Unit 1
Unit, Page and Exercise(s) Number
Unit 1, page 9, Think!
Unit 1, page 11, ex 4
Student’s Book Level 2 Cambridge Life Competencies Map
Creative Thinking Generating ideas
C5. Generating multiple ideas
Actively participates in brainstorming activities to generate new ideas.
Unit 1, page 12, Think!
Unit 1, page 13, ex 1
Unit 1, page 13, ex 4
Unit 1, page 15, ex 5
Unit 1, page 18, ex 7
Unit 2
Unit, Page and Exercise(s) Number
Unit 2, page 19, Think!
Learning to Learn Developing skills and strategies for learning
Communication Managing conversations
Learning to Learn Developing skills and strategies for learning
Social Responsibilities Showing intercultural awareness
Collaboration Working towards task completion
Creative Thinking Preparing for creativity
C3. Using effective strategies for learning and retaining information
C4. Using communication strategies to facilitate conversations
C3. Using effective strategies for learning and retaining information
C3. Understanding aspects of own culture
C10. Resolving issues
C1. Participating in a range of creative activities
Records vocabulary in an appropriate way (e.g. in a vocabulary notebook or in a vocabulary flashcard app).
Invites contributions from others in a conversation.
Understands essential grammatical terms and concepts.
Describes key aspects of own culture, including values and beliefs.
Accepts and works towards the agreed solution.
Acts parts in role-plays or dramas.
Unit 2, page 21, ex 4
Creative Thinking Generating ideas
C7. Imagining alternatives and possibilities
Actively participates in “what if” (cautionary or wishful thinking) and “if only” (wishful thinking) discussions.
Unit 2, page 21, ex 6
Learning to Learn Developing skills and strategies for learning
Collaboration Encouraging effective group interaction
C3. Using effective strategies for learning and retaining information
C3. Listening and responding respectfully
Understands essential phonological terms and concepts (e.g. vowel length, word stress).
Acknowledges, agrees or disagrees with others’ ideas politely and respectfully.
© Cambridge University Press 2022 1
Competency Core Area Component
do Statement
Can
Competency Core Area Component
do Statement
Can
Unit,
Unit 2, page 22, Think!
Unit 2, page 23, ex 1
Unit 2, page 27, Think!
Creative Thinking Preparing for creativity
Learning to Learn Developing skills and strategies for learning
Social Responsibilities
Understanding global issues
C1. Participating in a range of creative activities
C3. Using effective strategies for learning and retaining information
C7. Recognizing personal impact on global issues
Engages with and responds to creative works from art, music or literature.
Understands essential grammatical terms and concepts.
Identifies ways in which personal habits and behavior have the capacity to affect the environment.
Unit 2, page 28, ex 3
Communication Participating with appropriate confidence and clarity
C6. Structuring spoken and written texts effectively
Knows how to structure a range of academic and practical text types, e.g. essays, complaints, applications
Unit 2, page 28, ex 4
Unit 3
Unit,
Unit 3, page 31, Think!
Unit 3, page 4, ex 4
Unit 3, page 34, ex 3
Unit 3, page 35, ex 1
Unit 3, page 35, ex 4
Learning to Learn Reflecting on and evaluating own learning
C9. Keeping track of progress Uses checklists to review work and ensure successful completion of tasks.
Emotional Development
Identifying and understanding emotions
Emotional Development Managing own emotions
Critical Thinking Understanding and analyzing ideas and arguments
Learning to Learn Developing skills and strategies for learning
Emotional Development Identifying and understanding emotions
C1. Recognizing and describing emotions
C3. Monitoring and reflecting on own emotions
C1. Identifying and classifying information
C3. Using effective strategies for learning and retaining information
C2. Understanding emotions
Articulates their feelings in response to music, art or literature.
Recognizes their individual emotional triggers.
Distinguishes between fact and opinion.
Understands essential grammatical terms and concepts.
Discusses what makes them feel different emotions.
2 © Cambridge University Press 2022
Competency Core Area Component Can do Statement
Page and Exercise(s) Number
Competency Core Area Component Can do Statement
Page and Exercise(s) Number
Unit 3, page 39, Think!
Unit 3, page 40, ex 7
Unit 4
Unit,
Unit 4, page 41, Think!
Critical Thinking Evaluating ideas and arguments
C6. Drawing appropriate conclusions
Selects key points from diverse sources to create a new account and/or argument.
Collaboration Encouraging effective group interaction
C3. Listening and responding respectfully
Asks clarifying questions when necessary.
Creative Thinking Generating ideas
C7. Imagining alternatives and possibilities
Actively participates in “what if” (cautionary or wishful thinking) and “if only” (wishful thinking) discussions.
Unit 4, page 43, ex 4
Unit 4, page 44, Think!
Unit 4, page 45, ex 1
Unit 4, page 46, ex 5
Unit 4, page 49, ex 2
Unit 4, page 49, Think!
Learning to Learn Developing skills and strategies for learning
Critical Thinking Evaluating ideas and arguments
Learning to Learn Developing skills and strategies for learning
Critical Thinking Evaluating ideas and arguments
Critical Thinking Evaluating ideas and arguments
Social Responsibilities
Understanding global issues
C3. Using effective strategies for learning and retaining information
C6. Drawing appropriate conclusions
C3. Using effective strategies for learning and retaining information
C6. Drawing appropriate conclusions
C4. Evaluating specific information or points in an argument
C7. Recognizing personal impact on global issues
Takes effective notes in class and from homework reading.
Evaluates conclusions and generalisations made from arguments.
Understands essential grammatical terms and concepts.
Draws conclusions from evaluation of ideas, arguments, and options.
Identifies evidence and its reliability.
Identifies ways of dealing with issues related to inequalities in society (e.g. volunteering, charity work, etc.)
Unit 4, page 50, ex 4
Communication Participating with appropriate confidence and clarity
C6. Structuring spoken and written texts effectively
Knows how to structure a range of academic and practical text types, e.g. essays, complaints, applications
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Competency Core Area Component Can do Statement
Unit, Page and Exercise(s) Number
do
Page and Exercise(s) Number Competency Core Area Component Can
Statement
Unit 4, page 50, ex 5
Review, page 52, Check Your Progress
Review, page 52, Learn to Learn
Unit 5
Learning to Learn Reflecting on and evaluating own learning
Learning to learn Reflecting on and evaluating own learning
Learning to learn Developing skills and strategies for learning
C9. Keeping track of progress
C10. Evaluating learning and progress
C2. Using effective systems for finding, keeping and retrieving information
Uses checklists to review work and ensure successful completion of tasks.
Uses self-assessment tools to evaluate progress and goal achievement.
Takes effective notes in class and from homework reading.
Unit 5, page 53, Think! Communication Using appropriate language and register for context
Unit 5, page 55, ex 4
Unit 5, page 55, ex 6
Unit 5, page 56, Think!
Unit 5, page 57, ex 1
Unit 5, page 57, ex 4
Learning to Learn Developing skills and strategies for learning
Collaboration Encouraging effective group interaction
Critical Thinking
Evaluating ideas and arguments
Learning to Learn Developing skills and strategies for learning
Creative Thinking Generating ideas
C2. Using a variety of language and communication strategies to achieve a desired effect
C3. Using effective strategies for learning and retaining information
C3. Listening and responding respectfully
C6. Drawing appropriate conclusions
C3. Using effective strategies for learning and retaining information
C7. Imagining alternatives and possibilities
Demonstrates and awareness of positive communication strategies
Takes effective notes in class and from homework reading.
Acknowledges, agrees or disagrees with others’ ideas politely and respectfully.
Selects key points from diverse sources to create a new account and/or argument.
Understands essential grammatical terms and concepts.
Actively participates in “what if” (cautionary or wishful thinking) and “if only” (wishful thinking) discussions.
Unit 5, page 61, ex 5
Unit 5, page 62, ex 6
Critical Thinking Understanding and analyzing ideas and arguments
Creative Thinking Preparing for creativity
C3. Interpreting and drawing inferences from arguments and data
C1. Participating in a range of creative activities
Uses contextual clues to guess the meaning of unknown words.
Acts parts in role-plays or dramas.
4 © Cambridge University Press 2022
Page and Exercise(s) Number Competency Core Area Component Can do Statement
Unit,
Page and Exercise(s) Number Competency Core Area Component Can do Statement
Unit,
Unit 6, page 63, Think!
Creative Thinking Generating ideas
C7. Imagining alternatives and possibilities
Actively participates in “what if” (cautionary or wishful thinking) and “if only” (wishful thinking) discussions.
Unit 6, page 65, ex 3
Learn to Learn Developing skills and strategies for learning
C3. Using effective strategies for learning and retaining information
Records vocabulary in an appropriate way (egg. in a vocabulary notebook or in a vocabulary flashcard app).
Unit 6, page 65, ex 4
Unit 6, page 66, Think!
Unit 6, page 67, ex 1
Unit 6, page 71, ex 4
Unit 6, page 71, Think!
Unit 6, page 72, ex 3
Collaboration Encouraging effective group interaction
Critical Thinking Evaluating ideas and arguments
Learning to Learn Developing skills and strategies for learning
Critical Thinking Understanding and analyzing ideas and arguments
Creative Thinking Implementing ideas and solving problems
Communication Participating with appropriate confidence and clarity
C3. Listening and responding respectfully
C6. Drawing appropriate conclusions
C3. Using effective strategies for learning and retaining information
C3. Interpreting and drawing inferences from arguments and data
C9. Implementing, presenting and explaining ideas and solutions
C6. Structuring spoken and written texts effectively
Asks clarifying questions when necessary.
Draws conclusions from evaluation of ideas, arguments, and options.
Understands essential grammatical terms and concepts.
Uses contextual clues to guess the meaning of unknown words.
Employs new and original ideas in completing creative activities.
Knows how to structure a range of academic and practical text types, e.g. essays, complaints, applications
Unit 6, page 72, ex 4
Review, page 74, Check Your Progress
Review, page 74, Learn to Learn
Learning to Learn Reflecting on and evaluating own learning
Learning to Learn Reflecting on and evaluating own learning
Learning to Learn Developing skills and strategies for learning
C9. Keeping track of progress Uses checklists to review work and ensure successful completion of tasks.
C10. Evaluating learning and progress
C3. Using effective strategies for learning and retaining information
Uses self-assessment tools to evaluate progress and goal achievement.
Finds sources of information and support (online and in school) in order to enhance their understanding of English.
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Page and Exercise(s) Number Competency Core Area Component Can do Statement
Unit 6 Unit,
Unit 7, page 75, Think!
Unit 7, page 77, ex 6
Unit 7, page 78, Think!
Unit 7, page 79, ex 4
Communication Using appropriate language and register for context
Communication Managing conversations
Critical Thinking Evaluating ideas and arguments
Communication Using appropriate language and register for context
C1. Using language appropriate for the situation
C4. Using communication strategies to facilitate conversations
C4. Evaluating specific information or points in an argument
C2. Using a variety of language and communication strategies to achieve a desired effect
Discusses topics of relevance to self, family and friends.
Uses simple techniques to start a conversation.
Identifies evidence and its reliability.
Uses functions to ask for and give things, e.g. requesting information, offering an opinion.
Unit 7, page 81, ex 1
Unit 7, page 83, Think!
Unit 7, page 84, ex 2
Unit 7, page 84, ex 7
Learning to Learn Developing skills and strategies for learning
Creative Thinking Preparing for creativity
Collaboration Encouraging effective group interaction
Communication Participating with appropriate confidence and clarity
C3. Using effective strategies for learning and retaining information
C1. Participating in a range of creative activities
C3. Listening and responding respectfully
C7. Using appropriate language and presentation styles with confidence and fluency
Understands essential grammatical terms and concepts.
Engages with and responds to creative works from art, music or literature.
Acknowledges, agrees or disagrees with others’ ideas politely and respectfully.
Speaks with suitable fluency.
Unit 7, page 75, Think!
Unit 7, page 77, ex 6
Unit 7, page 78, Think!
Unit 7, page 79, ex 4
Communication Using appropriate language and register for context
Communication Managing conversations
Critical Thinking Evaluating ideas and arguments
Communication Using appropriate language and register for context
C1. Using language appropriate for the situation
C4. Using communication strategies to facilitate conversations
C4. Evaluating specific information or points in an argument
C2. Using a variety of language and communication strategies to achieve a desired effect
Discusses topics of relevance to self, family and friends.
Uses simple techniques to start a conversation.
Identifies evidence and its reliability.
Uses functions to ask for and give things, e.g. requesting information, offering an opinion.
6 © Cambridge University Press 2022
Page and Exercise(s) Number Competency Core Area Component Can do Statement
Unit 7 Unit,
Unit, Page and Exercise(s) Number Competency Core Area Component
Unit 7, page 81, ex 1
Unit 7, page 83, Think!
Unit 7, page 84, ex 2
Unit 7, page 84, ex 7
Unit 8
Unit 8, page 85, Think!
Unit 8, page 87, ex 3
Learning to Learn Developing skills and strategies for learning
Creative Thinking Preparing for creativity
Collaboration Encouraging effective group interaction
Communication Participating with appropriate confidence and clarity
C3. Using effective strategies for learning and retaining information
C1. Participating in a range of creative activities
C3. Listening and responding respectfully
C7. Using appropriate language and presentation styles with confidence and fluency
Can do Statement
Understands essential grammatical terms and concepts.
Engages with and responds to creative works from art, music or literature.
Acknowledges, agrees or disagrees with others’ ideas politely and respectfully.
Speaks with suitable fluency.
Unit 8, page 88, Think!
Social Responsibilities Understanding global issues
C6. Discussing a range of global issues
Demonstrates awareness of human rights issues around the world.
Unit 8, page 89, ex 1
Unit 8, page 93, Think!
Learning to Learn Developing skills and strategies for learning
Emotional Development
Empathy and relationship skills
C2. Using effective systems for finding, keeping and retrieving information
C6. Showing empathy for the feelings of others
Takes effective notes in class and from homework reading.
Shows awareness of how events and situations might trigger specific emotions in others (e.g. by imagining how people feel in a given context).
Unit 8, page 94, ex 5
Learning to Learn Developing skills and strategies for learning
Communication Using appropriate language and register for context
Communication Participating with appropriate confidence and clarity
C3. Using effective strategies for learning and retaining information
C3. Adapting language use according to different cultures and social groups
C6. Structuring spoken and written texts effectively
Understands essential grammatical terms and concepts.
Has awareness of how experiences, beliefs and opinions can vary across cultures.
Knows how to structure a range of academic and practical text types, e.g. essays, complaints, applications
Unit 8, page 94, ex 6
Emotional Development Managing own emotions
C4. Regulating emotions
Deals appropriately with praise, setbacks and criticism.
© Cambridge University Press 2022 7
Unit, Page and Exercise(s) Number Competency Core Area Component
Review, page 96, Check Your Progress
Review, page 96, Learn to Learn
Extras
Reading 1, page 98, Think!
Reading 2, page 99, Think!
Reading 3, page 100, Think!
Learning to Learn Reflecting on and evaluating own learning
Learning to Learn Developing skills and strategies for learning
C10. Evaluating learning and progress
C2. Using effective systems for finding, keeping and retrieving information
Can do Statement
Uses self-assessment tools to evaluate progress and goal achievement.
Records vocabulary in an appropriate way (egg. in a vocabulary notebook or in a vocabulary flashcard app).
Social Responsibilities
Critical Thinking
Showing intercultural awareness
Evaluating ideas and arguments
C4. Understanding aspects of other cultures
C6. Drawing appropriate conclusions
Makes informed comparisons between their own society and other societies.
Draws conclusions from evaluation of ideas, arguments, and options.
Reading 4, page 101, Think!
Social Responsibilities
Understanding global issues
Social Responsibilities Showing intercultural awareness
C6. Discussing a range of global issues
Demonstrates understanding of inequalities in society (e.g. social classes, power, prestige, poverty, etc.).
C4. Understanding aspects of other cultures
Shows an interest in learning about key aspects of other cultures or societies, including values and beliefs.
Project 1, page 106, Project Task
Project 2, page 108, Think!
Project 2, page 108, Project Task
Creative Thinking Preparing for creativity
C2. Exploring issues and concepts
Asks questions and seeks the answers to these in order to find out more about an issue.
Social Responsibilities Showing intercultural awareness
Creative Thinking Implementing ideas and solving problems
C4. Understanding aspects of other cultures
C8. Experimenting with and refining ideas
Makes informed comparisons between their own society and other societies.
Experiments with using different ideas and resources to make and describe their own work.
8 © Cambridge University Press 2022