Part 2 4. D 3. A 2. D 1. C Answer Key BC Code Part 1B 4. A 3. A 2. C 1. C Answer Key BC Code Part 1A 3ERW1

© HKEAA 2009 1

3ERW1

Part 1A

Answer Key BC Code

BC Descriptor

1. C

L2-R-6-P3BC

2. C

L2-R-6-P3BC

Applying a small range of simple reference skills (KS)

3. A

L2-R-5-P3BC

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

4. A

L2-R-6-P3BC Applying a small range of simple reference skills (KS)

Part 1B

Answer Key BC Code

BC Descriptor

1. C

L2-R-5-P3BC

2. D

L2-R-5-P3BC

3. A

L2-R-5-P3BC

4. D

L2-R-5-P3BC

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

Part 2

Answer Key BC Code BC Descriptor

1. C L2-R-5-P3BC

2. D L2-R-5-P3BC

3. C L2-R-5-P3BC

4. B L2-R-5-P3BC

5. A L2-R-5-P3BC

6. C L2-R-5-P3BC

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

©HKEAA 2009 1

Education Bureau

Territory-wide System Assessment 2009 Primary 3 English Language

Reading and Writing

Marking Scheme

Marking Scheme

© 2

3ERW1

Part 3

Answer Key BC Code BC Descriptor

1. C L2-R-5-P3BC

2. B L2-R-5-P3BC

3. D L2-R-5-P3BC

4. B L2-R-5-P3BC

5. D L2-R-5-P3BC

6. C L2-R-5-P3BC

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

Part 4

Answer Key BC Code BC Descriptor

1. A L2-R-5-P3BC

2. C L2-R-5-P3BC

3. A L2-R-5-P3BC

4. C L2-R-5-P3BC

5. B L2-R-5-P3BC

6. B L2-R-5-P3BC

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

Remarks

• Award a score of 1 for each correct answer

• Award a score of 0 for an incorrect answer or unattempted question

©HKEAA 2009 2

Education Bureau

Territory-wide System Assessment 2009 Primary 3 English Language

Reading and Writing

Marking Scheme

Marking Scheme

3

3ERW1

Part 5 (At the Park)

Score Content Language

4 • Provides a/an logical/interesting/

imaginative story based on the pictures, with many supporting details

• The description is very clear and coherent.

• Provides an ending to the story 3 • Provides a factual account of the story

based on the pictures, with some supporting details

• The description is clear and coherent.

• Provides an ending to the story

• Uses a range of vocabulary, sentence patterns and cohesive devices appropriately, with few or no grammatical and spelling mistakes

2 • Provides a factual account of the story based on the pictures, with almost no supporting details

• The description is quite clear

• Provides an ending to the story OR

• Provides a factual account of the story based on the pictures, with almost no supporting details

• The description is quite clear.

• Uses a small range* of vocabulary, sentence patterns and/or cohesive devices fairly appropriately, with some grammatical and spelling mistakes

* ause the given prompts to write with basic and appropriate vocabulary and sentence patterns

1 • The ideas used to write the story are very limited.

OR

• The story is unclear or disconnected, which may confuse the reader.

OR

• The story might have some irrelevant ideas.

• Uses a very limited range of vocabulary and sentence patterns, with many grammatical and spelling mistakes

0 • The ideas are totally irrelevant/

incomprehensible.

OR

• The ideas are just a repetition of the prompts.

• The language is incomprehensible.

U • No attempt is made (blank script) • No attempt is made (blank script)

uses

©HKEAA 2009 3

Education Bureau

Territory-wide System Assessment 2009 Primary 3 English Language

Reading and Writing

Marking Scheme