NOTES TO MARKERS

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NOTES TO MARKERS

1.

General

(a) Markers are requested to treat the scores as confidential.

(b) Any marker who, for any reason, wishes to withdraw must immediately notify his/her School Coordinator for replacement and inform the Hong Kong Examinations and Assessment Authority of the changes by fax (2351 3447).

(c) Markers are reminded of the importance of keeping the Authority’s marking schemes out of the hands of students, who can be seriously misled by the format used for marking.

2.

Vigilance in Handling Scripts

Markers are reminded to exercise vigilance in handling scripts and take precautions throughout the marking period. In order to avoid any loss of scripts, keep scripts in a safe place, never leave scripts unattended, and make sure that scripts are secure in transit.

3.

Checking of Scripts

Markers should ensure that the number of scripts received corresponds with the number indicated on the ‘Envelope for Worked Question Answer Booklets’. Please inform the School Coordinator immediately of any discrepancy. The School Coordinator should then report the case to the Authority by fax (2351 3447).

4.

Marking

(i) Scripts must NOT be marked in public places.

IMPORTANT

(ii) Scripts should be kept in safe custody at all times.

(iii) Script must be marked in RED.

(iv) Markers must fill in their names and sign on the

‘Envelope for Worked Question Answer Booklets’.

Education and Manpower Bureau Territory-wide System Assessment 2004

Primary 3 English Language Listening, Reading and Writing

Marking Scheme

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(a) The marking scheme must be STRICTLY adhered to in order to achieve a uniform standard of marking.

(b) The scores for individual questions must be put in the corresponding boxes in the ‘Marker’s Use Only’ column.

(c) Clarity in marking is important. Figures should be clearly written.

Corrections should be made by crossing out the original and writing the correct score, e.g.ʳ 3 2 ^.

(d) Markers should go through every page of the script that needs to be marked since occasionally a student may skip some pages.

5.

Enquiry about Marking of Scripts

Please contact the Marking Support Teams by phone.

Chinese: 1878 223 English: 1878 227 Mathematics: 1878 228

Office hours Mon – Fri 8:30 a.m. – 12:30 p.m. and 1:30 p.m. – 5:00 p.m.

Sat Κ8:30 a.m. – 12 noon

6.

Schedule for Marking and Return of Scripts

Marking of Scripts Mathematics 7 July 2004 – 17 July 2004 Chinese & English 8 July 2004 – 17 July 2004 Return of Scripts On or before 17 July 2004

x Markers should:

(a) ensure the number of scripts returned corresponds with the number indicated on the ‘Envelope for Worked Question Answer Booklets’, (b) use block letters to write their names in the boxes provided,

(c) sign on the line provided,

(d) put all the marked scripts into the envelope, and

(3)

Territory-wide System Assessment 2004 Primary 3 English Language Questions required marking:

Paper Part Section Question

No. Task Page

E1A 1B -- 6 – 7 Peter’s notes (L) 4

E1B 2B 1 1 – 8 Notes about animals (W) 5 – 6

2 -- One more animal (W) 7 – 16

3B -- -- Three wishes (W) 17 – 21

E2A 1B -- -- Photo (L) 22 – 23

E2B 2B -- 1 – 5 Things to take (W) 24

1 – 5 Things to see (W) 25

3A -- 3 Timetable (R) 26 – 27

3C -- -- My good friend (W) 28 – 34

3D -- -- My favourite season (W) 35

E3A 1B -- 2 – 4 Form (L) 36

E3B 2B -- 1 – 5 Things to take (W) 24

1 – 5 Things to see (W) 25 2D 1 1 – 8 Notes about animals (W) 5 – 6

2 -- One more animal (W) 7 – 16

3A -- 3 Timetable (R) 26 – 27

4 ‘Think of’ (R)(W) 37 – 44

3C -- -- Open door (W) 45 – 50

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Part 1B

MARKING SCHEME

^LISTENING

PAPER E1A Part 1B Peter’s notes

One of the students, Peter, is talking to Miss Wong about the day camp. He is taking some notes.

Write the answer for Questions 6 – 7.

Tapescript

Miss Wong: …You can also play football… You can play football with your classmates.

// (beep)(a pause of 10 seconds)

Peter: I like drawing pictures. Can I draw pictures there?

Miss Wong: Sure. You can draw pictures on the beach. It’s beautiful. // (beep)(a pause of 10 seconds)

Expected Performance

x Using a small range of strategies to understand the meaning of short and simple texts on familiar topics which are delivered slowly and clearly in familiar accents (IS, KS, ES)

Suggested Answers

Peter’s Notes Things to do

6. ((play)ing) football

7. draw(ing) (picture(s)) in any order Remarks

x Answers for Questions 6 and 7 can be in any order.

x Award a score of 1 for each correct answer

x Award no score for an incorrect/illegible answer or unattempted question

x Award no score if the key words ‘football’ and ‘draw’ are spelt incorrectly. However, for Question 6, ‘foot ball’ as two words is acceptable.

x ( ) indicates text which is NOT essential to the answer.

x Do not penalize students for wrong use of capitalization or grammatical mistakes that do not interfere with the communication of ideas.

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(23) 1 mark

(24) 1 mark

(25) 1 mark

(26) 1 mark

Section 1 MARKING SCHEME

WRITING

PAPER E1B Part 2B

PAPER E3B Part 2D Marker’s Use Only

The children see many animals in the zoo. They are taking some notes about these animals.

Help them complete their notes.

e.g. It is a monkey.

It has a long tail.

It is brown.

It eats bananas.

1. It is 2. It has

(19) max. score: 1

(20) max. score: 1

3. It is 4. It eats

(21) max. score: 1

(22) max. score: 1

5. It is 6. It has

(23) max. score: 1

(24) max. score: 1

7. It is 8. It eats

(25) max. score: 1

(26) max. score: 1

Section 2 Write about one more animal in your own words.

It is

spelling grammar punctuation

sp (27) gra (28) pun (29)

(30) max. score: 2 (A)

(31) max. score: 2 (B)

©HKEAA 2004 5

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Section 1 MARKING SCHEME

^WRITING

PAPER E1B Part 2B Section 1 PAPER E3B Part 2D Section 1 Notes about animals

x Writing and/or responding to short and simple texts with relevant information and ideas (including personal experiences and imaginative ideas) with the help of cues (IS, KS, ES) Suggested Answers

Duck

1. It is a duck.

2. It has small eyes.

3. It is yellow.

4. It eats fish.

Rabbit

5. It is a rabbit.

6. It has big teeth.

Ideas (0, 1)

Accuracy (0, 1)

grammar 7. It is white.

8. It eats carrots.

spelling punctuation

Remarks Ideas

¾ Do not penalize students for wrong use of capitalization, punctuation, spelling or grammatical mistakes that do not interfere with the communication of ideas.

x Award no score for

¾ an incorrect/illegible answer or unattempted question

¾ giving no adjective in the description for Questions 2 and 6 (Numbers should not be considered as adjectives here (e.g. two eyes.))

x The words underlined are the prompts given.

Accuracy

x Scores will be deducted for the section as a whole for making grammatical or spelling mistakes (i.e. Questions 1 – 8, NOT for individual answers).

¾ Put ‘1’ in the appropriate box for making more than two spelling mistakes where the items for ‘ideas’ are awarded.

¾ Put ‘1’ in the appropriate box for making more than two grammatical mistakes where the items for ‘ideas’ are awarded.

¾ Put ‘1’ in the appropriate box for missing punctuation in ALL the sentences.

¾ Put ‘0’ in the boxes if no scores are deducted.

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MARKING SCHEME

^WRITING

PAPER E1B Part 2B Section 2 PAPER E3B Part 2D Section 2 One more animal

Section 2 Question: Write about one more animal in your own words.

x Writing and/or responding to short and simple texts with relevant information and ideas (including personal experiences and imaginative ideas) with the help of cues (IS, KS, ES) (referred to as A below)

x Writing short and simple texts using a small range of vocabulary, sentence patterns and cohesive devices fairly appropriately despite some spelling and grammatical mistakes (KS) (referred to as B below)

Score of 2

(A) – Ideas (0, 1, 2)

x Provides the name of the animal

x Provides at least three pieces of information* about the animal Score of 1

x Provides the name of the animal

x Provides one to two pieces of information* about the animal Score of 0

x Provides the name of the animal only OR

x Do not provide the name of the animal.

OR

x Provides incorrect information or a very general description of the animal OR

x Copies the sentences from the examples Remarks

x Do not penalize students for grammatical or spelling mistakes that do not interfere with the communication of ideas.

* Information includes

¾ what it looks like (physical appearance)(Do not accept incorrect information, e.g. ‘It is a long tail.’ or a very general description, e.g. ‘It has eyes.’)

¾ what it eats (food)

¾ where it lives (habitat)

¾ etc

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MARKING SCHEME

^WRITING

PAPER E1B Part 2B Section 2 PAPER E3B Part 2D Section 2 One more animal

Score of 2

(B) – Structures (0, 1, 2)

x Provides a clear description of an animal with very few grammatical or spelling mistakes

x Shows a good choice of words x Uses different sentence patterns Score of 1

x Provides a rather clear description of an animal despite some grammatical or spelling mistakes

x Uses simple and appropriate words x Shows control of simple sentence patterns

OR

x Provides a limited description of an animal with few grammatical or spelling mistakes

(please refer to Sample Script 10 & Sample Script C) Score of 0

x Provides a description with many grammatical or spelling mistakes OR

x Provides limited information such that markers have difficulty in judging the student’s grammatical competence

OR

x Copies sentences from the example Remarks

x Balanced judgement is to be used when assessing students’ performance.

x No score should be given for this BC if students provide irrelevant information or ideas.

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SAMPLE SCRIPTS (score of 2 for A and B) PAPER E1B Part 2B Section 2 (A) – Ideas (0, 1, 2) PAPER E3B Part 2D Section 2 (B) – Structures (0, 1, 2) One more animal (W)

Write about one more animal in your own words.

Sample Script 1 (2, 2)

The student’s performance corresponds to the following marking criteria for awarding a score of 2 for (A) and (B):

x The student provides the name of the animal ‘hamster’ and more than three pieces of information about it (e.g. ‘It has two big eyes. It has a short tail. It is yellow.’). A score of 2 is given for (A).

x A small range of vocabulary and different sentence patterns are used in the description with very few grammatical mistakes. A score of 2 is given for (B).

x The student provides the name of the animal ‘fish’ and more than three pieces of information about it (e.g. ‘It is has a small mouth. It is orange. It eats small fish.’). A score of 2 is given for (A).

x The student describes the animal by using a small range of vocabulary and different sentence patterns appropriately. A score of 2 is given for (B).

SAMPLE SCRIPTS (score of 2 for A and 1 for B) Sample Script 3 (2, 1)

The student’s performance corresponds to the following marking criteria for awarding a score of 2 for (A) and 1 for (B):

x The student provides the name of the animal ‘lion’ and three pieces of information about it (e.g. ‘It is big lion. It is brown. It is strong.’). A score of 2 is given for (A).

x The sentences are all clear and grammatical but the same sentence pattern is used. A score of 1 is given for (B).

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SAMPLE SCRIPTS (score of 1 for A and 2 for B) PAPER E1B Part 2B Section 2 (A) – Ideas (0, 1, 2) PAPER E3B Part 2D Section 2 (B) – Structures (0, 1, 2) One more animal (W)

x The student provides the name of the animal ‘cat’ and two pieces of information about it (e.g. ‘It has small feet. It is brown and white.’). A score of 1 is given for (A).

x The student uses one cohesive device to link ideas. Different sentence patterns and a small range of vocabulary are used appropriately. The description is clear and grammatical. A score of 2 is given for (B).

x The student provides the name of the animal ‘cat’ and two pieces of information about it (e.g. ‘It has small ears’ and ‘It eats fish’). A score of 1 is given for (A).

x The student uses a small range of vocabulary to describe the animal with no grammatical or spelling mistakes though full stops are missing in the first two sentences. A score of 2 is given for (B).

SAMPLE SCRIPTS (score of 1 for A and B)

x The student provides the name of the animal ‘cat’ and two pieces of information about it (e.g. ‘It eat (eats) mouse. It is a beautiful anima (animal).’). A score of 1 is given for (A).

x The student uses different sentence patterns to express his/her ideas with a small range of vocabulary. However, grammatical and spelling mistakes are made. A score of 1 is given

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(A) – Ideas (0, 1, 2) (B) – Structures (0, 1, 2)

PAPER E1B Part 2B Section 2 PAPER E3B Part 2D Section 2 One more animal (W)

x The student provides the name of the animal ‘dog’ and two pieces of information about it (e.g. ‘It has a big nose. It has two big eyes.’). A score of 1 is given for (A).

x The sentences are all clear and grammatical but the same sentence pattern is used. A score of 1 is given for (B).

x The student provides the name of the animal ‘cat’ and two pieces of information about it (e.g. ‘It is dirty. It is fat.’). A score of 1 is given for (A).

x Though the same sentence pattern ‘It is…’ is used by the student, the sentences are clear and grammatical. Therefore, a score of 1 is given for (B).

x The student describes the animal ‘It is good’ which is not specific enough.

However, he/she provides one piece of information about the animal ‘It has a short tail’. A score of 1 is awarded for (A).

x The description is clear but full stops are missing in two sentences and a grammatical mistake is made. A score of 1 is awarded for (B).

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x The student provides the name of the animal ‘fish’ and one piece of information about it (e.g. ‘It is small.’). A score of 1 is given for (A).

x The student provides a limited description of an animal with no grammatical or spelling mistakes. A score of 1 is given for (B).

SAMPLE SCRIPTS (score of 1 for A and 0 for B)

x The student provides the name of the animal ‘dog’ and one comprehensible piece of information about it (e.g. ‘It has fattest face’). A score of 1 is given for (A).

x The information provided is ungrammatical though comprehensible. A score of 0 is therefore given for (B).

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x The student provides the name of the animal ‘lion’. However, he/she only provides a very general description about the animal (e.g. ‘It has eyes. It has ear.’), which is not accepted. No score is awarded for (A).

x Grammatical and spelling mistakes are made in most of the sentences. No score is awarded for (B).

The student’s performance corresponds to the following marking criteria for not awarding scores for (A) and (B):

x The student is only able to provide the name of the animal ‘dog’. No other information about the animal is written clearly. A score of 0 is given for both (A) and (B).

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x The student is unable to provide the correct name of the animal. He/She has written only one piece of information clearly: ‘It likes eating’. A score of 0 is given for (A).

x Though different sentence patterns are used, the information provided is confusing.

Words that are misspelt (e.g. big ‘eraes’, ‘bog’ foot) interfere with the communication of ideas. A score of 0 is given for (B).

x The student copies some ideas from the example in Section 1 (e.g. ‘It is monkey’

and ‘… like eat banana’). A score of 0 is given for (A) and (B).

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MOCK MARKING EXERCISE PAPER E1B Part 2B Section 2 PAPER E3B Part 2D Section 2 One more animal (W) (A) – Ideas (0, 1, 2)

(B) – Structures (0, 1, 2)

Sample Script A

Sample Script B

Sample Script C

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MOCK MARKING EXERCISE PAPER E1B Part 2B Section 2 PAPER E3B Part 2D Section 2 One more animal (W) (A) – Ideas (0, 1, 2)

(B) – Structures (0, 1, 2)

KEY Write about one more animal in your own words.

Sample Script A (2, 2)

x The student provides the name of the animal ‘snake’ and three pieces of information about it (e.g. ‘It has a long tail. It is green. It eats worms.’). A score of 2 is given for (A).

x The description is clear and grammatical. The student uses a small range of vocabulary and different sentence patterns appropriately. A score of 2 is given for (B).

Sample Script B (1, 2)

x The student provides the name of the animal ‘dog’ and two pieces of specific information about it (e.g. ‘It has long legs. It is white.’). A score of 1 is given for (A).

x The student writes clearly and grammatically using a small range of vocabulary and sentence patterns to describe the dog. A score of 2 is given for (B).

Sample Script C (1, 1)

x The student provides the name of the animal ‘bird’ and one piece of information about it (e.g. ‘It has small eyes.’). A score of 1 is given for (A).

x The student provides a limited description of an animal with one grammatical mistake. A score of 1 is given for (B).

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MARKING SCHEME

^WRITING

PAPER E1B Part 3B Three wishes

IMPORTANT NOTE: The maximum score for this item is 3.

Part 3B

Read this part of the story again.

The bear says, “…This little box is for you. Open it and make three wishes. You can ask for anything you like.”

I want…

Question: You are Bunny. What do you want to ask for? Give your three wishes.

x Writing and/or responding to short and simple texts with relevant information and ideas (including personal experiences and imaginative ideas) with the help of cues (IS, KS, ES)

Score of 3

x Writes three wishes clearly Score of 2

x Writes two wishes clearly Score of 1

x Writes one wish clearly Score of 0

x Do not provide any wish.

OR x Provides irrelevant information Remarks

x Accept any sensible or reasonable ideas.

x Do not penalize students for wrong use of capitalization, punctuation, spelling or grammatical mistakes that do not interfere with the communication of ideas.

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SAMPLE SCRIPTS (score of 3) WRITING PAPER E1B Part 3B Three wishes

You are Bunny. What do you want to ask for? Give your three wishes.

Sample Script 1 (3)

The student’s performance corresponds to the following marking criteria for awarding a score of 3:

x The student provides three discrete ideas for the three wishes. A score of 3 is given.

Sample Script 2 (3)

x The student writes all three wishes clearly. A score of 3 is given.

Sample Script 3 (3)

x The student writes more than three wishes clearly. A score of 3 is given.

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SAMPLE SCRIPT (score of 1) WRITING PAPER E1B Part 3B Three wishes You are Bunny. What do you want to ask for? Give your three wishes.

Sample Script 4 (1)

x The student writes only one wish clearly ‘play computer’. A score of 1 is given.

Sample Script 5 (0)

SAMPLE SCRIPT (score of 0)

The student’s performance corresponds to the following marking criteria for not awarding scores:

x The student is unable to provide any relevant ideas about the three wishes. A score of 0 is given.

Sample Script 6 (2)

SAMPLE SCRIPT (score of 2)

x The student writes two wishes. A score of 2 is given.

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MOCK MARKING EXERCISE PAPER E1B Part 3B

Ideas (0, 1, 2, 3) Three wishes (W)

Sample Script A

Sample Script B

Sample Script C

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MOCK MARKING EXERCISE PAPER E1B Part 3B

Ideas (0, 1, 2, 3) Three wishes (W) KEY

Sample Script A (3)

x The student gives more than three wishes clearly.

Sample Script B (3)

x The student writes the three wishes clearly.

Sample Script C (2)

x The student writes two wishes clearly.

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MARKING SCHEME

LISTENING PAPER E2A Part 1B Photo

Part 1B

After the picnic, Kitty goes home. She talks with her mother about a photo of the picnic.

Write the names in the correct boxes.

Mr Lam Mr Tam Miss Chan Miss Wong Sandy

Jenny Sam Sue Tim Tom

Mary Kitty

x Discriminating between common words with a small range of vowel and consonant sounds (KS)

Mr Lam Miss Wong Miss Chan

Sue Sandy

Sam Mary e.g. Kitty Jenny Tim

Remarks

x Award no score for an incorrect/illegible answer or unattempted question

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MARKING SCHEME

LISTENING PAPER E2A Part 1B Photo

Part 1B

Tapescript

Mum: You look very smart in this photo, Kitty. Your cap looks really nice.

Kitty: Yes. My friends said that I looked smart, too. (Kitty speaks proudly and happily) // (a pause of 5 seconds)

Mum: There’re two girls next to you. Who are they?

Kitty: Mary and Jenny (slow). Mary is very lucky. She caught a lot of fish that day. (beep) (a pause of 5 seconds) Jenny did not catch any fish but she was still happy. // (beep) (a pause of 5 seconds)

Mum: I see. Is this Tim (slow)? His T-shirt looks good.

Kitty: Yes, it is. His T-shirt has a toy car on it. The wheels can move. // (beep) (a pause of 5 seconds)

Mum: Who’s the boy holding a football and a bag (slow)?

Kitty: He’s my best friend, Sam (pause). He likes ball games. // (beep) (a pause of 5 seconds)

Mum: There’re two girls in the back row. They look the same. Who are they? Kitty:

Sue and Sandy (slow). They’re twins. They both have long straight hair but Sue wears glasses (slow). // (beep) (a pause of 10 seconds)

Mum: And who are these two young ladies?

Kitty: Oh, they’re my teachers, Miss Wong and Miss Chan. Miss Wong is wearing a big hat but Miss Chan is holding an umbrella. // (beep) (a pause of 10 seconds)

Mum: How about this young man holding a basketball?

Kitty: He’s my P.E. teacher, Mr Lam. He likes playing ball games with us. //

(beep) (a pause of 5 seconds)

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MARKING SCHEME

WRITING PAPER E2B Part 2B PAPER E3B Part 2B Things to take

IMPORTANT NOTE: The score for each item has been changed from 2 to 1.

Part 2B

Mary is asking her mother about the visit to the zoo.

Read what they say about the things to take.

e.g.

1. 2. 3. 4. 5.

What should we take

with us? Mary, remember to take…

Mary is taking down some notes. Help Mary complete her notes.

x Writing and/or responding to short and simple texts with relevant information and ideas (including personal experiences and imaginative ideas) with the help of cues (IS, KS, ES) Suggested Answers

e.g. camera 1. (a) cap/hat 2. (a) sandwich 3. sweets/candies 4. (an) orange

Things to take

Remarks

5. drink/(a bottle of) water/juice/tea

x Award a score of 1 for each correct answer with correct spelling

x Award no score for an incorrect/illegible answer or unattempted question x Answers in singular/plural forms are acceptable.

x / indicates an alternate answer.

x ( ) indicates (a) word(s)/phrase(s) which is/are NOT essential to the answer.

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MARKING SCHEME

^WRITING

PAPER E2B Part 2B PAPER E3B Part 2B Things to see

IMPORTANT NOTE: The score for each item has been changed from 2 to 1.

Read what they say about the things to see.

e.g.

1. 5.

2. 3. 4.

What can we see?

You can see…

Mary is taking down some notes. Help Mary complete her notes.

Things to see e.g. snakes

1. bird(s)/parrot(s) 2. monkey(s) 3. lion(s) 4. bear(s) 5. tiger(s)

Remarks

x Award a score of 1 for each correct answer with correct spelling

x Award no score for an incorrect/illegible answer or unattempted question x Answers in singular/plural forms are acceptable.

x ( ) indicates a letter which is NOT essential to the answer.

x Do not penalize students for wrong use of capitalization or spelling the plural forms incorrectly that do not interfere with the communication of ideas.

©HKEAA 2004 25

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MARKING SCHEME

READING PAPER E2B Part 3A PAPER E3B Part 3A Timetable

Part 3A

Mrs Chan is reading “The Three Rabbits” to the children.

Read the first part of the story.

Daisy, Flopsy and Bunny are sisters. They live in the forest with their mother, Mrs Rabbit.

There are many trees near their house. Every morning, they get up late and have breakfast. They go to the park. In the afternoon, they go home and take a bath. Then they have lunch.

After that, Mrs Rabbit asks them to wash the dishes, but they do not listen to her. They just play with their toys.

Mrs Rabbit gets very angry.

Question 3. What do Daisy, Flopsy and Bunny do every day? Complete

the timetable.

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MARKING SCHEME

READING PAPER E2B Part 3A PAPER E3B Part 3A Timetable Expected Performance

x Using a small range of reading strategies to understand the meaning of short and simple texts with the help of cues (IS, KS, ES)

Time Things to do

10:00 am – 12:00 noon e.g. x get up

x (have) breakfast x go (to the) park 12:00 noon – 3:00 pm e.g. x go home

x (take a) bath x (have) lunch

x play (with their) toys Remarks

x Answers in each session (10 am – 12 noon or 12 noon – 3 pm) can be in any order.

x Award no score for an incorrect/illegible answer or unattempted question x ( ) indicates (a) word(s) which is/are NOT essential to the answer.

x Do not penalize students for wrong use of capitalization, spelling or grammatical mistakes that do not interfere with the communication of ideas.

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MARKING SCHEME

READING PAPER E2B Part 3C

Part 3C

My good friend (W)

Flopsy has a lot of good friends. You also have a good friend.

Write about your good friend in 30 words or more.

My Good Friend

x Writing and/or responding to short and simple texts with relevant information and ideas (including personal experiences and imaginative ideas) with the help of cues (IS, KS, ES) Score of 3

x Provides a clear, varied and coherent description of a good friend with supporting details or examples

Score of 2

x Provides a rather clear description of a good friend with some supporting details or examples

Score of 1

x Provides a description of a good friend with limited ideas Score of 0

x Unable to provide any description of a good friend

x Writes less than 10 words regardless of providing a description of a good friend OR Remarks

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SAMPLE SCRIPTS (score of 3) PAPER E2B Part 3C My good friend (W) Ideas (0, 1, 2, 3)

Write about your good friend in 30 words or more.

Sample Script 1 (3)

x This response shows a good understanding of the question. The ideas are clearly communicated with supporting details, e.g. the description of her appearance is elaborated by ‘two big eyes’, ‘a big nose’, and ‘a pink mouth’, etc. Comparison and contrast is also made on the school subjects that the student and the friend like. The description is coherent and ideas are linked by ‘and’, ‘but’ and ‘because’.

Sample Script 2 (3)

x The student describes the good friend with supporting details like ‘She has two younger sisters. And one is a baby.’ and ‘She likes play computer games and she likes play with me too.’ The description of a good friend is clear and varied. The ideas are coherent and are linked by ‘and’ and ‘too’.

©HKEAA 2004 29

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Sample Script 3 (2)

x The student gives a rather clear description about his/her good friend, e.g. her character, physical appearance and what she likes. The student also provides details about her appearance, e.g. ‘her eyes is small’ and ‘she has a short hair’. However, some of the ideas are not presented clearly to the readers, e.g. ‘buy food in ress’ and

‘spare English’.

Sample Script 4 (2)

x The student gives a description of his/her good friend by providing supporting details about the things that she likes to do, her favourite games, and food, etc.

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Sample Script 5 (1)

x The student provides a limited description about a good friend by giving his name and the things that he likes to do only.

Sample Script 6 (1)

x The student provides a clear but limited description about her good friend: her name and information about her favourite subject. However, the description mainly focuses on her favourite subject.

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Sample Script 7 (0)

x The student is unable to provide relevant ideas about his/her good friend.

Sample Script 8 (0)

x The student is unable to provide relevant ideas about his/her good friend.

Sample Script 9 (0)

x The student provides irrelevant ideas by giving a description about Flopsy instead of his/her good friend. It shows that the student has no understanding of the

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MOCK MARKING EXERCISE PAPER E2B Part 3C My good friend (W) Ideas (0, 1, 2, 3)

Sample Script A

Sample Script B

Sample Script C

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MOCK MARKING EXERCISE PAPER E2B Part 3C My good friend (W) Ideas (0, 1, 2, 3)

Sample Script A (3)

x The student gives a clear, varied and coherent description about a good friend with supporting details. He/She gives her name and physical appearance. She writes about her hobby – singing. He/She provides further elaboration by saying that her singing is sweet.

KEY

Sample Script B (1)

x The student provides a relevant description about a good friend by giving her name and information about her physical appearance. However, the description is limited to her physical appearance only.

Sample Script C (0)

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. Part 3D

MARKING SCHEME

^WRITING

PAPER E2B Part 3D My favourite season

Flopsy likes writing poems. She writes a poem about her favourite season.

Help her complete the poem. Write your answer in the Expected Performance

My favourite season Suggested Answers Score Remarks

I like summer.

It is a good time to hike, And ride my e.g. bike.

Out in the sun, I wear a red hat.

So does Kitty, my pet At the top of the hill, I play on rocks.

I do not wear shoes or

At the beach,

I like to swim in the sea, Then sleep under a

At bedtime,

My mum says, “Good night.”

She turns off the .

cat/rat/bat#

dog/pig/fish/

any kind of animal*

socks

sock/coat(s)/ clothes/

shirt(s)/shorts/hat(s)*

tree

trees/umbrella/bed/

sun*

light

radio/fan/TV/lights*

x Award a score of 2 for each correct answer x # Award a score of 1

for giving the plural form of the word 2

x * Award a score of 1 for a relevant answer 1 which does not rhyme

with the last word in the previous line 2 x Award no score for an

irrelevant/illegible 1 answer or unattempted

question x / indicates an

alternative answer.

x ( ) indicates a letter 2 which is NOT

essential to the

1 answer.

2 1

©HKEAA 2004 35

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Part 1B

MARKING SCHEME

LISTENING PAPER E3A Part 1B Form

At the picnic, one of the students, Kitty, lost her purse. She is telling a policeman about it.

Write the answer for Questions 2 – 4.

Tapescript

Policeman: Well, what’s your name?

Kitty: Kitty Wong.

Policeman: OK, Kitty Wong W-O-N-G. // (beep)(a pause of 5 seconds) Policeman: OK, what class are you in?

Kitty: 3C. // (beep)(a pause of 5 seconds) Policeman: And what’s your phone number?

Kitty: Seven-two-five-three (pause) four-nine-one-eight.

Policeman: 7253 4918. (slowly) // (beep)(a pause of 5 seconds) Expected Performance

Lost Item Report Form 2. Name: Kitty Wong

3. Class: 3C Phone no.: 72534918 4.

Remarks

x Award no score for an incorrect/illegible answer or unattempted question x Do not penalize students for wrong use of capitalization.

x For Questions 3 and 4, the numbers ‘3’ and ‘72534918’ can be in word form (though this is not encouraged).

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MARKING SCHEME

READING/WRITING PAPER E3B Part 3A

‘Think of ’

Mrs Chan is reading “The Three Rabbits” to the children.

Read the first part of the story.

Part 3A

Mrs Chan is reading “The Three Rabbits” to the children.

Read the first part of the story.

Daisy, Flopsy and Bunny are sisters. They live in the forest with their mother, Mrs Rabbit. There are many trees near their house. Every morning, they get up late and have breakfast. They go to the park. In the afternoon, they go home and take a bath. Then they have lunch.

After that, Mrs Rabbit asks them to wash the dishes, but they do not listen to her. They just play with their toys. Mrs Rabbit gets very angry.

Question 4: What do you think of Daisy, Flopsy and Bunny? Write one sentence or more.

Expected Performance (Reading)

x Using a small range of reading strategies to understand the meaning of short and simple texts with the help of cues (IS, KS, ES)

(R) – Reading (0, 1)

Score of 1

x Shows an understanding of the story by providing one or more sensible idea(s)/opinion(s) about the three rabbits

Score of 0

x Provides irrelevant ideas/opinions Remarks

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MARKING SCHEME

READING/WRITING PAPER E3B Part 3A

‘Think of ’ Expected Performance (Writing)

Score of 3

(W) – Ideas (0, 1, 2, 3)

x Shows an understanding of the story by providing more than one sensible idea/opinion about the three rabbits with justification

Score of 2

x Shows an understanding of the story by providing one sensible idea/opinion about the three rabbits with justification

Score of 1

x Shows an understanding of the story by providing one or two sensible ideas/opinions about the three rabbits

Score of 0

x Do not write even one sentence

OR x Provides irrelevant ideas, e.g. They are rabbits.

OR x Copies sentences from the story without making any judgement

OR x Provides ideas/opinions about the three rabbits which are not based on the story content, e.g. They are lovely.

Remarks

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SAMPLE SCRIPTS (score of 1 for R and 3 for W) PAPER E3B Part 3A No. 4 (W) – Ideas (0, 1, 2, 3)

(R) – Reading (0, 1) ‘Think of ’ (R) (W)

What do you think of Daisy, Flopsy and Bunny? Write one sentence or more.

The student’s performance corresponds to the following marking criteria for awarding a score of 1 for (R) and 3 for (W):

x The student shows an understanding of the story by stating that the rabbits are lazy and bad. A score of 1 is given for (R).

x The student provides two sensible responses about the three rabbits with justifications: the rabbits are lazy because they don’t help their mother; the rabbits are bad because they play and don’t work. A score of 3 is given for (W).

x The student shows an understanding of the story by stating that the rabbits are happy and naughty. A score of 1 is given for (R).

x The student provides two sensible responses about the three rabbits with justifications: ‘They are happy’ supported by the fact that ‘They ‘jsut’ (just) play’

and ‘They are ‘nauty’ (naughty)’ suggesting that “They ‘msut’ (must) help (their) mother”. A score of 3 is given for (W).

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SAMPLE SCRIPTS (score of 1 for R and 2 for W) PAPER E3B Part 3A No. 4 (W) – Ideas (0, 1, 2, 3)

(R) – Reading (0, 1) ‘Think of ’ (R) (W)

x The student shows an understanding of the story by stating that the rabbits are naughty. A score of 1 is given for (R).

x The student provides one sensible response about the three rabbits: ‘They didn’t (don’t) help their mother’ and ‘They play all day’ support the idea that ‘They are naughty’. A score of 2 is given for (W).

x The student provides one sensible idea about the three rabbits: ‘They only like to play’ and ‘they never do the housework’ support the idea that ‘They are naughty’. A score of 2 is given for (W).

x The student provides one sensible idea about the three rabbits: ‘They are too playful’ and justifies by suggesting ‘they need to help to do the housework’. A score of 2 is given for (W).

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SAMPLE SCRIPTS (score of 1 for R and W)

(R) – Reading (0, 1) (W) – Ideas (0, 1, 2, 3)

PAPER E3B Part 3A No. 4

‘Think of ’ (R) (W)

The student’s performance corresponds to the following marking criteria for awarding a score of 1 for (R) and (W):

x The student shows an understanding of the story by stating that the rabbits are happy. A score of 1 is given for (R).

x The student provides one reasonable response about the three rabbits. A score of 1 is given for (W).

x The student shows an understanding of the story by stating that the rabbits are not good.

A score of 1 is given for (R).

x The student provides one reasonable response about the three rabbits. A score of 1 is given for (W).

x The student shows an understanding of the story by stating that the rabbits are ‘lasy’

(lazy), ‘nauty’ (naughty) and ‘happy’. A score of 1 is given for (R).

x The student provides three reasonable responses about the three rabbits. A score of 1 is given for (W).

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SAMPLE SCRIPTS (score of 1 for R and W)

(R) – Reading (0, 1) (W) – Ideas (0, 1, 2, 3)

PAPER E3B Part 3A No. 4

‘Think of ’ (R) (W)

x The student shows an understanding of the story by suggesting what the rabbits should do. A score of 1 is given for (R).

x The student gives a sensible response though he/she does not explicitly state what he/she thinks of the rabbits. A score of 1 is given for (W).

SAMPLE SCRIPTS (score of 1 for R and 0 for W) Sample Script 10 (1, 0)

x The student shows an understanding of the story by stating the rabbits are ‘lazy’. A score of 1 is given for (R).

x Though the student provides a sensible response, it is not put in a sentence. A score of 0 is given for (W).

SAMPLE SCRIPTS (score of 0 for R and W) Sample Script 11 (0, 0)

The student’s performance corresponds to the following marking criteria for not awarding scores for (R) and (W):

x The student provides an irrelevant response of what he/she thinks of the three rabbits.

x The student fails to understand the story by providing an irrelevant response.

x The student provides an irrelevant response which requires guessing from the reader.

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MOCK MARKING EXERCISE PAPER E3B Part 3A No. 4

‘Think of ’ (R) (W) (R) – Reading (0, 1)

(W) – Ideas (0, 1, 2, 3)

Sample Script A

Sample Script B

Sample Script C

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MOCK MARKING EXERCISE PAPER E3B Part 3A No. 4

‘Think of ’ (R) (W) (R) – Reading (0, 1)

(W) – Ideas (0, 1, 2, 3)

Sample Script A (1, 2)

x The student shows an understanding of the story by stating that the rabbits are lazy. A score of 1 is given for (R).

x The student provides one sensible response about the three rabbits with justification: the rabbits ‘don’t help their mother’. A score of 2 is given for (W).

KEY

Sample Script B (1, 1)

x The student shows an understanding of the story by stating that the rabbits are lazy and unhelpful. A score of 1 is given for (R).

x The student provides two sensible responses about the three rabbits without justification. A score of 1 is given for (W).

Sample Script C (0, 0)

x The student states a fact from the story only. The student does not express an opinion or idea.

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Part 3C

MARKING SCHEME

^WRITING

PAPER E3B Part 3C Open door

On their way, they (the three sisters) see a beautiful house with a lot of flowers. Bunny is curious. She wants to take a look inside. She walks up to the house. She opens the door…

Question: Bunny opens the door of the house…Finish the story in about 30 words.

Score of 3

x Provides a clear development of the story

x Provides a coherent description with relevant details Score of 2

x Provides a rather clear description with some relevant details Score of 1

x Provides only a brief and incoherent description Score of 0

x Provides only one detail

x Provides irrelevant information OR x Unable to provide any information OR

OR

x Writes less than 10 words regardless of providing a brief description Remarks

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)

SAMPLE SCRIPTS (score of 3) PAPER E3B Part 3C

Ideas (0, 1, 2, 3) Open door (W)

Bunny opens the door of the house. She…

Sample Script 1 (3

x The student provides details of ideas: flowers in pots, in a bunch and some are hanging up on the wall. The ideas are presented coherently and connectives are effectively used. The ending is relevant to the development of the story. It is interesting and shows good imagination of the student.

SAMPLE SCRIPTS (score of 2) Bunny opens the door of the house. She…

Sample Script 2 (2)

x The student provides a rather clear description with some relevant details to end the story. He/She writes about what Bunny sees (many children), hears (happy sound) and smells (a birthday cake) at a birthday party.

Sample Script 3 (2)

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SAMPLE SCRIPTS (score of 1) PAPER E3B Part 3C Open door (W) Ideas (0, 1, 2, 3)

Sample Script 4 (1)

x The student only provides a brief description to finish the story. He/She describes briefly what Bunny sees (e.g. ‘sun’, ‘tree’). However, it is not clear about what she hears, smells and does in the house.

Sample Script 5 (1)

x The student provides ideas about what Bunny can hear, smell, say and how she feels in the house. However, the description is very brief and the ideas are not coherent.

Sample Script 6 (1)

x The student provides ideas about what Bunny sees, hears and smells in the house.

He/She also writes what Bunny wants to do. However, the description is brief and incoherent.

©HKEAA 2004 47

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SAMPLE SCRIPTS (score of 0) PAPER E3B Part 3C Open door (W) Ideas (0, 1, 2, 3)

Sample Script 7 (0)

x The student only provides one piece of relevant information to finish the story.

Sample Script 8 (0)

x The student is unable to provide any relevant information to finish the story.

Sample Script 9 (0)

x The student is unable to provide any relevant information to complete the story.

The student shows no understanding of the question.

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MOCK MARKING EXERCISE PAPER E3B Part 3C Open door (W) Ideas (0, 1, 2, 3)

Sample Script A

Sample Script B

Sample Script C

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MOCK MARKING EXERCISE PAPER E3B Part 3C Ideas (0, 1, 2, 3) Open door (W)

Sample Script A (2)

x The student provides a rather clear description with some relevant details about what Bunny sees in the house. For example, Bunny sees a woman cooking curry in the house. She goes into the house and asks the woman for some curry. The woman gives her some curry and so she is happy.

Sample Script B (2)

x The student provides brief ideas about what Bunny sees, hears and smells in the house. The ending/last sentence expresses a reasonable conclusion.

KEY

Sample Script C (3)

x The student provides clear ideas about what Bunny sees. Details about the sounds

NOTES TO MARKERS

NOTES TO MARKERS

General

(a) Markers are requested to treat the scores as confidential.

(b) Any marker who, for any reason, wishes to withdraw must immediately notify his/her School Coordinator for replacement and inform the Hong Kong Examinations and Assessment Authority of the changes by fax (2351 3447).

(c) Markers are reminded of the importance of keeping the Authority’s marking schemes out of the hands of students, who can be seriously misled by the format used for marking.

Vigilance in Handling Scripts

Markers are reminded to exercise vigilance in handling scripts and take precautions throughout the marking period. In order to avoid any loss of scripts, keep scripts in a safe place, never leave scripts unattended, and make sure that scripts are secure in transit.

Checking of Scripts

Marking

(i) Scripts must NOT be marked in public places.

(ii) Scripts should be kept in safe custody at all times.

(iii) Script must be marked in RED.

(iv) Markers must fill in their names and sign on the

‘Envelope for Worked Question Answer Booklets’.

(a) The marking scheme must be STRICTLY adhered to in order to achieve a uniform standard of marking.

(b) The scores for individual questions must be put in the corresponding boxes in the ‘Marker’s Use Only’ column.

(c) Clarity in marking is important. Figures should be clearly written.

Corrections should be made by crossing out the original and writing the correct score, e.g.ʳ 3 2 .

(d) Markers should go through every page of the script that needs to be marked since occasionally a student may skip some pages.

Enquiry about Marking of Scripts

Please contact the Marking Support Teams by phone.

Chinese: 1878 223 English: 1878 227 Mathematics: 1878 228

Office hours Mon – Fri 8:30 a.m. – 12:30 p.m. and 1:30 p.m. – 5:00 p.m.

Sat Κ8:30 a.m. – 12 noon

Schedule for Marking and Return of Scripts

Marking of Scripts Mathematics 7 July 2004 – 17 July 2004 Chinese & English 8 July 2004 – 17 July 2004 Return of Scripts On or before 17 July 2004

x Markers should:

(a) ensure the number of scripts returned corresponds with the number indicated on the ‘Envelope for Worked Question Answer Booklets’, (b) use block letters to write their names in the boxes provided,

(c) sign on the line provided,

(d) put all the marked scripts into the envelope, and

Territory-wide System Assessment 2004 Primary 3 English Language Questions required marking:

Paper Part Section Question

No. Task Page

E1A 1B -- 6 – 7 Peter’s notes (L) 4

E1B 2B 1 1 – 8 Notes about animals (W) 5 – 6

2 -- One more animal (W) 7 – 16

3B -- -- Three wishes (W) 17 – 21

E2A 1B -- -- Photo (L) 22 – 23

E2B 2B -- 1 – 5 Things to take (W) 24

1 – 5 Things to see (W) 25

3A -- 3 Timetable (R) 26 – 27

3C -- -- My good friend (W) 28 – 34

3D -- -- My favourite season (W) 35

E3A 1B -- 2 – 4 Form (L) 36

E3B 2B -- 1 – 5 Things to take (W) 24

1 – 5 Things to see (W) 25 2D 1 1 – 8 Notes about animals (W) 5 – 6

2 -- One more animal (W) 7 – 16

3A -- 3 Timetable (R) 26 – 27

4 ‘Think of’ (R)(W) 37 – 44

3C -- -- Open door (W) 45 – 50

Part 1B

MARKING SCHEME

One of the students, Peter, is talking to Miss Wong about the day camp. He is taking some notes.

Write the answer for Questions 6 – 7.

Section 1

MARKING SCHEME

The children see many animals in the zoo. They are taking some notes about these animals.

Help them complete their notes.

e.g. It is a monkey.

It has a long tail.

It is brown.

It eats bananas.

1. It is 2. It has

3. It is 4. It eats

5. It is 6. It has

7. It is 8. It eats

Section 2

Write about one more animal in your own words.

It is

Section 1

MARKING SCHEME

MARKING SCHEME

Section 2

Question: Write about one more animal in your own words.

(A) – Ideas (0, 1, 2)

MARKING SCHEME

(B) – Structures (0, 1, 2)

MARKING SCHEME

IMPORTANT NOTE: The maximum score for this item is 3.

Corrections should be made by crossing out the original and writing the correct score, e.g.ʳ 3 2 ^.