Unit 6

Date of preparing: 03/01/2024
Period: 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
Vietnames
Form Pronunciation Meaning e
equivalent
1. landscape (n) /ˈlændskeɪp/ everything you can see when you look phong cảnh
across a large area of land, especially
in the country
2. monument /ˈmɒnjumənt/ a building, column, statue, etc. built to công trình

(n) remind people of a famous person or tưởng niệm
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
GV: NGUYỄN NGỌC AN THI 1

5. promote (v) /prəˈməʊt/ to help something to happen or đẩy mạnh,
develop phát triển
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
- Provide vocabulary and useful language before
a speech
assigning tasks
- Encourage students to work in groups so that they
can help each other.
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
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

GAME: NAME THE PLACES Suggested pictures:
- Ss work in 2 groups. 1. Tam Chuc Pagoda
- Teacher shows pictures on the screen and Ss have to 2. Trang An Scenic Landscape Complex.
say BINGO to grasp the chance to answer where it is. 3. Hoi An Ancient Town
- One point for each correct answer. 4. Mekong River Delta
- The group which gains most points is the winner of the 5. Thang Long Imperial Citadel
game.

e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: PRESENTATION (7 mins)

a. Objectives:
- To get students to learn vocabulary related to the topic.
b. Content:
- Pre-teach vocabulary related to the content of the dialogue.
- Students can identify key vocabulary before they read.
d. Organisation

Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. 1. landscape (n)
- Teacher explains the meaning of the new vocabulary by pictures. 2. monument (n)
- Teacher checks students’ understanding with the “Rub out and 3. architecture (n)
remember” technique. 4. urban (adj)
- Teacher reveals that these five words will appear in the reading 5. promote (v)
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 in their notebooks.
3. ACTIVITY 2: PRACTICE (20 mins)

a. Objectives:
- To help students get to know the topic.
- To introduce words and phrases related to heritage sites.
- To help Ss identify the to-infinitives clauses.
b. Content:
- Task 1. Listen and read (p.66)
- Task 2. Where can we do the following? Write T for Trang An, H for Hoi An and M for
Mekong River Delta. (p.67)
- Task 3. Match the words to make phrases used in Task 1 (p.67)
- Task 4. Complete the sentences, using phrases from Task 1. (p.67)
- Students can thoroughly understand the content of the text and complete the tasks
successfully.
d. Organisation

Task 1. Listen and read. (5 mins)
- Teacher puts Ss in groups. Draw a mind map on
the board and write Heritage in the middle. Elicit
some sub-categories of the topic, e.g. traditions,
buildings, literature, natural sites, and write them
on the branches of the mind map. Have groups
brainstorm words related to each one, e.g.
traditions: festivals, dance, performances, and
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 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.
Task 3. Match the words to make phrases used in Task 1. (5 mins)
- Teacher checks Ss’ understanding of the
individual words (adjectives in column A and Answer key:
nouns in column B). Note that the meaning of one 1. c
adjective in A may fit several nouns in B but they 2. d
do not “collocate” with each other, so ask Ss to
3. b
find the collocations in the conversation to work
4. a
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, using phrases from Task 1. (5 mins)
- Teacher has Ss read each incomplete sentence. Answer key:
Check understanding and elicit the clause that they 1. to be recognized as a mixed heritage by
need to use to fill in the gaps. UNESCO

- Teacher asks Ss to find the clauses in the 2. to enjoy beautiful landscape
conversation and fill in the gaps. 3. to learn about Vietnamese history
4. to promote this kind of cultural heritage of
- Teacher checks answers as a class. Call on
southern Viet Nam
individual Ss to read the complete sentences.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)

a. Objectives:
- To help Ss practise speaking skills;
- To help Ss memorize the information about heritage sites in Viet Nam that they have learnt
in the lesson.
b. Content:
- Role-play
- Students can give a short introduction about heritage sites in Vietnam.
d. Organisation

Task 5. Role-play
- Teacher asks Ss to work in 3 groups. Each group will pretend to Students’ own creativity.
come from one place: Trang An (Ninh Binh), Hoi An (Quang Nam),
Mekong River Delta.
- Each group has to prepare an introduction about their home land
(Where is it? What is the most 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.
e. Assessment
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.

b. Homework
- Do workbook exercises
- Prepare for the project in Lesson 8
Board Plan
Date of teaching
Unit 1: Preserving our heritage
Lesson 1: Getting started
*Warm-up
* Vocabulary
1. landscape (n)
2. monument (n)
3. architecture (n)
4. urban (adj)
5. promote (v)
- Task 1. Listen and read.

- Task 2. Write the place for each activity.
- Task 3. Match the words to make phrases.
- Task 4. Complete the sentences.
- Task 5: Role-play
*Homework

Period: 56
UNIT 6: PRESERVING OUR HERITAGE
Lesson 2: Language
I. OBJECTIVES
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 teamwork.
II. MATERIALS
- Grade 11 textbook, Unit 6, Language
- 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
- Encourage students to work in pairs and in
Students are reluctant to work in groups so that they can help each other.
groups.
Students may lack vocabulary to deliver - Explain expectations for each task in detail.
a speech - Continue to explain task expectations in small

- Provide vocabulary and useful language before
assigning tasks
- Encourage students to work in groups so that
they can help each other.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of heritage sites;
b. Content:
- Watch a video and name the destinations and cultural heritage sites of Viet Nam that you
see in the video.
- Students can listen and find out some destinations and cultural heritage sites from the video
clip.
d. Organisation

Watch a video Suggested answers:
https://www.youtube.com/watch?v=zDsjiWWwG80 - Complex of Hue Monuments
- Ss work in 4 groups. Each group is given a big-sized - Hoi An Ancient Town
piece of paper and markers. - My Son Sanctuary
- Ss watch the video once and list out names the - Ha Long Bay
destinations and cultural heritage sites of Viet Nam that - Phong Nha – Ke Bang National Park
they see in the video. - Imperial Citadel of Thang Long
- All teams stick the paper on the boards. - Trang An Scenic Landscape Complex
- Space of gong culture (Không gian văn
- Teacher checks answers of each group. hoá Cồng chiêng Tây Nguyên)
- The group that has the most correct answers is the - Vietnamese Court Music (Nhã nhạc cung
winner. 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)
e. Assessment
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)
- Students can put correct intonation in statements, commands and lists.
d. Organisation

Task 1: Listen and repeat. Pay attention to the falling intonation ( ) and level-rising ( )
intonation in the following sentences. (5 mins)
- Teacher plays the recording and asks Ss to listen and Audio script – Track 45:
repeat after each sentence, paying attention to intonation 1. Our class is going on a field trip next
in the sentences. Play the recording as many times as week.
necessary. 2. Put your rubbish in the bin!
- Focus attention on the way the intonation patterns are 3. You can see beautiful caves ,
used (We usually use a falling intonation at the end of green valleys , and 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 (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 World
- Teacher reminds Ss to raise or lower their voice at the Heritage Site in 1999.
right words. 2. Please turn on the light . It’s dark in
- Teacher has Ss mark the changes in intonation in the here.
sentences individually. 3. Cultural heritage may include
- Teacher has Ss compare their answers in pairs. Check temples , pagodas and
answers as a class. monuments.
4. Tourists can visit the pedestrian streets
- Teacher puts Ss in pairs again and has them practise
in Ha Noi.
reading the sentences to each other.

e. Assessment
- Students listen and give feedback on their friends’ performance.
3. ACTIVITY 2: VOCABULARY (12 mins)

a. Objectives:
- To help Ss understand the meanings of the words / phrases that have been introduced in
Getting Started or will be encountered in the unit.
- To help Ss practise the words in meaningful contexts.
b. Content:
- Task 1: Match the words with their meanings. (p.68)
- Task 2: Complete the sentences using the words in Task 1. (p.68)
- Students identify the meaning of words, memorise them and are able to use them in
meaningful contexts.
d. Organisation

Task 1. Match the words with their meanings. (6 mins)
- Teacher has Ss work independently or in pairs. Answer key:
- Teacher asks them to read the words and phrases carefully 1. d
and match them to their meanings. 2. a
3. e
- Teacher checks answers as a class. Call on one student to 4. b
read aloud a word / phrase and another student to read its 5. c
definition.
Task 2. Complete the sentences using the words in Task 1. (6 mins)

- Teacher has Ss work in pairs. Tell them to read the sentences
carefully to decide which word / phrase in 1 can be used to Answer key:
complete each of the sentences. Explain that they can use the 1. historical
context clues to help them decide on the word / phrase. 2. historic
3. restore
- Teacher checks answers as a class. Ask individual Ss to call
4. preserve
out the word / phrase they have used in each sentence first.
5. folk
- 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.
e. Assessment
4. ACTIVITY 3: GRAMMAR (13 mins)

a. Objectives:
- To help Ss understand the use of to-infinitive clauses;
- To help Ss practise using to-infinitive clauses.
b. Content:
- Task 1. Combine the sentences using to-infinitive clauses (p.68)
- Task 2. Work in pairs. Ask and answer questions about heritage sites of traditions, using to-
infinitive clauses. (p.68)
- Students know how to use to-infinitive clauses and can apply it to make a conversation on
the given topic.
d. Organisation

Task 1. Combine the sentences using to-infinitive clauses (6 mins)
- Teacher tells Ss to look at the Remember! box and Answer key:
introduces the use of a to-infinitive clause. 1. Lan went to Hue to see the
monuments there.
- In stronger classes, explain that a to-infinitive clause can be
2. Minh created a website to give more
used in other structures and have other functions, but this
information about local historic sites to
unit only focuses on two uses: to express purpose and to visitors.
modify a noun or noun phrase. 3. Peter took a boat trip around the
- Teacher asks Ss to work in pairs or individually to combine floating market to listen to don ca tai tu.
the sentences. 4. My sister has opened a small shop
behind the museum to sell postcards
- Teacher calls on some Ss to write the sentences on the and souvenirs to tourists.
board.
- Teacher checks answers as a class and confirms the correct
sentences.
Task 2. Work in pairs. Ask and answer questions about heritage sites or traditions, using to-
infinitive clauses. (7 mins)
- Teacher has Ss read the instructions and example, and Students’ creativity
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.
e. Assessment
a. Wrap-up
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 3 - Reading.
Board Plan
Date of teaching
Lesson 2: Language
*Warm-up
Watch a video
* Pronunciation
- Task 1: Listen and repeat.
- Task 2: Listen and mark the intonation.
* Vocabulary
- Task 1: Match the words with their meanings.
- Task 2: Complete the sentences.
* Grammar
- Task 1: Combine the sentences.
- Task 2: Ask and answer questions about heritage sites or traditions.
*Homework

Period: 57
Lesson 3: Reading – Teenagers’ ideas for preserving heritage
I. OBJECTIVES
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.
- Be proud of a natural and cultural heritage sites in Viet Nam
II. MATERIALS
- Grade 11 textbook, Unit 6, Reading
- hoclieu.vn
Language analysis
Pronunciatio Vietnamese
Form Meaning
n 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
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.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of cultural heritage;
- To set the context for the reading part;
b. Content:
- Brainstorming: What can we do to protect our heritage?
- Students can generate as many ideas to protect the heritage as possible.
d. Organisation
TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Brainstorming Suggested ideas
- Teacher divides the class into 4 groups. - Organise nature walks/excursions to local parks, areas
- Teacher gives each group a big piece of of bio-diversity
paper. Ask them to work in groups and - Organise site visits to museums, interpretation centres,
write down as many ideas as possible for and archaeological sites
the questions: What can we do to protect - Organise essay competitions on literature (in English
our heritage? and local languages)
- Students have 3 minutes to discuss and - Carry out small research projects for students that can
write. be put up as mini-exhibitions/bulletin board displays on
- All groups stick their paper on the board. heritage.
- Teacher checks the answers. - Involve students in documenting local living heritage
- The group with the most appropriate like festivals, performing arts or craftsmen and women.
ideas will be the winner. - 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.
e. Assessment
- Teacher observes the groups, collects their answers and gives feedback.
2. ACTIVITY 1: PRE-READING (9 mins)

a. Objectives:
- To get students to learn the vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Lead students in the reading passage.
- Task 1: Ask and answer the questions
- Pre-teach vocabulary related to the content of the reading passage.
- Students can identify the key language before they read.
d. Organisation

Task 1 (Lead-in): Work in pairs. Ask and answer the questions. (4 mins)
- Ask Ss to work in groups of three or four and discuss Students’ practice
why it is important to protect our heritage.
- In weaker classes, ask specific questions about one
particular type of heritage e.g. Why do people visit
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. New words:
- Teacher explains the meaning of the new vocabulary 1. appreciate (v)
with pictures. 2. challenge (n)
- Teacher checks students’ understanding with the “Rub 3. trending (adj)
out and remember” technique. 4. entry (n)
- Ask Ss to write the words in their notebooks. 5. keen (adj)
- Teacher reveals that these five words will appear in the
reading text and asks students to open their textbook to
discover further.
e. Assessment

3. ACTIVITY 2: WHILE-READING (20 mins)

a. Objectives:
- To help Ss practise guessing the meaning of words from context;
- To develop reading skills for general information;
- To develop reading skills for specific information.
b. Content:
- Task 2. Read the article and circle the correct meanings of the highlighted words and
phrases (p.69)
- Task 3. Read the article again. Match the following headings (1-4) with the appropriate
paragraph (A-C). There is ONE extra heading. (p.70)
- Task 4. Read the article again and decide which paragraph includes the following
information. (p.70)
- Students can thoroughly understand the content of the text and complete the tasks
successfully
d. Organisation

Task 2. Read the article and circle the correct meanings of the highlighted words and phrases (6
mins)
- Teacher asks Ss to read the whole text once to get an overall idea, then
choose the correct meaning of the highlighted words in the text. Answer key:
- Teacher encourages Ss to base their guesses on the context in which the 1. A
words are used rather than looking them up in the dictionary. 2. A
- Teacher tells Ss to work in groups to discuss the best option and compare 3. C
answers. 4. B
- 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 Answer key:
appropriate paragraphs. Note that there is one extra heading that Ss may not 2. C
need to use. 3. A
- Tell Ss to identify key words in the heading first. Remind Ss that the correct 4. B
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. Answer key:
- Tell Ss to read through the text to locate the answers, then read again, this 1. B
time paying attention only to the parts of the text that contain the answers.
2. A
- Explain that the information in the statements is paraphrased and make sure
3. B
Ss understand the vocabulary and the overall meaning of the statements.
4. C
- Teacher has Ss work in pairs or groups to compare answers.
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
4. ACTIVITY 3: POST-READING (8 mins)

a. Objectives:
- To check students’ understanding about the reading passage;
- To help some students enhance presentation skills;
- To help Ss use the ideas and discuss which one is the best to preserve the heritage.
b. Content:
- Discussion
- Students can use the language and ideas from the unit to suggest three ideas to preserve
heritage.
d. Organisation

Task 5. Discussion
- Teacher has Ss work in groups. Ask them to discuss each idea and
decide the most effective one to preserve heritage. Students’ own ideas
- Elicit the three ideas described in the text, i.e. promoting heritage
sites and traditions through social media, organising events and
discussions, and developing the folk arts. Ask individual Ss to write
them on the board.
- Teacher tells Ss that there are no right or wrong answers and
encourages them to explain the reasons for their choice.
- Teacher invites one or two groups to present a summary of their
discussions to the whole class.
e. Assessment

a. Wrap-up
b. Homework
- Prepare for the next lesson – Speaking.
Board Plan
Date of teaching
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: Circle the correct meanings of the highlighted words and phrases.
- Task 3: Match the headings with the appropriate paragraph.
- Task 4: Decide which paragraph includes the information.
- Task 5: Discussion
*Homework

Period: 58
Lesson 4: Speaking – Preserving cultural heritage
I. OBJECTIVES
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;
II. MATERIALS
- Grade 11 textbook, Unit 6, Speaking
- hoclieu.vn
Language analysis
Pronunciatio Vietnamese
Form Meaning
n 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

Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- 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.
- Students can find the correct words related to the topic of the lesson.
d. Organisation

Game: Jumble words
- Teacher divides the class into 2 groups. Suggested words:
- Teacher shows each jumble word on the screen. 1. U/C/O/K/F/I/M/L/S (2 words)
- If a team can answer the word, students raise their 2. R/A/S/W/E/S/E/N/A
hands and say BINGO to get the chance to answer. 3. L/I/O/M/S/E/D/A/C/I/A (2 words)
- If Ss have a correct answer, they get one point for 4. N/E/C/M/I/P/O/T/T/O/I
their team. 5. L/A/E/F/S/I/V/T
- The team with more points will be the winner of the Key:
game. 1. FOLK MUSIC
2. AWARENESS
3. SOCIAL MEDIA
4. COMPETITION
5. FESTIVAL
e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.
2. ACTIVITY 1: CONTROLLED PRACTICE (13 mins)

a. Objectives:
- To get students to identify vocabulary related to the topic;
b. Content:
- Pre-teach vocabulary related to the content of the lesson;
- To introduce more ideas for the main speaking task;
- To introduce a model conversation in which speakers discuss ways to preserve heritage.

- 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

- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new vocabulary 1. spread (v)
with different techniques (pictures, actions, synonyms 2. involved (adj)
…)
- Teacher checks students’ understanding with the “Rub 3. cultural heritage (n)
out and remember” technique. 4. (to) set up
- 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. Answer key:
- Teacher asks Ss to work in pairs and match each way
with the appropriate reason for doing so. 1. b
- Teacher calls on some Ss to give their answers to the 2. a
class. Encourage them to give reasons for their answers. 3. d
- Teacher checks answers in front of the class as a whole. 4. c
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 them Answer key:
to read the conversation and complete it with the words 1. D (Let me think)
and phrases in the box. 2. B (Right)
- Teacher explains that the words and phrases in the box 3. A (Well)
are used to keep the conversation going and to show that 4. C (Really)
you are interested in it and encourage the speaker to Tips to keep a conversation going:
continue speaking. - Show that you are interested in it and
- Teacher checks answers as a class. encourage the speaker to continue speaking
- Teacher asks Ss to practise the completed conversation
in pairs and calls on some pairs to practise the using words and phrases such as Yeah, Uh
conversation aloud in front of the class. huh, OK, Right, I see, Really, Interesting…
- Show that you have understood and are
going to speak, use words and phrases such
as Well, Let me think, Hold on a minute,
That’s a good question.
e. Assessment
- Teacher checks students’ answers and corrects them if necessary.
3. ACTIVITY 2: LESS-CONTROLLED PRACTICE (12 mins)

a. Objectives:
- To give Ss an opportunity to make a similar conversation about ways to protect local
heritage.
b. Content:
- Task 3. Work in pairs. Make a similar conversation about ways to preserve cultural heritage.
(p.71)
- Students are able to make a similar conversation about ways to protect local heritage.
d. Organisation

Task 3. Work in pairs. Make a similar conversation about ways to preserve cultural heritage. Use
the ideas in 1, the model in 2, and the tips above to help you. (12 mins)
- 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. Suggested answers:
- Teacher encourages Ss to choose the other ways to preserve
Students’ own ideas
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.
e. Assessment
4. ACTIVITY 3: FURTHER PRACTICE (12 mins)

a. Objectives:
- To give Ss an opportunity to present ways to preserve their local heritage to the class;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- 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 (p.71)
- Students can use the language and ideas from the unit to preserve their local heritage.
d. Organisation

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.
(p.71)
- Teacher asks Ss to work in groups and think of some local
heritage such as a tradition, festival, form of music or
heritage site and discuss ways to preserve it. Students’ practice.
- Teacher may divide the class into three/four groups and
assign each group 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.
e. Assessment
a. Wrap-up
b. Homework
- Prepare for the next lesson – Listening.
Board Plan
Date of teaching
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.
- Task 2. Complete the conversation.
- Task 3. Make a similar conversation.
- Task 4. Discussion.
*Homework

Period: 59
Lesson 5: Listening – A trip to Trang An Scenic Landscape Complex
I. OBJECTIVES
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
II. MATERIALS
- Grade 11 textbook, Unit 6, Listening
- 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
Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- 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
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
- Students can join the game and gain knowledge on the topic.
d. Organisation
TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Game: Jigsaw puzzle Questions:
- Ss work in groups. 1. Who was the founding emperor of the Dinh
- There are 4 questions related to a key dynasty of Viet Nam?
picture.
- T asks Ss to guess the word in each puzzle 2. What is a complex of Buddhist temples in Gia Vien
and guess the key picture behind after each District, Ninh Binh Province, Viet Nam?
puzzle is opened. 3. Which movie took place in the northern part
- The group which gets the correct answer of of Vietnam such as Van Long and Tam Coc (Ninh
the key picture is the winner. Binh Province), Ha Long Bay (Quang Ninh
- Teacher asks the Ss to explain the Province)?
relationship between 4 questions and the key 4. What are they? Large holes in the side of
picture. 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
e. Assessment
2. ACTIVITY 1: PRE-LISTENING (9 mins)

a. Objectives:
- To get students to learn vocabulary related to the topic;
b. Content:
- Pre-teach vocabulary related to the content of the lesson
- Task 1: Work in pairs. Ask and answer the questions. (p.71)
- Students understand the meaning and can pronounce some words from the recording.
d. Organisation

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

3. ACTIVITY 2: WHILE-LISTENING (15 mins)

a. Objectives:
- To help Ss practise listening for the main idea;
- To help Ss practise listening for specific information;
- To provide Ss with some basic information about Trang An Scenic Landscape Complex..
b. Content:
- Task 2: Listen to a talk. What is the talk mainly about? (p.71)
- Task 3: Listen to the talk again and complete each gap in the notes with no more than three
words and/or numbers. (p.71)
- Students can catch the main idea as well as specific details of the recording and complete
the tasks successfully.
d. Organisation

Task 2. Listen to a talk. What is the talk mainly about? (6 mins)
- Teacher tells Ss that they’re going to listen to a talk by a tour Answer key:
guide who is introducing Trang An to tourists. B. The tour guide is talking about
- Teacher asks Ss to have a guess about the summary of the talk. the ecosystem of Trang An and
efforts to preserve it.
- 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:
understanding about the overall structure of the talk. 1. 2014
2. three protected areas
- Teacher makes sure that Ss understand that they can write up to
3. 600 types
three words per gap, and these words should be the exact words
4. early humans
from the recording. In stronger classes, encourage them to work
5. natural state
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.
e. Assessment
4. ACTIVITY 3: POST-LISTENING (10 mins)

a. Objectives:
- To check students’ understanding and help them memorise the information in the recording;
- To give Ss an opportunity to make predictions;
- To practise team working;
b. Content:
- Students make predictions of what the tour guide will say next.
- Students can make appropriate predictions, do some quick research and present their ideas.
d. Organisation

- Teacher asks Ss to work in pairs and discuss what they Suggested ideas:
think the tour guide will say next. Tour guide: We’ll start our tour with
- Teacher tells Ss to base their predictions on the last …
sentence of the talk (Now, we’ll start our tour with…) 1. Hoa Lu Ancient Capital
- Teacher calls on some pairs to present and explain their 2. Trang An Scenic Area
predictions to the class. Note that there is no right or wrong 3. Tam Coc Scenic Area
prediction. Encourage Ss to give different answers based on 4. Bich Dong Scenic Area
the signal at the end of the talk. 5. Hoa Lu Special-use primary forest
- Teacher lets Ss work in groups using their smart devices to
search for 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.
e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.

a. Wrap-up
b. Homework
- Prepare for the next lesson –Writing.
Board Plan
Date of teaching
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: Ask and answer the questions.
- Task 2: What is the talk mainly about?
- Task 3. Listen and complete the notes.
- Task 4: Discussion.
*Homework

Period: 60
Lesson 6: Writing – A leaflet about ways to preserve Trang An
Scenic Landscape Complex
I. OBJECTIVES
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;
- Be proud of a natural and cultural heritage site in Viet Nam
II. MATERIALS
- Grade 11 textbook, Unit 6, Writing
- hoclieu.vn
Assumption
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
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.
- Students are aware of what a leaflet is and what should be included in a leaflet.

d. Organisation

Guess the items Some pictures of leaflet:
- Teacher asks Ss to look at the board and say the
name of the things (LEAFLET)
- Teacher provides the synonyms of leaflet: booklet
or pamphlet.
- Teacher asks Ss if they know what a leaflet is.
- Teacher gives definition of leaflet: a printed sheet
of paper or a few printed pages that are given free
to advertise or give information about something
- Teacher introduces the lesson.
e. Assessment
2. ACTIVITY 1: PRE-WRITNG (14 mins)

a. Objectives:
- To provide Ss with ideas for the writing including a list of problems Trang An may face and
solutions to them.
- To provide Ss with practical tips in writing and designing a leaflet.
b. Content:
- Task 1. Work in pairs. Put the problems that Trang An Scenic Landscape Complex may
face and the possible solutions in the correct blanks. (p.72)

- Tips to design a leaflet
- Students have some ideas about problems and solutions to preserve Trang An Scenic
Landscape Complex
- Students have some ideas about which information they should focus on when designing a
leaflet.
d. Organisation

Task 1. Work in pairs. Put the problems that Trang An Scenic Landscape Complex may face and
the possible solutions in the correct blanks. (4 mins)
- Teacher has Ss work in pairs to match the problems
with the possible solutions.
- Teacher tells Ss to read both notes carefully to have an Answer key:
overview of the problems and solutions before doing the 1. B
task.
2. D
- In stronger classes, encourage Ss to come up with
3. C
more potential problems and possible solutions, e.g the
problem of poor management, the construction of new 4. A
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.
Useful expressions (5 mins)
- Teacher gives Ss a handout and asks them to classify List of expressions:
the items into correct categories. - To talk about problems and consequences
- Teacher lets Ss work in groups. + … causes ….
- The groups show their answers on the board. + … leads to ….
- The whole class checks the task together. + … results in …
+ As a result, …
+ As a consequence, …
+ Consequently, …
- 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 designing a leaflet.(5 mins)

- Teacher explains the purpose of the activity: In the
future, the Ss may need to design different leaflets in
different contexts. 1. Brand ______ and logo
- There are some tips in designing beautiful and 2. Make it _______: The purpose of the
professional leaflets that students need to know. leaflet
- Students work in groups to fill in the blanks with 3. _____ is the leaflet for?
suitable words in the box to create a list of tips in
designing a leaflet. 4. Speak _____ to people
- Teacher checks their answers and discusses each tip 5. The right spacing
with the whole class.
6. Eye-catching, ______ imagery
- Teacher further elicits some information about which
softwares / websites / applications can help Ss in 7. The power of persuasion
designing leaflet.
8. Call to _______
E.g: Canva, Adobe Photoshop, Adobe Illustrator, etc.
colours different who

directly actions useful
Answer key:
1. colours 2. different 3. who
4. directly 5. useful 6. actions
e. Assessment
- Teacher observes Ss’ work and gives feedback.
3. ACTIVITY 2: WHILE-WRITING (16 mins)

a. Objectives:
- To give Ss an opportunity to write a leaflet in class.
b. Content:
- 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 (p.72)
- Students can write a complete leaflet in which the language is clear, short and simple.
d. Organisation

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.
- Remind Ss of the structure of a leaflet and the purpose Suggested answer:
PRESERVE OUR HERITAGE –

of each part as explained in Unit 5. PRESERVE TRANG AN LANDSCAPE
COMPLEX
- Teacher has Ss identify these parts in the outline on Trang An (Ninh Binh Province) was the
page 72 of the student’s book e.g. heading, subheadings, first site in Viet Nam to be recognised by
slogans, one idea per paragraph, call for action,... and UNESCO as a mixed World Heritage Site
also asks them to identify which information is missing in 2014. It is famous for its natural beauty
in the outline. and rich biodiversity. To preserve its
beauty, we need to identify what problems
- Teacher asks Ss to work individually and reads the Trang An may face and find ways for
instructions for the writing carefully (Ss have to preserving it.
complete the leaflet with problems that may damage PRESERVING NATURE
Trang An and possible solutions ). Trang An is affected by mass tourism. This
kind of tourism can pollute rivers and
- Teacher gives Ss enough time so that they can finish
valley. It can also damage the ecosystem
the leaflet. because of the large number of visitors.
- Teacher goes around the class and provides help when To preserve Trang An, it is necessary to
necessary. organize eco-tours to the heritage sites. We
should also create a sustainable habitat for
- Teacher corrects some pieces of writing in class. wildlife on the heritage site.
PRESERVING CULTURE
- Teacher collects Ss’ writings and provides written Another problem is young people’s lack of
feedback in the next lesson. knowledge about our cultural heritage. As
- In weaker classes, provide some suggested answers if a result, they are not be able to appreciate
necessary. our traditions.
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.
e. Assessment
4. ACTIVITY 3: POST-WRITING (7 mins)

a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
- Students exchange their work for peer checking.
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation
Peer check Writing rubric
1. Organization: …/10
- Teacher has the pairs swap and give feedback on each 2. Legibility: …/10
other’s writing. Teacher shows a writing rubric to help Ss do 3. Ideas: …/10
the peer review.

- Ss do the task as required. 4. Word choice: …/10
- After peer review, Ss give the writing back to the owner 5. Grammar usage and mechanics:
and discuss how to improve it. …/10
- Teacher then chooses one piece of writing and gives TOTAL: …/50
feedback on it as a model.
- Teacher chooses some useful or 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.
e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.
a. Wrap-up
b. Homework
- Prepare for the next lesson – Communication and Culture.
Board Plan
Date of teaching
Lesson 6: Writing – A leaflet about ways to preserve
Trang An Scenic Landscape Complex
*Warm-up
- Task 1: Put the problems that Trang An Scenic Landscape Complex may face and the
possible solutions in the correct blanks.
- Useful expressions
- Tips to design a leaflet
- Task 2. Write a leaflet.
- Peer check
*Homework

Period: 61
Lesson 7: Communication and Culture / CLIL
I. OBJECTIVES
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 collaborative and supportive in pair work and teamwork
- Responsible for preserving our heritage.
II. MATERIALS
- Grade 11 textbook, Unit 6, Communication and Culture
- hoclieu.vn
Language analysis
Pronunciat Vietnamese
Form Meaning
ion equivalent
1. crowdfunding / the practice of funding a project or an huy động vốn
(n) ˈkraʊdfʌndɪ activity by raising many small amounts of từ cộng đồng
ŋ/ money from a large number of people,
usually using the internet
2. non-profit (adj) /ˌnɒn without the aim of making a profit phi lợi nhuận
ˈprɒfɪt/
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
- Encourage students to work in pairs and in groups so
Students are reluctant to work in that they can help each other.
groups.
- Explain expectations for each task in detail.
Students may lack vocabulary to deliver
a speech - Provide vocabulary and useful language before
assigning tasks
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of the lesson.
b. Content:
- Game: Lucky number
- Students can identify the names of famous places in Hanoi.
d. Organisation

Game: Lucky number Lists of pictures:
- Ss work in 4 groups.
- There are 8 numbers, including 3 lucky numbers and 5
numbers corresponding to 5 questions.
- If a team picks a lucky number, they get one point
without having to answer the question.
- If a team picks a question, they have 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
e. Assessment
2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)

a. Objectives:
- To review expressions for asking for and giving directions.
- To help Ss practise asking for and giving directions to popular places in Ha Noi based on
the map in the book.
b. Content:
- Task 1: Listen and complete the conversation with the expressions in the box. Then practice
it in pairs (p.73)
- Task 2: Work in pairs. Use the model in Task 1 to make similar conversation for these
situations (p.73)
- Students can use appropriate language to ask for and give directions in certain situations.
d. Organisation

Task 1: Listen and complete the conversation with the expressions in the box. Then practice it in
pairs. (6 mins)

- Teacher tells Ss that they are going to revise Answer key
expressions used to ask for and give directions. 1. A
- Teacher asks Ss to listen and complete the 2. D
conversations with the expressions in the box. 3. B
- Teacher plays the recording once in stronger classes 4. C
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)
- Teacher gives students a list of expressions which Useful expressions
are mixed together. Ss have to classify them into 2 - Asking for directions:
groups: asking for directions and giving directions. + Can you tell me the way to …?
- Ss work in groups to do the task. + Excuse me, is … near here?
- Check as a class. + How do/can I get to …?
- T asks if Ss can add some more expressions. + What is the best/easiest way to …?
+ Could you show me how to get to …?
- 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 B asking for directions to Ha Noi Flag Tower.
- Teacher has Ss work in pairs and makes
conversations asking for and giving directions to the
tourist attractions in the situations. Sample conversations:
- Teacher asks Ss to read the list of useful expressions Situation 1.

and checks understanding. A: Could you tell me the way to Ho Chi Minh

- Teacher gives Ss a few minutes to plan their Mausoleum?
conversations before they role-play it (e.g. who will
B: Sure. Go straight ahead until you get to
be Student A, who will be Student B, and have them
Hung Vuong Street. Turn left and walk
underline key words in the task question). Have them
straight on for a few minutes. You’ll see it on
write down some prompts to help them. Encourage
your left.
them to swap roles.
Situation 2.
- Teacher walks round the class and provides help
when necessary. B: Excuse me. How can I get to Ha Noi Flag
- Teacher asks some pairs to role-play their Tower?
conversations in front of the whole class. Praise for A: Sure. Walk along Phan Dinh Phung Street
good effort, clear pronunciation and fluent delivery. and take the second turn on the left into
Hoang Dieu Street. Walk past the Thang Long
Imperial Citadel. Ha Noi Flag Tower is just
behind it.
B: Thank you very much.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.
- Teacher gives scores to evaluate Ss’ performance.
3. ACTIVITY 2: CLIL (20 mins)

a. Objectives:
- To help Ss learn about how heritage is preserved around the world.
- To give Ss an opportunity to relate what they have learnt in the reading text to their own
culture.
b. Content:
- Task 1: Read the text and answer the questions (p.74)
- 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 (p.74)
- Students can get ideas about how heritage is preserved around the world and relate what
they have learnt in the lesson to their culture
d. Organisation

Pre-teach vocabulary (5 mins)
- Teacher introduces the vocabulary. New words
- Teacher explains the meaning of the new vocabulary by pictures. 1. crowdfunding (n)
- Teacher checks students’ understanding with the “Rub out and 2. non-profit (adj)
remember” technique. 3. regardless of (prep)
- Teacher reveals that these words will appear in the reading text 4. fine (n)
and asks students to open their textbook to discover further. 5. unique (adj)

Task 1. Read the text and answer the questions. (7 mins)
- Teacher activates Ss’ prior knowledge by asking questions about
heritage sites or traditions around the world. (Have you been to any Answer key:
heritage sites outside Viet Nam? What did you see there? Was it 1. Italy
preserved in its original state? Do you know any cultural heritage 2. Spain
such as traditions or folk music from other countries?) 3. Australia
- 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 following questions. (8 mins)
- Teacher asks Ss to work in groups to answer the questions. Questions
- In weaker classes, have Ss underline the ideas in the text so they - Are the methods of preserving
heritage in the text used in Viet
can use them in their discussion.
Nam?
- In stronger classes, encourage Ss to come up with other ideas - Which one do you think works
about effective methods to preserve heritage in Viet Nam e.g. best in Viet Nam?
installing donation box at the heritage sites, introducing folk arts
to schools,…
- Teacher calls on some groups to present their ideas to the class.
e. Assessment
a. Wrap-up
b. Homework
- Prepare for Lesson 8 - Looking back and project.
Board Plan

Date of teaching
Lesson 7: Communication and Culture / CLIL
*Warm-up
* Everyday English
- Task 1: Listen and complete the conversation.
- Task 2: Make similar conversations.
* Culture
- Task 1: Read the text and answer the questions.
- Task 2: Discussion.
*Homework

Period: 62
Lesson 8: Looking back and project
I. OBJECTIVES
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 critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Be proud of a natural and cultural heritage site in Viet Nam
II. MATERIALS
- Grade 11 textbook, Unit 6, Looking back and project
- hoclieu.vn
Assumption
Students may have underdeveloped - Encourage students to work in pairs and in groups so
speaking, writing and co-operating 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.
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.
- 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 A. Offer tours
groups of four. B. Conduct community workshops
- Teacher gives each group a C. Host special events
worksheet, in which they have D. Form a volunteer group
to read and match the 1. Gather fellow residents who care about preserving your
paragraphs with appropriate community’s recent past places. Working together, you can research
headings. and nominate buildings for landmark designation; become your
- The first team which community’s advocate for the recent past and modern design; create
completes correctly is the a website and maintain a discussion board.
winner. 2. Tours are a tried-and-true method for building a community’s
- Teacher checks answers for appreciation for its historic resources and significant architecture.
the whole class. Put together a bus tour that takes guests past modern structures
- Teacher leads in the lesson. 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
e. Assessment
2. ACTIVITY 1: LOOKING BACK (12 mins)

a. Objectives:

- To help Ss further revise intonation in statements and practise speaking with a natural
intonation.
- To help Ss revise words and phrases they have learnt in this unit.
- To help Ss revise the use of to-infinitive clauses
b. Content:
- Pronunciation: Listen and mark the intonation in the following sentences, using falling or
level-rising intonation. Then practise saying them in pairs. (p.74)
- Vocabulary: Choose the correct word to complete each sentence (p.75)
- Grammar: Rewrite the sentences using to-infinitive clauses (p.75)
- Students can use the knowledge they have learnt in this unit to complete the tasks
successfully.
d. Organisation

Task 1: Listen and mark the intonation in the following sentences, using falling or level-rising
intonation. Then practise saying them in pairs (4 mins)
- Teacher asks Ss to listen to the recording and mark Key:
the changes in intonation in the sentences with falling 1. The trip to Hoi An Ancient Town was
tone, or level-rising tone. amazing.
- Teacher plays the recording several times if 2. Please turn off the air-conditioner. It
necessary. wastes too much electricity.
3. A boat tour is the best way to experience
- Teacher asks some Ss to read the sentences aloud in
wildlife habitats.
front of the class.
4. In Ha Long Bay you can go swimming,
- Teacher puts Ss into pairs and have them read the diving and fishing.
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 complete each sentence. (4 mins)

- Teacher asks Ss to choose the correct word to Answer key:
complete each sentence. 1. Well-preserved
2. historical
- Teacher has Ss do this activity individually, then
3. folk
compare their answers with their partners.
4. protected
- 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 sentences using to-
Answer key:
infinitive clauses.
- Teacher has Ss do this activity individually, then 1. Mai went to Soc Son to attend the Giong
compare their answers with a partner. Festival.

- Teacher checks answers as a class. Ask some Ss to 2. The first place to visit on the trip is Hue
write the sentences on the board and explain the Imperial Citadel.
changes they made to the original sentences. 3. Our music teacher gave lessons in xoan
singing to help us appreciate our cultural
heritage.
4. The most famous site to see is the old
bridge across the river.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.
3. ACTIVITY 2: PROJECT (28 mins)

a. Objectives:
- To provide an opportunity for Ss to develop their research and collaboration skills and to
practise giving an oral presentation.
b. Content:
- Presentation of posters/leaflets about “How can we preserve our heritage?” in class.
- Students can practise giving an oral presentation about how to preserve our heritage
d. Organisation

Presentation: How can we preserve our heritage?
- All groups exhibit their posters and make presentations. Students’ presentations
- When one group make presentation, others listen and complete
the evaluation sheet.
e. Assessment
- T gives comments and feedback to all posters and presentations, and awards a prize to the
group which has the most votes.
a. Wrap-up
b. Homework
- Prepare for Unit 7.
Board Plan
Date of teaching
Lesson 8: Looking back and project
*Warm-up

* Looking back
- Pronunciation
- Vocabulary
- Language
* Project
How can we preserve our heritage?
*Homework

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Date of preparing: 03/01/2024

2. monument /ˈmɒnjumənt/ a building, column, statue, etc. built to công trình

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

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

GV: NGUYỄN NGỌC AN THI 1

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

GV: NGUYỄN NGỌC AN THI 2

2. ACTIVITY 1: PRESENTATION (7 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

GV: NGUYỄN NGỌC AN THI 3

3. ACTIVITY 2: PRACTICE (20 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

GV: NGUYỄN NGỌC AN THI 4

GV: NGUYỄN NGỌC AN THI 5

4. ACTIVITY 3: PRODUCTION (10 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

GV: NGUYỄN NGỌC AN THI 6

- Task 1. Listen and read.

GV: NGUYỄN NGỌC AN THI 7

A to-infinitive clause can be used:

GV: NGUYỄN NGỌC AN THI 8

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

2. ACTIVITY 1: PRONUNCIATION (12 mins)

GV: NGUYỄN NGỌC AN THI 9

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

GV: NGUYỄN NGỌC AN THI 10

3. ACTIVITY 2: VOCABULARY (12 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2. Complete the sentences using the words in Task 1. (6 mins)

GV: NGUYỄN NGỌC AN THI 11

4. ACTIVITY 3: GRAMMAR (13 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

GV: NGUYỄN NGỌC AN THI 12

GV: NGUYỄN NGỌC AN THI 13

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

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

GV: NGUYỄN NGỌC AN THI 15

TEACHER’S AND STUDENTS’ CONTENTS

GV: NGUYỄN NGỌC AN THI 16

2. ACTIVITY 1: PRE-READING (9 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

GV: NGUYỄN NGỌC AN THI 17

3. ACTIVITY 2: WHILE-READING (20 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

GV: NGUYỄN NGỌC AN THI 18

4. ACTIVITY 3: POST-READING (8 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

GV: NGUYỄN NGỌC AN THI 19

GV: NGUYỄN NGỌC AN THI 20

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

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

GV: NGUYỄN NGỌC AN THI 21

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

2. ACTIVITY 1: CONTROLLED PRACTICE (13 mins)

GV: NGUYỄN NGỌC AN THI 22

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

3. ACTIVITY 2: LESS-CONTROLLED PRACTICE (12 mins)

GV: NGUYỄN NGỌC AN THI 23

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

4. ACTIVITY 3: FURTHER PRACTICE (12 mins)