Tác giả: Tràn Thị Chiến
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 29/01/23 23:41
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Nguồn: Tự soạn
Mô tả: Date of planning:13/01/2023 PERIOD: 58 UNIT 9: THE FIRST-AIKD COURSE. Lesson 3:Read. A.Objectives: 1.The aim: By the end of the lesson, students will be able to understand and know some first-aid in some emergencies. Language contents: . Vocabulary: - Fainting; patient; elevate; victim; revive; shock; burn; minimize; sterile. . Grammar: 2. Skills:develop reading skill. 3. Attitude: show their positive attitude in learning English. B. Preparations 1. Teacher: lesson plan, English 8-book, computer, speaker, projector 2. Students: review the grammar points and vocabulary, English 8-book.. C.Techniques: asking, answering, pair work, group work, eliciting, practicing. D. Teaching procedures: 1. Organization (2’): Class Date of teaching Absent students 8B 8C 2. Check-up:no check-up 3. New lesson: Teacher’s and students’ activities Contents • Warm-up(5’) (asking, answering) - T: have ss answer some questions. ? Have you ever get troubles that required first-aid? (weak Ss) ? (If yes) What happened? (medium & good Ss) ? (If yes) What did you do? (good Ss) - Ss: answer. - T: control and correct. - T: lead in the new lesson. Activity 1: Pre-reading(8’) (eliciting, observing, practicing, asking, answering) - T: set the scene, elicit and teach vocabulary through pictures, example, synonym, antonym, and translation. - Ss: guess the mean. - T: guide ss to practice pronunciation. - Ss: read in chorus 3 times then read individually. Checking vocabulary: Jumble words. - T: ask ss some questions to get the main content of the text. (T can talk by Vietnamese to ask weak students.) ? What will you do when you are fainted/ shocked/ or burned? - Ss: answer teacher’s questions. - T: control. Activity 2: While-reading (15’) (asking, answering, pair work, group work) - T: hang on the sub-board, ask ss to do exercise. - Ss: do exercise. - T: ask ss to discuss in pairs to compare. - Ss: compare with their partner. - T: call some ss to give their answers. - Ss: answer. - T: give the correct answer. - Ss: copy down. Activity 3: Post-reading(8’) (discussing, group work) - T: ask ss to work in groups, discuss the question. ? What situations you usually get at school?(weak & medium Ss) ? What first-aids are used for each situation?(good Ss) - Ss: discuss in groups. - T: control and get some groups’ result. - Ss: answer. - T: give the feedback. I. Vocabulary: - Patient (n) = Victim (n): bệnh nhân, nạn nhân. - Lie flat (v): nằm ngửa - Elevate (v) lower (v): nâng lên, hạ xuống - Revise (v): tỉnh lại - Overheat (v): trở nên quá nóng - Tap (n): vòi nước - Ease (v): làm dịu - Sterile (adj): vô trùng. II. Read: Choose a correct case for each og the following treatments * Keys: a. fainting b. shock c. fainting d. burns e. fainting. * Discuss: - What situations you usually get at school? - What first-aids are used for each situation? IV. Consolidation (6’): * IMindMap: - T: consolidate by an iMindMap. - Ss: take note. V.Homework(2’) - Learn vocabulary and structures by heart. - Write the answers in exercise 3 in your exercise book. - Prepare the new lesson: Unit 9: write. • Self-evaluation: Date of planning:13/01/2023 PERIOD: 59 UNIT 9: THE FIRST-AID COURSE. Lesson 4: Write. A.Objectives: The aim: By the end of the lesson, students will be able to practice writing a letter. -Language contents: .Vocabulary:Cheer S.O up; Come out of; Come over; Be bored with; Phone (v); Contact (v) .Structure: Outline for an informal letter. 2. Skills:develop writing skill. 3. Attitude: be careful in some emergency situations, show their positive attitude in learning English. B. Preparations 1. Teacher: lesson plan, English 8-book, computer, speaker, projector 2. Students: review the grammar points and vocabulary, English 8-book.. C.Techniques: asking, answering, pair work, group work, eliciting,observing, practicing. D.Teaching procedures: 1. Organization (1’): Class Date of teaching Absent students 8B 8C 2. Check-up (3’):recall the outline for an informal letter that you’ve learnt in unit 5. 3. New lesson: 1.Activity 1: Warm up( 5') a.Aims: Help students to review how to write an an informal letter, then lead in the lesson. b.Contents: write an informal letter. c.Outcome: Ss’answers. d.Organization: Teacher’s activities Students’ activities Brainstorming - asks Ss two questions: + How many parts are there in an informal letter? + What should each part include? - calls some groups to check - gives feedback and corrects, then asks Ss some more questions: + When do you write a thank-you note? + Have you ever written or received a thank-you note? - introduces the lesson: Today you are going to learn to write a thank-you note - discuss the questions in groups of 4 - call out the answers - answer the questions(WC ) - pay attention . 2.Activity 2: Pre- writing (12’) a.Aims: Students understand the content of the thank-you note and know how to write a thank-you note. b.Contents: Complete the thank-you note. c.Outcome: Ss’ answers. d.Organization: Teacher’s activities Students’ activities Gap-fill: Ex1-P84 - gives instructions: Complete the thank-you note Nga sent to Hoa after she left the hospital. Use the correct tense forms of the verbs in brackets - asks Ss to complete the letter - gets feedback and corrects Answer key 1. was 4. came 2. were 5. am 3. helped 6. will phone Comprehension questions: (poster) - asks Ss some questions 1. What did Hoa sent Nga? 2. When did she sent her? 3. What were they like? 4. How does Nga feel now? 5. Does she want to invite Hoa to her place on the weekend? 6. How will she contact Hoa? - gives feedback and corrects - explains some more about how to write a thank-you note - pay attention - work in pairs - call out the answers - answer the questions (WC) - pay attention 3.Activity 3: While- Post writing (20’) a.Aims: Ss can write an complete thank –you letter. b.Contents: write a thank-you note to a friend. Invite your friend to go on a picnic with you and arrange to contact your friend. c.Outcome: Students’answer. d.Organization: Teacher’s activities Students’ activities Exercise 2- P85 - gives instructions: Now write a thank-you note to a friend. Invite your friend to go on a picnic with you and arrange to contact your friend. Use the guiding questions and refer to the model letter in Ex1-P84 - asks Ss to write their letters - monitors and helps weaker students Correction - asks students to swap their writing and correct mistakes for each other - calls on some Ss to read out their letters - gives feedback and corrects mistakes - pay attention - work individually - swap and correct mistakes for each other - read aloud the letter 4.Activity 4: Application ( 8') a.Aims: further practice b.Contents: Write another letter to another friend for other occasions. c.Outcome: students’ answer. d.Organization: Teacher’s activities Students’ activities Exercise 3- P85 -Write another letter to another friend for other occasions using the same format. - asks Ss to work in groups to write their letters - monitors and helps weaker students Correction - asks students to swap their writing and correct mistakes for each other - calls on some Ss to read out their letters - gives feedback and corrects mistakes - Write the letter in your notebook - Prepare Unit 9: Language focus - Pay attention to T. - work in groups - Write the letter. - Copy 5. Consolidation (6’): * IMindMap: - T: consolidate by an iMindMap. - Ss: take note 6.Homework - Rewrite a letter to a friend about your neighborhood. - Prepare the new lesson: Unit 9 – Language focus. *Evaluation ************** Date of planning:13/01/2023 PERIOD: 60 UNIT 9: THE FIRST-AID COURSE. Lesson 5: Language focus. I. Objectives: 1.The aim: By the end of the lesson, students will be able to understand deeply some structures: in order to, so as to; future simple; modal “will” to make requests, offers and promises. -Language contents: .Vocabulary:Review . Grammar: -in order to, so as to; - future simple; - modal “will” to make requests, offers and promises. 2. Skills:develop communicative skills. 3. Attitude:show positive attitude to learning, and express friendships, be aware of grammar. B. Preparations 1. Teacher: lesson plan, English 8-book, computer, speaker, projector 2. Students: review the grammar points and vocabulary, English 8-book.. C. Techniques: asking, answering, pair work, group work, brainstorming. D. Teaching procedures: 1. Organization (1’): Class Date of teaching Absent students 8B 8C 2. Check-up:(warm-up). 3. New lesson: 1. Activity 1. Warm up (5’) a. Aim: Check students’ knowledge from the privous lesson. And lead in the new lesson. b. Content: read out the thank-you note they wrote at home. c. Outcome: the grammar items in unti 9 d. Organization: Teacher’s activities Students’ activities 1. Setting the class: 2. Check the old lesson: - Call some Ss to read out the thank-you note they wrote at home. - Listen, comment and give marks. - Run through the grammar items in unti 9 and introduce the lesson. T- St - Read the thank – you note - Pay attention. 2. Activity 2. Presentation: (10') a. Aim: Students can understand the structures well. b. Content: In order to/ so as to/ future simple tense/ requests/ offers/ promises c. Outcome: Ss’ answers. d. Organization: Teacher’s activities Students’ activities 1. In order to/ so as to - Elicit the model sentence: I always keep the window open in order to/ so as to let fresh air in. Concept check Form: S + V...+ in order to/ so as to/ to + V(inf) Use: we use in order to/ so as to/ to before a verb clause to talk about purposes 2. Future Simple - Elicit the model: They will go to Ha Noi next week Concept check Form: S + will/shall (’ll ) + V(inf)... S + won’t/ shan’t + V... Use: we use the Future Simple to talk about future actions or events *Note: The Future Simple is also used to make requests, offers and promises 3. Requests/ offers/ promises - Ask students to repeat sentences about requests/ offers and promises Requests: Can you/ could you____? Wil you/would you____? Sure/ Ok/ I’m sorry I can’t I’m afraid not Offers: Would you like _______? What can I get for you? Shall I___?/ Will you/Won’t you have__? Can I get you_____? Yes, please/ That would be nice/ No, thank you Promises: I will _____I promise I promise I won’t___/I promise to _____ I hope so/ Don’t forget - Give the model sentence - Repeat in chorus. - Take note. - Give form and use - Copy - Give the model sentence - Repeat in chorus. - Take note. - Give form and use - Copy - Work individually - Repeat - Copy 3. Activity 3. Practice (20’) a. Aim: Students can understand, use structure of purpose, the future simple tense and structures of requests, offers and promises to do exercises about them well. b. Content: In order to/ so as to/ future simple tense/ requests, offers, promises c. Outcome: Ss’ answers. d. Organization: Teacher’s activities Students’ activities Language Focus 1: P86 - Give instructions: match one part of a sentence from column A with another part in column B, then write a complete sentence by using in order to / so as to - Ask Ss to do the exercise. - Get feedback and correct. Answer key 1-f; 2-c; 3-b; 4-e; 5-a; 6-d Language Focus 2: P86 - Give instructions: Ba is talking to his mother about his aunt Mai. Now complete the dialogue by filling the gaps with the correct words given in brackets. - Ask Ss to do the exercise. - Get feedback and correct. Answer key 1.will 2.will 3.won’t 4.shall 5.will 6.’ll Language Focus 3: P87 - Give instructions: Nga is helping her grandmother. Look at the pictures and complete the sentences, using the words given under each picture and will - Give an example: picture a- in the book. - Run through all the pictures. - Ask Ss to do the exercise. - Get feedback and correct. Answer key a. Will you open the window b. Will you give it... c. Will you answer the telephone... d. Will you turn on the TV, please... e. Will you pour a glass of water... Will you get me the cushion... Language Focus 4: P88 - Give instructions: work with a partner, look at the pictures. Make requests, offers or promises. Use the words in the box and will or shall. - Give an example: picture a T: (The garbage is overflowing. Somebody should empty it). So we can make a Request: Will you empty the garbage can, please? Offer: Shall/ Will I empty the garbage can for you? Promise: I will empty the garbage. - Run through all the pictures and the words in the box. - Ask Ss to do the exercise. - Get feedback and correct. Answer key (suggested ideas) 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 clothes, please?/ Shall I hang the clothes for you? f. Will you cut the grass, please?/ I will cut the grass for you. - Pay attention. - Work in pairs. - Call out the answers. - Take note. - Pay attention. - Work in pairs. - Call out the answers. - Take note. - Pay attention. - Work in pairs. - Call out the answers. - Take note. - Pay attention. - Pay attention. - Work in pairs. - Call out the answers. - Take note. 4. Activity 4. Application(8’) a. Aim: To consolidate more about structures of requests offers and promises. b. Content: Do exercises about structures of requests offers and promises. c. Outcome: Ss’ answers. d. Organization: Teacher’s activities Students’ activities Complete these dialogues with expressions for the requests, offers or promises. - Ask students to read the sentences and the given words to make requests, offers and promises. - Get feedback and correct 1. A: It’s so cold, (you/ close/ the windows?) Could you close the window, please? B: OK. I’ll do it now. 2. A. I feel tired and thirsty. B. Well………………………………… (you/ like/some cold drink?) 3. A. You must bring her back before 4.30. B. OK……………………………….. (I/promise/we/back/on time) 4. A. Oh! I cut myself. …………….. (you/give/a bandage?) B. Sure. Here you are. 5. A: Please go this way, sir …………………. (I/carry/bags) B: No, thank you. Answer key: 2. Would you like some cold drink? 3. I promise I will be back on time. 4. Could you give me a bandage? 5. May I carry your bags? - Work in pair - Write the sentences - Read out the writing 4. Consolidation (4’): * IMindMap: 5. Homework: - Learn grammar by heart. - Do exercise again in notebook. • Self-evaluation: