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IELTS Foundation Unit 3 Hobbies, leisure and entertainment
Foundation level

Description

In this speaking lesson, students will explore hobbies, leisure, and entertainment while practicing how to express personal interests and engage in free talk. The goal is to build confidence in speaking English by discussing familiar topics and finding common interests with classmates. At the start, I will give clear instructions and introduce key vocabulary through a PowerPoint presentation with English–Vietnamese translations. Since I have only known these students for two months, I will spend a few minutes setting expectations before letting them speak freely. Students will then move into pair and group discussions, asking questions like “What do you like?” and “Do you have the same hobby?” to encourage communication and social connection.

Materials

Abc Dictionary
Abc Digital learning tools
Abc Gold Experience
Abc Internet
Abc Notebook
Abc Power Point PPTX
Abc Printed handout
Abc projector and Visual Aids

Main Aims

  • Encourage Active Participation: Create a supportive environment where students feel comfortable speaking, asking questions, and sharing their interests. Promote interaction through pair and group activities that help students discover shared hobbies and leisure preferences.

Subsidiary Aims

  • Skill Development: Strengthen students’ speaking fluency and confidence by practicing vocabulary related to hobbies, leisure, and entertainment. Improve their ability to ask and answer questions naturally and maintain short conversations.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I will greet the class warmly, explain the lesson objectives, and review key vocabulary using PowerPoint slides with translations. Students will repeat and practice pronunciation. TST

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Students will look at pictures illustrating hobbies and leisure activities. In pairs, they will match pictures with vocabulary and discuss which ones they enjoy. I will model simple question forms like “Do you like…?” before letting them practice. TSS

Productive Task(s) (18–20 minutes) • To provide an opportunity to practice target productive skills (18-20 minutes) • To draw students' attention to the target language

Students will walk around the classroom and ask classmates about their hobbies and entertainment preferences. They will record answers in notebooks and find classmates with similar interests. I will monitor and assist students who need help forming questions or responding. STS

Synonym and Paraphrase (8–10 minutes) • For students to grasp the task and understand (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Students will work in pairs to identify synonyms and paraphrases for common words (e.g., “watch movies” → “see films”). They will create short dialogues using these expressions. TSS

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Students will work in pairs or small groups to practice asking and answering questions about hobbies, leisure, and entertainment. Using the vocabulary from the PowerPoint (with translations provided earlier), they will follow a guided activity where each student must ask at least three questions such as “Do you like…?” or “What do you usually do in your free time?”. To keep the activity semi-controlled, I will provide sentence starters and prompts on the board (e.g., “I like… because…”, “My favorite hobby is…”). Students will use these structures to build short dialogues. While the language is guided, their answers will be personal and varied, giving them freedom to express their own interests. I will circulate around the classroom, monitoring pairs, offering support with pronunciation or vocabulary, and encouraging quieter students to participate. Stronger students will be encouraged to expand their answers with reasons or examples, while weaker students can rely on the sentence frames for support. Outcome: By the end of this stage, students will have practiced using the target vocabulary in meaningful exchanges, gained confidence in asking and answering questions, and prepared themselves for freer speaking activities later in the lesson.

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