Draw a ___ in the ___.
Listen and Draw
Listen for an object, place, and colour, then turn short spoken instructions into an accurate drawing.
Your goal
By the end of this lesson, you can follow short spatial and color instructions.
Why this listening matters
Train the learner to understand the situation, collect useful spoken evidence and respond without depending on a transcript. The transcript stays closed until after the first listening attempt.
TF37 · Kids: School, Play & DiscoveryProgress Focus
Progress focus: LISTCM
Use the final independent attempt to apply the 0–2 scoring guide consistently.
30-minute lesson route
- Confirm the observable outcome in child-friendly language and offer a safe fictional option.
- Use the visual and first audio for meaning before explaining language.
- Choose only the language chunks this learner needs and model with gesture or pictures.
- Run one short supported rehearsal; keep correction light while meaning is developing.
- Run the main task: Complete a four-step drawing from audio, compare it with a partner, and identify which instruction created any difference.
- Record evidence, give one focused correction, repeat the weakest part, and celebrate the specific improvement.
Engduo Audio: Licensed voices prepared for this lesson. Audio never starts automatically. Use the transcript after the first listening attempt.
1. Listen for the situation
Look at the visual, keep the transcript closed and listen once for the speaker, situation and main purpose.
- object · star
- place · above the tree
- colour · yellow
- check · repeat or confirm
Engduo Audio • Indian English
Transcript — open after listening
Draw a small star above the tree. Colour the star yellow.
Engduo Audio • American English
Transcript — open after listening
Put a blue ball between the chair and the box. Do not colour the box.
Teacher Help · Stage 1
Keep the transcript closed. Set one gist question, play the audio once without pausing and accept a short answer before discussing details.
2. Build a listening map
Identify the meaning categories or signal phrases that will help you recognise the important information.
Put the ___ next to the ___.
Colour it ___.
Is it above or below?
Can you say that again, please?
I heard ___. Is that right?
Teacher Help · Stage 2
Preview only the categories or signal words needed for the task. Do not explain every line or reveal the answers.
3. Listen again and collect evidence
Replay only as needed. Record the exact details that support each answer, then compare before opening the transcript.
- Listen once without drawing.
- On the second play, mark object, place, and colour.
- Ask for one repeat instead of guessing.
Teacher Help · Stage 3
Play again at natural speed. Ask what exact word, number, reason or change supports each answer; replay only an uncertain section.
4. Complete the listening task
Use the spoken evidence to choose, organise, clarify or respond to the real communication need in this lesson.
Complete a four-step drawing from audio, compare it with a partner, and identify which instruction created any difference.
Teacher Help · Stage 4
Require the learner to use the collected evidence to complete the lesson outcome. Prompt for clarification only when meaning breaks down.
5. Final practice: Listen and respond independently
Complete a fresh or less-supported listening attempt, give the required response and retry the weakest detail after one focused prompt.
Follow a new four-instruction audio sequence without seeing the speaker.
Retry: Repeat once with clearer meaning, listening, pronunciation, or organisation.
Teacher Help · Stage 5
Use a fresh item or remove visible support. Observe without interrupting, give one listening-focused correction and ask for a short retry.
Exit check
Complete this without reading a model: Place and colour four objects correctly from short spoken instructions.
Success looks like: At least three drawings match the stated object, location, and colour; the learner checks one uncertain detail.
Evidence: listening · Repeat the weakest part once after one meaning-focused and one language-focused prompt at most.
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.
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.
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 independent attempt. Name one successful listening behaviour and one precise next practice focus.
คำอธิบายภาษาไทย — เปิดเมื่อจำเป็นเท่านั้น
เปิดครั้งแรกเพื่อจับภาพรวม ครั้งที่สองค่อยวาด หากไม่แน่ใจให้ขอฟังซ้ำหรือทวนสิ่งที่ได้ยิน ไม่เดาจนเสียความหมาย
Teacher Guidance · How to conduct this class
30-minute must-do route
- Confirm the observable outcome in child-friendly language and offer a safe fictional option.
- Use the visual and first audio for meaning before explaining language.
- Choose only the language chunks this learner needs and model with gesture or pictures.
- Run one short supported rehearsal; keep correction light while meaning is developing.
- Run the main task: Complete a four-step drawing from audio, compare it with a partner, and identify which instruction created any difference.
- Record evidence, give one focused correction, repeat the weakest part, and celebrate the specific improvement.
60-minute extension
- Add left/right, between, and a distractor detail that should not be drawn.
- Change the picture, role, information, or constraint so the learner transfers the skill rather than reciting.
- Compare the first and second attempt with one simple learner-friendly progress statement.
Make it easier
Use two objects and contrast only in/on/under.
Make it harder
Add left/right, between, and a distractor detail that should not be drawn.
Likely difficulty
The learner may draw after the first noun and miss the place or colour.
Correction priority
Prioritise waiting for the full instruction and checking spatial words.
Thai support rule
Keep the Thai panel closed unless pictures, gestures, replay, examples, and simpler English do not allow progress. Explain only the key distinction, then return to English.
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 short second attempt. Use fictional alternatives, never require personal disclosure, do not publish learner work or recordings without the organisation’s appropriate consent process, and adapt movement or sensory demands.
- Council of Europe — CEFR Companion Volume — Supports observable communication outcomes, interaction, and progression.
- Cambridge English — Pre A1 Starters exam format — Supports familiar picture-based listening, spoken instructions, simple personal questions, and motivating young-learner tasks.
- Cambridge English — A1 Movers Digital exam format — Supports descriptions, picture sequences, short stories, personal questions, and integrated listening, reading, writing, and speaking.
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