English B Standard level Paper 1 Anglais B Niveau moyen ......7 N15/2/ABENG/SP1/ENG/TZ0/XX/Q urn...

Candidate session numberNuméro de session du candidat

Número de convocatoria del alumno

N15/2/ABENG/SP1/ENG/TZ0/XX/Q

English B – Standard level – Paper 1Anglais B – Niveau moyen – Épreuve 1Inglés B – Nivel medio – Prueba 1

© International Baccalaureate Organization 20159 pages/páginas8815 – 2228

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 [45 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 [45 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 [45 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/SP1/ENG/TZ0/XX/Q– 2 –

Text A — Free Wi-Fi trumps sleep for SA travellers

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

Example: Most South African travellers… E

1. The questions asked by Travelstart…

2. The current Wi-Fi services…

3. Sleeping areas at airports…

4. Spas, gyms and entertainment facilities…

A. came second to better free Wi-Fi in survey results.

B. consider Wi-Fi less important than sleeping areas.

C. considered the opinions of many travellers.

D. did not make the top ten travellers’ wish list.

E. want better free Wi-Fi to be made available at airports.

F. are less important than ones used for grooming.

G. were the least important on the top ten list.

H. are complementary at South African airports.

I. affect travellers’ airport experience negatively.

J. addressed travellers’ complaints.

Answer the following questions.

5. Which word between lines 8 and 13 is closest in meaning to “travellers”?

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

6. What followed a good place to sleep on the list of travellers’ wishes?

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

7. What two new facilities were proposed by travellers but were not in the ten most popular suggestions? [2 marks]

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

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

12EP02


Turn over / Tournez la page / Véase al dorso

8. Which airport facility is considered peculiar by the travel company?

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

9. In addition to free Wi-Fi, what service already in use at the airport was considered unsatisfactory?

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

12EP03


Text B — The Singapore water story

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: Singapore suffered from many disasters.

Justification: . . . . . . . . . . Wefaceddrought,floodsandwaterpollution . . . . . . . . . . . .

10. Singapore has managed to transform disadvantages into advantages.

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

11. Treated rainwater in Singapore cannot be used for drinking.

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

12. Singapore’s first NEWater plant was built in 2010.

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

13. It is insufficient for Singapore to have a satisfactory and inexpensive water supply.

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

12EP04



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

14. Over the past fifty years, Singapore has managed to…

A. reduce its need for water by half. B. increase its supply of water by half.C. alter its water supply sources.D. develop its water supply sources.

15. Water produced in NEWater plants is…

A. disinfected using traditional methods. B. originally used water.C. originally rainwater.D. purified to be used for cleaning purposes.

16. Singapore…

A. imports water from Malaysia. B. will import water from Malaysia.C. started importing water from Malaysia in 2011.D. will not import water from Malaysia until 2061.

17. Desalinated water…

A. is obtained naturally through evaporation. B. is produced at three plants using advanced technology.C. meets less than half of Singapore’s water demand.D. meets most of Singapore’s water demand.

18. Singapore’s national water agency would like to…

A. assume full control of water resource management. B. engage the help of people in building water projects.C. share the ownership of water resource management with other sectors.D. share the ownership of water resource management with other regions.

19. The main purpose of the text is to…

A. inform readers about Singapore’s water projects. B. emphasize the importance of the “Four National Taps”.C. argue the necessity of the “Four National Taps”.D. persuade readers to support Singapore’s water plans.

12EP05


TextC—Whyselfiesmatter

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

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

Example: …wringing their hands over what… (lines 3–4) “their” . . . . . parents and psychologists . . . .

20. …over what they “mean”. (line 4) “they” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

21. …an extension of their self-absorption. (line 9) “their” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

22. …to express their mood states… (lines 18–19) “their” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

23. …affiliating with that world. (line 21) “that world” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


24. Give two phrases between lines 1 and 16 that show how selfies are regarded by sociologists. [2 marks]

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

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

25. Why does Dr Rutledge think that the specialists’ examination of selfies is too critical?

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

26. Which sentence between lines 13 and 21 indicates that selfies are a natural part of the process of growing up?

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

12EP06



27. Which word between lines 17 and 24 is similar in meaning to “boundaries”?

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

Which words go in the gaps between lines 25 and 35? Choose the words from the list and write them in the boxes provided.

apart beside often rarely similar

as well never otherwise separately so

Example: [ – X – ] . . . . . . . . . . . . . . . . . . . . . . . . . . .as well . . . . . . . . . . . . . . . . . . . . . . . . . .

28. [ – 28 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

29. [ – 29 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

30. [ – 30 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

31. [ – 31 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12EP07


Text D — Train travel etiquette

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

Example: B

A. Trains are rarely preferred by commuters.

B. One of the common transportation modes is the train.

C. Giving one’s seat to senior citizens, pregnant women or people with disabilities is praised.

D. Once on the train, it is advised not to change one’s seat.

E. In order not to disturb other passengers, phones must be kept on silent mode while on the train.

F. One can listen to music on a train providing a headset is worn.

G. Certain practices are recommended when one brings one’s food on board a train.

H. Moving about on trains is of little interest to passengers.

I. When on a train, keep your baggage next to you all the time.

J. One should be considerate when chatting with others on a train.

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

Example: essential (line 3) E

33. occupied (line 8)

34. accomplished (line 14)

35. followed (line 20)

A. respected

B. central

C. taken

D. reserved

E. necessary

F. achieved

G. examined

H. appreciated

12EP08


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

Example: [ – X – ] D

36. [ – 36 – ]

37. [ – 37 – ]

38. [ – 38 – ]

A. Where not to sit on trains

B. The protocol of eating on trains

C. Moving on trains

D. Seating on trains

E. Accessibility to technological devices on trains

F. Food preparation requirements

G. Priority to pass

H. Use of technology on trains


39. Train passengers should make sure that aisles are…

A. passable at all times. B. free of children.C. empty at all times.D. used for stowing baggage.

40. The purpose of the text is to…

A. inform the public about train rules and regulations. B. guarantee that people behave well on trains.C. instruct people regarding good practices on trains.D. persuade the public to use trains more often.

12EP09

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.

12EP10







12EP11







12EP12

N15/2/ABENG/SP1/ENG/TZ0/XX/M

7 pages/páginas

Markscheme Barème de notation

Esquema de calificación

November / Novembre / Noviembre 2015

English / Anglais / Inglés B

Standard level Niveau moyen

Nivel medio

Paper / Épreuve / Prueba 1

– 2 – N15/2/ABENG/SP1/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 — Free Wi-Fi trumps sleep for SA travellers

1. C 2. H 3. A 4. G 5. commuters Do not accept “air commuters” 6. free transport inside the airport building

7. (a) (a) swimming pool (b) (a) nightclub

(in any order)

[1]

[1]

8. (the) wave pool (at Munich Airport) 9. (the clarity of) airport announcements / (unclear) PA system announcements Accept other words with the same meaning

Text A: [10]


Text B — The Singapore water story

NOTE: For the justification in questions 10 to 13, 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.

10. true – turning our weakness into strength 11. false – (it is) treated for drinking water supply 12. false – (in 2010) (Singapore’s) latest NEWater plant was completed 13. true – achieving an adequate and affordable water supply is not enough 14. D 15. B 16. A 17. C 18. C 19. A

Text B: [10]


Text C — Why selfies matter

20. selfies 21. (today’s) pre-teens and adolescents 22. young adults Do not accept ‘teens’. Do not accept “adults” on its own. 23. (a) digital world

24. (a) (an) extension of (pre-teens’/their) self-absorption (b) (nothing more than an) outlet for self-expression

(in any order)

[1]

[1]

25. they aren’t (really that) new / they’re just more widespread (now that more people have cell phones

with cameras) Accept other wording with the same meaning. 26. developmentally, selfies make sense for teens Accept exact sentence only. 27. limits 28. otherwise 29. apart 30. often 31. so

Text C: [13]


Text D — Train travel etiquette

32. C, F, G, J (in any order) [4] 33. C 34. F 35. A 36. H 37. B 38. C 39. A 40. C

Text D: [12]

Total: [45]

N15/2/ABENG/SP1/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/SP1/ENG/TZ0/XX/T– 2 –

Text A

Free Wi-Fi trumps sleep for SA travellers

5

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20

25

Two-thirds of South African travellers want mandatory free Wi-Fi at the country’s airports, a new survey shows.

Added by Editor on 13 August 2014.

A comprehensive survey of South African travellers has revealed that sufficient free Wi-Fi at airports is more important to them than a comfortable place to take a nap while waiting for a delayed flight.

The survey taken by more than 6000 people was conducted by a travel company’s website, Travelstart.co.za. It asked participants what features could be added to South Africa’s airports to improve the lives of air commuters. Suggested options included sleeping areas as well as health, wellness and grooming facilities such as gyms and spas.

According to Travelstart, all airports already offer free Wi-Fi. However, the allotment of either 30 minutes or 50 MB of data already provided free of charge is not sufficient.

A comfortable place to catch a snooze was the second most demanded feature in the survey, and free transport inside the airport building was the third most popular choice on passengers’ wish lists.

A significant 27 % of travellers voted for airside shower facilities, while 23 % said there should be a children’s playroom. A library (13 % of respondents), a health spa (12 %), a cinema (11 %), a games room (9 %) and a gym (6 %) rounded out the top ten.

A few of those surveyed said a swimming pool and a nightclub would be useful at the airport.

“While these aspirations might seem unusual, they become less bizarre when you consider some of the weirdest airport features around the world, such as Munich Airport, which houses a wave pool,” Travelstart says.

Regarding existing services at airports, survey participants indicated that the clarity of airport announcements should be improved, with 36 % saying unclear PA system announcements contributed negatively to the South African airport experience.

Text: www.techcentral.co.za. Used with permission.Image: Getty Images.

N15 /2/ABENG/SP1/ENG/TZ0/XX/T– 3 –


Text B

The Singapore water story

5

10

15

20

25

Water: From vulnerability to strengthSingapore has little land to collect and store rainwater. We faced drought, floods and water pollution in the early years when the nation was founded. These challenges have inspired us to innovate and develop capabilities in this area, turning our weakness into strength.

Over the last 50 years, through strategic planning and investment in research and technology, Singapore’s national water agency PUB has built a diversified supply of water known as the “Four National Taps”.

1. Local catchment waterSingapore has two separate systems to collect rainwater and used water. Rainwater is collected through a network of drains, canals, rivers, storm-water collection ponds and reservoirs before it is treated for drinking water supply. This makes Singapore one of the few countries in the world to harvest urban storm water on a large scale for its water supply. Since 2011, Singapore’s water-catchment area has increased from half to two-thirds of Singapore’s land surface.

2. NEWaterA Singapore success story and the pillar of Singapore’s water sustainability, NEWater is high-grade reclaimed water produced from treated, used water that is further purified using advanced technologies and ultra-violet disinfection, making it ultra-clean and safe to drink.

In 2010, Singapore’s latest NEWater plant was completed. Together, Singapore’s four NEWater plants can meet up to 30 % of the nation’s current water needs.

3. Imported waterSingapore has been importing water from Johor, Malaysia, under two agreements. The first agreement expired in August 2011 and the second will expire in 2061.

4. Desalinated waterAnother technology-based water source is desalinated water. Singapore has two seawater plants: one produces 30 million gallons of water a day to meet about 10 % of Singapore’s water needs, and the second, with a capacity of 70 million gallons of water a day, opened in September 2013. Today, the two plants can meet up to 25 % of Singapore’s current water demand.

Water conservationSecuring an adequate supply is only half of the water equation – managing the demand side is just as crucial. PUB has a wide-ranging water-conservation plan that encourages customers to use water wisely. Singapore’s per capita domestic water consumption has been brought down from 165 litres per day in 2003 to the current 150 litres. The target is to lower it to 147 litres by 2020 and 140 litres by 2030.

Engaging the communityAchieving an adequate and affordable water supply is not enough. It is equally important to get public buy-in, to have greater ownership of and to value our water resources. Therefore, PUB has embarked on a new method in Singapore water management. Today, the water agency encourages the people and also public and private sectors to take joint ownership of Singapore’s water resource management.

Note: The rights holder for this text requested amendments to the text, which were made after the examinations were sat.

Text: http://www.pub.gov.sgImage: “Watercan”. Licensed under CC BY-SA 2.5 via Wikimedia Commons - https://commons.

wikimedia.org/wiki/File:Watercan.png#/media/File:Watercan.png

N15/2/ABENG/SP1/ENG/TZ0/XX/T– 4 –

Text C

Removed for copyright reasons


Text D

Train travel etiquette Author: Beth Morrisey MLIS – Updated: 27 December 2012

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20

25

30

Trains are a popular transportation option for many types of travellers. Being well-versed in train travel etiquette is essential for train passengers whether they have a short commute or a cross-continental itinerary.

[ – X – ]Passengers should try to avoid seats saved for people with disabilities or mobility problems, including older adults and pregnant women. If these reserved places are occupied, it is polite to give up a seat and stand in order to allow these passengers to sit instead. Parents with infants will appreciate being given a seat on a crowded train. It is also polite for passengers who are travelling alone to move seats to allow families to sit together if this can be accomplished.

[ – 36 – ]When mobile phones are used on trains, it is polite to limit the volume or to silence the phone altogether. Conversations should be kept brief, and passengers should avoid raising their voices. The volume levels of other technological devices should be minimized as well, and headphones must be used whenever those devices are employed so that other passengers are not disturbed.

[ – 37 – ]Many trains offer a dining service on board. General dining rules should be followed in dining cars. Waste should be disposed of properly. Some passengers may prefer to bring their own food on board trains. Such food should be easy to eat, not emit a heavy odour, and require no special preparation.

[ – 38 – ]Many travellers prefer trains because they can move about the carriages during their trips. However, train travel etiquette dictates that all passengers attempt to keep aisles as clear as possible. Baggage should be safely stowed, discretion should be used when having conversations in order to respect other passengers, and children should be taught to walk rather than run along aisles. When many passengers are in the aisles together, those carrying children, baggage, or food should be given priority to pass.

Train travel etiquette should be respected so that all passengers can have the most comfortable journey possible, and it will help ensure that everyone on board enjoys their next train trip.

TravelEtiquette.co.uk. Used with permission.

N15/2/ABENG/SP2/ENG/TZ0/XX



Instructions to candidates

• Do not turn over this examination paper until instructed to do so.• Choose one task. Each task is worth [25 marks].• The maximum mark for this examination paper is [25 marks].

Instructions destinées aux candidats

• Ne retournez pas cette épreuve avant d’y être autorisé(e).• Choisissez une tâche. Chaque tâche vaut [25 points].• Le nombre maximum de points pour cette épreuve d’examen est de [25 points].

Instrucciones para los alumnos

• No dé la vuelta al examen hasta que se lo autoricen.• Elija una tarea. Cada tarea vale [25 puntos].• La puntuación máxima para esta prueba de examen es [25 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/SP2/ENG/TZ0/XX– 2 –

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

1. Cultural diversity

Your teacher has set the following topic for your next essay: “When it comes to understanding other people’s behaviour, children whose parents come from different cultural backgrounds are more open-minded than those whose parents share the same cultural background.” Write an essay expressing your opinion on this topic.

2. Customs and traditions

The inappropriate behaviour of young people at a formal event you recently attended led you to comment on it in your personal blog. Write your blog entry and include a set of guidelines to describe how young people should behave during formal functions (such as weddings or conferences).

3. Health

Recently you interviewed a healthcare specialist and asked about the relationship between maintaining a healthy lifestyle and teenagers’ self-esteem. Write an article based on the interview to be published in your school magazine. Do not simply write the exact words (transcript) of the interview.

4. Leisure

Your school recently played a friendly game with a famous sports team. Write a news report to be published in your school’s newspaper, describing the game, the atmosphere during the game and how fans cheered on their teams.

5. Science and technology

Many students at your school are addicted to playing video games. Your principal has asked you to give a talk to younger students at your school describing the dangers of this addiction and how it can be avoided.


© International Baccalaureate Organization 20168816 – 2228

1 h 30 m


• 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 [45 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 [45 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 [45 puntos].




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

9 pages/páginas

12EP01

Text A — Beauty pageants great for women


1. Why did the interviewer think that Louise Upston was an “anti-feminist”?

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

2. According to Louise Upston, what is no longer seen in new beauty contests?

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

Match the questions on the right with the answers in the text. Write the appropriate letter in the boxes provided.

Example: [ – X – ] A

3. [ – 3 – ]

4. [ – 4 – ]

5. [ – 5 – ]

A. What are the things that made a change in these girls and why are they different this year?

B. Whatisyourdefinitionofafeminist?

C. Should women receive equal salaries?

D. Is everyone in agreement with your positive view on beauty pageants?

E. What difference did Jack Yan make to the contest?

F. Areyousatisfiedthatyouhaveaccomplishedyourroleasminister?

G. Is Louise Nelson a role model?

H. Can you give me an example?


12EP02


Example: new (line 8) A

6. traditional (line 13)

7. ability (line 14)

8. issues (line 16)

9. numbers (line 19)

A. modern

B. figures

C. contentions

D. skills

E. conventional

F. concerns

G. inferior

H. predictable

I. limitations

J. counts


10. Currently, Louise Upston is…

A. enthusiastic about certain beauty pageants. B. condemning of beauty pageants.C. advertising certain beauty pageants.D. uninterested in beauty pageants.



12EP03

Text B — Pushy parents on the sports ground should be shown a red card

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

Example: A

A. Tanith Carey discusses parents’ behaviour on the sports ground.

B. Pushy parenting is not obvious at the school gates.

C. Parents expose their real natures during school sporting events.

D. Children playing sports receive encouragement from their parents.

E. Thefinalresultofthegameisirrelevanttomostparents.

F. Insults are thrown by parents at their children during sports.

G. Most parents remain calm and encouraging during sports.

H. Nobody is aware how parents’ attitudes affect their children.

I. Pushy fathers consider the negative consequences of their actions.

J. Many fathers copy the behavior of famous players’ parents.


12. According to lines 17–20, what is the long-term outcome of pushy parenting seen on the sports field?

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

13. Which phrase between lines 21 and 25 describes how young people frequently feel due to their parents’ attitudes?

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


12EP04



Example: …makes them tough… (line 23) “them” . . . . . . . . . . . . . . . kids . . . . . . . . . . . . .

14. Many of them feel… (line 23) “them” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

15. …how damaging this can be… (line 26) “this” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

16. …at him to play… (line 29) “him” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

17. Even if it ends… (line 33) “it” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


18. Gary Lineker…

A. appreciated his father’s contribution to his success as a footballer. B. owed his achievements in professional football to his father’s actions.C. readily accepted his father’s criticisms of his performance.D. appreciated his father’s approach to his development as a footballer.

19. The phrase “scoring a spectacular own-goal” (lines 35–36) means…

A. achieving one’s aims. B. doing harm to oneself.C. taking on responsibility.D. doing something admirable.



12EP05

Text C — Online news dominates but consumers trust television more

Choose the correct phrases from the text to complete the following sentences. Base your answers on the information as it appears in lines 1 to 14.

Example: For the first time this year, a Reuters survey…

. . . . . . . . . . . . . . . . . . . . . . . . . included an Irish sample . . . . . . . . . . . . . . . . . . . . . . . . . . . .

20. Because it is perceived as trustworthy, …

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

21. When compared to traditional news, online news is less…

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

22. In Ireland, social media is not…

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

23. The proportion of Irish people regarding newspapers as an accurate source is…

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

24. Compared to other countries, the percentage of Irish people using social media is…

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


12EP06


True FalseExample: People increasingly depend on the web to keep up to date with

current affairs.

Justification: . . . . . . . . . . . there is a growing reliance on search engines and social media for finding news . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

25. A minority of young adults search for news directly from newspapers online.

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

26. Most Irish people buy an internet news subscription to newspapers.

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

27. It is predicted that many more Irish people will buy internet subscriptions in the future.

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

28. The younger Irish prefer to use computers.

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

29. Around 50 % of the Irish access newsprint and audio bulletins.

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



A. highlightthefindingsofarecentstudy. B. defendthefindingsofarecentReuterssurvey.C. compare how different groups of people access news.D. explain why the Irish trust traditional media.



12EP07

Text D — NASA’s 3D Printed Habitat Challenge!


31. Who can participate in the challenge?

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

32. What is the value of each prize?

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

33. What building material will be transported to Mars?

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

Find the words in the text which mean the following (lines 10 – 13):

Example: Dirt

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . soil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

34. Give a practical exhibition and explanation of how something performs

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

35. Existing in fact, real

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

36. Provide space for, contain or accommodate

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


12EP08


Example: [ – X – ] A

37. [ – 37 – ]

38. [ – 38 – ]

A. What we are asking people to do.

B. Concerns about carbon dioxide.

C. The composition of Mars’ surface.

D. How this building material will be made.

E. How we will breathe.

F. We need people to build habitats for astronauts.

Which words go in the gaps between lines 20 and 24? Choose the words from the list and write them in the boxes provided.

already here must whatever

could if unless whenever

Example: [ – X – ] . . . . . . . . . . . . . . . . . . . . . . . . . whenever . . . . . . . . . . . . . . . . . . . . . . . . .

39. [ – 39 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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

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


42. To create shelters for astronauts, a 3D printer will need to use only…

A. substances found naturally on Earth and Mars. B. plastics from food containers and experiments.C. items brought from Earth.D. plastic and Martian soil.


12EP09







12EP10







12EP11







12EP12

N16

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BE

NG

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1/E

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Stan

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preu

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N16

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Th

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any

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e ba

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t la

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l’Org

anis

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B

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nter

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Tout

e re

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à de

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l’aut

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–

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N16

/2/A

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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

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nt. I

f a c

andi

date

writ

es

two

ticks

or t

wo

cros

ses

for t

he s

ame

answ

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war

d [0

]. If

a c

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date

ans

wer

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ith a

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ss a

nd a

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for t

he s

ame

answ

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ark

the

tick

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igno

re

the

cros

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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

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ques

tions

), if

a ca

ndid

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has

writ

ten

two

answ

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– on

e in

th

e bo

x an

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tsid

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only

mar

k th

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insi

de th

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5. T

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tal n

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r of m

arks

for t

he q

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ion

pape

r is

[45]

. 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

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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

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tes,

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e à

l’int

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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

[45]

. 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

[45]

.

–

4 –

N16

/2/A

BE

NG

/SP

1/E

NG

/TZ0

/XX

/M

Text

A —

Bea

uty

page

ants

gre

at fo

r wom

en

Q

uest

ion

Targ

et a

nsw

er

Acc

ept

Do

not a

ccep

t M

arks

1.

(b

ecau

se) s

he s

uppo

rts b

eaut

y co

ntes

ts/p

agea

nts

Oth

er w

ordi

ng w

ith th

e sa

me

mea

ning

, inc

ludi

ng:

• a

fan

of b

eaut

y pa

gean

ts

man

y pe

ople

acc

used

her

of

supp

ortin

g be

auty

con

test

s 1

2.

(th

e ol

d-fa

shio

ned)

sw

imw

ear s

ectio

n O

ther

wor

ding

with

the

sam

e m

eani

ng.

The

addi

tion

of “t

here

by m

akin

g th

ese

cont

ests

sui

tabl

e fo

r mod

ern

21st

Cen

tury

wom

en” t

o th

e ta

rget

an

swer

.

1

3.

H

1

4.

D

1

5.

F

1

6.

E

1

7.

D

1

8.

F

1

9.

B

1

10.

A

1

1.

To

tal

10

–

5 –

N16

/2/A

BE

NG

/SP

1/E

NG

/TZ0

/XX

/M

Text

B —

Pus

hy p

aren

ts o

n th

e sp

orts

gro

und

shou

ld b

e sh

own

a re

d ca

rd

Q

uest

ion

Targ

et a

nsw

er

Acc

ept

Do

not a

ccep

t M

arks

11.

2

. B

, C, F

, J

In a

ny o

rder

, aw

ard

[1] f

or e

ach

corr

ect a

nsw

er.

4

12.

(m

any

youn

g pe

ople

/chi

ldre

n) g

ive

up s

port

alto

geth

er /

drop

out

of o

rgan

ised

spo

rts

Oth

er w

ordi

ng w

ith th

e sa

me

mea

ning

, inc

ludi

ng:

• gi

ve u

p sp

ort a

ltoge

ther

with

lif

elon

g co

nseq

uenc

es

• (b

y th

e ag

e of

15,

) 80-

90%

of

youn

g pe

ople

dro

p ou

t of

orga

nise

d sp

orts

• “d

on’t

see

the

fun

in s

ports

” on

its o

wn

• “h

ave

lifel

ong

cons

eque

nces

” on

its

own

• m

any

child

ren

wou

ld d

rop

out o

f or

gani

sed

spor

t at a

n ea

rly a

ge

and

lose

inte

rest

in s

ports

•

youn

g ch

ildre

n dr

op o

ut o

f or

gani

sed

spor

ts b

ecau

se it

’s

no lo

nger

fun

bein

g un

der

pres

sure

•

The

verb

atim

cop

ying

of “

80-

90%

of y

oung

peo

ple.

..with

m

any

sayi

ng th

at th

ey fe

el

unde

r pre

ssur

e to

win

from

ad

ults

.”

1

13.

shoc

ked

and

frigh

tene

d E

xact

wor

ding

onl

y.

• “s

hock

ed” w

ithou

t “fri

ghte

ned”

•

“frig

hten

ed” w

ithou

t “sh

ocke

d”

1

14.

dads

• pa

rent

s, in

par

ticul

ar d

ads

• da

d •

push

y da

ds

• pa

rent

s

1

15.

(g

ivin

g) e

ndle

ss c

ritic

ism

(of t

heir

child

ren’

s pe

rform

ance

s on

the

pitc

h)

•

criti

cism

•

dad’

s gi

ving

end

less

crit

icis

m o

f th

e ch

ildre

n’s

perfo

rman

ce o

n th

e pi

tch

• of

giv

ing

endl

ess

criti

cism

1

–

6 –

N16

/2/A

BE

NG

/SP

1/E

NG

/TZ0

/XX

/M

16.

G

ary

Line

ker

Any

var

iatio

ns o

f the

nam

e in

clud

ing:

•

Gar

y •

Line

ker

• M

r Lin

eker

•

Form

er E

ngla

nd fo

otba

ll st

art,

Gar

y Li

neke

r

a yo

unge

r pla

yer

1

17.

(a

ll th

is) p

ress

ure

the

pres

sure

• gi

ving

/put

ting

too

muc

h pr

essu

re (t

o/on

chi

ldre

n)

• al

l the

pre

ssur

e pl

aced

on

the

child

1

18.

D

1

19.

B

1

3.

To

tal

12

–

7 –

N16

/2/A

BE

NG

/SP

1/E

NG

/TZ0

/XX

/M

Text

C —

Onl

ine

new

s do

min

ates

but

con

sum

ers

trus

t tel

evis

ion

mor

e

Que

stio

n Ta

rget

ans

wer

A

ccep

t D

o no

t acc

ept

Mar

ks

20.

TV is

stil

l the

mos

t hig

hly

valu

ed n

ews

sour

ce (i

n Ire

land

) th

e TV

is s

till t

he m

ost h

ighl

y va

lued

new

s so

urce

1

21.

accu

rate

, rel

iabl

e an

d tru

sted

E

xact

wor

ding

onl

y.

The

addi

tion

of “l

ess”

to th

e ta

rget

an

swer

. 1

22.

(as)

hig

hly

valu

ed (a

s ot

her n

ews

sour

ces)

The

addi

tion

of “i

n Ire

land

” to

the

targ

et a

nsw

er.

1

23.

12 %

1

24.

ab

ove

inte

rnat

iona

l ave

rage

s

high

er

1

NO

TE: F

or th

e ju

stifi

catio

n in

que

stio

ns 2

5 to

29,

allo

w o

nly

the

quot

atio

n as

giv

en, p

ossi

bly

with

a fe

w a

dditi

onal

wor

ds, p

rovi

ded

that

th

ey d

o no

t mat

eria

lly a

lter t

he m

eani

ng.

Bot

h tru

e/fa

lse

and

quot

atio

n re

spon

se m

ust b

e co

rrec

t for

the

mar

k.

25.

Tr

ue

(onl

y) 2

1 %

of 1

8 to

24

year

old

s go

dire

ctly

to n

ews

chan

nel w

ebsi

tes

“2

1 %

of 1

8 to

24

year

old

s go

di

rect

ly to

new

s ch

anne

l” w

ithou

t “w

ebsi

tes”

1

26.

Fa

lse

just

7 %

(of t

he 1

500

Irish

resp

onde

nts)

sai

d th

ey h

ad p

aid

for r

egul

ar o

nlin

e ne

ws

(con

tent

)

•

The

addi

tion

of “i

n th

e ye

ar p

rior

to th

e su

rvey

” to

the

targ

et

answ

er.

• Th

e ta

rget

ans

wer

with

out

“Reg

ular

”

1

27.

Fa

lse

82 %

(of t

he Ir

ish

resp

onde

nts)

sta

ted

that

they

wer

e un

likel

y to

pay

for s

uch

new

s se

rvic

es (i

n th

e fu

ture

)

•

“Iris

h re

spon

dent

s st

ated

that

th

ey w

ere

unlik

ely

to p

ay fo

r…”

with

out 8

2%

1

28.

Fa

lse

olde

r gen

erat

ions

larg

ely

usin

g co

mpu

ters

/ sm

artp

hone

s ar

e m

ore

popu

lar a

mon

g yo

ung

peop

le

whi

le s

mar

tpho

nes

are

mor

e po

pula

r am

ong

youn

g pe

ople

1

29.

Tr

ue

new

spap

ers

and

radi

o (s

till)

reac

h ab

out h

alf o

f the

The

addi

tion

of “i

n a

give

n w

eek”

to

the

targ

et a

nsw

er.

1

–

8 –

N16

/2/A

BE

NG

/SP

1/E

NG

/TZ0

/XX

/M

popu

latio

n

30.

A

1

4.

To

tal

11

–

9 –

N16

/2/A

BE

NG

/SP

1/E

NG

/TZ0

/XX

/M

Text

D —

NA

SA’s

3D

Prin

ted

Hab

itat C

halle

nge!

Que

stio

n Ta

rget

ans

wer

A

ccep

t D

o no

t acc

ept

Mar

ks

31.

mak

ers

/ hac

kers

/ in

nova

tors

/ ar

tists

/ sc

ient

ists

/ ho

bbyi

sts

/ ret

irees

/ pr

etty

muc

h an

ybod

y •

anyo

ne w

ho is

inte

rest

ed

• an

ybod

y •

hum

ans

1

32.

mill

ion

dolla

rs

• a/

one

mill

ion

dolla

rs

• m

illio

n-do

llar p

rize

• m

illio

n do

llar

• se

vera

l mill

ion

dolla

rs

• ab

out a

mill

ion

dolla

rs

• m

illio

n-do

llar p

rizes

1

33.

plas

tic

recy

cled

pla

stic

1

34.

dem

onst

rate

1

35.

ac

tual

1

36.

ho

use

1

37.

D

1

38.

B

1

39.

he

re

1

40.

if

1

41.

co

uld

1

42.

D

1

5.

To

tal

12

© International Baccalaureate Organization 20168816 – 2229

1 h 30 m








5 pages/páginas

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


Text A

Beauty pageants great for women

5

10

15

I was recently able to meet Louise Upston, New Zealand’s Minister for Women, and firstly wanted to know if she was an “anti-feminist”, as many have called her.

“Not at all!” she replied, “I’ve been accused of that because I support beauty contests. I became a fan of these pageants at a Miss Tokoroa contest where I was most impressed by the talent and self-possession of the contestants. The confidence that these girls had at the end of it – you literally had to see it to believe it!”

I then asked her [ – X – ].

Ms Upston smiled: “It’s about confidence, it’s about having belief in their ability. These are new beauty contests! The director Jack Yan had forbidden the old-fashioned swimwear section, thereby making these contests suitable for modern 21st Century women”.

[ – 3 – ] “Take someone like Corporal Louise Nelson, a helicopter crewmember in the New Zealand Royal Air Force. She’s someone who has self-assurance; she has dignity and is so composed.”

[ – 4 – ] “Some were shocked,” she confessed. “Traditional contestants were judged on beauty, appealing to brands and men; now we’re highlighting brains and ability. As Minister for Women, I surprised people by not being what they call a feminist. What is a feminist? It’s someone who knows and understands women’s issues and tries to do something about it.”

[ – 5 – ] “Certainly not! Work still has to be done. There remains a gender pay gap. Women are still highly represented in low-paid jobs, and they are still victims of sexual and domestic violence in numbers far in excess of males. No, we are not done!”

Fairfax Media NZ


Text B




Text C

Online news dominates but consumers trust television more

5

10

15

20

25

A recent Reuters survey included an Irish sample for the first time this year and showed that TV is still the most highly valued news source in Ireland. It commands the most trust because of its accuracy and reliability.

According to the report, traditional news is perceived to be more accurate, reliable and trusted than online news in general.

The study said social media is not as highly valued as other news sources in Ireland with just 7 % considering it reliable and accurate. This compares to 37 % for TV and 12 % for print news.

Social media usage in Ireland is 71 % and its use as a news source is 46 %.Both figures are above international averages.

However, there is also a growing reliance on search engines and social media for finding news.

Searching is how 46 % of Irish respondents find news while 44 % go directly to news channel websites. Only 21 % of 18 to 24-year-olds go directly to news channel websites whereas 49 % of 35 to 55-year-olds and above do.

Irish news users are also half as likely to pay a subscription fee for online journalism as their counterparts in Finland and Denmark. Just 7 % of the 1500 Irish respondents said they had paid for regular online news content in the year prior to the survey, compared to 13 % and 14 % in Denmark and Finland respectively. In addition, 82 % of the Irish respondents stated that they were unlikely to pay for such news services in the future.

The study also said the Irish have embraced digital devices with older generations largely using computers while smartphones are more popular among young people.

However, most still follow traditional news output patterns by tuning into scheduled TV news bulletins. Newspapers and radio still reach about half of the population in a given week.

Adapted from www.irishtimes.com (2015)Reprinted by permission of The Irish Times.



Text D

NASA’s 3D Printed Habitat Challenge!

5

10

15

20

25

What is NASA’s 3D Printed Habitat Challenge? To put humans on Mars, NASA is going to need new technologies. The challenge aims to tap unconventional sources to create that technology: we’re reaching out to makers, hackers, innovators, artists, scientists, hobbyists, retirees – pretty much anybody – and offering several million-dollar prizes.

[ – X – ] Ultimately we want a 3D printer that we can send to Mars to build habitats for astronauts, using only the materials found on the planet’s surface and recycled plastic. For NASA’s human journey to Mars, expected in 2030, we must take everything that we need with us or use what’s there.

Once we get to Mars, we’ll have an abundance of plastic from food containers and various experiments. The challenge will be to combine plastic with regolith – Martian soil – and demonstrate that you can print with these two materials. Another challenge is to print an actual residence large enough to house four astronauts.

[ – 37 – ] The plastic might be used as glue for the regolith. The really nice thing about the surface of Mars is that the rock and soil are already loose and in a condition to be used immediately. For our challenge, we’ll provide an equivalent of this regolith.

[ – 38 – ] People don’t always realise this, but it’s not so much that there’s a lack of oxygen in a spacecraft or habitat, it’s that you have too much carbon dioxide. So the issue is to scrub out the carbon dioxide and free the oxygen. This is another challenge.

Alien worlds aside, it’s fair to say that lots of people need shelter on Earth. [ – X – ] we develop a new product, we try to make sure that there’s an application [ – 39 – ] on Earth. We have plenty of used plastics, and we have plenty of rocks we could crush up. [ – 40 – ] we can create technology to print with just plastic and rocks, imagine the possibilities. We [ – 41 – ] make anything from houses to doghouses.

For further information and application forms, please click here.

Text: © 2015 Reed Business Information - UK. All rights reserved. Distributed by Tribune Content Agency, LLC

Image: NASA













1 h 30 m

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

N16/2/ABENG/SP2/ENG/TZ0/XX– 2 –



Youarehappythat,overthecourseofyourIBexperience,yourEnglishhasimprovedsignificantlyfrom when you started. Write a blog entry describing an important moment or phase in your language development that you experienced during this time.


Many of your classmates will be applying for part-time jobs in an English-speaking country this summer. Write a set of guidelines to be posted on your school website, giving tips on what to do and what not to do when they attend an employment interview.

3. Health

Astheeditorofyourschoolmagazine,yourecentlyinterviewedaCommunityHealthOfficeraboutthe ways in which schools and families can contribute to making students better informed about health education. Write an article based on this interview. Do not simply write the exact words (transcript) of the interview.

4. Leisure

Last week, you helped to organize a children’s party. Your responsibility was to invent a fun game in which children could compete for prizes. Write an e-mail to your friend, describing how the gamewentandreflectingontheexperience.


The topic of your school’s next debate is: “It is unfortunate that today’s teenagers generally spend more time with electronic devices as a means of communication than on personal interaction.” Write the text of your opening speech either agreeing or disagreeing with this idea.


11 pages/páginas

Marking notes Remarques pour la notation

Notas para la corrección




Nivel medio



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.


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 generally inadequate. A very limited range of vocabulary is used, with many basic errors. Simple sentence structures are rarely clear.

3–4 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.

5–6 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.

7–8 Command of the language is effective, despite some inaccuracies. A range of vocabulary is used accurately, with some errors. Simple sentence structures are clear.

9–10 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.

Clarification Word count At SL, students are required to write a minimum of 250 words. Failure to write the minimum number of words will result in a [1 mark] penalty under criterion A. 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 few language gaps, and slips or flaws 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 unclear; supporting details are very limited and/or not appropriate.

3–4

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

5–6

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.

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

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


Question 1: Cultural diversity You are happy that, over the course of your IB experience, your English has improved significantly from when you started. Write a blog entry describing an important moment or phase in your language development that you experienced during this time.

3–4

• covers the background context in an unclear or confusing manner (eg the state of language development prior to the moment or phase) (N.B. “cover” means “in more than two sentences”)

• mentions a moment or phase of language development in a superficial or confusing manner

• takes a positive perspective in its description • mentions the outcome and significance of the moment or phase in a confusing

manner and with perhaps no supporting details given OR with irrelevant details provided

• makes very little or no use of paragraphs and cohesive devices • may indicate few reflections on the experience.

5–6

• explains the background context with few details (eg the state of language development prior to the moment or phase)

• describes superficially a moment or phase of language development • takes a positive perspective in its description • addresses with some explanations and little support the outcome and significance of

the moment or phase • uses few paragraphs and cohesive devices which structure the development of

ideas • may indicate few reflections on the experience.

7–8

• explains the background context with some explanations (eg the state of language development prior to the moment or phase)

• describes clearly and with some detail a moment or phase of language development • takes a positive perspective in its description • describes with some explanations and supporting details the outcome and

significance of the moment or phase • includes some reflections on the experience • uses paragraphing and cohesive devices which structure the development of ideas

coherently.

9–10

• explains clearly and effectively the background context (eg the state of language development prior to the moment or phase)

• describes clearly and vividly a moment or phase of language development • takes a positive perspective in its description • explains clearly the outcome and significance of the moment or phase • includes some reflections on the experience • uses paragraphing and cohesive devices which structure the development of ideas

effectively.


Question 2: Customs and traditions Many of your classmates will be applying for part-time jobs in an English-speaking country this summer. Write a set of guidelines to be posted on your school website, giving tips on what to do and what not to do when they attend an employment interview.

3–4

• states the purpose of the guidelines in a confusing and unclear manner • mentions in a confusing manner OR with irrelevant details at least two examples of

what to do and what not to do in an employment interview (N.B. Tips may include good manners, physical comportment, dress etc)

• covers only one part of the question (what to do or what not to do) OR both parts (what to do and what not to do) in a confusing manner (N.B. “cover” means “in more than two sentences”)

• makes very little or no use of cohesive devices.

5–6

• states the purpose of the guidelines in a superficial manner • mentions with little support at least two examples of what to do and what not to do in

an employment interview (N.B. Tips may include good manners, physical comportment, dress etc)

• addresses only one part of the question (what to do or what not to do) with some detail OR both parts (what to do and what not to do) in a superficial basic manner

• uses few cohesive devices which structure the development of ideas • may anticipate difficulties in a superficial manner.

7–8

• states the purpose of the guidelines in a generally clear manner • provides at least two examples of what to do and what not to do in an employment

interview using some explanations for each (N.B. Tips may include good manners, physical comportment, dress etc)

• addresses both parts of the question (what to do and what not to do) competently and with some detail

• uses cohesive devices which structure the development of ideas clearly • may anticipate difficulties, providing some detail.

9–10

• states clearly and effectively the purpose of the guidelines • explains clearly and effectively at least three examples of what to do and what not to

do in an employment interview (N.B. Tips may include good manners, physical comportment, dress etc)

• addresses both parts of the question (what to do and what not to do) effectively. • uses cohesive devices which structure the development of ideas effectively • may anticipate difficulties, providing lucid explanations.


Question 3: Health As the editor of your school magazine, you recently interviewed a Community Health Officer about the ways in which schools and families can contribute to making students better informed about health education. Write an article based on this interview. Do not simply write the exact words (transcript) of the interview.

3–4

• refers superficially to the Community Health Officer and states the purpose of the interview in a confusing and unclear manner

• covers one or two ways in which schools and families can contribute to student health education in a confusing manner OR with irrelevant details provided (N.B. “cover” means “in no more than two sentences”)

• uses very weak or confusing examples and explanations to support the arguments provided

• makes very little or no use of paragraphing and cohesive devices.

5–6

• introduces the Community Health Officer and states the purpose of the interview in a superficial manner

• mentions with little support provided two ways in which schools and families can contribute to student health education OR one way (in which schools and families can contribute to student health education) in a superficial basic manner

• supports the arguments provided using few explanations and examples. Examples may be based on personal experience(s)

• uses few paragraphs and cohesive devices which structure the development of ideas.

7–8

• introduces the Community Health Officer and the purpose of the interview in a generally clear manner

• describes with some detail at least two ways in which schools and families can contribute to student health education

• supports the arguments provided using some explanations and relevant examples. Examples may be based on personal experience(s)

• uses paragraphing and cohesive devices which structure the development of ideas coherently

• may refer to student health education issues that gave rise to the interview.

9–10

• introduces clearly and concisely the Community Health Officer and the purpose of the interview

• describes fully and clearly the at least two ways in which schools and families can contribute to student health education

• supports the arguments provided effectively using detailed explanations and relevant examples. Examples may be based on personal experience(s)

• uses paragraphing and cohesive devices which structure the development of ideas effectively

• may refer to student health education issues that gave rise to the interview.


Question 4: Leisure Last week, you helped to organize a children’s party. Your responsibility was to invent a fun game in which children could compete for prizes. Write an e-mail to your friend, describing how the game went and reflecting on the experience.

3–4

• covers the context of the email (eg how they were asked to help at the children’s party) in a confusing manner (N.B. “cover” means “in more than two sentences”)

• identifies where and when the game took place • addresses the occasion for the children’s party, eg Christmas, birthday, “just for fun”

etc in a confusing and unclear manner • addresses the game and its “fun” aspect in a confusing manner • covers how the children reacted to the game in an unclear or confusing manner (N.B.

“cover” means “in more than two sentences”) • provides personal reflections on the experience in an unclear and confusing manner • covers only one part of the question (describe or reflect) OR both parts of the

question (describe and reflect) in a confusing manner (N.B. “cover” means “in more than two sentences”)

• makes very little or no use of cohesive devices.

5–6

• addresses the context of the email in a superficial manner (eg how they were asked to help at the children’s party)

• identifies superficially where and when the game took place • addresses with little support or basic details the occasion for the children’s party, eg

Christmas, birthday, “just for fun” etc • addresses with little support or basic details the game and its “fun” aspect • addresses with little support or basic detail how the children reacted to the game • provides personal reflections on the experience in a superficial manner • addresses only one part of the question (describe or reflect) with some detail OR both

parts of the question (describe and reflect) in a superficial or basic manner • uses few paragraphs and cohesive devices which structure the development of ideas.

7–8

• explains with some details the context of the email (eg how they were asked to help at the children’s party)

• identifies generally clearly where and when the game took place • describes with some detail the occasion for the children’s party, eg Christmas,

birthday, “just for fun” etc • describes with some detail the game and its “fun” aspect • describes with some supporting details how the children reacted to the game • provides personal reflections on the experience using some detail • addresses both parts of the question (describe and reflect) competently and with

some details • uses paragraphing and cohesive devices which structure the development of ideas

coherently.

9–10

• explains clearly and effectively the context of the email (eg how they were asked to help at the children’s party)

• identifies clearly where and when the game took place • describes effectively the occasion for the children’s party, eg Christmas, birthday,

“just for fun” etc • describes lucidly and effectively the game and its “fun” aspect • describes effectively how the children reacted to the game • provides personal reflections on the experience using lucid explanations • addresses both parts of the question (describe and reflect) effectively • uses paragraphing and cohesive devices which structure the development of ideas

effectively.


Question 5: Science and technology The topic of your school’s next debate is: “It is unfortunate that today’s teenagers generally spend more time with electronic devices as a means of communication than on personal interaction.” Write the text of your opening speech either agreeing or disagreeing with this idea.

3–4

• addresses electronic devices vs. personal interaction as means of communication in a confusing way; might digress into other topics

• takes a confusing or unclear stance for or against the topic • uses very weak or confusing examples and explanations to support the arguments

provided • makes very little or no use of paragraphs and cohesive devices • may acknowledge the opposing view in a confusing and unclear manner.

5–6

• covers electronic devices vs. personal interaction as means of communication in a vague manner with more noticeable digression into technology or personal interaction in general (N.B. “cover” means “in more than two sentences”)

• takes an unclear stance for or against the topic • supports the arguments provided using few explanations and examples. Examples

may be based on personal experience(s) • uses few paragraphs and cohesive devices which structure the development of

ideas • may acknowledge the opposing view and offer rebuttal in a superficial manner.

7–8

• focuses on electronic devices vs. personal interaction as means of communication with little digression into technology or personal interaction in general

• takes a generally clear stance either for or against the topic • supports the arguments provided using some explanations and relevant examples.

Examples may be based on personal experience(s) • uses paragraphing and cohesive devices which structure the development of ideas

coherently • may acknowledge the opposing view and offer a brief rebuttal.

9–10

• focuses principally and clearly on electronic devices vs. personal interaction as means of communication

• takes a clear stance either for or against the topic • supports the arguments provided effectively using detailed explanations and relevant

examples. Examples may be based on personal experience(s) • uses paragraphing and cohesive devices which structure the development of ideas

effectively • may acknowledge the opposing view and offer a brief rebuttal.


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: Blog entry • will adopt a semi-formal to informal register • will have an engaging title for the entry • will use first person narration and/or statement • will show awareness of the readers, eg through direct address, a lively and interested

style etc • will have a closing statement, eg invitation to comment, a conclusion drawn etc. Question 2: Guidelines • will adopt a semi-formal register • will directly address the intended audience • will have a clear and focused heading/title • will set out the guidelines clearly, using eg bullets, sub-headings, numbering etc • will include a short introduction and conclusion. Question 3: Interview • will adopt a semi-formal to formal register • will have a relevant headline/title • will have an introduction and a conclusion • will have a style aimed at involving and interesting the reader • will refer to the interview, including direct quotations; it will not be a verbatim transcript.


Question 4: 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” • will maintain a clear sense of address to a specific person • will have an appropriate opening salutation • will have an appropriate closing salutation. N.B. Some limited use of textese (eg 4 for four/for and u for you) and/or emoticons is permissible. Question 5: Speech • will adopt a semi-formal register • 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.


• 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 [45 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 [45 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 [45 puntos].

12EP01

1 h 30 m




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

10 pages/páginas © International Baccalaureate Organization 2017


8817 – 2228

Text A — IT’S THE OFFICE DOGSBODY

1. From statements A to H, select the three that are true according to Text A. Write the appropriate letters in the boxes provided. [3 marks]

Example: A

A. Dogs in the workplace can be a benefit to everyone.

B. When arguments in the boardroom occur, senior members of staff behave like animals.

C. Amit and Hirschel have researched the advantages of having dogs in the office.

D. The charity featured in the text finds new homes for dogs.

E. The “Bring Your Dog To Work Day” event was first held a year ago.

F. Twitter and Instagram want to support All Dogs Matter.

G. Research suggests people’s enthusiasm for work is lower without dogs in the office.

H. Founders of the event “Bring Your Dog To Work Day” did not expect it to be so popular.


2. What phrase between lines 1 and 7 means “meeting the required standards”?

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

3. Where was the 2012 research on the presence of animals in the workplace carried out?

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

4. What does the company HOWND sell?

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

5. Which word between lines 25 and 30 means “reinforces”?

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

12EP02

– 2 – N17/2/ABENG/SP1/ENG/TZ0/XX/Q

6. Give two words or phrases between lines 15 and 30 that the author uses which mean “dog” or “dogs”. [2 marks]

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

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

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


A. report on the recent “Bring Your Dog To Work Day” event. B. encourage more people to take their dogs to work.C. promote the work of the charity All Dogs Matter.D. inform people about “Bring Your Dog To Work Day”.

12EP03



Text B — 5 jobs you can pursue if you don’t want to join college so soon

Choose the correct phrases from the text to complete the following sentences. Base your answers on the information as it appears in lines 1 to 20.

Example: After graduation, there are opportunities waiting to greet you …

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .with open arms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

8. Later, you can join an exercise course so that you can make your living…

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

9. Enrolling in a DJ course helps your future because you…

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

10. Mumbai is a lively city and is on the go 24 hours a day, as it is…

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

11. In Mumbai, dog-walking could be a worthwhile job as the city has…

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

12EP04



Example: bug (line 22) A

12. consider (line 22)

13. slant (line 23)

14. tickle (line 24)

15. strength (line 30)

A. obsession

B. concept

C. judge

D. excite

E. direction

F. talent

G. recommendation

H. try

I. challenge

J. perspective


16. What should be done before opening an e-commerce site?

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

17. Other than becoming an online business person, give two other careers that the writer suggests can give you a good income. [2 marks]

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

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


18. These guidelines were written to…

A. encourage readers not to go to college. B. offer readers possible ways of starting careers.C. encourage readers to choose life-long careers.D. offer readers various educational options.

12EP05



Text C — Environmental Effects of Factory Farming


Example: [ – X – ] C

19. [ – 19 – ]

20. [ – 20 – ]

21. [ – 21 – ]

A. Traditional farms of the future

B. Factory farming is unsustainable

C. Clean Green New Zealand – or not?

D. Protecting our international “brand”

E. Factory farming and pollution

F. Waterways threaten farming

G. Factory farming waste comparison: human vs animal

H. Factory farming causes deforestation


True False

Example: Factory farms exhaust the environment.

Justification: . . . . . . . . . . . . factory farms overwhelm local ecosystems . . . . . . . . . . . . .

22. The areas around factory farms are contaminated.

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

23. All farms with animals produce similar amounts of waste.

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

24. Structures such as pools solve the problem of retaining water.

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

12EP06


True False

25. Health issues arise when waste enters the water.

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

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

coarsely endlessly grossly largely

comparatively frequently hugely predictably

Example: [ – X – ] . . . . . . . . . . . . . . . . . . . . . . . . grossly . . . . . . . . . . . . . . . . . . . . . . . . . . . .

26. [ – 26 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

27. [ – 27 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

28. [ – 28 – ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12EP07




29. Which of the following statements is true based on paragraph ?

A. Traditional farming is good for the environment. B. New Zealand developed the use of factory farming.C. Some environmental damage is caused by traditional farming.D. Factory farming damages the reputation of New Zealand waterways.

30. According to paragraph , the writer believes that the future of New Zealand’s agriculture requires…

A. a more sustainable approach. B. more animals for food factories.C. a more traditional image.D. a better image for factory farming.

31. When writing about factory farming, the writer is…

A. supportive. B. critical.C. admiring.D. aggressive.

12EP08


Text D — Teen science duo finds that some people work better when they have digital “distractions”

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

Example: Lines 6–14 B

32. Lines 15–17

33. Lines 18–24

34. Lines 25–27

A. It took a long time before being invited to the conference.

B. Things are not always what they appear to be.

C. Schoolwork leads to a great opportunity.

D. Teens and young adults wasting time.

E. The details of Caulfield and Ulmer’s research.

F. The aim of Caulfield and Ulmer’s research.

G. The development of adolescent brains.

H. How the research was set up.



Example: In their study, … (line 18) “their” . . . . . . . Caulfield and Ulmer . . . . . . . .

35. The first was… (line 19) “first” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

36. They were also told… (line 20) “they” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

37. … and quickly answer it. (line 21) “it” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

38. … did better when they… (line 24) “they” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


39. The phrase “dawdling in disguise” in line 12 means people…

A. appear to be day-dreaming and not working. B. appear to be wasting time, but are in fact busy. C. appear to be working slowly and not efficiently.D. appear to be busy but are, in fact, wasting time.

12EP09



40. The 400 adolescents studied were…

A. able to work better with distractions. B. mostly unable to work better with distractions.C. unable to work better with distractions.D. mostly able to work better with distractions.

41. What were the findings of the study carried out by Caulfield and Ulmer?

A. We have gained insight into brain development. B. Adolescents’ brains are shaping the modern world.C. We still have much to learn about the human brain.D. Today’s youth are shaping the digital world.

12EP10


12EP11







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ou incom

pré

hensib

le.

2.

Vous p

ouvez

auto

riser

les faute

s d

’ort

hogra

phe tant qu’e

lles n

e n

uis

ent pas à

la c

om

pré

hensio

n o

u q

u’e

lles n

e c

hangent pas le

sens d

e la

phra

se.

3.

En

ce q

ui co

nce

rne le

s q

uestion

s d

e t

ype v

rai o

u faux,

les c

and

idats

peu

ve

nt

co

cher

ou m

arq

uer

d’u

ne c

roix

la

ré

po

nse d

e le

ur

ch

oix

, m

ais

ils

doiv

ent

reste

r co

hére

nts

. S

i u

n c

and

idat

a u

tilis

é d

eu

x c

oches o

u d

eu

x c

roix

pou

r la

mêm

e r

épo

nse,

attrib

ue

z [

0].

S

i u

n c

and

idat a r

épond

u p

ar

une c

roix

et

une

co

ch

e à

la

mê

me

que

stion,

pre

nez e

n c

om

pte

la c

oche e

t ig

nore

z la

cro

ix.

4.

En

ce q

ui co

nce

rne le

s q

uestion

s p

our

lesq

uelle

s le

can

did

at

doit é

crire

une

lettre

da

ns u

ne c

ase (

pa

r exem

ple

, dan

s le c

as d

e q

uestio

ns à

ch

oix

mu

ltip

le),

s’il

a d

on

né

deu

x r

épo

nse

s d

iffé

rente

s, l’u

ne

à l’in

térie

ur

de la

case e

t l’a

utr

e e

n-d

eh

ors

, ne

pre

ne

z e

n c

om

pte

qu

e la

ré

po

nse

qu

i se

situ

ed

an

s la c

ase.

5.

Le n

om

bre

to

tal d

e p

oin

ts p

our

l’épre

uve

d’e

xa

me

n e

st de

[45].

1.

Las p

reg

unta

s q

ue r

eq

uie

ran

una r

espuesta

cort

a d

eb

en r

espo

nd

ers

e c

on c

larida

d.

No o

torg

ue la

puntu

ació

n s

i la

re

spuesta

no

tie

ne

se

ntid

o o

si la

info

rma

ció

n a

dic

iona

l h

ace q

ue la r

espuesta

se

a a

mbig

ua,

incorr

ecta

o incom

pre

nsib

le.

2.

Pe

rmita e

rro

res d

e o

rtogra

fía

sie

mpre

y c

uando n

o d

ific

ulte

n la

co

mpre

nsió

n n

i cam

bie

n e

l sentid

o d

e la

ora

ció

n.

3.

En

las p

reg

unta

s d

e v

erd

ade

ro o

fa

lso, lo

s a

lum

no

s p

od

rán indic

ar

la r

espuesta

ele

gid

a c

on u

n tic

o u

na

cru

z,

pe

ro e

l u

so d

e los s

ign

os d

eb

e s

er

co

he

ren

te.

Si e

l a

lum

no m

arc

a d

os t

ics o

do

s c

ruces e

n la m

ism

a r

espu

esta

, o

torg

ue la

pu

ntu

ació

n [

0].

S

i e

l a

lum

no r

esponde

marc

and

o u

na c

ruz y

un t

ic e

n la

mis

ma r

espue

sta

, p

untú

e e

l tic e

ig

nore

la c

ruz.

4.

En

las p

reg

unta

s q

ue r

eq

uie

ran e

scribir u

na

letr

a e

n u

na c

asill

a (

por

eje

mp

lo,

en la

s p

reg

unta

s d

e o

pció

n m

últip

le),

si e

l a

lum

no

ha e

scrito

do

sre

spu

esta

s (

una

de

ntr

o d

e la c

asill

a y

la o

tra f

uera

), p

un

túe ú

nic

am

ente

la r

espu

esta

marc

ada

de

ntr

o d

e la c

asill

a.

5.

El n

úm

ero

tota

l d

e p

un

tos a

sig

nad

os a

l cu

estionario

de

exa

me

n e

s [

45].

– 4

–N

17/2

/AB

EN

G/S

P1/E

NG

/TZ

0/X

X/M

Te

xt

A —

IT

’S T

HE

OF

FIC

E D

OG

SB

OD

Y

Qu

es

tio

n

Ta

rget

an

sw

er

Ac

cep

t D

o n

ot

acc

ep

t M

ark

s

1.

D, G

, H

In

an

y o

rder,

aw

ard

[1]

for

each

corr

ect

answ

er.

3

2.

up t

o s

cra

tch

be u

p to

scra

tch

1

3.

(at a

bu

sin

ess in

) N

ort

h C

aro

lina

Oth

er

wo

rdin

g w

ith

sam

e

me

an

ing.

•(in

Nort

h C

aro

lina,)

US

•V

irg

inia

Com

mo

nw

ealth

Un

ive

rsity

•N

ort

h C

aro

lina a

t/in

Virg

inia

Co

mm

onw

ealth

Univ

ers

ity

(a b

usin

ess i

n)

No

rth

Caro

lina b

y

Virg

inia

Com

mo

nw

ealth U

niv

ers

ity

1

4.

pet-

gro

om

ing

pro

du

cts

O

ther

wo

rdin

g w

ith

sa

me

me

an

ing.

•a

co

mp

an

y w

hose

pe

t-g

room

ing

pro

du

cts

are

sold

wid

ely

•pet-

gro

om

ing

pro

du

cts

are

so

ld w

ide

ly

1

5.

ce

me

nts

1

6.

(a)

/(b

)(t

heir)

four-

legg

ed frie

nds / p

ooche

s / m

utts

An

y

two

from

ta

rget

answ

er.

In

any o

rde

r, a

ward

[1

] fo

r e

ach

corr

ect

answ

er.

Als

o a

cce

pt:

four-

legg

ed frie

nd

/ p

oo

ch

/ m

utt

•pet-

frie

nd

ly (

polic

y)

•pet

•‘fo

ur-

leg

ge

d’ on its

ow

n•

‘friend

s’ o

n its

ow

n2

7.

D

1

1.

To

tal

10

– 5

–N

17/2

/AB

EN

G/S

P1/E

NG

/TZ

0/X

X/M

Te

xt

B —

5 jo

bs

yo

u c

an

pu

rsu

e if

yo

u d

on

’t w

an

t to

jo

in c

olle

ge

so

so

on

Qu

es

tio

n

Ta

rget

an

sw

er

Ac

cep

t D

o n

ot

acc

ep

t M

ark

s

8.

in t

his

or

a s

imila

r fie

ld

as a

fitn

ess instr

ucto

r (a

nd

consid

er

a c

are

er

in th

is o

r a

sim

ilar

fie

ld)

•T

he a

dditio

n o

f “c

are

er”

to

th

eta

rget

answ

er

•to

tra

in a

s a

fitn

ess in

str

ucto

r1

9.

learn

th

e tricks o

f th

e tra

de

can m

ake

en

ds m

eet (in a

city t

hat

neve

r sle

ep

s)

Th

e a

dditio

n o

f “c

an

” to

the t

arg

et

answ

er.

1

10.

a c

ity t

hat

neve

r sle

eps

Exa

ct

wo

rdin

g o

nly

1

11.

its f

air s

hare

of

dog

-lo

vers

E

xa

ct

wo

rdin

g o

nly

1

12.

H

1

13.

J

1

14.

D

1

15.

F

1

16.

(do s

om

e)

rese

arc

h / g

round

work

O

ther

wo

rdin

g w

ith

sam

e

me

an

ing.

•d

o s

om

e r

ese

arc

h o

n w

hat

ge

nre

you w

ish

to

da

bble

in

•

doin

g r

esea

rch

Verb

atim

co

pyin

g o

f “o

nce

yo

u’v

e

done y

our

gro

un

dw

ork

, in

ve

st

a

tin

y s

um

and s

ee h

ow

th

ing

s g

o”

1

17.

(a)

/(b

)(b

eco

me a

) d

og

-wa

lke

r (b

eco

me a

) b

log

ge

r

In a

ny o

rder,

aw

ard

[1]

for

each

corr

ect

answ

er.

•

beco

min

g a

dog

-wa

lke

r•

beco

min

g a

blo

gg

er

se

lling

orn

am

ents

2

18.

B

1

2.

To

tal

12

– 6

–N

17/2

/AB

EN

G/S

P1/E

NG

/TZ

0/X

X/M

Te

xt

C —

En

vir

on

me

nta

l E

ffe

cts

of

Facto

ry F

arm

ing

Qu

es

tio

n

Ta

rget

an

sw

er

Ac

cep

t D

o n

ot

acc

ep

t M

ark

s

19.

B

1

20.

E

1

21.

D

1

NO

TE

: F

or

the ju

stifica

tio

n in

qu

estion

s 2

3 to 2

5, a

llow

only

th

e q

uo

tatio

n a

s g

ive

n, p

ossib

ly w

ith a

fe

w a

dd

itio

na

l w

ord

s,

pro

vid

ed

th

at th

ey d

o n

ot

ma

teria

lly a

lter

the m

eanin

g.

Both

tru

e/f

als

e a

nd q

uo

tation r

esponse m

ust b

e c

orr

ect fo

r th

e m

ark

.

22.

tru

e

(th

e)

pollu

tion

of

wa

ter,

so

il a

nd

air in

th

e v

icin

ity (

by

agro

che

mic

als

and m

anu

re w

aste

)

Th

e a

dditio

n o

f “i

s a

lread

y a

h

ug

e c

on

ce

rn”

to th

e ta

rget

answ

er.

1

23.

fals

e

(all

farm

ed a

nim

als

pro

duce w

aste

, b

ut

in)

ove

rcro

wd

ed

fa

cto

ry f

arm

s t

he p

rob

lem

is m

ultip

lied

Th

e a

dd

itio

n o

f “o

f c

ou

rse”

to th

e

targ

et

answ

er.

1

24.

fals

e

(la

rge

po

nds o

r la

go

ons to

ho

ld w

aste

, w

hic

h c

an

) o

ve

rflo

w

into

wa

terw

ays

Th

e a

dditio

n o

f “s

om

e f

arm

ers

u

se”

to th

e ta

rget

answ

er.

1

25.

fals

e

(th

is s

eep

s into

gro

un

d w

ate

r a

nd

eve

ntu

ally

riv

ers

, w

hic

h

co

uld

) ca

use w

ate

rborn

e d

ise

ase

s if

it is

co

ns

um

ed

tru

e

(th

is s

eep

s into

gro

un

d w

ate

r a

nd

eve

ntu

ally

riv

ers

, w

hic

h

co

uld

) ca

use w

ate

rborn

e d

ise

ase

s

1

26.

co

mp

ara

tive

ly

1

27.

hug

ely

1

28.

endle

ssly

h

ug

ely

1

– 7

–N

17/2

/AB

EN

G/S

P1/E

NG

/TZ

0/X

X/M

29.

C

1

30.

A

1

31.

B

1

3.

To

tal

13

– 8

–N

17/2

/AB

EN

G/S

P1/E

NG

/TZ

0/X

X/M

Te

xt

D —

Teen

sc

ien

ce d

uo

fin

ds t

hat

so

me

pe

op

le w

ork

bett

er

wh

en

th

ey h

ave

dig

ita

l “d

istr

acti

on

s”

Qu

es

tio

n

Ta

rget

an

sw

er

Ac

cep

t D

o n

ot

acc

ep

t M

ark

s

32.

C

1

33.

E

1

34.

F

1

35.

one

of

two

ro

om

s / (

the)

room

•

a r

oom

•ro

om

s•

the f

irst ro

om

•th

e te

st

•a

gro

up o

f stu

de

nts

th

at w

ere

pla

ced

in o

ne

of th

e r

oom

s•

the f

irst set

of

part

icip

an

ts

1

36.

(th

e)

se

con

d s

et

of

part

icip

an

ts

•a

dole

scen

ts•

adole

scen

ts w

ho w

ere

pla

ced

with

fre

e o

f d

istr

actio

ns

•se

t of

part

icip

an

ts•

‘(th

e)

part

icip

an

ts’ o

n its

ow

n

1

37.

(th

e/a

n)

e-m

ail

•(b

asic

) te

sts

•th

eir e

-ma

il1

38.

about

15

% o

f th

ose t

este

d

those

wh

o c

lassifie

d them

se

lves

as fre

qu

en

tly m

ultita

skin

g

•a

dole

scen

ts•

(mu

ltitaskin

g)

part

icip

an

ts•

those

wh

o m

ultita

sk

•A

ny a

nsw

ers

in

clu

din

g ‘15%

’w

ith

ou

t ‘a

bo

ut’

1

39.

D

1

40.

B

1

41.

C

1

To

tal

10







1 h 30 m


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



8817 – 2229


Text A

– 2 – N17/2/ABENG/SP1/ENG/TZ0/XX/T

Text B




Text C

Environmental Effects of Factory Farming

[ – X – ]

We New Zealanders are proud of our clean, green image. But our waterways, land and reputation are under threat from factory farming. Any kind of farming can cause environmental damage, but factory farming especially has a negative impact on the natural environment. [ – 19 – ]

Overcrowded factory farms overwhelm local ecosystems, leading to the decrease of natural resources. The need to grow large amounts of high-energy feed leads to increasing deforestation and soil erosion; and the pollution of water, soil and air in the vicinity by agrochemicals and manure is already a huge concern. [ – 20 – ]

Animal waste can be a big problem – just one individual cow produces 15 times more than a human! Of course all farmed animals produce waste, but in overcrowded factory farms the problem is multiplied. The daily pile-up of excrement can lead to major environmental problems. Some farmers use large ponds or lagoons to hold waste, which can overflow into waterways. This seeps into ground water and eventually rivers, which could cause waterborne diseases if it is consumed. Factory farming is counterproductive.

Raising animals for food is already [ – X – ] inefficient, because while animals eat large quantities of grain, soybeans, oats and corn, they produce [ – 26 – ] small amounts of meat, dairy products, or eggs in return. For example, it takes 10 kg of grain to produce 1 kg of meat. In a factory farming system this effect is intensified. The modern meat industry also wastes a [ – 27 – ] unsustainable quantity of water. Furthermore, the worst offenders are the indoor meat production factory farms which [ – 28 – ] consume water supplies.

[ – 21 – ]

The more traditional farms in New Zealand are turned into animal food factories, the weaker our “clean, green, 100 % pure” image will become. To maintain and develop our image we need to become world leaders, not further expand factory farming. There is a more sustainable future for New Zealand, which will give us a competitive edge with increasingly receptive international consumers.

SAFE Inc. reproduced with permission


Text D

Teen science duo finds that some people work better when they have digital “distractions”

5

10

15

20

25

Not everyone is actually distracted by electronics and social media. In fact, some individuals may get more done when their work atmosphere is full of beeps and buzzes.

Headphones in, Twitter open, cell phones at the ready — that’s how many people, especially teens and young adults, get their work done these days. But while this so-called multitasking may strike many as dawdling in disguise, research by a pair of high school seniors in Oregon says that’s not always the case.

The research of Sarayu Caulfield and Alexandra Ulmer, which they’ve worked on as part of their school curriculum for the past four years, got them invited to speak at the annual conference of the American Academy of Pediatrics this past weekend.

In their study, 400 adolescents were placed in one of two rooms and were tasked with completing basic tests. The first was free of distractions, but the second set of participants were required to listen to music. They were also told they could do anything they wanted on their phones and computers, and that they should expect an e-mail and quickly answer it. Unsurprisingly, most people did better in the room where they were allowed to focus on just the testing. But about 15 % of those tested — those who classified themselves as frequently multitasking — actually did better when they had e-mail and music to focus on as well.

Caulfield and Ulmer wanted to understand why some people seem adapted to this high-frequency attention switching. They believed that some adolescent brains may be developing differently to cope with all the new stimuli of the digital world.

Their findings can’t actually tell us anything about brain development yet, but they highlight just how little we know about the human brain — and how our modern experiences are shaping it.

Text: Adapted from Rachel Feltman, www.washingtonpost.com (2014)Image: https://commons.wikimedia.org/wiki/File:Young_people_texting_on_

smartphones_using_thumbs.JPG, by Tomwsulcer








1 h 30 m


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



8817 – 2230



Your English teacher has set the following question as your next essay assignment: “In our modern world, are national borders still relevant?” Write the essay.


You are currently living in an English-speaking country and your local newspaper has published an article in support of a custom or tradition of the country that you do not agree with. Write a letter to the editor, explaining why you do not agree, and what alternative custom or tradition could take its place.

3. Health

A local newspaper report alerted the people of your town that there has been an outbreak of an infectious disease. You are worried about this news. Write a leaflet for your fellow students drawing attention to the dangerous effects of this disease and suggesting how they can protect both themselves and others from it.

4. Leisure

You are very enthusiastic about your hobby and have been invited to give a talk about it to other students at your school. In your talk, describe how this hobby has contributed to your personal development and why you would encourage others to also take up this hobby. Write the text of your talk.


Your science teacher has challenged your class to live without watching television or using mobile devices and computers for a week. Now that the week is completed, write a report for your teacher, describing the ways in which this challenge affected your daily life, and what you have learned from this experience.

– 2 – N17/2/ABENG/SP2/ENG/TZ0/XX


11 pages/páginas

Marking notes Remarques pour la notation

Notas para la corrección




Nivel medio



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.


Criterion A: Language

• How effectively and accurately does the student use language?


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

3–4 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.

5–6 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.

7–8 Command of the language is effective, despite some inaccuracies. A range of vocabulary is used accurately, with some errors. Simple sentence structures are clear.

9–10 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.

Clarification

Word count At SL, students are required to write a minimum of 250 words. Failure to write the minimum number of words will result in a [1 mark] penalty under criterion A. 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 few language gaps, and slips or flaws 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 unclear; supporting details are very limited and/or not appropriate.

3–4 The message has barely been communicated. The ideas are sometimes irrelevant and/or repetitive. The development of ideas is confusing; supporting details are limited and/or not appropriate.

5–6 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.

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

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


Question 1: Cultural diversity Your English teacher has set the following question as your next essay assignment: “In our modern world, are national borders still relevant?” Write the essay.

3–4

• addresses whether national borders are still relevant in our modern world in aconfusing way; may digress into other topics

• expresses unclear or confusing viewpoints about the topic• uses very weak or confusing explanations and examples to support the arguments

provided• makes very little or no use of paragraphing and cohesive devices• may consider the present day and contrasts with past times but in a confusing

manner.

5–6

• covers whether national borders are still relevant in our modern world in a vaguemanner and with more noticeable digression into cultural diversity in general. (N.B.“cover” means “in more than two sentences”)

• expresses unclear viewpoints about the topic• supports the arguments provided, using few explanations and examples. Examples

may be based on personal experience• uses few paragraphs and cohesive devices which structure the development of

ideas.

7–8

• focuses on whether national borders are still relevant in our modern world with littledigression into cultural diversity in general

• expresses generally clear viewpoints; the candidate may write a balancedargument, defend one point of view, use an analytic approach, etc.

• supports the arguments provided, using some explanations and relevant examples.Examples may be based on personal experience

• uses paragraphing and cohesive devices which structure the development of ideascoherently

• may consider the present day and contrasts with past times.

9–10

• focuses principally and clearly on whether national borders are still relevant in ourmodern world not on cultural diversity in general

• expresses clear and lucid viewpoints; the candidate may write a balancedargument, defend one point of view, use an analytic approach, etc.

• supports the arguments provided effectively, using detailed explanations andeffective examples. Examples may be based on personal experience

• uses paragraphing and cohesive devices which structure the development of ideaseffectively

• may consider the present day and contrasts with past times.


Question 2: Customs and traditions You are currently living in an English-speaking country and your local newspaper has published an article in support of a custom or tradition of the country that you do not agree with. Write a letter to the editor, explaining why you do not agree, and what alternative custom or tradition could take its place.

3–4

• addresses a custom or tradition of the country that they disagree with (whethernational or local) in a confusing way; may digress into other irrelevant topics

• makes a confusing reference to the undesirable custom or tradition• mentions in a confusing manner OR with irrelevant details one or two reasons why

they disagree with the continuation of the custom or tradition• suggests in a confusing manner or with irrelevant details an alternative custom or

tradition• covers only one part of the question (explain or suggest) OR both parts of the

question (explain and suggest) in a confusing manner. (N.B. “cover” means “inmore than two sentences”)


5–6

• addresses a custom or tradition of the country that they disagree with (whethernational or local) in a vague manner and with more noticeable digression into othercustoms/traditions

• makes an unclear reference to the undesirable custom or tradition• mentions with little support or in a superficial manner one or two reasons why they

disagree with the continuation of the custom or tradition • suggests with little support and few explanations an alternative custom or tradition• addresses only one part of the question (explain or suggest) with some detail OR

both parts of the question (explain and suggest) in a superficial basic manner• uses few paragraphs and cohesive devices which structure the development of

ideas.

7–8

• focuses on a custom or tradition of the country that they disagree with (whethernational or local) but makes little digression into customs and traditions in general

• makes a generally clear reference to the undesirable custom or tradition• provides at least two reasons why they disagree with the continuation of the

custom or tradition, using some explanations and supporting details for each• suggests with some explanations an alternative custom or tradition• addresses both parts of the question (explain and suggest) competently and with

some detail• uses paragraphing and cohesive devices which structure the development of ideas

coherently.

9–10

• focuses clearly and principally on a custom or tradition of the country that theydisagree with (whether national or local)

• makes a clear reference to the undesirable custom or tradition• explains clearly and effectively at least two reasons why they disagree with the

continuation of the custom or tradition • suggests with lucid and effective explanations an alternative custom or tradition• addresses both parts of the question (explain and suggest) effectively• uses paragraphing and cohesive devices which structure the development of ideas

effectively.


Question 3: Health A local newspaper report alerted the people of your town that there has been an outbreak of an infectious disease. You are worried about this news. Write a leaflet for your fellow students drawing attention to the dangerous effects of this disease and suggesting how they can protect both themselves and others from it.

3–4

• introduces the infectious disease in a confusing way• mentions in a confusing manner and with perhaps irrelevant details provided one

or two dangerous effects of the disease• mentions in a confusing manner OR with irrelevant details how students can

protect themselves and others from the disease• uses very weak or confusing explanations and examples to support the ideas

presented• covers only one part of the question (effects or protect themselves and others) OR

both parts of the question (effects and protect themselves and others) in aconfusing manner OR with irrelevant details (N.B. “cover” means “in more than twosentences”)


5–6

• introduces the infectious disease in a vague manner. This may include listingsymptoms

• mentions with little support or basic detail one or two dangerous effects of thedisease

• mentions with little support provided how students can protect themselves andothers from the disease

• supports the ideas presented using few explanations and examples• addresses only one part of the question (effects or protect themselves and others)

with some detail OR both parts of the question (effects and protect themselves andothers) in a superficial basic manner

• uses few paragraphs and cohesive devices which structure the development ofideas.

7–8

• introduces the infectious disease generally clearly. This may include listingsymptoms

• explains at least two dangerous effects of the disease with some detail• describes with some explanations how students can protect themselves and

others from the disease• supports the ideas presented using some explanations and relevant examples• addresses both parts of the question (effects and protect themselves and others)

competently and with some detail• uses paragraphing and cohesive devices which structure the development of ideas

coherently.

9–10

• introduces the infectious disease clearly. This may include listing symptoms• explains clearly and effectively at least two dangerous effects of the disease• describes effectively how students can protect themselves and others from the

disease• supports the ideas presented using detailed explanations and effective examples• addresses both parts of the question (effects and protect themselves and others)

effectively• uses paragraphing and cohesive devices which structure the development of ideas

effectively.


Question 4: Leisure You are very enthusiastic about your hobby and have been invited to give a talk about it to other students at your school. In your talk, describe how this hobby has contributed to your personal development and why you would encourage others to also take up this hobby. Write the text of your talk.

3–4

• makes a confusing or no reference to the hobby• mentions in a confusing manner OR with irrelevant details how the hobby has

contributed to the student’s personal development• mentions in a confusing manner OR with irrelevant details why others are encouraged

to take up the hobby• uses very weak or confusing explanations and examples to support the ideas

presented. Examples may be based on personal experience• covers only one part of the question (describe or encourage) OR both parts of the

question (describe and encourage) in a confusing manner (N.B. “cover” means “inmore than two sentences”)


5–6

• introduces the hobby in a basic manner (mentions only name)• describes with little support provided how the hobby has contributed to the student’s

personal development• mentions with little support or superficial details why others are encouraged to take up

the hobby• supports the ideas presented using few explanations and examples. Examples may be

based on personal experience• addresses only one part of the question (describe or encourage) with some detail OR

both parts of the question (describe and encourage) in a superficial basic manner• uses few paragraphs and cohesive devices which structure the development of ideas.

7–8

• introduces the hobby in a clear manner (name + few details)• describes with some detail how the hobby has contributed to the student’s personal

development• explains with some detail why others are encouraged to take up the hobby• supports the ideas presented using some explanations and relevant examples.

Examples may be based on personal experience• addresses both parts of the question (describe and encourage) competently and with

some detail• uses paragraphing and cohesive devices which structure the development of ideas

coherently.

9–10

• introduces the hobby in a clear and effective manner (name of hobby + lucidexplanations)

• describes fully and clearly how the hobby has contributed to the student’s personaldevelopment

• explains clearly and effectively why others are encouraged to take up the hobby• supports the ideas presented using detailed explanations and effective examples.

Examples may be based on personal experience• addresses both parts of the question (describe and encourage) effectively• uses paragraphing and cohesive devices which structure the development of ideas

effectively.


Question 5: Science and technology Your science teacher has challenged your class to live without watching television or using mobile devices and computers for a week. Now that the week is completed, write a report for your teacher, describing the ways in which this challenge affected your daily life, and what you have learned from this experience.

3–4

• states the aim of the report in a confusing and unclear manner• mentions in a confusing manner OR with irrelevant details one or two ways in which

living without electronic devices has affected their daily routine and life• covers in a confusing manner OR with irrelevant details what they have learned from

the experience (N.B. “cover” means “in more than two sentences”)• uses very weak or confusing explanations and examples to support the ideas

presented Examples may be based on personal experience• covers only one part of the question (describe or what you have learned) OR both

parts of the question (describe and what you have learned) in a confusing manner(N.B. “cover” means “in more than two sentences”)


5–6

• states the aim of the report in a superficial manner• mentions at least two ways in which living without electronic devices has affected

their daily routine and life, using little support or basic detail• mentions with little support or basic detail what they have learned from the

experience• supports the ideas presented using few explanations and examples. Examples may

be based on personal experience• addresses only one part of the question (describe or what you have learned) with

some detail OR both parts of the question (describe and what you have learned) ina superficial basic manner

• uses few paragraphs and cohesive devices which structure the development ofideas.

7–8

• states the aim of the report in a generally clear manner• describes at least two ways in which living without electronic devices has affected

their daily routine and life, using some explanations for each• explains with some detail what they have learned from the experience• supports the ideas presented using some explanations and relevant examples.

Examples may be based on personal experience• addresses both parts of the question (describe and what you have learned)

competently and with some detail• uses paragraphing and cohesive devices which structure the development of ideas

coherently.

9–10

• states the aim of the report in a clear and effective manner• describes fully and clearly at least two ways in which living without electronic

devices has affected their daily routine and life• explains clearly and lucidly what they have learned from the experience• supports the ideas presented using detailed explanations and effective examples.

Examples may be based on personal experience• addresses both parts of the question (describe and what you have learned)

effectively• 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?


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.

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: Essay • will adopt a semi-formal to formal register• will adopt a suitably serious tone• will use techniques that enable the reader to follow the arguments easily, eg methodical

approach• will have a relevant title• will have a distinct introduction and conclusion.

Question 2: 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 3: Leaflet • will adopt a semi-formal register, with perhaps some flashes of informality• 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 like “contact us”, or a phone number and/or an

e-mail address.

N.B.: Graphic design as such is not marked


Question 4: Talk • will adopt a semi-formal register with perhaps some flashes of informality• will adopt an appropriately enthusiastic 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 5: Report • will adopt a semi-formal to formal register• will have a title• will use a neutral/objective style, eg presents ideas with a personal opinion of the writer• will have a clearly structured layout, eg a clear introduction, sub-headings, short brief

paragraphs/sections, etc• will have a conclusion or recommendation.

English B Standard level Paper 1 Anglais B Niveau moyen ......7 N15/2/ABENG/SP1/ENG/TZ0/XX/Q urn...

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