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Mark Scheme (Results)

June 2011

IGCSE Bengali (4BE0_01)

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Edexcel is one of the leading examining and awarding bodies in the UK andthroughout the world. We provide a wide range of qualifications includingacademic, vocational, occupational and specific programmes for employers.

Through a network of UK and overseas offices, Edexcels centres receive thesupport they need to help them deliver their education and training

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For further information, please call our GCE line on 0844 576 0025, our

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If you have any subject specific questions about the content of this Markscheme

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our Ask The Exper t email service helpful.

Ask The Expert can be accessed online at the following link:

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Alternatively, you can contact our Languages Subject Advisor directly by

sending an email to Alistair Drewery on

[email protected].*

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(If you are calling from outside the UK please dial + 44 1204 770 696 and

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June 2011

Publications Code UG027462

All the material in this publication is copyright

Edexcel Ltd 2011

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The table below shows how marks are distributed throughout the paper.

Quest ion

Transmiss ion

Co m m u n i ca t i o n / Co n ten t

Qual i t y o f Language

Tota l fo r

Quest ion

1 10% 5% 25%

2 15% 10% 25%

3 15% 10% 15%

4 20% 15% 35%

Assessmen t c r i te r i a and m ark scheme

Assessment criteria reflect the standard expected at IGCSE. It will therefore

not be necessary for candidates to perform perfectly in order to attract thehighest marks available in each grid. References to standard should beinterpreted in this context.

Mino r e r ro rs include, for example, the occasional omission of accents,incorrect gender, article, slight spelling errors.

M aj o r e r r o r s include, for example, the cons is ten tmismatching of subjectand verb forms, use of inappropriate tenses and/or incorrect vocabulary.Marks are awarded positively using the following assessment grids. Themark awarded reflects the extent to which the task as a whole has been

successfully communicated and completed. To determine if a candidateshould gain the upper or lower number of marks in the box it is importantto refer to the boxes above and below. If the candidates performance

borders more on the performance of the box below than the box above,then the lower mark is allocated. On certain occasions, a candidateperformance may require a best fit mark.

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Quest ion 1 Prac t i ca l app l i ca t i on o f g r am m ar ( To ta l :

1 5 m a r k s)

Five sentences each worth 2 marks, plus a global mark for Quality of

Language.

Marks are awarded for Commun ica t i on as well as for Qual i ty o fLanguage.Please refer to the following grids:

Commun ica t i on

2Fully communicated in the target language although with someambiguity in the expression.

1At least half the sentence is correctly communicated in the targetlanguage.

0 No relevant communication.

The Quality of Language grid is applied GLOBALLY to all five sentences.

Qual i t y o f l anguage

5 High level of accuracy with only minor errors.

4Level of accuracy generally secure but incidence of error increases

in more complex language.

3 Accuracy variable with some basic errors.

2High incidence of error which impedes communication at times.Inconsistent.

1Frequent basic error with only isolated examples of accurate

language.

0 No language worthy of credit.

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Q1 . Co m : = 2 m a r k sQo L: = 1 m a r k

Co m : = 2 ; Qo l = 0Or

Com 1 ; Qol = 1

Co m = 1QoL = 0

(a) Why does your sister

dislike reading novels?Complete transmission

with accurate language,such as

a j l / B f e l h e E f e p f sa L eA f R c L l /e

a j l h e l E f e pf sa i m m N e L e ? or similarComplete transmissionincluding the questionmark with minor spellingerrors, (one or two) such

as:

a j l i e E f e e n f sa L e A f R c L l ? or similarCom = 2 QoL = 1

Complete transmission without

question mark, such asH C p C a j l / B f e l h e E f e p f sa L e A f R cL l /e zCom = 1 QoL = 1Transmission with omission of

either a j l / B f e l orh e o r E f e por L e or f saorA f R c such as: a j l h e f s a L eA f R c L l ? or similarCom = 1 QoL = 1-------------------------Complete transmission with

three / four spelling errorswhich does not affect

communication such as:

B f e s i e E f e p f la L e A f R c L l /eor similarCom = 2 QoL = 0

Partial / half

transmission one of the fol

a j l / B forE f e p f s L e A f R c osimilar such

p L e E f e e ? or a j l h e

e ? or similarCom = 1 Qo

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Com: = 2 marks

QoL: = 1 mark

Com: = 2; QoL = 0

Or

Com 1; QoL = 1

Com = 1

QoL = 0

(b) Looking back, I dont

think we are any worseoff.

Complete transmissionwith accurate language,such as:

A a a l L b i hmB j l je q u e kB j c l L e A he a quR z orsimilar

Com = 2 QoL = 1

-----------------------------------------

Complete transmissionwith minor spelling errors(one or two), such as:

A a b l L b i h mB j l je q u e kB j c l L e A i e a

quR z or similarCom = 2 QoL = 1

Complete transmission with

major spelling errors, (three orfour) which does not affectcommunication such as:

A a b l L a hi m B j lje q u e k B j c l L e A i e a quR z or similarCo m = 2 Qo L = 0

Transmission with omission of

eitherA a a l L b / f Reori hm orje q u e orB j c l orA he a quRsuch as:

i h c Mm je q u e kB j c l L e A h e aquR z or similarCo m = 1 Qo L = 1

Partial / half

transmission omission of athe following

A a a l L b / je q u e / BA he a quRsuch as:

je q u i m

f Re a L or similarCo m = 1 Qo

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SNo

Co m : = 2 m a r k sQo L: = 1 m a r k

Co m : = 2 ; Qo L = 0Or

Com 1 ; QoL= 1

Co m = 1Qo L = 0

( c) You must work off your weight

through exercise, the doctorsaid.


accurate language,includingspeech mark, such as:

X l hmm e , " "h u j L lA hn C a j l J S e L jug m h z ' ' or similar

Co m = 2 Qo L = 1


minor spelling errors (one ortwo), such as:

X L V l hm m e , " "h u j L lA hn C a j l A S e L jug m h z ' ' or similar

Co m = 2 Qo L = 1

Complete transmission

without speech mark andpunctuation such as :

X l hmm e h u j L lA hn C a j l J S eL ju g mh or similarComplete transmissionwith major spelling errors,(three or more) which

does not affectcommunication such as:

X L V lhm

m e , " "i u j

L l A h n C a j l A S e L ju g mhCo m = 2 Qo L = 0

- - - - - - - - - - - - - - - - - - - - - - - - -

Transmission with omission

of eitherX l orh mm eorh u j L l o r A hn Cor a j l J S e orL jug m h such asn r L

hlm e , h u j L l A hn C a j l J S eL j h z or similarCo m = 1 Qo L = 1

Partial / half tra

with omission oof the following

X l hmm e L l / A hn C J S e / L ju similar which acommunication

X l hmm e ,L j J z ' ' or simCom = 1 QoL

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SNo

Co m : = 2 m a r k sQo L: = 1 m a r k

Co m : = 2 ; Qo L = 0Or

Com 1 ; QoL = 1

Co m = 1Qo L = 0

(d) The mountains beyond the denseforest look amazing, dont they?Complete transmission with accuratelanguage, such as:

O e he l J f l l f h a j m c l Z c M R / m NR , e uL ?or similarCo m = 2 Qo L = 1

Complete transmission with minor

spelling errors (one or two),such asN e he l J f l lf ha j m c l Z m N R , e uL ?

or similarCo m = 2 Qo L = 1


without punctuation marksuch as:

O e he l J f l lf h a j m c l Z c M Rm NR e u LCo m = 2 Qo L = 0

Complete transmission withmajor spelling errors,(three or more) which does

not affect communication

such as: N e he lJ f l l f ha j m d l em NR , e u L ?

or similarCo m = 2 Qo L = 0

Transmission with omission of

eitherO e /he l orJ f l l orf h a j m orc l Zor c M R ore u L ? such as:he l J f l l f h a j m

c l Z c M R m NR , e uL ? or similarCom = 1 QoL = 1

Partial half transmwith omission of

the following:

O e he l orJ ff h a j m orc c M R ore u

or similar which

communication,

ju VL c l e u L ?

f q s V c l Z similar.Co m = 1 Qo L =

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SNo

Co m : = 2 m a r k s Qo L: = 1m a r k

Co m : = 2 ; Qo L = 0Or

Com 1 ; QoL = 1

Co m = 1 Qo

(e) By the time we reach the National

Park, it will be dark.Complete transmission with

accurate language, such as:

S a u E c e /f L fyR a e fyR a A L l qu k h z

e n e m f L ka ka l a quk h z

Com = 2 QoL = 1

Complete transmission withminor spelling errors (one or

two), such asS a u E c ef yR a e f yR a A e c L l quk h z or similar

Com = 2 QoL = 1


with major spellingerrors, (three or more)

which does not affectcommunication such as:

k a u E c e fyR a e fyR a A e c L l quS h z or similar

Com = 2 QoL = 0

Transmission withomission of eitherf L f yR a e f yR aA L l qu k h zsuch as:

h sa fyR a e fyR a A L l quk h zor similar

Com = 1 QoL = 1

Partial / half

transmission womission of any

the following:

S a u E c e fyR a e fyA L l o rqsuch as:

h s k a l a qhsimilar

Com = 1 QoL

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Quest ion 2 and Quest ion 3 : T rans lat i on

Transmiss ion

13-15Excellent transmission skills with clear grasp of detail. Excellenttransfer of inference, nuance and idiom. Pleasant to read.

10-12

A generally very competent rendering of the original text withgrasp of most detail, nuance and idiom. Some passages, usuallymore complex, misinterpreted. Some successful attempts atrephrasing. The style is generally pleasing.

7-9

The main points, usually narrative and concrete, are conveyedsuccessfully for the most part, although problems are encounteredwith more complex language. Inference, nuance and idiom

transmitted successfully on occasions. Some passagesmisunderstood and attempts at rephrasing only partially

successful. The style is not always coherent.

4-6

Only the more straightforward concrete points are transmittedsuccessfully. Very little or no awareness of nuance and/or idiom.Several sections totally misunderstood. The style is incoherent

with communication impaired at times.

1-3Only the very basic points are transmitted successfully with somevery straightforward sections totally misunderstood. The style is

often incomprehensible. Communication is frequently impaired.


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Quality of Language

9-10

A very high level of accuracy with only minor errors. Confident useof a wide range of lexis and structures appropriate to the task.Excellent grasp of tense use. Very pleasant to read overall,

although not necessarily faultless.

7-8

A high level of accuracy overall with however occasional basic

errors, usually in more complex language. Uses a wide range oflexis and structures appropriate to the task with occasional lapses.Grasp of tense concept/time sequence generally secure although

occasional lapses are evident. Pleasant to read for the most part.

5-6

Largely accurate when using simple, short phrases: incidence of

error increases in more complex language. Lexis and structuresappropriate to the task tend to be adequate with several itemsunknown. Problems at times with tense use.

Some use of given adjectives and/or adverbial phrases with some

degree of success. About half of what is written should be free ofmajor errors. Not always easy to read.

3-4

Some inaccuracies in basic grammar although narrative sections,usually short and straightforward, are in general correct. Lexis and

structures appropriate to the task restricted with some often quitebasic items unknown. At times some fairly basic problems withtense concept/time sequence. Use of given adjectives, and/oradverbial phrases occasionally evident, though these are likely to

be only partially successful. Often quite difficult to follow.

1-2

A very high incidence of basic error in all aspects of grammar,syntax and morphology. Basic lexis and structures appropriate to

the task unknown. No awareness of tense concept/time sequence.Large sections totally misunderstood. Communication impaired.Very little of credit.


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Benga l i Tran s la t ion o f Q2

S m h u f l h a e l L lZ B j c l f b h i o Zi h r a N qR a C Rm h s a b p h m L S e H L S V H L f a q a L l l a f Z z p h a B j c l Rm juc l L k h d H l p hQu hs L l Z z Ae L E f u a l

H C f b h V L hc m a f l z p a l w , Rm hm bL C L i h f lhnL c M e L l a f l p h ou n r m i L l H M e L l Rmjuc l S e c l L l z

m m p h S f L a p f L e m i l L n b L m p M e N h mJu j w H l f l Z a H h w c o Z q p L l l S e L L L l Z u p p f L R R l n r f a f l z l S L l S he f lh n N a p j p J H lp j d e l E f u h l L l l S e m a l h i L S J f L f L l l c ua ea f l z k j e , A f u Se B m e i e , L j f E V l h l M f e l

A f Q u L j e B l A hS e S uN ja g m z a l m H p h nMh sa L S m N a f l z

N h m J u j w p f L A h q a b L p J AeL C H l l a cR e z kp h Rmju l R V hup bL N h m J u j w H l f l Z a e S e hsE WR a l L i h H L f a q a L lh ? a C m m h n L l f lhnn r l L n Q m L l A a l a f Z z

m l B m m c e l a S m b L m , q V w Q m b L m L wh l p C L w

H l B hS e f m e b L m Rm ju l L n Mh ? B j l B j c lf L a L p f c l p wl rZ h b qm H L C p j S hs J W B j c li ho v f S e l L A e i h L la ? p a l w , m J A e e c m e -L W a l l f l L f e L l l p j u n q l m f lh n h p m i e L n a l L lap q ua L lh z L R p w M L m Rm ju l l bL C a e V p q S e ujje Q m R : L j J , f Zh h q l H h w l -p C L m L l !

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Eng l i sh T rans la t i on o f Ques t ion 3

When Polash woke up and saw that everything around him was dark he feltdepressed. The sky was covered with thick black layers of cloud. Polashdidn't feel like leaving the house in such weather, but today he had to. Hehad a job interview. And even though he stood little chance of getting the

job, he had to go to the interview. It woud be too upsetting if there was thechance of a job and he didn't make the effort to get it. While mulling all thisover he arrived at the bus-stop. Who knew when the bus would turn up?

Alongside the depressing weather now it even started raining. Polash lookedup at the sky. It looked as if the bad weather was going to continue all day.He took shelter under a nearby tree and started thinking about himself and

the family situation.

He had done well at university that year. He was a peaceful, quiet and

gentle sort of man. What the people around him did not always notice wasthat he was also considerate, imaginative and a very good listener. But

these were not qualities that would help him to promote himself. Every dayhe had to face up to the cruel reality of life. Imagination was not much useto him in this reality. Now what he needed was a job. At home were hisretired father and his three younger sisters. They were making do with the

small pension his father received at the end of each month but it was neverenough. They hadn't paid the rent for three months. What could Polash do?

Every morning he searched through the job adverts in the paper and wentoff full of uncertainty chasing every opportunity. Evey evening he returnedhome like a defeated soldier.

Suddenly he was jerked out of his thoughts by the deep-sounding horn of

the bus. There it was! He ran towards it and scrambled onto it among thepushing and pulling of the other passengers. He looked at his watch and

thought to himself that perhaps today would be his lucky day.

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Qu e st i o n 4 W r i t i n g ( To ta l : 3 5 m a rk s )

This question attracts marks for Com m un ica t i on and con ten t and

Qual i ty o f Langu age. Please see the following grids:

Communication and content

17-20

Responds fully and appropriately to the stimulus with excellentand relevant expansion. Gives detailed descriptions, expressesand justifies opinions as appropriate to the task. The time

sequence is clear and unambiguous.A coherent piece of writing which is pleasant to read.

13-16

Responds to nearly all of the task although there may be someomissions. Some relevant expansion at times. Provides evidenceof description, narration and opinion as appropriate to the task.

Time sequence generally sound with occasional lapses. A generallywell structured piece of writing. A sound attempt overall to linkthe piece into a coherent whole with, however, some lapses.

May be a little pedestrian and predictable or somewhat over-ambitious at times.

9-12

Majority of task completed with, however, some significant

omissions. There may be some irrelevance. Goes beyond aminimal response with some expansion of ideas andstraightforward opinion relevant to the task. Time sequences showa degree of ambiguity at times. Comprehensible overall with some

attempt to link the piece into a coherent whole. Ambiguous in

places especially in more ambitious language. Tends to besomewhat predictable.

5-8

Main points of the task understood but some points totallymisunderstood. Some major omissions with a degree ofirrelevance and/or repetition. Level of response fairly limited with

little opinion and justification appropriate to the task. Functionspredominantly in simple, concrete sentences for the most part.Some evidence of correct time sequences but mostly inconsistentand insecure. Just about comprehensible overall with, however, a

marked degree of ambiguity. Not easy to read.

1-4

Task generally misunderstood with little relevant information

conveyed. Much ambiguity, confusion and omission. Level ofresponse minimal with only a few relevant phrases.Communication largely impaired. Time sequences rarely correct.Largely incomprehensible with the exception of isolated items.Very difficult to read.


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Quality of Language

13-15

Predominantly accurate: free of all but minor errors in grammar,syntax and morphology. Uses a wide range of vocabulary, idiom

and structure appropriate to the task with very little or no

repetition. Excellent use of tense concept/time referents.Excellent examples of subordination and appropriate use of more

complex structures. Clear ability to manipulate language with ahigh degree of accuracy to suit the purpose. Very pleasant toread, though not necessarily faultless.

10-12

Generally accurate and secure in grammar, syntax and

morphology with some lapses. Accuracy less secure when morecomplex language is attempted. Uses a good range of vocabulary,

idiom and structure, which are for the most part appropriate tothe task. Attempts at more ambitious structures not alwayssuccessful. Generally a secure grasp of tense concept/time

referents. Manipulates language to suit the task at hand with,however, some errors. A wide range of vocabulary, idiom andstructure may compensate for a lower level of accuracy. Generally

easy to read despite the errors.

7-9

Fairly accurate in simple language however tends to beinconsistent in application of grammar, syntax and morphology

when attempting more complex language. Range of vocabulary,idiom and structure standard and somewhat predictable. Some

inconsistency in use of tense concept/time referents. Someattempts at subordination and sentence linking which are only

partially successful. Attempts enhancement of fact with adjectives

and/or adverbial phrases with moderate success. About half ofwhat is written should be free of major errors. Despite

inaccuracies the basic message is conveyed.

4-6

Accuracy is inconsistent with frequent basic errors in grammar,

syntax and morphology. Simple, short sentences are sometimescorrect but very little beyond. Range of vocabulary and structure

very limited. Use of tense concept/time referents limited and ofteninappropriate. Limited success in attempts at enhancement of fact

with adjectives, and/or adverbial phrases. Not easy to read.

1-3

A high level of inaccuracy with very frequent and basic errors ingrammar, syntax and morphology. There may be the occasionalcorrect phrase. No awareness of tense concept/time referents.Vocabulary very basic with little or no evidence of correct use of

basic structures. Communication is severely impaired overall.Extremely difficult to read.


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