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PROGRAM GEMPUR KECEMERLANGAN

SIJIL PELAJARAN MALAYSIA 2016


ANJURAN BERSAMA
MAJLIS PENGETUA SEKOLAH MALAYSIA
NEGERI PERLIS
DAN
MAJLIS GURU CEMERLANG NEGERI PERLIS

PERATURAN DAN SKEMA PEMARKAHAN


PEPERIKSAAN PERCUBAAN SPM 2016
BAHASA INGGERIS
PAPER 1

DIRECTED WRITING

CONTENTS – 1 mark for each content point and format point

LANGUAGE – please refer to the language mark scheme

Format 3 marks
Content 12 marks
Language 20 marks
Total 35 marks

FORMAT AND CONTENT MARKS – 15 marks

Format MARK
F1 Address to the Principal 1
F2 Title 1
F3 Name 1
Sub-total 3
C1 Date 1
C2 Venue 1
C3 Aim 1
C4 Participants 1
C5 Who organised the event 1
C6 Food sale 1
C7 Exhibition 1
C8 First aid demonstration 1
C9 Own idea of activity 1
C10 Own idea of activity 1
C11 Benefit 1
C12 Benefit 1
Sub-total 12
GRAND TOTAL 15
LANGUAGE - 20 Marks

1. Marks are awarded for:


i. Accurate English
ii. Style and Tone [appropriate to task]
2. Read the script and indicate all errors of language by underlining the word, phrase or
punctuation where the mistake appears.
3. Please tick for good appropriate vocabulary, structure and tone.
4. Award marks by referring to the criteria for marking language.

CRITERIA FOR MARKING LANGUAGE


Section A: Directed Writing

MARK
DESCRIPTION OF CRITERIA
RANGE
 The language is entirely accurate apart from the very 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 shows some sophistication and is used with precision.
A
 Punctuation is accurate and helpful to the reader.
19 - 20
 Spelling is accurate across the full range of vocabulary used.
 Paragraphs have unity and are well linked.
 The topic is addressed with consistent relevance
 The tone is appropriate for a formal letter.

 The language is almost always 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 shades of meaning with some
B
precision.
16 - 18
 Punctuation is almost always accurate and generally helpful to the reader.
 Spelling is nearly always accurate.
 Paragraphs show some evidence of planning, having unity and are linked
appropriately linked.
 The tone is appropriate for a formal letter.
 The language is largely accurate to communicate meaning clearly to the reader.
 Simple structures are used without error; mistakes may occur when more
sophisticated structures are attempted.
 Sentences show some variety of length and structure although there is a tendency
to repeat some sentence types, giving it a monotonous effect.
C  Vocabulary is wide enough to convey intended meaning but may lack precision.
13 - 15  Punctuation of simple structures is accurate on the whole but errors may occur in
more complex uses.
 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 tone is appropriate for a formal letter.
 The language is sufficiently accurate
 There will be patches of clarity especially when simple structures are used
(throughout the piece of writing).
D  Mistakes will occur when complex sentence structures are used.
10 - 12  There may be some variety of sentence length and type but this may not enhance
the meaning or arouse interest.
 Vocabulary is adequate but may lack precision.
 Punctuation is generally correct but it does not enhance or clarify meaning.
 Sentence separation errors may occur.
 Simple words are spelt accurately; errors may occur with unfamiliar words.
 Paragraphs may show some unity in topic.
 Lapses in slang or informal language may occur consistently.

 Meaning is never in doubt, but single word errors are sufficiently frequent
and serious to hamper speed of reading.
 Some simple structures will be accurate but accuracy is not sustained for long.
E  Vocabulary is limited – too simple to convey meaning or imperfectly understood.
7-9  Simple words will usually be spelt accurately but mistakes occur with more difficult
words.
 Paragraphs lack unity and links are incorrectly used.
 Errors occur in sentence separation and punctuation.

 Meaning is fairly clear


 Correction of ‘single word’ errors may produce a fairly accurate English.
 High incidence of errors impedes reading.
 Few simple sentence structures are used accurately.
U(i)  Vocabulary is limited – may not extend beyond a simple range of words;
4–6 inadequate to express intended shades of meaning.
 Punctuation is sometimes correct but sentence separation errors may occur.
 Paragraphs show lack of planning.
 Frequent spelling errors occur.
 May not show understanding of the detailed requirements of the task.

 Sense will usually decipherable, but some of the errors will be multiple, requiring
the reader to re-read and re-organise before the meaning becomes clear.
U(ii)  Whole sections of the letter may make little or no sense.
2–3  Unlikely to have more than one or two accurate sentences.
 Content is comprehensible but tone and style is hidden by the high density of
errors.

 Almost entirely impossible to recognize as pieces of English.


U(iii)  Whole sections of letter may make no sense at all or is copied from the task.
0–1  Award ‘1’ mark if some sense is obtained.
 The mark ‘0’ should only be awarded if the report makes no sense at all.

SECTION B : Continuous Writing

MARKING SCHEME FOR Section B

Marks are awarded as follows:


1. Assessment is based on impression.
2. Read and re-read the response, at the same time underline gross and minor errors.
3. Put insertion marks (^) where errors occur.
4. Mark for good vocabulary or expressions by putting a merit tick (√) above such merits.
5. Fit the candidate’s response against the most appropriate band having most of the criteria as
found in the band. Refer to the upper or lower bands to the band already chosen to BEST FIT the
student’s response to the most appropriate band.
6. Justify the band and marks given, commenting on the strengths and weaknesses of the
candidate’s response, using the criteria found in the band.
CATEGORY DESCRIPTIONS FOR THE ASSESSMENT OF CONTINUOUS WRITING
Section B : Continuous Writing

MARK
DESCRIPTION OF CRITERIA
RANGE

 The language is entirely accurate apart from the very 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 shows some sophistication and is used with precision.
A
 Punctuation is accurate and helpful to the reader.
44 - 50
 Spelling is accurate across the full range of vocabulary used.
 Paragraphs have unity and are well linked.
 The topic is addressed with consistent relevance.
 The interest of the reader is aroused and sustained throughout the writing.

 The language is accurate; occasional errors are either minor or first draft slips.
 Sentences show some variation and of length and type, including some complex
sentences.
 Vocabulary is wide enough to convey intended shades of meaning with some
precision.
B
 Punctuation is almost always accurate and generally helpful to the reader.
38 - 43
 Spelling is nearly always accurate.
 Paragraphs show some evidence of planning, having unity and are appropriately
linked.
 The piece of writing is relevant to the topic and the interest of the reader is
aroused and sustained through most of the writing.

 The language is largely accurate.


 Simple structures are used without error; mistakes may occur when more
sophisticated structures are attempted.
 Sentences show some variety of length and structure although there is a
tendency to repeat some sentence types, giving it a monotonous effect.
 Vocabulary is wide enough to convey intended meaning but may lack precision.
 Punctuation of simple structures is accurate on the whole but errors may occur in
C
more complex uses.
32 – 37
 Spelling of simple words may be accurate but errors occur when more
sophisticated words are used.
 Paragraphs may show some unity although some links may not be present or
inappropriate.
 The writing is relevant but may lack originality and planning. Topic is addressed
with consistent relevance.
 Some interest is aroused but not sustained.

 The language is sufficiently accurate


 There will be patches of clarity especially when simple vocabulary and
structures are used.
 There may be some variety of sentence length and type but purpose is not seen
clearly.
D  Vocabulary is adequate to show intended meaning but is not developed to show
26 - 31 precision.
 Punctuation is generally correct but it does not clarify meaning.
 Simple words are spelt accurately, but more errors will occur.
 Paragraphs used but show lack of planning or unity.
 The topic is addressed with some relevance but it may be lacking in liveliness and
interest.
 Meaning is never in doubt, but errors are sufficiently frequent and serious to
hamper reading.
 Some simple structures may be accurate but accuracy is not sustained for long.
 Vocabulary is limited – too simple to convey precise meaning or more ambitious
but imperfectly understood
E
 Simple words will usually be spelt accurately but frequent mistakes make reading
20 - 25
the script difficult.
 Paragraphs lack unity and are poorly organised.
 Writing shows some relevance to the topic but only partial treatment is given.
 High incidence of errors - distracts reader from merits of content of the piece of
writing.

 Meaning is fairly clear


 High incidence of errors impedes reading.
 Many serious errors of various kinds throughout the script (single word)
U (i)
 Very few accurate sentences – sentences are simple and often repetitive.
14 - 19
 Frequent errors cause blurring.
 Punctuation is sometimes correct but sentence separation errors may occur.
 Paragraphs lack unity / may not have paragraphs at all.

 Sense will usually decipherable, but some of the errors will be multiple, requiring
the reader to read and re-read before the meaning becomes clear.
U(ii)  Only a few accurate simple sentences.
8 - 13  Content of writing is comprehensible but meaning is blurred due to high incidence
of errors.
 Scripts may be also far short of the required number of words.

 Almost entirely impossible to read.


U(iii)  Whole sections make little or no sense at all.
0–7  Award marks if some sense is obtained.
 The mark ‘0’ should only be awarded if the writing makes no sense at all.

PAPER 2

SECTION A

NO ANSWER NO ANSWER

1 A 9 B
2 C 10 A
3 B 11 D
4 B 12 C
5 D 13 B
6 B 14 A
7 A 15 C
8 D
SECTION B

NUMBERS ANSWERS

INFORMATION TRANSFER: 16 TO 25 (Correct spelling is mandatory)


16 battery
17 atomizer Interchangeable
18 cartridge
19 cancer- causing agents

20 toxic chemicals Interchangeable


High-tech designs / accessibility online / at mall kiosk / wide variety of flavours
21 ( accept any one)
22 Refill
23 Diethylene glycol
24 inconsistent / non-existent

better smelling / cheaper / concealable / socially acceptable / healthier / a


25
healthier alternative to smoking

SECTION C : READING COMPREHENSION

LINES
QUESTION ANSWER MARK
LIFTED

(a) Tenun / Woven cloth / Weaving industry 2-4 1


26
(b) Researched the history of weaving in Johor 8 - 10 1

(a) preserve No lifting 1


27 Colours / motifs / types of threads and fabrics /
(b) No lifting 1
Colours, motifs and types of threads and fabrics

(a) interest No lifting 1


28
Possible answers:
(b) 1
Priceless / Of high quality / Exclusive / Expensive

Highly skilled
(i) No lifting 1
29 Note: bolded and underlined word is mandatory
Interchangeable
(ii) Patient 1

(i) 1
30 Accept any possible answers
(ii) 1
SECTION C : SUMMARY

Content : 10 marks
Language : 05 marks
TOTAL 15 marks

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

In an effort to revive the weaving industry in Johor, …

Efforts to revive the weaving industry in Johor

a revival event was launched by Yayasan Warisan Johor / The state has launched a revival
1
event recently at the Yayasan Warisan Johor (YWJ) complex.

(the foundation) worked in cooperation with the National Design Centre and UiTM Shah
2
Alam to research the history of weaving in Johor

collaborated with a Johor Malay cultural activist/Professor Dr. Siti Zainon Ismail and tenun
3
designer/Dr Norwani Nawawi,

4 to create 10 tenun designs with a uniquely Johor identity


5 submitted the designs to be patented by the Intellectual Property Licensing Board

6 It/The foundation continues to explore modern and faster ways to produce quality fabrics

learn new production techniques from other nations (on modern and faster ways to produce
7
quality fabrics)

8 It/The foundation sent study teams to gather more information from other states

The Johor Tenun Workshop will train youths who are keen to develop their skills in the art of
9
tenun/weaving through a training syllabus

10 encouraging locals to open small enterprises in the weaving industry

The traditional weaving process

11 It begins with the preparation of the threads

12 Threads are coloured with natural dyes from plants / Base colour for the cloth is selected

After selecting the base colour for the cloth, the weaver prepares spools of cotton thread in
13
its required length, strand by strand

The weaver will calculate the number of strands of thread required, depending on the size
14
of the cloth to be woven

15 When the pattern has been decided, the spools are fixed onto the weaving loom
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 :5
Use of English : 4
9 ÷ 2 = 4.5 = 5 marks

BAND DESCRIPTORS FOR SUMMARY

MARK PARAPHRASE (RP) MARK USE OF ENGLISH (UE)


 There is a sustained attempt to  Apart from very occasional slips, the
re-phrase the text language. language is accurate.
 Expression is secure.  Any occasional errors are either
 Allow phrases from the text, which first draft slips or minor errors.
are difficult to substitute.  Sentence structure is varied and
there is a marked ability to use
5 5 original complex syntax outside
text structures.
 Punctuation is accurate and
helpful to the reader.
 Spelling is secure across the full
range of vocabulary used.

 There is a noticeable attempt to  The language is almost always


re-phrase the text. accurate.
 The summary is free from  Serious errors will be isolated as
stretches of concentrated lifting. to be almost unnoticeable.
 Expression is generally sound.  Sentences will show some
4 4 variation including original
syntax outside text structures.
 Punctuation is accurate and
generally helpful.
 Spelling is nearly always secure.

 Intelligent and selective lifting, i.e.  The language is largely accurate.


when groups of words are  Simple structures tend to
combined with own words. dominate.
 Limited attempt to re-phrase the  Serious errors are not frequent,
text. although they are noticeable.
 Expression may not always be  Where sentences show some
secure but the attempt to variety and complexity, they will
substitute will gain credit. generally be lifted from the text.
3 3
 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
 Wholesale copying of text  Meaning not in doubt, but serious
material, i.e. in chunks not a errors are becoming more
complete script of the original. frequent.
 Attempts to substitute own  Simple structures will be accurate,
language will be limited to single although this accuracy is not
word expression. sustained for long.
 Irrelevant sections of the text will  Simple punctuation will usually be
2 be more frequent at this and 2 correct, with occasional errors of
subsequent levels. 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.

 More or less a complete transcript  Heavy frequency of serious


of the text. errors, impeding the reading in
 This means sentence after many places.
sentence copied without a clear  Fractured syntax is much more
1 break. 1 pronounced at this level, and
 Originality barely noticeable. punctuation falters.
 There will also be random  Errors of sentence separation are
transcription of irrelevant sections liable to be frequent.
of the text.

SECTION D POEM AND NOVEL


a) Blue eyes
b) Her soup forgot to boil – do not accept Line 4 Stanza 2

32 c) She was younger when the photograph was taken.

d) i. Accept any logical answer


ii. Accept any logical answer

NOVEL : Please refer to the mark scheme for novel

33 Content - 10 marks
Language - 05 marks
Total - 15 marks

QUESTION 33: NOVEL


Please refer to the band descriptors below before deciding which band BEST FITS the mark for
CONTENT and LANGUAGE.

MARKING FOR CONTENT MARKING FOR LANGUAGE


Score Band Descriptors Mark Use of Language
 an always relevant response to
the task
 accurate
 almost always provide textual
 very well-organised
10 - 9 evidence (detailed and well 5
 easily understood
developed)
 maintains a consistent and
convincing point of view
 candidates can tie the quality of
the character with evidence
mentioned

 a relevant response to the task


 usually provides textual
evidence
 largely accurate
 maintains a consistent point of
 well-organised
8-7 view 4
 easily understood
 doesn’t convince (argument not
as developed as 9/10 but with
some development)
 more towards narration

 an intermittently relevant  frequent errors but meaning not in doubt


response to the task  fairly organised
6-5 3
 provides little textual evidence  can be understood
 point of view consistent in parts

 a response of very little  some blurring in meaning


relevance to the task  poorly organised
4-3 2
 hardly any textual evidence  generally difficult to understand
 point of view difficult to establish

 makes little or no sense at all/hard to


 show barely any understanding
follow
2-1 of the requirement(s) of the task 1
 lacks organisation
 point of view not establish
 difficult to understand

Note: The mark ‘0’ should only be awarded if


 there is no understanding of the requirement(s) of the task
 the response is in language other than English
 there is no response

1 mark is awarded if candidate mentions something about the novel