We need to decide ___.
Present a Recommendation
Present a recommendation by defining the decision, comparing evidence, acknowledging a trade-off, and inviting a focused question.
Your goal
By the end of this lesson, you can compare evidence and give a structured recommendation.
Why this mixed-skill lesson matters
Combine listening, speaking, reading or writing to complete one meaningful outcome. Each activity supplies evidence or language for the final task rather than testing isolated skills.
TF36 · Job Interview & EmployabilityProgress Focus
Progress focus: FPCMLIST
Use the final independent attempt to apply the 0–2 scoring guide consistently.
30-minute lesson route
- Confirm the observable outcome and connect it to one real learner need.
- Use the visual and first audio for meaning before explaining language.
- Select only the useful-language items needed for this learner.
- Run the guided rehearsal without reading every instruction aloud.
- Run the main task: Read two fictional vendor summaries, choose weighted criteria, and present a three-minute recommendation to an interview panel.
- Record focused feedback, repeat the weakest part, and complete the exit check.
Engduo Audio: Licensed voices prepared for this lesson. Audio never starts automatically. Use the transcript after the first listening attempt.
1. Understand the challenge
Use the visual and input to identify the situation, the information available and the final outcome.
- decision and criteria
- evidence for options
- trade-off and risk
- recommendation and next action
Engduo Audio • Indian English
Transcript — open after listening
We need to decide which vendor to pilot. I compared response time, implementation effort, and support coverage.
Engduo Audio • American English
Transcript — open after listening
I recommend Vendor B because it meets the coverage need with lower setup risk. The trade-off is a slightly higher monthly cost.
Teacher Help · Stage 1
Explain the final outcome first. Use the visual or input to show what information the learner must collect, not every answer.
2. Build the language and strategy
Choose the language, evidence and task strategy needed to complete the challenge successfully.
I compared ___ using ___.
Option A performs better on ___.
The main trade-off is ___.
I recommend ___ because ___.
The next step would be ___.
Teacher Help · Stage 2
Choose only the language and strategy that unlock the task. Connect each item to where the learner will use it later.
3. Practise the parts with support
Practise the most difficult listening, speaking, reading or writing step before combining the skills.
- Choose criteria before choosing an option.
- Use comparable evidence for both options.
- State one limitation or risk honestly.
Teacher Help · Stage 3
Isolate the hardest sub-skill and rehearse it briefly. Keep the support visible, then reduce it before the main challenge.
4. Complete the integrated task
Use information from more than one skill to solve, create, decide, present or communicate a real outcome.
Read two fictional vendor summaries, choose weighted criteria, and present a three-minute recommendation to an interview panel.
Teacher Help · Stage 4
Run the full challenge and require evidence from the earlier input. Let the learner organise the response before correcting form.
5. Final practice: Combine the skills independently
Complete the final outcome with less support, receive focused feedback and repeat the weakest part.
Respond to a challenge that favours the other option and revise the recommendation if evidence changes.
Retry: Repeat once with clearer evidence, structure, or listener support.
Teacher Help · Stage 5
Remove unnecessary support. Observe the whole performance, give one outcome correction and one language correction, then retry the weakest part.
Exit check
Complete this without reading a model: Compare two options on stated criteria, recommend one, acknowledge a trade-off, and propose the next step.
Success looks like: The recommendation follows from visible evidence and remains open to a justified change.
Evidence: mixed · Repeat the weakest part once after focused teacher or self-feedback.
FP · Functional Performance
2: Completes the real communication outcome independently.
1: Demonstrates the skill after one focused prompt, correction or self-repair.
0: Cannot yet demonstrate the skill clearly enough to complete the stated outcome.
CM · Communication Management
2: Organises ideas, turns, clarification and response coherently.
1: Demonstrates the skill after one focused prompt, correction or self-repair.
0: Cannot yet demonstrate the skill clearly enough to complete the stated outcome.
LIST · Listening Comprehension
2: Understands and uses the required spoken evidence accurately.
1: Demonstrates the skill after one focused prompt, correction or self-repair.
0: Cannot yet demonstrate the skill clearly enough to complete the stated outcome.
Use these scores after the independent attempt. Give one specific success note and choose one next practice focus.
Teacher Help · Stage 6
Score the stated Progress Focus from the final performance. Name the strongest combined-skill behaviour and one next practice focus.
คำอธิบายภาษาไทย — เปิดเมื่อจำเป็นเท่านั้น
กำหนด criteria ก่อนเลือก ไม่เลือกแล้วค่อยหาเหตุผล เปรียบเทียบข้อมูลประเภทเดียวกันและยอมรับ trade-off เพื่อให้คำแนะนำน่าเชื่อถือ
Teacher Guidance · How to conduct this class
30-minute must-do route
- Confirm the observable outcome and connect it to one real learner need.
- Use the visual and first audio for meaning before explaining language.
- Select only the useful-language items needed for this learner.
- Run the guided rehearsal without reading every instruction aloud.
- Run the main task: Read two fictional vendor summaries, choose weighted criteria, and present a three-minute recommendation to an interview panel.
- Record focused feedback, repeat the weakest part, and complete the exit check.
60-minute extension
- Add a new risk during questions and require a reasoned revision.
- Switch roles, evidence, or constraints so the learner transfers the skill rather than repeating an answer.
- Compare the first and second performance and record one specific improvement.
Make it easier
Use two options and three preselected criteria.
Make it harder
Add a new risk during questions and require a reasoned revision.
Likely difficulty
The learner may announce a preference before evidence or hide a limitation that the panel can see.
Correction priority
Prioritise criteria, comparable evidence, calibrated confidence, and direct recommendation.
Thai support rule
Keep the Thai panel closed unless examples, visuals, gestures, replay, and simpler English do not allow progress. Return to English after the key distinction is clear.
Progress record
Use the 0–2 guide after the independent attempt and identify one recurring need for the next lesson.
Retry
Give one meaning-focused correction and one language-focused correction at most, then ask for a second attempt.
- Council of Europe — CEFR Companion Volume — Supports the communication-first level range, observable learner output, and interaction focus.
- British Council — Describing charts — Supports selecting key features, giving an overview, and describing trends precisely.
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