IB English B

Question 1

Use an appropriate text type from the options below the task you choose. Write 450 to 600 words.

For the last year, everyone in your class has volunteered at a local charity. You all agree that you have learned a lot. As the class president, you would like to share your class’s experience with your school community. Write a text in which you explain why the class committed to volunteering with this charity, describe the impact the class made, and reflect on how the experience contributed to everybody's personal development.

Guidelines

Report

Speech

Answer keys:

The three required elements of the task are: (i) to explain why the class committed to volunteering with this charity, (ii) to describe the impact the class made, and (iii) to reflect on how the experience contributed to everybody’s personal development. (Equal weight does not have to be given to all three elements, but all should be given some developed attention.)

The discussion of “why the class committed...” should focus on the reasons why they selected this particular charity, rather than on why they chose to volunteer.
Any “impact” described should be accepted, however large or small. This may be on the charity itself, or on the wider community (local or global). This may be the impact made by the class collectively, or different impacts made by different members of the class.
The reflection should focus on “personal development”, rather than on the experience of volunteering itself.

Choice of text type:

	Text type & Its convention	Rationale
Appropriate	Speech: catch the audience’s attention at the start, and leave a clear impression at the end address the audience and keep contact with them throughout, e.g. use of “we” and “you”, etc. elements of speech rhetoric e.g. rhetorical questions, repetition etc.	This text type is suitable for sharing information with a specified audience (‘the school community’) in real-time (the project has just ended) within a school context.
Generally appropriate	Report: relevant title neutral/objective style, e.g. presents ideas and facts without embellishment clearly set-out format, e.g. sub-headings, short numbered paragraphs/sections, etc.	The text type is suitable for reporting on personal or collective experience, but it is usually produced on request from interested parties. The choice may be considered “appropriate” if the response makes clear that the text is targeted at the school community (other students, teachers, management).
Generally inappropriate	Guidelines: clear and focused heading/title clearly set-out format e.g. bullets, sub-headings, numbering, etc. short introduction and conclusion.	The text type is typically used to give practical advice in an objective way. It is not usually used to inform audiences of an experience. The choice may be considered ‘generally appropriate’ if the response makes clear that the text is targeted at the school community (other students, teachers, management), e.g. embedded within a report.

Register and tone:

Semi-formal or formal register, but it must be consistent.
Informative, enthusiastic, reflective tone.

Sample answer (detailed outline):

Introduction	Greeting: (e.g., "Good morning Principal [Name], teachers, and fellow students.") Hook: Start with a question or a powerful statement about the difference a year can make. ("What if I told you that over the past year, your classmates have become farmers, engineers, and community leaders?") Context: Briefly introduce the class project: the year-long commitment to volunteering. Thesis/Purpose: State the three main points of the speech: to share why the class chose this charity, to detail the impact we achieved, and to reflect on the immense personal development we gained.
Body 1	Main point 1: Explaining our commitment (why this charity?) Initial Selection Process: Briefly mention the challenge of choosing from many worthy causes. Focus Area: Identify the core values/needs the class decided to prioritize: We sought a local issue that was tangible and sustainable. We wanted a charity that aligned with our school’s focus on environmental stewardship and community health. The specific choice: <come up by yourself> Explain what the charity does (e.g., provides fresh produce to food banks, runs urban gardening programs). Key Justification: The garden offered a unique opportunity to apply classroom lessons (biology, engineering) and see immediate, measurable results that directly addressed local food insecurity. It wasn't just fundraising; it was hands-on creation.
Body 2	Main point 2: Describing the collective impact The Collective Achievement: Focus on quantifiable and significant results. Example 1 (Quantifiable): Increased the total yield by 40%, resulting in over 500 kilograms of fresh vegetables donated to three local shelters. Example 2 (Infrastructure): We built six new raised garden beds and fully implemented a water-efficient drip irrigation system. Individual & Secondary Impacts: Highlight specific student-led initiatives. Three students organized a weekly "Harvest Day" that streamlined collection and delivery. Our social media team doubled the charity's online following, helping them recruit 25 new non-student volunteers. Wider Community Impact: Mention the outreach efforts. We hosted two successful workshops for local families on composting and sustainable living, empowering them to start their own small gardens.
Body 3	Main point 3: Reflecting on personal development Shift in Perspective (Empathy): Moving beyond theoretical knowledge to genuine empathy. Understanding the direct link between access to fresh food and dignity. The realization that complex societal problems require patience, not quick fixes. Development of Core Skills (Resilience & Teamwork): Resilience: Learning to cope when the first crop failed due to pests. It taught us to research, adapt, and try again, a true lesson in resilience. Collaborative Leadership: The project forced students who rarely worked together in class to rely on one another (e.g., the logistics team vs. the planting team), developing genuine teamwork and conflict resolution skills. A New Definition of Success: The shift from focusing solely on personal grades to finding satisfaction in collective, real-world success: a deeper sense of purpose that transcended the classroom.
Conclusion	Summary: Briefly recap the key takeaway: we chose a challenge, we faced it with unity, and we grew immensely. Final Thought/Thanks: Thank the school community for providing a curriculum that supports service. Call to Action (Encouragement): Directly address the audience (especially younger students) and encourage them to find their own local passion project. ("Don't just look for a place to put in hours; look for a place to *plant a part of yourself*.") Closing Statement: (e.g., "Thank you.")

Question 2

Use an appropriate text type from the options below the task you choose. Write 450 to 600 words.

You have just completed a long flight, during which you had a negative experience. The situation was made worse because the flight attendants were unhelpful in resolving the issue. You are very upset and would like to share your experience with the airline company. Write a text in which you describe what happened, explain why you are unhappy, and detail what you would like the airline company to do.

Article

Letter

Social media posting

Answer keys:

The three required elements of the task are: (i) to describe what happened; (ii) to explain why they are unhappy, and (iii) to detail what they would like the airline company to do. (Equal weight does not have to be given to all three elements, but all should be given some developed attention.)

The description of “what happened” does not need to be realistic or authentic, but it should be coherent. The description may make reference to the unhelpfulness of the flight attendants in resolving the situation, but this is not essential.
The explanation of “why you are unhappy” should include some reference to the physical or mental inconvenience which was experienced as a result of the above.
“What you would like the airline company to do” does not need to be realistic or authentic, provided it is coherent to the problem described and/or the reason you are unhappy.

Choice of text type:

	Text type & Its convention	Rationale
Appropriate	Letter clear identification of recipient (by name, address or role/title etc.) date or sender’s address opening and closing salutations.	This text type is suitable for writing to a specified individual or an entity such as an airline company regarding an issue of personal concern.
Generally appropriate	Social media posting first-person narration/statement seek to engage the reader, e.g. direct address, lively and interesting style may include typical online communication techniques, e.g. references to other postings, members and forums, hashtags, @references, and ‘likes’ etc.	This text type is suitable for communicating various messages, but it usually has a larger unspecified audience. The choice may be considered “appropriate” if the response makes clear the message is targeted directly or indirectly at the airline company (e.g. airing the issue publicly for swifter response).
Generally inappropriate	Article: relevant headline/title introduction intended to catch the readers’ attention. techniques that engage and interest readers, e.g. direct address	This text type is typically used for conveying information to a mass audience. It is not usually used to communicate with a specific person or entity. The choice may be considered ‘generally appropriate’ if the response makes clear that the message was targeted, in the first place, to the airline company (e.g. airing the issue to in-flight magazine readers for a swifter response).

Register and tone:

Semi-formal or formal register.
Frustrated and firm, or constructive and persuasive, tone.

Sample answer (detailed outline):

Title	To: [Name/Title of their contact] From: [Your name and address] Date: [Current Date] Subject: Summarize the thing you want to discuss with the recipient
Introduction	Start with “Dear …,” (this part should tell clearly the position or who going to receive this letter) Purpose of the letter: State clearly that you are writing to express dissatisfaction with a recent flight experience Example: “I am writing to formally register my disappointment regarding the service I received on Flight [number] from [departure city] to [arrival city] on [date].”
Body 1	Main point 1: Description of what happened Flight details: Flight number, route, date, and duration Incident description (coherent but not necessarily realistic): Seat malfunction (e.g., broken recline, faulty screen, or overhead light not working). Long delay in cabin service (e.g., meals served late or skipped). Attempt to seek help from flight attendants. Flight attendants’ response: dismissive, unhelpful, or indifferent. Impact during flight: Discomfort, lack of resolution, …
	Main point 2: Explain why you are unhappy Physical inconvenience: Prolonged discomfort (e.g., inability to rest on a long-haul flight). Fatigue and physical strain upon arrival. Mental inconvenience: Stress and frustration caused by lack of assistance Feeling ignored and undervalued as a customer Overall dissatisfaction: Expectations of professional service not met Negative impression of the airline’s customer care standards
Body 3	Main point 3: Suggestion for improvement Immediate action: A formal apology acknowledging the poor service. Compensation request (coherent but not necessarily realistic): Refund or partial reimbursement of ticket cost. Travel voucher or upgrade on a future flight. Long-term improvement: (come up with remedies for the problems you have mentioned in body 1) Better training for flight attendants in handling passenger concerns. Review of cabin service standards to prevent recurrence.
Conclusion	Reaffirm dissatisfaction: Restate that the experience was unacceptable. Call to action: Request a timely response from the airline. Polite but firm ending: Example phrasing: “I trust that you will take this matter seriously and respond promptly with appropriate measures.” Formal closing: “Yours sincerely, Sign-off: [Your name].”

Question 3

Use an appropriate text type from the options below the task you choose. Write 450 to 600 words.

Last summer, you participated in a multicultural summer camp, which broadened your horizons. You want to share your experience of new customs and traditions with your classmates. Write a text in which you discuss customs or traditions that you found inspiring, reflect on the importance of experiencing customs outside your culture, and explain why others should also take part in similar summer camps.

Presentation

Article

Interview

Answer keys:

The three required elements of the task are (i) to discuss which customs or traditions you found inspiring, (ii) to reflect on the importance of experiencing customs outside your culture, and (iii) to explain why others should also take part in similar summer camps. (Equal weight does not have to be given to all three elements, but all should be given some developed attention.)

Discussion of (i) may include one or more customs or traditions that were inspiring to them, along with the reasons why.
A reflection on the importance of experiencing customs outside your culture should appear in (ii), which may include objective reasons (learning more about other cultures, empathy, etc.) or subjective reasons (personal taste, interests, etc.).
The recommendation in (iii) should include reasons why your classmates could benefit from such a camp and not generally a reference to the importance of experiencing customs outside your culture, as in (ii).

Choice of text:

	Text type & Its convention	Rationale
Appropriate	Presentation catch the audience’s attention at the beginning, and leave a clear impression at the end address the audience and keep contact with them throughout, e.g. use of “we” and “you” etc. elements of speech rhetoric e.g. rhetorical questions, repetition etc	This text type is suitable for presenting and sharing one’s thoughts on the matter with your classmates, persuading them to follow your suggestions.
Generally appropriate	Article relevant headline/title introduction intended to catch the readers’ attention. techniques that engage and interest readers, e.g. direct address	This text type is suitable for presenting your views on a topic. This choice may be considered ‘appropriate’ if the response appears in the context of the school magazine in order to address the specific audience and share your experience with them.
Generally inappropriate	Interview Embedded relevant headline/title style aimed at involving and interesting the reader references to the interview, including direct quotations and/or reported speech	This text type is typically used for sharing an expert’s viewpoint on a subject matter. This choice may be considered ‘generally appropriate’ if the response appears as if conducted by one of the classmates in an informal way.

Register and tone:

Informal register
An enthusiastic, informative, persuasive tone

Sample answer (detailed outline):

Introduction	Greeting & hook: Start with energy to grab classmates’ attention. Example: “Hey everyone! Last summer I had one of the most eye-opening experiences of my life at a multicultural summer camp.” Purpose: Explain that you want to share inspiring customs, reflect on their importance, and encourage classmates to join similar camps.
Body 1	Main point 1: which customs or traditions you found inspiring You can come up with your own national customs and traditions Ex 1: Celebrating Lunar New Year Ex 2: Autumn festival Ex 3: Dance or music tradition For each example you mention, you should include what you do in each and explain why it is inspiring to you. (the event shows generosity, the joy in sharing, expressing your identity in a fun, engaging way, helping you see values from another view, …)
Body 2	Main point 2: Reflection on the importance of experiencing customs outside your culture Objective reasons: Build empathy and respect for diversity Expand knowledge beyond textbooks Encourage open-mindedness and global awareness Example: “It’s one thing to read about traditions, but living them, even for a week, changes how you see people.” Subjective reasons: Personal growth: feeling more confident and curious. Discovering new interests (e.g., music, food, languages). Breaking routine and seeing the world differently.
Body 3	Main point 3: Why others should take part in similar camps Benefits for classmates: Make international friends and connections. Practice language skills in real-life settings. Gain unique experiences to share in school or future applications. Build teamwork and leadership skills in diverse groups. Persuasive angle: Emphasize fun and adventure, not just learning. Highlight how it’s a chance to step outside comfort zones. Example: “Imagine spending your summer not just relaxing, but actually discovering new worlds of culture and friendship.”
Conclusion	Wrap-up: Reiterate the three points (inspiring customs, importance of cultural exchange, recommendation). Call to action: Encourage classmates to consider joining. Closing line: “Trust me, a multicultural camp isn’t just a summer activity. It’s an experience that stays with you forever.”

Question 4

Use an appropriate text type from the options below the task you choose. Write 450 to 600 words.

You have just returned from a 3-month exchange programme where you attended a school in another country. You enjoyed the experience and made excellent progress in your studies. You want to share your thoughts about the programme with other students in your school. Write a text in which you compare the learning experience with your current school, highlight the best aspects of the exchange programme, and reflect on the impact this has made on you.

Article

Proposal

Report

Answer keys:

The three required elements of the task are: (i) to compare the learning experience with their current school, (ii) to highlight the best aspects of the exchange programme, and (iii) to reflect on the impact this has made on them. (Equal weight does not have to be given to all three elements, but all should be given some developed attention.)

It is expected that the exchange school will be a high school or equivalent, but other school settings (e.g. a language school) should also be accepted.
A broad interpretation of the term “learning experience” should be accepted; any interaction in which learning takes place is acceptable.
The response should include at least some reference to academic work, though other experiences and reflections may also be included if they are relevant to learning and development.

Choice of text:

	Text type & Its convention	Rationale
Appropriate	Article relevant headline/title introduction intended to catch the readers’ attention techniques that engage and interest readers, e.g. direct address	This text type is appropriate for conveying information to a large audience which shares an interest in the topic (other students).
Generally appropriate	Report relevant title neutral/objective style, e.g. presents ideas and facts without embellishment clearly set-out format, e.g. sub-headings, short numbered paragraphs/sections, etc.	The text type is suitable for reporting on personal experience, but it is not typically used in communication with peers. The choice may be considered “appropriate” if the response makes clear that the text is directly addressing other students.
Generally inappropriate	Proposal title summarising the overall subject clearly set-out format, e.g. headings, short clear paragraphs, bullets, numbering, insetting etc. style aimed to persuade a specified audience	This text type is typically used for the purpose of submitting ideas or solutions to those with decision making authority. It is not usually used to present on the topic of personal experience.

Register and tone:

Semi-formal to formal register, but must be consistent throughout.
Informative, enthusiastic, reflective tone

Sample answer (detailed outline):

Title	Summarise your experience into a title Ex: “Three months abroad: Lessons beyond the classroom.”
Introduction	Opening hook: Capture readers’ interest by emphasizing the uniqueness of the experience. Ex: “Spending three months at a school abroad was not only an academic journey but also a personal transformation.” Purpose statement: Explain that the article will compare learning experiences, highlight the best aspects of the programme, and reflect on its impact.
Body 1	Main point 1: Comparing the learning experience Academic differences: Teaching style: More interactive, discussion-based classes abroad vs. lecture-focused at home. Curriculum: Greater emphasis on project work and independent research abroad. Assessment: Continuous evaluation abroad vs. exam-heavy system at home. Classroom environment: Smaller class sizes abroad → more personalized attention. Greater student participation and collaboration Extracurricular learning: Clubs, cultural activities, and community involvement abroad. Contrast with the limited extracurricular focus at your current school.
Body 2	Main point 2: Highlighting the best aspects of the exchange programme Cultural immersion: Exposure to new traditions, festivals, and daily customs Learning through interaction with host families and peers. Language development: Improved fluency and confidence in using the local language Practical application in real-life situations. Academic enrichment: Access to resources (libraries, labs, technology) is not available at home. Innovative teaching methods that encouraged creativity. Personal growth: Independence and adaptability from living abroad. Building friendships across cultures.
Body 3	Main point 3: Reflection on the impact Start with a reflective tone: “The exchange programme was not just three months abroad. It was a turning point in how I see myself and the world.”) Academic impact: Stronger study habits and improved performance in subjects. Greater motivation to pursue academic goals. Personal impact: Increased confidence, resilience, and open-mindedness. Broader worldview and appreciation of diversity. Future outlook: Desire to continue international experiences (future studies, career). Commitment to sharing knowledge and encouraging peers to explore similar opportunities.
Conclusion	Summary: Reiterate the three main elements (comparison, best aspects, impact). Final reflection: Emphasize the transformative nature of the programme. Call to action: “I encourage every student to consider such opportunities, as they enrich not only our studies but also our lives.”

Question 5

Great Teachers Don’t Teach - Ben Johnson

In a recent conversation one person asked, “What are the characteristics of an effective teacher?” I had already read quite a few excellent remarks describing what such a teacher does to be effective. However, I couldn’t help thinking about the best teachers I had.

I had an amazing psychology professor in college. He was on fire every class period and his enthusiasm was contagious. But the things I remember most are the psychological experiments in which we participated. I remember every detail and the supporting theories and so I concluded that the professor was an effective teacher because he had provided experiences that created these long-term memories.

My experience is that good teachers care about students. They expect and demand high levels of performance of students. Good teachers know the content and know how to explain it. Good teachers are great performers and storytellers; they can rivet their students’ attention.

One characteristic of an effective teacher is that they don’t teach. You say that is outrageous. How can a teacher teach without teaching?

Great teachers engineer learning experiences that manoeuvre the students into the driver’s seat and then the teachers get out of the way. Students learn best by personally experiencing learning that is physical, emotional, intellectual and spiritual.

A great teacher will devise project-based learning which is a way of presenting students with an important context as the starting point for their studies. By investigating a research question, students can develop their study skills and their knowledge of a specific topic.

The philosophy that supports such a great teacher is simple. Students learn best when they do the heavy lifting of learning and nothing the teacher can say or do will change that.

Real learning requires doing, not listening, or observing only. Yet what do we find in every public school and university? Professors talking, talking and talking while students listen, daydream and doze. We call this lecturing.

Returning to my original premise: great teachers stack the deck so that students have a reason to learn and, in the process, can’t help but learn mainly by teaching themselves. This knowledge then becomes permanent and cherished rather than illusory and irrelevant.

Question

Find the words that complete the following sentences. Answer using the words as they appear in paragraphs 1 and 2.

1. The writer began to reflect on this topic after he was asked a question…
2. The writer still remembers certain lessons from college because he…
3. The writer says that the ability to remember what he learned proves…

Choose the correct answer.

4. Reflecting on his own schooling, the writer states that the good teachers ensure that students…
A. explain concepts and learn them by heart.
B. analyse and evaluate the lessons being taught.
C. enjoy lessons while learning at their own speed.
D. understand new ideas and pay attention in class.

5. What is the meaning of the word “outrageous” in the paragraph 4?
A. Offensive
B. Shocking
C. Impressive
D. Disgraceful

6. The writer believes that the best learning experiences involve…
A. producing sets of very well-constructed lessons.
B. putting students in total control of their learning.
C. training students to become independent learners.
D. giving students a series of unforgettable experiences

Answer the following questions.

7. In project-based learning, what device gives direction and focus to the students’ inquiries?
8. Which phrase in paragraph 7 suggests that students must do most of the work involved in learning something? 9. According to the writer, what way of learning is needed at universities to bring about more successful learning?

Choose an appropriate option from the list that completes each gap in the following text

The writer believes that [ – 10 – ] teachers talk too much, students will not fully participate in their learning. [ – 11 – ], students frequently fail to pay attention. [ – 12 – ] lecturing is still common in colleges, there is [ – 13 – ] increasing evidence that giving students genuine reasons to learn benefits their understanding in the longer term.

10. [ – 10 – ]	A. although B. as C. as long as D. consequently E. despite this F. due to G. nonetheless H. unless
11. [ – 11 – ]
12. [ – 12 – ]
13. [ – 13 – ]

Answer keys:

1. Target answer: “in a recent conversation”

Text evidence: “In a recent conversation one person asked, ‘What are the characteristics of an effective teacher?’”

Explanation: The question asks when or why the writer began to reflect on the topic. The phrase “In a recent conversation” introduces the event that made the writer start thinking about effective teachers.

2. Target answer: “had an amazing psychology professor”

Text evidence: “I had an amazing psychology professor in college.”

Explanation: The question asks why the writer still remembers certain lessons from college. In the text, the reason is that he had an amazing psychology professor, whose teaching style and enthusiasm made a strong impression.

3. Target answer: “(that) the professor was an effective teacher”

Text evidence: “I concluded that the professor was an effective teacher because he had provided experiences that created these long-term memories.”

Explanation: The question asks what the writer’s ability to remember what he learned proves. The text says: “I concluded that the professor was an effective teacher…” — this shows the conclusion the writer drew from his memory of the lessons.

4. D. understand new ideas and pay attention in class.

Text evidence: “My experience is that good teachers care about students. They expect and demand high levels of performance of students. Good teachers know the content and know how to explain it. Good teachers are great performers and storytellers; they can rivet their students’ attention.”

Explanation: The phrase “know how to explain it” shows that good teachers help students understand new ideas. The phrase “they can rivet their students’ attention” means they capture and hold their attention in class.

Why others are incorrect:

A. explain concepts and learn them by heart → The text mentions teachers knowing how to explain content, not students memorizing it. The focus is on understanding, not rote learning.
B. analyse and evaluate the lessons being taught → There’s no evidence that students analyse or evaluate; the passage only says teachers explain clearly and hold students’ attention.
C. enjoy lessons while learning at their own speed → The text doesn’t mention enjoyment or self-paced learning, only engagement and comprehension.

5. B. Shocking

Text evidence: “One characteristic of an effective teacher is that they don’t teach. You say that is outrageous.”

Explanation: The writer anticipates that readers will find his claim — “an effective teacher doesn’t teach” — surprising or unbelievable. The word “outrageous” here expresses a reaction of shock or disbelief at an unexpected idea, not anger or humor.

Why others are incorrect:

A. offensive → The writer’s statement surprises readers, but it’s not rude or insulting.
C. impressive → “Outrageous” doesn’t mean admirable; it means surprising or unbelievable.
D. disgraceful → There’s no sense of shame or moral wrongdoing — only shock at an unexpected idea.

6. C. training students to become independent learners.

Text evidence: “Great teachers engineer learning experiences that manoeuvre the students into the driver’s seat and then the teachers get out of the way.”

Explanation: The phrases “students in the driver’s seat” and “teachers get out of the way” describe students taking control of their own learning like taking the driver’s seat to have control of the vehicle.

Why others are incorrect:

A. producing sets of very well-constructed lessons → The writer criticizes overly structured, teacher-centred lessons (lecturing).
B. putting students in total control of their learning → The teacher still “engineers” experiences and guides students, so it’s not total control.
D. giving students a series of unforgettable experiences → While experiences are mentioned, the goal isn’t just memorability — it’s developing independence and self-learning.

7. Target answer: (a/the) research question

Do not accept:
investigating a research question
a context / study skills

Text evidence: “A great teacher will devise project-based learning which is a way of presenting students with an important context as the starting point for their studies.
By investigating a research question, students can develop their study skills and their knowledge of a specific topic.”

Explanation: The key phrase is: “By investigating a research question…”. The research question is what guides the investigation — it gives purpose and focus to the students’ studies.

8. Target answer: (they do the) heavy lifting (of learning)

Text evidence: “The philosophy that supports such a great teacher is simple. Students learn best when they do the heavy lifting of learning and nothing the teacher can say or do will change that.”

Explanation: The idiom “do the heavy lifting” means doing the hardest or most demanding part of the work. In this context, it implies that students must take responsibility and make the main effort in the learning process.

9. Target answer: (real learning requires) doing (, not listening, or observing only)

Accept: Other wording with a similar meaning e.g. learning by doing

Do not accept:
“learn mainly by teaching themselves” or similar wording
project-based learning

Text evidence: “Real learning requires doing, not listening, or observing only. Yet what do we find in every public school and university? Professors talking, talking and talking while students listen, daydream and doze.”

Explanation: The writer contrasts “doing” with “listening or observing”, criticizing the traditional lecture method. The phrase “real learning requires doing” clearly summarizes the writer’s view → Learning improves when students actively engage, not when they passively receive information.

10. C. as long as

Text evidence: “Real learning requires doing, not listening, or observing only. Yet what do we find in every public school and university? Professors talking, talking and talking while students listen, daydream and doze.”

Explanation: “As long as” means “if this continues to happen” or “provided that.” The idea in the text is conditional — when teachers keep talking too much (lecturing), students don’t engage.

11. D. consequently

Text evidence: “Professors talking, talking and talking while students listen, daydream and doze.”

Explanation: “Consequently” means “as a result” — it logically links the previous clause: → Teachers talk too much → as a result, students lose focus. This mirrors the cause-and-effect shown in the text: “Professors talking… while students daydream and doze.”

12. A. although

Text evidence: “Yet what do we find in every public school and university? Professors talking, talking and talking…” “Returning to my original premise: great teachers stack the deck so that students have a reason to learn…”

Explanation: “Although” shows contrast between two ideas: → Lecturing is still common BUT evidence shows another, better method works. The text also makes this same contrast: it criticizes lecturing and then praises active, student-based learning.

13. G. nonetheless

Text evidence: “Returning to my original premise: great teachers stack the deck so that students have a reason to learn and, in the process, can’t help but learn mainly by teaching themselves. This knowledge then becomes permanent and cherished rather than illusory and irrelevant.”

Explanation: “Nonetheless” means “in spite of that” — a connector of contrast between persistence of lecturing and growing evidence for better methods. It reinforces the contrast already introduced by “although,” much like saying “Even so” or “Still.”

Question 6

An extract from Journey On A Perfect Little Train

For seven hours on the way to the small north Punjabi town of Palumpur we wiggled our way across ancient bridges and one very new one on a steep gradient towards the great snowy ridge. After three hours, that ridge began to tower into the middle distance like a foam-crested tidal wave. In the trough below, our little train fussed through an amazingly English-looking landscape, through groves of English-looking trees and Englishlooking grasses and ferns. Oranges and pale blue flowers brushed our carriage door and small moths flew in and out of it. There were frequent stops. Mr Gosain, the driver, yanked on the steam brake and we clattered lightly into a minute station, with a minute platform and a minute old-fashioned waiting-room and ticket-office combined. At each stop, as railwaymen used to do in Britain, Mr Gosain handed the token pouch on its football-size ring to a station porter. Mr Mehta and his assistant threw open the guard’s van doors and porters languidly off-loaded bundles, sacks, bicycles and other cargo.

***

At Jawalamukhi Road station a notice said: “No roof riding is permitted due to fixed structure ahead” – anyone on the roof would have been swept off and deposited into the thick, deep grass over which the butterflies danced at the trackside. But we had no one on the roof. The passengers were content to open the carriage doors and stand laughing on the running board outside the stately moving train or hang out of the windows waving to people in the fields, or bullock cart drivers at small level crossings, or at each other as we negotiated one of the many sweeping bends.

“Please join me on the footplate,” said Mr Gosain at one station. “Interesting curves ahead, sir, you would like to see them.”

So I clambered up into the little engine cabin. Mr Gosain carefully put on his glasses, turned the driving lever to “High” and we slowly gathered speed. There was a red mark – probably for danger – on the speed gauge where it said 30 kilometres per hour. The needle sailed past the red mark. The little engine shook and rattled and headed at what seemed like enormous speed towards a viaduct over an abyss.

Mr Gosain, ecstatically baring his twin tusks, shouted: “How do you like my driving? I am the speed champion!” We were approaching 45 kilometres an hour – not, you may say, something to break any records, but on this track it seemed enough for Mr Gosain, had he so wished, to have retracted the undercarriage, pulled back on the lever, and lifted gently off the ground. But, of course, all was well. Mr Gosain’s elderly co-driver, a small silent man in a corner of the cabin, motioned deferentially to the speed gauge. Mr Gosain casually flicked on the brake lever, and we racketed across the viaduct safely and in fine style.

Question

Choose an appropriate ending from the list that completes each sentence.

1. As the train climbed, …

A. Palumpur could be seen in the distance.

B. the vegetation reminded the narrator of England.

C. it crossed several old bridges.

D. the station staff helped passengers off the carriage.

E. it gently rattled as it came to a stop.

F. it was decorated by orange and blue flowers.

2. As the train travelled through the valley, …

3. As the train arrived at stations, …

Answer the following questions.

4. Which phrase in paragraph 1 compares the snowy mountains to the sea?
5. How did Mr Gosain stop the train when it arrived at a station?
6. Which word in paragraph 1 indicates that the unloading of the train was not very quick?

Choose the correct answer.

7. According to the narrator’s description in paragraph 2, the passengers on the train were…
A. Impatient.
B. Comfortable.
C. Foolish.
D. cheerful.

8. When the narrator entered the engine cabin…
A. Mr Gosain gradually turned the speed lever to “High”.
B. Mr Gosain pushed the train to potentially unsafe speeds.
C. the train increased its speed to just 30 kilometres per hour.
D. the train moved smoothly and quietly at high speed.

9. When Mr Gosain says, “I am the speed champion!” (paragraph 5), it suggests that he…
A. takes pride in his driving.
B. takes care when driving.
C. takes part in competitions.
D. takes little joy in speeding.

10. The narrator says, “But, of course, all was well” (paragraph 5). By this, he means that Mr Gosain
A. saved the train from crashing.
B. broke the train’s speed record.
C. kept the train under control.
D. almost drove the train off the track.

11. The tone of the description in paragraphs 4-5 is…
A. Mocking.
B. Affectionate.
C. Neutral.
D. critical.

What do the following words mean in the text? Choose the appropriate words from the list.

12. deposited (paragraph 2)

A. called

B. dropped

C. settled

D. gestured

E. traversed

F. banked

13. negotiated (paragraph 2)

14. motioned (paragraph 5)

Answer keys:

1. C. it crossed several old bridges.

Text evidence: “we wiggled our way across ancient bridges and one very new one on a steep gradient”
Explanation: The “steep gradient” = climbing; therefore the train crosses bridges as it climbs.

2. B. the vegetation reminded the narrator of England.

Text evidence:“an amazingly English-looking landscape… English-looking trees and English-looking grasses”
Explanation: This describes the valley, not the climb or the stations.

3. E. it gently rattled as it came to a stop.

Text evidence: “Mr Gosain yanked on the steam brake and we clattered lightly into a minute station”
Explanation: “Clattered lightly” = rattled gently while stopping.

4. Target answer: (like a) foam-crested tidal wave

Text evidence: “tower into the middle distance like a foam-crested tidal wave”
Explanation: This simile directly compares the mountains to ocean waves.

5. Target answer: “(he) yanked on the (steam) brake”

Accept: Other wording with the same meaning, e.g.: “(he) pulled hard on the brake”.

Do not accept: “he pulled on the brake” without a word meaning “hard”.

Text evidence: “Mr Gosain yanked on the steam brake”
Explanation: Mr Gosain stops the train by yanking on the steam brake.

6. Target answer: languidly

Text evidence: “porters languidly off-loaded bundles”
Explanation: “Languidly” = slowly or without urgency.

7. D. cheerful.

Text evidence: “laughing… waving… content”
Explanation: These describe joy → cheerful.

Why others are incorrect:

A. impatient — NO evidence of frustration.
B. comfortable — not the focus; mood is about joy, not comfort.
C. foolish — no suggestion of stupidity; just enjoying themselves.

8. B. Mr Gosain pushed the train to potentially unsafe speeds.

Text evidence: “turned the driving lever to ‘High’”; “the needle sailed past the red mark”
Explanation: This suggests potential danger from the speed.

Why others are incorrect:

A. Mr Gosain gradually turned the speed lever to “High”. — He did not gradually turn it; he immediately set it to “High.”
C. The train increased its speed to just 30 kilometres per hour. — Speed went far beyond 30 km/h.
D. The train moved smoothly and quietly at high speed. — It did not move “smoothly and quietly”; it “shook and rattled.”

9. A. takes pride in his driving.

Text evidence: Mr Gosain, ecstatically baring his twin tusks, shouted: “How do you like my driving? I am the speed champion!”
Explanation: He says it ecstatically, “baring his twin tusks,” showing excitement and pride.

Why others are incorrect:

B. takes care when driving. — He is not being cautious.
C. takes part in competitions. — No evidence he competes in races.
D. takes little joy in speeding. — He clearly enjoys speeding (ecstatically shouting).

10. C. kept the train under control.

Text evidence: “Mr Gosain casually flicked on the brake lever… we racketed across the viaduct safely”
Explanation: He controlled the train despite high speed.

Why others are incorrect:

A. saved the train from crashing. — No crash.
B. broke the train’s speed record. — No record mentioned.
D. almost drove the train off the track. — He did not almost drive off the track; the narrator reassures “all was well.”

11. B. affectionate.

Text evidence: “ecstatically baring his twin tusks”; “speed champion!”
Explanation: writing with gentle amusement, admiration for Gosain’s enthusiasm

Why others are incorrect:

A. mocking — not ridiculing, but affectionate
C. neutral — too much emotion for neutral
D. critical — no criticism present

12. B. dropped

Text evidence: “swept off and deposited into the thick deep grass”
Explanation: “swept off and deposited into the thick deep grass” = dropped into the grass.

12. E. traversed

Text evidence: “negotiated one of the many sweeping bends”
Explanation: “negotiated one of the many sweeping bends” = successfully moved through / traversed.

13. D. gestured

Text evidence: “motioned deferentially to the speed gauge”
Explanation: “motioned deferentially to the speed gauge” = made a gesture towards it.