Giáo án NLS Tiếng Anh 2 Global Success Unit 5 Lesson 3: What's he doing? He's doing a quiz.

1. WARM-UP

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2. PRESENTATION

Activity 6: Listen and repeat.

a. Objective: To use the sentence structures What's he/she doing? and He's/She's ____ (verb + -ing). to ask and answer questions about what someone is doing.

b. Organisation:

- Teacher draws pupils’ attention to the picture (say"Look at the picture."). Say "What's she doing? She's colouring a square."

- Teacher pushes the digital audio file of the conversation to the pupils' personal tablets.

- Teacher reminds pupils to connect their headphones and set the volume to a safe level.

- Have pupils point to the sentences in their books (say "Point to the sentences.").

- Teacher plays the recording and encourage pupils to repeat (say "Listen and repeat.").

- Do this several times, with pupils repeating both individually and in chorus. Correct their pronunciation if necessary, and praise them when their pronunciation is good.

- Teacher moves on to the next content.

- Pupils look at the picture showing a girl colouring a square and a boy doing a quiz.

- Pupils access the shared audio file on their devices.

- Pupils put on their headphones and adjust the volume slider below the safe limit.

- Pupils listen to the teacher's model sentences.

- Pupils point to the corresponding speech bubbles in their books.

- Pupils listen to the audio carefully and repeat the questions and answers in chorus and individually.

[2.2.CB1a]: 

Identify simple digital technologies suitable for sharing data, information and digital content.

[4.3.CB1a]: 

Distinguish simple ways to avoid health risks and threats to physical and mental health when using digital technologies.

Activity 7: Let's talk.

a. Objective: To use the sentence structures to ask and answer questions about what someone is doing based on picture cues.

b. Organisation:

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Activity 8: Let's sing!

a. Objective: To sing a song with the target sentence structures.

b. Organisation:

- Teacher draws pupils' attention to the picture. Say "What's he/she doing?" and encourage pupils to answer using the full sentence structure.

- Teacher plays the recording of the song to familiarise pupils with the rhythm and melody.

- Teacher reads the song line by line and encourage pupils to repeat. Do this several times in chorus.

- Teacher says "Let's sing!". Play the recording line by line and encourage pupils to sing along.

- Teacher projects an interactive karaoke-style lyrics video on the smartboard.

- Have pupils work in groups to make up actions for the song. Invite a few groups to perform the song for the class.

- Teacher moves on to the next content.

- Pupils look at the classroom picture and answer the teacher's questions about the characters' actions.

- Pupils follow the highlighted text on the smartboard and use their tablets to tap and trigger sound effects (like applause) at the end of each verse.

- Pupils listen to the song to feel the melody.

- Pupils read the lyrics line by line after the teacher.

- Pupils sing along with the recording.

- Groups practice singing and doing creative actions (e.g., pretending to write, color, or raise a hand).

- Selected groups perform confidently in front of the class.

[2.1.CB1a]:

Select simple digital technologies to interact.

3. PRACTICE

a. Objective: To consolidate reading comprehension and target sentence structures using a simple, visual-focused format suitable for Grade 2.

b. Organisation: 

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4. APPLICATION

a. Objective: To apply the learned sentence structures in a highly interactive, competitive, and student-led environment.

b. Organisation:

Mission: "Slap the Board & Ask!"

- Teacher sticks 3-4 flashcards of actions (colouring a square, answering a question, doing a quiz, etc.) on the board.

- Divide the class into 2 teams. Invite one pupil from each team to come to the board with a plastic hammer or their hands ready.

- Teacher asks a question: "What's he doing?" or "What's she doing?" and mimics the action (e.g., pretending to do a quiz).

- The 2 pupils must listen, look at the teacher's action, and quickly slap the correct flashcard on the board.

- The pupil who slaps first and says the full answer correctly (e.g., "He's doing a quiz!") wins a point for their team.

Extension: Instead of the teacher asking, let the winning pupil stay on the board, act out a new motion, and ask "What's he/she doing?" for the next pair of competitors to guess and slap.

- Praise the most active and accurate team.

* CONSOLIDATION

- Teacher reviews and summarizes the main points of the lesson (Asking and answering with What's he/she doing?).

- Teacher comments on and evaluates pupils' participation.

* ADVICE

- Practice asking and answering about actions at home.

- Sing the song to your parents.

- Prepare for the next lesson.

- Pupils enthusiastically form 2 teams.

- The representatives stand ready at the board.

- Pupils pay close attention to the teacher's question and body language.

- The representatives quickly identify the action and slap the corresponding flashcard.

- The fastest pupil answers loudly using the full structure.

- Pupils take on the role of the teacher to ask questions and perform actions, increasing their autonomy and confidence.

- Pupils listen to the summary.

- Pupils receive feedback.

- Pupils take notes on their simple homework.

REFLECTION