Trial Paper 1 Spm 2016 3v76z

1119/1 Bahasa Inggeris Kertas 1 Ogos 2016

PEPERIKSAAN PERCUBAAN SPM 2016 BAHASA INGGERIS Kertas 1 Satu jam empat puluh lima minit

NAME: ………………………………………….

CLASS:……………………..

JANGAN BUKA KERTAS SOALAN INI SEHINGGA DIBERITAHU Arahan 1. Kertas soalan ini mengandungi dua bahagian : Bahagian A dan Bahagian B. 2. Jawab kedua-dua bahagian. 3. Anda dinasihati supaya mengambil masa 45 minit untuk menjawab soalan Bahagian A dan satu jam untuk Bahagian B. Instructions 1. This question paper consists of two sections: Section A and Section B. 2. Answer both sections. 3.You are advised to spend 45 minutes on Section A and one hour on Section B.

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Section A : Directed Writing [ 35 marks] [ Time suggested: 45 minutes] The school canteen is a place where most of the students in your school spend their time after hours of learning session. As one of the daily visitors of the canteen, you found that the canteen service is poor recently. You have carried out a survey to get more information about this situation from other students. Based on your findings, write a report to the Principal regarding the matter. In your report, tell the principal how poor the canteen service is.

Unhealthy Food

Oily fried ‘keropok lekor’ Less vegetable Stain glasses

Poor Service

Lack of Cleanliness Messy counter Broken benches Poor Facilities Slow water

When writing the report, you must to : 

Address your report to the principal



Provide a title



State the writer of the report



Use all the notes given



Give three suggestions to improve the situations.

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

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Section B: Continuous Writing [50 marks] [ Time suggested: One hour] Write a composition of about 350 words on one of the following topics. 1. Describe an exciting holiday you had with your friends and how you felt about it. 2. Outdoor activities are important to instill leadership in oneself. Discuss 3. Describe how a sudden change in the weather brought disaster to your community. 4. Write a story about a young boy who lost his family ending with: “... he realized that it was the best decision he had made.” 5. “Man proposes but God disposes.” Describe an experience when something you had planned well shattered into pieces.

KERTAS SOALAN TAMAT

MARKING SCHEME PAPER 1 Section A : Directed Writing (35 marks)

3

Format

-

3 marks

Content

-

12 marks

Language

-

20 marks

__________________________ TOTAL

:

35 marks

__________________________

A

FORMAT (3 marks) Award 1 mark each : F1

Adressing the Principal -

F2

Giving title of the report -

F3

For example - School Canteen Poor Service

Stating the writer of the report -

B

For example To : The Principal of Sekolah …….

For example - Reported by : ………

CONTENT (12 marks) Award 1 mark each for each content use appropriately. Do not awards mark for mere mention of key words. C1

-

Unhealthy Food

C2

-

Oily fried ‘keropok lekor’

C3

-

Less vegetable

C4

-

Lack of Cleanliness

C5

-

Stained glasses

C6

-

Messy counter

C7

-

Poor Facilities 4

C

C8

-

Broken benches

C9

-

Slow water

C10

-

(First suggestion)

C11

-

(Second suggestion)

C12

-

(Third suggestion)

LANGUAGE (20 marks) CRITERIA OR MARKING LANGUAGE

Mark Range

A

Remarks/Description

 

19 – 20     

B

 

16 - 18

    

The language is entirely accurate apart from occasional first draft slips. Sentence structure is varied and sophisticated – shows that the candidate is able to use sentence length and type to achieve an intended effect. Vocabulary – sophisticated and is used with precision. Punctuation is accurate and helpful to the reader. Spelling is accurate across the full range of vocabulary used. Paragraphs have unity and are appropriately linked. The style and tone are appropriate for a formal studentprincipal communication.

The language is almost always accurate but there will be minor errors of first draft slips. Sentence show some variation in length and type, including the confident use of complex sentences. Vocabulary is wide enough to convey intended shades of meaning with some precision. Punctuation is almost always accurate and generally helpful to the reader. Spelling is nearly always accurate. Written in paragraphs which show some unity and are usually linked appropriately. The style and tone are almost appropriate for a formal student-principal communication. 5

C

 

13 - 15

    

D

 

10 - 12       

E

7-9

  

The language is largely accurate.. Simple structure sentences are used without errors; mistakes may occur when more sophisticated structures are attempted. Vocabulary is adequate to convey intended meaning although it may not be suiciently developed to achieve precision. Punctuation is generally accurate although errors may occur in more complex uses. Spelling is generally accurate for common vocabulary. Written in paragraphs which show some unity although links may be absent or inappropriate at times. The style and tone maybe generally appropriate for a formal student-principal communication.

The language is sufficiently accurate for meaning to come through. There will be patches of clarity, accurate language, particularly when simple vocabulary and structures are used. Mistakes will occur when more complex sentences are attempted. There may be some variety of sentence length and type but this may not be successful in enhancing meaning or arousing interest. Vocabulary is adequate but lacks precision. Punctuation is generally accurate but does not enhance or clarify meaning. Simple words are spelt correctly, but errors may occur when unfamiliar words are used. Written in paragraphs which show some unity in topic and attempt to use links. The style and tone may not be entirely appropriate for a report to a principal but some attempt has been made.

Meaning is never in doubt, but single word errors are sufficiently frequent and serious to hamper precision and speed of reading. Some simple structures will be accurate but accuracy is not sustained. Vocabulary is limited and either too simple to convey precise meaning or is imperectly understood. 6

  

U(i)

4–6

      

 U (ii)



2-3

 U (iii) 0-1

  

Simple words may be spelt correc tly but requent mistaes in spelling and punctuation mae reading the script difficult. Paragraphs lack unity. Links are incorrectly used. There may be errors of sentence separation and punctuation. The style and tone are unlikely to be appropriate or a report. It may not show understanding o the detailed requirements o the task.

Meaning is fairly clear but the incidence o errors is high and definitely impedes the reading. A script at this level will have ew accurate structures. Vocabulary may not extend beyond a simple range of words that are inadequate to express intened shades of meaning. There may be frequent spelling errors. Punctuation will sometimes be used correctly but sentence separation errors may occur. Paragraphs may not be used, or if used, show a lack of planning. The style and tone are inappropriate for a talk.

Sense will be decipherable but some of the errors will be multiple in nature requiring the reader to re-read and reorganize beore meaning becomes clear. Whole sections may mae little or no sense. They are unlikely to be more than one or two accurate sentences. The content is incromprehnsible but its style and tone are hidden by the density of errors.

Scripts in this category are most entirely impossible to recognize as pieces of English. Whole sections may make no sense at all or are copied rom the task. Award ‘1’ mark I some sense can be obtained. The mark ‘0’should only be awarded if the talk makes no sense at all from the beginning to the end.

7

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