Spm > Bahasa Inggeris > Skema Spm Bi K1 Set 1

Mark Scheme for Paper 1 Set 1 Marking Scheme ( 35 marks) Award marks as follows: Content - 15 marks Language - 20 marks ___________________ Total 35 marks ___________________ Detailed Marking for Content (15 marks) Format (formal letter) - 3 marks (Salutation, title, ending salutation) Content - 10 marks Elaboration - 2 marks __________________________ Total - 15 marks __________________________ 1. Award 1 mark for each of the following content ( 1 x 10 marks = 10 marks) C1 -

Take up a hobby

C2 -

Be involved in games

C3 -

Take up a course

C4 -

Join a uniformed body

C5 -

Join a voluntary organisation

C6 -

Be active in a school society

C7 -

Take up a part-time job

C8 -

Go for tuition classes

C9 -

Choose friends carefully

C10 -

Spend quality time with family members

2. Award up to the maximum of 2 marks for the elaboration of any two points mentioned. Language (20 Marks) – refer to Appendix 1

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Appendix 1 BAND SCALE FOR LANGUAGE: CRITERIA FOR MARKING LANGUAGE

Description of Criteria

Mark Range  

A 19 – 20

         

B 16 - 18

    

C



13 - 15



The language is 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 shows some sophistication 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 is formal, informative and concise. The tone is polite and courteous. The language is almost always accurate but there may be more minor or first draft slips. Errors may also arise from more ambitious structures which are imperfectly understood. Sentences show some variation, length and type, including the confident use of complex sentences. Punctuation is almost always accurate and generally helpful to the reader. Vocabulary is wide enough to convey intended shades of meaning with some precision. Spelling is nearly always accurate. It is written in paragraphs and shows some unity and is usually linked appropriately. The style is formal and avoids digression. The tone is polite enough and generally appropriate and informative. The language is largely accurate to communicate meaning clearly to the reader. Simple structures are used without error; mistakes may occur when more sophisticated structures are attempted.

2

         

D

 

10 – 12

    

  E 7–9

   

Vocabulary is adequate to convey intended meaning although it may not be sufficiently developed to achieve precision. Sentences show some variety of length and structure although there is a tendency to repeat some sentence types, giving it a monotonous effect. Punctuation is generally accurate although errors may occur in more complex uses. It is written in paragraphs which show some unity, although links may be absent or in appropriate. The style shows some understanding of the need to be formal. There may be occasional lapses in the tone but an attempt to be polite and informative is evident. The language is sufficiently accurate. There will be patches of clarity particularly when simple 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. Simple words are spelt correctly, but errors may occur when unfamiliar words are used. Punctuation is generally correct but does not enhance or clarify meaning. Sentence separation errors may occur. It is written in paragraphs which may show some unity in topic. The style shows an attempt has been made to achieve formality but this may not be sustained. The tone is not always appropriate although it is evident that the candidate has some understanding of what is required. Meaning is never in doubt but single word errors sufficiently frequent and serious to hamper precision and speed of reading. Some simple structures will be accurate but accuracy is not sustained for long. Vocabulary is limited and either too simple to convey precise meaning or are imperfectly understood. Simple words will usually be spelt accurately but mistakes will occur when more difficult words are used. It will have paragraphs but these lack unity and links are incorrectly used or it may not be paragraphed at all. There may be errors of sentence separation and

3

 

 

 

U (i)



4–6

    

U (ii) 2–3

   

U (iii) 0–1

  

punctuation. The style may fail to achieve the requirement of this task. The tone may inappropriate for a formal piece of writing.

Meaning is usually fairly clear. The reader feels that the correction of ‘single word’ errors may produce a piece of fairly accurate English but the incidence of errors is high and will definitely impede the reading. A few simple structures are used accurately. Vocabulary may not extend beyond a simple range of words that are inadequate to express intended shades of meaning. 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. There may be frequent spelling errors. The style may not be accurate or if it is, may not show understanding of the detailed requirements of the task. The tone is inappropriate. Some sense will usually be decipherable but some of the errors will be multiple, requiring the reader to re-read and re-organise before meaning becomes clear. Whole sections make little or no sense. There are unlikely to be more than one or two accurate sentences. The content is comprehensible but its tone and style are hidden by the density of errors. Scripts in this category are almost entirely impossible to recognise as pieces of English. Whole sections may make no sense at all or are copied from the task. Award ‘1’ mark if some sense can be obtained. The mark ‘0’ should only be awarded if it makes no sense at all from beginning to end.

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Continuous Writing Question 3 The continuous writing is basically assessed by *general impression*. However, the following levels can be noted: Category Excellent

Good

Marks Allocated 46-50

40-45

Remarks / Description  Hardly any mistakes in grammar (including spelling and punctuation).  Effective use of varied sentence structures  Wide vocabulary, used precisely and expressively  Good and relevant points  Coherence in paragraphing  Well-organised points  Essay is very interesting and shows originality. 

Few mistakes in grammar. Mistakes arise from unusual or complex language use. Some variety in sentence structures Some width in vocabulary – can convey shades of meaning. Relevant points Some coherence in paragraphing Points are organised in paragraphs Essay is interesting

      satisfactory

34-39



Some mistakes in grammar but language use is mainly accurate Some variety in sentence structures. However, generally, repetitive sentence type are found. Mainly basic vocabulary. Errors in use of more ambitious vocabulary. Relevant points Some coherence in paragraphing Not very well organised points Essay is slightly interesting

      Passable

24-33



Many mistakes in grammar but the meaning is still clear. Patches of accurate language use occur. Little variety in sentence structure. Simple structure dominates the composition. Only basic vocabulary. Errors in use of more

 

5

ambitious vocabulary Points are mostly relevant; some illogical / irrelevant points Little coherence in paragraphing Not very well organised points Essay is not interesting

    Unsatisfactory

16-23



Many serious mistakes in grammar but the meaning is fairly clear. A few simple structures may be corrected Little variety in sentence structures Only basic vocabulary. Errors in use of more ambitious vocabulary. Topic is not well discussed Disorganized points Little coherence in paragraphing Essay is not interesting

      Poor

10-15



Many serious mistakes in grammar and the meaning is not very clear Only simple sentence structures Very basic vocabulary; many errors in use of words Poor treatment of topic due to poor linguistic ability Hardly any organization; probably no paragraphing

    6-9



0-5

 

Very frequent and serious errors in grammar and vocabulary make the meaning barely comprehensible Almost unrecognisable as English Almost no sense can be made of it all

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