Ib Prep Englishb HL Practice Papers Markscheme

IB Prepared English B
Markschemes for HL practice exam papers
Here are the markschemes to the higher level practice exam papers from
IB Prepared English B.
For direct access, click on the paper below.
Practice paper 1: Productive skills—writing

Practice paper 2: Listening comprehension
Practice paper 2: Reading comprehension
11
©©Oxford
OxfordUniversity
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Press2019
2019
1
Markscheme for HL practice paper 1: Productive skills—writing

1. Your school wishes to increase the number of IB diploma students. Create a suitable text
addressed to a group of potential students recommending your school’s IB programme, detailing
its strengths and explaining how to apply for entry.
Brochure Email Speech
Criterion A: Language
How successfully does the candidate command written language?
 To what extent is the vocabulary appropriate and varied?

 To what extent are the grammatical structures varied?
 To what extent does the accuracy of the language contribute to effective communication?
Markband Level descriptor

0 The work does not reach a standard described by the descriptors below.
1–3 Command of the language is limited.
Vocabulary is sometimes appropriate to the task.
Some basic grammatical structures are used, with some attempts to use more
complex structures.
Language contains errors in both basic and more complex structures. Errors interfere
with communication.
4–6 Command of the language is partially effective.
Vocabulary is generally appropriate to the task and varied.
A variety of basic and some more complex grammatical structures is used.
Language is mostly accurate for basic structures, but errors occur in more complex
structures. Errors at times interfere with communication.
7–9 Command of the language is effective and mostly accurate.
Vocabulary is appropriate to the task, and varied, including the use of idiomatic
expressions.
A variety of basic and more complex grammatical structures is used effectively.
Language is mostly accurate. Occasional errors in basic and in complex grammatical
structures do not interfere with communication.
10–12 Command of the language is mostly accurate and very effective.
Vocabulary is appropriate to the task, and nuanced and varied in a manner that
enhances the message, including the purposeful use of idiomatic expressions.
A variety of basic and more complex grammatical structures is used selectively in
order to enhance communication.
Language is mostly accurate. Minor errors in more complex grammatical structures
do not interfere with communication.
Criterion B: Message
To what extent does the candidate fulfill the task?
 How relevant are the ideas to the task?

 To what extent are ideas developed?
 To what extent do the clarity and organization of ideas contribute to the successful delivery of
the message?
© Oxford University Press 2019

2
Markband Level descriptor Details
0 The work does not reach a standard described by the

descriptors below.
1–3 The task is partially fulfilled.
Few ideas are relevant to the task.
Ideas are stated, but with no development.
Ideas are not clearly presented and do not follow a
logical structure, making the message difficult to
determine.
4–6 The task is generally fulfilled. Candidates choosing
Some ideas are relevant to the task. an email as text type can
Ideas are outlined, but are not fully developed. attain no higher than this
Ideas are generally clearly presented and the response markband.
is generally structured in a logical manner, leading to a
mostly successful delivery of the message.
7–9 The task is fulfilled. Candidates choosing
Most ideas are relevant to the task. a brochure as text type
Ideas are developed well, with some detail and can attain no higher than
examples. this markband.
Ideas are clearly presented and the response is
structured in a logical manner, supporting the delivery
of the message.
10–12 The task is fulfilled effectively. Only candidates choosing
Ideas are relevant to the task. a speech as the text type
Ideas are fully developed, providing details and can attain this markband.
relevant examples.
structured in a logical and coherent manner that
supports the delivery of the message.
Criterion C: Conceptual understanding

To what extent does the candidate demonstrate conceptual understanding?
 To what extent is the choice of text type appropriate to the task?

 To what extent are register and tone appropriate to the context, purpose and audience of the
task?
 To what extent does the response incorporate the conventions of the chosen text type?

descriptors below.
1–2 Conceptual understanding is limited.
The student has chosen an email as text type.
Alternatively, the candidate has chosen a brochure

or a speech as text type but …
 the writing is generally inappropriate to the
context, purpose or audience.
 the register and tone are inappropriate to the
context, purpose and audience of the task.
 the response incorporates limited recognizable
conventions of the chosen text type.

3
3–4 Conceptual understanding is mostly demonstrated. A brochure will:

The student has chosen a brochure as text type.  adopt a semi-formal to
The register and tone are appropriate to the context, formal register
purpose and audience of the task.  have an engaging title
The response fully incorporates the conventions of  have a short
the chosen text type. introduction and a
conclusion
Alternatively, the candidate has chosen a speech but  identify ideas with
… format features, e.g.
 the register and tone, while occasionally sub-headings, bullet
appropriate to the context, purpose and points, numbering, etc.
audience of the task, fluctuate throughout  include practical
the response. aspects of the text
 the response incorporates some conventions of the type like “contact us”,
chosen text type. or “a phone number
and/or an email
address”
5–6 Conceptual understanding is fully demonstrated. A speech will:
The student has chosen a speech as text type.  adopt a semi-formal to
The choice of text type is appropriate to the context, informal register
purpose and audience.  adopt an appropriately
The register and tone are appropriate to the context, serious tone
purpose and audience of the task.  address the audience
The response fully incorporates the conventions of and keep contact with
the chosen text type. them throughout, e.g.
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
 include elements of
speech rhetoric e.g.
rhetorical questions,
repetition, etc.

4
2. The local newspaper is holding a writing competition about a memorable holiday experience.
Write a text describing your memorable holiday, explaining what happened and summarizing
what lessons you have learned from the experience.
Brochure Email Essay

complex structures.
Language contains errors in both basic and more complex structures. Errors
interfere with communication.


expressions.
Language is mostly accurate. Occasional errors in basic and in complex
grammatical structures do not interfere with communication.

the message?

5

descriptors below.
Ideas are not clearly presented and do not follow a
logical structure, making the message difficult to
determine.
Some ideas are relevant to the task. a brochure as text type
Ideas are outlined, but are not fully developed. can attain no higher than
Ideas are generally clearly presented and the response this markband.
Most ideas are relevant to the task. an email as text type can
Ideas are developed well, with some detail and attain no higher than this
examples. markband.
of the message.
Ideas are relevant to the task. an essay as the text type
Ideas are fully developed, providing details and can attain this markband.
relevant examples.

 To what extent are register and tone appropriate to the context, purpose and audience of the task?

descriptors below.
The student has chosen a brochure as text type.
Alternatively, the candidate has chosen an email or

an essay as text type but …
 the writing is generally inappropriate to the
context, purpose or audience.

6
3–4 Conceptual understanding is mostly An email will:

demonstrated.  adopt a consistently
The student has chosen an email as text type. semi-formal register
The register and tone are appropriate to the context,  adopt a lively,
purpose and audience of the task. engaging style
The response fully incorporates the conventions of  contain some vivid
the chosen text type. and detailed
description
Alternatively, the candidate has chosen an essay  maintain clear
but … sense of address to
 the register and tone, while occasionally a specific person
appropriate to the context, purpose and  have an
audience of the task, fluctuate throughout appropriate
the response. opening salutation
 the response incorporates some conventions of  have an
the chosen text type. appropriate closing
salutation
5–6 Conceptual understanding is fully demonstrated. An essay will:
The student has chosen an essay as text type.  adopt a semi-formal
The choice of text type is appropriate to the context, to formal register
purpose and audience.  adopt a suitably
The register and tone are appropriate to the context, upbeat tone
purpose and audience of the task.  use techniques that
The response fully incorporates the conventions of enable the reader
the chosen text type. to follow the
arguments easily,
e.g. a methodical
approach
 have a relevant title
 have a distinct
introduction and
conclusion

7
3. You recently attended a talk on plastic pollution. You decide to write to your local council
summarizing the speaker’s conclusions, recommending one specific measure and assessing its
benefits for the local environment.
Essay Proposal Speech

complex structures.
Language contains errors in both basic and more complex structures. Errors interfere
with communication.
expressions.
Language is mostly accurate. Occasional errors in basic and in complex grammatical
structures do not interfere with communication.
the message?

8

descriptors below.
Ideas are not clearly presented and do not follow
a logical structure, making the message difficult
to determine.
Some ideas are relevant to the task. a speech as text types
Ideas are outlined, but are not fully developed. can attain no higher than
Ideas are generally clearly presented and the response this markband.
Most ideas are relevant to the task. an essay as text types
Ideas are developed well, with some detail can attain no higher than
and examples. this markband.
of the message.
Ideas are relevant to the task. a proposal as the text
Ideas are fully developed, providing details and type can attain this
relevant examples. markband.

 To what extent are register and tone appropriate to the context, purpose and audience
of the task?

descriptors below.

The student has chosen a speech as text type.
Alternatively, the candidate has chosen a proposal

or a speech as text type but …
 the writing is generally inappropriate to the context,
purpose or audience.

9
3–4 Conceptual understanding is mostly demonstrated. An essay will:

The student has chosen an essay as text type.  adopt a semi-formal to
The register and tone are appropriate to the context, formal register
purpose and audience of the task.  adopt a suitably
The response fully incorporates the conventions of upbeat tone
the chosen text type.  use techniques that
enable the reader to
Alternatively, the candidate has chosen a proposal follow the arguments
but … easily, e.g. a
 the register and tone, while occasionally methodical approach
appropriate to the context, purpose and audience of  have a relevant title
the task, fluctuate throughout the response.  have a distinct
 the response incorporates some conventions of the introduction and
chosen text type. conclusion
5–6 Conceptual understanding is fully demonstrated. A proposal will:
The student has chosen a proposal as text type.  adopt a formal register
The choice of text type is appropriate to the context,  use a style aimed to
purpose and audience. persuade a specific
The register and tone are appropriate to the context, professional audience
purpose and audience of the task.  have a title
The response fully incorporates the conventions of summarizing the
the chosen text type. subject matter
 set out the text clearly
using features such as
short clear paragraphs
with headings
 have individual
points identified by
letters/numbers/bullet,
etc.
 have an introduction
and a conclusion

10
Markscheme for HL practice paper 2: Listening comprehension

Text A
Question Target answer Accept Do not Marks
accept
1. (dozens of) abandoned /1
2. initiative /1
3. webpage website /1
creative and imaginative both adjectives

4. are required, in /1
any order
5. dedication /1
Total /5
Text B

accept
chimpanzees will receive answers with

6. the same rights as the same
humans. meaning /1
at a science laboratory (in answers with

7. the Biology Department the same
at New York University) meaning /1
free her immediately answers with website

8. (from captivity) the same
meaning /1
morally wrong answers with illegal to

the same imprison /
meaning legal person /
9.
have the same
rights as a
human being /1
she cannot have human answers with

10. rights the same
meaning /1
A. A. Adriana Norton
B. B. Adriana Norton
11. C. C. Both
D. D. Both
E. E. Josephine Smith /5
Total /10

11
Text C

accept
12. B. /1
13. B. /1
14. A. /1
15. B. /1
16. A. /1
17. B., C., E., H., J. in any order /5
Total /10
TOTAL MARKS /25

12
Markscheme for HL practice paper 2: Reading comprehension

Text A
Question Target answer Accept Do not accept Marks
1. H. /1
2. B. /1
3. G. /1
4. C. /1
5. lectures lecturers/tutors /1
taking ownership of your independence /

own learning taking
6. responsibility /1
for your own
learning
assistance when to ask for

7. /1
assistance
8. integral /1
9. challenging /1
10. emphasis /1
11. do your bit /1
12. A. /1
13. D. /1
Total /13
Text B
getting nowhere I was getting
14. /1
nowhere
(my) silent presence at ‘at home’ is my silence
home required for presence / to
15. /1
the mark to learn to talk
be awarded again
(For that time we) have both ‘have to’
to sit at our desks and be and the verb
silent phrases are
16. /1
required for
the mark to
be awarded
(the sound of) the other answers with the sea/waves
students’ voices (in Prep) the same / noises made
17. /1
meaning by the other
students

13
18. anorexia of speech /1

19. D. /1
20. C. /1
21. C. /1
22. A. /1
23. E. /1
24. B. /1
25. F. /1
26. G. /1
Total /13
Text C
27. F. /1
28. E. /1
29. D. /1
30. A. /1
31. C., E., F., H. in any order /4
a text post with a picture a text post with
32. a picture can /1
be re-blogged
the ‘dancing baby’ meme the ‘dancing
33. baby’ / a /1
specific format
34. unless /1
35. furthermore /1
36. while /1
37. accordingly /1
Total /14
TOTAL MARKS /40

14

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IB Prepared English B

Markschemes for HL practice exam papers

Practice paper 1: Productive skills—writing

Markscheme for HL practice paper 1: Productive skills—writing

Brochure Email Speech

 To what extent is the vocabulary appropriate and varied?

Markband Level descriptor

 How relevant are the ideas to the task?

© Oxford University Press 2019

Markband Level descriptor Details

0 The work does not reach a standard described by the

Criterion C: Conceptual understanding

 To what extent is the choice of text type appropriate to the task?

Markband Level descriptor Details

Alternatively, the candidate has chosen a brochure

© Oxford University Press 2019

3–4 Conceptual understanding is mostly demonstrated. A brochure will:

© Oxford University Press 2019

Brochure Email Essay

Markband Level descriptor

1–3 Command of the language is limited.

4–6 Command of the language is partially effective.

7–9 Command of the language is effective and mostly accurate.

10–12 Command of the language is mostly accurate and very effective.

© Oxford University Press 2019

Markband Level descriptor Details

0 The work does not reach a standard described by the

Criterion C: Conceptual understanding

Markband Level descriptor Details

Alternatively, the candidate has chosen an email or

© Oxford University Press 2019

3–4 Conceptual understanding is mostly An email will:

© Oxford University Press 2019

Essay Proposal Speech

Markband Level descriptor

© Oxford University Press 2019

Markband Level descriptor Details

0 The work does not reach a standard described by the

Criterion C: Conceptual understanding

Markband Level descriptor Details

0 The work does not reach a standard described by the

1–2 Conceptual understanding is limited.

Alternatively, the candidate has chosen a proposal

© Oxford University Press 2019

3–4 Conceptual understanding is mostly demonstrated. An essay will:

© Oxford University Press 2019

Markscheme for HL practice paper 2: Listening comprehension

1. (dozens of) abandoned /1

creative and imaginative both adjectives

Question Target answer Accept Do not Marks

chimpanzees will receive answers with

at a science laboratory (in answers with

free her immediately answers with website

morally wrong answers with illegal to

she cannot have human answers with

© Oxford University Press 2019

Question Target answer Accept Do not Marks

17. B., C., E., H., J. in any order /5

TOTAL MARKS /25

© Oxford University Press 2019

Markscheme for HL practice paper 2: Reading comprehension

taking ownership of your independence /

assistance when to ask for