Connect ideas
- but
- because
- so
- although
- which has helped me …
- as a result
Guided Speaking · Topic Family 01
My Background, Interests, and Recent Changes
B1 · Build and adapt a connected personal update
Your goal
Choose useful expressions, turn them into true sentences, and use them to explain your background, interests, and recent changes in two real situations.
Why this lesson / ทำไมต้องเรียนบทนี้
EN: A useful personal update is more than a memorised introduction. You need language you can reuse, choices that fit your meaning, and practice adapting the same information for different listeners.
TH: บทนี้ให้คลังภาษาที่กลับมาทบทวนได้ แล้วฝึกเลือกสำนวน แต่งเป็นประโยคจริง และปรับวิธีพูดให้เหมาะกับผู้ฟัง ไม่ใช่การอ่านหรือท่องคำตอบสำเร็จรูป
COMVRFPProgress focus
COM · CommunicationConnect ideas and respond naturally.
VR · Vocabulary rangeChoose precise, reusable expressions.
FP · Final performanceAdapt one update for two listeners.
30-minute lesson path
3 minChoose
5 minExplore
4 minCompare
5 minBuild
4 minExchange
6 minAdapt
3 minProve
Teacher Lesson Plan · Read before class
This is a speaking lesson, not a reading lesson. Never ask the learner to read every expression. At each stage, the learner must choose, personalise, ask, answer, or speak.
| Time | Teacher does | Student does | Required result |
|---|---|---|---|
| 0–3 | Ask the learner to choose a real listener and message. | Names the listener and one important update. | One clear purpose. |
| 3–8 | Guide a language hunt. Limit silent reading to two minutes. | Selects one expression from each toolkit group and explains the choice. | Three selected expressions. |
| 8–12 | Compare one pair of similar expressions through questions. | Explains the difference and creates one example. | Meaning before form. |
| 12–17 | Prompt, then remove the model. | Creates four true sentences and links three of them. | A personal message, not a copied script. |
| 17–21 | Run a short question exchange. Do not interrupt fluency. | Speaks, asks one question, and answers one follow-up. | Two-way interaction. |
| 21–27 | Change the listener and run two speaking rounds. | Adapts the same facts for an old friend and a new contact. | Two noticeably different versions. |
| 27–30 | Hide models and run the Progress Check. | Gives an independent 60-second update. | Evidence plus one next target. |
Teacher standard: Aim for learner talk time above 70%. Correct after a speaking round, not during it. Give one communication point and one language point only.
Use the page—do not read the page
1 · Choose
Select language that matches your real meaning.
Select language that matches your real meaning.
2 · Personalise
Change every model into a true sentence.
Change every model into a true sentence.
3 · Speak
Close the examples and talk to a listener.
Close the examples and talk to a listener.
1. Choose your real situation
3 minDecide who you are speaking to and what you genuinely want that person to know.
STUDENT TASK
- Choose a listener: an old friend, a new classmate, or a new colleague.
- Choose one important update about your life.
- Complete the sentence below without preparing a full script.
Example
I’m speaking to an old friend. The most important update is that I have moved to a new city and started a new hobby.
I’m speaking to an old friend. The most important update is that I have moved to a new city and started a new hobby.
Your turnI’m speaking to __________. I want them to know that __________.
You are ready whenYou can state the listener and your main message in one sentence.
Teacher help
Ask only: “Who is listening?” and “What is the most important update?” Do not request the full answer yet.
2. Explore the Language Toolkit
5 minExplore the toolkit. Practise selected lines in class, then review the remaining examples after class if useful.
A · Give background
Use these expressions to help the listener understand where you come from or what experience has shaped you.
I grew up in …I grew up in Chiang Mai, but I have been based in Bangkok for the last three years.
My background is mainly in …My background is mainly in hospitality and customer service.
I originally studied …, but …I originally studied design, but I later moved into digital marketing.
I have been based in … for …
I have been based in Rayong for about two years.
i
Language noteUse have been with for to describe a situation that began in the past and continues now.B · Explain interests
Use these expressions to name an interest and add a reason, origin, or specific detail.
I’m particularly interested in …I’m particularly interested in street photography and local history.
I got into … when …
I got into hiking when a colleague invited me on a weekend trip.
What I enjoy most about … is …What I enjoy most about cooking is experimenting with new flavours.
I tend to spend my free time …I tend to spend my free time reading or exploring new cafés.
C · Describe change
Use these expressions to show how your life is different, new, temporary, or developing.
I used to …, but now …
I used to stay home most weekends, but now I often go cycling.
i
Language noteUse used to + base verb for a past habit or situation that is no longer true now.Recently, I’ve started …
Recently, I’ve started taking an evening Japanese course.
i
Language noteUse the present perfect for a recent change that is still relevant to your life now.One thing that has changed is …One thing that has changed is how I organise my time.
At the moment, I’m working on …
At the moment, I’m working on becoming more confident in meetings.
i
Language noteUse the present continuous for a current activity, temporary situation, or change in progress.STUDENT TASK
- Look through all three groups and choose at least one useful expression from A, B, and C.
- Read selected lines aloud when pronunciation practice helps.
- Change each selected example so it becomes true for you, then say it without reading.
Your three choicesBackground: __________ · Interest: __________ · Change: __________
You are ready whenYou have selected three expressions you can use for true information about yourself.
Teacher help
Help the learner prioritise three useful expressions. Practise pronunciation where needed, but always move from the model to a true personal sentence. Agree which remaining expressions the learner may review after class.
3. Notice how the meaning changes
4 minCompare similar expressions so you can choose accurately rather than copy a model.
| Expression | What it communicates | Example |
|---|---|---|
| I’m interested in … | A current interest. | I’m interested in photography. |
| I’ve always been interested in … | An interest that started in the past and continues now. | I’ve always been interested in photography. |
| I got into … when … | The time or event that started the interest. | I got into photography when I travelled around Japan. |
| I’m getting more interested in … | An interest that is becoming stronger now. | I’m getting more interested in portrait photography. |
STUDENT TASK
- Compare the four rows and choose the expression that best matches one of your interests.
- Choose one other row and explain how its time meaning is different from your first choice.
- Create one true example, then answer: “How did that interest begin?”
Useful correction
Say “I’m interested in photography,” not “I’m interesting in photography.” A thing can be interesting; a person is interested in it.
Say “I’m interested in photography,” not “I’m interesting in photography.” A thing can be interesting; a person is interested in it.
Your turn________________________________________ because ________________________________________.
You are ready whenYou can choose one expression by meaning and support it with a true detail.
Teacher help
Ask concept questions instead of explaining first: “Did it start recently?”, “Is it becoming stronger?”, and “Do you want to mention the starting point?”
4. Build your own message
5 minUse the toolkit as a construction kit. Every sentence must contain true personal information.
Useful phrasal verbs
- take up
- get into
- give up
- settle into
- grow out of
- look forward to
STUDENT TASK
- Make one true background sentence.
- Make one interest sentence and add a reason.
- Make one change sentence and explain its effect.
- Link the three ideas. Keep no more than five keywords visible.
Model—notice the organisation, then change all the details
I grew up in Chiang Mai, but I’m now based in Bangkok. I’ve always been interested in photography because it helps me notice small details. Recently, I’ve joined a weekend photo walk, which has helped me meet people and settle into the city.
I grew up in Chiang Mai, but I’m now based in Bangkok. I’ve always been interested in photography because it helps me notice small details. Recently, I’ve joined a weekend photo walk, which has helped me meet people and settle into the city.
Your messageBackground: ____________________
Interest + reason: ____________________
Change + effect: ____________________
Interest + reason: ____________________
Change + effect: ____________________
You are ready whenYou can say three connected true ideas without reading the model.
Teacher help
After each sentence, cover or scroll past the model and ask the learner to say it again naturally. Never let the learner copy the full model as a script.
Optional model audio · Use only when a complete spoken model will help
Audio is not required for the 30-minute route. If used, play one model once, ask the learner to identify the three message parts, and return immediately to speaking.
Engduo Audio • American English
Transcript
I grew up in Chiang Mai, but I currently work in Bangkok. I’ve always been interested in photography, and I’ve recently joined a weekend photo walk. I’m still settling into the city, so it’s been a good way to meet people.
Engduo Audio • British English
Transcript
My background is in hospitality, although I’m working in online support at the moment. I used to play badminton regularly, and I’ve just started again. I’m looking forward to joining a local club.
5. Use your three ideas in a short conversation
4 minUse the same background, interest, and change from Stage 4. You are not creating a new answer.
STUDENT TASK
- Give your short update using no more than five keywords.
- Your teacher asks one question about one of your ideas.
- Answer with one new detail.
- If time allows, ask your teacher a related question beginning with “How about you?”
Example exchange
Student: Recently, I’ve started hiking at weekends.
Teacher: What made you start?
Student: I wanted to be healthier and spend more time outdoors.
Student: Recently, I’ve started hiking at weekends.
Teacher: What made you start?
Student: I wanted to be healthier and spend more time outdoors.
Use the work from Stage 4Your update → teacher follow-up → your new detail
You are ready whenYou use at least two toolkit expressions and answer one connected question without reading a script.
Teacher help · exact teaching script
Say: “Tell me your three ideas.” Listen without interrupting. Ask one genuine follow-up such as “What made you start?” Give feedback only after the exchange finishes.
6. Say the same update to a different person
6 minUse the same three true ideas again. Only the listener changes.
Round 1 · Old friend
Your friend already knows your background. Focus on what is new.
Round 2 · New colleague
Your colleague does not know you. Add one background sentence first.
STUDENT TASK
- Speak to the old friend for about 60 seconds.
- For the new colleague, add one background sentence and speak again.
- Say one difference: “For the new colleague, I added …”
You are ready whenThe second version gives a new listener enough background and both versions use language from the toolkit.
Teacher help · exact teaching script
Say: “First, I’m your old friend. Tell me what is new.” After Round 1 say: “Now I’m a new colleague. What background information do I need?” Run Round 2, then ask: “What did you add for the new listener?” If time runs out, agree with the learner to complete Round 2 as optional review after class.
7. Show your progress
3 minHide the models and demonstrate what you can now do independently.
STUDENT TASK
- Choose one listener.
- Give a connected 60-second update without full-sentence notes.
- Answer one follow-up question and ask one question back.
Progress evidence
COM · CommunicationGive a connected update and respond to the listener.
VR · Vocabulary rangeChoose precise, reusable expressions that match the intended meaning.
FP · Final performanceComplete the 60-second update, answer, and ask back with minimal support.
Teacher scoring guide
Score the independent Progress Check—not the supported practice. Give one score for each Progress Focus.
0 · Not yetThe criterion is not demonstrated, even after one clear prompt.
1 · With supportThe criterion is partly demonstrated or needs a teacher prompt, model, or supplied language.
2 · IndependentThe criterion is demonstrated clearly without a model or supplied language. Natural hesitation is acceptable.
Use the lowest focus as the next learning target. Do not lower every score for the same grammar error. If time allows, give one improvement and record a short retry separately.
The lesson is complete whenYou know one successful communication choice and one language target for next time.
Teacher help
Record observable evidence only. Give one success and one next target. Do not introduce new language during the Progress Check.
Optional review after class · เพื่อประโยชน์สูงสุด
EN: If you want more practice, review expressions you did not use, record a second 60-second version for another listener, or complete the second speaking round with your teacher in the next class. Teacher and learner can choose what is most useful.
TH: หากต้องการฝึกให้แม่นขึ้น สามารถทบทวนสำนวนที่ยังไม่ได้ใช้ อัดเสียงคำตอบอีกหนึ่งแบบ หรือฝึกรอบที่เหลือกับครูในครั้งถัดไป โดยครูและนักเรียนเลือกร่วมกันตามความเหมาะสม
คำอธิบายภาษาไทย — เปิดเมื่อจำเป็นเท่านั้น
เลือกสำนวนที่ตรงกับความหมายของตนเอง แล้วเปลี่ยนตัวอย่างให้เป็นข้อมูลจริงทุกครั้ง เป้าหมายไม่ใช่อ่านประโยคบนหน้าเว็บ แต่คือใช้หน้าเว็บเป็นคลังภาษา จากนั้นปิดตัวอย่างและพูดโต้ตอบกับผู้ฟังจริง
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Council of Europe — CEFR Companion Volume. The lesson uses an action-oriented outcome, audience-aware communication, and interaction.
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