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Bahasa Inggeris
Kertas 1
Ogos
2013
1 jam 45 minit

PROGRAM PENINGKATAN AKADEMIK SPM 2013


ANJURAN
MAJLIS PENGETUA SEKOLAH MALAYSIA (KEDAH)

_____________________________________________________
MODUL A
BAHASA INGGERIS SPM
KERTAS 1
SATU JAM EMPAT PULUH LIMA MINIT
__________________________________________________________
DO NOT OPEN THIS BOOKLET UNTIL YOU ARE TOLD TO DO SO
1. 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
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Section A: Directed Writing


[35 marks]
Every student in your school must be actively involved in three different co-curricular activities
after school hours. As the Head Prefect of your school, you are asked to write a report to the
Principal about students views on co-curricular activities. Use the following notes to write your
report:
Co-curricular activities favoured by most students:

English Language Society


St. Johns 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, and
up 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

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BahasaInggeris
Kertas2
Ogos
2013

PROGRAMPENINGKATANAKADEMIKSPM2013
ANJURAN
MAJLISPENGETUASEKOLAHMALAYSIA(KEDAH)
______________________________________________________________________________

MODULA
BAHASA INGGERIS SPM
KERTAS 2
DUAJAMLIMABELASMINIT
______________________________________________________________________________

DONOTOPENTHISBOOKLETUNTILYOUARETOLDTODOSO
1.Thisquestionpaperconsistsoffoursections.
2.Answerallsections.
3.Youareadvisedtospendabout25minutesonSectionA,25minutesonSectionB,50minuteson
SectionC,and35minutesonSectionD.
4.Questionsinthispaperhavefouroptions.
5.MarkyouranswersforSectionAontheanswersheetonpage19.
______________________________________________________________________________
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SECTION A
[15 marks]
Bintang Hypermarket

Special School Holiday Offer!


15 December 31 December
Ground Floor Groceries
1st Floor Ladies Section
2nd Floor Mens and Childrens Section
3rd Floor Stationery and Toys

1 The notice above tells us that


A
B
C
D

the offer is valid for two months


there is a 50% discount on all toys
this is a special offer for students
there are childrens clothes on the second floor
L: KNOWLEDGE

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

2 We can predict the films title refers to the


A
B
C
D

effort to release the whales near Point Barrow


success of rescuing the trapped whales
romance between Barrymore and Krasinski
book which was written a year after the rescue
L: SYNTHESIS

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STEPS TO START A BUSINESS


Step1:TemplatesforWritingaBusinessPlan

Step2:GetBusinessAssistanceandTraining

Step3:ChooseaBusinessLocation

Step4:RegisteraBusinessName

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

Step 1
Step 2
Step 3
Step 4

L: COMPREHENSION

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 before
each 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 not
understand. You can ask your teachers to explain things to you.
Well, thats all for now. Hope you will pass the examination with flying colours.
Bye,

Sam
4 From this letter, we know that
A
B
C
D

Raihan is successful in her studies


Sam is persuading Raihan to study hard
Raihan does not have any problems in her studies
Sam is giving study tips to Raihan so she can be a top scorer
L: SYNTHESIS

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Environmental concerns are now, more than ever, at the top of our
societys list of priorities. Previous generations played a role in causing the
Mother Nature to suffer, and its up to future generations to fix it.

5 In the text above, it refers to environmental


A
B
C
D

concerns
damages
disasters
changes
L: ANALYSIS

WORLDBOOKDAY
(FreeEnglishNewspaperDistribution)
TollPlaza
Juru

Time
9.00a.m.11.00a.m.

Bangi

9.00a.m.11.30a.m.

JalanDuta

9.00 a.m. 1.00p.m.

SungaiBesi

9.00 a.m. 11.30a.m.

PenangBridge

9.00 a.m. 12.00p.m.

6 Based on the table above, the distribution of newspapers will end simultaneously at
A
B
C
D

Sungai Besi and Juru


Bangi and Jalan Duta
Bangi and Sungai Besi
Juru and Penang Bridge
L: ANALYSIS

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THE BEST OFFER OF THE YEAR!

RM 45,000
Low interest rate (3.7% - 4.2%)
RM 450.00 monthly payment
CONTACT:
Zero downpayment
Ready stock
AMEEN @

012-3456789

7 The following statements are true except


A
B
C
D

The interest rate is below 5 %


The car costs below RM 50,000
You do not have to pay a deposit
You have to wait for two months to get the car
L: COMPREHENSION

Gina is planning of
having nose surgery. I
think she should be
grateful with what
God has given her.

Youre right, Myra.


Beauty is only skin
deep. There are
more important
things in life.

8 The phrase skin deep in the dialogue means


A
B
C
D

eternal
essential
superficial
beneficial

L: ANALYSIS

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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, cochairman 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 that
online 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 havent 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 persons face?

A
B
C
D

shows
show
is shown
is showing

13 A
B
C
D

rarely
often
never
seldom

10 A
B
C
D

on
in
at
of

14 A
B
C
D

or
so
and
but

11 A
B
C
D

report
reports
reported
reporting

15 A
B
C
D

amazing
inspiring
surprising
challenging

12 A
B
C
D

their
they
them
theirs

Questions 9-15
L: APPLICATION
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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
Poem? Essay?
Video clip?
The choice is
yours!

students!
IF you have a favourite teacher and
want to thank him/her for his/her
hardwork,thisisyourchance!

WithTeachersDaycominguponMay16,StarEducateisinvitingyoutopenafew
words(itcanbeapoemorashortessay)oryoucouldevenincludeavideoclipto
showyourappreciationtoateacherwhohastouchedyourheartandinspiredyou.
Allyouhavetodoistellusinnotmorethan300wordswhoyourfavouriteteacher
isandthereasonsyouhaveselectedhimorher.Yourentryshouldreachusby
May5.
Top10bestentrieswillbegivenprizeswhicharesponsoredbyMegaPublisher.
PleaseemailyourentrieswiththeheadingTeacherIdolto
educate@thestar.com.my.Remembertoincludeyourfullname,age,schooland
contactnumber.

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16. Dedicated to:

17. Special event:


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

18. Participants:
..

Entries
19. Essay: Maximum
number of words:
..

TEACHER
IDOL
DEDICATION

20. With lines and rhymes:


..

21. Using multimedia:


......

22. All entries are sent to:


.

23. Dateline:
.
24. Number of recipients:
...

Prizes
25. Sponsored by:
...

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SECTION C
[25 marks]

Questions 26 31 are based on the following passage.


1

Dont lose yourself, the old, bedridden man said. I was five at the time, and my family was
visiting him. I cant remember his name or how we knew him. But two decades later, his words
haunted 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 was
overcome with the urge to sit in a corner and weep. I barely managed to reach our flat before 5
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 lived
my life normally, but then my mind seemed to take a life of its own. Initially they happened for no
reason, but now everything became a reason a frown from a teacher, first prize for an essay, a
long queue at a canteen stall. It didnt matter whether the incidents were happy, sad or indifferent, 10
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 had
to go because her mum was calling her. I spent the next two days agonising over whether she had
hung up because she hated me. A little voice in my mind kept telling me how worthless, hopeless
and stupid I was. I kept this a secret because I was scared and perplexed. I remember once trying to 15
explain to my friend Alice, what was happening to me but I couldnt find the right words to express
myself and eventually gave up.

Not that my friends were completely unaware of my problems. More than once they tried to talk to
me about my difficult home life. My father subjected my two younger sisters and me to terrible
verbal abuse and my mother did little to support us. I now realise my family problems were a major 20
factor 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 wasnt difficult because I was overwhelmed with my studies, two part-time jobs and looking
after my sisters. I had no time to think, much less feel. At first the numbness was a huge relief from
the mood swings, but it wasnt long before I realised that there was a vast emptiness in my heart. I 25
could 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 would
swallow me whole. Finally, when I was 25, I decided that I had to end my life. Fortunately, I never
got the chance. That night, I bumped into my 16-year-old sister Isabella outside my room. Her eyes
were swollen and she was sobbing. I dont know why. I cant make the crying go away, she said. 30
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.

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I called my best friend Kath. I told her everything and on her insistence I visited a Family Service
Centre 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 new 35
friends. I also convinced Isabella to start counselling and made her come out with my friends and I
instead of being cooped up at home. Today, two years later, she is much better. She is taking a preuniversity 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 an
underlying cause. But no matter how much other people try to help, only the victims can help 40
themselves get better. My depressive bouts havent disappeared, but they are less frequent and less
intense. It has not been easy to share my feelings, but its 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

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 writers 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 ones 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 original
meaning.
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

[15 marks]

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SECTION D
[20 marks]
32

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

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 shed been wise
And had listened to the advice
Never to compromise
With pleasure-seeking guys
Shed be free from the hows and whys
Now heres a bit of advice
Be sure that nice really means nice
Then youll never be losing at dice
Though you may lose your heart once or twice

Bibsy Soenharjo

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


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

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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 to
listen to your advice?
i)

Action:
..................................................................................................................................
..................................................................................................................................

ii)

Reason:
..................................................................................................................................
..................................................................................................................................
[2 marks]
L: EVALUATION

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

Catch Us If You Can


The Curse
Step by Wicked Step

- Catherine MacPhail
- Lee Su Ann
- 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.
[15 marks]
L: EVALUATION

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ANSWER SHEET FOR SECTION A

10

11

12

13

14

15

Examiners
Code
Section

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Marks

15

10

25

20

Total

70

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1119/1(PP)

PROGRAM PENINGKATAN AKADEMIK SPM 2013


ANJURAN
MAJLIS PENGETUA SEKOLAH MALAYSIA (KEDAH)

__________________________________________________

MODUL A
BAHASA INGGERIS SPM
KERTAS 1

PERATURAN PEMARKAHAN
_____________________________________________

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OVERALL ASSESSMENT OF PAPERS 1 AND 2

PAPER 1

85 marks

PAPER 2

70 marks
________________
155 marks
________________

PERCENTAGE =

COMBINED TOTAL OF PAPERS 1 & 2


------------------------------------------------------- X 100%
155

___________________________________________________________________

PAPER 1
SECTION A DIRECTED WRITING

Maximum Marks
Format
Content
Language

Total

3 marks
12 marks
20 marks
___________
35 marks
___________

Detailed Marking Instructions


FORMAT
3 MARKS
CONTENT
12 MARKS
LANGUAGE
20 MARKS
____________________________________
TOTAL
35 MARKS
____________________________________

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Format:

1119/1(PP)
3 Marks

F1
F2
F3

Address to the principal


Title
Name of the writer

1 mark
1 mark
1 mark
Sub-total

Content:

12 Marks

C1
C2
C3
C4
C5
C6
C7
C8
C9
C10
C11
C12

English Language Society


St. Johns Ambulance
Badminton Club
Have to miss tuition
Transport problem
No time to do homework
Too tired to revise at night
Poor leadership of the club, society or
uniformed unit
Action not taken against the absentees
A few teacher advisors have less experience
Students choose only one co-curricular
activity
Students can change club, society or
uniformed unit as they wish
Sub-total

Language:

20 Marks

3 marks

1 mark
1 mark
1 mark
1 mark
1 mark
1 mark
1 mark
1 mark
1 mark
1 mark
1 mark
1 mark

12 marks

Refer to the criteria for marking language


Sub-total

20 marks
_______

Grand-total

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35 marks
_______

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1119/1(PP)

DIRECTED WRITING: CRITERIA FOR MARKING LANGUAGE


Mark Range

Description

A
19 20

Language accurate with maybe occasional first draft slips. Varied


sentence structure in length and type. Some apt sophisticated
vocabulary. Punctuation and spelling accurate. Paragraphs well- linked
and show unity Style and tone appropriate.

B
16 - 18

Language almost always accurate. Errors arise because of attempt to


use more ambitious structures. Varied sentence structure. Wide
vocabulary and spelling nearly always accurate. Paragraphs
appropriately 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. Paragraphs
show 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 in
when complex structures are attempted. Adequate vocabulary but not
so apt. Spelling errors when difficult words are used. Inappropriate
linkers may be used. Style and tone is not always appropriate.

E
79

Sufficiently frequent errors which hampers speed of reading but


meaning is never in doubt. Some simple accurate structures but
accuracy not sustained. Limited vocabulary . Correct spelling of simple
words. Paragraphs lack unity and incorrect use of linkers. Style and
tone may not be appropriate.

U(i)
46

Frequent, serious errors but meaning fairly clear. High incidence of


errors which impedes reading. A few simple structures used accurately.
Limited vocabulary. Frequent spelling and punctuation errors. On the
whole lacks planning. Style and tone inappropriate.

U(ii)
23

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

U(iii)
01

Almost impossible to recognise as pieces of English. May make no


sense at all. 0 is awarded only when no sense at all from
beginning to end.

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1119/1(PP)
Section B : Continuous Writing
Maximum : 50 marks
CRITERIA FOR ASSESSMENT

Grade

Mark Range

44 50

38 43

32 37

26 31

20 25

U(i)

14 19

U(ii)

8 13

U(iii)

07

Descriptors
Language entirely accurate. Maybe occasional first draft slips.
Varied sentence structure in length and type. Vocabulary
wide and apt. Punctuation and spelling accurate. Paragraphs
well-planned and well-linked.
Topic
addressed with
consistent relevance.
Interest aroused and sustained
throughout.
Language accurate. Occasional errors are either minor or
first draft slips. Vocabulary wide and used quite aptly.
Sentences show some variation. Punctuation accurate.
Spelling almost always accurate. Paragraphs show some
planning. Interest aroused and sustained throughout most of
the composition.
Language largely accurate. Accurate simple structures but
errors may occur when more sophisticated structures are
attempted. Vocabulary wide but not so apt. Tendency to use
one type of structure giving a monotonous effect. Correct
spelling of simple words but errors when spelling difficult
words. Paragraphs may show some unity but links may be
absent. Interest aroused but not sustained.
Language sufficiently accurate. Meaning clear. Patches of
clarity when simple vocabulary and structures are used.
Some variety of sentence type and length. Adequate
vocabulary. More spelling errors will occur. Paragraphs lack
unity and planning. Composition lacks liveliness and interest
value.
Meaning never in doubt but errors hamper reading. Simple
structures may be accurate. Limited vocabulary. Frequent
mistakes in spelling and punctuation. Paragraphs lack unity.
Partial treatment of subject matter.
Limitation of subject matter due to lack of linguistic skills.
Meaning fairly clear. Many serious errors, mainly of one word
type. Communication established but errors may cause
blurring. Sentences simple and often repetitive. There may
be no paragraphs.
Errors multiple in nature, requiring the reader to read and reread before being able to understand. High incidence of error
makes meaning blur. Maybe short of required number of
words. Able to get some sense.
Scripts almost entirely impossible to read. Full of multiple word
errors. Whole sections may make little or no sense. Where
occasional patches of clarity occur, marks should be awarded.
0 is awarded only if no sense at all from beginning to
end.

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PROGRAM PENINGKATAN AKADEMIK SPM 2013


ANJURAN
MAJLIS PENGETUA SEKOLAH MALAYSIA (KEDAH)

__________________________________________________

MODUL A
BAHASA INGGERIS SPM
KERTAS 2

PERATURAN PEMARKAHAN
_____________________________________________

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PAPER 2
SECTION A
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15

D
B
A
D
B
C
D
C
A
A
C
A
B
D
C

SECTION B
16

teacher(s)/ favourite teacher(s)

17

Teachers Day

18

(school) students

19

300 (words)

20

poem

21

video clip

22

educate@thestar.com.my

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 mood
swings
(b) What was happening to the her sister had made her realise that she must
make a good judgment about her life / her sisters depression had made the
writer 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 get
good 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 me
3. by the time I was 16, these outbursts were happening about once a month
4. my mind seemed to take a life of its own
5. everything became a reason/incidents twisted my mind into something horrible
6. a little voice in my mind kept telling me how worthless, hopeless and stupid I was
7. I was scared/perplexed
8. I couldnt find the right words to express myself
9. eventually gave up
10. denied anything was wrong
11. concluded that the only way to stop my suffering was simply not to feel anything
12. realised that there was a vast emptiness in my heart/could feel no emotions
13. became afraid of being by myself
14. decided to end my life

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SUMMARY: CRITERIA FOR STYLE AND PRESENTATION
PARAPHRASE

Mark

Mark

A sustained attempt to re-phrase


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

USE OF ENGLISH
Very occasional first draft slips.
Language is accurate. Varied
sentence structure. Use of
original complex syntax.
Punctuation and spelling
accurate.

A noticeable attempt to re-phrase


text. Free from stretches of
concentrated lifting. Expression
generally sound.

Language almost always


accurate. Isolated serious
errors. Some varied structures.
Sentences may include original
complex syntax. Punctuation
and spelling nearly always
accurate.

Intelligent and selective lifting.


Limited attempts to re-phrase.
Expression may not always be
secure.

Language is largely accurate.


Simple structures tend to
dominate. Noticeable serious
errors but not frequent.
Sentences that show some
variety and complexity, will
generally be lifted from the text.
Punctuation and spelling largely
accurate.

Wholesale copying of text


material, not a complete transcript
of the original. Own language
limited to single word substitution.
Irrelevant sections more frequent.

More frequent serious errors but


meaning never in doubt. Simple
structures but accuracy not
sustained. Simple punctuation
and spelling of simple words
largely accurate. Irrelevant or
distorted details might destroy
sequence in places.

More or less a complete transcript


of the text. Random transcription
of irrelevant parts of text.

Heavy frequency of serious


errors. Fractured syntax. Poor
punctuation and spelling. Errors
impede reading.

Note:
Mark for style and presentation
(Language)

Mark for P + Mark for UE


L = ----------------------------------2

Example:

L = 3 + 4 = 7/2 = 3 = 4

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SECTION D

32

(a)
(b)
(c)
(d)

his (quiet) eyes


by listening to the advice
Be sure that nice really means nice
Action: Report to the school counsellor
Reason: The school counsellor is qualified to handle the issue
(Accept any logical answer)

Guidelines for marking question 33


Response Language -

10 marks ( Refer to the band descriptors for response)


5 marks ( Refer to the band descriptors for language)

RESPONSE (10 marks)


Score

Band Descriptors

9-10

Response is relevant to the task specified. The most important


message is well-supported with evidence from the text. Main and
supporting ideas are relevant to the task specified. Ideas presented
clearly, 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 and
supporting ideas are mostly relevant to the task specified. Ideas
presented 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 from
the text. Writing contains some ideas that are relevant to the task
specified. Ideas presented generally clear and can be understood.

3-4

Response may be barely relevant to the task specified. The most


important message is likely to be given. If message is cited, there is
unlikely to be textual support. Writing barely contains ideas that may
be relevant to the task specified. Ideas presented may be difficult to
understand.

0-2

Has barely any understanding of the requirements of the task. Writes


in a disorganized way. No coherence. Has no understanding of the
task. Response provided in language other than English or no
response.

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LANGUAGE (5 MARKS)
Score

Band Descriptors

Apart from occasional slips, language is always accurate. Sentence


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

Language is almost always accurate. Unnoticeable serious errors may


occur. Punctuation is accurate. Spelling is nearly always secure.

Language largely accurate. Simple structures tend to dominate. Noticeable


serious errors may occur when more complex structures are attempted.
Punctuation is largely accurate. Spelling is mostly secure.

Meaning is not in doubt. Serious errors become more frequent. Very simple
structures used but accuracy is not sustained. Simple punctuation is usually
correct. Spelling of simple words accurate. Irrelevant or distorted details
destroy the sequence.

Heavy frequency of serious errors impedes reading. Fractured syntax is


rampant. Punctuation falters. Spelling mostly inaccurate.

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