Here are six job adverts that I have used to practise job interviews in the classroom. I brainstorm the questions that interviewers and interviewees may ask at a job interview and divide the class into applicants and employers. The applicants cycle between the various employers and the interviewers must eventually choose the best person for the job. Although I use this as a speaking activity you could also use it to practise writing letters of application.

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.

Cambridge Global Perspectives Key Stage 4 Resource Starter task reviews previous learning in analysing a perspective (exam Q1c) Link to video related to the development of robots in fast food sector. Questions related to pros and cons. Evaluation of 2 arguments concerning the use of robots in industry. Analysis scaffold and oracy stems for discussion. (exam Q3)

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.

Cambridge Global Perspectives Key Stage 4 Resource Starter task creates discussion about when ‘life’ begins. Analysis of arguments for and against legalising abortion. Analysis of global patterns regarding this issue. Analysis and evaluation of an online article (exam Q2a and Q3) Simplified article and scaffolding provided. Mark scheme for self/peer assessment. Suggestion extension using a different online source.

Cambridge Global Perspectives Key Stage 4 Resource Starter task reviews significant human rights. Analysis of global patterns concerning the legality of euthanasia. (exam Q1a) Sorting task of common arguments for and against legalising euthanasia. Analysing a perspective using an online source. (exam Q1c) Scaffolding and mark scheme for peer/teacher assessment. Group discussion task leading to personal reflection.

Cambridge Global Perspectives Key Stage 4 Resource Starter task includes quiz for pupil’s personal opinion before the lesson. Analysis of arguments for and against human genetic engineering. Analysis of global patterns regarding this issue. Analysis and evaluation of a piece of research (exam Q2a) Suggested answers and pupil task to improve the answer.

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion on examples of and reasons for digital surveillance. Video task using real news report on CCTV in the USA. Scaffolded task for analysing content and reliability of an argument (exam Q2a and Q3) Summary table for note taking. Discussion to evaluate arguments.

In this activity the students play the role of an estate agent. You should start by introducing the topic of homes and neighbourhoods. Ask the students to list the most important parts of a ´dream home´. Then, give them the task. Here, a family is looking for a new home and there are four possible choices. Each has its pros and cons and the students must work in small groups to pick the most suitable home for the family. They should consider whic information is the most important. For example, the lack of a garage may not be such a terrible thing if the family can park their car on the street. Finish by drawing a table on the board and listing each house´s advantages and disadvantages.

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.

I use this as part of a Y7 History Unit on Weapons Through Time. Once students have read the information sheet and answered the questions I set them the simulation task to test their understanding. Students receive an A3-sized plan of the battlefield and have to select from multiple-choice answers for each scenario during the battle from the point of view of the British general Wellington. I have tried to make the scenarios as realistic as possible but clearly at this level it has been simplified somewhat. Students need to record their choice by circling their option for each scenario. Then click on each button to reveal the consequence of their actions and points scored. There are some things (placement of soldiers, terrain, impact on other areas of the battlefield, luck) that hopefully will cause them to consider why it would have been difficult commanding a battlefield at this time. At the end I play them a clip of the charge of the French cavalry from the film ‘Waterloo’ and then have a discussion around the questions at the end of the presentation.

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 global internet access (exam Q1a) Evaluation of benefits of internet access for developing countries (exam Q1d) Analysis of an argument for perspectives and facts/opinons/generalisations (exam Q1b and Q1c) Evaluation of a source for reliability (IRR) Follow up activity connected to research for IRR.