Cambridge A Level Arabic - Language (AS Level only) 8680 — 2021 May/June Paper 2 · Variant 2

تعليمات .● أَجب عن جميع األسئلة باللغة العربية ● استخدم قلماً ذا حبرٍ أسود أو أزرق داكن. ال تستخدم قلماً قابالً للمحو أو سائل تصحيح. ● اكتب اسمك، ورقم المركز، ورقمك في المربعات في أعلى الصفحة. ● اكتب إجابتك عن كل سؤال في المكان المخصص. ● ال تكتب على أيّ رموز شريطية (باركودات). ● ال يسمح بإدخال المعاجم. معلومات عالمة.70 ● العالمة اإلجمالية لهذه الورقة هي ● عالمات األسئلة موضحّة بين قوسين مربعين [ ]. ● يحتوي المُرفق على مقاطع القراءة. DC (NF) 214214 © UCLES 2021 [Turn over This document has 12 pages. Any blank pages are indicated. * 4 8 9 9 4 4 1 2 3 0 * ARABIC LANGUAGE 8680/22 Paper 2 Reading and Writing May/June 2021 1 hour 45 minutes You must answer on the question paper. You will need: Insert (enclosed) INSTRUCTIONS ● Answer all the questions in Arabic. ● Use a black or dark blue pen. Do not use an erasable pen or correction fluid. ● Write your name, centre number and candidate number in the boxes at the top of the page. ● Write your answer to each question in the space provided. ● Do not write on any bar codes. ● Dictionaries are not allowed. INFORMATION ● The total mark for this paper is 70. ● The number of marks for each question or part question is shown in brackets [ ]. ● The insert contains the reading passages. Cambridge International AS Level

(a) … [1] … (b) … [1] … (c) … [1] … (d) … [1] … (e) … [1] … .التّفاعل النّاجح مع البيئة يُساعد اإلنسان على فهم النّظام البيئي .فعقدوا عدّة مؤتمرات دوليّة .إنتاج مواد جديدة .هذا اإلقبال غير المدروس .اِتّساع ثقب األوزون وظاهرة االحتباس الحراري . ًمثال: شهد التقدُّم التكنولوجي تطوّرًا هائال جواب: تأخُّرًا :)هاتِ المعنى المُضاد لكلّ كلمة تحتها خط في الجُمل اآلتية (اِستعمل في إجاباتك كلمة واحدة فقط 1 2 8680/22/M/J/21 © UCLES 2021

2 (a) … [1] … (b) … [1] … (c) … [1] … (d) … [1] … (e) … [1] … )مثال: المُحيط الذي يعيش فيه اإلنسان، ويقوم من خالله بعمليّة اإلنتاج. (األرض جواب: األرض التي يعيش فيها اإلنسان، ويقوم من خاللها بعمليّة اإلنتاج. أعد صياغة كل جملة مما يأتي مستخدمًا الكلمة التي بين قوسين بدالً من الكلمة التي تحتها خط، وغيّرْ ما يلزم في الجملة، وذلك على نحو المثال اآلتي: ) ِإال أنّ العامّة تفاعلوا مع البيئة بطريقةٍ كارثيّةٍ. (الفتاتَيْن )فبدأتِ المتاجر بإجبار الزّبائن على دفع النّقود. (البائعون )يجب على الحكومات أن تضعَ استراتيجيّة طويلة األمد. (األفراد )ْواعتقد الباحثون أنّ استخدام المواد البالستيكيّة الحيويّة هو الفرصة األمثل للنجاة. (لم )ّكان لها تأثيرٌ أسوأ من تركها دون معالجة. (إن 3 8680/22/M/J/21 © UCLES 2021 [Turn over

3 (a) … … … [3] … (b) … … [2] … (c) … … … [3] … (d) … … [2] … . بأسلوبك الخاص دون أن تنسخ جُمالً كاملة1 ّأجب عن األسئلة اآلتية باللغة العربية من النص ] درجات إلى المجموع الكلي لجودة اللغة المستعملة في 5[ سُجّلت الدرجات في نهاية كل سؤال. تضاف اإلجابات. هل تَوافقَ رأيُ العُلماء مع طريقة تعامل النّاس مع البيئة، ولماذا؟ كيف استجاب القطاع الصّناعيّ والتّجاريّ لنصائح العُلماء؟ اذكر ثالث نقاط. "يُعتبر استخدام المواد البالستيكيّة الحيويّة السّبيلَ لحلّ المُشكلة البيئيّة". ما رأي الكاتب؟ ولماذا؟ ما أخطر المشاكل التي تُؤرّق بال العُلماء؟ وما المفاجأة التي واجهتهم؟ [20 = 5 + 15[ :المجموع 4 8680/22/M/J/21 © UCLES 2021

(e) … … … [3] … (f) … … [2] … .ما أسباب تخوّف الخبير من استخدام المواد البالستيكيّة الحيويّة؟ اذكر ثالث نقاط ما الواجب فعله لمواجهة التلوّث البيئي؟ اذكر نقطتين من الفقرة األخيرة. [20 :]المجموع 5 8680/22/M/J/21 © UCLES 2021 [Turn over

4 (a) … … [2] … (b) … … [2] … (c) … … [2] … (d) … … … [3] … بأسلوبك الخاص دون أن تنسخ جُمالً كاملة. سُجّلت2 ّأجب عن األسئلة اآلتية باللغة العربية من النص ] درجات إلى المجموع الكلي لجودة اللغة المستعملة في اإلجابات. 5[ الدرجات في نهاية كل سؤال. تضاف وفقًا للنصّ ، ما أنواع التّلوّث المائي؟ اذكر نوعين. كيف تُؤثّر المُخلّفات الصّناعيّة في اإلنسان؟ ولماذا؟ "األوكسجين مصدر الحياة، وبفقدانه تنعدم الحياة." هات دليلين من الفِقرة الثّانية. [20 = 5 + 15[ :المجموع ما األسباب الثّالثة التي جعلت الزّراعة تتفوّق على المُخلّفات الصّناعيّة في نسبة إحداث التّلوّث؟ 6 8680/22/M/J/21 © UCLES 2021

(e) … … … … [4] … (f) … … [2] … .ة؟ اذكر أربع نقاطّبة على األصعدة غير البيئيّترتُث المّلوّما نتائج الت [20 :]المجموع ماذا يُمكن لألفراد القيام به للتخفيف من حدّة التّلوّث؟ هات نقطتين. 7 8680/22/M/J/21 © UCLES 2021 [Turn over

8 8680/22/M/J/21 © UCLES 2021 5 [10] (a) [5] (b) … … … … … … … … … … … … … … … … … … … … .اكتب تلخيصًا للنصّين تُبيّن فيه أثر التّلوّث بأنواعه في البيئة لو أُتيح للطبيعة التّكلّم، فماذا عَساها أن تقول؟ [20 = 5 + 15[ :المجموع

9 8680/22/M/J/21 © UCLES 2021 … … … … … … … … … … … … … … … … … … … … … … … … … … … [20 :]المجموع

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12 8680/22/M/J/21 © UCLES 2021 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge. BLANK PAGE

This document consists of 13 printed pages. © UCLES 2021 [Turn over Cambridge International AS Level AS ARABIC 8680/22 Paper 2 Reading and Writing May/June 2021 MARK SCHEME Maximum Mark: 70 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 2021 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 2 of 13 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. 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.

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 3 of 13 Question Answer Marks 1(a) ﻝ ﺷﺎ ﻔ اﻟ ؛ اﻟﻣُﺧﻔق؛ اﻟﺧﺎﺋب 1 1(b) ﺿﻳق؛ ؛شﺎﻧْﻛِﻣ ا ﺗَﻘَﻠﱡص 1 1(c) ﻣﺣﻠﻳّﺔ؛ وطﻧﻳّﺔ؛ داﺧﻠﻳﺔ 1 1(d) اﻹدﺑﺎر؛ اﻟرّﺣﻳﻝ؛ اﻟﻐﻳﺎب 1 1(e) اﺳﺗﻬﻼك ؛ ﺗﻧﺎوُﻝ ؛ ﺗدﻣﻳر 1 Question Answer Marks 2(a) ّإﻻ أن ا َﻟﻔﺗﺎﺗ ْﻳن ﺗﻔﺎﻋﻠ ﺗﺎ ﻣﻊ اﻟﺑﻳﺋﺔ ﺑطرﻳﻘﺔٍ ﻛﺎرﺛﻳّ ٍﺔ . 1 2(b) ّإن ﻟﻬﺎ ﺗﺄﺛ ﻳرًا أﺳوأ ﻣن ﺗرﻛﻬﺎ دون ﻣﻌﺎﻟﺟﺔ . 1 2(c) ﻓﺑدأ اﻟ ﺑﺎﺋﻌون ﺑﺈﺟﺑﺎر اﻟزّ ﺑﺎﺋن ﻋﻠﻰ دﻓﻊ اﻟﻧّ ﻘود. 1 2(d) ﻟمْ ﻳ ﻌﺗﻘدِ اﻟﺑﺎﺣﺛون أنّ اﺳﺗﺧدام اﻟﻣواد اﻟﺑﻼﺳﺗﻳﻛﻳّ ﺔ اﻟﺣﻳوﻳّ ﺔ ﻫو اﻟﻔرﺻﺔ اﻷﻣﺛﻝ ﻟﻠﻧﺟﺎة . 1 2(e) ﻳﺟب ﻋﻠﻰ اﻷ ﻓراد أن ﻳ واﺿﻌ اﺳﺗراﺗﻳﺟﻳّ ًﺔ طوﻳﻠﺔ اﻷﻣد . 1 Question Answer Marks 3(a) 3 .ﻻ 1 .ٍﺗﻔﺎﻋﻠوا ﻣﻊ اﻟﺑﻳﺋﺔ ﺑطرﻳﻘﺔٍ ﻛﺎرﺛﻳّﺔ 1 ﺗﻌﺎﻣﻠوا ﻣﻌﻬﺎ ﻋﻠﻰ أﻧّﻬﺎ ﻣﻠﻛﻳّﺔٌ ﺧﺎﺻّﺔٌ. 1

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 4 of 13 Question Answer Marks 3(b) 2 ّاﻟﺗ ﺧﻠّ ص ﻣنَ اﻟﻣواد اﻟﺑﻼﺳﺗﻳﻛﻳّ ﺔ اﻟﻣُ ﺳﺗﻬﻠﻛﺔ . 1 ّاﻻﻧﺑﻌﺎﺛﺎت اﻟﻧ ﺎﺗﺟﺔ ﻋن ﻫذﻩ اﻟﻣﺻﺎﻧﻊ وﻣﺧﻠّ ﻔﺎﺗﻬﺎ اﻟﺗﻲ ﻛﺎن ﻟﻬﺎ ﺗﺄﺛﻳرٌ أﺳوأ ﻣن ﺗرﻛﻬﺎ دون ﻣﻌﺎﻟﺟﺔ. 1 3(c) 3 ّإﺟﺑﺎر اﻟز ﺑﺎﺋن ﻋﻠﻰ دﻓﻊ اﻟﻧّ .ﻘود1 ّاﺳﺗﺧدام اﻟﻣواد اﻟﺑﻼﺳﺗﻳﻛﻳ ﺔ اﻟﺣﻳوﻳّ ﺔ اﻟﺟدﻳدة .1 ّاﺳﺗﻐﻠ اﻟﻧّ تِ ﻔﺎﻳﺎتِ اﻟﺑﻼﺳﺗﻳﻛﻳّ ّﺔ اﻟﺗ ﻘﻠﻳدﻳّ ﺔ ﻓﻲ ﺗﺻﻧﻳﻊ ﻣﻼﺑسَ ﺻدﻳﻘﺔٍ ﻟﻠﺑﻳﺋﺔ. 1 3(d) 2 ﻻ ﻳ واﻓق. 1 ﺗﻠوﻳث اﻟﺣﻳﺎة / وﺧﺻوﺻً ﺎ اﻟﺣﻳﺎة اﻟﺑﺣرﻳّ ﺔ/ رﻓﻊ ﻣﺳﺗوى اﻟﻛرﺑون. 1 3(e) 3 ّﻻ ﻧﻣﻠك اﻟﺑﻧﻳﺔ اﻟﺗ ﺣﺗﻳّ ﺔ اﻟﻼزﻣﺔ . 1 ّﻻ ﻳوﺟد ﻟدى اﻟﻌﺎﻣ ﺔ ٌوﻋﻲ ﺑﻣﺧﺎطر ﺗﻠك اﻟﻣواد . 1 ُﺳﺗ ﺳﺎﻫم ﻓﻲ رﻓﻊ ﻣﺳﺗوى اﻧﺑﻌﺎﺛﺎتِ اﻟﻛﺎرﺑون. 1 3(f) 2 ّاﻟﺗ ﺧﻔﻳف ﻣن اﻻﺳﺗﻬﻼك / إﻋﺎدة اﻟﺗدوﻳر. 1 َﻳﺟب ﻋﻠﻰ اﻟﺣﻛوﻣﺎت أن ﺗﺿﻊ اﺳﺗراﺗﻳﺟﻳّ ًﺔ طوﻳﻠﺔ اﻷﻣد .1

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 5 of 13 Question Answer Marks Quality of Language – Accuracy [5] 5 Very good Consistently accurate. Only very few errors of minor significance. Accurate use of more complex structures (verb forms, tenses, prepositions, word order). 4 Good Higher incidence of error than above, but clearly has a sound grasp of the grammatical elements in spite of lapses. Some capacity to use accurately more complex structures. 3 Sound Fair level of accuracy. Common tenses and regular verbs mostly correctly formed. Some problems in forming correct agreement of adjectives. Difficulty with irregular verbs, use of prepositions. 2 Below average Persistent errors in tense and verb forms. Prepositions frequently incorrect. Recurrent errors in agreement of adjectives. 0–1 Poor Little or no evidence of grammatical awareness. Most constructions incomplete or incorrect. Consistent and repeated error.

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 6 of 13 Question Answer Marks Additional marking guidance for Quality of Language The five marks available for Quality of Language are awarded globally for the whole performance on each set of answers. A concise answer, containing all mark-bearing components for Content is scored on the full range of marks for language, i.e. length does not determine the Quality of Language mark. Answers scoring 0 for Content cannot contribute to the overall Quality of Language mark. Identify the answer(s) scoring 0 for Content in the whole set of answers. Then add together the number of Content marks available for each of these questions and reduce the Quality of Language mark according to the following table: Total Content marks available on questions where a candidate scores 0 Reduce Quality of Language mark by: 2–3 1 4–5 2 6–7 3 8–14 4 15 5 Note: A minimum of one mark for Quality of Language should be awarded if there are any Content marks at all (i.e. 0 Quality of Language marks only if 0 Content marks).

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 7 of 13 Question Answer Marks 4(a) 2 ﻳﻛون طﺑﻳﻌﻳًّﺎ 1 أو ﻳﻛون ﻛﻳﻣﻳﺎﺋﻳًّﺎ 1 4(b) 2 ّﺗدﻫور ﺑﻳﺋﺔ ﺗﻛﺎﺛر اﻷﺣﻳﺎء اﻟد ﻗﻳﻘﺔ . 1 ّﺗﻧﺷﻳط اﻟﺑﻛﺗﻳرﻳﺎ اﻟﻼﻫواﺋﻳ ﺔ اﻟﺗﻲ ﺗُ ﺳﺎﻫم ﻓﻲ ﺗﻌﻔﱡ ن اﻟﻣﻳﺎﻩ. 1 4(c) 2 ٍﺗﺻﻳب اﻹﻧﺳﺎن ﺑﺄﻣراض ﻣﻌوﻳّ ٍﺔ . 1 ُاﻟﻣﻳﺎﻩ اﻟﻣ ﺗﻌﻔّ ﻧﺔ ﺗﺻﺑﺢ ﺑﻳﺋﺔ ﺧﺻﺑﺔ ﻟﺗﻛﺎﺛر اﻷﺣﻳﺎء اﻟﻣﻳﻛروﺑﻳّ ﺔ/ ﻷﻧﻬﺎ ﺗﺗﺳﺑب ﻓﻲ ﺗﻌﻔن اﻟﻣﻳﺎﻩ/ ﺑﺳﺑب وﺻوﻝ اﻟﻣﻳﺎﻩ اﻟﻣﺗﻌﻔﻧﺔ إﻟﻰ طﻌﺎﻣﻪ. 1 4(d) 3 . اﻻﻧﺗﻌﺎش اﻟﻌﺎﻟﻣﻲ ﻓﻲ اﻹﻧﺗﺎج اﻟزّ ر اﻋﻲ/ اﻻﺳﺗﺧدام اﻟﻣﻔرط ﻟﻠﻣﺑﻳدات اﻟﺣﺷرﻳﺔ1 ﺗﻛﺛﻳف إﻧﺗﺎج اﻟﻣﺎﺷﻳﺔ . 1 ﺗرﺑﻳﺔ اﻷﺣﻳﺎء اﻟﻣﺎﺋﻳّ ﺔ . 1 4(e) 4 ّﻳﺗﺳﺑ ب ﺑﻣوت ﺧﻣﺳﺔ ﻣﻼﻳﻳن ﺷﺧص ﺣوﻝ اﻟﻌﺎﻟم . 1 ﺳﻳﻘﻠّﻝ ﻣن ﻣﺻﺎدر اﻟﻐذاء اﻟﻣُﺳﺗداﻣﺔ . 1 ﺳﻳرﻓﻊ ﻣن ﺗﻛﺎﻟﻳف اﻟﺣﻠوﻝ اﻟﻣطروﺣﺔ . 1 ﺳﺗزداد اﻟﺧﺳﺎﺋر اﻻﻗﺗﺻﺎدﻳّﺔ ﻋﻠﻰ ﻛﺎﻓّﺔ اﻷﺻﻌدة / ﻳؤﺛر اﻗﺗﺻﺎدﻳًﺎ ﻓﻲ اﻟﻌﺎﻟم 1

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 8 of 13 Question Answer Marks 4(f) 2 ّﺗﺑﻧ ﻲ ﻧظم ﻏذاﺋﻳّ ﺔ أﻛﺛر اﺳﺗداﻣﺔ . 1 ّاﻟﺗ ﻘﻠﻳﻝ ﻣن ﻫدر اﻟطّ . ﻌﺎم 1

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 9 of 13 Question Answer Marks Quality of Language – Accuracy [5] 5 Very good Consistently accurate. Only very few errors of minor significance. Accurate use of more complex structures (verb forms, tenses, prepositions, word order). 4 Good Higher incidence of error than above, but clearly has a sound grasp of the grammatical elements in spite of lapses. Some capacity to use accurately more complex structures. 3 Sound Fair level of accuracy. Common tenses and regular verbs mostly correctly formed. Some problems in forming correct agreement of adjectives. Difficulty with irregular verbs, use of prepositions. 2 Below average Persistent errors in tense and verb forms. Prepositions frequently incorrect. Recurrent errors in agreement of adjectives. 0–1 Poor Little or no evidence of grammatical awareness. Most constructions incomplete or incorrect. Consistent and repeated error.

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 10 of 13 Question Answer Marks Additional marking guidance for Quality of Language The five marks available for Quality of Language are awarded globally for the whole performance on each set of answers. A concise answer, containing all mark-bearing components for Content is scored on the full range of marks for language, i.e. length does not determine the Quality of Language mark. Answers scoring 0 for Content cannot contribute to the overall Quality of Language mark. Identify the answer(s) scoring 0 for Content in the whole set of answers. Then add together the number of Content marks available for each of these questions and reduce the Quality of Language mark according to the following table: Total Content marks available on questions where a candidate scores 0 Reduce Quality of Language mark by: 2–3 1 4–5 2 6–7 3 8–14 4 15 5 Note: A minimum of one mark for Quality of Language should be awarded if there are any Content marks at all (i.e. 0 Quality of Language marks only if 0 Content marks). Question Answer Marks Question 5 Length of 5(a) + 5(b) (Summary and Personal Response) • Examiners make a rough estimate of the length by a quick calculation of the number of words on a line. • If the answer to either (a) or (b) is clearly too long, calculate the length more precisely. • If the answer to 5(a) exceeds 150 words, insert a slash line after the 150th word to show the end of the response to be marked. • If the answer to 5(b) exceeds 50 words, insert a slash line after the 50th word to show the end of the response to be marked. Content marks – Summary Indicate with a tick in the body of the text the point being rewarded. Do not penalise ‘lifting’ for content marks in this exercise, but excessive reliance on the text will reduce the language mark. The summary could include the following points (award 1 mark for each point covered up to a maximum of 10 points):

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 11 of 13 Question Answer Marks 5(a) اﻛﺗب ﺗﻠﺧﻳﺻﺎً ﻟﻠﻧﺻّﻳن ُﺗ ﺑﻳّن ﻓﻳﻪ أﺛر اﻟﺗّﻠوّث ﺑﺄﻧواﻋﻪ ﻓﻲ اﻟﺑﻳﺋﺔ. أﻫم أﻓﻛﺎر اﻟﻧّﺻﻳن: 1 .اﺗّﺳﺎع ﺛﻘب اﻷوزون 2 .اﻻﺣﺗﺑﺎس اﻟﺣراري 3 .ﺧطر اﻻﻧﻘراض 4 .ﻳؤﺛر ﻓﻲ اﻟﺗرﺑﺔ واﻟﻬواء 5 .اﻻﻧﺑﻌﺎﺛﺎت اﻟﻧّﺎﺗﺟﺔ ﻋنِ اﻟﻣﺻﺎﻧﻊ وﻣُﺧﻠّﻔﺎﺗﻬﺎ 6 ﺗﻠوﻳث اﻟﺣﻳﺎة اﻟﺑﺣرﻳﺔ/ ﺗﻐﻳﻳر ﻓﻳزﻳﺎﺋﻲ أو ﻛﻳﻣﻳﺎﺋﻲ ﻓﻲ اﻟﻣﻳﺎﻩ/ ﺗﻔﻘد اﻟﻣﻳﺎﻩ ﺧﺻﺎﺋﺻﻬﺎ 7 .رﻓﻊ ﻣﺳﺗوى اﻧﺑﻌﺎﺛﺎتِ اﻟﻛﺎرﺑون 8 .ﺗدﻫور ﺑﻳﺋﺔ ﺗﻛﺎﺛر اﻷﺣﻳﺎء اﻟدّﻗﻳﻘﺔ 9 .ﻧﺷﺎط اﻟﺑﻛﺗﻳرﻳﺎ اﻟﻼﻫواﺋﻳﺔ 10 ﺗﺗﺳﺑب اﻟﻣﺑﻳدات اﻟﺣﺷرﻳﺔ ﻓﻲ ﺗﻠوﻳث اﻟﻣوارد اﻟﻣﺎﺋﻳﺔ. 11 .أدى إﻟﻰ زﻳﺎدة إﻓرازات اﻷﺳﻣﺎك واﻷﻋﻼف ﻏﻳر اﻟﻣﺄﻛوﻟﺔ 12 .ّﻓﻘدان اﻟطّﺑﻳﻌﺔ ﺗﻧوّﻋﻬﺎ اﻟﺣﻳوي 13 .ﺗﻠوث اﻟﻣﻳﺎﻩ اﻟﺟوﻓﻳﺔ 10 Question Answer Marks Content marks – Response to the Text Mark like a mini-essay according to the variety and interest of the opinions and views expressed, the response to the original text stimulus and the ability to express a personal point of view. Further, more detailed guidance for particular questions will be given to examiners. 5(b) ﻟو أُﺗﻳﺢ ﻟﻠطﺑﻳﻌﺔ اﻟﺗّﻛﻠّم ﻓﻣﺎ ، ذا ﻋﺳﺎﻫﺎ أن ﺗﻘوﻝ ؟ ﺗﻘوﻝ ﻣﺛﻼ: 1 .أﻧﺎ أﻣدﻛم ﺑﺎﻟﻔواﻛﻪ واﻟﺧﺿراوات اﻟطﺎزﺟﺔ اﻟﻠذﻳذة 2 .وأوﻓر ﻟﻛم اﻟﻣﺳﺎﺣﺎت اﻟﺧﺿراء اﻟﺟﻣﻳﻠﺔ 3 .ﻓﺳﺎﻋدوﻧﻲ أن أﻛون ﻧظﻳﻔﺔ ﺧﺎﻟﻳﺔ ﻣن اﻟﺗﻠوث 4 .وﺣﺎﻓظوا ﻋﻠﻲ واﻫﺗﻣوا ﺑﻲ أﻛﺛر 5 .ﻓﺳﻼﻣﺗﻲ ﻣن ﺳﻼﻣﺗﻛم 5

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 12 of 13 Question Answer Marks 5(b) 5 Very good Varied and interesting ideas, showing an element of flair and imagination, a capacity to express a personal point of view. 4 Good Not the flair and imagination of the best candidates, but work still shows an ability to express a range of ideas, maintain interest and respond to the issues raised. 3 Sound A fair level of interest and ideas. May concentrate on a single issue, but there is still a response to ideas in the text. 2 Below average Limited range of ideas; rather humdrum. May disregard the element of response to the text, and write a largely unrelated free- composition. 0-1 Poor Few ideas to offer on the theme. Banal and pedestrian. No element of personal response to the text. Repeated error.

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 13 of 13 Question Answer Marks Quality of Language – Accuracy 5 Very good Consistently accurate. Only very few errors of minor significance. Accurate use of more complex structures (verb forms, tenses, prepositions, word order). 4 Good Higher incidence of error than above, but clearly has a sound grasp of the grammatical elements in spite of lapses. Some capacity to use accurately more complex structures. 3 Sound Fair level of accuracy. Common tenses and regular verbs mostly correctly formed. Some problems in forming correct agreement of adjectives. Difficulty with irregular verbs, use of prepositions. 2 Below average Persistent errors in tense and verb forms. Prepositions frequently incorrect. Recurrent errors in agreement of adjectives. 0–1 Poor Little or no evidence of grammatical awareness. Most constructions incomplete or incorrect. Consistent and repeated error.