Prepared by Mohd. Hanafi bin Mohd.
Asdi
CONTENT
BAND
(Task fulfilment for all parts)
Part 1, 2, 3 (Score 5)
❖ All content is relevant to
C1 the task.
❖ TR is fully informed.
Part 1, 2, 3 (Score 3)
❖ Minor irrelevances and/or
B2 omissions may be present
❖ TR is on the whole informed
B1
Part 1, 2, 3 (Score 1)
❖ Irrelevances and/or
misinterpretation of the
task may be present
❖ TR is minimally informed
A2
Part 1, 2, 3 (Score 0)
A1 ❖ Content is totally irrelevant
❖ TR is not informed.
Below
A1
* Read from the highest band (C1) to the lowest band (A1) to understand the differences of level and award the scores in each part accordingly.
COMMUNICATIVE ACHIEVEMENT ORGANISATION LANGUAGE
(The appropriateness of the genre, language) (The way the text is put together) (Lexical and grammatical aspects)
Part 3(Score 5)
❖ Uses the conventions of the communicative task Part 3(Score 5)
effectively. (Genre is effectively appropriate) ❖ Text is well-organised and coherent. Part 3(Score 5)
❖ Holds the TR’s attention, giving the ease of reading (Pay attention to the effective paragraphing: ❖ Uses a range of vocabulary, including the
(very smooth reading is achieved due to the scarce or Intro, body and closing) less common lexis appropriately.
non-existent errors / only slips are present) ❖ Uses a variety of cohesive devices with ❖ Uses a range of simple and complex
❖ Communicates intelligent ideas with ease, fulfilling all generally good effect. grammatical forms with control and
communicative purposes. (Pay attention to the effective use of more flexibility.
(The text conveys ideas with more complexity, sophisticated linking words and phrases ❖ Occasional errors and slips may be present.
intelligence and excellent development, written throughout the response)
effortlessly)
Part 2(Score 5)/ Part 3(Score 3)
Part 2(Score 5)/ Part 3(Score 3)
❖ Uses the conventions of the communicative task
Part 2(Score 5)/ Part 3(Score 3) ❖ Uses a range of everyday vocabulary with
appropriately. (Genre is consistently appropriate)
❖ Text is generally well-organised and coherent. occasional inappropriate use of less
❖ Holds the TR’s attention giving the ease of reading
(Pay attention to the use of paragraphing: common lexis. (There is an attempt to use
(smooth reading is achieved due to the less frequency
Intro, body and closing) less common lexis)
of errors)
❖ Uses a variety of cohesive devices ❖ Uses a range of simple and some complex
❖ Communicates straightforward ideas appropriately
(The usage of cohesive devices is consistent grammatical forms with a good degree of
(The text conveys ideas with good development)
throughout the response) control.
❖ Errors do not impede communication.
Part 1(Score 5) / Part 2(Score 3) / Part 3(Score 1)
Part 1(Score 5) / Part 2(Score 3) / Part 3(Score 1)
Part 1(Score 5) / Part 2(Score 3) / Part 3(Score 1) ❖ Uses basic vocabulary appropriately.
❖ Produces a text that communicates straightforward
❖ Uses simple connectors and a limited number ❖ Uses simple grammatical forms with a good
ideas. (The text conveys ideas with some
of cohesive devices appropriately. degree of control.
development) E.g. I like eating noodles because they
(The usage of cohesive devices is not ❖ While errors are noticeable, meaning can
are delicious.
consistent throughout the response) still be determined.
❖ Produces a text that uses the conventions of the
communicative tasks reasonably appropriately.
(The genre is not always appropriate).
Part 1(Score 3) / Part 2(Score 1) Part 1(Score 3) / Part 2(Score 1)
Part 1(Score 3) / Part 2(Score 1)
❖ Text is connected using basic, high frequency ❖ Uses basic vocabulary reasonably.
❖ Produces a text that communicates simple ideas in
connectors. ❖ Uses simple grammatical forms with some
simple ways.
(E.g but, because, and, first of all, finally) degree of control.
(Text conveys ideas with minimal development)
➢ There is no cohesive device used at this ❖ Errors may impede meaning at times.
E.g. I like eating noodles.
level (Errors cause blurring in meaning)
Part 1 (Score 1)
Part 1 (Score 1) Part 1 (Score 1)
❖ Produces isolated short units about simple and
❖ Production is unlikely to be connected. ❖ Produces basic vocabulary of isolated
concrete matters.
❖ Punctuation and simple connectors (e.g and) words and phrases.
❖ Communication is not always successful.
may be used occasionally. ❖ Produces few simple grammatical forms
(At this level, only parts of sentences and phrases are
with only limited control.
written, always not in full sentences. E.g. I eating noodles)
Performance below Score 1 (Part 1)