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 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.

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.

This is a workbook showing IB English B students how to write an EMBEDDED INTERVIEW 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 and an Answer Key Booklet. Please watch the video for more details.

TEXT TYPES SKILLS SUPPORT SWIRL LESSON: Sentence Variety (60 minutes – May take longer) 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 used a jigsaw activity to teach each other 18 different ways to vary their sentences, incorporating sentence starters, sentence expanders, sentence punctuation and sentence types. Students will have used what they have learned to improve weak paragraphs. Depending on the size of your class, these activities may take more than one lesson to complete. Activities: INTERACTIVE STARTER: to identify and discuss the flaws in poorly written paragraphs. (5 minutes) Activity 1 SWIRL TASK: To use home-expert groups, peer teaching, group writing, and jigsaw learning to practise applying 18 sentence-variety tips to improve a weak paragraph. (50 minutes) PLENARY: to identify ways that other groups have improved their paragraphs. (5 minutes) HOMEWORK: To text each other using the sentence variety tips learned in 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.)

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.)

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 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 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 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 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 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.

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.

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.

This is a workbook showing IB English B students how to write A SET OF INSTRUCTIONS comprising a mentor text comprehension, language, vocabulary worksheets a mini-research project a guided writing process - including a step-by-step guide and comprehensive post-draft checklist with helpful advice This pack contains a SL workbook (20 pages), a HL workbook (20 pages), a Jumbled Text Starter and 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.

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.

This is a workbook pack showing IB English B students how to write A NEWS REPORT based on a mentor text, comprehension and language questions, a mini-research project and a guided writing process. The topic is BEING REMARKABLE – part of the Human Ingenuity theme. In this Student Workbook Pack you will get: · 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 BOOKLET for Part 1 worksheets. Please see the video promo overview for more details.