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

Giáo án Writing

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)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to: identify the features of an informative leaflet, including a clear title, a coherent message, specific supporting details and an appropriate register.
Explain the purpose and audience of the model leaflet 'Protect Tràng An While You Explore'.
Use to-infinitive clauses to express purpose, to modify nouns and adjectives, and to express negation with 'not to'.
Read statements and lists with appropriate intonation.
Write a complete informative leaflet about preserving Tràng An, using the vocabulary: heritage, preserve, restore, artefact, landscape, interpretation.

2. Competences

a) General competences

Self-control and independent learning: Ss plan their own leaflet using a planning grid, check their drafts against a checklist and revise their work after peer feedback.
Communication and collaboration: Ss work in pairs and groups to analyse the model, practise intonation, share ideas and give constructive feedback on each other's leaflets.
Problem-solving and creativity: Ss decide what specific details to include for the target audience and propose a clear, memorable title for their leaflet.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read the model leaflet, discuss its purpose and audience, read aloud with correct intonation, and write a leaflet with a coherent message and specific support.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the to-infinitive of purpose and the new vocabulary accurately, and produce falling and rising intonation in statements and lists.

3. Personal qualities

Diligence: Ss complete all worksheets and tasks on time and revise their leaflet at least once before submitting it.
Responsibility: Ss include only verified information and clearly label any proposed or example data in their leaflet.
Honesty: Ss do not invent results or claim observations that they have not made, and they acknowledge the source of any information they use.
Kindness: Ss give polite, constructive comments to their peers during the gallery walk.
Patriotism: Ss show pride in Tràng An as a part of Vietnam's cultural and natural heritage and encourage responsible visiting behaviour.

II. Teaching aids and materials

1. Teacher

Projector and slides with the model leaflet 'Protect Tràng An While You Explore' and the language resource
Pictures or a short video clip of Tràng An (teacher's own choice, used for warm-up only)
Phiếu học tập số 1 and Phiếu học tập số 2 (printed for each pair and group)
Markers and whiteboard
NeoEdu online lesson page with lecture, examples and interactive exercises: neoedu.vn/learn/11/english/unit-6-writing

2. Students

Exercise book, pen, pencil and eraser
Coloured A3 paper or poster sheets for the group leaflet
Sticky notes for peer feedback
A dictionary or a phone for checking new words (optional)

III. Procedures

Activity 1: Warm-up · 10 minutes

Brainstorming: Why Protect Tràng An?

a) Aims

Ss activate prior knowledge about Tràng An and heritage preservation, and get familiar with the key vocabulary: heritage (di sản), preserve (gìn giữ), landscape (cảnh quan), artefact (hiện vật).

b) Content

Ss work in pairs and answer three questions: 1) What do you know about Tràng An? 2) Why do we need to preserve heritage sites? 3) What can visitors do to protect a heritage site? T shows a picture or short clip of Tràng An and introduces the lesson title 'Preserving our heritage' and the writing goal: to create an informative leaflet about preserving Tràng An.

c) Expected outcomes

A mind map on the board with three branches: Cultural history (e.g. heritage, temples, historical sites), Natural landscape (e.g. caves, boats, karst scenery) and Visitor behaviour (e.g. follow authorised routes, do not touch cave formations, do not leave packaging behind). Ss record the key words in their exercise books.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows a picture or short clip of Tràng An and asks: 'What comes to mind when you see this place?' T introduces the lesson title and the writing goal, then asks the three guiding questions on the slide.
Students
Ss look at the picture and listen to the teacher's instructions. They note down the three questions in their exercise books.
Teacher
Step 2: Task performance
T monitors pairs, helps Ss with ideas and provides the English words they need, such as heritage, preserve and landscape.
Students
Ss work in pairs to discuss the three questions. Possible answers: 'Tràng An is a UNESCO World Heritage site with caves and rivers.' / 'We need to preserve heritage so that future generations can learn from it.' / 'Visitors should follow the authorised routes and not touch the cave formations.'
Teacher
Step 3: Report and discussion
T invites two or three pairs to share their answers and draws a mind map on the board. T asks: 'Which information would be most useful for a leaflet?'
Students
Representatives of pairs share their ideas. Other Ss add more ideas. Possible answer: 'Visitors need to know the rules to protect the site.'
Teacher
Step 4: Conclusion and assessment
T summarises the mind map, highlights the key vocabulary (heritage, preserve, restore, artefact, landscape, interpretation) with Vietnamese meanings, and links the ideas to the purpose of an informative leaflet: to inform visitors and encourage responsible behaviour.
Students
Ss copy the key vocabulary and the summary into their exercise books and get ready for the model analysis.

Activity 2.1: Knowledge formation · 20 minutes

Analysing the Model Leaflet

a) Aims

Ss identify the purpose, audience, structure and register of the model leaflet 'Protect Tràng An While You Explore', so that they can apply these features in their own writing.

b) Content

Ss read the model leaflet on the slide silently, then complete Phiếu học tập số 1 in pairs. The worksheet asks: 1) What is the purpose of the leaflet? 2) Who is the intended audience? Support your answer with one detail. 3) Find the opening sentence and explain how it introduces the topic. 4) Choose two useful details and explain why they are better than saying only that the topic is important. 5) Find the closing sentence and explain how it completes the message.

c) Expected outcomes

Answers in Phiếu học tập số 1 (teacher's key): 1) Purpose: to help visitors protect Tràng An while they explore it, by following authorised routes and safety instructions. 2) Audience: visitors to Tràng An; detail: 'Learn about both before your visit' shows that the readers are planning a visit. 3) Opening: the title 'Protect Tràng An While You Explore' is followed by 'Tràng An combines cultural history with a remarkable natural landscape.' It introduces the specific place before the supporting details. 4) Details: 'Learn about both before your visit so that the place becomes more than a background for photographs' and 'A responsible visit leaves the site's material and meaning available for future learners.' Specific details are more persuasive than a general claim that heritage is important. 5) Closing: 'A responsible visit leaves the site's material and meaning available for future learners.' It completes the message without unsupported promises.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T projects the model leaflet and reads it aloud once. T distributes Phiếu học tập số 1 and explains the task. T models the first answer with the class: 'Look at the title and the first sentence. What is the leaflet trying to do?'
Students
Ss listen, read the model silently and ask questions about any unfamiliar words.
Teacher
Step 2: Task performance
T walks around, checks pairs' answers and prompts them with questions such as 'Which detail tells you who the readers are?' or 'Why is the closing not a promise?'
Students
Pairs read the model again and discuss the five questions. Possible answer for question 2: 'The audience is visitors, because the leaflet says Learn about both before your visit.'
Teacher
Step 3: Report and discussion
T calls on two or three pairs to present their answers to questions 1, 3 and 4. T asks other pairs: 'Do you agree? Can you add anything?'
Students
Pairs present their answers. Other pairs give additional comments, for example: 'The opening sentence gives the situation, so readers know what the leaflet is about.'
Teacher
Step 4: Conclusion and assessment
T confirms the key features of an informative leaflet: a clear title, a coherent message, specific supporting details, direct and polite register (imperatives such as Follow..., Do not...), and a closing that completes the message. T writes these features on the board.
Students
Ss copy the features into their exercise books and tick the features they will include in their own leaflet.

Activity 2.2: Knowledge formation · 15 minutes

Language Focus: To-infinitive of Purpose and Intonation

a) Aims

Ss understand and use the to-infinitive to express purpose and to modify nouns and adjectives, and they read statements and lists with correct intonation.

b) Content

T presents the language resource: 'We record stories to preserve them.' (purpose); 'a place to visit', 'ready to help' (after a noun or adjective); 'the first student to arrive' (after an ordinal, superlative or only); 'We agreed not to touch the artefacts.' (negation). T shows the common mistake 'for + bare infinitive' (e.g. 'We went there for see the cave') and the correct form ('We went there to see the cave'). Then T presents intonation: 'The site is protected. ↘ Stay on the path. ↘ Bring water ↗, a hat ↗ and a notebook ↘.'

c) Expected outcomes

Ss write in their exercise books: 1) Purpose: 'We visit the cave. We want to learn about it.' → 'We visit the cave to learn about it.' 2) Noun or adjective: 'a place to visit', 'ready to help', 'the first visitor to arrive'. 3) Negation: 'We agreed not to touch the artefacts.' Ss produce the list intonation correctly: falling tone at the end of the statements, rising tone on the non-final list items, falling tone on the final item.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the sentence pairs on the board and asks Ss to combine them using to-infinitive. T gives the instruction for the intonation task: 'Listen, then repeat the list with the correct intonation.'
Students
Ss listen to the teacher's instructions and look at the sentences on the board.
Teacher
Step 2: Task performance
T models the sentences and the list intonation, then asks Ss to repeat chorally and individually. T corrects the common mistake 'for + bare infinitive' and asks Ss to give examples with 'not to'.
Students
Ss combine the sentences: 'We visit the cave to learn about it.' They repeat the list 'Bring water, a hat and a notebook' with rising and falling tones and practise in pairs.
Teacher
Step 3: Report and discussion
T invites two or three Ss to say their sentences and read the list aloud. T asks: 'Why does the list rise on water and hat?'
Students
Ss present their sentences. Possible answer: 'Non-final list items usually rise, so the listener knows the list continues.'
Teacher
Step 4: Conclusion and assessment
T summarises the grammar rules: to-infinitive for purpose; after nouns and adjectives; after ordinal, superlative or only; not to for negation; avoid for + bare infinitive. T reminds Ss that the implied actor of the to-infinitive must match the subject of the main clause.
Students
Ss write the rules in their exercise books and note one example for each rule.

Activity 3: Practice · 20 minutes

Reading Comprehension of the Model

a) Aims

Ss consolidate their understanding of the model leaflet by answering comprehension and analysis questions, and by recognising the key features of an informative leaflet.

b) Content

Ss work in pairs to answer Exercises 2 to 7 from the lesson: 2) State the purpose and audience of the leaflet, and support your answer with one detail. 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 using only information in the model, keeping any essential condition or limit. 6) Choose one sentence from the middle of the model and explain what it contributes to the message. 7) Read the opening and closing aloud and explain one difference between their functions. Ss check their answers against the teacher's key.

c) Expected outcomes

Answers and key: 2) Purpose: to help visitors protect Tràng An while exploring; audience: visitors; detail: 'Learn about both before your visit'. 3) Opening sentence: 'Tràng An combines cultural history with a remarkable natural landscape.' It introduces the specific place. 4) Two details: 'Learn about both before your visit so that the place becomes more than a background for photographs.' and 'A responsible visit leaves the site's material and meaning available for future learners.' 5) Summary: 'Protect Tràng An While You Explore. Tràng An combines cultural history with a remarkable natural landscape. Learn about both before your visit so that the place becomes more than a background for photographs. Do not touch cave formations, remove plants or leave packaging behind.' (Ss' versions may differ; accept equivalent meaning that keeps the essential limits.) 6) Middle sentence: 'Do not touch cave formations, remove plants or leave packaging behind.' It gives concrete actions. 7) The opening establishes the purpose; the closing completes the message and gives the reason for responsible behaviour.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows Exercises 2 to 7 on the slide and explains that Ss will work in pairs. T reminds Ss to use evidence from the model to support their answers.
Students
Ss read the exercises and decide who will answer which question in the pair.
Teacher
Step 2: Task performance
T monitors pairs and encourages Ss to find evidence in the text. T prompts with questions such as 'What is the condition in this sentence?' or 'What would be lost if we removed this sentence?'
Students
Pairs answer Exercises 2 to 7 in their exercise books and check each other's answers. Ss read the opening and closing aloud to practise intonation.
Teacher
Step 3: Report and discussion
T calls on different pairs to give answers to Exercises 3, 5 and 6. T asks other pairs to comment or add ideas, and notes common errors on the board.
Students
Pairs present their answers. Other pairs compare and discuss differences. Accept equivalent wording that keeps the meaning.
Teacher
Step 4: Conclusion and assessment
T confirms the key answers and emphasises that the summary must keep the essential condition and must not add results that are not in the model. T reminds Ss that the opening sets the purpose and the closing completes the message.
Students
Ss correct their answers and write the key points in their exercise books.

Activity 4: Application · 25 minutes

Creating a Leaflet for Visitors to Tràng An

a) Aims

Ss create a complete informative leaflet about preserving Tràng An with a coherent message, specific support and an appropriate register, and they give constructive feedback on their peers' work.

b) Content

Ss work in groups of four. Each group uses Phiếu học tập số 2 to plan the leaflet: 1) Audience and purpose. 2) Title. 3) Opening sentence. 4) Four to five specific details or actions for visitors, with conditions where needed. 5) Closing sentence. Ss then write the leaflet on coloured paper. Any example data, such as a proposed time or number, must be labelled as a proposal or example, and no results should be invented. After writing, groups do a gallery walk and give feedback using sticky notes and a checklist: coherent message, specific support, appropriate register, correct to-infinitive and intonation for presentation.

c) Expected outcomes

A group leaflet on coloured paper with: a title (e.g. 'Protect Tràng An While You Explore'); an opening sentence introducing the site; four to five specific details, such as 'Follow authorised routes and your guide's safety instructions' and 'Ask before photographing residents'; at least two to-infinitive clauses (e.g. 'a place to visit', 'We record stories to preserve them'); a closing sentence that completes the message. Each group presents one sentence with correct intonation. Peer feedback is written on sticky notes.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T divides the class into groups of four and distributes Phiếu học tập số 2 and poster paper. T explains the criteria for the leaflet and the feedback checklist. T reminds Ss to label any example data and not to invent results.
Students
Ss form groups, choose a group leader and a recorder, and read the criteria.
Teacher
Step 2: Task performance
T monitors groups, asks guiding questions such as 'Who is your reader?' and 'Which detail is specific enough?' and helps with word choice and grammar. T reminds groups about the to-infinitive and intonation.
Students
Groups plan their leaflet using the grid, write the draft and then produce the final leaflet on poster paper. Possible details: 'Stay on the path and follow the boat rules.' / 'Bring your rubbish back with you.' / 'Ask before taking photographs of local people.'
Teacher
Step 3: Report and discussion
T organises a gallery walk. Groups display their leaflets and move around to read the others. T asks each group to present one key sentence with correct intonation, then reminds Ss to write one positive comment and one suggestion on sticky notes.
Students
Groups present one sentence each and read it aloud with appropriate intonation. Ss read other leaflets and add sticky notes, for example: 'Your opening is clear.' / 'Could you add a reason for the rule about packaging?'
Teacher
Step 4: Conclusion and assessment
T collects a few leaflets, comments on the strongest features (coherent message, specific details, appropriate register) and points out common errors. T reminds Ss that a good leaflet gives specific, verified information and a clear reason for the audience to act.
Students
Ss read the teacher's comments, note what they need to revise and keep their leaflets for homework revision.

Worksheets

Phiếu học tập số 1

Read the model leaflet 'Protect Tràng An While You Explore' and answer the questions with your partner.

1. What is the purpose of the leaflet?
1. Who is the intended audience? Support your answer with one detail from the model.
1. Find the opening sentence. How does it introduce the topic?
1. Choose two useful details from the model. Explain why including them is better than saying only that the topic is important.
1. Find the closing sentence. How does it complete the message?
  Write your answers in full sentences in your exercise book.

Phiếu học tập số 2

Group leaflet planning grid. Your group has 25 minutes.

1. Audience and purpose: Who will read the leaflet? What should they do or avoid?
1. Title: Write a short, clear title.
1. Opening sentence: Introduce the specific place and the situation.
1. Specific details (four to five): Write each detail as a concrete action or condition. Use at least two to-infinitive clauses, for example: a place to visit; We record stories to preserve them.
1. Closing sentence: Complete the message without unsupported promises.
1. Labels: Mark any example data or proposal with the label 'Example' or 'Proposal'. Do not invent results.
1. Feedback checklist for the gallery walk:
- Is the message coherent?
- Are the details specific?
- Is the register appropriate for the audience?
- Is the intonation of the presented sentence correct?

Homework

Revise your group leaflet individually: check that the title, opening, details and closing form one coherent message.
Write a three-sentence summary of the model leaflet, using only information from the model and keeping the essential limit: Do not touch cave formations, remove plants or leave packaging behind.
Write two sentences using the to-infinitive of purpose and one sentence using 'not to', for example: We visit the cave to learn about it. / We agreed not to touch the artefacts.
Practise reading the list 'Bring water, a hat and a notebook' with correct intonation and record your voice.
Visit the NeoEdu page neoedu.vn/learn/11/english/unit-6-writing to review the lecture and complete the interactive exercises before the next lesson.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.