Scribd
Upload
27 views

3248 Second Language Urdu: MARK SCHEME For The May/June 2009 Question Paper For The Guidance of Teachers

Uploaded by

Braj Radhay
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
27 views

3248 Second Language Urdu: MARK SCHEME For The May/June 2009 Question Paper For The Guidance of Teachers

Uploaded by

Braj Radhay
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 5

w

w
w
.X
tr
me
eP
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

ap
er
GCE Ordinary Level

s.c
om
MARK SCHEME for the May/June 2009 question paper
for the guidance of teachers

3248 SECOND LANGUAGE URDU


3248/01 Paper 1 (Composition and Translation),
maximum raw mark 55

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.

Mark schemes must be read in conjunction with the question papers and the report on the
examination.

• CIE will not enter into discussions or correspondence in connection with these mark schemes.

CIE is publishing the mark schemes for the May/June 2009 question papers for most IGCSE, GCE
Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.
Page 2 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – May/June 2009 3248 01

Part 1: Directed Writing (15 marks)

The syllabus specifies that the candidates are to write an essay in Urdu of about 150 words.
Examiners are to read up to 200 words and ignore any further writing.
If one bullet point is not covered at all, then the maximum mark for language is 7.

Language (out of 9) Content (out of 6)

8–9 Very good 5–6 Very good


Confident use of complex sentence patterns, Detailed, clearly relevant and well illustrated;
generally accurate, extensive vocabulary, good coherently argued and structured.
sense of idiom.

6–7 Good 4 Good


Generally sound grasp of grammar in spite of Sound knowledge and generally relevant; some
quite a few lapses; reads reasonably; some ability to develop argument and draw
attempt at varied vocabulary and sentence conclusions.
patterns.

4–5 Adequate 3 Adequate


A tendency to be simple, clumsy or laboured; Some knowledge, but not always relevant; a
some degree of accuracy; inappropriate use of more limited capacity to argue.
idiom.

2–3 Poor 2 Poor


Consistently simple or pedestrian sentence Some attempt at argument, tends to be sketchy
patterns (basic sentence structure) with or unspecific; little attempt to structure an
persistent errors; limited vocabulary. argument; major misunderstanding of question.

0–1 Very poor 0–1 Very poor


Only the simplest sentence patterns, little Vague and general, ideas presented at random.
evidence of grammatical awareness, very limited
vocabulary.

© UCLES 2009
Page 3 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – May/June 2009 3248 01

Part 2: Letter, Report, Dialogue or Speech (20 marks)

The syllabus specifies that the candidates are to write in Urdu of about 200 words.

Language (out of 15) Content (out of 5)

13–15 Very good 5 Very good


Confident use of complex sentence patterns, Detailed, clearly relevant and well illustrated;
generally accurate, extensive vocabulary, good coherently argued and structured.
sense of idiom.

10–12 Good 4 Good


Generally sound grasp of grammar in spite of Sound knowledge and generally relevant; some
quite a few lapses; reads reasonably; some ability to develop argument and draw
attempt at varied vocabulary and sentence conclusions.
patterns.

7–9 Adequate 3 Adequate


A tendency to be simple, clumsy or laboured; Some knowledge, but not always relevant; a
some degree of accuracy; inappropriate use of more limited capacity to argue.
idiom.

4–6 Poor 2 Poor


Consistently simple or pedestrian sentence Some attempt at argument, tends to be sketchy
patterns (basic sentence structure) with or unspecific; little attempt to structure an
persistent errors; limited vocabulary. argument; major misunderstanding of question.

0–3 Very poor 0–1 Very poor


Only the simplest sentence patterns, little Vague and general, ideas presented at random.
evidence of grammatical awareness, very limited
vocabulary.

© UCLES 2009
Page 4 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – May/June 2009 3248 01

Part 3: Translation (20 marks)


English Urdu accept

1 One of the things

2 that I enjoy most

3 is listening to radio stations via the internet

4 whilst I am working at my computer.

5 Sometimes I miss programmes that I like

6 because I am at a meeting or travelling.

7 Luckily for me

8 the BBC has come up with

9 a brilliant and simple idea.

10 It's called 'Listen Again'.

11 You go to their website

12 and click on the programme you want

13 even if it was broadcast earlier in the week.

14 This way you never have to miss

15 your favourite programmes.

16 I listened to a very interesting programme on the radio

17 yesterday.

18 The presenter was talking

19 to two travellers

20 who had made a journey

21 across the world's largest continent.

22 Sam Manicom rode his motorbike

23 from Indonesia to Germany,

24 after first visiting

25 Africa and Australia,

26 in a trip that lasted

© UCLES 2009
Page 5 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – May/June 2009 3248 01

27 eight years.

28 Tim Cope took three years

29 to ride from Mongolia

30 to Hungary

31 on horseback

32 following the route

33 taken by Genghis Khan

34 and his armies

35 in the 13th century.

36 How I love the radio –

37 it lets me travel

38 all over the world

39 without leaving

40 the comfort of my own home!

Mark each phrase out of 1 putting mark in the margin. Add up the marks (out of 40) then divide by 2 to
get a final mark out of 20.
NB This is not marked for written accuracy but for meaning.

© UCLES 2009

You might also like