Mark Schem e ( Result s)

January 2014

Pearson Edexcel I nt ernat ional GCSE

in Bengali ( 4BE0) Paper 1
Ede x ce l a n d BTEC Qu a lifica t ion s

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January 2014
Publicat ions Code UG037558
All t he m at erial in t his publicat ion is copyr ight
© Pearson Educat ion Lt d 2014
General Marking Guidance

• This mark scheme provides a list of accept able answers f or t his paper.
Candidat es will receive credit f or all correct responses but will be
penalised if t hey give more t han one answer where only one is required
(e. g. put t ing an addit ional cross in a set of boxes). If a candidat e
produces more writ t en answers t han t he required number (t wo inst ead
of one, t hree inst ead of t wo et c), only t he f irst answers will be
accept ed. Free responses are marked f or t he ef f ect ive communicat ion
of t he correct answer rat her t han f or qual it y of language but it is
possible t hat , on some occasions, t he qualit y of English or poor
present at ion can impede communicat ion and lose candidat e marks. It is
somet imes possible f or a candidat e t o produce a writ t en response t hat
does not f eat ure in t he mark scheme but which is nevert heless correct .
If t his were t o occur, an examiner would, of course, give f ull credit t o
t hat answer.
• All candidat es must receive t he same t reat ment . Examiners must mark
t he f irst candidat e in exact ly t he same way as t hey mark t he last .
• Mark schemes should be applied posit ively. Candidat es must be
rewarded f or what t hey have shown t hey can do rat her t han penalised
f or omissions.
• Examiners should mark according t o t he mark scheme not according t o
t heir percept ion of where t he grade boundaries may lie.
• There is no ceiling on achievement . All marks on t he mark scheme
should be used appropriat ely.
• All t he marks on t he mark scheme are designed t o be awarded.
Examiners should always award f ull marks if deserved, i. e. if t he answer
mat ches t he mark scheme. Examiners should also be prepared t o award
zero marks if t he candidat e’ s response is not wort hy of credit according
t o t he mark scheme.
• Where some j udgement is required, mark schemes will provide t he
principles by which marks will be awarded and exemplif icat ion may be
limit ed.
• When examiners are in doubt regarding t he applicat ion of t he mark
scheme t o a candidat e’ s response, t he t eam leader must be consult ed.
• Crossed out work should be marked UNLESS t he candidat e has replaced
it wit h an alt ernat ive response.
 Q1. Mark Scheme
Com: = 2 marks
(a)
Hard work is t he key t o
success in lif e.
• Complet e t ransmission
wit h accurat e language,
L­W¡l f¢lnÊj/ C
such as:
S£h­e p¡g­mÉl Q¡¢h/L¡¢Wz
or similar.
• Complet e t ransmission
wit h minor spel ling errors
(one or t wo) such as: LVl
f¢lnÊj/ C S£h­e p¡f­mÉl
Q¡¢h/L¡¢Wz or similar.
Com: = 2 marks
What happened t o t he gold
(b)
wat ch you used t o have?
• Complet e t ransmission
wit h accurat e language,
such as:®a¡j¡l ®k ®p¡e¡l
O¢sV¡ ¢R­m¡ ®pV¡l L£
q­m¡? or similar.
• Complet e t ransmission
wit h minor spel ling errors,
(one or t wo) such as:
®a¡j¡l ®k n¤e¡l N¢sV¡
¢R­m¡ ®pV¡l L£ q­m¡? or
similar.
4BE0/ 01 January 2014
Com = 1 mark Com = 0
• Complet e t ransmission wit hout • Transmission is t ot ally
L­W¡l
punct uat ion mark/ s, such as: out of cont ext / does not
make sense at all such
f¢lnÊj/ C S£h­e p¡g­mÉl Q¡¢hL¡¢W
as:f¢lnÊj e¡ Ll­m f¡n
• Part ial t ransmission/ omission of one Ll­h e¡z or similar.
word/ phrase f rom t he f ol lowing,
or f¢lnÊj or S£h­e or p¡g­mÉl or Q¡¢h/L¡¢W
such as: f¢lnÊj S£h­e p¡g­mÉl Q¡¢hL¡¢W or
similar.
• Complet e t ransmission wit h maj or spelling
errors, (t hree or f our) which does not
af f ect communicat ion such as: f¢lnÊj
S£i­e p¡f­mÉl R¡¢hM¡¢Wz or similar.
Com = 1 Com = 0
• Complet e t ransmission wit hout punct uat ion • Transmission is: t ot ally
®a¡j¡l ®k ®p¡e¡l O¢sV¡
mark/ s, such as: out of cont ext / does not
make sense at all such
¢R­m¡ ®pV¡l L£ q­m¡
as: O¢s R¡s¡ ¢L Q­m? or
similar.
• Part ial t ransmission/ omission of
®a¡j¡l
one word/ phrase f rom t he f ol lowing,
or ®p¡e¡l or O¢sV¡ or ¢R­m¡ or ®pV¡l or
L£ q­m¡ such as: ®a¡j¡l ®k O¢sV¡ ¢R­m¡
®pV¡l L£ q­m¡? or similar.
• Complet e t ransmission wit h maj or spelling
errors, (t hree or f our) which does not af f ect
communicat ion such as:aj¡l ®k n¤e¡l
N¢lV¡ ¢Q­m¡ ®pV¡l L£ q­m¡? or similar.
 Com: = 2 marks
(c)
Even if you do apologise
now, he won't be very
happy.
• Complet e t ransmission
wit h accurat e language,
such as
a¤¢j HMe rj¡ Q¡C­mJ
®p/¢a¢e M¤h / HLV¡ M¤¢n
q­h/e e¡ / a¡l/ay¡l l¡N
Lj­h e¡z or similar.
• Complet e t ransmission
wit h minor spel ling errors
(one or t wo) such as:
a¤¢j HLe Mj¡ Q¡C­mJ ®p
M¤h / HLV¡ M¤¢n q­h e¡z
or similar.
Com: = 2 marks
You should have done it as I
(d)
showed you.
• Complet e t ransmission
wit h accurat e language,
such as: ®ki¡­h
®c¢M­u¢Rm¡j ®pi¡­hC
®a¡j¡l HV¡ Ll¡ E¢Qv
¢R­m¡z or similar.
• Complet e t ransmission
wit h minor spel ling errors,
(one or t wo) such as:
®kh¡­h ®c¢M­u¢Rm¡j
®pi¡­hC ®a¡j¡l HV¡ Ls¡
E¢Qv ¢R­m¡z or similar.
Com = 1 mark Com = 0
• Complet e t ransmission wit hout • Transmission is: t ot ally
a¤¢j HMe
punct uat ion mark/ s, such as: out of cont ext / does not
make sense at all such
rj¡ Q¡C­mJ ®p/¢a¢e M¤h / HLV¡ M¤¢n
as:a¤¢j a¡l L¡­R rj¡
q­h/e e¡
®QJ e¡z or similar.
• Part ial t ransmission/ omission of one
word/ phrase f rom t he f ol lowing,
a¤¢j or HMe or rj¡ Q¡C­mJ or ®p/¢a¢e or
M¤h or M¤¢n q­h/e e¡ such as: a¤¢j rj¡
Q¡C­mJ ®p/¢a¢e M¤h or M¤¢n q­h/e e¡ or
similar.
• Complet e t ransmission wit h maj or spelling
errors, (t hree or f our) which does not
af f ect communicat ion such as:
a¤¢j HLe Mj¡ R¡C­mJ ®p L¤h M¤¢n q­h
e¡z or similar.
Com = 1 Com = 0
• Complet e t ransmission wit hout • Transmission is: t ot ally
®ki¡­h
punct uat ion mark/ s, such as: out of cont ext / does not
make sense at all such
®c¢M­u¢Rm¡j ®pi¡­hC ®a¡j¡l HV¡ Ll¡
as:®c­M- ®c­M L¡S Ll¡
E¢Qv ¢R­m¡
E¢Qvz or similar.
• Part ial t ransmission / omission of one
word/ phrase f rom t he f ol lowing,
®ki¡­h or ®c¢M­u¢Rm¡j or ®pi¡­hC or
®a¡j¡l or HV¡ or Ll¡ E¢Qv or ¢R­m¡ such
as: ®ki¡­h ®c¢M­u¢Rm¡j ®pi¡­h Ll¡ E¢Qv
¢R­m¡z or similar.
• Complet e t ransmission wit h maj or spelling
errors, (t hree or f our) which does not
af f ect communicat ion such as:
®kh¡­h ®c¢M­u¢Qm¡j ®ph¡­h ®a¡j¡l HV¡
Ls¡ E¢Qv ¢R­m¡z or similar.
 Com: = 2 marks
She looked t hrough t he
(e)
window and said, “ What a
lovely morning! "
• Complet e t ransmission
wit h accurat e language,
such as:®p / ®j­u¢V
S¡e¡m¡ ¢c­u a¡¢L­u
hm­m¡, ""L£ p¤¾cl
pL¡m!'' or similar.
• Complet e t ransmission
wit h minor spel ling errors,
(one or t wo) such as:
®j­u¢V k¡e¡m¡ ¢c­u a¡¢L­u
hm­m¡, ""L£ n¤¤¾cl
pL¡m!'' or similar.
Com = 1 Com = 0
• Complet e t ransmission wit hout • Transmission is: t ot ally
®j­u¢V
punct uat ion mark/ s, such as: out of cont ext / does not
make sense at all such
S¡e¡m¡ ¢c­u a¡¢L­u hm­m¡ L£ p¤¤¾cl
as: ®j­u¢V L£ p¤¾cl! or
pL¡m or similar. similar.
• Part ial t ransmission/ omission of one
word/ phrase f rom t he f ol lowing,
®j­u¢V or S¡e¡m¡ ¢c­u or a¡¢L­u or hm­m¡
or L£ p¤¾cl or pL¡m such as: ®j­u¢V
a¡¢L­u hm­m¡, ""L£ p¤¾cl pL¡m!'' or
similar.
• Complet e t ransmission wit h maj or spelling
errors, (t hree or f our) which does not
®jH¢V
af f ect communicat ion such as:
k¡e¡m¡ ¢c­u a¡¢L­u hm­m¡, ""L£ n¤¤¾cl
pM¡m!'' or similar.
 Marking Grid for Q1 4BEO-01 January 2014

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 Possible marks based on the total

Explanations
language Communication marks

High level of accuracy wit h only minor

5 errors
Com = 10/ 9 5

Level of accuracy generally secure but

4 incident s of error increases in more
Com = 8/ 7 4
complex language.

Accuracy variable wit h some basic

3
errors. Com = 6/ 5 3

High incidence of error impedes

2
communicat ion at t imes. Inconsist ent . Com = 4 2

Frequent error wit h only isolat ed

1
examples of accurat e language. Com = 3/ 2 1

No language wort hy of credit .

0
Com = 1/ 0 0
 Question 2 and Question 3: Translation

Transmission

Excellent t ransmission skills wit h clear grasp of det ail. Excellent t ransf er
13-15
of inf erence, nuance and idiom. Pleasant t o read.

A generally very compet ent rendering of t he original t ext wit h grasp of

most det ail, nuance and idiom. Some passages, usually more complex,
10-12
misint erpret ed. Some successf ul at t empt s at rephrasing. The st yle is
generally pleasing.

The main point s, usually narrat ive and concret e, are conveyed successf ully
f or t he most part , alt hough problems are encount ered wit h more complex
7-9 language. Inf erence, nuance and idiom t ransmit t ed successf ully on
occasions. Some passages misunderst ood and at t empt s at rephrasing only
part ially successf ul. The st yle is not always coherent .

Only t he more st raight f orward concret e point s are t ransmit t ed

successf ully. Very lit t le or no awareness of nuance and/ or idiom.
4-6
Several sect ions t ot ally misunderst ood. The st yl e is incoherent wit h
communicat ion impaired at t imes.

Only t he very basic point s are t ransmit t ed successf ully wit h some very
1-3 st raight f orward sect ions t ot ally misunderst ood. The st yle is of t en
incomprehensible. Communicat ion is f requent ly impaired.

0 No language wort hy of credit .

 Quality of Language

A very high level of accuracy wit h only minor errors. Conf ident use of a
wide range of lexis and st ruct ures appropriat e t o t he t ask. Excellent grasp
9-10
of t ense use. Very pleasant t o read overall, alt hough not necessarily
f ault less.

A high level of accuracy overall wit h however occasional basic errors,

usually in more complex language. Uses a wide range of lexis and
7-8 st ruct ures appropriat e t o t he t ask wit h occasional lapses. Grasp of t ense/
concept / t ime sequence generally secure alt hough occasional lapses are
evident . Pleasant t o read f or t he most part .

Largely accurat e when using simple, short phrases: incidence of error

increases in more complex language. Lexis and st ruct ures appropriat e t o
t he t ask t end t o be adequat e wit h several it ems unknown. Problems at
5-6 t imes wit h t ense use.
Some use of given adj ect ives and/ or adverbial phrases wit h some degree
of success. About half of what is writ t en should be f ree of maj or errors.
Not always easy t o read.
Some inaccuracies in basic grammar alt hough narrat ive sect ions, usually
short and st raight f orward, are in general correct . Lexis and st ruct ures
appropriat e t o t he t ask rest rict ed wit h some of t en quit e basic it ems
3-4 unknown. At t imes some f airly basic problems wit h t ense concept / t ime
sequence. Use of given adj ect ives, and/ or adverbial phrases occasionally
evident , t hough t hese are likely t o be only part ially successf ul. Of t en
quit e dif f icult t o f ollow.
A very high incidence of basic error in all aspect s of grammar, synt ax and
morphology. Basic lexis and st ruct ures appropriat e t o t he t ask unknown.
1-2
No awareness of t ense concept / t ime sequence. Large sect ions t ot ally
misunderst ood. Communicat ion impaired. Very lit t le of credit .

0 No language wort hy of credit .

Question 2

Bengali translation

S¡¢qc nq­ll h¡¢Z¢SÉL Hm¡L¡l HL A¢g­p L¡S L­lz h¡¢s ®gl¡l f­b ®p HLV¡ h¡­p
EW­m¡z qW¡v a¡l j­e fs­m¡ h¡¢s­a l¡­al M¡h¡­ll SeÉ ¢LR¥C ®eCz ®p i¡h­m¡, k¡Ju¡l
f­b L¡R¡L¡¢R h¡S¡l ®b­L ¢LR¥ j¡R Abh¡ ph¢S ¢e­u ®N­mC q­hz h¡pV¡ a¡­L ec£l L¡­R
f¤­m e¡¢j­u ¢c­m¡z ec£l d¡l ¢c­u fÊ¡u cn ¢j¢eV qy¡V¡l fl ®p h¡S¡­l ®fy±R¥­m¡z aar­Z fÊ¡u
påÉ¡ q­u H­p­Rz

q­lL lLj j¡R ®cM¡l pju ®p mrÉ Ll­m¡ c§­l HL ­L¡­Z HLSe hªÜ ®m¡L ¢LR¥ C¢mn j¡R
¢h¢œ² Ll­Rz C¢mn j¡­Rl c¡j S¡¢q­cl p¡j­bÑÉl h¡C­l j­e L­l ®p fÊb­j C¢mn j¡­Rl fÊ¢a
BNÊq e¡ ®c¢M­u ph¢Sl ®c¡L¡­el ¢c­L ANÊpl q­m¡z qW¡v ®R¡V ®j­uV¡l ®Qq¡l¡ a¡l j­e
®i­p EW­m¡z C¢mn j¡R ®f­m ®j­uV¡ Bl ¢LR¥C Q¡u e¡z p¤al¡w c¡j k¡C ®q¡L e¡ ®Le
S¡¢qc a¡l ja hcm L­l j¡RC ®Le¡ p¡hÉÙ¹ Ll­m¡z ®j­uV¡l q¡¢p j¡M¡ ®Qq¡l¡V¡ ®a¡ ®p
A¿¹a ®cM­a f¡­h! A¢hm­ð ®p hªÜ ®m¡L¢Vl L¡­R ¢N­u HLV¡ a¡S¡ C¢mn j¡R ¢Le­m¡z i¡S¡
C¢m­nl p­‰ ®M­a i¡­m¡ m¡N­h h­m ®p HLV¡ g¤mL¢f Bl L­uLV¡ Bm¤J ¢Le­m¡z

S¡¢qc kMe l¡Ù¹¡u Bh¡l ¢g­l ®N­m¡ aMe påÉ¡l jS¡c¡l M¡h¡­ll Bn¡u a¡­L M¤¢n
®cM¡¢µR­m¡z ¢L¿º a¡l p¡j­el Se­pÊ¡a ®c­M ®p iu ®f­m¡z ®j­ul M¡Ju¡l B­N h¡¢s­a
®fy±R¥­a f¡l­h ¢L e¡ ®i­h ®p E¢àNÀ q­m¡z A­eL L­ø ¢is ®W­m ®k h¡pV¡ h¡pøf ®b­L ®R­s
k¡¢µR­m¡ ®pC h¡­p m¡g ¢c­u ®p E­W fs­m¡z
Question 3

English translation

Shibly was admit t ed in Dhaka Govt College af t er t he complet ion of his school lif e.
While he was a 1st year st udent in t he college, alongside his st udies, he st art ed
writ ing in a variet y of magazines; st ories, poems, f ilm crit ique and so on. Those were
published in dif f erent magazines.

Two years of Shibly’ s lif e went by t his way. He passed his higher secondary
examinat ion wit h dist inct ion. Unt il t hen, he had not decided t hat he would st udy on
t he t heat re perf ormances' course. He had a desire t o st udy Economics in t he Dhaka
Universit y. However his desire was not f ulf illed as he could not do well in t he
admission t est . He t hen had a chance t o get admission in t he t heat re perf ormances'
course. Shibly realised af t er t he f ew init ial lessons t hat t he diverse t heat re t opics
were at t ract ing him st rongly.

Af t erwards, he t ruly got int o t he t heat re plays; he st art ed t ranslat ing t he plays.
St art ing f rom Shakespeare's play, he also t ranslat ed cert ain f amous plays f rom t he
world of lit erat ure. He t hen st art ed writ ing t he script s of t he plays on his own.
Alongside, Shibly also had t he f irst lesson (sacrament ) t o direct t heat re plays.
Anyway, he succeeded t o pass his graduat ion and post graduat e degrees and achieved
1st class at bot h st ages.

From t hen, t his young dramat ist / script writ er devot ed whole-heart edly in direct ing
st age plays. He had many plans, lot s of dreams about plays. On a t elevision int erview
recent ly, he st at ed boldly, "I want t he publicit y and expansion of t he Bangladeshi
t heat re perf ormances t o be widely spread t hroughout t he world. Courses on
perf orming art s need t o be st art ed at least in t he public universit ies if not in all
universit ies. We not only should use our own ingredient s; we also need t o borrow
ingredient s f rom count ries all over t he world. Our plays should be unique and
dedicat ed t o t he new generat ion.
Question 4 – Writing (Total: 35 marks)

This quest ion at t ract s marks f or Communication and content and Quality of
Language . Please see t he f ollowing grids:

Communication and content

Responds f ully and appropriat ely t o t he st imul us wit h excellent and relevant
expansion. Gives det ailed descript ions, expresses and j ust if ies opinions as
17-20
appropriat e t o t he t ask. The t ime sequence is clear and unambiguous.
A coherent piece of writ ing which is pleasant t o read.

Responds t o nearly all of t he t ask alt hough t here may be some omissions.
Some relevant expansion at t imes. Provides evidence of descript ion,
narrat ion and opinion as appropriat e t o t he t ask. Time sequence generally
sound wit h occasional lapses. A generally well st ruct ured piece of writ ing. A
13-16
sound at t empt overall t o link t he piece int o a coherent whole wit h, however,
some lapses.
May be a lit t le pedest rian and predict able or somewhat over-ambit ious at
t imes.

Maj orit y of t ask complet ed wit h, however, some signif icant omissions. There
may be some irrelevance. Goes beyond a minimal response wit h some
expansion of ideas and st raight f orward opinion relevant t o t he t ask. Time
9-12
sequences show a degree of ambiguit y at t imes. Comprehensible overall wit h
some at t empt t o link t he piece int o a coherent whole. Ambiguous in places
especially in more ambit ious language. Tends t o be somewhat predict able.

Main point s of t he t ask underst ood but some point s t ot ally misunderst ood.
Some maj or omissions wit h a degree of irrelevance and/ or repet it ion. Level
of response f airly limit ed wit h lit t le opinion and j ust if icat ion appropriat e t o
5-8 t he t ask. Funct ions predominant ly in simple, concret e sent ences f or t he most
part . Some evidence of correct t ime sequences but most ly inconsist ent and
insecure. Just about comprehensible overall wit h, however, a marked degree
of ambiguit y. Not easy t o read.

Task generally misunderst ood wit h lit t le relevant inf ormat ion conveyed.
Much ambiguit y, conf usion and omission. Level of response minimal wit h only
1-4 a f ew relevant phrases. Communicat ion largely impaired. Time sequences
rarely correct . Largely incomprehensible wit h t he except ion of isolat ed
it ems. Very dif f icult t o read.

0 No language wort hy of credit .

 Quality of Language

Predominant ly accurat e: f ree of all but minor errors in grammar, synt ax and
morphology. Uses a wide range of vocabulary, idiom and st ruct ure
appropriat e t o t he t ask wit h very lit t le or no repet it ion. Excellent use of
13-15 t ense concept / t ime ref erent s. Excellent examples of subordinat ion and
appropriat e use of more complex st ruct ures. Clear abilit y t o manipulat e
language wit h a high degree of accuracy t o suit t he purpose. Very pleasant
t o read, t hough not necessarily f ault less.

Generally accurat e and secure in grammar, synt ax and morphology wit h

some lapses. Accuracy less secure when more complex language is
at t empt ed. Uses a good range of vocabulary, idiom and st ruct ure, which are
f or t he most part appropriat e t o t he t ask. At t empt s at more ambit ious
10-12 st ruct ures not always successf ul. Generally a secure grasp of t ense
concept / t ime ref erent s. Manipulat es language t o suit t he t ask at hand wit h,
however, some errors. A wide range of vocabulary, idiom and st ruct ure may
compensat e f or a lower level of accuracy. Generally easy t o read despit e t he
errors.

Fairly accurat e in simple language however t ends t o be inconsist ent in

applicat ion of grammar, synt ax and morphology when at t empt ing more
complex language. Range of vocabulary, idiom and st ruct ure st andard and
somewhat predict able. Some inconsist ency in use of t ense concept / t ime
7-9 ref erent s. Some at t empt s at subordinat ion and sent ence linking which are
only part ially successf ul. At t empt s enhancement of f act wit h adj ect ives
and/ or adverbial phrases wit h moderat e success. About half of what is
writ t en should be f ree of maj or errors. Despit e inaccuracies t he basic
message is conveyed.

Accuracy is inconsist ent wit h f requent basic errors in grammar, synt ax and
morphology. Simple, short sent ences are somet imes correct but very lit t le
beyond. Range of vocabulary and st ruct ure very limit ed. Use of t ense
4-6
concept / t ime ref erent s limit ed and of t en inappropriat e. Limit ed success in
at t empt s at enhancement of f act wit h adj ect ives, and/ or adverbial phrases.
Not easy t o read.
A high level of inaccuracy wit h very f requent and basic errors in grammar,
synt ax and morphology. There may be t he occasional correct phrase. No
1-3 awareness of t ense concept / t ime ref erent s. Vocabulary very basic wit h lit t le
or no evidence of correct use of basic st ruct ures. Communicat ion is severely
impaired overall. Ext remely dif f icult t o read.

0 No language wort hy of credit .

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