GCE Persian F885/01: Listening, Reading and Writing 1 Advanced Subsidiary GCE Mark Scheme for November 2020

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GCE Persian F885/01: Listening, Reading and Writing 1 Advanced Subsidiary GCE Mark Scheme for November 2020 Oxford Cambridge and RSA Examinations GCE Persian F885/01: Listening, Reading and ... Writing 1 Advanced Subsidiary GCE Mark Scheme for November 2020Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of qualifications to meet the needs of candidates of all ages and abilities. OCR qualifications include AS/A Levels, Diplomas, GCSEs, Cambridge Nationals, Cambridge Technicals, Functional Skills, Key Skills, Entry Level qualifications, NVQs and vocational qualifications in areas such as IT, business, languages, teaching/training, administration and secretarial skills. It is also responsible for developing new specifications to meet national requirements and the needs of students and teachers. OCR is a not-for-profit organisation; any surplus made is invested back into the establishment to help towards the development of qualifications and support, which keep pace with the changing needs of today’s society. This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which marks were awarded by examiners. It does not indicate the details of the discussions which took place at an examiners’ meeting before marking commenced. All examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes should be read in conjunction with the published question papers and the report on the examination. © OCR 2020F885/01 Mark Scheme November 2020 2 Annotations used in the detailed Mark Scheme (to include abbreviations and subject-specific conventions) Annotation Meaning Tick Development of point Incorrect Irrelevant (material which doesn’t answer the question) Caret sign to show omission Opinion Just/Justification Good language Poorly expressed Past tense correctly used Future tense correctly used na Highlight Accurate language Inaccurate language Abbreviations Meaning / Alternative and acceptable answers for the same marking point ( ) Words which are not essential to gain the mark __ Underlined words must be included to gain the markF885/01 Mark Scheme November 2020 3 12 Subject-specific Marking Instructions • You should print out a copy of the paper and work through it yourself (using the transcript for the Listening activities which you can find at the end of the Mark Scheme, if the audio version is not available on the portal.) You will need a copy of the written texts to refer to during the marking process in order to spot excessive lifting in tasks 6 and 7. The texts will not appear automatically on your marking screen. • The award of marks is not necessarily dependent on the specific wording in the detailed sheets which follow. Other wordings will score the marks, provided they are semantically equivalent. If the language used by the candidate conveys meaning and also answers the question, then the mark(s) should normally be credited for comprehension (c.f. “sympathetic native speaker/sympathetic examiner”). Use your professional judgement to apply the marking principles given in this mark scheme but if you are still in doubt about the validity of any answer, then consult your Team Leader by phone, the messaging system within SCORIS or e-mail. • Language marks: These are assessed separately – Grids C.2 and F.2 – See guidance in the detailed sheets below. • Where candidates give alternative answers, only the first one written, or the one on the line should be marked.F885/01 Mark Scheme November 2020 4 Section A: Listening and Writing Exercise 1: Question Answer Marks [12] Guidance 1 ب1 Multi-choice either Marks entered individually. No need for annotation. Enter 1, 0 or NR as appropriate. or This task is scanned in by the page. Marks are awarded individually. No annotations are necessary. 2 پ1 3 ب1 4 ب1 5 ب1 1الف 6 7 ب1 8 پ1 1الف 9 10 ب1 1الف 11 12 ب1F885/01 Mark Scheme November 2020 5 Exercise 2 Question Answer Marks [13] Guidance -17 1برنامھ الف Gap-fill either The elements are scanned in individually. No annotation is necessary. Enter 1,0 or NR as appropriate. Ignore mis-spellings. Or The elements are scanned by the page. No annotation is necessary. - 12 1طولانی مدت ب - 1 1اضافھ پ - 9 1پرتنوع ت - 18 1سختگیرانھ ث - 7 1دنبال کرد ج - 13 1ادامھ دار چ - 2 1ترجیح ح - 11 1کیفیت خ - 6 1قابل اعتماد د - 3 1تھیھ ذ - 10 1گوناگونی ر - 5 1اشنایی زF885/01 Mark Scheme November 2020 6 Exercise 3 Task specific guidance: • Each question will be scanned in individually (questions with more than one element will appear twice/three times as appropriate) • For single mark questions no annotation is necessary just enter 1, 0 or NR. • There is no need to use a cross (x) for an answer that is clearly incorrect. Use it when you have had to think and decided not to award the mark or when a word in the response invalidates an otherwise acceptable answer. • You may also use the highlighter tool to show harmless additions. • Answers in Target language get no marks. Question Answer Marks [15] Guidance 1 2 3 4 5 6 7 8 9 10 Advantages and disadvantages of teenagers working A special magazine / journal for young people Because it is a transition period from childhood to adulthood They can go from teenage world to the world of adulthood easier and with more knowledge Give them feeling of being useful / independence /managing their own finance Having little time for doing homework and / studying Stop them from their studies and replace it with working / Not sleeping enough and feeling tired Constructive effects (without negative effects on their school works) Working in big stores / in local shops near their houses/ babysitting Advantages of teenagers’ works are more than disadvantages / they should be encouraged to do these kind of works. [1] [1] [1] [1] &[1] [1] &[1] [1] [1] [1] & [1] [1] [1]&[1] [1]F885/01 Mark Scheme November 2020 7 Exercise 4 10 marks for Communication (Grid H1), 10 marks for Quality of Language (QoL) Task Specific Guidance • The candidate response will be scanned in twice. The marks for Communication are awarded the first time. The second image is for you to assess the QoL. • Communication: This is a transfer of meaning exercise, not a word-for-word translation, so there may be several ways of putting the points across. Key elements of the points are underlined in the mark scheme. For communication / content, assess as a “sympathetic native speaker / sympathetic examiner” and give credit accordingly. • Annotations: • In the body of text, use a tick () to show that a point has been fully and successfully conveyed. • If an element of the point has been omitted, use the caret sign (λ). • If a point has been omitted, is incorrectly rendered or is rendered in a way that would be incomprehensible, use no annotation. • Use a cross (x) when a word in the response invalidates an otherwise acceptable answer. • The annotations will give a global impression to help you apply Grid H.1 accurately and consistently. • Grid H.1: The ticks will show the number of points successfully conveyed. These will normally correspond with the marks you award. Task 4: Communication points Question Answer Marks Guidance [10] Accept Do not accept من در سال آخر دبیرستان ھستم / و در کمبریج زندگی میکنم. / ھفتھی پیش ھیجده سالم شد / و قصد دارم دو ماه دیگر در اینجا بمانم. /من بھ کار نیمھ وقتی کھ آگھی کرده اید علاقمندم /چون میتوانم بھ ھر دو زبان فارسی و انگلیسی صحبت کنم ولی انگلیسیم روانتر است./ بنابراین من میتوانم بھ تلفن جواب بدھم و کمی ھم کارھای ترجمھ را بکنم. / من امیدوارم کھ فارسیم را اینجا تمرین کنم و/ کمی ھم پول بدست آورم. / لطفا از طریق ایمیلم بھ من اطلاع دھید.F885/01 Mark Scheme November 2020 8 GRID H.1 COMMUNICATION 10 marks AO2 9-10 Most or all of the information successfully conveyed. 7-8 Three quarters of the points conveyed. 5-6 Half of the information successfully conveyed. 3-4 Only a quarter of the points conveyed. 0-2 Very little or no information conveyed.F885/01 Mark Scheme November 2020 9 QoL: Read response again and assess for language. • Annotations: you may use the underlining tool (--) to show language errors if you find it makes it easier to apply Grid C.2, but it is not essential. • Grid C.2: Key words have been highlighted in the Grid. Remember that this grid is also used to assess accuracy at A2. At AS level, one year beyond GCSE, the only complexity of language that is expected is that required by the task. Identify the band which best matches the performance. If you identified the band without hesitation you must award the higher of the two marks. GRID C.2 QUALITY OF LANGUAGE – ACCURACY 10 marks AO3 9-10 Characterised by a high and consistent level of accuracy in use of complex structures, although there may be some errors. 7-8 Language generally accurate. Shows a sound grasp of AS (and/or A2) structures, as appropriate. Generally correct use of complex structures. Tenses and agreements good, although there may be some inconsistency and errors in more complex areas. 5-6 Shows evidence of fair understanding of grammatical usage. Generally accurate use of simple sentence structures. Some correct use of complex sentence structures. The performance is likely to be patchy and inconsistent. 3-4 Evidence of gaps in basic grammar. Frequent errors of an elementary kind (endings, verb forms, gender of common nouns, adjectival agreements) but evidence of correct use of simple sentence structures. Vocabulary and structures may be quite strongly influenced by the candidate’s first language. 0-2 Little evidence of grammatical awareness. Persistent, serious and elementary errors (endings, verb forms, gender of common nouns). Frequent first language interference.F885/01 Mark Scheme November 2020 10 Section B: Reading and Writing Exercise 5 – Part a 1 Question Answer Marks [10] Guidance 1 ب1 mark for each correct answer This task is scanned in by the page. The marks are awarded individually. No annotations are necessary. ب 2 پ 3 ب 4 الف 5 الف 6 ب 7 ب 8 9 پ 10 بF885/01 Mark Scheme November 2020 11 Exercise 5 – Part b Questions Marks Guidance بَھار Bahar آرتین Artin َحنا Hana آریا Aria [10] 1 mark for each correct answer 1 X This task is scanned in by the page. The marks are awarded individually. No annotations are necessary. If the candidate has put more than 10 ticks, add up the total number of correct marks and deduct 1 mark for each tick over 10. 2 X X 3 X X 4 X X X 5 X XF885/01 Mark Scheme November 2020 12 Exercise 6 Task specific guidance • Each question will be scanned in individually (questions with more than one element will appear twice/three times as appropriate). The entire page will then appear on the screen for you to assess the QoL. • Familiarize yourself with the text and have a copy to hand so that you can easily spot instances of lifting from the original. The text will not appear on the screen. • Go through all the responses and assess every question for comprehension. a. Marks are awarded on a point by point basis, according to the mark scheme. b. Minimal (additional) irrelevance can be ignored BUT mindless copying (often long chunks) results in no marks for comprehension or QoL c. For comprehension / content, remember that you are a “sympathetic native speaker / sympathetic examiner”. If language interferes slightly but it is clear that the candidate has understood, give the mark for content / comprehension (unless there is ambiguity or it is gibberish). Limited ability to use language will be reflected in the mark awarded under grid C2. If appropriate, candidates may answer with single words / short phrases. • Annotations: • Award 1, 0 or NR without annotation. • Use a tick () to indicate a mark awarded on any question where the answer is more than one mark. • Use a cross (x) when a word in the response invalidates an otherwise acceptable answer. • Even if the answer is lifted verbatim from the text, as long as it is a direct answer, award the comprehension mark but highlight and exclude from Quality of Language assessment. Assessing Quality of Language a. You will get a separate screen which will be the whole page (unannotated). Read all the answers again. You may use the green L marking tool to highlight good language to assist you in the application of Grid C.2. but it is not essential. b. Apply Grid C.2 and enter the mark. c. When candidates have left several questions unanswered, click on “fit height” to have an overall view.F885/01 Mark Scheme November 2020 13 Exercise 6 Question Answer Marks Guidance [20] Accept Do not accept 1234 56 789 10 11 12 چون بزرگ و وسیع است. قوانین آن براساس توافق کشورھای ساحلی دریای خزر تعیین میشود بھ دلیل شرایط تاریخی و سیاسی مختلف آن را منزلگاه جانوران و گیاھان کمیابی کردهاست - در مقابل آلودگیھای )کشاورزی و صنعتی و نفتی بسیار( آسیب پذیر است پژوھشھا نشان میدھد کھ در دریای خزر ذخایر نفتی فراوان - و منابع گاز طبیعی زیادی وجود دارد. ماھی سفید است - یکی از خوشمزه ترین ماھیھای دنیاست. ۹۰درصد خاویار اَعلای جھان از این دریا صید می شود - صید بی رویھ این ماھیان موجب شده است کھ بھ میزان زیادی از تعداد آنھا کاستھ شود دولتھا و مردم ورود ُمداوم مواد آلایندهی نفتی )از کشورھای حاشیھی دریای خزر( - ریختن انواع زبالھھا و فاضلابھا در آن آب آن آلوده شده و / ماھیھا و موجودات آبزی دیگر َ این دریا را در م َ عرض خطر جدی قرار گرفتھ اند. از بین رفتن ساحل و در خطر بودن جام و مال مردم در زمان توفان زیبایی دریای خزر و سواحل شنی آن 111 1&1 1&1 1&1 1&1 1 & 1 1 & 1 1 1 & 1 1&1F885/01 Mark Scheme November 2020 14 Exercise 6 • If only 1/3 of the questions have been answered, the maximum mark for C2 is the 5/6 band • If only 2/3 of the questions have been answered, the maximum mark for C2 is the 7/8 band GRID C.2 QUALITY OF LANGUAGE - ACCURACY 10 marks AO3 9-10 Characterised by a high and consistent level of accuracy in use of complex structures, although there may be some errors. 7-8 Language generally accurate. Shows a sound grasp of AS and/or A2 structures, as appropriate. Generally correct use of complex structures. Tenses and agreements good, although there may be some inconsistency and errors in more complex areas. 5-6 Shows evidence of fair understanding of grammatical usage. Generally accurate use of simple sentence structures. Some correct use of complex sentence structures. The performance is likely to be patchy and inconsistent. 3-4 Evidence of gaps in basic grammar. Frequent errors of an elementary kind (endings, verb forms, gender of common nouns, adjectival agreements) but evidence of correct use of simple sentence structures. Vocabulary and structures may be quite strongly influenced by the candidate’s first language. 0-2 Little evidence of grammatical awareness. Persistent, serious and elementary errors (endings, verb forms, gender of common nouns). Frequent first language interference.F885/01 Mark Scheme November 2020 15 Exercise 7 Task specific guidance Have a copy of the text to hand and familiarize yourself with it, so that you can easily spot instances of lifting from the original. Only the candidates’ work will appear on the screen. You will have three successive screens 7a, 7b and then 7a + 7b again, but without the annotations in order to assess QoL. Task 7a Comprehension. Grid I [10 marks] a. Annotations: • In the body of text, use a green tick  to show that a point from the mark scheme below has been fully and successfully conveyed. • If an element of the point has been omitted, use the caret sign (λ). • If a point has been omitted, is incorrectly rendered or is rendered in a way that would be incomprehensible, use no annotation. The annotations will give a global impression to help you apply Grid I accurately and consistently. b. Grid I: Looking at the annotations, assess what proportion of the points has been conveyed and apply Grid I. Enter your mark. c. Copying / lifting: If chunks of the text are simply copied, award marks for comprehension but there is a limit of 3-4 marks for (a) if the entire answer is lifted (see Grid I). Verbatim copying of the stimulus text results in no marks. Use the highlighting tool (…...) to show lifted language. Only phrases of 5 words or more should be counted as lifted language.F885/01 Mark Scheme November 2020 16 1F885/01 Mark Scheme November 2020 17 Task 7(b) Response Grid J [20 marks] Question Indicative content Mar ks [10] Levels of Response موزهی بریتانیا و ایران موزهی بریتانیا کھ درمرکز شھر لندن قرار دارد،/ یکی از مھم ترین و بزرگترین موزهھای جھان است / کھ در آن نھ تنھا آثار تاریخی و باستانی نگھداری میشود / بلکھ آثار معاصر نیز در آنجا بھ نمایش گذاشتھ میشود./ موزهی بریتانیا را از نظر بزرگی و تعداد آثار آن باید با موزه لوور پاریس مقایسھ کرد. / این موزه بخشھای گوناگونی دارد کھ در آنھا آثار باستانی مربوط بھ دورهھای مختلف کشورھا و تمدنھای قدیم نگھداری میشود/. در بخش خاورمیانھی این موزه، آثار باستانی بسیار باارزش و کمیابی از کشورھای ایران، عراق و کشورھای دیگر خاورمیانھ نگھداری و بھ نمایش گذاشتھ میشود./ یکی از مھمترین و باارزشترین این اشیای باستانی منشور حقوق بشر کوروش بزرگ است/. ھرسالھ بیش از پنج میلیون نفر از موزهی بریتانیا بازدید میکنند و از پربازدید کننده ترین موزهھای جھان است. / کتابخانھ موزهی بریتانیا بسیار بزرگ و غنی است و معماری زیبا و بینظیری دارد. / 10 points of information 1 Grid I COMPREHENSION OF TEXT 9-10 Consistently relevant information. Includes nearly all the points from the original passage. Shows a very clear understanding of the text 7-8 Relevant information showing understanding of up to two thirds of the points from the original passage. There may be one or two instances of lifting from the original passage. 5-6 Some relevant information showing understanding of up to half of the points. There may be instances of lifting from the original passage. 3-4 Little relevant information. Includes up to a third of the points, showing understanding of some of the points. Over-reliance on phrases lifted from the original passage. 0-2. No relevant information or supplies one or two relevant points from the original passage. Question Answer Marks Guidance [20] Content Levels of Response No Indicative Content – personal response Grid J: Looking at the annotations, assess the quality of the response to the text and apply Grid J. NB: “imagination” and “insight” are interpreted conservatively. The number of ticks you have awarded will indicate a mark band. You must then use your professional judgement to fine tune your marking. You may look at the quality of the candidate's points and go down a mark or two if they seem rather pedestrian or repetitive. Similarly an attempt at originality or humour could gain an extra mark or two. Enter your mark. • Use the green tick () in the body of the text to show each opinion / personal response and a green tick (+) in body of text to show a development / extension of the opinion. NB: one opinion may have several extensions. GRID J RESPONSE TO TEXT 16-20 Responds with well developed points of view which show insight, originality and imagination. 12-15 Expresses points of view which are consistently developed and respond to the requirements of the task. Shows some originality and/or imagination 8-11 Expresses points of view which respond to the requirements of the task. Some of these may be developed and there may be some originality and/or imagination. 4-7 Manages the beginning of a response to the requirements of the task. May have difficulty in expressing and/or developing points. 0-3 Very short. May not go beyond points of view already expressed in the original text.F885/01 Mark Scheme November 2020 18F885/01 Mark Scheme November 2020 19 Task 7(a) + 7(b) – Language (QoL) – Grids C.2 and F.2: [20 marks] Question Answer Marks Guidance Task 7a+b Assess for Quality of Language using Grids C2 and F2 Appendix 1 [20] a. Read the whole response again and assess for Range (Grid F2) first – i.e. vocabulary and structures. Then assess for Accuracy (Grid C2). Key words have been highlighted in the grids below. Ignore final sentence of 3-4 band in Grid C2, because vocabulary and structures have already been assessed under Grid F2. If you wish, you may use the underlining tool (--) to show language errors if you find it makes it easier to apply Grid C.2, but it is not essential. Enter your mark. b. Ignore language lifted from the text when assessing language (See Task 8a above). Lifted language is not credited for QoL – only content points and/or personal response.F885/01 Mark Scheme November 2020 20 APPENDIX 1 GRID C.2 QUALITY OF LANGUAGE - ACCURACY 10 marks AO3 GRID F.2 QUALITY OF LANGUAGE (RANGE) 10 marks AO3 9-10 Characterised by a high and consistent level of accuracy in use of complex structures, although there may be some errors. 9-10 Effective and confident use of a wide range of vocabulary and idiom with a variety of complex sentence structures. 7-8 Language generally accurate. Shows a sound grasp of AS (and/or A2) structures, as appropriate. Generally correct use of complex structures. Tenses and agreements good, although there may be some inconsistency and errors in more complex areas. 7-8 Effective use of a range of vocabulary and structures appropriate to the task, with little repetition. A positive attempt to introduce variety and to use a range of complex sentence structures (though not always able to maintain correct usage). 5-6 Shows evidence of fair understanding of grammatical usage. Generally accurate use of simple sentence structures. Some correct use of complex sentence structures. The performance is likely to be patchy and inconsistent. 5-6 Attempts to extend the range of vocabulary, though still rather repetitive. Attempts to use more complex language with some success in producing a range of syntax and sentence structures appropriate to the task. 3-4 Evidence of gaps in basic grammar. Frequent errors of an elementary kind (endings, verb forms, gender of common nouns, adjectival agreements) but evidence of correct use of simple sentence structures. (Vocabulary and structures may be quite strongly influenced by the candidate’s first language). 3-4 Use of a restricted range of vocabulary and structures. Frequent repetition of the same words and phrases. Some attempt (not necessarily successful) at the use of more complex sentence structures. 0-2 Little evidence of grammatical awareness. Persistent, serious and elementary errors (endings, verb forms, gender of common nouns). Frequent first language interference. 0-2 Only simple sentence patterns. Very limited vocabulary. Very limited range of structures.F885/01 Mark Scheme November 2020 21 F885 June 2020 Exercise 1 - Listening Comprehension Transcripts of Listening Texts Note for Document production team: This section of the mark scheme must stay in Portrait format until after the standardisation meeting. Tapescript for Exercise 1 تمرین – ۱درک شفاھی وضع زنان ورزشکار در چند دھھی گذشتھ، ورزش زنان ایران و پیروزی آنان در زمینھھای مختلف ورزشی از نظر مردم ناشناختھ بود زیرا کھ اخبار آن در رادیو و تلویزیون بازتابی نداشت. بسیاری از مردم نام ورزشکاران زن را نمیدانستند، چون اخبار ورزشی بانوان بیشتر دربارهی تیمھا پخش میشد؛ برای مثال گفتھ میشد کھ تیم والیبال بانوان اصفھان بھ قھرمانی رسید. در سالھای اخیر کھ ورزشکاران زن پیروزیھای زیادی در رشتھھای مختلف ورزشی در المپیک و سایر مسابقات جھانی و منطقھای بھ دست آوردند، تابوی اشاره بھ نام آنان شکست و کم کم اسم شان در رسانھھای گروھی گفتھ شد. وسیلھی اصلی ارتباط مردم با ورزشکاران زن ابتدا بیشتر روزنامھھا و مجلات ورزشی و تا حدی رادیو بود، ولی تلویزیون ھمچنان محدودیتھای زیادی در پوشش اخبار ورزشی زنان داشت. اما این روزھا تغییر و تحولی در شیوهی اطلاع رسانی ورزش زنان بھ وجود آمده، البتھ نھ در رسانھ ھای رسمی کشور، بلکھ در دنیای اینترنت و شبکھھای اجتماعی. طی این سالھا قھرمانان زن توانستند با ھواداران خود ارتباط مستقیم بگیرند. تعداد ھواداران بعضی از ورزشکاران زن در دنیای مجازی و اینترنت بیش از صدھزار نفر است. این خود نشاندھندهی پیشرفت جامعھ دراین زمینھ بودهاست. دختران ورزشکار ویدیو کلیپھا و عکسھایی از خودشان و مسابقھھایشان در شبکھھای اجتماعی میگذارند. آنھا در گزارشھایشان از مشکلات و کمبود امکانات مالی و ورزشی با ھوادارانشان صحبت میکنند. اما باید گفت کھ در مقایسھ با دھھھای پیش، وضع ورزشکاران زن در کل بھبود یافتھ است.F885/01 Mark Scheme November 2020 22 Transcript for Exercise 2 تمرین – ۲درک شفاھی تغذیھی سالم و رژیم لاغری بیشتر ما بھ دنبال یک رژیم غذایی سالم ھستیم تا سلامت جسمی مون رو در درازمدت حفظ کنیم و درضمن وزنمون ھم بالا نره. تغذیھی سالم یعنی انتخاب مواد غذایی سالم و متنوع از گروهھای غذایی مختلف و ترکیب درست اونھا با ھم. برای داشتن یک رژیم لاغری سالم مجبور نیستین کھ یک برنامھ غذایی محدود و سخت داشتھ باشین بلکھ باید رژیمی رو انتخاب کنید کھ بتونید برای یھ مدت طولانی اون رو رعایت کنید و ادامھ بدید. البتھ دنبال کردن یک برنامھ غذایی بھ طور مداوم بھ این سادگیھا نیست، چون گاھی پیش میاد کھ دلتون تنُقلات مورد علاقھتون مثل چیپس و پُفَک و شکلات میخواد و نمیتونید جلوی خودتون رو بگیرید و خوردن اینارو بھ یھ غذای سالم ترجیح میدید. یا بعضی وقتا آدم وقتی گرسنھاس، ھرچی دم دستش باشھ میخوره و بھ کیفیت چیزی کھ میخوره اصلاً اھمیت نمیده. رژیم غذایی سالم، نیازمند ُ داشتن اطلاعات معتبر در این زمینھ و برنامھریزی درست برای تھیھی مواد غذایی مورد نیازه و طریقھی آماده کردن غذا ھم بسیار مھمھ. کارشناسای تغذیھ و سلامت، رژیمھای غذایی متفاوتی رو معرفی کردهان کھ با مطالعھی اونھا میشھ روشی رو کھ مناسب ماست انتخاب کرد.F885/01 Mark Scheme November 2020 23 Exercise 3 - Listening Comprehension Task 3 Part time work for teenagers مدتی پیش در آمریکا تحقیقی دربارهی کار نوجوانان در روزھای آخر ھفتھ و در تعطیلات تابستان انجام شد. ھدف اصلی این تحقیق، بررسی فایدهھا و زیانھای کارکردن نوجوانان است نتایج این تحقیق بھ صورت گزارشی در یک مجلھی ویژهی جوانان چاپ گردید کھ خلاصھای از آن را در این اینجا میشنوید. دوران نوجوانی بھ دلیل گذار از کودکی بھ بزرگسالی دورهی سختی است. این کارھا کھ شامل کارھای نیمھ وقت در روزھای آخر ھفتھ و کار در تعطیلات تابستان است، بھ نوجوانان کمک میکند در آینده راحتتر و با شناخت بیشتر از دنیای نوجوانی بھ دنیای بزرگسالی وارد شوند. در این تحقیق ھمچنین بھ فایدهھای تجربھی کاری در تابستان اشاره شده است. این کار بھ نوجوانان احساس مفید بودن و استقلال میدھد و ھمینطور آنھا یاد میگیرند کھ چگونھ مسائل مالی خود را مدیریت کنند. البتھ موانع و مشکلات زیادی برای کار کردن نوجوانان در روزھای آخرھفتھ وجود دارد کھ مھمترین آنھا داشتن وقت کمتر برای انجام تکالیف مدرسھ و درس خواندن است. در نتیجھ، نداشتن خواب کافی، احساس خستگی و آماده نبودن برای رفتن بھ مدرسھ ممکن است نوجوانان را از ادامھی تحصیل بازدارد و کارکردن جای آن را بگیرد. برعکس کار تابسنان میتواند اثرات سازندهای بر روی شخصیت نوجوانان بگذارد، بدون آنکھ تأثیر منفی روی کار مدرسھشان بگذارد. از جملھ کارھای تابستانی میتواند کار در فروشگاه ھای بزرگ ، کار در فروشگاهھای محلی نزدیک محل زندگی نوجوانان و ھمچنین کار مواظبت از کودکان را نام برد. با وجود ھمھی مشکلات بسیاری از پدر و مادرھا معتقد ھستند فایدهھای کار نوجوانان بیشتر از مضرات آن است بنابراین باید نوجوانان را بھ تجربھ کردن چنین کارھایی تشویق کرد.OCR (Oxford Cambridge and RSA Examinations) The Triangle Building Shaftesbury Road Cambridge CB2 8EA OCR Customer Contact Centre Education and Learning Telephone: 01223 553998 Facsimile: 01223 552627 Email: [email protected] [Show More]

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