A 10-LESSON unit based on a mentor text written from the point of view of a young student who has an unpleasant experience at a new local restaurant and who then writes a formal letter of complaint. This resource is part of a BUNDLE of 3, but if it is all you require, this is what you can look forward to in this download: 1 Unit lesson plan overview document – lesson activities, learning intentions, differentiation, ATLs 1 TEN-page Student Workbook – which, when completed, serves as a revision document for use prior to examinations and includes a scaffold to help students focus on conceptual understanding 1 mentor text – written using the required conventions and features so students will not only model their writing on it, but also use it for deep de-construction and language analysis 1 Exam-style listening question paper + audio track by a teacher who explains how to make writing more formal + answer key + audio transcript 1 Exam-style reading paper + answer key – using the mentor text 10 detailed, step-by-step LESSON PPT PDFs which include plenary and daily homework activities AND links to animated PowerPoint Videos Over 25 differentiated class activity pages with relevant answer keys covering a wide range of ATL skills. This means there is almost nothing you need to do to deliver these lessons (except familiarize yourself with the lesson PDF and ensure relevant activity pages are printed) – saving you hours and hours of planning and preparation time. You will , however, have to mark their writing assignments at the end though, but that will be after they have self and peer-assessed each other’s work to make their next draft even better. Crammed with loads of speaking and sharing opportunities, this resource also takes away the need for you to be the ‘sage on the stage’; instead, you will provide differentiated learning tasks which will enable you to provide one-to-one support for individuals or groups that need it. Plus, it encourages students to take responsibility for their learning as their efforts are essential for the learning of everyone else. If you purchase it - thank you! Please let me know how you have used it and feel free to provide the feedback you think it rightfully deserves. Have a great day!

This is a workbook pack showing IB English B students how to write A SOCIAL MEDIA POST based on a mentor text, comprehension and language questions, a mini-research project and a guided writing process. The topic is Third-Culture Kids – part of the Identities theme. Each Student Workbook Pack contains: • SL Version – with answer options for Part 1 worksheets • HL Version – without answer options for Part 1 worksheets • One-page Jumbled Mentor Text Starter – the elements of the mentor text are jumbled up and students need to sequence them correctly • an answer key for Part 1 worksheets. Please watch the promo video for more details.

TEXT TYPES SKILLS SUPPORT LISTENING LESSON: How to Write Contextual Background Paragraph (60 minutes) This lesson supports the writing of the following text types: Essays, Letters to the editor, Opinion columns, News and magazine articles, Speeches, Blog posts, Proposals, Official reports. Resources: No-prep, ready-made SLIDESHOW Student WORKBOOK Student Workbook ANSWER KEY Audio Track Lesson Outcome: By the end of this lesson, your students will have practised listening skills to learn about a way to structure a contextual background paragraph. They will then create substitution tables based on mentor sentences to generate a range of general statements to begin their paragraphs. Their homework will be to write a contextual background paragraph based on IB-themed prompts. Activities: Activity 1 PRE-LISTENING TASK STARTER: to write 5 things they already know about writing contextual background paragraphs. (2 minutes) Activity 2 LISTENING TASK: to identify 30 factual details about writing contextual background paragraphs by listening to an audio lesson and filling in listening gaps and answering comprehension questions. (8 minutes) (Please note: this is not a listening test; it does not have the same rigour and level of difficulty as a listening exam. Its purpose is to teach students about writing effective hooks.) Activity 3 AGREE and MARK TASK: to share and agree on the answers. Then they will mark their work using the given answer key. (2 minutes) Activity 4: SUBSTITUTION TABLE TASK: to work in groups to generate a range of synonyms to create a substitution table to help them structure their general statements. (20 minutes) Activity 5: SHARING TASK: to share their responses with one another so that each student has the same information recorded in their workbooks. (25 minutes) PLENARY: to record 5 takeaways from the lesson. (3 minutes) HOMEWORK: To complete two writing tasks: 1) to create a range of general statements; 2) to write a contextual background paragraph. Apart from the need to print workbooks and a few bits of admin, this lesson is NO-PREP, INSTANTLY-USABLE. (You just need to run through the slideshow to familiarise yourself with the lesson elements.)

TEXT TYPES SKILLS SUPPORT VOCABULARY LESSON: Formal and Informal (60 minutes) This lesson supports the writing of all the required English B Text types. Resources: No-prep, ready-made SLIDESHOW Resource Booklet Lesson Outcome: By the end of this lesson, your students will have learned 6 sets of 18 vocabulary words associated with formal and informal writing in these categories: contractions, FANBOYS and conjunctive adverbs, formal vocabulary, colloquial language, nominalised verbs and adjectives, and phrasal verbs. They will use the Pelmanism Game to try to remember the vocabulary and play another memory game to help retain the words encountered in the lesson. The ultimate goal of the lesson is to remember informal words and their formal counterparts. Activities: Activity 1: STARTER: to unscramble terms related to the categories featured in the rest of the lesson. Students will also match those terms with the correct definitions and identify which relates to the formal and which to the informal register. (15 minutes) Activity 2: THE PELMANISM GAME: to use observation, inference, and memory skills to identify pairs of formal and informal counterparts. (30 minutes) Activity 3: MEMORY TASK: to use observation and memory to link informal words with their formal counterparts. (10 minutes) PLENARY: to quiz one another on words encountered in the lesson. (5 minutes) HOMEWORK: To text one another: one sends an informal message; the other replies with its formal equivalent. Apart from the need to print handouts and a few bits of admin, this lesson is NO-PREP, INSTANTLY-USABLE. (You just need to run through the slideshow to familiarise yourself with the lesson elements.)

A COMPREHENSIVE APPROACH TO TEACHING IB ENGLISH B TEXT TYPES A 10-LESSON unit based on a mentor text written from the point of view of a young student who writes a diary entry after she visits an authentic Chinese restaurant for the very first time. This resource is part of a BUNDLE of 3, but if it is all you require, this is what you can look forward to in this download: 1 Unit lesson plan overview document – lesson activities, learning intentions, differentiation, ATLs 1 TEN-page Student Workbook – which, when completed, serves as a revision document for use prior to examinations and includes a scaffold to help students focus on conceptual understanding 1 mentor text – written using the required conventions and features so students will not only model their writing on it, but also use it for deep de-construction and language analysis 1 Exam-style listening question paper + audio track by a teacher talking about informal writing + answer key + audio transcript 1 Exam-style reading paper + answer key – using the mentor text 10 detailed, step-by-step LESSON PPT PDFs which include plenary and daily homework activities AND links to animated PowerPoint Video versions for eacg lesson Over 25 differentiated class activity pages with relevant answer keys covering a wide range of ATL skills. This means there is almost nothing you need to do to deliver these lessons (except familiarize yourself with the lesson PDF and ensure relevant activity pages are printed) – saving you hours and hours of planning and preparation time. You will , however, have to mark their writing assignments at the end though, but that will be after they have self and peer-assessed each other’s work to make their next draft even better. Crammed with loads of speaking and sharing opportunities, this resource also takes away the need for you to be the ‘sage on the stage’; instead, you will provide differentiated learning tasks which will enable you to provide one-to-one support for individuals or groups that need it. Plus, it encourages students to take responsibility for their learning as their efforts are essential for the learning of everyone else. If you purchase it - thank you! Please let me know how you have used it and feel free to provide the feedback you think it rightfully deserves. Have a great day!

A 10-LESSON unit based on a mentor text written from the point of view of young student who has a very enjoyable experience at a new local restaurant and who then writes a favourable review for his local paper. This resource is part of a BUNDLE of 3, but if it is all you require, this is what you can look forward to in this download: 1 Unit lesson plan overview document – lesson activities, learning intentions, differentiation, ATLs 1 TEN-page Student Workbook – which, when completed, serves as a revision document for use prior to examinations and includes a scaffold to help students focus on conceptual understanding 1 mentor text – written using the required conventions and features so students will not only model their writing on it, but also use it for deep de-construction and language analysis 1 Exam-style listening question paper + audio track by the writer explaining the process of writing the mentor text + answer key + audio transcript 1 Exam-style reading paper + answer key – using the mentor text 10 detailed, step-by-step LESSON PPT PDFs which include plenary and daily homework activities AND links to animated PowerPoint Videos hosted on YouTube Over 25 differentiated class activity pages with relevant answer keys covering a wide range of ATL skills. This means there is almost nothing you need to do to deliver these lessons (except familiarize yourself with the lesson PDF and ensure relevant activity pages are printed) – saving you hours and hours of planning and preparation time. You will , however, have to mark their writing assignments at the end though, but that will be after they have self and peer-assessed each other’s work to make their next draft even better. Crammed with loads of speaking and sharing opportunities, this resource also takes away the need for you to be the ‘sage on the stage’; instead, you will provide differentiated learning tasks which will enable you to provide one-to-one support for individuals or groups that need it. Plus, it encourages students to take responsibility for their learning as their efforts are essential for the learning of everyone else. If you purchase it - thank you! Please let me know how you have used it and feel free to provide the feedback you think it rightfully deserves. Have a great day!

This is an exam-style listening and reading paper for IB English B students which I created for the students in my class. Each paper is worth 20 marks, covering the theme of Experiences: Eating Out. The reading paper is based on a restaurant review by a student who writes favourably about his recent experience at a new local restaurant. The answer key is provided. Students can use the reading paper text as a mentor text for later deconstruction. The listening paper is based on a teacher podcast in which the teacher talks about the process of writing a restaurant review - the one that is used as the reading text for the reading paper. The audio track, transcript and answer key are provided. Please note: this resource is part of a much larger unit of 10-lessons, based on a Restaurant Review mentor text. https://www.tes.com/teaching-resource/ib-english-b-text-type-teaching-unit-restaurant-review-12167459

A free resource for you! A workbook showing how to teach IB English B students how to write a formal letter of complaint. This is to ensure the whole writing process is made visible (all work is recorded in the workbook) so teachers can be assured that students have not used AI to write their texts. This this pack you will receive: a jumbled mentor text that students need to sequence Part One of the Workbook = analysing a mentor text in order to learn how to emulate it by doing comprehension, punctuation, vocabulary and paragraph-development tasks Part Two = doing a mini-research project and then using the workbook to extract useful frames and vocabulary from the mentor text, to plan using a structured planning page, to write their first draft using a step-by-step guide and then to assess their first draft using an informative checklist. This way, the entire writing process is visible by being handwritten. The sole purpose of this freebie is to entice you to buy the other workbook packs in the series. There are 9 in series one: The first 9 writing packs cover the following: · Article about learning to learn (Human Ingenuity) · Blog about the impact of social media (Identity) · Diary Entry about cultural gaffes (Social Organization) · Essay about the need to learn writing skills (Human Ingenuity) · Informal Email about pet euthanasia (Experiences) · Letter to the Editor about plastic pollution (Sharing the Planet) · Proposal about improving International Day (Social Organization) · Review of a fiction book (Experiences) · Speech about saving a zoo (Sharing the Planet) More packs and text types will be added soon.

A workbook centred around a mentor text which promotes a new theme park for teenagers through a persuasive brochure. Students are guided through the process of analysing the mentor text, responding to a research project and using structured planning pages to create their own persuasive brochure. This pack contains: a SL workbook (20 pages) a HL workbook (20 pages) a Jumbled Text Starter an Answer Key Booklet Please watch the video for more details.

This is a workbook pack showing IB English B students how to write A SET OF GUIDELINES based on a mentor text, comprehension and language questions, a mini-research project and a guided writing process. You get a both an SL and a HL workbook, a Jumbled Text Starter - and an Answer Key. Please view the video for more details.

This is a workbook showing IB English B students how to write an OFFICIAL REPORT based on a mentor text, comprehension and language questions, a mini-research project and a guided writing process. This pack contains: a SL workbook (20 pages) a HL workbook (20 pages) a Jumbled Text Starter an Answer Key Booklet Please watch the video for more details.

A workbook in which students handwrite the entire writing process leading to the submission of their final drafts of different IB English B text types. This is to verify that no AI was used to create their writing tasks. For students to make all stages of the writing process visible, each workbook has two parts: Part ONE contains worksheets to encourage students to do these activities: read the jumbled version of the mentor text and sequence the different elements correctly discuss and make decisions about the choice of text type to fulfil the requirements of the prompt read the actual mentor text answer comprehension questions to show understanding of the mentor text identify and label the different features of the mentor text explain the function of every punctuation mark answer questions about synonyms, antonyms and the meaning of words determine how the main ideas in paragraphs are developed and extended. Part TWO invites students to write that text type using a follow-on prompt and to show handwritten evidence (by writing everything into the workbook) that they have … conducted a mini-research project to provide them with the necessary background information for the content of the task extracted relevant vocabulary and created sentence frames to assist the writing process used a structured planning page to jot down notes for each element of the writing task followed a step-by-step guide to writing their first draft assessed their first drafts with an informative checklist that also contains relevant advice to help them improve their first draft. Each Pack contains: SL Version – with answer options for Part 1 worksheets HL Version – without answer options for Part 1 worksheets One-page Jumbled Mentor Text Starter – the elements of the mentor text are jumbled up and students need to sequence them correctly An answer key for Part 1 worksheets. The first 9 writing packs cover the following: · Article about learning to learn (Human Ingenuity) · Blog about the impact of social media (Identity) · Diary Entry about cultural gaffes (Social Organization) · Essay about the need to learn writing skills (Human Ingenuity) · Informal Email about pet euthanasia (Experiences) · Letter to the Editor about plastic pollution (Sharing the Planet) · Proposal about improving International Day (Social Organization) · Review of a fiction book (Experiences) · Speech about saving a zoo (Sharing the Planet) More packs and text types will be added soon.

TEXT TYPES SKILLS SUPPORT SWIRL LESSON: Direct and Indirect Speech (60 minutes) This lesson supports the writing of the following text types: Embedded Interview, Editorial, Opinion Column, News Report Resources: No-prep, ready-made SLIDESHOW Handout resources Homework ANSWER KEY Lesson Outcome: By the end of this lesson, your students will have learned the rules for writing both direct and indirect speech using speaking, writing, interacting, reading and listening (SWIRL) activities. From a loud starter, to paired information gap tasks, writing tasks and interactive quizzing, your students will explore ways to correctly punctuate direct speech and will write their own examples based on mentor sentences. Activities: Activity 1: STARTER: to write on the board things they already know about direct/indirect speech. (5 minutes) Activity 2: GUESS THE RULES TASK: to use observation, inference, and annotation skills to determine the rules for writing direct speech. (10 minutes) Activity 3: SPEAKING TASK: to share and agree on the rules in small groups. (5 minutes) Activity 4: LISTENING TASK: to sit back-to-back to share additional rules about direct speech and correct/ amend responses based on the teacher’s notes. (10 minutes) Activity 5: READING TASK: to learn about the rules for indirect speech and use an info gap activity to complete the information on their respective handouts. Students will also use reading and listening tasks to understand the rules of reported speech. (10 minutes) Activity 6: WRITING TASK: to create their own direct and indirect sentences using mentor sentences (10 minutes) Activity 7: INTERACTING TASK: to quiz each other to show they have learned the basics for transforming direct to indirect and vice-versa. (5 minutes) PLENARY: to record takeaways from the lesson. (5 minutes) HOMEWORK: To complete a worksheet converting direct to indirect (and vice-versa) using formal and informal sentences. Apart from the need to print handouts and a few bits of admin, this lesson is NO-PREP, INSTANTLY-USABLE. (You just need to run through the slideshow to familiarise yourself with the lesson elements.)

TEXT TYPE SKILLS SUPPORT LISTENING LESSON: How to PERSUADE your reader. (60 minutes) This lesson supports the writing of the following text types: Opinion Columns, Speeches, Brochures, Advertisements, Argumentative Essays, Proposals. Resources: No-prep, ready-made SLIDESHOW Student WORKBOOK Student Workbook ANSWER KEY Audio Track Lesson Outcome: By the end of this lesson, your students will have learned about 14 effective PERSUASIVE writing tools. Activities: Activity 1 PRE-LISTENING TASK STARTER: to write 3 things they already know about persuasive techniques. Activity 2 LISTENING TASK: to capture specific details (techniques and examples) relating to 14 persuasive writing tools. (Please note: this is not a listening test; it does not have the same rigour and level of difficulty as a listening exam. Its purpose is to teach students about writing effective hooks.) Activity 3 AGREE TASK: to share and agree on the notes that should have been made. Activity 4: NOTE-MAKING TASKS: to use the acronym FLATTERY to collate notes about the 14 techniques. Activity 5: PLENARY: to add 5 more notes to their pre-listening starter page. HOMEWORK: To research the internet for persuasive techniques not learned in today’s lesson. Apart from the need to print workbooks and a few bits of admin, this lesson is LOW-TO-NO-PREP, INSTANTLY-USABLE. (You just need to run through the slideshow to familiarise yourself with the lesson elements and to print resource materials.) You can use this resource as a standalone lesson, or combine it with the other HOW TO WRITE EFFECTIVE HOOKS lesson: · WRITING LESSON: In this lesson, students MATCH 14 persuasive techniques with their specific examples. Then, using a prompt, they PRACTISE creating examples of each of the persuasive techniques.

TEXT TYPES SUPPORT LISTENING LESSON: Active and Passive Voice (60 minutes) This lesson supports the writing of the following text types: Proposals, Letters to the Editor, Official Report, Formal Email Resources: No-prep, ready-made SLIDESHOW Student WORKBOOK Student Workbook ANSWER KEY Audio Tracks Lesson Outcome: By the end of this lesson, your students will have learned how to distinguish between active and passive voice and learned how to create passive sentences through listening, reading, speaking and writing activities. Activities: Activity 1: PRE-LISTENING TASK STARTER: to write 3 things they already know about active and passive voice. (1 minute) Activity 2: LISTENING TASK: to identify 45 factual details about active and passive voice by listening to an audio lesson and answering exam-style listening comprehension questions. (25 minutes) (Please note: this is not a listening test; it does not have the same rigour and level of difficulty as a listening exam. Its purpose is to teach students about active and passive voice.) Activity 3: ACTIVE VOICE PRACTICE: to create active voice sentences by reading task instructions and creating active sentences to use when speaking in groups of 4. (15 minutes) Activity 4: PASSIVE VOICE PRACTICE: to practise creating passive voice structures by working in pairs. (15 minutes) PLENARY: to add 5 things they have learned to their starter page. (4 minutes) HOMEWORK: To complete two active and passive voice writing tasks. Apart from the need to print workbooks and a few bits of admin, this lesson is NO-PREP, INSTANTLY-USABLE. (You just need to run through the slideshow to familiarise yourself with the lesson elements.)

TEXT TYPES SKILLS SUPPORT WRITING LESSON: How to PERSUADE your reader. (60 minutes) This lesson supports the writing of the following text types: Opinion Columns, Speeches, Brochures, Advertisements, Resources: No-prep, ready-made SLIDESHOW Resource Pack Lesson Outcome: By the end of this lesson, your students will have practised writing 14 persuasive writing techniques. Activities: Activity 1 MATCHING PAIRS STARTER: to match the example to the relevant technique. Activity 2 SENTENCE FRAMES TASK: to create 14 examples of persuasive writing tools. Activity 4: PLENARY: to identify persuasive tools using student-generated examples. HOMEWORK: To complete any unfinished work / and or complete the written task based on the given prompt. Apart from the need to print workbooks and a few bits of admin, this lesson is LOW-TO-NO PREP, INSTANTLY-USABLE. (You just need to run through the slideshow to familiarise yourself with the lesson elements and print resource materials.) You can use this resource as a standalone lesson, or combine it with the other HOW TO PERSUADE YOUR READER lesson: · LISTENING LESSON: In this lesson, students use a listening lesson audio and listening task in two groups: group ONE listens for just the techniques, and group TWO listens for just the EXAMPLES. Then, working together, the two groups collate their notes onto the acronym called FLATTERY.