Section I – Listening and Responding
Students should:
- make notes in the Candidate’s Notes column on the right-hand side of the page
- respond in English or Swedish as required by question
- read the question carefully and respond to all parts of the question
- support their responses with relevant evidence from the text
- transcribe their response on to the lines, using the space allocated beneath the question
- use the number of lines as an indication of the required length of the response
- support their responses with reference to relevant content and language, using their own words
- avoid translating the text as part of their response.
In better responses, students were able to:
- understand that political commentators are concerned because despite the greater exposure to news through digital media, people are less politically aware and engaged than in the past (Q1b)
- demonstrate that Anna changes Per’s opinion by her positive manner and by providing sensible explanations why it would be fun to attend the Park Festival this summer (Q3)
- provide a succinct and concise response as to why Sara has concerns (Q5)
- mention the main concerns for Sara regarding spending the holidays in Africa, for example, a lack of money, getting leave from work, contracting malaria (Q5)
- understand that Lisa’s solution to the situation does not involve lying to her employer or doing anything unprofessional (Q6).
Areas for students to improve include:
- expressing their responses clearly and unambiguously
- responding with relevant information in a clear and coherent manner
- providing specific detail relating to the question rather than transcribing chunks of the text.
Section II – Reading and Responding – Part A
Students should:
- read the title, questions and the whole text before responding
- use only the lines or space beneath the question for the response
- support their responses with reference to content and language, using their own words
- be succinct in their responses, addressing the relevant details required by the question and avoiding repetition
- focus on key words in the question, for example, ‘how’, ‘why’, ‘explain’, ‘justify’ and respond in relation to the context of the text
- read the whole text in order to demonstrate understanding of relevant information and ideas
- identify the key issue(s) and provide examples to substantiate their response when asked to analyse or evaluate information
- draw a conclusion or justify a point of view using their own words
- provide a succinct response of main points or ideas when asked to summarise
- avoid providing a literal translation of text
- use the dictionary appropriately to find the correct meaning of the word(s) or expressions in context.
In better responses, students were able to:
- explain how Sweden has transformed from a poor agricultural country to a successful modern country because governments have been able to focus on developing infrastructure, educational reforms and a good social security system rather than fighting wars (Q7)
- address the key aspect of the question, that is, whether the title of the article was appropriate, throughout their response (Q8)
- understand that the word förgyller expresses how pets can make people’s everyday life more special (Q8).
Areas for students to improve include:
- referring to language and content in their own words to respond to question.
Section II – Reading and Responding – Part B
Students should:
- respond to the question asked in relation to the text
- read the entire text in order to respond fully to the question
- use the conventions of the type of text required by the question
- demonstrate understanding of the whole text in their response and not just respond to questions asked in the text
- focus on all relevant information and key points raised in the text in order to respond to comments made, requests for advice, issues discussed and observations made
- use the appropriate register throughout the response
- provide a creative and authentic response in relation to the text and question
- use a variety of vocabulary and expressions and a range of grammatical structures
- edit their work to ensure clarity of the response.
In better responses, students were able to:
- address the audience, that is, the students at his school, consistently throughout the article
- incorporate the information in both emails, using their own words creatively to write their article
- address the positives and negatives of working immediately after completing school or going straight to university
- provide the pros and cons of other alternatives to going to university
- conclude the article appropriately.
Areas for students to improve include:
- responding with all relevant information in a clear and coherent manner
- providing their own on ideas on the topic of the article
- using own words and without lifting chunks from the text
- using a greater variety of tenses, linkers and vocabulary
- using connectives to create more accurate and authentic sentence structures.
Section III – Writing in Swedish
Students should:
- read the question carefully and address all parts of the question
- plan their response to ensure a clear structure and sequence their response logically for maximum effect
- use the appropriate register and conventions of the type of text required
- use the conventions of the style of writing required by the question
- use language appropriate for the context, purpose and audience of the question
- support their ideas and opinions with appropriate examples
- manipulate the language to suit the requirements of the task
- use a variety of tenses, phrases and structures appropriate to the requirements of the question
- use the dictionary effectively by selecting vocabulary to suit the context
- proof read and edit their work
- adhere to the suggested word length.
In better responses, students were able to:
- address the audience appropriately (Q10)
- state their concerns and provide suggestions for possible solutions to the problem of litter and the use of plastic packaging (Q10)
- use the language of persuasion and encouragement to get audience onside rather than preaching to and reprimanding the audience (Q10)
- address the Swedish ambassador respectfully and appropriately (Q11)
- use expressions and language features to entice students to visit Sweden on a study exchange (Q11).
Areas for students to improve include:
- planning their response so the response is logical and coherent
- expressing themselves creatively and including their own ideas on the topic
- avoiding using language expressions repetitively
- using linking words to compose more complex sentences
- focusing on grammatical accuracy with tenses and possessive pronouns.
