IB · ENG B SL

English B: Standard Level

Sharing the planet — Theme: Sharing the planet

Name: ____________________Date: November 3, 2026

1.
Read the text “The street that turned green”. [1] Five years ago, Marlow Street was a grey row of parked cars. Today it has trees, flower beds and a small vegetable garden run by the primary school. [2] The change started with one resident, Joyce Park, who placed a single planter outside her door. Neighbours copied her, and within a year they had persuaded the council to close half the street to traffic. [3] Summer temperatures on the street are now noticeably lower, and residents say they talk to each other far more than before. [4] Not every street can follow the same model. Shops in busier areas need delivery access, and some drivers complain about losing parking spaces. (a) What was Marlow Street like five years ago? (b) What did Joyce Park do first? (c) What did the neighbours persuade the council to do? (d) Give two benefits mentioned in paragraph 3. (e) Give one reason why other streets may not copy the model.
[5 marks] · no calculator
Syllabus placement evidence: Language B guide: Paper 2 receptive skills (reading). Sharing the planet: 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 grey row of parked cars. (b) Placed a single planter outside her door. (c) Close half the street to traffic. (d) Lower summer temperatures; residents talk to each other more. (e) Either: shops in busier areas need delivery access; or drivers complain about losing parking.
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 grey row of parked cars.
- (b) Placed a single planter outside her door.
- (c) Close half the street to traffic.
- (d) Lower summer temperatures; residents talk to each other more.
- (e) Either: shops in busier areas need delivery access; or drivers complain about losing parking.
Examiner tip: When a question asks for “two benefits”, give two separate ideas, not the same idea in two forms.
2.
Marking analysis: A learner attempts the following task: “Read the text “The street that turned green”. [1] Five years ago, Marlow Street was a grey row of parked cars. Today it has trees, flower beds and a small vegetable garden run by the primary school. [2] The change started with one resident, Joyce Park, who placed a single planter outside her door. Neighbours copied her, and within a year they had persuaded the council to close half the street to traffic. [3] Summer temperatures on the street are now noticeably lower, and residents say they talk to each other far more than before. [4] Not every street can follow the same model. Shops in busier areas need delivery access, and some drivers complain about losing parking spaces. (a) What was Marlow Street like five years ago? (b) What did Joyce Park do first? (c) What did the neighbours persuade the council to do? (d) Give two benefits mentioned in paragraph 3. (e) Give one reason why other streets may not copy the model.” Their response addresses only this point: “(a) A grey row of parked cars.” 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 grey row of parked cars.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (b) Placed a single planter outside her door.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (c) Close half the street to traffic.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (d) Lower summer temperatures; residents talk to each other more.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (e) Either: shops in busier areas need delivery access; or drivers complain about losing parking.
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 “Fast fashion: three questions to ask”. A leaflet from a student environment group: The average item of clothing is now worn far fewer times than it was twenty years ago, and much of it ends up in landfill. Before you buy, ask three questions. First: will I wear this at least thirty times? Second: do I know anything about who made it and how? Third: could I borrow, swap or buy it second-hand instead? Our swap shop runs on the first Friday of every month in the school hall. Bring up to five clean items and take home the same number. Anything left over is donated to a local charity, so nothing goes to waste. (a) What problem does the first sentence describe? (b) What is the first question the leaflet suggests? (c) Give one alternative to buying new clothes mentioned in the leaflet. (d) When and where does the swap shop take place? (e) What happens to clothes nobody takes?
[5 marks] · no calculator
Syllabus placement evidence: Language B guide: Paper 2 receptive skills (reading). Sharing the planet: 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) Clothes are worn far fewer times than before and much ends up in landfill. (b) Will I wear this at least thirty times? (c) Any one of: borrow; swap; buy second-hand. (d) The first Friday of every month, in the school hall. (e) It is donated to a local charity.
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) Clothes are worn far fewer times than before and much ends up in landfill.
- (b) Will I wear this at least thirty times?
- (c) Any one of: borrow; swap; buy second-hand.
- (d) The first Friday of every month, in the school hall.
- (e) It is donated to a local charity.
Examiner tip: For “when and where” questions, both details are needed for the mark.
4.
Marking analysis: A learner attempts the following task: “Read the text “Fast fashion: three questions to ask”. A leaflet from a student environment group: The average item of clothing is now worn far fewer times than it was twenty years ago, and much of it ends up in landfill. Before you buy, ask three questions. First: will I wear this at least thirty times? Second: do I know anything about who made it and how? Third: could I borrow, swap or buy it second-hand instead? Our swap shop runs on the first Friday of every month in the school hall. Bring up to five clean items and take home the same number. Anything left over is donated to a local charity, so nothing goes to waste. (a) What problem does the first sentence describe? (b) What is the first question the leaflet suggests? (c) Give one alternative to buying new clothes mentioned in the leaflet. (d) When and where does the swap shop take place? (e) What happens to clothes nobody takes?” Their response addresses only this point: “(a) Clothes are worn far fewer times than before and much ends up in landfill.” 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) Clothes are worn far fewer times than before and much ends up in landfill.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (b) Will I wear this at least thirty times?
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (c) Any one of: borrow; swap; buy second-hand.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (d) The first Friday of every month, in the school hall.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (e) It is donated to a local charity.
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.
Your town council is asking young people how to reduce waste. Write a text that presents two practical ideas and explains how young people could help put them into action. Choose one of these text types: formal letter to the council, article for a local newspaper, speech at a youth forum. Write 250–400 words.
[6 marks] · no calculator
Syllabus placement evidence: Language B guide: Paper 1 productive skills (writing), criteria A–C. Sharing the planet: 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: presents two distinct, practical ideas for reducing waste. explains specifically how young people could help carry them out.
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): presents two distinct, practical ideas for reducing waste.
- Content (criterion B): explains specifically how young people could help carry them out.
- 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. addresses, date, formal salutation and sign-off for a letter; headline, byline and paragraphs for an article; greeting, signposting and a call to action for a speech.
- Register (criterion C): formal and constructive for the council; clear and engaging for newspaper readers or a youth audience.
- Language (criterion A): varied vocabulary and a range of accurate simple and complex structures; any errors do not obstruct meaning.
Examiner tip: Two well-developed ideas score better than five listed ones: criterion B rewards development, not quantity. 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: “Your town council is asking young people how to reduce waste. Write a text that presents two practical ideas and explains how young people could help put them into action. Choose one of these text types: formal letter to the council, article for a local newspaper, speech at a youth forum. Write 250–400 words.” Their response addresses only this point: “Content (criterion B): presents two distinct, practical ideas for reducing waste.” 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): presents two distinct, practical ideas for reducing waste.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: Content (criterion B): explains specifically how young people could help carry them out.
- 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. addresses, date, formal salutation and sign-off for a letter; headline, byline and paragraphs for an article; greeting, signposting and a call to action for a speech.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: Register (criterion C): formal and constructive for the council; clear and engaging for newspaper readers or a youth audience.
- 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.
Rewrite each sentence in the passive voice, keeping the meaning. (1) “Volunteers planted two hundred trees.” (2) “The council will close the road next week.” (3) “Factories are polluting the river.”
[3 marks] · no calculator
Syllabus placement evidence: Language B guide: Paper 2 receptive skills (reading). Sharing the planet: language use in a theme-related context.
Worked explanation
1. Keep the original tense: past simple → was/were + past participle; will + be + past participle; present continuous → is being + past participle.
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) “Two hundred trees were planted (by volunteers).”
- (2) “The road will be closed (by the council) next week.”
- (3) “The river is being polluted (by factories).”
Examiner tip: The passive is useful in reports when the action matters more than who did it, but overusing it makes writing vague.
8.
Marking analysis: A learner attempts the following task: “Rewrite each sentence in the passive voice, keeping the meaning. (1) “Volunteers planted two hundred trees.” (2) “The council will close the road next week.” (3) “Factories are polluting the river.”” Their response addresses only this point: “(1) “Two hundred trees were planted (by volunteers).”” 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) “Two hundred trees were planted (by volunteers).”
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (2) “The road will be closed (by the council) next week.”
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (3) “The river is being polluted (by factories).”
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 “Water notice”. “IMPORTANT – WATER SUPPLY. Due to essential repairs, water will be switched off on Tuesday 14 May from 9:00 to 15:00. Residents are advised to store drinking water in advance. We apologise for any inconvenience. For updates, visit our website or call 0800 123 456.” (a) Identify the text type. (b) Give two features that make the register formal. (c) Give two pieces of practical information readers are given.
[3 marks] · no calculator
Syllabus placement evidence: Language B guide: text types and conceptual understanding (criterion C). Sharing the planet: 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 official notice / public announcement. (b) Any two of: “Due to essential repairs”; “Residents are advised”; the passive voice; “We apologise for any inconvenience”; no contractions. (c) Any two of: the date and times; store drinking water in advance; the website or phone number for updates.
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 official notice / public announcement.
- (b) Any two of: “Due to essential repairs”; “Residents are advised”; the passive voice; “We apologise for any inconvenience”; no contractions.
- (c) Any two of: the date and times; store drinking water in advance; the website or phone number for updates.
Examiner tip: Official notices put the most important information first, often in capitals; mirror this order when you write one.
10.
Marking analysis: A learner attempts the following task: “Read the short text “Water notice”. “IMPORTANT – WATER SUPPLY. Due to essential repairs, water will be switched off on Tuesday 14 May from 9:00 to 15:00. Residents are advised to store drinking water in advance. We apologise for any inconvenience. For updates, visit our website or call 0800 123 456.” (a) Identify the text type. (b) Give two features that make the register formal. (c) Give two pieces of practical information readers are given.” Their response addresses only this point: “(a) An official notice / public announcement.” 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) An official notice / public announcement.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (b) Any two of: “Due to essential repairs”; “Residents are advised”; the passive voice; “We apologise for any inconvenience”; no contractions.
- Checks this criterion, crediting equivalent work already shown or identifying what is missing: (c) Any two of: the date and times; store drinking water in advance; the website or phone number for updates.
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.