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PEPERIKSAAN PERCUBAAN SPM 2016 1119/1 Bahasa Inggeris

Mark Scheme Paper 1119/1 Paper 1119/2

1119/1 o 2016 HakCipta JPN Melaka

[LihathalamanSebelah]

SULIT

SECTION A: Directed Writing MARK SCHEME FOR Question 1

ASSESSMENT OBJECTIVES     

To test candidates’ ability to: read and comprehend the rubric use the information given to display and the understanding of the task generate ideas within the specific framework provided use clear and accurate Standard English in the response use a style and tone appropriate to the task

The objectives above are rewarded as follows: CONTENT LANGUAGE TOTAL

-

15 marks 20 marks 35 marks

MARKING METHOD Each script should be read slowly and annotated as detailed in the marking scheme. A brief comment at the end of the script is sometimes helpful when checking accuracy of the marking, particularly when the script has produced an answer which is not entirely catered for by the marking scheme, but which is a valid response to the task, and therefore should be given credit. 1

AWARDING MARKS FOR CONTENT

Content marks should be identified by the letter C followed by the content number and circled, for example (C1). Place a (1) in the right-hand margin of the script for each mark awarded. Put the total for CONTENT at the bottom right-hand margin of the script.

a) **

CONTENT - 15 marks Do not award one mark for the mere mention of the main idea.

Format points: F1 - writer and receiver addresses F1 - any appropriate salutation F3 - any appropriate closing

1 mark 1 mark 1 mark

Content points: C1 many cases of burglary C2 a few cases every night C3 C4

drug activities at night outsiders sold drugs

C5 C6

wild parties at night very noisy

C7 C8

illegal motorcycle races especially on weekends

C9 need for more police patrols C10 Send mobile police vehicles to monitor the area C11 C12

2

Suggestion Elaboration

AWARDING MARKS FOR LANGUAGE Marks are awarded for: (i) accurate English (ii) style and tone appropriate to the task

** Candidates need not use exact words given in the stimulus. However, own language must convey the same meaning MRKING METHOD Indicate errors of language by underlining the word or phrase where the mistake occurs. Indicate by a tick (√), good appropriate vocabulary, structure and tone. Award marks on a ‘best-fit’ basis by referring to the Criteria for Marking Language.

CRITERIAS FOR MARKING LANGUAGE Question 1 : Directed Writing Mark Range

A 19 - 20

B 16 – 28

C 13 - 15

Description of Criteria ▪ The language is entirely accurate apart from occasional first draft slips. ▪ Sentence structure is varied and sophisticated – shows that the candidate is able to use sentence length and type to achieve an intended effect. ▪ Vocabulary – sophisticated and is used with precision ▪ Punctuation is accurate and helpful to the reader ▪ Spelling is accurate across the full range of vocabulary used. ▪ Paragraphs have unity and are appropriately linked. ▪ The style and tone are appropriate. The reader is convinced that this could be a real letter of complaint to the Police Chief. ▪ The language is almost always accurate but there will be minor errors or first draft slips ▪ Sentences show some variation in length and type, including the confident use of complex sentences. ▪ Vocabulary is wide enough to convey intended shades of meaning with some precision ▪ Punctuation is almost accurate and generally helpful to the reader. ▪ Spelling is nearly always accurate. ▪ Written in paragraphs which show some unity and are usually linked appropriately. ▪ The style and tone are appropriate for a letter of complaint. The reader is satisfied that a genuine attempt has been made to write a letter of complaint to the Police Chief. ▪ The language is almost largely accurate. ▪ Simple structures are used without errors; mistakes may occur when more sophisticated structures are attempted. ▪ Vocabulary is adequate to convey intended s meaning although it may be sufficiently developed to achieve precision. ▪ Sentences show some variety length and structure although there is a tendency to repeat some sentence types, giving it a monotonous effect. ▪ Punctuation is generally accurate although errors may occur in more complex use.

▪ Spelling is generally accurate for common vocabulary. ▪ Written in paragraphs which show some unity, although links are inappropriate at times. ▪ The style and tone may generally be appropriate for a letter of complaint to the Police Chief.

D 10 – 12

E 7 - 9

▪ The language is sufficiently accurate for meaning to come through. ▪ There will be patches of clear, accurate language, particularly when simple vocabulary and structures are used ▪ Mistakes will occur when more complex sentences are attempted. ▪ There may be some variety of sentence length and type but this may not be successful in enhancing meaning or arousing interest. ▪ Vocabulary is adequate but lacks precision. ▪ Punctuation is generally correct, but does not enhance or clarify meaning. ▪ Simple words are spelt correctly, but errors may occur when unfamiliar words are used. ▪ Sentence separation errors may occur. ▪ Written in paragraphs which may show some unity in topic and attempts to use links. ▪ The style and tone may not be entirely appropriate for a letter of complaint but some attempt has been made. ▪ Meaning is never in doubt, but single word errors are sufficiently frequent and serious to hamper precision and speed of reading. ▪ Some simple structures will be accurate but accuracy is not sustained. ▪ Vocabulary is limited and either too simple to convey precise meaning or is imperfectly understood. ▪ Simple words may be spelt correctly but frequent mistakes in spelling and punctuation make reading the script difficult. ▪ Paragraphs lack unity. Links are incorrectly used. There may be errors of sentence separation and punctuation. ▪ The style and tone may fail to achieve the formality required of the task. If it does, it may not show understanding of the detailed requirements of the task.

U (i) 4 - 6

U (ii) 2 - 3

U (iii) 0 - 1



▪ Meaning is fairly clear but the incidence of errors is high and definitely impedes the reading. ▪ A script at this level will have few accurate structures. ▪ Vocabulary may not extend beyond a simple range of words that are inadequate to express intended shades of meaning. ▪ There may be frequent spelling errors. ▪ Punctuation will sometimes be used correctly but sentence separation errors may occur. ▪ Paragraphs may not be used, or if used, show a lack of planning. ▪ The style and tone are inappropriate for a letter of complaint to the Police Chief. ▪ Sense will be decipherable, but some of the errors will be multiple in nature, requiring the reader to re-read and re-organise before meaning becomes clear. ▪ Whole sections may make little or no sense. There are unlikely to be more than one or two accurate sentences. The content is comprehensible, but style and tone are hidden by the density of errors. ▪ Scripts at this category are mostly entirely impossible to recognise as pieces of English. ▪ Whole sections may make no sense at all or are copied from the task. ▪ Award ‘1’ mark if some sense can be obtained. ▪ The mark ‘0’ should only be awarded if the article makes no sense at all from beginning to end.

Refer to page 12 for Marking Symbols NB No script will fit neatly into any of the categories described above. The appropriate Marking of a script is therefore determined by deciding which category most nearly reflects its characteristics. Teachers should not construct any hierarchy of characteristics when allocating a mark, but should assess the article as a whole before deciding on any category.

CATEGORY DESCRIPTIONS FOR THE ASSESSMENT OF CONTINUOUS WRITING Question 2 Mark Range

Description of Criteria

 The language is entirely accurate apart from very occasional first draft slips.  Sentence structure is varied and sophisticated – shows that the candidate is able to use various types of sentences to achieve a particular effect. A  Vocabulary is wide and used with precision.  Punctuation is accurate and helpful to the reader. 44 – 50  Spelling is accurate across the full range of vocabulary used.  Paragraphs are well-planned, have unity and are linked.  The topic is addressed with consistent relevance.  The interest of the reader is aroused and sustained throughout the writing.

B 38 - 43

C 32 - 37

 The language is accurate, occasional errors are either minor or first draft slips.  Sentences show some variation of length and type, including some complex sentences.  Vocabulary is wide enough to convey intended meaning with some precision.  Punctuation is almost accurate and generally helpful.  Spelling is nearly always accurate.  Paragraphs show some evidence of planning, have unity and are usually appropriately linked.  The piece of writing is related to the topic and the interest of the reader is aroused and sustained through most of the composition.  The language is largely accurate.  Simple structures are used without error; mistakes may occur when more sophisticated structures are attempted.  Sentences may show some variety of structure and length but there is a tendency to use one type of structure, giving it a monotonous effect.  Vocabulary is wide enough to convey intended meaning but may lack precision.  Punctuation of simple structures isaccurate on the whole but errors may occur in more complex are used.  Simple words will be spelt correctly but errors may occur when more sophisticated words are used.  The composition is written in paragraphs which may show some unity, although links may be absent or inappropriate.  The writing is relevant but may lack originality and planning. Some interest is aroused but not sustained.  The language is sufficiently accurate to communicate meaning clearly to the

 D 26 - 31

    

E 20 - 25

U (i) 14 - 19

U (ii) 8 - 13

reader. There will be patches of clear, accurate language, particularly when simple vocabulary and structures are used. There is some variety of sentence type and length Vocabulary is usually adequate to show intended meaning but this is not developed to show precision. Simple words will be spelt correctly but spelling errors will occur. Paragraphs are used but may show lack of planning or unity. The topic is addressed with some relevance but the reader may find the composition at this level lacking in liveliness and interest value.

 Meaning is never in doubt, but errors are sufficiently frequent and serious to hamper reading.  Some simple structures may be accurate, but a script at this level is unlikely to sustain accuracy for long.  Vocabulary is limited – either too simple to convey precise meaning or more ambitious but imperfectly understood.  Simple words may be spelt correctly but frequent mistakes is spelling and punctuation make reading the script difficult.  Paragraphs lack unity or be haphazardly arranged.  The subject matter will show some relevance to the topic but only a partial treatment is given.  The high incidence of linguistic errors is likely to distract the reader from any merits of content that the composition may have.  Meaning is fairly clear but high incidence of errors throughout the writing will definitely impede the reading.  There will be many serious errors of various kinds throughout the script but they are mainly of the single word type, i.e. they could be corrected without rewriting the whole sentence.  A script at this level will have very few accurate sentences.  Although communication is established, the frequent errors may cause blurring.  Sentences will be simple and very often repetitive.  Punctuation will sometimes be used correctly but sentence separation errors may occur.  Paragraphs lack unity or there may not be any paragraphs at all.  The reader is able to get some sense out of the script but errors are multiple in nature, requiring the reader to read and reread before being able to understand.  At this level, there may be a few accurate but simple sentences.  The content may be comprehensible but the incidence of linguistic errors is so high as to make meaning blur.  This type of script may also be far short of the required number of words.

U (iii) 0-7

   

Scripts in this category are almost entirely impossible to read. Whole sections may make little or no sense at all. Where occasional patches of clarity occur, marks should be awarded. The mark ‘0’ should only be given if the script makes no sense at all, from the beginning to end.

 Refer to page 12 for marking symbols.  NB When assessing pieces of continuous writing, it is important to remember that the candidate is working within a strict time limit in examination conditions. No script will fit neatly into any one of the categories described above. The appropriate mark for a script is therefore determined by deciding which category most nearly reflects its characteristics. Examiners should not construct any hierarchy of characteristics when allocating a mark, but should assess the article as a whole before deciding on any category and should also refer to the exemplar scripts which are discussed at the coordination stage of the marking exercise.

PAPER 2 BAHASA INGGERSIS PERCUBAAN SPM 2016 Paper 1119/2 Section A

1

D

9

A

2

D

10

B

3

D

11

A

4

A

12

A

5

C

13

D

6

B

14

A

7

C

15

B

8

B

Answer for Section B (Questions 16 – 20) 16. Redzuawan Ismail 17. accountant 18. degree in Professional Chef Training and Hotel Management 19. Ritz Escoffeir Diploma 20. other South East Asian countries 21 – 23: -

first celebrity chef in Malaysia to be bestowed the title of Datuk appointed as Culinary Ambassador by Tourism Malaysia the recipient of Icons of Malaysia presented with the Lifetime Jury Award Best Celebrity Chef Award

24 – 25: -

Newspaper Magazine Cookbook SECTION C

Question 26. 27.

Answer he was hospitalised with pneumonia. a) To allow him to breath better

Mark 1 mark 1 mark

b) his oxygen levels rose whenever she placed him on his right 1 mark side

28.

29.

c) his right lung was red, sore and hot from pneumonia

1 mark

a) to provide oxygen to Rece / his lungs can no longer function

1 mark

b) a tool used by urologists to remove kidney stones.

1 mark

a) frantic (do not award mark if student answers more than this)

1 mark

b) a popcorn kernel that had been stuck in his left lung. (do not 1 mark award mark if student answers ‘a popcorn kernel’ only) 30



Keep any small items away from child’s reach (or)



Make sure they always monitor their child (or)



Make sure the floor is clear from dangerous (or)

1 mark

(accept any other possible answers related to keeping the child safe) (Provide 1 reason that supports the answer above. If reason 1 mark given contradict/does not support the advice, DO NOT award mark) 31. Summary Content Language TOTAL

: 10 marks : 5 marks : 15 marks

Note : Award 1 mark for each content point to a maximum of 10 marks

Content no.

Content point

Line

C1

cough nonstop

Line 8

C2

turn blue

Line 8

C3 C4 C5 C6 C7 C8 C9 C10 C11 C12 C13 C14

The doctor put a tube through the trachea to allow Line 16 – 17 him to breathe better doctor knew that there was a blockage that was Line 19 – 20 preventing air from entering his lungs His right lung was red Line 24 sore hot from pneumonia

Line 24 Line 24

Rece was placed on extracorporeal membrane oxygenation (ECMO) a team of surgeons tried to hold and remove the object with a variety of medical tools a popcorn kernel that had been stuck in his left lung /he had inhaled a kernel of popcorn This led to infections

Line 33 – 34

breathing problems, including pneumonia

Line 48

excessive coughing had pushed the kernel

Line 49

and blocked his breathing airway

Line 50

Line 37 Line 43 – 44 / Line 46 – 47 Line 47

STYLE AND PRESENTATION DESCRIPTOR FOR LANGUAGE Marks for Style and Presentation are awarded based on the average sum total (to the nearest rounded fraction/decimal) of Paraphrase and Use of English. Annotate as follows : Paraphrase Use of English

:5 :4 : 9 ÷ 2 = 4.5 = 5 marks

BAND DESCRIPTORS FOR SUMMARY Mark

Paraphrase (RP)

Mark

 There is a sustained attempt to rephrase the text language.  Expression is secure.  Allow phrases from the text, which are difficult to substitute 5

5

 There is a noticeable attempt to re-phrase the text.  The summary is free from stretches of concentrated lifting.  Expression is generally sound. 4

4

3

 Intelligent and selective lifting, i.e. when groups of words are combined with own words.  Limited attempt to re-phrase the text.  Expression may not always be secure but the attempt to substitute will gain credit. 3

Use of English (UE)  Apart from very occasional slips, the language is accurate.  Any occasional errors are either first draft slips or minor errors.  Sentence structure is varied and there is a marked ability to use original complex syntax outside text structures.  Punctuation is accurate and helpful to the reader.  Spelling is secure across the full range of vocabulary used.   The language is almost always accurate.  Serious errors will be isolated as to be almost unnoticeable.  Sentences will show some variation including original syntax outside text structures.  Punctuation is accurate and generally helpful.  Spelling is nearly always secure.   The language is largely accurate.  Simple structures tend to dominate.  Serious errors are not frequent, although they are noticeable.  Where sentences show some variety and complexity, they will generally be lifted from the text.  Serious errors may occur when more sophisticated structures are attempted.  Punctuation is largely accurate.  Spelling is mostly secure.  Errors may occur in the use of original or ambitious vocabulary

2

1

 Wholesale copying of text material, i.e. in chunks not a complete script of the original.  Attempts to substitute own language will be limited to single word expression.  Irrelevant sections of the text will be more frequent at this and 2 subsequent levels.

 More or less a complete transcript of the text.  This means sentence after sentence copied without a clear 0 – 1 break.  Originality barely noticeable.  There will also be random transcription of irrelevant sections of the text. 

 Meaning not in doubt, but serious errors are becoming more frequent.  Simple structures will be accurate, although this accuracy is not sustained for long.  Simple punctuation will usually be correct, with occasional errors of sentence separation.  Spelling is largely accurate, but mistakes will occur in handling the more difficult words.  Irrelevant or distorted detail will destroy the sequence in places.   Heavy frequency of serious errors, impeding the reading in many places.  Fractured syntax is much more pronounced at this level, and punctuation falters.  Errors of sentence separation are liable to be frequent.

Answer Scheme : Section D Question 32 :

(a)

(b) (c)

i. Yes, they are. ii. The brother misses his sister, Lulu very much and he also sounds worried about herdisappearance. It indicates that Lulu escaped through the window. Advice 1 : Please don’t do it. It will break your mother’s heart. Advice 2 : . Don’t be rash. Think carefully of your decision. ( accept any logical answers )

Question 33(Novel) :

Mark Range 9 – 10

Content

-

-

7–8

-

5–6

-

-

3–4

-

1–2

-

Mark Range A consistently relevant and 5 convincing response to the task specified Always provides detailed and well-developed textual evidence Response is relevant to the task specified Usually provides textual evidence with some development

4

Response is likely to be intermittently relevant to the task specified. Provides some textual evidence with little development

3

Response of little relevance to the task specified Little textual evidence

2

Response has no relevance to the task Has no understanding of the requirements of the task

1

Language -

The language is accurate Very well-organized

-

The language is largely accurate Well-organized

-

-

-

Meaning is never in doubt but errors are becoming more frequent Fairly well-organized

-

Frequent errors with some blurring in meaning Poorly organized

-

Makes little or no sense at all Lacks organization

-

Note : The mark ‘0’ should be awarded if :  The response is in a language other than English  The response is not related to any of the novels

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