Giáo án Lesson 3

T says: 'Let's play a guessing game! I have a secret picture. Ask me Yes/No questions to guess it.' T gives a model: 'Is she doing a quiz?' T answers 'Yes, she is' or 'No, she isn't'.

T shows a small part of the picture and asks: 'Is he colouring?' T prompts Ss to ask full questions and reveals more of the picture after each correct question.

T asks: 'Who can guess the picture now?' and calls on 2–3 Ss to name the picture.

T praises Ss and says: 'Today we will learn a new question: What's he doing? and What's she doing?' T writes the two questions on the board.

T shows the three pictures on the screen and says: 'Look at the pictures. What is the boy doing?' T plays the audio of the first question and answer and asks Ss to listen and point to the correct picture.

T models each sentence with gestures and says the sentence slowly: 'What's he doing? – He's colouring a square.' T asks Ss to repeat in chorus, then half of the class repeats the question and the other half repeats the answer. T uses flashcards to explain 'colouring' and 'square' by miming a boy colouring and drawing a square in the air.

T asks: 'What's she doing?' and points to the picture of the girl answering a question. T calls on 3–4 Ss to answer. T corrects the stress and intonation of 'What's' and 'doing'.

T summarises on the board: 'Ask: What's he/she doing? Answer: He's/She's + ...ing.' T gives the rule: use 'he' for a boy and 'she' for a girl.

T demonstrates with a strong S: T covers the answer column and asks 'What's she doing?' while pointing at the picture. The S answers 'She's doing a quiz.' T reminds Ss: 'Cover the answers first, then check!'

T asks Ss to work in pairs and move around to support pairs who need help with pronunciation or with the answers. T notes common mistakes such as 'Yes, she is' for 'What's she doing?'.

T asks 2–3 pairs to perform the dialogue in front of the class. T gives feedback on intonation and the use of he/she.

T says: 'Good job! Remember: What's he/she doing? – He's/She's + ...ing.' T gives stars to pairs that answered with full sentences.

T says: 'Now we will sing a song. Listen first.' T plays the song on the NeoEdu page or sings the song to the tune of Frère Jacques. T shows the actions.

T sings line by line and asks Ss to repeat. Then T divides the class into two groups: Group 1 sings the questions, Group 2 sings the answers. Groups swap after one round.

T asks a few Ss to sing a verse alone or with a partner. T gives feedback on pronunciation of 'colouring' and 'doing'.

T praises the class and asks: 'What's the question in the song?' T asks Ss to say the answer for one of the pictures.

T hands out Worksheet No. 1 to each pair and explains the instructions. T reads the first exercise aloud and does the first item with the class.

T plays the audio for the listening items and gives Ss 2 minutes per exercise. T walks around and checks the answers quickly.

T calls on Ss to read the answers aloud and asks the class to check. T asks: 'Why is it false?' for exercise 7.

T summarises the key points: 'What's he/she doing?' is answered with the action, 'Is she doing...?' is answered with Yes or No.

T explains the game: 'One student mimes an action. Your group asks What's he/she doing? and answers with He's/She's + ...ing. Let's see which group gets the most points!' T shows an example.

T gives each group a card with an action and monitors the game. T encourages Ss to use full sentences and to swap roles.

T asks each group to share their best question and answer with the class and gives points for correct sentences.

T says: 'Great game! At home, ask your family: What's he/she doing? Draw the answer in your notebook.' T gives the homework assignment and checks that Ss have written it down.