1.

ARTICLE

You recently attended a leadership camp organized by your school. At the camp, one of
your friends was chosen as the best group leader. You have been asked to write an article
about your friend for your school magazine.
Write your article based on the information below.

Friends
details

name
age
family background
school attended

responsible

Best
Grou
p
best
Lead

Reasons
Why
he/she
was
chosen

caring
best speaker for cooperative
camp debate
voted the most

Awards
received
When

Certificate of Achievement
RM500

writing the article, you should remember

to give a suitable title
to give your name as the writer
to use all the information given
to provide an ending
to add two other reasons why your friend was chosen
that your readers are students of your school

Guideline for Weak Students

By: .

I recently attended a leadership camp organized by my

.
.
Firstly, one of my friends details is her/his name is
..
Secondly, her/his age is

Thirdly, her/his family background is

Fourthly, the school she/he attended is

..
There are four reasons why he/she was chosen as the best
group leader.
The first reason is

..
The second reason is

..

F1 Title
F2 Name

Introduction

C1- name
C2- age
C3- family
background
C4- school
attended

C5- responsible
C6-caring
C7- best
speaker for
camp debate
C8-voted the
most
cooperative

C9-own
The third reason is

The fourth reason is

She/He was also chosen as the best group leader because she/he

C10-own

C11- Certificate
of Achievement
C12- RM500

was

F3-Ending
(hope/wish)

Besides that she/he was also chosen because she/he

..
Moreover, my friend received two awards. The first award she/he
received
was . .
The second award
she/he received was . .
In conclusion, I am proud to have a good friend chosen as
the best group leader. I
hope that

Guideline for Intermediate students

By:

F1-Title
F2-Name

..

..

Introduction

C1
C1 elaboration
C2
C2 elaboration
C3
C3 elaboration
C4
C4 elaboration


..

..

C5
C5 elaboration
C6
C6 elaboration
C7
C7 elaboration
C8

..

C8 - elaboration

..

C9

..

C9 elaboration

..

..

..

C10
C10 elaboration
C11
C11 elaboration
C12

..

..

C12 elaboration
F3-Ending
( hope/wish)

..

Guideline for Elaboration Intermediate Students

Paragraph

Contents

Guided questions for

elaboration
Example:

Introductio
n
(Para 1)

Content
(Para 2)
Friends
details

C1
C2
C3
C4

Provide background
information of leadership
camp
Date and venue of the
leadership camp
name
age
family background
school attended

Content
(Para 3)
Reasons
why
he/she
was
chosen

C5 responsible

C6 caring

Who/What society organizes

the leadership camp
When was the camp held?
Where was the camp held?
Example:
What are the parents working
as?
What is the name of the
school
What class is your friend in?
Example:
Who is she/he responsible
towards?
How does she/he show
her/his responsibility?
Example:
Who is she/he caring
towards?
How does she/he show that
she/he is caring?

C7 best speaker for camp

debate

C8 voted the most

cooperative

Content
(Para 4)
Awards
received
Conclusion
(Para 5)

C9 Certificate of Achievement
C10 RM500

hope/ wish

Example:
In what activity was she/he
chosen as the best speaker?
What are her outstanding
abilities?
Example:
Why was she voted as the
most cooperative group
leader?
What are her outstanding
abilities?
Example:
When was the certificate
awarded?
Who gave away the
certificate and money
Example:
organizer will organize similar
camp next year
hope you will get the award

2.

INFORMAL LETTER

Your younger sister is studying overseas. You have decided to write a letter to
advise her on how to spend her money wisely.
Use the notes given below to write your letter.

shopping list
- necessary items
compare prices
- cheaper brands
budget
- what you can afford
buy during sales
- discounts
own cooking
- cheaper
leisure time activities
- think about cost

When writing the letter, you must remember to:

lay out the letter correctly (address, greeting, closing)

use all the notes given
remember that your letter is to your younger sister

Guideline for Weak Students

.

..
F1 - address

..

Date
.. 2016

F2 name

Dear ..,

Introduction

How are you? Im fine and hope you re fine too. Im

writing this

(from the rubric)

letter to

Firstly, is prepare a

You only buy

Secondly, is do
................
It is better to buy

Thirdly, is make a
..
It is better to buy

..
Fourthly, I would suggest you to
.
It is because you are going to get more
.
Next, I strongly suggest you do your
..

C1- shopping list

C2- necessary items
C3- compare prices
C4- cheaper brands
C5- budget
C6- what you can

afford
C7- buy during
sales
C8-

discounts

C9- own cooking

C10-cheaper
C11- leisure time
activities
C12- think about

cost
Closing
( hope / wish)

It is because it is

Not to forget, do plan your

F3 sign off

..
It is good to

.
Well, thats about all for now. I hope
.

..
Your sister,

Guideline for Intermediate Students

F1 address

Date

F2 name
.

Introduction

Dear .. ,

(from the rubric)

..

C1
C1 elaboration

..

C2
C2 elaboration
C3

C3 elaboration

C4
C4 elaboration

C5
C5 elaboration
C6

..

C6 elaboration
C7

..

..

C7 elaboration
C8
C8 elaboration

C9

C9 elaboration
C10

C10 elaboration

..

C11

..

C11- elaboration
C12

..

C12 elaboration

Closing
(hope/wish)

..

..

..

Your sister,

F3 signing off

..

Guideline for Elaboration Intermediate Students

Paragra
ph
Introducti
on
(Para 1)

Content
(Para 2)

Contents

C1
C2

Enquire about your

sisters health
Enquire how her life is
Express your hope for
her
shopping list
necessary items

Guided questions for elaborations

How is she doing over there?

How are her studies?
What do you hope for her?

Why should she prepare a

shopping list?
How often to prepare a shopping
list?
What are the examples of
necessary items?
Where can she buy the
necessary items?
Why should she compare prices?
What are the benefits of
comparing prices of goods?
Why choose cheaper brands?
How much can she save by using
the cheaper brands?
Why is it important to make a
budget?
When should she make a

Content
(Para 3)

C3-compare prices
C4 cheaper brands

Content
(Para 4)

C5 budget
C6 what you can afford


Content
(Para 5)

C7 buy during sales

C8 - discounts

Content
(Para 6)

C9 own cooking
C10 - cheaper

Content
(Para 7)

C11 leisure time activities

C12 think about cost

Conclusio
n
(Para 8)

Closing

3.

budget?
Why should she buy only things
that she can afford?
Why should she buy during
sales?
How much money can she save?
What are the ranges of discounts
offered?
What are the benefits of doing
her own cooking?
How much money can she save?
What are the examples of food
she can cook for herself?
Why should she plan her leisure
time activities?
What are other less cheaper
leisure time activities?
Where can she go to do these
activities?
I have to pen off now.
State your hope/ prayer for her

TALK / SPEECH

You have been asked by your teacher to give a talk on a reference book that is
useful for secondary school students. You have decided to talk about a science
book.

Use the following notes about the book to write your talk.
Details of the book
Title Science Made Simple
Author Sharifah Shazana

Reasons why the book is useful

-

attractive presentation
clear explanations
helpful diagrams
variety of exercises
sample answers

Publisher Bunga Publications

practice question papers

useful tips

When writing the talk, you should remember:

-

to use an appropriate greeting and closing

to state the purpose of the talk
to use all the notes given
to give two other reasons of your own
that the talk is for school students

Guideline for weak Students

.. to
the Principal, teachers
and friends. I have been asked to give a talk on

F1 Greeting
F2 Purpose or
title
of talk
(from the rubric)

Firstly, is the details of the book that I have

decided to talk about.

C1- Science Made

Simple

The title of the reference book is

..
While the author of the book is

C2- Sharifah
Shazana

C3- Bunga
Publications

The publisher of the book is

Next, there are many reasons why

C4- attractive
presentation

the book is useful.

Firstly, the book has

C5- clear
explanations
C6- helpful
diagrams

Secondly, the book has

C7- variety of
exercises

Thirdly, the book has many

C8- sample
answers

Apart from that, the book offers a

C9- practice question

papers

In addition, the book provides

C11-own

Not only that, it encloses

..
On top of that, the book also gives many
.
Besides that, the book
.
Lastly, the book

..
In conclusion,

I wish

C10- useful tips

C12-own
Closing
(wish/hope)
F3 thank you

With that, I

Guideline for Intermediate Students

F1 greeting

..

F2 purpose or
title
of talk/ speech

..

.
C1

..

C1 elaboration
C2
C2 elaboration

..

C3
C3 elaboration
C4

..

..

C4 elaboration
C5
C5 elaboration

..

C6
C6 elaboration


..

C7
C7 elaboration

C8
C8 elaboration
C9

C9 elaboration
C10
C10 elaboration

..

C11
C11 elaboration
C12

..

.
.

..

..

C 12 elaboration
Closing
(hope/wish)
F3 thank you

Guidelines for Elaboration Intermediate Students

Para
Introducti
on
(Para 1 )
Content
(Para 2)
Details of
the book

Contents
Greeting
Purpose of speech/ talk

C1 Title- Science made Simple

C2 Author- Sharifah Shazana
C3 Publisher Bunga
Publications

Guided questions for elaboration

What are young going to talk
about?
Why have you decided to talk
about it?

Content
(Para 3)
Reasons
why the
book is
useful

Content
(Para 4)
Reasons
why the
book is
useful

C4
C5
C6
C7

attractive presentation
clear explanations
helpful diagrams
variety of exercises

C8 - sample answers
C9 - practice question papers
C10- useful tips

Content
(Para 5)
Reasons
why the
book is
useful
Conclusio
n

C11 - own reason

C12 own reason

End of speech/ talk

What does the title of the book

reflect?
What other books have the
author written about?
What related information do
you know about the publisher?
Why do think the presentation
is attractive?
Are the explanations followed
by examples?
Are there many diagrams?
Are the diagrams colourful?
Can the exercises reinforce
learning?
What is the benefit of sample
answers?
Why are practice question
papers necessary?
How many practice question
papers are enclosed?
Why are the useful tips
important?
What kind of students will find
the examination tips useful?

Why is it useful?
How can it help you?
Where can they get it?
What is the price?

What do you hope the students

(Para 5)

(hope/wish)

4.

will do?
Include the expression strike
while the iron is hot

REPORT

Disciplinary cases have been an ongoing problem occurring in many schools

nowadays. As the head Prefect of your school, you have been asked by your
teacher to write a report about the problems and suggestions to solve this
matter.
Use the notes given below to write your report.
Problems:
smoking
bullying
gangsterism
vandalism
playing truant
theft
Suggestions
counselling session
parents attention
motivational talk
ongoing monitoring
public caning
suspension from school
When writing the report, you should remember to:

address your report to the principal

provide a title
include your name
use all the notes given

Guideline for weak Students

To: ..

F1 To (persons
position)

A Report

F2 Title

Disciplinary cases have been

Introduction
(from the rubric)

Firstly, one of the problems is

..
Next, the problem is
..
Thirdly, the problem is

Furthermore,

..

C1- smoking
C2- bullying
C3- gangsterism
C4- vandalism

C5- playing truant

C6- theft

is another disciplinary case happening in school. Another

problem is

Lastly, the disciplinary problem is

.

C7- counselling
session
C8- parents
attention
C9- motivational
talk

C10- ongoing
monitoring

One of the ways to solve the problem is

C11- public caning

Next, this problem can be solved through

Besides
could also be done.
Furthermore,

..

C12- suspension
from school

Closing

from the parents and teachers should be done continuously.

Besides, we can
overcome this problem through
..
Moreover,

..
can be carried out.
In conclusion, the above are the problems of
disciplinary cases
and ways to overcome them. I hope
..

Reported by,

(.)
.

F3 signing off
(name and
position)

Guideline for Intermediate Students

F1 To (persons
position)

F2 Title

Introduction
(from the rubric)

C1
C1 elaboration
C2

C2 elaboration

.
C3

C3 elaboration
C4
C4 elaboration

..

C5
C5 elaboration
C6

..

C6 elaboration
C7

..

..

C7 elaboration
C8
C8 elaboration

C9

.
C9 elaboration

C10
C10 elaboration
C11

..

..

C11 elaboration
C12
C12 - elaboration

Closing
(hope/wish)

F3 Signing off

..

..

..

..

()

( name and
position)

Guideline for Elaboration Intermediate Students

Paragra
ph
Introducti
on
(Para 1)

Contents

Content
(Para 2)
Problem
s

Provide a general
view on the topic
Provide statistics
on the problem
Mention the trend
of the problem

Guided questions for elaboration

C1- smoking
C2- bullying
C3 gangsterism

Content
(Para 3)
Problem
s

C4 vandalism
C5 playing truant
C6 - theft

Content
(Para 4)
Suggesti
ons

C7 counseling session
C8 parents attention
C9 motivational talk

What is the major concern of

disciplinary case occurring especially
in your school?
How does it affect the school
environment?
How serious is the problem in
Malaysian schools?
What is the growing trend?
What are the causes for students to
be involved in such disciplinary
cases?
Why do such cases happen?
Who are likely to be affected in such
cases?
How does it affect you as students in
that school?
When and where do such
wrongdoings happen?
How often do these wrongdoings
happen?
What are the ways to prevent such
cases from spreading around?
Who are responsible to prevent

Content
(Para 5)
Suggesti
ons

C10 ongoing monitoring

C11 public caning
C12 suspended from
school

Conclusio
n
(Para 6)

Closing

(hope/wish)

disciplinary cases from worsening?

Why is it important to monitor the
students progress (peer influence)?
What will happen to the students if
they failed to follow the school rules?
Who should the ongoing monitoring?
Why should public caning be carried
out?
How long the students should be
suspended from school?
Include Prevention is better than
cure
Include Its no use crying over spilt
milk

5. Formal Letter
( A Letter of Complaint )
Your neighbourhood park, Teruntum Park used to be very popular among families,
joggers and cyclists. Recently, you realized that less people have been frequenting
the park. Write a letter to the Kuantan Municipal Council to highlight some of the
problems that you have noticed and give a few suggestions on how to improve the
aesthetics of the park, and how to increase recreational opportunities and safety.
Use the notes below to write the letter.

Problems
uncut grass
rubbish littering
broken signboards
dirty toilets
poor security enforcement
insufficient parking space
inadequate litter bins

When

Suggestions to Overcome Problems

hire more workers
put up new signboards
enforce stricter laws
create more parking space
put more litter bins
writing the letter, you should remember:
to lay out your letter correctly
to use all the notes given
to write in paragraphs
that your letter is to the Kuantan Municipal Council

Guideline for Weak Students

..

F1 - Senders
address

..
The Enforcement Officer,
..
..
.

March 2015

Dear Sir,
COMPLAINT ABOUT________________________________

F2 Recipients
position
Recipients
Address
F 3 - Date

I wish to draw your attention to

F 4 Salutation
F5 Subject of
Letter
Opening
paragraph
( from rubric )

2.
There are seven problems about the park. The first
problem is

.. .
The second problem is
. .
The third problem t is
.
.
The fourth problem is
.
3.
Apart from that, the next problem is
.
Besides that,

.
Moreover,

.. .
4.
I would like to put forward five suggestions to overcome
the problems.
My first suggestion is
..
.
The second suggestion is
. .
The next suggestion is
... .
On top of that

.. .
My last suggestion is

C1 - uncut
grass
C 2- rubbish
littering
C3 - broken
signboards
C4 - dirty toilets
C5 - poor
security
enforcement
C6- insufficient
parking
space
C7- inadequate
litter bins

C8 - hire more
workers
C9- put up new
signboards
C10- enforce
stricter laws
C11- create
more parking
space
C12- put more
litter bins

I trust that you will view this matter seriously and take
whatever action that
may be necessary to make the park a more pleasant place for
our residents.

F7-Closing line
Signing off

Thank you.
Name
Yours faithfully,
.
(..)

Guideline for Intermediate Students

..
..

F1 - Senders
address


F2 Recipients
..

position
Recipients address

.
F3 - Date
,
F4 - Salutation

F5-Subject of letter

..

Opening paragraph
( from rubric)

C1

2.

C1-elaboration

..

C2-elaboration

C2

C3

...

..

C3-elaboration
C4
C4-elaboration

..
C5

..

C5-elaboration

C6

C6-elaboration
C7

3.

C7-elaboration

C8

C8-elaboration
C9

C9-elaboration
C10

..

..

C10-elaboration
C11
C11-elaboration

C12
C12-elaboration

4.

Closing paragraph

Closing line

Signing off

..
Name

..

..

...


..

..

..

Thank you.

( ... )

Guideline for Elaboration Intermediate Students

Paragrap
h
Introducti
on
(Para 1)
Content
(Para 2)
Problem
s

Contents

(From rubric)

C1- uncut grass

C2-rubbish littering
C3-broken signboards
C4-dirty toilets

Guided questions for elaboration

What is the name of the park?

What do you notice about the
park recently?
What is the danger of uncut
grass?
What animals are found lurking in
the grass?
Examples of rubbish strewn in
the park.
How many signboards are

Content
(Para 3)
Problem
s

Content
(Para 4)
Suggesti
ons

C5- poor security

enforcement
C6- insufficient parking space
C7- inadequate litter bins

C8- hire more workers

C9-put up new signboards
C10-enforce stricter laws
C11-create more parking
space
C12-put more litter bins

Conclusio
n
(Para 5)

Closing

broken?
What is the importance of
signboards?
Who do you think break the
signboards?
Why are the toilets dirty?
Are there any security guards at
the park?
How big is the parking space?
How many vehicles can be
parked there?
How many litter bins are there?
Where are these bins placed?
What kind of work can the
workers do?
Who should put up the
signboards?
What information must the
signboards contain?
Why should the authority enforce
stricter laws?
Why should the authority create
more parking spaces?
How many bins should be put in
the park?
Where should the litter bins be
placed?
State your hope for the authority
to do

MARK SCHEME
Section A : Directed Writing

1.

ASSESSMENT OBJECTIVES
To test the candidates ability to:
read and comprehend the rubric
use the information to fulfil the task
write with useful ideas within the framework of the question
use clear and accurate standard English, using a style and tone appropriate
to the task

2.

The objective above are rewarded as follows:

FORMAT
3 marks
CONTENT
12 marks
LANGUAGE 20 marks
TOTAL
35 marks

3.

AWARDING MARKS FOR LANGUAGE

Marks are awarded for:
(i)
Accurate English
(ii)
Style and Tone appropriate to the task

** Candidates need not use exact words given in the stimulus.

However, own language must
convey the same meaning.
A
19-20
Excellent

Language is accurate except for first draft slips

No grammatical mistakes
Effective use of varied sentence structures
Vocabulary is sophisticated and precise
Spelling and punctuation are accurate and helpful
Paragraphs have unity and are well-linked

B
16-18
Good

Language is almost always accurate

Sentence structure is varied and interesting
Wide vocabulary
Spelling and punctuation are accurate
Paragraphs have unity
Appropriate tone and style

C
13-15
satisfactory

Language is largely accurate

Simple structures are used without errors
Errors occur in complex structures
Vocabulary is adequate
Spelling and punctuation are generally accurate
Written in paragraphs but ideas may not be linked
Appropriate tone and style

D
10-12
Fair

Language is sufficiently accurate

Patches of clarity when simple structures are used
Some variety in sentence structures
Adequate vocabulary but lacks precision

Spelling of simple words and punctuation are generally

accurate
Paragraphs have some unity
Tone and style are sometimes appropriate

E
7-9
Unsatisfactory

Meaning is never in doubt

Errors are sufficiently frequent and serious
Some simple structures may be accurate
Vocabulary is limited and simple but not precise
Spelling errors in difficult words
Paragraphs lack planning
Tone and style are appropriate

U(i)
4-6
Poor

Meaning is fairly clear

Many serious errors mainly SWE (single word error)
A few simple structures are used correctly
Errors in spelling of simple words
Paragraphs may not be used
Tone and style hidden in density of errors

U(ii)
2-3

Meaning is blurred
Multiple word error (MWE)

U(iii)
0-1

Almost unrecognizable as pieces of English

Whole sections may make no sense

Exercise 1
DIRECTED WRITING
Sample question from 1119/1 (Bahasa Inggeris SPM 2010)
Section A : Directed Writing
Your cousin has been chosen to take part in the National Service Programmeand is
worried about going. You have decided to write a letter to tell him/herabout the
benefits of this programme and to encourage your cousin to go.

Use the following notes to write your letter.

develop good habits

make new friends
learn leadership skills/responsibility
exciting activities
see different parts of Malaysia
be independent
gain new experiences
teamwork
strengthen love of country
keep fit and healthy
learn survival skills
discipline
When writing the letter, you must :
- lay out your letter correctly (address, greeting, closure)
- use all the notes given
- remember that your letter is to your cousin

MARK RANGE
A

DESCRIPTION OF CRITERIA

The language is accurate apart from occasional

19 20

Excellent

B
16 18
Good

C
13 15
Satisfactory

The language is almost accurate but there may be

more minor or first draft slips
Errors may also arise from more ambitious
structures which are imperfectly understood.
Sentence show some variations in length and type,
including the confident use of complex sentences.
Vocabulary is wide enough to show intended
meaning.
Spelling is nearly always accurate.
The tone is formal and appropriate to intended
audience. The reader is satisfied that a genuine
attempt has been made.

The language is largely accurate to communicate

meaning clearly to the reader.
Simple structures are used without error; mistakes
may occur when more
Sophisticated structures are attempted.
Vocabulary is adequate to convey intended
meaning although it may not be sufficiently
developed achieve precision.
Sentences show some variety of length and
structure although there is a tendency to repeat
some sentence types, giving it a monotonous effect.
Punctuation is generally accurate although errors
may occur in more complex uses.
The speech is written in paragraphs which show
some unity, although links may be absent or
inappropriate.
The tone of the speech is fairly formal but lapses
into formality may occur.
Slang or formal language is used from to time.

DESCRIPTION OF CRITERIA
The language is sufficiently accurate.

MARK RANGE
D

draft slips.
Sentence structure is varied and shows that the
candidate is able to use sentence length and type to
achieve an intended effect.
Vocabulary shows some sophistication and is used
with precision.
Punctuation is correct.
Spelling is correct across the whole range of
vocabulary used.
Paragraphs have unity.
The tone is appropriate formal, courteous and
suitable to address the intended audience.

10 12
Fair

E
79
Unsatisfactory

U (i)
46
Poor

There will be patches of clarity particularly when

simple structures are used
Mistakes will occur when more complex sentences
are used.
There may be some variety of sentence length and
type but this may not be successful in enhancing
meaning or arousing interest.
Vocabulary is adequate but lacks precision.
Simple words spelt correctly, but errors may occur
when unfamiliar words are used.
Punctuation is generally correct but does not
enhance or clarify meaning.
Sentence separation errors may occur.
The speech is written in paragraphs which may
show some unity in topic.
The style may fail to achieve the informality
required for this task. Lapse in slang or formal
language may occur consistently.
Meaning is never in doubt, but single errors are
sufficiently frequent and serious to hamper
precision and speed of reading.
Some simple structures will be accurate but
accuracy is not sustained for long.
Vocabulary is limited and either too simple to
convey precise meaning or are imperfectly
understood.
Simple words will usually be spelt accurately but
mistakes will occur when more difficult words are
used.
The speech will have paragraphs but these lack
unity and links are incorrectly used or the speech
may not be paragraphed at all. There may be errors
of sentences separation and punctuation.
The tone may be appropriate for a formal piece of
writing addressed to an audience.
Meaning is fairly clear.
The reader feels that the correction of single word
errors may produce a piece of fairly accurate
English, but the incidence of error is high and will
definitely impede the reading.
A very few simple structures are used accurately.
Vocabulary may not extend beyond a simple range
of words that are inadequate to express intended
shades of meaning.
Paragraphs will sometimes be used correctly but
sentence separation errors may occur.
Paragraphs may not be used, or if used, show a lack
of planning.
There may be frequent spelling errors.
The style may not be appropriate to that of a

U (ii)
2-3

U (iii)
0-1

speech.
Sense will usually be decipherable, but some of the
errors will be multiple, requiring the reader to re
read and re organize before meaning becomes
clear.
Whole sections of the speech may make little or no
sense.
Unlikely to be more than one or two accurate
sentences.
Scripts in this category are entirely impossible to
recognize as pieces of English.
Whole sections of the speech may make no sense
at all or are copied from the task.
Award 1 mark if some sense can be obtained.
The mark 0 should only be awarded if the speech
makes no sense at all from the beginning to the
end.