B2 · Compare possible futures, choose a robust plan, and revise it when one assumption changes.
For learners: Real plans rarely stay fixed. A strong communicator can compare evidence, expose assumptions, recommend a workable option and adapt without losing the main goal.
For teachers: This mastery lesson combines TF28 vocabulary, change-listening and trend explanation in one consequential planning task.
บทนี้ฝึกเปรียบเทียบสถานการณ์ในอนาคต ใช้หลักฐานแยกออกจากสมมติฐาน เลือกแผนที่ยืดหยุ่น และปรับแผนเมื่อเงื่อนไขเปลี่ยน โดยยังคงเป้าหมายหลักไว้
For learners: Evaluate two possible futures, expose assumptions, and defend a robust plan when conditions change.
For teachers: The six-stage mastery route combines evidence, scenario comparison, listening, stress-testing, adaptation and focused retry so the learner proves the TF28 outcome with less support.
สำหรับผู้เรียน: ประเมินอนาคตสองแบบ เปิดเผยสมมติฐาน และอธิบายปกป้องแผนที่ยืดหยุ่นเมื่อเงื่อนไขเปลี่ยน
สำหรับครู: เส้นทาง Mastery หกขั้นรวมการใช้หลักฐาน การเปรียบเทียบสถานการณ์ การฟัง การทดสอบแผน การปรับตามข้อมูลใหม่ และการลองใหม่แบบเจาะจง เพื่อพิสูจน์ผลลัพธ์ TF28 โดยมีตัวช่วยน้อยลง
Evaluate two scenarios, separate evidence from assumptions, recommend a feasible plan with a success signal and fallback, respond to a changed condition and defend the revised plan independently.
ประเมินสองสถานการณ์ แยกหลักฐานออกจากสมมติฐาน แนะนำแผนที่ทำได้จริงพร้อมสัญญาณวัดผลและแผนสำรอง ตอบสนองเมื่อเงื่อนไขเปลี่ยน และปกป้องแผนที่ปรับแล้วได้ด้วยตนเอง
Mixed-Skill rule: require a traceable source for each claim, expose one assumption before choosing, and do not accept a recommendation without a success signal and fallback. Add the changed condition only after the first complete plan.
| Time | Teacher does | Student does | Evidence |
|---|---|---|---|
| 0–3 | Frames the centre’s decision. | Defines goal, constraint and stakeholders. | A decision standard. |
| 3–7 | Elicits risk, condition and probability language. | Classifies facts and assumptions. | An evidence map. |
| 7–12 | Reveals Scenario A and B. | Compares effects and trade-offs. | A provisional preference. |
| 12–17 | Plays Matthew’s planning brief twice. | Records key constraints and responds. | Accurate listening + questions. |
| 17–23 | Challenges one weak assumption. | Builds and stress-tests a plan. | Signal + fallback. |
| 23–30 | Plays Olivia’s update, scores and retries. | Adapts and defends independently. | EVD/ADAPT/FP 0–2. |
Feedback rule: Score the first full recommendation before feedback. Give one evidence success and one high-value revision target, then retry only the weakest 30–45 seconds.
The centre wants to improve access for adults who cannot attend during normal working hours. Its staffing budget cannot increase this quarter, and existing users should not lose essential support.
Keep the goal separate from the solution. Ask “What must remain true whichever option is chosen?” and record one clear decision standard.
The figures indicate…
A confirmed constraint is…
We know that…
This depends on…
A weak assumption is…
There is a risk that…
If ___ changes, we will…
Provided that…
Our fallback would be…
Correct logical strength before grammar detail. Require may or is likely to when the learner cannot claim certainty, and distinguish “if” from “because.”
| Scenario | What changes | Potential benefit | Risk / unknown |
|---|---|---|---|
| A · Shift the timetable | Open two extra evenings; close one quiet morning; reassign existing staff. | More in-person access for working adults. | Morning users may lose support; evening demand may not remain high. |
| B · Hybrid access | Keep current hours; add online booking and one remote workshop each week. | Lower operational pressure and wider remote access. | Walk-in users or people with low digital confidence may be excluded. |
Challenge one-sided comparison. Require the learner to name who gains, who may lose and what evidence would change the decision.
Here is the planning brief. A community learning centre is deciding how to expand evening access. Visitor numbers after six have risen by about thirty percent over three months, but the staffing budget is fixed. In Scenario A, the centre opens two extra evenings, closes one quiet morning, and reassigns staff. This helps working adults but may disadvantage regular morning users. In Scenario B, the centre keeps its current hours, adds online booking, and runs one remote workshop each week. It costs less, but people who need walk-in support may be left out. Recommend a plan that can still work if one assumption changes.
Play once for the main tension and once for evidence. Open the transcript only after the response. Ask which exact phrase supports the learner’s chosen condition.
Press one weak assumption: demand, staffing, transport or digital access. Do not give the fallback. Require a measurable signal and a specific review point.
New information has arrived. The local bus service will reduce evening frequency next month, so some learners may find late travel difficult. At the same time, two nearby employers will offer more flexible schedules. A volunteer group can cover one extra evening, but only for a six-week pilot. Decide which assumption is now weaker, revise your recommendation, name one success signal, and include a fallback if the pilot does not work.
Score the first unsupported performance, then score the focused retry separately.
Target: 5/6 overall with FP = 2 and no zero.
Do not supply the revised plan. Score EVD/ADAPT/FP before feedback, give one success and one revision target, then allow a focused retry with no full script.
Use “Present Perfect for Repeated and Developing Situations” to build evidence for a changing situation.
เรียน “Present Perfect for Repeated and Developing Situations” เพื่อสร้างหลักฐานสำหรับสถานการณ์ที่กำลังเปลี่ยน
Compare future outcomes with accumulated duration in “Future Perfect Continuous: Duration by a Future Time”.
เปรียบเทียบผลลัพธ์ในอนาคตกับระยะเวลาที่สะสมใน “Future Perfect Continuous: Duration by a Future Time”
Move to C1 and review how an earlier future expectation differs from the actual outcome.
ต่อยอดสู่ C1 เพื่อทบทวนว่าความคาดหมายในอดีตแตกต่างจากผลลัพธ์จริงอย่างไร
Extend the same timeline control at C2 by shifting tense and aspect to change viewpoint.
ต่อยอดการควบคุมเส้นเวลาในระดับ C2 ด้วยการเปลี่ยน Tense และ Aspect เพื่อเปลี่ยนมุมมอง
