebook. Neutral statements and firm instructions often fall; non-final list items often rise. Politeness and context can alter these contours. Read the list as one connected message, not three unrelated questions.'

Peer feedback (10 points): intonation focus (4); clear pronunciation and meaning (3); natural rhythm (2); self-correction (1).

Homework

  • Review the rules for intonation in statements, commands and lists, and read the sentence 'Bring water, a hat and a notebook.' aloud five times, marking the arrows each time.
  • Write five sentences about a heritage site you have visited or would like to visit. Use at least three to-infinitive clauses for purpose, after a noun or adjective, or after ordinal, superlative or only. Include one negative to-infinitive with not to.
  • Use the NeoEdu lesson page (neoedu.vn/learn/11/english/unit-6-language) to complete the interactive exercises on the to-infinitive and intonation, then check your answers.
  • Prepare for the next lesson by reading the Unit 6 vocabulary list and making a flashcard for each of the six key words.

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