The evidence shows ___.
Four-Skill Diagnostic Review
Combine evidence from Listening, Reading, Writing, and Speaking, distinguish language gaps from task-strategy gaps, and select a realistic next lesson sequence.
Your goal
By the end of this lesson, you can interpret evidence and select the next priority.
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: Review an original diagnostic portfolio with notes, answers, a paragraph, and a speaking record. Build two possible learning routes and choose the one with the strongest evidence.
- 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.
- four-skill evidence
- recurring pattern
- gap type
- recommended route
Engduo Audio • British English
Transcript — open after listening
The evidence shows a repeated final-information problem in Listening and Reading. The first priority should be tracking contrast and correction signals.
Engduo Audio • American English
Transcript — open after listening
Progress will look like selecting the final detail accurately in two new listening tasks and explaining the evidence without prompting.
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.
This is mainly a language gap because ___.
This is mainly a task gap because ___.
The pattern appears in ___.
The first priority should be ___.
Progress will look like ___.
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.
- Sort sample errors into language, task understanding, processing, or time management.
- Find one issue that appears across two skills.
- Write an observable success measure for the next three lessons.
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.
Review an original diagnostic portfolio with notes, answers, a paragraph, and a speaking record. Build two possible learning routes and choose the one with the strongest evidence.
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.
Present a three-lesson recommendation with prerequisite, target, success evidence, and review point; explain why the route is more useful than practising random questions.
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: State the next lesson, the evidence behind it, and what successful transfer will look like.
Success looks like: The recommendation follows repeated evidence, separates language from strategy, and defines an observable review point.
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
สรุปจากหลักฐานหลายทักษะ แยกว่าเป็น language gap หรือ task/strategy gap แล้วเลือกเส้นทาง 3 บทพร้อมตัวชี้วัด ไม่ฝึกสุ่มไปเรื่อย ๆ
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: Review an original diagnostic portfolio with notes, answers, a paragraph, and a speaking record. Build two possible learning routes and choose the one with the strongest evidence.
- 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
- Defend a different route for a learner with the same errors but a shorter preparation timeline.
- 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 completed evidence table and select from three recommended routes.
Make it harder
Defend a different route for a learner with the same errors but a shorter preparation timeline.
Likely difficulty
The learner may choose the weakest score only or recommend more practice without a specific target.
Correction priority
Prioritise repeated evidence, gap classification, prerequisite logic, and measurable next-step success.
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.
- IELTS — Writing band descriptors — Supports feedback on task achievement or response, coherence and cohesion, lexical resource, and grammatical range and accuracy without promising a band score.
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