15 /1 /z0 m 2 · contraire, chaque question vaut [1 point] . d examen est de [60 points]. cuaderno...

N15/2/ABENG/HP1/ENG/TZ0/XX/M

8 pages/páginas

Markscheme Barème de notation

Esquema de calificación

November / Novembre / Noviembre 2015

English / Anglais / Inglés B

Higher level Niveau supérieur

Nivel superior

Paper / Épreuve / Prueba 1

– 2 – N15/2/ABENG/HP1/ENG/TZ0/XX/M

This markscheme is confidential and for the exclusive use of examiners in this examination session. It is the property of the International Baccalaureate and must not be reproduced or distributed to any other person without the authorization of the IB Assessment Centre. Ce barème de notation est confidentiel. Son usage est réservé exclusivement aux examinateurs participant à cette session. Ce barème de notation est la propriété de l’Organisation du Baccalauréat International. Toute reproduction ou distribution à de tierces personnes sans l’autorisation préalable du centre de l’évaluation de l’IB est interdite. Este esquema de calificación es confidencial y para uso exclusivo de los examinadores en esta convocatoria de exámenes. Es propiedad del Bachillerato Internacional y no debe ser reproducido ni distribuido a ninguna otra persona sin la autorización del centro de evaluación del IB.


The answers given in this markscheme contain the essential information that candidates are expected to provide in order to gain full marks for each question. Where appropriate, the information may be expressed in phrases other than those indicated, but full marks may only be awarded if all the necessary information is given. Incomplete answers should be marked as directed. Do not use half marks. Unless otherwise indicated no marks are to be awarded or deducted for use of language: linguistic errors should only be taken into account if communication is severely impaired and the answer is incomprehensible to a normal speaker of the language. Assistant Examiners are requested to wait until they are contacted by their team leader before beginning the marking (see the examiners instructions for further details).

Les réponses données dans ce barème de notation contiennent l’essentiel de ce qu’on demande aux candidats pour qu’ils puissent obtenir la note maximum pour chaque question. Les réponses peuvent être formulées différemment mais la note maximum ne sera attribuée que si le contenu de la réponse est exact. Les réponses incomplètes seront notées selon les indications données. En aucun cas, des demi-points ou des fractions ne doivent être attribués. À moins d’une indication spécifique, aucun point ne sera ni ajouté ni ôté pour l’utilisation de la langue : les erreurs linguistiques ne seront prises en considération que si elles nuisent sérieusement à la communication et rendent ainsi la réponse incompréhensible. Les examinateurs assistants sont priés d’attendre d’être contactés par leur chef d’équipe avant de commencer leurs corrections (voir les instructions aux examinateurs pour de plus amples détails).

Las siguientes respuestas contienen la información esencial que los alumnos han de proporcionar para conseguir la máxima puntuación en cada pregunta. En ocasiones, esta información puede expresarse de manera distinta a la indicada, pero para conseguir la máxima puntuación se han de mencionar todos los detalles requeridos. Las respuestas incompletas deberán corregirse de la manera indicada en las instrucciones. No utilice fracciones de puntos. A menos que se indique lo contrario, no se deben añadir ni restar puntos por la calidad en el uso de la lengua: los errores lingüísticos sólo se tomarán en cuenta si la comunicación queda seriamente perjudicada o si la respuesta resulta incomprensible. Se pide a los examinadores asistentes que esperen a ser contactados por su examinador líder de equipo antes de iniciar la corrección (para más información, refiéranse a las instrucciones para los examinadores).


One mark is allocated per question unless otherwise indicated.

Sauf indication contraire, chaque question vaut un point.

Cada pregunta vale un punto, a menos que se indique algo distinto. Text A — Royal Sydney Golf Club 1. (the stunning) backdrop of the (Rose Bay) Harbour / (the stunning) backdrop of the

Rose Bay (Habour) 2. J 3. H 4. A 5. I 6. making or confirming diary entries Both “making” and “confirming” are needed for the mark. 7. (is) no longer permitted

Accept exact phrase only. Do not accept the whole sentence “The use… permitted.” / “no longer” on its own / “permitted” on its own.

8. (on the) golf practice range 9. C 10. B

Text A: [10]


Text B — What exactly is a soap opera? 11. F 12. A 13. H 14. (they / soap opera storylines) are some of the most inventive (on air)

Accept other words with the same meaning. Accept: ‘each episode ends with a promise for more drama (the following day)’ / ‘there is not a “neat tie-up of that episode’s story”’

15. building the story over time Do not accept “over time” on its own. 16. by promising more drama Accept other words with the same meaning.

Accept “each episode ends with a promise for more drama the following day” / there is not a “neat tie-up of that episode’s story”.

17. quick thinking Accept other words with the same meaning. Do not accept “thinking” on its own. 18. (to) tilt their bodies

Do not accept “actors may have to tilt their bodies” / “have to tilt their bodies” / “tilt their bodies in an unnatural manner”. A short phrase is required and “have to” and “unnatural manner” are not relevant here.

19. (leaving us with a) telltale expressive face

20. B 21. C

Text B: [11]


Text C — We still want to share 22. D, F, G, J (in any order) [4] 23. “Modern Love” / the David Bowie song 24. we want / wanting to share the experience Accept “we want to share… out of sight”. 25. loneliness 26. technology types 27. (the fact that / because) we are (basically) social animals 28. in the flesh 29. sharing the experience (with others) / watching football with others

Accept other words with the same meaning. The answer must contain the idea of sharing the experience to receive the mark. “Being with others” on its own is not sufficient for the mark.

30. odd 31. can learn (much) from grandparents / (their) knowledge / wisdom / experience

Accept other words with the same meaning. Accept (their) teaching(s) / advice.

32. fragmenting

Text C: [14]


Text D — The Lake Turkana Wind Power Project

33. B 34. C 35. A 36. J 37. H NOTE: For the justification in questions 38 to 41, allow only the quotation as given, possibly

with a few additional words, provided that they do not materially alter the meaning. Both true/false and quotation response must be correct for the mark.

38. False – (the) site has some of the best wind resources (in Africa) 39. True – (the) wind farm will generate the employment that is so needed in this area 40. False – it is sparsely populated (and occasionally used by nomadic pastoralists).

Do not accept “occasionally used by nomadic pastoralists” on its own. The statement refers to “living” there. Whether nomadic pastoralists come or not is irrelevant.

41. True – (the wind farm) will be unfenced 42. located 43. concluded 44. hoped 45. generated

Text D: [13]


Text E — Ione’s resolutions

46. (the) dancing display / (the) swimming competition Accept “the dancing display and the swimming competition” since both are correct. 47. (her) father’s guide dog Do not accept “guide dog” on its own. “father’s” is needed to answer the question clearly. 48. boredom Accept other words with the same meaning. 49. he would twist about excitedly on his chair Do not accept “he would twist about on his chair” without “excitedly”. Do not accept “excitedly” on its own. 50. as casually as he could manage 51. trail off Do not accept “(he) would trail off”. 52. (but) she knew that he did mind (really) 53. A 54. C 55. C 56. D 57. B

Text E: [12]

Total: [60]

Candidate session numberNuméro de session du candidat

Número de convocatoria del alumno

N15/2/ABENG/HP1/ENG/TZ0/XX/Q

English B – Higher level – Paper 1Anglais B – Niveau supérieur – Épreuve 1Inglés B – Nivel superior – Prueba 1

© International Baccalaureate Organization 201512 pages/páginas8815 – 2225

Question and answer booklet – Instructions to candidates

• Write your session number in the boxes above.• Do not open this booklet until instructed to do so.• This booklet contains all the paper 1 questions.• Refer to the text booklet which accompanies this booklet.• Answer all of the questions in the boxes provided. Each question is allocated [1 mark] unless

otherwise stated.• The maximum mark for this examination paper is [60 marks].

Livret de questions et réponses – Instructions destinées aux candidats

• Écrivez votre numéro de session dans les cases ci-dessus.• N’ouvrez pas ce livret avant d’y être autorisé(e).• Ce livret contient toutes les questions de l’épreuve 1.• Référez-vous au livret de textes qui accompagne ce livret.• Répondez à toutes les questions dans les cases prévues à cet effet. Sauf indication

contraire, chaque question vaut [1 point].• Le nombre maximum de points pour cette épreuve d’examen est de [60 points].

Cuaderno de preguntas y respuestas – Instrucciones para los alumnos

• Escriba su número de convocatoria en las casillas de arriba.• No abra este cuaderno hasta que se lo autoricen.• Este cuaderno contiene todas las preguntas de la prueba 1.• Consulte el cuaderno de textos que acompaña a este cuaderno.• Conteste todas las preguntas en las casillas provistas. Cada pregunta vale [1 punto] salvo que

se indique lo contrario.• La puntuación máxima para esta prueba de examen es [60 puntos].

1 h 30 m

Tuesday 3 November 2015 (morning)Mardi 3 novembre 2015 (matin)Martes 3 de noviembre de 2015 (mañana)

12EP01

N15/2/ABENG/HP1/ENG/TZ0/XX/Q– 2 –

Text A — Royal Sydney Golf Club

Answer the following question.

1. Whichphraseinthefirstparagraphshowsthatthegolfclubisnearthesea?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Matchthefirstpartofthesentencewiththeappropriateendingontheright.Writetheappropriateletterintheboxesprovided.

Example: Members and guests must… B

2. Anymembermakingaquick visittotheclub…

3. Memberswhoseclothesdonot meettherules…

4. The term “smart jeans” in this club…

5. IntheLinksRoomafter6pm men…

A. doesnotincludeextremelyfadeddenim.

B. wear clothes that meet the standards of the club.

C. mustwearajacketandatie.

D. willhavetheirmembershiptakenaway.

E. includesrippedjeansiftheylookfashionable.

F. mayhaveanexceptionmade.

G. wearaformaloutfitatalltimes.

H. willnotbeallowedtoplaygolf.

I. mustwearajacket.

J. isstillobligedtofollowthedresscode.

12EP02


Turn over / Tournez la page / Véase al dorso

Answer the following questions.

6. WhatcanmembersusetheirmobilephonesforintheFitnessCentre?

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7. Whichphrasebetweenlines 20 and 29showsthatmembersusedtobeabletouseamobileasagolfGPSdevice?

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8. WherecanmemberstakephotographsoutsidetheClubhouse?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

ChoosethecorrectanswerfromA,B,C,orD.Writetheletterintheboxprovided. 9. Anymembercanparkintheclubcarparkwhen…

A. going to the city after playing golf. B. collectingchildrenfromanearbyschool.C. attendingadanceattheclub.D. shoppinginalocalsupermarket.

10. Themainaimoftherulesofthegolfclubisto…

A. limitthefreedomofthemembers. B. maintaincertainstandardsofbehaviour.C. makemembersdressmoreformally.D. preventnon-membersfromusingthecarpark.

12EP03


Text B — What exactly is a soap opera?

Matchtheheadingswiththeparagraphsinthetext.Writetheappropriateletterintheboxesprovided.

Example: [ – X – ] C

11. [ – 11 – ]

12. [ – 12 – ]

13. [ – 13 – ]

A. HowsoapsdifferfromotherTVprogrammes

B. The type of characters in soaps

C. Characteristics

D. Life’slittleproblems

E. Typicalwaysoffinishingascene

F. Whythename?

G. Sponsorship

H. Demandingskills


14. Inwhatwaydosoapoperaplotsattractfans?

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15. Whichphrasebetweenlines 20 and 27showsthattheplotstakeplaceoveralongperiod?

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16. Howdosoapoperasencouragetheaudiencetowatchthenextepisode?

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17. Whatskillmaysoapactorsneedtoshowwhenascenedoesnotgoaccordingtoplan?

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12EP04



18. Whichshortphrasebetweenlines 28 and 34showsthatactorsadapttheirposturefor“blocking”?

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19. Onetypeoftagisacommentthatshockstheviewer.Whatisanother?

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ChoosethecorrectanswerfromA,B,C,orD.Writetheletterintheboxprovided.

20. The“rooms”insoapoperas…

A. havealotofwindowstoprovidelight. B. suggestthecharactershavealotofmoney.C. haveleatherfurniturebecauseitiscomfortable.D. oftencontainsmallvasesofflowers.

21. Thistext…

A. regardssoapoperasasinferiortootherTVdramas. B. viewstypicalfansinanegativelight.C. givesafairlyobjectiveaccountofsoapoperas.D. arguesthatsoapoperasprovidethebestTV.

12EP05

N15/2/ABENG/HP1/ENG/TZ0/XX/Q–6–

Text C — We still want to share

22. FromstatementsAtoJ,selectthefourthataretrueaccordingtotextC.Writetheappropriatelettersintheboxesprovided. [4marks]

Example: A

A. The cab driver and the writer showed each other they liked the music.

B. Thewriterpreferred“ModernLove”onhisiPodtothecabradio.

C. Wegiveimportancetothepleasurewehavewhensharingexperiences.

D. MostpeoplestillwatchTVprogrammeswhentheyarebroadcast.

E. Ifwecannotseeotherpeople,wedonotenjoysharingTVprogrammeswith them.

F. Seeing a famous singer at a concert is not the only reason for going there.

G. Fortheold,beingaloneismuchmoreharmfultohealththanbeingoverweight.

H. Beingalonecausesthedeathofoldpeopleasmuchaspovertydoes.

I. Peoplewhoselltechnologicalgadgetswantustosharerealexperience.

J. YoungAsiansareencouragedtospendtimewiththeoldergeneration.

Completethefollowingtablebyindicatingtowhomortowhattheword/sunderlinedrefer/s.

In the phrase… the word/s… refer/s to…

Example: …so he nudged it up a bit more. (line 4) “he” . . . . . . . . . . . . the driver . . . . . . . . . . . .

23. …Ihadthis songonmyiPod… (line6) “this song” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

24. Isn’t thisalso…(lines18–19) “this” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

25. …anditisalmost…(line30) “it” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

26. …whoareconstantlytrying… (line33) “who” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

27. Thisiswhyweshoulddo… (line35) “this” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12EP06



28. Whichphrasebetweenlines 11 and 27isclosestinmeaningto“‘inperson”?

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29. Manypeoplewatchfootballinthepub.Whatdotheyprefertoagoodviewofthescreen?

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30. Whichwordbetweenlines 28 and 34showsthatthewriterissurprisedhowdeeplylonelinesscanaffecthumanbeings?

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31. WhentheAsianfamilyethicisputintopractice,whatdotheoldgivetheyoung?

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32. Whichwordbetweenlines 35 and 40isclosestinmeaningto“breakingup”?

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12EP07


Text D — The Lake Turkana Wind Power Project ChoosethecorrectanswerfromA,B,C,orD.Writetheletterintheboxprovided.

33. Traditionalwindmills…

A. wereplacedinwaterintheNetherlands. B. hadtwodifferentshaftsthatwerelinked.C. usedcomputersystemstoimproveefficiency.D. generatedelectricityintheNetherlands.

Findthewordintheright-handcolumnthatcouldmeaningfullyreplaceoneofthewordsontheleft.

Example: prominent (line 2) B

34. reliable(line11)

35. approximately(line12)

36. fully(line15)

37. unique(line19)

A. about

B. significant

C. dependable

D. solid

E. increasingly

F. precisely

G. solitary

H. distinctive

I. useful

J. completely

12EP08



Thesentencesbelowareeithertrueorfalse.Tick[]thecorrectresponsethenjustifyitwitharelevantbriefquotationfromthetext.Bothatick[]andaquotationarerequiredforonemark.

True False

Example: The typical windmill has retained its initial design for many years.

Justification: . . . . . . The traditional windmill has long kept its original concept . . . . . .

38. ThewindfarmareahaswindsthatareaverageinAfrica.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

39. TheProjectwillcreatejobswhichthislocalitylacks.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

40. Alotofpeoplelivearoundthewindfarm.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

41. Therewillbenobarriersaroundthewindfarm.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12EP09


Whichwordsgointhegapsbetweenlines 30 and 35?Choosethewordsfromthelistandwritethemintheboxesprovided.

achieved generated hoped installed needed

concluded given imagined located wondered

Example: [ – X – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . needed . . . . . . . . . . . . . . . . . . . . . . . . . . .

42. [ – 42 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

43. [ – 43 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

44. [ – 44 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

45. [ – 45 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12EP10



Text E — Ione’s resolutions Answer the following questions.

46. NameonethingthatwasveryimportantforIoneattheendofterm.

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47. Whichphrasebetweenlines 7 and 15showsthatIone’sfatherisblind?

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48. WhatcausedIonetoannoyherfather’sdog?

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49. HowdidIone’sfathershowthathewasveryinterestedinanarticle?

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50. Whichphrasebetweenlines 18 and 24showsthatIone’sfathertriedtodisguisethefactthathereallywantedIonetoreadtohim?

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51. Whichphrasebetweenlines 18 and 24isclosestinmeaningto“notfinishingwhatyouwant tosay”?

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52. Whichsentencebetweenlines 25 and 31 shows that Ione was aware of her father’s disappointmentwhenshedidnotreadtohimbeforegoingtoschool?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12EP11


ChoosethecorrectanswerfromA,B,CorD.Writetheletterintheboxprovided.

53. Ione…

A. frequentlymaderesolutions. B. maderesolutionsquiteeasily.C. focusedonherresolutionseffortlessly.D. wantedtomakethebestpossibleresolutions.

54. Ione’sfatheraskedhertoreadhimaparagraphwhen…

A. theyhadbreakfastatthesametime. B. ahistoryjournalarrivedbypost.C. atopicreallyinterestedhim.D. thebuscamelaterthanusual.

55. Ione’sfather…

A. toldIonewhathewantedhertodo. B. sometimesmadeIonereadtohim.C. triednottoimposehiswishesonIone.D. wasangrywhenIonedidnotreadtohim.

56. ThereasonsthatIonegavefornotreadingtoherfatheratbreakfastwere…

A. clearly untrue. B. mostlikelytrue.C. entirelyconvincing.D. mostlikelyexcuses.

57. ThetextshowsthatIone…

A. didnotworryaboutherresolutions. B. wasconcernedaboutkeepingherresolutions.C. maderesolutionsandthenforgotthem.D. alwayskepttheresolutionsshemade.

12EP12

N15/2/ABENG/HP1/ENG/TZ0/XX/T



Text booklet – Instructions to candidates

• Do not open this booklet until instructed to do so.• This booklet contains all of the texts required for paper 1.• Answer the questions in the question and answer booklet provided.

Livret de textes – Instructions destinées aux candidats

• N’ouvrez pas ce livret avant d’y être autorisé(e).• Ce livret contient tous les textes nécessaires à l’épreuve 1.• Répondez à toutes les questions dans le livret de questions et réponses fourni.

Cuaderno de textos – Instrucciones para los alumnos

• No abra este cuaderno hasta que se lo autoricen.• Este cuaderno contiene todos los textos para la prueba 1.• Conteste todas las preguntas en el cuaderno de preguntas y respuestas.

1 h 30 m

Tuesday 3 November 2015 (morning)Mardi 3 novembre 2015 (matin)Martes 3 de noviembre de 2015 (mañana)

N15/2/ABENG/HP1/ENG/TZ0/XX/T– 2 –

Text A

Royal Sydney Golf Club

To access the text, image and logo, please click on http://www.rsgc.com.au/cms/. Then click on “Club Rules” to find the text under the following headings: Dress Code; Mobile Phones;

Photography; Car Parking.



To access the text, image and logo, please click on http://www.rsgc.com.au/cms/. Then click on “Club Rules” to find the text under the following headings: Dress Code; Mobile Phones;

Photography; Car Parking.


Text B

5

10

15

20

25

30

What exactly is a soap opera?Soap opera fans are some of the most loyal and vocal viewers out there, and soap opera storylines are some of the most inventive on air. But while soaps are generally well known for these very characteristics, it is not uncommon for people to wonder, “What exactly is a soap opera?”

[ – X – ] By definition, soap operas are ongoing works of fiction, and episodic in nature. In laymen’s terms, soaps are stories told over an extended period, with different characters featured at different times. It is rare in soaps to have a quick wrap-up of a storyline, and it is even rarer for a story to affect only one or two characters. Most often, a storyline affects several characters, and possibly interconnects with other stories.

[ – 11 – ] When soap operas began, they were first broadcast on the radio, and soap manufacturers were the shows’ sponsors. In time, the name “soap opera” came into use and it has remained ever since.

[ – 12 – ] Soap operas tend to focus their plots and storylines around family life, personal relationships, emotional and moral conflicts and sometimes newsworthy issues such as teen drinking, drug abuse, adoption, illness and addiction.

While many of these scenarios might show up in other TV programmes, soaps are filmed to reveal the day-to-day lives of their characters, building the story over time. Perhaps the most common trait of a soap opera is that each episode ends with a promise for more drama the following day, rather than a neat tie-up of that episode’s story as you’d find with other TV dramas.

[ – 13 – ] Soap actors are some of the most skilled members of the profession as the amount of material they need to memorize is immense and the hours they spend on camera are relentless. Shooting a soap opera often requires quick thinking by the actors when unforeseen events occur. In addition, blocking (the way an actor faces a camera) is slightly unconventional and is contrary to how humans would normally interact. Because their faces are often shown close up to reveal the emotions relevant to the story, actors may have to tilt their bodies in an unnatural manner, which can be rather challenging.



35

40

More soap secretsFinally, here are two further aspects typical of soap operas today. Firstly, the “rooms” on a soap set are often dark and rich in colour, with stained walls and leather furniture to portray a sense of wealth. It is also common to find grand floral displays, glittering chandeliers, crystal accessories, and many other fine furnishings. Secondly, the ending of a scene in which an actor is shown delivering a staggering line or leaving us with a telltale expressive face is called a “tag”. In the industry, a soap actor is proud when he or she is awarded a tag.

One thing is sure: soap operas will continue to be a popular feature of TV entertainment for many years to come.

http://soaps.about.com/od/soaps101/a/whatsasoap.htm


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N15 /2/ABENG/HP1/ENG/TZ0/XX/T– 7 –


Text C

We still want to share

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10

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30

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40

I was in the back of a cab at the weekend with the radio playing in the background when “Modern Love”, the David Bowie song, came on. The driver nudged the volume up a fraction and glanced in the mirror to see if that was alright by me. I nodded vigorously, so he nudged it up a bit more.

We caught each other’s eye again in the mirror and smiled as the chords changed. It struck me that I had this song on my iPod, but somehow listening to it in isolation wouldn’t have meant nearly as much. It was infinitely better to share it with someone else, even a stranger.

I think that this hints at something profound and far too neglected in our nature: the joy of sharing experiences with other people.

Yesterday it was reported that 89 % of TV is still watched “live”. Despite the growth of TV catch-up and mobile devices, the vast majority of us choose to watch our favourite programmes at the same time as everyone else. We want to share the experience, even with people who are out of sight. Isn’t this also one of the reasons why live concerts provide such a buzz? It is not just the thrill of seeing, say, Paul McCartney in the flesh; it is also that indescribable, but very human sense of sharing the beat with thousands of others. Isn’t that also why so many of us go to the pub to watch football, when we could watch it with a much better view at home?

This leads to a further consideration, which explains something else too. Recent research has revealed that loneliness is twice as damaging as obesity when it comes to older people’s health, and it is almost as significant a cause of death as poverty.

It sounds odd that mere isolation should have such profound effects on our bodies and souls. But what this really tells us is that, contrary to the ideas of technology types who are constantly trying to sell us yet more isolating, dehumanizing gadgets, we are basically social animals.

This is why we should do far more to encourage shared experiences. Old age, for example, can be terribly isolating, and that is why I so admire the Asian family ethic, which teaches young people to offer companionship to their elders. This is precious not just for the old, but also for the young, who can learn much from grandparents, uncles and aunts. In an ageing society, and with families fragmenting, the importance of traditions like this cannot be exaggerated.

Text: © News Syndication.


Text D

The Lake Turkana Wind Power Project

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10

15

20

25

Background Traditional windmills have provided humans with a source of energy for centuries. The Netherlands has played a prominent role in the development of this sector due to its geographical aspects and has reclaimed large areas of land through a complex water management system driven by windmill power.

The traditional windmill has long kept its original concept, with a horizontal shaft connected to the wind vanes, which in turn was connected to a vertical shaft through a right-angle transmission. This system has worked well for hundreds of years.

It was only towards the end of the 1970s and early 80s that the windmill was seriously developed into modern turbines for generating electricity. Since the early 90s, the developments in wind technology have accelerated. Computer systems have been incorporated to optimize the utilization and efficiency of the turbines.

The Project The Lake Turkana Wind Power Project (LTWP) aims to provide 300 MW of reliable, low-cost wind power to the Kenya national grid, equivalent to approximately 20 % of the present installed electricity generating capacity. The Project is of strategic benefit to Kenya, and will be the largest single private investment in Kenya’s history. The signing of the financing documents took place in Nairobi on Monday 24 March 2014, and the wind farm will be fully operational at 300 MW by 2016. The wind farm site, covering 40 000 acres (162 km2), is located in Marsabit West County.

Not only will this be the largest single wind farm in sub-Saharan Africa, but it will have a reliable source of wind. The site lies between 450 m at the shore of Lake Turkana and 2300 m above sea level at the top of Mt Kulal. The area around the site has a unique geographical phenomenon whereby daily temperature fluctuations generate strong predictable wind streams between Lake Turkana and the desert hinterland.

Data collected and analysed since 2007 indicates that the site has some of the best wind resources in Africa, with consistent wind speeds of around 11 meters per second and winds from the same direction all the year round.

The CommunityMarsabit West County, where the Project is located, is among the poorest counties in Kenya, and the wind farm will generate the employment that is so needed in this area. The Project site was selected not only for its world-class wind resource but also because it is sparsely populated and occasionally used by nomadic pastoralists. Following the completion of the Project, the wind farm will be unfenced, and this will permit pastoralists to move around the site.



30

35

In addition, in order to avoid possible bird contact with the turbines, the much [ – X – ] wind farm is [ – 42 – ] at least 9 km from the shore of Lake Turkana. A 12-month ornithological study has already been [ – 43 – ] and annual controls will be carried out in the entire wind farm during the 20 year operations period.

It is [ – 44 – ] that by mid-2016 this Project will have [ – 45 – ] reliable and continuous clean power to satisfy up to 17 % of Kenya’s total energy needs.

Lake Turkana Wind Power Project. Used with permission.


Text E

Ione’s resolutions

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30

Ione always found great difficulty in making resolutions of any sort, even though she did it so often. Firstly she found it hard to keep her mind upon the subject; and secondly, she never knew how high a standard she wished to set for herself. After all, she did not want to be perfectly perfect.

She remembered that at the beginning of last term she had resolved three things, and she counted them off again and thought about them.

The first had been to do her homework on the night that it was given, neatly and well. This resolution had lasted almost until half-term. After that, she had had to renew it about every second Monday morning until the last week of the term, when she hadn’t bothered, since nothing mattered except the dancing display and the swimming competition.

The second resolution was not to tease her father’s guide dog, who was called Mandy. It was, she soon found, easy enough not to tease Mandy. Ione had only fallen into the habit through boredom in any case, and once the first few days of ignoring Mandy were over, Ione had decided that the old dog was more of a bore herself than the boredom that had led Ione into teasing her in the first place.

The last resolution had been to read to her father whenever she knew that he really wanted her to.

Ione’s father was blind. He was a university professor, who also wrote history books and articles. Whenever any history journals arrived in the early morning post, Professor Muffet would ask Ione, over breakfast, to read out the titles of the articles that were in them that month. And if any of them were about Sardinia, or Early Trade Routes, then he would twist about excitedly on his chair, and would say to Ione, as casually as he could manage, “If you’re not doing anything until the bus comes… perhaps just a paragraph?” Then he would trail off, waiting hopefully for her to reply.

Mostly she did read a couple of paragraphs out for him, before it was time to rush off to catch the bus. But sometimes she got up from the breakfast table in a hurry, and said that she had forgotten to feed Mandy or she had some homework to finish before she left.

Then he would smile at her, and say, “Oh well. It can wait. I don’t mind. You rush off.”

But she knew that he did mind really.

So Professor Muffet had to sit all day, wondering what was in the article on his table that he so much wanted to read.

Adapted from On the Summerhouse Steps by Anne Fine (Corgi Books, 2006). Used with permission.

N15/2/ABENG/HP2/ENG/TZ0/XX



Instructions to candidates

• Do not open this examination paper until instructed to do so.• Section A: choose one task. Each task is worth [25 marks].• Section B: write a personal response to the stimulus provided. The task is worth [20 marks].• The maximum mark for this examination paper is [45 marks].

Instructions destinées aux candidats

• N’ouvrez pas cette épreuve avant d’y être autorisé(e).• Section A : choisissez une tâche. Chaque tâche vaut [25 points].• Section B : exprimez votre opinion personnelle sur la réflexion fournie. La tâche vaut [20 points].• Le nombre maximum de points pour cette épreuve d’examen est de [45 points].

Instrucciones para los alumnos

• No abra esta prueba hasta que se lo autoricen.• Sección A: elija una tarea. Cada tarea vale [25 puntos].• Sección B: escriba una opinión personal al estímulo provisto. La tarea vale [20 puntos].• La puntuación máxima para esta prueba de examen es [45 puntos].

1 h 30 m

Wednesday 4 November 2015 (afternoon)Mercredi 4 novembre 2015 (après-midi)Miércoles 4 de noviembre de 2015 (tarde)

N15/2/ABENG/HP2/ENG/TZ0/XX– 2 –

Section A

Complete one of the following tasks. Write 250 to 400 words.

1. Cultural diversity

Some important archaeological remains have recently been discovered near your city. Write a proposal to the city council for the creation of a centre that could be used either by visitors to enjoy the site or by experts to study it.

2. Customs and traditions

Last year you were staying in an English-speaking country when Halloween was celebrated. Write a blog for readers in your country describing the custom of Halloween and saying what you and your friends did on that day.

3. Health

Last summer you worked for an organization that provides healthcare in developing countries. Write an article for your school magazine about what you did and why you feel the work of this organization is important.

4. Leisure

The capital of your country is actively marketing the city to English-speaking tourists and all local schools have been invited to take part in this important venture. Write a promotional pamphlet covering aspects from both the past and the present of the city.

5. Science and technology

You are taking part in a class debate on the motion: “Robots should not be used in factories because they take jobs from people.” Write your speech either agreeing or disagreeing with this motion.


Section B

Based on the following stimulus, give a personal response and justify it. Choose any text type that you have studied in class. Write 150 to 250 words.

6. Today, limitless information on the internet moves around the world at the click of a mouse. This may seem to provide the answer to every problem but how much of this information is really useful?

N16

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11 p

ages

/pág

inas

Mar

ksch

eme

Bar

ème

de n

otat

ion

Esqu

ema

de c

alifi

caci

ón

Nov

embe

r / N

ovem

bre

/ Nov

iem

bre

2016

Engl

ish

/ Ang

lais

/ In

glés

B

Hig

her l

evel

N

ivea

u su

périe

ur

Niv

el s

uper

ior

Pape

r / É

preu

ve /

Prue

ba 1

–

2 –

N16

/2/A

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1/E

NG

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Th

is m

arks

chem

e is

con

fiden

tial a

nd fo

r the

exc

lusi

ve u

se o

f exa

min

ers

in th

is e

xam

inat

ion

sess

ion.

It

is th

e pr

oper

ty o

f the

Inte

rnat

iona

l Bac

cala

urea

te a

nd m

ust n

ot b

e re

prod

uced

or d

istri

bute

d to

any

oth

er p

erso

n w

ithou

t the

aut

horiz

atio

n of

the

IB A

sses

smen

t Cen

tre.

Ce

barè

me

de n

otat

ion

est c

onfid

entie

l. S

on u

sage

est

rése

rvé

excl

usiv

emen

t aux

exa

min

ateu

rs p

artic

ipan

t à c

ette

ses

sion

. C

e ba

rèm

e de

not

atio

n es

t la

prop

riété

de

l’Org

anis

atio

n du

B

acca

laur

éat I

nter

natio

nal.

Tout

e re

prod

uctio

n ou

dis

tribu

tion

à de

tie

rces

per

sonn

es s

ans

l’aut

oris

atio

n pr

éala

ble

du c

entre

de

l’éva

luat

ion

de l’

IB e

st in

terd

ite.

Est

e es

quem

a de

cal

ifica

ción

es

conf

iden

cial

y p

ara

uso

excl

usiv

o de

lo

s ex

amin

ador

es e

n es

ta c

onvo

cato

ria d

e ex

ámen

es.

Es

prop

ieda

d de

l Bac

hille

rato

Inte

rnac

iona

l y n

o de

be s

er re

prod

ucid

o ni

di

strib

uido

a n

ingu

na o

tra p

erso

na s

in la

aut

oriz

ació

n de

l cen

tro d

e ev

alua

ción

del

IB.

–

3 –

N16

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1. F

or q

uest

ions

whe

re s

hort

answ

ers

are

requ

ired,

the

answ

er m

ust b

e cl

ear.

Do

not a

war

d th

e m

ark

if th

e an

swer

doe

s no

t mak

e se

nse

or if

the

addi

tiona

l inf

orm

atio

n m

akes

the

answ

er a

mbi

guou

s, in

corr

ect o

r inc

ompr

ehen

sibl

e.

2. A

llow

spe

lling

mis

take

s so

long

as

they

do

not h

inde

r com

preh

ensi

on o

r do

not c

hang

e th

e se

nse

of th

e ph

rase

. 3.

For

true

or f

alse

que

stio

ns, c

andi

date

s m

ay u

se a

tick

or a

cro

ss to

indi

cate

thei

r int

ende

d re

spon

se b

ut u

sage

mus

t be

cons

iste

nt. I

f a c

andi

date

writ

es

two

ticks

or t

wo

cros

ses

for t

he s

ame

answ

er a

war

d [0

]. If

a c

andi

date

ans

wer

s w

ith a

cro

ss a

nd a

tick

for t

he s

ame

answ

er, m

ark

the

tick

and

igno

re

the

cros

s.

4. F

or q

uest

ions

whe

re th

e ca

ndid

ate

has

to w

rite

a le

tter i

n a

box

(for e

xam

ple,

mul

tiple

cho

ice

ques

tions

), if

a ca

ndid

ate

has

writ

ten

two

answ

ers

– on

e in

th

e bo

x an

d on

e ou

tsid

e –

only

mar

k th

e an

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insi

de th

e bo

x.

5. T

he to

tal n

umbe

r of m

arks

for t

he q

uest

ion

pape

r is

[60]

. 1.

En

ce q

ui c

once

rne

les

ques

tions

pou

r les

quel

les

des

répo

nses

brè

ves

sont

atte

ndue

s, la

répo

nse

donn

ée d

oit ê

tre c

laire

. N

’attr

ibue

z pa

s de

poi

nts

si

la ré

pons

e n’

a au

cun

sens

ou

si le

s in

form

atio

ns s

uppl

émen

taire

s qu

’elle

con

tient

la re

nden

t am

bigu

ë, in

corr

ecte

ou

inco

mpr

éhen

sibl

e.

2. V

ous

pouv

ez a

utor

iser

les

faut

es d

’orth

ogra

phe

tant

qu’

elle

s ne

nui

sent

pas

à la

com

préh

ensi

on o

u qu

’elle

s ne

cha

ngen

t pas

le s

ens

de la

phr

ase.

3.

En

ce q

ui c

once

rne

les

ques

tions

de

type

vra

i ou

faux

, les

can

dida

ts p

euve

nt c

oche

r ou

mar

quer

d’u

ne c

roix

la ré

pons

e de

leur

cho

ix, m

ais

ils d

oive

nt

rest

er c

ohér

ents

. S

i un

cand

idat

a u

tilis

é de

ux c

oche

s ou

deu

x cr

oix

pour

la m

ême

répo

nse,

attr

ibue

z [0

]. S

i un

cand

idat

a ré

pond

u pa

r une

cro

ix e

t un

e co

che

à la

mêm

e qu

estio

n, p

rene

z en

com

pte

la c

oche

et i

gnor

ez la

cro

ix.

4. E

n ce

qui

con

cern

e le

s qu

estio

ns p

our l

esqu

elle

s le

can

dida

t doi

t écr

ire u

ne le

ttre

dans

une

cas

e (p

ar e

xem

ple,

dan

s le

cas

de

ques

tions

à c

hoix

m

ultip

le),

s’il

a do

nné

deux

répo

nses

diff

éren

tes,

l’un

e à

l’int

érie

ur d

e la

cas

e et

l’au

tre e

n-de

hors

, ne

pren

ez e

n co

mpt

e qu

e la

répo

nse

qui s

e si

tue

dans

la c

ase.

5. L

e no

mbr

e to

tal d

e po

ints

pou

r l’é

preu

ve d

’exa

men

est

de

[60]

. 1.

Las

pre

gunt

as q

ue re

quie

ran

una

resp

uest

a co

rta d

eben

resp

onde

rse

con

clar

idad

. N

o ot

orgu

e la

pun

tuac

ión

si la

resp

uest

a no

tien

e se

ntid

o o

si la

in

form

ació

n ad

icio

nal h

ace

que

la re

spue

sta

sea

ambi

gua,

inco

rrec

ta o

inco

mpr

ensi

ble.

2.

Per

mita

err

ores

de

orto

graf

ía s

iem

pre

y cu

ando

no

dific

ulte

n la

com

pren

sión

ni c

ambi

en e

l sen

tido

de la

ora

ción

. 3.

En

las

preg

unta

s de

ver

dade

ro o

fals

o, lo

s al

umno

s po

drán

indi

car l

a re

spue

sta

eleg

ida

con

un ti

c o

una

cruz

, per

o el

uso

de

los

sign

os d

ebe

ser

cohe

rent

e. S

i el a

lum

no m

arca

dos

tics

o d

os c

ruce

s en

la m

ism

a re

spue

sta,

oto

rgue

la p

untu

ació

n [0

]. S

i el a

lum

no re

spon

de m

arca

ndo

una

cruz

y

un ti

c en

la m

ism

a re

spue

sta,

pun

túe

el ti

c e

igno

re la

cru

z.

4. E

n la

s pr

egun

tas

que

requ

iera

n es

crib

ir un

a le

tra e

n un

a ca

silla

(por

eje

mpl

o, e

n la

s pr

egun

tas

de o

pció

n m

últip

le),

si e

l alu

mno

ha

escr

ito d

os

resp

uest

as (u

na d

entro

de

la c

asill

a y

la o

tra fu

era)

, pun

túe

únic

amen

te la

resp

uest

a m

arca

da d

entro

de

la c

asill

a.

5. E

l núm

ero

tota

l de

punt

os a

sign

ados

al c

uest

iona

rio d

e ex

amen

es

[60]

.

–

4 –

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Text

A —

Sm

artp

hone

s in

the

Cla

ssro

om: T

echn

olog

ical

tool

or t

otal

dis

trac

tion

Q

uest

ion

Targ

et a

nsw

er

Acc

ept

Do

not a

ccep

t M

arks

1.

D

, H, I

, J

In a

ny o

rder

, aw

ard

[1] f

or e

ach

corr

ect a

nsw

er.

4

2.

Le

ad b

y ex

ampl

e E

xact

wor

ding

onl

y.

1

3.

•

can

help

impr

ove

the

qual

ity o

f stu

dent

s’ w

ork

•

they

’re g

oing

to p

ut in

that

muc

h m

ore

wor

k

• (th

ey’re

not

just

impr

essi

ng m

e/th

e te

ache

r,) th

ey’v

e go

t to

impr

ess

othe

r stu

dent

s

• fu

rther

thei

r und

erst

andi

ng

• th

ey’re

sub

mitt

ing

to a

site

whe

re e

very

body

has

acc

ess

Oth

er w

ordi

ng w

ith th

e sa

me

mea

ning

. •

can

help

impr

ove

the

qual

ity o

f st

uden

ts

• st

uden

ts b

ecom

e m

ore

com

petit

ive

beca

use

they

’ve

got

to im

pres

s ot

her s

tude

nts

1

4.

ha

nds-

on (l

earn

ing)

E

xact

wor

ding

onl

y.

• ha

nds-

on (l

earn

ing)

app

roac

h •

hand

s-on

(lea

rnin

g) n

ow

1

5.

C

1

6.

C

1

7.

A

1

1.

To

tal

10

–

5 –

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Text

B —

Will

Hul

l stil

l be

here

in 1

00 y

ears

?

Que

stio

n Ta

rget

ans

wer

A

ccep

t D

o no

t acc

ept

Mar

ks

NO

TE: F

or th

e ju

stifi

catio

n in

que

stio

ns 8

to 1

2, a

llow

onl

y th

e qu

otat

ion

as g

iven

, pos

sibl

y w

ith a

few

add

ition

al w

ords

, pro

vide

d th

at

they

do

not m

ater

ially

alte

r the

mea

ning

. B

oth

true/

fals

e an

d qu

otat

ion

resp

onse

mus

t be

corr

ect f

or th

e m

ark.

8.

Fa

lse

(loca

l) au

thor

ities

are

not

taki

ng th

e cr

isis

(of r

isin

g se

a le

vels

) ser

ious

ly

•

The

addi

tion

of “w

arne

d th

at…

” to

the

targ

et a

nsw

er.

• Th

e ad

ditio

n of

“…, w

hich

cou

ld

see

wat

er ri

se b

y ov

er a

met

re

ever

y ye

ar” t

o th

e ta

rget

an

swer

.

1

9.

Fa

lse

(loca

l) co

unci

ls m

ust g

et to

geth

er w

ith th

e D

epar

tmen

t for

C

omm

uniti

es to

wor

k on

a n

atio

nal p

lan

(on

the

cris

is o

f cl

imat

e ch

ange

)

1

10.

Fa

lse

(How

ever

,) sc

ienc

e te

lls u

s th

at it

is g

oing

to b

e at

leas

t do

uble

this

pre

dict

ed ri

se

Th

e ad

ditio

n of

“the

y ar

e pl

anni

ng

for a

60

cm ri

se b

y 21

00” t

o th

e ta

rget

ans

wer

. 1

11.

Tr

ue

ther

e is

no

cent

ral i

ntel

ligen

ce (o

n th

is is

sue)

no

cen

tral i

ntel

ligen

ce o

n th

is

issu

e “n

o ce

ntra

l int

ellig

ence

” on

its o

wn

1

12.

Tr

ue

(Dr.

Elli

s’s

com

men

ts c

ome

afte

r it)

was

pre

dict

ed e

arlie

r th

is y

ear t

hat h

undr

eds

of h

omes

will

dis

appe

ar

Th

e ad

ditio

n of

“fro

m th

e E

ast

Yor

kshi

re c

oast

ove

r the

nex

t ce

ntur

y” to

the

targ

et a

nsw

er.

1

13.

m

ore

than

200

hom

es

Exa

ct w

ordi

ng o

nly.

“2

00 h

omes

” with

out “

mor

e th

an”

1

14.

(a

n av

erag

e of

) alm

ost t

wo

met

res

E

xact

wor

ding

onl

y.

• “(

an a

vera

ge o

f) tw

o m

etre

s”

with

out “

alm

ost”

• al

mos

t tw

o m

etre

s a

year

1

15.

m

ore

than

18

met

res

(in s

ome

plac

es)

mor

e th

an 1

8 m

etre

s in

som

e ca

ses

“18

met

res

(in s

ome

plac

es)”

w

ithou

t “m

ore

than

” 1

16.

th

at is

muc

h ch

eape

r tha

n pr

otec

ting

them

(, a

ccor

ding

to

it is

muc

h ch

eape

r tha

n pr

otec

ting

• “T

hat i

s ch

eape

r tha

n pr

otec

ting

1

–

6 –

N16

/2/A

BE

NG

/HP

1/E

NG

/TZ0

/XX

/M

expe

rts)

them

(, a

ccor

ding

to e

xper

ts)

them

” with

out “

muc

h”

• co

asta

l ero

sion

•

“is m

uch

chea

per t

han

prot

ectin

g th

em (,

acc

ordi

ng to

ex

perts

)” w

ithou

t “th

at” o

r “it”

17.

fo

rced

to m

ove

to a

saf

er a

rea

(with

no

com

pens

atio

n sc

hem

e in

pla

ce)

Exa

ct w

ordi

ng o

nly.

•

“forc

ed to

mov

e” w

ithou

t “to

a

safe

r are

a”

• be

ing

forc

ed to

mov

e to

a s

afer

ar

ea (w

ith n

o co

mpe

nsat

ion

sche

me

in p

lace

)

1

18.

ris

ing

tem

pera

ture

s / g

loba

l war

min

g cl

imat

e ch

ange

•

mel

ting

ice

caps

and

gla

cier

s be

caus

e of

risi

ng te

mpe

ratu

res

• gl

obal

war

min

g an

d m

eltin

g ic

e ca

ps

1

19.

D

B

1

20.

B

1

2.

To

tal

13

–

7 –

N16

/2/A

BE

NG

/HP

1/E

NG

/TZ0

/XX

/M

Text

C —

The

Gan

gste

r We

Are

All

Look

ing

For

Q

uest

ion

Targ

et a

nsw

er

Acc

ept

Do

not a

ccep

t M

arks

21.

B

1

22.

A

1

23.

C

1

24.

D

1

25.

a •

EITH

ER (t

he s

tude

nts

at m

y A

mer

ican

sch

ool)

form

ed a

lin

e (a

t the

edg

e of

the

blac

ktop

) O

R in

a li

ne (,

my

clas

s w

alke

d in

to a

big

room

, with

ro

ws

of p

last

ic g

reen

mat

s)

• (th

e) lo

ud b

ell r

ang

(at t

he e

nd o

f rec

ess)

•

ever

yone

lay

dow

n on

a m

at (w

ith e

yes

shut

) •

(eye

s sh

ut u

ntil

we

wer

e) g

iven

a s

igna

l (to

ope

n ou

r ey

es a

gain

)

Any

two

from

Tar

get a

nsw

er. I

n an

y or

der,

awar

d [1

] for

eac

h co

rrec

t ans

wer

.

• D

isal

low

two

mar

ks fo

r an

answ

er u

sing

the

wor

d “li

ne”

twic

e –

eg “f

orm

ed a

line

” and

“in

a li

ne” s

houl

d on

ly re

ceiv

e on

e m

ark.

•

“loud

bel

l (at

the

end

of re

cess

)”

with

out “

rang

” •

“lay

dow

n on

a m

at (w

ith e

yes

shut

)” w

ithou

t “ev

eryo

ne”

1

b

1

26.

(I

alw

ays

sat u

p) b

efor

e he

cou

ld to

uch

me

Exa

ct w

ordi

ng o

nly.

1

27.

cl

ose

your

/her

eye

s •

clos

ing

your

/her

eye

s •

clos

e/cl

osin

g (th

e) e

yes

1

28.

(th

e w

hite

) cei

ling

on (t

he w

hite

cei

ling)

in

(the

whi

te) c

eilin

g at

(the

whi

te) c

eilin

g 1

29.

w

hen

I was

lyin

g in

the

fishi

ng b

oat (

on th

e se

a)

• w

hen

she/

(the)

nar

rato

r was

ly

ing

in th

e fis

hing

boa

t (on

the

sea)

•

whe

n I/s

he/(t

he) n

arra

tor w

as

lyin

g on

the

fishi

ng b

oat

• “w

hen

she

was

on

the

fishi

ng

boat

” with

out “

lyin

g”

• “ly

ing

on th

e fis

hing

boa

t” w

ithou

t “w

hen

I/(th

e)

narr

ator

/she

was

”

1

30.

(th

e) th

read

1

31.

(a

) sle

epin

g bo

dy /

(a) s

leep

ing

stud

ent

• (th

e) s

leep

ing

bodi

es (o

f •

“stu

dent

/stu

dent

s” O

R

1

–

8 –

N16

/2/A

BE

NG

/HP

1/E

NG

/TZ0

/XX

/M

stud

ents

) •

(the)

sle

epin

g st

uden

ts

• th

e sl

eepi

ng s

tude

nt

• th

e sl

eepi

ng b

ody

“bod

y/bo

dies

” with

out

“sle

epin

g”

• ch

ildre

n

32.

C

1

3.

To

tal

13

–

9 –

N16

/2/A

BE

NG

/HP

1/E

NG

/TZ0

/XX

/M

Text

D —

Alc

hem

y C

omed

y: “

The

Imm

igra

nt D

iarie

s” a

nd th

e Si

x-Pa

ck S

ensa

tion

Q

uest

ion

Targ

et a

nsw

er

Acc

ept

Do

not a

ccep

t M

arks

33.

(a

n) a

ll-fe

mal

e lin

e of

com

edia

ns a

nd s

tory

telle

rs /

“The

Im

mig

rant

Dia

ries”

•

wat

chin

g “T

he Im

mig

rant

D

iarie

s”

• “A

n al

l-fem

ale

line

of c

omed

ians

an

d st

oryt

elle

rs a

t the

Alc

hem

y Fe

stiv

al” o

r equ

ival

ent

• Th

e ad

ditio

n of

“pro

gram

me”

or

“(co

med

y) s

how

” to

the

targ

et

answ

er.

• “A

lche

my

Fest

ival

” on

its o

wn

• A

lche

my

Fest

ival

, an

all-f

emal

e lin

e of

com

edia

ns a

nd

stor

ytel

lers

•

The

verb

atim

cop

ying

of “

One

of

the

mos

t dar

ing

prog

ram

mes

of

all i

n th

e A

lche

my

Fest

ival

was

an

all-

fem

ale

line

of c

omed

ians

an

d st

oryt

elle

rs.”

1

34.

B

1

35.

E

1

36.

D

1

37.

J

1

38.

al

l cor

ners

E

xact

wor

ding

onl

y.

• al

l bac

kgro

unds

•

all w

alks

of l

ife

1

39.

su

ccin

ct

Exa

ct w

ordi

ng o

nly.

1

40.

tra

ilbla

zers

E

xact

wor

ding

onl

y.

1

41.

A

1

42.

A

1

43.

D

1

4.

To

tal

11

–

10 –

N

16/2

/AB

EN

G/H

P1/

EN

G/T

Z0/X

X/M

Text

E —

Edu

catio

n: th

e m

ost p

ower

ful i

nves

tmen

t in

our f

utur

e

Que

stio

n Ta

rget

ans

wer

A

ccep

t D

o no

t acc

ept

Mar

ks

44.

rig

ht

1

45.

be

tter h

ealth

/ m

ore

OR

bet

ter e

duca

tion

Oth

er w

ordi

ng w

ith th

e sa

me

mea

ning

, inc

ludi

ng:

• he

alth

ier

• ch

ildre

n ar

e he

alth

ier b

ecau

se

thei

r mot

hers

wen

t to

scho

ol

• ch

ildre

n ar

e m

ore

educ

ated

be

caus

e th

eir m

othe

rs w

ent t

o sc

hool

• ca

n pu

t peo

ple

on a

pat

h to

war

ds g

ood

heal

th

• he

alth

ier c

hild

ren

• “g

ood”

inst

ead

of “b

ette

r” h

ealth

•

“hea

lth” o

r “ed

ucat

ion”

with

out

“bet

ter”

or “

mor

e”

• Th

e ve

rbat

im c

opyi

ng o

f “th

e be

nefit

s of

girl

s’ e

duca

tion

exte

nd to

thei

r ow

n ch

ildre

n w

ho a

re o

ften

heal

thie

r and

m

ore

educ

ated

bec

ause

thei

r m

othe

rs w

ent t

o sc

hool

.”

1

46.

th

ose

mos

t den

ied

it th

roug

h no

faul

t of t

heir

own

Oth

er w

ordi

ng w

ith th

e sa

me

mea

ning

. ch

ildre

n fro

m p

oor f

amili

es

1

47.

a (S

o, th

ere

is) n

o tim

e to

lose

In

any

ord

er, a

war

d [1

] for

eac

h co

rrec

t ans

wer

. E

xact

wor

ding

onl

y.

1

b

(we

mus

t) in

vest

toda

y 1

48.

I

1

49.

E

1

50.

C

1

51.

A

1

52.

if

1

53.

ho

wev

er

1

54.

si

mila

rly

1

–

11 –

N

16/2

/AB

EN

G/H

P1/

EN

G/T

Z0/X

X/M

55.

de

spite

1

5.

To

tal

13







• Write your session number in the boxes above.• Do not open this booklet until instructed to do so.• This booklet contains all the paper 1 questions.• Refer to the text booklet which accompanies this booklet.• Answer all of the questions in the boxes provided. Each question is allocated [1 mark] unless

otherwise stated.• The maximum mark for this examination paper is [60 marks].


• Écrivez votre numéro de session dans les cases ci-dessus.• N’ouvrez pas ce livret avant d’y être autorisé(e).• Ce livret contient toutes les questions de l’épreuve 1.• Référez-vous au livret de textes qui accompagne ce livret.• Répondez à toutes les questions dans les cases prévues à cet effet. Sauf indication

contraire, chaque question vaut [1 point].• Le nombre maximum de points pour cette épreuve d’examen est de [60 points].


• Escriba su número de convocatoria en las casillas de arriba.• No abra este cuaderno hasta que se lo autoricen.• Este cuaderno contiene todas las preguntas de la prueba 1.• Consulte el cuaderno de textos que acompaña a este cuaderno.• Conteste todas las preguntas en las casillas provistas. Cada pregunta vale [1 punto] salvo que

se indique lo contrario.• La puntuación máxima para esta prueba de examen es [60 puntos].

1 h 30 m

Wednesday 2 November 2016 (morning)Mercredi 2 novembre 2016 (matin)Miércoles 2 de noviembre de 2016 (mañana)

16EP01


Text A — Smartphones in the classroom: Technological tool or total distraction

1. From statements A to J, select the four that are true according to text A. Write the appropriate letters in the boxes provided. [4 marks]

Example: A

A. Julie Kerr believes students must concentrate more on lessons.

B. Pretty River students were expecting the ban on smartphones.

C. The new rule has had almost no impact on students at Pretty River.

D. Pretty River teachers also comply with the ban.

E. Most teachers in the province agree with the ban.

F. The Toronto District School Board also prohibits smartphones in the classroom.

G. Velisa Anusic is not a great supporter of social media in class.

H. Karanvir Sidhu thinks the ban is illogical.

I. AdministratorsatPrettyRiverareconfidentofsuccessoftheirpolicy.

J. Elias Andersen and Kenzi Savill reacted differently to the ban.


2. Which phrase between lines 13 and 17 indicates that teachers are expected to be role models?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3. Give one reason why Velisa Anusic believes technology and social media can help to motivate students.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4. Which short phrase between lines 30 and 33 indicates Pretty River Academy’s current educational approach?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

16EP02



Choose the correct answer from A, B, C, or D. Write the letter in the box provided.

5. In line 5 the phrase “takes away from” is closest in meaning to…

A. separates. B. postpones.C. distracts.D. misleads.

6. In line 10, the phrase “all that jazz” means “all that…”

A. type of nonsense. B. information.C. kind of thing.D. music.

7. The purpose of this text is to…

A. report on the banning of smartphones in class. B. defend the use of smartphones in class.C. promote the use of smartphones in class.D. criticise the banning of smartphones in class.

16EP03


Please do not write on this page.

Answers written on this page will not be marked.

Veuillez ne pas écrire sur cette page.

Les réponses rédigées sur cette page ne seront pas corrigées.

No escriba en esta página.

Las respuestas que se escriban en esta página no serán corregidas.

16EP04



Text B — Will Hull still be here in 100 years?

The sentences below are either true or false. Tick [] the correct response then justify it with a relevant brief quotation from the text. Both a tick [] and a quotation are required for one mark.

True False

Example: The city of Hull may disappear.

Justification: . . . . . . . . . . . .Hull may be wiped off the map . . . . . . . . . . . . . . . . . . . . . . . . .

8. Local governments are addressing the dangers associated with rising sea levels.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

9. Local authorities need to come up with their own solutions.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

10. Scientificpredictionsareinlinewithwhatthelocalauthoritiesestimate.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

11. A coordinated plan is not in place.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12. DrEllisisnotthefirsttopredictthedangerofcoastalerosion.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

16EP05


Choose the correct phrases from the text to complete the following sentences. Base your answers on information as it appears in lines 18 to 38.

Example: According to Dr Ellis, one inevitable consequence of rising sea levels will be…

. . . . . . . . . . . . . . . . . . . . . . . . . moving populations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

13. The area between Flamborough Head and Spurn Point will lose…

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

14. Generally, each year the sea advances by…

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

15. In the worst cases the coastline is disappearing each year by…

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

16. Many properties will be allowed to fall into the sea because…

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

17. Affected homeowners will be…

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


18. According to the text, what is the root cause of the increase in sea levels?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

16EP06




19. Which word could best replace the word “rampant” in line 24?

A. Heartless B. DestructiveC. UnwelcomeD. Uncontrolled

20. The style of the text can be best described as…

A. dramatic. B. factual.C. indifferent.D. persuasive.

16EP07


Text C — The Gangster We Are All Looking For


21. The narrator asks herself, “Was that where I had come from?” (line 7) because…

A. she had no idea where she had been born. B. she did not know where her country was in relation to America.C. she thought that her country was an island.D. she wanted to go back to her home country.

22. Onherfirstdayofschool,thenarratorfeels…

A. self-conscious. B. confident.C. angry.D. discouraged.

23. In lines 15 to 20, the narrator compares herself to her former teacher because…

A. she also walks with a limp. B. she feels she is also in charge of other students.C. she is also incapable of joining in.D. she is also a great runner.

24. By staring at the ceiling and remembering her daydreams on the boat, what does the narrator wish to achieve?

A. Toreliveherexperiencesonthefishingboat. B. To pull an imaginary thread and tear the sky open.C. To see patterns in the ceiling to keep herself awake.D. To be reunited with her family and home.


25. Find two phrases between lines 21 and 24 which indicate that the school day at the narrator’s American school is very regimented. [2 marks]

(a) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(b) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

26. Which phrase between lines 35 and 39 indicates that the narrator is mistrustful of strangers?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

16EP08



Complete the following table by indicating to whom or to what the word/s underlined refer/s.


Example: …gave it a spin… (line 4) “it” . . . . . . . . . . . . the globe . . . . . . . . . . .

27. That will help (line 26) “that” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

28. …shapes I saw there… (lines 27 and 28) “there” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

29. At that time, I thought… (line 30) “at that time” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

30. …and focus on it… (lines 32 and 33) “it” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

31. …touching the star to one after another (lines 37 and 38) “another” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


32. The events in this extract…

A. happen in different places but at the same time. B. followasingletimelinefromstarttofinish.C. alternate between different time frames.D. focus on more than one main character.

16EP09


Text D — Alchemy Comedy: “The Immigrant Diaries” And The Six-Pack Sensation


33. What proved to be “an amazing experience for all” (line 4)?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Matchthefirstpartofthesentencewiththeappropriateendingontheright.Writetheappropriateletterin the boxes provided.

Example: “The Immigrant diaries”… H

34. One of the central themes of the evening…

35. The reviewer thought the show…

36. The audience…

37. An impressive quality of the show…

A. was embarrassing.

B. concerned cultural identity.

C. was a series of stand-up performances.

D. was able to experience a range of emotions.

E. was surprisingly good.

F. was its variety.

G. was able to laugh at themselves.

H. was one part of the Alchemy Festival.

I. was immigration.

J. was its uniqueness.

Find the words in the text which mean the following.

Example: social classes (line 33)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . walks of life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

38. different parts (lines 30 to 38)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

16EP10



39. to the point (lines 30 to 38)

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40. innovators (lines 39 to 44)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


41. The phrase “the bit in between both” (line 17) refers to…

A. the area where the two cultures overlap. B. differences between opinion and reality.C. a point of agreement.D. different events at the festival.

42. The author gave the title “The Six-Pack Sensation” because…

A. the audience laughed so hard. B. there were six different comedians.C. the comedians came from all over Britain.D. the audience experienced a variety of emotions.

43. According to the writer, the purpose of the evening of comedy was to...

A. make fun of attitudes towards immigration. B. describehowbesttofitintoBritishsociety.C. protest against racism in British society.D. make light of contemporary issues in the UK.

16EP11


Text E — Education: the most powerful investment in our future


44. Which word between lines 1 and 3 is the closest in meaning to “moral”?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

45. According to lines 4 to 9, what might the next generation gain by having an educated parent? Give one example.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

46. According to lines 4 to 9, which group of children stand to gain the most from investment in education?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

47. Which two phrases between lines 25 and 26 sum up the writer’s need for swift and effective action? [2 marks]

(a) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(b) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Find the word in the right-hand column that could meaningfully replace one of the words on the left.

Example: remote (line 8) B

48. accountable (line 13)

49. equitable (line 15)

50. allocated (line 18)

51. prosperous (line 26)

A. well-off

B. isolated

C. given

D. productive

E. just

F. deserted

G. charged

H. suitable

I. responsible

J. reasonable

16EP12


Which words go in the gaps between lines 19 and 24? Choose the words from the list and write them in the boxes provided.

because despite for example if on average

besides even though however in contrast similarly

Example: [ – X – ] . . . . . . . . . . . . . . . . . . . . . . . on average . . . . . . . . . . . . . . . . . . . . . . . . . . .

52. [ – 52 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

53. [ – 53 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

54. [ – 54 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

55. [ – 55 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

16EP13







16EP14







16EP15







16EP16

© International Baccalaureate Organization 201611 pages/páginas







1 h 30 m

8816 – 2226

Wednesday 2 November 2016 (morning)Mercredi 2 novembre 2016 (matin)Miércoles 2 de noviembre de 2016 (mañana)




Text A

Smartphones in the classroom: Technological tool or total distraction

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TORONTO – Pretty River Academy in Collingwood has banned cellphone use in the classroom.

“It’s a distraction for both staff and students,” said Julie Kerr, head of administration at Pretty River. “As long as texting is going on, it takes away from what they’re supposed to be doing in class.”

It was a surprising start to the school year for students. Smartphones are kept in students’ lockers or in a basket until the end of class.

“I miss it. I like texting, Facebook and all that jazz,” said Kenzi Savill, a Grade 12 student at Pretty River. “It’s a big change not to have it. It was shocking. I didn’t realize how much I did check it until they banned it.”

Staff also have to hand in their smartphones which are kept in a basket in the administration office.

“If you don’t lead by example, then it’s not going to work,” said Kerr.

Educators appear to have mixed opinions on whether or not smartphones belong in the classroom.

The Toronto District School Board banned cellphones in classrooms in 2007 but years later reversed the decision.

“They are just part of today’s education system and we need to adapt to it,” said Velisa Anusic, the head of the math department at Castlebrooke Secondary School in Brampton. Anusic believes using technology and social media can help improve the quality of students’ work.

“When they’re submitting work, they’re submitting to a site where everybody has access. Then they’re going to put in more work because they’re not just impressing me, they’ve got to impress 29 other peers,” Anusic said. “I feel like it’s not a crutch; it’s something they use to further their understanding.”

Karanvir Sidhu, a Grade 12 student at Castlebrooke agrees. “If they’re saying ‘prepare for the real world’, why aren’t they letting us use the devices the real world is using?”

Removed for copyright reasons



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Officials at Pretty River Academy say they are not worried about students lagging behind technologically. “Our children are still using laptops when needed,” said Kerr. “In the classroom, the cellphone was used for distraction purposes only. I think it’s more hands-on learning now.”

Elias Andersen is a Grade 9 student who says that, while he sometimes misses being able to check his phone during class, “Being able to check texts after school and at recess is okay because you don’t always need to have your phone on you and be checking texts.”

Adapted from www.globalnews.ca (2014)


Text B

Removed for copyright reasonsPlease go to: http://www.dailymail.co.uk/news/article-3101305/Will-Hull-100-years-Experts-warn-rising-sea-levels-wipe-city-map.html



Removed for copyright reasonsPlease go to: http://www.dailymail.co.uk/news/article-3101305/Will-Hull-100-years-Experts-warn-rising-sea-levels-wipe-city-map.html


Text C

The Gangster We Are All Looking For

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I was the only Vietnamese student at my school. On the first day of class, the teacher introduced me to the other students by holding a globe in one hand as she gave it a spin with the other, and then pointing with her finger at an S-shaped curve near a body of water.

Was that where I had come from?

As I stood before them in a dress the color of an Easter egg, with my feet encased in clear plastic sandals, the other students looked at the globe and then back at me again. Some whispered behind their hands. Some just stared.

At recess that first day of school, as I stood in the shadow of a big electrical box on the edge of the playground, I missed my older brother. Could he see me standing here? Was he wondering why I wasn’t playing with the other children? Wasn’t I exactly like our limp-footed schoolmaster in Vietnam? The one who used to stand in the doorway of the schoolhouse and watch his students run up and down the beach yelling,

“Hey! Who can run faster than me?”“Who can jump higher than this?”“Who can swim past the horizon and back before the end of recess?”

When the loud bell rang at the end of recess, the students at my American school formed a line at the edge of the blacktop. In a line, my class walked into a big room with rows of plastic green mats on the floor. Everyone lay down on a mat with eyes shut until we were given a signal to open our eyes again.

“Go to sleep now,” the teacher would say. “If you can’t sleep, close your eyes and try to rest. Close your eyes. That will help.”

I lay on the green mat and stared at the white ceiling and studied the shapes I saw there: a chair, a tree trunk, the worried face of an old man, a sliver of moon.

I began to play with the ceiling, a game that I used to play with the sky when I was lying in the fishing boat on the sea. At that time, I thought that everyone and everything I missed was hovering behind the sky. The game involved looking for a




35

seam to the sky, a thread I could pull. I told myself that if I could find the thread and focus on it hard enough with my eyes, I could tear the sky open and my mother, my brother, my grandfather, my flip-flops, my favorite shells, would all fall down to me.

Before I could find the thread that would split the ceiling wide open, a student wearing a cape and holding a silver stick with a shiny star at its tip would come around to wake us. The star-holder shuffled quietly among the sleeping bodies, touching the star to one after another. The sleeping students stirred and woke. But when the star-holder came to wake me; I always sat up before he could touch me.

Adapted from lê thi diem thúy, The Gangster We Are All Looking For (2004)


Text D

Alchemy Comedy: “The Immigrant Diaries” And The Six-Pack Sensation

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Chayya SyalMay 27, 2014

One of the most daring programmes of all in the Alchemy Festival was…wait for it…an all-female line of comedians and storytellers. It proved to be an amazing experience for all…

We are currently living in a politically charged environment where terms such as unemployment, immigration and ethnic minority are more explosive than a barrel of gunpowder next to a box of lighters. What better way to counter such a tense atmosphere than with a bit of comedy?

Ticket in tow, I headed down to London’s Southbank Centre to watch the “The Immigrant Diaries”; one of many shows and events that form a part of Alchemy – a festival that celebrates South Asian, British Asian culture and the bit in between both!

Usually, I find myself cringing or wanting to curl up in a ball when I see a fellow South Asian on stage or on television. I usually utter the prayer of: “Don’t embarrass us, please don’t embarrass us” but “The Immigrant Diaries” was a far cry from this.

The event was split into two halves. The first half featured Shobu Kapoor, Shyama Perera, Juliet Meyers and our host Sajeela Kershi. Each told stories of their own British immigrant experience.

It made you laugh, feel emotional and put you into deep thought all at once, as all four spoke of what life was really like being an immigrant or being brought up by immigrant parents.

My favourite quote of the night was made by Kershi: “Immigrants keep British culture alive, because they desperately want to ‘fit in’ with British life. Events like Christmas are an immigrant family’s dream come true – it’s a chance for them to try and ‘fit in’ with their fellow neighbours and have something in common.”

It was nothing like I’d known: an all-female comedian troupe who were confident, intelligent, inspiring and empowering yet original. The audience were extremely engaged and thoroughly enjoyed themselves. They came from all backgrounds, all walks of life and different ethnicities; a true cross section of what London and Great Britain is.




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The second half moved onto stand-up comedy – this featured some extraordinary talent from all corners of the UK, from Glasgow, Bradford and Coventry down to London.

All four female stand-up comedians were witty, succinct, and came with their own individual style of comedy that made some members of the audience laugh so much that they should have ended up with a six-pack by the end of the night.

It was a truly unforgettable night and one that has left me feeling an immense sense of pride, inspiration and encouragement.

These female comedians are trailblazers and I felt so encouraged to see women of a similar background to me on stage and confidently expressing themselves in a novel, humorous and intelligent manner.Rating: ***** (out of five!)

By permission http://www.asianculturevulture.com

N 16 /2/ABENG/HP1/ENG/TZ0/XX/T– 10 –

Text E

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HOME FEATURES LIFESTYLE TRAVEL MUSIC ABOUT ME CONTACT ME

Education: the most powerful investment in our future

Yoka Brandt

More than two decades of experience in development have shown me how education can make a lasting difference to children’s lives. Moreover, investing in education isn’t just the right thing to do, it’s smart economics.

Education can put people on a path towards good health, empowerment and employment. And the benefi ts of girls’ education extend to their own children who are often healthier and more educated because their mothers went to school.

The children who would most benefi t from an education are those most denied it through no fault of their own. Perhaps their families are poor. Perhaps they live in remote areas or belong to nomadic communities.

So, what do we have to do to get more children in school and learning?

First, we must invest more in education.

Second, we must invest more effectively: in learning; expanding preschool; abolishing school fees; improving learning assessment; and being more accountable to communities for education results.

And third, the investment must be more equitable so that the children who are most in need have access to quality learning.


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Consider this: on average, in low-income countries, about half of all public education resources are allocated to the 10 % of students that are most educated.

Evidence shows that, [ – X – ], each additional year of education boosts a person’s income by 10 % and increases a country’s GDP* by 18 %. Some researchers estimate that [ – 52 – ] every child learned to read, around 170 million fewer people would live in poverty.

[ – 53 – ], there’s an education crisis. Right now, in 2015, more than 120 million children are out of school. [ – 54 – ], we face a learning crisis. An estimated 130 million children cannot read or count [ – 55 – ] reaching Grade 4.

So, there is no time to lose. Educated children are at the heart of healthy, productive and prosperous societies. If that is the future we want tomorrow, we must invest today.

Adapted from www.blogs.unicef.org (2015)

* GDP: “Gross domestic product” is a measure of a country’s total economic activity.










1 h 30 m

Thursday 3 November 2016 (morning)Jeudi 3 novembre 2016 (matin)Jueves 3 de noviembre de 2016 (mañana)


Section A



Your school is to be featured in the next issue of an international education magazine. Write the article that will appear in this magazine, which describes the different ways in which your school assists students who are learners of English to develop their communication skills in this language.


Social media are changing the ways in which we interact with each other. Write a blog entry describing a recent development in social media and explaining some of the ways it is altering our manners and customs.

3. Health

You are taking part in a class debate on the motion: “Sport is essential to health and happiness”. Write the text of your opening speech either agreeing or disagreeing with this motion.

4. Leisure

You recently attended a fundraising concert at your school at which a former student, now a famous musician, took part. Write a review of the event to be published in your school newspaper.


There is a national campaign to lessen the negative impact of humans on the environment. Write a proposal for the school management, suggesting ways in which your school could use technology to reduce its consumption of resources.


Section B


6. “They always say time changes things, but you actually have to change them yourself.”

Andy Warhol


14 pages/páginas

Marking notes Remarques pour la notation

Notas para la corrección

November / Novembre / Noviembre 2016



Nivel superior



These marking notes are confidential and for the exclusive use of examiners in this examination session. They are the property of the International Baccalaureate and must not be reproduced or distributed to any other person without the authorization of the IB Assessment Centre. Ces remarques pour la notation sont confidentielles. Leur usage est réservé exclusivement aux examinateurs participant à cette session. Ces remarques sont la propriété de l’Organisation du Baccalauréat International. Toute reproduction ou distribution à de tierces personnes sans l’autorisation préalable du centre de l’évaluation de l’IB est interdite. Estas notas para la corrección son confidenciales y para el uso exclusivo de los examinadores en esta convocatoria de exámenes. Son propiedad del Bachillerato Internacional y no se pueden reproducir ni distribuir a ninguna otra persona sin la autorización previa del centro de evaluación del IB.


Section A

Criterion A: Language • How effectively and accurately does the student use language?

Marks Level descriptor 0 The work does not reach a standard described by the descriptors below.

1–2 Command of the language is limited and generally ineffective. A limited range of vocabulary is used, with many basic errors. Simple sentence structures are sometimes clear.

3–4 Command of the language is generally adequate, despite many inaccuracies. A fairly limited range of vocabulary is used, with many errors. Simple sentence structures are usually clear.

5–6 Command of the language is effective, despite some inaccuracies. A range of vocabulary is used accurately, with some errors. Simple sentence structures are clear.

7–8 Command of the language is good and effective. A wide range of vocabulary is used accurately, with few significant errors. Some complex sentence structures are clear and effective.

9–10 Command of the language is very effective. A wide range of vocabulary is used accurately and effectively, with very few errors. Complex sentence structures are clear and effective.

Clarification Word count At HL, students are required to write a minimum of 250 words in section A and 150 words in section B. Failure to write the minimum number of words will result in a [1 mark] penalty under criterion A. There is no penalty for exceeding 400 words in section A or 250 words in section B: the whole text should be taken into consideration in the award of marks. Language Not all errors have the same importance, and examiners should bear this in mind. Some errors affect the communication of meaning significantly, and others do not. Also, some errors indicate a fundamental lack of command of the language, while others may simply indicate a moment of forgetfulness. SLIPS – mistakes at all levels of difficulty, but erratic and occasional – eg the candidate normally forms past tenses well, but occasionally forgets “-ed”. FLAWS – errors occur more regularly, particularly in certain structures – eg past tenses are formed correctly quite often, but are not really reliable, and there may be basic confusions (eg past simple versus present perfect). GAPS – some structures are rarely correct, or simply don’t appear – eg the past tenses are needed, but do not appear. A good answer will have very few language gaps, if any, and slips or flaws very rarely affect meaning.


Criterion B: Message

• How clearly can the student develop and organize relevant ideas?


1–2

The message has not been communicated. The ideas are irrelevant and/or repetitive. The development of ideas is confusing; supporting details are limited and/or not appropriate.

3–4

The message has been partially communicated. The ideas are relevant to some extent. The development of ideas is evident at times; supporting details are sometimes appropriate.

5–6 The message has been communicated fairly well. The ideas are mostly relevant. The development of ideas is coherent; supporting details are mostly appropriate.

7–8 The message has been communicated well. The ideas are relevant. The development of ideas is coherent and effective; supporting details are appropriate.

9–10

The message has been communicated very well. The ideas are relevant and effective. The development of ideas is coherent and thorough; supporting details are highly appropriate.


Question 1: Cultural diversity Your school is to be featured in the next issue of an international education magazine. Write the article that will appear in this magazine, which describes the different ways in which your school assists students who are learners of English to develop their communication skills in this language.

3–4

• mentions no basic information about the school and the language-learning context • includes no distinct technique for developing communication skills in English • describes the ‘way’ or ‘ways’ unclearly and/or superficially • uses very few paragraphs and cohesive devices to structure the development of

ideas.

5–6

• mentions a little basic information about the school and the language-learning context

• includes only one distinct technique for developing communication skills in English; may refer unclearly to others

• describes the technique vaguely, (perhaps supported with an occasional example) • uses a few paragraphs and cohesive devices to structure the development of ideas.

7–8

• mentions some basic information about the school and the language-learning context • includes a couple of distinct techniques for developing communication skills in

English; may refer superficially to others • describes the techniques fairly clearly, with some detail (perhaps supported with

simple examples) • uses competently paragraphs and cohesive devices to structure the development of

ideas.

9–10

• mentions relevant basic information about the school and the language-learning context

• includes three or more distinct techniques for developing communication skills in English

• describes the techniques lucidly and in detail (perhaps supported with directly relevant examples)

• uses skilfully paragraphs and cohesive devices to structure the development of ideas.


Question 2: Customs and traditions Social media are changing the ways in which we interact with each other. Write a blog entry describing a recent development in social media and explaining some of the ways it is altering our manners and customs.

3–4

• identifies only a trend in social media • describes the trend unclearly • explains (whether in detail or superficially) only one way in which social relationships

(‘manners and customs’) are affected • uses very few paragraphs and cohesive devices to structure the development of

ideas.

5–6

• identifies a general trend more than a development in social media • describes the trend vaguely • explains superficially only two ways in which social relationships (‘manners and

customs’) are affected • uses a few paragraphs and cohesive devices to structure the development of ideas.

7–8

• identifies a generalised development in social media • describes the development reasonably clearly • explains in some detail only two ways in which social relationships (‘manners and

customs’) are affected • uses competently paragraphs and cohesive devices to structure the development of

ideas.

9–10

• identifies a specific development in social media • describes the development clearly and effectively • explains in detail at least three ways in which social relationships (‘manners and

customs’) are affected • uses skilfully paragraphs and cohesive devices to structure the development of ideas

effectively.


Question 3: Health You are taking part in a class debate on the motion: “Sport is essential to health and happiness”. Write the text of your opening speech either agreeing or disagreeing with this motion.

3–4

• takes a largely confused or unclear position agreeing or disagreeing with the motion • uses no examples to support the argument • provides no real explanation of how health and happiness are linked to sport • has little or no overall structure of argument • uses very few paragraphs and cohesive devices to structure the development of

ideas.

5–6

• takes a vague position agreeing or disagreeing with the motion • uses perhaps one example which vaguely supports the argument • provides only superficial explanation of how health and happiness are linked to sport • has a vague overall structure of argument • uses a few paragraphs and cohesive devices to structure the development of ideas.

7–8

• takes a clear position agreeing or disagreeing with the motion • uses simple examples which support the argument • provides some explanation of how health and happiness are linked to sport • has an overall structure of argument, suggesting a progression of ideas • uses competently paragraphs and cohesive devices to structure the development of

ideas • may mention opposing arguments for rebuttal purposes.

9–10

• takes a clear and precise position agreeing or disagreeing with the motion • uses detailed examples which support the argument • provides clear explanation of how health and happiness are linked to sport • has a clear overall structure of argument, demonstrating a progression of ideas • uses skilfully paragraphs and cohesive devices to structure the development of ideas • may use effectively opposing arguments for rebuttal purposes.


Question 4: Leisure You recently attended a fundraising concert at your school at which a former student, now a famous musician, took part. Write a review of the event to be published in your school newspaper.

3–4

• provides little or no basic information about the event (eg when and where, and/or the object of the fund-raiser, and/or the musician’s background)

• describes unclearly the act(s) or performance(s) featured • expresses the reviewer’s opinion unclearly or not at all • uses few paragraphs and cohesive devices structure the development of ideas.

5–6

• provides a little basic information about the event (eg when and where, and/or the object of the fund-raiser, and/or the musician’s background)

• describes superficially the act(s) or performance(s) featured • expresses opinions vaguely (about performance(s) and/or the event as a whole) • uses a few paragraphs and cohesive devices structure the development of ideas.

7–8

• provides some basic information about the event (eg when and where, and/or the object of the fund-raiser, and/or the musician’s background)

• describes with a little detail the act(s) or performance(s) featured • expresses opinions clearly (about performance(s) and/or the event as a whole) • uses competently paragraphs and cohesive devices to structure the development of

ideas.

9–10

• provides full basic information about the event (eg when and where; the object of the fund-raiser; the musician’s background)

• describes in some detail the act(s) or performance(s) featured • expresses opinions clearly and precisely (about performance(s), and the event as a

whole) • uses skilfully paragraphing and cohesive devices structure the development of ideas.


Question 5: Science and technology There is a national campaign to lessen the negative impact of humans on the environment. Write a proposal for the school management, suggesting ways in which your school could use technology to reduce its consumption of resources.

3–4

• ignores the national campaign • identifies vaguely only one technological way to reduce consumption • describes unclearly how such use of technology will benefit the school community • develops no overall argument for the use of the relevant technology • uses very few paragraphs and cohesive devices to structure the development of ideas.

5–6

• mentions in passing the national campaign in any justification for the proposal • identifies vaguely a couple of technological ways to reduce consumption • describes superficially how each use of technology will benefit the school community • develops little overall argument for the use of the relevant technology • uses a few paragraphs and cohesive devices to structure the development of ideas.

7–8

• mentions the national campaign as part of the justification for the proposal • identifies reasonably clearly a couple of technological ways to reduce consumption • describes fairly methodically how each use of technology will benefit the school

community • develops some overall argument for the use of the relevant technology • uses competently paragraphs and cohesive devices to structure the development of

ideas.

9–10

• refers clearly to the national campaign as part of the justification for the proposal • identifies clearly three or more technological ways to reduce consumption • describes methodically how each use of technology will benefit the school community • develops a coherent overall argument for the use of the relevant technology • uses skilfully paragraphs and cohesive devices to structure the development of ideas.


Criterion C: Format • How correctly does the student produce the required text type? • To what extent are the conventions of text types appropriate?

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.

1 The text type is not recognizable. Conventions appropriate to the text type are not used.

2 The text type is hardly recognizable or is not appropriate. Conventions appropriate to the text type are very limited.

3 The text type is sometimes recognizable and appropriate. Conventions appropriate to the text type are limited.

4 The text type is generally recognizable and appropriate. Conventions appropriate to the text type are evident.

5 The text type is clearly recognizable and appropriate. Conventions appropriate to the text type are effective and evident.

To gain maximum marks [5], all of the bulleted conventions must be applied. To gain [3], more than half of the conventions must be applied. Expected conventions of the text type are as follows: Question 1: Article • will adopt a semi-formal register • will have a suitably serious tone • will use techniques that engage and interest readers, eg direct address • will have a relevant headline/title • will have an introduction intended to catch the readers’ attention. Question 2: Blog • will adopt a semi-formal to informal register • will have an engaging title for the entry • will include first person statement and/or narration • will show awareness of the reader, eg through a lively and interesting style etc • will have a closing statement, eg invitation to comment, a conclusion drawn etc. Question 3: Speech • will adopt a semi-formal register perhaps with flashes of humour • will adopt an appropriately serious tone • will address the audience and keep contact with them throughout, eg use of “we”

and “you” etc • will set out to catch the audience’s attention at the beginning, and leave a clear

impression at the end • will include elements of speech rhetoric eg rhetorical questions, repetition etc.


Question 4: Review • will adopt a semi-formal register • will use a tone and style to engage the reader • will have a title intended to attract and interest the reader • will have an introduction and a clear conclusion • will have the name of the reviewer. Question 5: Proposal • will adopt a formal register • will use a style aimed to persuade a specified audience • will have a title summarizing the overall subject • will set out the text clearly using features such as headings, short clear paragraphs,

sections identified by numbers/letters/bullets, insetting etc • will have an introduction and a conclusion.

N.B.: It is acceptable for the proposal to be presented within the framework of a letter / email, provided the features above are present.


Section B Criterion A: Language • How effectively and accurately does the student use language?









Criterion B: Argument • How skillfully does the student develop ideas? • How clear and convincing is the argument? • To what extent does the student react to the stimulus?



1–2

The development of ideas is very poor, and the argument is unclear and unconvincing. The structure of the argument is vague and confusing. The ideas are irrelevant.

3–4

The development of ideas is poor, and the argument is rarely clear and convincing. The structure of the argument is sometimes apparent. The ideas are sometimes relevant.

5–6

The development of ideas is sometimes good, and the argument has some clarity and is sometimes convincing. The structure of the argument is evident. The ideas are generally relevant.

7–8

The development of ideas is good and methodical; the argument is clear and fairly convincing. The structure of the argument is coherent and organized. The ideas are well expressed and relevant.

9–10

The development of ideas is very good and methodical; the argument is convincing. The structure of the argument is consistently coherent and organized. The ideas are very well expressed, relevant and engaging.


6. “They always say time changes things, but you actually have to change them yourself.” Andy Warhol.

3–4

• addresses little or not at all the central issue of whether time or individuals bring about change

• offers little or no clarification of what is meant by ‘time’ • takes an unclear view of the statement –neither ‘time’ nor ‘individuals’ nor a more

balanced view are clearly explained • presents arguments that are little developed or unclear.

5–6

• addresses vaguely the central issue of whether time or individuals bring about change

• offers an attempt at clarification of what is meant by ‘time’ • takes an imprecise view of the statement – ‘time’ or ‘individuals’ or a balanced view

are suggested but not explored • presents arguments mainly as simple assertions.

7–8

• addresses to some extent the central issue of whether time or individuals bring about change

• offers some clarification of what is meant by ‘time’ • takes a reasonably clear view of the statement – perhaps that either ‘time’ or

‘individuals’ are more significant, or a balanced view of how the two factors interact • presents arguments that are developed clearly to some extent.

9–10

• addresses directly the central issue of whether time or individuals bring about change

• offers an effective clarification of what is meant by ‘time’ • takes a clear and coherent view of the statement – that either ‘time’ or ‘individuals’

are more significant, or a balanced view of how the two factors interact • presents arguments that are developed clearly and methodically.

12EP01

1 h 30 m




Thursday 2 November 2017 (afternoon)Jeudi 2 novembre 2017 (après-midi)Jueves 2 de noviembre de 2017 (tarde)

11 pages/páginas


• Write your session number in the boxes above.• Do not open this booklet until instructed to do so.• This booklet contains all the paper 1 questions.• Refer to the text booklet which accompanies this booklet.• Answer all questions. Each question is allocated [1 mark] unless otherwise stated.• Answers must be written within the answer boxes provided.• The maximum mark for this examination paper is [60 marks].


• Écrivez votre numéro de session dans les cases ci-dessus.• N’ouvrez pas ce livret avant d’y être autorisé(e).• Ce livret contient toutes les questions de l’épreuve 1.• Référez-vous au livret de textes qui accompagne ce livret.• Répondez à toutes les questions. Sauf indication contraire, chaque question vaut [1 point].• Rédigezvosréponsesdanslescasesprévuesàceteffet.• Le nombre maximum de points pour cette épreuve d’examen est de [60 points].


• Escriba su número de convocatoria en las casillas de arriba.• No abra este cuaderno hasta que se lo autoricen.• Este cuaderno contiene todas las preguntas de la prueba 1.• Consulte el cuaderno de textos que acompaña a este cuaderno.• Conteste todas las preguntas. Cada pregunta vale [1 punto] salvo que se indique lo contrario.• Escriba sus respuestas en las casillas provistas a tal efecto.• La puntuación máxima para esta prueba de examen es [60 puntos].

© International Baccalaureate Organization 2017


8817 – 2225

Text A — Create your new noise: use radio adverts to target teens

1. From statements A to J, select the four that are true according to Text A. Write the appropriate letters in the boxes provided. [4 marks]

Example: A

A. Autumn is when young people consider new schools and courses.

B. Many UK teenagers want New Noise Audio to help them decide on what to study next.

C. Colleges and universities are thinking about using radio to advertise their courses.

D. Fewer young people are listening to the radio these days than in the past.

E. Nowadays many businesses believe that radio advertisements are effective.

F. Research suggests radio advertising aimed at teenagers is not worthwhile.

G. Young people use computers for leisure for more than two hours daily.

H. Young people listen to the radio for up to three hours a day.

I. Ever greater numbers of young people are accessing the radio via the internet.

J. On average, US teenagers listen to as much radio as young adults in the UK.


2. Which word between lines 11 and 15 is closest in meaning to the word “students”?

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3. Which two phrases between lines 16 and 27 mean there is a business opportunity? [2 marks]

(a) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(b) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4. For the clients of New Noise Audio, what is significant about an hour of radio listening time?

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12EP02

– 2 – N17/2/ABENG/HP1/ENG/TZ0/XX/Q

5. Which phrase between lines 28 and 31 indicates that it is a parent who decides where their children study?

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6. What specific benefit is mentioned between lines 32 and 35 for educational institutions who advertise on radio?

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7. Who is the intended audience of this text?

A. Parents of pre-college students B. Colleges and universitiesC. Teenagers and young adultsD. The general public

12EP03



Text B — “Resurrection Plants” Offer Hope as Climate Turns Hostile


8. According to environmentalists, what ultimate consequence could global warming have for people in Africa?

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9. According to Professor Lal, what characteristic is important for agriculture in the future?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

10. To whom does “a South African scientist” in line 18 refer?

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True False

Example: Farrant first discovered the resurrection plant as a child.

Justification: . . . Farrant can recall finding a resurrection plant as a nine-year-old . . . .

11. Farrant has had a life-long involvement with resurrection plants.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12. Farrant wishes to be of assistance to farmers who grow produce for themselves.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12EP04


True False

13. Farrant is basing her research on a brand new variety of plant.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

14. Farrant has already successfully modified the genes of grasses.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

15. Farrant’s research is unique in its field.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


Example: adapt (line 7) A

16. mimic (line 20)

17. withstand (line 32)

18. recall (line 40)

19. utilize (line 57)

A. adjust

B. imitate

C. inhibit

D. modify

E. remain

F. survive

G. portray

H. quote

I. harness

J. recollect

12EP05



Text C — A Pale View of Hills


20. When the narrator sees the little girl on the swing and the two women, it seems to remind her of…

A. the child of Niki’s friend. B. being a mother to Niki.C. an earlier visit to the teashop.D. Niki’s relationship with her friend.

21. Niki says she doesn’t want children because…

A. she thinks she is too immature. B. she wants to contradict her mother.C. she cannot stand the disturbance.D. it will disrupt her social life.

22. When the narrator says, “I had this passing fancy” (lines 16 and 17), it indicates that she…

A. had not given much thought to becoming a grandmother. B. has always wanted to become a grandmother.C. has no wish to become a grandmother.D. had previously wanted to become a grandmother.

23. The conversation about Niki’s friend shows that…

A. the narrator thinks Niki’s friend is too old to bring up a child. B. Niki’s friend was very surprised to find out she was pregnant. C. the narrator understands why Niki’s friend is pleased to be pregnant.D. the narrator doubts whether Niki’s friend was pleased to be pregnant.

24. The narrator thinks that…

A. Niki should not celebrate the news of a pregnancy. B. people generally react honestly to the news of a pregnancy.C. the film she watched while with Niki was unrealistic.D. Niki spends too much time watching television.

12EP06




Example: …she climbed on to a swing… (line 6) “she” . . . . . . . . . . . . a little girl . . . . . . . . . . . .

25. I can’t believe she was happy… (line 29) “I” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

26. I remember when they first found out. (line 37) “they” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

27. Oh that. (line 43) “that” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

28. …wasting my time away like that. (line 50) “that” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


29. Niki and her mother…

A. hold very different views on motherhood. B. share similar views on motherhood. C. have little understanding of motherhood.D. do not believe in the value of motherhood.

30. Throughout the conversation with Niki, the narrator’s intention is to…

A. argue with her. B. speak honestly to her.C. force Niki to agree with her.D. avoid difficult topics.

31. The interaction between the little girl and the two women…

A. is similar to the interaction between Niki and the narrator. B. contrasts with the interaction between Niki and the narrator.C. summarizes the interaction between Niki and the narrator.D. enriches the interaction between Niki and the narrator.

12EP07



Text D — Sensationalist Media

Match the first part of the sentence with the appropriate ending on the right. Write the appropriate letter in the boxes provided.

Example: At college the writer was taught that journalism… F

32. As an exchange student, the writer…

33. A person reading a sensationalist news item…

34. Factual evidence…

35. Traditionally, journalism…

36. Nowadays, a commercial news channel…

A. is needed to accurately report the underlying issues.

B. shows readers how to find sensationalist news items.

C. has the responsibility to generate an income.

D. can draw parallels between more than one experience.

E. has the duty to protect those in power.

F. is more powerful than force.

G. does not need to be recorded accurately.

H. is supposed to protect the public interest.

I. frequently gives priority to profit over principles.

J. uses the news to advertise specific products.

K. is unlikely to understand the wider significance of the reported situation.

L. has always reported fake news.

Find the words in the text which mean the following (lines 23 to 32).

Example: further

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . additional . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

37. distorted

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38. satisfy

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12EP08


39. inclination

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40. unusual

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Choose the correct phrases from the text to complete the following sentences. Base your answers on the information as it appears in lines 33 to 40.

Example: Criticizing minorities or promoting special interests are examples of…

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . other forms of bias . . . . . . . . . . . . . . . . . . . . . . . . . . . .

41. We can believe what we see on the news only in…

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42. According to the writer, the single most important thing to do when consuming news is to…

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


43. The word “ratings” in line 18 refers to…

A. the number of viewers. B. the quality of news items. C. the status of journalists.D. bias in reporting.

44. The writer’s purpose in ending her blog with three questions is to…

A. emphasize her personal opinions about sensationalism. B. come to a clear conclusion about sensationalism.C. provoke her readers to protest about sensationalism.D. motivate her readers to think further about sensationalism.

12EP09



Text E — People judge you on two criteria says Harvard psychologist


45. What does Professor Cuddy investigate in her new book?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

46. Why might “competence” be considered more important than “warmth” by people in business?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

47. To what does the word “it” on line 16 refer?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

48. According to Cuddy, why was it crucial to our survival to know whether a person deserves our trust?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

49. To whom does the word “they” on line 23 refer?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Which words or phrases go in the gaps in lines 27 to 30? Choose the words from the list and write them in the boxes provided.

although but in fact on the other hand then

because if meanwhile so that whereas

Example: [ – X – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . if . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

50. [ – 50 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12EP10


51. [ – 51 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

52. [ – 52 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

53. [ – 53 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


54. The phrase “size you up” in line 1 is closest in meaning to…

A. count on you. B. assess you.C. value you.D. question you.

55. To what does “the big one” in line 25 refer?

A. Full time employment B. An invitation to a social eventC. A large friendship groupD. Support from colleagues

56. The main purpose of this text is to…

A. advertise the publication of Professor Cuddy’s book. B. highlight the advice in Professor Cuddy’s book.C. report the publication of Professor Cuddy’s book.D. criticize the advice in Professor Cuddy’s book.

12EP11


12EP12













1 h 30 m



8 pages/páginas © International Baccalaureate Organization 2017


8817 – 2226

Text A

Create your new noise: use radio adverts to target teens

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We are New Noise Audio, a UK-based music production house who specialise in producing high quality, bespoke music for radio, television and online campaigns worldwide.

As the autumn sets in, one thing is on the minds of young teens – GOING BACK TO SCHOOL. Many higher education institutions are trying to capture the minds of those teenagers and young adults who aren’t quite sure about which path to take in terms of studying and careers, so they are approaching us to help them with their advertising campaigns.

Does radio advertising still work?

Due to a reported decrease in the percentage of radio listening fi gures for 16–24 year olds, many businesses nowadays are of the opinion that it’s not worth advertising to teenagers. However, these reports also show that radio advertising targeting teenagers does work. It is still a proven method of attracting new business, and we’ve found that advertising higher education places is a good way of reaching potential attendees.

Consider the numbers:

UK Government statistics show that young adults between the ages of 16–24 are still listening to at least 1 hour of radio on average every day, demonstrating that there is still a market to reach. The UK Government fi gures also show that 16–24 year olds are using computers in their spare time for around 3 and a half hours a day. At the same time, the popularity of streaming AM/FM radio stations online among this group is also increasing in the UK.

This phenomenon seems to be international: US-based research centre Edison showed that 13–17 year olds in the United States are dedicating around 53 minutes of listening time per day to AM/FM radio stations.

Yes, there are reports of its decline, but an hour of listening time is still there for the taking. In the UK, that is equivalent to approximately 4 to 5 radio advert breaks.

Our approach at New Noise Audio

When it comes to creating a higher education radio commercial, we always advise appealing to the parent as well as the teenager, as it’s usually the parent who has the last say on where the teenager attends college or university.

In the UK, in the run up to the beginning of the academic year, thousands of students will be searching for places at higher education institutions. Short radio advertisement campaigns concentrated around this time will bring brand awareness to students who need it now and in the future.

Adapted from www.newnoiseaudio.co.uk (2015)

– 2 – N 17 / 2 /ABENG/ H P 1 / ENG /TZ0 / XX /T

Text B

“Resurrection Plants” Offer Hope as Climate Turns Hostile

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Environmentalists fear that more and more of Africa will be reduced to a dust bowl by global warming, with higher temperatures, reduced water supplies and population growth threatening to trigger worsening famines.

Scientists say it is important to adapt to this new reality: “We should make agriculture part of the solution to our issues. The climate change problem is so huge that everything should be on the table,” says Rattan Lal, professor of soil science at Ohio State University.

“Soil, cropping systems, farming systems — they all must have the capacity to recover from a drastic change in climate,” he adds.

As the race to adapt to climate change quickens, a South African scientist is leading global research into developing crops that mimic the extraordinary survival skills of “resurrection plants.”

Jill Farrant, a professor of molecular and cell biology at the University of Cape Town, hopes to help farmers toiling in these increasingly hot and dry conditions. Farrant – who won a UNESCO Award for Women in Science in 2012 – believes her work in resurrection plants is a step in the right direction.

With more than 130 known varieties in the world, resurrection plants are a unique group of flora that can withstand extreme water shortages for years. During a drought, the plant acts like a seed,

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becoming so dry it appears dead. But when the skies finally open and the rain pours down, the shrivelled, seemingly dead plant bursts back to life, turning green and robust in just a few hours.

A farmer’s daughter, Farrant can recall finding a resurrection plant as a nine-year-old: “I wrote in my diary about a plant that had died and came back after the rain,” she said.

She returned to the subject in 1994, and has since become the world’s leading expert in her field.

“I want to cater to the subsistence farmer, the person who wants to make enough food to live,” Farrant said.

Farrant has recently focused her research on teff, a grass which has been used for centuries in Ethiopia as a staple food. She hopes to make teff more resilient by activating genes she discovered by studying resurrection plants.

If she can utilize the power of resurrection plants, farmers may have a better chance of survival.

“If it doesn’t rain, it doesn’t matter. At least your plants won’t die,” she said. “The moment they get rain, they’re ready to go.”

If successful, Farrant will follow in the venerable footsteps of earlier scientists who have saved crops from devastation by exploiting plants with specific strengths.

Stephanie Findlay/AFP


– 3 – N17/2/ABENG/HP1/ENG/TZ0/XX/T

Text C






Text D






Text E

People judge you on two criteria says Harvard psychologist

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People size you up in seconds, but what exactly are they evaluating?

In her new book, Presence, Harvard Business School professor Amy Cuddy explores how to feel more confident. She says people quickly answer two questions when they first meet you:• Can I trust this person?• Can I respect this person?

Psychologists refer to these dimensions as warmth and competence respectively, and ideally you want to be perceived as having both.

Interestingly, Cuddy says that most people, especially in a professional context, believe that competence is the more important factor. After all, they want to prove that they are smart and talented enough to handle your business.

But in fact warmth, or trustworthiness, is the most important factor in how people evaluate you. “From an evolutionary perspective,” Cuddy says, “it is more crucial to our survival to know whether a person deserves our trust.”

While respect is highly valued, Cuddy says it is evaluated only after trust is established. And focusing too much on displaying it can backfire.

It makes sense when you consider that in cavemen days it was more important to figure out if your fellow man was going to kill you and steal all your possessions than if he was competent enough to build a good fire.

Cuddy says that MBA* interns seeking full-time employment within a company are often so concerned about coming across as smart and competent that, as a result, they tend to skip social events, not ask their colleagues for help, and consequently they then seem unapproachable.

These potential employees are in for a rude awakening when they don’t get “the big one” because nobody got to know and trust them as people.

“[ – X – ] someone you’re trying to influence doesn’t trust you, [ – 50 – ] you’re not going to get very far. [ – 51 – ], you might even elicit suspicion [ – 52 – ] you come across as manipulative,” Cuddy says.

“A warm, trustworthy person who is also strong can elicit admiration. [ – 53 – ] only after you have established trust does your strength become a gift rather than a threat.”

Adapted from Jenna Goudreau, www.uk.businessinsider.com (2016)

* MBA: Masters in Business Administration









1 h 30 m


Friday 3 November 2017 (morning)Vendredi 3 novembre 2017 (matin)Viernes 3 de noviembre de 2017 (mañana)



8817 – 2227

Section A



You are currently on holiday in an English-speaking country, and you are impressed by the ways in which this country enables people with disabilities to participate fully in society. Write an email to an English-speaking friend explaining what you have observed and why you are so impressed.


While on a school exchange in an English-speaking country, you attended a conference on the difficulties faced by communities trying to maintain customs and traditions in a rapidly changing world. Write a diary entry in which you record and reflect on the ideas presented at the event.

3. Health

Lack of physical exercise is becoming an increasing problem among students at your school. Therefore, the principal of your school has decided to run a campaign to tackle this issue. Write a proposal to your principal outlining your ideas for the campaign and explain why they would be effective in promoting students to take more exercise.

4. Leisure

A famous English-speaking author recently visited your town. The author’s books are very popular with young people. As a junior reporter for the local newspaper, you interviewed the author about what motivates them to write and why their work appeals to a teenage audience. Write an article for the local newspaper based on this interview. Do not simply write the text (transcript) of the interview.


Your English teacher has asked you to give a presentation on the topic: “Advances in science can both benefit and damage society”. Write the text of your presentation describing one such scientific advance, and explaining why you think it is a good example of this dilemma.

– 2 – N17/2/ABENG/HP2/ENG/TZ0/XX

Section B


6. “Learning is not the product of teaching. Learning is the product of the activity of learners.”

John Holt








1 h 30 m


Monday 7 May 2018 (afternoon)Lundi 7 mai 2018 (après-midi)Lunes 7 de mayo de 2018 (tarde)


M18/2/ABENG/HP1/ENG/TZ0/XX/T

2218 – 2226

Text A

Nearly 1,000 walk to support the Friendship Circle of Miami

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Mackenzie Dorr’s commitment to the Friendship Circle of Miami started slowly. Six years ago, she had to meet her school’s requirement to take part in a community service activity. So she chose Friendship Circle, a nonprofit that pairs children with special needs with volunteers to foster friendship and acceptance.

And she has remained ever since: Dorr said she fell in love with the program after she was paired with a little boy who was nonverbal.

“He helped me see the value of working with kids with special needs,” Dorr said. “It’s not just about what we, teens, can teach them, it’s about what they give to us. I’ve learned how to be a good friend, which can be something lost on our generation. And they teach us to be compassionate and patient.”

Dorr and close to a thousand other people gathered at the Chabad Center of Kendall/Pinecrest over the weekend to walk for a special cause. The walk is the organization’s sole fundraising event and the money finances the Friendship Circle program, which includes home visits, sports, music, winter and summer camps, field trips and youth groups.

“With this program, we see an incredible bond between teens and their special friends,” Friendship Circle director Nechama Harlig said. “We hope people leave here with the feeling that they walked for a great cause.”

Local mascots, Burnie from the Miami Heat and Sebastian from the University of Miami, posed for pictures and cheered walkers on from the sidelines during the two-mile walk. Waves of people marched through the residential area behind the Chabad Center. They cheered, laughed, sang and held up signs that read “Walk 4 Friendship.”

Everyone, including families and friends, later enjoyed a carnival with barbecue, cotton candy, bumper cars, rock-climbing, bounce houses, a merry-go-round and music.

Alexis Greenberg, a volunteer, has mild cerebral palsy* and a seizure disorder, but she has been seizure-free for 10 years. She said she must shield her eyes from strobe lights at concerts and she doesn’t like loud noises: “But nothing stops me from living.”

Removed for copyright

reasons

– 2 – M18/2/ABENG/HP1/ENG/TZ0/XX/T

35

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“I’m so extraordinarily proud of her,” Mary Greenberg, Alexis’ mother, said. “As she was growing up, I couldn’t imagine what she’d be like. She’s really outgoing, and she wants to do everything she can for herself and other people.”

Alexis has volunteered with Friendship Circle for five years. She works with children with special needs at a community center and an early childhood development center.

“I try to teach them that they can do anything they want to do,” Alexis said. “They can help each other; they can make friends. I learned that I can do anything even though I have a disability.”

From The Miami Herald, 9th Feb © 2015 McClatchy. All rights reserved. Used by permissionand protected by the Copyright Laws of the United States. The printing, copying, redistribution, or

retransmission of this Content without express written permission is prohibited.

* cerebralpalsy:amedicalconditionwhichaffectsbodymovementandcoordination



Text B



Text C

Paul’s Case: A Study in Temperament

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35

It was Paul’s afternoon to appear before the faculty of the Pittsburg High School to account for his various misdemeanors. He had been suspended a week ago, and his father had called at the principal’s office and confessed his perplexity about his son. Paul entered the faculty room, suave and smiling. His clothes were a trifle outgrown, and the tan velvet on the collar of his open overcoat was frayed and worn; but, for all that, there was something of the dandy1 about him, and he wore an opal pin in his neatly knotted black four-in-hand2, and a red carnation in his buttonhole. This latter adornment the faculty somehow felt was not properly significant of the contrite spirit befitting a boy under the ban of suspension.

Paul was tall for his age and very thin, with high, cramped shoulders and a narrow chest. His eyes were remarkable for a certain hysterical brilliancy, and he continually used them in a conscious, theatrical sort of way, peculiarly offensive in a boy. The pupils were abnormally large, as though he were addicted to belladonna3, but there was a glassy glitter about them which that drug does not produce.

When questioned by the principal as to why he was there, Paul stated, politely enough, that he wanted to come back to school. This was a lie, but Paul was quite accustomed to lying—found it, indeed, indispensable for overcoming friction. His teachers were asked to state their respective charges, which they did with such a rancor and aggrievedness as evinced that this was not a usual case. Disorder and impertinence were among the offences named, yet each of his instructors felt that it was scarcely possible to put into words the real cause of the trouble, which lay in a sort of hysterically defiant manner of the boy’s; in the contempt which they all knew he felt for them, and which he seemingly made not the least effort to conceal. Once, when he had been making a synopsis of a paragraph at the blackboard, his English teacher had stepped to his side and attempted to guide his hand. Paul had started back with a shudder, and thrust his hands violently behind him. The astonished woman could scarcely have been more hurt and embarrassed had he struck at her. The insult was so involuntary and definitely personal as to be unforgettable. In one way and another he had made all his teachers, men and women alike, conscious of the same feeling of physical aversion.

His teachers felt, this afternoon, that his whole attitude was symbolized by his shrug and his flippantly red carnation flower, and they fell upon him without mercy. He stood through it, smiling, his pale lips parted over his white teeth. Older boys than Paul had broken down and shed tears under that baptism of fire, but his set smile did not once desert him, and his only sign of discomfort was the nervous trembling of the fingers that toyed with the buttons of his overcoat, and an occasional jerking of the other hand that held his hat. Paul was always smiling, always glancing about him, seeming to feel that people might be watching him and trying to detect something. This conscious expression, since it was as far as possible from boyish mirthfulness, was usually attributed to insolence or “smartness.”

From McClure’s Magazine, 25 (May 1905): 74-83PAUL’S CASE - A STUDY IN TEMPERAMENT. WILLA SIBERT CATHER

University of Nebraska Press. Retrieved from https://cather.unl.edu/ss006.html1 dandy: a man who is very concerned about looking smart and fashionable2 four-in-hand: a type of tie knot3 belladonna: medicine prepared from a plant with the same name


Text D

Authors reveal the secrets of their craft

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How do you set about writing a novel? What inspires a poem? Pencil or computer? Pain or pleasure? Listen to interviews with some of our most celebrated writers recorded for the British Library.

What is it that makes a writer?

Beryl Bainbridge: When I write a novel, I’m writing about my own life; I’m writing a biography almost always. And to make it look like a novel I either have a murder or a death at the end.

Ian McEwan: Ancestors, distant relatives and the past were not part of my sense of family as I grew up. Something of my father’s exile from Scotland – self-exile really – and then exile from Great Britain, hasrubbedoffonmeandprobablyaffectedthe way I write. When I started writing, I didn’t feel that I was quite part of the English literary world or its systems of class or whatever – I always felt something of an outsider in it.

Penelope Lively: When I was about 11 or 12, I think, I must have said something about how I wanted to be a writer because Lucy [my governess] wrote to Somerset Maugham and said that she was governess to a little girl who wanted to be a writer and what would Mr Maugham suggest? He wrote a very nice letter back saying absolutely the right thing: “If your little girl is interested in writing then the best thing she can do is read a lot.”

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How did you decide which form or genre was right for you?

PD James: I never read romantic novels; I didn’t enjoy them. And as I never liked fantasyandI’veneverlikedsciencefiction,I suppose that leaves for one’s comfort reading the detective story. The form is often quite nostalgic; if you’re reading some oftheearlieronesit’sadifferentworld,it’sa more ordered world, it’s a safer world – despite the fact they’re dealing with murder.

Michael Holroyd: I like to think that biographers can sometimes be messengers between past people and the present. I believe there’s a case to be made for bringing the dead to life, for a bit, in a way. To be a messenger going backwards and forwards is worthwhile.

Where do your ideas come from?

Ian Rankin: There’s a kind of question I want to answer, a theme I want to explore. It could be something as basic asthefinancialcrashandwhatitmeanttoEdinburgh as a city built on money, when so many jobs depend on money. It could be xenophobia1,itcouldbepeople-trafficking,immigration policy, the G82 coming to Scotland, who changes the world – do the politicians change the world or do activists change the world or do terrorists change theworld?It’sstufflikethat.

Hilary Mantel: The idea that kicks offabookisusuallyquiteslightandcircumstantial. So I see something, hear something, think “That would make a story”, andthenIfinditsvasthinterland.Nostoryis ever simple.

Copyright Guardian News & Media Ltd 2018

1 xenophobia: prejudice against people from other countries 2 G8: the group of eight highly industrialized nations that hold an annual meeting to

foster consensus on global issues (CFR, 2014)



Text E



12EP01







1 h 30 m




11 pages/páginas

Monday 7 May 2018 (afternoon)Lundi 7 mai 2018 (après-midi)Lunes 7 de mayo de 2018 (tarde)


M18/2/ABENG/HP1/ENG/TZ0/XX/Q

2218 – 2225

Text A — Nearly 1,000 walk to support the Friendship Circle of Miami

1. Select the five statements that are true according to the text. Write the appropriate letters in the boxes provided. [5 marks]

Example: A

A. Mackenzie Dorr did not commit immediately to the Friendship Circle of Miami.

B. Mackenzie Dorr is working out with a boy with a special need.

C. Generally, teenagers nowadays may not value good friendship.

D. The walk is the only event that generates money for the organization’s programme.

E. The organization’s programme focuses on in-school activities.

F. The programme helps adults and children with special needs to connect with each other.

G. The two local mascots marched with close to a thousand other people through the residential Miami area.

H. The participants in the walk enjoyed a number of activities after the event.

I. Alexis Greenberg allows her illness to limit her from enjoying life.

J. Alexis’ mother knew her daughter would succeed despite her disability.

K. Alexis works at two facilities that cater for challenged children.

L. Alexis shows children how anything can be accomplished despite their special needs.


2. What is the Friendship Circle of Miami’s purpose in linking volunteers with children who have special needs?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3. Which phrase between lines 1 and 10 shows that Dorr’s commitment to the Friendship Circle of Miami continues?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4. To whom does “us” in “And they teach us” (line 15) refer?

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12EP02

– 2 – M18/2/ABENG/HP1/ENG/TZ0/XX/Q

5. Which word between lines 24 and 33 is closest in meaning to “not strong or severe”?

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6. The word “here” in line 22 refers to…

A. the carnival after the walk. B. the Friendship Circle summer camp.C. the fundraising event.D. the Friendship Circle programme.

7. The purpose of the text is to…

A. encourage people to take part in the walk organized by the Friendship Circle of Miami.

B. provide an account of the event organized by the Friendship Circle of Miami.

C. help people commit to participating in activities organized by the Friendship Circle.

D. explaintheimportanceoftheactivitiesfinancedbytheFriendshipCircle.

12EP03



Text B — Guide to Evergreen Content


8. Accordingtothetext,whywillitbecomemoredifficulttogetmoreviewsofone’swork?

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9. Which phrase between lines 1 and 12 shows that the content can be repeatedly rearranged?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

10. Which word between lines 1 and 12 is closest in meaning to “improve”?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

11. Between lines 13 and 23, what does the author propose content creators do with pieces they will not use again?

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12. To what do “those pieces” in line 38 refer?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12EP04


Match the headings with the paragraphs in the text. Write the appropriate letter in the boxes provided.

Example: [ – X – ] I

13. [ – 13 – ]

14. [ – 14 – ]

15. [ – 15 – ]

16. [ – 16 – ]

A. Time it to perfection

B. Focus on quality pieces

C. Update current content

D. Analyse performance

E. Focus on unfamiliar events

F. Update infographics

G. Select necessary content

H. Think bigger than blogs

I. Audit the old

J. Focus on audience


17. The most appropriate alternative title for the text is…

A. How to Upgrade your Content. B. How to Use, not Misuse, your Content.C. How to Increase your Reach.D. How to Analyse your SEO.

12EP05



Text C — Paul’s Case: A Study in Temperament


18. Why was Paul called in to his school that afternoon?

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19. Which phrase between lines 1 and 13 shows that Paul’s way of using his eyes was oddly disrespectful?

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20. The allegations Paul’s teachers made against him show that he had…

A. harshly judged their characters. B. embittered and hurt them with his actions.C. offendedthemwithhispoliteness.D. been verbally rude to them on occasion.

21. Theexpression“baptismoffire”(line31)showsthattheteachers’wayofstatingtheirchargesagainst Paul was…

A. sympathetic. B. merciful.C. brutal.D. passionless.

22. During the meeting, Paul was feeling…

A. anxious. B. indifferent.C. excited.D. depressed.

23. “This conscious expression” (line 35) refers to Paul’s…

A. smart way of dressing. B. awareness of people around him.C. watchful looks.D. civil attitude.

12EP06



Example: significant (line 7) E

24. abnormally (line 11)

25. indispensable (line 16)

26. defiant(line20)

27. seemingly (line 21)

28. scarcely (line 24)

A. unusually

B. entirely

C. important

D. rebellious

E. suggestive

F. hardly

G. unnecessary

H. apparently

I. awkward

J. essential

K. totally

L. typically



Example: He had been suspended a week ago … (line 2) “He” . . . . . . . . . . . . . .Paul . . . . . . . . . . . . . .

29. … and confessed his perplexity… (line 3) “his” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

30. This latter adornment the faculty somehow... (line 7)

“This latter adornment” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

31. … which that drug does not produce. (lines 12 and 13) “that drug” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

32. The astonished woman could scarcely … (line 24)

“The astonished woman” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12EP07



Text D — Authors reveal the secrets of their craft

Choose the correct phrases from the text to complete the following sentences. Base your answers on information as it appears between lines 1 and 44.

Example: To make a novel different from a biography, Bainbridge adds…

. . . . . . . . . . . . . . . . . . . . . . . .a murder or a death at the end. . . . . . . . . . . . . . . . . . . . . . . . .

33. WhatmayhaveinfluencedMcEwan’swritingwashis…

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34. In the world of English literature, McEwan…

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35. Maugham advised Lively to…

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36. Even though old detective stories revolve around murder, James believes they represent…

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37. From statements A to D, select the two that correspond to Holroyd’s ideas. [2 marks]

A. Biographers connect the past and the present.B. The past and the future come to life in biographers’ work.C. Biographers help people understand past events.D. The work of biographers is valuable.

38. From statements A to D, select the two that correspond to Rankin’s ideas. [2 marks]

A. Thestimuliforliteraryworksaregenerallysimpleandfictitious.B. Ideas in a work depend largely on the author’s interest. C. Pasteventsandhowtheyaffectthefuturearepredominantinawork.D. The stimuli for literary works are wide-ranging.

12EP08


39. From statements A to D, select the two that correspond to Mantel’s ideas. [2 marks]

A. The events in a work are rarely contextualized.B. The stimulus for a work is generally incidental. C. Narratives are predominantly complicated.D. Narratives are largely straightforward.

Which words or phrases go in the gaps? Choose the words from the list and write them in the boxes provided.

The text discusses how famous writers embarked on practising their [ – X – ] : These writers rely on their [ – 40 – ] or interest as a starting point. Sometimes, their chosen writing [ – 41 – ] depends on what they like to read. Some are [ – 42 – ] by current events, while others prefer to concentrate on simple ideas that can be [ – 43 – ] .

category dazzled experience group profession

craft decoded explored inspired skill

Example: [ – X – ] . . . . . . . . . . . . . . . . . . . . . . . . . .craft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

40. [ – 40 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

41. [ – 41 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

42. [ – 42 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

43. [ – 43 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12EP09



Text E — An excerpt from Tan Le’s TED Talk “My Immigration Story”


True False

Example: Certain ties affected a young girl because of their amazing force.

Justification: . . . . . . . . . . . . . . the astonishing strength of those bonds took hold in the life of a four-year-old girl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

44. Le’s life story is a complete, assembled piece.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

45. Le’s grandfather’s life revolved around a number of causes.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

46. Le had an obligation to ensure her grandfather’s life was not pointless.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

47. Le’s mother concentrated on a single mission.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

48. Le’s mother anticipated that she may not achieve her goal.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12EP10


Matchthefirstpartofthesentencewiththeappropriateendingontheright.Writetheappropriateletterin the boxes provided.

Example: Tan Le’s first memories of the boat… F

49. Men on the boat…

50. Before settling in Melbourne, Le…

51. Immigrants in Melbourne…

A. lacked certain basic rights.

B. revolved around pirates.

C. failed to start the boat’s engine.

D. stayed at a refugee camp.

E. had the desire to begin life anew.

F. included the rhythmic sound of the boat’s engine.

G. excelled at speaking a foreign language.

H. stood up to the pirates.


52. In line 26,Leconsidersthetasteofherfirstapple…

A. unusual. B. incomparable.C. unfamiliar.D. indefinable.

53. The excerpt aims to…

A. narrate the advantages in an immigrant’s life. B. highlight the immigration plight.C. give a glimpse of an immigrant’s journey.D. show how a young immigrant can be successful.

12EP11


12EP12







M18/2/ABENG/HP1/ENG/TZ0/XX/M

10 pages/páginas



May / Mai / Mayo de 2018



Nivel superior


– 2 – M18/2/ABENG/HP1/ENG/TZ0/XX/M

This markscheme is confidential and for the exclusive use of examiners in this examination session. It is the property of the International Baccalaureate and must not be reproduced or distributed to any other person without the authorization of the IB Global Centre, Cardiff. Ce barème de notation est confidentiel. Son usage est réservé exclusivement aux examinateurs participant à cette session. Ce barème de notation est la propriété du Baccalauréat International. Toute reproduction ou distribution à de tierces personnes sans l’autorisation préalable du centre mondial de l’IB à Cardiff est interdite. Este esquema de calificación es confidencial y para uso exclusivo de los examinadores en esta convocatoria de exámenes. Es propiedad del Bachillerato Internacional y no debe ser reproducido ni distribuido a ninguna otra persona sin la autorización del centro global del IB en Cardiff.


The following are the annotations available to use when marking responses.

Annotation Explanation Annotation Explanation

Award 0 – automatically awards zero for a given response

On page comment

Tick 1 – automatically awards one point for a given response

Unclear content or language

Incorrect point

SEEN - every scanned page must be annotated or marked as SEEN

Ellipse that can be expanded

Good Response/Good Point

Horizontal wavy line that can be expanded

Caret – indicates omission

Highlight tool that can be expanded

Vertical wavy line that can be expanded

You must make sure you have looked at all pages. Please put the annotation on any blank page, to indicate that you have seen it. When using the On Page Comments annotation, please keep the following in mind:

• Avoid covering the candidate’s own writing. This can be done by writing your comments in the margins then running the arrow attached to the “on-page comment” annotation to the appropriate place.

• Provide all comments in the target language.


General marking instructions

Assistant Examiners (AEs) will be contacted by their team leader (TL) through RM™ Assessor, by email or telephone – if through RM™ Assessor or by email, please reply to confirm that you have downloaded the markscheme from IBIS. The purpose of this initial contact is to allow AEs to raise any queries they have regarding the markscheme and its interpretation. AEs should contact their team leader through RM™ Assessor or by email at any time if they have any problems/queries regarding marking. For any queries regarding the use of RM™ Assessor, please contact [email protected].

Instructions générales pour la notation

Les chefs d’équipe se mettront en rapport avec les examinateurs assistants de leur équipe par l’intermédiaire de RMTM Assessor, par courriel ou par téléphone. S’ils s’adressent à vous par RMTM Assessor ou par courriel, veuillez répondre et confirmer que vous avez téléchargé le barème de notation à partir d’IBIS. L’objectif de cette première prise de contact est de permettre aux examinateurs assistants de soulever toutes les questions qu’ils ont concernant le barème de notation et son interprétation. Les examinateurs assistants doivent contacter leur chef d’équipe par l’intermédiaire de RMTM Assessor ou par courriel à tout moment s’ils éprouvent des difficultés ou s’ils ont des questions concernant la notation. Pour toute question concernant l’utilisation de RMTM Assessor, veuillez envoyer un courriel à [email protected].

Instrucciones generales para la corrección

El jefe de equipo se pondrá en contacto con los examinadores asistentes mediante RM™ Assessor, correo electrónico o por teléfono. Si se pone en contacto mediante RM™ Assessor o correo electrónico, conteste para confirmar que ha descargado el esquema de calificación de IBIS. El propósito de este primer contacto es permitir al examinador asistente plantear todas las consultas que tenga respecto al esquema de calificación y su interpretación. El examinador asistente deberá ponerse en contacto con el jefe de equipo mediante RM™ Assessor o correo electrónico si tiene problemas o consultas sobre la corrección. Si tiene alguna consulta respecto al uso de RM™ Assessor, envíe un correo electrónico a [email protected].


1. For questions where short answers are required, the answer must be clear. Do not award the mark if the answer does not make sense or if the additional information makes the answer ambiguous, incorrect or incomprehensible.

2. Allow spelling mistakes so long as they do not hinder comprehension or do not change the sense of the phrase.

3. For true or false questions, candidates may use a tick or a cross to indicate their intended response but usage must be consistent. If a candidate writes two ticks or two crosses for the same answer award [0]. If a candidate answers with a cross and a tick for the same answer, mark the tick and ignore the cross.

4. For questions where the candidate has to write a letter in a box (for example, multiple choice questions), if a candidate has written two answers – one in the box and one outside – only mark the answer inside the box.

5. The total number of marks for the question paper is [60]. 1. En ce qui concerne les questions pour lesquelles des réponses brèves sont attendues, la réponse donnée doit être claire. N’attribuez pas de points si

la réponse n’a aucun sens ou si les informations supplémentaires qu’elle contient la rendent ambiguë, incorrecte ou incompréhensible.

2. Vous pouvez autoriser les fautes d’orthographe tant qu’elles ne nuisent pas à la compréhension ou qu’elles ne changent pas le sens de la phrase.

3. En ce qui concerne les questions de type vrai ou faux, les candidats peuvent cocher ou marquer d’une croix la réponse de leur choix, mais ils doivent rester cohérents. Si un candidat a utilisé deux coches ou deux croix pour la même réponse, attribuez [0]. Si un candidat a répondu par une croix et une coche à la même question, prenez en compte la coche et ignorez la croix.

4. En ce qui concerne les questions pour lesquelles le candidat doit écrire une lettre dans une case (par exemple, dans le cas de questions à choix multiple), s’il a donné deux réponses différentes, l’une à l’intérieur de la case et l’autre en-dehors, ne prenez en compte que la réponse qui se situe dans la case.

5. Le nombre total de points pour l’épreuve d’examen est de [60]. 1. Las preguntas que requieran una respuesta corta deben responderse con claridad. No otorgue la puntuación si la respuesta no tiene sentido o si la

información adicional hace que la respuesta sea ambigua, incorrecta o incomprensible.

2. Permita errores de ortografía siempre y cuando no dificulten la comprensión ni cambien el sentido de la oración.

3. En las preguntas de verdadero o falso, los alumnos podrán indicar la respuesta elegida con un tic o una cruz, pero el uso de los signos debe ser coherente. Si el alumno marca dos tics o dos cruces en la misma respuesta, otorgue la puntuación [0]. Si el alumno responde marcando una cruz y un tic en la misma respuesta, puntúe el tic e ignore la cruz.

4. En las preguntas que requieran escribir una letra en una casilla (por ejemplo, en las preguntas de opción múltiple), si el alumno ha escrito dos respuestas (una dentro de la casilla y la otra fuera), puntúe únicamente la respuesta marcada dentro de la casilla.

5. El número total de puntos asignados al cuestionario de examen es [60].


Text A — Nearly 1,000 walk to support the Friendship Circle of Miami

Question Target answer Accept Do not accept Marks

1. C, D, H, K, L in any order. Award [1] for each correct answer.

5

2. to foster friendship and acceptance other wording with the same meaning.

verbatim copying of “(a nonprofit that) pairs special-needs children with volunteers to foster friendship and acceptance”

1

3. • (and she) has remained (ever since) • (and she has) remained ever since exact wording only. 1

4. • teens • our generation

other wording that reflects the correct answer, eg: • teenagers (of the Friendship

Circle of Miami) • teens like Dorr • teen/teenage volunteers • volunteer teens • Mackenzie/Dorr’s/her

generation

• Volunteers (at/of the Friendship Circle)

• Dorr and other volunteers

1

5. mild 1

6. C 1

7. B 1

Total 11


Text B — Guide to Evergreen Content


8. the volume of online content increases other wording with the same meaning.

1

9. rejigged time and time again exact wording only. 1

10. (to) boost exact wording only. 1

11. delete the content other wording with the same meaning, eg: • delete • delete it/them/those pieces • delete content they/you no

longer need

1

12. (several) hidden gems • hidden gems from (a/an/the) archive of content

• ‘gems’ without ‘hidden’ • really good past content • hidden pieces in content

creator’s archive that are useful

• hidden gems in (one’s/your/content creator’s) content without ‘archived’

1

13. D 1

14. A 1

15. H 1

16. B 1

17. C 1

Total 10


Text C — Paul’s Case: A Study in Temperament


18. to account for his (various) misdemeanors other wording with the same meaning.

• ‘for his various misdemeanors’ without ‘to account for’ 1

19. peculiarly offensive (in a boy) 1

20. B 1

21. C 1

22. A 1

23. C 1

24. A 1

25. J 1

26. D 1

27. H 1

28. F 1

29. (his/Paul’s) father • the father

• (the) father’s • Paul’s father’s

• (the) fathers 1

30. (a/the red) carnation (in his buttonhole) • (a/the red) carnation in Paul’s buttonhole

1

31. belladonna 1

32. (his/Paul’s) English teacher • the English teacher • ‘the teacher’ without ‘English’ 1

Total 15


Text D — Authors reveal the secrets of their craft


NOTE: For questions 33 to 36, the answer must use the exact wording from the text.

33. father's exile from Scotland (– self-exile really – and then exile from Great Britain)

• father’s exile from Scotland and then from Great Britain

1

34. (always) felt something of an outsider 1

35. read a lot 1

36. • a different world • a more ordered world • a safer world

• a more ordered and (a) safer world 1

37. A, D in any order. Award [1] for each correct answer.

2

38. B, D in any order. Award [1] for each correct answer.

2

39. B, C

in any order. Award [1] for each correct answer.

2

40. experience 1

41. category 1

42. inspired 1

43. explored 1

Total 14


Text E — An excerpt from Tan Le’s TED Talk “My Immigration Story”


44. false

• (this is) not a finished story • (it is a) jigsaw puzzle still being put together

1

45. false (a man whose whole life had been) balanced on the single hope (of his country's unity and freedom)

1

46. true (my) duty was not to allow it to have been in vain

1

47. true (for her,) life had distilled itself into one task

1

48. false (it was) inconceivable to her that she would not succeed

1

49. H 1

50. D 1

51. E 1

52. B 1

53. C 1

Total 10







1 h 30 m


Tuesday 8 May 2018 (morning)Mardi 8 mai 2018 (matin)Martes 8 de mayo de 2018 (mañana)


M18/2/ABENG/HP2/ENG/TZ0/XX

2218 – 2227

Section A



Yourecentlyreadabookthatdiscussedhowacceptanceofdifferentethnicitiesinacommunitycan strengthen that community. You want to recommend the book to a friend who you know is interested in this topic. Write an email to this friend telling him or her about the book and expressing your opinion about its main argument(s).


Youreadanarticlethatarguedthatthewayyoudressinfluenceswhatothersthinkaboutyou.Write a blog entry in which you discuss to what extent you agree or disagree with this claim and give reasons for your views.

3. Health

An exhibition focusing on alternative medicine, such as herbal medicines and aromatherapy, was held in your town. As a junior editor of your town’s newspaper, write a news report in which youdescribetheeventandthepromotedbenefitsofthealternativemedicinemethodsdisplayed.

4. Leisure

Your school is planning to organize a summer camp that centres around the most popular activities amongst teenagers and is looking for ideas for the camp. Write a proposal to your school board in which you suggest activities for the camp, and explain why they will be engaging for teenagers.


As your school’s newspaper editor, you interviewed the creator of a new social network and asked him/heraboutthedifferencebetweenthenewly-createdsocialnetworkandtheonesthatwecurrently use. Write an article based on this interview to be published in your school newspaper. Do not simply write the exact words (transcript) of the interview.

– 2 – M18/2/ABENG/HP2/ENG/TZ0/XX

Section B


6. “Walking with a friend in the dark is better than walking alone in the light.”

Helen KellerAMERICAN FOUNDATION FOR THE BLIND PRESS



16 pages/páginas



May / Mai / Mayo 2018



Nivel superior



These marking notes are confidential and for the exclusive use of examiners in this examination session. They are the property of the International Baccalaureate and must not be reproduced or distributed to any other person without the authorization of the IB Global Centre, Cardiff. Ces remarques pour la notation sont confidentielles. Leur usage est réservé exclusivement aux examinateurs participant à cette session. Ces remarques sont la propriété du Baccalauréat International. Toute reproduction ou distribution à de tierces personnes sans l’autorisation préalable du centre mondial de l’IB à Cardiff est interdite. Estas notas para la corrección son confidenciales y para el uso exclusivo de los examinadores en esta convocatoria de exámenes. Son propiedad del Bachillerato Internacional y no deben reproducirse ni distribuirse a ninguna otra persona sin la autorización del centro global del IB en Cardiff.


The following are the annotations available to use when marking responses.

Annotation Explanation

Caret – indicates omission

Incorrect point

Ellipse that can be expanded

Horizontal wavy line that can be expanded

Highlight tool that can be expanded

On page comment – justifies application of assessment criteria

Unclear content or language

SEEN - every scanned page must be annotated or marked as SEEN

Good Response/Good Point

Vertical wavy line that can be expanded

You must make sure you have looked at all pages. Please put the annotation on any blank page, to indicate that you have seen it. When using the On page Comment annotation, please keep the following in mind:

• Avoid covering the candidate’s own writing. This can be done by writing your comments in the margins then running the arrow attached to the “On page comment” annotation to the appropriate place.

• Provide all comments in the target language. • You may provide summative comments at the end of the script, but please do NOT record

numerical marks on the scripts.


General marking instructions

Assistant Examiners (AEs) will be contacted by their team leader (TL) through RM™ Assessor, by email or telephone – if through RM™ Assessor or by email, please reply to confirm that you have downloaded the marking notes from IBIS. The purpose of this initial contact is to allow AEs to raise any queries they have regarding the marking notes and their interpretation. AEs should contact their team leader through RM™ Assessor or by email at any time if they have any problems/queries regarding marking. For any queries regarding the use of RM™ Assessor, please contact [email protected].

Instructions générales pour la notation

Les chefs d’équipe se mettront en rapport avec les examinateurs assistants de leur équipe par l’intermédiaire de RMTM Assessor, par courriel ou par téléphone. S’ils s’adressent à vous par RMTM Assessor ou par courriel, veuillez répondre et confirmer que vous avez téléchargé les remarques pour la notation à partir d’IBIS. L’objectif de cette première prise de contact est de permettre aux examinateurs assistants de soulever toutes les questions qu’ils ont concernant les remarques pour la notation et leur interprétation. Les examinateurs assistants doivent contacter leur chef d’équipe par l’intermédiaire de RMTM Assessor ou par courriel à tout moment s’ils éprouvent des difficultés ou s’ils ont des questions concernant la notation. Pour toute question concernant l’utilisation de RMTM Assessor, veuillez envoyer un courriel à [email protected].

Instrucciones generales para la corrección

El jefe de equipo se pondrá en contacto con los examinadores asistentes mediante RM™ Assessor, correo electrónico o por teléfono. Si se pone en contacto mediante RM™ Assessor o correo electrónico, conteste para confirmar que ha descargado las notas para la corrección de IBIS. El propósito de este primer contacto es permitir al examinador asistente plantear todas las consultas que tenga respecto a las notas para la corrección y su interpretación. El examinador asistente deberá ponerse en contacto con el jefe de equipo mediante RM™ Assessor o correo electrónico si tiene problemas o consultas sobre la corrección. Si tiene alguna consulta respecto al uso de RM™ Assessor, envíe un correo electrónico a [email protected].


Section A Criterion A: Language • How effectively and accurately does the student use language?









Criterion B: Message • How clearly can the student develop and organize relevant ideas?



1–2 The message has not been communicated. The ideas are irrelevant and/or repetitive. The development of ideas is confusing; supporting details are limited and/or not appropriate.

3–4 The message has been partially communicated. The ideas are relevant to some extent. The development of ideas is evident at times; supporting details are sometimes appropriate.



9–10 The message has been communicated very well. The ideas are relevant and effective. The development of ideas is coherent and thorough; supporting details are highly appropriate.

NOTE: When marking candidate responses, keep in mind that neither the accuracy of the information presented, nor the validity of the candidates’ personal opinions, are being assessed. Therefore, scripts that are factually inaccurate should not be marked down, provided they meet the requirements of the task, and the ideas are sufficiently developed.


Question 1: Cultural diversity You recently read a book that discussed how acceptance of different ethnicities in a community can strengthen that community. You want to recommend the book to a friend who you know is interested in this topic. Write an email to this friend telling him or her about the book and expressing your opinion about its main argument(s).

3–4

• makes little or no reference to the book’s relevance to the friend’s interest in the topic • provides no clear summary of the book, and does not really recommend it • explains in very basic or unclear ways an opinion about the book’s main argument(s),

with little or no support • focuses poorly on the task: there is much irrelevant ‘e-mail chat’ • uses few paragraphs or cohesive devices to structure the development of ideas

5–6

• makes only vague reference to the book’s relevance to the friend’s interest in the topic • provides a limited summary of the book, and recommends it in vague terms • explains to some extent an opinion about the book’s main argument(s), including a little

basic support • focuses adequately on the task, despite quite a lot of irrelevant ‘e-mail chat’ • uses paragraphing and cohesive devices to a limited extent to structure the

development of ideas

7–8

• makes fairly clear reference to the book’s relevance to the friend’s interest in the topic • provides a simple summary of the book, and recommends it • explains a clear opinion about the book’s main argument(s), including some support • focuses quite well on the task: there is not much irrelevant ‘e-mail chat’ • uses paragraphing and cohesive devices fairly effectively to structure the development

of ideas

9–10

• makes clear reference to the book’s relevance to the friend’s interest in the topic • provides an effective summary of the book (mentioning its name), and recommends it

enthusiastically • explains a clear and coherent opinion about the book’s main argument(s), including

detailed support • focuses well on the task: there is little irrelevant ‘e-mail chat’ • uses paragraphing and cohesive devices effectively to structure the development of

ideas


Question 2: Customs and traditions You read an article that argued that the way you dress influences what others think about you. Write a blog entry in which you discuss to what extent you agree or disagree with this claim and give reasons for your views.

3–4

• mentions unclearly, or not at all, the article’s claim that dress influences others’ opinions

• does not really focus on the extent of agreement with the claim; no clear point of view is provided. (Opposing viewpoints for rebuttal purposes are probably not mentioned at all)

• gives few, or confused, reasons for the views expressed • uses few paragraphs or cohesive devices to structure the development of ideas

5–6

• mentions vaguely the article’s claim that dress influences others’ opinions • focuses vaguely on the extent of agreement with the claim; a point of view may be

suggested, but not very clearly. (Opposing viewpoints for rebuttal purposes may be little used or unclear)

• gives some basic reasons for the views expressed, if not always clearly • uses paragraphing and cohesive devices to a limited extent to structure the development

of ideas

7–8

• refers to the article’s claim that dress influences others’ opinions • focuses fairly competently on the extent of agreement with the claim; and provides a

point of view. (Opposing viewpoints may be used for rebuttal purposes, in limited ways)

• gives reasonably clear and coherent reasons for the views expressed • uses paragraphing and cohesive devices fairly effectively to structure the development

of ideas

9–10

• refers clearly to the article’s claim that dress influences others’ opinions • focuses methodically on the extent of agreement with the claim; and provides a clear

point of view. (Opposing viewpoints may be used for rebuttal purposes, effectively) • gives detailed, lucid reasons for the views expressed • uses paragraphing and cohesive devices effectively to structure the development of

ideas

Note: Accept references to tattoos, piercings, etc as falling within ‘dress’ - provided that the candidate states more or less clearly that this is a deliberate extension of the concept of ‘dress’ to include ‘image’ in general. If the candidate simply wanders off into tattoos, piercings etc, penalise under the reference to ‘relevance’ in the criteria (in proportion - ie a one-sentence mention would not really require any penalty).


Question 3: Health An exhibition focusing on alternative medicine, such as herbal medicines and aromatherapy, was held in your town. As a junior editor of your town’s newspaper, write a news report in which you describe the event and the promoted benefits of the alternative medicine methods displayed.

3–4

• provides very limited factual information about the event: when, where, who was involved, etc

• describes little about the atmosphere and public at the event • explains unclearly any perceived benefit(s) of the alternative medicine methods on

display; or fails to explain any perceived benefit of the alternative medicine methods on display

• uses few paragraphs or cohesive devices to structure the development of ideas

5–6

• provides limited factual information about the event: when, where, who was involved, etc

• describes in vague terms the atmosphere and public at the event • explains imprecisely more than one perceived benefit of the alternative medicine

methods on display; or explains only one perceived benefit of the alternative medicine methods on display

• uses paragraphing and cohesive devices to a limited extent to structure the development of ideas

7–8

• provides some useful factual information about the event: when, where, who was involved, etc

• describes reasonably clearly the atmosphere and public at the event • explains in general terms more than one perceived benefit of the alternative medicine

methods on display • uses paragraphing and cohesive devices fairly effectively to structure the development

of ideas.

9–10

• provides useful factual information about the event in some detail: when, where, who was involved, etc

• describes clearly yet concisely the atmosphere and public at the event • explains methodically more than one perceived benefit of the alternative medicine

methods on display • uses paragraphing and cohesive devices effectively to structure the development of

ideas


Question 4: Leisure Your school is planning to organize a summer camp that centres around the most popular activities amongst teenagers and is looking for ideas for the camp. Write a proposal to your school board in which you suggest activities for the camp, and explain why they will be engaging for teenagers.

3–4

• refers little or not at all the context of the suggested camp • describes only one activity, very vaguely; or refers to more than one, but unclearly • explains poorly or not at all why the proposed activities will appeal to • uses few paragraphs or cohesive devices to structure the development of ideas. •

5–6

• refers vaguely to the context of the suggested camp • describes only one activity, if clearly; or refers to more than one, but superficially • explains in vague, simple terms why the proposed activities will appeal to teenagers • uses paragraphing and cohesive devices to a limited extent to structure the

development of ideas

7–8

• refers simply to the context of the suggested camp • describes more than one activity, quite clearly but without much detail • explains in general terms why the proposed activities will appeal to teenagers • uses paragraphing and cohesive devices fairly effectively to structure the development

of ideas

9–10

• refers directly to the context of the suggested camp • describes two or more proposed activities methodically and in detail • explains clearly why the proposed activities will appeal to teenagers • uses paragraphing and cohesive devices effectively to structure the development of

ideas


Question 5: Science and technology As your school’s newspaper editor, you interviewed the creator of a new social network and asked him / her about the difference between the newly-created social network and the ones that we currently use. Write an article based on this interview to be published in your school newspaper. Do not simply write the exact words (transcript) of the interview.

3–4

• focuses poorly or unclearly on the features provided in the new social network (and may digress at length into irrelevant background about interviewee and context)

• describes very little or unclearly the difference(s) between the current networks and the new one

• may not mention at all the interviewee’s enthusiasm about the new social network • links quotations by the author poorly to the progression of ideas • uses few paragraphs or cohesive devices to structure the development of ideas

5–6

• focuses to some extent on the features provided in the new social network (but may digress significantly at times into irrelevant background about interviewee and context)

• describes in simple general terms the difference(s) between the current networks and the new one

• may mention the interviewee’s enthusiasm about the new social network • links quotations by the author vaguely to the progression of ideas • uses paragraphing and cohesive devices to a limited extent to structure the development

of ideas

7–8

• focuses in general on the features provided in the new social network (but may provide a little too much background about interviewee and context)

• describes quite methodically the difference(s) between the current networks and the new one

• may describe the interviewee’s enthusiasm about the new social network • links quotations by the author competently to the progression of ideas • uses paragraphing and cohesive devices fairly effectively to structure the development

of ideas

9–10

• focuses principally and clearly on the features provided in the new social network (but may provide some relevant background about interviewee and context)

• explains methodically and in detail the difference(s) between the current networks and the new one

• may convey vividly the interviewee’s enthusiasm about the new social network • links quotations by the author skilfully to the progression of ideas • uses paragraphing and cohesive devices effectively to structure the development of

ideas


Criterion C: Format • How correctly does the student produce the required text type? • To what extent are the conventions of text types appropriate?







To gain maximum marks [5], all of the bulleted conventions must be applied. To gain [3], more than half of the conventions must be applied. Note: Examiners are reminded that Criterion C bullet points are marking notes, not mark schemes. Therefore, where one or more bullet points are only partially fulfilled (eg appropriate register generally used but not consistently, there is an opening salutation but no closing salutation etc), some credit/recognition may still be given. In such cases, examiners should consider the work holistically and use their professional judgements, with reference to the criteria, to arrive at the final marks. Expected conventions of the text type are as follows: Question 1: Email • will adopt a consistently informal register • will adopt a lively, engaging style, perhaps with some “youth-speak” eg “I’m good”,

“Can’t wait” etc • will maintain clear sense of address to a specific person • will have opening salutations • will have closing salutations. N.B.: Some limited use of textese (eg “4” for “four/for” and “u” for “you”) and/or emoticons is permissible. Question 2: Blog entry • will adopt a semi-formal to informal register • will have an engaging title for the entry itself – ie not just a general name for the blog overall • will include first person statement and/or narration • will show awareness of the reader, eg through direct address, a lively and interesting style etc • will have a closing statement, eg invitation to comment, a conclusion drawn etc.


Question 3: News report • will adopt a semi-formal to formal register • will have a relevant title/headline • will use a neutral/objective style eg presents ideas and facts without embellishment • will have a conclusion or recommendation • will have a clearly structured layout eg a clear introduction, sub-headings, short brief

paragraphs/sections, etc. Question 4: Proposal • will adopt a formal register • will use a style aimed to persuade a specified audience • will have a title summarizing the overall subject • will set out the text clearly using format features such as headings, short clear paragraphs,

sections identified by numbers/letters/bullets, insetting etc • will have an introduction and a conclusion. N.B.: It is acceptable for the proposal to be presented within the framework of a letter / email, provided the features above are present. The handling of such a ‘framework’ should not affect the mark. Question 5: Interview • will adopt a semi-formal register • will have a relevant headline/title • will have an introduction and conclusion • will use a style aimed at involving and interesting the reader • will refer to the interview, including direct quotations; it will not be a verbatim transcript.


Section B Criterion A: Language • How effectively and accurately does the student use language?









Criterion B: Argument • How skillfully does the student develop ideas? • How clear and convincing is the argument? • To what extent does the student react to the stimulus?


1–2 The development of ideas is very poor, and the argument is unclear and unconvincing. The structure of the argument is vague and confusing. The ideas are irrelevant.

3–4 The development of ideas is poor, and the argument is rarely clear and convincing. The structure of the argument is sometimes apparent. The ideas are sometimes relevant.

5–6 The development of ideas is sometimes good, and the argument has some clarity and is sometimes convincing. The structure of the argument is evident. The ideas are generally relevant.

7–8 The development of ideas is good and methodical; the argument is clear and fairly convincing. The structure of the argument is coherent and organized. The ideas are well expressed and relevant.

9–10 The development of ideas is very good and methodical; the argument is convincing. The structure of the argument is consistently coherent and organized. The ideas are very well expressed, relevant and engaging.



6. “Walking with a friend in the dark is better than walking alone in the light.”

Helen Keller

3–4

• addresses poorly or not at all the central issue of sharing experiences, even bad ones, with friends, versus going through happy times alone (even if the words “light” and “dark” are interpreted literally)

• provides little or no explanation of what a “friend” is taken to mean. Any related ideas, such as sharing difficult experiences (the unknown, family situations, and the like), are not clearly linked to the interpretation of “a friend”

• presents an unclear or contradictory view of the statement: whether agreeing or disagreeing, or considering pros and cons of both sides

• provides reasons for the viewpoint that are not developed clearly • links arguments very poorly or not at all

5–6

• addresses in loose general terms the central issue of sharing experiences, even bad ones, with friends, versus going through happy times alone (even if the words “light” and “dark” are interpreted literally)

• provides a vague attempt at explanation of what a “friend” is taken to mean. Related ideas, such as sharing difficult experiences (the unknown, family situations, and the like), are only vaguely linked to the interpretation of “a friend”

• presents an imprecise or confused view of the statement: whether agreeing or disagreeing, or considering pros and cons of both sides

• provides reasons for the viewpoint that are only developed clearly in part • links arguments unclearly and ineffectively at times

7–8

• addresses broadly the central issue of sharing experiences, even bad ones, with friends, versus going through happy times alone (even if the words “light” and “dark” are interpreted literally)

• provides some explanation of what a “friend” is taken to mean. Related ideas, such as sharing difficult experiences (the unknown, family situations, and the like), are linked to some extent to the interpretation of “a friend”

• presents quite a clear view of the statement: whether agreeing or disagreeing, or considering pros and cons of both sides

• provides reasons for the viewpoint that are generally developed fairly clearly • links arguments reasonably clearly and effectively

9–10

• addresses directly the central issue of sharing experiences, even bad ones, with friends, versus going through happy times alone (even if the words “light” and “dark” are interpreted literally)

• provides an effective explanation of what a “friend” is taken to mean. Related ideas, such as sharing difficult experiences (the unknown, family situations, and the like), are explicitly linked to the interpretation of “a friend”

• presents a clear and coherent view of the statement: whether agreeing or disagreeing, or considering pros and cons of both sides

• provides reasons for the viewpoint that are clearly developed and well-supported • links arguments clearly and effectively

1 h 30 m



10 pages/páginas









8818 – 2226


Página en blanco


Text A



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Boston DJs support ZUMIX

In this day and age, some smartphone-wielding tech snobs might argue that live radio isn't relevant any more. But for ZUMIX, launching an FM radio station in 2016 was one of the biggest steps in its 25-year history.

Founded in 1991, ZUMIX, an East Boston non-profit organization and community center, is dedicated to providing access to top-quality arts experiences for a low-income, under-served neighborhood. At ZUMIX, children and teens can learn how to play an instrument, record music, or they can become an on-air radio personality.

To celebrate the anniversary of its founding, the organization is hosting an event "Boston DJs for ZUMIX" this Friday (March 31). The occasion will feature performances from musicians and guest DJs, including "Morning Guy Tai" Irwin, the organizer of the event.

"I've long admired ZUMIX for their hands-on work with teenagers, work that gets results, and launches kids into young adulthood, college, and a creative, productive life;' Irwin tells Vanyaland.

"When ZUMIX acquired a radio station, I got involved with the community center and quickly saw the advantages and opportunities that it was providing to Boston youth;' he added.

Irwin tells the story of working in a Long Island ice cream parlour as a teenager, when his career path took an unlikely turn as a result of a free ice cream cone.

"On slow nights I called WLIR radio and made requests. Most of the DJs would answer the phone, and many played my requests. In return I'd offer them ice cream. One DJ, Denis McNamara, actually came into the store, which was located about a mile from their studios, and took me up on an offer of a free ice cream. We talked for a while and he then invited me to come up there and just hang out.

"A few nights later, while I was visiting the studios, an announcer asked me to read one line of a commercial - so I said 'Long Island Honda in Hicksville' and I was immediately addicted to being on air. Now I had direction, focus and an identity that I would never lose. For the next 30 years, radio was my world:'

Irwin hopes that the Boston radio community will support 94.9 FM so that the station can continue its youth radio program and give participants the same career boost he received as a teenager.

"I love being involved with all aspects of ZUMIX;' says Irwin. "I see what it does for the kids in East Boston, and I immediately relate to them. ZUMIX is not just another after-school program;' he says, "it's the soul of East Boston, the soul of young Boston, of young America:'

Adapted from Victoria Wasylak, www.vanyaland.com, www.zumix.org (accessed 2017)

Text B

The Great Barrier Reef is dying: we need to act now!

April 05, 2017 4:00PM By Lorna Gray

There’s nothing quite like being surrounded by beautiful, vibrant corals, stunning fish and exotic sea creatures. But have you ever snorkelled the Great Barrier Reef? I’m lucky enough to say I have. It’s not only beautiful but it is the largest reef ecosystem on Earth. It’s no wonder people flock from every corner of the globe to snorkel there.

But did you know that the reef, which also happens to be one of the seven natural wonders of the world, is in trouble? In fact, it’s in grave danger.

Sure, you’ve probably heard about this in the media but the seriousness of the situation is terrifying. In fact, it’s currently suffering through a severe bleaching event for an unprecedented second year in a row.

We now know that bleaching is caused by a drastic rise in sea temperatures and this causes the corals to turn ghostly white — they’re basically revealing their skeletons. In effect, it kills the corals.

Since 1985, the Great Barrier Reef has suffered a loss of 50 % of its stunning corals. This is due to a variety of factors, the most important being pollution. The mass bleaching of corals that occurred in 2016 and again in 2017 has been absolutely catastrophic for the reef. 81 % of the corals are now bleached and this means they’re at risk of dying.

“The coral bleaching is a warning sign,” says conservationist John Rumney. “We need to pay attention to it.”

“The coral on the Great Barrier Reef is the building block for biodiversity,” says Rumney. “There are 600 different species of coral, and two and a half thousand species of fish. You wipe the corals out and you wipe out their food chain. And if the corals collapse, the fishing industry will collapse too. The reef, as we know it, may never come back if we humans keep polluting it.”

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So what will happen to the Great Barrier Reef next, you might ask. Um… well, nobody actually knows what will happen if or when…

“Researchers can only hazard a guess,” says Dr Dean Miller, Science Director at Great Barrier Reef Legacy.

“Tiny marine algae live inside the corals’ tissue and [ – X – ] they provide the corals with the energy they need to grow and reproduce,” explains Dr Miller.

“But when that coral is bleached, the algae will often die from overheating, or simply leave. The corals starve [ – 17 – ] they’re without their main food and energy source.”

Dr Miller also believes that the 2016 coral bleaching was the worst on record. [ – 18 – ], more than two-thirds of corals were killed in some areas.

It’s worth noting that this is a worldwide epidemic [ – 19 – ]. Corals have been bleaching continuously across the Pacific Ocean since mid-2014 and this is a worldwide cause for concern. [ – 20 – ] we can act to save this global asset and Australian icon. But we need to start caring now.

Bauer Media Pty Ltd

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Text C


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Why water is becoming the "new oil"

The average North American does not think twice when they turn on the water for a shower, or to clean their hands. We have all enjoyed access to clean, fresh water for years without a single worry. Unfortunately, this is likely to change in the future. For drought-afflicted states like California, that future is arriving rather quickly. Californians already have to deal with water restrictions. These will likely be extended to other states as time progresses. This is because water is the "new oil". It is a phrase that you will likely hear over and over again in the near future. Let's take a look at why people are taking up this new refrain.

Why water is the "new oil"

Political pundits like to claim that water is the "new oil" because both are finite resources that serve as the basis for conflicts. As we march toward the future, water will likely replace oil as the most valued resource simply because it is fundamental to the survival of humanity and we do not have enough of it for our growing population. Eventually, humanity will likely run out of fresh water. When we reach the point where we only have salt water, desalinization will be of the utmost importance. This is a process that takes the salt and various minerals out of salt water to produce drinking water. However, the desalinization process is expensive and takes a significant amount of time to complete.

What will the future look like?

If humanity fails to limit population growth, wars will inevitably be fought for access to fresh water, just like they were fought over oil in the 20th century. However, it is doubtful whether countries around the world can institute family planning programs to curb population growth. Engineers broadly agree that humanity will eventually figure out how to fuel vehicles with a substance other than oil, yet humanity will probably not figure out how to survive without fresh water. Politicians, economists, demographers and just about anyone else "in the know" agree that access to clean and fresh water will soon become humanity's most important challenge.



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Humanity's 21 st century water challenge

We are tasked with determining how to make the most efficient use of our existing fresh water resources. Our water must be used in a much more sustainable manner with an eye on posterity. As an example, consider hydro-fracking* companies that contaminate millions of gallons of water in an effort to secure the natural gas positioned beneath the surface of the earth. Critics argue that fracking will therefore lead to increased competition for our existing water resources. Nor is it prudent to use massive amounts of water to maintain lush green golf courses throughout the year. If we continue our wasteful ways, water could eventually become even more valuable than oil. Such a statement seems exaggerated when uttered today yet it could easily come to fruition in the next two decades.

Adapted from http://choiceorlife.com (accessed 2017)

* hydro-fracking: the use of highly pressurized liquid to fracture rocks in order toaccess natural gas and oil

Text D


An extract from As I Walked Out One Midsummer Morning

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Presently I got up and dressed, stuck my violin under my jacket, and went out into the

streets to try my luck. It was now or never. I must face it now, or pack up and go back home.

I wandered about for an hour looking for a likely spot, feeling as though I were about to

commit a crime. Then I stopped at last under a bridge near the station and decided to

have a go.

I felt tense and shaky. It was the first time, after all. I drew the violin from my coat like a

gun. It was here, in Southampton, with trains rattling overhead, that I was about to declare

myself. One moment I was part of the hurrying crowds, the next I stood nakedly apart, my

back to the wall, my hat on the pavement before me, the violin under my chin.

The first notes I played were loud and raw, like a hoarse declaration of protest, then they

settled down and began to run more smoothly and to stay more or less in tune. To my

surprise, I was neither arrested nor told to shut up. Indeed, nobody took any notice at all.

Then an old man, without stopping, surreptitiously tossed a penny1 into my hat as though

getting rid of some guilty evidence.

Other pennies followed, slowly but steadily, dropped by shadows who appeared not to see

or hear me. It was as though the note of the fiddle2 touched some subconscious nerve that

had to be answered - like a baby's cry. When I'd finished the first tune there was over a

shilling3 in my hat: it seemed too easy, like a confidence trick. But I was elated now; I felt that

wherever I went from here this was a trick I could always live by.



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I worked the streets of Southampton for several days, gradually acquiring the truths of the

trade. Obvious enough to old-timers, and simple, once learnt, I had to get them by trial and

error. It was not a good thing, for instance, to let the hat fill up with money - the sight could

discourage the patron; nor was it wise to empty it completely, which could also confuse him,

giving him no hint as to where to drop his money. Placing a couple of pennies in the hat to

start the thing going soon became an unvarying ritual; making sure, between tunes, to take

off the cream, but always leaving two pennies behind.

Laurie Lee, As I Walked Out One Midsummer Morning (1969)

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penny: a unit of currency approximately equal to one US cent fiddle: violin shilling: a unit of currency, 12 pennies

Text E

Give me Wi-Fi!How to get Internet and Wi-Fi when backpacking in New Zealand

[ – X – ]When you get to New Zealand, it will be so much easier andcheaper if you get a New Zealand SIM card. If you are crazyabout social media, get a phone plan which includes a lotof network data capacity. This will be your saviour if you arestaying somewhere with expensive Wi-Fi.

[ – 47 – ]It can be cost-e� ective to pay for internet for limitedperiods of time. One internet service worth having isGlobal Gossip: you either pay NZ$4 for 24 hours or NZ$12for 7 days to connect to Wi-Fi at any Global Gossip hotspot.

[ – 48 – ]For those backpacking, one of the selling points for a lotof New Zealand hostels is that they are not only a� ordable but also o� er free Wi-Fi. However,don’t expect a super speedy connection. Nonetheless, if you purchase a Youth Hostel Associationmembership, there’s free Wi-Fi at more than 25 youth hostels around the country.

[ – 49 – ]Customers on a monthly phone plan can use the 1000+ free Wi-Fi zones all over the country.Internet cafes are another obvious solution, but be prepared to pay.

If you are on a shoestring, the best way to get Wi-Fi while in a New Zealand town or city is to buy a co� ee. Many cafes have free Wi-Fi that is ample for uploading photos and videos. Some cafes have time or bandwidth limits on Wi-Fi.

While cruising New Zealand’s major cities, there are also a number of free public Wi-Fi hotspots you can access. In other towns, is not uncommon to � nd free Wi-Fi in libraries. Some have functioning connections, others don’t.

[ – 50 – ]If you are on a working holiday in New Zealand, you will probably rent somewhere. Most rentedaccommodation will include a monthly charge for Wi-Fi. Otherwise, you may have to payseparately for broadband services. In such cases, you can subscribe to a budget option, as long asyou are willing to sacri� ce faster download and upload speeds.

So, while in New Zealand, look out for the best internet connections and be prepared to pay a little for them. Happy travels!

Text: http://www.backpackerguide.nz/Image: https://commons.wikimedia.org/wiki/File:Cartoon_Smartphone_With_Online_Sharing_Power.svg

Free Clip Art [CC BY-SA 4.0 (https://creativecommons.org/licenses/by-sa/4.0)], from Wikimedia Commons

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N 18 / 2 /ABENG/ H P 1 / ENG /TZ0 / XX /T – 10 –

12EP01

1 h 30 m





12 pages/páginas









8818 – 2225

Text A — Boston DJs support ZUMIX

1. Select the four statements that are true according to the text. Write the appropriate letters in the boxes provided. [4 marks]

Example: A

A. Many users of technology think that live radio has no place in today’s world.

B. These days, people are generally negative about live radio.

C. Starting a radio station has been a huge development for ZUMIX.

D. A radio station in Boston recently set up a youth and community center.

E. ZUMIX is principally a training college for people who want to become DJs.

F. ZUMIX allows the young people of Boston to develop skills related to the music industry.

G. The DJ, Tai Irwin, is organizing his 25th birthday party at ZUMIX.

H. ZUMIX is celebrating its first 25 years with a music event.

I. Tai Irwin has been working with ZUMIX for the last 25 years.

J. Tai Irwin thinks that ZUMIX has helped youngsters to find their direction in life.


2. Which phrase between lines 16 and 19 means “practical”?

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3. At what point did Tai Irwin start to work with ZUMIX?

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4. To what does the word “there” on line 25 refer?

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12EP02



5. What was the direct consequence for Tai Irwin of giving an ice cream to Denis McNamara?

A. He was able to find his vocation in life. B. He had the opportunity to write radio adverts.C. He became a dedicated community activist.D. He was able to open a school for DJs.

6. Tai Irwin fell in love with radio broadcasting because…

A. he met a nationally famous radio expert. B. he had to advertise the services of a local business.C. he got to speak a single line of script for an advert.D. he knew exactly what his role was going to be.

7. Tai Irwin thinks ZUMIX is an important community asset because young people…

A. can gain new opportunities. B. will come and admire him.C. will support the radio station.D. can avoid after-school programs.

8. When Irwin says that ZUMIX is “the soul of young Boston” (line 35), he is suggesting that it…

A. is a great source of information for these young people. B. presents a career path for these young people.C. is the most practical thing in these young people’s lives.D. reflects how these young people think and feel.

12EP03



Text B — The Great Barrier Reef is dying: we need to act now!


9. What makes the Great Barrier Reef so special?

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10. What is abnormal about the current rate at which the reef is being bleached?

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11. Name the economic consequence of the bleaching of the Great Barrier Reef mentioned between lines 20 and 28.

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12. Which phrase between lines 20 and 28 means “are unable to predict accurately”?

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Example: In fact, it's in grave danger. (line 7) “it” . . . . . . . . . . . . . the reef . . . . . . . . . . . .

13. In effect, it kills the corals. (lines 12–13) “it” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

14. This is due to a variety of factors… (lines 14–15) “This” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

15. …they're at risk of dying. (line 17) “they” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

16. …and you wipe out their food chain. (line 22) “their” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12EP04


Which words or phrases go in the gaps in lines 29 to 38? Choose the words from the list below and write them in the boxes provided.

although before instead since then

as well in return nevertheless so whereas

Example: [ – X – ] . . . . . . . . . . . . . . . . . . . . . . . . in return . . . . . . . . . . . . . . . . . . . . . . . . . . . .

17. [ – 17 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

18. [ – 18 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

19. [ – 19 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

20. [ – 20 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12EP05



Text C — Why water is becoming the “new oil”


21. Which phrase between lines 1 and 7 means “hesitate”?

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22. According to the author, when will the water crisis probably reach other parts of North America?

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23. Which idea does the author refer to with the phrase “this new refrain” (line 7)?

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True False

Example: Commentators like to assert that water has the same significance as oil.

Justification: . . . . . political pundits like to claim that water is the “new oil” . . . . . . . .

24. Humanity’s increasing demand for water will never be satisfied.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

25. Desalinization already provides a workable solution to our water shortages.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

26. Nations will be able to commit to reducing population growth.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12EP06


True False

27. Scientists may one day find technological alternatives to our need for water.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


Example: Politicians believe access to fresh water is going to be… C

28. In the 21st Century, we need to be…

29. The process of fracking for gas involves…

30. Critics of fracking believe we will be…

31. Someday soon, leisure facilities may have to stop…

A. fighting over fresh water supplies.

B. securing underground supplies of water.

C. the most significant issue for humanity.

D. polluting fresh water with natural gas.

E. polluting industrial quantities of water.

F. securing private supplies of water.

G. guessing the scale of the problem.

H. making more sustainable use of resources.

I. negotiating international water rights.

J. expending precious resources.

Choose the correct answer from A, B, C or D. Write the letter in the box provided.

32. The phrase “with an eye on posterity” (line 27) suggests we must…

A. consider our actions very carefully. B. consider our past mistakes.C. think about future generations.D. take into account the opinion of others.

33. The phrase “could easily come to fruition” (line 33) suggests an outcome which might be…

A. realized. B. inconclusive.C. adequate.D. pleasing.

12EP07



Text D — An extract from As I Walked Out One Midsummer Morning


34. Which phrase between lines 1 and 5 suggests that the narrator had come to a critical moment in his life?

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35. Which phrase between lines 1 and 5 shows that the narrator was ashamed about what he was about to do?

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36. With which words did the narrator justify his nervousness to himself?

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37. Which phrase between lines 6 and 14 shows that the narrator had taken a decision to bring himself to the public’s attention?

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38. Which word between lines 6 and 14 suggests that the passer-by was as self-conscious as the narrator was?

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39. When the narrator says, “I drew the violin from my coat like a gun” (lines 6 and 7), this suggests that he…

A. was going to threaten someone. B. felt very threatened by the public.C. felt like he was going to break the law.D. wanted to play very aggressively

12EP08


40. When the narrator says, “It was as though the note of the fiddle touched some subconscious nerve that had to be answered – like a baby’s cry” (lines 16 and 17), it indicates that listeners’ reactions were…

A. sympathetic. B. childish.C. mindless.D. instinctive.

41. The narrator says that he used to “take off the cream” (lines 25 and 26). By this he means…

A. to remove most of the money from the hat. B. to take a short break from playing his violin.C. to spend some of his earnings on food and drink.D. to take out all the money leaving nothing behind.

Find the words in text which mean the following (lines 20 to 26).

Example: a number of

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .several . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

42. the basic skills and knowledge

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43. experimentation

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44. the person giving

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45. suggestion

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12EP09




46. Which of the following options best describes the text?

A. It is full of local historical detail. B. It is written from a personal perspective.C. It criticizes attitudes towards law and order.D. It shows how to make money from music.

12EP10


Text E — Give me Wi-Fi!


Example: [ – X – ] H

47. [ – 47 – ]

48. [ – 48 – ]

49. [ – 49 – ]

50. [ – 50 – ]

A. Special backpacker discounts

B. Short-term options

C. Topping up your SIM card

D. Taking out a monthly plan

E. Internet in the home

F. On the go

G. Using international chat lines

H. The basics

I. In budget accommodation

J. Super-fast downloading


Example: cost-effective (line 9) F

51. speedy (line 16)

52. ample (line 22)

53. functioning (line 25)

A. working

B. hasty

C. frequent

D. precise

E. rapid

F. economical

G. plenty

H. predictable

12EP11



Choose the correct phrase from the text to complete the following sentences. Base your answers on information as it appears in lines 19 to 33.

Example: There are over a 1,000 Wi-Fi spots available to those…

. . . . . . . . . . . . . . . . . . . . . . . . . . on a monthly phone plan . . . . . . . . . . . . . . . . . . . . . . . . . .

54. Accessing free Wi-Fi from a café could be a solution for those…

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

55. If you have to pay for your own Wi-Fi in rented accommodation, there is always…

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


56. According to the text, which of the following places in New Zealand offers truly free Wi-Fi?

A. Youth hostels B. Coffee shopsC. Rented accommodationD. Public libraries

57. The main purpose of the text is to…

A. offer advice to visitors about Wi-Fi access in New Zealand. B. warn visitors about the cost of Wi-Fi in New Zealand.C. describe the major tourist attractions in New Zealand.D. recommend the very best Wi-Fi package for New Zealand.

12EP12



10 pages/páginas



November / Novembre / Noviembre de 2018



Nivel superior



This markscheme is the property of the International Baccalaureate and must not be reproduced or distributed to any other person without the authorization of the IB Global Centre, Cardiff.

Ce barème de notation est la propriété du Baccalauréat International. Toute reproduction ou distribution à de tierces personnes sans l’autorisation préalable du centre mondial de l’IB à Cardiff est interdite.

Este esquema de calificación es propiedad del Bachillerato Internacional y no debe ser reproducido ni distribuido a ninguna otra persona sin la autorización del centro global del IB en Cardiff.


1. For questions where short answers are required, the answer must be clear. Do not award the mark if the answer does not make sense or if theadditional information makes the answer ambiguous, incorrect or incomprehensible.


3. For true or false questions, candidates may use a tick or a cross to indicate their intended response but usage must be consistent. If a candidatewrites two ticks or two crosses for the same answer award [0]. If a candidate answers with a cross and a tick for the same answer, mark the tick andignore the cross.

4. For questions where the candidate has to write a letter in a box (for example, multiple choice questions), if a candidate has written two answers – onein the box and one outside – only mark the answer inside the box.

5. The total number of marks for the question paper is [60].

1. En ce qui concerne les questions pour lesquelles des réponses brèves sont attendues, la réponse donnée doit être claire. N’attribuez pas de points sila réponse n’a aucun sens ou si les informations supplémentaires qu’elle contient la rendent ambiguë, incorrecte ou incompréhensible.


3. En ce qui concerne les questions de type vrai ou faux, les candidats peuvent cocher ou marquer d’une croix la réponse de leur choix, mais ils doiventrester cohérents. Si un candidat a utilisé deux coches ou deux croix pour la même réponse, attribuez [0]. Si un candidat a répondu par une croix etune coche à la même question, prenez en compte la coche et ignorez la croix.

4. En ce qui concerne les questions pour lesquelles le candidat doit écrire une lettre dans une case (par exemple, dans le cas de questions à choixmultiple), s’il a donné deux réponses différentes, l’une à l’intérieur de la case et l’autre en-dehors, ne prenez en compte que la réponse qui se situedans la case.

5. Le nombre total de points pour l’épreuve d’examen est de [60].

1. Las preguntas que requieran una respuesta corta deben responderse con claridad. No otorgue la puntuación si la respuesta no tiene sentido o si lainformación adicional hace que la respuesta sea ambigua, incorrecta o incomprensible.


3. En las preguntas de verdadero o falso, los alumnos podrán indicar la respuesta elegida con un tic o una cruz, pero el uso de los signos debe sercoherente. Si el alumno marca dos tics o dos cruces en la misma respuesta, otorgue la puntuación [0]. Si el alumno responde marcando una cruz yun tic en la misma respuesta, puntúe el tic e ignore la cruz.

4. En las preguntas que requieran escribir una letra en una casilla (por ejemplo, en las preguntas de opción múltiple), si el alumno ha escrito dosrespuestas (una dentro de la casilla y la otra fuera), puntúe únicamente la respuesta marcada dentro de la casilla.



Text A — Boston DJs support ZUMIX


1. C, F, H, J in any order, award [1] for each correct answer

4

2. hands-on hands-on work 1

3. • (when ZUMIX) acquired a radio station

• in 2016

other wording with the same meaning, eg:

• in 2016, when Zumix launched theirradio station

“quickly saw the advantages and opportunities that it was providing to Boston youth”

1

4. (their/the) studios other wording with the same meaning, eg:

• WLIR studio(s)

• (Denis) McNamara’s studio(s) / Denis’sstudio(s)

• (the/their) studio(s)

• WLIR radio (station)

• (The) radio station/studio(s)

• the station(s)

• the radio stations

1

5. A 1

6. C 1

7. A 1

8. D 1

1.Total 11


Text B — The Great Barrier Reef is dying: we need to act now!


9. • (it is the) largest reef ecosystem (onEarth)

• one of the seven natural wonders (ofthe world)

other wording with the same meaning • “largest ecosystem on earth” without“reef”

• “largest reef on earth” without“ecosystem”

• “one of the seven wonders” without“natural”

1

10. (currently suffering through a severe bleaching event for an unprecedented) second year in a row

other wording with the same meaning, eg:

• the mass bleaching of corals thatoccurred in 2016 and again in 2017

• The verbatim copying of “The massbleaching of corals that occurred in2016 and again in 2017 has beenabsolutely catastrophic for the reef”

• 81 % of the corals are now bleachedand this means they’re at risk of dying

1

11. the fishing industry will collapse other wording with the same meaning, eg:

• the fishing industry will collapse too• fishing

• (And) if the corals collapse, thefishing industry will collapse too.

1

12. can only hazard a guess exact wording only • The full sentence: “researchers canonly hazard a guess”

• nobody actually knows what willhappen if or when

• “hazard a guess” without “can only”

1

13. (a) drastic rise in sea temperature(s) (the) bleaching • “drastic rise in temperature(s)”without “sea”

• temperature(s)

1

14. (a) loss of 50 % (of its stunning corals) • (a/the) loss of 50% of the Great BarrierReef’s (stunning) coral(s)

• (a) 50% loss of the Great BarrierReef’s (stunning) coral(s)

• corals

• “loss” on its own

1

15. 81 % of the corals “(the) corals” without “81%” 1


16. (two and a half thousand species of) fish • (two and a half thousand species of)fishes

• (the species of) fishes

1

17. since 1

18. then 1

19. as well 1

20. nevertheless 1

2.Total 12


Text C — Why water is becoming the “new oil”


21. think twice do not think twice 1

22. as time progresses other wording with the same meaning, eg:

• in the future

• these will likely be extended to otherstates as time progresses.

• in the near future

• in the next two decades

• in the 21st century

1

23. water is the “new oil” slight variations in the answer (eg the idea

of water being the new oil)

using water as the new oil 1

NOTE: For the justification in questions 24 to 27, allow only the quotation as given, possibly with a few additional words, provided that they do not

materially alter the meaning. Both true/false and quotation response must be correct for the mark.

24. true – (we) do not have enough of it for our

growing population

1

25. false – (However, the desalinization process

is) expensive and takes a significant amount

of time (to complete)

1

26. false – (it is) doubtful whether countries

(around the world) can institute family

planning programs (to curb population

growth)

• “doubtful whether countries can

institute planning programs” without

“family”


institute family programs” without

“planning”


institute family planning” without

“programs”

1


27. false – (yet humanity will) probably not figure

out how to survive without fresh water

• “humanity will not figure out how to

survive without fresh water” without

“probably”

• “(yet humanity) will probably not

figure out how to survive without

water” without “fresh”

1

28. H 1

29. E 1

30. A 1

31. J 1

32. C 1

33. A 1

3. Total 13


Text D — An extract from As I Walked Out One Midsummer Morning


34. (it was) now or never (I must) face it now (or pack up

and go back home)

“I must face it” without “now” 1

35. (feeling) as though I were about to commit a

crime

“I were about to commit a crime”

without “as though”

1

36. (it was) the first time (, after all) 1

37. (I was) about to declare myself 1

38. surreptitiously guilty 1

39. C 1

40. D 1

41. A 1

42. the truths of the trade truth(s) of trade 1

43. trial and error • (by) trial

• by trial and error

1

44. (the) patron 1

45. hint 1

46. B 1

4. Total 13


Text E — Give me Wi-Fi!


47. B 1

48. I 1

49. F 1

50. E 1

51. E 1

52. G 1

53. A 1

54. on a shoestring exact wording only 1

55. a budget option exact wording only 1

56. D 1

57. A 1

5.Total 11

1 h 30 m



3 pages/páginas









8818 – 2227

Section A



You are currently attending a school in an English-speaking country, and a newly arrived refugee has just joined your class. You interviewed this student about their first impressions of their new home, and their hopes for the future. Write an article based on this interview to be published in your school magazine. Do not simply write the words (transcript) of the interview.


The principal of your school is proposing to reduce the length of the school’s main holiday. This matter will be debated at the next Parent Teacher Association meeting. As one of those invited to present a student perspective, write the text of your opening speech to be given at the meeting, either supporting or opposing the principal’s proposal.

3. Health

You recently attended a one-day workshop organized by your student council entitled: “Health and Wellness for Students.” Write an email to a friend in which you describe the activities you participated in and evaluate their benefits.

4. Leisure

A recent national survey has found that a majority of teenagers believe online gaming should be classed as a sport. Write a blog entry in which you discuss to what extent you agree with this view, giving reasons for your opinion.


Your local government has recently banned all petrol and diesel vehicles from your city centre, allowing access only to electric vehicles. As a local resident, you have been invited to give feedback on this scheme by submitting a report. Write the report, describing the impact this scheme has had on the community, and suggesting modifications.


Section B


6. “Advertising is legalized lying.”

H G Wells








Nivel superior


14 pages/páginas


These marking notes are the property of the International Baccalaureate and must not be reproduced or distributed to any other person without the authorization of the IB Global Centre, Cardiff.

Ces remarques pour la notation sont la propriété du Baccalauréat International. Toute reproduction ou distribution à de tierces personnes sans l’autorisation préalable du centre mondial de l’IB à Cardiff est interdite.

Estas notas para la corrección son propiedad del Bachillerato Internacional y no deben reproducirse ni distribuirse a ninguna otra persona sin la autorización del centro global del IB en Cardiff.


Section A

Criterion A: Language

• How effectively and accurately does the student use language?








Clarification

Word count At HL, students are required to write a minimum of 250 words in section A and 150 words in section B. Failure to write the minimum number of words will result in a [1 mark] penalty under criterion A. There is no penalty for exceeding 400 words in section A or 250 words in section B: the whole text should be taken into consideration in the award of marks.

Language Not all errors have the same importance, and examiners should bear this in mind. Some errors affect the communication of meaning significantly, and others do not. Also, some errors indicate a fundamental lack of command of the language, while others may simply indicate a moment of forgetfulness.

SLIPS – mistakes at all levels of difficulty, but erratic and occasional – eg the candidate normally forms past tenses well, but occasionally forgets “-ed”.

FLAWS – errors occur more regularly, particularly in certain structures – eg past tenses are formed correctly quite often, but are not really reliable, and there may be basic confusions (eg past simple versus present perfect).

GAPS – some structures are rarely correct, or simply don’t appear – eg the past tenses are needed, but do not appear.

A good answer will have very few language gaps, if any, and slips or flaws very rarely affect meaning.






1–2


3–4




9–10


Note: When marking candidate responses, keep in mind that neither the accuracy of the information presented, nor the validity of the candidates’ personal opinions, are being assessed. Therefore, scripts that are factually inaccurate should not be marked down, provided they meet the requirements of the task, and the ideas are sufficiently developed.


Question 1: Cultural diversity You are currently attending a school in an English-speaking country, and a newly arrived refugee has just joined your class. You interviewed this student about their first impressions of their new home, and their hopes for the future. Write an article based on this interview to be published in your school magazine. Do not simply write the words (transcript) of the interview.

3–4

• focuses poorly or unclearly on the impressions of the newly arrived refugee

• describes vaguely or not at all their impressions of their new home. “Home” may beinterpreted widely, from physical descriptions to comments on society and culture

• explains little about their hopes for the future

• establishes a weak progression of ideas


5–6

• focuses to some extent on the impressions of the newly arrived refugee

• describes superficially their impressions of their new home. “Home” may beinterpreted widely, from physical descriptions to comments on society and culture

• explains vaguely their hopes for the future

• establishes a limited progression of ideas

• uses paragraphing and cohesive devices to a limited extent to structure thedevelopment of ideas

7–8

• focuses in general on the impressions of the newly arrived refugee

• describes in general terms their impressions of their new home. “Home” may beinterpreted widely, from physical descriptions to comments on society and culture

• explains quite clearly their hopes for the future

• establishes some progression of ideas

• uses paragraphing and cohesive devices fairly effectively to structure thedevelopment of ideas

9–10

• focuses consistently on the impressions of the newly arrived refugee

• describes in some detail their impressions of their new home. “Home” may beinterpreted widely, from physical descriptions to comments on society and culture

• explains clearly and in some detail their hopes for the future

• establishes a clear progression of ideas

• uses paragraphing and cohesive devices to structure the development of ideaseffectively


Question 2: Customs and traditions The principal of your school is proposing to reduce the length of the school’s main holiday. This matter will be debated at the next Parent Teacher Association meeting. As one of those invited to present a student perspective, write the text of your opening speech to be given at the meeting, either supporting or opposing the principal’s proposal.

3–4

• takes a largely confused or unclear position either supporting or opposing theprincipal’s proposal

• focuses poorly on the question as to whether the length of the school’s main holidayshould be reduced

• presents weak arguments, with little or no support

• has little or no overall structure of argument


5–6

• takes a vague or inconsistent position either supporting or opposing the principal’sproposal

• focuses loosely on the question as to whether the length of the school’s main holidayshould be reduced

• presents limited general arguments, perhaps supported with examples

• has a vague overall structure of argument


7–8

• takes a reasonably clear position either supporting or opposing the principal’sproposal

• focuses reasonably effectively on the question as to whether the length of theschool’s main holiday should be reduced

• presents fairly developed arguments, quite well supported with examples

• has an overall structure of argument, suggesting a progression of ideas


• may mention opposing arguments for rebuttal purposes

9–10

• takes a clear and precise position either supporting or opposing the principal’sproposal

• focuses consistently and effectively on the question as to whether the length of theschool’s main holiday should be reduced presents developed arguments, wellsupported with examples

• has a clear overall structure, demonstrating a progression of ideas uses paragraphingand cohesive devices to structure the development of ideas effectively

• may effectively use opposing arguments for rebuttal purposes


Question 3: Health You recently attended a one-day workshop organized by your student council entitled: “Health and Wellness for Students”. Write an email to a friend in which you describe the activities you participated in and evaluate their benefits.

3–4

• focuses poorly on the workshop: there is much irrelevant email chat

• describes unclearly or not at all the activities the author participated in

• evaluates in limited or confused terms the benefits of the activities (or the workshopas a whole), providing little argument or evidence


5–6

• focuses to some extent on the workshop: there is some irrelevant email chat

• describes imprecisely the activities the author participated in

• evaluates in loose general terms the benefits of the activities (or the workshop as awhole), providing undeveloped assertions and perhaps a little evidence


7–8

• focuses quite clearly on the workshop: there is not much irrelevant email chat

• describes in general terms the activities the author participated in

• evaluates fairly clearly the benefits of the activities (or the workshop as a whole),providing arguments and some evidence


9–10

• focuses consistently principally and clearly on the workshop: there is very littleirrelevant email chat

• describes in some detail the activities the author participated in evaluates clearly thebenefits of the activities (or the workshop as a whole), providing developed argumentsand well-chosen evidence

• uses paragraphing and cohesive devices effectively to structure the development ofideas


Question 4: Leisure A recent national survey has found that a majority of teenagers believe online gaming should be classed as a sport. Write a blog entry in which you discuss to what extent you agree with this view, giving reasons for your opinion.

3–4

• does not really explain the context - there is little or no mention of the survey

• does not discuss what might be meant by ‘sport’

• does not really focus on the extent of agreement with the claim; no clear point of viewis provided. (Opposing viewpoints for rebuttal purposes are probably not mentioned atall)

• gives few, or confused, reasons for the views expressed


5–6

• explains the context vaguely by mentioning the survey in passing

• discusses in vague or confused ways what might be meant by ‘sport’

• focuses vaguely on the extent of agreement with the claim; a point of view may besuggested, but not very clearly. (Opposing viewpoints for rebuttal purposes may belittle used or unclear)

• gives some basic reasons for the views expressed, if not always clearly


7–8

• explains the context simply by describing the survey in basic terms

• discusses to some extent what might be meant by ‘sport’

• focuses fairly competently on the extent of agreement with the claim; and provides apoint of view. (Opposing viewpoints may be used for rebuttal purposes, in limitedways)

• gives reasonably clear and coherent reasons for the views expressed


9–10

• explains the context effectively by describing the survey clearly

• discusses effectively what might be meant by ‘sport’

• focuses methodically on the extent of agreement with the claim; and provides a clearpoint of view. (Opposing viewpoints may be used for rebuttal purposes, effectively)

• gives detailed, lucid reasons for the views expressed



Question 5: Science and technology Your local government has recently banned all petrol and diesel vehicles from your city centre, allowing access only to electric vehicles. As a local resident, you have been invited to give feedback on this scheme by submitting a report. Write the report, describing the impact this scheme has had on the community, and suggesting modifications.

3–4

• focuses poorly or unclearly on the impact of the scheme that only allows electricvehicles access to the city centre

• describes vaguely or not at all the effects this scheme has had on the community

• suggests very little modification, with little or no explanation. (If no modifications aresuggested, this should be clearly justified in relation to the success of the alreadyexisting scheme)


5–6

• focuses to a limited extent on the impact of the scheme that only allows electricvehicles access to the city centre

• describes superficially the effects this scheme has had on the community

• suggests limited modifications, with vague explanations. (If no modifications aresuggested, this should be clearly justified in relation to the success of the alreadyexisting scheme)


7–8

• focuses quite clearly on the effects of the scheme that only allows electric vehiclesaccess to the city centre

• describes in general terms the impact this scheme has had on the community

• suggests modifications, with loose general explanations. (If no modifications aresuggested, this should be clearly justified in relation to the success of the alreadyexisting scheme)


9–10

• focuses consistently and clearly on the impact of the scheme that only allows electricvehicles access to the city centre

• describes in some detail the effects this scheme has had on the community

• suggests modifications, with concise effective explanations. (If no modifications aresuggested, this should be clearly justified in relation to the success of the alreadyexisting scheme)



Criterion C: Format

• How correctly does the student produce the required text type?

• To what extent are the conventions of text types appropriate?








To gain maximum marks [5], all of the bulleted conventions must be applied. To gain [3], more than half of the conventions must be applied.

Expected conventions of the text type are as follows:

Question 1: Interview

• will adopt an informal to semi-formal register

• will have a relevant headline/title

• will have an introduction and a conclusion

• will use a style aimed at involving and interesting the reader

• will refer to the interview, including direct quotations and/or reported speech; it will not be averbatim transcript.

Question 2: Speech

• will adopt a semi-formal register perhaps with flashes of informality

• will adopt an appropriately serious tone

• will address the audience and keep contact with them throughout, eg use of “we” and “you” etc

• will set out to catch the audience’s attention at the beginning, and leave a clear impression atthe end

• will include speech rhetoric eg rhetorical questions, repetition etc.

Question 3: Email

• will adopt a consistently informal or semi-formal register

• will adopt a friendly, familiar style

• will maintain clear sense of address to a specific person

• will have appropriate opening salutations

• will have appropriate closing salutations.

N.B.: Some limited use of textese (eg “4” for “four/for” and “u” for “you”) and/or emoticons ispermissible


Question 4: Blog entry

• will adopt a semi-formal to informal register

• will have an engaging title for the entry itself – ie not just the general name for the blog overall

• will use first person statement and/or narration

• will show awareness of the reader, eg through direct address, a lively and interesting style etc

• will include standard blog techniques, eg references/links to other entries, invitation tocomment etc.

Question 5: Report

• will adopt a semi-formal to formal register

• will have a title

• will use a neutral/objective style, eg presents ideas with minimal embellishment (if any)

• will have a clearly structured layout, eg a clear introduction, sub-headings, short briefparagraphs/sections, etc

• will have a conclusion or recommendation.


Section B










Clarification








Criterion B: Argument

• How skillfully does the student develop ideas?

• How clear and convincing is the argument?

• To what extent does the student react to the stimulus?



1–2


3–4


5–6


7–8


9–10



6. “Advertising is legalized lying”

H G Wells

3–4

• addresses poorly or not at all the central issue of the morality of advertising

• provides little or no explanation of what the paradoxical phrase “legalized lying” istaken to mean

• presents an unclear or contradictory view of the statement: whether agreeing ordisagreeing, or expressing mixed feelings about a complex subject

• provides reasons for the viewpoint that are not developed clearly

• links arguments very poorly or not at all

5–6

• addresses in loose general terms the central issue of the morality of advertising

• provides a vague attempt at explanation of what the paradoxical phrase “legalizedlying” is taken to mean

• presents an imprecise or confused view of the statement: whether agreeing ordisagreeing, or expressing mixed feelings about a complex subject

• provides reasons for the viewpoint that are only developed clearly in part

• links arguments unclearly and ineffectively at times

7–8

• addresses broadly the central issue of the morality of advertising

• provides some explanation of what the paradoxical phrase “legalized lying” is taken tomean

• presents quite a clear view of the statement: whether agreeing or disagreeing, orexpressing mixed feelings about a complex subject

• provides reasons for the viewpoint that are generally developed fairly clearly

• links arguments reasonably clearly and effectively

9–10

• addresses directly the central issue of the morality of advertising

• provides a coherent explanation of what the paradoxical phrase “legalized lying” istaken to mean

• presents a clear and coherent view of the statement: whether agreeing ordisagreeing, or expressing mixed feelings about a complex subject

• provides reasons for the viewpoint that are clearly explained and well-supported

• links arguments clearly and effectively

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1 h 30 m


Thursday 16 May 2019 (afternoon)Jeudi 16 mai 2019 (après-midi)Jueves 16 de mayo de 2019 (tarde)

8 pages/páginas


yy Do not open this booklet until instructed to do so.yy This booklet contains all of the texts required for paper 1.yy Answer the questions in the question and answer booklet provided.


yy N’ouvrez pas ce livret avant d’y être autorisé(e).yy Ce livret contient tous les textes nécessaires à l’épreuve 1.yy Répondez à toutes les questions dans le livret de questions et réponses fourni.


yy No abra este cuaderno hasta que se lo autoricen.yy Este cuaderno contiene todos los textos para la prueba 1.yy Conteste todas las preguntas en el cuaderno de preguntas y respuestas.


M19/2/ABENG/HP1/ENG/TZ0/XX/T

2219 – 2226


Página en blanco

M19/2/ABENG/HP1/ENG/TZ0/XX/T– 2 –

Text A

Ex-convict, self-made millionaire or psychic?One man is portrayed in six diff erent ways by photographers who were all told diff erent backstories about him. For a video titled “Decoy”, Canon Australia, a photography and imaging company, invited six diff erent photographers to capture a person they each believed was either a millionaire, an ex-convict, a psychic, an alcoholic, a lifesaver or a fi sherman. In reality, that person was an actor.

Despite photographing the actor in the same studio with the same props, the results were radically diff erent, providing an insight into the photographers’ perception of the man and how they approached the photoshoot.

Under the impression that they were arriving for a workshop, not an experiment, the photographers from around Sydney had no idea what was in store for them.

Taken one-by-one into the studio, the photographers were introduced to the talent and were each told about his lifestyle.

“I thought I was meeting a minor celebrity that I wouldn’t recognise”, photographer Chris Meredith told Daily Mail Australia. “We were ushered into the studio one-by-one and told not to talk to the other guys. It was a huge surprise to me when I was told I would be photographing an alcoholic… I’ve never thought how I would portray an alcoholic.”

Given only ten minutes to take the photo, Mr Meredith attempted to understand his subject before photographing him.

“You would imagine bloodshot eyes, old t-shirt, stained clothes, all these prejudices but none of them were true. The fi rst question I asked him was when the last time he had a drink was and his eyes instantly welled up.

“He told me he had a drink yesterday, I thought I am dealing with somebody who is absolutely raw. He also told me, ‘I want to look at this picture in ten years and say that’s not me’. That is one of the most exciting briefs you can give to a photographer.”

Five photographers followed Chris’s footsteps, each given a diff erent brief. Upon returning as a group and seeing all the photographs lined up, Chris was shocked.

“When I fi rst saw all the pictures I was very surprised. It wasn’t until they explained what happened that everyone gave a sigh of relief,” he said.

Despite approaching his talent with an agenda, Chris believes the brief he was given was necessary.

“The video was an experiment on the power of perspective in portrait photography, demonstrating that a photograph is shaped more by the person behind the camera than by what’s in front of it,” Canon Australia said.

In this experiment, one of six from their most recent content series, The Lab, Canon Australia hopes to “shift creative thinking behind the lens.”

Text: MailOnline / Photos: Canon Australia/Christopher Meredith/Franky Tsang

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M19 / 2 /ABENG/ H P 1 / ENG /TZ0 / XX/T– 3 –

Text B

Why You Can’t Think of the Word That’s on the Tip of Your TongueThere you are in the middle of a conversation, and suddenly you draw a blank on a particular word. It’s right there… if you could just remember… You move on, and hours later, something jogs your memory and the word comes to you, long after its relevance has passed. So, what happened?

You experienced what researchers call a tip-of-the-tongue state, that agonizing moment when you know precisely what you want to say but you fail to produce the word or phrase.

Far from being ... signs of dementia or Alzheimer’s disease, these moments are simply part of the way we communicate, and they’re more or less universal.

“You can’t talk to anybody, in any culture, in any language, in any age group, ... [who] doesn’t know what you’re talking about” when you describe a tip-of-the-tongue state, said Lise Abrams, a psychology professor at the University of Florida who has studied the phenomenon for 20 years. Researchers have even found occurrences among sign language users. ... We’re more likely to draw blanks on words we use less frequently — like “abacus” or “palindrome” — but there are categories of words that lead to tip-of-the-tongue states more often.

Proper names are one of those categories. There’s no definitive theory, but one reason might be that proper names are ... [random] links to the people they represent, [according to Abrams]. Here’s an experiment [you can try: Ask someone to] think of the first and last name of the foul-mouthed chef who has a cooking show. ... [Then ask them to] think of the hand-held device with numbered buttons you use to add, subtract, multiply or divide.

Which was easier to recall for them?

In all likelihood it was “calculator,” since every calculator ... [we’ve] ever seen shares those exact same attributes, giving ... [us] more context ... [we] can draw from when trying to produce the word. ...

The bad news is there’s not a whole lot we can do in the moment to jog our memory when this happens. However, using certain words or names more often can make you less likely to draw a blank when you’re trying to produce that word, name or phrase.

So, if you can never seem to remember the name of that guy in administration when you’re talking about him, try saying his name out loud when you can: It just might save you a little embarrassment down the road.

What’s your trick for remembering names? Let me know at [email protected] or tweet me @timherrera.

Have a great week!

Adapted from The New York Times. © 2017 The New York Times Company. All rights reserved. Used under license. https://www.nytimes.com/

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Text C



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e

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Finding ways to manage soils, improve farming

Dear Editor,

Trinidad and Tobago joins the international community, and in particular the Global Soil Partnership, in observing World Soil Day today. We do well to note that this year, the Partnership has chosen to focus on the following theme: "Caring for the Planet starts from the Ground." This has tremendous significance here.

People seem to have forgotten that soil is a finite, non-renewable natural resource. It is the foundation of the farming system, which itself underpins human food and nutrition security. It therefore plays a very critical role in human livelihoods. Unfortunately, national development policy and practice seem not to have been shaped by such understanding.

In our situation, we continue to witness the dangerous, extreme degradation1 of our soil resources due to persistent, inappropriate management practices and extreme development pressures, leading to unsustainable governance over this essential resource.

We need look no further than the western Northern Range for stark evidence of this. Uncontrolled hillside development here has wrought untold havoc, with costly impacts on the entire country.

As if the irreversible loss of so much of our valuable soil to erosion of the hills is not sufficient, this "lost" soil now becomes a monster, clogging drainage systems and waterways, intensifying flooding and polluting the near-shore marine resources. A monumental financial and economic loss to society annually. Still, the most frightening aspect is that there is increasing evidence that the hitherto pristine eastern Northern Range is also under serious threat.

Observance of World Soil Day 2017 should afford us the opportunity to devise more innovative ways of addressing the challenge of improving soil management and combatting poverty and food and nutrition security, two very much linked concerns. We need to seriously look at ways of reclaiming, rehabilitating and better managing our soils while improving farm incomes.

Strategies may include: incorporating simple, sustainable soil reclamation and management techniques as part of standard agricultural practice; creating competitions among communities to encourage participation and recognise farmers who have shown most improvement in rehabilitating or managing soils and increasing productivity; using successful farmers as leaders in demonstrating what is possible. But we need equally to closely review and improve the ways in which we manage our soil and land resource.

The Faculty of Agriculture, UWl2 St Augustine Campus, inherited and extended on the long tradition of excellent work on Caribbean soils initiated at the Imperial College of Tropical Agriculture. A good place to start is to critically re-examine and extend on the relevant studies and let them inform the way forward. Evidence must inform policy and action.

Winston R Rudder, Petit Valley

Adapted from Winston Rudder, http://newsday.co.tt (2017)

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degradation: decline UWI: University of the West Indies

Text D

An extract from The ElephantChenayya wiped his palm against his sarong1, pushed the door open, went into the store, and crouched by a corner of Mr Pai’s table. Neither Mr Pai nor the Tamilian2 assistant took any notice of him.

His neck was hurting again; he moved it from side to side to relieve the pain.

“Stop doing that.”

Mr Pai motioned for him to hand over the cash.

He moved slowly to the boss man’s desk and handed over the notes to Mr Ganesh Pai, who moistened his finger in the water bowl and counted off seven hundred and forty-two rupees3. Chenayya stared at the water bowl; he noticed how its sides were lobed to make them look like lotus petals, and how the artisan had even traced the pattern of a trellis around the bottom of the bowl.

Mr Pai snapped his fingers. He had tied a rubber band around the notes, and was holding out a palm in Chenayya’s direction.

“Two rupees short.”

Chenayya undid the knot in the side of his sarong and handed over two one-rupee notes.

That was the sum he was expected to give Mr Pai at the end of every trip: one rupee for the dinner he would be given at around nine o’clock, one rupee for the privilege of having been picked to work for Mr Ganesh Pai.

It would be some time before Chenayya’s number was called again, so he walked down the road to a spot where a man was sitting at a desk on the pavement, selling bundles of small rectangular tickets that were as colorful as pieces of candy. He smiled at Chenayya; his fingers began flipping through one of the bundles.

“Yellow?”

“First tell me if my number won last time,” Chenayya said. He brought out a dirty piece of paper from the knot on his sarong. The seller took out a newspaper and glanced down at the bottom-right-hand corner.

He read aloud, “Winning Lottery Numbers: 17, 8, 9, 9, 643, 455.”

Chenayya had learned enough about English numerals to recognize his own ticket number; he squinted for several moments, and then let the ticket float to the ground.

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“People buy for fifteen, sixteen years before they win, Chenayya,” the lottery seller said, by way of consolation. “But in the end those who believe always win. That is the way the world works.”

“I can’t go on this way forever,” Chenayya said. “My neck hurts. I can’t go on like this.”

The lottery seller nodded. “Another yellow ticket?”

Tying the ticket into his bundle, Chenayya staggered back and collapsed on his cart. For a while, he lay like that, feeling not refreshed from the rest but only numb.

Then a finger tapped on his head.

“Number’s up, Chenayya.”

It was the Tamilian boy from the store.

To be [ – X – ] to 54 Rose Lane. He [ – 39 – ] it aloud: “54 Rose Lane.”

“Good.”

The route took him over Lighthouse Hill again. Halfway up the hill, he [ – 40 – ] and began dragging the cart. The sinews [ – 41 – ] out of his neck like webbing, and, as he [ – 42 – ], the air burned through his chest and lungs.

You can’t go on, his tired limbs and burning chest told him. You can’t go on. This was when the sense of resistance to his fate waxed greatest within him, and, as he pushed, the restlessness and anger that had been inside him all day became articulate at last:

You will not break me! You will never break me!

Reproduced with permission of Curtis Brown Group Ltd, London, on behalf of Aravind Adiga. Copyright © Aravind Adiga 2009.

‘The Elephant’ was first published in the New Yorker, 2009

1 sarong: a long strip of cloth wrapped loosely around the body2 Tamilian: a person of the Indian Tamil ethnicity3 rupees: currency used in India

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Text E


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Crime writer Malcolm Mackay

So, I ask Malcolm Mackay, how long did you work as a hitman in the seedy underbelly of the Glasgow crime world?

The baby-faced 31-year-old almost chokes on his orange juice, revealing_ that_this is only his third or fourth visit to the city - and he's never had a job of any sort for any length of time, let alone beinga cold-blooded contract killer. He's just flown in for the afternoon from his Stornoway home, where he was born and bred and still lives with his parents. But surely he must have been a killer-for-hire at some stage in his life? "No," replies the writer. "I just sit in my bedroom at home and make it all up," he laughs, adding that he's ashamed to admit he actually does very little research.

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Mackay clearly has a vivid imagination, so vivid that his trilogy of novels about a young, efficient, Glaswegian hitman earned him an advance of £100,000 from Pan Macmillan's Manta/ imprint prior to publication.

The 29-year-old anti-hero in the trilogy is Calum Maclean, a loner who comes across as even more reserved than his creator. The first book in the series, The Necessary Death of Lewis Winter, opens with him sitting alone in his Glasgow flat one Saturday afternoon, half listening to football on the radio and reading W Somerset Maugham's 1925 novel The Painted Veil. The phone rings. A meeting is arranged. Lewis Winter, "a long-term, small-time drug dealer," has become a problem, stepping on crime boss Peter Jamieson's toes. Jamieson wants him murdered. This is Calum's mission, should he choose to accept it, which of course he does.

Mackay has no idea where the character came from. "I began writing a police procedural," he confesses. "Then I started thinking about a hitman - I'm a big fan of American crime writers such as Jim Thompson and Hammett, who created bad guys who were fascinating and appealing, despite being amoral. You just want to go on reading about them.

"Calum is a killer but he has no qualms about the morality of what he does and that's what interested me about him. He worries about his professionalism, about doing the job well. Also, I do think we share some characteristics. We're both introverted, although obviously I could never kill anyone - only on the page," says Mackay.

Adapted from Jackie McGlone, www.scotsman.com (2013)

12EP01

1 h 30 m




Thursday 16 May 2019 (afternoon)Jeudi 16 mai 2019 (après-midi)Jueves 16 de mayo de 2019 (tarde)

11 pages/páginas


yy Write your session number in the boxes above.yy Do not open this booklet until instructed to do so.yy This booklet contains all the paper 1 questions.yy Refer to the text booklet which accompanies this booklet.yy Answer all questions. Each question is allocated [1 mark] unless otherwise stated.yy Answers must be written within the answer boxes provided.yy The maximum mark for this examination paper is [60 marks].


yy Écrivez votre numéro de session dans les cases ci-dessus.yy N’ouvrez pas ce livret avant d’y être autorisé(e).yy Ce livret contient toutes les questions de l’épreuve 1.yy Référez-vous au livret de textes qui accompagne ce livret.yy Répondez à toutes les questions. Sauf indication contraire, chaque question vaut [1 point].yy Rédigez vos réponses dans les cases prévues à cet effet.yy Le nombre maximum de points pour cette épreuve d’examen est de [60 points].


yy Escriba su número de convocatoria en las casillas de arriba.yy No abra este cuaderno hasta que se lo autoricen.yy Este cuaderno contiene todas las preguntas de la prueba 1.yy Consulte el cuaderno de textos que acompaña a este cuaderno.yy Conteste todas las preguntas. Cada pregunta vale [1 punto] salvo que se indique lo contrario.yy Escriba sus respuestas en las casillas provistas a tal efecto.yy La puntuación máxima para esta prueba de examen es [60 puntos].


M19/2/ABENG/HP1/ENG/TZ0/XX/Q

2219 – 2225

Text A — Ex-convict, self-made millionaire or psychic?

1. Select the five statements that are true according to the text. Write the appropriate letters in the boxes provided. [5 marks]

Example: A

A. The photographers were given different briefs about their subject.B. The photographers did not know their subject’s real vocation.C. When using the same equipment, the results of the photoshoot were similar.D. The photographers were briefed about the experiment.E. Each photographer met the actor separately.F. Chris thought he was taking pictures of an actor.G. Chris engaged the actor in conversation despite the limited shooting time.H. The actor matched Chris’s assumptions of the appearance of an alcoholic.I. Chris thought the man he was photographing was being honest.J. Photographers felt reassured when they saw the range of images.K. A photograph depicts the photographer’s viewpoint.L. Canon Australia hopes to change the public’s appreciation of creativity.


In the phrase… the word/s refer/s to…

Example: ...photographers who were all told… (line 1) “who” . . . . . . . . . . photographers. . . . . . . . . .

2. …each told about his lifestyle. (line 13) “his” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3. ...none of them were true. (lines 23–24) “them” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4. When I first saw all the pictures… (line 31) “I” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5. …what’s in front of it… (line 37) “it” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6. …from their most recent… (line 38) “their” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12EP02

M19/2/ABENG/HP1/ENG/TZ0/XX/Q– 2 –


7. The phrase “his eyes instantly welled up” (line 25) means that they…

A. twitched with unshed tears. B. glowed brightly.C. radiated need. D. filled with unshed tears.

8. The text aims to…

A. narrate the photographers’ stories. B. inform the public about the experiment.C. sensationalize the experiment.D. persuade the public that the man was an actor.

12EP03



Text B — Why You Can’t Think of the Word That’s on the Tip of Your Tongue


Example: People remember the words they’ve forgotten when… D

9. When people do not remember the words they need, …

10. Some people can experience a tip-of-the-tongue state even when…

11. It is difficult to remember proper names because…

12. People may remember words if…

A. they have had a tip-of-the-tongue experience.

B. they are not meaningfully connected to who they represent.

C. they have Alzheimer’s or dementia.D. they no longer need them.E. they practise them at random.F. they are generally chosen at random.G. they communicate using gestures.H. they use them more frequently.I. they need them the most.J. they do not know what they are talking

about.


13. Which word or phrase in lines 1 to 13 indicates that a tip-of-the-tongue state is not specific to a certain culture?

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14. People forget certain types of words more than others. Which specific category does the writer give as an example?

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15. Which word in lines 21 to 26 is closest in meaning to “rude”?

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16. The text refers to “those exact same attributes” (lines 27 and 28). Give one example of these attributes.

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12EP04


17. According to lines 27 to 38, how can you avoid socially awkward situations?

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18. In lines 26 to 38, the author expresses the view that…

A. people generally find it difficult to remember words and phrases. B. people generally find it difficult to forget words and phrases.C. people find it difficult to avoid experiencing the tip-of-the-tongue state.D. people can effortlessly avoid experiencing the tip-of-the-tongue state.

19. A key message in the text is…

A. “keep practicing so you don’t forget”. B. “forgetfulness is a positive thing”.C. “recalling difficult words can be made easy”.D. “don’t worry about forgetting names”.

12EP05



Text C — Finding ways to manage soils, improve farming

Choose the correct phrases from the text to complete the following sentences. Base your answers on information as it appears in paragraphs to .

Example: Choosing a particular theme for World Soil Day…

. . . . . . . . . . . . . . . . . . . . . . . . has tremendous significance . . . . . . . . . . . . . . . . . . . . . . . .

20. Although soil is an essential element for farming, it is…

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21. Some areas in Trinidad and Tobago have been thrown into chaos by…

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22. The most worrying result of loss of soil is beginning to show in the…

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23. Two issues associated with the management of soil are…

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12EP06


Match the summaries with the paragraphs in the text. Write the appropriate letter in the boxes provided.

Example: Paragraph G

24. Paragraph

25. Paragraph

26. Paragraph

27. Paragraph

A. Creating World Soil DayB. Practical solutionsC. Consequences of soil erosionD. Addressing povertyE. Results of monster floodsF. Benefiting from World Soil DayG. Marking World Soil DayH. The cause of the problemI. The role of farmersJ. Cause of sustainable management practices


28. According to paragraphs and , where is the importance of soil to humans not reflected?

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29. Which phrase in paragraph highlights the importance of facts when addressing an issue?

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30. The author aims to…

A. express his opinion about the issue of soil management in Trinidad and Tobago. B. provide a balanced account of soil management in his country.C. encourage readers to take part in changing soil management policy.D. support what is happening in Trinidad and Tobago regarding soil management.

12EP07



Text D — An extract from The Elephant


31. Chenayya “crouched by a corner of Mr Pai’s table” (lines 2 and 3). This is a sign of…

A. tiredness. B. inferiority.C. surrender.D. entry.

32. The way the author describes the interaction with the water bowl in lines 9 to 14 emphasizes…

A. the relative statuses of Mr Pai and Chenayya. B. the elevated financial status of Chenayya.C. the fact that Chenayya is hired help.D. the fragile relationship between Mr Pai and Chenayya.

33. Chenayya’s work for Mr Pai…

A. takes up most of his days. B. can be infrequent.C. gives him free lodging.D. is hardly tiring.

34. From lines 22 to 39, we learn that Chenayya…

A. tried to resist buying lottery tickets. B. bought a lottery ticket for the first time.C. bought lottery tickets regularly.D. decided not to buy another lottery ticket.


35. To what does “that” (line 7) refer?

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36. Find a word in lines 15 to 21 that the author uses to describe serving Mr Pai.

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37. Which phrase in lines 26 to 36 shows that Chenayya has been disappointed that he had not won the lottery?

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12EP08


38. Which phrase in lines 37 to 40 describes how Chenayya went to rest on his cart?

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Which words go in the gaps in lines 43 to 47? Choose the words from the list and write them in the boxes provided.

ALIGHTED DELIVERED EXPELLED INHALED RECALLEDBULGED DISTRIBUTED FADED MOUNTED REPEATED

Example: [ – X – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . .delivered . . . . . . . . . . . . . . . . . . . . . . . . . .

39. [ – 39 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

40. [ – 40 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

41. [ – 41 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

42. [ – 42 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


43. When Chenayya says “You will not break me!” (line 51), he is addressing his…

A. apprehension. B. strong emotions.C. circumstances. D. aching body.

12EP09



Text E — Crime writer Malcolm Mackay


True False

Example: Mackay has never had long-term employment.

Justification: . . . . . . . he’s never had a job of any sort for any length of time . . . . . . . .

44. Mackay is satisfied with the amount of investigation he does.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

45. The publishers paid Mackay an amount of money before publication.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

46. Mackay started out writing a novel about a gangster.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

47. American crime writers depict characters who are evil and dull.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

48. Calum frets about the conduct and success of his mission.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


49. Which phrase in lines 1 to 11 shows that Glasgow’s criminals work in a run-down area of town?

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12EP10


50. Which two words or phrases in lines 1 to 11 are similar in meaning to “hitman” (line 1)? [2 marks]

(a) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(b) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

51. To whom does the “creator” in “his creator” (line 16) refer?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Find the words in the text which mean the following (lines 12 to 22).

Example: rich

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vivid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

52. competent

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

53. seems

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

54. set

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

55. insignificant

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12EP11


12EP12








9 pages/páginas






Nivel superior















3. En las preguntas de verdadero o falso, los alumnos podrán indicar la respuesta elegida con un tic o una cruz, pero el uso de los signos debe sercoherente. Si el alumno marca dos tics o dos cruces en la misma respuesta, otorgue la puntuación [0]. Si el alumno responde marcando una cruz yun tic en la misma respuesta, puntúe el tic e ignore la cruz.




Text A — Ex-convict, self-made millionaire or psychic?


1. B, E, G, I, K in any order 5

2. (the) talent • (the) talent’s

• (the/an) actor(‘s)

• (the) talents• (the) actors

1

3. (these) prejudices all these/the prejudices 1

4. Chris Meredith any variant of the name 1

5. (the) camera 1

6. Canon Australia Canon Australia’s ‘Canon’ without ‘Australia’ 1

7. D 1

8. B 1

1.Total 12


Text B — Why You Can’t Think of the Word That’s on the Tip of Your Tongue


9. A 1

10. G 1

11. B 1

12. H 1

13. (and they’re more or less) universal exact wording only • more universal

• less universal1

14. proper names the proper name(s) 1

15. foul-mouthed ‘foul’ on its own 1

16. • hand-held

• numbered buttons (you use to add, subtract, multiply ordivide)

• The addition of ‘device’ to thetarget answer

• ‘buttons’ without ‘numbered’

1

17. • using certain words or names more often

• (try) saying his name/names/words out loud (when youcan)

other wording with the same meaning (e.g. keep practicing so you don’t forget)

1

18. C 1

19. A 1

2. Total 11


Text C — Finding ways to manage soils, improve farming


20. a finite, non-renewable natural resource Exact wording only 1

21. uncontrolled hillside development Exact wording only 1

22. (hitherto pristine) eastern Northern Range Exact wording only western Northern Range 1

23. (combatting) poverty and food and nutrition security • (combatting) poverty / food andnutrition security

• (combatting) poverty, food andnutrition security

‘food and nutrition security’ without ‘(combatting) poverty’

1

24. H 1

25. C 1

26. F 1

27. B 1

28. (In the) national (development) policy and practice Slight variations of the target answer (e.g. in the national policy and in practice)

• The verbatim copying of‘(unfortunately), nationaldevelopment policy and practiceseem not to have been shapedby such understanding’

• ‘national policy’ without‘practice’.

• ‘practice’ without ‘nationalpolicy’.

1

29. • let them inform the way forward

• evidence must inform (policy and action)

‘must inform policy and action’ without ‘evidence’

1

30. A 1

3. Total 11


Text D — An extract from The Elephant


31. B 1

32. A 1

33. B 1

34. C 1

35. moved/moving it/his neck from side to side other wording with the same meaning, including:

• Chenayya moved/moving hisneck side to side

• ‘moved/moving his neck’without ‘side to side’

• The addition of ‘to relieve thepain’ to the target answer

• ‘moved/moving from side toside’ without ‘neck’ or ‘it’

1

36. (the/a) privilege exact wording only 1

37.

(and then) let the ticket float to the ground exact wording only The verbatim copying of ‘he squinted for several moments, and then let the ticket float to the ground’

1

38. (Chenayya) staggered back (and collapsed on his cart) exact wording only 1

39. repeated 1

40. alighted 1

41. bulged 1

42. inhaled 1

43. C 1

4.Total 13


Text E — Crime writer Malcolm Mackay


44. False – (he’s) ashamed (to admit) he (actually) does very little research

1

45. True – (earned him an) advance (of £100,000) from Pan Macmillan(’s Mantal imprint prior to publication)

• (earned him an) advance (of£100,000) from PanMacmillan(’s Mantle imprint)

• (earned him) £100,000 fromPan Macmillan’s Mantle imprintprior to publication.

• The addition of '(his trilogy ofnovels about a young, efficient,)Glaswegian hitman' to the targetanswer

• ‘earned him an advance of£100,000 prior to publication’without ‘from Pan Macmillan’

1

46. False – (I) began writing a police procedural 1

47. False – (American crime writers such as Jim Thompson and Hammett, who) created bad guys who were fascinating (and appealing)

The addition of ‘despite being amoral’ to the target answer. 1

48. True – (he) worries about his professionalism, about doing the job well

worries about his professionalism, doing the job well

‘worries about his professionalism’ without ‘doing the job well’

1

49. (the) seedy underbelly in the seedy underbelly The verbatim copying of ‘the seedy underbelly of the Glasgow crime world’

1

50. a. contract killer in any order

• a contract killer

• a killer-for-hire

• ‘cold-blooded contract killer’ 1

b. killer-for-hire • killer 1

51. Malcolm Mackay • any variant of the name

• (the) author/writer of the trilogy

• (the) author/writer, Mackay

‘(the) author’ without ‘of the trilogy’ or ‘Mackay’ 1

52. efficient 1

53. comes across (as) 1


54. trilogy / series / arranged 1

55. small-time 1

5. Total 13

1 h 30 m


Friday 17 May 2019 (morning)Vendredi 17 mai 2019 (matin)Viernes 17 de mayo de 2019 (mañana)

3 pages/páginas


yy Do not open this examination paper until instructed to do so.yy Section A: choose one task. Each task is worth [25 marks].yy Section B: write a personal response to the stimulus provided. The task is worth [20 marks].yy The maximum mark for this examination paper is [45 marks].


yy N’ouvrez pas cette épreuve avant d’y être autorisé(e).yy Section A : choisissez une tâche. Chaque tâche vaut [25 points].yy Section B : exprimez votre opinion personnelle sur la réflexion fournie. La tâche vaut [20 points].yy Le nombre maximum de points pour cette épreuve d’examen est de [45 points].


yy No abra esta prueba hasta que se lo autoricen.yy Sección A: elija una tarea. Cada tarea vale [25 puntos].yy Sección B: escriba una opinión personal al estímulo provisto. La tarea vale [20 puntos].yy La puntuación máxima para esta prueba de examen es [45 puntos].


M19/2/ABENG/HP2/ENG/TZ0/XX

2219 – 2227

Section A



A recent newspaper article claimed that governments do not do enough to help immigrants integrate into the host society. You feel strongly about this issue. Write a letter to the editor of the newspaper in which you express your opinion on the issue and give reasons for it.


On a holiday to an English-speaking country, you attended a traditional ceremony that has been modernized for the 21st century, and you found the modernized version fascinating. Write an email to a friend, describing the ceremony and how it was modernized, and explaining what you liked about the modernized version.

3. Health

Many students at your school are exercising too much because they think it is the only way to remain healthy. As a member of the athletics club, you would like to raise awareness about this problem. Write a pamphlet to be distributed to your school friends, defining what too much exercise is, outlining its dangers and suggesting alternative ways in which they can improve their health.

4. Leisure

You went on holiday to a country you’ve always wanted to visit. Nothing went as you planned, and you came back home feeling disappointed and frustrated. Write a blog entry describing what you had initially planned, explaining how it went wrong, and reflecting on what you have learned from the experience.


You interviewed an innovator who developed an application (or “app”) that can help teenagers make better use of their time. Write an article based on this interview to be published in your school magazine, describing the application and explaining how it will be of benefit to teenagers. Do not simply write the exact words (or transcript) of the interview.

M19/2/ABENG/HP2/ENG/TZ0/XX– 2 –

Section B


6. Imagine how boring life would be if everybody were perfect and the same.



14 pages/páginas






Nivel superior



Section A


How effectively and accurately does the student use language?







Clarification









How clearly can the student develop and organize relevant ideas?


1–2


3–4




9–10



Question 1: Cultural diversity A recent newspaper article claimed that governments do not do enough to help immigrants integrate into society. You feel strongly about this issue. Write a letter to the editor of the newspaper in which you express your opinion on the issue and give reasons for it.

3–4

focuses poorly, or confusedly on the topic of whether governments do enough to helpimmigrants integrate into society

expresses little or no opinion about the topic gives few, or unclear, reasons for the writer’s opinion uses very few paragraphs and cohesive devices to structure the development of

ideas.

5–6

focuses loosely, or inconsistently on the topic of whether governments do enough tohelp immigrants integrate into society

expresses a limited opinion about the topic gives a few vague reasons for the writer’s opinion uses a few paragraphs and cohesive devices to structure the development of ideas.

7–8

focuses quite clearly on the topic of whether governments do enough to helpimmigrants integrate into society

expresses a basic opinion about the topic gives reasonably clear reasons for the writer’s opinion uses paragraphs and cohesive devices to structure the development of ideas

reasonably coherently.

9–10

focuses clearly, and principally, on the topic of whether governments do enough tohelp immigrants integrate into society

expresses a clear opinion about the topic gives clear and detailed reasons for the writer’s opinion uses paragraphing and cohesive devices which structure the development of ideas

effectively.


Question 2: Customs and traditions On a holiday to an English-speaking country, you attended a traditional ceremony that has been modernized to suit the 21st century, and you found the modernized version fascinating. Write an email to a friend, describing the ceremony and how it was modernized, and explaining what you liked about the modernized version.

3–4

focuses poorly on the ceremony: there is much irrelevant email chat provides little or no background context: e.g. country, type of ceremony, original

purpose, etc describes poorly or confusingly the ceremony, and how it was modernized explains little about what the writer liked about the modern version uses very few paragraphs and cohesive devices to structure the development of

ideas.

5–6

focuses to some extent on the ceremony: there is some irrelevant email chat provides limited background context: e.g. country, type of ceremony, original purpose,

etc describes vaguely the ceremony, and how it was modernized explains superficially what the writer liked about the modern version uses a few paragraphs and cohesive devices to structure the development of ideas.

7–8

focuses quite clearly on the ceremony: there is not much irrelevant email chat provides basic background context: e.g. country, type of ceremony, original purpose,

etc describes adequately the ceremony, and how it was modernized explains in general terms what the writer liked about the modern version uses paragraphs and cohesive devices to structure the development of ideas


9–10

focuses consistently and effectively on the ceremony: there is very little irrelevantemail chat

provides thorough background context: e.g. country, type of ceremony, originalpurpose, etc

describes clearly the ceremony, and how it was modernized explains in detail what the writer liked about the modern version uses paragraphing and cohesive devices which structure the development of ideas

effectively.


Question 3: Health Many students at your school are exercising too much because they think it is the only way to remain healthy. As the captain of the athletics club, you would like to raise awareness about this problem. Write a pamphlet to be distributed to your schoolmates, defining what too much exercise is, outlining its dangers and suggesting alternative ways in which they can improve their health.

3–4

gives no real explanation of what constitutes too much exercise outlines little or not at all the dangers associated with too much exercise, explains unclearly or not at all one alternative way in which schoolmates can improve

their health uses very few paragraphs and cohesive devices to structure the development of

ideas.

5–6

gives a vague explanation of what constitutes too much exercise outlines superficially the dangers associated with too much exercise, explains imprecisely one alternative way in which schoolmates can improve their

health uses a few paragraphs and cohesive devices to structure the development of ideas.

7–8

gives a basic explanation of what constitutes too much exercise outlines a few dangers associated with too much exercise explains in general terms more than one alternative way in which schoolmates can

improve their health uses paragraphs and cohesive devices to structure the development of ideas


9–10

gives a lucid explanation, with examples, of what constitutes too much exercise outlines the dangers associated with too much exercise with supporting details explains clearly more than one alternative way in which schoolmates can improve

their health uses paragraphing and cohesive devices which structure the development of ideas

effectively.


Question 4: Leisure You went on holiday to a country you’ve always wanted to visit. Nothing went as you planned, and you came back home feeling disappointed and frustrated. Write a blog entry describing what you had initially planned, explaining how it went wrong, and reflecting on what you have learned from the experience.

3–4

expresses poorly or not at all irritation, disappointment or anger describes the initial plan unclearly or not at all explains confusingly or not at all how the plan went wrong develops little or not at all the lessons learned from the experience uses very few paragraphs and cohesive devices to structure the development of

ideas.

5–6

expresses vaguely irritation, disappointment or anger describes the initial plan in a rudimentary way explains vaguely how the plan went wrong develops superficially the lessons learned from the experience uses a few paragraphs and cohesive devices to structure the development of ideas.

7–8

expresses to some extent irritation, disappointment or anger describes the initial plan reasonably clearly explains quite competently how the plan went wrong develops in general terms the lessons learned from the experience uses paragraphs and cohesive devices to structure the development of ideas


9–10

expresses effectively irritation, disappointment or anger describes the initial plan clearly explains how the plan went wrong, and gives details develops in some detail the lessons learned from the experience uses paragraphing and cohesive devices which structure the development of ideas

effectively.


Question 5: Science and technology You interviewed an innovator who developed an application (or “app”) that can help teenagers make better use of their time. Write an article based on this interview to be published in your school magazine, describing the application and explaining how it will be of benefit to teenagers. Do not simply write the exact words (or transcript) of the interview.

3–4

focuses poorly on the application the innovator developed describes unclearly how the application works explains confusingly or ineffectively how it helps teenagers improve their time-

management skills uses the innovator’s responses little or not at all to support description and

explanation uses very few paragraphs and cohesive devices to structure the development of

ideas.

5–6

focuses only loosely or partially on the application the innovator developed describes in vague general terms how the application works explains, but rather unclearly, how it helps teenagers improve their time-management

skills uses the innovator’s responses in limited ways to support description and explanation uses a few paragraphs and cohesive devices to structure the development of ideas.

7–8

focuses quite consistently on the application the innovator developed describes reasonably clearly how the application works explains to some extent methodically how it helps teenagers improve their time-

management skills uses the innovator’s responses competently to support description and explanation uses paragraphs and cohesive devices to structure the development of ideas


9–10

focuses consistently and effectively on the application the innovator developed describes clearly how the application works explains methodically how it helps teenagers improve their time-management skills uses the innovator’s responses skilfully to support description and explanation uses paragraphing and cohesive devices which structure the development of ideas

effectively.


Criterion C: Format

How correctly does the student produce the required text type? To what extent are the conventions of text types appropriate?








Note: Examiners are reminded that Criterion C bullet points are marking notes, not mark schemes. Therefore, where one or more bullet points are only partially fulfilled (eg appropriate register generally used but not consistently, there is an opening salutation but no closing salutation etc), some credit/recognition may still be given. In such cases, examiners should consider the work holistically and use their professional judgements, with reference to the criteria, to arrive at the final marks.


Question 1: Letter to the editor

will adopt a semi-formal to formal register will adopt an appropriately serious tone will give opinions in an interesting and engaging style will include a greeting and a closing salutation will refer to the original article/issue raised.

Question 2: Informal email

will adopt a consistently informal register will adopt a lively, engaging style, perhaps with some “youth-speak” eg “I’m good”, “Can’t wait”

etc will maintain clear sense of address to a specific person will have opening salutations will have closing salutations.


Question 3: Pamphlet

will adopt a semi-formal to informal register will have an engaging title will have a short introduction and a conclusion will identify ideas with format features, eg sub-headings, bullet points, numbering etc will include practical aspects of the text type, eg “contact us”, or a phone number and/or an

email address.

N.B.: Graphic design as such is not marked


will adopt a semi-formal to informal register will have an engaging title for the entry (i.e. not the title of the blog in general) will include first person statement and/or narration will show awareness of the reader, eg through direct address, a lively and interesting style etc will have a closing statement, eg invitation to comment, a conclusion drawn etc.

Question 5: Article based on an interview

will adopt a semi-formal register will have a relevant headline/title will have an introduction and a conclusion will use a style aimed at involving and interesting the reader will refer to the interview (e.g. including direct quotations); it will not be a verbatim transcript.


Section B


How effectively and accurately does the student use language?







Clarification









How skillfully does the student develop ideas? How clear and convincing is the argument? To what extent does the student react to the stimulus?


1–2


3–4


5–6


7–8


9–10



Question 6: Imagine how boring life would be if everybody were perfect and the same.

3–4

addresses poorly or not at all the central issue of sameness and perfection inrelation to boredom

provides little or no explanation of what “perfect” and “the same” are taken to mean presents an unclear or incoherent view of the statement: whether agreeing or

disagreeing, or considering pros and cons of both sides (which may includediscussing how lively it might be when people are different and imperfect)

provides few, or unclear, reasons for the viewpoint links arguments very poorly or not at all.

5–6

addresses vaguely or inconsistently the central issue of sameness and perfectionin relation to boredom

provides fairly limited explanation of what “perfect” and “the same” are taken tomean

presents a rather unclear view of the statement: whether agreeing or disagreeing,or considering pros and cons of both sides (which may include discussing howlively it might be when people are different and imperfect)

provides reasons for the viewpoint that are not very clearly explained links arguments unclearly and ineffectively at times.

7–8

addresses to some extent the central issue of sameness and perfection in relationto boredom

provides some explanation of what “perfect” and “the same” are taken to mean presents a reasonably clear view of the statement: whether agreeing or

disagreeing, or considering pros and cons of both sides (which may includediscussing how lively it might be when people are different and imperfect)

provides reasons for the viewpoint that are competently explained links arguments reasonably clearly and effectively.

9–10

addresses directly the central issue of sameness and perfection in relation toboredom

provides a coherent explanation of what “perfect” and “the same” are taken tomean

presents a clear and coherent view of the statement: whether agreeing ordisagreeing, or considering pros and cons of both sides (which may includediscussing how lively it might be when people are different and imperfect)

provides reasons for the viewpoint that are clearly explained and well-supported links arguments clearly and effectively.

Note: Some candidates may choose to “imagine” and describe a world of perfection. While such an approach would not be the usual ‘argued opinion’, it should be accepted, and marked according to the extent to which the description is “coherent”, “clearly explained and well-supported".

The marking instructions on IBIS allow for “unexpected or unconventional approaches (e.g. argument presented within an invented or fictional context) provided that there is a clear link to the key idea(s) in the stimulus”.

1 h 30 m


Thursday 7 November 2019 (afternoon)Jeudi 7 novembre 2019 (après-midi)Jueves 7de noviembre de 2019 (tarde)

6 pages/páginas


y Do not open this booklet until instructed to do so.y This booklet contains all of the texts required for paper 1.y Answer the questions in the question and answer booklet provided.


y N’ouvrez pas ce livret avant d’y être autorisé(e).y Ce livret contient tous les textes nécessaires à l’épreuve 1.y Répondez à toutes les questions dans le livret de questions et réponses fourni.


y No abra este cuaderno hasta que se lo autoricen.y Este cuaderno contiene todos los textos para la prueba 1.y Conteste todas las preguntas en el cuaderno de preguntas y respuestas.



8819 – 2226

Text A

Recycle & Reuse: Cleaning up after the holidaysBy Liz Swaff ord

I’m eagerly awaiting Christmas Day and New Year’s Eve. But I’m also dreading having to clean up. Figuring out what to do with all those items replaced by new Christmas gifts can be quite a chore, too. To help keep me on track, I always like to use my six favorite “re” methods.

Recycle involves collecting specifi c types of materials so manufacturers can make new products we can use again. After a party, collect your glass bottles, aluminium beverage cans and plastic bottles and put them in separate bins. Each of these will go on to have a new life as a new product.

[ – X – ] means utilizing things over and over again instead of throwing them away. A plastic water bottle, for example, can be refi lled time and again. Similarly, you can store wrapping paper, boxes and gift bags that are still in great condition to be used again next year.

[ – 2 – ] means using less so there is less to dispose of later. For example, plan your festive meals and buy only the amount of food you will actually be consuming to avoid having leftovers to throw away later. This measure also includes wasting less energy during the holidays. For instance, you can switch from incandescent light bulbs to energy-saving ones.

[ – 3 – ] is a word loved by do-it-yourself enthusiasts! It involves reusing in a creative way. Pretty gift boxes can be transformed — they can become desk organizers or other sorts of containers. Those holiday greeting cards are perfect for making next year’s gift tags or even festive decorations. No matter what you make, such items take on a second life and become useful instead of ending up as waste.

[ – 4 – ] is a word that makes you think of exchanging unwanted gifts at the shop where they were originally bought. But there is another variant to this: donating. If you have received an unwanted gift, you can usually give it to a local charity. However, call ahead to fi nd out if your particular item will be accepted. Usually charities accept used items, but a minority are more particular and only accept unopened products in their original packaging.

[ – 5 – ] is a word that may make some feel uncomfortable, especially during the holiday season. It’s hard to say no to a generous friend or colleague when they’re off ering a gift or snack. However, you can still avoid buying products that are over-packaged or designed for single-use only. Never use plastic forks and straws and paper napkins: make use of their washable and more durable counterparts instead.

http://www.daltondailycitizen.com/news/lifestyles/recycle-reuse-cleaning-up-after-the-holidays/article_37633ba4-c73c-5ff 9-aa3b-9e0c2ba66859.html. With kind permission from

Dalton-Whitfi eld Regional Solid Waste Authority.

N19 / 2 /ABENG/ H P 1 / ENG /TZ0 / XX/T– 2 –

Text B

5 things we learned from one of the world’s biggest surveys of young peopleBy: Callum Brodie

Almost 25 000 people aged between 18 and 35 from 186 countries and territories took part in this year’s Global Shapers Annual Survey. It showed that 55.9 % of respondents believe their views are not being taken into account before important decisions are made. The results of the survey compiled for the World Economic Forum offer an interesting insight into how young people view the world and its challenges. Here are five more things about their values we learned from the survey:

[ – X – ]Of all the issues affecting the planet today, young people are most alarmed about the impact of climate change and the general destruction of nature. This is the third year in a row that climate change has been voted the most serious global issue. Perhaps unsurprisingly considering the current level of global instability, wars and inequality were respectively listed as their second and third biggest anxieties.

[ – 13 – ]The recent rise of fake news around the world may go some way towards explaining why distrust for the media is growing among young people. Just over 30 % of survey respondents said they trusted the media, compared to almost 46 % who said they didn’t. In addition, 22.7 % of young people are uneasy about the potentially harmful influence of corrupt politicians and government officials, and the growing power of multinational corporations.

[ – 14 – ]There is a common misconception that millennials are workshy. On the contrary, the Global Shapers Annual Survey does, in fact, establish that young people are very career orientated. Only around 16 % said they would be eager to sacrifice career and salary to enjoy life. To underline the point that young people are hardworking, the survey found that a majority of respondents (81.1 %) would be willing to move overseas in order to advance their career.

[ – 15 – ]Technological advances in recent years have begun to spark concerns among the general public that employers will seek to supplant human workers with robots. However, most young people (78.6 %) believe that technology will create jobs rather than obliterate them. When asked to name the next big technological trend, 28 % of survey respondents said that artificial intelligence will make the most significant impact. Nevertheless, only 3.1 % of respondents would trust robots to make decisions on their behalf.

[ – 16 – ]According to the survey, almost three quarters said they would welcome refugees to their country. When asked how governments should respond to the international refugee crisis, more than half stated that more should be done to include refugees in the national workforce. They believe they are living in a time of widespread uncertainty and see the growth of isolationism. Nonetheless, the vast majority of young people see themselves as simply “human”, as opposed to identifying with a particular country, religion or ethnicity.

Text: adapted from Callum Brodie, www.weforum.org (2017) Image: NHS Digital



Text C

An extract from Jim the BoyDuring the night something like a miracle happened:

Jim’s age grew an extra digit. He was nine years old when he went to sleep, but ten years old when he woke up. The extra number had weight, like a muscle, and Jim hefted* it like a prize. The uncles’ ages each contained two numbers, and now Jim’s age contained two numbers as well. He smiled and stretched and sniffed the morning. Wood smoke; biscuits baking; the cool rivery smell of dew. Something not quite daylight looked in his window, and something not quite darkness stared back out. A tired cricket sang itself to sleep. The cricket had worked all night. Jim rose to meet the waiting day.

Jim’s mother opened the stove door with a dishrag. Mama was tall and pale and handsome; her neck was long and white. Although she was not yet thirty years old, she wore a long black skirt that had belonged to her mother. The skirt did not make her seem older, but rather made the people in the room around her feel odd, as if they had wandered into an old photograph and did not know how to behave. On the days Mama wore her mother’s long clothes, Jim didn’t let the screen door slam.

“There he is,” Mama said. “The birthday boy.”

Jim’s heart rose up briefly, like a scrap of paper on a breath of wind, and then quickly settled back to the ground. His love for his mother was tethered by a sympathy Jim felt knotted in the dark of his stomach. The death of Jim’s father had broken something inside her that had not healed. She pulled the heaviness that had once been grief behind her like a plow. The uncles, the women of the church, the people of the town, had long since given up on trying to talk her into leaving the plow where it lay. Instead they grew used to stepping over, or walking inside, the deep furrows she left in her wake. Jim knew only that his mother was sad, and that he figured somehow in her sadness. When she leaned over to kiss him, the lilac smell of her cheek was as sweet and sad at once as the smell of freshly turned earth in the churchyard.

“Oh Jimmy,” she said. “How in the world did you get to be ten years old?”

“I don’t know, Mama.” Jim said, which was the truth. He was as amazed by the fact as she was. He had been alive for ten years: his father, who had also been named Jim Glass, had been dead for ten years and a week. It was a lot to think about before breakfast.

5

10

15

20

25

30

From Jim the Boy by Tony Earley, copyright © 2000. Reprinted by permission of Little, Brown and Company, an imprint of Hachette Book Group, Inc.

* hefted: lifted


Text D




Text E

Editorial: Pain of cyberbullying is all too real

By Andrew Stone

Bullies once confined their behaviour to the schoolyard. The intimidating use of digital technology has changed all that.

According to government research, 1 in 10 New Zealanders has received some sort of offensive communication over the internet at some point. That number doubles for those aged between 18 and 29. Other studies show that as many as 1 in 3 high school students have endured repeated cyberbullying or harassment.

Social media, video sharing sites and interactive apps provide an environment where abusive trolls co-exist with all the thrilling experiences that the online world delivers.

What has become clear in the past few years is that the malevolent use of digital technology is having a pervasive and damaging impact. The effects may leave victims, especially young teenage girls, deeply scarred. The impact of cyberbullying on this section of the population cannot be underestimated. Increased truancy, failure at school, depression and other significant mental health issues have all been linked to hateful posts.

A year ago, the Harmful Digital Communications Act took effect. Since then, the authorities have launched 38 prosecutions for offences such as sending harmful private emails or text messages. All this shows the legislation was necessary.

Three of those convicted have been jailed, such was the seriousness of their offending. Their punishment sends a signal that the courts recognise the harm cyberbullying can cause.

The next step comes in November when Netsafe, an online safety organisation, begins its work. Its role includes advising the public which steps they can take to sort out a problem, as well as investigating and attempting to resolve their complaints.

Its intervention is meant to clear up complaints swiftly and can advise victims on how to obtain court orders for unresolved cases.

Much can be done on the prevention side. Social media giants are accepting that they need to be responsible in the way they manage digital technology.

Parents and schools have a special responsibility to oversee the digital behaviour of young New Zealanders. The Ministry of Education has a funding deal with Netsafe for their programme of cyber education and safety in schools and the wider community.

Parents need to reassure children they can be safe and secure from cyberbullies and convey their unconditional support to troubled youngsters.

However, it is too early to say to what extent the Harmful Digital Communications Act has already had any measurable impact on cyberbullying.

5

10

15

20

25

30

Article relating to the link below entitled “Pain of cyber-bullying is all too real” by Staff Writer Andrew Stone and first published on 17 June 2016

http://www.nzherald.co.nz/opinion/news/article.cfm?c_id=466&objectid=11658176


12EP01

1 h 30 m




Thursday 7 November 2019 (afternoon)Jeudi 7 novembre 2019 (après-midi)Jueves 7de noviembre de 2019 (tarde)

11 pages/páginas


yy Write your session number in the boxes above.yy Do not open this booklet until instructed to do so.yy This booklet contains all the paper 1 questions.yy Refer to the text booklet which accompanies this booklet.yy Answer all questions. Each question is allocated [1 mark] unless otherwise stated.yy Answers must be written within the answer boxes provided.yy The maximum mark for this examination paper is [60 marks].


yy Écrivez votre numéro de session dans les cases ci-dessus.yy N’ouvrez pas ce livret avant d’y être autorisé(e).yy Ce livret contient toutes les questions de l’épreuve 1.yy Référez-vous au livret de textes qui accompagne ce livret.yy Répondez à toutes les questions. Sauf indication contraire, chaque question vaut [1 point].yy Rédigez vos réponses dans les cases prévues à cet effet.yy Le nombre maximum de points pour cette épreuve d’examen est de [60 points].


yy Escriba su número de convocatoria en las casillas de arriba.yy No abra este cuaderno hasta que se lo autoricen.yy Este cuaderno contiene todas las preguntas de la prueba 1.yy Consulte el cuaderno de textos que acompaña a este cuaderno.yy Conteste todas las preguntas. Cada pregunta vale [1 punto] salvo que se indique lo contrario.yy Escriba sus respuestas en las casillas provistas a tal efecto.yy La puntuación máxima para esta prueba de examen es [60 puntos].



8819 – 2225

Text A — Recycle & Reuse: Cleaning up after the holidays

1. Select the three statements that are true according to the text. Write the appropriate letters in the boxes provided. [3 marks]

Example: A

A. The writer is looking forward to the holiday season with mixed feelings.

B. The writer enjoys the challenge of tidying up.

C. The writer organizes the clean-up after the celebrations differently each year.

D. The writer has a number of ways to deal with leftover items from the holidays.

E. The writer thinks it best to divide waste into different categories.

F. The writer suggests disposing of waste at different locations.

G. The writer stores reusable water bottles for next year’s celebrations.

H. The writer believes that only undamaged gift packaging should be saved for later use.

Which words go in the gaps? Choose the words from the list and write them in the boxes provided.

recall refuse remove repeat return

reduce release repair repurpose reuse

Example: [ – X – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . reuse . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2. [ – 2 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3. [ – 3 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4. [ – 4 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5. [ – 5 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12EP02



6. The writer thinks Christmas packaging can become…

A. an attractive household item. B. useful decorations for other festivities.C. material for a new set of Christmas cards.D. interesting and individual pieces of art.

7. Certain charity shops will only take unwanted presents, if they are…

A. original. B. unopened.C. in demand.D. fashionable.

8. The writer advises the readers…

A. to limit the number of gifts we accept. B. not to buy single-use items.C. to reject unwanted presents.D. not to buy packaged goods.

9. The main purpose of the text is to…

A. tell the readers what they must do. B. sort out certain confusing ideas.C. give practical advice to the readers.D. guide the readers through a process.

12EP03



Text B — 5 things we learned from one of the world’s biggest surveys of young people

Choose the correct phrases from the text to complete the following sentences. Base your answers on information as it appears in paragraphs and .

Example: When crucial decisions are made, most young people surveyed believe their opinions…

. . . . . . . . . . . . . . . . . . . . . . .are not being taken into account. . . . . . . . . . . . . . . . . . . . . . . .

10. The survey helps us to understand how the young…

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

11. Young people believe that climate change is…

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12. Given the volatility of today’s world, the young are also concerned about…

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


Example: [ – X – ] A

13. [ – 13 – ]

14. [ – 14 – ]

15. [ – 15 – ]

16. [ – 16 – ]

A. They are apprehensive about the Earth’s futureB. They are hesitant to pass judgementsC. They are caring towards each otherD. They are ambitious and adventurousE. They are pessimistic about the global economyF. They are inventive with technologyG. They are global in their outlookH. They are energetic and inventive at work I. They are suspicious of the powerfulJ. They are comfortable with innovation

12EP04


Find the words in the text which mean the following (paragraphs and ).

Example: misunderstanding

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . misconception . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

17. keen

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

18. emphasise

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

19. cause

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

20. destroy

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


21. According to paragraph , most young people think governments should…

A. prioritize bringing the global refugee crisis to an end. B. absorb refugees into the economic life of the host country.C. reduce levels of political and international uncertainty.D. reverse the isolationist tendencies of individual nations.

12EP05



Text C — An extract from Jim the Boy


True False

Example: Whilst Jim slept, something magical occurred.

Justification: . . . . . . . During the night something like a miracle happened. . . . . . . . . . .

22. Jim was proud that his age now had two numbers in it.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

23. Jim took a moment to appreciate the new day.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

24. The sun had risen by the time Jim viewed the world outside.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

25. Jim’s mother was in her twenties.

Justification: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


26. Jim’s mother was wearing a “long black skirt that had belonged to her mother” (lines 15–16). This had the effect of…

A. making her look like her mother. B. making others feel sorry for her.C. making her look more beautiful.D. making others feel uncomfortable.

27. “On the days Mama wore her mother’s long clothes, Jim didn’t let the screen door slam” (lines 18–19). This indicates that Jim reacted to his mother’s appearance with…

A. concern. B. tolerance.C. wonder.D. panic.

12EP06


28. The phrase “Jim’s heart rose up briefly” (line 21) suggests that Jim hoped that on his birthday his mother would…

A. ignore him completely. B. give him a present.C. talk about his father.D. be in a good mood.

29. From the evidence in lines 21 to 30 which of the following statements best describes Jim’s relationship with his mother?

A. Jim is embarrassed by his mother’s helplessness. B. Jim feels angry because she shows him no affection.C. Jim feels somehow linked to his mother’s unhappiness.D. Jim is jealous because of his mother’s grief for his father.

30. The phrase “the smell of freshly turned earth in the churchyard” (lines 29–30) is used to remind the reader of…

A. the new start to Jim’s life. B. a change in the seasons.C. the burial of Jim’s father.D. the mother’s religion.

31. The phrase “How in the world did you get to be ten years old?” (line 31) suggests that the mother…

A. had not prepared anything special for Jim’s birthday. B. was expecting Jim to be still very dependent on her.C. expected Jim to be more joyful on his birthday.D. could not believe how much time had passed.


32. Which phrase in line 24 shows that the mother’s sadness had evolved with time?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

33. Which phrase in line 26 is closest in meaning to “putting your sorrows aside”?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

34. What is “the fact” referred to in the phrase, “He was as amazed by the fact” (line 32)?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12EP07



Text D — Let refugees learn English


35. Who hosted the event that the writer attended?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

36. Which phrase in lines 6 to 7 refers to the writer’s earlier conversations with women she supports?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

37. According to the writer, what did she feel obliged to do at the event?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


38. The word closest in meaning to “accessible” (line 11) is…

A. manageable. B. available.C. usable.D. suitable.

39. The senior minister seemed to agree with the writer’s central idea that refugees…

A. had fled war and persecution in their homeland. B. were too often lonely and isolated in the UK.C. have the chance to create a better life in the UK.D. needed ways to improve their communication skills.

40. According to the writer, the government has announced plans to integrate refugees into the community…

A. by improving access to additional English classes. B. without extra funding for additional English classes.C. instead of making provision for additional English classes.D. while withdrawing funding for additional English classes.

41. The writer says that English can help refugees…

A. either to rebuild their lives or contribute to society. B. first to rebuild their lives and then contribute to society.C. both to rebuild their lives and contribute to society.D. to rebuild their lives and in doing so contribute to society.

12EP08


Which words go in the gaps in lines 22–30? Choose the words from the list below and write them in the boxes provided.

although before but in order to similarly whereas

because of besides despite meanwhile so while

Example: [ – X – ] . . . . . . . . . . . . . . . . . . . . . . . . . . .before. . . . . . . . . . . . . . . . . . . . . . . . . . . .

42. [ – 42 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

43. [ – 43 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

44. [ – 44 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

45. [ – 45 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

46. [ – 46 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12EP09



Text E — Editorial: Pain of cyberbullying is all too real


47. Which word in lines 1 to 6 is closest in meaning to “threatening”?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


Example: 10 percent of all New Zealanders… F

48. Almost one third of high schoolers…

49. Cyberbullies and trolls…

50. Young teenage girls in particular…

51. The authorities in New Zealand…

A. have been active on various platforms on the Internet.

B. have not reported any effects of cyberbullying.

C. have promoted the abuse and mistreatment of their peers.

D. have created sites and apps to abuse targeted individuals.

E. have suffered serious psychological effects.

F. have received an unpleasant or abusive message.

G. have helped victims to take revenge on cyberbullies.

H. have sent out hurtful messages to other students.

I. have taken action against a number of known cyberbullies.

J. have been persistently persecuted by online bullies.

12EP10




Example: Since then… (line 14) “then” . . . . . . . . . . . . a year ago . . . . . . . . . .

52. Their punishment sends a signal… (lines 17–18) “Their” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

53. …attempting to resolve their complaints. (line 21) “their” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

54. Its intervention is meant to… (line 22) “It(s)” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

55. …the way they manage digital technology. (line 25) “they” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


Example: deal (line 27) H

56. unconditional (line 30)

57. early (line 31)

58. impact (line 32)

A. trick

B. effect

C. public

D. soon

E. shock

F. total

G. primary

H. agreement

12EP11


12EP12








9 pages/páginas






Nivel superior















3. En las preguntas de verdadero o falso, los alumnos podrán indicar la respuesta elegida con un tic o una cruz, pero el uso de los signos debe ser


coherente. Si el alumno marca dos tics o dos cruces en la misma respuesta, otorgue la puntuación [0]. Si el alumno responde marcando una cruz y un tic en la misma respuesta, puntúe el tic e ignore la cruz.




Text A — Recycle & Reuse: Cleaning up after the holidays


1. D, E, H any order 3

2. reduce 1

3. repurpose 1

4. return 1

5. refuse 1

6. A 1

7. B 1

8. B 1

9. C 1

1. Total 11


Text B — 5 things we learned from one of the world’s biggest surveys of young people


10. view the world (and its challenges) exact wording only 1

11. the most serious global issue exact wording only 1

12. wars and inequality exact wording only 1

13. I 1

14. D 1

15. J 1

16. G 1

17. eager 1

18. underline to underline 1

19. spark 1

20. obliterate 1

21. B 1

2. Total 12


Text C — An extract from Jim the Boy


22. true – (and Jim) hefted it like a prize exact wording only 1

23. true – (he) smiled and stretched and sniffed the morning exact wording only 1

24. false – (something) not quite daylight looked in his window

exact wording only 1

25. true – (she) was not yet thirty years old exact wording only The addition of “although” to the target answer

1

26. D 1

27. A 1

28. D 1

29. C 1

30. C 1

31. D 1

32. (the) heaviness that had once been grief exact wording only 1

33. leaving the plow where it lay exact wording only 1

34. to be ten years old / he had been alive for ten years Other wording with the same meaning e.g. that Jim/he was already 10 / getting to be 10 years old

• how in the world did Jim getto be ten years old

• The addition of “how timehad passed” to the targetanswer

1

3.Total 13


Text D — Let refugees learn English


35. (the) Prime Minister’s office • the Jo Cox LonelinessCommission

• the Prime Minister

• 10 Downing Street

1

36. (I had the) voices going through my head (of the many refugee women that I had worked with)

1

37. to express their hopes and dreams (on their behalf) Other wording with the same meaning, e.g. express the hopes and dreams of the refugee women (that she had worked with)

• “responsibility to express theirhopes and dreams (on theirbehalf)”

• express refugees’ hopes anddreams

1

38. B 1

39. D 1

40. B 1

41. C 1

42. although 1

43. in order to 1

44. but 1

45. despite 1

46. so 1

4.Total 12


Text E — Editorial: Pain of cyberbullying is all too real


47. intimidating offensive 1

48. J 1

49. A 1

50. E 1

51. I 1

52. three of those convicted • three convicted cyberbullies

• (those/the) jailed cyberbullies

• “those convicted” without“three of”

• the three convicted

1

53. the public the public’s • “public" without “the”

• the publics

• the public of Netsafe

1

54. Netsafe • Netsafe’s

• The online safety organisation

• Netsafe, an online safetyorganisation

“(an) online safety organisation” without “Netsafe”

1

55. social media giants • social media

• social media giant1

56. F 1

57. D 1

58. B 1

Total 12

1 h 30 m



3 pages/páginas


yy Do not open this examination paper until instructed to do so.yy Section A: choose one task. Each task is worth [25 marks].yy Section B: write a personal response to the stimulus provided. The task is worth [20 marks].yy The maximum mark for this examination paper is [45 marks].


yy N’ouvrez pas cette épreuve avant d’y être autorisé(e).yy Section A : choisissez une tâche. Chaque tâche vaut [25 points].yy Section B : exprimez votre opinion personnelle sur la réflexion fournie. La tâche vaut [20 points].yy Le nombre maximum de points pour cette épreuve d’examen est de [45 points].


yy No abra esta prueba hasta que se lo autoricen.yy Sección A: elija una tarea. Cada tarea vale [25 puntos].yy Sección B: escriba una opinión personal al estímulo provisto. La tarea vale [20 puntos].yy La puntuación máxima para esta prueba de examen es [45 puntos].



8819 – 2227

Section A



Next month, your school will celebrate diversity by holding a concert featuring students from different cultural backgrounds. Your task is to advertise the audition to select the performers. Write a leaflet in which you give information about the concert and the audition, and persuade students to audition.


Due to the growing demand for skill-based jobs, many business leaders have stated that the school curriculum should focus on developing practical skills rather than academic knowledge. You interviewed one such business leader about this topic and the reasons for his/her views. Write an article based on this interview to be published in your school newspaper. Do not simply write the exact words (transcript) of the interview.

3. Health

An international health charity is looking for teenagers willing to be interviewed in a documentary about teenage health issues. You want to take part in this project. Write a letter to the documentary makers describing the ideas or experiences you would like to share, and explaining why you would be a suitable candidate for the interview.

4. Leisure

The only cinema showing English language films in your local area has just closed down because of a decline in ticket sales. As a junior reporter for your local newspaper, write a news report giving details about the closure, including the reasons for this, and presenting the reactions of the local community.


A computer scientist has predicted that robots will begin replacing teachers in the classroom within the next ten years. Write a blog entry in which you discuss both potential benefits and drawbacks of such revolutionary technology, and stating whether you think this would be a positive change.


Section B


6. “Of all of our inventions for mass communication, pictures still speak the most universally understood language”.

Walt Disney



14 pages/páginas






Nivel superior



Section A










Clarification












1–2


3–4




9–10




Question 1: Cultural diversity Next month, your school will celebrate diversity by holding a concert featuring students from different cultural backgrounds. Your task is to advertise the audition to select the performers. Write a leaflet in which you give information about the concert and the audition, and persuade students to audition.

3–4

• explains poorly or not at all the specified purpose: that the concert is to celebratediversity

• provides little information about either the concert or the audition

• provides limited and/or unclear reasons for students to audition

• uses very few paragraphs and cohesive devices to structure the development of ideas.

5–6

• explains vaguely the specified purpose: that the concert is to celebrate diversity

• provides restricted basic information about the concert and/or the audition

• provides one or two vaguely-developed reasons for students to audition

• uses a few paragraphs and cohesive devices to structure the development of ideas.

7–8

• explains fairly clearly the specified purpose: that the concert is to celebrate diversity

• provides adequate basic information about both the concert and the audition

• provides a few simply-developed reasons for students to audition

• uses paragraphs and cohesive devices reasonably coherently to structure thedevelopment of ideas.

9–10

• explains clearly the specified purpose: that the concert is to celebrate diversity

• provides detailed information about both the concert and the audition

• provides several effectively-developed reasons for students to audition

• uses paragraphing and cohesive devices effectively to structure the development ofideas.


Question 2: Customs and traditions Due to the growing demand for skill-based jobs, many business leaders have stated that the school curriculum should focus on developing practical skills rather than academic knowledge. You interviewed one such business leader about this topic and the reasons for his/her views. Write an article based on this interview to be published in your school newspaper. Do not simply write the exact words (transcript) of the interview.

3–4

• describes the idea of developing practical skills, as opposed to academic knowledge,poorly or not at all

• focuses little or not at all on the interviewee’s opinions about the benefits of skills-based learning

• explains in unclear or confused ways the reasons for the business leader’s views


5–6

• describes the idea of developing practical skills, as opposed to academic knowledge, invague or unclear ways

• focuses inconsistently on the interviewee’s opinions about the benefits of skills-basedlearning

• explains vaguely the reasons for the business leader’s views


7–8

• describes the idea of developing practical skills, as opposed to academic knowledge,clearly if simply

• focuses to some extent on the interviewee’s opinions about the benefits of skills-basedlearning

• explains reasonably clearly the reasons for the business leader’s views

• uses paragraphs and cohesive devices to structure the development of ideasreasonably coherently.

9–10

• describes the idea of developing practical skills, as opposed to academic knowledge,clearly and coherently

• focuses clearly on the interviewee’s opinions about the benefits of skills-based learning

• explains clearly the reasons for the business leader’s views

• uses paragraphing and cohesive devices which structure the development of ideaseffectively.


Question 3: Health An international health charity is looking for teenagers willing to be interviewed in a documentary about teenage health issues. You want to take part in this project. Write a letter to the documentary makers describing the ideas or experiences you would like to share, and explaining why you would be a suitable candidate for the interview.

3–4

• makes little or no reference to the planned documentary

• describes ideas or experiences which may be irrelevant and/or unclear

• explains unclearly or not at all why the writer would be a suitable candidate to beinterviewed for the project


5–6

• makes limited reference to the planned documentary

• describes vaguely relevant ideas or experiences simply or superficially

• explains rather unclearly why the writer would be a suitable candidate to be interviewedfor the project


7–8

• makes adequate reference to the planned documentary

• describes generally relevant ideas or experiences fairly lucidly

• explains fairly clearly why the writer would be a suitable candidate to be interviewed forthe project


9–10

• makes clear reference to the planned documentary

• describes relevant ideas or experiences lucidly and in some detail

• explains clearly and convincingly why the writer would be a suitable candidate to beinterviewed for the project

• uses paragraphing and cohesive devices effectively to structure the development ofideas.


Question 4: Leisure The only cinema showing English language films in your local area has just closed down because of a decline in ticket sales. As a junior reporter for your local newspaper, write a news report giving details about the closure, including the reasons for this, and presenting the reactions of the local community.

3–4

• describes little of the situation of the cinema that shows English language films

• explains poorly and/or confusingly the reasons for the closure

• presents unclearly or not at all the reactions of the local community


5–6

• describes in limited ways the situation of the cinema that shows English language films

• explains rather simply or superficially the reasons for the closure

• presents vaguely the reactions of the local community, in generalised terms


7–8

• describes in basic terms the situation of the cinema that shows English language films

• explains fairly lucidly the reasons for the closure

• presents quite effectively the reactions of the local community, perhaps with one or twospecific examples


9–10

• describes in some detail the situation of the cinema that shows English language films

• explains lucidly and methodically the reasons for the closure

• presents effectively the reactions of the local community, using detailed examples



Question 5: Science and technology A computer scientist has predicted that robots will begin replacing teachers in the classroom within the next ten years. Write a blog entry in which you discuss both potential benefits and drawbacks of such revolutionary technology, and stating whether you think this would be a positive change.

3–4

• refers unclearly, or not at all, to the scientist and/or the prediction

• discusses unclearly or confusingly both the potential benefits and the drawbacks of thepredicted use of robots in the classroom; OR ignores either benefits or drawbacks

• provides little or no opinion as to whether or not the change would be positive

• supports very few statements with explanations and/or examples


5–6

• refers vaguely to the scientist and/or the prediction

• discusses superficially both the potential benefits and the drawbacks of the predicteduse of robots in the classroom; OR pays very limited attention to either benefits ordrawbacks

• provides a vague opinion as to whether or not the change would be positive

• supports a few statements with limited explanations and/or examples


7–8

• refers clearly, if simply, to the scientist and/or the prediction

• discusses reasonably clearly both the potential benefits and the drawbacks of thepredicted use of robots in the classroom

• provides a fairly clear opinion as to whether or not the change would be positive

• supports some statements with explanations and/or examples


9–10

• refers clearly to the scientist and/or the prediction

• discusses clearly and in some detail both the potential benefits and the drawbacks ofthe predicted use of robots in the classroom

• provides a clearly-argued opinion as to whether or not the change would be positive

• supports most statements with detailed explanations and/or examples



Criterion C: Format

• How correctly does the student produce the required text type?

• To what extent are the conventions of text types appropriate?









Note: Examiners are reminded that Criterion C bullet points are marking notes, not mark schemes. Therefore, where one or more bullet points are only partially fulfilled (eg appropriate register generally used but not consistently, there is an opening salutation but no closing salutation etc), some credit/recognition may still be given. In such cases, examiners should consider the work holistically and use their professional judgements, with reference to the criteria, to arrive at the final marks.


Question 1: Leaflet


• will have an engaging title

• will have a short introduction and a conclusion

• will identify ideas with format features, eg sub-headings, bullet points, numbering etc

• will include practical aspects of the text type, eg “contact us”, or a phone number and/or anemail address.

Question 2: Interview


• will have a relevant headline/title

• will have an introduction and a conclusion

• will use a style aimed at involving and interesting the reader

• will refer to the interview, including direct quotations and/or reported speech; it will not be averbatim transcript.


Question 3: Letter

• will adopt a consistently formal register

• will adopt a suitably serious and respectful tone

• will clearly identify the recipient (by name, address or role/title etc)

• will have a date and sender’s address

• will have opening and closing salutations.

Question 4: News report


• will have a relevant title/headline

• will use a neutral/objective style, eg presents ideas with only minimal embellishment (if any)

• will have an introduction and conclusion

• will have a clearly structured layout, eg sub-headings, short brief paragraphs/sections, etc.



• will have an engaging title for the entry itself – ie not just a general name for the blog overall

• will include first person statement and/or narration

• will show awareness of the reader, eg through direct address, a lively and interesting style etc

• will have a closing statement, eg invitation to comment, a conclusion drawn etc.


Section B










Clarification









• How skillfully does the student develop ideas?

• How clear and convincing is the argument?

• To what extent does the student react to the stimulus?



1–2


3–4


5–6


7–8


9–10




Question 6: “Of all of our inventions for mass communication, pictures still speak the most universally understood language”. Walt Disney

3–4

• addresses poorly or not at all the central issue of pictures speaking the mostuniversally understood language

• provides little or no clear explanation of what “universally understood language” istaken to mean

• provides no explanation of what “inventions of mass communication” is taken tomean, as the context of the discussion

• presents an unclear and incoherent view of the statement: whether agreeing ordisagreeing

• provides few, or unclear, reasons for the viewpoint

• links arguments very poorly or not at all.

5–6

• addresses vaguely or inconsistently the central issue of pictures speaking the mostuniversally understood language

• provides some limited explanation of what “universally understood language” istaken to mean

• provides no real explanation of what “inventions of mass communication” is takento mean, as the context of the discussion

• presents a rather unclear view of the statement: whether agreeing or disagreeing

• provides reasons for the viewpoint that are not very clearly explained

• links arguments unclearly and ineffectively at times.

7–8

• addresses to some extent the central issue of pictures speaking the mostuniversally understood language

• provides reasonably clear explanation of what “universally understood language” istaken to mean

• provides a limited explanation of what “inventions of mass communication” is takento mean, as the context of the discussion

• presents a reasonably clear view of the statement: whether agreeing ordisagreeing

• provides reasons for the viewpoint that are competently explained.

• links arguments reasonably clearly and effectively.

9–10

• addresses directly the central issue of pictures speaking the most universallyunderstood language

• provides an effective explanation of what “universally understood language” istaken to mean

• provides a concise explanation of what “inventions of mass communication” istaken to mean, as the context of the discussion

• presents a clear and coherent view of the statement: whether agreeing ordisagreeing

• provides reasons for the viewpoint that are clearly developed and well-supported

• links arguments clearly and effectively.

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