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

GIÁO ÁN TIẾNG ANH 8.
UNIT 9: A FIRST AID COURSE.
Period 58: GETTING STARTED-LISTEN AND READ.
1.Objectives: By the end of the lesson, students will be able to offer assistance, promise
and require, responding to favors.
2.Language contents: - Grammar: Future simple, using: “ will”.
- Vocabulary: first aid course, burn, bleed, have a nose bleed, have
a bad cut, emergency, ambulance, hurt, to calm down, to fall off, hit, conscious,
unconscious, towel, handkerchief, wound, to hold sth tight, hurry, promise.
3.Techniques: group work, pair work, ask and answer, vocabulary preparation,
production.
4. Teaching aids: The pictures, cassette player, extraboard.
5. Time: 45 minutes.
6. Procedures:


Steps and time:
1.Warm up: (5’)

Contents:
1. Have you ever fallen off your bike?

Notes:
- Asking and answering.

2. Have you ever had a bad cold?/ a

1.Yes, I have.

toothache?/ a headache?/ a

2.Yes, I have.

stomachache?/

3.I went to the hospital.

3.What did you do?
2.Presentation: (15’) I.Getting started:

- Teacher introduces vocabulary.

* Vocabulary:

- Teacher reads vocabulary.

- burn: (v):

- Students listen and repeat.

- have a nose bleed: (v)

- Students read vocabulary

- have a bad cut: (v)

individually.

- have a bee sting: (v)
Work with a partner. What would you

- Group work.

do in these situations which require first

- Students speak the sentences.

aid? The pictures will help you:

- Students write the sentences.

- A girl has a burn on her arm. I’ll use

- Students remark and correct.

cold water to ease the pain.
- A boy has a bad cut on his leg. I’ll use
a handkerchief to cover the wound.
- A girl has a nose bleed.I’ll get her an
ice bag.
- A boy has a bee sting. I’ll take him to
the nearest clinic.
II.Listen and read:

- Teacher introduces vocabulary.

* Vocabulary:

- Teacher reads vocabulary.

- a first aid course: (n)

- Students listen and repeat.

- emergency: (n)

- Students read vocabulary

- ambulance: (n)

individually.

- hurt: (a)
- calm down: (v)


- fall off: (v)
- hit: (v)
- conscious: (a) # un conscious:(a)
- towel: (n)
- handkerchief: (n)
- wound: (n)
- pressure: (a)
- hold sth tight: (v)
- promise: (v)
3.Practice: (10’)

4.Consolidation:
(10’)

1. Practice the dialogue with a partner:

- Pair work.

2. Select the topics covered in the

- Group work.

dialogue:

- Students choose the sentences.

a, b, c, e, f.

- Students remark and correct.

Your friend fell down from the second

- Pair work.

floor. You can call an ambulance. Make

- Students remark and correct.

the dialogue about it.

- Teacher gives the marks.

A: Please send an ambulance to Hoa An
school. A student is hurt.
B: Calm down. Can you tell me what

happened?
A: She fell down from the second floor
and hit her head on the road.
B: Is she conscious?
A: Yes, but she had a bad cut on her
head.It’s bleeding quite badly.
B: Try to stop the bleeding. Use a towel
to cover the wound. Hold it tight.
A: Will you hurry, please?
B: The ambulance will be there in about
10 minutes. She mustn’t fall asleep.
A: All right. I promise I’ll keep her a


wake.
5.Homework: (5’)

- Learn vocabulary by heart.

- Teacher’s remarks.

- Do the exercise.

1. ambulance

- Prepare: Unit 9: Speak- Listen.

2. patient

Complete the sentences, using the

3. hurry

words in the box:

4. fall off

emergency ambulance fall off
wound

hurry

instruction

force

patient

0.In case of emergency phone the
hospital.
1.I will send an------- to your place.
2.The------- will be taken to the hospital
right away.
3.We don’t need to----- We still have a
lot of time.
4.What happened to the boy yesterday?
He-----the bicycle and hurt himself
badly.
5.Hurt himself badly? Is the----serious?
6.If you want to know how to use the

machine, you should read the-----carefully.
7.The child doesn’t want to join the
club. Don’t------him!

5. wound
6. instruction
7. force


UNIT 9: A FIRST AID COURSE.
Period 59+60: SPEAK- LISTEN.
1.Objectives: By the end of the lesson, students will be able to talk: request or offer to
somebody help them and promise about something.
2.Language contents: - Grammar: Can/ Could you…..?, Will/ Would you….?, Would
you like….?, What can I get for you?, I promise…..I will, I promise…..I won’t, I promise
to….
3.Techniques: group work, pair work, discussion.
4. Teaching aids: The pictures, cassette player, extraboard.
5. Time: 45 minutes.
6. Procedures:
Steps and time:
1.Warm up: (5’)

Contents:
Match the column A with the columnB:
A:

2.Pre-speaking:(5’)

B:

Notes:
- Group work.
- Students remark and correct.

1.to have a nose

a.tight

1e to have a nose bleed.

2.to have a bee

b.sting

2b to have a bee sting.

3.to have a bad

c.flat

3f to have a bad cut.

4.to hold sth

d.dowm

4a to hold sth tight.

5.to lie

e.bleed

5c to lie flat.

6.to calm

f.cut

6d to calm dowm.

Work with a partner. Look at the

- Teacher introduces the requests,

phrases and the pictures. Take turns to

the offers and the promises: Can/

make and respond to requests, offers

Could you…?, Will/ Would you…?,

and promise:

Would you like…?, What can I get
for you?, I promise…..I will, I
promise…..I won’t, I promise to….
- Students look at the pictures.
- Teacher explains the contents of

the pictures.


- Teacher gives the example.
- Pair work.
- Students remark and correct.

3.While-speaking:
(10’)

Ex: a.A: Would you give me a bandage,
please?
B: Sure. Here you are.
b. A: Can I get you some medicine?
B: Yes, please.
c. A: Can I get you some bandage?
B: That would be nice.
d. A: Would you like some medicine?
B: Yes, please.

- Pair work.
- Students remark and correct.
- Teacher gives the marks.

e. A: I promise I won’t play soccer in
the house again.
B: Don’t forget.
4.Post-speaking:(5’)

- You had a bad mark. What do you say

to promise with your mother?
- You had a bad cut/ a headache/ a
stomachache. What do you say to
request to somebody help you?
- A: I had a bad mark. I promise I won’t

- Teacher explains the exercise.

play video games again.

- T introduces the situation in the

B: Don’t forget.

5.Pre-listening: (5’)

pictures and gives the mean.

- A: I had a stomachache. Can you give

- Teacher introduces vocabulary.

me some medicine?

- Teacher reads vocabulary.

B: Sure. Here you are.

- Students listen and repeat.

Match the letters A, B, C, D, E or F to

- Students read vocabulary

the correct words in the box, then put

individually.

them in the correct order as you hear:

- Students look at the pictures and


* Vocabulary:

match the pictures with the words.

- crutch: (n)

- Students listen to the passage in

- stretcher: (n)

cassette player.

- wheel chair: (n)

- Students listen and arrange the

- scale: (n)

pictures.

- eye chart: (n)

- Students listen and check.
- Students retell the passage.

6.While-listening:

F, B, A, D, E, C.

(5’)

- Students remark and correct.
- Teacher gives the marks.

7.Post-listening:(5’)

- Teacher’s remarks.
1.Don’t overheart the victim with
blankets or coats.

8.Homework: (5’)

- Learn vocabulary by heart.

2.Cool the burn immediately so as to

- Do the exercise.

Minimize tissue damage.

- Prepare: Unit 9: Read.

3.Put the affected part under a

- Complete the sentences with the

running cold tap.

following words:

4.Cover the burned area with a thick

1.overheat/ don’t/ blankets/ coats/ or/

sterile dressing.

victim/ the/ with.

5.Clean the victim’s wound with

2.as/ cool/ immediately/ the/ burn/ so/

warm water and soap.

to/ tissue/ damage/ minimize.
3.part/ put/ affected/ a/ cold/ the/ tap/
under/ running.

4.burned/ cover/ sterile/ area/ with/ a/
dressing/ the/ thick.
5.clean/ water/ the/ victim’s wound/
soap/ with/ warm/ and.
UNIT 9: A FIRST AID COURSE.


Period 61: READ.
1.Objectives: By the end of the lesson, students will be able to understand the content of
the passage and find the necessary information.
2.Language contents: - Vocabulary: fainting, patient, force, elevate, victim, revive,
blanket, shock, minimize, tissue, sterile dressing.
3.Techniques: group work, discussion, vocabulary preparation.
4. Teaching aids: Extraboard.
5. Time: 45 minutes.
6. Procedures:
Steps and time:
1.Warm up: (5’)

Contents:
1.What will you do when your friend

Notes:
- Asking and answering.

has a burn on her arm?/ has a bad cut on 1.I’ll take him/ her to the hospital
his leg?/ has a nose bleed?/ has a bee

when he/ she has a burn on her arm/

sting?

has a bad cut on his leg/ has a nose

2. Where do you usually buy the

bleed/ has a bee sting.

medicines?

2.I usually buy the medicines at the
clinic.

2.Pre-reading: (10’)

* Vocabulary:

- Teacher introduces vocabulary.

- case: (n)

- Teacher reads vocabulary.

- fainting: (n)

- Students listen and repeat.

- patient: (n)

- Students read vocabulary

- force: (v)

individually.

- elevate: (v)
- victim: (n)
- revive: (n)
- overheat: (v)
- blanket: (n)
- shock: (n)
- immediately: (adv)


- minimize: (v)
- tissue: (n)
- sterile dressing: (n)
3.While-reading:

- Students read the passage (read

(15’)

silent)
Choose a correct case for each of the

- Group work.

following treatments:

- Students write the answers.

a.A

d.C

- Students remark and correct.

b.B

e.A

c.A
4.Post-reading:(10’)

- Student 1 gives the situation.
- Student 2 gives the answer.
- Students remark and correct.

5.Homework: (5’)

- Learn vocabulary by heart.

- Teacher’s remarks.

- Do the exercise.

1.Don’t force the victim to stand or

- Prepare: Unit 9: Write.

sit.

- Complete the sentences with the

2.Don’t give the victim drugs or

following words:

alcohol.

1.Don’t/ the/ to/ sit/ or/ force/ victim/

3.Give the victim a cup of tea when

stand.

he revives.

2.Don’t/ drugs/ the/ victim/ or/ alcohol/

4.Elevate the patient’s feet lower his

give.

head below or level the heart.

3.Give/ when/ the /a/ cup/ revives/ of/

5.Don’t let the victim become

tea/ he/ victim.

chilled.

4.the/ of/ patient’s feet/ or/ lower/ his/
below/ the/ level/ the/ heart/ elevate/
head.
5.Don’t/ chilled/ let/ the/ become/
victim.

UNIT 9: A FIRST AID COURSE.
Period 62: WRITE.


1.Objectives: By the end of the lesson, students will be able to write the thank you note.
2.Language contents: - Grammar: the simple past, simple present, simple future.
3.Techniques: group work, pair work, discussion.
4. Teaching aids: Extraboard.
5. Time: 45 minutes.
6. Procedures:
Steps and time:
1.Warm up: (5’)

Contents:
1.Have you ever written to thank you?

Notes:
- Asking and answering.

2.When do you write to thank you?

1.Yes, I have.

3.Have you ever received the thank you

2.I write to thank you for the present

note?

my friend send me on my birthday?
3. Yes, I have.

2.Pre-reading: (5’)

- Teacher introduces and explains
the exercise.
- Students read the thank you note
Nga sent Hoa (read silent).

3.While-reading:
(20’)

1.Complete the thank you note Nga sent - Group work.
to Hoa after she left the hospital. Use

- Students rewrite the letter with the

the correct tense forms of the verbs in

correct tense.

brackets:

- Students remark and correct.

1.was

4.came

2.were

5.am

3.helped

6.will phone

2.Write a thank you note to a friend.

- Group work.

Invite your friend to go on a picnic with

- Students write a thank you note.

you. Arrange to contact your friend.

- Students remark and correct.

Use the following questions to guide

- Teacher gives the marks.

your writing:
Dear Ngoc,


Thank you very much for the present
you sent me while I was in HCM city. It
was nice and it really helped to cheer
me up. Now I am bored. Would you
like to go on a picnic with us on the
weekend? I’d love to see you.
Your friend.
Hanh.
3.Use the same format to write another

- Group work.

letter to another friend for other

- Students write a thank you note.

occassions:

- Students remark and correct.

Dear Minh,

- Teacher gives the marks.

Thank you very much for the shirt you
sent me on my birthday. It was
beautiful and it really helped to cheer
me up. Now I am free. Would you like
to go shopping with me, today? I’d love
to see you.
Your friend.
Linh.
4.Post-reading:(10’)

You had an accident, your friend

- Group work.

helped you. When you come back

- Students write a thank you note.

home, you write a thank you note to

- Students remark and correct.

her/ him.

- Teacher gives the marks.
Dear Van,

Thank you very much for your helpful

when I had an accident and I was in the
hospital.That’s very kind of you.Now I
am free, today. Will you come over to
my house? I’d love to see you.
Your friend.


Ha.
5.Homework: (5’)

- Do the exercise.

- Teacher’s remarks.

- Prepare: Unit 9: Language focus.

1.Yes, they are.

- Read the following passage and

2.Many people use bicycle for

answer the questions:

exercise.

Bicycle are very popular today in

3.In cities, many people like bicycle

many countries. Many people use

better than cars with a bicycle, they

bicycle for exercise. But exercise is

never have to wait in traffic. They

only one of the reason why bicycle are

also do not have to find a place to

popular. Another reason is money.

park.

Bicycle are not expensive to buy. They

4.It is cheap to buy a bicycle.

do not need gas to make them go. They
also are easy and cheap to fix. In cities,
many people like bicycle better than
cars with a bicycle, they never have to
wait in traffic.They also do not have to
find a place to park.
1.Are bicycles popular today in many
countries?
2.What do many people use bicycle for?
3.Why do many people like bicycle

better than cars in cities?
4.Is it expensive or cheap to buy a
bicycle?

UNIT 9: A FIRST AID COURSE.
Period 63: LANGUAGE FOCUS.


1.Objectives: By the end of the lesson, students will be able to use in order to, so as to,
future simple, use: will to make requests, offers and promise.
2.Language contents: - Grammar: in order to, so as to, future simple, use: will to make
requests, offers and promise.
- Vocabulary: anxiety, air port, comfortable.
3.Techniques: group work, pair work, discussion.
4. Teaching aids: Extraboard, picture.
5. Time: 45 minutes.
6. Procedures:
Steps and time:
1.Warm up: (5’)

Contents:
1.What did you do when your friend

Notes:
- Asking and answering.

has a shock?/ a fainting?

1.When my friend has a shock I

2. What did you say to requests your

don’t overheat her/ him with

friend goes to the hospital with you?

blankets or coats. When my friend

bring a glass of water to you?

has a fainting I give her/ him a cup
of tea when he/ she revives.
2.Can you go to the hospital with
me, please.
Can you bring me a glass of water,
please.

2. Activity1: (15’)

1.Match one part of sentence from

- Teacher explains this exercise.

column A with another part in column

- Teacher gives the example.

B. Then write a complete sentences by
using in order to/ so as to:
Ex: I always keep the window open inorder to/ so as to let fresh air in.

* Vocabulary:

- Teacher introduces vocabulary.

- anxiety: (n)

- Teacher reads vocabulary.

- schedule: (n)

- Students listen and repeat.

- air port: (n)

- Students read vocabulary


- comfortable: (a)

individually.

2c. Mary wrote a notice on the board in- - Teacher explains: in order to/ so as
order to/ so as to imform her classmates

to.

about the change in schedule.

- Group work.

3b. Mr Green got up early this morning

- Students write the sentences.

in order to/ so as to get to the meeting

- Students remark and correct.

on time.
4e. My elder brother studies hard this
year in order to/ so as to pass the
entrance exam to the university.
5a. People use first aid in order to/ so as
to ease the victim’s pain and anxiety.
6d. You should cool the burn
immediately in order to/ so as to
minimize tissue damage.

3. Activity2: (10’)

2.Ba is talking to his mother about his

- Pair work.

aunt Mai. Complete the dialogue. Use

- Students rewrite the dialogue.

the correct word or short form:

- Students remark and correct.

1. will

4. shall

2. will

5. will

3. won’t

6. ‘ll

3.Nga is helping her grandmother. Look - Pair work.
at the pictures and complete the

- Students look at the pictures and

sentences. Use the words under each

make the dialogue.

picture and will:

- Students write the dialogue.

b. will you give it.

- Students remark and corect.

c. will you answer the telephone.
d. will you turn on the TV, please.
e. will you pour a glass of water.
f. will you get me a cushion.
4. Activity3: (10’)

4.Work with a partner, look at the

- Group work.


pictures. Make requests, offers or

- Students look at the pictures and do

promises. Use the words in the box and

the exercises.

will or shall:

- Students write the sentences.

b. Will you paint the door, please?

- Students remark and corect.

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

I’ll study harder.
d.Will you carry the bag for me, please?
Shall I carry the bag for you?
e. Will you hang the clothes, please?
Shall I hang the clothes for you,
please?
f. Will you cut the glass, please?
I will cut the glass for you.
5.Homework: (5’)

- Do the exercise.
- Prepare: Unit 10:
Getting started- Listen and read.
- Read the following passage and

- Teacher’s remark.

answer the questions:

1. Many people believe that life on a

Many people believe that life on a
farm is very quiet and easy, but it is

farm is very quiet and easy, but it is
very hard.

very hard. I myself have lived on a farm 2. I myself have lived on a farm for
for nearly twenty years and I know

nearly twenty years.

what farm work is. You must do. I get

3. I get up early feed the chickens

up early feed the chickens and the

and the cows, water the flowers, do a

cows, water the flowers, do a lot of

lot of gardening and then work in the

gardening and then work in the fields.

fields.

But my aunt likes this way of life and

4.Yes, they do.

so do all her children.
1.What do many people think about the
life on a farm?


2.How long have you lived on a farm?
3.What do you do on a farm?
4.Do your aunt and her children like the

life on a farm?