Teacher: Elicit the four information groups.
Student: Gives one example for each.
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Vocabulary Builder · A1
Names, Places, Work, and Interests
Learn the essential words and question patterns for exchanging simple personal information.
Why this lesson matters · เหตุผลที่เรียนบทนี้
Learner: These words help you start a real conversation without memorising a long speech.
Teacher: The lesson organises personal details into four reusable groups, then moves from recognition to an independent profile exchange.
ภาษาไทย: ผู้เรียนจะจัดคำศัพท์เป็นหมวดที่จำง่าย แล้วนำไปใช้แนะนำตัว ถามข้อมูล และสนทนาต่อได้จริง
Why this lesson matters · เหตุผลที่เรียนบทนี้
For learners: Build the essential personal-detail vocabulary before listening, speaking, and adapting an introduction for real situations.
For teachers: The lesson organises four meaning groups, recycles the approved Maya and Daniel audio, then moves through retrieval, true sentences, a two-way exchange, feedback, and retry.
สำหรับผู้เรียน: สร้างคลังคำศัพท์ข้อมูลส่วนตัวที่จำเป็น ก่อนนำไปฟัง พูด และปรับการแนะนำตัวให้เหมาะกับสถานการณ์จริง
สำหรับครู: บทเรียนจัดคำศัพท์เป็น 4 กลุ่มความหมาย นำเสียง Maya และ Daniel กลับมาใช้ซ้ำ แล้วพัฒนาไปสู่การดึงคำจากความจำ สร้างประโยคจริง สนทนาสองทาง รับข้อเสนอแนะ และลองใหม่
Your goal
By the end of this lesson, you can use accurate vocabulary from four personal-detail groups and complete a short two-way profile exchange.
ดูคำอธิบายเป้าหมายภาษาไทย — เปิดเมื่อจำเป็น
เมื่อจบบทเรียน นักเรียนจะใช้คำศัพท์เกี่ยวกับชื่อ สถานที่ งานหรือการเรียน และความสนใจ เพื่อแนะนำตัว ถามคู่สนทนา และตอบกลับเป็นบทสนทนาสั้น ๆ ได้
Progress FocusVRFP
VR · Vocabulary RangeSelect accurate words from all four personal-detail groups.
FP · Functional PerformanceUse the words to ask, answer, and continue a short profile exchange.
30-minute learning route
3 minMeet the groups
5 minOrganise meaning
4 minHear the words
4 minRetrieve
5 minBuild true sentences
5 minProfile exchange
4 minFinal use
Teacher Lesson Plan · Read before class
Vocabulary Builder standard: Move from meaning to retrieval and real use. Do not turn the tables into a reading lecture. Keep Thai support secondary and closed unless needed.
Teacher: Check meaning and useful combinations.
Student: Sorts words and notices question–answer pairs.
Teacher: Play Maya and Daniel once.
Student: Listens for target groups.
Teacher: Hide the word bank and prompt retrieval.
Student: Recalls eight useful items.
Teacher: Model one true sentence only.
Student: Builds four true sentences and questions.
Teacher: Run a two-way exchange; delay correction.
Student: Asks, answers, and follows up.
Teacher: Score VR and FP, give one improvement, then retry.
Student: Completes the final exchange independently.
Stage 1
Meet four personal-detail groups
3 minutes
Start with the meaning you want to share. Each group answers a different question.
first name · surname · full name · nickname
My name is …You can call me …
from · live in · hometown · country · city
I’m from …I live in …
student · study · work · job · school · company
I study …I work in …
like · enjoy · play · watch · read · cook
I enjoy …I like playing …
STUDENT TASK
- Say one true item from each group.
- Explain which group answers “Where?”, “What do you do?”, and “What do you enjoy?”
- Choose two items you want to use later.
Teacher Help
Check meaning with personal examples, not translation lists. If the learner is unsure, give two choices and ask them to select the correct group.
Stage 2
Organise meaning and use
5 minutes
Notice the word combination that makes each item useful in a sentence.
| Purpose | Useful question | Useful answer frame |
|---|---|---|
| Name | What’s your name? | My name’s Maya. / You can call me May. |
| Place | Where are you from? / Where do you live? | I’m from Chiang Mai. / I live in Bangkok. |
| Work or study | What do you do? / What do you study? | I work in a hotel. / I study design. |
| Interest | What do you do in your free time? | I enjoy cooking. / I like playing badminton. |
STUDENT TASK
- Match each question to its answer frame.
- Circle the verb that follows enjoy or like.
- Say the difference between I’m from and I live in.
Teacher Help
Highlight chunks, especially be from, live in, work in, and enjoy + -ing. Keep grammar explanation to one short contrast, then return to use.
Stage 3
Hear the vocabulary in real introductions
4 minutes
Listen once to each speaker. Tick the information groups you hear.
American English · Maya
British English · Daniel
STUDENT TASK
- For Maya, note one place, work/study item, and interest.
- For Daniel, note one place, work/study item, and interest.
- Repeat one useful phrase from each speaker.
Teacher Help
Play each clip once at normal speed. Allow one targeted replay only after the learner identifies the missing information group. Do not show a transcript first.
Stage 4
Retrieve the words without the table
4 minutes
Close or cover Stage 2. Recall the language from memory.
NAME + PLACE
Recall two question forms and two answer starters.
WORK/STUDY + INTERESTS
Recall two question forms and four useful verbs.
STUDENT TASK
- Say eight useful words or chunks from memory.
- Put each one in the correct group.
- Reopen Stage 2, check, then close it and retry the missed items.
Teacher Help
Give category prompts before giving the word. Count successful retrieval, not perfect spelling. After checking, repeat only missed items once.
Stage 5
Build true sentences and questions
5 minutes
Turn the vocabulary into information that is true for you.
Introduce: My name’s … · I’m from … · I live in … · I work/study … · I enjoy …
Ask: What’s your name? · Where are you from? · What do you do? · What do you do in your free time?
My name’s Nida, and I live in Rayong.
I work in a café, and I enjoy taking photos.
Where are you from?
What kind of music do you like?
STUDENT TASK
- Create four true sentences—one from each group.
- Create four matching questions.
- Say them once with the model visible, then once without it.
Teacher Help
Model one sentence only. Listen for accurate chunks and clear meaning. Correct one high-value error after the learner completes all eight lines, then run a no-model retry.
Stage 6
Complete a two-way profile exchange
5 minutes
Ask, answer, and use one detail to keep the conversation moving.
Speaker A
Give your name, place, work/study, and one interest. Then ask Speaker B two questions.
Follow-up: Really? / Me too. / What kind of …?
Speaker B
Listen, respond to one detail, then give your own four details. Ask Speaker A two questions.
Follow-up: That’s interesting. / Where? / How often?
STUDENT TASK
- Exchange all four information groups.
- Ask at least two questions each.
- Respond to one detail before asking a follow-up.
- Switch roles and repeat with less support.
Teacher Help
Do not interrupt the first round. Record one successful vocabulary choice and one phrase to improve. Give feedback between rounds, then reduce visible support.
Introduce, ask, and continue
Complete a fresh 60–90 second profile exchange without reading the model sentences.
FINAL TASK
- Give true information from all four groups.
- Ask your partner at least two personal-detail questions.
- Use one answer to make a connected comment or follow-up question.
- Receive one feedback point and retry the weakest part.
VR · Vocabulary Range
0 Not yet: Fewer than three groups are usable.
1 With support: Uses all four groups with visible prompts or correction.
2 Independent: Uses accurate vocabulary from all four groups without a word bank.
FP · Functional Performance
0 Not yet: The exchange stops or is mostly teacher-supplied.
1 With support: Asks and answers with prompts; follow-up needs support.
2 Independent: Exchanges details and continues naturally with a relevant response or question.
Target: 4/4. If the score is lower, give one precise feedback point, hide the models, and repeat only the missed part.
Teacher Help
Score VR and FP separately. Use the independent attempt or clearly identified retry. Record one phrase the learner can retrieve next time.
คำอธิบายภาษาไทย — เปิดเมื่อจำเป็นเท่านั้น
บทนี้แบ่งข้อมูลส่วนตัวเป็น 4 กลุ่ม: ชื่อ สถานที่ งานหรือการเรียน และความสนใจ ให้จำเป็นวลีทั้งชุด เช่น I’m from …, I live in …, I work in … และ I enjoy … แล้วฝึกถาม–ตอบเป็นบทสนทนา ไม่จำเป็นต้องเล่าข้อมูลที่ไม่สะดวกเปิดเผย
Continue your learning path
Introduce Yourself with am, is, and are
Build a simple introduction with be
สร้างประโยคแนะนำตัวด้วย be
Listening Lab: Meeting Someone New
Listen for the same four personal-detail groups
ฟังข้อมูลส่วนตัว 4 กลุ่มเดิมในบทสนทนาจริง
Tell Me About Yourself
Use the details in a short interview answer
นำข้อมูลไปใช้ตอบคำถามสัมภาษณ์สั้น ๆ
My Background, Interests, and Recent Changes
Expand your background, interests, and recent changes
ขยายเรื่องภูมิหลัง ความสนใจ และการเปลี่ยนแปลงล่าสุด
Teaching references
- CEFR Companion Volume — supports simple A1 exchanges of personal information.
- British Council TeachingEnglish — Vocabulary — supports meaning, retrieval, and contextualised use.
Content and media rights
© 2026 Engduo Thailand. This original lesson, instructional design, cover, and prepared audio are for authorised Engduo use. Do not republish or reuse them without written permission.
