Open the call, explain briefly, respond to the other person and finish without teacher-led turns.
Roleplay · A2
Reschedule an Appointment
Explain the problem, offer two workable times, respond to availability and confirm the new appointment.
Plans change. This lesson helps you protect the relationship and solve the time problem without giving a long explanation or leaving the final appointment unclear.
Why this lesson matters · เหตุผลที่เรียนบทนี้
For learners: Plans change. Learn to explain a time problem briefly, offer workable alternatives and finish with one shared appointment.
For teachers: The route moves from roles and usable moves to a listening model, a supported round, a role switch, a new constraint and an unrehearsed final call with retry.
สำหรับผู้เรียน: แผนสามารถเปลี่ยนได้ บทนี้ฝึกอธิบายปัญหาเวลาอย่างกระชับ เสนอทางเลือกที่ทำได้จริง และจบด้วยนัดหมายเดียวกันทั้งสองฝ่าย
สำหรับครู: ลำดับการเรียนเริ่มจากบทบาทและประโยคที่ใช้ได้จริง ไปสู่แบบฟัง รอบฝึกแบบมีตัวช่วย การสลับบทบาท ข้อจำกัดใหม่ และการโทรรอบสุดท้ายโดยไม่ซ้อมพร้อมแก้ใหม่
Your goal
Reschedule an appointment by giving a brief reason, offering two options, responding to availability and confirming the final day and time.
เป้าหมายภาษาไทย
เลื่อนนัดหมายโดยบอกเหตุผลสั้น ๆ เสนอเวลาทางเลือกสองช่วง ตอบข้อมูลเวลาที่อีกฝ่ายสะดวก และยืนยันวันกับเวลาสุดท้ายให้ตรงกัน
Why this roleplay matters
- You can change a plan politely without telling an unnecessary long story.
- You can offer choices instead of making the other person solve the whole problem.
- You can finish with one shared day and time, so both people know what happens next.
Progress Focus · Lesson structure
Offer two workable options and confirm one final appointment accurately.
4 minRoles & goal
5 minUseful moves
5 minListen & notice
5 minGuided round
5 minSwitch & vary
6 minFinal roleplay
Teacher Lesson Plan · Read before class
| Time | Teacher does | Student does | Evidence |
|---|---|---|---|
| 0–4 | Sets the caller and receptionist roles and checks the shared outcome. | Explains what each person knows and what must be confirmed. | Two roles and one clear outcome. |
| 4–9 | Elicits four conversation moves and models only one unclear line. | Builds one usable line for each move. | Open, explain, offer and confirm lines. |
| 9–14 | Plays Audio 1 once, then once more if needed. | Orders the moves and records the final appointment. | Correct sequence and Wednesday 9:30. |
| 14–19 | Runs the first roleplay with visible prompts and stops correcting during turns. | Acts as caller, offers two options and confirms one new time. | One complete supported exchange. |
| 19–24 | Changes the constraint and asks the learner to switch roles. | Acts as receptionist, rejects one option and offers a workable alternative. | One adapted exchange with role switch. |
| 24–30 | Plays Audio 2, removes the model, scores the first attempt and gives one correction. | Completes an unrehearsed call, then gives a shorter improved retry. | Independent outcome plus retry. |
1Know the roles and the shared outcome
Both people have different information. The roleplay succeeds only when they finish with the same appointment.
You cannot attend the original appointment.
You must give one short reason and offer two workable options.
You check which options are available.
You may reject one option, offer another and confirm the final details.
- Caller opens and identifies the appointment.
- Caller explains the problem briefly.
- Caller offers two options.
- Receptionist responds and gives availability.
- Both confirm the final day and time.
STUDENT TASK
- Say what the caller knows.
- Say what the receptionist controls.
- State the final information both people must share.
How to run Stage 1
Keep the setup under four minutes. Check that the learner understands the information gap. Do not teach phrases yet; ask only who speaks first, who checks availability and what must be confirmed.
2Build four useful conversation moves
Use one short line for each job. Clear language matters more than a long explanation.
I’m calling about my appointment on ___.
I’m sorry, but I can’t make ___ because ___.
Could we move it to ___? I’m also available ___.
So, that’s ___ at ___. Is that correct?
STUDENT TASK
- Complete every line with real day and time information.
- Say the four lines without reading the labels.
- Shorten any reason longer than one clause.
How to run Stage 2
Model one line only when meaning is unclear. Accept simple A2 reasons such as “I have a meeting” or “my flight arrives late.” Correct the day/time preposition only if it blocks understanding.
3Listen for the five-turn pattern
Listen to the caller. Identify the original appointment, the reason, two options and the final agreement.
Audio 1 · British English · Amy Neural · 19 seconds
STUDENT TASK
- Write the original appointment.
- Write the two options the caller offers.
- State the final day and time in one sentence.
Answer check
Original: Tuesday at 10:00. Reason: an important meeting. Options: Tuesday afternoon or Wednesday morning. Final: Wednesday at 9:30.
Audio 1 transcript · open after listening
Good morning. I’m calling about my appointment on Tuesday at ten. I’m sorry, but I have an important meeting at that time. Could we move it to Tuesday afternoon or Wednesday morning? Wednesday at nine thirty works for me. So, that’s Wednesday at nine thirty. Thank you.
How to run Stage 3
Play the audio once without pausing. Allow one complete replay. Keep the transcript closed until the learner commits the original time, two options and final appointment.
4Round 1 · Student is the caller
Use the prompts for one complete call. The teacher is the receptionist and may reject one option.
Original: Thursday at 11:00
Problem: customer meeting
Options: Thursday after 3:00 or Friday before noon
Thursday: 4:30
Friday: 9:00 or 1:00
Must ask the caller’s name.
STUDENT TASK
- Open and identify the appointment.
- Give the reason in one short clause.
- Offer two options and respond to the receptionist.
- Confirm the final day and time.
How to run Stage 4
Play the receptionist and reject one option naturally. Do not correct while the exchange is moving. Prompt only with “two options” or “confirm” if the learner stops for more than five seconds.
5Round 2 · Switch roles and change the constraint
The student is now the receptionist. Use the availability below, but do not show it to the caller.
NEW CONSTRAINT
The caller asks for Monday morning. You have no Monday appointments. Offer Tuesday at 2:00 or Wednesday at 10:30.
STUDENT TASK
- Ask for the caller’s name and original appointment.
- Reject Monday politely and give two available options.
- Respond to one clarification question.
- Confirm the final day and time.
How to run Stage 5
Change the caller’s reason and preferred time so the learner must listen. Stop modelling. If the learner gives only one option, ask “What is another possible time?” After the round, give one focused correction only.
6Final Practice · Complete a new call independently
Listen to the clinic voicemail, then call back. Use the information but do not copy a model.
Audio 2 · Australian English · Olivia Neural · 14 seconds
FINAL ROLEPLAY
- State your full name and the original Friday appointment.
- Choose Friday at 4:30 or Monday at 9:00—or ask one useful clarification question.
- Respond when the receptionist changes one detail.
- Confirm the final day and time.
- After feedback, repeat the call more briefly and clearly.
Audio 2 transcript · open after the task
Hello, this is the Lakeside Clinic. We need to change your Friday appointment because the doctor is unavailable. We can offer Friday at four thirty or Monday at nine. Please call us back, choose one option, and confirm your full name.
Teacher scoring guide · Progress Focus
Use Final Practice only. Score each focus from 0–2.
CM
2: Opens, responds, checks and closes without teacher-led turns.
1: Completes the exchange with one interaction prompt.
0: Teacher manages most turns or the call stops before confirmation.
FP
2: Handles the options and confirms one accurate final appointment.
1: Agrees a new time after one option, reason or confirmation prompt.
0: No workable new appointment is agreed.
Target: at least 3/4 with no zero. Give one focused correction, then retry the zero or weaker criterion with fewer words and no model.
How to run Stage 6
Allow up to two complete listens without pausing. Remove the language cards. Play the receptionist with one small change, score the first attempt, then give one correction and require one improved retry.
คำอธิบายภาษาไทย — เปิดเมื่อจำเป็นเท่านั้น
การเลื่อนนัดที่ชัดเจนควรมี 4 อย่าง: ระบุนัดเดิม บอกเหตุผลสั้น ๆ เสนอเวลาที่ไปได้จริงสองช่วง และทวนวันกับเวลาที่ตกลงครั้งสุดท้าย หากอีกฝ่ายปฏิเสธช่วงแรก ให้ฟังเวลาทางเลือกก่อนตอบ ไม่ต้องเล่าเหตุผลยาว และอย่าจบสายจนกว่าทั้งสองฝ่ายจะเข้าใจวันกับเวลาตรงกัน
Continue your learning path
Listening Lab: Making Plans by Phone
Hear how a plan changes before negotiating a new time.
ฟังว่าแผนเปลี่ยนอย่างไรก่อนเจรจาเวลาใหม่
Free Talk: Choices, Habits, and Better Days
Discuss choices and explain a workable preference.
พูดคุยทางเลือกและอธิบายความต้องการที่ทำได้จริง
Weekend Choices
Compare schedules and respond to another person's choice.
เปรียบเทียบตารางและตอบทางเลือกของอีกฝ่าย
Habits, Time Pressure, and One Better Routine
Analyse constraints and agree on one realistic change.
วิเคราะห์ข้อจำกัดและตกลงการเปลี่ยนแปลงที่ทำได้จริง
Content and media rights
© 2026 Engduo Thailand. Authorized Engduo use only. Original lesson text and cover image are for Engduo learning use. Audio was produced with Amazon Polly Neural voices Amy (British English) and Olivia (Australian English). Copying, republishing, reselling, scraping or reuse in another course, dataset, product or AI system requires written permission except where applicable law permits.