Evidence review
Track source, evidence band, focus choice and earlier-time form.
TF30 · C1 GRAMMAR · 30 MIN
Impersonal and Reporting Structures
Control source visibility, evidence strength and time while delivering a transparent briefing.
Why this lesson matters · เหตุผลที่เรียนบทนี้
For learners: Reformulate six claims in two reporting structures, control earlier-time infinitives, rank evidence strength, and deliver a transparent evidence briefing.
For teachers: A 30-minute C1 evidence-first route: rank evidence, control source or subject focus, align reporting time, repair hidden sources, audit two accents, then brief, answer a challenge and retry.
สำหรับผู้เรียน: ปรับข้อมูล 6 ข้อด้วยโครงสร้างการรายงาน 2 แบบ เลือก infinitive ให้สัมพันธ์กับเวลา จัดอันดับความน่าเชื่อถือของหลักฐาน และสรุปข้อมูลอย่างโปร่งใส
สำหรับครู: เส้นทาง C1 30 นาทีแบบเน้นหลักฐาน: จัดอันดับหลักฐาน เลือกจุดเน้นแหล่งข้อมูลหรือ subject ควบคุมเวลา แก้แหล่งที่มาที่ถูกซ่อน ฟังสองสำเนียง แล้ว briefing ตอบคำถามท้าทาย และลองใหม่
Your Goal
Reformulate six claims in two reporting structures, control earlier-time infinitives, rank evidence strength, and deliver a transparent evidence briefing.
คำอธิบายภาษาไทย
ปรับข้อมูล 6 ข้อด้วยโครงสร้างการรายงาน 2 แบบ เลือก infinitive ให้สัมพันธ์กับเวลา จัดอันดับความน่าเชื่อถือของหลักฐาน และสรุปข้อมูลโดยเปิดเผยแหล่งที่มาและข้อจำกัดอย่างโปร่งใส
Why this lesson matters
Impersonal and subject-led reporting can make claims sound detached and authoritative. At C1, accuracy includes showing where a claim comes from, how strong the evidence is, whether the event is current or earlier, and what remains unverified.
ภาษาไทย: โครงสร้าง impersonal และ subject-led อาจทำให้ข้อมูลดูเป็นกลางและน่าเชื่อถือขึ้น ผู้เรียนระดับ C1 จึงต้องควบคุมไม่เพียงรูปประโยค แต่รวมถึงแหล่งข้อมูล น้ำหนักหลักฐาน เวลา และสิ่งที่ยังตรวจสอบไม่ได้
PROGRESS FOCUS What improves today?
MEAN · MeaningMake source, evidence strength, time and verification limits transparent.
FORM · FormControl impersonal and subject-led reporting with simple and perfect infinitives.
USE · Real useBrief an audience without turning reported information into established fact.
Your 30-minute route
1 · 4 minRank evidence
2 · 4 minControl focus
3 · 5 minControl time
4 · 5 minRepair transparency
5 · 5 minListen and transfer
6 · 7 minBrief and retry
Teacher Lesson Plan
Evidence transparency comes first. Confirm source, strength, time and verification limit before correcting the reporting structure. Neutral grammar must not create false authority.
| Stage | Teacher move | Evidence to collect |
|---|---|---|
| 1 · Rank | Build an evidence ladder for six claims. | Six ranked evidence maps |
| 2 · Focus | Contrast impersonal and subject-led focus. | Twelve reformulations |
| 3 · Time | Align infinitive form with event time. | Six time decisions |
| 4 · Repair | Remove hidden sources and inflated certainty. | Five transparent repairs |
| 5 · Transfer | Recover evidence distance across two accents. | Two listening maps |
| 6 · Perform | Score MEAN/FORM/USE and target one retry. | Briefing + challenge + retry |
Stage 1 · Rank six claims by evidence strength
Decide what the source can support before changing the grammar.
STUDENT TASK
SOURCENamed, collective, anonymous or absent?
EVIDENCEConfirmed, supported, reported or speculative?
LIMITWhat remains unverified?
| Evidence band | Source note | Responsible language |
|---|---|---|
| A · independently confirmed | audited figures + named report | is confirmed / has been established |
| B · supported but incomplete | two consistent sources | is understood / appears to |
| C · reported, not verified | single named or anonymous source | is reported / is alleged |
| D · speculation | inference without direct evidence | may / could; avoid presenting as a report |
- Read six source notes and underline the evidence.
- Rank each claim A–D.
- Name the strongest language each source can responsibly support.
- Add one explicit verification limit to every C or D claim.
Finish evidenceSix ranked claims with source and verification limits.
Teacher Help · Stage 1
Do not let sophisticated reporting forms substitute for evidence. Challenge any jump from a single report to confirmation and any sentence that hides the absence of a source.
Stage 2 · Choose source focus or subject focus
Use two structures to control what the listener notices first.
STUDENT TASK
Meaning–form map
| Focus decision | Pattern | Example |
|---|---|---|
| foreground the existence of a report | It + passive reporting verb + that-clause | It is reported that three sites are affected. |
| foreground the person or thing reported about | subject + passive reporting verb + to-infinitive | Three sites are reported to be affected. |
| name the source explicitly | According to + source / source + reports that | According to the audit, three sites are affected. |
- Reformulate all six claims in both passive reporting structures.
- Choose which version better serves each briefing context.
- Name the source explicitly whenever hiding it would reduce transparency.
- Explain two cases where a less impersonal version is more responsible.
Check the focus test
If the source itself affects credibility, name it. If the subject is the listener’s priority and the source is already clear, use the subject-led structure. If neither is verified, do not let an impersonal form imply consensus.
Finish evidenceTwelve reformulations and six justified focus decisions.
Teacher Help · Stage 2
Ask “What becomes prominent, and what disappears?” after every transformation. Accept an active source-led sentence when it communicates evidence more transparently than either passive option.
Stage 3 · Control current, simultaneous and earlier time
Choose the infinitive that preserves the relationship between reporting time and event time.
STUDENT TASK
| Time relationship | Subject-led form | Model |
|---|---|---|
| current state / simultaneous process | to be / to be + -ing | The system is believed to be stable. · Demand is reported to be rising. |
| earlier completed event | to have + past participle | The supplier is alleged to have changed the records. |
| earlier ongoing event | to have been + -ing | The team is understood to have been testing the system. |
| earlier passive event | to have been + past participle | The files are reported to have been removed. |
- Place six events on a report-time timeline.
- Select the correct simple, continuous, perfect or perfect-passive infinitive.
- Transform each sentence without changing evidence strength.
- Explain two cases where the perfect infinitive is essential.
- Read the six sentences with clear information focus.
Finish evidenceSix accurate time decisions and two explanations.
Teacher Help · Stage 3
Use a visible timeline if needed. Correct the time relationship before small form slips, and check that the reporting verb still reflects the original evidence band.
Stage 4 · Repair hidden sources and inflated certainty
Make five polished but misleading claims transparent again.
STUDENT TASK
| Problem report | Transparency problem | Repair target |
|---|---|---|
| It is widely known that the treatment works. | no source or measure of “widely” | name the review and its limit |
| The director is confirmed to have approved the plan. | single report upgraded to confirmation | is reported to have approved |
| It is believed that the data was deleted. | believer and evidence missing | name investigators or label source unknown |
| The policy is reported to reduce costs. | earlier result treated as current general fact | is reported to have reduced costs in… |
| The files are understood to remove yesterday. | time and passive form fail | are understood to have been removed |
- Diagnose source, evidence, time or form in all five claims.
- Repair each sentence and add only information supported by the source note.
- Rank the repaired claims A–D.
- Explain which version should not be used publicly and why.
Finish evidenceFive transparent repairs and one publication decision.
Teacher Help · Stage 4
Reward explicit limits such as “has not been independently verified.” Do not accept vague authority markers such as it is well known when the source is absent or contested.
Stage 5 · Listen across two accents and audit evidence distance
Recover source visibility, strength, time and limits from two C1 briefings.
STUDENT TASKBritish English American English
Transparent briefing
Track what is reported, what is verified and what remains uncertain.
- Listen once for the overall conclusion and the strongest source.
- Listen again for six claims, their evidence bands and time relationships.
- Reconstruct three impersonal and three subject-led reports.
- Identify two moments where the speaker names the source instead of hiding it.
- Challenge one claim with “What supports that?”
- Answer with the source and an explicit verification limit.
Finish evidenceTwo evidence-audit maps and one transparent challenge response.
Teacher Help · Stage 5
Audio never starts automatically. Accent variety tests evidence-tracking transfer, not imitation. Replay only the claim where source, strength, time or verification status is lost.
Stage 6 · Final Practice: deliver a transparent evidence briefing
Reformulate six claims, expose evidence distance and improve one precise weakness.
STUDENT TASK
FINAL PRACTICE
Source → evidence band → focus → time → limit → challenge → retry
- Choose a briefing context and audience.
- Use notes only: six claims · source · band A–D · time · limit.
- Give a 90-second transparent evidence briefing.
- Use at least two impersonal and two subject-led reporting structures.
- Use one simple, one perfect and one perfect-passive infinitive accurately.
- Name at least two sources and state two verification limits.
- Your partner challenges one claim: “What supports that?”
- Answer from the evidence map; after one feedback target, retry only the weakest claim or answer.
Performance rule: Grammatical distance must never become evidence camouflage.
Score the first independent performance
MEAN · MeaningSources, evidence bands, time and verification limits remain explicit and responsible.
FORM · FormBoth reporting structures and simple, perfect and perfect-passive infinitives are controlled.
USE · Real useThe learner briefs transparently and answers one evidence challenge independently.
0 · Not yetEvidence is inflated or hidden, time is distorted, or form prevents a reliable interpretation.
1 · With supportThe briefing becomes transparent and accurate after one source, evidence, time or form prompt.
2 · IndependentAll six claims and the challenge response are accurate, proportionate and transparent without a prompt.
Result: 0–2 Rebuild · 3–4 Developing · 5–6 C1 mastery evidence.
Finish evidenceOne six-claim evidence briefing + one challenge response + one focused retry.
Teacher Help · Stage 6
Score the first independent attempt across MEAN, FORM and USE. Give one target only: source visibility, evidence strength, time relationship, reporting form or challenge response. Keep the original score and record the retry separately.
Grammar you can use
You can now use reporting structures while keeping evidence distance visible. Continue through the Dynamic Learning Graph to refine reporting verbs for stance and multi-source synthesis.
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