IB English B
An article with a reader in mind
A headline draws attention. Developed ideas make it worth reading.
A route from noticing to independence.
Notice the choices in the model.
Complete annotated model
Task: Write a school magazine article about how clubs can help new students feel included.
Read the complete model in the centre. Explore highlighted grammar and vocabulary on the left, and match numbered passages to structure notes on the right.
Original classroom teaching model. Use the actual course task and word limit for assessment; the labels here are teaching descriptions, not awarded grades.
The complete text
A place at the table By Sam Patel Have you ever walked into a room where everyone seemed to know everyone else? For a student joining a new school, that uncomfortable moment can last much longer than a lunch break. Clubs can offer a way in, but opening the door does not automatically make someone feel welcome. The important question is what happens after the newcomer arrives.
A shared activity gives people something to talk about before they know each other well. In a cooking club, for example, asking a partner to measure flour is easier than starting a conversation from nothing. Both students have a useful job, and the task creates a small reason to cooperate. Over time, these ordinary exchanges a newcomer feel recognised rather than merely present. The activity matters because it makes interaction .
, clubs can also reproduce the groups that already exist. If established friends always choose one another as partners, a new member may spend the session watching from the edge. A poster saying everyone is welcome will do little to change that experience. Some students may also find a loud, competitive activity uncomfortable. Inclusion requires attention to participation and choice, not simply a long list of clubs.
A practical first step would be to introduce and a short welcome routine. Leaders could explain the activity, introduce new members by name and give everyone a useful role. Students should also be invited to suggest changes, since what feels welcoming to one person may feel uncomfortable to another. If you run a club, ask a newcomer what their first session was like. Listen to the answer and change one part of the routine. That may tell you more than another cheerful poster.
Read · evaluate · revise
Compare three responses
Task: Write a school magazine article about how clubs can help new students feel included.
The weak and good options isolate choices for comparison. The excellent option shows the complete teaching response. These are not awarded grades. Compare specific choices rather than treating length or complicated vocabulary as automatic quality.
Weak: comparison extract
Hover over an underlined passage to preview advice. Click or focus it to keep the explanation open.
Good: comparison extract
Hover over an underlined passage to preview advice. Click or focus it to keep the explanation open.
Excellent: complete teaching model
This is the whole response. Hover, click or focus a passage for advice on its place in the text.
Complete annotated model
Task: Write a school magazine article about how clubs can help new students feel included.
Read the complete model in the centre. Explore highlighted grammar and vocabulary on the left, and match numbered passages to structure notes on the right.
Original classroom teaching model. Use the actual course task and word limit for assessment; the labels here are teaching descriptions, not awarded grades.
The complete text
A place at the table By Sam Patel Have you ever walked into a room where everyone seemed to know everyone else? For a student joining a new school, that uncomfortable moment can last much longer than a lunch break. Clubs can offer a way in, but opening the door does not automatically make someone feel welcome. The important question is what happens after the newcomer arrives.
A shared activity gives people something to talk about before they know each other well. In a cooking club, for example, asking a partner to measure flour is easier than starting a conversation from nothing. Both students have a useful job, and the task creates a small reason to cooperate. Over time, these ordinary exchanges a newcomer feel recognised rather than merely present. The activity matters because it makes interaction .
, clubs can also reproduce the groups that already exist. If established friends always choose one another as partners, a new member may spend the session watching from the edge. A poster saying everyone is welcome will do little to change that experience. Some students may also find a loud, competitive activity uncomfortable. Inclusion requires attention to participation and choice, not simply a long list of clubs.
A practical first step would be to introduce and a short welcome routine. Leaders could explain the activity, introduce new members by name and give everyone a useful role. Students should also be invited to suggest changes, since what feels welcoming to one person may feel uncomfortable to another. If you run a club, ask a newcomer what their first session was like. Listen to the answer and change one part of the routine. That may tell you more than another cheerful poster.
A frame to adapt
These openings support rehearsal on new content. Adapt or remove them once learners can make the choices independently.
For a new student, …
For example, … helps because …
However, …; a practical first step would be …
Discuss the whole text
- How does the opening establish the reader and purpose?
- How does each paragraph develop or qualify the message rather than repeat it?
- Which claim needs qualification, and how does the stronger response explain the mechanism of inclusion?
- How does the ending follow from the earlier information?
Make the writing choices audible
“Who is the reader of this an article with a reader in mind, and what do they need from you?”
“Show me the detail that supports your point. What would be unclear if you removed it?”
“Read your revised sentence aloud. What has changed for the reader?”
A short feedback conversation
- The writer identifies one intended effect.
- The partner points to words that achieve it and one gap.
- The writer revises, then explains the choice.
Adjust support and check transfer
More support
Read the model aloud, explain essential vocabulary and rehearse ideas orally. Offer the move labels with one optional sentence opening. Accept a labelled sketch before a short written response.
Greater independence
Hide the model and change the reader, topic or evidence. Ask learners to choose their own structure and justify one language choice.
Age and task fit
For younger learners, select one or two moves and work with familiar experiences. Older learners can compare alternatives and qualify claims. Use the actual course task and criteria when preparing for assessment.
Check learning
Use a new prompt without the model. Look for the same purposeful moves in original wording; copied phrases alone do not show transfer.