{"practice":[{"id":"practice-cie-0475-drama-1","board":"cambridge","course":"0475","task_id":"cie-0475-drama","exam_session":"2027","title":"A decision in Athens","difficulty":"foundation","question":"How does Shakespeare make the conflict between parental authority and personal choice compelling in A Midsummer Night's Dream?","texts":{},"text_id":"a-midsummer-nights-dream","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-drama-2","board":"cambridge","course":"0475","task_id":"cie-0475-drama","exam_session":"2027","title":"A public performance","difficulty":"standard","question":"Explore how Shakespeare makes the contrast between public duty and private desire dramatically powerful in Antony and Cleopatra.","texts":{},"text_id":"antony-and-cleopatra","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-drama-3","board":"cambridge","course":"0475","task_id":"cie-0475-drama","exam_session":"2027","title":"The pleasure of performance","difficulty":"stretch","question":"How does Shakespeare use the craftsmen's performance to make the ending of A Midsummer Night's Dream both comic and revealing?","texts":{},"text_id":"a-midsummer-nights-dream","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-drama-4","board":"cambridge","course":"0475","task_id":"cie-0475-drama","exam_session":"2027","title":"Ambition and belonging","difficulty":"foundation","question":"In what ways does Cleage make the tension between personal ambition and loyalty to others memorable in Blues for an Alabama Sky?","texts":{},"text_id":"blues-for-an-alabama-sky","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-drama-5","board":"cambridge","course":"0475","task_id":"cie-0475-drama","exam_session":"2027","title":"Care and independence","difficulty":"standard","question":"How does Delaney make ideas about care and independence thought-provoking in A Taste of Honey?","texts":{},"text_id":"a-taste-of-honey","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-drama-6","board":"cambridge","course":"0475","task_id":"cie-0475-drama","exam_session":"2027","title":"Changing opportunities","difficulty":"stretch","question":"Explore how Odimba makes responses to changing opportunities dramatically engaging in Princess & the Hustler.","texts":{},"text_id":"princess-the-hustler","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-poetry-prose-1","board":"cambridge","course":"0475","task_id":"cie-0475-poetry-prose","exam_session":"2027","title":"Learning to judge","difficulty":"foundation","question":"Explore how Austen makes changes in judgement revealing in Pride and Prejudice.","texts":{},"text_id":"pride-and-prejudice","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-poetry-prose-2","board":"cambridge","course":"0475","task_id":"cie-0475-poetry-prose","exam_session":"2027","title":"Conversation and power","difficulty":"standard","question":"How does Austen make conversations about marriage both entertaining and significant in Pride and Prejudice?","texts":{},"text_id":"pride-and-prejudice","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-poetry-prose-3","board":"cambridge","course":"0475","task_id":"cie-0475-poetry-prose","exam_session":"2027","title":"An uncomfortable visit","difficulty":"stretch","question":"How does Austen make visits between households revealing about social expectations in Pride and Prejudice?","texts":{},"text_id":"pride-and-prejudice","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-poetry-prose-4","board":"cambridge","course":"0475","task_id":"cie-0475-poetry-prose","exam_session":"2027","title":"Reputation and identity","difficulty":"foundation","question":"Explore how Achebe makes the desire for a respected identity significant in Things Fall Apart.","texts":{},"text_id":"things-fall-apart","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-poetry-prose-5","board":"cambridge","course":"0475","task_id":"cie-0475-poetry-prose","exam_session":"2027","title":"Seeing through other eyes","difficulty":"standard","question":"In what ways does Lee make learning to understand other people memorable in To Kill a Mockingbird?","texts":{},"text_id":"to-kill-a-mockingbird","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-poetry-prose-6","board":"cambridge","course":"0475","task_id":"cie-0475-poetry-prose","exam_session":"2027","title":"Solitude and connection","difficulty":"stretch","question":"How does Desai make the tension between solitude and human connection striking in Fire on the Mountain?","texts":{},"text_id":"fire-on-the-mountain","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-poetry-prose-7","board":"cambridge","course":"0475","task_id":"cie-0475-poetry-prose","exam_session":"2027","title":"Love and unequal power","difficulty":"foundation","question":"How does Behn make love seem both powerful and unequal in Song: Love Armed?","texts":{},"text_id":"song-love-armed","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-poetry-prose-8","board":"cambridge","course":"0475","task_id":"cie-0475-poetry-prose","exam_session":"2027","title":"A child's perspective","difficulty":"standard","question":"Explore how Blake makes a child's perspective revealing in The Chimney-Sweeper.","texts":{},"text_id":"the-chimney-sweeper","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-poetry-prose-9","board":"cambridge","course":"0475","task_id":"cie-0475-poetry-prose","exam_session":"2027","title":"Beauty and time","difficulty":"stretch","question":"How does Shakespeare make the relationship between beauty and time persuasive in Sonnet 18?","texts":{},"text_id":"sonnet-18","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-poetry-prose-10","board":"cambridge","course":"0475","task_id":"cie-0475-poetry-prose","exam_session":"2027","title":"Language and belonging","difficulty":"foundation","question":"How does Bhatt make the relationship between language and belonging thought-provoking in A Different History?","texts":{},"text_id":"a-different-history","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-poetry-prose-11","board":"cambridge","course":"0475","task_id":"cie-0475-poetry-prose","exam_session":"2027","title":"A changing relationship","difficulty":"standard","question":"Explore how Heaney makes changes in the relationship between father and child moving in Follower.","texts":{},"text_id":"follower","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-poetry-prose-12","board":"cambridge","course":"0475","task_id":"cie-0475-poetry-prose","exam_session":"2027","title":"Giving loss a voice","difficulty":"stretch","question":"How does Chingonyi make the experience of loss affecting in Grief?","texts":{},"text_id":"grief","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-unseen-1","board":"cambridge","course":"0475","task_id":"cie-0475-unseen","exam_session":"2027","title":"The spare key","difficulty":"foundation","question":"How does the poet make the meaning of an ordinary object moving in this poem? You may explore the imagery, the development of the speaker's thoughts and the ending.","texts":{},"extract":"My mother kept a spare key\nin a blue cup above the door.\nIt rang against the teaspoons\nwhen the wind came down the stair.\n\nNo label named its purpose.\nNo ribbon marked it ours.\nIt waited with the sugar\nthrough the long uncounted hours.\n\nOne winter a new neighbour\nstood shivering on the mat.\nHis pockets offered paper,\na ticket and a button, nothing else.\n\nMy mother reached above him.\nThe teaspoons gave their small alarm.\nShe pressed the key into his palm\nand sent him through the warm lit door.\n\nI asked her when he would return it.\nShe washed the blue cup clean.\nThe empty place looked larger\nthan anything the key had been.\n\nNow, when a stranger knocks,\nI catch my hand becoming a lock.\nThen I remember the cup,\nand open it.","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-unseen-2","board":"cambridge","course":"0475","task_id":"cie-0475-unseen","exam_session":"2027","title":"Platform after the last train","difficulty":"standard","question":"How does the poet make the experience of waiting moving in this poem? You may explore the imagery, the development of the speaker's thoughts and the ending.","texts":{},"extract":"The board goes dark in stages.\nFirst the city, then the time,\nthen the thin white word expected.\nNothing is expected now.\n\nA cleaner draws the evening\ninto a grey and dripping thread.\nThe clock continues speaking\nto the space above her head.\n\nBeside me, on the painted bench,\nyour scarf keeps half its folded shape.\nI lift it as the rails begin\ntheir long, unanswerable shine.\n\nYou said the journey would be simple.\nOne change. A window. Sleep.\nI nodded at the timetable\nas though a printed line could keep\n\na promise safe from weather,\nfrom a station not yet named.\nThe cleaner leaves one lamp alight.\nThe dark returns around its frame.\n\nI put the scarf inside my bag.\nThe clock goes on without a train.\nOutside, the first uncertain rain\nstarts counting all the way home.","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-unseen-3","board":"cambridge","course":"0475","task_id":"cie-0475-unseen","exam_session":"2027","title":"The repaired bowl","difficulty":"stretch","question":"How does the poet make a changed understanding of value moving in this poem? You may explore the imagery, the development of the speaker's thoughts and the ending.","texts":{},"extract":"It broke without a warning,\na white sound on the kitchen floor.\nWe gathered up its separate countries\nand laid them by the door.\n\nMy brother said to throw it out.\nThere were bowls in every shop.\nBut Father turned each fragment\nlike a word he had forgot.\n\nHe worked beneath the table lamp.\nHis glasses caught the light.\nThe largest piece received the smallest\ncareful pressure of the night.\n\nBy morning it was almost round,\nexcept where one lost island lay.\nHe set it on the window ledge\nand let the daylight through the clay.\n\nWe do not fill it now with soup.\nIt holds the buttons, loose and bright,\nthe keys we thought that we had lost,\na coin without a name or right.\n\nThe crack runs under everything.\nIt does not keep the small things in.\nYet when we search for what is missing,\nthis is where our hands begin.","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-unseen-4","board":"cambridge","course":"0475","task_id":"cie-0475-unseen","exam_session":"2027","title":"The repair room: unseen scene","difficulty":"foundation","question":"How does the writer vividly convey the narrator's changing feelings in this passage? You may consider the details of the setting, the encounter with other people and the narrator's expectations.","texts":{},"extract":"The lamp arrived wrapped in a bath towel. Its owner set it between us as gently as a sleeping animal, then explained that it had stood beside her father's chair. I had volunteered for the repair morning because I was good with my hands, or had said so often enough for it to become a family fact. A lamp seemed a manageable first customer. I reached for the towel before the supervisor had finished asking about the fault.\n\nThe hall smelled of warm dust and orange peel. Along one wall, bicycles leaned together like tired travellers waiting for a connection. A strip of sunlight crawled across the workbench and caught the lamp's dented shade. Beneath it the bulb was a small, stubborn moon, refusing to shine. Somewhere behind me a sewing machine stuttered into a sudden bright gallop, and everyone looked up except the woman at my table. Her eyes remained on my hands.\n\nI turned the lamp over. The base contained a tangle of wire and a screw that would not move. I tried a larger screwdriver. The supervisor, Noor, rested one finger on the handle before I could force it. She asked whether I had checked that the plug was disconnected. Of course it was, I thought, then followed the cable with my eyes to make certain. My cheeks grew hot. The owner began folding the empty towel into smaller and smaller squares.\n\nNoor fetched a shallow tray and asked me to put each removed piece inside it. I wanted her to repair the lamp quickly and rescue my morning. Instead, she asked the owner when the light had last worked. The answer led to another question, and then to a tiny crack in the switch that I had not noticed. The owner described the precise clicking sound it used to make. I realised that the person who knew least about electrical circuits knew most about this particular lamp.\n\nBy noon the hall had become an orchestra tuning up. A bicycle bell rang with offended dignity; teaspoons chattered in a jar; the rain began drumming impatient fingers against the high windows. My first certainty, so solid that morning, now seemed a paper boat taking on water. I labelled the cable, copied Noor's instructions and tested the new switch under her supervision. For once I did not hurry to explain what I was doing. I watched, and listened, and asked.","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-unseen-5","board":"cambridge","course":"0475","task_id":"cie-0475-unseen","exam_session":"2027","title":"Above the traffic: unseen scene","difficulty":"standard","question":"How does the writer vividly convey the narrator's changing feelings in this passage? You may consider the details of the setting, the encounter with other people and the narrator's expectations.","texts":{},"extract":"The key to the roof had been tied to a wooden spoon so that nobody could lose it in a pocket. I carried this unlikely instrument up five flights of stairs, rehearsing the welcome I would give our first visitors. On the landing below the roof, Mrs Das stopped to catch her breath. I offered to take her bag. She kept it, saying that a person trusted with seeds ought to be trusted with a light bag. I pretended to study the lock.\n\nThe door opened on a basin of fierce blue sky. Around its edges, the city flashed and rattled, but our boxes of seedlings stood in a silence that felt borrowed. Leaves lifted green fists from the dark soil. A loose sheet of netting breathed against the railing, and a watering can threw a silver question mark over my shoes. The garden had looked much larger in the photograph we had sent to the residents. I moved a chair to hide a patch of bare concrete.\n\nAt nine, nobody arrived. At ten past nine, two children appeared and asked where the strawberries were. I explained that we were growing herbs this season. They looked at the labels with the politeness people reserve for disappointing presents. Mrs Das opened her bag. Inside were six small pots, a bundle of string and a packet of biscuits. She gave the children a pot each and asked them to find a place where it would not be blown over.\n\nBy the time the other visitors came, both children were busy making a shelter from spare boards. I abandoned my welcome, which began with an ambitious claim about transforming the city. Instead I showed a man where we kept the gloves. He asked how a wheelchair user could reach the roof. I explained our proposed access improvements and heard the weakness of the word proposed. He nodded, thanked me and went downstairs. For several minutes the empty place he left seemed larger than the garden.\n\nThen the wind woke. It came climbing over the parapet with an armful of invisible rubbish, snatching labels and flattening the bean stems. Our neat beds shivered like trays on a waiter's trembling hand. A paper list rose, danced once and vanished beyond the railing. I chased the netting while Mrs Das gathered the children away from the edge. All my instructions had been printed on that list. I could remember only the heading, which now struck me as a remarkably useless achievement.","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-unseen-6","board":"cambridge","course":"0475","task_id":"cie-0475-unseen","exam_session":"2027","title":"The last stop: unseen scene","difficulty":"stretch","question":"How does the writer vividly convey the narrator's changing feelings in this passage? You may consider the details of the setting, the encounter with other people and the narrator's expectations.","texts":{},"extract":"At the depot I counted the books twice and forgot to count the stops. There were twelve crates, four shelves and one dented kettle, all secured inside a blue vehicle whose side promised A WORLD WITHIN REACH. I had imagined that my first day as a library assistant would involve recommending novels. The driver, Ravi, handed me a checklist and asked whether I could identify a loose wheel bolt. I said that I could learn.\n\nBeyond the town, the road unrolled like a faded ribbon someone had ironed badly. Dust rose behind us in great, reluctant curtains. The library moved through it like a patient blue whale, carrying a dry ocean of stories on its back. Each time we rounded a bend, sunlight scattered across the windscreen in bright handfuls. Ravi drove with both hands steady on the wheel. I held the route sheet and tried to look as if its coloured circles meant more to me than decoration.\n\nAt the first village, I stacked the picture books where nobody could reach them. At the second, I discovered that the catalogue needed an internet signal we did not have. Ravi produced a paper ledger from beneath his seat. I thought it an embarrassingly old solution until three visitors used it without difficulty. By midday I had learnt the code for every shelf and mispronounced two village names. My carefully prepared list of recommendations remained folded in my pocket.\n\nRain caught us after lunch. The fourth stopping place was a square of soft ground beside a hall. Ravi walked across it before attempting to park. He returned with mud above his shoes and said we would use the paved entrance instead. I worried that the sign was now hidden from the road. He asked me to find the hall caretaker and explain the change. It took longer than moving the sign, but the caretaker knew whom to tell.\n\nAt our final stop the sky lowered its bruised forehead over the hills. Rain threaded the air into a grey curtain, and the vehicle's yellow interior floated in it like a room remembered from childhood. I watched the clock nibble away at our last quarter of an hour. Then a woman appeared beneath an umbrella turned half inside out. Water ran from its spokes onto the step. In her other hand she carried a book in a carefully knotted plastic bag.","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-unseen-7","board":"cambridge","course":"0475","task_id":"cie-0475-unseen","exam_session":"2027","title":"Night watch","difficulty":"foundation","question":"How does the poet make the speaker's experience of working at night memorable? You may consider the sounds, the changing light and the final stanza.","texts":{},"extract":"At two, the building settles on my shoulders.\nI carry thirty floors without a sound.\nThe lifts sleep, mouths politely closed;\na green light keeps its small appointment.\n\nI write: all quiet. Through the glass\na moth rehearses one bright doorway,\nagain, again. I cup my hands\nand give it back the dark it came from.\n\nAt four, the pipes begin their private weather.\nSomebody, somewhere, turns a tap.\nI hear the water climb the walls\nand think of kettles, spoons, a waking house.\n\nBy five, the windows opposite are squares\nof pale permission. One by one they open.\nMy own reflection thins against the street;\nthe man inside the glass can almost leave.\n\nI write: all quiet. Then the first bus\nunfolds its yellow light across the road.\nI close the book. There is no space marked\nfor the moth, or this particular blue,\n\nor how the city, lifting from my shoulders,\nleaves me lighter, walking to the stop,\nwith one small sound still following:\nthe tap I cannot quite turn off.","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-unseen-8","board":"cambridge","course":"0475","task_id":"cie-0475-unseen","exam_session":"2027","title":"Before the rain","difficulty":"standard","question":"How does the poet vividly convey changing feelings as rain approaches? You may explore the repeated phrases, the sensory details and the ending.","texts":{},"extract":"We said the rain would come at noon.\nWe set the bowls beneath the broken gutter.\nWe turned the chairs towards the darkening hills\nas if a guest had promised to arrive.\n\nNot yet.\n\nThe washing stiffened on its wire.\nAn ant carried a white crumb through the dust.\nThe smallest leaves showed us their silver backs;\nwe called this proof, then watched them turn again.\n\nNot yet.\n\nWe said we knew that smell, that sudden coolness.\nWe said the birds had told us with their silence.\nWe said so much the waiting filled the yard\nuntil there was no room for anything to happen.\n\nThen one dark circle flowered on a stone.\nA second missed the bowl. We held our breath.\nThe clothes came down in armfuls, pegs and all;\nthe chairs scraped backwards, everyone was laughing.\n\nThe rain arrived without our invitation.\nIt drummed on every bowl except the empty one\nwe ran to place beneath the gutter,\nand all our careful words went running with it.","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-unseen-9","board":"cambridge","course":"0475","task_id":"cie-0475-unseen","exam_session":"2027","title":"In the trophy cabinet","difficulty":"stretch","question":"How does the poet make the trophy's view of success amusing and thought-provoking? You may consider the speaking voice, the contrasts and the ending.","texts":{},"extract":"I am first. It says so on my stomach.\nI have been first for twenty-seven years.\nThe boy who lifted me has learnt to shave,\ngrown tall, grown tired, forgotten where I live.\n\nI keep my victory polished on the front.\nBehind, a spider practises her craft\nwithout a judge. Her silver work extends\nfrom my left handle to the runner-up.\n\nHe never speaks. A dent below his rim\nrecords a journey neither of us won.\nWe hear the cleaner humming as she works;\nshe lifts us both with equal disregard.\n\nSome days a child will press a nose against\nthe glass, and I prepare to catch the light.\nLook here, I think. Look what it means to win.\nThe child is watching something at my feet:\n\nthe spider, lowering herself through air,\nbeginning once again without applause.\nI would explain my splendid history,\nbut she has crossed the gap before I start.","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-unseen-10","board":"cambridge","course":"0475","task_id":"cie-0475-unseen","exam_session":"2027","title":"The inspection","difficulty":"foundation","question":"How does the writer make Leela's efforts to appear in control entertaining? You may consider her thoughts, the dialogue and the way the scene develops.","texts":{},"extract":"Leela had arranged the room so that nothing could happen in it. The cushions stood at matching angles. The magazines lay in a square that she had measured with her exercise book. On the table, six biscuits faced the same way, their lettering upright for a visitor who would, presumably, read before eating.\n\nUncle Dev was coming to see the flat. He had once described a crooked picture as a symptom of national decline. Leela remembered this because she had been holding the hammer. This afternoon her mother was delayed at work, and Leela intended to receive him with the calm efficiency of a hotel manager.\n\nShe practised a welcoming gesture. It caught the edge of a cushion. She put the cushion back and decided that a nod would be sufficient. From behind the sofa came a small, deliberate tearing sound.\n\n\"Mango,\" she said, \"we have discussed this.\"\n\nThe kitten emerged carrying the paper ribbon from a parcel. He stepped neatly between the legs of the table and sat beneath it, where he could see all six biscuits. Leela lifted him into the kitchen. He flowed out through the gap before the door had closed. She tried again. This time she shut herself in with him.\n\nThe bell rang. Leela opened the kitchen door very slowly, using one foot as a gate. Mango considered the foot. He looked up at her with an expression of professional interest. The bell rang again, and the gate became a pair of running feet.\n\nUncle Dev stood outside holding a plant in a pot. Leela nodded. She had forgotten the words that normally accompanied a nod, so she nodded once more, more firmly. He glanced over her shoulder.\n\n\"You have been busy.\"\n\n\"It is always like this,\" she said. Behind her, a magazine slid off the table. Mango had reached the ribbon again. One end was under a biscuit. The biscuit travelled towards the edge with the solemn determination of a ship leaving harbour.\n\nLeela moved to intercept it. Uncle Dev moved to put down the plant. They changed direction at the same moment, apologised, and changed back. The biscuit arrived on the carpet between them. Mango sat beside it, looking pleased with the arrangements.\n\nFor a second nobody spoke. Leela could hear the clock, which she had straightened twice. Then Uncle Dev lowered himself into the chair she had reserved for him. Its cushion rose behind his head like an enormous collar.\n\n\"Excellent,\" he said. \"I was hoping somebody here would know how to relax.\"\n\nHe was looking at Mango. Leela left the cushion where it was.","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-unseen-11","board":"cambridge","course":"0475","task_id":"cie-0475-unseen","exam_session":"2027","title":"The empty pool","difficulty":"standard","question":"How does the writer create suspense as you discover the swimming pool? You may explore the viewpoint, the sounds and the contrast between memory and the present.","texts":{},"extract":"You remember the way without looking at the signs. Left at the changing rooms, past the square of paler paint where the timetable used to hang. Your hand finds the rail before your eyes adjust. The metal is cold enough to make you loosen your grip.\n\nThere should be a sound here. Not a loud sound, only the soft, continuous movement that used to gather underneath the shouts. You stop to listen for it. A door closes somewhere behind you, and the noise travels farther than it should.\n\nThe pool is empty.\n\nYou knew it would be. The notice at the entrance said that the building had been drained for repairs. Yet the information had remained flat and manageable on its sheet of paper. Here the floor drops away into a pale blue hollow. The painted lanes climb towards you at the shallow end, then turn and fall, uninterrupted, down the slope. A plastic chair stands at the bottom, absurdly upright.\n\nAt eight years old you had believed that somebody watched from the other side of the round window above the diving boards. You had swum faster beneath it. Now the window is a white disc, blind with dust. You try to remember whether you ever saw it open.\n\nA scraping sound comes from the deep end. You cannot see the floor there without stepping closer to the edge. Instead you look at the clock. Both hands point downwards. You wait for the thin red hand to move before noticing that it is missing.\n\nThe scraping stops. In the silence you can hear your jacket brushing the rail. You hold it still. A small pool of water lies beside the chair below, and something in it trembles. You tell yourself that a drop has fallen from the roof. You look up, but the roof is too high and too dark for you to find a wet patch.\n\nThen a man steps out from beneath the diving platform, dragging a length of hose. He wears ordinary work boots. One lace is undone. He raises a hand, and you raise yours, grateful for the simple shape of the greeting.\n\n\"Mind the edge,\" he calls.\n\nYou step back. He bends to the hose, and the scraping begins again. Of course, you think. Of course. On your way out you pass the pale square on the wall. For a moment you can almost read the timetable, though you cannot remember which day you used to come.","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0475-unseen-12","board":"cambridge","course":"0475","task_id":"cie-0475-unseen","exam_session":"2027","title":"Lot forty-two","difficulty":"stretch","question":"How does the writer make the relationship between Sara and her father revealing in this passage? You may consider what they say, what they leave unsaid and the ending.","texts":{},"extract":"The auctioneer had reached the garden tools when Sara found her father standing beside the kitchen table. He had taken off his coat, although the house was cold. His hands lay flat on the wood, one on either side of a pale circle left by a hot pan. The table had been polished for the sale, but the circle remained.\n\n\"They have put a number on it,\" he said.\n\nSara could see the label hanging from the drawer handle. Forty-two. She had typed the list herself, at his request. It had taken most of Sunday. He had brought her tea while she worked and corrected the description of the chairs from oak to beech.\n\n\"Everything needs one,\" she said. \"Otherwise they cannot keep track.\"\n\nHe nodded as though she had explained something difficult. From the garden came a brief laugh, followed by the auctioneer's voice rising briskly through the open window. Her father rubbed the pale circle with the ball of his thumb.\n\n\"That will not come out.\"\n\n\"I know.\"\n\nShe had made the mark when she was fourteen, carrying a pan with both hands inside the sleeves of her jumper. He had said very little then. For weeks afterwards she had put the breadboard over it before he came home.\n\nA woman appeared in the doorway and asked whether the drawer ran smoothly. Her father stepped aside. The woman pulled it out, pushed it in, and made a small mark in her catalogue. \"Solid,\" she said. He inclined his head, accepting the word with an oddly formal gratitude.\n\nWhen she had gone, Sara opened the drawer herself. It was empty. She had expected crumbs, perhaps, or the blue pencil that had always rolled to the back. On Sunday she had wrapped that pencil in newspaper with the cutlery. She could not now have said why.\n\n\"We could take it,\" she said. \"There is room in the van.\"\n\nHer father looked towards the window. The new flat had a narrow kitchen and a table already fitted against the wall. They had measured it twice. He knew she knew this.\n\n\"You have enough to carry.\"\n\nThe auctioneer called the next number. Sara smoothed the loose corner of the label. Her father put his coat on, slowly, working each finger into the cuff before drawing it free. At the door he waited for her to pass, as he always did when she visited.\n\nShe left the label hanging. In the garden, the woman with the catalogue moved towards the house. Sara walked beside her father to the van, keeping the key in her closed hand until they reached it.","context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-0500-p1-extended-1","board":"cambridge","course":"0500","task_id":"cie-0500-p1-extended","exam_session":"2026","title":"The repair room: in another voice","difficulty":"foundation","question":"You are the new volunteer at the repair room. Write a letter to a friend about your experience. In your letter:\n• explain what happened and what made it difficult\n• explore how your understanding of the work and other people changed\n• suggest what should happen at a future session.\nUse ideas and details from Text C and develop them in your own words.","texts":{"Text C":"The lamp arrived wrapped in a bath towel. Its owner set it between us as gently as a sleeping animal, then explained that it had stood beside her father's chair. I had volunteered for the repair morning because I was good with my hands, or had said so often enough for it to become a family fact. A lamp seemed a manageable first customer. I reached for the towel before the supervisor had finished asking about the fault.\n\nThe hall smelled of warm dust and orange peel. Along one wall, bicycles leaned together like tired travellers waiting for a connection. A strip of sunlight crawled across the workbench and caught the lamp's dented shade. Beneath it the bulb was a small, stubborn moon, refusing to shine. Somewhere behind me a sewing machine stuttered into a sudden bright gallop, and everyone looked up except the woman at my table. Her eyes remained on my hands.\n\nI turned the lamp over. The base contained a tangle of wire and a screw that would not move. I tried a larger screwdriver. The supervisor, Noor, rested one finger on the handle before I could force it. She asked whether I had checked that the plug was disconnected. Of course it was, I thought, then followed the cable with my eyes to make certain. My cheeks grew hot. The owner began folding the empty towel into smaller and smaller squares.\n\nNoor fetched a shallow tray and asked me to put each removed piece inside it. I wanted her to repair the lamp quickly and rescue my morning. Instead, she asked the owner when the light had last worked. The answer led to another question, and then to a tiny crack in the switch that I had not noticed. The owner described the precise clicking sound it used to make. I realised that the person who knew least about electrical circuits knew most about this particular lamp.\n\nBy noon the hall had become an orchestra tuning up. A bicycle bell rang with offended dignity; teaspoons chattered in a jar; the rain began drumming impatient fingers against the high windows. My first certainty, so solid that morning, now seemed a paper boat taking on water. I labelled the cable, copied Noor's instructions and tested the new switch under her supervision. For once I did not hurry to explain what I was doing. I watched, and listened, and asked.\n\nWhen the bulb finally lit, its circle of light barely reached the edge of the table. Nobody clapped. The sewing machine continued, a child dropped a biscuit, and Noor was already answering another visitor. The owner placed her palm briefly under the shade as though checking the warmth of a forehead. Then she thanked both of us. I almost explained that Noor had done the difficult part. Instead I wrote down the replacement part's number, slowly enough for the woman to copy it.\n\nAfter she left, I found the towel under my chair. I ran to the doorway and called her back. Outside, the rain had softened the street into uncertain reflections. She took the towel and asked whether I would be there next Saturday. Behind me lay the lamp's old switch, a few crumbs and a blank space on the bench. I had expected useful work to leave a larger monument. I told her I would be there."},"context_fields":{},"marks":25,"word_guidance":"about 250 to 350 words"},{"id":"practice-cie-0500-p1-extended-2","board":"cambridge","course":"0500","task_id":"cie-0500-p1-extended","exam_session":"2026","title":"Above the traffic: in another voice","difficulty":"standard","question":"You are the volunteer who helped open the roof garden. Write a letter to a friend about your experience. In your letter:\n• explain what happened and what made it difficult\n• explore how your understanding of the work and other people changed\n• suggest what should happen at a future session.\nUse ideas and details from Text C and develop them in your own words.","texts":{"Text C":"The key to the roof had been tied to a wooden spoon so that nobody could lose it in a pocket. I carried this unlikely instrument up five flights of stairs, rehearsing the welcome I would give our first visitors. On the landing below the roof, Mrs Das stopped to catch her breath. I offered to take her bag. She kept it, saying that a person trusted with seeds ought to be trusted with a light bag. I pretended to study the lock.\n\nThe door opened on a basin of fierce blue sky. Around its edges, the city flashed and rattled, but our boxes of seedlings stood in a silence that felt borrowed. Leaves lifted green fists from the dark soil. A loose sheet of netting breathed against the railing, and a watering can threw a silver question mark over my shoes. The garden had looked much larger in the photograph we had sent to the residents. I moved a chair to hide a patch of bare concrete.\n\nAt nine, nobody arrived. At ten past nine, two children appeared and asked where the strawberries were. I explained that we were growing herbs this season. They looked at the labels with the politeness people reserve for disappointing presents. Mrs Das opened her bag. Inside were six small pots, a bundle of string and a packet of biscuits. She gave the children a pot each and asked them to find a place where it would not be blown over.\n\nBy the time the other visitors came, both children were busy making a shelter from spare boards. I abandoned my welcome, which began with an ambitious claim about transforming the city. Instead I showed a man where we kept the gloves. He asked how a wheelchair user could reach the roof. I explained our proposed access improvements and heard the weakness of the word proposed. He nodded, thanked me and went downstairs. For several minutes the empty place he left seemed larger than the garden.\n\nThen the wind woke. It came climbing over the parapet with an armful of invisible rubbish, snatching labels and flattening the bean stems. Our neat beds shivered like trays on a waiter's trembling hand. A paper list rose, danced once and vanished beyond the railing. I chased the netting while Mrs Das gathered the children away from the edge. All my instructions had been printed on that list. I could remember only the heading, which now struck me as a remarkably useless achievement.\n\nWe worked without a timetable after that. Someone found heavier stones; someone checked the gate; someone offered to bring shorter canes. Mrs Das taught me how to tie the string without cutting the stems. She did not comment on my original knots. When the wind fell, the plants leaned in several directions, and the shelter looked like a tiny unfinished house. The children called it a success. I began writing down the practical changes we needed before another opening.\n\nAt lunchtime we sat beside the herb boxes and shared the biscuits. Far below, traffic moved through the junction with the regularity our morning had lacked. I had imagined that a garden would lift us above the complications of the building. Instead it had brought them upstairs, where we could finally see and discuss them. As we locked the door, Mrs Das gave me the spoon and asked whether I had noted the access question. I showed her the first line on my new list."},"context_fields":{},"marks":25,"word_guidance":"about 250 to 350 words"},{"id":"practice-cie-0500-p1-extended-3","board":"cambridge","course":"0500","task_id":"cie-0500-p1-extended","exam_session":"2026","title":"The last stop: in another voice","difficulty":"stretch","question":"You are the new assistant on the travelling library. Write a letter to a friend about your experience. In your letter:\n• explain what happened and what made it difficult\n• explore how your understanding of the work and other people changed\n• suggest what should happen at a future session.\nUse ideas and details from Text C and develop them in your own words.","texts":{"Text C":"At the depot I counted the books twice and forgot to count the stops. There were twelve crates, four shelves and one dented kettle, all secured inside a blue vehicle whose side promised A WORLD WITHIN REACH. I had imagined that my first day as a library assistant would involve recommending novels. The driver, Ravi, handed me a checklist and asked whether I could identify a loose wheel bolt. I said that I could learn.\n\nBeyond the town, the road unrolled like a faded ribbon someone had ironed badly. Dust rose behind us in great, reluctant curtains. The library moved through it like a patient blue whale, carrying a dry ocean of stories on its back. Each time we rounded a bend, sunlight scattered across the windscreen in bright handfuls. Ravi drove with both hands steady on the wheel. I held the route sheet and tried to look as if its coloured circles meant more to me than decoration.\n\nAt the first village, I stacked the picture books where nobody could reach them. At the second, I discovered that the catalogue needed an internet signal we did not have. Ravi produced a paper ledger from beneath his seat. I thought it an embarrassingly old solution until three visitors used it without difficulty. By midday I had learnt the code for every shelf and mispronounced two village names. My carefully prepared list of recommendations remained folded in my pocket.\n\nRain caught us after lunch. The fourth stopping place was a square of soft ground beside a hall. Ravi walked across it before attempting to park. He returned with mud above his shoes and said we would use the paved entrance instead. I worried that the sign was now hidden from the road. He asked me to find the hall caretaker and explain the change. It took longer than moving the sign, but the caretaker knew whom to tell.\n\nAt our final stop the sky lowered its bruised forehead over the hills. Rain threaded the air into a grey curtain, and the vehicle's yellow interior floated in it like a room remembered from childhood. I watched the clock nibble away at our last quarter of an hour. Then a woman appeared beneath an umbrella turned half inside out. Water ran from its spokes onto the step. In her other hand she carried a book in a carefully knotted plastic bag.\n\nI began explaining that we were nearly finished. Ravi moved a crate to make a seat. The woman had walked from the next hamlet because the novel's final page was missing. She did not want another copy posted to her; she wanted to know whether the daughter returned. I searched the catalogue while Ravi boiled water. For the first time all day, I understood what it meant to have someone waiting for a book rather than for a service statistic.\n\nWe found the ending in a replacement copy reserved for the next route. She read the last page silently, then closed both books. I wanted to ask what happened, but she was smiling in a way that made the question unnecessary. After she left, I changed one entry on the checklist. Beside our final stop I wrote that we needed a little more time. On the journey home, Ravi asked what I had recommended. I told him that, for once, I had helped someone finish."},"context_fields":{},"marks":25,"word_guidance":"about 250 to 350 words"},{"id":"practice-cie-0500-p1-language-1","board":"cambridge","course":"0500","task_id":"cie-0500-p1-language","exam_session":"2026","title":"The repair room: language analysis","difficulty":"foundation","question":"Reread paragraphs 2 and 5 of Text C. Explain how the writer uses language to create the scene and convey the narrator's reactions. Select three examples from each paragraph, including imagery.","texts":{"Text C":"The lamp arrived wrapped in a bath towel. Its owner set it between us as gently as a sleeping animal, then explained that it had stood beside her father's chair. I had volunteered for the repair morning because I was good with my hands, or had said so often enough for it to become a family fact. A lamp seemed a manageable first customer. I reached for the towel before the supervisor had finished asking about the fault.\n\nThe hall smelled of warm dust and orange peel. Along one wall, bicycles leaned together like tired travellers waiting for a connection. A strip of sunlight crawled across the workbench and caught the lamp's dented shade. Beneath it the bulb was a small, stubborn moon, refusing to shine. Somewhere behind me a sewing machine stuttered into a sudden bright gallop, and everyone looked up except the woman at my table. Her eyes remained on my hands.\n\nI turned the lamp over. The base contained a tangle of wire and a screw that would not move. I tried a larger screwdriver. The supervisor, Noor, rested one finger on the handle before I could force it. She asked whether I had checked that the plug was disconnected. Of course it was, I thought, then followed the cable with my eyes to make certain. My cheeks grew hot. The owner began folding the empty towel into smaller and smaller squares.\n\nNoor fetched a shallow tray and asked me to put each removed piece inside it. I wanted her to repair the lamp quickly and rescue my morning. Instead, she asked the owner when the light had last worked. The answer led to another question, and then to a tiny crack in the switch that I had not noticed. The owner described the precise clicking sound it used to make. I realised that the person who knew least about electrical circuits knew most about this particular lamp.\n\nBy noon the hall had become an orchestra tuning up. A bicycle bell rang with offended dignity; teaspoons chattered in a jar; the rain began drumming impatient fingers against the high windows. My first certainty, so solid that morning, now seemed a paper boat taking on water. I labelled the cable, copied Noor's instructions and tested the new switch under her supervision. For once I did not hurry to explain what I was doing. I watched, and listened, and asked.\n\nWhen the bulb finally lit, its circle of light barely reached the edge of the table. Nobody clapped. The sewing machine continued, a child dropped a biscuit, and Noor was already answering another visitor. The owner placed her palm briefly under the shade as though checking the warmth of a forehead. Then she thanked both of us. I almost explained that Noor had done the difficult part. Instead I wrote down the replacement part's number, slowly enough for the woman to copy it.\n\nAfter she left, I found the towel under my chair. I ran to the doorway and called her back. Outside, the rain had softened the street into uncertain reflections. She took the towel and asked whether I would be there next Saturday. Behind me lay the lamp's old switch, a few crumbs and a blank space on the bench. I had expected useful work to leave a larger monument. I told her I would be there."},"context_fields":{},"marks":15,"word_guidance":"about 200 to 300 words"},{"id":"practice-cie-0500-p1-language-2","board":"cambridge","course":"0500","task_id":"cie-0500-p1-language","exam_session":"2026","title":"Above the traffic: language analysis","difficulty":"standard","question":"Reread paragraphs 2 and 5 of Text C. Explain how the writer uses language to create the scene and convey the narrator's reactions. Select three examples from each paragraph, including imagery.","texts":{"Text C":"The key to the roof had been tied to a wooden spoon so that nobody could lose it in a pocket. I carried this unlikely instrument up five flights of stairs, rehearsing the welcome I would give our first visitors. On the landing below the roof, Mrs Das stopped to catch her breath. I offered to take her bag. She kept it, saying that a person trusted with seeds ought to be trusted with a light bag. I pretended to study the lock.\n\nThe door opened on a basin of fierce blue sky. Around its edges, the city flashed and rattled, but our boxes of seedlings stood in a silence that felt borrowed. Leaves lifted green fists from the dark soil. A loose sheet of netting breathed against the railing, and a watering can threw a silver question mark over my shoes. The garden had looked much larger in the photograph we had sent to the residents. I moved a chair to hide a patch of bare concrete.\n\nAt nine, nobody arrived. At ten past nine, two children appeared and asked where the strawberries were. I explained that we were growing herbs this season. They looked at the labels with the politeness people reserve for disappointing presents. Mrs Das opened her bag. Inside were six small pots, a bundle of string and a packet of biscuits. She gave the children a pot each and asked them to find a place where it would not be blown over.\n\nBy the time the other visitors came, both children were busy making a shelter from spare boards. I abandoned my welcome, which began with an ambitious claim about transforming the city. Instead I showed a man where we kept the gloves. He asked how a wheelchair user could reach the roof. I explained our proposed access improvements and heard the weakness of the word proposed. He nodded, thanked me and went downstairs. For several minutes the empty place he left seemed larger than the garden.\n\nThen the wind woke. It came climbing over the parapet with an armful of invisible rubbish, snatching labels and flattening the bean stems. Our neat beds shivered like trays on a waiter's trembling hand. A paper list rose, danced once and vanished beyond the railing. I chased the netting while Mrs Das gathered the children away from the edge. All my instructions had been printed on that list. I could remember only the heading, which now struck me as a remarkably useless achievement.\n\nWe worked without a timetable after that. Someone found heavier stones; someone checked the gate; someone offered to bring shorter canes. Mrs Das taught me how to tie the string without cutting the stems. She did not comment on my original knots. When the wind fell, the plants leaned in several directions, and the shelter looked like a tiny unfinished house. The children called it a success. I began writing down the practical changes we needed before another opening.\n\nAt lunchtime we sat beside the herb boxes and shared the biscuits. Far below, traffic moved through the junction with the regularity our morning had lacked. I had imagined that a garden would lift us above the complications of the building. Instead it had brought them upstairs, where we could finally see and discuss them. As we locked the door, Mrs Das gave me the spoon and asked whether I had noted the access question. I showed her the first line on my new list."},"context_fields":{},"marks":15,"word_guidance":"about 200 to 300 words"},{"id":"practice-cie-0500-p1-language-3","board":"cambridge","course":"0500","task_id":"cie-0500-p1-language","exam_session":"2026","title":"The last stop: language analysis","difficulty":"stretch","question":"Reread paragraphs 2 and 5 of Text C. Explain how the writer uses language to create the scene and convey the narrator's reactions. Select three examples from each paragraph, including imagery.","texts":{"Text C":"At the depot I counted the books twice and forgot to count the stops. There were twelve crates, four shelves and one dented kettle, all secured inside a blue vehicle whose side promised A WORLD WITHIN REACH. I had imagined that my first day as a library assistant would involve recommending novels. The driver, Ravi, handed me a checklist and asked whether I could identify a loose wheel bolt. I said that I could learn.\n\nBeyond the town, the road unrolled like a faded ribbon someone had ironed badly. Dust rose behind us in great, reluctant curtains. The library moved through it like a patient blue whale, carrying a dry ocean of stories on its back. Each time we rounded a bend, sunlight scattered across the windscreen in bright handfuls. Ravi drove with both hands steady on the wheel. I held the route sheet and tried to look as if its coloured circles meant more to me than decoration.\n\nAt the first village, I stacked the picture books where nobody could reach them. At the second, I discovered that the catalogue needed an internet signal we did not have. Ravi produced a paper ledger from beneath his seat. I thought it an embarrassingly old solution until three visitors used it without difficulty. By midday I had learnt the code for every shelf and mispronounced two village names. My carefully prepared list of recommendations remained folded in my pocket.\n\nRain caught us after lunch. The fourth stopping place was a square of soft ground beside a hall. Ravi walked across it before attempting to park. He returned with mud above his shoes and said we would use the paved entrance instead. I worried that the sign was now hidden from the road. He asked me to find the hall caretaker and explain the change. It took longer than moving the sign, but the caretaker knew whom to tell.\n\nAt our final stop the sky lowered its bruised forehead over the hills. Rain threaded the air into a grey curtain, and the vehicle's yellow interior floated in it like a room remembered from childhood. I watched the clock nibble away at our last quarter of an hour. Then a woman appeared beneath an umbrella turned half inside out. Water ran from its spokes onto the step. In her other hand she carried a book in a carefully knotted plastic bag.\n\nI began explaining that we were nearly finished. Ravi moved a crate to make a seat. The woman had walked from the next hamlet because the novel's final page was missing. She did not want another copy posted to her; she wanted to know whether the daughter returned. I searched the catalogue while Ravi boiled water. For the first time all day, I understood what it meant to have someone waiting for a book rather than for a service statistic.\n\nWe found the ending in a replacement copy reserved for the next route. She read the last page silently, then closed both books. I wanted to ask what happened, but she was smiling in a way that made the question unnecessary. After she left, I changed one entry on the checklist. Beside our final stop I wrote that we needed a little more time. On the journey home, Ravi asked what I had recommended. I told him that, for once, I had helped someone finish."},"context_fields":{},"marks":15,"word_guidance":"about 200 to 300 words"},{"id":"practice-cie-0500-p1-summary-1","board":"cambridge","course":"0500","task_id":"cie-0500-p1-summary","exam_session":"2026","title":"The repair room: summary","difficulty":"foundation","question":"According to Text B, what are the benefits of a community repair room and the difficulties of keeping it running? Write a continuous summary, using your own words as far as possible.","texts":{"Text B":"When our neighbourhood association proposed a repair room, I imagined a shelf of abandoned toasters. Six months later, I am less ready to laugh. On Saturday mornings a retired electrician, a cycle mechanic and several learners meet in a borrowed hall. Visitors bring damaged possessions and stay to work beside a volunteer. They pay for parts when necessary, but advice is free. A useful object remains in circulation, and a family avoids buying a replacement it may struggle to afford.\n\nGetting the booking arrangements right has made a considerable difference. We now ask visitors what they intend to bring and explain which kinds of work we can supervise. That prevents someone carrying a heavy object across town only to discover that nobody can safely examine it. We keep several spaces for people who cannot book online and publish a telephone contact on the hall door. Local shops sometimes donate suitable spare materials, although accepting everything offered would turn the room into a store for unwanted clutter. At the end of each session, volunteers record what was attempted and why a job remains unfinished. The next team can then continue without asking the owner to begin the whole explanation again.\n\nThe room preserves knowledge as well as materials. Someone who learns to replace a zip can repeat the job at home. People who usually pass each other without speaking now discuss tools over tea. A visitor who arrived apologising for being hopeless returned to show us a repaired bag. Such confidence does not appear in our count of completed jobs. Nor does the pleasure of teaching a skill that an employer once dismissed as old fashioned.\n\nSuccess, however, requires more than good intentions. Electrical work needs trained supervision and appropriate safety checks. Suitable tools, insurance and a secure cupboard cost money. Parts for older products can be difficult to obtain, while some sealed products cannot be opened safely. A broken object may occupy a workbench for weeks while its owner searches for a replacement component. Our donated storage is already full.\n\nVolunteers also have other commitments. If the mechanic is away, a queue of bicycles cannot simply be handed to an enthusiastic beginner. Clear booking information matters: the room cannot promise an instant repair or accept every item. Some visitors expect a free replacement when a repair fails. We explain the limits before starting, and ask owners to take responsibility for collecting their possessions. I support the room precisely because its work is practical. Calling it a miracle would only make the patient people running it less visible.\n\nI joined the repair room because I wanted to prove that I could finish something without asking for help. On my first morning I lined up the donated radios and chose the newest one. The experienced volunteers seemed absurdly slow. They wrote labels, checked plugs and asked owners questions whose answers appeared obvious. I had offered my Saturday, and I wanted a dramatic result to show for it.\n\nBy lunchtime I had opened three cases and repaired nothing. A woman waiting for her lamp asked which screws belonged to it. I had put all the screws in a single dish. My confidence survived for another minute, until the supervisor asked me to explain why I thought the cable was safe. I could not. She stopped the job without raising her voice, which was somehow worse than being shouted at.\n\nNow I keep separate trays and record each stage. This sounds tedious until a different volunteer needs to continue the work. The record saves them from beginning again. I still dislike sessions in which we complete only one repair, but I have learnt to notice other kinds of progress. Last week an owner identified the fault herself after I showed her how to inspect the switch. She left with a skill, not just a working lamp.\n\nI would like the room to open more often. At present, however, that would mean asking the same three people to give up another evening. A large attendance figure is attractive on a poster; an exhausted supervisor is less useful at a bench. Before recruiting more visitors, we should train more volunteers and arrange somewhere to keep unfinished jobs. My friends say this makes me sound cautious. Perhaps it does. I still enjoy the moment when a dead radio begins to speak, but I no longer think that every useful morning needs applause."},"context_fields":{},"marks":15,"word_guidance":"Your summary should not be more than 120 words."},{"id":"practice-cie-0500-p1-summary-2","board":"cambridge","course":"0500","task_id":"cie-0500-p1-summary","exam_session":"2026","title":"Above the traffic: summary","difficulty":"standard","question":"According to Text B, what are the advantages of shared roof gardens and the problems organisers must solve? Write a continuous summary, using your own words as far as possible.","texts":{"Text B":"Our shared roof garden began with six boxes of herbs and a view of a car park. Residents without balconies could finally grow something near home. Children discovered that radishes did not arrive in neat bunches underground, while adults exchanged recipes along with spare seedlings. Several neighbours now spend time outdoors who previously went straight from work to their rooms. The harvest is modest, but the conversations are not.\n\nA shared garden also needs to welcome people who cannot dig or carry equipment. Some residents help by keeping records, sharing recipes or translating short instructions for their neighbours. We explain these roles when new volunteers arrive, rather than assuming that everybody can contribute in the same way. Clear labels make it easier to learn plant names, but labels should not become a substitute for someone answering a beginner's questions. We have also agreed that residents may sit quietly without joining every organised activity. A shared space should offer company without making company compulsory. The committee reviews these arrangements at open meetings, where the people doing the daily work can explain what support they need.\n\nThe garden offers a place to learn together. Beginners can share tools rather than buying equipment they may use once. Taller plants provide a little shade around the seating area. Kitchen scraps become compost where suitable containers and trained supervision are available. Small deliveries of fresh herbs also reduce the need to buy plastic packets containing far more than one household wants. I enjoy these gains, although nobody should pretend that six boxes will feed an entire building.\n\nThe roof itself cannot be taken for granted. Before adding soil, the association paid for a structural assessment and checked the waterproof surface. Safe railings, an unobstructed exit and accessible routes were essential. Carrying full watering cans up the last flight of stairs excluded some residents until we installed a suitable water supply. That work cost more than the first year's plants. High winds can damage delicate growth and lift badly secured equipment.\n\nShared enthusiasm is also uneven. People volunteer eagerly for planting day, then discover that watering has to continue during holidays. A rota helps only if someone notices an empty slot. Arguments about noise, fertilisers and who may pick the tomatoes need agreed rules. We post the costs and harvest arrangements where everyone can see them. There is much to celebrate on this roof. It succeeds when we treat it as a shared responsibility rather than a photograph of effortless green living.\n\nMy job in the roof garden is to organise the watering rota. At first I measured success by the number of names I could fit into its squares. A full chart looked reassuring. I sent reminders in a cheerful tone and assumed that anyone who had signed up would appear. When three people missed the same hot afternoon, I complained that our neighbours wanted the pleasure without the work.\n\nThen I met one of them carrying shopping bags up the stairs. Her father had been ill. Another volunteer had lost his phone and never received my reminder. Neither explanation watered the seedlings, but both made my message about laziness seem foolish. I began asking which sessions people could realistically manage, rather than announcing that we all had to contribute equally. The timetable became less impressive and more reliable.\n\nI still like a tidy garden. I would rather label a bed than spend half an hour debating its name. Yet the resident who talks most slowly about her beans is also the person who remembers to welcome newcomers. When I rush the group, I sometimes save ten minutes and lose a volunteer. We have started a short meeting before each session so that practical work and questions both have a place.\n\nSome residents want us to turn the roof into a vegetable business. I understand the appeal of selling a surplus and buying better tools. I would want to calculate the extra labour first. Our strongest benefit is that people who felt shut out now have somewhere to belong. A sales target could support that purpose, or quietly replace it. I am prepared to try a small stall for one month. I am not prepared to describe unpaid neighbours as a free workforce simply because a spreadsheet makes their time disappear."},"context_fields":{},"marks":15,"word_guidance":"Your summary should not be more than 120 words."},{"id":"practice-cie-0500-p1-summary-3","board":"cambridge","course":"0500","task_id":"cie-0500-p1-summary","exam_session":"2026","title":"The last stop: summary","difficulty":"stretch","question":"According to Text B, what are the value of a travelling library and the obstacles to extending its service? Write a continuous summary, using your own words as far as possible.","texts":{"Text B":"A travelling library is a small vehicle with an unexpectedly large promise. Every fortnight ours stops in villages where reaching a permanent library would mean paying for transport and losing most of a day. Readers borrow without making that journey. Children can try books their families could not buy, and older residents can request large print editions. For some visitors, the conversation with the librarian matters as much as the book.\n\nThe route is more useful when readers can help shape it. We collect suggestions on paper as well as through the digital catalogue, because an online survey alone would miss some of the people the service is meant to reach. A popular request does not automatically determine the stock: staff must also keep material for readers whose interests are less common. Young volunteers can recommend books to one another and help newcomers find a shelf, provided a trained adult remains available. We publish changes at village shops and meeting places before altering a stop. A timetable that is easy for the depot to update is of little use if the person waiting beside the hall never hears about it.\n\nThe stock changes between routes, giving regular readers more variety than a single small cupboard could offer. Staff help people find material suited to their interests rather than simply handing out whatever remains. A request service allows readers to reserve particular titles. At selected stops, the team also explains how to use the digital catalogue. When a visitor learns to place an order independently, the service has widened access beyond the vehicle's shelves.\n\nThese benefits depend on unglamorous arrangements. Fuel costs rise, tyres wear out and mechanical trouble can cancel a whole day's visits. Heavy rain makes some roads unsafe. The narrow interior limits the number of people who can browse at once, and not every stopping place has an accessible entrance area. Shelves can hold only so many books. Carrying more of one popular genre means carrying less of something else.\n\nExpansion needs careful planning. An extra stop sounds simple until the driving time is added to the timetable. Residents need clear information when routes change; a message online will not reach everyone. Mobile internet is unreliable in places, so staff keep paper records as a backup. Training another librarian would protect the service when the regular team is absent, but funding must cover wages as well as a colourful new vehicle. I would welcome more routes. I would welcome them more if the existing readers could still count on the one printed beside their village name.\n\nPeople ask why I drive the library so slowly. They mean the whole service, not just the vehicle. They would like later opening, more stops and a photograph of a full queue outside every village hall. I would like those things too, but I have spent enough mornings waiting beside a closed road to distinguish a wish from a timetable.\n\nWhen I started, I promised to fit another stop between lunch and the last village. The drive took longer than the map suggested. At the final stop an elderly reader had been waiting in the heat for forty minutes. I apologised and tried to hurry her choice. She said she had waited a fortnight to choose a book and would prefer not to do it in thirty seconds. That sentence has travelled with me ever since.\n\nNow I record the time needed for browsing, advice and setting up a safe entrance. These are part of the job, even though they do not move us along the road. I also invite volunteers to help with publicity and shelving. I do not ask them to replace trained staff when someone needs specialist support. Knowing which book a child wants can take more attention than carrying a box of books through a door.\n\nI am sometimes accused of protecting a comfortable routine. There is a fair question there. A timetable should not become an excuse to ignore villages we never visit. This winter I want to trial one new stop and ask both new and existing readers what changes. If the trial works, I will be its loudest supporter. What I resist is the idea that speed is always evidence of dedication. A reader should not have to prove that they can hurry before a public service decides that their time matters."},"context_fields":{},"marks":15,"word_guidance":"Your summary should not be more than 120 words."},{"id":"practice-cie-0500-p2-composition-descriptive-1","board":"cambridge","course":"0500","task_id":"cie-0500-p2-composition-descriptive","exam_session":"2026","title":"The repair room: description","difficulty":"foundation","question":"Describe a room just before a public event begins. Make changes in light and sound important in your description.","texts":{},"context_fields":{},"marks":40,"word_guidance":"about 350 to 450 words"},{"id":"practice-cie-0500-p2-composition-descriptive-2","board":"cambridge","course":"0500","task_id":"cie-0500-p2-composition-descriptive","exam_session":"2026","title":"Above the traffic: description","difficulty":"standard","question":"Describe the view from a high place as a busy day begins below you.","texts":{},"context_fields":{},"marks":40,"word_guidance":"about 350 to 450 words"},{"id":"practice-cie-0500-p2-composition-descriptive-3","board":"cambridge","course":"0500","task_id":"cie-0500-p2-composition-descriptive","exam_session":"2026","title":"The last stop: description","difficulty":"stretch","question":"Describe a waiting area during a long delay. Focus on the atmosphere and the people around you.","texts":{},"context_fields":{},"marks":40,"word_guidance":"about 350 to 450 words"},{"id":"practice-cie-0500-p2-composition-narrative-1","board":"cambridge","course":"0500","task_id":"cie-0500-p2-composition-narrative","exam_session":"2026","title":"The repair room: story","difficulty":"foundation","question":"Write a story in which returning an ordinary object changes a relationship.","texts":{},"context_fields":{},"marks":40,"word_guidance":"about 350 to 450 words"},{"id":"practice-cie-0500-p2-composition-narrative-2","board":"cambridge","course":"0500","task_id":"cie-0500-p2-composition-narrative","exam_session":"2026","title":"Above the traffic: story","difficulty":"standard","question":"Write a story which begins with the words, \"The key was not where I had left it.\"","texts":{},"context_fields":{},"marks":40,"word_guidance":"about 350 to 450 words"},{"id":"practice-cie-0500-p2-composition-narrative-3","board":"cambridge","course":"0500","task_id":"cie-0500-p2-composition-narrative","exam_session":"2026","title":"The last stop: story","difficulty":"stretch","question":"Write a story in which a delay turns out to be fortunate.","texts":{},"context_fields":{},"marks":40,"word_guidance":"about 350 to 450 words"},{"id":"practice-cie-0500-p2-directed-1","board":"cambridge","course":"0500","task_id":"cie-0500-p2-directed","exam_session":"2026","title":"The repair room: a speech","difficulty":"foundation","question":"Your community is considering running a community repair room. Write a speech to a meeting of residents for local residents explaining what newcomers should expect and persuading them to take part responsibly.  In your response:\n• evaluate the benefits and practical concerns raised in both texts\n• explain how the project should be organised to serve the community well.\nUse and develop ideas from both texts, giving reasons for your judgement in your own words.","texts":{"Text A":"When our neighbourhood association proposed a repair room, I imagined a shelf of abandoned toasters. Six months later, I am less ready to laugh. On Saturday mornings a retired electrician, a cycle mechanic and several learners meet in a borrowed hall. Visitors bring damaged possessions and stay to work beside a volunteer. They pay for parts when necessary, but advice is free. A useful object remains in circulation, and a family avoids buying a replacement it may struggle to afford.\n\nGetting the booking arrangements right has made a considerable difference. We now ask visitors what they intend to bring and explain which kinds of work we can supervise. That prevents someone carrying a heavy object across town only to discover that nobody can safely examine it. We keep several spaces for people who cannot book online and publish a telephone contact on the hall door. Local shops sometimes donate suitable spare materials, although accepting everything offered would turn the room into a store for unwanted clutter. At the end of each session, volunteers record what was attempted and why a job remains unfinished. The next team can then continue without asking the owner to begin the whole explanation again.\n\nThe room preserves knowledge as well as materials. Someone who learns to replace a zip can repeat the job at home. People who usually pass each other without speaking now discuss tools over tea. A visitor who arrived apologising for being hopeless returned to show us a repaired bag. Such confidence does not appear in our count of completed jobs. Nor does the pleasure of teaching a skill that an employer once dismissed as old fashioned.\n\nSuccess, however, requires more than good intentions. Electrical work needs trained supervision and appropriate safety checks. Suitable tools, insurance and a secure cupboard cost money. Parts for older products can be difficult to obtain, while some sealed products cannot be opened safely. A broken object may occupy a workbench for weeks while its owner searches for a replacement component. Our donated storage is already full.\n\nVolunteers also have other commitments. If the mechanic is away, a queue of bicycles cannot simply be handed to an enthusiastic beginner. Clear booking information matters: the room cannot promise an instant repair or accept every item. Some visitors expect a free replacement when a repair fails. We explain the limits before starting, and ask owners to take responsibility for collecting their possessions. I support the room precisely because its work is practical. Calling it a miracle would only make the patient people running it less visible.","Text B":"I joined the repair room because I wanted to prove that I could finish something without asking for help. On my first morning I lined up the donated radios and chose the newest one. The experienced volunteers seemed absurdly slow. They wrote labels, checked plugs and asked owners questions whose answers appeared obvious. I had offered my Saturday, and I wanted a dramatic result to show for it.\n\nBy lunchtime I had opened three cases and repaired nothing. A woman waiting for her lamp asked which screws belonged to it. I had put all the screws in a single dish. My confidence survived for another minute, until the supervisor asked me to explain why I thought the cable was safe. I could not. She stopped the job without raising her voice, which was somehow worse than being shouted at.\n\nNow I keep separate trays and record each stage. This sounds tedious until a different volunteer needs to continue the work. The record saves them from beginning again. I still dislike sessions in which we complete only one repair, but I have learnt to notice other kinds of progress. Last week an owner identified the fault herself after I showed her how to inspect the switch. She left with a skill, not just a working lamp.\n\nI would like the room to open more often. At present, however, that would mean asking the same three people to give up another evening. A large attendance figure is attractive on a poster; an exhausted supervisor is less useful at a bench. Before recruiting more visitors, we should train more volunteers and arrange somewhere to keep unfinished jobs. My friends say this makes me sound cautious. Perhaps it does. I still enjoy the moment when a dead radio begins to speak, but I no longer think that every useful morning needs applause."},"context_fields":{},"marks":40,"word_guidance":"about 250 to 350 words"},{"id":"practice-cie-0500-p2-directed-2","board":"cambridge","course":"0500","task_id":"cie-0500-p2-directed","exam_session":"2026","title":"Above the traffic: a letter","difficulty":"standard","question":"Your community is considering opening a shared roof garden. Write a letter to the residents association for local residents explaining what newcomers should expect and persuading them to take part responsibly.  In your response:\n• evaluate the benefits and practical concerns raised in both texts\n• explain how the project should be organised to serve the community well.\nUse and develop ideas from both texts, giving reasons for your judgement in your own words.","texts":{"Text A":"Our shared roof garden began with six boxes of herbs and a view of a car park. Residents without balconies could finally grow something near home. Children discovered that radishes did not arrive in neat bunches underground, while adults exchanged recipes along with spare seedlings. Several neighbours now spend time outdoors who previously went straight from work to their rooms. The harvest is modest, but the conversations are not.\n\nA shared garden also needs to welcome people who cannot dig or carry equipment. Some residents help by keeping records, sharing recipes or translating short instructions for their neighbours. We explain these roles when new volunteers arrive, rather than assuming that everybody can contribute in the same way. Clear labels make it easier to learn plant names, but labels should not become a substitute for someone answering a beginner's questions. We have also agreed that residents may sit quietly without joining every organised activity. A shared space should offer company without making company compulsory. The committee reviews these arrangements at open meetings, where the people doing the daily work can explain what support they need.\n\nThe garden offers a place to learn together. Beginners can share tools rather than buying equipment they may use once. Taller plants provide a little shade around the seating area. Kitchen scraps become compost where suitable containers and trained supervision are available. Small deliveries of fresh herbs also reduce the need to buy plastic packets containing far more than one household wants. I enjoy these gains, although nobody should pretend that six boxes will feed an entire building.\n\nThe roof itself cannot be taken for granted. Before adding soil, the association paid for a structural assessment and checked the waterproof surface. Safe railings, an unobstructed exit and accessible routes were essential. Carrying full watering cans up the last flight of stairs excluded some residents until we installed a suitable water supply. That work cost more than the first year's plants. High winds can damage delicate growth and lift badly secured equipment.\n\nShared enthusiasm is also uneven. People volunteer eagerly for planting day, then discover that watering has to continue during holidays. A rota helps only if someone notices an empty slot. Arguments about noise, fertilisers and who may pick the tomatoes need agreed rules. We post the costs and harvest arrangements where everyone can see them. There is much to celebrate on this roof. It succeeds when we treat it as a shared responsibility rather than a photograph of effortless green living.","Text B":"My job in the roof garden is to organise the watering rota. At first I measured success by the number of names I could fit into its squares. A full chart looked reassuring. I sent reminders in a cheerful tone and assumed that anyone who had signed up would appear. When three people missed the same hot afternoon, I complained that our neighbours wanted the pleasure without the work.\n\nThen I met one of them carrying shopping bags up the stairs. Her father had been ill. Another volunteer had lost his phone and never received my reminder. Neither explanation watered the seedlings, but both made my message about laziness seem foolish. I began asking which sessions people could realistically manage, rather than announcing that we all had to contribute equally. The timetable became less impressive and more reliable.\n\nI still like a tidy garden. I would rather label a bed than spend half an hour debating its name. Yet the resident who talks most slowly about her beans is also the person who remembers to welcome newcomers. When I rush the group, I sometimes save ten minutes and lose a volunteer. We have started a short meeting before each session so that practical work and questions both have a place.\n\nSome residents want us to turn the roof into a vegetable business. I understand the appeal of selling a surplus and buying better tools. I would want to calculate the extra labour first. Our strongest benefit is that people who felt shut out now have somewhere to belong. A sales target could support that purpose, or quietly replace it. I am prepared to try a small stall for one month. I am not prepared to describe unpaid neighbours as a free workforce simply because a spreadsheet makes their time disappear."},"context_fields":{},"marks":40,"word_guidance":"about 250 to 350 words"},{"id":"practice-cie-0500-p2-directed-3","board":"cambridge","course":"0500","task_id":"cie-0500-p2-directed","exam_session":"2026","title":"The last stop: a speech","difficulty":"stretch","question":"Your community is considering expanding a travelling library. Write a speech to a meeting of residents for local residents explaining what newcomers should expect and persuading them to take part responsibly.  In your response:\n• evaluate the benefits and practical concerns raised in both texts\n• explain how the project should be organised to serve the community well.\nUse and develop ideas from both texts, giving reasons for your judgement in your own words.","texts":{"Text A":"A travelling library is a small vehicle with an unexpectedly large promise. Every fortnight ours stops in villages where reaching a permanent library would mean paying for transport and losing most of a day. Readers borrow without making that journey. Children can try books their families could not buy, and older residents can request large print editions. For some visitors, the conversation with the librarian matters as much as the book.\n\nThe route is more useful when readers can help shape it. We collect suggestions on paper as well as through the digital catalogue, because an online survey alone would miss some of the people the service is meant to reach. A popular request does not automatically determine the stock: staff must also keep material for readers whose interests are less common. Young volunteers can recommend books to one another and help newcomers find a shelf, provided a trained adult remains available. We publish changes at village shops and meeting places before altering a stop. A timetable that is easy for the depot to update is of little use if the person waiting beside the hall never hears about it.\n\nThe stock changes between routes, giving regular readers more variety than a single small cupboard could offer. Staff help people find material suited to their interests rather than simply handing out whatever remains. A request service allows readers to reserve particular titles. At selected stops, the team also explains how to use the digital catalogue. When a visitor learns to place an order independently, the service has widened access beyond the vehicle's shelves.\n\nThese benefits depend on unglamorous arrangements. Fuel costs rise, tyres wear out and mechanical trouble can cancel a whole day's visits. Heavy rain makes some roads unsafe. The narrow interior limits the number of people who can browse at once, and not every stopping place has an accessible entrance area. Shelves can hold only so many books. Carrying more of one popular genre means carrying less of something else.\n\nExpansion needs careful planning. An extra stop sounds simple until the driving time is added to the timetable. Residents need clear information when routes change; a message online will not reach everyone. Mobile internet is unreliable in places, so staff keep paper records as a backup. Training another librarian would protect the service when the regular team is absent, but funding must cover wages as well as a colourful new vehicle. I would welcome more routes. I would welcome them more if the existing readers could still count on the one printed beside their village name.","Text B":"People ask why I drive the library so slowly. They mean the whole service, not just the vehicle. They would like later opening, more stops and a photograph of a full queue outside every village hall. I would like those things too, but I have spent enough mornings waiting beside a closed road to distinguish a wish from a timetable.\n\nWhen I started, I promised to fit another stop between lunch and the last village. The drive took longer than the map suggested. At the final stop an elderly reader had been waiting in the heat for forty minutes. I apologised and tried to hurry her choice. She said she had waited a fortnight to choose a book and would prefer not to do it in thirty seconds. That sentence has travelled with me ever since.\n\nNow I record the time needed for browsing, advice and setting up a safe entrance. These are part of the job, even though they do not move us along the road. I also invite volunteers to help with publicity and shelving. I do not ask them to replace trained staff when someone needs specialist support. Knowing which book a child wants can take more attention than carrying a box of books through a door.\n\nI am sometimes accused of protecting a comfortable routine. There is a fair question there. A timetable should not become an excuse to ignore villages we never visit. This winter I want to trial one new stop and ask both new and existing readers what changes. If the trial works, I will be its loudest supporter. What I resist is the idea that speed is always evidence of dedication. A reader should not have to prove that they can hurry before a public service decides that their time matters."},"context_fields":{},"marks":40,"word_guidance":"about 250 to 350 words"},{"id":"practice-cie-0500-p1-attitude-2027-1","board":"cambridge","course":"0500","task_id":"cie-0500-p1-attitude-2027","exam_session":"2027","title":"The repair room: attitude","difficulty":"foundation","question":"What is the writer's attitude towards community repair projects? Assess it, supporting your answer with three details from Text B.","texts":{"Text B":"When our neighbourhood association proposed a repair room, I imagined a shelf of abandoned toasters. Six months later, I am less ready to laugh. On Saturday mornings a retired electrician, a cycle mechanic and several learners meet in a borrowed hall. Visitors bring damaged possessions and stay to work beside a volunteer. They pay for parts when necessary, but advice is free. A useful object remains in circulation, and a family avoids buying a replacement it may struggle to afford.\n\nThe room preserves knowledge as well as materials. Someone who learns to replace a zip can repeat the job at home. People who usually pass each other without speaking now discuss tools over tea. A visitor who arrived apologising for being hopeless returned to show us a repaired bag. Such confidence does not appear in our count of completed jobs. Nor does the pleasure of teaching a skill that an employer once dismissed as old fashioned.\n\nSuccess, however, requires more than good intentions. Electrical work needs trained supervision and appropriate safety checks. Suitable tools, insurance and a secure cupboard cost money. Parts for older products can be difficult to obtain, while some sealed products cannot be opened safely. A broken object may occupy a workbench for weeks while its owner searches for a replacement component. Our donated storage is already full.\n\nVolunteers also have other commitments. If the mechanic is away, a queue of bicycles cannot simply be handed to an enthusiastic beginner. Clear booking information matters: the room cannot promise an instant repair or accept every item. Some visitors expect a free replacement when a repair fails. We explain the limits before starting, and ask owners to take responsibility for collecting their possessions. I support the room precisely because its work is practical. Calling it a miracle would only make the patient people running it less visible."},"context_fields":{},"marks":5,"word_guidance":null},{"id":"practice-cie-0500-p1-attitude-2027-2","board":"cambridge","course":"0500","task_id":"cie-0500-p1-attitude-2027","exam_session":"2027","title":"Above the traffic: attitude","difficulty":"standard","question":"What is the writer's attitude towards shared roof gardens? Assess it, supporting your answer with three details from Text B.","texts":{"Text B":"Our shared roof garden began with six boxes of herbs and a view of a car park. Residents without balconies could finally grow something near home. Children discovered that radishes did not arrive in neat bunches underground, while adults exchanged recipes along with spare seedlings. Several neighbours now spend time outdoors who previously went straight from work to their rooms. The harvest is modest, but the conversations are not.\n\nThe garden offers a place to learn together. Beginners can share tools rather than buying equipment they may use once. Taller plants provide a little shade around the seating area. Kitchen scraps become compost where suitable containers and trained supervision are available. Small deliveries of fresh herbs also reduce the need to buy plastic packets containing far more than one household wants. I enjoy these gains, although nobody should pretend that six boxes will feed an entire building.\n\nThe roof itself cannot be taken for granted. Before adding soil, the association paid for a structural assessment and checked the waterproof surface. Safe railings, an unobstructed exit and accessible routes were essential. Carrying full watering cans up the last flight of stairs excluded some residents until we installed a suitable water supply. That work cost more than the first year's plants. High winds can damage delicate growth and lift badly secured equipment.\n\nShared enthusiasm is also uneven. People volunteer eagerly for planting day, then discover that watering has to continue during holidays. A rota helps only if someone notices an empty slot. Arguments about noise, fertilisers and who may pick the tomatoes need agreed rules. We post the costs and harvest arrangements where everyone can see them. There is much to celebrate on this roof. It succeeds when we treat it as a shared responsibility rather than a photograph of effortless green living."},"context_fields":{},"marks":5,"word_guidance":null},{"id":"practice-cie-0500-p1-attitude-2027-3","board":"cambridge","course":"0500","task_id":"cie-0500-p1-attitude-2027","exam_session":"2027","title":"The last stop: attitude","difficulty":"stretch","question":"What is the writer's attitude towards travelling libraries? Assess it, supporting your answer with three details from Text B.","texts":{"Text B":"A travelling library is a small vehicle with an unexpectedly large promise. Every fortnight ours stops in villages where reaching a permanent library would mean paying for transport and losing most of a day. Readers borrow without making that journey. Children can try books their families could not buy, and older residents can request large print editions. For some visitors, the conversation with the librarian matters as much as the book.\n\nThe stock changes between routes, giving regular readers more variety than a single small cupboard could offer. Staff help people find material suited to their interests rather than simply handing out whatever remains. A request service allows readers to reserve particular titles. At selected stops, the team also explains how to use the digital catalogue. When a visitor learns to place an order independently, the service has widened access beyond the vehicle's shelves.\n\nThese benefits depend on unglamorous arrangements. Fuel costs rise, tyres wear out and mechanical trouble can cancel a whole day's visits. Heavy rain makes some roads unsafe. The narrow interior limits the number of people who can browse at once, and not every stopping place has an accessible entrance area. Shelves can hold only so many books. Carrying more of one popular genre means carrying less of something else.\n\nExpansion needs careful planning. An extra stop sounds simple until the driving time is added to the timetable. Residents need clear information when routes change; a message online will not reach everyone. Mobile internet is unreliable in places, so staff keep paper records as a backup. Training another librarian would protect the service when the regular team is absent, but funding must cover wages as well as a colourful new vehicle. I would welcome more routes. I would welcome them more if the existing readers could still count on the one printed beside their village name."},"context_fields":{},"marks":5,"word_guidance":null},{"id":"practice-cie-0500-p1-attitude-2027-4","board":"cambridge","course":"0500","task_id":"cie-0500-p1-attitude-2027","exam_session":"2027","title":"The quiet guide: attitude","difficulty":"foundation","question":"What is the writer's attitude towards recorded local history walks? Assess it, supporting your answer with three details from Text B.","texts":{"Text B":"The harbour's recorded history walk allows visitors to explore without joining a large guided group. A phone can play each account beside the place it describes, and listeners can pause whenever they wish. The recordings are free to download before arrival, avoiding the need for a continuous connection. Local cafes have gained customers who might otherwise have hurried straight to the beach. Residents also use the walk to discover a past that familiar buildings have concealed.\n\nCollecting voices has another purpose. Retired workers describe tools and routines that written records barely mention. Families can hear accents that are disappearing from the town. We include several accounts of the same street so that the past does not sound as though it belonged to one confident speaker. A transcript helps people who cannot hear the recording clearly. Short translated versions can open the walk to more visitors.\n\nNone of this happens simply by switching on a microphone. A speaker may share a memory freely in a conversation but hesitate when asked to publish it. Permission must be clear, and people need to understand how their voices will be used. Dates and claims require checking against reliable records. Conflicting memories can be valuable, provided the recording identifies them as memories rather than settled facts. Editing out every hesitation might make an account smoother while removing its character.\n\nRoutes also need maintenance. Building works can block a safe stopping place, and a shop mentioned in the commentary may close. Some streets have steps, so accessible alternatives and clear route information are necessary. Equipment, editing and long term storage cost money. I love hearing the town speak in its own voices. I would rather publish six careful recordings than a hundred cheerful mistakes that later volunteers must spend their evenings correcting."},"context_fields":{},"marks":5,"word_guidance":null},{"id":"practice-cie-0500-p1-attitude-2027-5","board":"cambridge","course":"0500","task_id":"cie-0500-p1-attitude-2027","exam_session":"2027","title":"The missing number: attitude","difficulty":"standard","question":"What is the writer's attitude towards neighbourhood weather observation projects? Assess it, supporting your answer with three details from Text B.","texts":{"Text B":"A temperature reported for the nearest airport does not describe every street in our neighbourhood. Our observation group places simple instruments in selected gardens and courtyards to record local differences. Shade, paving and nearby buildings can affect a reading. The results help residents discuss where extra shade or drinking water might be useful. The project is a starting point for questions, not a substitute for a professional weather service or an emergency warning.\n\nVolunteers gain practical skills by recording observations at agreed times. Young participants learn to distinguish a measurement from an explanation. A resident who cannot attend meetings can still contribute a daily reading from home. Sharing results brings people from different streets into the same conversation. Repeating observations across seasons may reveal patterns that a single unusually hot day would hide. Careful records are more useful than the most dramatic photograph.\n\nReliable information needs consistent methods. An instrument beside a sunny wall cannot be compared fairly with one in open shade unless that difference is recorded. Cheap equipment may drift or fail, so devices need checking. Volunteers require clear instructions and someone to answer questions. Reading at the wrong time, rounding casually or copying yesterday's result creates misleading certainty. Holidays and illness leave gaps. A blank entry should remain visible rather than being filled with a plausible guess.\n\nWe must also be honest about coverage. Six convenient gardens cannot represent every part of a town. Publishing exact household locations could reveal more about volunteers than they intended to share, so public maps use broader areas. Replacing batteries, storing records and supervising the work all take time. I am enthusiastic about this project because it makes observation a shared habit. I become uneasy only when a colourful chart is treated as proof of a claim our small collection of numbers cannot support."},"context_fields":{},"marks":5,"word_guidance":null},{"id":"practice-cie-0500-p1-attitude-2027-6","board":"cambridge","course":"0500","task_id":"cie-0500-p1-attitude-2027","exam_session":"2027","title":"Before the shutters rise: attitude","difficulty":"stretch","question":"What is the writer's attitude towards short work placements at a market? Assess it, supporting your answer with three details from Text B.","texts":{"Text B":"A short placement at a market can show a young person how much thought lies behind an ordinary purchase. Participants greet customers, check quantities and learn why stock is arranged in particular ways. Working beside an experienced stallholder can build confidence more quickly than listening to a talk about employment. Someone considering a business career may discover an interest in buying and selling, or decide that a different kind of work would suit them better.\n\nThe learning is broader than sales. Adding prices accurately matters when a queue is waiting. Listening to a customer requires attention to tone as well as words. Watching traders share deliveries reveals cooperation between people who also compete. Placements can strengthen links between families and local businesses. A young participant may meet adults outside their usual circle and gain a clearer idea of the routes into different jobs.\n\nThese opportunities need a proper structure. Hours and tasks should be agreed in advance. Heavy lifting, unsafe equipment and handling money without supervision are not suitable ways to test a beginner's courage. A named adult must have time to explain the work and provide feedback. Stallholders need guidance too; knowing how to run a business does not automatically mean knowing how to teach someone else. Permission and emergency contact arrangements must be clear.\n\nAccess should not depend on having a relative with a stall. Travel costs and early starts can exclude participants unless support is planned. Placements should offer learning rather than replace paid workers with free labour. A brief discussion afterwards helps participants recognise what they have learnt and raise concerns. I welcome the energy that young people bring to our market. I would trust the scheme more if its organisers counted good explanations and fair treatment as carefully as they count the number of placements completed."},"context_fields":{},"marks":5,"word_guidance":null},{"id":"practice-cie-0500-p1-extended-2027-1","board":"cambridge","course":"0500","task_id":"cie-0500-p1-extended-2027","exam_session":"2027","title":"The repair room: in another voice","difficulty":"foundation","question":"You are the new volunteer at the repair room. A local interviewer asks these three questions:\n• What happened during your first session?\n• How did your view of useful work change?\n• What would you improve before inviting more volunteers?\nWrite your responses, using and developing details from Text C in your own words.","texts":{"Text C":"The lamp arrived wrapped in a bath towel. Its owner set it between us as gently as a sleeping animal, then explained that it had stood beside her father's chair. I had volunteered for the repair morning because I was good with my hands, or had said so often enough for it to become a family fact. A lamp seemed a manageable first customer. I reached for the towel before the supervisor had finished asking about the fault.\n\nThe hall smelled of warm dust and orange peel. Along one wall, bicycles leaned together like tired travellers waiting for a connection. A strip of sunlight crawled across the workbench and caught the lamp's dented shade. Beneath it the bulb was a small, stubborn moon, refusing to shine. Somewhere behind me a sewing machine stuttered into a sudden bright gallop, and everyone looked up except the woman at my table. Her eyes remained on my hands.\n\nI turned the lamp over. The base contained a tangle of wire and a screw that would not move. I tried a larger screwdriver. The supervisor, Noor, rested one finger on the handle before I could force it. She asked whether I had checked that the plug was disconnected. Of course it was, I thought, then followed the cable with my eyes to make certain. My cheeks grew hot. The owner began folding the empty towel into smaller and smaller squares.\n\nNoor fetched a shallow tray and asked me to put each removed piece inside it. I wanted her to repair the lamp quickly and rescue my morning. Instead, she asked the owner when the light had last worked. The answer led to another question, and then to a tiny crack in the switch that I had not noticed. The owner described the precise clicking sound it used to make. I realised that the person who knew least about electrical circuits knew most about this particular lamp.\n\nBy noon the hall had become an orchestra tuning up. A bicycle bell rang with offended dignity; teaspoons chattered in a jar; the rain began drumming impatient fingers against the high windows. My first certainty, so solid that morning, now seemed a paper boat taking on water. I labelled the cable, copied Noor's instructions and tested the new switch under her supervision. For once I did not hurry to explain what I was doing. I watched, and listened, and asked.\n\nWhen the bulb finally lit, its circle of light barely reached the edge of the table. Nobody clapped. The sewing machine continued, a child dropped a biscuit, and Noor was already answering another visitor. The owner placed her palm briefly under the shade as though checking the warmth of a forehead. Then she thanked both of us. I almost explained that Noor had done the difficult part. Instead I wrote down the replacement part's number, slowly enough for the woman to copy it.\n\nAfter she left, I found the towel under my chair. I ran to the doorway and called her back. Outside, the rain had softened the street into uncertain reflections. She took the towel and asked whether I would be there next Saturday. Behind me lay the lamp's old switch, a few crumbs and a blank space on the bench. I had expected useful work to leave a larger monument. I told her I would be there."},"context_fields":{},"marks":20,"word_guidance":"Write about 250 to 300 words."},{"id":"practice-cie-0500-p1-extended-2027-2","board":"cambridge","course":"0500","task_id":"cie-0500-p1-extended-2027","exam_session":"2027","title":"Above the traffic: in another voice","difficulty":"standard","question":"You are the volunteer who helped open the roof garden. A local interviewer asks these three questions:\n• What difficulties did the first opening bring?\n• What did you learn from the other volunteers?\n• How could later sessions be made more welcoming?\nWrite your responses, using and developing details from Text C in your own words.","texts":{"Text C":"The key to the roof had been tied to a wooden spoon so that nobody could lose it in a pocket. I carried this unlikely instrument up five flights of stairs, rehearsing the welcome I would give our first visitors. On the landing below the roof, Mrs Das stopped to catch her breath. I offered to take her bag. She kept it, saying that a person trusted with seeds ought to be trusted with a light bag. I pretended to study the lock.\n\nThe door opened on a basin of fierce blue sky. Around its edges, the city flashed and rattled, but our boxes of seedlings stood in a silence that felt borrowed. Leaves lifted green fists from the dark soil. A loose sheet of netting breathed against the railing, and a watering can threw a silver question mark over my shoes. The garden had looked much larger in the photograph we had sent to the residents. I moved a chair to hide a patch of bare concrete.\n\nAt nine, nobody arrived. At ten past nine, two children appeared and asked where the strawberries were. I explained that we were growing herbs this season. They looked at the labels with the politeness people reserve for disappointing presents. Mrs Das opened her bag. Inside were six small pots, a bundle of string and a packet of biscuits. She gave the children a pot each and asked them to find a place where it would not be blown over.\n\nBy the time the other visitors came, both children were busy making a shelter from spare boards. I abandoned my welcome, which began with an ambitious claim about transforming the city. Instead I showed a man where we kept the gloves. He asked how a wheelchair user could reach the roof. I explained our proposed access improvements and heard the weakness of the word proposed. He nodded, thanked me and went downstairs. For several minutes the empty place he left seemed larger than the garden.\n\nThen the wind woke. It came climbing over the parapet with an armful of invisible rubbish, snatching labels and flattening the bean stems. Our neat beds shivered like trays on a waiter's trembling hand. A paper list rose, danced once and vanished beyond the railing. I chased the netting while Mrs Das gathered the children away from the edge. All my instructions had been printed on that list. I could remember only the heading, which now struck me as a remarkably useless achievement.\n\nWe worked without a timetable after that. Someone found heavier stones; someone checked the gate; someone offered to bring shorter canes. Mrs Das taught me how to tie the string without cutting the stems. She did not comment on my original knots. When the wind fell, the plants leaned in several directions, and the shelter looked like a tiny unfinished house. The children called it a success. I began writing down the practical changes we needed before another opening.\n\nAt lunchtime we sat beside the herb boxes and shared the biscuits. Far below, traffic moved through the junction with the regularity our morning had lacked. I had imagined that a garden would lift us above the complications of the building. Instead it had brought them upstairs, where we could finally see and discuss them. As we locked the door, Mrs Das gave me the spoon and asked whether I had noted the access question. I showed her the first line on my new list."},"context_fields":{},"marks":20,"word_guidance":"Write about 250 to 300 words."},{"id":"practice-cie-0500-p1-extended-2027-3","board":"cambridge","course":"0500","task_id":"cie-0500-p1-extended-2027","exam_session":"2027","title":"The last stop: in another voice","difficulty":"stretch","question":"You are the new assistant on the travelling library. A local interviewer asks these three questions:\n• What made your first route difficult?\n• What did the final visitor help you understand?\n• How would you improve the service without losing what matters?\nWrite your responses, using and developing details from Text C in your own words.","texts":{"Text C":"At the depot I counted the books twice and forgot to count the stops. There were twelve crates, four shelves and one dented kettle, all secured inside a blue vehicle whose side promised A WORLD WITHIN REACH. I had imagined that my first day as a library assistant would involve recommending novels. The driver, Ravi, handed me a checklist and asked whether I could identify a loose wheel bolt. I said that I could learn.\n\nBeyond the town, the road unrolled like a faded ribbon someone had ironed badly. Dust rose behind us in great, reluctant curtains. The library moved through it like a patient blue whale, carrying a dry ocean of stories on its back. Each time we rounded a bend, sunlight scattered across the windscreen in bright handfuls. Ravi drove with both hands steady on the wheel. I held the route sheet and tried to look as if its coloured circles meant more to me than decoration.\n\nAt the first village, I stacked the picture books where nobody could reach them. At the second, I discovered that the catalogue needed an internet signal we did not have. Ravi produced a paper ledger from beneath his seat. I thought it an embarrassingly old solution until three visitors used it without difficulty. By midday I had learnt the code for every shelf and mispronounced two village names. My carefully prepared list of recommendations remained folded in my pocket.\n\nRain caught us after lunch. The fourth stopping place was a square of soft ground beside a hall. Ravi walked across it before attempting to park. He returned with mud above his shoes and said we would use the paved entrance instead. I worried that the sign was now hidden from the road. He asked me to find the hall caretaker and explain the change. It took longer than moving the sign, but the caretaker knew whom to tell.\n\nAt our final stop the sky lowered its bruised forehead over the hills. Rain threaded the air into a grey curtain, and the vehicle's yellow interior floated in it like a room remembered from childhood. I watched the clock nibble away at our last quarter of an hour. Then a woman appeared beneath an umbrella turned half inside out. Water ran from its spokes onto the step. In her other hand she carried a book in a carefully knotted plastic bag.\n\nI began explaining that we were nearly finished. Ravi moved a crate to make a seat. The woman had walked from the next hamlet because the novel's final page was missing. She did not want another copy posted to her; she wanted to know whether the daughter returned. I searched the catalogue while Ravi boiled water. For the first time all day, I understood what it meant to have someone waiting for a book rather than for a service statistic.\n\nWe found the ending in a replacement copy reserved for the next route. She read the last page silently, then closed both books. I wanted to ask what happened, but she was smiling in a way that made the question unnecessary. After she left, I changed one entry on the checklist. Beside our final stop I wrote that we needed a little more time. On the journey home, Ravi asked what I had recommended. I told him that, for once, I had helped someone finish."},"context_fields":{},"marks":20,"word_guidance":"Write about 250 to 300 words."},{"id":"practice-cie-0500-p1-extended-2027-4","board":"cambridge","course":"0500","task_id":"cie-0500-p1-extended-2027","exam_session":"2027","title":"The quiet guide: in another voice","difficulty":"foundation","question":"You are the young guide recording the harbour walk. A local interviewer asks these three questions:\n• What went wrong during the first recording?\n• How did the interview change your ideas about local history?\n• What changes would you make to the finished walk?\nWrite your responses, using and developing details from Text C in your own words.","texts":{"Text C":"I carried the recorder down to the harbour in a padded bag that made it look more important than I felt. The committee wanted a walking tour in the voices of local people. I wanted a recording that would prove I could do more than hold the microphone. I had prepared twelve questions for Mara, who had worked beside the water for forty years. Under the first question I had written in capitals: BEGIN WITH SOMETHING DRAMATIC.\n\nThe harbour was a drawer of loosened cutlery, clinking and shifting with every small wave. Boats rubbed their shoulders against the quay. Across the basin, a crane held its thin neck over the warehouses as if waiting for a secret. Salt furred the railing beneath my fingers. I checked the recorder's red light and asked Mara to describe her most frightening day. She looked at the water for so long that I checked the light again.\n\nShe said that most days had begun with wet socks. I laughed, expecting the opening to a larger story. She did not laugh with me. Her first boots had leaked, and the walk to work had taken nearly an hour. I tried to move on to the storm I had read about in the town archive. She answered politely, but each answer grew shorter. The recorder between us looked like a small red eye accusing us both of wasting its time.\n\nThen a young man called from a boat and asked Mara whether a knot was right. She stood, leaned over the rail and explained the mistake. The explanation was exact and patient. I forgot my questions and listened. When she sat down, I asked who had taught her. She described a woman who had tied everything twice because she had once lost a day's wages when a rope slipped. The story had no storm in it. I could see the woman nevertheless.\n\nWind crowded into the microphone with a roar like an audience refusing to settle. Behind it, Mara's voice became a thread I kept losing. I cupped my hand around the machine and moved closer. Gulls stitched white scratches across the sky; the water beneath the quay folded and unfolded its black silk. For the first time, the silence between her sentences did not seem empty. It seemed to contain the distance between what had happened and what she was willing to tell a stranger.\n\nWe stopped recording when the battery warning flashed. I apologised for missing the ending. Mara asked which ending I meant. I showed her my list and she smiled at the word dramatic, visible through a fold in the page. There had been a storm, she said, but there had also been hundreds of ordinary mornings. If our walk remembered only the storm, visitors would never understand why anyone stayed. She offered to meet again, provided I brought a spare battery and fewer questions.\n\nAt home I played the recording through headphones. My own voice appeared everywhere, bright and hurried, stepping across the beginnings of her answers. I deleted the music I had chosen for the introduction. Then I wrote a new opening that explained whose memories the walk contained and where they differed. The harbour had not become less interesting. It had become harder to fit into my pocket. Before saving the file, I left two seconds of silence after Mara's first sentence about the boots."},"context_fields":{},"marks":20,"word_guidance":"Write about 250 to 300 words."},{"id":"practice-cie-0500-p1-extended-2027-5","board":"cambridge","course":"0500","task_id":"cie-0500-p1-extended-2027","exam_session":"2027","title":"The missing number: in another voice","difficulty":"standard","question":"You are the student organising the weather observations. A local interviewer asks these three questions:\n• What happened when you collected the first measurements?\n• Why did the missing reading matter?\n• How would you make the next round more reliable?\nWrite your responses, using and developing details from Text C in your own words.","texts":{"Text C":"My chart had six columns and a colour key impressive enough to suggest that I understood the weather. On the morning we collected the first readings, I carried it rolled inside a cardboard tube. Our group had placed instruments in neighbours' gardens to compare temperatures. I had been appointed organiser because I answered messages quickly. By nine o'clock I had answered fourteen messages and measured nothing. The cardboard tube was beginning to soften in the rain.\n\nAt the first house, water trembled on the gate in a necklace of unspent silver. The garden beyond it wore a coat of wet green glass. A label on the instrument fluttered like a tiny flag of surrender. I held the chart under my jacket while Mr Sen searched for his spectacles. The reading was lower than I expected. I wrote it down, then looked at it again as though the number might improve if I gave it time.\n\nAt the next house, the instrument had been moved. It now hung beside a metal shed because the original post had fallen. I thanked the owner and made a note, wondering whether I could hide the complication in a small symbol. My plan was to produce six clean comparisons by lunchtime. Symbols seemed likely to multiply. When the third volunteer did not answer the door, I wrote a question mark in the empty box and pressed hard enough to tear the damp paper.\n\nBack at the community room, the others spread their records on a table. One had taken a photograph instead of writing down the time. Another had recorded two numbers because he was unsure which scale to use. I felt an unreasonable anger at their untidy pages. The science teacher asked us to describe exactly what each page showed. She listened without rescuing us. Gradually the table began to look less like a failed presentation and more like a record of a difficult morning.\n\nOutside, the rain combed the windows with long, impatient fingers. A drain coughed under the weight of the street's water. Above our heads the fan worried at the same small circle of air, stirring papers but settling nothing. I looked at the missing reading, a white island in my coloured chart. For a moment I imagined placing yesterday's number there. Nobody would know. Then the teacher asked why that house had been chosen, and the empty square acquired a question of its own.\n\nWe discovered that all six gardens belonged to people our families knew. None represented the narrow streets near the bus station. The chart could not tell the whole neighbourhood's story, even if every box had been filled. I wrote this at the bottom in letters much larger than I wanted. Someone suggested we visit the bus station traders before designing the next round. Someone else offered to check the instruments together. The meeting became slower and considerably more interesting.\n\nThat evening the absent volunteer sent a message. Her mother had needed help, and she had forgotten the reading entirely. I thanked her for telling us and left the square blank. The presentation would now contain a section called What we still need to find out. I rolled the chart into its tube, then changed my mind and left it open on the desk. Its colours looked less certain under the lamp. The white space, however, no longer seemed like something I had to conceal."},"context_fields":{},"marks":20,"word_guidance":"Write about 250 to 300 words."},{"id":"practice-cie-0500-p1-extended-2027-6","board":"cambridge","course":"0500","task_id":"cie-0500-p1-extended-2027","exam_session":"2027","title":"Before the shutters rise: in another voice","difficulty":"stretch","question":"You are the young person completing a first market placement. A local interviewer asks these three questions:\n• What challenged you during the first morning?\n• What did you learn about the stallholder and the customers?\n• How should future placements be organised?\nWrite your responses, using and developing details from Text C in your own words.","texts":{"Text C":"The market was awake before its lights were. I arrived holding a clean notebook and wearing shoes that had never carried a crate. My aunt had arranged a Saturday placement at a fruit stall, and I had promised to treat it like a proper job. I wrote the time at the top of the first page. Beneath it I added a heading, Lessons, then left enough space for what I assumed would be a short and impressive list.\n\nInside the covered aisle, the shutters shook off the night with a metallic yawn. Oranges glowed like bright coins in a locked chest. Water slid across the floor in narrow, secretive rivers, carrying a leaf, a thread and the ghost of yesterday's dust. Beyond the roof, the morning had only begun to colour itself in. The stallholder, Leena, put a stack of crates beside me and asked whether I could leave a clear path to the weighing table.\n\nI built a symmetrical tower. It looked efficient, and I photographed it before the first customer arrived. Leena glanced at the picture, then at the gap beside the stall. She asked me to stand where an older customer would stand and reach for the apples. I could not get past my own arrangement. We moved the tower. My notebook remained open on a box, collecting a pale ring where someone had rested a cup of tea.\n\nBy seven, I had calculated change correctly three times and lost one important label. I tried to remember every instruction, but each customer seemed to create an exception. One wanted smaller fruit, another was collecting for a neighbour, and a third had already paid yesterday. Leena knew them by the way they approached the table. I knew them as problems arriving faster than I could write them down. She told me to stop writing for a while and watch.\n\nThen the weighing scale went blank. The queue tightened into a single impatient rope. Voices rose and crossed, bright hooks catching at my attention, while the silent screen reflected my own alarm. From the next stall, a man lifted his scale over a row of baskets as though passing a child across a stream. Leena thanked him and continued serving. I had spent the morning measuring our success against his queue. Now his borrowed machine was keeping our queue moving.\n\nWhen the rush ended, I asked why he had helped a competitor. Leena said that customers did not come to a market containing one successful stall and twenty closed shutters. Then she asked me to return the scale and check whether he needed anything. He needed someone to hold a sack open. For ten minutes I worked at the stall I had wanted to beat. The task required no calculation and almost no conversation. It required me to stay where I was needed.\n\nAt noon, I opened the notebook again. Under Lessons I had written only a price and a reminder about the lost label. I added a sentence about leaving space for people to move, then another about asking before changing a system. My shoes were marked with dust and a thin stripe of orange pulp. Leena asked whether I wanted to return next week. I looked down the aisle, where the other trader was raising a hand in farewell, and said I would ask what time he needed his scale back first."},"context_fields":{},"marks":20,"word_guidance":"Write about 250 to 300 words."},{"id":"practice-cie-0500-p1-language-2027-1","board":"cambridge","course":"0500","task_id":"cie-0500-p1-language-2027","exam_session":"2027","title":"The repair room: language analysis","difficulty":"foundation","question":"Reread paragraph 5 of Text C. Choose three powerful words or phrases from this paragraph and analyse how they make this moment vivid. Discuss their meanings and associations in context.","texts":{"Text C":"The lamp arrived wrapped in a bath towel. Its owner set it between us as gently as a sleeping animal, then explained that it had stood beside her father's chair. I had volunteered for the repair morning because I was good with my hands, or had said so often enough for it to become a family fact. A lamp seemed a manageable first customer. I reached for the towel before the supervisor had finished asking about the fault.\n\nThe hall smelled of warm dust and orange peel. Along one wall, bicycles leaned together like tired travellers waiting for a connection. A strip of sunlight crawled across the workbench and caught the lamp's dented shade. Beneath it the bulb was a small, stubborn moon, refusing to shine. Somewhere behind me a sewing machine stuttered into a sudden bright gallop, and everyone looked up except the woman at my table. Her eyes remained on my hands.\n\nI turned the lamp over. The base contained a tangle of wire and a screw that would not move. I tried a larger screwdriver. The supervisor, Noor, rested one finger on the handle before I could force it. She asked whether I had checked that the plug was disconnected. Of course it was, I thought, then followed the cable with my eyes to make certain. My cheeks grew hot. The owner began folding the empty towel into smaller and smaller squares.\n\nNoor fetched a shallow tray and asked me to put each removed piece inside it. I wanted her to repair the lamp quickly and rescue my morning. Instead, she asked the owner when the light had last worked. The answer led to another question, and then to a tiny crack in the switch that I had not noticed. The owner described the precise clicking sound it used to make. I realised that the person who knew least about electrical circuits knew most about this particular lamp.\n\nBy noon the hall had become an orchestra tuning up. A bicycle bell rang with offended dignity; teaspoons chattered in a jar; the rain began drumming impatient fingers against the high windows. My first certainty, so solid that morning, now seemed a paper boat taking on water. I labelled the cable, copied Noor's instructions and tested the new switch under her supervision. For once I did not hurry to explain what I was doing. I watched, and listened, and asked.\n\nWhen the bulb finally lit, its circle of light barely reached the edge of the table. Nobody clapped. The sewing machine continued, a child dropped a biscuit, and Noor was already answering another visitor. The owner placed her palm briefly under the shade as though checking the warmth of a forehead. Then she thanked both of us. I almost explained that Noor had done the difficult part. Instead I wrote down the replacement part's number, slowly enough for the woman to copy it.\n\nAfter she left, I found the towel under my chair. I ran to the doorway and called her back. Outside, the rain had softened the street into uncertain reflections. She took the towel and asked whether I would be there next Saturday. Behind me lay the lamp's old switch, a few crumbs and a blank space on the bench. I had expected useful work to leave a larger monument. I told her I would be there."},"context_fields":{},"marks":10,"word_guidance":"Write about 200 to 250 words."},{"id":"practice-cie-0500-p1-language-2027-2","board":"cambridge","course":"0500","task_id":"cie-0500-p1-language-2027","exam_session":"2027","title":"Above the traffic: language analysis","difficulty":"standard","question":"Reread paragraph 5 of Text C. Choose three powerful words or phrases from this paragraph and analyse how they make this moment vivid. Discuss their meanings and associations in context.","texts":{"Text C":"The key to the roof had been tied to a wooden spoon so that nobody could lose it in a pocket. I carried this unlikely instrument up five flights of stairs, rehearsing the welcome I would give our first visitors. On the landing below the roof, Mrs Das stopped to catch her breath. I offered to take her bag. She kept it, saying that a person trusted with seeds ought to be trusted with a light bag. I pretended to study the lock.\n\nThe door opened on a basin of fierce blue sky. Around its edges, the city flashed and rattled, but our boxes of seedlings stood in a silence that felt borrowed. Leaves lifted green fists from the dark soil. A loose sheet of netting breathed against the railing, and a watering can threw a silver question mark over my shoes. The garden had looked much larger in the photograph we had sent to the residents. I moved a chair to hide a patch of bare concrete.\n\nAt nine, nobody arrived. At ten past nine, two children appeared and asked where the strawberries were. I explained that we were growing herbs this season. They looked at the labels with the politeness people reserve for disappointing presents. Mrs Das opened her bag. Inside were six small pots, a bundle of string and a packet of biscuits. She gave the children a pot each and asked them to find a place where it would not be blown over.\n\nBy the time the other visitors came, both children were busy making a shelter from spare boards. I abandoned my welcome, which began with an ambitious claim about transforming the city. Instead I showed a man where we kept the gloves. He asked how a wheelchair user could reach the roof. I explained our proposed access improvements and heard the weakness of the word proposed. He nodded, thanked me and went downstairs. For several minutes the empty place he left seemed larger than the garden.\n\nThen the wind woke. It came climbing over the parapet with an armful of invisible rubbish, snatching labels and flattening the bean stems. Our neat beds shivered like trays on a waiter's trembling hand. A paper list rose, danced once and vanished beyond the railing. I chased the netting while Mrs Das gathered the children away from the edge. All my instructions had been printed on that list. I could remember only the heading, which now struck me as a remarkably useless achievement.\n\nWe worked without a timetable after that. Someone found heavier stones; someone checked the gate; someone offered to bring shorter canes. Mrs Das taught me how to tie the string without cutting the stems. She did not comment on my original knots. When the wind fell, the plants leaned in several directions, and the shelter looked like a tiny unfinished house. The children called it a success. I began writing down the practical changes we needed before another opening.\n\nAt lunchtime we sat beside the herb boxes and shared the biscuits. Far below, traffic moved through the junction with the regularity our morning had lacked. I had imagined that a garden would lift us above the complications of the building. Instead it had brought them upstairs, where we could finally see and discuss them. As we locked the door, Mrs Das gave me the spoon and asked whether I had noted the access question. I showed her the first line on my new list."},"context_fields":{},"marks":10,"word_guidance":"Write about 200 to 250 words."},{"id":"practice-cie-0500-p1-language-2027-3","board":"cambridge","course":"0500","task_id":"cie-0500-p1-language-2027","exam_session":"2027","title":"The last stop: language analysis","difficulty":"stretch","question":"Reread paragraph 5 of Text C. Choose three powerful words or phrases from this paragraph and analyse how they make this moment vivid. Discuss their meanings and associations in context.","texts":{"Text C":"At the depot I counted the books twice and forgot to count the stops. There were twelve crates, four shelves and one dented kettle, all secured inside a blue vehicle whose side promised A WORLD WITHIN REACH. I had imagined that my first day as a library assistant would involve recommending novels. The driver, Ravi, handed me a checklist and asked whether I could identify a loose wheel bolt. I said that I could learn.\n\nBeyond the town, the road unrolled like a faded ribbon someone had ironed badly. Dust rose behind us in great, reluctant curtains. The library moved through it like a patient blue whale, carrying a dry ocean of stories on its back. Each time we rounded a bend, sunlight scattered across the windscreen in bright handfuls. Ravi drove with both hands steady on the wheel. I held the route sheet and tried to look as if its coloured circles meant more to me than decoration.\n\nAt the first village, I stacked the picture books where nobody could reach them. At the second, I discovered that the catalogue needed an internet signal we did not have. Ravi produced a paper ledger from beneath his seat. I thought it an embarrassingly old solution until three visitors used it without difficulty. By midday I had learnt the code for every shelf and mispronounced two village names. My carefully prepared list of recommendations remained folded in my pocket.\n\nRain caught us after lunch. The fourth stopping place was a square of soft ground beside a hall. Ravi walked across it before attempting to park. He returned with mud above his shoes and said we would use the paved entrance instead. I worried that the sign was now hidden from the road. He asked me to find the hall caretaker and explain the change. It took longer than moving the sign, but the caretaker knew whom to tell.\n\nAt our final stop the sky lowered its bruised forehead over the hills. Rain threaded the air into a grey curtain, and the vehicle's yellow interior floated in it like a room remembered from childhood. I watched the clock nibble away at our last quarter of an hour. Then a woman appeared beneath an umbrella turned half inside out. Water ran from its spokes onto the step. In her other hand she carried a book in a carefully knotted plastic bag.\n\nI began explaining that we were nearly finished. Ravi moved a crate to make a seat. The woman had walked from the next hamlet because the novel's final page was missing. She did not want another copy posted to her; she wanted to know whether the daughter returned. I searched the catalogue while Ravi boiled water. For the first time all day, I understood what it meant to have someone waiting for a book rather than for a service statistic.\n\nWe found the ending in a replacement copy reserved for the next route. She read the last page silently, then closed both books. I wanted to ask what happened, but she was smiling in a way that made the question unnecessary. After she left, I changed one entry on the checklist. Beside our final stop I wrote that we needed a little more time. On the journey home, Ravi asked what I had recommended. I told him that, for once, I had helped someone finish."},"context_fields":{},"marks":10,"word_guidance":"Write about 200 to 250 words."},{"id":"practice-cie-0500-p1-language-2027-4","board":"cambridge","course":"0500","task_id":"cie-0500-p1-language-2027","exam_session":"2027","title":"The quiet guide: language analysis","difficulty":"foundation","question":"Reread paragraph 5 of Text C. Choose three powerful words or phrases from this paragraph and analyse how they make this moment vivid. Discuss their meanings and associations in context.","texts":{"Text C":"I carried the recorder down to the harbour in a padded bag that made it look more important than I felt. The committee wanted a walking tour in the voices of local people. I wanted a recording that would prove I could do more than hold the microphone. I had prepared twelve questions for Mara, who had worked beside the water for forty years. Under the first question I had written in capitals: BEGIN WITH SOMETHING DRAMATIC.\n\nThe harbour was a drawer of loosened cutlery, clinking and shifting with every small wave. Boats rubbed their shoulders against the quay. Across the basin, a crane held its thin neck over the warehouses as if waiting for a secret. Salt furred the railing beneath my fingers. I checked the recorder's red light and asked Mara to describe her most frightening day. She looked at the water for so long that I checked the light again.\n\nShe said that most days had begun with wet socks. I laughed, expecting the opening to a larger story. She did not laugh with me. Her first boots had leaked, and the walk to work had taken nearly an hour. I tried to move on to the storm I had read about in the town archive. She answered politely, but each answer grew shorter. The recorder between us looked like a small red eye accusing us both of wasting its time.\n\nThen a young man called from a boat and asked Mara whether a knot was right. She stood, leaned over the rail and explained the mistake. The explanation was exact and patient. I forgot my questions and listened. When she sat down, I asked who had taught her. She described a woman who had tied everything twice because she had once lost a day's wages when a rope slipped. The story had no storm in it. I could see the woman nevertheless.\n\nWind crowded into the microphone with a roar like an audience refusing to settle. Behind it, Mara's voice became a thread I kept losing. I cupped my hand around the machine and moved closer. Gulls stitched white scratches across the sky; the water beneath the quay folded and unfolded its black silk. For the first time, the silence between her sentences did not seem empty. It seemed to contain the distance between what had happened and what she was willing to tell a stranger.\n\nWe stopped recording when the battery warning flashed. I apologised for missing the ending. Mara asked which ending I meant. I showed her my list and she smiled at the word dramatic, visible through a fold in the page. There had been a storm, she said, but there had also been hundreds of ordinary mornings. If our walk remembered only the storm, visitors would never understand why anyone stayed. She offered to meet again, provided I brought a spare battery and fewer questions.\n\nAt home I played the recording through headphones. My own voice appeared everywhere, bright and hurried, stepping across the beginnings of her answers. I deleted the music I had chosen for the introduction. Then I wrote a new opening that explained whose memories the walk contained and where they differed. The harbour had not become less interesting. It had become harder to fit into my pocket. Before saving the file, I left two seconds of silence after Mara's first sentence about the boots."},"context_fields":{},"marks":10,"word_guidance":"Write about 200 to 250 words."},{"id":"practice-cie-0500-p1-language-2027-5","board":"cambridge","course":"0500","task_id":"cie-0500-p1-language-2027","exam_session":"2027","title":"The missing number: language analysis","difficulty":"standard","question":"Reread paragraph 5 of Text C. Choose three powerful words or phrases from this paragraph and analyse how they make this moment vivid. Discuss their meanings and associations in context.","texts":{"Text C":"My chart had six columns and a colour key impressive enough to suggest that I understood the weather. On the morning we collected the first readings, I carried it rolled inside a cardboard tube. Our group had placed instruments in neighbours' gardens to compare temperatures. I had been appointed organiser because I answered messages quickly. By nine o'clock I had answered fourteen messages and measured nothing. The cardboard tube was beginning to soften in the rain.\n\nAt the first house, water trembled on the gate in a necklace of unspent silver. The garden beyond it wore a coat of wet green glass. A label on the instrument fluttered like a tiny flag of surrender. I held the chart under my jacket while Mr Sen searched for his spectacles. The reading was lower than I expected. I wrote it down, then looked at it again as though the number might improve if I gave it time.\n\nAt the next house, the instrument had been moved. It now hung beside a metal shed because the original post had fallen. I thanked the owner and made a note, wondering whether I could hide the complication in a small symbol. My plan was to produce six clean comparisons by lunchtime. Symbols seemed likely to multiply. When the third volunteer did not answer the door, I wrote a question mark in the empty box and pressed hard enough to tear the damp paper.\n\nBack at the community room, the others spread their records on a table. One had taken a photograph instead of writing down the time. Another had recorded two numbers because he was unsure which scale to use. I felt an unreasonable anger at their untidy pages. The science teacher asked us to describe exactly what each page showed. She listened without rescuing us. Gradually the table began to look less like a failed presentation and more like a record of a difficult morning.\n\nOutside, the rain combed the windows with long, impatient fingers. A drain coughed under the weight of the street's water. Above our heads the fan worried at the same small circle of air, stirring papers but settling nothing. I looked at the missing reading, a white island in my coloured chart. For a moment I imagined placing yesterday's number there. Nobody would know. Then the teacher asked why that house had been chosen, and the empty square acquired a question of its own.\n\nWe discovered that all six gardens belonged to people our families knew. None represented the narrow streets near the bus station. The chart could not tell the whole neighbourhood's story, even if every box had been filled. I wrote this at the bottom in letters much larger than I wanted. Someone suggested we visit the bus station traders before designing the next round. Someone else offered to check the instruments together. The meeting became slower and considerably more interesting.\n\nThat evening the absent volunteer sent a message. Her mother had needed help, and she had forgotten the reading entirely. I thanked her for telling us and left the square blank. The presentation would now contain a section called What we still need to find out. I rolled the chart into its tube, then changed my mind and left it open on the desk. Its colours looked less certain under the lamp. The white space, however, no longer seemed like something I had to conceal."},"context_fields":{},"marks":10,"word_guidance":"Write about 200 to 250 words."},{"id":"practice-cie-0500-p1-language-2027-6","board":"cambridge","course":"0500","task_id":"cie-0500-p1-language-2027","exam_session":"2027","title":"Before the shutters rise: language analysis","difficulty":"stretch","question":"Reread paragraph 5 of Text C. Choose three powerful words or phrases from this paragraph and analyse how they make this moment vivid. Discuss their meanings and associations in context.","texts":{"Text C":"The market was awake before its lights were. I arrived holding a clean notebook and wearing shoes that had never carried a crate. My aunt had arranged a Saturday placement at a fruit stall, and I had promised to treat it like a proper job. I wrote the time at the top of the first page. Beneath it I added a heading, Lessons, then left enough space for what I assumed would be a short and impressive list.\n\nInside the covered aisle, the shutters shook off the night with a metallic yawn. Oranges glowed like bright coins in a locked chest. Water slid across the floor in narrow, secretive rivers, carrying a leaf, a thread and the ghost of yesterday's dust. Beyond the roof, the morning had only begun to colour itself in. The stallholder, Leena, put a stack of crates beside me and asked whether I could leave a clear path to the weighing table.\n\nI built a symmetrical tower. It looked efficient, and I photographed it before the first customer arrived. Leena glanced at the picture, then at the gap beside the stall. She asked me to stand where an older customer would stand and reach for the apples. I could not get past my own arrangement. We moved the tower. My notebook remained open on a box, collecting a pale ring where someone had rested a cup of tea.\n\nBy seven, I had calculated change correctly three times and lost one important label. I tried to remember every instruction, but each customer seemed to create an exception. One wanted smaller fruit, another was collecting for a neighbour, and a third had already paid yesterday. Leena knew them by the way they approached the table. I knew them as problems arriving faster than I could write them down. She told me to stop writing for a while and watch.\n\nThen the weighing scale went blank. The queue tightened into a single impatient rope. Voices rose and crossed, bright hooks catching at my attention, while the silent screen reflected my own alarm. From the next stall, a man lifted his scale over a row of baskets as though passing a child across a stream. Leena thanked him and continued serving. I had spent the morning measuring our success against his queue. Now his borrowed machine was keeping our queue moving.\n\nWhen the rush ended, I asked why he had helped a competitor. Leena said that customers did not come to a market containing one successful stall and twenty closed shutters. Then she asked me to return the scale and check whether he needed anything. He needed someone to hold a sack open. For ten minutes I worked at the stall I had wanted to beat. The task required no calculation and almost no conversation. It required me to stay where I was needed.\n\nAt noon, I opened the notebook again. Under Lessons I had written only a price and a reminder about the lost label. I added a sentence about leaving space for people to move, then another about asking before changing a system. My shoes were marked with dust and a thin stripe of orange pulp. Leena asked whether I wanted to return next week. I looked down the aisle, where the other trader was raising a hand in farewell, and said I would ask what time he needed his scale back first."},"context_fields":{},"marks":10,"word_guidance":"Write about 200 to 250 words."},{"id":"practice-cie-0500-p1-language-short-2027-1","board":"cambridge","course":"0500","task_id":"cie-0500-p1-language-short-2027","exam_session":"2027","title":"The repair room: one language choice","difficulty":"foundation","question":"Read paragraph 2 of Text C. Explain how one example of language makes the scene vivid for the reader. Use your own words to explain its effect in this setting.","texts":{"Text C":"The lamp arrived wrapped in a bath towel. Its owner set it between us as gently as a sleeping animal, then explained that it had stood beside her father's chair. I had volunteered for the repair morning because I was good with my hands, or had said so often enough for it to become a family fact. A lamp seemed a manageable first customer. I reached for the towel before the supervisor had finished asking about the fault.\n\nThe hall smelled of warm dust and orange peel. Along one wall, bicycles leaned together like tired travellers waiting for a connection. A strip of sunlight crawled across the workbench and caught the lamp's dented shade. Beneath it the bulb was a small, stubborn moon, refusing to shine. Somewhere behind me a sewing machine stuttered into a sudden bright gallop, and everyone looked up except the woman at my table. Her eyes remained on my hands.\n\nI turned the lamp over. The base contained a tangle of wire and a screw that would not move. I tried a larger screwdriver. The supervisor, Noor, rested one finger on the handle before I could force it. She asked whether I had checked that the plug was disconnected. Of course it was, I thought, then followed the cable with my eyes to make certain. My cheeks grew hot. The owner began folding the empty towel into smaller and smaller squares.\n\nNoor fetched a shallow tray and asked me to put each removed piece inside it. I wanted her to repair the lamp quickly and rescue my morning. Instead, she asked the owner when the light had last worked. The answer led to another question, and then to a tiny crack in the switch that I had not noticed. The owner described the precise clicking sound it used to make. I realised that the person who knew least about electrical circuits knew most about this particular lamp.\n\nBy noon the hall had become an orchestra tuning up. A bicycle bell rang with offended dignity; teaspoons chattered in a jar; the rain began drumming impatient fingers against the high windows. My first certainty, so solid that morning, now seemed a paper boat taking on water. I labelled the cable, copied Noor's instructions and tested the new switch under her supervision. For once I did not hurry to explain what I was doing. I watched, and listened, and asked.\n\nWhen the bulb finally lit, its circle of light barely reached the edge of the table. Nobody clapped. The sewing machine continued, a child dropped a biscuit, and Noor was already answering another visitor. The owner placed her palm briefly under the shade as though checking the warmth of a forehead. Then she thanked both of us. I almost explained that Noor had done the difficult part. Instead I wrote down the replacement part's number, slowly enough for the woman to copy it.\n\nAfter she left, I found the towel under my chair. I ran to the doorway and called her back. Outside, the rain had softened the street into uncertain reflections. She took the towel and asked whether I would be there next Saturday. Behind me lay the lamp's old switch, a few crumbs and a blank space on the bench. I had expected useful work to leave a larger monument. I told her I would be there."},"context_fields":{},"marks":5,"word_guidance":null},{"id":"practice-cie-0500-p1-language-short-2027-2","board":"cambridge","course":"0500","task_id":"cie-0500-p1-language-short-2027","exam_session":"2027","title":"Above the traffic: one language choice","difficulty":"standard","question":"Read paragraph 2 of Text C. Explain how one example of language makes the scene vivid for the reader. Use your own words to explain its effect in this setting.","texts":{"Text C":"The key to the roof had been tied to a wooden spoon so that nobody could lose it in a pocket. I carried this unlikely instrument up five flights of stairs, rehearsing the welcome I would give our first visitors. On the landing below the roof, Mrs Das stopped to catch her breath. I offered to take her bag. She kept it, saying that a person trusted with seeds ought to be trusted with a light bag. I pretended to study the lock.\n\nThe door opened on a basin of fierce blue sky. Around its edges, the city flashed and rattled, but our boxes of seedlings stood in a silence that felt borrowed. Leaves lifted green fists from the dark soil. A loose sheet of netting breathed against the railing, and a watering can threw a silver question mark over my shoes. The garden had looked much larger in the photograph we had sent to the residents. I moved a chair to hide a patch of bare concrete.\n\nAt nine, nobody arrived. At ten past nine, two children appeared and asked where the strawberries were. I explained that we were growing herbs this season. They looked at the labels with the politeness people reserve for disappointing presents. Mrs Das opened her bag. Inside were six small pots, a bundle of string and a packet of biscuits. She gave the children a pot each and asked them to find a place where it would not be blown over.\n\nBy the time the other visitors came, both children were busy making a shelter from spare boards. I abandoned my welcome, which began with an ambitious claim about transforming the city. Instead I showed a man where we kept the gloves. He asked how a wheelchair user could reach the roof. I explained our proposed access improvements and heard the weakness of the word proposed. He nodded, thanked me and went downstairs. For several minutes the empty place he left seemed larger than the garden.\n\nThen the wind woke. It came climbing over the parapet with an armful of invisible rubbish, snatching labels and flattening the bean stems. Our neat beds shivered like trays on a waiter's trembling hand. A paper list rose, danced once and vanished beyond the railing. I chased the netting while Mrs Das gathered the children away from the edge. All my instructions had been printed on that list. I could remember only the heading, which now struck me as a remarkably useless achievement.\n\nWe worked without a timetable after that. Someone found heavier stones; someone checked the gate; someone offered to bring shorter canes. Mrs Das taught me how to tie the string without cutting the stems. She did not comment on my original knots. When the wind fell, the plants leaned in several directions, and the shelter looked like a tiny unfinished house. The children called it a success. I began writing down the practical changes we needed before another opening.\n\nAt lunchtime we sat beside the herb boxes and shared the biscuits. Far below, traffic moved through the junction with the regularity our morning had lacked. I had imagined that a garden would lift us above the complications of the building. Instead it had brought them upstairs, where we could finally see and discuss them. As we locked the door, Mrs Das gave me the spoon and asked whether I had noted the access question. I showed her the first line on my new list."},"context_fields":{},"marks":5,"word_guidance":null},{"id":"practice-cie-0500-p1-language-short-2027-3","board":"cambridge","course":"0500","task_id":"cie-0500-p1-language-short-2027","exam_session":"2027","title":"The last stop: one language choice","difficulty":"stretch","question":"Read paragraph 2 of Text C. Explain how one example of language makes the scene vivid for the reader. Use your own words to explain its effect in this setting.","texts":{"Text C":"At the depot I counted the books twice and forgot to count the stops. There were twelve crates, four shelves and one dented kettle, all secured inside a blue vehicle whose side promised A WORLD WITHIN REACH. I had imagined that my first day as a library assistant would involve recommending novels. The driver, Ravi, handed me a checklist and asked whether I could identify a loose wheel bolt. I said that I could learn.\n\nBeyond the town, the road unrolled like a faded ribbon someone had ironed badly. Dust rose behind us in great, reluctant curtains. The library moved through it like a patient blue whale, carrying a dry ocean of stories on its back. Each time we rounded a bend, sunlight scattered across the windscreen in bright handfuls. Ravi drove with both hands steady on the wheel. I held the route sheet and tried to look as if its coloured circles meant more to me than decoration.\n\nAt the first village, I stacked the picture books where nobody could reach them. At the second, I discovered that the catalogue needed an internet signal we did not have. Ravi produced a paper ledger from beneath his seat. I thought it an embarrassingly old solution until three visitors used it without difficulty. By midday I had learnt the code for every shelf and mispronounced two village names. My carefully prepared list of recommendations remained folded in my pocket.\n\nRain caught us after lunch. The fourth stopping place was a square of soft ground beside a hall. Ravi walked across it before attempting to park. He returned with mud above his shoes and said we would use the paved entrance instead. I worried that the sign was now hidden from the road. He asked me to find the hall caretaker and explain the change. It took longer than moving the sign, but the caretaker knew whom to tell.\n\nAt our final stop the sky lowered its bruised forehead over the hills. Rain threaded the air into a grey curtain, and the vehicle's yellow interior floated in it like a room remembered from childhood. I watched the clock nibble away at our last quarter of an hour. Then a woman appeared beneath an umbrella turned half inside out. Water ran from its spokes onto the step. In her other hand she carried a book in a carefully knotted plastic bag.\n\nI began explaining that we were nearly finished. Ravi moved a crate to make a seat. The woman had walked from the next hamlet because the novel's final page was missing. She did not want another copy posted to her; she wanted to know whether the daughter returned. I searched the catalogue while Ravi boiled water. For the first time all day, I understood what it meant to have someone waiting for a book rather than for a service statistic.\n\nWe found the ending in a replacement copy reserved for the next route. She read the last page silently, then closed both books. I wanted to ask what happened, but she was smiling in a way that made the question unnecessary. After she left, I changed one entry on the checklist. Beside our final stop I wrote that we needed a little more time. On the journey home, Ravi asked what I had recommended. I told him that, for once, I had helped someone finish."},"context_fields":{},"marks":5,"word_guidance":null},{"id":"practice-cie-0500-p1-language-short-2027-4","board":"cambridge","course":"0500","task_id":"cie-0500-p1-language-short-2027","exam_session":"2027","title":"The quiet guide: one language choice","difficulty":"foundation","question":"Read paragraph 2 of Text C. Explain how one example of language makes the scene vivid for the reader. Use your own words to explain its effect in this setting.","texts":{"Text C":"I carried the recorder down to the harbour in a padded bag that made it look more important than I felt. The committee wanted a walking tour in the voices of local people. I wanted a recording that would prove I could do more than hold the microphone. I had prepared twelve questions for Mara, who had worked beside the water for forty years. Under the first question I had written in capitals: BEGIN WITH SOMETHING DRAMATIC.\n\nThe harbour was a drawer of loosened cutlery, clinking and shifting with every small wave. Boats rubbed their shoulders against the quay. Across the basin, a crane held its thin neck over the warehouses as if waiting for a secret. Salt furred the railing beneath my fingers. I checked the recorder's red light and asked Mara to describe her most frightening day. She looked at the water for so long that I checked the light again.\n\nShe said that most days had begun with wet socks. I laughed, expecting the opening to a larger story. She did not laugh with me. Her first boots had leaked, and the walk to work had taken nearly an hour. I tried to move on to the storm I had read about in the town archive. She answered politely, but each answer grew shorter. The recorder between us looked like a small red eye accusing us both of wasting its time.\n\nThen a young man called from a boat and asked Mara whether a knot was right. She stood, leaned over the rail and explained the mistake. The explanation was exact and patient. I forgot my questions and listened. When she sat down, I asked who had taught her. She described a woman who had tied everything twice because she had once lost a day's wages when a rope slipped. The story had no storm in it. I could see the woman nevertheless.\n\nWind crowded into the microphone with a roar like an audience refusing to settle. Behind it, Mara's voice became a thread I kept losing. I cupped my hand around the machine and moved closer. Gulls stitched white scratches across the sky; the water beneath the quay folded and unfolded its black silk. For the first time, the silence between her sentences did not seem empty. It seemed to contain the distance between what had happened and what she was willing to tell a stranger.\n\nWe stopped recording when the battery warning flashed. I apologised for missing the ending. Mara asked which ending I meant. I showed her my list and she smiled at the word dramatic, visible through a fold in the page. There had been a storm, she said, but there had also been hundreds of ordinary mornings. If our walk remembered only the storm, visitors would never understand why anyone stayed. She offered to meet again, provided I brought a spare battery and fewer questions.\n\nAt home I played the recording through headphones. My own voice appeared everywhere, bright and hurried, stepping across the beginnings of her answers. I deleted the music I had chosen for the introduction. Then I wrote a new opening that explained whose memories the walk contained and where they differed. The harbour had not become less interesting. It had become harder to fit into my pocket. Before saving the file, I left two seconds of silence after Mara's first sentence about the boots."},"context_fields":{},"marks":5,"word_guidance":null},{"id":"practice-cie-0500-p1-language-short-2027-5","board":"cambridge","course":"0500","task_id":"cie-0500-p1-language-short-2027","exam_session":"2027","title":"The missing number: one language choice","difficulty":"standard","question":"Read paragraph 2 of Text C. Explain how one example of language makes the scene vivid for the reader. Use your own words to explain its effect in this setting.","texts":{"Text C":"My chart had six columns and a colour key impressive enough to suggest that I understood the weather. On the morning we collected the first readings, I carried it rolled inside a cardboard tube. Our group had placed instruments in neighbours' gardens to compare temperatures. I had been appointed organiser because I answered messages quickly. By nine o'clock I had answered fourteen messages and measured nothing. The cardboard tube was beginning to soften in the rain.\n\nAt the first house, water trembled on the gate in a necklace of unspent silver. The garden beyond it wore a coat of wet green glass. A label on the instrument fluttered like a tiny flag of surrender. I held the chart under my jacket while Mr Sen searched for his spectacles. The reading was lower than I expected. I wrote it down, then looked at it again as though the number might improve if I gave it time.\n\nAt the next house, the instrument had been moved. It now hung beside a metal shed because the original post had fallen. I thanked the owner and made a note, wondering whether I could hide the complication in a small symbol. My plan was to produce six clean comparisons by lunchtime. Symbols seemed likely to multiply. When the third volunteer did not answer the door, I wrote a question mark in the empty box and pressed hard enough to tear the damp paper.\n\nBack at the community room, the others spread their records on a table. One had taken a photograph instead of writing down the time. Another had recorded two numbers because he was unsure which scale to use. I felt an unreasonable anger at their untidy pages. The science teacher asked us to describe exactly what each page showed. She listened without rescuing us. Gradually the table began to look less like a failed presentation and more like a record of a difficult morning.\n\nOutside, the rain combed the windows with long, impatient fingers. A drain coughed under the weight of the street's water. Above our heads the fan worried at the same small circle of air, stirring papers but settling nothing. I looked at the missing reading, a white island in my coloured chart. For a moment I imagined placing yesterday's number there. Nobody would know. Then the teacher asked why that house had been chosen, and the empty square acquired a question of its own.\n\nWe discovered that all six gardens belonged to people our families knew. None represented the narrow streets near the bus station. The chart could not tell the whole neighbourhood's story, even if every box had been filled. I wrote this at the bottom in letters much larger than I wanted. Someone suggested we visit the bus station traders before designing the next round. Someone else offered to check the instruments together. The meeting became slower and considerably more interesting.\n\nThat evening the absent volunteer sent a message. Her mother had needed help, and she had forgotten the reading entirely. I thanked her for telling us and left the square blank. The presentation would now contain a section called What we still need to find out. I rolled the chart into its tube, then changed my mind and left it open on the desk. Its colours looked less certain under the lamp. The white space, however, no longer seemed like something I had to conceal."},"context_fields":{},"marks":5,"word_guidance":null},{"id":"practice-cie-0500-p1-language-short-2027-6","board":"cambridge","course":"0500","task_id":"cie-0500-p1-language-short-2027","exam_session":"2027","title":"Before the shutters rise: one language choice","difficulty":"stretch","question":"Read paragraph 2 of Text C. Explain how one example of language makes the scene vivid for the reader. Use your own words to explain its effect in this setting.","texts":{"Text C":"The market was awake before its lights were. I arrived holding a clean notebook and wearing shoes that had never carried a crate. My aunt had arranged a Saturday placement at a fruit stall, and I had promised to treat it like a proper job. I wrote the time at the top of the first page. Beneath it I added a heading, Lessons, then left enough space for what I assumed would be a short and impressive list.\n\nInside the covered aisle, the shutters shook off the night with a metallic yawn. Oranges glowed like bright coins in a locked chest. Water slid across the floor in narrow, secretive rivers, carrying a leaf, a thread and the ghost of yesterday's dust. Beyond the roof, the morning had only begun to colour itself in. The stallholder, Leena, put a stack of crates beside me and asked whether I could leave a clear path to the weighing table.\n\nI built a symmetrical tower. It looked efficient, and I photographed it before the first customer arrived. Leena glanced at the picture, then at the gap beside the stall. She asked me to stand where an older customer would stand and reach for the apples. I could not get past my own arrangement. We moved the tower. My notebook remained open on a box, collecting a pale ring where someone had rested a cup of tea.\n\nBy seven, I had calculated change correctly three times and lost one important label. I tried to remember every instruction, but each customer seemed to create an exception. One wanted smaller fruit, another was collecting for a neighbour, and a third had already paid yesterday. Leena knew them by the way they approached the table. I knew them as problems arriving faster than I could write them down. She told me to stop writing for a while and watch.\n\nThen the weighing scale went blank. The queue tightened into a single impatient rope. Voices rose and crossed, bright hooks catching at my attention, while the silent screen reflected my own alarm. From the next stall, a man lifted his scale over a row of baskets as though passing a child across a stream. Leena thanked him and continued serving. I had spent the morning measuring our success against his queue. Now his borrowed machine was keeping our queue moving.\n\nWhen the rush ended, I asked why he had helped a competitor. Leena said that customers did not come to a market containing one successful stall and twenty closed shutters. Then she asked me to return the scale and check whether he needed anything. He needed someone to hold a sack open. For ten minutes I worked at the stall I had wanted to beat. The task required no calculation and almost no conversation. It required me to stay where I was needed.\n\nAt noon, I opened the notebook again. Under Lessons I had written only a price and a reminder about the lost label. I added a sentence about leaving space for people to move, then another about asking before changing a system. My shoes were marked with dust and a thin stripe of orange pulp. Leena asked whether I wanted to return next week. I looked down the aisle, where the other trader was raising a hand in farewell, and said I would ask what time he needed his scale back first."},"context_fields":{},"marks":5,"word_guidance":null},{"id":"practice-cie-0500-p1-summary-2027-1","board":"cambridge","course":"0500","task_id":"cie-0500-p1-summary-2027","exam_session":"2027","title":"The repair room: summary","difficulty":"foundation","question":"According to Text B, what are the benefits of a community repair room and the difficulties of keeping it running? Write a continuous summary, using your own words as far as possible.","texts":{"Text B":"When our neighbourhood association proposed a repair room, I imagined a shelf of abandoned toasters. Six months later, I am less ready to laugh. On Saturday mornings a retired electrician, a cycle mechanic and several learners meet in a borrowed hall. Visitors bring damaged possessions and stay to work beside a volunteer. They pay for parts when necessary, but advice is free. A useful object remains in circulation, and a family avoids buying a replacement it may struggle to afford.\n\nThe room preserves knowledge as well as materials. Someone who learns to replace a zip can repeat the job at home. People who usually pass each other without speaking now discuss tools over tea. A visitor who arrived apologising for being hopeless returned to show us a repaired bag. Such confidence does not appear in our count of completed jobs. Nor does the pleasure of teaching a skill that an employer once dismissed as old fashioned.\n\nSuccess, however, requires more than good intentions. Electrical work needs trained supervision and appropriate safety checks. Suitable tools, insurance and a secure cupboard cost money. Parts for older products can be difficult to obtain, while some sealed products cannot be opened safely. A broken object may occupy a workbench for weeks while its owner searches for a replacement component. Our donated storage is already full.\n\nVolunteers also have other commitments. If the mechanic is away, a queue of bicycles cannot simply be handed to an enthusiastic beginner. Clear booking information matters: the room cannot promise an instant repair or accept every item. Some visitors expect a free replacement when a repair fails. We explain the limits before starting, and ask owners to take responsibility for collecting their possessions. I support the room precisely because its work is practical. Calling it a miracle would only make the patient people running it less visible."},"context_fields":{},"marks":15,"word_guidance":"Your summary should not be more than 120 words."},{"id":"practice-cie-0500-p1-summary-2027-2","board":"cambridge","course":"0500","task_id":"cie-0500-p1-summary-2027","exam_session":"2027","title":"Above the traffic: summary","difficulty":"standard","question":"According to Text B, what are the advantages of shared roof gardens and the problems organisers must solve? Write a continuous summary, using your own words as far as possible.","texts":{"Text B":"Our shared roof garden began with six boxes of herbs and a view of a car park. Residents without balconies could finally grow something near home. Children discovered that radishes did not arrive in neat bunches underground, while adults exchanged recipes along with spare seedlings. Several neighbours now spend time outdoors who previously went straight from work to their rooms. The harvest is modest, but the conversations are not.\n\nThe garden offers a place to learn together. Beginners can share tools rather than buying equipment they may use once. Taller plants provide a little shade around the seating area. Kitchen scraps become compost where suitable containers and trained supervision are available. Small deliveries of fresh herbs also reduce the need to buy plastic packets containing far more than one household wants. I enjoy these gains, although nobody should pretend that six boxes will feed an entire building.\n\nThe roof itself cannot be taken for granted. Before adding soil, the association paid for a structural assessment and checked the waterproof surface. Safe railings, an unobstructed exit and accessible routes were essential. Carrying full watering cans up the last flight of stairs excluded some residents until we installed a suitable water supply. That work cost more than the first year's plants. High winds can damage delicate growth and lift badly secured equipment.\n\nShared enthusiasm is also uneven. People volunteer eagerly for planting day, then discover that watering has to continue during holidays. A rota helps only if someone notices an empty slot. Arguments about noise, fertilisers and who may pick the tomatoes need agreed rules. We post the costs and harvest arrangements where everyone can see them. There is much to celebrate on this roof. It succeeds when we treat it as a shared responsibility rather than a photograph of effortless green living."},"context_fields":{},"marks":15,"word_guidance":"Your summary should not be more than 120 words."},{"id":"practice-cie-0500-p1-summary-2027-3","board":"cambridge","course":"0500","task_id":"cie-0500-p1-summary-2027","exam_session":"2027","title":"The last stop: summary","difficulty":"stretch","question":"According to Text B, what are the value of a travelling library and the obstacles to extending its service? Write a continuous summary, using your own words as far as possible.","texts":{"Text B":"A travelling library is a small vehicle with an unexpectedly large promise. Every fortnight ours stops in villages where reaching a permanent library would mean paying for transport and losing most of a day. Readers borrow without making that journey. Children can try books their families could not buy, and older residents can request large print editions. For some visitors, the conversation with the librarian matters as much as the book.\n\nThe stock changes between routes, giving regular readers more variety than a single small cupboard could offer. Staff help people find material suited to their interests rather than simply handing out whatever remains. A request service allows readers to reserve particular titles. At selected stops, the team also explains how to use the digital catalogue. When a visitor learns to place an order independently, the service has widened access beyond the vehicle's shelves.\n\nThese benefits depend on unglamorous arrangements. Fuel costs rise, tyres wear out and mechanical trouble can cancel a whole day's visits. Heavy rain makes some roads unsafe. The narrow interior limits the number of people who can browse at once, and not every stopping place has an accessible entrance area. Shelves can hold only so many books. Carrying more of one popular genre means carrying less of something else.\n\nExpansion needs careful planning. An extra stop sounds simple until the driving time is added to the timetable. Residents need clear information when routes change; a message online will not reach everyone. Mobile internet is unreliable in places, so staff keep paper records as a backup. Training another librarian would protect the service when the regular team is absent, but funding must cover wages as well as a colourful new vehicle. I would welcome more routes. I would welcome them more if the existing readers could still count on the one printed beside their village name."},"context_fields":{},"marks":15,"word_guidance":"Your summary should not be more than 120 words."},{"id":"practice-cie-0500-p1-summary-2027-4","board":"cambridge","course":"0500","task_id":"cie-0500-p1-summary-2027","exam_session":"2027","title":"The quiet guide: summary","difficulty":"foundation","question":"According to Text B, what are the benefits of recorded local history walks and the difficulties involved in producing them? Write a continuous summary, using your own words as far as possible.","texts":{"Text B":"The harbour's recorded history walk allows visitors to explore without joining a large guided group. A phone can play each account beside the place it describes, and listeners can pause whenever they wish. The recordings are free to download before arrival, avoiding the need for a continuous connection. Local cafes have gained customers who might otherwise have hurried straight to the beach. Residents also use the walk to discover a past that familiar buildings have concealed.\n\nCollecting voices has another purpose. Retired workers describe tools and routines that written records barely mention. Families can hear accents that are disappearing from the town. We include several accounts of the same street so that the past does not sound as though it belonged to one confident speaker. A transcript helps people who cannot hear the recording clearly. Short translated versions can open the walk to more visitors.\n\nNone of this happens simply by switching on a microphone. A speaker may share a memory freely in a conversation but hesitate when asked to publish it. Permission must be clear, and people need to understand how their voices will be used. Dates and claims require checking against reliable records. Conflicting memories can be valuable, provided the recording identifies them as memories rather than settled facts. Editing out every hesitation might make an account smoother while removing its character.\n\nRoutes also need maintenance. Building works can block a safe stopping place, and a shop mentioned in the commentary may close. Some streets have steps, so accessible alternatives and clear route information are necessary. Equipment, editing and long term storage cost money. I love hearing the town speak in its own voices. I would rather publish six careful recordings than a hundred cheerful mistakes that later volunteers must spend their evenings correcting."},"context_fields":{},"marks":15,"word_guidance":"Your summary should not be more than 120 words."},{"id":"practice-cie-0500-p1-summary-2027-5","board":"cambridge","course":"0500","task_id":"cie-0500-p1-summary-2027","exam_session":"2027","title":"The missing number: summary","difficulty":"standard","question":"According to Text B, what are the uses of neighbourhood weather observations and the difficulties in collecting reliable information? Write a continuous summary, using your own words as far as possible.","texts":{"Text B":"A temperature reported for the nearest airport does not describe every street in our neighbourhood. Our observation group places simple instruments in selected gardens and courtyards to record local differences. Shade, paving and nearby buildings can affect a reading. The results help residents discuss where extra shade or drinking water might be useful. The project is a starting point for questions, not a substitute for a professional weather service or an emergency warning.\n\nVolunteers gain practical skills by recording observations at agreed times. Young participants learn to distinguish a measurement from an explanation. A resident who cannot attend meetings can still contribute a daily reading from home. Sharing results brings people from different streets into the same conversation. Repeating observations across seasons may reveal patterns that a single unusually hot day would hide. Careful records are more useful than the most dramatic photograph.\n\nReliable information needs consistent methods. An instrument beside a sunny wall cannot be compared fairly with one in open shade unless that difference is recorded. Cheap equipment may drift or fail, so devices need checking. Volunteers require clear instructions and someone to answer questions. Reading at the wrong time, rounding casually or copying yesterday's result creates misleading certainty. Holidays and illness leave gaps. A blank entry should remain visible rather than being filled with a plausible guess.\n\nWe must also be honest about coverage. Six convenient gardens cannot represent every part of a town. Publishing exact household locations could reveal more about volunteers than they intended to share, so public maps use broader areas. Replacing batteries, storing records and supervising the work all take time. I am enthusiastic about this project because it makes observation a shared habit. I become uneasy only when a colourful chart is treated as proof of a claim our small collection of numbers cannot support."},"context_fields":{},"marks":15,"word_guidance":"Your summary should not be more than 120 words."},{"id":"practice-cie-0500-p1-summary-2027-6","board":"cambridge","course":"0500","task_id":"cie-0500-p1-summary-2027","exam_session":"2027","title":"Before the shutters rise: summary","difficulty":"stretch","question":"According to Text B, what are the benefits of short market work placements and the arrangements needed to make them worthwhile? Write a continuous summary, using your own words as far as possible.","texts":{"Text B":"A short placement at a market can show a young person how much thought lies behind an ordinary purchase. Participants greet customers, check quantities and learn why stock is arranged in particular ways. Working beside an experienced stallholder can build confidence more quickly than listening to a talk about employment. Someone considering a business career may discover an interest in buying and selling, or decide that a different kind of work would suit them better.\n\nThe learning is broader than sales. Adding prices accurately matters when a queue is waiting. Listening to a customer requires attention to tone as well as words. Watching traders share deliveries reveals cooperation between people who also compete. Placements can strengthen links between families and local businesses. A young participant may meet adults outside their usual circle and gain a clearer idea of the routes into different jobs.\n\nThese opportunities need a proper structure. Hours and tasks should be agreed in advance. Heavy lifting, unsafe equipment and handling money without supervision are not suitable ways to test a beginner's courage. A named adult must have time to explain the work and provide feedback. Stallholders need guidance too; knowing how to run a business does not automatically mean knowing how to teach someone else. Permission and emergency contact arrangements must be clear.\n\nAccess should not depend on having a relative with a stall. Travel costs and early starts can exclude participants unless support is planned. Placements should offer learning rather than replace paid workers with free labour. A brief discussion afterwards helps participants recognise what they have learnt and raise concerns. I welcome the energy that young people bring to our market. I would trust the scheme more if its organisers counted good explanations and fair treatment as carefully as they count the number of placements completed."},"context_fields":{},"marks":15,"word_guidance":"Your summary should not be more than 120 words."},{"id":"practice-cie-0500-p2-attitude-2027-1","board":"cambridge","course":"0500","task_id":"cie-0500-p2-attitude-2027","exam_session":"2027","title":"The repair room: work and responsibility","difficulty":"foundation","question":"Evaluate the speaker's attitude to work in Text B. Use your own words and refer to details that support your judgement.","texts":{"Text B":"I joined the repair room because I wanted to prove that I could finish something without asking for help. On my first morning I lined up the donated radios and chose the newest one. The experienced volunteers seemed absurdly slow. They wrote labels, checked plugs and asked owners questions whose answers appeared obvious. I had offered my Saturday, and I wanted a dramatic result to show for it.\n\nBy lunchtime I had opened three cases and repaired nothing. A woman waiting for her lamp asked which screws belonged to it. I had put all the screws in a single dish. My confidence survived for another minute, until the supervisor asked me to explain why I thought the cable was safe. I could not. She stopped the job without raising her voice, which was somehow worse than being shouted at.\n\nNow I keep separate trays and record each stage. This sounds tedious until a different volunteer needs to continue the work. The record saves them from beginning again. I still dislike sessions in which we complete only one repair, but I have learnt to notice other kinds of progress. Last week an owner identified the fault herself after I showed her how to inspect the switch. She left with a skill, not just a working lamp.\n\nI would like the room to open more often. At present, however, that would mean asking the same three people to give up another evening. A large attendance figure is attractive on a poster; an exhausted supervisor is less useful at a bench. Before recruiting more visitors, we should train more volunteers and arrange somewhere to keep unfinished jobs. My friends say this makes me sound cautious. Perhaps it does. I still enjoy the moment when a dead radio begins to speak, but I no longer think that every useful morning needs applause."},"context_fields":{},"marks":5,"word_guidance":null},{"id":"practice-cie-0500-p2-attitude-2027-2","board":"cambridge","course":"0500","task_id":"cie-0500-p2-attitude-2027","exam_session":"2027","title":"Above the traffic: work and responsibility","difficulty":"standard","question":"Evaluate the speaker's attitude to work in Text B. Use your own words and refer to details that support your judgement.","texts":{"Text B":"My job in the roof garden is to organise the watering rota. At first I measured success by the number of names I could fit into its squares. A full chart looked reassuring. I sent reminders in a cheerful tone and assumed that anyone who had signed up would appear. When three people missed the same hot afternoon, I complained that our neighbours wanted the pleasure without the work.\n\nThen I met one of them carrying shopping bags up the stairs. Her father had been ill. Another volunteer had lost his phone and never received my reminder. Neither explanation watered the seedlings, but both made my message about laziness seem foolish. I began asking which sessions people could realistically manage, rather than announcing that we all had to contribute equally. The timetable became less impressive and more reliable.\n\nI still like a tidy garden. I would rather label a bed than spend half an hour debating its name. Yet the resident who talks most slowly about her beans is also the person who remembers to welcome newcomers. When I rush the group, I sometimes save ten minutes and lose a volunteer. We have started a short meeting before each session so that practical work and questions both have a place.\n\nSome residents want us to turn the roof into a vegetable business. I understand the appeal of selling a surplus and buying better tools. I would want to calculate the extra labour first. Our strongest benefit is that people who felt shut out now have somewhere to belong. A sales target could support that purpose, or quietly replace it. I am prepared to try a small stall for one month. I am not prepared to describe unpaid neighbours as a free workforce simply because a spreadsheet makes their time disappear."},"context_fields":{},"marks":5,"word_guidance":null},{"id":"practice-cie-0500-p2-attitude-2027-3","board":"cambridge","course":"0500","task_id":"cie-0500-p2-attitude-2027","exam_session":"2027","title":"The last stop: work and responsibility","difficulty":"stretch","question":"Evaluate the speaker's attitude to work in Text B. Use your own words and refer to details that support your judgement.","texts":{"Text B":"People ask why I drive the library so slowly. They mean the whole service, not just the vehicle. They would like later opening, more stops and a photograph of a full queue outside every village hall. I would like those things too, but I have spent enough mornings waiting beside a closed road to distinguish a wish from a timetable.\n\nWhen I started, I promised to fit another stop between lunch and the last village. The drive took longer than the map suggested. At the final stop an elderly reader had been waiting in the heat for forty minutes. I apologised and tried to hurry her choice. She said she had waited a fortnight to choose a book and would prefer not to do it in thirty seconds. That sentence has travelled with me ever since.\n\nNow I record the time needed for browsing, advice and setting up a safe entrance. These are part of the job, even though they do not move us along the road. I also invite volunteers to help with publicity and shelving. I do not ask them to replace trained staff when someone needs specialist support. Knowing which book a child wants can take more attention than carrying a box of books through a door.\n\nI am sometimes accused of protecting a comfortable routine. There is a fair question there. A timetable should not become an excuse to ignore villages we never visit. This winter I want to trial one new stop and ask both new and existing readers what changes. If the trial works, I will be its loudest supporter. What I resist is the idea that speed is always evidence of dedication. A reader should not have to prove that they can hurry before a public service decides that their time matters."},"context_fields":{},"marks":5,"word_guidance":null},{"id":"practice-cie-0500-p2-attitude-2027-4","board":"cambridge","course":"0500","task_id":"cie-0500-p2-attitude-2027","exam_session":"2027","title":"The quiet guide: work and responsibility","difficulty":"foundation","question":"Evaluate the speaker's attitude to work in Text B. Use your own words and refer to details that support your judgement.","texts":{"Text B":"When the harbour walk committee asked for a young guide, I thought the job meant being interesting in public. I prepared jokes, practised my voice and chose the most dramatic stories. Long pauses worried me. If an interviewee stopped speaking, I supplied a date or suggested an exciting detail. The finished recording sounded remarkably confident, partly because so much of it sounded like me.\n\nOur first listener was a former dock worker. She said the walk was entertaining but that I had made every job at the harbour seem heroic. People had also been bored, cold and badly paid. I wanted to defend the project. We were trying to attract visitors, not give them a miserable afternoon. Later I listened again and noticed how often I had interrupted answers that did not fit my outline.\n\nI now ask more open questions and leave room for a speaker to disagree with me. This makes editing harder. Two people can remember the same event differently, and a neat story is quicker to sell. Yet I think a listener can cope with uncertainty if we explain it honestly. A local voice should not become decoration behind a guide's favourite anecdote.\n\nThere are still practical limits. Volunteers cannot investigate every family memory for months. We have a budget, a deadline and visitors who need a route they can follow safely. I want the recordings to be clear and enjoyable. I also want the people recorded to recognise themselves when they hear them. We will offer speakers a chance to check their sections before publication, even if that delays the launch. I used to count interruptions as evidence that I was keeping an interview alive. These days I count the questions I did not need to answer myself."},"context_fields":{},"marks":5,"word_guidance":null},{"id":"practice-cie-0500-p2-attitude-2027-5","board":"cambridge","course":"0500","task_id":"cie-0500-p2-attitude-2027","exam_session":"2027","title":"The missing number: work and responsibility","difficulty":"standard","question":"Evaluate the speaker's attitude to work in Text B. Use your own words and refer to details that support your judgement.","texts":{"Text B":"I wanted our weather project to look professional. I made a chart before we had taken any readings and chose colours that would make the differences obvious. When a volunteer failed to send a result, I was tempted to use the average of the previous days. It seemed harmless. A blank square looked careless, and I wanted the group to trust me as its organiser.\n\nThe science teacher who advised us asked what the average would represent. I said that it would represent the likely temperature. She asked whether likely and measured meant the same thing. I knew the answer, but I still resented the question. I had spent hours arranging the chart. The missing number seemed to receive more attention than all the work that was there.\n\nI now keep a separate record of gaps and possible errors. This is less satisfying than producing a perfectly filled table. It is also more useful. Another volunteer noticed that one instrument had been moved beside a metal shed; our notes allowed us to identify exactly which readings might be affected. Had I quietly corrected the unusual figures, we would have lost the clue.\n\nI remain ambitious for the project. We could include more streets and work with people who spend time outdoors. I would rather improve our methods before announcing a large conclusion. My friends think that caution will make the final presentation dull. I think the interesting story is how we found out what we could and could not claim. Work deserves to look clear, but appearance should follow the observations. If one empty square tells the truth about what happened, I am learning to leave it empty."},"context_fields":{},"marks":5,"word_guidance":null},{"id":"practice-cie-0500-p2-attitude-2027-6","board":"cambridge","course":"0500","task_id":"cie-0500-p2-attitude-2027","exam_session":"2027","title":"Before the shutters rise: work and responsibility","difficulty":"stretch","question":"Evaluate the speaker's attitude to work in Text B. Use your own words and refer to details that support your judgement.","texts":{"Text B":"Before my market placement, I thought a successful morning meant selling more than the neighbouring stall. I practised adding prices quickly and imagined that the stallholder would notice my ambition. When she asked me to arrange empty crates, I wondered whether she had understood that I wanted responsibility. I made a fine display and waited for a more important task.\n\nThe first busy hour changed my definition of important. A customer could not reach the stall because I had blocked the narrow gap with my crates. Another was waiting for an order whose label I had thrown away with a piece of string. The stallholder moved the crates without criticising my ambition. Then she asked me to spend ten minutes watching where people actually walked. I found that much harder than calculating change.\n\nI still enjoy selling. I also notice the work that allows a sale to happen: remembering a regular customer's request, keeping the entrance clear and asking before moving someone else's equipment. The neighbouring trader lent us a scale when ours failed. Until then I had treated him as a rival whose slow queue was good news for us. He laughed when I thanked him and said the market needed everyone to open tomorrow.\n\nI would recommend a placement, provided the adult has time to teach. Standing silently behind a stall for a week would not have taught me much. Nor would doing jobs too dangerous to question. Beginners should be allowed to ask why, and organisers should check that they can. I came hoping to prove that I was already useful. I left with a longer list of things to learn, which feels less impressive on an application form and much more useful when the shutters rise."},"context_fields":{},"marks":5,"word_guidance":null},{"id":"practice-cie-0500-p2-composition-descriptive-2027-1","board":"cambridge","course":"0500","task_id":"cie-0500-p2-composition-descriptive-2027","exam_session":"2027","title":"The repair room: description","difficulty":"foundation","question":"Describe a room just before a public event begins. Make changes in light and sound important in your description.","texts":{},"context_fields":{},"marks":40,"word_guidance":"Write about 350 to 450 words on one of the following questions."},{"id":"practice-cie-0500-p2-composition-descriptive-2027-2","board":"cambridge","course":"0500","task_id":"cie-0500-p2-composition-descriptive-2027","exam_session":"2027","title":"Above the traffic: description","difficulty":"standard","question":"Describe the view from a high place as a busy day begins below you.","texts":{},"context_fields":{},"marks":40,"word_guidance":"Write about 350 to 450 words on one of the following questions."},{"id":"practice-cie-0500-p2-composition-descriptive-2027-3","board":"cambridge","course":"0500","task_id":"cie-0500-p2-composition-descriptive-2027","exam_session":"2027","title":"The last stop: description","difficulty":"stretch","question":"Describe a waiting area during a long delay. Focus on the atmosphere and the people around you.","texts":{},"context_fields":{},"marks":40,"word_guidance":"Write about 350 to 450 words on one of the following questions."},{"id":"practice-cie-0500-p2-composition-descriptive-2027-4","board":"cambridge","course":"0500","task_id":"cie-0500-p2-composition-descriptive-2027","exam_session":"2027","title":"The quiet guide: description","difficulty":"foundation","question":"Describe a waterfront as the weather changes. Make the contrast between stillness and movement vivid.","texts":{},"context_fields":{},"marks":40,"word_guidance":"Write about 350 to 450 words on one of the following questions."},{"id":"practice-cie-0500-p2-composition-descriptive-2027-5","board":"cambridge","course":"0500","task_id":"cie-0500-p2-composition-descriptive-2027","exam_session":"2027","title":"The missing number: description","difficulty":"standard","question":"Describe a familiar street during an unexpected power cut.","texts":{},"context_fields":{},"marks":40,"word_guidance":"Write about 350 to 450 words on one of the following questions."},{"id":"practice-cie-0500-p2-composition-descriptive-2027-6","board":"cambridge","course":"0500","task_id":"cie-0500-p2-composition-descriptive-2027","exam_session":"2027","title":"Before the shutters rise: description","difficulty":"stretch","question":"Describe a market before the first customers arrive and as it becomes busy.","texts":{},"context_fields":{},"marks":40,"word_guidance":"Write about 350 to 450 words on one of the following questions."},{"id":"practice-cie-0500-p2-composition-narrative-2027-1","board":"cambridge","course":"0500","task_id":"cie-0500-p2-composition-narrative-2027","exam_session":"2027","title":"The repair room: story","difficulty":"foundation","question":"Write a story in which returning an ordinary object changes a relationship.","texts":{},"context_fields":{},"marks":40,"word_guidance":"Write about 350 to 450 words on one of the following questions."},{"id":"practice-cie-0500-p2-composition-narrative-2027-2","board":"cambridge","course":"0500","task_id":"cie-0500-p2-composition-narrative-2027","exam_session":"2027","title":"Above the traffic: story","difficulty":"standard","question":"Write a story which begins with the words, \"The key was not where I had left it.\"","texts":{},"context_fields":{},"marks":40,"word_guidance":"Write about 350 to 450 words on one of the following questions."},{"id":"practice-cie-0500-p2-composition-narrative-2027-3","board":"cambridge","course":"0500","task_id":"cie-0500-p2-composition-narrative-2027","exam_session":"2027","title":"The last stop: story","difficulty":"stretch","question":"Write a story in which a delay turns out to be fortunate.","texts":{},"context_fields":{},"marks":40,"word_guidance":"Write about 350 to 450 words on one of the following questions."},{"id":"practice-cie-0500-p2-composition-narrative-2027-4","board":"cambridge","course":"0500","task_id":"cie-0500-p2-composition-narrative-2027","exam_session":"2027","title":"The quiet guide: story","difficulty":"foundation","question":"Write a story with the title, \"The voice on the recording\".","texts":{},"context_fields":{},"marks":40,"word_guidance":"Write about 350 to 450 words on one of the following questions."},{"id":"practice-cie-0500-p2-composition-narrative-2027-5","board":"cambridge","course":"0500","task_id":"cie-0500-p2-composition-narrative-2027","exam_session":"2027","title":"The missing number: story","difficulty":"standard","question":"Write a story which includes the words, \"For once, I left the space empty.\"","texts":{},"context_fields":{},"marks":40,"word_guidance":"Write about 350 to 450 words on one of the following questions."},{"id":"practice-cie-0500-p2-composition-narrative-2027-6","board":"cambridge","course":"0500","task_id":"cie-0500-p2-composition-narrative-2027","exam_session":"2027","title":"Before the shutters rise: story","difficulty":"stretch","question":"Write a story in which two competitors have to work together.","texts":{},"context_fields":{},"marks":40,"word_guidance":"Write about 350 to 450 words on one of the following questions."},{"id":"practice-cie-0500-p2-directed-2027-1","board":"cambridge","course":"0500","task_id":"cie-0500-p2-directed-2027","exam_session":"2027","title":"The repair room: a speech","difficulty":"foundation","question":"Your community is considering running a community repair room. Write a speech to a meeting of residents for local residents explaining what newcomers should expect and persuading them to take part responsibly.  In your response:\n• evaluate the benefits and practical concerns raised in both texts\n• explain how the project should be organised to serve the community well.\nUse and develop ideas from both texts, giving reasons for your judgement in your own words.","texts":{"Text A":"When our neighbourhood association proposed a repair room, I imagined a shelf of abandoned toasters. Six months later, I am less ready to laugh. On Saturday mornings a retired electrician, a cycle mechanic and several learners meet in a borrowed hall. Visitors bring damaged possessions and stay to work beside a volunteer. They pay for parts when necessary, but advice is free. A useful object remains in circulation, and a family avoids buying a replacement it may struggle to afford.\n\nThe room preserves knowledge as well as materials. Someone who learns to replace a zip can repeat the job at home. People who usually pass each other without speaking now discuss tools over tea. A visitor who arrived apologising for being hopeless returned to show us a repaired bag. Such confidence does not appear in our count of completed jobs. Nor does the pleasure of teaching a skill that an employer once dismissed as old fashioned.\n\nSuccess, however, requires more than good intentions. Electrical work needs trained supervision and appropriate safety checks. Suitable tools, insurance and a secure cupboard cost money. Parts for older products can be difficult to obtain, while some sealed products cannot be opened safely. A broken object may occupy a workbench for weeks while its owner searches for a replacement component. Our donated storage is already full.\n\nVolunteers also have other commitments. If the mechanic is away, a queue of bicycles cannot simply be handed to an enthusiastic beginner. Clear booking information matters: the room cannot promise an instant repair or accept every item. Some visitors expect a free replacement when a repair fails. We explain the limits before starting, and ask owners to take responsibility for collecting their possessions. I support the room precisely because its work is practical. Calling it a miracle would only make the patient people running it less visible.","Text B":"I joined the repair room because I wanted to prove that I could finish something without asking for help. On my first morning I lined up the donated radios and chose the newest one. The experienced volunteers seemed absurdly slow. They wrote labels, checked plugs and asked owners questions whose answers appeared obvious. I had offered my Saturday, and I wanted a dramatic result to show for it.\n\nBy lunchtime I had opened three cases and repaired nothing. A woman waiting for her lamp asked which screws belonged to it. I had put all the screws in a single dish. My confidence survived for another minute, until the supervisor asked me to explain why I thought the cable was safe. I could not. She stopped the job without raising her voice, which was somehow worse than being shouted at.\n\nNow I keep separate trays and record each stage. This sounds tedious until a different volunteer needs to continue the work. The record saves them from beginning again. I still dislike sessions in which we complete only one repair, but I have learnt to notice other kinds of progress. Last week an owner identified the fault herself after I showed her how to inspect the switch. She left with a skill, not just a working lamp.\n\nI would like the room to open more often. At present, however, that would mean asking the same three people to give up another evening. A large attendance figure is attractive on a poster; an exhausted supervisor is less useful at a bench. Before recruiting more visitors, we should train more volunteers and arrange somewhere to keep unfinished jobs. My friends say this makes me sound cautious. Perhaps it does. I still enjoy the moment when a dead radio begins to speak, but I no longer think that every useful morning needs applause."},"context_fields":{},"marks":35,"word_guidance":"Write about 250 to 350 words."},{"id":"practice-cie-0500-p2-directed-2027-2","board":"cambridge","course":"0500","task_id":"cie-0500-p2-directed-2027","exam_session":"2027","title":"Above the traffic: a letter","difficulty":"standard","question":"Your community is considering opening a shared roof garden. Write a letter to the residents association for local residents explaining what newcomers should expect and persuading them to take part responsibly.  In your response:\n• evaluate the benefits and practical concerns raised in both texts\n• explain how the project should be organised to serve the community well.\nUse and develop ideas from both texts, giving reasons for your judgement in your own words.","texts":{"Text A":"Our shared roof garden began with six boxes of herbs and a view of a car park. Residents without balconies could finally grow something near home. Children discovered that radishes did not arrive in neat bunches underground, while adults exchanged recipes along with spare seedlings. Several neighbours now spend time outdoors who previously went straight from work to their rooms. The harvest is modest, but the conversations are not.\n\nThe garden offers a place to learn together. Beginners can share tools rather than buying equipment they may use once. Taller plants provide a little shade around the seating area. Kitchen scraps become compost where suitable containers and trained supervision are available. Small deliveries of fresh herbs also reduce the need to buy plastic packets containing far more than one household wants. I enjoy these gains, although nobody should pretend that six boxes will feed an entire building.\n\nThe roof itself cannot be taken for granted. Before adding soil, the association paid for a structural assessment and checked the waterproof surface. Safe railings, an unobstructed exit and accessible routes were essential. Carrying full watering cans up the last flight of stairs excluded some residents until we installed a suitable water supply. That work cost more than the first year's plants. High winds can damage delicate growth and lift badly secured equipment.\n\nShared enthusiasm is also uneven. People volunteer eagerly for planting day, then discover that watering has to continue during holidays. A rota helps only if someone notices an empty slot. Arguments about noise, fertilisers and who may pick the tomatoes need agreed rules. We post the costs and harvest arrangements where everyone can see them. There is much to celebrate on this roof. It succeeds when we treat it as a shared responsibility rather than a photograph of effortless green living.","Text B":"My job in the roof garden is to organise the watering rota. At first I measured success by the number of names I could fit into its squares. A full chart looked reassuring. I sent reminders in a cheerful tone and assumed that anyone who had signed up would appear. When three people missed the same hot afternoon, I complained that our neighbours wanted the pleasure without the work.\n\nThen I met one of them carrying shopping bags up the stairs. Her father had been ill. Another volunteer had lost his phone and never received my reminder. Neither explanation watered the seedlings, but both made my message about laziness seem foolish. I began asking which sessions people could realistically manage, rather than announcing that we all had to contribute equally. The timetable became less impressive and more reliable.\n\nI still like a tidy garden. I would rather label a bed than spend half an hour debating its name. Yet the resident who talks most slowly about her beans is also the person who remembers to welcome newcomers. When I rush the group, I sometimes save ten minutes and lose a volunteer. We have started a short meeting before each session so that practical work and questions both have a place.\n\nSome residents want us to turn the roof into a vegetable business. I understand the appeal of selling a surplus and buying better tools. I would want to calculate the extra labour first. Our strongest benefit is that people who felt shut out now have somewhere to belong. A sales target could support that purpose, or quietly replace it. I am prepared to try a small stall for one month. I am not prepared to describe unpaid neighbours as a free workforce simply because a spreadsheet makes their time disappear."},"context_fields":{},"marks":35,"word_guidance":"Write about 250 to 350 words."},{"id":"practice-cie-0500-p2-directed-2027-3","board":"cambridge","course":"0500","task_id":"cie-0500-p2-directed-2027","exam_session":"2027","title":"The last stop: a speech","difficulty":"stretch","question":"Your community is considering expanding a travelling library. Write a speech to a meeting of residents for local residents explaining what newcomers should expect and persuading them to take part responsibly.  In your response:\n• evaluate the benefits and practical concerns raised in both texts\n• explain how the project should be organised to serve the community well.\nUse and develop ideas from both texts, giving reasons for your judgement in your own words.","texts":{"Text A":"A travelling library is a small vehicle with an unexpectedly large promise. Every fortnight ours stops in villages where reaching a permanent library would mean paying for transport and losing most of a day. Readers borrow without making that journey. Children can try books their families could not buy, and older residents can request large print editions. For some visitors, the conversation with the librarian matters as much as the book.\n\nThe stock changes between routes, giving regular readers more variety than a single small cupboard could offer. Staff help people find material suited to their interests rather than simply handing out whatever remains. A request service allows readers to reserve particular titles. At selected stops, the team also explains how to use the digital catalogue. When a visitor learns to place an order independently, the service has widened access beyond the vehicle's shelves.\n\nThese benefits depend on unglamorous arrangements. Fuel costs rise, tyres wear out and mechanical trouble can cancel a whole day's visits. Heavy rain makes some roads unsafe. The narrow interior limits the number of people who can browse at once, and not every stopping place has an accessible entrance area. Shelves can hold only so many books. Carrying more of one popular genre means carrying less of something else.\n\nExpansion needs careful planning. An extra stop sounds simple until the driving time is added to the timetable. Residents need clear information when routes change; a message online will not reach everyone. Mobile internet is unreliable in places, so staff keep paper records as a backup. Training another librarian would protect the service when the regular team is absent, but funding must cover wages as well as a colourful new vehicle. I would welcome more routes. I would welcome them more if the existing readers could still count on the one printed beside their village name.","Text B":"People ask why I drive the library so slowly. They mean the whole service, not just the vehicle. They would like later opening, more stops and a photograph of a full queue outside every village hall. I would like those things too, but I have spent enough mornings waiting beside a closed road to distinguish a wish from a timetable.\n\nWhen I started, I promised to fit another stop between lunch and the last village. The drive took longer than the map suggested. At the final stop an elderly reader had been waiting in the heat for forty minutes. I apologised and tried to hurry her choice. She said she had waited a fortnight to choose a book and would prefer not to do it in thirty seconds. That sentence has travelled with me ever since.\n\nNow I record the time needed for browsing, advice and setting up a safe entrance. These are part of the job, even though they do not move us along the road. I also invite volunteers to help with publicity and shelving. I do not ask them to replace trained staff when someone needs specialist support. Knowing which book a child wants can take more attention than carrying a box of books through a door.\n\nI am sometimes accused of protecting a comfortable routine. There is a fair question there. A timetable should not become an excuse to ignore villages we never visit. This winter I want to trial one new stop and ask both new and existing readers what changes. If the trial works, I will be its loudest supporter. What I resist is the idea that speed is always evidence of dedication. A reader should not have to prove that they can hurry before a public service decides that their time matters."},"context_fields":{},"marks":35,"word_guidance":"Write about 250 to 350 words."},{"id":"practice-cie-0500-p2-directed-2027-4","board":"cambridge","course":"0500","task_id":"cie-0500-p2-directed-2027","exam_session":"2027","title":"The quiet guide: a letter","difficulty":"foundation","question":"Your community is considering offering recorded local history walks. Write a letter to the residents association for local residents explaining what newcomers should expect and persuading them to take part responsibly.  In your response:\n• evaluate the benefits and practical concerns raised in both texts\n• explain how the project should be organised to serve the community well.\nUse and develop ideas from both texts, giving reasons for your judgement in your own words.","texts":{"Text A":"The harbour's recorded history walk allows visitors to explore without joining a large guided group. A phone can play each account beside the place it describes, and listeners can pause whenever they wish. The recordings are free to download before arrival, avoiding the need for a continuous connection. Local cafes have gained customers who might otherwise have hurried straight to the beach. Residents also use the walk to discover a past that familiar buildings have concealed.\n\nCollecting voices has another purpose. Retired workers describe tools and routines that written records barely mention. Families can hear accents that are disappearing from the town. We include several accounts of the same street so that the past does not sound as though it belonged to one confident speaker. A transcript helps people who cannot hear the recording clearly. Short translated versions can open the walk to more visitors.\n\nNone of this happens simply by switching on a microphone. A speaker may share a memory freely in a conversation but hesitate when asked to publish it. Permission must be clear, and people need to understand how their voices will be used. Dates and claims require checking against reliable records. Conflicting memories can be valuable, provided the recording identifies them as memories rather than settled facts. Editing out every hesitation might make an account smoother while removing its character.\n\nRoutes also need maintenance. Building works can block a safe stopping place, and a shop mentioned in the commentary may close. Some streets have steps, so accessible alternatives and clear route information are necessary. Equipment, editing and long term storage cost money. I love hearing the town speak in its own voices. I would rather publish six careful recordings than a hundred cheerful mistakes that later volunteers must spend their evenings correcting.","Text B":"When the harbour walk committee asked for a young guide, I thought the job meant being interesting in public. I prepared jokes, practised my voice and chose the most dramatic stories. Long pauses worried me. If an interviewee stopped speaking, I supplied a date or suggested an exciting detail. The finished recording sounded remarkably confident, partly because so much of it sounded like me.\n\nOur first listener was a former dock worker. She said the walk was entertaining but that I had made every job at the harbour seem heroic. People had also been bored, cold and badly paid. I wanted to defend the project. We were trying to attract visitors, not give them a miserable afternoon. Later I listened again and noticed how often I had interrupted answers that did not fit my outline.\n\nI now ask more open questions and leave room for a speaker to disagree with me. This makes editing harder. Two people can remember the same event differently, and a neat story is quicker to sell. Yet I think a listener can cope with uncertainty if we explain it honestly. A local voice should not become decoration behind a guide's favourite anecdote.\n\nThere are still practical limits. Volunteers cannot investigate every family memory for months. We have a budget, a deadline and visitors who need a route they can follow safely. I want the recordings to be clear and enjoyable. I also want the people recorded to recognise themselves when they hear them. We will offer speakers a chance to check their sections before publication, even if that delays the launch. I used to count interruptions as evidence that I was keeping an interview alive. These days I count the questions I did not need to answer myself."},"context_fields":{},"marks":35,"word_guidance":"Write about 250 to 350 words."},{"id":"practice-cie-0500-p2-directed-2027-5","board":"cambridge","course":"0500","task_id":"cie-0500-p2-directed-2027","exam_session":"2027","title":"The missing number: a speech","difficulty":"standard","question":"Your community is considering organising neighbourhood weather observations. Write a speech to a meeting of residents for local residents explaining what newcomers should expect and persuading them to take part responsibly.  In your response:\n• evaluate the benefits and practical concerns raised in both texts\n• explain how the project should be organised to serve the community well.\nUse and develop ideas from both texts, giving reasons for your judgement in your own words.","texts":{"Text A":"A temperature reported for the nearest airport does not describe every street in our neighbourhood. Our observation group places simple instruments in selected gardens and courtyards to record local differences. Shade, paving and nearby buildings can affect a reading. The results help residents discuss where extra shade or drinking water might be useful. The project is a starting point for questions, not a substitute for a professional weather service or an emergency warning.\n\nVolunteers gain practical skills by recording observations at agreed times. Young participants learn to distinguish a measurement from an explanation. A resident who cannot attend meetings can still contribute a daily reading from home. Sharing results brings people from different streets into the same conversation. Repeating observations across seasons may reveal patterns that a single unusually hot day would hide. Careful records are more useful than the most dramatic photograph.\n\nReliable information needs consistent methods. An instrument beside a sunny wall cannot be compared fairly with one in open shade unless that difference is recorded. Cheap equipment may drift or fail, so devices need checking. Volunteers require clear instructions and someone to answer questions. Reading at the wrong time, rounding casually or copying yesterday's result creates misleading certainty. Holidays and illness leave gaps. A blank entry should remain visible rather than being filled with a plausible guess.\n\nWe must also be honest about coverage. Six convenient gardens cannot represent every part of a town. Publishing exact household locations could reveal more about volunteers than they intended to share, so public maps use broader areas. Replacing batteries, storing records and supervising the work all take time. I am enthusiastic about this project because it makes observation a shared habit. I become uneasy only when a colourful chart is treated as proof of a claim our small collection of numbers cannot support.","Text B":"I wanted our weather project to look professional. I made a chart before we had taken any readings and chose colours that would make the differences obvious. When a volunteer failed to send a result, I was tempted to use the average of the previous days. It seemed harmless. A blank square looked careless, and I wanted the group to trust me as its organiser.\n\nThe science teacher who advised us asked what the average would represent. I said that it would represent the likely temperature. She asked whether likely and measured meant the same thing. I knew the answer, but I still resented the question. I had spent hours arranging the chart. The missing number seemed to receive more attention than all the work that was there.\n\nI now keep a separate record of gaps and possible errors. This is less satisfying than producing a perfectly filled table. It is also more useful. Another volunteer noticed that one instrument had been moved beside a metal shed; our notes allowed us to identify exactly which readings might be affected. Had I quietly corrected the unusual figures, we would have lost the clue.\n\nI remain ambitious for the project. We could include more streets and work with people who spend time outdoors. I would rather improve our methods before announcing a large conclusion. My friends think that caution will make the final presentation dull. I think the interesting story is how we found out what we could and could not claim. Work deserves to look clear, but appearance should follow the observations. If one empty square tells the truth about what happened, I am learning to leave it empty."},"context_fields":{},"marks":35,"word_guidance":"Write about 250 to 350 words."},{"id":"practice-cie-0500-p2-directed-2027-6","board":"cambridge","course":"0500","task_id":"cie-0500-p2-directed-2027","exam_session":"2027","title":"Before the shutters rise: a letter","difficulty":"stretch","question":"Your community is considering offering young people short market placements. Write a letter to the residents association for local residents explaining what newcomers should expect and persuading them to take part responsibly.  In your response:\n• evaluate the benefits and practical concerns raised in both texts\n• explain how the project should be organised to serve the community well.\nUse and develop ideas from both texts, giving reasons for your judgement in your own words.","texts":{"Text A":"A short placement at a market can show a young person how much thought lies behind an ordinary purchase. Participants greet customers, check quantities and learn why stock is arranged in particular ways. Working beside an experienced stallholder can build confidence more quickly than listening to a talk about employment. Someone considering a business career may discover an interest in buying and selling, or decide that a different kind of work would suit them better.\n\nThe learning is broader than sales. Adding prices accurately matters when a queue is waiting. Listening to a customer requires attention to tone as well as words. Watching traders share deliveries reveals cooperation between people who also compete. Placements can strengthen links between families and local businesses. A young participant may meet adults outside their usual circle and gain a clearer idea of the routes into different jobs.\n\nThese opportunities need a proper structure. Hours and tasks should be agreed in advance. Heavy lifting, unsafe equipment and handling money without supervision are not suitable ways to test a beginner's courage. A named adult must have time to explain the work and provide feedback. Stallholders need guidance too; knowing how to run a business does not automatically mean knowing how to teach someone else. Permission and emergency contact arrangements must be clear.\n\nAccess should not depend on having a relative with a stall. Travel costs and early starts can exclude participants unless support is planned. Placements should offer learning rather than replace paid workers with free labour. A brief discussion afterwards helps participants recognise what they have learnt and raise concerns. I welcome the energy that young people bring to our market. I would trust the scheme more if its organisers counted good explanations and fair treatment as carefully as they count the number of placements completed.","Text B":"Before my market placement, I thought a successful morning meant selling more than the neighbouring stall. I practised adding prices quickly and imagined that the stallholder would notice my ambition. When she asked me to arrange empty crates, I wondered whether she had understood that I wanted responsibility. I made a fine display and waited for a more important task.\n\nThe first busy hour changed my definition of important. A customer could not reach the stall because I had blocked the narrow gap with my crates. Another was waiting for an order whose label I had thrown away with a piece of string. The stallholder moved the crates without criticising my ambition. Then she asked me to spend ten minutes watching where people actually walked. I found that much harder than calculating change.\n\nI still enjoy selling. I also notice the work that allows a sale to happen: remembering a regular customer's request, keeping the entrance clear and asking before moving someone else's equipment. The neighbouring trader lent us a scale when ours failed. Until then I had treated him as a rival whose slow queue was good news for us. He laughed when I thanked him and said the market needed everyone to open tomorrow.\n\nI would recommend a placement, provided the adult has time to teach. Standing silently behind a stall for a week would not have taught me much. Nor would doing jobs too dangerous to question. Beginners should be allowed to ask why, and organisers should check that they can. I came hoping to prove that I was already useful. I left with a longer list of things to learn, which feels less impressive on an application form and much more useful when the shutters rise."},"context_fields":{},"marks":35,"word_guidance":"Write about 250 to 350 words."},{"id":"practice-cie-0510-p1-exercise5-email-1","board":"cambridge","course":"0510","task_id":"cie-0510-p1-exercise5-email","exam_session":"2024-2029","title":"An unexpected repair","difficulty":"foundation","question":"You recently helped at a community repair morning. Write an email to a friend. Explain why you went, describe something that did not go as planned and say whether you would volunteer again.","texts":{},"context_fields":{},"marks":15,"word_guidance":"Write 120 to 160 words."},{"id":"practice-cie-0510-p1-exercise5-email-2","board":"cambridge","course":"0510","task_id":"cie-0510-p1-exercise5-email","exam_session":"2024-2029","title":"A place above the street","difficulty":"standard","question":"You visited a shared roof garden for the first time. Write an email to a cousin. Describe the place, explain what you learnt there and invite your cousin to join your next visit.","texts":{},"context_fields":{},"marks":15,"word_guidance":"Write 120 to 160 words."},{"id":"practice-cie-0510-p1-exercise5-email-3","board":"cambridge","course":"0510","task_id":"cie-0510-p1-exercise5-email","exam_session":"2024-2029","title":"A book on wheels","difficulty":"stretch","question":"A travelling library has started visiting your area. Write an email to a friend. Describe your first visit, explain which book you chose and suggest how the service could attract more young readers.","texts":{},"context_fields":{},"marks":15,"word_guidance":"Write 120 to 160 words."},{"id":"practice-cie-0510-p1-exercise6-article-1","board":"cambridge","course":"0510","task_id":"cie-0510-p1-exercise6-article","exam_session":"2024-2029","title":"Repair or replace?","difficulty":"foundation","question":"Your student magazine wants an article about repairing possessions. Two readers say: \"Repairing things teaches useful skills.\" \"Finding spare parts takes too long.\" Write an article giving your views and reasons. You may use these comments and your own ideas.","texts":{},"context_fields":{},"marks":15,"word_guidance":"Write 120 to 160 words."},{"id":"practice-cie-0510-p1-exercise6-article-2","board":"cambridge","course":"0510","task_id":"cie-0510-p1-exercise6-article","exam_session":"2024-2029","title":"Growing together","difficulty":"standard","question":"Your student magazine is discussing shared gardens. Two comments say: \"A garden helps neighbours meet.\" \"Nobody wants to do the watering in the holidays.\" Write an article explaining your views, with reasons. You may use these comments and your own ideas.","texts":{},"context_fields":{},"marks":15,"word_guidance":"Write 120 to 160 words."},{"id":"practice-cie-0510-p1-exercise6-article-3","board":"cambridge","course":"0510","task_id":"cie-0510-p1-exercise6-article","exam_session":"2024-2029","title":"Making time to read","difficulty":"stretch","question":"A youth magazine asks whether communities should fund travelling libraries. Two readers say: \"Everyone should be able to borrow books nearby.\" \"A digital collection would be cheaper.\" Write an article giving your opinion with reasons. You may use these comments and your own ideas.","texts":{},"context_fields":{},"marks":15,"word_guidance":"Write 120 to 160 words."},{"id":"practice-cie-0510-p1-exercise6-report-1","board":"cambridge","course":"0510","task_id":"cie-0510-p1-exercise6-report","exam_session":"2024-2029","title":"A better repair morning","difficulty":"foundation","question":"You helped organise a repair morning. The coordinator asks for a report. Describe what worked well, explain a difficulty and recommend improvements. Visitors commented: \"The helpers explained things clearly.\" \"We waited too long without knowing whose turn was next.\" You may use these comments and your own ideas.","texts":{},"context_fields":{},"marks":15,"word_guidance":"Write 120 to 160 words."},{"id":"practice-cie-0510-p1-exercise6-report-2","board":"cambridge","course":"0510","task_id":"cie-0510-p1-exercise6-report","exam_session":"2024-2029","title":"A garden open day","difficulty":"standard","question":"You attended a roof garden open day. Write a report for the residents committee, describing the activities, explaining what visitors enjoyed and recommending improvements. Comments included: \"Planting together was fun.\" \"It was hard to find the entrance.\" You may use these comments and your own ideas.","texts":{},"context_fields":{},"marks":15,"word_guidance":"Write 120 to 160 words."},{"id":"practice-cie-0510-p1-exercise6-report-3","board":"cambridge","course":"0510","task_id":"cie-0510-p1-exercise6-report","exam_session":"2024-2029","title":"A library visit","difficulty":"stretch","question":"Your class visited a travelling library. Write a report for your English teacher describing the visit, assessing how useful it was and recommending changes. Readers said: \"There was plenty of advice.\" \"The shelves were crowded.\" You may use these comments and your own ideas.","texts":{},"context_fields":{},"marks":15,"word_guidance":"Write 120 to 160 words."},{"id":"practice-cie-0510-p1-exercise6-review-1","board":"cambridge","course":"0510","task_id":"cie-0510-p1-exercise6-review","exam_session":"2024-2029","title":"A workshop worth booking?","difficulty":"foundation","question":"A youth website wants a review of a practical workshop you attended. Describe the workshop, explain what you liked or disliked and say who would benefit from it. Comments included: \"I made something useful.\" \"There was not enough time to ask questions.\" You may use these comments and your own ideas.","texts":{},"context_fields":{},"marks":15,"word_guidance":"Write 120 to 160 words."},{"id":"practice-cie-0510-p1-exercise6-review-2","board":"cambridge","course":"0510","task_id":"cie-0510-p1-exercise6-review","exam_session":"2024-2029","title":"A green afternoon","difficulty":"standard","question":"Write a review for a local website of a garden visitor event you attended. Describe it, assess the experience and say whether you recommend it. Comments included: \"The volunteers were welcoming.\" \"The activities were aimed at beginners.\" You may use these comments and your own ideas.","texts":{},"context_fields":{},"marks":15,"word_guidance":"Write 120 to 160 words."},{"id":"practice-cie-0510-p1-exercise6-review-3","board":"cambridge","course":"0510","task_id":"cie-0510-p1-exercise6-review","exam_session":"2024-2029","title":"A story for the journey","difficulty":"stretch","question":"A reading website wants a review of a book you have enjoyed. Give a brief idea of its subject, discuss what made it interesting and explain who should read it. Readers commented: \"A good book should surprise you.\" \"I prefer characters I can understand.\" You may use these comments and your own ideas.","texts":{},"context_fields":{},"marks":15,"word_guidance":"Write 120 to 160 words."},{"id":"practice-cie-0510-p1-exercise6-essay-1","board":"cambridge","course":"0510","task_id":"cie-0510-p1-exercise6-essay","exam_session":"2024-2029","title":"Learning by helping","difficulty":"foundation","question":"Your class has discussed this question: Should every young person try voluntary work? Two opinions were: \"It teaches responsibility.\" \"It takes time away from study.\" Write an essay giving your views and reasons. You may use these opinions and your own ideas.","texts":{},"context_fields":{},"marks":15,"word_guidance":"Write 120 to 160 words."},{"id":"practice-cie-0510-p1-exercise6-essay-2","board":"cambridge","course":"0510","task_id":"cie-0510-p1-exercise6-essay","exam_session":"2024-2029","title":"A space to share","difficulty":"standard","question":"Your class has discussed whether empty public spaces should become gardens. Two opinions were: \"Green spaces benefit everyone.\" \"Maintaining them is expensive.\" Write an essay giving your opinion and reasons. You may use these opinions and your own ideas.","texts":{},"context_fields":{},"marks":15,"word_guidance":"Write 120 to 160 words."},{"id":"practice-cie-0510-p1-exercise6-essay-3","board":"cambridge","course":"0510","task_id":"cie-0510-p1-exercise6-essay","exam_session":"2024-2029","title":"Books near home","difficulty":"stretch","question":"Your class has discussed whether printed books are still important. Two opinions were: \"Sharing printed books brings people together.\" \"Digital books are easier to carry.\" Write an essay giving your views, supported with reasons. You may use these opinions and your own ideas.","texts":{},"context_fields":{},"marks":15,"word_guidance":"Write 120 to 160 words."},{"id":"practice-cie-9093-p1-q1a-directed-1","board":"cambridge","course":"9093","task_id":"cie-9093-p1-q1a-directed","exam_session":"2024-2028","title":"The repair room: directed response","difficulty":"foundation","question":"Your community is considering running a community repair room. Write a speech to a meeting of residents for local residents explaining what newcomers should expect and persuading them to take part responsibly.  Write 150 to 200 words.","texts":{"Reading text":"The lamp arrived wrapped in a bath towel. Its owner set it between us as gently as a sleeping animal, then explained that it had stood beside her father's chair. I had volunteered for the repair morning because I was good with my hands, or had said so often enough for it to become a family fact. A lamp seemed a manageable first customer. I reached for the towel before the supervisor had finished asking about the fault.\n\nThe hall smelled of warm dust and orange peel. Along one wall, bicycles leaned together like tired travellers waiting for a connection. A strip of sunlight crawled across the workbench and caught the lamp's dented shade. Beneath it the bulb was a small, stubborn moon, refusing to shine. Somewhere behind me a sewing machine stuttered into a sudden bright gallop, and everyone looked up except the woman at my table. Her eyes remained on my hands.\n\nI turned the lamp over. The base contained a tangle of wire and a screw that would not move. I tried a larger screwdriver. The supervisor, Noor, rested one finger on the handle before I could force it. She asked whether I had checked that the plug was disconnected. Of course it was, I thought, then followed the cable with my eyes to make certain. My cheeks grew hot. The owner began folding the empty towel into smaller and smaller squares.\n\nNoor fetched a shallow tray and asked me to put each removed piece inside it. I wanted her to repair the lamp quickly and rescue my morning. Instead, she asked the owner when the light had last worked. The answer led to another question, and then to a tiny crack in the switch that I had not noticed. The owner described the precise clicking sound it used to make. I realised that the person who knew least about electrical circuits knew most about this particular lamp.\n\nBy noon the hall had become an orchestra tuning up. A bicycle bell rang with offended dignity; teaspoons chattered in a jar; the rain began drumming impatient fingers against the high windows. My first certainty, so solid that morning, now seemed a paper boat taking on water. I labelled the cable, copied Noor's instructions and tested the new switch under her supervision. For once I did not hurry to explain what I was doing. I watched, and listened, and asked.\n\nWhen the bulb finally lit, its circle of light barely reached the edge of the table. Nobody clapped. The sewing machine continued, a child dropped a biscuit, and Noor was already answering another visitor. The owner placed her palm briefly under the shade as though checking the warmth of a forehead. Then she thanked both of us. I almost explained that Noor had done the difficult part. Instead I wrote down the replacement part's number, slowly enough for the woman to copy it.\n\nAfter she left, I found the towel under my chair. I ran to the doorway and called her back. Outside, the rain had softened the street into uncertain reflections. She took the towel and asked whether I would be there next Saturday. Behind me lay the lamp's old switch, a few crumbs and a blank space on the bench. I had expected useful work to leave a larger monument. I told her I would be there."},"context_fields":{},"marks":10,"word_guidance":"Write 150 to 200 words."},{"id":"practice-cie-9093-p1-q1a-directed-2","board":"cambridge","course":"9093","task_id":"cie-9093-p1-q1a-directed","exam_session":"2024-2028","title":"Above the traffic: directed response","difficulty":"standard","question":"Your community is considering opening a shared roof garden. Write a letter to the residents association for local residents explaining what newcomers should expect and persuading them to take part responsibly.  Write 150 to 200 words.","texts":{"Reading text":"The key to the roof had been tied to a wooden spoon so that nobody could lose it in a pocket. I carried this unlikely instrument up five flights of stairs, rehearsing the welcome I would give our first visitors. On the landing below the roof, Mrs Das stopped to catch her breath. I offered to take her bag. She kept it, saying that a person trusted with seeds ought to be trusted with a light bag. I pretended to study the lock.\n\nThe door opened on a basin of fierce blue sky. Around its edges, the city flashed and rattled, but our boxes of seedlings stood in a silence that felt borrowed. Leaves lifted green fists from the dark soil. A loose sheet of netting breathed against the railing, and a watering can threw a silver question mark over my shoes. The garden had looked much larger in the photograph we had sent to the residents. I moved a chair to hide a patch of bare concrete.\n\nAt nine, nobody arrived. At ten past nine, two children appeared and asked where the strawberries were. I explained that we were growing herbs this season. They looked at the labels with the politeness people reserve for disappointing presents. Mrs Das opened her bag. Inside were six small pots, a bundle of string and a packet of biscuits. She gave the children a pot each and asked them to find a place where it would not be blown over.\n\nBy the time the other visitors came, both children were busy making a shelter from spare boards. I abandoned my welcome, which began with an ambitious claim about transforming the city. Instead I showed a man where we kept the gloves. He asked how a wheelchair user could reach the roof. I explained our proposed access improvements and heard the weakness of the word proposed. He nodded, thanked me and went downstairs. For several minutes the empty place he left seemed larger than the garden.\n\nThen the wind woke. It came climbing over the parapet with an armful of invisible rubbish, snatching labels and flattening the bean stems. Our neat beds shivered like trays on a waiter's trembling hand. A paper list rose, danced once and vanished beyond the railing. I chased the netting while Mrs Das gathered the children away from the edge. All my instructions had been printed on that list. I could remember only the heading, which now struck me as a remarkably useless achievement.\n\nWe worked without a timetable after that. Someone found heavier stones; someone checked the gate; someone offered to bring shorter canes. Mrs Das taught me how to tie the string without cutting the stems. She did not comment on my original knots. When the wind fell, the plants leaned in several directions, and the shelter looked like a tiny unfinished house. The children called it a success. I began writing down the practical changes we needed before another opening.\n\nAt lunchtime we sat beside the herb boxes and shared the biscuits. Far below, traffic moved through the junction with the regularity our morning had lacked. I had imagined that a garden would lift us above the complications of the building. Instead it had brought them upstairs, where we could finally see and discuss them. As we locked the door, Mrs Das gave me the spoon and asked whether I had noted the access question. I showed her the first line on my new list."},"context_fields":{},"marks":10,"word_guidance":"Write 150 to 200 words."},{"id":"practice-cie-9093-p1-q1a-directed-3","board":"cambridge","course":"9093","task_id":"cie-9093-p1-q1a-directed","exam_session":"2024-2028","title":"The last stop: directed response","difficulty":"stretch","question":"Your community is considering expanding a travelling library. Write a speech to a meeting of residents for local residents explaining what newcomers should expect and persuading them to take part responsibly.  Write 150 to 200 words.","texts":{"Reading text":"At the depot I counted the books twice and forgot to count the stops. There were twelve crates, four shelves and one dented kettle, all secured inside a blue vehicle whose side promised A WORLD WITHIN REACH. I had imagined that my first day as a library assistant would involve recommending novels. The driver, Ravi, handed me a checklist and asked whether I could identify a loose wheel bolt. I said that I could learn.\n\nBeyond the town, the road unrolled like a faded ribbon someone had ironed badly. Dust rose behind us in great, reluctant curtains. The library moved through it like a patient blue whale, carrying a dry ocean of stories on its back. Each time we rounded a bend, sunlight scattered across the windscreen in bright handfuls. Ravi drove with both hands steady on the wheel. I held the route sheet and tried to look as if its coloured circles meant more to me than decoration.\n\nAt the first village, I stacked the picture books where nobody could reach them. At the second, I discovered that the catalogue needed an internet signal we did not have. Ravi produced a paper ledger from beneath his seat. I thought it an embarrassingly old solution until three visitors used it without difficulty. By midday I had learnt the code for every shelf and mispronounced two village names. My carefully prepared list of recommendations remained folded in my pocket.\n\nRain caught us after lunch. The fourth stopping place was a square of soft ground beside a hall. Ravi walked across it before attempting to park. He returned with mud above his shoes and said we would use the paved entrance instead. I worried that the sign was now hidden from the road. He asked me to find the hall caretaker and explain the change. It took longer than moving the sign, but the caretaker knew whom to tell.\n\nAt our final stop the sky lowered its bruised forehead over the hills. Rain threaded the air into a grey curtain, and the vehicle's yellow interior floated in it like a room remembered from childhood. I watched the clock nibble away at our last quarter of an hour. Then a woman appeared beneath an umbrella turned half inside out. Water ran from its spokes onto the step. In her other hand she carried a book in a carefully knotted plastic bag.\n\nI began explaining that we were nearly finished. Ravi moved a crate to make a seat. The woman had walked from the next hamlet because the novel's final page was missing. She did not want another copy posted to her; she wanted to know whether the daughter returned. I searched the catalogue while Ravi boiled water. For the first time all day, I understood what it meant to have someone waiting for a book rather than for a service statistic.\n\nWe found the ending in a replacement copy reserved for the next route. She read the last page silently, then closed both books. I wanted to ask what happened, but she was smiling in a way that made the question unnecessary. After she left, I changed one entry on the checklist. Beside our final stop I wrote that we needed a little more time. On the journey home, Ravi asked what I had recommended. I told him that, for once, I had helped someone finish."},"context_fields":{},"marks":10,"word_guidance":"Write 150 to 200 words."},{"id":"practice-cie-9093-p1-q1b-comparison-1","board":"cambridge","course":"9093","task_id":"cie-9093-p1-q1b-comparison","exam_session":"2024-2028","title":"The repair room: compare your choices","difficulty":"foundation","question":"Compare the form, structure and language of your Question 1(a) response with those of the original reading text. Explain how the different audiences and purposes shape meaning and style.","texts":{"Original reading text":"The lamp arrived wrapped in a bath towel. Its owner set it between us as gently as a sleeping animal, then explained that it had stood beside her father's chair. I had volunteered for the repair morning because I was good with my hands, or had said so often enough for it to become a family fact. A lamp seemed a manageable first customer. I reached for the towel before the supervisor had finished asking about the fault.\n\nThe hall smelled of warm dust and orange peel. Along one wall, bicycles leaned together like tired travellers waiting for a connection. A strip of sunlight crawled across the workbench and caught the lamp's dented shade. Beneath it the bulb was a small, stubborn moon, refusing to shine. Somewhere behind me a sewing machine stuttered into a sudden bright gallop, and everyone looked up except the woman at my table. Her eyes remained on my hands.\n\nI turned the lamp over. The base contained a tangle of wire and a screw that would not move. I tried a larger screwdriver. The supervisor, Noor, rested one finger on the handle before I could force it. She asked whether I had checked that the plug was disconnected. Of course it was, I thought, then followed the cable with my eyes to make certain. My cheeks grew hot. The owner began folding the empty towel into smaller and smaller squares.\n\nNoor fetched a shallow tray and asked me to put each removed piece inside it. I wanted her to repair the lamp quickly and rescue my morning. Instead, she asked the owner when the light had last worked. The answer led to another question, and then to a tiny crack in the switch that I had not noticed. The owner described the precise clicking sound it used to make. I realised that the person who knew least about electrical circuits knew most about this particular lamp.\n\nBy noon the hall had become an orchestra tuning up. A bicycle bell rang with offended dignity; teaspoons chattered in a jar; the rain began drumming impatient fingers against the high windows. My first certainty, so solid that morning, now seemed a paper boat taking on water. I labelled the cable, copied Noor's instructions and tested the new switch under her supervision. For once I did not hurry to explain what I was doing. I watched, and listened, and asked.\n\nWhen the bulb finally lit, its circle of light barely reached the edge of the table. Nobody clapped. The sewing machine continued, a child dropped a biscuit, and Noor was already answering another visitor. The owner placed her palm briefly under the shade as though checking the warmth of a forehead. Then she thanked both of us. I almost explained that Noor had done the difficult part. Instead I wrote down the replacement part's number, slowly enough for the woman to copy it.\n\nAfter she left, I found the towel under my chair. I ran to the doorway and called her back. Outside, the rain had softened the street into uncertain reflections. She took the towel and asked whether I would be there next Saturday. Behind me lay the lamp's old switch, a few crumbs and a blank space on the bench. I had expected useful work to leave a larger monument. I told her I would be there.","Question 1(a) writing brief":"Your community is considering running a community repair room. Write a speech to a meeting of residents for local residents explaining what newcomers should expect and persuading them to take part responsibly.  Write 150 to 200 words."},"context_fields":{},"marks":15,"word_guidance":null,"preparation":"First write your own part (a) response using the supplied brief and reading text. Paste that response in the part (a) field, then write your comparison below. No sample is supplied as your own writing.","student_inputs":["Your Question 1(a) response"],"paired_practice_id":"practice-cie-9093-p1-q1a-directed-1"},{"id":"practice-cie-9093-p1-q1b-comparison-2","board":"cambridge","course":"9093","task_id":"cie-9093-p1-q1b-comparison","exam_session":"2024-2028","title":"Above the traffic: compare your choices","difficulty":"standard","question":"Compare the form, structure and language of your Question 1(a) response with those of the original reading text. Explain how the different audiences and purposes shape meaning and style.","texts":{"Original reading text":"The key to the roof had been tied to a wooden spoon so that nobody could lose it in a pocket. I carried this unlikely instrument up five flights of stairs, rehearsing the welcome I would give our first visitors. On the landing below the roof, Mrs Das stopped to catch her breath. I offered to take her bag. She kept it, saying that a person trusted with seeds ought to be trusted with a light bag. I pretended to study the lock.\n\nThe door opened on a basin of fierce blue sky. Around its edges, the city flashed and rattled, but our boxes of seedlings stood in a silence that felt borrowed. Leaves lifted green fists from the dark soil. A loose sheet of netting breathed against the railing, and a watering can threw a silver question mark over my shoes. The garden had looked much larger in the photograph we had sent to the residents. I moved a chair to hide a patch of bare concrete.\n\nAt nine, nobody arrived. At ten past nine, two children appeared and asked where the strawberries were. I explained that we were growing herbs this season. They looked at the labels with the politeness people reserve for disappointing presents. Mrs Das opened her bag. Inside were six small pots, a bundle of string and a packet of biscuits. She gave the children a pot each and asked them to find a place where it would not be blown over.\n\nBy the time the other visitors came, both children were busy making a shelter from spare boards. I abandoned my welcome, which began with an ambitious claim about transforming the city. Instead I showed a man where we kept the gloves. He asked how a wheelchair user could reach the roof. I explained our proposed access improvements and heard the weakness of the word proposed. He nodded, thanked me and went downstairs. For several minutes the empty place he left seemed larger than the garden.\n\nThen the wind woke. It came climbing over the parapet with an armful of invisible rubbish, snatching labels and flattening the bean stems. Our neat beds shivered like trays on a waiter's trembling hand. A paper list rose, danced once and vanished beyond the railing. I chased the netting while Mrs Das gathered the children away from the edge. All my instructions had been printed on that list. I could remember only the heading, which now struck me as a remarkably useless achievement.\n\nWe worked without a timetable after that. Someone found heavier stones; someone checked the gate; someone offered to bring shorter canes. Mrs Das taught me how to tie the string without cutting the stems. She did not comment on my original knots. When the wind fell, the plants leaned in several directions, and the shelter looked like a tiny unfinished house. The children called it a success. I began writing down the practical changes we needed before another opening.\n\nAt lunchtime we sat beside the herb boxes and shared the biscuits. Far below, traffic moved through the junction with the regularity our morning had lacked. I had imagined that a garden would lift us above the complications of the building. Instead it had brought them upstairs, where we could finally see and discuss them. As we locked the door, Mrs Das gave me the spoon and asked whether I had noted the access question. I showed her the first line on my new list.","Question 1(a) writing brief":"Your community is considering opening a shared roof garden. Write a letter to the residents association for local residents explaining what newcomers should expect and persuading them to take part responsibly.  Write 150 to 200 words."},"context_fields":{},"marks":15,"word_guidance":null,"preparation":"First write your own part (a) response using the supplied brief and reading text. Paste that response in the part (a) field, then write your comparison below. No sample is supplied as your own writing.","student_inputs":["Your Question 1(a) response"],"paired_practice_id":"practice-cie-9093-p1-q1a-directed-2"},{"id":"practice-cie-9093-p1-q1b-comparison-3","board":"cambridge","course":"9093","task_id":"cie-9093-p1-q1b-comparison","exam_session":"2024-2028","title":"The last stop: compare your choices","difficulty":"stretch","question":"Compare the form, structure and language of your Question 1(a) response with those of the original reading text. Explain how the different audiences and purposes shape meaning and style.","texts":{"Original reading text":"At the depot I counted the books twice and forgot to count the stops. There were twelve crates, four shelves and one dented kettle, all secured inside a blue vehicle whose side promised A WORLD WITHIN REACH. I had imagined that my first day as a library assistant would involve recommending novels. The driver, Ravi, handed me a checklist and asked whether I could identify a loose wheel bolt. I said that I could learn.\n\nBeyond the town, the road unrolled like a faded ribbon someone had ironed badly. Dust rose behind us in great, reluctant curtains. The library moved through it like a patient blue whale, carrying a dry ocean of stories on its back. Each time we rounded a bend, sunlight scattered across the windscreen in bright handfuls. Ravi drove with both hands steady on the wheel. I held the route sheet and tried to look as if its coloured circles meant more to me than decoration.\n\nAt the first village, I stacked the picture books where nobody could reach them. At the second, I discovered that the catalogue needed an internet signal we did not have. Ravi produced a paper ledger from beneath his seat. I thought it an embarrassingly old solution until three visitors used it without difficulty. By midday I had learnt the code for every shelf and mispronounced two village names. My carefully prepared list of recommendations remained folded in my pocket.\n\nRain caught us after lunch. The fourth stopping place was a square of soft ground beside a hall. Ravi walked across it before attempting to park. He returned with mud above his shoes and said we would use the paved entrance instead. I worried that the sign was now hidden from the road. He asked me to find the hall caretaker and explain the change. It took longer than moving the sign, but the caretaker knew whom to tell.\n\nAt our final stop the sky lowered its bruised forehead over the hills. Rain threaded the air into a grey curtain, and the vehicle's yellow interior floated in it like a room remembered from childhood. I watched the clock nibble away at our last quarter of an hour. Then a woman appeared beneath an umbrella turned half inside out. Water ran from its spokes onto the step. In her other hand she carried a book in a carefully knotted plastic bag.\n\nI began explaining that we were nearly finished. Ravi moved a crate to make a seat. The woman had walked from the next hamlet because the novel's final page was missing. She did not want another copy posted to her; she wanted to know whether the daughter returned. I searched the catalogue while Ravi boiled water. For the first time all day, I understood what it meant to have someone waiting for a book rather than for a service statistic.\n\nWe found the ending in a replacement copy reserved for the next route. She read the last page silently, then closed both books. I wanted to ask what happened, but she was smiling in a way that made the question unnecessary. After she left, I changed one entry on the checklist. Beside our final stop I wrote that we needed a little more time. On the journey home, Ravi asked what I had recommended. I told him that, for once, I had helped someone finish.","Question 1(a) writing brief":"Your community is considering expanding a travelling library. Write a speech to a meeting of residents for local residents explaining what newcomers should expect and persuading them to take part responsibly.  Write 150 to 200 words."},"context_fields":{},"marks":15,"word_guidance":null,"preparation":"First write your own part (a) response using the supplied brief and reading text. Paste that response in the part (a) field, then write your comparison below. No sample is supplied as your own writing.","student_inputs":["Your Question 1(a) response"],"paired_practice_id":"practice-cie-9093-p1-q1a-directed-3"},{"id":"practice-cie-9093-p1-q2-analysis-1","board":"cambridge","course":"9093","task_id":"cie-9093-p1-q2-analysis","exam_session":"2024-2028","title":"The repair room: meaning and style","difficulty":"foundation","question":"Analyse how the writer uses form, structure and language to convey the narrator's changing understanding of the experience in the reading text.","texts":{"Reading text":"The lamp arrived wrapped in a bath towel. Its owner set it between us as gently as a sleeping animal, then explained that it had stood beside her father's chair. I had volunteered for the repair morning because I was good with my hands, or had said so often enough for it to become a family fact. A lamp seemed a manageable first customer. I reached for the towel before the supervisor had finished asking about the fault.\n\nThe hall smelled of warm dust and orange peel. Along one wall, bicycles leaned together like tired travellers waiting for a connection. A strip of sunlight crawled across the workbench and caught the lamp's dented shade. Beneath it the bulb was a small, stubborn moon, refusing to shine. Somewhere behind me a sewing machine stuttered into a sudden bright gallop, and everyone looked up except the woman at my table. Her eyes remained on my hands.\n\nI turned the lamp over. The base contained a tangle of wire and a screw that would not move. I tried a larger screwdriver. The supervisor, Noor, rested one finger on the handle before I could force it. She asked whether I had checked that the plug was disconnected. Of course it was, I thought, then followed the cable with my eyes to make certain. My cheeks grew hot. The owner began folding the empty towel into smaller and smaller squares.\n\nNoor fetched a shallow tray and asked me to put each removed piece inside it. I wanted her to repair the lamp quickly and rescue my morning. Instead, she asked the owner when the light had last worked. The answer led to another question, and then to a tiny crack in the switch that I had not noticed. The owner described the precise clicking sound it used to make. I realised that the person who knew least about electrical circuits knew most about this particular lamp.\n\nBy noon the hall had become an orchestra tuning up. A bicycle bell rang with offended dignity; teaspoons chattered in a jar; the rain began drumming impatient fingers against the high windows. My first certainty, so solid that morning, now seemed a paper boat taking on water. I labelled the cable, copied Noor's instructions and tested the new switch under her supervision. For once I did not hurry to explain what I was doing. I watched, and listened, and asked.\n\nWhen the bulb finally lit, its circle of light barely reached the edge of the table. Nobody clapped. The sewing machine continued, a child dropped a biscuit, and Noor was already answering another visitor. The owner placed her palm briefly under the shade as though checking the warmth of a forehead. Then she thanked both of us. I almost explained that Noor had done the difficult part. Instead I wrote down the replacement part's number, slowly enough for the woman to copy it.\n\nAfter she left, I found the towel under my chair. I ran to the doorway and called her back. Outside, the rain had softened the street into uncertain reflections. She took the towel and asked whether I would be there next Saturday. Behind me lay the lamp's old switch, a few crumbs and a blank space on the bench. I had expected useful work to leave a larger monument. I told her I would be there."},"context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-9093-p1-q2-analysis-2","board":"cambridge","course":"9093","task_id":"cie-9093-p1-q2-analysis","exam_session":"2024-2028","title":"Above the traffic: meaning and style","difficulty":"standard","question":"Analyse how the writer uses form, structure and language to convey the narrator's changing understanding of the experience in the reading text.","texts":{"Reading text":"The key to the roof had been tied to a wooden spoon so that nobody could lose it in a pocket. I carried this unlikely instrument up five flights of stairs, rehearsing the welcome I would give our first visitors. On the landing below the roof, Mrs Das stopped to catch her breath. I offered to take her bag. She kept it, saying that a person trusted with seeds ought to be trusted with a light bag. I pretended to study the lock.\n\nThe door opened on a basin of fierce blue sky. Around its edges, the city flashed and rattled, but our boxes of seedlings stood in a silence that felt borrowed. Leaves lifted green fists from the dark soil. A loose sheet of netting breathed against the railing, and a watering can threw a silver question mark over my shoes. The garden had looked much larger in the photograph we had sent to the residents. I moved a chair to hide a patch of bare concrete.\n\nAt nine, nobody arrived. At ten past nine, two children appeared and asked where the strawberries were. I explained that we were growing herbs this season. They looked at the labels with the politeness people reserve for disappointing presents. Mrs Das opened her bag. Inside were six small pots, a bundle of string and a packet of biscuits. She gave the children a pot each and asked them to find a place where it would not be blown over.\n\nBy the time the other visitors came, both children were busy making a shelter from spare boards. I abandoned my welcome, which began with an ambitious claim about transforming the city. Instead I showed a man where we kept the gloves. He asked how a wheelchair user could reach the roof. I explained our proposed access improvements and heard the weakness of the word proposed. He nodded, thanked me and went downstairs. For several minutes the empty place he left seemed larger than the garden.\n\nThen the wind woke. It came climbing over the parapet with an armful of invisible rubbish, snatching labels and flattening the bean stems. Our neat beds shivered like trays on a waiter's trembling hand. A paper list rose, danced once and vanished beyond the railing. I chased the netting while Mrs Das gathered the children away from the edge. All my instructions had been printed on that list. I could remember only the heading, which now struck me as a remarkably useless achievement.\n\nWe worked without a timetable after that. Someone found heavier stones; someone checked the gate; someone offered to bring shorter canes. Mrs Das taught me how to tie the string without cutting the stems. She did not comment on my original knots. When the wind fell, the plants leaned in several directions, and the shelter looked like a tiny unfinished house. The children called it a success. I began writing down the practical changes we needed before another opening.\n\nAt lunchtime we sat beside the herb boxes and shared the biscuits. Far below, traffic moved through the junction with the regularity our morning had lacked. I had imagined that a garden would lift us above the complications of the building. Instead it had brought them upstairs, where we could finally see and discuss them. As we locked the door, Mrs Das gave me the spoon and asked whether I had noted the access question. I showed her the first line on my new list."},"context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-9093-p1-q2-analysis-3","board":"cambridge","course":"9093","task_id":"cie-9093-p1-q2-analysis","exam_session":"2024-2028","title":"The last stop: meaning and style","difficulty":"stretch","question":"Analyse how the writer uses form, structure and language to convey the narrator's changing understanding of the experience in the reading text.","texts":{"Reading text":"At the depot I counted the books twice and forgot to count the stops. There were twelve crates, four shelves and one dented kettle, all secured inside a blue vehicle whose side promised A WORLD WITHIN REACH. I had imagined that my first day as a library assistant would involve recommending novels. The driver, Ravi, handed me a checklist and asked whether I could identify a loose wheel bolt. I said that I could learn.\n\nBeyond the town, the road unrolled like a faded ribbon someone had ironed badly. Dust rose behind us in great, reluctant curtains. The library moved through it like a patient blue whale, carrying a dry ocean of stories on its back. Each time we rounded a bend, sunlight scattered across the windscreen in bright handfuls. Ravi drove with both hands steady on the wheel. I held the route sheet and tried to look as if its coloured circles meant more to me than decoration.\n\nAt the first village, I stacked the picture books where nobody could reach them. At the second, I discovered that the catalogue needed an internet signal we did not have. Ravi produced a paper ledger from beneath his seat. I thought it an embarrassingly old solution until three visitors used it without difficulty. By midday I had learnt the code for every shelf and mispronounced two village names. My carefully prepared list of recommendations remained folded in my pocket.\n\nRain caught us after lunch. The fourth stopping place was a square of soft ground beside a hall. Ravi walked across it before attempting to park. He returned with mud above his shoes and said we would use the paved entrance instead. I worried that the sign was now hidden from the road. He asked me to find the hall caretaker and explain the change. It took longer than moving the sign, but the caretaker knew whom to tell.\n\nAt our final stop the sky lowered its bruised forehead over the hills. Rain threaded the air into a grey curtain, and the vehicle's yellow interior floated in it like a room remembered from childhood. I watched the clock nibble away at our last quarter of an hour. Then a woman appeared beneath an umbrella turned half inside out. Water ran from its spokes onto the step. In her other hand she carried a book in a carefully knotted plastic bag.\n\nI began explaining that we were nearly finished. Ravi moved a crate to make a seat. The woman had walked from the next hamlet because the novel's final page was missing. She did not want another copy posted to her; she wanted to know whether the daughter returned. I searched the catalogue while Ravi boiled water. For the first time all day, I understood what it meant to have someone waiting for a book rather than for a service statistic.\n\nWe found the ending in a replacement copy reserved for the next route. She read the last page silently, then closed both books. I wanted to ask what happened, but she was smiling in a way that made the question unnecessary. After she left, I changed one entry on the checklist. Beside our final stop I wrote that we needed a little more time. On the journey home, Ravi asked what I had recommended. I told him that, for once, I had helped someone finish."},"context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-9093-p2-q1a-shorter-1","board":"cambridge","course":"9093","task_id":"cie-9093-p2-q1a-shorter","exam_session":"2024-2028","title":"The repair room: shorter writing","difficulty":"foundation","question":"Write the opening of a story in which a familiar object appears in an unexpected place. Write no more than 400 words.","texts":{},"context_fields":{},"marks":15,"word_guidance":"Write no more than 400 words."},{"id":"practice-cie-9093-p2-q1a-shorter-2","board":"cambridge","course":"9093","task_id":"cie-9093-p2-q1a-shorter","exam_session":"2024-2028","title":"Above the traffic: shorter writing","difficulty":"standard","question":"Write a speech persuading local residents to share responsibility for a public garden. Write no more than 400 words.","texts":{},"context_fields":{},"marks":15,"word_guidance":"Write no more than 400 words."},{"id":"practice-cie-9093-p2-q1a-shorter-3","board":"cambridge","course":"9093","task_id":"cie-9093-p2-q1a-shorter","exam_session":"2024-2028","title":"The last stop: shorter writing","difficulty":"stretch","question":"Write a descriptive account of a waiting room immediately before an important announcement. Write no more than 400 words.","texts":{},"context_fields":{},"marks":15,"word_guidance":"Write no more than 400 words."},{"id":"practice-cie-9093-p2-q1b-reflective-1","board":"cambridge","course":"9093","task_id":"cie-9093-p2-q1b-reflective","exam_session":"2024-2028","title":"The repair room: analyse your writing","difficulty":"foundation","question":"Analyse how your choices of form, structure and language help your Question 1(a) text fulfil its purpose and address its audience. Support your discussion with precise examples from your writing.","texts":{"Question 1(a) writing brief":"Write the opening of a story in which a familiar object appears in an unexpected place. Write no more than 400 words."},"context_fields":{},"marks":10,"word_guidance":null,"preparation":"Write your own part (a) text first using the linked brief. Paste it in the part (a) field, then analyse choices that actually appear in it.","student_inputs":["Your Question 1(a) text"],"paired_practice_id":"practice-cie-9093-p2-q1a-shorter-1"},{"id":"practice-cie-9093-p2-q1b-reflective-2","board":"cambridge","course":"9093","task_id":"cie-9093-p2-q1b-reflective","exam_session":"2024-2028","title":"Above the traffic: analyse your writing","difficulty":"standard","question":"Analyse how your choices of form, structure and language help your Question 1(a) text fulfil its purpose and address its audience. Support your discussion with precise examples from your writing.","texts":{"Question 1(a) writing brief":"Write a speech persuading local residents to share responsibility for a public garden. Write no more than 400 words."},"context_fields":{},"marks":10,"word_guidance":null,"preparation":"Write your own part (a) text first using the linked brief. Paste it in the part (a) field, then analyse choices that actually appear in it.","student_inputs":["Your Question 1(a) text"],"paired_practice_id":"practice-cie-9093-p2-q1a-shorter-2"},{"id":"practice-cie-9093-p2-q1b-reflective-3","board":"cambridge","course":"9093","task_id":"cie-9093-p2-q1b-reflective","exam_session":"2024-2028","title":"The last stop: analyse your writing","difficulty":"stretch","question":"Analyse how your choices of form, structure and language help your Question 1(a) text fulfil its purpose and address its audience. Support your discussion with precise examples from your writing.","texts":{"Question 1(a) writing brief":"Write a descriptive account of a waiting room immediately before an important announcement. Write no more than 400 words."},"context_fields":{},"marks":10,"word_guidance":null,"preparation":"Write your own part (a) text first using the linked brief. Paste it in the part (a) field, then analyse choices that actually appear in it.","student_inputs":["Your Question 1(a) text"],"paired_practice_id":"practice-cie-9093-p2-q1a-shorter-3"},{"id":"practice-cie-9093-p2-extended-imaginative-1","board":"cambridge","course":"9093","task_id":"cie-9093-p2-extended-imaginative","exam_session":"2024-2028","title":"The repair room: extended writing","difficulty":"foundation","question":"Write a story in which returning an ordinary object changes a relationship.","texts":{},"context_fields":{},"marks":25,"word_guidance":"Write 600 to 900 words."},{"id":"practice-cie-9093-p2-extended-imaginative-2","board":"cambridge","course":"9093","task_id":"cie-9093-p2-extended-imaginative","exam_session":"2024-2028","title":"Above the traffic: extended writing","difficulty":"standard","question":"Write a story which begins with the words, \"The key was not where I had left it.\"","texts":{},"context_fields":{},"marks":25,"word_guidance":"Write 600 to 900 words."},{"id":"practice-cie-9093-p2-extended-imaginative-3","board":"cambridge","course":"9093","task_id":"cie-9093-p2-extended-imaginative","exam_session":"2024-2028","title":"The last stop: extended writing","difficulty":"stretch","question":"Write a story in which a delay turns out to be fortunate.","texts":{},"context_fields":{},"marks":25,"word_guidance":"Write 600 to 900 words."},{"id":"practice-cie-9093-p2-extended-discursive-1","board":"cambridge","course":"9093","task_id":"cie-9093-p2-extended-discursive","exam_session":"2024-2028","title":"The repair room: extended writing","difficulty":"foundation","question":"Write a discursive essay for a youth magazine considering whether practical experience teaches responsibility more effectively than formal instruction.","texts":{},"context_fields":{},"marks":25,"word_guidance":"Write 600 to 900 words."},{"id":"practice-cie-9093-p2-extended-discursive-2","board":"cambridge","course":"9093","task_id":"cie-9093-p2-extended-discursive","exam_session":"2024-2028","title":"Above the traffic: extended writing","difficulty":"standard","question":"Write an argumentative essay for a local newspaper presenting a reasoned case about who should be responsible for shared public spaces.","texts":{},"context_fields":{},"marks":25,"word_guidance":"Write 600 to 900 words."},{"id":"practice-cie-9093-p2-extended-discursive-3","board":"cambridge","course":"9093","task_id":"cie-9093-p2-extended-discursive","exam_session":"2024-2028","title":"The last stop: extended writing","difficulty":"stretch","question":"Write a discursive essay for a student journal considering whether convenience should be the main test of a successful public service.","texts":{},"context_fields":{},"marks":25,"word_guidance":"Write 600 to 900 words."},{"id":"practice-cie-9093-p2-extended-review-1","board":"cambridge","course":"9093","task_id":"cie-9093-p2-extended-review","exam_session":"2024-2028","title":"The repair room: extended writing","difficulty":"foundation","question":"Write a review for a youth arts website of a live performance you have attended. Evaluate the choices that shaped your experience and explain which audience would appreciate it.","texts":{},"context_fields":{},"marks":25,"word_guidance":"Write 600 to 900 words."},{"id":"practice-cie-9093-p2-extended-review-2","board":"cambridge","course":"9093","task_id":"cie-9093-p2-extended-review","exam_session":"2024-2028","title":"Above the traffic: extended writing","difficulty":"standard","question":"Write a review for a travel magazine of a public place you visited. Explore how its design and services affect different visitors and reach a considered recommendation.","texts":{},"context_fields":{},"marks":25,"word_guidance":"Write 600 to 900 words."},{"id":"practice-cie-9093-p2-extended-review-3","board":"cambridge","course":"9093","task_id":"cie-9093-p2-extended-review","exam_session":"2024-2028","title":"The last stop: extended writing","difficulty":"stretch","question":"Write a review for a reading magazine of a book you know well. Discuss the writer's choices and their effects without allowing plot summary to dominate.","texts":{},"context_fields":{},"marks":25,"word_guidance":"Write 600 to 900 words."},{"id":"practice-cie-9093-p1-q1a-writing-2029-1","board":"cambridge","course":"9093","task_id":"cie-9093-p1-q1a-writing-2029","exam_session":"2029-2031","title":"The repair room: writing for a reader","difficulty":"foundation","question":"Write a speech welcoming new volunteers to a community project. Establish a clear audience and purpose and develop the responsibilities as well as the attractions. Write about 300 words.","texts":{},"context_fields":{},"marks":10,"word_guidance":"Write about 300 words."},{"id":"practice-cie-9093-p1-q1a-writing-2029-2","board":"cambridge","course":"9093","task_id":"cie-9093-p1-q1a-writing-2029","exam_session":"2029-2031","title":"Above the traffic: writing for a reader","difficulty":"standard","question":"Write an open letter inviting residents to improve a shared outdoor space. Establish a clear audience and purpose and develop the responsibilities as well as the attractions. Write about 300 words.","texts":{},"context_fields":{},"marks":10,"word_guidance":"Write about 300 words."},{"id":"practice-cie-9093-p1-q1a-writing-2029-3","board":"cambridge","course":"9093","task_id":"cie-9093-p1-q1a-writing-2029","exam_session":"2029-2031","title":"The last stop: writing for a reader","difficulty":"stretch","question":"Write an article persuading young readers to try a travelling library. Establish a clear audience and purpose and develop the responsibilities as well as the attractions. Write about 300 words.","texts":{},"context_fields":{},"marks":10,"word_guidance":"Write about 300 words."},{"id":"practice-cie-9093-p1-q1b-analysis-2029-1","board":"cambridge","course":"9093","task_id":"cie-9093-p1-q1b-analysis-2029","exam_session":"2029-2031","title":"The repair room: analyse your writing","difficulty":"foundation","question":"Analyse how your choices of form, structure and language help your Question 1(a) text fulfil its purpose and address its audience. Support your discussion with precise examples from your writing.","texts":{"Question 1(a) writing brief":"Write a speech welcoming new volunteers to a community project. Establish a clear audience and purpose and develop the responsibilities as well as the attractions. Write about 300 words."},"context_fields":{},"marks":15,"word_guidance":null,"preparation":"Write your own part (a) text first using the linked brief. Paste it in the part (a) field, then analyse choices that actually appear in it.","student_inputs":["Your Question 1(a) text"],"paired_practice_id":"practice-cie-9093-p1-q1a-writing-2029-1"},{"id":"practice-cie-9093-p1-q1b-analysis-2029-2","board":"cambridge","course":"9093","task_id":"cie-9093-p1-q1b-analysis-2029","exam_session":"2029-2031","title":"Above the traffic: analyse your writing","difficulty":"standard","question":"Analyse how your choices of form, structure and language help your Question 1(a) text fulfil its purpose and address its audience. Support your discussion with precise examples from your writing.","texts":{"Question 1(a) writing brief":"Write an open letter inviting residents to improve a shared outdoor space. Establish a clear audience and purpose and develop the responsibilities as well as the attractions. Write about 300 words."},"context_fields":{},"marks":15,"word_guidance":null,"preparation":"Write your own part (a) text first using the linked brief. Paste it in the part (a) field, then analyse choices that actually appear in it.","student_inputs":["Your Question 1(a) text"],"paired_practice_id":"practice-cie-9093-p1-q1a-writing-2029-2"},{"id":"practice-cie-9093-p1-q1b-analysis-2029-3","board":"cambridge","course":"9093","task_id":"cie-9093-p1-q1b-analysis-2029","exam_session":"2029-2031","title":"The last stop: analyse your writing","difficulty":"stretch","question":"Analyse how your choices of form, structure and language help your Question 1(a) text fulfil its purpose and address its audience. Support your discussion with precise examples from your writing.","texts":{"Question 1(a) writing brief":"Write an article persuading young readers to try a travelling library. Establish a clear audience and purpose and develop the responsibilities as well as the attractions. Write about 300 words."},"context_fields":{},"marks":15,"word_guidance":null,"preparation":"Write your own part (a) text first using the linked brief. Paste it in the part (a) field, then analyse choices that actually appear in it.","student_inputs":["Your Question 1(a) text"],"paired_practice_id":"practice-cie-9093-p1-q1a-writing-2029-3"},{"id":"practice-cie-9093-p1-q2-comparison-2029-1","board":"cambridge","course":"9093","task_id":"cie-9093-p1-q2-comparison-2029","exam_session":"2029-2031","title":"The repair room: two perspectives","difficulty":"foundation","question":"Compare how the two writers use form, structure and language to shape attitudes towards this community project. Relate your analysis to audience and purpose.","texts":{"Reading text 1":"The repair room\nOriginal Reportcards magazine feature. Situation and speakers are invented.\n\nA local view\nWhen our neighbourhood association proposed a repair room, I imagined a shelf of abandoned toasters. Six months later, I am less ready to laugh. On Saturday mornings a retired electrician, a cycle mechanic and several learners meet in a borrowed hall. Visitors bring damaged possessions and stay to work beside a volunteer. They pay for parts when necessary, but advice is free. A useful object remains in circulation, and a family avoids buying a replacement it may struggle to afford.\n\nThe room preserves knowledge as well as materials. Someone who learns to replace a zip can repeat the job at home. People who usually pass each other without speaking now discuss tools over tea. A visitor who arrived apologising for being hopeless returned to show us a repaired bag. Such confidence does not appear in our count of completed jobs. Nor does the pleasure of teaching a skill that an employer once dismissed as old fashioned.\n\nSuccess, however, requires more than good intentions. Electrical work needs trained supervision and appropriate safety checks. Suitable tools, insurance and a secure cupboard cost money. Parts for older products can be difficult to obtain, while some sealed products cannot be opened safely. A broken object may occupy a workbench for weeks while its owner searches for a replacement component. Our donated storage is already full.\n\nA participant reflects\nI joined the repair room because I wanted to prove that I could finish something without asking for help. On my first morning I lined up the donated radios and chose the newest one. The experienced volunteers seemed absurdly slow. They wrote labels, checked plugs and asked owners questions whose answers appeared obvious. I had offered my Saturday, and I wanted a dramatic result to show for it.\n\nBy lunchtime I had opened three cases and repaired nothing. A woman waiting for her lamp asked which screws belonged to it. I had put all the screws in a single dish. My confidence survived for another minute, until the supervisor asked me to explain why I thought the cable was safe. I could not. She stopped the job without raising her voice, which was somehow worse than being shouted at.","Reading text 2":"The lamp arrived wrapped in a towel. Its owner set it on our workbench and explained that it had stood beside her father's chair. I had volunteered because I was good with my hands, or had repeated that claim often enough for my family to believe it. A lamp seemed a manageable beginning. I reached for a screwdriver before the supervisor had finished asking about the fault.\n\nThe hall smelled of warm dust and orange peel. Bicycles leaned along the wall like travellers waiting for a delayed connection. Beneath the dented shade, the bulb was a small, stubborn moon, refusing to shine. Behind me a sewing machine began its bright, uneven gallop. Everyone looked up except the woman at my table. Her eyes remained on my hands, and I suddenly wanted them elsewhere.\n\nThe supervisor, Noor, asked me to describe what I had checked. I could describe nothing. She fetched a tray for the screws and asked the owner when the light had last worked. That answer led to a tiny crack in the switch which I had overlooked. The person who knew least about electrical circuits knew most about this particular lamp. I stopped arranging my tools and began listening.\n\nBy noon, the hall had become an orchestra tuning up. A bell rang with offended dignity, teaspoons chattered in a jar and rain drummed impatient fingers against the windows. My certainty now seemed a paper boat taking on water. Under Noor's supervision I recorded the replacement part and watched the testing. I had imagined that learning would make me more confident. For the moment it was making me more careful.\n\nWhen the bulb lit, its circle barely reached the table's edge. Nobody clapped. The owner held her palm beneath the shade as if checking a forehead. Then she asked whether I would return next Saturday. I looked at the discarded switch, the few crumbs and the cleared space on the bench. She had brought a familiar object into an unfamiliar room, and I had almost treated its history as an inconvenience. Useful work, I discovered, did not always leave a monument. Sometimes it left a place ready for somebody else."},"context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-9093-p1-q2-comparison-2029-2","board":"cambridge","course":"9093","task_id":"cie-9093-p1-q2-comparison-2029","exam_session":"2029-2031","title":"Above the traffic: two perspectives","difficulty":"standard","question":"Compare how the two writers use form, structure and language to shape attitudes towards this community project. Relate your analysis to audience and purpose.","texts":{"Reading text 1":"Above the traffic\nOriginal Reportcards magazine feature. Situation and speakers are invented.\n\nA local view\nOur shared roof garden began with six boxes of herbs and a view of a car park. Residents without balconies could finally grow something near home. Children discovered that radishes did not arrive in neat bunches underground, while adults exchanged recipes along with spare seedlings. Several neighbours now spend time outdoors who previously went straight from work to their rooms. The harvest is modest, but the conversations are not.\n\nThe garden offers a place to learn together. Beginners can share tools rather than buying equipment they may use once. Taller plants provide a little shade around the seating area. Kitchen scraps become compost where suitable containers and trained supervision are available. Small deliveries of fresh herbs also reduce the need to buy plastic packets containing far more than one household wants. I enjoy these gains, although nobody should pretend that six boxes will feed an entire building.\n\nThe roof itself cannot be taken for granted. Before adding soil, the association paid for a structural assessment and checked the waterproof surface. Safe railings, an unobstructed exit and accessible routes were essential. Carrying full watering cans up the last flight of stairs excluded some residents until we installed a suitable water supply. That work cost more than the first year's plants. High winds can damage delicate growth and lift badly secured equipment.\n\nA participant reflects\nMy job in the roof garden is to organise the watering rota. At first I measured success by the number of names I could fit into its squares. A full chart looked reassuring. I sent reminders in a cheerful tone and assumed that anyone who had signed up would appear. When three people missed the same hot afternoon, I complained that our neighbours wanted the pleasure without the work.\n\nThen I met one of them carrying shopping bags up the stairs. Her father had been ill. Another volunteer had lost his phone and never received my reminder. Neither explanation watered the seedlings, but both made my message about laziness seem foolish. I began asking which sessions people could realistically manage, rather than announcing that we all had to contribute equally. The timetable became less impressive and more reliable.","Reading text 2":"I carried the roof key upstairs tied to a wooden spoon. This was supposed to prevent us losing it, although I thought it made our garden opening look less professional. On the landing, Mrs Das stopped to catch her breath. I offered to take her bag. She kept it. A person trusted with seeds, she said, ought to be trusted with a light bag as well.\n\nThe roof opened into a basin of blue sky. Leaves lifted green fists from the soil. A loose sheet of netting breathed against the railing, and the watering can threw a silver question mark over my shoes. The garden had looked larger in the photograph I had sent to residents. I moved a chair over some bare concrete and rehearsed my welcome, which began with the word transformation.\n\nTwo children arrived and asked where the strawberries were. There were only herbs. They examined the labels with the politeness usually reserved for disappointing presents. Mrs Das gave each a small pot and asked them to find a sheltered place for it. While they worked, a visitor asked how his mother, who used a wheelchair, could reach the roof. I explained our proposed improvements. He thanked me and went downstairs.\n\nFor several minutes the space he left seemed larger than the whole garden. I had described our project as belonging to everyone. Until that morning, everyone had meant the people I could imagine climbing the stairs. Mrs Das asked where I kept the list of changes we needed. I showed her my carefully printed programme. She turned it over and handed me a pencil. We wrote on the empty side.\n\nBy lunchtime, the children's pots had a shelter and the rest of us had a less impressive, more useful plan. Far below, traffic moved through the junction with the regularity our opening had lacked. I had hoped that a garden would lift us above the building's difficulties. Instead it had brought those difficulties upstairs, where we could finally see them. As we locked the door, I put the spoon in my bag and checked that the access question was still first on our list."},"context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-9093-p1-q2-comparison-2029-3","board":"cambridge","course":"9093","task_id":"cie-9093-p1-q2-comparison-2029","exam_session":"2029-2031","title":"The last stop: two perspectives","difficulty":"stretch","question":"Compare how the two writers use form, structure and language to shape attitudes towards this community project. Relate your analysis to audience and purpose.","texts":{"Reading text 1":"The last stop\nOriginal Reportcards magazine feature. Situation and speakers are invented.\n\nA local view\nA travelling library is a small vehicle with an unexpectedly large promise. Every fortnight ours stops in villages where reaching a permanent library would mean paying for transport and losing most of a day. Readers borrow without making that journey. Children can try books their families could not buy, and older residents can request large print editions. For some visitors, the conversation with the librarian matters as much as the book.\n\nThe stock changes between routes, giving regular readers more variety than a single small cupboard could offer. Staff help people find material suited to their interests rather than simply handing out whatever remains. A request service allows readers to reserve particular titles. At selected stops, the team also explains how to use the digital catalogue. When a visitor learns to place an order independently, the service has widened access beyond the vehicle's shelves.\n\nThese benefits depend on unglamorous arrangements. Fuel costs rise, tyres wear out and mechanical trouble can cancel a whole day's visits. Heavy rain makes some roads unsafe. The narrow interior limits the number of people who can browse at once, and not every stopping place has an accessible entrance area. Shelves can hold only so many books. Carrying more of one popular genre means carrying less of something else.\n\nA participant reflects\nPeople ask why I drive the library so slowly. They mean the whole service, not just the vehicle. They would like later opening, more stops and a photograph of a full queue outside every village hall. I would like those things too, but I have spent enough mornings waiting beside a closed road to distinguish a wish from a timetable.\n\nWhen I started, I promised to fit another stop between lunch and the last village. The drive took longer than the map suggested. At the final stop an elderly reader had been waiting in the heat for forty minutes. I apologised and tried to hurry her choice. She said she had waited a fortnight to choose a book and would prefer not to do it in thirty seconds. That sentence has travelled with me ever since.","Reading text 2":"At the depot I counted the books twice and forgot to count the stops. The library vehicle carried four shelves, twelve crates and a kettle, all secured beneath a sign promising A WORLD WITHIN REACH. I expected to spend the day recommending novels. Ravi, the driver, handed me a checklist and asked whether I could identify a loose wheel bolt. I said that I could learn.\n\nBeyond the town, dust rose in reluctant curtains. The library travelled through it like a patient blue whale carrying a dry ocean of stories. At the first village I stacked the picture books where nobody could reach them. At the second, the catalogue lost its connection. Ravi produced a paper ledger. I thought it old fashioned until three visitors used it without the slightest difficulty.\n\nRain caught us after lunch. Our next stopping place had become a square of mud, so Ravi parked beside the hall entrance. I worried that the sign was hidden. He asked me to explain the change to the caretaker. It took longer than moving a sign, but the caretaker knew which houses to contact. My list of book recommendations remained folded in my pocket. I was learning a different sort of route.\n\nAt the final stop, the sky lowered its bruised forehead over the hills. The yellow interior floated in the rain like a room remembered from childhood. I watched the clock nibble away our last few minutes. A woman arrived carrying a novel in a knotted bag. Its final page was missing. She had walked from another hamlet because she wanted to know whether the daughter returned. I began explaining that we were nearly finished.\n\nRavi moved a crate to make a seat. We found the ending in another copy, and the woman read while he boiled water. Afterwards she smiled and closed both books. I wanted to ask what happened, but the answer no longer seemed to belong to me. Before we left, I changed one entry on the checklist. Ravi simply checked the mirror and waited while I wrote. Beside that final village I wrote that next time we needed a little more time."},"context_fields":{},"marks":25,"word_guidance":null},{"id":"practice-cie-9093-p2-q1-argument-2029-1","board":"cambridge","course":"9093","task_id":"cie-9093-p2-q1-argument-2029","exam_session":"2029-2031","title":"The repair room: a source based argument","difficulty":"foundation","question":"Your class is discussing whether funding should prioritise running a community repair room. Write an argumentative essay for your teacher, drawing on the three sources and developing your own position. Assess the evidence and the practical trade-offs. Write about 450 words.","texts":{"Source 1":"When our neighbourhood association proposed a repair room, I imagined a shelf of abandoned toasters. Six months later, I am less ready to laugh. On Saturday mornings a retired electrician, a cycle mechanic and several learners meet in a borrowed hall. Visitors bring damaged possessions and stay to work beside a volunteer. They pay for parts when necessary, but advice is free. A useful object remains in circulation, and a family avoids buying a replacement it may struggle to afford.\n\nThe room preserves knowledge as well as materials. Someone who learns to replace a zip can repeat the job at home. People who usually pass each other without speaking now discuss tools over tea. A visitor who arrived apologising for being hopeless returned to show us a repaired bag. Such confidence does not appear in our count of completed jobs. Nor does the pleasure of teaching a skill that an employer once dismissed as old fashioned.\n\nSuccess, however, requires more than good intentions. Electrical work needs trained supervision and appropriate safety checks. Suitable tools, insurance and a secure cupboard cost money. Parts for older products can be difficult to obtain, while some sealed products cannot be opened safely. A broken object may occupy a workbench for weeks while its owner searches for a replacement component. Our donated storage is already full.","Source 2":"I joined the repair room because I wanted to prove that I could finish something without asking for help. On my first morning I lined up the donated radios and chose the newest one. The experienced volunteers seemed absurdly slow. They wrote labels, checked plugs and asked owners questions whose answers appeared obvious. I had offered my Saturday, and I wanted a dramatic result to show for it.\n\nBy lunchtime I had opened three cases and repaired nothing. A woman waiting for her lamp asked which screws belonged to it. I had put all the screws in a single dish. My confidence survived for another minute, until the supervisor asked me to explain why I thought the cable was safe. I could not. She stopped the job without raising her voice, which was somehow worse than being shouted at.\n\nNow I keep separate trays and record each stage. This sounds tedious until a different volunteer needs to continue the work. The record saves them from beginning again. I still dislike sessions in which we complete only one repair, but I have learnt to notice other kinds of progress. Last week an owner identified the fault herself after I showed her how to inspect the switch. She left with a skill, not just a working lamp.","Source 3 description and data":"Original practice infographic, described in words. Title: Community project priorities. A survey of 120 invented residents asked each to select one priority. Reliable opening: 48; trained help: 36; more locations: 24; publicity: 12. The horizontal bars use a scale from 0 to 50 people. A note says respondents came from one neighbourhood and volunteered to answer. No other population was sampled. All figures are invented for this practice task."},"context_fields":{},"marks":25,"word_guidance":"Write about 450 words."},{"id":"practice-cie-9093-p2-q1-argument-2029-2","board":"cambridge","course":"9093","task_id":"cie-9093-p2-q1-argument-2029","exam_session":"2029-2031","title":"Above the traffic: a source based argument","difficulty":"standard","question":"Your class is discussing whether funding should prioritise opening a shared roof garden. Write an argumentative essay for your teacher, drawing on the three sources and developing your own position. Assess the evidence and the practical trade-offs. Write about 450 words.","texts":{"Source 1":"Our shared roof garden began with six boxes of herbs and a view of a car park. Residents without balconies could finally grow something near home. Children discovered that radishes did not arrive in neat bunches underground, while adults exchanged recipes along with spare seedlings. Several neighbours now spend time outdoors who previously went straight from work to their rooms. The harvest is modest, but the conversations are not.\n\nThe garden offers a place to learn together. Beginners can share tools rather than buying equipment they may use once. Taller plants provide a little shade around the seating area. Kitchen scraps become compost where suitable containers and trained supervision are available. Small deliveries of fresh herbs also reduce the need to buy plastic packets containing far more than one household wants. I enjoy these gains, although nobody should pretend that six boxes will feed an entire building.\n\nThe roof itself cannot be taken for granted. Before adding soil, the association paid for a structural assessment and checked the waterproof surface. Safe railings, an unobstructed exit and accessible routes were essential. Carrying full watering cans up the last flight of stairs excluded some residents until we installed a suitable water supply. That work cost more than the first year's plants. High winds can damage delicate growth and lift badly secured equipment.","Source 2":"My job in the roof garden is to organise the watering rota. At first I measured success by the number of names I could fit into its squares. A full chart looked reassuring. I sent reminders in a cheerful tone and assumed that anyone who had signed up would appear. When three people missed the same hot afternoon, I complained that our neighbours wanted the pleasure without the work.\n\nThen I met one of them carrying shopping bags up the stairs. Her father had been ill. Another volunteer had lost his phone and never received my reminder. Neither explanation watered the seedlings, but both made my message about laziness seem foolish. I began asking which sessions people could realistically manage, rather than announcing that we all had to contribute equally. The timetable became less impressive and more reliable.\n\nI still like a tidy garden. I would rather label a bed than spend half an hour debating its name. Yet the resident who talks most slowly about her beans is also the person who remembers to welcome newcomers. When I rush the group, I sometimes save ten minutes and lose a volunteer. We have started a short meeting before each session so that practical work and questions both have a place.","Source 3 description and data":"Original practice infographic, described in words. Title: Community project priorities. A survey of 120 invented residents asked each to select one priority. Reliable opening: 48; trained help: 36; more locations: 24; publicity: 12. The horizontal bars use a scale from 0 to 50 people. A note says respondents came from one neighbourhood and volunteered to answer. No other population was sampled. All figures are invented for this practice task."},"context_fields":{},"marks":25,"word_guidance":"Write about 450 words."},{"id":"practice-cie-9093-p2-q1-argument-2029-3","board":"cambridge","course":"9093","task_id":"cie-9093-p2-q1-argument-2029","exam_session":"2029-2031","title":"The last stop: a source based argument","difficulty":"stretch","question":"Your class is discussing whether funding should prioritise expanding a travelling library. Write an argumentative essay for your teacher, drawing on the three sources and developing your own position. Assess the evidence and the practical trade-offs. Write about 450 words.","texts":{"Source 1":"A travelling library is a small vehicle with an unexpectedly large promise. Every fortnight ours stops in villages where reaching a permanent library would mean paying for transport and losing most of a day. Readers borrow without making that journey. Children can try books their families could not buy, and older residents can request large print editions. For some visitors, the conversation with the librarian matters as much as the book.\n\nThe stock changes between routes, giving regular readers more variety than a single small cupboard could offer. Staff help people find material suited to their interests rather than simply handing out whatever remains. A request service allows readers to reserve particular titles. At selected stops, the team also explains how to use the digital catalogue. When a visitor learns to place an order independently, the service has widened access beyond the vehicle's shelves.\n\nThese benefits depend on unglamorous arrangements. Fuel costs rise, tyres wear out and mechanical trouble can cancel a whole day's visits. Heavy rain makes some roads unsafe. The narrow interior limits the number of people who can browse at once, and not every stopping place has an accessible entrance area. Shelves can hold only so many books. Carrying more of one popular genre means carrying less of something else.","Source 2":"People ask why I drive the library so slowly. They mean the whole service, not just the vehicle. They would like later opening, more stops and a photograph of a full queue outside every village hall. I would like those things too, but I have spent enough mornings waiting beside a closed road to distinguish a wish from a timetable.\n\nWhen I started, I promised to fit another stop between lunch and the last village. The drive took longer than the map suggested. At the final stop an elderly reader had been waiting in the heat for forty minutes. I apologised and tried to hurry her choice. She said she had waited a fortnight to choose a book and would prefer not to do it in thirty seconds. That sentence has travelled with me ever since.\n\nNow I record the time needed for browsing, advice and setting up a safe entrance. These are part of the job, even though they do not move us along the road. I also invite volunteers to help with publicity and shelving. I do not ask them to replace trained staff when someone needs specialist support. Knowing which book a child wants can take more attention than carrying a box of books through a door.","Source 3 description and data":"Original practice infographic, described in words. Title: Community project priorities. A survey of 120 invented residents asked each to select one priority. Reliable opening: 48; trained help: 36; more locations: 24; publicity: 12. The horizontal bars use a scale from 0 to 50 people. A note says respondents came from one neighbourhood and volunteered to answer. No other population was sampled. All figures are invented for this practice task."},"context_fields":{},"marks":25,"word_guidance":"Write about 450 words."},{"id":"practice-cie-9093-p2-extended-2029-1","board":"cambridge","course":"9093","task_id":"cie-9093-p2-extended-2029","exam_session":"2029-2031","title":"The repair room: extended writing","difficulty":"foundation","question":"Write a discursive essay for a youth magazine considering whether practical experience teaches responsibility more effectively than formal instruction.","texts":{},"context_fields":{},"marks":25,"word_guidance":"Write about 700 words."},{"id":"practice-cie-9093-p2-extended-2029-2","board":"cambridge","course":"9093","task_id":"cie-9093-p2-extended-2029","exam_session":"2029-2031","title":"Above the traffic: extended writing","difficulty":"standard","question":"Write an argumentative essay for a local newspaper presenting a reasoned case about who should be responsible for shared public spaces.","texts":{},"context_fields":{},"marks":25,"word_guidance":"Write about 700 words."},{"id":"practice-cie-9093-p2-extended-2029-3","board":"cambridge","course":"9093","task_id":"cie-9093-p2-extended-2029","exam_session":"2029-2031","title":"The last stop: extended writing","difficulty":"stretch","question":"Write a discursive essay for a student journal considering whether convenience should be the main test of a successful public service.","texts":{},"context_fields":{},"marks":25,"word_guidance":"Write about 700 words."},{"id":"practice-cbse-184-formal-letter-2026-27-1","board":"cbse","course":"cbse-184","task_id":"cbse-184-formal-letter-2026-27","exam_session":"2026-27","title":"Lighting on the walking route","difficulty":"foundation","question":"You are Asha or Aman, living at 18 Neem Road, Jaipur. Write to the Municipal Commissioner about poor lighting on the route from the bus stop to your neighbourhood. Explain the difficulty for pedestrians and suggest practical improvements.","texts":{},"context_fields":{},"marks":5,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-formal-letter-2026-27-2","board":"cbse","course":"cbse-184","task_id":"cbse-184-formal-letter-2026-27","exam_session":"2026-27","title":"An accessible exhibition","difficulty":"standard","question":"You are Meera or Mohan of 24 Garden Lane, Jaipur. Write to the organiser of a forthcoming science exhibition enquiring about step-free access, quiet visiting hours and arrangements for a group visit. Explain why these details matter.","texts":{},"context_fields":{},"marks":5,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-formal-letter-2026-27-3","board":"cbse","course":"cbse-184","task_id":"cbse-184-formal-letter-2026-27","exam_session":"2026-27","title":"An order for a reading room","difficulty":"stretch","question":"You are the secretary of a neighbourhood reading club at 7 Lake Road, Jaipur. Write to Bright Shelf Books, Jaipur, ordering suitable dictionaries and graded readers for a new reading room. Give reasonable quantities, delivery details and a request for payment information.","texts":{},"context_fields":{},"marks":5,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-analytical-paragraph-2026-27-1","board":"cbse","course":"cbse-184","task_id":"cbse-184-analytical-paragraph-2026-27","exam_session":"2026-27","title":"How readers travel","difficulty":"foundation","question":"The supplied figures describe how 100 visitors travelled to a community reading room. Write an analytical paragraph highlighting the important comparisons and the overall pattern. Use only the supplied information.","texts":{"Chart or cue details":"Original practice table. Transport chosen by 100 visitors: walking 42, bicycle 28, bus 20, car 10. Each visitor chose one main mode. The survey covers one Saturday and gives no information about age, income or reasons for the choice."},"context_fields":{},"marks":5,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-analytical-paragraph-2026-27-2","board":"cbse","course":"cbse-184","task_id":"cbse-184-analytical-paragraph-2026-27","exam_session":"2026-27","title":"A changing garden","difficulty":"standard","question":"The supplied figures describe the use of space in a community garden over two years. Write an analytical paragraph highlighting the important comparisons and the overall pattern. Use only the supplied information.","texts":{"Chart or cue details":"Original practice table. Percentage of garden area in 2025 and 2026 respectively: vegetables 40 and 35; flowers 20 and 20; seating 10 and 20; paths 30 and 25. Each year totals 100 per cent. Total garden area did not change. No reasons for the changes are supplied."},"context_fields":{},"marks":5,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-analytical-paragraph-2026-27-3","board":"cbse","course":"cbse-184","task_id":"cbse-184-analytical-paragraph-2026-27","exam_session":"2026-27","title":"Choosing a library service","difficulty":"stretch","question":"The supplied figures describe the preferences of 120 readers for library services. Write an analytical paragraph highlighting the important comparisons and the overall pattern. Use only the supplied information.","texts":{"Chart or cue details":"Original practice survey of 120 readers. First preference: more printed books 54; longer opening hours 36; digital borrowing 18; additional events 12. One preference was recorded per reader. All respondents were current members. The survey did not ask why they chose an option."},"context_fields":{},"marks":5,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-first-flight-long-2026-27-1","board":"cbse","course":"cbse-184","task_id":"cbse-184-first-flight-long-2026-27","exam_session":"2026-27","title":"A Letter to God: a developed response","difficulty":"foundation","question":"How does A Letter to God use a misunderstanding to reveal contrasting attitudes to trust? Support your answer with details from the story.","texts":{},"context_fields":{"Book and chapter names":"First Flight: A Letter to God"},"marks":6,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-first-flight-long-2026-27-2","board":"cbse","course":"cbse-184","task_id":"cbse-184-first-flight-long-2026-27","exam_session":"2026-27","title":"Nelson Mandela: Long Walk to Freedom: a developed response","difficulty":"standard","question":"How does the account in Nelson Mandela: Long Walk to Freedom connect personal freedom with responsibility towards others? Support your response with relevant details.","texts":{},"context_fields":{"Book and chapter names":"First Flight: Nelson Mandela: Long Walk to Freedom"},"marks":6,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-first-flight-long-2026-27-3","board":"cbse","course":"cbse-184","task_id":"cbse-184-first-flight-long-2026-27","exam_session":"2026-27","title":"The Proposal: a developed response","difficulty":"stretch","question":"How does The Proposal make social expectations about marriage appear comic? Develop your response through relevant moments from the play.","texts":{},"context_fields":{"Book and chapter names":"First Flight: The Proposal"},"marks":6,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-first-flight-long-2026-27-4","board":"cbse","course":"cbse-184","task_id":"cbse-184-first-flight-long-2026-27","exam_session":"2026-27","title":"Dust of Snow: a developed response","difficulty":"foundation","question":"How does Dust of Snow show that a small experience can alter a person's outlook? Support your response through the poet's choices.","texts":{},"context_fields":{"Book and chapter names":"First Flight: Dust of Snow"},"marks":6,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-first-flight-long-2026-27-5","board":"cbse","course":"cbse-184","task_id":"cbse-184-first-flight-long-2026-27","exam_session":"2026-27","title":"Fire and Ice: a developed response","difficulty":"standard","question":"How does Fire and Ice use contrasting images to explore destructive feelings? Develop your response with reference to the poem.","texts":{},"context_fields":{"Book and chapter names":"First Flight: Fire and Ice"},"marks":6,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-first-flight-long-2026-27-6","board":"cbse","course":"cbse-184","task_id":"cbse-184-first-flight-long-2026-27","exam_session":"2026-27","title":"A Tiger in the Zoo: a developed response","difficulty":"stretch","question":"How does A Tiger in the Zoo use contrast to make the effects of confinement clear? Support your response with details from the poem.","texts":{},"context_fields":{"Book and chapter names":"First Flight: A Tiger in the Zoo"},"marks":6,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-footprints-long-2026-27-1","board":"cbse","course":"cbse-184","task_id":"cbse-184-footprints-long-2026-27","exam_session":"2026-27","title":"The Thief's Story: a developed response","difficulty":"foundation","question":"How does The Thief's Story suggest that trust can influence a person's choices? Support your answer with details from the story.","texts":{},"context_fields":{"Book and chapter names":"Footprints without Feet: The Thief's Story"},"marks":6,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-footprints-long-2026-27-2","board":"cbse","course":"cbse-184","task_id":"cbse-184-footprints-long-2026-27","exam_session":"2026-27","title":"The Necklace: a developed response","difficulty":"standard","question":"How does The Necklace explore the consequences of judging life through appearances? Support your response with relevant details.","texts":{},"context_fields":{"Book and chapter names":"Footprints without Feet: The Necklace"},"marks":6,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-footprints-long-2026-27-3","board":"cbse","course":"cbse-184","task_id":"cbse-184-footprints-long-2026-27","exam_session":"2026-27","title":"Bholi: a developed response","difficulty":"stretch","question":"How does Bholi connect learning with a growing ability to make decisions? Explain with details from the story.","texts":{},"context_fields":{"Book and chapter names":"Footprints without Feet: Bholi"},"marks":6,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-formal-letter-2025-26-1","board":"cbse","course":"cbse-184","task_id":"cbse-184-formal-letter-2025-26","exam_session":"2025-26","title":"Lighting on the walking route","difficulty":"foundation","question":"You are Asha or Aman, living at 18 Neem Road, Jaipur. Write to the Municipal Commissioner about poor lighting on the route from the bus stop to your neighbourhood. Explain the difficulty for pedestrians and suggest practical improvements.","texts":{},"context_fields":{},"marks":5,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-formal-letter-2025-26-2","board":"cbse","course":"cbse-184","task_id":"cbse-184-formal-letter-2025-26","exam_session":"2025-26","title":"An accessible exhibition","difficulty":"standard","question":"You are Meera or Mohan of 24 Garden Lane, Jaipur. Write to the organiser of a forthcoming science exhibition enquiring about step-free access, quiet visiting hours and arrangements for a group visit. Explain why these details matter.","texts":{},"context_fields":{},"marks":5,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-formal-letter-2025-26-3","board":"cbse","course":"cbse-184","task_id":"cbse-184-formal-letter-2025-26","exam_session":"2025-26","title":"An order for a reading room","difficulty":"stretch","question":"You are the secretary of a neighbourhood reading club at 7 Lake Road, Jaipur. Write to Bright Shelf Books, Jaipur, ordering suitable dictionaries and graded readers for a new reading room. Give reasonable quantities, delivery details and a request for payment information.","texts":{},"context_fields":{},"marks":5,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-analytical-paragraph-2025-26-1","board":"cbse","course":"cbse-184","task_id":"cbse-184-analytical-paragraph-2025-26","exam_session":"2025-26","title":"How readers travel","difficulty":"foundation","question":"The supplied figures describe how 100 visitors travelled to a community reading room. Write an analytical paragraph highlighting the important comparisons and the overall pattern. Use only the supplied information.","texts":{"Chart or cue details":"Original practice table. Transport chosen by 100 visitors: walking 42, bicycle 28, bus 20, car 10. Each visitor chose one main mode. The survey covers one Saturday and gives no information about age, income or reasons for the choice."},"context_fields":{},"marks":5,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-analytical-paragraph-2025-26-2","board":"cbse","course":"cbse-184","task_id":"cbse-184-analytical-paragraph-2025-26","exam_session":"2025-26","title":"A changing garden","difficulty":"standard","question":"The supplied figures describe the use of space in a community garden over two years. Write an analytical paragraph highlighting the important comparisons and the overall pattern. Use only the supplied information.","texts":{"Chart or cue details":"Original practice table. Percentage of garden area in 2025 and 2026 respectively: vegetables 40 and 35; flowers 20 and 20; seating 10 and 20; paths 30 and 25. Each year totals 100 per cent. Total garden area did not change. No reasons for the changes are supplied."},"context_fields":{},"marks":5,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-analytical-paragraph-2025-26-3","board":"cbse","course":"cbse-184","task_id":"cbse-184-analytical-paragraph-2025-26","exam_session":"2025-26","title":"Choosing a library service","difficulty":"stretch","question":"The supplied figures describe the preferences of 120 readers for library services. Write an analytical paragraph highlighting the important comparisons and the overall pattern. Use only the supplied information.","texts":{"Chart or cue details":"Original practice survey of 120 readers. First preference: more printed books 54; longer opening hours 36; digital borrowing 18; additional events 12. One preference was recorded per reader. All respondents were current members. The survey did not ask why they chose an option."},"context_fields":{},"marks":5,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-first-flight-long-2025-26-1","board":"cbse","course":"cbse-184","task_id":"cbse-184-first-flight-long-2025-26","exam_session":"2025-26","title":"A Letter to God: a developed response","difficulty":"foundation","question":"How does A Letter to God use a misunderstanding to reveal contrasting attitudes to trust? Support your answer with details from the story.","texts":{},"context_fields":{"Book and chapter names":"First Flight: A Letter to God"},"marks":6,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-first-flight-long-2025-26-2","board":"cbse","course":"cbse-184","task_id":"cbse-184-first-flight-long-2025-26","exam_session":"2025-26","title":"Nelson Mandela: Long Walk to Freedom: a developed response","difficulty":"standard","question":"How does the account in Nelson Mandela: Long Walk to Freedom connect personal freedom with responsibility towards others? Support your response with relevant details.","texts":{},"context_fields":{"Book and chapter names":"First Flight: Nelson Mandela: Long Walk to Freedom"},"marks":6,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-first-flight-long-2025-26-3","board":"cbse","course":"cbse-184","task_id":"cbse-184-first-flight-long-2025-26","exam_session":"2025-26","title":"The Proposal: a developed response","difficulty":"stretch","question":"How does The Proposal make social expectations about marriage appear comic? Develop your response through relevant moments from the play.","texts":{},"context_fields":{"Book and chapter names":"First Flight: The Proposal"},"marks":6,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-first-flight-long-2025-26-4","board":"cbse","course":"cbse-184","task_id":"cbse-184-first-flight-long-2025-26","exam_session":"2025-26","title":"Dust of Snow: a developed response","difficulty":"foundation","question":"How does Dust of Snow show that a small experience can alter a person's outlook? Support your response through the poet's choices.","texts":{},"context_fields":{"Book and chapter names":"First Flight: Dust of Snow"},"marks":6,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-first-flight-long-2025-26-5","board":"cbse","course":"cbse-184","task_id":"cbse-184-first-flight-long-2025-26","exam_session":"2025-26","title":"Fire and Ice: a developed response","difficulty":"standard","question":"How does Fire and Ice use contrasting images to explore destructive feelings? Develop your response with reference to the poem.","texts":{},"context_fields":{"Book and chapter names":"First Flight: Fire and Ice"},"marks":6,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-first-flight-long-2025-26-6","board":"cbse","course":"cbse-184","task_id":"cbse-184-first-flight-long-2025-26","exam_session":"2025-26","title":"A Tiger in the Zoo: a developed response","difficulty":"stretch","question":"How does A Tiger in the Zoo use contrast to make the effects of confinement clear? Support your response with details from the poem.","texts":{},"context_fields":{"Book and chapter names":"First Flight: A Tiger in the Zoo"},"marks":6,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-footprints-long-2025-26-1","board":"cbse","course":"cbse-184","task_id":"cbse-184-footprints-long-2025-26","exam_session":"2025-26","title":"The Thief's Story: a developed response","difficulty":"foundation","question":"How does The Thief's Story suggest that trust can influence a person's choices? Support your answer with details from the story.","texts":{},"context_fields":{"Book and chapter names":"Footprints without Feet: The Thief's Story"},"marks":6,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-footprints-long-2025-26-2","board":"cbse","course":"cbse-184","task_id":"cbse-184-footprints-long-2025-26","exam_session":"2025-26","title":"The Necklace: a developed response","difficulty":"standard","question":"How does The Necklace explore the consequences of judging life through appearances? Support your response with relevant details.","texts":{},"context_fields":{"Book and chapter names":"Footprints without Feet: The Necklace"},"marks":6,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-184-footprints-long-2025-26-3","board":"cbse","course":"cbse-184","task_id":"cbse-184-footprints-long-2025-26","exam_session":"2025-26","title":"Bholi: a developed response","difficulty":"stretch","question":"How does Bholi connect learning with a growing ability to make decisions? Explain with details from the story.","texts":{},"context_fields":{"Book and chapter names":"Footprints without Feet: Bholi"},"marks":6,"word_guidance":"100 to 120 words."},{"id":"practice-cbse-301-notice-2026-27-1","board":"cbse","course":"cbse-301","task_id":"cbse-301-notice-2026-27","exam_session":"2026-27","title":"A repair morning notice","difficulty":"foundation","question":"You are the secretary of the neighbourhood youth club in Jaipur. Draft a notice inviting members to a repair skills morning on 22 November 2026, from 10 a.m. to noon, in the community hall. Include who may join, essential arrangements and how to register with you by the preceding Friday.","texts":{},"context_fields":{},"marks":4,"word_guidance":"Up to 50 words."},{"id":"practice-cbse-301-notice-2026-27-2","board":"cbse","course":"cbse-301","task_id":"cbse-301-notice-2026-27","exam_session":"2026-27","title":"A garden workshop notice","difficulty":"standard","question":"You are the secretary of the neighbourhood youth club in Jaipur. Draft a notice inviting members to a roof garden workshop on 29 November 2026, from 9 a.m. to 11 a.m., at the Garden Lane residents centre. Include who may join, essential arrangements and how to register with you by the preceding Friday.","texts":{},"context_fields":{},"marks":4,"word_guidance":"Up to 50 words."},{"id":"practice-cbse-301-notice-2026-27-3","board":"cbse","course":"cbse-301","task_id":"cbse-301-notice-2026-27","exam_session":"2026-27","title":"A library collection notice","difficulty":"stretch","question":"You are the secretary of the neighbourhood youth club in Jaipur. Draft a notice inviting members to a book collection on 6 December 2026, from 3 p.m. to 5 p.m., at the Lake Road reading room. Include who may join, essential arrangements and how to register with you by the preceding Friday.","texts":{},"context_fields":{},"marks":4,"word_guidance":"Up to 50 words."},{"id":"practice-cbse-301-invitation-reply-2026-27-1","board":"cbse","course":"cbse-301","task_id":"cbse-301-invitation-reply-2026-27","exam_session":"2026-27","title":"A formal invitation","difficulty":"foundation","question":"As the organiser of a community arts evening, draft a formal invitation to local residents. The event is on 12 December 2026 at 6 p.m. in the Neem Hall, Jaipur. Include the host, purpose, venue and a response contact.","texts":{},"context_fields":{},"marks":4,"word_guidance":"Up to 50 words."},{"id":"practice-cbse-301-invitation-reply-2026-27-2","board":"cbse","course":"cbse-301","task_id":"cbse-301-invitation-reply-2026-27","exam_session":"2026-27","title":"A reply accepting","difficulty":"standard","question":"You are Kavya or Karan of 15 Lake Road, Jaipur. You have received a formal invitation from the Garden Lane Association to a volunteer celebration at Neem Hall on 12 December 2026 at 6 p.m. Write an appropriate reply accepting it.","texts":{},"context_fields":{},"marks":4,"word_guidance":"Up to 50 words."},{"id":"practice-cbse-301-invitation-reply-2026-27-3","board":"cbse","course":"cbse-301","task_id":"cbse-301-invitation-reply-2026-27","exam_session":"2026-27","title":"A reply declining","difficulty":"stretch","question":"You are Sana or Samir of 8 Neem Road, Jaipur. The Lake Road Reading Club has invited you to speak at its anniversary on 19 December 2026 at 5 p.m. in the reading room. Write a polite reply declining because of a prior commitment.","texts":{},"context_fields":{},"marks":4,"word_guidance":"Up to 50 words."},{"id":"practice-cbse-301-editor-letter-2026-27-1","board":"cbse","course":"cbse-301","task_id":"cbse-301-editor-letter-2026-27","exam_session":"2026-27","title":"A safer route","difficulty":"foundation","question":"You are Asha or Aman of 18 Neem Road, Jaipur. Write a letter to the editor of a local newspaper about poor pedestrian lighting near a busy bus stop. Explain the public concern and propose practical action.","texts":{},"context_fields":{},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-editor-letter-2026-27-2","board":"cbse","course":"cbse-301","task_id":"cbse-301-editor-letter-2026-27","exam_session":"2026-27","title":"Keeping public spaces usable","difficulty":"standard","question":"You are Asha or Aman of 18 Neem Road, Jaipur. Write a letter to the editor of a local newspaper about the need for accessible and well-maintained community gardens. Explain the public concern and propose practical action.","texts":{},"context_fields":{},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-editor-letter-2026-27-3","board":"cbse","course":"cbse-301","task_id":"cbse-301-editor-letter-2026-27","exam_session":"2026-27","title":"Access to books","difficulty":"stretch","question":"You are Asha or Aman of 18 Neem Road, Jaipur. Write a letter to the editor of a local newspaper about the need for borrowing facilities in areas far from a permanent library. Explain the public concern and propose practical action.","texts":{},"context_fields":{},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-job-application-2026-27-1","board":"cbse","course":"cbse-301","task_id":"cbse-301-job-application-2026-27","exam_session":"2026-27","title":"Reading room assistant","difficulty":"foundation","question":"You are Meera or Mohan of 24 Garden Lane, Jaipur. A local organisation advertises a vacancy for a reading room assistant. Applicants need clear communication, basic record keeping and experience of working with others. Write an application to the Manager, Neem Community Centre, Jaipur, with separate bio data. Supply plausible qualifications and experience suited to the role.","texts":{},"context_fields":{},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-job-application-2026-27-2","board":"cbse","course":"cbse-301","task_id":"cbse-301-job-application-2026-27","exam_session":"2026-27","title":"Visitor centre assistant","difficulty":"standard","question":"You are Meera or Mohan of 24 Garden Lane, Jaipur. A local organisation advertises a vacancy for a visitor centre assistant. Applicants need clear communication, basic record keeping and experience of working with others. Write an application to the Manager, Neem Community Centre, Jaipur, with separate bio data. Supply plausible qualifications and experience suited to the role.","texts":{},"context_fields":{},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-job-application-2026-27-3","board":"cbse","course":"cbse-301","task_id":"cbse-301-job-application-2026-27","exam_session":"2026-27","title":"Workshop coordinator","difficulty":"stretch","question":"You are Meera or Mohan of 24 Garden Lane, Jaipur. A local organisation advertises a vacancy for a community workshop coordinator. Applicants need clear communication, basic record keeping and experience of working with others. Write an application to the Manager, Neem Community Centre, Jaipur, with separate bio data. Supply plausible qualifications and experience suited to the role.","texts":{},"context_fields":{},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-article-2026-27-1","board":"cbse","course":"cbse-301","task_id":"cbse-301-article-2026-27","exam_session":"2026-27","title":"The skills inside a repair","difficulty":"foundation","question":"Write an article for a youth magazine on why repairing ordinary objects can be worth learning. Discuss the opportunities, one practical difficulty and ways young people can help. Give an appropriate title and use Asha or Aman as the byline.","texts":{},"context_fields":{},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-article-2026-27-2","board":"cbse","course":"cbse-301","task_id":"cbse-301-article-2026-27","exam_session":"2026-27","title":"A garden is more than plants","difficulty":"standard","question":"Write an article for a youth magazine on how shared gardens can strengthen neighbourhoods. Discuss the opportunities, one practical difficulty and ways young people can help. Give an appropriate title and use Asha or Aman as the byline.","texts":{},"context_fields":{},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-article-2026-27-3","board":"cbse","course":"cbse-301","task_id":"cbse-301-article-2026-27","exam_session":"2026-27","title":"Reading beyond a screen","difficulty":"stretch","question":"Write an article for a youth magazine on why access to a range of reading choices matters. Discuss the opportunities, one practical difficulty and ways young people can help. Give an appropriate title and use Asha or Aman as the byline.","texts":{},"context_fields":{},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-report-2026-27-1","board":"cbse","course":"cbse-301","task_id":"cbse-301-report-2026-27","exam_session":"2026-27","title":"A repair event report","difficulty":"foundation","question":"You are Asha or Aman, reporting for a local youth newspaper. Write a report on a repair skills morning held at Neem Community Centre, Jaipur, on 15 November 2026. Include the purpose, activities, response of participants and outcome. Use plausible original details, a title, byline, date and place.","texts":{},"context_fields":{},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-report-2026-27-2","board":"cbse","course":"cbse-301","task_id":"cbse-301-report-2026-27","exam_session":"2026-27","title":"A garden opening report","difficulty":"standard","question":"You are Asha or Aman, reporting for a local youth newspaper. Write a report on the opening of a shared garden held at Neem Community Centre, Jaipur, on 15 November 2026. Include the purpose, activities, response of participants and outcome. Use plausible original details, a title, byline, date and place.","texts":{},"context_fields":{},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-report-2026-27-3","board":"cbse","course":"cbse-301","task_id":"cbse-301-report-2026-27","exam_session":"2026-27","title":"A reading day report","difficulty":"stretch","question":"You are Asha or Aman, reporting for a local youth newspaper. Write a report on a travelling library reading day held at Neem Community Centre, Jaipur, on 15 November 2026. Include the purpose, activities, response of participants and outcome. Use plausible original details, a title, byline, date and place.","texts":{},"context_fields":{},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-notice-2025-26-1","board":"cbse","course":"cbse-301","task_id":"cbse-301-notice-2025-26","exam_session":"2025-26","title":"A repair morning notice","difficulty":"foundation","question":"You are the secretary of the neighbourhood youth club in Jaipur. Draft a notice inviting members to a repair skills morning on 22 November 2026, from 10 a.m. to noon, in the community hall. Include who may join, essential arrangements and how to register with you by the preceding Friday.","texts":{},"context_fields":{},"marks":4,"word_guidance":"Up to 50 words."},{"id":"practice-cbse-301-notice-2025-26-2","board":"cbse","course":"cbse-301","task_id":"cbse-301-notice-2025-26","exam_session":"2025-26","title":"A garden workshop notice","difficulty":"standard","question":"You are the secretary of the neighbourhood youth club in Jaipur. Draft a notice inviting members to a roof garden workshop on 29 November 2026, from 9 a.m. to 11 a.m., at the Garden Lane residents centre. Include who may join, essential arrangements and how to register with you by the preceding Friday.","texts":{},"context_fields":{},"marks":4,"word_guidance":"Up to 50 words."},{"id":"practice-cbse-301-notice-2025-26-3","board":"cbse","course":"cbse-301","task_id":"cbse-301-notice-2025-26","exam_session":"2025-26","title":"A library collection notice","difficulty":"stretch","question":"You are the secretary of the neighbourhood youth club in Jaipur. Draft a notice inviting members to a book collection on 6 December 2026, from 3 p.m. to 5 p.m., at the Lake Road reading room. Include who may join, essential arrangements and how to register with you by the preceding Friday.","texts":{},"context_fields":{},"marks":4,"word_guidance":"Up to 50 words."},{"id":"practice-cbse-301-invitation-reply-2025-26-1","board":"cbse","course":"cbse-301","task_id":"cbse-301-invitation-reply-2025-26","exam_session":"2025-26","title":"A formal invitation","difficulty":"foundation","question":"As the organiser of a community arts evening, draft a formal invitation to local residents. The event is on 12 December 2026 at 6 p.m. in the Neem Hall, Jaipur. Include the host, purpose, venue and a response contact.","texts":{},"context_fields":{},"marks":4,"word_guidance":"Up to 50 words."},{"id":"practice-cbse-301-invitation-reply-2025-26-2","board":"cbse","course":"cbse-301","task_id":"cbse-301-invitation-reply-2025-26","exam_session":"2025-26","title":"A reply accepting","difficulty":"standard","question":"You are Kavya or Karan of 15 Lake Road, Jaipur. You have received a formal invitation from the Garden Lane Association to a volunteer celebration at Neem Hall on 12 December 2026 at 6 p.m. Write an appropriate reply accepting it.","texts":{},"context_fields":{},"marks":4,"word_guidance":"Up to 50 words."},{"id":"practice-cbse-301-invitation-reply-2025-26-3","board":"cbse","course":"cbse-301","task_id":"cbse-301-invitation-reply-2025-26","exam_session":"2025-26","title":"A reply declining","difficulty":"stretch","question":"You are Sana or Samir of 8 Neem Road, Jaipur. The Lake Road Reading Club has invited you to speak at its anniversary on 19 December 2026 at 5 p.m. in the reading room. Write a polite reply declining because of a prior commitment.","texts":{},"context_fields":{},"marks":4,"word_guidance":"Up to 50 words."},{"id":"practice-cbse-301-editor-letter-2025-26-1","board":"cbse","course":"cbse-301","task_id":"cbse-301-editor-letter-2025-26","exam_session":"2025-26","title":"A safer route","difficulty":"foundation","question":"You are Asha or Aman of 18 Neem Road, Jaipur. Write a letter to the editor of a local newspaper about poor pedestrian lighting near a busy bus stop. Explain the public concern and propose practical action.","texts":{},"context_fields":{},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-editor-letter-2025-26-2","board":"cbse","course":"cbse-301","task_id":"cbse-301-editor-letter-2025-26","exam_session":"2025-26","title":"Keeping public spaces usable","difficulty":"standard","question":"You are Asha or Aman of 18 Neem Road, Jaipur. Write a letter to the editor of a local newspaper about the need for accessible and well-maintained community gardens. Explain the public concern and propose practical action.","texts":{},"context_fields":{},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-editor-letter-2025-26-3","board":"cbse","course":"cbse-301","task_id":"cbse-301-editor-letter-2025-26","exam_session":"2025-26","title":"Access to books","difficulty":"stretch","question":"You are Asha or Aman of 18 Neem Road, Jaipur. Write a letter to the editor of a local newspaper about the need for borrowing facilities in areas far from a permanent library. Explain the public concern and propose practical action.","texts":{},"context_fields":{},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-job-application-2025-26-1","board":"cbse","course":"cbse-301","task_id":"cbse-301-job-application-2025-26","exam_session":"2025-26","title":"Reading room assistant","difficulty":"foundation","question":"You are Meera or Mohan of 24 Garden Lane, Jaipur. A local organisation advertises a vacancy for a reading room assistant. Applicants need clear communication, basic record keeping and experience of working with others. Write an application to the Manager, Neem Community Centre, Jaipur, with separate bio data. Supply plausible qualifications and experience suited to the role.","texts":{},"context_fields":{},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-job-application-2025-26-2","board":"cbse","course":"cbse-301","task_id":"cbse-301-job-application-2025-26","exam_session":"2025-26","title":"Visitor centre assistant","difficulty":"standard","question":"You are Meera or Mohan of 24 Garden Lane, Jaipur. A local organisation advertises a vacancy for a visitor centre assistant. Applicants need clear communication, basic record keeping and experience of working with others. Write an application to the Manager, Neem Community Centre, Jaipur, with separate bio data. Supply plausible qualifications and experience suited to the role.","texts":{},"context_fields":{},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-job-application-2025-26-3","board":"cbse","course":"cbse-301","task_id":"cbse-301-job-application-2025-26","exam_session":"2025-26","title":"Workshop coordinator","difficulty":"stretch","question":"You are Meera or Mohan of 24 Garden Lane, Jaipur. A local organisation advertises a vacancy for a community workshop coordinator. Applicants need clear communication, basic record keeping and experience of working with others. Write an application to the Manager, Neem Community Centre, Jaipur, with separate bio data. Supply plausible qualifications and experience suited to the role.","texts":{},"context_fields":{},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-article-2025-26-1","board":"cbse","course":"cbse-301","task_id":"cbse-301-article-2025-26","exam_session":"2025-26","title":"The skills inside a repair","difficulty":"foundation","question":"Write an article for a youth magazine on why repairing ordinary objects can be worth learning. Discuss the opportunities, one practical difficulty and ways young people can help. Give an appropriate title and use Asha or Aman as the byline.","texts":{},"context_fields":{},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-article-2025-26-2","board":"cbse","course":"cbse-301","task_id":"cbse-301-article-2025-26","exam_session":"2025-26","title":"A garden is more than plants","difficulty":"standard","question":"Write an article for a youth magazine on how shared gardens can strengthen neighbourhoods. Discuss the opportunities, one practical difficulty and ways young people can help. Give an appropriate title and use Asha or Aman as the byline.","texts":{},"context_fields":{},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-article-2025-26-3","board":"cbse","course":"cbse-301","task_id":"cbse-301-article-2025-26","exam_session":"2025-26","title":"Reading beyond a screen","difficulty":"stretch","question":"Write an article for a youth magazine on why access to a range of reading choices matters. Discuss the opportunities, one practical difficulty and ways young people can help. Give an appropriate title and use Asha or Aman as the byline.","texts":{},"context_fields":{},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-report-2025-26-1","board":"cbse","course":"cbse-301","task_id":"cbse-301-report-2025-26","exam_session":"2025-26","title":"A repair event report","difficulty":"foundation","question":"You are Asha or Aman, reporting for a local youth newspaper. Write a report on a repair skills morning held at Neem Community Centre, Jaipur, on 15 November 2026. Include the purpose, activities, response of participants and outcome. Use plausible original details, a title, byline, date and place.","texts":{},"context_fields":{},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-report-2025-26-2","board":"cbse","course":"cbse-301","task_id":"cbse-301-report-2025-26","exam_session":"2025-26","title":"A garden opening report","difficulty":"standard","question":"You are Asha or Aman, reporting for a local youth newspaper. Write a report on the opening of a shared garden held at Neem Community Centre, Jaipur, on 15 November 2026. Include the purpose, activities, response of participants and outcome. Use plausible original details, a title, byline, date and place.","texts":{},"context_fields":{},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-report-2025-26-3","board":"cbse","course":"cbse-301","task_id":"cbse-301-report-2025-26","exam_session":"2025-26","title":"A reading day report","difficulty":"stretch","question":"You are Asha or Aman, reporting for a local youth newspaper. Write a report on a travelling library reading day held at Neem Community Centre, Jaipur, on 15 November 2026. Include the purpose, activities, response of participants and outcome. Use plausible original details, a title, byline, date and place.","texts":{},"context_fields":{},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-flamingo-long-2025-26-1","board":"cbse","course":"cbse-301","task_id":"cbse-301-flamingo-long-2025-26","exam_session":"2025-26","title":"The Last Lesson: a developed response","difficulty":"foundation","question":"How does The Last Lesson show that people may recognise the value of something when they are about to lose it? Support your response with relevant details.","texts":{},"context_fields":{"Book and chapter names":"Flamingo: The Last Lesson"},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-flamingo-long-2025-26-2","board":"cbse","course":"cbse-301","task_id":"cbse-301-flamingo-long-2025-26","exam_session":"2025-26","title":"Lost Spring: a developed response","difficulty":"standard","question":"How does Lost Spring connect a young person's hopes with the limits imposed by circumstances? Develop a supported response.","texts":{},"context_fields":{"Book and chapter names":"Flamingo: Lost Spring"},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-flamingo-long-2025-26-3","board":"cbse","course":"cbse-301","task_id":"cbse-301-flamingo-long-2025-26","exam_session":"2025-26","title":"Deep Water: a developed response","difficulty":"stretch","question":"How does Deep Water show the relationship between fear, patient effort and confidence? Support your response with relevant details.","texts":{},"context_fields":{"Book and chapter names":"Flamingo: Deep Water"},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-flamingo-long-2025-26-4","board":"cbse","course":"cbse-301","task_id":"cbse-301-flamingo-long-2025-26","exam_session":"2025-26","title":"My Mother at Sixty-Six: a developed response","difficulty":"foundation","question":"How does My Mother at Sixty-Six use contrasting images to convey the speaker's feelings? Support your response with reference to the poem.","texts":{},"context_fields":{"Book and chapter names":"Flamingo: My Mother at Sixty-Six"},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-flamingo-long-2025-26-5","board":"cbse","course":"cbse-301","task_id":"cbse-301-flamingo-long-2025-26","exam_session":"2025-26","title":"Keeping Quiet: a developed response","difficulty":"standard","question":"How does Keeping Quiet present stillness as an opportunity for reflection? Develop a supported response.","texts":{},"context_fields":{"Book and chapter names":"Flamingo: Keeping Quiet"},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-flamingo-long-2025-26-6","board":"cbse","course":"cbse-301","task_id":"cbse-301-flamingo-long-2025-26","exam_session":"2025-26","title":"A Thing of Beauty: a developed response","difficulty":"stretch","question":"How does A Thing of Beauty connect the experience of beauty with human difficulties? Support your response with details from the poem.","texts":{},"context_fields":{"Book and chapter names":"Flamingo: A Thing of Beauty"},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-vistas-long-2025-26-1","board":"cbse","course":"cbse-301","task_id":"cbse-301-vistas-long-2025-26","exam_session":"2025-26","title":"The Third Level: a developed response","difficulty":"foundation","question":"How does The Third Level make escape from everyday pressures an interesting idea? Support your answer through details from the story.","texts":{},"context_fields":{"Book and chapter names":"Vistas: The Third Level"},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-vistas-long-2025-26-2","board":"cbse","course":"cbse-301","task_id":"cbse-301-vistas-long-2025-26","exam_session":"2025-26","title":"The Tiger King: a developed response","difficulty":"standard","question":"How does The Tiger King use irony to question the exercise of power? Develop your response through relevant moments.","texts":{},"context_fields":{"Book and chapter names":"Vistas: The Tiger King"},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-cbse-301-vistas-long-2025-26-3","board":"cbse","course":"cbse-301","task_id":"cbse-301-vistas-long-2025-26","exam_session":"2025-26","title":"On the Face of It: a developed response","difficulty":"stretch","question":"How does On the Face of It make assumptions about other people seem limiting? Support your response through details from the play.","texts":{},"context_fields":{"Book and chapter names":"Vistas: On the Face of It"},"marks":5,"word_guidance":"120 to 150 words."},{"id":"practice-ib-dp-langlit-hl-p1-2027-1","board":"ib","course":"ib-dp-langlit-hl","task_id":"ib-dp-langlit-hl-p1-2027","exam_session":"2027","title":"The repair room: guided analysis","difficulty":"foundation","question":"How does the feature combine public argument and personal testimony to shape its readers' attitudes?","texts":{"Unseen text 1":"The repair room\nAn original Reportcards community magazine feature. The situation and speakers are invented.\n\nA local view\nWhen our neighbourhood association proposed a repair room, I imagined a shelf of abandoned toasters. Six months later, I am less ready to laugh. On Saturday mornings a retired electrician, a cycle mechanic and several learners meet in a borrowed hall. Visitors bring damaged possessions and stay to work beside a volunteer. They pay for parts when necessary, but advice is free. A useful object remains in circulation, and a family avoids buying a replacement it may struggle to afford.\n\nThe room preserves knowledge as well as materials. Someone who learns to replace a zip can repeat the job at home. People who usually pass each other without speaking now discuss tools over tea. A visitor who arrived apologising for being hopeless returned to show us a repaired bag. Such confidence does not appear in our count of completed jobs. Nor does the pleasure of teaching a skill that an employer once dismissed as old fashioned.\n\nSuccess, however, requires more than good intentions. Electrical work needs trained supervision and appropriate safety checks. Suitable tools, insurance and a secure cupboard cost money. Parts for older products can be difficult to obtain, while some sealed products cannot be opened safely. A broken object may occupy a workbench for weeks while its owner searches for a replacement component. Our donated storage is already full.\n\nVolunteers also have other commitments. If the mechanic is away, a queue of bicycles cannot simply be handed to an enthusiastic beginner. Clear booking information matters: the room cannot promise an instant repair or accept every item. Some visitors expect a free replacement when a repair fails. We explain the limits before starting, and ask owners to take responsibility for collecting their possessions. I support the room precisely because its work is practical. Calling it a miracle would only make the patient people running it less visible.\n\nA participant reflects\nI joined the repair room because I wanted to prove that I could finish something without asking for help. On my first morning I lined up the donated radios and chose the newest one. The experienced volunteers seemed absurdly slow. They wrote labels, checked plugs and asked owners questions whose answers appeared obvious. I had offered my Saturday, and I wanted a dramatic result to show for it.\n\nBy lunchtime I had opened three cases and repaired nothing. A woman waiting for her lamp asked which screws belonged to it. I had put all the screws in a single dish. My confidence survived for another minute, until the supervisor asked me to explain why I thought the cable was safe. I could not. She stopped the job without raising her voice, which was somehow worse than being shouted at.\n\nNow I keep separate trays and record each stage. This sounds tedious until a different volunteer needs to continue the work. The record saves them from beginning again. I still dislike sessions in which we complete only one repair, but I have learnt to notice other kinds of progress. Last week an owner identified the fault herself after I showed her how to inspect the switch. She left with a skill, not just a working lamp.\n\nI would like the room to open more often. At present, however, that would mean asking the same three people to give up another evening. A large attendance figure is attractive on a poster; an exhausted supervisor is less useful at a bench. Before recruiting more visitors, we should train more volunteers and arrange somewhere to keep unfinished jobs. My friends say this makes me sound cautious. Perhaps it does. I still enjoy the moment when a dead radio begins to speak, but I no longer think that every useful morning needs applause.","Unseen text 2":"An open letter to the Harbour Walk Committee\nOriginal Reportcards practice text. The situation and people are invented.\n\nDear committee members,\n\nYou have asked us to lend our voices to the town. Before we sign the recording forms, I would like to ask what sort of town you hope those voices will describe. Is it one that visitors can admire for an afternoon, then leave without a difficult question? Or is it the place where some of us worked for forty years, sometimes proudly, sometimes reluctantly, and often with wet feet?\n\nI enjoyed the trial walk. The directions were clear, and the account of the old crane made me notice a machine I had passed a thousand times. Please keep that curiosity. Please also keep the parts of our interviews that do not sound like a visitor leaflet. When I said the morning shift was hard, the editor replaced hard with challenging. The second word sounds like something a person chooses at a weekend. For most of us, the first word meant rent.\n\nThis is not a request to make the walk miserable. I laughed more beside that harbour than I have laughed anywhere else. Some of the laughter came from getting through work that was difficult. Remove the difficulty, and you remove the reason for the joke. You also remove the ingenuity of people who found ways to help one another without a grand announcement about community spirit.\n\nYour letter promised that we could check our sections before publication. That promise matters. A conversation over tea feels different from a recording that can be downloaded by a stranger. One speaker may welcome a full name; another may prefer a first name only. An old disagreement may be funny inside a family and painful when it becomes public property. Asking us once is a beginning. Showing us the finished section would make the agreement real.\n\nThere are practical questions too. The suggested stopping place beside the warehouse blocks a working entrance. A group staring at phones there will be in the way. At the next corner, the steps exclude people who cannot use them. Both problems can be solved, but a smooth recording cannot solve either. Walk the route with someone who has to use that entrance and someone who needs the level path. Then ask us what your map still misses.\n\nI know that money is limited and the launch date is approaching. I have no wish to keep volunteers editing until winter. Could we publish a shorter route first, with six checked accounts and a clear way to report changes? A careful first version would give later speakers something they could trust. A large first version full of small mistakes would give them a reason to stay silent.\n\nWe are willing to help. We have already given afternoons, photographs and memories that sometimes took effort to recover. Let us help decide how they are heard. A town is more than the view from its best camera position. If you leave room for the awkward stories, visitors may discover why the people in them were worth listening to.\n\nYours sincerely,\nMara, former harbour worker"},"context_fields":{"Second guiding question":"How does the writer use direct address and the organisation of this open letter to challenge the committee while maintaining cooperation?"},"marks":40,"word_guidance":null},{"id":"practice-ib-dp-langlit-hl-p1-2027-2","board":"ib","course":"ib-dp-langlit-hl","task_id":"ib-dp-langlit-hl-p1-2027","exam_session":"2027","title":"Above the traffic: guided analysis","difficulty":"standard","question":"How does the feature combine public argument and personal testimony to shape its readers' attitudes?","texts":{"Unseen text 1":"Above the traffic\nAn original Reportcards community magazine feature. The situation and speakers are invented.\n\nA local view\nOur shared roof garden began with six boxes of herbs and a view of a car park. Residents without balconies could finally grow something near home. Children discovered that radishes did not arrive in neat bunches underground, while adults exchanged recipes along with spare seedlings. Several neighbours now spend time outdoors who previously went straight from work to their rooms. The harvest is modest, but the conversations are not.\n\nThe garden offers a place to learn together. Beginners can share tools rather than buying equipment they may use once. Taller plants provide a little shade around the seating area. Kitchen scraps become compost where suitable containers and trained supervision are available. Small deliveries of fresh herbs also reduce the need to buy plastic packets containing far more than one household wants. I enjoy these gains, although nobody should pretend that six boxes will feed an entire building.\n\nThe roof itself cannot be taken for granted. Before adding soil, the association paid for a structural assessment and checked the waterproof surface. Safe railings, an unobstructed exit and accessible routes were essential. Carrying full watering cans up the last flight of stairs excluded some residents until we installed a suitable water supply. That work cost more than the first year's plants. High winds can damage delicate growth and lift badly secured equipment.\n\nShared enthusiasm is also uneven. People volunteer eagerly for planting day, then discover that watering has to continue during holidays. A rota helps only if someone notices an empty slot. Arguments about noise, fertilisers and who may pick the tomatoes need agreed rules. We post the costs and harvest arrangements where everyone can see them. There is much to celebrate on this roof. It succeeds when we treat it as a shared responsibility rather than a photograph of effortless green living.\n\nA participant reflects\nMy job in the roof garden is to organise the watering rota. At first I measured success by the number of names I could fit into its squares. A full chart looked reassuring. I sent reminders in a cheerful tone and assumed that anyone who had signed up would appear. When three people missed the same hot afternoon, I complained that our neighbours wanted the pleasure without the work.\n\nThen I met one of them carrying shopping bags up the stairs. Her father had been ill. Another volunteer had lost his phone and never received my reminder. Neither explanation watered the seedlings, but both made my message about laziness seem foolish. I began asking which sessions people could realistically manage, rather than announcing that we all had to contribute equally. The timetable became less impressive and more reliable.\n\nI still like a tidy garden. I would rather label a bed than spend half an hour debating its name. Yet the resident who talks most slowly about her beans is also the person who remembers to welcome newcomers. When I rush the group, I sometimes save ten minutes and lose a volunteer. We have started a short meeting before each session so that practical work and questions both have a place.\n\nSome residents want us to turn the roof into a vegetable business. I understand the appeal of selling a surplus and buying better tools. I would want to calculate the extra labour first. Our strongest benefit is that people who felt shut out now have somewhere to belong. A sales target could support that purpose, or quietly replace it. I am prepared to try a small stall for one month. I am not prepared to describe unpaid neighbours as a free workforce simply because a spreadsheet makes their time disappear.","Unseen text 2":"Speech at a neighbourhood weather project meeting\nOriginal Reportcards practice text. All people, observations and events are invented.\n\nNeighbours, thank you for coming. I was asked to show you our first chart. I am going to show it to you, but I would like you to notice the empty square before you notice the colours. That square represents a reading we did not take. It does not represent a printing mistake. It does not represent a volunteer who did not care. It represents something we do not know.\n\nWhen I first designed this project, I wanted every square filled. Six gardens, six instruments, six neat columns. I thought a complete chart would prove that we had worked properly. Then one instrument moved beside a metal shed, another reading arrived without a time, and one volunteer had a family emergency. Suddenly the chart looked untidy. My first reaction was to tidy it. I could have copied a likely number into the gap and produced a much more impressive slide.\n\nBut impressive to whom? To you, perhaps, for a minute. To the neighbour deciding where to put a seat in the shade? To a person trying to understand which street needs another tree? A guess disguised as a measurement might help me finish a presentation. It would not help either of them make a decision. We began this work to look more carefully at our neighbourhood. We cannot do that by looking away whenever the record becomes inconvenient.\n\nThere is another blank on this map. All six gardens belong to people we already knew. None is near the bus station. None belongs to a household in the narrow lanes behind the shops. We did not decide that those streets mattered less. We simply chose the easiest places to begin. If we forget that beginning, convenience becomes a conclusion. We end up describing the people we know as though they were everyone.\n\nSo I am asking for a different kind of help. We need people who will tell us when an instruction is unclear. We need someone who can check that instruments are placed consistently. We need volunteers who know streets that our present map leaves out. Most of all, we need permission to write down an uncertainty without treating it as a personal failure. A truthful question is a more useful contribution than an attractive answer we cannot defend.\n\nThis does not mean that every observation needs months of argument. We will keep the instructions short, agree times and check the equipment together. We will record changes rather than hide them. At the next meeting, we will explain what our readings suggest and what they cannot establish. These are practical habits. They require patience, but patience is also work, even when it leaves no dramatic photograph.\n\nPlease take a copy of the map before you leave. Mark a place we should consider and tell us why it matters to you. If you cannot volunteer regularly, one careful suggestion is still welcome. Next month I hope to show you a better chart. It may contain more empty squares. If each one tells us honestly where to look next, I will be proud to put my name beside it."},"context_fields":{"Second guiding question":"How does the speaker combine personal experience, contrasts and direct appeals to redefine successful community work?"},"marks":40,"word_guidance":null},{"id":"practice-ib-dp-langlit-hl-p1-2027-3","board":"ib","course":"ib-dp-langlit-hl","task_id":"ib-dp-langlit-hl-p1-2027","exam_session":"2027","title":"The last stop: guided analysis","difficulty":"stretch","question":"How does the feature combine public argument and personal testimony to shape its readers' attitudes?","texts":{"Unseen text 1":"The last stop\nAn original Reportcards community magazine feature. The situation and speakers are invented.\n\nA local view\nA travelling library is a small vehicle with an unexpectedly large promise. Every fortnight ours stops in villages where reaching a permanent library would mean paying for transport and losing most of a day. Readers borrow without making that journey. Children can try books their families could not buy, and older residents can request large print editions. For some visitors, the conversation with the librarian matters as much as the book.\n\nThe stock changes between routes, giving regular readers more variety than a single small cupboard could offer. Staff help people find material suited to their interests rather than simply handing out whatever remains. A request service allows readers to reserve particular titles. At selected stops, the team also explains how to use the digital catalogue. When a visitor learns to place an order independently, the service has widened access beyond the vehicle's shelves.\n\nThese benefits depend on unglamorous arrangements. Fuel costs rise, tyres wear out and mechanical trouble can cancel a whole day's visits. Heavy rain makes some roads unsafe. The narrow interior limits the number of people who can browse at once, and not every stopping place has an accessible entrance area. Shelves can hold only so many books. Carrying more of one popular genre means carrying less of something else.\n\nExpansion needs careful planning. An extra stop sounds simple until the driving time is added to the timetable. Residents need clear information when routes change; a message online will not reach everyone. Mobile internet is unreliable in places, so staff keep paper records as a backup. Training another librarian would protect the service when the regular team is absent, but funding must cover wages as well as a colourful new vehicle. I would welcome more routes. I would welcome them more if the existing readers could still count on the one printed beside their village name.\n\nA participant reflects\nPeople ask why I drive the library so slowly. They mean the whole service, not just the vehicle. They would like later opening, more stops and a photograph of a full queue outside every village hall. I would like those things too, but I have spent enough mornings waiting beside a closed road to distinguish a wish from a timetable.\n\nWhen I started, I promised to fit another stop between lunch and the last village. The drive took longer than the map suggested. At the final stop an elderly reader had been waiting in the heat for forty minutes. I apologised and tried to hurry her choice. She said she had waited a fortnight to choose a book and would prefer not to do it in thirty seconds. That sentence has travelled with me ever since.\n\nNow I record the time needed for browsing, advice and setting up a safe entrance. These are part of the job, even though they do not move us along the road. I also invite volunteers to help with publicity and shelving. I do not ask them to replace trained staff when someone needs specialist support. Knowing which book a child wants can take more attention than carrying a box of books through a door.\n\nI am sometimes accused of protecting a comfortable routine. There is a fair question there. A timetable should not become an excuse to ignore villages we never visit. This winter I want to trial one new stop and ask both new and existing readers what changes. If the trial works, I will be its loudest supporter. What I resist is the idea that speed is always evidence of dedication. A reader should not have to prove that they can hurry before a public service decides that their time matters.","Unseen text 2":"Your first morning at the market\nA practical guide for new placement participants\nOriginal Reportcards practice leaflet for an invented youth placement scheme.\n\nBefore the shutters rise\n\nA market morning begins early, but your learning should begin before you arrive. Confirm the meeting place, the start and finish times and the name of the adult supervising you. Tell the organiser if transport or access is difficult. Needing an arrangement does not make you less suitable. Arriving uncertain about where to go makes it harder for everyone to help.\n\nWear clothes you can move in and shoes suited to standing on a working floor. Bring drinking water and a small notebook. You do not need to arrive with a speech about your ambition. You do need to arrive ready to listen. A stall may look simple from the customer side. Behind it are routines that keep people moving and prevent small mistakes from becoming expensive ones.\n\nWatch first, then ask\n\nYour first task may be to observe. Notice where customers stand, how deliveries enter and which spaces must remain clear. A neat stack of crates can still block a person using a walking aid. Ask before rearranging equipment, even if your idea looks more efficient. Understanding why something is done will teach you more than changing it quickly and waiting for praise.\n\nYou are allowed to ask a question twice. You are also allowed to say that an instruction is unclear. If you are asked to lift something too heavy or use equipment you have not been taught to use, stop and speak to your supervisor. Courage is not a substitute for training. The purpose of a placement is to learn about work, not to prove that you can remain silent when a task feels unsafe.\n\nMeet the people behind the purchases\n\nCustomers do not all want the same thing. One may need time to choose; another may be collecting for a neighbour. Listen to the request before reaching for a bag. If you do not know the answer, ask the stallholder. An honest pause is better than a confident promise someone else will have to repair later.\n\nNotice cooperation as well as competition. Traders may share a delivery, lend a scale or watch a neighbouring stall for a moment. You may have arrived hoping to become the fastest seller. Leave with some understanding of what allows the whole market to keep opening. Successful work often depends on someone whose name is not on the sign.\n\nAt the end of the morning\n\nSpend a few minutes with your supervisor. Describe one thing you understand better, one difficulty and one question you still have. Ask for specific feedback rather than only a statement that you did well. Write down a useful explanation while you can remember it. Your notebook is a place for learning, not a scorecard of how often you looked impressive.\n\nIf something worried you, tell the placement organiser. You can do this after the session as well as during it. A good placement gives you responsibilities and support. It should leave you with practical knowledge, clearer questions and a realistic idea of the work. You do not have to decide your whole future before the shutters come down."},"context_fields":{"Second guiding question":"How do the headings, direct instructions and reassuring tone of this leaflet shape its presentation of a first work placement?"},"marks":40,"word_guidance":null},{"id":"practice-ib-dp-langlit-hl-hle-2027-1","board":"ib","course":"ib-dp-langlit-hl","task_id":"ib-dp-langlit-hl-hle-2027","exam_session":"2027","title":"Love and authority","difficulty":"foundation","question":"How does Shakespeare use competing accounts of love to question authority in A Midsummer Night's Dream?","texts":{},"context_fields":{"Work or body of work title and author":"A Midsummer Night's Dream by William Shakespeare"},"marks":20,"word_guidance":"1,200 to 1,500 words."},{"id":"practice-ib-dp-langlit-hl-hle-2027-2","board":"ib","course":"ib-dp-langlit-hl","task_id":"ib-dp-langlit-hl-hle-2027","exam_session":"2027","title":"Watching others perform","difficulty":"standard","question":"How does Shakespeare use performance and spectatorship to explore judgement in A Midsummer Night's Dream?","texts":{},"context_fields":{"Work or body of work title and author":"A Midsummer Night's Dream by William Shakespeare"},"marks":20,"word_guidance":"1,200 to 1,500 words."},{"id":"practice-ib-dp-langlit-hl-hle-2027-3","board":"ib","course":"ib-dp-langlit-hl","task_id":"ib-dp-langlit-hl-hle-2027","exam_session":"2027","title":"Reputation and desire","difficulty":"stretch","question":"How does Shakespeare shape tensions between reputation and desire in Antony and Cleopatra?","texts":{},"context_fields":{"Work or body of work title and author":"Antony and Cleopatra by William Shakespeare"},"marks":20,"word_guidance":"1,200 to 1,500 words."},{"id":"practice-ib-dp-langlit-hl-io-2027-1","board":"ib","course":"ib-dp-langlit-hl","task_id":"ib-dp-langlit-hl-io-2027","exam_session":"2027","title":"The repair room: a global issue","difficulty":"foundation","question":"For an oral rehearsal, explore how unequal access to community resources is presented in the literary passage and the community feature. Connect the extracts to their complete supplied practice texts. Write an outline or practice script. This original material is for rehearsal rather than a final assessed selection.","texts":{"Extract 1":"The lamp arrived wrapped in a bath towel. Its owner set it between us as\ngently as a sleeping animal, then explained that it had stood beside her\nfather's chair. I had volunteered for the repair morning because I was good\nwith my hands, or had said so often enough for it to become a family fact. A\nlamp seemed a manageable first customer. I reached for the towel before the\nsupervisor had finished asking about the fault.\n\nThe hall smelled of warm dust and orange peel. Along one wall, bicycles leaned\ntogether like tired travellers waiting for a connection. A strip of sunlight\ncrawled across the workbench and caught the lamp's dented shade. Beneath it\nthe bulb was a small, stubborn moon, refusing to shine. Somewhere behind me a\nsewing machine stuttered into a sudden bright gallop, and everyone looked up\nexcept the woman at my table. Her eyes remained on my hands.\n\nI turned the lamp over. The base contained a tangle of wire and a screw that\nwould not move. I tried a larger screwdriver. The supervisor, Noor, rested one\nfinger on the handle before I could force it. She asked whether I had checked\nthat the plug was disconnected. Of course it was, I thought, then followed the\ncable with my eyes to make certain. My cheeks grew hot. The owner began\nfolding the empty towel into smaller and smaller squares.\n\nNoor fetched a shallow tray and asked me to put each removed piece inside it.\nI wanted her to repair the lamp quickly and rescue my morning. Instead, she\nasked the owner when the light had last worked. The answer led to another\nquestion, and then to a tiny crack in the switch that I had not noticed. The\nowner described the precise clicking sound it used to make. I realised that\nthe person who knew least about electrical circuits knew most about this\nparticular lamp.","Extract 2":"The repair room An original Reportcards community magazine feature. The\nsituation and speakers are invented.\n\nA local view When our neighbourhood association proposed a repair room, I\nimagined a shelf of abandoned toasters. Six months later, I am less ready to\nlaugh. On Saturday mornings a retired electrician, a cycle mechanic and\nseveral learners meet in a borrowed hall. Visitors bring damaged possessions\nand stay to work beside a volunteer. They pay for parts when necessary, but\nadvice is free. A useful object remains in circulation, and a family avoids\nbuying a replacement it may struggle to afford.\n\nThe room preserves knowledge as well as materials. Someone who learns to\nreplace a zip can repeat the job at home. People who usually pass each other\nwithout speaking now discuss tools over tea. A visitor who arrived apologising\nfor being hopeless returned to show us a repaired bag. Such confidence does\nnot appear in our count of completed jobs. Nor does the pleasure of teaching a\nskill that an employer once dismissed as old fashioned.\n\nSuccess, however, requires more than good intentions. Electrical work needs\ntrained supervision and appropriate safety checks. Suitable tools, insurance\nand a secure cupboard cost money. Parts for older products can be difficult to\nobtain, while some sealed products cannot be opened safely. A broken object\nmay occupy a workbench for weeks while its owner searches for a replacement\ncomponent. Our donated storage is already full.\n\nVolunteers also have other commitments. If the mechanic is away, a queue of\nbicycles cannot simply be handed to an enthusiastic beginner. Clear booking\ninformation matters: the room cannot promise an instant repair or accept every\nitem. Some visitors expect a free replacement when a repair fails. We explain\nthe limits before starting, and ask owners to take responsibility for\ncollecting their possessions. I support the room precisely because its work is\npractical. Calling it a miracle would only make the patient people running it\nless visible."},"context_fields":{"Global issue":"How unequal access to community resources shapes belonging","Literary work title and author":"The repair room, original short fiction by Reportcards","Non-literary body of work title and author":"The repair room, community magazine feature by Reportcards"},"marks":40,"word_guidance":null},{"id":"practice-ib-dp-langlit-hl-io-2027-2","board":"ib","course":"ib-dp-langlit-hl","task_id":"ib-dp-langlit-hl-io-2027","exam_session":"2027","title":"Above the traffic: a global issue","difficulty":"standard","question":"For an oral rehearsal, explore how unequal access to community resources is presented in the literary passage and the community feature. Connect the extracts to their complete supplied practice texts. Write an outline or practice script. This original material is for rehearsal rather than a final assessed selection.","texts":{"Extract 1":"The key to the roof had been tied to a wooden spoon so that nobody could lose\nit in a pocket. I carried this unlikely instrument up five flights of stairs,\nrehearsing the welcome I would give our first visitors. On the landing below\nthe roof, Mrs Das stopped to catch her breath. I offered to take her bag. She\nkept it, saying that a person trusted with seeds ought to be trusted with a\nlight bag. I pretended to study the lock.\n\nThe door opened on a basin of fierce blue sky. Around its edges, the city\nflashed and rattled, but our boxes of seedlings stood in a silence that felt\nborrowed. Leaves lifted green fists from the dark soil. A loose sheet of\nnetting breathed against the railing, and a watering can threw a silver\nquestion mark over my shoes. The garden had looked much larger in the\nphotograph we had sent to the residents. I moved a chair to hide a patch of\nbare concrete.\n\nAt nine, nobody arrived. At ten past nine, two children appeared and asked\nwhere the strawberries were. I explained that we were growing herbs this\nseason. They looked at the labels with the politeness people reserve for\ndisappointing presents. Mrs Das opened her bag. Inside were six small pots, a\nbundle of string and a packet of biscuits. She gave the children a pot each\nand asked them to find a place where it would not be blown over.\n\nBy the time the other visitors came, both children were busy making a shelter\nfrom spare boards. I abandoned my welcome, which began with an ambitious claim\nabout transforming the city. Instead I showed a man where we kept the gloves.\nHe asked how a wheelchair user could reach the roof. I explained our proposed\naccess improvements and heard the weakness of the word proposed. He nodded,\nthanked me and went downstairs. For several minutes the empty place he left\nseemed larger than the garden.","Extract 2":"Above the traffic An original Reportcards community magazine feature. The\nsituation and speakers are invented.\n\nA local view Our shared roof garden began with six boxes of herbs and a view\nof a car park. Residents without balconies could finally grow something near\nhome. Children discovered that radishes did not arrive in neat bunches\nunderground, while adults exchanged recipes along with spare seedlings.\nSeveral neighbours now spend time outdoors who previously went straight from\nwork to their rooms. The harvest is modest, but the conversations are not.\n\nThe garden offers a place to learn together. Beginners can share tools rather\nthan buying equipment they may use once. Taller plants provide a little shade\naround the seating area. Kitchen scraps become compost where suitable\ncontainers and trained supervision are available. Small deliveries of fresh\nherbs also reduce the need to buy plastic packets containing far more than one\nhousehold wants. I enjoy these gains, although nobody should pretend that six\nboxes will feed an entire building.\n\nThe roof itself cannot be taken for granted. Before adding soil, the\nassociation paid for a structural assessment and checked the waterproof\nsurface. Safe railings, an unobstructed exit and accessible routes were\nessential. Carrying full watering cans up the last flight of stairs excluded\nsome residents until we installed a suitable water supply. That work cost more\nthan the first year's plants. High winds can damage delicate growth and lift\nbadly secured equipment.\n\nShared enthusiasm is also uneven. People volunteer eagerly for planting day,\nthen discover that watering has to continue during holidays. A rota helps only\nif someone notices an empty slot. Arguments about noise, fertilisers and who\nmay pick the tomatoes need agreed rules. We post the costs and harvest\narrangements where everyone can see them. There is much to celebrate on this\nroof. It succeeds when we treat it as a shared responsibility rather than a\nphotograph of effortless green living."},"context_fields":{"Global issue":"How unequal access to community resources shapes belonging","Literary work title and author":"Above the traffic, original short fiction by Reportcards","Non-literary body of work title and author":"Above the traffic, community magazine feature by Reportcards"},"marks":40,"word_guidance":null},{"id":"practice-ib-dp-langlit-hl-io-2027-3","board":"ib","course":"ib-dp-langlit-hl","task_id":"ib-dp-langlit-hl-io-2027","exam_session":"2027","title":"The last stop: a global issue","difficulty":"stretch","question":"For an oral rehearsal, explore how unequal access to community resources is presented in the literary passage and the community feature. Connect the extracts to their complete supplied practice texts. Write an outline or practice script. This original material is for rehearsal rather than a final assessed selection.","texts":{"Extract 1":"At the depot I counted the books twice and forgot to count the stops. There\nwere twelve crates, four shelves and one dented kettle, all secured inside a\nblue vehicle whose side promised A WORLD WITHIN REACH. I had imagined that my\nfirst day as a library assistant would involve recommending novels. The\ndriver, Ravi, handed me a checklist and asked whether I could identify a loose\nwheel bolt. I said that I could learn.\n\nBeyond the town, the road unrolled like a faded ribbon someone had ironed\nbadly. Dust rose behind us in great, reluctant curtains. The library moved\nthrough it like a patient blue whale, carrying a dry ocean of stories on its\nback. Each time we rounded a bend, sunlight scattered across the windscreen in\nbright handfuls. Ravi drove with both hands steady on the wheel. I held the\nroute sheet and tried to look as if its coloured circles meant more to me than\ndecoration.\n\nAt the first village, I stacked the picture books where nobody could reach\nthem. At the second, I discovered that the catalogue needed an internet signal\nwe did not have. Ravi produced a paper ledger from beneath his seat. I thought\nit an embarrassingly old solution until three visitors used it without\ndifficulty. By midday I had learnt the code for every shelf and mispronounced\ntwo village names. My carefully prepared list of recommendations remained\nfolded in my pocket.\n\nRain caught us after lunch. The fourth stopping place was a square of soft\nground beside a hall. Ravi walked across it before attempting to park. He\nreturned with mud above his shoes and said we would use the paved entrance\ninstead. I worried that the sign was now hidden from the road. He asked me to\nfind the hall caretaker and explain the change. It took longer than moving the\nsign, but the caretaker knew whom to tell.","Extract 2":"The last stop An original Reportcards community magazine feature. The\nsituation and speakers are invented.\n\nA local view A travelling library is a small vehicle with an unexpectedly\nlarge promise. Every fortnight ours stops in villages where reaching a\npermanent library would mean paying for transport and losing most of a day.\nReaders borrow without making that journey. Children can try books their\nfamilies could not buy, and older residents can request large print editions.\nFor some visitors, the conversation with the librarian matters as much as the\nbook.\n\nThe stock changes between routes, giving regular readers more variety than a\nsingle small cupboard could offer. Staff help people find material suited to\ntheir interests rather than simply handing out whatever remains. A request\nservice allows readers to reserve particular titles. At selected stops, the\nteam also explains how to use the digital catalogue. When a visitor learns to\nplace an order independently, the service has widened access beyond the\nvehicle's shelves.\n\nThese benefits depend on unglamorous arrangements. Fuel costs rise, tyres wear\nout and mechanical trouble can cancel a whole day's visits. Heavy rain makes\nsome roads unsafe. The narrow interior limits the number of people who can\nbrowse at once, and not every stopping place has an accessible entrance area.\nShelves can hold only so many books. Carrying more of one popular genre means\ncarrying less of something else.\n\nExpansion needs careful planning. An extra stop sounds simple until the\ndriving time is added to the timetable. Residents need clear information when\nroutes change; a message online will not reach everyone. Mobile internet is\nunreliable in places, so staff keep paper records as a backup. Training\nanother librarian would protect the service when the regular team is absent,\nbut funding must cover wages as well as a colourful new vehicle. I would\nwelcome more routes. I would welcome them more if the existing readers could\nstill count on the one printed beside their village name."},"context_fields":{"Global issue":"How unequal access to community resources shapes belonging","Literary work title and author":"The last stop, original short fiction by Reportcards","Non-literary body of work title and author":"The last stop, community magazine feature by Reportcards"},"marks":40,"word_guidance":null},{"id":"practice-ib-dp-langlit-sl-p1-2027-1","board":"ib","course":"ib-dp-langlit","task_id":"ib-dp-langlit-sl-p1-2027","exam_session":"2027","title":"The repair room: guided analysis","difficulty":"foundation","question":"How does the feature combine public argument and personal testimony to shape its readers' attitudes?","texts":{"Unseen text 1":"The repair room\nAn original Reportcards community magazine feature. The situation and speakers are invented.\n\nA local view\nWhen our neighbourhood association proposed a repair room, I imagined a shelf of abandoned toasters. Six months later, I am less ready to laugh. On Saturday mornings a retired electrician, a cycle mechanic and several learners meet in a borrowed hall. Visitors bring damaged possessions and stay to work beside a volunteer. They pay for parts when necessary, but advice is free. A useful object remains in circulation, and a family avoids buying a replacement it may struggle to afford.\n\nThe room preserves knowledge as well as materials. Someone who learns to replace a zip can repeat the job at home. People who usually pass each other without speaking now discuss tools over tea. A visitor who arrived apologising for being hopeless returned to show us a repaired bag. Such confidence does not appear in our count of completed jobs. Nor does the pleasure of teaching a skill that an employer once dismissed as old fashioned.\n\nSuccess, however, requires more than good intentions. Electrical work needs trained supervision and appropriate safety checks. Suitable tools, insurance and a secure cupboard cost money. Parts for older products can be difficult to obtain, while some sealed products cannot be opened safely. A broken object may occupy a workbench for weeks while its owner searches for a replacement component. Our donated storage is already full.\n\nVolunteers also have other commitments. If the mechanic is away, a queue of bicycles cannot simply be handed to an enthusiastic beginner. Clear booking information matters: the room cannot promise an instant repair or accept every item. Some visitors expect a free replacement when a repair fails. We explain the limits before starting, and ask owners to take responsibility for collecting their possessions. I support the room precisely because its work is practical. Calling it a miracle would only make the patient people running it less visible.\n\nA participant reflects\nI joined the repair room because I wanted to prove that I could finish something without asking for help. On my first morning I lined up the donated radios and chose the newest one. The experienced volunteers seemed absurdly slow. They wrote labels, checked plugs and asked owners questions whose answers appeared obvious. I had offered my Saturday, and I wanted a dramatic result to show for it.\n\nBy lunchtime I had opened three cases and repaired nothing. A woman waiting for her lamp asked which screws belonged to it. I had put all the screws in a single dish. My confidence survived for another minute, until the supervisor asked me to explain why I thought the cable was safe. I could not. She stopped the job without raising her voice, which was somehow worse than being shouted at.\n\nNow I keep separate trays and record each stage. This sounds tedious until a different volunteer needs to continue the work. The record saves them from beginning again. I still dislike sessions in which we complete only one repair, but I have learnt to notice other kinds of progress. Last week an owner identified the fault herself after I showed her how to inspect the switch. She left with a skill, not just a working lamp.\n\nI would like the room to open more often. At present, however, that would mean asking the same three people to give up another evening. A large attendance figure is attractive on a poster; an exhausted supervisor is less useful at a bench. Before recruiting more visitors, we should train more volunteers and arrange somewhere to keep unfinished jobs. My friends say this makes me sound cautious. Perhaps it does. I still enjoy the moment when a dead radio begins to speak, but I no longer think that every useful morning needs applause."},"context_fields":{},"marks":20,"word_guidance":null},{"id":"practice-ib-dp-langlit-sl-p1-2027-2","board":"ib","course":"ib-dp-langlit","task_id":"ib-dp-langlit-sl-p1-2027","exam_session":"2027","title":"Above the traffic: guided analysis","difficulty":"standard","question":"How does the feature combine public argument and personal testimony to shape its readers' attitudes?","texts":{"Unseen text 1":"Above the traffic\nAn original Reportcards community magazine feature. The situation and speakers are invented.\n\nA local view\nOur shared roof garden began with six boxes of herbs and a view of a car park. Residents without balconies could finally grow something near home. Children discovered that radishes did not arrive in neat bunches underground, while adults exchanged recipes along with spare seedlings. Several neighbours now spend time outdoors who previously went straight from work to their rooms. The harvest is modest, but the conversations are not.\n\nThe garden offers a place to learn together. Beginners can share tools rather than buying equipment they may use once. Taller plants provide a little shade around the seating area. Kitchen scraps become compost where suitable containers and trained supervision are available. Small deliveries of fresh herbs also reduce the need to buy plastic packets containing far more than one household wants. I enjoy these gains, although nobody should pretend that six boxes will feed an entire building.\n\nThe roof itself cannot be taken for granted. Before adding soil, the association paid for a structural assessment and checked the waterproof surface. Safe railings, an unobstructed exit and accessible routes were essential. Carrying full watering cans up the last flight of stairs excluded some residents until we installed a suitable water supply. That work cost more than the first year's plants. High winds can damage delicate growth and lift badly secured equipment.\n\nShared enthusiasm is also uneven. People volunteer eagerly for planting day, then discover that watering has to continue during holidays. A rota helps only if someone notices an empty slot. Arguments about noise, fertilisers and who may pick the tomatoes need agreed rules. We post the costs and harvest arrangements where everyone can see them. There is much to celebrate on this roof. It succeeds when we treat it as a shared responsibility rather than a photograph of effortless green living.\n\nA participant reflects\nMy job in the roof garden is to organise the watering rota. At first I measured success by the number of names I could fit into its squares. A full chart looked reassuring. I sent reminders in a cheerful tone and assumed that anyone who had signed up would appear. When three people missed the same hot afternoon, I complained that our neighbours wanted the pleasure without the work.\n\nThen I met one of them carrying shopping bags up the stairs. Her father had been ill. Another volunteer had lost his phone and never received my reminder. Neither explanation watered the seedlings, but both made my message about laziness seem foolish. I began asking which sessions people could realistically manage, rather than announcing that we all had to contribute equally. The timetable became less impressive and more reliable.\n\nI still like a tidy garden. I would rather label a bed than spend half an hour debating its name. Yet the resident who talks most slowly about her beans is also the person who remembers to welcome newcomers. When I rush the group, I sometimes save ten minutes and lose a volunteer. We have started a short meeting before each session so that practical work and questions both have a place.\n\nSome residents want us to turn the roof into a vegetable business. I understand the appeal of selling a surplus and buying better tools. I would want to calculate the extra labour first. Our strongest benefit is that people who felt shut out now have somewhere to belong. A sales target could support that purpose, or quietly replace it. I am prepared to try a small stall for one month. I am not prepared to describe unpaid neighbours as a free workforce simply because a spreadsheet makes their time disappear."},"context_fields":{},"marks":20,"word_guidance":null},{"id":"practice-ib-dp-langlit-sl-p1-2027-3","board":"ib","course":"ib-dp-langlit","task_id":"ib-dp-langlit-sl-p1-2027","exam_session":"2027","title":"The last stop: guided analysis","difficulty":"stretch","question":"How does the feature combine public argument and personal testimony to shape its readers' attitudes?","texts":{"Unseen text 1":"The last stop\nAn original Reportcards community magazine feature. The situation and speakers are invented.\n\nA local view\nA travelling library is a small vehicle with an unexpectedly large promise. Every fortnight ours stops in villages where reaching a permanent library would mean paying for transport and losing most of a day. Readers borrow without making that journey. Children can try books their families could not buy, and older residents can request large print editions. For some visitors, the conversation with the librarian matters as much as the book.\n\nThe stock changes between routes, giving regular readers more variety than a single small cupboard could offer. Staff help people find material suited to their interests rather than simply handing out whatever remains. A request service allows readers to reserve particular titles. At selected stops, the team also explains how to use the digital catalogue. When a visitor learns to place an order independently, the service has widened access beyond the vehicle's shelves.\n\nThese benefits depend on unglamorous arrangements. Fuel costs rise, tyres wear out and mechanical trouble can cancel a whole day's visits. Heavy rain makes some roads unsafe. The narrow interior limits the number of people who can browse at once, and not every stopping place has an accessible entrance area. Shelves can hold only so many books. Carrying more of one popular genre means carrying less of something else.\n\nExpansion needs careful planning. An extra stop sounds simple until the driving time is added to the timetable. Residents need clear information when routes change; a message online will not reach everyone. Mobile internet is unreliable in places, so staff keep paper records as a backup. Training another librarian would protect the service when the regular team is absent, but funding must cover wages as well as a colourful new vehicle. I would welcome more routes. I would welcome them more if the existing readers could still count on the one printed beside their village name.\n\nA participant reflects\nPeople ask why I drive the library so slowly. They mean the whole service, not just the vehicle. They would like later opening, more stops and a photograph of a full queue outside every village hall. I would like those things too, but I have spent enough mornings waiting beside a closed road to distinguish a wish from a timetable.\n\nWhen I started, I promised to fit another stop between lunch and the last village. The drive took longer than the map suggested. At the final stop an elderly reader had been waiting in the heat for forty minutes. I apologised and tried to hurry her choice. She said she had waited a fortnight to choose a book and would prefer not to do it in thirty seconds. That sentence has travelled with me ever since.\n\nNow I record the time needed for browsing, advice and setting up a safe entrance. These are part of the job, even though they do not move us along the road. I also invite volunteers to help with publicity and shelving. I do not ask them to replace trained staff when someone needs specialist support. Knowing which book a child wants can take more attention than carrying a box of books through a door.\n\nI am sometimes accused of protecting a comfortable routine. There is a fair question there. A timetable should not become an excuse to ignore villages we never visit. This winter I want to trial one new stop and ask both new and existing readers what changes. If the trial works, I will be its loudest supporter. What I resist is the idea that speed is always evidence of dedication. A reader should not have to prove that they can hurry before a public service decides that their time matters."},"context_fields":{},"marks":20,"word_guidance":null},{"id":"practice-ib-dp-langlit-sl-io-2027-1","board":"ib","course":"ib-dp-langlit","task_id":"ib-dp-langlit-sl-io-2027","exam_session":"2027","title":"The repair room: a global issue","difficulty":"foundation","question":"For an oral rehearsal, explore how unequal access to community resources is presented in the literary passage and the community feature. Connect the extracts to their complete supplied practice texts. Write an outline or practice script. This original material is for rehearsal rather than a final assessed selection.","texts":{"Extract 1":"The lamp arrived wrapped in a bath towel. Its owner set it between us as\ngently as a sleeping animal, then explained that it had stood beside her\nfather's chair. I had volunteered for the repair morning because I was good\nwith my hands, or had said so often enough for it to become a family fact. A\nlamp seemed a manageable first customer. I reached for the towel before the\nsupervisor had finished asking about the fault.\n\nThe hall smelled of warm dust and orange peel. Along one wall, bicycles leaned\ntogether like tired travellers waiting for a connection. A strip of sunlight\ncrawled across the workbench and caught the lamp's dented shade. Beneath it\nthe bulb was a small, stubborn moon, refusing to shine. Somewhere behind me a\nsewing machine stuttered into a sudden bright gallop, and everyone looked up\nexcept the woman at my table. Her eyes remained on my hands.\n\nI turned the lamp over. The base contained a tangle of wire and a screw that\nwould not move. I tried a larger screwdriver. The supervisor, Noor, rested one\nfinger on the handle before I could force it. She asked whether I had checked\nthat the plug was disconnected. Of course it was, I thought, then followed the\ncable with my eyes to make certain. My cheeks grew hot. The owner began\nfolding the empty towel into smaller and smaller squares.\n\nNoor fetched a shallow tray and asked me to put each removed piece inside it.\nI wanted her to repair the lamp quickly and rescue my morning. Instead, she\nasked the owner when the light had last worked. The answer led to another\nquestion, and then to a tiny crack in the switch that I had not noticed. The\nowner described the precise clicking sound it used to make. I realised that\nthe person who knew least about electrical circuits knew most about this\nparticular lamp.","Extract 2":"The repair room An original Reportcards community magazine feature. The\nsituation and speakers are invented.\n\nA local view When our neighbourhood association proposed a repair room, I\nimagined a shelf of abandoned toasters. Six months later, I am less ready to\nlaugh. On Saturday mornings a retired electrician, a cycle mechanic and\nseveral learners meet in a borrowed hall. Visitors bring damaged possessions\nand stay to work beside a volunteer. They pay for parts when necessary, but\nadvice is free. A useful object remains in circulation, and a family avoids\nbuying a replacement it may struggle to afford.\n\nThe room preserves knowledge as well as materials. Someone who learns to\nreplace a zip can repeat the job at home. People who usually pass each other\nwithout speaking now discuss tools over tea. A visitor who arrived apologising\nfor being hopeless returned to show us a repaired bag. Such confidence does\nnot appear in our count of completed jobs. Nor does the pleasure of teaching a\nskill that an employer once dismissed as old fashioned.\n\nSuccess, however, requires more than good intentions. Electrical work needs\ntrained supervision and appropriate safety checks. Suitable tools, insurance\nand a secure cupboard cost money. Parts for older products can be difficult to\nobtain, while some sealed products cannot be opened safely. A broken object\nmay occupy a workbench for weeks while its owner searches for a replacement\ncomponent. Our donated storage is already full.\n\nVolunteers also have other commitments. If the mechanic is away, a queue of\nbicycles cannot simply be handed to an enthusiastic beginner. Clear booking\ninformation matters: the room cannot promise an instant repair or accept every\nitem. Some visitors expect a free replacement when a repair fails. We explain\nthe limits before starting, and ask owners to take responsibility for\ncollecting their possessions. I support the room precisely because its work is\npractical. Calling it a miracle would only make the patient people running it\nless visible."},"context_fields":{"Global issue":"How unequal access to community resources shapes belonging","Literary work title and author":"The repair room, original short fiction by Reportcards","Non-literary body of work title and author":"The repair room, community magazine feature by Reportcards"},"marks":40,"word_guidance":null},{"id":"practice-ib-dp-langlit-sl-io-2027-2","board":"ib","course":"ib-dp-langlit","task_id":"ib-dp-langlit-sl-io-2027","exam_session":"2027","title":"Above the traffic: a global issue","difficulty":"standard","question":"For an oral rehearsal, explore how unequal access to community resources is presented in the literary passage and the community feature. Connect the extracts to their complete supplied practice texts. Write an outline or practice script. This original material is for rehearsal rather than a final assessed selection.","texts":{"Extract 1":"The key to the roof had been tied to a wooden spoon so that nobody could lose\nit in a pocket. I carried this unlikely instrument up five flights of stairs,\nrehearsing the welcome I would give our first visitors. On the landing below\nthe roof, Mrs Das stopped to catch her breath. I offered to take her bag. She\nkept it, saying that a person trusted with seeds ought to be trusted with a\nlight bag. I pretended to study the lock.\n\nThe door opened on a basin of fierce blue sky. Around its edges, the city\nflashed and rattled, but our boxes of seedlings stood in a silence that felt\nborrowed. Leaves lifted green fists from the dark soil. A loose sheet of\nnetting breathed against the railing, and a watering can threw a silver\nquestion mark over my shoes. The garden had looked much larger in the\nphotograph we had sent to the residents. I moved a chair to hide a patch of\nbare concrete.\n\nAt nine, nobody arrived. At ten past nine, two children appeared and asked\nwhere the strawberries were. I explained that we were growing herbs this\nseason. They looked at the labels with the politeness people reserve for\ndisappointing presents. Mrs Das opened her bag. Inside were six small pots, a\nbundle of string and a packet of biscuits. She gave the children a pot each\nand asked them to find a place where it would not be blown over.\n\nBy the time the other visitors came, both children were busy making a shelter\nfrom spare boards. I abandoned my welcome, which began with an ambitious claim\nabout transforming the city. Instead I showed a man where we kept the gloves.\nHe asked how a wheelchair user could reach the roof. I explained our proposed\naccess improvements and heard the weakness of the word proposed. He nodded,\nthanked me and went downstairs. For several minutes the empty place he left\nseemed larger than the garden.","Extract 2":"Above the traffic An original Reportcards community magazine feature. The\nsituation and speakers are invented.\n\nA local view Our shared roof garden began with six boxes of herbs and a view\nof a car park. Residents without balconies could finally grow something near\nhome. Children discovered that radishes did not arrive in neat bunches\nunderground, while adults exchanged recipes along with spare seedlings.\nSeveral neighbours now spend time outdoors who previously went straight from\nwork to their rooms. The harvest is modest, but the conversations are not.\n\nThe garden offers a place to learn together. Beginners can share tools rather\nthan buying equipment they may use once. Taller plants provide a little shade\naround the seating area. Kitchen scraps become compost where suitable\ncontainers and trained supervision are available. Small deliveries of fresh\nherbs also reduce the need to buy plastic packets containing far more than one\nhousehold wants. I enjoy these gains, although nobody should pretend that six\nboxes will feed an entire building.\n\nThe roof itself cannot be taken for granted. Before adding soil, the\nassociation paid for a structural assessment and checked the waterproof\nsurface. Safe railings, an unobstructed exit and accessible routes were\nessential. Carrying full watering cans up the last flight of stairs excluded\nsome residents until we installed a suitable water supply. That work cost more\nthan the first year's plants. High winds can damage delicate growth and lift\nbadly secured equipment.\n\nShared enthusiasm is also uneven. People volunteer eagerly for planting day,\nthen discover that watering has to continue during holidays. A rota helps only\nif someone notices an empty slot. Arguments about noise, fertilisers and who\nmay pick the tomatoes need agreed rules. We post the costs and harvest\narrangements where everyone can see them. There is much to celebrate on this\nroof. It succeeds when we treat it as a shared responsibility rather than a\nphotograph of effortless green living."},"context_fields":{"Global issue":"How unequal access to community resources shapes belonging","Literary work title and author":"Above the traffic, original short fiction by Reportcards","Non-literary body of work title and author":"Above the traffic, community magazine feature by Reportcards"},"marks":40,"word_guidance":null},{"id":"practice-ib-dp-langlit-sl-io-2027-3","board":"ib","course":"ib-dp-langlit","task_id":"ib-dp-langlit-sl-io-2027","exam_session":"2027","title":"The last stop: a global issue","difficulty":"stretch","question":"For an oral rehearsal, explore how unequal access to community resources is presented in the literary passage and the community feature. Connect the extracts to their complete supplied practice texts. Write an outline or practice script. This original material is for rehearsal rather than a final assessed selection.","texts":{"Extract 1":"At the depot I counted the books twice and forgot to count the stops. There\nwere twelve crates, four shelves and one dented kettle, all secured inside a\nblue vehicle whose side promised A WORLD WITHIN REACH. I had imagined that my\nfirst day as a library assistant would involve recommending novels. The\ndriver, Ravi, handed me a checklist and asked whether I could identify a loose\nwheel bolt. I said that I could learn.\n\nBeyond the town, the road unrolled like a faded ribbon someone had ironed\nbadly. Dust rose behind us in great, reluctant curtains. The library moved\nthrough it like a patient blue whale, carrying a dry ocean of stories on its\nback. Each time we rounded a bend, sunlight scattered across the windscreen in\nbright handfuls. Ravi drove with both hands steady on the wheel. I held the\nroute sheet and tried to look as if its coloured circles meant more to me than\ndecoration.\n\nAt the first village, I stacked the picture books where nobody could reach\nthem. At the second, I discovered that the catalogue needed an internet signal\nwe did not have. Ravi produced a paper ledger from beneath his seat. I thought\nit an embarrassingly old solution until three visitors used it without\ndifficulty. By midday I had learnt the code for every shelf and mispronounced\ntwo village names. My carefully prepared list of recommendations remained\nfolded in my pocket.\n\nRain caught us after lunch. The fourth stopping place was a square of soft\nground beside a hall. Ravi walked across it before attempting to park. He\nreturned with mud above his shoes and said we would use the paved entrance\ninstead. I worried that the sign was now hidden from the road. He asked me to\nfind the hall caretaker and explain the change. It took longer than moving the\nsign, but the caretaker knew whom to tell.","Extract 2":"The last stop An original Reportcards community magazine feature. The\nsituation and speakers are invented.\n\nA local view A travelling library is a small vehicle with an unexpectedly\nlarge promise. Every fortnight ours stops in villages where reaching a\npermanent library would mean paying for transport and losing most of a day.\nReaders borrow without making that journey. Children can try books their\nfamilies could not buy, and older residents can request large print editions.\nFor some visitors, the conversation with the librarian matters as much as the\nbook.\n\nThe stock changes between routes, giving regular readers more variety than a\nsingle small cupboard could offer. Staff help people find material suited to\ntheir interests rather than simply handing out whatever remains. A request\nservice allows readers to reserve particular titles. At selected stops, the\nteam also explains how to use the digital catalogue. When a visitor learns to\nplace an order independently, the service has widened access beyond the\nvehicle's shelves.\n\nThese benefits depend on unglamorous arrangements. Fuel costs rise, tyres wear\nout and mechanical trouble can cancel a whole day's visits. Heavy rain makes\nsome roads unsafe. The narrow interior limits the number of people who can\nbrowse at once, and not every stopping place has an accessible entrance area.\nShelves can hold only so many books. Carrying more of one popular genre means\ncarrying less of something else.\n\nExpansion needs careful planning. An extra stop sounds simple until the\ndriving time is added to the timetable. Residents need clear information when\nroutes change; a message online will not reach everyone. Mobile internet is\nunreliable in places, so staff keep paper records as a backup. Training\nanother librarian would protect the service when the regular team is absent,\nbut funding must cover wages as well as a colourful new vehicle. I would\nwelcome more routes. I would welcome them more if the existing readers could\nstill count on the one printed beside their village name."},"context_fields":{"Global issue":"How unequal access to community resources shapes belonging","Literary work title and author":"The last stop, original short fiction by Reportcards","Non-literary body of work title and author":"The last stop, community magazine feature by Reportcards"},"marks":40,"word_guidance":null},{"id":"practice-ib-dp-literature-hl-p1-2027-1","board":"ib","course":"ib-dp-literature-hl","task_id":"ib-dp-literature-hl-p1-2027","exam_session":"2027","title":"The repair room: guided analysis","difficulty":"foundation","question":"How do the writer's narrative choices reveal a changing understanding of responsibility in this passage?","texts":{"Unseen text 1":"The lamp arrived wrapped in a bath towel. Its owner set it between us as gently as a sleeping animal, then explained that it had stood beside her father's chair. I had volunteered for the repair morning because I was good with my hands, or had said so often enough for it to become a family fact. A lamp seemed a manageable first customer. I reached for the towel before the supervisor had finished asking about the fault.\n\nThe hall smelled of warm dust and orange peel. Along one wall, bicycles leaned together like tired travellers waiting for a connection. A strip of sunlight crawled across the workbench and caught the lamp's dented shade. Beneath it the bulb was a small, stubborn moon, refusing to shine. Somewhere behind me a sewing machine stuttered into a sudden bright gallop, and everyone looked up except the woman at my table. Her eyes remained on my hands.\n\nI turned the lamp over. The base contained a tangle of wire and a screw that would not move. I tried a larger screwdriver. The supervisor, Noor, rested one finger on the handle before I could force it. She asked whether I had checked that the plug was disconnected. Of course it was, I thought, then followed the cable with my eyes to make certain. My cheeks grew hot. The owner began folding the empty towel into smaller and smaller squares.\n\nNoor fetched a shallow tray and asked me to put each removed piece inside it. I wanted her to repair the lamp quickly and rescue my morning. Instead, she asked the owner when the light had last worked. The answer led to another question, and then to a tiny crack in the switch that I had not noticed. The owner described the precise clicking sound it used to make. I realised that the person who knew least about electrical circuits knew most about this particular lamp.\n\nBy noon the hall had become an orchestra tuning up. A bicycle bell rang with offended dignity; teaspoons chattered in a jar; the rain began drumming impatient fingers against the high windows. My first certainty, so solid that morning, now seemed a paper boat taking on water. I labelled the cable, copied Noor's instructions and tested the new switch under her supervision. For once I did not hurry to explain what I was doing. I watched, and listened, and asked.\n\nWhen the bulb finally lit, its circle of light barely reached the edge of the table. Nobody clapped. The sewing machine continued, a child dropped a biscuit, and Noor was already answering another visitor. The owner placed her palm briefly under the shade as though checking the warmth of a forehead. Then she thanked both of us. I almost explained that Noor had done the difficult part. Instead I wrote down the replacement part's number, slowly enough for the woman to copy it.\n\nAfter she left, I found the towel under my chair. I ran to the doorway and called her back. Outside, the rain had softened the street into uncertain reflections. She took the towel and asked whether I would be there next Saturday. Behind me lay the lamp's old switch, a few crumbs and a blank space on the bench. I had expected useful work to leave a larger monument. I told her I would be there.","Unseen text 2":"My mother kept a spare key\nin a blue cup above the door.\nIt rang against the teaspoons\nwhen the wind came down the stair.\n\nNo label named its purpose.\nNo ribbon marked it ours.\nIt waited with the sugar\nthrough the long uncounted hours.\n\nOne winter a new neighbour\nstood shivering on the mat.\nHis pockets offered paper,\na ticket and a button, nothing else.\n\nMy mother reached above him.\nThe teaspoons gave their small alarm.\nShe pressed the key into his palm\nand sent him through the warm lit door.\n\nI asked her when he would return it.\nShe washed the blue cup clean.\nThe empty place looked larger\nthan anything the key had been.\n\nNow, when a stranger knocks,\nI catch my hand becoming a lock.\nThen I remember the cup,\nand open it."},"context_fields":{"Second guiding question":"How do imagery and changes in the speaker's perspective shape the poem's exploration of belonging or value?"},"marks":40,"word_guidance":null},{"id":"practice-ib-dp-literature-hl-p1-2027-2","board":"ib","course":"ib-dp-literature-hl","task_id":"ib-dp-literature-hl-p1-2027","exam_session":"2027","title":"Above the traffic: guided analysis","difficulty":"standard","question":"How do the writer's narrative choices reveal a changing understanding of responsibility in this passage?","texts":{"Unseen text 1":"The key to the roof had been tied to a wooden spoon so that nobody could lose it in a pocket. I carried this unlikely instrument up five flights of stairs, rehearsing the welcome I would give our first visitors. On the landing below the roof, Mrs Das stopped to catch her breath. I offered to take her bag. She kept it, saying that a person trusted with seeds ought to be trusted with a light bag. I pretended to study the lock.\n\nThe door opened on a basin of fierce blue sky. Around its edges, the city flashed and rattled, but our boxes of seedlings stood in a silence that felt borrowed. Leaves lifted green fists from the dark soil. A loose sheet of netting breathed against the railing, and a watering can threw a silver question mark over my shoes. The garden had looked much larger in the photograph we had sent to the residents. I moved a chair to hide a patch of bare concrete.\n\nAt nine, nobody arrived. At ten past nine, two children appeared and asked where the strawberries were. I explained that we were growing herbs this season. They looked at the labels with the politeness people reserve for disappointing presents. Mrs Das opened her bag. Inside were six small pots, a bundle of string and a packet of biscuits. She gave the children a pot each and asked them to find a place where it would not be blown over.\n\nBy the time the other visitors came, both children were busy making a shelter from spare boards. I abandoned my welcome, which began with an ambitious claim about transforming the city. Instead I showed a man where we kept the gloves. He asked how a wheelchair user could reach the roof. I explained our proposed access improvements and heard the weakness of the word proposed. He nodded, thanked me and went downstairs. For several minutes the empty place he left seemed larger than the garden.\n\nThen the wind woke. It came climbing over the parapet with an armful of invisible rubbish, snatching labels and flattening the bean stems. Our neat beds shivered like trays on a waiter's trembling hand. A paper list rose, danced once and vanished beyond the railing. I chased the netting while Mrs Das gathered the children away from the edge. All my instructions had been printed on that list. I could remember only the heading, which now struck me as a remarkably useless achievement.\n\nWe worked without a timetable after that. Someone found heavier stones; someone checked the gate; someone offered to bring shorter canes. Mrs Das taught me how to tie the string without cutting the stems. She did not comment on my original knots. When the wind fell, the plants leaned in several directions, and the shelter looked like a tiny unfinished house. The children called it a success. I began writing down the practical changes we needed before another opening.\n\nAt lunchtime we sat beside the herb boxes and shared the biscuits. Far below, traffic moved through the junction with the regularity our morning had lacked. I had imagined that a garden would lift us above the complications of the building. Instead it had brought them upstairs, where we could finally see and discuss them. As we locked the door, Mrs Das gave me the spoon and asked whether I had noted the access question. I showed her the first line on my new list.","Unseen text 2":"The board goes dark in stages.\nFirst the city, then the time,\nthen the thin white word expected.\nNothing is expected now.\n\nA cleaner draws the evening\ninto a grey and dripping thread.\nThe clock continues speaking\nto the space above her head.\n\nBeside me, on the painted bench,\nyour scarf keeps half its folded shape.\nI lift it as the rails begin\ntheir long, unanswerable shine.\n\nYou said the journey would be simple.\nOne change. A window. Sleep.\nI nodded at the timetable\nas though a printed line could keep\n\na promise safe from weather,\nfrom a station not yet named.\nThe cleaner leaves one lamp alight.\nThe dark returns around its frame.\n\nI put the scarf inside my bag.\nThe clock goes on without a train.\nOutside, the first uncertain rain\nstarts counting all the way home."},"context_fields":{"Second guiding question":"How do imagery and changes in the speaker's perspective shape the poem's exploration of belonging or value?"},"marks":40,"word_guidance":null},{"id":"practice-ib-dp-literature-hl-p1-2027-3","board":"ib","course":"ib-dp-literature-hl","task_id":"ib-dp-literature-hl-p1-2027","exam_session":"2027","title":"The last stop: guided analysis","difficulty":"stretch","question":"How do the writer's narrative choices reveal a changing understanding of responsibility in this passage?","texts":{"Unseen text 1":"At the depot I counted the books twice and forgot to count the stops. There were twelve crates, four shelves and one dented kettle, all secured inside a blue vehicle whose side promised A WORLD WITHIN REACH. I had imagined that my first day as a library assistant would involve recommending novels. The driver, Ravi, handed me a checklist and asked whether I could identify a loose wheel bolt. I said that I could learn.\n\nBeyond the town, the road unrolled like a faded ribbon someone had ironed badly. Dust rose behind us in great, reluctant curtains. The library moved through it like a patient blue whale, carrying a dry ocean of stories on its back. Each time we rounded a bend, sunlight scattered across the windscreen in bright handfuls. Ravi drove with both hands steady on the wheel. I held the route sheet and tried to look as if its coloured circles meant more to me than decoration.\n\nAt the first village, I stacked the picture books where nobody could reach them. At the second, I discovered that the catalogue needed an internet signal we did not have. Ravi produced a paper ledger from beneath his seat. I thought it an embarrassingly old solution until three visitors used it without difficulty. By midday I had learnt the code for every shelf and mispronounced two village names. My carefully prepared list of recommendations remained folded in my pocket.\n\nRain caught us after lunch. The fourth stopping place was a square of soft ground beside a hall. Ravi walked across it before attempting to park. He returned with mud above his shoes and said we would use the paved entrance instead. I worried that the sign was now hidden from the road. He asked me to find the hall caretaker and explain the change. It took longer than moving the sign, but the caretaker knew whom to tell.\n\nAt our final stop the sky lowered its bruised forehead over the hills. Rain threaded the air into a grey curtain, and the vehicle's yellow interior floated in it like a room remembered from childhood. I watched the clock nibble away at our last quarter of an hour. Then a woman appeared beneath an umbrella turned half inside out. Water ran from its spokes onto the step. In her other hand she carried a book in a carefully knotted plastic bag.\n\nI began explaining that we were nearly finished. Ravi moved a crate to make a seat. The woman had walked from the next hamlet because the novel's final page was missing. She did not want another copy posted to her; she wanted to know whether the daughter returned. I searched the catalogue while Ravi boiled water. For the first time all day, I understood what it meant to have someone waiting for a book rather than for a service statistic.\n\nWe found the ending in a replacement copy reserved for the next route. She read the last page silently, then closed both books. I wanted to ask what happened, but she was smiling in a way that made the question unnecessary. After she left, I changed one entry on the checklist. Beside our final stop I wrote that we needed a little more time. On the journey home, Ravi asked what I had recommended. I told him that, for once, I had helped someone finish.","Unseen text 2":"It broke without a warning,\na white sound on the kitchen floor.\nWe gathered up its separate countries\nand laid them by the door.\n\nMy brother said to throw it out.\nThere were bowls in every shop.\nBut Father turned each fragment\nlike a word he had forgot.\n\nHe worked beneath the table lamp.\nHis glasses caught the light.\nThe largest piece received the smallest\ncareful pressure of the night.\n\nBy morning it was almost round,\nexcept where one lost island lay.\nHe set it on the window ledge\nand let the daylight through the clay.\n\nWe do not fill it now with soup.\nIt holds the buttons, loose and bright,\nthe keys we thought that we had lost,\na coin without a name or right.\n\nThe crack runs under everything.\nIt does not keep the small things in.\nYet when we search for what is missing,\nthis is where our hands begin."},"context_fields":{"Second guiding question":"How do imagery and changes in the speaker's perspective shape the poem's exploration of belonging or value?"},"marks":40,"word_guidance":null},{"id":"practice-ib-dp-literature-hl-hle-2027-1","board":"ib","course":"ib-dp-literature-hl","task_id":"ib-dp-literature-hl-hle-2027","exam_session":"2027","title":"Love and authority","difficulty":"foundation","question":"How does Shakespeare use competing accounts of love to question authority in A Midsummer Night's Dream?","texts":{},"context_fields":{"Work or body of work title and author":"A Midsummer Night's Dream by William Shakespeare"},"marks":20,"word_guidance":"1,200 to 1,500 words."},{"id":"practice-ib-dp-literature-hl-hle-2027-2","board":"ib","course":"ib-dp-literature-hl","task_id":"ib-dp-literature-hl-hle-2027","exam_session":"2027","title":"Watching others perform","difficulty":"standard","question":"How does Shakespeare use performance and spectatorship to explore judgement in A Midsummer Night's Dream?","texts":{},"context_fields":{"Work or body of work title and author":"A Midsummer Night's Dream by William Shakespeare"},"marks":20,"word_guidance":"1,200 to 1,500 words."},{"id":"practice-ib-dp-literature-hl-hle-2027-3","board":"ib","course":"ib-dp-literature-hl","task_id":"ib-dp-literature-hl-hle-2027","exam_session":"2027","title":"Reputation and desire","difficulty":"stretch","question":"How does Shakespeare shape tensions between reputation and desire in Antony and Cleopatra?","texts":{},"context_fields":{"Work or body of work title and author":"Antony and Cleopatra by William Shakespeare"},"marks":20,"word_guidance":"1,200 to 1,500 words."},{"id":"practice-ib-dp-literature-hl-io-2027-1","board":"ib","course":"ib-dp-literature-hl","task_id":"ib-dp-literature-hl-io-2027","exam_session":"2027","title":"Rank and voice","difficulty":"foundation","question":"For an oral rehearsal, explore the global issue of how social rank can restrict individual choice through the two supplied extracts and their wider works. Write an outline or practice script. These are rehearsal pairings, not a recommendation for your final assessed selection.","texts":{"Extract 1":"EGEUS.\nFull of vexation come I, with complaint\nAgainst my child, my daughter Hermia.\nStand forth, Demetrius. My noble lord,\nThis man hath my consent to marry her.\nStand forth, Lysander. And, my gracious Duke,\nThis man hath bewitch’d the bosom of my child.\nThou, thou, Lysander, thou hast given her rhymes,\nAnd interchang’d love-tokens with my child.\nThou hast by moonlight at her window sung,\nWith feigning voice, verses of feigning love;\nAnd stol’n the impression of her fantasy\nWith bracelets of thy hair, rings, gauds, conceits,\nKnacks, trifles, nosegays, sweetmeats (messengers\nOf strong prevailment in unharden’d youth)\nWith cunning hast thou filch’d my daughter’s heart,\nTurn’d her obedience (which is due to me)\nTo stubborn harshness. And, my gracious Duke,\nBe it so she will not here before your grace\nConsent to marry with Demetrius,\nI beg the ancient privilege of Athens:\nAs she is mine I may dispose of her;\nWhich shall be either to this gentleman\nOr to her death, according to our law\nImmediately provided in that case.\n\nTHESEUS.\nWhat say you, Hermia? Be advis’d, fair maid.\nTo you your father should be as a god;\nOne that compos’d your beauties, yea, and one\nTo whom you are but as a form in wax\nBy him imprinted, and within his power\nTo leave the figure, or disfigure it.\nDemetrius is a worthy gentleman.\n\nHERMIA.\nSo is Lysander.","Extract 2":"Here is thy footstool and there rest thy feet where live the poorest,\nand lowliest, and lost.\n\nWhen I try to bow to thee, my obeisance cannot reach down to the depth\nwhere thy feet rest among the poorest, and lowliest, and lost.\n\nPride can never approach to where thou walkest in the clothes of the\nhumble among the poorest, and lowliest, and lost.\n\nMy heart can never find its way to where thou keepest company with the\ncompanionless among the poorest, the lowliest, and the lost."},"context_fields":{"Global issue":"How social rank can restrict individual choice","English original work title and author":"A Midsummer Night's Dream by William Shakespeare","Translated work title and author":"Gitanjali, poem 10, by Rabindranath Tagore, translated from Bengali by the author"},"marks":40,"word_guidance":null},{"id":"practice-ib-dp-literature-hl-io-2027-2","board":"ib","course":"ib-dp-literature-hl","task_id":"ib-dp-literature-hl-io-2027","exam_session":"2027","title":"Exclusion and belonging","difficulty":"standard","question":"For an oral rehearsal, explore the global issue of how exclusion affects a person's sense of belonging through the two supplied extracts and their wider works. Write an outline or practice script. These are rehearsal pairings, not a recommendation for your final assessed selection.","texts":{"Extract 1":"HELENA.\nHave you not set Lysander, as in scorn,\nTo follow me, and praise my eyes and face?\nAnd made your other love, Demetrius,\nWho even but now did spurn me with his foot,\nTo call me goddess, nymph, divine and rare,\nPrecious, celestial? Wherefore speaks he this\nTo her he hates? And wherefore doth Lysander\nDeny your love, so rich within his soul,\nAnd tender me, forsooth, affection,\nBut by your setting on, by your consent?\nWhat though I be not so in grace as you,\nSo hung upon with love, so fortunate,\nBut miserable most, to love unlov’d?\nThis you should pity rather than despise.\n\nHERMIA.\nI understand not what you mean by this.\n\nHELENA.\nAy, do. Persever, counterfeit sad looks,\nMake mouths upon me when I turn my back,\nWink each at other; hold the sweet jest up.\nThis sport, well carried, shall be chronicled.\nIf you have any pity, grace, or manners,\nYou would not make me such an argument.\nBut fare ye well. ’Tis partly my own fault,\nWhich death, or absence, soon shall remedy.\n\nLYSANDER.\nStay, gentle Helena; hear my excuse;\nMy love, my life, my soul, fair Helena!\n\nHELENA.\nO excellent!\n\nHERMIA.\nSweet, do not scorn her so.","Extract 2":"Clouds heap upon clouds and it darkens. Ah, love, why dost thou let me\nwait outside at the door all alone?\n\nIn the busy moments of the noontide work I am with the crowd, but on\nthis dark lonely day it is only for thee that I hope.\n\nIf thou showest me not thy face, if thou leavest me wholly aside, I\nknow not how I am to pass these long, rainy hours.\n\nI keep gazing on the far-away gloom of the sky, and my heart wanders\nwailing with the restless wind."},"context_fields":{"Global issue":"How exclusion affects a person's sense of belonging","English original work title and author":"A Midsummer Night's Dream by William Shakespeare","Translated work title and author":"Gitanjali, poem 18, by Rabindranath Tagore, translated from Bengali by the author"},"marks":40,"word_guidance":null},{"id":"practice-ib-dp-literature-hl-io-2027-3","board":"ib","course":"ib-dp-literature-hl","task_id":"ib-dp-literature-hl-io-2027","exam_session":"2027","title":"The value of work","difficulty":"stretch","question":"For an oral rehearsal, explore the global issue of how communities value practical work through the two supplied extracts and their wider works. Write an outline or practice script. These are rehearsal pairings, not a recommendation for your final assessed selection.","texts":{"Extract 1":"BOTTOM.\nAre we all met?\n\nQUINCE.\nPat, pat; and here’s a marvellous convenient place for our rehearsal.\nThis green plot shall be our stage, this hawthorn brake our\ntiring-house; and we will do it in action, as we will do it before the\nDuke.\n\nBOTTOM.\nPeter Quince?\n\nQUINCE.\nWhat sayest thou, bully Bottom?\n\nBOTTOM.\nThere are things in this comedy of Pyramus and Thisbe that will never\nplease. First, Pyramus must draw a sword to kill himself; which the\nladies cannot abide. How answer you that?\n\nSNOUT\nBy’r lakin, a parlous fear.\n\nSTARVELING.\nI believe we must leave the killing out, when all is done.\n\nBOTTOM.\nNot a whit; I have a device to make all well. Write me a prologue, and\nlet the prologue seem to say we will do no harm with our swords, and\nthat Pyramus is not killed indeed; and for the more better assurance,\ntell them that I Pyramus am not Pyramus but Bottom the weaver. This\nwill put them out of fear.\n\nQUINCE.\nWell, we will have such a prologue; and it shall be written in eight\nand six.\n\nBOTTOM.","Extract 2":"Leave this chanting and singing and telling of beads! Whom dost thou\nworship in this lonely dark corner of a temple with doors all shut?\nOpen thine eyes and see thy God is not before thee!\n\nHe is there where the tiller is tilling the hard ground and where the\npathmaker is breaking stones. He is with them in sun and in shower, and\nhis garment is covered with dust. Put of thy holy mantle and even like\nhim come down on the dusty soil!\n\nDeliverance? Where is this deliverance to be found? Our master himself\nhas joyfully taken upon him the bonds of creation; he is bound with us\nall for ever.\n\nCome out of thy meditations and leave aside thy flowers and incense!\nWhat harm is there if thy clothes become tattered and stained? Meet him\nand stand by him in toil and in sweat of thy brow."},"context_fields":{"Global issue":"How communities value practical work","English original work title and author":"A Midsummer Night's Dream by William Shakespeare","Translated work title and author":"Gitanjali, poem 11, by Rabindranath Tagore, translated from Bengali by the author"},"marks":40,"word_guidance":null},{"id":"practice-ib-dp-literature-sl-p1-2027-1","board":"ib","course":"ib-dp-literature","task_id":"ib-dp-literature-sl-p1-2027","exam_session":"2027","title":"The repair room: guided analysis","difficulty":"foundation","question":"How do the writer's narrative choices reveal a changing understanding of responsibility in this passage?","texts":{"Unseen text 1":"The lamp arrived wrapped in a bath towel. Its owner set it between us as gently as a sleeping animal, then explained that it had stood beside her father's chair. I had volunteered for the repair morning because I was good with my hands, or had said so often enough for it to become a family fact. A lamp seemed a manageable first customer. I reached for the towel before the supervisor had finished asking about the fault.\n\nThe hall smelled of warm dust and orange peel. Along one wall, bicycles leaned together like tired travellers waiting for a connection. A strip of sunlight crawled across the workbench and caught the lamp's dented shade. Beneath it the bulb was a small, stubborn moon, refusing to shine. Somewhere behind me a sewing machine stuttered into a sudden bright gallop, and everyone looked up except the woman at my table. Her eyes remained on my hands.\n\nI turned the lamp over. The base contained a tangle of wire and a screw that would not move. I tried a larger screwdriver. The supervisor, Noor, rested one finger on the handle before I could force it. She asked whether I had checked that the plug was disconnected. Of course it was, I thought, then followed the cable with my eyes to make certain. My cheeks grew hot. The owner began folding the empty towel into smaller and smaller squares.\n\nNoor fetched a shallow tray and asked me to put each removed piece inside it. I wanted her to repair the lamp quickly and rescue my morning. Instead, she asked the owner when the light had last worked. The answer led to another question, and then to a tiny crack in the switch that I had not noticed. The owner described the precise clicking sound it used to make. I realised that the person who knew least about electrical circuits knew most about this particular lamp.\n\nBy noon the hall had become an orchestra tuning up. A bicycle bell rang with offended dignity; teaspoons chattered in a jar; the rain began drumming impatient fingers against the high windows. My first certainty, so solid that morning, now seemed a paper boat taking on water. I labelled the cable, copied Noor's instructions and tested the new switch under her supervision. For once I did not hurry to explain what I was doing. I watched, and listened, and asked.\n\nWhen the bulb finally lit, its circle of light barely reached the edge of the table. Nobody clapped. The sewing machine continued, a child dropped a biscuit, and Noor was already answering another visitor. The owner placed her palm briefly under the shade as though checking the warmth of a forehead. Then she thanked both of us. I almost explained that Noor had done the difficult part. Instead I wrote down the replacement part's number, slowly enough for the woman to copy it.\n\nAfter she left, I found the towel under my chair. I ran to the doorway and called her back. Outside, the rain had softened the street into uncertain reflections. She took the towel and asked whether I would be there next Saturday. Behind me lay the lamp's old switch, a few crumbs and a blank space on the bench. I had expected useful work to leave a larger monument. I told her I would be there."},"context_fields":{},"marks":20,"word_guidance":null},{"id":"practice-ib-dp-literature-sl-p1-2027-2","board":"ib","course":"ib-dp-literature","task_id":"ib-dp-literature-sl-p1-2027","exam_session":"2027","title":"Above the traffic: guided analysis","difficulty":"standard","question":"How do the writer's narrative choices reveal a changing understanding of responsibility in this passage?","texts":{"Unseen text 1":"The key to the roof had been tied to a wooden spoon so that nobody could lose it in a pocket. I carried this unlikely instrument up five flights of stairs, rehearsing the welcome I would give our first visitors. On the landing below the roof, Mrs Das stopped to catch her breath. I offered to take her bag. She kept it, saying that a person trusted with seeds ought to be trusted with a light bag. I pretended to study the lock.\n\nThe door opened on a basin of fierce blue sky. Around its edges, the city flashed and rattled, but our boxes of seedlings stood in a silence that felt borrowed. Leaves lifted green fists from the dark soil. A loose sheet of netting breathed against the railing, and a watering can threw a silver question mark over my shoes. The garden had looked much larger in the photograph we had sent to the residents. I moved a chair to hide a patch of bare concrete.\n\nAt nine, nobody arrived. At ten past nine, two children appeared and asked where the strawberries were. I explained that we were growing herbs this season. They looked at the labels with the politeness people reserve for disappointing presents. Mrs Das opened her bag. Inside were six small pots, a bundle of string and a packet of biscuits. She gave the children a pot each and asked them to find a place where it would not be blown over.\n\nBy the time the other visitors came, both children were busy making a shelter from spare boards. I abandoned my welcome, which began with an ambitious claim about transforming the city. Instead I showed a man where we kept the gloves. He asked how a wheelchair user could reach the roof. I explained our proposed access improvements and heard the weakness of the word proposed. He nodded, thanked me and went downstairs. For several minutes the empty place he left seemed larger than the garden.\n\nThen the wind woke. It came climbing over the parapet with an armful of invisible rubbish, snatching labels and flattening the bean stems. Our neat beds shivered like trays on a waiter's trembling hand. A paper list rose, danced once and vanished beyond the railing. I chased the netting while Mrs Das gathered the children away from the edge. All my instructions had been printed on that list. I could remember only the heading, which now struck me as a remarkably useless achievement.\n\nWe worked without a timetable after that. Someone found heavier stones; someone checked the gate; someone offered to bring shorter canes. Mrs Das taught me how to tie the string without cutting the stems. She did not comment on my original knots. When the wind fell, the plants leaned in several directions, and the shelter looked like a tiny unfinished house. The children called it a success. I began writing down the practical changes we needed before another opening.\n\nAt lunchtime we sat beside the herb boxes and shared the biscuits. Far below, traffic moved through the junction with the regularity our morning had lacked. I had imagined that a garden would lift us above the complications of the building. Instead it had brought them upstairs, where we could finally see and discuss them. As we locked the door, Mrs Das gave me the spoon and asked whether I had noted the access question. I showed her the first line on my new list."},"context_fields":{},"marks":20,"word_guidance":null},{"id":"practice-ib-dp-literature-sl-p1-2027-3","board":"ib","course":"ib-dp-literature","task_id":"ib-dp-literature-sl-p1-2027","exam_session":"2027","title":"The last stop: guided analysis","difficulty":"stretch","question":"How do the writer's narrative choices reveal a changing understanding of responsibility in this passage?","texts":{"Unseen text 1":"At the depot I counted the books twice and forgot to count the stops. There were twelve crates, four shelves and one dented kettle, all secured inside a blue vehicle whose side promised A WORLD WITHIN REACH. I had imagined that my first day as a library assistant would involve recommending novels. The driver, Ravi, handed me a checklist and asked whether I could identify a loose wheel bolt. I said that I could learn.\n\nBeyond the town, the road unrolled like a faded ribbon someone had ironed badly. Dust rose behind us in great, reluctant curtains. The library moved through it like a patient blue whale, carrying a dry ocean of stories on its back. Each time we rounded a bend, sunlight scattered across the windscreen in bright handfuls. Ravi drove with both hands steady on the wheel. I held the route sheet and tried to look as if its coloured circles meant more to me than decoration.\n\nAt the first village, I stacked the picture books where nobody could reach them. At the second, I discovered that the catalogue needed an internet signal we did not have. Ravi produced a paper ledger from beneath his seat. I thought it an embarrassingly old solution until three visitors used it without difficulty. By midday I had learnt the code for every shelf and mispronounced two village names. My carefully prepared list of recommendations remained folded in my pocket.\n\nRain caught us after lunch. The fourth stopping place was a square of soft ground beside a hall. Ravi walked across it before attempting to park. He returned with mud above his shoes and said we would use the paved entrance instead. I worried that the sign was now hidden from the road. He asked me to find the hall caretaker and explain the change. It took longer than moving the sign, but the caretaker knew whom to tell.\n\nAt our final stop the sky lowered its bruised forehead over the hills. Rain threaded the air into a grey curtain, and the vehicle's yellow interior floated in it like a room remembered from childhood. I watched the clock nibble away at our last quarter of an hour. Then a woman appeared beneath an umbrella turned half inside out. Water ran from its spokes onto the step. In her other hand she carried a book in a carefully knotted plastic bag.\n\nI began explaining that we were nearly finished. Ravi moved a crate to make a seat. The woman had walked from the next hamlet because the novel's final page was missing. She did not want another copy posted to her; she wanted to know whether the daughter returned. I searched the catalogue while Ravi boiled water. For the first time all day, I understood what it meant to have someone waiting for a book rather than for a service statistic.\n\nWe found the ending in a replacement copy reserved for the next route. She read the last page silently, then closed both books. I wanted to ask what happened, but she was smiling in a way that made the question unnecessary. After she left, I changed one entry on the checklist. Beside our final stop I wrote that we needed a little more time. On the journey home, Ravi asked what I had recommended. I told him that, for once, I had helped someone finish."},"context_fields":{},"marks":20,"word_guidance":null},{"id":"practice-ib-dp-literature-sl-io-2027-1","board":"ib","course":"ib-dp-literature","task_id":"ib-dp-literature-sl-io-2027","exam_session":"2027","title":"Rank and voice","difficulty":"foundation","question":"For an oral rehearsal, explore the global issue of how social rank can restrict individual choice through the two supplied extracts and their wider works. Write an outline or practice script. These are rehearsal pairings, not a recommendation for your final assessed selection.","texts":{"Extract 1":"EGEUS.\nFull of vexation come I, with complaint\nAgainst my child, my daughter Hermia.\nStand forth, Demetrius. My noble lord,\nThis man hath my consent to marry her.\nStand forth, Lysander. And, my gracious Duke,\nThis man hath bewitch’d the bosom of my child.\nThou, thou, Lysander, thou hast given her rhymes,\nAnd interchang’d love-tokens with my child.\nThou hast by moonlight at her window sung,\nWith feigning voice, verses of feigning love;\nAnd stol’n the impression of her fantasy\nWith bracelets of thy hair, rings, gauds, conceits,\nKnacks, trifles, nosegays, sweetmeats (messengers\nOf strong prevailment in unharden’d youth)\nWith cunning hast thou filch’d my daughter’s heart,\nTurn’d her obedience (which is due to me)\nTo stubborn harshness. And, my gracious Duke,\nBe it so she will not here before your grace\nConsent to marry with Demetrius,\nI beg the ancient privilege of Athens:\nAs she is mine I may dispose of her;\nWhich shall be either to this gentleman\nOr to her death, according to our law\nImmediately provided in that case.\n\nTHESEUS.\nWhat say you, Hermia? Be advis’d, fair maid.\nTo you your father should be as a god;\nOne that compos’d your beauties, yea, and one\nTo whom you are but as a form in wax\nBy him imprinted, and within his power\nTo leave the figure, or disfigure it.\nDemetrius is a worthy gentleman.\n\nHERMIA.\nSo is Lysander.","Extract 2":"Here is thy footstool and there rest thy feet where live the poorest,\nand lowliest, and lost.\n\nWhen I try to bow to thee, my obeisance cannot reach down to the depth\nwhere thy feet rest among the poorest, and lowliest, and lost.\n\nPride can never approach to where thou walkest in the clothes of the\nhumble among the poorest, and lowliest, and lost.\n\nMy heart can never find its way to where thou keepest company with the\ncompanionless among the poorest, the lowliest, and the lost."},"context_fields":{"Global issue":"How social rank can restrict individual choice","English original work title and author":"A Midsummer Night's Dream by William Shakespeare","Translated work title and author":"Gitanjali, poem 10, by Rabindranath Tagore, translated from Bengali by the author"},"marks":40,"word_guidance":null},{"id":"practice-ib-dp-literature-sl-io-2027-2","board":"ib","course":"ib-dp-literature","task_id":"ib-dp-literature-sl-io-2027","exam_session":"2027","title":"Exclusion and belonging","difficulty":"standard","question":"For an oral rehearsal, explore the global issue of how exclusion affects a person's sense of belonging through the two supplied extracts and their wider works. Write an outline or practice script. These are rehearsal pairings, not a recommendation for your final assessed selection.","texts":{"Extract 1":"HELENA.\nHave you not set Lysander, as in scorn,\nTo follow me, and praise my eyes and face?\nAnd made your other love, Demetrius,\nWho even but now did spurn me with his foot,\nTo call me goddess, nymph, divine and rare,\nPrecious, celestial? Wherefore speaks he this\nTo her he hates? And wherefore doth Lysander\nDeny your love, so rich within his soul,\nAnd tender me, forsooth, affection,\nBut by your setting on, by your consent?\nWhat though I be not so in grace as you,\nSo hung upon with love, so fortunate,\nBut miserable most, to love unlov’d?\nThis you should pity rather than despise.\n\nHERMIA.\nI understand not what you mean by this.\n\nHELENA.\nAy, do. Persever, counterfeit sad looks,\nMake mouths upon me when I turn my back,\nWink each at other; hold the sweet jest up.\nThis sport, well carried, shall be chronicled.\nIf you have any pity, grace, or manners,\nYou would not make me such an argument.\nBut fare ye well. ’Tis partly my own fault,\nWhich death, or absence, soon shall remedy.\n\nLYSANDER.\nStay, gentle Helena; hear my excuse;\nMy love, my life, my soul, fair Helena!\n\nHELENA.\nO excellent!\n\nHERMIA.\nSweet, do not scorn her so.","Extract 2":"Clouds heap upon clouds and it darkens. Ah, love, why dost thou let me\nwait outside at the door all alone?\n\nIn the busy moments of the noontide work I am with the crowd, but on\nthis dark lonely day it is only for thee that I hope.\n\nIf thou showest me not thy face, if thou leavest me wholly aside, I\nknow not how I am to pass these long, rainy hours.\n\nI keep gazing on the far-away gloom of the sky, and my heart wanders\nwailing with the restless wind."},"context_fields":{"Global issue":"How exclusion affects a person's sense of belonging","English original work title and author":"A Midsummer Night's Dream by William Shakespeare","Translated work title and author":"Gitanjali, poem 18, by Rabindranath Tagore, translated from Bengali by the author"},"marks":40,"word_guidance":null},{"id":"practice-ib-dp-literature-sl-io-2027-3","board":"ib","course":"ib-dp-literature","task_id":"ib-dp-literature-sl-io-2027","exam_session":"2027","title":"The value of work","difficulty":"stretch","question":"For an oral rehearsal, explore the global issue of how communities value practical work through the two supplied extracts and their wider works. Write an outline or practice script. These are rehearsal pairings, not a recommendation for your final assessed selection.","texts":{"Extract 1":"BOTTOM.\nAre we all met?\n\nQUINCE.\nPat, pat; and here’s a marvellous convenient place for our rehearsal.\nThis green plot shall be our stage, this hawthorn brake our\ntiring-house; and we will do it in action, as we will do it before the\nDuke.\n\nBOTTOM.\nPeter Quince?\n\nQUINCE.\nWhat sayest thou, bully Bottom?\n\nBOTTOM.\nThere are things in this comedy of Pyramus and Thisbe that will never\nplease. First, Pyramus must draw a sword to kill himself; which the\nladies cannot abide. How answer you that?\n\nSNOUT\nBy’r lakin, a parlous fear.\n\nSTARVELING.\nI believe we must leave the killing out, when all is done.\n\nBOTTOM.\nNot a whit; I have a device to make all well. Write me a prologue, and\nlet the prologue seem to say we will do no harm with our swords, and\nthat Pyramus is not killed indeed; and for the more better assurance,\ntell them that I Pyramus am not Pyramus but Bottom the weaver. This\nwill put them out of fear.\n\nQUINCE.\nWell, we will have such a prologue; and it shall be written in eight\nand six.\n\nBOTTOM.","Extract 2":"Leave this chanting and singing and telling of beads! Whom dost thou\nworship in this lonely dark corner of a temple with doors all shut?\nOpen thine eyes and see thy God is not before thee!\n\nHe is there where the tiller is tilling the hard ground and where the\npathmaker is breaking stones. He is with them in sun and in shower, and\nhis garment is covered with dust. Put of thy holy mantle and even like\nhim come down on the dusty soil!\n\nDeliverance? Where is this deliverance to be found? Our master himself\nhas joyfully taken upon him the bonds of creation; he is bound with us\nall for ever.\n\nCome out of thy meditations and leave aside thy flowers and incense!\nWhat harm is there if thy clothes become tattered and stained? Meet him\nand stand by him in toil and in sweat of thy brow."},"context_fields":{"Global issue":"How communities value practical work","English original work title and author":"A Midsummer Night's Dream by William Shakespeare","Translated work title and author":"Gitanjali, poem 11, by Rabindranath Tagore, translated from Bengali by the author"},"marks":40,"word_guidance":null},{"id":"practice-icse-10-language-composition-narrative-2026-1","board":"cisce","course":"icse-10-language","task_id":"icse-10-language-composition-narrative-2026","exam_session":"2026","title":"The repair room: composition","difficulty":"foundation","question":"Write a story in which returning an ordinary object changes a relationship.","texts":{},"context_fields":{},"marks":20,"word_guidance":"300 to 350 words."},{"id":"practice-icse-10-language-composition-narrative-2026-2","board":"cisce","course":"icse-10-language","task_id":"icse-10-language-composition-narrative-2026","exam_session":"2026","title":"Above the traffic: composition","difficulty":"standard","question":"Write a story which begins with the words, \"The key was not where I had left it.\"","texts":{},"context_fields":{},"marks":20,"word_guidance":"300 to 350 words."},{"id":"practice-icse-10-language-composition-narrative-2026-3","board":"cisce","course":"icse-10-language","task_id":"icse-10-language-composition-narrative-2026","exam_session":"2026","title":"The last stop: composition","difficulty":"stretch","question":"Write a story in which a delay turns out to be fortunate.","texts":{},"context_fields":{},"marks":20,"word_guidance":"300 to 350 words."},{"id":"practice-icse-10-language-composition-descriptive-2026-1","board":"cisce","course":"icse-10-language","task_id":"icse-10-language-composition-descriptive-2026","exam_session":"2026","title":"The repair room: composition","difficulty":"foundation","question":"Describe a room just before a public event begins. Make changes in light and sound important in your description.","texts":{},"context_fields":{},"marks":20,"word_guidance":"300 to 350 words."},{"id":"practice-icse-10-language-composition-descriptive-2026-2","board":"cisce","course":"icse-10-language","task_id":"icse-10-language-composition-descriptive-2026","exam_session":"2026","title":"Above the traffic: composition","difficulty":"standard","question":"Describe the view from a high place as a busy day begins below you.","texts":{},"context_fields":{},"marks":20,"word_guidance":"300 to 350 words."},{"id":"practice-icse-10-language-composition-descriptive-2026-3","board":"cisce","course":"icse-10-language","task_id":"icse-10-language-composition-descriptive-2026","exam_session":"2026","title":"The last stop: composition","difficulty":"stretch","question":"Describe a waiting area during a long delay. Focus on the atmosphere and the people around you.","texts":{},"context_fields":{},"marks":20,"word_guidance":"300 to 350 words."},{"id":"practice-icse-10-language-composition-argumentative-2026-1","board":"cisce","course":"icse-10-language","task_id":"icse-10-language-composition-argumentative-2026","exam_session":"2026","title":"The repair room: composition","difficulty":"foundation","question":"Young people learn responsibility best through practical work. Argue for or against this view.","texts":{},"context_fields":{},"marks":20,"word_guidance":"300 to 350 words."},{"id":"practice-icse-10-language-composition-argumentative-2026-2","board":"cisce","course":"icse-10-language","task_id":"icse-10-language-composition-argumentative-2026","exam_session":"2026","title":"Above the traffic: composition","difficulty":"standard","question":"Every neighbourhood should share a public garden. Argue for or against this view.","texts":{},"context_fields":{},"marks":20,"word_guidance":"300 to 350 words."},{"id":"practice-icse-10-language-composition-argumentative-2026-3","board":"cisce","course":"icse-10-language","task_id":"icse-10-language-composition-argumentative-2026","exam_session":"2026","title":"The last stop: composition","difficulty":"stretch","question":"Printed books will always have a place in community life. Argue for or against this view.","texts":{},"context_fields":{},"marks":20,"word_guidance":"300 to 350 words."},{"id":"practice-icse-10-language-composition-picture-2026-1","board":"cisce","course":"icse-10-language","task_id":"icse-10-language-composition-picture-2026","exam_session":"2026","title":"After the rain","difficulty":"foundation","question":"Study the supplied picture description. Write a composition connected closely with the scene. You may choose a story or a description, but make the connection clear.","texts":{"Picture description":"Original practice scene described in words. A narrow street after rain. In the foreground a child holds a paper boat above a shallow puddle. Behind the child, a shopkeeper lifts a shutter and a cyclist waits beside a damaged wheel. The pale morning sky is reflected in the water. Nobody is speaking. This is a description for rehearsal, not a reproduced examination image."},"context_fields":{},"marks":20,"word_guidance":"300 to 350 words."},{"id":"practice-icse-10-language-composition-picture-2026-2","board":"cisce","course":"icse-10-language","task_id":"icse-10-language-composition-picture-2026","exam_session":"2026","title":"The empty bench","difficulty":"standard","question":"Study the supplied picture description. Write a composition connected closely with the scene. You may choose a story or a description, but make the connection clear.","texts":{"Picture description":"Original practice scene described in words. A bench stands beside a railway platform. On it lie a folded scarf and a closed umbrella. A cleaner is sweeping the far end of the platform. A clock shows late evening and no train is visible. One lamp is still lit. The person who left the objects is not shown. This is a described rehearsal scene."},"context_fields":{},"marks":20,"word_guidance":"300 to 350 words."},{"id":"practice-icse-10-language-composition-picture-2026-3","board":"cisce","course":"icse-10-language","task_id":"icse-10-language-composition-picture-2026","exam_session":"2026","title":"A helping hand","difficulty":"stretch","question":"Study the supplied picture description. Write a composition connected closely with the scene. You may choose a story or a description, but make the connection clear.","texts":{"Picture description":"Original practice scene described in words. At a busy fruit market, two traders lean across a row of baskets to pass a weighing scale. A young helper watches beside an open notebook. Customers wait behind the stalls. Crates leave a narrow path through the centre. Early sunlight enters through the high roof. The scene supplies no information about what anyone is thinking."},"context_fields":{},"marks":20,"word_guidance":"300 to 350 words."},{"id":"practice-icse-10-language-formal-letter-2026-1","board":"cisce","course":"icse-10-language","task_id":"icse-10-language-formal-letter-2026","exam_session":"2026","title":"Lighting on the walking route","difficulty":"foundation","question":"You are Asha or Aman, living at 18 Neem Road, Jaipur. Write to the Municipal Commissioner about poor lighting on the route from the bus stop to your neighbourhood. Explain the difficulty for pedestrians and suggest practical improvements.","texts":{},"context_fields":{},"marks":10,"word_guidance":null},{"id":"practice-icse-10-language-formal-letter-2026-2","board":"cisce","course":"icse-10-language","task_id":"icse-10-language-formal-letter-2026","exam_session":"2026","title":"An accessible exhibition","difficulty":"standard","question":"You are Meera or Mohan of 24 Garden Lane, Jaipur. Write to the organiser of a forthcoming science exhibition enquiring about step-free access, quiet visiting hours and arrangements for a group visit. Explain why these details matter.","texts":{},"context_fields":{},"marks":10,"word_guidance":null},{"id":"practice-icse-10-language-formal-letter-2026-3","board":"cisce","course":"icse-10-language","task_id":"icse-10-language-formal-letter-2026","exam_session":"2026","title":"An order for a reading room","difficulty":"stretch","question":"You are the secretary of a neighbourhood reading club at 7 Lake Road, Jaipur. Write to Bright Shelf Books, Jaipur, ordering suitable dictionaries and graded readers for a new reading room. Give reasonable quantities, delivery details and a request for payment information.","texts":{},"context_fields":{},"marks":10,"word_guidance":null},{"id":"practice-icse-10-language-informal-letter-2026-1","board":"cisce","course":"icse-10-language","task_id":"icse-10-language-informal-letter-2026","exam_session":"2026","title":"Lighting on the walking route","difficulty":"foundation","question":"You are Asha or Aman, living at 18 Neem Road, Jaipur. Write to the Municipal Commissioner about poor lighting on the route from the bus stop to your neighbourhood. Explain the difficulty for pedestrians and suggest practical improvements.","texts":{},"context_fields":{},"marks":10,"word_guidance":null},{"id":"practice-icse-10-language-informal-letter-2026-2","board":"cisce","course":"icse-10-language","task_id":"icse-10-language-informal-letter-2026","exam_session":"2026","title":"An accessible exhibition","difficulty":"standard","question":"You are Meera or Mohan of 24 Garden Lane, Jaipur. Write to the organiser of a forthcoming science exhibition enquiring about step-free access, quiet visiting hours and arrangements for a group visit. Explain why these details matter.","texts":{},"context_fields":{},"marks":10,"word_guidance":null},{"id":"practice-icse-10-language-informal-letter-2026-3","board":"cisce","course":"icse-10-language","task_id":"icse-10-language-informal-letter-2026","exam_session":"2026","title":"An order for a reading room","difficulty":"stretch","question":"You are the secretary of a neighbourhood reading club at 7 Lake Road, Jaipur. Write to Bright Shelf Books, Jaipur, ordering suitable dictionaries and graded readers for a new reading room. Give reasonable quantities, delivery details and a request for payment information.","texts":{},"context_fields":{},"marks":10,"word_guidance":null},{"id":"practice-icse-10-language-notice-2026-1","board":"cisce","course":"icse-10-language","task_id":"icse-10-language-notice-2026","exam_session":"2026","title":"The repair room: an event notice","difficulty":"foundation","question":"You are the secretary of Neem Youth Club in Jaipur. Write a notice inviting members aged 14 to 18 to a practical repair demonstration on 21 November 2026 from 10 a.m. to noon at Neem Community Hall. Ask them to register with you by 14 November and bring a notebook.","texts":{},"context_fields":{},"marks":5,"word_guidance":null},{"id":"practice-icse-10-language-notice-2026-2","board":"cisce","course":"icse-10-language","task_id":"icse-10-language-notice-2026","exam_session":"2026","title":"Above the traffic: an event notice","difficulty":"standard","question":"You are the secretary of Neem Youth Club in Jaipur. Write a notice inviting members aged 14 to 18 to a shared garden design workshop on 21 November 2026 from 10 a.m. to noon at Neem Community Hall. Ask them to register with you by 14 November and bring a notebook.","texts":{},"context_fields":{},"marks":5,"word_guidance":null},{"id":"practice-icse-10-language-notice-2026-3","board":"cisce","course":"icse-10-language","task_id":"icse-10-language-notice-2026","exam_session":"2026","title":"The last stop: an event notice","difficulty":"stretch","question":"You are the secretary of Neem Youth Club in Jaipur. Write a notice inviting members aged 14 to 18 to a reading aloud celebration on 21 November 2026 from 10 a.m. to noon at Neem Community Hall. Ask them to register with you by 14 November and bring a notebook.","texts":{},"context_fields":{},"marks":5,"word_guidance":null},{"id":"practice-icse-10-language-email-2026-1","board":"cisce","course":"icse-10-language","task_id":"icse-10-language-email-2026","exam_session":"2026","title":"The repair room: an invitation email","difficulty":"foundation","question":"Using the related notice, write an email to the coordinator of Garden Lane Youth Club inviting its members to attend. Include the essential arrangements and ask the coordinator to confirm the number attending.","texts":{"Related notice":"NEEM YOUTH CLUB\nNOTICE\n2 November 2026\nGive objects another chance\nThe club invites members aged 14 to 18 to a practical repair demonstration on 21 November 2026, from 10 a.m. to noon, in Neem Community Hall, Jaipur. Register with the club secretary by 14 November. Bring a notebook.\nAsha, Club Secretary"},"context_fields":{},"marks":5,"word_guidance":null},{"id":"practice-icse-10-language-email-2026-2","board":"cisce","course":"icse-10-language","task_id":"icse-10-language-email-2026","exam_session":"2026","title":"Above the traffic: an invitation email","difficulty":"standard","question":"Using the related notice, write an email to the coordinator of Garden Lane Youth Club inviting its members to attend. Include the essential arrangements and ask the coordinator to confirm the number attending.","texts":{"Related notice":"NEEM YOUTH CLUB\nNOTICE\n2 November 2026\nGrow a shared space\nThe club invites members aged 14 to 18 to a shared garden design workshop on 21 November 2026, from 10 a.m. to noon, in Neem Community Hall, Jaipur. Register with the club secretary by 14 November. Bring a notebook.\nAsha, Club Secretary"},"context_fields":{},"marks":5,"word_guidance":null},{"id":"practice-icse-10-language-email-2026-3","board":"cisce","course":"icse-10-language","task_id":"icse-10-language-email-2026","exam_session":"2026","title":"The last stop: an invitation email","difficulty":"stretch","question":"Using the related notice, write an email to the coordinator of Garden Lane Youth Club inviting its members to attend. Include the essential arrangements and ask the coordinator to confirm the number attending.","texts":{"Related notice":"NEEM YOUTH CLUB\nNOTICE\n2 November 2026\nStories across the street\nThe club invites members aged 14 to 18 to a reading aloud celebration on 21 November 2026, from 10 a.m. to noon, in Neem Community Hall, Jaipur. Register with the club secretary by 14 November. Bring a notebook.\nAsha, Club Secretary"},"context_fields":{},"marks":5,"word_guidance":null},{"id":"practice-icse-10-literature-drama-extended-2026-1","board":"cisce","course":"icse-10-literature","task_id":"icse-10-literature-drama-extended-2026","exam_session":"2026","title":"Public persuasion","difficulty":"foundation","question":"In Act III of Julius Caesar, how does Antony make his audience question the account of Caesar's death? Explain with reference to his methods of persuasion.","texts":{},"text_id":"icse-10-literature-julius-caesar","context_fields":{},"marks":4,"word_guidance":null},{"id":"practice-icse-10-literature-drama-extended-2026-2","board":"cisce","course":"icse-10-literature","task_id":"icse-10-literature-drama-extended-2026","exam_session":"2026","title":"Private disagreement","difficulty":"standard","question":"What does the disagreement between Brutus and Cassius in Act IV reveal about their different priorities? Explain with reference to the play.","texts":{},"text_id":"icse-10-literature-julius-caesar","context_fields":{},"marks":4,"word_guidance":null},{"id":"practice-icse-10-literature-drama-extended-2026-3","board":"cisce","course":"icse-10-literature","task_id":"icse-10-literature-drama-extended-2026","exam_session":"2026","title":"The final choice","difficulty":"stretch","question":"How does Brutus' response to defeat in Act V reveal his view of honour? Explain with reference to the play.","texts":{},"text_id":"icse-10-literature-julius-caesar","context_fields":{},"marks":4,"word_guidance":null},{"id":"practice-icse-10-literature-prose-extended-2026-1","board":"cisce","course":"icse-10-literature","task_id":"icse-10-literature-prose-extended-2026","exam_session":"2026","title":"An unwelcome improvement","difficulty":"foundation","question":"How does With the Photographer use the wish to improve an appearance to expose an uncomfortable view of identity? Explain with reference to the story.","texts":{},"text_id":"icse-10-literature-with-the-photographer","context_fields":{},"marks":4,"word_guidance":null},{"id":"practice-icse-10-literature-prose-extended-2026-2","board":"cisce","course":"icse-10-literature","task_id":"icse-10-literature-prose-extended-2026","exam_session":"2026","title":"Fear in a confined space","difficulty":"standard","question":"How does The Elevator make the experience of fear more troubling than a simple physical danger? Explain with reference to the story.","texts":{},"text_id":"icse-10-literature-the-elevator","context_fields":{},"marks":4,"word_guidance":null},{"id":"practice-icse-10-literature-prose-extended-2026-3","board":"cisce","course":"icse-10-literature","task_id":"icse-10-literature-prose-extended-2026","exam_session":"2026","title":"Judging ability","difficulty":"stretch","question":"How does The Girl Who Can question the way adults judge a child's abilities? Explain with reference to the story.","texts":{},"text_id":"icse-10-literature-the-girl-who-can","context_fields":{},"marks":4,"word_guidance":null},{"id":"practice-icse-10-literature-poetry-extended-2026-1","board":"cisce","course":"icse-10-literature","task_id":"icse-10-literature-poetry-extended-2026","exam_session":"2026","title":"The presence of the past","difficulty":"foundation","question":"How does Haunted Houses make the relationship between the living and the past memorable? Explain with reference to its imagery.","texts":{},"text_id":"icse-10-literature-haunted-houses","context_fields":{},"marks":4,"word_guidance":null},{"id":"practice-icse-10-literature-poetry-extended-2026-2","board":"cisce","course":"icse-10-literature","task_id":"icse-10-literature-poetry-extended-2026","exam_session":"2026","title":"A public test","difficulty":"standard","question":"How does The Glove and the Lions make the public test of devotion revealing about the people involved? Explain with reference to the poem.","texts":{},"text_id":"icse-10-literature-the-glove-and-the-lions","context_fields":{},"marks":4,"word_guidance":null},{"id":"practice-icse-10-literature-poetry-extended-2026-3","board":"cisce","course":"icse-10-literature","task_id":"icse-10-literature-poetry-extended-2026","exam_session":"2026","title":"An image of loss","difficulty":"stretch","question":"How does When Great Trees Fall use its central image to explore the effect of loss on others? Explain with reference to the poem.","texts":{},"text_id":"icse-10-literature-when-great-trees-fall","context_fields":{},"marks":4,"word_guidance":null},{"id":"practice-isc-12-language-composition-2026-1","board":"cisce","course":"isc-12-language","task_id":"isc-12-language-composition-2026","exam_session":"2026","title":"The repair room: composition","difficulty":"foundation","question":"Write a story in which returning an ordinary object changes a relationship.","texts":{},"context_fields":{},"marks":20,"word_guidance":"400 to 450 words."},{"id":"practice-isc-12-language-composition-2026-2","board":"cisce","course":"isc-12-language","task_id":"isc-12-language-composition-2026","exam_session":"2026","title":"Above the traffic: composition","difficulty":"standard","question":"Describe the view from a high place as a busy day begins below you.","texts":{},"context_fields":{},"marks":20,"word_guidance":"400 to 450 words."},{"id":"practice-isc-12-language-composition-2026-3","board":"cisce","course":"isc-12-language","task_id":"isc-12-language-composition-2026","exam_session":"2026","title":"The last stop: composition","difficulty":"stretch","question":"Reflect on an occasion when listening changed your judgement of another person.","texts":{},"context_fields":{},"marks":20,"word_guidance":"400 to 450 words."},{"id":"practice-isc-12-language-report-2026-1","board":"cisce","course":"isc-12-language","task_id":"isc-12-language-report-2026","exam_session":"2026","title":"The repair room: a newspaper report","difficulty":"foundation","question":"Write a newspaper report on a repair skills morning that helped residents fix ordinary possessions at Neem Community Centre, Jaipur, on 15 November 2026. Include a suitable headline, byline, place and date. Explain the purpose, key activities, participants' responses and outcome, using plausible original details.","texts":{},"context_fields":{},"marks":15,"word_guidance":"250 to 300 words."},{"id":"practice-isc-12-language-report-2026-2","board":"cisce","course":"isc-12-language","task_id":"isc-12-language-report-2026","exam_session":"2026","title":"Above the traffic: a newspaper report","difficulty":"standard","question":"Write a newspaper report on a roof garden project that brought neighbours together at Neem Community Centre, Jaipur, on 15 November 2026. Include a suitable headline, byline, place and date. Explain the purpose, key activities, participants' responses and outcome, using plausible original details.","texts":{},"context_fields":{},"marks":15,"word_guidance":"250 to 300 words."},{"id":"practice-isc-12-language-report-2026-3","board":"cisce","course":"isc-12-language","task_id":"isc-12-language-report-2026","exam_session":"2026","title":"The last stop: a newspaper report","difficulty":"stretch","question":"Write a newspaper report on a travelling library event that introduced young people to new books at Neem Community Centre, Jaipur, on 15 November 2026. Include a suitable headline, byline, place and date. Explain the purpose, key activities, participants' responses and outcome, using plausible original details.","texts":{},"context_fields":{},"marks":15,"word_guidance":"250 to 300 words."},{"id":"practice-isc-12-language-speech-2026-1","board":"cisce","course":"isc-12-language","task_id":"isc-12-language-speech-2026","exam_session":"2026","title":"The repair room: a public speech","difficulty":"foundation","question":"You have been asked to address a youth meeting on the value of running a community repair room. Write a speech that explains potential benefits, acknowledges practical concerns and persuades listeners to contribute responsibly. Supply an appropriate title.","texts":{},"context_fields":{},"marks":15,"word_guidance":"250 to 300 words."},{"id":"practice-isc-12-language-speech-2026-2","board":"cisce","course":"isc-12-language","task_id":"isc-12-language-speech-2026","exam_session":"2026","title":"Above the traffic: a public speech","difficulty":"standard","question":"You have been asked to address a youth meeting on the value of opening a shared roof garden. Write a speech that explains potential benefits, acknowledges practical concerns and persuades listeners to contribute responsibly. Supply an appropriate title.","texts":{},"context_fields":{},"marks":15,"word_guidance":"250 to 300 words."},{"id":"practice-isc-12-language-speech-2026-3","board":"cisce","course":"isc-12-language","task_id":"isc-12-language-speech-2026","exam_session":"2026","title":"The last stop: a public speech","difficulty":"stretch","question":"You have been asked to address a youth meeting on the value of expanding a travelling library. Write a speech that explains potential benefits, acknowledges practical concerns and persuades listeners to contribute responsibly. Supply an appropriate title.","texts":{},"context_fields":{},"marks":15,"word_guidance":"250 to 300 words."},{"id":"practice-isc-12-language-article-2026-1","board":"cisce","course":"isc-12-language","task_id":"isc-12-language-article-2026","exam_session":"2026","title":"The repair room: a feature article","difficulty":"foundation","question":"Write a feature article for a youth magazine exploring running a community repair room. Include a suitable title and byline. Use an engaging opening, develop the opportunities and difficulties and offer a considered view of its value. Use plausible original examples.","texts":{},"context_fields":{},"marks":15,"word_guidance":"250 to 300 words."},{"id":"practice-isc-12-language-article-2026-2","board":"cisce","course":"isc-12-language","task_id":"isc-12-language-article-2026","exam_session":"2026","title":"Above the traffic: a feature article","difficulty":"standard","question":"Write a feature article for a youth magazine exploring opening a shared roof garden. Include a suitable title and byline. Use an engaging opening, develop the opportunities and difficulties and offer a considered view of its value. Use plausible original examples.","texts":{},"context_fields":{},"marks":15,"word_guidance":"250 to 300 words."},{"id":"practice-isc-12-language-article-2026-3","board":"cisce","course":"isc-12-language","task_id":"isc-12-language-article-2026","exam_session":"2026","title":"The last stop: a feature article","difficulty":"stretch","question":"Write a feature article for a youth magazine exploring expanding a travelling library. Include a suitable title and byline. Use an engaging opening, develop the opportunities and difficulties and offer a considered view of its value. Use plausible original examples.","texts":{},"context_fields":{},"marks":15,"word_guidance":"250 to 300 words."},{"id":"practice-isc-12-language-book-review-2026-1","board":"cisce","course":"isc-12-language","task_id":"isc-12-language-book-review-2026","exam_session":"2026","title":"A novel about judgement","difficulty":"foundation","question":"Write a review for a youth reading magazine of Pride and Prejudice by Jane Austen. Identify the work and author, briefly introduce its concerns, evaluate the writer's choices and explain which readers you recommend it to. Supply a suitable title.","texts":{},"context_fields":{},"marks":15,"word_guidance":"250 to 300 words."},{"id":"practice-isc-12-language-book-review-2026-2","board":"cisce","course":"isc-12-language","task_id":"isc-12-language-book-review-2026","exam_session":"2026","title":"A play about performance","difficulty":"standard","question":"Write a review for a youth reading magazine of A Midsummer Night's Dream by William Shakespeare. Identify the work and author, briefly introduce its concerns, evaluate the writer's choices and explain which readers you recommend it to. Supply a suitable title.","texts":{},"context_fields":{},"marks":15,"word_guidance":"250 to 300 words."},{"id":"practice-isc-12-language-book-review-2026-3","board":"cisce","course":"isc-12-language","task_id":"isc-12-language-book-review-2026","exam_session":"2026","title":"A novel about courage","difficulty":"stretch","question":"Write a review for a youth reading magazine of a public-domain novel you know well. Identify the work and author, briefly introduce its concerns, evaluate the writer's choices and explain which readers you recommend it to. Supply a suitable title.","texts":{},"context_fields":{},"marks":15,"word_guidance":"250 to 300 words."},{"id":"practice-isc-12-language-statement-of-purpose-2026-1","board":"cisce","course":"isc-12-language","task_id":"isc-12-language-statement-of-purpose-2026","exam_session":"2026","title":"Applying for community media","difficulty":"foundation","question":"You are applying to a college course in community media. Write a statement of purpose explaining your interest, relevant study and practical experience, why the course suits you and your future aims. Develop plausible original personal details and give a suitable title.","texts":{},"context_fields":{},"marks":15,"word_guidance":"250 to 300 words."},{"id":"practice-isc-12-language-statement-of-purpose-2026-2","board":"cisce","course":"isc-12-language","task_id":"isc-12-language-statement-of-purpose-2026","exam_session":"2026","title":"Applying for environmental design","difficulty":"standard","question":"You are applying to a college course in environmental design. Write a statement of purpose explaining your interest, relevant study and practical experience, why the course suits you and your future aims. Develop plausible original personal details and give a suitable title.","texts":{},"context_fields":{},"marks":15,"word_guidance":"250 to 300 words."},{"id":"practice-isc-12-language-statement-of-purpose-2026-3","board":"cisce","course":"isc-12-language","task_id":"isc-12-language-statement-of-purpose-2026","exam_session":"2026","title":"Applying for library studies","difficulty":"stretch","question":"You are applying to a college course in library and information studies. Write a statement of purpose explaining your interest, relevant study and practical experience, why the course suits you and your future aims. Develop plausible original personal details and give a suitable title.","texts":{},"context_fields":{},"marks":15,"word_guidance":"250 to 300 words."},{"id":"practice-isc-12-language-proposal-2026-1","board":"cisce","course":"isc-12-language","task_id":"isc-12-language-proposal-2026","exam_session":"2026","title":"The repair room: a practical proposal","difficulty":"foundation","question":"As a member of a youth committee, write a proposal for running a community repair room. Give a clear heading, state two objectives and outline at least four practical measures in complete sentences. Address organisation, resources and participation.","texts":{},"context_fields":{},"marks":10,"word_guidance":"About 150 words."},{"id":"practice-isc-12-language-proposal-2026-2","board":"cisce","course":"isc-12-language","task_id":"isc-12-language-proposal-2026","exam_session":"2026","title":"Above the traffic: a practical proposal","difficulty":"standard","question":"As a member of a youth committee, write a proposal for opening a shared roof garden. Give a clear heading, state two objectives and outline at least four practical measures in complete sentences. 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Feedback can check only what you paste."],"paper":2,"exam_year":"2029-2031","name":"Question 1: Source based argumentative essay","pattern":"Use the three supplied sources to write an argumentative essay for a teacher.","word_guidance":"Write about 450 words.","inputs":["Source 1","Source 2","Source 3 description and data"],"marks":25,"forms":[],"ui_order":3,"tables":[{"name":"AO1: Understanding","marks":10,"kind":"levels"},{"name":"AO2: Writing","marks":15,"kind":"levels"}]},{"id":"cie-9093-p2-q1a-shorter","course_id":"9093","family_id":"cambridge","session_label":"2024 to 2028","scheme_type":"levels","capabilities":{"inputs":[],"text_selection":false,"extract_required":false,"creative":false,"ui_order":3},"provisional":false,"status_label":"","practice_notice":"","reportcards_guidance":["Plan the voice, order and details that suit the brief.","Save your writing and brief for reflective commentary practice."],"paper":2,"exam_year":"2024-2028","name":"Question 1(a): Shorter writing","pattern":"Write a short text in the form specified by the question, for its audience and purpose.","word_guidance":"Write no more than 400 words.","inputs":[],"marks":15,"forms":[],"ui_order":3,"tables":[{"name":"AO2: Writing","marks":15,"kind":"levels"}]},{"id":"cie-9093-p2-q1b-reflective","course_id":"9093","family_id":"cambridge","session_label":"2024 to 2028","scheme_type":"levels","capabilities":{"inputs":["Your Question 1(a) text","Question 1(a) writing brief"],"text_selection":false,"extract_required":false,"creative":false,"ui_order":4},"provisional":false,"status_label":"","practice_notice":"","reportcards_guidance":["Explain the choices you actually made, using short quotations from your writing.","Link each choice to the intended reader, purpose and meaning.","Paste the part (a) brief and text so the commentary can be checked against both."],"paper":2,"exam_year":"2024-2028","name":"Question 1(b): Reflective commentary","pattern":"Explain how your choices of form, structure and language help your part (a) writing fulfil its brief.","word_guidance":null,"inputs":["Your Question 1(a) text","Question 1(a) writing brief"],"marks":10,"forms":[],"ui_order":4,"tables":[{"name":"AO3: Analysis","marks":10,"kind":"levels"}]},{"id":"ib-dp-langlit-hl-hle-2027","course_id":"ib-dp-langlit-hl","family_id":"ib","session_label":"2027","scheme_type":"criteria","capabilities":{"inputs":[],"text_selection":false,"extract_required":false,"creative":false,"ui_order":2,"context_fields":["Work or body of work title and author"]},"provisional":true,"status_label":"Provisional task","practice_notice":"Provisional 2027 practice. 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Your teacher should confirm current session requirements.","paper":"HL essay","exam_year":"2027","name":"HL essay (HL)","pattern":"Develop a line of inquiry about one literary work or non-literary body of work you studied.","word_guidance":"1,200 to 1,500 words.","inputs":[],"marks":20,"forms":[],"ui_order":2,"tables":[{"name":"Criterion A: Knowledge, understanding and interpretation","marks":5,"student_name":"Criterion A: Knowledge, understanding and interpretation","kind":"criteria"},{"name":"Criterion B: Analysis and evaluation","marks":5,"student_name":"Criterion B: Analysis and evaluation","kind":"criteria"},{"name":"Criterion C: Focus, organization and development","marks":5,"student_name":"Criterion C: Focus, organisation and development","kind":"criteria"},{"name":"Criterion D: Language","marks":5,"student_name":"Criterion D: Language","kind":"criteria"}]},{"id":"ib-dp-langlit-hl-io-2027","course_id":"ib-dp-langlit-hl","family_id":"ib","session_label":"2027","scheme_type":"criteria","capabilities":{"inputs":["Extract 1","Extract 2"],"text_selection":false,"extract_required":false,"creative":false,"ui_order":3,"context_fields":["Global issue","Literary work title and author","Non-literary body of work title and author"]},"provisional":true,"status_label":"Provisional task","practice_notice":"Practise your outline and script only. These are provisional practice estimates. Written feedback cannot assess spoken delivery, timing or your answers to teacher questions. Use practice material rather than a script for your final assessed oral.","paper":"IO","exam_year":"2027","name":"Individual Oral: Outline and script practice (HL)","pattern":"Explore a global issue through one literary work and one non-literary body of work. Paste both extracts and your practice outline or script.","word_guidance":null,"inputs":["Extract 1","Extract 2"],"marks":40,"forms":[],"ui_order":3,"tables":[{"name":"Criterion A: Knowledge, understanding and interpretation","marks":10,"student_name":"Criterion A: Knowledge, understanding and interpretation","kind":"criteria"},{"name":"Criterion B: Analysis and evaluation","marks":10,"student_name":"Criterion B: Analysis and evaluation","kind":"criteria"},{"name":"Criterion C: Focus and organization","marks":10,"student_name":"Criterion C: Focus and organisation","kind":"criteria"},{"name":"Criterion D: Language","marks":10,"student_name":"Criterion D: Language","kind":"criteria"}]},{"id":"ib-dp-langlit-hl-p1-2027","course_id":"ib-dp-langlit-hl","family_id":"ib","session_label":"2027","scheme_type":"criteria","capabilities":{"inputs":["Unseen text 1","Unseen text 2"],"text_selection":false,"extract_required":false,"creative":false,"ui_order":0,"context_fields":["Second guiding question"],"response_count":2},"provisional":true,"status_label":"Provisional task","practice_notice":"Provisional 2027 practice. Criteria are verified against the February 2019 guide, first assessment 2021. Your teacher should confirm current session requirements.","paper":1,"exam_year":"2027","name":"Paper 1: Guided textual analysis (HL)","pattern":"Analyse the non-literary texts separately. Paste each guiding question, both unseen texts and your two analyses.","word_guidance":null,"inputs":["Unseen text 1","Unseen text 2"],"marks":40,"forms":[],"ui_order":0,"tables":[{"name":"Text 1 · Criterion A: Understanding and interpretation","marks":5,"student_name":"Text 1 · Criterion A: Understanding and interpretation","kind":"criteria"},{"name":"Text 1 · Criterion B: Analysis and evaluation","marks":5,"student_name":"Text 1 · Criterion B: Analysis and evaluation","kind":"criteria"},{"name":"Text 1 · Criterion C: Focus and organization","marks":5,"student_name":"Text 1 · Criterion C: Focus and organisation","kind":"criteria"},{"name":"Text 1 · Criterion D: Language","marks":5,"student_name":"Text 1 · Criterion D: Language","kind":"criteria"},{"name":"Text 2 · Criterion A: Understanding and interpretation","marks":5,"student_name":"Text 2 · Criterion A: Understanding and interpretation","kind":"criteria"},{"name":"Text 2 · Criterion B: Analysis and evaluation","marks":5,"student_name":"Text 2 · Criterion B: Analysis and evaluation","kind":"criteria"},{"name":"Text 2 · Criterion C: Focus and organization","marks":5,"student_name":"Text 2 · Criterion C: Focus and organisation","kind":"criteria"},{"name":"Text 2 · Criterion D: Language","marks":5,"student_name":"Text 2 · Criterion D: Language","kind":"criteria"}]},{"id":"ib-dp-langlit-sl-io-2027","course_id":"ib-dp-langlit","family_id":"ib","session_label":"2027","scheme_type":"criteria","capabilities":{"inputs":["Extract 1","Extract 2"],"text_selection":false,"extract_required":false,"creative":false,"ui_order":2,"context_fields":["Global issue","Literary work title and author","Non-literary body of work title and author"]},"provisional":true,"status_label":"Provisional task","practice_notice":"Practise your outline and script only. These are provisional practice estimates. Written feedback cannot assess spoken delivery, timing or your answers to teacher questions. Use practice material rather than a script for your final assessed oral.","paper":"IO","exam_year":"2027","name":"Individual Oral: Outline and script practice (SL)","pattern":"Explore a global issue through one literary work and one non-literary body of work. 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Criteria are verified against the February 2019 guide, first assessment 2021. Your teacher should confirm current session requirements.","paper":1,"exam_year":"2027","name":"Paper 1: Guided textual analysis (SL)","pattern":"Analyse the non-literary text. Paste the guiding question, the chosen unseen text and your analysis.","word_guidance":null,"inputs":["Unseen text 1"],"marks":20,"forms":[],"ui_order":0,"tables":[{"name":"Criterion A: Understanding and interpretation","marks":5,"student_name":"Criterion A: Understanding and interpretation","kind":"criteria"},{"name":"Criterion B: Analysis and evaluation","marks":5,"student_name":"Criterion B: Analysis and evaluation","kind":"criteria"},{"name":"Criterion C: Focus and organization","marks":5,"student_name":"Criterion C: Focus and organisation","kind":"criteria"},{"name":"Criterion D: Language","marks":5,"student_name":"Criterion D: Language","kind":"criteria"}]},{"id":"ib-dp-literature-hl-hle-2027","course_id":"ib-dp-literature-hl","family_id":"ib","session_label":"2027","scheme_type":"criteria","capabilities":{"inputs":[],"text_selection":false,"extract_required":false,"creative":false,"ui_order":2,"context_fields":["Work or body of work title and author"]},"provisional":true,"status_label":"Provisional task","practice_notice":"Provisional 2027 practice. Criteria are verified against the February 2019 guide, first assessment 2021. Your teacher should confirm current session requirements.","paper":"HL essay","exam_year":"2027","name":"HL essay (HL)","pattern":"Develop a line of inquiry about one literary work you studied.","word_guidance":"1,200 to 1,500 words.","inputs":[],"marks":20,"forms":[],"ui_order":2,"tables":[{"name":"Criterion A: Knowledge, understanding and interpretation","marks":5,"student_name":"Criterion A: Knowledge, understanding and interpretation","kind":"criteria"},{"name":"Criterion B: Analysis and evaluation","marks":5,"student_name":"Criterion B: Analysis and evaluation","kind":"criteria"},{"name":"Criterion C: Focus, organization and development","marks":5,"student_name":"Criterion C: Focus, organisation and development","kind":"criteria"},{"name":"Criterion D: Language","marks":5,"student_name":"Criterion D: Language","kind":"criteria"}]},{"id":"ib-dp-literature-hl-io-2027","course_id":"ib-dp-literature-hl","family_id":"ib","session_label":"2027","scheme_type":"criteria","capabilities":{"inputs":["Extract 1","Extract 2"],"text_selection":false,"extract_required":false,"creative":false,"ui_order":3,"context_fields":["Global issue","English original work title and author","Translated work title and author"]},"provisional":true,"status_label":"Provisional task","practice_notice":"Practise your outline and script only. These are provisional practice estimates. Written feedback cannot assess spoken delivery, timing or your answers to teacher questions. Use practice material rather than a script for your final assessed oral.","paper":"IO","exam_year":"2027","name":"Individual Oral: Outline and script practice (HL)","pattern":"Explore a global issue through two literary works, one originally written in English and one studied in translation. Paste both extracts and your practice outline or script.","word_guidance":null,"inputs":["Extract 1","Extract 2"],"marks":40,"forms":[],"ui_order":3,"tables":[{"name":"Criterion A: Knowledge, understanding and interpretation","marks":10,"student_name":"Criterion A: Knowledge, understanding and interpretation","kind":"criteria"},{"name":"Criterion B: Analysis and evaluation","marks":10,"student_name":"Criterion B: Analysis and evaluation","kind":"criteria"},{"name":"Criterion C: Focus and organization","marks":10,"student_name":"Criterion C: Focus and organisation","kind":"criteria"},{"name":"Criterion D: Language","marks":10,"student_name":"Criterion D: Language","kind":"criteria"}]},{"id":"ib-dp-literature-hl-p1-2027","course_id":"ib-dp-literature-hl","family_id":"ib","session_label":"2027","scheme_type":"criteria","capabilities":{"inputs":["Unseen text 1","Unseen text 2"],"text_selection":false,"extract_required":false,"creative":false,"ui_order":0,"context_fields":["Second guiding question"],"response_count":2},"provisional":true,"status_label":"Provisional task","practice_notice":"Provisional 2027 practice. Criteria are verified against the February 2019 guide, first assessment 2021. Your teacher should confirm current session requirements.","paper":1,"exam_year":"2027","name":"Paper 1: Guided literary analysis (HL)","pattern":"Analyse the literary passages separately. Paste each guiding question, both unseen texts and your two analyses.","word_guidance":null,"inputs":["Unseen text 1","Unseen text 2"],"marks":40,"forms":[],"ui_order":0,"tables":[{"name":"Text 1 · Criterion A: Understanding and interpretation","marks":5,"student_name":"Text 1 · Criterion A: Understanding and interpretation","kind":"criteria"},{"name":"Text 1 · Criterion B: Analysis and evaluation","marks":5,"student_name":"Text 1 · Criterion B: Analysis and evaluation","kind":"criteria"},{"name":"Text 1 · Criterion C: Focus and organization","marks":5,"student_name":"Text 1 · Criterion C: Focus and organisation","kind":"criteria"},{"name":"Text 1 · Criterion D: Language","marks":5,"student_name":"Text 1 · Criterion D: Language","kind":"criteria"},{"name":"Text 2 · Criterion A: Understanding and interpretation","marks":5,"student_name":"Text 2 · Criterion A: Understanding and interpretation","kind":"criteria"},{"name":"Text 2 · Criterion B: Analysis and evaluation","marks":5,"student_name":"Text 2 · Criterion B: Analysis and evaluation","kind":"criteria"},{"name":"Text 2 · Criterion C: Focus and organization","marks":5,"student_name":"Text 2 · Criterion C: Focus and organisation","kind":"criteria"},{"name":"Text 2 · Criterion D: Language","marks":5,"student_name":"Text 2 · Criterion D: Language","kind":"criteria"}]},{"id":"ib-dp-literature-sl-io-2027","course_id":"ib-dp-literature","family_id":"ib","session_label":"2027","scheme_type":"criteria","capabilities":{"inputs":["Extract 1","Extract 2"],"text_selection":false,"extract_required":false,"creative":false,"ui_order":2,"context_fields":["Global issue","English original work title and author","Translated work title and author"]},"provisional":true,"status_label":"Provisional task","practice_notice":"Practise your outline and script only. These are provisional practice estimates. Written feedback cannot assess spoken delivery, timing or your answers to teacher questions. Use practice material rather than a script for your final assessed oral.","paper":"IO","exam_year":"2027","name":"Individual Oral: Outline and script practice (SL)","pattern":"Explore a global issue through two literary works, one originally written in English and one studied in translation. Paste both extracts and your practice outline or script.","word_guidance":null,"inputs":["Extract 1","Extract 2"],"marks":40,"forms":[],"ui_order":2,"tables":[{"name":"Criterion A: Knowledge, understanding and interpretation","marks":10,"student_name":"Criterion A: Knowledge, understanding and interpretation","kind":"criteria"},{"name":"Criterion B: Analysis and evaluation","marks":10,"student_name":"Criterion B: Analysis and evaluation","kind":"criteria"},{"name":"Criterion C: Focus and organization","marks":10,"student_name":"Criterion C: Focus and organisation","kind":"criteria"},{"name":"Criterion D: Language","marks":10,"student_name":"Criterion D: Language","kind":"criteria"}]},{"id":"ib-dp-literature-sl-p1-2027","course_id":"ib-dp-literature","family_id":"ib","session_label":"2027","scheme_type":"criteria","capabilities":{"inputs":["Unseen text 1"],"text_selection":false,"extract_required":false,"creative":false,"ui_order":0,"context_fields":[]},"provisional":true,"status_label":"Provisional task","practice_notice":"Provisional 2027 practice. Criteria are verified against the February 2019 guide, first assessment 2021. Your teacher should confirm current session requirements.","paper":1,"exam_year":"2027","name":"Paper 1: Guided literary analysis (SL)","pattern":"Analyse the literary passage. Paste the guiding question, the chosen unseen text and your analysis.","word_guidance":null,"inputs":["Unseen text 1"],"marks":20,"forms":[],"ui_order":0,"tables":[{"name":"Criterion A: Understanding and interpretation","marks":5,"student_name":"Criterion A: Understanding and interpretation","kind":"criteria"},{"name":"Criterion B: Analysis and evaluation","marks":5,"student_name":"Criterion B: Analysis and evaluation","kind":"criteria"},{"name":"Criterion C: Focus and organization","marks":5,"student_name":"Criterion C: Focus and organisation","kind":"criteria"},{"name":"Criterion D: Language","marks":5,"student_name":"Criterion D: Language","kind":"criteria"}]},{"id":"icse-10-language-composition-argumentative-2026","course_id":"icse-10-language","family_id":"cisce","session_label":"2026","scheme_type":"split","capabilities":{"inputs":[],"text_selection":false,"extract_required":false,"creative":false,"ui_order":2},"provisional":true,"status_label":"Provisional task","practice_notice":"This is a provisional practice estimate using the 2025 published marks and the 2026 syllabus guidance. We have limited official guidance for some marking decisions. Your teacher should review this feedback.","reportcards_guidance":["Develop your position with reasons and relevant examples.","Follow any compulsory opening, ending or other instruction in your question."],"paper":1,"exam_year":"2026","name":"Composition: Argumentative","pattern":"Paste the exact question and follow its purpose, audience and instructions.","word_guidance":"300 to 350 words.","inputs":[],"marks":20,"forms":[],"ui_order":2,"tables":[{"name":"Writing","marks":20,"kind":"split"}]},{"id":"icse-10-language-composition-descriptive-2026","course_id":"icse-10-language","family_id":"cisce","session_label":"2026","scheme_type":"split","capabilities":{"inputs":[],"text_selection":false,"extract_required":false,"creative":true,"ui_order":1},"provisional":true,"status_label":"Provisional task","practice_notice":"This is a provisional practice estimate using the 2025 published marks and the 2026 syllabus guidance. We have limited official guidance for some marking decisions. Your teacher should review this feedback.","reportcards_guidance":["Develop precise sensory details and organise them into a clear scene.","Follow any compulsory opening, ending or other instruction in your question."],"paper":1,"exam_year":"2026","name":"Composition: Descriptive","pattern":"Paste the exact question and follow its purpose, audience and instructions.","word_guidance":"300 to 350 words.","inputs":[],"marks":20,"forms":[],"ui_order":1,"tables":[{"name":"Writing","marks":20,"kind":"split"}]},{"id":"icse-10-language-composition-narrative-2026","course_id":"icse-10-language","family_id":"cisce","session_label":"2026","scheme_type":"split","capabilities":{"inputs":[],"text_selection":false,"extract_required":false,"creative":true,"ui_order":0},"provisional":true,"status_label":"Provisional task","practice_notice":"This is a provisional practice estimate using the 2025 published marks and the 2026 syllabus guidance. We have limited official guidance for some marking decisions. Your teacher should review this feedback.","reportcards_guidance":["Keep the events connected and make the experience clear.","Follow any compulsory opening, ending or other instruction in your question."],"paper":1,"exam_year":"2026","name":"Composition: Narrative","pattern":"Paste the exact question and follow its purpose, audience and instructions.","word_guidance":"300 to 350 words.","inputs":[],"marks":20,"forms":[],"ui_order":0,"tables":[{"name":"Writing","marks":20,"kind":"split"}]},{"id":"icse-10-language-composition-picture-2026","course_id":"icse-10-language","family_id":"cisce","session_label":"2026","scheme_type":"split","capabilities":{"inputs":["Picture description"],"text_selection":false,"extract_required":false,"creative":true,"ui_order":3},"provisional":true,"status_label":"Provisional task","practice_notice":"This is a provisional practice estimate using the 2025 published marks and the 2026 syllabus guidance. We have limited official guidance for some marking decisions. Your teacher should review this feedback.","reportcards_guidance":["Connect your writing clearly to the picture description you provide.","Follow any compulsory opening, ending or other instruction in your question."],"paper":1,"exam_year":"2026","name":"Composition: Picture-based","pattern":"Paste the exact question and follow its purpose, audience and instructions.","word_guidance":"300 to 350 words.","inputs":["Picture description"],"marks":20,"forms":[],"ui_order":3,"tables":[{"name":"Writing","marks":20,"kind":"split"}]},{"id":"icse-10-language-email-2026","course_id":"icse-10-language","family_id":"cisce","session_label":"2026","scheme_type":"split","capabilities":{"inputs":["Related notice"],"text_selection":false,"extract_required":false,"creative":false,"ui_order":7},"provisional":true,"status_label":"Provisional task","practice_notice":"This is a provisional practice estimate using the 2025 published marks and the 2026 syllabus guidance. We have limited official guidance for some marking decisions. Your teacher should review this feedback. The 2026 specimens accept several layouts. Follow one of those formats.","reportcards_guidance":["Match the notice details and make your request clear. Use one accepted specimen layout."],"paper":1,"exam_year":"2026","name":"Email","pattern":"Paste the exact question and follow its purpose, audience and instructions.","word_guidance":null,"inputs":["Related notice"],"marks":5,"forms":[],"ui_order":7,"tables":[{"name":"Writing","marks":5,"kind":"split"}]},{"id":"icse-10-language-formal-letter-2026","course_id":"icse-10-language","family_id":"cisce","session_label":"2026","scheme_type":"split","capabilities":{"inputs":[],"text_selection":false,"extract_required":false,"creative":false,"ui_order":4},"provisional":true,"status_label":"Provisional task","practice_notice":"This is a provisional practice estimate using the 2025 published marks and the 2026 syllabus guidance. We have limited official guidance for some marking decisions. Your teacher should review this feedback. The 2026 specimens accept several layouts. Follow one of those formats.","reportcards_guidance":["Address every part of the question and keep your tone suitable for the reader.","Check your address, date, salutation and closing against one accepted specimen layout."],"paper":1,"exam_year":"2026","name":"Formal letter","pattern":"Paste the exact question and follow its purpose, audience and instructions.","word_guidance":null,"inputs":[],"marks":10,"forms":[],"ui_order":4,"tables":[{"name":"Writing","marks":10,"kind":"split"}]},{"id":"icse-10-language-informal-letter-2026","course_id":"icse-10-language","family_id":"cisce","session_label":"2026","scheme_type":"split","capabilities":{"inputs":[],"text_selection":false,"extract_required":false,"creative":false,"ui_order":5},"provisional":true,"status_label":"Provisional task","practice_notice":"This is a provisional practice estimate using the 2025 published marks and the 2026 syllabus guidance. We have limited official guidance for some marking decisions. Your teacher should review this feedback. The 2026 specimens accept several layouts. Follow one of those formats.","reportcards_guidance":["Address every part of the question and keep your tone suitable for the reader.","Check your address, date, salutation and closing against one accepted specimen layout."],"paper":1,"exam_year":"2026","name":"Informal letter","pattern":"Paste the exact question and follow its purpose, audience and instructions.","word_guidance":null,"inputs":[],"marks":10,"forms":[],"ui_order":5,"tables":[{"name":"Writing","marks":10,"kind":"split"}]},{"id":"icse-10-language-notice-2026","course_id":"icse-10-language","family_id":"cisce","session_label":"2026","scheme_type":"split","capabilities":{"inputs":[],"text_selection":false,"extract_required":false,"creative":false,"ui_order":6},"provisional":true,"status_label":"Provisional task","practice_notice":"This is a provisional practice estimate using the 2025 published marks and the 2026 syllabus guidance. We have limited official guidance for some marking decisions. Your teacher should review this feedback. The 2026 specimens accept several layouts. Follow one of those formats.","reportcards_guidance":["Make the event and practical details easy to find. Use one accepted specimen layout."],"paper":1,"exam_year":"2026","name":"Notice","pattern":"Paste the exact question and follow its purpose, audience and instructions.","word_guidance":null,"inputs":[],"marks":5,"forms":[],"ui_order":6,"tables":[{"name":"Writing","marks":5,"kind":"split"}]},{"id":"icse-10-literature-drama-extended-2026","course_id":"icse-10-literature","family_id":"cisce","session_label":"2026","scheme_type":"split","capabilities":{"inputs":[],"text_selection":true,"extract_required":false,"creative":false,"ui_order":0,"optional_extract":true,"text_genres":["drama"]},"provisional":true,"status_label":"Provisional task","practice_notice":"This is a provisional practice estimate using the 2025 published marks and the 2026 syllabus guidance. We have limited official guidance for some marking decisions. Your teacher should review this feedback. We do not supply extracts or synopses. Paste material needed to support factual checks.","reportcards_guidance":["Answer one 4-mark subquestion. A whole extract question includes other separately marked subparts.","Support your point with relevant details from the prescribed text."],"paper":2,"exam_year":"2026","name":"Drama: Extended response","pattern":"Choose the prescribed text. Paste one exact subquestion, any extract needed for factual checks and your response.","word_guidance":null,"inputs":[],"marks":4,"forms":[],"ui_order":0,"tables":[{"name":"Response","marks":4,"kind":"split"}]},{"id":"icse-10-literature-poetry-extended-2026","course_id":"icse-10-literature","family_id":"cisce","session_label":"2026","scheme_type":"split","capabilities":{"inputs":[],"text_selection":true,"extract_required":false,"creative":false,"ui_order":2,"optional_extract":true,"text_genres":["poetry"]},"provisional":true,"status_label":"Provisional task","practice_notice":"This is a provisional practice estimate using the 2025 published marks and the 2026 syllabus guidance. We have limited official guidance for some marking decisions. Your teacher should review this feedback. We do not supply extracts or synopses. Paste material needed to support factual checks.","reportcards_guidance":["Answer one 4-mark subquestion. A whole extract question includes other separately marked subparts.","Support your point with relevant details from the prescribed text."],"paper":2,"exam_year":"2026","name":"Poetry: Extended response","pattern":"Choose the prescribed text. Paste one exact subquestion, any extract needed for factual checks and your response.","word_guidance":null,"inputs":[],"marks":4,"forms":[],"ui_order":2,"tables":[{"name":"Response","marks":4,"kind":"split"}]},{"id":"icse-10-literature-prose-extended-2026","course_id":"icse-10-literature","family_id":"cisce","session_label":"2026","scheme_type":"split","capabilities":{"inputs":[],"text_selection":true,"extract_required":false,"creative":false,"ui_order":1,"optional_extract":true,"text_genres":["prose"]},"provisional":true,"status_label":"Provisional task","practice_notice":"This is a provisional practice estimate using the 2025 published marks and the 2026 syllabus guidance. We have limited official guidance for some marking decisions. Your teacher should review this feedback. We do not supply extracts or synopses. Paste material needed to support factual checks.","reportcards_guidance":["Answer one 4-mark subquestion. A whole extract question includes other separately marked subparts.","Support your point with relevant details from the prescribed text."],"paper":2,"exam_year":"2026","name":"Short story: Extended response","pattern":"Choose the prescribed text. Paste one exact subquestion, any extract needed for factual checks and your response.","word_guidance":null,"inputs":[],"marks":4,"forms":[],"ui_order":1,"tables":[{"name":"Response","marks":4,"kind":"split"}]},{"id":"isc-12-language-article-2026","course_id":"isc-12-language","family_id":"cisce","session_label":"2026","scheme_type":"split","capabilities":{"inputs":[],"text_selection":false,"extract_required":false,"creative":false,"ui_order":3},"provisional":true,"status_label":"Provisional task","practice_notice":"This is a provisional practice estimate using the official handbook for 2026. Content has 12 marks, format 1 and expression 2. 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purpose."},{"id":"W5","student_label":"Spelling, punctuation and grammar","student_hint":"Write accurately so that your meaning is clear."},{"id":"R1","student_label":"Explicit meaning","student_hint":"Show what the text says directly."},{"id":"R2","student_label":"Implied meaning","student_hint":"Explain the ideas and attitudes suggested by the text."},{"id":"R3","student_label":"Evaluate and develop ideas","student_hint":"Judge ideas and support your thinking with the text."},{"id":"R5","student_label":"Select relevant information","student_hint":"Choose the information that answers the task."}]},{"id":"cie-0510-p1-exercise5-email","name":"Exercise 5: Informal email","code":"0510","marks":15,"aos":[{"id":"W1","student_label":"Ideas and content","student_hint":"Address each part of the task and develop relevant ideas."},{"id":"W2","student_label":"Organisation","student_hint":"Link your ideas clearly so your reader can follow them."},{"id":"W3","student_label":"Vocabulary and 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each part of the task and develop relevant ideas."},{"id":"W2","student_label":"Organisation","student_hint":"Link your ideas clearly so your reader can follow them."},{"id":"W3","student_label":"Vocabulary and grammar","student_hint":"Use a suitable range of words and sentence structures accurately."},{"id":"W4","student_label":"Purpose and audience","student_hint":"Choose a style and register that fit your reader and purpose."}]},{"id":"cie-0510-p1-exercise6-report","name":"Exercise 6: Report","code":"0510","marks":15,"aos":[{"id":"W1","student_label":"Ideas and content","student_hint":"Address each part of the task and develop relevant ideas."},{"id":"W2","student_label":"Organisation","student_hint":"Link your ideas clearly so your reader can follow them."},{"id":"W3","student_label":"Vocabulary and grammar","student_hint":"Use a suitable range of words and sentence structures accurately."},{"id":"W4","student_label":"Purpose and audience","student_hint":"Choose a style and register that fit your reader and purpose."}]},{"id":"cie-0510-p1-exercise6-review","name":"Exercise 6: Review","code":"0510","marks":15,"aos":[{"id":"W1","student_label":"Ideas and content","student_hint":"Address each part of the task and develop relevant ideas."},{"id":"W2","student_label":"Organisation","student_hint":"Link your ideas clearly so your reader can follow them."},{"id":"W3","student_label":"Vocabulary and grammar","student_hint":"Use a suitable range of words and sentence structures accurately."},{"id":"W4","student_label":"Purpose and audience","student_hint":"Choose a style and register that fit your reader and purpose."}]},{"id":"cie-9093-p1-q1a-directed","name":"Question 1(a): Directed response","code":"9093","marks":10,"aos":[{"id":"AO1","student_label":"Understanding","student_hint":"Show a precise understanding of meaning, context and audience."},{"id":"AO2","student_label":"Writing","student_hint":"Develop relevant ideas with language suited to your purpose and audience."}]},{"id":"cie-9093-p1-q1a-writing-2029","name":"Question 1(a): Writing","code":"9093","marks":10,"aos":[{"id":"AO2","student_label":"Writing","student_hint":"Develop relevant ideas with language suited to your purpose and audience."}]},{"id":"cie-9093-p1-q1b-analysis-2029","name":"Question 1(b): Analysis of your writing","code":"9093","marks":15,"aos":[{"id":"AO3","student_label":"Analysis","student_hint":"Explain how choices of form, structure and language shape meaning and style."}]},{"id":"cie-9093-p1-q1b-comparison","name":"Question 1(b): Comparative commentary","code":"9093","marks":15,"aos":[{"id":"AO1","student_label":"Understanding","student_hint":"Show a precise understanding of meaning, context and audience."},{"id":"AO3","student_label":"Analysis","student_hint":"Explain how choices of form, structure and language shape meaning and style."}]},{"id":"cie-9093-p1-q2-analysis","name":"Question 2: Text 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your purpose and audience."}]},{"id":"cie-9093-p2-extended-imaginative","name":"Imaginative and descriptive writing","code":"9093","marks":25,"aos":[{"id":"AO2","student_label":"Writing","student_hint":"Develop relevant ideas with language suited to your purpose and audience."}]},{"id":"cie-9093-p2-extended-review","name":"Review and critical writing","code":"9093","marks":25,"aos":[{"id":"AO2","student_label":"Writing","student_hint":"Develop relevant ideas with language suited to your purpose and audience."}]},{"id":"cie-9093-p2-q1-argument-2029","name":"Question 1: Source based argumentative essay","code":"9093","marks":25,"aos":[{"id":"AO1","student_label":"Understanding","student_hint":"Show a precise understanding of meaning, context and audience."},{"id":"AO2","student_label":"Writing","student_hint":"Develop relevant ideas with language suited to your purpose and audience."}]},{"id":"cie-9093-p2-q1a-shorter","name":"Question 1(a): Shorter 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language suited to the task."}]},{"id":"ib-dp-langlit-hl-io-2027","name":"Individual Oral: Outline and script practice (HL)","code":"english-a-language-literature","marks":40,"aos":[{"id":"A","student_label":"Knowledge, understanding and interpretation","student_hint":"Support your interpretation with precise evidence."},{"id":"B","student_label":"Analysis and evaluation","student_hint":"Explore how the writer’s choices shape meaning."},{"id":"C","student_label":"Focus and organisation","student_hint":"Keep your ideas focused, connected and balanced."},{"id":"D","student_label":"Language","student_hint":"Use clear, accurate language suited to the task."}]},{"id":"ib-dp-langlit-hl-p1-2027","name":"Paper 1: Guided textual analysis (HL)","code":"english-a-language-literature","marks":40,"aos":[{"id":"A","student_label":"Understanding and interpretation","student_hint":"Support your interpretation with precise evidence."},{"id":"B","student_label":"Analysis and 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interpretation with precise evidence."},{"id":"B","student_label":"Analysis and evaluation","student_hint":"Explore how the writer’s choices shape meaning."},{"id":"C","student_label":"Focus and organisation","student_hint":"Keep your ideas focused, connected and balanced."},{"id":"D","student_label":"Language","student_hint":"Use clear, accurate language suited to the task."}]},{"id":"ib-dp-literature-sl-io-2027","name":"Individual Oral: Outline and script practice (SL)","code":"english-a-literature","marks":40,"aos":[{"id":"A","student_label":"Knowledge, understanding and interpretation","student_hint":"Support your interpretation with precise evidence."},{"id":"B","student_label":"Analysis and evaluation","student_hint":"Explore how the writer’s choices shape meaning."},{"id":"C","student_label":"Focus and organisation","student_hint":"Keep your ideas focused, connected and balanced."},{"id":"D","student_label":"Language","student_hint":"Use clear, accurate language suited to the 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this part of your response."}]},{"id":"icse-10-language-composition-descriptive-2026","name":"Composition: Descriptive","code":"01","marks":20,"aos":[{"id":"C1","student_label":"Content and organisation","student_hint":"Use the question and relevant details to develop this part of your response."},{"id":"C2","student_label":"Language and accuracy","student_hint":"Use the question and relevant details to develop this part of your response."}]},{"id":"icse-10-language-composition-narrative-2026","name":"Composition: Narrative","code":"01","marks":20,"aos":[{"id":"C1","student_label":"Content and organisation","student_hint":"Use the question and relevant details to develop this part of your response."},{"id":"C2","student_label":"Language and accuracy","student_hint":"Use the question and relevant details to develop this part of your response."}]},{"id":"icse-10-language-composition-picture-2026","name":"Composition: 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the question and relevant details to develop this part of your response."}]},{"id":"icse-10-language-informal-letter-2026","name":"Informal letter","code":"01","marks":10,"aos":[{"id":"C1","student_label":"Content","student_hint":"Use the question and relevant details to develop this part of your response."},{"id":"C2","student_label":"Format","student_hint":"Use the question and relevant details to develop this part of your response."},{"id":"C3","student_label":"Tone and vocabulary","student_hint":"Use the question and relevant details to develop this part of your response."}]},{"id":"icse-10-language-notice-2026","name":"Notice","code":"01","marks":5,"aos":[{"id":"C1","student_label":"Purpose and details","student_hint":"Use the question and relevant details to develop this part of your response."}]},{"id":"icse-10-literature-drama-extended-2026","name":"Drama: Extended response","code":"01","marks":4,"aos":[{"id":"C1","student_label":"Focus","student_hint":"Use the question and relevant details to develop this part of your response."},{"id":"C2","student_label":"Understanding and response","student_hint":"Use the question and relevant details to develop this part of your response."}]},{"id":"icse-10-literature-poetry-extended-2026","name":"Poetry: Extended response","code":"01","marks":4,"aos":[{"id":"C1","student_label":"Content and personal response","student_hint":"Use the question and relevant details to develop this part of your response."}]},{"id":"icse-10-literature-prose-extended-2026","name":"Short story: Extended response","code":"01","marks":4,"aos":[{"id":"C1","student_label":"Focus","student_hint":"Use the question and relevant details to develop this part of your response."},{"id":"C2","student_label":"Understanding and response","student_hint":"Use the question and relevant details to develop this part of your response."}]},{"id":"isc-12-language-article-2026","name":"Feature 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response."}]},{"id":"isc-12-language-composition-2026","name":"Composition","code":"801","marks":20,"aos":[{"id":"C1","student_label":"Language and accuracy","student_hint":"Use the question and relevant details to develop this part of your response."},{"id":"C2","student_label":"Organisation","student_hint":"Use the question and relevant details to develop this part of your response."}]},{"id":"isc-12-language-proposal-2026","name":"Proposal","code":"801","marks":10,"aos":[{"id":"C1","student_label":"Structure","student_hint":"Use the question and relevant details to develop this part of your response."},{"id":"C2","student_label":"Format","student_hint":"Use the question and relevant details to develop this part of your response."},{"id":"C3","student_label":"Language","student_hint":"Use the question and relevant details to develop this part of your response."}]},{"id":"isc-12-language-report-2026","name":"Newspaper 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purpose","code":"801","marks":15,"aos":[{"id":"C1","student_label":"Content","student_hint":"Use the question and relevant details to develop this part of your response."},{"id":"C2","student_label":"Format","student_hint":"Use the question and relevant details to develop this part of your response."},{"id":"C3","student_label":"Expression","student_hint":"Use the question and relevant details to develop this part of your response."}]},{"id":"isc-12-literature-drama-focused-2026","name":"Drama: Focused response","code":"801","marks":5,"aos":[{"id":"C1","student_label":"Understanding and response","student_hint":"Use the question and relevant details to develop this part of your response."},{"id":"C2","student_label":"Analysis and appreciation","student_hint":"Use the question and relevant details to develop this part of your response."}]},{"id":"isc-12-literature-drama-long-2026","name":"Drama: Long answer","code":"801","marks":10,"aos":[{"id":"C1","student_label":"Understanding and 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question and relevant details to develop this part of your response."}]},{"id":"isc-12-literature-prose-focused-2026","name":"Short story: Focused response","code":"801","marks":5,"aos":[{"id":"C1","student_label":"Understanding and response","student_hint":"Use the question and relevant details to develop this part of your response."},{"id":"C2","student_label":"Analysis and appreciation","student_hint":"Use the question and relevant details to develop this part of your response."}]},{"id":"isc-12-literature-prose-long-2026","name":"Short story: Long answer","code":"801","marks":10,"aos":[{"id":"C1","student_label":"Understanding and response","student_hint":"Use the question and relevant details to develop this part of your response."},{"id":"C2","student_label":"Analysis and appreciation","student_hint":"Use the question and relevant details to develop this part of your response."}]}],"texts":[{"id":"a-midsummer-nights-dream","title":"A Midsummer Night's Dream","author":"William Shakespeare","paper":2,"genre":"drama","boards":["cie-0475"],"overview":"Hermia wants to marry Lysander, but her father chooses Demetrius. Their flight to the wood draws Helena and Demetrius into a night of mistaken desires. Meanwhile, Oberon and Titania quarrel, Puck misapplies a love potion, and local craftsmen rehearse a play. Love appears by turns sincere, absurd and coercive. When the groups return to Athens, marriages and an amateur performance promise harmony, although magic and unequal power leave questions beneath the celebration.","source":{"file":"source/a-midsummer-nights-dream.txt","edition":"Project Gutenberg eBook #1514","url":"https://www.gutenberg.org/ebooks/1514"},"context":[{"id":"ctx-1","title":"Athens and myth","text":"Theseus and Hippolyta come from classical mythology. Shakespeare's Athens is a dramatic setting, combining mythical rulers with English-sounding tradesmen and fairies. Its laws should not be treated as a reliable account of historical Athenian law."},{"id":"ctx-2","title":"Marriage and authority","text":"The play explores a father's claimed right to choose his daughter's husband. Early modern English marriage involved family interests as well as individual consent. Egeus' death threat belongs to the play's imagined Athens, not a general statement of English law."},{"id":"ctx-3","title":"Pyramus and Thisbe","text":"The lovers Pyramus and Thisbe appear in Ovid's Metamorphoses. The craftsmen turn their tragic story into comic theatre. Their separated lovers and mistaken death also offer a darker parallel to the young Athenians' difficulties."},{"id":"ctx-4","title":"English fairy traditions","text":"Puck is also called Robin Goodfellow, a name associated with English folklore. His household tricks connect the supernatural wood to familiar domestic life. Shakespeare's fairies combine mischievous comedy with the power to disturb human relationships."},{"id":"ctx-5","title":"Theatrical illusion","text":"Shakespeare's theatre relied on actors, language and audience imagination rather than realistic scenery alone. The craftsmen's attempts to present a wall and moonshine expose this process. Their literal explanations create comedy while revealing genuine creative effort."},{"id":"ctx-6","title":"Women on stage","text":"In Shakespeare's professional English theatre, boys or young men performed female roles. Flute's reluctance to play Thisbe makes casting itself part of the comedy. Do not assume that a modern production must reproduce this convention."}],"characters":[{"id":"hermia","name":"Hermia","summary":"Determined to choose Lysander despite her father's demands. In the wood, her confidence gives way to bewilderment and anger when her lover rejects her."},{"id":"helena","name":"Helena","summary":"Loves Demetrius and doubts her own attractiveness. Her pursuit and suspicion of mockery reveal how rejection can distort judgement and damage friendship."},{"id":"lysander","name":"Lysander","summary":"Hermia's chosen lover. His apparently faithful affection is redirected by magic, exposing the instability behind confident romantic declarations."},{"id":"demetrius","name":"Demetrius","summary":"Egeus' preferred suitor, who rejects Helena before magic changes his desire. His final relationship raises questions because his enchantment is not removed."},{"id":"oberon","name":"Oberon","summary":"Fairy king who uses magic to obtain the Indian boy and alter others' desires. He repairs the lovers' confusion while retaining unequal control over Titania."},{"id":"titania","name":"Titania","summary":"Fairy queen who protects a dead friend's child. Her resistance, enchanted attraction to Bottom and reconciliation combine tenderness with vulnerability."},{"id":"puck","name":"Puck","summary":"Oberon's mischievous servant. His mistakes generate dramatic irony, while his final address invites the audience to treat the play as a shared dream."},{"id":"bottom","name":"Bottom","summary":"A weaver and enthusiastic amateur actor. His confidence and literal thinking are comic, yet his bewildered response to his dream allows a sense of wonder."},{"id":"theseus","name":"Theseus","summary":"Duke of Athens, who initially supports paternal authority but later permits the lovers' marriages. His confidence in reason is challenged by events the audience has witnessed."},{"id":"hippolyta","name":"Hippolyta","summary":"The Amazon queen due to marry Theseus. Her responses challenge his dismissal of the lovers' experiences and complicate the court's reactions to the craftsmen."},{"id":"egeus","name":"Egeus","summary":"Hermia's father, who treats marriage as obedience to his wishes. His insistence exposes the coercion beneath the opening celebrations."},{"id":"quince","name":"Peter Quince","summary":"Carpenter and organiser of the craftsmen's performance. His practical planning is repeatedly interrupted by Bottom's confident suggestions."}],"themes":[{"id":"love","name":"Love and desire","summary":"Desire can seem faithful, irrational or easily altered. Magic makes changing attraction visible and questions how much control lovers have over their own feelings."},{"id":"authority","name":"Authority and consent","summary":"Fathers, rulers and fairy monarchs attempt to direct others' choices. The ending resolves conflicts through power as well as affection."},{"id":"illusion","name":"Appearance and illusion","summary":"Characters misread what they see and hear. The audience's knowledge of enchantment exposes the distance between confident perception and reality."},{"id":"friendship","name":"Friendship and jealousy","summary":"Romantic competition threatens Hermia and Helena's childhood bond. Their quarrel makes the emotional costs of mistaken love visible."},{"id":"theatre","name":"Theatre and imagination","summary":"The craftsmen's play and Puck's epilogue explore how audiences create theatrical meaning. Poor technique can coexist with moving effort and imaginative possibility."},{"id":"nature","name":"Nature and disorder","summary":"Oberon and Titania's quarrel disturbs seasons and crops. The wood creates confusion before allowing renewed relationships and social order."},{"id":"transformation","name":"Transformation and identity","summary":"Enchantment changes desires and Bottom's appearance. These changes produce comedy while questioning whether people understand themselves."},{"id":"harmony","name":"Harmony and its limits","summary":"Weddings, reconciliation and blessings suggest resolution. Demetrius' continuing enchantment and Titania's lost control complicate a completely comfortable ending."}],"quotes":[{"id":"q-md-001","text":"I woo’d thee with my sword","act":1,"scene":1,"speaker":"THESEUS","themes":["authority"],"characters":["theseus"],"analysis":"The martial image links courtship with conquest. The opening celebration carries a memory of violence rather than uncomplicated consent."},{"id":"q-md-002","text":"As she is mine I may dispose of her","act":1,"scene":1,"speaker":"EGEUS","themes":["authority"],"characters":["egeus"],"analysis":"The possessive pronoun and verb of disposal treat Hermia as property. Egeus makes patriarchal power sound like an unquestionable right."},{"id":"q-md-003","text":"To you your father should be as a god","act":1,"scene":1,"speaker":"THESEUS","themes":["authority"],"characters":["theseus"],"analysis":"The religious simile elevates paternal authority beyond ordinary disagreement. Theseus initially reinforces the pressure placed on Hermia."},{"id":"q-md-004","text":"as a form in wax","act":1,"scene":1,"speaker":"THESEUS","themes":["authority"],"characters":["hermia"],"analysis":"The wax simile compares Hermia to material shaped by her father. It makes paternal control seem natural and creative while erasing the independent judgement she is trying to assert."},{"id":"q-md-005","text":"I would my father look’d but with my eyes.","act":1,"scene":1,"speaker":"HERMIA","themes":["authority"],"characters":["hermia"],"analysis":"The visual metaphor asks for recognition of her perspective. Hermia challenges authority through a restrained wish rather than a direct insult."},{"id":"q-md-006","text":"The course of true love never did run smooth","act":1,"scene":1,"speaker":"LYSANDER","themes":["love"],"characters":["lysander"],"analysis":"The journey metaphor makes obstruction seem a defining feature of love. The audience later sees difficulties more absurd and unstable than Lysander anticipates."},{"id":"q-md-007","text":"Love looks not with the eyes, but with the mind","act":1,"scene":1,"speaker":"HELENA","themes":["illusion"],"characters":["helena"],"analysis":"Antithesis separates physical sight from desire. Helena recognises love's irrational perception, though this insight does not free her from her own attachment."},{"id":"q-md-008","text":"And therefore is wing’d Cupid painted blind","act":1,"scene":1,"speaker":"HELENA","themes":["love"],"characters":["helena"],"analysis":"The mythological image gives irrational attraction a familiar emblem. Blindness foreshadows the lovers' inability to judge their changing feelings accurately."},{"id":"q-md-009","text":"Ill met by moonlight, proud Titania.","act":2,"scene":1,"speaker":"OBERON","themes":["nature"],"characters":["oberon"],"analysis":"The abrupt greeting and accusatory adjective disturb the wood's beauty. Fairy royalty enters through conflict rather than harmony."},{"id":"q-md-010","text":"am not I thy lord?","act":2,"scene":1,"speaker":"OBERON","themes":["authority"],"characters":["oberon"],"analysis":"The rhetorical question treats dominance as the proper order of marriage. Oberon's demand parallels the control asserted in the Athenian court."},{"id":"q-md-011","text":"These are the forgeries of jealousy","act":2,"scene":1,"speaker":"TITANIA","themes":["friendship"],"characters":["titania"],"analysis":"The metaphor of forged documents presents accusations as fabricated evidence. Titania challenges the credibility of Oberon's jealous account."},{"id":"q-md-012","text":"The seasons alter","act":2,"scene":1,"speaker":"TITANIA","themes":["nature"],"characters":["titania"],"analysis":"The direct declaration turns private conflict into environmental disorder. The long surrounding catalogue gives the quarrel consequences beyond the fairy couple."},{"id":"q-md-013","text":"We are their parents and original.","act":2,"scene":1,"speaker":"TITANIA","themes":["nature"],"characters":["titania"],"analysis":"The parental metaphor acknowledges responsibility for wider suffering. Titania recognises a shared cause rather than simply denying her own involvement."},{"id":"q-md-014","text":"The fairyland buys not the child of me.","act":2,"scene":1,"speaker":"TITANIA","themes":["authority"],"characters":["titania"],"analysis":"The commercial verb rejects treating the boy as exchangeable property. Titania's firmness gives her resistance ethical weight beyond marital stubbornness."},{"id":"q-md-015","text":"And for her sake I will not part with him.","act":2,"scene":1,"speaker":"TITANIA","themes":["friendship"],"characters":["titania"],"analysis":"Repeated loyalty to the boy's mother grounds refusal in remembered friendship. Titania's tenderness complicates Oberon's description of her as merely wilful."},{"id":"q-md-016","text":"I know a bank where the wild thyme blows","act":2,"scene":1,"speaker":"OBERON","themes":["nature"],"characters":["oberon"],"analysis":"Sensory natural imagery makes Titania's resting place attractive. Its beauty is uneasy because Oberon describes the location as part of his plan to control her."},{"id":"q-md-017","text":"And make her full of hateful fantasies.","act":2,"scene":1,"speaker":"OBERON","themes":["illusion"],"characters":["oberon"],"analysis":"The contrast of enchantment with hateful consequences exposes a punitive intention. Magical imagination becomes an instrument of coercion."},{"id":"q-md-018","text":"I am your spaniel","act":2,"scene":1,"speaker":"HELENA","themes":["love"],"characters":["helena"],"analysis":"The animal metaphor offers submissive devotion. Helena's self-abasement makes pursuit disturbing as well as potentially comic."},{"id":"q-md-019","text":"We cannot fight for love as men may do","act":2,"scene":1,"speaker":"HELENA","themes":["authority"],"characters":["helena"],"analysis":"The contrast between women and men exposes unequal expectations in courtship. Helena recognises the social limits she is already crossing by pursuing Demetrius."},{"id":"q-md-020","text":"What thou seest when thou dost wake","act":2,"scene":2,"speaker":"OBERON","themes":["illusion"],"characters":["oberon"],"analysis":"The spell makes the first visual impression govern desire. Its patterned verse formalises the artificial control behind seemingly spontaneous love."},{"id":"q-md-021","text":"I Pyramus am not Pyramus but Bottom the weaver","act":3,"scene":1,"speaker":"BOTTOM","themes":["theatre"],"characters":["bottom"],"analysis":"The comic separation of actor and role attempts to remove illusion. Bottom's excessive reassurance undermines the imaginative participation theatre requires."},{"id":"q-md-022","text":"a\nmore fearful wild-fowl than your lion living","act":3,"scene":1,"speaker":"BOTTOM","themes":["theatre"],"characters":["bottom"],"analysis":"The mistaken animal classification creates verbal comedy. Bottom's confident warning shows how authority in the rehearsal exceeds his understanding."},{"id":"q-md-023","text":"Bless thee, Bottom! bless thee! Thou art translated.","act":3,"scene":1,"speaker":"QUINCE","themes":["transformation"],"characters":["quince"],"analysis":"The exclamations register shock at a visible stage transformation. Translated suggests being changed into another form, while Bottom remains unaware of his altered appearance."},{"id":"q-md-024","text":"What angel wakes me from my flowery bed?","act":3,"scene":1,"speaker":"TITANIA","themes":["illusion"],"characters":["titania"],"analysis":"The idealising religious image clashes with Bottom's ass-head. Dramatic irony lets the audience see how enchantment transforms Titania's judgement."},{"id":"q-md-025","text":"reason and love keep little company together nowadays","act":3,"scene":1,"speaker":"BOTTOM","themes":["love"],"characters":["bottom"],"analysis":"The personification imagines reason and love as estranged companions. Bottom unexpectedly articulates the play's wider scepticism about rational attraction."},{"id":"q-md-026","text":"My mistress with a monster is in love.","act":3,"scene":2,"speaker":"PUCK","themes":["transformation"],"characters":["puck"],"analysis":"The alliterative contrast makes Titania's desire sound grotesque. Puck's amused report reveals pleasure in a humiliation that she cannot understand."},{"id":"q-md-027","text":"Lord, what fools these mortals be!","act":3,"scene":2,"speaker":"PUCK","themes":["illusion"],"characters":["puck"],"analysis":"The exclamation invites a detached comic judgement. Its irony is that fairy interference has helped create the very foolishness Puck enjoys."},{"id":"q-md-028","text":"That befall prepost’rously","act":3,"scene":2,"speaker":"PUCK","themes":["illusion"],"characters":["puck"],"analysis":"The vocabulary of reversal makes disorder a source of entertainment. Puck's delight distances him from the lovers' emotional pain."},{"id":"q-md-029","text":"O spite! O hell! I see you all are bent","act":3,"scene":2,"speaker":"HELENA","themes":["friendship"],"characters":["helena"],"analysis":"The repeated exclamations make apparent admiration feel like torment. Dramatic irony exposes Helena's mistaken explanation without cancelling the reality of her hurt."},{"id":"q-md-030","text":"Have you not set Lysander, as in scorn","act":3,"scene":2,"speaker":"HELENA","themes":["friendship"],"characters":["helena"],"analysis":"The accusatory question turns bewilderment into a conspiracy theory. Romantic confusion now threatens the friendship Helena had trusted."},{"id":"q-md-031","text":"My love, my life, my soul, fair Helena!","act":3,"scene":2,"speaker":"LYSANDER","themes":["love"],"characters":["lysander"],"analysis":"The escalating list performs absolute devotion. Because the audience knows its magical cause, the rhetoric also exposes how easily romantic certainty can be manufactured."},{"id":"q-md-032","text":"Hang off, thou cat, thou burr!","act":3,"scene":2,"speaker":"LYSANDER","themes":["friendship"],"characters":["lysander"],"analysis":"Animal and plant insults replace earlier affection. The harsh imperatives make altered desire physically aggressive and threaten Hermia's dignity."},{"id":"q-md-033","text":"though she be but little, she is fierce.","act":3,"scene":2,"speaker":"HELENA","themes":["friendship"],"characters":["helena"],"analysis":"The contrast between size and force turns remembered knowledge into a warning. Familiarity between friends becomes a weapon in their quarrel."},{"id":"q-md-034","text":"And kiss thy fair large ears, my gentle joy.","act":4,"scene":1,"speaker":"TITANIA","themes":["illusion"],"characters":["titania"],"analysis":"The affectionate description makes an ass's ears objects of beauty. Visual stage comedy exposes the gap between Titania's perception and the audience's."},{"id":"q-md-035","text":"I have a great desire to a bottle of hay","act":4,"scene":1,"speaker":"BOTTOM","themes":["transformation"],"characters":["bottom"],"analysis":"The mundane appetite contrasts with Titania's lyrical devotion. Bottom's bodily preferences suggest the transformation has affected more than his visible head."},{"id":"q-md-036","text":"My Oberon, what visions have I seen!","act":4,"scene":1,"speaker":"TITANIA","themes":["illusion"],"characters":["titania"],"analysis":"The exclamations frame enchantment as bewildering recollection. Her return to affection may seem harmonious, but the audience remembers Oberon's controlling intervention."},{"id":"q-md-037","text":"I will overbear your will","act":4,"scene":1,"speaker":"THESEUS","themes":["authority"],"characters":["theseus"],"analysis":"The forceful verb resolves the lovers' difficulty through superior authority. The outcome favours consent here, though the structure of power remains intact."},{"id":"q-md-038","text":"Man is but an ass if he go about to\nexpound this dream.","act":4,"scene":1,"speaker":"BOTTOM","themes":["theatre"],"characters":["bottom"],"analysis":"The animal pun recalls his transformation while admitting the limits of explanation. Comic ignorance allows an unexpectedly humble response to wonder."},{"id":"q-md-039","text":"The lunatic, the lover, and the poet\nAre of imagination all compact","act":5,"scene":1,"speaker":"THESEUS","themes":["theatre"],"characters":["theseus"],"analysis":"The three-part list groups artistic invention with madness and desire. Theseus' confident generalisation is challenged by the supernatural events the audience has actually seen."},{"id":"q-md-040","text":"If we shadows have offended","act":5,"scene":1,"speaker":"PUCK","themes":["theatre"],"characters":["puck"],"analysis":"Direct address and the metaphor of shadows recast actors as insubstantial visions. Puck asks the audience to participate in making the theatrical ending harmonious."},{"id":"q-md-041","text":"Like to a double cherry, seeming parted,\nBut yet a union in partition","act":3,"scene":2,"speaker":"HELENA","themes":["friendship"],"characters":["helena"],"analysis":"The simile imagines separate bodies sharing one life. Its tender contradiction makes the present breakdown of friendship more painful than a simple quarrel between rivals."},{"id":"q-md-042","text":"And all the faith, the virtue of my heart","act":4,"scene":1,"speaker":"DEMETRIUS","themes":["love"],"characters":["demetrius"],"analysis":"The elevated vocabulary presents altered desire as moral certainty. Dramatic irony complicates this conviction because Demetrius remains under the influence of the potion."},{"id":"q-md-043","text":"The best in this kind are but shadows","act":5,"scene":1,"speaker":"THESEUS","themes":["theatre"],"characters":["theseus"],"analysis":"The metaphor grants even skilful actors an insubstantial status. Theseus' appeal to imagination allows value in imperfect performance and qualifies his earlier dismissal of fantasy."},{"id":"q-md-044","text":"Hand in hand, with fairy grace,\n   Will we sing, and bless this place.","act":5,"scene":1,"speaker":"TITANIA","themes":["harmony"],"characters":["titania"],"analysis":"The joined-hands image and shared future promise restored cooperation. The audience may welcome the blessing while remembering the unequal means by which the fairy reconciliation was achieved."}],"questions":[{"id":"md-p1","type":"passage","act":1,"scene":1,"passage":"EGEUS.\nFull of vexation come I, with complaint\nAgainst my child, my daughter Hermia.\nStand forth, Demetrius. My noble lord,\nThis man hath my consent to marry her.\nStand forth, Lysander. And, my gracious Duke,\nThis man hath bewitch’d the bosom of my child.\nThou, thou, Lysander, thou hast given her rhymes,\nAnd interchang’d love-tokens with my child.\nThou hast by moonlight at her window sung,\nWith feigning voice, verses of feigning love;\nAnd stol’n the impression of her fantasy\nWith bracelets of thy hair, rings, gauds, conceits,\nKnacks, trifles, nosegays, sweetmeats (messengers\nOf strong prevailment in unharden’d youth)\nWith cunning hast thou filch’d my daughter’s heart,\nTurn’d her obedience (which is due to me)\nTo stubborn harshness. And, my gracious Duke,\nBe it so she will not here before your grace\nConsent to marry with Demetrius,\nI beg the ancient privilege of Athens:\nAs she is mine I may dispose of her;\nWhich shall be either to this gentleman\nOr to her death, according to our law\nImmediately provided in that case.\n\nTHESEUS.\nWhat say you, Hermia? Be advis’d, fair maid.\nTo you your father should be as a god;\nOne that compos’d your beauties, yea, and one\nTo whom you are but as a form in wax\nBy him imprinted, and within his power\nTo leave the figure, or disfigure it.\nDemetrius is a worthy gentleman.\n\nHERMIA.\nSo is Lysander.\n\nTHESEUS.\nIn himself he is.\nBut in this kind, wanting your father’s voice,\nThe other must be held the worthier.\n\nHERMIA.\nI would my father look’d but with my eyes.\n\nTHESEUS.\nRather your eyes must with his judgment look.\n","passage_ref":"Act 1 Scene 1, from 'EGEUS.' to 'Rather your eyes must with his judgment look.'","prompt":"How does Shakespeare make the disagreement over Hermia's marriage so unsettling here?","quote_ids":["q-md-002","q-md-003","q-md-004","q-md-005"]},{"id":"md-p2","type":"passage","act":2,"scene":1,"passage":"TITANIA.\nThese are the forgeries of jealousy:\nAnd never, since the middle summer’s spring,\nMet we on hill, in dale, forest, or mead,\nBy pavèd fountain, or by rushy brook,\nOr on the beachèd margent of the sea,\nTo dance our ringlets to the whistling wind,\nBut with thy brawls thou hast disturb’d our sport.\nTherefore the winds, piping to us in vain,\nAs in revenge, have suck’d up from the sea\nContagious fogs; which, falling in the land,\nHath every pelting river made so proud\nThat they have overborne their continents.\nThe ox hath therefore stretch’d his yoke in vain,\nThe ploughman lost his sweat, and the green corn\nHath rotted ere his youth attain’d a beard.\nThe fold stands empty in the drownèd field,\nAnd crows are fatted with the murrion flock;\nThe nine-men’s-morris is fill’d up with mud,\nAnd the quaint mazes in the wanton green,\nFor lack of tread, are undistinguishable.\nThe human mortals want their winter here.\nNo night is now with hymn or carol blest.\nTherefore the moon, the governess of floods,\nPale in her anger, washes all the air,\nThat rheumatic diseases do abound.\nAnd thorough this distemperature we see\nThe seasons alter: hoary-headed frosts\nFall in the fresh lap of the crimson rose;\nAnd on old Hiems’ thin and icy crown\nAn odorous chaplet of sweet summer buds\nIs, as in mockery, set. The spring, the summer,\nThe childing autumn, angry winter, change\nTheir wonted liveries; and the mazed world,\nBy their increase, now knows not which is which.\nAnd this same progeny of evils comes\nFrom our debate, from our dissension;\nWe are their parents and original.","passage_ref":"Act 2 Scene 1, from 'TITANIA.' to 'We are their parents and original.'","prompt":"Explore the ways in which Shakespeare makes Titania's account of the quarrel's consequences so disturbing.","quote_ids":["q-md-011","q-md-012","q-md-013"]},{"id":"md-p3","type":"passage","act":3,"scene":1,"passage":"BOTTOM.\nAre we all met?\n\nQUINCE.\nPat, pat; and here’s a marvellous convenient place for our rehearsal.\nThis green plot shall be our stage, this hawthorn brake our\ntiring-house; and we will do it in action, as we will do it before the\nDuke.\n\nBOTTOM.\nPeter Quince?\n\nQUINCE.\nWhat sayest thou, bully Bottom?\n\nBOTTOM.\nThere are things in this comedy of Pyramus and Thisbe that will never\nplease. First, Pyramus must draw a sword to kill himself; which the\nladies cannot abide. How answer you that?\n\nSNOUT\nBy’r lakin, a parlous fear.\n\nSTARVELING.\nI believe we must leave the killing out, when all is done.\n\nBOTTOM.\nNot a whit; I have a device to make all well. Write me a prologue, and\nlet the prologue seem to say we will do no harm with our swords, and\nthat Pyramus is not killed indeed; and for the more better assurance,\ntell them that I Pyramus am not Pyramus but Bottom the weaver. This\nwill put them out of fear.\n\nQUINCE.\nWell, we will have such a prologue; and it shall be written in eight\nand six.\n\nBOTTOM.\nNo, make it two more; let it be written in eight and eight.","passage_ref":"Act 3 Scene 1, from 'BOTTOM.' to 'No, make it two more; let it be written in eight and eight.'","prompt":"How does Shakespeare make the craftsmen's efforts to prepare their play so entertaining here?","quote_ids":["q-md-021"]},{"id":"md-p4","type":"passage","act":3,"scene":2,"passage":"HELENA.\nHave you not set Lysander, as in scorn,\nTo follow me, and praise my eyes and face?\nAnd made your other love, Demetrius,\nWho even but now did spurn me with his foot,\nTo call me goddess, nymph, divine and rare,\nPrecious, celestial? Wherefore speaks he this\nTo her he hates? And wherefore doth Lysander\nDeny your love, so rich within his soul,\nAnd tender me, forsooth, affection,\nBut by your setting on, by your consent?\nWhat though I be not so in grace as you,\nSo hung upon with love, so fortunate,\nBut miserable most, to love unlov’d?\nThis you should pity rather than despise.\n\nHERMIA.\nI understand not what you mean by this.\n\nHELENA.\nAy, do. Persever, counterfeit sad looks,\nMake mouths upon me when I turn my back,\nWink each at other; hold the sweet jest up.\nThis sport, well carried, shall be chronicled.\nIf you have any pity, grace, or manners,\nYou would not make me such an argument.\nBut fare ye well. ’Tis partly my own fault,\nWhich death, or absence, soon shall remedy.\n\nLYSANDER.\nStay, gentle Helena; hear my excuse;\nMy love, my life, my soul, fair Helena!\n\nHELENA.\nO excellent!\n\nHERMIA.\nSweet, do not scorn her so.\n\nDEMETRIUS.\nIf she cannot entreat, I can compel.\n\nLYSANDER.\nThou canst compel no more than she entreat;\nThy threats have no more strength than her weak prayers.\nHelen, I love thee, by my life I do;\nI swear by that which I will lose for thee\nTo prove him false that says I love thee not.\n\nDEMETRIUS.\nI say I love thee more than he can do.\n\nLYSANDER.\nIf thou say so, withdraw, and prove it too.","passage_ref":"Act 3 Scene 2, from 'HELENA.' to 'If thou say so, withdraw, and prove it too.'","prompt":"How does Shakespeare make the lovers' misunderstandings here both comic and painful?","quote_ids":["q-md-030","q-md-031"]},{"id":"md-p5","type":"passage","act":4,"scene":1,"passage":"TITANIA.\nCome, sit thee down upon this flowery bed,\n   While I thy amiable cheeks do coy,\nAnd stick musk-roses in thy sleek smooth head,\n   And kiss thy fair large ears, my gentle joy.\n\nBOTTOM.\nWhere’s Peaseblossom?\n\nPEASEBLOSSOM.\nReady.\n\nBOTTOM.\nScratch my head, Peaseblossom. Where’s Monsieur Cobweb?\n\nCOBWEB.\nReady.\n\nBOTTOM.\nMonsieur Cobweb; good monsieur, get you your weapons in your hand and\nkill me a red-hipped humble-bee on the top of a thistle; and, good\nmonsieur, bring me the honey-bag. Do not fret yourself too much in the\naction, monsieur; and, good monsieur, have a care the honey-bag break\nnot; I would be loath to have you overflown with a honey-bag, signior.\nWhere’s Monsieur Mustardseed?\n\nMUSTARDSEED.\nReady.\n\nBOTTOM.\nGive me your neaf, Monsieur Mustardseed. Pray you, leave your courtesy,\ngood monsieur.\n\nMUSTARDSEED.\nWhat’s your will?\n\nBOTTOM.\nNothing, good monsieur, but to help Cavalery Cobweb to scratch. I must\nto the barber’s, monsieur, for methinks I am marvellous hairy about the\nface; and I am such a tender ass, if my hair do but tickle me, I must\nscratch.\n\nTITANIA.\nWhat, wilt thou hear some music, my sweet love?\n\nBOTTOM.\nI have a reasonable good ear in music. Let us have the tongs and the\nbones.","passage_ref":"Act 4 Scene 1, from 'TITANIA.' to 'bones.'","prompt":"Explore the ways in which Shakespeare makes Titania and Bottom's companionship so strikingly absurd.","quote_ids":["q-md-034"]},{"id":"md-p6","type":"passage","act":5,"scene":1,"passage":"HIPPOLYTA.\n’Tis strange, my Theseus, that these lovers speak of.\n\nTHESEUS.\nMore strange than true. I never may believe\nThese antique fables, nor these fairy toys.\nLovers and madmen have such seething brains,\nSuch shaping fantasies, that apprehend\nMore than cool reason ever comprehends.\nThe lunatic, the lover, and the poet\nAre of imagination all compact:\nOne sees more devils than vast hell can hold;\nThat is the madman: the lover, all as frantic,\nSees Helen’s beauty in a brow of Egypt:\nThe poet’s eye, in a fine frenzy rolling,\nDoth glance from heaven to earth, from earth to heaven;\nAnd as imagination bodies forth\nThe forms of things unknown, the poet’s pen\nTurns them to shapes, and gives to airy nothing\nA local habitation and a name.\nSuch tricks hath strong imagination,\nThat if it would but apprehend some joy,\nIt comprehends some bringer of that joy.\nOr in the night, imagining some fear,\nHow easy is a bush supposed a bear?\n\nHIPPOLYTA.\nBut all the story of the night told over,\nAnd all their minds transfigur’d so together,\nMore witnesseth than fancy’s images,\nAnd grows to something of great constancy;\nBut, howsoever, strange and admirable.","passage_ref":"Act 5 Scene 1, from 'HIPPOLYTA.' to 'But, howsoever, strange and admirable.'","prompt":"How does Shakespeare make the conversation about imagination here invite different responses from the audience?","quote_ids":["q-md-039"]},{"id":"md-e1","type":"essay","prompt":"How does Shakespeare make love seem both deeply felt and unreliable?","quote_ids":["q-md-005","q-md-006","q-md-007","q-md-008","q-md-018","q-md-024","q-md-025","q-md-031","q-md-042"]},{"id":"md-e2","type":"essay","prompt":"Explore the ways in which Shakespeare makes Oberon's interventions change the audience's response to the lovers.","quote_ids":["q-md-018","q-md-027","q-md-030","q-md-031","q-md-032","q-md-042","q-md-044"]},{"id":"md-e3","type":"essay","prompt":"Explore the ways in which Shakespeare makes Hermia and Helena's friendship moving.","quote_ids":["q-md-029","q-md-030","q-md-032","q-md-033","q-md-041"]},{"id":"md-e4","type":"essay","prompt":"In what ways does Shakespeare make Bottom more than a figure of fun?","quote_ids":["q-md-021","q-md-022","q-md-023","q-md-025","q-md-035","q-md-038","q-md-043"]},{"id":"md-e5","type":"essay","prompt":"Explore the ways in which Shakespeare makes imagination central to the audience's enjoyment of the play.","quote_ids":["q-md-021","q-md-023","q-md-024","q-md-027","q-md-038","q-md-039","q-md-040","q-md-043"]},{"id":"md-e6","type":"essay","prompt":"How far does Shakespeare make the ending reassuring?","quote_ids":["q-md-002","q-md-010","q-md-013","q-md-015","q-md-036","q-md-037","q-md-040","q-md-042","q-md-044"]}]},{"id":"antony-and-cleopatra","title":"Antony and Cleopatra","author":"William Shakespeare","paper":2,"genre":"drama","boards":["cie-0475"],"overview":"Antony shares power in Rome but loves Cleopatra, the queen of Egypt. His military responsibilities, political alliances and private desires pull him in different directions. Cleopatra also struggles to protect her kingdom and define how others see her. As Caesar gains control, the lovers face defeat, separation and death. Shakespeare moves between competing accounts of their greatness and failures, asking whether love can create a value greater than political success.","source":{"file":"source/antony-and-cleopatra.txt","edition":"Project Gutenberg eBook #1534","url":"https://www.gutenberg.org/ebooks/1534"},"context":[{"id":"ctx-1","title":"Roman power","text":"The play dramatises the struggle between Mark Antony and Octavius Caesar after Julius Caesar's death. Antony, Octavius and Lepidus are the three rulers called triumvirs. Their alliance is unstable: a shared title does not mean equal influence."},{"id":"ctx-2","title":"Egypt and Rome","text":"Cleopatra ruled Egypt; she was not simply Antony's lover. Her political position helps explain her negotiations with Roman leaders. Avoid treating the play's Roman insults about Egypt as neutral historical descriptions."},{"id":"ctx-3","title":"A historical source","text":"Shakespeare drew on Thomas North's English translation of Plutarch's Lives. Enobarbus' description of Cleopatra's barge develops material from that source. The play shapes historical material into drama rather than providing an impartial historical record."},{"id":"ctx-4","title":"Actium","text":"The historical battle of Actium took place in 31 BCE. In the play, Antony's decision to fight at sea exposes tensions between military advice, personal pride and Cleopatra's influence. Analyse the dramatic presentation rather than assuming every detail is documentary fact."},{"id":"ctx-5","title":"Gender on stage","text":"In Shakespeare's professional English theatre, female roles were performed by boys or young men. Cleopatra's fear of a boy actor representing her makes the final act self-conscious: the audience sees the very theatrical practice she resists."},{"id":"ctx-6","title":"Public triumph","text":"Roman triumphs were public celebrations of military victory and could display captives. Cleopatra fears being exhibited by Caesar. Her final costume and suicide can be read as attempts to control the spectacle through which she will be remembered."}],"characters":[{"id":"antony","name":"Mark Antony","summary":"A Roman commander whose generosity, pride and love conflict with his political responsibilities. His changing language reveals both imaginative greatness and a fragile sense of identity."},{"id":"cleopatra","name":"Cleopatra","summary":"Queen of Egypt: witty, theatrical, fearful and politically alert. Her unpredictability attracts admiration and hostile judgement; her final performance challenges Caesar's control."},{"id":"caesar","name":"Octavius Caesar","summary":"A disciplined Roman leader who values political order and secures victory. His restraint can suggest capability, emotional coldness or careful management of appearances."},{"id":"enobarbus","name":"Enobarbus","summary":"Antony's observant companion. His cynical prose contrasts with his lyrical admiration for Cleopatra; his desertion leads to devastating guilt."},{"id":"octavia","name":"Octavia","summary":"Caesar's sister and Antony's wife. Her marriage is intended to secure an alliance, but her divided loyalties expose the human cost of political bargaining."},{"id":"charmian","name":"Charmian","summary":"Cleopatra's attendant, who offers practical support and remains loyal through the final act. Her adjustment of the dead queen's crown completes Cleopatra's royal image."},{"id":"eros","name":"Eros","summary":"Antony's loyal servant. His refusal to kill his master leads to his own suicide and forces Antony to confront the demands of his desired heroic death."},{"id":"philo","name":"Philo","summary":"A Roman soldier whose opening complaint frames Antony as diminished by love. His judgement invites scrutiny rather than unquestioning agreement."}],"themes":[{"id":"love-duty","name":"Love and duty","summary":"Love competes with military service, political marriage and loyalty. The lovers imagine an existence beyond empire, but their choices have consequences for others."},{"id":"power","name":"Political power","summary":"Alliances, military strategy and public images determine authority. Caesar wins control, though the play questions whether victory gives him the richest imaginative life."},{"id":"identity","name":"Identity and reputation","summary":"Characters struggle to sustain versions of themselves under pressure. Antony's heroic identity breaks down; Cleopatra fights to shape how she will be represented."},{"id":"performance","name":"Performance and spectacle","summary":"Entrances, reported spectacles, costume and public display shape our responses. Cleopatra makes theatrical self-presentation both a political instrument and a form of resistance."},{"id":"loyalty","name":"Loyalty and betrayal","summary":"Service can mean affection, self-interest or obedience. Enobarbus and Eros show the personal cost of choosing between survival and fidelity."},{"id":"gender","name":"Gender and judgement","summary":"Roman speakers associate masculinity with command and attack Cleopatra through sexual insults. The play also reveals women's political vulnerability and capacity for agency."},{"id":"death","name":"Death and transcendence","summary":"The lovers seek to turn defeat into a death beyond Caesar's ownership. Their exalted language coexists with bodily pain, practical obstacles and uncertainty."}],"quotes":[{"id":"q-ac-001","text":"dotage of our general’s","act":1,"scene":1,"speaker":"PHILO","themes":["love-duty"],"characters":["antony"],"analysis":"The dismissive noun frames love as mental decline. Philo's military viewpoint prejudices the audience before Antony can speak."},{"id":"q-ac-002","text":"Have glowed like plated Mars","act":1,"scene":1,"speaker":"PHILO","themes":["identity"],"characters":["antony"],"analysis":"The classical simile presents Antony as a brilliant warrior. Its contrast with his present behaviour makes lost martial identity visible."},{"id":"q-ac-003","text":"the bellows and the fan","act":1,"scene":1,"speaker":"PHILO","themes":["gender"],"characters":["antony"],"analysis":"The domestic metaphor reduces a commander to an implement serving desire. Philo's contempt reveals the gendered assumptions behind his judgement."},{"id":"q-ac-004","text":"The triple pillar of the world","act":1,"scene":1,"speaker":"PHILO","themes":["power"],"characters":["antony"],"analysis":"The architectural metaphor makes Antony a support of global order. His apparent transformation therefore threatens more than private reputation."},{"id":"q-ac-005","text":"If it be love indeed, tell me how much.","act":1,"scene":1,"speaker":"CLEOPATRA","themes":["love-duty"],"characters":["cleopatra"],"analysis":"The conditional question turns affection into a test. Cleopatra's challenge makes the opening intimacy playful but also uncertain."},{"id":"q-ac-006","text":"There’s beggary in the love that can be reckoned.","act":1,"scene":1,"speaker":"ANTONY","themes":["love-duty"],"characters":["antony"],"analysis":"The economic metaphor rejects measurable love as impoverished. Antony tries to establish a value system beyond political calculation."},{"id":"q-ac-007","text":"new heaven, new earth","act":1,"scene":1,"speaker":"ANTONY","themes":["love-duty"],"characters":["antony"],"analysis":"Cosmic hyperbole imagines love requiring an expanded universe. Its grandeur competes with the Roman view of Antony as diminished."},{"id":"q-ac-008","text":"Let Rome in Tiber melt","act":1,"scene":1,"speaker":"ANTONY","themes":["power"],"characters":["antony"],"analysis":"The impossible image of Rome melting dramatises reckless rejection of duty. The forceful imperative also makes love sound like an alternative command."},{"id":"q-ac-009","text":"Kingdoms are clay.","act":1,"scene":1,"speaker":"ANTONY","themes":["power"],"characters":["antony"],"analysis":"The blunt material metaphor reduces political structures to earth. Antony challenges imperial grandeur while exposing his willingness to dismiss responsibility."},{"id":"q-ac-010","text":"Excellent falsehood!","act":1,"scene":1,"speaker":"CLEOPATRA","themes":["identity"],"characters":["cleopatra"],"analysis":"The compressed exclamation punctures Antony's expansive rhetoric. Cleopatra's scepticism prevents the lovers' grand claims from becoming unquestioned truths."},{"id":"q-ac-011","text":"The barge she sat in, like a burnished throne,","act":2,"scene":2,"speaker":"ENOBARBUS","themes":["performance"],"characters":["cleopatra"],"analysis":"The simile makes transport a royal spectacle. Enobarbus presents Cleopatra's arrival as a display of authority as well as beauty."},{"id":"q-ac-012","text":"Burned on the water.","act":2,"scene":2,"speaker":"ENOBARBUS","themes":["performance"],"characters":["cleopatra"],"analysis":"The fiery visual image makes the barge dazzling and almost impossible. The contrast of fire and water suggests Cleopatra exceeding ordinary limits."},{"id":"q-ac-013","text":"The winds were love-sick with them","act":2,"scene":2,"speaker":"ENOBARBUS","themes":["love-duty"],"characters":["cleopatra"],"analysis":"Personification makes even the weather responsive to Cleopatra's spectacle. Desire seems to spread beyond Antony into the surrounding world."},{"id":"q-ac-014","text":"It beggared all description","act":2,"scene":2,"speaker":"ENOBARBUS","themes":["performance"],"characters":["cleopatra"],"analysis":"Hyperbole declares language inadequate while the speech continues describing her. This paradox builds fascination through an apparent failure of representation."},{"id":"q-ac-015","text":"like smiling Cupids","act":2,"scene":2,"speaker":"ENOBARBUS","themes":["love-duty"],"characters":["cleopatra"],"analysis":"The mythological simile makes the attendants emblems of love. Cleopatra's staged entrance appears to command a whole world of desire."},{"id":"q-ac-016","text":"And what they undid did.","act":2,"scene":2,"speaker":"ENOBARBUS","themes":["performance"],"characters":["cleopatra"],"analysis":"The paradox makes cooling also appear to intensify heat. Contradiction becomes part of the attraction Enobarbus attributes to Cleopatra."},{"id":"q-ac-017","text":"A strange invisible perfume hits the sense","act":2,"scene":2,"speaker":"ENOBARBUS","themes":["performance"],"characters":["cleopatra"],"analysis":"Sensory imagery extends the spectacle beyond sight. The active verb makes her presence seem to invade even distant observers' perception."},{"id":"q-ac-018","text":"did sit alone","act":2,"scene":2,"speaker":"ENOBARBUS","themes":["power"],"characters":["antony"],"analysis":"The isolated image reverses Antony's public importance. Enobarbus makes Cleopatra's attraction powerful enough to empty the space around a ruler."},{"id":"q-ac-019","text":"Age cannot wither her, nor custom stale\nHer infinite variety.","act":2,"scene":2,"speaker":"ENOBARBUS","themes":["identity"],"characters":["cleopatra"],"analysis":"Parallel negatives and hyperbole deny the usual limits of age and familiarity. Enobarbus' admiration challenges reductive Roman descriptions of Cleopatra."},{"id":"q-ac-020","text":"she makes hungry\nWhere most she satisfies","act":2,"scene":2,"speaker":"ENOBARBUS","themes":["love-duty"],"characters":["cleopatra"],"analysis":"The paradox presents satisfaction as renewed appetite. Cleopatra's appeal resists a simple account of desire ending once fulfilled."},{"id":"q-ac-021","text":"Hark, the land bids me tread no more upon’t.","act":3,"scene":11,"speaker":"ANTONY","themes":["identity"],"characters":["antony"],"analysis":"Personification makes the ground itself reject Antony. His shame becomes an imagined judgement extending beyond the people around him."},{"id":"q-ac-022","text":"Have lost my way for ever.","act":3,"scene":11,"speaker":"ANTONY","themes":["identity"],"characters":["antony"],"analysis":"The journey metaphor makes military defeat a loss of direction in life. The absolute phrasing conveys despair rather than a measured assessment."},{"id":"q-ac-023","text":"I have fled myself","act":3,"scene":11,"speaker":"ANTONY","themes":["identity"],"characters":["antony"],"analysis":"The reflexive paradox suggests escape from battle has also become escape from his own identity. Defeat is psychological as well as military."},{"id":"q-ac-024","text":"My very hairs do mutiny","act":3,"scene":11,"speaker":"ANTONY","themes":["identity"],"characters":["antony"],"analysis":"Personification turns his body into a divided army. Antony's language reveals internal conflict between age, fear and rashness."},{"id":"q-ac-025","text":"I have lost command.","act":3,"scene":11,"speaker":"ANTONY","themes":["power"],"characters":["antony"],"analysis":"The direct admission contrasts with his earlier commanding rhetoric. It can refer both to military authority and to control of himself."},{"id":"q-ac-026","text":"Sometime we see a cloud that’s dragonish","act":4,"scene":14,"speaker":"ANTONY","themes":["identity"],"characters":["antony"],"analysis":"Cloud imagery gives identity a temporary outline. Antony begins to imagine his heroic form as unstable rather than securely monumental."},{"id":"q-ac-027","text":"As water is in water.","act":4,"scene":14,"speaker":"ANTONY","themes":["identity"],"characters":["antony"],"analysis":"The simile dissolves a distinct shape into an indistinguishable substance. It makes Antony's fear of losing personal identity startlingly concrete."},{"id":"q-ac-028","text":"Here I am Antony,\nYet cannot hold this visible shape","act":4,"scene":14,"speaker":"ANTONY","themes":["identity"],"characters":["antony"],"analysis":"The contrast between naming himself and losing shape dramatises a split between reputation and lived selfhood. Recognition no longer guarantees stability."},{"id":"q-ac-029","text":"Packed cards with Caesar","act":4,"scene":14,"speaker":"ANTONY","themes":["loyalty"],"characters":["cleopatra"],"analysis":"The gambling metaphor presents Cleopatra's supposed betrayal as a rigged game. Antony's accusation reveals suspicion; the audience need not accept it as fact."},{"id":"q-ac-030","text":"Ourselves to end ourselves.","act":4,"scene":14,"speaker":"ANTONY","themes":["death"],"characters":["antony"],"analysis":"The repeated reflexive pronoun makes suicide an attempt to reclaim agency. Its closed phrasing also suggests how defeat has narrowed Antony's alternatives."},{"id":"q-ac-031","text":"The long day’s task is done","act":4,"scene":14,"speaker":"ANTONY","themes":["death"],"characters":["antony"],"analysis":"The work metaphor imagines death as rest after service. Its weariness tempers Antony's pursuit of a glorious military ending."},{"id":"q-ac-032","text":"All strange and terrible events are welcome","act":4,"scene":15,"speaker":"CLEOPATRA","themes":["death"],"characters":["cleopatra"],"analysis":"The reversal of normal expectation makes catastrophe seem preferable to comfort. Cleopatra's defiance is also a sign of overwhelming grief."},{"id":"q-ac-033","text":"But Antony’s hath triumphed on itself.","act":4,"scene":15,"speaker":"ANTONY","themes":["identity"],"characters":["antony"],"analysis":"The paradox of self-directed triumph tries to convert defeat into agency. The dying body complicates the heroic version Antony wants to preserve."},{"id":"q-ac-034","text":"I am dying, Egypt, dying.","act":4,"scene":15,"speaker":"ANTONY","themes":["death"],"characters":["antony"],"analysis":"Repetition slows the declaration and stresses bodily decline. Addressing Cleopatra as Egypt joins intimate love with the kingdom that has shaped his fate."},{"id":"q-ac-035","text":"How heavy weighs my lord!","act":4,"scene":15,"speaker":"CLEOPATRA","themes":["death"],"characters":["cleopatra"],"analysis":"The exclamation foregrounds physical weight during the lifting of Antony. Practical stage action interrupts the lovers' language of cosmic greatness."},{"id":"q-ac-036","text":"Give me my robe. Put on my crown.","act":5,"scene":2,"speaker":"CLEOPATRA","themes":["performance"],"characters":["cleopatra"],"analysis":"Short imperatives direct costume and attendants. Cleopatra becomes the organiser of her final spectacle, claiming royal identity amid defeat."},{"id":"q-ac-037","text":"Immortal longings in me.","act":5,"scene":2,"speaker":"CLEOPATRA","themes":["death"],"characters":["cleopatra"],"analysis":"The language of immortality elevates bodily death into aspiration. It invites admiration while leaving the promised reunion dependent on Cleopatra's imagination."},{"id":"q-ac-038","text":"I am fire and air","act":5,"scene":2,"speaker":"CLEOPATRA","themes":["death"],"characters":["cleopatra"],"analysis":"Elemental imagery identifies Cleopatra with light, ascending substances. She imagines leaving bodily heaviness behind as she approaches death."},{"id":"q-ac-039","text":"The stroke of death is as a lover’s pinch","act":5,"scene":2,"speaker":"CLEOPATRA","themes":["death"],"characters":["cleopatra"],"analysis":"The erotic simile makes death both painful and desired. It joins her final act to the play's persistent entanglement of love and suffering."},{"id":"q-ac-040","text":"Dost thou not see my baby at my breast","act":5,"scene":2,"speaker":"CLEOPATRA","themes":["death"],"characters":["cleopatra"],"analysis":"The maternal metaphor transforms the deadly asp into a nursing child. The unsettling tenderness challenges Caesar's likely image of a defeated captive."},{"id":"q-ac-041","text":"not more manlike\nThan Cleopatra","act":1,"scene":4,"speaker":"CAESAR","themes":["gender"],"characters":["caesar"],"analysis":"The gendered comparison treats Antony's conduct as a reversal of masculine command. Caesar's criticism reveals a political vocabulary that turns sexual difference into a test of fitness to rule."},{"id":"q-ac-042","text":"the tears live in an onion","act":1,"scene":2,"speaker":"ENOBARBUS","themes":["death"],"characters":["enobarbus"],"analysis":"The comic prose image reduces mourning to mechanically produced tears. Enobarbus' cynical response to Fulvia's death contrasts with his later anguished guilt."},{"id":"q-ac-043","text":"Praying for both parts.","act":3,"scene":4,"speaker":"OCTAVIA","themes":["loyalty"],"characters":["octavia"],"analysis":"The balanced phrase gives Octavia incompatible objects of devotion. Her prayer exposes the emotional cost of a marriage designed to bind competing political powers."},{"id":"q-ac-044","text":"Thou mine of bounty","act":4,"scene":6,"speaker":"ENOBARBUS","themes":["loyalty"],"characters":["enobarbus"],"analysis":"The metaphor makes Antony a seemingly inexhaustible source of generosity. Spoken after desertion, admiration becomes an accusation against Enobarbus himself."},{"id":"q-ac-045","text":"A master-leaver and a fugitive.","act":4,"scene":9,"speaker":"ENOBARBUS","themes":["loyalty"],"characters":["enobarbus"],"analysis":"The paired self-descriptions turn betrayal into the identity Enobarbus expects history to record. Public shame and private remorse converge in his final speech."},{"id":"q-ac-046","text":"My captain and my emperor","act":4,"scene":14,"speaker":"EROS","themes":["loyalty"],"characters":["eros"],"analysis":"The accumulating titles express service as personal devotion. Eros' farewell precedes a refusal to carry out the killing, separating loyalty from literal obedience."},{"id":"q-ac-047","text":"A bridegroom in my death","act":4,"scene":14,"speaker":"ANTONY","themes":["death"],"characters":["antony"],"analysis":"The marriage metaphor makes suicide an imagined reunion. The following failed immediate death places the body's resistance against this confident romantic script."},{"id":"q-ac-048","text":"We could not stall together\nIn the whole world.","act":5,"scene":1,"speaker":"CAESAR","themes":["power"],"characters":["caesar"],"analysis":"The spatial image makes coexistence impossible despite the world's size. Caesar frames destructive competition as necessity, though his lament also acknowledges a personal loss."},{"id":"q-ac-049","text":"Your crown’s awry;\nI’ll mend it and then play.","act":5,"scene":2,"speaker":"CHARMIAN","themes":["performance"],"characters":["charmian"],"analysis":"The practical adjustment completes Cleopatra's chosen royal image. Charmian's gentle language of play makes loyal stage action a final answer to political humiliation."},{"id":"q-ac-050","text":"Some squeaking Cleopatra boy my greatness","act":5,"scene":2,"speaker":"CLEOPATRA","themes":["performance"],"characters":["cleopatra"],"analysis":"The self-conscious reference to a boy actor exposes theatrical representation as a threat to dignity. Cleopatra resists another person reducing her complexity to a comic display."}],"questions":[{"id":"ac-p1","type":"passage","act":1,"scene":1,"passage":"PHILO.\nNay, but this dotage of our general’s\nO’erflows the measure. Those his goodly eyes,\nThat o’er the files and musters of the war\nHave glowed like plated Mars, now bend, now turn\nThe office and devotion of their view\nUpon a tawny front. His captain’s heart,\nWhich in the scuffles of great fights hath burst\nThe buckles on his breast, reneges all temper\nAnd is become the bellows and the fan\nTo cool a gipsy’s lust.\n\n Flourish. Enter Antony and Cleopatra, her Ladies, the Train, with\n Eunuchs fanning her.\n\nLook where they come:\nTake but good note, and you shall see in him\nThe triple pillar of the world transform’d\nInto a strumpet’s fool. Behold and see.\n\nCLEOPATRA.\nIf it be love indeed, tell me how much.\n\nANTONY.\nThere’s beggary in the love that can be reckoned.\n\nCLEOPATRA.\nI’ll set a bourn how far to be beloved.\n\nANTONY.\nThen must thou needs find out new heaven, new earth.\n\n Enter a Messenger.\n\nMESSENGER.\nNews, my good lord, from Rome.\n\nANTONY.\nGrates me, the sum.","passage_ref":"Act 1 Scene 1, from 'PHILO.' to 'Grates me, the sum.'","prompt":"Explore how Shakespeare makes the interruption from Rome so significant in this passage.","quote_ids":["q-ac-001","q-ac-002","q-ac-003","q-ac-004","q-ac-005","q-ac-006","q-ac-007"]},{"id":"ac-p2","type":"passage","act":2,"scene":2,"passage":"ENOBARBUS.\nI will tell you.\nThe barge she sat in, like a burnished throne,\nBurned on the water. The poop was beaten gold;\nPurple the sails, and so perfumed that\nThe winds were love-sick with them; the oars were silver,\nWhich to the tune of flutes kept stroke, and made\nThe water which they beat to follow faster,\nAs amorous of their strokes. For her own person,\nIt beggared all description: she did lie\nIn her pavilion, cloth-of-gold of tissue,\nO’erpicturing that Venus where we see\nThe fancy outwork nature. On each side her\nStood pretty dimpled boys, like smiling Cupids,\nWith divers-coloured fans, whose wind did seem\nTo glow the delicate cheeks which they did cool,\nAnd what they undid did.\n\nAGRIPPA.\nO, rare for Antony!\n\nENOBARBUS.\nHer gentlewomen, like the Nereides,\nSo many mermaids, tended her i’ th’ eyes,\nAnd made their bends adornings. At the helm\nA seeming mermaid steers. The silken tackle\nSwell with the touches of those flower-soft hands\nThat yarely frame the office. From the barge\nA strange invisible perfume hits the sense\nOf the adjacent wharfs. The city cast\nHer people out upon her, and Antony,\nEnthroned i’ th’ market-place, did sit alone,\nWhistling to th’ air, which, but for vacancy,\nHad gone to gaze on Cleopatra too,\nAnd made a gap in nature.","passage_ref":"Act 2 Scene 2, from 'ENOBARBUS.' to 'And made a gap in nature.'","prompt":"Explore the ways in which Shakespeare makes Enobarbus' account of Cleopatra's arrival so captivating.","quote_ids":["q-ac-011","q-ac-012","q-ac-013","q-ac-014","q-ac-015","q-ac-016","q-ac-017","q-ac-018"]},{"id":"ac-p3","type":"passage","act":3,"scene":11,"passage":"ANTONY.\nHark, the land bids me tread no more upon’t.\nIt is ashamed to bear me. Friends, come hither.\nI am so lated in the world that I\nHave lost my way for ever. I have a ship\nLaden with gold. Take that, divide it. Fly,\nAnd make your peace with Caesar.\n\nALL.\nFly? Not we.\n\nANTONY.\nI have fled myself, and have instructed cowards\nTo run and show their shoulders. Friends, be gone.\nI have myself resolved upon a course\nWhich has no need of you. Be gone.\nMy treasure’s in the harbour. Take it. O,\nI followed that I blush to look upon.\nMy very hairs do mutiny, for the white\nReprove the brown for rashness, and they them\nFor fear and doting. Friends, be gone. You shall\nHave letters from me to some friends that will\nSweep your way for you. Pray you, look not sad,\nNor make replies of loathness. Take the hint\nWhich my despair proclaims. Let that be left\nWhich leaves itself. To the sea-side straightway.\nI will possess you of that ship and treasure.\nLeave me, I pray, a little—pray you, now,\nNay, do so; for indeed I have lost command.\nTherefore I pray you. I’ll see you by and by.\n\n [_Sits down._]","passage_ref":"Act 3 Scene 11, from 'ANTONY.' to '[_Sits down._]'","prompt":"How does Shakespeare make Antony's response to defeat here so painful?","quote_ids":["q-ac-021","q-ac-022","q-ac-023","q-ac-024","q-ac-025"]},{"id":"ac-p4","type":"passage","act":4,"scene":14,"passage":"ANTONY.\nEros, thou yet behold’st me?\n\nEROS.\nAy, noble lord.\n\nANTONY.\nSometime we see a cloud that’s dragonish,\nA vapour sometime like a bear or lion,\nA towered citadel, a pendant rock,\nA forked mountain, or blue promontory\nWith trees upon’t, that nod unto the world\nAnd mock our eyes with air. Thou hast seen these signs.\nThey are black vesper’s pageants.\n\nEROS.\nAy, my lord.\n\nANTONY.\nThat which is now a horse, even with a thought\nThe rack dislimns and makes it indistinct\nAs water is in water.\n\nEROS.\nIt does, my lord.\n\nANTONY.\nMy good knave Eros, now thy captain is\nEven such a body. Here I am Antony,\nYet cannot hold this visible shape, my knave.\nI made these wars for Egypt, and the Queen,\nWhose heart I thought I had, for she had mine,\nWhich, whilst it was mine, had annexed unto’t\nA million more, now lost—she, Eros, has\nPacked cards with Caesar, and false-played my glory\nUnto an enemy’s triumph.\nNay, weep not, gentle Eros. There is left us\nOurselves to end ourselves.","passage_ref":"Act 4 Scene 14, from 'ANTONY.' to 'Ourselves to end ourselves.'","prompt":"How does Shakespeare make Antony's fear of losing himself so vivid in this passage?","quote_ids":["q-ac-026","q-ac-027","q-ac-028","q-ac-029","q-ac-030"]},{"id":"ac-p5","type":"passage","act":4,"scene":15,"passage":" Enter, below Antony borne by the Guard.\n\nCLEOPATRA.\nO sun,\nBurn the great sphere thou mov’st in! Darkling stand\nThe varying shore o’ th’ world. O Antony,\nAntony, Antony! Help, Charmian! Help, Iras, help!\nHelp, friends below! Let’s draw him hither.\n\nANTONY.\nPeace!\nNot Caesar’s valour hath o’erthrown Antony,\nBut Antony’s hath triumphed on itself.\n\nCLEOPATRA.\nSo it should be, that none but Antony\nShould conquer Antony, but woe ’tis so!\n\nANTONY.\nI am dying, Egypt, dying. Only\nI here importune death awhile until\nOf many thousand kisses the poor last\nI lay upon thy lips.\n\nCLEOPATRA.\nI dare not, dear\nDear my lord, pardon. I dare not,\nLest I be taken. Not th’ imperious show\nOf the full-fortuned Caesar ever shall\nBe brooched with me; if knife, drugs, serpents, have\nEdge, sting, or operation, I am safe.\nYour wife Octavia, with her modest eyes\nAnd still conclusion, shall acquire no honour\nDemuring upon me. But come, come, Antony—\nHelp me, my women—we must draw thee up.\nAssist, good friends.\n\nANTONY.\nO, quick, or I am gone.\n\nCLEOPATRA.\nHere’s sport indeed! How heavy weighs my lord!\nOur strength is all gone into heaviness;\nThat makes the weight. Had I great Juno’s power,\nThe strong-winged Mercury should fetch thee up\nAnd set thee by Jove’s side. Yet come a little;\nWishers were ever fools. O come, come come,\n\n [_They heave Antony aloft to Cleopatra._]\n\nAnd welcome, welcome! Die where thou hast lived;\nQuicken with kissing. Had my lips that power,\nThus would I wear them out.","passage_ref":"Act 4 Scene 15, from 'Enter, below Antony borne by the Guard.' to 'Thus would I wear them out.'","prompt":"Explore the ways in which Shakespeare makes this reunion of the lovers dramatically moving.","quote_ids":["q-ac-033","q-ac-034","q-ac-035"]},{"id":"ac-p6","type":"passage","act":5,"scene":2,"passage":"CLEOPATRA.\nGive me my robe. Put on my crown. I have\nImmortal longings in me. Now no more\nThe juice of Egypt’s grape shall moist this lip.\nYare, yare, good Iras; quick. Methinks I hear\nAntony call. I see him rouse himself\nTo praise my noble act. I hear him mock\nThe luck of Caesar, which the gods give men\nTo excuse their after wrath. Husband, I come!\nNow to that name my courage prove my title!\nI am fire and air; my other elements\nI give to baser life.—So, have you done?\nCome then, and take the last warmth of my lips.\nFarewell, kind Charmian. Iras, long farewell.\n\n [_Kisses them. Iras falls and dies._]\n\nHave I the aspic in my lips? Dost fall?\nIf thou and nature can so gently part,\nThe stroke of death is as a lover’s pinch,\nWhich hurts and is desired. Dost thou lie still?\nIf thus thou vanishest, thou tell’st the world\nIt is not worth leave-taking.\n\nCHARMIAN.\nDissolve, thick cloud, and rain, that I may say\nThe gods themselves do weep!\n\nCLEOPATRA.\nThis proves me base.\nIf she first meet the curled Antony,\nHe’ll make demand of her, and spend that kiss\nWhich is my heaven to have.—Come, thou mortal wretch,\n\n [_To an asp, which she applies to her breast._]\n\nWith thy sharp teeth this knot intrinsicate\nOf life at once untie. Poor venomous fool,\nBe angry and dispatch. O couldst thou speak,\nThat I might hear thee call great Caesar ass\nUnpolicied!","passage_ref":"Act 5 Scene 2, from 'CLEOPATRA.' to 'Unpolicied!'","prompt":"How does Shakespeare make Cleopatra's preparations for death here such a powerful act of self-presentation?","quote_ids":["q-ac-036","q-ac-037","q-ac-038","q-ac-039"]},{"id":"ac-e1","type":"essay","prompt":"How far does Shakespeare lead you to admire Antony despite his failures as a leader?","quote_ids":["q-ac-002","q-ac-004","q-ac-008","q-ac-021","q-ac-023","q-ac-026","q-ac-028","q-ac-033","q-ac-034","q-ac-044","q-ac-047"]},{"id":"ac-e2","type":"essay","prompt":"Explore the ways in which Shakespeare makes Cleopatra's ability to command attention important to the play.","quote_ids":["q-ac-005","q-ac-011","q-ac-013","q-ac-014","q-ac-018","q-ac-019","q-ac-036","q-ac-040","q-ac-050"]},{"id":"ac-e3","type":"essay","prompt":"In what ways does Shakespeare make political victory seem an inadequate measure of greatness?","quote_ids":["q-ac-008","q-ac-009","q-ac-018","q-ac-033","q-ac-036","q-ac-038","q-ac-041","q-ac-048","q-ac-049"]},{"id":"ac-e4","type":"essay","prompt":"How does Shakespeare make loyalty a difficult choice rather than a simple virtue?","quote_ids":["q-ac-025","q-ac-029","q-ac-030","q-ac-034","q-ac-036","q-ac-043","q-ac-044","q-ac-045","q-ac-046","q-ac-049"]},{"id":"ac-e5","type":"essay","prompt":"Explore the ways in which Shakespeare uses changing images of Antony to make his loss of identity moving.","quote_ids":["q-ac-002","q-ac-004","q-ac-021","q-ac-024","q-ac-026","q-ac-027","q-ac-028","q-ac-033","q-ac-034","q-ac-035","q-ac-047"]},{"id":"ac-e6","type":"essay","prompt":"To what extent does Shakespeare present the lovers' deaths as a triumph over defeat?","quote_ids":["q-ac-030","q-ac-033","q-ac-034","q-ac-035","q-ac-036","q-ac-037","q-ac-038","q-ac-039","q-ac-040","q-ac-047","q-ac-048","q-ac-049","q-ac-050"]}]}],"upgrades":{"starters":[{"id":"u1","weak":"This shows that","strong":["Shakespeare's choice of ... suggests ...","The contrast between ... and ... reveals ..."],"why":"Replace a vague claim with a specific choice and an interpretation."},{"id":"u2","weak":"The quote says","strong":["The image of ... presents ...","The speaker describes ... as ..."],"why":"Identify what the language does instead of repeating its content."},{"id":"u3","weak":"This makes the reader want to read on","strong":["This creates suspense for the audience because ...","The interruption leaves the audience uncertain whether ..."],"why":"Drama addresses an audience. Name the uncertainty created at this moment."},{"id":"u4","weak":"Shakespeare uses language","strong":["The repeated imperative ... pressures ...","The metaphor transforms ... into ..."],"why":"Name a method and explain its local effect."},{"id":"u5","weak":"It is a good quote","strong":["This phrase is revealing because ...","The word ... complicates the impression that ..."],"why":"Explain relevance to the question rather than praising the quotation."},{"id":"u6","weak":"This character is bad","strong":["This decision exposes ...","Although the action harms ..., it may also suggest ..."],"why":"Judge a particular action and allow a supported alternative reading."},{"id":"u7","weak":"This proves","strong":["This supports the view that ...","This makes it possible to read ... as ..."],"why":"An interpretation is supported by evidence; a single phrase rarely settles every possible reading."},{"id":"u8","weak":"The audience feels sad","strong":["The gap between ... and ... makes the loss painful","The stage action exposes ... despite the confident speech"],"why":"Explain how the response is produced rather than assuming every spectator reacts identically."},{"id":"u9","weak":"There is imagery","strong":["The image of ... connects ... with ...","The sensory detail ... makes ... seem ..."],"why":"Specify the image, its associations and its purpose."},{"id":"u10","weak":"Another quote is","strong":["This impression changes when ...","Later, the repeated image of ... develops ..."],"why":"Build a relationship between moments rather than starting a quotation list."},{"id":"u11","weak":"This links to context","strong":["The threat of public display gives ... particular significance","The theatrical convention makes the reference to ... self-conscious"],"why":"Use relevant context to illuminate the dramatic detail, not to replace analysis."},{"id":"u12","weak":"The writer is trying to say","strong":["The scene invites us to question ...","Shakespeare sets ... against ... so that ..."],"why":"Discuss the effect of the choices you can demonstrate without pretending to know a private intention."},{"id":"u13","weak":"It is dramatic irony","strong":["The audience knows ..., while ... believes ...","This difference in knowledge makes ... both ... and ..."],"why":"State both sides of the knowledge gap and its effect."},{"id":"u14","weak":"They speak differently","strong":["The shift from prose to verse changes ...","The short reply interrupts the expansive speech, suggesting ..."],"why":"Connect form or rhythm to this exchange; avoid treating verse as automatically superior."},{"id":"u15","weak":"In conclusion they are happy","strong":["The ending resolves ..., but leaves ... unsettled","The final image offers ..., although ... complicates it"],"why":"Return to the question with a judgement that reflects the evidence rather than a plot summary."}],"examples":[{"id":"ux-ac-1","text_id":"antony-and-cleopatra","focus":"AO3","before":"Philo says Antony is important but now he has changed.","after":"Philo's architectural metaphor, \"The triple pillar of the world\", makes Antony a support of public order, so his apparent collapse threatens the political world as well as his personal reputation.","why":"Name the metaphor and develop the scale of its implications."},{"id":"ux-ac-2","text_id":"antony-and-cleopatra","focus":"AO3","before":"Antony uses exaggeration because he really loves Cleopatra.","after":"Antony's \"new heaven, new earth\" expands love beyond ordinary measurement; the cosmic hyperbole can sound magnificent while also suggesting a refusal of the limits on which responsible leadership depends.","why":"Move from a named method to competing, question-relevant interpretations."},{"id":"ux-ac-3","text_id":"antony-and-cleopatra","focus":"AO3","before":"Cleopatra is very attractive and everyone likes her.","after":"When \"The winds were love-sick with them\", Enobarbus personifies nature as another admirer, making Cleopatra's attraction seem capable of organising the entire scene rather than merely pleasing Antony.","why":"Explain how personification enlarges the effect beyond a general statement about beauty."},{"id":"ux-ac-4","text_id":"antony-and-cleopatra","focus":"AO3","before":"Antony feels bad because he ran away from the battle.","after":"The paradox \"I have fled myself\" turns retreat into a rupture of identity: Antony can leave the battlefield, but he cannot escape the self-judgement produced by abandoning his heroic role.","why":"Use the reflexive construction to interpret shame instead of just retelling the retreat."},{"id":"ux-ac-5","text_id":"antony-and-cleopatra","focus":"AO3","before":"Antony talks about clouds because he is confused.","after":"The dissolving shape becomes \"As water is in water.\", a simile that removes all visible distinction; Antony's fear is not only losing power but becoming impossible to recognise as himself.","why":"Connect the image precisely to the loss of identity."},{"id":"ux-ac-6","text_id":"antony-and-cleopatra","focus":"AO3","before":"Cleopatra lifts Antony up and it is sad.","after":"Cleopatra's \"How heavy weighs my lord!\" interrupts heroic language with physical weight, while the labour of lifting Antony makes the audience confront the body that his self-triumph cannot overcome.","why":"Analyse speech alongside stage action and explain their tension."},{"id":"ux-ac-7","text_id":"antony-and-cleopatra","focus":"AO3","before":"She puts her crown on before she dies.","after":"The paired imperatives \"Give me my robe. Put on my crown.\" make Cleopatra the director of her final appearance, turning costume into a claim to sovereignty when Caesar intends to control her public image.","why":"Develop a costume detail into an argument about agency."},{"id":"ux-ac-8","text_id":"antony-and-cleopatra","focus":"AO3","before":"Cleopatra calls the snake a baby so death seems peaceful.","after":"The question \"Dost thou not see my baby at my breast\" recasts the asp through maternal imagery, making lethal action unsettlingly tender and replacing the spectacle of a captured queen with one she has chosen.","why":"Keep the tenderness and danger together rather than reducing the image to peacefulness."},{"id":"ux-md-1","text_id":"a-midsummer-nights-dream","focus":"AO3","before":"Egeus wants Hermia to do what he says.","after":"Egeus' claim \"As she is mine I may dispose of her\" moves from possession to disposal, exposing a model of fatherhood in which Hermia's independent wishes have no acknowledged value.","why":"Analyse the relationship between the pronoun and the verb."},{"id":"ux-md-2","text_id":"a-midsummer-nights-dream","focus":"AO3","before":"Hermia wants her father to understand her.","after":"Hermia's \"I would my father look’d but with my eyes.\" uses sight as a metaphor for perspective: her restrained wish asks for imaginative recognition, while Theseus' reply redirects that wish into paternal obedience.","why":"Explain a metaphor through the exchange, not through an isolated phrase."},{"id":"ux-md-3","text_id":"a-midsummer-nights-dream","focus":"AO3","before":"Titania says their argument causes problems with nature.","after":"Titania's \"We are their parents and original.\" turns the quarrel into an act of disastrous creation; the parental metaphor acknowledges shared responsibility for the disorder beyond their marriage.","why":"Develop the causal statement through the precise metaphor."},{"id":"ux-md-4","text_id":"a-midsummer-nights-dream","focus":"AO2","before":"Titania keeps the boy because she liked his mother.","after":"The firmness of \"And for her sake I will not part with him.\" grounds Titania's resistance in remembered friendship, making Oberon's account of her behaviour as mere wilfulness seem inadequate.","why":"Use motive to challenge another character's perspective."},{"id":"ux-md-5","text_id":"a-midsummer-nights-dream","focus":"AO3","before":"Titania thinks Bottom looks nice but he is a donkey.","after":"Titania's \"What angel wakes me from my flowery bed?\" idealises the visible ass-head as an angel; the clash between lyrical praise and stage appearance makes enchanted perception comic while exposing its vulnerability to manipulation.","why":"Connect visual dramatic irony to both comedy and power."},{"id":"ux-md-6","text_id":"a-midsummer-nights-dream","focus":"AO3","before":"Puck says the people are silly.","after":"Puck's \"Lord, what fools these mortals be!\" invites comic distance from the lovers, yet the irony is that fairy interference has helped manufacture the foolishness he enjoys judging.","why":"Question the judging speaker rather than treating the judgement as neutral."},{"id":"ux-md-7","text_id":"a-midsummer-nights-dream","focus":"AO3","before":"Lysander loves Helena a lot after the magic.","after":"The escalating list \"My love, my life, my soul, fair Helena!\" performs absolute commitment, but the audience's knowledge of enchantment exposes how easily the language of sincerity can survive a complete change of desire.","why":"Specify the rhetorical pattern and the knowledge gap."},{"id":"ux-md-8","text_id":"a-midsummer-nights-dream","focus":"AO3","before":"Puck tells us it was all a dream.","after":"The conditional appeal \"If we shadows have offended\" addresses spectators directly and turns the actors into insubstantial visions, inviting the audience to participate in forgiving and completing the theatrical illusion.","why":"Read the epilogue as an invitation, not a literal cancellation of the play's events."}]}}