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LevelB1–B2Time30 minutesLesson typeWriting PracticeTopic FamilyTF19 · Meetings, Projects & Decisions

Your goal

Turn a discussion into concise minutes that separate decisions, actions, owners and deadlines.

Why this lesson / ทำไมต้องเรียนบทนี้

Reader and purpose guide the model analysis, drafting, checking and independent rewrite.

เปลี่ยนการสนทนาเป็นรายงานการประชุมที่กระชับ โดยแยกการตัดสินใจ งาน ผู้รับผิดชอบ และกำหนดเวลา ผู้อ่านและวัตถุประสงค์เป็นตัวกำหนดการวิเคราะห์ตัวอย่าง การร่าง การตรวจ และการเขียนใหม่ด้วยตนเอง

Progress Focus · how the final task is assessed
COM · Reader outcomeMakes the purpose and requested action clear to the reader.0 not yet · 1 with support · 2 independently
ORG · OrganisationOrders information so the reader can act quickly.0 not yet · 1 with support · 2 independently
FP · Independent writingProduces and improves an original message.0 not yet · 1 with support · 2 independently
Lesson structure · 30-minute route
3 minDefine reader and purpose4 minStudy a useful model5 minCollect precise language5 minPlan from keywords8 minDraft and test with a reader5 minFinal writing task

For maximum benefit, unfinished personal examples may be completed after class. The core lesson still ends with an independent performance.

TEACHER Teacher Lesson Plan · Read before class
  1. Set the listener, purpose and final outcome.
  2. Use the model for noticing, not line-by-line reading.
  3. Let the learner select and personalise useful language.
  4. Run supported practice, then remove the support.
  5. Delay feedback until the message is complete.
  6. Score the final task, give one improvement point and require a focused retry.
1

Define reader and purpose

Minutes are an action tool, not a transcript. Record only what someone needs after the meeting.

Learner does: explain the listener, purpose and successful outcome in your own words.
Teacher Help · Stage 1
Ask the learner to state the listener, purpose and successful outcome in plain English. Move on only when the task is clear.
2

Study a useful model

Decision: Move the pilot to Team B.
Action: Nara will update the schedule by 14 June.
Risk: Final approval may delay the launch.
Open point: Confirm whether training can start before approval.
Learner does: identify the job of each part of the model before borrowing any language.
Teacher Help · Stage 2
Use the model once for meaning. Ask what each part achieves; do not turn the model into a long read-aloud exercise.
3

Collect precise language

Decision
  • The team agreed to…
  • The decision was…
Action
  • … will… by…
  • Owner: … / Deadline: …
Open point
  • The team still needs to confirm…
  • Pending: …
Learner does: explain the meaning of each group and create one true workplace example from every row.
Teacher Help · Stage 3
Check meaning and appropriacy before correcting form. Keep only language the learner can explain and personalise.
4

Plan from keywords

Learner does: Reduce a long discussion to four lines.

Use keywords only. Change names, figures, reasons and actions so the message is yours.

Teacher Help · Stage 4
Limit the plan to reader, purpose and five to seven keywords. The learner should draft from the plan, not copy the model.
5

Draft and test with a reader

  1. Separate a decision from an action.
  2. Check every action has both an owner and a date.

Retry rule: after feedback, repeat the weakest part with one changed condition.

Teacher Help · Stage 5
Read as the intended reader and identify any unclear purpose, action or deadline. The learner decides and makes the revision.
6

Final writing task · independent rewrite

Produce action minutes from a five-minute meeting and pass an owner/deadline accuracy check.

Success: complete the task independently and make the listener’s next action or understanding clear.

Teacher Help · Final assessment
Do not supply wording during the final task. Score the three Progress Focus areas, give one precise improvement point and run a shorter retry.

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