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

Giáo án Speaking

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Explain how a speaking model is organised (opening, supporting details with a concrete example, acknowledged limitation, invitation to respond).
    • Use intonation patterns for statements, commands and lists (↘, ↗).
    • Use the to-infinitive to express purpose, after a noun or adjective, and after an ordinal, superlative or only.
    • Develop and defend a viewpoint on 'Preserving our heritage' and respond to a partner's follow-up question.

2. Competences

a) General competences

  • Self-control and independent learning: Ss prepare their own viewpoint and examples in advance, check their language notes, and revise their draft after feedback.
  • Communication and collaboration: Ss work in pairs and groups, ask real follow-up questions, listen attentively and respond to their partners.
  • Problem-solving and creativity: Ss propose a practical heritage-preservation idea, justify it with a concrete example and name one limitation.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and read the model, answer the analysis questions orally, perform the interaction, and deliver a 1–2 minute spoken contribution with one follow-up exchange.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce statements, commands and lists with the correct intonation; use the key vocabulary (heritage, preserve, restore, artefact, landscape, interpretation) and the to-infinitive of purpose correctly.

3. Personal qualities

  • Responsibility: Ss respect heritage sites and say clearly that no one should drill into old walls or handle fragile objects for a school project.
  • Honesty: Ss preserve uncertainty honestly, label illustrative examples as examples and never present them as real observations.
  • Kindness: Ss listen politely to their partners, give constructive comments and help each other improve pronunciation.

II. Teaching aids and materials

1. Teacher

  • Textbook Tiếng Anh 11 (Global Success), Unit 6 Speaking
  • Projector or interactive board with the speaking model, the interaction dialogue and the key vocabulary written on slides
  • Printed worksheets: Worksheet 1 (model analysis) and Worksheet 2 (interaction cards and exercise answers)
  • Timer, marker, board
  • NeoEdu lesson page for interactive exercises: neoedu.vn/learn/11/english/unit-6-speaking

2. Students

  • Textbook, notebook, pen
  • Pencil and eraser for marking intonation arrows on their copies
  • Small cards or paper for writing notes during preparation

III. Procedures

Activity 1: Warm-up · 8 minutes

Heritage around us

a) Aims

Warm-up: Ss recall heritage places they know and identify one place that needs preserving, to activate the topic and the vocabulary of the unit.

b) Content

Ss answer T's questions in pairs: 'Which heritage place do you know well in your area?' 'What threatens it: time, tourists, careless visitors or lack of money?' 'What is one simple way to preserve it while letting people visit?' Ss write three key words on the board, for example heritage, preserve, access.

c) Expected outcomes

A list of 3–4 heritage places named by Ss (e.g. a temple, an old house, a citadel, a traditional village), one threat for each place, and one preservation idea, collected on the board as the starting point for the lesson.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T greets Ss and shows the title 'Preserving our heritage'. T asks: 'Which heritage place do you know well? What threatens it?' T gives 1 minute for pair discussion.

    Students

    Ss look at the title and think about heritage places they know.

  2. Teacher

    Step 2: Task performance

    T monitors and helps with vocabulary, saying the English words for places if Ss need them.

    Students

    Pairs discuss in English, for example: 'The old town hall is in danger because of heavy rain.' Ss note one idea for preservation.

  3. Teacher

    Step 3: Report and discussion

    T invites 3–4 pairs to report and writes the key words on the board: heritage, preserve, restore, artefact, landscape, interpretation.

    Students

    Ss report, e.g. 'The old house in our village is damaged by termites. We could restore the wooden parts carefully.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that the lesson will focus on how to present a viewpoint on preserving heritage, and that the key words will be used in the model. T says: 'Today you will not only speak about the topic, you will also defend your idea.'

    Students

    Ss copy the key words into their notebooks.

Activity 2.1: Knowledge formation · 18 minutes

Vocabulary and the speaking model

a) Aims

Knowledge formation: Ss understand the key vocabulary and the structure of a complete speaking model, and identify how the opening, the concrete example, the limitation and the invitation work together.

b) Content

Ss read the model 'A complete speaking model' and complete Worksheet 1 (vocabulary matching and structure analysis). Key words: heritage (di sản), preserve (gìn giữ), restore (trùng tu, phục hồi), artefact (hiện vật), landscape (cảnh quan), interpretation (diễn giải). Ss answer: 'Which sentence states the position?' 'Which sentence gives a concrete example?' 'Which sentence acknowledges a limitation?' 'Which sentence invites a response?'

c) Expected outcomes

Completed Worksheet 1 with the following answers:

  • Position: 'A removable interpretation display is a practical way to preserve heritage while improving access.'
  • Concrete example: 'For example, the display could distinguish a dated museum record from a resident's recollection.'
  • Limitation: 'Nobody should drill into an old wall or handle a fragile object simply to improve a school presentation.' (or the statement that the proposal should support professional conservation)
  • Invitation to respond: 'Which part of the display would you ask a specialist to review first?'
    Key knowledge: a good spoken contribution states a clear position, supports it with a concrete example, acknowledges a limitation and invites a response.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T projects the model and hands out Worksheet 1. T says: 'Read the model silently for one minute, then find the four parts in the worksheet.'

    Students

    Ss read the model silently and look at the vocabulary list in Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs: one reads the model sentence by sentence, the other finds the vocabulary and writes the answer. T checks meaning of 'artefact' and 'interpretation' with examples.

    Students

    Pairs match the six key words with their meanings and mark the sentences for position, example, limitation and invitation.

  3. Teacher

    Step 3: Report and discussion

    T calls on 3–4 Ss to read their answers aloud and asks: 'Why is the example better than saying only that heritage is important?'

    Students

    Ss answer, e.g. 'The example makes the idea clear and easy to check.' 'The limitation shows the proposal is responsible.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the four parts of a spoken contribution on the board and asks Ss to copy them into their notebooks. T says: 'A good speaker gives a position, not just a topic.'

    Students

    Ss copy the four-part structure and the key words with Vietnamese meanings.

Activity 2.2: Knowledge formation · 12 minutes

Intonation in statements, commands and lists

a) Aims

Knowledge formation: Ss recognise and produce falling and rising intonation in statements, firm instructions and non-final list items.

b) Content

T models the three sentences from the Khái niệm section: 'The site is protected. ↘' 'Stay on the path. ↘' 'Bring water ↗, a hat ↗ and a notebook ↘.' Ss mark the arrows in their copies and repeat in chorus, then in pairs. T points out that the list is read as one connected message, not three separate questions.

c) Expected outcomes

Ss mark the intonation correctly:

  • Statement: 'The site is protected. ↘'
  • Command: 'Stay on the path. ↘'
  • List: 'Bring water ↗, a hat ↗ and a notebook ↘.'
    Key knowledge: neutral statements and firm instructions usually fall (↘); non-final list items usually rise (↗); the final item falls (↘). Politeness and context can change these contours.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the three sentences on the board, with arrows already drawn. T says: 'Listen to my model and then repeat.'

    Students

    Ss listen carefully and look at where the arrows go.

  2. Teacher

    Step 2: Task performance

    T models each sentence twice, then asks Ss to repeat in chorus and then in pairs. T gives feedback on the list: 'Your last item must fall, not rise.'

    Students

    Ss repeat in chorus, then practise in pairs, reading the list as one message.

  3. Teacher

    Step 3: Report and discussion

    T calls 2–3 pairs to read the list aloud and asks the class to judge whether the intonation sounds connected.

    Students

    Pairs read the list aloud. Other Ss say, e.g. 'The rise on the first two items sounds natural.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Statements and commands usually fall. Non-final list items rise. The final item falls.' T says that the rules can change with politeness.

    Students

    Ss note the rule in their notebooks.

Activity 2.3: Knowledge formation · 12 minutes

Grammar: to-infinitive of purpose and modifying nouns

a) Aims

Knowledge formation: Ss use the to-infinitive to express purpose, to follow a noun or adjective, and to modify a noun after an ordinal, superlative or only, and negate it with not to.

b) Content

T presents the four uses with examples from the model and the grammar note: 'We record stories to preserve them.' (purpose) 'a place to visit' / 'ready to help' (after noun/adjective) 'the first student to arrive' (after ordinal) 'We agreed not to touch the artefacts.' (negation). T warns: do not use for + bare infinitive to express purpose (incorrect: 'for preserve').

c) Expected outcomes

Ss complete the mini-drill:

  • We record stories ___ (preserve) them. → to preserve
  • The gallery is a good place ___ (visit) on Sunday. → to visit
  • She was the first student ___ (arrive). → to arrive
  • We agreed ___ (touch) the artefacts. → not to touch
    Key knowledge: to + bare infinitive expresses purpose; for + bare infinitive is not used for purpose; not to is the negative form.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four sentence patterns on the board and asks: 'Which pattern shows purpose? Which one shows negation?'

    Students

    Ss think about the answers and look at the examples.

  2. Teacher

    Step 2: Task performance

    T asks Ss to complete the four gaps individually, then check with a partner. T walks around and corrects 'for preserve' errors.

    Students

    Ss write the answers in their notebooks and compare with a partner.

  3. Teacher

    Step 3: Report and discussion

    T asks 3–4 Ss to read their completed sentences aloud. T asks: 'Why not for preserve?'

    Students

    Ss read their answers. Ss answer, e.g. 'We use to + verb for purpose, not for.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and the rule: the implied actor must match the subject of the main clause. T corrects any remaining errors.

    Students

    Ss correct their notebooks and note the rule.

Activity 3: Practice · 25 minutes

Analysing and defending the model

a) Aims

Practice: Ss use the model to answer analysis questions and speak in pairs about the interaction, defending a viewpoint and responding to a partner.

b) Content

Ss complete Exercises 2–8 from the textbook orally or in writing, in pairs: 2) State the purpose and audience of the spoken contribution. 3) Explain how the opening introduces the topic. 4) Select two useful details and explain why they are better than saying only that the topic is important. 5) Write a three-sentence summary of the model, keeping any essential condition. 6) Choose one middle sentence and explain its contribution. 7) Read the opening and closing aloud and explain one difference in their functions. 8) Write a short conclusion using only details from the model. Then Ss practise the interaction from Worksheet 2: 'Excuse me, how can I get to the heritage exhibition?' 'Go along this corridor, turn left at the library and use the ramp beside the main door.' 'Is it before the science room?' 'Yes, immediately before it. I can show you the entrance.' Ss may also use the NeoEdu page for interactive practice.

c) Expected outcomes

Sample answers (to be marked by the teacher, accepting equivalent wording):

  • Ex 2: Purpose: to guide classmates through a specific proposal and its limitations. Audience: classmates and the partner who asks a follow-up question. Detail: a removable interpretation display, which can be updated without drilling into historic material.
  • Ex 3: The opening is 'A removable interpretation display is a practical way to preserve heritage while improving access.' It introduces the specific situation before the later details.
  • Ex 4: (1) 'I would invite a local specialist to verify dates and let residents review attributed memories before publication.' (2) 'A large-print guide and a quiet route would let visitors choose how to learn.' These are specific and show how the idea works, unlike a general claim that heritage is important.
  • Ex 5: A removable interpretation display is a practical way to preserve heritage while improving access. A local specialist would verify dates and residents would review attributed memories before publication. The display should not drill into historic material, and the proposal should support professional conservation.
  • Ex 6: 'Both may be useful, but they are different kinds of evidence.' It separates a dated museum record from a resident's recollection, so the audience understands the difference between evidence types.
  • Ex 7: The opening introduces the topic; the closing invites a response from the partner. The opening informs, the closing starts the follow-up exchange.
  • Ex 8: 'Our proposal should support professional conservation rather than replace it. Which part of the display would you ask a specialist to review first?'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes Exercises 2–8 on the board and divides the class into pairs. T says: 'Answer the questions using only information from the model. Keep any limit that is essential.'

    Students

    Pairs read the questions and the model again, underlining the evidence in the text.

  2. Teacher

    Step 2: Task performance

    T monitors, asking guiding questions such as 'Is this detail from the model or your own idea?' Pairs then practise the interaction from Worksheet 2, switching roles.

    Students

    Pairs answer the questions orally, then role-play the directions dialogue, e.g. 'Go along this corridor, turn left at the library.'

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to answer 2–3 exercises and invites other pairs to comment: 'Did they keep the condition?' 'Is the example labelled as an example?'

    Students

    Pairs report their answers, e.g. 'The limit is that the display should not drill into historic material.' Other Ss respond with comments.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on accuracy and reminds Ss: 'An illustrative example is not a real observation. Always label it.' T checks the sample answers with the class.

    Students

    Ss compare their answers with the sample answers and correct their notes.

Activity 4: Application · 15 minutes

Our own proposal: a 1–2 minute spoken contribution

a) Aims

Application: Ss develop and defend their own viewpoint on preserving heritage in a 1–2 minute spoken contribution and respond to one follow-up question from a partner.

b) Content

Ss prepare a short spoken contribution on 'Preserving our heritage' (about 1–2 minutes). Structure: a clear position; a concrete example (labelled as an example if it is illustrative); an acknowledged limitation; an invitation to respond. Partners ask one real follow-up question, for example: 'Why make the display removable?' or 'How would you check the information?' Ss may prepare at home and deliver in class the next lesson.

c) Expected outcomes

Each S delivers a spoken contribution with the four parts, uses at least one to-infinitive of purpose, one intonation list with correct arrows and answers one follow-up question. Peer feedback form with three comments: one strong point, one suggestion, one sentence to improve.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and shows the four-part structure on the board. T says: 'Choose a heritage place you know. Give a position, one example, one limitation and one invitation. Your partner will ask one follow-up question.'

    Students

    Ss choose a heritage place and note their position and example on paper.

  2. Teacher

    Step 2: Task performance

    T gives 5 minutes for preparation and then asks pairs to deliver their contributions. T monitors and notes pronunciation and grammar errors.

    Students

    Pairs take turns speaking for 1–2 minutes. The listener asks one follow-up question, e.g. 'Which part would the specialist review first?'

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 Ss to present their contributions to the class and gives brief feedback on clarity and interaction.

    Students

    Volunteers deliver their contributions. Classmates comment on one strong point.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the key points: a clear position, a concrete labelled example, an acknowledged limitation and an invitation to respond. T reminds Ss to protect heritage and never present illustrative examples as real data.

    Students

    Ss note the feedback and revise their draft for homework.

Worksheets

Phiếu học tập số 1

Worksheet 1: Analysing the speaking model

A. Match each key word with its meaning:

  • heritage: (a) gìn giữ
  • preserve: (b) hiện vật
  • restore: (c) di sản
  • artefact: (d) trùng tu, phục hồi
  • landscape: (e) cảnh quan
  • interpretation: (f) diễn giải

B. Find these parts in the model and write the sentence:

  • Position:
  • Concrete example:
  • Limitation:
  • Invitation to respond:

C. Answer the question: Why is 'For example, the display could distinguish a dated museum record from a resident's recollection.' better than saying only that heritage is important?

Phiếu học tập số 2

Worksheet 2: Interaction cards and grammar drill

A. Role-play (Student A / Student B):

  • A: Excuse me, how can I get to the heritage exhibition?
  • B: Go along this corridor, turn left at the library and use the ramp beside the main door.
  • A: Is it before the science room?
  • B: Yes, immediately before it. I can show you the entrance.

B. Complete the sentences with the to-infinitive:

  • We record stories ___ (preserve) them.
  • The gallery is a good place ___ (visit) on Sunday.
  • She was the first student ___ (arrive).
  • We agreed ___ (not/touch) the artefacts.

C. Mark the intonation: The site is protected. Stay on the path. Bring water, a hat and a notebook.

Homework

  • Write a 1–2 minute spoken contribution on 'Preserving our heritage' with four parts: a clear position, one concrete example (labelled as an example if illustrative), one acknowledged limitation and one invitation to respond.
  • Prepare one follow-up question that a partner could ask, for example 'Why make the display removable?' Write your answer in 2–3 sentences.
  • Practise the intonation of the list 'Bring water ↗, a hat ↗ and a notebook ↘' and the to-infinitive sentences: 'We record stories to preserve them.' 'We agreed not to touch the artefacts.'
  • Review the six key words: heritage, preserve, restore, artefact, landscape, interpretation. Write one original sentence for each word about a heritage place in your area.
  • Optional: Practise interactive exercises on the NeoEdu lesson page (neoedu.vn/learn/11/english/unit-6-speaking) before the next lesson.

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