Professional Documents
Culture Documents
A2AS IRI REVISED Support 18185
A2AS IRI REVISED Support 18185
A2AS IRI REVISED Support 18185
Contents
Specimen Papers 3
Mark Schemes 57
DIVIDER FRONT
SPECIMEN PAPERS
DIVIDER BACK
Centre Number
Candidate Number
ADVANCED SUBSIDIARY (AS)
General Certificate of Education
2017
Irish
Assessment Unit AS 2
(Section A)
assessing
Listening
[CODE]
SPECIMEN PAPER
TIME
40 minutes
INSTRUCTIONS TO CANDIDATES
Write your Centre Number and Candidate Number in the spaces
provided at the top of this page.
Write your answers in the spaces provided in this question paper.
Answer both questions.
Answer Question 1 in Irish.
Answer Question 2 in English.
Total
Marks
3
1 Éist leis an mhír nuachta agus freagair, i nGaeilge, na ceisteanna seo a Examiner Only
leanann. Marks Re-mark
[1]
(b) Cá mhéad milleagram alcóil atá ceadaithe anois, de réir an dlí nua?
[1]
[2]
(d) Cén tír ina bhfuil cosc iomlán ar dhaoine faoi bhliain is fiche d’aois
bheith ag ól alcóil agus ag tiomáint?
[1]
(e)
Cá mhéad duine a mharaítear ar bhóithre na hAlban gach bliain, de
réir na bpóilíní?
[2]
[2]
4
(g)
Cad é a chuirfidh an gnáthdhuine thar an teorainn alcóil, de réir an dlí Examiner Only
nua? Marks Re-mark
[1]
5
2 Listen to Seán speaking about his professsion and answer the following Examiner Only
question in English. Marks Re-mark
(a)
When did Seán qualify?
[1]
[2]
[1]
[2]
(e)
In what two ways did his parents help him?
[2]
[2]
6
(g) How does he feel when he sees his work improving his patients? Examiner Only
Marks Re-mark
[1]
(h) What procedure did the young boy at ten years of age have?
[1]
[1]
[2]
7
THIS IS THE END OF THE QUESTION PAPER
8
Centre Number
Candidate Number
ADVANCED SUBSIDIARY (AS)
General Certificate of Education
2017
Irish
Assessment Unit AS 2
(Sections B and C)
assessing
Reading and Use of Language
[CODE]
SPECIMEN PAPER
TIME
1 hour 20 minutes
Candidates should spend approximately 50 minutes on Section B.
Candidates should spend approximately 30 minutes on Section C.
INSTRUCTIONS TO CANDIDATES
B1
INFORMATION FOR CANDIDATES
B2
The total mark for this paper is 75:
C1
40 marks for Section B and 35 marks for Section C.
Figures in brackets printed down the right-hand side of pages indicate C2
the marks awarded to each question or part question. C3
The use of a dictionary is not permitted.
Quality of Written Communication is assessed in Section B Question 2. C4
C5
Additional Materials Required:
Total
None Marks
9
Section B: Reading
Mo Mháthair
Dhá mhí ó shin fuair mo mháthair bás. Bhí sí sé bliana agus leathchéad. Throid sí in éadan
ailse inchinne le dhá bhliain go leith roimhe sin.
Mar theaghlach rinne muid gach iarracht an lámh in uachtar a fháil ar an ailse. Rinne muid
taighde agus fuair muid eolas ar an tábhacht atá le bia folláin agus le dearcadh dearfach saoil
sa troid i gcoinne tinnis mar ailse.
Chuaigh mo mháthair faoi chúrsa radaiteiripe ar dtús. Ansin thriail muid teiripí ‘malartacha’,
aiste speisialta bia agus gach féidearthacht eile. Faraor, níor leor é. D’éirigh sí ní ba laige ag
deireadh na bliana seo caite agus shleamhnaigh sí uainn Dé hAoine 17 Aibreán ina leaba féin
sa bhaile, m’athair, mo dheirfúir agus mé féin thart uirthi.
Diaidh ar ndiaidh tá pian agus brón bhás mo mháthar ag dul i léig ach go fóill féin bím ag
súil go siúlfaidh sí isteach sa teach nó go gcuirfidh sí scairt orm le heileo a rá ina glór bog
séimh. Faraor, ní chluinfidh mé an glór sin choíche arís ach amháin ar sheanfhíseáin nó ó
theachtaireachtaí glórphoist mo ghutháin.
Tá rudaí áirithe ann a laghdaíonn an phian agus dom féin seasfaidh an teach faire amach
go deo - clann, cairde agus an pobal áitiúil ar fad tagtha le chéile chun slán a fhágáil leis an
mharbh. Na céadta cupán tae agus ceapaire, cártaí comhbhróin, suíocháin bhreise, focail
dheasa ón chroí díreach ag an bhomaite cheart. Is álainn an nós é agus ba mhór an sólás a
thug sé dom.
Tá fuinneamh, spraoi agus áilleacht mo mháthar beo i m’aigne, agus beidh go deo, ach ní
bhíonn gach gné de shaol tuismitheora ar eolas ag a pháistí. Thaitin sé go mór liom scéalta úra
faoina hóige a chluinstin ag an fhaire ó sheanchairde scoile léi. Scéalta beaga pearsanta ach
scéalta tábhachtacha a chuireann leis an phictiúr atá agam di i m’intinn.
Chuidigh an teach faire liom glacadh níos fearr le bás mo mháthar agus mhéadaigh sé mo
bhród as a tsaol a chaith sí inár measc.
© 2015 Rua Media
10
(a) Cén aois a bhí ag máthair an údair nuair a fuair sí bás? Examiner Only
Marks Re-mark
[1]
[1]
[2]
(d) Chomh maith le radaiteiripe, luaigh rud amháin eile a thriail siad.
[2]
[2]
[1]
11
(g)
Cé a bhí in éineacht le máthair an údair nuair a fuair sí bás? Luaigh Examiner Only
duine amháin. Marks Re-mark
[1]
[2]
[2]
[2]
(k) Cén tábhacht atá le scéalta na seanchairde scoile, dar leis an údar?
[2]
[2]
12
2 Aistrigh go Béarla. Ná haistrigh an teideal. Examiner Only
Marks Re-mark
Gutháin Chliste
Ansin, nuair atá an méid sin uilig socraithe agat, bíonn ort ceisteanna a
chur faoi dhath agus faoi mhéid an ghutháin.
13
Examiner Only
Marks Re-mark
(a)
Bhí suim aici sa Ghaeilge.
[1]
(b)
Léigh sé an páipéar nuachta.
[1]
(c)
Bhí lúcháir uirthi.
[1]
(d)
Tháinig mé go hÉirinn le déanaí.
[1]
(e)
Is gasúr breá é.
[1]
15
2 Rewrite the following sentences in the tense indicated in brackets. Write Examiner Only
full sentences in Irish. Marks Re-mark
(a)
Músclaím ar a seacht a chlog. (Past Tense)
[1]
(b)
Téim síos an staighre. (Past Tense)
[1]
(c)
Ní itheann Seán glasraí. (Past Tense)
[1]
(d)
An dtugann tú airgead dó?. (Past Tense)
[1]
(e)
Cuirtear a lán ceisteanna. (Past Tense)
[1]
16
3 Rewrite the following sentences in Irish and change the words underlined Examiner Only
into the singular form. Write full sentences in Irish. Marks Re-mark
(a)
Bhí mná agus leanaí ag siúl abhaile.
[2]
(b)
Díolfar na tithe agus rachaidh na fir thar sáile.
[2]
(c)
Chonaic Séamas na scannáin.
[1]
17
4 Fill in the gaps in the following sentences with the correct form of the verb Examiner Only
in Irish. The order form of the verb is in brackets. Marks Re-mark
(a)
(Freagair) sé an cheist a chuir mé air inné.
[1]
18
5 Translate the following sentences into Irish. Examiner Only
Marks Re-mark
(a)
Síle is a nurse.
[3]
(b)
I think he has a sister.
[3]
(c)
He would like to play football.
[3]
(d)
I would be delighted.
[3]
(e)
Tell them to go home.
[3]
19
THIS IS THE END OF THE QUESTION PAPER
20
Centre Number
Candidate Number
ADVANCED SUBSIDIARY (AS)
General Certificate of Education
2017
Irish
Assessment Unit AS 3
assessing
Extended Writing
[CODE]
SPECIMEN PAPER
TIME
1 hour
INSTRUCTIONS TO CANDIDATES
Write your Centre Number and Candidate Number in the spaces
provided at the top of this page.
Write your answer in the spaces provided in this question paper.
Answer one question only from the options provided.
Total
Marks
21
Freagair i nGaeilge ceist amháin as na roghanna thíos. Examiner Only
Marks Re-mark
1 O'Hara: Yu Ming Is Ainm Dom
nó
2 Mercier: Lipservice
nó
22
3 O'Reilly: Clare Sa Spéir Examiner Only
Marks Re-mark
(a) Tá stádas na mban sa teaghlach ar cheann de na príomhthéamaí sa
scannán Clare Sa Spéir. Cad é mar a léirítear an téama? Pléigh i do
fhreagra:
nó
(b) Thiocfadh leat a rá nach bhfuil réalachas ar bith ag baint leis an scéal
sa scannán Clare Sa Spéir. An aontaíonn tú leis an ráiteas seo?
Pléigh í do fhreagra:
(a) Cad é mar a tháinig cúrsaí creidimh idir Micheál agus Anne san
úrscéal Anne?
Pléigh i do fhreagra:
• tuismitheoirí na beirte
• an Sagart Peadar
• an socrú a rinne Micheál agus Anne
nó
23
Examiner Only
Marks Re-mark
24
Examiner Only
Marks Re-mark
25
Examiner Only
Marks Re-mark
26
Examiner Only
Marks Re-mark
27
Examiner Only
Marks Re-mark
[75]
28
THIS IS THE END OF THE QUESTION PAPER
29
BLANK PAGE
30
Centre Number
Candidate Number
ADVANCED
General Certificate of Education
2018
Irish
Assessment Unit A2 2
(Section A)
assessing
Listening
[CODE]
SPECIMEN PAPER
TIME
45 minutes
INSTRUCTIONS TO CANDIDATES
Write your Centre Number and Candidate Number in the spaces
provided at the top of this page.
Write your answers in the spaces provided in this question paper.
Answer both questions.
Answer Question 1 in Irish.
Answer Question 2 in English.
Total
Marks
31
1 Éist leis an tuairisc "Seanscéal na hImirce" agus freagair i nGaeilge na Examiner Only
ceisteanna thíos. Marks Re-mark
(a) Cén fáth a bhfuil clú ar mhuintir óga na hÉireann? Luaigh dhá rud.
[2]
[2]
[2]
[2]
(e) Chomh maith leis an Astráil, luaigh áit amháin eile a dtéann muintir
óga na hÉireann ar imirce.
[1]
(f) Chomh maith leis an obair, ainmnigh fáth amháin eile a mbíonn
daoine ag dul ar imirce.
[1]
32
2 Listen to the report "Aois an Idirlín" and answer the following questions in Examiner Only
English. Marks Re-mark
(a)
What is said about the majority of mobile phones?
[2]
[2]
(c) What does the speaker often notice when he is out in a crowded pub
or restaurant?
[2]
[3]
[1]
33
(f) What is being emphasised in the classrooms of today? Examiner Only
Marks Re-mark
[3]
(g) From where can you now shop in the depths of winter?
[2]
34
THIS IS THE END OF THE QUESTION PAPER
35
BLANK PAGE
36
Centre Number
Candidate Number
ADVANCED
General Certificate of Education
2018
Irish
Assessment Unit A2 2
(Section B)
assessing
Reading
[CODE]
SPECIMEN PAPER
TIME
2 hours
INSTRUCTIONS TO CANDIDATES
Write your Centre Number and Candidate Number in the spaces
provided at the top of this page.
Write your answers in the spaces provided in this question paper.
Answer all questions.
Total
Marks
37
1 Léigh an sliocht seo a leanas agus líon isteach na bearnaí. Tá na focail Examiner Only
ar fáil sa bhosca thíos faoi. Marks Re-mark
i gcoláiste suirí.
agus cead a dhul amach gach oíche sa tseachtain agus craic agus
38
“Ar mhaith leat cúrsa damhsa a dhéanamh liom?” Examiner Only
Marks Re-mark
“An dtagann tú anseo gach samhradh?”
39
2 Léigh an sliocht seo a leanas agus freagair, as Gaeilge, na ceisteanna ina dhiaidh.
Spéaclaí Gúglála!
Iontach mar atá siad, níl cuma shofaisticiúil ná fhaiseanta orthu. Baineann siad úsáid as
Android(™), córas oibriúcháin gúglála. Is ón dream chéanna a chruthaigh carranna gan
tiománaithe a thagann na spéaclaí seo.
Is minic daoine ag útamáil le guthán cliste nó le ríomhaire láimhe ach ní shílim go mbeidh
an glacadh céanna leis na spéaclaí seo sa ghnáthphobal mar síltear nach bhfuil iontu ach
giuirléid eile nach ndéanann rud ar bith sa bhreis ar na giuirléidí cliste atá againn cheana
féin! Anuas air sin, níl rud ar bith faiseanta nó tarraingteach fúthu!
40
(a) Cad é mar a léirítear sa chéad alt go bhfuil aois na Examiner Only
nuatheicneolaíochta ag méadú? Marks Re-mark
[1]
[1]
(c) Cad é mar atá a fhios againn go bhfuil ríomhairí ag éirí níos
cumhachtaí?
[1]
(d) Cad é mar is féidir ceangal leis an idirlíon leis na spéaclaí cliste seo?
[1]
(e) Ainmnigh dhá chosúlacht idir gutháin chliste agus spéaclaí cliste a
luaitear sa dara halt.
[2]
[1]
[1]
41
(h) Cad chuige, de réir an ailt, nach mbeidh ráchairt ar na spéaclaí seo? Examiner Only
Marks Re-mark
[2]
(i) Cad é mar atá a fhios againn go bhfuil daoine tugtha don
nuatheicneolaíocht?
[1]
[2]
[1]
[1]
42
3 Read the following passage and write a summary, in English, of Examiner Only
approximately 100 words. Marks Re-mark
Carthanas
43
Examiner Only
Marks Re-mark
44
4 Translate the following passage into Irish. Examiner Only
Marks Re-mark
It’s that time of year again. The universities and colleges are beginning
the new academic year. Students all over the country are leaving home
and moving into halls of residence in the various cities. They are making
new friends and they are, of course, going out for the odd night’s fun.
University life gives young people the chance to learn about themselves
and to develop new academic and interpersonal skills.
Young people should make the most of their university days. They have
to learn to mix their study and their social life. As well as attending
lectures every day and working hard, they should join clubs and try out
new experiences. If they succeed in doing this, they will certainly have a
brilliant time at university.
© Comhairle do leasa! Cillion De Burca, NÓS
45
Examiner Only
Marks Re-mark
46
Examiner Only
Marks Re-mark
47
THIS IS THE END OF THE QUESTION PAPER
48
Centre Number
Candidate Number
ADVANCED
General Certificate of Education
2018
Irish
Assessment Unit A2 3
assessing
Extended Writing
[CODE]
SPECIMEN PAPER
TIME
1 hour
INSTRUCTIONS TO CANDIDATES
Write your Centre Number and Candidate Number in the spaces
provided at the top of this page.
Write your answer in the spaces provided in this question paper.
Answer one question only from the options provided.
Total
Marks
49
Freagair as Gaeilge ceist amháin as na roghanna thíos.
nó
(b) Scríobh anailís ar charachtar an Mháistir de Róiste sa ghearrscéal ‘Na Déithe Bréige’
le Fionntán de Brún.
nó
50
3 Filíocht
(a) Scríobh aiste ar théama an ghrá i bhfilíocht Mháire Mhac an tSaoi. Déan tagairt do
dhá dhán ar a laghad a bhfuil an grá mar théama iontu.
nó
Máirtín Ó Direáin
Stoite
Ár n-aithreacha bhíodh,
is a n-aithreacha siúd,
in achrann leis an saol
ag coraíocht leis an gcarraig loim.
Aiteas orthu bhíodh
tráth ab eol dóibh
féile chaoin na húire,
is díocas orthu bhíodh
ag baint ceart
de neart na ndúl.
Thóg an fear seo teach
is an fear úd
claí nó fál
a mhair ina dhiaidh
is a choinnigh a chuimhne buan.
Sinne a gclann,
is clann a gclainne,
dúinn is éigean
cónaí a dhéanamh
in árais ó dhaoine
a leagfadh cíos
ar an mbraon anuas.
51
Examiner Only
Marks Re-mark
52
Examiner Only
Marks Re-mark
53
Examiner Only
Marks Re-mark
54
Examiner Only
Marks Re-mark
55
Examiner Only
Marks Re-mark
56
THIS IS THE END OF THE QUESTION PAPER
57
BLANK PAGE
58
MARK SCHEME
DIVIDER FRONT
57
MARK SCHEME
DIVIDER BACK
58
General Certificate of Education
Irish
GENERAL MARKING
INSTRUCTIONS
59
General Marking Instructions
Introduction
The main purpose of the mark scheme is to ensure that examinations are marked accurately,
consistently and fairly. The mark scheme provides examiners with an indication of the nature
and range of candidates’ responses likely to be worthy of credit. It also sets out the criteria
which they should apply in allocating marks to candidates’ responses.
Assessment objectives
Below are the assessment objectives for GCE Irish.
AO1 Understand and respond, in speech and writing, to spoken language drawn from a
variety of sources, including face-to-face interaction.
AO2 Understand and respond, in speech and writing, to written language drawn from a
variety of sources.
AO3 Manipulate the language accurately and appropriately, in spoken and written forms,
using a range of lexis and structure.
AO4 Show knowledge and understanding of, and respond critically and analytically to
different aspects of the culture and society of countries and communities where the
language is spoken and demonstrate critical analysis and evaluation of works created
in the language studied.
Flexibility in marking
Mark schemes are not intended to be totally prescriptive. No mark scheme can cover all the
responses which candidates may produce. In the event of unanticipated answers, examiners
are expected to use their professional judgement to assess the validity of answers. If an
answer is particularly problematic, then examiners should seek the guidance of the Supervising
Examiner.
Positive marking
Examiners are encouraged to be positive in their marking, giving appropriate credit for what
candidates know, understand and can do rather than penalising candidates for errors or
omissions. Examiners should make use of the whole of the available mark range for any
particular question and be prepared to award full marks for a response which is as good as
might reasonably be expected of a 17 or 18-year-old GCE candidate.
60
Marking calculations
In marking answers involving calculations, examiners should apply the ‘own figure rule’ so that
candidates are not penalised more than once for a computational error. To avoid a candidate
being penalised, marks can be awarded where correct conclusions or inferences are made from
their incorrect calculations.
Other questions which require only short answers are marked on a point for point basis with
marks awarded for each valid piece of information provided.
Levels of response
In deciding which level of response to award, examiners should look for the ‘best fit’ bearing in
mind that weakness in one area may be compensated for by strength in another. In deciding
which mark within a particular level to award to any response, examiners are expected to use
their professional judgement.
• Threshold performance: Response which just merits inclusion in the level and
should be awarded a mark at or near the bottom of the range.
• Intermediate performance: Response which clearly merits inclusion in the level and
should be awarded a mark at or near the middle of the range.
• High performance: Response which fully satisfies the level description and should be
awarded a mark at or near the top of the range.
QWC will be assessed qualitatively and holistically and the standard required will be evident in
the level banding marking criteria for each question.
61
Level 5: Quality of written communication is excellent.
Level 4: Quality of written communication is very good.
Level 3: Quality of written communication is good.
Level 2: Quality of written communication is quite good.
Level 1: Quality of written communication is weak.
In interpreting these level descriptions, examiners should refer to the more detailed guidance
provided below:
Level 5 (Excellent): Presentation, spelling, punctuation and grammar are excellent and
meaning is very clear.
Level 4 (Very Good): Presentation, spelling, punctuation and grammar are of a sufficiently high
standard to make meaning clear.
Level 3 (Good): Presentation, spelling, punctuation and grammar are good and meaning is
clear.
Level 2 (Quite Good): Presentation, spelling, punctuation and grammar are sufficiently
competent to make meaning clear.
Level 1 (Weak): Presentation, spelling, punctuation and grammar may be such that intended
meaning is not clear.
62
ADVANCED SUBSIDIARY (AS)
General Certificate of Education
2017
Irish
Assessment Unit AS 1
assessing
Speaking
[CODE]
SPECIMEN PAPER
MARK
SCHEME
63
Presentation Total marks: [30] Time: Approx 3 minutes
64
General conversation (continued)
65
BLANK PAGE
66
ADVANCED SUBSIDIARY (AS)
General Certificate of Education
2017
Irish
Assessment Unit AS 2
(Section A)
assessing
Listening
[CODE]
SPECIMEN
MARK
SCHEME
67
Section A: Listening AVAILABLE
MARKS
(b) 50 [1]
(c) Iontach [1] sásta [1] [2]
68
AVAILABLE
MARKS
(j) countries where there is war [1] help victims [1] [2]
Marks for AO1 15
Total marks for AO1 25
69
BLANK PAGE
70
ADVANCED SUBSIDIARY (AS)
General Certificate of Education
2017
Irish
Assessment Unit AS 2
(Section A)
assessing
Listening
[CODE]
SPECIMEN
TRANSCRIPT
GCE Recording instructions
71
Northern Ireland Council for the Curriculum, Examinations and
Assessment
General Certificate of Education, 2017
Irish, A2
Advanced Subsidiary
Listening Component
1 Transcript
© BBC 2015
72
2 Transcript
73
BLANK PAGE
74
ADVANCED SUBSIDIARY (AS)
General Certificate of Education
2017
Irish
Assessment Unit AS 2
(Sections B and C)
assessing
Reading and Use of Language
[CODE]
SPECIMEN
MARK
SCHEME
75
Section B: Reading
1 (a) 56 [1]
(b)
2½ bliain [1]
(c)
Bia (folláin) [1] Dearcadh (dearfach) [1] [2]
(d)
Teiripí [1] malartacha [1] OR Aiste (bia) [1] speisialta [1] [2]
(e)
D’éirigh an mháthair [1] ní ba laige [1] [2]
(f)
Sa bhaile [1] OR Ina leaba féin [1] [1]
(g)
An t-údar (féin) [1] OR Athair an údair [1] OR Deirfiúr an údair [1] [1]
(h)
Sean [1] fhíseáin [1] OR Teachtaireachtaí [1] glórphoist /gutháin [1] [2]
(j) Fuinneamh [1] OR Spraoi [1] OR Áilleacht [1] Any two [2]
(k)
Cuireann siad leis [1] an phictiúr /an eolas (atá aige faoina mháthair) [1] [2]
(l) Thig leis glacadh níos fearr [1] le bás a mháthar [1]
OR Thug sé [1] sólás (dó) [1] [2]
76
2 Translation
The translation is divided into six sections. Each section is marked out of 10. The
total is then divided by 3 to give an overall mark out of 20.
QWC is assessed in this question.
77
Section Translation Passage Suggested translation Credit Do not credit
78
Section C: Use of Language
3 (a) Bhí bean [1] agus leanbh [1] ag siúl abhaile. [2]
(b) Díolfar an teach [1] agus rachaidh an fear [1] thar sáile. [2]
79
5 (a) Is [1] banaltra [1](í) Síle [1] OR Tá [1] Síle[1] ina banaltra [1] OR Banaltra [1] atá [1]
i Síle [1] OR Banaltra [1] is ea [1] Síle. [3]
(d) Bheadh [1] lúcháir (an domhain) [1] orm [1] OR Bheinn [1] iontach [1] sásta [1]. [3]
80
ADVANCED SUBSIDIARY (AS)
General Certificate of Education
2017
Irish
Assessment Unit AS 3
assessing
Extended Writing
[CODE]
SPECIMEN
MARK
SCHEME
81
AS 3 Extended Writing
82
Target Assessment Objective AO3
83
Irish AS 3 Extended Writing: Indicative Content
Examiners should look for a cogent and structured answer based on some of the following
points and others which may be relevant.
(a) Cad é mar a léirítear an saol Gaelach sa chathair sa scannán Yu Ming Is Ainm
Dom?
Pléigh i do fhreagra:
fuaimeanna:
tochtmhar ag an tús
aislingeach agus an t-eitleán ag tuirlingt agus ag taisteal ar an bhus ‘Ghaelach’ go
lár na cathrach
éiríonn an ceol níos brónaí agus é ag siúl thart ar an chathair
ceol rithimiúil, croíúil traidisiúnta agus Yu Ming ag taisteal i dtreo na Gaeltachta
agus go deireadh an scannáin
greann:
aithris ar an charachtar (Travis Bickle) sa scannán Taxi Driver
ithe le scian agus forc mar a bheadh cipíní itheacháin ann
greann íorónta ó fhear an tábhairne aineolach ar a theanga féin (didn’t know
Paddy could speak Chinese)
íoróin arís nuair a mhíníonn Paddy go labhraítear Béarla ó Shasana seachas an
Ghaeilge
84
nó
2 Mercier: Lipservice
(a) Is cinnte go raibh an brú ina théama tábhachtach sa scannán Lipservice. Cad é
an cineál brú a fheictear sa scannán agus cad é an dóigh a léirítear é?
Pléigh i do fhreagra:
85
do bharúil féin ar an dóigh a léirítear an téama
dialóg ghearr dheisbhéalach/ghreannmhar
gluaiseacht mhear bheo an scannáin
baineadh úsáid as scoláirí scoile agus, mar sin, tá cuma réalaíoch air
cuireann sí an bhéaltriail sa chomhthéacs cheart, feictear an bhéaltriail ina cheart
(what’s the point?)
nó
86
3 O'Reilly: Clare Sa Spéir
nó
(b) Thiocfadh leat a rá nach bhfuil réalachas ar bith ag baint leis an scéal sa
scannán Clare Sa Spéir. An aontaíonn tú leis an ráiteas seo?
Pléigh i do fhreagra:
87
na rudaí nach bhfuil réadúil faoin scéal
is doiligh a shamhlú - máthair ag fanacht thuas i gcrann ag déanamh curiarrachta
níl sé réadúil mar réiteach ar cibé fadhb phearsanta a bhí ag Clare
téann an scannán rud beag thar fóir maidir leis an raic agus leis an drochiompar,
b’fhéidir
ní mhínítear cad é mar a chomhlíon Clare gnáthriachtanais an tsaoil agus í thuas
ar chrann
(a) Cad é mar a tháinig cúrsaí creidimh idir Micheál agus Anne san úrscéal Anne le
Peigí Rose?
Pléigh i do fhreagra:
tuismitheoirí na beirte
b’éigean an caidreamh a cheilt ar na tuismitheoirí
Protastúnaigh atá i dtuismitheoirí Anne agus dar leo “we must be loyal to our
traditions”
Caitliceach traidisiúnta atá i máthair Mhichíl agus dar léi tá Micheál “ag gabháil
amach le cailín nach bhfuil creideamh ar bith aici”
b’fhearr leo nach mbeadh an bheirt pósta
ghlac tuismitheoirí Anne leis go drogallach
níor ghlac máthair Mhichíl leis an phósadh
an Sagart Peadar
deartháir Mhichíl nach bhfuil iontach mór leis
rinne Peadar iarracht tabhairt ar Mhicheál ciall a bheith aige
sáinnithe idir Micheál agus an mháthair
sa deireadh chuidigh Peadar leo mar ba é an rud Críostúil é
nó
88
(b) Scríobh léirmheas ar charachtar Anne.
Luaigh i do fhreagra:
crógacht Anne
i ndiaidh an chéad row mura dtiocfadh Micheál chuig uimhir a naoi, dúirt Anne go
rachadh sí chuig a árasán
chuaigh Anne isteach i dteach an phobail le fanacht ar Mhicheál
thug Anne cuairt ar mháthair Mhichíl um Nollaig
shocraigh Anne ar dhul ar aghaidh leis an phósadh/leis an teach srl. agus féach,
fiú amháin, nár tháinig siad ar réiteach maidir le creideamh na bpáistí
89
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90
ADVANCED
General Certificate of Education
2018
Irish
Assessment Unit A2 1
assessing
Speaking
[CODE]
SPECIMEN
MARK
SCHEME
91
Introduction and Discussion Total marks: [40] Time: Approx 6 minutes
92
General Conversation Total marks: [35] Time: Approx 9 minutes
93
Band AO3 Performance Descriptors Marks
The candidate has an excellent command of idiom and vocabulary
appropriate to this level. There are very few grammatical errors even
5 [9]–[10]
where more complex language is used. Clarity of pronunciation and
intonation is excellent.
The candidate has a very good command of idiom and vocabulary.
4 There may be a few grammatical errors where more complex language [7]–[8]
is used. Clarity of pronunciation and intonation is very good.
The candidate has a good command of idiom and vocabulary but
3 control is inconsistent. Grammatical errors are more frequent. Clarity of [5]–[6]
pronunciation and intonation is good.
The candidate has quite limited command of idiom and vocabulary.
2 There are frequent errors and inconsistent control of basic structures. [3]–[4]
Clarity of pronunciation and intonation is quite good.
The candidate has very limited command of idiom and vocabulary.
1 There is a high frequency of grammatical errors and little control of basic [1]–[2]
structures. Clarity of pronunciation and intonation is fair.
0 No valid response/incorrect/inappropriate/not worthy of credit. [0]
94
ADVANCED
General Certificate of Education
2018
Irish
Assessment Unit A2 2
(Section A)
assessing
Listening
[CODE]
SPECIMEN
MARK
SCHEME
95
Section A: Listening AVAILABLE
MARKS
1 (a) lán brí [1] or lán fuinnimh [1] or dearcadh dearfach [1] (Any two) [2]
(b) Tá cáilíocht tríú leibhéal [1] ag 47% de dhaoine idir 25–37 [1] [2]
(d) Chuaigh ball [1] as gach ceithre theaghlach [1] (faoin tuath ar imirce)
[2]
96
AVAILABLE
MARKS
(d) People are losing [1] basic skills [1] of communication [1] [3]
97
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98
ADVANCED
General Certificate of Education
2018
Irish
Assessment Unit A2 2
(Section A)
assessing
Listening
[CODE]
SPECIMEN
TRANSCRIPT
GCE Recording instructions
99
Northern Ireland Council for the Curriculum, Examinations and
Assessment
General Certificate of Education, 2018
Irish
Advanced
Listening Component
Seanscéal na hImirce
100
2
Aois an Idirlín
101
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102
ADVANCED
General Certificate of Education
2018
Irish
Assessment Unit A2 2
(Section B)
assessing
Reading
[CODE]
SPECIMEN
MARK
SCHEME
103
1 (a) samhraidh [1]
(b) d’fhóirfeadh [1]
(c) saoire [1]
(d) gcomhluadar [1]
(e) cineál [1]
(f) bolscaireachta [1]
(g) mheallann [1]
(h) neamhiontas [1]
(i) frásaí [1]
(j) dearcadh [1]
2 (a) téann rudaí as dáta chomh luath agus a cheannaítear iad. [1]
(c) mar tá siad níos lú agus oibríonn siad níos gasta. [1]
(d) labhraíonn tú leis/tugann tú ordú dó/insíonn tú dó cad é atá de dhíth ort. [1]
(e) Is féidir dul ar an idirlíon agus cumarsáid a dhéanamh le daoine trí théacsanna agus
teachtaireachtaí ríomhphoist [1] déanann na spéaclaí na rudaí céanna a dhéanann na
gutháin chliste [1]. [2]
(f) Síleann sé nach bhfuil siad deas/go bhfuil siad measartha bunúsach/nach bhfuil siad
faiseanta. [1]
(g) Chomh maith leis na spéaclaí rinne siad carr a ghluaiseann gan tiománaí/rinne siad
carr a ghluaiseann leis féin gan duine ar bith á thiomáint. [1]
(h) Mar ní amharcann siad go deas [1] or níl siad faiseanta [1] or déanann na spéaclaí na
rudaí céanna a dhéanann gnáthríomhaire nó gutháin [1]. (Any two) [2]
(i) Mar feiceann tú daoine i ngach áit ag úsáid a nguthán nó a ríomhairí láimhe [1] or
Bíonn daoine i gcónaí ar a ngutháin nó ar a ríomhairí láimhe. [1] [1]
104
(j) Síleann sé go bhfuil an saol millte ag an teicneolaíocht [1] or nach n-imríonn páistí le
gnáthbhréagáin [1] or go bhfuil an t-oideachas ag brath barraíocht ar an teicneolaíocht
[1] go or mbíonn daoine ag baint úsáide as a ngutháin in áiteanna nach bhfuil
fóirsteanach (Any two). [2]
(k) Tá foighne caillte ag daoine/tá daoine níos mífhoighní anois. or Ní féidir le daoine
fanacht le rudaí anois. [1]
105
3 Summary
Examiners should allocate an overall mark for AO2 based on the performance descriptors grid.
106
4 Translation
The translation is divided into seven sections. Each section is marked out of five.
The marks are then totalled to give a final mark out of 35.
Do not
Section Translation Passage Suggested Translation Credit
credit
It’s that time of year again. Tá an t-am sin den bhliain
The universities and ann/buailte linn arís. Tá na
1
colleges are beginning the hollscoileanna agus na coláistí
new academic year. ag tosú ar an bhliain úr acadúil.
Students all over the Tá mic léinn ar fud na tíre/i
country are leaving home ngach cearn den tír ag imeacht
2 and moving into halls of ón bhaile agus ag bogadh
residence in the various isteach i hallaí cónaithe sna
cities. cathracha éagsúla.
They are making new Tá siad ag déanamh cairde nua/
friends and they are of ag cur aithne ar chairde nua
3 course going out for the odd agus, ar ndóigh, (tá siad) ag dul
night’s fun. amach faoi choinne corroíche
chuideachta.
University life gives young Tugann saol na hollscoile seans
people the chance to learn do dhaoine óga foghlaim fúthu
about themselves and to féin/aithne a chur orthu féin agus
4
develop new academic and scileanna nua acadúla agus
interpersonal skills. (scileanna nua) idirphearsanta a
fhorbairt.
Young people should make Ba chóir do dhaoine óga iomlán
the most of their university tairbhe a bhaint as a gcuid
days. They have to learn laethanta ar ollscoil/as laethanta
to mix their study and their na hollscoile. Caithfidh siad
5 social life. foghlaim faoin dóigh leis an
staidéar agus an saol sóisialta
a mheascadh/lena gcuid
staidéir agus a saol sóisialta a
mheascadh.
As well as attending Chomh maith le bheith ag
lectures every day and freastal ar léachtaí gach lá agus
working hard they should ag obair go dian/go dícheallach
6
join clubs and try out new ba chóir dóibh dul isteach i
experiences. gclubanna agus eispéiris nua a
thriail.
If they succeed in doing Má éiríonn leo seo a dhéanamh
7 this they will certainly have is cinnte go mbeidh saol ar dóigh
a brilliant time at university. acu ar ollscoil.
Suitable alternative responses will be credited.
107
Band AO3 Performance Descriptors Marks
The presentation of original information in the target language is
5 [5]
excellent. Grammar, structures and accuracy are of a very high order.
A very good, faithful rendering, evidence of minor errors. Lexis and
4 [4]
structures used confidently.
Good attempt overall and more than half of the information has been
3 [3]
accurately conveyed.
Quite limited in terms of language. Inaccuracies may be frequent and
2 [2]
serious. Less than half the information has been conveyed.
Very limited attempt to comply with the demands of the task. Gaps are
1 [1]
evident and candidate may resort to using English.
0 No valid response/incorrect/inappropriate/not worthy of credit. [0]
108
ADVANCED
General Certificate of Education
2018
Irish
Assessment Unit A2 3
assessing
Extended Writing
[CODE]
SPECIMEN
MARK
SCHEME
109
A2 3 Extended Writing
110
Target Assessment Objective AO3
111
Irish Unit A2 3 – Extended Writing: Indicative Content
Examiners should look for a cogent and structured answer based on some of the following
points and others which may be relevant.
Carachtracht
Antaine measartha dinimiciúil
athraíonn a charachtar de réir mar a tharlaíonn eachtraí
is fearr an tuiscint atá aige ar nádúr an chine daonna ag an deireadh
Suíomh/plota/struchtúr
struchtúr croineolaíoch, é suite i dtosach an fichiú haois
an gearrscéal suite i sráidbhaile in Iarthar na hÉireann a bhfuil bunscoil ann
cur síos gearr ar an phlota – goideann Antaine bábóg a chuireann feabhas ar a
dheirfiúr thinn ach feiceann an ghirseach, ar léi an bhábóg, í ach ní sceitheann sí
rún Antaine
Coimhlint
coimhlint inmheánach ar siúl ag Antaine idir ciontacht agus áthas go bhfuil
feabhas ar Eibhlín
síleann sé go ndearna sé peaca marfach agus fós gur inis sé bréaga anuas ar an
ghadaíocht
tagann tromluí air san oíche, daoine ag cur gadaíocht ina leith
cén réiteach atá ar an choimhlint seo?
Stíl
stíl agus teanga measartha simplí (in oiriúint don ábhar?)
‘caint na ndaoine’ an mana a bhí ag an Phiarsach
dialóg nádúrtha réadach
Buaicphointe
chonaic Neans an bhábóg agus amharcann an bheirt i súile a chéile agus feictear
trua i súile Neans
geallann sí teach na bábóige a chur chuig Eibhlín
faoiseamh mór ar Antaine
Barúil
idéalach nó realaíoch?
an bhfuil baint ag an téama le saol an Phiarsaigh féin?
an bhfuil an críoch éifeachtach?
an dtugtar míniú/ar chuir sé a theachtaireacht trasna go héifeachtach?
112
nó
Intreoir
leasphríomhoide é i gcoláiste de chuid na hEaglaise
tharla eachtra i bPáras i measc na scoláirí ar thuras oideachais
ba mhaith leis an scoláire, Ó Muireagáin, a chur amach as an scoil gan aon phlé a
dhéanamh
Pearsanacht an charachtair
duine sotalach, mímhúinte, tarcaisneach
seans nach duine léannta é óir ní thuigeann sé cuid de chaint an Athar Ó Murchú
nó impleachtaí na cainte céanna
fimíneach agus é ag iarraidh dea-chlú an choláiste a sheasamh ach tugann sé
eiriceach agus uascán ar an scoláire
duine trodach m.sh. nuair a dhéanann an tAthair Ó Murchú iarracht cothrom na
Féinne a thabhairt don scoláire
Ról an charachtair
mioncharachtar ina snámhaí ag an phríomhoide
é in aghaidh an Athar Ó Murchú, rud a sholáthraíonn faill don sagart pointí
tábhachtacha Críostúla a nochtadh
tugann sé seans don phríomhoide bheith giorraisc leis agus é a shrianú faoi dhó,
a léiríonn cé aige a bhfuil an chumhacht
Forbairt carachtair
as siocair gur carachtar gan doimhneacht aige ní bhíonn athrú ar a charachtar ó
thús deireadh ceileann sé a mhianta faoi chlúdach a phearsantachta
Conclúid
duine gan éifeacht é agus is beag de mhaith a dhéanann sé sa choláiste dó féin
ná do na carachtair eile sa ghearrscéal (ná do na scoláirí faoina chúram)
113
2 Ó Tuairisc: Lá Fhéile Míchíl
Intreoir
Cén sórt grinn atá i gcéist?
Cé na carachtair is mó is cúis leis an ghreann?
Cad é an éifeacht a bhíonn leis an ghreann?
Murtach ar garda
suíomh áibhéalach – meaisínghunna agus saighdiúirí thart timpeall agus Murtach
ar dualgas le ráca
iarracht ar mhórchúis “tá mé san arm”
níos áibhéalaí fós – Jimín beag crúite na mbó ar garda ag an phríomhgheata
caint amaideach Mhurtaigh – “an dóigh leat go bhfaighimid pinsean beag”
an Sagart Mór
greann óna charachtar féin – mór is fiú cé gur gnáthdhuine áitiúil é (níos mó
suime i rásaí cúnna ná i gcúrsaí pholaitíocht na heaglaise)
athraíonn sé a dhearcadh de réir mar a fhaigheann sé léargas ó dhaoine eile (an
Mháthair/an tEaspag)
tuigeann an Sagart Óg cad é atá ar bun ach caithfidh sé ligean don Sagart Mór é
a insint dó
conclúid
déanann an greann codarsnacht leis an traigéide
cuidíonn sé leis an saorghlanadh a chur i gcrích
an dóigh leat go bhfuil sé éifeachtach?
114
nó
Pearsantacht
carachtar láidir dolúbtha/an claíomh ina shiombail uirthi
cliste/tuigeann sí cúrsaí eaglasta agus polaitíochta in Éirinn agus san Eoraip
duine de lucht ceannais na heaglaise/ cleachtadh aici ar orduithe a thabhairt
tuisceanach
Ról an charachtair
is mórcharachtar í cé nach bhfuil sí sa chéad ghníomh/a scáil ag dul roimpi a
bhuíochas do na carachtair eile
stiúrann sí an cluiche atá ar siúl aici i ngníomh a dó agus tugann tearmann do
Phacaí Armstrong
i ngníomh a trí tá a cluiche go fóill ag obair
leagann sí síos taobh na heaglaise don teachtaire ach ní fheictear arís í go dtí an
deireadh
Conclúid
ní mór a rá gur carachtar tábhachtach éifeachtach í
ní thuigeann sí, de réir dealraimh, “an croí paiseanta”
theip uirthi
115
Filíocht
3 (a) Scríobh aiste ar théama an ghrá i bhfilíocht Mháire Mhac an tSaoi. Déan tagairt
do dhá dhán ar a laghad a bhfuil an grá mar théama orthu.
intreoir
“liriceoir an ghrá” a tugadh uirthi (Frank O’Brien)
an grá ina théama i bhformhór a cuid dánta idir 1940 agus 1956 (nuair a foilsíodh
Margadh na Saoire den chéad uair)
ceannródaí ag am mar pléadh collaíocht na mban mórán sa Ghaeilge
mothúcháin
brón/cumha – an dá dhán go pointe áirithe
uaigneas – Caoineadh (nach bhfuil ar an liosta)
bród – rian den bhród i líne dheireanach Jack nuair atá sí rud beag caithréimeach
maoithneachas – Smaointe Um Thráthnóna b’fhéidir (nach bhfuil ar an liosta)
fuath – A Fhir dar fhulaingeas
conclúid
pléann sí idir chúrsaí pearsanta agus grá daoine eile
ní fheictear dom go bhfuil an file ró-shoghonta
seans go leanann sí sampla duine dá cuid carachtair ón dán AthDheirde:
“Cíoraim mo cheann
Is cuirim dath fém bhéal.”
116
nó
Intreoir
gearr cur síos ar shaol an fhile
luaigh gurbh éigean dó imeacht ón oileán agus arís chuig “an chathair fhalsa”
ábhair an dáin
déanann an file comparáid idir saol an oileáin agus saol na cathrach
an duine ag imeacht ó smachtbhannaí an oileáin
luachanna á n-ídiú ag sochaí nua-aoiseach na cathrach
téama/teachtaireacht
a bhfuil caillte aige féin (3 véarsa tosaigh)
a bhfuil i ndán dó feasta (2 véarsa deireanach)
mothúcháin/giúmar
léiríonn an file saol eipiciúil an oileáin a bhfuil laochra lonnaithe ann, dar leis
bréaglaochais atá sa chuid eile (“carnán trodán”), é féin ina measc feasta
mothaím cumhacht a chuid mothúchán agus aontaím (nó ní aontaím) leis
foirm/struchtúr
cúig véarsa/an chéad agus an véarsa deireanach ar aon mhéid – saorvéarsaíocht
a thugann saoirse friotail don fhile
cuireann sé an chéad thrí véarsa i gcodarsnacht leis an dá véarsa dheireanacha,
b’fhéidir, go léiríonn sé gur bocht an chomparáid í nó nach bhfuil mórán eile a
thiocfaí a rá faoi shaol na cathrach
tá luas faoin cheathrú véarsa go dtí go stopann sé sa chúigiú véarsa leis an
ráiteas bhréag-chaithréis a scaoileadh uaidh
117
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© CCEA 2016