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

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • Identify the purpose, audience and key features of a heritage project product and oral presentation.
  • Use the vocabulary of the unit (heritage, preserve, restore, artefact, landscape, interpretation) to describe a heritage project.
  • Use falling and rising intonation in statements and lists correctly.
  • Use the to-infinitive to express purpose (We record stories to preserve them) and to modify a noun or adjective.

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the model product, answer questions individually first and check their own answers before sharing with the group.
  • Communication and collaboration: Ss work in pairs and groups of four to discuss the model, share ideas and give constructive feedback during the presentation rehearsal.
  • Problem-solving and creativity: Ss plan a heritage project with a clear aim, ethical evidence and practical limits, and suggest a creative display or guide idea.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and analyse the model, speak about a heritage site, and write and present a short project product with source notes.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the key words with correct stress, use intonation for lists and statements, and form purpose clauses with to-infinitive.

3. Personal qualities

  • Responsibility: Ss label planning figures and illustrative examples clearly, and do not present proposed interviews as completed.
  • Honesty: Ss report only real data in their project and preserve uncertainty instead of making every claim sound certain.
  • Kindness: Ss give respectful, specific feedback to classmates and respect residents' consent and privacy in their project plans.
  • Patriotism: Ss show pride in local heritage by proposing a way to preserve and share a historic place in their community.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard with slides of the unit vocabulary and the model product
  • Printed copies of the model product (Voices of the Old House)
  • Worksheet 1: Analysing the model product (one copy per pair)
  • NeoEdu lesson page for the unit project and interactive exercises: neoedu.vn/learn/11/english/unit-6-project
  • Timer and sticky notes

2. Students

  • Student's book (Global Success Grade 11, Unit 6)
  • Notebook, pen, pencil and eraser
  • A3 poster paper and coloured markers for the group project
  • Highlighter for marking intonation and key sentences

III. Procedures

Activity 1: Warm-up · 5 minutes

Heritage around us

a) Aims

Ss activate prior knowledge about local heritage and get ready to read a project about a historic house.

b) Content

Ss look at the question on the board: What heritage places do you know in your town or village? Ss think for 30 seconds, then share in pairs. Ss name one place and one reason why it is important to preserve it.

c) Expected outcomes

A list of 3 to 4 heritage places in the local area with one reason for each (e.g. an old temple, a historic house, a traditional village gate). Ss are ready to read the model project.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the question on the slide: What heritage places do you know in your town or village? T says: Think for 30 seconds, then tell your partner one place and why it matters.

    Students

    Ss read the question and think silently for 30 seconds.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and helps with vocabulary such as heritage site, temple or ancient house.

    Students

    Ss talk in pairs. Possible answer: 'I know an old house in my village. We should preserve it because it shows how people lived long ago.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 or 3 pairs to share. T writes the places on the board.

    Students

    Ss report: 'Our pair chose the ancient temple. It is important because it is a symbol of our culture.'

  4. Teacher

    Step 4: Conclusion and assessment

    T says: Today we will read a project about preserving a historic house and learn how to present a heritage proposal. T introduces the aim of the lesson.

    Students

    Ss note the lesson aim in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Key words and the model product

a) Aims

Ss understand and pronounce the six key words of the unit and identify the content and structure of the completed heritage project.

b) Content

Task 1: Ss match the six words (heritage, preserve, restore, artefact, landscape, interpretation) with the correct definitions on the slide. Task 2: Ss read the model product silently and answer: What is the aim of the project? Which two documents are used as evidence? What are the physical rules?

c) Expected outcomes

Matching key: heritage (di sản) = things from the past that a community values; preserve (gìn giữ) = keep something safe from harm or loss; restore (trùng tu, phục hồi) = repair something to its original condition; artefact (hiện vật) = an object made by people in the past; landscape (cảnh quan) = the visible features of an area of land; interpretation (diễn giải) = the explanation of the meaning of a place or object.
Answers to Task 2: The aim is to explain a local historic house with a removable entrance display, large-print guide and optional audio. The evidence is dated museum records for chronology and consented resident interviews for memories. The physical rules are: no drilling, no touching fragile surfaces and no collecting objects.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six words and their definitions in jumbled order. T models the pronunciation: heritage /ˈherɪtɪdʒ/, preserve /prɪˈzɜːv/, artefact /ˈɑːtɪfækt/, interpretation /ɪnˌtɜːprɪˈteɪʃn/. T asks Ss to match the words and read the model product silently for 2 minutes.

    Students

    Ss listen, repeat the words chorally and individually, then match the words with definitions in pairs.

  2. Teacher

    Step 2: Task performance

    T asks guiding questions: What is the project about? What kind of evidence does it use? What are the rules for visitors?

    Students

    Ss answer individually, then compare with their partner. Possible answer: 'The project is about a historic house. It uses museum records and resident interviews. Visitors must not touch the walls.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 2 pairs to give their matching answers and reads the key definitions aloud for the class to check.

    Students

    Ss report the matches, for example: 'Preserve means to keep something safe from damage.' Other Ss agree or correct.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the matches and points out that the project does not claim interviews have already happened; it is a proposed design. T writes the key structure on the board: Title, Aim, Evidence, Physical rules, Access, Review.

    Students

    Ss copy the key words and the structure of the project into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Intonation and purpose clauses

a) Aims

Ss use falling and rising intonation for statements and lists, and form to-infinitive purpose clauses correctly.

b) Content

Task 1: T models the sentences: The site is protected. ↘ Stay on the path. ↘ Bring water ↗, a hat ↗ and a notebook ↘. Ss repeat and mark the arrows. Task 2: Grammar box: a to-infinitive clause can express purpose (We record stories to preserve them). Ss combine the prompts: (1) We visit the museum / learn about local history. (2) The committee meets / discuss the restoration plan. (3) We interview residents / record their memories.

c) Expected outcomes

Intonation: statements and final list items fall ↘; non-final list items rise ↗.
Grammar answers: 1. We visit the museum to learn about local history. 2. The committee meets to discuss the restoration plan. 3. We interview residents to record their memories.
Key rule: use to + bare infinitive for purpose; do not use for + bare infinitive (incorrect: We record stories for preserve them).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T plays the model sentences and asks Ss to mark the intonation arrows. T shows the grammar box on the slide and says: Read the prompts and join them with to + infinitive.

    Students

    Ss listen, mark the arrows and copy the grammar box.

  2. Teacher

    Step 2: Task performance

    T asks Ss to repeat the list in chorus, then individually. T monitors the sentence combinations.

    Students

    Ss read the list aloud with rising intonation on non-final items. Ss write their sentences, e.g. 'We interview residents to record their memories.'

  3. Teacher

    Step 3: Report and discussion

    T asks 3 Ss to read their sentences and one S to read the list with the correct intonation.

    Students

    Ss read their answers. Other Ss check whether the purpose clause uses to + infinitive.

  4. Teacher

    Step 4: Conclusion and assessment

    T corrects the common error with for + bare infinitive and explains that the to-infinitive shows the purpose of an action. T reminds Ss that a list should be read as one connected message.

    Students

    Ss correct any mistakes in their notebooks.

Activity 3: Practice · 10 minutes

Analysing the model product

a) Aims

Ss analyse the model product for its purpose, audience, structure and key details, and explain how it communicates its message.

b) Content

Ss work in pairs with Worksheet 1: Analysing the model product. Pairs answer questions 2 to 5 from the student book: (2) State the purpose and audience of the project and support your answer with one detail. (3) Identify the actual opening sentence and explain how it introduces the topic. (4) Choose two useful details from the model and explain why they are better than saying only that the topic is important. (5) Write a three-sentence summary using only information in the model and keep the essential limit.

c) Expected outcomes

Answer key (sample answers):
(2) Audience: classmates and the teacher reviewing the project. Purpose: to present the named project and its concrete evidence, proposed action and limits. Supporting detail: The final presentation includes a display mock-up and the complete guide text.
(3) Opening: Heritage proposal - completed product: Voices of the Old House. It introduces the specific situation of a local historic house, not just the unit title.
(4) Detail 1: Aim: explain a local historic house with a removable entrance display, large-print guide and optional audio. Detail 2: This proposed display must be checked by the site specialist before use; no interviews are claimed to have happened. Both details are specific and show what is proposed and what its limits are.
(5) Summary: The project Voices of the Old House proposes a removable entrance display, large-print guide and optional audio to explain a local historic house. Dated museum records and consented resident interviews provide the evidence. This proposed display must be checked by the site specialist before use, and no interviews are claimed to have happened.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: Work in pairs. Answer the questions in 6 minutes. Remember to keep the limits and labels in your answers.

    Students

    Ss receive the worksheet, read the questions and highlight key words in the model.

  2. Teacher

    Step 2: Task performance

    T walks around, checks that Ss refer to evidence in the text, and prompts: Is this a claim or a proposal?

    Students

    Ss discuss and write answers. Possible answer for Q2: 'The audience is classmates and the teacher. The purpose is to present the project and its limits. The presentation includes a display mock-up.'

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to read their answer to Q3 and another pair to read their summary in Q5.

    Students

    Ss read their answers aloud. The class checks whether the summary keeps the condition: the display must be checked before use.

  4. Teacher

    Step 4: Conclusion and assessment

    T highlights that a good project states its purpose, uses specific details and keeps honest limits. T reminds Ss not to turn illustrative examples into real observations.

    Students

    Ss correct their worksheets using the key and note the points they need to remember.

Activity 4: Application · 12 minutes

Our own heritage proposal

a) Aims

Ss plan and rehearse a short heritage project product and oral presentation for a local historic place, using ethical evidence and clearly labelled proposals.

b) Content

Groups of four choose a local heritage place (a house, temple, gate or old market). Each group prepares: (1) a title and aim; (2) an entrance display idea, with one removable element; (3) one guide sentence in large print; (4) an evidence plan: which records or interviews they would use, with consent and no private identifiers; (5) a physical rule and a practical limit. Groups rehearse a 1-minute presentation with a display mock-up on A3 paper. Each group must write at least one sentence using the to-infinitive of purpose, e.g. We use removable stands to protect the wall.

c) Expected outcomes

A group poster with the title, aim, evidence plan (labelled as a proposal), physical rule, access option, and one guide sentence. A rehearsed 1-minute presentation with source credits and one question for the audience. Example product: Title: Voices of the Old Temple. Aim: to explain the temple with a removable display and large-print guide. Evidence: proposed interviews with residents, clearly labelled as planned, not completed. Physical rule: no touching of carvings.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides the class into groups of four and gives each group an A3 poster paper and markers. T says: Choose a heritage place and plan your proposal. Label every proposal and do not invent results. Presentations must be no longer than 1 minute.

    Students

    Ss form groups, choose a place and assign roles: leader, writer, designer and speaker.

  2. Teacher

    Step 2: Task performance

    T monitors groups, checks the labels and asks: Is this interview already done or only planned? How do you protect the historic wall?

    Students

    Ss draft the poster and rehearse. Possible answer: 'We plan to interview residents with their consent. The display is a proposal and must be checked by a specialist.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 groups to present. The rest of the class gives one positive comment and asks one question.

    Students

    Speakers present their posters. Listeners ask: Why is the display removable? Speakers answer: It can be updated without drilling into historic material.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the groups that kept the limits and labels. T summarises the project structure: title, aim, evidence, physical rules, access, review, and presentation. T assigns the homework.

    Students

    Ss note the feedback and the structure in their notebooks.

Worksheets

Worksheet 1: Analysing the model product

Work in pairs. Answer the questions about 'Voices of the Old House'.

  • Q1. What is the aim of the project? Copy one sentence from the model.
  • Q2. State the purpose and audience of the project and support your answer with one detail.
  • Q3. Identify the actual opening sentence. How does it introduce the topic?
  • Q4. Choose two useful details from the model. Explain why they are better than saying only that the topic is important.
  • Q5. Write a three-sentence summary using only information in the model. Keep the essential condition or limit.
  • Q6. Which sentence in the model says that the interviews have not happened? Why is this sentence important?

Homework

  • Write a complete draft of your group heritage proposal in about 150 words. Include: the title, the aim, the evidence plan (clearly labelled as a proposal), one physical rule, one access option and a summary of the limits.
  • Write one sentence with the to-infinitive of purpose and one sentence with a to-infinitive after an adjective, e.g. The house is ready to visit.
  • Practise reading your guide sentence aloud with correct intonation: falling for final items and rising for non-final items in lists.
  • Explore the unit project lesson on NeoEdu at neoedu.vn/learn/11/english/unit-6-project and complete the interactive exercises before the next lesson.

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