English B: Standard Level

1. 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

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

   Worked explanation

   1. For true/false items, the justification must be the exact words that prove the answer; a correct “False” without the quotation usually earns nothing.
   2. For “it”, read the sentence before: the subject being described is the act of switching between languages.

   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) False: the writer spoke English “only when the teacher looked at me”.
   • (b) “mortified”.
   • (c) Switching between languages.
   • (d) Any two of: ordering their own coffee; joining the debate club as a timekeeper; watching cartoons with English subtitles.
   • (e) Both languages belong to one single identity: each gives access to a different part of the same life, so the writer no longer feels divided.

   Examiner tip: Quote briefly and exactly. Copying a whole paragraph as a justification is not accepted as identifying the evidence.

2. 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

   Marking points

   • Recognises credit for the stated point: (a) False: the writer spoke English “only when the teacher looked at me”.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (b) “mortified”.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (c) Switching between languages.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (d) Any two of: ordering their own coffee; joining the debate club as a timekeeper; watching cartoons with English subtitles.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (e) Both languages belong to one single identity: each gives access to a different part of the same life, so the writer no longer feels divided.

   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 “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

   Syllabus placement evidence: Language B guide: Paper 2 receptive skills (reading). Identities: 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 eight and ten hours a night. (b) Because the body clock shifts during adolescence; it is biology. (c) …bright light tells the brain it is still daytime. (d) Any two of: phone outside the bedroom; same wake-up time at weekends; a short daylight walk before school. (e) Book a free appointment with the school nurse.

   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 eight and ten hours a night.
   • (b) Because the body clock shifts during adolescence; it is biology.
   • (c) …bright light tells the brain it is still daytime.
   • (d) Any two of: phone outside the bedroom; same wake-up time at weekends; a short daylight walk before school.
   • (e) Book a free appointment with the school nurse.

   Examiner tip: Short-answer items reward the precise detail. Keep answers brief and do not add advice that is not in the text.

4. 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

   Marking points

   • Recognises credit for the stated point: (a) Between eight and ten hours a night.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (b) Because the body clock shifts during adolescence; it is biology.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (c) …bright light tells the brain it is still daytime.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (d) Any two of: phone outside the bedroom; same wake-up time at weekends; a short daylight walk before school.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (e) Book a free appointment with the school nurse.

   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 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

   Syllabus placement evidence: Language B guide: Paper 1 productive skills (writing), criteria A–C. Identities: 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: names one specific habit and explains clearly why changing it matters to students. gives practical, realistic steps for how students can start.
   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): names one specific habit and explains clearly why changing it matters to students.
   • Content (criterion B): gives practical, realistic steps for how students can start.
   • 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 title, date and direct reader address for a blog; a greeting, signposting and closing for a speech; headings and short sections for a leaflet.
   • Register (criterion C): an encouraging, peer-to-peer tone suited to fellow students, persuasive without sounding like a lecture.
   • Language (criterion A): varied vocabulary and a range of accurate simple and complex structures; any errors do not obstruct meaning.

   Examiner tip: Decide on the text type before you plan: a leaflet and a speech organise the same ideas in very different ways. 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 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

   Marking points

   • Recognises credit for the stated point: Content (criterion B): names one specific habit and explains clearly why changing it matters to students.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: Content (criterion B): gives practical, realistic steps for how students can start.
   • 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 title, date and direct reader address for a blog; a greeting, signposting and closing for a speech; headings and short sections for a leaflet.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: Register (criterion C): an encouraging, peer-to-peer tone suited to fellow students, persuasive without sounding like a lecture.
   • 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.

   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

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

   Worked explanation

   1. “Although” introduces a contrast inside one sentence; “however” contrasts with the previous sentence.
   2. “For example” introduces an illustration of the point just made; “therefore” introduces a consequence or conclusion.

   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) Although.
   • (2) for example.
   • (3) Therefore.
   • (4) However.

   Examiner tip: Read the whole sentence on both sides of a gap: connectors are chosen by the relationship between ideas, not by the word next to the gap.

8. 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

   Marking points

   • Recognises credit for the stated point: (1) Although.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (2) for example.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (3) Therefore.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (4) However.

   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 “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

   Syllabus placement evidence: Language B guide: text types and conceptual understanding (criterion C). Identities: 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) A social-media or community-page post (an online notice). (b) Local young people or community members, including beginners. (c) Any two of: “Hey everyone!”; contractions such as “we’ve” and “you’ve”; “seriously”; exclamation marks; direct address to the reader. (d) To invite people to help repaint the ramps on Saturday.

   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) A social-media or community-page post (an online notice).
   • (b) Local young people or community members, including beginners.
   • (c) Any two of: “Hey everyone!”; contractions such as “we’ve” and “you’ve”; “seriously”; exclamation marks; direct address to the reader.
   • (d) To invite people to help repaint the ramps on Saturday.

   Examiner tip: Register is shown by specific choices. Name the feature and quote it rather than writing “it is informal”.

10. 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

    Marking points

    • Recognises credit for the stated point: (a) A social-media or community-page post (an online notice).
    • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (b) Local young people or community members, including beginners.
    • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (c) Any two of: “Hey everyone!”; contractions such as “we’ve” and “you’ve”; “seriously”; exclamation marks; direct address to the reader.
    • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (d) To invite people to help repaint the ramps on Saturday.

    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.