ONE UNIT TEACHING PLAN
UNIT 9 : A FIRST _ AID COURSE
The total periods : 6
Date : From 15th . January To 27th / January.2007.
I. Objectives :
1. Educational aims : Ss should be careful when they do a first aid course for a wound.
ask them to remember that “ Health is above wealth”
2. Teaching aims : By the end of the lesson Ss will be able to solve some situation/
emergencies by giving a first aid.
II. Language contents :
- Grammar : The simple future tense
- Phrases of purpose: to- inf. So as to – inf, in order to – inf.
2.Vocabulary : ( N ) bite, blood, burn, conciuosness , crutch, elevation, emergency,
Fainting, injection, shock, sting, stretcher, victim,wound.
( V ) bite, bleed, burn, elevate, inject, minimite, sterilize, sting, treat.
( A )
III. Skill : 1. Listening
2. Speaking
3. Reading
4. Writing
IV. Procedures :
Lesson 1 :Getting started & Listen and read :Ss can solve some situation/
emergencies by giving a first aid.
Lesson 2 : Speaking : Students can make and respond to requests, offers, and
promises.
Lesson 3 : Listening :improving skill listen
Lesson 4 : Reading :
Lesson 5 : Writing :Ss can write good friendship
Lesson 6 : Language focus
Pre.Date:.14
th

first – aid.
- Divide the class into two groups.
- Ask Ss to close their books and go to the board to write the
names of the things they’ve just seen from memory.
(English or Vietnamese)
- Tell them the group having the most right English words is
the winner.
-Have Ss open the books again and go through the words in
English.
*Answers:
1. emergency room 2. sterile dressing
3. medicated oil 4. ice
5. water pack 6. alcohol
- Ask Ss to discuss and write down what they would do in
these situations which require first – aid.
- Call on some groups to give their answers and correct
*Possible answers:
+ A girl has a burn on her aim. ->

Use cold
water / ice to ease the pain.
- Whole class
- Team work
- Whole class
- Group work
- discuss and write down what they
would do in these situations which
require first – aid.
+ A boy has a bad cut on his leg. -> Use alcohol/
medicated oil / sterile dressing.

*Answers:
1. fell 2. concious 3. cut
4. bleeding 5. ambulance 6. awake
- Have Ss practice the dialogue in pairs.
- Check Ss’ comprehension, ask Ss to select the topics
covered in the dialogue. (p. 81)
- Tell Ss (in groups) to write their answers on a sheet of paper
and hand in after finishing.
- Collect Ss’ papers and correct
*Answers: a , b , c , e , f
4. Production: 8’
- Have ss in turns play the roles to demonstrate the
dialogue.
- T - Ss
- Answer teacher’s questions
- Individual work
- predict the words in the gaps.
- listen to the tape while
reading the dialogue.
- Work in pairs
- Groupwork
5.Homework:(2’)
Have Ss write a story using the information from the
dialogue.
- pair work
V. Comments: HS chu y hoc bai, quan tam toi chu de bai hoc
**************************
Pre.Date:.14
th
.Jan. 2007

- Deliver posters to Ss and ask them to write as many words
as possible on their posters.
- Ask Ss to stick their posters on the board after they finish.
- Tell them the group to have most right words is the winner.
- Groupwork
Situations which
require first - aid
* Possible answer:
- Have a snake bite
- Have a burn
- Have a cut
- Have a bee sting
- ……
2.Pre- speaking: 5’
- Ask Ss questions to elicit the models.
+ I want you to get me a bandage. How can I say?
(Will you please get me a bandage?
+ I’d like you to come to my party. How can I say?
(Would you like to come to my party?)
+ I tell my mother that I’ll surely finish my work before
bedtime. How can I say?
(I promise I’ll finish my homework before bedtime)
- Have ss to repeat the answers (model sentences)
- Explain the use form:
1. To make a request:
Will
Would you ( please ) + bare inf.
Could
Can
-Responses:

*Answers
1.a 2.d 3.e 4.b 5.c
3-While- Speaking:15’
- Indentify the situations in the pictures.
i. -> request
ii. -> offer / request
iii. -> offer / request
iv. -> offer
v. -> promise
- Model picture a, then get Ss to repeat
- Call on 1s to demonstrate Picture b with the teacher.
- Get Ss to demonstrate the exchanges of the rest c,d,e (open
pairs – closed pairs)
- Monitor and correct
4. Post- speaking: 10’
- have Ss do language focus 2, 3, 4
LF2: repeation Drill: will, shall, won’t
- Ask Ss to listen to the dialogue and repeat if they think
the sentence is right and keep silent if the sentence is
wrong.
- Read the dialogue aloud, sentence by sentence
- Answers
1. will 2.will 3. won’t 4. shall 5. will 6. ‘ll
Language focus 3
: Role play
- Ask Ss to look at the pictures and dialogues on p. 87,
88 and fill in the gaps with the right words.
- Monitor and correct
- Call on some pairs to play the roles in front of the class.
Language focus 4:

Teaching aim : Developing listening skill
2.
Language contents
:
.Grammar: future simple
Vocabulary: eye chart, paramedic, wheelchair, stretcher, crutch
3.
Techniques
: Matching, True / False
4
.Teaching aids
: pictures, cassette, hand out
5.
Procedures:
45’
Teacher’s activitives Students’activitives
1.Warm up : 5’
Guess from context : What action?
- Ask Ss to look at the picture on p. 82 and write
out all the verbs describing the actions of the
people in it.
- Tell Ss the group having the most right verbs is the
winner.
Answer Key:
(to) drive, wheel / move / push, weigh, wait, lie, stand
lean
2.Pre- listening: 10’
- (an) eye chart (use the picture)
- (a) paramedic : He takes care of patients
but he isn’t a doctor nor a nurse.

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.
- Ask Ss to work in pairs to decide which is true or
false
- Play the tape and have Ss listen
- Ask Ss to give their answers and correct
Answers:
1. F ( a paramedic is not a doctor)
5. T
6. F (empty wheelchair not with a patient..)
7. T
8. F (stop her baby from crying)
4. Post- Listening:10’
Ask Ss to write the story about the activities in the
picture, using the Present continuous
5.Homework: 5’
write the story about the activities in the picture, using
the simple past
- Individually
work in pairs to decide which is true or
false
-Groupwork
V./COMMENTS: Ky nang nghe HS van con lo mo, chuan am ro bai hoc, su dung dap an.

*********************************

- Ask Ss to give nouns for emergencies which require
first-aid and write them on the board.
- Have them choose any 4 words and write them down
on a piece of paper.
- Call out the words until someone has ticked all the
four words and shouts “Bingo”.
- Suggested words: burn, cut, bee sting, snake bite,
fainting, shock, nose bleed
2.Pre- reading:5’
a. Pre-teach vocabulary:
- (to) lie flat (drawing)
- (to) elevate (to) lower (gesture)
- a victim : a person who needs first – aid
- (to) overheat: make something too hot
- tissue damage (translation)
- (to) ease = (to) stop
b. Network:
- Draw the network with some examples on the board.
- Ask Ss to think of what to do in these emergency
cases.
- Collect and write the Ss’ideas on the board
Whole class
Individual
T – Ss
Ss find the meaning of the words
-Groupwork
go to the board and write them
cool the burn with ice
Let the victim lie down


notebooks
- Individual
- read the instructions on p. 83
-- Individual
- Groupwork
- Answer the question (Individual)
- match one part of a sentence from
column A with another part in column
B.
- Individual (write a complete sentence by
using in order to / so as to
V./ COMMENTS: HS co chu y hoc bai tuy nhien van con mot so chua tap trung.
Faintin
g
burn
First-aid
shock
******************************
Pre.Date:.20
th
.Jan. 2007
Tea. Date: 23
rd
.Jan. 2007
UNIT NINE: A FIRST –AID COURSE
Period 59 Lesson 5: - Writing
1.Objectives:
Educational aim: Ss should be grateful for what others help them
Teaching aims: students know how to write a thank-you note.
Developing writing skill

- Ask Ss to read the statements and predict.
- Ask ss to look at the letter on p. 84 and complete it with the
Answer the questions
Try to find the meaning of the word
Listen to the teacher
Individual ( Answer T / F)
right verb forms.
- Monitor and help Ss
- Call on some Ss to give their answers and correct
- Ask Ss to read the whole letter and check
- Correction:
- Answer key:
1. F flowers (not candy)
2. T
3. F at her house (not at the hospital)
4. T
5. F at her house (not at hospital)
3.While writing:15’
- Ask Ss to answer the questions (p.85)
- Tell Ss to write their letter in their notebooks.
- Ask Ss to join the sentences into a paragraph to make it a
thank-you note.
4.Post- writing:10’
- Ask 4 groups to copy 4 chosen letters on the board
- Correct
- Call on some Ss to read their letters
4.Homework:5’
- Ask Ss to write another paragraph about their family
members.
- to look at the letter on p. 84 and

1.Warm-up: Matching (exercises 1/86)
- Check & correct
2.Exercises :
* Exercises 1 :
-Explain the task of the exercise .
-Have students read the example then find the
structures from the example.
-Explain the structure.
In order to / so as to + V- inf
In order not to / so as not to + V-inf
 To talk about the purpose
-Let them match the column A with one in column B.
-Have them exchange their answers with their
partners.
- Call some students give the answers then correct
them.
Exercises 2: Complete the dialogue.
- Have students review the use and the form of the
simple future tense
-Explain the simple future tense again.
- Explain the task of the exercise then have them do
the exercise 2/ 86.
-Ask them to practice speaking the dialogues.
-Call some pairs read the dialogue .
Exercises 3: Making requests, offers and promises
with “will”
-Let students retell the way to make requests , offers
and promises with “ will”
-Explain again.
-Explain the task of the exercise.

please?
d. Will you turn on the TV, please?
e. Will you pour a glass of water for
me?
f. Will you get a cushion, please?
Exercises 4: Practice speaking
-Explain the task of the exercise.
--Let them look at the pictures then talk about them.
-Help students recognize the situations in these
pictures .
-Let them practice in pairs.
-Call some pairs read the answers aloud in front of the
class.
- Correct mistakes if possible.
-Role play.
-Listen to the teacher.
-Talk what the pictures are about.
- Recognize the situations in the
pictures.
-Pair work.
b. Will you paint the door, please?
c. Will you study harder, please?
d. Will you carry the bag for me,
please?
e. Will you hang the washing,
please?
f. Will you cut the grass, please?
-Role play.
-Correct mistakes.
VI./ Home work:

Lesson 6 : Language focus
Pre.Date:.25
th
.Jan. 2007
Tea. Date: 29
th
.Jan. 2007
Period: 61 UNIT 10 : RECYCLING
Lesson 1 : Getting started & Listen and read

I./ Objectives:
-By the end of the lesson, students will be able to know how to protect our
environment .
-Improve speaking. reading , writing skills.
II./ Language contents:
1.Vocabulary: wrap, fertilizer, representative, protect, environment, reduce,
reuse, recycle, over packaged, instead of, throw,
2.Structures:
Adjectives followed by : - an infinitive
- a noun clause.
III./ Teaching aids: Pictures, charts, sub board, cassette, tape.
IV./ Techniques: Eliciting questions, ask and answer the questions.
V./ Procedures:
Teacher’s activities Students’ activities
1.Warm- up:
-Use real situation in class to let students think of
how to reduce the garbage every day.( there are lots
of waste papers in class )
-Have them discuss in group of four about how to
reduce the garbage.

-Check and correct pronunciation.
-Have students read the dialogue again then check
the answers.
-Help them correct the answers if possible.
4.Production:
- Have students sit in group of four and retell the
dialogue.
-Call some students retell the dialogue in front of the
class.
-Let students give some more ideas about how to
protect our environment.
-Group work ( matching the
questions with the correct
answers).
- Listen to the tape then repeat.
-Group work.
-Role play.
-Correct pronunciation.
-Read the dialogue again then
check the exercise above.
a. Reduce means not buying
products which are over
-packaged.
b. We can reuse things like
envelopes, glass, plastic
bottles and old plastic bags.
c. Recycle means not just throw
things away. Try and find
another use for them.
d. We can look for information

-Improve speaking .
II./ Language contents:
1.Vocabulary: plastic, vegetable matter, fabric, leather, compost.
2.Structures:
III./ Teaching aids: Pictures, charts, sub board, cassette, tape.
IV./ Techniques: Eliciting questions, ask and answer the questions.
V./ Procedures:
Teacher’s activities Students’ activities
. Warm-up : Play games “ who is faster “
- Put the word given into its group
Jars, clothes, old newspaper, bottles, glasses,
paper, cardboard boxes, piece of material.
_ P G F
Check & Correct
2. Pre- speaking:
-Give pictures and ask students to name the things
-Introduce the newwords.
-Plastic (adj)- vegetable matter
-fabric(n) – leather (n)
-compost(n)
- Have students group these things in each
heading.
Paper:…………………………………………………………..
Glass:………………………………………………………….
Plastic:……………………………………………………………………
Metal:………………………………………………………………….
Vegetable matter:……………………………………
Fabric:…………………………………………………………..
- Play games
- Name the things in the pictures.

-Read two model dialogues.( pair)
-Pair work
-Listen to the teacher.
-Group work.
-Display in front of the class.
-Group work.
- Work in group
Pre.Date:.25
th
.Jan. 2007
Tea. Date: 02
nd
.Feb. 2007
Period: 63 Unit 10: RECYCLING (cont)
Lesson2:
Listening
I./ Objectives:
-By the end of the lesson, students will be able to give instructions about how to do
something .
-Improve listening skill .
II./ Language contents:
1.Vocabulary: grain products, compost, heap, shade, tissue, moisture,
condensation, sunlight.
2.Structures:
III./ Teaching aids: Pictures, charts, sub board, cassette, tape.
IV./ Techniques: Eliciting questions, ask and answer the questions.
V./ Procedures:
Teacher’s activities Students’ activities
1. Warm-up : Matching
.Vegetable matter Clothes

-Guess the correct answers.
-Listen to the teacher then
check the answers.
a. all the vegetable matter.
b. A place that gets sun and
shade.
c. No.
d. Six months.
- Group work.
-Retell the process of making
compost
VI./ Home work:-Practice speaking and listening at home.
-Prepare the next part “ read”
VII./ Comment: HS nghe tot hon so voi nhung bai truoc. Soi noi phat bieu .
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Pre.Date:.04
th
.Feb. 2007
Tea. Date: 05
th
.Feb. 2007
Period: 64 Unit 10: RECYCLING (cont)
Lesson3:
Reading
I./ Objectives:
-By the end of the lesson, students will be able to know how to recycle or reuse
something around them.
-Improve reading skills.
II./ Language contents:
1.Vocabulary: melt, glassware, throw.. away, deposit, share,

-Ask them give answers then check and correct.
-Say the words related to the topic.
- Group work.
- Listen to the teacher.
-Take notes.
- Give some more new words if they
cannot understand.
- Give feed back.
- Tell the reason why they match like
that.
- Listen to the teacher.
-Tell the main of the text.
-Read the material then answer the
questions in pairs.
a. They cleaned and refilled them.
b. It is broken up, melted and made
in to new glassware.
c. The Oregon government made a
new law that there must be a
deposit on all drink cans. The
deposit is returned when people
bring the cans back for recycling.
d. Compost is made from household
Act 2 :
- Have the students read the text carefully then
complete the sentences.
-Let them compare their answers with another
group.
-Call some groups give the answers.
-Correct the mistakes generally.

-Prepare the next part” Writing”
VII./ Comments : Hs chuan bi bai tot nen tiet hoc soi noi.
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Pre.Date:.04
th
.Feb. 2007
Tea. Date: 06
th
.Feb. 2007
Period: 65 Unit 10: RECYCLING (cont)
Lesson4: Writing
I./ Objectives:
-By the end of the lesson, students will be able to write the instruction on how to
recycle or reuse some things.
-Improve writing skills.
II./ Language contents:
1.Vocabulary: soak, bucket, wooden spoon, mash, mesh, tea pot, tray.
2.Structures:
III./ Teaching aids: sub board, handouts. Pictures.
IV./ Techniques: Eliciting questions, gaps filling, , sentences building V./
Procedures:
Teacher’s activities Students’activities
1. Warm-up :
Play game :Do action follow words given
- Soak- Places- warp- wait- press- dry.
Check & correct--.> repeat the words.
2. Pre- writing :
-Give some eliciting questions and have them
answer .
a. Have you ever recycle some things?

4. press
5. wrap
6. wait
7. dry
-Give the answers.
-Correct mistakes.
-Read the text and find the way to
give instructions.
-Listen to the teacher.
-Take notes.
-Look at the pictures then guess
the content of the exercise.
-Ask them look at the pictures on the book then
guess the content.
-Explain some newwords.
-Have students do the exercise .
-let them compare the writing with their partner to
correct mistakes .
4.Post-writing:
-Have students write their writing on the sub board
-Listen to the teacher then find the
meaning of some newwords.
-Do the exercise( individually)
-Exchange and correct mistakes.
-Write the text on the sub board.
- group work.
-Correct mistakes.
Guide:
a. First, take the used tea leaves
from the tea pot.

1. Warm-up :
Match words / verbs with pictures
1. Break , 2. melt , 3. dry, 4. wash, 5. mix, 6. blow.
2. Exercises :
- Exercises 1:
-Give examples and let students find the way to
change a sentence in to passive form.
Ex:
1.Break/ the glass/ in to small pieces.
 The glass is broken in to small pieces
2.Dry/ the glass pieces /completely.
 The glass pieces are dried completely.
3. She/ will do/ the text/ tomorrow.
 The text will be done tomorrow.
-From the ideas of the students , give the correct
structures.
*Structures:
Passive form in present: am/is/ are + V
pp
Passive form in future tense: Will/ shall + V
pp
Act 2:
- Explain the content of exercise 1/95
-Explain some newwords ( detergent liquid,
chemicals, blow)
- Have them do the exercise.
-Let them compare the answers with their partners.
-Call some students give the answers then correct
mistakes if possible
-Explain and ask them to match the passive

into the liquid. Then the liquid is
blown into intended shapes.(6)
-Listen to the teacher.
-Pair work.