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 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!

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.

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.

TEXT TYPES SKILLS SUPPORT LISTENING LESSON: How to Write Effective Hooks (60 minutes) This lesson supports the writing of the following text types: Blogs, Speeches, Articles, Social Media Posts, Advertisements. 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 5 effective ways to hook their readers AND they will have made mind map notes for use when writing and revising. Activities: Activity 1 PRE-LISTENING TASK STARTER: to write 5 things they already know about writing hooks. Activity 2 LISTENING TASK: to identify 25 factual details about writing hooks by listening to an audio lesson twice and answering exam-type listening comprehension questions. (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. Activity 4: POST-LISTENING TASK 1: to add 5 more pieces of information to their starter activity. Activity 5: POST-LISTENING TASK 2: to collate everything they have learned onto a mind map template. Activity 6: PLENARY: to share 3 main takeaways from the lesson. HOMEWORK: To complete their mind maps. 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.) You can use this resource as a standalone lesson, or combine it with the other two HOW TO WRITE EFFECTIVE HOOKS lessons: • SWIRL LESSON: (Speaking, Writing, Interaction, Reading, Listening) This lesson uses sentence unscrambling, dictogloss, running dictation, and group discussion tasks to further student understanding of hook writing. They use a range of hook examples to understand how hooks can be used for different text types and themes. A highly interactive and fun lesson for both SL and HL classes. • WRITING LESSON: In this lesson, students create a variety of sentence frames using hook mentor sentences and then use those frame to practise writing 5 different hooks for 5 separate text types. They then get to compete and vote on the most effective hooks written by each other. Ideal for both SL and HL classes.

TEXT TYPES SKILLS SUPPORT SWIRL LESSON: Formal and Informal (60 minutes) This lesson supports the writing of all text types. Resources: No-prep, ready-made SLIDESHOW Handout resources Lesson Outcome: By the end of this lesson, your students will have discerned through speaking, writing, interacting, reading and listening (SWIRL) activities. the rules for writing both formal and informal registers using 4 formal and informal letters . From a loud starter, to paired tasks where students have to use their inference and observation skills, to a rules-generating activity, your students will rely on previous knowledge and newly-shared information to formulate rules for formal and informal writing. Activities: Activity 1: INTERACTIVE STARTER: to write on the board things they already know about formal and informal writing. (5 minutes) Activity 2: READING AND SPEAKING TASK: To use observation and inference skills to identify how texts conform to what they already know. Students will be comparing two formal and 2 informal texts. (15 minutes) Activity 3: READING , SPEAKING AND LISTENING: To identify ways that informal texts have been made more formal. (20 minutes) Activity 4: WRITING TASK: To formulate a list of rules for writing in formal and informal registers, and to share their ideas to clear misconceptions or improve their lists. (15 minutes) PLENARY: to add to the ideas generated at the beginning at the lesson. (5 minutes) HOMEWORK: To research the rules for formal and informal and add them to the notes made during the lesson. 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.) https://vimeo.com/828852854?share=copy

TEXT TYPES SUPPORT SWIRL LESSON: (Speaking, Writing, Interacting, Reading, Listening) How to Write Effective Hooks (60 minutes) This lesson supports the writing of the following text types: Blogs, Speeches, Articles, Social Media Posts, Advertisements. Resources: No-prep, ready-made SLIDESHOW SWIRL Resource Pack Audio Track Lesson Outcome: By the end of this lesson, your students will have used sentence unscrambling, dictogloss, running dictation, and group discussion tasks to develop their understanding of hook writing. They will use a range of hook examples to understand how hooks can be used for different text types and English B themes. Activities: Activity 1 SENTENCE UNSCRAMBLER STARTER: to article the function of effective hooks by unscrambling a definition sentence. Activity 2 DICTOGLOSS: to correctly transcribe an example of an effective hook by listening to an audio track. After 4 listening opportunities, they will then check for grammatical and spelling accuracy by marking their work to see how much they scored out of 40. Activity 3 RUNNING DICTATION: to aim for grammatical accuracy and precision by remembering, repeating and transcribing 5 different examples of effective hooks. This is a timed, highly-competitive activity that allows students to practise SWIRL. They will also then determine the type of hook example, the text type it refers to and the theme it relates to. Activity 4: DISCUSSION TASK : to discuss how hooks can be used for a variety of text types and themes. PLENARY: to express their knowledge of hooks through a precise application. HOMEWORK: To research hooks not covered in this lesson. 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.) You can use this resource as a standalone lesson, or combine it with the other two HOW TO WRITE EFFECTIVE HOOKS lessons: • LISTENING LESSON: In this lesson, students use a listening lesson audio and listening comprehension (with exam-style questions) to learn about the purpose of effective hooks, 5 different types of hooks, and examples of how they can be used. They then create a mind map collating everything they have learned for use when writing and revising. Ideal for both SL and HL classes. • WRITING LESSON: In this lesson, students create a variety of sentence frames using hook mentor sentences and then use those frame to practise writing 5 different hooks for 5 separate text types. They then get to compete and vote on the most effective hooks written by each other. Ideal for both SL and HL classes.

TEXT TYPE SKILLS SUPPORT WRITING LESSON: How to Write Effective Hooks (60 minutes) This lesson supports the writing of the following text types: Blogs, Speeches, Articles, Social Media Posts, Advertisements. Resources: No-prep, ready-made SLIDESHOW Student Workbook Lesson Outcome: By the end of this lesson, your students will have created a variety of sentence frames using hook mentor sentences and then used those frames to practise writing 5 different hooks for 5 separate text types. They will also have competed with each other and voted on the most effective hooks written. Activities: Activity 1 WORD UNSCRAMBLER STARTER: to reveal two quotations about hooking readers by famous authors. Activity 2 SENTENCE FRAMES TASK: to create 15 sentence frames using mentor hook sentences. Activity 3 WRITING TASK: to practise writing a variety of hooks for different text types using sentence frames. Activity 4: PLENARY: to evaluate the effectiveness of some of the hooks written by the students. HOMEWORK: To complete any unfinished work. 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.) You can use this resource as a standalone lesson, or combine it with the other two HOW TO WRITE EFFECTIVE HOOKS lessons: • SWIRL LESSON: (Speaking, Writing, Interaction, Reading, Listening) This lesson uses sentence unscrambling, dictogloss, running dictation, and group discussion tasks to further student understanding of hook writing. They use a range of hook examples to understand how hooks can be used for different text types and themes. A highly interactive and fun lesson for both SL and HL classes. • LISTENING LESSON: In this lesson, students use a listening lesson audio and listening comprehension (with exam-style questions) to learn about the purpose of effective hooks, 5 different types of hooks, and examples of how they can be used. They then create a mind map collating everything they have learned for use when writing and revising. Ideal for both SL and HL classes.

Are you looking for a way to improve your IB English B students’ discussion skills? Look no further than Contented Being’s ready-made Harkness Discussion lessons! Harkness Discussions are student-led discussions where students gather to discuss a text or topic, fostering active listening, critical thinking, and respectful dialogue. The focus is very much on the students leading the discussion and learning from each other. In just three lessons, your students will learn the skills needed to run an effective Harkness Discussion, research an essential question, and practice running a discussion using contribution cards and research notes. In the first lesson, students will clarify the rules for respectful listening, explore 16 ways to contribute to a discussion, and practise creating keyworded images – a useful note-taking tool using a handy mini-booklet. By the end of this lesson, your students will have practised three skills needed to run a Harkness Discussion. In the second lesson, students will research answers to the essential question: Should students should have unlimited access to CHATGPT in the classroom? They will share applications for the keyworded images note-taking method, create another mini-book, and research eight questions about the impact of CHATGPT on education. This is to prepare them for the Harkness Discussion they will have in the next lesson. In the third and final lesson, students will review different ways to contribute to a Harkness Discussion, learn some of the basic rules and expectations, have practice running a discussion, and reflect deeply about the process. By the end of this lesson, your students will have practised conducting a Harkness Discussion and will have reflected on the experience. Don’t miss out on this opportunity to improve your students’ discussion skills with Contented Being’s ready-made Harkness Discussion lessons which contain slideshows with embedded scripts and multiple, scaffolded speaking frames. Which means – the only preparation you do is print, copy and laminate resources. The lessons practically run themselves, allowing you to give attention to individual students. Watch as your students become more engaged, confident, and skilled in their ability to discuss effectively.

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.

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.

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.

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.

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.