We need ___.
Plan a Class Party
Listen to fictional class needs, compare choices within a play budget, agree on a plan, and present the reasons.
Your goal
By the end of this lesson, you can choose items, listen to needs, and present a plan.
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.
TF37 · Kids: School, Play & DiscoveryProgress 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 in child-friendly language and offer a safe fictional option.
- Use the visual and first audio for meaning before explaining language.
- Choose only the language chunks this learner needs and model with gesture or pictures.
- Run one short supported rehearsal; keep correction light while meaning is developing.
- Run the main task: Plan a fictional class party for four character cards. Choose food pictures, games, and music within twenty play points, then check every character can participate.
- Record evidence, give one focused correction, repeat the weakest part, and celebrate the specific improvement.
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.
- need · quiet option
- choice · fruit cups
- budget · 20 play points
- reason · everyone can join
Engduo Audio • Indian English
Transcript — open after listening
We need one quiet game because Ari does not like noisy activities. How about drawing cards?
Engduo Audio • American English
Transcript — open after listening
Our plan costs eighteen points. It includes fruit cups, a treasure map, and two music choices.
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.
___ would like ___.
How about ___?
That costs ___ points.
I agree because ___.
Our plan includes ___.
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.
- Listen for each fictional character’s need.
- Use play points, not real money.
- Include an accessible or quiet choice without asking children to disclose personal needs.
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.
Plan a fictional class party for four character cards. Choose food pictures, games, and music within twenty play points, then check every character can participate.
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 the plan in 90 seconds and answer one question about a trade-off.
Retry: Repeat once with clearer meaning, listening, pronunciation, or organisation.
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: Choose a workable plan, cite two fictional needs, and explain one budget decision.
Success looks like: The plan fits the play budget, responds to the character cards, and is presented with shared reasons.
Evidence: mixed · Repeat the weakest part once after one meaning-focused and one language-focused prompt 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
ความต้องการทั้งหมดอยู่ในการ์ดตัวละครสมมติ ไม่ถามเรื่องสุขภาพ ศาสนา หรือข้อมูลส่วนตัวของเด็ก ใช้คะแนนสมมติแทนเงินจริง
Teacher Guidance · How to conduct this class
30-minute must-do route
- Confirm the observable outcome in child-friendly language and offer a safe fictional option.
- Use the visual and first audio for meaning before explaining language.
- Choose only the language chunks this learner needs and model with gesture or pictures.
- Run one short supported rehearsal; keep correction light while meaning is developing.
- Run the main task: Plan a fictional class party for four character cards. Choose food pictures, games, and music within twenty play points, then check every character can participate.
- Record evidence, give one focused correction, repeat the weakest part, and celebrate the specific improvement.
60-minute extension
- Add a last-minute fictional need and ask the group to revise one item.
- Change the picture, role, information, or constraint so the learner transfers the skill rather than reciting.
- Compare the first and second attempt with one simple learner-friendly progress statement.
Make it easier
Use two characters, three choices, and a ten-point budget.
Make it harder
Add a last-minute fictional need and ask the group to revise one item.
Likely difficulty
The learner may choose only personal favourites and ignore another character’s need or the budget.
Correction priority
Prioritise listening evidence, inclusive choice, and a clear reason for the decision.
Thai support rule
Keep the Thai panel closed unless pictures, gestures, replay, examples, 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 short second attempt. Use fictional alternatives, never require personal disclosure, do not publish learner work or recordings without the organisation’s appropriate consent process, and adapt movement or sensory demands.
- Council of Europe — CEFR Companion Volume — Supports observable communication outcomes, interaction, and progression.
- Cambridge English — A1 Movers Digital exam format — Supports descriptions, picture sequences, short stories, personal questions, and integrated listening, reading, writing, and speaking.
- Cambridge English — Qualifications for young learners — Supports familiar, enjoyable tasks and clear progress milestones for young learners.
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