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LESSON PLAN
TIẾNG ANH 10 FRIENDS GLOBAL

UNIT 4: OUR PLANET

LESSON 4F: READING- GLIDERS IN THE STORM

I. OBJECTIVES:
By the end of the lesson, students will be able to predict the content
of a text and understand a text about a paraglider and the dangers of extreme
weather.

1. Knowledge:
- Reading: An article about a paraglider who was caught in
a storm
- Vocabulary: Verbs of movement
- Grammar: Past Simple and Past Continuous
2. Ability:
- Main skills: reading and writing skills
- Sub skills: listening and speaking skills
* Predicting the content of a text; planning and acting out an interview with a
paraglider.
3. Quality:
- Have a 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 make comparisons 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 (10’)
a) Objective: Introduce the new lesson and set the scene for students to acquire a
new language; get students' attention at the beginning of the class by utilizing
enjoyable and short activities as well as engaging them in the steps that followed.
 b) Content: Hangman Game
c) Outcomes: Students can gain more confidence and interest in the lesson.
d) Competence: communication, collaboration, prediction.
e) Organization of the activity:

TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES CONTENTS

WARM-UP. (T- Ss/ S – S/ Indiv)
- Introduces the game and - Pay attention to the
provides the topic is about screen while listening to
Natural Disasters/ the teacher.
Weather.
- Shows the game on the - Read the game rules and
screen and asks them to read give questions to have a
the game instruction. clearer understanding **Answer keys:
- Asks Ss to give questions if about the game (if any). 1. wind
they don’t understand how to 2. thunderstorm
play. 3. flood
- Divides class into teams. - Play the first round by 4. lightning
- Has students to play 1 round looking at the picture 5. temperature
first to do an example (if and thinking of a word 6. hailstones
necessary) related to the picture. 7. earthquake
- Creates a reward chart for 8. tsunami
the winning team. - Open Student’s Book.
- Leads-in to Section 1.

B. New lesson (75’)

▪ Activity 1: Lead-in (5’)
a) Objective: Have the students to guess about the content of the text through the
title and the photo in the book.
b) Content: Students work in pairs and predict what happens in the text.
c) Outcomes: Students can practice speaking and discussing to express their ideas.
d) Competence: communication, presentation, discussion, critical thinking.
e) Organization of the activity:
 TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES CONTENTS
DISCUSSION (T-Ss/ S-S) *Question: What’s the weather
- Asks students to look at the - Pay attention and answer like?
photos and say what the the question.
weather is like.
- In pairs, students predict - Discuss with partner.
what they think happens in
the text. - Volunteer to answer the
- Elicits ideas and writes them question and give the
on the board. Ask them to reason. **Answer keys:
give reasons for their - Stormy/ Thunderstorm
predictions - The text may be about the
person who gets caught in a
storm.

▪ Activity 2 Vocabulary (7’)

a) Objective: Students gain new words.
b) Content:
✔ Vocabulary: paraglider, to approach, to reach, to land, frostbite.
c) Outcomes: Ss know how to pronounce the new words precisely and use them in
appropriate contexts.
d) Competence: communication, drilling
e) Organization of the activity:

TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES CONTENTS

PRESENTATION.
(T-Ss/ S-S/ Indiv)
- Teaches new vocabulary. - Pay attention to the slide
and listen to the teacher.
- Uses pictures and
explanations to present new
words.
- Look, listen and repeat in
- Has the students practice chorus and individuals. **New words:
their pronunciation drills. - Write new words into paraglider, to approach, to
notebook. reach, to land, frostbite

▪ Activity 3: Reading (15’)

a) Objective: Students can skim and scan for the main idea to answer questions
and complete tasks. Critical thinking skills and communication can also be
practiced.
b) Content: Section 2, 3 and 4.
c) Outcomes: Ss can practice reading skills, including skimming, scanning and
predicting suitable answer keys. They can apply the structure of past simple to
their conversations.
d) Competence: Collaboration, communication, critical thinking.
e) Organization of the activity:

TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES CONTENTS

PRACTICE. (T- Ss/ S-S/ Indiv)
⮚ Activity 2 (4’): Read the text.
- Read the text in silence and
- Has the Ss to read the text in skim for the main idea.
silence and skim for the main
idea.
- T can invite some Ss to read - Volunteer to read the text
aloud the text. aloud.
- Asks Ss if they have an - Check their prediction.
accurate prediction and
decides which prediction was
the most accurate.

⮚ Activity 3 (4’): Reading

- Read the Reading Strategy
strategy and Scanning.
individually.
- Has the Ss to read the
- Some Ss volunteer to read
Reading Strategy.
the Reading Strategy aloud.
- T can invite some Ss to read
aloud the Reading Strategy
- Pay attention and listen
(optional).
carefully when teacher
- Goes through the strategy
elicits the ideas and
together.
meaning in the Strategy
- Tells students it is a good
box.
idea to read the words before
- Ss can highlight key phrases
after a gap, and then think
in the strategy box based on
about what type of word is
the slide.
needed in the gap.
- Scanning for sentences with
- Has the students look at the
gaps begin with a verb in **Answer keys:
sentences with gaps in the
the Past Simple. Gap 3,4 and 5
text and decide which ones
contain a past simple verb.
- Correct answer with
- Checks answers as a class.
teacher.
⮚ Activity 4 (7’): Matching and
filling in the gaps.
- Asks Ss to read the text - Read the text carefully
again and guess what kind of again and guess the missing
information is missing. information.
- Has them to read through the - Read through the phrases
phrases from A-H with gaps and the gaps in the text then **Answer keys:
1-8 in the text. match the sentences with 1.F 2.B 3.A 4.H
- Asks Ss to match the the suitable gaps. 5.D 6.C 7.E 8.G
sentences with the gaps. - Correct answers with
- Checks answers as a class. teacher.

▪ Extra Activity: Tom & Jerry game (8’)

a) Objective: To sum up all the important information contained in the Reading
text with a competitive game.
b) Content: Tom & Jerry Game – Each team answers the questions in order
c) Outcomes: Students can gain more confidence and remember the main ideas in
the reading text.
d) Competence: communication, collaboration.
e) Organization of the activity:

TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES CONTENTS

EXTRA ACTIVITY.
(T- Ss/ S – S/ Individual)
- Introduces the game and - Pay attention to the
goes through the game rules. screen while listening to
the teacher.
- Asks Ss to give questions if - Read the game rules and
they don’t understand how to give questions to have a
play. clearer **Answer keys:
understanding
- Creates a reward chart for 1. Australia.
about the game (if any).
the winning team. - Each team takes turns 2. two clouds.
- Divides class into 2 teams. choosing the question 3. about 10.000 metres.
and answer. 4. about 40 minutes.
5. near a small farm.
- Leads into Section 5. - Open Student’s Book – 6. She was too weak and
page 52. confused.
7. She had frostbite on her
ears and legs.
8. She competed in the World
Championship.

▪ Activity 4: Practice (20’)

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: Section 5, 6 and 7.
c) Outcomes: Students can read and use the strategy in exams.
d) Competence: Collaboration, communication, critical thinking & presentation.
e) Organization of the activity:

TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES CONTENTS

PRACTICE. (T- Ss/ S-S/ Indiv)
⮚ Activity 5 (7’): True or
- Read the sentences in
False silence and identify the
- Asks Ss to read all the keywords.
sentences from 1-4 and look
for keywords. - Volunteer to read the
- T can invite some Ss to read sentences loudly. **Answer keys:
aloud the text. (optional) - Read the text again and 1. False
- Asks Ss to read the text complete the task. 2. True
again and complete the task
3. False
by writing True or False. - Correct the task with class. 4. True
- Check answers as a class.

⮚ Activity 6 (8’): Vocabulary. - Read through the highlight

verbs in the text and figure
- Asks students to look at the
out their meanings from the
highlighted verbs in the text
context. **Answer keys:
and try to work out their
- Complete the task. 1. spin
meaning from the context.
- Has the students to match the 2. take off
- Ss volunteer to correct the 3. land
verbs to their meanings.
task. 4. approach
- Checks answers as a class
and invites Ss to correct the 5. reach
task.
**Answer keys:
- Ss open their notebook to 1. spin 2. take off
write down the exercises 3. spin 4. reach
� Move on to the Extra and complete them. 5. land 6. approach
exercise - Ss volunteer to correct the 7. take off 8. Reach
- Asks Ss to complete the task. 9. approach 10. land
exercises with all the
previous verbs.
- Checks answers as a class
and invites Ss to correct the
 task.
- Read the instructions
carefully and listen for
teacher's guidance.
⮚ Activity 7 (5’): Past
- Rewrite all the questions
Continuous & Past Simple. into the notebook.
- Goes through the - Review the Past continuous **Answer keys:
instructions together and and Past simple to apply in 1. What were you doing in
makes sure students the task. Australia?
understand what they have to
2. What was the weather
do.
like that morning?
- 1st rewrite all the questions in - Work in pairs and complete 3. Why did you take off?
a complete form. the task. 4. What can you remember
- Remind them to use the past - Correct answers with about the storm?
continuous to describe teacher. 5. What was the most
background events, and the
terrifying part of the
past simple to describe a
experience?
sequence of events.
6. How did you feel
- In pairs, students write their
afterwards?
questions and answers.
- Monitor and check that
students are forming their
questions and answers
correctly.

▪ Activity 5: Outcomes (20’)

a) Objective: Students make an interview and act out for the class.
b) Content: Section 7 – Students work in pairs to act out as an interviewer and
Ewa, to ask and answer some questions about the experiences of a paraglider.
c) Outcomes: Students can practice having a dialogue and gain more confidence in
daily communication.
d) Competence: communication, collaboration.
e) Organization of the activity:
TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES CONTENTS
INTERVIEW. (S – S/ T- S)
- (2’) Introduces the activity - Pay attention to the
and asks Ss to choose their teacher's instruction.
role (Interviewer or Ewa) - Each pair decides who
will be the interviewer or
Ewa.
- (6’) Asks Ss to practice - Practice the dialogue
before volunteering to come with partner for 2-3
front and present. mins.

- (6’) Invites some pairs to

come front and act out. - Volunteer to come front
and act out.

- (6’) Listens and provides the **Answer keys:

completed answers. - Rest of the class listens 1. I was preparing for the
to other pairs and World Championships.
corrects their work. 2. A thunderstorm
approached when we were
getting ready to take off.
3. I think I was skillful
enough to keep away from
the dark clouds.
4. It was dark and I could
hear
lightning all around me.
5. I was terrified when I
reached nearly 10,000 m,
higher than the top of Mount
Everest, and then lost
consciousness.
6. I felt that I was the
luckiest woman in the world.
C. Consolidation (3’)
a) Vocabulary: Verb of actions and movements
b) Grammar: Past Continuous and Past Simple

D. Homework (2’)
- Learn by heart all the new words.
- Review past continuous and past simple.
- Do exercises in Workbook.
- Prepare: Unit 4G – Speaking (P.54).