Evolve Special Edition Level 1

Cambridge Life Competencies Framework Mapping

Our world is changing fast. We need to prepare our students with the skills and experiences that go beyond simply learning an
additional language.
We see the increasing need to work together with people from around the world, to think creatively and solve problems, to analyse
sources more critically, to communicate our views effectively, and to maintain a positive mindset in an increasingly complex world.
The Cambridge Life Competencies Framework has been created in response to educators who have asked for a way to understand
how different approaches to life competencies relate to English language programmes. It details how these integral life skills develop
and vary across different stages of education, as learners grow and change.
In Evolve Special Edition we have placed particular focus on Critical Thinking, Communication – both spoken and written – and
Learning to Learn as life competencies which young adults entering higher education really need to succeed in their studies and life
beyond the classroom.
To discover more about Cambridge Life Competencies for adult and young adult learners of English go to cambridge.org/clcf.

Example Activities: EVOLVE LEVEL 1

Competency Core Area Component
UNIT PAGE EXERCISE DESCRIPTION
THINK CRITICALLY: Identifying the writers
3.5 35 2D
Identifying point of view
and classifying 9.5 110 2D THINK CRITICALLY: Noting points of interest
information THINK CRITICALLY: Identifying appropriate
6.4 71 3B
register for a source
Understanding 5.5 60 3D THINK CRITICALLY: Organising Information
and analysing Recognising patterns THINK CRITICALLY: Comparing Spoken and
ideas and 7.5 87 3C
and relationships Written Language
arguments
Critical Thinking

1.4 9 3B THINK CRITICALLY: Identifying differences

5.4 58 1C THINK CRITICALLY: Interpreting text
Interpreting and
drawing inferences 7.4 84 1C THINK CRITICALLY: Interpreting text
from arguments and 8.4 96 1D THINK CRITICALLY: Interpreting text
data
10.4 122 1D THINK CRITICALLY: Interpreting text
Evaluating specific
THINK CRITICALLY: Evaluating text to form
information or points 9.4 108 1D
own point of view
in an argument
3.4 32 2C THINK CRITICALLY: Weighing up pros and cons
Evaluating Evaluating arguments
7.5 87 4 WRITING: Write a balanced evaluation
ideas and as a whole
arguments 9.5 110 2D THINK CRITICALLY: Noting points of interest
THINK CRITICALLY: Identifying relevance of
4.4 40 1D
Drawing appropriate information
conclusions THINK CRITICALLY: Drawing conclusions from
11.4 135 2B
text organisation
 Example Activities: EVOLVE LEVEL 1
Competency Core Area Component
UNIT PAGE EXERCISE DESCRIPTION
Identifying and LANGUAGE IN CONTEXT: Identifying
5.2 54 2A
understanding problems
problems 7.5 86 2 READING: Identifying problems
THINK CRITICALLY: Organising
5.5 60 3D
Information
Identifying, gathering 1.6 12 D RESEARCH: Gathering Information
and organising
THINK CRITICALLY: Identifying
Critical Thinking

relevant information 11.5 137 3C

supporting examples

Solving 1.5 11 4B THINK CRITICALLY: Gathering data

problems Evaluating options 10.6 126 B&C RESEARCH & AGREE
and making and recommendations 5.6 62 C DECIDE: Deciding & Justifying
decisions to come to a decision 4.6 50 E DECIDE: Deciding
2.4 21 4B THINK CRITICALLY: Justifying
THINK CRITICALLY: Justifying choices
Justifying decisions 9.4 108 1D
with examples from text
and solutions
THINK CRITICALLY: Justifying choices
12.4 147 3B
with examples from text
Evaluating the
PROGRESS PROGRESS CHECK: Read… Find a way to
effectiveness of ALL 176–179
CHECK improve it
implemented solutions
1.6 12 D RESEARCH: Gathering Information
Engaging in directed
5.4 59 E WRITE IT! A report about your activities
activities
11.6 138 D&E PREPARE & PRESENT
STUDY SKILLS: Using notes to prepare for
9.5 111 4A
speaking
Using effective
systems for finding, 3.5 35 3B STUDY SKILLS: Making Vocabulary Lists
keeping and retrieving STUDY SKILLS: Using symbols and
Learning to Learn

information 5.5 60 3B
abbreviations in notes
7.5 87 4 STUDY SKILLS: Making Notes
Developing 37–38
skills and ALL 75–76 REVIEW: Reviews language in previous
strategies for Using effective 1 to 5
UNITS 113–114 three units
learning strategies for learning 151–152
and retaining
5.5 60 2A VOCABULARY: Stress collocations
information
LANGUAGE FOCUS 1: Explaining new
5.5 61 4
words and ideas
STUDY SKILLS: Using notes to prepare for
9.5 111 4A
Using effective speaking
strategies for LISTENING: Listen for gist; Listen for
2.4 20 1
comprehension and details
production tasks REAL-WORLD STRATEGY: Correcting
2.3 19 3B
yourself
 Example Activities: EVOLVE LEVEL 1
Competency Core Area Component
UNIT PAGE EXERCISE DESCRIPTION
Setting goals Start of
ALL Unit UNIT OBJECTIVES & LESSON OBJECTIVES:
and planning for each unit
UNITS Objectives Supports goal setting
learning / lesson
Classroom
0 xvi CLASSROOM LANGUAGE: Ask for help
Language
4.5 49 D
Taking control Taking initiative 5.5 61 6A
of own to improve own 6.3 69 4B WORK ALONE: working independently
learning learning 7.5 87 4B on tasks
Learning to Learn

9.2 105 4A
9.6 115 3A
11.5 137 4B STUDY SKILLS: Proofreading your work
Managing 11.5 136 1&2 READING: How we like to learn
the learning WRITING: Describing your learning
environment 11.5 137 4
preferences
Keeping track of PROGRESS
All 176–179 PROGRESS CHECK: Now I can…
progress CHECK
Evaluating learning PROGRESS
All 176–179 PROGRESS CHECK: Prove it
and progress CHECK
Reflecting on
and evaluating 2.5 23
own learning 4.5 49 G
Using feedback to 6.5 73 F EVALUATE: Using feedback to improve
improve learning 8.5 99 G writing
10.5 125 H
12.5 149
REGISTER CHECK (examples in all units)
Register
e.g. 7.4 e.g. 85 Distinguishes between formal and informal
Check
language use
Using language e.g. 8.1 e.g. 90 2 INSIDER ENGLISH: (examples in every unit)
appropriate for the FUNCTIONAL LANGUAGE: Asking for and
situation 8.3 94 1C giving opinions (supported with WB content
in corresponding unit)
Communication

TIME TO SPEAK: Discuss (examples in every

9.6 112 B
unit)
Using
REAL-WORLD STRATEGY: Using so and
appropriate 12.3 145 2
really to make words stronger
language and
Using a variety FUNCTIONAL LANGUAGE: Show you agree
register for
of language and 5.3 56 1 and have things in common (supported with
context
communication WB content in corresponding unit)
strategies to
achieve a desired 7.3 83 2 REAL-WORLD STRATEGY: Reacting to news
effect FUNCTIONAL LANGUAGE: Ask for and give
6.3 68 1 directions (supported with WB content in
corresponding unit)
Adapting language
REGISTER CHECK (examples in all units)
use according to Register
e.g. 7.4 e.g. 85 Distinguishes between formal and informal
different cultures Check
language use
and social groups
 Example Activities: EVOLVE LEVEL 1
Competency Core Area Component
UNIT PAGE EXERCISE DESCRIPTION
Using REAL-WORLD STRATEGY: Checking
6.3 69 2
communication information
strategies
to facilitate SPEAKING: Pair work: Take turns (several
7.1 79 4B
conversations examples of turn taking throughout book)
Facilitating 2.3 19 3B REAL-WORLD STRATEGY: Correcting yourself
interactions Using strategies REAL-WORLD STRATEGY: Asking about words
for overcoming 3.3 31 3
you don't understand
language gaps and
communication REAL-WORLD STRATEGY: Asking someone to
9.3 107 2
Communication

breakdowns repeat something

11.3 133 2 REAL-WORLD STRATEGY: Taking time to think
REAL-WORLD STRATEGY: Explaining and
8.3 95 2
saying more about an idea
Structuring spoken 5.5 60 3D THINK CRITICALLY: Organising Information
and written texts
5.5 61 6 Language Focus 2: Presentation introductions
effectively
11.4 135 2C Writing Skils: topic sentences
Reflecting on 1.5 11 3C STUDY SKILLS: Organising and presenting data
and evaluating
own learning 4.3 45 3 PRONUNCIATION: Saying stressed words
Using appropriate 6.4 70 2 PRONUNCIATION: Listening for important words
language and
8.3 95 3 PRONUNCIATION: Saying groups of words
presentation styles
with confidence 11.6 138 D&E PREPARE & PRESENT
and fluency TIME TO SPEAK: PRESENT (examples in every
11.6 138 E
unit)