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Use the full name on the school’s course documents. The word “language” alone does not tell a tutor which skills or assessments to prepare. English A: literature is a separate course; if that is the name on the timetable, say so when enquiring.

Language and literature includes four literary works at SL and six at HL, alongside non-literary texts. The assessment tasks call for different kinds of preparation; practising only unseen analysis leaves other demands uncovered.

English B assesses writing in Paper 1, listening and reading in Paper 2, and an individual oral. For the oral, SL starts from a visual stimulus; HL starts from an extract from a studied literary work. Preparation should include spontaneous follow-up answers as well as a planned presentation.

For an invented writing exercise, ask a school librarian to extend opening hours. “Hey, open longer. We need it” communicates a wish but gives the recipient little reason to agree. A more suitable opening is: “Dear Ms Patel, could the library stay open until 5 pm during exam week? Some students share a bedroom and need a quiet place to revise.”

The revised version uses a polite request, proposes a specific arrangement and supports it with a reason relevant to the school. This illustrates register: choosing language that suits the relationship and situation. A follow-up could turn the request into a message for classmates. “Could the library…” might become “Would you use the library after school?” because the writer now needs their views.

At HL, extend the task by acknowledging a practical objection and proposing a response, such as a shorter trial opening period. For oral practice, explain that proposal aloud and answer an unexpected question about it. These are suggested practice tasks, not prescribed IB prompts.

A beginner needs a smaller starting point. In this invented practice example, “I go library yesterday” gets the idea across but mixes a past-time word with the present-tense verb. “I went to the library yesterday” uses the past form went and the phrase to the library to make the event clear.

Next, add a reason: “I went to the library yesterday because I needed a quiet place.” Explain because as the word that introduces the reason, then practise a new version: “I went to the park yesterday because I wanted to walk.” The learner can first say the sentence aloud, then write it without looking. Check the meaning and the verb change before adding more vocabulary.

This sentence work is one starting activity. Beginner preparation also needs listening, reading and conversation at a manageable pace. In the current course, Paper 1 has two writing tasks, Paper 2 covers listening and reading, and the individual oral includes a visual stimulus and conversation.

Microsoft Teams is Latimer’s default lesson platform, although tutor and learner can agree another. Bring the relevant text, the school’s task instructions and your own notes. A useful practice cycle is to attempt a short response, identify one recurring problem, revise it and try a new example without the correction beside you.

For English A, the problem might be an unsupported effect such as “this engages the reader”. Replace it with the exact wording, a plausible interpretation and the relevant audience. For English B or ab initio, it might be a repeated tense error or an answer that does not address the question. Keep a brief record of the correction and test it again in a different context.

Choose the amount of practice around the learner’s school workload. Completing and discussing one paragraph can be more useful for diagnosing a problem than setting an entire essay that remains unfinished.

The IB clarified Language A Paper 2 assessment criteria for first assessment in May 2026, while keeping the task and percentage weightings unchanged. Use the current criteria supplied by the school when reviewing practice.

For English B and ab initio, the next course editions start teaching in August 2027 and are first assessed in May 2029. The IB retains the assessment components, with small clarifications to oral descriptors. Tell the tutor your assessment session so preparation uses the appropriate guidance.