Starter task to generate questions based upon visual data. Identification of causes of deforestation in rainforests. Consideration of relative significance of causes. Analysis of a perspective, including causes, consequences, and solutions. Consideration of various perspectives related to deforestation. Pupils organise these into for and against ending deforestation in Brazil and reach a conclusion

Starter task to consider examples of wildlife products that may be traded internationally. Card sort of causes and consequences of the illegal trade in wildlife. Pupils consider which causes and consequences may be most significant. Pupils analyse two arguments about solutions to ending the trade in illegal wildlife- including points, language and evidence used. Pupils discuss and evaluate the solutions proposed.

This activity could be included in a lesson about crime. Start by asking the students what evidence the police can collect regarding a crime. Explain that the most common kind of evidence is testimony from witnesses. Then give them the crime situation. The students need to read the statements and decide which witness is the most reliable. In addition, the students can try to figure out what the criminal looked like, and perhaps where he or she went after the crime. If you have a smaller class you could give one student one of the testimonies and conduct a real interview with the others acting like policemen.

This is an activity whereby the students are directors of a company and they must hire one of four applicants. You should start by talking about a job interview including associated vocabulary. This activity is really about choosing the best candidate for the job. I use one Chinese candidate but you can modify it to suit the host country.

Blind date activity where students decide which of the eligible bachelors Emma should choose to go out on a date with. Good discussion activity and could be used as a role play too.

Roleplay cards for hotel-related complaints. Good for practicing negotiation skills and fast-thinking.

For this selection activity the students act as travel agents and must choose the most suitable type of accomodation for four different kinds of travellers. Although the matching exercise should be pretty straightforward, this activity could lead to a general discussion about the various kinds of accomodation or a role play where students help each other to book a room.

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion of why there are public statues of individuals. Analysis and evaluation of arguments for and against removing statues of controversial individuals. (exam Q2a and Q3) Extension task and discussion.

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion of the purpose of a museum. Evaluation of purposes of a museum (exam Q1d) Analysis of arguments for and against museums returning items to original countries. Research task into selected objects from the British Museum.

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion of the importance of the internet in our daily life. Identification of consequences in a source. (exam Q1c) Analysis of elements that make good and bad research- sorting activity. Application to sample exam question and article (exam Q2a). Extension task to improve the answer.

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites analysis of graph showing school shootings in the USA. Discussion through video of schools in the USA with extreme safety measures. Research task with weblinks for pupils to create an argument for or against gun control as a way to stop school shootings. (exam Q2a and Q3).

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion on types of crimes and their prevalence and seriousness. Analysis of cartogram showing global homicide rates. (exam 1a) Scaffolded discussion and writing task concerning the significance of causes of violent crime (exam 1d) Guided example of identifying consequences of violent crime. (exam 1c) Comparison of solutions proposed to violent crime with examples of facts, opinions, generalisations and vested interest. (exam 1b) Discussion to evaluate arguments.

For this activity the students must pair up each person with the most suitable pen-pal for them. It is necessary to pre-teach vocabulary pertaining to movies, books, sports and hobbies in general. Also explain different ways to say ´like´ and ´dislike´- I brainstorm this beforehand. After the students have had some time to complete the activity, draw a table on the board with each person´s name, likes and dislikes and match them together as a class. This could work well as a test or as a revision activity.

A full and varied menu for use in restaurant role play activities. Probably my most-used resource!

Some students will be prisoners that are applying for parole. The others will be the ‘parole board’ and will decide if the request for early release will be accepted or denied. The prisoner must do their best to persuade the parole board that they deserve to be let out of prison.

Students are given various clues as to where the animals in the zoo are located. They need to work together to put the animals in the right place. Excellent for animal vocabulary and prepositions.

Many students learn English in order to study abroad some day. Begin by asking them what kinds of things make a good study abroad program. Then give them this scenario whereby two people (Chinese- but you can change it to suit your needs) want to study abroad and the students need to select the most suitable course for each one. Make a table on the board with each programs’ good and bad points. If you have time ask your students to choose which course they would prefer if given the money and why they would choose it.

A role play activity where students act-out short phone calls that are mainly based upon business scenarios. It is good for practicing their formal English and for thinking on their feet.

A mock election roleplay in which students have to represent a made-up political party and explain the benefits of their manifesto. They are then questioned by the other parties. At the end a mock election can be held in which students vote for the party they think has done the best job (they can’t vote for themselves!)