pentaksiran diagnostik akademik sekolah …...i. accurate english ii. style and tone appropriate to...

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PENTAKSIRAN DIAGNOSTIK AKADEMIK

SEKOLAH BERASRAMA PENUH 2017

PEPERIKSAAN PERCUBAAN SIJIL PELAJARAN MALAYSIA

BAHASA INGGERIS 1119

Ogos 2017

MARKING SCHEME

[Lihat Halaman Sebelah

1119 © 2017 Hak Cipta BPSBPSK SULIT

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PAPER 1

Section A: Directed Writing

This question is assessed as follows:

1 Allocation of Marks:

FORMAT 2 MARKS

CONTENT 13 MARKS

LANGUAGE 20 MARKS

____________________________

Total 35 marks

____________________________

2 Format and Content Marks

Format Marks

F1 = Title

F2 = writer’s name

1

1

Sub-total 2

(All keywords must be mentioned or paraphrased before any content point can be

awarded. If any idea is incomplete, content point cannot be awarded.)

C1 Yellow stained teeth 1

E1 Elaboration of C1 1

C2 Bad odour 1


C3 Pollute lungs 1


C4 Lung cancer 1


C5 Reduced life expectancy 1


C6 Affect passive smokers 1


C7 Suggest one way to overcome the addiction of smoking 1

Sub-total 13

Grand Total 15

3 Language – 20 Marks

1. Marks are awarded for:

i. Accurate English

ii. Style and Tone appropriate to the task

2. Read the script and indicate all the errors of language by underlining word, phrase or

punctuation where the mistake appears.

3. Please take for good appropriate vocabulary, structure and tone.

4. Award marks by referring to the criteria for marking language.

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Language (20 marks): Please refer to the marking criteria below

Mark

range

DESCRIPTION OF CRITERIA Mark

range

DESCRIPTION OF CRITERIA

A

19-20

Language - entirely accurate apart

from very occasional first draft

slips.

Sentence structure - varied and

various types of sentences are

used.

Vocabulary - wide and used with

precision.

Punctuation - accurate and helpful

to the reader.

Spelling - accurate across the full

range of vocabulary used.

Paragraphs - well-planned, have

unity and are linked.

Topic - addressed with consistent

relevance.

Interest of the reader - aroused

and sustained throughout the

writing.

Tone - appropriate for an article.

B

16-18

Language - accurate with

occasional errors.

Sentences - show some variation of

length and type, with some complex

sentences.

Vocabulary - wide enough and

used with some precision.

Punctuation - almost always

accurate and generally helpful.

Spelling - nearly always accurate.

Paragraphs - show some evidence

of planning and have unity

Relevant to the topic.

Interest of the reader - aroused and

sustained.

Tone - appropriate for an article.

C

13-15

Language - largely accurate.

Simple structures - used without

error; mistakes are found in more

sophisticated structures.

Sentences - may show some

variety of structure and length but

may be monotonous.

Vocabulary - wide enough but

may lack precision.

Punctuation of simple structures -

accurate

Simple words - may be spelt

correctly

Paragraphs - may show some

unity although links may be absent

or inappropriate.


but not sustained.

Tone - mostly appropriate for an

article.

D

10-12

Language - sufficiently accurate, of

clear language when simple

vocabulary and structures are used.

Some variety of sentence type and

length.

Vocabulary - usually adequate to

show intended meaning.

Punctuation - generally correct but

does not clarify meaning.

Simple words - spelt correctly but

more spelling errors will occur.

Paragraphs - used but show lack of

planning and unity.

Lacking in liveliness and interest

value. Lapses in tone may be a feature.

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E

7-9

Meaning - never in doubt, but

single word errors are sufficiently

frequent and serious to hamper

reading.

Some simple structures - may be

accurate, but not sustained for

long.

Vocabulary is limited - too simple

to convey precise meaning.

Simple words - spelt correctly but

frequent mistakes in spelling and

punctuation.

High incidence of linguistic errors.

Paragraphs - lack unity or are

haphazardly arranged.

Tone -may be inappropriate for an

article

U(i)

4-6

Meaning - fairly clear but high

incidence of errors will definitely

impede the reading.

Many serious errors of various kinds

Very few accurate sentences.

Frequent errors - may cause

blurring.

Sentences - simple and very often

repetitive.

Punctuation - sometimes used

correctly.

Paragraphs - lack unity or there

may not be any paragraphs at all.

Frequent spelling errors.

Tone - may not be appropriate for

an article.

U(ii)

2-3

Errors - multiple in nature,

requiring the reader to read and re-

read to understand.

Few accurate but simple

sentences. Content - may be comprehensible,

but the incidence of linguistic error

is high.

Content - comprehensible, but its

tone is hidden by the density of

errors.

U(iii)

0-1

Almost entirely impossible to read.

May make little or no sense at all or

are copied from the task.

Occasional patches of clarity occur,

marks should be awarded.

Award ‘1’ mark - if some sense can

be obtained.

‘0’ mark - only be awarded if the

talk makes no sense at all from

beginning to end.

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Section B: Continuous Writing (50 Marks)

Mark

range

DESCRIPTION OF CRITERIA Mark

range

DESCRIPTION OF CRITERIA

A

44-50

Language - entirely accurate

apart from very occasional first

draft slips.

Sentence structure - varied and

used

to achieve a particular effect.

Vocabulary -wide and is used

with precision.

Punctuation - accurate and

helpful to the reader.

Spelling - accurate across the

full range of vocabulary used.

Paragraphs - well-planned,

have unity and are linked.

Topic - addressed with

consistent relevance.


and sustained throughout the

writing.

B

38-43

Language - accurate; occasional

errors are either minor or first draft

slips.

Sentences- show some variation of

length and type with some complex

sentences.

Vocabulary - wide enough to

convey intended shades of meaning

with

some precision.

Punctuation - almost always

accurate and generally helpful.

Spelling - nearly always accurate.

Paragraphs- show some evidence

of planning, have unity and are

usually appropriately linked.

Relevant to the topic.

Interest of the reader - aroused and

sustained through most of the

writing.

C

32-37

Language - largely accurate.

Simple structures - used without

error; mistakes - in more

sophisticated structures.

Sentences- may show some

variety of structure and length but

rather monotonous.

Vocabulary - wide enough but

may lack

precision.

Punctuation - accurate on the

whole but errors may occur in

more complex uses.

Spelling of simple words - may be

correct, errors - in more

sophisticated word.

Paragraphs - may show some

unity,

but links may be absent or

inappropriate. Relevant but may

lack originality and planning.

Some interest is aroused but not

sustained.

D

26-31

Language - sufficiently accurate.

Patches of clear, accurate language.

Some variety of sentence type and

length.

Simple vocabulary and structures

are used.

Punctuation - generally correct.

Vocabulary - usually adequate to

show intended meaning.

More spelling errors will occur.

Paragraphs - used but show lack of

planning or unity.

Topic - addressed with some

relevance.

Lacking in liveliness and interest

value.

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E

20-25

Meaning - never in doubt, but

single word errors are sufficiently

frequent

and serious to hamper reading.

Some simple structures- may be

accurate, but unlikely to sustain

accuracy.

Vocabulary is limited - either too

simple to convey precise meaning

or

more ambitious but imperfectly

understood.

Frequent mistakes in spelling

Punctuation errors - make reading

the script difficult.

Paragraphs - lack unity or are

haphazardly arranged.

Some relevance to the topic but

only a

partial treatment is given.

High incidence of linguistic errors

– may be distracting to the reader.

U(i)

14-19

Meaning - fairly clear but the high

incidence of errors will impede

reading.

Many serious errors of various

kinds.

(single word type, i.e. they could be

corrected without rewriting the

whole sentence.)

Very few accurate sentences.

Frequent errors may cause blurring.

Sentences - simple and very often

repetitive.

Punctuation- used correctly but

sentence separation errors may

occur.

Paragraphs – lack unity or there

may not be any paragraphs at all.

U(ii)

8-13

Some sense but errors are

multiple (reader has to read and

re-read before being able to

understand.)

Only a few accurate but simple

sentences. Content - may be

comprehensible, but the incidence

of linguistic error is so high as to

make meaning blur.

May also be far short of the

required number of words.

U(iii)

0-7

Almost entirely impossible to read.

Whole sections may make little or

no sense at all. Marks - awarded where occasional

patches of clarity occur.

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PAPER 2

Section A (15 Marks)

NO

ANSWER

NO

ANSWER

NO

ANSWER

1

C

6

C

11

C

2

C

7

D

12

B

3

D

8

B

13

D

4

A

9

A

14

B

5

A

10

A

15

B

Section B (10 Marks)

No Answers Remark(s)

16 The east coast of Peninsular Malaysia

17

18

19

Hand drawn

Stamped

Machine printed

Interchangeable

20 to draw across the length and breadth of the

cloth

21 Dyeing

22 ‘boil’ in warm water

23 a copper/ a wooden stamp

24 geometrical

25 local designers

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Section C (25 Marks)

NO ANSWERS LIFTING

26 a He wanted to make enough money (to

survive).

Line 6 and 7:

In one day … week.

26 b It was because the water filled their boat

faster than they could empty it (forcing

Alvarenga to make a radical decision).

Line 13 and 14:

The crashing … it.

27 a By consuming/drinking/using it

minimally at one time.

Line 24 and 25:

It was …minimum.

27 b (Their dependency on) the turtle meat to

survive.

28 a Hunting

28 b Swimming

29 a psyche

29 b A handful of sand. ‘A handful of’ is mandatory.

30 Building a shelter.

Setting up fire.

Finding clean water.

Identifying edible plants.

Sending up a survival signal.

Note:

Accept any logical answers.

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Question 31: Summary

Content (C) (maximum 10 marks even if all the points are given)

Style and presentation (L)

C : 10 marks

L : 5 marks

CONTENT POINTS:

1) pulling the fishing line.

2) cut the fishing line

3) dumped equipment and fish into the sea.

4) pointed the boat towards his home port.

5) called his boss to report his position.

6) collected five gallons of freshwater in plastic bottles.

7) subsisted on triggerfish (he caught by hand).

8) hauled a turtle aboard for food.

9) designed a shark-detection system to save him from sharks.

10) On January 30, he saw an island

11) he drifted half a day before reaching the land.

12) dived off the deck (and let the wave carry him to the shore).

13) Alvarenga was left face down on the beach.

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SUMMARY: CRITERIA FOR STYLE AND PRESENTATION

Mark PARAPHRASE Mark USE OF ENGLISH

5

A sustained attempt to re-phrase

text. Expression is secure.

Allowance given for phrases /

words lifted from text that are

difficult to substitute.

5

Very occasional first draft slips.

Language is accurate. Varied

sentence structures. Use of

original complex syntax.

Punctuation and spelling

accurate.

4

A noticeable attempt to re-phrase

text. Free from stretches of

concentrated lifting. Expression

generally sound.

4

Language almost always

accurate. Isolated serious errors.

Some varied structures.

Sentences may include original

complex syntax. Punctuation and

spelling nearly always accurate.

3

Intelligent and selective lifting.

Limited attempts to re-phrase.

Expression may not always be

secure.

3

Language is largely accurate.

Simple structures tend to

dominate. Noticeable serious

errors but not frequent. Sentences

that show some varieties and

complexities will generally be

lifted from the text. Punctuation

and spelling largely accurate.

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2

Wholesale copying of text

material, not a complete transcript

of the original. Own language

limited to single word substitution.

Irrelevant sections more frequent.

2

More frequent serious errors but

meaning never in doubt. Simple

structures but accuracy not

sustained. Simple punctuation

and spelling of simple words

largely accurate. Irrelevant or

distorted details might destroy

sequence in places.

1

More or less a complete transcript

of the text. Random transcription

of irrelevant parts of text.

1

Heavy frequency of serious

errors. Fractured syntax. Poor

punctuation and spelling. Errors

impede reading.

Note:

Mark for P + Mark for UE

Mark for style and presentation L = -----------------------------------

(Language) 2

Example: L = 3 + 4 = 7/2 = 3 ½ = 4

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Section D

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

(ii) She was neat/ prim and proper/well-dressed/elegant (1 mark)

(b) hunched (1 mark)

(c) Yes, because it can be a beneficial option for providing quality health care for the

parents

No, because it is our responsibility to take care of our parents and for parents there is

no other loved one more than their own child

Note:

Accept any other plausible answers

Both questions should be answered to award 2 marks.

Marks awarded will only be 2 or 0.(2 marks/0)

(2 marks)

33 Marks awarded are as follows:

CONTENT : 10 marks

LANGUAGE : 5 marks

TOTAL : 15 marks

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

for CONTENT and LANGUAGE

BAND DESCRIPTORS FOR CONTENT

SCORE BAND DESCRIPTORS

9-10 Response-relevant to specified task

Event chosen-well supported and linked with evidence or knowledge

from text

Main and supporting ideas-relevant to specified task

Reasons – clearly presented, well-organized and easily understood

7-8 Response-relevant to specified task

Event chosen-usually supported and linked with evidence or

knowledge from text

Main and supporting ideas-mostly relevant to specified task

Reasons – clear and can be understood

5-6 Response- intermittently relevant to specified task

Event chosen-usually supported and linked with some evidence or

knowledge from text

Some ideas- relevant to specified task

Reasons – generally clear, can be understood but lack organization

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3-4 Response-barely relevant to specified task

Event chosen-unlikely identified or even when identified, not likely

to be linked to the text

Reasons – hardly relevant to specified task and difficult to

understand

1-2 Response-no understanding of specified task

Event chosen-incoherent and unlikely linked to the text

Reasons – no relevance to specified task

BAND DESCRIPTORS FOR LANGUAGE

MARK USE OF LANGUAGE

5 Language – accurate, with very occasional slips

Occasional minor errors- first draft slips

Sentence structure-varied

Punctuation-accurate and helpful

Spelling-secure throughout response

4 Language – largely accurate

Sentence structure-some variations

Punctuation-accurate and generally helpful

Spelling-largely secure

3 Language – almost always accurate

Sentence structure-simple structures dominate

Punctuation-accurate and helpful

Spelling-mostly secure

2 Language – serious errors, more frequent

Sentence structure-simple structures accurate but not sustained

Punctuation-usually correct

Spelling-nearly always secure

1 Language – serious errors, heavy frequency

Sentence structure-rampant fractured syntax

Punctuation-falters

Spelling-mostly inaccurate

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

o there is no understanding of the requirement(s) of the task

o the response is in language other than English

o there is no response

1 mark is awarded if candidate mentions something about the novel.

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