Giáo án Tiếng Anh 8 - Units 9: A first-Aid course

Week: 	The date of preparing:././2009
Period: 	The teaching:/./2009
UNIT 9 : A FIRST-AID COURSE
I. Aim 
Helping Ss:
with the knowledge of the situations which require first-aid.
to make and respond to offers, promises and requests. 
to write a thank-you note . 
II. Language focus
in order to, so as to
Making requests, offers and requests using modal “will”
Futher simple with “will/shall”. 
III. Vocabulary:
Vebs 	Nouns 	Adjectives
(to) bleed	bite	ambulance	concious
(to) elevate	burn	parademic 	sterile
(to) minimize	crutch	wheelchair	
(to) lie flat	emergency	tissue damage
(to) lower	eye chart
(to) overheat	fainting
(to) ease	injection
promise
shock
sting
stretcher
treatment
victim
wound
IV. Unit Allocation:
Lesson 1
Listen and read 1,2
Reading a dialogue for details about the situations which require first-aid. 
Lesson 2
Speak
Language Focus 2,3,4
Practice in making and responding to offers, promises and requests . 
Futher simple with “will/shall”
Lesson 3
Listen
Listening for specific information about what is happening at a hospital. 
Lesson 4
Read
Language Focus 1
Reading for instructions about the situations which require first-aid. 
Using “in order to/ so as to” to express purposes.
Lesson 5
Write 1,2,3
Writing a thank-you note. 
Week: 	The date of preparing:././2009
Period: 	The teaching:/./2009
UNIT 9 : A FIRST-AID COURSE
Lesson 1	
Section:	- Getting started	(page 80)
	- Listen and read 1,2 (page 80, 81)
I. Aim 
Reading for details about the situations which require first-aid.
II. Objective
By the end of the lesson, students can know what they would do in the situations which require first-aid . 
III. Teaching aids:
Picture on page 80, cassette, gap fill chart, drawing.
PRODUCEDURE
Warm-up
* GETTING STARTED
Kim’s game
- Ask Ss to open their books and look at the things on page 80 (for 20’’). Tell them these things are often used for first-aid.
- Divide the class into two groups.
- Ask Ss to close their books and go to the board to write the names of the things they’ve just seen from memory. (either in English or Vietnamese)
- Tell them the group having the most right Englis words is the winner.
- Have Ss open the books again and go through the words in English.
* Answer Key: (in book)
- Ask Ss to discuss and write down what they would do in these situations which require first-aid.
 - Call on some groups to give their answers and correct.
* Possible answers: (in book)
LISTEN AND READ
I. Pre teach vocabulary
1. (an) ambulance (draw an ambulance)
2. (an) emergency (T; When do you need an ambulance?)
S: When there is an emergency
3. unconcius (adj) ≠ concius ( What’s “bat tinh” in English?)
4. (to) bleed 	the bleeding
( when you have a cut, the cut will(bleed)?
- Have Ss copy the vocabulary in their notebooks.
Checking technique: Slap the board
- Put the new words (in Vietnamese or drawing) all over the board-not in a list.
- Call on 2 Ss or 2 teams (4 or 5 Ss for each) in both sides to the front of the class standing at equal distance from the blackboard.
- Call out one of the new words (in English) in a loud voice.
- Two Ss must run forward and slap the word, the ss who slaps the correct word first is the winner and gets a mark.
- Go on with the next two Ss
Xe cuu thuong
Chay mau
Ca cap cuu
Bat tinh
II. Gap fill Prediction
- Hang the chart with the paragraph on the board.
“ There was an emergency at Lan’s school. A Ss..(1)..off her bike and hit her head on the road. She was..(2)..but she cut her head and the..(3)..was..(4)..badly. Lan telephoned Bach Mai Hospital and asked the nurse to send an..(5)..to Quang Trung school. Lan was asked to keep the Ss..(6)..while waiting for the ambulance”
- Ask Ss to predict the words in the gaps.
- Call on some Ss to go to the board and write their words.
While reading
- Have Ss open their book, listen to the tape while reading the dialogue.
- Check if Ss’ predictions are right or not.
* Answer Key: (in book)
III. Comprehension questions
- Ask Ss to read the dialogue again and select the topics covered in the dialogue (page 81)
- Tell Ss (in groups) to write their answers on a sheet of paper and head in after finishing.
- Collect Ss papers and correct.
* Answer Key: (in book)
IV. Role play
Post-reading
- Have Ss in turus play the roles to demonstrate the dialogue
1. Write-it-up
- Ask Ss to write a story using the information from the dialogue
- Tell Ss to begin their story with: “Yesterday there was an emergency at”
- Monitor and help Ss with their work.
- Have Ss find some more words (about 4/5) for situations which require first-aid.
IV. Homework: 
- Let Ss to do the exercises in the workbook. 
V. Comments:
Week: 	The date of preparing:././2009
Period: 	The teaching:/./2009
UNIT 9 : A FIRST-AID COURSE
Lesson 2	
Section:	- Speak	(page 81,82)
	- Language Focus 2,3,4 (page 87,88)
I. Aim 
Practice in making and responding to offers, promises and requests. 
II. Objective
By the end of the lesson, students can make and respond to offers, promises and requests 
III. Teaching aids:
Picture on page 82,87,88, chart, poster.
PRODUCEDURE
Warm-up
Revision:
Network
- Draw the network with an example on the board and use it as a game.
- Deliver posters to Ss and ask them to write as many words as possiple on their posters.
- Ask Ss to stick their posters on the board after they finish.
- Tell them the group to have most right words in the winner.
Situations which require first-aid
r
Have a snake bite
Possiple answers:
Have a nose bleed
Have a burn
Have a cut
Have a bee sing,
* SPEAK
Presentation
I. Set the scene
- Ask Ss questions:
1. I want you to get me a bandage. How can I say?
2. I’d like you to come to my party. How can I say?
3. I tell my mother that I’ll surely finish my work before bed time. How can I say?
II. Model Sentences
1. Will you (please) get me a bandage?
2. Would you like to come to my party?
3. I promise I’ll finish my homework before bedtime.
Concept checking:
- Get Ss to work out the rules for themselves by asking questions.
- After formulating the model sentences, elicit some more phrases with the same use from Ss.
1. To make a request
Will
Would
Could
Can
You (please) + bare infinitive?
Responses:
+ Sure/Ok / All right.
- I’m sorry I can’t./ I’m afraid not
2. To make an offer
Will/ Won’t you
Shall I
Can I
bare infinitive?
Would you like + to infinitive?
What can I do/ get for you?
Can I get you?
Responses: 	+ Yes, please./ That would be nice.
- No, thank you.
3. To make a promise
I promise I’ll/ I won’t
I will I promise.
I promise to ..
Responses: I hope so./ Good./ I’m glad./ Don’t forget
- Get Ss to copy.
Practice
III. Matching
- Hang the chart with the statements on the board.
- Ask to look at the pictures on page 82 and match the situations with the statements.
1. The girl has a burn on her hand.
2. The girl has a bad fever.
3. The boy has just broken the vase.
4. The boy has a headache.
5. The boy has a snacke bite.
* Answer key: (in book)
IV. Picture Drill
- Identify the situations in the pictures.
Picture a) 	request
	 b) 	offer/ request
	 c) 	offer/ request
	 d) 	offer
	 e) 	promise	 
- Model Picture a) the get Ss to repeat. (chorus-àindividual)
- Call on one Ss to demonstrate Picture 
b) with teacher.
Open pairs:
- Get 3 or 4 pairs to demonstrate the exchanges of the rest, (c,d,e)
Closed pairs:
- Get Ss in turns to practice all the exchanges (a-àe)
- Monitor and correct, encourage Ss to make sentences for themselves.
- Collect the Ss’ ideas and write them on the board.(generally in a list).
LANGUAGE FOCUS 2,3,4
Production
LF 2. Repetion Drill: will (‘ll), or shall, or won’t
- Ask Ss to listen to the dialogue and repeat if they think the sentence is right and keep silent if the sentence is wrong.
- Read the dialogue aloud, sentence by sentence. (half of the sentence are right, the others are wrong.)
* Answer key:
LF 3. Role play
- Ask Ss to look at the pictures and dialogues on page 87, 88 and fill in gaps with the right words.
- Monitor and correct
- Call on some pairs to play the roles in front of the class.
- Ask Ss to Language Focus 4 the practice speaking with a parner.
IV. Homework: 
- Let Ss to do the exercises in the workbook. 
V. Comments:
Week: 	The date of preparing:././2009
Period: 	The teaching:/./2009
UNIT 9 : A FIRST-AID COURSE
Lesson 3	
Section:	- Listen	(page 82)
I. Aim 
Listening to a paragraph for details about the activities taking place in an emergency room. 
II. Objective
Help Ss know how to listen for details. 
III. Teaching aids:
Picture on page 82, cassette, a chart.
PRODUCEDURE
Warm-up
Guess from context: What actions?
- Ask Ss to look at the picture on page 82 and write out on the verbs decribing the actions of the people in it.
- Tell Ss the group having the most right verb is the winner.
* Answer key: (in book)
LISTEN
Pre-listening
I. Pre teach vocabulary
1. (an) eye chart (use the picture)à eye sight (nu)
2. (a) parademic (he takes care of patients but he isn’t a doctor nor a nurse.)
3. (a) wheel chair (use the picture)à (to) wheel (to push a wheel chair)
4. (a) stretcher (picture)
5. (a) crutchà (picture)
- Have Ss copy.
Eye chart
parademic
Stretche
Wheel chair
crutches
Checking technique: What and Where
- Have Ss repeat the words in chorus then rub out word by word but leave the circles.
- Go on until the circles are empty
- Get Ss (5 at a time) to come to the blackboard to fill in the circles with the right words again.
II. Matching
- Ask Ss to look at the picture in their books again and match the letter A,B,C,D, E,F to the correct words in the box.
* Answer key: (in book)
III. Oder Prediction
-Rub out the letters (A,B) but leave the words.
- Tell Ss they are going to listen to a paragraph about the activities talking place in an emergency room which contains the words on the board.
- Put the words in the table.
You guess
On tape
Ambulance
Wheelchair
Crutches
Eye chart
Scale
Stretcher
3
2
6
4
5
1
- Have Ss copy and guess the order of the words.
- Play the tape and ask Ss to listen.
- Ask Ss to give their answers and correct.
IV. True/ False Statements
- Stick the chart with the Statements on the board:
1. A doctor is wheeling a patient into the emergency room
2. The patient’s head is bandaged
3. A nurse is pushing a wheelchair with a patient sitting on it.
4. The eye chart consists of 28 letters ranging in the different size.
5. The baby’s mother is trying to stop the nurse from weighing her baby.
- Ask Ss to read the statements carefully and check if they understand the meaning of the statements.
- Ask Ss to work in pairs to decide with of the statements is true and which is false.
- Play the tape and have Ss listen (2 or 3 times)
- Ask Ss to give their answers and correct.
* Answer key: (in book)
Post-listening
V. Write-It-Up
- Ask Ss to write the story about the acstivities in picture, using the Present continuous.
“This is the emergency room is a large hospital”
- Ask Ss to rewrite the above story in the Past Tense.
IV. Homework: 
- Let Ss to do the exercises in the workbook. 
V. Comments:
Week: 	The date of preparing:././2009
Period: 	The teaching:/./2009
UNIT 9 : A FIRST-AID COURSE
Lesson 4	
Section:	- Read	(page 83, 84)
	- Language focus 1 (page 86)
I. Aim 
Reading for the instructions about some more situations requiring first-aid. 
II. Objective
At the end of the lesson Ss can use in oder to and so as to to indicate porpose. 
III. Teaching aids:
Chart, Picture/drawing, mimes, 4 cardboard. 
PRODUCEDURE
Warm-up
Revision: Bingo
- Ask Ss to give nouns for emergencies which require first-aid and write them on the board.
Suggested words:
Burn, cut, bee sting, snake bite, fainting, shock, nose bleed.
- Have Ss choose any 4 words on the board and write them down on a piece of paper.
- Call out the words until someone has ticked all the four words and shouts “Bingo!”. He/she wins the game.
* READ
Pre-reading
I. Pre teach Vocabulary
1. (to) lie flat: (mime/drawing)
2. (to) elevate ≠ (to) lower (gesture)
3. (a) victim (person who needs first-aid)
4. (to) overheat (make sth too hot)
5. tissue damage (translation)
6. (to) ease = (to) stop
- Have Ss copy
*Checking technique: Rub out and Remember
- Have Ss repeat and rub out the English words 9one at time), leave the Vietnamese translations.
- When all the English words are rubed out, go through the Vietnamese list and get the Ss to call out the English words.
II. Network
- Draw the network with some examples on the board.
- Ask to think of what to do in these emergency cases.
- Colect and write the Ss’ideas on the board.
burn
shock
fainting
Firs-aid
Cool the burn 
 with ice
	Let the victim lie down	
Don’t give victim any food
- Have Ss open their books and read and read instructions onpage 83
- Ask some Ss to go to the board and add the missing information.
III. Matching
- Ask Ss to read the statements on page 84 and match three Leadings A, B, C to them.
* Answer Key:
IV. Gird
- Draw the grid on the board.
- Ask Ss to read the instructions again and fill in the information.
- Call on some Ss to the board to write their answers.
* Answer Key:
Cases
Do
Don’t
Fainting
- leave the patient lying flat
- Don’t force him/her to sit or stand.
Shock
- Give him/her a cup of tea when he/she revives
- Don’t overheat the victim with blankets or coats
- Don’t give the victim any food or drink or drug
Burn
- Cool the burn immediately to minimize the tissue damage.
- Put the affected part under a running cold tap (if possible)
- Ease the pain with ice or cold water packs. Cover the burned area with a thick sterile dressing`
- Have Ss copy the grid in their notebooks.
V. Model Sentences:
- Ask the question to elicit the and answer.
A. Why should we cool the burn immediately?
B. We should do it
So as to
In order
Minimize the
To bare inf.
tissue
- Model then have Ss repeat, choralàindividual
Concept checking:
Form: so as to/ in oder to + bare infinitive
Meaning: để
Use: to indicate purposes
- Let Ss copy
* LANGUAGE FOCUS 1
VI. WH-question and answer Drill:
- Prepare 4 cards, each cosists of 1 question and 1 answer written in cues.
1. Why/ you/ open/ umbrella? (Past simple)
- to protect myself from the rain. (full answer)
2. Why/ Mary/ write/ notice/ board? (Past simple)
- to inform her classmates about the changes in shedule.
3. Why/ Mr Gree/ have to/ get up early/ morning? (Present simple)
- to get to the meeting on time.
4. Why/ your elder brother/ study very hard (Present Continuous)
- to pass the final exam.
- Show the first cardboard and say the utterance 2 or 3 times then get Ss to repeat 2 or 3 times. (choralàindividual)
- Go on with the second cardboard.
- Open pairs: Get 3 or 4 pairs to demonstrate the exchanges then correct.
- Stick all the cards on the board and ask Ss to do pairwork.
- Closed pairs: Ask the whole class to work in pairs.
- Monitor and correct.
VII. Role Play
Post-reading
- Write the model on the board and ask Ss to ask and answer questions using their own words.
Model: A: Why.?
	 B:in order to/ so as to.
- Ask Ss to write the questions and full answers (LF 1 in their execise books)
IV. Homework: 
- Let Ss to do the exercises in the workbook. 
V. Comments:
Week: 	The date of preparing:././2009
Period: 	The teaching:/./2009
UNIT 9 : A FIRST-AID COURSE
Lesson 5	
Section:	- Write 1-2-3	(page 84, 85)
I. Aim 
Writing a thanhk-you note.
II. Objective
By the end of the lesson, Ss know how to write a thanhk-you note.
III. Teaching aids:
Poster, drawing. 
PRODUCEDURE
Warm-up
Revision: Shark Attack
- Draw the figures of sea wave, step, a boy/girl, a shark.
- Draw dashes, each dash for a letter of the word to be revised, (lie flat, elevate, lower, victim, ease)
* Write 1,2,3
Pre-writing
I. Preteach Vocabulary
- Elicit words from Ss
1. (to) thanhk (so) for (sth) (give an example with a gap)
Eg; She thanhked me.helping her.
2. (to) cheer (so) up: (to make (so) feel happier)
3. (to) come over: (translation)
- Have Ss copy.
Checking technique: Slap the board
- Write the Vietnamese translation all over the board, adding some words in the last lesson.
- Call on 2Ss or 2 team of 4/5 Ss in both sides to the front of the class.
- Call out the English words and 2 Ss run forward to slap the Vietnamese word on the board.
II. Set the Scene
- Ask Ss to close their books and listen.
Nga was sick and she had to go to hospital. After she left the hospital, she wrote a thank-you note to Hoa. Why and what did she write?
III. True/False Predictions
- Hang the poster with statements on the board.
1. Nga writes to thank Hoa for some candy.
2. Hoa’s gift cheered Nga up
3. Nga’d like Hoa to see her at the hospital.
4. Nga is very bored now.
5. Nga writes the letter at the hospital.
- Ask Ss to read the statements and predict. 
- Get Ss to give their predictions. (only one ss for each statement) and write on the board. (T/F)
- Ask Ss to look at the letter on page 84 and complet it with the right verb forms.
- Call on some Ss to give their answers and correct.
- Ask Ss to read the whole letter and check if their predictions are right or note.
- Correction:
* Answer key: (in book)
IV. Questions and Answers
- Tell Ss they are going to write a thank-you note a friend and invite him/her to go on a picnic with them.
- Put the poster with the questions (page 85) on the board.
What did your friend give/ send you?
On what occasion?
What was/were it/ they like?
How did you feel when you received the present?
How do you feel now?
Do you want to invite your friend to somewhere?
If, so then when?
How will you contact your friend?
- Ask some Ss to answer the questions orally.
- Have Ss practice speaking to each other.
- Monitor and correct.
- Ask Ss to join the sentences in to paragraph ( not put any numbers, eg:1,2,3,) to make it a thank-you note.
- Tell Ss to write their letters on the sheet of paper to hand in or in their exercise notebooks.
Post-writing
V. Exhibition
- Divide the class in to 4 groups and chose a letter randomly in each group.
- Ask 4 groups to copy 4 chosen letters on posters then put them on the board.
- Compare the poster and correct.
- Call on some more Ss to read their letters for the class (if possiple).
- Give feedback and correct.
IV. Homework: 
- Ask Ss to use the name format to write another letter to another friend for another occasion.
- Let Ss to do the exercises in the workbook. 
V. Comments: