The system was developed to address ___.
Explain an Innovation: Problem, Process, Impact
Explain an innovation by moving clearly from the problem through process and evidence to impact, limitation, and next step.
Your goal
By the end of this lesson, you can write a structured explanation covering the problem, process, evidence, limitations, and likely impact of an innovation..
Progress focus: WRLC
Engduo Audio: Licensed voices prepared for this lesson. Audio never starts automatically. Use the transcript after the first listening attempt.
1. Look, listen, and notice
Use the visual and model audio to understand the situation, viewpoint, or communication problem before studying the language.
- problem
- process
- pilot evidence
- impact and next step
Engduo Audio • Australian English
Transcript — open after listening
The sensor was developed to address unnecessary watering in shared gardens. Moisture data is sent to a simple display before volunteers make a decision.
Engduo Audio • Indian English
Transcript — open after listening
During the pilot, water use fell slightly, but the trial covered only one season. The next stage will involve three gardens with different soil conditions.
How to run Stage 1
Confirm the observable outcome and connect it to one realistic learner need.
2. Build useful language
Choose the phrases that help you complete the task; do not memorise a full script.
It works by ___.
During the pilot, ___.
As a result, ___.
One limitation is ___.
The next stage will involve ___.
How to run Stage 2
Use the visual and first audio or text for meaning before explaining language.
3. Rehearse with support
Practise the decisions, evidence, listening, or language moves that make the final task successful.
- Use passive voice when process matters more than actor.
- Distinguish process from result.
- Build reference chains that avoid repeating the device name.
How to run Stage 3
Select only the useful-language items needed for this learner and this task.
4. Complete the communication task
Exchange information, solve a problem, create a text, or reach a decision with a real outcome.
Plan an original explanation of a fictional sensor that helps community gardens monitor water use.
How to run Stage 4
Run the supported rehearsal without reading every instruction aloud.
5. Perform, receive feedback, and retry
Complete the task with keywords only, receive focused feedback, and repeat the weakest part.
Write a 220-word explanation with problem, process, pilot result, impact, limitation, and next step; use passive voice selectively and revise two vague references.
Retry: Repeat once with clearer meaning, stronger evidence, more accurate listening, or less support.
How to run Stage 5
Run the main task: Plan an original explanation of a fictional sensor that helps community gardens monitor water use.
Exit check
Complete this without reading a model: Write one process sentence and one impact sentence about the same innovation.
Success looks like: The text gives a coherent, credible explanation and separates how the innovation works from what evidence shows.
Evidence: writing · Repeat the weakest part once after one meaning-focused and one language-focused correction at most.
WR · Writing Control
2: Produces reader-focused writing that completes the stated purpose.
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.
LC · Language Control
2: Controls the target language well enough to keep meaning clear.
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. Record one recurring need in the Engduo app when lesson-result fields become available.
How to run Stage 6
Record focused evidence, give one meaning-focused and one language-focused correction at most, repeat the weakest part, and complete the exit check.
คำอธิบายภาษาไทย — เปิดเมื่อจำเป็นเท่านั้น
แยก problem, process, evidence, impact, limitation และ next step ใช้ passive เมื่ออยากเน้นกระบวนการหรือสิ่งที่เกิดขึ้น ไม่ใช้ทุกประโยค
Teacher guide
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: Plan an original explanation of a fictional sensor that helps community gardens monitor water use.
- 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 explanation for a non-technical community audience and a funding panel.
- 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 six-box flow and one sentence stem per stage.
Make it harder
Adapt the explanation for a non-technical community audience and a funding panel.
Likely difficulty
The learner may list features, confuse process with impact, or overuse passive forms.
Correction priority
Prioritise logical stages, accurate reference, evidence wording, and selective passive voice.
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
Score WR, LC from 0–2 and record one recurring need from: process-language, passive-focus, evidence-impact.
Retry
Give one meaning-focused correction and one language-focused correction at most, then ask for a second attempt with fewer visible prompts.
Continue your learning path
- 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.
- British Council LearnEnglish — Passives — Supports using be plus past participle to change information focus in process descriptions.
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