2013 HKDSE English Language Paper 1 Samples
Transcript of 2013 HKDSE English Language Paper 1 Samples
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TABLE OF CONTENTS
Introduction
Level 5 exemplar 1
Level 5 exemplar 2
Level 4 exemplar 1
Level 4 exemplar 2
Level 3 exemplar 1
Level 3 exemplar 2
Level 2 exemplar 1
Level 2 exemplar 2
Level 1 exemplar 1
Level 1 exemplar 2
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INTRODUCTION
To enhance understanding of the standards of the HKDSE Examination, authentic samples of candidates’ scripts in the 2013 examination are selected to form this set of exemplars which serve to illustrate the typical performance standards at different levels.
There are four papers in this subject. This set of exemplars is selected from candidates’ scripts of Paper 1 to illustrate the typical performance standards at different levels.
It is advisable to read this set of exemplars together with the question papers and the marking schemes in order to understand the requirements of the questions and the marking criteria. The question papers and the marking schemes are published in the Examination Report and Question Papers for 2013 HKDSE Examination.
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Level 5 exemplar 1
Part A
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Level 5 exemplar 1
Part A
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Level 5 exemplar 1
Part A
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Level 5 exemplar 1
Part A
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Level 5 exemplar 1
Part B2
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Level 5 exemplar 1
Part B2
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Level 5 exemplar 1
Part B2
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Level 5 exemplar 1
Part B2
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Level 5 exemplar 1
Comments
• Demonstrates an understanding of the main theme, e.g. dystopia, and subthemes, e.g. the difference between young-adult and adult dystopian fiction
• Understands the purposes of the text(s), e.g. why teens like reading the Hunger Games
• Demonstrates an ability to follow a point of view/argument, e.g. why some parents may disapprove of their children reading dystopian fiction
• Understands the meaning of figurative language, e.g. how ‘boiling an egg’ can be compared to how quickly the colors/paint disintegrate
• Is able to identify the meaning of unfamiliar words in context, e.g. ‘apocalypse’ or the meaning of phrases, e.g. ‘packed a lot into his earthly reign’
• Able to sequence the narrative plot for youth-dystopian fiction
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Level 5 exemplar 2
Part A
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Level 5 exemplar 2
Part A
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Level 5 exemplar 2
Part A
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Level 5 exemplar 2
Part A
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Level 5 exemplar 2
Part B2
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Level 5 exemplar 2
Part B2
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evel 5 exemplar 2
Part B2
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Level 5 exemplar 2
Part B2
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Level 5 exemplar 2
Comments
• Demonstrates an understanding of the main theme, e.g. dystopia, and subthemes, e.g. the difference between young-adult and adult dystopian fiction
• Understands the purposes of the text(s), e.g. why teens like reading the Hunger Games
• Demonstrates an ability to follow a point of view/argument, e.g. why some parents may disapprove of their children reading dystopian fiction
• Understands the meaning of figurative language, e.g. how ‘boiling an egg’ can be compared to how quickly the colors/paint disintegrate
• Is able to identify the meaning of unfamiliar words in context, e.g. ‘catastrophe’ or the meaning of phrases, e.g. ‘packed a lot into his earthly reign’
• Able to make inferences in a wide range of texts, e.g. completing a cloze summary on the different artifacts found in the emperor’s tomb or identifying the main ideas in a paragraph of a more complex text (see question 48)
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Level 4 exemplar 1
Part A
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Level 4 exemplar 1
Part A
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Level 4 exemplar 1
Part A
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Level 4 exemplar 1
Part A
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Level 4 exemplar 1
Part B2
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Level 4 exemplar 1
Part B2
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Level 4 exemplar 1
Part B2
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Level 4 exemplar 1
Part B2
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Level 4 exemplar 1
Comments
• Is able to identify the main theme, e.g. dystopia
• Is able to follows the development of an argument, e.g. what is the purpose of wrapping the artifact in plastic
• Understands the meaning of unfamiliar words in context, e.g. monochrome
• Shows an awareness of genre, e.g. feature article
• Understands the meaning of figurative language, e.g. how ‘boiling an egg’ can be compared to how quickly the colors/paint disintegrate
• Is able to make obvious inferences in fairly complex texts by completing a cloze summary, e.g. different artifacts found in the emperor’s tomb
• Is able to identify the titles of books with their corresponding book blurbs
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Level 4 exemplar 2
Part A
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Level 4 exemplar 2
Part A
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Level 4 exemplar 2
Part A
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Level 4 exemplar 2
Part A
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Level 4 exemplar 2
Part B2
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Level 4 exemplar 2
Part B2
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Level 4 exemplar 2
Part B2
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Level 4 exemplar 2
Part B2
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Level 4 exemplar 2
Comments
• Is able to identify the main theme, e.g. dystopia
• Is able to follow the development of an argument, e.g. what is the purpose of wrapping the artifact in plastic
• Understands the meaning of unfamiliar words in context, e.g. monochrome
• Shows an awareness of genre, e.g. feature article
• Understands the meaning of figurative language, e.g. how ‘boiling an egg’ can be compared to how quickly the colors/paint disintegrate
• Is able to match a series of headings with the ideas presented in the text, e.g. sub-headings to paragraph numbers
• Able to identify the main ideas of a paragraph in a more complex text by completing a cloze summary (see question 48)
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Level 3 exemplar 1
Part A
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Level 3 exemplar 1
Part A
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Level 3 exemplar 1
Part A
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Level 3 exemplar 1
Part A
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Level 3 exemplar 1
Part B2
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Level 3 exemplar 1
Part B2
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Level 3 exemplar 1
Part B2
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Level 3 exemplar 1
Part B2
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Level 3 exemplar 1
Comments
• Identifies the main idea of a paragraph, e.g. that the ‘task’ refers to transforming a heap of clay fragments into terra-cotta warriors, or the purpose of wrapping the artifact in plastic is to keep the artifact in moisture
• Is able to identify obvious inferences in complex tests, e.g. identifying one piece of evidence to show the success of the Hunger Games series
• Is able to make more sophisticated inferences of more simple texts, e.g. identifying from a series of pictures which innovation is not mentioned
• Is able to sequence a series of simple steps, e.g. four steps used to preserve the colors of the terra-cotta warriors
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Level 3 exemplar 2
Part A
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Level 3 exemplar 2
Part A
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Level 3 exemplar 2
Part A
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Level 3 exemplar 2
Part A
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Level 3 exemplar 2
Part B2
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Level 3 exemplar 2
Part B2
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Level 3 exemplar 2
Part B2
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Level 3 exemplar 2
Part B2
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Level 3 exemplar 2
Comments
• Identifies the main idea of a paragraph, e.g. that the ‘task’ refers to transforming a heap of clay fragments into terra-cotta warriors, or the purpose of wrapping the artifact in plastic is to keep the artifact in moisture
• Is able to identify obvious inferences in complex tests, e.g. identifying one piece of evidence to show the success of the Hunger Games series
• Is able to make more sophisticated inferences of more simple texts, e.g. identifying from a series of pictures which innovation is not mentioned
• Is able to sequence a series of simple steps, e.g. four steps used to preserve the colors of the terra-cotta warriors
• Is able to summarise the main ideas of a short paragraph by completing a simple cloze
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Level 2 exemplar 1
Part A
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Level 2 exemplar 1
Part A
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Level 2 exemplar 1
Part A
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Level 2 exemplar 1
Part A
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Level 2 exemplar 1
Part B2
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Level 2 exemplar 1
Part B2
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Level 2 exemplar 1
Part B2
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Level 2 exemplar 1
Part B2
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Level 2 exemplar 1
Comments
• Identifies the main idea of a paragraph, e.g. that the ‘task’ refers to transforming a heap of clay fragments into terra-cotta warriors, or the purpose of wrapping the artifact in plastic is to keep the artifact in moisture
• Shows an awareness of genre, e.g. feature article
• Is able to sequence a series of simple steps, e.g. four steps used to preserve the colors of the terra-cotta warriors
• Identifies the main idea of a simple paragraph when there is clear signalling, e.g. ‘When You Reach Me’ signals the author ‘Rebecca Stead’, ‘higher’ signals, ‘crime rate’
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Level 2 exemplar 2
Part A
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Level 2 exemplar 2
Part A
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Level 2 exemplar 2
Part A
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Level 2 exemplar 2
Part A
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Level 2 exemplar 2
Part B1
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Level 2 exemplar 2
Part B1
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Level 2 exemplar 2
Part B1
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Level 2 exemplar 2
Part B1
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Level 2 exemplar 2
Comments
• Identifies the main idea of a paragraph, e.g. that the ‘task’ refers to transforming a heap of clay fragments into terra-cotta warriors, or the purpose of wrapping the artifact in plastic is to keep the artifact in moisture
• Is able to identify how social networking sites can help people with low self-esteem but not how they can be harmful
• Identifies the main idea of a simple paragraph when there is clear signalling, e.g. ‘When did the guzheng become popular?’ or ‘What are some users are doing by accident?’
• Is able to identify explicitly stated information in simple texts, e.g. completing the advertisement for a music academy by filling in key information
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Level 1 exemplar 1
Part A
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Level 1 exemplar 1
Part A
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Level 1 exemplar 1
Part A
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Level 1 exemplar 1
Part A
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Level 1 exemplar 1
Part B1
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Level 1 exemplar 1
Part B1
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Level 1 exemplar 1
Part B1
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Level 1 exemplar 1
Part B1
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Level 1 exemplar 1
Comments
• Is able to identify factual information in simple texts containing familiar vocabulary, e.g. different levels of classes offered, the cost of lessons and where the academy is located
• Is able to sequence a series of simple steps, e.g. four steps used to preserve the colors of the terra-cotta warriors
• Seems to have misunderstood the main idea of the text with regards to the reactions of Facebook users with low self-esteem and high self-esteem (see question 41)
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Level 1 exemplar 2
Part A
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Level 1 exemplar 2
Part A
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Level 1 exemplar 2
Part A
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Level 1 exemplar 2
Part A
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Level 1 exemplar 2
Part B1
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Level 1 exemplar 2
Part B1
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Level 1 exemplar 2
Part B1
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Level 1 exemplar 2
Part B1
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Level 1 exemplar 2
Comments
• Is able to identify factual information in simple texts containing familiar vocabulary, e.g. different levels of classes offered, the cost of lessons and where the academy is located
• Is able to sequence a series of simple steps, e.g. four steps used to preserve the colors of the terra-cotta warriors
• Seems to have misunderstood the main idea of the text with regards to the reactions of Facebook users with low self-esteem and high self-esteem (see question 41)
91