Cambridge International AS Level English General Paper

Chapter 3.3 Skills review and

Everyday decisions
Topic outline
Main skills: Resources needed:
Analysing options; evaluating; problem-solving Worksheet 3.3: Everyday decisions planning
Outcome:
Small-group activity; assessment development
Assessment objectives covered: Relationship to coursebook:
AO2: Demonstrate analysis and evaluation Chapter 1.2 Core course knowledge (G Benefits of
critical reading)
Chapter 1.3 Reading comprehension (E Types of
reading comprehension)
Chapter 3.1 Argumentative writing
(B Understanding arguments)
Chapter 2.2 Planning and organising responses
(C Generating ideas for your essay)
Chapter 2.3 Skills review and practice
(B Understanding and applying information)
Chapter 3.2 Exploring issues through discursive
writing
Chapter 3.3 Skills review and practice

Overview
Logical reasoning involves higher-order thinking and is one of the more difficult skills of the course.
By using the skills of analysis and evaluation in a familiar context, in the decisions made in everyday
life, students are reminded that higher-order skills are achievable. It also helps students see the
real-world application of the course’s aims and objectives.
Specifically, students will work in groups to create exam-style questions (ESQ) to practise with.
These are questions which reflect the logical reasoning portion of the assessment for this course.

Preparation
This lesson can be used at any point as you work through Chapter 3.3, as an additional activity to
help develop skills of analysis and evaluation.

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Cambridge International AS Level English General Paper

LESSON PLAN
Enquire
1 Ask students to think about how they make a decision, such as purchasing a new mobile phone
or selecting a university to attend. What do they take into consideration as they decide? What
factors influence their everyday decisions? How do they narrow down their options?

Acquaint
2 Ask students to think of a decision they have to make, which may have significant positive and/or
negative consequences (e.g. one that will cost them money or affect their enjoyment). It might be
a decision they make on their own, or with family, friends and/or peers. Make a list on the board
as they come up with ideas.
A few possible responses might include:
•• choosing a holiday destination
•• selecting an airline
•• buying a new car
•• making a hotel reservation
•• selecting a restaurant for a celebration
•• picking a venue for a wedding or other event
•• making a big purchase, such as buying a phone or new computer.

Engage
3 Divide the class into groups of three or four. Give each group a different ‘everyday situation’
scenario. Distribute Worksheet 3.3 so they can begin to record their group’s information.
4 First, groups will need to think about who might be involved in the ‘everyday situation’ they
have been assigned to. They will need to identify a few stakeholders (those who would have
a relevant ‘say’ in the matter). For example, if the decision to be made involves choosing a
new house to live in, then the people involved might be a father, a mother, siblings and
perhaps an extended family member as well. Students should create a character profile for
each of the people involved in making the decision. This could be in the form of a list of six
to eight bullet points to describe each character. Students can record this in section A of
Worksheet 3.3.
5 Then, ask students to create three options for the characters to choose from which are relevant
to their scenario. For example, if the scenario is ‘buying a new car’, they will need to identify three
different models of car. Students record these options in column 1 of the table in section B of
Worksheet 3.3.
6 Once students have chosen their three options, they then list the features of each and any
other relevant details that might help them decide (e.g. car option 1 might include: 6-cylinder
engine; only comes in red, black or white; expensive, etc.). At least one limitation or drawback
should be included for each option. These are recorded in column 2 of the table in section B
of Worksheet 3.3.
7 As a group, students now think about the wider context surrounding the scenario. They
generate a list of eight to ten additional considerations to take into account. For example,
if the characters are deciding on a holiday destination, the context might be that a natural
disaster recently occurred near to one of the options. They record ideas in section C of
Worksheet 3.3.
8 Once students have constructed their scenarios, they will need to write an opening statement or
summary of their chosen scenario. Space is provided for this in section D of Worksheet 3.3.

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Cambridge International AS Level English General Paper

9 Finally, each group compiles their information into a final version for others to view (and solve!).
This can be prepared digitally or rewritten on a separate sheet of paper. For this final draft, have
students include the following question at the top of their activity:
By considering the advantages and disadvantages of each option, which one is the most
suitable? Justify your answer.

Assess
10 Groups should exchange final versions with at least two other groups to practise responding to
this type of critical thinking question. To complete the activity, students will need to review each
scenario created, then use critical thinking and collaboration skills to answer the question at
the top of the scenario. Have students write their responses on a sheet of paper and give these
responses to the teacher for feedback.

Teacher tip
Once students have completed this activity once, each group could create a second scenario.
Pick the two most popular scenarios and use these for an individual assessment. (If you
choose Group 1 and Group 4’s scenarios, you would obviously give the individuals in Group
1 the scenario that Group 4 created as the assessment and the individuals in Group 4 would
get Group 1’s scenario as their assessment. The rest of the students will get either of these
scenarios at random.)

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