SAT1 Grade9 Excel

Question №

Answer

Mark

Additional information

Listening

1

2

3

4

5

6

A

1

A

1

B

1

lots of activities at different times of day

1

opened

1

at a reasonable price

1

Reading

1

2

3

4

5

6

A

1

C

1

C

1

B

1

B

1

B

1

Total 12

Question №

Answer

Mark

Additional information

Listening

1

2

3

4

5

6

B

1

B

1

A

1

training, lifestyle and diet

1

wear trainers

1

give you some tips to improve your swimming

1

Reading

1

2

3

4

5

6

T

1

F

1

T

1

T

1

F

1

T

1

Total 12

Mark / Criterion

Content (relevance and development of ideas

Organisation (cohesion, paragraphing, and format)

Vocabulary (style and accuracy)

Grammar (style and accuracy) and Punctuation (accuracy

6

 All content is relevant to the task.

 The register completely corresponds to the requirements of the task; consistent and intentional misuse of register* may indicate a writer’s personal style.

 All content points are fully addressed and developed in a balanced way. *Such misuse of register should not harm the format of writing.

 Uses a wide range of connectors accurately; referencing is mostly clear.

 Uses paragraphs to separate ideas; all paragraphs revolve around one idea or a set of like ideas; the size of each paragraph allows for a proper and balanced development of ideas.

 The format is appropriate, but may be modified for a better reading experience.

 Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items with occasional inappropriacies.

 Has good control of word formation; may make occasional errors in producing less common word forms.

 Spells common vocabulary items correctly; very few (one or two) occasional spelling mistakes may be present.

 May occasionally misspell less common lexical items.

 Errors in word choice and/or spelling do not distort meaning.

 Writes simple and compound sentence forms correctly and demonstrates some variety in length.

 Attempts some complex sentences, but they tend to be less accurate, including punctuation.

 Errors in grammar and/or punctuation do not distort meaning.

5

 All content is relevant to the task; insignificant content omissions may be present.

 The register on the whole corresponds to the requirements of the task; occasional and inconsistent misuse of register may be present

 Most content points are addressed, but their development may be slightly imbalanced.

 Uses a range of basic connectors accurately and attempts to use more advanced connectors, but not always accurately, and referencing, but not always clearly or appropriately.

 Uses paragraphs to separate ideas; most paragraphs revolve around one idea or a set of like ideas; the size of each paragraph may reflect imbalanced development of ideas.

 The format is appropriate.

 Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items, but may make frequent errors.  Has good control of word formation; may make errors in producing less common word forms.

 Spells common vocabulary items correctly; few (no more than five) occasional spelling mistakes may be present.

 May often misspell less common lexical items.

 Errors in word choice and/or spelling do not distort meaning

Writes simple and compound sentence forms correctly, but does not demonstrate variety in length.

 Occasional errors in grammar and/or punctuation do not distort meaning.

4

 Most content is relevant to the task; insignificant content omissions may be present.

 The register on the whole corresponds to the requirements of the task.

 Most content points are addressed, but some content points may be more fully covered than others

 Uses a range of basic connectors accurately.

 Uses paragraphs to separate ideas, but tends to misuse paragraphing (a script is a set of very short paragraphs or some paragraphs may be much longer than other ones for no apparent reason).

 The format is generally appropriate.

 Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexical items.

 Has good control of word formation; can produce common word forms correctly.

 May make infrequent errors in spelling more difficult words.

 Errors in word choice and/or spelling rarely distort meaning

 Writes simple and some compound sentence forms correctly.

 While errors in grammar and/or punctuation are noticeable, meaning is rarely distorted.

3

 Some content is relevant to the task; significant content omissions may be present.

 The register barely corresponds to the requirements of the task.

 Only some content points, which are minimally addressed.

 Some content is relevant to the task; significant content omissions may be present.

 The register barely corresponds to the requirements of the task.

 Only some content points, which are minimally addressed.

 Uses some basic connectors, but these may be inaccurate or repetitive

 Writes in paragraphs, but may not use them to separate ideas (a script may have random breaks between paragraphs).

 The format may be inappropriate in places.

 Uses basic vocabulary reasonably appropriately.

 Has some control of word formation; can produce some common word forms correctly.

 Makes frequent errors in spelling more difficult words, but simple words are spelled correctly.

 Errors in word choice and/or spelling distort meaning at times.

 Writes simple sentence forms mostly correctly.

 Errors in grammar and/or punctuation may distort meaning at times

2

 Severe irrelevances and misinterpretations of the task may be present.

 Only few content points, which are minimally addressed.

 May use a very limited range of basic cohesive devices, and those used may not indicate a logical relationship between ideas.

 Attempts to write in paragraphs, but their use may be confusing (may start every sentence with a new line).

 The format may be inappropriate

 Uses an extremely limited range of vocabulary.

 Has very limited control of word formation; can produce a few common word forms correctly.

 Makes many errors in spelling, including a range of simple words.

 Errors in word choice and/or spelling distort meaning.

 Writes some simple sentence forms correctly.

 Frequent errors in grammar and/or punctuation distort meaning.

1

 Attempts the task, but it is largely misinterpreted and the response is barely relevant to the task.

 Links are missing or incorrect.

 Does not write in paragraphs at all (a script is a block of text).

 The format is not appropriate.

 Can only use a few isolated words and/or memorised phrases.

 Has essentially no control of word formation; can barely produce any word forms.

 Displays few examples of conventional spelling.

 No evidence of sentence forms.

0

 Does not attempt the task in any way. OR

 The response is completely irrelevant to the task. OR

 There is too little language to assess. OR

 Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of context to verify meaning.

Mark / Criterion

Development and Fluency

Language

6

 Produces stretches of language in a register which is appropriate to the situation provided in the task and may opt to vary register to enhance meaning.

 Shows sustained ability to maintain a conversation and to make relevant contributions at some length.

 Produces extended stretches of language despite some hesitation.

 Can respond to change in direction of the conversation.

 Pronunciation is intelligible*.

 Intonation is appropriate.

 Produces error-free simple sentences.

 Attempts some complex grammatical forms, but may make errors, which rarely cause comprehension problems.

 Uses a range of appropriate vocabulary to give and exchange views on a growing range of general and curricular topics.

5

 Produces stretches of language in a register which is appropriate to the situation provided in the task.  Responds relevantly and at length which makes frequent prompting unnecessary, resulting in a competent conversation.

 Produces mostly extended stretches of language despite some hesitation, although instances of using short phrases may be present.

 Can generally respond to change in direction of the conversation.

 Pronunciation is generally intelligible.

 Intonation is generally appropriate

 Produces error-free simple sentences.

 Uses a range of appropriate vocabulary when talking about a range of general and curricular topics.

 Occasional mistakes do not cause comprehension problems.

4

 Produces stretches of language in a register which is generally appropriate to the situation provided in the task.

 Attempts to respond to questions and prompts.

 Produces responses which are extended beyond short phrases, despite hesitation.

 Effort will need to be made to develop the conversation; only partial success will be achieved.  Pronunciation is mostly intelligible.

 May not follow English intonation patterns at times

 Frequently produces error-free simple sentences.  Uses appropriate vocabulary to talk about a limited range of general and curricular topics.

 Errors may cause comprehension problems.

3

 Produces stretches of language without awareness of register.

 Responses tend to be brief and are characterised by frequent hesitation.

 Has to be encouraged to go beyond short responses and struggles to develop a conversation.  There is a lack of intelligibility of pronunciation, but it is unlikely to impede communication.

 May not follow English intonation patterns frequently

 Produces basic sentence forms and some correct simple sentences.

 Uses a limited range of appropriate vocabulary to talk about a limited range of general topics.

 Errors are frequent and may lead to misunderstanding.

2

 Responses are so brief that little is communicated.

 Barely engages in a conversation.

 Pronunciation may cause some communication difficulty.

 Does not follow English intonation patterns.

 Attempts basic sentence forms, but with limited success. OR

 Heavily relies on apparently memorised utterances.

 Uses a limited range of appropriate vocabulary to talk about a very limited range of general topics.

 Makes numerous errors except in memorised expressions

1

 No communication possible.  Pronunciation and intonation patterns cause difficulty for even the most sympathetic listener.

 Cannot produce basic sentence forms.  Can only produce isolated words and phrases or memorised utterances.

0

 No attempt at the response. OR  No rateable language.