Giáo án Lesson 2

T explains the game: 'When you catch the ball, answer my question with a full sentence, then throw the ball to a friend.' T models with one S.

T starts the game and asks questions such as 'Do you like drawing pictures?', 'Do you like solving problems?'. T encourages Ss and gives a sticker for a complete answer.

T asks: 'What school activity do you like most?' and calls on 2–3 Ss.

T writes on the board: 'What school activity do you like?' and says: 'Today we will learn how to ask WHY someone likes an activity.'

T shows flashcards one by one and says each chunk slowly. T writes the stress marks on the board: activity (TIV), interesting (IN).

T asks Ss to repeat in chorus, then in small groups, then individually. T asks: 'Which syllable is stressed in activity?' Expected answer: 'The second syllable, TIV.' T corrects by making Ss clap the stress. T says 'Cover the meaning and say it again' and checks in pairs.

T calls 4 Ss to say a phrase and T asks the class: 'Is it correct?' T gives feedback on pronunciation and stress.

T summarises: 'Learn the phrase as one chunk. Stress the right syllable.' T plays the NeoEdu vocabulary audio for the class to listen once more.

T plays the dialogue twice and asks Ss to listen for the question and the answer. T writes the dialogue on the board and underlines 'does' and 'likes'.

T asks guiding questions: 'Why do we use does here?' 'Why is there no -s in like?' 'What does Because introduce?' Expected answers: 'Because the question is about she; like goes back to base form; Because introduces the reason.' Then T asks Ss to work in pairs (Think–Pair–Share) and make a new question with 'reading books' or 'playing games'.

T invites 3 pairs to read their questions and answers. T corrects the use of does and the base form of like.

T writes the key structure on the board: 'He/She likes + V-ing. Why does + subject + like + ...? Because + subject + thinks + ...' and asks Ss to copy it into their notebooks.

T explains the rules of the Matching Race and the listening task. T says: 'Listen carefully. Do not guess from the topic only; check the key words and verbs.'

T plays the listening (Exercise 4) and pauses after each item. T monitors groups and checks answers. Expected responses for Exercise 4: Ss choose option C, 'Because she thinks it is useful.'

T asks one group to read their matching results and calls on a S to explain Exercise 4 with the key words.

T gives the answer key and praises the fastest accurate group. T reminds Ss: 'Check the key words and verbs before choosing.'

T writes the dialogue lines on strips on the board in a mixed order and says: 'Put the lines in a natural order, like a real conversation.'

T walks around and checks. T asks: 'Why does this line come first?' Expected answer: 'Because Hello and Can we talk? open the conversation.'

T asks one pair to read the ordered dialogue aloud and asks the class to check Exercise 7.

T confirms the answers and asks Ss to repeat the complete dialogue once in chorus.

T models a short dialogue with a S and explains the survey: 'Do not read the model answer when you are the questioner. Listen, note one keyword and change roles.'

T asks Ss to move around the class and interview three classmates. T monitors and helps with pronunciation and the use of does. Expected answers: 'She likes reading books.' 'Because she thinks it is interesting.'

T invites 3 pairs to perform their dialogues in front of the class and gives feedback on vocabulary, structure, clarity and role change.

T summarises the lesson with the key structure and says: 'Ask why, answer with because, and always listen to the whole sentence.' T asks Ss to finish the survey page at home.