English B: Higher Level

1. 1.

   Read the text “The accent”. An extract from an original short story: My grandmother never lost her accent, and for most of my childhood I wished she would. At parents’ evenings she rolled her r’s like marbles across the classroom floor, and I would study my shoes as if they held the answers to every test. She noticed, of course. She noticed everything. One evening, walking home under the orange streetlights, she said, without looking at me, “Your voice is a house your parents built. Mine is a house I carried on my back.” I said nothing. I was fourteen and certain that silence was the cleverest answer. It took me ten years, and a move to a city where nobody could place my own voice, to understand that she had not been apologising. (a) What does the narrator’s behaviour at parents’ evenings suggest about how the narrator felt? (b) Identify the simile in the second sentence and explain its effect. (c) Explain the contrast in the grandmother’s statement about the two “houses”. (d) What does the narrator mean by “silence was the cleverest answer”, and how does the older narrator judge this belief? (e) What does the final sentence suggest the narrator eventually understood?

   [5 marks] · no calculator

   Syllabus placement evidence: Language B guide: Paper 2 receptive skills (reading). Identities (HL): HL reading of an original literary text.

   Worked explanation

   1. Literary questions at HL reward interpretation supported by the text: name the technique, quote it, then explain its effect on meaning.
   2. Notice the two narrators: the fourteen-year-old who acts, and the adult who looks back and judges. Questions (d) and (e) depend on that gap.

   Common mistake: Retelling what happens instead of naming the technique, quoting it briefly and explaining its effect on meaning.

   Marking points

   • (a) Embarrassment: studying their shoes shows the narrator avoided attention and was ashamed of the grandmother’s accent.
   • (b) “like marbles across the classroom floor”: it makes the accent seem loud, noticeable and impossible to ignore, from the embarrassed child’s point of view.
   • (c) The narrator’s voice was given to them in a stable place, while the grandmother carried her accent with her through migration and effort; the accent holds her history.
   • (d) As a teenager the narrator thought saying nothing was the smartest response; the older narrator sees this as immature or mistaken (“certain” is ironic).
   • (e) That the grandmother was proud of her accent as part of her identity, not ashamed of it; the narrator understood this only after experiencing life as an outsider.

   Examiner tip: Avoid retelling the story. Each answer should make one interpretive point and anchor it in a short quotation.

2. 2.

   Marking analysis: A learner attempts the following task: “Read the text “The accent”. An extract from an original short story: My grandmother never lost her accent, and for most of my childhood I wished she would. At parents’ evenings she rolled her r’s like marbles across the classroom floor, and I would study my shoes as if they held the answers to every test. She noticed, of course. She noticed everything. One evening, walking home under the orange streetlights, she said, without looking at me, “Your voice is a house your parents built. Mine is a house I carried on my back.” I said nothing. I was fourteen and certain that silence was the cleverest answer. It took me ten years, and a move to a city where nobody could place my own voice, to understand that she had not been apologising. (a) What does the narrator’s behaviour at parents’ evenings suggest about how the narrator felt? (b) Identify the simile in the second sentence and explain its effect. (c) Explain the contrast in the grandmother’s statement about the two “houses”. (d) What does the narrator mean by “silence was the cleverest answer”, and how does the older narrator judge this belief? (e) What does the final sentence suggest the narrator eventually understood?” Their response addresses only this point: “(a) Embarrassment: studying their shoes shows the narrator avoided attention and was ashamed of the grandmother’s accent.” Evaluate the response against the complete 5-mark task. Identify what earns credit and state every additional requirement needed for full marks.

   [5 marks] · no calculator

   Marking points

   • Recognises credit for the stated point: (a) Embarrassment: studying their shoes shows the narrator avoided attention and was ashamed of the grandmother’s accent.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (b) “like marbles across the classroom floor”: it makes the accent seem loud, noticeable and impossible to ignore, from the embarrassed child’s point of view.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (c) The narrator’s voice was given to them in a stable place, while the grandmother carried her accent with her through migration and effort; the accent holds her history.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (d) As a teenager the narrator thought saying nothing was the smartest response; the older narrator sees this as immature or mistaken (“certain” is ironic).
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (e) That the grandmother was proud of her accent as part of her identity, not ashamed of it; the narrator understood this only after experiencing life as an outsider.

   Examiner tip: Check each criterion, including equivalent work already shown. Do not demand an extra step merely to rewrite an equivalent answer. Do not award the same idea twice or infer work the learner did not show.

3. 3.

   Read the text “Are we what we post?”. An opinion column: [1] We are often told that social media lets young people “express who they really are”. Yet anyone who has spent ten minutes choosing between two nearly identical photographs knows that expression and editing are not the same thing. [2] Psychologists have long argued that identity is performed: we behave differently with grandparents than with friends. What is new is not the performance but the permanent audience. A conversation fades; a post is archived, searchable and, in theory, eternal. [3] This need not be a tragedy. Curating a profile can help a teenager experiment with interests before committing to them. The danger arises when the curated self becomes a standard the offline self must constantly live up to. [4] Perhaps the healthiest stance is a light one: to treat our profiles as drafts rather than monuments. (a) In paragraph 1, what distinction does the writer draw? (b) According to paragraph 2, what is genuinely new about identity online? (c) Find a word in paragraph 2 that means “stored as a record”. (d) Explain one benefit and one risk of curating a profile mentioned in paragraph 3. (e) Explain the metaphor “drafts rather than monuments”.

   [5 marks] · no calculator

   Syllabus placement evidence: Language B guide: Paper 2 receptive skills (reading). Identities (HL): comprehension of an original theme-related text.

   Worked explanation

   1. Read each question, then scan the matching paragraph for the exact detail; keep answers short and use the text's words where a quotation is requested.
   2. Model answers: (a) Between expressing yourself and editing (presenting a selected version of) yourself. (b) The permanent audience: posts are kept and searchable, unlike conversations that fade. (c) “archived”. (d) Benefit: it lets teenagers experiment with interests; risk: the curated self becomes a standard the offline self must keep living up to. (e) Profiles should be treated as unfinished and changeable (drafts), not as fixed, permanent statements to be admired or defended (monuments).

   Common mistake: Copying a long section of the text or answering from general knowledge instead of giving the precise detail, word or short quotation the question targets.

   Marking points

   • (a) Between expressing yourself and editing (presenting a selected version of) yourself.
   • (b) The permanent audience: posts are kept and searchable, unlike conversations that fade.
   • (c) “archived”.
   • (d) Benefit: it lets teenagers experiment with interests; risk: the curated self becomes a standard the offline self must keep living up to.
   • (e) Profiles should be treated as unfinished and changeable (drafts), not as fixed, permanent statements to be admired or defended (monuments).

   Examiner tip: Opinion columns build an argument step by step; track the turning words (“Yet”, “What is new”, “This need not”) to follow the line of reasoning.

4. 4.

   Marking analysis: A learner attempts the following task: “Read the text “Are we what we post?”. An opinion column: [1] We are often told that social media lets young people “express who they really are”. Yet anyone who has spent ten minutes choosing between two nearly identical photographs knows that expression and editing are not the same thing. [2] Psychologists have long argued that identity is performed: we behave differently with grandparents than with friends. What is new is not the performance but the permanent audience. A conversation fades; a post is archived, searchable and, in theory, eternal. [3] This need not be a tragedy. Curating a profile can help a teenager experiment with interests before committing to them. The danger arises when the curated self becomes a standard the offline self must constantly live up to. [4] Perhaps the healthiest stance is a light one: to treat our profiles as drafts rather than monuments. (a) In paragraph 1, what distinction does the writer draw? (b) According to paragraph 2, what is genuinely new about identity online? (c) Find a word in paragraph 2 that means “stored as a record”. (d) Explain one benefit and one risk of curating a profile mentioned in paragraph 3. (e) Explain the metaphor “drafts rather than monuments”.” Their response addresses only this point: “(a) Between expressing yourself and editing (presenting a selected version of) yourself.” Evaluate the response against the complete 5-mark task. Identify what earns credit and state every additional requirement needed for full marks.

   [5 marks] · no calculator

   Marking points

   • Recognises credit for the stated point: (a) Between expressing yourself and editing (presenting a selected version of) yourself.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (b) The permanent audience: posts are kept and searchable, unlike conversations that fade.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (c) “archived”.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (d) Benefit: it lets teenagers experiment with interests; risk: the curated self becomes a standard the offline self must keep living up to.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (e) Profiles should be treated as unfinished and changeable (drafts), not as fixed, permanent statements to be admired or defended (monuments).

   Examiner tip: Check each criterion, including equivalent work already shown. Do not demand an extra step merely to rewrite an equivalent answer. Do not award the same idea twice or infer work the learner did not show.

5. 5.

   A youth magazine has invited readers to respond to the statement “Your culture is something you inherit, not something you choose.” Write a text that responds to the statement, using examples, and reaches a clear conclusion. Choose one of these text types: opinion article, speech for a student conference, blog post. Write 450–600 words.

   [6 marks] · no calculator

   Syllabus placement evidence: Language B guide: Paper 1 productive skills (writing), criteria A–C. Identities (HL): HL writing task on a prescribed-theme context.

   Worked explanation

   1. Decide the text type first, then list what the task requires: the audience, the purpose and every content point. Plan one paragraph for each main idea and aim for 450–600 words. For this task: engages directly with the statement, considering both inheritance and choice in a nuanced way. supports the argument with specific examples (personal, social or cultural) and reaches a clear conclusion.
   2. Check each line of the self-check list against your draft: two content points (criterion B), clear linked paragraphs (B), the conventions of your chosen type and a consistent register (C), and accurate, varied language (A).

   Common mistake: Writing a generic essay that ignores the stated audience, purpose and text type, which limits criteria B and C however accurate the language is.

   Marking points

   • Content (criterion B): engages directly with the statement, considering both inheritance and choice in a nuanced way.
   • Content (criterion B): supports the argument with specific examples (personal, social or cultural) and reaches a clear conclusion.
   • Message (criterion B): ideas are developed with specific details or examples and organised in clear, logically linked paragraphs.
   • Conventions (criterion C): uses features of the chosen type, e.g. a headline, byline and argued paragraphs for an article; audience address, rhetorical devices and a memorable close for a speech; a title, personal voice and reader interaction for a blog.
   • Register (criterion C): thoughtful and persuasive, sophisticated enough for a reflective youth audience without becoming academic.
   • Language (criterion A): varied vocabulary and a range of accurate simple and complex structures; any errors do not obstruct meaning.

   Examiner tip: At HL the best responses avoid a simple yes or no: show how inheritance and choice interact, then commit to a position. This checklist is a self-review aid; the real paper is marked with criteria A (12), B (12) and C (6), and a response that ignores audience, context and purpose can score zero for B and C.

6. 6.

   Marking analysis: A learner attempts the following task: “A youth magazine has invited readers to respond to the statement “Your culture is something you inherit, not something you choose.” Write a text that responds to the statement, using examples, and reaches a clear conclusion. Choose one of these text types: opinion article, speech for a student conference, blog post. Write 450–600 words.” Their response addresses only this point: “Content (criterion B): engages directly with the statement, considering both inheritance and choice in a nuanced way.” Evaluate the response against the complete 6-mark task. Identify what earns credit and state every additional requirement needed for full marks.

   [6 marks] · no calculator

   Marking points

   • Recognises credit for the stated point: Content (criterion B): engages directly with the statement, considering both inheritance and choice in a nuanced way.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: Content (criterion B): supports the argument with specific examples (personal, social or cultural) and reaches a clear conclusion.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: Message (criterion B): ideas are developed with specific details or examples and organised in clear, logically linked paragraphs.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: Conventions (criterion C): uses features of the chosen type, e.g. a headline, byline and argued paragraphs for an article; audience address, rhetorical devices and a memorable close for a speech; a title, personal voice and reader interaction for a blog.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: Register (criterion C): thoughtful and persuasive, sophisticated enough for a reflective youth audience without becoming academic.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: Language (criterion A): varied vocabulary and a range of accurate simple and complex structures; any errors do not obstruct meaning.

   Examiner tip: Check each criterion, including equivalent work already shown. Do not demand an extra step merely to rewrite an equivalent answer. Do not award the same idea twice or infer work the learner did not show.

7. 7.

   Rewrite each sentence starting with the words given, keeping the meaning. (1) “I only realised how much I missed home when I moved abroad.” → Only when… (2) “She had never felt so certain about who she was.” → Never… (3) “People rarely admit how much they care about others’ opinions.” → Rarely…

   [3 marks] · no calculator

   Syllabus placement evidence: Language B guide: Paper 2 receptive skills (reading). Identities (HL): language use in a theme-related context.

   Worked explanation

   1. After a negative or limiting adverbial at the start (Only when, Never, Rarely), the auxiliary comes before the subject: did I, had she, do people.

   Common mistake: Choosing an answer from the word next to the gap instead of the grammatical structure and meaning of the whole sentence.

   Marking points

   • (1) “Only when I moved abroad did I realise how much I missed home.”
   • (2) “Never had she felt so certain about who she was.”
   • (3) “Rarely do people admit how much they care about others’ opinions.”

   Examiner tip: Inversion is a high-level structure for criterion A; use it once or twice for emphasis, not in every paragraph.

8. 8.

   Marking analysis: A learner attempts the following task: “Rewrite each sentence starting with the words given, keeping the meaning. (1) “I only realised how much I missed home when I moved abroad.” → Only when… (2) “She had never felt so certain about who she was.” → Never… (3) “People rarely admit how much they care about others’ opinions.” → Rarely…” Their response addresses only this point: “(1) “Only when I moved abroad did I realise how much I missed home.”” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.

   [3 marks] · no calculator

   Marking points

   • Recognises credit for the stated point: (1) “Only when I moved abroad did I realise how much I missed home.”
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (2) “Never had she felt so certain about who she was.”
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (3) “Rarely do people admit how much they care about others’ opinions.”

   Examiner tip: Check each criterion, including equivalent work already shown. Do not demand an extra step merely to rewrite an equivalent answer. Do not award the same idea twice or infer work the learner did not show.

9. 9.

   Read the text “Morning ritual”. An original poem: Each morning my father folds the newspaper / into a perfect square he never reads, / sets it beside his cup the way his father did / in a kitchen two borders and forty years away. / I used to laugh. Who keeps a habit / without its reason? Now I watch him smooth / the creases with his thumb, slowly, / as though the paper held a map / and every fold were a road back. (a) What is unusual about the father’s habit? (b) Where does the habit come from? (c) What does the speaker’s question “Who keeps a habit / without its reason?” show about the speaker’s earlier attitude? (d) Explain the image in the final three lines. (e) How has the speaker’s attitude changed by the end of the poem?

   [5 marks] · no calculator

   Syllabus placement evidence: Language B guide: Paper 2 receptive skills (reading). Identities (HL): HL reading of an original literary text.

   Worked explanation

   1. For each part, find the exact words that support your interpretation, quote them briefly, and explain their effect rather than paraphrasing the plot.
   2. Model answers: (a) He folds the newspaper carefully but never reads it. (b) From his own father, in a kitchen in another country long ago (“two borders and forty years away”). (c) The speaker once found the habit pointless or amusing, assuming it had no meaning. (d) The folded paper is compared to a map whose folds lead back home: the ritual connects the father to his past and homeland. (e) From mockery to understanding and respect: the speaker now sees the habit as a way of keeping memory and identity alive.

   Common mistake: Retelling what happens instead of naming the technique, quoting it briefly and explaining its effect on meaning.

   Marking points

   • (a) He folds the newspaper carefully but never reads it.
   • (b) From his own father, in a kitchen in another country long ago (“two borders and forty years away”).
   • (c) The speaker once found the habit pointless or amusing, assuming it had no meaning.
   • (d) The folded paper is compared to a map whose folds lead back home: the ritual connects the father to his past and homeland.
   • (e) From mockery to understanding and respect: the speaker now sees the habit as a way of keeping memory and identity alive.

   Examiner tip: With poems, read line breaks as meaningful but answer in full sentences; quote with a slash (/) to show a line break.

10. 10.

    Marking analysis: A learner attempts the following task: “Read the text “Morning ritual”. An original poem: Each morning my father folds the newspaper / into a perfect square he never reads, / sets it beside his cup the way his father did / in a kitchen two borders and forty years away. / I used to laugh. Who keeps a habit / without its reason? Now I watch him smooth / the creases with his thumb, slowly, / as though the paper held a map / and every fold were a road back. (a) What is unusual about the father’s habit? (b) Where does the habit come from? (c) What does the speaker’s question “Who keeps a habit / without its reason?” show about the speaker’s earlier attitude? (d) Explain the image in the final three lines. (e) How has the speaker’s attitude changed by the end of the poem?” Their response addresses only this point: “(a) He folds the newspaper carefully but never reads it.” Evaluate the response against the complete 5-mark task. Identify what earns credit and state every additional requirement needed for full marks.

    [5 marks] · no calculator

    Marking points

    • Recognises credit for the stated point: (a) He folds the newspaper carefully but never reads it.
    • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (b) From his own father, in a kitchen in another country long ago (“two borders and forty years away”).
    • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (c) The speaker once found the habit pointless or amusing, assuming it had no meaning.
    • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (d) The folded paper is compared to a map whose folds lead back home: the ritual connects the father to his past and homeland.
    • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (e) From mockery to understanding and respect: the speaker now sees the habit as a way of keeping memory and identity alive.

    Examiner tip: Check each criterion, including equivalent work already shown. Do not demand an extra step merely to rewrite an equivalent answer. Do not award the same idea twice or infer work the learner did not show.

Original, unofficial practice questions from SubjectScout — not official past-paper questions or complete syllabus coverage.