Mark Scheme (Results)

January 2012

International GCSE Bengali (4BE0)

Paper 1
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January 2012
Publications Code UG030188
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The table below shows how marks are distributed throughout the paper.

Transmission Total for

Question Quality of Language
Communication/Content Question

1 10% 5% 25%

2 15% 10% 25%

3 15% 10% 15%

4 20% 15% 35%

Assessment criteria and mark scheme

Assessment criteria reflect the standard expected at International GCSE. It will therefore
not be necessary for candidates to perform ‘perfectly’ in order to attract the highest marks
available in each grid. References to ‘standard’ should be interpreted in this context.
Minor errors include, for example, the occasional omission of accents, incorrect
gender, article, slight spelling errors.
Major errors include, for example, the consistent mismatching of subject and verb
forms, use of inappropriate tenses and/or incorrect vocabulary.
Marks are awarded positively using the following assessment grids. The mark awarded
reflects the extent to which the task as a whole has been successfully communicated
and completed. To determine if a candidate should gain the upper or lower number
of marks in the box it is important to refer to the boxes above and below. If the
candidate’s performance borders more on the performance of the box below than
the box above, then the lower mark is allocated. On certain occasions, a candidate
performance may require a ‘best fit’ mark.
Question 1 – Practical application of grammar (Total: 15 marks)

Five sentences each worth 2 marks, plus a global mark for Quality of Language.
Marks are awarded for Communication as well as for Quality of Language.
Please refer to the following grids:

Communication

Fully communicated in the target language although with some ambiguity

2
in the expression.
At least half the sentence is correctly communicated in the target
1
language.

0 No relevant communication.

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

Quality of language

5 High level of accuracy with only minor errors.

Level of accuracy generally secure but incidence of error increases in

4
more complex language.

3 Accuracy variable with some basic errors.

High incidence of error which impedes communication at times.

2
Inconsistent.

1 Frequent basic error with only isolated examples of accurate language.

0 No language worthy of credit.

 Q1. Mark Scheme 4BEO/01 January 2012
Com: = 2 marks Com = 1 mark Com = 0

(a) • Are you excited about going on • Complete transmission without • Transmission
holiday next week? question mark, such as HC ®pC is :totally out
BN¡j£ pç¡−q R¤¢V−a k¡Ju¡l BN¡j£ pç¡−q R¤¢V−a k¡Ju¡l SeÉ of context /
hÉ¡f¡−l/SeÉ a¥¢j/Bf¢e ¢L M¤h a¥¢j ¢L M¤h M¤n£ or similar. does not make
M¤n£? /E−š¢Sa? sense at all
• such as:
Complete • Transmission with omission of
transmission with accurate either BN¡j£ pç¡−q or k¡Ju¡l
a¤¢j ®lS¡ÒV ®f−u
language, such as SeÉ or a¥¢j /Bf¢e ¢L or M¤h M¤n£ M¤¢n? or similar
BN¡j£ pç¡−q R¤¢V−a k¡Ju¡l such as:
hÉ¡f¡−l/SeÉ / pÇf−LÑ a¥¢j/Bf¢e • ®a¡j¡l ®h¡e fs−a ®Le AfR¾c
¢L M¤h M¤n£? or similar L−l? or similar
• Complete transmission -------------------------
including the question mark • Complete transmission with three
with minor spelling errors, (one / four spelling errors which does
or two) such as: not affect communication such as:
• BN¡j£ pç¡−q R¤¢V−a S¡Ju¡l • BO¡j£ p¡fa¡ R¤¢V−a S¡Ju¡l hÉ¡f¡−l
hÉ¡f¡−l a¥¢j ¢L L¤h M¤n£? or a¥¢j ¢L M¤h L¤n£? or similar
similar.
Com: = 2 marks Com = 1 Com = 0
• Transmission
(b) • Doctors are never known by • Complete transmission with is :totally out
their full name. major spelling errors, (three or of context /
X¡š²¡ll¡ / ¢Q¢LvpLl¡ LM−e¡C four) which does not affect does not make
ay¡−cl f¤−l¡/pÇf§ZÑ e¡−j f¢l¢Qa communication such as: c¡lal¡l¡ sense at all
eez LLe g¤l¡ e¡−j f¢l¢Ra e¡z or such as:
similar ®a¡j¡l f¤l¡ e¡j
• Complete ®LE S¡−e e¡ or
transmission with accurate • Transmission with omission of similar
language, such as: either X¡š²¡ll¡ or LM−e¡C or
X¡š²¡ll¡ LM−e¡C ay¡−cl f¤−l¡ f¤−l¡ e¡−j or f¢l¢Qa e¡ such as:
e¡−j ®p LM−e¡C f¤−l¡ e¡−j f¢l¢Qa e¡z
f¢l¢Qa eez or similar or similar
-----------------------------------------

• Complete transmission with

minor spelling errors (one or
two), such as:
c¡lal¡l¡ LLe ay¡−cl f¤−l¡ e¡−j
f¢l¢Qa eez or similar.
 Com: = 2 marks Com = 1 mark Com = 0

(c) • The film will already have Complete transmission without • Transmission
started by the time we get there. question mark, such as Bjl¡ ®pM¡−e is :totally out
Bjl¡ ®pM¡−e ®fy±R¡h¡l ®fy±R¡h¡l B−N R¡u¡R¢h¢V Blñ of context /
B−NC q−u does not
R¡u¡R¢h¢V/¢gmÚj/¢V Blñ q−u k¡−h or similar. make sense
k¡−hz Complete at all such as:
transmission with accurate language, Transmission with omission of either Bjl¡ R¢hV¡ ®no
such as Bjl¡ ®pM¡−e or ®fy±R¡h¡l B−N L−l k¡−h¡ or
Bjl¡ ®pM¡−e ®fy±R¡h¡l B−NC or R¡u¡R¢h¢V or Blñ or q−u k¡−h similar
¢gmÚj/¢V Blñ/öl¦ q−u such as:
k¡−hz or similar • Bjl¡ ®pM¡−e k¡Ju¡ B−N ¢gmÚj ®no
• Complete transmission q−u k¡−l or similar
including the the full stop mark -------------------------
with minor spelling errors, (one • Complete transmission with three
or two) such as: / four spelling errors which does
Bjl¡ ®pL¡−e ®fy±R¡h¡l B−NC not affect communication such as:
¢fmÚj¢V öl¦ q−u k¡−hz or Bjl¡ ®pL¡−e fR¡l B−N
similar. ¢fmÚj¢V öl¦ q−u S¡−hz or
similar.
Com: = 2 marks Com = 1 Com = 0
• Transmission
(d) • He held me up by almost an Complete transmission with major is :totally out
hour and a half spelling errors, (three or four) which of context /
®p Bj¡−L fÊ¡u ®cs O¾V¡ does not affect communication such does not make
BV−L/ d−l/ h¢p−u ®l−M¢R−m¡z as: ®p Bj¡−L f¡u ®cl NeV¡ BV−L sense at all
l¡−L¢R−m¡z or similar. such as:
• Complete transmission with ®p ®a¡j¡l Lb¡
accurate language, such as: • Transmission with omission of h−m¢R−m¡ or
®p Bj¡−L fÊ¡u ®cs O¾V¡ BV−L either ®p or Bj¡−L or fÊ¡u or ®cs similar
®l−M¢R−m¡z or similar O¾V¡ or h¢p−u/BV−L or ®l−M¢R−m¡
----------------------------------------- such as: Bj¡−L
fÊ¡u ®cs O¾V¡ h¢p−u
• Complete transmission with
minor spelling errors (one or
®l−M¢R−m¡z or similar
two), such as:
®p Bj¡−L f¡u ®cl O¾V¡ BV−L
®l−M¢R−m¡z or similar.

4BE0/01
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 Com: = 2 marks Com = 1 mark Com = 0
(e) • “Get ready and assemble in the Complete transmission without • Transmission
play ground now,” the coach speech mark and other punctuation is :totally out
ordered. marks such as: of context /
®L¡Q B−cn ¢c−me, ""HMeC ®L¡Q B−cn ¢c−me HMeC °al£ does not
make sense
°al£ q−u ®Mm¡l j¡−W S−s¡ qJ or at all such as:
q−u ®Mm¡l j¡−W pj−ha /S−s¡ similar. Bjl¡ ®L¡−Q L−l
/ ®Mm¡l j¡−W k¡−h¡ or
HL¢œa qJz'' Transmission with omission of either
®L¡Q or B−cn ¢c−me or HMeC or similar
• Complete transmission with
accurate language, such as °al£
®L¡Q B−cn ¢c−me, ""HMeC q−u or ®Mm¡l j¡−W or S−s¡
°al£ qJ such as:
q−u ®Mm¡l j¡−W S−s¡ qJz'' ®L¡Q hm−me, °al£ q−u ®Mm¡l j¡−W
or similar H−p¡ or similar
• Complete transmission -------------------------
including the speech mark and • Complete transmission with
with three / four spelling errors
with minor spelling errors, (one which does not affect
or two) such as: communication such as:
LQ B−cn ¢c−me, ""HMeC LQ B−cp ¢c−me HleC °al£
°al£ q−u ®Mm¡l j¡−W Sl qJ or
q−u ®Lm¡l j¡−W S−s¡ qJz'' similar.
or similar.

4BE0/01
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Marking Grid for Q1 4BEO-01 January 2012

There are 5 sentences in Q1

Communication Mark: (for each single sentence)

2 marks:
• Full relevant communication in Bengali with miner spelling errors (1 or 2
spellings)
1 mark:
• Partial / half relevant communication in Bengali and or 3 / 4 spelling errors

0 mark:
No relevant communication

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

Quality of Explanations Possible marks based on

language the total Communication
marks
5 High level of accuracy with only Com = 10 / 9 5
minor errors
4 Level of accuracy generally secure
but incidents of error increases in Com = 8 /7 4
more complex language.
3 Accuracy variable with some basic
errors. Com = 6 / 5 3

2 High incidence of error impedes

communication at times. Com = 4 2
Inconsistent.
1 Frequent error with only isolated
examples of accurate language. Com = 3 / 2 1

0 No language worthy of credit.

Com = 1 / 0 0

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Question 2 and Question 3: Translation

Transmission

Excellent transmission skills with clear grasp of detail. Excellent transfer

13-15
of inference, nuance and idiom. Pleasant to read.
A generally very competent rendering of the original text with grasp of
most detail, nuance and idiom. Some passages, usually more complex,
10-12
misinterpreted. Some successful attempts at rephrasing. The style is
generally pleasing.

The main points, usually narrative and concrete, are conveyed successfully
for the most part, although problems are encountered with more complex
7-9 language. Inference, nuance and idiom transmitted successfully on
occasions. Some passages misunderstood and attempts at rephrasing only
partially successful. The style is not always coherent.
Only the more straightforward concrete points are transmitted
successfully. Very little or no awareness of nuance and/or idiom.
4-6
Several sections totally misunderstood. The style is incoherent with
communication impaired at times.
Only the very basic points are transmitted successfully with some very
1-3 straightforward sections totally misunderstood. The style is often
incomprehensible. Communication is frequently impaired.
No language worthy of credit. So, 0 mark would automatically lead to a 0
0
mark fo Quality of language.

4BE0/01
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 Quality of Language
A very high level of accuracy with only minor errors. Confident use of a
wide range of lexis and structures appropriate to the task. Excellent grasp
9-10
of tense use. Very pleasant to read overall, although not necessarily
faultless.
A high level of accuracy overall with however occasional basic errors,
usually in more complex language. Uses a wide range of lexis and
7-8 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.

Largely accurate when using simple, short phrases: incidence of error

increases in more complex language. Lexis and structures appropriate to
the task tend to be adequate with several items unknown. Problems at
5-6 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 of major errors.
Not always easy to read.
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 quite basic items
3-4 unknown. At times some fairly basic problems with tense concept/time
sequence. Use of given adjectives, and/or adverbial phrases occasionally
evident, though these are likely to be only partially successful. Often
quite difficult to follow.
A very high incidence of basic error in all aspects of grammar, syntax and
morphology. Basic lexis and structures appropriate to the task unknown.
1-2
No awareness of tense concept/time sequence. Large sections totally
misunderstood. Communication impaired. Very little of credit.
No language worthy of credit. So, 0 mark would automatically lead to a 0
0
mark for Quality of language.

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Bengali Translation of Q2

j’¡¢ieu/¢b−uV¡l h¡wm¡−c−nl HL Bsðlf§ZÑ I¢aqÉ k¡ H−c−nl hýS¡¢aL SeNe J

pwúª¢a−a fÊ¢ag¢ma quz fÊQ¢ma ®m¡L¢i¢šL e¡VL ®kje k¡œ¡ e¡VL…−m¡ J−cl Se¢fÊua¡
Ar¥æ ®l−M−Rz e¡VÉ pwÙÛ¡…−m¡−L nql J NÊ¡j¡’−m Bd¤¢eL Ef¡−u fÊQ¡l/ fÊp¡−lJ J…−m¡
®fÊlZ¡ S¤¢N−u−Rz
fÊbj ¢hnÄk−¤ Ül fl H−r−œ A−eL f¢lhaÑe H−p−Rz I pj−u k¡œ¡ e¡VL…−m¡ ®cn−fÊj J
S¡¢aua¡−h¡−d Eà¤Ü q−u−Rz 1940 cn−Ll ®no¡−dÑ j¢qm¡l¡ k¡œ¡ e¡V−L A¢ieu Ll−a öl¦
Ll−me ®kph Q¢l−œ ®Lhmj¡œ f¤l¦ol¡C HL−Q¢Vu¡ A¢ieu Ll−aez

1970 cnL ®b−L ®hplL¡l£ pwÙÛ¡…−m¡ j’¡¢ie−ul ANÊN¢a−a HL …l¦aÄf§ZÑ i§¢jL¡ f¡me
L−l−Rz i§¢jq£ea¡, GZ J ®n¡o−Zl ¢hl¦−Ü B−¾c¡m−e ®m¡LS−el pjpÉ¡ ¢h−nÓoZ, ¢h−hL J
BaÈ¢hnÄ¡p S¡N¡−e¡l SeÉ Jl¡ e¡V−Ll BnÊu ¢e−u−Rz j’¡¢ieu−L I pj−u ®c−nl ®pph
®m¡LS−el p−‰ ®k¡N¡−k¡−Nl phÑ¡−fr¡ gmfÊp¤ q¡¢au¡l ¢q−p−h ¢h−hQe¡ Ll¡ qu k¡−cl ®h¢nl
i¡N A¢n¢ra Hhw k¡l¡ Ah¡d J j¤š² Ne j¡dÉj…−m¡l p¤−k¡N ®b−L h¢’az

h¡wm¡−c−nl e¡VÉ−N¡ù£…−m¡ pj¡−Sl Ah¡¢“a ®m¡LS−el c¤cÑn¡ J Bn¡-BL¡´M¡−L fÊL¡−nÉ a¤−m

dl¡l ®r−œ E−õM−k¡NÉ i§¢jL¡ ®l−M−Rz p¡ÇfÊ¢aL hRl…−m¡−a h¡wm¡−cn HL "fÊN¢an£m j’'
fÊ¢aù¡ Ll−a prj q−u−R, k¡ h¡aÑ¡-hým e¡VÉ B−¾c¡me ®b−L A¢dLal pqS¡a "Ne
e¡VÉ−N¡ù£' ®a f¢lZa q−u−Rz

j’¡¢ieu/¢b−uV¡l q−μR h¡wm¡−c−nl ®m¡LS−el SeÉ S£h−el pj¡−l¡qz a−h S£he pwO−oÑl
j−a¡ H−aJ h¡d¡-¢hf¢š B−Rz j¡e¤o ab¡¢f kb¡p¡dÉ n¢š² p’u L−l p¡j−e H−N¡u Hhw
j’¡¢ieu/¢b−uV¡l ¢QlL¡mC a¡−cl L¡−R ®l¡j¡’Ll ¢h−h¢Qa quz

4BE0/01
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Question 3

Translation of Q 3 January 2012

Zami was used to seeing the boy every day in front of the Teacher Student Centre of
Dhaka University. A thin little boy with black hair. He was probably about ten years
old. However, due to years of under-nourishment, he looked much smaller. His
poverty was visible in his sad face and his half-torn dirty shorts. “A Taka, Sir. Give
me a Taka, Sir?” Zami was quite familiar with this voice. Whenever Zami and his
friends sat on the yard in front of the library after their classes, he would come
running.

Today Zami and his friends were in a good mood. “Hey boy, come here.” They
started asking him various questions. What emerged was quite pitiful. The boy didn’t
know where his parents were, nor did he remember them very well. He was
abandoned on the streets of Dhaka as a small child. Now he lived in a road-side slum
and survived by begging. Everybody in the slum called him Shazu. “Do you have a
dream?” asked Zami. “Yes, I do,” he replied, nodding his head. His dreams were not
very lofty: a plateful of rice, big pieces of meat and sweets. Zami was surprised. “Is
that all? Come with me.” Holding his hand, Zami proceeded towards the restaurant
at the rear of the University.

Was this a dream? Ten minutes later Shazu found himself sitting on a bench in a
restaurant. On the table were bowls full of rice, chicken and fish curries. Aah! Were
these all for him? He tucked into the tasty food and continued eating to his heart’s
content. If only he could have a square meal in a friendly environment such as this
every day!

4BE0/01
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Question 4 – Writing (Total: 35 marks)

This question attracts marks for Communication and content and Quality of
Language. Please see the following grids:

Communication and content

Responds fully and appropriately to the stimulus with excellent and

relevant expansion. Gives detailed descriptions, expresses and justifies
17-20 opinions as appropriate to the task. The time sequence is clear and
unambiguous.
A coherent piece of writing which is pleasant to read.

Responds to nearly all of the task although there may be some omissions.
Some relevant expansion at times. Provides evidence of description,
narration and opinion as appropriate to the task. Time sequence generally
sound with occasional lapses. A generally well structured piece of writing.
13-16
A sound attempt overall to link the piece into a coherent whole with,
however, some lapses.
May be a little pedestrian and predictable or somewhat over-ambitious at
times.

Majority of task completed with, however, some significant omissions.

There may be some irrelevance. Goes beyond a minimal response with
some expansion of ideas and straightforward opinion relevant to the task.
9-12 Time sequences show a 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 be
somewhat predictable.

Main points of the task understood but some points totally misunderstood.
Some major omissions with a degree of irrelevance and/or repetition.
Level of response fairly limited with little opinion and justification
5-8 appropriate to the task. Functions predominantly in simple, concrete
sentences for the most part. Some evidence of correct time sequences but
mostly inconsistent and insecure. Just about comprehensible overall with,
however, a marked degree of ambiguity. Not easy to read.

Task generally misunderstood with little relevant information conveyed.

Much ambiguity, confusion and omission. Level of response minimal with
1-4 only a few relevant phrases. Communication largely impaired. Time
sequences rarely correct. Largely incomprehensible with the exception of
isolated items. Very difficult to read.
No language worthy of credit. So, 0 mark would automatically lead to a 0
0
mark for Quality of language.

4BE0/01
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 Quality of Language

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
13-15 tense concept/time referents. Excellent examples of subordination and
appropriate use of more complex structures. Clear ability to manipulate
language with a high degree of accuracy to suit the purpose. Very pleasant
to read, though not necessarily faultless.
Generally accurate and secure in grammar, syntax and morphology with
some lapses. Accuracy less secure when more complex language is
attempted. Uses a good range of vocabulary, idiom and structure, which
are for the most part appropriate to the task. Attempts at more ambitious
10-12 structures not always successful. 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 and
structure may compensate for a lower level of accuracy. Generally easy to
read despite the errors.
Fairly accurate in simple language however tends to be inconsistent 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
7-9 referents. Some attempts 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 of what is
written should be free of major errors. Despite inaccuracies the basic
message is conveyed.

Accuracy is inconsistent with frequent basic errors in grammar, syntax and

morphology. Simple, short sentences are sometimes correct but very little
beyond. Range of vocabulary and structure very limited. Use of tense
4-6
concept/time referents limited and often inappropriate. Limited success
in attempts at enhancement of fact with adjectives, and/or adverbial
phrases. Not easy to read.
A high level of inaccuracy with very frequent and basic errors in grammar,
syntax and morphology. There may be the occasional correct phrase. No
1-3 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.
No language worthy of credit. So, 0 mark would automatically lead to a 0
0
mark for Quality of language.

4BE0/01
1212
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