IB · ENG B SL

English B: Standard Level

Text types and register — Paper 1: conceptual understanding

Name: ____________________Date: November 3, 2026

1.
For each situation, choose the most appropriate text type from: formal letter, blog post, speech, set of instructions. (1) You will address parents at an open evening about a school trip. (2) You want to complain to a company about a faulty product. (3) You want to share your volunteering experiences with online readers. (4) You need to explain to new members how to use the club’s 3D printer.
[4 marks] · no calculator
Syllabus placement evidence: Language B guide: Paper 2 receptive skills (reading). Text types and register: language use in a theme-related context.
Worked explanation
1. Read the whole sentence on both sides of each gap and decide which structure or meaning it needs before choosing.
2. Model answers: (1) Speech. (2) Formal letter. (3) Blog post. (4) Set of instructions.
Common mistake: Choosing an answer from the word next to the gap instead of the grammatical structure and meaning of the whole sentence.
Marking points
- (1) Speech.
- (2) Formal letter.
- (3) Blog post.
- (4) Set of instructions.
Examiner tip: In Paper 1 the audience and purpose in the task point to the text type; choosing a mismatched type limits criterion C.
2.
Marking analysis: A learner attempts the following task: “For each situation, choose the most appropriate text type from: formal letter, blog post, speech, set of instructions. (1) You will address parents at an open evening about a school trip. (2) You want to complain to a company about a faulty product. (3) You want to share your volunteering experiences with online readers. (4) You need to explain to new members how to use the club’s 3D printer.” Their response addresses only this point: “(1) Speech.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator
Marking points
- Recognises credit for the stated point: (1) Speech.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (2) Formal letter.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (3) Blog post.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (4) Set of instructions.
Examiner tip: Check each criterion, including equivalent work already shown. Do not demand an extra step merely to rewrite an equivalent answer. Do not award the same idea twice or infer work the learner did not show.
3.
Read the short text “Two openings”. Opening A: “Dear Sir or Madam, I am writing to express my concern about the closure of the Riverside Library.” Opening B: “Guess what? They’re shutting our library. Seriously. Here’s why that’s a terrible idea…” (a) Identify a likely text type for each opening. (b) Describe the difference in register, with one example from each. (c) Which opening would suit a letter to the city council, and why?
[3 marks] · no calculator
Syllabus placement evidence: Language B guide: text types and conceptual understanding (criterion C). Text types and register: identifies text type, audience and register in an original sample.
Worked explanation
1. Decide the text type, audience and purpose from the layout and wording, then quote the features that prove each point.
2. Model answers: (a) A: a formal letter; B: a blog post or social-media post. (b) A is formal (“Dear Sir or Madam”, “express my concern”); B is informal (“Guess what?”, “Seriously”, contractions). (c) Opening A, because a council is an official audience that expects a formal, respectful register.
Common mistake: Naming a feature ("it is informal") without quoting it or linking it to the audience and purpose of the text.
Marking points
- (a) A: a formal letter; B: a blog post or social-media post.
- (b) A is formal (“Dear Sir or Madam”, “express my concern”); B is informal (“Guess what?”, “Seriously”, contractions).
- (c) Opening A, because a council is an official audience that expects a formal, respectful register.
Examiner tip: Register should stay consistent: a formal letter that slips into “Guess what?” loses criterion C marks.
4.
Marking analysis: A learner attempts the following task: “Read the short text “Two openings”. Opening A: “Dear Sir or Madam, I am writing to express my concern about the closure of the Riverside Library.” Opening B: “Guess what? They’re shutting our library. Seriously. Here’s why that’s a terrible idea…” (a) Identify a likely text type for each opening. (b) Describe the difference in register, with one example from each. (c) Which opening would suit a letter to the city council, and why?” Their response addresses only this point: “(a) A: a formal letter; B: a blog post or social-media post.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator
Marking points
- Recognises credit for the stated point: (a) A: a formal letter; B: a blog post or social-media post.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (b) A is formal (“Dear Sir or Madam”, “express my concern”); B is informal (“Guess what?”, “Seriously”, contractions).
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (c) Opening A, because a council is an official audience that expects a formal, respectful register.
Examiner tip: Check each criterion, including equivalent work already shown. Do not demand an extra step merely to rewrite an equivalent answer. Do not award the same idea twice or infer work the learner did not show.
5.
Read the short text “Report extract”. “Report on the Year 11 Lunchtime Clubs. Introduction: This report summarises attendance at lunchtime clubs this term and makes recommendations. Findings: Attendance was highest at the chess and music clubs. Recommendations: It is recommended that the art club moves to a larger room.” (a) Identify two layout conventions of a report shown here. (b) Identify one language feature typical of reports. (c) Who is the likely audience?
[3 marks] · no calculator
Syllabus placement evidence: Language B guide: text types and conceptual understanding (criterion C). Text types and register: identifies text type, audience and register in an original sample.
Worked explanation
1. Decide the text type, audience and purpose from the layout and wording, then quote the features that prove each point.
2. Model answers: (a) Any two of: a title; headed sections (Introduction, Findings, Recommendations); a statement of purpose. (b) Either: impersonal or passive phrasing (“It is recommended that…”); or factual, objective language. (c) School staff or decision-makers (e.g. the head of year).
Common mistake: Naming a feature ("it is informal") without quoting it or linking it to the audience and purpose of the text.
Marking points
- (a) Any two of: a title; headed sections (Introduction, Findings, Recommendations); a statement of purpose.
- (b) Either: impersonal or passive phrasing (“It is recommended that…”); or factual, objective language.
- (c) School staff or decision-makers (e.g. the head of year).
Examiner tip: A report is not an essay with headings: it reports findings and ends with recommendations for a specific reader.
6.
Marking analysis: A learner attempts the following task: “Read the short text “Report extract”. “Report on the Year 11 Lunchtime Clubs. Introduction: This report summarises attendance at lunchtime clubs this term and makes recommendations. Findings: Attendance was highest at the chess and music clubs. Recommendations: It is recommended that the art club moves to a larger room.” (a) Identify two layout conventions of a report shown here. (b) Identify one language feature typical of reports. (c) Who is the likely audience?” Their response addresses only this point: “(a) Any two of: a title; headed sections (Introduction, Findings, Recommendations); a statement of purpose.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator
Marking points
- Recognises credit for the stated point: (a) Any two of: a title; headed sections (Introduction, Findings, Recommendations); a statement of purpose.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (b) Either: impersonal or passive phrasing (“It is recommended that…”); or factual, objective language.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (c) School staff or decision-makers (e.g. the head of year).
Examiner tip: Check each criterion, including equivalent work already shown. Do not demand an extra step merely to rewrite an equivalent answer. Do not award the same idea twice or infer work the learner did not show.
7.
A new student from another country is joining your class next month. Write a text to help them prepare, explaining two things about school life that may surprise them. Choose one of these text types: informal email, blog post, leaflet. Write 250–400 words.
[6 marks] · no calculator
Syllabus placement evidence: Language B guide: Paper 1 productive skills (writing), criteria A–C. Text types and register: SL writing task on a prescribed-theme context.
Worked explanation
1. Decide the text type first, then list what the task requires: the audience, the purpose and every content point. Plan one paragraph for each main idea and aim for 250–400 words. For this task: explains two specific aspects of school life that may surprise a newcomer. gives practical advice to help the student prepare or settle in.
2. Check each line of the self-check list against your draft: two content points (criterion B), clear linked paragraphs (B), the conventions of your chosen type and a consistent register (C), and accurate, varied language (A).
Common mistake: Writing a generic essay that ignores the stated audience, purpose and text type, which limits criteria B and C however accurate the language is.
Marking points
- Content (criterion B): explains two specific aspects of school life that may surprise a newcomer.
- Content (criterion B): gives practical advice to help the student prepare or settle in.
- Message (criterion B): ideas are developed with specific details or examples and organised in clear, logically linked paragraphs.
- Conventions (criterion C): uses features of the chosen type, e.g. greeting, friendly opening and sign-off for an email; title and reader engagement for a blog; headings, short sections and clear layout for a leaflet.
- Register (criterion C): warm, welcoming and reassuring, suitable for a peer who is new to the country.
- Language (criterion A): varied vocabulary and a range of accurate simple and complex structures; any errors do not obstruct meaning.
Examiner tip: Write to the reader in the task, not to an examiner: imagining one real person helps you keep the tone consistent. This checklist is a self-review aid; the real paper is marked with criteria A (12), B (12) and C (6), and a response that ignores audience, context and purpose can score zero for B and C.
8.
Marking analysis: A learner attempts the following task: “A new student from another country is joining your class next month. Write a text to help them prepare, explaining two things about school life that may surprise them. Choose one of these text types: informal email, blog post, leaflet. Write 250–400 words.” Their response addresses only this point: “Content (criterion B): explains two specific aspects of school life that may surprise a newcomer.” Evaluate the response against the complete 6-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[6 marks] · no calculator
Marking points
- Recognises credit for the stated point: Content (criterion B): explains two specific aspects of school life that may surprise a newcomer.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: Content (criterion B): gives practical advice to help the student prepare or settle in.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: Message (criterion B): ideas are developed with specific details or examples and organised in clear, logically linked paragraphs.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: Conventions (criterion C): uses features of the chosen type, e.g. greeting, friendly opening and sign-off for an email; title and reader engagement for a blog; headings, short sections and clear layout for a leaflet.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: Register (criterion C): warm, welcoming and reassuring, suitable for a peer who is new to the country.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: Language (criterion A): varied vocabulary and a range of accurate simple and complex structures; any errors do not obstruct meaning.
Examiner tip: Check each criterion, including equivalent work already shown. Do not demand an extra step merely to rewrite an equivalent answer. Do not award the same idea twice or infer work the learner did not show.
9.
Each sentence comes from a different text type. Identify the most likely type for each. (1) “Preheat the oven to 180°C and grease the tin.” (2) “Ladies and gentlemen, thank you for coming tonight.” (3) “Dear diary, today was the strangest day of my life.” (4) “BREAKING: Floods close three city bridges.”
[4 marks] · no calculator
Syllabus placement evidence: Language B guide: Paper 2 receptive skills (reading). Text types and register: language use in a theme-related context.
Worked explanation
1. Read the whole sentence on both sides of each gap and decide which structure or meaning it needs before choosing.
2. Model answers: (1) A set of instructions (a recipe). (2) A speech. (3) A diary entry. (4) A news report or headline.
Common mistake: Choosing an answer from the word next to the gap instead of the grammatical structure and meaning of the whole sentence.
Marking points
- (1) A set of instructions (a recipe).
- (2) A speech.
- (3) A diary entry.
- (4) A news report or headline.
Examiner tip: Learn two or three signature conventions for each text type on the list; they are quick evidence of criterion C.
10.
Marking analysis: A learner attempts the following task: “Each sentence comes from a different text type. Identify the most likely type for each. (1) “Preheat the oven to 180°C and grease the tin.” (2) “Ladies and gentlemen, thank you for coming tonight.” (3) “Dear diary, today was the strangest day of my life.” (4) “BREAKING: Floods close three city bridges.”” Their response addresses only this point: “(1) A set of instructions (a recipe).” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator
Marking points
- Recognises credit for the stated point: (1) A set of instructions (a recipe).
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (2) A speech.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (3) A diary entry.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (4) A news report or headline.
Examiner tip: Check each criterion, including equivalent work already shown. Do not demand an extra step merely to rewrite an equivalent answer. Do not award the same idea twice or infer work the learner did not show.