GiaoAn8 U 9

Unit 9 A FIRST-AID COURSE Aim: Helping students: - With the knowledge of the situations which require first-aid. - Make and respond to offers, promises and requests. - Write a thank-you note. Language focus: 1. In order to, so as to. 2. Making requests, offers and requests using model will 3. Simple future with will / shall Unit Allocation: Lesson 1 Getting Started Listen and Read Listening & reading the dialogue for details about the situation which requires first-aid. Lesson 2 Speak Language Focus 2-3-4 Practice in making and responding to offers, requests and promises. Simple future with will / shall Lesson 3 Listen Listening for details 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 Writing a thank-you note. 113 Week 19 Unit 9 A FIRST-AID COURSE Period 56 Lesson 1 Getting Started – Listen & Read Preparing Date:10.01.08 Aim: Helping Ss to know about the situations which require first-aid. Objective: By the end of the lesson, Ss will be able to know what they would do in the situations which require first-aid. Skills: Reading, Speaking and Listening. Aids: Text book, posters. Procedure: Time Content Teacher’s activity Students’ activity 5’ 14’ I. Warm up: Chatting Questions: What would you do in these situations. a. a girl has a burn on her arm. b. a boy has a bad cut on his leg. c. a girl has a bee sting. d. a boy has a nose bleed. II. Pre-reading: 1. Pre-teach vocab. 1. an ambulance: 2. an emergency: 3. conscious (adj.) 4. a wound: 5. to bleed: bleed conscious wound - Setting up the activity. - Giving instructions. Work in pairs to discuss the things you would do in these situations. - Modeling. - Feeding back. Possible answers: a. use cold water or ice to ease the paint. b. use sterile dressing c. use medical oil. d. use a handkerchief. - Eliciting, Modeling, Checking meaning & pronunciation. Picture: This is an ambulance. Explanation: When do we need an ambulance ? Translation: How do we say “tænh taùo“ in English ? Picture: The man has a wound in his leg. Picture: The wound is bleeding. - Checking memory: What & Where - Working in pairs to discuss the things they would do in the situations given by the teacher. - Telling the teacher the things they would do. - Taking part in building the lesson. - Repeating in chorus & individually. an ambulance an emergency conscious a wound to bleed - Copying new words in notebooks. 114 10’ 14’ 2’ ambulance emergency 2. Set the scene: 3. True (T) or False (F) prediction: a. A student fell off her bike. b. She was unconscious. c. There is a wound on her head. d. The ambulance will come in 5 minutes. III. While-reading: 1. Listen and answer: Keys: a. T b. F c. T d. F 2. Doing the exer. 2 : Keys: a, b, c, e, f IV. Post-reading: • Filling the blanks: There was an emergency at Lan’s school. A student ……… (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 student ……(6)…… while waiting for the ambulance. V. Homework: • Writing a story about an emergency by using the information from the dialogue. Model: - Giving instructions. These sentences are about an emergency in Lan’s school. Work in pairs to predict which sentences are True and which are False. - Writing Ss’ prediction on the board. - Giving instructions. Listen to the dialogue and check the prediction. - Giving feedback. - Giving instructions. Work individually to select the topics covered in the dialogue, then compare with a partner. - Modeling. - Monitoring & assisting Ss. - Giving feedback. - Asking Ss to read the dialogue again and complete the passage with the correct words from the dialogue. - Modeling. - Monitoring & assisting Ss. - Correcting and feeding back. Keys: 1. fell 2. conscious 3. cut 4. bleeding 5. ambulance 6. awake - Setting the tasks for Ss. - Giving instructions. Write a story about an emergency by using the information from the dialogue. - Modeling. - Doing the exer. in pairs. - Telling the teacher the prediction. - Listening to the dialogue and checking the prediction. - Correcting the mistakes if necessary. - Doing the exer. individually first, then comparing with a partner. - Correcting the wrong questions if necessary. - Working individually to complete the passage, then comparing with a partner. - Telling the teacher about their answers. - Correcting the mistakes. - Taking notes in notebooks. 115 Yesterday there was an emergency at ……… Week 19 Unit 9 A FIRST-AID COURSE Period 57 Lesson 2 Speak – Language focus 2-3-4 Preparing Date: 10.01.08 Aim: Practicing in making and responding to offers, promises and requests. Objective: By the end of the lesson, Ss will be able to know how to make & respond to offers, promises and requests. Skills: Speaking, Listening and writing. Aids: Text book, posters for doing the exer. Procedure: Time Content Teacher’s activity Students’ activity 5’ 15’ I. Warm up: Network have a snake bite situations which require first-aid • Possible answers: - have a nose bleed. - have a burn. - have a cut. - have a bee sting II. Pre-speaking: Dialogue build Model 1: Will you (please) get me a bandage ? All right. • Form: - To make a request: Will Would Could Can you (please) + infinitive … ? - Responses: All right / OK / Sure. I’m sorry. I can’t. / I’m afraid not. • Use: making and responding to a - Setting up the activities. - Giving instructions. Work in 2 groups to think of the situations that require the first- aid. - Modeling. - Asking Ss. from 2 groups to write their situations on the board. - Feeding back & congratulating the group has more and correct situations. - Setting the scene by giving the situations and asking Ss. some 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 bedtime. How can I say ? - Presenting the new target language by taking the answers from the Ss. - Listening to the teacher and taking part in building the model. - Working in 2 groups to think of the situations that require the first-aid. - Ss. from two groups write their situations on the board. - Congratulating the winner. - Listening & answering the questions from the teacher. - Repeating the answers in chorus. - Repeating the answers in 2 groups, then in open pairs. 116 10’ 13’ request. Model 2: Would you like to come to my party ? That’s would be nice. • Form: - To make an offer: Would you like + to-infinitive . ? Will you Won’t you Shall I Can I + infinitive … ? What can I do / get for you ? Can I get you … ? - Responses: Yes, please. / That would be nice. No, thank you. • Use: making and responding to an offer. Model 3: I promise I’ll finish my homework before bedtime. I hope so. • Form: - To make a promise: I promise I’ll / I won’t + infinitive … I will + infinitive … I promise. - Responses: I hope so. / Good. / I’m glad. Don’t forget. III. While-speaking: 1. Matching: 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 snake bite. 2. Practice speaking: Picture-cues (using the pictures on page 82) Model: Picture a. S 1 : Could you give me a bandage, please ? S 2 : Sure. Here you are. IV. Post-speaking: 1. Practicing asking and responding to requests, offers or promises: - Modeling. - Writing the answers on the board. - Checking concept. Meaning: Tell me the Vietnamese of these sentences. Form: How do we form these sentences ? Use: What do we use them for ? Pronunciation: Where do we have a heavy tone in the sentences ? - Eliciting some more phrases with the same use from the Ss. - Giving instructions. Look at the pictures on page 82 and match the situations in the pictures with the statements. . - Modeling. - Monitoring & assisting Ss. - Feeding back. - Asking Ss. to look at the situations in the pictures to make and respond to a request, an offer or a promise. - Modeling. - Monitoring & assisting Ss. - Feeding back. - Giving instructions. Look at the pictures in the exer. - Answering the questions to show how know the new lesson. - Working in pairs to match the situations in the pictures with the statements. - Listening and taking part in the model with the teacher. - Practicing speaking in close pairs, then open pairs. - Working in pairs to make and respond to requests, offers or promises by using the pictures and the words in the box and will or shall. 117 2’ Model: Picture a: S 1 : Will you empty the garbage can, please ? S 2 : All right. Keys: Picture b. Will you paint the door, please ? Picture c. I will study harder next semester. Picture d. Shall I carry your bag ? Picture e. Will you hang clothes, please ? Picture f. Will you cut the grass, please ? 2. Complete the sentences: (Exer. 3 page 87) Keys: a. Will you open the window. b. Will you give it. c. Will you answer the telephone. d. Will you turn on the TV. e. Will you pour a glass of water. f. Will you give me a cushion. IV. Homework: • Doing the exer. 2 on page 86. Model: (0) will (1) will • Copying the expressions in the table on page 81. 4 on page 88. Make and respond to requests, offers or promises by using the words in the box and will or shall. - Running through the words in the box. - Modeling. - Monitoring & assistance Ss. - Giving feedback. - Asking Ss. to read the instructions of the exer. 3 on page 87. - Modeling. - Monitoring & assisting Ss. - Giving feedback. - Asking Ss. to practice the dialogues in close pairs. - Asking some Ss. to practice the dialogues in front of class. - Setting the tasks for Ss. - Giving instructions. Complete the by using the correct word or short form in brackets. - Modeling. - Asking Ss. to copy the expressions in the table on page 81. - Reading the instructions of the exer. 3 on page 87. - Doing the exer. individually. - Comparing with a partner. - Practicing the dialogues in close pairs, then open pairs. - Taking notes in notebooks. Week 20 Unit 9 A FIRST-AID COURSE Period 58 Lesson 3 Listen Preparing Date: 18.01.08 Aim: Practice in listening for details. Objective: By the end of the lesson, Ss will be able to details about the activities taking place in an emergency room. Skills: 118 Listening, Speaking and Reading. Aids: Text book, cassettes, posters. Procedure: Time Content Teacher’s activity Students’ activity 5’ 12’ 16’ I. Warm up: Shark’s food E M E R G E N C Y  II. Pre-listening: 1. Pre-teach vocab. 1. an eye chart: 2. a paramedic: 3. a wheelchair: 4. a stretcher: 5. a crutch: 6. a scale: 2. Set the scene: 3. Order prediction: (Exer. on page 82) III. While-listening: 1. Correcting the prediction: • Keys: - Setting up the activities - Asking Ss. to guess the letters to make a meaningful word. - Modeling. - Letting Ss. play the game. - Eliciting, Modeling, Checking meaning & pronunciation. Picture: you can see an eye chart in the picture. Explanation: The person who takes care of patients but he isn’t a doctor nor a nurse. Picture: What do you see in the pictures ? Picture: You can see a stretcher in the picture. Picture: What do you see in the pictures ? Picture: You can see a scale in the picture. - Checking memory: Matching - Setting the scene by using the picture in Ss’ books. - Asking Ss. to look at the picture in their books and match the letters A, B, C, D, E or F to the correct words in the box. - Feeding back. - Asking Ss. to predict the order of the words. - Writing Ss’ prediction on the board. - Letting Ss listen to the tape two times. - Listening and taking part in the activities - Taking part in building the lesson. - Repeating in chorus & individually. an eye chart a paramedic a wheelchair a stretcher a crutch a scale - Copying new words in notebooks. - Matching the letters in the picture to the words in the box individually. - Working in pairs to predict the order of the words. - Giving the prediction to the teacher. - Listening to the tape and checking the prediction. 119 10’ 2’ 1. stretcher 2. wheelchair 3. ambulance 4. eye chart 5. scale 6. crutches 2. True or False statements: a. A doctor is pushing the wheelchair. b. The patient’s head is bandaged. c. A patient is sitting in the wheelchair. d. The eye chart consists of 28 letters ranging in the different size. e. The baby’s mother is trying to stop the nurse from weighing her baby. • Keys: a. F. b. T c. F d. T e. F IV. Post-listening: Model: This is the emergency room in a large hospital. A paramedic is pushing an empty wheelchair… V. Homework: • Rewriting the story in the past tense. - Asking Ss to give the order of the words they hear. - Giving the feedback. - Giving instructions. Listen to the tape again and decide which statements are True and which are False . - Modeling. - Letting Ss. listen to the tape again. - Asking Ss to compare the answers with a partner. - Letting Ss. listen to the tape one more time. - Giving feedback. - Giving instructions. Work in 4 groups to write the story about the activities in the picture. The group which has the best story is the winner. - Reminding Ss. to use the present progressive tense. - Modeling. - Monitoring & assisting Ss. - Correcting and feeding back. - Choosing & congratulating the winner. - Setting the tasks for Ss. - Giving instructions. Rewrite the story in the past tense. - Correcting the mistakes if necessary. - Listening to the tape again and decide which statements are True and which are False . - Comparing with a partner. - Correcting the wrong answers if necessary. - Working in 4 groups to write the story about the activities in the picture. - Hanging the posters on the board after 5 minutes. - Correcting the mistakes if necessary. - Choosing & congratulating the winner. - Taking notes in notebooks. 120 Week 20 Unit 9 A FIRST-AID COURSE Period 59 Lesson 4 Read – Language focus 1 Preparing Date: 20.01.08 Aim: Practice reading a text for details. Objective: By the end of the lesson, Ss will be able to know about the situations requiring first-aid and Ss will be able to use in order to or so as to to indicate purposes. Skills: Reading, Speaking, Listening and Writing. Aids: Text book, posters for doing the exer. Procedure: Time Content Teacher’s activity Students’ activity 5’ 10’ I. Warm up: Bingo • Suggested words: burns cut bee sting snake bite fainting shock nose bleed bike falling headache II. Pre-reading: 1. Pre-teach vocab. 1. (to) lie flat: 2. (to) elevate: 3. (to) lower: - Setting up the activity. - Asking Ss. to give some nouns for the situations that require first- aid and then writing them on the board. - Giving instructions. Choose any 4 words on the boars and write them down on a piece of paper. When I call out the words, you tick the words you hear. If you have ticked all the 4 words, shout “Bingo” and you will be the winner. - Calling out the words . - Correcting & congratulating the winner. - Eliciting, Modeling, Checking meaning & pronunciation. Picture: We can see a man lie flat in the picture. Mime: What am I doing ? Antonym: Give me the opposite of to elevate. - The whole class take part in the activity. - Each S. chooses any 4 words on the board and writes them on a piece of paper. - Congratulating the winner. - Taking part in building the lesson. - Repeating in chorus & individually. to lie flat to elevate to lower 121 12’ 17’ 4. a victim: 5. (to) overheat: 6. (to) ease: 2. Matching: • The treatments: 1. The victim should not sit or stand. 2. The victim cannot drink wine or beer. 3. The victim’s head should be below the level of the heart. 4. You should ease the pain with ice or cold water packs. 5. The victim should drink a cup of tea when revising. • Emergency cases: A. Fainting B. Shock C. Burns III. While-reading: 1. Correction of Ss’ prediction: Keys: A. 1,3,5 B. 2 C. 4 2. Answering the questions: • Questions: a. Should we let the victim lie flat if he is in fainting ? b. Should we give the victim any food or drinks if he gets a shock ? c. Why should we cool the burn immediately ? Keys: a. Yes, we should b. No, we shouldn’t c. We should cool the burn immediately in order to minimize the tissue damage. IV. Post-reading: Explanation: What do you call the person that needs first-aid ? Explanation: making something too hot. Synonym: Give me the synonym of to stop. - Checking memory: R . O . R - Giving instructions You are going to read some instructions about giving first-aid for the three emergency cases. Choose a correct case for each of the treatments. - Modeling. - Writing Ss’ matching on the board. - Giving instructions. Read the instructions silently and check the matching & then compare with a partner. - Giving feedback. - Correcting & congratulating the best group. - Giving instructions. Answer the questions by using the information from the instructions. - Modeling. - Monitoring & assisting Ss. - Correcting & conducting feedback. - Presenting the new target a victim to overheat to ease - Copying new words in notebooks. - Doing the exer. individually & then comparing with a partner. - Working in two groups to discuss their matching. - Telling the teacher the matching. - Reading the instructions silently to check the matching individually. - Comparing with a partner. - Congratulating the best group. - Answering the questions individually, then comparing the answers with a partner. - Telling the teacher about their answers. - Correcting if necessary. - Repeating the answers c. in chorus and individually. 122 [...]... While-writing: - Reading and answering the questions individually - Comparing the answers with a partner 2 Set the scene: 15’ - Giving instructions 1 Answering the questions: Answer the questions of the exer (Exer 2 Page 85) 2 on page 85 2 Writing a thank-you note: - Running through the questions Model: - Modeling Dear Hong, Thank you very much for the book you - Asking Ss to tell the answers in 124 -... language: We should cool the burn immediately in order to minimize the tissue damage so as to Form: • in order to / so as to + infinitive…… • Use: to indicate purposes language by asking Ss to repeat the answer c again - Writing the answer on the board - Checking concept Meaning: Tell me the Vietnamese meaning of the answer c Form: What can we use after in order to / so as to ? Use: What do we use... part in building the meaning & pronunciation lesson - Repeating in chorus & individually Explanation: What should we do to thank … for … if we someone gives us a present ? Synonym: Give me the verb that to cheer … up means “to make s.o feel happier” Translation: How do we say “gheù to come over qua” in English ? - Copying new words in - Checking memory: R O R notebooks - Setting the scene by using the... use this form for ? Pronunciation: Where should we have a heavy tone on the sentence ? - Giving instructions Work in close pairs to match one part of a sentence from column A 2 Practice: with another part in column B by Model: 1 I always keep the window open in using in order to or so as to - Running through the parts of order to / so as to let fresh air in sentences in 2 columns - Modeling Keys: -... 14th birthday It was very interesting and it helped to cheer me up I felt very happy when I received it Now I am very bored Will you go on a picnic with me next Sunday ? I’d love to see you I will phone you on Friday afternoon Your friend, Hoa 8’ with you - Modeling Correcting the Ss’ letters - Working in 4 groups to write a thank-you note to a friend - Hanging the posters after finishing writing... and Speaking Text book, posters Procedure: Time 5’ Content I Warm up: Shark’s food L E T T E R  15’ II Pre-writing: 1 Pre-teach vocabulary: 1 (to) thank ………… for … 2 (to) cheer … up: 3 (to) come over: Teacher’s activity Students’ activity - Setting up the activities - Listening and taking part in - Asking Ss to guess the letters to the activities make a meaningful word - Modeling - Letting Ss play... target language - Copying the new lesson in notebooks - Listening to the teacher and taking pat in the model - Working in pairs to do the exer 1 on page 86 - Correcting answers Lesson 5 Preparing Date: 20.01.08 Aim: 123 wrong - Taking notes in notebooks A FIRST-AID COURSE Unit 9 the Write Practicing writing a thank-you note Objective: By the end of the lesson, Ss will be able to write a thank-you note... come over qua” in English ? - Copying new words in - Checking memory: R O R notebooks - Setting the scene by using the thank-you note Nga sent to Hoa - Giving instructions Complete the thank-you note Nga sent to Hoa after she left the 3 Complete the thank-you note: hospital by using the correct form Keys: of the verbs in brackets 1 was 2 were 3 helped 4 - Modeling came 5 am 6 will phone - Correcting... Post-writing: • 2’ front of class - Giving instructions Work in 4 groups and write a thank-you note to a friend and invite your friend to go on a picnic - Correcting & giving feedback V Homework: - Correcting the wrong answers if necessary - One or two Ss reading the letter in front of class - Taking notes in notebooks Writing another letter to another friend - Giving instructions for other occasions Write another... tasks for Ss - Giving instructions At home, learn by heart all new V Homework: words Copy the complete - Learning by heart all new words - Writing the complete sentences in the sentences in the exer 1 on page 86 into notebook, and prepare the exer 1 on page 86 into notebooks new lesson: Write on page 84 - Preparing the new lesson: Write- P 84 Week 20 Period 60 - Answering the questions to show how to . the pictures ? Picture: You can see a stretcher in the picture. Picture: What do you see in the pictures ? Picture: You can see a scale in the picture. -. speaking: Picture-cues (using the pictures on page 82) Model: Picture a. S 1 : Could you give me a bandage, please ? S 2 : Sure. Here you are. IV. Post-speaking: