I. Objectives:
1. Knowledge: By the end of this lesson, Students will be able to ask and answer question about someone’s action in progress.
2. Skills: Develop Ss speaking and listening skills.
3. Language focus:
- Sentence Partners: What’s he doing? – He’s doing his homework.
- Vocabulary: singing, drawing, playing the piano, watching TV, doing one’s homework
II. Teaching aids:
- Teacher’s: student’s and teacher’s book, pictures, cassette, puppets.
- Students’: books, notebooks, workbooks.
III. Teaching processes:
1. Class organization:
- Greeting
- Checking for the students' attendance.
2. Oral test: Ask Ss to ask and answer questions about one’s action in progress.
3. New lesson:
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Teacher’s actions |
Students’ actions |
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Warm up: talk about Ss’ (in class) action in progress 1. Look, Listen and repeat. Have Ss to look at the book at page 54. Elicit the character and have Ss guess what they are saying. Set the scene: we are going to learn new phrases Have Ss listen to the recording as they read the lines in the speech bubbles Play the recording again for Ss to repeat the lines in the speech bubbles two times. Divide the class into two groups. One repeat Linda’s part and the other repeat his father’s part. Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation. - Teach vocabulary: Singing drawing playing the piano watching TV doing one’s homework Check vocab: Rub out and remember - Elicits the structures What’s he doing? – He’s doing his homework. 2. Point and say Have Ss look at the pictures on page 54 Elicit the characters in the pictures. Ask Ss to guess and complete the speech bubbles. T models/ allocates the parts of characters the boy and the girl to Ss use structure: What’s he doing? – He’s doing his homework. Ask them to act out the model dialogue. Repeat the step with some other pairs for pictures Have Ss practice acting out the dialogue point and use the information in picture a, b, c and d in pairs. Monitor the activity and offer held. Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary. Call on some pairs to perform the task at the front of the class. The others observe and give comments. Have the whole class repeat all the phrases in chorus to reinforce their pronunciation. 3 - Let’s talk: Show picture and give task. Have Ps work in pair to ask and answer questions about someone’s action in progress. - Display in class, others comment Listen and correct. Have Ps practise 4.Consolidation Summary the lesson 5.Homework - Do exercises in workbook, learn by heart the new words |
Individually work Look at the pictures in the book Listen and repeat Read in pairs Look at 4 pictures Point to the pictures and practise Practice in pairs Play role and speak out. Work in pair practice talking: Do exercises in the workbook |
