Cambridge IGCSE Thai - First Language 0518 — 2012 May/June Paper 2 · Variant 1

* 5 8 0 1 7 1 2 6 0 2 * This document consists of 6 printed pages and 2 blank pages. DC (NH/TL) 49003/3 © UCLES 2012 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education READ THESE INSTRUCTIONS FIRST If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet. Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. Do not use staples, paper clips, highlighters, glue or correction fluid. Answer all questions. Dictionaries are not permitted. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. FIRST LANGUAGE THAI 0518/02 Paper 2 Reading and Directed Writing May/June 2012 2 hours 15 minutes Additional Materials: Answer Booklet/Paper www.XtremePapers.com

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7 0518/02/M/J/12 © UCLES 2012 BLANK PAGE

8 0518/02/M/J/12 © UCLES 2012 BLANK PAGE 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. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2012 question paper for the guidance of teachers 0518 FIRST LANGUAGE THAI 0518/02 Paper 2 (Reading and Directed Writing), maximum raw mark 60 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 must be read in conjunction with the question papers and the report on the examination. • Cambridge will not enter into discussions or correspondence in connection with these mark schemes. Cambridge is publishing the mark schemes for the May/June 2012 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. www.XtremePapers.com

Page 2 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0518 02 © University of Cambridge International Examinations 2012 Part 1: Question 1 เขียนบทสรุป (Summary from both texts) Contents and organisation: 15 Summary style: 5 Candidates need to write in their own language. The marks are awarded in terms of contents putting together coherently. Please refer to the bands. Copying the whole chunks need to be penalised. However in order to give the right band, the answer should have the information below as well. 1) Look at the summary see if the information is there accordingly and then look at the criteria (the bands). 2) When look at the bands—see if candidates' work fit in with any of them. Content: (15 points) The points below do not have to be in this order as long as it is coherent and well-organised. • เนื้อเรื่องยอ (excerpt) “ขางหลังภาพ” เนื้อเรื่องเปนเรื่องของความรักตองหาม ตางวัย ตางศักดิ์ ระหวาง ม.ร.ว.กีรติ กับ นพพร ใน ขางหลังภาพ ซึ่งเปนภาพวาดสีน้ําที่มิตาเกะซึ่งคุณหญิงมอบใหแกนพพรในโอกาสที่เขาแ ตงงานกับคูหมั้น คุณหญิงบอกวาเปนที่ที่ความรักของเขาทั้งสองเกิดขึ้น เพราะอุปสรรคของความรักในเรื่องนี้ทับซอนหลายชั้น ตั้งแตฝายหญิงแตงงานแลว มีอายุมากกวาฝายชาย ตลอดจนสูงศักดิ์ดวยฐานันดรและสถานะทางสังคม เรื่องราวของความรักรันทดจบลงดวยความตายของ ม.ร.ว.กีรติ กอนสิ้นใจคุณหญิงเขียนลงกระดาษเพื่อพูดกับนพพรวา “ฉันตายโดยปราศจากคนที่รักฉัน แตฉันก็อิ่มใจวา ฉันมีคนที่ฉันรัก” • จุดเดนของงานเขียนที่ทําใหประสบความสําเร็จ (ไมจําเปนตองเรียงตามนี้) (What makes this book successful) 1) การที่คุณหญิงกีรติเปนตัวละครที่ “อานไมออก” จึงสรางความสนใจใครรูแกผูอานไมนอยไป กวานพพร นอกจากนี้ “ศรีบูรพา” ยังสรางความรูสึกระทึกใจ (Suspension) แกคนอาน ตลอดทั้งเรื่อง โดยใหคุณหญิงกีรติและนพพรมีบทสนทนาที่ผลัดกันรุกผลัดกันถอย รวมทั้ง ความรักระหวางคุณหญิงกีรติ และนพพรที่ขนานกันไปอยางไมลงตัว ดังที่เธอบอกแกนพพร

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0518 02 © University of Cambridge International Examinations 2012 กอนสิ้นใจวา “ความรักของเธอเกิดที่นั่น และก็ตายที่นั่น แตของอีกคนหนึ่งยังรุงโรจนอยูใน รางที่กําลังจะแตกดับ” นวนิยายเรื่องนี้จึงลงเอยอยางแสนเศรา สะเทือนอารมณแตประทับ ใจคนอานยาวนาน นับเปนผลสําเร็จของการสรางสรรคนวนิยายรักเรื่องนี้ 2) “ศรีบูรพา” ใหนพพรเปนผูเลาเหตุการณในเรื่องนี้ ผูอานจึงไมสงสัยเลยวาความรักคอย ๆ กอ เกิดในใจของนพพรไดอยางไร 3) กอนสิ้นใจคุณหญิงเขียนลงกระดาษเพื่อพูดกับนพพรในสภาพที่เธอไ มมีแมเรี่ยวแรงจะพูดวา “ฉันตายโดยปราศจากคนที่รักฉัน แตฉันก็อิ่มใจวา ฉันมีคนที่ฉันรัก” ซึ่งเปนประโยคทองที่ติด ตราตรึงใจคนดูภาพยนตรและอานหนังสือเรื่อง “ขางหลังภาพ” นี้มาก

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0518 02 © University of Cambridge International Examinations 2012 บทสรุปของ “อิฐบล็อค” ที่มีตอวรรณกรรมเรื่อง “ขางหลังภาพ” (How the author ‘Itblock’ summarises the work) 1) นพพรเปนผูชายที่คอนขางซื่อบื้อในเรื่องความรักพอสมควร เขาไมสามารถตีความนัยใด ๆ ได เลยแมกระทั่งยามที่หญิงคนที่เขาเคยรักอยางสุดหัวใจกําลังจะตาย และเธอตองมาเฉลยให เขารูเอง 2) หมอมราชวงศกีรติเปนคนนาสงสารมากที่เกิดในยุคนั้น ยุคที่เรื่องศักดินาและขนบธรรมเนียม ที่เครงครัดยังคงบีบรัดรูปแบบการดํารงชีวิตอยู ถาคุณหญิงเกิดในยุคนี้ เธออาจจะอาศัยเอ็ม บอกรักนพพรอยางงาย ๆ เพียงคลิกสัญลักษณรูปหัวใจและสงไปเทานั้น และนพพรอาจจะ เขาใจงาย โดยไมตองตีความใหเมื่อยหัวสมอง The summary needs to be precise and clear without too detailed information. The language should be formal and precise in such a way that the text reads logically. The candidate’s opinion is not rewarded here. Below is the guideline: Band 1—13–15 A very clear and precise summary Candidates make use of material efficiently and effectively, choosing relevant information accordingly—no detailed information or irrelevant information or if it has—only a very small fraction which does not interfere the summary. The text is clear and logical. Candidates do not put their opinion or view points. They understand well of what summary needs. Band 2—10–12 A substantial summary Candidate is competent, using what is relevant. The passage has clear direction with relevant information. However, they might put some detailed information which is not relevant. And as a result, the summary has some parts which might not read well. But overall, candidates have shown the potential of summary skills. Band 3—7–9 A weak summary Candidates find it difficult to select relevant information, though information and ideas are repeated. The article is appealing, but the tone of the language might not be consistent. In other words, either emotions or facts are exaggerated or didactic. And as a result, the summary can be seen as not quite convincing. It is either read like a narrative or an essay, which candidates put their opinions or points of views. Some information has lifted from the text straight away. Band 4—4–6 A very weak summary Candidates do not use information necessary for the task and can be unconvincing and/or the emotion language is put too much, although there is evidence that there is an attempt to convince the reader. Or it is read like a narrative. Or they use language to the point that it can be didactic. Or a lot of information taken out from the original texts.

Page 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0518 02 © University of Cambridge International Examinations 2012 Band 5—1–3 Limited and plain—hardly competent summary Candidates do not know how to select information—lots of irrelevant information or lots of opinions and facts from candidates themselves. Also, they do not make use of emotive language to a great effect. A rather weak article and not at all convincing. Or most of the task is taken out from the texts without writing in their own writing.

Page 6 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0518 02 © University of Cambridge International Examinations 2012 5 Marks for summary style (Conciseness, focus, use of own words and spelling) 5 Excellent, effective summary style throughout, focused. Structures and words are well-chosen and appropriate, in own words throughout, spelling is very good. Detail or unnecessary information is not there. 4 Generally good, effective summary style, concise and well-focused, in own words, spellings are good. Details or unnecessary information is hardly there. 3 Satisfactory, concise, although occasionally not consistent, reasonably focused and very occasional lifting from the texts, spellings are good. May contain unnecessary information. 2 Not very concise, tendency to lose focus, although the passage has been understood, fair chunk of lifting, some spelling mistakes. 1 Wrong genres: descriptive or discursive style with lots of candidates’ opinion and information, frequently unfocused, evidence of lifting is seen throughout, lots of spelling mistakes when trying to use own words.

Page 7 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0518 02 © University of Cambridge International Examinations 2012 Part 1: Question 2 Content and organisation: 15 Written expression: 5 Write a leaflet to promote a charity school play ‘Behind the Painting’ to your friends in order to raise some money for flooding appeal. Content (15 marks) • The purpose of a charity school play. • Why this story is being chosen as a school play. • What the story is about. • In what ways might this appeal to the audience. • Persuasion – persuade and convince reader to see the play Band 1—13–15 A confident and persuasive leaflet—a success Candidates make use of material efficiently and effectively. There is a strong element in combining facts and opinions which appeal to the reader. Factual language and emotive language are suitable and blend in nicely, not didactic. Very convincing and the reader sees the importance of promoting this issue. Band 2—10–12 Material and ideas integrated well—persuasive Candidates are competent, using what is relevant. The leaflet is interesting and developed with a good sense of direction, appealing to the reader, though they might not be able to pick up all they need. The reader feels that what is said is valid and makes sense. Band 3—7–9 Substantial piece of work Candidates make use of material substantially, though information and ideas are repeated. The leaflet is appealing, but the tone of the language might not be consistent. In other words, either emotions or facts are exaggerated or didactic. And as a result, the leaflet can be seen as not quite convincing. Band 4—4–6 Not quite balanced—not persuasive Candidates do not use information necessary for the leaflet and can be unconvincing and/or the emotive language is put too much, although there is evidence that there is an attempt to convince the reader. Or they use language to the point that it can be didactic. Band 5—1–3 Limited and plain—hardly competent and persuasive Candidates do not know how to select information—lots of irrelevant information or lots of opinions and facts from candidates themselves. Also, they do not make sure of emotive language to a great effect. A rather weak leaflet and not at all convincing.

Page 8 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0518 02 © University of Cambridge International Examinations 2012 Written expression: Persuasive style (5 marks): 5 Very good and there is a sense of coherence throughout the leaflet. The writing is very smooth and flowing. Good structures and well-chosen of words. Spelling is excellent. 4 Good and coherent though the organisation can be a little bit confusing. Good structures and use of words are good. Spelling is excellent. 3 Fine—the coherence and organisation is substantial though in some places can be confusing or just plain. Structures and choice of words are plain and simple. Spelling can interfere the article. 2 Inconsistent in places. Structures and choices of words are plain and some parts can be inaccurate. Spelling is rather poor. 1 No coherence due to lack of understanding of how to write this genre. Spelling is bad indeed.

Page 9 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0518 02 © University of Cambridge International Examinations 2012 Part 2: Question 3 Content and organisation: 15 Persuasive style: 5 Candidates write a script interviewing the person mentioning in the article for the benefit school friends during the ‘National Book Week’. (20 marks) Content (15 marks): Emphasise the purpose of ‘National Book Week’ and why Sakareeya Amataya was chosen. His biography: 1. He is Muslim and was born in Narathiwat province. 2. He grew up in the Budo mountain community. 3. His second language is Thai. 4. He studied Thai in primary school. 5. After finishing secondary school, he did Bachelor degree in Islamic Studies, Language and Arab Literature in India. 6. He started writing using his own experience abroad when he was in Year 1 and 2 in university. 7. When he returned to Thailand, he started writing poems which he posted on the internet, websites, and web blogs as he thought that internet was interesting media. 8. He entered a poem competition and won the Indy Book Awards. 9. His poems and his book translations were published in magazines. 10. He is a webmaster and he set up a website www.thaipoetsociety.com in order to support people who love writing poems so that they can post their works on the web. 11. He also sets many activities for the members. 12. His poem ‘ไมมีหญิงสาวในบทกวี’ (No women in the poem) won S.E.A Write Award in 2010 (Southeast Asian Writers Awards).
His opinions: • Everything he writes can be philosophy and it does not need to be wonderful ideas. • His poems and writing work need inspiration from all sorts of things such as reading books, novels or just seeing an art work helps him to write a poem by using key word to write. • Anyone in the world could read the poems without the boundary of nations, countries, and languages. • We can read other people’s poems and understand them likewise other people read our poems and understand as well. • He does not reject writing traditional Thai poem but he is not keen on that style. • He thinks using different references for writing helps readers to understand the work more. • He did not think he would win the S.E.A. Write Award. • The poem has its own life and the readers have their own right to interpret. • He cannot explain his own work as he does not want to dominate the thought of the readers. • There is not only one answer to the art work. • He used the title ‘No women in the poem’ as he thought it appealed to the readers. Note: Should contain most of the information from above. Information does not have to be in order, but the script needs to be coherent.

Page 10 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0518 02 © University of Cambridge International Examinations 2012 Band 1—13–15 A confident and persuasive script—a success Candidates skilfully make use of material from the article, knowing what to ask and allow the interviewee to answer and discuss on issues that are relevant. Questions and answers are well put and interesting. The script has shown that there is a genuine interest in him. There is a strong element in combining facts and opinions successfully and appealing to readers. Readers are convinced or persuaded that this is a very well-balanced and very interesting interview indeed. Band 2—10–12 Material and ideas integrated well—persuasive Candidates are competent; using what is relevant from the article. The script is interesting and developed with a good sense of direction, appealing to the reader, though they might not be able to pick up all needed due to lack of some information. However, the reader has been convinced that this is a good interview. Band 3—7–9 Substantial piece of work—possibility of reading Candidates make use of material substantially, though information and ideas are either repeated or not focused or there is not enough information. The script is overall moderate, and the tone of the language can be inconsistent, a bit bitty. Emotional language, in some parts, is put without supporting ideas. And as a result, the script can be seen as slightly unconvincing, but the reader has thought about the topic. Band 4—4–6 Not quite balanced—not persuasive Candidates do not use information necessary for the script—do not know how to ask and put answers in an interesting manner; hence the script suffers a great deal. It is unconvincing and/or the emotive language is put too much, although there is evidence that they have made an attempt to convince the reader. Or they use language to the point that it can be didactic. Band 5—1–3 Limited and plain—hardly competent and persuasive Candidates do not know how to select relevant information and the script suffers as a result. Candidates do not make use of emotive language to great effect. Lots of opinions and comments from the interviewer rather than from the article. A rather weak script and not at all convincing. It does not appeal to the reader. Written expression: Persuasive style (5 marks): 5 Very good and very coherent. The writing is very smooth and flowing. Good structures and use of words appropriately in terms of styles. Spelling is excellent. 4 Good and coherent though the organisation can be a little bit confusing. Good structures and use of words are good. Spelling is excellent. 3 Fine—the coherence ad organisation is substantial though in some places can be confusing or just plain. Structures and choice of words are plain and simple. Spelling can interfere with understanding. 2 Inconsistent in places. Structures and choices of words are plain and some parts can be inaccurate. Spelling is rather poor. 1 Written as a draft and not like a form of interview. No coherence due to lack of understanding of how to write this genre. Frequent misspellings.