劍橋生活素養架構-概述(Introduction)【完整手冊】

英國劍橋大學出版社

劍橋生活素養架構 Cambridge Life Competencies Framework

概述 Introduction 臺灣師範大學英語系及翻譯研究所

周中天

教授 譯

華泰文化為英國劍橋大學出版社英語教材的台灣總代理。有感自 108 新課綱的實 施，各界教育工作者無不迫切想了解如何在日常的課程融入「素養導向」教學，華 泰特邀周中天教授執筆翻譯劍橋大學出版社與劍橋大學教育系合作發表的研究成 果 — 劍橋生活素養架構 (Cambridge Life Competencies Framework)。此研究揭 櫫 21 世紀必備的六大生活素養能力並提供明確能力指標，可為課程規畫提供具備實 證且可實踐的全齡段教、學指引。期待透過這份素養架構的中文翻譯，將劍橋的生 活素養教育實踐藍圖分享給更多關心教育的家長與教師，讓台灣新世代具備足夠的 素養能力來迎接明日生活的各項挑戰！ 請掃描 QR Code 閱讀 周中天教授《概述》導言

世

界迅速變遷，日新月異，我們如何輔導學生，獲得成功？全球發展 日益精細複雜，我們必須與國際人士合作，發揮創意解決問題，明

智審慎分析資源，有效表達本身觀點，還要保持積極正向的心態。這些 能力如何培育？對於面臨這項挑戰的教師，劍橋大學願意全力協助。

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劍橋生活素養架構∣概述 Introduction

劍橋生活素養架構 簡介 (Cambridge Life Competencies Framework, CLCF) 針對學生在 21 世紀所需的生活技能與素養，有許多作法提出，適用於不同的情境。許多教 育人士常提問，想知道這些作法如何在英語教學的領域中推動，劍橋盡力回應，責無旁貸。

劍橋生活素養架構 兼顧三個面向：

廣度

發展歷程

深度

全面展現整體架構中

涵蓋各學習階段之間，

提供充分細節，

各種可轉換的技能

各項技能逐步養成的方法

務實引導教學和評量

本套架構中，提出了六項生活素養。 創意思維

學習方法與 態度

Creative Thinking

協同合作 Collaboration

Learning to Learn

慎思明辨

溝通互動

社會責任

Critical Thinking

Communication

Social Responsibilities

此六項生活素養都奠定在三個基礎上：

情緒發展 (Emotional Development) 數位知能 (Digital Literacy) 學科知識 (Discipline Knowledge)

安哥拉學生 Damir

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學習歷程 (The Learning Journey) 從學前階段到在職階段，每一學習階段各有不同的素養目標。

學前 (Pre-Primary)

小學 (Primary)

大學 (Higher Education)

以上每個階段之間的確切界限，會因國家

中學 (Secondary)

在職 (At Work)

地區和環境的不同而異，對各階段學習者的

表現、期待也有所不同。本套素養架構旨在提出一個思考的起點，希望協助教育機構與 相關人士，針對所面對的具體情況，設定最合適的預期目標。

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劍橋生活素養架構∣概述 Introduction

劍橋生活素養架構 (The Cambridge Life Competencies Framework) 素養 創意思維

參與創意活動

(Creative Thinking)

根據自己的看法

運用新的發想內

或其他來源資

容解決問題，並

料，發想新內容

做出決定

慎思明辨

了解並分析各種

比較評估各種想

整合各種想法和

(Critical Thinking)

想法之間的關係

法、論述，以及

訊息

學習方法與態度

從事學習的實用

(Learning to Learn)

技巧

溝通互動

針對情境適當地

(Communication)

使用語言，表達

可能選項

掌握自己的學習

反思並評估自己 的學習成果

順利與他人對話

不卑不亢、態度 明確進行溝通

得體

協同合作

善盡個人責任，

對他人見解認真

在專案活動中適

就活動任務所需，

(Collaboration)

對團體任務有所

聆聽，積極回應

當分配任務

尋求解決之道

貢獻

社會責任

了解個人在團體

主動積極，表現

了解並說明自己

了解並討論環境、

(Social Responsibilities)

和社會中的責

領導力

和他人的文化

政治、金融和社會

任，包括公民修

等方面的全球性議

養

題

架構基礎 情緒發展 (Emotional Development) 數位知能 (Digital Literacy) 學科知識 (Discipline Knowledge) cambridge.org/clcf 5

「素養」(competency) 是什麼？ 我們稱之為「素養」，而不是「技能」，因為「素養」不只是「技能」。本架構中所謂的素養 很複雜，須要在三個方面發展：

技能

所謂「素養」，就是知識、 技能與態度的整合，其中：

(Skill)

知識

態度

(Knowledge)

(Attitudes)

素養 (Competency)

「知識」是做事成功所須要知道的各種事物。「技能」是素養 能力運用的精熟或流利程度，是由實踐行動中培養所得。「態 度」則是在某領域發展知識和技能所須具備的性情與心態。 這種觀點取向與歐盟 (EU) 在「終身學習關鍵素養建議書」 (Recommendations on Key Competences for Lifelong Learning) 中的定義彼此相符。 6

a) 知識包含已經公認成立 的確切事實、概念、想 法、理論等，且有助於 對特定領域或主題的理 解； b) 技能的定義是，進行一 定活動、使用現有知識 以取得成果的能力； c) 態度則是對某想法、某 人、或某狀況採取行動 或回應時所表現的性情 與心態。 — 歐洲聯盟理事會 （2018 年，第 14 頁）

劍橋生活素養架構∣概述 Introduction

能力指標 (Can Do Statements) 我們在此提出一些「能力指標」(Can Do Statements) 的示例，這些指標，描述學習者於各階 段完成時，能夠做到 (can do) 的事。指標會視學習者所處的不同情境而有所不同。因此，只 是做為規劃課程或評估的初步參考點。 通常，每個級別的「能力指標」大致假設學習者在前一階段都已完成應有的發展目標；不過， 大學和在職階段是例外，這兩階段時間並列，並非先後關係。以下是部分示例，完整內容請上

cambridge.org/clcf 網頁，參閱劍橋生活素養架構各篇介紹。

學習階段

能力指標

(STAGE OF LEARNING)

(CAN DO STATEMENTS)

慎思明辨 (CRITICAL THINKING) 了解並分析各種想法之間的關係 學前 (PRE-PRIMARY)

小學 (PRIMARY)

中學 (SECONDARY)

大學 (HIGHER EDUCATION)

在職 (AT WORK)

• • • •

按形狀、大小、顏色、重量、質料和位置，對物件分類、排列、描述。 嘗試不同的材料和媒介形式，並選擇使用。 將物件、人物、字母、發音、單詞等彼此搭配。 看出拼圖、遊戲、玩具彼此之間的區別。

• 根據關鍵特徵（例如：動物或交通工具的類型）將物件與活動加以區分、 歸類、描述。 • 說出故事中的角色、背景、情節和主題。 • 比較訊息的不同類型。 • 解釋事情發生的原因（例如：因果關係）。 • 比較不同來源的想法和論點。 • 區分主要論點和佐證論點。 • 指出論述的基本架構。 • 將文章或論述的關鍵點摘要整理。 • 辨識論述中未明說的預設立場和偏見。 • 針對特定主題，對照比較不同的觀點。 • 指出職務和營運資料的結構模式。 • 將職務相關文書中的關鍵點做摘要整理。 • 辨識發言者論述（例如：業務提案）中的預設立場。

溝通互動 (COMMUNICATION) 針對情境適當地使用語言，表達得體 學前 (PRE-PRIMARY)

小學 (PRIMARY)

中學 (SECONDARY)

大學 (HIGHER EDUCATION)

在職 (AT WORK)

• • • •

了解班級 學校中的指令，並且照做。 簡單表達喜歡 不喜歡、同意 不同意。 以簡單有禮貌的方式，問候、介紹、道別。 扮演不同的身分（例如：老師、動物，或是故事中的某一角色）時，使用 不同的表達法。

• • • •

談論自己的日常生活、家庭、興趣，以及其他適合小學階段的話題。 適當地請求許可、表達歉意、提出要求、同意或不同意。 使用禮貌的方式問候及稱呼，並回應他人的邀請、建議、道歉等。 進行戲劇表演或角色扮演時，會改變音量和音調，以傳達不同的情感。

• • • •

使用適當的方式稱呼、問候、道別。 清晰明確地提出有說服力的想法。 用語言表達特定效果（誇張、分裂句 “It is...that...” 等）。 了解在不同情境中，適合就哪些主題進行對話。

• 對個人之間以及文化之間溝通方式差異，有所認識。 • 認識到對話主題的恰當與否，可能因語言情境和文化差異而有不同的判斷。 • 以有禮貌方式表達觀點、也邀請並回應他人的觀點。 • 對不同類型的談話對象（例如：同事、主管、客戶）各以得體方式應對。 • 適時做小結，進入下一個主題，以保持討論的進展。 • 總結討論結果，並與對方確認。

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劍橋英語教材中的生活素養 教學範例 在您的英語課程中，可能已經融入許多生活素養教學活動。我們提出劍橋生活素養架構，是為 了幫助教學者在課堂中，能夠採用更有效率及系統性的方式來進行生活素養教學。 以下劍橋英語教材中的生活素養引導教學活動範例，或許您已正在課堂中運用： Think Level 2, Student’s Book, page 102

11NEWS M A K I N G TH E

READING funny confident positive warm adventurous

比較評估各種想 法、論述，以及 可能選項

intelligent charming active serious

brave talented cheerful

2

Work in pairs. What other adjectives can you think of?

3

SPEAKING Would you like to be a journalist?

Say why or why not.

順利與他人對話

和他人的文化

countries, people play jokes on others. Journalists are usually serious, but sometimes they play jokes, too. Do you have a similar day in your country?

journalist.

想法之間的關係

reporting what someone has said; expressing feelings: anger GRAMMAR: reported statements; verb patterns: object + infinitive VOCABULARY: fun; more verbs with object + infinitive; expressions 了解並說明自己 with make

4 On April Fool’s Day in many English-speaking

1 Tick (✓) the qualities you need to be a news

了解並分析各種

OBJECTIVES FUNCTIONS:

SPEAKING

I’d like to be a journalist because I like finding out things.

I wouldn’t like to be a journalist because I’m not adventurous.

5

2.27 Read and listen to the article. Which photo relates to each story? Write the dates of the stories on the pictures to match them.

6 Read the article again. Which story are these people talking about?

1 2 3 4 5

‘I saw that. I think they were in the middle of making a nature programme.’

‘What a great way to get people interested in your product.’

‘They said the mistake happened because of a bad translation.’

‘It definitely doesn’t come from a plant. I think it’s made with flour and water.’ 了解並分析各種 ‘I think people believed the story because he was such an intelligent person.’ 想法之間的關係

In 1957 the BBC news programme Panorama told its viewers that Swiss farmers were enjoying a really good year for their spaghetti crop. They showed a film of the farmers picking the pasta from their trees. Many people believed the story and some of them even phoned up the BBC to ask how they could grow their own spaghetti tree. The date, of course, was April 1st, or April Fool’s Day – the day when people in many countries across the world like to play jokes on each other.

April 1st seems to be very popular with journalists. They have the extremely important job of reporting the news to us. For 364 days a year they need to be serious. But for one day a year they allow themselves to forget this responsibility for a few minutes and have a bit of fun trying to fool their readers or viewers.

102

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劍橋生活素養架構∣概述 Introduction

Unlock Listening, Speaking & Critical Thinking 2nd Ed Level 2, Student’s Book, page 80

SPEAKING TASK Discuss how to get children interested in space exploration.

根據自己的看法 發想新內容

PREPARE 1 Look back at your notes on page 184 in the critical thinking section.

Add any new information to the table.

2 Work in small groups. Share your ideas for how you can get children interested in space exploration. Follow these steps: • Use the table in Exercise 6 in the critical thinking section to help you.

• Make sure that you discuss possible problems and solutions.

• Use the language from the Preparation for speaking section to take turns in your discussion, to show different levels of agreement and to acknowledge other people’s ideas.

3 You are going to discuss your ideas with another group. Choose which points from your discussion in Exercise 2 you will discuss.

4 Refer to the Task checklist below as you prepare for your discussion.

TASK CHECKLIST Use phrases to acknowledge and agree with others’ points.

✔ 反思並評估自己 的學習成果

Use vocabulary for problems and solutions.

Use the second conditional correctly.

Use phrases for turn-taking.

對他人見解認真 聆聽，積極回應

DISCUSS 5 Work with another group. Take turns discussing your ideas. Take notes on other people’s ideas and any problems you see with their plans.

Ask follow-up questions.

6 In the same group, decide which ideas are best.

7 Compare your final plan with other groups. Which is the best plan?

80

UNIT 8

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itical 小學英語教材 Thinking 慎思明辨 (Critical Thinking) Super Minds Level 1, Student’s Book, page 67

1

Project Do the class survey. a Ask and answer.

Tick (3) the boxes.

How many hours a week do you …

How many hours a week do you do sport?

1–2 hours

I do sport four hours a week.

3–4 hours

5–6 hours

7+ hours

do sport? watch TV? play with friends? read books? play computer games? b Make a bar chart and show it to your friends.

Four people do sport three or four hours a week.

Social science

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Superminds 1, CUP. Student Book p67

67

劍橋生活素養架構∣概述 Introduction

社會責任 (Social Responsibilities) Cambridge University Press 978-1-108-41400-5 — Level Up Level 4 Student's Book Caroline Nixon , Michael Tomlinson Level Up Level 4, Student’s Book, page 25 Excerpt More Information

Culture

4

1.29

2 Listen and read. Write true or false.

Correct the false statements.

Australia is also home to some very dangerous animals. It has more venomous species than any other country in the world. These include spiders, scorpions, and snakes on land and jellyfish in the oceans.

Australia has lots of unusual animals and many of them only live there, and nowhere else, for example kangaroos and koalas. These are both marsupials – animals that carry their babies in a pouch.

The people in Australia work hard today to protect their unusual and special animals.

They don’t want more animals to become extinct, like the Tasmanian tiger. The last time anyone saw this amazing animal was almost 100 years ago. It was a very strange animal. It had a dog’s body, a wolf’s head, a kangaroo’s pouch, and stripes like a tiger.

It walked on four legs, but it could also hop on two legs. It was the largest carnivorous marsupial on Earth. A carnivorous animal is an animal that eats meat.

The Tasmanian tiger hunted at night. Unfortunately, Tasmanian tigers attacked sheep, so farmers hunted them and now experts believe that they’re extinct.

1

Marsupials carry their babies in a pouch.

2

The Tasmanian tiger had a head like a dog.

3

It walked on four legs, but it could also hop like a kangaroo on two legs.

4

It hunted during the day.

5

People killed the animals because they had beautiful fur.

6

The Tasmanian tiger is endangered.

STAGE 3 Write ideas about how to protect an endangered animal.

Do research about an endangered animal where you’re exploring.

Find out ways to protect this animal and write ideas.

The Western Swamp Turtle is endangered. We need to put more plants in the water where they live. Insects come when there are plants and the turtles eat the insects.

My

diary Workbook page 18

Learn about anima�s in Austra�ia © in this web service Cambridge University Press

25

www.cambridge.org

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中學生英語教材 laboration and Creative Thinking 協同合作與創意思維 (Collaboration and Creative Thinking) Prepare 2nd Ed Level 2, Student’s Book, page 32

LIFE SKILLS COLLABORATION REACHING AGREEMENT

5

with the things my friend does in class.

1 I don’t She doesn’t listen to the teacher.

2 Do you agree or with the idea of going to the cinema? the film.

3 I hope you ? I don’t know what to 4 Can you give me some do.

5 I’m . I can’t go to the cinema with my friends.

My mum and dad want me to stay at home with my little brother. , you can make 6 Maybe you don’t agree. In that your own plans.

LIFE SKILLS Reaching agreement For two people to agree, you need to: • listen carefully • give your opinions calmly and clearly • try to understand the other person’s ideas before you decide what to do.

37

1

6

Read the sentences. Answer the questions.

We can find a ‘win–win’ solution.

2

37

7

What to do at the weekend What to buy a friend for their birthday What topic to choose for a school project Read the problems on Danny's page quickly and write the names on the correct replies.

Do you have any problems like these in your life?

4

Read the texts again. Which person/people has/have these problems?

Which person/people …

1 has/have a problem with a friend?

2 has/have a problem with a family member?

3 has/have a problem at school?

4 hasn’t/haven't got a lot of time?

5 wants/want to go to the cinema?

6 maybe needs/need to agree to disagree?

32

Listen again and choose the correct words to complete the sentences. for the party.

1 First, they need to decide on a a present b day .

2 They decide to meet on a Sunday night b Saturday afternoon 3 Lola thinks it’s a good idea to get a . a basketball shirt b notebook 4 Oscar thinks it’s a better idea to get a . a T-shirt b CD 5 Michael loves . a listening to music b going to the cinema 6 They decide to . a get nothing b get a CD and a book 7 Oscar wants to . a buy a cake at the shop b make a cake .

8 Lola needs to a study b help her mum

Do you ever disagree with friends about these things? How do you reach an agreement?

3

Listen to Lola, Oscar and Daisy talking. What are they planning? a They are making plans to go the cinema. b They are making plans to study for their maths exam together. c They are making plans for a surprise party.

Let’s agree to disagree.

1 What do you think the sentences mean?

2 Which sentence do you prefer? Why? 3 When do you need to make decisions? For example, think about doing a class project, going to an event or watching TV.

Complete the sentences with the highlighted words from the texts.

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Are the sentences in the Useful language box used for agreeing (A), disagreeing (D) or making suggestions (S)?

USEFUL LANGUAGE I disagree D How about a basketball shirt?

I have a better idea.

I agree.

I think a CD is a better idea than a book.

That’s an awesome idea!

LIFE SKILLS

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Prepare 2, CUP. Student Book p32

劍橋生活素養架構∣概述 Introduction

情緒發展 (Emotional Development) American Think Level 4, Student’s Book, page 71

7 A LWAYS LO O K O N TH E B R IG HT SI D E

VOCABULARY Feelings about future events

FUNCTIONS Cheering someone up

1 Work in pairs. Make a list of five

1

situations or events which can make you feel worried.

down | cheer | light | hang | bright

2 Read the following extracts from

up! Things will seem better after a good night’s sleep. in there. Your exams will be over soon.

3 Don’t let it get you . It’s not the end of the world.

4 I can see that losing the match is really bothering you, but try to look on the side – it’s early in the season.

5 I know this year of high school can be really difficult, but there is at the end of the tunnel. We’ve got holidays next month.

1

quotationsforworriers. What event do you think each extract refers to?

A It’s a big game and I’m feeling quite apprehensive. If we win, we’ll be top of the league. I’m excited but I’m also a bit unsure about our chances. I mean, they’re a good team.

2

2 Work in pairs. What would you say to each person A–D in Vocabulary Exercise 2? Use the phrases in Exercise 1.

B I’m really looking forward to it and I feel quite positive about it. If I’m honest, I’ll probably be old enough to be the other students’ mother and that will feel a bit odd but overall I don’t care. I’ve got a really good feeling about this. Any suggestions for how I can bridge the age gap with my new classmates?

C I’m absolutely dreading it and I’m sure I’m going to fail. I haven’t done any revision and I just don’t know where to start. It’s a nightmare – I’m really worried about it.

D I don’t know why I’m getting so worked up. I’ve seen him loads of times before and he’s really good but I’ve just got a bad feeling about it this time. I think I need to have one of my teeth taken out.

3 Look at the words in bold and use

Pronunciation Intonation: Encouraging someone Go to page 121.

What cheers me up 1 Which of these things help you feel better when you are down? Think of two more of your own.

expressing pessimism / worry

I’m really looking I’m dreading forward to 4 Match the expressions in Exercise 3

with the events you listed in Exercise 1 in which you might feel them.

Workbook page 66

doing something outdoors

chocolate

talking with family

shopping

chatting with a friend going to a party

watching a good film sleep

2 How do each of these things help cheer you up? Make notes.

doing something outdoors – forget about problems.

3

them to complete each list. If needed, use a dictionary to help you with meaning. expressing optimism

2.04 Complete the sentences with the words in the list.

Then listen and check.

SPEAKING

Work in pairs. Discuss your answers.

When I’ve had an argument with my mum, I always like going for a long walk by myself. It helps me see things more clearly.

WRITING A short story You are going to write a story (140–190 words) which finishes with the words, ‘Every cloud has a silver lining’.

Think of: an unfortunate incident. ● an unexpected positive outcome. ● how it changed the main character’s life. ●

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社會責任 (Social Responsibilities) American Think Level 2, Student’s Book, page 62

Culture

1 Look at the picture. Do you know what animal this is?

2

2.03 Read and listen to the article.

What animals does it mention?

OP! B EFOR EFORE IT T’ S T T’S OO O OL E AATE STOP! BEFORE IT’S TOO LATE The Himalayas

The Galapagos Islands

Why should we care?

The Himalayan mountains in South Central Asia contain many of the world’s tallest peaks, including Mount Everest. They also contain the greatest number of glaciers after the North and South poles. Three of the greatest rivers in the world start from these mountains: the Ganges, the Indus, and the Yangtze.

These rivers provide water to a billion people in Asia.

Why should we care?

The Galapagos Islands are one of the most amazing places on Earth. These tiny islands are 1,000 kilometers from Ecuador in the Pacific and contain many species of plants and animals that are found nowhere else in the world, among them the giant tortoise, the Galapagos penguin, and the Galapagos sea lion. The Galapagos Islands are also famous because the scientist Charles Darwin spent time there studying the wildlife.

What’s happening?

The biggest danger to the Himalayas is global warming, which is melting the glaciers fast. There is also a huge problem with deforestation in the mountains. Many species of animals such as the tiger, the rhino, and the snow leopard are in danger.

The Amazon Why should we care?

The Amazon in Brazil is the largest tropical rainforest in the world. It is home to 10% of the world’s wildlife.

The Amazon River is the largest in the world and contains the most freshwater fish on the planet. It is also home to 350 different tribes. But perhaps most importantly, it provides between 25 and 30% of the world’s oxygen.

What’s happening?

The biggest threat is deforestation. This happens to make space for farmland and to have wood. As a result, many animals are endangered, among them the golden lion tamarin and the jaguar. Since 1950 we have lost more than 17% of the Amazon rainforest.

We can’t afford to lose any more.

3

1,000,000,000

b 350 c

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The Great Barrier Reef Why should we care?

The Great Barrier Reef, off the eastern coast of Australia, is over 2,000 kilometers long. It is the only living organism on the planet that you can see from space. It is home to 1,500 different types of fish, 400 different types of coral, 215 different types of birds, and six different types of turtles.

What’s happening?

We have already lost 10% of all the coral, but scientists fear that we will lose 70% more in the next 40 years. The greatest dangers to the reef are pollution and overfishing.

SPEAKING Work in pairs. Say what these numbers in the article refer to..

a

62

What’s happening?

The Galapagos Islands are very fragile. The greatest dangers to them include overfishing, pollution, and tourism. There is also a threat of animals from other parts of the world arriving on the islands and killing the local wildlife.

17

d e f

1,000 2,000 70

A billion – that’s the number of people in Asia that get their water from the Ganges, Indus, and Yangtze rivers.

4

SPEAKING Can you think of any other areas of the world that are in danger from environmental damage?

劍橋生活素養架構∣概述 Introduction

大學與成人英語教材 慎思明辨 (Critical Thinking) Unlock Listening & Speaking, Critical Thinking 2nd Ed Level 2, Student’s Book, page 76

APPLY

4 Look at the speaking task on page 183. What problems do you think you might face in getting children interested in space exploration? Add them to the ideas map below.

Children get bored easily

EVALUATE ANALYZE

Problems

5 Compare your problems from Exercise 4 with a partner. Which of the problems do you think is the most serious? Why? 6 Choose one of the problems you identified in Exercise 4, or one from the list below (1–4). Then complete the table with the problem and possible solutions. You will use this information in the speaking task at the end of this unit.

1 We are in a city and in cities it is hard to see the stars.

2 Children these days want fast-moving entertainment, like video games and television, so they might get bored.

3 Equipment like telescopes can be expensive and we don’t have much money.

4 Our astronomy club is in a small town far away from astronomy experts, such as university professors. How can we find an expert to help us? problem

possible solution 1

possible solution 2

possible solution 3

possible solution 4

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UNIT 8

15

協同合作 (Collaboration) Unlock Listening, Speaking & Critical Thinking 2nd Ed Level 2, Student’s Book, page 77

7 Work in small groups. Take turns sharing your solutions to the problem you chose. Does your group agree with your possible solutions?

8 Work in the same group. Discuss the questions about problem solving.

1 Can you think of any other ways to organize your ideas about problems and solutions? Look back at the different tables in the units of the book to help you.

2 What kind of information can you give to support your ideas for possible solutions? Think of supporting ideas you can add to the table in Exercise 6 to help you.

ANALYZE

PREPARATION FOR SPEAKING TURN-TAKING 1 People often use fixed phrases to invite others to speak, interrupt or continue speaking when someone has stopped them. Complete the table with the turn-taking phrases. a b c d e f g h i j

What is your opinion?

Could I finish?

I’d like to finish my point.

Could I just say something?

Sorry, but I have to interrupt you and say …

You haven’t said much. What do you think?

Why don’t you start us off … ?

Sorry, but can I just say … ?

Would anybody like to say anything else about … ?

Let me just finish what I was saying. inviting someone else to speak

Let’s get your thoughts on this.

interrupting Could I just say something here?

continuing to speak Could I finish my point?

Please allow me to finish.

PREPARATION FOR SPEAKING

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77

劍橋生活素養架構∣概述 Introduction

reative Thinking 創意思維 (Creative Thinking) Empower Level 5, Student’s Book, page 129 Communication Plus

3C Student B

a You’d like to go somewhere fun with Student A after

7C Student A

class. You’re not very keen on shopping unless it means going to a shop or department store that sells video games. It might be fun to go to a new juice bar that opened last week. You could also go to the movies. Make careful suggestions and try to agree on what you can do after class.

b

Now go back to p.39

9C Student A

a Have two conversations.

a Imagine what you would do with the room shown in the picture. Think about:

Conversation 1 Tell your partner you have a surprise for them to do with entertainment. Make them try and guess. Eventually tell them it’s free tickets for them to go and see Hamlet. If your partner looks a little disappointed, check that they like the theatre – you’re sure they told you they did.

• how you could use different parts of it (e.g. sleeping, working, watching TV) • what furniture you might put in it • where you could put different items (e.g. pictures, a TV, a computer).

b Draw a rough plan of the room to show what you would do. Think how you could use:

Conversation 2 Your partner has got a surprise for you to do with a sports game. Try to find out what it is. You like going to tennis matches and football games, but you’re not very keen on basketball. Try to be polite and grateful.

b

Now go back to p.111

10A Student A

• expressions for imagining from 4b on p.87 • vague phrases from 5a and 5d on p.87.

c Show Student B your plan and tell him/her how you

imagine the room. Then listen to Student B and ask questions about his/her room.

d

9A Student A

a Read the story.

a Describe your inventions to Student B, but don’t tell him/her what it is. Ask him/her to guess what the invention is. Use these expressions to help you.

This thing’s made of …

You can hold it in your hand.

You can put it …

You can put something in it.

You can perhaps find one in …

It might be useful after/when …

Separated twin boys with almost identical lives Stories of identical twins are often incredible, but perhaps none more so than those of identical twin boys born in Ohio. They were separated at birth and grew up in different families. Unknown to each other, both families named them James.

Both boys grew up not even knowing each other, but they both became police officers and both married a woman named Linda. They both had sons who one named James Alan and the other named James Allan. They both got divorced and then married again to women named Betty. They both owned dogs which they named Toy. They met for the first time after 45 years.

b

Now go back to p.87

Anti-snoring pillow This pillow uses a sensor to detect snoring and then responds by vibrating. Tests show that this is efficient in reducing snoring. In addition, the pillow has an internal recording device which will allow you to record your snoring and monitor the effectiveness of the pillow.

Ear dryer

Now go back to p.118

You can use this to dry the inside of your ear after you’ve had a shower, bath or swim.

You place the device in your ear and it blows hot air. The makers suggest you use it after you have dried your ears with a towel.

b

Now go back to p.106

129

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Empower 5, CUP. Student Book p129

繼續開展 本架構的應用 如何運用本架構改進英語課程？

課程發展 (CURRICULUM DEVELOPMENT)

以每項素養在各學習階段的「能力指標」為依據，制訂「課 程學習成果」

教材研發 (LEARNING MATERIALS)

使用「能力指標」設計合適的學習活動

教師成長 (TEACHER DEVELOPMENT)

對於學習者在每一學習階段應發展的技能有所認識

成效評估 (EVALUATION)

研發適當的學習活動和記錄方式，以確保各項生活素養能力 的完備

實用性驗證 劍橋大學正針對本架構進行多項研究 專案，以驗證擬議的素養能力分類及 「能力指標」適切可行。歡迎參與這些 驗證計畫，請聯絡： languageresearch@cambridge.org

土耳其， 教學主任 Müjgan

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劍橋生活素養架構∣概述 劍橋生活素養架構∣概述 Introduction

Further Reading ASCD [Online]. Whole school, whole community, whole child. Available at: http://www.ascd.org/programs/ learning-and-health/wscc-model.aspx Belfield, C., Brooks Bowden, A., Klapp, A., Levin, R.S., & Zander, S. (2015). The economic value of social and emotional learning. Journal of Benefit-Cost Analysis, 6(3), 508-544.

Bridgeland, J., Bruce, M., & Hariharan, A. (2013). The missing piece: A national teacher survey on how social and emotional learning can empower children and transform schools. Washington, DC: CASEL. Cambridge Assessment International Education [Online]. The Cambridge learner attributes. Available at: http:// www.cie.org.uk/images/271189the-cambridgelearner-andteacher-attributes.pdf Cottrell, S. (2019). The study skills handbook (5th ed.) (Macmillan Study Skills). London: Red Globe Press.

Council of the European Union, (2018).

Council recommendation on key competences for lifelong learning.

Available at: https://ec.europa.eu/ education/education-in-the-eu/ council-recommendation-on-keycompetences-for-lifelong-learning_en

Early Education. (2012). Development matters in the Early Years Foundation Stage (EYFS). Available at: http:// www.foundationyears.org.uk/ files/2012/03/Development-MattersFINAL-PRINT-AMENDED.pdf Levy, F., & Murnane, R. J. (2004). The new division of labor: How computers are creating the next job market. Princeton, NJ: Princeton University Press.

MacIntyre, P.D. & Mercer, S. (2014).

Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, 4(2), 153-172.

Maley, A. & Peachey, N. (2010).

Creativity in the English language classroom. London: The British Council. Available at: https://www. teachingenglish.org.uk/article/ creativity-english-language-classroom National Research Council. (2012).

Education for life and work: Developing transferable knowledge and skills in the 21st century. Washington, DC: The National Academies Press.

OECD. (2016). Global competency for an inclusive world. Available at: https:// www.oecd.org/education/Globalcompetency-for-an-inclusive-world.pdf Partnership for 21st Century Skills (P21) [Online]. Framework for 21st century learning. Available at: http://21stcenturyskillsbook. com/resources/ Suto, I. (2013). 21st century skills: Ancient, ubiquitous, enigmatic?

Research Matters: A Cambridge Assessment Publication, 15, 2-8.

Trilling, B. & Fadel, C. (2009). 21st century skills: learning for life in our times. San Francisco, Calif.: Josey-Bass.

UNICEF, (2012). Global evaluation of life skills education programmes.

New York: UNICEF. World Health Organisation, (1999).

Partners in life skills education: Conclusions from a United Nations inter-agency meeting. Geneva: WHO.

Next Generation. [Online].

MyWays. Available at: http:// nextgenlearning.org/myways

Claire, Principal Research Manager, Cambridge University Press

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劍橋英語教材．台灣總代理

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完整「劍橋生活素養架構」中譯手冊， 請上：華泰劍橋英語學習網 cambridge.hwatai.com.tw/webpage/CLCF

 Creative Thinking│創意思維  Critical Thinking│慎思明辨  Learning to Learn│學習態度與方法  Communication│溝通互動  Collaboration│協同合作  Social Responsibilities│社會責任  Emotional Development│情緒發展

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