Giáo án Lesson 2

T greets the class and says, 'Let's play a guessing game!' T mimes playing basketball, drawing a picture, watching TV and listening to music, one by one.

T asks, 'What am I doing?' and gives a clue when Ss get stuck. T writes the phrase on the board.

T chooses 2 Ss to mime one activity each, and the class guesses.

T praises the class and says, 'Today we will learn how to ask and answer about what you are doing now.'

T shows the four pictures and says, 'Listen and repeat.' T plays the audio of Look, listen and repeat once and asks Ss to listen carefully.

T plays the audio again, pausing after each phrase. Ss repeat chorally, then individually. T corrects the stress on 'basketball', 'drawing', 'listening' and the word 'music'. Then T plays Listen, point and say, and Ss point to the picture and say the phrase.

T calls 3 pairs to perform in front of the class. T asks, 'Which phrase is the hardest to say? Why?'

T writes the four phrases on the board and underlines '-ing' in each phrase. T says, 'We add -ing to show an action that is happening now.'

T reads the dialogue twice with a student, one asks and one answers. T shows the picture of a girl listening to music. T writes on the board: 'What are you doing?' - 'I'm listening to music.'

T asks, 'Do I play basketball every day, or am I playing basketball right now?' T writes two sentences on the board: 'I play basketball at break time.' and 'I'm playing basketball.' T asks Ss to choose which is happening now.

T asks pairs to practise the dialogue, changing the activity each time (drawing a picture, watching TV, playing basketball). T walks around to check pronunciation and structure.

T summarises the structure: What are you doing? I'm + -ing form. T reminds Ss that 'listening to music' must have 'to'.

T says, 'Listen carefully. Listen for the key phrase first, then check the whole sentence.' T plays exercise 1 and asks Ss to choose A, B or C.

T plays exercise 2 twice, then asks Ss to choose the sentence. T gives Worksheet No.1 to Ss and asks them to read the text in exercise 7 silently and find the answer.

T calls on Ss to give the answers. T asks, 'Why is it not A or B in exercise 2?' and asks Ss to explain using the sentence structure. T checks exercise 4 by asking Ss to say the full sentence 'I'm listening to music.'

T praises the correct answers and writes the common mistakes on the board: 'listening on music', 'listening in music'. T asks Ss to write the correct sentence.

T demonstrates the game with a strong student. T says, 'One person says the activity, the other finds the card and answers with the full sentence.' T shows the scoring rule: 1 point for the correct word and correct sentence.

T gives each pair a set of cards and asks them to play four turns. T walks around, listens and corrects gently. T then gives Worksheet No.2 for the sentence arrangement task.

T asks 2 pairs to show their games in front of the class, and asks the class to check the sentences.

T praises the pairs and tells Ss to remember: 'Listening to music' needs 'to.' T asks Ss to say one sentence about what they are doing right now.

T says, 'Now let's do a fun corner. One student mimes an activity, the class asks What are you doing?' T models the question with a student.

T invites 4 to 5 Ss to mime, and the class asks 'What are you doing?' Ss answer with the full sentence. T gives encouragement for every correct answer.

T asks Ss to say one thing they learned today and one phrase they still find difficult.

T summarises the lesson and gives the homework. T says, 'Please ask your family, What are you doing? and write two answers in your notebook.'