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LevelB2–C1Time30 minutesLesson typeMixed-SkillTopic FamilyTF19 · Meetings, Projects & Decisions

Your goal

Synthesise status, evidence and risk into a concise stakeholder update with a decision recommendation.

Why this lesson / ทำไมต้องเรียนบทนี้

Input and output skills are combined in one realistic performance so the learner must understand, decide and communicate.

สังเคราะห์สถานะ หลักฐาน และความเสี่ยงเป็นอัปเดตผู้มีส่วนได้ส่วนเสียที่กระชับพร้อมคำแนะนำเพื่อการตัดสินใจ บทเรียนรวมทักษะรับและส่งภาษาในผลงานจริงหนึ่งชิ้น เพื่อให้ผู้เรียนเข้าใจ ตัดสินใจ และสื่อสาร

Progress Focus · how the final task is assessed
EV · Input evidenceSelects accurate and relevant evidence from the input.0 not yet · 1 with support · 2 independently
COM · Integrated outcomeOrganises the evidence into a clear spoken or written result.0 not yet · 1 with support · 2 independently
FP · Independent performanceResponds to a question, constraint or change without a script.0 not yet · 1 with support · 2 independently
Lesson structure · 30-minute route
3 minUnderstand the required outcome4 minProcess the input5 minSelect decision-relevant evidence5 minPlan the response8 minPerform and respond5 minFinal integrated task

For maximum benefit, unfinished personal examples may be completed after class. The core lesson still ends with an independent performance.

TEACHER Teacher Lesson Plan · Read before class
  1. Set the listener, purpose and final outcome.
  2. Use the model for noticing, not line-by-line reading.
  3. Let the learner select and personalise useful language.
  4. Run supported practice, then remove the support.
  5. Delay feedback until the message is complete.
  6. Score the final task, give one improvement point and require a focused retry.
1

Understand the required outcome

You have mixed project evidence and three minutes with a senior stakeholder. Prioritise what changes the decision.

Learner does: explain the listener, purpose and successful outcome in your own words.
Teacher Help · Stage 1
Ask the learner to state the listener, purpose and successful outcome in plain English. Move on only when the task is clear.
2

Process the input

Status: The pilot is on schedule, and 82% of users have completed onboarding.
Risk: Approval for one reporting feature may slip by a week.
Options: delay the whole pilot or launch without the feature.
Recommendation: launch the core pilot and add the reporting feature after approval because the learning objective is unaffected.
Learner does: identify the job of each part of the model before borrowing any language.
Teacher Help · Stage 2
Use the model once for meaning. Ask what each part achieves; do not turn the model into a long read-aloud exercise.
3

Select decision-relevant evidence

Status
  • Overall, the project is…
  • The most decision-relevant evidence is…
Risk and options
  • The main risk is…
  • We have two workable options…
Recommendation
  • I recommend… because…
  • The decision needed today is…
Learner does: explain the meaning of each group and create one true workplace example from every row.
Teacher Help · Stage 3
Check meaning and appropriacy before correcting form. Keep only language the learner can explain and personalise.
4

Plan the response

Learner does: Select evidence that changes the decision.

Use keywords only. Change names, figures, reasons and actions so the message is yours.

Teacher Help · Stage 4
Give prompts or keywords, not a full script. Require the learner to make the content true for the situation.
5

Perform and respond

  1. Present two options and a clear recommendation.
  2. Answer a challenge about risk, cost or stakeholder impact.

Retry rule: after feedback, repeat the weakest part with one changed condition.

Teacher Help · Stage 5
Take the other role or act as the reader. Change one realistic fact after the first attempt and delay correction until the message is complete.
6

Final integrated task · prove the outcome

Deliver a three-minute update and defend the recommendation with evidence in two follow-up answers.

Success: complete the task independently and make the listener’s next action or understanding clear.

Teacher Help · Final assessment
Do not supply wording during the final task. Score the three Progress Focus areas, give one precise improvement point and run a shorter retry.

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