Unit 9. A first-aid course

- Prepare the lesson carefully: (teaching aids make lesson plan by power point, book, laptop, sound).. Students:5[r]

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Date of teaching: 26-30/12/2016 Class: 8A5, 8A7

Week: 20 Period: 58

UNIT 9: A FIRST-AID COURSE Lesson 1: LISTEN AND READ (p.p.80+81) I OBJECTIVES:

1 Knowledge: By the end of the lesson, Sts will be able to know what they would use and do in the situations that require first – aid

a Grammar: Modal: WILL to make offers, requests, and promises. Future simple

In order to; so as to; to

b Vocabulary: emergency, ambulance, conscious # unconscious, bleed, towel, handkerchief, cover, wound, tight

2 Skills: Listening - Reading - Speaking

3 Attitude: Sts will be aware of taking care of them and help the other people in an emergency

II PREPARATION: 1 Teacher:

- Prepare the lesson carefully: (teaching aids make lesson plan by power point, book, laptop, sound)

2 Students:

- Learn the previous lesson by heart.

- Prepare the new lesson at home: (write new words; read text; answer questions) III STEPS FOR TEACHING:

1 Check the previous lesson: (5’) - T asks Sts to write some new words 2 New lesson: (40’)

Stage Steps/Activities Work

Arrangement - T asks Sts to open their books and look at the things on p.80

in 20 minutes Tell them those things that are often used for first- aid

- T divides the class into two groups

- T asks Sts 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) The winner is the team has more the right words

Whole class

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Warm up (5’)

Answer Key: emergency room sterile dressing medicated oil water pack a bucket of ice alcohol

- T asks Sts to discuss and write down what they would in some situations that require first-aid

- T calls some groups to give their answers and correct Possible answers:

+ A girl has a burn on her arm  Use cold water / ice to ease the pain

+ A boy has a bad cut on his leg  Use alcohol medicated oil / sterile dressing

+ A girl has a nose bleed  Use a handkerchief to stop the bleeding / tell her to lie down

+ A boy has a bee sting  Use medicated oil - T leads to the new lesson

Group work

Whole class

Pre-Reading (10’)

Vocabulary

- T uses techniques to introduce the new words Ambulance (n): (draw an ambulance)

Emergency (n): (T: When we need an ambulance?)  S: When there is an emergency

Unconscious (adj)  conscious (What's “bat tinh” in English?) Bleed (v): the bleeding Towel (n):

Handkerchief (n): Cover (v):

Wound (n): Tight (adj):

Checking: Rub out the meaning in Vietnamese and ask Sts to fill in again in minutes Sts go to the board and fill the meaning in

Whole class

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Gap fill Prediction

"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 (he .(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."

Answer

1 fell conscious cut bleeding ambulance Awake

Whole class

While-Reading (10’)

- T asks Sts to read the dialogue between a nurse and Lan again and select the topics covered in the dialogue (p.81) - T gives Sts some pieces of paper and asks them to discuss in

groups

- T collects Sts’ papers and correct Answer Key:

a , b , c , e , f

Whole class

Post-Reading (10’)

- T asks Sts in turns play the roles to demonstrate the dialogue. - T asks Sts to write a story using the information from the

dialogue

- T tells Sts to begin their story with: "Yesterday there was an emergency at "

Group work

Consolidation

Homework

* What would they use and in the situations that require first – aid?

- Have Sts find some more words for situations which require first- aid

- Prepare SPEAK

Whole class

DRAWING EXPERIENCE

Teacher should manage time better and flexible

_ _

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UNIT 9: A FIRST-AID COURSE Lesson 2: SPEAK (p.81)

I OBJECTIVES:

1 Knowledge: By the end of the lesson, Sts Swill be able to make and respond to formal offers, promises and requests

b Vocabulary: Some words to talk about first aid. 2 Skills: Speaking – Writing

3 Attitude: Sts will experience the positive feeling of helping the others. II PREPARATION:

1 Teacher:

2 Students:

1 Check the previous lesson: (5’) - T asks Sts to write some new words 2 New lesson: (40’)

Arrangement Warm-up

(5’)

Revision:

- T draws the network with an example on the board and uses it as a game

- T delivers posters to Sts and asks them to write as many words as possible on their posters

Possible answers: Have a nose bleed Have a burn Have a cut

Whole class

Whole class Have a snake bite

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Have a bee sting…

- T introduces the new lesson

Pre-Speaking (10’)

- T asks Sts some questions to elicit the models 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?

- T gets Sts to work out the rules for themselves by asking questions

Will you (please) get me a bandage? Would vou like to come to my party?

I promise I’ll finish my homework before bedtime - After formulating the model sentences, T elicits some more phrases with the same use

1 To make a request: Will

Would + you (please) + bare infinite? Could

Can

Responses: - Sure/ ok/ all right - I'm sorry I can't/ I'm 2 To make an offer:

Will/ won't you

Shall I bare infinitive ? Can I

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

Whole class

Individually

Whole class

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While-Speaking

(15’)

- T hangs the chart with the statements on p.82 on the board, asks Sts to look at the pictures and match the situations with the statements

1 The girl has a bum on her hand 2 The girl has a bad fever.

3 The boy has just broken the vase 4 The boy hat a headache.

5 The boy has a snake bite. Answer key

l.a 2.d 3.e b c

- T identifies the situations in the pictures Picture a: request d offer

b offer/ request e promise c offer/ request

- T models picture a then gets Sts to repeat (chorus individual)

- T monitors and encourages Sts to make sentences for themselves

- Sts practice all the exchanges in turns a Could you give me a bandage, please? - Sure Here you are.

b Shall I get you some medicine? - Yes, please.

Individually

Whole class

Pair work

Post-Speaking (10’)

- T gives the situations and asks Sts to practice in pairs a carry my bag

b help me with my housework c play football in the house. d give me the bandage e study harder

f take you some medicine - T corrects their mistakes

Pair work

Consolidation (2’)

- T reminds Sts: the ways to make and respond a request,

an offer and a promise Individually

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(1’) - Prepare LISTEN DRAWING EXPERIENCE

_ _ _ Date of teaching: 26-30/12/2016

Class: 8A5, 8A7 Week: 20

Period: 60

UNIT 9: A FIRST-AID COURSE Lesson 3: LISTEN (p.82) I OBJECTIVES:

1 Knowledge: By the end of the lesson, Sts will know how to listen to the description of an emergency room for specific information

b Vocabulary: crutch, stretcher, eyesight, eye chart, wheelchair, paramedic 2 Skills: Listening – Speaking

3 Attitude: Sts will try to give priority to emergency at any time. II PREPARATION:

1 Teacher:

2 Students:

1 Check the previous lesson: (5’)

- T asks Sts to write some new words; make offers, requests or promises 2 New lesson: (40’)

Arrangement - T asks Sts to language focus on the board

a Shall I open the window?

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Warm up (5’)

b Will you give it to me?

c Will you answer the telephone? d Shall I turn on the TV?

e Will you get me a glass of water? f I’ll get you a cushion if you like.

- T asks Sts to look at the picture on p.82 and write out all title verbs describing the actions of the people in it Answer Key:

drive, wheel / move / push, weigh, wait, lie, stand, lean - T leads to the new lesson

Whole class

Pre-Listening (10’)

- T teaches some new words using explanation, examples, and translation

(an) eye chart (use the picture ) eye sight (n)

(a) Paramedic (He takes care of patients but he isn't a doctor or a nurse.)

(a) wheelchair (use the picture) (to) wheel (to push a wheelchair)

(a) stretcher (picture)

(a) crutch  crutches (picture)

- T has Sts repeat the words in chorus then rub out word by word but leave the circles

- Sts (5 at a time) to come to the blackboard to fill in the circles with the right words again

Whole class

While-Listening

(10’)

- T plays the cassette

- Sts listen to the tape and put the letters in the correct order as they hear

- T plays the tape again and gives answer keys A ambulance B wheelchair

C crutches D eye chart

E scale F stretcher

Answer keys

1F: stretcher 2A: ambulance 3B: wheelchair 4D: eye chart

5E: scale 6C: crutches

- T sticks the chart with the statements on the board:

Whole class

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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.

- T asks Sts to read the statements carefully and check if they understand the meaning of the statements

- T asks Sts to work in pairs to decide which of the statements is true and which is false

- T plays the tape and has Sts listen (2 or times) False

2 True False True False

(a paramedic not a doctor)

(empty wheelchair not with a patient ) (stop her baby from crying)

- T asks Sts to answer some questions: 1 Which room can you see in the picture? The emergency room

2 Can you describe the patient on the stretcher?

He doesn’t look well His head is bandaged and his eyes are closed

3 What is a nurse pushing? She is pushing a wheelchair

4 How many letters does the eye chart consist of? It consists of 28 letters

5 What is the baby’s mother trying to do? She is trying to stop her child from crying

Whole class

Post-Listening (10’)

- Sts work in groups to describe the picture of the emergency room on p.82

- - T asks Sts to write the story about the activities in the picture, using the Present continuous then rewrite the above story in the Past Tense

Group work

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“This is the emergency room in a large hospital… Consolidation

(3’)

-T reminds Sts of new words; the content in the lesson

Individually

Homework (2’)

- Sts exercises in workbook

- Prepare READ Individually

T should give students more chances to listen and answers more follow-up questions _

_ Date of teaching: 02-06/01/2017

Class: 8A5, 8A7 Week: 21

Period: 61

UNIT 9: A FIRST-AID COURSE Lesson 4: READ (p.83) I OBJECTIVES:

1 Knowledge: By the end of the lesson, Sts can use in order to and so as to to indicate purposes

b Vocabulary: lie flat, elevate, victim, overheat, tissue damage, ease 2 Skills: Reading – Speaking

3 Attitude: Sts will be able to keep calm to instruct the others and deal with in some situations requiring first aid

2 Students:

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2 New lesson: (40’)

Arrangement

Warm up (5’)

Bingo

- T asks Sts to give nouns for emergencies that require first-aid and write them on their paper

- Sts chooses any words on the board and write them down on a piece of paper

- T calls out the words until someone has ticked all the four words and shouts “Bingo!” He / She wins the game Suggested words

burn, cut, bee sting, snake bite, fainting, shock, nose bleed - T introduces the new lesson

Whole class

Pre-Reading (10’)

Vocabulary

- T uses techniques such as mine, realia and translation to introduce the new words

(to) lie flat : (mime / drawing) (to) elevate  (to) lower (gesture) (a) victim: (person who needs first- aid) (to) overheat: (make sth too hot)

tissue damage: (translation) (to) ease = (to) stop

- T guides Sts to read them in chorus

Checking: Rub out the meaning in Vietnamese and ask Sts to fill in again in minutes Sts go to the board and fill the meaning in

Network

- T asks Sts to work in groups and think of what to in these emergency cases

- Sts open their books and read the instructions on p.83 - T asks some Sts to go to the board and add the missing information

Let the victim lie down

Whole class

Individually

Group work

burn

fainting

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cool the burn with ice

Don’t give the victim any food

Whole class

While-Reading (15’)

- T asks Sts to read the statements on p.84 and match three Leadings A, B, C to them

Answer Kev:

A a, c, e B  b C  d - T draws the grid on the board.

- T has Sts read the instructions on p.83 in pairs and add the missing information

Answer Key

Cases Do Don't

Fainting Leave the patient lying flat Elevate the

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, drink, or drug

Burns 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

- T calls some Sts to the board to write their answers

Individually

Pair work

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- T corrects their mistakes

Post-Reading (5’)

- T asks Sts to talk about the first aid of fainting, shok, burn

- T asks the questions to elicit the answers Model sentence:

Why should we cool the burn immediately?



We should it in order to/ so as to minimize the tissue damage.

- T models then have Sts repeat, choral  individual Concept checking:

Form: in order to / so as to + bare infinitive. Use: to indicate purposes.

- T asks Sts read these passages then answer teacher’s questions

- T corrects their mistakes

Whole class

Individually

Consolidation (3’)

- T reminds Sts of the ways to recue about three cases

Whole class Homework

(2’)

- Ask Sts to write the passage in notebooks

- Prepare WRITE Individually

Teacher should use chalk with different colors to impress the important points of the lesson

_ _ Date of teaching: 02-06/01/2017

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UNIT 9: A FIRST-AID COURSE Lesson 5: WRITE (p.84+85) I OBJECTIVES:

1 Knowledge: By the end of the lesson, Sts know how to write a thank-you note Sts can develop their four skills but focus on writing

b Vocabulary: thank for, cheer up, come over… 2 Skills: Writing – Speaking

3 Attitude: Sts will be grateful to the people helping them. II PREPARATION:

1 Teacher:

2 Students:

- T asks Sts to combine two sentences, using in order to, so as to 2 New lesson: (40’)

Arrangement Warm up

(5’)

* Revision:

- Draw the figures of sea wave, steps, a boy / girl, a shark. - Draw dashes, each dash for a letter of the word to be revised, (lie flat, elevate, lower, victim, ease….)

Shark Attack

- Have Sts copy Slap the board

Whole class

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- Write the Vietnamese translation all over the board, adding some words in the last lesson

- Call out the English words

- Ask Sts to close their books and listen.

- Two Sts or teams of 4/5 Sts in both sides to the front of the class

- Two Sts run forward to slap the Vietnamese word on the board

Pre-Writing (10’)

I Pre teach Vocabulary - Elicit words from Sts

1 (to) thank (so) for (sth) (give an example with a gap)  eg: She thanked me helping her

2 (to) cheer (so) up: (to make (so) feel happier) (to) come over: (translation)

II Set the scene

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?

- Hang the poster with the statements on the board III True / False Predictions

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. Answer Key:

1 False  flowers (not candy) True

3 False  at her house (not at the hospital) True

5 False  at her house (not at the hospital)

- Sts read the whole letter and check if their predictions are right or not

- Ask Sts to look at the letter on p.84 and complete it with the right verb forms

□ Complete the thank-you note Nga sent to Hoa after she left the hospital Use the correct tense forms of the verbs in brackets.

1 was were helped

Whole class

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4 come am I'm phone - Correct and copy down

While-Writing (10’)

- Tell Sts they are going to write a thank-you note to a friend and invite him / her to go on a picnic with them - Put the poster with the questions (p.85) on the board - Ask some Sts to answer the questions orally.

- Ask Sts to join the sentences into a paragraph (not put any numbers, eg: 1, 2, 3, ) to make it a thank-you note IV Questions and Answers

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 you feel now?

Do you want to invite your friend to somewhere? If so, then when?

How will you contact your friend?

Whole class

Individually

Post-Writing (10’)

Correction:

- Tell Sts to write their letters on a sheet of paper to hand in or in their exercise notebooks

- Divide the class into groups and choose a letter randomly in each group

- Call some more Sts to read their letters for the class (if possible)

- Give feedback and correct

Group work

Consolidation Homework

- Ask Sts to write a letter describing where they live - Prepare LANGUAGE FOCUS

Whole class

_ _ _ Date of teaching: 02-06/01/2017

Class: 8A5, 8A7 Week: 21

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UNIT 9: A FIRST-AID COURSE

Lesson 6: LANGUAGE FOCUS (p.p.86-88) I OBJECTIVES:

1 Knowledge: By the end of the lesson, Sts will be able to know how to use “in order to, so as to” to indicate purposes, Future simple and Modal, will make requests, offers and promises a Grammar: Modal: WILL to make offers, requests, and promises.

Future simple

In order to; so as to; to b Vocabulary: review

2 Skills: Listening - Speaking – Reading – Writing

3 Attitude: Sts will know how to use Present Tense to talk about their instruction in urgent situations

- Prepare the lesson carefully: (teaching aids, make lesson plan by power point, book, laptop, sound)

2 Students:

- T asks Sts to combine two sentences, using in order to, so as to 2 New lesson: (40’)

Steps/Activities Contents

LANGUAGE FOCUS 1

- Ask Sts to look at the books and the exercises

- Ask Sts to read the example aloud and ask them to match one part of a sentence from column A with another part in column B - Get Sts to exchange their answers to correct for each other

- Call some Sts to read their answers and give feedback

LANGUAGE FOCUS 2

- Ask Sts to work in pairs to complete the dialogue and exchange their roles

- Call some pairs to practice in front of class

Ex1: Matching 1- f

2- c 3- b 4 - e 5- a 6- d

Ex2: Future simple 1 will

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- Give feedback

- Explain the aims of the exercise

- Ask Sts to read each situation and work in pairs to complete the dialogue

- Call some pairs to practice in front of class - Give feedback

- Explain the aims of the exercise - Ask Sts to read the example aloud

- Get Sts to read all the words in the box Be sure Sts to understand the meaning of them and each situation

- Have Sts work in pairs to make requests, offers or promises

- Call some pairs to read their answers aloud - Give feedback

3 won,t 4 Shall 5 will 6 , ll

Ex3: Making requests , offers and promises with will

a Will you open the window, please, Nga? b Will you give it to me, please?

c Will you answer the telephone, please? d Will you turn on the TV, please, Nga? e Will you pour a glass of water for me, please?

f Will you get me a cushion, please? Ex : Work with a partner

b Will you paint the door, please? I will paint the door tomorrow c Will you study harder, please? I will study harder

d Will you carry the bag for me, please? Shall I carry the bag for you?

e Will you hang the washing, please? Shall I hang the washing for you? f Will you cut the grass, please? I will cut the grass for you

Homework - Let Sts copy all the exercises in the notebooks

- Prepare for the next lesson Unit 10: GETTING STARTED + LISTEN AND READ

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Teacher should give students some more exercises for further practice _ _

Bình An, ngày 19 tháng 12 năm 2016 TỔ TRƯỞNG CM

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