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Understanding The New SPM (2021) English 1119 Paper Format

1. very similar to pt3-2019, 2. 4 papers rather than previous 2, 3. grades for each skill & an overall grade, 4. only 1 out of 4 papers will be assessed by lpm, 5. kssm = less emphasis on reading & writing, 6. possible changes to the marking criteria for spm writing, 7. expect changes over time, popular posts from this blog, what to do when your unifi service suddenly drops.

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KCSE 2019 English Paper 3 Questions With Marking Scheme

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INSTRUCTIONS Answer three questions only.

• Write a story beginning with the following sentence: I was mistaken to have thought that the night would be like other peaceful nights.
• Write a composition on the advantages and disadvantages of the internet.
• The Compulsory Set Text  (20 marks) H.R. Ole Kulet, Blossoms of the Savannah Irresponsible decisions can lead to serious consequences. Referring closely to H.R. Ole Kulet in Blossoms of the Savannah, write an essay in support of this statement.
• The Short Story Moran (Ed.), Memories We Lost and Other Stories Write a composition on the evils of war, using illustrations from "The President" by Mariatu Kamara

David Mulwa , Inheritance

Ill-gotten wealth can never bring true happiness. Write a composition in support of this statement, drawing examples from Lucuna Kasoo's life.

• The Novel John Steinbeck, The Pearl Desire without limits can be a source of agony both to ourselves and our family members. Using illustrations from The Pearl , write an essay in support of this statement

MARKING SCHEME

Paper 101/3 is intended to test the candidates' ability to communicate in writing. Communication is established at different levels of intelligibility, correctness, accuracy, fluency, pleasantness and originality. Within the constraints set by each question, it is the linguistic competence shown by the candidate that should carry most of the marks.

Examiners should not hesitate to use the full range of marks for each essay.

It is important to determine first how each essay communicates and in which category A, B, C or D it fits.

(The marks indicated below are for question one.)

D CLASS (01-05)

The candidate either does not communicate at all or his language ability is so minimal that the examiner practically has to guess what the candidate wants to say. The candidate fails to fit the English words he knows into meaningful sentences. The subject is glanced at or distorted. Practically no valid punctuation. All kinds of errors. ("Broken English").

D − 01-02

Chaotic, little meaning whatsoever. Question paper or some words from it simply copied.

Flow of thought almost impossible to follow. The errors are continuous.

Although the English is often broken and the essay is full of errors of all types, we can at least guess what the candidate wants to say.

C CLASS (06-10)

The candidate communicates understandably but only more or less clearly. He is not confident with his language. The subject is often undeveloped. There may be some digressions. Unnecessary repetitions are frequent. The arrangement is weak and the flow jerky. There is no economy of language; mother tongue influence is felt.

C−  06-07

The candidate obviously finds it difficult to communicate his/her ideas. He/she is seriously hampered by his/her very limited knowledge of structure and vocabulary. This results in many gross errors of agreement, spelling, misuse of prepositions, tenses, verb agreement and sentence construction.

The candidate communicates but not with consistent clarity. His/her linguistic abilities being very limited, he/she cannot avoid frequent errors in sentence structure. There is little variety or originality. Very bookish English, links are weak, incorrect, repeated at times.

C+  09-10

The candidate communicates clearly but in a flat and uncertain manner. Simple concepts sentence forms are often strained. There may be an overuse of clichés, unsuitable idioms. Proverbs are misquoted or misinterpreted. The flow is still jerky. There are some errors of agreement, tenses and spelling.

B CLASS (11-15)

This class is characterized by greater fluency and ease of expression. The candidate demonstrates that he/she can use English as a normal way of expressing himself/herself. Sentences are varied and usually well-constructed. Some candidates become ambitious and even over ambitious. There may be items of merit of the one word or one expression type. Many essays in this category may be just clean and unassuming but they still show that the candidate is at ease with the language. There may be a tendency to under mark such essays. Give credit for tone.

B− 11-12

The candidate communicates fairly and with some fluency. There may be little variety in sentence structure. Gross errors are still found occasionally, but this must not be over punished by the examiner.

The sentences are varied but rather simple and straight forward. The candidate does not strain himself in an effort to impress. There is a fair range of vocabulary and idiom. Natural and effortless. Some items of merit, economy of language.

The candidate communicates his ideas pleasantly and without strain. There are errors and slips. Tenses, spelling and punctuation are quite good. A number of items of merit of the whole sentence or the whole expression" type.

A CLASS (16-20)

The candidate communicates not only fluently but attractively, with originality and efficiency. He/She has the ability to make us share his deep feelings, emotions and enthusiasms. He/She expresses himself freely and without any visible constraint. The script gives evidence of maturity, good planning and often humour. Many items of merit which indicate that the candidate has complete command of the language. There is no strain, just pleasantness, clever arrangement, felicity of expression.

A −  16-17

The candidate shows competence and fluency in using the language. He may lack imagination or originality which usually provide the "spark" in such essays. Vocabulary, idiom, sentence structure, links, variety are impressive. Gross errors are very rare. Positive ability. A few errors that are felt to be slips. The story or argument has a definite impact. No grammar problem. Variety of structures. A definite spark. Many margin ticks.

The candidate communicates not only information and meaning, but also the candidate's whole self: his/her feelings, tastes, points of view, youth, culture. This ability to communicate deeply may express itself in a wide range of effective vocabulary, original approach, vivid and sustained account in the case of a narrative, well developed and ordered argument in the case of a debate or discussion. Errors and slips should not deprive the candidate of the full marks he deserves. A very definite spark.

TABLE OF CATEGORIES

MARKING SYMBOLS

• GROSS ERROR GROSS OMISSION FOR CONSTRUCTION IN MARGIN
• MINOR ERROR MINOR OMISSION MINOR CONSTRUCTION ERROR
• MINOR OR POSSIBLE ERROR A vertical wavy line in the margin is used only when a construction error affects more than one line.
• FAULTY PARAGRAPHING —//P
• REPETITION — (of words) a circle around the word R - (of ideas) usually in the margin
• ILLEGIBILITY ( ILL ) — (of ideas) usually in the margin (If it affects more than one line)
• VAGUENESS (V) — vague in the margin)
• WRONG WORD ORDER (WO) - Underline once and write W.O. in the margin
• ILLOGICAL or CONTRADICTORY (ILL)-(in the margin)
• BROKEN ENGLISH (BR) - when the candidate fails to communicate BR in margin.
• COW (done by the TL) to indicate that a candidate has cancelled his/her work.
• BRACKETS [ ] indicate a part of a D script that communicates.
• * Use an asterisk to indicate an item or a sentence that the rubrics indicate should be used
• TO INDICATE AN ITEM OF MERIT use a tick (√) either above a word or in the margin for the whole sentence.

GROSS ERRORS

• Almost any error of agreement
• Serious tense error
• Errors of elementary vocabulary: spelling and misuse
• Punctuation errors or missing punctuation which causes serious lack of communication.
• Elementary errors of sentence construction. f) Ridiculous use of idiom that affects communication.
• Misuse of common prepositions
• Contracted forms
• Misuse of capital letters - Use CAPS. Underline the first page and use CAPS on subsequent pages where the mistake persists.

MARKING NORMAL SCRIPTS

• Read and decide on the degree of communication achieved, A-D
• After underlining decide on the mark category c) Allocate a numerical mark to the essay.

PROBLEM SCRIPTS

All problem scripts must be marked by the examiner and then sent to the Team Leader with comments.

• Consistent distortion of question, evasion of question, writing on a totally different subject with a clumsy attempt at connecting the essay to the subject given, inclusion of memorized passages, etc.
• The question is given an unacceptable or questionable interpretation.
• Essays contain long, semi-irrelevant digressions or lack coherence. ACTION The examiner marks the essay, gives a linguistic mark and comments on the nature of the irrelevancy. The essay is then passed over to the team leader who judges whether the irrelevancy should be judged as a deliberate attempt to deceive or should be attributed to the candidate's poor understanding of the subject. Deduct up to 4 marks for irrelevancy in the essay. If dishonesty is suspected, the Chief Examiner should be informed. Any deduction of 3 marks or more should be referred to the Chief Examiner.
• CONTRAVENTION OF RUBRIC Since the rubrics may change from year to year, the POINTS OF INTEPRETATION that are part of this MARKING SCHEME must be consulted and adhered to faithfully. Here are some general rules that usually apply.
• Read and decide on the category D+, D or D
• Mark the errors on all the pages of the essay.
• Team leaders should look at a good number of those scripts and ensure that the mark given is fair.
• BREVITY It should be remembered that the main quality of an essay is how effectively it communicates. If an essay looks too short, the examiner should take the time to count the exact number of words. The essay should not exceed 450 words.

KENYAN ENGLISH

A good number of words and expressions are understood and currently used by all Kenyans. They can be used in essays without any need for quotation marks or explanations. We can include among those: panga, rungu, shamba, murram, matatu wananchi, ugali, madarasa, harambee, matoke maendeleo ya wanawake, salaam, ayah, askari debe, duka, Nyayo, boma, sukumawiki, goat party, manyatta, magendo

AMERICAN SPELLING

Although "English" spelling is more common than "American" spelling in Kenya, examiners should accept both spellings and no penalty should be given for such variations. Penalize for lack of consistency in usage of either.

POINTS OF INTERPRETATION

• — It must be a story. If not 4 marks AD. — Must be begin with the statement. If not deduct 2marks AD. — The story should give an account of an unpleasant encounter at night.
• — It must be a discursive essay. If not duct 4 marks AD. — It must capture both advantages and disadvantages of the internet. If not 2 marks AD
• H.R. Ole Kulet, Blossoms of the Savannah Introduction Decisions are part of life. We make decisions about what we eat, what we wear, what job to take and how to bring up our families. However, sometimes we make irresponsible decisions that leave us and our immediate family members very unhappy. These irresponsible decisions and regrettable consequences are aptly captured in Ole Kulet's Blossoms of the Savannah. (Accept any other relevant introduction-2 marks) Body Having been retrenched, Parsimei Ole Kaleo decides to relocate to Nasila. He plans to settle and begin a business of selling agricultural inputs such as pesticides and fertilizer. The desire to grow rich quick makes him get into business deals with Oloisudori, a very corrupt man. Ole Kaelo's friend, Supeyo, warns him against his closeness with Oloisudori, but he refuses to take heed. Oloisudori supplies Ole Kaelo with stock only to come later and make outrageous demands that Ole Kaelo cannot meet. Oloisudori wants to be paid what Ole Kaelo owes him. On seeing Resian, he changes his mind and wants Ole Kaelo to give him the daughter to marry instead. This leads to disagreements between father and daughter and finally Resian flees from home. (Pp23-26, 64-65, 92-95, 97-98, 100-101, 107-109, 110-111, 119-120, 170-172, 175, 179-180, 194, 208-210). Ole Kacio, refuses to take his daughters to the university. Instead, he glorifies in immersing them into Nasila culture. He even instructs Parmuat to teach his daughters what is expected of a Nasila woman. Resian has a burning desire for further education but her father would hear none of it. Ole Kaelo also does not object to Oloisudori's suggestion to have Resian as his wife. As a father, he fails to protect her daughter against this extortionist. The situation is exacerbated when Ole Kaelo continues to receive gifts from Oloisudori. Feeling unprotected, Resian escapes from home to avoid this forced marriage. (Pp4-5, 33, 58, 61, 89, 98, 122, 138, 152-152-153, 182-184, 206-210, 284) Mama Milanoi makes an irresponsible decision by maintaining a low profile when her two daughters are to punitive cultural practices and yet she knows their stand. (Pp57-58, 63, 78, 78, 79, 87, 102-103, 230-231, 270-271). Apart from supplying goods to Ole Kaelo's shop, Oloisudori is also the man behind Ole Kaelo's beautiful house. He hatches a plan to financially drain Ole Kaelo. Ole Kaelo is unable to refund the money spent by Oloisudori to put up the house. He regrets getting into these thoughtless business deals. Having received hefty sums of money from Oloisudori, Ole Kaelo decides to make fresh arrangements to have Taiyo marry Oloisudori. This is because Resian has fled. This is the only way he can save his business from Oloisudori. Ole Kaclo and Mama Mlanoi conspire to have Taiyo circumcised first before joining Oloisudori as a wife. Taiyo is cheated that she is being escorted by the women to Resian's hideout only to be forcibly circumcised. This marks the height of betrayal in this family. Taiyo also flees from home. (Pp206-210, 211, 270-275). Oloisudori decides to confront Minik over Ole Kaelo's daughters but he was clobbered thoroughly and his vehicles reduced to smoldering shells. (Pp 61-62, 93, 256-257, 264, 281-284). Olarinkoi abducts and attempts to rape Resian. His ill intentions fail miserably and his thumb is nearly severed from Resian's bite. He is admonished. (Pp141-142, 210, 221-222, 232). Accept other responses from the rest of the text. Mark 3:3:3:3 for 4 well-illustrated points (12 marks): grammar and presentation 4 marks. Conclusion When we make irrational decisions, the consequences may be dire. We should be able to think critically about our actions lest they destroy our families. Ole Kaclo's family disintegrates because of irrational decisions. Ole Kaclo's daughters undergo untold suffering as a result of their father's foolish and selfish decisions, their misery could have been avoided. (Accept any other relevant conclusion-2 marks)
• The Short Story - The President' Write a composition on the evils of war, using illustrations from "The President' by Mariatu Kamara. War is a devastating experience. When a country experiences war, the effects are disastrous. In the absence of peace both adults and children suffer. In some instances, children are the most affected. They may be displaced and get separated from their families. Their education may be interrupted and they may also suffer physical assault. (Accept any other relevant introduction-2 marks) Body — In the short story "The President' because of war there is a group of rebel soldiers who recruit children and particularly young boys. The boys are given instructions on how to punish the citizens. The young boys are misused by the rebel soldiers. — The citizens are punished for having voted for the president. This is done by chopping off their hands. After their hands are chopped off the victims are told to go and show their hands to the president and ask him for new hands. Kamara is a victim of these circumstances. — War leads to separation of families. Kamara is separated from her family and later her cousins. A good Samaritan offers to help her after reading her story in a newspaper. She moves to Canada where she stays with a Sierra Leonean couple who take her to school. — When there is war, children get affected. Their education is interrupted Kamara like the other children stops going to school. She is later taken back to school by the Sierra Leonean couple she lives with. However, she has to learn a new language and also learn how to write without hands. At the end of the story she shows progress at school and is able to write her name and a few sentences using a computer. — War leads to childless parents or a situation where only one parent is left behind to take care of a child. Kamara discovers that she is pregnant. She works hard on her own to take care of the child because the father of her child was shot dead by the rebel soldiers in her presence. — Children are also forced to beg on the streets in order to survive. They have nobody to provide basic needs. In the short story, Kamara and her cousins beg on the streets in order to survive. — Victims of war are also forced to live in refugee camps because they are displaced from their home. This happens to Kamara and her cousins. — Innocent citizens are subjected to physical and psychological torture. (Pp54, 55). Mark 3:3:3:3 for 4 well-illustrated points (12 marks): grammar and presentation 4 marks. Conclusion War is not a solution to problems a country faces, it only aggravates the situation. It brings about suffering and in such circumstances children are the most affected. This is what is illustrated in "The President' by Mariatu Kamara. (Accept any other relevant conclusion-2 marks)
• David Mulwa, Inheritance Ill-gotten wealth can never bring true happiness. Write a composition in support of this statement, drawing examples from Lacuna Kasoo's life. Introduction It is said that there is no human being who does not want to be rich. This is because wealth gives one access to a host of material comforts. But one thing money cannot buy is happiness and many rich people are unhappy, especially if the wealth is acquired unjustly. Lacuna Kasoo is one such a person. (Accept any other relevant introduction-2 marks) Body — Lacuna Kasoo kills his father, the beloved King Kutula, because he wants to take over and modernize the country. But he is greedy and ruthless and once in power, his most urgent business is to enrich himself. He and his cronies steal so shamelessly that the country is soon bankrupt. In spite of his wealth, he is not a happy man. He is insecure and suspicious and the people resent him. (Pp15-16, 20 22-24, 61, 64, 68-69, 78, 112-117, 133-137). — The two white men who confront him about the money the country owes the former colonizers are at first respectful. They refer to him as "Your Excellency" but a little later, they are referring to him as "Lacuna". He demands respect but he does not get it. (Pp6364, 70-76, 78, 81-82, 106-112). — When Lacuna comes to meet Goldstein and Robert, he is highly dignified and selfassured. A little later, he is almost on his knees pleading" "Please! Please! You must help me! There is famine, there's unemployment, no money for anything..." He is humiliated. Goldstein tells him: "What do you want this time round, Lacuna? And be brief! Business is time; is facts! Facts! Facts! Not whine and dribbling drivel ...." (p74) All the money stashed away in foreign accounts cannot buy him respect. Robert is a very young man yet he treats the King like dirt. (Pp46, 60, 61, 65, 72-74, 76-77, 78, 80-83). — Lacuna is unpopular with his people and is aware of it. There are uprisings and insurgency against him. When a leader faces opposition, he or she cannot enjoy a moment of peace. Lacuna probably spends sleepless nights, wondering what to do. The atmosphere in the country and in the palace is not conducive to a life of ease. (Pp20, 29, 40-41, 49, 75, 78, 85, 86-87, 89-90, 96, 115, 122, 124, 132, 135). — The encounter with Lulu shows how low Lacuna has sunk. A nineteen-year-old girl stands up to him and rejects his advances. He has the power to force her to do his bidding, but she asserts herself. His power, wealth and status do not intimidate Lulu. Normally, young girls would consider it a great privilege to catch the eye of the King. But here is a King pleading with a poor girl but she does not budge. This exposes his helplessness and misery. (Pp53-56, 92-94, 97, 104-105, 118-121, 136). Mark 3:3:3:3 for 4 well-illustrated points (12 marks): grammar and presentation 4 marks. Conclusion Wealth can give you many benefits but it is not the most important thing in life. Money cannot buy you good health or love or peace. King Lacuna Kasoo realizes this but a little too late. In spite of having a private jet and billions of shillings hidden in foreign accounts, he is humiliated by the donors and rejected by his own people. He has not earned his wealth and he loses all of it in the end. In the final analysis, he cuts a very pathetic figure. (Accept any other relevant conclusion-2 marks)
• The Novel John Steinbeck, The Pearl Introduction Having desires and dreams of prosperity is not a bad thing but we must guard against becoming obsessed. In an attempt to pursue our desires we may end up endangering our lives and those of the immediate family members. In The Pearl by John Stenbeck, Kino gets into trouble as he tries to achieve his desires. (Accept any other relevant introduction-2 marks) Body — Although Kino runs away because of his safety and that of his immediate family members, he still clings to the pearl with the hope of getting a better selling price. Kino starts on a journey to a foreign land whose dangers and security he knows very little about. Kino is armed with a sword against heavily armed trackers. Kino thinks that the trackers are after both their lives and the pearl. He manages to kill the trackers, however, their only son Coyotito is shot dead. (Pp44-46, 63, 72-73, 74-77, 92, 95, 96-98, 104, 106-107, 108, 114-115, 116-118). — It is because of the pearl that Kino's boat is maliciously destroyed. This is a society that depends on the sea for its livelihood and a boat is critical in every adult's life. When his only boat is destroyed, he is obviously devastated. This is because his life depends on it. "He stumbled towards the beach and he came to his canoe. And when the light broke through again he saw that a great hole had been knocked in the bottom." (Pp32, 79-80, 86, 87,90,91). — Juana realizes that the pearl is evil and tries to prevail upon Kino to get rid of it. When he refuses, she tries Juana tries throe it back into the sea. In agitation, Kino assaults Juana. (Pp59, 60, 79-80, 83-84). — Kino loses his hut. The moment he got the pearl he earned many enemies that were keen to torment him out of malice. He almost lost both his wife and son in the inferno. Fortunately, Juana manages to escape with Coyotito, however everything is consumed in the fire. "The fierce light of the burning house lighted Kino's face. The neighbours were tumbling from their houses now and they watched the falling sparks and stamped them out to save their own houses." (Pp88-90, 91). — Kino's obsession to hold on to his pearl causes him to kill a man. Kino and wife are forced to go inot hiding. (Pp84-86, 115). — Kino suffered physical harm by attackers whose intent was to rob him of the pearl. For instance, a man entered his house in darkness. He managed to wound the intruder but he also suffered a wound in the forehead. "... struck at it with his knife and missed, and struck again and felt his knife go through cloth, and then his head crashed with lightning ... Kino could feel warm blood down from his forehead.” (p. 58, 59, 78). Mark 3:3:3:3 for 4 well-illustrated points (12 marks): grammar and presentation 4 marks Conclusion In conclusion, it is important for people to pursue worthwhile desires; however, we should be aware that blind pursuit could endanger our lives. For this reason, we should observe moderation in whatever dreams we strive to realize. (Accept any other relevant conclusion-2 marks)

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ASSESSMENT CRITERIA FOR PT3 AND SPM ESSAYS: CRYSTALLIZING ESL LEARNERS’ DIRECTION IN PREPARING FOR E

Is it important for PT3 or SPM candidates to know the assessment criteria for writing? Must they know the criteria for a good piece of composition set by the Malaysian Examination Syndicate? Should the candidates know in detail what the examiner of their essays looks for before she or he gives a mark? I believe most ESL teachers would say “YES” for all the three questions posed above. However, it is a stark reality that many English teachers do not expose their learners to those assessment criteria.

Are the assessment criteria confidential? Some teachers claim we cannot reveal the assessment criteria as it is SULIT. Well, it is confidential if you reveal the ones issued by the Malaysian Examination Syndicate. I am not asking you to reveal the ones endorsed by the ministry but teachers can make use of the assessment criteria modified by the state panels. The assessment criteria for writing which are edited by the state panels are not that confidential because anybody can get access to them online. All trial papers for PT3 and SPM English available in the internet do come with the assessment criteria for writing.

What are the benefits of revealing the assessment criteria for writing to our learners? Firstly, it crystallizes goals and directions. Knowing about each assessment criterion in detail gives a clear direction to the PT3 and SPM candidates. Many students care about their grade for English. They always want to get the best result. When they know about the assessment criteria, they will spend more time to polish their grammar if language accuracy is their main weakness. They will also aim to widen their vocabulary when they realise it is very important to include wide and apt vocabulary in their essays. Similarly, the candidates who strongly desire to get an A for English will also aim to master simple, compound and complex structures. In short, without clear understanding of the writing assessment criteria, do you think the candidates will have a clear aim of what to be improved in their writing?

Secondly, the candidates’ direction is crystallized when they know exactly what the examiner looks for before he or she awards a mark for the essay. When the PT3 or SPM candidates know about the criteria, only then they can prepare themselves well so that they can give good language accuracy, ensure ideas are developed well, vary sentence structures and use wide vocabulary.

Finally, the candidates’ awareness about each assessment criterion will create a crystal-clear purpose which then enhances their motivation. If the teacher introduces a strategy to reduce errors in class, the PT3 and SPM candidates who know about the assessment criteria can see the purpose clearly why they must give their best commitment in implementing the strategy. When the teacher asks them to memorise certain low frequency words for their essays, the candidates will do it wholeheartedly because they know its importance. Teachers will not have to go all out to motivate them to reduce errors or widen their vocabulary as they are already motivated to do so for the sake of their own grade in examination. In addition, their awareness will also promote better and more meaningful engagement in whatever strategies teachers implement in the classroom. When students are engaged in class, definitely they learn more and give their best (Goss, P and Sonneman, J., 2017).

Kudos to you if your learners, no matter which form they are in, have been exposed to the assessment criteria in details. Your effort to ensure they understand each assessment criterion is commendable. However, if your learners, especially those who have the potential to get an A or a B, know nothing or know little about the assessment criteria, then, sorry to say, you are not being fair to them. It is their right to know what they must give to the examiner for them to get a good result.

It is our responsibility as English teachers to crystallize the goal or direction of our learners. We must make sure all our learners, especially our potential A and B candidates, know how their essays are assessed. I know all teachers want the best for their learners so let us give our best! Yes, we can! Yes, we will!

Goss, P and Sonneman, J., (2017). Engaging Students: Creating Classrooms that Improve Learning. https://grattan.edu.au/.../Engaging-students-creating-classrooms-that-improve-learning

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2019 O/L English Language Marking Scheme

2019 O/L Marking Schemes

G.C.E. Ordinary Level Exam English Language Marking Scheme 2019

Download official marking scheme for GCE O/L English Language past examination paper conducted in 2019. You can download the PDF file from the link below. It’s free to download.

Examination   –     GCE O/L Subject           –     English Language Year                 –     2019 Medium         –       English Language Type               –      Official Marking scheme

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Past paper wiki provides GCE O/L and GCE A/L Latest Past Papers, Term test Papers and Resources that includes syllabus, question papers, marking schemes, Teacher’s resources, Notes, and a lot more. All the content offered here is absolutely for free and is provided in the most convenient way so that you don’t face any issue. 

2019 O/L Tamil Language and Literature Marking Scheme

2019 o/l history marking scheme in english medium.

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Pastpapers wiki is a free resource site for O/L and A/L Students In Sri Lanka. Pastpapers wiki was founded in October 2019 by Education Resources.lk. The main goal of this site is to provide Past Papers, Marking Schemes, Notes, and other resources that allow students to improve their knowledge.

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Pastpapers wiki is a free resource site for O/L and A/L Students In Sri Lanka. Past Papers WiKi was founded in October 2019 by Education Resources.lk. The main goal of this site is to provide Past Papers, Marking Schemes, Notes, and other resources that allow students to improve their knowledge.

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For teachers and students, what you need to know about the new pt3 reading paper [2019].

Previously we have never had a ‘Reading’ Paper. So the question is.

“Is this something we have never seen before?”

Well, not really, Let’s take a look.

Part 1(Question 1 – 8): 8 objective questions (with 3 choices of answer)

This part tests your ability to read and get the meaning of short texts, i.e. advertisement, announcement, phone message, poster, signboard, email, etc). These texts are straight forward and here are what we need to do:

Know your vocabulary.

Many of these questions are tricky. They are designed to test your understanding. You want to make sure you know what some of the keywords mean. We’ve compiled a potential list for you. See Reading- Part 1 Vocab.

2.  Read and double check your answer.

There’s a trap in every question and you don’t want to fall into that. Sometime we overlook certain word and we end up choosing the wrong answer. Make sure you have time to go back and reread the questions and answers.

Part 2(Question 9 – 16): 8 grammar questions

This part is similar to what we had in the previous PT3 format. I personally believe that, in terms of the language  difficulty, it will get slightly easier to understand the texts compared to previous years. If you want to find out how to score. We also have a post for you.

Part 3(Question 17-24):  8 information transfer questions

This part is also similar to what we had in the previous PT3 format. Check out our previous notes for info transfer here.

However, the difference we can spot is that in the new format, you will have 2 challenges:

They are more than one possible answers. 

You can’t get away with not knowing the meaning of certain words..

The price of the mug is Rm6.90. However, a promotion is going on so it was only RM5.50. Mother paid RM10 to the cashier and got RM4.50 back.

Challenge Number1:  Say you don’t understand the text and you sort of know the meaning of ‘price’, you would have 4 options in this example to choose from.

Challenge Number2: Questions would use words that don’t appear in the text so you can’t ‘smart-guess’ your answers. You will have to know what ‘promotion’ and discounted’ mean in order to get the correct answer. So time for some synonyms aye?

Answer not more than 3 words and/or a number

Part 4 (Question 25- 32) : 6 Information transfer questions, 2 words with same meanings.

Part 4 is similar to part 5. You have to be careful with more than 1 possible answers and the language that are designed to trick you. In this part, it is possible that the questions are structured in ways that are completely different from what is in the text.

The text is longer.

The text is more difficult to understand., answers are no more than 5 words and/or a number., part 5 (question 33-40): choosing 8 sentences to complete the passage..

This is the last part of the paper. Students are required to read the text and find the most suitable sentence to fill in to different parts of the passage. It might be the least familiar part for our students and it is challenging to teach them how to pick the most suitable sentence for each blanks.

What you can do:

Know the meaning for different types of connecting words (e.g. and, but, however, further, therefore, so, etc.

Teachers, i think it’s time we pay some attention to helping students explore ‘cohesive devices’ and how to skim and scan to improve students’ reading skills., read more .

Any thoughts? Please share with us.

One thought on “ What you need to know about the new PT3 READING PAPER [2019] ”

very detailed thankk you

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Format and Marking Scheme for English UPSR

7 June 2021

7 minutes to read

• 01. UPSR Marking Scheme Paper 1- Comprehension
• 02. UPSR Marking Scheme Paper 2- Writing
• 03. How Examiner Marks Your UPSR Paper

Ujian Penilaian Sekolah Rendah (UPSR) is a major examination that every standard 6 students in primary school must take to graduate. It is equivalent to a Primary School Leaving Exam and is conducted nationwide every year under the supervision of the Ministry of Education (MOE)

Starting from 2016, national school students are required to take six subjects, one extra subject from the previous years. The changes are brought by a particular subject, namely English. Previously, the English subject only had one single paper that students needed to take. However, from 2016, the English paper had been divided into two separate papers, Comprehension and Writing. 

In addition, the latest English UPSR format integrated more questions aligning with High Order Thinking Skills (HOTS), where students will be tested on their own thinking and analytical skills instead of just answering a direct question. 

These questions may be a bit tricky to answer but worry not! In this article, we will discuss more on the marking scheme and tips to score these two papers. Also, see the  latest format for UPSR English Examination too.

UPSR Marking Scheme Paper 1- Comprehension

In this section, we’ll cover the format and marking scheme for Paper 1 Comprehension and Paper 2 Writing. Let’s start by discussing the format for Paper 1 first. This paper has a total mark of 50 marks and the time allocated for the comprehension paper is 1 hour 15 minutes.

Section A- Multiple choice question

In Section A, there are 20 objective type questions that you need to answer in this section and 20 marks to obtain. It is almost self-explanatory for the students that they will receive one mark for each correct answer . 

Do note that you need to shade your answer in the answer sheet as clearly and neatly as possible. This is very important as your answer won’t be accepted by your teacher if you shade it outside of the circle and overlaps with the other answer choices, even if you got it right. 

As for the reason why, you need to shade it very clearly is because, sometimes the examiner will use an automated marking machine to mark the multiple-choice answer sheets. In a wide scaled examination such as UPSR, the examiners are swamped with thousands of papers to mark. 

Thus, they rely on automated machines to hasten the process of marking the papers. The speed and accuracy of the process is greatly increased; however, students and teachers alike are warned that the machine cannot detect faint and unclear shading on the answer sheets, hence it is wise to take precautions to avoid that by using a dark, graphite pencil.

I recommend using 2B pencils since it has been a standard for examinations since back then.

Section B- Subjective questions

Moving on, the subjective type questions will be marked manually by the teachers or examiners. Here, it is important that your handwriting should be legible enough for the examiner to read. There will be 5 main questions, which is made up of several smaller questions. Each question will provide 1 or 2 marks.

The rule of thumb in knowing how to get the maximum score is to identify the 2 marks question. You need to be cautious as the question will always require more than one condition to be fulfilled to get full marks. 

‘An example of this is in Question 21 of Paper 1-Comprehension. The question asks you to write a suitable response for the given pictures.

Firstly, you need to analyze the picture and figure out an appropriate response to give. But that’s not all. The question provides 2 marks! There must be more than that.

So, in this question, the marking is as follows. 1 mark will be given for an appropriate or correct response to the question. Another mark is only given IF you use the correct punctuation and spelling in your response. So don’t get careless! 

Other questions might also ask you to give a reason for your answer. Read the question carefully whether it’s asking you to list more than one example in your answer or if it requires a more detailed answer. A 2 marks question will always require more than a simple answer! 

There will also be a question which requires Higher Order Thinking Skills (HOTS) in this section. Students will need to use a different strategy when answering these kinds of questions. You will most likely be asked to give your own opinion instead of depending on the text for answers. 

In this case, your answer needs to be relevant to the question while stating your point on the matter. Do not stray from the topic and make sure your sentence structuring is correct. HOTS questions might seem overwhelming at first but if you understand what it’s asking, you won’t have any problem with that question.

Find out where to find the Latest 2021 UPSR English Papers .

UPSR Marking Scheme Paper 2- Writing

For Paper 2, you will be given 1 hour 15 minutes to answer 3 questions , separated into Section A, Section B and Section C for easier understanding of the format. This paper has a total of 50 marks.

To put it briefly regarding the format of Paper 2, Section A requires the student to fill in the blanks by referring to the information given, usually in the form of poster, dialogue, notes, or pictures. The question serves to assess the students’ ability to construct sentences using the given words and stimulus.

There are 5 blanks to be filled, each will give you 2 marks with a total of 10 marks for Section A questions alone. The marking scheme in this section is straightforward. A correct answer with NO errors will award you 2 marks for each question. A correct answer with spelling or punctuation error will give you 1 mark and a distorted or unclear answer will not be given any marks.

In Section B, you may be given an advertisement or table in which you are required to analyze and use the points given in your writings. This is to assess the student’s ability to transfer information accurately from a text into a given framework. There are 2 questions in this section. 

Question B(i) offers a total of 3 marks if you can list down all the correct answers in the empty spaces. 1 mark for each correct answer with NO errors and zero marks if the answer has any spelling or punctuation errors, distorted and unclear meanings. However, it is in Question B (ii) where it gets quite challenging. 

Question B (ii) will require you to write 50-80 words of either an email, a message, greeting card, letters or speech on your decision or choices. Your answer will be read in a whole and be placed in bands according to the quality of the writing with 12 marks being the highest score you can get in this question.

Super Excellent: 11 & 12 marks

Excellent: 8, 9 & 10 marks

Good: 5, 6 & 7 marks

Satisfactory: 3 & 4 marks

Weak: 0, 1 & 2 marks

To discuss more on the criteria of the bands, we will move to Section C since they share a similarity in the marking scheme.

Section C is where you will be writing 80-100 words story essay of your choice. You are required to write a short essay about the picture(s) using the given words. The examiner will also look at how you will express your ideas creatively while minimizing any grammatical errors. There are 2 questions with different scenarios in this section, however you are only required to answer only 1 question . The total mark for this question is 25 marks and it will also be assessed according to the bands above. 

Super Excellent: 23-25 marks

Excellent: 18-22 marks

Good: 12-17 marks

Satisfactory: 5-11 marks

Weak: 0-4 marks

Get more tips on how to answer  UPSR Essay Writing Paper!

How Examiner Marks Your UPSR Paper

As a general rule of thumb, your writing will be judged according to several factors; point relevance, the amount of grammatical errors and proficiency in language. Remember that every spelling or punctuation mistakes you make will cost you your marks while interesting words or expressions could award you bonus points.

Now that we have both Section B(ii) and Section C scoring bands ready, let’s look at the criteria the examiner will look at when marking your essays.

Super Excellent Band = 

• All ideas written are very relevant and well organized in well plotted paragraphs.
• Excellent use of language; proficient with hardly any error in grammar and structures.
• High command of vocabulary and an almost perfect punctuation and spelling.

Excellens Band

• Most ideas are relevant and well organized in sequenced paragraphs.
• Excellent use of language; with a few errors in grammar and structures.
• Correct use of vocabulary with a few errors in punctuation and spelling.
• Some ideas are relevant and organized in paragraph(s).
• Proficient use of language; with some errors in both grammar and structures.
• Vocabulary is just sufficient with some errors in spelling and punctuation.

Satisfactory Band

• Ideas are in paragraph(s).
• Frequent errors in grammar and structures with just a sufficient use of language.
• Vocabulary is barely sufficient with frequent errors in spelling and punctuation .
• Most ideas are in chunks and almost disorganized.
• Usage of the language is poor with too many multiple errors in grammar and structures.
• Vocabulary can hardly convey any meaning. Too many spelling and punctuation errors could be found throughout.

Find out more about the examination and ways to study English by reading the Complete Guide to UPSR English .

Read up on more proverbs and expressions to use in your examination while polishing your English proficiency. You can also check out Superprof for all the latest info and tips in getting through your examination.

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Alia Jamaludin is known as a passionate environmentalist and animal lover. By being both educator and writer, she can reach out her positive thought to almost every being on this planet.

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Hi, would like to ask if for English UPSR Paper 2 Section C, are we required to use all the words that were given? or is it fine to not use the words given in the essay at all?

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