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SULIT 1119 (Mark Scheme)

JABATAN PELAJARAN SARAWAK

GERAK GEMPUR TINGKATAN 4 2011

1119 PEPERIKSAAN PERTENGAHAN TAHUN BAHASA INGGERIS

Mei

MARK SCHEME PAPER 1 & PAPER 2

Peraturan pemarkahan ini mengandungi 12 halaman bercetak

[Lihat halaman sebelah

1119 © 2011 Hak Jabatan Pelajaran Sarawak SULIT

SULIT 2 1119 (Mark Scheme)

PAPER 1

SECTION A: Directed Writing MARK SCHEME CONTENT - 15 marks LANGUAGE - 20 marks TOTAL - 35 marks (a) CONTENT - 15 marks

Format (3 marks)

F1 - Greeting 1 mark [e.g. Good morning]

F2 - Purpose of giving the talk 1 mark [e.g. Today I will talk about how to cope with stress]

F3 - Closing 1 mark [e.g. Thank you]

Content Points (12 marks) Award 1 mark for each of the content points (C1 - C6) and 1 mark for each elaboration

points (E1 - E6).

C1 - Eat balanced meals 1 mark e.g. Students must eat balanced meals.

E1 - Elaboration for C1 1 mark e.g. They should have vegetables, meat and fish in their diet.

C2 - Get enough sleep 1 mark e.g. They must also get enough sleep.

E2 - Elaboration for C2 1 mark e.g.They should get at least eight hours of sleep every night.

C3 - Do regular exercise 1 mark

e.g.Another way to reduce stress is to do regular exercise. E3 - Elaboration for C3 1 mark

e.g.We must do exercise like jogging or walking in the park at least twice a week. C4 - Talk to your family, friends and school counsellors 1 mark

e.g.If you have a problem, talk to your family, friends and school counsellors.

E4 - Elaboration for C4 1 mark e.g.Talking to these people will help you to feel less stressful and you will feel better.

C5 - Have a study timetable 1 mark e.g.To avoid stress, you should have a study timetable.




E5 - Elaboration for C5 1 mark

e.g. Having a study timetable helps you to manage your time well and be more

organised.

C6 - Work in groups 1 mark e.g. It is also advisable to work in groups.

E6 - Elaboration for C6 1 mark

e.g. This will enable you to find support when you face difficulty in understanding your lesson.

(b) LANGUAGE - 20 marks

Marks are awarded for: (i) Accurate English (ii) Style and Tone appropriate to the task

**Students need not use exact words given in the stimulus. However, own language must

convey the same meaning.

CRITERIA FOR MARKING LANGUAGE Section A: Directed Writing

This is not from Lembaga Peperiksaan

Mark Range

A 19 - 20

B 16 - 18

C 13 - 15

Description of Criteria

Language is accurate with occasional first draft slips

Sentence structures are varied

Sentence length and type - used to achieve intended effect

Vocabulary is sophisticated and used with precision

Punctuation is accurate and helpful

Spelling is accurate throughout

Paragraphs are unified and appropriately linked

Style - formal, informative and concise, and tone - always appropriate

Language is almost always accurate with more minor or first draft errors

Errors from more ambitious structures which are imperfectly understood

Sentences - some variation of length and type

Complex structures - confidently used

Punctuation - almost always accurate and generally helpful

Vocabulary - wide enough, conveying intended shades of meaning with

some precision

Spelling is nearly always accurate

Paragraphs show some unity and appropriate linkage

Style - informative and avoids digression

Language is largely accurate to communicate meaning clearly

Simple structures - used without error; mistakes in only more

sophisticated structures

Vocabulary - adequate to convey meaning but not developed to precision

Sentences - some variety of length and structure

Tendency to repeat some sentence types creating monotony

Punctuation - generally accurate; errors in more complex use

Paragraphs - some unity but absent or inappropriate linkage

Style - quite informative and formal



SULIT

Mark Range

D

10 - 12

4

Description of Criteria

Language, sufficiently accurate

Simple structures, patches of clarity

Mistakes with more complex sentences

Vocabulary, adequate but lacks precision

1119 (Mark Scheme)

Simple words, spelt correctly with errors from unfamiliar words

Punctuation, generally correct but not enhancing or clarifying meaning

Sentence separation errors

Set out in paragraphs with some unity

Style, attempts to achieve formality

Meaning, never in doubt

Single Word Errors (SWEs) are sufficiently frequent, seriously hampering E precision and speed of reading

7 - 9 Vocabulary, limited - too simple or imperfectly understood

Simple words are spelt accurately but mistakes with more difficult ones

Set out in paragraphs but lacks unity, with links incorrectly used

Sentence separation errors

Punctuation errors

Style fails to achieve formality

Meaning is usually fairly clear

Correction of SWEs may produce fairly accurate English U (i) High incidence of error impeding speed of reading 4 - 6 Accurate sentences - a few

Vocabulary does not extend beyond a simple range - inadequate to express intended shades of meaning

Punctuation, sometimes used correctly but with sentence separation errors

Paragraphs may not be used, or when used, show lack of planning

Frequent spelling errors

Style - not appropriate to indicate formality

Detailed requirements of task - understanding not shown

Sense may be decipherable U (ii) Some multiple word errors (MWEs) 2 - 3 Content may be comprehensible but requires re-reading and re-organising

before meaning becomes clear

Whole sections may make little or no sense at all

Accurate sentences are unlikely; may be just one or two

Style - hidden by density of errors

Script is almost entirely impossible to recognise as English U (iii) Whole sections do not make sense or rubrics copied 0 - 1 “0” mark awarded if writing makes no sense at all from beginning to end or

written in language other than English



SULIT 5 1119 (Mark Scheme) SECTION B: Continuous Writing

MARK SCHEME 1. The candidate’s response will be assessed based on impression. 2. The examiner shall read and re-read the response carefully and at the same time underline for gross or minor errors or put in insertion marks (^) where such errors occur.

3. The examiner should also mark for good vocabulary or expressions by putting a merit

tick at the end of such merits. 4. The examiner shall fit the candidate’s response against the most appropriate band having most of the criteria as found in the band. The examiner may have to refer to upper or lower bands to the band already chosen to BEST FIT the student’s response to the most appropriate band. The marks from the band decided on for the script also depend on the number of criteria that are found in the script. 5. Justify the band and marks given, if necessary, by 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

THIS IS NOT from LEMBAGA PEPERIKSAAN

MARK RANGE

A 44 - 50

B 38 - 43

C 32 - 37

DESCRIPTION OF CRITERIA

Language, entirely accurate, with occasional first draft slips

Sentence structures, varied

Vocabulary, wide and precise

Punctuation, accurate and helpful

Spelling, entirely accurate

Paragraphs, well-planned, unified and linked

Topic, consistently relevant

Interest, aroused and sustained throughout writing

Language, accurate, with occasional minor errors or first draft slips

Sentences of some varied lengths and types, some complex sentences

Vocabulary, wide enough to show shades of intended meaning with some precision

Punctuation, almost always accurate

Spelling, nearly always accurate

Paragraphs with some evidence of planning, unified and appropriately linked

Writing, relevant, mostly arousing and sustaining interest

Language, largely accurate

Simple structures, error-free; errors with more ambitious structures

Vocabulary, wide enough to convey meaning but lack precision

Punctuation in simple sentences, accurate, with errors in more complex use

Simple words, spelt correctly but misspelt when used with more sophisticated words

Paragraphs, used with some unity or at times not unified or inappropriately linked

Writing, relevant but lack originality and planning

Some interest, aroused but not sustained




MARK RANGE

D 26 - 31

E 20 - 25

U (i) 14 - 19

U (ii) 8 - 13

U (iii) 0 - 7

DESCRIPTION OF CRITERIA

Language, sufficiently accurate, communicates clearly

Simple structures and vocabulary, with patches of clear, accurate language

Some variety of sentence type and length but purpose, not clearly seen

Vocabulary, usually adequate to show intended meaning but not developed to precision

Punctuation, generally correct but does not clarify meaning

Spelling of simple words, correct but more errors occur

Writing, some relevance but lacking in liveliness and interest value

Meaning, never in doubt

Errors, sufficiently frequent and serious to hamper reading

Simple structures, some accurate but unlikely to sustain accuracy long

Vocabulary, limited, too simple or more ambitious, imperfectly understood

Simple words, spelt correctly but with frequent mistakes in spelling and punctuation

Paragraphs, lack unity or haphazardly arranged

Some relevance, but partially treated

High incidence of linguistic errors, distract from merits of content in composition

Meaning, fairly clear

High incidence of errors impede reading

Vocabulary, many serious errors of various kinds, mainly single-word type, but could be corrected without rewriting

Sentences, very few accurate ones

Sentences, simple but often repetitive

Errors, frequently causing blurring

Punctuation, used correctly, also with sentence separation errors

Paragraphs, lack unity or no paragraphs at all

Some sense, with multiple word errors

Requires re-reading before being understood

Only a few accurate simple sentences

Content, comprehensible

Incidence of linguistic error, high

Meaning, blur

Far short of required length

Almost entirely impossible to read

Whole sections make little or no sense at all

Occasional patches of clarity (marks awarded)

Vocabulary - simple words used

Frequent errors cause blurring

“0” to scripts with no sense from beginning till the end



SULIT 7

PAPER 2 ANSWER SCHEME

SECTION A

1. D 9. D

2. D 10. B

3. C 11. C

4. B 12. A

5. C 13. B

6. C 14. C

7. A 15. A

8. D

SECTION B

16. 13 - 19 / 13 to 19 / 13 - 15 and 16 - 19 / 13 - 15, 16 - 19

[Do not accept ‘13 and 19’]

17. Picasso Avenue

18. 25 AUGUST / 25 August / August 25 / 25th August

19. Shakespeare’s Studio

20. RM150.00 / RM150 / one hundred and fifty ringgit

21. CARTOONING (WORKSHOP) / Cartooning (Workshop)

22. DRAMA (WORKSHOP) / Drama (Workshop)

23. RM55.00 / RM55 / fifty-five ringgit

1119 (Mark Scheme)

24. 9.00 am / 9.00 a.m. / 9 a.m. / 9 am / 9 in the morning / nine (o’clock) in the morning / in the

morning at nine (o’clock) 25. The NIE Unit

[For Q25, accept if student gives full address]

SECTION C

26 (a) He (had) spent (seven) hours climbing (up the mountain) through ice and

snow

Permissible Lifting: [He’d spent……..success was near] (lines 1 - 2)

(b) top / peak of mountain or top / peak of Everest

27 (a) on a narrow ledge called Mushroom Rock / narrow ledge /

Mushroom Rock

No lifting

(b) unable to believe / shocked / surprised

28 (a) fatigue

(b) He appeared to be dead / They thought he was (already) dead.

Permissible Lifting:[He appeared…….the mountain] (lines 20 - 21)

29 (a) They decided not to leave Hall. / They decided to stay with Hall until

help arrived. No lifting

(b) By driving an ice axe into the snow and tying Hall to it with a

strong rope

Permissible Lifting: [They drove …….a strong rope] (lines 39 - 40)




30 If he had not rescued Hall, the guilt of leaving him to die would be

with him for the rest of his life

[accept any other acceptable answer]

31 Summary

Content - 10 marks

Style and Presentation - 5 marks

Total - 15 marks

SUMMARY CONTENT

(Each point scores 1 mark up to a maximum of 10 marks)

CONTENT POINTS [10 marks]

When Mazur and his teammates found Lincoln Hall on Everest, …..

1) his thick snowsuit was unzipped to the waist

2) no hat / gloves / sunglasses

3) suffering from cerebral edema

4) frostbitten

5) disoriented

6) helped him back into his snowsuit

7) shared their oxygen / lemonade / Snickers bars

8) hallucinating

9) anchored Hall to the mountain

10) radioed down to high base camp

11) suffering from snow blindness

12) Sherpas finally arrived to help

13) he rode a yak to high base camp

NOTES ON LANGUAGE

The mark for language incorporates 2 categories of writing:

ability to PARAPHRASE

USE OF ENGLISH

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




STYLE AND PRESENTATION DESCRIPTORS SUMMARY

MARK PARAPHRASE MARK USE OF ENGLISH

5 5 - language is accurate

- a sustained attempt - occasional errors

Excellent to rephrase the text Excellent - sentence structure varied - expression is secure - marked ability to use

- difficult phrases from original complex syntax

text may be - punctuation accurate

substituted - spelling correct

throughout

4 4 - language is almost

- noticeable attempt always accurate

Good to rephrase the text Good - serious errors will be - free from stretches of isolated

lifting - some variation of

- expression is generally sentences

Secure - punctuation accurate

- spelling largely accurate

3 3 - language largely accurate

- intelligent and - simple structures

Fair selective lifting but Fair dominate limited attempts to - serious errors not

rephrase frequent but noticeable

- expression may not - spelling nearly always

always be secure accurate

2 - total lifting of 2 - meaning is not in doubt

text but not a complete - serious errors more

Unsatisfa transcript Unsatisfa frequent

ctory - attempts to substitute ctory - simple structures but only for single accurate but not

words maintained

- irrelevant sections more - spelling accurate

Frequent - some irrelevant parts

1 - more or less a transcript 1 - heavy frequency of of the text errors - hampers reading

Poor - no originality Poor - fractured syntax / - irrelevant sections fragmented

Copied

Note:

1. The mark of 0 is awarded if the material used is totally outside the prescribed text (totally

irrelevant) or if student copies the entire passage (no effort in summarising).

2. For ‘more or less a transcript of text’ within the prescribed area of the text, maximum mark for USE OF ENGLISH is 3.




MARKING SCHEME FOR SECTION D

General Guidelines for Questions 32 and 33

Full mark(s) for intelligent lifting.

No mark(s) for total lifting that includes irrelevant sections of the extract.

Mark(s) for responses with grammatical and spelling errors that do not distort meaning. No mark(s) for totally unclear or unintelligible response(s).

No mark(s) if one part of the sentence contradicts the other.

For a question that requires a personal response, any reasonable answer(s) will be awarded

marks as indicated.

Remember to use discretion and good judgment for responses that appear different from the

suggested ones.

32a. (at) dawn / sunrise

32b. there was not a sign of despair

32c. (Their son’s) albino buffalo

32d. The buffalo is their son’s pet. They were desperately looking for the buffalo because they

love their son very much and did not want to disappoint him.

[For Q32d, accept any other relevant answer]




MARKING SCHEME FOR QUESTION 33

CONTENT - 10 marks

LANGUAGE - 5 marks

TOTAL - 15 marks

AWARDING CONTENT MARKS :

Please refer to the band descriptors below before deciding which band BEST FITS the mark for

CONTENT.

SCORE

9 - 10

7 - 8

5 - 6

3 - 4

BAND DESCRIPTORS

The response contains a majority of the following :

Response, relevant to specified task

Important lesson is stated

Well supported and linked with evidence / knowledge

from text

Main and supporting ideas, relevant to specified task

Ideas, clearly presented, well-organised and easily

understood


Response, relevant to the task


Usually supported and linked with knowledge / evidence

from text

Mains and supporting ideas, mostly relevant to specified

task

Ideas, clear and can be understood


Response, intermittently relevant to specified task


Supported and linked with some knowledge or evidence to

specified task

Some ideas, relevant to the specified task

Ideas, generally clear, can be understood but lack

organisation


Response, barely relevant to specified task

Important lesson may be mentioned but response may

likely not be relevant to the specified task

Ideas, hardly relevant to specified task

Ideas, difficult to understand




No understanding of task requirement

1 - 2 Disorganised writing - incoherent; ideas, irrelevant to the specified task

Response in other language than English

0 No response

Response is not related to the text

AWARDING LANGUAGE MARKS :

Please refer to the band descriptors below before deciding which band BEST FITS the mark for

LANGUAGE.

MARK

5

4

3

USE OF LANGUAGE

Language, accurate, with very occasional slips

Occasional minor errors, first draft slips

Sentence structure, varied

Punctuation, accurate and helpful

Spelling, secure throughout response

Language, almost always accurate

Sentences, some variation

Punctuation, accurate and generally helpful

Spelling, nearly always secure

Language, largely accurate

Simple structures dominate

Serious errors, not frequent although noticeable

Serious errors with sophisticated structures

Punctuation, largely accurate

Spelling, mostly secure

Meaning is not in doubt

Serious errors, becoming more frequent

Simple structures, accurate but not sustained 2 Simple punctuation, usually correct, with occasional

separation errors

Spelling, largely accurate but mistakes with more

difficult words

0 - 1

Serious errors, heavy frequency, impeding reading

Fractured syntax, more pronounced, with punctuation

faltering

Sentence separation errors, frequent


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