Introduction

This guide is designed to help IB English B educators and students effectively use Generative AI tools. The prompts are aligned with the latest curriculum (first assessment 2020) and are crafted to support teaching, learning, and assessment preparation.

How to Use These Prompts:

1. Select a prompt that matches your goal.
2. Add specific context. Replace bracketed text like [text type] or [topic] with your specific details.
3. Refine the output. You can ask the AI to adjust the tone, complexity, or format of the response. For example, add “Make it suitable for a 16-year-old” or “Present the output as a table.”

Section 1: Educator Prompts (50)

A. Planning & Curriculum Design (15 Prompts)

1. Syllabus Outline: “Act as an experienced IB English B teacher. Create a two-year syllabus outline for an HL class, breaking down the five prescribed themes (Identities, Experiences, Human Ingenuity, Social Organization, Sharing the Planet) across the four terms of year one and the first two terms of year two. For each theme, suggest one relevant sub-topic and a primary text type to focus on (e.g., Theme: Identities, Sub-topic: Personal and cultural expression, Text Type: Interviews).”
2. Lesson Plan (Single Lesson): “Generate a 90-minute lesson plan for an SL class on the topic of ‘Migration’ under the theme ‘Experiences.’ The lesson should include a starter activity, introduction to key vocabulary, a reading comprehension activity based on a news article, a group discussion task, and a plenary. Specify learning objectives and assessment for learning (AfL) strategies.”
3. Unit Plan: “Design a 4-week unit plan for an HL class focusing on the theme ‘Human Ingenuity’ and the topic ‘Scientific and technological innovation.’ The plan should integrate activities for Paper 1 (text analysis), introduce concepts for Paper 2 using the literary work ‘Frankenstein’, and include at least one practice Internal Assessment (Individual Oral). The output should be a weekly breakdown.”
4. Resource Curation: “I am teaching the ‘Social Organization’ theme, specifically the topic ‘Social relationships.’ Find and provide links to three authentic, high-quality online texts suitable for an SL class: one blog post, one opinion column, and one infographic. For each text, provide a brief summary and explain why it’s appropriate for this level.”
5. Differentiated Instruction Plan: “Create a set of differentiated activities for a mixed-ability SL/HL class studying the topic ‘Ethics’ under the theme ‘Sharing the Planet.’ Provide three versions of a reading comprehension task based on an article about fast fashion: one for struggling learners (with a glossary and guided questions), one for on-level learners, and one for advanced learners (requiring analysis of persuasive techniques).”
6. Vocabulary List: “Generate a thematic vocabulary list of 20 essential terms for the ‘Identities’ theme, sub-topic ‘Language and identity.’ For each term, provide a student-friendly definition, a synonym, an antonym, and an example sentence. Format this as a three-column table.”
7. Connecting Themes: “Develop a mind map that visually connects the five prescribed themes of the English B course. For each connection, provide a brief explanation and a real-world example (e.g., connect ‘Human Ingenuity’ and ‘Sharing the Planet’ through the topic of sustainable technology).”
8. HL Literary Work Selection: “Act as an IB curriculum developer. My HL class has just finished studying the theme ‘Experiences.’ Suggest three suitable literary works (novels or plays) that align with this theme. For each work, provide a rationale explaining its thematic relevance, literary merit, and potential challenges for English B students.”
9. Integrating TOK: “Design a brief activity that integrates Theory of Knowledge (TOK) into an English B lesson on the ‘Human Ingenuity’ theme, topic ‘Artistic expression.’ The prompt for students should be: ‘To what extent does art provide knowledge about a culture?’ Provide guiding questions for a class discussion.”
10. Integrating CAS: “Brainstorm three CAS (Creativity, Activity, Service) project ideas for an HL class that link directly to the ‘Sharing the Planet’ theme. For each idea, outline the project goal, potential activities, and learning outcomes.”
11. Essential Questions: “For the theme ‘Social Organization,’ generate five essential questions that can guide a unit of study for an SL class. The questions should be open-ended and encourage critical thinking.”
12. Text-Type Scaffolding: “Create a scaffolded plan for teaching the ‘speech’ text type to an SL class. Start with identifying features, move to analyzing a model text (e.g., a TED Talk), and end with a creative production task. Specify activities for each stage.”
13. Paper 2 Introduction: “Develop a lesson plan to introduce Paper 2 to an HL class. The lesson should explain the question types, the assessment criteria, and how to structure a comparative literary essay. Use two literary works, ‘The Great Gatsby’ and ‘A Doll’s House’, as examples.”
14. Internal Assessment Schedule: “Create a timeline and schedule for the Internal Assessment (Individual Oral) for an HL class of 20 students. The schedule should span 4 weeks and include dates for topic selection, teacher consultation, practice sessions, and final recordings.”
15. Yearly Assessment Plan: “Outline a comprehensive assessment plan for a first-year SL English B course. The plan should include a mix of formative assessments (e.g., quizzes, peer reviews) and summative assessments (e.g., mock Paper 1, end-of-term exams) for each of the first three themes.”

B. Delivery & Instruction (15 Prompts)

1. Starter Activity: “Generate a 5-minute starter activity for a lesson on ‘Leisure’ under the ‘Experiences’ theme. It should be a ‘think-pair-share’ activity based on a provocative image related to digital entertainment. Provide the image prompt and discussion questions.”
2. Guiding Questions: “I am providing an article about ‘globalization’ for my SL class. Generate a set of 10 guiding comprehension and analysis questions that align with the Paper 1 assessment criteria, focusing on understanding of context, message, and conventions of the text type.”
3. Role-Play Scenario: “Create a role-play scenario for an HL class to practice communication skills. The scenario should be based on the ‘Social Organization’ theme, topic ‘The workplace.’ Assign roles (e.g., disgruntled employee, HR manager) and provide a clear objective for the conversation.”
4. Debate Topic: “Formulate a debate topic related to the ‘Sharing the Planet’ theme, sub-topic ‘Environment.’ The topic should be controversial and require students to use persuasive language. For example: ‘This house believes that developing nations should not have to bear the cost of climate change.’ Provide arguments for both sides.”
5. Analyzing a Visual Text: “I have a poster about public health from the World Health Organization. Create a step-by-step guide for SL students on how to analyze this visual text for Paper 1, focusing on the interplay between image, text, and layout to convey a message.”
6. Grammar in Context: “Design a short grammar exercise focusing on the use of conditional clauses. The exercise should be based on the ‘Human Ingenuity’ theme, with sentences related to future technologies. Include an answer key.”
7. Model Text Analysis: “Here is a blog post about travel experiences: [paste blog post text here]. Act as an IB examiner and write a model analysis of this text, focusing on the conventions of a blog post (tone, structure, audience engagement) and the author’s use of descriptive language. This is for an SL class.”
8. Peer-Assessment Checklist: “Create a peer-assessment checklist for a written task. The task is an opinion column on the topic of ‘online privacy’ (‘Social Organization’). The checklist should be based on the Paper 1 assessment criteria (Language, Message, Conceptual Understanding) and use student-friendly language.”
9. HL Literary Analysis Prompt: “For an HL class studying ‘Chronicle of a Death Foretold’, generate three discussion prompts that explore the theme of ‘Identities’ and the cultural concept of honor.”
10. Simplifying a Concept: “Explain the concept of ‘bias’ in media texts to an SL English B student. Use a simple analogy and provide two examples from recent news stories.”
11. Creative Writing Task: “Design a creative writing task for an SL class based on the ‘Experiences’ theme. Prompt: ‘Write a diary entry from the perspective of a teenager moving to a new country.’ Provide success criteria, including the use of emotive language and reflection on cultural differences.”
12. Listening Comprehension: “Find a 3-minute YouTube video (e.g., a news report or a short documentary) on the topic of ‘urbanization’ (‘Sharing the Planet’). Create a listening comprehension worksheet with 5 multiple-choice questions and 3 short-answer questions based on the video content. Provide the video link.”
13. Exit Ticket: “Generate three exit ticket questions for a lesson on advertising techniques under the ‘Human Ingenuity’ theme. The questions should quickly assess student understanding of ethos, pathos, and logos.”
14. Introducing the Learner Portfolio: “Create a short presentation (5 slides) for SL/HL students explaining the purpose and requirements of the Learner Portfolio. Explain what kind of work should be included and how it supports their learning.”
15. Structuring a Paper 1 Response: “Provide a clear, step-by-step template for how an SL student should structure their written response for Paper 1. The template should include guidance on the introduction, body paragraphs (analyzing conventions and message), and conclusion.”

C. Assessment & Feedback (10 Prompts)

1. Paper 1 Mock Exam: “Create a full Paper 1 mock exam for an SL class. The exam should be based on the theme ‘Identities.’ Provide two new, authentic texts (e.g., an interview and a brochure) and three guiding questions for students to choose from, each tailored to one of the texts.”
2. Paper 2 Mock Exam Questions: “Generate four different Paper 2-style questions for an HL class. The questions should be based on the theme ‘Experiences’ and be applicable to any two literary works the students have studied. Ensure the questions cover different aspects like character, setting, and theme.”
3. Internal Assessment Mock Task: “Create a mock Internal Assessment (Individual Oral) task for an HL student. Provide a visual stimulus (e.g., a photograph depicting a cultural festival) related to the ‘Identities’ theme. Formulate three open-ended questions to guide the student’s presentation.”
4. Rubric Generator: “Generate a detailed rubric for assessing a written ‘letter to the editor’ task for an SL class. The rubric should be based on IB criteria but simplified for student understanding, with columns for ‘Language,’ ‘Message,’ and ‘Format.’ Include descriptors for three levels of achievement.”
5. Feedback Generator: “A student has written this paragraph in response to a Paper 1 text: [paste student paragraph here]. Act as an IB teacher and provide constructive feedback. Use the ‘praise, question, polish’ model. Identify one strength, ask a question to prompt deeper thinking, and suggest a specific improvement.”
6. Quiz Creation: “Create a 10-question multiple-choice quiz on the conventions of a ‘news report’ text type for an SL class. The questions should test knowledge of features like headlines, bylines, leads, and objective tone.”
7. Marking a Sample Response: “Here is a sample SL Paper 1 response: [paste response]. The text was an advertisement. Using the official IB English B Paper 1 assessment criteria, provide a mark out of 12 for Criterion B: Message, and justify the mark with specific evidence from the response.”
8. Common Error Identification: “Based on your knowledge of common student challenges in English B, list the 5 most frequent errors students make in Paper 1 written responses and suggest a strategy to correct each one.”
9. HL Essay Feedback: “An HL student wrote this thesis statement for a Paper 2 essay: ‘In 1984 and The Handmaid’s Tale, the governments control people.’ Provide feedback on how to make this thesis statement more specific, arguable, and analytical.”
10. Listening Assessment: “Create a listening assessment task for an SL class based on a podcast segment about ‘ethical food choices’ (‘Sharing the Planet’). The task should include a mix of ‘fill in the blank’ and ‘true/false’ questions. Provide a link to a suitable 3-4 minute podcast segment.”

D. Enrichment & Extension (10 Prompts)

1. Interdisciplinary Project: “Design an interdisciplinary project connecting IB English B and IB Environmental Systems and Societies (ESS). The project, titled ‘Our Planet’s Narrative,’ should require students to research an environmental issue (‘Sharing the Planet’) and present their findings as a multi-modal text (e.g., a short documentary or website).”
2. Guest Speaker Questions: “A journalist is visiting my SL/HL class to talk about their career. Generate a list of 10 insightful questions for the students to ask, connecting the journalist’s work to the English B themes of ‘Social Organization’ and ‘Human Ingenuity.'”
3. Film Analysis: “Suggest a feature film that powerfully explores the theme of ‘Identities.’ Create a viewing guide with 5 pre-watching questions, 5 during-watching analysis points, and 3 post-watching discussion topics for an HL class.”
4. Creative Response to Literature (HL): “After reading ‘The Outsider’ by Albert Camus, design a creative response task for an HL class. The task should allow students to explore the theme of ‘Experiences’ from a new perspective, for example, by writing a series of unsent letters from Meursault’s girlfriend, Marie.”
5. Connecting to Current Events: “Find a recent news article (within the last month) that relates to the theme ‘Social Organization,’ topic ‘Community.’ Create a short activity where SL students must summarize the article and explain its connection to the course concepts.”
6. Building a Class Blog: “Outline a project plan for creating a class blog where SL/HL students can publish their own short texts (e.g., reviews, opinion pieces) related to the five course themes. Specify roles for students (editor, writer, designer) and guidelines for posts.”
7. Exploring English Varieties: “Design a mini-research project for SL students on different varieties of English around the world. Students should choose a variety (e.g., Singlish, Spanglish), research its key features, and present their findings to the class.”
8. Advanced Text-Type Exploration: “Challenge an HL class by introducing them to a less common text type, like a government report or a satirical cartoon. Provide an example and a set of analytical questions that push them to consider audience, purpose, and subtle stylistic choices.”
9. Virtual Field Trip: “Design a ‘virtual field trip’ for an SL class studying the ‘Experiences’ theme. The trip could involve exploring a museum’s online collection or a digital archive related to migration stories. Create a worksheet to guide their exploration.”
10. Preparing for University: “Generate a list of 5 transferable skills that students develop in IB English B (e.g., critical analysis, intercultural understanding, communication). For each skill, explain how it is valuable for university-level study in any discipline.”

Section 2: Student Prompts (50)

A. Understanding Concepts (15 Prompts)

1. Explain a Theme: “Explain the IB English B theme ‘Human Ingenuity’ in simple terms. What are the main ideas? Give me three examples of topics that fall under this theme.”
2. Text Type Features: “What are the top 5 key features of a formal letter? Present them in a list with a brief explanation of each.”
3. Concept Definition: “Define ‘audience’ and ‘purpose’ in the context of text analysis. Why are they important for understanding a text? Use the example of a school principal’s speech to illustrate.”
4. SL vs. HL: “What are the main differences between IB English B SL and HL? Explain the differences in assessment, teaching hours, and the literary component. Create a simple comparison table.”
5. Literary Terminology (HL): “Explain the literary device ‘symbolism’ as if I’m 16. Use an example from ‘The Great Gatsby’ (the green light) to help me understand.”
6. Assessment Criteria: “Break down the Paper 1, Criterion A: Language rubric for me. What does a ‘competent’ use of language mean versus a ‘very good’ use? Give me examples.”
7. Mind Map Creation: “Create a mind map for the theme ‘Identities.’ The central idea is ‘Identities.’ Branch out to the sub-topics (e.g., lifestyle, beliefs, language) and for each one, add 2-3 keywords or questions.”
8. Paraphrasing a Concept: “My teacher said my essay needs to show more ‘conceptual understanding.’ What does this mean in English B? Rephrase it in a way that’s easy to grasp.”
9. Connecting Texts to Themes: “I just read an article about the rise of remote work. Which of the five prescribed themes does this connect to most strongly? Explain your reasoning.”
10. Internal Assessment Explained (HL): “Explain the structure of the HL Individual Oral. What do I need to do in the presentation part versus the follow-up discussion? Give me a timeline for the 15 minutes.”
11. Understanding Bias: “How can I spot bias in a news article? Give me a checklist of 5 things to look for.”
12. Tone and Register: “What is the difference between tone and register? Give me an example of a sentence written in a formal register and then rewrite it in an informal register.”
13. Paper 2 Question Types (HL): “What are the different types of questions I might see on Paper 2? Give me an example for each type.”
14. Learner Portfolio Purpose: “Why do I need to keep a Learner Portfolio? What should I put in it? Give me 5 examples of good artifacts to include.”
15. Command Terms: “What’s the difference between ‘analyze,’ ‘compare,’ and ‘evaluate’ in an exam question? Define each and tell me what the examiner expects.”

B. Practicing Skills (15 Prompts)

1. Vocabulary Builder: “I’m studying the ‘Sharing the Planet’ theme. Give me 10 advanced vocabulary words related to environmentalism. For each word, provide the definition, a synonym, and an example sentence.”
2. Grammar Practice: “Create a short fill-in-the-blanks exercise to practice using transition words (e.g., however, therefore, in addition). The sentences should be about the topic of ‘social media’ (‘Social Organization’).”
3. Thesis Statement Practice (HL): “I need to write a Paper 2 essay comparing how ‘social status’ is presented in ‘Pygmalion’ and ‘The House on Mango Street’. Help me write a strong, arguable thesis statement.”
4. Headline Analysis: “Here are three headlines from different newspapers about the same event: [paste headlines]. Analyze them for me. What words are used? What bias or angle does each suggest?”
5. Creative Writing: “Give me a creative writing prompt for a short story (300 words) based on the ‘Experiences’ theme. The story must include the line, ‘It was then that I understood what home really meant.'”
6. Structuring a Paragraph (PEE): “Help me structure an analytical paragraph using the PEE (Point, Evidence, Explain) method. My point is that the advertisement uses celebrity endorsement to build trust. Find an example ad and write the paragraph for me.”
7. Generating Ideas: “I have to write a blog post about ‘healthy lifestyles’ (‘Identities’). Brainstorm three different angles I could take for the post.”
8. Analyzing an Image: “I’m looking at a photo of a crowded city street. Guide me through analyzing it for my Individual Oral. What questions should I ask myself about the photo’s details, mood, and message?”
9. Formal Email Practice: “I need to write a formal email to my principal to propose a new school club related to sustainability (‘Sharing the Planet’). Draft the email for me, making sure it has the correct format and a persuasive, respectful tone.”
10. Summarizing a Text: “Read this article: [paste article link]. Summarize the three main arguments of the author in no more than 100 words.”
11. Comparative Analysis (HL): “Give me a starting point for comparing the protagonists of ‘Brave New World’ and ‘1984’. What are two key similarities and two key differences in their struggle against their societies?”
12. Identifying Text Conventions: “I’m reading an interview. What are the typical conventions (layout, structure, language) of an interview that I should be looking for?”
13. Improving a Sentence: “Improve this sentence for better academic style: ‘The author thinks that technology is bad for people.’ Make it more formal and specific.”
14. Listening Practice: “Find me a 2-minute English-language news clip about a recent scientific discovery (‘Human Ingenuity’). After I listen, I’ll tell you what I understood, and you can ask me 3 comprehension questions.”
15. Developing an Argument: “I want to argue that social media has a negative impact on personal identity. Give me three distinct points I can use to build my argument, with one piece of supporting evidence for each.”

C. Revising & Self-Assessment (10 Prompts)

1. Flashcard Creation: “Create a set of 10 digital flashcards for the topic ‘Ethics and the environment’ (‘Sharing the Planet’). One side should have a key term (e.g., ‘carbon footprint,’ ‘biodegradable’), and the other should have a simple definition.”
2. Revision Quiz: “Give me a 5-question quiz on the theme ‘Social Organization.’ The questions should cover topics like community, social engagement, and the workplace. Provide an answer key with explanations.”
3. Checklist for Paper 1: “Create a final revision checklist for me to use the night before my Paper 1 exam. It should include reminders about timing, structure, and what to look for in the texts.”
4. Self-Correction: “I wrote this sentence in an essay: ‘The text is talking about how people are different.’ How can I improve it to sound more academic and analytical? Give me three better options.”
5. Review My Outline (HL): “Here is my outline for a Paper 2 essay: [paste outline]. Does it look logical? Is my thesis clear? What am I missing?”
6. Two-Minute Summary: “Explain the entire plot of ‘A Doll’s House’ in a two-minute read. Focus on the key events and character developments.”
7. Key Quotes (HL): “What are the 5 most important quotes from ‘The Things They Carried’ for analyzing the theme of ‘Experiences’? For each quote, briefly explain its significance.”
8. Common Mistakes: “What are the most common mistakes students make in the Individual Oral? Tell me what they are and how I can avoid them.”
9. Generate a Study Plan: “Create a one-week revision plan for my final English B SL exam. The plan should balance revision for Paper 1, Paper 2 (reading), and Listening. Assign a topic/skill to focus on each day.”
10. Test My Knowledge: “Ask me 5 challenging questions about the conventions of persuasive texts. After I answer, tell me if I was right and why.”

D. Preparing for Assessment (10 Prompts)

1. Simulate Paper 1: “Act as the IB Paper 1 exam. Give me an unseen text (an infographic) on the theme of ‘Identities’ and a guiding question. I will write a response, and you can give me feedback based on the IB criteria.”
2. Simulate the IA (HL): “Let’s practice my Individual Oral. I’ve chosen an extract from ‘The Penelopiad’. I will present my analysis for 3-4 minutes. Afterwards, you act as the teacher and ask me follow-up questions about the extract and the work as a whole.”
3. Deconstruct a Question: “Here is a sample Paper 2 question: ‘How is a sense of conflict used to create tension in two of the works you have studied?’ Break this question down for me. What keywords should I focus on? What is it really asking me to do?”
4. Essay Planning: “I have 5 minutes to plan a Paper 1 response. The text is a travel blog. Guide me through the planning process. What should I jot down first?”
5. Predicting Exam Topics: “Based on the five prescribed themes, which topics do you think are most likely to appear in this year’s exam? Give me three topics and explain why.” (Note: For speculative fun only).
6. Listening Test Practice: “Find a 3-minute audio clip of a discussion between two people on a social issue. I will listen once. Then, give me a set of 5 comprehension questions to answer, just like in the real exam.”
7. Time Management Strategy: “Give me a time management strategy for the Paper 1 exam (1 hour 15 mins for SL). How much time should I spend reading, planning, writing, and proofreading?”
8. Writing an Introduction: “Help me write a powerful introduction for a Paper 2 essay on the role of setting in ‘Brave New World’ and ‘1984’.”
9. Writing a Conclusion: “What makes a good conclusion for a Paper 1 response? Give me a template or a few sentence starters.”
10. Final Pep Talk: “Act as a supportive IB teacher. Give me a final, encouraging pep talk the day before my English B exam. Remind me of my strengths and key strategies for success.”

Section 3: Bonus Universal Prompt (1)

1. The Interdisciplinary Mashup: “Act as a creative curriculum designer. Create a project that connects the IB English B theme [e.g., Human Ingenuity] with another IB subject [e.g., Visual Arts]. The project should require students to explore a concept from both subjects and produce a unique piece of work. For example, ‘Create a visual art piece that critiques a specific technological advancement, and write an artist’s statement explaining your stylistic choices and the message you want to convey, analyzing your own work as an English B text.'”