Bài 9 đã mở it-cleft; Bài 10–11 đã khóa source, living use, trade-off và chủ thể logic. Không mở pseudo-cleft hoặc reported speech lớp 12 làm mục tiêu mới.
ENGLISH 6–12 • LEARN IT, USE IT, MAKE IT YOURSTHPT • ĐÍCH BẬC 3 • 105 TIẾT/NĂM
ƯỚC MƠ LỚNENGLISH EVERY DAY
Trang chủCHƯƠNG 4 • BÀI 12 • 85% MỚI + 15% NỀN CŨ
Make community voice visible
Đặt tiếng nói cộng đồng vào đúng trọng tâm
Bản đề xuất hư cấu nói ‘the community agrees’ sau khi hỏi đúng một người. Chiếc micro lập tức ho nhẹ: một tiếng nói cần được nghe rõ, nhưng không được phép giả làm cả dàn hợp xướng.
“It was Aunt Lan who remembered the old song; it was the microphone that remembered only feedback.”Chính cô Lan nhớ bài hát cũ; còn chiếc micro thì chỉ nhớ tiếng hú.
Sau focus là who cho người hoặc that; trọng âm rơi vào Aunt Lan/microphone. Cleft làm nổi thông tin, không biến một người thành cả cộng đồng.VOC • CHUNKS BEFORE SINGLE WORDS
Học sáu cụm để dùng ngay
Đọc nghĩa, nghe câu mẫu, che thẻ rồi gọi lại. Không chép một từ rời 10 lần.
represent a stated viewpoint
/ˌreprɪˈzent ə ˈsteɪtɪd ˈvjuːpɔɪnt/trình bày đúng quan điểm đã được nêuRepresent a stated viewpoint before responding.
distinguish voice from consensus
/dɪˈstɪŋɡwɪʃ vɔɪs frəm kənˈsensəs/phân biệt một tiếng nói với đồng thuậnOne interview cannot establish consensus.
name an affected stakeholder
/neɪm ən əˈfektɪd ˈsteɪkhəʊldə/gọi tên bên liên quan chịu tác độngThe proposal names each affected stakeholder role.
confirm a fair summary
/kənˈfɜːm ə feə ˈsʌməri/xác nhận bản tóm tắt công bằngAsk the speaker to confirm a fair summary.
record a minority concern
/rɪˈkɔːd ə maɪˈnɒrəti kənˈsɜːn/ghi nhận mối lo của ý kiến thiểu sốThe chair records a minority concern without dismissing it.
assign a review role
/əˈsaɪn ə rɪˈvjuː rəʊl/giao vai trò rà soátAssign a review role before the next decision.
GRAM • MEANING → FORM → USE
It-cleft: làm nổi đúng thành phần, không tạo đồng thuận giả
It is/was + focus + that/who + clause làm nổi chủ thể, tân ngữ, thời gian hoặc nơi chốn. Hãy phục hồi câu trung tính để chắc rằng thông tin cơ bản không đổi; cleft chỉ tổ chức focus.
Khung câu
- It is/was + person + who/that + clause
- It is/was + thing + that + clause
- It is/was + time/place phrase + that + clause
- recover the neutral clause before interpreting emphasis
Câu dùng thật
It was the workshop users who raised the access concern.
It was the evening session that produced the revised route.
It was at the side entrance that the queue formed.
It was one stated viewpoint, not community consensus, that the note recorded.
Bẫy cần gỡ
Không dùng cleft để nâng một ý kiến thành đồng thuận. Tránh lỗi agreement khi focus là subject: It was the users who raised... Không mở what-cleft trong bài này.
SOUND • CLEAR ENGLISH
Trọng âm tương phản trong it-cleft và nhịp xác nhận
Ưu tiên người nghe hiểu rõ. Có hai mẫu Anh–Mỹ/Anh–Anh; giọng cụ thể phụ thuộc thiết bị, còn IPA và hướng dẫn khẩu hình là chuẩn đối chiếu.
Đặt main stress lên focus: It was the WORKSHOP USERS who raised it. Phần it was và who/that nhẹ hơn. Khi sửa hiểu nhầm, nhấn cả từ phủ định đối chiếu: ONE participant, not EVERY resident.
- the WORKSHOP USERS — not the visitors
- at the SIDE ENTRANCE — not the main gate
- ONE viewpoint — not CONSENSUS
It was one participant, not every resident, who raised the concern.1. Nghe không nói. 2. Nói đè theo cụm. 3. Tự ghi âm và so độ rõ.
LISTEN • 230 WORDS
One voice, several roles
Tạo bảng WHO SAID–WHAT–SOURCE SIZE–AFFECTED ROLE–NEXT CHECK. Nghe focus nhưng luôn hỏi focus dựa trên bao nhiêu nguồn.
NGHE 3 LƯỢT
- Chỉ bắt ý chính.
- Nghe thông tin cần cho nhiệm vụ.
- Mở transcript để kiểm, rồi shadow một câu.
Chỉ mở transcript sau ít nhất hai lượt nghe
The Lantern Courtyard class holds a fictional review meeting after two conservation simulations. At first, the draft report says, ‘The community prefers the new route.’ The chair asks which record supports that sentence. It was one workshop-user role card that expressed a preference for the route. Two other role cards raised different points: a visitor wanted clearer signs, while a nearby seller worried that the waiting area would block access. The class therefore replaces ‘the community’ with the exact fictional stakeholder role. It was during the evening simulation that the longest queue formed, and it was at the side entrance that people became confused. These cleft sentences identify useful focus, but they do not prove why the problems occurred. The team checks the observation sheet and finds that the sign was partly covered by an open door. It records this as a possible explanation, not a final cause. Before revising the proposal, the chair summarises each stated viewpoint and asks the role-card speakers to confirm the summary. The group keeps one minority concern even though most role cards support another trial. It assigns a student to review access at the side entrance and another to record waiting time. The final note distinguishes three things: who stated a view, what the observation sheet showed and what the class still needs to test. No student claims to speak for a real community.
- 1Why does the class remove ‘the community prefers’ from the draft?
- 2What does the class treat as a possible explanation?
TALK • ROLE + GOAL + REPAIR
Hội thoại có mục đích
Mục tiêu: Sửa cách đại diện tiếng nói và xác nhận focus.
Vai: A: chủ tọa • B: người báo cáo
AWho actually stated the route preference?
BIt was one workshop-user role who stated it.
ADoes that establish consensus?
BNo. It was one stated viewpoint that the note recorded.
AWhere did the queue form?
BIt was at the side entrance that the queue formed, and we still need to test why.
READ • 277 WORDS
Visibility is not the same as representation
Đánh dấu SPEAKER–CLAIM–SAMPLE–SUMMARY–CONSENSUS–DECISION. Với mỗi cleft, viết câu trung tính và kiểm xem focus có bị phóng đại không.
Giving a voice visibility is valuable, but visibility alone does not make that voice representative of an entire community. A proposal should state who spoke, in what setting and about which decision. It should also record viewpoints that do not fit the preferred conclusion. An it-cleft can help correct a vague report. ‘It was one workshop user who raised the access concern’ identifies the speaker more precisely than ‘the community was concerned’. ‘It was at the side entrance that the queue formed’ identifies a place for investigation. The neutral clauses—one workshop user raised the concern; the queue formed at the side entrance—contain the same basic information. The clefts add focus, not a larger sample or stronger proof. Fair representation requires another step: summarise a stated viewpoint and allow the speaker to confirm or correct that summary. When a role, group or community is diverse, a report should not erase disagreement. A minority concern may reveal an access problem that average waiting time hides. A decision can still be made, but the report should show whose needs were prioritised, which trade-off was accepted and when the choice will be reviewed. Classroom role cards are a safe way to practise this process. They do not authorise students to describe real residents or cultures. If a real project is discussed, reliable public sources and appropriate participation are necessary. Good emphasis serves accountability. It points the reader towards the person, object, time or place that matters for the next question. Bad emphasis turns a memorable sentence into a substitute for listening. It was the careful boundary between a stated voice and an inferred consensus that made the fictional proposal more honest.
1What do cleft sentences add according to the text?
2Why might a minority concern be kept?
WRITE • 150–180 WORDS
Viết stakeholder proposal 150–180 từ.
Viết cho người đọc thật: dựng ý, viết nháp, kiểm nghĩa rồi mới sửa hình thức.
Plan
- Exact fictional stakeholders
- One confirmed viewpoint
- One cleft for person
- One cleft for time/place
- Minority concern
- Decision + review roles
Model • 170 words
Our fictional review involved three stakeholder role cards: a workshop user, a visitor and a nearby seller. It was the workshop-user role who preferred the revised visitor line. The visitor asked for clearer signs, while the seller worried that the waiting point could block access. These are three stated viewpoints, not community consensus. It was during the evening simulation that the longest queue formed, and it was at the side entrance that confusion appeared. The observation sheet showed that an open door partly covered the sign, but this is only a possible explanation. We propose one more reversible trial with the sign moved and the waiting area marked. A student reviewer will record waiting time, while another will check whether each role can reach the workshop safely. The seller’s minority concern will remain in the report even if the average time improves. After the trial, each role-card speaker will confirm our summary. This classroom proposal represents fictional evidence only and does not claim to speak for any real heritage community.
Self-edit
- 150–180 từ
- Cleft focus đúng person + time/place
- Không biến voice thành consensus
- Có minority concern và review roles
RETRIEVAL PRACTICE
Luyện tập 85%–15%
17 câu bài hiện tại + 3 câu nền đã học. Không có câu dùng kiến thức của bài sau.
Cụm “represent a stated viewpoint” có nghĩa phù hợp nhất là gì?
Cụm “distinguish voice from consensus” có nghĩa phù hợp nhất là gì?
Cụm “name an affected stakeholder” có nghĩa phù hợp nhất là gì?
Cụm “confirm a fair summary” có nghĩa phù hợp nhất là gì?
Cụm “record a minority concern” có nghĩa phù hợp nhất là gì?
Cụm “assign a review role” có nghĩa phù hợp nhất là gì?
It was the workshop users ___ raised the access concern.
It was at the side entrance ___ the queue formed.
Choose the neutral base of ‘It was one interview that the note recorded.’
Which sentence avoids false consensus?
Where should the main stress fall in a corrective cleft?
Which reading best corrects ‘the visitors raised it’?
What does a short pause around not every resident help mark?
Why does the class remove ‘the community prefers’ from the draft?
What does the class treat as a possible explanation?
What do cleft sentences add according to the text?
Why might a minority concern be kept?
___ the role cards, the chair corrected the summary.
The team is ready ___ another reversible trial.
Which sentence is source-sized?
Gợi mở, không nói hộ
Khi con kể ‘mọi người đều nghĩ’, hỏi vui: ‘mọi người là mấy người và con nghe ở đâu?’. Mục tiêu là độ chính xác, không phải bắt lỗi cảm xúc của con.
Dạy để giao tiếp có căn cứ
Yêu cầu base-clause recovery và source-size annotation cho mọi cleft. Chỉ dùng role cards hư cấu nếu không có quy trình tham gia thật; đánh giá listening-to-others như một năng lực ngôn ngữ.
CHƯƠNG 4Heritage that lives