IB · ENG B SL

English B: Standard Level

Experiences — Theme: Experiences

Name: ____________________Date: November 3, 2026

1.
Read the text “The night train to Porto”. [1] I had planned every minute of the trip: museums, cafés, a river cruise. Then a strike cancelled my flight, and the only way to reach Porto was a slow overnight train. [2] I was furious at first. The carriage was crowded, the seats were hard, and I did not sleep. But at three in the morning an elderly couple shared their bread and cheese with me, and we talked in a mixture of Spanish, English and hand gestures until sunrise. [3] By the time we arrived, I had thrown away half of my plan. They had told me about a small festival in their village, so I went there instead of the river cruise. [4] I still have my original itinerary. It reminds me that the best part of a journey is often the part you never planned. (a) Why did the writer take the train? (b) True or false? Justify with words from the text: “The writer enjoyed the train journey from the beginning.” (c) How did the writer and the couple communicate? (d) What did the writer do instead of the river cruise? (e) What lesson does the writer draw in paragraph 4?
[5 marks] · no calculator
Syllabus placement evidence: Language B guide: Paper 2 receptive skills (reading). Experiences: 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) A strike cancelled the flight and the train was the only way to reach Porto. (b) False: “I was furious at first.” (c) In a mixture of Spanish, English and hand gestures. (d) Went to a small festival in the couple’s village. (e) The best part of a journey is often the unplanned part.
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) A strike cancelled the flight and the train was the only way to reach Porto.
- (b) False: “I was furious at first.”
- (c) In a mixture of Spanish, English and hand gestures.
- (d) Went to a small festival in the couple’s village.
- (e) The best part of a journey is often the unplanned part.
Examiner tip: When a question asks for a lesson or message, express the idea in your own words and keep it to one clear sentence.
2.
Marking analysis: A learner attempts the following task: “Read the text “The night train to Porto”. [1] I had planned every minute of the trip: museums, cafés, a river cruise. Then a strike cancelled my flight, and the only way to reach Porto was a slow overnight train. [2] I was furious at first. The carriage was crowded, the seats were hard, and I did not sleep. But at three in the morning an elderly couple shared their bread and cheese with me, and we talked in a mixture of Spanish, English and hand gestures until sunrise. [3] By the time we arrived, I had thrown away half of my plan. They had told me about a small festival in their village, so I went there instead of the river cruise. [4] I still have my original itinerary. It reminds me that the best part of a journey is often the part you never planned. (a) Why did the writer take the train? (b) True or false? Justify with words from the text: “The writer enjoyed the train journey from the beginning.” (c) How did the writer and the couple communicate? (d) What did the writer do instead of the river cruise? (e) What lesson does the writer draw in paragraph 4?” Their response addresses only this point: “(a) A strike cancelled the flight and the train was the only way to reach Porto.” 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) A strike cancelled the flight and the train was the only way to reach Porto.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (b) False: “I was furious at first.”
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (c) In a mixture of Spanish, English and hand gestures.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (d) Went to a small festival in the couple’s village.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (e) The best part of a journey is often the unplanned part.
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.
Read the text “The lantern evening”. An article in a school magazine: Every November, families in our neighbourhood gather by the canal for the lantern evening. The custom began forty years ago, when a group of newly arrived families wanted to remember relatives they had left behind. Each household makes a paper lantern and writes a name or a wish on it. At sunset the lanterns are lit and carried along the water in silence. Nobody is sure who first suggested the silence, but it has become the most important part. This year the organisers have asked students to help younger children build their lanterns, and to make sure only paper and wax are used, so the evening leaves no litter behind. (a) Where does the lantern evening take place? (b) Why did the custom begin? (c) What do people write on the lanterns? Give one example. (d) Which part of the evening has become the most important? (e) Give one task students have been asked to do this year.
[5 marks] · no calculator
Syllabus placement evidence: Language B guide: Paper 2 receptive skills (reading). Experiences: 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) By the canal (in the writer’s neighbourhood). (b) Newly arrived families wanted to remember relatives they had left behind. (c) A name or a wish. (d) The silence. (e) Either: help younger children build lanterns; or make sure only paper and wax are used.
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) By the canal (in the writer’s neighbourhood).
- (b) Newly arrived families wanted to remember relatives they had left behind.
- (c) A name or a wish.
- (d) The silence.
- (e) Either: help younger children build lanterns; or make sure only paper and wax are used.
Examiner tip: “Give one example” means one is enough; giving several can be ignored or, if one is wrong, may cost the mark.
4.
Marking analysis: A learner attempts the following task: “Read the text “The lantern evening”. An article in a school magazine: Every November, families in our neighbourhood gather by the canal for the lantern evening. The custom began forty years ago, when a group of newly arrived families wanted to remember relatives they had left behind. Each household makes a paper lantern and writes a name or a wish on it. At sunset the lanterns are lit and carried along the water in silence. Nobody is sure who first suggested the silence, but it has become the most important part. This year the organisers have asked students to help younger children build their lanterns, and to make sure only paper and wax are used, so the evening leaves no litter behind. (a) Where does the lantern evening take place? (b) Why did the custom begin? (c) What do people write on the lanterns? Give one example. (d) Which part of the evening has become the most important? (e) Give one task students have been asked to do this year.” Their response addresses only this point: “(a) By the canal (in the writer’s neighbourhood).” 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) By the canal (in the writer’s neighbourhood).
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (b) Newly arrived families wanted to remember relatives they had left behind.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (c) A name or a wish.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (d) The silence.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (e) Either: help younger children build lanterns; or make sure only paper and wax are used.
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.
You recently took part in a family or community celebration for the first time. Write a text describing the experience and explaining what it taught you about the tradition. Choose one of these text types: diary entry, blog post, informal email. Write 250–400 words.
[6 marks] · no calculator
Syllabus placement evidence: Language B guide: Paper 1 productive skills (writing), criteria A–C. Experiences: SL 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 250–400 words. For this task: describes the celebration with specific sensory or personal details. explains clearly what the experience taught the writer about the tradition.
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): describes the celebration with specific sensory or personal details.
- Content (criterion B): explains clearly what the experience taught the writer about the tradition.
- 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 date and reflective first-person voice for a diary; a title and reader engagement for a blog; a greeting, friendly opening and sign-off for an email.
- Register (criterion C): personal and reflective, consistent with the chosen reader (oneself, online readers or a friend).
- Language (criterion A): varied vocabulary and a range of accurate simple and complex structures; any errors do not obstruct meaning.
Examiner tip: Narrate in the past tense, but reflect in the present: “I now understand why…” shows development of ideas. 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.
Marking analysis: A learner attempts the following task: “You recently took part in a family or community celebration for the first time. Write a text describing the experience and explaining what it taught you about the tradition. Choose one of these text types: diary entry, blog post, informal email. Write 250–400 words.” Their response addresses only this point: “Content (criterion B): describes the celebration with specific sensory or personal details.” 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): describes the celebration with specific sensory or personal details.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: Content (criterion B): explains clearly what the experience taught the writer about the tradition.
- 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 date and reflective first-person voice for a diary; a title and reader engagement for a blog; a greeting, friendly opening and sign-off for an email.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: Register (criterion C): personal and reflective, consistent with the chosen reader (oneself, online readers or a friend).
- 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.
Put each verb in brackets into the correct past form. “When we (1 arrive) at the airport, our flight (2 already / leave). We (3 wait) for six hours before the next one (4 depart).”
[4 marks] · no calculator
Syllabus placement evidence: Language B guide: Paper 2 receptive skills (reading). Experiences: language use in a theme-related context.
Worked explanation
1. The flight left before they arrived, so the earlier action takes the past perfect: had already left.
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) arrived.
- (2) had already left.
- (3) waited (or had waited).
- (4) departed.
Examiner tip: Use the past perfect only for the action that happened first; overusing it makes a narrative harder to follow.
8.
Marking analysis: A learner attempts the following task: “Put each verb in brackets into the correct past form. “When we (1 arrive) at the airport, our flight (2 already / leave). We (3 wait) for six hours before the next one (4 depart).”” Their response addresses only this point: “(1) arrived.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator
Marking points
- Recognises credit for the stated point: (1) arrived.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (2) had already left.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (3) waited (or had waited).
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (4) departed.
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.
Read the short text “Hostel review”. “★★★☆☆ Great location, two minutes from the old town, and the staff were genuinely helpful when my bag was delayed. However, the dormitory was noisy until 2 a.m. and the Wi-Fi only worked in the lobby. Good value for a short stay, but light sleepers should look elsewhere.” (a) Identify the text type. (b) Give one positive and one negative point the writer makes. (c) Identify the word that marks the change from praise to criticism. (d) Who is the final sentence aimed at?
[4 marks] · no calculator
Syllabus placement evidence: Language B guide: text types and conceptual understanding (criterion C). Experiences: identifies text type, audience and register in an original sample.
Worked explanation
1. Decide the text type, audience and purpose from the layout and wording, then quote the features that prove each point.
2. Model answers: (a) An online review (of a hostel). (b) One positive (location, helpful staff, value) and one negative (noise, Wi-Fi only in the lobby). (c) “However”. (d) Future guests, especially light sleepers.
Common mistake: Naming a feature ("it is informal") without quoting it or linking it to the audience and purpose of the text.
Marking points
- (a) An online review (of a hostel).
- (b) One positive (location, helpful staff, value) and one negative (noise, Wi-Fi only in the lobby).
- (c) “However”.
- (d) Future guests, especially light sleepers.
Examiner tip: A balanced review usually ends with a recommendation for a specific kind of reader; notice how this shapes its purpose.
10.
Marking analysis: A learner attempts the following task: “Read the short text “Hostel review”. “★★★☆☆ Great location, two minutes from the old town, and the staff were genuinely helpful when my bag was delayed. However, the dormitory was noisy until 2 a.m. and the Wi-Fi only worked in the lobby. Good value for a short stay, but light sleepers should look elsewhere.” (a) Identify the text type. (b) Give one positive and one negative point the writer makes. (c) Identify the word that marks the change from praise to criticism. (d) Who is the final sentence aimed at?” Their response addresses only this point: “(a) An online review (of a hostel).” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator
Marking points
- Recognises credit for the stated point: (a) An online review (of a hostel).
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (b) One positive (location, helpful staff, value) and one negative (noise, Wi-Fi only in the lobby).
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (c) “However”.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (d) Future guests, especially light sleepers.
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.