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

UNIT 9: A FIRST - AID COURSE
LESSON 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
WARM-UP
Kim's game

- Ask Ss to open their books and look - Expected answers:
at the things on page 80 (for 20''). Tell
1. emergency room
them these things are often used for
first aid.
2. sterile dressing
- Divide the class into 2 teams. Ask 3. medicated oil
them to close their book and go to the
BB to write the names of the things 4. ice

they've just seen from memory.
5. water pack
- The group having more right English 6. alcohol
words is the winner.


- Ask Ss to discuss and write down
what they would do in these situations
which require first-aid.
- Expected answers:
+ Use cold water / ice to ease the pain
+ use alcohol / medicated oil / sterile dressing.
+ Use a handkerchief to stop the bleeding / tell
her to lie down
+ use Medicare oil, ...
- model 3 times

PRE-READING

- Ss repeat after the T: in chorus and
I. Pre - teach vocabulary
individually
- (an) ambulance

(picture)

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

- unconscious (adj) ≠ conscious

(picture)

- (to) bleed - the bleeding

(picture)

- a handkerchief

(realia)

- wound (n)

(picture)

- Hang the chart with the paragraph on * Checking vocabulary: Rub out and remember
the board.
- Ask Ss to predict the words in the II. Gap fill Prediction
gaps.
"There was an emergency at Lan's school. A
- Call on some Ss to go to the board student (1) ..... off her bike and hit her head on
and write their words.
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 student

(6) ..... while waiting for the ambulance."

WHILE READING
- Have Ss open their books, listen to the
CD while reading the dialogue.
1. fell
- Check if Ss' predictions are right or
not.
3. cut

2. conscious
4. bleeding

5. ambulance

6. awake

III. Comprehension questions
- Ask Ss to read the dialogue again and
select the topics covered in the
- Expected answers:
dialogue (page 81).
- Tell Ss to write their answers on a
sheet of paper and hand in after
finishing.

A-b-c-e-f

POST READING:

- Have Ss in turns play the roles to
IV. Role Play
demonstrate the dialogue.

- Ask Ss to write a story using the
information from the dialogue.
V. Write it up
- Tell Ss to begin their story with: "Yesterday there was an emergency at ......."
"Yesterday there was an emergency
at ......."
- Monitor and help Ss with their work.


IV. Consolidation: (2 minutes)
- T asks students to summarize the story.
V. Homework
- Prepare Speak

PERIOD 56:
January 4th, 2011

Date:
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.
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
WARM-UP


Revision: Network
- 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.

Situations which
require first - aid

- Ask Ss to stick their posters on the
- Expected answers:
BB after they finish.
- Tell them the group to have more + have a nose bleed
right words is the winner.

+ have a burn
+ have a cut
+ have a bee sting, . . .

PRESENTATION
I. Vocabulary:
- (to) promise

(translation)

- a bandage

(realia)

* Checking: ROR
II. Set the scene:
Questions:
- Model three times and get Ss
1. I want you to get me a bandage. How can I say?
repeat.
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 bedtime. How can I say?
- Ask Ss questions to elicit the * Model sentences


models

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
- Have them repeat 2 or 3 times
before writing them on the board.
Would
infinitive . . .?
- Underline the key words.
Could / Can

you (please) + bare

Response:
- Get Ss to work out the rules for
themselves by asking questions.
+ Sure / OK / All right
- I'm sorry I can't / I'm afraid not
- After formulating the model 2. To make an offer:
sentences, elicit some more phrases
Will / Won't you
with the same use from Ss
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 ...


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
1. The girl has a burn on her hand.
2. The girl has a bad fever.
- Hang the chart with the statements
on the Bb
3. The boy has just broken the vase.
- Ask Ss to look at the pictures on 4. The boy has a headache.
page 82 and match the situations
5. The boy has a snake bite.
with the statements.
- Expected answers:
1.a - 2.d - 3.e - 4.b - 5.c
IV. Picture drill
- Identify the situations in the
pictures.

Picture a.

request

b

offer / request

- Model picture a. then get Ss to
repeat

c

offer / request

- Get 3 or 4 pairs to demonstrate the
exchanges of the rest.

d

offer

e

promise

- 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


them on the BB (generally in a list)
PRODUCTION
- Ss work in pairs, each pair makes 3 Role play
dialogues: one request, one offer and
one promise.
- Call some pairs to present on BB.
IV. Consolidation: (2 minutes)
- T asks students to state the main structures of promise, offer and request.
V. Homework
- Prepare Listen + Language Focus 1

Date: January 4 th,

PERIOD 57
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.
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
WARM-UP
Guess from the context: What actions?

- Ask Ss to look at the picture on page - Expected answers:
82 and write out all the verbs
(to) drive, wheel/ move / push, weight, wait, lie,
describing the actions of the people in
stand, lean
it.
- Tell Ss the group having the most
right verbs is the winner.

PRE - LISTENING
I. Pre - teach vocabulary
- (an) eye chart

- Model thrice and get Ss repeat.

(picture)

- eye sight (n)
- (a) paramedic

(picture)

= He takes care of patients but he isn't a doctor
nor a nurse
- (a) wheelchair

(picture)

- (to) wheel
(to push a wheelchair)
- Have Ss repeat the works in chorus
then rub out word by word but leave - (a) stretcher
(picture)
the circles.
- (a) crutch - crutches
(picture)
- Go on until the circles are empty.
- (a) scale
(picture)
- Get Ss (5 at a time) to come to the
BB to fill in the circles with the right Checking: What and where
words again.
II. Matching
- Expected answers:
A - ambulance
- Ask Ss to look at the picture in their

D - eye chart


books again and match the letter A, B, B - wheelchair
C, D, F.
C - crutches

E - scale
F - stretcher

WHILE - LISTENING
III. Ordering Prediction
Put the words in the table:
- Rub out the letters (A, B, . .) but
leave the words.
You guess

On CD

Ambulance

..................

3

Wheelchair

..................

2

- Have Ss copy and guess the order of
the words.

Crutches

..................

6

Eye chart

..................

4

- Play the CD and ask Ss to listen

Scale

..................

5

- Ask Ss to give their answers and
correct

stretcher

..................

1

- 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.

IV. True / False Statements
- 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.

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.

- Expected answers:
1. F (a paramedic not a doctor)
2. T
3. F (empty wheelchair not with a patient)
4. T
5. F (stop her baby from crying)

POST - LISTENING
V. Language Focus 1:
□ Model sentence:
- Ask Ss questions to elicit the models. - Why should we cool the burn immediately?
- Presents the models.

 We should do it in order to minimize the
tissue damage.
□ Concept checking:
Form: in order to + bare infinitive.

Meaning:
- Get Ss to work out the rules for
themselves by asking questions.
Use: to indicate purposes.
□ Do exercise 1 on page 86.
- Expected answers:
- Get Ss to do the exercise in pairs.

1. f

- Call some pairs to read aloud the 2. c
answers.
3. b
4. e
5. a


6. d

IV. Consolidation: (2 minutes)
- T asks students to state the verbs related to hospital and structures of purposes.
V. Homework
- Prepare Read (p. 83)

Date: January 4 th,

PERIOD 58
2011
UNIT 9: A FIRST - AID COURSE
LESSON 4: READ

A. Aim: - Reading for the instructions about some more situations requiring 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
WARM-UP


Bingo
- Ask Ss to give situations for Suggested words:
emergencies which require first-aid.
Burn, cut, bee sting, snake bite, fainting, shock,
- Have students choose any 4 words nose bleed.
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

PRE-READING
- Present new words on the board.
- Guide Ss to read them in chorus.

I. Vocabulary:
- (to) elevate # (to) lower

(gesture)

- (a) victim
(explanation)
= person who needs first-aid
- (to) overheat
(explanation) = make s.t too hot
- fainting (n)

(picture)

- (to) force
(translation)
- (to) revive
(explanation)

- Check Ss' memory by technique

- shock (n)

(mime)

- (a) blanket

(picture)

- (to) minimize
(antonym)


"Slap the board".

# (to) maximize

- Collect and write the Ss' ideas on the - (a) water pack
(picture)
board.
- sterile dressing (n)
(picture)
- Have Ss read the instructions on
* Checking technique: Slap the board
page 83 and add the missing
information.
II. Network:

- Ask the questions to elicit the
answers.

cool the burn with ice

- Monitor and correct.
burn

fainting
shock

- 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

WHILE-READING


match the headings.
Checking Network:
Read the instructions on page 83 and add the
missing information
III. Matching:
Ÿ Read the statements on page 84 and match
three headings A, B, C to them.
- Draw the grid on the board

- Expected answer:

- Ask students to read the instructions A: a, c, e
again and fill in the information
B: b
- Call on some students to the board C: d
to write their answers
IV. Grids:
Read the instructions again and fill in the
information
Cases

Do

Don’t

Faintin
g

- Leave the patient - Don’t force
lying flat
him/her to sit
or stand
Elevate
the
patient’s feet, or - Don’t let the
lower his/her head victim get
below the level of cold
the heart
- Give the victim a
cup of tea when
she/he revives

Shock

Don’t
overheat the
victim
with
blankets
or


coats
- Don’t give
the victim any
food or drink
- Don’t give

the
victim
drugs
or
alcohol
Burns

- Cool the burns
immediately so as
to minimize tissue
damage
- Put the affected
part
under
a
running cold tap
- Ease pain with ice
or cold water packs
- Cover the burned
area with a thick
sterile dressing

POST-READING
- Ask Ss to look at the grids and retell Retell the story
the story
- Call some students to retell.
IV. Consolidation: (2 minutes)
- T asks students to state the main first-aid requirements for burn, shock and fainting.
V. Homework
- Prepare Write (p. 84, 85)

Date: January 7 th,

PERIOD 59
2011
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.
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
WARM-UP
Shark attack

- 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.


EASE
VICTIM
ELEVATE
PRE-WRITING
- Present new words and guide Ss to I. Vocabulary:
read them.
- (to) thank (so) for (s.t):
e.g.: she thanked me for my gift
- Have Ss copy
- (to) cheer (so) up
(Explanation)
- (to) come over
(translation)
- Set the scene to introduce the * Checking: ROR
situation.
* Set the scene:

- Hang the poster with the statements
on the board

"Nga was sick and she had to go to hospital.
After she left the hospital, she wrote a thankyou note to Hoa. Why and what did she write?


- Ask students to read the statements
and decide which of statements are true

and which are false

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.

- 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

5. Nga writes the letter at the hospital.
- Expected answer:
1. F

2. F

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
- 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.

3. T

6. I'm phone

WHILE - WRITING
IV. Answers the questions: (on page 85)

- Put the poster with the questions on Write a thank-you note to a friend. Invite your
the board
friend to go on a picnic with you. Use the
- Ask students to answer the questions questions.
orally

What did your friend give/send you?

- Have students practice speaking to
each other

On what occasion?

- Monitor and correct

- Ask students to join the sentences into
a paragraph to make it a thank-you
note.

What was/were it/ they like?
How did you feel when you received the
present?


- 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

How do you feel now?
Do you want to invite your friend to
somewhere?
If so, then when?
How will you contact your friend?

- Compare the posters and correct
- Call on some more students to read
their letters for the class
- Give feedback and correct
POST-WRITING
Exhibition:
- Comparing - sharing

- Correction
IV. Consolidation: (2 minutes)
- 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.

Date: January 7 th,

PERIOD 60
2011
UNIT 9: A FIRST - AID COURSE
LESSON 6: LANGUAGE FOCUS 2, 3, 4


A. Aim: - By the end of the lesson, students will be able to make and respond to requests,
offers and promises.
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
WARM-UP
A word square

- Divide Ss into 2 groups, each group
takes turn to write down the words on
BB.
- The group having more correct
words will be winner.

P

R

O

M

I

S

E

O

E

F

H

A

B

M

U

Q

F

A

N

S

P

R

U

E

N

E

W

T

C

E

R

G

P

E

Y

U

S

H

I

O

N

C

T

T

U

R

N

O

N

- Expected answers:
Promise, turn on, request, offer, cushion, hang,
cut, pour, empty, pen, news.


PRESENTATION

I. Revise structures of request, offer and
promise:
1. To make a request:

- Recall structures of request, offer and
promise from students.
Will
Would
infinitive . . .?

you (please) + bare

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 ...


I will .................... I promise.
I promise to ..........................

Responses: I hope so. / Good. / I'm glad./ Don't
forget.
II. Language focus 2: Repetition Drill: Will
- Ask Ss to listen to the dialogue and
('ll), or Shall or won't.
repeat if they think the sentence is
right and keep silent if sentence is - Expected answers:
wrong.
1. will - 2. will - 3. won't - 4. shall - 5. will - 6.
'll

- Ask students to look at the picture
and dialogues on page 87, 88 and fill
in the gaps with the right words.
- Monitor and correct

PRACTICE
III. Language focus 3:
- Expected answers:

b. Will you give it
- Call on some pairs to play the roles
in front of the class
c. Will you answer the telephone
d. Will you turn on the TV, please
e. Will you pour a glass of water
- Ask Ss to do Language focus 4 then f. Will you get me a cushion
practise speaking with a partner.
IV. Language focus 4:
- Expected answers:

a. Will you empty the garbage can, please?
I will empty the garbage can right now
b. Will you paint the door, please?
I will paint the door this afternoon
c. Will you study hard, please?


I will study harder
d. Will you carry the bag for me, please?
I shall carry the bag for you.
e. Will you hang the washing, please?
I shall hang the washing for you.
f. Will you cut the grass, please?
I will cut the grass for you.
- Ask Ss to do exercise 6 in workbook
- Call some students to give their
answers.

PRODUCTION
V. Exercise 6 (workbook, p.80)
- Expected answers:
b. Would you like something to eat?
c. I promise I will study harder
d. I promise to bring it back before 6.30 p.m.
e. What can I get for you?
f. Can you call the ambulance?
g. Use a towel or a handkerchief to cover the
wound.
h. Give the victim a cup of tea.

IV. Consolidation: (2 minutes)
- T asks students to state the main structures of requests, promises and offers.
V. Homework
- Do all exercises in the workbook.
- Prepare unit 10 (getting started, listen and read)