Lesson 6 · Plans Change!
📅 50-minute lesson · A2 → A2+

Plans
Change!

You already know how to make a plan. Today, something changes — and the conversation has to keep moving.

🎯 Today I can: change a plan, explain the problem, suggest a new option and confirm a new arrangement.
0–5Retrieve
5–8Context
8–19Listen
19–25Notice
25–27Pronounce
27–31Rescue
31–50Task + report

Today’s conversation map

PLANCHANGEEXPLAINRESCHEDULECONFIRM
Recycling: Would you like to…? · That sounds good, but… · What about…? · That works for me.
TEACHER · 0–5 MIN
1

Fast Retrieval

Can you keep the plan alive?

RECYCLINGNO RETEACHINGSPEAK FIRST

🍝 Dinner at 7:00?

You work until 7:30.

That sounds good, but I work until 7:30. What about 8:00?
Why? First react positively, then explain the problem, then keep the plan alive with another option.

☕ Coffee after work?

You have already had three coffees.

That sounds good, but I’ve already had a lot of coffee. What about getting something to eat?

🏙️ Restaurant downtown?

You need somewhere close to the office.

That sounds good, but I need somewhere close. What about the café across from the office?
For Alice: retrieval after missing Lesson 5 live. For Larissa: fast recycling only. Accept natural alternatives. If communication works, move on. Do not spend time explaining the four Lesson 5 chunks again.
TEACHER · 5–8 MIN
2

A New Problem

What happens when an existing plan stops working?

MESSAGE AT 4:00 PM

“Hey! I’m really sorry, but I need to change our plan for tonight. Can we talk?”

🤔 What probably happened?

🧭 What will they need to decide now?

Notice: You are predicting the situation first. The useful language will come from the listening.
Do not pre-teach: Something came up / I can’t make it / Could we move it / Does ___ work for you? Keep the input genuinely discoverable.
TEACHER · 8–19 MIN
3

Listening — The Plan Keeps Changing

Track the conversation as the information changes.

🎧 Emma & Chloe

Listen to the full conversation. Emma keeps the natural American English (en-US) voice you liked. Chloe now prioritizes a smoother British English (en-GB) female voice, with a natural English fallback if needed.

🎧 Listening ready. Choose normal or slow speed.
Audio profile: Web Speech API / speechSynthesis · normal 0.88 · slow 0.74 · pitch 1.02 · volume 1.0. Emma: natural en-US priority (Aria → Jenny → Ava → Google US → Samantha → Ava). Chloe: natural en-GB female priority (Sonia → Libby → Maisie → Google UK Female → Serena → Kate), then the best non-robotic English fallback. eSpeak/Compact are avoided when possible. Test both speeds once before class.
1st listen · NO NOTES

Why are Emma and Chloe talking?

2nd listen · KEYWORDS ONLY

Track the changes

Original plan

First change

Second possibility

Final plan

Original: Thursday · 6:30 PM · dinner.
First change: Thursday at 7:30. It does not work because Chloe has to pick up her sister at 8:30.
Second possibility: Friday. Chloe finishes at 7:30, and Emma has a family dinner that evening.
Final: Saturday · 11:30 AM · brunch · a new café near the park.
Why two Friday problems? Both details are explicitly mentioned in the audio. You are tracking the whole negotiation, not guessing one “secret” reason.
3rd listen · RECONSTRUCT

Can you rebuild the timeline from memory?

STARTThursday · 6:30
Dinner
CHANGE 1
CHANGE 2
FINAL
Thursday 6:30 → Thursday 7:30 → Friday → Saturday 11:30, brunch.

Listen for meaning

1. “Something came up at work.”

2. “I can’t make it at 7:30.”

3. “Does 11:30 work for you?”

4. Which statement is TRUE?

Verified listening logic: Original = Thu 6:30 dinner → Emma suggests Thu 7:30 → Chloe cannot because sister pickup at 8:30 → Friday considered (Chloe finishes 7:30 + Emma family dinner) → final = Saturday 11:30 brunch at café near park.

Emma: Hey, Chloe. Are we still on for dinner on Thursday at 6:30?

Chloe: I was actually going to text you. Something came up at work, and I have a meeting until seven.

Emma: No worries. Could we move it to 7:30?

Chloe: I don’t think I can make it at 7:30. I have to pick up my sister at 8:30.

Emma: Okay. What about Friday?

Chloe: Friday works better for me, but I finish work at 7:30.

Emma: Hmm. Friday is difficult for me. I have a family dinner that evening.

Chloe: Right. What about Saturday morning instead?

Emma: Saturday could work. Would you like to get brunch?

Chloe: That sounds good. Does 11:30 work for you?

Emma: Yes, that works for me. There’s a new café near the park that I want to try.

Chloe: Perfect. Let’s meet there at 11:30.

Emma: Great. I’ll see you Saturday.

TEACHER · 19–25 MIN
4

Notice & Rebuild

The four new chunks come directly from the listening.

Lexical focus: Build the whole useful expression first. Grammar explanation comes only when it helps you use the chunk.
Maximum pattern: brief why → one model → students create examples. Do not turn make or could into grammar/vocabulary lectures.
TEACHER · 25–27 MIN
5

Four Useful Chunks

Hear the whole phrase, then say it naturally.

CHANGE

Something came up.

Something unexpected changed your plan.

Sorry, something came up.

PROBLEM

I can’t make it at...

Here, make it means be able to come / attend.

I can’t make it at seven thirty.

RESCHEDULE

Could we move it to...?

Change the day or time of an arrangement.

Could we move it to Friday?

CONFIRM

Does ___ work for you?

Check whether an option is convenient.

Does eleven thirty work for you?

Natural pair: Does Friday work for you? → That works for me.
Pronunciation cap: 2 minutes. One model + two repetitions. Use the audio buttons only for isolated chunks. Central listening uses the built-in dialogue player above; these buttons are for isolated chunks.
TEACHER · 27–31 MIN
6

Schedule Rescue

Explain → reschedule → check.

⭐ CORE ROUND 1

🍝 Dinner · Tuesday · 7 PM

CHANGE: You have to work until 8 PM.
Something came up at work. I can’t make it at 7. Could we move it to 8:30? Does 8:30 work for you?
⭐ CORE ROUND 2

☕ Coffee · Friday · 6:30 PM

CHANGE: Your family is visiting you that evening.
That sounds good, but my family is visiting Friday evening. Could we move it to Saturday? Does Saturday morning work for you?
✦ EXTRA ONLY IF THERE IS TIME
Extra rounds are optional.
⏰ MINUTE 31 = MAIN TASK. Skip any unfinished rescue round. Do not skip the task.
Important: This is retrieval under pressure. Do not correct every form mid-response. If the message is clear, let the student finish and collect high-value emergent language separately.
TEACHER · 31–45 MIN
7

Main Task — Calendar Collision

One task. Multiple possible solutions. One unexpected change.

📅 CALENDAR COLLISION

Your original plan: Thursday · dinner · 7 PM.
Your goal: find ONE new plan that genuinely works for both of you.
📅 DAY
🕒 TIME
🍴 ACTIVITY
📍 PLACE

Student A — Alice

THURSDAYMeeting until 7:30 · can stay until 9:00 · prefers somewhere close.
FRIDAYFree after 6:00 · wants to try somewhere new.
SATURDAYFree in the morning · busy after 2:00.

Preferences

  • not expensive
  • comfortable
  • happy to try brunch

Student B — Larissa

THURSDAYCan meet after 7:30 · must leave by 8:30 · wants something quick.
FRIDAYFree from 6:00 to 7:15 · family dinner at 8:00.
SATURDAYFree until 1:00 · knows a good brunch café.

Preferences

  • doesn’t want a big dinner
  • wants time to talk
  • knows an affordable café

🔒 For a real information gap, the teacher can reveal one card at a time and send the information privately in Zoom chat. If that is impractical, the task still works with open cards because there are several possible solutions.

Would you like to...?That sounds good, but...What about...?Something came up.I can’t make it at...Could we move it to...?Does ___ work for you?That works for me.

🔥 SECRET CHANGE — reveal after ~5 minutes

Do not restart. Adapt the plan you are already negotiating.

Hidden for now.
14:00

✅ Final decision — write only after you agree

Success = communication. Explain why the original plan does not work, consider alternatives, react, negotiate, adapt to the secret change and reach a clear agreement.
Do not interrupt minor errors. The task should feel like a conversation, not an oral test. If one student is absent, teacher takes the other role and behaves as an interlocutor. Use only ONE secret change.
TEACHER · 45–49 MIN
8

Tell Me What Happened

Close the role cards. Reconstruct the negotiation from memory.

1. Original plan

What was the original plan?

2. Problem

Why didn’t it work?

3. Another option

What other possibility did you consider?

4. Secret change

What changed during the conversation?

5. Final decision

What did you finally decide?

Why report? During the task you solve a problem. Here you must retrieve, sequence and reorganize the same information.
TEACHER · 49–50 MIN
9

Exit Retrieval

No notes. Finish the chunk.

Something unexpected happened:
Something __________.
You cannot attend:
I can’t __________.
Change the plan:
Could we __________?
Check the new option:
Does __________ work for you?
Something came up. · I can’t make it. · Could we move it to...? · Does ___ work for you?

And to agree: That works for me.
If there is less than one minute: skip the screen and ask, “Give me two phrases you want to remember from today.” Do not run overtime just to complete the slide.
TEACHER ONLY
✓

Pre-class Quality Check

Use this before sharing the lesson.

☐ Built-in listening plays from start to finish at Normal speed.
☐ Both speakers are clearly distinguishable.
☐ No Portuguese or browser translation appears.
☐ Thursday 6:30 → 7:30 → Friday → Saturday 11:30 is audible.
☐ “Something came up” is spoken by Chloe.
☐ “Could we move it to 7:30?” is spoken by Emma.
☐ “I can’t make it at 7:30” is spoken by Chloe.
☐ “Does 11:30 work for you?” is spoken by Chloe.
☐ Gist answer C is unambiguous.
☐ Friday question asks for TWO problems.
☐ Final answer = Saturday 11:30 brunch, café near park.
☐ Random challenge, timer, reveal buttons and role cards work.
Method check: context → input → comprehension → noticing → lexical focus → controlled retrieval → one communicative task → report. No pre-task, no duplicated feedback section, no second main task.
AV Academy · Lesson 6 · Plans Change!
PLAN → CHANGE → EXPLAIN → RESCHEDULE → CONFIRM