Global Perspectives
With travel writing, magazine articles and blogs as well as extracts from writers
such as Roald Dahl, Susan Hill and D. H. Lawrence, this coursebook helps you
develop your English Language skills through an active and collaborative approach.
This resource is endorsed by
Cambridge Assessment International Education
✓ S upports the full Cambridge IGCSE and
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as passed Cambridge International’s
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Cambridge Elevate [enhanced] editions are digital versions of your Cambridge
University Press books. For information on how to access and use the Cambridge
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Global Perspectives
™
TEACHER’S BOOK 9
Keely Laycock
R
• Exam-style questions provide opportunities to practise your reading, writing,
speaking and listening skills, helping to boost your confidence with language
• The course structure follows a spiral curriculum, providing opportunities for you
to consolidate and build on your prior learning
• International texts across six continents – such as a panda conservation article
from China and a travel guide from Machu Picchu – make reading interesting
and relevant
Cambridge Lower Secondary
D
The first unit in each part covers text analysis and summary writing. The second
deals with directed writing and the third looks at descriptive and narrative
composition. The third part also includes suggestions for coursework topics if your
school follows this pathway. In addition to the development of reading and writing
techniques required from the new syllabus, this book also contains two optional
units dedicated to speaking and listening.
Together with teachers
Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.
AF
T
R
D
Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.
Cambridge Lower Secondary
AF
T
Global Perspectives
TEACHER’S BOOK 9
D
R
Keely Laycock
Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.
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The photocopy masters in this publication may be photocopied or distributed
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Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.
Contents
Introduction
v
How to use this book
vi
Section 1 Research
Section 2 Analysis
3
4
7
9
11
14
16
18
21
AF
T
Starting with research skills: Lesson 1
Starting with research skills: Lesson 2
Starting with research skills: Lesson 3
Developing research skills: Lesson 4
Developing research skills: Lesson 5
Developing research skills: Lesson 6
Getting better at research skills: Lesson 7
Getting better at research skills: Lesson 8
Getting better at research skills: Lesson 9
R
Starting with analysis skills: Lesson 1
Starting with analysis skills: Lesson 2
Starting with analysis skills: Lesson 3
Developing analysis skills: Lesson 4
Developing analysis skills: Lesson 5
Developing analysis skills: Lesson 6
Getting better at analysis skills: Lesson 7
Getting better at analysis skills: Lesson 8
Getting better at analysis skills: Lesson 9
Section 3 Evaluation
D
Getting started with evaluation skills: Lesson 1
Getting started with evaluation skills: Lesson 2
Getting started with evaluation skills: Lesson 3
Developing evaluation skills: Lesson 4
Developing evaluation skills: Lesson 5
Developing evaluation skills: Lesson 6
Getting better at evaluation skills: Lesson 7
Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.
iii
CAMBRIDGE LOWER SECONDARY GLOBAL PERSPECTIVES 9: Teacher’s Book
Section 4 Reflection
Starting with reflection skills: Lesson 1
Starting with reflection skills: Lesson 2
Starting with reflection skills: Lesson 3
Developing reflection skills: Lesson 4
Developing reflection skills: Lesson 5
Developing reflection skills: Lesson 6
Getting better at reflection skills: Lesson 7
Getting better at reflection skills: Lesson 8
Getting better at reflection skills: Lesson 9
Section 5 Communication
AF
T
Starting with communication skills: Lesson 1
Starting with communication skills: Lesson 2
Starting with communication skills: Lesson 3
Developing communication skills: Lesson 4
Developing communication skills: Lesson 5
Developing communication skills: Lesson 6
Getting better at communication skills: Lesson 7
Section 6 Checkpoint
R
Planning for checkpoint: Lesson 1
Planning for checkpoint: Lesson 2
Planning for checkpoint: Lesson 3
Writing your checkpoint: Lesson 4
Writing your checkpoint: Lesson 5
Writing your checkpoint: Lesson 6
Reviewing your checkpoint: Lesson 7
Glossary
D
Acknowledgements
Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.
iv
Introduction
AF
T
Global Perspectives is all about helping you to develop a range of important skills
that will aid you not only in your school and academic life but also in your future
career. For example, in any job it’s likely that you’ll need to collaborate with others
and of course you’ll need to communicate when doing this. Getting a job might
seem a long way off now, but even at school, working well with your classmates
is really important. For example, when carrying out a science experiment, or
preparing a group presentation about a piece of literature. As you get older, you
will increasingly be asked to reflect on how well an activity or a piece of work
has gone. In studying Global Perspectives, you learn how to develop these really
important practical skills as you explore fascinating topical issues and learn about
different points of view from around the world.
R
This learner’s skills book is designed to help you develop skills in research,
analysis, evaluation, reflection, collaboration and communication as well as to
understand what is meant by each of these terms. Each skills section follows the
same approach, guiding you through a ‘Starting with’, ‘Developing’ and ‘Getting
better at’ scaffold, building your awareness of your progress and allowing you
to take charge of your own learning journey. A range of activities and tasks are
included, with plenty of opportunities for peer-to-peer and group work, and to
enable you to reflect on your progress, track your achievements and record your
next steps.
D
The learner’s skills books are write-in resources, so you can create and keep a
portfolio of your work and track your progression through each skill and each
stage as you head towards the Checkpoint assessment at the end of Stage 9. When
responding to the Independent Reflection activities at the end of each lesson and
to the Self-assessment activities to set learning targets, I encourage you to take the
time to answer these questions about your own learning as honestly as possible.
Being aware of how you learn will help you to learn more effectively, and this will
be a very valuable skill for you to have.
I hope that you will enjoy exploring a wide range of global topics and discovering
different viewpoints from around the world – these, and the skills you will learn
and develop, will equip you in countless ways, both in school, in your career, and
in your life.
Keely Laycock
Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.
v
Seaction 1 Research
CAMBRIDGE LOWER SECONDARY GLOBAL PERSPECTIVES 9: Teacher’s Book
Section
1
Research
How to use this
Teacher’s Book
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Research skills overview
Getting better at research skills: Lesson 7
D
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Getting better at research skills: Lesson 7
17
17
Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.
vi
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throughout each section.
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Challenge topic: Education for all
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done
CAMBRIDGE LOWER SECONDARY GLOBAL PERSPECTIVES 7: Teacher Book
Approaches to
teaching and learning
Active learning
What is active learning?
AF
T
Active learning is a pedagogical practice that places student learning at its centre. It focuses on how students
learn, not just on what they learn. We, as teachers, need to encourage learners to ‘think hard’, rather than
passively receive information. Active learning encourages learners to take responsibility for their learning and
supports them in becoming independent and confident learners in school and beyond.
Research shows us that it is not possible to transmit understanding to learners by simply telling them
what they need to know. Instead, we need to make sure that we challenge learners’ thinking and support
them in building their own understanding. Active learning encourages more complex thought processes,
such as evaluating, analysing and synthesising, which foster a greater number of neural connections in
the brain. Although some learners may be able to create their own meaning from information received
passively, others will not. Active learning enables all learners to build knowledge and understanding in
response to the opportunities we provide.
Why adopt an active learning approach?
We can enrich all areas of the curriculum, at all stages, by embedding an active learning approach.
R
In active learning, we need to think not only about the content but also about the process. It gives
learners greater involvement and control over their learning. This encourages all learners to stay focused
on their learning, which will often give them greater enthusiasm for their studies. Active learning is
intellectually stimulating and taking this approach encourages a level of academic discussion with our
learners that we, as teachers, can also enjoy. Healthy discussion means that learners are engaging with us
as a partner in their learning.
Learners will be better able to revise for examinations in the sense that revision really is ‘re-vision’ of the
ideas that they already understand.
D
Active learning develops learners’ analytical skills, supporting them to be better problem solvers and
more effective in their application of knowledge. They will be prepared to deal with challenging and
unexpected situations. As a result, learners are more confident in continuing to learn once they have left
school and are better equipped for the transition to higher education and the workplace.
What are the challenges of incorporating active learning?
When people start thinking about putting active learning into practice, they often make the mistake of
thinking more about the activity they want to design than about the learning. The most important thing
is to put the learner and the learning at the centre of our planning. A task can be quite simple but still get
the student to think critically and independently. Sometimes a complicated task does not actually help to
develop the students' thinking or understanding at all. We need to consider carefully what we want our
learners to learn or understand and then shape the task to activate this learning.
Cambridge Lower Secondary Global Perspectives Stage 7 includes many opportunities for active learning
such as pair and group work, discussions, working with a variety of texts; written and spoken, and producing
a variety of shared outcomes to raise awareness about global issues, like posters, video clips and podcasts.
viii
Original material
© Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.
Approaches to teaching and learning
Assessment for Learning
What is Assessment for Learning?
Assessment for Learning (AfL) is a teaching approach that generates feedback which can be used
to improve learners’ performance. Learners become more involved in the learning process and,
from this, gain confidence in what they are expected to learn and to what standard. We, as teachers,
gain insights into a learner’s level of understanding of a particular concept or topic, which helps to
inform how we support their progression.
We need to understand the meaning and method of giving purposeful feedback to optimise learning.
Feedback can be informal, such as oral comments to help learners think through problems, or
formal, such as the use of rubrics to help clarify and scaffold learning and assessment objectives.
AF
T
Why use Assessment for Learning?
By following well-designed approaches to AfL, we can understand better how our learners are
learning and use this to plan what we will do next with a class or individual learners (see following
diagram).We can help our learners to see what they are aiming for and to understand what they
need to do to get there. AfL makes learning visible; it helps learners understand more accurately
the nature of the material they are learning and understand themselves as learners. The quality of
interactions and feedback between learners and teachers becomes critical to the learning process.
Where
the learner
is now
Where
the learner
is going
R
How
to get there
D
We can use AfL to help our learners focus on specific elements of their learning and to take greater
responsibility for how they might move forward. AfL creates a valuable connection between
assessment and learning activities, as the clarification of objectives will have a direct impact on how
we devise teaching and learning strategies. AfL techniques can support learners in becoming more
confident in what they are learning, reflective in how they are learning, more likely to try out new
approaches, and more engaged in what they are being asked to learn.
What are the challenges of incorporating Assessment for Learning?
The use of AfL does not mean that we need to test learners more frequently. It would be easy to
just increase the amount of summative assessment and use this formatively as a regular method of
helping us decide what to do next in our teaching. We can judge how much learning has taken place
through ways other than testing, including, above all, communicating with our learners in a variety
of ways and getting to know them better as individuals.
Cambridge Lower Secondary Global Perspectives Stage 7 provides teachers and learners with
opportunities to check learners' progress against learning goals, give peer feedback and improve
work after feedback. For example, improving an argument after peer feedback.
ix to publication.
Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior
CAMBRIDGE LOWER SECONDARY GLOBAL PERSPECTIVES 7: Teacher’s Book
Improving learning though questioning
Thinking is driven not by answers but by questions. Learners do best when they are given adequate
opportunities to engage with, and respond to questions. As a teacher, you can use questions
effectively in the classroom to:
•
review student learning
•
challenge learner thinking
•
stimulate interest and motivate learners to become actively involved in the lesson
•
cultivate critical thinking skills
•
encourage learners to ask their own questions.
There are a number of ways in which you can do this.
AF
T
Depending on the content and aims of the lesson, it is likely that you will use different types of
question. Three types of question are explained and exemplified below.
TIP
You should consider the wording of questions in advance to ensure that they are accessible to
all learners. This will be particularly important in contexts where the language of instruction is
not the dominant language of learners in you class. For help with language awareness, see the
document called 'Developing student learners' skills' in this introduction.
Discussion questions
These facilitate debate and allow teachers to dig deeper into learner reasoning (in some situations,
their imagination) by asking probing questions.
Example: Why do you think that?
R
Activity: could be used in pair, small group or whole-class discussion. Discussion questions do
not need to have a ‘correct answer’ as their value is in helping learners to think through, share and
discuss their own response.
Diagnostic questions
D
These give you a quick insight into whether what you have taught has been learned. Responses may
identify parts of the curriculum that warrant re-teaching to clarify misconceptions and fill gaps.
They can identify specific gaps in learner understanding while learning is still taking place.
Example: True or false?
Activity: could be a lesson starter (using mini-whiteboards or Post-it notes) or part of a quiz or other
form of assessment.
All diagnostic questions must have a clear purpose; you must use the information gathered to help
inform your next steps. See below for suggestions on how to use diagnostic results in feedback.
Hinge-point questions
The ‘hinge’ is the point where you move from one key idea/activity/point on to another. Hinge-point
questions are a specific type of diagnostic question that are most useful after a period of learning
to help you decide whether to continue, recap or re-teach. It is usually the case that understanding
the content that occurs before the hinge is a prerequisite for the next chunk of learning. This is
x
Original material
© Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.
Approaches to teaching and learning
important because moving on is dangerous if key concepts are not fully understood, yet if you get
this wrong and re-teach pointlessly then engagement will slip and time will be wasted.
Example: What did we learn today? Why does it matter?
Activity: list of ideas (timed), either individually or in a pair. These could be written on poster paper
or shared orally.
For hinge-point questions to be useful, you have to be able to elicit the information from learners
immediately and be able to understand and act on it quickly. Dylan Wiliam suggests that learners
should respond within one minute and teachers should be able to view and interpret responses
within 15 seconds. Hinge-point questions seek a response in the form of a snapshot, not an essay.
Experienced teachers will use a range of question types in their professional practice, appropriate to
the level, subject and learners they are teaching.
Using feedback to optimise teaching and learning
AF
T
Questions help learners to challenge and explore their understanding of a particular topic.
Questions can also help learners identify areas where their knowledge is less secure. This is a
valuable part of the learning process. You can help them to move beyond ‘struggle zones’ in their
learning by providing feedback which helps them to fill the gaps in their knowledge, thereby
boosting both their competence and their confidence.
Feedback should:
• be oral or written
• be appropriate to the learner
• include information about where to go (which pages in the learner’s book, for example) to revise
the problematic material.
Once it is clear to learners what must be done to move beyond their current limits of learning, young
people often make significant progress. You can facilitate this progress via feedback and help ‘close
the loop’ of learning.
R
Feedback is powerful: to optimise teaching and learning, you should create an environment in which
learners are encouraged to reflect on their learning experiences and identify next steps during the
learning process. These next steps may take the form of further questions on the topic, to which the
learners might like to research answers, or the next steps may be connected with their experiences of
learning (for more information about metacognition, see the document in this introduction).
Self/peer assessment
D
Rather than always relying on teacher judgement, by assessing their own (and each other’s) work,
learners independently assess progress with confidence. Learners who can look at their work, and
judge the degree by which it reflects explicitly stated goals or criteria, can assess the quality of
their work and revise it accordingly. They are actively involved in the learning process and their
independence and motivation is improved.
Further reading
Gaunt, A. and Stott, A. (2019) Transform teaching and learning through talk: the oracy imperative,
Rowman and Littlefield Education, Lanham, MD.
Gershon, M. (2013) How to use questioning in the classroom: the complete guide, Amazon Media.
Paul, R.W. and Elder, L. (2000), Critical thinking: basic theory and instructional structures handbook,
Foundation for Critical Thinking, Tomales, CA.
Wiliam, D. (2011), Embedded Formative Assessment, Solution Tree Press, Bloomington, IN.
Cambridge Lower Secondary Global Perspectives Stage 7 develops learners' ability to not only ask
questions like 'what, 'when', 'where' and 'who', but also questions which require more thinking
xi to publication.
Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior
CAMBRIDGE LOWER SECONDARY GLOBAL PERSPECTIVES 7: Teacher’s Book
about like 'how' and 'why'. For example, 'How does the amount of water an individual uses impact
the issue of global water shortage?
Differentiation
What is differentiation?
Differentiation is usually presented as a teaching practice where teachers think of learners as
individuals and learning as a personalised process. Although precise definitions can vary, typically
the core aim of differentiation is viewed as ensuring that all learners, no matter their ability, interest
or context, make progress towards their learning outcomes.
AF
T
It is about using different approaches and appreciating the differences in learners to help them make
progress. Teachers therefore need to be responsive, and willing and able, to adapt their teaching to
meet the needs of their learners.
There is no one style teachers should adopt. Teachers do not need to differentiate everything for
everyone every day; instead, they should select appropriate moments in the instructional sequence to
differentiate. In other words, effective differentiation is part of an experienced teacher’s daily lesson
plan. It is important that teachers are able to respond to the needs of their learners and use the
techniques they deem to be most suitable.
It can be difficult to fit in all the syllabus content and support all learners, keeping them engaged in
their learning. This is a challenge for teachers the world over.
Although there is no single formula that creates a differentiated classroom, when differentiation is
in place opportunities for innovation and ongoing reflection are created that boost teaching and
learning in a way which would not be possible in a ‘one size fits all’ lesson.
R
It is clear how much overlap there is between differentiation and Assessment for Learning
methodology. Both aim to support all learners to improve their learning, using similar techniques
such as questioning, providing feedback and a learner-centred approach. Ongoing assessment
in class is fundamental to differentiation; teachers need to see what the learner currently knows
or can do, and then work out what the learner needs to know or do next. It is an approach that
incorporates a variety of strategies and depends very much on the individual teacher’s school and
classroom culture to guide practical implementation and outcomes.
D
Effective differentiation is heavily reliant on teachers being able to respond to each individual and
fully understand their needs to best support their next steps. The viability of this will depend on
each teacher’s specific context, motivation, obstacles to overcome, and training.
Role of the learner
Understanding individual learners is vital for successful differentiation. In order to be effective,
figuring out what the individual already knows or can do is a vital step in the process.
Getting to know learners is, however, more than just finding out what they know. It is also about
a broader understanding of learner difference. Learners and their learning can be different for a
number of reasons: they may have different levels of interest in the topic; they may have differences
in their levels of motivation, their ability to remember information, their confidence, the accuracy of
their handwriting, their levels of vocabulary acquisition.
Having knowledge of the individual helps teachers to plan for learning rather than teaching,
and ensures that they are always supporting progress. In a differentiated classroom, teachers and
learners collaborate in learning and learners have ownership and responsibility. Offering choice can
encourage ownership of individual work and learning, creating a learning environment in which
learners ‘have no fear’ and apply effort.
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Approaches to teaching and learning
Techniques
Learning outcomes
Since differentiation aims to support all learners in working towards particular outcomes, it is important to
carefully consider what those outcomes are and maintain focus on the overarching learning intention and
success criteria. Teachers can then formatively assess against these and gauge learner needs.
A shared concept of quality between the learner and teacher is vital for learner progress. This
includes both clarity of learning outcome and the use of examples of good work. If learners are
aware of what good work looks like, they are better able to both self- and peer-assess.
Scaffolding
Scaffolding, a metaphor to describe the process of learning support that enables learners to go
beyond what they are initially able to do, can be a key component of successful differentiation.
Feedback
AF
T
These suggestions include the modelling of work and tasks, use of listening and writing frames, provision
of sentence starters and structure guidelines, scaffolded use of questioning and the encouragement of
group and pair work.
Feedback is a key tool in helping all learners to make progress in their learning. Good feedback
can help move learners towards their learning outcomes, provided learners understand, act
upon and learn from it. Feedback should address any misconceptions that are exposed during
learner activities.
Group work
Teachers should employ variety in their classrooms, using a mixture of whole-class instruction, oneto-one work, small group work and peer tutoring. Group work is suggested by many as a good way
to differentiate as learners working in groups are able to create knowledge with their peers, help each
other to learn, use discussion and apportion tasks based on the relative strengths of the group.
R
A balance needs to be met between the use of group work and teacher instruction. As John Hattie
(2008) argues, direct instruction done properly has a greater impact on learning than group work
done incorrectly or inappropriately.
Differentiation support in our materials
D
Our materials will contain frequent opportunities for ongoing assessment in class to help teachers
see what the learner currently knows or can do and then work out what the learner needs to know or
do next. This will help to identify misconceptions or misunderstandings and guide actions.
Through the course of the activities in the resources, we will support differentiation predominantly
in the following ways:
•
differentiation by questioning (embedding questioning strategies to inform better next steps)
•
differentiation by grouping (using mixed ability groups)
•
differentiation by outcomes (multiple modes of learner output or how learners demonstrate/
show their learning)
•
differentiation by task (additional worksheets).
There is no single, optimum way to conduct differentiated teaching. However, we can provide a
selection of strategies to help teachers to become more confident in their teaching practice.
Cambridge Lower Secondary Global Perspectives Stage 7 supports differentiation in a number
of ways. for example, with each skill section divided into getting started with ..., developing... and
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CAMBRIDGE LOWER SECONDARY GLOBAL PERSPECTIVES 7: Teacher’s Book
getting better at... and by offering learners support via their peers, their Skills Book or by using an
appropriate Language Support handout.
Language awareness
What is language awareness?
AF
T
For many learners, English is an additional language. It might be their second or perhaps their third
language. Depending on the school context, learners might be learning all or just some of their
subjects through English.
For all learners, regardless of whether they are learning through their first language or an additional
language, language is a vehicle for learning. It is through language that learners access the learning
intentions of the lesson and communicate their ideas. It is our responsibility, as teachers, to ensure
that language doesn’t present a barrier to learning.
One way to achieve this is to support our colleagues in becoming more language-aware. Language
awareness is sensitivity to, and an understanding of, the language demands of our subject and the
role these demands play in learning. A language-aware teacher plans strategies and scaffolds the
appropriate support to help learners overcome these language demands.
Why is it important for teachers of other subjects to be
language-aware?
R
Many teachers are surprised when they receive a piece of written work that suggests a learner who
has no difficulties in everyday communication has had problems understanding the lesson. Issues
arise when teachers assume that learners who have attained a high degree of fluency and accuracy
in everyday social English therefore have a corresponding level of academic language proficiency.
Whether English is a learner's first language or an additional language, learners need time and the
appropriate support to become proficient in academic language. This is the language that they are
mostly exposed to in school and will be required to reproduce themselves. It will also scaffold their
ability to access higher order thinking skills and improve levels of attainment.
What are the challenges of language awareness?
D
Many teachers of non-language subjects worry that there is no time to factor language support into
their lessons, or that language is something they know little about. Some teachers may think that
language support is not their role. However, we need to work with these teachers to create inclusive
classrooms where all learners can access the curriculum and where barriers to learning are reduced
as much as possible. An increased awareness of the language needs of learners aims to reduce any
obstacles that learning through an additional language might present.
This doesn’t mean that all teachers need to know the names of grammatical structures or need to be
able to use the appropriate linguistic labels. What it does mean is that we all need to understand the
challenges our learners face, including their language level, and plan some strategies to help them
overcome these challenges. These strategies do not need to take a lot of additional time and should
eventually become integral to our process of planning, teaching and reflecting on our practice. We
may need to support other teachers so that they are clear about the vocabulary and language that is
specific to their subject, and how to teach, reinforce and develop it.
Cambridge Lower Secondary Global Perspectives Stage 7 provides a glossary of terms for use by
teachers and learners. Each section in this Teacher Book outlines the subject-specific words and
phrases for that section and teachers are encouraged to produce their own Language Support
handouts for learners as appropriate.
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Approaches to teaching and learning
Metacognition
What is metacognition?
Metacognition describes the processes involved when learners plan, monitor, evaluate and make
changes to their own learning behaviours. These processes help learners to think about their
own learning more explicitly and ensure that they are able to meet a learning goal that they have
identified themselves or that we, as teachers, have set.
Metacognitive learners recognise what they find easy or difficult. They understand the demands of
a particular learning task and are able to identify different approaches they could use to tackle a
problem. Metacognitive learners are also able to make adjustments to their learning as they monitor
their progress towards a particular learning goal. The following diagram shows a helpful way to
think about the phases involved in metacognition.
AF
T
Planning
Reflection
Evaluation
Monitoring
R
During the planning phase, learners think about the explicit learning goal we have set and what we
are asking them to do. As teachers, we need to make clear to learners what success looks like in any
given task before they embark on it. Learners build on their prior knowledge, reflect on strategies
they have used before and consider how they will approach the new task.
As learners put their plan into action, they are constantly monitoring the progress they are making
towards their learning goal. If the strategies they had decided to use are not working, they may
decide to try something different.
D
Once they have completed the task, learners determine how successful the strategy they used was in
helping them to achieve their learning goal. During this evaluation phase, learners think about what
went well and what didn’t go as well to help them decide what they could do differently next time.
They may also think about what other types of problems they could solve using the same strategy.
Reflection is a fundamental part of the plan–monitor–evaluate process and there are various
ways in which we can support our learners to reflect on their learning process. In order to apply
a metacognitive approach, learners need access to a set of strategies that they can use and a
classroom environment that encourages them to explore and develop their metacognitive skills.
Why teach metacognitive skills?
Research evidence suggests that the use of metacognitive skills plays an important role in successful
learning. Metacognitive practices help learners to monitor their own progress and take control of
their learning. Metacognitive learners think about and learn from their mistakes and modify their
learning strategies accordingly. Learners who use metacognitive techniques find it improves their
academic achievement across subjects, as it helps them transfer what they have learned from one
context to another context, or from a previous task to a new task.
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CAMBRIDGE LOWER SECONDARY GLOBAL PERSPECTIVES 7: Teacher’s Book
What are the challenges of developing learners’
metacognitive skills?
For metacognition to be commonplace in the classroom, we need to encourage students to take
time to think about and learn from their mistakes. Many learners are afraid to make mistakes,
meaning that they are less likely to take risks, explore new ways of thinking or tackle unfamiliar
problems. We, as teachers, are instrumental in shaping the culture of learning in a classroom. For
metacognitive practices to thrive, learners need to feel confident enough to make mistakes, to discuss
their mistakes and ultimately to view them as valuable, and often necessary, learning opportunities.
Cambridge Lower Secondary Global Perspectives Stage 7 encourages learners to develop their
metacognitive skills by providing opportunities for individual reflection at the end of each lesson,
for example by asking learners to consider what helped them learn best in the lesson and what skills
they still need to work on.
AF
T
Skills for Life
How do we prepare learners to succeed in a fast-changing world? To collaborate with people from
around the globe? To create innovation as technology increasingly takes over routine work? To use
advanced thinking skills in the face of more complex challenges? To show resilience in the face of
constant change? At Cambridge, we have been working on how we can help you with this.
The Cambridge Framework for Life Skills
So, we analysed the basic components of these global competencies
frameworks and interpreted the different approaches and initiatives to create
a common framework of life skills and competencies that can be successfully
delivered through teaching at all levels of the Cambridge Pathway.
D
We have grouped these skills into six main Areas of Competency that can
be incorporated into teaching, and have examined the different stages of the
learning journey, and how these competencies vary across each stage.
Creativity
Areas of Competency
R
Many frameworks exist that aim to address the skills and competencies
learners' need to succeed through the levels of their education and on into
the world of work for the 21st century. At Cambridge, we are responding to
educators who have asked for a way to understand how all these different
approaches to life skills and competencies relate to their teaching at all
levels and support development of the Cambridge Learner Attributes, and
how they can support and evidence the development of these skills by their
learners through their learning.
Critical Thinking
Learning to Learn
Communication
For each of these areas, we have broken down the practical component skills,
to help you to understand what each competency involves.
Collaboration
Social
Responsibilities
The six key Areas of Competency
The six key skills areas that we will be supporting in our Teacher's Book and Learner's Skills Book
are explained below.
1 Creativity
The ability to generate original and innovative ideas or alternatives that are viewed as being
valuable and meaningful. Some attributes of creativity are: divergent thinking, imagination,
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Approaches to teaching and learning
cognitive flexibility, tolerance for ambiguity or unpredictability and intrinsic motivation. We
have identified three key competencies within the area of creativity in an educational context:
•
the skills needed to participate in creative activities
•
creating new content from one’s own ideas or other resources
•
discovering and expressing one’s personal identity and feelings through creative activities.
2 Collaboration
AF
T
Collaboration is often described as being a key skill for 21st century education. Some
advantages of collaboration over individual problem-solving are effective division of labour, use
of information from multiple sources, perspectives and experiences, higher level of creativity and
quality of solutions. When people are involved in verbal interaction, they are not simply sharing
information but they are supporting each other in collective thinking. This collaborative allows
participants to achieve more than they can get alone. We have identified three key competencies
within the area of collaboration:
•
taking personal responsibility for one's own contribution to a group task
•
listening respectfully and responding constructively to others’ contributions
•
managing the sharing of tasks in a project.
3 Communication
Communication is a vital professional and life skill, involving sharing information, ideas
and knowledge between people. It is an active process 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 a skill learners need for effective and efficient
sharing of information, ideas or knowledge in educational and work settings which can be
developed and honed at all levels and stages. We have identified seven key competencies within
the area of communication:
using appropriate language/register for context
•
managing conversations
•
overcoming one's own language gaps
•
participating with appropriate confidence and clarity
•
supporting others to communicate successfully
•
structuring content
D
R
•
•
using language for effect.
4 Critical thinking
The higher levels of thinking that learners need to develop enable them to think effectively and
rationally about what they want to do and what they believe is the best action. It consists of
identifying links between ideas, analysing points of view and evaluating arguments, supporting
evidence, reasoning and conclusions. We have identified six key Critical thinking competencies:
•
analysing to understand key points and links between ideas.
•
evaluating texts, ideas and arguments
•
synthesising ideas and information
•
identifying and prioritising problems
•
evaluating options
•
asking effective questions .
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CAMBRIDGE LOWER SECONDARY GLOBAL PERSPECTIVES 7: Teacher’s Book
5 Learning to learn
It is essential that we continue to learn new skills and knowledge throughout our working
lives. The aim of education has to focus as much on the skills of learning as on the outputs of
learning. We have identified six key competencies within the area of Learning to learn:
•
developing skills for participating in learning
•
taking control of one's own learning
•
reflecting on and evaluating one's own learning success
•
identifying and using effective learning techniques and strategies
•
making notes, storing and retrieving information
•
managing exam preparation.
6 Social responsibilities
AF
T
The ‘globalised’, fast-changing, and multicultural world offers clear opportunities for young
people to interact with others and to access information across time and space. However, it
also brings challenges of a magnitude no other generation has faced. Climate change, war and
conflict, refugees, poverty, gender and social inequality demand global action and a new practice
and discourse in the education of young people. Social responsibilities refer to the rights and
duties that come along with being a citizen of a particular nation or state, as well as of a
broader global entity. We have identified six key competencies within the area of
Social responsibilities:
understanding one's personal and social responsibilities as a global citizen
•
behaving consistently with one's personal and social responsibilities
•
showing leadership skills
•
understanding one's own and others’ cultures
•
understanding and discussing global issues
•
understanding and managing career development options and techniques
R
•
D
Cambridge Lower Secondary Global Perspectives Stage 7 supports all six key areas of competency.
Collaboration and communication are the focus of sections 5 and 6 of the Learner's Skills Book.
Activities to develop these skills are also contained within other sections of the Learner's Skills Book
as are activities to develop creativity, critical thinking, learning to learn and social responsibilities.
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Research skills overview
Section 1 Research
Introduction
•
constructing research questions
•
developing information skills
•
conducting research
•
recording research findings.
Please note that the Stage 9 learning objectives differ
slightly to the learning objectives for Stages 7 and 8.
As well as opportunities for developing research skills
in this section, you will also find opportunities within
these Lessons to develop some of the other Global
Perspectives skills. For example, when recording
and presenting information, not only will learners
be developing their research skills, they will also be
developing their communication skills.
AF
T
The Lessons in the Learner's Skills Book which
accompanies this Teacher Book will enable you to guide
and support your learners to become more effective
researchers. The Lessons enable your learners to build
on the research skills developed in Stages 7 and 8 of the
Lower Secondary Global Perspectives programme. By
the end of Stage 9, they will be more prepared to move
into study at Secondary level as they will be more secure
in their ability to identify and ask research questions,
know where and how to look for information, and be
able to record and present the information they find.
The learning objectives and learning goals for research
skills for Stage 9 focus on:
Research skills overview
Learning
objectives
1.1 Construct a range of relevant research questions and identify the most appropriate
one to follow up
R
1.2 Identify and accurately reference a wide range of print and multimedia sources and
use them to locate relevant information and answer research questions
1.3 Select most suitable methods and conduct research to test predictions and answer a
research question
1.4 Select, organise and effectively record relevant information from a wide range of
sources and findings from research, justifying the method chosen
Disease and health; Sport and recreation; Language and communication; Conflict and
peace
D
Challenge topic
ideas
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Cambridge Lower Secondary Global Perspectives 9: Teacher’s Book
•
Learners know that they can use a search engine, but are often unsure how to use a
search engine effectively
•
Learners should make their own notes and write in their own words when searching
for and presenting information
•
Research does not just have to be from the internet; learners can use books,
newspaper and magazine articles, community newsletters, podcasts, videos;
interviews with family, friends, teachers and peers; and questionnaires/surveys
•
Learners are encouraged to use a range of different information sources such as
audio and visual sources, blogs, news articles and reports, and to learn how to
reference these accurately
•
Research can be presented in many ways, such as presentations, podcasts, leaflets,
posters, brochures, graphs. Learners should find the most suitable way of presenting
their research. This might be a combination of a graph and some written text
•
•
•
Biased and leading questions are questions like ‘Do you agree that society is
unhealthy?’ and ‘Why should we do more sport?’
Questions which only allow for descriptive responses often start with ‘How …?’
or ‘What …?’. For example, ‘What sports do people do?’ and ‘How do people
communicate with each other?’
Pre-teach key vocabulary: main ideas; topic-specific words; question; statement;
identify; effective; explain; evaluate; evidence; features; judgment; primary/
secondary research; primary/secondary sources of information; summarise;
newspaper; article; sub-heading; title; broad; narrow; vague; bias; leading
question; prediction; relevant; reliable; characteristics; data; argument; balance;
option; convincing; outdated; global perspective; national perspective; personal
perspective; cause; consequences; course of action; issue; reference; presentation;
any topic-specific vocabulary for the Challenge topics: Disease and health; Sport
and recreation; Language and communication; Conflict and peace
R
Language support
AF
T
Key points
Section 1 Research
Cross-skills links
•
Handout of question words with some examples from the topics/subjects: when,
what, which, who, where, why, how, does, is, should
2
Analysis
D
2.1 Identify perspectives and synthesise arguments and evidence from a range of
sources on a given topic
2.2 Identify patterns and trends in graphical or numerical data in order to support an
argument
2.3 Make some links between causes and consequences of an issue at personal, local
and global levels
2.4 Recommend an appropriate course of action and explain possible consequences for
a national or global issue
Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.
2
Research skills overview
Cross-skills links
3
Evaluation
3.1 Evaluate a range of sources, considering the author and purpose and how well they
are supported by other sources, explaining why some may be biased
3.2 Evaluate the reasoning of an argument in a source, considering the structure and
techniques used
4
Reflection
4.1 Explain personal contribution to teamwork and relate to own strengths and areas for
improvement
4.2 Relate benefits and challenges of teamwork to personal experience of working
together to achieve a shared outcome and identify targets for improvement
AF
T
4.3 Explain how personal perspective on an issue has changed as a result of conducting
research and exploring different perspectives
4.4 Identify skills learned or improved during an activity and consider strategies for
further development
5
Collaboration
5.1 The team assign roles and tasks with an appropriate rationale and respond flexibly
when required to help each other achieve a shared outcome
5.2 The team member introduces useful ideas to help achieve a shared outcome, and
works positively and sensitively to resolve conflict and solve problems, supporting
and encouraging other team members to participate, when required
6
Communication
6.1 Present coherent, well-reasoned and clearly structured arguments with detailed
referencing of sources where appropriate
D
R
6.2 Listen to ideas and information and offer well-judged contributions that shape the
discussion and enhance understanding of the issue
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Cambridge Lower Secondary Global Perspectives 9: Teacher’s Book
Starting with research skills: Lesson 1
Lesson 1 focuses on starting to discuss the features of
effective research and being able to evaluate and write
research questions.
CAMBRIDGE STAGE 9 RESEARCH
LEARNING OBJECTIVES
LEARNING GOALS
To start to:
Suggested answers/ideas: Options A, C and D are all
features of effective research. Encourage discussion
about why option B is not a feature, referring learners
back (if appropriate) to Stages 7 and 8. Further features
include putting three to six words into the search engine;
not only looking at the first page of results; checking the
date of the article; checking the author is an expert by
looking for other articles, and so on.
AF
T
1.1 Construct a range of relevant research
questions and identify the most appropriate
one to follow up
information sources rather than just accepting the first
few that come up; copy and paste the website address
onto a Word document; adding the author, date and title
of the article for use as a reference, and so on.
Not topic specific.
•
discuss the features of effective research
Starter activity (approx. 10 mins)
•
evaluate research questions
•
write relevant research questions.
Good for: Evaluating research questions according to the
features of good research questions and other features.
Resources needed
R
Learner's Skills Book; your own Language Support
Handout (if appropriate); Challenge topic and research
questions (e.g. ‘Disease and health’; see Worked example
for the Starter activity below).
How will I know if I reach my goals?
D
Good for: Learners to give examples of their learning
from the lesson. They can complete the table at any
point in the lesson, but might do it at the end.
Prior learning (approx. 5 mins)
Good for: Building on previous knowledge, learning
and understanding. This might be from Primary Global
Perspectives, from other subject areas or from Stages 7
and 8 Lower Secondary Global Perspectives.
Activity: Examine statements to identify what is and is
not effective research.
Differentiation: For support, give learners further
options to choose from if they are struggling to come
up with their own ideas for task 3. For example: dismiss
any sources that have ‘Ad’ in front of them as these
websites are trying to sell something; scroll down to the
end of the page or to the next page to check for further
Activity: Give learners a series of five research questions
related to the topic (including some good and some bad
research questions; see Worked example below). You can
give an example, using the features of a good research
question, before learners do the activity.
Suggested answers:
1
2
It depends on the questions. Learners should ask
themselves questions a–e listed in their Skills Book.
It depends on the questions. Learners should ask
themselves whether their question allows them
to do the things in the bullet list in the Learner's
Skills Book.
Worked example for the starter activity
Challenge topic: Disease and health
Ideas for good research questions:
•
Do environmental factors cause chronic disease?
•
Does society focus more on disease than on health?
•
Is chronic disease a global issue?
•
Are diet and lifestyle responsible for
chronic disease?
•
Does stress lead to chronic disease?
•
Is conventional medicine the only treatment for
chronic disease?
These are all interesting questions from a Global
Perspectives viewpoint, are clearly worded, not leading
Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.
4
Starting with research skills: Lesson 1
and can be answered after research. They also allow the
features (causes and consequences, global and national
perspectives, and course of action) to be included in a
report to answer these questions.
Ideas for bad research questions:
Ways of working: In pairs, to share ideas and clarify own
thinking. Individually and then in pairs as preferred.
Different opinions/perspectives: Learners also consider
whether their questions allow for different (global and
national) perspectives. For example, the good research
questions from the Worked example for the Starter
activity all allow for the development of both global and
national perspectives, whilst the bad research questions
do not.
•
What is chronic disease? (leads to description rather
than analysis and is too narrow)
•
Do you agree that chronic disease is a growing
problem? (a leading question and quite vague)
•
What chronic diseases might affect young people?
(quite narrow and leads to description rather
than analysis)
•
Do you think doctors in America do enough
for people with chronic disease? (not very clear
[what’s ‘enough’?] and quite narrow as the focus is
just America)
3
How can chronic disease be cured? (quite vague and
too broad)
Once they have three research questions, they check
with another pair using the features.
4
Learners choose one research question. They might
reword it after feedback to allow their research
question to include all the other features (causes
and consequences, and so on).
1
Any suggested questions about the topic should be
accepted for the mind map activity.
2
Encourage learners to focus on the features of good
research questions to produce their three research
questions.
AF
T
•
Learner response and feedback:
All these questions lend themselves to description
rather than analysis, will be difficult to answer after
research and do not allow for the features (causes and
consequences, global and national perspectives, and
course of action) to be included in a report to try to
answer these questions.
Main activity (approx. 20–25 mins)
R
Good for: Writing relevant research questions
about a topic.
Activity: Learners produce a mind map of questions
about a topic (can be any topic but should be a different
topic from that chosen for the Starter activity).
Good for: Encouraging learners to consider what helped
them develop their research skills in the lesson. Ask
them to be as honest as they can. There is no correct
response and they can choose more than one option.
Encourage learners to choose the other skills they think
they have used in this lesson and give an example of how
they used each one. This activity can be done in class, at
home or in self-study time.
D
Differentiation: Discuss different types of question
words as a starting point: when, what, which, who,
where, why and how. Also point to the use of the
following as suitable starters for good research
questions: ‘Is …?; Does …?; Should …?; Can …?’.
Refer to the good and bad research questions in the
Starter activity.
Independent reflection activity
(approx. 5–10 mins)
Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.
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Cambridge Lower Secondary Global Perspectives 9: Teacher’s Book
Starting with research skills: Lesson 2
Lesson 2 focuses on starting to select suitable research
methods to answer a research question and on selecting
and summarising relevant information from a text.
CAMBRIDGE STAGE 9 RESEARCH
LEARNING OBJECTIVES
1.3 Select most suitable methods and conduct
research to test predictions and answer a
research question
LEARNING GOALS
To start to:
Differentiation: To challenge, give learners further
questions that test a prediction and ask: ‘Does this
question test a prediction?’ Ask learners to formulate
their own questions that test predictions.
Suggested answers/ideas: Elicit what it means to test
a prediction (learners can review work done in Stage
7 or look at the Tip in the Stage 9 Skills Book). A
question that tests a prediction is one where the
researcher thinks they know the outcome before they
do research. Questions A and C test predictions. A
because the researcher thinks that junk food does lead to
chronic disease in the United Kingdom and C because
the researcher thinks that environmental factors are
responsible for chronic disease.
AF
T
1.4 Select, organise and effectively record
relevant information from a wide range
of sources and findings from research,
justifying the method chosen
Activity: Learners choose which question(s) they think
tests a prediction. Encourage learners to look at the
work they did on research questions last lesson and to
share their choice with the class and the reasons for
this choice.
select suitable research methods to help
answer a research question
Does not need to be topic specific. Learners can make
up their own questions.
•
select relevant information from an
information source
Starter activity (approx. 5 mins)
•
summarise relevant information from an
information source.
Good for: Exploring questions that allow for the
development of a global and national perspective.
R
•
Activity:
1
Learner's Skills Book 9; your own Language Support
Handout (if appropriate); Challenge topic and
information source (e.g. ‘Disease and health’; see
Worked example for the Main activity below).
Learners decide which is the best question in the
Prior learning activity to allow for the development
of a global and national perspective. Pair and then
whole class discussion to decide on the question.
2
How will I know if I reach my goals?
Learners discuss and decide which might be the
most suitable methods to find information to help
answer the question identified in task 1.
3
Good for: Learners to give examples of their learning
from the lesson. They can complete the table at any
point in the lesson, but might do it at the end.
Learners decide on three to six key words to put
into a search engine to find sources of information
to help them answer the question.
Suggested answers/ideas:
D
Resources needed
Prior learning (approx. 5 mins)
Good for: Building on previous knowledge, learning
and understanding. This might be from Primary Global
Perspectives, from other subject areas, from Stages 7 and
8 Global Perspectives or from their last Stage 9 Global
Perspectives lesson.
1
A global and national perspective can be developed
for both questions B and C, although C is the better
research question. B lends itself to description
rather than analysis. A is restricted to the United
Kingdom so does not allow for the development of
a global perspective.
Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.
6
Starting with research skills: Lesson 2
2
3
Sources of information might be internet websites,
specifically health organisations concerned about
environmental pollutants threatening health, and
so on; governmental agencies concerned about the
increasing risk of pollution on health, and so on;
articles from news agencies such as The Guardian
and the Huffington Post; local newspapers and
newsletters if applicable; interviews with family and
friends, and so on.
Key words might be: causes; chronic disease;
environmental; pollution, and so on.
Main activity (approx. 25–30 mins)
Activity:
Each member of the small group chooses one of
the features and makes notes in their own words
from the source. They then share their notes with
their group and add further ideas. Class discussion
can determine that the notes reflect the content of
the source and learners can add further notes after
class discussion.
D
2
Give learners an information source (can be a
text or a video/audio clip) (see Worked example
below) to review and discuss with a partner.
Learners formulate a research question that the
source might help them answer and this shows that
they understand the content of the source. The
source can be on any topic but should include the
following features: the causes and consequences
of an issue, a global and national perspective,
and a course of action. There needs to be enough
content for learners to summarise each of these
features in their own words. Learners work in pairs
to formulate a research question. They then share
their research question with another pair and the
small group of four/five decide on the best research
question.
R
1
3
4
Differentiation: Lengths of the source can vary as long
as there is enough for all the features to be summarised
in learners’ own words. You might read/watch/listen
to the source together as a class, perhaps displaying
a text on the whiteboard. You can discuss and model
reading/listening comprehension strategies, for example
skimming for gist and repeated words for clues about
the main ideas in the text, and so on. Learners can help
each other.
Ways of working: Individually, in pairs, whole class to
share ideas and clarify own thinking.
Different opinions/perspectives: Learners will be
identifying and summarising global and national
perspectives (see Worked example below). You can
encourage them to reflect on their own personal
perspective about the issue once they have completed
the tasks.
AF
T
Good for: Selecting and recording relevant information
from an information source.
of the content of the source but in learners’
own words.
Each learner in the small group chooses one of
the features (it does not have to be the same one
chosen for task 2a) and writes a summary in their
own words. Each group member should choose a
different feature in order to cover all the features.
If there are four in a group, one member can
do a further feature or can work with a partner
to do this.
Learners collate the whole group’s summaries and
decide whether the summaries are a true reflection
Learner response and feedback: The summaries of the
paragraphs should be in the learner’s own words and
should include words/phrases from the notes made
in task 2. Encourage learners to look back at this
table to write their summaries. Encourage learners to
work together.
Suggested answers: These will vary according to
the source.
Worked example for the main activity
Challenge topic: Disease and health
Resource for lesson 2: Text about chronic disease (can be
recorded as a listening source).
This century, more and more people, both young
and old, are reported to be suffering from a chronic
disease. If this increase continues, then there will
be more unhealthy than healthy people living
on this planet. According to the World Health
Organization, a well-respected global organisation,
unless people change their diet and lifestyle,
they will inevitably suffer from one of these lifethreatening diseases.
The causes of the main chronic diseases such as
heart disease, cancer and Alzheimer’s are well
established and documented. The World Health
Organization argues that the most well-known
causes of the majority of chronic diseases are a lack
of sufficient exercise and a diet of high sugar, high
Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.
7
Cambridge Lower Secondary Global Perspectives 9: Teacher’s Book
fat and processed foods. This argument is supported
by healthcare systems in the United Kingdom,
Germany and France.
Recently, a German news article stated that without
taking preventative measures from an early age by
increasing the amount of exercise you do on a daily
basis and eating a healthy balanced diet consisting
of mostly fruits and vegetables with small amounts
of protein and fats, you run the risk in later life of
being diagnosed with one of these chronic diseases.
1
a
Suggested research questions:
•
Is chronic disease a global issue?
•
Are chronic diseases preventable?
•
Does diet impact health?
2
aNotes will vary but should contain few (some
are fine) words that are in the source.
Suggested causes: junk food, including sugar;
few vegetables and fruits; little movement/
activity; a lot of stress.
Suggested consequences: serious illness; fatigue;
aches and pains; shorter lifespan.
Suggested global perspective: World Health
Organization, supported by health agencies in
United Kingdom, Germany and France: rising
numbers of people with chronic illness; due to
lifestyle factors, such as lack of movement and
too much stress.
AF
T
But it’s not just about a shorter lifespan or getting
one of these chronic diseases, it’s also about quality
of life and being able to enjoy the time you have.
Without sufficient energy or with muscle and joint
aches and pains, it’s very difficult to live life to the
full, enjoying the experiences and opportunities it
offers on a daily basis.
Suggested answers:
R
However, not everybody will suffer from lack of
energy, aches and pains or a chronic disease in their
lifetime. People who eat well, exercise daily, limit the
amount of stress they have by meditating and taking
time out in nature can increase their chances of a
healthy, disease-free life. For example, the healthiest
diet in the world is reputed to be the Mediterranean
diet. It includes fresh fruit and vegetables; nuts and
seeds; wholegrain cereals such as rice; fish; dairy;
and olive oil as the main source of fat. People who
eat a Mediterranean diet are reported to live longer
than those that follow a diet of burgers, chips and
very few fruits and vegetables.
D
People in Spain have long been advising of the
benefits of their diet for longevity. The human body
is like a machine that needs fuel. Give it the wrong
fuel and it breaks down but give it the right fuel –
like a Mediterranean diet – then it will keep going
for longer. These are the thoughts of the Spanish
government when asked why it thinks Spanish
people live longer than people from other countries.
One way of increasing your energy, avoiding muscle
aches and pains, and trying to ensure that you are
fit and healthy into later life is to do more exercise.
A brisk walk of 20–25 mins per day (perhaps out
in nature, in a park or along the coast) will help
you maintain your fitness and health, along with
ensuring that vegetables take up half of your plate
at each mealtime. Do this daily for a month until it
becomes habit and you will never look back.
Suggested national perspective: Spanish
government: Mediterranean diet is the
healthiest in the world; Spanish people
live longer.
Suggested course of action: 20–25 mins fast
walking per day; more vegetables at each meal.
Suggested paragraphs
3
a
Causes: Serious illnesses like cancer and heart
disease are often caused by the food we eat, a
lack of movement and too much stress.
Consequences: Consequences of a diet lacking
fruit and vegetables include fatigue and aches
and pains in the body. A shorter life can also
be a result of not eating a healthy diet, not
getting enough exercise or having too much
stress in life.
Global perspective: The World Health
Organization states that unless preventative
measures are taken, such as a change in diet
and lifestyle, the numbers suffering from
chronic illness globally will continue to increase.
UK, German and French health systems also
support this perspective.
National perspective: The Spanish government
thinks that the Mediterranean diet, which
includes plenty of fruits, vegetables, wholegrains
and nuts is the healthiest in the world and this is
why the Spanish population is so healthy.
Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.
8
Starting with research skills: Lesson 3
Course of action: If we do approximately 20–25
mins of exercise every day and change our diet
so that we eat a lot of vegetables at mealtimes,
we can help to prevent chronic disease in
the future.
Independent reflection activity
(approx. 5–10 mins)
be as honest as they can and to choose just one option.
There is no correct response. Encourage explanation,
but not all learners will be able to do this. Encourage
learners to reflect on how they used communication
skills this lesson, for example working with a partner
and listening to their ideas; writing a summary using
own words to convey the text message. This activity can
be done in class, at home or in self-study time.
Good for: Encouraging learners to consider what they
found most interesting during the lesson. Ask them to
AF
T
Starting with research skills: Lesson 3
Lesson 3 focuses on understanding how to reference
information sources accurately and using references
to find relevant information to help answer a research
question.
CAMBRIDGE STAGE 9 RESEARCH
LEARNING OBJECTIVES
1.2 Identify and accurately reference a wide
range of print and multimedia sources and
use them to locate relevant information and
answer research questions
R
1.4 Select, organise and effectively record
relevant information from a wide range
of sources and findings from research,
justifying the method chosen
LEARNING GOALS
D
To start to:
•
understand how to reference information
sources accurately
•
use references to find relevant information
•
record relevant information.
How will I know if I reach my goals?
Good for: Learners to give examples of their learning
from the lesson. They can complete the table at any
point in the lesson, but might do it at the end. At the
end of this lesson, learners will set their mini targets
before they move on.
Prior learning (approx. 5–10 mins)
Good for: Building on previous knowledge, learning
and understanding. This might be from Primary Global
Perspectives, from other subject areas, from Stages 7 and
8 Global Perspectives or from previous Stage 9 Global
Perspectives lessons.
Activity: Learners choose which of the references is
incorrect. There is only one incorrect answer.
Differentiation: Learners can work in pairs and then
share with another pair/in class. Refer learners to the
tips in the Starter activity for guidance about what to
include in a reference.
Suggested answers: The only incorrect reference is D,
which is missing a date of publication and also the title
of the publication.
Starter activity (approx. 10 mins)
Good for: Writing references accurately.
Resources needed
Learner's Skills Book; your own Language Support
Handout (if appropriate); Challenge topic and three
information sources (e.g. ‘Disease and health’; see
Worked example for the Starter activity below); three
references for the Main activity (see below); computers
and internet access (if applicable).
Activity: Learners look at all three information sources
(on the board or a handout) and write a correct
reference for each source (see Worked example below).
You might want to discuss with the class what needs
including in a reference before this activity or you can
do it after the activity to see what learners remember
from previous work on referencing. You might also
Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.
9
Cambridge Lower Secondary Global Perspectives 9: Teacher’s Book
use your own information sources. The key aim is for
learners to start referencing a wide range of sources
from multimedia as well as articles from newspapers and
journals.
Worked example for the starter
activity
Suggested answers: Answers will vary according to
the three sources of information given (see Worked
example below).
Ideas for information sources:
Should be topic specific.
Challenge topic: Disease and health
Source A: Infographic (poster) about healthy living,
see below.
Tips for healthy living
AF
T
Jane King, 2019
http://www.healthy-living/infographic.org
At least half
of what’s on
your plate for
dinner should be
vegetables.
R
Sleep well
for 7–8
hours a night.
D
Eat two servings
of fruit and five of
vegetables every day –
in a rainbow of colours.
Laugh more
and talk to
a friend or
adult about
any problems.
Choose water to
drink – and make
sure you drink
plenty every day.
Switch off the
screen and
exercise for at
least 20 mins
every day.
If you need
a snack, eat
a healthy one
and eat fewer
sugary foods.
Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.
10
Starting with research skills: Lesson 3
Source B: Interview/podcast below (can be recorded and
played or used as a magazine interview).
Interview with Sabrina Shaw about ‘Healthy lifestyle’ –
New You Health Magazine, July 2019.
Interviewer: Do you think it would be a good idea
if you started to eat more healthily?
Then tune in now to our live
interview with Sabrina Shaw who
will tell us all about her fun and
easy way of eating healthily and
maintaining a healthy lifestyle.
Welcome, Sabrina.
Sabrina: A friend of mine asked me to do a
charity run with her – 5 K, I think.
I did it and really easily, and that
got me thinking about how amazing
the body is and how it needs activity
to function well. So I started to run
regularly and have competed in a lot
of races, raising money for various
charities around the world. This is
when I started thinking that being
healthy is not just about food, it’s
about exercise and rest. Getting
enough sleep is also important, as
is not having stress in our lives and
enjoying what we love doing.
AF
T
Sabrina: Thank you for inviting me.
Interviewer: You’re now passionate about
natural health, aren’t you? How did
this start?
Interviewer: How old were you when you thought
that health was important?
D
R
Sabrina: Growing up I didn’t really know
much about nutrition. I knew it was
important to do sport but hated
sport at school, although I came
to love it afterwards and I started
swimming and running in my late
teens. As far as food went, I made
the decision to become vegetarian
when I was 16 but looking back this
was more about restricting food
choices because, like many teenage
girls, I was concerned about my
weight. When I left home and went
to university, I didn’t eat very well at
all and seemed to survive on pizza!
It wasn’t until a close family friend
got sick that I thought it was about
time I looked carefully at what I was
putting into my body and the way I
was treating it.
So, what does your diet
Interviewer:
look like now?
Sabrina: Now, I eat a lot of raw food – but not
100%, more like 80% – as I eat only
one cooked meal per day, generally in
the evening, and the rest of the time I
eat fruit and vegetables. I eat a lot of
delicious salads with a bit of healthy
fat, like nuts and seeds, and some
protein, like fish or beans. Of course,
I try to avoid heavily processed foods
like cakes and biscuits, and fried
foods like chips.
Interviewer: All useful things for us to take note
of. Thank you, Sabrina. I enjoyed
talking to you and I know our
listeners will be inspired to take
action to clean up their own lives.
Source C: Blog below.
Living with a chronic disease
Living with a chronic disease isn’t what we plan
– it just happens. One day, you go to the doctor
with a pain and the next, you’re rushed into
hospital for tests and scans for this and that.
And then, that pain becomes something more
series – a chronic disease that’s life-threatening
– wow! Nobody plans for an illness. I certainly
didn’t. It wasn’t something I’d planned for
and it wasn’t something I wanted. But, it was
something I got and now have to live with if
I want to live – which I do. I’m not done yet,
so I keep going, doing what I can when I can.
Doing what my body needs and my mind tells
me is the right thing to do. One of which is to
write this blog in the hope that I can inspire
others in the same situation. Sometimes, it
feels like one step forward and two steps back,
but my body amazes me in its resilience to
keep going.
Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.
11
Cambridge Lower Secondary Global Perspectives 9: Teacher’s Book
Hayley Greene, 2019
http://hayleygreene.com/blog/
Suggested answers:
A King, J. (2019). ‘Tips for healthy living’. Online:
http://www.healthy-living/infographic.org (Accessed
23/07/2019).
B
1
Ask learners to predict the content of each source
just from looking at the reference.
2
Learners use one of the references to find
information to answer the questions in their
Skills Book.
Ways of working: Learners work in pairs for discussion
and support and to clarify own thinking.
Different opinions/perspectives: Learners will be looking
for different perspectives in their source. Encourage
them to think about what their own perspective on the
issue might be.
Learner response and feedback: Stress that often
references given at the end of an article can lead to
further interesting information sources which might
help them to answer a research question. You could also
refer to wiki websites here, in that they might be edited
so cannot always be reliable and trustworthy, but the
reference list given at the bottom might lead them to
further information sources that are more reliable.
AF
T
I shan’t go into details but suffice to say that, in
the last year, I’ve had four lots of surgery and
my body is remarkable in that it has recovered
from all of them. Now, I am doing what I love
doing to keep myself fit and healthy. I have
started to practise meditation and yoga, which
I find calming and the movement is keeping
me in shape physically as well as mentally. My
family and friends have been a great support
and I enjoy meeting up with them and going
out to enjoy myself – there’s nothing better
than a funny film or an uplifting piece of music
to dance to! I also give my body and mind
healthy, nourishing foods. I love a great big
salad with plenty of colour – the colours of the
rainbow in fact. Life is good and I’m grateful.
New You Health Magazine (2019). ‘Healthy
lifestyle’. Interview/podcast.
R
C Greene, H. (2019). ‘Living with a chronic disease’.
Blog. Online: http://hayleygreene.com/blog/
(Accessed 23/07/2019).
Main activity (approx. 20–25 mins)
D
Good for: Enabling learners to predict the content of
information sources from a reference and to select
relevant information from information sources.
Activity: You can either give learners references of
internet sources for them to find information from
online or you can give them references of articles in
newspapers/community newsletters that they have access
to in class. All references should include the author,
the date the article was published (or ‘(n.d.)’ if there
is no date), the title of the article, the website address
(if appropriate) and the date accessed (if an internet
source). They should also lead learners to articles or
information to enable them to answer the questions
in task 2.
Suggested answers: These will depend on the chosen
references.
Independent reflection activity;
Self-assessment;
Challenge topic review
(approx. 15–20 mins)
Good for: Encouraging learners to consider their
learning in lessons. Ask them to be as honest as they
can. There is no correct response and they should
choose only one option. Encourage learners to reflect
on how they have used collaboration skills in the lesson,
for example by sharing ideas with a partner or in a small
group or by helping someone else in the lesson.
Learners also complete the self-assessment to set their
own learning targets before they move on. Learners
think about and shade where they think they are at this
time in their learning. ‘With help’ refers to guidance
given (pointing a learner in the right direction, although
examples should still come from the learner), for
example from the teacher, other learners, previous work
done by the learner in the Skills Book.
For the Challenge topic review, learners explore the
topic used in this section to develop research skills.
These activities can be done in class, at home or in selfstudy time.
Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.
12
Developing research skills: Lesson 4
Suggested examples:
1.1 Features of effective research: looking at an
author’s webpage to see where they work, their
expertise and what else they have published;
making notes from an information source to answer
questions relevant to a research study; recording
the title of an article, the date published and the
author’s name to add to a reference list. To evaluate
a research question: check that it’s interesting; can
be answered after research; is arguable; is not too
broad, narrow or vague; is not leading and does not
contain bias. Example of a research question: ‘Is
chronic disease caused by environmental factors?’
1.2 To acknowledge/recognise someone else’s ideas, give
credibility to own ideas, and so on.
For example: Kaffy, J. (2019). ‘The impact of the
environment on human health’. Online: https://
www.humanhealth.com (Accessed 23/07/2019).
1.3 A prediction is a statement about what you think
might happen in the future or what you think
might be the cause or consequence of something
that has happened. Places to get information to
test a prediction include interviews, questionnaires/
surveys, internet searches, newspapers, magazines,
books. For example, to test the prediction that
burgers are unhealthy, ask a nutritionist.
AF
T
1.4 Any relevant example.
Developing research skills: Lesson 4
Lesson 4 focuses on discussing and explain the features
of good research questions, evaluating and rewording
research questions, and writing research questions that
help write reports including specific features.
CAMBRIDGE STAGE 9 RESEARCH
LEARNING OBJECTIVES
R
1.1 Construct a range of relevant research
questions and identify the most appropriate
one to follow up
LEARNING GOALS
To develop knowledge and understanding about:
the features of good research questions
D
•
•
rewording questions to make them good
research questions
•
writing relevant research questions to help
write reports including specific features.
Resources needed
Learner's Skills Book; your own Language Support
Handout (if appropriate); Challenge topic and a series
of sub-topics (e.g. ‘Sport and recreation’; see Worked
example for the Main activity below).
How will I know if I reach my goals?
Good for: Learners to give examples of their learning
from the lesson. They can complete the table at any
point in the lesson, but might do it at the end.
Prior learning (approx. 5 mins)
Good for: Building on previous knowledge, learning
and understanding. This might be from Primary Global
Perspectives, Stages 7 and 8 Global Perspectives, from
other subject areas or from previous Stage 9 Global
Perspectives lessons.
Activity: Learners discuss the features of a good
research question with a partner and then finish the
definition in no more than ten words. A good research
question is one that that is interesting, clear, not leading,
not too broad, too narrow or too vague, and a question
that allows for information to be found/an answer.
Differentiation: Allow learners to look back in their
Skills Book to Lesson 1. Some will not need to. Learners
work in pairs for support. Each pair can share with
another pair for further ideas.
Suggested answers/ideas: Any reasonable and relevant
response. For example, a good research question … is
interesting, can be researched and answered, and is
focused/clear. (10 words)
Not topic specific.
Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.
13
Cambridge Lower Secondary Global Perspectives 9: Teacher’s Book
Starter activity (approx. 10–15 mins)
Good for: Judging the quality of research questions and
giving reasons for this judgment.
Activity:
1
Learners decide which is the best research
question and why.
2
They share with their classmates.
3
They then make the other two questions better.
Individual, pair and whole class discussion.
Suggested answers/ideas:
. Questions starting with ‘Why …?’ tend to
A
lend themselves to description and explanation
(analysis), but not evaluation, and to one answer.
This question is not very interesting from a Global
Perspectives view point, it is too narrow and,
although it can be answered, this will only be in
a factual way after research. The question is also
leading, assuming that sport is important. There
is no element of argument or debate to reach a
conclusion about. It also does not allow for the
development of different perspectives (global or
national/local). A better question would be: ‘Is
sport important for long-term health?’
Arguable: Does your research question allow
you to form an opinion? Does it allow you to
support this opinion with evidence?
•
Perspectives: Does your research question
allow for the development of different
perspectives (global and national)?
•
Course of action: Does your research question
allow for a course of action?
Main activity (approx. 20–25 mins)
Good for: Developing learners’ own research questions
that allow for the inclusion of different perspectives, a
course of action and a conclusion (personal perspective)
in a written report.
AF
T
1
•
R
B. This is a leading question as it says, ‘Do you
agree …’ and assumes that football can help bring
nations together. The question is interesting,
clear and focused, and it can be argued. A better
question would be: ‘Can football help bring nations
together?’
D
C. This is a good question as it is clear, interesting,
focused, can be argued and answered after research.
It can also allow for different perspectives and a
course of action.
3
ou can ask learners to start each of their ‘better’
Y
questions with ‘Is …?’, ‘Can …?’ or ‘Does …?’ to
see if they can come up with questions that are
interesting and can be argued and answered. You
might also do this part of the activity as a whole
class after further discussion about the features
of a good research question. Learners should ask
themselves if the question is:
Activity: Learners choose one of the topics you show/
give them. They work through the tasks in pairs. Allow
some time for some initial research in task 5 (10–15
mins). For ideas for sub-topics for the Challenge topic
‘Sport and recreation’, see Worked example below.
Differentiation: Learners work in pairs for support. You
could create a handout with all the features of a good
research question on it. (Is it interesting? Is it leading,
too broad, narrow or vague? Can it be answered? Is
it clear? Is it focused? Is it arguable? Does it allow
for a global and a national perspective? Does it allow
for a course of action? Does it allow for a conclusion
(personal perspective)?) The handout can also include
explanations and examples.
Ways of working: In pairs and small groups to share
ideas and clarify own thinking.
Different opinions/perspectives: Encourage learners to see
if their questions allow for the development of different
perspectives: global, national and personal.
Learner response and feedback: Encourage learners to
give feedback to each other based on the features of a
good research question.
Suggested answers/questions based on the Challenge
topic ‘Sport and recreation’: Learners are developing
their ability to write a relevant research question
(see Worked example below for answers to the
different tasks).
•
Clear: Does the sentence structure of the
question make sense? Is it a question? Would
someone else know what you are asking?
Worked example for the main activity
•
Focused: Is the question too broad, making
it hard to answer? Is the question too narrow,
making it hard to find enough information?
Sub-topics for learners to choose from: Football; The
World Cup; Tennis; The Olympic Games;
Challenge topic: Sport and recreation
Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.
14
Developing research skills: Lesson 5
The Paralympic Games; Inequality in sport; Sport and
peace; Cricket; Use of technology in sport.
2
3
5
Possible research questions:
•Do the benefits of hosting the Olympic Games
outweigh the costs?
Three questions for the sub-topic ‘The
Olympic Games’.
a
What are the Olympic Games?
•Do the Olympic Games benefit society
as a whole?
b
When are the Olympic Games held?
•Can the Olympic Games resolve global conflict?
c
Why are the Olympic Games important?
•What are the advantages and disadvantages of
hosting the Olympic Games?
aThis question is interesting from a Global
Perspectives viewpoint and clear but does
not allow for the development of different
perspectives and is not arguable.
Learners check that their research question is a
good question with you.
7
Reworded question: Are there more advantages to
hosting the Olympic Games than disadvantages?
AF
T
bThis question is interesting and clear but does
not allow for the development of different
perspectives and is not arguable. (It is also
too narrow.)
6
cThis question is interesting, clear and does
allow for the development of different
perspectives (as different groups of people
might give different reasons for why the
Olympics are important). However, it is not
arguable and is a leading question as it assumes
that the Olympic Games are important.
Independent reflection activity
(approx. 5–10 mins)
Good for: Encouraging learners to consider their
learning in lessons. Ask them to be as honest as they
can. There is no correct response and they should
choose only one option but give reasons for their
choice. Encourage learners to reflect on their use of
communication skills during the lesson, for example by
discussing the features of good research questions with
a partner to clarify own thinking. This activity can be
done in class, at home or in self-study time.
R
Developing research skills: Lesson 5
Lesson 5 focuses on selecting the most suitable research
methods depending on the aim and writing questions to
gain information about a topic from both the internet
and other people.
D
CAMBRIDGE STAGE 9 RESEARCH
LEARNING OBJECTIVES
1.1 Construct a range of relevant research
questions and identify the most appropriate
one to follow up
1.2 Identify and accurately reference a wide
range of print and multimedia sources and
use them to locate relevant information and
answer research questions
1.3 Select most suitable methods and conduct
research to test predictions and answer a
research question
LEARNING GOALS
To develop knowledge and understanding about:
•
selecting the most suitable research
methods
•
writing questions to gain relevant
information from the internet
•
writing questions to gain relevant
information from other people
•
referencing sources of information accurately.
Resources needed
Learner's Skills Book; your own Language Support
Handout (if appropriate); picture for the Prior learning
activity (see below); Challenge topic (e.g. ‘Sport and
recreation’; see Worked example for the Main activity
below); internet access and computers.
Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.
15
Cambridge Lower Secondary Global Perspectives 9: Teacher’s Book
How will I know if I reach my goals?
Starter activity (approx. 10 mins)
Good for: Learners to give examples of their learning
from the lesson. They can complete the table at any
point in the lesson, but might do it at the end.
Good for: Discussion about how to write good questions
to gain information about a topic from other people.
Prior learning (approx. 5–10 mins)
Good for: Building on previous knowledge, learning
and understanding. This might be from Primary Global
Perspectives, from Stages 7 and 8 Global Perspectives
lessons, from other subject areas or from previous
Stage 9 Global Perspectives lessons.
Suggested answers/ideas: Responses will vary. Encourage
discussion about what makes a good question to gain
information from other people (as opposed to from the
internet).
Questions should: use words that have clear meanings/
use understandable words; be short and concise; be able
to be answered quickly/not take too long to answer; not
have too many options; not be leading or contain bias.
AF
T
Activity: Learners look at the picture you show them.
For the Challenge topic ‘Sport and recreation’, for
example, it could be a photo or short videoclip of a
paralympic basketball/football game. Learners discuss
it with a partner and then write down three relevant
research questions.
Activity: Learners discuss with a partner and then list
the features of good questions to gain information from
other people.
Not topic specific.
Main activity (approx. 20–25 mins)
Differentiation: Learners can work in pairs and share
their ideas with another pair or whole class.
Good for: Writing sub-questions to enable research to
help answer a research question.
Suggested answers/ideas: Any reasonable and relevant
response.
Activity:
1
Learners refer to the research question they wrote
in the Prior learning activity in this lesson. They
write as many sub-questions as they can so that
they can start their research to help answer their
question.
2
Learners divide their questions into two categories:
ones that are useful for internet research and
ones that are useful for gaining information from
other people.
•Do the Paralympics inspire young
people globally?
3
Learners share their 2 sets of questions with their
classmates to gain feedback to improve their questions.
•Do the Paralympics have the power to change
attitudes towards people with disabilities?
4
It depends on the questions. It is likely that learners
will notice that the questions to ask other people
are about their opinion in order to get personal
perspectives, whereas the questions for internet
research will help to develop a global or national
perspective or find out facts.
5
Learners find useful sources of information to
help answer questions that might be answered with
internet research and reference them accurately.
For the suggested photo or videoclip, example
questions are likely to be: ‘What is the
Paralympics?’; ‘When are the Paralympics?’;
‘Why do the Paralympics exist?’ These are fine at
this stage.
2
Encourage learners to think about a good research
question, for example:
R
1
D
•Is it important to have the Paralympics?
Learners might need help to formulate a question
like this so remind them of the features of a good
research question or elicit these from learners.
Stress that they don’t just need to focus on the
actual sport but should focus more generally on the
Paralympics.
Answers will vary. Reasons will also vary but
should be linked to the features of good research
questions discussed in this section.
Can be topic specific.
Differentiation: Encourage learners to ask for support
if they need it. Refer learners to the question words
(what, when, which, who, why and how) to help them
formulate questions. Individual work for challenge or in
pairs for support.
Ways of working: Individually and/or in pairs to share
ideas and clarify own thinking.
Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.
16
Developing research skills: Lesson 5
Different opinions/perspectives: Encourage learners to
see that any questions where they want to know what
people think will be in the second column in task 2 (to
develop a national or local perspective) and any more
general questions or to develop a global perspective
in the first column (see Worked example for the Main
activity below).
Learner response and feedback: Encourage learners to
discuss their questions in pairs/as a class so that they can
make changes if need be.
Learners share their questions with classmates to
gain feedback and make any improvements.
4
The two sets of questions should be different.
Encourage learners to see how the questions in
the first column are more general to get a global
perspective and/or information. The questions in
the second column are mostly asking what people
think, and why, to get more of a national/local
perspective.
5
Any relevant response. The references should
include the title of the source, the date published,
the author, the website address and the
date accessed.
AF
T
Suggested answers/questions based on the Challenge topic
‘Sport and recreation’: Any reasonable response (see
Worked example below).
3
Worked example for the main activity
Challenge topic: Sport and recreation
Suggested answers for the question ‘Are there more
advantages to hosting the Olympic Games than
disadvantages?’:
1
Learners write as many sub-questions as they can
think of before dividing them into two categories.
2
Example for the question above:
Questions to ask
other people
How much does
it cost to host the
Olympic Games?
What do you
think about the
Olympic Games?
Good for: Encouraging learners to consider what helped
them learn today, for example sharing ideas with a
partner to clarify thinking or gain new ideas, evaluating
their classmates’ questions, and so on. Encourage
learners to reflect on how they have used reflection
as well as research skills this lesson, for example by
considering what has helped them learn best today.
This activity can be done in class, at home or in
self-study time.
R
Questions suitable
for internet research
Independent reflection activity
(approx. 5–10 mins)
Why do think
the Olympic
Games exist?
What are the
disadvantages of
hosting the Olympic
Games for the people
of the host country?
Do you go to the
Olympic Games?
Why?/Why not?
What does a country
need to do once it is
chosen to host the
Olympic Games?
Would you change
anything about the
Olympic Games?
If so, what?
What are the benefits
of hosting the
Olympic Games for
the people of the
host country?
Do you think the
Olympic Games
are important?
Why?/Why not?
D
How is a country
chosen to host the
Olympic Games?
Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.
17