1119/1&2
SULIT
1119/1
Bahasa Inggeris
Kertas 1&2
Percubaan
2005
JABATAN PELAJARAN TERENGGANU
PEPERIKSAAN PERRCUBAAN SPM 2005
PERATURANPEMARKAHAN
BAHASA INGGERIS SPM
Peraturan Pemarkahan ini mengandungi 10 halaman bercetak.
[Lihat sebelah
SULIT
1119/1 © 2004 Hak Cipta IPNT
23
PEPERIKSAAN PERCUBAAN SPM 2005
ENGLISH 1119/1&2
MARK SCHEME
PAPER 1
SECTION A: DIRECTED WRITING
Award marks for:
(a)
Format
3 marks
(b)
Contents
12 marks
(c)
Language
20 marks
(d)
Total
35 marks
Detailed Marking Instructions
(a) Format
FI
F2
F3
Informal letter
Sender's address
Marks
must appear before the salutation
Both mentioned to get 1 mark
Date
Salutation Dear ... (name) Do not accept
'Dear my cousin'
Informal closing e.g. Your cousin,
Do not accept 'Yours Truly' / 'Yoursfaithfully'
Signature
(b) Contents
1 mark
1 mark
1 mark
Marks
Asking cousin 'to rent rooms at a hostel'
Cl
I mark
Mention of ,date'
C2
I mark
Mention of'number of people going'
C3
I mark
Mention of 'number of days you intend to stay there'
C4
I mark
Mention of ' number of rooms required'
C5
I mark
Mention of 'budget for the rooms per day'
C6
I mark
Mention of 'visit the Singapore Science Centre'
C7
I mark
- elaboration of 'visit the Singapore Science Centre'
C8
I mark
Mention of 'go shopping at Orchard Road'
C9
I mark
- elaboration of 'go shopping at Orchard Road'
CI0
I mark
Mention of 'tour the city'
C11
I mark
- elaboration of' tour the city'
C12
I mark
TOTAL
24
12 marks
MARKING METHOD FOR LANGUAGE
Indicate errors in language by underlining the word or phrase where the mistakes
occur. Indicate by a tick (I) any good appropriate vocabulary, structure and tone.
Award marks on a 'best-fit' basis by referring to the table of band descriptors below.
Band Description
Band/Mark
A
19-20
B
16-18
C
13 -15
D
10-12
E
7-9
Language is accurate.
Sentences are varied in structure, length and type for effect.
Vocabulary is precise and sophisticated.
Paragraphs have unity and are properly linked.
Tone is appropriate to an informal letter.
Language is almost always accurate (minor errors).
Sentence structures varied and interesting.
Vocabulary wide enough to convey intended shades of meaning.
Spelling is nearly always accurate.
Paragraphs show unity and are appropriately linked.
Tone is appropriate to an informal letter.
Language is generally accurate.
Simple structures are accurate.
Vocabulary is adequate, some may lack precision.
Paragraphs show unity and are appropriately linked.
Tone may be inconsistent.
Language is sufficiently accurate to communicate meaning clearly.
Patches of clear accurate language when used in simple structures.
Vocabulary is adequate, some may lack precision. Simple words are
correctly spelt. Paragraphs may not be properly linked.
Errors are sufficiently frequent. Serious errors to hamper the speed of
reading but meaning is never in doubt. Some simple structures are accurate
but not sustained. Vocabulary is limited or too simple. Simple words are
correctly spelt. Paragraphs may lack unity. Linkers may be absent or
incorrectly used.
Frequent and serious 'single word' errors impede reading but meaning is
fairly clear.
Vi
4-6
Vii
2-3
Viii
0-1
There may be a few simple and accurate sentences.
Vocabulary is limited.
Spelling errors are frequent.
Paragraphs lack planning.
Sense will be decipherable, but errors are multiple - requiring re-reading
and reorganizing.
There may be one or two accurate sentences.
Makes little sense, barely comprehensible.
Very little or no sense.
25
SECTION B: CONTINUOUS WRITING
Marking is emphasized on student's ability to:
write sentences of various lengths and types (for effect)
use a wide range of vocabulary appropriately.
spell accurately
punctuate accurately and effectively.
write in coherent paragraphs
respond relevantly and precisely to the chosen topic
engage and sustain the interest of the reader
Marks
A
45-50
B
38- 44
C
32 -37
Descriptions
Lan2ua2e
Sentences
Vocabulary
Spelling
Punctuation
Paragraphs
Task fulfilment
Appeal
Entirely accurate.
Varied in structure, length and type to achieve a particular effect.
Wide and precise.
Accurate
Accurate and helpful.
Well-planned, have unity and properly linked.
Topic well- addressed with consistent relevance.
Interest is aroused and sustained.
Language
Sentences
Vocabulary
Spelling
Punctuation
Paragraphs
Task fulfilment
Appeal
Accurate, occasional minor errors.
Some variations in length and type including some complex structure.
Wide enough to convey intended shades of meaning.
Nearly always accurate
Accurate and generally helpful
Show some planning, have unity and appropriately linked.
The writing is relevant to the topic
Interest is aroused and sustained.
Language
Sentences
Vocabulary
Spelling
Punctuation
Paragraphs
Task fulfilment
Appeal
D
26 -31
Language
Sentences
Vocabulary
Spelling
Punctuation
Paragraphs
Task fulfilment
Appeal
~
-
~
-
~-
Largely accurate
Simple structures are accurate. Sentences may show variety in
structure and length but tend to be of one type - monotonous.
Sufficient to convey intended meaning but may lack precision.
Simple words are correctly spelt.
Generally helpful.
Some planning and unity, although links may be absent or
inappropriate.
I The writing is relevant but may lack originality.
Some interest is aroused but not sustained.
~
=-=d
Sufficiently accurate to communicate meaning. Patches of clarity
when simple sentences and vocabulary are used.
Some variety of sentence types and length but the purpose is not clear.
Usually adequate to show intended meaning but inaccurate.
Simple words spelt correctly.
Fairly helpful.
Lack of planning or unity.
Topic is addressed with some relevance.
Lacks liveliness.
26
I
E
20-25
Language
Sentences
Vocabulary
Spelling
Paragraphs
Task fulfilment
Interest
Vi
14-19
Language
Sentences
Vocabulary
Spelling
Punctuation
Paragraphs
Task fulfilment
Interest
Vii
Lanauase
8-13
Sentences
Sense
Task fulfilment
Sense I Task
fulfilment
Meaning is never in doubt but errors are sufficiently frequent to
hamper reading.
Simple structures may be accurate but not sustained.
Limited, too simple to convey precise meaning or may be too
ambitious but inaccurate.
Simple words correctly spelt but frequent errors making reading
difficult.
Lack unity or haphazardly arranged.
Subject matter is only partially relevant.
Lacks liveliness.
Many serious SINGLE WORD errors of various kinds throughout the
script but meaning is fairly clear.
Simple and often repetitive.
Frequent errors cause blurring.
Frequent errors
Ignorant of rules.
Haphazardly arranged, may be absent.
Limited subject matter or partiallv treated.
Interest is not aroused.
MULTIPLE WORD errors predominate, re-reading is necessary.
Only a few accurate sentences, however simple.
Content may be comprehensible but high frequency of errors distorts
meaning.
Script may be far too short of required length.
Almost entirely impossible to read. Make little or no sense at all.
27
I
PAPER 2
SECTION A
[15 marks]
1
C
9
C
2
B
10
A
3
C
. 11
B
4
B
12
B
5
C
13
A
6
C
14
D
I
7
D
8
A
15
C
SECTION B [ 10 marks]
16
Indah Water bill
17
Summonses /
summonses
18
[ 1 mark]
(3)summonses / (three)
Remark
[ 1 mark]
[ 1 mark]
MyKad.
government officers can (really) smile
19
20
II We should return a smile
[Accept lifting of All you have to do is smile back.]
be polite Gust as you would like someone else to be
polite to you / show politeness
[1 mark
each]
Accept any
2 answers
I
21
( It was) RM 500
22
She was happy that she did not have to wait long for
her tum / the woman at the counter was polite /
helpful to her.
[ 1 mark]
23
The I.e. Department has been moved (to Putrajaya)
24
identity card /
25
wonderful/ nice/ fruitful! good! delightful/pleasant
( anything to show a positive feeling)
r.c, / IC
Proper nouns must
be capitalized
Correct spelling is
compulsory
[ 1 mark]
[ 1 mark]
[ 1 mark]
28
[1 mark]
L
SECTION C [25 marks]
26
27
a)
It was the last day / paper of (her) SPM (examination)
1 mark
b)
She let out a long sigh of relief. / She sighed with
relief
(To them), she was still their ( helpless) little girl /
1 mark
a)
1 mark
(To them), she was still their little girl, (helpless
incapable of facing the world)
To them, she was still a little girl, (helpless incapable
of facing the world)
28
b)
They wanted permanent staff / workers/ employees
1 mark
(a)
flipped
1 mark
(b)
A part-time job was available.
1 mark
Her pale face
1 mark
Her shaky hands
1 mark
(i)
29
(ii)
30
She
She
She
She
She
had
had
had
had
had
*
gained working experience.
earned her own money.
met many people.
learnt words in other languages.
used her time beneficially.
2 marks
[ 2 or 0 ]
* mandatory
Accept any other reasonable answer.
29
Question 31
Mark the content points and award 1 markfor each correct point to the maximum of10.
Marks
Code Content points
1
2
3
4
5
6
I
7
8
9
10
11
12
13
14
15
16
to the sundry shop
looked under classifieds section in newspaper
(next morning) took a bus/went to town
went to all fast food outlets
asked for part time job (but was refused)
walked to a lady behind a counter in/went into a cafe (with a green
signboard)
asked for a part time job ­ must be awarded with the presence ofpoint 6
filled up a form
attended an interview (on the next day and was accepted)
nervous ­ to serve the first customers
more confidence / relaxed as days passed
enjoyed meeting people
happy ­ to receive first pay cheque / salary
proud - to earn own money
.
she felt she was worth something! proud to contribute to the country's
economic growth! economy
great - to use own money for shopping
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
SECTION D - LITERATURE COMPONENT
(a)
32
(b)
(c)
It is raining ( heavily) / it is rainy/ the weather is (very) wet / there is
(down-pouring) rain / The monsoon has arrived
(They) watch (their) mother uncoil her snake hair /
(They) watch (their) mother unbuckle the silver mesh around her waist
(They will be) waiting for (their) father (pacing the sand of the Straits)
(to get home)
The washing of (their) feet before going to bed /
the wearing of a silver mesh around the waist for women / The mother
wears a silver mesh around her waist
Anyone
1 mark
Anyone
1 mark
1 mark
.<
(d)
The air is still and silent like a person who is fast asleep /
The air is not moving and quiet like someone who is fast asleep / in a
deep sleep / in a deep slumber / sleeping like a baby/
The air is still and silent [Allow lifting ofline 1 ofstanza 2.]
30
2 marks
I
(a)
33
(b)
(c)
(d)
She was annoyedl angry I upset I exasperated! frustrated! irritated that she
did not have a single piece ofl any jewellery or ornament to wearl put on I
have on.
[Do not accept 'necklace' or the mention of any particular type of
jewellery at this point]
OR
She would look poverty stricken without any jewellery ( to wearl put onl
have on)
[Do not accept 'looking poverty stricken' without the mention ofjewellery]
(The flowers)They were quite fashionable at that* time ofthe year
( *accept 'this')
They cost only ten francs I For ten francs she I Mathilde can get two or
three magnificent roses.
They were cheapl not expensive I not dear
humiliating
Accept any appropriate responses and reasons.
If there is no mention of "YES' or "NO ", look for impliedpos itive or
negative responses.
DO NOT AWARD MARKS FOR:
(i) 'YES' or 'NO' only; A reason must be given.
(ii) implied positive and negative responses e.g " Madame Loisel is
reasonable" and no reasons offered.
31
1 mark
1 mark
1 mark
2 marks
( dichotomous­
2 or none at
all)
34.
Content
Language
TOTAL
Score
•
•
9-10
•
•
•
•
•
7-8
•
•
•
10 marks
5 marks
15 marks
Content
Descriptions
Response is relevant to the task.
The event described highlights the
theme very clearly.
Shows full knowledge of the plot and
effectively links it to a theme.
Main and supporting ideas are relevant
to the task
Very good textual support
Response is mostly relevant to the
task.
The event described highlights the
theme clearly.
Shows adequate knowledge of the
plot and able to link it to a theme.
Main and supporting ideas are mostly
relevant.
Adequate textual support
Language
Descriptions
Score
5
4
Language is accurate.
Ideas presented are clear, well­
organised and easily understood.
Effective use of linkers.
Language shows some minor
errors.
Ideas presented are fairly clear and
easily understood.
Able to use linkers appropriately.
r-------t-----------~-+--------I
•
•
4-6
•
•
Response is likely to be intermittently
relevant to the task.
Describes an event but does not clearly
link it to a theme, thus leaving gaps.
Shows some knowledge of the plot but
does not clearly link it to a theme.
Some textual support.
•
2-3
0-1
Response is barely relevant to the task
specified.
• Shows a little knowledge of the
plot/event
• Inability to link the event to a theme. ­
plodding
• Writing hardly contains ideas that
may be relevant to the task. - aim
unclear
• Hardly any textual support.
• Has barely any understanding of the
requirements of the task.
• Writes in a disorganized way - no
coherence.
• Has no understanding of the task.
• Shows almost no knowledge of an
event or theme.
• No textual support.
3
Frequent errors but ideas presented
are generally clear and can be
understood.
[ SWEs]
2
Multiple Word errors ideas
presented may be difficult to
understand.
Some distortions may occur.
[SWEs + MWEs]
Sense is still deciphered
Meaning difficult to establish.
Response provided in language other
than English or no response.
No sense is deciphered.
[MWEs throughout]
PERATURANPEMARKAHANTAMAT
32