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

Giáo án Looking back

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- Use the to-infinitive clause to express purpose (e.g., We record stories to preserve them).
- Use the to-infinitive after a noun, adjective, ordinal, superlative or 'only' to modify a noun (e.g., a place to visit; ready to help; the first student to arrive).
- Form the negative to-infinitive with 'not to' and match the implied actor.
- Pronounce statements, commands and lists with the correct intonation (falling and rising tones).
- Use the topic vocabulary: heritage, preserve, restore, artefact, landscape, interpretation.

2. Competences

a) General competences

Self-control and independent learning: Ss review the unit language on their own, check their answers against the key and correct their own mistakes in the quiz.
Communication and collaboration: Ss work in pairs and groups to read a message as one connected unit, discuss a heritage display proposal and give feedback to each other.
Problem-solving and creativity: Ss choose appropriate infinitive structures to make a heritage proposal that respects conservation rules and presents it with suitable intonation.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to and read the model message, read the list aloud with correct intonation, and speak and write a short proposal about preserving heritage.
Language knowledge (pronunciation, vocabulary, grammar): Ss recognise and use the to-infinitive clauses of purpose and modification, use the topic vocabulary accurately, and apply falling and rising intonation in statements, commands and lists.

3. Personal qualities

Diligence: Ss complete the quiz and the read-aloud practice carefully and repeat the sentences until the intonation is accurate.
Responsibility: Ss take responsibility for their group's proposal and make sure every member contributes and understands the content.
Honesty: Ss admit their mistakes in the quiz and state honestly the uncertain points of a heritage story rather than presenting them as certain.
Kindness: Ss give constructive, polite feedback to classmates during peer review.
Patriotism: Ss show pride in local heritage by proposing ways to preserve and present it responsibly.

II. Teaching aids and materials

1. Teacher

Lesson slides with the model message and intonation arrows (↘, ↗)
Audio recording of the model message (teacher's own voice or class audio)
Worksheet 1 printed for each pair
Interactive exercises on the NeoEdu lesson page: neoedu.vn/learn/11/english/unit-6-looking-back (grammar explanation, examples and interactive exercises)
Board, markers

2. Students

Student book Unit 6 and notebook
Pen or pencil
A4 paper or sticky notes for the proposal
Mobile device or laptop if the NeoEdu page is used in pairs (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Heritage word match

a) Aims

Ss activate prior knowledge of the unit topic and recall the key vocabulary: heritage, preserve, restore, artefact, landscape, interpretation.

b) Content

Ss look at six words on the board and match each with its meaning in Vietnamese: heritage (di sản), preserve (gìn giữ), restore (trùng tu, phục hồi), artefact (hiện vật), landscape (cảnh quan), interpretation (diễn giải). Then Ss answer the question: 'What is one heritage site in your province, and why should it be preserved?'

c) Expected outcomes

Ss correctly match all six words with their meanings. Ss name one heritage site and give one reason, for example: 'The old temple should be preserved because it shows our local history.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the six words on the board in a jumbled order and says: 'Look at the words and match them with their meanings. Then tell me about one heritage site you know.'
Students
Ss listen and look at the words and the instructions.
Teacher
Step 2: Task performance
T gives Ss one minute to match the words silently, then asks them to check with a partner.
Students
Ss work individually for one minute, then compare answers with a partner in whispers.
Teacher
Step 3: Report and discussion
T calls on three or four Ss to say their matches and to name a heritage site.
Possible answers: 'Heritage is di sản.' 'The Imperial City in Hue is a heritage site that should be preserved.'
Students
Ss read out their matches and answer the question with one reason.
Teacher
Step 4: Conclusion and assessment
T confirms the correct meanings and introduces the lesson aim: 'Today we will review the to-infinitive and intonation to write and say a heritage proposal.'
Students
Ss write the lesson title in their notebooks and note the vocabulary.

Activity 2.1: Knowledge formation · 10 minutes

Reviewing the to-infinitive clauses

a) Aims

Ss systematise the to-infinitive clause of purpose and the to-infinitive that modifies a noun, adjective or ordinal, and the negative form 'not to'.

b) Content

T shows the grammar on the board and asks Ss to read the model sentences aloud:

Purpose: We record stories to preserve them.
After a noun: a place to visit.
After an adjective: ready to help.
After an ordinal, superlative or only: the first student to arrive.
Negation: We agreed not to touch the artefacts.
T asks: 'Why do we use to + base verb in the first sentence? Can we use for + bare infinitive, e.g., for preserve?' Then Ss complete a short rule summary in pairs.

c) Expected outcomes

Ss write the summary in their notebooks:

To + base verb expresses purpose (to preserve = in order to preserve).
The to-infinitive clause follows a noun or adjective to modify it (a place to visit; ready to help).
After an ordinal, superlative or only, the to-infinitive modifies a noun (the first student to arrive; the only volunteer to know this route).
Negation is not to + base verb (agreed not to touch).
Do not use for + bare infinitive to express purpose.
Make sure the implied actor matches the subject of the sentence.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the five model sentences on the board and asks: 'What structure is in bold? What is its function?' (T writes these in bold on the slide.)
Students
Ss read the sentences silently and look at the structures.
Teacher
Step 2: Task performance
T asks Ss to work in pairs to find the function of each to-infinitive clause and to decide which sentence is purpose and which is modification. T circulates and checks.
Students
Ss discuss in pairs and write the function next to each sentence.
Possible answer: 'To preserve them' = purpose; 'a place to visit' = modifies the noun 'place'.
Teacher
Step 3: Report and discussion
T asks one or two pairs to read their answers and asks: 'Why is for preserve incorrect?'
Students
Ss report: 'We use to + base verb, not for + bare infinitive, to express purpose.'
Teacher
Step 4: Conclusion and assessment
T summarises the rule on the board and confirms the rules: purpose, modification after noun/adjective, after ordinal/superlative/only, and 'not to'. T also reminds Ss to check the implied actor.
Students
Ss copy the summary into their notebooks.

Activity 2.2: Knowledge formation · 6 minutes

Intonation in statements, commands and lists

a) Aims

Ss recognise the falling and rising intonation in statements, firm instructions and non-final list items, and understand that the list is read as one connected message.

b) Content

T plays the model message or reads it aloud with arrows on the board:
The site is protected. ↘ Stay on the path. ↘ Bring water ↗, a hat ↗ and a notebook ↘.
T explains: neutral statements and firm instructions often fall (↘); non-final list items often rise (↗); politeness and context can alter these contours. Ss then repeat the sentences chorally, then individually.

c) Expected outcomes

Ss can mark the intonation on the sentences correctly, for example:

The site is protected. ↘
Stay on the path. ↘
Bring water ↗, a hat ↗ and a notebook ↘.
Ss understand that the list is one connected message, not three separate questions.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Listen to the message. Mark the arrows you hear. Then repeat after me.'
Students
Ss listen carefully and look at the arrows on the board.
Teacher
Step 2: Task performance
T plays the audio twice. Ss, in pairs, mark the arrows on their copy and then practise saying the sentences with a partner.
Students
Ss listen, mark the arrows and practise the message with their partner.
Teacher
Step 3: Report and discussion
T invites two pairs to read the list aloud and asks: 'Why does 'water' go up but 'notebook' go down?'
Students
Ss answer: 'Water and hat are non-final items in the list, so the voice rises; the notebook is the last item, so the voice falls.'
Teacher
Step 4: Conclusion and assessment
T confirms the rule and points out that politeness and context can change the contour. T reminds Ss to read lists as one connected message.
Students
Ss note the intonation rule in their notebooks.

Activity 3.1: Practice · 8 minutes

Purpose and modifier infinitive quiz

a) Aims

Ss apply the to-infinitive structures to choose the correct form in context.

b) Content

Ss complete Worksheet 1 individually (items 1–8 below). Then they check in pairs and T confirms the answers.
Items:

We interviewed residents ___ their memories. A. for record; B. recorded; C. to record; D. recording for
Lan was the first student ___ the guide. A. greeted; B. to greet; C. greeting to; D. greet
We need a safe place ___ the display. A. to put; B. put; C. putted; D. for put
The group agreed ___ the wall. A. to not touched; B. not touch; C. no touching to; D. not to touch
She is ready ___ the labels. A. checking to; B. checked; C. to check; D. check
Choose the purpose clause. A. We use a cover to protecting the document.; B. We use a cover to protect the document.; C. We use a cover for protect the document.; D. We use a cover protected the document.
He is the only volunteer ___ this route. A. to know; B. know; C. known; D. for know
There is still much ___ about the site. A. learn; B. learning to; C. learnt to; D. to learn

c) Expected outcomes

Answer key:
1 – C (to record: purpose)
2 – B (to greet: after an ordinal)
3 – A (to put: modifies place)
4 – D (not to touch: agree + negative to-infinitive)
5 – C (to check: ready + to-infinitive)
6 – B (to protect: purpose clause)
7 – A (to know: after only + noun)
8 – D (to learn: modifies much)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 and says: 'You have eight minutes to choose the correct answer. Work alone first, then check with your partner.'
Students
Ss receive the worksheet and read the instructions.
Teacher
Step 2: Task performance
T monitors and helps Ss who are stuck by asking: 'Is this a purpose clause, or does it modify a noun?'
Students
Ss complete the eight items alone, then compare answers with a partner and explain their choices.
Teacher
Step 3: Report and discussion
T asks Ss to say the answers for items 2, 4 and 8 and asks: 'Why is B correct in item 2 and not A?'
Possible answers: 'Because after the ordinal first, we use to + verb.'
Students
Ss give their answers and explain them in English or Vietnamese.
Teacher
Step 4: Conclusion and assessment
T shows the answer key and points out common mistakes, such as 'to protecting' in item 6 and 'for protect' in item 6C. T asks Ss to correct their own mistakes.
Students
Ss correct their own answers and write the corrections in their notebooks.

Activity 3.2: Practice · 4 minutes

Topic vocabulary and read-aloud

a) Aims

Ss consolidate the unit vocabulary and practise reading the message with correct intonation.

b) Content

Part A: Ss match each word with its meaning: heritage, preserve, restore, artefact, landscape, interpretation.
Part B: Ss read the following practice aloud twice, first slowly and then at a natural pace:
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

Part A key: heritage – di sản; preserve – gìn giữ; restore – trùng tu, phục hồi; artefact – hiện vật; landscape – cảnh quan; interpretation – diễn giải.
Part B: Ss read the message with clear pronunciation and correct arrows. Teacher assesses on a 10-point scale: intonation focus (4 points), pronunciation of sounds and clarity (3 points), rhythm and natural pace (2 points), self-correction (1 point). Deduct 1 to 2 points if the reading is machine-like or hard to understand.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Match the words first. Then read the message aloud twice: first slowly, then at a natural pace.'
Students
Ss read the instructions and the vocabulary list.
Teacher
Step 2: Task performance
T walks around and listens to Ss reading. T notes pronunciation problems and intonation errors.
Students
Ss match the words individually, then read the message quietly and then aloud to a partner.
Teacher
Step 3: Report and discussion
T calls on two or three Ss to read the message aloud while the class listens and gives one comment.
Students
Ss read aloud and listen to their classmates' comments.
Teacher
Step 4: Conclusion and assessment
T gives feedback on the common errors and models the intonation once more.
Students
Ss repeat the model and write down the words they found difficult.

Activity 4: Application · 12 minutes

Proposing a heritage display

a) Aims

Ss use the to-infinitive structures, the topic vocabulary and the correct intonation to write and present a short proposal for preserving local heritage in a responsible way.

b) Content

Groups of four prepare a short proposal (5 to 7 sentences) for a removable heritage display at a local site. The proposal must:

Use at least three to-infinitive structures (purpose, modifier after a noun or adjective, and one 'not to' structure).
Use at least three topic words (heritage, preserve, restore, artefact, landscape, interpretation).
Respect conservation: nobody should drill into an old wall or handle a fragile object.
Distinguish a dated museum record from a resident's recollection.
After writing, each group reads the proposal aloud with correct intonation. The class asks one question: 'Which part of the display would you ask a specialist to review first?'
Model question for the class: 'Why make the display removable?' Model response: 'It can be updated without drilling into historic material, provided its placement is approved.'

c) Expected outcomes

Each group produces a written proposal of 5 to 7 sentences, for example:
'We propose a removable display to preserve the old village well. It is a good way to share the history with visitors without damaging the wall. Residents will review the memories before publication. We agreed not to drill into the stone wall. The display should distinguish a museum record from a resident's recollection. A large-print guide is a useful tool to help visitors learn.'
Each group reads the proposal with falling and rising intonation as practised, and answers at least one question from the class.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T divides the class into groups of four and gives the task: 'Write a short proposal for a removable heritage display. Use at least three to-infinitive structures and three topic words. Remember the conservation rules.'
Students
Ss listen to the task and ask questions about the requirements if needed.
Teacher
Step 2: Task performance
T monitors groups and gently corrects grammar, for example 'to protecting' should be 'to protect', and checks the intonation of the list.
Students
Ss brainstorm ideas, write the proposal on A4 paper, and check the grammar and vocabulary together.
Teacher
Step 3: Report and discussion
T invites one or two groups to read the proposal aloud. T asks the class: 'Which part of the display would you ask a specialist to review first?' T also asks: 'Why make the display removable?'
Possible answer: 'It can be updated without drilling into historic material, provided its placement is approved.'
Students
Ss read the proposal aloud, answer the question and give feedback to their classmates politely.
Teacher
Step 4: Conclusion and assessment
T praises the good ideas and summarises the key language: to-infinitive for purpose and modification, and intonation for lists. T reminds Ss that proposals should support professional conservation rather than replace it.
Students
Ss write down the feedback and the language points they need to remember.

Worksheets

Worksheet 1: Purpose and modifier infinitives

Instructions: Choose the best answer (A, B, C or D) for each sentence.

1. We interviewed residents ___ their memories.
- A. for record
- B. recorded
- C. to record
- D. recording for
1. Lan was the first student ___ the guide.
- A. greeted
- B. to greet
- C. greeting to
- D. greet
1. We need a safe place ___ the display.
- A. to put
- B. put
- C. putted
- D. for put
1. The group agreed ___ the wall.
- A. to not touched
- B. not touch
- C. no touching to
- D. not to touch
1. She is ready ___ the labels.
- A. checking to
- B. checked
- C. to check
- D. check
1. Choose the purpose clause.
- A. We use a cover to protecting the document.
- B. We use a cover to protect the document.
- C. We use a cover for protect the document.
- D. We use a cover protected the document.
1. He is the only volunteer ___ this route.
- A. to know
- B. know
- C. known
- D. for know
1. There is still much ___ about the site.
- A. learn
- B. learning to
- C. learnt to
- D. to learn

Answer key: 1 – C; 2 – B; 3 – A; 4 – D; 5 – C; 6 – B; 7 – A; 8 – D.

Homework

Write a short paragraph (5 to 7 sentences) about one heritage site in your area. Use at least three to-infinitive structures (for purpose, after a noun or adjective, or after the first/only/superlative) and at least two topic words from the unit.
Record yourself reading the message 'The site is protected. Stay on the path. Bring water, a hat and a notebook.' Mark the arrows on your copy and listen to your recording to check the intonation. Then bring the recording or your marked copy to the next lesson.
Review the unit on the NeoEdu lesson page (neoedu.vn/learn/11/english/unit-6-looking-back) and complete the interactive exercises on the to-infinitive and intonation.

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