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GENERAL INSTRUCTIONS TO TEACHERS FOR MARKING QUESTIONS 1, 2 AND 3.

a) Read the answers given. Check to see if the task is relevant to the assessment objectives specified. b) All answers should be considered at sentence level. c) Merits and errors should be noted. d) Candidates ability to express ideas and use of interesting expressions should be given due consideration. e) Candidates may or may not use all the words given. f) Candidates need not comply to the word order given. g) The quality of the answer should be given greater consideration over the quantity or length of the answer.

1. CHECKLIST FOR MARKING

Read the answer script as a whole. Place the bands. Reread and identify the errors and merits. Use the given symbols to highlight the merits and errors or additional details like new words or interesting expressions. Reconfirm band. Award marks accordingly.

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2. GENERAL ASSESSMENT OBJECTIVES FOR BAHASA INGGERIS KERTAS 2 014/2 To assess candidates ability to construct simple and compound sentences using correct grammar, punctuation and spelling. To assess candidates ability to transfer information accurately and appropriately from one text type into a given framework. To assess candidates ability to give reason(s) to support decision or choice. To assess candidates ability to express ideas using correct grammar, paragraphing, punctuation and spelling.

2.1 Assessment objective for Question 1 To assess candidates ability to construct sentences. Task: To write grammatically correct sentences based on the picture with the given words to help them.

2.2 Assessment objective for Question 2 To assess candidates ability to transfer information appropriately without changing its original meaning from a text into a given framework. Tasks: a) To transfer information from one text type into a given framework. b) To give reason(s) to support ones decision or choice using correct tense and structure.

2.3 Assessment objective for Question 3 To assess candidates ability to construct a variety of sentence structures given in the recommended sentence patterns as in the syllabus, e.g. simple and compound sentences and to assess the ability to express ideas using correct language structures and paragraphing. Tasks: a) To write a story using the given pictures and words as stimulus. b) To express ideas creatively.

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3. GUIDELINES FOR MARKING QUESTION 1

a) Candidates must answer this question. b) The total marks for this section is 10. c) The answer script must be assessed as a whole for marks to be awarded. Examiner must consider the coherence of each sentence before awarding marks. d) Candidates must show their ability to construct a grammatically correct sentence. e) Candidates should not be penalised if they change the order of the words or do not use all the words given as long as meaning is clear throughout. f) Merits and errors must be noted using the given symbols to highlight them.

3.1 MARKING SCHEME FOR QUESTION 1 BAND DESCRIPTORS Task is very well fulfilled EXCELLENT All sentences constructed correctly Hardly any grammatical, spelling or punctuation errors Good presentation of ideas, relevant to the stimulus Task is fulfilled Most sentences constructed correctly CREDIT Few single word errors found in the sentences constructed Few grammatical, spelling and punctuation errors Satisfactory presentation of ideas, relevant to the stimulus Task is almost fulfilled ACHIEVEMENT Some single word errors found in sentences constructed Some grammatical, spelling and punctuation errors Meaning is clear Task is partially fulfilled LOW Disorganised sentence structure but meaning is still clear Poor use of language * 0 mark No answer given / blatant irrelevancy * 1 mark copy words / direct lifting ACHIEVEMENT Chunking of words 14 56 78 9 10 MARKS

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4. GUIDELINES FOR MARKING SECTION B QUESTION 2 a) Candidates must answer this question. b) Total marks : 15 c) For Question 2a: Full marks awarded is 10 Award one mark for each correct answer Do not accept answers with spelling errors Do not award half marks

d) For Question 2b: Full marks awarded is 5 Mark is awarded according to the band scale given

Question 2a : Answers

Kite Flying kite, string

Collecting Stickers stickers, scrapbooks

Cycling (a) bicycle, (a) helmet

Things needed

Benefits

(get) more friends

gain information

good exercise

Activities

make colourful kites

exchange stickers with others

cycle in groups

Place

on the field

at home

around the neighbourhood

Time

windy day

anytime you are free

in the evening / evening

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4.1 MARKING SCHEME FOR SECTION B QUESTION 2b

BAND

DESCRIPTORS Excellent and confident use of the language Reason(s) conveyed clearly through a variety of sentence

MARKS

EXCELLENT

structures Reason(s) are well-planned, relevant and are linked so as to sustain the interest of the reader Overall accurate use of spelling and punctuation Proficient use of the language throughout Attempts made to construct a variety of sentence structures but occasional errors occur Most reason(s) are well-organised, relevant and conveyed clearly Punctuation and spelling errors may occur occasionally but overall meaning is still clear Correct use of the language Simple sentence(s) with minor errors but meaning is still clear

CREDIT

ACHIEVEMENT Satisfactory presentation of reason(s) Vocabulary is adequate to convey meaning A few punctuation and spelling errors may be found in the script Poor use of language Multiple errors found in the sentences LOW ACHIEVEMENT Limited and incorrect use of vocabulary Many spelling and punctuation errors Direct lifting * 0 mark No answer given

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5. GUIDELINES FOR MARKING QUESTION 3

a) Candidates must answer this question. b) This question carries 15 marks. c) The answer script must be read as a whole for marks to be awarded. Examiners must consider the coherence of each sentence before awarding marks. d) Candidates are expected to show their ability to construct a variety of sentences given in the recommended sentence patterns in the syllabus. e) Candidates are required to write their answers in a paragraph or paragraphs. f) Candidates are also expected to add new words and interesting expressions correctly in context. g) All given words may or may not be used. Candidates should not be penalised if they change the order of the words given as long as meaning is clear throughout. h) Candidates are encouraged not to change the tense used in the question as the change may cause a major distortion in the overall idea/meaning. i) Well organised ideas are considered as a strength whereas repetition of ideas are considered as weakness.

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5.1 MARKING SCHEME FOR SECTION C QUESTION 3

BAND

DESCRIPTORS Excellent and confident use of the language Ideas conveyed clearly through a variety of sentence structures Confident use of new words to express ideas Ideas are well-planned, organised and are linked so as to sustain the interest of the reader Overall accurate use of spelling and punctuation Proficient use of the language throughout Attempts made to construct a variety of sentence structures but occasional errors occur Most ideas are well-organised, relevant and conveyed clearly Punctuation and spelling errors may occur occasionally but overall meaning is still clear Simple sentences with minor errors but meaning is still clear Satisfactory presentation of ideas Vocabulary is adequate to convey meaning A few punctuation and spelling errors may be found in the script Poor use of language Multiple errors found in the sentences Ideas are incomprehensible even after a few readings Many spelling and punctuation errors Direct lifting

MARKS

EXCELLENT

13 15

CREDIT

9 12

ACHIEVEMENT

58

LOW

ACHIEVEMENT Limited and incorrect use of vocabulary

1-4

* 0 mark No answer given / blatant irrelevancy

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SYMBOL

DEFINITION Correct sentence New words used correctly / good sentences Omission of word

Repetition Punctuation Inappropriate word / Vocabulary Grammatical Structural

? sp

Unclear meaning

Spelling error Total distortion / blatant irrelevancy

Rd ( [ ) ]

Redundancy

Chunking

Irrelevancy / general statement Word order Should be in one word The word should be separated

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