PENTAKSIRAN SUMATIF 1 Section A : Directed Writing Name :

BAHASA INGGERIS [35 marks] __________________________

TINGKATAN 5 2017 [Suggested time : 1 hour] Form : ______________

Teenagers today are the most active social media users who dominate various social
networks like Facebook, Instagram, WeChat and Twitter. As the school head prefect, you
want to share information on how teenagers can stay safe online and be responsible social
networks users. Write an article for the school magazine on ways for teenagers to use the
social networks safely and responsibly.

Use the notes below to write your article:

Tips to stay safe in using social networks

think before posting status, photos and videos
keep personal information a secret
never arrange to meet an online friend
do not trust any online strangers
use the privacy settings

Ways to become a responsible social media user

do not be a cyber bully
avoid spreading gossips and rumours
report abusive and cruel behaviours online
use social media networks for good purposes

Mistakes in social media manners

Leave nasty comments on other peoples post
Own opinion / mistake 1
Own opinion / mistake 2

When writing your article, you should remember to:

give a suitable title
include the name of the writer
write in paragraphs
use all the notes given
provide two new mistakes in social media manners
end the article appropriately

Note:
For your article, you will receive up to 15 marks for the format and content points, and up to
20 marks for the quality of your writing.

1
 Section B
Reading Comprehension
[10 marks]
[Suggested Time : 40 minutes]

Questions 10-14 are based on the following passage.

(This passage is about a mothers experience witnessing her sons life and death
situation after he fell from a building)
1 Mum, guess what! I am going to play for the Sydney Welsh rugby
team. My youngest son, 21-year-old Scott, rang me in Stuttgard, Germany,
where I had been living for the previous six months, to tell me the news. He
was over- the- moon excited, and brimming with tales of life in Sydney,
Australia. The beach, the sun, the sense of freedom. 5

2 Less than a week later, the harsh rasp of the phone shocked me
from my dream. One in the morning. Who would be calling at this hour? Do
you have a son called Scott Carl? I am with the New South Wales Police
Department. Your son was found unconscious and now hes in a coma. He
may not last the night. Ill be there as soon as I can. Please tell Scott Im 10
coming. Tell him to hang on.

3 My middle son Jonathan called from Denmark a few minutes later,

having already heard from Sammy, my eldest son, living in America. The
Australians had called everyone they could locate. I told Jonathan not to
come with me, particularly as he was in the middle of studying for important 15
exams; I would assess the situation. I assured him Scott would be fine. My
baby. My Scotty, born in Britain, grown to a spirited, energetic young man in
America, near death in Australia.

4 I stood on solitary guard by Scotts bed. He had a black eye and his
head was swathed in bandages. He lay inert, his chest rising and falling in 20
shallow moves as the respiratory breathed for him. I had never seen so
many tubes and wires attached to a body; machines flashed and clicked,
hissed and pumped.

2
5 The police had told me that Scott fell, or was pushed, two storeys
into a basement in the evening and was not found until the next morning. 25
Because of the delay, his brain swelled he had a subdural haematoma.
He had also broken his left shoulder blade, which had not been set
because they thought he was going to die.

6 I cradled him, often singing the old Welsh lullabies he had loved as
a child. I held his hands and prayed. With nowhere to go and little money, I 30
slept in Scotts room at the foot of his bed or in a chair in the waiting room.

7 The days dragged by and Scott continued his slow decline. The
drug given to prevent seizures caused his liver to fail. His kidneys became
infected and the antibiotics they administered caused allergic reactions.
Sometimes he was so close to death all I could do was lie with him and 35
share his sufferings.

8 Scott contracted septicemia, a form of blood poisoning. Dr. Todd

took me aside. The infection is killing Scott. I saw moisture in his eyes.
We need your permission to remove all the tubes and stop the medication.
It had been six weeks since his fall. 40

9 His brother Jonathan is coming from Denmark, I pleaded,

knowing that Jonathan must have nearly finished his exams. Please keep
Scotty alive a little longer.

10 Hours passed. Maybe days. Or had it been just minutes? Dr. Todd
handed me the papers granting permission to donate Scotts organs, and I 45
signed. Doctors and nurses had gathered around the bed. I heard myself
saying, over and over, No, no, no ..

11 Mum? I swung around. Jonathan was standing in the doorway.

He threw his arms around me in a tight hug, and then approached the bed.
Scott lay, angelic, in a deep slumber. No tubes. Jonathan whispered in his 50
brothers ear. Then he gave a long, low whistle, the same whistle he and
Scott had shared as children, the whistle that meant, Its OK to come out
now. The coast is clear.

12 Unexpectedly, within minutes, Scotts vital signs improved. Colour

returned to his face. The doctors who had gathered around were dumb with 55
wonder. The word miracle was whispered. He was breathing on his own.
3
 Two weeks later, he slowly woke up.

10 From paragraph 1, where was the writer living when she received a phone
call
from Scott?
_____________________________________________________________ (1 mark)

11 a) From paragraph 4, which word means motionless?

_________________________________________________________ (1 mark)

b) From paragraph 5, what caused Scotts brain to swell?

_________________________________________________________ (1 mark)

12 a) From paragraph 6, give two reasons why the writer had to sleep in Scotts
room or the hospital room?
(i) _____________________________________________________ (1 mark)
(ii) _____________________________________________________ (1 mark)

b) From paragraph 7, what happened to Scott after he was given antibiotics

to treat his infected kidneys?
_________________________________________________________ (1 mark)

13 a) From paragraph 10, why do you think the writer kept saying No, no, no ?
_________________________________________________________ (1 mark)

b) From paragraph 12, how would you describe the relationship between
Scott and Jonathan?
_________________________________________________________ (1 mark)

14 In your opinion, was Scotts recovery a miracle? Give a reason to support your
answer.
Opinion:
_____________________________________________________________ (2 marks)

Reason:

_____________________________________________________________

Section C
[5 marks]
(Time suggested: 20 minutes)

4
 Section C

What Has Happened To Lulu?

What has happened to Lulu, mother?

What has happened to Lu?
There's nothing in her bed but an old rag-doll
And by its side a shoe.

Why is her window wide, mother,

The curtain flapping free,
And only a circle on the dusty shelf
Where her money-box used to be?

Why do you turn your head, mother,

And why do tear drops fall?
And why do you crumple that note on the fire
And say it is nothing at all?

I woke to voices late last night,

I heard an engine roar.
Why do you tell me the things I heard
Were a dream and nothing more?

I heard somebody cry, mother,

In anger or in pain,
But now I ask you why, mother,
You say it was a gust of rain.

Why do you wander about as though

You don't know what to do?
What has happened to Lulu, mother?
What has happened to Lu?

Answer the following questions.

1 a) What is the poem mainly about?

3
_________________________________________________________ (1 mark)

1 a) What does the persona notice about the bed in Lulus room?
3
_________________________________________________________ (1 mark)

1 a) Why would mother shake her head? Explain her feelings.

3
_________________________________________________________
_________________________________________________________ (1 mark)

5
1 a) Based on the poem, do you think the persona and Lulu have a good
3 relationship?
Give a reason for your answer.
_________________________________________________________
_________________________________________________________ (2
marks)

END OF QUESTION PAPER

ANSWER SCHEME
SECTION A : DIRECTED WRITING

This question is assessed as follows :

1) Allocation of Marks :
FORMAT : 3 marks
CONTENT : 12 marks
LANGUAGE : 20 marks
------------
TOTAL : 35 marks
=======
2) Format & Content Marks :

No POINTS M
FORMAT OF AN ARTICLE
F1 Suitable title 1
F2 Name of the writer 1

6
 F3 Appropriate ending 1
CONTENT POINTS
C1 think before posting status, photos and videos 1
C2 keep personal information a secret 1
C3 never arrange to meet an online friend 1
C4 do not trust any online strangers 1
C5 use the privacy settings 1
C6 do not be a cyber bully 1
C7 avoid spreading gossips and rumours 1
C8 report abusive and cruel behaviours online 1
C9 use social media networks for good purposes 1
C10 leave nasty comments on other peoples post 1
C11 own opinion / mistake 1 1
C12 own opinion / mistake 2 1
Grand Total 15

For mere listing, award 1mark only for the first point mentioned

3) Language Band

For marking language, refer to the band provided.

Language, accurate with occasional first draft slips

Sentence structures, varied
Sentence length and type employed to achieve intended effect
A
Vocabulary, sophisticated and used with precision
19 20 Punctuation, accurate and helpful
Spelling accurate throughout
Paragraphs, unified and appropriately linked
Tone always appropriate

Language, almost always accurate with more minor or first draft errors
Errors from more ambitious structures which are imperfectly understood
Sentences, some variation of length and complex structures, confidently
B used
Punctuation, almost always accurate
16 18
Vocabulary, wide enough, with some precision
Spelling, nearly always accurate
Paragraphs have some unity and appropriate linkage
Tone generally appropriate

7
 Language, largely accurate to communicate meaning clearly
Simple structures, used without error; mistakes in only more
sophisticated structures
Vocabulary, adequate to convey meaning but not developed to
C precision
Sentences, some variety of length and structure
13 15
Tendency to repeat some sentence types creating monotony
Punctuation, generally accurate; errors in more complex use.
Paragraphs, some unity but absent or inappropriate linkage
Tone occasional lapses but attempt to remain formal and
appropriate
Language, sufficiently accurate
Simple structures, patches of clarity
Mistakes with more complex sentences
D Vocabulary, adequate but lacks precision
Simple words, spelt correctly with errors from unfamiliar words
10 12
Punctuation, generally correct but not enhancing or clarifying meaning
Sentence separation errors
Paragraphs have some unity
Tone not always appropriate

Meaning never in doubt

Single Word Error (SWE), sufficiently frequent, serious enough to
hamper precision and speed of reading
E Vocabulary limited too simple or imperfectly understood
Simple words spelt accurately but mistakes with more difficult ones
79
Paragraphs lack unity, with links incorrectly used
Sentence separation errors
Punctuation errors
Tone, inappropriate
Meaning, usually fairly clear
Correction of SWE may produce fairly accurate English
High incidence of errors impede speed of reading
Accurate sentences, a few
U (i) Vocabulary, does not extend beyond a simple range inadequate to
express intended shades of meaning
46 Punctuation, sometimes used correctly but with sentence separation
errors
Paragraphs, not used, or when used, show lack of planning
Frequent spelling errors
Detailed requirements of task, understanding not shown
Tone, inappropriate

Sense, decipherable
Multiple Word Error (MWE),
U (ii) Requires re-reading and re-organising before meaning becomes clear
Whole sections make little sense
23
Accurate sentence, unlikely to be one or two
Content, comprehensible
Tone hidden by density of errors

8
 Scripts, almost entirely impossible to recognize as anything English
U(iii) Whole sections do not make sense or rubrics copied
01 0 mark awarded if writing makes no sense at all from beginning to
end

SECTION B : GRAPHIC STIMULI

Question Answers
2 A
3 D
4 B
5 D
6 A
7 A
8 C
9 C

SECTION C : READING COMPREHENSION

10. Stuttgard, Germany

11. a) inert
b) because of the delay in getting treatment/ he was not found until the
next morning
12. a) i) nowhere to go
ii) had little money
b) (they triggered) allergic reactions/ he suffered from allergic reactions
13. Accept any logical answer
a) Possible answers:
i) she could not accept that the son was going to die
ii) she could not accept that she was finally giving up
b) strong/ very close/ inseparable
14. Yes because everyone had already given up on him when he finally showed
9
 signs of recovery.
No because it was just a coincidence that the medication was finally working
at the moment the brother whistled in his ear.

SECTION D : NOVEL
Marks awarded are as follows :

CONTENT : 10 marks
LANGUAGE : 5 marks
----------
TOTAL: 15 marks

Please refer to the band descriptors below before deciding which band BEST FITS the mark
for CONTENT and LANGUAGE

BAND DESCRIPTORS FOR CONTENT

SCORE BAND DESCRIPTORS

9 - 10 Response - relevant to specified task

Theme chosen - well supported and linked with evidence or knowledge
from the text
Main and supporting ideas - relevant to specified task
Reasons - clearly presented, well-organised and easily understood

7-8 Response - relevant to specified task

Theme chosen - usually supported and linked with evidence or
knowledge from the text
Main and supporting ideas - mostly relevant to specified task
Reasons - clear and can be understood

5-6 Response - intermittently relevant to specified task

Theme chosen - supported and linked with some evidence or
knowledge from the text
Some ideas - relevant to specified task
Reasons - generally clear, can be understood but lack organisation

3-4 Response - barely relevant to specified task

Theme chosen - unlikely identified or even when identified, not likely to
be linked to the text

10
 Reasons - hardly relevant to specified task and difficult to understand

1-2 Response - no understanding of specified task

Theme chosen - incoherent and unlikely linked to the text
Reasons - no relevance to specified task
BAND DESCRIPTORS FOR LANGUAGE

MARK USE OF LANGUAGE

5 Language - accurate, with very occasional slips

Occasional minor errors - first draft slips
Sentence structure - varied
Punctuation - accurate and helpful
Spelling - secure throughout response

4 Language - largely accurate

Sentence structure - some variation
Punctuation - accurate and generally helpful
Spelling - largely secure

3 Language - almost always accurate

Sentence structure - simple structures dominate
Punctuation - accurate and generally helpful
Spelling - mostly secure

2 Language - serious errors, more frequent

Sentence structure - simple structures accurate but not sustained
Punctuation - usually correct
Spelling - nearly always secure

1 Language - serious errors, heavy frequency

Sentence structure - rampant fractured syntax
Punctuation - falters
Spelling - mostly inaccurate

11