2015 Perak BI

© 2015 Hak Cipta Jabatan Pendidikan Negeri Perak [Lihat halaman sebelah]

1119/1

JABATAN PENDIDIKAN NEGERI PERAK

Satu jam empat puluh lima minit

MOCK TEST 2

SIJIL PELAJARAN MALAYSIA

BAHASA INGGERIS

KERTAS 1

Arahan

1. Kertas soalan ini mengandungi dua bahagian: Bahagian A dan Bahagian B.

2. Jawab kedua-dua bahagian.

Instructions

1. This question paper consists of two sections: Section A and Section B.

2. Answer both sections.

Kertas soalan ini mengandungi 3 halaman bercetak

SULIT 2 1119/1


SULIT

Section A: Directed Writing [35 marks]

[Time suggested: 45 minutes]

Students nowadays spend an average of four hours a day on electronic gadgets. You have surveyed the current trends among your schoolmates and think that their interest is unhealthy. Based on your survey, write a report for your school newsletter on the negative effects of electronic gadgets among students. In your report, give suggestions on how to utilise the electronic gadgets positively.

EFFECTS OF ELECTRONIC GADGETS AMONG STUDENTS

Negative effects Become addicted Neglect homework Become aggressive and violent Difficult to sleep Poor eyesight Increase obesity

Suggestions Be a disciplined user Limit the number of gadgets used Choose educational games Parental supervision

When writing the report, you must:

give a title provide a suitable conclusion include your name use all the notes given suggest two other ways students can use the gadgets positively

Note:

For your report, you will receive up to 15 marks for the format and content points, and

up to 20 marks for the quality of your writing.

SULIT 3 1119/1


SULIT

Section B: Continuous Writing

[50 marks]

[Time suggested: One hour]

Write a composition of about 350 words on one of the following topics.

1. Describe the scene at a flood evacuation centre. 2. Co-curricular achievement is important for university entrance. Discuss. 3. The benefits of ‘Go Green’ campaign 4. Write a story about a missing scout ending with: “The chirping of birds in the forest celebrated the reunion of the scout team.” 5. ‘Don’t judge a book by its cover.’ How do you relate this to your life?

KERTAS SOALAN TAMAT

SULIT 1 1119/1

MARKING SCHEME

© 2015 Hak Cipta Jabatan Pendidikan Negeri Perak

SULIT

MARKING SCHEME FOR MOCK TEST 2, JPN PERAK BAHASA INGGERIS KERTAS 1 (1119/1)

Section A : Directed Writing [35 marks] This question is assessed as follows: 1) Allocation of Marks:

FORMAT : 3 marks CONTENT : 12 marks LANGUAGE : 20 marks ------------- TOTAL 35 marks ======= 2) Format and Content Marks:

FORMAT MARKS

i) Title

ii) Conclusion

iii) Writer’s name

1

1

1

Sub-total 3

CONTENT

C1 Become addicted 1

C2 Neglect homework 1

C3 Become aggressive and violent 1

C4 Difficult to sleep 1

C5 Poor eyesight 1

C6 Increase obesity 1

C7 Be a disciplined user 1

C8 Limit the number of gadgets used 1

C9 Choose educational games 1

C10 Parental supervision 1

C11 Candidate’s own suggestion 1

C12 Candidate’s own suggestion 1

Sub-total 12

Grand Total 15

SULIT 2 1119/1

MARKING SCHEME


SULIT

DIRECTED WRITING – LANGUAGE DESCRIPTORS

Mark Range Description of Criteria

A 19 – 20

The language is entirely accurate apart from very occasional first draft slips. Sentence structure is varied and shows that the candidate is able to 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 full 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.

B

16 - 18

The language is accurate; occasional errors are either minor 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 composition is written in paragraphs which show some unity and are

usually linked appropriately.

C 13 - 15

The language is largely accurate. Simple structures are used without error; 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 originally and planning. Some interest is

aroused but not sustained. The composition is written in paragraphs which show some unity, although

links may be absent or inappropriate.

SULIT 3 1119/1

MARKING SCHEME


SULIT


D 10 - 12

The language is sufficiently accurate to communicate meaning clearly to the reader.

There will be patches of clear language, particularly when simple vocabulary and structures are used.

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. Vocabulary is usually adequate to show intended meaning but this is not

developed to show precision. Simple words will be spelt correctly but more spelling errors will occur. Paragraphs are used but show lack of planning and unity. The topic is addressed with some relevance but the reader may find

composition at this level lacking in liveliness and interest value. The article is written in paragraphs which may show some unity in topic. Lapses in tone may be a feature.

E

7 - 9

Meaning is never in doubt, but single word errors are sufficiently frequent and serious to hamper reading.

Some simple structures may be accurate, but a script at this level is unlikely to sustain accuracy for long.

Vocabulary is limited – either too simple to convey precise meaning or more ambitious but imperfectly understood.

Simple words will be spelt correctly but frequent mistakes in spelling and punctuation make reading the script difficult.

Paragraphs lack unity or are haphazardly arranged. The high incidence of linguistic errors is likely to distract the reader from

any merits of content that the composition may have. The article will have paragraphs but these lack unity and links are incorrectly

used or the article may not be paragraphed at all. There may be errors of sentence separation and punctuation.

U (i) 4 - 6

Meaning is fairly clear but high incidence of 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. There may be frequent spelling errors.

SULIT 4 1119/1

MARKING SCHEME


SULIT


U(ii) 2 - 3

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 but simple sentences. The content may be comprehensible, but the incidence of linguistic error is

so high as to make meaning blur. This type of script may also be far short of the required number of words. Whole sections of the article may make little or no sense. There are unlikely

to be more than one or two accurate sentences. The content is comprehensible, but its tone is hidden by the density of errors.

U(iii) 0 - 1

Scripts in this category are almost entirely impossible to read. Whole sections of the article may make little or no sense at all or are copied

from the task. Where occasional patches of clarity occur, marks should be awarded. Award ‘1’ mark if some sense can be obtained. The mark ‘0’ should only be awarded if the report makes no sense at all from

beginning to end.

SULIT 5 1119/1

MARKING SCHEME


SULIT

Section B : Continuous Writing [50 marks]

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.

SULIT 6 1119/1

MARKING SCHEME


SULIT

CONTINUOUS WRITING

MARK RANGE DESCRIPTION OF CRITERIA

A 44 - 50

The language is entirely accurate apart from very occasional first draft slips.

Sentence structure is varied and shows that the candidate is able to 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 full 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.

B 38 - 43

The language is accurate; occasional errors are either minor 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 through most of the composition.

C

32 - 37

The language is largely accurate. Simple structures are used without error; 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.

SULIT 7 1119/1

MARKING SCHEME


SULIT


D 26 - 31

The language is sufficiently accurate to communicate meaning clearly to the reader.

There will be patches of clear, accurate language, particularly when simple vocabulary and structures are used.

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.

Vocabulary is usually adequate to show intended meaning but this is not developed to show precision.

Simple words will be spelt correctly but more spelling errors will occur.

Paragraphs are used but show lack of planning or unity. The topic is addressed with some relevance but the reader may

find composition at this level lacking in liveliness and interest value.

E

20 - 25

Meaning is never in doubt, but single word errors are sufficiently frequent and serious to hamper reading.

Some simple structures may be accurate, but a script at this level is unlikely to sustain accuracy for long.

Vocabulary is limited - either too simple to convey precise meaning or more ambitious but imperfectly understood.

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 errors is likely to distract the

reader from any merits of content that the composition may have.

U(i)

14 - 19

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.

SULIT 8 1119/1

MARKING SCHEME


SULIT


U(ii) 8 - 13

The reader is able to get some sense out of the script but errors are multiple requiring the reader to read and re-read before being able to understand.

At this level, there may be only a few accurate but simple sentences.

The content may be comprehensible, but the incidence of linguistic error is so high as to make meaning blur.

This type of script may also be far short of the required number of words.

U(iii) 0 - 7

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.

PERATURAN PEMARKAHAN TAMAT


1119/2

JABATAN PENDIDIKAN NEGERI PERAK

Dua jam lima belas minit

MOCK TEST 2

SIJIL PELAJARAN MALAYSIA

BAHASA INGGERIS

KERTAS 2

Arahan

1. Kertas soalan ini mengandungi empat bahagian: Bahagian A, Bahagian B,

Bahagian C dan Bahagian D.

2. Jawab semua bahagian dalam kertas soalan ini.

3. Soalan-soalan dalam Bahagian A mempunyai empat pilihan jawapan.

Instructions

1. This question paper consists of four sections: Section A, Section B, Section C and

Section D.

2. Answer all sections in this question paper.

3. Questions in Section A have four options.

Kertas soalan ini mengandungi 17 halaman bercetak

SULIT 2 1119/2


SULIT

Section A

[25 marks]

[Time suggested : 50 minutes]

1 The above picture teaches the public to

A feed the cats with fish B keep the fish fresh all the time C wash the fish stall before selling fish D clean the fish stall after business hours

2 What can we infer from the above saying?

A Children who learn to read, write and count will have a better future B Children who skip school will eventually become criminals C Teachers have the authority to close the prison D Irresponsible children will be sent to prison

“He who opens a school

door, closes a prison.”

- Victor Hugo

SULIT 3 1119/2


SULIT

3 Which of the following necessities are charged with GST?

A Bread and glutinous rice B Sausages and fried nuggets C Sweet potatoes and coconuts D Rubber gloves and safety boots

4 From the advertisement above, we know that visitors to the Sarawak Cultural Village can

A listen to nature B learn about the national park C meet musicians from around the world D enjoy pop music while visiting the living museum

AUGUST TOURISM MALAYSIA EVENTS

7-9 Aug 2015: Rainforest World Music Festival 2015 Visit Sarawak on the island of Borneo to see the living museum known as Sarawak Cultural Village. Musicians from around the world will gather here to celebrate a fusion of nature, culture and ethnic music. If you have the time, head for Bako National Park near Kuching and you will not regret it. Further information can be obtained by contacting: Tel: +6082 846 411 Website: www.sarawaktourism.com

SULIT 4 1119/2


SULIT

5 An applicant who is interested in applying for the post should

A be at least 35 years old B be able to use MS Excel and MS Access C have at least 1 year of experience in Accounts D send their resume to [email protected] after seven days

SPM RESULTS 2012 2013 2014

10As 30 27 30

9As 18 16 18

8As 24 23 36

7As 45 45 36

Number of Students with As for SPM in SMK Tapah

6 The table above shows the number of students with As for SPM in SMK Tapah. What can we conclude from the table?

A Students are getting smarter year by year B More students are taking the exam each year C There has been a marked increase in the number of students with 10As D The number of students with 8As has significantly increased over the past

2 years

URGENTLY REQUIRED

ACCOUNTS ASSISTANT

One of the leading groups of newspapers urgently requires the

service of an Accounts Assistant for its Lahore office.

Qualification : B.COM

Experience : 1 - 2 years in Accounts

Age group : 22-35

Skills : Must have expertise in using MS Excel and MS Access

Interested candidates meeting the above criteria may send their CV to

[email protected] or to Box No. 390 c/o 13-Davis

Road, Daily Jang Lahore within seven days of this advertisement

mailto:[email protected]

SULIT 5 1119/2


SULIT

Questions 7 and 8 are based on the given report below.

Malaysia: Flood Situation Update no. 4

Friday, 09 January 2015 15:00

REPORT from Association of Southeast Asian Nations

Published on 09 Jan 2015

Kelantan, Pahang, Perak and Terengganu were inundated by rain yesterday, making the water level increase once again. Rivers in Pahang and Perak are reported to have significant water increase above normal. In Terengganu, about 70 families were brought back to the evacuation centres last night because of the situation. The Malaysian Meteorological Department forecasted that rain would still intermittently occur during the weekend in Kelantan, Terengganu, Pahang and Perak. Though situation has improved in Pahang, Perak and Kelantan and the evacuee number has decreased, the situation may gradually change in the next few days due to the rainfall intensity.

7 Which of the following words is the closest in meaning to intermittently?

A occasionally B frequently C heavily D rarely

8 Based on the information above, which of the following statements is true?

A The water level in Pahang and Perak is reported to drop significantly. B The water level in Kelantan, Pahang, Perak and Terengganu increased

steadily. C In Terengganu, approximately 70 families had to return to the evacuation

centre. D The flood had receded in Pahang, Perak and Kelantan and all the flood victims

were sent back home.

SULIT 6 1119/2


SULIT

Questions 9 to 15 are based on the following passage. Choose the best answer to fill in each

blank.

I was only nine years old and off on a great adventure. I had just joined the scouts and

was going on a camping trip. This would be the first time I had ever ___9___ out in the open.

The day came for the trip ___10___ in no time; we were on our way to our camping

site. We arrived at ___11__ destination after about half an hour of cycling along a quiet

country road. The camping ground was a small clearing in the forest, about 300 meters

___12___ the main road. So, it was very quiet there, except for the sounds of the insects.

Occasionally, we would hear the faint ___13___ of a vehicle passing on a distant road.

Our first task was to pitch our tents. ___14___, we all fell to the task. Soon, all our

tents were ready. Then, our Scout Master ___15___ us how to tie knots and make gadgets

which would be useful to us in the wild. These were all new experiences for me and I was

really excited when I saw that we could really make useful things out of branches and leaves.

9 A beings 13 A roar B being B rumble C been C sputter D be D explosion

10 A but 14 A Obviously B and B Suddenly C with C Eagerly D until D Lazily

11 A his 15 A told B my B showed C our C ordered D their D introduced

12 A from B across C beside D between

SULIT 7 1119/2


SULIT

Section B

[10 marks]


Questions 16 to 25

Read the following text and answer the questions that follow.

Buy Nothing Day was started in 1992 by the Media Foundation, a

group based in Vancouver, Canada. The purpose of Buy Nothing Day is

to ask people to not shop for a day and instead to spend time with family

and friends.

It is celebrated on the last weekend in November when the

Christmas shopping period begins. It was started as a means of

challenging over-consumption and the waste that consumption produces

by asking people to consider if they really need all the things they are

buying and to consider the personal, social and environmental effects of

our shopping addiction.

Now, Buy Nothing Day is celebrated in more than 62 countries and

more than one million people participate in events. These include street

theatre outside major department stores, meditating in Santa Claus

costumes, cutting-up-credit-card events and free food parties.

http://www.environment-ed.com/classroomactivities.htm

SULIT 8 1119/2


SULIT

Questions 16 to 25

Using the information from the text, complete the table below.

BUY NOTHING DAY

Year started 16 …......................................................................

Initiated by 17 ….......................................................................

Aims

18 ….......................................................................

19 ….......................................................................

Time of celebration 20 ….......................................................................

Countries involved 21 ….......................................................................

Events

22 ….......................................................................

23 ….......................................................................

24 ….......................................................................

One consideration while shopping 25 ….......................................................................

SULIT 9 1119/2


SULIT

Section C

[25 marks]


Questions 26 to 31 are based on the following passage

1 2 3 4 5

Due to a rare brain condition, Tait Sherman lived in a silent world, but after finally getting help from a specialist speech school – and a children’s classic – he was able to tell his mum Reama exactly what he felt for her. Tucking her son Tait into bed one night, for the very first time, his mum Reama Sherman heard the words she had been longing for all her life. Her little seven-year-old boy gave her a big hug and whispered “I love you.” Most other mums would have heard those special words hundreds of times by the time their child had reached Tait’s age. But for Reama, it was a heart-melting moment as until then little Tait had lived in a silent world.

Tait, now 10, suffers from a rare brain abnormality, Bilateral Perisylvain Polymicrogyria, which affects the part of his brain concerned with language. It means Tait knows what he wants to say but his mouth and lips can’t make the sounds. The condition is so rare that there isn’t even an association to help sufferers and their families. For years Reama, 40, fought to get a diagnosis for her son and the professional help he so desperately needed. But when that help finally came, the results were astounding – Tait finally found his voice after seven years of being unable to speak. Reama says, “It was the most amazing moment. To not be able to communicate with someone that you love most in the world, and not be able to say those words that connect you is just heartbreaking. We would always use sign language to say ‘I love you’ but one day when I was putting Tait to bed, he pulled me in to hug him and said the words ‘uv you’. It was a heart-stopping moment.” But incredibly, what had helped him say these three words was reading the bestselling children’s book, Guess How Much I Love You?, in which a couple of hares, a father and son, use larger and larger measures to quantify how much they love each other.“It has been a much-loved book of ours so I would always try to think of a new measure of my love for Tait,” says Reama. “I would often include something that he had done that week such as ‘I love you a hundred lengths of the swimming pool.’ We always used to sign the words but this was the first time Tait had been able to say them himself.”

5 10 15 20 25 30

SULIT 10 1119/2


SULIT

6 7 8 9 10

It had been a long battle for Tait. At first he had seemed like any other baby and reached his developmental milestones like any other toddler – apart from his speech. He could barely say a few words and these could only be understood by people who knew him. It was when he was three that he was finally referred to the NHS speech and language service. However it took his parents Reama, a director at an educational think tank and husband Richard 48, a graphic designer, from Henley-Upon-Thames, Oxon another 18 months to get him the help he needed. Reama, who has two other teenage children, explains, “He was four and a half when we finally got a diagnosis. Before that they had diagnosed him as having oral dyspraxia – a condition where the child has difficulty in making and coordinating the movements to produce clear speech. Then he had an MRI scan that gave us the diagnosis of BPP. It was pretty gut-wrenching but it was really good to have a label for it. Having a diagnosis means that you can actually access the help you need.” Although in a mainstream primary school with some access to speech and language specialists, none of the other children knew sign language. Tait was still struggling and it wasn’t until Reama came across the children’s communication charity I Can and their specialist language school in Meath 30 miles away in Ottershaw, Surrey, that, after a legal battle with her local council, she finally got the support she and Tait needed. Reama explains, “He was a frustrated, lonely little boy whose confidence had been damaged by his previous experience at school. Tait is cognitively age- appropriate so putting him in a school where nobody had the same needs was wrong. After he got a place at Meath aged six, the improvements to his life were immediate. The Meath School staff gave him techniques to help him make sounds by moving his mouth and lips into certain shapes, and there are speech and language therapists in every class. Pupils are put into class groups according to language comprehension rather than year group enabling all pupils to access the curriculum, and work is differentiated to gain the optimal learning from each pupil. Teachers use lots of visual support such as pictures, symbols, spellings and signs to make the words ‘live’ and last longer so that the children can retain them.” Four years on, the difference is almost miraculous. Tait constructs long sentences, has conversations and can usually be understood when buying something in a shop or when answering the phone. Reama says, “He started to make progress straight away; there was a difference in him. He was able to belong somewhere; he was with other pupils who were like him, so they find a way to connect that doesn’t always need words. Previously he was in a mainstream school with a language unit and he felt isolated. The staffs weren’t trained well enough to really understand his needs. It just was a horrendous time.”

35 40 45 50 55 60 65

SULIT 11 1119/2


SULIT

11 Just 18 months later, Tait finally said those three words that meant so much to him and his mum. Now three years after his mum first heard his voice, he can finally make himself understood. “He can speak in sentences, some words are tricky to understand, but he can get by, people can understand him,” says Reama. “He will always struggle to be able to make words sound normal, but he is the most determined child. The difference that I Can and Meath have made to our lives, I can’t even explain how amazing it has been. Hearing your child tell you they love you is priceless.” Adapted from www.mirror.co.uk/news/real-life-stories/my-son-couldn’t-talk-until-5400915

70 75

26 a) From paragraph 1, why did Tait Sherman live in a silent world?

………………………………………………………………………... [1 mark]

b) From paragraph 3, what is the effect of Bilateral Perisylvain Polymicrogyria on Tait’s brain? …………………………………………………………………………[1 mark] c) From paragraph 4, why did Reama say “It was the most amazing moment”? ………………………………………………………………………... [1 mark] 27 From paragraph 8, why was Tait still struggling? ………………………………………………………………………………... [1 mark] 28 From paragraph 9, a) the phrase ‘visual support’ means the students use their sense of

…………………………………………………………………..……. [1 mark]

b) how do the speech and language therapists help pupils?

i) ………………………………………………………………………... [1 mark]

ii) ………………………………………………………………………... [1 mark]

SULIT 12 1119/2


SULIT

29 From paragraph 10, which sentence suggests that Tait had a challenging period when he was in the mainstream school?

………………………………………………………………………………. [1 mark]

30 “The difference that I Can and Meath have made to our lives, I can’t even explain

how amazing it has been. Hearing your child tell you they love you is priceless.” Based on this statement, state one of Tait’s improved characteristics. Give a reason to support your answer. Characteristic : ………………………………………………………….…. [1 mark] Reason : …………………………………………………………….. [1 mark]

31 Based on the passage given, write a summary on:

what was Tait Sherman suffering from how he was helped

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 in note form) use material from lines 10 to 61 not be longer than 130 words, including the 10 words given below

Begin your summary as follows:

Tait, 10, lived in a silent world due to a …..

………………………………………………………………………………..................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

SULIT 13 1119/2


SULIT

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

SULIT 14 1119/2


SULIT

Section D

[20 marks]


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

ARE YOU STILL PLAYING YOUR FLUTE?

Are you still playing your flute?

When there is hardly time for our love

I am feeling guilty

To be longing for your song

The melody concealed in the slim hollow of the bamboo

Uncovered by the breath of an artist

Composed by his fingers

Blown by the wind

To the depth of my heart.


In the village so quiet and deserted

Amidst the sick rice field

While here it has become a luxury

To spend time watching the rain

Gazing at the evening rays

Collecting dew drops

Or enjoying the fragrance of flowers.


The more it disturbs my conscience

to be thinking of you

in the hazard of you

my younger brothers unemployed and desperate

my people disunited by politics

my friend slaughtered mercilessly

this world is too old and bleeding.

- Zurinah Hassan

SULIT 15 1119/2


SULIT

(a) In stanza 1, how do you know that the persona is deeply affected by the melody of the song?

................................................................................................................[1 mark]

(b) Which word in stanza 2 tells us that the persona is not in the village? ................................................................................................................[1 mark]

(c) Why is her conscience ‘disturbed’ in stanza 3?

................................................................................................................[1 mark]

(d) Do you think disagreements should be solved peacefully? Give a reason to

support your answer.

Response: ...............................................................................................[1 mark]

Reason : ...............................................................................................[1 mark]

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

The Curse - Lee Su Ann

Step By Wicked Step - Anne Fine

Catch Us If You Can - Catherine MacPhail

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

“Trust is a virtue that is very important in any relationship.”

With close reference to the text, how far is this true of the novel you have read?

[15 marks]

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

SULIT 16 1119/2


SULIT

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

SULIT 17 1119/2


SULIT

aaa a a a a a

a a a a a a a a

a a a a a a a a

a a a a a a a a

a a a a a a a a

a a a a a a a a

a a a a a a a a

a a a a

FOR SECTION A

Blacken only one space for each question. If you wish to change your answer, erase the

blackened mark that you have made. Then blacken the space for the new answer.

1 A B C D 9 A B C D

2 A B C D 10 A B C D






8 A B C D

For examiner’s use

Section Marks

A 15

B 10

C 25

D 20

Total 70

SULIT 1 1119/2

MARKING SCHEME


SULIT

MARKING SCHEME FOR MOCK TEST 2, JPN PERAK BAHASA INGGERIS KERTAS 2 (1119/2)

1. MARKING SCHEME FOR SECTION A [15 marks]

The assessment objective for section A is to assess students’ ability to:

demonstrate an understanding of reading and comprehension skills and sub-skills at

recognition level.

SECTION A

Question Key / Answer Question Key / Answer

1 D 9 C

2 A 10 B

3 B 11 C

4 C 12 A

5 C 13 B

6 D 14 C

7 A 15 B

8 C

SULIT 2 1119/2

MARKING SCHEME


SULIT

2. MARKING SCHEME FOR SECTION B [10 marks]

The assessment objective for section B is to assess students’ ability to:

transfer relevant information from one text type to another accurately

16 1992

17 (the) Media Foundation

18 (to ask people) not to shop for a day interchangeable

19 (to) spend time with family and friends

20 Last weekend in November

21 More than 62 countries

22 Street theatre outside major department stores /

Meditating in Santa Claus costumes /

Cutting-up-credit-card (events) /

Free food parties

(Accept any three answers)

interchangeable

23

24

25

The personal effects of shopping addition /

The social effects of shopping addition /

The environmental effects of shopping addiction

(Accept any one answer)

SULIT 3 1119/2

MARKING SCHEME


SULIT

3. MARKING SCHEME FOR SECTION C [25 marks]

26 (a) (Due to) a rare brain condition [1 mark] (b) Tait knows what he wants to say but his mouth and lips [1 mark] can’t make the sounds. (c) Tait was finally able to say ‘I love you’ (to his mother). [1 mark] (Accept any answer which indicates that Tait voiced out his love) 27 Because none of the children knew sign language. [1 mark] 28 (a) sight [1 mark] (b) Gave him techniques to help him make sounds (by moving his [1 mark]

mouth and lips into certain shapes) / Work is differentiated to gain the optimal learning (from each pupil). / Use lots of visual support to help the children retain the words. (Accept any two answers)

29 It was just a horrendous time. [1 mark] 30

Characteristic [1 mark] Reason [1 mark]

Determined

Perseverance

Strong-minded

Hardworking

(Accept other reasonable characteristic)

(Reason should support the characteristic given)

SULIT 4 1119/2

MARKING SCHEME


SULIT

Question 31 CHECKLIST FOR MARKING CONTENT

1 Introductory Words - no penalty for omission - no penalty for any errors made in them or for incompleteness

2 Length

- draw a double line where the introductory words end or should end - count to 120 the numbers of words used after the double line - draw another set of double lines after the 120th word

3 Marking Method

- number and circle each valid CONTENT point - then assess the quality of writing for LANGUAGE (PARAPHRASE & USE

OF ENGLISH) Content - 10 marks Language - 5 marks Total - 15 marks

- awarding LANGUAGE marks : add the marks for PARAPHRASE and USE

OF ENGLISH together and divide by two. Raise any half-marks to the nearest whole number.

e.g.: P 1 C 10 UE 1 L 2

3/2 = 1½ 15 = 2

4 Sequence Errors

- withhold the mark for a point if it is wildly out of sequence - do not penalise the points that then follow

SULIT 5 1119/2

MARKING SCHEME


SULIT

SUMMARY CONTENT

Each Point Scores 1 Mark Maximum: 10 marks 1 rare brain abnormality (Bilateral Perisylvain Polymicrogyria)

2 affected the part of his brain concerned with language

3 knew what he wanted to say but his mouth and lips could not make the sounds

4 could barely say a few words

5 could only be understood by people who knew him

6 Mother/Reama read the bestselling children’s book (Guess How Much I Love You?)

7 (based on the book) Mother/Reama tried to think of a new measure of her love for Tait

8 Mother/Reama came across the children’s communication charity (I Can)

9 and their specialist language school (in Meath)

10 the Meath School staff gave him techniques to help him make sounds (by moving his mouth

and lips)

11 speech and language therapists in every class

12 pupils were grouped according to language comprehension (to access the curriculum)

13 work was differentiated to gain optimal learning

14 teachers used lots of visual support (so that the children could retain the words)

Note:

- Words in brackets are optional

SULIT 6 1119/2

MARKING SCHEME


SULIT

LANGUAGE DESCRIPTORS Question 31: Summary

MARK PARAPHRASE MARK USE OF ENGLISH

5

There is a sustained attempt to rephrase the text language.

Allow phrases from the text which are difficult to substitute.

Expression is secure.

5

The language is accurate. Any occasional errors are either

first draft slips or minor errors. Very well organized and coherent

throughout. Marked ability to use original

complex structures. 4

There is a noticeable attempt to rephrase the text.

The summary is free from stretches of concentrated lifting.

Expression is generally sound.

4

The language is largely accurate. Serious errors are not frequent

although they are noticeable. Well-organised and coherent in

most parts. Some ability to use original

compound / complex structures. 3

Limited attempt to rephrase the text.

Intelligent and selective lifting, i.e. when groups of words are combined with own words.

Expression may not always be secure but the attempt to substitute will gain credit.

3

The language is sufficiently accurate.

Serious errors are becoming more frequent.

Fairly well-organised and coherent in some parts.

2

Wholesale copying of text material, i.e. in chunks.

Attempts to substitute with own language will be limited to single word expression.

Irrelevant sections of the text may be present at this level.

2

Meaning is not in doubt. Frequent serious errors. Poorly organised and lacks

coherence.

1

Mindless lifting. More or less a complete transcript

of the text. Originality barely noticeable.

1

Heavy frequency of serious errors, impeding the reading in many places.

Fractured syntax is much more pronounced at this level.

Incoherent. Note:

1. The mark of 0 is awarded if the material used is totally outside the prescribed text or if the candidate copies the entire passage (no attempt to summarise).

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

SULIT 7 1119/2

MARKING SCHEME


SULIT

4. MARKING SCHEME FOR SECTION D [20 marks]

32 (a) Because of the word ‘guilty’. / She feels guilty. [1 mark]

(b) here [1 mark]

(c) She is thinking of the flautist while her brothers/the young [1 mark]

men at her village are suffering. (d) Yes/No answer. [1 mark] Accept any logical reason. [1 mark]

SULIT 8 1119/2

MARKING SCHEME


SULIT

Content and Language Descriptors

Question 33: Novel

MARK RANGE

CONTENT MARK RANGE

LANGUAGE

9 - 10 A consistently relevant and convincing response to the task specified.

Always provides detailed and well- developed textual evidence.

5 The language is accurate.

Very well- organised.

7 - 8 Response is relevant to the task specified.

Usually provides textual evidence with some development.

4 The language is largely accurate.

Well- organised.

5 - 6 Response is likely to be intermittently relevant to the task specified.

Provides some textual evidence with little development.

3 Meaning is never in doubt but errors are becoming more frequent.

Fairly well- organised.

3 - 4 Response of little relevance to the task specified.

Little textual evidence.

2 Frequent errors with some blurring in meaning.

Poorly organised. 1 - 2 Response has no

relevance to the task. Has no understanding

of the requirements of the task.

1 Makes little or no sense at all.

Lacks organisation.

Note: The mark of 0 should be awarded if

The response is in a language other than English

The response is not related to any of the novels

PERATURAN PEMARKAHAN TAMAT

2015 Perak BI

Documents

Transcript of 2015 Perak BI