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This is Emily, btw. My name on my account is written in Korean.

"YOU'RE HIRED!!!"

This is a game my other teacher friend created. We are currenlty editing the game and coming up with different modes of play. But this is how I ran it in my last English Camp:

Students are put into groups (of about 4-5). In their groups, one person is chosen as the "Boss". The "Boss" draws one "job card". This is now the job the students of that group are competing to get.

The rest of the students in the group are now "Applicants". The "Applicants" draw 3 "attribute cards" each. These "attribute cards" are totally random. Some are good and some are bad. The students have to use all 3 of these "attribute cards" to argue why they are the best fit for the job. While the "Applicants" are preparing their arguments, the "Boss" draws 1 "attribute card" for every person in their group. Then, they discard one of their choosing. The "Boss" must use these "attribute cards" as the reason for rejecting every "Applicant" except one (who is hired and is the winner of that round). The "Applicants" plead their case one by one before the "Boss", who chooses the best fit for the job. My students loved this activity and I'm excited to keep working on this with my friend!

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This is Emily, btw. My name on my account is written in Korean.

CTDS

(Cloze Translate Discuss Share)

Students are put into groups and provided a passage missing some words. (The passage can be a reworded section from previous reading or the next part of current reading). The students are to use context clues as well as a provided vocabulary list to fill in the blanks (cloze test). Next, the groups will then change papers with another group and talk through the passage while translating it into their first language and writing the translation. Then, the groups will change papers again. This third round consists of discussing the blanks previously filled as well as the translation provided, making note of any errors or possible different ways to translate any given sentence. Lastly, the students will change papers once again and read through all of the blanks, translations, and corrections and prepare to share with the class this section of the passage.

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This is Emily, btw. My name on my account is written in Korean.

Comparative Table

Students are assigned a debatable topic comparing 2 things (I recently did this with zoos vs. animal sanctuary). The table provided has aspects of comparison (i.e. purpose, ethical viewpoint, human role). The students are to first talk with a partner and fill in the table, together. Then, they will move into groups and discuss the differences and similarities their tables share or don't share. Students are free to amend their original tables should they be convinced with compelling points made by another student. Students who change their mind should write reflections as to the point that changed their opinion and what their new opinion is.

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The teacher gives each pair of students two questions (1 and 2). One student will be Student A and the other Student B. Students A will give the answer to question 1 and Students B will give the answer to question 2. When they are done, Student A will add on more information the Student B’s question 2 and Student B will do the same with question 1.

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Students are given questions to answer. They will be given a few minutes to think about their answers individually and then with a partner, discuss. At the end of the activity, each group will share what they discussed with the class

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Groups of 3-4

Students will be placed in 4 groups of 3s or 4s and given different/specific information (on a topic that is being covered in class at that moment). They are given 5 to 10 minutes to dicuss the information and add more if desired. After the time is up, one person from each group will move to another group to share the information that their original group discussed. Like a jigsaw puzzle. At the end of the activity, all groups will have the complete information on said topic.

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🎭 “Hot Seat Challenge”

One student volunteers (or is chosen) to sit in the “hot seat” as a character, expert, or historical figure. Classmates ask spontaneous questions to which the student must respond in character. This strengthens improvisation, empathy, and contextual language use which is ideal for IB themes like Identities or Human Ingenuity.

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👍👎 “Opinion Relay”

Groups of 4–5 form a circle. The first student expresses an opinion on a current issue (e.g., “Technology isolates people”). Each student must respond by building on, challenging, or expanding that idea using discourse markers (“I see your point, but…”, “Adding to that…”). The teacher times each turn to keep the pace dynamic.

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🎤 “Backstage Interview”

Students role-play as reporters and celebrities backstage after a major event (concert, film, sports). The “reporter” must ask spontaneous follow-up questions based on the “celebrity’s” responses, encouraging authentic, unscripted dialogue. This develops listening comprehension, turn-taking, and adaptive speaking.

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The Toastmasters method is an interactive approach to developing students’ public speaking and leadership skills within an academic setting. Inspired by the international Toastmasters organization, this method structures classroom activities around key components such as prepared speeches, impromptu speaking, and peer evaluations.

Students prepare and deliver short speeches on assigned or self-chosen topics. This allows them to practice organizing their ideas, developing clear messages, and improving verbal delivery.

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One student begins telling a story with a few sentences, then the next student continues it, and so on around the group. This encourages creativity, active listening, and spontaneous speaking while building on others’ contributions.

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Students form small groups and are given a complex problem or case study to solve collaboratively. Each member contributes ideas, asks questions, and negotiates solutions, promoting meaningful dialogue and the use of academic language.

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Each student receives a sticker on which they write their response to a prompt or question provided by the teacher. Students then pair up to discuss their answers. Upon completing the discussion, they exchange stickers with another pair and find a new partner to discuss the new responses. This process repeats several times, encouraging students to engage in multiple interactive conversations, practice speaking fluency, and consider diverse viewpoints.

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Students are seated in pairs facing one another. The teacher provides a series of open-ended questions designed to stimulate meaningful discussion. Each pair discusses a question for approximately one minute. After the time is up, students rotate to new partners and discuss another question. This rapid rotation continues until students have engaged with multiple peers and topics. This activity promotes fluency, quick thinking, and diverse conversational practice.