Unit 6
Unit 6
Unit 6
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.
- Actively join in class activities
3. Personal qualities
- Familiarize with the ways to keep fit and stay healthy;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 6, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn
Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. landscape (n) /ˈlændskeɪp/ everything you can see when you look Phong cảnh
across a large area of land, especially
in the country
Assumption
Anticipated difficulties Solutions
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of heritage sites;
- To set the context for the listening and reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Name the places.
c. Expected outcomes:
- Students can name some famous destinations in Vietnam.
d. Organisation
Task 2. Where can we do the following? Write T for Trang An, H for Hoi An and M for Mekong
River Delta. (5 mins)
- Teacher asks Ss to work in pairs and read the
activities carefully. Tell them to write T for Trang Answer key:
An, H for Hoi An and M for Mekong River Delta 1. T
in the appropriate boxes 2. T
3. H
- Teacher has Ss share their answers with the
4. M
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.
e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Write a short paragraph about how to keep fit and stay healthy.
- Prepare for the project in Lesson 8
Board Plan
Date of teaching
Unit 1: Preserving our heritages
Lesson 1: Getting started
*Warm-up
* Vocabulary
1. landscape (n)
2. monument (n)
3. architecture (n)
4. urban (adj)
5. promote (v)
*Homework
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
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Be ready to have a healthy lifestyle;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 6, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn
Language analysis
Assumption
Anticipated difficulties Solutions
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of heritage sites;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Watch a video and name the destinations and cultural heritage of Vietnam that you see in
the video.
c. Expected outcomes:
- Students can listen and find out some destinations and cultural heritage from the video clip.
d. Organisation
e. Assessment
- Teacher observes the groups and give feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)
a. Objectives:
- To help Ss revise intonation in statements, commands and lists;
- To help Ss practise intonation in statements, commands and lists.
b. Content:
- Task 1: Listen and repeat. Pay attention to the falling intonation and level-rising intonation
in the following sentences. (p.67)
- Task 2: Listen and mark the intonation in these sentences, using falling intonation or level-
rising intonation. Then practise saying them in pairs. (p.68)
c. Expected outcomes:
- Students can put correct intonation in statements, commands and lists.
d. Organisation
Task 2: Listen and mark the intonation in these sentences, using falling intonation or level-rising
intonation. Then practise saying them in pairs. (7 mins)
- Teacher puts Ss into pairs and has them read out the Answer key:
sentences to each other as naturally as possible. 1. Hoi An Ancient Town became a
- Teacher reminds Ss to raise or lower their voice at the world heritage site in 1999 ➘.
right words. 2. Please turn on the light ➘. It’s dark
in here. ➘
- Teacher has Ss mark the changes in intonation in the 3. Cultural heritage may include
sentences individually. temples ➚, pagodas ➚ and
- Teacher has Ss compare their answers in pairs. Check monuments. ➘
answers as a class. 4. Tourists can enjoy live music
performances in the pedestrian
- Teacher puts Ss in pairs again and has them practise streets in ➘ Hanoi.
reading the sentences to each other.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Students in class listen and give feedback on their friends’ performance.
e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
Task 2. Work in pairs. Ask and answer questions about heritage sites of traditions, using to-
infinitive clauses. (7 mins)
- Teacher asks Ss to work independently and rewrite the Suggested answer:
sentences replacing underlined relative clauses with to- 1. The only thing to see at the Citadel of
infinitive clauses. the Ho Dynasty is the stone walls.
2. The Complex of Hue Monuments was
- Teacher has Ss work in pairs to compare answers.
the first site in Viet Nam to be
- Teacher checks answers as a class. Confirm the correct recognised as a World Heritage Site by
answers. UNESCO.
3. Bao Dai was the last king of the
Extension: For stronger classes, T may introduce more uses Nguyen Dynasty to rule Viet Nam.
of to-infinitive clauses and assign Ss more exercise for them 4. My brother is the youngest person to
to practice. Common uses of to-infinitive clause may win a folk song competition.
include: to-infinitive as a subject of a sentence e.g. To learn
English well is not always difficult; to-infinitive clause with
question words e.g. My mom asked me how to use the
mobile phone; to infinitive clause with adjectives e.g. It’s
important for the teacher to explain the rules of the game. .
e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises on workbook.
- Prepare for Lesson 3. Reading.
Board Plan
Date of teaching
Unit 1: Preserving heritage sites
Lesson 2: Language
*Warm-up
Watch a video
* Pronunciation
- Task 1: Listen and repeat. Pay attention to the falling intonation and level-rising
intonation in the following sentences.
- Task 2: Listen and mark the intonation in these sentences, using falling intonation or
level-rising intonation. Then practise saying them in pairs.
* Vocabulary
- Task 1: Match the words with their meanings
- Task 2. Complete the sentences using the words in Task 1
* Grammar
- Task 1. Combine the sentences using to-infinitive clauses
- Task 2. Work in pairs. Ask and answer questions about heritage sites of traditions,
using to-infinitive clauses.
*Homework
UNIT 6: PRESERVING HERITAGE SITES
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 communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Acknowledge and be able to apply the ideas mentioned in the reading text to protect the
heritage;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 6, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn
Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
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 Provide students with the meaning and
about some lexical items. pronunciation of words.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of heritage site;
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Brainstorming: What can we do to protect our heritage?
c. Expected outcomes:
- Students can find out as many as ideas as possible to protect the heritage.
d. Organisation
e. Assessment
- Teacher observes the groups, collect their answers and give feedback.
Lead-in (4 mins)
- Teacher asks specific questions about one particular
type of heritage: Suggested answers:
Why do people visit heritage sites? - People visit heritage sites to enjoy the
beautiful scenery and learn the cultural
What can we do at heritage sites? values.
What can we learn from them? - At heritage sites, we can go sight-seeing,
participate in cultural activities, meet local
- Teacher tell Ss that there are no right or wrong
answers and encourage Ss to come up with as many people and learn about their traditions.
ideas as possible.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new vocabulary 1. appreciate (v)
by pictures. 2. challenge (n)
- Teacher checks students’ understanding with the “Rub 3. trending (adj)
out and remember” technique. 4. entry (n)
- Teacher reveals that these five words will appear in the 5. keen (adj)
reading text and asks students to open their textbook to
discover further.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary on their notebooks.
Task 3. Read the article again. Match the section (A-C) with the heading (1-5) below. There are
ONE extra heading. (7 mins)
- Teacher asks Ss to read the whole text again and match Answer key:
the headings with the appropriate paragraphs. Note that 1. (Extra heading)
there is one extra heading that Ss may not need to use. 2. C
3. A
- Teacher tells Ss to identify key words in the heading first. 4. B
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)
- Teacher asks Ss to read the text again and decide which
paragraph includes each of the ideas. Answer key:
- Teacher tells Ss to read through the text to locate the 1. B
answers, then read again, this time paying attention only to 2. A
3. B
the parts of the text that contain the answers.
4. C
- Teacher explains 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.
e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Write a short paragraph about effective methods to live healthily and increase life
expectancy.
- Do exercises on workbook.
- Prepare for the next lesson – Speaking.
Board Plan
Date of teaching
Unit 6: Preserving our heritage
Lesson 3: Reading – Teenagers’ ideas for preserving heritage
*Warm-up
* Lead-in
* Vocabulary
1. appreciate (v)
2. challenge (n)
3. trending (adj)
4. entry (n)
5. keen (adj)
- Task 2. Read the article and circle the correct meanings of the highlighted words and
phrases
- Task 3. Read the article again. Match the following headings (1-4) with the
appropriate paragraph (A-C). There is ONE extra heading.
- Task 4. Read the article again and decide which paragraph includes the following
information.
- Task 5: Discussion
*Homework
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
- Gain some language expressions to talk about ways to preserve heritage;
- Make a conversation about ways to protect local heritage;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Acknowledge and be able to talk about ways to preserve heritage;
- Develop self-study skills;
- Actively join in class activities.
II. MATERIALS
- Grade 11 textbook, Unit 6, Speaking
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn
Language analysis
Form Pronunciation Meaning
Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary - Provide vocabulary and useful language before
to 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
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic;
- To set the context for the speaking part;
b. Content:
- Game: Jumble words.
c. Expected outcomes:
- Students can find the correct words related to the topic of the lesson.
d. Organisation
e. Assessment
- Teacher observes the students’ performance, collect their answers and give feedback.
c. Expected outcomes:
- Students can use key language more appropriately when they speak;
- Students have an overview on how to talk about ways to preserve heritage.
d. Organisation
Task 2. Complete the conversation with the words and phrase in the box. Then practise it in pairs
(5 mins)
- Teacher keeps Ss working in the same pairs. Ask Answer key:
them to read the conversation and complete it with the 1. D (Let me think)
words and phrases in the box. 2. B (Right)
3. A (Well)
- Teacher explains that the words and phrases in the 4. C (Really)
box are used to keep the conversation going and to Tips for keep a conversation going:
show that you are interested in it and encourage the - Show that you are interested in it and
speaker to continue speaking. encourage the speaker to continue speaking
using words and phrases such as Yeah, Uh
- Teacher checks answers as a class.
huh, OK, Right, I see, Really, Interesting…
- Teacher asks Ss to practise the completed - Show that you have understood and are
conversation in pairs and calls on some pairs to going to speak, use words and phrases such as
practice the conversation aloud in front of the class. .
Well, Let me think, Hold on a minute, That’s
a good question.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary on their notebooks.
e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises on workbook.
- Prepare for the next lesson – Listening.
Board Plan
Date of teaching
Unit 6: Preserving our heritage
Lesson 4: Speaking – Preserving cultural heritage
*Warm-up
* Vocabulary
1. spread (v)
2. involved (adj)
3. cultural heritage (n)
4. (to) set up
- Task 1. Match the ways to preserve our heritage with the reason for doing so
- Task 2. Complete the conversation with the words and phrase in the box. Then
practise it in pairs.
- Task 3. Work in pairs. Make a similar conversation about ways to protect local
heritage
- Task 4. Work in groups. Think of a form of cultural heritage (such as a tradition, a
festival, or a form of music) and discuss ways to preserve it. Report your group’s ideas
to the whole class.
*Homework
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;
- Memorize 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 a natural and cultural heritage site in Vietnam;
- Develop self-study skills;
- Actively join in class activities.
II. MATERIALS
- Grade 11 textbook, Unit 6, Listening
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn
Language analysis
Form Pronunciation Meaning
1. limestone (n) /ˈlaɪmstəʊn/ a type of white rock that contains calcium, used in
building and in making cement
3. ecosystem (n) /ˈiːkəʊsɪstəm/ all the plants and living creatures in a particular
area considered in relation to their physical
environment
Students may lack more vocabulary - Provide vocabulary and useful language before
to 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 - Make sure they understand the meaning and
the recording. pronunciation of important words.
- Teach them the skill of underlining key words in
the questions before they listen.
- Play more time if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic;
- To set the context for the listening part;
b. Content:
- Game: Jigsaw puzzle
c. Expected outcomes:
- Students can join the game and gain knowledge on the topic.
d. Organisation
e. Assessment
- Teacher observes the students’ performance, collect their answers and give feedback.
Lead-in (4 mins)
- Teacher plays the recording for the first time and asks Ss
to circle the option that best summarise the main idea of the
talk.
- 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 carefully to have an Answer key:
understand about the overall structure of the talk. 1. 2014
2. three protected areas
- Teacher makes sure that Ss understand that they can write
3. 600 types
up to 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 4. early humans
what they remember from the first listening in Activity 1. 5. natural state
- 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.
e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
Tapescript:
Hello everyone. Welcome to Trang An Scenic Landscape Complex. My name is Thanh
and I’m your guide for this tour.
First, let me give you some quick facts. Trang An became the first site in Vietnam to be
recognised by UNESCO as a mixed World Heritage Site in 2014. It’s famous for its beautiful
landscape and long cultural history. The site consists of three protected areas: Hoa Lu
Ancient Capital, Trang An - Tam Coc - Bich Dong Scenic Area and Hoa Lu Special - Use
Primary Forest. These areas are linked together by limestone mountains, valleys and rivers.
Trang An ecosystem has more than 600 types of plants and 200 types of animals.
Trang An is also a place where nature meets culture. Evidence from the caves that we’ll
visit todays shows how early humans interacted with the natural environment to deal with
climate changes over a period of 30,000 years. The site also contains hundreds of temples
and historic pagodas dating from different historical periods.
As you’ll see, the site is a place of natural beauty and wild scenery that has not been
changed or damaged by human activities. There is a long history of protection of the area
and most of the site is still in its natural state. For example, the architecture of the pagodas
and temples is kept in its original style. Any work to preserve, protect and promote the area
is planned carefully.
Now, we’ll start our tour with….(fading)
e. Assessment
- Teacher observation on Ss’ performance, provide help if necessary.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises on workbook.
- Prepare for the next lesson –Writing.
Board Plan
Date of teaching
Unit 1: Preserving our heritage
Lesson 5: Listening – A trip to Trang An Scenic Landscape Complex
*Warm-up
* Vocabulary
1. limestone (n)
2. valley (n)
3. ecosystem (n)
4. interact (v)
5. original (adj)
- Task 1. Work in pairs. Ask and answer the questions.
- Task 2. Listen to a talk. What is the talk mainly about?
- Task 3. Listen to the talk again and complete each gap in the notes with no more than
three words and/or numbers.
- Task 4. Work in pairs. Make some predictions about what the tour guide will say
next.
*Homework
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 polite and clear when writing a short message;
- Develop self-study skills;
- Actively join in class activities.
II. MATERIALS
- Grade 11 textbook, Unit 6, Writing
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn
Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Guide students to make an outline before they
writing skills. write.
- Encourage students to work in pairs and in groups
so that they can help each other.
- Provide feedback and help if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge of a leaflet;
- To set the context for the writing part;
b. Content:
- Get to know what a leaflet is.
c. Expected outcomes:
- Students are aware of what a leaflet is and what should be included in a leaflet.
d. Organisation
e. Assessment
- Teacher observes the students’ performance, collect their answers and give feedback.
e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
Answer keys:
1. colours
2. different
3. who
4. directly
5. useful
6. actions
e. Assessment
- Teacher observation on Ss’ performance, provide help if necessary.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises on workbook.
- Prepare for the next lesson – Communication and Culture.
Board Plan
Date of teaching
Unit 6: Preserving our heritage
Lesson 6: Writing – A leaflet about ways to preserve Trang An Scenic Landscape
Complex
*Warm-up
- Task 1. Work in pairs. Put the problems that Trang An Scenic Landscape Complex
may face and the possible solutions in the correct blanks.
* Useful expressions
-Task 2. Write a leaflet about the problems that Trang An may face and the possible
solutions to them. Use the ideas in Task 1 and the outline below to help you
* Tips to design a leaflet
*Homework
UNIT 7: 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
- Be ready to give directions to others when necessary;
- Be aware of how to preserve heritage around the world .
II. MATERIALS
- Grade 11 textbook, Unit 6, Communication and Culture
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn
Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
2. non-profit (adj) /ˌnɒn ˈprɒfɪt/ without the aim of making a profit phi lợi
nhuận
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 nhất vô
nhị
Assumption
Anticipated difficulties Solutions
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of the lesson.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Lucky number
c. Expected outcomes:
- Students know the names of famous places in Hanoi.
d. Organisation
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
e. Assessment
- Teacher observes the groups and give feedback.
Task 2. Work in groups. Discuss the following questions. Are the methods of preserving heritage in
the text used in Vietnam? Which one do you think works best in Vietnam? (8 mins)
- Teacher asks Ss to work in groups to answer the Students’ own ideas
questions.
- In weaker classes, have Ss underline 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
class.
e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises on workbook.
- Prepare for Lesson 8. Looking back and project.
Board Plan
Date of teaching
Unit 6: Preserving our heritage
Lesson 7: Communication and Culture / CLIL
*Warm-up
*Homework
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;
- Actively join in class activities.
3. Personal qualities
- Be more creative when doing the project;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 6, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn
Assumption
Anticipated difficulties Solutions
Some students will excessively talk - Explain expectations for each task in detail.
in the class. - Have excessive talking students practise.
- Continue to explain task expectations in small
chunks (before every activity).
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ reading comprehension of the related topic;
b. Content:
- Do a worksheet to develop reading comprehension about the topic.
c. Expected outcomes:
- Students can develop reading skills and gain some knowledge about preserving the heritage.
d. Organisation
TEACHER’S AND CONTENTS
STUDENTS’ ACTIVITIES
Who is faster? Match the headings (A-D) with the paragraphs (1-4)
- Teacher lets Ss work in group A. Form a volunteer group
of four. B. Offer tours.
- Teacher gives each group a C. Host special events.
worksheet, in which they have D. Conduct community workshops
to read and match the
paragraphs with appropriate 1. Gather fellow residents who care about preserving your
headings. community’s recent past places. Working together, you can
- The first team which research and nominate buildings for landmark designation;
completes correctly is the become your community’s advocate for the recent past and
winner. Modern design; create a website and maintain a discussion
- Teacher checks answers for board.
the whole class. 2. Tours are a tried-and-true method for building a community’s
- Teacher leads in the lesson. 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.
e. Assessment
- Teacher observes the students’ performance, collect their answers and give feedback.
e. Assessment
- Teacher observes the groups and give feedback.
e. Assessment
- Teacher obverses Ss’s work and give feedback.
Students’ presentations
- All groups exhibit their posters and make presentations.
- When one group make presentation, others listen and
complete the evaluation sheet.
DELIVERY
How important it is
VISUAL AIDS:
DELIVERY
How important it is
VISUAL AIDS:
b. Homework
- Do exercises on workbook.
- Prepare for Unit 7.
Board Plan
Date of teaching
Unit 6: Preserving our heritage
Lesson 8: Looking back and project
*Warm-up
* Looking back
- Pronunciation
- Vocabulary
- Language
* Project. How can we preserve our heritage?
*Homework