PRIMARY
Here, students practise various stages of creative thinking skills by making their
own game. By discussing games they already know, they prepare for creativity
through exploring issues and concepts and finding connections (part 1), and through
brainstorming, they consider multiple perspectives (part 2). In creating the new game,
they generate, elaborate on and combine multiple ideas (part 3). Finally, by presenting
their new game ideas to the class and reflecting on the feedback, they present, explain
and refine their ideas and solutions (parts 4 and 5).
Students also practise collaboration by working in groups. For this, they need to take
responsibility for their own contribution, for example through actively contributing to a
task. They need to encourage effective group interaction, for example through listening
and responding respectfully, and through establishing ways of working together.
Cambridge Primary Path, Level 5,
Unit 6, p135
8
SECONDARY
Here, students engage in creative thinking by creating a timeline around an invention.
They prepare for creativity by researching the information they need for this task,
thereby exploring issues and concepts and finding connections. By finding or making
their own timeline pictures, they learn to experiment with and refine their ideas.
Students also practise collaboration skills by working in groups. They need to manage
the sharing of tasks by agreeing what needs to be done and managing the distribution
of tasks.
Lastly, students engage with critical thinking by identifying, gathering and organising
relevant information for their timeline, thus solving problems and making decisions. In
addition to evaluating ideas and arguments for their own timelines, they are also asked
to evaluate specific information when looking at their classmates’ timelines (exercise 7).
Own It! Student’s Book 2,
Unit 8, p103 9
ADULT
Here, students practise creative thinking by giving a presentation about an invention
or discovery. They need to generate multiple ideas, elaborate on them, and imagine
alternatives and possibilities (exercises 1 and 2).
When working with a partner (exercises 3–5), students practise communication skills
by learning to structure texts effectively, and by using appropriate language and
presentation styles with confidence and clarity.
At the end of the task, students engage in learning to learn by reflecting on and
evaluating their progress. The checklist tool helps them to keep track of and reflect on
their progress (exercise 6).
SPEAKING TASK
Give a short presentation about an invention or discovery that has
changed our lives.
1 Work alone. Make a list of inventions or discoveries that have changed
PREPARE
our lives.
2 Choose one of the inventions Why?
and prepare an ideas map How? Where?
about it. Write questions
on the diagram.
When?
What?
Who?
3 Work with a partner. Discuss your research questions and help each other
answer the questions on the ideas maps.
4 Work with a partner. Take turns to practise giving your presentation.
PRACTISE
5 Give each other feedback using the questions below.
1 Was the presentation clearly organized and interesting?
2 Was there a clear description of the invention/discovery?
3 Were there examples of how the invention/discovery has changed
our lives?
6 Work in small groups. Take turns to give your presentations. Discuss which
PRESENT
one of your inventions has had the biggest influence on our lives.
TASK CHECKLIST ✔
Did you use phrases with make correctly?
Did you use passive and active forms correctly?
Did you outline the topic clearly?
Did you explain clearly how something is used?
138 SPEAKING LISTENING AND SPEAKING SKILLS 3
Unlock Listening & Speaking, Level 3,
Student’s Book, page 138
10
