Gián án Unit 9 lop 8

Unit Allocation: Lesson 1 Listen and read 1,2 Reading a dialogue for details about the situations which require first-aid.. Lesson 4 Read Language Focus 1 Reading for instructions about

Week:… The date of preparing:…./…./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

1 in order to, so as to

2 Making requests, offers and requests using modal “will”

3 Futher simple with “will/shall”

III Vocabulary:

(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

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…

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

Xe cuu thuong

Chay mau

Ca cap cuu

Bat tinh

- 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:

UNIT 9 : A FIRST-AID COURSE

Lesson 2

- 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

- Model Picture a) the get Ss to repeat (chorus-individual)

- 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-e)

- 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:

UNIT 9 : A FIRST-AID COURSE

Lesson 3

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) 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) (to) wheel (to push a wheel chair)

4 (a) stretcher (picture)

5 (a) crutch (picture)

- Have Ss copy

Checking technique: What and Where

Eye chart

parademic

Stretch e

- 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:

UNIT 9 : A FIRST-AID COURSE

Lesson 4

- 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

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

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:

burn

shock

fainting Firs-aid

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, choralindividual

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 (choralindividual)

- 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:

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…)