Kế hoạch bài dạy Tiếng Anh 10 Friends Global - Chương trình cả năm

Period 	
LESSON PLAN
TIẾNG ANH 10 FRIENDS GLOBAL
UNIT INTRODUCTION
LESSON A: VOCABULARY 
LIKES AND DISLIKES?
I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Get some more knowledge to talk about school subjects, sports and hobbies
- Vocabulary: board games, drawing, drama, IT (information technology), basketball, chemistry, geography, gymnastics, chess, ice hockey, volleyball
2. Ability:
- main skills:	listening and speaking skills
- sub skills:	reading and listening for specific information
- Asking and answering about likes and dislikes 
- Discussing about school subjects
3. Quality:
- have positive attitude in English language learning so that they can participate enthusiastically in all classroom activities, especially with the topic conducted by the teacher
- know how to talk about likes and dislikes, and discuss about school subjects
II. TEACHER AIDS AND LEARNING MATERIALS:
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/ TV. Speakers, IWB software.
III. PROCEDURES:
A. Warm-up (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that followed.
b) Content: Warm-up game
c) Outcomes: Students can gain more confidence and interest in the lesson
d) Competence: guessing
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
Warm-up T-Ss- T/ Ss – Ss
Game “CROSSWORD PUZZLE”
Divides class into 4 groups
There are 7 hobbies. Each group will choose a number to answer. With a correct answer, students will get one point. If any group can get the word in the vertical column fastest, that group can earn three points.
Tells students which group has the most correct answers will be the winner.
After revealing the words, teacher asks students a question: “What is the word in the vertical column?”

Play game in groups.
Each group will choose a number.
With a correct answer, students will get one point.
If one group can get the word in vertical column fastest, that group will get three points.
Students answer, “HOBBIES”

B. New lesson (35’)
Activity 1: Vocabulary (8’)
a) Objective: Ss know more words about subjects, sports, and hobbies
b) Content:
Vocabulary: board games, drawing, drama, IT (information technology), basketball, chemistry, geography, gymnastics, chess, ice hockey, volleyball
Listening
c) Outcomes: Ss know how to pronounce the new words precisely and use them in appropriate contexts.
d) Competence: communication, collaboration, presentation
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
PRESENTATION. T -Ss- T/ Ss- Ss/ Individual
Set context:
Calls out some students to answer the questions: “What are your hobbies?
Chooses one of the eight hobbies in the crossword puzzle, and ask them. For example: “Do you like gardening?” or “Do you like cycling?”, etc. “Why you like gardening” or “Why you dislike gardening?”, etc.
Leads to the topic of the lesson – Likes and dislikes
Teach new vocabulary:
Uses pictures and explanation to present new words.
Have students practice their pronunciation drills.
New words:
1. Skateboarding (n)
2. Ice skating (n) picture + 
3. Bowling (n) meaning 
4. PE (n)
5. Board games (n)
6. Drawing (n)	 

Some students will answer the questions. 
Listen to the teacher’s questions carefully, and have some time to think about the answers.
Pay attention to the teacher
Look, listen, and repeat in chorus and individuals
Copy all the new words to the notebook.

Question: “What are your hobbies?”, “Do you like or dislike gardening/hiking/sewing/sculpting/cooking/jogging/dancing/fishing?”
New words: 
Activity 2 Practice (23’)
a) Objective: Ss can answer the questions to critical thinking, and they can also finish the tasks in the textbook. Critical thinking skills (guessing/ reasoning) and communication can also be practiced.
b) Content: Students answer questions, classify words, choose the correct answer, read and complete, listen and match.
c) Outcomes: Ss read and listen, and they can apply the useful language in everyday listening and speaking.
d) Competence: collaboration, guessing, matching, communication
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
PRACTICE. T-Ss- T/ S – S/ Individual
Activity 1 (2’) Describe the photo.
Asks students to look at the photos and answer the questions.
Gives some possible answers. 
Activity 2 (4’) Read and listen to the dialogue. Find the names of the people in the photo.
Plays the audio for students to listen to the words.
Have the students to find out the names of the people in the photo.
Shows the correct answers of the names of people in the photo
Activity 3 (5’) Are the sentences true or false? Write T or F.
Divides class...- T/ Ss – Ss
Shows students the picture and asks them: “What are the people doing in the picture?”
Invites randomly some students 
Shows them some possible answers 
Look at the picture and listens to the teacher’s question
Give out possible answers 
Take notes the suggested answers on the screen
B. New lesson (35’)
Activity 1: New grammar structures (10’)
a) Objective: Ss know more words about everyday activities
b) Content:
Vocabulary:
Listening
c) Outcomes: Ss know how to pronounce the new words precisely and use them in appropriate contexts.
d) Competence: communication, collaboration, presentation
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
PRESENTATION. T -Ss- T/ Ss- Ss/ Individual
Activity 2 (3’) Read the messages above. Why does Adam change his mind about going to the park?
Explain the term “change his mind” first
Asks students to read and answer the question
Shows the possible answer
Teaching Grammar point (7’)
Asks students to look at the two sentences on the board. 
Asks them what the difference of the two sentences
Shows and explains the structures of the two sentences
Shows students example for each structure 
After showing slide 5, shows students slide 6
Use explanation and timeline for present simple and present continuous tenses
Give them the usages of these two tenses
Asks them some concept questions to check if they understand 

Listens to teacher’s explanation about new term
Read and answer the question
Check the answers with the teacher
Look at two sentences on the board
Answer the questions of the teacher
Listens to explanations of the teacher and take note if needed
Look at the example that the teacher shows and take note if needed
Listen to the teacher’s explanation and write it down
Answer teacher’s concept questions

Suggested answers:
Because he loves volleyball
Activity 2 Practice (19’)
a) Objective: Ss can answer the questions to critical thinking, and they can also finish the tasks in the textbook. Critical thinking skills (guessing/ reasoning) and communication can also be practiced.
b) Content: Students answer questions, classify words, choose the correct answer, read and complete, listen and match.
c) Outcomes: Ss read and listen, and they can apply the useful language in everyday listening and speaking.
d) Competence: collaboration, guessing, matching, communication
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
PRACTICE. T-Ss- T/ S – S/ Indiv.
Activity 3 (4’) Find examples of the present simple and present continuous in the messages in exercise 2. Then read the Learn this! box and complete the rules.
Asks students to do the activity 3
Asks students to work in pairs
Shows correct answers
Learn Box (2’)
Asks students to read the LEARN THIS! box and complete the rules
Have the students to work in pairs
Shows them the correct answers
Activity 4 (5’) Match each example you found in the messages with the correct rule (a-f) in the Learn this! box.
Asks students to work in groups 
Goes around to help if needed
Checks answers as a class
Activity 5 (5’) Work in pairs. Explain the difference between sentences a and b in each pair.
Asks students to work in pairs 
Check students’ answers.
Activity 6 (3’) Complete the phone dialogue. Use the correct present simple or present continuous form of the verbs in brackets. Then listen and check.
Asks students to read the conversation before they complete it.
Checks answers as a class
Do the task
Work in pairs
Check answer with teacher.
Read the LEARN THIS! box and complete the rules
Work in pairs
Work in pairs
Asks teachers for help
Check the answers with the teacher.
Work in pairs
Check the answers with teacher
Read the conversation before completing it
Use only present simple or present continuous form of the verbs
Check answers with the teacher

Suggested answers:
Present simple examples:
I’m in the park with some friends. 
Do you want to join us?
Is she good?
She’s OK.
She has guitar lessons every week.
I don’t know.
I need to help my parents.
I love volleyball.
A game of volleyball doesn’t take long.
Present continuous examples:
What are you doing?
We’re listening to Sue.
She’s playing the guitar.
She’s getting better.
We’re moving house next weekend.
We’re packing boxes today.
Answers of Learn box!
b. present continuous
c. present continuous
d. present simple
e. present simple
f. present continuous
Answers
Possible answers:
Answers:
‘m waiting
Are you going
are playing
play
is he doing
don’t know
isn’t answering
‘m not buying
‘m / looking
 Do you like
 Do you want
 ‘m not wearing
 Are you wearing
 don’t need 
Activity 3: Outcomes (6’)
a) Objective: Ss can answer the question to describe their daily activities or their future arrangements. Communication is also be practiced. 
b) Content: Students work in pairs, speak and discuss
c) Outcomes: Ss...OCABULARY. Add the adjectives below to the table. Note the order of the adjectives.
Asks students to work in groups
Explains the exercise to students
Shows students the correct answers
Activity 4 (4’) Work in pairs. How many different items of clothing can you write down? Include all the ones in exercise 2. Put them into groups A and B below.
Asks students to work in pairs
Explains the exercise to the students
Shows students the correct answers
Asks students to provide more items of clothing that they know
Activity 5 (6’) In your notebook, write a description of some of your classmates. 
Asks students to do the activity 5 in pairs
Goes around the class and monitors, helping with vocabulary where necessary
Elicits answers from students
Provides suggested answers

Work in pairs
Do the exercise 
Check the answers with the teacher
Write down the correct answers
Work in groups
Listen to the teacher’s explanations
Check the answers with the teacher
Write down the correct answers
Work in pairs
Listen to the teacher’s explanations
Check the answers with the teacher
Write down the correct answers
Provide more items of clothing
Do the activity 5 in pairs
Ask teachers about the activity and vocabulary if needed
Check answer with the teacher

Answers:
Answers:
Suggested answers:
Possible answers:
Activity 3: Outcomes (5’)
a) Objective: Ss can answer the question to describe people’s appearance in some situations. Communication is also be practiced. 
b) Content: Students work in pairs, speak and discuss
c) Outcomes: Ss speak and listen mutually, they can new words they have learnt in their conversation. 
d) Competence: Collaboration, communication
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
PRODUCT. S – S/ T – Ss
Activity 6 (5’) SPEAKING. Tell your partner what clothes you usually wear when:
Asks students to work in pairs
Goes around to help students when needed 

Work in pairs
Take turns to ask and answer.
Ask teacher for helps if needed
Some can volunteer to present their ideas.
Questions: 
C. Consolidation (3’)
a) Vocabulary: wavy, curly, fair, trousers, waistcoat
b) Talking about people’s appearance especially people’s hair
D. Homework (2’)
- Learn by heart the vocabulary about people’s appearance
- Practice asking and answering about people’s appearance on specific occasions
- Do exercise in the workbook
- Prepare: Unit 0: Introduction – D-Grammar (page 7 – SB)
Period 	
LESSON PLAN
TIẾNG ANH 10 FRIENDS GLOBAL
UNIT INTRODUCTION
LESSON D: GRAMMAR
ARTICLES
I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Get some more knowledge to talk about articles; There is / are
- Vocabulary: to describe the school in the future
2. Ability:
- main skills:	speaking skills
- sub skills:	reading and writing skills
- Describe the school in the future
- To use articles; There is / are 
- Ask and answer about school subjects
3. Quality:
- have positive attitude in English language learning so that they can participate enthusiastically in all classroom activities, especially with the topic conducted by the teacher
- know how to describe the school in the future 
II. TEACHER AIDS AND LEARNING MATERIALS:
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV. Speakers, IWB software.
III. PROCEDURES:
A. Warm-up (10’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that followed.
b) Content: Warm-up game
c) Outcomes: Students can gain more confidence and interest in the lesson
d) Competence: communication, guessing
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
Warm-up (10’) T-Ss- T/ Ss – Ss
T shows the class the pictures
T asks the class the question “What are the students wearing on the face?” 
Shows the students picture of the paragraph and the instructions 
Shows the questions
Have students to discuss the topic

Look at the pictures
Answer the question
Look at the picture and read the instructions
Read the questions
Discuss the topic
Answer:
B. New lesson (30’)
Activity 1: Grammar (10’)
a) Objective: Ss know more about articles;
b) Content:
Grammar points: a/an/the
c) Outcomes: Ss know how to pronounce the new words precisely and use them in appropriate contexts.
d) Competence: communication, collaboration, presentation
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
PRESENTATION. T -Ss- T/ Ss- Ss/ Individual
Activity 2 (10’): Read the Learn this! box. Complete the rules with a /an, the, or no article (-).
Show the students the Learn this! box
Have the students to work in group of 4
Goes around to help when needed.
Shows the students the correct answers
Give the students ...vities as well as to engage them in the steps that followed.
b) Content: Warm-up game
c) Outcomes: Students can gain more confidence and interest in the lesson
d) Competence: communication, guessing, collaboration
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
Warm-up T-Ss- T/ Ss – Ss
Game “CROSSWORD PUZZLE”
Divide class into groups.
There are 8 numbers about feelings on the screen. Each group will choose a number to answer. With a correct answer, students will get one point. If any group can get the word in the vertical column fastest, that group can earn two points.
The group has the most correct answer will be the winner.
After revealing the words, teacher asks students a question:
“What is the word in the vertical column?”

Play game in groups.
Each group will choose a number.
With a correct answer, students will get one point.
Students answer, “FEELINGS”

B. New lesson (35’)
Activity 1: Vocabulary (8’)
a) Objective: Ss know more words about feelings
b) Content:
Vocabulary: ashamed, envious, cross, proud, embarrassed, relieved, suspicious
Listening
c) Outcomes: Ss know how to pronounce the new words precisely and use them in appropriate contexts.
d) Competence: communication, collaboration, presentation
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
PRESENTATION. T -Ss- T/ Ss- Ss/ Individual
Set context:
Call out some students to answer the question: “How are you feeling right now?”
Lead to the topic of the lesson – How do you feel?
Teach new vocabulary:
Use pictures and explanation to present new words.
Have students practice their pronunciation drills.
New words:
Suspicious (a)
Relieved (a)
Embarrassed (a)
Ashamed (a)	picture + 
Cross (a)	 meaning
Envious (a)
Proud (a) 

Some students will answer the question. 
Listen to the teacher.
Look, listen, and repeat in chorus and individuals

Question: “How are you feeling right now?”
New words: 
Activity 2 Practice (22’)
a) Objective: Ss can answer the questions to critical thinking, and they can also finish the tasks in the textbook. Critical thinking skills (guessing/ reasoning) and communication can also be practiced.
b) Content: Students answer questions, classify words, choose the correct answer, read and complete, listen and match.
c) Outcomes: Ss read and listen, and they can apply the useful language in everyday listening and speaking.
d) Competence: collaboration, guessing, matching, communication
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
PRACTICE. T-Ss- T/ S – S/ Indiv.
Activity 1 (3’) Look at the photos and answer the questions.
Ask students to look at the photos and answer the questions.
Give some possible answers. 
Activity 2 (3’) Listen and match the adjectives with the photos in exercise 1.
Play the audio for students to listen to the words.
Have student match the adjectives to the photos above.
Activity 3 (2’) Put the adjectives in exercise 2 into categories A and B below. 
Ask students to work in pairs and fill in the columns A and B.
Ask students to add other adjectives if they know some more. 
Activity 4 (4’) Listen and repeat. Pay attention to the ending sounds. 
Have students listen and repeat the ending sounds.
Let student say the word with -ed endings. Have students listen and check it again.
Activity 5 (2’) Match how the person is feeling.
Ask student to work in pairs and match the picture with the correct answer. 
Check students’ answers.
Activity 6 (3’) Read and complete with adjectives from exercise 2.
Have students read and complete the task.
Check students’ answers.
Activity 7 (3’) Listen and match one adjective from the list with each speaker (1-4). There are four extra adjectives. 
Play the audio for students.
Let students match.
Check the answers.
Lead to the Recycle box and have students read it to review ‘Present Continuous tense’. Notice students some verbs cannot be used in continuous tenses (believe, belong, etc.), we use present tenses instead.
Activity 8 (2’) Listen and complete the sentences with correct present tense form of the verbs in brackets.
Play the audio again.
Let students do the task.
Show the answers. 

Look at the photos and do the task.
Listen and identify the words.
Match the words with the photos.
Work in pairs and fill in the columns. 
Check the answer in pairs.
Check the answer with the teacher.
Add more adjectives 
Listen and write the ending sound of each word.
Say the word and decide if the endings are pronounced /id/, /d/, or /t/.
Work in pairs. 
Check answer with teacher.
Do the task.
Check answers with the teacher. 
Listen carefully to the audio.
Match from 1 to 4
Check the answers with the teacher.
Read the Recycle box and focus on how to use the present continuous tense.
Notice some stative verbs which cannot be used in continuous tenses.
Listen and write down the correct tense form.
...S
CONTENTS
PRESENTATION. T-Ss/ S-S/ Individual.
Review the usage of past simple.
Show the structure for action verbs and ‘to be’ verbs in affirmative form.
Have students take note.
Listen to the teacher and take note.
Take note.

Activity 2 Practice (20’)
a) Objective: Students know more about past simple tense and some irregular verbs.
b) Content:
Grammar study
Writing
c) Outcomes: Ss how to use irregular and regular verbs in past simple properly.
d) Competence: communication, collaboration, presentation
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
PRACTICE. T-Ss/ S-S/ Indiv.
Activity 1(8’): Group work. Read the ‘Learn this!’ box. Match all the past simple forms with rules a- d in the box.
Have students read the box and match all the past simple verbs in exercise 2.
Check the answers.
Provide some popular regular and irregular verbs for students to learn by heart.
Activity 2(5’): Listen and complete the text with the verbs in the bracket.
Play the audio for the students.
Show the answers.
Activity 3(7’): Complete the sentences with the adjectives below & the past simple form of the verbs in brackets.
Have students complete the exercise 5
Check the answers.

Read the box and work in group to match. 
Check the answers with the teacher.
Take note.
Listen carefully and do the task. 
Check the answer with the teacher.
Do the task.
Check the answers with the teacher.

Answer:
1. were 2. won 3. gave 4. spent
5. got 6. was 7. decided 8. had
9. began 10. said
 Answer:
Activity 3: Outcomes (7’)
a) Objective: Ss can answer questions to describe feelings in some situations in the past. Communication is also be practiced. 
b) Content: ‘Avenger’ Game
c) Outcomes: Ss speak and listen mutually, they can apply the structure of past simple or some adjectives to their conversations. 
d) Competence: Collaboration, communication, guessing
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
PRODUCT. T- Ss/ S-S
Activity 1(7’): ‘Avenger’ Game.
Divide class into groups, ask students to pick one number from 1 to 10 and make a sentence with each picture.
Check students’ answer and give bonus.

Volunteer to play game and make sentences.

C. Consolidation (3’)
a) Vocabulary: adjectives to describe feelings
b) Grammar: Past Simple (Affirmative)
D. Homework (2’)
- Learn by heart simple past form of the irregular verbs 
- Review simple past affirmative structure
- Do exercise 
- Prepare: Unit 1 – C-Listening (page 13 – SB)
Period 	
LESSON PLAN
TIẾNG ANH 10 FRIENDS GLOBAL
UNIT 1: FEELINGS
LESSON 1C: PROBLEMS, PROBLEMS!
I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Vocabulary: panic, calm, honest, silly, advice, excuse, ask somebody out (phrasal verb), have a word with somebody (idiom) 
- Grammar: use ‘should’ in giving advice
- listen for gist
2. Ability:
- main skills:	listening and speaking skills 
- sub skills:	reading and writing skills
- give advice to solve problems
3. Quality:
- have positive attitude in English language learning so that they can participate enthusiastically in all classroom activities, especially with the topic conducted by the teacher
- know how to listen for gist and give advice to friends 
II. TEACHER AIDS AND LEARNING MATERIALS:
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, IWB software.
III. PROCEDURES:
A. Warm-up (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that followed.
b) Content: Game ‘Hot-air’ Balloon ‘How did you feel when?’
c) Outcomes: Students can gain more confidence and interest in the lesson.
d) Competence: communication, collaboration, critical thinking
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
WARM-UP. T-Ss/ S-S/ Indiv
Game ‘Hot-air’ balloon
Divide class into groups to play this game. Students choose the correct air balloon. If the student gets it wrong, the incorrect one will disappear, and ‘next’ button won’t appear. Click on the balloon to check answer.
Ask students to read a complete sentence. Give bonus to the group gets the most correct answers.
Lead in the topic today: ‘Listening: Problems, problems’.

Play the game in groups.
Choose the correct balloon to get bonus. Read the sentence aloud.
With the most correct answers, that group can get bonus points.
B. New lesson (35’)
Activity 1: Presentation (9’)
a) Objective: Students know some new words and phrases
b) Content: 
Vocabulary study
Speaking
c) Outcomes: Students know how to pronounce words correctly and use them in appropriate contexts.
d) Competence: communication, presentation
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVI...the topic conducted by the teacher
- know how to use the past simple tense to describe events
II. TEACHER AIDS AND LEARNING MATERIALS:
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, IWB software.
III. PROCEDURES:
A. Warm-up (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that followed.
b) Content: Game ‘Choosing Right Rocket’
c) Outcomes: Students can gain more confidence and interest in the lesson.
d) Competence: communication, collaboration, critical thinking
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
WARM-UP. T- Ss/ S – S/ Indiv
Game ‘Choosing Right Rocket’
Divide class into groups and ask student to answer the questions due to the picture. Students choose the correct answer among 3 rockets to get bonus. If students get it wrong, the incorrect ones will disappear.
Give bonus to the team that get the most correct answers.
Lead to the lesson ‘Past simple with negative and interrogative forms and question words’.

Play the game in groups.
Each group will answer the question.
With one correct answer, students will get one bonus point.
Open the coursebook page 14.

Question: “What did you do last night?”
B. New lesson (35’)
Activity 1: Presentation (10’)
a) Objective: Review student simple past tense in negative and interrogative form. 
b) Content: 
Speaking, Listening
Grammar
c) Outcomes: Students can apply the useful language in everyday conversations.
d) Competence: communication, presentation, presentation
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
Activity 1 (2’): Read the text and underline all the past simple negative and question in the text.
Ask students to read the text and underline.
Check the answers.
Activity 2 (3’): Listen to the video chat and answer the question ‘Why did Emma not enjoy her evening at the cinema?’
Play the audio for the students.
Let the students listen and answer the question of task 2.
Check the answer. 
Activity 3 (5’): Tense reminder. Review past simple in negative and interrogative form. 
Revise how to use simple past with action verbs and ‘be’ verbs.
Point out how to answer ‘Yes/No’ questions in past simple.
Review how to use simple past with ‘could’ in negative and questions.

Listen to the instructions, read, and underline.
Check the answers with the teacher.
Listen to the audio carefully and answer the question.
Check the answer with the teacher.
Listen carefully.
Take note.
Raise hands if students get any questions.
Answer:
Answer:
The film wasn’t great. She couldn’t see the screen well. She also lost her mobile.
Activity 2: Practice (18’)
a) Objective: Students know more about past simple tense and some irregular verbs.
b) Content: Student read the box and complete it with correct answers. Then complete and listen the dialogue in task 4. Finally, fill in the blank with the right words.
c) Outcomes: Ss how to use past simple in negative and interrogative form in everyday conversations.
d) Competence: communication, collaboration, presentation
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
PRACTICE. T-Ss/ S-S/ Indiv.
Activity 1 (3’): Read the Learn this! Box and complete the rules.
Have students read the box and complete the blank spaces. 
Check the answers.
Activity 2 (7’): Complete the second part of the dialogue. Use the correct form of verbs in the brackets. Then listen and check.
Ask students to do task 4.
Play the audio.
Check the answers.
Activity 3 (3’): Read ‘Learn this! Question words’ box.
Ask students to read the box on page 14.
Present some examples to make it clear. 
Activity 4 (5’). Complete the yes/ no questions. Then complete the follow-up questions.
Ask students to do task 5. 
Check the answers.
Read the box and complete it with correct answers.
Check the answers with the teacher.
Complete the next part of the dialogue.
Listen and check the answers.
Check the answers with the teacher.
Read the box.
Take note.
Complete exercise 5 with correct answers.
Check the answers with the teacher.

Answer:
a. (1) didn’t
b. (2) did
c. (3) was/were
 (4) could/ couldn’t
Answer:
1. didn’t leave
2. lent
3. didn’t give
4. left
5. did you do
6. Did you bring
7. couldn’t
8. wasn’t
9. phoned
10. Did anyone answer
11. did she have
12. Was she
13. picked
Answer
Activity 3: Outcomes (7’)
a) Objective: Ss can answer questions to describe events in the past. Communication is also be practiced. 
b) Content: Work in pairs. Take turns to ask and answer the questions in exercise 5.
c) Outcomes: Ss speak and listen mutually, they can apply the structure of past simple or some adjectives to their conversations. 
d) Compet...
Invite some students to choose the correct adjective for each statement. Press the clock icon to count the time students have. If the student gets it correct, Doraemon will get a fish. If the student gets the wrong answer, Doraemon will get trash.
Ask the students to read aloud the sentence and ask them the reason why choosing that answer. If the student cannot answer why, remind them the usage of -ed/ -ing adjectives.
Activity 2 (5’): Task 5 page 15. Complete each pair of sentences with -ed and -ing adjectives formed from the verbs in brackets.
Ask students to fill in the blank spaces with correct answers. Have students read those pairs aloud.
Check the answers.
Activity 3 (4’): Present ‘Learn this! How + adjective’ box.
Introduce ‘How + adjective’ structure. Teach students how to use properly.

Volunteer to answer.
Get bonus.
Read the sentence and explain why the student chose that answer.
Complete the task.
Check the answers with the teacher.
Listen carefully to the teacher. 
Take note and highlight.
 
Answers:
(a) confusing
(b) confused
(a) embarrassed
(b) embarrassing
(a) interested
(b) interesting
Activity 3: Outcomes (10’)
a) Objective: Ss work in pairs to ask and answer about some situations in the past. 
b) Content: ‘Lucky Number’ Game
c) Outcomes: Ss speak and listen mutually, they can apply the structures they have learnt in their daily conversations. 
d) Competence: Collaboration, communication, guessing
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
PRODUCT. T-Ss/ S-S
Game ‘Lucky Number’
Ask students to work in pairs and pick a number from 1 to 6 to plan a dialogue with suggestion in each number. Student A makes a sentence using the past simple with hints. Student B reacts to the situations by using ‘How + an -ing adjective’
Let students discuss with their partners before calling out some pairs to present their ideas. Check students’ pronunciation. After students finish talking, use the wheel to give them points.
Work in pairs and pick a number to plan a dialogue. Try to use the new expressions properly.
Volunteer to present their ideas. 

C. Consolidation (3’)
Grammar: The difference between adjectives ending in -ing and -ed, the structure ‘How + adjective’ to react things
D. Homework (2’)
- Learn by heart the structures
- Make sentences about your family using adjectives ending in -ed and -ing
- Do exercise 
- Prepare: Unit 1 – F-Grammar (page 14 – SB)
Period 	
LESSON PLAN
TIẾNG ANH 10 FRIENDS GLOBAL
UNIT 1: FEELINGS
LESSON 1F: READING - PAINLESS
I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- know some new words and expressions about accidents and injuries
- read an usual medical condition
2. Ability:
- main skills:	reading and writing skills 
- sub skills:	listening and speaking skills
- Talk about accidents and injuries
3. Quality:
- have positive attitude in English language learning so that they can participate enthusiastically in all classroom activities, especially with the topic conducted by the teacher
- keen on reading English
II. TEACHER AIDS AND LEARNING MATERIALS:
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, IWB software.
III. PROCEDURES:
A. Warm-up (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that followed.
b) Content: Game ‘Choosing Right Rocket’ Guess the signs
c) Outcomes: Students can gain more confidence and interest in the lesson.
d) Competence: communication, collaboration, guessing
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
WARM-UP. T-Ss/ S-S
Game ‘Choosing Right Rocket
Divide class into groups to choose the correct answer. Invite some students to guess the signs. If the students get the correct answer, the rocket won’t disappear. If the students get it wrong, the rocket will disappear for students to choose the correct one.
Have students read aloud and give bonus to them.
Lead in the lesson ‘Painless’

Play in groups.
With one correct answer, students will get one point.
Read aloud.
Open book page 16.
B. New lesson (35’)
Activity 1: Presentation (10’) 
a) Objective: Students get to know some words about accidents and injuries.
b) Content: 
Vocabulary study
Speaking
c) Outcomes: Students know how to pronounce words correctly.
d) Competence: communication, presentation, guessing
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
PRESENTATION. T-Ss/ S-S/ Indiv.
Activity 1 (8’): Teach new words.
Present new vocabulary with explanations and pictures.
Ask students to practice their pronunciation drills.
New words:
Injury (n)
Injure (v)
Blood (n)
Bleed (v)
Bruise (n)
Sprain (v,n)
Burn (v, n)
Fall/...are.
III. PROCEDURES:
A. Warm-up (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that followed.
b) Content: Game ‘Hidden Pictures’
c) Outcomes: Students can gain more confidence and interest in the lesson.
d) Competence: communication, collaboration, guessing
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
WARM-UP. T-Ss/ S-S
Game ‘Hidden Pictures’
Divide class into groups to answer. Invite some students to guess extreme sports. Click on some colored boxes to give students hints about the word. If students get the correct answer before the teacher showing the hidden picture, they can get bonus. If students don’t get it, click ‘Show’ to share the answer. 
Have students read aloud the words. 
Lead in the lesson ‘Narrating events’

Play in groups.
With one correct answer, students will get one point.
Read aloud.
Open book page 18.
B. New lesson (35’)
Activity 1: Pre (10’) 
a) Objective: Students get to know some words about accidents and injuries.
b) Content: 
Grammar study
Speaking
c) Outcomes: Students review how to use affirmative or negative past simple form of the verbs correctly.
d) Competence: communication, presentation, guessing
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
PRE. T-Ss/ S-S/ Indiv.
Activity 1 (6’): Task 2 page 18. Complete the dialogue with the correct affirmative or negative past simple form of the verbs below.
Review students about affirmative and negative form of regular/ irregular and ‘to be’ verbs.
Ask students to complete exercise 2.
Let the students listen to check answers themselves. 
Check the answers.
Activity 2 (2’): Task 3 page 18. Does the photo go with the first or second half of the dialogue? How do you know?
Ask the student guess if the photo on page 18 goes with the first or the second half of the dialogue.
 Invite some students to present their ideas.
Give the answer to the class.
Activity 3 (2’): Show Speaking Strategy box for narrating events.
Present Speaking Strategy box to students. Focus on what they should follow to tell events. 

Listen carefully to the teacher.
Do the exercise.
Listen to the recording t correct.
Check the answer with the teacher. 
Do what the teacher said.
Volunteer to share ideas.
 Check the answer with the teacher.
Listen to the teacher and take note.
Answers:
1. learned
2. loved
3. wasn’t
4. got
5. spent
6. didn’t leave
7. watched
Answer:
	
Activity 2: While (18’)
a) Objective: Students can answer the questions to critical thinking, and they can finish the tasks in the textbook. Critical thing skills (guessing/ reasoning) and communication can also be practiced.
b) Content: Students match and circle. Then , find the phrases and practice.
c) Outcomes: Students read and write, and they can apply the useful language in everyday conversations.
d) Competence: communication, collaboration, presentation
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
WHILE. T-Ss/ S-S/ Indiv
Activity 1 (5’): Listen to three girls talking about their summer holidays. Match each speaker (1-3) with an event (a-c) and circle the correct adjective to describe how she felt about it.
Ask them to match and circle. Play the audio for students. 
Check the answers.
Activity 2 (5’): Show Reacting and showing interest box. 
Introduce the box to the students.
Highlight how to use these phrases with a higher voice to show interest.
Activity 3 (3’): Find three more phrases for reacting and showing interest.
Ask students to find in the dialogue three phrases for reacting and showing interest.
Give the answers to the class.
Activity 4 (5’): Practice saying the phrases above and the dialogue. Try to sound interested!
Ask students to practice saying the phrases and the dialogue and try to sound interested.
Call out some pairs to read aloud and check their pronunciation.

Listen to the audio. Match and circle.
Check the answers with the teacher.
Listen to the teacher and take note.
Find three phrases in the dialogue.
Check the answers with the teacher.
Practice the phrases and dialogue.
Volunteer to say.
 
Answers:
a. 2 (worried)
b. 1 (surprised)
c. 3 (envious)
Answers:
Wow!
Oh dear! How awful!

Activity 3: Outcomes (7’)
a) Objective: Ss work in pairs to take turns to say a sentence from the list below using the correct past simple form of the verbs in brackets and react with a suitable phrases form exercise 5.
b) Content: Game ‘Doraemon English’
c) Outcomes: Ss speak and listen mutually, they can apply new words and phrases they have learnt in their daily conversations. 
d) Competence: Collaboration, communication, guessing
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
...ble adjectives with people in the stories.
Check the answers.
Ask students to match the phrases on the left column with the correct expressions on the right.
Check the answers.
Activity 4 (3’): Rearrange the texts into the correct time order.
Ask students to put those sentences in order from 1 to 4 to make a complete event. 
Give the answers to the class.
Have students read the text aloud.
Activity 5 (3’): Read the task above. Make notes using one of the idea below, real information or your own ideas.
Ask students to make notes about a prank on a friend or family member. 

Read two events and check the ideas. 
Use the adjectives or own ideas to talk about each prank.
Volunteer to share their opinions.
Listen to the teacher and take note. 
Do what teacher said.
Check the answers with the teacher.
Complete the task.
Check the answers with the teacher.
Rearrange the text into the correct time order.
Check the answer with the students.
Volunteer to read.
Make notes about a prank.

Answers:
A. Dave: amused, guilty
B. Dave’s big sister: angry, frightened
C. Kate: anxious, pleased
D. Kate’s brother: angry. Pleased
Answers:
Answers:
Activity 3: Outcomes (10’)
a) Objective: Students write a post (100-120 words) about a prank and check their works.
b) Content: Task 5 page 19
c) Outcomes: Students write a description about an event in the past, and they can apply the adjectives to describe how people felt. 
d) Competence: presentation, organization
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
PRODUCT. T-Ss/ Indiv
Ask students to write a forum post (100-120 words) about the prank they made notes in the previous activity. 
Go around to assist the students.
If the students finish writing, ask them to check if they used adjectives to describe how people felt. Besides that, remind them to check spelling and grammar.

Write a post to describe that prank using the clues.
Raise hand if the students need help.
Check their works. 
If the students haven’t finish, they can complete this post at home.
C. Consolidation (3’) 
- Vocabulary: childish, clever, cruel, predictable, prank, enormous, disguise
- Ways to write a description of an event
D. Homework (2’)
- Learn by hear all the new words.
- Complete the writing task.
- Do exercise 
- Prepare: Unit 1 – I- Culture (page 20– SB)
Period 	
LESSON PLAN
TIẾNG ANH 10 FRIENDS GLOBAL
UNIT 2: ADVENTURE
LESSON 2A: VOCABULARY - LANDSCAPES
I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Know some new knowledge to describe landscapes
- Vocabulary: cliff, hill, valley, shore, stream, shallow, steep, narrow, icy
2. Ability:
- main skills:	listening and speaking skills
- sub skills:	reading and writing skills
- Apply new words to describe landscape’s features
3. Quality:
- have positive attitude in English language learning so that they can participate enthusiastically in all classroom activities, especially with the topic conducted by the teacher
- know how to describe landscapes
II. TEACHER AIDS AND LEARNING MATERIALS:
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV. Speakers, IWB software.
III. PROCEDURES:
A. Warm-up (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that followed.
b) Content: Warm-up game
c) Outcomes: Students can gain more confidence and interest in the lesson
d) Competence: communication, guessing, collaboration
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
Warm-up T-Ss- T/ Ss – Ss
Game “GUESS THE PICTURE”
Divide class into groups.
Each group answers the questions related to the pictures. With one correct answer, that group get one point. 
Lead to the lesson: “Landscapes”.

Play game in groups.
Volunteer to answer.
Each group will answer the questions on screen. With a correct answer, students will get one point.
Open the book page 22.
B. New lesson (35’)
Activity 1: Vocabulary (15’)
a) Objective: Ss know more words about feelings
b) Content:
Vocabulary
Listening
c) Outcomes: Ss know how to pronounce the new words precisely and use them in appropriate contexts.
d) Competence: communication, collaboration, presentation
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
PRESENTATION. T -Ss- T/ Ss- Ss/ Individual
Activity 1 (4’): Teach new vocabulary.
Use pictures and explanation to present new words.
Have students practice their pronunciation drills.
New words:
Cliff (n)
Hill (n)
Valley (n)
Shore (n)
Stream (n)
 Activity 2 (2’): Show the differences in some places.
Present some differences between ‘Hill’ and ‘Mountain’.
Introduce some differences among ‘Stream’, ‘River’, ‘Lake’, ‘Ocean’. (optional)
Tell...n exercises as well as everyday conversations.
3. Quality:
- have positive attitude in English language learning so that they can participate enthusiastically in all classroom activities, especially with the topic conducted by the teacher
- know how to use the tense precisely
II. TEACHER AIDS AND LEARNING MATERIALS:
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, IWB software.
III. PROCEDURES:
A. Warm-up (7’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that followed.
b) Content: Students listen to the story of exercise 1 and answer the question.
c) Outcomes: Students can gain more confidence and interest in the lesson.
d) Competence: communication, collaboration, critical thinking
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
WARM-UP. T-Ss/ S-S/ Indiv.
Activity 1 (5’): Task 1 page 24.
There are 2 slides with the same pictures describing the story in task 1. The first slide contains music. Teacher can choose freely between these two to excite the class.
 Play the recording of exercise 1. The pictures will be played automatically. 
Ask students answer the question.
Give the answer to the class.
Activity 2 (2’): Underline all the past continuous forms in the text.
Ask students to scan the text and underline all the past continuous forms.
Invite some students to share their answers.
Give the answers to the class.
Lead to the lesson “Do you know what tense we are going to study?”

Read the text silently and answer the question.
Check the answers with the teacher.
Scan the text and underline.
Volunteer to answer.
Check the answers with the teacher.
Students answer: “Past continuous” and open book page 24.

Question: “Why does the narrator notice the tall man?”
Answer: Because the tall man is standing very still, wearing summer clothes, and staring at the narrator.
Answers:
B. New lesson (33’)
Activity 1: Presentation (8’)
a) Objective: Remind past continuous tense for students
b) Content: Students review how to use past continuous in affirmative and negative forms. Besides that students know how to answer Yes/No questions with past continuous.
c) Outcomes: Students can apply the useful language in everyday reading and writing.
d) Competence: communication, presentation
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
PRESENTATION. T-Ss/ S-S/ Indiv
Remind students some usages of the tense. Give examples.
Show affirmative and negative forms. Highlight the structures of each form. Give examples.
Present the questions structure with past continuous and how to answer. Give examples.
Listen carefully to the teacher and take notes.
Listen to the teacher.
Listen and raise hand if students have any questions.

Activity 2 Practice (18’)
a) Objective: Students know more about past continuous tense and use it properly.
b) Content:
Grammar study
Speaking
c) Outcomes: Ss how to use irregular and regular verbs in past simple properly.
d) Competence: communication, collaboration, presentation
e) Organisation of the activity:
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
CONTENTS
PRACTICE. T-Ss/ S-S/ Indiv.
Activity 1 (3’): Task 3 page 24. 
Ask students to complete the paragraph below with the past continuous form of the verbs in brackets.
Check the answers.
Ask the students to read the text aloud.
Activity 2 (6’): Work in pairs. Task 4 page 24.
Ask students to work in pairs. 
Have them ask and answer questions about the characters in the texts in exercises 1 and 3. 
Invite some pairs to answer the questions. Give bonus. 
Give the answers to the class.
Activity 3 (6’): Group discussion.
Ask students to work in groups to play a small game ‘Who’s Faster?’. 
Tell students the rules of the game: work in groups and use suggested words on the left and right columns to form a sentence. Give the example.
Time limit is 5 minutes. Click on “START TIMER” to start time. Go around to make sure every student engages in the game. 
If any group get the fastest and the most correct answers, give them bonus.
Correct students’ answers.
Activity 4 (3’): Task 6 page 24. 
Ask students to choose five of the sentences from the game above and write a question about each one using the past continuous.
Invite some students to share their ideas.
Correct students’ answers.

Complete the task.
Check the answers with the teacher.
Students read the text.
Work in pairs. 
Take turns to ask and answer the questions.
Volunteer to answer.
Check the answer with the teacher.
Work in groups and play game. Make some sentences using suggested words.
Volunteer to answer.
Choose five sentences from the above game and write a question about each one using the past continuous. 
Volu