IB MYP Language Acquisition – Text types and their conventions Practice Questions

These are original questions written for Marlbridge, for revision and practice on this content. They are not reproduced past-paper questions, and they do not replicate the exam’s exact structure, question count or mark tariffs – the IB holds copyright in its own papers. Use these alongside the official past papers available through your school or the IB store.

This practice set covers text types and their conventions for IB MYP Language Acquisition, aligned to the International Baccalaureate Organization, Middle Years Programme Subject Brief – Language acquisition, from 2020 (first eAssessment May 2023/November 2023). It applies to eAssessment sessions from May 2023 onwards and suits MYP years 4 and 5, with no SL/HL split. MYP has no prescribed content list – schools design their own units – and this page trains a skill named by Criterion D (Writing), with reading and speaking tasks where conventions matter too.

Each question is labelled with the criterion it trains. Real MYP work is judged against criterion level descriptors (achievement levels 1–8), so the [1] points below are a revision aid, not IB marks. Questions and sources are in English; for your own practice, write the answers in your target language, keeping the same conventions. All people, places and organisations are fictional.

Study first: study guide and revision notes. Also: course hub, checklist, criteria in practice questions.

Questions

1. (Criterion D) Name the text type each set of features belongs to: (i) headline, byline, subheading; (ii) date, “Dear Diary”, feelings about the day; (iii) subject line, “I am writing to…”, “Yours sincerely”; (iv) star rating, strengths and weaknesses, recommendation. [4]

2. (Criterion D) Explain what decides the register of a text, and give two features that show a text is formal. [3]

3. (Criterion D) These sentences come from a formal email. Rewrite each one in an informal register for a message to a close friend: (i) “I would be grateful if you could confirm the time of our meeting.” (ii) “Unfortunately, I am unable to attend on Saturday.” (iii) “Please accept my apologies for the delay in replying.” [3]

4. (Criterion B) Read Source A.

Source A – original text written for Marlbridge

DISCOVER GLENVARRA CAVES Step into a world 10,000 years in the making

What’s inside?

• Guided tours every hour, 10:00–16:00
• The Crystal Hall, lit by 400 lanterns
• A café with views over the valley

Plan your visit Adults 8 euros · Under-16s 5 euros · Under-5s free Book online or call 01 555 0192

Come underground – you’ll never see daylight the same way again.

(a) Identify the text type and its intended audience. [2] (b) Identify three conventions of this text type in Source A, quoting evidence for each. [3]

5. (Criterion B) Read Source B, an email from a student to the director of a fictional language school.

Source B – original text written for Marlbridge

Subject:

Dear Ms Varga,

My name is Leo Marsh. I have studied Spanish for three years and I enjoy football. My sister attended your school and liked it. I would be interested in a place in the July group of your four-week summer course, if there is still space, and I would also like to know whether accommodation is included in the price.

Leo

(a) The register of Source B is formal throughout. Identify three conventions of a formal email that are missing or misused. [3] (b) Write a suitable subject line, a new first sentence and a suitable closing for Source B. [3]

6. (Criterion C – spoken text) You will give a two-minute speech to Year 7 pupils persuading them to join the school’s gardening club. Write the opening of your speech (about 60 words) and name three spoken conventions you used. [4]

7. (Criterion D) Read this diary extract: “Today I went to the new climbing wall. I was terrified at first, but I reached the top!”

(a) Give two differences between a diary entry and a blog post. [2] (b) Rewrite the extract as the opening of a blog post. [2]

8. (Criterion B) Read Source C.

Source C – original text written for Marlbridge

Pizzeria Quillo, Harbour Street

Pizzeria Quillo opened last month. First we ordered garlic bread, then two pizzas: one with mushrooms and one with peppers. After that we had ice cream. The waiter was called Marco. We left at nine o’clock.

A reader says Source C is “not really a review”. Evaluate this claim, referring to the conventions of a review. [4]

9. (Criterion D) You are writing a formal email in your target language. Explain three ways the target language’s conventions could differ from English that you must check before you start. [3]

10. (Criterion D – extended) The fictional Westbay Science Museum has cancelled your class’s booked visit without explanation. Write a formal email of complaint to the museum’s bookings manager, Mr Dlamini (about 150 words). [8]

11. (Criterion D – extended) Your school’s student newsletter wants an article about a new “phone-free lunchtime” rule at your school. Write the article (about 200 words), giving more than one point of view. [10]

Answers

1. (i) Article [1]. (ii) Diary entry [1]. (iii) Formal email or formal letter [1]. (iv) Review [1]. [4] Examiner insight: Name the specific type; “a newspaper thing” or “a letter” for (i) shows you have not tied the headline and byline to the article form.

2. Register is decided by the audience and the purpose of the text (and the text type) [1]. Formal features, any two: title and surname in the greeting; polite form of “you”; no contractions; precise, neutral vocabulary; fixed closing formula [1] [1]. [3] Examiner insight: “Formal means using long words” earns nothing; features must be ones a reader can point to in the text.

3. (i) “What time are we meeting again?” [1] (ii) “Sorry, I can’t make Saturday.” [1] (iii) “Sorry it took me ages to reply!” [1] [3] Examiner insight: Informal still has to keep the meaning; “Sorry!” alone for (iii) drops the delay, so the point is lost.

4. (a) A brochure or leaflet [1] for tourists or families planning a day out [1]. (b) Any three with evidence: slogan – “Step into a world 10,000 years in the making” [1]; headings – “What’s inside?”, “Plan your visit” [1]; bullet points listing attractions, practical details such as prices and a phone number, or a call to action – “Book online or call” [1]. [5] Examiner insight: Naming a convention without quoting where it appears in the source only shows recall, not reading of this text.

5. (a) The subject line is empty [1]. The purpose is not stated at the start: the request comes at the end, after personal details the reader did not ask for [1]. There is no paragraphing and no closing formula, only a first name [1]. (b) Subject: “Places and accommodation on the July summer course” [1]. First sentence: “I am writing to ask whether there are still places in the July group of your four-week summer course.” [1] Closing: “I look forward to hearing from you. Yours sincerely, Leo Marsh” [1]. [6] Examiner insight: The greeting and vocabulary are already formal, so “change the register” would be a wrong identification; the credit is for spotting missing conventions.

6. Model: “Good morning, Year 7! My name is Priya, and I’m in Year 10. Hands up if you like eating strawberries. Now keep your hand up if you’ve ever grown one. This morning I want to show you three things our gardening club gives you: fresh air, new friends and food you grew yourself.” Opening that greets the audience and introduces the speaker [1]. Named conventions, any three: direct address / greeting; rhetorical or interactive question; list of three; signposting of what is coming [1] [1] [1]. [4] Examiner insight: An essay paragraph with “Good morning” on top does not show spoken conventions; the language itself must involve the audience.

7. (a) A diary is private and has no audience; a blog is public and addresses readers [1]. A blog usually has a title and author name and ends by inviting comments; a diary has only a date [1]. (b) Model: “Scared of heights? Me too. Have you ever wanted to try climbing but felt too nervous? Today I tried the new climbing wall in town – and guess what? I reached the top!” Title plus direct address to readers [1]; content of the extract kept, with a question to the reader [1]. [4] Examiner insight: Adding “Hi everyone” alone is not enough; the credit comes from the layout and from writing to readers throughout.

8. The claim is largely correct [1]. Source C has a title naming the restaurant and some key facts (location, opening) [1], but it only recounts the meal in order, with no evaluation of the food, service or price [1] and no recommendation or rating for the reader [1]. [4] Examiner insight: “Evaluate” needs a judgement on the claim, not just a list of what the source contains.

9. Any three: the fixed opening and closing formulas are different and must be learned exactly [1]; the polite pronoun and its verb forms must be chosen and kept, for example vous, Sie or usted [1]; the date format differs, for example le 5 juin or 5 de junio [1]; idioms may not translate literally. [3] Examiner insight: General points such as “grammar is different” earn nothing; name the convention and say how it changes.

10. Indicative points: subject line naming the problem, for example “Cancelled class visit on 18 May – request for explanation” [1]; formal greeting “Dear Mr Dlamini” [1]; first sentence states the purpose – a complaint about the cancellation [1]; facts given clearly: class, booking date, how the cancellation was learned [1]; effect on the class stated calmly [1]; a clear request – an explanation and a new date or a refund [1]; formal register held throughout, with no contractions or slang, and firm but polite tone [1]; formal closing with full name and role [1]. [8] Examiner insight: A complaint can be firm in tone but must stay formal in register; one angry exclamation or insult undoes the whole register point.

11. Indicative points: headline that states the topic, for example “Phones Down, Heads Up?” [1]; byline [1]; optional subheading or opening paragraph that hooks and summarises the new rule [1]; a paragraph on arguments in favour, for example more conversation and outdoor play [1]; a paragraph on arguments against, for example pupils needing to contact parents [1]; quoted comments from invented people, for example a teacher and a pupil, clearly attributed [1]; mostly third person, with a semi-formal register suited to a school readership [1]; one point per paragraph with linking phrases [1]; balanced views, with no personal verdict forced on the reader [1]; an ending that returns to the headline question [1]. [10] Examiner insight: An opinion essay with no headline, byline or quoted voices shows the topic but not the text type, so every conventions point is lost.

Where marks are usually lost

• Naming a convention without quoting where it appears in the source.
• Keeping a formal greeting but letting contractions or slang into the body.
• Swapping between polite and familiar “you” within one text.
• Writing a blog with no reader addressed, which makes it a diary.
• A speech with no greeting, signposts or audience involvement.
• An article with no headline or byline, or with only one point of view when the task asks for more.
• Translating English formulas and idioms word for word into the target language.

Next steps

• Revision notes for the conventions table and self-test
• Study guide for the annotated models
• Course hub
• Printable checklist
• All free 10-minute diagnostics
• Book a free trial class

Official syllabus

International Baccalaureate Organization, Middle Years Programme Subject Brief – Language acquisition, from 2020 (first eAssessment May 2023/November 2023), published by the IB, 2020. The brief names Criteria A to D and gives word choice, conventions and idiom as example related concepts. It does not prescribe text types; all questions and sources here are original.