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Tiết 55

UNIT 6. PRESERVING OUR HERITAGE

Lesson 1: Getting started – Heritage sites in Viet Nam

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Preserving our heritage;
- Gain vocabulary to talk about how to preserve our heritage;
- Get to know the language aspects: to-infinitives clauses.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Be proud of natural and cultural heritage sites in Viet Nam
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 6, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Form Pronunciation Meaning Vietnamese equivalent

1. landscape /ˈlændskeɪp/ everything you can see when you phong cảnh
(n) look across a large area of land,
especially in the country

2. monument /ˈmɒnjumənt/ a building, column, statue, etc. built công trình tưởng niệm
(n) to remind people of a famous
person or event

3. architecture /ˈɑːkɪtektʃə(r)/ the design or style of a building or kiến trúc

(n) buildings

4. urban (adj) /ˈɜːbən/ connected with a town or city đô thị

5. promote (v) /prəˈməʊt/ to help something to happen or đẩy mạnh, phát triển
 develop

Assumption
Anticipated difficulties Solutions

- Encourage students to work in pairs and in groups so that

Students are reluctant to work in
they can help each other.
groups.
- Provide feedback and help if necessary.

- Explain expectations for each task in detail.

- Continue to explain task expectations in small chunks (before
every activity).
Students may lack vocabulary to
- Provide vocabulary and useful language before assigning
deliver a speech
tasks
- Encourage students to work in groups so that they can help
each other.

III. PROCEDURES
Steps+ Time Aims Learning activities/ Content/ Product/ Outcome
Procedure
1. WARM-UP - To stir up the GAME: NAME THE PLACES - Students can name some
(5 mins) atmosphere and - Ss work in 2 groups. famous destinations in
activate students’ - Teacher shows pictures on the Vietnam.
knowledge on the screen and Ss have to say BINGO to Suggested pictures:
topic of heritage grasp the chance to answer where it 1. Tam Chuc Pagoda
sites; is. 2. Trang An Scenic
- To set the - One point for each correct answer. Landscape Complex.
context for the - The group which gains most points 3. Hoi An Ancient Town
listening and is the winner of the game. 4. Mekong River Delta
reading part; 5. Thang Long Imperial
- To enhance Citadel
students’ skills of
cooperating with
teammates
 - Teacher observes the groups and
gives feedback.

2.ACTIVITY 1: - To get students Vocabulary pre-teaching - Students can identify key

PRESENTATI to learn - Teacher introduces the vocabulary. vocabulary before they
ON (7 mins) vocabulary - Teacher explains the meaning of read.
related to the the new vocabulary by pictures.
topic. - Teacher checks students’ New words:
understanding with the “Rub out and 1. landscape (n)
remember” technique. 2. monument (n)
- Teacher reveals that these five 3. architecture (n)
words will appear in the reading text 4. urban (adj)
and asks students to open their 5. promote
textbook to discover further.
- Teacher checks students’
pronunciation and gives feedback.
- Teacher observes Ss’ writing of
vocabulary in their notebooks.

3.ACTIVITY 2: - To help students Task 1. Listen and read. (5 mins)

PRACTICE get to know the - Teacher puts Ss in groups. Draw a
(20 mins) topic. mind map on the board and write
- To introduce Heritage in the middle. Elicit some
words and sub-categories of the topic, e.g.
phrases related to traditions, buildings, literature,
heritage sites. natural sites, and write them on the
- To help Ss branches of the mind map. Have
groups brainstorm words related to
identify the to-
each one, e.g. traditions: festivals,
infinitives dance, performances, and
clauses. ceremonies.
- Call on some groups to write their
words in the mind map on the board.
- Teacher introduces the context of
the conversation (A group of
international students, including
Peter and Anna, are discussing the
destinations for their upcoming field
trip).
- Teacher plays the recording twice
for Ss to listen and read along. Have
Ss underline words / phrases related
to the topic.
- Teacher puts Ss in pairs and asks
them to compare the words and
phrases they have underlined and
discuss their meaning. Then check
comprehension as a class.
- Teacher calls on three Ss to read
the conversation aloud.
Task 2. Where can we do the Answer key:
following? Write T for Trang An, 1. T
H for Hoi An and M for Mekong 2. T
River Delta. (5 mins) 3. H
- Teacher asks Ss to work in pairs 4. M
and read the activities carefully. Tell
them to write T for Trang An, H for
Hoi An and M for Mekong River
Delta in the appropriate boxes
- Teacher has Ss share their answers
with the class. Encourage them to
provide evidence from the
conversation for their answers.
- In stronger classes, ask Ss some
additional questions to elaborate on
the topic, e.g: Have you ever been to
those places? What did you do
there?,…
- Teacher confirms the correct
answers.
Task 3. Match the words to make Answer key:
phrases used in Task 1. (5 mins) 1. c
- Teacher checks Ss’ understanding 2. d
of the individual words (adjectives 3. b
in column A and nouns in column 4. a
B). Note that the meaning of one
adjective in A may fit several nouns
in B but they do not “collocate” with
each other, so ask Ss to find the
collocations in the conversation to
work out the answers.
- Teacher has Ss read the
conversation quickly, find and
underline the phrases.
- Then teacher asks Ss to do the
matching.
- Check answers as a class.
- Teacher writes the adjectives on
the board and calls on individual Ss
to write the correct noun next to
each adjective. Alternatively, ask
one student to read an adjective and
another student to say the noun that
goes with it.
Task 4. Complete the sentences, Answer key:
using phrases from Task 1. (5 1. to be recognized as a
mins) mixed heritage by
- Teacher has Ss read each UNESCO
incomplete sentence. Check 2. to enjoy beautiful
understanding and elicit the clause landscape
that they need to use to fill in the 3. to learn about
gaps. Vietnamese history
4. to promote this kind of
- Teacher asks Ss to find the clauses cultural heritage of
in the conversation and fill in the southern Viet Nam
gaps.
- Teacher checks answers as a class.
Call on individual Ss to read the
complete sentences.

- Teacher’s observation on Ss’

 performance.
- Teacher’s feedback and peers’
feedback.

4.ACTIVITY 3: - To help Ss Task 5. Role-play Students’ own creativity.

PRODUCTION practise speaking - Teacher asks Ss to work in 3
(10 mins) skills; groups. Each group will pretend to
- To help Ss come from one place: Trang An
memorize the (Ninh Binh), Hoi An (Quang Nam),
information about Mekong River Delta.
heritage sites in - Each group has to prepare an
Viet Nam that introduction about their home land
they have learnt (Where is it? What is the most
in the lesson. special thing about their home land?
What can visitors do there?)
- Ss have 3 minutes to prepare for
the role play.
- Teacher invites one representative
from each group to come to the
stage and make a short presentation.
- Teacher asks other groups to listen
and give comments.
- Teacher gives feedback and gives
marks to the best group.

- Teacher’s observation on Ss’

performance.
- Teacher’s feedback and peers’
feedback.

CONSOLIDAT - To help Ss - T asks Ss to talk about what they - What Ss have learnt in
ION review what they have learnt in the lesson. the lesson
(2 mins) have learnt in the
lesson
HOMEWORK - To help Ss - Do workbook exercises - Students’ products at
(1 mins) memorize what - Prepare for the project in Lesson 8 home
they have learnt
in the lesson.
FEEDBACK
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Tiết 56
UNIT 6: PRESERVING OUR HERITAGE
Lesson 2: Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic Preserving our heritage;
- Revise intonation in statements, commands and lists;
- Review and practise the use of to-infinitive clauses.
2. Core competence
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Be proud of natural and cultural heritage sites in Viet Nam

II. MATERIALS
- Grade 11 textbook, Unit 6, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
A to-infinitive clause can be used:
1. to express purpose E.g: He studied hard to pass the exam.
I bought some souvenirs to give to my
parents.
2. to modify a noun or noun phrase that E.g. Ethan is usually the last person to
contains ordinal numbers (the first, the understand the joke.
second, etc.), superlatives (the best, the most
beautiful, etc.) and next, last, and only.

Assumption
 Anticipated difficulties Solutions

- Encourage students to work in pairs and in

Students are reluctant to work in groups so that they can help each other.
groups.
- Provide feedback and help if necessary.

- Explain expectations for each task in detail.

- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to
deliver a speech - Provide vocabulary and useful language before
assigning tasks
- Encourage students to work in groups so that
they can help each other.

III. PROCEDURES

Steps+ Time Aims Learning activities/ Content/ Product/ Outcome

Procedure
1. WARM-UP - To stir up the Watch a video - Students can listen and find out
(5 mins) atmosphere and https://www.youtube.com/watch? some destinations and cultural
activate students’ v=zDsjiWWwG80 heritage sites from the video clip.
knowledge on the
topic of heritage - Ss work in 4 groups. Each group is
given a big-sized piece of paper and Suggested answers:
sites;
markers. - Complex of Hue Monuments
- To enhance
- Ss watch the video once and list out - Hoi An Ancient Town
students’ skills of names the destinations and cultural - My Son Sanctuary
cooperating with heritage sites of Viet Nam that they see - Ha Long Bay
teammates in the video. - Phong Nha – Ke Bang National
- All teams stick the paper on the Park
boards. - Imperial Citadel of Thang Long
- Trang An Scenic Landscape
- Teacher checks answers of each group.
Complex
- The group that has the most correct - Space of gong culture (Không
answers is the winner. gian văn hoá Cồng chiêng Tây
Nguyên)
- Vietnamese Court Music (Nhã
nhạc cung đình Huế)
- Quan ho Bac Ninh
- Ca tru Singing
- Art of don ca tai tu music and
song in southern Viet Nam
- Practices related to Viet beliefs
in the Mother Goddesses of Three
Realms (Tín ngưỡng thờ Mẫu Tam
Phủ)

2. ACTIVITY 1: - To help Ss revise Task 1: Listen and repeat. Pay - Students can put correct
PRESENTATIO intonation in attention to the falling intonation ( intonation in statements,
N (12 mins) statements, ) and level-rising ( ) intonation commands and lists.
commands and in the following sentences. (5 mins)
lists; Audio script – Track 45:
- To help Ss - Teacher plays the recording and asks 1. Our class is going on a field
practise intonation
Ss to listen and repeat after each trip next week.
in statements,
commands and sentence, paying attention to intonation 2. Put your rubbish in the bin!
lists. in the sentences. Play the recording as
many times as necessary. 3. You can see beautiful caves
,
- Focus attention on the way the
green valleys , and
intonation patterns are used (We usually
use a falling intonation at the end of mountains.
statements and commands. When listing
things, we slightly raise our voice on
each item (level-rising) and lower our
voice on the last item to show that the
list is complete.).
- Teacher puts Ss into pairs and has
them practise reading the sentences to
each other as naturally as they can.

Task 2: Listen and mark the

intonation in these sentences, using Answer key:
(falling intonation) or 1. Hoi An Ancient Town became a
(level-rising) intonation. Then World Heritage Site in 1999.
practise saying them in pairs. (7 mins) 2. Please turn on the light .
It’s dark in here.
- Teacher puts Ss into pairs and has 3. Cultural heritage may include
them read out the sentences to each
other as naturally as possible. temples , pagodas and
monuments.
- Teacher reminds Ss to raise or lower 4. Tourists can visit the pedestrian
their voice at the right words. streets in
- Teacher has Ss mark the changes in
intonation in the sentences individually.
- Teacher has Ss compare their answers
in pairs. Check answers as a class.
- Teacher puts Ss in pairs again and has
them practise reading the sentences to
each other.

3. ACTIVITY 2: - To help Ss Task 1. Match the words with their - Students identify the meaning of
PRACTICE understand the meanings. (6 mins) words, memorise them and are
meanings of the able to use them in meaningful
(12 mins) words / phrases - Teacher has Ss work independently or contexts
that have been in pairs. Answer key:
introduced in
Getting Started or - Teacher asks them to read the words 1. d
will be and phrases carefully and match them to 2. a
encountered in the their meanings. 3. e
unit. 4. b
- Teacher checks answers as a class.
- To help Ss
Call on one student to read aloud a word 5. c
practise the words
/ phrase and another student to read its
in meaningful definition.
contexts
Task 2. Complete the sentences using Answer key:
the words in Task 1. (6 mins) 1. historical
- Teacher has Ss work in pairs. Tell 2. historic
them to read the sentences carefully to 3. restore
4. preserve
decide which word / phrase in 1 can be
5. folk
used to complete each of the sentences.
Explain that they can use the context
clues to help them decide on the word /
phrase.
- Teacher checks answers as a class.
Ask individual Ss to call out the word /
phrase they have used in each sentence
first.
- Teacher confirms the correct answers.
Ask Ss to give reasons why they have
chosen the word / phrase for each
sentence (based on the context clues),
e.g. The first sentence needs an
adjective and the context (novels set in
World War Two) suggests “historical”
is the best choice here.
- Teacher asks some Ss to read the
complete sentences.
Extension: Divide Ss into two teams.
Have each team come up with a
sentence with each of the target words.
Have teams take turns reading out their
sentences while a student from the other
team race to write it down on the board.
Give a time limit of 20 seconds for each
sentence. Check all the sentences at the
end. The winner is the team with five
correct sentences or most correct
words.

4. ACTIVITY 3: - To help Ss Task 1. Combine the sentences using Answer key:

PRODUCTION understand the use to-infinitive clauses (6 mins) 1. Lan went to Hue to see the
(13 mins) of to-infinitive - Teacher tells Ss to look at the monuments there.
clauses; Remember! box and introduces the use 2. Minh created a website to give
of a to-infinitive clause. more information about local
- To help Ss
historic sites to visitors.
practise using to- - In stronger classes, explain that a to- 3. Peter took a boat trip around
infinitive clauses. infinitive clause can be used in other the floating market to listen to don
structures and have other functions, but ca tai tu.
this unit only focuses on two uses: to 4. My sister has opened a small
express purpose and to modify a noun shop behind the museum to sell
or noun phrase. postcards and souvenirs to
- Teacher asks Ss to work in pairs or tourists.
individually to combine the sentences.
- Teacher calls on some Ss to write the
sentences on the board.
- Teacher checks answers as a class and
confirms the correct sentences.

Task 2. Work in pairs. Ask and Students’ creativity

answer questions about heritage sites
or traditions, using to-infinitive
clauses. (7 mins)
- Teacher has Ss read the instructions
and example, and make sure they all
understand the context and what they
have to do. In weaker classes, model a
short conversation with a student.
- Teacher has Ss first brainstorm
possible questions and write some
useful phrases on the board as prompts,
e.g. visit monuments, watch
performances, walk in nature parks, take
a boat trip.
- Teacher puts Ss in pairs and has them
take turns asking and answering the
questions. Encourage Ss to respond to
their partners’ answers, e.g. That’s
great! Amazing! Sounds interesting.
Walk round the class and help if
necessary.
- Teacher invites some Ss to role-play
their conversations in front of the class.

CONSOLIDATI - To help Ss - T asks Ss to talk about what they - What Ss have learnt in the
ON review what they have learnt in the lesson. lesson
(2 mins) have learnt in the
 lesson
HOMEWORK - To help Ss - Do workbook exercises - Students’ products at home
(1 mins) memorize what - Prepare for Lesson 3 - Reading.
they have learnt
in the lesson.

FEEDBACK
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..... ................................................................................................................. ....................... ...........................

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Tiết 57

UNIT 6: PRESERVING OUR HERITAGE

Lesson 3: Reading
Teenagers’ ideas for preserving heritage

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Develop reading skills for general ideas and for specific information about how to protect our heritage.
2. Competences
- Develop autonomy and self-study;
- Develop communication and collaboration skills;
- Actively join in class activities.
3. Personal qualities
- Be proud of a natural and cultural heritage sites in Viet Nam

II. MATERIALS
- Grade 11 textbook, Unit 6, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
 1. appreciate /əˈpriːʃieɪt/ to recognise the good qualities of trân trọng
(v) somebody/something

2. challenge /ˈtʃælɪndʒ/ an invitation or a suggestion to thử thách

(n) somebody that they should enter a
competition, fight, etc.

3. trending /ˈtrendɪŋ/ being discussed a lot on social media theo xu hướng

(adj)

4. entry (n) /ˈentri/ something that you do, write or make bài dự thi
to take part in a competition, for
example answering a set of questions

5. keen (adj) /kiːn/ [usually before noun] strong or deep mạnh mẽ, sâu sắc

Assumption
Anticipated difficulties Solutions

1. Students may lack knowledge about Provide students with the meaning and pronunciation
some lexical items. of words.

- Let students read the text again (if necessary).

- Create a comfortable and encouraging environment
2. Students may have underdeveloped
for students to speak.
reading, speaking and co-operating
- Encourage students to work in pairs, in groups so
skills.
that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES

Steps+ Time Aims Learning activities/ Content/ Product/ Outcome

Procedure
1. WARM-UP - To stir up the Brainstorming Suggested ideas
(5 mins) atmosphere and - Teacher divides the class into 4 - Organise nature
activate students’ groups. walks/excursions to local parks,
knowledge on the - Teacher gives each group a big piece areas of bio-diversity
of paper. Ask them to work in groups - Organise site visits to museums,
topic of cultural and write down as many ideas as interpretation centres, and
heritage; possible for the questions: What can we archaeological sites
- To set the context do to protect our heritage? - Organise essay competitions on
for the reading - Students have 3 minutes to discuss literature (in English and local
part; and write. languages)
- All groups stick their paper on the - Carry out small research projects
- To enhance board. for students that can be put up as
students’ skills of - Teacher checks the answers. mini-exhibitions/bulletin board
cooperating with - The group with the most appropriate displays on heritage.
 teammates. ideas will be the winner - Involve students in documenting
local living heritage like festivals,
performing arts or craftsmen and
women.
- Establish clubs for heritage
debates, quizzes, discussions and
activities like presentations, field
trips and documentation.
- Organizing painting and drawing
competitions for students at built
heritage sites
- Clean up the environment,
investigate its local official and
oral history.
2. ACTIVITY 1: - To get students to Task 1 (Lead-in): Work in pairs. Ask Students’ practice
PRESENTATIO learn the and answer the questions. (4 mins)
N (9 mins) vocabulary related - Ask Ss to work in groups of three or
to the topic; four and discuss why it is important to
- To activate prior protect our heritage.
knowledge about - In weaker classes, ask specific
the topic and get Ss questions about one particular type of
involved in the heritage e.g. Why do people visit
lesson. ancient buildings? What can they see
there? What can they learn from them?
- Tell Ss that there are no right or
wrong answers and encourage Ss to
come up with as many ideas as
possible.

Vocabulary pre-teaching (5 mins)

- Teacher introduces the vocabulary.
- Teacher explains the meaning of the New words:
new vocabulary with pictures. 1. appreciate (v)
- Teacher checks students’ 2. challenge (n)
understanding with the “Rub out and 3. trending (adj)
remember” technique. 4. entry (n)
- Ask Ss to write the words in their 5. keen (adj)
notebooks.
- Teacher reveals that these five words
will appear in the reading text and asks
students to open their textbook to
discover further.

3. ACTIVITY 2: - To help Ss Task 2. Read the article and circle

PRACTICE practise guessing the correct meanings of the
(20 mins) the meaning of highlighted words and phrases (6
words from mins)
context; - Teacher asks Ss to read the whole text
- To develop once to get an overall idea, then choose
reading skills for the correct meaning of the highlighted
general words in the text.
information; - Teacher encourages Ss to base their
- To develop guesses on the context in which the
reading skills for words are used rather than looking
specific them up in the dictionary.
information. - Teacher tells Ss to work in groups to
discuss the best option and compare
answers.
- Check answers as a class and confirm
the correct one.

Task 3. Read the article again. Match

the section (A-C) with the heading (1-
5) below. There is ONE extra
heading. (7 mins)
- Ask Ss to read the whole text again
and match the headings with the
appropriate paragraphs. Note that there
is one extra heading that Ss may not
need to use.
- Tell Ss to identify key words in the
heading first. Remind Ss that the
correct heading has to express the idea
of the whole paragraph, not just one
detail e.g. Heading 1 (Organising photo
competitions of performing artists) only
expresses one detail and the detail does
not express the main idea of any
paragraph given.
- Teacher tells Ss to work in pairs to
discuss and compare their answers.
- Teacher checks answers as a class.
Task 4. Read the article again and
decide which paragraph includes the
following information (7 mins)
- Ask Ss to read the text again and
decide which paragraph includes each
of the ideas.
- Tell Ss to read through the text to
locate the answers, then read again, this
time paying attention only to the parts
of the text that contain the answers.
- Explain that the information in the
statements is paraphrased and make
sure Ss understand the vocabulary and
the overall meaning of the statements.
- Teacher has Ss work in pairs or
groups to compare answers.
 - Teacher checks answers as a class.
Extension: Ask Ss to close their books.
Choose three sentences from the text
and write them on the board. Have Ss
read them aloud several times. Then
erase two or three words from each
sentence and have Ss say them again,
including the missing words. Erase
more words and repeat until Ss are
saying the full sentences from an almost
empty board
4. ACTIVITY 3: - To check Task 5. Discussion Students’ own ideas
PRODUCTION students’ - Teacher has Ss work in groups. Ask
understanding them to discuss each idea and decide
(13 mins) about the reading the most effective one to preserve
passage; heritage.
- To help some - Elicit the three ideas described in the
students enhance text, i.e. promoting heritage sites and
presentation skills; traditions through social media,
- To help Ss use organising events and discussions, and
the ideas and developing the folk arts. Ask individual
discuss which one Ss to write them on the board.
is the best to - Teacher tells Ss that there are no right
preserve the or wrong answers and encourages them
heritage. to explain the reasons for their choice.
- Teacher invites one or two groups to
present a summary of their discussions
to the whole class.
CONSOLIDATI - To help Ss - T asks Ss to talk about what they - What Ss have learnt in the
ON review what they have learnt in the lesson. lesson
(2 mins) have learnt in the
lesson
HOMEWORK - To help Ss - Do workbook exercises - Students’ products at home
(1 mins) memorize what - Prepare for Lesson 4
they have learnt
in the lesson.

FEEDBACK
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.......................................................................................................................... ................ .................. ............
..... ................................................................................................................. ....................... ...........................

Ngày soạn:
Ngày dạy:
Tiết 58
 UNIT 6: PRESERVING OUR HERITAGE
Lesson 4: Speaking – Preserving cultural heritage

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about ways to preserve heritage;
- Memorize vocabulary to discuss ways to preserve heritage.
2. Competences
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Be proud of natural and cultural heritage sites in Viet Nam

II. MATERIALS
- Grade 11 textbook, Unit 6, Speaking
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent

1. spread /spred/ to affect or make something affect, be lan truyền

(v) known by, or be used by more and more
people

2. involved /ɪnˈvɒlvd/ being part of something or connected with có liên quan

(adj) something

3. cultural /ˈkʌltʃərəl the heritage of tangible and intangible di sản văn hóa
heritage ˈherɪtɪdʒ/ heritage assets of a group or society that is
(n) inherited from past generations.

4. (to) set /set ʌp/ to create something or start it cài đặt

up

Assumption

Anticipated difficulties Solutions

 Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if necessary.

III. PROCEDURES

Steps+ Time Aims Learning activities/ Content/ Product/ Outcome

Procedure
1. WARM-UP - To stir up the Game: Jumble words Suggested words:
(5 mins) atmosphere and - Teacher divides the class into 2 1. U/C/O/K/F/I/M/L/S (2 words)
activate students’ groups. 2. R/A/S/W/E/S/E/N/A
- Teacher shows each jumble word on 3. L/I/O/M/S/E/D/A/C/I/A (2
knowledge on the words)
the screen.
topic; - If a team can answer the word, 4. N/E/C/M/I/P/O/T/T/O/I
- To set the context students raise their hands and say 5. L/A/E/F/S/I/V/T
for the speaking BINGO to get the chance to answer. Key:
part; - If Ss have a correct answer, they get 1. FOLK MUSIC
one point for their team. 2. AWARENESS
- The team with more points will be the 3. SOCIAL MEDIA
winner of the game. 4. COMPETITION
5. FESTIVAL
2. ACTIVITY 1: - To get students to - Teacher introduces the vocabulary. Answer key:
PRESENTATIO identify vocabulary - Teacher explains the meaning of the 1. b
related to the topic; new vocabulary with different 2. a
N (12 mins) techniques (pictures, actions, synonyms
- To activate prior …) 3. d
knowledge about - Teacher checks students’ 4. c
the topic and get Ss understanding with the “Rub out and
involved in the remember” technique.
lesson. - Teacher asks Ss to take notes on their
notebooks.
Task 1. Work in pairs. Match the
ways to preserve our heritage with
the reason for doing so. (4 mins)
- Teacher quickly reviews the ways to
preserve heritage described in the
Reading lesson by asking the whole
class to give ideas.
- Teacher asks Ss to work in pairs and
match each way with the appropriate
reason for doing so.
- Teacher calls on some Ss to give their
answers to the class. Encourage them to
give reasons for their answers.
- Teacher checks answers in front of the
class as a whole
Answer key:
Task 2. Complete the conversation 1. D (Let me think)
with the words and phrase in the box. 2. B (Right)
3. A (Well)
 Then practise it in pairs (5 mins) 4. C (Really)
Tips to keep a conversation
- Teacher keeps Ss working in the same going:
pairs. Ask them to read the - Show that you are interested in it
conversation and complete it with the
words and phrases in the box. and encourage the speaker to
- Teacher explains that the words and continue speaking using words and
phrases in the box are used to keep the phrases such as Yeah, Uh huh,
conversation going and to show that OK, Right, I see, Really,
you are interested in it and encourage Interesting…
the speaker to continue speaking.
- Teacher checks answers as a class. - Show that you have understood
- Teacher asks Ss to practise the and are going to speak, use words
completed conversation in pairs and and phrases such as Well, Let me
calls on some pairs to practise the think, Hold on a minute, That’s a
conversation aloud in front of the class. good question
3. ACTIVITY 2: - To give Ss an Task 3. Work in pairs. Make a - Students are able to make a
PRACTICE opportunity to similar conversation about ways to similar conversation about ways to
make a similar preserve cultural heritage. Use the protect local heritage.
(12 mins)
conversation about ideas in 1, the model in 2, and the tips
above to help you.
ways to protect
local heritage. - Teacher asks Ss to work in pairs to
make a similar conversation as in Task
2.
- Teacher reminds Ss to use the phrases
in the Tips, ideas given in 1 and the
model conversation in 2 to make their
own conversation.
- Teacher encourages Ss to choose the
other ways to preserve heritage
mentioned in Task 1 to develop their
conversation rather than simply
copying the information from the
model conversation.
- Teacher calls on some pairs to role-
play their conversations in front of the
class. Praise pairs who use expressions
to show interest and encouragement.

- Teacher’s observation on Ss’

performance.
- Teacher’s feedback and peers’
feedback.

4. ACTIVITY 3: - To give Ss an Task 4. Work in groups. Think of a - Students can use the language
PRODUCTION opportunity to form of cultural heritage (such as a and ideas from the unit to preserve
present ways to tradition, a festival, or a form of
(13 mins) preserve their local music) and discuss ways to preserve their local heritage.
heritage to the it. Report your group’s ideas to the
class; whole class. (p.71)
- To help some
students enhance - Teacher asks Ss to work in groups and
presentation skills; think of some local heritage such as a
- To practise team tradition, festival, form of music or
working; heritage site and discuss ways to
- To give students preserve it.
authentic practice - Teacher may divide the class into
in using target three/four groups and assign each group
language. an aspect of local heritage so that each
group focuses on one topic.
- Teacher encourages Ss to choose a
type of heritage they know about (e.g.
one in their city/province/country) and
discuss what they can actually do to
help preserve it.
- Teacher calls on some groups to
present their ideas to the class.
- Teacher praises groups for good
effort, interesting ideas and fluent
delivery.
- Teacher gives feedback and give
marks to Ss’ performance.

- Teacher’s observation on Ss’

performance.
- Teacher’s feedback and peers’
feedback.

CONSOLIDATI - To help Ss - T asks Ss to talk about what they - What Ss have learnt in the
ON review what they have learnt in the lesson. lesson
(2 mins) have learnt in the
lesson
HOMEWORK - To help Ss - Do exercises in the workbook. - Students’ products at home
(1 mins) memorize what - Prepare for the next lesson –Listening.
they have learnt
in the lesson.

FEEDBACK
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Ngày soạn:
Ngày dạy:
Tiết 59

UNIT 6: PRESERVING OUR HERITAGE

Lesson 5: Listening – A trip to Trang An Scenic Landscape Complex

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about Trang An Scenic Landscape Complex;
- Memorise vocabulary to talk about a heritage site.
2. Competences
- Develop listening skills: listening for the main idea and listening for specific details
- Be collaborative and supportive in pair work and teamwork
- Develop presentation skills
3. Personal qualities
- Be proud of natural and cultural heritage sites in Viet Nam

II. MATERIALS
- Grade 11 textbook, Unit 6, Listening
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent

1. limestone /ˈlaɪmstəʊn/ a type of white rock that đá vôi

(n) contains calcium, used in building and
in making cement

2. valley (n) /ˈvæli/ an area of low land between hills or thung lũng
mountains, often with a river flowing
through it

3. ecosystem /ˈiːkəʊsɪstəm/ all the plants and living creatures in a hệ sinh thái
(n) particular area considered in relation to
their physical environment

4. interact (v) /ˌɪntərˈækt/ if one thing interacts with another, or if tương tác
two things interact, the two things have
 an effect on each other

5. original /əˈrɪdʒənl/ existing at the beginning of a particular nguyên bản

(adj) period, process or activity

Assumption
Anticipated difficulties Solutions

Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if necessary.

Students cannot follow the speed of the - Make sure they understand the meaning and
recording. pronunciation of important words.
- Teach them the skill of underlining key words in the
questions before they listen.
- Play more times if necessary.

III. PROCEDURES

Steps+ Time Aims Learning activities/ Content/ Product/ Outcome

Procedure
1. WARM-UP - To stir up the Game: Jigsaw puzzle - Students can join the game and
(5 mins) atmosphere and - Ss work in groups. gain knowledge on the topic.
activate students’ - There are 4 questions related to a key
picture.
knowledge on the - T asks Ss to guess the word in each Questions:
topic; puzzle and guess the key picture behind 1. Who was the founding emperor
- To set the context after each puzzle is opened. of the Dinh dynasty of Viet Nam?
for the listening - The group which gets the correct 2. What is a complex of Buddhist
part; answer of the key picture is the winner. temples in Gia Vien District, Ninh
- Teacher asks the Ss to explain the Binh Province, Viet Nam?
relationship between 4 questions and 3. Which movie took place in the
the key picture. northern part of Vietnam such as
Van Long and Tam Coc (Ninh
Binh Province), Ha Long Bay
(Quang Ninh Province)?
4. What are they? Large holes in
the side of a hill, cliff, or mountain,
or one that is underground.
Answer keys:
1. Dinh Bo Linh / Dinh Tien
Hoang
2. Bai Dinh Pagoda
 3. The movie: Kong – The Skull
Island
4. Caves
* KEY PICTURE:
Trang An Scenic Landscape
Complex

2. ACTIVITY 1: - To get students to Task 1 (Lead-in): Work in pairs. Ask - Students understand the meaning
PRESENTATIO learn vocabulary and answer the questions. (4 mins) and can pronounce some words
N (9 mins) related to the topic; - Teacher asks Ss some questions about from the recording.
- To activate prior Trang An Scenic Landscape Complex.
knowledge about + What do you know about Trang An?
Suggested answers:
the topic and get Ss + Where is Trang An?
+ Is Trang An a World Heritage Site? - Trang An Scenic Landscape
involved in the
lesson. + How big is the area? Complex in Ninh Binh Province in
+ Have you ever been to Trang An? Northern Viet Nam is called a “Ha
+ If yes, what did you see and do there? Long Bay on land” with numerous
- Students work in pairs or groups,
caves, mountains, valleys, trees
discuss and raise their voice to answer
the questions. and historic relics.
- Teacher sets the scene of the listening - It covers an area of 10,000ha in
part and leads in the lesson. Hoa Lu, Gia Vien and Nho Quan
districts and Ninh Binh City.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. Vocabulary:
- Teacher explains the meaning of the 1. limestone (n)
new vocabulary with different 2. valley (n)
techniques (pictures, actions, synonyms 3. ecosystem (n)
…) 4. interact (v)
- Teacher checks students’ 5. original (adj)
understanding with the “Rub out and
remember” technique.
- Teacher asks Ss to take notes on their
notebooks.

- Teacher checks students’

pronunciation and gives feedback.
- Teacher observes Ss’ writing of
vocabulary in their notebooks.

3. ACTIVITY 2: - To help Ss Task 2. Listen to a talk. What is the - Students can catch the main idea
PRACTICE practise listening talk mainly about? (6 mins) as well as specific details of the
(15 mins) for the main idea; - Teacher tells Ss that they’re going to recording and complete the tasks
- To help Ss listen to a talk by a tour guide who is successfully.
practise listening introducing Trang An to tourists.
for specific Answer key:
information; - Teacher asks Ss to have a guess about
B. The tour guide is talking about
- To provide Ss the summary of the talk.
the ecosystem of Trang An and
 with some basic - Teacher plays the recording for the efforts to preserve it.
information about first time and asks Ss to circle the
Trang An Scenic option that best summarise the main
Landscape idea of the talk.
Complex..
- Teacher checks answers as a class.
Explain why the other options cannot
be the correct answers. (A and C are
only parts of the talk, not the main
idea.)
- Teacher gives the correct answer.

Task 3. Listen to the talk again and

complete each gap in the notes with
no more than three words and/or
numbers. (9 mins)
- Teacher asks Ss to read the notes Answer key:
carefully to have an understanding 1. 2014
about the overall structure of the talk. 2. three protected areas
3. 600 types
- Teacher makes sure that Ss 4. early humans
understand that they can write up to 5. natural state
three words per gap, and these words
should be the exact words from the
recording. In stronger classes,
encourage them to work out the missing
words based on what they remember
from the first listening in Activity 1.
- Teacher plays the recording once (or
twice in weaker classes) for Ss to
complete the notes.
- Teacher asks Ss to work with a
partner to compare their answers.
- Teacher calls on some Ss to write
their answers on the board or read their
answers aloud.
- Teacher checks answers as a class.
Play the recording again if many Ss
have incorrect answers, pausing at the
places where they can get the correct
information.

4. ACTIVITY 3: - To check - Teacher asks Ss to work in pairs and - Students can make appropriate
PRODUCTION students’ discuss what they think the tour guide predictions, do some quick
understanding and will say next. research and present their ideas.
(10 mins) help them
 memorise the - Teacher tells Ss to base their
information in the predictions on the last sentence of the
recording; talk (Now, we’ll start our tour with…)
- To give Ss an Suggested ideas:
opportunity to - Teacher calls on some pairs to present
Tour guide: We’ll start our tour
make predictions; and explain their predictions to the with …
- To help some class. Note that there is no right or
wrong prediction. Encourage Ss to give 1. Hoa Lu Ancient Capital
students enhance 2. Trang An Scenic Area
presentation skills; different answers based on the signal at
- To practise team the end of the talk. 3. Tam Coc Scenic Area
working; 4. Bich Dong Scenic Area
- Teacher lets Ss work in groups using 5. Hoa Lu Special-use primary
their smart devices to search for
forest
information they predicted.

- Playing the role of the tour guide, the

groups prepare the information and
make a presentation of the next part.

- Teacher calls some groups to present

their ideas in front of the class.
- Teacher gives comments and
feedback.
CONSOLIDATI - To help Ss - T asks Ss to talk about what they - What Ss have learnt in the
ON review what they have learnt in the lesson. lesson
(2 mins) have learnt in the
lesson
HOMEWORK - To help Ss - Do workbook exercises - Students’ products at home
(1 mins) memorize what - Prepare for Lesson 3 - Writing.
they have learnt
in the lesson.
FEEDBACK
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Ngày soạn:
Ngày dạy:
Tiết 60
 UNIT 6: PRESERVING OUR HERITAGE
Lesson 6: Writing – A leaflet about ways to preserve Trang An
Scenic Landscape Complex

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about how to write a leaflet about ways to preserve Trang An Scenic
Landscape Complex;
- Apply structures to express solutions to problems.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion.
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Be proud of a natural and cultural heritage site in Viet Nam

II. MATERIALS
- Grade 11 textbook, Unit 6, Writing
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions

Students may have underdeveloped - Guide students to make an outline before they write.
writing skills. - Encourage students to work in pairs and in groups so
that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES

Steps+ Time Aims Learning activities/ Content/ Product/ Outcome

Procedure
1. WARM-UP - To stir up the Guess the items - Students are aware of what a
(5 mins) atmosphere and - Teacher asks Ss to look at the board leaflet is and what should be
activate students’ and say the name of the things included in a leaflet.
(LEAFLET)
knowledge of a - Teacher provides the synonyms of
leaflet; leaflet: booklet or pamphlet. Some pictures of leaflet:
- To set the context - Teacher asks Ss if they know what a
for the writing leaflet is.
- Teacher gives definition of leaflet: a
 part; printed sheet of paper or a few printed
pages that are given free to advertise or
give information about something
- Teacher introduces the lesson.

2. ACTIVITY 1: - To provide Ss Task 1. Work in pairs. Put the - Students have some ideas about
PRESENTATIO with ideas for the problems that Trang An Scenic problems and solutions to preserve
writing including a Landscape Complex may face and Trang An Scenic Landscape
N (14 mins) list of problems
Trang An may face the possible solutions in the correct Complex
and solutions to blanks. (4 mins) - Students have some ideas about
them. - Teacher has Ss work in pairs to match which information they should
- To provide Ss the problems with the possible focus on when designing a leaflet.
with practical tips solutions.
in writing and - Teacher tells Ss to read both notes Answer key:
designing a leaflet. carefully to have an overview of the
1. B
problems and solutions before doing
2. D
the task.
- In stronger classes, encourage Ss to 3. C
come up with more potential problems 4. A
and possible solutions, e.g the problem
of poor management, the construction
of new buildings near the heritage area
and possible solutions may include
better planning and stricter laws on
heritage preservation.
- Teacher calls on some Ss to present
their answers to the class.
- Teacher checks answers as a class.

List of expressions:
Useful expressions (5 mins) - To talk about problems and
- Teacher gives Ss a handout and asks consequences
them to classify the items into correct + … causes ….
categories. + … leads to ….
- Teacher lets Ss work in groups. + … results in …
- The groups show their answers on the + As a result, …
board. + As a consequence, …
- The whole class checks the task + Consequently, …
together. - To talk about solutions
+ It is necessary to …
+ It is recommended that …
+ This problem can be solved if …
+ To deal with this problem, we
should …
+ It is advisable / vital/ crucial to
…
+ It is urgent to …

Fill in the blank with suitable words

in the box to create a list of tips in
1. Brand ______ and logo
designing a leaflet.(5 mins)
- Teacher explains the purpose of the 2. Make it _______: The purpose
activity: In the future, the Ss may need of the leaflet
to design different leaflets in different 3. _____ is the leaflet for?
contexts.
4. Speak _____ to people
- There are some tips in designing
5. The right spacing
beautiful and professional leaflets that
students need to know. 6. Eye-catching, ______ imagery

- Students work in groups to fill in the 7. The power of persuasion

blanks with suitable words in the box to
create a list of tips in designing a 8. Call to _______
leaflet.
- Teacher checks their answers and colours different who
discusses each tip with the whole class. directly actions useful

- Teacher further elicits some

Answer key:
information about which softwares /
websites / applications can help Ss in 1. colours 2. different 3. who
designing leaflet. 4. directly 5. useful 6.
actions
E.g: Canva, Adobe Photoshop, Adobe
 Illustrator, etc

3. ACTIVITY 2: - To give Ss an Task 2. Write a leaflet about the - Students can write a complete
WHILE- opportunity to problems that Trang An may face leaflet in which the language is
WRITING write a leaflet in and the possible solutions to them. clear, short and simple.
(16 mins) class. Use the ideas in Task 1 and the
outline below to help you. Suggested answer:
- Remind Ss of the structure of a leaflet PRESERVE OUR HERITAGE –
and the purpose of each part as PRESERVE TRANG AN
explained in Unit 5. LANDSCAPE COMPLEX
Trang An (Ninh Binh Province)
- Teacher has Ss identify these parts in was the first site in Viet Nam to be
the outline on page 72 of the student’s recognised by UNESCO as a
book e.g. heading, subheadings, mixed World Heritage Site in
slogans, one idea per paragraph, call 2014. It is famous for its natural
for action,... and also asks them to beauty and rich biodiversity. To
identify which information is missing preserve its beauty, we need to
in the outline. identify what problems Trang An
may face and find ways for
- Teacher asks Ss to work individually preserving it.
and reads the instructions for the PRESERVING NATURE
writing carefully (Ss have to complete Trang An is affected by mass
the leaflet with problems that may tourism. This kind of tourism can
damage Trang An and possible pollute rivers and valley. It can
solutions ). also damage the ecosystem
because of the large number of
- Teacher gives Ss enough time so that visitors.
they can finish the leaflet. To preserve Trang An, it is
necessary to organize eco-tours to
- Teacher goes around the class and the heritage sites. We should also
provides help when necessary. create a sustainable habitat for
wildlife on the heritage site.
- Teacher corrects some pieces of
PRESERVING CULTURE
writing in class.
Another problem is young people’s
- Teacher collects Ss’ writings and lack of knowledge about our
provides written feedback in the next cultural heritage. As a result, they
lesson. are not be able to appreciate our
- In weaker classes, provide some traditions.
suggested answers if necessary. This problem can be solved if
schools teach the importance of
heritage. Our heritage values
should also be promoted on social
media so that they reach wider
audiences
4. ACTIVITY 3: - To do a cross- Peer check - Students can evaluate others’
PRODUCTION check and final - Teacher has the pairs swap and give work as well as improve their own
(7 mins) check on students’ feedback on each other’s writing. pieces of writing.
writing. Teacher shows a writing rubric to help
Ss do the peer review.
- Ss do the task as required. Writing rubric
- After peer review, Ss give the writing 1. Organization: …/10
back to the owner and discuss how to 2. Legibility: …/10
improve it. 3. Ideas: …/10
- Teacher then chooses one piece of 4. Word choice: …/10
writing and gives feedback on it as a 5. Grammar usage and
model. mechanics: …/10
- Teacher chooses some useful or TOTAL: …/50
excellent words/ phrases/ expressions/
word choices Ss have used to give
suggestions to other Ss
- Teacher chooses some typical errors
and corrects as a whole class without
nominating the Ss’ names.
CONSOLIDATI - To help Ss - T asks Ss to talk about what they - What Ss have learnt in the
ON review what they have learnt in the lesson. lesson
(2 mins) have learnt in the
lesson
HOMEWORK - To help Ss - Do workbook exercises - Students’ products at home
(1 mins) memorize what - Prepare for Lesson 3 -
they have learnt Communication and Culture.
in the lesson.
FEEDBACK
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Ngày soạn:
Ngày dạy:
Tiết 61
 UNIT 6: PRESERVING OUR HERITAGE
Lesson 7: Communication and Culture / CLIL

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Expand vocabulary with the topic of the unit;
- Have some knowledge about how heritage is preserved around the world;
- Review expressions for asking for and giving directions.
2. Core competence
- Be able to ask for and give directions to popular places in Ha Noi based on the map in
the book;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Responsible for preserving our heritage.

II. MATERIALS
- Grade 11 textbook, Unit 6, Communication and Culture
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Pronunciati Vietnamese
Form Meaning
on equivalent

1. crowdfunding / the practice of funding a project or an huy động vốn

(n) ˈkraʊdfʌndɪŋ activity by raising many small amounts of từ cộng đồng
/ money from a large number of people,
usually using the internet

2. non-profit (adj) /ˌnɒn ˈprɒfɪt/ without the aim of making a profit phi lợi nhuận

3. regardless of /rɪˈɡɑːdləs paying no attention to something/ bất kể

(prep) əv/ somebody; treating something/ somebody
as not being important

4. fine (n) /faɪn/ a sum of money that must be paid as tiền phạt
punishment for breaking a law or rule

5. unique (adj) /juˈniːk/ being the only one of its kind độc, lạ
 Assumption
Anticipated difficulties Solutions

- Encourage students to work in pairs and in groups so

Students are reluctant to work in that they can help each other.
groups.
- Provide feedback and help if necessary.

- Explain expectations for each task in detail.

- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to
deliver a speech - Provide vocabulary and useful language before
assigning tasks
- Encourage students to work in groups so that they
can help each other.

III. PROCEDURES

Steps+ Time Aims Learning activities/ Content/ Product/ Outcome

Procedure
1. WARM-UP - To stir up the Game: Lucky number - Students can identify the names
(5 mins) atmosphere and - Ss work in 4 groups. of famous places in Hanoi.
activate students’ - There are 8 numbers, including 3
knowledge on the lucky numbers and 5 numbers
Lists of pictures:
topic of the lesson. corresponding to 5 questions.
- If a team picks a lucky number, they
- To enhance
get one point without having to answer
students’ skills of
the question.
cooperating with
- If a team picks a question, they have
teammates.
to answer “Where is it?”
- If they answer the question correctly,
they get one point.
- Teacher uses the information in the
warm up game to lead in the lesson.
 Answer key:
1. Ho Chi Minh Mausoleum
2. Hanoi Flag Tower
3. One Pillar Pagoda
4. Ho Chi Minh Museum
5. Imperial Citadel of Thang Long
2. ACTIVITY 1: - To review Task 1: Listen and complete the - Students can use appropriate
EVERYDAY expressions for conversation with the expressions in language to ask for and give
ENGLISH asking for and the box. Then practice it in pairs. (6 directions in certain situations.
giving directions.
(20 mins) mins) Answer key
- To help Ss
practise asking for 1. A
and giving - Teacher tells Ss that they are going to 2. D
directions to revise expressions used to ask for and
3. B
popular places in give directions.
Ha Noi based on - Teacher asks Ss to listen and complete 4. C
the map in the the conversations with the expressions
book. in the box.
- Teacher plays the recording once in
stronger classes or twice in weaker
classes if necessary.
- Teacher calls on some Ss to give their
answers to the class.
- Teacher checks answers as a class.
Ask them to practise the conversations
in pairs

Useful expressions (7 mins) Useful expressions

- Teacher gives students a list of - Asking for directions:
expressions which are mixed together. + Can you tell me the way to …?
Ss have to classify them into 2 groups: + Excuse me, is … near here?
asking for directions and giving
directions. + How do/can I get to …?
- Ss work in groups to do the task. + What is the best/easiest way to
…?
- Check as a class.
+ Could you show me how to get
- T asks if Ss can add some more to …?
expressions.
- Giving directions
 + Go straight ahead/on.
+ Walk along … street/road.
+ Walk past the (post office/bank).
+ Turn left/right at the traffic
lights/into Star Street.
+ Take the first/second
road/turning on the left.
+ It’s on your left/right.
+ It’s next to/opposite/between/at
the end of/behind/in front of…
+ It’s (just) around the corner.

Task 2: Work in pairs. Make similar

conversation for these situations. (7
mins)
- Teacher focuses attention on the map
and identifies the location of the five
tourist attractions on the map and
locates student A and student B.
- Teacher explains the two situations
with Student A asking for directions to
Ho Chi Minh Mausoleum and Student Sample conversations:
B asking for directions to Ha Noi Flag
Tower. Situation 1.
- Teacher has Ss work in pairs and
A: Could you tell me the way to
makes conversations asking for and
Ho Chi Minh Mausoleum?
giving directions to the tourist
attractions in the situations. B: Sure. Go straight ahead until
you get to Hung Vuong Street.
- Teacher asks Ss to read the list of Turn left and walk straight on for a
useful expressions and checks few minutes. You’ll see it on your
understanding. left.
- Teacher gives Ss a few minutes to Situation 2.
plan their conversations before they
role-play it (e.g. who will be Student A, B: Excuse me. How can I get to Ha
who will be Student B, and have them Noi Flag Tower?
underline key words in the task
question). Have them write down some A: Sure. Walk along Phan Dinh
prompts to help them. Encourage them Phung Street and take the second
to swap roles. turn on the left into Hoang Dieu
Street. Walk past the Thang Long
- Teacher walks round the class and Imperial Citadel. Ha Noi Flag
provides help when necessary. Tower is just behind it.
- Teacher asks some pairs to role-play B: Thank you very much.
their conversations in front of the whole
 class. Praise for good effort, clear
pronunciation and fluent delivery
3. ACTIVITY 2: - To help Ss learn Pre-teach vocabulary (5 mins) - Students can get ideas about how
CLIL (20 mins) about how heritage heritage is preserved around the
- Teacher introduces the vocabulary.
is preserved around world and relate what they have
the world. - Teacher explains the meaning of the learnt in the lesson to their culture
- To give Ss an new vocabulary by pictures. New words
opportunity to - Teacher checks students’
1. crowdfunding (n)
relate what they understanding with the “Rub out and
have learnt in the 2. non-profit (adj)
remember” technique.
reading text to 3. regardless of (prep)
- Teacher reveals that these words will
their own culture. 4. fine (n)
appear in the reading text and asks
students to open their textbook to 5. unique (adj)
discover further

Task 1. Read the text and answer the

Answer key:
questions. (7 mins)
1. Italy
- Teacher activates Ss’ prior knowledge 2. Spain
by asking questions about heritage sites 3. Australia
or traditions around the world. (Have
you been to any heritage sites outside
Viet Nam? What did you see there?
Was it preserved in its original state?
Do you know any cultural heritage such
as traditions or folk music from other
countries?)
- Teacher puts Ss into pairs. Ask them
to read the text about preserving
heritage around the world and answer
the questions.
- Teacher walks round the class and
offers help, explaining unfamiliar
words or answering questions. (e.g
crowdfunding, heavy fines, harsh
punishment)
- Teacher checks answers as a class by
calling on pairs to give their answers to
the class.
- Teacher confirms the correct answers.
Extension: Ask Ss comprehension
questions to check understanding of the
text, e.g. Which city was taken as an
example of successful crowdfunding?
How much do individuals and
companies have to pay for damaging a
 heritage site? Which festivals are
mentioned in the text?

Task 2. Work in groups. Discuss the Questions

following questions. (8 mins) - Are the methods of preserving
- Teacher asks Ss to work in groups to heritage in the text used in Viet
answer the questions. Nam?
- Which one do you think works
- In weaker classes, have Ss underline best in Viet Nam?
the ideas in the text so they can use
them in their discussion.
- In stronger classes, encourage Ss to
come up with other ideas about
effective methods to preserve heritage
in Viet Nam e.g. installing donation
box at the heritage sites, introducing
folk arts to schools,…
- Teacher calls on some groups to
present their ideas to the class.

CONSOLIDATI - To help Ss - T asks Ss to talk about what they - What Ss have learnt in the
ON review what they have learnt in the lesson. lesson
(2 mins) have learnt in the
lesson
HOMEWORK - To help Ss - Do workbook exercises - Students’ products at home
(1 mins) memorize what - Prepare for Lesson 3 - Looking back
they have learnt and project.
in the lesson.

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Tiết 62

UNIT 6: PRESERVING OUR HERITAGE

 Lesson 8: Looking back and project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 6;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
3. Personal qualities
- Be proud of a natural and cultural heritage site in Viet Nam

II. MATERIALS
- Grade 11 textbook, Unit 6, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions

Students may have underdeveloped - Encourage students to work in pairs and in groups
speaking, writing and co-operating so that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.

Some students will excessively talk in - Explain expectations for each task in detail.
the class. - Have excessively talkative students practise.
- Continue to explain task expectations in small
chunks (before every activity).

III. PROCEDURES

Steps+ Time Aims Learning activities/ Content/ Product/ Outcome

Procedure
- Students can develop reading
skills and gain some knowledge
about preserving the heritage.
1. WARM-UP
(5 mins) - To stir up the Who is faster? Match the headings (A-D) with
atmosphere and - Teacher lets Ss work in groups of the paragraphs (1-4)
four. A. Offer tours
activate students’
- Teacher gives each group a B. Conduct community
reading
comprehension of worksheet, in which they have to read workshops
the related topic and match the paragraphs with C. Host special events
appropriate headings. D. Form a volunteer group
- The first team which completes 1. Gather fellow residents who
correctly is the winner. care about preserving your
- Teacher checks answers for the whole community’s recent past places.
class. Working together, you can
- Teacher leads in the lesson. research and nominate buildings
for landmark designation; become
your community’s advocate for the
recent past and modern design;
create a website and maintain a
discussion board.
2. Tours are a tried-and-true
method for building a community’s
appreciation for its historic
resources and significant
architecture. Put together a bus
tour that takes guests past modern
structures throughout the
neighborhood. Create a self-
guided driving tour accompanied
by a booklet that visitors and
residents can continue to use.
3. Special events encourage those
interested in mid-century
architecture to connect with like-
minded people. These can include
fundraising events; special exhibits
(complete with opening night
parties) that feature the
architecture and modern heritage
of your community; or a lecture
series that features local
historians, architects, or
professors to speaking about the
area’s modern architecture.
4. Workshops and seminars can be
useful ways to educate specific
audiences about buildings and
cultural sites from the recent past.
These classes can help teach
participants the basics of historic
preservation, give them an
overview of the history of post-war
architecture, offer tips on how to
identify threats or problems, find
appropriate replacement materials
to keep mid-century homes looking
true to their original architecture,
and more. Contact a local
preservation group for help or
partnership opportunities.
Key:
1. D
2. A
3. C
4. B
2. ACTIVITY 1: - To help Ss further Task 1: Listen and mark the - Students can use the knowledge
LOOKING revise intonation in intonation in the following sentences, they have learnt in this unit to
BACK (12 mins) statements and using falling or level-rising complete the tasks successfully.
practise speaking Key:
intonation. Then practise saying
with a natural 1. The trip to Hoi An Ancient Town
intonation. them in pairs (4 mins)
- Teacher asks Ss to listen to the was amazing.
- To help Ss revise 2. Please turn off the air-
words and phrases recording and mark the changes in
they have learnt in intonation in the sentences with falling conditioner. It wastes too
this unit. tone, or level-rising tone. much electricity.
- To help Ss revise 3. A boat tour is the best way to
- Teacher plays the recording several
the use of to- times if necessary. experience wildlife habitats.
infinitive clauses 4. In Ha Long Bay you can go
- Teacher asks some Ss to read the swimming, diving and
sentences aloud in front of the class. fishing.
- Teacher puts Ss into pairs and have
them read the sentences to each other.
Encourage them to use correct
intonation. Praise Ss who try to speak
with correct intonation.

Task 2: Choose the correct word to Answer key:

complete each sentence. (4 mins) 1. Well-preserved
- Teacher asks Ss to choose the correct 2. historical
word to complete each sentence. 3. folk
4. protected
- Teacher has Ss do this activity
individually, then compare their
answers with their partners.
- Teacher checks answers as a class.
Ask some Ss to write the words on the
board and explain their choices.

Task 3: Rewrite the sentences using

to-infinitive clauses (4 mins)
- Teacher asks Ss to rewrite the Answer key:
sentences using to-infinitive clauses. 1. Mai went to Soc Son to attend
- Teacher has Ss do this activity the Giong Festival.
individually, then compare their 2. The first place to visit on the trip
answers with a partner. is Hue Imperial Citadel.
- Teacher checks answers as a class. 3. Our music teacher gave lessons
Ask some Ss to write the sentences on in xoan singing to help us
the board and explain the appreciate our cultural heritage.
changes they made to the original 4. The most famous site to see is
sentences. the old bridge across the river.
3. ACTIVITY 2: - To provide an Presentation: How can we preserve - Students can practise giving an
PROJECT opportunity for Ss our heritage? oral presentation about how to
to develop their preserve our heritage
(28 mins)
research and - All groups exhibit their posters and
collaboration skills make presentations.
 and to - When one group make presentation,
practise giving an others listen and complete the
oral presentation. evaluation sheet.

- T gives comments and feedback to all

posters and presentations, and awards a
prize to the group which has the most
votes.

CONSOLIDATI - To help Ss - T asks Ss to talk about what they - What Ss have learnt in the
ON review what they have learnt in the lesson. lesson
(2 mins) have learnt in the
lesson
HOMEWORK - To help Ss - Do workbook exercises - Students’ products at home
(1 mins) memorize what - Prepare for Unit 7.
they have learnt
in the lesson.

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