Mark Scheme (Results)

Summer 2017

Pearson Edexcel International Advanced Level

In Greek Advanced Subsidiary (WGK01) Unit 1
Understanding and Written Response
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Summer 2017
Publications Code WGK01_01_1706_MS
All the material in this publication is copyright
© Pearson Education Ltd 2017
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.
Question Answer Mark
Number
1 (a) C (1)
Question Answer Mark
Number
1 (b) B (1)
Question Answer Mark
Number
1 (c) B (1)
Question Answer Mark
Number
1 (d) A (1)
Question Answer Mark
Number
1 (e) C (1)
Question Answer Mark
Number
2 (a) vi (1)
Question Answer Mark
Number
2 (b) i (1)
Question Answer Mark
Number
2 (c) iv (1)
Question Answer Mark
Number
2 (d) vii (1)
Question Answer Mark
Number
2 (e) v (1)
Question Answer Mark
Number
3 (a) B (1)
Question Answer Mark
Number
3 (b) A (1)
Question Answer Mark
Number
3 (c) B (1)
Question Answer Mark
Number
3 (d) D (1)
Question Answer Mark
Number
3 (e) B (1)
Question Answer Mark
Number
3 (f) A (1)
Question Answer Mark
Number
3 (g) C (1)
Question Answer Mark
Number
3 (h) D (1)
Question Answer Mark
Number
3 (i) C (1)
Question Answer Mark
Number
3 (j) D (1)
Question Answer Mark
Number
4 (a) Η φιλία τον βοηθάει (i) να γίνει ανεξάρτητος και (ii) να ανακαλύψει τον
κόσμο. (2)

Question Answer Mark

Number
4 (b) Ένα από τα παρακάτω:

Θετικά. / Ως ιδανικούς φίλους. / Χωρίς ελαττώματα. (1)

Question Answer Mark

Number
4 (c) Ένα από τα παρακάτω:

Νιώθει πιο άνετα να μιλάει με τους φίλους του. / Νιώθει ότι οι φίλοι του
τον καταλαβαίνουν περισσότερο από τους γονείς του. / Νιώθει ότι οι
γονείς του δεν τον καταλαβαίνουν τόσο καλά όσο οι φίλοι του. (1)

Question Answer Mark

Number
4 (d) Νιώθει αποδεκτός / ότι τον αποδέχονται.
(1)

Question Answer Mark

Number
4 (e) Ένα από τα παρακάτω:

Ότι μπορούμε να καταλάβουμε τον χαρακτήρα κάποιου από τους

φίλους του. / Ότι διαλέγουμε φίλους παρόμοιους μ᾽ εμάς. (1)
Question Answer Mark
Number
4 (f) Η εμπιστοσύνη.
(1)

Question Answer Mark

Number
4 (g) Ένα από τα παρακάτω:

Αρνητικά. / Με ανησυχία. / Φοβούνται ότι οι φίλοι του μπορούν να

επηρεάσουν το παιδί τους. (1)

Question Answer Mark

Number
4 (h) Ένα από τα παρακάτω:

Όταν είναι υπομονετικοί. / Όταν δείχνουν κατανόηση. / Όταν δεν

κάνουν έντονη κριτική. / Όταν δεν ελέγχουν το παιδί τους υπερβολικά. (1)

Question Answer Mark

Number
4 (i) Ένα από τα παρακάτω:

Όταν υπάρχει αυστηρή κριτική. / Όταν υπάρχει υπερβολικός έλεγχος. /

Όταν δεν δείχνουν υπομονή. / Όταν δεν δείχνουν κατανόηση. (1)

Question Answer Mark

Number
5 (a) Οι έφηβοι δεν βλέπουν ότι οι φίλοι τους έχουν ελαττώματα. (1)

Question Answer Mark

Number
5 (b) Οι φιλίες μεταξύ (των) εφήβων είναι συνήθως πολύ στενές. (1)

Question Answer Mark

Number
5 (c) Ο χρόνος που ξοδεύουν με τους φίλους τους τούς ευχαριστεί. (1)

Question Answer Mark

Number
Οι έφηβοι διαλέγουν φίλους που δεν διαφέρουν από αυτούς. / Οι
5 (d)
έφηβοι δεν διαλέγουν φίλους που διαφέρουν από αυτούς. (1)

Question Answer Mark

Number
5 (e) Τους ενώνουν οι ίδιοι στόχοι και σχέδια για το μέλλον. (1)
Question Answer Mark
Number
5 (f) Δείξε μου τον φίλο σου και θα σου πω ποιος είσαι. (1)

Question Answer Mark

Number
Οι γονείς πολλές φορές νιώθουν ανησυχία / ανήσυχοι για τις παρέες
5 (g)
των εφήβων. (1)

Question Answer Mark

Number
5 (h) Φοβούνται ότι οι φίλοι του επηρεάζουν το παιδί τους υπερβολικά. (1)

Question Answer Mark

Number
Υπάρχει δυνατότητα να βοηθήσουν. / Έχουν τη δυνατότητα να
5 (i)
βοηθήσουν. (1)

Question Answer Mark

Number
5 (j) Έτσι κερδίζεται η εμπιστοσύνη του. (1)

Question Answer Mark

Number
6 (a) βοηθήσεις (1)

Question Answer Mark

Number
6 (b) βρίσκεται (1)

Question Answer Mark

Number
6 (c) ξεκίνησαν / είχαν ξεκινήσει (1)

Question Answer Mark

Number
6 (d) να γίνουν / γίνουν (1)

Question Answer Mark

Number
6 (e) προωθούν (1)

Question Answer Mark

Number
6 (f) συνεργάζονται / έχουν συνεργαστεί (1)
Question Answer Mark
Number
6 (g) ενδιαφέρεται (1)

Question Answer Mark

Number
6 (h) διαρκούν (1)

Question Answer Mark

Number
6 (i) αφορούσαν (1)

Question Answer Mark

Number
6 (j) έχει πάρει / πήρε (1)
Question Content and communication (AO1)
Number
7 The candidate should have referred to the following:

Μικρή εισαγωγή

Τα πλεονεκτήματα του να ζεις σε μία σύγχρονη μεγαλούπολη είναι πολλά …

Από την άλλη πλευρά, οι κάτοικοι των μεγάλων αστικών πόλεων αντιμετωπίζουν
σοβαρά προβλήματα. Για μένα το σημαντικότερο πρόβλημα είναι …

Αναμφίβολα, η ζωή στην επαρχία διαφέρει αρκετά από αυτή των πόλεων. Έχει
θετικά αλλά και αρνητικά στοιχεία…

Εγώ θα προτιμούσα να ζήσω ….

Μικρός επίλογος
Level Descriptor
0  No rewardable material.
1–3  The candidate has shown minimal ability to express ideas relevant to the
narrative, report or description required, and ideas hardly follow a logical
sequence.
 The piece is rarely coherent and there is so much digression that the
overall theme or purpose of the piece is greatly obscured.
4–6  The candidate has shown some basic ability to express ideas in a form that
would be comprehensible to a native reader, with only occasional
evidence of ideas following a logical sequence.
 The piece is occasionally coherent and while there is some digression from
the topic, the overall theme or purpose is generally clear.
7–9  The candidate has shown a moderate ability to express ideas in a form that
would be comprehensible to a native reader, and some evidence of ideas
following a logical sequence.
 The piece is sometimes coherent and there is digression from the topic,
but the overall theme or purpose is clear.
10–12  The candidate has shown a good ability to express ideas in a form that
would be comprehensible to a native reader, with much evidence of ideas
following a logical sequence.
 The piece is mostly coherent and while there may be occasional ambiguity
or digression from the topic, these appear to be aberrations in an
otherwise pertinent piece of work.
13–15  The candidate has shown an excellent ability to express ideas in a logical
sequence, and errors do not interfere with the comprehension.
 The piece is entirely coherent and while there may be very minor
ambiguities or digression from the topic, the piece is confident, fluent,
pertinent and purposeful.
Question Quality of language (AO2)
Number
7
Level Descriptor
0  No rewardable material.
1–3  Limited range of vocabulary and grammatical structures, which are
rarely used appropriately and effectively to address the needs of the
task.
 Lexis and grammar may not be accurate, with a high degree of
repetition.
4–6  Adequate but predictable range of vocabulary and grammatical
structures, only occasionally used appropriately and effectively to
address the needs of the task.
 Lexis and grammar are occasionally accurate.
7–9  Satisfactory range of vocabulary and grammatical structures,
sometimes used appropriately and effectively to address the needs of
the task.
 Good control of basic language, but there may be errors particularly
with more complex structures/lexis.
10–12  Good range of vocabulary and grammatical structures generally used
appropriately and effectively to address the needs of the task.
 Only occasional lapses in lexical and grammatical control.
13–15  Wide range of vocabulary and grammatical structures used
appropriately and effectively to address the needs of the task.
 Very good control/accuracy with very few errors.
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