IB English B · Email · SL + HL lesson pack

Use the model to notice purpose, organisation and language choices.

Read like a writer · SL + HL

Model for student council colleague

Task: SL/HL: adjust formality to the relationship and develop each requested point.

Hi Maya,

I have been thinking about the welcome activities for new students. Could we create a short guide with practical tips written by students who joined this year? It could include where to find help, how clubs work and useful phrases for the first week.

We could invite volunteers to contribute in pairs and let each writer choose whether to use English or another language alongside it. Before sharing the guide, we should check details with staff and ask contributors for permission.

Would you be able to raise this at the next council meeting? I can bring a draft outline.

Best,
Kai

1Orient the reader

2Develop the key point

3Close with purpose

Purposeful lexis

I have been thinking about · Could we · alongside · Before · Would you be able to

Grammar and register

Friendly opening, suggestion with could, sequencing, polite action request

Teach the lesson

Notice, rehearse, write and review

Notice · 8 minAnnotate audience, purpose and the three moves. Highlight the linkers and explain what each one connects.

Rehearse · 8 minDiscuss the prompt with a partner. Add one concrete detail and one reason or example.

Plan · 8 minUse three notes to map the moves. Choose a linker because it expresses the relationship you mean.

Write · 18 minDraft a response for the stated reader. Check that each paragraph adds a new purpose or point.

Review · 8 minUnderline the clearest evidence, circle the linking phrases and revise one sentence for precision.

Try it tomorrow

SL/HL: adjust formality to the relationship and develop each requested point.

Students mark who will read the text and what that reader needs.
They select two useful linkers from the model and explain their job.
They write a new response with original details, then use the checklist to revise.

Success criteria

Purpose and audience are clear from the opening.
Each requested point is developed with a specific example or reason.
Linkers express a real relationship between ideas.
The ending suits the text type and reader.

Teacher language

Useful language choices

I have been thinking about · Could we · alongside · Before · Would you be able to

Questions that draw out detail

What does your reader need to know first?
Which example makes this point convincing?
What relationship does this linker show: contrast, cause, sequence or addition?
Does the register fit the reader and purpose?

Feedback focus

Give one response on task coverage, one on organisation and one on a language choice that the learner can use again. Avoid treating a memorised phrase as evidence of control.

Adapt it by level

More support

Rehearse the ideas orally, use a three-box planning frame and offer two optional sentence openings. Keep the model visible while the learner plans.

Greater independence

Remove the frame, change the audience or purpose and ask learners to justify their choices of structure and register.

Course fit

SL and HL adaptations with model, register, purposeful lexis and transfer practice. Follow the current course task, audience, word guidance and assessment criteria. This teaching model is not an official examination response or awarded grade.

Check transfer

Use a fresh prompt and look for the same purposeful decisions expressed in the learner’s own words.

Suggesting a student-led welcome guide