The document provides details about the format and performance of candidates on the English language paper for the SPM 2010 exam in Malaysia. It was divided into two sections: Section A involved directed writing, while Section B tested continuous writing skills. Generally, candidates performed better in Section A. The document then analyzes candidate performance in more detail according to ability, providing examples of strong, average, and weak responses. It highlights linguistic strengths and weaknesses demonstrated in the sample answers.
Here is a 117-word summary of the key points from lines 12 to 56 in 3 paragraphs:
Jane knew things did not go well for David when he struggled to feed as a newborn and slept a lot. Doctors found many abnormalities with David including holes in his heart and only having one kidney. They recommended open-heart surgery but his mother decided to bring him back to Nepal instead.
In Nepal, David seemed much more at ease. His feeding tube was needed less and he began enjoying buffalo milk and yoghurt. By three months, he had gained weight and could smile, an achievement for severely handicapped babies. As he developed well without tests or surgery, his mother took him hiking in the mountains.
The report is saying that:
- Demand for blood by public and private hospitals is causing concern to Health Ministry
- Health Minister says they can only meet increasing annual demand through support of Malaysians donating blood
- About 98% of blood in blood banks was donated voluntarily
So the answer is that most of the blood is donated voluntarily by Malaysians, not patients' relatives or private hospitals.
The answer is C - Malaysians who donate voluntarily.
Read the notice below and answer the question that follows.
NOTICE
Due to urgent repair works, the lifts at Block A will be out of service from
8.00 a.m. to 5.00 p.m. tomorrow. Residents
The document provides information on English language exam papers for the Malaysian SPM examination, including guidelines for marking sections of Paper 1 and Paper 2. It gives details on the breakdown of marks between the papers, criteria for assessing writing tasks, and sample exam questions. Specifically, it provides marking schemes for Sections A and B of Paper 1, which involve directed writing and continuous writing assessments, and Sections A, B and C of Paper 2, testing different comprehension skills. Scoring is based on both language proficiency and content coverage.
This document provides an overview of various topics in English grammar, including verbs and tenses, subject-verb agreement, gerunds, adjectives, adverbs, prepositions, modals, the infinitive, conjunctions, connectors, passive construction, reported speech, and punctuation. It defines verbs and discusses their different forms and tenses. It also explains logical and sequence connectors, the active and passive voice, how to change direct speech to reported speech, and various punctuation marks. The document is intended to help students learn and review important English grammar concepts.
The document provides guidance on how to answer directed writing questions for the SPM English paper. It begins by explaining what a directed writing question is and analyzing past years' questions. It then discusses how to analyze the question, including identifying the text type, format, tenses, contents and elaborations required. Finally, it offers strategies for writing the answer, such as using simple and compound sentences, sequence connectors, and discourse markers. The key aspects are analyzing the question requirements carefully and using a variety of grammatically correct sentence structures to score well for both contents and language.
This document is the question paper for the trial SPM English paper in 2013. It consists of two sections - Section A involves directed writing based on notes provided, while Section B involves continuous writing on one of five topics provided. Instructions are given for the candidates to spend 45 minutes on Section A and 60 minutes on Section B. Marking schemes are also provided to evaluate the students' performance in both sections.
Bahasa inggeris program kecemerlangan jpn melaka roszelan majid
The secretary of the Environment Club wrote a report to the principal about the successful Environment Week organized in the school from 3rd to 7th March 2011. The report outlined the objectives of raising awareness and beautifying the school, activities such as painting murals, planting trees and a poster competition, and advantages like creating a conducive learning environment and instilling a love of nature. The secretary hoped the event would become an annual programme.
Good morning teachers and fellow students.
F1
My name is Ahmad and I am the president of the English Language Society. I stand before you today to talk about how to deal with exam stress, which I have noticed is affecting many of my friends as the SPM examinations draw near.
As we know, exams can be a very stressful time. However, there are some things we can do to help manage this stress. Firstly, it is important to start preparing early. Make a study timetable and stick to it. This will help you pace yourself and avoid last-minute cramming. Eat healthy, nutritious meals during this time as your body needs fuel to function well. Do some light physical activity
Here is a 117-word summary of the key points from lines 12 to 56 in 3 paragraphs:
Jane knew things did not go well for David when he struggled to feed as a newborn and slept a lot. Doctors found many abnormalities with David including holes in his heart and only having one kidney. They recommended open-heart surgery but his mother decided to bring him back to Nepal instead.
In Nepal, David seemed much more at ease. His feeding tube was needed less and he began enjoying buffalo milk and yoghurt. By three months, he had gained weight and could smile, an achievement for severely handicapped babies. As he developed well without tests or surgery, his mother took him hiking in the mountains.
The report is saying that:
- Demand for blood by public and private hospitals is causing concern to Health Ministry
- Health Minister says they can only meet increasing annual demand through support of Malaysians donating blood
- About 98% of blood in blood banks was donated voluntarily
So the answer is that most of the blood is donated voluntarily by Malaysians, not patients' relatives or private hospitals.
The answer is C - Malaysians who donate voluntarily.
Read the notice below and answer the question that follows.
NOTICE
Due to urgent repair works, the lifts at Block A will be out of service from
8.00 a.m. to 5.00 p.m. tomorrow. Residents
The document provides information on English language exam papers for the Malaysian SPM examination, including guidelines for marking sections of Paper 1 and Paper 2. It gives details on the breakdown of marks between the papers, criteria for assessing writing tasks, and sample exam questions. Specifically, it provides marking schemes for Sections A and B of Paper 1, which involve directed writing and continuous writing assessments, and Sections A, B and C of Paper 2, testing different comprehension skills. Scoring is based on both language proficiency and content coverage.
This document provides an overview of various topics in English grammar, including verbs and tenses, subject-verb agreement, gerunds, adjectives, adverbs, prepositions, modals, the infinitive, conjunctions, connectors, passive construction, reported speech, and punctuation. It defines verbs and discusses their different forms and tenses. It also explains logical and sequence connectors, the active and passive voice, how to change direct speech to reported speech, and various punctuation marks. The document is intended to help students learn and review important English grammar concepts.
The document provides guidance on how to answer directed writing questions for the SPM English paper. It begins by explaining what a directed writing question is and analyzing past years' questions. It then discusses how to analyze the question, including identifying the text type, format, tenses, contents and elaborations required. Finally, it offers strategies for writing the answer, such as using simple and compound sentences, sequence connectors, and discourse markers. The key aspects are analyzing the question requirements carefully and using a variety of grammatically correct sentence structures to score well for both contents and language.
This document is the question paper for the trial SPM English paper in 2013. It consists of two sections - Section A involves directed writing based on notes provided, while Section B involves continuous writing on one of five topics provided. Instructions are given for the candidates to spend 45 minutes on Section A and 60 minutes on Section B. Marking schemes are also provided to evaluate the students' performance in both sections.
Bahasa inggeris program kecemerlangan jpn melaka roszelan majid
The secretary of the Environment Club wrote a report to the principal about the successful Environment Week organized in the school from 3rd to 7th March 2011. The report outlined the objectives of raising awareness and beautifying the school, activities such as painting murals, planting trees and a poster competition, and advantages like creating a conducive learning environment and instilling a love of nature. The secretary hoped the event would become an annual programme.
Good morning teachers and fellow students.
F1
My name is Ahmad and I am the president of the English Language Society. I stand before you today to talk about how to deal with exam stress, which I have noticed is affecting many of my friends as the SPM examinations draw near.
As we know, exams can be a very stressful time. However, there are some things we can do to help manage this stress. Firstly, it is important to start preparing early. Make a study timetable and stick to it. This will help you pace yourself and avoid last-minute cramming. Eat healthy, nutritious meals during this time as your body needs fuel to function well. Do some light physical activity
The document contains an exam paper for the English subject in the Malaysian public examination PMR (Penilaian Menengah Rendah, or Lower Secondary Assessment). The exam paper tests students' reading, writing and literature comprehension abilities. It consists of three sections - Section A involves writing a guided letter, Section B contains literature questions, and Section C requires students to write a summary. Various marking criteria and bands are provided to assess students' performance in the different sections.
The document provides information about Trinity College London's Integrated Skills in English (ISE) exam at level ISE I, which assesses reading, writing, speaking, and listening skills. It gives a summary of the ISE I exam format and modules, provides tips on preparing for the exam, explains what happens on the exam day, and outlines what language skills the examiner evaluates in each section. The document is a guide for students taking the ISE I exam to help them understand exam expectations and how to prepare.
This document provides an introduction and instructions for a course on English comprehension using short reading passages and exercises. It explains that the goal is to help students of translation develop essential reading skills like skimming, scanning, and making inferences from texts. Each passage is followed by comprehension questions testing these skills, as well as vocabulary understanding and critical discussion. Students are advised to read passages thoroughly and connect ideas between sentences. Regular study group meetings will provide an opportunity for students to get clarification and feedback on their progress. Mastering this course is intended to help students advance to more complex English texts.
21 6450
A: Thank you.
Teacher – play the tape twice. Students write the phone numbers.
b) Practise asking and telling phone numbers in pairs. Use the numbers from exercise a).
Teacher – monitor and check pronunciation.
Language Focus: Numbers 11-20
eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty
Practice saying the numbers aloud.
Unit 2: Personal information
English for Lao Government Officials Module 1 11
Unit 2: Personal Information
11 English for Lao Government Officials Module 1
Reading: Personal information form
Introductory tasks
a) Read the personal information
The conversations are about:
1. Children and being a grandfather
2. Food likes and dislikes
3. The day at a conference
Unit 2: Food and drink
English for Lao Government Officials Module 310
Unit 2 Food and drink
10 English for Lao Government Officials Module 3
Speaking (p.19)
a) Practice the conversations in pairs.
b) Then ask your partner questions to extend the conversation:
Conversation 1:
- How old is your granddaughter?
- Do you see her often?
- What do you like to do with her?
Conversation 2:
- What other foods don't you like?
- Do you cook much at
This document provides an overview of strategies for teaching reading for the First Certificate exam. It discusses analyzing texts in parts 1, 2 and 3 and encouraging predictive exercises. Tips are provided like focusing on referents, using memory tricks and having students rephrase questions. The document also addresses encouraging extensive reading, upcoming exam changes and references for further reading.
The document provides guidelines and marking schemes for assessing student responses. It consists of 3 sections:
Section 1 outlines the assessment objectives for 3 questions - constructing sentences, transferring information from a text, and expressing ideas in sentences and paragraphs.
Section 2 describes the marking criteria for question 1, dividing responses into bands based on how well the task is fulfilled and language used.
Section 3 presents the marking schemes for questions 2 and 3, including band descriptors and point values for excellent, credit, achievement and low achievement responses. Symbols to mark errors are also defined.
This document contains content for Module 2 of an English language textbook for Lao government officials. It includes 15 units covering topics like the workplace, organizations, meetings, tourism and travel.
The summary provides an overview of Unit 1 which is an introduction to the workplace. It discusses activities like welcoming a foreign visitor to an office, introducing staff members and their roles, and describing common facilities and equipment found in an office. Sample dialogues are provided to demonstrate introducing people and asking for directions. Comprehension questions and exercises reinforce the key vocabulary and language functions.
The document is a module from the Teachers Book for English for Lao Government Officials. It contains information about development cooperation, including dialogues, vocabulary exercises, and reading passages. The module covers topics such as surveys of villagers' development needs, economic development terms like subsistence farmers and infrastructure, and progress on the Millennium Development Goals in Laos. Exercises include conversations about work, matching vocabulary with definitions, guessing word meanings from context, and marking stress in words.
Difficulties problems in teaching of EnglishsyedBasitNaqvi
The document discusses the various difficulties faced by English teachers in Pakistan. It identifies problems like large class sizes, lack of audio-visual aids, unsuitable textbooks, and defective examination and evaluation systems. Specific issues for teachers include English being radically different from Pakistani languages, students lapsing into their mother tongue, and not having enough time or resources to adopt modern teaching methods. The teacher also has to work alone without support from parents or other teachers.
This document discusses the use of Randall's ESL Listening Lab website for teaching English listening skills. It describes the various sections on the website, including general listening quizzes with conversations at different difficulty levels, basic listening quizzes, academic listening exercises, vocabulary lessons, and lessons with video. The author analyzes the strengths of the website, such as the large number of interactive exercises and immediate feedback, and the weaknesses, such as needing an internet connection and audio/visual aids. The advantages for students are practicing pronunciation and accessing materials again, while teachers can facilitate exercises in class. However, the answers are visible, limiting its use for tests.
This document provides an introduction to the CELTA pre-course task, which aims to prepare students for the CELTA course by introducing them to key areas that will be covered. It outlines five sections for students to complete, focusing on topics like learners and teachers, language analysis, language skills, planning and resources, and developing teaching skills. It also provides recommendations for grammar reference books and additional reading.
This document is a certificate certifying that Zuzana Rybova attended and passed a 140-hour CELTA course at Randolph School of English from July 4th to July 28th, 2005. She received a grade of Pass B. The course involved 60 hours of teaching practice, lesson planning, peer observation, and feedback. Zuzana demonstrated strengths in thorough lesson planning and engaging activities, but areas for development included more oral language highlighting and tighter timing. Overall, she was praised as a delightful, well-motivated participant who engaged students well and showed improvement over the course.
Yasser Arafat was born in 1929 in Cairo. His father was a Palestinian textile merchant with some Egyptian ancestry, and his mother came from an old Palestinian family in Jerusalem. Arafat was sent to live with his maternal uncle in Jerusalem after his mother died when he was five years old. One of Arafat's earliest memories was of British soldiers breaking into his uncle's house and beating family members.
1. The document is a sample test for the Key English Test (KET) at Entry Level 2. It consists of a reading and writing exam with 9 parts testing a variety of skills.
2. Part 1 tests matching notices to statements. Part 2 tests choosing the best word to complete sentences about going camping. Part 3 completes conversations.
3. Parts 4-7 involve reading passages and texts and answering multiple choice, fill in the blank, and short answer questions testing comprehension.
4. Part 8 involves completing an order form based on reading two notes. Part 9 asks the test taker to write a short note to a friend about their new house.
Selecting and evaluating language tests 2014Lynda Lee
The document discusses two English language tests for Year 1 pupils in Malaysia. The first test is described positively as adhering to principles of assessment like practicality and validity. However, the second test called LINUS 2.0 is criticized for not being practical or valid for Year 1 pupils. It takes too long to complete, has unreasonable passing standards, and questions that are too advanced for the pupils' level. The author argues for simpler assessments that motivate young learners.
The document is an exam for a General Certificate of Secondary Education in English/English Language. It contains two sections - Section A involves reading comprehension questions about three sources provided, and Section B involves writing tasks. For Section A, students have one hour to answer questions about the sources, which include an article about a lifesaving program, an article and picture about trapped Chilean miners, and an extract from a non-fiction book. For Section B, students have one hour to write a blog entry about overcoming uncertainty and an newspaper article arguing their view on what makes a good role model. The exam tests both reading comprehension and writing ability.
Revisar envío de prueba evaluation learning guide 1jorge herrera
The document is a student's evaluation results for an English course taken online. It includes 20 multiple choice questions testing grammar concepts like tense, word order, and parts of speech. The student scored 60.38% overall, answering some questions correctly and making mistakes on others related to verb tense and word order. The evaluation provides feedback for each question noting when answers were right or needed further review.
This document provides an overview of teaching speaking skills in English. It begins by defining speaking as both a productive skill and oral communication skill. It emphasizes the importance of pronunciation and discusses the 20 English vowel phonemes in detail. Models of teaching speaking discussed include Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), educational drama, and TPR plus speaking. CLT is described in both Western and Indonesian contexts. In Indonesia, CLT aims to develop reading, speaking, listening and writing abilities based on learners' needs. Classrooms employ pair and group work to encourage student communication in English. The document provides exercises to practice pronunciation of vowel phonemes and intonation patterns in questions
The document provides an analysis of an English language learner interview conducted in Spanish. It identifies several areas for improvement, including the omission of personal pronouns, incorrect use of tenses, and mispronunciation of certain sounds. A lesson plan is proposed to address these issues through preparation, presentation, practice and self-evaluation activities focused on asking and answering interview questions. The analysis recommends the learner gain more experience communicating in English to expand their abilities and suggests cooperation with others to enrich learning.
This document provides an outline for an English communication skills course for first year B.Sc. (Agriculture) students. The course aims to develop students' comprehension and communication abilities in English. It includes both theory and practical components. The theory portion covers topics like comprehension, grammar, vocabulary, business correspondence, and report writing. The practical portion focuses on developing listening, speaking, reading, and presentation skills through activities like seminars, oral presentations, interviews, and group discussions. References for further reading are also provided at the end.
The document contains an exam paper for the English subject in the Malaysian public examination PMR (Penilaian Menengah Rendah, or Lower Secondary Assessment). The exam paper tests students' reading, writing and literature comprehension abilities. It consists of three sections - Section A involves writing a guided letter, Section B contains literature questions, and Section C requires students to write a summary. Various marking criteria and bands are provided to assess students' performance in the different sections.
The document provides information about Trinity College London's Integrated Skills in English (ISE) exam at level ISE I, which assesses reading, writing, speaking, and listening skills. It gives a summary of the ISE I exam format and modules, provides tips on preparing for the exam, explains what happens on the exam day, and outlines what language skills the examiner evaluates in each section. The document is a guide for students taking the ISE I exam to help them understand exam expectations and how to prepare.
This document provides an introduction and instructions for a course on English comprehension using short reading passages and exercises. It explains that the goal is to help students of translation develop essential reading skills like skimming, scanning, and making inferences from texts. Each passage is followed by comprehension questions testing these skills, as well as vocabulary understanding and critical discussion. Students are advised to read passages thoroughly and connect ideas between sentences. Regular study group meetings will provide an opportunity for students to get clarification and feedback on their progress. Mastering this course is intended to help students advance to more complex English texts.
21 6450
A: Thank you.
Teacher – play the tape twice. Students write the phone numbers.
b) Practise asking and telling phone numbers in pairs. Use the numbers from exercise a).
Teacher – monitor and check pronunciation.
Language Focus: Numbers 11-20
eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty
Practice saying the numbers aloud.
Unit 2: Personal information
English for Lao Government Officials Module 1 11
Unit 2: Personal Information
11 English for Lao Government Officials Module 1
Reading: Personal information form
Introductory tasks
a) Read the personal information
The conversations are about:
1. Children and being a grandfather
2. Food likes and dislikes
3. The day at a conference
Unit 2: Food and drink
English for Lao Government Officials Module 310
Unit 2 Food and drink
10 English for Lao Government Officials Module 3
Speaking (p.19)
a) Practice the conversations in pairs.
b) Then ask your partner questions to extend the conversation:
Conversation 1:
- How old is your granddaughter?
- Do you see her often?
- What do you like to do with her?
Conversation 2:
- What other foods don't you like?
- Do you cook much at
This document provides an overview of strategies for teaching reading for the First Certificate exam. It discusses analyzing texts in parts 1, 2 and 3 and encouraging predictive exercises. Tips are provided like focusing on referents, using memory tricks and having students rephrase questions. The document also addresses encouraging extensive reading, upcoming exam changes and references for further reading.
The document provides guidelines and marking schemes for assessing student responses. It consists of 3 sections:
Section 1 outlines the assessment objectives for 3 questions - constructing sentences, transferring information from a text, and expressing ideas in sentences and paragraphs.
Section 2 describes the marking criteria for question 1, dividing responses into bands based on how well the task is fulfilled and language used.
Section 3 presents the marking schemes for questions 2 and 3, including band descriptors and point values for excellent, credit, achievement and low achievement responses. Symbols to mark errors are also defined.
This document contains content for Module 2 of an English language textbook for Lao government officials. It includes 15 units covering topics like the workplace, organizations, meetings, tourism and travel.
The summary provides an overview of Unit 1 which is an introduction to the workplace. It discusses activities like welcoming a foreign visitor to an office, introducing staff members and their roles, and describing common facilities and equipment found in an office. Sample dialogues are provided to demonstrate introducing people and asking for directions. Comprehension questions and exercises reinforce the key vocabulary and language functions.
The document is a module from the Teachers Book for English for Lao Government Officials. It contains information about development cooperation, including dialogues, vocabulary exercises, and reading passages. The module covers topics such as surveys of villagers' development needs, economic development terms like subsistence farmers and infrastructure, and progress on the Millennium Development Goals in Laos. Exercises include conversations about work, matching vocabulary with definitions, guessing word meanings from context, and marking stress in words.
Difficulties problems in teaching of EnglishsyedBasitNaqvi
The document discusses the various difficulties faced by English teachers in Pakistan. It identifies problems like large class sizes, lack of audio-visual aids, unsuitable textbooks, and defective examination and evaluation systems. Specific issues for teachers include English being radically different from Pakistani languages, students lapsing into their mother tongue, and not having enough time or resources to adopt modern teaching methods. The teacher also has to work alone without support from parents or other teachers.
This document discusses the use of Randall's ESL Listening Lab website for teaching English listening skills. It describes the various sections on the website, including general listening quizzes with conversations at different difficulty levels, basic listening quizzes, academic listening exercises, vocabulary lessons, and lessons with video. The author analyzes the strengths of the website, such as the large number of interactive exercises and immediate feedback, and the weaknesses, such as needing an internet connection and audio/visual aids. The advantages for students are practicing pronunciation and accessing materials again, while teachers can facilitate exercises in class. However, the answers are visible, limiting its use for tests.
This document provides an introduction to the CELTA pre-course task, which aims to prepare students for the CELTA course by introducing them to key areas that will be covered. It outlines five sections for students to complete, focusing on topics like learners and teachers, language analysis, language skills, planning and resources, and developing teaching skills. It also provides recommendations for grammar reference books and additional reading.
This document is a certificate certifying that Zuzana Rybova attended and passed a 140-hour CELTA course at Randolph School of English from July 4th to July 28th, 2005. She received a grade of Pass B. The course involved 60 hours of teaching practice, lesson planning, peer observation, and feedback. Zuzana demonstrated strengths in thorough lesson planning and engaging activities, but areas for development included more oral language highlighting and tighter timing. Overall, she was praised as a delightful, well-motivated participant who engaged students well and showed improvement over the course.
Yasser Arafat was born in 1929 in Cairo. His father was a Palestinian textile merchant with some Egyptian ancestry, and his mother came from an old Palestinian family in Jerusalem. Arafat was sent to live with his maternal uncle in Jerusalem after his mother died when he was five years old. One of Arafat's earliest memories was of British soldiers breaking into his uncle's house and beating family members.
1. The document is a sample test for the Key English Test (KET) at Entry Level 2. It consists of a reading and writing exam with 9 parts testing a variety of skills.
2. Part 1 tests matching notices to statements. Part 2 tests choosing the best word to complete sentences about going camping. Part 3 completes conversations.
3. Parts 4-7 involve reading passages and texts and answering multiple choice, fill in the blank, and short answer questions testing comprehension.
4. Part 8 involves completing an order form based on reading two notes. Part 9 asks the test taker to write a short note to a friend about their new house.
Selecting and evaluating language tests 2014Lynda Lee
The document discusses two English language tests for Year 1 pupils in Malaysia. The first test is described positively as adhering to principles of assessment like practicality and validity. However, the second test called LINUS 2.0 is criticized for not being practical or valid for Year 1 pupils. It takes too long to complete, has unreasonable passing standards, and questions that are too advanced for the pupils' level. The author argues for simpler assessments that motivate young learners.
The document is an exam for a General Certificate of Secondary Education in English/English Language. It contains two sections - Section A involves reading comprehension questions about three sources provided, and Section B involves writing tasks. For Section A, students have one hour to answer questions about the sources, which include an article about a lifesaving program, an article and picture about trapped Chilean miners, and an extract from a non-fiction book. For Section B, students have one hour to write a blog entry about overcoming uncertainty and an newspaper article arguing their view on what makes a good role model. The exam tests both reading comprehension and writing ability.
Revisar envío de prueba evaluation learning guide 1jorge herrera
The document is a student's evaluation results for an English course taken online. It includes 20 multiple choice questions testing grammar concepts like tense, word order, and parts of speech. The student scored 60.38% overall, answering some questions correctly and making mistakes on others related to verb tense and word order. The evaluation provides feedback for each question noting when answers were right or needed further review.
This document provides an overview of teaching speaking skills in English. It begins by defining speaking as both a productive skill and oral communication skill. It emphasizes the importance of pronunciation and discusses the 20 English vowel phonemes in detail. Models of teaching speaking discussed include Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), educational drama, and TPR plus speaking. CLT is described in both Western and Indonesian contexts. In Indonesia, CLT aims to develop reading, speaking, listening and writing abilities based on learners' needs. Classrooms employ pair and group work to encourage student communication in English. The document provides exercises to practice pronunciation of vowel phonemes and intonation patterns in questions
The document provides an analysis of an English language learner interview conducted in Spanish. It identifies several areas for improvement, including the omission of personal pronouns, incorrect use of tenses, and mispronunciation of certain sounds. A lesson plan is proposed to address these issues through preparation, presentation, practice and self-evaluation activities focused on asking and answering interview questions. The analysis recommends the learner gain more experience communicating in English to expand their abilities and suggests cooperation with others to enrich learning.
This document provides an outline for an English communication skills course for first year B.Sc. (Agriculture) students. The course aims to develop students' comprehension and communication abilities in English. It includes both theory and practical components. The theory portion covers topics like comprehension, grammar, vocabulary, business correspondence, and report writing. The practical portion focuses on developing listening, speaking, reading, and presentation skills through activities like seminars, oral presentations, interviews, and group discussions. References for further reading are also provided at the end.
Module VIII Testing the Productive SkillsAnnalynInsic
This document discusses testing the productive skills of speaking and writing for language learners. It provides details on testing various components of speaking like pronunciation, grammar, word choice, fluency, and comprehension. Sample test items are provided for each component. For writing, the document discusses testing content, form, grammar, syntactic pattern, style, and mechanics. Sample test items for assessing content are also given. The overall purpose is to evaluate learners' proficiency in oral communication and written expression based on important criteria.
This course aims to enhance students' English proficiency, especially in grammar, vocabulary, writing, listening and speaking skills. It takes a step-by-step approach to strengthen foundations and prepare students for exams like IELTS. Key areas of focus include parts of speech, tenses, questions, pronunciation, reading comprehension, writing emails/letters/CVs, listening skills and public speaking. The intended learning outcomes are to master grammatical rules, write complex sentences, expand vocabulary, apply exam skills, understand audio texts, and speak fluently.
The document discusses an English accreditation program in Uruguay that aims to recognize the English skills acquired by secondary school students. It provides details on the program's objectives, participants, curriculum, exams, and results. The program has seen growing participation since 2008, with over 350 students taking diagnostic tests in the second semester of 2009.
The document summarizes the key topics covered in the CTEL Module 1 review, including:
- Language structure and use, covering phonology, morphology, syntax, semantics, language functions/variations, discourse, and pragmatics.
- First and second language development, covering theories of language acquisition, second language acquisition, and cognitive/linguistic/social factors affecting development.
It then provides sample questions testing knowledge of these topics, with explanations of correct answers.
This document provides a rubric for assessing students' writing ability in Language B based on their use of vocabulary, grammar, and spelling. It is assessed on a scale of 0 to 8, with descriptors provided for levels 1-2, 3-4, 5-6, and 7-8 that define the range of vocabulary, grammatical structures, and prevalence of errors at each level. Examples are given for level 7-8 performance indicating excellent use of basic structures and some complex structures, with accurate vocabulary and grammar and only occasional spelling/writing errors that do not interfere with communication.
This document provides a rubric for assessing students' writing ability in Language B based on their use of vocabulary, grammar, and spelling. It is assessed on a scale of 0 to 8, with descriptors provided for levels 1-2, 3-4, 5-6, and 7-8 that define the range of vocabulary, grammatical structures, and prevalence of errors at each level. Examples are given for level 7-8 performance that demonstrate excellent use of basic vocabulary and grammar, some complex structures, and only occasional errors that do not interfere with communication.
This document provides an overview of the Form 5 English Language Syllabus in Malaysia. It outlines the themes, language skills, grammar, functions and vocabulary that students will learn. The syllabus aims to continue developing students' English proficiency with a focus on integrated grammar instruction and practice of listening, speaking, reading and writing skills. It describes the content areas, including themes, higher-order thinking skills, learning standards, suggested text types, grammar, language functions and vocabulary. Appendices provide lists of grammar and vocabulary introduced in earlier forms.
This course syllabus outlines a 2 credit English course aimed at developing students' writing, reading, speaking, and presentation skills. The 16 session course will cover topics such as grammar, tenses, sentence structures, and types of English phrases and sentences. Students will practice skills through activities, exercises and composition assignments. They will be evaluated through quizzes, assignments, a midterm exam and final exam. The goal is for students to improve their ability to comprehend English, construct grammatically correct sentences, and feel more confident communicating in English.
This document provides information about the IELTS exam format and scoring. It describes the four components of the IELTS exam - Listening, Reading, Writing and Speaking. For each component, it outlines the question types, timing, scoring criteria, and level of difficulty. It also explains the 9-band scoring scale used to assess examinees' overall English proficiency and skill in each component.
This document outlines the syllabus for an English 1 course worth 2 credit points. The 16-session course is designed to develop students' writing, reading, and speaking skills in academic English, with a focus on grammar structures, tenses, and sentence construction. Key topics include the present perfect and present perfect continuous tenses, future tenses, positive and negative agreement, and email and letter writing. Students will be assessed through quizzes, assignments, a midterm exam, and a final exam.
This document discusses the differences between academic and everyday English. It defines academic English as the type of language used for listening, reading, writing, or talking about academic subjects. Academic language has more specialized vocabulary, conventional text structures, and a formal style. The document notes that while academic speaking and writing are both formal, explicit, objective and planned, spoken language tends to be less complex and more hedged than written language. It provides examples of colloquial words to avoid in academic speaking and signaling words to connect ideas. Overall, the document outlines some key linguistic features of academic spoken English, such as formality, explicitness, precision, hedging and responsibility.
This document provides instructions for an assignment on effective oral communication in English for a course at the Open University of Malaysia. Students must write a paper between 2,500-3,000 words addressing oral communication in interpersonal, small group, and public speaking contexts. They must also prepare a 10-12 slide PowerPoint presentation summarizing the paper's content. The assignment is worth 30% of the course grade and will be assessed based on criteria for content, organization, language use, and presentation delivery. Plagiarized assignments will receive score deductions.
This document provides instructions for an assignment on effective oral communication in English for students in an English communication course. It outlines:
1. The assignment requires students to write a paper with headings on oral communication theories and applying these to interpersonal, small group, and public speaking contexts. Students must then prepare a 10-12 slide PowerPoint presentation summarizing the paper.
2. The paper will be assessed on content and organization (12 marks) and language use (8 marks) for a total of 20 marks. The presentation will be assessed on the presenter's effectiveness (10 marks) for a total of 30 marks between the two assignments.
3. Guidance is provided on researching the topic from course modules
The document provides information about the new English grammar, punctuation and spelling test being introduced in UK primary schools in 2013, including:
1) It will assess vocabulary, sentence grammar, spelling and punctuation based on the Key Stage 2 national curriculum, with some additional content drawn from Key Stage 3 for a separate higher level 6 test.
2) The tests will use a variety of short-answer question formats to assess these areas, with sample questions provided.
3) It provides details on the test format, content being assessed, relevant level descriptors, and contact information for further questions.
This document discusses testing oral ability through oral exams. It outlines appropriate tasks to test oral ability, including operations like expressing, narrating, and eliciting. It discusses criterial levels of performance in terms of appropriacy, accuracy, range, size, accent, grammar, vocabulary, and comprehension. Possible test formats are also outlined, such as interviews, interactions between candidates, and responses to recordings. Techniques for eliciting behaviors from candidates and obtaining valid and reliable scoring are also discussed.
Princípios de produção oral em língua inglesa (pt 1)Fabio Nunes
The document discusses principles of oral communication skills in English. It covers 5 main topics: 1) oral communication skills, emphasizing accuracy, fluency, and affective factors, 2) types of spoken language including monologues, dialogues, and transactional vs. interpersonal language, 3) challenges of speaking like clustering, redundancy, reduced forms, and interaction, 4) microskills of oral production, and 5) types of classroom speaking performances such as imitative, intensive, responsive, transactional, interpersonal, and extensive speaking. The overall document provides an overview of best practices for teaching oral communication in a second language classroom.
This document provides an overview of the IELTS exam, including its various modules and sections. It describes the formats, timings, tasks, and assessment criteria for the Listening, Reading, Writing and Speaking components of both the Academic and General Training modules. For the writing sections, it highlights some key differences between the Academic and General Training tasks and response expectations. It also provides sample questions, text types, and scoring bands for the various IELTS components.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
1. 1119/1 BAHASA INGGERIS 1
FORMAT OF THE QUESTION PAPER
This paper consists of two sections - Section A and Section B. Candidates are
required to answer questions in both sections.
SECTION A (QUESTION 1) : DIRECTED WRITING
In this section, candidates were required to write a response to a task in clear
and accurate Standard English, using a style and tone appropriate to the task.
For SPM 2010, the task required candidates to write an informal letter to a cousin
who had been chosen to participate in the National Service Programme.
Candidates had to encourage and persuade the cousin, who was worried about
going, to take part in the programme. Based on the rubric, candidates were
expected to convince the cousin by giving the benefits that could be gained by
attending the programme. The total mark for this section was 35 marks.
SECTION B (QUESTION 2) – CONTINUOUS WRITING
This section tested writing skills. It tested candidates’ ability to produce a piece of
continuous prose in accurate Standard English. It also tested the candidate's
ability to respond relevantly and creatively to a task chosen from a number of
alternatives. Candidates had to choose one of the 5 titles to write a composition
of about 350 words in length. This section was allocated 50 marks.
GENERAL PERFORMANCE
Generally, candidates fared better in Section A (Directed Writing) than in Section
B (Continuous Writing). However, only a small percentage managed to get into
the top range. The majority belonged to the medium range. This shows a general
weakness in the writing skills of the language in terms of errors made in the
writing, variety in sentence structures, vocabulary used, organization and the
subject matter of the answer.
For Section B, a significant number of candidates performed rather badly. Many
candidates were unable to write accurately to the extent that errors made were
multiple in nature. A direct consequence was that meaning collapsed and the
writing was rendered incomprehensible. Thus, communication was barely
achieved. Only a small percentage of the candidates managed to get into the top
band. Some candidates did not even attempt this section.
However, looking at the overall achievement , the performance of the candidates
was more positive, though it was still rather unsatisfactory.
Bahasa Inggeris 1 Kupasan 1 Mutu Jawapan SPM 2010
2. 1119/1 BAHASA INGGERIS 1
GENERAL PERFORMANCE OF CANDIDATES ACCORDING TO THEIR
GROUPS
Candidates who scored high marks displayed very good linguistic ability and
were able to address the task accurately and clearly. Few grammatical mistakes
were made and a flair for the language was shown. Vocabulary was precise and
varied. Varied sentence types and structures were employed to achieve intended
effect. The writing was coherent with appropriate use of punctuation and
paragraphing. An appropriate tone was also employed.
Candidates with average performance understood the task before them but
lacked the linguistic ability to write effectively. They were unable to sustain
accuracy throughout. Vocabulary was limited and sentence structures repetitive.
Answers generally displayed a lack of organization and coherence.
Candidates who scored low marks lacked the language competence and gave
Sections A and B the minimal treatment. There was a high density of serious
errors which caused blurring in meaning and in some places, meaning was
hardly comprehensible. In extreme cases, candidates merely copied the rubric or
did not attempt the question. However, Section A did offer some opportunity for
the candidates to answer because some guidance/ points/ key words were
provided.
The rest of the report will provide details on the performance of candidates in the
above three groups. Authentic responses are used (errors included) to give
teachers and students an insight into the finer points of what a good answer
should be like as well as some of the pitfalls to avoid. This can be realized by
looking at the strengths and weaknesses of the candidates. Some
recommendations for teachers and students are provided at the end of each
section.
SECTION A : DIRECTED WRITING
Performance of candidates in Section A and mistakes made
General performance of candidates was analyzed based on three ability groups:
good, average and weak. Examples of responses in these three categories are
given in a later section.
Bahasa Inggeris 1 Kupasan 2 Mutu Jawapan SPM 2010
3. 1119/1 BAHASA INGGERIS 1
Group (a) : Good
Candidates in this group fulfilled the assessment objectives. The correct format
was used. Candidates wrote in clear, accurate standard English with a wide
vocabulary. They were competent in paragraphing, spelling, punctuation, and
were able to use cohesive and logical devices to link sentences. Ideas were well-developed
and the response had appropriate tone and style.
Group (b) : Average
The candidates in this group did comprehend the rubric and showed
understanding of the requirements of the task. Content points were easily
located, with most candidates scoring quite well. Response showed competence
in the language. The correct format was used but the writing lacked accuracy.
Ideas were adequately developed but were at times disorganized. Sentence
structures lacked variety resulting in a monotonous piece of writing. Most of the
errors were single word errors.
Group (c) : Weak
For candidates of this group, format might be completely missing or incorrect.
Responses were not organized. There were hardly any accurate sentences.
Ideas were less developed or undeveloped or lifted without proper context. Some
resorted to stringing or use of words which they have little or no understanding
of. However, some marks could still be awarded for content. Meaning was often
blurred. There were serious and persistent errors in tenses, word choice and use
and sentence structures. In very weak candidates, there was a predominant use
of Bahasa Malaysia and interference from mother tongue. Some merely copied
the questions.
Bahasa Inggeris 1 Kupasan 3 Mutu Jawapan SPM 2010
4. 1119/1 BAHASA INGGERIS 1
STRENGTHS AND WEAKNESSES OF THE CANDIDATES
EXAMPLE OF AN EXCELLENT ANSWER
Bahasa Inggeris 1 Kupasan 4 Mutu Jawapan SPM 2010
8. 1119/1 BAHASA INGGERIS 1
GENERAL COMMENTS
On the whole this letter is purposeful and convincing. It is consistently on task
and the message is clear and effective. Ideas are well-linked. An excellent piece
of writing! The candidate is confident and ambitious. He is also able to include
some informal expressions into the letter. This was done by the use of phrasal
verbs, exclamations, imperatives and question tags which function as
encouragement. A few examples are given below:
Are you not geared up...?
Wouldn’t Aunt May be proud of you....John!
Don’t forget to send me some photos of you looking smart, suave and
handsome....!
You will get the ...through this programme, too!
STRENGTHS AND WEAKNESSES OF THE CANDIDATE
Examples of strengths and weaknesses are taken from the candidate’s
response.
STRENGTHS
1. Candidate is able to provide the proper format for a letter. There is an
address, a title, a proper salutation to a cousin and the name/signature of
the writer is given as the closure.
2. Candidate is able to include all the content points in the letter based on the
question.
3. Sentence structure is varied and sophisticated showing candidate’s ability
to use sentence length and type to achieve an intended effect.
Bahasa Inggeris 1 Kupasan 8 Mutu Jawapan SPM 2010
9. 1119/1 BAHASA INGGERIS 1
4. Vocabulary is wide and used with precision. Expressions are used
effectively and with the desired effect.
- instilling sense of patriotism (para 2)
- many pitfalls (para 2);
- geared-up (para 3);
- couch potatoes (para 4)
- lap of luxury (para 4)
- omnipresent slaves (para 4)
- transcend the barriers (para 5)
- diverse cultures (para 6)
- tailor-made (para 6)
- enlightened (para 6)
- suave (para 6)
5. Ideas and arguments are effectively-linked. Paragraphs are well-planned,
have unity and are appropriately linked.
- Apart from that…
- Another aim….
- Thus,…
- Therefore….
- This will..
- To top it all off
6. On the whole, punctuation is accurate and helpful to the reader.
Correct use of :
Commas,
Dash
hyphen
Exclamation marks
7. Spelling is accurate across the full range of vocabulary used, especially
with low frequency words
- globalisation
- strategically
- diverse
- enlightened
- definitely
- privilege
- inculcate
- couch potatoes
- transcend
- barriers
Bahasa Inggeris 1 Kupasan 9 Mutu Jawapan SPM 2010
10. 1119/1 BAHASA INGGERIS 1
8. The style and tone is appropriate – informal, persuasive, convincing and
polite. The reader is convinced that this could be a real letter to a cousin.
9. The topic is addressed with consistent relevance. The interest of the reader
is aroused and sustained throughout the writing.
Bahasa Inggeris 1 Kupasan 10 Mutu Jawapan SPM 2010
11. 1119/1 BAHASA INGGERIS 1
WEAKNESSES
On the whole, the response is excellent and has only minor errors. Perhaps the
tone of the letter could have been more informal.
1. In some parts, the letter tends to be a bit formal
2. Grammar
Preposition
On (For) my part, I am indeed overjoyed for you.
Missing article:
Another aim of this programme is to train the youth of today to be more
independent.
Tense:
The Present Perfect Tense needed:
In your letter, you expressed your worry for being chosen to take part
in the 2011 batch National Service Programme( for being chosen for
having been chosen)
3, Spelling
- skeptical (sceptical)
- fulfill (fulfil)
Bahasa Inggeris 1 Kupasan 11 Mutu Jawapan SPM 2010
12. 1119/1 BAHASA INGGERIS 1
EXAMPLE OF A FAIRLY GOOD ANSWER
Bahasa Inggeris 1 Kupasan 12 Mutu Jawapan SPM 2010
15. 1119/1 BAHASA INGGERIS 1
GENERAL COMMENTS
Performance of Candidate and mistakes made
This candidate has comprehended the rubric and has showed understanding of
the requirements of the task. The candidate has used all the content points.
Response shows competence in the language. The correct format is used but
writing lacks accuracy. Ideas are adequately developed but are at times
disorganized. Sentence structures lack variety and the tone, though appropriate,
lacks the persuasiveness and encouragement.
STRENGTHS
1. Candidate is able to provide an acceptable format for an informal letter.
The address of the candidate is correctly written at the top right hand corner
of the page. This is followed by the date. Although there is no mark awarded
for the placing of the address and date, it should be recognised that the
candidate is sure about the format of an informal letter.
The letter begins with a salutation and a greeting, which is the second aspect
of the format. The candidate has concluded the letter with a signature.
2 Candidate writes on all the points given and scored the maximum marks for
content.
3 Although language proficiency may be lacking in the candidate, there is an
attempt to include complex sentences.
4 Paragraphs are fairly well-organised with proper use of linkers. There is
evidence of some planning in the paragraphs with a clear concluding
paragraph.
- Besides that, there are also a lot of exciting activities such as flying fox,
kayaking, jungle trekking, visiting old folks home and others. (Opening of
3rd paragraph)
- I think thats all for now. (Concluding paragraph)
Bahasa Inggeris 1 Kupasan 15 Mutu Jawapan SPM 2010
16. 1119/1 BAHASA INGGERIS 1
5 On the whole, punctuation is well used. Full stops, commas, question marks
and even exclamation marks are used correctly.
- How are you?
- Your mother said that you are worried about going there. Is that so?
- Moreover, you will learn survival skills and you will have the chance to use
a rifle!
6 Spelling is generally accurate
- programme, congratulations, furthermore, personalities, independent,
nowadays
7 Candidate is definitely on task, being able to fulfil the task of writing an
informal letter to a cousin. There was no mere mention of any point. All the
points that were given were well elaborated.
WEAKNESSES
1 The candidate’s lack of proficiency in the language is reflected in the number
of errors of various kinds made. There is clumsiness at certain places.
- Connector/conjunction/clause marker:
It has been so long that… I have (1st para)
- Tenses
… since you never live … (3rd para)
…have to be discipline… (5th para)
…I have not write… (1st para)
- Agreement
...if one of you make a mistake…(4th para)
Bahasa Inggeris 1 Kupasan 16 Mutu Jawapan SPM 2010
17. 1119/1 BAHASA INGGERIS 1
- Singular/Plural
…for their own need …(4th para)
…the physical trainings…(5th para)
- Article
…everyone knows as the strict person…(5th para)
…you have to face the punishment…(4th para)
- Omission
Actually, there are a lot of benefits at that programme that you do not
know (about)…(1st para)
You can develop good habits such as helping people, (being) confident
…(2nd para)
- Clumsiness in structure
2 Punctuation
- Missing apostrophe
- …old folks homes (3rd para)
- …I think thats all for now (6th para)
3 It appears clearly that the candidate is merely elaborating the given points.
The tone is neither encouraging nor persuasive. There is no attempt to
console the worried cousin. The concluding paragraph does become a little
personal and friendly with the mention of the ‘allowances’ and the writer’s
hope that the cousin will enjoy the programme.
Bahasa Inggeris 1 Kupasan 17 Mutu Jawapan SPM 2010
18. 1119/1 BAHASA INGGERIS 1
EXAMPLE OF AN AVERAGE ANSWER
Bahasa Inggeris 1 Kupasan 18 Mutu Jawapan SPM 2010
21. 1119/1 BAHASA INGGERIS 1
DETAILED PERFORMANCE OF THE CANDIDATE
GENERAL COMMENTS
Candidate is definitely on task, being able to fulfil the task of writing a letter to a
cousin in a fairly satisfactory manner. However, the writing lacks ambition.
STRENGTHS
1. Candidate is able to provide an acceptable format for an informal letter
to his cousin.
2 The candidate also manages to use almost all the content points
3. Paragraphs are fairly well-organised and the candidate is able to present
the points in quite a systematic and coherent manner. There is evidence
of some planning in the paragraphs and a clear concluding paragraph.
The candidate uses linkers quite successfully.
4. Spelling
- wheather,
- snokling,
- lease
WEAKNESSES
1. Distortion arising from uncertainty in the language
2. Wrong tenses/Verb forms
- I wrote this letter to you is ............
- I wanted to encourage you to go there ...........
- This programme can also developed....
3. Failure to differentiate between the active and passive voice
‘ I was heard that you had been chosen…’
4. There is an attempt at informality in a letter as he realises that he is writing a
letter to a cousin. However, the letter is not quite persuasive nor convincing.
Bahasa Inggeris 1 Kupasan 21 Mutu Jawapan SPM 2010
22. 1119/1 BAHASA INGGERIS 1
EXAMPLE OF A VERY WEAK ANSWER
Bahasa Inggeris 1 Kupasan 22 Mutu Jawapan SPM 2010
24. 1119/1 BAHASA INGGERIS 1
GENERAL COMMENTS
This candidate does not have the required linguistic skills. He is unable to
elaborate on or express accurately the given points. This candidate gives this
section the minimal treatment. There is a high density of errors which cause
blurring in meaning. The candidate is also unable to elaborate and therefore has
to rely heavily on the text given.
STRENGTHS
1. The response is written in paragraphs (4 paragraphs)
2. The letter is written in the correct format ( all elements are included )
3. The candidate manages to get almost all the content points
WEAKNESSES
1 The content points are written as how they appear joined with a few words of
his own and this often causes blurring of meaning.
The content points are strung together.
- In they, you also can make new friends in they.
- In they, you can learn leadership skill and responsibility.
- You also can make a good discipline.
- You can see different parts of Malaysia, be independent.
2 Due to heavy reliance on the text, the sentence structures are often mangled.
3 Direct translation from Bahasa Malaysia to English and mother tongue
interference
- Repeated use of 'in they' indicates that the candidate is thinking in the
Malay language where 'in they' can be loosely translated to mean 'di situ
- In they, I write stop in hear, bye
- In they, you can also make some new friends in they.
Bahasa Inggeris 1 Kupasan 24 Mutu Jawapan SPM 2010
25. 1119/1 BAHASA INGGERIS 1
4 Wrong vocabulary
- In the National Service Programme, you also can make a good
discipline.
5 Omission of verbs
- you must ^ teamwork with your new members.
6 Spelling
- I write this lettel to tell you about the benefits of this programme.
- …be indepedent
- ….I write stop in hear, bye.
- I hope you can to go they.
7 Omission of subjects
- ^ learn some survival skill.
8 Subject – verb agreement
- ….she tell us you has been chose to take part in…..
- I hope you can to go they.
- They also have more exciting activities to training you.
9 The candidate uses neither topic sentences nor linkers to add clarity to the
presentation of content points.
In the part of National Service Programme, you can develop good habits. In
they, you also can make some new friends in they.
Bahasa Inggeris 1 Kupasan 25 Mutu Jawapan SPM 2010
26. 1119/1 BAHASA INGGERIS 1
SUGGESTIONS TO CANDIDATES
1. Read the instructions/rubric carefully before answering any question – be
sure of the task/format before writing. Read and underline the key words or
task that is required so that you do not forget to complete the task as you
write the essay.
2. Use all the content points given in the rubric. Tick the content points you
have used to ensure that all the content points are in.
3. Use appropriate tone: be audience conscious.
4. For good students, try to use sophisticated structures and precise
vocabulary. For average students, do not write long sentences because the
tendency to make mistakes is higher.
5. Improve spelling – use a dictionary when necessary.
6. Do not take punctuation lightly. Punctuation errors can be serious errors.
7. Read a lot to improve general knowledge and vocabulary.
SUGGESTIONS TO TEACHERS
1. Teach students to identify key / task words.
2. Teach students how to read the question and how to identify the main
content points.
3. Teach students to write in different formats/layout like a letter or report so
that they are able to use the appropriate tone and register in the essay.
4. Teach students to construct basic simple sentences.
5. Remind the students to allocate the last 3 to 5 minutes for checking.
6. Ensure students use Standard English.
7. Remind the students to use all the content points given in the rubric.
8. Devote more time to grammar and sentence construction so that the
students will be able to write grammatically correct and varied sentences.
9. Train students to write a variety of sentence structures. Teach them how to
use the different types of structures appropriate to the tone required in the
task.
10. Encourage students to read widely.
Bahasa Inggeris 1 Kupasan 26 Mutu Jawapan SPM 2010
27. 1119/1 BAHASA INGGERIS 1
SECTION B (QUESTION 2) – CONTINUOUS WRITING
In this section, the candidates’ writing skills are tested. Its main objective is to
assess the candidates’ ability to produce a piece of continuous prose in accurate
Standard English. It also tests the candidates’ ability to respond relevantly and
creatively to a task chosen from a number of alternatives. As in each year, five
interesting topics are given and the candidate has to write a composition of about
350 words on one of the topics. The candidates are advised to spend one hour
on this section and the mark allocated for it is 50.
GENERAL PERFORMANCE
Overall, candidates did not fare well in this section. The majority scored below
the median while few belonged to the top range. This shows the weakness of the
candidates in the writing skills. Some candidates did not attempt this section.
GENERAL PERFORMANCE OF CANDIDATES ACCORDING TO THEIR
GROUPS
Basically, the general performance of candidates was analysed based on three
ability groups :
Candidates in the high achievement group :
This group showed a marked linguistic ability and creativity. They were able to
produce a relevant and creative piece of continuous prose. They also displayed a
good flair for the language. The language used was entirely accurate and very
few errors which were first draft slips or minor errors were made. Sophistication,
maturity of thought, creativity and originality were clearly visible when they put
their ideas and thoughts onto paper. Vocabulary and expressions were apt,
precise, stimulating and inspiring. Paragraphs were well-planned and the topic
was addressed with consistent relevance. Ideas were well-organised, well-developed
and coherent. Hence, the writing was able to arouse the reader’s
interest and it was sustained throughout.
Bahasa Inggeris 1 Kupasan 27 Mutu Jawapan SPM 2010
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Candidates in the average achievement group :
The candidates in this group showed adequate understanding of the requirement
of the task. Development of ideas lacked creativity, depth and maturity.
Vocabulary lacked precision with a tendency to use repetitive words and
structures. This was mainly due to lack of linguistic ability to write effectively.
They were not able to sustain accuracy throughout. Linguistic errors were
sufficiently frequent and serious. The writing in this category often displayed a
lack of organization and coherence, making the composition uninteresting or
lacking in liveliness and interest value.
Candidates in the low achievement group :
The candidates’ responses showed minimal understanding of the requirement of
the task. They displayed poor linguistic ability. The lack of language competency
sometimes resulted in minimal/partial treatment of the topic. Ideas were hardly
developed. The content might be comprehensible but high incidence of serious
errors often made the meaning blur. In some cases, the word order and sentence
structures reflected mother tongue interference. As a result, the responses were
disoriented, disorganized and almost incomprehensible with frequent extended
errors which made reading the script difficult. In extreme cases, candidates
merely copied all the 5 topics or the rubric from Directed Writing. Some did not
even attempt the question at all.
Bahasa Inggeris 1 Kupasan 28 Mutu Jawapan SPM 2010
29. 1119/1 BAHASA INGGERIS 1
EXAMPLE OF AN EXCELLENT ANSWER
Bahasa Inggeris 1 Kupasan 29 Mutu Jawapan SPM 2010
34. 1119/1 BAHASA INGGERIS 1
DETAILED PERFORMANCE OF THE CANDIDATE
GENERAL COMMENTS
The candidate is obviously a confident and competent writer, being able to
express ideas clearly and effectively. He has been able to rise above the simple
and ordinary to a sophisticated level of writing, encompassing the nuances and
idiomatic expressions peculiar to English and employing them to achieve the
effect they were intended for.
STRENGTHS
1 Candidate is able to provide an interesting, informative and strong
argument of the use of internet in today’s world.
2 Sentence structure is varied and sophisticated showing the candidate’s
proficiency in the language and the ability to use sentence length and type to
achieve an intended effect
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3 Vocabulary is wide, sophisticated and used with precision
- Its advent signifies a new epoch…;..an indomitable fact (para.1)
- Accolades, inquisitive minds (para.2)
- Warehouse, entertainment, unique feature, hustle-bustle of city life,
gasping, realm of wonderful of music and colours.(para3)
- Painstakingly pen out letters, emergence of e-mail, feasible, halt the
power of the Internet, teleconferencing, procedure (para.4)
- Voices of the grassroots, immensely laudable function (para.5)
- Irresponsible, mete out punishments, offenders, eradicated (para.6)
- Unauthorized, abscond (para.7)
- Vengeful, slanderous, amplified, spread like wild fire, intense pressure,
mental trauma (para.8)
- Aforementioned (para.9)
4 Paragraphs are well-planned, have unity and are appropriately linked,
- In addition, (para.3)
- Besides that, (para.4)
- Moreover, (para.5)
- On a more serious note, however, (para.6)
- Besides, (para.7)
- Finally, (para.8)
- To wrap up, (para.9)
5 Punctuation is accurate and helpful to the reader
- …to satisfy our young, inquisitive mind (para.2)
- Plus, it helps us…quickly too! (para.2)
- …made its popularity jump by leaps and bounds, not only among the
youth, but also the old. (para.3)
- …gain access to the users’ bank accounts…(para.7)
6 Spelling is accurate across the full range of vocabulary used.
- remarkable, epoch, indomitable, multitude, humble (para.1)
- accolades, inquisitive, assignments (para.2)
- warehouse, excellent source, unique feature, entertainment, hustle-bustle,
gasping, realm (para.3)
- communication, painstakingly, pen out, emergence, halt, impressive,
teleconferencing, utilise (para.4)
- networking, advent, grassroots, immensely, laudable function(para,5)
- pornography, irresponsible, circulated, efficiency, mete out, eradicated
(para.6)
- money-laundering, unauthorised, abscond,(para.7)
- blackmail, cyber bullying, slanderous, bad-mouthing, amplified, trauma,
depression, intense (para.8)
- irresponsible, spiteful (para.9)
Bahasa Inggeris 1 Kupasan 35 Mutu Jawapan SPM 2010
36. 1119/1 BAHASA INGGERIS 1
WEAKNESSES
1. An occasional slip – imprecise vocabulary
- What is more impressive is that teleconferencing is also made feasible
presently.
2. Missing preposition - with
- Moreover, the social networking sites in the Internet provide us with a
channel to make new friends and share our ideas
3. Slight flaw in use of verb-to-be : is.
Besides, money-laundering on the Internet is also a serious problem
recently
(More appropriate to use has become).
Bahasa Inggeris 1 Kupasan 36 Mutu Jawapan SPM 2010
37. 1119/1 BAHASA INGGERIS 1
EXAMPLE OF A FAIRLY GOOD ANSWER
Bahasa Inggeris 1 Kupasan 37 Mutu Jawapan SPM 2010
40. 1119/1 BAHASA INGGERIS 1
DETAILED PERFORMANCE OF THE CANDIDATE
GENERAL COMMENTS
On the whole the candidate is competent in the English Language. The
narrartive is clear. The language is largely accurate as there are generally rather
few errors, but the writing is somewhat lacking in ambition.
STRENGTHS
1 Simple structures are mainly accurate.
2 Sentences show some variety of compound and complex structures.
Dialogues are used to give a better impact.
3 Vocabulary is wide enough
Para 1 - fatigue
Para 2 - I scurried
Para 6 - ...my heart shattered into pieces
Para 7 - I walked away in grief.
Para 9 - … the alluring dress , … gasped
4 Overall, punctuation is accurate
-“What is this?” I asked the old woman.
5 The composition is written in paragraphs which show some unity.
6 Interest is aroused at the beginning but the composition becomes
monotonous towards the end.
Bahasa Inggeris 1 Kupasan 40 Mutu Jawapan SPM 2010
41. 1119/1 BAHASA INGGERIS 1
WEAKNESSES
1 Errors in spelling,
- “passangers” Para 3
2 Wrong tenses
3 Wrong preposition
– in the train should be on the train
– Dreaming to buy should be dreaming of buying
4 Wrong use of pronoun
- where my feet had taken my should be where my feet had taken me
Bahasa Inggeris 1 Kupasan 41 Mutu Jawapan SPM 2010
42. 1119/1 BAHASA INGGERIS 1
EXAMPLE OF AN AVERAGE ANSWER
Bahasa Inggeris 1 Kupasan 42 Mutu Jawapan SPM 2010
44. 1119/1 BAHASA INGGERIS 1
DETAILED PERFORMANCE OF THE CANDIDATE
GENERAL COMMENTS
On the whole, the candidate has some basic command of the language and he
has attempted to make his story lively and interesting. It is a simple piece of
writing both in terms of content and style. The story is quite well-organised as
the candidate’s flow of ideas can be seen in the events that followed logically.
The subject matter does show some relevance to the topic given. The candidate
succeeds in his attempt to inject humour into his piece of writing albeit with some
clumsy and awkward expressions.
The candidate is able to write a few accurate sentences but errors are
sufficiently frequent as to hamper reading. However, the errors made are mainly
single-word errors which can be easily corrected. The candidate can use simple
structures correctly but tends to make mistakes when complex structures are
attempted. He is unable to maintain accuracy due to a lack of mastery of the
language and his limited vocabulary.
STRENGTHS
1. A number of accurate sentences can be seen in the script.
- I was preoccupied with that examination. (Para 2)
- I felt extreme pain. I thought my legs were broken. (Para 5 )
2. The candidate is able to use some good vocabulary.
- blue azure sky and the chirping of the birds
- preoccupied with that examination
- my pair of legs had been amputated.
- a disabled person
- asked some money as compensation
3. Merit should also be given to the candidate for his style of writing. He is
able to describe a series of short, quick actions of a snatch theft victim in a
way that enables the reader to picture vividly what is happening.
Bahasa Inggeris 1 Kupasan 44 Mutu Jawapan SPM 2010
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4. Generally, the sentences are well punctuated. This candidate puts commas
where most other candidates would have missed them out.
- A few minutes later, my parents came to see my condition. (Para 5)
- Like any weekend, …. (Para 1)
- Suddenly, the big lorry … (Para 5)
5. Overall, the candidate tried his best to make his story more lively by
injecting humour into it.
- We fought as gentlemen with bare hands …
- We fought like cats and dogs.
- I kicked him …. like Jackie Chan.
- He loudly in pain until the flock of birds flew far away from the scene
WEAKNESSES
1. Errors in complex structures
Bahasa Inggeris 1 Kupasan 45 Mutu Jawapan SPM 2010
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2. Clumsy, awkward expressions due to inappropriate/imprecise words used.
3. Inconsistency in the tense used.
4. Wrong use of prepositions
- … the chirping of the birds added at the serenity to the ambience.
(Para 1 )
- …. I took a big stone nearby and threw to the snatch thief.(Para 3)
- Then, I fell of the road. (Para 5)
5 Omission of prepositions
- While waiting / the public transports such as taxi, bus and others, ….
(Para 2)
6 Wrong use of articles
- ….because I wanted to get the good result in the examination. (Para 1)
- He loudly in pain until the flock of birds flew far away from the scene.
(Para 4)
- Suddenly, the big lorry which was full of bricks was approaching at
great speed (Para 5 )
7 Wrong use of singular/plural nouns.
- I felt my legs numb. (Para 5 ) Should be : I felt my legs were numb.
- …. but it is never enough, to replace their son’s leg. (Para 6)
Should be : … but it would never be enough to replace their son’s
legs.
8 Repetition of the same word due to limited vocabulary
- He felt so pain. (Para 4 )
- I felt extreme pain. (Para 5)
- I felt my legs numb… (Para 5)
- My parents felt very mad to the snatch thief … (Para 6 )
- As fast as lightning’ - repeated twice. (Para 3 and Para 5)
9 Imprecise vocabulary used.
- I felt sympathy instead of “sympathetic” (Para 4)
- I used the concept of rugby instead of “technique” (Para 4)
- I was nearly crashed by the big lorry instead of “crushed” (Para 5)
Bahasa Inggeris 1 Kupasan 46 Mutu Jawapan SPM 2010
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- With any sense of human being ….(Para 4 )
10 There are a few minor spelling errors.
- pedastrian, quarelling
- …. when he wanted to puch my face.
11. Paragraphs lack unity. From the aspect of cohesion and coherence, this
script can be further improved. There are hardly any linking words to link
every paragraph or linkers within each paragraph.
12. Punctuation
Missing full stop.
- Suddenly, the big lorry which was full of bricks was approaching at
great speed was nearly crashed by the big lorry”. (Para 5)
Improper use of apostrophe
- school’s gate
Error in sentence separation
Bahasa Inggeris 1 Kupasan 47 Mutu Jawapan SPM 2010
48. 1119/1 BAHASA INGGERIS 1
EXAMPLE OF A WEAK ANSWER
Bahasa Inggeris 1 Kupasan 48 Mutu Jawapan SPM 2010
50. 1119/1 BAHASA INGGERIS 1
DETAILED PERFORMANCE OF CANDIDATE
General Comments
This candidate has chosen to answer Topic 1 of Section B which is ‘Describe the
most popular student in your school’. He has clearly misunderstood the topic
which actually requires him to write about one student only i.e. the most popular
one. He has instead written about 12 popular students with only one or two
sentences to describe each student. Despite the numerous errors, it is
comprehensible but reading and re-reading is often necessary before meaning
comes through.
STRENGTHS
1. Has decent opening and closing paragraphs to tie everything up.
Opening : I have many popular student in my school
Closing : I very love my school and many popular student in my school.
Because have their, the school are healthy.
2. Punctuation is sometimes correct.
- One day, we want go shopping with friend.
WEAKNESSES
1. There are numerous errors made by the candidate, displaying a lack of
understanding of some grammar items.
Error in numbers
- many popular student
- all the student
Bahasa Inggeris 1 Kupasan 50 Mutu Jawapan SPM 2010
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Subject-verb agreement
- he help his mother
- She are hardworking
Articles
- Mark is the rich man, but he is a good man
- He is the hardworking student
Pronouns
- Siti was quick to help she
- she ambition is
2. There are a number of words used wrongly
- fine him to help [find]
- he make funny [fun]
- Miki like to correct many coin [collect]
- In her correcting [collection]
3. Spelling
- anthor country [another]
- We also got prefreck [prefect]
- many good kes [case]
- a love-coper [couple]
4. Commas are often used instead of full-stops.
5. Many sentences need to be restructured before meaning comes through.
6. Meaning collapses
- Abu is the prifreck one man are discipline
- She help the teacher to make many good kes in school.
- she make many fun to our happy.
Bahasa Inggeris 1 Kupasan 51 Mutu Jawapan SPM 2010
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SUGGESTIONS TO TEACHERS AND CANDIDATES
1. Teach students to plan before they start to write. Use mind-maps etc.
2. Incorporate different teaching strategies to teach writing especially for weak
students e.g. parallel writing, paragraph writing, process writing.
3. Cultivate the reading habit to enrich their vocabulary and improve their
command of the language.
4. Be encouraged to write the required number of words, as some wrote far
short of the required number of words.
5. Organize the essay in paragraphs.
6. Edit the essay after completing it.
7. More emphasis on grammar and spelling. Have sufficient grammar practice.
8. Journal writing could be a good way for students to express their ideas and
by having more writing practice; they may not encounter writer’s block.
9. Correctional fluid/tape is not encouraged as writing can be smudged or
words omitted.
10. Remember to indicate the question number of your answer.
11. Listen to English songs or news.
12. Watch English documentaries.
13. Be more ambitious in terms of :
variety of sentence structures.
sophisticated and extended vocabulary.
interesting expressions.
Bahasa Inggeris 1 Kupasan 52 Mutu Jawapan SPM 2010