Giáo án Reading

Ss activate prior knowledge about heritage sites and visitor access and understand the central question of the lesson.

T asks Ss three questions and Ss brainstorm in pairs for 2 minutes:

• Why do people visit historic houses?
• What can damage an old building when many visitors come?
• How can visitors understand a place without changing it?
  T writes the answers on the board and then reveals the central question: How can visitors understand a historic house without changing its fabric?

A short list on the board, for example:

• Visitors learn about history and local life.
• Visitors may touch walls, wear floors or fix signs with nails, which damages the building.
• Signs, guides and audio can help people understand the place without damage.
  Ss write the central question in their notebooks.

Ss pronounce and understand six key words from the reading and use them to guess meaning in context.

T models the pronunciation of each word, and Ss repeat in chorus and then individually:

• heritage (di sản) /ˈherɪtɪdʒ/
• preserve (gìn giữ) /prɪˈzɜːv/
• restore (trùng tu, phục hồi) /rɪˈstɔː/
• artefact (hiện vật) /ˈɑːtɪfækt/
• landscape (cảnh quan) /ˈlændskeɪp/
• interpretation (diễn giải) /ɪnˌtɜːprɪˈteɪʃn/
  In pairs, Ss match each word with a meaning and write one example sentence using a word from the central question.

Ss' matching key:

• heritage – di sản
• preserve – gìn giữ
• restore – trùng tu, phục hồi
• artefact – hiện vật
• landscape – cảnh quan
• interpretation – diễn giải
  Sample sentence: 'We should preserve the heritage of our town.'

Ss read the original passage for the central question, main ideas and specific details, and classify statements as stated facts, reasonable inferences or unsupported claims.

Step 1: Ss read the passage once for the central question (no notes).
Step 2: Ss complete Worksheet No. 1 'Stated facts, inferences and claims' in pairs. They locate one exact sentence as evidence for each answer.
T asks the key questions:

• What is the central question of the competition?
• Which idea did the judges prefer, and why?
• How did the team check the stories?
• What did the final design include for different visitors?
• Why is the purpose of the design 'not to make every visit identical'?

Main idea: Visitors can understand a local historic house, and the house is protected, if the design does not change its fabric.
Details:

• The removable display near the entrance, with a paper guide and an audio version, was preferred.
• The judges preferred it because it could be updated without drilling into historic material.
• The team proposed interviewing residents with consent and checking dates against museum records.
• Uncertain memories were labelled as memories, not proven facts.
• The final design included a quiet route and a large-print guide.
  Stated fact: 'The judges preferred the second idea because it could be updated without drilling into historic material.'
  Reasonable inference: The judges valued protecting the historic material of the house.
  Unsupported claim (not in the text): 'The house will attract more tourists than any other site in the country.'

Ss recognise and use the to-infinitive of purpose and to-infinitive after nouns and adjectives, and read statements, commands and lists with suitable intonation.

T presents the grammar using examples from the lesson:

• 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.'
  Note: do not use for + bare infinitive for purpose (wrong: 'We record stories for preserve them').
  Intonation: T models 'The site is protected. ↘ Stay on the path. ↘ Bring water ↗, a hat ↗ and a notebook ↘.' Ss repeat in chorus, then in pairs.

Grammar: To-infinitive of purpose answers 'Why?'. Ss complete the sentence: 'The volunteers interviewed residents ___ (collect) stories.' Answer: 'to collect'.
Intonation: Statements and firm instructions usually fall (↘). Non-final items in a list usually rise (↗), and the last item falls (↘). The list is read as one connected message.

Ss answer comprehension questions about details and justify each answer with the text.

Ss answer questions 2–5 from the book and give the reason for each answer:
2. What was the competition's challenge?
A. Interpret a historic house without damaging it
B. Replace every old wall
C. Sell the house
D. Build a loudspeaker tower
3. Why prefer a removable display?
A. It hides every date
B. It needs no checking
C. It is permanent concrete
D. It avoids drilling into historic material
4. How were uncertain memories labelled?
A. As false by definition
B. As anonymous inventions
C. As memories, not proven facts
D. As official dates
5. What access provision was included?
A. A compulsory identical route
B. Large-print guides and a quiet route
C. Only audio
D. No written information

Answers and reasons:
2. A – Both understanding and protection matter.
3. D – Reversibility reduces physical impact.
4. C – The team distinguishes types of evidence.
5. B – Different visitors have different needs.

Ss state the purpose and audience of the passage, identify the opening sentence and select useful details, and write a short summary that keeps essential conditions.

Ss answer questions 6–9 from the book in pairs. Questions:
6. State the purpose and audience of this passage on 'Preserving our heritage'. Support your answer with one detail.
7. Explain how the opening introduces the topic. Identify the actual opening sentence.
8. Select two useful details from the model and explain why including them is better than saying only that the topic is important.
9. Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.

Sample answers (T marks; equivalent wording is accepted):
6. Audience: students reading about preserving heritage. Purpose: to show student designers how interpretation can improve access without damaging a historic house. Detail: 'The team proposed interviewing residents with consent and checking dates against museum records.'
7. The opening is 'An ideas competition asked students how to help visitors understand a local historic house without changing its fabric.' It introduces the particular situation before the later detail.
8. 'One team proposed attaching large signs to the old walls.' tells what the team advised. 'Preservation required careful choices, not simply making an old building look new.' gives a further limit that must not be lost. Both are specific, unlike the general claim that heritage is important.
9. 'An ideas competition asked students how to help visitors understand a local historic house without changing its fabric. One team proposed attaching large signs to the old walls. Preservation required careful choices, not simply making an old building look new.'

Ss apply the reading strategies and the idea of protecting heritage while improving access to design a plan for a local or school heritage place.

Groups of 4 choose a local or school heritage place (real or imagined). Each group designs one visitor access idea that:

• does not change the fabric of the place (for example, a removable display, a paper guide or an audio version);
• includes one option for visitors with different needs (for example, a quiet route or large-print guide);
• explains how the group will check the stories (for example, interviewing residents with consent, or checking dates against records).
  Each group writes a three-sentence summary of its plan and presents it in one minute.
  Guiding questions:
• What does your design protect?
• Who does it help?
• How do you check the information?

A group poster (or slide) with:

• the name of the place;
• the removable or reversible access idea;
• the option for different visitors;
• one sentence showing how the stories are checked;
• a three-sentence summary in English, using 'to' to show purpose (for example, 'We use a paper guide to help visitors understand the house.').