Stakeholder Update and Decision Recommendation
Apply this preparation in Stakeholder Update and Decision Recommendation.
VOCABULARY BUILDER
Communicate Risk and Uncertainty
Describe likelihood, impact, evidence limits and risk response without sounding falsely certain or vague.
Your goal
Describe likelihood, impact, evidence limits and risk response without sounding falsely certain or vague.
Why this lesson / ทำไมต้องเรียนบทนี้
Useful words and chunks are noticed, distinguished, personalised and reused in communication rather than memorised as an isolated list.
อธิบายโอกาสเกิด ผลกระทบ ข้อจำกัดของหลักฐาน และการรับมือความเสี่ยงโดยไม่มั่นใจเกินจริงหรือคลุมเครือ ผู้เรียนสังเกต แยกความหมาย ปรับให้เป็นเรื่องของตน และนำคำหรือวลีไปสื่อสารแทนการท่องเป็นรายการ
Progress Focus · how the final task is assessed
VR · Vocabulary rangeChooses a useful range of precise words and chunks.0 not yet · 1 with support · 2 independently
COM · Communication useUses the language to complete a real workplace message.0 not yet · 1 with support · 2 independently
FP · Independent reuseReuses the language without copying the model.0 not yet · 1 with support · 2 independently
Lesson structure · 30-minute route
3 minMeet the language in context4 minNotice meaning and collocation5 minOrganise the useful chunks5 minBuild true workplace sentences8 minUse the language in interaction5 minFinal vocabulary 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
- Set the listener, purpose and final outcome.
- Use the model for noticing, not line-by-line reading.
- Let the learner select and personalise useful language.
- Run supported practice, then remove the support.
- Delay feedback until the message is complete.
- Score the final task, give one improvement point and require a focused retry.
Meet the language in context
Senior stakeholders need a calibrated risk message: what may happen, how serious it is and what you will do.
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.
Notice meaning and collocation
Likelihood: There is a moderate risk that approval will slip by one week.
Impact: This would delay the pilot but not the full launch.
Evidence limit: We do not yet have the regulator’s review date.
Response: We are preparing a reduced-scope pilot that can start without the affected feature.
Impact: This would delay the pilot but not the full launch.
Evidence limit: We do not yet have the regulator’s review date.
Response: We are preparing a reduced-scope pilot that can start without the affected feature.
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.
Organise the useful chunks
| Likelihood |
|
|---|---|
| Impact and evidence |
|
| Response |
|
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.
Build true workplace sentences
Learner does: Upgrade vague words such as “maybe” and “bad”.
Use keywords only. Change names, figures, reasons and actions so the message is yours.
Teacher Help · Stage 4
Give prompts or keywords, not a full script. Require the learner to make the content true for the situation.
Use the language in interaction
- State what evidence is missing.
- Give one preventive action and one escalation trigger.
Retry rule: after feedback, repeat the weakest part with one changed condition.
Teacher Help · Stage 5
Take the other role or act as the reader. Change one realistic fact after the first attempt and delay correction until the message is complete.
Final vocabulary task · independent reuse
Deliver a 60-second risk statement with calibrated likelihood, bounded impact and a specific response.
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.
Continue learning with Engduo
Practise a realistic variation with an Engduo teacher and use the connected lessons below to strengthen the same workplace outcome through another skill.
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