I

MAJLIS PENGETUA SEKOLAH MALAYSIA

CAWANGAN PULAUPINANG

SKEMA PEMARKAHAN
MODUL PENILAIAN SPM 2016
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

Conte1_1t 15 marks
Language 20 marks
TOTAL 35 marks

CONTENT - 15 marks

- Do not award marks for mere mention of keywords

Format:

F1 -address the report to your Principal 1 mark

F2- title 1 mark
F3 - include your name 1 mark

Content Points:

C1 - stay indoors 1 mark

C2 - wear appropriate clothing 1 mark
C3- apply sunblock lotion 1 mark
C4 - (avoid) outdoor activities 1 mark
C5 - heat exhaustion 1 mark
C6 - dehydration 1 mark
C7 - tiredness 1 mark
CB- symptom (own idea) 1 mark
C9 - wet towels on the head 1 mark
C 10 - lots of fluids 1 mark
C11 -lots of rest 1 mark
C12- treatment (own idea) 1 mark

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2. AWARDING MARKS FOR LANGUAGE
Marks are awarded for:
( i ) Accurate English
( ii ) Style and Tone appropriate to the task
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.
Punctuation is accurate and helpful to the reader.
A Spelling is accurate across the full range of vocabulary used.
19-20 Paragraphs are well-planned, have unity and are appropriately
linked.
The.topic is addressed with consistent relevance.
The interest of the reader is aroused and sustained throughout the
writing.
The style and tone is appropriate - formal. The reader is
convinced that this report is meant for the Principal.
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
B some complex sentences.
16-18 Spelling is nearly always accurate.
Paragraphs show some evidence of planning, having unity and
are usually appropriately linked.
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 report.
The language is largely accurate.
Simple structures are used without error; mistakes may occur
when more sophisticated structures are attempted .
Vocabuiary is wide enough to convey intended meaning but may
c lack precision.
13 -15 Sentences may show some variety of structure and length but

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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.
 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 planning. Some interest is aroused but not
sustained.
The style and tone shows some attempts have been made to
achieve formality in a report but this may not be sustained.
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.
D Vocabulary is adequate but lacks precision. Simple words are
10-12 spelt correctly but errors may occur when unfamiliar words are
used.
Paragraphs are used but show lack of planning or unity.
The topic is addressed with some relevance but the reader may
find composition at this level lacking in liveliness and interest
value.
The style may not be appropriate as a report.
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
7-9 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 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 report.
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 they are mainly of the single word type, i.e. they could be
corrected without rewriting the whole sentence.
U(i)
A script at this level will have very few accurate sentences. There
4-6
may be frequent spelling errors.
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 report.

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 Sense will be decipherable, but some of the errors will be multiple,
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
U(ii) sentences.
2-3 This type of script may also be far short of the required number of
words.
Whole section of the report 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.
Whole sections may make no sense at all or are copied from the
U(iii) task.
0-1 Award '1' mark if some sense can be obtained.
The mark '0' should only be awarded if the report makes no sense
at all from the beginning to end.

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 Section 8 : 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
* Vocabulary is wide
* Punctuation is accurate
* Spelling is accurate
*Paragraphs are well-planned
* The topic is addressed properly

8 * Language is accurate
38-43 * Vocabulary is wide enough to convey meaning
* Sentences show some 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

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

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*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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 PAPER2

SECTION A

1. 0 9. c
2. c 10.A
3. 8 11.0
4. A 12.0
5. 8 13.0
6. c 14.C
7. 8 15.0
8. c j
I
SECTION 8
.I
16 look at the face (of the person) I
look at the eyes (of the person) any two

17 greet the person by name

18 stand too close

19 During a (group) Conversation

20 participate actively (in the conversation)

} anyone
add information (you know about the topic)

21 use lots of gestures

22 touch people when speaking (unless they are close friends)

23 compliment the other person

any two
24 thank the other person

use a final closing statement

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25 monopolise the conversation

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

Questions 26- 30

She saw her daughter's bicycle and

Lines 7-8
found an old credit card she had
26 (b) She saw that Jocelyn 's bike ... near 1
been playing with near the bike
the bike rack.
rack.

26 (c) (BMX) bicycle A bon-owed BMX 1

The driver seemed unfamiliar with

Lines 20-21
the neighbourhood because he
27 (a) Temar spotted a maroon sedan.... 1
veered down the street and looped
neighbourhood.
back.
Line 22-23
He saw a group of police officers
27 (b) The sedan pulled an abrupt U-tum .. . 1
and firefighters.
congregated there.

Because he felt that his chance of

getting away was slim/
Because he would be caught in no
28 time/ No lifting 1
Because his plan was foiled/
Because he knew he was spotted
(Accept any relevant answer)

(a) He lunged across the front seat Lines 39-40

29 1
and grabbed her neck. He lunged.... into the car

29 (b) still at large 1

Action: Call the police

30 Reason: To help the girl. No lifting 2
(Accept any relevant answer)

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 STYLE AND PRESENTATION DESCRIPTORS FOR SUMMARY
MARKS PARAPHRASE
- a sustained attempt to
rephrase the text
- expression is secure
5 -
difficult phrases from
text may be substituted
Excellent
- noticeable attempt to
rephrase the text
4 - free from stretches of
lifting
Good - expression is generally
secure
- intelligent and selective
lifting but limited
3 attempts to rephrase
- expression may not
Fair always be secure
- total lifting of text but
not a complete transcript
2 - attempts to substitute
but only for single words
Unsatisfactory irrelevant sections, more
frequent
- more or less a transcript
0-1
of the text
- no originality
Poor
- irrelevant sections copied
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MARKS USE OF ENGLISH
- language is accurate
- occasional errors
- sentence structure
5
varied
- marked ability to use
Excellent
original complex syntax
- punctuation accurate
- spelling correct
throughout
- language is almost
always accurate
4 - serious errors will be
isolated
Good - some variation of
sentences
- punctuation accurate
- spelling largely accurate
- language largely
accurate
3 - simple structures
dominate
Fair - serious errors not
frequent but noticeable
- spelling nearly always
accurate
- meaning is not in doubt
- serious errors more
2 frequent
- . simple structures
Unsatisfactory accurate but not
maintained
- spelling accurate
- some irrelevant parts
- heavy frequency of
0-1 errors- hampers
reading
Poor
- fractured syntax I
fragmented
 SECTION D

32 (a) a white broderie anglaise shirt/ pleated skirt/ flat shoes 1 mark

(b) {i) awful 1 mark

(b) (ii) Her grandmother/ The persona's grandmother was forgetful/

absent-minded 1 mark

or any acceptable answers

{c) Feeling : Scared 1 mark

Reason : Because I don't want to die 1 mark

or any logical answers

33. Content and Language Descriptors

Mark CONTENT Mark LANGUAGE

- Response is consistently relevant
and convincing to the specified
9-10 task.
- Detailed and weil-developed
textual evidence is provided
- Response relevant to the specified
task
7-8
- Textual evidence with some
development is provided
- Response likely to be
intermittently relevant to the
5-6 specified task
- Some textual evidence with little
development is provided
- Response is of little relevance to
3-4 the specified task
- Little textual evidence is provided
- Response has no relevance to the
1-2 novel read
- Language is accurate
- Response is very well-organised
5
- Language is largely accurate
- Response is well-organised
4
- Meaning is never in doubt but
errors are becoming frequent
3 - Response is fairly well-organised
- Frequent errors with some
2 blurring
- Response is poorly-organised
- Makes little or no sense
1 - Response Jacks organisation

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