Giáo án Tiếng Anh 8 tiết 56 đến 60 - Unit 9: A first - Aid course

Planning date: 1 - 1 - 2015
Period 56: UNIT 9: A FIRST - AID COURSE
Lesson 1: GETTING STARTED + LISTEN AND READ. P.80
I. Aims: 
- To help students know some situations which require first - aid.
- To develop students’ skills.
II. Objectives: By the end of the lesson, students will be able to know what they would do in the situations which require first - aid.
III. Ways of working: T - WC, group work, pair work, individual work.
IV. Materials: Text book, pictures, additional board.
V. Anticipated problems: The lesson may take time; the talking activity may be difficult for some students in class 8C.
VI. Teaching steps:
1. Warm up: (5 minutes) * Teacher greets and checks the students’ attendance.
 * Getting started: Talking( Getting started)
 - Students work in group, talking about what they should do in given situations:
(Students may talk in Vietnamese)
+ a girl has a burn on her arm
+ a boy has a bad cut on his leg
+ a girl has a nose bleed
+ a boy has a bee sting
 - Suggested answer:
+ Use cold water / ice to ease the pain then cover it with some ointment and cover it with a sterile bandage.
+ Use alcohol to wash the cut then cover it with sterile bandage.
+ Use a handkerchief( absorbent cotton) to stop bleeding / tell her to lie down or tell her stand straight and raise her head behind
+ Use medicated oil/ wash the sting with alcohol then rub some ointment on it.
- T. introduces the lesson:
2. New lesson:
STAGES
T & SS’ ACTIVITIES
THE CONTENT ON BOARD
PRESEN TATION
(16 minutes)
* Preteach vocabulary:
- Teacher uses techniques to teach students new words:
+ use a picture
+ when do we need an ambulance?
- Checking understanding: ROR
- Teacher plays the tape; students listen and then read the dialogue in pair. 
- Teacher elicits the model sentences:
- Concept checking:
+ What do these sentences mean in Vietnamese?
+ When do we use these structures?
+ Does “will” express the future meaning here? What does it express?
+ What is the intonation?
I. New words:
- an ambulance: xe cứu thương
- an emergency:tình trạng khẩn cấp
- a wound:/ wu:nd/ vết thương
- (to) bleed: chảy máu
- conscious (adj): tỉnh táo # unconscious
- (to) put pressure on sb/st: thuyết phục ai, đè lên( trong bài)
- (to) keep sb awake: làm/giữ ai tỉnh thức. 
II. Model sentences:
- Will you hurry, please?
- I will keep her awake. 
* Note:
Will: express the request and promise
PRACTICE
(14 minutes)
* Practice:
- Students use will to express requests and promises (substitution drill)
+ open the door
+ turn on the light
+ turn down the radio
+ stop talking
+ do homework 
+ help him 
+ keep it secret
+ cook the dinner
- Students read the dialogue again and then do exercise 2. P.81
III. Practice:
Will you hurry, please?
Will you open the door, please?
I will do the homework.
1. Exercise 2. P.81: Select the topics covered in the dialogue:
Key:
a, b, c, e, f
PRODUTION
(8 minutes)
- Students complete the passage without looking at their books
* Key:
(1): fell
(2): conscious
(3): cut
(4): bleeding
(5): ambulance
(6): awake
2. Complete the passage:
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 Quand Trung School. Lan was asked to keep the student _____(6) while waiting for the ambulance.
3. Summary: (1 minute)
- Repeat the lesson
4. Homework: (1 minute)
- Learn by heart all the new words and read the dialogue again.
- Prepare Speak and listen
Planning date: 2 - 1 - 2015
Period 57: UNIT 9: A FIRST - AID COURSE
 Lesson 2: SPEAK + LISTEN. P.81 - 82
I. Aims: 
- To help students listen to a paragraph for details about the activities taking place in an emergency room.
- To help students practice making and responding to requests, offers and promises.
- To develop students’ skills.
II. Objectives: - By the end of the lesson, students will be able to understand the listening in details and students can make and respond to requests, offers and promises.
III. Ways of working: T - WC, team work, pair work, individual work.
IV. Materials: Textbook, pictures, tape.
V. Anticipated problems: 
- The listening may be difficult for some students.
- The lesson may take time.
VI. Teaching steps:
1. Warm up: (4 minutes) * Teacher greets and checks the students’ attendance.
 * Slap the board:
tỉnh táo
xe cứu thương
sự cấp cứu
chảy máu
vết thương
2.New lesson:
STAGES
T & SS’ ACTIVITIES
THE CONTENT ON BOARD
PRE LISTENING
(10 minutes)
* Pre-teach:
- Teacher uses techniques to teach students new words.
- Checking understanding: matching
(use picture)
* Key: 
A: ambulance B: wheelchair
C: crutches D: eye chart
E: scale F: stretcher
* Prediction:
- Students predict the order of the words they will hear in the tape.
I. New words:
- an eye chart: bảng đo thị lực
- a paramedic: người chăm sóc bệnh nhân
- a wheelchair: ghế đẩy, xe lăn tay
- a stretcher: cái cáng
- a crush: cái nạng
* Matching:
II. Prediction:
The order of words
1 E.g. ambulance
4
2
5
3
6
WHILE LISTENING
(8 minutes)
* Listen:
- Students listen and check their predictions.
III. Listen:
Things
You guess
You hear
ambulance
1
3
stretcher
1
crutches
6
wheelchair
2
scale
5
eye chart
4
POST LISTENING
(Speaking)
(21 minutes)
* Speaking:
Presentation:
- Teacher elicits to present the expressions to make and respond to requests, offers and promises. 
IV. Speaking:
1. Expressions:
Requests
Offers
Promises
- Can / Could you ?
- Will / Would you.?
- Would you like ?
- What can I get for you?
- Shall I?
- Will / Won’t you have?
- Can I get you ?
- I will  . I promise.
- I promise I’ll 
- I promise I won’t 
- I promise to 
Responses
- Sure
- OK
- All right
- I’m sorry, I can’t
- I’m afraid not
- Yes. please
- That would be nice
- No, thank you.
- I hope so.
- Good.
- I’m glad
- Don’t forget.
Speak:
- Teacher uses picture to ask students what the matter is with the boy / girl in the picture.
E.g. What’s the matter with the boy/ girl in this picture?
Suggested answer:
- Picture a: The girl has cut her finger.
- Picture b: A boy is holding his head. Perhaps he has a headache. Her mother / sister wants to help him.
- Picture c: A boy has been bitten by a snake.
- Picture d: The girl is in bed; Perhaps she has a fever.
- Picture e: A boy is holding a ball, looking guilty, standing next to a broken vase; Probably he has broken the vase.
- Students work in pair, one makes requests, offers and the other responds to the requests or offers.
2. Speak:
E.g.
S1: Could you give me a bandage, please?
S2: Sure. Here you are.
Suggested dialogues:
b) - Can I get you some medicine / water?
- Yes, please. / That would be nice.
(No, I’m fine. / I’m fine, thank you.)
Or: - Could you get me some medicine?
- Ok.
c) - Can I get you some bandage?
- Yes, please. / That would be nice.
d) - You must have a fever. Can I get you some medicine?
- Yes, please.
e) - I promise I won’t play soccer in the house again.
- I hope so. / Good. / I’m glad.
Don’t forget.
3. Summary: (1 minute)
- Repeat the lesson
4. Homework: (1 minute)
- Learn by heart all the new words and the structures.
- Prepare Read.
* Tape transcript:
This is an emergency room in a large hospital. A paramedic is wheeling a patient on a stretcher into the emergency room where a doctor is waiting to treat the patient. The patient doesn’t look well. His head is bandaged and his eyes are closed.
A nurse is pushing an empty wheelchair toward the exit. She is probably taking it to a patient in the ambulance.
The eye chart on the wall is used to check people’s eyesight. The chart consists of about 28 letters ranging in size from about 5 centimeters in height at the top of the chart to about 1 centimeter at the bottom.
A doctor is trying to weigh a crying baby on the scale. The baby’s mother is standing nearby. She’s trying to stop her child from crying.
The crutches, which are for someone with a broken leg, are leaning against the wall.
Planning date: 2 - 1- 2015
Period 58: UNIT 9: A FIRST - AID COURSE
Leson 3: READ. P.83.
I. Aims: 
- To help students read the instructions about some more situations requiring first-aid for details.
- To develop students’ reading skill.
II. Objectives: By the end of the lesson, students will be able to use in order to and so as to to indicate purposes.
III. Ways of working: T-WC, group work, individual work.
IV. Materials: Textbook, additional board..
V. Anticipated problems: The post- reading activity may be difficult for Ss
VI. Teaching steps:
1. Warm up: (5 minutes) * Teacher greets and checks the students’ attendance.
 * Network:
 a burn
 a bee sting
Situations require first - aid
 a nose bleed
- Possible answers: a bee sting, a burn, a nose bleed, a cut, 
 a snake bite, a shock, a fainting
2. New lesson:
STAGES
T & SS’ ACTIVITIES
THE CONTENT ON BOARD
PRE READING
(15 minutes)
* Pre-teach:
- Teacher uses techniques to teach students new words.
- Checking understanding: ROR
* Open prediction:
- Students predict the correct case (fainting, shock or burns) for each of the following treatments.
I. New words:
- (to) lie flat
- fainting (n + adj):
- a victim:
- (to) overheat:
- tissue damage(n)
- (to) ease
nằm duỗi thẳng
cơn ngất, hay ngất xỉu
nạn nhân
làm cho quá nóng
tổn thương mô
làm dễ chịu, bớt đau
II. Prediction:
The treatments
Fainting
Shock
Burns
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.
WHILE READING
(18 minutes)
* Read:
- Students read the text for the first time and check their predictions. 
-
 Students read the text for the second time and do the matching
- Students read the text for the third time and complete the grid.
- Teacher can highlight the ways to use so as to and in order to + V
III. Read:
1. Checking predictions:
* Answer key:
The treatments
Fainting
Shock
Burns
a) The victim should not sit or stand
P
b) Victim cannot drink wine or beer
P
c) The victim’s head should be below the level of the heart.
P
d) You should ease the pain with ice or cold water packs.
P
e) The victim should drink a cup of tea when reviving.
P
2. Matching:(+ Key)
L4. elevate
L7. revive
L11. minimize
L16. sterile dressing
làm giảm thiểu
nâng lên
tỉnh táo lại/ hồi phục
gạc vô trùng
3. Complete the grid:
Cases
Do
Don’t
Fainting
Shock
Burn
* Answer key:
Cases
Do
Don’t
Fainting
- leave the patient lying flat.
- elevate the patient’s feet, or lower his / her head below the level of the heart.
- give the victim a cup of tea when he / she revives.
- force him to sit or stand.
Shock
- overheat the victim with blankets or coats.
- give the victim any food or drink.
- give the victim drugs or alcohol.
Burns
- cool the burn immediately so as to minimize tissue damage.
- put the affected part under a running cold ta(if possible).
- ease the pain with ice or cold water packs.
- cover the burn area with a thick sterile dressing.
POST READING
(5 minutes)
* Discussion:
- In Group, Ss discuss and add the treatments for the cases above.
3. Summary: (1 minute) - Repeat the lesson
4. Homework: (1 minute) - Learn by heart all the new words and read the text again.
 - Make some sentences with so as to and in order to
 - Prepare Write
Planning date: 5 - 1 - 2015
Period 59: UNIT 9: A FIRST - AID COURSE
Lesson 4: WRITE. P.84
I. Aims:
- To help students write a thank - you note.
- To develop students’ writing skill.
II. Objectives: 
- By the end of the lesson, students will be able to write a thank- you note.
III. Ways of working: T-WC, pair work, individual work.
IV. Materials: Textbook, posters.
V. Anticipated problems: 
-The lesson may take time.
- Writing may be difficult for some ss
VI. Teaching steps:
1. Warm up: (4 minutes) * Teacher greets and checks the students’ attendance
 * Revision: - Teacher asks students a question:
 What should we do if someone has a burn?
2. New lesson:
STAGES
T & SS’ ACTIVITIES
THE CONTENT ON BOARD
PRE WRITING
(18 minutes)
* Pre-teach:
- Teacher uses techniques to teach students new words.
* 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.
* Gap fill:
- Students look at the thank-you note Nga sent to Hoa and give the correct forms of the verbs in brackets. 
* Questions:
- Students look at the letter and answer the teacher’s questions:
1. What kind of letter is it?
2. What did Hoa give Nga?
3. On what occasion did Nga receive the flowers?
4. What were the flowers like?
5. How did Nga feel when she receive them?
6. How does she feel now?
7. Where does Nga invite Hoa to come over? When?
8. How did Nga contact Hoa?
* Answer the questions (Part 2. P.85)
- Students answer the questions on page 85 to prepare for the writing.
I. New words:
- (to) cheer somebody up: chúc mừng ai
- (to) come over: đến, tới
II. Complete the thank-you note:
* Key:
1. was
2. were
3. helped
4. came
5. am
6. will phone / am going to phone
III. Answer the questions. P.85
E.g.
- On New Year’s Day
- A postcard and some congratulations.
- Nice
- Felt very happy and moved
- Miss him / her ..
WHILE WRITING
(12 minutes)
* Write:
- Students base on the answers they have completed to write a thank-you note to their friend; invite him / her to go on a picnic.
(Students can work in group. They write the thank-you note on posters)
- Students stick their posters on the wall, then move round to read other’s posters.
IV. Write:
1. Part 2. P.8s5:
Suggested writing:
Dear Hoa,
Thank you very much for the postcard and your congratulations you sent me on the occasion of New Year’s Day. It was very nice of you to do so and I felt very happy and moved.
We haven’t met each other for a long time. Now I miss you a lot. I am going to have a picnic next week and I am very happy if you could go with me.
Please reach me at 0433533533.
I am looking forward to hearing from you soon.
Your friend,
Mai
POST WRITING
(9 minutes)
- Students use the same format to write another letter to their friend for other occasions
- Teacher corrects some of the students’ writing.
2. Part 3. P.85
Dear  ,
.
.
Your friend,
..
3. Summary: (1 minute)
- Repeat the lesson.
4. Homework: (1 minute)
- Learn by heart all the new word.
- Finish your writing .
- Prepare Language focus.
Planning date: 6 - 1 - 2015
Period 60: UNIT 9: A FIRST - AID COURSE
 Lesson 5: LANGUAGE FOCUS. P.86-88
I. Aims: 
- To help students use “in order to” and “so as to” to indicate purposes.
- To help students further practice in the future simple and will to make requests, offers and promises.
- To develop students’ skills.
II. Objectives: By the end of the lesson, students will be able to use in order to, so as to to indicate purposes and will to make requests, offers and promises.
III. Ways of working: T-WC, pair work, individual work.
IV. Materials: Textbook, pictures in the textbook on page 87, 88.
V. Anticipated problems: The lesson may take time.
VI. Teaching steps:
1. Warm up: (4 minutes) * Teacher greets and checks the students’ attendance.
 * Revision:Ask Ss to write this sentence in English 
 “Tôi đi đến trường để học tiếng anh”
Key: - I go to school to learn English.
 - I go to school in order to learn English.
 - I go to school so as to learn English.
=> introduce the ways to indicate purposes.
2. New lesson:
STAGES
T & SS’ ACTIVITIES
THE CONTENT ON BOARD
FURTHER PRACTICE
(39 minutes)
* Language focus 1:
- Students match one part of a sentence from column A with another part in column B, using in order to, so as to. 
II. Language focus 2:
- Students review the future tense with will and shall.
- Students practice the dialogue in pair.
III. Language focus 3:
- Students look at the pictures and practice in pair, using will to make requests, offers and promises.
E.g.
 Picture a: Will you open the window, please?
IV. Language focus 4:
- Students continue to practise making requests, offers and promises with will or shall. 
I. * Language focus 1:
* Form: 
(+) in order to/ so as to + V
 (-) in order not to/ so as not to + V
* Use: used to indicate purposes. Sometimes we also use to-infinitive
( trang trọng hơn)
Matching:
* Key:
1+f; 2+c; 3+b; 4+e; 5+a; 6+d
II. Language focus 2:
Will: đi với tất cả các ngôi.
Shall: đi với I, we.
* Key:
1. will
2. will
3. won’t
4. Shall
5. will
6. will
III. Language focus 3:
* Answer key:
a) Will you open the window, please?
b) Will you give it to me, please?
c) Will you answer the phone?
d) Will you turn on the TV, please?
e) Will you pour a glass of water for me, please?
f) Will you get me a cushion, please?
IV. Language focus 4:
* Answer key:
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.
3. Summary: (1 minute)
- Repeat the lesoon
4. Homework: (1 minute)
- Do exercise 5. P.57
- Prepare Listen and read (Unit 10)