LOGO SMK

SEKOLAH

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 - 15 marks
LANGUAGE - 20 marks
TOTAL - 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 1 mark
F1 - any appropriate salutation 1 mark
F3 - any appropriate closing 1 mark

Content points:

C1 many cases of burglary

C2 a few cases every night

C3 drug activities at night

C4 outsiders sold drugs

C5 wild parties at night

C6 very noisy

C7 illegal motorcycle races

C8 especially on weekends

C9 need for more police patrols

C10 Send mobile police vehicles to monitor the area

C11 Suggestion
C12 Elaboration

2 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 Description of Criteria

The language is entirely accurate apart from occasional first draft slips.
A Sentence structure is varied and sophisticated shows that the
candidate is
19 - 20 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
B first draft slips
Sentences show some variation in length and type, including the
16 28 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
C more
sophisticated structures are attempted.
13 - 15 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.

The language is sufficiently accurate for meaning to come through.

There will be patches of clear, accurate language, particularly when
simple
D vocabulary and structures are used
Mistakes will occur when more complex sentences are attempted.
10 12 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.
E Some simple structures will be accurate but accuracy is not sustained.
Vocabulary is limited and either too simple to convey precise meaning
7 - 9 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.
 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.
U (i) Vocabulary may not extend beyond a simple range of words that are
inadequate to express intended shades of meaning.
4 - 6 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,
U (ii) requiring the reader to re-read and re-organise before meaning becomes
clear.
2 - 3 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

U (iii) pieces of English.
Whole sections may make no sense at all or are copied from the task.
0 - 1 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 Description of Criteria

Range
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.

The language is accurate, occasional errors are either minor or first draft
slips.
Sentences show some variation of length and type, including some complex
B sentences.
Vocabulary is wide enough to convey intended meaning with some
38 - 43 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.
C 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.
32 - 37 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

 reader.
There will be patches of clear, accurate language, particularly when simple
D vocabulary and structures are used.
There is some variety of sentence type and length
26 - 31 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
E to sustain accuracy for long.
Vocabulary is limited either too simple to convey precise meaning or more
20 - 25 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
U (i) they are mainly of the single word type, i.e. they could be corrected without
rewriting the whole sentence.
14 - 19 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.
U (ii) At this level, there may be a few accurate but simple sentences.
The content may be comprehensible but the incidence of linguistic errors is
8 - 13 so high as to make meaning blur.
This type of script may also be far short of the required number of words.
 Scripts in this category are almost entirely impossible to read.
U (iii) Whole sections may make little or no sense at all.
Where occasional patches of clarity occur, marks should be awarded.
0-7 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 Answer Mark
26. he was hospitalised with pneumonia. 1 mark

27. a) To allow him to breath better 1 mark

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

c) his right lung was red, sore and hot from pneumonia 1 mark

28. 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

29. 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 childs reach (or) 1 mark

Make sure they always monitor their child (or)

Make sure the floor is clear from dangerous (or)
(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 : 10 marks
Language : 5 marks
TOTAL : 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
The doctor put a tube through the trachea to allow Line 16 17
C3
him to breathe better
doctor knew that there was a blockage that was Line 19 20
C4
preventing air from entering his lungs
C5 His right lung was red Line 24
C6 sore Line 24
C7 hot from pneumonia Line 24
Rece was placed on extracorporeal membrane Line 33 34
C8
oxygenation (ECMO)
a team of surgeons tried to hold and remove the Line 37
C9
object with a variety of medical tools
a popcorn kernel that had been stuck in his left Line 43 44 /
C10
lung /he had inhaled a kernel of popcorn Line 46 47
This led to infections Line 47
C11

C12 breathing problems, including pneumonia Line 48

excessive coughing had pushed the kernel Line 49

C13

C14 and blocked his breathing airway Line 50

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
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
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
3 substitute will gain credit. 3 variety and complexity, they will
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
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
 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
2 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
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) i. Yes, they are.

ii. The brother misses his sister, Lulu very much and he also sounds worried
about herdisappearance.
(b) It indicates that Lulu escaped through the window.
(c) Advice 1 : Please dont do it. It will break your mothers heart.
Advice 2 : . Dont be rash. Think carefully of your decision.

( accept any logical answers )

Question 33(Novel) :

Mark Content Mark Language

Range Range
9 10 - A consistently relevant and 5 - The language is accurate
convincing response to the - Very well-organized
task specified
- Always provides detailed and
well-developed textual
evidence

78 - Response is relevant to the 4 - The language is largely

task specified accurate
- Usually provides textual - Well-organized
evidence with some
development

56 - Response is likely to be 3 - Meaning is never in doubt

intermittently relevant to the
task specified.
- Provides some textual
evidence with little
development
but errors are becoming
more frequent
- Fairly well-organized

34 - Response of little relevance 2 - Frequent errors with some

to the task specified blurring in meaning
- Little textual evidence - Poorly organized
-
12 - Response has no relevance 1 - Makes little or no sense at all
to the task - Lacks organization
- Has no understanding of the
requirements of the task

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

Guru
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emarkahanpelajarsekolahtuan/puan