Quest ion

№

Answer

Mark

Additional information

1

1

The learners may write their answers using their own words with the correct information from the monologue.

2

1

3

1

4

1

5

1

6

1

1

1

The learners may answer using their own words or information from the text. It can be part of

the sentence or a full sentence.

2

1

3

1

4

1

A learner may paraphrase the sentences.

5

1

6

1

Total marks

12

Mark / Criterion

Content: relevance, style and register, and development of ideas

Organization: cohesion, paragraphing, and format

Vocabulary and Spelling

Grammar and Punctuation: range and 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 range of basic connectors correctly and attempts to use referencing, but not always clearly or appropriately.

• 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.

• May attempt 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

• Uses a range of basic connectors correctly.

• 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

• 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

• 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.

may be present.

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

development of ideas.

• The format is appropriate.

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.

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 some basic connectors, but these may be inaccurate or repetitive.

• 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.

• Uses a very limited range of basic cohesive devices correctly.

• 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 a 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,

• Uses an extremely limited range of vocabulary.

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

• Writes some simple sentence forms correctly.

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

but their use may be confusing (may start every sentence with a new line).

• The format may be inappropriate.

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

• Errors in a word choice and/or spelling 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 memorized phrases.

• Has essentially no control of a 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

Grammar and Vocabulary

6

• 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 a 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

• 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 a 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

• 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

• Responses tend to be brief and are characterized 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 memorized utterances.

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

• Makes numerous errors except in memorized 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 memorized utterances.

0

• No attempt at the response.

OR

• No ratable language.