_______________________

Name:
_
Unit 2 Reading Mark
scheme _______________________
Class:
Higher _

_______________________
Date:
_

Time: 39 minutes

Marks: 50 marks

Comments:

Page 1 of 8
Mark schemes

Q1.
  Key idea Accept Reject Mark

1   10   1

2   15   1

3   35   1

4 (To) save time / be (To) gain time / organise Any reference to "winning"
1
organised my life

Q2.
 
  Accept Mark Reject

1 She smiled at him (all evening) 1  

2 go out with him (next weekend) 1  

(she thinks) he will / would be she doesn’t want to (t.c.)

3 sad / upset / she doesn’t want to 1
tell him

(don’t) tell anyone / talk about it / tell Rémy about it.

4 share his secret / don’t say 1
anything
[4]

Q3.
  Accept Marks

(a) G 1

(b) E 1

(c) D 1

(d) C 1

(e) B 1

Q4.
 
Accept Mark

C F G H (in any order) 4

[4]
Q5.
  Key idea Accept Reject Mark

1 (He is) unenthusiastic / (He) doesn't share the /
not enthusiastic their enthusiasm of the
others
(He) doesn't share the
same feeling
1
(He) feels differently

2 iPads / They have Classmates / They are There are advantages

disadvantages / They wrong to think only about
don't only have the advantages
advantages

(They / The school) spent 1

too much (money) /
(Buying) iPads is a big
expense

Any one from two

Q6.
 
  Accept Mark

1 D 1

2 E 1

3 A 1

Q7.
 
  Accept Mark Reject

1 subscribe / buy a subscription / 1 sign in / apply

join up / register / sign up /
create an account / join

2 Touch (sensitive) screen. 1 tablet / screen (t.c.)

3 (How to) print more cheaply / 1 How to print (tc)

cheaper / for less.
[3]

Q8.
 
  Accept Mark Reject

1 make people think about / raise 1  

awareness of the serious /
grave / bad world situation /
 threats to our world.
Demonstrate against war.

2 first Saturday of the / every  

1
month except school holidays

3 giving / handing out flowers (to with flowers (too vague)

1
symbolise world peace)

4 (1) putting up / hosting / taking in

1
families affected by floods (2) volunteers (t.c.)
  (2) cleaning / clearing up the  
1
areas / places affected by floods
  NB: Requires a reference to  
 
floods for two marks.
[5]

Q9.
(a)    Speed of spreading news
Information and pictures / images are (almost) immediate
Reporters give information immediately / quickly
You can find out what is happening (anywhere in the world)
quickly
Reject references to wrong media
Reject wrong place eg in your country in ocr

Better understanding (of events) because of discussions / debates

Reject watching debates and understanding them

Watching TV / the news at a certain time fits into people’s routine

You know that at 7 o’clock every day the news will be on
(TV) (every day implies routine)
Reject wrong time (if given) eg 9 o’clock
Reject ‘It fits into people’s routines’ (too vague)
Reference to journey invalidates ocr
3

(b)     No / less boring repetition

Reject references to wrong media
Reject ‘It’s not boring’

Coverage of events without political bias

There are images which aren’t presented from a politician’s
angle / view
Reject ‘images don’t always have a political point of view’ (by
implication they sometimes do)

You can see events which governments would like not to be seen / no govt
censorship
Unaffected by government influence
 Allow direct refs to text, eg criminal acts committed by govt
against people and govt not allowing pictures of protests

You can watch things as often as you like

Reject any refs to whenever / wherever

You can see funny / uncensored things you can’t see on television
Reject any clear reference to commercial films rather than
an incident being spontaneously recorded
Any 3 from 5
3
[6]

Q10.
 
  Accept Mark

1 A 1

2 E 1

3 D 1

4 B 1

5 C 1
[5]
Examiner reports

Q3.
Lower Tier

Students did better than expected in this first overlap question, with high marks in three of
the five parts. Less than half gained the mark in parts (c) and (e). A study of wrong
answers did not indicate clearly why this had occurred, in that chosen responses had no
obvious justification in the texts.

Higher Tier

This third overlap question was also well answered at this tier. It was common to find
responses to all five parts being correct.

Q4.
Here there were many high scores, and nearly all students (91.4%) gained at least three
of the four available marks.

Q7.
Vocabulary on this topic such as écran tactile and imprimer was known by few students. In
part 1, abonnez-vous was tested, but careful use of English was required to gain the
mark: while ‘sign up’ is an acceptable alternative to ‘subscribe’ in an on-line context, ‘sign
in’ is not.

Q9.
The topic was very student-friendly, as most young people these days are familiar with
smart phones, tablets and the internet. Herein lies the problem for many, because, they
tended to overlay their own experience instead of seeking clues in the text. Some simply
did not read the question and confused answers for parts (a) and (b).

(a)     This proved to be the more demanding of the two parts. With three marks available,
less than half of students managed just one, with few scoring two. The reference to
the speed of information becoming available was the most common successful
response, although many mistakenly used this response in Part (b). A similar
number identified the fact that debates helped with the understanding of events.
Very few recognised that the regular scheduling of programmes underpins a routine,
instead wrongly referring to the use of media on the journey (journée) home.

(b)     Although more than half of students gained at least one of the three marks, less
than a quarter went on to gain further marks. This was often because of a lack of
precision or the omission of an important detail. For example, those who attempted
to use the information about the role of governments either omitted to mention their
aversion to images of protests being disseminated, or that media could be used to
expose crimes committed by the government against the people. Where students
wrote in this item that television is repetitious and boring, they were not answering
the question, unless they then contextualised their response. The commonest
correct answer was that new media allows you to see uncensored material which
you cannot see on television. However the reference to (funny) films could not be
credited if they were clearly about commercial films rather than film clips.
Q10.
The vocabulary relating to using information technology in social settings is a major part of
young people’s lives today, and the relevant vocabulary from the specification used in this
question such as rester en contact, un réseau social, partager la musique and votre mot
de passe should be known. The wide range of incorrect answers given indicates that
many students simply guessed at the missing words. An understanding of sentence
structure is useful in reading comprehension and would be an advantage in tackling this
type of question.