BI Pahang 2011

30
1119/2 BAHASAINGGERIS / P Kertas2 September 2011 2VSJAM BAHASA INGGERIS Tingkatan 5 Kertas 2 Dua jam Lima Belas Minit 1119/2 JANGAN BUKA KERTAS SOALAN INI SEHINGGA DIBERITAHU. 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 16 halaman bercetak © 2011 Hak Cipta MPSM Pahang [Lihat halaman sebelah Dapatkan Skema di www.banksoalanspm.com http://banksoalanspm.blogspot.com/ http://banksoalanspm.blogspot.com/ http://banksoalanspm.blogspot.com/ http://banksoalanspm.blogspot.com/

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Trial Paper

Transcript of BI Pahang 2011

Page 1: BI Pahang 2011

1119/2

BAHASAINGGERIS / P

Kertas2

September 20112VSJAM

BAHASA INGGERIS

Tingkatan 5

Kertas 2

Dua jam Lima Belas Minit

1119/2

JANGAN BUKA KERTAS SOALAN INI SEHINGGA DIBERITAHU.

Instructions

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

2. Answer all sections in this question paper.

3. Questions in Section A have four options.

Kertas soalan ini mengandungi 16 halaman bercetak

© 2011 Hak Cipta MPSM Pahang [Lihat halaman sebelah

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Page 17: BI Pahang 2011

1119/1

SKEMA JAWAPAN

PEPERIKSAAN PERCUBAAN 2011

BAHASA INGGERIS

TINGKATAN 5

KERTAS 1

Kertas ini mengandungi halaman bercetak

© 2011 Hak cipta MPSM Pahang [Lihat halaman sebelah

MARK SCHEME for DIRECTED WRITING (REPORT)

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Page 18: BI Pahang 2011

Format - 3 marks :- Principal - 1 mark Title of report - 1 mark Writer’s name - 1 mark Content points - 12 marks:-

1. using rude words - C1 2. threatening others - C2

3. causing physical harm - C3

4. spreading rumours or lies - C4

5. demanding ‘protection money’ - C5

6. taking things without permission - C6

7. inform parents - C7

8. report to police - C8

9. carry out public canning - C9

10. conduct motivational talks - C10

11. attend counselling sessions - C11

12. suspend bullies from school - C12

Language: 20 marks

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Page 19: BI Pahang 2011

CRITERIA FOR MARKING LANGUAGE Question 1 : Directed Writing

Mark Range

Description of Criteria

A 19 – 20

*Language is entirely accurate apart from occasional first draft slips. *Sentence structure is varied and shows that the candidate is able to use sentence length and type to achieve an intended 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. * The style and tone is appropriate.

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 through most of the composition. * The essay is written in paragraphs which show some unity and are usually linked appropriately. *The style and tone is suitable enough.

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 length and structure 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 essay is written in paragraphs which may show some unity, although links may be absent or inappropriate. The style and tone is mostly appropriate.

D 10 – 12

* 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 length and type 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 may 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. * The essay is written in paragraphs which may show some unity in topic. Lapses in tone maybe a feature.

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Page 20: BI Pahang 2011

E 7 - 9

* Meaning is never in doubt, but single word errors are sufficiently frequent and serious to hamper reading. * Some simple structure 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 are imperfectly understood. * Simple words may be spelt accurately 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. *The essay will have paragraphs but these lack unity and links are incorrectly used or the essay may not be paragraphed at all. There may be errors of sentence separation and punctuation. The style may fail to achieve the required format. The tone may be inappropriate.

U(i) 4 - 6

* 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. * There may be frequents spelling errors. * The tone may not be appropriate or show misunderstanding of the detailed requirements of the task.

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 re-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 essay 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 essay 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 of ‘0’ should only be awarded if the essay makes no sense at all from beginning to end.

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Page 21: BI Pahang 2011

CATEGORY DESCRIPTIONS FOR THE ASSESSMENT OF CONTINUOUS WRITING

Grade Marks Range

Description 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 whole range of vocabulary used. *Paragraphs are well-planned, have unity and are linked. * The topic is addressed with consistent relevance. * The interest of the reader is aroused and sustained throughout the writing. - high quality of writing - very good - not necessarily perfect; errors do occur [student writes fluently, clearly, effectively but still has errors]

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 throughout most of the composition. - start to see errors - still good command of English - can write most of the part correctly - have detailed fluency/ ambitious. Some mistakes

C

32 - 37

* The language is largely accurate. * Simple structures are used without errors; mistakes may occur when more sophisticated structures are attempted. * Vocabulary is wide enough to convey intended meaning but may lack precision. * Sentences may show some variety of structure and length but there is a tendency to use one type of structure, giving it a monotonous effect * Punctuation of simple structures is accurate on the whole but errors may occur in more complex uses. * Simple words may be spelt correctly but errors may occur when more sophisticated words are used. * The composition is written in paragraphs which may show some unity, although links may be absent or inappropriate. The writing is relevant but may lack originality and planning. Some interest is aroused but not sustained. - conservative - ambitious but lots or errors - quite competent / comfortable using English language

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Page 22: BI Pahang 2011

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 compositions at this level lacking in liveliness and interest value. - accuracy is maintained

E

20 - 25

* Meaning is never in doubt, but single word errors are sufficiently frequent and serious to hamper reading. * Some simple structure 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 error is likely to distract the reader from any merits of content that the composition may have. - more SWE -no patches of accurate language

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. - more MWE - you can read but need to reread

U(ii)

8 - 13

* The reader is able to get some sense out of the script but errors are multiple in nature, requiring the reader to read and re-read before being able to understand. * At this level, there may be only a few accurate however simple sentences. *The content may be comprehensible, but the incidence of linguistic error is so high as to make the meaning blur. * This type of script may also be far short of the required number of words. - MWE quite dense - not communicating

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Page 23: BI Pahang 2011

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. * The mark of 0 should only be given if script makes no sense at all, from beginning to end. - having difficulty to make sense

NB:- No script will fit nearly into any one of the categories described above. The appropriate mark for a script is therefore determined by deciding which category most nearly reflects its characteristics. Examiners should not construct any hierarchy of characteristics when allocating a mark, but should assess the article as a whole before deciding on any category and should also refer to the exemplar scripts which are discussed at the coordination stage of the marking exercise

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1

1119/2

SKEMA JAWAPAN

PEPERIKSAAN PERCUBAAN 2011

BAHASA INGGERIS

TINGKATAN 5

KERTAS 2

Kertas ini mengandungi halaman bercetak

© 2011 Hak cipta MPSM Pahang [Lihat halaman sebelah

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Page 25: BI Pahang 2011

2

1. MARKING SCHEME FOR SECTION A

SECTION A

Question 1 2 3 4 5 6 7 8

Answer B A D A C D B D

Question 9 10 11 12 13 14 15

Answer B D A D B B D

SECTION B

16 At the foothills of Gunung Serapi

17 22 KM

18 Eco-tourism

19 Great natural beauty/tropical rainforest (with a stream of water)

20 Well-planned recreation and picnic area/ well-planned recreation areas/picnic

areas,

21 RM3.00

22 RM2.00

23 RM1.00

24 Night Camping Package / Corporate Event Package

25 Corporate Event Package / Night Camping Package

SECTION C : QUESTIONS 26 – 30

26. China and India ( 1 mark)

27. a) (by letting/allowing students to) spend hours reading their friends' updates/ looking at

pictures/ playing Farmville and doing all kinds of things other than their homework

27. ( b) Procrastination

28. (a) Angry/dissatisfied students can vent drama to the world

(before common sense sinks in and prevents them from hitting "share.")

28 . b) relationship is built and maintained through a website that lacks the emotion and physical

involvement of ( an unadulterated) relationship.

29.(a) - Students can concern themselves with politics, philosophy, art, and other matters

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3

(more serious than wild pictures from Ashley's party)

- Ss should not share too much information

- Ss should not post incriminating photos, obnoxious status updates (and other things that

shouldn't be viewed by one's 1,245 friends)

- Ss should protect their privacy

(choose any two)

29. After college, Ss can look for a job using FB

30. Accept any possible answer. (Note: MUST use own words.)

Summary

1) FB can cause study distractions

2) Can go wherever a student can go

3) may run the risk of increasing procrastination

4) evolve into addiction

5) can vent drama to the world

6) may lead to over-dependency on Facebook for social interaction

7) affect their social communication skills and the value of relationships

8) distracts students from paying attention to more important social concerns

9) (can divulge / is open to) the TMI, or "too much information"

10) no protection of privacy

11) help students communicate with each other

12) provides students the opportunity to stay in touch

13) able to find information and a network of like-minded people

14) serve as a networking resource after college

# choose only 10 points.

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Page 27: BI Pahang 2011

4

LANGUAGE DESCRIPTORS

Question 31 : Summary

MARK PARAPHRASE MARK USE OF ENGLISH

5 There is a sustained attempt

to re-phrase 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 organised and

coherent throughout

Marked ability to use original

complex structures

4

There is a noticeable attempt

to re-phrase 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 re-phrase

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

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Page 28: BI Pahang 2011

5

Incoherent

Note:

1. The mark of 0 is awarded if the material used is totally outside the prescribed text (totally

irrelevant) 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 LANGUAGE is 3.

SECTION D

Answer for Questions 32-34

Question 32

a) The deceiving eyes of the man

b) betrayed

c) i) they just want to have fun.

ii) they will use a girl and then dump her

(accept any other suitable answers)

d)i) Be careful when you get involved with men.

ii) Don’t follow your heart blindly ,

(accept any other suitable answers)

Question 33

a) (albino) buffalo

b) sunrise/ early morning

c) They accepted their hardship without any complaints . (accept any other suitable answers)

d) Yes, although the life is full or harship, you can live in peace.

(accept any other suitable answers)

No, life is too difficult wihtout material comforts.

(accept any other suitable answers)

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Page 29: BI Pahang 2011

6

Marking scheme for question 34

For this question, marks are awarded as follows:

Content - 10 marks

Language - 5 marks

Total - 15 marks

MARKING METHOD

1. Read the script carefully before deciding which band it best fits and the CONTENT mark

it deserves. If the response meets all or nearly all the descriptors given in the band, the

response should be placed at the top level of the mark range for that particular band.

2. Then assess the quality of writing under the provision for LANGUAGE.

3. The final mark will be expressed as CONTENT plus LANGUAGE and the total is shown

in the right hand margin.

4. No response will fit perfectly into any band but examiners must judge which level best

fits the descriptors described in the bands.

Content and Language Descriptors

Question 34 : 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

Response is likely to be

intermittently relevant to

Meaning is never in

doubt but errors are

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Page 30: BI Pahang 2011

7

5 - 6 the task specified

Provides some textual

evidence with little

development

3 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

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 only be awarded if

the response is in a language other than English

the response is not related to any of the novels

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