Mark Scheme (Provisional)

Summer 2021

Pearson Edexcel International GCSE

In Arabic (4AA1)
Paper 02 Writing
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Summer 2021
Question Paper Log Number P65885
Publications Code 4AA1_02_2106_MS
All the material in this publication is copyright
© Pearson Education Ltd 2021
General Marking Guidance

• All candidates must receive the same treatment. Examiners

must mark the first candidate in exactly the same way as they
mark the last.

• Mark schemes should be applied positively. Candidates must be

rewarded for what they have shown they can do rather than
penalised for omissions.

• Examiners should mark according to the mark scheme not

according to their perception of where the grade boundaries may
lie.

• There is no ceiling on achievement. All marks on the mark

scheme should be used appropriately.

• All the marks on the mark scheme are designed to be awarded.

Examiners should always award full marks if deserved, i.e. if the
answer matches the mark scheme. Examiners should also be
prepared to award zero marks if the candidate’s response is not
worthy of credit according to the mark scheme.

• Where some judgement is required, mark schemes will provide

the principles by which marks will be awarded and
exemplification may be limited.

• When examiners are in doubt regarding the application of the

mark scheme to a candidate’s response, the team leader must
be consulted.

• Crossed out work should be marked UNLESS the candidate has

replaced it with an alternative response.
 ‫اﻟكتﺎ�ﺔ‬

‫رﻗم اﻟسؤال‬ ‫اﻹﺠﺎ�ﺔ‬ ‫اﻟﻌﻼﻤﺔ‬

‫‪1‬‬ ‫)‪(25‬‬

‫رﻗم اﻟسؤال‬ ‫اﻹﺠﺎ�ﺔ‬ ‫اﻟﻌﻼﻤﺔ‬

‫‪2‬‬ ‫)‪(25‬‬

‫رﻗم اﻟسؤال‬ ‫اﻹﺠﺎ�ﺔ‬ ‫اﻟﻌﻼﻤﺔ‬

‫‪3‬‬ ‫)‪(25‬‬
 ‫اﻟكتﺎ�ﺔ‬
‫اﻟﻌﻼﻤﺔ‬ ‫اﻹﺠﺎ�ﺔ‬ ‫رﻗم اﻟسؤال‬
‫‪25‬‬ ‫�ﺎﺴتطﺎﻋﺔ اﻟطﺎﻟب اﻟبدء �ﺎﻟحدﯿث ﻋن اﻟسیﺎﺤﺔ �ﺈﺤدى أﻫم‬ ‫‪1‬‬
‫ﻤصﺎدر اﻟدﺨﻞ اﻻﻗتصﺎدي اﻟتﻲ ﺘﻌتمد ﻋﻠیﻬﺎ اﻟﻌدﯿد ﻤن اﻟبﻠدان‬
‫ﻓﻲ اﻟﻌﺎﻟم‪ ،‬ﺜم ﻋن ﻤﻘوﻤﺎت اﻟسیﺎﺤﺔ ﻓﻲ اﻟوطن اﻟﻌر�ﻲ وأﺸﻬر‬
‫اﻷﻤﺎﻛن اﻟسیﺎﺤیﺔ ﻓیﻪ‪� .‬مﺎ �مكنﻪ اﻟحدﯿث ﻋن أﻫداف اﻟسیﺎﺤﺔ‬
‫�شكﻞ ﻋﺎم �ﺎﻟسیﺎﺤﺔ اﻟترﻓیﻬیﺔ واﻟﻌﻼﺠیﺔ واﻟدﯿنیﺔ �ز�ﺎرة اﻷﻤﺎﻛن‬
‫اﻟمﻘدﺴﺔ وﻋن اﻟسیﺎﺤﺔ اﻻﺴتكشﺎﻓیﺔ وﻏیرﻫﺎ‪ .‬وأﺨی ار �مكنﻪ اﻹﺸﺎرة‬
‫إﻟﻰ اﻟخطوات اﻟتﻰ �مكن اﻟﻘیﺎم ﺒﻬﺎ ﻹﻨﻌﺎش اﻟسیﺎﺤﺔ ﻓﻲ اﻟوطن‬
‫اﻟﻌر�ﻲ وﻤﺎ ﯿترﺘب ﻋﻠیﻬﺎ ﻤن ﻓﺎﺌدة ﻋﻠﻰ اﻻﻗتصﺎد‪.‬‬
‫‪25‬‬ ‫ﻋﻠﻰ اﻟطﺎﻟب أن ﯿبدأ �ﺎﻟحدﯿث ﻋن ﻫذﻩ اﻟشخصیﺔ اﻟر�ﺎﻀیﺔ ﻤنذ‬ ‫‪2‬‬
‫أن ﺸﻘت طر�ﻘﻬﺎ إﻟﻰ أن وﺼﻠت إﻟﻰ اﻟﻘمﺔ واﺼﻔﺎ رﺤﻠﺔ ﻨجﺎﺤﻬﺎ‬
‫ﻋﻠﻰ اﻟمستوى اﻟﻌﺎﻟمﻲ‪ .‬و�مكنﻪ أ�ضﺎ اﻟتحدث ﻋن اﳌﺴﺎر اﻟﺬي‬
‫اﲣﺬﺗﻪ ﻫﺬﻩ اﻟﺸﺨﺼﻴﺔ ﻟﻠﺘﺄﻟﻖ ﰲ ﳎﺎﳍﺎ اﻟﺮ�ﺿﻲ ﻣﻊ ذﻛﺮ‬
‫اﻹﳒﺎزات اﻟﱵ أﺣﺮزﻬﺗﺎ ﰲ اﶈﺎﻓﻞ اﶈﻠﻴﺔ واﻟﺪوﻟﻴﺔ‪ .‬وأﺧﲑا ُ�مكنﻪ‬
‫اﻟتحدث ﻋن ﺘﺄﺜیرﻫﺎ اﻹ�جﺎﺒﻲ ﻋﻠﻰ اﻟشبﺎب اﻟﻌر�ﻲ‪.‬‬
‫‪25‬‬ ‫�ستطیﻊ اﻟطﺎﻟب ﻓﻲ إﺠﺎﺒتﻪ ﻋن ﻫذا اﻟسؤال أن ﯿتحدث ﻋن‬ ‫‪3‬‬
‫اﻟﻌﺮب‪،‬‬‫اﻟﻜﺮم واﻟﻌﻄﺎء ﻛﺼﻔﺘﲔ ﻣﻦ اﻟﺼﻔﺎت اﳊﻤﻴﺪة ﻋﻨﺪ‬
‫ُو�مكنﻪ اﻟتطرق إﻟﻰ أن ﺻﻮر اﻟﻜﺮم واﻟﻌﻄﺎء ﻻ ﺗﻘﺘﺼﺮ ﻋﻠﻰ‬
‫ﺗﻘﺪﱘ اﳌﺎل ﻓﻘﻂ ﺑﻞ ﻣﻦ اﳌﻤﻜﻦ أن ﺗﻜﻮن ﻋﻦ ﻃﺮﻳﻖ ﺗﻘﺪﱘ‬
‫اﻟﻨﺼﻴﺤﺔ أو اﳌﺸﻮرة أو ﺣﱴ ﻣﻨﻊ اﻟﺒﻼء‪� .‬مﺎ �مكنﻪ اﻟحدﯿث ﻋن‬
‫ﺘﺄﺜیر اﻟﻜﺮم واﻟﻌﻄﺎء ﰲ ز�دة اﻟﱰاﺑﻂ ﺑﲔ أﻓﺮاد اﺠﻤﻟﺘﻤﻊ‪� .‬مﺎ‬
‫ﻟﻠطﺎﻟب اﻟخیﺎر ﻓﻲ أن ُﯿبدي رأ�ﻪ اﻟخﺎص ﻓر�مﺎ ﯿتحدث ﻋن‬
‫ﲡﺮﺑﺘﻪ اﻟﺸﺨﺼﻴﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﻬﺑﺎﺗﲔ اﻟﺼﻔﺘﲔ اﳊﻤﻴﺪﺗﲔ‪.‬‬
 ‫اﻷﺴئﻠﺔ ‪ ١‬و ‪ ٢‬و‪ ٢٥) ٣‬درﺠﺔ(‬

‫ﻫذﻩ اﻷﺴئﻠﺔ ﺘصحﺢ ﻓیﻬﺎ إﺠﺎ�ﺎت اﻟطﻼب �مﻌرﻓﺔ ﺒیرﺴون اﻟذي �ستخدم اﻟمﻌﺎﯿیر اﻟخﺎﺼﺔ �ﺎﻻﻤتحﺎﻨﺎت‪ ،‬وﻫﻲ ﺘنﻘسم إﻟﻰ‬
‫ﻤﻌیﺎر�ن‪:‬‬
‫• اﻟتواﺼﻞ واﻟمحتوى‪.‬‬
‫• اﻟمطﺎ�ﻘﺔ اﻟﻠﻐو�ﺔ وﺼحتﻬﺎ‪.‬‬
‫ﺴوف ﺘطبق اﻟجداول ﻤرﺘین اﺜنتین‪ ،‬واﺤدة ﻟكﻞ ﻨص ﻤكتوب ﻤنﻔرداً‪.‬‬

‫ﺠدول درﺠﺎت اﻟتواﺼﻞ واﻟمحتوى‬

‫اﻟﻤﺴﺘﻮى اﻟﻤﻄﻠﻮب‬ ‫اﻟﻌﻼﻣﺔ‬
‫اﻟﻣﻛﺗوب ﻻ ﯾﺳﺗﺣﻖ ﻋﻼﻣﺔ‪.‬‬ ‫‪۰‬‬
‫• طر�ﻘﺔ اﻹ�صﺎل �سیطﺔ واﻟنﻘﺎط اﻟمذ�ورة ﻟﻬﺎ ﻋﻼﻗﺔ ﻤحدودة �مﺎ ﻫو ﻤطﻠوب‪.‬‬ ‫‪۳-۱‬‬
‫• اﻟجواب �ظﻬر ﻋنﺎ�ﺔ ﻗﻠیﻠﺔ �ﺎﻟﻐرض اﻟمطﻠوب و�ﺎﻟﻘﺎرئ‪.‬‬
‫• اﻟمكتوب �ظﻬر دﻟیﻼ ﻀﻌیﻔﺎ ﻋﻠﻰ وﺠود ﺘسﻠسﻞ ﻤنطﻘﻲ ﻓﻲ ﻋرض اﻷﻓكﺎر‪.‬‬
‫• طر�ﻘﺔ اﻹ�صﺎل �شكﻞ ﻋﺎم ﻤنﺎﺴبﺔ واﻟنﻘﺎط اﻟمطﻠو�ﺔ ﻤوﺠودة ﻟكن ﻤصحو�ﺔ �ﻐموض‪.‬‬ ‫‪٦-٤‬‬
‫• اﻟجواب �ظﻬر اﻟﻌنﺎ�ﺔ �شكﻞ ﻋﺎم �ﺎﻟﻐرض اﻟمطﻠوب و�ﺎﻟﻘﺎرئ‪.‬‬
‫• اﻟكتﺎ�ﺔ ﻤترا�طﺔ ﻋن طر�ق اﺴتخدام ﺘراﻛیب ﻟﻐو�ﺔ �سیطﺔ‪.‬‬
‫• طر�ﻘﺔ اﻹ�صﺎل واﻀحﺔ ووﺠود ﻨﻘﺎط �ثیرة ﻟﻬﺎ ﻋﻼﻗﺔ �ﺎﻟﻐرض‬ ‫‪۹-۷‬‬
‫اﻟمطﻠوب ﻤﻊ �ﻌض اﻟﻐموض ﻟكن ﯿبﻘﻰ اﻟجواب واﻀحﺎ‪.‬‬
‫• اﻟجواب ﻓیﻪ ﻋنﺎ�ﺔ واﻀحﺔ �ﺎﻟﻐرض اﻟمطﻠوب و�ﺎﻟﻘﺎرئ‪.‬‬
‫• اﻟكتﺎ�ﺔ ﻤترا�طﺔ �شكﻞ واﻀﺢ ﻋن طر�ق اﺴتخدام اﻟتراﻛیب اﻟﻠﻐو�ﺔ‪.‬‬
‫• طر�ﻘﺔ اﻹ�صﺎل ﻓﻌﺎﻟﺔ واﻟجواب ﻋن اﻟمطﻠوب ﻤتكﺎﻤﻞ وﻤطﺎﺒق ﻟمﺎ ﻫو‬ ‫‪۱۲-۱۰‬‬
‫ﻤطﻠوب ﻤﻊ ﺨﻠوﻩ ﻋن اﻟﻐموض‪.‬‬
‫• اﻟكتﺎ�ﺔ ﺘتضمن اﻟﻌنﺎ�ﺔ اﻟكﺎﻓیﺔ �ﺎﻟﻐرض اﻟمطﻠوب و�ﺎﻟﻘﺎرئ‪.‬‬
‫• اﻟكتﺎ�ﺔ ﻤحكمﺔ اﻟترا�ط ﻋن طر�ق اﺴتخدام واﺴﻊ ﻟﻠتراﻛیب اﻟﻠﻐو�ﺔ‪.‬‬
‫• ﺒراﻋﺔ اﻟتواﺼﻞ ﻤﻊ اﻟﻘﺎرئ ﻓﻲ أﻏﻠب اﻟحﺎﻻت واﻟجواب ﻤتكﺎﻤﻞ �شكﻞ‬ ‫‪۱٥-۱۳‬‬
‫ﺘﺎم وذو ﻋﻼﻗﺔ وطیدة �ﺎﻟﻐرض اﻟمطﻠوب‪.‬‬
‫•اﻟكتﺎ�ﺔ ﺘتضمن ﻋنﺎ�ﺔ ﻓﺎﺌﻘﺔ �ﺎﻟﻐرض و�ﺎﻟﻘﺎرئ ﻤﻌﺎ‪.‬‬
‫• اﻟكتﺎ�ﺔ ﻤترا�طﺔ �ﺎﺴتخدام اﻟتراﻛیب اﻟﻠﻐو�ﺔ �شكﻞ إﺒداﻋﻲ وذ�ﻲ‪.‬‬
 ‫إرﺸﺎدات إﻀﺎﻓیﺔ‬
‫اﻟتراﻛیب اﻟﻔنیﺔ‪ :‬وﻫذﻩ ﻤثﻞ ﺘرﺠمﺔ اﻟﻌبﺎرات‪ ،‬وﺘرا�ط اﻟكﻠمﺎت‪ ،‬وﺘكو�ن اﻟﻔﻘرات‪ ،‬وﺴﻼﺴﺔ اﻷﺴﻠوب‪ ،‬واﻟتكرار واﻻﺨتصﺎر‬
‫واﻻﺴترﺴﺎل ﻓﻲ اﻟكتﺎ�ﺔ‪.‬‬

‫ﺠدول درﺠﺎت اﻟمطﺎ�ﻘﺔ اﻟﻠﻐو�ﺔ وﺼحتﻬﺎ‬

‫اﻟمستوى اﻟمطﻠوب‬ ‫اﻟﻌﻼﻤﺔ‬

‫اﻟمكتوب ﻻ �ستحق ﻋﻼﻤﺔ‪.‬‬ ‫‪٠‬‬
‫• اﻟﻠﻐﺔ �سیطﺔ‪ ،‬واﻟمﻔردات اﻟمستﻌمﻠﺔ أﻨواﻋﻬﺎ ﻤحدودة‪.‬‬ ‫‪٣-١‬‬
‫• اﻟتراﻛیب اﻟﻠﻐو�ﺔ اﻟمستخدﻤﺔ �سیطﺔ‪.‬‬
‫• ﺴﻼﻤﺔ اﻹﻤﻼء أﺤیﺎﻨﺎ‪.‬‬
‫• اﻟﻠﻐﺔ ﻤنﺎﺴبﺔ ﻟﻠﻐرض اﻟمطﻠوب �شكﻞ ﻋﺎم واﺴتﻌمﺎل ﻋدد ﻻ �ﺄس �ﻪ ﻤن اﻟمﻔردات‪.‬‬ ‫‪٤-٣‬‬
‫• اﻟتراﻛیب اﻟﻠﻐو�ﺔ اﻟبسیطﺔ ﻤستخدﻤﺔ �شكﻞ ﺼحیﺢ‪.‬‬
‫• ﻛتﺎ�ﺔ اﻟكﻠمﺎت اﻟبسیطﺔ واﻷﻛثر ﺼﻌو�ﺔ دﻗیﻘﺔ �شكﻞ ﻋﺎم‪.‬‬
‫• اﻟﻠﻐﺔ ﻤنﺎﺴبﺔ ﻟﻠﻐرض اﻟمطﻠوب وﻫنﺎك ﻋدد ﻻ �ﺄس �ﻪ ﻤن اﻟمﻔردات‪.‬‬ ‫‪٦-٥‬‬
‫• اﻟتراﻛیب اﻟﻠﻐو�ﺔ اﻟبسیطﺔ ﻤستخدﻤﺔ �شكﻞ ﺼحیﺢ‪.‬‬
‫• ﻛتﺎ�ﺔ اﻟكﻠمﺎت اﻟبسیطﺔ واﻷﻛثر ﺼﻌو�ﺔ دﻗیﻘﺔ �شكﻞ ﻋﺎم‪.‬‬
‫• اﻟﻠﻐﺔ اﻟمستخدﻤﺔ ﻏﺎﻟبﺎ ﻤﺎ ﺘكون إﺒداﻋیﺔ واﻟمﻔردات اﻟمنﺎﺴبﺔ ﻟﻠﻐرض‬ ‫‪٨-٧‬‬
‫ﻤستﻌمﻠﺔ �شكﻞ واﺴﻊ‪.‬‬
‫• اﺴتخدام �م �بیر ﻤن اﻟتراﻛیب اﻟﻠﻐو�ﺔ �شكﻞ ﺼحیﺢ‪.‬‬
‫• اﻹﻤﻼء ﺘﻘر�بﺎ دﻗیﻘﺔ داﺌمﺎً‪.‬‬
‫• اﻟﻠﻐﺔ اﻟمستخدﻤﺔ إﺒداﻋیﺔ ﻓﻲ �ﻞ اﻷﺤیﺎن واﻟمﻔردات اﻟمستخدﻤﺔ ﻤتنوﻋﺔ‬ ‫‪١٠-٩‬‬
‫وﻤنتﻘﺎة �شكﻞ ﺠید‪.‬‬
‫• اﻟوﺜوق واﻟﻘدرة ﻋﻠﻰ اﺴتخدام اﻟتراﻛیب اﻟﻠﻐو�ﺔ‪.‬‬
‫• دﻗﺔ اﻹﻤﻼء ﻓﻲ �ﻞ اﻷﺤیﺎن �مﺎ ﻓیﻬﺎ ﺴﻼﻤﺔ �تﺎ�ﺔ اﻟمﻔردات اﻟصﻌبﺔ ﻤن اﻟخطﺄ‪.‬‬

‫إرﺸﺎدات إﻀﺎﻓیﺔ‬
‫اﻟتراﻛیب اﻟﻠﻐو�ﺔ‪:‬‬
‫اﻟتراﻛیب اﻟﻠﻐو�ﺔ اﻷﺴﺎﺴیﺔ‪ :‬اﻟتﻲ ﺘتضمن اﻷﻓﻌﺎل اﻟصحیحﺔ واﻟمﻌتﻠﺔ ﻓﻲ ﺼیﻎ اﻟمﺎﻀﻲ‬
‫واﻟمضﺎرع واﻷﻤر ﻓﻲ اﻟمبنﻲ ﻟﻠمجﻬول واﻟمبنﻲ ﻟﻠمﻌﻠوم‪ ،‬وﻓﻲ �ﻌض اﻟحﺎﻻت �ﺎﻹﻀﺎﻓﺔ‬
‫و�ﺎن وأﺨواﺘﻬﺎ و�ن وأﺨواﺘﻬﺎ‪.‬‬
 ‫ واﻹﻀﺎﻓﺔ اﻟمر�بﺔ‬،‫ وﺘمییز اﻟﻌدد‬،‫ اﻟتﻲ ﺘتضمن اﻟمﻔﻌول اﻟمطﻠق‬:‫اﻟتراﻛیب اﻟﻠﻐو�ﺔ اﻟمر�بﺔ‬
.‫ واﻟممنوع ﻤن اﻟصرف‬،‫ واﻟحﺎل‬،‫ﻛﺎﻟشبیﻪ �ﺎﻟمضﺎف‬

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