Cambridge A Level Arabic - Language (AS Level only) 8680 — 2025 Oct/Nov Paper 2 · Variant 2

This document has 12 pages. Any blank pages are indicated. [Turn over NL 363206/1 © UCLES 2025 * 8 0 0 0 1 8 7 6 9 5 * Cambridge International AS Level ARABIC LANGUAGE 8680/22 Paper 2 Reading and Writing October/November 2025 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. تعليمات ● َجب عن جميع ا
سئلة باللغة العربية. ● استخدم قلماً ذا حبرٍ سود و زرق داكن.  تستخدم قلماً قابً للمحو و سائل تصحيح. ● اكتب اسمك، ورقم المركز، ورقمك في المربعات في على الصفحة. ● اكتب إجابتك عن كل سؤال في المكان المخصص. ●  تكتب على ّ رموز شريطية (باركودات). ●  يسمح بإدخال المعاجم. معلومات عمة.70 ● العمة اجمالية لهذه الورقة هي ● عمات ا
سئلة موضحّة بين قوسين مربعين [ ]. ● يحتو المُرفق على مقاطع القراءة. 22 * 0000800000001 * ²^€D¦:sN{U°Kc€;†] ²O_‚Z°€©Us|¯ƒ™€8Fˆ «;;›{›«[[;{K‹›«›[[ DFD

2 8680/22/O/N/25 © UCLES 2025 (a) … [1] … (b) … [1] … (c) … [1] … (d) … [1] … (e) … [1] … .َدَت التطورات المذهلة إلى إطالة العمر .يعاني السكان الضوضاءَ الناجمة عن حركة الطائرات .تسعى كثير من المصانع لزيادة مبيعاتها .تدعم الحكومات صناعات الدواء بهدف تقليص الميزانية .ثبتت ا
بحاث العلمية ضرر افراط في الطعام .مثال: العيش إلى ا
بد من هداف البشرية جواب: الحياة :)هاتِ كلمة مُرادفة واحدة لكلّ ما تحته خطّ في الجُمل ا³تية (استعمل في إجاباتك كلمة واحدة فقط 1 1 الجزء في ورقة ا
سئلة هذه.3 و2 و1 في الكرّاسة الداخلية، ثمّ جب عن ا´سئلة1 ّµاقر الن [5 :]المجموع * 0000800000002 * 2 2 ĵßăÇĩ½öÑþØijÎēéąÀćà ĵÒäĄÚħ÷Ďñččď¾IJÓēÑċ ĮĮîоþî¾ĮþîĎĎÞĎÞþÞ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DFD

3 8680/22/O/N/25 © UCLES 2025 [Turn over 2 (a) … [1] … (b) … [1] … (c) … [1] … (d) … [1] … (e) … [1] … )مثال: شَهد العَالَم تطورات مذهلة. (الصناعات جواب: شهدت الصناعات تطورات مذهلة. عد صياغة كلّ جملة مما يأتي مستخدمًا الكلمة التي بين قوسين بدĶً من الكلمة التي تحتها خط، وغيّرْ ما يلزم في الجملة، وذلك على نحو المثال ا³تي: )ّاستكشاف وسائل ناجعة. (حل )هذا ما تشير إليه ا
بحاث العلمية. (لم )عودة المُعَمَرين إلى سوق العمل. (عاد )تطوير عقاقير بسعر عشرين دوĶرًا. (عشرة )يُسهِم النِظام الغذائي في تعزيز الصحة. (النظامان [5 :]المجموع * 0000800000003 * 2 2 ĵáăÇĩ½öÑþØijÎēéăÀćà ĵÒåąâĵûþÚÿöÌĪĚėēÁċ ĮĮÞÞþĞÎÞþĎþĎĎ¾ĮĞĮÞ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DFD

4 8680/22/O/N/25 © UCLES 2025 3 (a) … … [2] … (b) … … … … [4] … (c) … … … [3] … (d) … … … [3] … . بأسلوبك الخاص دون أن تنسخ جُمķا كاملة1 µجب باللغة العربية عن ا
سئلة ا³تية من الن درجات إلى المجموع الكلي لجودة اللغة المستعملة في5 سُجّلت الدرجات في نهاية كلّ سؤال. تضاف اجابات. ما العادات الغذائية التي تَتَبعها بعض الشعوب ا³ن لعُمر طول؟ اذكر عادتَيْن. اذكر ثķثة ماكن يُنْصَح بِتَجَنُب العَيْش فيها. ما فوائد تجربة ا
دوية الجديدة على ا
فراد؟ هاتِ ثķث فوائد. هل يتفق الكاتب مع القول التالي: "بَدَ الناس حديثًا باĶهتمام بإطالة عمارهم"؟ اذكر ثķثة دلة. [20 = 5 + 15[ :المجموع * 0000800000004 * 2 2 ĵßăÇĩ½öÑþØijÎēçąÀĉà ĵÒåĂâīčýïąÿÕ̶¹ģÉċ ĮÞĎÞ¾ĞÎþĞîĎĎξÎĞþÞ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DFD

5 8680/22/O/N/25 © UCLES 2025 [Turn over (e) … … … [3] … .طالة العمر ثرٌ إيجابيٌ في اĶقتصاد. عدّد ثķثة دلة [20 :]المجموع * 0000800000005 * 2 2 ĵáăÇĩ½öÑþØijÎēçăÀĉà ĵÒäăÚıĉčÜćĔĆĠÎĵģ¹ċ ĮÞþĞþþîĞĎÞÞĎÎÞîÞĮÞ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DFD

6 8680/22/O/N/25 © UCLES 2025 4 (a) … … [2] … (b) … … … [3] … (c) … … … [3] … . بأسلوبك الخاص دون أن تنسخ جُمķا كاملة2 µجب باللغة العربية عن ا
سئلة ا³تية من الن درجات إلى المجموع الكلي لجودة اللغة المستعملة في 5 سُجّلت الدرجات في نهاية كلّ سؤال. تضاف اجابات. تَطوُر الرعاية الطبية َثَر سلبًا في حياة بعض ا
شخاص. هاتِ دليلين. زيادة عداد كبار السن ثّرت سلبًا في البيئة. اذكر ثķثة آثار. ازداد اهتمام كبار السن ببعض المنتجات. هاتِ ثķثة مثلة. 2 الجزء في ورقة ا
سئلة هذه.5 و4 في الكرّاسة الداخلية، ثمّ جب عن السؤالين2 ّµوا³ن، اقر الن [20 = 5 + 15[ :المجموع * 0000800000006 * 2 2 ĵãăÇĩ½öÑþØijÎēèă¿ćà ĵÒåă×ħıēäĒăāĀ¶Ē»Éċ ĮĎÞĞþÞî¾Î¾þĎĎÞĎĞ¾Þ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DFD

7 8680/22/O/N/25 © UCLES 2025 [Turn over (d) … … … … [4] … (e) … … … [3] … [20 :]المجموع هل تُشجِع الخبيرة على انتقال المسنين للعَيْش في الريف؟ عدّد ثķثة دلة. لĸفراد دورٌ مُهمٌ في مساعدة كبار السن. اذكر ثķث فِئات. * 0000800000007 * 22 ĵåăÇĩ½öÑþØijÎēèą¿ćà ĵÒäĂßĵĵăçøĐºìÎÖ»¹ċ ĮĎîÞ¾¾ÎÞÞÎîĎĎ¾ĮÞîÞ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DFD

8 8680/22/O/N/25 © UCLES 2025 5 [10] (a) [5] (b) … … … … … … … … … … … … … … … … … … … … .لخّص النصين السابقين موضحًا إيجابيات إطالة العمر وسلبياتها في ريك، كيف سيستَثْمِر العالم التطور الطبي في المستقبل؟ ) بما Ķ يزيد مجموع الكلمات في اجابتين معًا على b() وa( جب باللغة العربية عن فرعَي السؤال كلمة.140 درجات إلى المجموع الكلي لجودة اللغة المستعملة في5 سُجّلت الدرجات في نهاية كلّ سؤال. تضاف اجابات. [20 = 5 + 15[ :المجموع * 0000800000008 * 22 ĵãăÇĩ½öÑþØijÎēæă¿ĉà ĵÒäąßīģøâúĉÃĊIJøëÑċ Į¾þÞþ¾Îþ¾ĮÞĎξÎÞ¾Þ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DFD

9 8680/22/O/N/25 © UCLES 2025 … … … … … … … … … … … … … … … … … … … … … … … … … … … [20 :]المجموع * 0000800000009 * 22 ĵåăÇĩ½öÑþØijÎēæą¿ĉà ĵÒåĄ×ığĈéĐúøÞĚôëÁċ Į¾ĎоÞîĞîĞĎĎÎÞîĞîÞ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DFD

10 8680/22/O/N/25 © UCLES 2025 BLANK PAGE * 0000800000010 * 22 ĵãăÇĩ½öÑþØijÎēéăÁćà ĵÒãąØĭěIJàăĐĝĦĴĤģ¹ċ ĮĮĞĞþ¾ĮþĞÞÞÎÎĞÎÞĎÞ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DFD

11 8680/22/O/N/25 © UCLES 2025 BLANK PAGE * 0000800000011 * 22 ĵåăÇĩ½öÑþØijÎēéąÁćà ĵÒâĄàįėĢëĉăÞÂĜÈģÉċ ĮĮĮÞ¾ÞĎĞĎîĎÎÎþîĞĞÞ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DFD

12 8680/22/O/N/25 © UCLES 2025 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 Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. BLANK PAGE * 0000800000012 * 2 2 ĵãăÇĩ½öÑþØijÎēçăÁĉà ĵÒâăàĩĩęÞċú×Ĥ¸ĦēÁċ ĮÞ¾ÞþÞĎ¾ĮĎþÎĎþĎĞĎÞ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DFD

This document consists of 23 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge International AS Level ARABIC LANGUAGE 8680/22 Paper 2 Reading and Writing October/November 2025 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 October/November 2025 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 October/November 2025 © Cambridge University Press & Assessment 2025 Page 2 of 23 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alon gside the specific content of the mark scheme or generic level descriptions 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.

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 3 of 23 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 thre sholds or grade descriptors in mind.

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 4 of 23 Annotations guidance for centres Examiners use a system of annotations as a shorthand for communicating their marking decisions to one another. Examiners are trained during the standardisation process on how and when to use annotations. The purpose of annotations is to inform the standard isation and monitoring processes and guide the supervising examiners when they are checking the work of examiners within their team. The meaning of annotations and how they are used is specific to each component and is understood by all examiners who mark the component. We publish annotations in our mark schemes to help centres understand the annotations they may see on copies of scripts. Note that there may not be a direct correlation between the number of annotations on a script and the mark awarded. Similarly, the use of an annotation may not be an indication of the quality of the response. The annotations listed below were available to examiners marking this component in this series. Annotations Annotation Meaning Credit for good language or content point Incorrect Omission If the examiner considers the answer to be more correct than incorrect, then ‘benefit of doubt’ is given. If the examiner considers the answer to be more incorrect than correct, then ‘no benefit of the doubt’ is given. Irrelevant Meaning unclear or illegible Used to show that blank pages have been seen Highlighter Highlight

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 5 of 23 Annotation Meaning On-page comment Wrong question number given by candidate Used to explain adjustment of quality of language mark (Questions 3 and 4) Off-page comment Used to make a holistic comment about the script Word limit, do not credit content beyond this point (Question 5)

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 6 of 23 1 General Marking Notes 1.1 Annotations in RM Assessor Question 1 Enter a mark of 1, 0 or NR as appropriate for each item ((a), (b), (c) etc.) in the mark input box. Annotate the script where necessary. Question 2 Enter a mark of 1, 0 or NR as appropriate for each item ((a), (b), (c) etc.) in the mark input box. Annotate the script where necessary. Questions 3 and 4 Content marks • In the mark input box on the right-hand side of the screen, click on the question that you are about to mark. • Annotate each correct point with a tick. • Use the highlighter tool to indicate direct copying (i.e. ‘lifting’) from the passage(s). • The number of ticks for each item (a, b, c etc.) will be added up for you and the total will appear beneath the tick annotation in the toolbar. Enter the mark (or NR as appropriate) for each item in the mark input box. Quality of Language Mark • Click on 3L or 4L as appropriate in the mark input box. • If no adjustment needs to be made to the Quality of Language mark, enter the mark in the mark input box without annotating the script. • If any items have scored zero or NR for content, insert an on-page comment (text box) on the script under the last item in the question. Type in the details of the Quality of Language mark, e.g.: 5–2 = 3 OR min 1 • Then enter the Quality of Language mark in the mark input box for Question 3L / Question 4L. T

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 7 of 23 Question 5 • If the answer to 5(a) exceeds 150 words, insert a slash 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 after the 50th word to show the end of the response to be marked. Summary • Annotate each correct point with a tick up to a maximum of 10 ticks. • The number of ticks will be added up for you and the total will appear beneath the tick annotation in the toolbar. Enter the mark (or NR as appropriate) in the mark input box for Question 5(a). Personal response • Enter the mark for Personal response in the mark input box for Question 5(b). Quality of Language • Enter the mark for Quality of Language in the mark input box for Question 5L.

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 8 of 23 2 General Marking Principles 2.1 Please note that it is not possible to list all acceptable alternatives in the Detailed Mark Scheme provided on the following pages. You will need to consider all alternative answers and unexpected approaches in candidates' scripts, make a decision on whether they communicate the required elements, in consultation with the Principal Examiner if necessary, and award marks accordingly. 2.2 Crossing out: (a) If a candidate changes his/her mind over an answer and crosses out an attempt, award a mark if the final attempt is correct. (b) If a candidate crosses out an answer to a whole question but makes no second attempt at it, mark the crossed out work. 2.3 More than one response offered by the candidate in Questions 1 and 2: If a candidate gives more than one response to any of the items in Question 1 or Question 2 and does not indicate which is their final response, mark as follows: Both answers correct = 1 mark One answer correct and one answer incorrect = 0 marks 2.4 No response and '0' marks There is a NR (No Response) option in RM Assessor. Award NR (No Response): • If there is nothing written at all in the answer space or • If there is only a comment which does not in any way relate to the question being asked (e.g. 'can’t do' or 'don’t know') or • If there is only a mark which isn’t an attempt at the question (e.g. a dash, a question mark). Award 0: • If there is any attempt that earns no credit. This could, for example, include the candidate copying all or some of the quest ion, or any working that does not earn any marks, whether crossed out or not.

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 9 of 23 Detailed Mark Scheme Section 1 Question Answer Marks Not Allowed Responses Question 1 1(a) المذهلة : الرائعة/الممتازة/ المدهشة 1 1(b) أثبتت: أكّدت/أظهرت 1 1(c) الضوضاء: الصخب/الضجيج 1 1(d) تقليص: تقليل/اقتصار/ خفض / إنقاص/تخفيض 1 1(e) تسعى: تهدف/تطمح/ تحاول/تجتهد 1 ترغب/تريد

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 10 of 23 Question Answer Marks Not Allowed Responses Question 2 (synonyms/antonyms) The candidates must find, where possible, a single word equivalent to/opposite of the words given. Accept minor spelling errors. 2(a) استكشاف حل ناجع . 1 2(b) يسهم النظامان الغذائيان في تعزيز الصحة. 1 2(c) هذا لم تشِر .إليه األبحاث العلمية 1 2(d) تطوير عقاقير بسعر عشرة دوالرات. 1 2(e) عاد المُعَمَّرون .إلى سوق العمل 1

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 11 of 23 Question Answer Marks Not Allowed Responses Question 3 Candidates must not copy word for word from the text. 3(a) :العادات الغذائية لبعض الشعوب لعمر أطول 2 شرب الماء الساخن قبل النوم 1 ًّتناول زيت الزيتون يومي ا 1 3(b) هل يتفق الكاتب مع: "بدأ الناس حديثًا بإطالة أعمارهم"؟ 3 ،لا لا يتفق 1 اهتم الملوك القدماء ب تناول كميات هائلة من الطعام طلبًا للخلود 1 الطبقات العليا كانت تهتم بالنوم لراحة الجسم و لحياة أطول 1 استخدم التجار األعشاب الطبية 1 3(c) :ثالثة أماكن ينصح تجنب العيش فيها 3 المناطق الريفية الباردة 1 المناطق المجاورة للمطارات 1 المدن الكبرى/ .أماكن تخلو من األقمار االصطناعية والملصقات اإلعالنية 1

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 12 of 23 Question Answer Marks Not Allowed Responses 3(d) فوائد تجربة األدوية الجديدة على األفراد 3 تمنح الباحثين في مجال األدوية فرصًا واعدة 1 (انتاج عقاقير) تجدد خاليا الجلد إلخفاء آثار الشيخوخة 1 تُجنِّب كبار السن التردُّد على المستشفيات 1 3(e) إلطالة العمر أثر إيجابي في االقتصاد 3 تستفيد المصانع من خبرات المعمرين المتراكمة 1 تستثمر الحكومات األموال التي كانت تمنحها لكبار السن/تقلص األموال التي تنفقها )عليهم (الميزانية 1 تنشيط السياحة 1

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 13 of 23 Question Answer Marks Not Allowed Responses 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 October/November 2025 © Cambridge University Press & Assessment 2025 Page 14 of 23 Question Answer Marks Not Allowed Responses 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 October/November 2025 © Cambridge University Press & Assessment 2025 Page 15 of 23 Question Answer Marks Not Allowed Responses Question 4 Candidates must not copy word for word from the text. 4(a) تطور الرعاية الطبية أثر سلبي في حياة بعض األشخاص 2 عرضت بعض األشخاص ألزمات صحية 1 ت حَرَم بعض الموظفين من وظائفهم 1 4(b) ثالث أمثلة على اهتمام كبار السن ببعض المنتجات 3 مستحضرات التجميل 1 الساعات الذكية 1 أدوية تُسهم في تجديد خاليا الجلد 1 4(c) أثر زيادة أعداد كبار السن سلبًا في البيئة 3 فُقدان أنواع عديدة من النباتات 1 اعتماد شركات البناء على مواد منخفضة التكلفة غير قابلة للتحلُّل 1 زيادة انبعاثات عوادم المركبات 1 4(d) هل تشجع الخبيرة على انتقال المسنين للعيش في الريف؟ 4

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 16 of 23 Question Answer Marks Not Allowed Responses نعم 1 غياب وسائل األمان )(في المصاعد والمرافق العامة 1 نُدْرَة وسائل المواصالت المريحة 1 افتقار مناطق في المدن إلى المساحات الخضراء 1 4(e) ثالث فئات لها دور مهم في مساعدة كبار السن 3 الشباب 1 تالميذ المدارس 1 الموظفين 1

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 17 of 23 Question Answer Marks Not Allowed Responses Question 4: 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 October/November 2025 © Cambridge University Press & Assessment 2025 Page 18 of 23 Question Answer Marks Not Allowed Responses Question 4: 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 October/November 2025 © Cambridge University Press & Assessment 2025 Page 19 of 23 Question Answer Marks Not Allowed Responses 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 October/November 2025 © Cambridge University Press & Assessment 2025 Page 20 of 23 Question Answer Marks Not Allowed Responses 5(a) لخّص النصين السابقين موضحًا إيجابيات إطالة العمر وسلبياتها. :النص األول 1 تحفيز العلماء والباحثين عل ى االستكشاف والبحث عن أدوية جديدة إلطالة العمر. 2 تقليص الميزانيات الضخمة.التي تتكبدها وزارات الصحة 3 نقص تردُّد كبار السن على المستشفيات. 4 استفادة الشركات من خبرات كبار السن المتراكمة .وكذلك العائلة 5 عودة المُعَمَّرين إلى سوق العمل يساعد الدولة على استثمار األموال التي كانت .تمنحها لهم 6 فرصة قضاء وقت ممتع/مع األسرة والقيام برحالت ترفيهية 7 تعود على القطاعات السياحية بأرباحٍ هائلة 8 :من النص الثاني .انتعاش االقتصاد :النص الثاني 1 مثّل تحديات اقتصادية واجتماعية للدول. 2 عَرّضَت األشخاص ألزمات صحية نتيجة تعرضهم لتجارب األدوية الجديدة. 3 توفير فُرَص عمل لألطباء 4 حَرَم بعض الموظفين من وظائفهم ،مثل العاملين في دور الرعاية. 10

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 21 of 23 Question Answer Marks Not Allowed Responses 5 /خَلَق هوسًا شرائيًّا/ارتفاع نسبة المُهتمين بمظهرهم الخارجي أصبحت مُسْتحضرات .التجميل سِلعة مرغوبة أكثر 6 فُقدان أنواع عديدة من النباتات. 7 ارتفاع الطلب على منازل تالئم كبار السن أدى إلى اعتماد شركات البناء على مواد غير قابلة للتحلُّل ،مما أضر بالبيئة. 8 زيادة استعمال الحافالت العامة سبب ارتفاعًا في انبعاثات عوادم المركبات/ اإلصابة بأمراض الجهاز التنفسي. 9 ت ان عاش االقتصاد Question 5: 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.

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 22 of 23 Question Answer Marks Not Allowed Responses 5(b) في ،رأيك كيف سيستَثْمِر العالم التطور الطبي في المستقبل؟ ،في رأيي ستزداد استخدامات التكنولوجيا في المجال الطبي، مثل الذكاء االصطناعي والتعلم اآللي، لتحسين تشخيص األمراض وتتبع الحاالت الصحية والتنبؤ باألوبئة. قد تتطور أجهزة طبية جديدة تعمل بالذكاء االصطناعي لمساعدة األطباء في اتخاذ .القرارات الطبية الدقيقة عمومًا ،سيستثمر العالم التطور الطبي في المستقبل لتحسين جودة الحياة وزيادة أمل الشفاء للمرضى. سيكون للشباب دور مهم في دعم هذا التطور عن طريق التعلم واكتشاف المجاالت الطبية المبتكرة لبناء مستقبل صحي أفضل .للبشرية 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. 5

8680/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 23 of 23 Question Answer Marks Not Allowed Responses Question 5: 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.