MARK SCHEME for the May/June 2012 question paper for the guidance of teachers 0543 GREEK

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1 UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2012 question paper for the guidance of teachers 0543 GREEK 0543/02 Paper 2 (Reading and Directed Writing), maximum raw mark 65 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. Cambridge will not enter into discussions or correspondence in connection with these mark schemes. Cambridge is publishing the mark schemes for the May/June 2012 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.

2 Page 2 Mark Scheme: Teachers version Syllabus Paper 1 General Marking Principles 1.1 Please note that it is not possible to list all acceptable alternatives in the Detailed Mark Scheme provided in Section 2. You will need to consider all alternative answers and unexpected approaches in candidates' scripts, make a decision on whether they communicate the required elements, in consultation with your Team Leader if necessary (or with your Product Manager if you are a single Examiner), and award marks accordingly. The following marking principles underpin the detailed instructions provided in Section 2 of the Mark Scheme. Where a decision is taken to deviate from these principles for a particular question, this will be specified in the Mark Scheme. 1.2 Crossing out: (a) If a candidate changes his/her mind over an answer and crosses out an attempt, award a mark if the final attempt is correct. (b) If a candidate crosses out an answer to a whole question but makes no second attempt at it, mark the crossed out work. 1.3 Reading tasks: more than the stipulated number of boxes ticked/crossed by the candidate: (a) If more than one attempt is visible, but the candidate has clearly indicated which attempt is his/her final answer (e.g. by crossing out other attempts or by annotating the script in some way), mark in the usual way. (b) If two attempts are visible (e.g. two boxes ticked instead of the 1 box stipulated), and neither has been crossed out/discounted by the candidate, no mark can be awarded. (c) In questions where candidates are required to tick a number of boxes (e.g. tick the 6 true statements) the general rule to be applied is as follows: the number of 'extra' answers indicated by the candidate is deducted from the number of correct answers and the remaining number is the mark awarded, e.g. the candidate is required to tick 6 true statements, but instead ticks 8 statements. 5 of the 6 ticks are correctly placed, but 2 of the ticks are 'extras' (8 ticks placed by candidate minus 6 ticks required by rubric = 2). Therefore the candidate is awarded a mark of 3 5 number of correct ticks 2 minus number of extra ticks = 3 (d) Answers in pen do not take precedent over answers in pencil, e.g. if a candidate is asked to tick 1 box and ticks two, one in pen and the other in pencil, the mark cannot be awarded unless there is some explicit indication from the candidate as to which is his/her final answer. 1.4 Reading tasks: for questions requiring more than one element for the answer, (i) and (ii), where the answers are interchangeable: Both correct answers on line 1 and line 2 blank = 2 Both correct answers on line 1 and line 2 wrong = 1 (or vice-versa)

3 Page 3 Mark Scheme: Teachers version Syllabus Paper 1.5 Reading tasks: answers requiring the use of Greek (rather than a non-verbal response) should be marked for communication. Tolerate inaccuracies provided the message is clear. (a) If in doubt, sound it out : if you read what the candidate has written, does it sound like the correct answer? (b) Look-alike test: does what the candidate has written look like the correct answer? (c) Accept incorrect gender or person unless Mark Scheme specifies otherwise. (d) Accept incorrect possessive adjectives e.g. µου, σου, του/της etc, unless Mark Scheme specifies otherwise (in general, Section 2 accept, Section 3 consult Mark Scheme carefully). 1.6 Unless the Mark Scheme specifies otherwise, do not accept incorrect Greek if the word given means something else in Greek. (Incorrect Greek which constitutes a word in any language other than Greek is marked (i) on the basis of whether it is accepted or refused in the Mark Scheme and (ii) if not mentioned in the Mark Scheme, on the basis of 1.5 above). 1.7 Annotation used in the Mark Scheme: (a) INV = Invalidation and is used when additional material included by the candidate is judged to invalidate an otherwise correct answer thus preventing him/her from scoring the mark (INV = 0). (b) Π.Σ. = πολυ συντοµο and means that on its own the material is not sufficient to score the mark. (c) HA = harmless additional material which in conjunction with the correct answer does not prevent the candidate from scoring the mark. (d) BOD = Benefit of the Doubt and is used to indicate material considered by the Examiner and judged to be more correct than incorrect: the benefit of the doubt is given to the candidate and the mark is awarded. 1.8 No response and '0' marks There is a NR (No Response) option in scoris. Award NR (No Response): If there is nothing written at all in the answer space or If there is only a comment which does not in any way relate to the question being asked (e.g. 'can t do' or 'don t know') or If there is only a mark which isn t an attempt at the question (e.g. a dash, a question mark). Award 0: If there is any attempt that earns no credit. This could, for example, include the candidate copying all or some of the question, or any working that does not earn any marks, whether crossed out or not. 1.9 Extra material: Section 2, Exercise 1 In Section 2, Exercise 1, reward the candidate for being able to locate the answer in the passage. Do not worry about lifting unless this would cause the message to be seriously distorted (in general, incorrect possessives should not be judged to cause distortion: see 1.5(d)) in which case a lift will be specifically rejected in the Mark Scheme. Ignore extra material given in an answer providing that it does not invalidate an answer.

4 Page 4 Mark Scheme: Teachers version Syllabus Paper 1.10 Extra material: Section 3 In Section 3 it is the candidate s responsibility to answer questions in such a way as to demonstrate to the Examiner that s/he has understood the texts/questions. Where candidates introduce extra, irrelevant material to an otherwise correct answer the danger is that the Examiner is being forced to choose the correct answer and s/he cannot be certain that the candidate has shown understanding. Where the Examiner is put in this position the mark cannot be awarded. In Section 3, look for signs of genuine comprehension. Usually, candidates who lift indiscriminately fail to demonstrate comprehension and will not score the mark. However, careful lifting of the details required to answer the question does demonstrate comprehension and should be rewarded. The Detailed Mark Scheme (Section 2) provides specific guidance but in cases not covered, the following general rules apply: (a) (b) (c) (d) (e) Extra material, mentioned in the Mark Scheme, which reinforces the correct answer or in itself constitutes an alternative correct answer: Extra material which constitutes an alternative answer, but which is not explicitly mentioned in the Mark Scheme: Extra material which constitutes an alternative answer specifically refused in the Mark Scheme: Extra material which distorts or contradicts the correct answer: Extra material introduced by the candidate and which does not feature in the text: this is acceptable and is not penalised the Examiner needs to decide, by consulting the text if necessary, whether the alternative answer constitutes: (i) an alternative correct answer, in which case this falls into category (a) and the answer should be rewarded (ii) or an answer which on its own would be refused, in which case this falls into category (c) and the answer should be refused this puts the Examiner in the position of having to choose which is the candidate's 'final' answer the Examiner cannot be sure what the candidate has understood and the mark cannot be awarded this affects communication the Examiner cannot be sure what the candidate has understood and the mark cannot be awarded this affects communication the Examiner cannot be sure what the candidate has understood and the mark cannot be awarded. It can sometimes be difficult to draw the line between what is a deduction made by an able candidate on the basis of what they have read and pure guesswork. Therefore where an answer of this sort occurs which is not covered in the Mark Scheme, Examiners should consult their Team Leader

5 Page 5 Mark Scheme: Teachers version Syllabus Paper 2 Detailed Mark Scheme Άσκηση 1 Ερωτήσεις B 2 C 3 A 4 D 5 B [1 mark per item = 5 marks] Section 1 Άσκηση 2 Ερωτήσεις C 7 D 8 F 9 B 10 A [1 mark per item = 5 marks] Άσκηση 3 Ερωτήσεις D 12 C 13 A 14 B 15 F [1 mark per item = 5 marks]

6 Page 6 Mark Scheme: Teachers version Syllabus Paper Άσκηση 4 Ερώτηση 16 1 mark per item up to a maximum of 3 for Communication + 0, 1 or 2 marks for Appropriateness of language according to grid Communication (a) Βρίσκοµαι/ είµαι στο κρεβάτι µου. (b) Πονάει το κεφάλι µου/ Έχω πονοκέφαλο. (c) Βλέπω τηλεόραση. Appropriateness of language NB: if candidates miss out one of the tasks they cannot score more than 1 mark for accuracy 2 For the award of 2 marks, TWO verbs must be in appropriate tenses. Minor errors (adjective endings, use of prepositions etc) are tolerated 1 There is some appropriate usage to reward. Where verbs are not in appropriate tenses award a maximum of 1 mark. 0 There are no examples of appropriate usage to reward. Where 0 marks were awarded for Communication, 0 marks are awarded for language. [Τotal: 5]

7 Page 7 Mark Scheme: Teachers version Syllabus Paper Άσκηση 1 Ερωτήσεις Section 2 17 µε το χαρτζιλίκι του [1] Accept: µε το χαρτζιλίκι µου 18 (i) είναι σύγχρονος [1] (ii) έχει πολλά παιχνίδια [1] 19 έµαθε να χρησιµοποιεί τον υπολογιστή [1] Αccept lift 20 γιατί προσφέρει (i) πληροφορίες [1] (ii) διασκέδαση [1] 21 παίζει/ παίζοντας παιχνίδια στον υπολογιστή [1] Accept: στον υπολογιστή Refuse: παίζοντας παιχνίδια 22 πηγαίνει στο σχολείο χωρίς να έχει διαβάσει [1] 23 δεν κάνει πια παρέα µαζί τους [1] 24 η οικογένειά του [1] [Total: 10]

8 Page 8 Mark Scheme: Teachers version Syllabus Paper Άσκηση 2 Ερώτηση 25 NO WORD COUNT 1 Mark per item up to a maximum of 10 for Communication + up to 5 Marks for Accuracy: Communication (a) Πώς το βρήκες; [1] (b) Πώς είναι; [1] (c) Πως περνάς τον ελεύθερο χρόνο σου µαζί του; (Γράψε τρία ή και περισσότερα πράγµατα) [ ] Each of the 3 tasks must be completed to get the 10 communication marks. If 1 task is missing, the maximum communication mark is 9. If 2 are missing, the maximum communication mark is 8. Once the 3 tasks have been completed, the remaining 5 marks for communication can be rewarded for material which fits under any of the headings. LISTS = a maximum of 3 marks for communication: Lists of 1 3 items = 1 mark Lists of 4 items = 2 marks Lists of 5 6 items = 3 marks Accuracy 5 Straightforward vocabulary and structure. The style of writing is basic, but reasonably coherent. Use of a limited range of verbs, generally successful. More accuracy than inaccuracy. 4 Basic vocabulary and structure. Some awareness of verb usage, but inconsistent. The writing is sufficiently accurate for meaning to be conveyed. 3 Very basic vocabulary and structure. Little awareness of verb usage (e.g. infinitives regularly used instead of finite verbs). Despite regular errors, the writing often conveys some meaning. 2 A few phrases or short sentences are accurate enough to be recognisable. Very simple sentence structure. 1 Disjointed words or short phrases, one or two of them accurate enough to be comprehensible. 0 Nothing accurate enough to be comprehensible. [Total: 15]

9 Page 9 Mark Scheme: Teachers version Syllabus Paper Άσκηση 1 Ερωτήσεις Mark per question for True or False 1 Mark for correcting False Statement Section 3 NB: Accept verb mistakes as long as answer is phonetically correct, e.g.: επισκέπτετε 26 ΛΑΘΟΣ [1] Οι νέοι προτιµούν την πλατεία Ναυαρίνου/ αφήνουν τη βόλτα στην παραλία για τις µεγαλύτερες ηλικίες. [1] 27 ΣΩΣΤΟ [1] 28 ΛΑΘΟΣ [1] Στα κοντινά δροµάκια µπορεί να βρει κανείς την τελευταία λέξη της νεανικής µόδας σε ρούχα. [1] 29 ΛΑΘΟΣ [1] Εκεί συγκεντρώνονται αρκετοί επισκέπτες από το εξωτερικό. [1] 30 ΛΑΘΟΣ [1] Εδώ και δεκαπέντε χρόνια έχει σταµατήσει να προβάλει ταινίες. [1] 31 ΣΩΣΤΟ [1] [Total: 10]

10 Page 10 Mark Scheme: Teachers version Syllabus Paper Άσκηση 2, Ερωτήσεις Τα χρυσά µετάλλια στους Ολυµπιακούς Αγώνες / τα Ευρωπαïκά κύπελλα [1] Accept either response 33 Βλέπουν (αθλήµατα) στην τηλεόραση. [1] 34 (i) Έχουν λίγο ελεύθερο χρόνο [1] (ii) Νιώθουν κούραση [1] 35 (i) κάνουν παρέα µε τους φίλους τους [1] (ii) κοιµούνται λίγο παραπάνω [1] 36 Τα γυµναστήρια κοστίζουν/ είναι ακριβά [1] 37 να κατασκευάσουν/ κατασκευάζοντας αθλητικά κέντρα/ µε την κατασκευή αθλητικών κέντρων [1] 38 Επειδή δεν γυµνάζονται. [1] 39 Γιατί δίνει υγεία και ζωντάνια. [1] Refuse: εν ήταν αρκετό να είναι κάποιος µόνο µορφωµένος και έξυπνος [Total: 10]

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