2000 turkısh - Board of Studies
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NATIONAL ASSESSMENT FRAMEWORK FOR LANGUAGES AT SENIOR SECONDARY LEVEL PUBLIC EXAMINATION 2000 TURKISH STUDENT / REGISTRATION NUMBER PAGES: 12 CENTRE NUMBER STATE / TERRITORY EXTENDED LEVEL PAPER 2: PART A—WRITING IN TURKISH PART B—REORGANISING WRITTEN INFORMATION Tuesday 24 October Time: 1 hour and 30 minutes Approved English–Turkish/Turkish–English dictionaries or monolingual dictionaries may be used. Instructions to Candidates 1. Write all your responses to the tasks in Paper 2 in this booklet in ink or ball-point pen. Space is provided for you to make notes. 2. You are required to respond to both Part A and Part B. 3. Make sure that you write your Student/Registration Number, the State or Territory in which the examination is taken, and the Centre Number (if required) on the front cover of this booklet. 4. All question booklets will be collected at the end of the examination. 5. The assessment criteria for this paper are printed on the back page of this booklet. This examination is used for the WACE (Western Australia), the HSC (New South Wales), the TCE (Tasmania), the SACE (South Australia), the NTCE (Northern Territory), the Senior Certificate (Queensland), and the VCE (Victoria). 281 © Board of Studies NSW 2000 Part A—Writing in Turkish Asçag¨Èda verilen cçalÈsçmalardan BÿRÿNÿ secçip 150–200 so/zcu/k ile Tu/rkcçe olarak tamamlayÈn. Choose ONE of the following tasks and write approximately 150–200 words in Turkish. 1. Tu/rkcçe yayÈn yapan bir radyoda programcÈsÈnÈz. 2000 yÈlÈ Sidney OlimpiyatlarÈnda basçarÈlÈ olan bir Tu/rk sporcusuyla bir programÈnÈzda yaptÈg¨ÈnÈz so/ylesçi sÈrasÈnda konusçulanlarÈ bir spor magazini icçin yazÈnÈz. VEYA / OR 2. 2000 yÈlÈ Du/nya Cçevre Gu/nu/ dolayÈsÈyla okulunuzda bir “zaman kapsu/lu/’’ hazÈrlanmasÈ kararlasçtÈrÈlmÈsçtÈr. 2050 yÈlÈnda acçÈlacak bu kapsu/le konulmak u/zere, bu gu/ne kadar havayÈ ve sularÈ nasÈl kirlettig¨imizi ve gelecekte bu konuda yapÈlmamasÈ gereken hatalarÈ icçeren bir mektup yazÈnÈz. VEYA / OR 3. KÈsa bir su/re o/nce Avustralya\da bulundug¨unuz bo/lgede du/zenlenen Tu/rk Gu/nu/ kutlamalarÈna katÈldÈnÈz. Ankara\da Lise son sÈnÈf o/gr¨ encileriyle su/rekli olarak e-posta (e-mail) ile haberlesçiyorsunuz. KatÈldÈg¨ÈnÈz etkinliklerle ilgili go/ru/sç ve du/sçu/ncelerinizi, e-posta ile go/ndereceg¨iniz bir haber yazÈsÈ olarak hazÈrlayÈnÈz. VEYA / OR 4. On ikinci sÈnÈfÈ basçarÈyla bitirdiniz. Okul magazininde yayÈnlanmak u/zere, sizi basçarÈya ulasçtÈran ders cçalÈsçma yo/ntemlerinizi ve bunlarÈn u/niversiteyi kazanmanÈza nasÈl yardÈmcÈ oldug¨unu anlatan bir makale yazÈnÈz. VEYA / OR 5. Avustralya yerli halkÈnÈn (Aborijiniler) sag¨lÈk hizmetlerinin yetersizlig¨i ve ÈrkcçÈlÈk gibi sorunlarla karsçÈ karsçÈya oldug¨unu Sosyal Bilimler dersinde okuyup o/gr¨ endiniz. Bu sorunlarÈ tartÈsçan ve cçozu/m yollarÈ o/neren bir konusçma metni yazÈnÈz. VEYA / OR 6. Okulunuzda Tu/rkcçe o/gr¨ enimine katÈlan o/gr¨ enci sayÈsÈ her yÈl gittikcçe azalmaktadÈr. O?gr¨ encileri Tu/rkcçe o/gr¨ enmeye o/zendiren ve Tu/rkcçe o/gr¨ enmenin yararlarÈnÈ anlatan bir reklam hazÈrlayÈnÈz. Notlar/ Notes 2 Task Number: CçalÈsçma ..................................................................................................................................................................................... ..................................................................................................................................................................................... ..................................................................................................................................................................................... ..................................................................................................................................................................................... ..................................................................................................................................................................................... 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..................................................................................................................................................................................... ..................................................................................................................................................................................... 4 Part B—Reorganising Written Information Sag¨lÈk BakanlÈg¨È Tu/rkler arasÈnda kalp hastalÈklarÈnÈn artmasÈnÈ engellemek amacÈyla »Sag¨lÈklÈ Kalp\ projesi basçlatmÈsçtÈr. Siz de Tu/rk toplumunu bilgilendirmek u/zere proje go/revlisi olarak secçildiniz. YALNIZCA iki metinde verilen bilgileri kullanarak 120–150 so/zcu/kle, TU?RKCçE olarak, kalp hastalÈg¨ÈnÈn nedenlerini ve nasÈl o/nlenebileceg¨ini belirten bir radyo duyurusu hazÈrlayÈnÈz. The Ministry of Health has launched a project called ‘Healthy Heart’ with the aim of reducing heart disease among the Turkish community. You have been selected as the Project Manager. Using ONLY the information from the two passages, prepare a radio announcement in 120–150 words in TURKISH, in which you explain the causes of heart disease and how to prevent it. Notlar/ Notes 5 TEXT 1 Kalbin 3 dostu Bilim adamlarÈ, temel gÈdalarÈmÈzdan sog¨an cçay ve elmanÈn kalp krizi riskini azalttÈg¨ÈnÈ belirledi u/nu/mu/zu/n yog¨un temposunda cçog¨u zaman ne yedig¨imize ve ne kadar yedig¨imize dikkat etmiyoruz. Bunun sonucu olarak sçisçmanlÈk, depresyon ve doktor tedavisi gelir. Hatta fazla kilolar o/lu/me bile yol acçar. G Sonradan pisçman olmak ve aynalardan kacçmak istemiyorsanÈz kilolarÈnÈza dikkat edin. Avustralya Melbourne U?niversitesi TÈp Faku/ltesi Dahiliye Ana Bilim DalÈ BasçkanÈ Prof. Dr. James Best, elma, cçay ve sog¨anÈn kalp krizi riskini azaltan besinler oldug¨unu so/yledi. Ulusal Endokrinoloji Kongresi\ne katÈlmak u/zere Tu/rkiye\ye gelen Prof. Dr Best, kalp sag¨lÈg¨ÈnÈ korumak icçin kolestrol yapan besinlerin tu/ketilmemesi gerektig¨ini vurguladÈ. Kontrol altÈna alÈnabilir Prof. Dr. James Best Prof. Dr. Best, kalp sag¨lÈg¨È icçin dengeli beslenmenin sçart oldug¨unu belirterek, balÈk, sebze meyve, ceviz, fÈndÈk, sarÈmsak, cçay, elma ve sog¨anÈn bolca tu/ketilmesi gerektig¨ini so/yledi. Prof. Dr. Best, 6 aylÈk ilacç ve diyet tedavisiyle kolestrolu/ kontrol altÈna alarak kalp krizi riskinin en aza indirilebileceg¨ini bildirdi. Prof. Dr. James Best, kalp krizi riskinin kÈsç aylarÈnda daha yu/kseldig¨ini belirterek bunun nedeninin henu/z belirlenemedig¨ini ifade etti. Prof. Dr. Best, kalp hastalÈklarÈna karsçÈ halkÈn bilgilendirilmesi ve dog¨ru beslenmenin o/gr¨ etilmesi gerektig¨ini so/yledi. ■ Sinem EMÿNOGËLU “AKSçAM” Newspaper, 19 October 1999 6 TEXT 2 KALP HASTALIKLARI VE O?NLEMLER YapÈlan arasçtÈrmalar kalp rahatsÈzlÈklarÈnÈn Avustralya\da en fazla o/lu/me sebep olan hastalÈk oldug¨unu ortaya cçÈkarmÈsçtÈr. Herkes bu tehlikeyle ile karsçÈ karsçÈya kalabilir. Kalp rahatsÈzlÈg¨È riskini birkacç basit o/nlemle en aza indirmek mu/mku/ndu/r. Sigara icçenler, yu/ksek tansiyonu veya kanlarÈnda kolestrol du/zeyi yu/ksek olanlar kalp hastalÈg¨È riski tasçÈyor demektir. Fazla hareket etmeyenlerle asçÈrÈ kilolarÈ olanlar icçin bu risk daha da artmaktadÈr. Risk grubuna ailesinde altmÈsç yasçÈnÈn altÈnda kalp rahatsÈzlÈg¨È gecçirmisç olanlarÈ da ekleyebiliriz. Kalp hastalÈklarÈna sebep olan fakto/rlere karsçÈ her zaman dikkatli olunmasÈ gerekmektedir. Bu yazÈyÈ okuyanlar hemen panig¨e kapÈlmasÈnlar. Kalp rahatsÈzlÈg¨È riskini azaltmak sizin elinizdedir. Sigara tiryakileri icçin ilk yapÈlmasÈ gereken sigarayÈ bÈrakmak olmalÈdÈr. Sofralarda daha az yag¨lÈ yiyecekler tercih edilirken, meyva, sebze, ekmek ve tahÈl miktarÈ arttÈrÈlmalÈdÈr. Bunlara ek olarak kilolar kontrol altÈna alÈnarak, du/zenli egzersiz yapÈlmalÈdÈr. Haftada en az u/cç kez yirmisçer dakikalÈk tempolu yu/ru/yu/sç yapmak en uygun ve en kolay egzersiz bicçimidir. Bunlara dikkat etmekle isç bitmiyor< birkacç yÈlda bir doktor kontrolu/nden gecçerek tansiyon ve kandaki kolestrol oranÈnÈn dikkatle izlenmesi de gerekir. Bo/ylece kalp hastalÈg¨È riskini en aza indirerek, o/mru/ uzatmak mu/mku/ndu/r. SAGËLIKLI BESLENME PÿRAMÿDÿ Sçeker Yag¨ (Zeytinyag¨È, Aycçicçek Yag¨È v.s.) Tereyag¨È, Margarin Az Yag¨lÈ Su/t, Az Yag¨lÈ Peynir, Az Yag¨lÈ Yog¨urt Yag¨sÈz Et, BalÈk, Tavuk Yumurta, Kuru Fasulye, Kuru Bezelye, Ceviz, FÈndÈk, FÈstÈk v.b. Ekmek, Hamur isçi, Pirincç, Hububat, TahÈl Taze Meyva ve Sebze 7 ..................................................................................................................................................................................... ..................................................................................................................................................................................... ..................................................................................................................................................................................... ..................................................................................................................................................................................... ..................................................................................................................................................................................... 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..................................................................................................................................................................................... ..................................................................................................................................................................................... ..................................................................................................................................................................................... 9 BLANK PAGE 10 BLANK PAGE 11 NATIONAL ASSESSMENT FRAMEWORK FOR LANGUAGES AT SENIOR SECONDARY LEVEL 2000 TURKISH PAPER 2: PART A—WRITING IN TURKISH PART B—REORGANISING WRITTEN INFORMATION PART A—ASSESSMENT CRITERIA • The capacity to deal with the chosen topic † Breadth of treatment † Suitability of the writing for the topic and/or purpose † Maintenance of reader’s interest • Form and organisation † Observation of the conventions of the discourse form (style, sequencing, cultural appropriateness) and specifications regarding length † Organisation of content • Clarity of expression † Control of the language required by the topics including accuracy in the use of linguistic elements • Variety and appropriateness of vocabulary and sentence structuring † Range of vocabulary † Variety in sentence structure † Appropriateness of vocabulary and sentence structure PART B—ASSESSMENT CRITERIA • † The capacity to select and use relevant information • Form and organisation † Observation of the conventions of the discourse form (format, style, cultural appropriateness) † Linking of related ideas † Organisation of information from sources into a meaningful sequence • Effective expression † Control of the language required to complete the task (appropriateness, clarity of expression including accuracy in the use of linguistic elements) † Degree of independence from the wording of the original information 12