IB ENGLISH B · HIGHER & STANDARD LEVEL
Achieve Fluency and Exam Precision.
Advanced, personalised coaching for IB English B HL and SL, with particular emphasis on the linguistic sophistication, literary engagement and examination skills required at Higher Level.
COMMUNICATION SKILLS
Writing
Reading
Listening
Speaking
Four Dimensions of English B Success.
PAPER 1 — WRITING
Writing with Purpose
Develop control of text types, audience, purpose and register while building coherent arguments and expressing ideas with precision.
Text-type conventions · Organisation · Vocabulary · Grammatical accuracy
PAPER 2 — LISTENING
Listening with Precision
Strengthen the ability to follow spoken arguments, recognise paraphrasing, distinguish key details and understand implied meaning.
Inference · Paraphrasing · Detail recognition · Listening strategies
PAPER 2 — READING
Reading Beyond the Surface
Interpret unfamiliar texts, recognise contextual meaning, identify viewpoints and respond accurately to demanding comprehension tasks.
Context · Inference · Text structure · Vocabulary in context
INDIVIDUAL ORAL — SPEAKING
Speaking with Confidence
Develop fluent, coherent and spontaneous responses through guided discussion, targeted pronunciation work and precise language feedback.
Fluency · Interaction · Extended responses · Language accuracy
One Language. Two Levels of Academic Challenge.
STANDARD LEVEL (SL)
Paper 1: One writing task with SL-specific length and task requirements.
Paper 2: Listening and reading comprehension.
Individual Oral: Visual stimulus linked to a prescribed theme.
Language development across five prescribed themes.
HIGHER LEVEL (HL)
Paper 1: One writing task with more demanding HL length and task requirements.
Paper 2: Listening and reading comprehension with HL-level demands.
Individual Oral: Extract from a literary work studied during the course.
Study of two literary works originally written in English.
From Correct English to Effective Communication.
BEFORE — BASIC EXPRESSION
“I think the school should make more activities because students will feel happy.”
The message is understandable, but the vocabulary is imprecise, the register is limited and the reasoning remains underdeveloped.
AFTER — REFINED EXPRESSION
“Introducing a wider range of extracurricular activities would give students more opportunities to develop their interests, build friendships and feel connected to the school community.”
The revised version uses more precise vocabulary, develops the reasoning and communicates the proposal more effectively.
HIGHER LEVEL FOCUS
Beyond Comprehension: Discussing Literature at HL.
01 — Interpretation & Personal Response
Develop thoughtful interpretations supported by relevant details from the literary work.
02 — Themes & Characterisation
Discuss how characters, relationships and central concerns develop across a text.
03 — Extract-Based Oral Preparation
Practise responding to extracts and developing sustained discussion.
04 — Spontaneous Interaction
Build confidence to respond to follow-up questions naturally, accurately and coherently.
01
DIAGNOSTIC ASSESSMENT
Identify strengths, language gaps and assessment priorities.
02
TARGETED INSTRUCTION
Develop grammar, vocabulary, text-type awareness and strategies.
03
GUIDED APPLICATION
Practise through authentic tasks and examination-style exercises.
04
DETAILED FEEDBACK
Address recurring errors and prioritise improvements.
05
INDEPENDENT PERFORMANCE
Develop greater accuracy, flexibility and confidence in unfamiliar tasks.
ENGLISH B HL STUDENTS
Advanced expression, literary discussion and Higher Level examination preparation.
ENGLISH B SL STUDENTS
Accuracy, confidence and effective strategies across all four language abilities.
DP1 STUDENTS
Language foundations, text-type awareness and effective study habits.
DP2 STUDENTS
Examination technique, oral performance and linguistic precision.