3248 w06 Ms 1 PDF

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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
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GCE Ordinary Level
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MARK SCHEME for the October/November 2006 question paper
3248 SECOND LANGUAGE URDU

3248 Paper 1 (Composition and Translation), maximum raw mark 55
This mark scheme is published as an aid to teachers and students, 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.
All Examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated.
Mark schemes must be read in conjunction with the question papers and the report on the
examination.
The grade thresholds for various grades are published in the report on the examination for most
IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses.
• CIE will not enter into discussions or correspondence in connection with these mark schemes.
CIE is publishing the mark schemes for the October/November 2006 question papers for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level
syllabuses.
Page 2 Mark Scheme Syllabus Paper
GCE O LEVEL - OCT/NOV 2006 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.
Points to be written about:
• Reasons for increasing pollution

• Its effects on people and the earth
• Steps to reduce pollution
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 2006
Part 2: Letter, Report, Dialogue or Speech (20 marks)
The syllabus specifies that the candidates are to write about 200 words in Urdu.
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 2006
Part 3
units accept mark
1 Khalid found the cocoon of a butterfly. [1]
2 Quite soon afterwards [1]
3 he saw a small opening [1]
4 begin to appear [1]
5 He sat and watched the butterfly [1]
6 for several hours [1]
7 as it struggled [1]
8 to force its body [1]
9 through the little hole [1]
10 But then the butterfly stopped [1]
11 and it seemed as if [1]
12 it couldn’t go any further. [1]
13 So Khalid decided [1]
14 to help the butterfly [1]
15 He took a pair of scissors [1]
16 and cut off [1]
17 the remaining bit of the cocoon. [1]
18 The butterfly then emerged easily. [1]
19 But it had a swollen body [1]
20 Khalid continued to watch the butterfly [1]
21 because he expected that at any moment [1]
22 its wings would expand [1]
© UCLES 2006
units accept mark
23 to support its body. [1]
24 but in fact nothing more happened. [1]
25 The butterfly spent [1]
26 the rest of its life [1]
27 crawling around [1]
28 and could not fly [1]
29 What Khalid in his kindness and haste [1]
30 did not understand [1]
31 was that the struggle required [1]
32 for the butterfly to get through [1]
33 the tiny opening was essential [1]
34 It was God’s way of forcing [1]
35 blood from the body to the butterfly [1]
36 into its wings [1]
37 and enabling it to fly [1]
38 Sometimes the struggles [1]
39 that we face in out life [1]
40 allow us to grow. [1]
40/2 = 20
© UCLES 2006

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3248 SECOND LANGUAGE URDU

Part 1: Directed Writing (15 marks)

Points to be written about:

• Reasons for increasing pollution

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

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

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

units accept mark

1 Khalid found the cocoon of a butterfly. [1]

2 Quite soon afterwards [1]

3 he saw a small opening [1]

4 begin to appear [1]

5 He sat and watched the butterfly [1]

6 for several hours [1]

8 to force its body [1]

9 through the little hole [1]

10 But then the butterfly stopped [1]

11 and it seemed as if [1]

12 it couldn’t go any further. [1]

13 So Khalid decided [1]

14 to help the butterfly [1]

15 He took a pair of scissors [1]

16 and cut off [1]

17 the remaining bit of the cocoon. [1]

18 The butterfly then emerged easily. [1]

19 But it had a swollen body [1]

20 Khalid continued to watch the butterfly [1]

21 because he expected that at any moment [1]

22 its wings would expand [1]

units accept mark

23 to support its body. [1]

24 but in fact nothing more happened. [1]

25 The butterfly spent [1]

26 the rest of its life [1]

27 crawling around [1]

28 and could not fly [1]

29 What Khalid in his kindness and haste [1]

30 did not understand [1]

31 was that the struggle required [1]

32 for the butterfly to get through [1]

33 the tiny opening was essential [1]

34 It was God’s way of forcing [1]

35 blood from the body to the butterfly [1]

36 into its wings [1]

37 and enabling it to fly [1]

38 Sometimes the struggles [1]

39 that we face in out life [1]

40 allow us to grow. [1]

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