Social
Warm, brief, and easy to respond to.
Guided Speaking · Topic Family 01
One Introduction, Three Contexts
B2 · Adapt one true message for different listeners
Your goal
Use the same true information to introduce yourself naturally in social, study, and professional contexts by changing the focus, level of detail, and close.
Why this lesson / ทำไมต้องเรียนบทนี้
EN: A flexible speaker does not memorise three separate introductions. This lesson helps you keep a truthful core message while selecting the details and tone that are useful for each listener.
TH: บทนี้ไม่ได้ให้จำคำแนะนำตัวสามชุด แต่ฝึกใช้ข้อมูลจริงชุดเดียวแล้วเลือกน้ำเสียง รายละเอียด และประโยคจบให้เหมาะกับผู้ฟังแต่ละแบบ
COMARFPProgress focus
COM · CommunicationDeliver a connected, purposeful introduction.
AR · Audience and registerChoose details and tone for the listener.
FP · Final performanceAdapt the message with minimal preparation.
30-minute lesson path
3 minChoose
5 minExplore
4 minCompare
5 minBuild
4 minExchange
6 minSwitch
3 minProve
Teacher Lesson Plan · Read before class
This is a speaking lesson, not a script-writing lesson. Models are a language resource. Every selected expression must be changed into true information and used with a listener.
| Time | Teacher does | Student does | Required result |
|---|---|---|---|
| 0–3 | Help the learner select three true core facts. | Names background, current focus, and recent development. | One information bank. |
| 3–8 | Guide the learner through the three context toolkits. | Selects at least one useful expression for each context. | Three personalised expressions. |
| 8–12 | Compare how one fact changes across contexts. | Explains changes in focus, detail, and close. | Audience-aware choices. |
| 12–17 | Keep the learner on keywords, not scripts. | Builds one information bank and three short routes through it. | Three openings and closes. |
| 17–21 | Run one complete exchange without interrupting. | Introduces, answers a follow-up, and closes naturally. | One interactive version. |
| 21–27 | Change the context twice and roleplay the listeners. | Adapts the same facts for the remaining contexts. | Three distinct versions in total. |
| 27–30 | Name one context without warning and run the Progress Check. | Introduces independently and explains one choice. | Evidence plus one next target. |
Teacher standard: Aim for learner talk time above 70%. Correct after a round, not during it. Give one audience-choice point and one language point only.
Keep the truth—change the delivery
1 · Keep
Use the same true core information.
Use the same true core information.
2 · Select
Choose what this listener needs.
Choose what this listener needs.
3 · Adapt
Change the opening, focus, and close.
Change the opening, focus, and close.
1. Choose your true core information
3 minPrepare one information bank. Do not write three introductions.
STUDENT TASK
- Choose one background fact.
- Choose one current role, study focus, or interest.
- Choose one recent development or future direction.
Example information bank
Background: customer experience · Current focus: design course · Recent development: learning practical research methods
Background: customer experience · Current focus: design course · Recent development: learning practical research methods
Your three factsBackground: __________ · Current focus: __________ · Recent development: __________
You are ready whenYou can say the three facts clearly without deciding the final wording yet.
Teacher help
Ask “What is true?”, “What are you doing now?”, and “What is developing?” Keep the learner on three facts only.
2. Explore the Context Toolkit
5 minExplore the three groups. Practise selected lines, then personalise at least one expression for each context.
A · Social context
Sound warm and human. Keep the background brief and make it easy for the other person to respond.
I’m originally from …, but these days …
I’m originally from Chiang Mai, but these days I’m based in Bangkok.
Outside work, I’m really into …
Outside work, I’m really into street photography and independent films.
I’ve recently taken up …
I’ve recently taken up cycling because I wanted to explore more of the city.
What about you—how did you get into …?
What about you—how did you get into design?
B · Study context
Connect your background to what you want to learn, investigate, or improve.
My background is mainly in …
My background is mainly in customer experience and service improvement.
I’m currently exploring …
I’m currently exploring how people use digital services.
I’m particularly interested in …
I’m particularly interested in practical research methods.
I’d like to develop …
I’d like to develop a better understanding of user interviews.
i
Language noteI’d like to sounds polite and purposeful when describing a learning intention.C · Professional context
Make your role, evidence, and relevance clear without listing your entire history.
I currently work in …, where I …
I currently work in customer experience, where I analyse recurring service problems.
i
Language noteWhere can link a workplace or field to the responsibility you perform there.I specialise in …
I specialise in identifying service issues and helping teams improve their processes.
i
Language noteI specialise in is professional and specific. Use it only for an area in which you have real experience.More recently, I’ve been focusing on …
More recently, I’ve been focusing on design-research skills.
i
Language noteI’ve been focusing on presents an activity that began recently and is still developing.I was keen to learn more about …
I was keen to learn more about your team’s approach to customer research.
STUDENT TASK
- Choose one expression from Social, one from Study, and one from Professional.
- Change each example so the information is true for you.
- Say all three without reading the models.
Your three choicesSocial: __________ · Study: __________ · Professional: __________
You are ready whenYou have one truthful, useful expression for each context.
Teacher help
Ask “Would you really say this to this listener?” Do not make the learner use expressions that sound impressive but are not true.
3. Compare one message in three contexts
4 minNotice how the facts remain true while the focus and close change.
| Context | Main focus | Adapted version |
|---|---|---|
| Social | Human connection | I work in customer experience, and outside work I’m getting into design and street photography. What kind of creative work are you interested in? |
| Study | Learning purpose | My background is in customer experience, and I’m currently taking a design course because I want to understand how people use digital services. |
| Professional | Role and relevance | I work in customer experience, where I analyse service problems and help teams improve their processes. I’m currently developing my design-research skills. |
STUDENT TASK
- Choose two rows.
- Name one detail that was added, removed, or emphasised.
- Explain why that choice helps the listener.
Example
The social version adds a personal interest and a question because the goal is to create an easy two-way conversation.
The social version adds a personal interest and a question because the goal is to create an easy two-way conversation.
Your comparisonIn the __________ version, the speaker __________ because __________.
You are ready whenYou can explain one audience choice rather than saying only “This one is more formal.”
Teacher help
Ask “What does this listener need?” and “What can be shorter or more specific?” Focus on relevance before formality.
4. Build one information bank—not three scripts
5 minCreate three routes through the same facts using keywords only.
True coreBackground · current focus · recent development
Audience filterRelevant · useful · safe · interesting
Purposeful closeQuestion · learning intention · professional connection
| Context | Opening | Two details | Close |
|---|---|---|---|
| Social | Warm and brief | One core fact + human detail | Easy question |
| Study | Relevant background | Experience + learning interest | What you hope to explore |
| Professional | Role first | Responsibility + recent development | Connection to listener or meeting |
STUDENT TASK
- Write no more than five keywords for each context.
- Choose an opening and close for each context.
- Say each version once without writing full sentences.
Your routesSocial: __________ → __________ → __________
Study: __________ → __________ → __________
Professional: __________ → __________ → __________
Study: __________ → __________ → __________
Professional: __________ → __________ → __________
You are ready whenYou can find three different routes through the same truthful information.
Teacher help
Stop full-script writing. Point to one row at a time and ask for the opening, two relevant details, and close.
Optional model audio · Hear the same person in three contexts
Use audio only when comparison will help. Play selected models, ask what changed, and return to the learner’s own message.
Engduo Audio • Australian English · Social
Transcript
Hi, I’m Alex. I moved to Bangkok a couple of years ago, and I’ve recently started getting into street photography. I heard you’re interested in design—what kind of projects do you work on?
Engduo Audio • British English · Study
Transcript
I’m Alex. My background is in customer experience, but I’m currently taking a design course because I want to understand how people use digital services. I’m especially interested in practical research methods.
Engduo Audio • American English · Professional
Transcript
Hello, I’m Alex. I work in customer experience, where I analyse recurring service problems and help teams improve their processes. I’m currently developing my design-research skills, so I was keen to hear about your team’s work.
5. Use the first version in a conversation
4 minChoose one context. Introduce yourself, respond to the listener, and close naturally.
STUDENT TASK
- Name the context before you begin.
- Give your introduction using no more than five keywords.
- Answer one listener question with a new detail.
- Use the close you prepared in Stage 4.
Example exchange · Study
Student: My background is in customer experience, and I’m particularly interested in practical research methods.
Teacher: What would you most like to learn?
Student: I’d like to become better at planning user interviews.
Student: My background is in customer experience, and I’m particularly interested in practical research methods.
Teacher: What would you most like to learn?
Student: I’d like to become better at planning user interviews.
Your routeIntroduction → listener question → new detail → purposeful close
You are ready whenThe exchange sounds relevant to the context and is not read from a script.
Teacher help · exact teaching script
Ask: “Which context are we in?” Roleplay that listener. Let the learner finish, ask one natural question, and wait for a new detail. Give feedback after the close.
6. Switch to the other two contexts
6 minKeep the same true core. Change the focus and close for each new listener.
Study
Connect experience to a learning purpose.
Professional
Lead with role, evidence, and relevance.
STUDENT TASK
- Round 1: Use one remaining context for about 60 seconds.
- Round 2: Use the final context for about 60 seconds.
- After both rounds, name one detail and one close that you changed.
You are ready whenAll three versions are truthful, clearly different, and appropriate for the listener.
Teacher help · exact teaching script
Name the next context and give 15 seconds to select details. Roleplay the listener and ask one follow-up. Repeat with the final context. Ask: “What did you change, and why?”
7. Show flexible speaking
3 minRespond to a context chosen by your teacher without returning to the models.
STUDENT TASK
- Your teacher names Social, Study, or Professional.
- Prepare for 15 seconds and speak for 45–60 seconds.
- Answer one follow-up question.
- Explain one choice you made for that listener.
Progress evidence
COM · CommunicationDeliver a connected, purposeful introduction.
AR · Audience and registerChoose details, focus, and tone that fit the listener.
FP · Final performanceAdapt the message and answer a follow-up with minimal support.
Teacher scoring guide
Score the independent Progress Check—not the supported practice. Give one score for each Progress Focus.
0 · Not yetThe criterion is not demonstrated, even after one clear prompt.
1 · With supportThe criterion is partly demonstrated or needs a teacher prompt, model, or supplied language.
2 · IndependentThe criterion is demonstrated clearly without a model or supplied language. Natural hesitation is acceptable.
Use the lowest focus as the next learning target. Do not lower every score for the same grammar error. If time allows, give one improvement and record a short retry separately.
The lesson is complete whenYou can adapt independently and identify one successful choice and one next target.
Teacher help
Choose the context the learner found most difficult. Record observable evidence, then give one audience-choice success and one next language target.
Optional review after class · เพื่อประโยชน์สูงสุด
EN: Review any unused toolkit expressions, record the context that felt least natural, or repeat one introduction with fewer notes. Teacher and learner can agree on the most useful option.
TH: หากต้องการฝึกเพิ่ม สามารถทบทวนสำนวนที่ยังไม่ได้ใช้ อัดเสียงบริบทที่รู้สึกยากที่สุด หรือพูดซ้ำโดยลดจำนวนโน้ต โดยครูและนักเรียนเลือกร่วมกันตามความเหมาะสม
คำอธิบายภาษาไทย — เปิดเมื่อจำเป็นเท่านั้น
ใช้ข้อมูลจริงชุดเดิมทุกครั้ง แต่เลือกเฉพาะรายละเอียดที่ผู้ฟังต้องการ เปลี่ยนคำขึ้นต้น จุดเน้น และประโยคจบตามบริบท ไม่จำเป็นต้องใช้คำยากเพื่อให้ดูเป็นทางการ
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Council of Europe — CEFR Companion Volume. The lesson uses an action-oriented outcome, interaction, and audience-aware communication.
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