LESSON PLAN

Week: ……

Period: ……

Date of teaching: …………………

TEXTBOOK: FLUENCY PLUS

UNIT 1: HOBBIES AND INTERESTS
LESSON 5- SPEAKING SKILLS: talking about
yourself, interviewing

A. OBJECTIVES
-Talk about themselves: names, ages, and some basic personal information
-Talk about free-time activities: an interview, a short presentation
1. Core competencies
- Practice speaking about yourself and interviewing
2. General competencies
- Communication and collaboration: work in pairs/groups to talk about hobbies
- Problem-solving and creativity: figure out different hobbies and ideas to talk about
3. Attributes
- Kindness: help partners complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: tell the truth or play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.

B. LANGUAGE FOCUS AND SKILLS

1. Vocabulary
- Vocabulary: Words about hobbies
- Recycled vocabulary: Words about hobbies
2. Skills: Listening, speaking, reading, and writing.
C. RESOURCES AND MATERIALS
- Student book – page 11
- Flashcards/Pictures
- Lesson plan
- Teacher’s Guide
- Computer, projector, ….

D. LEARNING EXPERIENCES

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 Teacher’s activities Students’ activities PowerPoin
t
WARM-UP/REVIEW
Objective: To attract Ss’ attention to the lesson and lead in the new lesson.
- Welcome Ss to start the lesson with a - Greet the teacher Slide 1
game. - Listen to the teacher Slide 2
- Say what students are going to do with the
activity
- Explain the rules of the game: Slides 3-
 Students need to find matching pairs. 4
 After revealing the pictures and words/
phrases, students must say the sentences - Make sure students can
with the given words. understand the rules of
- Make sure the students can understand the the game
rules completely - Play the game
- Encourage Ss to remember the sentences - Try to answer the
and read them with correct pronunciation. questions with correct
- Let students play the game. pronunciation
- Praise the winner - Praise the winner

Expected Outcomes and Assessment

- Task completed with excellence: Students can remember the vocabulary and excitement for the
upcoming session
- Task completed: Students can remember the vocabulary
- Task uncompleted: Students are unable to remember the vocabulary
PRESENTATION
Objective: To help students introduce themselves basically and talk about things they like to do in
their free time
Exercise 1:
- Teacher will explain: Here are some - Use the model phrases/ Slides 5-6
phrases/ expressions that students can use expressions to talk
to talk about things they like or don’t like - Listen to the teacher
(dislike) to do. guidance
- There are some new phrases that might be - Students will read the
new for the student. In case of that, teacher phrases out loud and
can use the synonyms to explain for identify them in the
students: I can’s stand + V-ing= used to correct column:
say that you do not like someone or Like/dislike.
something at all - Identify to the correct
I’m keen on sth/ V-ing= interested in column
something and enjoying it - Check and answer the
I’m into sth/ V-ing = like something questions
I’m a big fan of Nouns/ V-ing = I really
like.
- Teacher invites students to answer and Slide 7
check answers with the class.
- Choose at least 2 phrases
Exercise 2: of “Like” and 2 phrases
- In exercise 2, it’s the next step for students of “dislike”.
to practice with the phrases in exercise 1.
In this part, teachers will request student to - Write it down in the

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 try to choose at least 2 phrases of “Like” textbooks
and 2 phrases of “dislike” - Work in pairs and
- Make sentences with these phrases. exchange information
- After a short period of time (about 3 – 5 with other partners
minutes), then students will work in pairs
and exchange information with their - Read the sentences/ write
partners by reading out their sentences. the sentences on the
- Teachers ask some volunteers to read the board
sentences or write the sentences on the - Try to make good
board, then teachers correct them for the sentences with the new
whole class. ideas
- Teachers should ask students to make good Slide 8
sentences with new ideas/ new vocabulary,
avoid making sentences too simply. - Join a pairs

Exercise 3: - Give the opinions about

- In exercise 3, students work in pairs: student some free time activities
A and student B.
- Explain that students will give their opinions
about some free time activities by using the - Discuss and show the
phrases which they learned in this unit and expressions
use their own knowledge.
- In the textbook, there’s only an example. So,
teachers give more other activities for them Slides 9-
to discuss and show their expressions. - Listen to the teacher’s 10
instructions
Exercise 4:
- This speaking part is related to Key English
Test – KET. It’s essential to clarify the
format of this part for students. - KET
speaking has 2 parts:
+ Part 1 (3-4 minutes): The
examiners will ask some personal
information and some topic
questions (hobbies, interests, so
on): What’s your name? How old
are you? Where do you live?
+ Part 2 (5-6 minutes): In this part of
the test, you and your parter are
going to talk together. You will be
given some cards with images/ideas
or information on them, a card with
some ideas for questions. After that, - Listen to teacher’s exam
you will have to talk with the other advice
candidate and ask or answer
questions.

- The questions in exercise 4 are based on

KET speaking part 1. Teacher share some
exam advice for students in this part:
● Try to listen to the examiner’s

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 questions carefully.
● In the question of hobbies and
interest, make sure you can describe
it fluently.
● If you don’t understand the
examiner, ask them to repeat the - Give the full sentences
question. Use phrases: when answering
- Could you repeat the
question, please? - Join a pairs Slide 11
- Could you say that again,
please?
- Try to give a long answer with full - Look at the sample answer
sentences.
- Take notes
Exercise 5:
- Teachers ask students to work in pairs and - Speak in front of class
practice questioning and answering, make
sure to have limit time for them. - Listen to the classmate
- If needed, teachers can give a sample
answer for the first question.
- It’s better if the students take notes with the - Present about hobbies in
aim of presenting in exercise 5. front of class
- After a specific time, encourage students to
come to the front and speak together.
- Teachers and the rest of the class will listen
and correct if there are mistakes (grammar, - Join a pairs/ groups
pronunciation,…)
- Then, motivate 2 – 3 students to present
very shortly about their hobbies. It’s a first
step for them to get familiar with it.

Extra-activity:
- For this activity, you can divide the
students into small groups or pairs or they - Unscramble the words
can work on their own. and read the sentence
- Come up with a few sentences before class, aloud
and write the sentence’s words on your
physical or virtual whiteboard in a random
order.
- The first group or individual student to
unscramble the words and read the
sentence aloud correctly wins that round.
Expected Outcomes and Assessment
- Task completed with excellence: Students can introduce themselves fluently and talk about things
they like to do in their free time.
- Task completed: Students can introduce themselves basically.
-Task uncompleted: Students are unable to introduce themselves basically and talk about things they
like to do in their free time.
PRACTICE
Objective: To help students learn the differences between the short /ɪ/ and long /i:/ and learn how to
produce these sounds themselves

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Exercise 6: Slide 12
- When Ss understand well how to Slide 13
pronounce these vowel sounds correctly, - Join pairs
now let’s practice with the minimal pairs in
the exercise 6. - Listen to the audio
- Teachers continue running track 1.04, - Repeat in the chorus
students will listen and practice again. - Practice in pairs
- They can practice in pairs then, invite - Stand up and read
students to pronounce again and correct
their pronunciation.

Exercise 7:
- Ask students to read out loud the sentences - Read out loud the Slide 14
and pay attention on the sounds /i:/ and /ɪ/, sentences
focus on intonations too. - Pay attention on the
- Ask Ss to underline the letter with /ɪ/ sound sounds
and circle the letter with /i:/sound in their
textbook. - Underline the letter
- Then show the correct answer. Check - Check the answer and
students’ pronunciation. read the words again.

Exercise 8:
- Let students work in groups/pairs Slide 15
- Ask students to discuss and think of more
words which are pronounced with the - Join a pairs/ groups
couple of vowel sounds:/i:/ and /ɪ/. - Brainstorm the ideas
Suggested answer:
+ /ɪ/: big, bill, bring, bit, kiss, kid, tip,
till
+ /i:/: meat, meal, leaf, speak, bee,
heat, lead, peach - Correct and improve
- Check students’ words and pronunciation. pronunciation
Expected outcomes and assessment
- Task completed with excellence: Students can practice the differences between the short /ɪ/ and long
/i:/ and learn how to produce these sounds themselves
- Task completed: Students can practice the differences between the short /ɪ/ and long /i:/
- Task uncompleted: Students are unable to practice the differences between the short /ɪ/ and long /i:/
and learn how to produce these sounds themselves
PRODUCTION
Objective: To help students have more practice to remember what they have learned
Extra activity: FAMILY FEUD - Listen to the instructions Slides 16-
- Say what students are going to do with the - Join team 22
activity - Remember the activities
- Explain the rules of the game rules
 Divide the class into 2 teams
 The “Family feud” has 4 rounds. Each
team will take turns to answer the
questions from round 1 to round 4.
 For each round, the playing team must
guess the remaining answer on the board.
 When a team reaches 3 strikes, the

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 opposing team has a chance to steal the
board.
 If the opposing team reveals one of the
remaining answers on the board, the
opposing team steals all the revealed
points for that round. - Try to speak English
- Make sure the students can understand how while playing the game
to play the game
- Encourage students speak English while
playing game - Play the game.
- Let students play the game - Check the
- Praise the winner answers.
- Praise the winner
Expected outcomes and assessment
- Task completed with excellence: Students can talk about hobbies fluently and correctly.
- Task completed: Students can talk about hobbies.
- Task uncompleted: Students are unable to talk about hobbies.
WRAP UP AND HOMEWORK
Objectives: Relax, have more practice, and remind students what they need to do at home
Wrap up: IS YOUR QUESTIONS - Listen to the teacher Slide 23
CORRECT? - Make sure students can Slide 24
- Say what students are going to do with the understand the rules of
activity the game
- Explain the rules of the game
 Write two column headings labelled
‘You’ and ‘Me’ on the board.
 Go around the class and play rock,
paper, scissors with each student.
 If a student wins, they ask you a question.
 If the student forms the question
correctly, they score a point.
 You then answer the question and write
the score under the ‘You’ column.
 If you win, you ask the student a question
and score a point. The student then
answers the question and you write the
score under the ‘Me’ column.
 After everyone has played, add up the
scores to find out who won.
- Let students play the game
- Encourage students to pay attention - Play the game
pronunciation and be confident while - Try to answer the
speaking questions with correct
- Check the students sentences and pronunciation
pronunciation - Praise the winner
- Praise the winner -
Homework:
- Go through what students have learned - Listen to the teacher
from the lesson.
- Ask students to learn the words from Unit

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 1 by heart.
- Require students to practice using the new
words or phrases in real conversation.

REFLECTION
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