Two travellers compare route alternatives after a train disruption

Mixed-Skill Mastery · TF12

Resolve a Disrupted Journey and Negotiate the Best Route

B2 · Compare, negotiate, adapt, and justify

Level
B2

Time
30 minutes

Lesson type
Mixed-Skill / Mastery

Topic family
Travel & Transport

Why this lesson matters · เหตุผลที่เรียนบทนี้

For learners: Compare route evidence, negotiate a solution, adapt to a constraint and justify the final journey.

For teachers: Combine route evidence, negotiation, changed constraints, an independent performance and a focused retry.

สำหรับผู้เรียน: เปรียบเทียบหลักฐานของเส้นทาง เจรจาทางออก ปรับตามข้อจำกัด และอธิบายเหตุผลของแผนสุดท้าย
สำหรับครู: รวมหลักฐานเส้นทาง การเจรจา เงื่อนไขใหม่ การแสดงผลงานอิสระ และการลองใหม่เฉพาะจุด

Your Goal

Compare two evidence-based route options, negotiate a workable solution, adapt when a new constraint appears, and justify the final journey independently.

Why this lesson matters

For the learner: Real disruption decisions involve time, cost, connections and passenger needs. You need to compare evidence, reach agreement and revise the plan when the facts change.

For the teacher: Move from input to evidence noticing, contextual adaptation, listening/responding and one independent mixed-skill performance. Do not reward a fluent answer that ignores a constraint.

คำอธิบายภาษาไทย: ผู้เรียนฝึกเปรียบเทียบทางเลือกด้วยหลักฐาน เจรจาเลือกแผน และปรับคำตอบเมื่อมีข้อจำกัดใหม่

EVDADAPTFPProgress Focus

EVD · Evidence useCompares arrival, connection, cost and access evidence accurately.

ADAPT · Constraint responseRevises the route when new information changes the risk.

FP · Final performanceNegotiates and justifies a complete solution independently.

30-minute lesson path

3 minInput

4 minNotice language

5 minCompare contexts

5 minNegotiate

6 minListen & adapt

7 minFinal mastery

Teacher Lesson Plan · Read before class

Collect evidence at every skill change. In Final Practice, play Audio 2 up to twice and require one revised route, one clarification question and one evidence-based justification without a model.

Time	Teacher does	Student does	Required evidence
0–3	Provides the initial disruption and two route options.	Reads and identifies the decision problem.	Neutral one-sentence summary.
3–7	Highlights comparison functions, not a final answer.	Builds evidence and concession language.	Four usable phrases.
7–12	Changes passenger priorities across contexts.	Reweights the same route evidence.	Two different recommendations.
12–17	Roleplays a partner with a competing priority.	Negotiates, checks and reaches a provisional agreement.	One complete decision exchange.
17–23	Plays Audio 1 and withholds transcript until response.	Updates the evidence table and adapts the route.	Revised recommendation.
23–30	Plays unseen Audio 2 up to twice and observes.	Compares, negotiates and justifies independently.	Final mixed-skill performance.

1. Read the disruption and frame the decision

3 min

The direct train is cancelled. Two travellers need to reach Brussels before 21:00.

Evidence	Route A · Train via Lille	Route B · Direct coach
Departure	16:45	17:05
Arrival	20:10	20:30
Changes	One; 12-minute connection	None; one comfort stop
Ticket/cost	Existing ticket accepted	Free exchange at service desk
Access	Long walk between platforms	Step-free boarding on request

STUDENT TASK

State the decision problem without choosing yet.
Name one advantage and one risk for each route.
Identify the evidence that may matter most for a traveller with limited mobility.

You are ready whenYour summary separates facts from preferences.

Teacher Help

Do not ask for the “correct” route. First require a neutral summary and four evidence points that can support different decisions.

2. Notice the language of comparison and negotiation

4 min

Compare evidence

Route A gets us there earlier, whereas Route B avoids a connection.

Concede and challenge

I see the time advantage, but the connection is tight.

Check a condition

Would that still work if the first train were delayed?

STUDENT TASK

Build one comparison using whereas.
Accept one advantage, then add a limitation.
Ask one condition question about time or access.
Give a provisional recommendation, not a final decision.

Decision frameOn balance, I would choose ___ because ___. However, we still need to confirm ___.

You are ready whenYour recommendation includes evidence, a trade-off and one unresolved condition.

Teacher Help

Link the move from reading to speaking: the table supplies evidence, but the learner must connect it with comparison, concession and condition language.

3. Adapt the recommendation across contexts

5 min

Context 1 · Time first

A business traveller must arrive as early as possible and can walk quickly between platforms.

Context 2 · Access first

A visitor uses a walking aid and wants the least physically demanding route.

STUDENT TASK

Recommend a route for Context 1 with two evidence points.
Recommend a route for Context 2 with two evidence points.
Explain why the same table produces different decisions.
State one detail that must be confirmed in each context.

You are ready whenYou change the recommendation because the priority changes—not because you forget the evidence.

Teacher Help

Ask “Which evidence changed weight?” Require the learner to name the priority before the route and to keep uncertainty visible.

4. Negotiate a provisional route

5 min

Traveller A prioritises arrival time. Traveller B needs step-free access and wants a low-risk connection.

STUDENT TASK

Traveller A proposes Route A with evidence.
Traveller B concedes one benefit but challenges the connection risk.
Ask two focused questions: one about delay and one about boarding assistance.
Reach a provisional agreement and name the condition that could change it.

Useful negotiation route
A: Route A is twenty minutes faster. B: That is true, but a twelve-minute connection may be risky. If step-free boarding is confirmed, I would prefer the coach. A: Agreed—provided it still arrives before nine.

You are ready whenBoth priorities are represented and the agreement includes a condition.

Teacher Help · roleplay move

Play the partner with the weaker-represented priority. Interrupt once with “What evidence supports that?” and once with “What would change your decision?”

5. Listen and adapt the provisional plan

6 min

Listen for new information that changes route risk, access and boarding location.

Audio 1 · Australian English · Olivia

First listening: identify the affected route. Second listening: update delay, connection, bay and accessibility details.

STUDENT TASK

State which old assumption is no longer reliable.
Update the evidence table with the new train delay and coach bay.
Explain how the mobility and arrival constraints affect the decision.
Give a revised recommendation and one confirmation question.

Open after the revised recommendation · Audio 1 transcript

Travel update for passengers heading to Brussels. The sixteen forty-five service to Lille is now delayed by twenty-five minutes, so the Brussels connection cannot be guaranteed. The coach still departs at seventeen oh-five, but bay six has changed to bay nine. One traveller must arrive before twenty-one hundred and cannot manage a long walk. Staff can arrange step-free boarding at bay nine if requested at least ten minutes before departure.

You are ready whenYour revised route addresses time, connection risk, access and the new boarding location.

Teacher Help · skill change

Move from negotiation to listening evidence. Play twice, keep the transcript closed, and require the learner to name the invalidated assumption before giving a new recommendation.

6. Final Practice · resolve a new disrupted journey

7 min

Use unseen information to compare, negotiate, adapt and justify one complete plan.

Audio 2 · British English · Brian

Listen up to twice. Complete the task before opening the transcript.

FINAL PERFORMANCE

Summarise the disruption and two available routes.
Compare arrival time, cost, connection risk and accessibility.
Ask one clarification question before choosing.
Negotiate a route for a visitor who must arrive before 20:45 and cannot use stairs.
Adapt when the new capacity constraint appears.
Give a 45–60 second final recommendation with evidence and a contingency.

Open only after the performance · Audio 2 transcript

Final travel update for the evening service to Amsterdam. The direct train at eighteen ten is cancelled. Travellers may take the eighteen twenty-five train to Rotterdam and change for Amsterdam, arriving at twenty thirty, or use the direct coach at eighteen forty, arriving at twenty forty. Train tickets are valid on both options. The Rotterdam station connection uses stairs, while the coach offers step-free boarding at bay four. New information: only six coach seats remain, and reservations close in ten minutes. If the coach is full, staff can book an accessible taxi connection from Rotterdam at no extra cost.

Progress evidence

EVD · Evidence useCompares both routes with accurate time, cost, risk and access evidence.

ADAPT · Constraint responseResponds to the no-stairs requirement and limited coach capacity with a workable contingency.

FP · Final performanceClarifies, negotiates and justifies the final route independently.

Teacher scoring guide

0 · Not yetThe criterion is missing or contradicts a stated constraint after one neutral prompt.

1 · With supportThe criterion is partly demonstrated or needs supplied language/evidence.

2 · IndependentThe criterion is accurate, connected and completed without a model.

The lesson is complete whenYou can defend a route, revise it when evidence changes, and protect the traveller’s time and access needs.

Teacher Help · final evidence

Play Audio 2 up to twice. Do not supply the route choice, comparison phrases or contingency. Score EVD, ADAPT and FP after the complete response, then record one success and one next target.

คำอธิบายภาษาไทย · เปิดเมื่อจำเป็นเท่านั้น

เริ่มจากแยก “ข้อเท็จจริงของเส้นทาง” ออกจาก “ความสำคัญของผู้เดินทาง” เปรียบเทียบเวลา ค่าใช้จ่าย ความเสี่ยงในการต่อรถ และการเข้าถึง จากนั้นเจรจาเลือกแผนชั่วคราว เมื่อข้อมูลใหม่มา ให้บอกก่อนว่าข้อสันนิษฐานเดิมข้อใดใช้ไม่ได้ แล้วจึงปรับแผนพร้อมแผนสำรอง

Lesson ID: ED-GE-B2-MS-TT03 · Topic Family: TF12 · Journey: JRN-TF12-TRAVEL

Continue your learning path

Learn first

Change a Reservation

Review clarification and confirmation while changing a reservation.

ทบทวนการถามย้ำและยืนยันขณะเปลี่ยนการจอง

Same language, different skill

Listening: Follow a Travel Announcement and Check the Details

Return to travel-announcement listening and evidence checking.

กลับไปฝึกฟังประกาศและตรวจหลักฐานการเดินทาง

Compare

Travel Decisions

Compare priorities and reach agreement in a travel discussion.

เปรียบเทียบความสำคัญและหาข้อตกลงในการสนทนาเรื่องการเดินทาง

Review and prove progress

Everyday Transport and Journey Details

Review essential transport and journey language.

ทบทวนคำศัพท์ยานพาหนะและรายละเอียดการเดินทางพื้นฐาน