English B: Standard Level
Identities — Theme: Identities
- 1.
Read the text “Two languages, one me”. [1] When my family moved to Toronto, I spoke English only in class, and only when the teacher looked at me. At home we spoke Arabic, and I felt like two different people living in one body. [2] For months I was mortified every time I mispronounced a word. Then my science partner, Lena, told me that her grandmother still mixed Polish into every sentence, and nobody minded. [3] I started small. I ordered my own coffee, I joined the debate club as a timekeeper, and I watched cartoons with English subtitles. [4] Now, when I switch between languages, it no longer feels like a costume. It feels like having two keys for two doors in the same house. (a) True or false? Justify with a phrase from the text: “At first, the writer spoke English in class whenever possible.” (b) Which word in paragraph 2 means “extremely embarrassed”? (c) In paragraph 4, what does “it” refer to? (d) Give two things the writer did to build confidence. (e) What does the image of “two keys for two doors in the same house” suggest about the writer’s identity?
[5 marks] · no calculator - 2.
Marking analysis: A learner attempts the following task: “Read the text “Two languages, one me”. [1] When my family moved to Toronto, I spoke English only in class, and only when the teacher looked at me. At home we spoke Arabic, and I felt like two different people living in one body. [2] For months I was mortified every time I mispronounced a word. Then my science partner, Lena, told me that her grandmother still mixed Polish into every sentence, and nobody minded. [3] I started small. I ordered my own coffee, I joined the debate club as a timekeeper, and I watched cartoons with English subtitles. [4] Now, when I switch between languages, it no longer feels like a costume. It feels like having two keys for two doors in the same house. (a) True or false? Justify with a phrase from the text: “At first, the writer spoke English in class whenever possible.” (b) Which word in paragraph 2 means “extremely embarrassed”? (c) In paragraph 4, what does “it” refer to? (d) Give two things the writer did to build confidence. (e) What does the image of “two keys for two doors in the same house” suggest about the writer’s identity?” Their response addresses only this point: “(a) False: the writer spoke English “only when the teacher looked at me”.” 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 - 3.
Read the text “Sleep: the free performance booster”. A leaflet from a school health centre: Teenagers need between eight and ten hours of sleep a night, yet many get fewer than eight. Your body clock shifts during adolescence, so feeling awake at midnight is not laziness; it is biology. However, screens make the problem worse, because bright light tells the brain it is still daytime. Try these three changes for two weeks: keep your phone outside the bedroom; get up at the same time at weekends; and take a short walk in daylight before school. Students who tried this plan last term reported fewer headaches and better concentration in morning lessons. If you still feel exhausted after two weeks, book a free appointment with the school nurse. (a) How many hours of sleep do teenagers need, according to the leaflet? (b) Why does the leaflet say feeling awake at midnight is “not laziness”? (c) Complete the sentence: Screens make the problem worse because… (d) Name two of the three changes the leaflet suggests. (e) What should a student do if the plan does not help?
[5 marks] · no calculator - 4.
Marking analysis: A learner attempts the following task: “Read the text “Sleep: the free performance booster”. A leaflet from a school health centre: Teenagers need between eight and ten hours of sleep a night, yet many get fewer than eight. Your body clock shifts during adolescence, so feeling awake at midnight is not laziness; it is biology. However, screens make the problem worse, because bright light tells the brain it is still daytime. Try these three changes for two weeks: keep your phone outside the bedroom; get up at the same time at weekends; and take a short walk in daylight before school. Students who tried this plan last term reported fewer headaches and better concentration in morning lessons. If you still feel exhausted after two weeks, book a free appointment with the school nurse. (a) How many hours of sleep do teenagers need, according to the leaflet? (b) Why does the leaflet say feeling awake at midnight is “not laziness”? (c) Complete the sentence: Screens make the problem worse because… (d) Name two of the three changes the leaflet suggests. (e) What should a student do if the plan does not help?” Their response addresses only this point: “(a) Between eight and ten hours a night.” 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 - 5.
Your school is holding a wellbeing week. Write a text for students in your school persuading them to change one daily habit, explaining why it matters and how to start. Choose one of these text types: blog post, speech, leaflet. Write 250–400 words.
[6 marks] · no calculator - 6.
Marking analysis: A learner attempts the following task: “Your school is holding a wellbeing week. Write a text for students in your school persuading them to change one daily habit, explaining why it matters and how to start. Choose one of these text types: blog post, speech, leaflet. Write 250–400 words.” Their response addresses only this point: “Content (criterion B): names one specific habit and explains clearly why changing it matters to students.” 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 - 7.
Choose the best connector for each gap from: however, therefore, although, for example. “(1) ___ many teenagers say they want to eat more healthily, few change their habits. Busy timetables are one reason; (2) ___, students with early training often skip breakfast. Healthy meals in the canteen also cost more than snacks. (3) ___, many students simply buy crisps. Cheaper healthy options would help. (4) ___, change will only last if students themselves see the benefit.”
[4 marks] · no calculator - 8.
Marking analysis: A learner attempts the following task: “Choose the best connector for each gap from: however, therefore, although, for example. “(1) ___ many teenagers say they want to eat more healthily, few change their habits. Busy timetables are one reason; (2) ___, students with early training often skip breakfast. Healthy meals in the canteen also cost more than snacks. (3) ___, many students simply buy crisps. Cheaper healthy options would help. (4) ___, change will only last if students themselves see the benefit.”” Their response addresses only this point: “(1) Although.” 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 - 9.
Read the short text “Skate park message”. A post on a local community page: “Hey everyone! The skate crew is repainting the ramps this Saturday from 10. Bring old clothes, we’ve got the paint. All skill levels welcome, seriously, even if you’ve never stood on a board. See you there!” (a) Identify the text type. (b) Identify the intended audience. (c) Give two features that make the register informal. (d) What is the main purpose of the text?
[4 marks] · no calculator - 10.
Marking analysis: A learner attempts the following task: “Read the short text “Skate park message”. A post on a local community page: “Hey everyone! The skate crew is repainting the ramps this Saturday from 10. Bring old clothes, we’ve got the paint. All skill levels welcome, seriously, even if you’ve never stood on a board. See you there!” (a) Identify the text type. (b) Identify the intended audience. (c) Give two features that make the register informal. (d) What is the main purpose of the text?” Their response addresses only this point: “(a) A social-media or community-page post (an online notice).” 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