My goal is ___.
IELTS Route and Baseline
Choose the relevant IELTS route, understand what each skill asks you to do, and collect a short starting sample that shows the next learning priority without predicting an official band score.
Your goal
By the end of this lesson, you can identify the relevant test type and record a four-skill starting sample.
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.
TF34 · IELTS Skills & Academic CommunicationProgress 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: Complete four original five-minute samples: track a changed listening detail, locate reading evidence, write a short position, and give a one-minute spoken response. Sort the evidence by urgency.
- 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.
- test purpose
- four skill demands
- starting evidence
- next priority
Engduo Audio • American English
Transcript — open after listening
My goal is postgraduate study, so I need the Academic route. My clearest starting strength is locating named evidence in a short text.
Engduo Audio • Australian English
Transcript — open after listening
I understood the main listening idea, but I wrote the first time I heard. My next priority is tracking corrections and final information.
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.
The task asks me to ___.
My strongest evidence is ___.
I lost meaning when ___.
My next priority is ___.
I will measure progress by ___.
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.
- Match original mini-tasks to Listening, Reading, Writing, or Speaking.
- Complete a goal card with test type, target use, and preparation time.
- Record one strength and one recurring difficulty from each sample.
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.
Complete four original five-minute samples: track a changed listening detail, locate reading evidence, write a short position, and give a one-minute spoken response. Sort the evidence by urgency.
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.
Explain the selected IELTS route and present a four-skill baseline with one observable strength, one gap, and one next action for each skill.
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: Name the first priority and the evidence that supports it.
Success looks like: The learner selects a route for a real purpose and uses performance evidence rather than a guessed score.
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
หน้านี้เป็นการเก็บหลักฐานเริ่มต้น ไม่ใช่การทำนาย Band อย่างเป็นทางการ ให้เลือกจุดพัฒนาจากสิ่งที่ผู้เรียนทำได้จริง
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: Complete four original five-minute samples: track a changed listening detail, locate reading evidence, write a short position, and give a one-minute spoken response. Sort the evidence by urgency.
- 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
- Rank two competing priorities and defend which one will create the greatest transfer across skills.
- 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 icon cards for four skills and complete one strength/gap frame per skill.
Make it harder
Rank two competing priorities and defend which one will create the greatest transfer across skills.
Likely difficulty
The learner may focus only on a target score or choose a priority from confidence rather than evidence.
Correction priority
Prioritise accurate task understanding, observable evidence, and one realistic next step.
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 action-oriented language learning through age- and level-appropriate interaction, descriptions, goal-oriented co-operation, written interaction, and observable communication outcomes.
- IELTS — Academic test format in detail — Supports accurate lesson alignment to the official IELTS Listening, Reading, Writing, and Speaking task structure and skills.
- IELTS — Academic Speaking test format — Supports the three-part Speaking sequence and the official assessment areas of fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation.
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