Cambridge A Level Spanish - Language (AS Level only) 8685 — 2021 May/June Paper 2 · Variant 1

This document has 8 pages. Cambridge International AS Level SPANISH LANGUAGE 8685/21 Paper 2 Reading and Writing May/June 2021 1 hour 45 minutes You must answer on the question paper. You will need: Insert (enclosed) INSTRUCTIONS ● Answer all questions in Spanish. ● Use a black or dark blue pen. Do not use an erasable pen or correction fluid. ● Write your name, centre number and candidate number in the boxes at the top of the page. ● Write your answer to each question in the space provided. ● Do not write on any bar codes. ● Dictionaries are not allowed. INFORMATION ● The total mark for this paper is 70. ● The number of marks for each question or part question is shown in brackets [ ]. ● The insert contains the reading passages. INSTRUCCIONES ● Conteste a todas las preguntas en español. ● Use tinta negra o azul oscuro. No use tinta borrable ni líquido corrector. ● Escriba su nombre, número de centro y número de estudiante en las casillas provistas en la parte superior de la página. ● Escriba la respuesta a cada una de las preguntas en el espacio designado. ● No escriba en los códigos de barras. ● No se permite el uso de diccionarios. INFORMACIÓN ● La puntuación total de este examen es de 70. ● La puntuación de cada pregunta o apartados de la misma aparece entre corchetes [ ]. ● El cuadernillo de lectura contiene los textos de lectura. * 2 4 8 9 6 2 2 3 2 7 * DC (CE) 214904 © UCLES 2021 [Turn over

2 8685/21/M/J/21 © UCLES 2021 Sección 1 Lea el Texto 1 en el Cuadernillo de Lectura y después conteste en este Cuadernillo de Examen las Preguntas 1, 2 y 3. 1 Busque expresiones en el Texto 1 que sean equivalentes a las que aparecen abajo: Ejemplo: se ausentan regularmente del colegio Respuesta: faltan a clase un día o más a la semana (a) la razón básica del asunto … [1] (b) hace falta adoptar tácticas adecuadas … [1] (c) se ausentan del aula de vez en cuando … [1] (d) un estudiante que vuelve a hacer un curso … [1] (e) necesitan informar en seguida a … [1] [Total: 5]

3 8685/21/M/J/21 © UCLES 2021 [Turn over 2 Las siguientes frases aparecen en el Texto 1. Cambie cada una de las siguientes frases, expresando el mismo significado, pero usando la forma exacta de la palabra o las palabras que aparecen entre paréntesis ( ). Ejemplo: sin justificar su ausencia [líneas 1–2] (sin que) Respuesta: sin que justifiquen su ausencia (a) los adolescentes ven el colegio como [línea 3] (les parece) … … [1] (b) quienes están en mayor riesgo [línea 8] (amenazados) … … [1] (c) Estos son bien diferentes a [línea 14] (diferencian) … … [1] (d) tiene que intervenir la familia [línea 22] (es necesario que) … … [1] (e) Hay suficientes medios [línea 27] (faltan) … … [1] [Total: 5]

4 8685/21/M/J/21 © UCLES 2021 3 Conteste en español las siguientes preguntas basadas en el Texto 1, sin copiar frases completas (más de 4 palabras consecutivas) del texto. (El número de puntos está indicado al final de cada pregunta. Hay 5 puntos adicionales por la calidad del lenguaje usado. Puntuación total: 15 + 5 = 20.) (a) ¿Qué problema hay en España? y, en la opinión de Rebeca Cisternas, ¿a qué se debe? (párrafo 1) … … … … … [3] (b) ¿Cuáles son las razones del absentismo que ha oído Cisternas? (párrafo 2) … … … … … [3] (c) ¿Cómo diferencia Cisternas a los alumnos que se ausentan? (párrafo 3) … … … … [2] (d) Explique cómo el absentismo afecta al alumno y al Estado. (párrafo 4) … … … … … … [4]

5 8685/21/M/J/21 © UCLES 2021 [Turn over (e) ¿Qué medidas deben adoptar los padres y los centros para combatir el absentismo escolar? (párrafo 5) … … … … … [3] [Total: 20]

6 8685/21/M/J/21 © UCLES 2021 Sección 2 Ahora lea el Texto 2 en el Cuadernillo de Lectura y después conteste en este Cuadernillo de Examen las Preguntas 4 y 5. 4 Conteste en español las siguientes preguntas basadas en el Texto 2, sin copiar frases completas (más de 4 palabras consecutivas) del texto. (El número de puntos está indicado al final de cada pregunta. Hay 5 puntos adicionales por la calidad del lenguaje usado. Puntuación total: 15 + 5 = 20.) (a) ¿Por qué los niños empiezan tan temprano su largo viaje a la escuela? y ¿qué dificultades pueden encontrar en la oscuridad? (párrafo 1) … … … … … [3] (b) ¿Por qué no hay servicio de transporte escolar para los niños? (párrafo 2) … … … … … [3] (c) ¿Por qué dice Tania “Es difícil. Demoro bastante caminando…”? (párrafo 3) … … … … … [3]

7 8685/21/M/J/21 © UCLES 2021 [Turn over (d) ¿De qué se queja Efraín Pérez? (párrafo 4) … … … … … [3] (e) Según Pérez, ¿cómo no cumple el gobierno con sus obligaciones? y ¿qué comparación hace entre los alumnos de la ciudad y los de El Toco? (párrafo 5) … … … … … [3] [Total: 20] 5 Escriba en español un máximo de 140 palabras para completar las dos tareas siguientes: (El número de puntos está indicado al final de cada pregunta. Hay 5 puntos adicionales por la calidad del lenguaje usado. Puntuación total: 15 + 5 = 20.) (a) Escriba un resumen de lo que se dice en Texto 1 y Texto 2 sobre las razones por las cuales es difícil que algunos alumnos vayan a sus clases. [10] (b) ¿Es buena la asistencia escolar en su país? Dé sus opiniones. [5] … … … … … … … … …

8 8685/21/M/J/21 © UCLES 2021 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge. … … … … … … … … … … … … … … … … … … … … … … … [Total: 20]

This document consists of 18 printed pages. © UCLES 2021 [Turn over Cambridge International AS Level SPANISH LANGUAGE 8685/21 Paper 2 Reading and Writing May/June 2021 MARK SCHEME Maximum Mark: 70 Published This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the May/June 2021 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 2 of 18 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors.

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 3 of 18 GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 4 of 18 2 General Marking Principles 2.1 Please note that it is not possible to list all acceptable alternatives in the Detailed Mark Scheme provided on the following pages. You will need to consider all alternative answers and unexpected approaches in candidates' scripts, make a decision on whether they communicate the required elements, in consultation with the Principal Examiner if necessary, and award marks accordingly. 2.2 Crossing out: (a) If a candidate changes his/her mind over an answer and crosses out an attempt, award a mark if the final attempt is correct. (b) If a candidate crosses out an answer to a whole question but makes no second attempt at it, mark the crossed out work. 2.3 Annotation used in marking: (a) BOD = Benefit of the Doubt and is used to indicate material considered by the Examiner and judged to be more correct than incorrect: the benefit of the doubt is given to the candidate and the mark is awarded. (b) NBOD = No Benefit of the Doubt and is used to indicate material considered by the Examiner and judged to be more incorrect than correct: the benefit of the doubt is not given to the candidate and the mark is not awarded. (c) caret = to indicate where something which is key to the response is missing. 2.4 No response and '0' marks There is a NR (No Response) option in scoris. Award NR (No Response): • If there is nothing written at all in the answer space or • If there is only a comment which does not in any way relate to the question being asked (e.g. 'can’t do' or 'don’t know') or • If there is only a mark which isn’t an attempt at the question (e.g. a dash, a question mark). Award 0: • If there is any attempt that earns no credit. This could, for example, include the candidate copying all or some of the question, or any working that does not earn any marks, whether crossed out or not.

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 5 of 18 Section 1 Question Answer Marks Not Allowed Responses Question 1 Accept spelling errors in transcription. Disallow additional words or omissions at start or finish of phrase. Accept minor omissions in the body of the phrase. 1(a) la causa fundamental del problema 1 omission of la 1(b) es necesario desplegar estrategias apropiadas 1 1(c) pierden una clase esporádicamente 1 que… 1(d) un alumno que repite un año 1 1(e) deben comunicarse de inmediato con 1 omission of …con addition of …los padres

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 6 of 18 Question Answer Marks Not Allowed Responses Question 2 The following are examples of the way in which the answers could be expressed. Answers should fit into the original text, retain the same meaning and contain all the elements of the phrase to be re-worked. 2(a) a los adolescentes les parece el colegio (como / ser) a los adolescentes el colegio les parece (como / ser) el colegio les parece a los adolescentes (como / ser) les parece el colegio a los adolescentes (como / ser) a los adolescentes les parece que el colegio es la escuela for el colegio estudiantes / ellos etc. for adolescentes adolecentes / les parese (mistakes in transcription) 1 para los adolescentes… …se les parece ver 2(b) quienes están / son / se ven (los) más / mayormente / grandemente / principalmente amenazados quienes más amenazados están / son quienes están siendo mayormente amenazados los / aquellos que están más amenazados 1 mayor 2(c) estos se diferencian mucho / bien / bastante de 1 omission of se omission of mucho / bien prepositions other than de 2(d) es necesario que intervenga / actúe la familia es necesario que la familia intervenga / actúe allow …las familias / los padres intervengan 1 …se intervenga… …tenga que intervenir interferir / interponerse / entrar 2(e) no (les) faltan (los) medios / recursos / medidas no (les) faltan suficientes / muchos / medios los medios no (les) faltan 1 no faltan aplicaciones hay medios que no faltan no faltan más medios suficientes medios no se faltan

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 7 of 18 Question Answer Marks Not Allowed Responses Question 3 Note: Lifting = more than 4 consecutive words taken from the text and will usually invalidate answer unless further original explanation is offered. 3(a) ¿Qué problema hay en España? y, en la opinión de Rebeca Cisternas, ¿a qué se debe? (párrafo 1) 3 un 30% de alumnos se ausenta de clase por lo menos un día de la semana 1 muchos fallar clase ven el colegio como lugar que no les interesa / ven la escuela aburrida 1 un lugar ajeno creen que no tiene sentido / valor / significado asistir piensan que asistir al colegio es una pérdida de tiempo / no vale la pena 1 piensan que no es necesario asistir atender (penalise on 1st occasion only) 3(b) ¿Cuáles son las razones del absentismo que ha oído Cisternas? (párrafo 2) 3 los alumnos se aburren (en las clases) las clases no son interesantes / el colegio es aburrido 1 los profesores ignoran a los que tienen dificultades 1 se ríen del alumno en la clase 1 insultan acoso 3(c) ¿Cómo diferencia Cisternas a los alumnos que se ausentan? (párrafo 3) 2 los que pierden una clase de vez en cuando 1 reject basketball and seeing boy / girl if not stated that these are occasional absences los que se ausentan cada semana / muy a menudo 1 toda la semana / todos los días

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 8 of 18 Question Answer Marks Not Allowed Responses 3(d) Explique cómo el absentismo afecta al alumno y el Estado. (párrafo 4) 4 el alumno carecerá de formación / conocimiento / aprendizaje 1 información / títulos será / es marginado socialmente y en el mundo laboral / le impactará social y laboralmente both needed marginalizar 1 repetir el curso cuesta el doble al Estado 1 es muy caro etc para el Estado el fracaso / absentismo escolar provoca gastos de millones (de euros / dólares) 1 cuesta mucho dinero 3(e) ¿Qué medidas deben adoptar los padres y los centros para combatir el absentismo escolar? (párrafo 5) 3 los padres tienen que asegurarse de que sus hijos van a clase 1 atender los colegios deben priorizarlo / preocuparse (más) / prestar (más) atención 1 deben comunicar (una ausencia) inmediatamente a los padres 1

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 9 of 18 Question Answer Marks Not Allowed Responses Quality of Language – Accuracy [5] 5 Very good Consistently accurate. Only very few errors of minor significance. Accurate use of more complex structures (verb forms, tenses, prepositions, word order). 4 Good Higher incidence of error than above, but clearly has a sound grasp of the grammatical elements in spite of lapses. Some capacity to use accurately more complex structures. 3 Sound Fair level of accuracy. Common tenses and regular verbs mostly correctly formed. Some problems in forming correct agreement of adjectives. Difficulty with irregular verbs, use of prepositions. 2 Below average Persistent errors in tense and verb forms. Prepositions frequently incorrect. Recurrent errors in agreement of adjectives. 0–1 Poor Little or no evidence of grammatical awareness. Most constructions incomplete or incorrect. Consistent and repeated error.

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 10 of 18 Question Answer Marks Not Allowed Responses Additional marking guidance for Quality of Language The five marks available for Quality of Language are awarded globally for the whole performance on each set of answers. A concise answer, containing all mark-bearing components for Content is scored on the full range of marks for language, i.e. length does not determine the Quality of Language mark. Answers scoring 0 for Content cannot contribute to the overall Quality of Language mark. Identify the answer(s) scoring 0 for Content in the whole set of answers. Then add together the number of Content marks available for each of these questions and reduce the Quality of Language mark according to the following table: Total Content marks available on questions where a candidate scores 0 Reduce Quality of Language mark by: 2–3 1 4–5 2 6–7 3 8–14 4 15 5 Note: A minimum of one mark for Quality of Language should be awarded if there are any Content marks at all (i.e. 0 Quality of Language marks only if 0 Content marks).

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 11 of 18 Question Answer Marks Not Allowed Responses Question 4 Note: Lifting = more than 4 consecutive words taken from the text and will usually invalidate answer unless further original explanation is offered. 4(a) ¿Por qué los niños empiezan tan temprano su largo viaje a la escuela? y ¿qué dificultades pueden encontrar en la oscuridad? (párrafo 1) 3 la escuela comienza a las 6:30 para llegar a tiempo a las 6:30 a las seis y media de la mañana allow (not lift) para llegar a tiempo (a sus clases) 1 a las 6.30 de la mañana =lift tienen que caminar 12 kilómetros hay mucha agua y lodo (both needed) en el camino allow carretera, calle 1 puede haber ramas de árbol caídas / en el piso / árboles caídos 1 4(b) ¿Por qué no hay servicio de transporte escolar para los niños? (párrafo 2) 3 la vía es (casi) intransitable es muy difícil de pasar con carro 1 ruda los conductores tienen miedo de / no quieren ingresar award 1 mark only for answers such as los conductores tienen miedo de que su vehículo se quede atrapado / atorado en el lodo 1 se han quedado / se quedan vehículos atrapados en el lodo 1

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 12 of 18 Question Answer Marks Not Allowed Responses 4(c) ¿Por qué dice Tania ‘Es difícil. Demoro bastante caminando…’? (párrafo 3) 3 sus chancletas / zapatos / sandalias se pegan en el barro 1 en la vía hay pozos 1 puede haber culebras en los pozos / en el agua 1 alrededor de / cerca de 4(d) ¿De qué se queja Efraín Pérez? (párrafo 4) 3 los lugareños se sienten aislados / olvidados (por las autoridades) el gobierno no los quiere ayudar / no los escucha allow: Efraín se queja que se siente aislado / olvidado… 1 les dicen que no hay dinero para arreglar la vía 1 pero están arreglando la vía del Gobernador 1 4(e) Según Pérez, ¿cómo no cumple el gobierno con sus obligaciones? y ¿qué comparación hace entre los alumnos de la ciudad y los de El Toco? (párrafo 5) 3 el gobierno no invierte en facilitar sus viajes a la escuela 1 algunos alumnos de la ciudad suspenden (a pesar de tener todas las comodidades) 1 …faltan a clase los de El Toco aprenden / se superan / pasan 1 hacen mejor que ellos

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 13 of 18 Question Answer Marks Not Allowed Responses Quality of Language – Accuracy [5] 5 Very good Consistently accurate. Only very few errors of minor significance. Accurate use of more complex structures (verb forms, tenses, prepositions, word order). 4 Good Higher incidence of error than above, but clearly has a sound grasp of the grammatical elements in spite of lapses. Some capacity to use accurately more complex structures. 3 Sound Fair level of accuracy. Common tenses and regular verbs mostly correctly formed. Some problems in forming correct agreement of adjectives. Difficulty with irregular verbs, use of prepositions. 2 Below average Persistent errors in tense and verb forms. Prepositions frequently incorrect. Recurrent errors in agreement of adjectives. 0–1 Poor Little or no evidence of grammatical awareness. Most constructions incomplete or incorrect. Consistent and repeated error.

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 14 of 18 Question Answer Marks Not Allowed Responses Additional marking guidance for Quality of Language The five marks available for Quality of Language are awarded globally for the whole performance on each set of answers. A concise answer, containing all mark-bearing components for Content is scored on the full range of marks for language, i.e. length does not determine the Quality of Language mark. Answers scoring 0 for Content cannot contribute to the overall Quality of Language mark. Identify the answer(s) scoring 0 for Content in the whole set of answers. Then add together the number of Content marks available for each of these questions and reduce the Quality of Language mark according to the following table: Total Content marks available on questions where a candidate scores 0 Reduce Quality of Language mark by: 2–3 1 4–5 2 6–7 3 8–14 4 15 5 Note: A minimum of one mark for Quality of Language should be awarded if there are any Content marks at all (i.e. 0 Quality of Language marks only if 0 Content marks).

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 15 of 18 Question Answer Marks Not Allowed Responses Question 5 Length of 5(a) + 5(b) (Summary and Personal Response) • Examiners make a rough estimate of the length by a quick calculation of the number of words on a line. • If the piece is clearly too long, calculate the length more precisely. • Insert the vertical wavy line after the 160th word to show the end of the response to be marked.

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 16 of 18 Question Answer Marks Not Allowed Responses Content marks – Summary Indicate with a tick in the body of the text the point being rewarded. Do not penalise ‘lifting’ for content marks in this exercise, but excessive reliance on the text will reduce the language mark. The summary could include the following points (award 1 mark for each point covered up to a maximum of 10 points): 5(a) Escriba un resumen de lo que se dice en Texto 1 y Texto 2 sobre las razones por las cuales es difícil que algunos alumnos vayan a sus clases. • ven el colegio como lugar que no les interesa • creen que no tiene sentido asistir • se aburren mucho (en las clases) • los profesores ignoran a los que tienen dificultades • se ríen de ellos en la clase • se ausentan para jugar al baloncesto • o para ver al/la chico/a que les gusta • hay que levantarse muy temprano • caminan larga distancia / muchas horas • por una vía muy mala / difícil / intransitable • viaje peligroso / pozos / culebras / ramas • no hay transporte escolar • las chancletas se pegan (en el barro) 10

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 17 of 18 Question Answer Marks Not Allowed Responses Content marks – Response to the Text Mark like a mini-essay according to the variety and interest of the opinions and views expressed, the response to the original text stimulus and the ability to express a personal point of view. Further, more detailed guidance for particular questions will be given to examiners. 5(b) ¿Es buena la asistencia escolar en su país? Dé sus opiniones. Allow asistencia to mean ayuda. 5 Very good Varied and interesting ideas, showing an element of flair and imagination, a capacity to express a personal point of view. 4 Good Not the flair and imagination of the best candidates, but work still shows an ability to express a range of ideas, maintain interest and respond to the issues raised. 3 Sound A fair level of interest and ideas. May concentrate on a single issue, but there is still a response to ideas in the text. 2 Below average Limited range of ideas; rather humdrum. May disregard the element of response to the text, and write a largely unrelated free-composition. 0-1 Poor Few ideas to offer on the theme. Banal and pedestrian. No element of personal response to the text. Repeated error. 5

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 18 of 18 Question Answer Marks Not Allowed Responses Quality of Language – Accuracy [5] 5 Very good Consistently accurate. Only very few errors of minor significance. Accurate use of more complex structures (verb forms, tenses, prepositions, word order). 4 Good Higher incidence of error than above, but clearly has a sound grasp of the grammatical elements in spite of lapses. Some capacity to use accurately more complex structures. 3 Sound Fair level of accuracy. Common tenses and regular verbs mostly correctly formed. Some problems in forming correct agreement of adjectives. Difficulty with irregular verbs, use of prepositions. 2 Below average Persistent errors in tense and verb forms. Prepositions frequently incorrect. Recurrent errors in agreement of adjectives. 0–1 Poor Little or no evidence of grammatical awareness. Most constructions incomplete or incorrect. Consistent and repeated error.