Cambridge Lower Secondary Global Perspectives™ Stage 7 Learner's Skills Book sample by Cambridge International Education

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.

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LEARNER’S SKILLS BOOK 7 Keely Laycock

Cambridge Elevate [enhanced] editions are digital versions of your Cambridge University Press books. For information on how to access and use the Cambridge Elevate [enhanced] platform, please see inside the front cover.

Global Perspectives

™

• 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

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.

FT A R D Original material ÂŠ Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.

Cambridge Lower Secondary

Global Perspectives LEARNER’S SKILLS BOOK 7

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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Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.

Contents Introduction

How to use this book

Section 1: Research 1

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

Section 1 overview

24 28 35

Getting better at research skills: Lesson 8

Getting better at research skills: Lesson 9

Section 2: Analysis Section 2 overview

Getting better at research skills: Lesson 7

49 50

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

Starting with analysis skills: Lesson 1

Section 3: Evaluation Section 3 overview

Starting with evaluation skills: Lesson 1

Starting with evaluation skills: Lesson 2

100

Starting with evaluation skills: Lesson 3

104

Developing evaluation skills: Lesson 4

112

iii Original material ÂŠ Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.

Contents

Developing evaluation skills: Lesson 5

115

Developing evaluation skills: Lesson 6

119

Getting better at evaluation skills: Lesson 7

126

Section 4: Reflection 131

Starting with reflection skills: Lesson 1

132

Starting with reflection skills: Lesson 2

136

Starting with reflection skills: Lesson 3

140

Developing reflection skills: Lesson 4

147

Developing reflection skills: Lesson 5

151

Developing reflection skills: Lesson 6

155

Getting better at reflection skills: Lesson 7

161

Getting better at reflection skills: Lesson 8

164

Getting better at reflection skills: Lesson 9

168

Section 5: Collaboration

175

Section 5 overview

Section 4 overview

176

Starting with collaboration skills: Lesson 2

180

Starting with collaboration skills: Lesson 3

184

Developing collaboration skills: Lesson 4

191

Starting with collaboration skills: Lesson 1

Developing collaboration skills: Lesson 5

195

Developing collaboration skills: Lesson 6

199

Getting better at collaboration skills: Lesson 7

206

Section 6: Communication Section 6 overview

213

Starting with communication skills: Lesson 1

214

Starting with communication skills: Lesson 2

219

Starting with communication skills: Lesson 3

223

Developing communication skills: Lesson 4

229

Developing communication skills: Lesson 5

233

Developing communication skills: Lesson 6

237

Getting better at communication skills: Lesson 7

243

Glossary

249

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Introduction

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.

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.

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

v Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.

1 How Research to use this book

How to use this book

Starting with research Starting with research skills: Lesson 1 skills: Lesson 1

This book contains lots of different features that will help your learning. These are explained below. These are the learning objectives that will be covered in each lesson.

1.1 Construct relevant research questions

1.2 Identify and begin to reference a range of print and multimedia sources and use them to 1.1 Construct relevant research questions locate relevant information and answer research questions 1.2 Identify and begin to reference a range of print and multimedia sources and use them to My learning goals are to start locate relevant information and to: answer research questions

• understand what the term ‘research’ means My learning goals are to start to: • understand how to write some basic questions about a topic • understand what the term ‘research’ means • recognise a good research question • understand how to write some basic questions about a topic • identify some of the features of a good research question • recognise a good research question

This list sets out what you will learn in each lesson. You can use these learning goals to identify the important topics for the lesson.

•

identify some of the features of a good research question

Starting with research skills: Lesson 1

As you work through this lesson, tick the ‘Achieved’ box to show you have achieved your How will I know if I reach my goals? learning goals. If you haven’t quite achieved your learning goals, tick ‘Not there yet’. Start As you work through this lesson, the ‘Achieved’ box goals to show you have achieved to think about how you are goingtick to show your learning in your challenge. Addyour an learning If you haven’t quite learning tickgoal. ‘Not there yet’. Start example goals. from your challenge once achieved you have your achieved eachgoals, learning to think about how you are going to show your learning goals in your challenge. Add an Lesson 1from your challenge Not there yet have Achieved example once you achievedExample each learning goal. I think I know what the Lesson 1 Not there yet Achieved Example term ‘research’ means. I think I know what the I can write some basic term ‘research’ means. questions about a Itopic. can write some basic questions about a I can recognise topic. a good research Tip Iquestion. can recognise a good research Subject-specific I can identify some question. features are of a good words words I can identify some research question. that are features ofrelated a good to research question. the main idea.

1 Research

How will I know if I reach my goals?

This will help you to know when you have met your learning goals.

Subject-specific words

Main idea

Prior learning

These are questions or tasks to help check your level of understanding before beginning a lesson. Peer feedback c

Share your information with a partner� Do they have the same ideas as you? Add to your ideas in a different colour�

Prior learning What do you think the term ‘research’ means?

Tip do you What think the term ‘research’ means? Research is �� . Research is key Look for �� . ��

words that tell the reader about the Starter topic. activity

��

Which do activity you think is the best research question? Put the questions Starter 1

Read each paragraph of the text again� Discuss what the text is about with your partner� a b

WriteEach the main from eachuseful paragraph into the table below� tipidea provides information

Nextand to each paragraph, notes about the key information� key pointswrite to consider.

Text title ..................................................................................... Main idea

Notes about the key information

A–D in order (the best at number 1 and the worst at number 4)� Which do you think is the best research question? Put the questions A do children school?1 and the worst at number 4)� A–DWhen in order (the beststart at number Tip B Should we remove all sugar from our diet? A When do children start school?

Bullet point notesall sugar from our diet? C is we poverty? B What Should remove should be a fewnetworking sites bad? D Why are social C What is poverty? words only, not D Why are social networking sites bad? full sentences. 3 3

Paragraph 1:

• •

• Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.

Paragraph 2:

•

Question 3 ��

Class discussion discussion Class As aa class, class, discuss discuss all all the the best best questions� questions� Which Which do do you you as as aa class class 33 As think isis the the best best question question and and why? why? think Best question: question: �� Best

How to use this book

Reason: �� Reason: Independent reflection reflection activity activity Independent What do do you you think think has has helped helped your your learning learning in in this this lesson? lesson? Explain Explain why, why, ifif you you can. can. What

This focuses on how you are learning, rather than what you are learning, and you can set yourself learning targets for the next lesson/s.

Getting better at research skills: Lesson 9 A Working Working on on my my own: own: �� A ��

Working with with aa partner: partner: �� BB Working �� Independent reflection activity C Whole Whole class class discussion: discussion: �� C Something that helped you �� learn today: D Writing Writing things things down down in in my my Learner's Learner's Skills Skills Book: Book: �� D �� Other skills you have used today Other skills skills you you have have used used today today Other ��

Check your learning Check your your learning learning Check If you haven’t already done so, complete the ‘How will know reach my goals?’ Table you haven’t haven’t already already done done so, so, complete complete the the ‘How ‘How will will III know know ififif III reach reach my my goals?’ goals?’ table table IfIf you with ‘Not there yet’ or ‘Achieved’. Don’t forget to add examples from your challenge. with ‘Not ‘Not there there yet’ yet’ or or ‘Achieved’. ‘Achieved’. Don’t Don’t forget forget to to add add examples examples from from your your challenge. challenge. with

These are checkpoints at the end of each lesson, to encourage you to reflect on your progression through the learning goals, and relate this to your Challenge topic.

Self-assessment 3

Look back at self-assessments 1 and 2. How much further progress do you feel you have made so far in developing your research skills?

66 For

each learning objective below, shade in the response that matches yours most closely. Getting better at research skills: Lesson 9 Give one example for this response. Eventually, you are aiming for green!

Learning objectives: RED AMBER GREEN Continued to get better at . . . I can write research I can write at least I know the features 1.1 Construct Reflect on your responses in your self-assessment and identify two areas for questions and help one good research of a good research relevant research improvement. Set yourself two learning targets; how you will improve upon the two others with their question. question and can questions. areas. For example, ‘I will make sure that I understand what I read and write notes in my research questions. write a research own words’. question with help. Learning targets: I understand the I am getting better at I know why I need 1.2 Identify and

This allows you to consider your progress through the learning goals. The red-amber-green checklist encourages you to think about where you are on your learning journey, and to look back at past self-assessments to see clearly how you are progressing.

importance of knowing why I need to add a reference begin to reference 1 Area for improvement: .................................................................................................. reference lists list to all my to say where I get a range of print and and can reference . from and written work and multimedia sources How I will improve: information ....................................................................................................... some sources of and use them to locate can reference author, can reference at information with least one source date.................................................................................................. and title of an relevant 2 Areainformation for improvement: some accuracy. of information with article. and answer research How I will improve: ........................................................................................................ some accuracy. questions.

Challenge topic review

This provides an opportunity to reflect on your Challenge topic as you progress through each skill.

Think about the challenge topic you have been exploring and complete the following 49 statements. I was surprised to discover that: ………............…….…………………………………………… I didn't know: ……………………………………………………………………………………….. I now think: ………………………………………………………………………………...………..

vii Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.

FT A R D Original material ÂŠ Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.

Section 1

Research Starting with . . .

This section of your Learner's Skills Book helps you to develop your research skills using interesting global topics�

As you start to develop your research skills, you will learn what the term ‘research’ means, and you will start to identify, discuss and write basic questions to help you focus on information you need to find out� You will practise discussing global topics and making notes on the information that you find so that you can tell someone about a topic in your own words� You will start to understand how to select different research methods for different purposes and give credit to the words of others�

Developing . . .

As you develop your research skills, you will begin to start constructing research questions� There are good and bad research questions and you will discuss the features of a good research question and begin to be able to tell the difference between good and bad research questions� You will also explore the difference between primary and secondary research methods and learn how to produce a questionnaire to get information about local issues from the people you know�

Getting better at . . . As you get better at research, you will explore different sources of information on a variety of global issues and use the information you gain in a variety of ways, including creating presentations� You will increase your understanding of primary and secondary sources of information and become more confident in using a search engine� You will also understand why it is important to give credit to other peoples’ work and how their work can make yours even better�

Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.

Starting with research skills: Lesson 1

1.1 Construct relevant research questions

1.2 Identify and begin to reference a range of print and multimedia sources and use them to locate relevant information and answer research questions My learning goals are to start to:

•

understand what the term ‘research’ means

•

understand how to write some basic questions about a topic

•

recognise a good research question

•

identify some of the features of a good research question

Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.

1 Starting with research skills: 1

How will I know if I reach my goals? As you work through this lesson, tick the ‘Achieved’ box to show you have achieved your learning goals. If you haven’t quite achieved your learning goals, tick ‘Not there yet’. Start to think about how you are going to show your learning goals in your challenge. Add an example from your challenge once you have achieved each learning goal. Example

Prior learning

What do you think the term ‘research’ means?

•

Lesson 1 Not there yet Achieved I think I know what the term ‘research’ means. I can write some basic questions about a topic. I can recognise a good research question. I can identify some features of a good research question.

Research is ...................................................................................... .

...........................................................................................................

Starter activity 1

Which do you think is the best research question? Put the questions A–D in order (the best at number 1 and the worst at number 4). A When do children start school? B

Should we remove all sugar from our diet?

C What is poverty? D Why are social networking sites bad?

3 Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.

1 Research

..................................................................................................

Look at each of the questions in question 1. Answer the following: Is the question something that I and others care about?

Is the question too broad, too narrow or too vague?

Will I be able to find some information to answer the question?

With your partner, have another look at the order you decided on. Make any changes based on the answers to the three questions in question 2. Try to say why you have put them in the order you have. 1

..................................................................................................

Reason for your order .....................................................................

Do your classmates agree with your order and reasons for this order? ........................................................................................................

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1 Starting with research skills: 1

Main activity The topic I am working on today is … ................................................................................................................. Produce a mind map of as many questions about the topic as you can think of.

a Work with a partner to discuss your questions. Using what you have learnt so far about a good research question, write down your three best research questions. Remember to check whether each of your questions:

is something that you and others care about

•

is not too broad, too narrow or too vague

•

is a question you will be able to find some information about to answer.

•

..................................................................................................

Does your partner agree with your choice?

5 Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.

1 Research

Why did you choose these three questions? Question 1 ................................................................................. Question 2 ................................................................................... Question 3 ...................................................................................

Class Discussion 1

As a class, discuss all the best questions. Which do you as a class think is the best question and why?

Best question: ...................................................................................

Reason: ............................................................................................. Independent reflection activity

What do you think has helped your learning in this lesson? Explain why, if you can. A Working on my own: ........................................................................................................... Working with a partner: ......................................................................................................

C Whole class discussion: ...................................................................................................... D Writing things down in my Workbook: ..............................................................................

Other skills you have used today

....................................................................................................................................................

Check your learning If you haven’t already done so, complete the ‘How will I know if I reach my goals?’ table with ‘Not there yet’ or ‘Achieved’. Don’t forget to add examples from your challenge.

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Starting with research skills: Lesson 2 1.2 Identify and begin to reference a range of print and multimedia sources and use them to locate relevant information and answer research questions

1.3 Select an appropriate method and conduct research to test predictions and begin to answer a research question 1.4 Select, organise and record relevant information from a range of sources and findings from research, using appropriate methods My learning goals are to start to: •

understand what research is

•

know how to record the main idea from a text

•

know how to take notes to help write a text summary

7 Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.

1 Research

Prior learning

Lesson 2 Not there yet Achieved I think I understand what research is. I can identify and write down the main idea from a text. I can take notes in my own words to help you write a text summary.

Which do you think is the best question? .......................................

Reason why it is a good question: .................................................. ...........................................................................................................

...........................................................................................................

Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.

1 Starting with research skills: 2

Starter activity 1

What different ways are there of finding out information to answer research questions? List as many as you can. Ways of finding out information 1 2

4 5

Class discussion

After a class discussion about ways of finding out information, look back at your best question from the prior learning box this lesson. What do you think is the best way of finding out information to try to answer this question?

I think the best way of finding out information to answer the question is: ........................................................................................

Main activity

The topic I am working on today is â&#x20AC;Ś ................................................................................................................. 1

Read the text your teacher gives you. a

Write the main idea of the text in the table below.

Underline any subject-specific words and also write them in the table.

Tip To find the main idea, look for words that are repeated in the text.

9 Original material ÂŠ Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.

1 Research

Main idea

Subject-specific words

Tip Subject-specific words are words that are related to the main idea.

Share your information with a partner. Add to your ideas in a different colour.

Tip Look for key words that tell the reader about the topic.

Read each paragraph of the text again. Discuss what the text is about with your partner. a

Write the main idea from each paragraph into the table below.

Next to each paragraph, write notes about the key information.

Main idea

Notes about the key information •

Bullet point notes should be a few words only, not full sentences.

Paragraph 1:

Text title .....................................................................................

Tip

•

Paragraph 2:

•

Paragraph 3:

• • • •

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1 Starting with research skills: 2

Use the information you have found out and written down. Discuss this information with a partner and then write a short summary of the text. Use these starter sentences to help you write your summary.

Text summary The text is about .............................................................................................................. The main idea is ...............................................................................................................

In the first paragraph, we find out .................................................................................... The second paragraph is about ......................................................................................... The last paragraph tells us ...............................................................................................

Peer feedback

Share your text summary with a partner. Ask your partner the following questions:. Is the summary too long/short?

Yes/No

Does the summary contain the key information from the text?

Yes/No

Is the summary just a copy of the text or has it been written in your own words?

What might you do to make the summary better?

Yes/No

................................................................................................................................................

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1 Research

Independent reflection activity Which part of this lesson have you found difficult? If you can, explain why. A Knowing where to get information from: ........................................................................... B

Identifying the main idea of a text: ....................................................................................

C Writing down subject-specific words: ................................................................................

D Using my own words to write a text summary: .................................................................. Other skills you have used today

....................................................................................................................................................

Check your learning

If you haven’t already done so, complete the ‘How will I know if I reach my goals?’ table with ‘Not there yet’ or ‘Achieved’. Don’t forget to add examples from your challenge.

Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.