English B: Standard Level

1. 1.

   Read the text “The app that wants you to put it down”. [1] Most apps are designed to keep you scrolling. Pause, a free app built by two university students, does the opposite. [2] When you open a social-media app, Pause shows a breathing exercise for ten seconds and asks a simple question: “Why are you opening this?” [3] The founders say the idea came from their own exam revision, when they realised they were checking their phones more than a hundred times a day. [4] Early users report cutting their screen time by about a third, although the founders admit the app only works for people who already want to change. [5] “We can’t force anyone,” says co-founder Amira Haddad. “We just make the choice visible.” (a) In what way is Pause different from most apps? (b) What question does the app ask? (c) Where did the idea come from? (d) Which word in paragraph 4 shows the founders recognise a limitation? (e) Explain in your own words what Amira Haddad means by “We just make the choice visible.”

   [5 marks] · no calculator

   Syllabus placement evidence: Language B guide: Paper 2 receptive skills (reading). Human ingenuity: 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) It is designed to make you stop using your phone rather than keep scrolling. (b) “Why are you opening this?” (c) From the founders’ own exam revision, when they checked their phones very often. (d) “although” (or “admit”). (e) The app cannot stop people, but it makes them notice that opening the app is a decision they are making.

   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) It is designed to make you stop using your phone rather than keep scrolling.
   • (b) “Why are you opening this?”
   • (c) From the founders’ own exam revision, when they checked their phones very often.
   • (d) “although” (or “admit”).
   • (e) The app cannot stop people, but it makes them notice that opening the app is a decision they are making.

   Examiner tip: “In your own words” items fail when you copy the quotation back; rephrase the idea simply.

2. 2.

   Marking analysis: A learner attempts the following task: “Read the text “The app that wants you to put it down”. [1] Most apps are designed to keep you scrolling. Pause, a free app built by two university students, does the opposite. [2] When you open a social-media app, Pause shows a breathing exercise for ten seconds and asks a simple question: “Why are you opening this?” [3] The founders say the idea came from their own exam revision, when they realised they were checking their phones more than a hundred times a day. [4] Early users report cutting their screen time by about a third, although the founders admit the app only works for people who already want to change. [5] “We can’t force anyone,” says co-founder Amira Haddad. “We just make the choice visible.” (a) In what way is Pause different from most apps? (b) What question does the app ask? (c) Where did the idea come from? (d) Which word in paragraph 4 shows the founders recognise a limitation? (e) Explain in your own words what Amira Haddad means by “We just make the choice visible.”” Their response addresses only this point: “(a) It is designed to make you stop using your phone rather than keep scrolling.” 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) It is designed to make you stop using your phone rather than keep scrolling.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (b) “Why are you opening this?”
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (c) From the founders’ own exam revision, when they checked their phones very often.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (d) “although” (or “admit”).
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (e) The app cannot stop people, but it makes them notice that opening the app is a decision they are making.

   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 “Murals on the bus station”. A news report: The grey walls of the central bus station have been transformed by twelve murals painted by local teenagers. The project, funded by the city council, asked young people to show “what this city means to me”. Paintings include a fisherman mending nets, a grandmother teaching a child to read, and a skyline made of school books. Passengers have reacted warmly; a survey by the bus company found that eight out of ten liked the new walls. Not everyone agrees, however. One shop owner complained that the bright colours “clash with the historic buildings nearby”. The council says the murals will stay for at least five years. (a) Who painted the murals? (b) What was the theme of the project? (c) Name two subjects shown in the paintings. (d) What did the bus company’s survey find? (e) What was the shop owner’s objection?

   [5 marks] · no calculator

   Syllabus placement evidence: Language B guide: Paper 2 receptive skills (reading). Human ingenuity: 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) Local teenagers. (b) “What this city means to me.” (c) Any two of: a fisherman mending nets; a grandmother teaching a child to read; a skyline made of school books. (d) Eight out of ten passengers liked the new walls. (e) The bright colours clash with the historic buildings nearby.

   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) Local teenagers.
   • (b) “What this city means to me.”
   • (c) Any two of: a fisherman mending nets; a grandmother teaching a child to read; a skyline made of school books.
   • (d) Eight out of ten passengers liked the new walls.
   • (e) The bright colours clash with the historic buildings nearby.

   Examiner tip: News reports often present two sides; questions about opinions need the specific person’s view, not the writer’s.

4. 4.

   Marking analysis: A learner attempts the following task: “Read the text “Murals on the bus station”. A news report: The grey walls of the central bus station have been transformed by twelve murals painted by local teenagers. The project, funded by the city council, asked young people to show “what this city means to me”. Paintings include a fisherman mending nets, a grandmother teaching a child to read, and a skyline made of school books. Passengers have reacted warmly; a survey by the bus company found that eight out of ten liked the new walls. Not everyone agrees, however. One shop owner complained that the bright colours “clash with the historic buildings nearby”. The council says the murals will stay for at least five years. (a) Who painted the murals? (b) What was the theme of the project? (c) Name two subjects shown in the paintings. (d) What did the bus company’s survey find? (e) What was the shop owner’s objection?” Their response addresses only this point: “(a) Local teenagers.” 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) Local teenagers.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (b) “What this city means to me.”
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (c) Any two of: a fisherman mending nets; a grandmother teaching a child to read; a skyline made of school books.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (d) Eight out of ten passengers liked the new walls.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (e) The bright colours clash with the historic buildings nearby.

   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.

   Your school wants to ban phones during the school day. Write a text for the school community giving your view on the proposal and suggesting a fair alternative or improvement. Choose one of these text types: article for the school magazine, formal letter to the principal, speech. Write 250–400 words.

   [6 marks] · no calculator

   Syllabus placement evidence: Language B guide: Paper 1 productive skills (writing), criteria A–C. Human ingenuity: 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: states a clear position on the phone ban and supports it with reasons. proposes a specific, realistic alternative or improvement.
   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): states a clear position on the phone ban and supports it with reasons.
   • Content (criterion B): proposes a specific, realistic alternative or improvement.
   • 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 and byline for an article; a formal salutation, purpose statement and sign-off for a letter; audience address and a memorable close for a speech.
   • Register (criterion C): respectful and reasoned, adjusted to the reader: more formal for the principal, lively but polite for students.
   • Language (criterion A): varied vocabulary and a range of accurate simple and complex structures; any errors do not obstruct meaning.

   Examiner tip: A strong opinion piece acknowledges the other side before answering it; this develops ideas for criterion B. 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: “Your school wants to ban phones during the school day. Write a text for the school community giving your view on the proposal and suggesting a fair alternative or improvement. Choose one of these text types: article for the school magazine, formal letter to the principal, speech. Write 250–400 words.” Their response addresses only this point: “Content (criterion B): states a clear position on the phone ban and supports it with reasons.” 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): states a clear position on the phone ban and supports it with reasons.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: Content (criterion B): proposes a specific, realistic alternative or improvement.
   • 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 and byline for an article; a formal salutation, purpose statement and sign-off for a letter; audience address and a memorable close for a speech.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: Register (criterion C): respectful and reasoned, adjusted to the reader: more formal for the principal, lively but polite for students.
   • 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.

   Match each word (1–4) with the meaning closest to how it is used about technology. Words: (1) innovative, (2) obsolete, (3) user-friendly, (4) breakthrough. Meanings: A no longer used because something better exists; B easy for ordinary people to use; C an important new discovery; D introducing new ideas or methods.

   [4 marks] · no calculator

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

   Worked explanation

   1. Read the whole sentence on both sides of each gap and decide which structure or meaning it needs before choosing.
   2. Model answers: (1) innovative – D. (2) obsolete – A. (3) user-friendly – B. (4) breakthrough – C.

   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) innovative – D.
   • (2) obsolete – A.
   • (3) user-friendly – B.
   • (4) breakthrough – C.

   Examiner tip: Use the vocabulary you learn in matching tasks in your own writing, where precise words improve criterion A.

8. 8.

   Marking analysis: A learner attempts the following task: “Match each word (1–4) with the meaning closest to how it is used about technology. Words: (1) innovative, (2) obsolete, (3) user-friendly, (4) breakthrough. Meanings: A no longer used because something better exists; B easy for ordinary people to use; C an important new discovery; D introducing new ideas or methods.” Their response addresses only this point: “(1) innovative – D.” 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) innovative – D.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (2) obsolete – A.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (3) user-friendly – B.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (4) breakthrough – C.

   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 short text “Podcast introduction”. “Hello and welcome back to Small Inventions, the show about everyday objects that changed the world. I’m Theo. Last week we talked about the zip; today it’s the humble paperclip. Stay with us until the end, because we’ll be answering your questions from the comments.” (a) Identify the text type. (b) Give two conventions of spoken media that the text uses. (c) Why does the presenter mention “your questions from the comments”?

   [3 marks] · no calculator

   Syllabus placement evidence: Language B guide: text types and conceptual understanding (criterion C). Human ingenuity: 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) The opening (script) of a podcast episode. (b) Any two of: a greeting and welcome; the show’s name and the presenter’s name; reference to the previous episode; announcing today’s topic. (c) To keep listeners until the end and to involve the audience.

   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) The opening (script) of a podcast episode.
   • (b) Any two of: a greeting and welcome; the show’s name and the presenter’s name; reference to the previous episode; announcing today’s topic.
   • (c) To keep listeners until the end and to involve the audience.

   Examiner tip: Spoken text types still count as written tasks in Paper 1: you write the script, keeping the features of speech.

10. 10.

    Marking analysis: A learner attempts the following task: “Read the short text “Podcast introduction”. “Hello and welcome back to Small Inventions, the show about everyday objects that changed the world. I’m Theo. Last week we talked about the zip; today it’s the humble paperclip. Stay with us until the end, because we’ll be answering your questions from the comments.” (a) Identify the text type. (b) Give two conventions of spoken media that the text uses. (c) Why does the presenter mention “your questions from the comments”?” Their response addresses only this point: “(a) The opening (script) of a podcast episode.” 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: (a) The opening (script) of a podcast episode.
    • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (b) Any two of: a greeting and welcome; the show’s name and the presenter’s name; reference to the previous episode; announcing today’s topic.
    • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (c) To keep listeners until the end and to involve the audience.

    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.