GCE Persian F886/01: Listening, Reading and Writing 2 Advanced GCE Mark Scheme for November 2020

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GCE Persian F886/01: Listening, Reading and Writing 2 Advanced GCE Mark Scheme for November 2020 Oxford Cambridge and RSA Examinations GCE Persian F886/01: Listening, Reading and Writing 2 ... Advanced 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 2020F886/01 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 Present tense correctly used 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 markF886/01 Mark Scheme November 2020 3 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.F886/01 Mark Scheme November 2020 4 Section A: Listening and Writing Task/Exercise 1: 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 Guidance a Last year New year/ Nowruz 1 b West and South states 1 c Building houses or road in the dried river/ ignorance toward safety of building damps and bridges / ruin forest/ lack of respect for the environment. 2 Any two of the three. d died / got dried/ change to a road 1 e Years of lacking of water / drought 1F886/01 Mark Scheme November 2020 5 Task/Exercise 2 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. Question Answer Marks [20] Guidance A 1الف : برای رفتن بھ دانشگاه باید در امتحان کنکور شرکت میکردند. B ب: رقابت شدید بین کسانی کھ در امتحان شرکت میکنند. یاد گرفتن تمام درسھایی کھ در دبیرستان خواندهاند. 1 1 C 1پ: تنھا راھی کھ زنان میتوانستند پیشرفت کنند رفتن بھ دانشگاه بود. D 1ت: لیسانس E ج: iمادر استاد دانشکاه شد. iiپدر شرکت خودش را باز کرد. 1 1 F : چ1F886/01 Mark Scheme November 2020 6 iمدرک ای لول فارسی ارزش برابر با بقیھ درسھا داشت iiدانشگاهھای زیادی آن را قبول داشتند./ برای رفتن بھ دانشگاه 1 G ح: 2آرش با یادگیری زبان فارسی راھی برای یادگیری دربارهی فرھنگ و تاریخ ایران یافت کھ او را بھ ھویت ملیاش نزدیک کرد. 1خ: چون فرھنگ ملیام را دوست داشتم. H J د- Iمادر و خانوادهھای ایرانی Ii 2 2غذاھا / مراسم سنتی و افراد بزرگ تاریخ ایران را معرفی کردند. J ذ: خیلی معروف شدند. نمره خوبی در درس تاریخ گرفتند. 11 K ر: Iمدیران / معلمان مدرسھ ایرانی ii 11//11آخر ھفتھھا را صرف تدریس فارسی میکنند / با تمام وجود درس میدھند.F886/01 Mark Scheme November 2020 7 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. 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.F886/01 Mark Scheme November 2020 8 Section B: Reading and Writing In Section B there are 10 marks for Quality of Language. Task/Exercise 3 Question Answer Marks [7] Guidance 1الف 1 Multi-choice Marks entered individually. No need for annotation. Enter 1, 0 or NR as appropriate. 2 ب1 3 ب1 4 پ1 5 پ1 1الف 6 1الف 7 Task/Exercise 4: Question Answer Marks [8] Guidance A )الف( صاحبان قدرت1 1 mark for each correct answer The marks are awarded individually. No annotations are necessary. ) 1ب( سرنوشت تلخ B ) 1پ( اندکی C ) 1ت( دوران D ) 1ث( بالا بردن E ) 1ج( بنیان گذاشتھ شد F ) 1چ( ویژگی G ) 1ح( تدریس HF886/01 Mark Scheme November 2020 9 Task/Exercise 5 Question Answer Marks [5] Guidance 1 ج1 Gap-fill No annotation is necessary. Enter 1, 0 or NR as appropriate. Ignore misspellings. Note: 2 د1 3 ب1 4 ع1 5 م1 Task/Exercise 6 Question Answer Marks [5] Guidance A الف- خبر رسانی 1 Sentence Completion Marks entered individually. No need for annotation. Enter 1, 0 or NR as appropriate. 1ب- خارجی B 1ج- رشوه خواری C 1د- حقوق D 1ش- سود شخصی خود EF886/01 Mark Scheme November 2020 10 Task/Exercise 7 Task specific guidance • Each question will be scanned in individually (questions with more than one element will appear twice/three times as appropriate). • 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.F886/01 Mark Scheme November 2020 11 Task/Exercise 7 Question Answer Marks [10] Guidance 1الف : چون منافع خود را از دست میدادند. A 1ب : جوانان میتوانستند با درس خواندن آینده ایران را تغییر دھند. B C پ: در مدرسھ دارالفنون جوانان می توانستند در رشتھھای مھندسی و پزشکی درس بخوانند. / مھندس و پزشک تربیت میکرد. 1استادھای این مدرسھ در دانشگاهھای اروپایی ھم درس میدادند. 1 1ت: رسیدگی بھ وضعیت ادارهھا بود. D ث: در کشورھای زیادی سفارتخانھ راه اندازی کرد. E 1 F ج: خانواده امیرکبیر فقیر و عادی بود. 2خانواده ی دکتر مصدق وابستھ بھ دربار بود. 1د: ملی کردن صنعت نفت G 1نخست وزیر بود. HF886/01 Mark Scheme November 2020 12 Task/Exercise 8: Transfer of Meaning Question Answer Marks [10] Guidance Content Levels of response البتھ نباید فراموش کنیم کھ اگر از ھر پیشرفتی بھ 1 درستی استفاده نشود Of course, we must not forget that any progress, if not used correctly 2 Award two marks per translated section according to the grid below. This grid assesses Transfer of Meaning into English. Note that this grid integrates Quality of Written Communication Strand (i) descriptors. Exceptional responses and marks to award: 1. Candidates may answer in faultless English but may not transfer meaning accurately. Award either 0 or 1 mark, depending on level of inaccuracy in meaning. * 2. The transfer of meaning is accurate but contains significant spelling and/or grammar errors. Award 0 or 1 mark, depending on level of inaccuracy of English. GRID H.2 TRANSFER OF MEANING 2 Accurate transfer of meaning. Faultless or virtually faultless grammar, punctuation and spelling in English. 1 Inconsistent transfer of meaning. Mostly accurate but there are errors and/or missed details. There are instances of error in grammar, punctuation and spelling in English. 0 Very limited transfer of meaning. A substantial number of elements misunderstood or missing. Significant error in grammar, punctuation and spelling in English. و بھ دست افرادی کھ بھ دنبال سود خود ھستند 2 بیافتد and be on the hands of people who seek their own benefits, 2 3 میتواند آسیبھای جبرانناپذیری برای ھمھی مردم دنیا بوجود آورد. can cause irreparable harm to all the people of the world. 2 از سوی دیگر سلامتی یک نسل نیز میتواند بھ 4 ھمین پیشرفتھا بستگی داشتھ باشد can also depend on this progress. While on the other hand the health of one generation 2 در نتیجھ نمیتوان فایدهھای آن را بھ خاطر وجود 5 ضررھای احتمالی از بین برد. As a result, its benefits can not be sacrificed for possible losses. 2F886/01 Mark Scheme November 2020 13 Task/Exercise 9 Question Answer Marks [5] Guidance 1الف: از بیماریھای )ژنتیکی A . B ب: درمانھای دور از دسترس 1 C پ: بیماریھای مادرزادی 1 D ت: آگاه شوند. 1 1ث: مشورت علمی E Task/Exercise 10 Question Answer Marks [7] Guidance 1الف: پژوھشگران A Multi-choice Marks entered individually. No need for annotation. Enter 1, 0 or NR as appropriate. 1ب: استفاده B 1پ: خط اول/ پیشرو C D ت: تآثیر مفید 1 E ث: مرکزھای قابل اعتماد 1 F ج: پیدا 1 G چ: توانایی 1 Task11F886/01 Mark Scheme November 2020 14 Task specific guidance • Each question will be scanned in individually (questions with more than one element will appear twice/three times as appropriate). • 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. d. Marks are awarded on a point by point basis, according to the mark scheme. e. Minimal (additional) irrelevance can be ignored BUT mindless copying (often long chunks) results in no marks for comprehension or QoL f. 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.F886/01 Mark Scheme November 2020 15 Task/Exercise 11 Question Answer Marks [10] Guidance a 3الف: ارزان تر بودن، دقیق تر بودن و قابل استفاده تر بودن علم ژنتیک آن را بسیار مفید کرده است. 2ب: بھ خاطر وجود کارشناسان خبره و دسترسی بھ آخرین امکانات علم پزشکی. b c پ: با تغییر ژنھای سرطانی از انتقالشان بھ نسلھای بعد جلوگیری کنند و با کشف ژنی کھ باعث ایجاد تومور میشود، دارو و درمان 2مناسبتری برای آن در نظر بگیرند. d ت: آنھا نگرانند کھ شاید ثروتمندان برای فرزندانشان ژن خوب بخرند. این ژنھای دستکاری شده میتواند مشکلات زیادی بوجود بیاورد. و شاید آینده بچھھا را ژنھا تعیین کنند. 111F886/01 Mark Scheme November 2020 16 • Assessing Quality of Language across Section B a. You will get a separate screen which will be the whole page for exercise 4, 5, 6, 7, 9, 10 and 11 (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. PE to provide specific guidance on which exercises in Section B will provide best evidence for Quality of Language. 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.F886/01 Mark Scheme November 2020 17 Task/Exercise 12-19 Task specific guidance Mark one essay using the grids N, O, C.2 and F.2. If a candidate has written more than one essay mark both essays in the normal way but enter the mark for the essay which has earned most marks over all. Question Indicative Content Marks Guidance Task 12- 19 No Indicative Content – personal response [25] Grid N guidance 3–4 – No specific example from TL = cap 4 5–6 – Demonstration of originality and/or imagination – applies mainly to imaginative 7–8 – Imaginative and/or original response to task – applies mainly to imaginative Grid O guidance 6–9 – Straight narration = more 6/7 Evidence of some argument = more 8/9F886/01 Mark Scheme November 2020 18 Task/Exercise 12-19 – Language (QoL) – Grids C.2 and F.2: [20 marks] Question Answer Marks Guidance Task 12- 19 Assess for Quality of Language using Grids C.2 and F.2 Appendix 1 [20] Read the whole response again and assess for Range (Grid F.2) first – i.e. vocabulary and structures. Then assess for Accuracy (Grid C.2). Key words have been highlighted in the grids below. Ignore final sentence of 3-4 band in Grid C.2, because vocabulary and structures have already been assessed under Grid F.2. 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. Grid C.2 guidance 0–2 – Errors ([e.g.] endings, verb forms, gender of common nouns). Frequent first [= other] language interference. 3–4 – Errors ([e.g.] endings, verb forms, gender of common nouns, adjectival agreements). Candidate’s first [= other] language. Meaning may be unclear; more wrong than right. 5–6 – Wrong/right = 50/50 7–8 – More right than wrong. Grid F.2 guidance 5–6 – [A range of] syntax and sentence structures appropriate to the [register of the] task. 7–8 – Effective = good. Reads easily. 9–10 – idiom ≠ idioms. APPENDIX 1F886/01 Mark Scheme November 2020 19 GRID N RELEVANCE AND POINTS OF VIEW 10 marks AO2 GRID O STRUCTURE AND ANALYSIS 15 marks AO2 9–10 Consistently relevant information that supports points of view and opinions. Shows genuine insight in responding to the task. 13–15 The response displays genuine control and clarity. A very well-developed argument. Confident ability to develop an argument, analyse and evaluate, and draw conclusions. 7–8 Relevant information that responds to the requirements of the task and is used to support points of view and opinions. Produces an imaginative and/or original response to the task. 10–12 Coherently structured and organised response. Points of view are linked in a logical sequence. Able to develop an argument, analyse and evaluate, and draw conclusions. 5–6 The information given is mainly relevant to the task. Points of view and opinions are generally supported by some factual evidence. May demonstrate some originality and/or imagination. 6–9 Structured and organised response. Points of view are mostly linked in a logical sequence. Shows some ability to develop an argument, analyse and evaluate and draw conclusions. 3–4 Includes some relevant information but does not always address the requirements of the task. May have some difficulty in expressing points of view and/or narrating events and/or communicating factual information. 3–5 Shows some ability to structure and organise the response. Limited ability to develop an argument, analyse and evaluate, and draw conclusions. 0–2 The response to the task is likely to be very short and/or irrelevant and/or very superficial. 0–2 Random organisation of the response. Limited attempt to develop an argument, analyse and evaluate, and draw conclusions.F886/01 Mark Scheme November 2020 20 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.F886/01 Mark Scheme November 2020 21 BLANK PAGEAPPENDIX 2 F886 Nov20 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. Exercise 1 [SETTING: Dialogue] (One female and one male voice) Exercise 1: Listen to the text about Satellite universities and then answer the questions below IN ENGLISH. Task 1: nature نسرین: نوروز سال گذشتھ مثل ھمیشھ نبود. فکر کنم بھ ھمھی مردم خیلی سخت گذشت. نیما: منظورت سیل و بلایای طبیعیھ کھ بیشتر کشور رو درگیر کرده بود؟ نسرین: بلھ ولی استانھای غربی و جنوبی بیشترین آسیب رو دیدن مردم روستاھای این مناطق خونھ و کاشونھشون رو از دست دادن. عجیبھ کشوری کھ با خشکسالی روبھ رو بود یھو سیل زده شد. نیما: خیلی ھم عجیب نیست وقتی انسانھا بھ محیط زیست خودشون احترام نمیذارن این اتفاقھا میافتھ. خونھ سازی یا جاده سازی در مسیر رودخانھھای خشک شده، رعایت نکردن مسائل ایمنی تو سد سازی و پلسازی و از بین بردن جنگلھا نشون دھندهی اھمیت ندادن ما بھ محیطیھ کھ توش زندگی میکنیم. نسرین: درستھ پدرم ھمیشھ میگفت قدیما جادهی ورودی شیراز از زیر دروازه قرآن رد میشد و در کنارش رودخونھای وجود داشت ولی چند سال پیش کھ اونجا رفتیم اون رودخانھی بیآب رو بھ جادهی ورودی شھر تبدیل کرده بودند. نیما: بعد از سالھا کم آبی و خشکسالی مردم توقع چنین سیل ویرانگری را نداشتند. آب گرفتگی جادهھا و ویرانی پلھا راه کمک رسونی بھ مردم رو غیر ممکن کرده بود تا جایی کھ از قایق استفاده میکردند.F886/01 Mark Scheme November 2020 23 Task 2: Listening تمرین -2درک شنیداری یادگیری زبان فارسی Listen to Arash’s story and answer the following questions IN PERSIAN. همیشه وقتی پدر و مادرم از زحمتهایـی که برای امتحان کنکور در ایران بعد از دبیرستانشان کشیده بودند،صحبت می ً کردند اصلا دلم نمیخواست برای دانشگاه رفتن این همه اذیت بشم. رقابت سنگین بین شرکت کنندهها و یادگیری تمام دروسی که در دبیرستان خونده بودند سختترین مرحلهی این امتحان بود. مادرم میگـفت که برای زنان تنها راه پیشرفت، رفتن به دانشگاه بود به همین خاطر فشارعصبی زیادی را باید تحمل میکردیم. فکر کنم همین سختیهایـی که کشیدند باعث شده که انتظار زیادی از من داشته باشند. هر دوشون بعد از گرفتن مدرک لیسانس برای ادامهی تحصیل به انگلستان اومدند و دکـترا گرفتند. مادرم به سیس کرد. زمانی که نوبت خودم شد و بای ٔ تدریس در دانشگاه مشغول شد و پدرم شرکت خودش رو تا د برای رفتن به دانشگاه امتحانات ای لول رو میدادم فقط سه موضوع اصلی رو انتخاب کردم به علاوهی ای لول زبان فارسی. به اصرار پدر و مادرم با رفتن به مدرسه خر هفته ٓ ی فارسی در ا ها به مدت 12سال، به راحتی میتونستم بخونم ماده می کردم. از اونجایـی که این مدرک ارزش ٓ و بنویسم. بعدش باید خودم رو برای امتحانات ای لول فارسی ا برابری با بقیه دروس داشت و مورد قبول بیشتر دانشگاهها بود میتونست به پذیرش دانشگاهم خیلی کمک بکنه. درضمن یادگیری ٓ زبان فارسی برای من پلی بود برای اشنایـی با فرهنگ و تاریخ ایران. این اطلاعات به من کمک می ٓ کرد که با هویت ملی خودم بیشتر اشنا بشم. جالبه که بدونید، بعدها فهمیدم چقدر در مدرسهی انگلیسی بیشتر مورد توجه قرار گرفتهبودم چون از فرهنگ خانوادگیام دوری نکرده بودم. یادم میاد ما بچههای فارسی زبان مدرسه به کمک مادرم و بقیهی خونوادههای ایرانی در برنامههای جشن ملتهای مدرسه شرکت میکردیم. اونجا با معرفی غذاها، مراسم و بزرگان ایرانی نه تنها همه ما رو میشناختند بلکه معلمهای تاریخ و نمایشمون هم نمره خوبی به ما میدادند. خر هفته ٓ من همیشه مدیون مسؤولین و معلمین خوب مدارس فارسی هستم که ا هاشون رو برای ما میگذاشتند و با دل و جون به ما درس میدادند. فکر کنم اگر کوشش اونها نبود هرگز ما این امکان را نداشتیم که در کشور دیگری این ٓ قدر با فرهنگمون اشنا بشیم. .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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