Cambridge IGCSE™ (9–1)

FIRST LANGUAGE ARABIC 7184/01

Paper 1 Reading May/June 2023
MARK SCHEME
Maximum Mark: 50

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the May/June 2023 series for most
Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.

This document consists of 11 printed pages.

© UCLES 2023 [Turn over

7184/01 Cambridge IGCSE (9–1) – Mark Scheme May/June 2023
PUBLISHED
Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

 the specific content of the mark scheme or the generic level descriptors for the question
 the specific skills defined in the mark scheme or in the generic level descriptors for the question
 the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

 marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond
the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
 marks are awarded when candidates clearly demonstrate what they know and can do
 marks are not deducted for errors
 marks are not deducted for omissions
 answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.

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GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.

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‫‪Section 1‬‬
‫‪20 content marks‬‬

‫‪Question‬‬ ‫‪Answer‬‬ ‫‪Marks‬‬ ‫‪Guidance‬‬

‫)‪1(a‬‬
‫ﻣﺎ ﻣﻔﻬوم اﻟﻣﻔ ّﻛرﻳن اﻟﻣﻌﺎﺻرﻳن ﻟﻠﻣﺛﻝ اﻷﻋﻠﻰ؟‬ ‫‪1 Accept answers where the subject is‬‬
‫‪missing:‬‬ ‫?اﻟﺷﺧص‪ ،‬اﻹﻧﺳﺎن‪ ،‬ذﻫن اﻹﻧﺳﺎن‬
‫وﻳود ﺗﺣﻘﻳﻘﻪ‪.‬‬
‫اﻟﺗﺻور اﻟذي ﻓﻲ ذﻫن أي إﻧﺳﺎن ّ‬
‫ّ‬ ‫‪ -‬ﻫو‬

‫‪Do not accept:‬‬ ‫اﻟﺗﺻوﻳر‬ ‫‪instead of‬‬

‫اﻟﺗﺻور‬
‫ّ‬
‫)‪1(b‬‬
‫ﻛﻳف ﻳؤﺛر اﻟﻣﺛﻝ اﻷﻋﻠﻰ ﻓﻲ ﺣﻳﺎة اﻹﻧﺳﺎن؟‬ ‫‪1‬‬
‫ﻻ ُﻳﻘﺑﻝ‪ :‬ﻫو اﻟﻳوم ﻏﻳرﻩ ﻓﻲ اﻟﻣﺎﺿﻲ‪ ،‬ﺑﻝ ﻏﻳرﻩ‬
‫ﻳﺟد ﻓﻲ اﻟوﺻوﻝ إﻟﻳﻪ(‪.‬‬
‫رﻗﻲ داﺋم )ﻷﻧﻪ ّ‬
‫‪ -‬اﻟﻣﺛﻝ اﻷﻋﻠﻰ ﻳﺟﻌﻝ اﻹﻧﺳﺎن ﻓﻲ ّ‬ ‫ﺑﺎﻷﻣس‪.‬‬

‫)‪1(c‬‬
‫ﺷﺑﻪ اﻟﻛﺎﺗب اﻟﻣﺛﻝ اﻷﻋﻠﻰ ﻓﻲ اﻟﻔﻘرة اﻟﺛﺎﻟﺛﺔ؟‬
‫ﺑﻣﺎذا ّ‬
‫‪1‬‬
‫ﻘﺑﻝ‪ :‬ﺑﻘﺎﺋد اﻟﺳﻔﻳﻧﺔ أو ﺑﺎﻟﺧرﻳطﺔ اﻟﺗﻲ‬
‫ﻻ ُﻳ َ‬
‫‪ -‬ﺷﺑﻪ اﻟﻛﺎﺗب اﻟﻣﺛﻝ اﻷﻋﻠﻰ ﺑﺎﻟﻣرﻓﺄ )اﻟذي ﻳﺳﻌﻰ ﻗﺎﺋد اﻟﺳﻔﻳﻧﺔ إﻟﻰ اﻟوﺻوﻝ إﻟﻳﻪ‬ ‫ﻳرﺳﻣﻬﺎ ﻗﺎﺋد اﻟﺳﻔﻳﻧﺔ ﻟﻠوﺻوﻝ إﻟﻰ اﻟﻣرﻓﺄ‬
‫ﻓﻲ ﻧﻬﺎﻳﺔ رﺣﻠﺗﻪ(‪.‬‬

‫)‪1(d‬‬
‫ﻣﺛﻼ أﻋﻠﻰ؟ اذﻛر ﻧﻘطﺗﻳن‪.‬‬
‫ﺑﺣﺳب اﻟﻔﻘرة اﻟﺛﺎﻟﺛﺔ‪ ،‬ﻣﺎذا ﻗد ﻳﻠﺣق ﺑﺎﻟﻣرء إذا ﻟم ﻳﺗّﺧذ ﻟﻧﻔﺳﻪ ً‬
‫‪2‬‬
‫ﻻ ُﻳﻘﺑﻝ‪ :‬اﻟﻘوى اﻟﻣﺧﺗﻠﻔﺔ ﻟوﺣدﻫﺎ أو ﺗﻘﺎﺳﻣﺗﻪ‬
‫‪ -‬ﻗد ﺗؤﺛر ﻋﻠﻳﻪ اﻟﻘوى اﻟﻣﺧﺗﻠﻔﺔ اﻟﺗﻲ ﺗﺣﻳط ﺑﻪ )ﻣن ﺷﻬوات‪ ،‬وﺻﻌوﺑﺎت‪،‬‬ ‫اﻟﻘوى ﻟوﺣدﻫﺎ‪.‬‬
‫وﻣؤﺛّرات(‪.‬‬

‫‪ -‬اﺿطرﺑت ﻣﺳﺎﻟﻛﻪ‪.‬‬

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‫‪Question‬‬ ‫‪Answer‬‬ ‫‪Marks‬‬ ‫‪Guidance‬‬

‫)‪1(e‬‬
‫ﻣﺎ اﻟﻧﺗﻳﺟﺔ اﻟﺗﻲ ﺗﺗرﺗّب ﻋﻠﻰ ﻓﺳﺎد اﻟﻣﺛﻝ اﻷﻋﻠﻰ ﻟﻠﻣرء ﻛﻣﺎ ُذﻛر ﻓﻲ اﻟﻔﻘرة اﻟراﺑﻌﺔ؟‬ ‫‪1‬‬

‫‪ -‬ﻓﺳﺎد اﻟﻣﺛﻝ اﻷﻋﻠﻰ ُﻳﻔﺳد ﻛﻝ اﻟﻌواﻣﻝ اﻟﻣؤﺛرة ﻓﻲ أﺧﻼق اﻟﻣرء )ﻣن ﺑﻳﺋﺔ وﻣﻧزﻝ‬
‫وﺗﻌﻠﻳم( ‪ /‬ﻓﺳﺎد أﻋﻣﺎﻝ اﻹﻧﺳﺎن وطرﻳﻘﺗﻪ ﻓﻲ اﻟﺣﻳﺎة اﻟﺗﻲ ﺗﻌﻛس وﺗﺗرﺟم طﺑﻳﻌﺔ ﻣﺛﻠﻪ‬
‫اﻷﻋﻠﻰ )ﻣن ﻣدرﺳﺔ وﺑﻳت وأﺧﻼق(‪.‬‬

‫)‪1(f‬‬
‫ﺿﺢ ذﻟك‪.‬‬ ‫اﻟﻌﻠﻳﺎ ﻣن إﻧﺳﺎن ﻵﺧر؟ وو ﱢ‬
‫اﻟﻣﺛﻝ ُ‬
‫ﺑﺣﺳب رأي اﻟﻛﺎﺗب ﻟﻣﺎذا ﺗﺗﺑﺎﻳن ُ‬
‫‪2‬‬
‫ﻻ ُﻳـ ْﻘ َـﺑـﻝ‪ :‬ﻓﻬذا ﻣﺛﻠﻪ اﻷﻋﻠﻰ رﺟﻝ ﻏﻧﻲ ﻣﺗﻣﺗﻊ‬
‫ﻟﺗﻌدد اﻟﺻور‪.‬‬
‫‪ -‬ﺗﺧﺗﻠف اﻟﻣﺛﻝ اﻟﻌﻠﻳﺎ ﻷﻧﻬﺎ ﺻورة ُﻣرّﻛﺑﺔ ‪ /‬ﻻﺧﺗﻼف اﻟﺻور‪ّ /‬‬ ‫ﺑﻛﻝ ﻣﻠذات اﻟﺣﻳﺎة‪ ،‬وذﻟك ﻣﺛﻠﻪ إﻧﺳﺎن ﻛﺎﻣﻝ‬
‫اﻟﻌﻘﻝ‪ ،‬ﻗد ﺗﻔوق ﻓﻲ اﻟﻌﻠوم واﻏﺗرف ﻣن‬
‫اﻟﺷر‪.‬‬
‫ﺻﺢ ﻋﻧدﻩ ﻣن ﻣﻘﻳﺎس اﻟﺧﻳر و ّ‬
‫‪ -‬اﻟﺷرح‪) :‬ﻳرﺳﻣﻬﺎ وﻳرﺗّﺑﻬﺎ اﻹﻧﺳﺎن( ﺣﺳب ﻣﺎ ّ‬
‫اﻟﻣﻌﺎرف‪ ،‬وآﺧر ﻣﺛﻠﻪ وطﻧﻲ ﻳداﻓﻊ ﻋن ﺣﻘوق‬
‫وطﻧﻪ وﻳرﻓﻊ ﻣﺳﺗوى أﻣﺗﻪ‪.‬‬

‫)‪1(g‬‬
‫ﺗﺑﻌﺎ ﻟﻠﻔﻘرة اﻟﺳﺎدﺳﺔ؟‬
‫ﻛﻳف ﻳظﻬر ﺗﺄﺛﻳر اﻟﻣﺛﻝ اﻷﻋﻠﻰ ﻓﻲ اﻟﻣﺟﺎﻻت اﻟﺛﻼﺛﺔ ً‬
‫‪3‬‬

‫‪ -‬ﻳﻛون أﺣﺳن ﻣﺎ ﻳﺳﺗطﻳﻊ ﻣن أﻣﺎﻧﺔ ٕواﺗﻘﺎن ﻓﻲ ﻋﻣﻠﻪ‪.‬‬

‫ﺗﺻرﻓﺎت ﻓﻲ أﺧﻼﻗﻪ وﺳﻠوﻛﻪ‪.‬‬

‫طﺎ ﻟﻛﻝ ﻣﺎ ﻳﺻدر ﻋﻧﻪ ﻣن ّ‬
‫‪ -‬ﻳﻛون ﺿﺎﺑ ً‬

‫‪ -‬ﻓﻲ ﻣﻌﺎﻣﻠﺗﻪ ﻟﻠﻧﺎس؛ ﻳﻌﺎﻣﻠﻬم ﻛﻣﺎ ُﻳﺣب أن ُﻳﻌﺎﻣﻝ ‪ /‬ﻳﺣب اﻟﺧﻳر ﻟﻬم ﻛﻣﺎ ﻳﺣﺑﻪ‬
‫ﻟﻧﻔﺳﻪ‪.‬‬

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‫‪Question‬‬ ‫‪Answer‬‬ ‫‪Marks‬‬ ‫‪Guidance‬‬

‫)‪1(h‬‬
‫ﻣﺛﺎﻻ ﻋﻠﻰ ذﻟك‪.‬‬
‫ﺗﻧﻌﻛس طﺑﻳﻌﺔ اﻹﻧﺳﺎن ﻓﻲ ﺗﻛوﻳن ﻣﺛﻠﻪ اﻷﻋﻠﻰ‪ .‬ﻫﺎت ً‬
‫‪1‬‬
‫ﻻ ُﻳـ ْﻘ َـﺑـﻝ‪ :‬اﻟﻣﻧزﻝ واﻟﻣدرﺳﺔ واﻟدﻳن‪.‬‬
‫‪ -‬اﻟﻣﺛﺎﻝ‪ :‬ﺧﺻﺎﻝ )ﺻﻔﺎت( اﻹﻧﺳﺎن ‪ /‬اﻟﺷﺟﺎﻋﺔ واﻟﻬﻣﺔ أو اﻟ ُﺟﺑن واﻟﺧﻣوﻝ‪.‬‬ ‫ﻻ ُﻳـ ْﻘ َـﺑـﻝ‪ :‬ﻓطرة اﻹﻧﺳﺎن‪.‬‬
‫ﻻ ُﻳـ ْﻘ َـﺑـﻝ‪ :‬اﻟﺷﺟﺎﻋﺔ واﻟﻬﻣﺔ ﻟوﺣدﻫﺎ وﻛذﻟك اﻷﻣر‬
‫ﻣﻊ اﻟﺟﺑن واﻟﺧﻣوﻝ‪.‬‬

‫)‪1(i‬‬
‫ﻣﺎ اﻟوﺳﻳﻠﺔ اﻟﺗﻲ ﺗﺳﺗﺧدﻣﻬﺎ اﻷﺳرة ﻓﻲ ﺗطوﻳر اﻟﻣﺛﻝ اﻟﻌﻠﻳﺎ ﻟدى اﻟﻧشء؟‬ ‫‪1‬‬

‫اﻓﻳﺔ( ‪ /‬ﺳرد ﻗﺻص اﻷﺑطﺎﻝ وﻛﺑﺎر اﻷﻋﻣﺎﻝ‬

‫‪ -‬اﻟﻘﺻص واﻟﺣﻛﺎﻳﺎت )وﻟو ﺧر ّ‬
‫وﻋﺟﺎﺋب اﻟﺣوادث‪.‬‬

‫)‪1(j‬‬
‫ﻣﺗﻰ ﻳﺗم ﺗﺷﻛﻳﻝ اﻟﺻورة اﻟﻧﻬﺎﺋﻳﺔ ﻟﻠﻣﺛﻝ اﻷﻋﻠﻰ؟ اذﻛر ﺛﻼث ﻧﻘﺎط‪.‬‬ ‫‪3‬‬

‫‪ -‬ﺧروج اﻹﻧﺳﺎن إﻟﻰ ﻣﻌﺗرك اﻟﺣﻳﺎة اﻟﻌﻣﻠﻳﺔ‪.‬‬

‫‪ -‬ﺗﺑﺎدﻝ اﻹﻧﺳﺎن اﻷﺧذ واﻟﻌطﺎء ﻣﻊ اﻟﻧﺎس ﻓﻲ اﻟﻣﺟﺗﻣﻊ‪.‬‬

‫‪ -‬اﺗﺳﺎع ﻧظر اﻹﻧﺳﺎن ﻟﻠﺣﻳﺎة‪.‬‬

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‫‪Question‬‬ ‫‪Answer‬‬ ‫‪Marks‬‬ ‫‪Guidance‬‬

‫)‪1(k‬‬
‫ﻛﺎﻓﻳﺎ ﻟﻠوﺻوﻝ ﻟﻠﻣﺛﻝ اﻷﻋﻠﻰ؟ اذﻛر‬
‫ﻟﻣﺎذا ﻳرى اﻟﻛﺎﺗب أن اﻻﻧﺧراط ﻓﻲ اﻟﻌﻣﻝ وﺣدﻩ ﻟﻳس ً‬
‫‪3‬‬
‫ﻻ ُﻳـ ْﻘ َـﺑـﻝ‪ :‬ﻓﻼ ﻳرﻗّون ﻣدارﻛﻬم ﻟوﺣدﻫﺎ‪.‬‬
‫ﺛﻼﺛﺔ أﺳﺑﺎب‪.‬‬ ‫وﻳﺻﻐر أﻣﻠﻬم‪.‬‬ ‫ﻻ ُﻳـ ْﻘ َـﺑـﻝ‪ :‬ﻓﻳﺿﻳق ﻣﺛﻠﻬم‬
‫ُ‬
‫‪ -‬ﻷﻧﻬم ﻗد ﻻ ﻳﺻﺎدﻓون ﺑﻌد ﻗﺿﺎء ﻧﻬﺎرﻫم ﻣﺎ ﻳﻔﻳد ﻋﻘﻠﻬم )ﻓﻼ ﻳرﻗّون ﻣدارﻛﻬم(‪.‬‬
‫ﻳوﺳﻌون أﻧظﺎرﻫم ﻟوﺣدﻫﺎ‪.‬‬
‫ﻻ ُﻳـ ْﻘ َـﺑـﻝ‪ :‬ﻓﻼ ّ‬
‫ﻳؤدون ﻓﻲ اﻟﺣﻳﺎة ﻏﻳر ﻋﻣﻠﻬم اﻟﻣﻌﺗﺎد ﺑﻬدف اﻟﻛﺳب ﻓﺣﺳب )ﻓﻳﺿﻳق ﻣﺛﻠﻬم‬
‫‪ -‬وﻻ ّ‬
‫وﻳﺻﻐر أﻣﻠﻬم(‪.‬‬
‫ُ‬

‫ﻣﺗﻛرر )ﻓﻼ ّ‬
‫ﻳوﺳﻌون أﻧظﺎرﻫم(‪.‬‬ ‫ًا‬ ‫اﺣدا‬
‫ﻳوﻣﺎ و ً‬
‫وﺣﻳﺎﺗﻬم ﻟﻳﺳت ّإﻻ ً‬ ‫‪-‬‬

‫)‪1(l‬‬
‫ﻣﺎ ﻧﺗﻳﺟﺔ ﻗﺻور اﻟﻣﺛﻝ اﻷﻋﻠﻰ؟‬ ‫‪1‬‬

‫‪ -‬ﻗ ّﻝ ﻧﺷﺎط اﻟﻣرء‪ /‬وﺳﺎء ﺣﻛﻣﻪ ‪ /‬ﻻ ﻳﺳﺗطﻳﻊ اﻟﺗﻔرﻳق ﺑﻳن اﻟﺻواب واﻟﺧطﺄ‪.‬‬

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Writing: Accuracy of Language (5 marks)

5 (Excellent) Clear, carefully chosen language with complex syntax where appropriate. Varied, precise vocabulary. Hardly any or no technical
errors.

4 (Good) Clear, appropriate language. Appropriate vocabulary. Few technical errors.

3 (Adequate) Language generally appropriate, but unsophisticated and generally simple syntax. Adequate vocabulary. Some technical errors.

2 (Weak) Unsophisticated language, not always appropriate. Very simple syntax with some clumsiness. Thin vocabulary. A number of
technical errors.

1 (Poor) Thin, inappropriate use of language. Confused and obscure. Many errors.

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‫‪Section 2‬‬
‫‪15 content marks‬‬

‫‪Question‬‬ ‫‪Answer‬‬ ‫‪Marks‬‬ ‫‪Guidance‬‬

‫‪2‬‬
‫ﻛﻠﻣﺔ ﻣﺎ ذﻛرﻩ اﻟﻛﺎﺗﺑﺎن ﻋن أﻫﻣﻳﺔ وﺟود اﻟﻘدوة ﻓﻲ ﺣﻳﺎة اﻟﻔرد‬ ‫‪250–200‬‬ ‫ﻟﺧص ﻓﻲ ﺣدود‬
‫ّ‬
‫وﻣن‬
‫ﺣوﻟﻪ‪.‬‬
‫أﻫم ﻣﺣﺎور اﻟﻧص اﻷوﻝ‪:‬‬
‫اﻟﻘدوة‬
‫ﻣﻬﻣﺔ ﻟرﺳم ُﺧطﻰ اﻟﻣﺳﺗﻘﺑﻝ‪.‬‬ ‫‪1‬‬

‫ﺗﺳﺎﻋد ﻋﻠﻰ اﻟﺳﻌﻲ اﻟداﺋم ﻟﻠرﻗﻲ‪.‬‬ ‫‪2‬‬

‫ﺗﺳﺎﻋد ﻓﻲ ﺗوﺟﻳﻪ اﻷﻋﻣﺎﻝ ﻟﻠوﺻوﻝ إﻟﻰ اﻟﻬدف )ﻧﻔس اﻟﻧﻘطﺔ رﻗم ‪ 5‬ﻓﻲ اﻟﻧص‬ ‫‪3‬‬

‫اﻟﺛﺎﻧﻲ(‪.‬‬
‫ﺗﺣﻣﻲ اﻟﻣرء ﻣن اﻟﺷﻬوات أو اﻟﺷرور واﻟﺻﻌوﺑﺎت اﻟﺗﻲ ﺗﻌﺗرض طرﻳﻘﻪ‪.‬‬ ‫‪4‬‬

‫ﻟﻬﺎ ﺗﺄﺛﻳر ﻓﻲ اﻟﻧﻔوس )ﻧﻔس اﻟﻧﻘطﺔ رﻗم ‪ 3‬ﻓﻲ اﻟﻧص اﻟﺛﺎﻧﻲ(‪.‬‬ ‫‪5‬‬

‫ﺗﻧﻌﻛس ﻋﻠﻰ اﻟﻔرد ﻓﻲ ﻋﻣﻠﻪ ﻓﻳﻛون أﺣﺳن ﻣﺎ ﻳﺳﺗطﻳﻊ‪.‬‬ ‫‪6‬‬

‫ﺗﻧﻌﻛس ﻋﻠﻰ أﺧﻼﻗﻪ وﺳﻠوﻛﻪ وﻣﻌﺎﻣﻠﺗﻪ ﻷﻓراد اﻟﻣﺟﺗﻣﻊ‪.‬‬ ‫‪7‬‬

‫اﻟﺑﻳت واﻟﻣدرﺳﺔ واﻟدﻳن ﻣن أﻫم ﻋواﻣﻝ ﺗﻛوﻳن اﻟﻘُدوة أو اﻟﻣﺛﻝ اﻷﻋﻠﻰ )ﻧﻔس اﻟﻧﻘطﺔ‬ ‫‪8‬‬

‫‪ 2‬ﻓﻲ اﻟﻧص اﻟﺛﺎﻧﻲ(‪.‬‬

‫ﺗﺗﺷﻛﻝ ﻓﻲ )ﺗﻧﻣو ﻣﻊ( ﻣراﺣﻝ ﺣﻳﺎة اﻟﻣرء اﻟﻣﺧﺗﻠﻔﺔ وﺗﺗﻐﻳر ﻛﻠﻣﺎ طرأت ﻋﻠﻳﻪ ﻣؤﺛرات‬ ‫‪9‬‬

‫ﺟدﻳدة‪.‬‬

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‫‪7184/01‬‬ ‫‪Cambridge IGCSE (9–1) – Mark Scheme‬‬ ‫‪May/June 2023‬‬
‫‪PUBLISHED‬‬
‫‪Question‬‬ ‫‪Answer‬‬ ‫‪Marks‬‬ ‫‪Guidance‬‬

‫‪2‬‬
‫ﺗﺑﻌث ﻓﻲ اﻟﻔرد روح اﻟﻌﻣﻝ واﻟﻧﺷﺎط‪.‬‬ ‫‪10‬‬

‫ﺗﺻﺣﺢ ﺣﻛﻣﻪ ﻋﻠﻰ اﻷﺷﻳﺎء‪ /‬اﻟﺗﻣﻳﻳز ﺑﻳن اﻟﺻﻼح واﻟطﻼح ‪ /‬اﻟﺗﻣﻳﻳز ﺑﻳن اﻟﺧطﺄ‬
‫ّ‬ ‫‪11‬‬

‫واﻟﺻواب‪.‬‬

‫أﻫم ﻣﺣﺎور اﻟﻧص اﻟﺛﺎﻧﻲ‪:‬‬

‫اﻟﻘدوة‬
‫ﻫﻲ ﻣدرﺳﺔ اﻟﺑﺷر اﻟﻌﻣﻠﻳﺔ‪.‬‬ ‫‪1‬‬

‫اﻷﻫﻝ ﻟﻬم ﺗﺄﺛﻳر ﻛﺑﻳر ﺗﺟﺎﻩ ﻗدوة أوﻻدﻫم )ﻧﻔس اﻟﻧﻘطﺔ ‪ 8‬ﻓﻲ اﻟﻧص اﻷوﻝ(‪.‬‬ ‫‪2‬‬

‫ﻟﻬﺎ أﺛر ﺑﺎﻟﻎ ﻓﻲ اﻟﻧﻔوس )ﻧﻔس اﻟﻧﻘطﺔ ‪ 5‬ﻓﻲ اﻟﻧص اﻷوﻝ(‪.‬‬ ‫‪3‬‬

‫ﻣﻬ ّذب أﺧرس وﻳﻘدر ﻋﻠﻳﻬﺎ ﻛﻝ اﻟﻧﺎس‪ /‬ﺗُﻌﻠّم ﺑدون ﻟﺳﺎن‪.‬‬ ‫‪4‬‬

‫ﻛﻝ ﺷﻲء ﻳﺗوﻗف ﻋﻠﻰ اﻹﻧﺳﺎن واﺳﺗﺧداﻣﻪ ﻟﻠﻔرص اﻟﺗﻲ ﻳوﺟدﻫﺎ ﻟﻧﻔﺳﻪ )ﻧﻔس‬ ‫‪5‬‬

‫اﻟﻧﻘطﺔ ‪ 3‬ﻓﻲ اﻟﻧص اﻷوﻝ(‪.‬‬

‫ﻛﺗﺳب ﻣن اﻷﻫﻝ( ﻳردع اﻟﻔرد ﻋن اﻟﺷر وﻳﺣرﺿﻪ ﻋﻠﻰ اﻟﺧﻳر‬
‫)ﻳ َ‬‫إرث ﻓﺎﺿﻝ ُ‬ ‫‪6‬‬

‫ًّ‬
‫وﻣﺎدﻳﺎ‪.‬‬ ‫وﻳﻐﻧﻳﻪ ًّ‬
‫أدﺑﻳﺎ‬
‫اﻟﺣﺳﻧﺔ ﻣﻬ ّذب ﻋﺎﻣﻝ ‪ /‬ﺗﺳﺎﻋد ﻋﻠﻰ اﻻﺧﺗﻳﺎر اﻟﺻﺣﻳﺢ ﻟﻠرﻓﺎق ‪ /‬اﻻﻟﺗﺻﺎق‬
‫َ‬ ‫اﻟﻘدوة‬ ‫‪7‬‬

‫ﺑﺎﻷﻓﺎﺿﻝ ﻳورث اﻟﻔﺿﻝ‪.‬‬

‫ﺗﺧﻠﻳد ﻟذﻛر اﻟرﺟﺎﻝ اﻷﻓﺎﺿﻝ وأﺛر ذﻟك ﻋﻠﻰ اﻟﻣﺟﺗﻣﻊ‪.‬‬ ‫‪8‬‬

‫ﺗﺳﺎﻋد اﻟروح اﻟﻣﺑﺗﻬﺟﺔ واﻟﻣﺳرورة ﻋﻠﻰ ﺑﻠوغ اﻟﻘُدوة ‪ /‬ﺗرﻓﻊ ﻣن ﺷﺄن أدﻧﻰ اﻟوظﺎﺋف‬ ‫‪9‬‬

‫ﻣﻬﻣﺎ ﻛﺎن ﺷﺄن اﻟﻌﻣﻝ‪.‬‬

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7184/01 Cambridge IGCSE (9–1) – Mark Scheme May/June 2023
PUBLISHED
Writing: Style and Organisation (5 marks)

5 (Excellent) Excellent expression and focus with assured use of own words. Good summary style with orderly grouping of ideas; excellent
linkage. Answer has sense of purpose

4 (Good) Good expression in recognisable summary style. Attempts to focus and to group ideas; good linkage

3 (Adequate) Satisfactory expression in own words. Reasonably concise with some sense of order. Occasional lapses of focus

2 (Weak) Limited expression but mostly in own words. Some sense of order but little sense of summary. Tendency to lose focus (e.g. by
including some anecdote); thread not always easy to follow

1 (Poor) Expression just adequate; maybe list-like. Considerable lifting; repetitive. Much irrelevance

Writing: Accuracy of Language (5 marks)

5 (Excellent) Clear, carefully chosen language with complex syntax where appropriate. Varied, precise vocabulary. Hardly any or no technical
errors.

4 (Good) Clear, appropriate language. Appropriate vocabulary. Few technical errors.

3 (Adequate) Language generally appropriate, but unsophisticated and generally simple syntax. Adequate vocabulary. Some technical errors.

2 (Weak) Unsophisticated language, not always appropriate. Very simple syntax with some clumsiness. Thin vocabulary. A number of
technical errors.

1 (Poor) Thin, inappropriate use of language. Confused and obscure. Many errors.

© UCLES 2023 Page 11 of 11