Tiếng Anh 8 - Giáo án bài 9: A first - Aid course - GV.Huỳnh Quốc Khoa

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Unit 9 "A first - Aid course" - Anh văn 8 giúp bạn có thêm tư liệu giảng dạy. Giúp học sinh tìm hiểu về những việc cần làm khi cấp cứu cho ai đó, học cá từ vựng liên quan đến cấp cứu. Chúc bạn có những tiết học tốt.

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Nội dung Text: Tiếng Anh 8 - Giáo án bài 9: A first - Aid course - GV.Huỳnh Quốc Khoa

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 - Expected answers: which require first-aid. + 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, ... PRE-READING - model 3 times I. Pre - teach vocabulary - Ss repeat after the T: in chorus and - (an) ambulance (picture) individually - (an) emergency (T: when do we need an ambulance?) - unconscious (adj)  conscious (picture) - Copy down - (to) bleed - the bleeding (picture) - a handkerchief (realia) - wound (n) (picture) * Checking vocabulary: Rub out and remember - Hang the chart with the paragraph on the board. II. Gap fill Prediction - Ask Ss to predict the words in the "There was an emergency at Lan's school. A gaps. student (1) ..... off her bike and hit her head on - Call on some Ss to go to the board the road. She was (2).... but she cut her head and write their words. 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 2. conscious - Check if Ss' predictions are right or 3. cut 4. bleeding not. 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). A-b-c-e-f - Tell Ss to write their answers on a sheet of paper and hand in after finishing. 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: Date: January 4th, 2011 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 Situations which to write as many words as possible require first - aid on their posters. - Ask Ss to stick their posters on the BB after they finish. - Expected answers: - 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: - Model three times and get Ss Questions: repeat. 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
- Ask Ss questions to elicit the before bedtime. How can I say? models * 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: - Have them repeat 2 or 3 times 1. To make a request: before writing them on the board. Will - Underline the key words. Would you (please) + bare infinitive . . .? - Get Ss to work out the rules for Could / Can themselves by asking questions. Response: + Sure / OK / All right - After formulating the model - I'm sorry I can't / I'm afraid not sentences, elicit some more phrases with the same use from Ss 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 .......................... - Get Ss to copy Responses: I hope so. / Good. / I'm glad./ Don't forget. PRACTICE III. Matching - Hang the chart with the statements on the Bb 1. The girl has a burn on her hand. - Ask Ss to look at the pictures on 2. The girl has a bad fever. page 82 and match the situations 3. The boy has just broken the vase. with the statements. 4. The boy has a headache. 5. The boy has a snake bite. - Expected answers: 1.a - 2.d - 3.e - 4.b - 5.c - Identify the situations in the pictures. IV. Picture drill - Model picture a. then get Ss to Picture a. request repeat b offer / request - Get 3 or 4 pairs to demonstrate the exchanges of the rest. c offer / request - Get Ss in turns to practice all d offer Theme exchanges (a - e) e promise - Monitor and correct, encourage Ss to make sentences for themselves. - Collect the Ss' ideas and write
them on the BB (generally in a list) - Ss work in pairs, each pair makes 3 dialogues: one request, one offer and PRODUCTION one promise. Role play - 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 PERIOD 57 Date: January 4th, 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 (picture) - Model thrice and get Ss repeat. - 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 D - eye chart - Ask Ss to look at the picture in their B - wheelchair E - scale books again and match the letter A, B, C - crutches F - stretcher C, D, F. 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 - Tell Ss they are going to listen to a Ambulance .................. 3 paragragh about the activities taking place in an emergency room which Wheelchair .................. 2 contains the words on the Bb. Crutches .................. 6 - Have Ss copy and guess the order of Eye chart .................. 4 the words. Scale .................. 5 - Play the CD and ask Ss to listen stretcher .................. 1 - Ask Ss to give their answers and correct IV. True / False Statements - Stick the chart with the statements 1. A doctor is wheeling a patient into the on the Bb. emergency room. - Ask Ss to read the statements 2. The patient's head is bandaged. carefully and check if they understand 3. A nurse is pushing a wheelchair with a patient the meaning of the statements. sitting on it. - Ask Ss to work in pairs to decide 4. The eye chart consists of 28 letters ranging in which of the statements is true and the different size. which is false. 5. The baby's mother is trying to stop the nurse
- Ask Ss to give their answers and from weighing her baby. correct. - 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: - Why should we cool the burn immediately? - Ask Ss questions to elicit the  We should do it in order to minimize the models. tissue damage. - Presents the models. □ Concept checking: Form: in order to + bare infinitive. Meaning: Use: to indicate purposes. - Get Ss to work out the rules for □ Do exercise 1 on page 86. themselves by asking questions. - Expected answers: 1. f 2. c - Get Ss to do the exercise in pairs. 3. b - Call some pairs to read aloud the answers. 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) PERIOD 58 Date: January 4th, 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 I. Vocabulary: - Present new words on the board. - (to) elevate # (to) lower (gesture) - Guide Ss to read them in chorus. - (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) - shock (n) (mime) - (a) blanket (picture) - (to) minimize
- Check Ss' memory by technique (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 page 83 and add the missing * Checking technique: Slap the board information. II. Network: - Ask the questions to elicit the answers. - Monitor and correct. cool the burn with ice 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 WHILE-READING
- Ask Ss to read the text again and match the headings. Checking Network: Read the instructions on page 83 and add the missing information III. Matching:  Read the statements on page 84 and match three headings A, B, C to them. - Expected answer: - Draw the grid on the board A: a, c, e - Ask students to read the instructions B: b again and fill in the information C: d - Call on some students to the board to write their answers IV. Grids: Read the instructions again and fill in the information Cases Do Don’t Fainting - 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)
PERIOD 59 Date: January 7th, 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): - Have Ss copy e.g.: she thanked me for my gift - (to) cheer (so) up (Explanation) - (to) come over (translation) - Set the scene to introduce the * Checking: ROR situation. * Set the scene: "Nga was sick and she had to go to hospital. After she left the hospital, she wrote a thank- - Hang the poster with the statements you note to Hoa. Why and what did she write? on the board II. True-false prediction:
- Ask students to read the statements 1. Nga writes to thank Hoa for some candy. and decide which of statements are true 2. Hoa's gift cheered Nga up. and which are false 3. Nga'd like Hoa to see her at the hospital. 4. Nga is very bored now. 5. Nga writes the letter at the hospital. - Expected answer: - Ask students to look at the letter on page 84 and complete it with the right 1. F 2. F 3. T 4. T 5. F verb forms III. Complete the thank-you note Nga sent to - Monitor and help students with the Hoa after she left the hospital. Use the correct tense forms tense forms of the verbs in brackets. - Call on some students to give their - Expected answers: answers and correct 1. was 2. were 3. helped 4. come 5. am 6. I'm phone WHILE - WRITING - Tell students they are going to write a thank-you note to a friend and invite IV. Answers the questions: (on page 85) him/ her to go on a picnic with them. Write a thank-you note to a friend. Invite your - Put the poster with the questions on friend to go on a picnic with you. Use the the board questions. - Ask students to answer the questions What did your friend give/send you? orally On what occasion? - Have students practice speaking to What was/were it/ they like? each other How did you feel when you received the - Monitor and correct present? - Ask students to join the sentences into How do you feel now? a paragraph to make it a thank-you note. Do you want to invite your friend to
- Tell students to write their letters on a somewhere? sheet of paper to hand in or in their If so, then when? exercise notebooks. How will you contact your friend? - 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 - Compare the posters and correct - Call on some more students to read their letters for the class POST-WRITING - Give feedback and correct 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. PERIOD 60 Date: January 7th, 2011 UNIT 9: A FIRST - AID COURSE LESSON 6: LANGUAGE FOCUS 2, 3, 4