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PROGRAM PENINGKATAN AKADEMIK SPM 2013 ANJURAN MAJLIS PENGETUA SEKOLAH MALAYSIA (KEDAH)

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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

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SECTION B 16 17 18 19 20 21 22 23 24 25 teacher(s)/ favourite teacher(s) Teacher’s Day (school) students 300 (words) poem video clip educate@thestar.com.my May 5 10 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 (a) Perplexed (b) Family problems (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 sister’s depression had made the writer more sensible/rational (start) counseling/go out with her friends instead of being cooped up at home Accept any one We will feel relieved after talking to someone / the depressed person may get good opinions from the listener Accept any logical answer

27

28

29

30

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 couldn’t 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 Mark PARAPHRASE A sustained attempt to re-phrase text . Expression is secure. Allowance given for phrases / words lifted from text that are difficult to substitute. Mark

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USE OF ENGLISH Very occasional first draft slips. Language is accurate. Varied sentence structure. Use of original complex syntax. Punctuation and spelling accurate. Language almost always accurate. Isolated serious errors. Some varied structures. Sentences may include original complex syntax. Punctuation and spelling nearly always accurate. 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. 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. Heavy frequency of serious errors. Fractured syntax. Poor punctuation and spelling. Errors impede reading.

5

5

4

A noticeable attempt to re-phrase text. Free from stretches of concentrated lifting. Expression generally sound.

4

3

Intelligent and selective lifting. Limited attempts to re-phrase. Expression may not always be secure.

3

2

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

2

1

More or less a complete transcript of the text. Random transcription of irrelevant parts of text.

1

Note: Mark for style and presentation (Language) Example: Mark for P + Mark for UE L = ----------------------------------2 L = 3 + 4 = 7/2 = 3 ½ = 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)

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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 9-10 Band Descriptors 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. 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. 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. 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. 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.

7-8

5-6

3-4

0-2

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LANGUAGE (5 MARKS) Score 5 Band Descriptors

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

3

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.

2

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.

1

Heavy frequency of serious errors impedes reading. Fractured syntax is rampant. Punctuation falters. Spelling mostly inaccurate.

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