Passengers/customers/visitors for ___.
Public Announcements
Train your attention on the information that public announcements are designed to make you act on.
Your goal
By the end of this lesson, you can catch the key action, time, place, and affected group in short public announcements.
Why this listening matters
Train the learner to understand the situation, collect useful spoken evidence and respond without depending on a transcript. The transcript stays closed until after the first listening attempt.
TF22 · Media, News & Social CommunicationProgress Focus
Progress focus: LISTCM
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 real learner need.
- Use the visual and first audio for meaning before explaining language.
- Select only the useful-language items needed for this learner.
- Run the guided rehearsal without reading every instruction aloud.
- Run the main task: Four announcements are matched to four people with different needs. Decide who must act and what each person should do.
- Record focused feedback, 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. Listen for the situation
Look at the visual, keep the transcript closed and listen once for the speaker, situation and main purpose.
- transport delay
- gate or platform change
- shop closing notice
- event safety instruction
Engduo Audio • British English
Transcript — open after listening
Attention passengers for flight EG 214 to Phuket. Boarding will now take place at Gate 18. Please proceed to Gate 18 by seven twenty.
Engduo Audio • Australian English
Transcript — open after listening
The museum will close in fifteen minutes. Visitors on the second floor should return audio guides at the information desk before leaving.
Teacher Help · Stage 1
Keep the transcript closed. Set one gist question, play the audio once without pausing and accept a short answer before discussing details.
2. Build a listening map
Identify the meaning categories or signal phrases that will help you recognise the important information.
Please proceed to ___.
The new time is ___.
This affects ___.
You need to ___.
The announcement is about ___.
Teacher Help · Stage 2
Preview only the categories or signal words needed for the task. Do not explain every line or reveal the answers.
3. Listen again and collect evidence
Replay only as needed. Record the exact details that support each answer, then compare before opening the transcript.
- Identify the setting before writing details.
- Listen for repeated or stressed action words.
- Choose the final action, not every number you hear.
Teacher Help · Stage 3
Play again at natural speed. Ask what exact word, number, reason or change supports each answer; replay only an uncertain section.
4. Complete the listening task
Use the spoken evidence to choose, organise, clarify or respond to the real communication need in this lesson.
Four announcements are matched to four people with different needs. Decide who must act and what each person should do.
Teacher Help · Stage 4
Require the learner to use the collected evidence to complete the lesson outcome. Prompt for clarification only when meaning breaks down.
5. Final practice: Listen and respond independently
Complete a fresh or less-supported listening attempt, give the required response and retry the weakest detail after one focused prompt.
Create and deliver a clear 20-second announcement with setting, affected group, change, and action.
Retry: Repeat once with clearer meaning, stronger evidence, or less support.
Teacher Help · Stage 5
Use a fresh item or remove visible support. Observe without interrupting, give one listening-focused correction and ask for a short retry.
Exit check
Complete this without reading a model: Hear one unfamiliar announcement and report who it affects, what changed, where, and what to do.
Success looks like: The learner identifies the correct action and at least two supporting details.
Evidence: speaking · Repeat the weakest part once after focused teacher or self-feedback.
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.
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.
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 independent attempt. Name one successful listening behaviour and one precise next practice focus.
คำอธิบายภาษาไทย — เปิดเมื่อจำเป็นเท่านั้น
ประกาศสาธารณะมักมีข้อมูลมาก แต่เป้าหมายคือรู้ว่าเกี่ยวกับใคร เปลี่ยนอะไร อยู่ที่ไหน และต้องทำอะไร
Teacher Guidance · How to conduct this class
30-minute must-do route
- Confirm the observable outcome and connect it to one real learner need.
- Use the visual and first audio for meaning before explaining language.
- Select only the useful-language items needed for this learner.
- Run the guided rehearsal without reading every instruction aloud.
- Run the main task: Four announcements are matched to four people with different needs. Decide who must act and what each person should do.
- Record focused feedback, repeat the weakest part, and complete the exit check.
60-minute extension
- Include an irrelevant number and a self-correction in the announcement.
- Switch roles or conditions so the learner transfers the language rather than repeating the same answer.
- Compare the first and second performance and record one specific improvement.
Make it easier
Provide the setting and let the learner choose from two actions.
Make it harder
Include an irrelevant number and a self-correction in the announcement.
Likely difficulty
The learner may try to write every word or select a number that is not connected to the final action.
Correction priority
Prioritise action information, final locations, and numbers.
Thai support rule
Keep the Thai panel closed unless examples, visuals, gestures, replay, and simpler English do not allow progress. Return to English after the key distinction is clear.
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.
- Council of Europe — CEFR Companion Volume — Supports the communication-first level range, observable learner output, and interaction focus.
Content and media rights
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