Documentos de Académico
Documentos de Profesional
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1119/2
Bahasa Inggeris
Kertas 2
SEPT. 2001
2 ¼ jam
PEPERIKSAAN PERCUBAAN
SIJIL PELAJARAN MALAYSIA
TAHUN 2001
BAHASA INGGERIS
Kertas 2
______________________________________________________________________
Arahan
1. Kertas soalan ini mengandungi tiga bahagian.
2. Jawab semua soalan .
3. Anda dinasihati supaya mengambil masa 30 minit untuk menjawab soalan Bahagian A, 45
minit untuk menjawab soalan dalam Bahagian B dan satu jam untuk soalan dalam
Bahagian C.
[Lihat sebelah]
There are three sections in this paper. Answer all three sections. You are advised to spend 30
minutes on Section A, 45 minutes on Section B and one hour on Section C
The health club of your school is organizing a fund-raising campaign to help a pupil who needs a
kidney operation. Being the organizing chairperson, you are asked to give a speech to appeal for
donations from teachers and pupils of the school. Based on the notes below, write out your speech.
Write a speech to appeal for donation. You should use all the notes given above and elaborate
on each of the points given.
(30 marks)
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Section B : Summary
2.Read the passage and then answer the question that follows.
1. Two winters ago, around Christmas time, I ran over a boy on a sled. He flew
out of nowhere during a serious snowstorm, a small figure darting down a
steep farmyard into the road just as my truck came over a knoll. Through the
veil of snow, I caught only the briefest glimpse of him – an impression of
startled eyes behind eyeglasses, a blue coat – before I sharply cut the wheel. 5
2. I remember hearing the awful crunch, a muffled cry, and then my truck was
sliding down a steep incline, ploughing sideways through deep drifts, coming
to rest, almost on its side. I sat there with groceries strewn all over the place
for perhaps ten seconds. Then I ripped off my shoulder belt, kicked open the
door with my boot, and clawed my way through the knee-deep snow back up 10
the bank. The boy was lying in the middle of the road, eerily still. “My legs,
my legs, “ he cried softly. “I can’t move my legs.”
4 As I knelt there with snow pouring down like cinders from heaven, a flood
of soft paternal words began flowing from my mouth. “ Listen to me, son.
You’re going to be okay. But first we have to get you off the road. Try and
relax. Everything will be fine.” 20
5 I don’t know whom I was trying to convince most. He closed his eyes,
nodded, and I moved his limp body gently to the shoulder, aware that I
could be doing even more damage – severing what was left of a mangled
spinal cord or destroying whatever muscle tissue or nerve connections
remained. But I couldn’t risk a plough truck roaring down on us at any 25
second.
6 “Can you move your fingers?” I said. “Yes,” he replied, and showed me.
Snowflakes were accumulating and melting on his flushed face. I studied
his eyes to see if he was slipping into shock. They were clear. I guessed
that he was 12 or 13 years old – a good-looking kid, I realized, and very 30
brave.
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7 Then from behind us rose a heart-rending wail. I turned and saw a large,
coatless woman struggling to manoeuvre through the snow, two children
in her wake. “Oh, my God, oh my God!” she cried. She lost her footing
and tumbled comically into the drift at the bottom of the driveway, and I 35
had no option but to go help her out. I extended her my hand and pulled
her from the drift. Her face was a mask of anguish, the face of a mother
confronted with the unthinkable.
9 He was standing up. “It’s okay, mum,” he said, rubbing his back. “ I
think I’m okay.”
10 His name was Mathew, and he was the son of a church caretaker. He
sat on a chair in his mother’s warm kitchen, holding back sobs. 45
11 “Why are you crying, Mathew ?” asked his mother. “Are you injured ?”
13 His younger sister , Rose, explained what had happened. When school
was called off for the day, they’d gone into the back meadow to sled. 50
But the farm’s steeper front yard tempted them. They never even
considered the danger of the road.
17 Later, I went outside to watch the wrecker winch my truck out. Both
tyres were flattened; the fender was bent. “I don’t see how you missed
running clean over him. It’s amazing,” said the police officer, indicating
the intersecting skid pattern and sled track. 60
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19 I went back to say goodbye to Mathew and his mother. He’d gone to lie
down, and his mother thanked me profusely. We actually embraced, and
she began to cry. I told her I would call in a day or so to see how everyone
was doing. 65
22 But I wasn’t. In fact, I had never been more deeply shaken in my life. No
matter what the police officer had said, I knew that the boy had disappeared
under the front of my truck, yet somehow survived with only an angry red 70
welt on the small of his back to show for it. I just couldn’t explain it.
23 I went home and sat for a couple of hours watching the sparrows dive-bomb
our bird feeder. I didn’t feel like moving or talking. My wife took our two
small children, Maggie and Jack, out shopping. As I sat there, the movie
projector between my ears played the accident over and over again. 75
Your summary must be in continuous writing (not in note form). It must not be longer
than 160 words, including the 10 words given below. Use your own words where
possible but make sure that the meaning of the text will not be affected.
(30 marks)
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a) You live in a small fishing village. Suggest some ways to promote tourism of this village to
foreign visitors.
e) Entertainment
(40 marks)
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FORMAT : 3 MARKS
CONTENT/ELABORATION : 12 MARKS
LANGUAGE : 15 MARKS
TOTAL : 30 MARKS
C) LANGUAGE
Please refer to handout given for Directed Writing
A Apart from occasional first draft slips language is accurate. Sentence structure is
14 – 15 varied and shows that 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. No spelling errors
across the script. Paragraphs have unity and are appropriately linked.
B The language is almost always accurate but there may be more minor errors or
12 – 13 first draft slips. Errors may also arise from ambitious structures which are
imperfectly understood. Sentence structure is varied and interesting. Vocabulary
is wide enough to convey intended shades of meaning with some precision.
Spelling is nearly always accurate. Paragraphs show unity and are linked
appropriately.
C The language is largely accurate and communicates meaning to the reader.
10 – 11 Simple structures are used without error but mistakes may occur when more
sophisticated structures are attempted. Vocabulary is adequate to convey
meaning, although it may not be sufficiently developed to achieve precision.
Punctuation is generally accurate but errors may occur in more complex uses. The
report is written in paragraphs which show unity and are usually linked
appropriately. Slang or informal language may creep in from time to time.
D The language is sufficiently accurate to communicate meaning clearly to the
8–9 reader. There will be patches of clarity particularly when simple structures are
used. Mistakes will occur when more complex sentences are attempted.
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. Although paragraphs are used linkers may not be appropriate.
E Errors are sufficiently frequent and serious to hamper precision and speed of
6–7 reading but meaning is never in doubt. Some simple structures will be accurate
but accuracy is not sustained long. Vocabulary is limited and too simple to
convey precise meaning. Simple words will usually be spelt accurately.
Paragraphs are found but these lack unity and linkers are incorrectly used or
there will be no paragraphs at all. There will be errors of sentence separation and
punctuation. Lapses into slang may occur.
U (i) Errors are frequent and serious but meaning is usually fairly clear. The reader
4–5 feels that the correction of ‘single word’ errors may produce a piece of fairly
accurate English but the incidence of error is high and will definitely impede the
reading. A few simple structures are used accurately. Vocabulary is limited and
some errors in punctuation will occur. Paragraphs may not be used or if used,
show a lack of planning. There may be frequent spelling errors. Errors of sentence
separation and punctuation will be more frequent.
U (ii) Sense will usually be decipherable but some of the errors will be multiple
2–3 requiring the reader to re-read and re-organise before meaning becomes clear.
Whole sections of the report may make little or no sense. Thee will unlikely to be
more than one or two accurate sentences. The content is just barely
comprehensible but the density of the error hides its tone and style.
U (iii) Scripts in this category are almost entirely or entirely impossible to recognize as
0–1 pieces of English. Whole sections of the essay may make no sense at all. Award 1
mark if some sense can be obtained. The mark of ‘0’ should only be awarded if the
Section B – Summary
Marking method:
Read the script carefully, and number it according to the list of points given in the subsequent
sections of the mark scheme. Then assess the quality of writing under the provisions for style and
presentation. The final mark will be expressed as CONTENT plus LANGUAGE and the total
shown in the right hand margin.
Assessment Objectives
To test the candidate’s ability to:
1. produce a piece of continuous prose in accurate Standard English,
2. respond relevantly and creatively to a task chosen from a number of alternatives.
A Apart from very occasional first draft slips, the language is entirely
36 – 40 accurate. Sentence structure is varied and shows that the candidate
is able to use various types of sentences to achieve a particular
effect. Vocabulary is wide and is used with precision. Punctuation is
accurate and helpful to the reader. Spelling is accurate across the
whole range of vocabulary used. Paragraphs are well planned, have
unity and are linked. The topic is addressed with consistent
relevance. The interest of the reader is aroused and sustained.
B The language is accurate; occasional errors are either minor or first
31 – 35 draft slips. Vocabulary is wide enough to convey intended shades of
meaning with some precision. Sentences show some variation of
length and type, including some complex sentences. Punctuation is
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length and type, including some complex sentences. Punctuation is
accurate and generally helpful. Spelling is nearly always accurate.
Paragraphs show some evidence of planning, have unity and are
usually appropriately linked. The piece of writing is relevant to the
topic and the interest of the reader is aroused and sustained through
most of the composition.
C The language is largely accurate. Simple structures are used without
26 – 30 error, mistakes may occur when more sophisticated structures are
attempted. Vocabulary is wide enough to convey intended meaning
but may lack precision. Sentences may show some variety of
structure and length but there is a tendency to use one type of
structure, giving it a monotonous effect. Spelling of simple
vocabulary may be correct but errors may occur when more
sophisticated words are used. Punctuation of simple structures is
accurate on the whole. The composition is written in paragraphs
which may show some unity, although links may be absent or
inappropriate. The writing is relevant but may lack originality and
planning. Some interest is aroused but not sustained.