Modul SPM-BInggeris

BAHASA INGGSEPRIMS

Questions 16 – 20
Using the information from the poster, match the statements below with the name of the person
who says it.
Which person says… Name of person
16 Instagram is cost effective.
17 New businesses are able to benefit greatly.
18 Instagram is preferred by celebrities and famous personalities.
19 Young people are the target customers of many companies.
20 Customers can post their opinions and queries via Instagram.
[5 marks]

Questions 21 – 25
Zharif is planning to set up an online store. He asks his friend, Alisha, for advice. Using words
from the poster, complete the conversation below. Use no more than three words for each blank.
Zharif : I am planning to start an online store selling custom t-shirts. What do you think is

the best way for me to market my products online?
Alisha : Well, I recently read a poster on how Instagram is an effective marketing tool.

According to it, Instagram is ranked as the number one 21 __________ in terms of
digital marketing tactic. Therefore, I advise you to set up an Instagram page as there
are 22 __________ of active users there.
Zharif : That is a great idea. What does it say about Instagram?
Alisha : Well, it states that Instagram can really help businesses to engage their customers
and 23 __________. Business owners can easily interact with their customers and
potential customers through Instagram too.
Zharif : That’s interesting. Anything else?
Alisha : Hmm… Since you are selling custom t-shirts which are popular among the younger
generation, Instagram is the best platform for you to market your product to this
24__________ .
Zharif : Yes, that makes a lot of sense to me.
Alisha : The best part about marketing using Instagram is that it is a lot cheaper than
traditional marketing. Hence, you will 25 __________ and you won’t burn a hole
in your pocket.
Zharif : Oh, yes. Thanks, Alisha! That’s really helpful.
Alisha : You’re welcome.
[5 marks]

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SPM

SECTION C
[25 marks]
[Time suggested: 50 minutes]

Questions 26 to 31 are based on the following passage.
1 When will I be released? I have another 3 months to serve until I am freed. I have messed
up with my life and true enough, my mother’s curse really worked. That must have been because
I have hurt her feelings a lot.
2 My father had left my mother when she was pregnant with me. She played the role of a
single parent very well until I started mixing with some 5 notorious boys in school. She warned
me to keep away from them but I insisted that they were part of my life. I idolised them because
they always had the money to spend and used expensive handsets.
3 My mother worked as an operator in a small industry and earned very little. We lived
from hand to mouth. I was never given any luxury and I 10 always blamed her for it. I felt that
she did not work hard enough to give me the luxury. At that time, I despised her so much that
I even told her that I hated the sight of her. Then, she found a second job as a washerwoman in
the neighbourhood.
4 I started stealing money from her savings and once I even pawned her 15 only wedding
ring to get extra pocket money to impress my rich friends. I spent them at expensive ‘Nasi
Kandar’ restaurants. At school, I became famous among friends and started missing classes to
join my friends at shopping complexes. Slowly, I stopped going to school and when Mother
found out, she scolded and even begged me to go back to school. I told her to 20 get lost and
packed my bags to leave home. She cried and promised to provide me with all the luxury I
needed. I went near her and slapped her on her face. That was when she cursed me that I would
regret one day when the whole world would turn its back on me.
5 I left home and found myself a job as a foreman. The boss sacked me 25 when I started
laying hands on his income. Then I became a contract worker and stayed with the other contract
workers. The workload was too heavy for me and I started playing truant from work. I got
myself fired again and had no home to stay. I went back to my so-called friends for money and
shelter but they turned me down and some did not even acknowledge me. They 30 stared at me
as if I was a filthy thing. I was hungry and became desperate. I needed food, money and shelter
but I didn’t want to return to my mother because I was ashamed of myself.
6 I had to do something. I walked up to the wet market in town, hoping to get myself a job
there. I saw an Indian lady with things in both hands 35 walking alone towards her car. An evil
idea struck my mind. She had her purse under her armpit. I walked slowly towards her, snatched
her purse and fled. I could hear her shouting for help and some even chased after me but I
managed to escape. I hid myself at a construction site and I rummaged through the contents of
the purse. She had almost RM200.00 and that kept 40 me alive for another twelve days.

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7 I became excited because that was easy money and I felt like doing it again. This time I
went to the Mega Mall and tried my luck. I snatched a Chinese lady’s handbag and tried to flee
but this time I was unlucky. Some passers-by and the security guard managed to get me. I got
myself behind 45 bars, sentenced for a year.
8 I truly regret it now. Once I am out, I want to go back to my mother. I need to take care
of her. I will go back to school and at the same time I will work to cope with our expenditure. I
will do well in school and further my education. I want to be an engineer and make my mother
proud. I will get her 50 everything, everything that she needs. I need to get out of this place.
Mother, please forgive me.
26 (a) From paragraph 1, what has the writer done to himself?
….…………………………………………………………………………… [1 mark]
(b) From paragraph 2, what happened to the writer when he saw his friends had money to

spend and used expensive handsets?
….…………………………………………………………………………… [1 mark]
27 (a)From paragraph 3, why did the writer despise his mother so much?
….…………………………………………………………………………….. [1 mark]
(b) In paragraph 4, which action of the writer do you think would have hurt his mother

physically?
….…………………………………………………………………………….. [1 mark]
28 From paragraph 5,
(a) which phrase tells us that the writer has started stealing?
….……………………………………………………………………………. [1 mark]
(b) give one possible reason why his friends turned him down when he asked them for

help.
….…………………………………………………………………………... [1 mark]
29 (a) From paragraph 6, why do you think an evil idea struck his mind when he saw the

Indian lady?
….…………………………………………………………………………… [1 mark]
(b) From paragraph 8, why was the writer regretful?
….………………………………………………………………………..….. [1 mark]

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30 From the story above, we can say that the writer had chosen a wrong path.

Suggest two ways how parents can ensure their children to grow up to be good citizens.

Suggestion 1: ………………………………………………………………… [1 mark]

Suggestion 2: …………………………………………………………………. [1 mark]

31 Based on the passage given, write a summary on:
What the writer did which messed up his relationship with his mother.
Credit will be given for use of own words but care must be taken not to change the original

meaning.

Your summary must:
Be in continuous writing form (not note form)
Use material from line 5 to line 24
Not be longer than 130 words, including the 10 words given below.

Begin your summary as follows:

The writer’s life with his mother started to mess up .…...………………………………………….
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SPM

SECTION D
[20 marks]
[Time suggested: 35 minutes]

32. Read the poem below and answer the questions that follow.

The Living Photograph by
Jackie Kay

My small grandmother is tall there, straight-back,
white broderie anglaise shirt, pleated skirt, flat shoes, grey bun,

a kind, old smile round her eyes.
Her big hand holds mine, white hand in black hand.
Her sharp blue eyes look her own death in the eye.

It was true after all; that look. My tall grandmother became small.
Her back round and hunched.
Her soup forgot to boil.

She went to the awful place grandmothers go.
Somewhere unknown, unthinkable.

But there she is still,
in the photo with me at three,
the crinkled smile is still living, breathing

(a) In Stanza 1, which word refers to the grandmother’s hair?
…………………………………………………………………………………… (1 mark)
(b) In Stanza 2, why do you think the grandmother forgot to boil the soup?
…………………………………………………………………………………. (1 mark)
(c) Give ONE physical change that the poet could see as the grandmother grew older.
…………………………………………………………………………………. (1 mark)

(d)Apart from keeping photos, suggest another way to make sure memories stay
alive.
Give a reason for your answer.
Way : ………………………………………………………………………….. (1 mark)
Reason: ………………………………………………………………....……….. (1 mark)

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33. The following are the novels studied in the literature component in English Language.

Sing to the Dawn – Minfong Ho
Dear Mr Kilmer – Anne Schraff
Captain Nobody – Dean Pitchford

Choose one of the novels above and answer the question below.

‘The most courageous act is to stand up for what you believe in.’

With close reference to the novel, discuss how this attitude is portrayed by the main character.
Would you have done the same? Explain why.

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SKEMA JAWAPAN PAPER 1 ENGLISH SPM

DIRECTED WRITING
To : Madam Ain Aqilah
Date : 14 November 2018
Report about the work-long visit for international students

During the last school holidays, SMKA Wataniah hosted a week long-visit for international
students. A total of 20 students of British nationality within the age group of 14 to 17 participated
in this visit.

The visit was held as it was good for international relations in particular between England
and Malaysia. Besides that, this visit provided an oppurtunity for foreigners to understand the
culture of Malaysia’s multiethnic-society. The accommodation for the international students was
at Hilton Park, Putrajaya.

Throughout the course of the visit, the international students attended cooking lessons
carried out by members of our school’s life skills club. Several members of our school’s traditional
games club taught the international students various traditional games. Our students also
brought the international students for a sight-seeing session to observe landmarks in the heart
of Kuala Lumpur.

Feedback from the group of international students was very positive. Many felt that our
country had beautiful beaches. Majority of them also expressed their amazement at the variety
of our local cuisine.

Based on this visit, I recommend that we explain our country’s rich historical background
during future international student visits. I hope visits like this can be hosted more regularly to
allow our students to be exposed to peers of different nationalities.
Yours faithfully,
Lina
AZRINA NAZRI

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SPM

MARKING METHOD FOR LANGUAGE
Indicate errors in language by underlining the word or phrase where the mistakes occur. Indicate
by a tick (/) any good appropriate vocabulary, structure and tone. Award marks on a ‘best-fit’
basis by referring to the table of band descriptors below.

Band/mark Band Description
Language is accurate.
A Sentences are varied in structure, length and type for effect. Vocabulary is
19-20 wide, precise and sophisticated.
Paragraphs have unity and are properly linked.
B Tone is appropriate to an informal letter.
16-18 Language is almost always accurate (minor errors).
Sentence structures are varied and interesting.
C Vocabulary is wide enough to convey intended shades of meaning. Spelling
13-15 is nearly always accurate.
Paragraphs show unity and appropriately linked.
D Tone is appropriate to an informal letter.
10-12 Language is generally accurate.
Simple structures are accurate.
E Vocabulary is wide enough but some may lack precision. Paragraphs show
7-9 unity and are appropriately linked.
Tone may be inconsistent.
U(i) Language is sufficiently accurate to communicate meaning clearly.
4-6 Patches of clear accurate language when used in simple structures.
Vocabulary is adequate, some may lack precision.
U(ii) Simple words are correctly spelt. Paragraphs may not be properly linked.
2-3 Errors are sufficiently frequent. Serious errors hamper speed of reading but
U(iii) meaning is never in doubt. Some simple structures are accurate but not
0-1 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.
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 rereading
and reorganizing. There may be one or two accurate sentences. Makes little
sense and barely comprehensible.

Very little or no sense.

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CONTINUOS WRITING

SECTION B: CONTINUOUS WRITING
Indicate errors in language by underlining the word or phrase where the mistakes occur.
Indicated by a tick (/) any good appropriate vocabulary, structure and tone. Award marks on a
‘best-fit’ basis by referring to the table of band descriptors below.

Band/mark Description of Criteria
A Language – entirely accurate
Sentences – varied in structure, length and type to achieve a particular
44-50 effect. Vocabulary – wide and precise
Spelling – accurate
B Punctuation – accurate and helpful.
38-43 Paragraphs – well-planned, have unity and properly linked.
Task fulfillment – topic well-addressed with consistent relevance. Interest
C is aroused and sustained.
32-37 Language – accurate, occasional minor errors
Sentences – some variations in length and type including some complex
D structure. Vocabulary –wide enough to convey intended shades of
26-31 meaning.
Spelling – nearly always accurate
Punctuation –accurate and generally helpful.
Paragraphs- show some planning, have unity and appropriately linked.
Task fulfillment – the writing is relevant to the topic.
Interest is aroused and sustained.
Language – largely accurate
Sentences – simple structures are accurate. Sentences may show variety
in structure and length but tend to be of one type – monotonous.
Vocabulary – sufficient to convey intended meaning but may lack
precision.
Spelling – simple words are correctly spelt. Punctuation – generally
helpful. Paragraphs – some planning and unity, although links may be
absent or inappropriate.
Task fulfillment – the writing is relevant but may lack originality. Some
interest is aroused but not sustained.
Language – sufficiently accurate to communicate meaning.
Patches of clarity when simple sentences and vocabulary are used.
Sentences – some variety of sentence types and length but the purpose is
not clear. Vocabulary – usually adequate to show intended meaning but
inaccurate.
Spelling – simple words spelt correctly.
Punctuation – fairly helpful.
Paragraphs – lack of planning or unity.
Task fulfillment – topic is addressed with some relevance. Lacks liveliness.

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E Language – meaning is never in doubt but errors are sufficiently frequent
20-25 to hamper reading.
Sentences – simple structures may be accurate but not sustained.
U(i) Vocabulary – limited, too simple to convey precise meaning or may be too
14-19 ambitious but inaccurate.
Spelling – simple words correctly spelt but frequent errors making reading
U(ii) difficult. Punctuation – fairly helpful.
8-13 Paragraphs – lack unity or haphazardly arranged.
U(iii) Task fulfillment – subject matter is only partially relevant. Lacks liveliness.
0-7 Language – many serious errors of various kinds throughout the script
but meaning is fairly clear. The errors are mainly of single word type. They
could be corrected without rewriting the whole sentence.
Sentences – simple and often repetitive. Vocabulary – frequent errors
cause blurring.
Spelling – frequent errors. Paragraphs – ignorant of rules.
Paragraphs – haphazardly arranged, may be absent.
Task fulfillment – limited subject matter or partially treated. Interest is not
aroused.
Language – The readers are able to get some sense but errors are multiple
in nature; re-reading is necessary.
Sentences – only a few accurate sentences, however simple.
Sense – content may be comprehensible but high frequency of errors
distorts meaning. Task fulfillment – script may be far short of required
length.
Sense/task fulfillment – almost entirely impossible to read. Make little or
no sense.

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BAHASA INGGSEPRIMS

SKEMA JAWAPAN PAPER 2 ENGLISH SPM

1. C 9. B

2. C 10. A

3. A 11. C

4. B 12. C

5. C 13. A

6. C 14. B

7. C 15. A

8. C

16 What is Depression?
17 Depression is a mood disorder that involves a persistent feeling of sadness and loss interest
18 medications: antidepressants, antianxiety, antipsychotic
19 psychotherapy: talk to your therapist
20 Symptoms: depressed mood, reduced interest or pleasure.
21 reduced interest
22 unintentional weight loss
23 medications
24 talk to their therapist
25 light therapy
26 - they are watering their plants
- to get ice cream chocolate
27 - the ice cream man went away/drove away
- did not the ice cream man notice her
28 - the ice cream has finished so he did not want to hurt the writer’s feeling
- that kindness still exist
29 - that they are many people only think about themselves
- kindness will be return to us if we commit it
30 - Tolerations/ empathy/ sympathy
- Understanding/ loving/ caring
31 The ice cream man’s honest intention and the value can be learned is the ice cream man

actually do not want to hurt the writer’s feeling because there was no ice cream left or he
did not manage to make some. He just could not bear to see the sadness in the writer’s eyes.
Other than kindness, the values that we can get from the passage is tolerations and loving.
The main thing in life is to be understanding and loving towards other people.
32 A “her sharp blue eyes look her own death in the eye”
B “pleated skirt”
C “my tall grandmother become small”
D be kind to them, D2 be respectful towards them

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SPM

JABATAN PELAJARAN TERENGGANU
PERATURAN PEMARKAHAN

MODUL PERKEMBANGAN PEMBELAJARAN 3 2019
TINGKATAN 5

BAHASA INGGERIS 1119/ 1 & 1119/2

SECTION A: DIRECTED WRITING

Award marks for: 3 marks
12 marks
(a) Format 20 marks
(b) Content 35 marks
(c) Language

Total

Detailed Marking Instructions

Format Informal Letter Mark
F1 Sender’s address and date 1
F2 Salutation (Dear….) 1
Closing (e.g Yours sincerely, / Yours, / Your friend,)
F3 1
Signature
Mark
** Do not award one mark for the mere mention of the main idea. 1
1
Content Point 1
traditional village C1 1
night market C2 1
National Day celebration C3 1
fishing C4 1
local dishes C5 1
(mention one more plan) C6 1
passport C7 1
suitable clothing C8 1
be careful C9 1
(mention one more reminder) C10
(state hope) C11
C12

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MARKING METHOD FOR LANGUAGE
Indicate errors in language by underlining the word or phrase where the mistakes occur. Indicate
by a tick (/) any good appropriate vocabulary, structure and tone. Award marks on a ‘best-fit’
basis by referring to the table of band descriptors below.

Band/mark Band Description
Language is accurate.
A Sentences are varied in structure, length and type for effect. Vocabulary is
19-20 wide, precise and sophisticated.
Paragraphs have unity and are properly linked.
B Tone is appropriate to an informal letter.
16-18 Language is almost always accurate (minor errors).
Sentence structures are varied and interesting.
C Vocabulary is wide enough to convey intended shades of meaning.
13-15 Spelling is nearly always accurate.
Paragraphs show unity and appropriately linked.
D Tone is appropriate to an informal letter.
10-12 Language is generally accurate.
Simple structures are accurate.
E Vocabulary is wide enough but some may lack precision. Paragraphs show
7-9 unity and are appropriately linked.
Tone may be inconsistent.
U(i) Language is sufficiently accurate to communicate meaning clearly.
4-6 Patches of clear accurate language when used in simple structures.
Vocabulary is adequate, some may lack precision.
U(ii) Simple words are correctly spelt. Paragraphs may not be properly linked.
2-3 Errors are sufficiently frequent. Serious errors hamper speed of reading but
U(iii) meaning is never in doubt. Some simple structures are accurate but not
0-1 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.
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 rereading
and reorganizing. There may be one or two accurate sentences. Makes little
sense and barely comprehensible.

Very little or no sense.

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SPM

CONTINUOS WRITING

SECTION B: CONTINUOUS WRITING
Indicate errors in language by underlining the word or phrase where the mistakes occur.
Indicated by a tick (/) any good appropriate vocabulary, structure and tone. Award marks on a
‘best-fit’ basis by referring to the table of band descriptors below.

Band/mark Description of Criteria
A Language – entirely accurate
Sentences – varied in structure, length and type to achieve a particular
44-50 effect. Vocabulary – wide and precise
Spelling – accurate
B Punctuation – accurate and helpful.
38-43 Paragraphs – well-planned, have unity and properly linked.
Task fulfillment – topic well-addressed with consistent relevance. Interest
C is aroused and sustained.
32-37 Language – accurate, occasional minor errors
Sentences – some variations in length and type including some complex
D structure. Vocabulary –wide enough to convey intended shades of
26-31 meaning.
Spelling – nearly always accurate
Punctuation –accurate and generally helpful.
Paragraphs- show some planning, have unity and appropriately linked.
Task fulfillment – the writing is relevant to the topic.
Interest is aroused and sustained.
Language – largely accurate
Sentences – simple structures are accurate. Sentences may show variety
in structure and length but tend to be of one type – monotonous.
Vocabulary – sufficient to convey intended meaning but may lack
precision.
Spelling – simple words are correctly spelt. Punctuation – generally
helpful. Paragraphs – some planning and unity, although links may be
absent or inappropriate.
Task fulfillment – the writing is relevant but may lack originality. Some
interest is aroused but not sustained.
Language – sufficiently accurate to communicate meaning.
Patches of clarity when simple sentences and vocabulary are used.
Sentences – some variety of sentence types and length but the purpose is
not clear. Vocabulary – usually adequate to show intended meaning but
inaccurate.
Spelling – simple words spelt correctly.
Punctuation – fairly helpful.
Paragraphs – lack of planning or unity.
Task fulfillment – topic is addressed with some relevance. Lacks liveliness.

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20-25
Language – meaning is never in doubt but errors are sufficiently frequent
U(i) to hamper reading.
14-19 Sentences – simple structures may be accurate but not sustained.
Vocabulary – limited, too simple to convey precise meaning or may be too
U(ii) ambitious but inaccurate.
8-13 Spelling – simple words correctly spelt but frequent errors making reading
U(iii) difficult. Punctuation – fairly helpful.
0-7 Paragraphs – lack unity or haphazardly arranged.
Task fulfillment – subject matter is only partially relevant. Lacks liveliness.
Language – many serious errors of various kinds throughout the script
but meaning is fairly clear. The errors are mainly of single word type. They
could be corrected without rewriting the whole sentence.
Sentences – simple and often repetitive. Vocabulary – frequent errors
cause blurring.
Spelling – frequent errors. Paragraphs – ignorant of rules.
Paragraphs – haphazardly arranged, may be absent.
Task fulfillment – limited subject matter or partially treated. Interest is not
aroused.
Language – The readers are able to get some sense but errors are multiple
in nature; re-reading is necessary.
Sentences – only a few accurate sentences, however simple.
Sense – content may be comprehensible but high frequency of errors
distorts meaning. Task fulfillment – script may be far short of required
length.
Sense/task fulfillment – almost entirely impossible to read. Make little or
no sense.

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SECTION A [15 MARKS]

1 B4 A7 C 10 D 13 A
A 11 B 14 D
2 C5 A8 B 12 C 15 B

3 C6 D9

SECTION B [10 MARKS]

Question Answers Mark
16 Think Green Magazine 1
17 31 August 2019 or 30 / 08 / 2019 1
18 full name 1
19 contact number 1
20 Tigers / Malayan Tigers 1
21 nature lover 1
22 poem / short story / message 1
23 poem / short story / message 1
24 tiger conservation / conservation of tigers / Malayan Tigers. 1
25 email 1

SECTION C [25 MARKS]
Reading Comprehension

Question Answers
26 a) (plantation) lorry driver
27 b) he converted a huge cylindrical glass container into an aquarium
28 a) her (kitchen) utensils went missing
b) a kingfisher
29 a) being/he was the oldest child
b) minded
a) Accept any possible answer with the following idea:

He did not want to miss the chance of getting a job (as jobs were scarce
then) / he did not want to give a bad impression to the interviewer /
Accept lifting of “There was a recession and jobs were scarce.” Line 40

b) Accept any possible answer with the idea that the writer felt the love of a
true friendship.
Accept any possibe answers e.g:
30 i. Always spend time together / help each other
ii. We will not forget each other./ learn to appreciate each other more

Summary (15 marks) Question 31

Annotate as follows:
CONTENT - 10
LANGUAGE - 5 = TOTAL 15

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Awarding Content Marks:

No. Answers Mark
1
1 watch (with fascination as) Ismail’s father busied himself in his workshop 1
1
2 helped Ismail’s father with his tools 1
1
3 built a den (from discarded zinc sheets and old wooden planks) 1

4 Here (there), they spent many a sultry afternoon (can only be awarded 1
with the presence of Point 3) / they spent many afternoons in a/the den
1
5 enjoyed the sugarcane and guavas that Ismail brought from his garden 1
1
6 the writer (and Jothi/ his brother) provided the tapioca, kitchen utensils
and salt

made their own tapioca chips /
Accept lifting of “After washing the tapioca using water from a nearby
7 stream, we then sliced it into thin half-moon discs, sprinkled on a little

salt and deep fried them in the wok over an open fire.” Lines 18-20

8 explored the countryside on bicycles

9 went zipping past the cliffs

10 watched the flash of colour as a kingfisher flew by/watched a kingfisher
fly by

11 went swimming in a stream

12 the writer (and Jothi) went to Ismail’s house/spent time at Ismail’s house
on weekends

13 (At times) Ismail would accompany the writer’s family as they made a
(rare shopping) trip to town.

STYLE AND PRESENTATION DESCRIPTORS SUMMARY

MARK PARAPHRASE MARK USE OF ENGLISH
- language is accurate
- a sustained attempt to 5 - occasional errors
rephrase the text Excellent - sentence structure varied
5 - expression is secure
Excellent - difficult phrases from text 4 marked ability to use
Good - original complex syntax
may be substituted - punctuation accurate
- spelling correct throughout
4 - noticeable attempt to
Good rephrase the text - language is almost always
always accurate
- free from stretches of lifting
- expression is generally secure - serious errors will be isolated
- some variation of sentences
- punctuation accurate
- spelling largely accurate

- intelligent and selective - language largely accurate
- lifting but limited attempts to - simple structures dominate
3 rephrase 3 - serious errors not frequent but
Fair Fair
- expression may not always be noticeable
secure - spelling nearly always accurate

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2 - total lifting of text but not a 2 - meaning is not in doubt
Unsatis- complete transcript Unsatis- serious errors more
factory factory - frequent simple structures
- attempts to substitute but accurate
only for single words 0-1 - but not maintained
Poor - spelling accurate
- irrelevant sections more - some irrelevant parts
Frequent - heavy frequency of errors
- hampers reading fractured
0-1 - more or less a transcript of syntax /
Poor the text - fragmented

- no originality
- irrelevant sections copied

SECTION D Mark
Question 32 1
1
No. Answers 1
(a) She holds the persona’s hand. / She smiles.
(b) She was forgetful / senile. 1 mark
(c) (the) awful place (grandmothers go) each

Accept any possible answer. Examples: 5 marks
- She misses her grandmother.
- She loves her grandmother dearly.
- She feels her grandmother’s affection/warmth

(d) Accept any reason related to the emotion stated.
Examples:
- She keeps the picture of them together
- She wants to remember her grandmother as she is in the picture
(smiling / healthy etc.)
- She reminisces her childhood memory with her grandmother

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Question 33
Content - 10 marks
Language - 5 marks
TOTAL - 15 marks
Guidelines on marking content and language:

SCORE CONTENT SCORE LANGUAGE
9-10 DESCRIPTION 5 DESCRIPTION
7-8 4
4-6 Response is relevant to the task 3 • accurate
2-3 specified. The theme discussed 2 • well-organised
0-1 is supported with evidence 1
from the text. Main supporting • largely accurate
ideas are relevant to the task. • well-organised
Shows full knowledge of the
lesson. • frequent errors but meaning is
never in doubt
Response is relevant to the task
specified. The theme discussed • fairly organised
is usually supported with
evidence from the text. Main • meaning is blur – needs
supporting ideas are mostly rereading
relevant to the task. Shows
knowledge of the theme. • poorly organised
Partial treatment.
makes little or no sense at all
Response is likely to be
intermittently relevant to the
task specified. The theme
discussed is supported with
some evidence from the text.
Shows some knowledge of the
theme but lacks focus.

Response may be barely
relevant to the task specified.
The theme is unlikely to be
discussed. Writing hardly
contains ideas that may be
relevant to the task specified.
Shows little knowledge of the
theme. 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.

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JABATAN PELAJARAN TERENGGANU
SPM TRIAL PERAK EXAMINATION 2019

ENGLISH LANGUAGE 1119/1 & 111/2

SECTION A: DIRECTED WRITING
The question is assessed as follows:
FORMAT - 3 marks
CONTENTS - 12 marks
LANGUAGE - 20 marks
TOTAL - 35 marks

Detailed Marking Instructions Mark
1
No Informal Letter 1
F1 Sender’s Address 1
F2 Salutation
F3 Signature

** Do not award one mark for the mere mention of the main idea.

No Content Mark
C1 mentioning the job 1
C2 information on the company 1
C3 prepare resume 1
C4 suggest document one 1
C5 suggest document two 1
C6 google for directions 1
C7 appropriate attire 1
C8 be on time 1
C9 right state of mind 1
C10 greet the interviewer 1
C11 answer all the questions 1
C12 ask if you are unsure 1

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MARKING METHOD FOR LANGUAGE
Indicate errors in language by underlining the word or phrase where the mistakes occur. Indicate
by a tick (/) any good appropriate vocabulary, structure and tone. Award marks on a ‘best-fit’
basis by referring to the table of band descriptors below.

Band/mark Band Description
Language is accurate.
A Sentences are varied in structure, length and type for effect. Vocabulary is
19-20 wide, precise and sophisticated.
Paragraphs have unity and are properly linked.
B Tone is appropriate to an informal letter.
16-18 Language is almost always accurate (minor errors).
Sentence structures are varied and interesting.
C Vocabulary is wide enough to convey intended shades of meaning.
13-15 Spelling is nearly always accurate.
Paragraphs show unity and appropriately linked.
D Tone is appropriate to an informal letter.
10-12 Language is generally accurate.
Simple structures are accurate.
E Vocabulary is wide enough but some may lack precision. Paragraphs show
7-9 unity and are appropriately linked.
Tone may be inconsistent.
U(i) Language is sufficiently accurate to communicate meaning clearly.
4-6 Patches of clear accurate language when used in simple structures.
Vocabulary is adequate, some may lack precision.
U(ii) Simple words are correctly spelt. Paragraphs may not be properly linked.
2-3 Errors are sufficiently frequent. Serious errors hamper speed of reading but
U(iii) meaning is never in doubt. Some simple structures are accurate but not
0-1 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.
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 rereading
and reorganizing. There may be one or two accurate sentences. Makes little
sense and barely comprehensible.

Very little or no sense.

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CATEGORY DESCRIPTIONS FOR THE ASSESSMENT OF CONTINUOUS WRITING

GRADE MARKS DESCRIPTION CRITERIA
A RANGE
B * The language is entirely accurate apart from very occasional first draft
44-50 slips.
C 38-43
* Sentence structure is varied and shows that the candidate is able to
32-37 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.
* Spelling is accurate across the whole 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 mi nor or first

draft slips.
* Vocabulary is wide enough to convey intended shades of meaning with

some precision.
* Sentences show some variation of length and type, including some

complex sentences.
* Punctuation is almost always 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 relevant to the topic and the interest of the

reader is aroused and sustained throughout most of the composition.
* The language is largely accurate.
* Simple structures are used without errors; mistakes may occur when

more sophisticated structures are attempted.
* Vocabulary is wide enough to convey intended meaning but may lack

precision.
* 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
* Punctuation of simple structures is accurate on the whole but errors

may occur in more complex uses.
* Simple words may 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.

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GRADE MARKS DESCRIPTION CRITERIA
E RANGE
26 – 31 * The language is sufficiently accurate to communicate meaning clearly to
F the reader.
20 – 25
U (i) * There will be patches of clear, accurate language, particularly when simple
U (ii) 14-19 vocabulary and structures are used.
U (iii) 8-13
0-7 * There is some variety of sentence type and length but the purpose is not
clearly seen.

* Punctuation is generally correct but does not clarify meaning.
* Meaning but this is not developed to show precision.
* Simple words may be spelt correctly but frequent mistakes in spelling and

punctuation make reading the script difficult.
* Paragraphs lack unity or are haphazardly arranged.
* The subject matter will show some relevance to the topic but only a partial

treatment is given.
* The high incidence of linguistic error is likely to distract the reader from

any merits of content that the composition may have.
* Meaning is fairly clear but the 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 they are mainly of the single word type, i.e. they could be corrected
without rewriting the whole sentence.
* 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 re-read before being able to
understand.
* At this level, there may be only a few accurate however simple sentences.
* The content may be comprehensible, but the incidence of linguistic error is
so high as to make the 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.
* Whole sections may make little or no sense at all.
* Where occasional patches of clarity occur, marks should be awarded.
* The mark of 0 should only be given if script makes no sense at all, from
beginning to end.

NB:-
No script will fit nearly 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.

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PAPER 2

Answers for Rational Cloze

1 D9 B

2 B 10 C

3 C 11 D

4 B 12 C

5 A 13 A

6 D 14 B

7 C 15 A

8D

Answers for information transfer

G Imran
H Habib
I Jacinta
J Kavitha
K Mei Lee
L social media platform
M millions
N attract new ones
O coveted demographic group
P spend less (money)’

SECTION C

Question Answers
26(a) He has messed up with his life
26(b) He idolised them
27(a) He was never given any luxury / She did not work hard enough to give him the
27(b) luxury
28(a) He slapped her on face
laying
28(b) hands
They looked down on him / They feel that he is not their friend / He has no
29(a) more money with him (Accept any other plausible answer)
He was hungry / He was desperate / He needed food / He needed money / He
29(b) needed shelter / She had a purse under her armpit (Accept any other logical
answer)
30 He had been really cruel to his mother / He had slapped his mother / He did
not listen to his mother (Accept any other plausible answer)
Suggestion 1 : spend more time with them
Suggestion 2 : watch out their activities
(Accept any other logical answers)

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Question 31 (Summary)

Content - 10 marks
Language - 5 marks
Total - 15 marks

Summary Content
Maximum : 10 marks

C1 started mixing with some notorious boys (in school)
C2 idolised them
C3 blamed her for not giving any luxury
C4 despised her so much
C5 told her that he hated the sight of her
C6 started stealing money from her savings
C7 pawned her only wedding ring
C8 started missing classes (to join his friends)
C9 stopped going to school
C10 told her to get lost
C11 packed his bags to leave home
C12 slapped her on her face

SUMMARY: CRITERIA FOR STYLE AND PRESENTATION

MARK PARAPHRASE MARK USE OF ENGLISH
- Very occasional first draft slips.
- A sustained attempt to re- 5
phrase text. Excellent Language is accurate.
- Expression is secure. - Varied sentence structures.
5 Allowance given for phrases / - Use of original complex syntax.
Excellent words lifted from text that are
Punctuation and spelling
difficult to substitute. accurate.

4 - A noticeable attempt to re- 4 - Language almost always
Good phrase text. Good accurate.

- Free from stretches of - Isolated serious errors. Some
concentrated lifting. varied structures. Sentences
Expression generally sound. may include original complex
syntax.

- Punctuation and spelling
nearly always accurate.

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- Intelligent and selective - Language is largely accurate.
lifting. Simple structures tend to
dominate. Noticeable serious
3 - Limited attempts to re- errors but not frequent.
Fair phrase. Expression may not
3 - Sentences that show some
always be secure. Fair varieties and complexities will

2 - Wholesale copying of text generally be lifted from the
Unsatis- material, not a complete text.
factory transcript of the original. - Punctuation and spelling
largely accurate.
- Own language limited to - More frequent serious errors
single word substitution. but meaning never in doubt.
- Simple structures but accuracy
0-1 More or less a complete not sustained.
Poor transcript of the text. - Simple punctuation and
Random transcription of spelling of simple words
irrelevant parts of text. largely accurate. Irrelevant or
distorted details might destroy
sequence in places.
- Heavy frequency of serious
errors. Fractured syntax.
- Errors impede reading.

SECTION D
Poetry
7. Bun
8. She has become forgetful/senile
9. Her hunched back/her back becomes round/ she becomes small

d) Way : We can write songs/ poems about her
Reason : We can immortalise our loved ones in songs/ prose

(Accept any reasonable answers)

Novel
Content and Language Descriptors

Question 34: Novel

CONTENT : 10
LANGUAGE : 5
TOTAL : 15

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MARK CONTENT MARK CONTENT
9-10 - A consistently relevant and 5 - The language is accurate.
- Very well-organised.
7-8 convincing response to the 4
5-6 task specified. 3 - The language is largely
3-4 - Always provides detailed 2 accurate.
1-2 and well-developed textual 1
evidence. - Well-organised.
- Response is relevant to the - Meaning is never in doubt but
task specified.
- Usually provides textual errors are becoming’ more
evidence with some frequent.
development. - Fairly well-organised.
- Response is likely to be - Frequent errors with some
intermittently relevant to the blurring in meaning.
task specified. Provides some - Poorly organised.
textual evidence with little - Makes little or no sense at all.
development. - Lack organisation.
- Response of little relevance to
the task specified.
- Little textual evidence.
- Response has no relevance to
the task.
- Has no understanding of the
requirements of the task.

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