Oral examination
Section I – Conversation
Characteristics of better responses:
- candidates spoke fluently, confidently and spontaneously
- appropriate and extended responses were provided to the questions asked
- correct grammar and tenses, and a variety of complex sentence structures were used
- language was manipulated to address the questions asked
- a range of vocabulary appropriate to the topic was used
- candidates spoke in the correct register
- candidates expressed an opinion and/or justified a point of view
- authentic intonation and pronunciation were used
- standard language of study was used.
Characteristics of weaker responses:
- simple, short sentences or single words were used
- repetitive and/or extended pauses were a feature
- grammatical errors were more than minor
- candidates could not express an opinion or justify a point of view
- candidates included English words and expressions
- language was not manipulated to address the question.
Section II – Discussion
Characteristics of better responses:
- candidates chose a topic that allowed in-depth research
- candidates chose topics where a variety of sources were readily accessible
- candidates chose sources that presented different perspectives
- texts were appropriate and were used consistently to support the point of view
- the processes involved in obtaining information were discussed
- findings were reflected upon and the effectiveness of the research evaluated
- at least three texts were used, one of which was a literary text
- used sophisticated language structures with and grammatical accuracy.
Characteristics of weaker responses:
- choice of topic did not allow for in-depth discussion
- inability to make appropriate reference to texts
- over-reliance on general or superficial knowledge and personal experience
- an opinion or point of view was not expressed
- texts and research were not linked to the topic
- did not use at least three texts in research, one of which was a literary text.
Written examination
Section I – Listening and Responding
Characteristics of better responses:
- detailed and relevant responses to the questions were given
- perceptive understanding of the aural text was demonstrated.
Characteristics of weaker responses:
- aural text was translated rather answering the question
- responses lacked detail and depth.
Section II – Reading and Responding
Characteristics of better responses:
- demonstrated a thorough understanding of the elements used by the writer to engage the readers and included reference to content, language features and style (Q8)
- candidates demonstrated a thorough understanding of the texts and used the information and ideas to produce a well-structured formal letter using their own words (Q9)
- a variety of language expressions and techniques appropriate to the purpose of the task were used (Q9)
- correct manipulation of grammar was evident.
Characteristics of weaker responses:
- literal translations of texts were given rather than analysing the information and ideas and responding to question
- ideas were not organised in a logical and coherent manner
- a limited range of language expression appropriate to the task was evident.
Section III – Writing in Swedish
Characteristics of better responses:
- inclusion of a variety of suggestions for a healthier life style and use of expressions of encouragement (Q10) and persuasive language (Q11)
- a range of vocabulary and language structures was used to express ideas and opinions
- grammar was used correctly and in a sophisticated manner
- responded creatively to the requirements of the task.
Characteristics of weaker responses:
- the purpose and audience was not addressed
- ideas were not organised to create a meaningful text in Swedish
- the requirements of the question were not addressed.
