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 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: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP 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 emergency room them these things are often used for first aid sterile dressing - Divide the class into teams Ask medicated oil them to close their book and go to the BB to write the names of the things ice they've just seen from memory water pack - The group having more right English alcohol words is the winner - Ask Ss to discuss and write down what they would 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 times PRE-READING - Ss repeat after the T: in chorus and I Pre - teach vocabulary individually - (an) ambulance (picture) - (an) emergency (T: when 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 fell - Check if Ss' predictions are right or not cut conscious bleeding ambulance 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: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP 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 I want you to get me a bandage How can I say? repeat I'd like you to come to my party How can I say? 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 Will you (please) get me a bandage? Would you like to come to my party? I promise I'll finish my homework before bedtime * Concept checking: To make a request: Will - Have them repeat or 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 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 / get for you? Responses: + Yes, please / That would be nice - NO, thank you 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 The girl has a burn on her hand The girl has a bad fever - Hang the chart with the statements on the Bb The boy has just broken the vase - Ask Ss to look at the pictures on The boy has a headache page 82 and match the situations 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 or 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 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 Date: January th, PERIOD 57 2011 UNIT 9: A FIRST - AID COURSE LESSON 3: LISTEN AND LANGUAGE FOCUS (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: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP 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 Wheelchair - Have Ss copy and guess the order of the words Crutches Eye chart - Play the CD and ask Ss to listen Scale - Ask Ss to give their answers and correct stretcher - 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 A doctor is wheeling a patient into the emergency room The patient's head is bandaged A nurse is pushing a wheelchair with a patient sitting on it The eye chart consists of 28 letters ranging in the different size The baby's mother is trying to stop the nurse from weighing her baby - Expected answers: F (a paramedic not a doctor) T F (empty wheelchair not with a patient) T 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 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 on page 86 - Expected answers: - Get Ss to the exercise in pairs f - Call some pairs to read aloud the c answers b e a 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 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: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP 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 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 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: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP 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: Nga writes to thank Hoa for some candy Hoa's gift cheered Nga up Nga'd like Hoa to see her at the hospital 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 Nga writes the letter at the hospital - Expected answer: F F T 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: was were helped come 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 T 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 groups and choose a letter randomly in each group - Ask groups to copy chosen letters on posters then put them on the board How 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, Date: January th, PERIOD 60 2011 UNIT 9: A FIRST - AID COURSE LESSON 6: LANGUAGE FOCUS 2, 3, 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: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM-UP A word square - Divide Ss into 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: 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 To make an offer: Will / Won't you Shall I bare infinitive ? Can I Would you like + to infinitive ? What can I / get for you? Responses: + Yes, please / That would be nice - NO, thank you 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 will - will - won't - shall - will - '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 Language focus 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 exercise in workbook - Call some students to give their answers PRODUCTION V Exercise (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)