Page 85 - @ccess 1 Teacher´s Book

Activity 8
8. With your teacher's help, compare each team’s answers. If there
• Differences in opinion may are differences, collaborate to come to a conclusion.
be useful to highlight which
elements your students are For our forecast
focusing on. When dealing
with a complex task (plus the 9. It’s your turn.
a) Draw a diagram to:
instruction in the book, plus I. list situations suitable for a forecast.
the guidelines you give) it is II. write down topic, purpose and addressee for your forecast.
b) Brainstorm situations for a forecast and write them in the diagram.
normal to have a complex c) Leave aside those that are unsuitable. Choose one to work
set of instructions which with during this practice.
may hinder your students’ Proposing situations for a forecast d) Choose the addressee and decide the purpose of your forecast.
Write them in the diagram. Look at the example.
capabilities to follow and e) If you need more information about forecasts, go to
focus on everything you ask READER'S BOOK your Reader’s Book, pages 37 to 45. Topic: Living
How the world
of them. Thus, it is important will change in the conditions
to keep instructions to a next 25 years
minimum, which, without Purpose: Make
constructive
losing clarity, they may predictions about
our group
be precise. session 4 Proposals of
• If you notice the activity is situations Addressee:
taking too much time, you Ourselves
may want to use a technique
that highlights where the
differences are and whether Topic:
there are differences that
appear more than once. Purpose:
This way, you may focus
on the most important
differences which may
constitute the biggest hurdle Addressee:
for your students in terms of
comprehension. Keep in
mind that errors are 80 Student´s Book / Practice 5
expected and thus should be
considered as a chance for
reflecting upon their causes (more than correcting them for the sake of correction).

Activity 9
• It is important that each team expresses different situations, so that forecasts deal on diverse topics. In
this practice, we model with topics such as future travel, local changes to habits and expectations about
technological development, but there are many other options, according to the preferences of your group.
• Remember the aim of this practice is to achieve suitable and constructive forecasts. You may want to insist
on this with your students.
• Suitable situations (ennumerating, not restricting them) depend on contexts in which your students are
involved, such as personal relationships, future trips; future career, etc.
• Topic, purpose and addressee are the key elements to elaborate the language product (forecast), thus; it is
important to be mindful of this fact throughout this practice.

84 Teacher’s Book / Practice 5