Read simple option details and state one personal priority.
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Mixed-Skill Lesson · A1 Core → A2 Direction
Plan a Day Trip Together
Combine reading, listening, discussion, and a short presentation to agree on a workable day-trip plan after one important detail changes.
Your goal
By the end of this lesson, you can read destination options, understand one spoken update, compare constraints and preferences, agree on a complete day-trip plan, and answer one challenge about the decision.
ดูคำอธิบายเป้าหมายภาษาไทย — เปิดเมื่อจำเป็น
นักเรียนจะใช้ข้อมูลจากหลายทักษะร่วมกัน อ่านตัวเลือก ฟังข้อมูลที่เปลี่ยนไป แลกเปลี่ยนความต้องการ ตัดตัวเลือกที่ใช้ไม่ได้ และตกลงแผนที่มีการเดินทาง เวลา อาหาร กิจกรรม และแผนสำรอง
Progress focusFPCMLIST
FP · Functional PerformanceProduce a workable final plan that respects the important constraints and includes transport, timing, activity, meal, and backup.
CM · Conversation ManagementShare priorities, respond to a partner, compare options with evidence, and move the discussion toward agreement.
LIST · Listening ComprehensionIdentify the changed detail in the spoken update and use it correctly when accepting or rejecting options.
Your progress path
Use a spoken update to change which options remain possible.
Compare evidence, resolve different priorities, and defend the final decision.
30-minute lesson route
3 minRead the options
5 minListen for change
5 minConstraints vs preferences
6 minCompare with evidence
7 minAgree & present
4 minChallenge & retry
1. Read the planning board
Find destination, cost, travel time, opening hours, weather, and backup information. Do not choose yet.
2. Listen for the detail that changes the plan
Travel or opening update
Which option becomes more or less practical?
Weather or schedule update
Which part of the plan now needs a backup?
3. Separate constraints from preferences
Fixed constraint
Budget limit, closing time, accessibility need, or unavailable transport.
Preference
Food choice, activity style, scenery, pace, or personal interest.
Updated fact
The new information from audio that changes an option.
Decision rule
Reject an option with evidence, not only I don’t like it.
4. Use language to compare and negotiate
Priority
Our main priority is …
Evidence
According to the information, …
Constraint
That option won’t work because …
Compromise
Could we combine … and …?
Backup
If … changes, we can …
Agreement
Our final plan is …
5. Build the plan from different information
Partner A
Hold destination, budget, and one personal priority.
Partner B
Hold travel, opening, and another priority.
Shared update
Listen together and apply the changed detail before deciding.
Required outcome
Agree on transport, schedule, meal, activity, and backup.
6. Present and defend the final plan
Presentation: Give the final plan in two minutes and name the evidence behind the choice.
Challenge: What if the budget is lower? / What if the weather changes? / Why is the travel time acceptable?
Retry: Revise the affected part without rebuilding the whole plan.
Final practice: Turn information into one workable plan
Complete the task using the board, spoken update, and partner information. This checks whether the separate skills combine into a real decision.
Task: Agree on destination, transport, schedule, meal, activity, and backup. Present the plan in two minutes and answer one challenge about cost, time, weather, or accessibility.
Success: The plan respects the important constraints, uses the spoken update correctly, and both partners can explain why the final option works.
FP · Functional Performance
1 The group does not reach a complete plan or ignores an important constraint.
2 Reaches a mostly workable plan, but one required element or constraint remains unresolved.
3 Reaches a complete workable plan that includes all required elements and respects the updated constraint.
CM · Conversation Management
1 Needs the teacher to manage turns or make the decision.
2 Exchanges ideas and reaches agreement with prompts or one reminder.
3 Builds on the partner’s ideas, manages disagreement, and reaches agreement independently.
LIST · Listening Comprehension
1 Misses the changed detail even after replay, so the plan uses incorrect information.
2 Identifies the change with replay or a prompt and applies it to most of the plan.
3 Identifies the change with minimal replay and applies it accurately throughout the decision.
คำอธิบายภาษาไทย — เปิดเมื่อจำเป็นเท่านั้น
บทนี้ต้องนำข้อมูลจากหลายทักษะมาใช้ร่วมกัน อย่าเลือกปลายทางก่อนอ่านข้อมูลครบ ให้แยกข้อจำกัดที่เปลี่ยนไม่ได้ออกจากความชอบ ฟังข้อมูลใหม่แล้วตัดหรือปรับตัวเลือก ใช้หลักฐานเมื่อตกลงหรือไม่เห็นด้วย และต้องได้แผนสุดท้ายที่ทำได้จริงพร้อมแผนสำรอง
Teacher guide · 30-minute delivery
- Split information between partners so reading and exchange are both necessary.
- Ask each learner to state one fixed constraint and one preference before discussion.
- Play the update and require the pair to explain which option or plan element changes.
- Do not make the decision for the learners; prompt them to use evidence from the board.
- Require a complete plan with transport, schedule, meal, activity, and backup.
- Ask one challenge after the presentation and let the pair revise only the affected part.
- Give feedback on one listening-use point and one interaction or outcome point, then retry.
- Record FP, CM, and LIST separately from 1–3.
Continue your learning path
Organise a Community Event
Progress to a larger decision with more stakeholders, constraints, and responsibilities.
Prepare and Run a Mini Meeting
Transfer planning, listening, discussion, and reporting into a workplace meeting.
Teaching references
- CEFR Companion Volume — Supports action-oriented tasks that integrate reception, interaction, mediation, decision-making, and an observable shared outcome.
Content and media rights
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