Today I’m going to show you ___.
Create a Mini Presentation
Create and deliver a short presentation with an opening, three organised points, a purposeful visual, clear voice, and confident question handling.
Your goal
By the end of this lesson, you can research supplied facts and deliver a short presentation.
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.
TF19 · Meetings, Projects & DecisionsProgress 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 realistic learner need.
- Use the visual and first audio or text for meaning before explaining language.
- Select only the useful-language items needed for this learner and this task.
- Run the supported rehearsal without reading every instruction aloud.
- Run the main task: Prepare an original two-minute presentation on a hobby, useful invention, animal adaptation, community idea, or school improvement.
- Record focused evidence, give one meaning-focused and one language-focused correction at most, 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.
- purpose and audience
- three points
- visual support
- questions and summary
Engduo Audio • British English
Transcript — open after listening
Today I’m going to show you how a small rain garden can help our school. First, let’s look at where rainwater collects.
Engduo Audio • American English
Transcript — open after listening
The most important point is that the garden slows the water and gives insects a safe place. To sum up, one small space can have two useful jobs.
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.
First, let’s look at ___.
The most important point is ___.
This picture shows ___.
To sum up, ___.
That’s a good question. I think ___.
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.
- Turn a topic into three audience-friendly points.
- Use one visual to explain rather than decorate.
- Practise a short opening, transition, and final summary.
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.
Prepare an original two-minute presentation on a hobby, useful invention, animal adaptation, community idea, or school improvement.
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.
Deliver the presentation from keyword cards, answer two audience questions, receive focused feedback, and repeat the weakest 30 seconds.
Retry: Repeat once with clearer meaning, stronger evidence, more accurate listening, or less 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: Give an opening, one explained point, and a final summary without reading full sentences.
Success looks like: The audience can state the purpose, remember the key point, and understand how the visual supports the message.
Evidence: mixed · Repeat the weakest part once after one meaning-focused and one language-focused correction at most.
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
ไม่ให้เด็กอ่านข้อความยาวจากสไลด์ ใช้ keyword และภาพหนึ่งชิ้นเพื่อช่วยอธิบาย แล้วฝึกตอบคำถามแบบไม่ท่องจำ
Teacher Guidance · How to conduct this class
30-minute must-do route
- Confirm the observable outcome and connect it to one realistic learner need.
- Use the visual and first audio or text for meaning before explaining language.
- Select only the useful-language items needed for this learner and this task.
- Run the supported rehearsal without reading every instruction aloud.
- Run the main task: Prepare an original two-minute presentation on a hobby, useful invention, animal adaptation, community idea, or school improvement.
- Record focused evidence, give one meaning-focused and one language-focused correction at most, repeat the weakest part, and complete the exit check.
60-minute extension
- Adapt the same presentation for younger pupils and adult visitors.
- Change the role, information, listener, or constraint so the learner transfers the skill rather than repeating the same answer.
- Compare the first and second performance and record one specific improvement.
Make it easier
Use a four-card presentation route and one teacher question.
Make it harder
Adapt the same presentation for younger pupils and adult visitors.
Likely difficulty
The learner may read a script, list facts without structure, or use a visual without referring to it.
Correction priority
Prioritise audience purpose, signposting, eye contact or camera focus, and one clear explanation per point.
Thai support rule
Keep the Thai panel closed unless examples, visuals, replay, reformulation, 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 second attempt with fewer visible prompts.
- Council of Europe — CEFR Companion Volume — Supports B1–B2 communication through connected speech, descriptions, evidence-based opinions, goal-oriented co-operation, written interaction, workplace communication, and action-oriented outcomes.
- British Council TeachingEnglish — English sentence stress — Supports listening for prominent meaning words and using sentence stress to communicate contrast and meaning.
Content and media rights
© 2026 Engduo Thailand. Authorized Engduo use only. Copying, republishing, reselling, scraping, or reuse in another course, dataset, product, or AI system requires written permission except where applicable law permits.
