Objectives: By the end of the lesson, Ss will be able to: • Learn more new words and phrases relating first-aid.. - Has the students listen to the tape for the second time and answer the
Trang 1Tuần 21
Tiết 61
Ngày soạn: 03 / 01 / 2011 Ngày dạy : 16 / 01 / 2011
Unit 9: A FIRST- AID COURSE Lesson 4: Read + Language focus 1
I Objectives: By the end of the lesson, Ss will be able to:
• Learn more new words and phrases relating first-aid.
• Know what to do in some emergency situations.
• Use “in order to” and “so as to” to indicate purposes.
II Language content
• Vocabulary: lie flat, elevate, lower, revive, overheat, minimize, tissue damage…
• Grammar: in order to / so as to
III Method
• Individually.
• Ask – answer.
• Explanation.
• Pair works.
• Team works
IV Teaching aids:
• Pictures and posters.
• Books and notebooks.
• Tape recorders
V Procedure:
1 Warm up (7 minutes)
- Look up the picture and say the name of the things in this
emergency room
Reviews vocabulary by playing “Bingo”:
- Asks the students to give nouns for emergency which
require first-aid
+ Has the students choose any 4 words out of them and write
them out on a piece of paper
+ Calls out the words until someone has ticked all the four
words and shouts “Bingo” He / She wins the game
Introduces and tells the aims of the lesson:
- Says: There are many situations which require first-aid
Today we continue to learn Unit 9: A FIRST-AID COURSE
In this lesson, we will learn a text about how to apply first-aid
in order to help victim Then we will do some exercises
relating the content of the text
- Eye chart, scale, wheelchair, crutches, stretcher, ambulance
- Play the game individually
- Listen to the teacher
2 Pre –reading (10 minutes)
- Pre-teaches new words following steps and principles of
teaching words
- Listen, repeat, guess the meaning and write down.- Play the game
I New words
+ fainting (n) (miming)
+ shock (n) (using explanation)
+ lie flat (v) (using picture)
+ elevate (v) (using antonym) # lower
+ revive (v) (using translation)
+ minimize (v) (using translation)
+ tissue damage (using translation)
+ sterile dressing (using picture)
- Checks understanding of the new words and phrases: Rub
+ fainting (n) + shock (n) + lie flat (v) + elevate (v) # lower + revive (v)
+ minimize (v) + tissue damage + sterile dressing
- Play the game in two teams
Trang 2Out and Remember.
- Has the students read the guiding question and focus on it
while they read the text:
? How many cases are there in the text?
- Read the guiding questions before listening to the tape
3 While – reading (15 minutes)
- Has the students listen to the tape for the first time
- Has the students listen to the tape for the second time and
answer the question: How many cases are there in the text?
- Invites two students to read the text loudly respectively
- Choose a correct case for each of the following treatments
- Asks the students to work in groups of 4 Has them choose a
correct case for each of the following treatments
- Goes around supporting the students if necessary
- Checks their answers and gives feedback
A a, c, e B b C d
II Read
- Listen to the tape
- Listen to the tape then answer the questions: There are four cases in the text
- Two students read the text loudly
- Read the text silently again then work individually to do the exercise 1
a) The victim should not sit or stand
b) Victim cannot drink wine or beer
c) The victim’s head should be below the level of the heart d) You should ease the pain with ice or cold water packs e) The victim should drink a cup of tea when reviving
4 Post – reading (10 minutes)
* Discussion:
- Asks the students to work in four groups
- Asks them to discuss the question: “What should we do in a
case of a bad cut?”
- Asks the students to answer some questions relating to the
main points of the lesson
- Ask Ss to look at the exercise 1 to match the half sentences
1) I always keep the window open
2) Mary wrote a notice on the board
3) Mr Green got up early this morning
4 ) My elder brother studies hard this year
- Work in groups of 8
- Discuss the question
- Answer
- Reread the text and choose a correct case for each of the following treatments in groups of 4
- Give their answers
- Work in pairs
1 - f) I always keep the window open in order to let fresh air in
2 – c) Mary wrote a notice on board in order to inform her classmates about the change in schedule
5) People use first – aid 3 – b) Mr Green got up early this morning in
6) You should cool the burns immediately
a) ease the victim’s pain and anxiety
b) get to the meeting on time
c) inform her classmates about the change in scheduled
d) minimize tissue damage
e) pass the entrance exam to the university
f) let fresh air in
order to get to the meeting on time
4 – e) My elder brother studies hard this year so as to pass the entrance exam to the university
5 – a) People use first – aid in order to ease the victim’s pain and anxiety
6 – d) You should cool the burns immediately in order to minimize tissue damage
5 Homework (3 minutes)
• Learn the lesson well.
• Do exercise 5 in the workbook (p 57)
• Prepare Unit 9, Write
Trang 3Tuần 21
Tiết 62 Ngày soạn: 07 / 01 / 2011 Ngày dạy : 19 / 01 / 2011
Unit 9: A FIRST- AID COURSE
Lesson 5: Write
I Objectives: By the end of the lesson, Ss will be able to:
• Revise the tenses learnt.
• Write a thank-you note.
• Make the students aware of the importance of politeness in communication.
II Language content
• Vocabulary: cheer up, ………
• Grammar: Review.
III Method
• Individually.
• Ask – answer.
• Explanation.
IV Teaching aids:
• Pictures and posters.
• Books and notebooks.
V Procedure:
1 Warm up (7 minutes)
* Sets the situation:
- Has the students discuss the situation: “What would you do
when your friend send you flowers on your birthday?/when
you are ill?”
* Introduces and tells the aims of the lesson:
- Says: Today we are going to learn how to write a thank-you
note in Unit 9: A FIRST-AID
- Listen and discuss
- Listen to the teacher carefully
COURSE, part: Writing First we will read a thank-you note
first and then do some exercises relating to the note
2 Pre – writing (10 minutes)
- Pre-teaches vocabulary:
+ cheer up (v): (using explanation)
+ come over (v) (using translation)
- Introduces exercise 1: “Nga was sick and she had to go to
the hospital Hoa sent Nga some flowers After Nga left the
hospital, she wrote a thank-you note to Hoa.”
- Asks the students to read the thank-you note and give the
right form of the verbs in brackets
- Checks their answers
Dear Hoa,
Thank you vey much for the flowers you (send) sent me
while I (1 – be) ………… in the hospital They (2 – be)
……… beautiful and they really (3 – help) ………… to
cheer me up I (4 – come) ………… out of the hospital on
I New words:
+ cheer up + come over
- Listen, repeat, guess the meaning and write down
- Listen to the teacher carefully
- Read the thank-you note and give the right form of the verbs
in brackets
- Answer the teacher’s questions
II Practice
1 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
2 were
3 helped
Trang 4Monday morning.
Now I (5 – be) ………… very bored Will you come over to
my place on the weekend? I’d love to see you
I (6 – phone) ……… you on Friday afternoon
Your friend,
Nga
- Asks the students some questions relating to the content of
the thank-you note
a What did Hoa send Nga?
b On what occasion?
c What were they like?
d How did Nga feel when she received them?
e How does she feel now?
f Does Nga want to invite Hoa somewhere?
g If so, then when?
h How will Nga contact her friend?
4 came
5 was
6 will phone
- Answer T’s questions:
a Hoa sent Nga some flowers
b When Nga was in the hospital
c They were beautiful
d She was cheerful
e She is bored
f She invites Hoa to her house
g On Friday
h She will phone her friend
3 While – writing (15 minutes)
- Asks the students to work in pairs
- Has them ask and answer all the questions from exercise 2
- Asks them to write a thank-you note to a
- Work in pairs
- Ask and answer all the questions from exercise 2
- Write a thank-you note to a friend Invite their
friend Tells them to invite their friend to go on a picnic with
them and arrange to contact their friend
- Goes around the class to help the students to do the task
- Call on some Ss to read their letters
- Remark and correct the mistakes
friends to go on a picnic with them Arrange to contact with their friend.2 Write a thank-you note to a friend Invite your friend to go on a picnic with you Arrange to contact your friend
- Some Ss read the letters in front of the class
4 Post – writing (10 minutes)
- Asks the students to answer some questions relating to the
main points of the lesson
- Answer
5 Homework (3 minutes)
• Learn the lesson well.
• Do exercise 6 in the workbook (p 58)
• Use the same format to write another letter to another friend for other occasions.
• Prepare Unit 10 – Lesson 1: Getting started + Listen and read.
Tuần 21
Tiết 63 Ngày soạn: 08 / 01 / 2011 Ngày dạy : 21 / 01 / 2011
Unit 10: RECYCLING Lesson 1: Getting started + Listen and read
I Objectives: By the end of the lesson, Ss will be able to:
• Learn more some words and phrases relating to recycling.
• Be awake of the importance of protecting the environment.
• Get familiar with adjectives followed by an infinitive or a noun clause.
• Talk about recycling
II Language content
• Vocabulary: reduce, vegetable matter, representative, protect, overpackaged, package
• Grammar: It is not difficult to remember all the words.
I am pleased that you want to know more
III Method
Trang 5• Individually.
• Ask – answer.
• Pair works.
• Explanation.
IV Teaching aids:
• Pictures and posters.
• Tape recorder.
• Flashcards.
• Books and notebooks.
V Procedure:
1 Warm up (7 minutes)
- Give the game of “Network”:
- Asks the students to give the ways to reduce the amount of
garbage
- Introduces the lesson and tells the aims of the lesson:
- Shows some used things and asks the students: “Should we
throw away these used things? If not, what should we do?”
- Says: “Today we are going to learn Unit 10: RECYCLING,
Part: Listen and Read to know more about recycling.”
- Play the game in two teams
- Possible answers: Use cloth bags, tree leaves to wrap things;
make garbage into fertilizer; make vegetable matter into animal food, etc
- Listen to the teacher
- Look at the pictures
- Answer the teacher’s questions
- Listen to the teacher’s introduction
2 Presentation (10 minutes)
- Pre-teaches vocabulary following steps and principles of
teaching words
(using examples)
Ex: Last year Mr Nam smoked 20 cigarettes a day but now
he smokes 5 cigarettes a day He has reduced his smoking
(using synonym) = wrap
-> overpackage (v)
(using translation)
(using explanation)
keep something safe
- Checks understanding of the new words: “Slap the Board”
I New words:
+ reduce (v) + protect (v) + representative (n) + package (v)
- Listen to the teacher’s pronunciation
- Repeat individually and chorus
- Give Vietnamese means of the words
- Copy down
- Play the game to check the new words
3 Practice (17 minutes)
- Has the students listen to the tape twice
- Divides class into pairs Asks them to practice the dialogue
in pairs
- Checks some pairs
- Asks the students to answer True or False in groups
a Friends of the Earth helps people know how to protect the
environment and save the natural resources
b Reduce means buying products which are overpackaged
c Recycle means not just throwing things away
d Old plastic bags cannot be reused
- Checks their answers and gives feedback:
a T b F c T d F
- Has the students answer the questions in the textbook in
pairs
II Practice
1 Practice the dialogue in groups of four
- Listen to the tape
- Work in pairs
- Some pairs practice loudly in front of the class
- Give their prediction about the information on the posters
- Work in groups
Trang 6- Goes around the class to help the students answer the
questions
- Checks their answers and gives feedback by the game of
“Lucky numbers”
a) What does Miss Blake mean by reduce?
b) What things can we reuse?
c) What does recycle mean?
d) Where can we look for information on recycling things?
e) Why does Miss Blake tell Lan that we shouldn’t use plastic
bags at all?
- Explain the new structure for the students:
Ex: Reduce means not buying products which are
overpackaged
My homework is done every afternoon
I am very pleased that you want to know more
That’s easy to say
2 Answer
- Play game in two teams
a) Reduce means not buying products which are overpackaged
b) We can reuse things like envelopes, glass, plastic bottles and old plastic bags
c) Recycle means not just throwing things away Try and find another use for them
d) We can look for information on recycling by having a contact with an organization like Friends of the Earth, going
to the local library, or asking our family and friends
e) We shouldn’t use plastic bags because when we throw them away they could stay very long and could not be self – destroyed
* Structure:
1 The passive form: nhấn mạnh vào chủ thể chịu sự tác động bới một chủ thể khác
S + be + P.P ……
2 S + be + adj + that …………
3 S + be + adj + to – V ………
4 Production (8 minutes)
- Uses Mapped Dialogue to consolidate the lesson
- Asks the students to write homework - Role-play the dialogue.- Write down
- Complete the Mapped Dia
5 Homework (3 minutes)
• Learn the lesson well.
• Do exercises 1, 2 in the workbook (p 59)
• Prepare Unit 10: Speak + Listen