# data[].attributes.body
Assign each student a secret role or character, with goals to achieve in the group interaction (e.g., a detective solving a case, a journalist seeking a story). Our students interact to uncover each other’s roles or complete tasks.

# data[].attributes.body
One student describes a picture without showing it to their partner, who must recreate the image based on the description.

Peers compare results and discuss what worked or could improve.

# data[].attributes.body
One student begins a story with a few sentences. Each subsequent student adds to the story.

It is the perfect opportunity to encourage creativity, descriptive language, and thematic continuity!

# data[].attributes.body
1. We will create two versions of a map with different missing details (e.g., landmarks, routes).

2. Then, we will pair students and give each one version of the map.They must ask their partner questions to fill in the missing details (e.g., “What’s next to the library on your map?”). We will encourage our students to use prepositions and descriptive vocabulary.

3. The game will finish by having our students compare their completed maps.

# data[].attributes.body
We will present the scenario: “You and your classmates are stranded on a deserted island with limited resources. Decide how to survive and plan a rescue.”

Then, we will provide a list of available items (e.g., a knife, matches, fishing net, a map, etc.) and divide our class into small groups and ask them to:

Prioritize the items.

Develop a survival plan.

Decide on leadership roles.

Groups present their solutions to the class in a class-wide discussion to compare approaches.

# data[].attributes.body
Picture difference
Students A and B: Look at your picture. Describe it to your partner. Listen to your partner talking about his/her picture. Find five or more differences between the pictures without looking at them. Definitely advantageous for SL learners.

# data[].attributes.body
I find this useful when encouraging the use of synonyms for common words such as good, bad, interesting, etc. Introduce a roleplay scenario where these words are the natural answers that students will turn to. Introduce synonyms and inform students to avoid the taboo words and use the synonyms.

# data[].attributes.body
"The notion of an interview can be a scary prospect because it symbolises a step into the unknown and very much about risk taking..." Click here for more info https://thinkib.net/ibcp/page/35267/33-interviews-and-the-ethical-employee

# data[].attributes.attachment_link.provider_name
Subscription websites for IB teachers & their classes

# data[].attributes.attachment_link.readable_text
Effective Communication, Personal Development and Applied Ethics

Considering the future and the different steps you will take in the workplace can be hard to envisage. A lot of people who have been in a professional setting for a long time will relate to the idea that it is only when you experience what does not work for you in a workplace environment that you can truly articulate what you need to thrive. With all this talk above about preparing for interview and presenting the type of employee a workpace would want, it is important to remember an even more important question. Are they the place for you? Let's explore some relevant themes that affect many professional settings.

There are many definitions of the terms used here in the workplace so we can only explore some perceptions of them. However, this certainly can help define the type of environment you want to work in as you grow in your future work. For example it's helpful to know the fundamental difference between a manager and a leader in the workplace as both have their place but can create difficulties if confused.

Discussion and/or research

What is the difference between a boss and a leader? What is the difference between a manager and a leader? What do you think the characteristics of a leadership should be? How will you feel supported?

Scott Williams: Be a leader not a manager.

This video is not new but it comes out of a time 10 years ago where the difference between managing and leading seems to have been a hot topic! It's worth considering that both roles are needed but the problems come when people do not understand their role and this is not communicated well to the people around them.
Summary discussion: Ten differences between managers and leaders:
1) Essence: stability/change
2) Rules: make/break
3) Approach: plans detail/sets direction
4) Culture: execute/shape
5) Conflict: avoid/use
6) Direction: existing roads/new roads
7) Credit: take/give
9) Vision: tell/sell
8) Decisions: make/facilitate
10) Style: transactional/transformational

# data[].attributes.attachment_link.title
CP Career-related Programme: 3.3 Interviews and the ethical employee

# data[].attributes.attachment_link.description
Interview skillsThe notion of an interview can be a scary prospect because it symbolises a step into the unknown and very much about risk-taking. At the heart of any interview scenario is being able to answer and ask questions. Again the learner profile attribute of Inquirer very much comes into play here.

# data[].attributes.body
• Writing and performing a scene concerning an issue encountered in the study of part 1 or part 2 of the course.
• Re-enacting a particular cultural or historical moment with a different focus or interpretation in mind.

Find more info here: https://www.sevanoland.com/further-oral-activity.html

# data[].attributes.attachment_link.provider_name
IB ENGLISH A: LANGUAGE AND LITERATURE (HL)

# data[].attributes.attachment_link.description
Students are required to engage in at least two further oral activities, one based on part 1 and one on part 2 of the course. The mark of the best activity is submitted for final assessment; the…

# data[].attributes.body
Separate students into groups and have go back through their notes to compose quiz questions on different aspects of the previous unit. Encourage them to compose questions of different difficulties - easy, medium and hard. Stress the fact that they should stay focused on their aspect of the unit so as not to overlap with other students. Finally, the teacher collects all the questions and creates a class quiz using either a) all the questions if there is no overlap and the question quality is good or b) selected questions if there is some overlap or if some questions are not strong enough.

# data[].attributes.body
We can ask students to rank 5 movies that are related in some way to the 5 prescribed themes and explain to the class why those movies are their 5 favorites. For this presentation they will need to revise the structure of a review and specify why those movies are good and how they are connected to each prescribed theme.

For more info, click here: https://keithspeakingacademy.com/ielts-speaking-topic-lesson-movies/

# data[].attributes.body
Objective: Encourage expressing and defending opinions interactively.

Procedure:

Post signs in the corners of the room (e.g., “Strongly Agree,” “Agree,” “Disagree,” “Strongly Disagree”).

Read a controversial statement (e.g., “Globalization has more positive effects than negative ones”).

Students move to the corner that reflects their opinion and explain their reasoning in small groups.

Facilitate a whole-class discussion where students can change positions if persuaded.

Why it works: Promotes persuasive speaking, active listening, and thoughtful debate.