CambridgeLifeCompetencies AdultLearners ISSUUPDF 082020

The Cambridge
Life Competencies
Framework
Adult
Learners
Introductory Guide
for Teachers and
Educational Managers
Why teach Life Competencies?
Our world is changing fast and we need to prepare and to maintain a positive mindset in an increasingly
our students with the skills and experiences that go complex world.
beyond learning an additional language.
The Cambridge Life Competencies Framework
We see the increasing need to work together with supports teachers in this challenging area – we
people from around the world, to think creatively understand that the engaging and collaborative
and solve problems, to analyse sources more nature of the language classroom is the perfect
critically, to communicate our views effectively, place to develop and embed these key qualities.
Hear from our experts
2
What is the Cambridge Life
Competencies Framework?
The Cambridge Life Competencies Framework helps teachers and educators who want to
understand how life skills, or 21st century skills, can be integrated more effectively into English
language programmes. The framework has six Competencies that describe how these essential
skills develop and vary across different stages of education, as learners grow and change.
Learners actively participate in creative activities, generate new ideas and

CREATIVE THINKING
use them to solve problems.
Learners identify patterns and relationships, evaluate ideas and use these
CRITICAL THINKING
skills to solve problems.
Learners develop practical skills to support and take control of their learning
LEARNING TO LEARN
and reflect on their own progress.
Learners choose the most appropriate language to use in different

COMMUNICATION situations, manage conversations effectively and express themselves clearly
and confidently.
Learners work well together in groups through actively taking part in

COLLABORATION group activities, listening to others, sharing tasks and finding solutions to
problems.
Learners recognise and describe different roles and responsibilities in a

SOCIAL RESPONSIBILITIES
variety of groups and understand cultural and global issues.
Learners describe and manage emotions and develop positive relationships

EMOTIONAL DEVELOPMENT
with others.
The Learning Pre-Primary
Journey
The Cambridge Life Competencies Framework Primary
supports learners at all stages of their
learning journey, from very young pre-primary
learners right through to adults in education
and at work. The framework maps out how
learner behaviours typically found within Secondary
each competency can change and develop
as learners encounter new situations and
circumstances in their lives, both within and
beyond the classroom.
Higher Education
This booklet describes how the Cambridge
Life Competencies Framework allows us to
support adult learners of English.
At Work
3
Understanding the Cambridge
Life Competencies Framework
The framework describes what each Competency really means by breaking it down into
sub-skills. Each Competency is divided into Core Areas, and those are divided into
Component skills.
Can Do Statements describe the observable behaviours that could be suitable targets
or objectives for learners at each stage of their learning. This booklet gives one example
Can Do Statement for each Component.
Example Language is also provided as suggestions for how learners might express the
actions and behaviours in each Core Area.
See this example for one Core Area within Creative Thinking at the Higher Education stage:
COMPETENCY CORE AREA COMPONENTS EXAMPLE CAN DO EXAMPLE

STATEMENTS LANGUAGE
CREATIVE Preparing for Participating in a Engages in complex How about we…?

THINKING creativity range of creative creative activities
activities such as putting on an
event, show or play.
Exploring issues and Asks questions and Where did this idea
concepts seeks the answers to come from?
these in order to find
out more about an
issue.
Chotiwat
Get Involved Student, Thailand
The Cambridge Life Competencies Framework is an

ongoing project, evolving through stages of validation
and teacher feedback. Go to cambridge.org/clcf
to see how you can get involved.
Chattribodin
Student, Thailand
4
What is Creative Thinking ?
Creativity is the ability to generate new ideas, alternatives, or possibilities rapidly and
elaborate on them. Some of the attributes of creative thinking include curiosity, divergent
thinking, imagination, cognitive flexibility, tolerance for ambiguity or unpredictability,
intrinsic motivation, and enjoyment of things previously unknown.
We have identified three key Core Areas within Creative Thinking:
• Preparing for creativity includes taking part in activities that promote the development
of creative skills. These might be drama, music and artistic tasks but also include
discussions of hypothetical scenarios, brainstorming and problem-solving activities.
In addition, it involves exploring issues that need to be solved or concepts that a learner
needs to grasp, ensuring that they see this from multiple different perspectives.
This lays the foundation for coming up with original and useful ideas.
• Generating ideas requires coming up with lots of new and varied ideas (fluency
and flexibility), developing those ideas (elaborating), and coming up with ideas that
do not occur to most people (originality). This will often require divergent thinking
and imagination.
• Implementing ideas and solving problems involves learners testing out the ideas
they have generated and refining them. It also involves them being able to confidently
present and explain their ideas to others.
Within these Core Areas we break things down further, defining the Components that
make up each Core Area:
CREATIVE Preparing for Participating in a range of creative activities

THINKING creativity
Exploring issues and concepts
Considering multiple perspectives
Finding connections
Generating ideas Generating multiple ideas
Elaborating on and combining ideas
Imagining alternatives and possibilities
Implementing ideas Experimenting with and refining ideas

and solving problems
Implementing, presenting and explaining ideas and solutions
5
Creative Thinking
Can Do Statements and
Example Language
HIGHER EDUCATION
CORE AREAS COMPONENTS EXAMPLE CAN DO STATEMENTS EXAMPLE LANGUAGE
Preparing for Participating in a range Engages in complex creative activities How about we…?
creativity of creative activities such as putting on an event, show
or play.
Exploring issues Asks questions and seeks the answers Where did this idea
and concepts to these in order to find out more come from?
about an issue.
Considering multiple Discusses with others how characters in What do you think will
perspectives a story, novel or play might develop or happen?
act as the plot progresses.
Finding connections Uses tools such as concept maps to These two ideas are
show conceptual relationships. closely linked.
Generating ideas Generating multiple Actively participates in brainstorming We haven’t mentioned

ideas activities to generate new ideas. anything about … yet,
have we?
Elaborating on and Brings in prior knowledge, perhaps This reminds me of…

combining ideas from other subjects or contexts, to
solve problems.
Imagining alternatives Questions and creates original When it comes to…

and possibilities alternatives to widely-accepted ideas
and theories.
Implementing Experimenting with Tests out new theories or models to I need to refine…
ideas and solving and refining ideas evaluate their effectiveness and identify
areas in which they need to be refined.
problems
Implementing, Convincingly presents the rationale for [A mixed-methods]

presenting and choosing a particular method in their approach was most
explaining ideas and research project. suited to my research
solutions questions because…
6
AT WORK
Preparing for Participating in a range Engages in creative ideation activities This is a tough problem.
creativity of creative activities to solve complex problems.
Exploring issues and Evaluates established workplace When you look

concepts practices to identify potential closely at…
improvements.
Considering multiple Asks a range of stakeholders about According to…

perspectives their perspective on an issue.
Finding connections Uses tools such as concept maps to These two ideas are
show conceptual relationships. closely linked.
Generating ideas Generating multiple Actively participates in brainstorming We haven’t mentioned

ideas activities to generate new ideas. anything about … yet,
have we?
Elaborating on and Brings in ideas and solutions from other This reminds me of…
combining ideas life domains (e.g. social life, prior jobs
or hobbies) to help understand or solve
current work challenges.
Imagining alternatives Outlines how their industry or sector In two years’ time, …
and possibilities might look in the future.
Implementing Experimenting with Tests out possible solutions in order to Although… worked well,
ideas and solving and refining ideas evaluate their effectiveness and identify it looks like we still need
areas in which they need to be refined. to work on…
problems
Implementing, Presents solutions convincingly Taking all this into

presenting and to colleagues. account, I hope you
explaining ideas and agree …. is our best
solutions option.
7
Creative Thinking
in the classroom
ADULT
It is possible to foster creative thinking in the classroom through the use of different types
of tasks. By simply tweaking a familiar task – for example, adding a game-like element
(e.g. a time or word limit) – teachers are able to introduce an element of spontaneity
and unpredictability in class. This can also be done by offering learners more choice,
by prompting them to use their imagination, to interact more with their peers or simply
to ‘think outside the box’ and encourage original ideas. Overall, whatever the age, the
following methods for fostering a creative environment in the class are worth considering:
• Celebrating originality – giving praise to learners demonstrating creativity and reward
out-of-the-box thinking.
• Asking learners questions and encouraging them to ask questions too. By using
questions as a vehicle to dive deeper into your learners’ thoughts and ideas, you are
promoting creative thinking and encouraging learners to consider different perspectives.
• Allowing learners to be playful in their creative thinking – no answers are wrong answers;
they should celebrate diversity and even absurdity.
• Ensuring learners feel that the classroom is a safe space in which to engage in
creative thinking.
Learners at this age may be more sceptical of creative thinking tasks, as they may
feel they are a distraction from the more ‘serious’ work (for example, preparing for an
exam). It is therefore important for teachers to communicate effectively the benefits
of creative thinking, as well as the objectives of specific creative tasks for developing
their skills. Emphasis should be placed on the idea that, by working together to share
creative ideas and thoughts, learners will be able to learn from one another and create
better relationships.
8
8
Creating safe speaking environments
As an example, development of creative thinking can be undertaken in group

speaking tasks in which learners collaborate. Indeed, creative thinking tasks
work best in safe speaking environments in which classmates respect and
value each other’s contribution, and do not fear being judged. For example,
one such group speaking task could be the following:
Think of a gift for a person visiting your country.

The gift should:
a) communicate something about or be typical in some way of your culture;
b) be easy to transport back home;
c) cost under 50 EUR, and;
d) be original, different or funny in some way.
It is worth noting here that the four constraints or conditions imposed by the
task are in fact what makes this appropriate for creative thinking. Without
these conditions, the learners would have too much freedom and it would
be harder for them to provide the imaginative response that is demanded of
them. In order for learners to succeed in a task like this, they need to gather
information, select and rank ideas and then reach a final decision to present
to the class as a whole. This task has a real-life outcome – learners might have
experience of making similar decisions about gifts outside class. This makes
the task more motivating to learners as they can see the real relevance and
applicability to their own everyday context.
As an extension to the activity, groups could be invited to add a ‘what if’

scenario. After one group has presented their ideas to another group, the
other group then suggests a possible issue with the gift, e.g. ‘But what if
the person visiting your country isn’t allowed to transport [x] on the plane?’
This can lead to further creative thinking through the need to problem solve
and consider alternative scenarios.
In this task, learners collaborate to solve a particular real-world problem

and make decisions to achieve a specific goal or challenge. The challenge is
provided by the constraints imposed by the task itself. The task is immersive
and engages learners’ personal identities.
Over to you…
1. Try this task with your class. If you want to increase the challenge, add more ‘what if’
scenarios to challenge the students’ reflexivity and flexibility.
2. Consider explicitly relating this task to work-related skills: finding creative solutions,
responding to challenging and unpredictable questions etc. This task could be
modified to a workplace context too if that helps motivate students.
3. Reflect on the activity: did it work well? If so, in what ways? Could you improve it?
What would you do differently next time?
9
Creative Thinking
in learning materials
Here, students practise creative thinking by imagining alternatives and
ADULT possibilities (exercise 4). To do this, they need to generate multiple ideas and
elaborate on them. The group work set-up helps to facilitate creative use of
language through unscripted conversation.
3 GRAMMAR: Past unreal conditionals

A Read the sentences in the grammar box, and then choose the correct option to complete the rules.
Past unreal conditionals
If the candy hadn’t melted, he wouldn’t have made the connection.
If farmers hadn’t needed to dig a well, they wouldn’t have found the army.
1 The sentences are about events from the present / the past.
2 The sentences are about actions that really happened / didn’t happen.
3 The verb form in the if clause is simple past / past perfect. The main clause uses would (not) + have +
simple past / past participle.
B Now go to page 138. Look at the grammar chart and do the grammar exercise for 10.1.
C PAIR WORK Complete the statements with the correct form of the verb in parentheses ( ).
Do you know who or what the sentences refer to? (Answers at the bottom of the page.)
1 If he (not sit) under an apple tree, he
(not discover) gravity.
2 If Frank Epperson (not leave) his soda outside one cold night, the
wooden stirring stick (not freeze) in the cup, and we might not have
these sweet summer treats today.
3 If Alexander Fleming (not add) bacteria to the petri dish, he
(not invent) this life-saving drug.
4 If George Crum (not slice) his potatoes extra thin, he
(not create) this popular snack.
5 Sylvan Goldman (never think of) this helpful grocery store item if his
office chair (not be) on wheels.
4 SPEAKING
A PAIR WORK Think about three things that you did earlier this week. Tell your partner and together
imagine what would have happened if you hadn’t done those things.
I left my house late, and I hit a terrible traffic jam on the way to class. If
I’d left my apartment an hour earlier, I wouldn’t have hit that traffic jam.
B GROUP WORK Do the same thing in groups. Add to the chain of events to create stories. How long can
you keep a logical chain of events going?
If my friend hadn’t moved to Berlin, I might not

have gone to Germany for vacation. I probably
would have gone to Australia instead.
If you had gone to Australia, what cities

would you have visited?
99
1 Isaac Newton 2 Popsicles 3 penicillin 4 potato chips 5 the shopping cart
Evolve Level 4, page 99,

10 ISBN 9781108405317
What is Critical Thinking ?
Critical thinking refers to higher levels of thinking that learners need to enable them to think
effectively and rationally about what they want to do and what they believe is the best action.
Thinking critically is effortful (Halpern, 2014) and consists of skills such as identifying links
between ideas, analysing and evaluating arguments and undertaking reasoning in order to
come to appropriate conclusions.
We have identified three Core Areas within Critical Thinking:
• Understanding and analysing ideas and arguments refers to a learner’s ability to identify
and analyse information in order to recognise patterns and relationships. This helps
students to gain a deeper understanding of ideas and arguments as well as to interpret
and draw inferences about the information they are presented with.
• Evaluating ideas and arguments is related to a learner’s ability to judge which arguments
or ideas they can rely on and which they should be sceptical about. This includes
evaluating evidence presented in an argument as well as the argument’s overall logic.
Mastering this competency helps learners draw appropriate conclusions and construct
strong arguments themselves.
• Solving problems and making decisions involves many skills such as identifying and
analysing problems, gathering appropriate information, evaluating a range of options,
making decisions about which options to implement and finally, evaluating those decisions
to further refine solutions.
Within these Core Areas we break things down further, defining the Components that make
up each Core Area:
CRITICAL Understanding and Identifying and classifying information

THINKING analysing ideas and
arguments Recognising patterns and relationships
Interpreting and drawing inferences from arguments and data
Evaluating ideas and Evaluating specific information or points in an argument

arguments
Evaluating arguments as a whole
Drawing appropriate conclusions
Solving problems and Identifying and understanding problems

making decisions
Identifying, gathering and organising relevant information
Evaluating options and recommendations to come to a decision
Justifying decisions and solutions
Evaluating the effectiveness of implemented solutions
11
Critical Thinking
Example Language
HIGHER EDUCATION
Understanding Identifying and Identifies the key points in an The main point is…
and analysing classifying information argument.
ideas and
arguments
Recognising patterns Contrasts different points of view on a If you look at it like
and relationships specific topic. this…
Interpreting and Identifies unstated assumptions and That’s a generalisation.

drawing inferences biases in an argument.
from arguments and
data
Evaluating ideas Evaluating specific Checks clarity, relevance and fairness of I don’t think that point is
and arguments information or points different arguments and points of view. relevant.
in an argument
Evaluating arguments Recognises basic weaknesses in That doesn’t make

as a whole argumentation. sense.
Drawing appropriate Arrives at nuanced evaluations of ideas Taking [x] into account…
conclusions and arguments.
Solving problems Identifying and Identifies problems to be addressed in If [x happens], then

and making understanding a project relating to their area of study. [y won’t].
problems
decisions
Identifying, gathering Gathers data or information in a I’ve been using [x] to

and organising relevant systematic way in order to conduct a keep track of the articles
information robust analysis and evaluation. I have been reading.
Evaluating options and Produces a systematic evaluation of It doesn’t meet our

recommendations to different possible solutions. criteria.
come to a decision
Justifying decisions Selects best options from a range of I chose [this] because…
and solutions proposed procedures and justifies
choices.
Evaluating the Identifies areas in which to improve an Next time, we could…

effectiveness of implemented solution.
implemented solutions
12
AT WORK
Understanding Identifying and Summarises key points from business- The key point is…
and analysing classifying information related documents and presentations.
ideas and
arguments
Recognising patterns Identifies patterns in business and [Sales] are going down/
and relationships operational data. increasing.
Interpreting and Identifies assumptions underlying a To me, that suggests…

drawing inferences speaker’s or writer’s argument (e.g. in
from arguments a business proposal).
and data
Evaluating ideas Evaluating specific Evaluates the plausibility of But surely…?

and arguments information or points in explanations in an argument, report or
an argument proposal, e.g. the weight of evidence.
Evaluating arguments Judges the strength of an argument, This argument lacks…

as a whole report or proposal (e.g. its significance
and coherence).
Drawing appropriate Arrives at nuanced evaluations of ideas Taking [x] into account…
conclusions and arguments.
Solving problems Identifying and Describes problems to be addressed There should be…but…
and making understanding in relation to specific work issues
problems (e.g. products, services, internal
decisions systems, working practices).
Identifying, gathering Identifies and accesses appropriate According to…

and organising relevant sources of knowledge and expertise in
information pursuit of solutions to problems.
Evaluating options and Evaluates the strengths and The problem with [x] is…
recommendations to weaknesses of a particular proposal.
come to a decision
Justifying decisions Selects an appropriate solution to This might work if we…

and solutions a problem and justifies their choice.
Evaluating the Identifies areas in which to improve an Next time, we could…

effectiveness of implemented solution.
implemented solutions
Nasser
Student,
Saudi Arabia
13
Critical Thinking
in the classroom
ADULT
Regardless of the age of learners, at the heart of critical thinking is the notion of asking
questions. Learners should be encouraged to continually question the information they
receive and the conclusions they come to. The teacher should push learners to deeper critical
thinking by asking them questions, such as:
• Why is that your answer?
• How did you come to that answer?
• Do you think there could be another answer?
Teachers should genuinely listen to learners when taking feedback and respond accordingly,
by properly evaluating their ideas and arguments. In so doing, they show their learners that
they too are critical thinkers (i.e. act as an effective model).
Particularly relevant to learners at this age is the ability to think critically within academic and
work contexts.
The following are some classroom activities and strategies that teachers can use to promote
the development of critical thinking skills:
Diverse source material
In order to engage adult learners in critical thinking activities, teachers could provide them
with opportunities to see issues from multiple perspectives. Teachers should provide source
material (or get learners to find material) which provides rich, diverse, multi-faceted input, not
just from one perspective but from multiple perspectives. This will help learners develop the
skill of evaluating ideas, arguments and options, as well as synthesising ideas and information.
It may be relevant to be more explicit when teaching critical thinking skills to adults. When
learners have done an activity where critical thinking skills have been applied, teachers should
talk about it and get learners to reflect on what they have done. When taking feedback,
teachers should not only be asking for the correct answer, but how learners got to that
particular answer.
Information gap activities
When teaching listening, teachers could do more ‘information gap’ activities where the
information which learners receive is restricted. For example, an activity that uses video might
work in the following way:
1. The class is split into two groups. Group 1 watches the first half of a video, while Group 2
watches the second half. Alternatively, Group 1 could watch a video with the sound off,
while Group 2 listens only.
2. Learners from Group 1 then pair up with learners from Group 2. In their pairs, they must
work to reconstruct and retell the whole scenario from the video.
These kinds of tasks place more responsibility on learners to become active listeners and
engage in collaborative work with their classmates. In addition, they require learners to gain
a deeper understanding of the information presented to them by asking appropriate questions
and seeing the relationships between the different information they and their partner have.
14
Class debates
Debates are an authentic way of getting learners to listen actively to their peers and
consider arguments from different viewpoints, in order to make informed decisions.
Learners are divided into different roles, e.g. speaker, timekeeper, those debating
‘for’, those debating ‘against’, and the audience (who will ultimately vote on a result).
Learners then debate a given topic. The classroom can be set up in the following way:
Debate set up
Chair Timekeeper
‘Ag
’ ain
s id e s t’
r s id
‘Fo e
Audience
Visual diagrams
expensive A diagram, such as a

cross-diagram in the
example, pictured
here, can be used for
simple complex
learners to make more
complex evaluations,
e.g. the strengths and
cheap weaknesses of solutions
to a particular problem.
Over to you…
1. Choose one of the example activities in this section and try it out with your class.
– Following the activity, reflect on what worked well and what could be improved
next time, particularly focusing on the extent to which learners were able to
develop their critical thinking skills.
2. Using your course book or other materials, choose a few activities that you may be
using in your classes in the next week or so. Consider how you could make these
activities more effective in developing critical thinking skills.
15
Critical Thinking
Here, students practise critical thinking by analysing ideas and information
ADULT around keeping pets. By asking ‘who makes a stronger case and why’
(exercise D) they practise evaluating arguments and justifying their decisions.
12.4
LESSON OBJECTIVE
MAN’S BEST FRIEND? ■ write a pros and cons analysis

about keeping pets
A B
C D
1 LISTENING
A PAIR WORK Look at the pictures. What are the dogs doing in each picture? What kinds of relationship
do these animals have with people?
B 2.53 Listen to a debate about people and their dogs. Who mentions the dogs in the pictures,
Kenan or Lucia? What do they say about them? Are their opinions positive or negative?
C 2.54 PAIR WORK LISTEN FOR EXAMPLES Both Kenan and Lucia use examples to support their
arguments. Listen to the extracts and write the phrases you hear to introduce examples.
1 For instance, …
2
3
4
5
6
D PAIR WORK THINK CRITICALLY Who do you think made a stronger case, the affirmative side (Kenan)
or the opposition (Lucia)? Why? What was the strongest point in their argument?
We liked Lucia’s argument, but her point about service
dogs wasn’t relevant. The topic is about pets.
E Think about your culture and its attitude
Do you agree with
towards dogs. What is their role in society?
Alessandra?
Do you agree with that role? Why or why not?
For ideas, watch Alessandra’s video.
124

16 ISBN 9781108405317
What is Learning to Learn ?
The rate of change for what we need to know and be able to do at work is accelerating, and it
is essential that we continue to learn new skills and knowledge throughout our working lives.
Even within schools, developing effective learning skills underpins our students’ success in all
subjects, and is critical to building their autonomy and self-direction. Education and training
need to focus as much on the skills of learning as on the outputs of learning.
We have identified three Core Areas within Learning to Learn:
• Developing skills and strategies for learning includes important techniques such as
making notes, storing and retrieving information as well as techniques for learning and
remembering information. In an ELT context, learners also benefit from using strategies
to help them understand and communicate in English. There are various methods for
engaging in these techniques, and learners need to experiment and choose the one which
best suits their own personal style, needs and resources.
• Taking control of own learning implies developing self-regulatory strategies, becoming

autonomous, maintaining motivation, and staying focused on the task at hand in order to
achieve the best results. To accomplish this, learners need to be clear about their learning
goals.
• Reflecting on and evaluating own learning involves learners reflecting on their own
learning in order to assess what worked for them and what did not. This reflection can
inform decisions regarding whether to persevere with certain courses of action or to make
changes. As a result, learners are able to identify and use effective learning techniques
and strategies. In addition, learners who keep track of and evaluate their own progress in
learning are more able to continuously improve, helping them succeed in reaching their
learning goals.
up each Core Area:
LEARNING TO Developing skills and Engaging in directed activities

LEARN strategies for learning
Using effective systems for finding, keeping and retrieving information
Using effective strategies for learning and retaining information
Using effective strategies for comprehension and production tasks
Taking control of own Setting goals and planning for learning

learning
Taking initiative to improve own learning
Managing the learning environment
Managing attitudes and emotions
Reflecting on and Keeping track of progress

evaluating own
learning Evaluating learning and progress
Using feedback to improve learning
17
Learning to Learn
Example Language
HIGHER EDUCATION
Developing skills Engaging in directed Plans and successfully executes a I think we should first…,
and strategies for activities research project. then…
learning
Using effective Takes systematic notes in class or I’m just writing down the
systems for finding, lectures and from own reading. key ideas.
keeping and retrieving
information
Using effective Makes good use of available resources I suggest [we look in…].
strategies for learning (e.g. the teacher, the library, self-study
and retaining centre, etc.)
information
Using effective Practises both bottom-up (e.g. focusing It seems like they’re
strategies for on details) and top-down (e.g. focusing talking about…
comprehension and on the gist) listening strategies.
production tasks
Taking control of Setting goals and Plans their work focusing on the I need to… in order to…
own learning planning for learning achievement of set goals.
Taking initiative to Chooses appropriate study aids to use This [app] is ideal for
improve own learning for different language learning skills. [listening on the way
home].
Managing the learning Manages learning environment (e.g. Sorry, I’m studying.
environment study space, noise level) so as to be
able to study effectively.
Managing attitudes Manages affective reactions (e.g. I’m disappointed, but I

and emotions test anxiety or disappointment after understand where I went
receiving a bad grade). wrong.
Reflecting on and Keeping track of Keeps a record of learning progress in I got great marks for
evaluating own progress order to evaluate and set new goals. [my essay/test].
learning
Evaluating learning Uses standardised evaluation criteria I’m going to try to

and progress (e.g. from exams) to evaluate own [plan my essays better]
performance. in future.
Using feedback to Requests feedback on language Tell me if I’m speaking

improve learning skills from peers and instructors when clearly.
appropriate.
18
AT WORK
Developing skills Engaging in directed Writes reports appropriate in style and How formal should
and strategies for activities organisation. this be?
learning
Using effective Develops a reliable system for storing I’ve uploaded my notes
systems for finding, information. into the shared drive.
keeping and retrieving
information
Using effective Makes good use of available resources I’m going to find the
strategies for learning (e.g. colleagues, online resources, report from last year.
and retaining reports, etc.).
information
Using effective Deduces meaning of unfamiliar I think it’s a kind of…

strategies for language from input texts.
comprehension and
production tasks
Taking control of Setting goals and Sets achievable language learning I’m aiming to/for…
own learning planning for learning goals (e.g. related to specific skills or
exam results).
Taking initiative to Takes the initiative to participate To improve my listening,

improve own learning in activities that support language I [listen to podcasts in
learning. the car].
Managing the learning Manages distractions (e.g. other Sorry, can I get back to
environment people, phones, etc.) so as to stay you a bit later?
focused on a task.
Managing attitudes Is prepared to make mistakes in front That wasn’t quite right
and emotions of colleagues. but you know what
I mean!
Reflecting on and Keeping track of Keeps a record of progress in learning I’ve just used ten new
evaluating own progress in order to evaluate and set new goals. words in this report.
learning
Evaluating learning Identifies language learning needs and I plan to work on…
and progress seeks out opportunities to develop in
these areas.
Using feedback to Takes on board feedback from others OK. Thanks for the tip.
improve learning and uses it to improve.
19
Learning to Learn
in the classroom
ADULT
Planning research
For learners in higher education, research often forms part of coursework assessment
requirements, with learners writing an essay or giving a presentation based on their
findings. This is an example which requires the teacher to break the task down into its
component parts to help learners develop the required skills, providing scaffolding for the
completion of each part. Subskills which learners will need help with include:
• Planning and organisation – the teacher can provide handouts and guidance (for
example, this extract of a handout shown below) which help learners to keep track of all
the sub-tasks they need to do in order to complete their assignment. This also acts as a
reminder of which marking criteria each task relates to.
CHECKLIST FOR ESSAY OUTLINE
I have … Related marking criteria ✓
Found 10 or more academic, reliable, authoritative, Source selection and

current sources. evaluation
Selected relevant information that is clearly linked to Understanding of sources

my essay topic/title and the topics of my main body
paragraphs from my sources.
Paraphrased all the information that I took from my Understanding of sources

sources, using a mix of strategies (e.g. using synonyms,
changing the grammar, changing the order of clauses).
Written a clear thesis statement that shows my position Structural use of sources
(‘This essay will argue that …’) and the scope of the
essay (‘focusing on …’).
Included a counterargument, a clearly linked refutation Structural use of sources

and supporting points for my position in each main
body paragraph.
• Identification and evaluation of suitable sources – learners will need to know

how to quickly identify relevant and suitable sources which can be used in their
academic writing.
• Instruction in using research tools such as library databases and referencing software –
here, learners will need guidance regarding how to focus their searches by limiting the
date, the resource type, and using appropriate key words relevant to the assignment in
their searches.
20
Creating a safe classroom environment
Part of Learning to Learn skills for learners in higher education or at work is the ability to
be prepared to make mistakes in front of classmates/colleagues and to learn from this.
A teacher can help with this by fostering a supportive learning atmosphere in lessons, so
that mistakes are not seen as something negative but rather as a learning opportunity.
Building on this, the teacher could encourage these learners to bring mistakes made in
the workplace/institution back into the classroom so that causes can be identified, and
solutions suggested, and perhaps subsequently tried out. In this way, the teacher models
using mistakes as learning opportunities and learners can become accustomed to this way
of viewing them and using them, progressing to doing so independently.
Over to you…
1. Choose one of the example strategies in this section and try it out with your class.
– Following the implementation of the strategy, reflect on what worked well and what
could be improved next time, particularly focusing on the extent to which learners
were able to develop their Learning to Learn skills.
using in your classes in the next week or so. Consider how you could use these activities
to develop your students’ Learning to Learn skills.
21
Learning to Learn
Here, students practise effective strategies for learning by recording and
ADULT reflecting on their progress over the last three units. This helps them to build
on previous achievements and set new and targeted goals for improvement.
PROGRESS CHECK
Can you do these things? Check (✓) what you can do. Then write your answers in your notebook.
Now I can … Prove it UNIT

use expressions to talk about personal
achievements.
Write five verb + noun combinations to describe someone’s
achievements.
1
use a variety of simple and continuous verb Write five sentences about yourself using five different verb
forms. forms.
use nouns and adjectives to talk about key Write three pairs of words to describe yourself in ways that
qualities employers look for. would appeal to a possible employer.
use dynamic and stative verbs to talk about Complete the sentences: I love .
actions, habits, and states. I’m loving .
make and respond to introductions. Respond to the introduction in three different ways: Hey, have
you met Simone?
write a comment in response to an article. Look at your comment from lesson 1.4. Can you make it
better? Find three ways.

use expressions to describe trends. Write four different ways to refer to something that is
currently popular and four more for something unpopular.
2
use real conditionals. Write four sentences using if clauses: two to refer to a fact
that is generally true and two for a future possibility.
use the correct words to describe food Describe a dish you can make in six simple steps.
preparation.
refer to the future with time clauses using Complete the sentences so that they are true for you: When
after, until, and when. I finish class today, . I won’t
get home until . I’m going to
after I leave class today.
make, accept, and refuse offers in social Make an offer of food and/or drink, and practice different
situations. way of accepting and refusing it.
write the results of a survey that you Look at your survey results summary from lesson 2.4. Can you
conducted. make it better? Find three ways.

use expressions to talk about time and
money.
Write five phrases about time and money. 3
use (not) too and (not) enough to talk about Write five sentences about yourself using different structures
quantity. with too and enough.
use verb phrases to talk about prices and Write three verb phrases, with the correct prepositions, about
value. prices and value.
use modifiers in comparisons. Make these comparisons stronger: It’s the best movie I’ve ever
seen. Theirs is bigger than ours.
apologize for damaging or losing someone’s Apologize for losing something that you borrowed. Respond
property and respond to an apology. to the apology.
write a product review. Look at your product review from lesson 3.4. Can you make it
better? Find three ways.
153

22 ISBN 9781108405317
What is Communication ?
Communication is an essential professional and life skill, enabling us to share information
and ideas, as well as express feelings and arguments (Cenere et al., 2015). It is also an active
process influenced by the complexities of human behaviour, in which elements such as
non-verbal behaviour and individual styles of interpreting and ascribing meaning to events
have significant influence. Mastering effective communication is more than just mastering the
core language resources of grammar, vocabulary, pronunciation, etc. It’s about using those
resources for the desired effect – whether that is persuading someone of your argument,
apologising for a mistake, or making friends.
We have identified three Core Areas within Communication:
• Using appropriate language and register for context refers to a learner’s understanding
that there are formal, semi-formal and informal situations which require them to vary their
language and expressions and adapt their communication style. Learners can use language
for effect by employing a variety of language and rhetorical devices, for example, to be
more persuasive in an argument, to engage and catch attention or to add emphasis or
humour. It also refers to learners’ awareness of differences in communication styles across
cultures.
• Facilitating interactions is related to a learner’s ability to converse with others effectively

and efficiently by knowing how to initiate, maintain and end conversations appropriately.
Learners are aware of and use key communication strategies that can help them convey
their own messages as well as support others in communicating successfully.
• Participating with appropriate confidence and clarity refers to a learner’s ability to

communicate effectively with appropriate fluency, confidence and pace. This may include
using appropriate tonal and structural variation, facial expression and eye contact as well as
an ability to structure content to create coherent and cohesive texts.
up each Core Area:
COMMUNICATION Using appropriate Using language appropriate for the situation

language and register
for context Using a variety of language and communication strategies
to achieve a desired effect
Adapting language use according to different cultures and

social groups
Facilitating Using communication strategies to facilitate conversations

interactions
Using strategies for overcoming language gaps and
communication breakdowns
Participating Structuring spoken and written texts effectively

with appropriate
confidence and clarity Using appropriate language and presentation styles with
confidence and fluency
23
Communication
Example Language
HIGHER EDUCATION
Using appropriate Using language Appropriately expresses a point of view. Personally, …

language and appropriate for
the situation
register for
context
Using a variety Draws on a range of discourse Can you guess what
of language and functions (e.g. questions, commands) happened?
communication to gain others’ attention.
strategies to achieve
a desired effect
Adapting language use Uses a formal, semi-formal or informal Excuse me/Pardon?/

according to different register appropriate to the person they Sorry?/What?
cultures and social are communicating with.
groups
Facilitating Using communication Changes the topic of conversation in an On another note…

interactions strategies to facilitate appropriate way.
conversations
Using strategies Intervenes when it appears that there is Hang on. I think
for overcoming a misunderstanding in a conversation there’s been a
language gaps and or discussion. misunderstanding.
communication
breakdowns
Participating Structuring spoken and Organises spoken and written text Firstly,…/Secondly,…/
with appropriate written texts effectively logically and thematically. Finally,…
confidence and
clarity
Using appropriate Speaks at a steady pace when giving
language and a presentation.
presentation styles with
24
AT WORK
Using appropriate Using language Appropriately expresses a point of view. To me, it’s a matter of…
language and appropriate for the
situation
register for
context
Using a variety Varies sentence patterns to achieve Something [I enjoy] is…/
of language and effect when speaking or writing. I enjoy…
communication
strategies to achieve
a desired effect
Adapting language use Communicates effectively with Hold on a sec!/

according to different people from another culture, aware of Sorry, can we just pause
cultures and social differences in communication styles. for a second?
groups
Facilitating Using communication Interrupts a colleague appropriately Could I just add

interactions strategies to facilitate in a meeting when necessary. something?
conversations
Using strategies Paraphrases or summarises what others So, just to [be sure/
for overcoming have said to check comprehension. clarify], you mean…?
language gaps and
communication
breakdowns
Participating Structuring spoken and Makes use of a wide range of cohesive To begin,…/
with appropriate written texts effectively devices to support the structure of Furthermore,…/
their text. In summary,…
confidence and
clarity
Using appropriate Chooses a presentation style that is First, let me set the
language and suited to their audience. scene.
presentation styles with
25
Communication in the classroom
ADULT
Communication skills are so inherently embedded within language teaching and learning;
the question is not so much whether they have a place in the language classroom, but
rather, the extent and ways in which teachers provide an overt focus on them.
Adults often have a high level of communicative competence in their first language and
experience of communicating effectively in a broad range of situations, and therefore bring
this experience with them to the language classroom. This can mean that they may have
more to learn from one another.
Sharing effective communication strategies
By carefully monitoring as learners participate in communicative tasks, e.g. in a role-play

of a meeting, the teacher may be able to identify and facilitate the sharing of effective
communication strategies, e.g. ways of making suggestions and offering opinions,
among learners.
Noticing communication strategies
Teachers should help learners to notice communication strategies being used in context.
Potentially useful models exist wherever there is communication, so there should be no
shortage of choice. Potential sources include:
• Course book texts and recordings
• Films and television
• Podcasts, radio and audio books
• Real-world audio recordings
• Stories and books (digital or print)
• Naturally occurring learner interaction
• The teacher
Useful communication strategies can be highlighted with effective questioning.

For example, a teacher helping adults on an English-for-work course may pause a
recording of an interview to ask about the impression given by an interviewee who is
looking downwards and avoiding eye contact with an interviewer (being prepared to
highlight cultural differences). Additionally, teachers can ask questions or design tasks that
lead learners to notice the strategy, the way it is used and its effect.
26
Providing useful phrases and language structures
Teachers should provide any phrases or language structures needed to help learners
manage conversations. This language can be identified when first modelled, practised and
then displayed (on the board or on worksheets – see example below), so it can be referred
to, if necessary, during an activity. As learners will naturally stop referring to it when they
no longer need to, this is a simple way of ensuring individual learners receive the levels of
support and challenge they need.
Language for signposting
• Firstly, • It is well known that…
• First of all, • In short,
• Secondly, • Finally,
• Furthermore, • To summarise,
• Another point is… • In conclusion,
• It’s important to remember that…
Encouraging the use of communication strategies
Teachers should encourage the continued use of communication strategies by directing

praise and encouragement towards learners’ attempts to use them (even if unsuccessful).
They should also be specific in their praise and use this as an opportunity to reinforce the
benefits and features of specific strategies, eliciting these from learners where possible
and appropriate.
Over to you…
develop their communication skills.
using in your classes in the next week or so. Consider how you could adapt these
activities to have a greater focus on communication skills.
27
Communication
Here, students practise communication skills by using language appropriate
ADULT for a specific situation (exercise 4). They are learning about adapting
language according to the context, such as using politeness strategies
in agreeing/disagreeing (exercise 6), and practising implementing those
strategies in a group discussion (see ‘speaking task’).
4 Complete the dialogue with the suggestion sentences and questions

from Exercise 3. Try not to use the same expression more than once.
Man: This festival is fantastic. What do you want to do first?
Woman: (1) we go to the food tent? I’d like to get some pizza.
Man: OK. Good idea. After that (2) visiting the art
exhibition? I’d like to see some of the paintings.
Woman: Yeah, that sounds good. Then we (3) go and do a
singing workshop.
Man: Oh, I’m not sure that’s a good idea. I’m a terrible singer!
Woman: OK, well (4) listening to the talk on poetry instead?
Man: Yeah, I’d love to! That’s a great idea!
Woman: What (5) we do after that?
Man: Well, by then we will probably need to go home!
Woman: Hmm, I might want to see other things. How about we look at
the gift shop after?
Man: Sure! That sounds good.
5 Work with a partner. Read the dialogue aloud. Did you choose the
same phrases?
AGREEING AND DISAGREEING

SKILLS
When responding to suggestions it is important to be polite, whether you

agree or disagree with the suggestion. When people reply with yes, it is rarely
on its own. When people reply with no, they often add other words to make
the meaning softer.
Yes: That’s a great idea! No: I’m not sure that’s a good idea.
6 Look at the dialogue in Exercise 4. Underline the two ways to say “no”
and highlight the five ways to say “yes” to the suggestions.
SPEAKING TASK
Choose a group of events from a festival and persuade your group
to go to them.
PREPARE
1 Look at the events in Exercise 1 and your table in Exercise 2 in
Critical Thinking. Add any new information to your table.
54 UNIT 2
Prism Level 1 Listening and Speaking, page 54,

28 ISBN 9781316620946
What is Collaboration ?
Collaboration is often described as a key skill for 21st century education (NRC, 2011).
Some advantages of collaboration over individual problem-solving are effective division of
labour; use of information from multiple sources, perspectives and experiences; higher levels
of creativity and better quality of solutions (OECD, 2013).
When people interact with each other, they are not simply sharing information but are
supporting each other in collective thinking. This collaborative interaction allows participants
to achieve more than they can alone.
We have identified four Core Areas within Collaboration:
• Taking personal responsibility for own contribution to a group task refers to a learner’s
ability to participate actively in group activities through taking on a variety of roles, to share
their own ideas freely with others and demonstrate a willingness to provide explanations
for their own contributions as required.
• Encouraging effective group interaction includes a learner’s ability to listen carefully

to others and to acknowledge their views, even when conflicting with their own. Learners
are thus able to take turns appropriately in a group task, provide constructive feedback
and also put forward their own solutions and ideas in a way that helps the group progress
towards completing it. It also involves groups establishing effective ways of working
together and offering mutual support to one another.
• Managing the sharing of tasks in a group activity refers to a learner’s ability to identify
tasks and sub-tasks in a group activity and to share them fairly amongst group members.
• Working towards task completion is related to a learner’s ability to ensure the group is
making progress towards their goals. This might include evaluating multiple options and
points of view during a group activity and recognising the most suitable solution for the
resolution of the task. It also involves effectively identifying and resolving issues that may
arise during the course of an activity.
up each Core Area:
COLLABORATION Taking personal Actively contributing to a task

responsibility for own
contribution to a group task Taking on different roles
Encouraging effective group Listening and responding respectfully

interaction
Establishing ways of working together
Engaging and supporting others
Managing the sharing of Agreeing what needs to be done

tasks in a group activity
Managing the distribution of tasks
Working towards task Ensuring progress towards a goal

completion
Identifying issues and challenges
Resolving issues
29
Collaboration
Example Language
HIGHER EDUCATION
Taking personal Actively contributing to Contributes relevant points and ideas As far as […] is
responsibility for a task throughout a discussion or group task. concerned, …
own contribution
to a group task
Taking on different Shows flexibility to take on different OK, so what you need to
roles roles on different occasions. do is…
Encouraging Listening and Responds in an open-minded way to I see [what you’re

effective group responding respectfully different ideas, including those which saying].
represent an opposing point of view.
interaction
Establishing ways of Discusses best ways of collaborating on What’s next?

working together the task.
Engaging and Invites others to share their ideas and What’s your opinion
supporting others opinions throughout a discussion. on…?
Managing the Agreeing what needs Identifies the steps needed to What do we need to do
sharing of tasks in to be done complete a task. [first]?
a group activity
Managing the Contributes to the fair and appropriate Has anyone done…
distribution of tasks allocation of tasks (e.g. taking into before?
account the skills of group members).
Working towards Ensuring progress Stays focused on the main task and Let’s stick to the point.
task completion towards a goal doesn’t allow differences of opinion to
divert attention.
Identifying issues and Shows awareness of disagreements I’m not sure I/we agree.
challenges over views or approaches to a task
within a group.
Resolving issues Puts forward suggestions that might Instead of…, we could
help resolve differences of opinion try…
within a group in order to complete
the task.
30
AT WORK
Taking personal Actively contributing to Contributes relevant ideas and It’s a question of…
responsibility for a task information on both familiar and
unfamiliar topics.
own contribution
to a group task
Taking on different Identifies what they need to do in So I do […] when you
roles their role and how this contributes to finish.
completing the overall task.
Encouraging Listening and Gives appropriate and constructive I especially like how
effective group responding respectfully feedback to colleagues. you’ve…
interaction
Establishing ways of Helps establish group expectations. How often should we

working together update each other on
our progress?
Engaging and Invites others to share their ideas and What’s your opinion
supporting others opinions throughout a meeting or on…?
discussion.
Managing the Agreeing what needs Identifies the steps needed to What do we need to do
sharing of tasks in to be done complete a project. [first/last]?
a group activity
Managing the Allocates appropriate roles and You’re good at …, could

distribution of tasks responsibilities to team members. you do this part, please?
Working towards Ensuring progress Stays focused on the main objective Let’s stick to the point.
task completion towards a goal and doesn’t allow differences of
opinion to divert attention.
Identifying issues and Decides when it is necessary to find Let’s just agree to
challenges ways to resolve disagreement in order disagree on that part for
to achieve an overall objective. now. The important bit
we need to agree on is…
Resolving issues Puts forward suggestions to resolve Let’s think of it

differences of opinion within a team. another way.
31
Collaboration in the classroom
ADULT
Here are some strategies for making the classroom more collaborative:
• Tasks should have clear goals and steps.
• By using the Core Areas and Components when planning lessons, teachers can clearly
focus their activities to specific aims and therefore be more confident; teachers need to
select tasks which require collaboration and which will motivate their learners.
• The task should be at the appropriate level of challenge for the learners so that they do
not become demotivated by the task or complete it too quickly.
• It is crucial for teachers to explain and discuss the need for collaboration within each task
with their learners.
32
• Learners should understand the aim of what they are doing and how their own
contributions fit into the whole task – that the success of the task is the responsibility
of each member of the group.
• Teachers must monitor group work and give timely feedback. The teacher can also
encourage peer feedback.
• Learners should be encouraged to celebrate the success of the task by reflecting on

their own contributions and roles, as well as setting goals for improvement.
• Active listening skills should be taught (making eye contact, showing empathy and
understanding, not interrupting, summarising what the speaker has said, etc.) and the
language of turn-taking introduced.
• Tasks should allow choice so that learners can choose to work to their strengths
(for example, the best at drawing does the illustrating), or the opposite, in order
for learners to be able to try things they are not confident at to develop new skills.
Additionally, the learners who do have strengths in one particular area can coach others
and support general upskilling.
33
Adult learners will come to class with the background of their previous learning experiences
and may have certain expectations about what their roles in the class are. For example,
the teacher teaches, and learners do what they are told to do. In this case, a teacher
introducing collaborative teaching practices may face resistance and may lose the respect
of their learners who may think the teacher doesn’t know the answers that they are
expected to find. It is thus important for teachers to introduce the reasons for collaborative
learning from the outset and allow for questions and discussion throughout the process,
so that learners feel secure and clear on the aims of this methodology.
The following activities can be set up at the beginning of the course/semester to foster
collaborative practices among learners throughout the course:
Flipped classroom
In the flipped classroom model, learners can research different aspects of a topic and bring
in what they have learnt to share with the class.
Online collaboration
Learners could create an online platform (such as on a learning management system [LMS],
or use networking apps such as WhatsApp or Skype) to share research, problems, ideas,
etc. in order to support each other’s learning, prepare for lessons and do homework.
Task preparation
Before starting a task, learners formally present to the rest of the group what they are going
to do, take questions and suggestions.
Reflection
After a task is complete, learners reflect on where they were most successful in the task,
where collaboration broke down and how they can remedy that aspect in the future.
34
Peer-assessment
Peer-assessment can be a useful tool when developing collaboration. Learners are required
to be active listeners during group tasks and take notes in order to provide others with
constructive feedback and counter arguments.
Jigsaw activities
In these types of activity, each member of a group researches one aspect of the topic they
are working on (such as famous women, as in the example below) and they have to listen to UNIT 1
each other to complete a task. The task could be structured with a fill-in template designed
b Read the introduction to Golden dreams and golden 4 VOCABULARY Verbs of effort
by the teacher.
girls!, about three American women. Do you think the
writer agrees with the statement in 3a? a Notice the bold verbs in these examples from Golden
dreams and golden girls!. They are connected with th
c Work in groups of three. Each read about one woman idea of making an effort to do something. Match the
and make notes. verbs with their meanings.
1 … she felt the time was right to go ahead with an
d Tell each other about your famous woman.
application …
Decide together which woman you admire most
2 … and was surprised to see how well her mother coped
and give a reason.
with the primitive living conditions …
3 … and had to overcome the negative attitude of her all-
e The three people in this article all changed their
male classmates.
lives to follow their passion. How important do you
4 It took ten more years to work on the book.
think it is to do that? What kind of person does it
5 Although she got on with her life, this unrealised dream
Over to you…
take?
remained in the back of her mind.
1. Choose one of the example activities in this section and try it out
6 … with
33 your
yearsclass.
after she first tackled this challenging swim
– Following the activity, reflect on what worked well and what 7 could
… shebe improved
faced strong winds and sea currents and had to
next time, particularly focusing on the extent to which learners were
give able 29
up after to hours …
develop their collaboration skills.
a to succeed in controlling difficult circumstances
b continue doing something and not worry about the past
using in your classes in the next week or so. Consider how you could make these
c start doing something
activities more collaborative.
d spend time doing something to improve it
e try to do a difficult task
f stop doing something
g manage to live with something quite well although it’s
difficult
b Replace the verbs/phrases in italics with the bold

verbs/phrases in 4a.
1 When was the last time you had to succeed in controlling
difficult work or study problem?
2 What’s something that you do regularly and wouldn’t wan
to stop doing?
3 In your free time, is there something you’re spending tim
to improve?
4 If you decide to do something, do you like to start it
immediately or do you prefer to think about it first?
5 How well do you manage in emergency situations?
6 How easy do you find it to continue doing tasks when
you’re worried about something else?
7 Do you have a difficult task you’re trying to do at the
moment?
JULIA CHILD – FRENCH FOOD AFFAIR
c Ask and answer the questions in 4b.
During World War 2, Julia Child met her husband, Paul, in Sri
Lanka, where he worked for the US government. After the war,
Paul became a diplomat, and he and Julia were sent to Paris, 5 SPEAKING
France. Julia was in her thirties, and it was then she discovered
her real passion in life. a Think of someone you know who is older than you a
She described one of her first meals in France as a 35
‘revelation’, and so her love affair with French cooking began. has done something you think is brave or amazing.
She attended the Cordon Bleu cooking school and had to He/She could be:
Collaboration
Here, students engage with collaboration by learning about strategies for
ADULT group projects, and then practising these strategies in their own small groups
(exercise 8). They will need to manage the sharing of the task and reflect on
how they identified and dealt with issues and challenges (exercise 9).
SKILLS
Strategies for group projects

• Have a clear goal.
• Choose a leader.
• Plan a timeline, with deadlines for each part of the project.
• Make sure that every member of the group has a specific task.
• Respect everyone’s point of view.
PRACTICE
7 Look at the quotes. Match each quote to one of the strategies in the box.
1 What do you think about this, Amina? 4 We should try to finish this by
Respect everyone’s point of view. Friday. Then next week we can …
2 I can do this part of the project.

Would you like to take charge of … ? 5 Let’s choose a leader. I’d like
to nominate Cheng.
3 Let’s focus on what we need to do today.
REAL-WORLD APPLICATION
8 Work in small groups. Choose one of the tasks below to do as a group.
You will present your project to the class in two weeks. Hold a planning
meeting. Work out a timeline and a schedule, and assign specific roles to
each person.
• Create a website, wiki, or blog for your class.
• Write a short comedy sketch to be presented to the class.
• Create a short audio or video news program about events
in your school and/or in your town or city.
9 Report back to the class. Answer the questions.
1 What exactly is your group going to produce?
2 What is each person in the group going to do?
3 How are you going to organize your time?
4 Did your group work well together? Why or why not?
WORKINGON
IN GROUPS
CAMPUS 145
Prism Level 1 Listening and Speaking,page 145,

36 ISBN 9781316620946
What are Learning to Learn
Social Responsibilities ?
How do we engage with other people in an increasingly globalised world? This competency
looks at how we can help people develop the skills to contribute better to the social groups
they engage with. As the groups they become part of change over time, they need to be able
to think about their roles within them, and how they contribute positively to them. They also
need to improve their ability to work and link up with people from very different backgrounds
and cultures to their own. There is, in addition, the need to step back and see their social
engagement from a more global perspective: what are the major issues affecting the world
and how do they relate to their own lives?
We have identified three Core Areas within Social Responsibilities:
• Understanding personal and social responsibilities as part of a social group refers to

identifying and perceiving the significance of personal and social responsibilities across
different levels, ranging from the local to the global. This involves learners fulfilling their
personal and social responsibilities as a member of a social group and/or as a global
citizen, and taking responsibility for their own actions.
• Showing intercultural awareness refers to a learner being able to describe and analyse
features of their own culture and of the culture of others, and to make comparisons in a
positive and respectful way. It also includes being able to collaborate with people from
other cultures. Culture in this context can relate to cultures of different countries or to
cultures of different groups and organisations, e.g. workplaces.
• Understanding global issues includes identifying, discussing and understanding a range

of perspectives on global issues, for example on topics related to health, human rights
and the environment. Learners will be able to understand how their own behaviours can
contribute positively or negatively to the identified issues.
up each Core Area:
SOCIAL Understanding personal Understanding responsibilities within a social group

RESPONSIBILITIES responsibilities as part of
a social group Fulfilling responsibilities within a social group
Showing intercultural Understanding aspects of own culture

awareness
Understanding aspects of other cultures
Interacting with others across cultures
Understanding global Discussing a range of global issues

issues
Recognising personal impact on global issues
37
Learning to Learn
Social Responsibilities
Example Language
HIGHER EDUCATION
Understanding Understanding Critically analyses the roles and From a(n)… point of
personal responsibilities within responsibilities of members of different view…
a social group social groups.
responsibilities
as part of a social
group Fulfilling Recognises and challenges behaviour The way he/she…was
responsibilities within such as prejudice and discrimination. unfair.
a social group
Showing Understanding aspects Analyses key aspects of own culture, I wonder why we…?
intercultural of own culture including common values and beliefs.
awareness
Understanding aspects Makes an analytical comparison When it comes to

of other cultures between different cultures or societies. [gestures, art], …
Interacting with others Uses their awareness of potential sites This might be seen as
across cultures of difference/conflict in cultural values honest in one culture,
to communicate effectively with others but disrespectful in
from different cultures. another.
Understanding Discussing a range of Critically analyses global issues and I think part of the
global issues global issues potential solutions. problem is…
Recognising personal Discusses how they and their institution One advantage of [the
impact on global issues are supporting environmentally-friendly new water fountain]
behaviour. is [that it encourages
people to use fewer
plastic bottles].
38
AT WORK
Understanding Understanding Identifies personal responsibilities We have a responsibility

personal responsibilities within in the workplace (e.g. meeting job to [do our best]…
a social group expectations, fulfilling daily work
responsibilities duties etc.).
as part of a social
group Fulfilling Assumes accountability for own actions That was my mistake.
responsibilities within and decisions.
a social group
Showing Understanding aspects Describes business culture within their Everyone is welcome to
intercultural of own culture own organisation [contribute ideas].
awareness
Understanding aspects Demonstrates understanding of how Making eye contact [is

of other cultures colleagues and customers bring really important/can be
different cultural backgrounds to seen as confrontational]
the workplace and the effects these in…
can have.
Interacting with others Uses strategies for increasing inclusivity Everyone should
across cultures in the workplace. feel welcome here,
regardless of…
Understanding Discussing a range of Discusses how global issues affect their Due to [new leadership
global issues global issues own organisation’s activities. in the country], …
Recognising personal Identifies how their organisation has We [sponsor/donate to/

impact on global issues the capacity to affect the immediate support]…in order to…
and wider environment.
39
Learning to Learn
in the classroom
ADULT
Adult learners may be aware of a number of global issues but might simply be too busy
with work, studies and/or family to give them the due consideration they deserve.
Engaging with complex issues
At this stage of learning, learners are able to handle more complex issues (which may,
nevertheless, have to be presented in linguistically appropriate terms depending on the
language level of the class) through different activities such as:
• case studies
• film and video clips
• drama/role play
• primary research tasks
40
These could be used to explore causes, effects and potential solutions to global issues.
The following example shows a classroom activity based on the topic of ‘ethical’ smartphones:
Classroom activity Tasks Practical actions

Watch a video clip about an • Comprehension questions • Write a formal email to a
ethical smartphone company asking questions
• True/False statements about the ethical aspects of
or its supply chain.
• Information transfer (fill in a
Explore a website about grid with key details from • Create a campaign to raise
an ethical smartphone the text) awareness of the impact
(e.g. www.fairphone.com/en/) on developing countries of
• Vocabulary development
mining conflict minerals.
• Grammatical focus on
recently learnt structures • Design a survey to find out
how aware colleagues are
about the sources of the
goods they buy (e.g. fair
trade coffee/tea).
Enabling adult learners to analyse the impact of their consumer behaviour on the global
workplace allows them to explore their own or future companies’ capacity to affect
communities and the environment, while encouraging them to plan strategies for making
their organisation more environmentally-friendly.
Over to you…
develop their skills related to Social Responsibilities.
2. Using your course book or other materials, choose a few activities you may be using or
topics that you may be teaching in your classes in the next week or so. Consider how
you could use these to build on your students’ Social Responsibilities skills.
41
Learning to Learn
Here, students engage with Social Responsibilities by exploring the global
ADULT issue of climate change. Using a cause-effect chain, they are encouraged to
reflect on personal responsibilities and those of their social group. This helps
them to consider their impact on specific aspects of the chain.
SKILLS
Evaluating effects
Using a cause-effect chain can help you to organize your thoughts before a speaking
task. Use your cause-effect chain to evaluate the possible effects of events or decisions.
4 Work in small groups. Discuss the cause-effect chain for the Arctic. EVALUATE
Temperatures rise.
Polar ice melts.
Sea levels rise.
Polar bears and

other animals lose
sea ice to hunt from.
Arctic animals
begin to disappear.
Local people lose

food sources.
CRITICAL THINKING 95
Prism Level 1 Listening and Speaking, page 95,

42 ISBN 9781316620946
What is Emotional Development ?
Emotional development is an important foundation for success at all ages and emotional skills
underpin and support both social and cognitive development in learners. Indeed, emotional
development impacts on academic and social success over and above the effect of cognitive
ability (Izard, 2002; Qualter et al., 2011). It affects our learning and our ability to carry out
tasks effectively at work or in education. It is distinct from the other areas of competency in
that the approach to supporting and evaluating emotional development is in most cases less
explicit or teacher-directed. Generally, the recommended approach is to support emotional
development by creating activities around other learning objectives that also give learners the
opportunity to develop their emotional skills.
We have identified three Core Areas within Emotional Development:
• Identifying and understanding emotions refers to a learner’s capacity to become aware

of, understand and express how they feel in different situations and contexts. It involves
understanding what may cause different emotions and the effects that these emotions
might have on behaviour. This could be achieved through reflection and self-appraisals of
their strengths and weaknesses, thinking about their emotions and verbalising them, and
identifying and describing their beliefs, values and actions.
• Managing own emotions relates to the ability to utilise emotions once they have been
identified in order to deploy coping mechanisms in emotional situations, to minimise
negative emotions and to enhance positive ones. Learners are able to adapt to aversive or
distressing emotions by using self-regulatory strategies that lead to emotional resilience.
• Empathy and relationship skills involve understanding others’ perspectives and being
able to empathise with and support others. This is important in building and maintaining
relationships and handling interpersonal problems such as conflict with respect and care.
up each Core Area:
EMOTIONAL Identifying and Recognising and describing emotions

DEVELOPMENT understanding
emotions Understanding emotions
Managing own Monitoring and reflecting on own emotions

emotions
Regulating emotions
Empathy and Establishing and maintaining positive relationships

relationship skills
Showing empathy for the feelings of others
Supporting others
43
Emotional Development
Example Language
HIGHER EDUCATION
Identifying and Recognising and Distinguishes between different We were pleased/happy.

understanding describing emotions emotions, even those that are similar
(e.g. happiness and joy).
emotions
Understanding Articulates what creates stress or [Too much homework]

emotions difficult situations. stresses me out.
Managing own Monitoring and Reflects on own experience of I’ve noticed that I’m
emotions reflecting on own emotions and emotion management often [emotion] when…
emotions (e.g. by keeping an emotion diary).
Regulating emotions Uses strategies for dealing with areas I try to [breathe deeply]
that create stress, frustration or anger. when I’m nervous.
Empathy and Establishing and Maintains appropriate social relations How are you/How are
relationship skills maintaining positive with peers and instructors. things?
relationships
Showing empathy for Expresses things that might cause a It’s just that…
the feelings of others disagreement or argument sensitively
and respectfully.
Supporting others Provides practical support for others Do you want me to

who are struggling. [help/explain it/talk
to…]?
44
AT WORK
Identifying and Recognising and Describes own emotions in an I’m not really
understanding describing emotions appropriate way for their workplace or [concentrating/focusing]
team culture. today because…
emotions
Understanding Recognises how different emotions When I panic, I usually

emotions might influence work-related decisions. make bad decisions.
Managing own Monitoring and Notices their reactions to different It doesn’t matter
emotions reflecting on own situations and whether these are right now.
emotions helpful or not.
Regulating emotions Uses strategies for managing stress I’m going to ask for
(e.g. from workload/customer or some [help/training].
supplier behaviour).
Empathy and Establishing and Maintains appropriate social relations How are you/How are
relationship skills maintaining positive with colleagues, managers and clients. things going?
relationships
Showing empathy for Identifies emotional issues among Is everything alright?

the feelings of others colleagues.
Supporting others Is an attentive listener for colleagues’ Would you like to talk
problems. about it?
Claire
Language Research Team
Cambridge University Press
45
in the classroom
ADULT
Incorporate an individualised approach
• Acknowledge that all learners experience emotions in different ways; for a strategy to be
effective, it must fit the individual learner and the specific context.
• Coach learners in understanding and managing emotions and fostering effective

relationships with others.
Example activity: ‘Name it to tame it’

Simply put, naming feelings helps individuals understand them and develop an ‘emotion vocabulary’.
There are two ways of using this activity: dealing with negative emotions and understanding others’ feelings.
1. Dealing with negative emotions:
Teachers encourage learners to say silently or aloud, or write down, the negative emotion they are
experiencing – as they are experiencing it – in order to gain distance. If learners can recognise their
emotion, they do not have to accept it – they can consciously become aware of their bodies and
minds and disengage from the emotion.
2. Understanding others’ feelings:
Teachers use the idea of labelling emotions as a means of developing an understanding of the
emotions in play during interactions with other learners. Simply silently naming the emotion being
felt by the other, for example asking themselves ‘what is this person feeling right now?’ brings it to
consciousness and provides information necessary to respond more empathetically. Empathetic
teachers and learners understand and share the feelings of others, which first necessitates that they
can identify the emotion.
46
Minimise students’ anxiety
• Create the conditions to provoke positive reactions in your students. Some learners
may feel anxious in class which causes physical reactions, such as their heart racing.
Students should be supported in recognising these physical symptoms of their emotions
and re-directing this energy into enthusiasm. If students can recognise these reactions,
they can develop coping strategies when experiencing these situations.
• Create environments conducive to less anxiety, for example by reducing competition

between learners, or practising using the language in different ways.
Example activity: ‘Three good things’

Learners write down three things that went well during the day and briefly describe the reason.
The ‘reason’ step is critical as it requires more genuine thought than merely writing down events. This task
can help boost happiness and give the learner a sense of achievement whilst reducing negative emotions.
The following template can be used:
Three good things that happened today Reasons:
Raise awareness of how emotions can affect students
• Build positive self-beliefs amongst students and encourage them to adopt incremental
beliefs about intelligence.
• Support students in understanding how to regulate their emotions by changing their

perspective or situation to enable their emotions to shift.
Example activity: ‘Finding the silver lining’

Learners in this activity pay particular attention to problems – big and small – that arise in their classes
or lives outside of school. The aim is to engage the student in finding the positive side of a negative
situation by creating a habit of considering both the positive and negative consequences that the
situation may have.
Learners can use their language skills to verbalise their ‘silver linings’ of any situation to teachers and
classmates or document each episode in writing. Teachers need to challenge learners: every time they
encounter something problematic, the learner has to find at least one good thing about it. This could be
done using the following template:
Situation:
What is negative about this? What is a positive consequence of this?
47
Encourage students to express their emotions
• Create opportunities for students to talk about their emotions with peers and
their teacher.
• Provide students with the language and communication skills they need to
express their emotions.
• Encourage mindfulness by showing students different techniques and activities

they can do to achieve this.
Example activity: ‘Savouring’

Savouring refers to being mindful of pleasant experiences and intentionally reminiscing,
experiencing them in detail and making them last. Learners concentrate attentively on a
particular experience, event or achievement to become totally immersed in the pleasure of the
moment. To develop savouring skills, teachers encourage learners to stop and notice something
enjoyable and use their language skills to share it with others. They could then be encouraged
to take something from the event, like a photo or memento to reminisce over and remember the
positive emotions they associate with the event.
For example, teachers can take learners on a ‘nature walk’ and ask them to find three things
that they would not have noticed before. Learners could touch them, smell them, and carefully
observe them so that when they get back to the classroom, they can share their savoured
experience with their peers. Teachers could challenge learners to make this a daily habit.
Over to you…
– When planning the activity, you may find the guidance above helpful. You could
follow the instructions here or adapt the activity to suit your class.
recognise and express their emotions.
using in your classes in the next week or so.
– Consider how you could adapt these activities to raise awareness of emotional
development strategies and to encourage your students to think about their own
emotions.
48
in adult materials
Here, students learn about identifying, managing, and expressing feelings
ADULT (exercises 4d and e; and exercises 6a and b). These exercises could be extended
by asking students to respond to others expressing emotions (in exercise 6b),
thereby showing empathy and practising skills to maintain positive relationships.
UNIT 10
4 USEFUL LANGUAGE 5 CONVERSATION SKILLS

Describing how you felt Interrupting and announcing news
a 3.66 Complete what Tessa says with the words in a 3.65 Watch or listen to Part 3 again. Complete
the box. Then listen and check. the remarks.
1 Hold .
get believe can’t surprised so over couldn’t 2 There’s something we have to celebrate.
3 Hang a minute.
I it. I was . First prize! I still
4 I know you won’t this …
it.
5 Just a .
6 One more .
b Discuss the questions.
1 How does Tessa say she felt? b Which remarks … ?
a) happy b) disappointed c) surprised
1 are ways to stop people ending a conversation
2 Which word has the main stress in each sentence?
2 are ways to show you are about to say something
Practise saying the sentences.
important
c Here are some more ways to describe how you felt. c Answer these questions.
1 I wasn’t expecting it. 3 I was really pleased.
1 At the end of each remark, does the voice … ?
2 It was quite a blow. 4 I was expecting it.
a stay high
Which mean … ? b go down
• I was surprised. • I was happy. 2 Does this show the other person … ?
• I wasn’t surprised. • I was shocked or disappointed. a that you’ve finished speaking
b that you haven’t finished speaking
d Choose one of the situations below. Make notes to
describe how you felt and why, but don’t mention d Practise saying the remarks.
what happened! Use expressions in 4a and 4c.
1 Your boss called you into his office and said that you
were fired.
2 You have won £10,000 on the lottery.
6 SPEAKING
3 You didn’t prepare for the exam and you failed it. a Work in groups of four (A, B, C and D). You’re in a
4 Your best friend told you he/she is getting married. restaurant. You each have an important piece of news
5 Someone stole your wallet. to tell your group.
6 You were promoted.
Student A: You’ve just been offered a new job.
e Read out your sentences. Can other students Student B: You’ve won a free trip to Paris for two weeks.
guess the situation? Student C: You’re getting married.
Student D: You’ve won a prize in a poetry competition.
I really wasn’t expecting it.
Work alone and decide:
I was so surprised • what details you will give
because I only bought • which expressions you will use in 4a, 4c and 5a.
one ticket.
b Have a conversation. Take it in turns to
I still can’t believe it.
announce your news. Then continue talking until the
next person interrupts.
Unit Progress Test

CHECK YOUR PROGRESS
You can now do the Unit Progress Test.
123
Empower Level B2, page 123,

ISBN 9781107468757 49
Selected further reading
For more information on Life Competencies, please see:
Creative Thinking:
Dörnyei, Z., & Murphey, T. (2003). Group dynamics in the language
classroom. Cambridge: Cambridge University Press.
Goldstein, B. (2008). Working with images. Cambridge: Cambridge University Press.
Kaufman, J., Glăveanu, V., & Baer, J. (Eds.). (2017), The Cambridge handbook of creativity across
domains. (Cambridge Handbooks in Psychology). Cambridge: Cambridge University Press.
Maley, A., & Peachey, N. (Eds.) (2015). Creativity in the English language
classroom. Available at: englishagenda.britishcouncil.org/sites/default/
files/attachments/pub_f004_elt_creativity_final_v2_web-1.pdf
Sternberg, R.J. (2006). The nature of creativity. Creativity Research Journal, 18(1), 87–98.
Critical Thinking:
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing:
A revision of Bloom’s taxonomy of educational objectives. New York: Longman.
Black, B. (2008). Critical thinking – a definition and taxonomy for Cambridge Assessment:
supporting validity arguments about critical thinking assessments administered
by Cambridge Assessment. Paper presented at 34th International Association of
Educational Assessment Annual Conference, 9th September 2008, Cambridge.
Butterworth, J., Thwaites, J., & Thwaites, G. (2008). Thinking
skills. Cambridge: Cambridge University Press.
Ennis R.H. (2015) Critical thinking: A streamlined conception. In M. Davies & R. Barnett (Eds.)
The Palgrave handbook of critical thinking in higher education. New York: Palgrave Macmillan.
Fisher, A. (2011). Critical thinking: An introduction (2nd ed.). Cambridge: Cambridge University Press.
Learning to Learn:
Chamot, A. & Harris, V. (Eds.) (2019). Learning strategy instruction in the language
classroom: Issues and implementation. Bristol: Multilingual Matters.
Dörnyei, Z. (2005). Psychology of the language learner: Individual differences in
second language acquisition. Mulwah, NJ: Erlbaum. Dörnyei, Z. & Ryan, S. (2015).
The psychology of the language learner revisited. London: Routledge.
Ellis, G. & Sinclair, B. (1994). Learning to learn English: A course in learner
training. Cambridge, UK: Cambridge University Press.
Griffiths, C. (2008). Lessons from good language learners. Cambridge: Cambridge University Press.
Little, D., Dam, L. & Legenhausen, L. (2017). Language learner autonomy:
Theory, practice and research. Bristol: Multilingual Matters.
Oxford, R. (2017). Teaching and researching language learning strategies: Self-regulation
in context. New York: Routledge. Pawlak, M., Mystkowska-Wiertelak, A. & Bielak, J. (Eds.).
(2017). Autonomy in second language learning: Managing the resources. Berlin: Springer
Communication:
Canale, M. (1983). From communicative competence to communicative language pedagogy.
In J. C. Richards & R. W. Schmidt (Eds.), Language and communication (pp. 2–27). London: Longman.
Celce-Murcia, M., Dornyei, Z., & Thurrell, S. (1995). Communicative competence: A pedagogically
motivated model with content specifications. Issues in Applied Linguistics, 6(2), 5–35.
Council of Europe. (2001). Common European Framework of Reference for Languages (CEFR).
Available at www.coe.int/en/web/common-european-framework-reference-languages/home
Dörnyei, Z., & Scott, M. L. (1997). Communication strategies in a second language:
Definitions and taxonomies. Language Learning, 47(1), 173–210.
Kellerman, E. (1991). Compensatory strategies in second language research: A critique,
a revision, and some (non-) implications for the classroom, in R. Phillipson, E. Kellerman,
L. Selinker, M. Sharwood Smith, & M. Swain (Eds.), Foreign/second language pedagogy research:
A commemorative volume for Claus Færch, (Multilingual matters). Clevedon: Multilingual Matters.
50
Collaboration:
Hess, N. (2001). Teaching large multilevel classes. Cambridge: Cambridge University Press.
McCafferty, S., Jacobs, G. & DaSilva Iddings, A.C. (Eds). (2006). Cooperative learning
and second language teaching. Cambridge: Cambridge University Press.
Mercer, N. (2000). Words and minds: How we use language to think together. London: Routledge.
NRC – National Research Council (2011) Assessing 21st Century Skills: Summary of a
Workshop. J A Koenig, Rapporteur. Washington, DC: The National Academies Press.
OECD (Organisation for Economic Co-operation and Development) (2017).
PISA (Programme for International Student Assessment) 2015 results (volume
V): Collaborative problem solving. Paris: PISA, OECD Publishing.
Social Responsibilities:
British Council. (2008). Global citizenship in the English language classroom. London: British Council.
Council of Europe. (2002). The Maastricht global education declaration: European strategy framework for
improving and increasing global education in Europe to the year 2015. Available at: rm.coe.int/168070e540
Corbett, J., & Thornbury, S. (2010). Intercultural language activities (Cambridge
handbooks for language teachers). Cambridge: Cambridge University Press.
OECD. (2016). Global competency for an inclusive world. Paris: OECD. Available at:
www.oecd.org/education/Global-competency-for-an-inclusive-world.pdf
Oxfam. (2015). Global citizenship in the classroom: a guide for teachers. Oxford: Oxfam GB. Available
at: www.oxfam.org.uk/education/resources/global-citizenship-in-the-classroom-a-guide-for-teachers
UNESCO. (2016). The ABCs of global citizenship education. Paris: UNESCO.
Available at: unesdoc.unesco.org/images/0024/002482/248232e.pdf
Emotional Development:
Arnold, J. (1999). Affect in language learning. Cambridge: Cambridge University Press.
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York, NY: Routledge.
Gregersen, T. MacIntyre, P.D. & MacMillan, N. (2019). The emotional rollercoaster of teaching
abroad: In search of silver linings in difficult times. In C. Gkonou, J.-M. Dewaele, & J. King
(Eds.), Language teaching: An emotional rollercoaster. Bristol: Multilingual Matters.
Lopes, P.N., Salovey, P., & Straus, R. (2003). Emotional intelligence, personality, and the perceived
quality of social relationships. Personality and Individual Differences, 35(3), 641–658.
MacIntyre, P. D. & Gregersen, T. (2013). Emotions that facilitate language learning: The positive-broadening
emotional power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193–213.
Reeve, J. (2018). Understanding motivation and emotion (7th ed.).
Hoboken, New Jersey: John Wiley & Sons, Inc.
Laura and Olivia

Language Research Team,
Cambridge University Press
51
You can find information about the other competencies in
the Cambridge Life Competencies Framework at
cambridge.org/clcf
✓ Creative Thinking
✓ Critical Thinking
✓ Learning to Learn
✓ Communication
✓ Collaboration
✓ Social Responsibilities
✓ Emotional Development
© Cambridge University Press 2020

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Hear from our experts

Learners actively participate in creative activities, generate new ideas and

Learners choose the most appropriate language to use in different

Learners work well together in groups through actively taking part in

Learners recognise and describe different roles and responsibilities in a

Learners describe and manage emotions and develop positive relationships

The Learning Pre-Primary

COMPETENCY CORE AREA COMPONENTS EXAMPLE CAN DO EXAMPLE

CREATIVE Preparing for Participating in a Engages in complex How about we…?

Get Involved Student, Thailand

The Cambridge Life Competencies Framework is an

We have identified three key Core Areas within Creative Thinking:

CREATIVE Preparing for Participating in a range of creative activities

Considering multiple perspectives

Generating ideas Generating multiple ideas

Elaborating on and combining ideas

Imagining alternatives and possibilities

Implementing ideas Experimenting with and refining ideas

CORE AREAS COMPONENTS EXAMPLE CAN DO STATEMENTS EXAMPLE LANGUAGE

Generating ideas Generating multiple Actively participates in brainstorming We haven’t mentioned

Elaborating on and Brings in prior knowledge, perhaps This reminds me of…

Imagining alternatives Questions and creates original When it comes to…

Implementing, Convincingly presents the rationale for [A mixed-methods]

CORE AREAS COMPONENTS EXAMPLE CAN DO STATEMENTS EXAMPLE LANGUAGE

Exploring issues and Evaluates established workplace When you look

Considering multiple Asks a range of stakeholders about According to…

Generating ideas Generating multiple Actively participates in brainstorming We haven’t mentioned

Implementing, Presents solutions convincingly Taking all this into

As an example, development of creative thinking can be undertaken in group

Think of a gift for a person visiting your country.

As an extension to the activity, groups could be invited to add a ‘what if’

In this task, learners collaborate to solve a particular real-world problem

3 GRAMMAR: Past unreal conditionals

If my friend hadn’t moved to Berlin, I might not

If you had gone to Australia, what cities

Evolve Level 4, page 99,

We have identified three Core Areas within Critical Thinking:

CRITICAL Understanding and Identifying and classifying information

Interpreting and drawing inferences from arguments and data

Evaluating ideas and Evaluating specific information or points in an argument

Drawing appropriate conclusions

Solving problems and Identifying and understanding problems

Evaluating options and recommendations to come to a decision

Justifying decisions and solutions

Evaluating the effectiveness of implemented solutions

CORE AREAS COMPONENTS EXAMPLE CAN DO STATEMENTS EXAMPLE LANGUAGE

Interpreting and Identifies unstated assumptions and That’s a generalisation.

Evaluating arguments Recognises basic weaknesses in That doesn’t make

Solving problems Identifying and Identifies problems to be addressed in If [x happens], then

Identifying, gathering Gathers data or information in a I’ve been using [x] to

Evaluating options and Produces a systematic evaluation of It doesn’t meet our

Evaluating the Identifies areas in which to improve an Next time, we could…

CORE AREAS COMPONENTS EXAMPLE CAN DO STATEMENTS EXAMPLE LANGUAGE

Interpreting and Identifies assumptions underlying a To me, that suggests…

Evaluating ideas Evaluating specific Evaluates the plausibility of But surely…?

Evaluating arguments Judges the strength of an argument, This argument lacks…

Identifying, gathering Identifies and accesses appropriate According to…

Justifying decisions Selects an appropriate solution to This might work if we…

Evaluating the Identifies areas in which to improve an Next time, we could…

• Why is that your answer?

• How did you come to that answer?

• Do you think there could be another answer?

Diverse source material