SPM ENGLISH LANGUAGE

WORKSHOP
SMK MOHD KHALID
by Mr Bobby Chan
BAHASA INGGERIS YANG DIJAJARKAN KEPADA CEFR (1119)

Targeted at 4 skills mastery

Paper 1 – Reading (1119/1)

Paper 2 – Writing (1119/2)

Paper 3 – Speaking (1119/3)

Paper 4 – Listening (1119/4)

 FORMAT INSTRUMEN PEPERIKSAAN SPM MULAI TAHUN
2021 MATA PELAJARAN BAHASA INGGERIS
YANG DIJAJARKAN KEPADA CEFR (1119)
Bil Perkara Kertas 1 (1119/1) Kertas 2 (1119/2) Kertas 3 (1119/3) Kertas 4 (1119/4)
1 Jenis Instrumen Ujian Pemahaman (Reading and Use of Ujian Penulisan (Writing) Ujian Bertutur (Speaking) Ujian Mendengar (Listening)
English)
 Objektif Aneka  Subjektif Respons Terhad  Subjektif Respons Terhad  Objektif Aneka
Pilihan (OAP)  Subjektif Respons Terbuka  Subjektif Respons Terbuka Pilihan (OAP)
2 Jenis Item Objektif Pelbagai Bentuk (OPB) Objektif Pelbagai Bentuk (OPB)
 Subjektif Respons
Terhad
Bahagian 1: 8 soalan Bahagian 1: 1 soalan Bahagian 1: Bahagian 1: 7 soalan
(8 markah) (20 markah) 4 soalan untuk setiap (7 markah)
Bahagian 2: 10 soalan Bahagian 2: 1 soalan calon Bahagian 2: 8 soalan
(10 markah) (20 markah) Bahagian 2: (8 markah)
3 Bilangan Soalan Bahagian 3: 8 soalan Bahagian 3: 3 soalan 1 soalan untuk setiap Bahagian 3: 5 soalan
(8 markah) (Jawab 1 soalan)(20 markah) calon (5 markah)
Bahagian 4: 6 soalan Bahagian 3: Bahagian 4: 10 soalan
(6 markah) 3 soalan untuk kedua- (10 markah)
Bahagian 5: 8 soalan dua calon.
(8 markah)
4 Jumlah Markah 40 markah 60 markah 24 markah 30 markah

5 Wajaran 25% 25% 25% 25%

Kemahiran membaca: Kemahiran menulis: Kemahiran bertutur dan mendengar: Kemahiran mendengar:
 Memahami  Mengaplikasi  Memahami  Memahami
 Mengaplikasi  Menganalisis  Mengaplikasi  Mengaplikasi
 Menganalisis  Menilai  Menganalisis
6 Konstruk
 Menilai  Mencipta  Menilai
 Pengetahuan sistem bahasa
 Nilai
7 Tempoh Ujian 1 jam 30 minit 1 jam 30 minit 13 minit 40 minit

8 Cakupan Konteks Mencakupi semua standard kandungan dan standard pembelajaran yang terdapat dalam Dokumen Standard Kurikulum dan Pentaksiran

9 Aras Kesukaran Mengikut aras penguasaan CEFR: B1 – B2

10 Kaedah Penskoran  Dikotomus  Analitik  Analitik  Dikotomus

 Holistik  Holistik
 If you can get
Paper Marks %
Paper 1 (Reading)
30 18.75
(40 marks)
Paper 2 (Writing)
16+14+10 = 40 16.67
(60 marks)
Paper 3 (Speaking)
18 18.75
(24 marks)
Paper 4 (Listening)
24 20.00
(30 marks)
Total 112 / 154 74

Grade - A-
 If you can get
Paper Marks %
Paper 1 (Reading)
20 12.50
(40 marks)
Paper 2 (Writing)
10+10+8 = 28 11.67
(60 marks)
Paper 3 (Speaking)
14 14.58
(24 marks)
Paper 4 (Listening)
20 16.67
(30 marks)
Total 82/154 55

Grade C+
Time Allocation
What is the level of the paper?
Task 1 in SPM Writing will cover the A2 range, task 2 the B1 range and the final task the
B2 range.
What are the essays I need to
write?
Overview of Writing Test tasks
Parts 1 and 2 are compulsory and there is no choice of question. In
part 3, candidates have a choice and there are three different
tasks to choose from.

Part 1 (Compulsory task)

A2 Level
Candidates have to write an email to a friend in about 80 words.

Part 2 (Compulsory task)

Candidates have to write an essay in about 150 words. B1 Level

Part 3 (Candidates have a choice of task)

This part has three questions or tasks to choose from. The tasks
types may include an article, a review, a report or a story and B2 Level
candidates have to choose one. They have to write about
250 words.
How will my essays be marked?
Writing Assessment Scales

Content
Language

Communicative
Organisation
Achievement
Scoring Cheat Sheet
Content
• refers to the fulfilment of task, how well you interpret the
question and how relevant your response is.
• how fully you answer the question.
• If you are asked to give advice, you must do this rather than
ask for advice.
• if there are ‘minor omissions’, marks will be lower.
• misinterpretation of task requirements will also lead to low
scores for content.
Content
• If you fully answer the question, you get 5 (the
maximum).
• If you don’t answer one part of the
question or include some irrelevant text, you get 3
or 4.
• If you only answer a small part of the question, you
get 1 or 2.
• If you don’t answer the question at all, you get 0.
Content
Content
Scoring Cheat Sheet
Communicative Achievement
• is your text type the right type? article / report / review / story?
• how intelligent are your ideas?
• are you able to hold your readers’ attention?
• do you explain your ideas clearly?
• how straightforward are your ideas?
• genre
• register
• tone – formal vs informal
• function
Scoring Cheat Sheet
Organisation
• paragraphing
• punctuation
• linking words - range from basic high frequency items (such as
“and”, “but”) to basic and phrasal items (such as “because”, “first
of all”, “finally”).
• cohesive devices - refers to more sophisticated linking words
and phrases (e.g. “moreover”, “it may appear”, “as a result”)
• organisational pattern in writing
Organisation
Example:
Firstly, I love jogging because jogging makes me fit and healthy. I
love jogging but not swimming.
• Text is connected and coherent
• Basic linking words and a limited number of cohesive
devices
• connected = punctuation (full stops and commas)
• coherent = your text makes sense
• basic linking words = very simple linking words and phrases
such as ‘and’, ‘but’, ‘because’ and ‘first of all’

Organisation = 1
Organisation
If your text is generally well-organised and coherent and if
you are able to use a variety of linking words and cohesive
devices, such as,

a) Higher-level linking words and phrases

b) Reference pronouns
c) Substitution
d) Ellipsis
e) Repetition

Organisation = 3
 Cohesive Devices
Higher-level Linking Words & Phrases

• moreover
• however
• on the one hand
• on the other hand
• furthermore
• besides
 Cohesive Devices
Reference Pronouns
Weaker Better
I like Alice. Alice is the I like Alice. She’s the best!
best.
I live in Kuching. Kuching is I live in Kuching, which is the
the capital city of Sarawak. capital city of Sarawak.
I’ve said it’s risky. You I’ve said it’s risky and this is
shouldn’t do it. why you shouldn’t do it.
 Cohesive Devices
Substitution

Weaker
• I like shopping and my friends like shopping as
well.

Better
• I like shopping and my friends do as well.
 Cohesive Devices
Ellipsis

• My brothers are very active in school. Both

(my brothers) are incredibly athletic.
• I usually go to school by bus but I
sometimes go to school by car.
 Cohesive Devices
Repetition

• to show emphasis

Example:
• There are students who work hard; there are
students who do not work as hard, and finally, there
are also students who are plain lazy.
Organisation
If your text is well-organised and coherent, and you are using a
variety of cohesive devices and organisational
patterns to generally good effect, you can get

Organisation = 5

Organisational pattern = higher level way of connecting

sentences and paragraphs than a cohesive device
Organisational Patterns
• One reason I like my smartphone is that …
• Another advantage of my smartphone is …
• But I really love my smartphone because …
• After the men finished the work …
• Before I started my routine, I …
• In order for all that to happen …
• Since I was unable to help him, I had to let him go.
• To make matters worse, …
• Not wanting to give up, he …
• As I was about to cross the street …
• It all started when …
• To my surprise, he …
List of Discourse Markers (handout)
List of Discourse Markers (handout)
Cohesive Devices
Cohesive Devices
Cohesive Devices

For an example
Beside that
Cohesive Devices
Scoring Cheat Sheet
Language
• grammar
• vocabulary
• high-level words + complex grammatical forms
• everyday words + simple vocabulary
• if mistakes are too bad and readers cannot
understand
TO SUM UP,
Scoring Cheat Sheet
Content Communicative Organisation Language
Achievement
• refers to the fulfilment • paragraphing • grammar
of task, how well you • is your text type • punctuation • vocabulary
interpret the question the right type? article / • linking words - range • high-level words +
and how relevant your report / review / story? from basic high complex grammatical
response is. • how intelligent are frequency items (such forms
• how fully you answer your ideas? as “and”, “but”) to • everyday words +
the question. • are you able to hold basic and phrasal simple vocabulary
• If you are asked to give your readers’ items (such as • if mistakes are too bad
advice, you must do attention? “because”, “first of all”, and readers cannot
this rather than ask for • do you explain your “finally”). understand
advice. ideas clearly? • cohesive devices -
• if there are ‘minor • how straightforward refers to more
omissions’, marks will are your ideas? sophisticated linking
be lower. • genre words and phrases
• misinterpretation of • register (e.g. “moreover”, “it
task requirements will • tone – formal vs may appear”, “as a
also lead to low scores informal result”)
for content. • function • organisational pattern
in writing
CONTENT
 Did you answer (all) the question?
COMMUNICATIVE ACHIEVEMENT
 Is your essay straightforward?
 Did you write the correct genre?
 Did you use the correct register and tone?
ORGANISATION
 Did you organise your essay well? In paragraphs?
 Did you punctuate your essay correctly?
 Did you use linkers & cohesive devices accurately?
LANGUAGE
 Did you use the correct tense(s)?
 Did you use the appropriate vocabulary?
Let’s try
writing!
Part 2 – Question 2
Part 3 – Question 3
Part 3 – Question 4