English B: Standard Level
Social organization — Theme: Social organization
- 1.
Read the text “Why I volunteer at the food bank”. [1] Every Saturday morning I sort tins at the town food bank. I started because my school requires community service, but I stayed for different reasons. [2] The first surprise was who comes in. I expected only people without jobs, but many visitors work full-time and still cannot cover rent and food. [3] The second surprise was the atmosphere. It is not sad; it is busy, noisy and often funny. The manager, Mr Osei, knows every regular visitor by name. [4] I have learned to check dates on packets, to load a van in ten minutes, and, more importantly, not to judge people by the queue they are standing in. (a) Why did the writer first start volunteering? (b) What was the writer’s first surprise? (c) Find a phrase in paragraph 3 that shows the atmosphere is not sad. (d) Give two practical skills the writer has learned. (e) What is the most important lesson the writer has learned?
[5 marks] · no calculator - 2.
Marking analysis: A learner attempts the following task: “Read the text “Why I volunteer at the food bank”. [1] Every Saturday morning I sort tins at the town food bank. I started because my school requires community service, but I stayed for different reasons. [2] The first surprise was who comes in. I expected only people without jobs, but many visitors work full-time and still cannot cover rent and food. [3] The second surprise was the atmosphere. It is not sad; it is busy, noisy and often funny. The manager, Mr Osei, knows every regular visitor by name. [4] I have learned to check dates on packets, to load a van in ten minutes, and, more importantly, not to judge people by the queue they are standing in. (a) Why did the writer first start volunteering? (b) What was the writer’s first surprise? (c) Find a phrase in paragraph 3 that shows the atmosphere is not sad. (d) Give two practical skills the writer has learned. (e) What is the most important lesson the writer has learned?” Their response addresses only this point: “(a) The school requires community service.” 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 “Summer jobs: what employers want”. A careers advice page: Each year our local businesses offer around two hundred summer jobs for students aged sixteen and over. We asked twenty managers what they look for. Experience came surprisingly low on the list. Instead, reliability was mentioned most often: arriving on time and doing what you said you would do. Communication came second, especially the confidence to ask questions when you are unsure. Several managers said a short, polite email after an interview made a candidate stand out. Applications close on 30 April. Students under sixteen can still join our job-shadowing days, which run during the spring holiday. (a) What is the minimum age for the summer jobs? (b) Which quality did managers mention most often? (c) What does the text say about experience? (d) What can make a candidate stand out after an interview? (e) What can students under sixteen do?
[5 marks] · no calculator - 4.
Marking analysis: A learner attempts the following task: “Read the text “Summer jobs: what employers want”. A careers advice page: Each year our local businesses offer around two hundred summer jobs for students aged sixteen and over. We asked twenty managers what they look for. Experience came surprisingly low on the list. Instead, reliability was mentioned most often: arriving on time and doing what you said you would do. Communication came second, especially the confidence to ask questions when you are unsure. Several managers said a short, polite email after an interview made a candidate stand out. Applications close on 30 April. Students under sixteen can still join our job-shadowing days, which run during the spring holiday. (a) What is the minimum age for the summer jobs? (b) Which quality did managers mention most often? (c) What does the text say about experience? (d) What can make a candidate stand out after an interview? (e) What can students under sixteen do?” Their response addresses only this point: “(a) Sixteen.” 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.
You want to start a peer-tutoring scheme in which older students help younger ones with homework. Write a text to the appropriate audience proposing the scheme and explaining how it would work. Choose one of these text types: proposal, formal email, school-website announcement. Write 250–400 words.
[6 marks] · no calculator - 6.
Marking analysis: A learner attempts the following task: “You want to start a peer-tutoring scheme in which older students help younger ones with homework. Write a text to the appropriate audience proposing the scheme and explaining how it would work. Choose one of these text types: proposal, formal email, school-website announcement. Write 250–400 words.” Their response addresses only this point: “Content (criterion B): explains the problem or need the scheme addresses and its benefits for both age groups.” 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.
Rewrite each informal sentence in a formal register suitable for an email to a head teacher. (1) “Hi! Can we chat about the club thing?” (2) “Loads of students are really keen.” (3) “Let me know ASAP.”
[3 marks] · no calculator - 8.
Marking analysis: A learner attempts the following task: “Rewrite each informal sentence in a formal register suitable for an email to a head teacher. (1) “Hi! Can we chat about the club thing?” (2) “Loads of students are really keen.” (3) “Let me know ASAP.”” Their response addresses only this point: “(1) A formal equivalent such as “Dear Ms …, I would like to request a meeting to discuss the proposed club.”” 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 - 9.
Read the short text “Club survey”. “Robotics Club Feedback: 1. How often do you attend? □ Every week □ Sometimes □ Rarely 2. What do you enjoy most? ________ 3. On a scale of 1–5, how challenging are the projects? 4. Any suggestions? ________ Thank you for taking two minutes to help us improve!” (a) Identify the text type. (b) Give two conventions of this text type shown in the sample. (c) Why does the final line mention “two minutes”?
[3 marks] · no calculator - 10.
Marking analysis: A learner attempts the following task: “Read the short text “Club survey”. “Robotics Club Feedback: 1. How often do you attend? □ Every week □ Sometimes □ Rarely 2. What do you enjoy most? ________ 3. On a scale of 1–5, how challenging are the projects? 4. Any suggestions? ________ Thank you for taking two minutes to help us improve!” (a) Identify the text type. (b) Give two conventions of this text type shown in the sample. (c) Why does the final line mention “two minutes”?” Their response addresses only this point: “(a) A questionnaire / survey.” 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