SPM English

Paper 1
Time: 1 hour 45 minutes
Section A: Directed Writing
[ 35 marks]
Level : mediocre
You are advised to spend about 45 minutes on this section.
Question 1
You have just returned from a leadership camp. As the Head Prefect of our school! ou are
asked to "rite a report to the principle a#out the camp. $se the follo"in% notes to "rite our
report.
&n our report! include the follo"in%:
'ate and place
(um#er of participants
Aim ) to %room future leaders
Accompanin% teachers
Activities carried out and their #enefits
ACT!TES "E#E$TS
*un%le trekkin% +eam"ork
,lin% fo- 'evelopin% confidence
'rama .ommunication skills
Lectures and "orkshops /nhancin% kno"led%e
'o remem#er to:
Address the report to principle.
0et out the report correctl.
$se all the points %iven.
Add an other relevant details.
SECT%# ": C%#T#&%&S W'T#(
152 marks3
You are advised to spend about one hour on this section.
Question )
Write a composition of about 350 words on one of the following topics:
4. An unfor%etta#le e-perience.
5. 6 ideal house.
3. 7rite a stor that ends "ith 89And to this da! & "ould never look #ack a%ain.:
;. 8*uvenile delin<uenc is caused # parental ne%li%ence.: 'iscuss.
5. ,antas.
A#SWE'S and MA'*S SC+EME
PAPE' 1
Directed Writing
Ma,imum Mar-s
.ontent 45 marks
Lan%ua%e 52 marks
Total .5 mar-s
Detailed Mar-ing nstructions
,ormat 3 marks
.ontent 45 marks
Lan%ua%e 52 marks
Total .5 mar-s
$ormat: 3 marks ,4 0ender and recipient 4 mark
,5 +itle 4 mark
,3 .losure 4 mark
Content 45 marks ,4 'ate and place 4 mark
,5 (um#er of participants 4 mark
,3 Aim= to %room further leader 4 mark
,; Accompanin% teacher 4 mark
,5 *un%le trekkin% 4 mark
,> +eam"ork 4 mark
,? ,lin% fo- 4 mark
,@ 'evelopin% confidence 4 mark
,A 'rama 4 mark
,42 communication skills 4 mark
,44 Lectures and "orkshops 4 mark
,45 /nhancin% kno"led%e 4 mark
/anguage 52 marks Befer to the criteria for markin% lan%ua%e.
Section "
4. An unfor%etta#le e-perience.
= Cne evenin%! mother told me to #u some e%%s.
= (o choice #ut to run errand for her.
= Dou%ht the e%%s and made m "a home.
= +ripped and fell! droppin% the e%%s in the process.
= ,ound mself sittin% #eside a pool of #roken e%%s.
= Eroup of people had %athered around me.
= +ried to %et up #ut felt mself slippin% a%ain.
= 0ome %irls started to %i%%le and "hispered amon% themselves.
= 0ome small children uttered somethin% unintelli%ence and #urst out lau%hin%.
= &t #ecame the most Funfor%etta#leG e-perience & had ever encountered.
= .ould onl #lush in em#arrassment as & hurriedl "alked a"a.
= Dumped into someone & kno".
= Looked up to find m ver nos nei%h#or starin% at me.
= 'ecided not to sa anthin% and rushed to #edroom to "ash up.
5. 6 ideal house
= A #un%alo" "ith five spacious #edrooms and #eautiful #athrooms.
= 0cenic vie" "ith "ell ) kept la"ns shaded # hu%e rains trees.
= Deautifull carved doors.
= ,loors made of shinin% "hite mar#le.
= 7alls covered "ith "ood panelin%.
= Little %lass ta#les "ith hu%e #o"ls of red and "hite roses on them all alon% the "alls.
= A lon% verandah "ith 0panish arches and lots of han%in% plants.
= &n the centre of the room! han%in% from the ceilin% ri%ht do"n to the floor! the #i%%est
and most #eautiful crstal chandelier.
3. 7rite a stor that ends "ith 89 And to this da! & "ould never look #ack a%ain.:
= & "as at the lo"est point of m life.
= 7ith no stead jo# and proper education! & had no prospects and nothin% to look
for"ard to.
= 'ail routine included dru%s! fli%hts and earl mornin% visits to the police station.
= 6other #ecame %reatl saddened and e-tremel frustrated.
= 6et a person "ho looked intimidatin% and fired <uestions at me rapidl on "hat &
"as %oin% to do "ith m life.
= ,or the first time durin% our meetin%! & found m voice and poured out m
feelin%s.
= He offered to %et me a jo# at an insurance compan or a place at a colle%e.
= +here "as no "a for me to %o to colle%e since & had #arel passed hi%h school.
= A "eek later! & sho"ed up reluctantl for m first class. A miracle occurred.
= As the professor #e%an to speak! an e-plosion "ent off in m head.
= & "as no lon%er merel a loser. & "as a student and & felt as if & #elon%ed.
= & <uickl adjusted to the "orld of education and the process of learnin%.
= &n m final ear m famil "atched "ith pride as & received m diploma.
= 6 dream "hen & left school "as to #e a "riter and it "as a dream that & mana%ed
to realiHe. 89 And! to this da! & "ould never look #ack a%ain.:
;. 8*uvenile delin<uenc is caused # parental ne%li%ence.: 'iscuss.
= Bapid development and affluence has chan%ed societ drasticall.
= +he various chan%es that our societ is %oin% throu%h have #rou%ht a#out a ne"
#reed of teena%ers.
= +hese oun% people are more street"ise and closer to their friends than their
famil.
= +he risin% standards of livin% have resulted in man parents %oin% out to "ork.
= 6an teena%ers are left to fend for themselves or are left in the care of maids "ho
cannot possi#l serve as su#stitutes for parents.
= +herefore! left alone in their rooms or in the compan of their friends! the can
easil smoke or surf porno%raphic sites "ithout their parentGs kno"led%e. &f it
%oes unsupervised! man "ill %et involved in juvenile delin<uenc and therefore
are a threat to societ.
= Euidance is of utmost importance and parents should seiHe an opportunit the
can %et to spend more time "ith their children and teach them values that the
"ish them to ac<uire and uphold.
5. ,antas
= 'efine "hat a fantas is. 'iscuss ho" it affects a personGs life.
= ,antas can #e a form of escapism for some people from the dull life the
e-perience like the character F6athildeG in the short stor F+he (ecklaceG. +oo
much fantasiHin% ma lead to ne%ative #ehavior such as procrastination.
= &t can #e a source of inspiration for those "ho have dreams and creativit like
7alt 'isne "ho mana%ed to turn his amusement park into a million dreams for
children and adults alike.
Paper )
[ 45 marks ]
Level: mediocre
1 +he notice a#ove can most pro#a#l #e found at
A a science la#orator
" a construction site
C a hard"are store
D a hospital
+he protected elephants of 7est Den%al! &ndia are hardl out of harmGs "a. &n fact! since 522;!
5? have #een killed # trains #arrellin% do"n the hundred miles of track that run "here the
roam. (o" the 6inistr of Bail"as is under pressure to enforce speed limits! reduce travel at
ni%ht 1 "hen most casualties occur 3 and prune ve%etation to improve the driverGs vie".
) Dased on the e-tract a#ove! "e can conclude that
A most elephants in &ndia die in train crash
" most of the accidents happen at datime
C there is no speed limit for trains
D the drivers have poor ee=si%ht
. Dased on the #ar %raph a#ove! the t"o states that record the same amount of rainfall in 6a are
A Pahan% and 0ara"ak
" Penan% and 0elan%or
C Penan% and Perak

D Perak and 0a#ah
4 +he "oman in the picture a#ove is feelin% an%r #ecause her students are
A nau%ht
" happ
C funn
/ET0S /EA!E %&' C+/D'E# A /!#( P/A#ET
6alasiaGs river sstem is under threat. Hardl an of them can #e rated as clean. &ndiscriminate
dischar%e of effluents and ille%al dumpin% have polluted 53 of 5? sources of drinkin% "ater in
0elan%or alone. 77, is currentl "orkin% "ith the authorities to #etter mana%e our river #asins.
You can do our part as "ell. &f ou are a"are of an ille%al dumpin% into rivers! please notif
the relevant authorities. 7e need our support to keep our rivers alive.
5 Dased on the notice a#ove! "e can keep our rivers clean #
A leavin% our children a livin% planet
" or%anisin% a 80ave Cur Bivers campai%n
C "orkin% "ith 77, to mana%e the river #asins
D notifin% the authorities a#out ille%al dumpin% into rivers
1 +he phrase live from hand to mouth in the dialogue means the lad
A. 7ants a #i%%er salar
D. &s savin% mone to #u a car
.. Has to "ork hard to #u a car
'. &s una#le to save mone from her salar
2 +he slo%an a#ove tell us to
A. Appl safet rules
D. Ieep our #est tool safe
.. /nsure the safet of our tools
'. $se our tools accordin% to the rules
3 *ohn "ho is on #usiness trip! travellin% for t"o "eeks on I+6 railpass! has to pa
A. B6 5@.22
D. B6 35.22
.. B6 55.22
'. B6 ?2.22
Questions 4515 are #ased on the follo"in% passa%e.
/ver "ondered ho" the name 86elaka: "as %iven to this 8Dandar #ersejarah:J 647 to a popular
le%end! Parames"ara "as restin% under a tree near a river durin% a hunt! "hen one of his do%s
cornered 6 18 7! mousedeer. &n self ) defence! the mousedeer kicked the do% into the river
&mpressed # the coura%e of the deer! and takin% it as a propitious omen of the "eak
overcomin% the po"erful! Parames"ara decided 6117 the spot to found an empire. He named it
86elaka: after the tree 61)7 "hich he had taken shelter.
61.7 version of the stor sas that Parames"ara chose the name 86elaka: from the +amil "ord
mallakka 6147 8upside do"n: or 8on oneGs #ack:. An old illustration of the scene "here the
mousedeer kicks the do% sho"s the do% fallin% on 6157 #ack into the river. Hence the inspiration.
49 A Dased " Accordin% C ,ollo"in% D After
189 A the " it C an D a
119 A "ith " on C a%ainst D #
1)9 A over " a#ove C under D #eside
1.9 A another " different C various D )
149 A "hich " "hich C "hich "ill D "ho means
159 A itGs " his C its D it
Section "
142 marks3
Kuestions 4>=55
Read the following movie review and complete the table that follows.
The Blind Side is a 522A American semi=#io%raphical drama film. &t is "ritten and directed #
*ohn Lee Hancock.Dased on the true stor of Lei%h Anne and 0ean +uoh "ho take in a
homeless teena%e African=American! 6ichael LDi% 6ikeL Cher.
6ichael has no idea "ho his father is and his mother is a dru% addict. 6ichael has had little
formal education and fe" skills to help him learn. Lei%h Anne soon takes char%e ho"ever! as is
her nature! ensurin% that the oun% man has ever opportunit to succeed.

7hen he e-presses an interest in foot#all! she %oes all out to help him! includin% %ivin% the
coach a fe" ideas on ho" #est to use 6ichaelMs skills. +he not onl provide him "ith a lovin%
home! #ut hire a tutor to help him improve his %rades to the point "here he "ould <ualif for an
(.AA 'ivision & athletic scholarship. 6ichael Cher "as the first=round pick of the Daltimore
Bavens in the 522A (,L draft. At the end of the stor! 6ichael earns his position as one of the
most hi%hl coveted prospects in the colle%e team.

,or her performance! 0andra Dullock "on the Academ A"ard for Dest Actress. +he film itself
also received an Academ A"ardnomination for Dest Picture. Desides Dullock! the film stars
Kuinton Aaronas 6ichael
Kuestions 4>=55
Using the information from the movie review, write short answers in the spaces provided.
+itle 119
'irector 129
+pe of movie 139
Leadin% actress 149
,ilmGs achievement )89
)19
Stor:line :
+his film revolves around a )). NNNNNNNNNNNNNNNNNN ! named 6ichael Cher. He is adopted #
the +uoh famil and the support him to %o throu%h his life in school and foot#all tournaments.
6ichael is a talented foot#all plaer. +herefore! Lei%h Anne hires a tutor to help him in his
studies so that he can secure the ).9 NNNNNNNNNNNNNNNNNNNNNN . 0he also helps %ivin% tips to the
coach on ho" to train 6ichael. ,inall! 6ichael not onl #ecomes a )4.
NNNNNNNNNNNNNNNNNNNNNN plaer in his colle%e team! #ut has a famil he
)59NNNNNNNNNNNNNNNNNN .
Section C
155 marks3
Questions )15.1 are based on the following passage.
he following passage is about common problems faced in schools.
4
5
3
;
5
>
?
@
A
42
Cne of the most common pro#lems schools are facin% toda is truanc.
Primar and secondar school students can #e seen in shoppin% malls in their
school uniforms at an time of the da. 7hat makes them "ant to pla truant
and sta a"a from schoolJ
0ome students feel that the schools do not provide a conducive and e-citin%
environment to stud in. &t is the same routine! "eek in "eek out until the end
of the ear. +he %et #ored and skip school. +he find man e-citin% thin%s to
do out of school "ith their friends.
Yet others complain that the school is ver strict "ith lots of unnecessar
school rules. +he canGt have sli%htl lon% hair! canGt "ear earrin%s! canGt #rin%
handphones or "ear sports shoesO +he feel this kind of discipline is
unnecessar and undul harsh.
Another ver important reason that causes some students to pla truant is peer
pressure. +he "ant to #e part of the %roup and feel the have to #e as FcoolG as
their friends. +he "ant to sho" the are independent and "ill purposel #reak
school rules and re%ulations and flout the la"O +his is their "a of sho"in% that
the "onGt conform to anthin% that the feel is cur#in% their freedom in speech
and action. +he are happ as lon% as the are part of the F%roupG.
0tudents "ho pla truant are the losers in the end. +he "ill lose out on their
formal education and "ill have a tou%h time findin% jo#s. 7hen the canGt %et
jo#s! the "onGt have mone for their dail e-penses. +his "ill force them to
steal thin%s or harass people to %ive them mone.
Cthers start drinkin% or smokin% just #ecause their friends are doin% so.
0ometimes! the just to sho" the are FcoolG! the mi%ht resort to vandalism.
+he "ant to fi%ht the discipline that tells them the should not destro pu#lic
amenities.
Yet others sho" off their artistic talents # "ritin% %raffiti an"here the feel
like it.
6an times! the despair of not havin% mone leads them to take dru%s just to
%et over this feelin% of miser. +hen! the "hole ccle starts all over a%ain.
+his unnecessar pain and miser could have #een avoided if onl the students
had some self ) discipline and staed in school to %ain their academic
certificates and school leavin% certificates.
Dut! the fact remains that school is the place "here the learn discipline. &t is
this discipline that "ill help them "hen the #ecome oun% adults and %o into
5
42
45
52
55
32
35
;2
44
the "orkin% "orld. &t is this kind of discipline that "ill tell them Fri%htG from
F"ron%G and F%oodG from F#adG.
&t is onl "hen students kno" ho" to stand up for their #eliefs that the can
actuall stand up to #ullies and sa FnoG to #ein% pressuriHed into doin% anthin%
ne%ative or anthin% ethicall and morall "ron%. +his comes "ith discipline
"hich is normall em#edded in school and in the home.

;5
)19 ,rom the para%raph 4 and 5!
a3 7hat is the main pro#lem schools are facin%J
14 mark3
#3 7h do students pla truantJ
14 mark3
)29 ,rom para%raph 3 and ;! "hat causes students to sta a"a from schoolJ
15 marks3
)39 ,rom the para%raph 5! "hat "ill happen to students "ho pla truantJ
15 marks3
)49 ,rom the para%raph > and ? state the four #ad ha#its that can arise from plain% truant.
15 marks3
.89 ,rom para%raph 44! "here "ill children usuall learn disciplineJ
i9
14 mark3
ii9
14 mark3
.19 Dased on the passa%e! "rite a summar:
/-plainin% the e;;ects o; students pla:ing truant9
.redits "ill #e %iven for use of o"n "ords #ut care must #e taken not to chan%e the ori%inal
meanin%.
Your summar must
De continuous "ritin% 1not in note form3
$se material from lines 1 to 48
(ot #e lon%er than 1.8 <ords= including the <ords %iven #elo"
De%in our summar as follo"s:
ruanc! is a ma"or problem in schools...
145 marks3
SECT%# D
155 6arks3
.)9 Read the e#tract from the poem Sonnet 13 below and answer the $uestion that follow.
Sonnet 13
0hall & compare thee to a summerGs daJ
+hou art more lovel and more temperate.
Bou%h "inds do shake the darlin% #uds of 6a.
And summerGs lease hath all too short a date.
0ometimes too hot the e!e of heaven shines!
And often is his %old comple-ion dimmGdP
And ever fair from fair sometimes declines!
D chance! or natureGs chan%in% course! untrimmGdP
Dut th! eternal summer shall not fade
(or lose possession of that fair thou o"GstP
%or shall death brag thou wand&rest in his shade,
7hen in eternal lines to times thou %ro"Gst.
0o lon% as man can #reathe! or ees can see!
0o lon% lives this! and this %ives life to thee.

William Shakespeare
6a7 7hat does the poet compare his #eloved toJ
14 mark3
6>7 7hat does the phrase e!e of heaven sm#oliseJ
14 mark3
6c7 h! eternal summer shall not fade tells us that
14 mark3
6d7 7hat does the line %or shall death brag thou wand rest in his shade meanJ
15 marks3
..9 Read the e#tract from the short stor! /oo-ing ;or a 'ain (od and answer the following
$uestions.
+he land "as read and plou%hed! "aitin% for the crops. At ni%ht! the earth "as alive "ith
insects sin%in% and rustlin% a#out in search of food. Dut suddenl! # mid ) (ovem#er! the rain
fled a"aP the rain clouds fled a"a and left the sk #are. +he sun danced diHHil in the sk!
"ith a stran%e cruelt. /ach da the land "as covered in a haHe of mist as the sun sucked up the
last drop of moisture out of the earth. +he famil sat do"n in despair! "aitin% and "aitin%.
+heir hopes had run so hi%hP the %oats had started producin% milk! "hich the had ea%erl
poured on their porrid%e! no" the ate plain porrid%e "ith no milk. &t "as impossi#le to plant
the corn! maiHe! pumpkin and "ater= melon seeds in the dr earth. +he sat the whole da! in the
shadow of the huts and even stopped thinking, for the rain had fled a"a.
/-tract from 'ooking for a Rain (od # Dessie Head
(a) 7hat is the literar device in the statement! the rain fled awa!)
14mark3
(b) 7hich line sho"s ou that the land is totall drJ
15 marks3
(c) 7hat does the sentence! the! sat the whole da! in the shadow of the huts and even
stopped thinking*tell ouJ
15 marks3
.49 he following are the novels studied in the literature component in the +nglish 'anguage.
*un%le of Hope ) Ieris 6as
+he Pearl ) *ohn 0tein#eck
+he Beturn ) I.0. 6aniam
.hoose an one of the novels a#ove and ans"er the <uestion #elo".
$sin% information from the novel!
7hich character do ou think stands out in the novelJ
7h do ou sa soJ
0upport our ans"er "ith close reference to the te-t.
145 marks3
Paper 5
0/.+&C( A
4.D 5.. 3.A ;. A 5.'
>. ' ?.A @.' A.D 42.'
44.D 45.. 43.A 4;.A 45..
0/.+&C( D: &(,CB6A+&C( +BA(0,/B
4>. +he Dlind 0ide
4?. *ohn Lee Hancock
4@. 1American3 semi=#io%raphical drama Q drama Q drama film
4A. 0andra Dullock
52. Academ A"ard for Dest Actress
54. Academ A"ard nomination for Dest Picture
1the "ord FnominationG is mandator3
55. 1homeless3 teena%er 1the "ord FhomelessG is optional3
53. scholarship Q (.AA 'ivision & athletic scholarship
5;. popular Q famous Q sou%ht=after
55. lon%s for Q loves Q "ants
0/.+&C( . : .C6PB/H/(0&C(
K$/0+&C(0 5> ) 32
(C. Ans"ers Allo"ed Liftin% 6ark1s3
5>1a3 +ruanc Lines 5 4
1#3 0chool environment is not fun to stud. Lines >=? 4
5? $nnecessar school rules
And
Peer pressure
Lines 45
Lines 4>
4
4
5@ +he "ill resort to stealin% or harassin% others for
mone.
Lines 5?=5@ 5
5A 'rinkin%P smokin%P vandalismP and dra"in% %raffiti. Lines 5A=33 5
321a3
1#3
&n school
&n the home Lines 54
4
4
0/.+&C( . : 0$66ABY
.C(+/(+: 42 marks

LA(E$AE : 5 marks
+C+AL 45 marks
34. .C(+/(+ PC&(+0 : A"ard 4 mark for each content point to a ma-imum of
42 marks
(o Points Lines +ask
4 0tudents resort to truanc as the donGt find
studin% fun.
1all of the underlined <ords must #e mentioned
to a"ard 4 mark3
Lines >=?
.auses 5 +he donGt like the unnecessar school rules Lines 45
3 and the cave in to peer pressure. Lines 4>
; +he "ant to #elon% to a %roup of FfriendsG "ho
like them! and donGt "ant to accept an form of
discipline from school or home.
Lines 4>=4?
5 0uch students are the losers in the end as the are
forced to resort to stealin% mone for their
drinkin%! smokin% and dru% ha#its. +he also
resort to vandalism and %raffiti.
Lines 5?=33
/ffects
> All these could #e avoided if onl the students had
the self discipline to remain in school and %et a
proper education that "ould ena#le them to find
emploment later. +he "ould realiHe that self=
discipline is vital in the "orkin% environment.
Lines 54
7as to overcome
Ma,imum Mar-s A<arded:
.ontent 42 marks
Lan%ua%e 5 marks
+otal 15 mar-s
ST?/E A#D P'ESE#TAT%# DESC'PT%' $%' /A#(&A(E
6arks for St:le and Presentation are a"arded #ased on the avera%e sum total 1to the nearest
rounded fractionQdecimal3 of Paraphrase and &se o; English. Annotate as follo"s :
Paraphrase @ 5
&se o; English @ 4
=======
4 A ) @ 495 R 5 mar-s
DA(' '/0.B&P+CB0 ,CB 0$66ABY
6arks Paraphrase 6arks $se of /n%lish
5
.andidates make a sustained attempt
to rephrase the te-t lan%ua%e. +heir
e-pression is secure. Allo" phrases
from the te-t "hich are difficult to
su#stitute.
5
Apart from ver occasional slips!
the lan%ua%e is accurate. An
occasional errors are either slips or
minor errors.
0entence structure is varied and
there is a marked a#ilit to ori%inal
comple- snta- outside te-t
structures. Punctuation is accurate
and helpful to the reader. 0pellin%
is secure across the full ran%e of
voca#ular used.
;
+here is a noticea#le attempt to re=
phrase the te-t. +he summar is free
from stretches of concentrated liftin%
and the e-pression is %enerall
sound.
;
+he lan%ua%e is almost al"as
accurate. 0erious errors "ill #e so
isolated as to #e almost
unnoticea#le. 0entences "ill sho"
some variation includin% ori%inal
comple- snta- outside te-t
structures. Punctuation is accurate
and %enerall Helpful. 0pellin% is
nearl al"as secure.
&ntelli%ent and selective liftin% "ith
reco%niHa#le #ut limited attempts to
rephrase the te-t. +heir e-pression
+he lan%ua%e is fairl accurate #ut
simple sentences tend to dominate
the "ritin%. 7hen candidates use
3
ma not al"as #e secure #ut the
attempts to su#stitutes "ill %ain
credit.
3
more comple- structures! serious
errors ma occur. 0ome major
errors or ver# form and tense "ill
#e seen #ut these "ill not impede
understandin%. Althou%h linkin%
"ords are used! these ma not #e
ver appropriate.
5
7holesale copin% of te-t material
#ut not a complete transcript of the
ori%inal. Attempts to su#stitutes o"n
lan%ua%e "ill #e limited to sin%le
"ord e-pressionP irrelevant sections
of the te-t "ill #e more fre<uent at
this and su#se<uent levels.
5
6eanin% is not in dou#t! #ut
serious errors are #ecomin% more
fre<uent. 0imple structures "ill #e
accurate! althou%h this accurac is
not sustained for lon%. 0imple
punctuation "ill usuall #e correct!
"ith occasional errors of sentence
separation. 0pellin% is lar%el
accurate! #ut mistakes "ill occur in
handlin% more difficult "ords
4=2
6ore or less a transcript of the te-t
Cri%inalit #arel noticea#le. +here
"ill also #e random transcription of
irrelevant sections of the te-t=
4=2
'istorted detail "ill destro the
se<uence in places. Heav
fre<uenc of serious errors!
impedin% the readin% in man
places. ,ractured snta- is much
more pronounced at this level! and
punctuation falters. /rrors of
sentence separation are lia#le to #e
fre<uent.
0/.+&C( ' : L&+/BA+$B/ .C6PC(/(+
K$/0+&C(0 35=33
35. 1a3 A summerGs da 14 mark3
1#3 +he sun 14 mark3
1c3 Deaut last forever 14 mark3
1d3 A%e is advancin% 15 marks3
33. 1a3 Personification 14 mark3
1#3 +he sun sucked up the last drop of moisture out of the earth. 15 marks3
1c3 +he villa%ers are in total despair as there seems to #e no hope for them. 15 marks3
K$/0+&C( 33: (CS/L
&n the novel! +he Pearl! Iino is the character that stands out most. He is ver determined
person. +his ena#les him to find a priceless pearl. Dut other pro#lems crop up "ith this
discover. Ereed people and thieves tr to steal it from Iino. +he doctors! the %reed #ush
men and even the priest terrorise the famil for the pearl.
Iino %uards the pearl "ith his life! #ecause he "ants to solve the financial pro#lems of his
famil # sellin% it. 'espite his actions #ein% no#le! tra%ed strikes. Decause he kills a thief in
self=defence! his house is #urnt do"n and his famil is put in dan%er.
Iino then flees to mountain #ut is pursued # trackers. He leads them a"a from his "ife and
child. Ho"ever! his child is killed. He #ravel fi%hts the trackers! killin% them.
Bather than sellin% the pearl or lettin% the %reed people have it! Iino thro"s it #ack into the
sea. He stands # his principle of not %ivin% in to the corrupted nature of societ.
Mar-s a<arded are as ;ollo<s :
.C(+/(+ : 42 marks
LA(E$AE/ : 5 marks
+C+AL 45 marks
Please refer to the #and descriptors #elo" #efore decidin% "hich #and "EST $TS the mark for
C%#TE#T and /A#(&A(E9
DA(' '/0.B&P+CB0 ,CB C%#TE#T
0core Dand 'escriptors
A=42
Besponse ) relevant to specified task
+heme chosen ) "ell supported and linked "ith evidence or kno"led%e
from te-t
6ain and supportin% ideas ) relevant to specified task
Beasons ) clearl presented! "ell= or%anised and easil understood
?=@
Besponse ) relevant to specified task
+heme chosen ) usuall supported and linked "ith evidence or
kno"led%e from te-t
6ains and supportin% ideas ) mostl relevant to specified task
Beasons ) clear and can #e understood
5=>
Besponse ) intermittentl relevant to specified task
+heme chosen ) supported and linked "ith some evidence or kno"led%e
from te-t
0ome ideas ) relevant to specified task
Beasons ) %enerall clear! can #e understood #ut lack or%aniHation.
3=;
Besponse ) #arel relevant to specified task
+heme chosen ) unlikel identified or even "hen identified! not likel to
#e linked to the te-t
Beasons ) hardl relevant to specified task and difficult to understand
4=5
Besponse ) no understandin% of specified task
+heme chosen ) incoherent and unlikel linked to the te-t
Beasons ) no relevance to specified task

DA(' '/0.B&P+CB0 ,CB /A#(&A(E
6ark $se of lan%ua%e
5
Lan%ua%e ) accurate! "ith ver occasional slips
Cccasional minor errors ) first draft slips
0entence structure ) varied
Punctuation ) accurate and helpful
0pellin% ) secure throu%hout response
;
Lan%ua%e ) lar%el accurate
0entence structure ) some variations
Punctuation ) accurate and %enerall helpful
0pellin% ) lar%el secure
3
Lan%ua%e ) almost al"as accurate
0entence structure ) simple structures dominate
Punctuation ) accurate and helpful
0pellin% ) mostl secure
5
Lan%ua%e ) serious errors! more fre<uent
0entence structure ) simple structures accurate #ut not sustained
Punctuation ) usuall correct
0pellin% ) nearl al"as secure
4
Lan%ua%e ) serious errors! heav fre<uenc
0entence structure ) rampant fractured snta-
Punctuation ) falters
0pellin% ) mostl inaccurate
'&B/.+/' 7B&+&(E DA(' '/0.B&P+CB0
6ark ran%e 'escription of criteria
A
19 20
+he language is entirel accurate apart from ver occasional first draft
slips.
Sentence structure is varied and sho"s that the candidate is a#le to use
various tpes of sentences to achieve a particular effect.
!oca>ular: is "ide and is used "ith precision.
Punctuation is accurate and helpful to the reader.
Spelling is accurate across the full ran%e of voca#ular used.
Paragraphs are "ell=planned! have unit and are linked.
+he topic is addressed "ith consistent relevance.
+he interest of the reader is aroused and sustained throu%hout the "ritin%.
+he tone is appropriate for a talk.
"
11 5 13
+he language is accurateP occasional errors are either minor or first draft
slips.
!oca>ular: is "ide enou%h to conve intended shades of meanin% "ith
some precision.
Sentences sho" some variation of len%th and tpe! includin% some
comple- sentences.
Punctuation is almost al"as accurate and %enerall helpful.
Spelling is nearl al"as accurate.
Paragraphs sho" some evidence of plannin%! have unit and are usuall
appropriatel linked.
+he piece of "ritin% is relevant to the topic and the interest of the reader is
aroused and sustained throu%hout most of the composition.
+he composition is "ritten in paragraphs "hich sho" some unit and are
usuall linked appropriatel.
+he tone is appropriate for a talk.
C
13 - 15
+he language is lar%el accurate.
0imple structures are used "ithout errorP mistakes ma occur "hen more
sophisticated structures are attempted.
!oca>ular: is "ide enou%h to conve intended meanin% #ut ma lack
precision.
Sentences ma sho" some variet of structure and len%th #ut there is a
tendenc to use one tpe of structure! %ivin% it a monotonous effect.
Punctuation of simple structures is accurate on the "hole #ut errors ma
occur in more comple- uses.
0imple "ords ma #e spelt correctl #ut errors ma occur "hen more
sophisticated "ords are used.
+he composition is "ritten in paragraphs "hich ma sho" some unit!
althou%h links ma #e a#sent or inappropriate.
+he "ritin% is relevant #ut ma lack ori%inall and plannin%. 0ome interest
is aroused #ut not sustained.
+he composition is "ritten in paragraphs "hich sho" some unit!
althou%h links ma #e a#sent or inappropriate.
+he tone is mostl appropriate.
D
10 - 12
+he language is sufficientl accurate to communicate meanin% clearl to
the reader.
+here "ill #e patches of clear language! particularl "hen simple
voca#ular and structures are used.
+here is some variet of sentence tpe and len%th #ut the purpose is not
clearl seen.
Punctuation is %enerall correct #ut does not clarif meanin%.
!oca>ular: is usuall ade<uate to sho" intended meanin% #ut this is not
developed to sho" precision.
0imple "ords "ill #e spelt correctl #ut more spellin% errors "ill occur.
Paragraphs are used #ut sho" lack of plannin% and unit.
+he topic is addressed "ith some relevance #ut the reader ma find
composition at this level lackin% in liveliness and interest Balue9
+he article is "ritten in paragraphs "hich ma sho" some unit in topic.
Lapses in tone ma #e a feature.
E
7 - 9
Meaning is never in dou#t! #ut sin%le "ord errors are sufficientl fre<uent
and serious to hamper readin%.
0ome simple structures ma #e accurate! #ut a script at this level is
unlikel to sustain accurac for lon%.
!oca>ular: is limited ) either too simple to conve precise meanin% or
more am#itious #ut imperfectl understood.
0imple "ords "ill #e spelt correctl #ut fre<uent mistakes in spellin% and
punctuation make readin% the script difficult.
Paragraphs lack unit or are haphaHardl arran%ed.
+he hi%h incidence of lin%uistic errors is likel to distract the reader from
an merits of content that the composition ma have.
+he article "ill have paragraphs #ut these lack unit and links are
incorrectl used or the article ma not #e para%raphed at all. +here ma #e
errors of sentence separation and punctuation.
+he tone ma #e inappropriate for a talk.
& 6i7

4 - 6
Meaning is fairl clear #ut hi%h incidence of throu%hout the "ritin% "ill
definitel impede the readin%.
+here "ill #e man serious errors of various kinds throu%hout the script #ut
the are mainl of the sin%le "ord tpe! i.e. the could #e corrected "ithout
re"ritin% the "hole sentence.
A script at this level "ill have ver fe" accurate sentences.
Althou%h communication is esta#lished! the fre<uent errors ma cause
#lurrin%.
Sentences "ill #e simple and ver often repetitive9
Punctuation "ill sometimes #e used correctl #ut sentence separation
errors ma occur.
Paragraphs lack unit or there ma not #e an para%raphs at all.
+here ma #e fre<uent spelling errors.
+he tone ma not #e appropriate for a talk or! if it is! ma not sho"
understandin% of the detailed re<uirements of the task.
&6ii7

2 - 3
+he reader is a#le to %et some sense out of the script #ut errors are multiple
in nature! re<uirin% the reader to read and re=read #efore #ein% a#le to
understand.
At this level! there ma #e onl a fe" accurate #ut simple sentences9
+he content ma #e comprehensi#le! #ut the incidence of lin%uistic error is
so hi%h as to make meanin% #lur.
+his tpe of script ma also #e far short of the re<uired num#er of "ords.
7hole sections of the article ma make little or no sense. +here are
unlikel to #e more than one or t"o accurate sentences.
+he content is comprehensi#le! #ut its tone is hidden # the densit of
errors.
0cripts in this cate%or are almost entirel impossi>le to read.
&6iii7
0 - 1
7hole sections of the article ma make little or no sense at all or are
copied from the task.
7here occasional patches of clarit occur! marks should #e a"arded.
A"ard F4G mark if some sense can #e o#tained.
+he mark F2G should onl #e a"arded if the letter makes no sense at all
from #e%innin% to end.
SECT%# " : MA'*#( SC+EME $%' C%#T#&%&S W'T#(
43 +he candidateGs response "ill #e assessed >ased on impression9
53 +he e-aminer shall read and re5read the response carefull and at the same time
underline ;or gross or minor errors or put in insertion marks 1T3 "here such
errors occur.
33 +he e-aminer should also mar- ;or good Boca>ular: or e,pressions # puttin% a
merit tic- at the end o; such merits.
;3 +he e-aminer shall ;it the candidateGs response against the most appropriate >and
havin% most o; the criteria as found in the #and. +he e-aminer ma have to refer to upper or
lo"er #ands to the #and alread chosen to "EST $T the student0s response to the most
appropriate >and. +he marks from the #and decided on for the script also depend on the
num#er of criteria that are found in the script.
53 Custi;: the >and and mar-s giBen! i; necessar:! # commentin% on the stren%ths
and "eaknesses of the candidateGs response! usin% the criteria found in the #and.
.A+/ECBY '/0.B&P+&C(0 ,CB +H/ A00/006/(+ C, .C(+&($C$0 7B&+&(E
6ark
ran%e
'escription of criteria
A
;; ) 52
+he language is entirel accurate apart from ver occasional first draft slips.
Sentence structure is varied and sho"s that the candidate is a#le to use
various tpes of sentences to achieve a particular effect.
!oca>ular: is "ide and is used "ith precision.
Punctuation is accurate and helpful to the reader.
Spelling is accurate across the full ran%e of voca#ular used.
Paragraphs are "ell=planned! have unit and are linked.
+he topic is addressed "ith consistent relevance.
+he interest of the reader is aroused and sustained throu%hout the "ritin%.
D
3@ = ;3
+he lan%ua%e is accurateP occasional errors are either minor or first draft
slips.
Soca#ular is "ide enou%h to conve intended shades of meanin% "ith
some precision.
0entences sho" some variation of len%th and tpe! includin% some comple-
sentences.
Punctuation is almost al"as accurate and %enerall helpful.
0pellin% is nearl al"as accurate.
Para%raphs sho" some evidence of plannin%! have unit and are usuall
appropriatel linked.
+he piece of "ritin% is relevant to the topic and the interest of the reader is
aroused and sustained throu%h most of the composition.
C
.) 5 .2
+he lan%ua%e is lar%el accurate.
0imple structures are used "ithout errorP mistakes ma occur "hen more
sophisticated structures are attempted.
Soca#ular is "ide enou%h to conve intended meanin% #ut ma lack
precision.
0entences ma sho" some variet of structure and len%th #ut there is a
tendenc to use one tpe of structure! %ivin% it a monotonous effect.
Punctuation of simple structures is accurate on the "hole #ut errors ma
occur in more comple- uses.
0imple "ords ma #e spelt correctl #ut errors ma occur "hen more
sophisticated "ords are used.
+he composition is "ritten in para%raphs "hich ma sho" some unit!
althou%h links ma #e a#sent or inappropriate. +he "ritin% is relevant #ut
ma lack ori%inalit and plannin%. 0ome interest is aroused #ut not
sustained.
D
26 - 31
+he lan%ua%e is sufficientl accurate to communicate meanin% clearl to the
reader.
+here "ill #e patches of clear! accurate lan%ua%e! particularl "hen simple
voca#ular and structures are used.
+here is some variet of sentence tpe and len%th #ut the purpose is not
clearl seen. Punctuation is %enerall correct #ut does not clarif meanin%.
Soca#ular is usuall ade<uate to sho" intended meanin% #ut this is not
developed to sho" precision.
0imple "ords "ill #e spelt correctl #ut more spellin% errors "ill occur.
Para%raphs are used #ut sho" lack of plannin% or unit.
+he topic is addressed "ith some relevance #ut the reader ma find
composition at this level lackin% in liveliness and interest value.
E
20 - 25
6eanin% is never in dou#t! #ut sin%le "ord errors are sufficientl fre<uent
and serious to hamper readin%.
0ome simple structures ma #e accurate! #ut a script at this level is unlikel
to sustain accurac for lon%.
Soca#ular is limited = either too simple to conve precise meanin% or more
am#itious #ut imperfectl understood.
0imple "ords ma #e spelt correctl #ut fre<uent mistakes in spellin% and
punctuation make readin% the script difficult.
Para%raphs lack unit or are haphaHardl arran%ed.
+he su#ject matter "ill sho" some relevance to the topic #ut onl a partial
treatment is %iven.
+he hi%h incidence of lin%uistic errors is likel to distract the reader from
an merits of content that the composition ma have.
6eanin% is fairl clear #ut the hi%h incidence of errors throu%hout the
"ritin% "ill definitel impede the readin%.
&6i7
14 - 19
+here "ill #e man serious errors of various kinds throu%hout the script #ut
the are mainl of the sin%le "ord tpe! i.e. the could #e corrected "ithout
re"ritin% the "hole sentence.
A script at this level "ill have ver fe" accurate sentences.
Althou%h communication is esta#lished! the fre<uent errors ma cause
#lurrin%.
0entences "ill #e simple and ver often repetitive.
Punctuation "ill sometimes #e used correctl #ut sentence separation errors
ma occur.
Para%raphs lack unit or there ma not #e an para%raphs at all.
&6ii7
8 - 13
+he reader is a#le to %et some sense out of the script #ut errors are multiple
re<uirin% the reader to read and re=read #efore #ein% a#le to understand.
At this level! there ma #e onl a fe" accurate #ut simple sentences.
+he content ma #e comprehensi#le! #ut the incidence of lin%uistic error is
so hi%h as to make meanin% #lur.
+his tpe of script ma also #e far short of the re<uired num#er of "ords.
&6iii7
0 - 7
0cripts in this cate%or are almost entirel impossi#le to read.
7hole sections ma make little or no sense at all.
7here occasional patches of clarit occur! marks should #e a"arded.