Giáo án Tiếng Anh 8 unit 9: A first Aid course

Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers.. Main activities: Teacher’s and students’ activities On the board - Ask Ss to open their bo

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UNIT 9: A FIRST - AID COURSELESSON 1: GETTING STARTED - LISTEN AND READ (P 80, 81)

A Aim: By the end of the lesson, students will be able to know what they would do in the

situations which require first - aid

B Methods: Communicative approach

C Teaching aids: Teacher: textbook, poster, pictures

Students: textbook, notebook, pens, rulers

D Procedure:

I Class management: 1 minute

II Revision: (5 minutes) WARM-UP

III New lesson:

1 Setting the scene: Included in the WARM-UP

2 Main activities:

Teacher’s and students’ activities On the board

- 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 2 teams Ask

them to close their book and go to the

BB to write the names of the things

they've just seen from memory

- The group having more right English

words is the winner

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- Ask Ss to discuss and write down

what they would do in these situations

which require first-aid

- Call on some Ss to go to the board

and write their words

- Expected answers:

+ Use cold water / ice to ease the pain+ use alcohol / medicated oil / sterile dressing.+ Use a handkerchief to stop the bleeding / tellher to lie down

+ use Medicare oil,

PRE-READING

I Pre - teach vocabulary

- (an) ambulance (picture)

- (an) emergency (T: when do we need an ambulance?)

- unconscious (adj)  conscious (picture)

- (to) bleed - the bleeding (picture)

- a handkerchief (realia)

- wound (n) (picture)

* Checking vocabulary: Rub out and remember

II 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 the (3) was (4) badly Lan telephoned Bach Mai Hospital and asked the

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- Have Ss open their books, listen to the

CD while reading the dialogue

- Check if Ss' predictions are right or

not

- Ask Ss to read the dialogue again and

select the topics covered in the dialogue

(page 81)

- Tell Ss to write their answers on a

sheet of paper and hand in after

finishing

- Have Ss in turns play the roles to

demonstrate the dialogue

- 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

nurse to send an (5) to Quang Trung School Lan was asked to keep the student (6) while waiting for the ambulance."

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IV Consolidation: (2 minutes)

- T asks students to summarize the story

V Homework

- Prepare Speak

PERIOD 56: Date: January 4 th , 2011

UNIT 9: A FIRST - AID COURSE

LESSON 2: SPEAK

A Aim: By the end of the lesson, students will be able to make and respond requests,

offers and promises

D Procedure:

III New lesson:

2 Main activities:

WARM-UP

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- Draw the network with an example

on the BB and use it as a game

- Deliver posters to Ss and ask them

to write as many words as possible

on their posters

- Ask Ss to stick their posters on the

BB after they finish

- Tell them the group to have more

right words is the winner

- Model three times and get Ss

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 Isay?

3 I tell my mother that I'll surely finish my workbefore bedtime How can I say?

* Model sentences

Situations which require first - aid

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- Have them repeat 2 or 3 times

before writing them on the board

- Underline the key words

- 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 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:

1 To make a request:

Will Would you (please) + bare infinitive ?

Could / Can

Response:

+ 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 bare infinitive ?

Can I Would you like + to infinitive ?

What can I do / get for you?

Responses:

+ Yes, please / That would be nice.

- NO, thank you.

3 To make a promise:

I promise I'll / I won't

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- Get Ss to copy

- Hang the chart with the statements

on the Bb

- Ask Ss to look at the pictures on

page 82 and match the situations

with the statements

- Identify the situations in the

pictures

- Model picture a then get Ss to

repeat

- Get 3 or 4 pairs to demonstrate the

exchanges of the rest

- Get Ss in turns to practice all

Theme exchanges (a - e)

- Monitor and correct, encourage Ss

to make sentences for themselves

- Collect the Ss' ideas and write

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

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them on the BB (generally in a list)

- Ss work in pairs, each pair makes 3

dialogues: one request, one offer and

one promise

- Call some pairs to present on BB

PRODUCTION

Role play

- T asks students to state the main structures of promise, offer and request

V Homework

- Prepare Listen + Language Focus 1

PERIOD 57 Date: January 4 th , 2011

UNIT 9: A FIRST - AID COURSE LESSON 3: LISTEN AND LANGUAGE FOCUS 1 (P 82, 86)

A Aim: By the end of the lesson, students will be able to listen for detail and use

structures of purposes

D Procedure:

III New lesson:

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2 Main activities:

- Ask Ss to look at the picture on page

82 and write out all the verbs

describing the actions of the people in

it

- Tell Ss the group having the most

right verbs is the winner

- Model thrice and get Ss repeat

- Have Ss repeat the works 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

BB to fill in the circles with the right

I Pre - teach vocabulary

- (an) eye chart (picture)

- eye sight (n)

- (a) paramedic (picture)

= He takes care of patients but he isn't a doctornor a nurse

- (a) wheelchair (picture)

- (to) wheel (to push a wheelchair)

- (a) stretcher (picture)

- (a) crutch - crutches (picture)

- (a) scale (picture)Checking: What and where

II Matching

- Expected answers:

A - ambulance D - eye chart

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books again and match the letter A, B,

C, D, F

- Rub out the letters (A, B, ) but

leave the words

- Tell Ss they are going to listen to a

paragragh about the activities taking

place in an emergency room which

contains the words on the Bb

- Have Ss copy and guess the order of

the words

- Play the CD and ask Ss to listen

- Ask Ss to give their answers and

correct

- Stick the chart with the statements

on the Bb

- 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

which of the statements is true and

which is false

- Ask Ss to give their answers and

correct

B - wheelchair E - scale

C - crutches F - stretcher

WHILE - LISTENING

III Ordering Prediction

Put the words in the table:

You guess On CD Ambulance

Wheelchair Crutches Eye chart Scale stretcher

3 2 6 4 5 1

IV True / False Statements

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

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- Ask Ss questions to elicit the models.

- Presents the models

- Get Ss to work out the rules for

themselves by asking questions

- Get Ss to do the exercise in pairs

- Call some pairs to read aloud the

- Why should we cool the burn immediately?

 We should do it in order to minimize thetissue damage

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6 d

- T asks students to state the verbs related to hospital and structures of purposes

A Aim: - Reading for the instructions about some more situations requiring first-aid.

D Procedure:

III New lesson:

2 Main activities:

WARM-UP

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- Ask Ss to give situations for

emergencies which require first-aid

- Have students 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

- Present new words on the board

- Guide Ss to read them in chorus

- Check Ss' memory by technique

= person who needs first-aid

- (to) overheat (explanation) = make s.t too hot

- fainting (n) (picture)

- (to) force (translation)

- (to) revive (explanation)

- shock (n) (mime)

- (a) blanket (picture)

- (to) minimize (antonym)

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"Slap the board".

- Collect and write the Ss' ideas on the

board

- Have Ss read the instructions on

page 83 and add the missing

information

- Ask the questions to elicit the

answers

- Monitor and correct

- Ask students open their books and

read the instruction on page 83

- Ask some students to go to the board

and add the missing information

- Ask Ss to read the text again and

# (to) maximize

- (a) water pack (picture)

- sterile dressing (n) (picture)

* Checking technique: Slap the board

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match the headings.

- Draw the grid on the board

- Ask students to read the instructions

again and fill in the information

- Call on some students to the board

to write their answers

- Leave the patientlying flat

- Elevate thepatient’s feet, orlower his/her headbelow the level ofthe heart

- Give the victim a cup of tea when she/

he revives

- Don’t forcehim/her to sit

or stand

- Don’t let the victim get cold

overheat thevictim withblankets or

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- Ask Ss to look at the grids and retell

the story

- Call some students to retell

coats

- Don’t givethe victim anyfood or drink

- Don’t givethe victim

alcoholBurns - Cool the burns

immediately so as

to minimize tissuedamage

- Put the affectedpart under arunning cold tap

- Ease pain with ice

or cold water packs

- Cover the burnedarea with a thicksterile dressing

POST-READING

Retell the story

- T asks students to state the main first-aid requirements for burn, shock and fainting

V Homework

- Prepare Write (p 84, 85)

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UNIT 9: A FIRST - AID COURSE

LESSON 5: WRITE

A Aim: - By the end of the lesson, students know how to write a thank-you note.

D Procedure:

III New lesson:

2 Main activities:

- 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

WARM-UP Shark attack

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- Present new words and guide Ss to

PRE-WRITING

I Vocabulary:

- (to) thank (so) for (s.t):

e.g.: she thanked me for my gift

- (to) cheer (so) up (Explanation)

- (to) come over (translation)

* Checking: ROR

* 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?

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- Ask students to read the statements

and decide which of statements are true

and which are false

- Ask students to look at the letter on

page 84 and complete it with the right

verb forms

- Monitor and help students with the

tense forms

- Call on some students to give their

answers and correct

- Tell students 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 on

- Monitor and correct

- Ask students to join the sentences into

a paragraph to make it a thank-you

note

II True-false prediction:

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

- Expected answer:

1 F 2 F 3 T 4 T 5 F

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

- Expected answers:

1 was 2 were 3 helped

4 come 5 am 6 I'm phone

WHILE - WRITING

IV Answers the questions: (on page 85)

Write a thank-you note to a friend Invite yourfriend to go on a picnic with you Use thequestions

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?

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- Tell students to write their letters on a

sheet of paper to hand in or in their

exercise notebooks

- Divide the class into 4 groups and

choose a letter randomly in each group

- Ask 4 groups to copy 4 chosen letters

on posters then put them on the board

- Compare the posters and correct

- Call on some more students to read

their letters for the class

- Give feedback and correct

How do you feel now?

Do you want to invite your friend to

somewhere?

If so, then when?

How will you contact your friend?

POST-WRITING Exhibition:

- Comparing - sharing

- Correction

- T asks students to state the main steps of a thank-you note

V Homework

- Ask students to use the same format to write another letter to another friend for another occasion

- Prepare Language Focus 2, 3, 4

UNIT 9: A FIRST - AID COURSE LESSON 6: LANGUAGE FOCUS 2, 3, 4

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