LESSON PLAN

Week: ……
Period: ……
Date of teaching: …………………

TEXTBOOK: FLUENCY PLUS 7

UNIT 4: SPORTS IN MOMENTS
LESSON 5 - SPEAKING: “Talking about personal sports experiences”

A. OBJECTIVES
By the end of the lesson, students will be able to talk about personal sports experiences.
1. Core competencies
- Know the framework of telling an anecdote about personal experiences with sports.
- Know how to use the right intonation in a list when speaking.
2. General competencies
- Communication and collaboration: work in pairs/groups to talk about personal experiences.
- Problem-solving and creativity: figure out different information when talking about personal
experiences.
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: names of sports, adjectives, and phrases to describe experiences with sports.
- Recycled vocabulary: vocabulary related to extreme sports and sports equipment.
2. Skills: Listening, speaking, reading, and writing.
C. RESOURCES AND MATERIALS
- Student book – pages 43
- Audio: Track 4.06, 4.07, 4.08
- Lesson plan
- Teacher’s Guide
- Computer, projector, ….
D. LEARNING EXPERIENCES

1
 Teacher’s activities Students’ activities PowerPoint
WARM-UP/REVIEW
Objective: To attract Ss’ attention to the lesson, help students remember the vocabulary they have
learned, and to develop visual memory and communication skills.
- Greet the students. - Greet the teacher. Slides 1-7
- Instruct the warm-up activity: “What can you - Listen to the teacher.
remember?” - Focus on the rules and try
- Explain how to do the activity: to understand how to play
● Divide the class into groups of 2 or 3. the game.
● Each group will be shown a picture for 30
seconds. Try to memorize as many details
as possible.
● After 30 seconds, the picture will be
hidden.
● Group members take turns sharing details
they remember about the picture. For
example: the type of activity, any
equipment used, the location, weather,
clothing, etc.
● Each correct detail earns one point for the
team.The team with the most points at the - Play the game.
end of the game wins.
- Let students play the game.
- Follow the steps (show, observe, discuss, - Observe the picture, paying
share). attention to details.
- Encourage students to observe the picture,
paying attention to details. - Correct the pronunciation.
- Check the answers and students’ - Listen to the teacher.
pronunciation.
- Briefly discuss the picture and any details
students might have missed.
Expected Outcomes and Assessment
- Task completed with excellence: Students can remember vocabulary related to the topic of sports
and excitement for the upcoming session.
- Task completed: Students can remember vocabulary related to the topic of sports.
- Task uncompleted: Students are unable to remember the vocabulary related to the topic of sports.
PRESENTATION
Objective: Learn some new vocabulary and structures to talk about personal stories related to sports
experiences.
Exercise 1:
- Ask students to look at the mindmap in the - Look at the textbook. Slides 8-9
textbook.
- Explain the task requirements. - Listen to the teacher’s
explanations.
- Give one example to illustrate each keyword - Look at the teacher’s

2
 in the book. illustration.
- Let students have some time to brainstorm. - Start brainstorming.
- Set a time limit of 5-7 minutes. - Follow the time limit.
- Go around the class to support students if - Continue to do the exercise.
necessary.
- After a set time, have some students share - Raise hand to share ideas.
their notes.
- Correct the mistakes (spelling, - Check for mistakes.
pronunciation, etc.) if necessary.
- Explain the unknown words on students’ - Listen to the teacher’s
notes to other students. explanations.

Exercise 2: Slide 10
- Ask students to read the task requirements. - Read the exercise 2.
- Take time for further explanation if - Listen to the teacher’s
necessary. explanations.
- Instruct students to mingle around the - Listen to the teacher’s
classroom. instructions.
- Ask students to find someone who - Go around the class to seek
participates in each of the activities listed in someone fitting the task’s
the book. demand.
- Once the students find someone who fits the - Note down the names of the
description, they can write their classmates’ classmates who are
names next to the questions. compatible with the needs.
- Instruct the students to find a new partner to - Find a new partner to
complete the remaining questions. collect information.
- Command students to take turns asking and - Take turns to do the
answering questions. question-and-answer part.
- Encourage students to use a variety of - Try to use various
vocabulary and structures during this vocabulary as possible.
activity. - Take part in the class
- After interviewing each other, hold a class discussion.
discussion about what students have just
collected. - Share ideas with the class.
- Ask students to share what they found most
interesting about information shared by their
classmates. Slides 11-12
- Read the exercise 3.
Exercise 3:
- Ask students to quickly look over the - Read the notes carefully.
activity.
- Give the students time to read the Notes - Listen to the teacher’s
about telling an anecdote. explanations.
- Explain the notes if necessary. - Raise questions if Ss need
further explanations.

3
- Ask students if there is anything that remains - Do exercise 3 with a
unclear. partner.
- Require students to choose a partner to - Use the phrases from the
complete the exercise together. notes to do exercise 3.
- Remind the student to use the phrases from - Compare the answers with
the notes to complete the dialogue. the partner.
- After that, tell the students to compare the - Listen to the audio to check
answers with their partners. the answers.
- Play the audio file (track 4.06) for students - Listen to the audio
to check the answers. carefully.
- Tell students to listen to the audio carefully, - Concentrate on the
and pay attention to the intonation of the intonations of the speakers.
speakers. - Choose the role to practice
- Replay the audio 2 or 3 times. speaking.
- Have students in pairs and choose one role to
do the role-play. (one is David, and one is
Chloe) - Practice speaking with a
- Set a time limit of 5-7 minutes for students partner.
to practice speaking. - Volunteer to perform in
- After a set time, invite some groups to do the front of the class.
role-play in front of the class. - Listen to the teacher’s
- Check the pronunciation of the speakers and corrections.
correct it if necessary. - Give a round of applause.
- Give a round of applause to the voluntary Slide 13
pairs.
- Listen to the teacher.
Exercise 4: - Find a partner.
- Ask students to read through exercise 4. - Listen to the instructions.
- Ask students to find a partner. - Think of the ideas for the
- Explain to the students that they will take answers.
turns talking about each of the topics given. - Start to talk about personal
- Allow students some time to think of what experiences.
they are going to say. - Take note of the
- For each experience, let one student talk information.
about their experience in one minute while - Remember to use the
the other will take note of the information. information in the previous
- Remind students to use information in the exercise.
Exercise 1 and the notes above. - Exchange the role.
- Ask for help if necessary.
- Ask the other student to reverse the role.
- Go around the class and offer support if - Continue to do the exercise.
necessary.
- Stand by and listen to the performance of - Request for suggestions if
each pair. necessary.
- Provide some suggestions for improvements - Volunteer to share the ideas

4
 if possible.
- Invite some students to share what they’ve with the class.
noted down about their partner’s personal
experiences. - Share the feeling if
- Tell the speakers to provide their feelings possible.
when listening to their partners’ stories if
possible.
Expected Outcomes and Assessment
- Task completed with excellence: Students can use a variety of vocabulary and structures to express
their personal experiences fluently.
- Task completed: Students can use vocabulary and structures to express their ideas.
- Task uncompleted: Students are unable to use vocabulary and structures to express their ideas.
PRACTICE
Objective: To understand how to use the right intonation in speaking.
Exercise 5: Slide 13
- Ask students to work in pairs with a new - Work with a new partner.
partner.
- Introduce them to how to emphasize - Listen to the teacher’s
intonation. instructions.
- Open the audio file (track 4.07) for students - Listen to the audio.
to listen.
- Replay the audio 2 or 3 times. - Listen to the audio.
- Teach them to practice it. - Practice speaking.
- Allow students time to discuss and work in - Complete the exercise
pairs to complete the exercise. within the time limit.
- Remind the student to pay attention to their - Concentrate on the
pronunciation and intonation. intonation.
- Observe and correct their pronunciation - Correct the pronunciation if
while practicing. necessary.
- Invite some students to speak. - Volunteer to share ideas.
- Ask other students to comment on the - Comment on the
speaker's speech. classmates’ presentations.
- Provide corrections and suggestions to - Correct the mistakes to
students when necessary. improve the speech.
Slide 14
Pronunciation:
- Introduce students how to use right - Listen to the teacher.
intonation in a list. - Pay attention to the
- Read the sentence as an example. intonation in a list.
- Ask students to repeat. - Try to practice correctly
- Correct students’ intonation and give more and fluently.
examples to practice. - Improve from corrections.

Exercise 6: Slide 15
- Ask the students to read through the exercise - Read the exercise 6.

5
 6.
- Read the sentences.
- Have the students read the sentences.
- Guess the right intonation
- Let students guess the right intonation of
of the sentences.
these sentences.
- Focus on the teacher’s
- Instruct students on which words are usually
instructions.
emphasized and which are less stressed.
- Pay attention to teacher
- Remind students about the parts that need to
reminders.
pay attention to while listening.
- Listen to the audio and take
- Play the audio file (track 4.08) for the
notes.
students to listen and take notes.
- Listen carefully.
- Replay the audio 2 or 3 times.
- Give the answers.
- Call some students to answer.
- Check the correct answers.
- Show the correct answers.
- Volunteer to repeat the
- Have some students repeat the sentences
sentence with intonation.
with intonation.
- Take note of the
- Correct students' pronunciation and
corrections.
intonation errors, if any.

Exercise 7:
- Divide the class into pairs. Slide 16
- Choose a partner.
- Ask students to read the topics.
- Read the topics.
- Tell students to brainstorm ideas with the
- Brainstorm the ideas for
given topic. List as many ideas as possible.
each keyword.
- Allow them time to practice and complete
- Practice speaking.
the exercise in pairs.
- Observe and correct the pronunciation when
- Follow the teacher’s
students are working.
corrections.
- Call a few pairs to do the exercise.
- Volunteer to do the
- Ask other pairs to suggest their ideas and
exercise.
comments.
- Suggest ideas for the
classmates.
Expected outcomes and assessment
- Task completed with excellence: Students can completely understand how to use the right
intonation in a list.
- Task completed: Students can understand how to use the right intonation in a list.
- Task uncompleted: Students are unable to use the right intonation in a list.
PRODUCTION
Objective: To help students have more practice in remembering what they have learned in the past five
lesson
Extra activity: Create an Anecdote - Listen to the teacher. Slides 17-23
- Say what students are going to do in the next - Ask the teacher any questions
activity. about the rules of the game.
- Explain the rules of the game. - Try to understand the rules of
• 6 Teams: Make 6 teams. the game.

6
 • Get a Sport: Each team gets a different
sport.
• Make a Story: Use what you learned in class
to make a short, fun story about your sport.
You have 10 minutes.
• Act it Out: Tell your story to the class!
• Ask & Answer: Classmates can ask
questions about your story or the sport.
• Teacher's Eye: The teacher will assess each
team based on their creativity, storytelling
skills, use of language, and how well their
anecdote connected to the sport.
- Make sure that students understand how to - Listen to the teacher and
play the game. focus on the vocabulary of
- Remind the students that the game is focused sports.
on the sports vocabulary and vocabulary they - Play the game.
have learned in the lesson from lesson 1 - - Discuss with teammates.
lesson 5. - Try to pronounce words and
- Let students play a game. letters correctly and fluently
- Observe students' participation and teamwork during the presentation.
throughout the game.
- Encourage other groups to ask the presenting - Ask the other group.
group.
- Check the student's answer spelling and - Improve from errors.
pronunciation.
- Praise the winner - Praise the winner
Expected outcomes and assessment
- Task completed with excellence: Students can remember all the vocabulary in the previous five
lessons and apply those vocabulary and grammar to speak fluently.
- Task completed: Students can remember the vocabulary in the previous five lessons.
- Task uncompleted: Students are unable to remember the vocabulary in the previous five lessons.
WRAP-UP AND HOMEWORK
Objectives: Relax, have more practice, and remind students what they need to do at home
Wrap up: Game – Ask me - Listen to the teacher. Slides 24-35
- Say what the students are going to do in the - Ask the teacher any
next activity. questions about the rules of
- Explain the rules of the game. the game.
● Divide the class into two teams. - Try to understand the rules
● One come to see the sport on the teacher's of the game.
screen (the screen is not public for this
activity).
● The others make YES/NO QUESTIONS to - Play the game.
ask him/ her about the sport on the screen. - Guess the sports.
● The team can guess the sport correctly - Try to pronounce the words
gets one point. and letters correctly and

7
 ● At the end of the game, the team that has
more points wins the game.
- Let the students find the game.
- Observe and correct the pronunciation when
students are working.
fluently.
- Require students to follow the rules of the
- Follow the rules of the
game.
game.
- Check the students' answers carefully.
- Count the points.
- Praise the winner.
- Praise the winner.
Homework:
- Go through what students have learned from
- Listen to the teacher.
the lesson.
- Ask students to learn the words from Unit 4
by heart.
- Require students to practice using the
vocabulary they have learned.
- Ask students to prepare for the next lesson.
REFLECTION
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................