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Think - Pair - Share

Expert Groups - each person in a group is responsible for one topic/idea/category etc. They meet with other experts from other groups, share their ideas/information orally and then bring back that information to be shared with their group.

Inside - Outside Circle

Paired Review - this one was made myself where students review an assignment with one another by asking each other specific questions about their work. One question from my list is, "What is one idea or part of your essay/project that you thought you did well on? Why is it your best?". Then after each partner shares, they in-turn reflect on the review if they agree or disagree with what their partner thinks of their work.

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One of my students' favorite speaking activities involves storytelling and improvisation. It is done in pairs (Student A & Student B), where each student receives a set of words they must incorporate in their conversation. They take turns speaking, using the given words to build on each other's ideas. The randomness of the words makes it exciting and fun, because they have to think on the spot and create unexpected and entertaining stories.

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Sometimes I find it difficult to assess vocabulary and grammar because exams or tests often feel stressful and boring for students. To make it more engaging, I use a fun activity instead. In groups, students select one member to guess words or phrases based on definitions, situations, or the word in context provided by their teammates. The group that correctly guesses the most words within a set time wins.

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I know debates are quite common, but I did want to emphasize their importance in the classroom. Debates involves a previous large process, as students must research, analyze and synthesize information. It also encourages to defend their position and while they may sometimes take it personally, this simply shows their engagement with the topic and interest in the activity.

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1.    Role-Play Simulation: "Community Problem-Solving Forum"

Objective: Negotiate solutions to real-world issues using persuasive language and empathy.
Skills: Persuasion, negotiation, active listening.

Process:

1. Scenario Setup: Assign a community issue (e.g., building a factory in an eco-sensitive area).

2. Role Cards: Distribute roles (e.g., mayor, environmentalist, factory owner, local resident) with specific goals.

3. Preparation: Students research their role’s stance and draft arguments (10 mins).

4. Role-Play: Conduct a 15-minute debate where students negotiate a compromise.

5. Reflection: Discuss how language (tone, vocabulary) impacted outcomes and ethical considerations.

Differentiation:

Provide sentence starters for beginners (e.g., "I propose…").

Challenge advanced learners to incorporate IB Global Issues (e.g., sustainability).

2. Collaborative Think-Pair-Share-Expand

Objective: Develop structured arguments and refine ideas through peer feedback.
Skills: Reasoning, paraphrasing, synthesis.

Process:

1. Prompt: Pose a debatable question (e.g., "Should schools ban AI tools?").

2. Think: Individuals brainstorm ideas (5 mins).

3. Pair: Partners compare arguments, refine using evidence (10 mins).

4. Share-Expand: Merge pairs into groups of 4 to create a consensus statement (10 mins).

5. Class Debate: Groups present; peers ask clarifying questions (15 mins).

Differentiation:

Scaffold with argument frameworks (e.g., Claim-Evidence-Reasoning).

Advanced learners critique opposing viewpoints.

3. Gallery Walk with Peer Interrogation

Objective: Present and defend ideas visually and orally.
Skills: Descriptive language, questioning, justification.

Process:

1. Topic Stations: Set up posters on IB themes (e.g., cultural identity, globalization).

2. Creation: Groups design posters with visuals and summaries (20 mins).

3. Gallery Walk: Half the class presents; the other half rotates, asking probing questions (15 mins).

4. Switch Roles: Presenters become interrogators in round 2.

5. Reflection: Vote on the most compelling station and justify choices.

Differentiation:

Provide glossaries for technical terms.

Advanced learners use connectives (e.g., "Conversely…") to link ideas.

4. Jigsaw Discussion on Global Issues

Objective: Synthesize complex information through collaborative expertise.
Skills: Explanation, summarization, interdisciplinary thinking.

Process:

1. Expert Groups: Divide class into 4 groups, each researching a subtopic (e.g., causes of climate change).

2. Research Phase: Groups analyze sources and create key points (15 mins).

3. Mixed Groups: Re-form groups with one "expert" from each subtopic.

4. Jigsaw Share: Experts teach their subtopic to peers (20 mins).

5. Synthesis Task: Create a mindmap linking all subtopics (e.g., climate change’s societal impact).

Differentiation:

Simplify texts for beginners.

Advanced learners propose policy solutions.

Key IB Alignment:

Integrates ATL skills (communication, collaboration).

Encourages reflection on language choices and intercultural understanding.

Ties to IB themes like global engagement and critical thinking.

These activities foster dynamic interaction while addressing diverse learner needs, ensuring students engage meaningfully with language in authentic contexts.

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 "IB Exam Simulation: Presentation & Follow-Up"

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 "IB Exam Simulation: Presentation & Follow-Up"

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Students prepare a short (2-3 min) presentation on a course theme, similar to the Individual Oral. They also prepare follow-up questions for another student's presentation. One student presents, then another acts as the "examiner," asking follow-up questions (2-3 min). Both the presenter and "examiner" receive feedback on their performance (clarity, questions, listening). The activity mirrors IB exam conditions, improving both speaking and listening skills.

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Groups of 3-4 receive a controversial cultural statement (e.g., "Social media erodes traditional family values"). Each group argues FOR or AGAINST. Members speak in relay fashion (1 min each): opening, rebuttal, evidence, conclusion. A judge assesses teams based on clarity, persuasion, and grammar. The activity boosts fluency and critical thinking while exploring cultural topics.

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Groups of 3-4 research a global issue (climate change, poverty, etc.). They brainstorm solutions considering social, economic, and environmental impacts. Groups prepare a 3-5 min presentation outlining the issue and their solution. A Q&A session follows, prompting discussion and critical analysis. This activity applies language to real-world problems and builds communication skills.