Pentaksiran Pusat Peringkat

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BAHASA INGGERIS
ENGLISH LANGUAGE SKILLS
ACQUISITION
(ELSA)
Tahun 2014
A
The English Language syllabus (for KBSM)
aims to extend learners language
proficiency in order to meet their needs to
use English in certain situations in everyday
life, for knowledge acquisition, and for
future workplace needs.


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AIMS OF THE SYLLABUS
Format

NO ITEM PAPER 1 : READING AND WRITING
1 Instrument type Subjective and objective
2 Item type (a) Limited response
(b) Open response
(c) Guided writing
3 Type of task Individual
4 Number of questions/
sections
Section A
Error identification of a text
Identify and edit grammatical errors in a short written text
Section B
Comprehension
Non-linear text of about 150-250 words
Section C
Comprehension
Linear text of about 300 words
Section D
Writing
Shorter writing task (in about 100 words) write in response to a stimulus
Longer writing task (between 150 to 200 words) based on a given stimulus
(e.g. recount, speech, article, letter etc.)
(Answer all questions in Sections A ,B, C and D)

5 Total marks Section A : 20 marks
Section B : 20 marks
Section C : 15 marks
Section D : 45 marks

Total : 100 marks
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Format

6 Duration 2 hours





7 Constructs 1. Knowledge of the language system
2. Information processing skills
3. Language application skills
4. Language creativity

8 Scoring method Analytic and holistic

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Format
NO ITEM PAPER 2 : SPEAKING
1 Instrument type Spoken production and interaction test
2 Item type a) Reading aloud
b) Open response
3 Type of task Individual
4 Number of questions/
sections
Section A
Reading aloud (individual task)
Read aloud a contextualised reading text of about 200 words

Section B
Spoken interaction (individual task)
Engage in an interaction with examiner(s) based on a given topic through the
use of prompts
(Answer all questions in Section A and Section B)
5 Total marks Section A : 10 marks
Section B : 20 marks

Total : 30 marks
6 Duration
Approximately 10 minutes for each candidate
As scheduled
7 Constructs
1. Oral reading skills
2. Communication skills
8 Scoring method Holistic
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Format
NO ITEM PAPER 3 : LISTENING
1 Instrument type Listening test
2 Item type a) Multiple-choice questions
(3-option MCQ or 4-option MCQ)
b) Limited response
3 Type of task Individual
4 Number of questions/
sections
Section A
Listen to recorded text twice
Respond to a variety of listening tasks based on a number of audio recordings
10 multiple-choice questions

Section B
Listen to extended recorded texts twice
10 limited response questions

(Answer all questions in Section A and Section B)
5 Total marks Section A : 10 marks
Section B : 10 marks

Total : 20 marks
6 Duration 30 minutes

7 Constructs Listening comprehension and information processing skills
8 Scoring method Dichotomous and analytic

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Sample Instruments

HIGHER ORDER THINKING SKILLS (HOTS) ITEMS

In the non- linear and linear comprehension section
(Section B & C)
In the writing section (Section D)
In the listening paper
In the speaking paper ( Section B)

(The number of HOTS items will increase over the years)



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PAPER 1 : READING AND WRITING
H:\ELSA_sample ReadingWriting.docx

PAPER 2 : SPEAKING
H:\ELSA_sample Speaking.doc

PAPER 3: LISTENING
H:\ELSA_sample Listening.doc
H:\ELSA Listening Text.mp3
Video of listening test : My Movie.wlmp

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Sample Instruments



PAPER 1 : READING AND WRITING
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SCORING CRITERIA
Identification of errors Correction of errors
1. whom 1. who
2. looked 2. looking
3. student 3. students
4. his 4. their
5. at 5. out
6. quick 6. quickly
7. above 7. on/ in
8. checked 8. check
9. meet 9. met
10. than 10. then
SECTION B (20 MARKS)
11. F
12. T
13. T
14. F
15. T
16. a) Go on a cable car ride /go diving in the underwater marine park
17. Penang
18. Activities such as jungle trekking and camping are outdoor activities that
may involve an adrenaline rush. (Accept any other relevant response)
19 a) a birds eye view
b) Malaysian Cuisine


REMINDER: NUMBER OF QUESTIONS WILL VARY FROM YEAR TO YEAR

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SCORING CRITERIA
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SCORING CRITERIA
QUESTION 19
TASK FULFILLMENT, RELEVANCE, ACCURACY IN
LANGUAGE & VARIETY IN SENTENCE STRUCTURES :
1. Write a postcard
2. Encourage friend to visit hometown by giving one /more
reasons with elaboration.


SCORE WOULD DEPEND ON REASON/S, ELABORATION
AND LANGUAGE

WHOLESALE LIFTING WILL NOT HELP CANDIDATES TO
SCORE HIGHER MARKS
SECTION C: LINEAR COMPREHENSION TEXT














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SCORING CRITERIA
Dos

Donts

a) Look after her health
b) Drink plenty of water
c) Group study
d) Get sufficient sleep
e) Eat proper meals
f) Take down short notes/ be a
member of the state library/
revision with regular rest
periods

a) Spend time on Facebook
b) Study at the eleventh hour
c) Chat online/ play online games
d) Eat junk food



20. A fortnight ago / two weeks ago.
21. To ask for advice on how to prepare for the examination
22. By helping each other/ by having discussions
(Accept any other relevant response)
23. She should call / telephone Sheila
24. a) around the corner
b) fortnight
c) avoid
25.


26. i. Devise a timetable.
ii. Attend tuition classes.
iii. Seek help from teachers in areas that you are
weak in .
(Accept any relevant response)

IF CANDIDATES ARE ASKED TO PROVIDE OTHER
REASONS/ SUGGESTIONS, THEN THEY CANNOT
SELECT THE REASONS/SUGGESTIONS STATED IN
THE TEXT
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SCORING CRITERIA
SECTION C : LINEAR COMPREHENSION TEXT
SECTION D
SHORTER WRITING TASK

Task fulfillment
Development of ideas
Language accuracy
Vocabulary used
Variety in sentence structures
Style and tone

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SCORING CRITERIA
SECTION D : LONGER WRITING TASK

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SCORING CRITERIA
Task fulfillment
Development of ideas
Language accuracy
Vocabulary used
Variety in sentence structures
Interest is aroused
There will be a report describing the candidates
ability for :

1. READING & WRITING

2. SPEAKING & LISTENING (ORAL)
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REPORTING




PAPER 2 : SPEAKING
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SCORING CRITERIA: READING ALOUD

Assessment
Criteria for Reading
Aloud
Grade DESCRIPTORS


- Pronunciation,
articulation
and intonation

- Fluency and
rhythm

- Awareness of
audience,
purpose and
context

A Pronunciation, articulation and intonation is accurate.
Almost flawless delivery.
Excellent awareness of audience, purpose and context.

B Pronunciation, articulation and intonation is almost accurate with minimal slips.
Smooth delivery with minimal hesitation but able to self-correct.
Clear awareness of audience, purpose and context.

C Reasonably intelligible pronunciation, articulation and intonation with some slips.
Uneven delivery with some hesitations and pauses.
Fairly clear awareness of audience, purpose and context.

D Numerous errors in pronunciation, articulation and intonation which impedes
understanding.
Slow and disjointed delivery is slow and punctuated with a high degree of
hesitations and unnecessary pauses.
Limited awareness of audience, purpose and context.

E Pronunciation and articulation is poor and totally impedes understanding.
Fractured delivery with extensive hesitations and pauses.
Hardly any awareness of audience, purpose and context.

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SCORING CRITERIA: SPOKEN INTERACTION
Assessment Criteria
for Spoken
Interaction
Grade DESCRIPTORS


- Personal
response
- Fluency &
Coherence
- Language
accuracy
- Pronunciation


A
Responses are well-developed.
Fluent and coherent ideas.
A wide range of vocabulary with a variety of sentence structures.
Accurate grammar except for first draft slips.
Accurate pronunciation.


B
Responses are sufficiently developed.
Generally fluent and coherent ideas.
A sufficient range of vocabulary with some variety of sentence structures.
Grammar is adequately accurate but with mistakes at word level.
Largely accurate pronunciation.


C
Responses are reasonably developed.
Fairly fluent with some coherent ideas.
A reasonable range of vocabulary with an adequate variety of sentence structures.
A few grammatical errors at word and sentence level but meaning is not obscured.
Reasonably accurate pronunciation.


D
Responses are poorly developed.
Ideas are hampered.
A simple range of vocabulary with repetitive sentence structures.
Many grammatical errors which hinder understanding.
Mispronunciation may cause some confusion.


E
Responses are limited or hardly present.
A total lack of fluency. Use of L1 may occur.
A limited range of vocabulary with fractured sentence structures.
Serious grammar errors that impede understanding.
Poor pronunciation impedes understanding.

SCORING CRITERIA
SPEAKING
VIDEOS
H:\video-2014-01-29-08-31-10.mp4

H:\video-2014-01-29-08-33-13 (1).mp4

3. lpm.candidates



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