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MAJLIS PENGETUA SEKOLAH MALAYSIA CAWANGAN PULAUPINANG

SKEMA PEMARKAHAN MODUL PENILAIAN SPM 2015

1119/1& 2 BAHASA INGGERIS

Kertas 1 & 2

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PAPER 1

.SECTION A : Directed Writing ( 35 marks )

1. AWARDING MARKS FOR CONTENT

Content

Language

TOTAi:..

15 marks

' 20 marks

35 marks

CONTENT - 15 marks

.- Do not award marks for mere mention of keywords ... ,,, Format:

F1 - greetings

F2 -· purpose of the talk

F3 - suitable ending (Thank you)

Content Points:

C1 - apply mosquito repellent

C2 - wear long clothing - protect from bites

C3 - stay indoors - dusk and dawn

C4 - mosquito coil

Cs - windows and doors

C6 - cover water containers

C7 - clean drains

ca - throw rubbish

C9 - old tyres and empty containers

C10- maintain running water - fountains

C11- (another possible way)

C12- (another possible way)

52. AWARDING MARKS FOR LANGUAGE

Marks are awarded for:

( i ) Accurate English

(ii) Style and Tone appropriate to the task

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1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

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CRITERIA FOR MARKING LANGUAGE

Section A : DIRECTED WRITING

Mark Description of Criteria

Range '

- The language is entirely accurate apart from very few occasional first draft slips.

- Sentence structure is varied and shows that the candidate is able to use · various types of sentences to achieve a particular effect.

- Vocabulary is wide and is used with precision.

A - Punctuation is accurate and helpful to the reader. - Spelling is accurate across the full range of vocabulary used.

.,; - Paragraphs are well-planned, have unity and are appropriately linked . - The topic is addressed with consistent relevance.

19-20 - The interest of the reader is aroused and sustained throughout the writing. - The style and tone is appropriate - informal but polite. The reader is

convinced that this talk is meant for school students.

- The language is accurate; occasional errors are either minor or first draft

' slips.

- Vocabulary is wide enough to convey intended shades of meaning with precision.

- Sentences show some variation of length and type, including some

B complex sentences. - Spelling is nearly always accurate. - Paragraphs show some evidence of planning, having unity and are usually

appropriately linked. 16 - 18 - The piece of writing is relevant to the topic and the interest of the reader

is aroused and sustained throughout the composition. - . The style and tone is formal and appropriate for a talk.

- The language is largely accurate. - Simple structures are used without error ; mistakes may occur when more

sophisticated structures are attempted. - Vocabulary is wide enough to convey intended meaning but may lack

precision. - Sentences may show some variety of structure and length but there is

tendency to use one type of structure, giving it a monotonous effect. - Punctuation of simple structures is accurate on the whole but errors may

occur in more complex uses . . c - Spelling is generally accurate for common vocabulary.

- Written in paragraphs which show some unity, although links may be absent or inappropriate. The writing is relevant but may lack originality and

13 -15 planning. Some interest is aroused but not sustained. ·

- The style and tone shows some attempts have been made to achieve --formality in a talk but this may not be sustained.

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- The language is sufficiently accurate for meaning to come through. - There will be patches of clarity particularly when simple vocabulary and

structures are used. - There is some variety of sentence length and type but this may not be

successful in enhancing meaning or arousing interest. - Punctuation is generally correct but does not clarify meaning. - Vocabulary is adequate but lacks precision. Simple words are spelt

D correctly but errors may occur when unfamiliar words are used. - Paragr9phs are used but show lack of planning or unity. - The topic is addressed with some relevance but the reader may find

10-12 composition at this level lacking in liveliness and interest value.

- The style may not be appropriate as a talk.

- 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

are imperfectly understood. E - 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. 7-9. - The style may fail to achieve the formality required of a talk. If it does,. it

·. may not show understanding of the detailed requirements of the task. The tone may not be appropriate for a talk. ·

- Meaning is fairly clear but the incidence of error is high and definitely impedes the reading.

- There will be many serious errors of various kinds throughout the script but

u (i) 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. There may be frequent spelling errors.

4-6 - 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 tone and style is inappropriate for a talk.

- Sense will be decipherable, but some of the errors will be multiple,

U(ii) requiring the reader to re-read and re-organise before meaning becomes clear.

- At this level, there may be only a few accurate but simple sentences. - This type of script may also be far short of the required number of words.

2-3 - Whole section of the talk may make little or no sense. There are unlikely to be one or more accurate sentences. The content is comprehensible, but its tone is hidden by the density of errors.

- Scripts in this category are almost entirely impossible to read.

U(iii) - Whole sections may make no sense at all or are copied from the task. - Award '1' mark if some sense can be obtained . .

0-1 - The mark 'O' should or.ly be awarded if the talk makes no sense at all from the beginning to end.

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Section B : Continuous Writing

CATEGORY DESCRIPTIONS FOR THE ASSESSMENT OF

CONTINUOUS WRITING

Mark Range Description of Criteria

A * Language is entirely accurate

44 - 50 * Sentence structure is varied

B

38-43

* Vocabulary is wide

* Punctuation is accurate

* Spelling is accurate

* Paragraphs are well-planned

* The topic is addressed properly

* Language is accurate

* Vocabulary is wide enough to convey meaning

* Sentences show sbme variation

* Punctuation is almost always accurate

* Spelling is nearly always accurate

* Paragraphs show some evidence of planning

* Relevant to the topic and interest of readers are aroused

C * Language is largely accurate

32-37 * Simple structures used without errors

* Vocabulary is wide enough to convey meaning

*Sentences show some variety of structures

* Punctuation of simple structures is accurate

* Simple words may be spelt correctly

* Essay is written in paragraphs which show unity

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D * Language is sufficiently accurate

26-31 * Patches of clear accurate language

* Some variety of sentence type

* Punctuation is generally correct

* Simple words spelt correctly

- . * Paragraphs are used but lack planning or unity

*Topic is addressed with some relevance

E * Meaning is never in doubt

20.:... 25 * Some simple structures may be accurate

* Vocabulary is limited

* Simple words may be spelt correctly ·.

* Paragraphs lack unity

* Subject matter partially explained

*High incidence of linguistic errors

u (i) * Meaning is fairly clear

14-19 * Single word type errors

* Very few accurate sentences

* Frequent errors may cause blurring

* Sentences are simple and often repetitive

* Punctuation will sometimes be used correctly

* Paragraphs lack unity

u (ii) * Make some sense but are multiple in nature

8-13 * Only a few accurate simple sentences

*Incidence of linguistic error is high

* Far too short of the required number of words

U(iii) * Almost entirely impossible to read

0 -7 * Make little or no sense at all

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PAPER 2

SECTION A

1. A

2. B

3. B

4. D

5. c 6. A

7. D

8 . c

. .... SECTION 8

·15 phytochemicals

17 Apples

· 18 colon cancer

19 vitamin E

20 Citrus Fruits

21 stroke

22 the latest nutritional miracle

23 osteoporosis

24 taking a high intake of citrus fruits

25 fibre and potassium

.*REMINDER TO TEACHERS: Accept ONLY the answers given above.

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9. A

10. D

11. c 12.D

13. B

14. A

15. c

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SECTION C

Questions 26-30 1mo}i£·) IC"""'·~··

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26 (a) They were singing and dancing (in Line 1-2

1 the coaches) The students pulled .... coaches

26 (b) walkway 1

27 A passenger Who was smoking at Lines 13-14 1 the side of the coach. A passenger ... of the coach.

28 (a) Blood 1

28 {b) She knew she would lose more 1 blood if she panicked

28 (c) The next train was coming and she 1 could not move further

(i) They heard a rumbling sound

Line 42-43 29

(ii) They felt the rails vibrating They heard .... was coming. 2

(iii) They could see the They could ... silver beams. headlight of the train

· (Any two) -Quality: She is a courageous person Reason: She did riot panic and

30 managed to keep herself alive No lifting 2

(Any other acceptable answers)

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c •

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31. Summary

NO CONTENT . LIFTING LINES

1 falling through the air 12

2 being tugged from side to side

14-15

3 found h~rself lying in the middle of the tracks ·

16

4 felt no pain

17

5 Blood from a small gash over her left eye. 17-18

6 tried to move her left hand but failed

18-19

7 bleeding profusely from the open wounds of two 19-20 severed arms

8 tried to move - surge of pain shot through her 20-21 body

9 she knew she must not panic

21-22

10 she realised she had to get off the tracks

23-24

11 get help soon or die

24

12 able to lift her back and roll herself off the tracks 25-26

13 could move no farther 27-28

14 she began to scream for help 28

15 she told herself not to lose faith 36

* Notes to teachers:

• When lifting is made, pronouns have to be changed accordingly.

• Only penalise the first point with incorrect pronoun. Subsequent content point will be awarded accordingly.

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 = 5 Use of English = 4 +

9 + 2 = 4.5 = 5 marks

9

Content - 10 Language - _s_+

15 marks

-

.. -

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STYLE AND PRESENTATION DESCRIPTORS FOR SUMMARY

MARKS PARAPHRASE MARKS USE OF ENGLISH

- a sustained attempt to - language is accurate rephrase the text - occasional errors

- · expression is secure - sentence structure 5 difficult phrases from 5 varied -

Excellent text may be substituted

Excellent - marked ability to use

original complex syntax

- punctuation accurate - spelling correct

throughout

- noticeable attempt to - language is almost rephrase the text always accurate

4 - free from stretches of 4 - 0 Serious errors will be lifting isolated

Good - expression is generally Good - some variation of secure sentences

- punctuation accurate

- spelling largely accurate

- intelligent and selective - language largely lifting but limited accurate

3 attempts to rephrase 3 - simple structure.s - expression may not dominate

Fair always be secure Fair - serious errors not frequent but noticeable

- spelling nearly always accurate

- total lifting of text but - meaning is not in doubt not a complete transcript - serious errors more

2 - attempts to substitute 2 frequent but only for single words - · simple structures

Unsatisfactory irrelevant sections, more Unsatisfactory accurate but not frequent maintained

- spelling accurate - some irrelevant parts

- more or less a transcript - · heavy frequency of 0-1 of the text

0-1 errors - hampers

- no originality Poor

reading Poor

- irrelevant sections copied - fractured syntax I fragmented

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SECTION D 'lt,..

32 (a) render 1 mark

(b) She must listen to advice 1 mark

(c) She was (so) in love with the man 1 mark

(d) Quality: Any acceptable answer 1 mark

Reason: Any acceptable answer 1 mark

33. Content and Language Descriptors

Mark CONTENT Mark LANGUAGE

- Response is consistently relevant - Language is accurate and convincing to the specified - Response is very well-organised .

9-10 task. 5 - Detailed and well-developed

textual evidence is provided

- Response relevant to the specified - Language is largely accurate

task - Response is well-organised 7-8 4 - Textual evidence with some

development is provided - Response likely to be - Meaning is never in doubt but

intermittently relevant to the errors are becoming frequent 5-6 specified task 3 - Response is fairly well-organised

- Some textual evidence with little development is provided

- Response is of little relevance to - Frequent errors with some 3-4 · the specified task 2 blurring

- Little textual evidence is provided - Response is poorly-organised

- Response has no relevance to the - Makes little or no sense 1-2 novel read 1 - Response lacks organisation

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