IB Spanish B SL/HL 2026 — Complete Study Guide

Exam Overview

IB Spanish B assesses four language skills — reading, listening, writing, and (at HL) speaking — across two examination papers and an internal assessment component.

Paper 1: Receptive Skills

Paper 1 tests reading comprehension and (at HL) listening comprehension using authentic texts from Spanish-speaking contexts.

Component	SL	HL
Duration	1 hour 45 minutes	2 hours 5 minutes
Reading texts	3 texts, varied text types	4 texts, varied text types
Listening	Not included	Included (multiple audio extracts)
Marks	40	55

Text types tested: articles, advertisements, brochures, emails, interviews, blog posts, letters, reports, social media posts, and instructional texts.

Question types: multiple choice, true/false/not given, gap fill, matching headings, short-answer questions, and sentence completion.

Paper 2: Written Production

Paper 2 tests productive writing skills in Spanish. You must write in one of the text types studied in the course.

Component	SL	HL
Duration	1 hour 15 minutes	1 hour 30 minutes
Tasks	2 tasks (choose from 4 options)	2 tasks (choose from 5 options)
Word count per task	150–250 words	250–400 words
Marks	30	40

HL Individual Oral HL

The Individual Oral is an internally assessed speaking component worth 30 marks.

• Duration: approximately 15 minutes
• Preparation time: 15 minutes with the visual stimulus
• Structure: visual stimulus discussion (one theme) + general conversation (second theme)
• Conducted by the teacher; moderated externally

HL Written Assignment HL

A written task of 500 words based on a literary or non-literary text studied in class, plus a reflective statement (rationale) of 100–150 words. Worth 20 marks.

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Theme 1: Identidades

Syllabus link: All students — SL and HL

Subtopics

• Personal identity: values, beliefs, personality, and self-perception
• Cultural identity: national, ethnic, and linguistic identity
• Language and identity: how language shapes who we are
• Stereotypes and prejudice: how they form and how to challenge them

Key Vocabulary — Identidades

Cultural Context: Identity in the Spanish-Speaking World

El Día de los Muertos (Mexico): This festival (November 1–2) illustrates how Mexican identity blends pre-Hispanic indigenous traditions with Catholic observance. Families build altars (ofrendas) with photographs, food, and marigold flowers to honour deceased relatives. It is a powerful example of cultural identity that resists assimilation — the festival was inscribed on UNESCO’s Intangible Cultural Heritage list in 2008.

Identity in Argentina: Argentina has a complex identity shaped by massive waves of European immigration (especially Italian and Spanish) in the late 19th and early 20th centuries, alongside indigenous populations and African-descendant communities. The tango, born in Buenos Aires from this fusion, is itself a symbol of hybrid cultural identity.

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Theme 2: Experiencias

Syllabus link: All students — SL and HL

Subtopics

• Daily routine and lifestyle
• Travel and tourism
• Festivals and celebrations
• Migration and displacement
• Sport, recreation, and leisure

Key Vocabulary — Experiencias

Cultural Context: Carnival in the Spanish-Speaking World

Carnival (el Carnaval) is celebrated across Latin America and Spain in the days before Lent, but each country brings its own cultural expression:

• Bolivia — Carnaval de Oruro: Declared a UNESCO Masterpiece of Intangible Heritage. Features the diablada (devil dance), which blends indigenous Andean ritual with colonial Catholic tradition.
• Uruguay — Carnaval de Montevideo: The longest carnival in the world (40 days). Unique for its murgas (satirical theatre-music groups) that comment on politics and society.
• Spain — Carnaval de Cádiz: Known for chirigotas (humorous musical groups) that use sharp wit to lampoon current events.

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Theme 3: Ingenio humano

Syllabus link: All students — SL and HL

Subtopics

• Technology and media: social media, digital communication, AI
• Art and architecture: Latin American and Spanish artistic traditions
• Science and innovation: medical advances, environmental technology
• Language and communication: how language evolves, endangered languages

Key Vocabulary — Ingenio humano

Cultural Context: Gabriel García Márquez and Magical Realism

Gabriel García Márquez (Colombia, 1927–2014) won the Nobel Prize in Literature in 1982. His novel Cien años de soledad (1967) is the defining text of magical realism — a literary style in which fantastical events are presented as ordinary, grounded in a vividly real social and political context. Magical realism is itself an expression of Ingenio humano: it uses artistic creativity to explore identity, history, and the human condition in Latin America.

Other key Spanish-language artists relevant to this theme:

• Frida Kahlo (Mexico): surrealist painter whose self-portraits explore identity, pain, and the female body
• Diego Rivera (Mexico): muralist whose large-scale public art celebrated workers and indigenous culture
• Antoni Gaudí (Spain): architect of La Sagrada Família; revolutionary fusion of Art Nouveau and Catalan Gothic

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Theme 4: Organización social

Syllabus link: All students — SL and HL

Subtopics

• Education systems and access to education
• Work and employment
• Politics and society: democracy, government, civil society
• Family structures: traditional and evolving models
• Law and justice

Key Vocabulary — Organización social

Cultural Context: Education Systems — Spain vs. Latin America

Spain: Education is free and compulsory from age 6 to 16. The Bachillerato (ages 16–18) prepares students for the Selectividad (university entrance exam). Spain has a high university enrollment rate but suffers from youth unemployment, which has driven many graduates to seek work abroad — a phenomenon called fuga de cerebros (brain drain).

Latin America: Education access varies dramatically by country and socioeconomic group. In countries like Chile and Colombia, public university systems coexist with expensive private institutions, creating a two-tier system. In Bolivia and Ecuador, bilingual intercultural education (educación intercultural bilingüe) has been introduced to preserve indigenous languages alongside Spanish.

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Theme 5: Compartir el planeta

Syllabus link: All students — SL and HL

Subtopics

• The environment: climate change, deforestation, biodiversity loss
• Global issues: poverty, inequality, food security
• Health and nutrition: access to healthcare, nutrition, pandemics
• Water and energy: access to clean water, renewable energy

Key Vocabulary — Compartir el planeta

Cultural Context: Environmental Crises in Latin America

Deforestation of the Amazon: The Amazon rainforest spans nine countries, with approximately 60% in Brazil and significant portions in Peru, Colombia, and Bolivia. It is home to an estimated 10% of all species on Earth and is described as the “lungs of the planet.” Industrial agriculture (especially soy and cattle ranching), illegal logging, and mining are the primary drivers of deforestation. Indigenous communities — whose cultural identity depends on the forest — are the most directly affected.

Water Crisis in Latin America: Despite holding approximately 30% of the world’s fresh water, Latin America faces severe water access inequalities. Urban slums (favelas / villas miseria) often lack reliable clean water infrastructure. In Chile, a controversial Water Code system has privatised water rights, meaning large agricultural companies can purchase water allocations while rural and indigenous communities go without. Bolivia’s Lake Titicaca, a sacred indigenous site, faces pollution from mining runoff.

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Paper 1 Exam Technique: Reading Comprehension

General Approach

1. Read all questions before reading the text. Knowing what to look for transforms how you read. Underline key words in each question (who, when, why, how many).
2. Identify the text type and purpose. Is it informative, persuasive, or descriptive? This shapes vocabulary choices.
3. Use cognates strategically. Many Spanish words resemble English equivalents: comunicación, importante, problema, información, natural, tecnología. Do not over-rely on cognates, but use them as anchors.
4. Read for gist first, then re-read for detail. On your first reading, identify the main idea of each paragraph. On the second reading, look for specific evidence to answer questions.

Question-Type Strategies

True / False / Not Given (or Verdadero / Falso / No mencionado):

• True: the text explicitly states this
• False: the text explicitly says the opposite
• Not Given: the text says nothing about this point

Multiple Choice:

• Eliminate obviously incorrect answers first
• Watch for distractors that use words from the text but change the meaning
• The correct answer often paraphrases the text rather than copying it word for word

Gap Fill:

• Check surrounding context for gender agreement: if the gap is preceded by la, the answer must be feminine
• Check for verb tense: if the sentence describes a past event, you need a past tense form
• Check for register: a formal text will not have a slang gap fill

Short-Answer Questions:

• Answer in the same language as the question (Spanish to Spanish)
• Quote directly from the text where appropriate; this guarantees mark-scheme accuracy
• Do not add information not found in the text

HL Listening Strategies HL

• On the first listening: note the general topic and speaker’s attitude (positive/negative/neutral)
• On the second listening: focus on specific details required by the questions
• Numbers, names, and dates are prime listening targets — listen carefully for these
• False friends to watch: actualmente means “currently” (not “actually”); sensible means “sensitive” (not “sensible”)

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Paper 2: Written Production Guide

Text Types and Their Conventions

Artículo (Article)

An article is a written piece for a magazine, newspaper, or website. It targets a defined readership.

Required features:

• Headline (titular): punchy, attention-grabbing
• Subheadings (subtítulos): optional but effective for longer articles
• Journalistic register: factual, clear, occasionally uses rhetorical questions
• Address the reader directly: ¿Sabías que…?, Como lectores…
• Third person or mixed perspective

Opening formula: En los últimos años, [topic] se ha convertido en uno de los temas más debatidos de nuestra sociedad.

Blog (Blog Post)

A blog is a personal, informal online publication.

Required features:

• Date header (e.g., 23 de abril de 2026)
• First-person voice throughout
• Informal, conversational register
• Direct address to readers: ¡Hola a todos!, Como ya sabéis…, Os cuento…
• Personal anecdote or opinion

Opening formula: ¡Buenas! Hoy quiero hablaros de algo que me tiene muy preocupado/a últimamente…

Correo electrónico / Carta (Email / Letter)

The register depends on the recipient.

Formal (e.g., to a company, official, or unknown person):

• Opening: Estimado/a señor/señora: or A quien corresponda:
• Close: En espera de su respuesta, le saludo atentamente,

Informal (e.g., to a friend, pen pal):

• Opening: ¡Hola [name]!, *Querido/a [name]:`
• Close: Un abrazo,, Hasta pronto,, Con cariño,

Informe (Report)

A report is a formal, structured document presenting findings and recommendations.

Required features:

• Title (Título del informe)
• Clear sections with bold headings: Introducción, Análisis, Conclusiones y recomendaciones
• Impersonal constructions: Se ha observado que…, Los datos muestran que…
• Formal, impersonal register throughout
• Numbered sections or bullet points for recommendations

Key phrase bank: Según los datos recogidos… / Se puede concluir que… / Se recomienda encarecidamente que… / Los resultados indican que…

Ensayo (Essay)

A discursive essay requires a clear argument.

Required features:

• Introduction with clear thesis: En este ensayo, argumentaré que…
• Body paragraphs each with a topic sentence, evidence, and analysis
• Balanced argument (present both sides before defending your position)
• Conclusion that synthesises: En definitiva…, En conclusión…, Para concluir…

Word Count and Register

Level	Task length	Key risk
SL	150–250 words per task	Too short = lost marks on content
HL	250–400 words per task	Going below 250 loses content marks

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HL Individual Oral HL

Structure

Stage	Duration	Description
Preparation	15 minutes	Study the visual stimulus; prepare notes (no internet/dictionary)
Visual stimulus description	~2 minutes	Describe the image and connect it to one IB theme
Conversation on Theme 1	~5 minutes	Teacher asks questions on the theme raised by the visual
Conversation on Theme 2	~5 minutes	Teacher raises a second IB theme for open discussion
Wrap-up	~1 minute	Teacher may ask a closing question

Visual Stimulus Strategy

In your 15 minutes of preparation, organise your response to the visual under these four steps:

1. Describe what you see: objects, people, setting, mood, colours, actions
2. Interpret what the image communicates: what message or issue is being shown?
3. Connect to an IB theme: which of the five themes does this image relate to, and how?
4. Give your opinion: What do you think about the issue? What should be done?

Useful Phrases for the Individual Oral

Practice Questions — Individual Oral Format

• ¿Qué ves en esta imagen?
• ¿Cómo se relaciona con el tema de [Organización social / Compartir el planeta / Ingenio humano]?
• ¿Cuál es tu opinión sobre el uso de las redes sociales entre los jóvenes?
• ¿Crees que la tecnología une o separa a las familias?
• ¿Qué medidas deberían tomar los gobiernos para proteger el medio ambiente?

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HL Written Assignment HL

Overview

The Written Assignment is based on a text studied in class (literary or non-literary). You produce:

1. A written task of 500 words
2. A reflective statement (rationale) of 100–150 words

Task Types

• Creative transformation: Rewrite a scene from a different perspective, add a missing scene, or write a character’s diary entry or letter
• Analytical essay: Analyse how the author uses language, structure, or theme
• Interview: Write a fictional interview with a character, the author, or a relevant real figure

Reflective Statement (Rationale)

The rationale explains your creative choices. It must answer: What did I write? Why did I make these choices? How does this connect to the original text and its themes?

Strong rationale structure:

1. Identify the original text and author
2. Explain the task type you chose
3. State your main creative or analytical decision (e.g., Elegí escribir desde la perspectiva de…)
4. Connect to a theme: Esta perspectiva me permite explorar el tema de la identidad cultural de una manera más personal.

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Key Grammar for Writing Quality

1. The Subjunctive Mood

Use the subjunctive for:

• Doubt or uncertainty: No creo que sea verdad. (I don’t think it’s true.)
• Emotions: Me alegra que hayas venido. (I’m glad you came.)
• Wishes and recommendations: Espero que el mundo sea mejor. / Es importante que protejamos el medio ambiente.
• After conjunctions: para que, aunque, a menos que, cuando (referring to the future)

Present subjunctive formation (regular -ar): Remove -o from the yo form, add: -e, -es, -e, -emos, -éis, -en Example: hablar → hablo → habl- → hable, hables, hable, hablemos, habléis, hablen

2. Ser vs. Estar

Use ser for	Use estar for
Permanent characteristics	Temporary states
Identity and origin	Location (people and things)
Profession	Progressive tenses (está hablando)
Composition with ser de (El anillo es de oro)	Result of a process (está hecho/a de)
Time and dates	Results of a change

Examples:

• El agua es esencial para la vida. (permanent truth → ser)
• El río está contaminado. (result of a change → estar)
• La profesora es inteligente. (characteristic → ser)
• Hoy está muy cansada. (temporary state → estar)

3. Conditional for Recommendations

The conditional is ideal for reports and essays when making recommendations:

• Sería necesario invertir más en energías renovables.
• Habría que revisar las políticas educativas.
• Podría ser beneficioso crear más zonas verdes en las ciudades.
• El gobierno debería tomar medidas más estrictas.

4. Passive Voice

Use the passive to maintain formal, impersonal register in reports and articles:

Formation: ser + past participle (agrees with the subject in gender and number)

• El problema fue causado por la deforestación.
• Las leyes son revisadas cada año.
• Los recursos fueron distribuidos de manera desigual.

Alternatively, use the se passive for a more natural impersonal tone:

• Se necesitan medidas urgentes.
• Se ha demostrado que el cambio climático es real.

5. Reflexive Verbs

Reflexive verbs are frequent in Spanish B themes:

Verb	Meaning	Example
identificarse con	to identify with	Me identifico con mi cultura.
sentirse	to feel	Se siente orgulloso de sus raíces.
adaptarse	to adapt	Los migrantes se adaptan al nuevo país.
preocuparse por	to be worried about	Me preocupo por el futuro del planeta.
comprometerse a	to commit to	El gobierno se comprometió a reducir las emisiones.

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Practice Questions

Question 1: Identify the text type [2 marks]

Task: Read the following description and identify the text type. Justify your answer with two features.

“¡Hola a todos! Hoy, 15 de abril, os traigo mis reflexiones sobre mi viaje a Bolivia el mes pasado. Como ya sabéis, llevo años soñando con visitar el Carnaval de Oruro, y al fin pude hacerlo. ¡Fue una experiencia increíble! En los próximos días os contaré todos los detalles.”

Answer: This is a blog post (blog).

Justification (award 1 mark per correct feature with explanation):

1. It uses informal, first-person register (¡Hola a todos!, os traigo, como ya sabéis) — characteristic of a personal blog addressing its readership.
2. It includes a date header (15 de abril) and refers to sharing content in future posts — structural conventions of blog format.

Question 2: True / False / Not Given [3 marks]

Read the passage and state whether each statement is True (V), False (F), or Not Given (NG).

“El carnaval de Oruro se celebra cada año en Bolivia durante los días antes de la Cuaresma. En 2001, la UNESCO lo declaró Obra Maestra del Patrimonio Oral e Intangible de la Humanidad. El evento atrae a turistas de más de setenta países. La danza más representativa es la diablada, que mezcla tradiciones indígenas andinas con simbolismo cristiano.”

Statements:

1. The Carnaval de Oruro takes place after Lent begins.
2. UNESCO gave the carnival special recognition in 2001.
3. The majority of tourists who attend are from Bolivia.

Answers:

1. False (F) — The text says it is celebrated antes de la Cuaresma (before Lent), not after.
2. True (V) — The text explicitly states UNESCO declared it a Masterpiece in 2001.
3. Not Given (NG) — The text says tourists come from over 70 countries but says nothing about the proportion who are Bolivian.

Question 3: Identify the theme and subtheme [2 marks]

Task: A student writes about the challenges faced by indigenous communities in the Amazon due to deforestation and the loss of their traditional land. Identify the IB theme and one relevant subtheme.

Answer:

• Theme: Compartir el planeta (1 mark)
• Subtheme: Environment / global issues, OR: the relationship between environmental destruction and cultural identity loss (1 mark — any reasonable subtheme that fits the scenario)

Question 4: Write an opening sentence for a blog post [2 marks]

Task: Write an opening sentence in Spanish for a blog post about climate change in Latin America, appropriate for a student blog aimed at teenagers.

Model answer (1 mark for appropriate register + 1 mark for content relevance):

¡Hola, amigos! Hoy quiero hablaros de algo que nos afecta a todos: el cambio climático en América Latina, un problema que ya no podemos ignorar.

Marker notes: Award 1 mark for informal register (e.g., ¡Hola!, direct address, conversational tone) and 1 mark for relevant content that introduces the topic of climate change in Latin America. Penalise formal register such as Estimado/a lector/a.

Question 5: Subjunctive vs. indicative [2 marks]

Task: Choose the correct verb form for each sentence and explain why.

1. El gobierno ha anunciado que (aumenta / aumente) el presupuesto para educación.
2. Es urgente que todos (actuamos / actuemos) para proteger el medio ambiente.

Answers:

1. aumenta (indicative) — The verb follows ha anunciado que reporting a fact or announcement. After verbs of saying/thinking that report something real, use the indicative. (1 mark)
2. actuemos (subjunctive) — The phrase es urgente que is an impersonal expression of necessity/urgency, which always triggers the subjunctive. (1 mark)

Question 6 (HL): Individual Oral visual stimulus strategy [4 marks]

Task: Describe the strategies you would use when approaching a visual stimulus in the IB Spanish B Individual Oral. [4 marks]

Model answer (award 1 mark per strategy, up to 4):

1. Describe systematically: Begin with what you can objectively see — people, objects, setting, foreground and background — before interpreting. This buys time and demonstrates vocabulary range.

2. Connect to a theme explicitly: Name one of the five IB themes and explain the connection. Examiners award marks for thematic awareness. Say: Esta imagen se relaciona con el tema de [X] porque…

3. Give a structured opinion: Use opinion phrases (En mi opinión…, Creo que…, Estoy convencido/a de que…) and support your view with a reason or real-world example.

4. Prepare for follow-up questions: During preparation, anticipate what the teacher might ask based on the visual. Prepare vocabulary linked to two or three possible sub-questions (e.g., if the image is about technology, prepare language for benefits / risks / the role of government).