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Published by g-48122177, 2020-05-03 11:09:16

P1 & P2 trial Pahang answer 18

P1 & P2 trial Pahang answer 18

Pahang 1 mark
MARK SCHEME 1 mark
TRIAL EXAMINATION KLUSTER 1&2 2018 1 mark

SECTION A: DIRECTED WRITING [35 MARKS] 1 mark
1 mark
a. FORMAT:- 3 MARKS 1 mark
1 mark
i. Address & Date 1 mark
ii. Salutation & Greeting 1 mark
iii. Closure & Signature 1 mark
1 mark
b. CONTENT:- 12 MARKS 1 mark
1 mark
C1 – Give compliment 1 mark
C2 – show confidence 1 mark
C3 – start a study group
C4 – smile – make eye contact
C5 – pursue common interests
C6 – connect with them via social media
C7 – write journal
C8 – voluntary work
C9 – catch up on reading
C10 – learn to play a musical instrument
C11 – own idea/suggestion
C12 – own idea/suggestion

c. LANGUAGE:- 20 MARKS

MARKING METHOD:

1. Read the script and indicate all the errors of language by underlining word, phrase or
punctuation where the mistake appears.

2. Place a tick (√) for good appropriate vocabulary, structure and tone.
3. Award marks by referring to the criteria for marking language.

AWARDING MARKS FOR LANGUAGE:

*CANDIDATES NEED NOT USE EXACT WORDS GIVEN IN THE STIMULUS.
HOWEVER, OWN LANGUAGE MUST CONVEY THE SAME MEANING.
CRITERIA FOR MARKING SCHEME FOR DIRECTED WRITING LANGUAGE

MARK DESCRIPTION OF CRITERIA
RANGE
 The language is accurate apart from occasional draft slips.
A  Sentence structure is varied and shows that the candidate is able to use
19 - 20
sentence length and type to achieve an intended effect.
B  Vocabulary shows some sophistication and is used with precision.
16 - 18  Punctuation is correct.
 Spelling is correct across the whole range of vocabulary used.
C  Paragraphs have unity.
13 - 15  The tone is appropriate.
 The language is almost accurate but there may be more minor of first draft
D
10 - 12 slips.
 Errors may also arise from more ambitious structures which are

imperfectly understood.
 Sentences show some variations in length and type, including the

confident use of complex sentences.
 Vocabulary is wide enough to show intended meaning.
 Spelling is nearly always accurate.
 The tone is informal and appropriate to the intended person. The reader is

satisfied that a genuine attempt has been made.
 The language is largely accurate to communicate meaning clearly to the

reader.
 Simple structures are used without errors; mistakes may occur when more

sophisticated structures are attempted.
 Vocabulary is adequate to convey intended meaning although it may not

be sufficiently developed to achieve precision.
 Sentences show some variety of length and structures although there is a

tendency to repeat some sentence types, giving it a monotonous effect.
 Punctuation is generally accurate although errors may occur in more

complex uses.
 Must be written in paragraphs which show some unity, although links may

be absent or inappropriate.
 Slang or formal language is used from time to time.
 The language is sufficiently accurate.
 There will be patches of clarity particularly when simple structures are

used.
 Mistakes will occur when more complex sentences are used.
 There may be some variety of sentence length and type but this may not

be successful in enhancing meaning or arousing interest.
 Vocabulary is adequate but lacks precision.
 Simple words spelt correctly, but errors may occur when unfamiliar words

E are used.
7-9  Punctuation is generally correct but does not enhance or clarify meaning.
 Sentence separation errors may occur.
U (i)  Must be written in paragraphs which may show some unity in topic. Lapse
4-6
in slang or formal language may occur consistently.
U (ii)
2-3  Meaning is never in doubt, but single errors are sufficiently frequent and
U (iii) serious to hamper precision and speed of reading.
0-1
 Some simple structures will be accurate but accuracy is not sustained for
long.

 Vocabulary is limited and either too simple to convey precise meaning or
are imperfectly understood.

 Simple words will usually be spelt accurately but mistakes will occur
when more difficult words are used.

 Must have paragraphs but these lack unity and links are incorrectly used
or the speech may not be paragraphed at all. There may be errors of
sentences separation and punctuation.

 The tone may be appropriate.
 Meaning is fairly clear.
 The reader feels that the correction of ‘single word’ errors may produce a

piece of fairly accurate English, but the incidence of error is high and will
definitely impede the reading.
 Very few simple structures are used accurately.
 Vocabulary may not extend beyond a simple range of words that are
inadequate to express intended shades of meaning.
 Paragraphs will sometimes be used correctly but sentence separation
errors may occur.
 Paragraphs may not be used, or if used, show a lack of planning.
 There may be frequent spelling errors.
 The style may not be appropriate.
 Sense will usually be decipherable, but some of the errors will be
multiple, requiring the reader to re-read and re-organise before meaning
becomes clear
 Whole sections may make little or no sense.
 Unlikely to be more than one or two accurate sentences.
 Scripts in this category are entirely impossible to reorganise as pieces of
English.
 Whole sections may make no sense at all or are copied from the task.
 Award ‘1’ mark if some sense can be obtained.
 The mark ‘0’ should only be awarded if the composition makes no sense
at all, from the beginning to the end.

ANSWER SCHEME TRIAL SPM 2018
PAPER TWO

SECTION A

QS ANSWER QS ANSWER
1A 9B
2A 10 B
3A 11 C
4C 12 A
5D 13 A
6D 14 C
7D 15 B
8A

16 concoct SECTION D
17 fragrance a) sharp
18 masculine b) neat and conservative
19 feminine c) The grandmother is
20 longevity white/Caucasian.
21 masculine / musk, spice and wood d) i) Keep photographs of them.
22 EDP/ Eau de Parfum
ii) Keep things that belong to
23 Chloe Love Story/ floral scent them.

24 neutral scent / not too woody/ not too floral

25 vanilla-like perfume / Polo Double Black

Section C

26. the art of tailoring
27. (a) Activity 1: stop at the local tailors’ shop / observe tailors making clothes /

replicate what tailors did
Activity 2: stop at the local tailors’ shop / observe tailors making clothes /

replicate what tailors did
(b) he was able to see the fruits of his labour / his product

28. (a) made clothes for Malaysian students studying in London
(b) by advertising at the Malaysian Hall in London

29. (a) stipulated
(b) pays high attention to details / meticulous /
**ACCEPT ANY PLAUSIBLE ANSWER**

30. Yes,
** because people wants clothes that would perfectly fit one’s body.
** because we can design and style our own clothing
**ACCEPT ANY POSSIBLE ANSWERS**

31. Summary Points

1) visited town
2) always stop and observe at tailors’ shop as they made clothing
3) watched, learnt and replicate the tailors
4) started making clothes for friends and teachers tailoring skills

improved
5) make clothes as a hobby
6) in late twenties, left job to take up Mara scholarship
7) pursue diploma in tailoring
8) received £44 pounds for allowance
9) supplemented allowance by making clothes for Malaysian students
10) able to secure steady pool of clients
11) able to secure short apprenticeship
12) when return to Malaysia, assisted in setting up new school for Mara

tailors
13) worked for Mara before calling it quit
14) set up own shop in Medan Tuanku
15) known for excellence in bespoke suits
16) fashioned suits and men’s apparels for prominent figures

Summary: Criteria For Style And Presentation

Style Paraphrase Mark Use Of English
And
Presentation A sustained attempt to re- 5 Very occasional first draft slips.

5 phrase text. Expression is Language is accurate. Varied

4 secure. Allowance given for sentence structures. Use of original

3 phrases / words lifted from complex syntax. Punctuation and

2 text that are difficult to spelling accurate.

substitute.

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

phrase text. Free from Isolated serious errors. Some varied

stretches of concentrated structures. Sentences may include

lifting. Expression generally original complex syntax. Punctuation

sound. and spelling nearly always accurate.

Intelligent and selective lifting. 3 Language is largely accurate. Simple

Limited attempts to re-phrase. structures tend to dominate.

Expression may not always be Noticeable serious errors but not

secure. frequent. Sentences that show some

varieties and complexities will

generally be lifted from the text.

Punctuation and spelling largely

accurate.

Wholesale copying of text 2 More frequent serious errors but

material, not a complete meaning never in doubt. Simple

transcript of the original. Own structures but accuracy not sustained.

language limited to single Simple punctuation and spelling of

word substitution. Irrelevant simple words largely accurate.

sections more frequent. Irrelevant or distorted details might

destroy sequence in places.

1 More or less a complete 1 Heavy frequency of serious errors.

transcript of the text. Random Fractured syntax. Poor punctuation

transcription of irrelevant parts and spelling. Errors impede reading.

of text.

SECTION D

a) sharp

b) neat and conservative

c) The grandmother is white/Caucasian.

d) i) Keep photographs of them.

ii) Keep things that belong to them.

CONTENT AND LANGUAGE DESCRIPTORS FOR NOVEL RESPONSE

MARK CONTENT MARK LANGUAGE
RANGE RANGE
- a consistently - language is accurate
9 -10 relevant and 5 - very well-organised
convincing response
7–8 to the task specified 4 - language is largely
5–6 3 accurate
- always provides
3–4 detailed and well- 2 - well-organised
1-2 developed textual 1
evidence - frequent errors but
meaning is never in
- response is relevant doubt
to the task specified
- fairly well-organised
- usually provides
textual evidence with - very frequent errors
some development with blurring in meaning

- response is - poorly organised
intermittently - makes little or no sense
relevant to the task
specified at all
- lacks organisation
- provides some -
textual evidence with
little development

- response of little
relevance to the task
specified

- little textual evidence
- response has no

relevance to the task
specified
- has no
understanding of the
requirements of the
task

Note: The mark of 0 should only be awarded if
 the response is in a language other than English

the response is not related to any of the novel


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