Education and Manpower Bureau

Territory-wide System Assessment 2004

Primary 3 English Language
Listening, Reading and Writing
Marking Scheme

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.

(ii) Scripts should be kept in safe custody at all times.
IMPORTANT
(iii) Script must be marked in RED.
(iv) Markers must fill in their names and sign on the
‘Envelope for Worked Question Answer Booklets’.

©HKEAA 2004 1
 (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.ʳ3 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

Mathematics 7 July 2004 – 17 July 2004

Marking of Scripts
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
(e) return the envelope to the School Coordinator.
x The School Coordinator should check the number of scripts returned
and seal the envelope with the HKEAA label provided.

©HKEAA 2004 2
 Territory-wide System Assessment 2004
Primary 3 English Language

Questions required marking:

Paper Part Section Question Task Page

No.

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

©HKEAA 2004 3
 MARKING SCHEME LISTENING
PAPER E1A Part 1B
Peter’s notes
Part 1B
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 in any order
7. draw(ing) (picture(s))

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.

©HKEAA 2004 4
 MARKING SCHEME WRITING
PAPER E1B Part 2B
PAPER E3B Part 2D
Marker’s Use
Only

Section 1
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.
(19)
max. score: 1
1. It is
(20)
max. score: 1
2. It has
(21)
3. It is max. score: 1

(22)
4. It eats max. score: 1

(23)
5. It is max. score: 1
(23)
1 mark
(24)
6. It has max. score: 1
(24)
1 mark
(25)
7. It is max. score: 1
(25)
1 mark

8. It eats (26)
max. score: 1
(26)
1 mark

Section 2 sp (27) gra (28) pun (29)

Write about one more animal in your own words. spelling

grammar
It is (30)
max. score: 2
(A)
punctuation

(31)
max. score: 2
(B)

©HKEAA 2004 5
 MARKING SCHEME WRITING
PAPER E1B Part 2B Section 1
PAPER E3B Part 2D Section 1
Notes about animals
Section 1
Expected Performance
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 Ideas (0, 1)

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. Accuracy (0, 1)

6. It has big teeth. grammar

7. It is white. spelling punctuation

8. It eats carrots.

Remarks
Ideas
x Award a score of 1 for each correct answer
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.

©HKEAA 2004 6
 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.
Expected Performance
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)

(A) – Ideas (0, 1, 2)

Score of 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

©HKEAA 2004 7
 MARKING SCHEME WRITING
PAPER E1B Part 2B Section 2
PAPER E3B Part 2D Section 2
One more animal

(B) – Structures (0, 1, 2)

Score of 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.

©HKEAA 2004 8
 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).
Sample Script 2 (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 ‘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).

©HKEAA 2004 9
 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)

Write about one more animal in your own words.

Sample Script 4 (1, 2)

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

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).
Sample Script 5 (1, 2)

The student’s performance corresponds to the following marking criteria for awarding a score
of 1 for (A) and 2 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)
Sample Script 6 (1, 1)

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

©HKEAA 2004 10
 SAMPLE SCRIPTS (score of 1 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 7 (1, 1)

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

Sample Script 8 (1, 1)

The student’s performance corresponds to the following marking criteria for awarding
a 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 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).
Sample Script 9 (1, 1)

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

©HKEAA 2004 11
 SAMPLE SCRIPTS (score of 1 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 10 (1, 1)

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

Sample Script 11 (1, 0)

The student’s performance corresponds to the following marking criteria for awarding a
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).

©HKEAA 2004 12
 SAMPLE SCRIPTS (score of 0 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 12 (0, 0)

The student’s performance corresponds to the following marking criteria for awarding a
score of 0 for (A) and (B):
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).
Sample Script 13 (0, 0)

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).

©HKEAA 2004 13
 SAMPLE SCRIPTS (score of 0 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)

Sample Script 14 (0, 0)

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

Sample Script 15 (0, 0)

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

©HKEAA 2004 14
 MOCK MARKING EXERCISE PAPER E1B Part 2B Section 2
PAPER E3B Part 2D Section 2
(A) – Ideas (0, 1, 2) One more animal (W)
(B) – Structures (0, 1, 2)

Write about one more animal in your own words.

Sample Script A

Sample Script B

Sample Script C

©HKEAA 2004 15
 MOCK MARKING EXERCISE PAPER E1B Part 2B Section 2
PAPER E3B Part 2D Section 2
(A) – Ideas (0, 1, 2) One more animal (W)
(B) – Structures (0, 1, 2)
KEY

Write about one more animal in your own words.

Sample Script A (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 ‘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)

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

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

©HKEAA 2004 16
 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.
Expected Performance

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.

©HKEAA 2004 17
 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)

The student’s performance corresponds to the following marking criteria for awarding a
score of 3:
x The student writes all three wishes clearly. A score of 3 is given.

Sample Script 3 (3)

The student’s performance corresponds to the following marking criteria for awarding a
score of 3:
x The student writes more than three wishes clearly. A score of 3 is given.

©HKEAA 2004 18
 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)

The student’s performance corresponds to the following marking criteria for awarding
a score of 1:
x The student writes only one wish clearly ‘play computer’. A score of 1 is given.

SAMPLE SCRIPT (score of 0)

Sample Script 5 (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 (score of 2)

Sample Script 6 (2)

The student’s performance corresponds to the following marking criteria for awarding a
score of 2:
x The student writes two wishes. A score of 2 is given.

©HKEAA 2004 19
 MOCK MARKING EXERCISE PAPER E1B Part 3B
Ideas (0, 1, 2, 3) Three wishes (W)

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

Sample Script B

Sample Script C

©HKEAA 2004 20
 MOCK MARKING EXERCISE PAPER E1B Part 3B
Ideas (0, 1, 2, 3) Three wishes (W)
KEY

You are Bunny. What do you want to ask for? Give your three wishes.
Sample Script A (3)

The student’s performance corresponds to the following marking criteria for awarding a
score of 3:
x The student gives more than three wishes clearly.

Sample Script B (3)

The student’s performance corresponds to the following marking criteria for awarding a
score of 3:
x The student writes the three wishes clearly.

Sample Script C (2)

The student’s performance corresponds to the following marking criteria for awarding a
score of 2:
x The student writes two wishes clearly.

©HKEAA 2004 21
 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
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)
x Discriminating between common words with a small range of vowel and consonant sounds
(KS)
Suggested Answers
Miss Chan
Miss Wong
Mr Lam

Sandy
Sue

Sam Mary e.g. Kitty Jenny Tim

Remarks
x Award a score of 1 for each correct answer
x Award no score for an incorrect/illegible answer or unattempted question
x Do not penalize students for wrong use of capitalization or spelling mistakes that do
not interfere with the communication of ideas.

©HKEAA 2004 22
 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)

©HKEAA 2004 23
 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.
3. 4. 5.
2.

What should we take

with us? Mary, remember to take…

Mary is taking down some notes. Help Mary complete her notes.
Expected Performance
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
Things to take
e.g. camera
1. (a) cap/hat
2. (a) sandwich
3. sweets/candies
4. (an) orange
5. drink/(a bottle of) water/juice/tea

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 an alternate answer.
x ( ) indicates (a) word(s)/phrase(s) which is/are 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 24
 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.

5.
1.
4.
2.
3.

What can we see?

You can see…

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

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
 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 After that, Mrs

Bunny are sisters. They Rabbit asks them to wash
live in the forest with the dishes, but they do
their mother, Mrs Rabbit. not listen to her. They
There are many trees just play with their toys.
near their house. Every Mrs Rabbit gets very
morning, they get up late angry.
and have breakfast. They
go to the park. In the
afternoon, they go home
and take a bath. Then
they have lunch.

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

the timetable.

©HKEAA 2004 26
 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)
Suggested Answers
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 a score of 1 for each correct answer
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.

©HKEAA 2004 27
 MARKING SCHEME READING
PAPER E2B Part 3C
My good friend (W)
Part 3C

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
Expected Performance
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
OR
x Writes less than 10 words regardless of providing a description of a good friend
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.

©HKEAA 2004 28
 SAMPLE SCRIPTS (score of 3) PAPER E2B Part 3C
Ideas (0, 1, 2, 3) My good friend (W)

Write about your good friend in 30 words or more.

Sample Script 1 (3)

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

The student’s performance corresponds to the following marking criteria for awarding a
score of 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
 SAMPLE SCRIPTS (score of 2) PAPER E2B Part 3C
Ideas (0, 1, 2, 3) My good friend (W)

Write about your good friend in 30 words or more.

Sample Script 3 (2)

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

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

©HKEAA 2004 30
 SAMPLE SCRIPTS (score of 1) PAPER E2B Part 3C
Ideas (0, 1, 2, 3) My good friend (W)

Write about your good friend in 30 words or more.

Sample Script 5 (1)

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

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

©HKEAA 2004 31
 SAMPLE SCRIPTS (score of 0) PAPER E2B Part 3C
Ideas (0, 1, 2, 3) My good friend (W)

Write about your good friend in 30 words or more.

Sample Script 7 (0)

The student’s performance corresponds to the following marking criteria for not
awarding scores:
x The student is unable to provide relevant ideas about his/her good friend.

Sample Script 8 (0)

The student’s performance corresponds to the following marking criteria for not
awarding scores:
x The student is unable to provide relevant ideas about his/her good friend.

Sample Script 9 (0)

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

©HKEAA 2004 32
 MOCK MARKING EXERCISE PAPER E2B Part 3C
Ideas (0, 1, 2, 3) My good friend (W)

Write about your good friend in 30 words or more.

Sample Script A

Sample Script B

Sample Script C

©HKEAA 2004 33
 MOCK MARKING EXERCISE PAPER E2B Part 3C
Ideas (0, 1, 2, 3) My good friend (W)

Write about your good friend in 30 words or more. KEY

Sample Script A (3)

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

Sample Script B (1)

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

The student’s performance corresponds to the following marking criteria for not
awarding scores:
x The student only provides her name and mentions her sister. He/she writes less
than 10 words to describe his/her good friend.

©HKEAA 2004 34
 MARKING SCHEME WRITING
PAPER E2B Part 3D
My favourite season
Part 3D
Flopsy likes writing poems. She writes a poem about her favourite season.
Help her complete the poem. Write your answer in the .
Expected Performance
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)
My favourite season Suggested Answers Score Remarks

x Award a score of 2 for

I like summer. each correct answer
It is a good time to hike,
x # Award a score of 1
And ride my e.g. bike. for giving the plural
form of the word
cat/rat/bat# 2
Out in the sun,
x * Award a score of 1
I wear a red hat. for a relevant answer
So does Kitty, my pet dog/pig/fish/ 1 which does not rhyme
any kind of animal* with the last word in
the previous line
At the top of the hill,
socks 2
I play on rocks. x Award no score for an
irrelevant/illegible
I do not wear shoes or sock/coat(s)/ clothes/ 1 answer or unattempted
shirt(s)/shorts/hat(s)* question

x / indicates an
alternative answer.
At the beach,
x ( ) indicates a letter
I like to swim in the sea, tree 2 which is NOT
Then sleep under a 1
essential to the
trees/umbrella/bed/ answer.
sun*
At bedtime,
My mum says, “Good night.” light 2
She turns off the .
radio/fan/TV/lights* 1

©HKEAA 2004 35
 MARKING SCHEME LISTENING
PAPER E3A Part 1B
Form
Part 1B

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
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

Lost Item Report Form

2. Name: Kitty Wong

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

Remarks
x Award a score of 1 for each correct answer
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).

©HKEAA 2004 36
 MARKING SCHEME READING/WRITING
PAPER E3B Part 3A
‘Think of ’
Part 3A
Mrs Chan is reading “The Three Rabbits” to the children.
Read the first part of the story.

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

Daisy, Flopsy and Bunny After that, Mrs Rabbit asks
Read the first part of the story.
are sisters. They live in the them to wash the dishes, but
forest with their mother, Mrs they do not listen to her. They
Rabbit. There are many trees just play with their toys. Mrs
near their house. Every Rabbit gets very angry.
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.

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
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.

©HKEAA 2004 37
 MARKING SCHEME READING/WRITING
PAPER E3B Part 3A
‘Think of ’
Expected Performance (Writing)
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)

(W) – Ideas (0, 1, 2, 3)

Score of 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
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.

©HKEAA 2004 38
 SAMPLE SCRIPTS (score of 1 for R and 3 for W) PAPER E3B Part 3A No. 4
(R) – Reading (0, 1) ‘Think of ’ (R) (W)
(W) – Ideas (0, 1, 2, 3)

What do you think of Daisy, Flopsy and Bunny? Write one sentence or more.
Sample Script 1 (1, 3)

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).

Sample Script 2 (1, 3)

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
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).

©HKEAA 2004 39
 SAMPLE SCRIPTS (score of 1 for R and 2 for W) PAPER E3B Part 3A No. 4
(R) – Reading (0, 1) ‘Think of ’ (R) (W)
(W) – Ideas (0, 1, 2, 3)

What do you think of Daisy, Flopsy and Bunny? Write one sentence or more.
Sample Script 3 (1, 2)

The student’s performance corresponds to the following marking criteria for awarding a
score of 1 for (R) and 2 for (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).
Sample Script 4 (1, 2)

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

Sample Script 5 (1, 2)

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

©HKEAA 2004 40
 SAMPLE SCRIPTS (score of 1 for R and W) PAPER E3B Part 3A No. 4
(R) – Reading (0, 1) ‘Think of ’ (R) (W)
(W) – Ideas (0, 1, 2, 3)

What do you think of Daisy, Flopsy and Bunny? Write one sentence or more.
Sample Script 6 (1, 1)

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).
Sample Script 7 (1, 1)

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 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).
Sample Script 8 (1, 1)

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 ‘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).

©HKEAA 2004 41
 SAMPLE SCRIPTS (score of 1 for R and W) PAPER E3B Part 3A No. 4
(R) – Reading (0, 1) ‘Think of ’ (R) (W)
(W) – Ideas (0, 1, 2, 3)

Sample Script 9 (1, 1)

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

The student’s performance corresponds to the following marking criteria for awarding a score of 1
for (R) and 0 for (W):
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.

Sample Script 12 (0, 0)

The student’s performance corresponds to the following marking criteria for not awarding scores
for (R) and (W):
x The student fails to understand the story by providing an irrelevant response.

Sample Script 13 (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 which requires guessing from the reader.

©HKEAA 2004 42
 MOCK MARKING EXERCISE PAPER E3B Part 3A No. 4
(R) – Reading (0, 1) ‘Think of ’ (R) (W)
(W) – Ideas (0, 1, 2, 3)
What do you think of Daisy, Flopsy and Bunny? Write one sentence or more.
Sample Script A

Sample Script B

Sample Script C

©HKEAA 2004 43
 MOCK MARKING EXERCISE PAPER E3B Part 3A No. 4
(R) – Reading (0, 1) ‘Think of ’ (R) (W)
(W) – Ideas (0, 1, 2, 3)
What do you think of Daisy, Flopsy and Bunny? Write one sentence or more. KEY
Sample Script A (1, 2)

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

Sample Script B (1, 1)

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
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)

The student’s performance corresponds to the following marking criteria for not
awarding scores for (R) and (W):
x The student states a fact from the story only. The student does not express an
opinion or idea.

©HKEAA 2004 44
 MARKING SCHEME WRITING
PAPER E3B Part 3C
Open door
Part 3C

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.
Expected Performance
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 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

OR
x Provides irrelevant information
OR
x Unable to provide any information
OR
x Writes less than 10 words regardless of providing a brief description
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.

©HKEAA 2004 45
 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 )

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

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

The student’s performance corresponds to the following marking criteria for awarding a score
of 2:
x The student provides a rather clear description with some relevant details about
what Bunny sees in the house. For example, ‘a big man is sleeping in a big room’
and ‘the man is snoring’. However, the student ends the story abruptly without
saying what happens after the man gets up.

©HKEAA 2004 46
 SAMPLE SCRIPTS (score of 1) PAPER E3B Part 3C
Ideas (0, 1, 2, 3) Open door (W)

Bunny opens the door of the house. She…

Sample Script 4 (1)

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

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

The student’s performance corresponds to the following marking criteria for awarding a
score of 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
 SAMPLE SCRIPTS (score of 0) PAPER E3B Part 3C
Ideas (0, 1, 2, 3) Open door (W)

Bunny opens the door of the house. She…

Sample Script 7 (0)

The student’s performance corresponds to the following marking criteria for not
awarding scores:
x The student only provides one piece of relevant information to finish the story.

Sample Script 8 (0)

The student’s performance corresponds to the following marking criteria for not
awarding scores:
x The student is unable to provide any relevant information to finish the story.

Sample Script 9 (0)

The student’s performance corresponds to the following marking criteria for not
awarding scores:
x The student is unable to provide any relevant information to complete the story.
The student shows no understanding of the question.

©HKEAA 2004 48
 MOCK MARKING EXERCISE PAPER E3B Part 3C
Ideas (0, 1, 2, 3) Open door (W)

Bunny opens the door of the house. She…

Sample Script A

Sample Script B

Sample Script C

©HKEAA 2004 49
 MOCK MARKING EXERCISE PAPER E3B Part 3C
Ideas (0, 1, 2, 3) Open door (W) KEY
Bunny opens the door of the house. She…
Sample Script A (2)

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

The student’s performance corresponds to the following marking criteria for awarding a score
of 1:
x The student provides brief ideas about what Bunny sees, hears and smells in the
house. The ending/last sentence expresses a reasonable conclusion.

Sample Script C (3)

The student’s performance corresponds to the following marking criteria for awarding a score
of 3:
x The student provides clear ideas about what Bunny sees. Details about the sounds
she hears are given: ‘some calls help, some is laughing and some is crying’. The
ending is relevant to the development of the story. It is interesting and
imaginative.

©HKEAA 2004 50