HONG KONG DIPLOMA OF SECONDARY EDUCATION EXAMINATION - ENGLISH LANGUAGE - LEVEL DESCRIPTORS - Subject Descriptors - Level 5 to Level 1

Oct 1, 2026

Uploaded by Kurz

Level Descriptors for the Hong Kong Diploma of Secondary Education Examination (English Language) define typical competencies across Levels 5 to 1. The document specifies performance expectations for listening and reading comprehension, including interpreting literal and figurative meaning, following argument development, and using context to infer unfamiliar words. It also outlines writing requirements, from organized and creative expression to simpler structured responses, and speaking/exchange abilities, from sustained constructive interaction to brief replies when prompted.

LanguageEnglish

CategoryExam

FormatPDF

Pages2

Reading Time5 min

AccessFree to download

Level 5

Listening and evaluating views

Reading comprehension and responding to instructions

Writing

Speaking and interaction

Level 4

Listening and identifying attitudes

Reading comprehension and inferences

Writing

Speaking and interaction

Level 3

Listening and identifying explicit attitudes

Reading comprehension and inference

Writing

Speaking and expression

Level 2

Listening and distinguishing fact from opinion

Reading comprehension and transferring information

Writing

Speaking

Level 1

Listening for predictable information

Reading for factual details

Writing

Speaking

HONG KONG DIPLOMA OF SECONDARY EDUCATION EXAMINATION ENGLISH LANGUAGE LEVEL DESCRIPTORS Subject Descriptors Level 5 Candidates at this level typically | 􀁸 | Understand spoken English, both literal and figurative, when delivered at near-natural speed in familiar accents and a wide range of situations, and are able to evaluate views expressed and identify the speakers’ attitudes and intentions through stress and intonation. | | --- | --- | | 􀁸 | Understand complex texts and are able to follow the development of an argument and evaluate the opinions presented within them, make inferences and work out the meaning of unfamiliar words from the context, and respond comprehensively to written instructions requiring relevant information from the texts to be used to complete a task. | | 􀁸 | Write in an interesting, relevant, organized and creative way, using a wide range of sentence structures and vocabulary accurately, and adopting a style suitable to the purpose. | | 􀁸 | Express a wide range of ideas fluently in clear, accurate, well-pronounced English, consistently initiating and maintaining exchanges and responding to others in a sustained and constructive manner. | Level 4 Candidates at this level typically | 􀁸 | Understand spoken English, both literal and figurative, when delivered at moderate speed in familiar accents and most situations, and are able to evaluate views expressed in fairly complex texts and identify the speakers’ attitudes and intentions through obvious features of stress and intonation. | | --- | --- | | 􀁸 | Understand fairly complex texts and are able to follow the development of an argument and identify the opinions presented within them, make obvious inferences and work out the meaning of unfamiliar words from the context when clear textual support is given, and respond to written instructions requiring relevant information from the texts to be used to complete atask. | | 􀁸 | Write in an interesting, relevant, organized and creative way, using a range of sentence structures and vocabulary accurately, and adopting a style suitable to the purpose, especially when the text type is familiar. | | 􀁸 | Express a range of ideas fluently, if with occasional hesitation, in clear, accurate, well-pronounced English, initiating, and maintaining exchanges and responding to others in a sustained manner, especially when with a sympathetic partner. | Level 3 Candidates at this level typically | 􀁸 | Understand literal spoken English when delivered at moderate speed in familiar accents in familiar situations, and are able to identify views expressed in straightforward texts and the speakers’ attitudes and intentions when they are explicitly expressed. | | --- | --- | | 􀁸 | Understand simple texts, especially if the topic is familiar, and are able to follow the development of an explicit argument and identify explicit opinions presented within them, make straightforward inferences and work out the meaning of unfamiliar words when a familiar context is given, and respond in part to simple written instructions requiring relevant information from the texts to be used to complete a task. | | 􀁸 | Write in a relevant, organized and creative way when the context is familiar, using some more complex sentence structures and common vocabulary accurately, and adopting the main elements of a style suitable to the purpose. | | 􀁸 | Use a range of simple common expressions with fluency, pronouncing familiar words accurately, and responding to others in a sustained manner. | Level 2 Candidates at this level typically | 􀁸 | Understand literal spoken English when delivered at moderate speed in familiar accents in familiar situations, and are able to distinguish fact from opinion when this is clearly signalled and the context is simple and familiar. | | --- | --- | | 􀁸 | Understand simple texts if the topic is familiar, and are able to follow parts of the development of an explicit argument and identify opinions when

FAQs

What skills are assessed at Level 5 in English Language?

Level 5 covers near-natural-speed listening comprehension, complex reading and argument tracking, comprehensive responses to written instructions, creative and accurate writing, and fluent sustained interaction with clear pronunciation.

How do the requirements change from Level 4 to Level 3?

Level 4 expects understanding in most situations at moderate speed and responding to fairly complex texts, while Level 3 focuses on literal understanding, explicit views, simpler texts, and more straightforward inferences with familiar contexts.

What are typical writing expectations at Levels 2 and 1?

At Level 2, candidates write relevant points in a straightforward, organized way using simple structures and vocabulary, showing awareness of genre features. At Level 1, they make one or two relevant points using a few simple comprehensible sentences and several examples of simple vocabulary.

Oct 1, 2026

Uploaded by Kurz