Kedah Trial SPM 2013 English

8/9/2019 Kedah Trial SPM 2013 English

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PROGRAM PENINGKATAN AKADEMIK SPM 2013

ANJURAN

MAJLIS PENGETUA SEKOLAH MALAYSIA (KEDAH)

_____________________________________________________

MODUL ABAHASA INGGERIS SPM

KERTAS 1

SATU JAM EMPAT PULUH LIMA MINIT__________________________________________________________

DO NOT OPEN THIS BOOKLET UNTIL YOU ARE TOLD TO DO SO1. This question paper consists of two sections.

2. Answer both sections.

3. You are advised to spend about 45 minutes on Section A and 1 hour on Section B .

______________________________________________________________________________Kertas soalan ini mengandungi 3 halaman bercetak

1119/1Bahasa Inggeris

Kertas 1Ogos20131 jam 45 minit

http://edu.joshuatly.com/http://fb.me/edu.joshuatl


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Section A: Directed Writing

[35 marks ]

Every student in your school must be actively involved in three different co-curricular activitiesafter school hours. As the Head Prefect of your school, you are asked to write a report to thePrincipal about students’ views on co-curricular activities. Use the following notes to write yourreport :

Co-curricular activities favoured by most students:

English Language Society St. John’s Ambulance

Badminton Club

Common problems faced by students due to co-curricular activities:

Have to miss tuition Transport problem No time to do homework Too tired to revise at night

Complaints by students:

Poor leadership of the club, society or uniformed unit Action not taken against the absentees A few teacher advisors have less experience

Suggestions by students:

Students choose only one co-curricular activity Students can change club, society or uniformed unit as they wish

When writing the report , you must remember:

- to address your report to the Principal- to give a suitable title- to use all the points given- to write in paragraphs L: EVALUATION

Note: For your report, you will receive up to 15 marks for the format and content points, andup to 20 marks for the quality of your writing.



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Section B: Continuous Writing

[50 marks ]

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

1 Describe an interesting recreational spot in your hometown.

2 Should Facebook be banned among teenagers? Discuss.

3 How teenagers handle stress.

4 Write a story beginning with: “The weather had been very hot lately...”

5 Awesome

L: EVALUATION

KERTAS SOALAN TAMAT



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1119/2 SULIT


ANJURAN MAJLIS PENGETUA SEKOLAH MALAYSIA (KEDAH)

______________________________________________________________________________

MODUL A

BAHASA INGGERIS SPM

KERTAS 2

DUA JAM LIMA BELAS MINIT

______________________________________________________________________________

DO NOT OPEN THIS BOOKLET UNTIL YOU ARE TOLD TO DO SO

1. This question paper consists of four sections.

2. Answer all sections.

3. You are advised to spend about 25 minutes on Section A, 25 minutes on Section B, 50 minutes on Section C, and 35 minutes on Section D.

4. Questions in this paper have four options.

5. Mark your answers for Section A on the answer sheet on page 19 .

______________________________________________________________________________

Kertas soalan ini mengandungi 19 halaman bercetak

1119/2

Bahasa Inggeris

Kertas 2

Ogos

2013



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SULIT 3 1119/2

1119/2 SULIT[Lihat halaman sebelah

Big Miracle is an upcoming romantic drama film starring Drew Barrymore and JohnKrasinski. The film, directed by Ken Kwapis, is based on the 1989 book Freeing theWhales by Tom Rose. The book covers Operation Breakthrough, the 1988international effort to rescue grey whales from being trapped in ice near PointBarrow, Alaska. The film is scheduled to be released on February 3, next year.

SECTION A

[15 marks ]

1 The notice above tells us that

A the offer is valid for two monthsB there is a 50% discount on all toysC this is a special offer for studentsD there are children’s clothes on the second floor

L: KNOWLEDGE

2 We can predict the film’s title refers to the

A effort to release the whales near Point BarrowB success of rescuing the trapped whalesC romance between Barrymore and KrasinskiD book which was written a year after the rescue

L: SYNTHESIS

Bintang Hypermarket

Special School Holiday Offer!

15 December – 31 December

Ground Floor – Groceries

1st

Floor – Ladies’ Section2nd Floor – Men’s and Children’s Section

3rd Floor – Stationery and Toys



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SULIT 4 1119/2


STEPS TO START A BUSINESS

Step 1:

Templates

for

Writing

a Business

Plan

Step 2: Get Business Assistance and Training

Step 3: Choose a Business Location

Step 4: Register a Business Name

3 The step that should allow a potential businessman to map out how to run a business is

A Step 1B Step 2C Step 3D Step 4

L: COMPREHENSION

4 From this letter, we know that

A Raihan is successful in her studiesB Sam is persuading Raihan to study hardC Raihan does not have any problems in her studiesD Sam is giving study tips to Raihan so she can be a top scorer

L: SYNTHESIS

Dear Raihan,

It was lovely to hear from you after such a long time.

If you want to be successful, you must set goals. Moreover, you must be prepared beforeeach lesson. This will help you achieve your goals. In addition, you must pay attention in class.Focus on what the teacher is teaching. You must always ask questions if you do notunderstand. You can ask your teachers to explain things to you.

Well, that’s all for now. Hope you will pass the examination with flying colours.Bye,

Sam



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7 The following statements are true except

A The interest rate is below 5 %B The car costs below RM 50,000C You do not have to pay a depositD You have to wait for two months to get the car

L: COMPREHENSION

8 The phrase skin deep in the dialogue means

A eternalB essentialC superficialD beneficial L: ANALYSIS

RM 45,000 Low interest rate (3.7% - 4.2%) RM 450.00 monthly payment ‘Zero’ downpayment Ready stock

T H E B E ST O F F E R O F T H E YE A R

CONTACT:

AME EN @

0 1 2 -3 4 5 6 7 8 9

Gina is planning ofhaving nose surgery. I

think she should begrateful with whatGod has given her.

You’re right, Myra.Beauty is only skin

deep . There aremore importantthings in life.



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SULIT 7 1119/2


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

Rudeness or arguments are cutting online friendships short. A survey _________ (9) people are getting ruder on social media and two in five users have ended contact after a virtual

argument. A survey _________ (10) virtual rudeness was conducted by Joseph Grenny, co-

chairman of a corporate training firm, Vital Smarts. The survey found 78% of 2,698 people

_________ (11) an increase in rudeness online but the problem is that those people feel being

rude online is perfectly fine for them.

It is revealed that one in five people have reduced __________ (12) face-to-face contact

with someone they know in real life after an online quarrel. Moreover, the survey claims thatonline quarrels now __________ (13) spill into real life. “Two in five people blocking,

unsubscribing or “unfriending” someone over a virtual argument,” said Grenny.

The world has changed and a significant proportion of relationships happen online

_________ (14) manners haven’t caught up with technology,” Grenny told Times Magazine.

“What is really _________ (15) is that so many people disapprove of this behavior but people are

still doing it. Why would you name-call online but never to that person’s face?”

9 A shows 13 A rarelyB show B oftenC is shown C neverD is showing D seldom

10 A on 14 A orB in B soC at C andD of D but

11 A report 15 A amazingB reports B inspiringC reported C surprisingD reporting D challenging

12 A theirB theyC themD theirs

Questions 9-15

L: APPLICATION



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SULIT 8 1119/2


SECTION B

[10 marks ]

Questions 16 -25

Read the poster below and then use the information given to answer the questions that follow.

TEACHER IDOL DEDICATION

Calling all

sudents

With Teacher’s Day coming up on May 16, StarEducate is inviting you to pen a few

words (it can be a poem or a short essay) or you could even include a video clip to show your appreciation to a teacher who has touched your heart and inspired you.

All you have to do is tell us in not more than 300 words who your favourite teacher is and the reasons you have selected him or her. Your entry should reach us by May 5.

Top 10 best entries will be given prizes which are sponsored by Mega Publisher.

Please e ‐mail your entries with the heading “Teacher Idol” to

[email protected] . Remember to include your full name, age, school and contact number.

Poem? Essay?Video clip?

The choice is yours!

IF you have a favourite teacher and want to thank him/her for his/her hard work, this is your chance!



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SULIT 9 1119/2


TE CHER

IDOL

DEDIC TION

16. Dedicated to:…………………………

17. Special event:..........................................

18. Participants:……………….………….

Entries

19. Essay: Maximumnumber of words:

……………………………..

20. With lines and rhymes:……………………………..

21. Using multimedia:…………………………......

22. All entries are sent to:…………………………….

23. Dateline:

…………………………….

Prizes

24. Number of recipients:…………………………...

25. Sponsored by:…………………………...



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SECTION C

[25 marks ]

Questions 26 – 31 are based on the following passage.

1

2

3

4

5

6

“Don’t lose yourself,” the old, bedridden man said. I was five at the time, and my family wasvisiting him. I can’t remember his name or how we knew him. But two decades later, his wordshaunted me as I struggled to come to terms with my life. For years, I had suffered from depression.The first incident I can remember happened when I was 14. As I walked home one day, I wasovercome with the urge to sit in a corner and weep. I barely managed to reach our flat before

bursting into tears. These overwhelming, unexplained feelings frightened me.

By the time I was 16, these outbursts were happening about once a month. Most of the time I livedmy life normally, but then my mind seemed to take a life of its own. Initially they happened for noreason, but now everything became a reason – a frown from a teacher, first prize for an essay, along queue at a canteen stall. It didn’t matter whether the incidents were happy, sad or indifferent,all would be twisted by my mind into something horrible.

One incident I recall vividly was a call from a friend. After we chatted for a while, she said she hadto go because her mum was calling her. I spent the next two days agonising over whether she hadhung up because she hated me. A little voice in my mind kept telling me how worthless, hopelessand stupid I was. I kept this a secret because I was scared and perplexed. I remember once trying toexplain to my friend Alice, what was happening to me but I couldn’t find the right words to expressmyself and eventually gave up.

Not that my friends were completely unaware of my problems. More than once they tried to talk tome about my difficult home life. My father subjected my two younger sisters and me to terribleverbal abuse and my mother did little to support us. I now realise my family problems were a majorfactor in my depression, but at the time I denied anything was wrong.

When I was 17, I concluded that the only way to stop my suffering was simply not to feel anything.This wasn’t difficult because I was overwhelmed with my studies, two part-time jobs and lookingafter my sisters. I had no time to think, much less feel. At first the numbness was a huge relief fromthe mood swings, but it wasn’t long before I realised that there was a vast emptiness in my heart. Icould feel no emotions. It got to a point where I would cut myself just to feel something.

I had become afraid of being by myself. I felt as if I was being chased by a black hole that wouldswallow me whole. Finally, when I was 25, I decided that I had to end my life. Fortunately, I nevergot the chance. That night, I bumped into my 16-year-old sister Isabella outside my room. Her eyeswere swollen and she was sobbing. “I don’t know why. I can’t make the crying go away,” she said.I was horrified. I knew that depression could be hereditary. This incident jolted me to my senses .The desire to help Isabella prompted me to help myself.

5

10

15

20

25

30



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7

8

I called my best friend Kath. I told her everything and on her insistence I visited a Family ServiceCentre and arranged to start counselling. I also joined a support group and started reading self-help

books. More important, I made a decision to get out of depression. I forced myself to make newfriends. I also convinced Isabella to start counselling and made her come out with my friends and Iinstead of being cooped up at home. Today, two years later, she is much better. She is taking a pre-university course and has a circle of supportive friends.

Depression is neither a choice nor a bad mood you can snap out of. It is an illness with anunderlying cause. But no matter how much other people try to help, only the victims can helpthemselves get better. My depressive bouts haven’t disappeared, but they are less frequent and lessintense. It has not been easy to share my feelings, but it’s getting easier all the time. And the best

part is, I have been able to help Isabella. I did lose myself, but I managed to find myself again.

Adapted from: http://www.rdasia.com/finding-myself

35

40

26 From Paragraph 1,

(a) who did the writer meet two decades ago?

………………………………………………………………………………………………

[1 mark ]L: COMPREHENSION

(b) when did the writer begin to suffer from depression?

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

L: COMPREHENSION

27 (a) From Paragraph 3, which word means “confused”?

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

L: APPLICATION

(b) From Paragraph 4, what was the main cause of the writer’s depression?

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

L: COMPREHENSION



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28 (a) From Paragraph 5, what was the effect when the writer was too busy with her studies?

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

L: COMPREHENSION

(b) From Paragraph 6, explain in your own words the meaning of “ jolted me to my senses”.

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

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

[2 marks]L: SYNTHESIS

29 From Paragraph 7, state an activity the writer encouraged her sister to do.

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

L: COMPREHENSION

30 What do you think are the benefits of sharing one’s feelings when one is depressed?

Benefit 1: ……………………………………………………………………………………….

……………………………………………………………………………………….

Benefit 2: ………………………………………………………………………………………

……………………………………………………………………………………….

[2 marks ]L: EVALUATION



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

the problems faced by the writer when she was depressed

Credit will be given for use of own words but care must be taken not to change the originalmeaning.

Your summary must be in continuous writing (not in note form) use materials from lines 4 – 32 not be longer than 130 words, including the 10 words given below

Begin your summary as follows:

When I was 14, as I walked home one day…

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SECTION D

[20 marks ]

32 Read the poem He Had Such Quiet Eyes below and answer the questions that follow.

(a) In stanza 1, what makes the woman attracted to the man?

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

L: COMPREHENSION

He had such quiet eyes

She did not realise

They were two pools of lies

Layered with thinnest ice

To her, those quiet eyes

Were breathing desolate sighs

Imploring her to be nice

And to render him paradise

If only she’d been wise

And had listened to the advice

Never to compromise

With pleasure-seeking guys

She’d be free from ‘the hows and whys’

Now here’s a bit of advice

Be sure that nice really means nice

Then you’ll never be losing at dice

Though you may lose your heart once or twice

Bibsy Soenharjo



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(b) In stanza 2, how can the girl be free from ‘the hows and whys’?

.................................................................................................................................................[1 mark ]L: COMPREHENSION

(c) Which line in stanza 3 offers a good advice?

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

L: ANALYSIS

(d) What would you do when your best friend is making a big mistake and refuses tolisten to your advice?

i) Action:

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

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

ii) Reason:

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

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




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

Catch Us If You Can - Catherine MacPhailThe Curse - Lee Su AnnStep by Wicked Step - Anne Fine

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

Using the details from the novel that you have studied, choose a character

discuss how the character has taught you one valuable lesson

Support your answer with close reference to the text.


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KERTAS SOALAN TAMAT



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ANSWER SHEET FOR SECTION A

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 Examiner’s

Code

Section Marks

A 15

B 10

C 25

D 20

Total 70



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SULIT 1119/1(PP)

1119/2 ©2013 Hak Cipta terpelihara MPSM (Kedah) SULIT


ANJURANMAJLIS PENGETUA SEKOLAH MALAYSIA (KEDAH)

__________________________________________________

MODUL A

BAHASA INGGERIS SPM

KERTAS 1

PERATURAN PEMARKAHAN

_____________________________________________



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SULIT 1119/1(PP)


OVERALL ASSESSMENT OF PAPERS 1 AND 2

PAPER 1 85 marks

PAPER 2 70 marks ________________

155 marks ________________

COMBINED TOTAL OF PAPERS 1 & 2PERCENTAGE = ------------------------------------------------------- X 100%

155

___________________________________________________________________

PAPER 1

SECTION A – DIRECTED WRITING

Maximum Marks

Format 3 marksContent 12 marksLanguage 20 marks

___________

Total 35 marks ___________

Detailed Marking Instructions

FORMAT 3 MARKSCONTENT 12 MARKSLANGUAGE 20 MARKS

____________________________________

TOTAL 35 MARKS ____________________________________



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SULIT 1119/1(PP)


Format : 3 Marks F1 Address to the principal 1 mark F2

F3 Title

Name of the writer

Sub-total

1 mark 1 mark

3 marks

Content : 12 Marks C1 English Language Society 1 mark C2 St. John’s Ambulance 1 mark C3 Badminton Club 1 mark C4 Have to miss tuition 1 mark C5 Transport problem 1 mark C6 No time to do homework 1 mark C7 Too tired to revise at night 1 mark C8 Poor leadership of the club, society or

uniformed unit1 mark

C9 Action not taken against the absentees 1 mark C10 A few teacher advisors have less experience 1 mark C11

C12

Students choose only one co-curricularactivity Students can change club, society oruniformed unit as they wish

Sub-total

1 mark

1 mark

12 marks

Language : 20 Marks Refer to the criteria for marking language

Sub-total

Grand-total

20 marks _______

35 marks _______



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SULIT 1119/1(PP)


DIRECTED WRITING: CRITERIA FOR MARKING LANGUAGE

Mark Range Description

A 19 – 20 Language accurate with maybe occasional first draft slips. Variedsentence structure in length and type. Some apt sophisticatedvocabulary. Punctuation and spelling accurate. Paragraphs well- linkedand show unity Style and tone appropriate.

B 16 - 18

Language almost always accurate. Errors arise because of attempt touse more ambitious structures. Varied sentence structure. Widevocabulary and spelling nearly always accurate. Paragraphsappropriately linked. Style and tone generally appropriate.

C 13 -15

Language largely accurate. Simple structures used without errors.

Mistakes may occur when more sophisticated structures are attempted. Adequate vocabulary. Punctuation generally accurate. Paragraphsshow some unity. Style and tone fairly appropriate.

D 10 -12

Language is sufficiently accurate. Meaning comes through clearly.Patches of clarity seen when simple structures used. Mistakes creep inwhen complex structures are attempted. Adequate vocabulary but notso apt. Spelling errors when difficult words are used. Inappropriatelinkers may be used. Style and tone is not always appropriate.

E 7 – 9 Sufficiently frequent errors which hampers speed of reading butmeaning is never in doubt. Some simple accurate structures butaccuracy not sustained. Limited vocabulary . Correct spelling of simplewords. Paragraphs lack unity and incorrect use of linkers. Style andtone may not be appropriate.

U(i) 4 – 6

Frequent, serious errors but meaning fairly clear. High incidence oferrors which impedes reading. A few simple structures used accurately.Limited vocabulary. Frequent spelling and punctuation errors. On thewhole lacks planning. Style and tone inappropriate.

U(ii) 2 – 3

Multiple errors that make the reader to re-read and reorganise beforemeaning becomes clear. Whole sections may make little or no sense.Hardly any accurate sentences, maybe one or two. Vocabulary verylimited.

U(iii) 0 – 1

Almost impossible to recognise as pieces of English. May make nosense at all. ‘0’ is awarded only when no sense at all frombeginning to end.



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SULIT 1119/1(PP)


Section B : Continuous WritingMaximum : 50 marks

CRITERIA FOR ASSESSMENT

Grade Mark Range Descriptors

A 44– 50

Language entirely accurate. Maybe occasional first draft slips.Varied sentence structure in length and type. Vocabularywide and apt. Punctuation and spelling accurate. Paragraphswell-planned and well-linked. Topic addressed withconsistent relevance. Interest aroused and sustainedthroughout.

B 38 – 43

Language accurate. Occasional errors are either minor orfirst draft slips. Vocabulary wide and used quite aptly.Sentences show some variation. Punctuation accurate.Spelling almost always accurate. Paragraphs show someplanning. Interest aroused and sustained throughout most of

the composition.

C 32– 37

Language largely accurate. Accurate simple structures buterrors may occur when more sophisticated structures areattempted. Vocabulary wide but not so apt. Tendency to useone type of structure giving a monotonous effect. Correctspelling of simple words but errors when spelling difficultwords. Paragraphs may show some unity but links may beabsent. Interest aroused but not sustained.

D

26 – 31

Language sufficiently accurate. Meaning clear. Patches ofclarity when simple vocabulary and structures are used.Some variety of sentence type and length. Adequatevocabulary. More spelling errors will occur. Paragraphs lackunity and planning. Composition lacks liveliness and interestvalue.

E 20– 25

Meaning never in doubt but errors hamper reading. Simplestructures may be accurate. Limited vocabulary. Frequentmistakes in spelling and punctuation. Paragraphs lack unity.Partial treatment of subject matter.

U(i) 14 – 19 Limitation of subject matter due to lack of linguistic skills.Meaning fairly clear. Many serious errors, mainly of one wordtype. Communication established but errors may causeblurring. Sentences simple and often repetitive. There maybe no paragraphs.

U(ii) 8 – 13

Errors multiple in nature, requiring the reader to read and re-read before being able to understand. High incidence of errormakes meaning blur. Maybe short of required number ofwords. Able to get some sense.

U(iii) 0 – 7

Scripts almost entirely impossible to read. Full of multiple worderrors. Whole sections may make little or no sense. Whereoccasional patches of clarity occur, marks should be awarded. “0” is awarded only if no sense at all from beginning toend.



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ANJURAN

MAJLIS PENGETUA SEKOLAH MALAYSIA (KEDAH)

__________________________________________________

MODUL A

BAHASA INGGERIS SPM

KERTAS 2

PERATURAN PEMARKAHAN

_____________________________________________



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PAPER 2

SECTION A

12

DB

34

AD

56

BC

78

DC

910

A A

1112

C A

13

14

B

D15

C

SECTION B

16 teacher(s)/ favourite teacher(s)

17 Teacher’s Day

18 (school) students

19 300 (words)

20 poem

21 video clip

22 [email protected]

23 May 5

24 10

25 Mega Publisher

Note: 1. Initial capitals are mandatory.2. Award ‘0’ for spelling errors if the word is taken from

the rubric.



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SECTION C

26 (a) A bedridden man/a man(b) 14 years old/ when she was 14

27 (a) Perplexed(b) Family problems

28 (a) The writer had no time to think, much less feel/huge relief from the moodswings(b) What was happening to the her sister had made her realise that she mustmake a good judgment about her life / her sister’s depression had made thewriter more sensible/rational

29 (start) counseling/go out with her friends instead of being cooped up at home Accept any one

30 We will feel relieved after talking to someone / the depressed person may getgood opinions from the listener

Accept any logical answer

31 SUMMARY

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

Style and Presentation L : 5 marks-------------

Total 15 marks -------------

CONTENT POINTS

1. was overcome with the urge to sit in a corner and weep/barely managed to reach our flat before bursting into tears

2. overwhelming, unexplained feelings frightened me3. by the time I was 16, these outbursts were happening about once a month4. my mind seemed to take a life of its own

5. everything became a reason/incidents twisted my mind into something horrible6. a little voice in my mind kept telling me how worthless, hopeless and stupid I was7. I was scared/perplexed8. I couldn’t find the right words to express myself9. eventually gave up10. denied anything was wrong11. concluded that the only way to stop my suffering was simply not to feel anything12. realised that there was a vast emptiness in my heart/could feel no emotions13. became afraid of being by myself14. decided to end my life



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SUMMARY: CRITERIA FOR STYLE AND PRESENTATION

Mark PARAPHRASE Mark USE OF ENGLISH

5

A sustained attempt to re-phrase

text . Expression is secure. Allowance given for phrases /words lifted from text that aredifficult to substitute.

5

Very occasional first draft slips.

Language is accurate. Variedsentence structure. Use oforiginal complex syntax.Punctuation and spellingaccurate.

4 A noticeable attempt to re-phrase

text. Free from stretches ofconcentrated lifting. Expressiongenerally sound.

4 Language almost alwaysaccurate. Isolated seriouserrors. Some varied structures.Sentences may include originalcomplex syntax. Punctuationand spelling nearly always

accurate.

3 Intelligent and selective lifting.Limited attempts to re-phrase.Expression may not always besecure.

3 Language is largely accurate.Simple structures tend todominate. Noticeable seriouserrors but not frequent.Sentences that show somevariety and complexity, willgenerally be lifted from the text.Punctuation and spelling largelyaccurate.

2 Wholesale copying of text

material, not a complete transcriptof the original. Own languagelimited to single word substitution.Irrelevant sections more frequent.

2 More frequent serious errors butmeaning never in doubt. Simplestructures but accuracy notsustained. Simple punctuationand spelling of simple wordslargely accurate. Irrelevant ordistorted details might destroysequence in places.

1 More or less a complete transcriptof the text. Random transcription

of irrelevant parts of text.

1 Heavy frequency of seriouserrors. Fractured syntax. Poor

punctuation and spelling. Errorsimpede reading.

Note:Mark for P + Mark for UE

Mark for style and presentation L = -----------------------------------(Language) 2

Example: L = 3 + 4 = 7/2 = 3 ½ = 4



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SECTION D

32 (a) his (quiet) eyes(b) by listening to the advice(c) “Be sure that nice really means nice”

(d) Action: Report to the school counsellorReason: The school counsellor is qualified to handle the issue(Accept any logical answer)

Guidelines for marking question 33

Response - 10 marks ( Refer to the band descriptors for response)Language - 5 marks ( Refer to the band descriptors for language)

RESPONSE (10 marks )

Score Band Descrip tors

9-10 Response is relevant to the task specified. The most importantmessage is well-supported with evidence from the text. Main andsupporting ideas are relevant to the task specified. Ideas presentedclearly, well-organised and easily understood.

7-8 Response is relevant to the task specified. The most important

message is usually supported with evidence from the text. Main andsupporting ideas are mostly relevant to the task specified. Ideaspresented fairly clear, and easily understood.

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

The most important message is supported with some evidence fromthe text. Writing contains some ideas that are relevant to the taskspecified. Ideas presented generally clear and can be understood.

3-4 Response may be barely relevant to the task specified. The mostimportant message is likely to be given. If message is cited, there isunlikely to be textual support. Writing barely contains ideas that may

be relevant to the task specified. Ideas presented may be difficult tounderstand.

0-2 Has barely any understanding of the requirements of the task. Writesin a disorganized way. No coherence. Has no understanding of thetask. Response provided in language other than English or noresponse.



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LANGUAGE (5 MARKS)

Score Band Descrip tors

5 Apart from occasional slips, language is always accurate. Sentence

structure is varied. Punctuation is accurate. Spelling is secure.

4 Language is almost always accurate. Unnoticeable serious errors mayoccur. Punctuation is accurate. Spelling is nearly always secure.

3 Language largely accurate. Simple structures tend to dominate. Noticeableserious errors may occur when more complex structures are attempted.Punctuation is largely accurate. Spelling is mostly secure.

2 Meaning is not in doubt. Serious errors become more frequent. Very simplestructures used but accuracy is not sustained. Simple punctuation is usuallycorrect. Spelling of simple words accurate. Irrelevant or distorted detailsdestroy the sequence.

1 Heavy frequency of serious errors impedes reading. Fractured syntax isrampant. Punctuation falters. Spelling mostly inaccurate.

Kedah Trial SPM 2013 English

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