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M10/1/A1ALB/SP1/ALB/TZ0/XX

22100011

ALBANIAN A1 – STANDARD LEVEL – PAPER 1
ALBANAIS A1 – NIVEAU MOYEN – ÉPREUVE 1
ALBANÉS A1 – NIVEL MEDIO – PRUEBA 1
Thursday 13 May 2010 (afternoon)
Jeudi 13 mai 2010 (après-midi)
Jueves 13 de mayo de 2010 (tarde)
1 hour 30 minutes / 1 heure 30 minutes / 1 hora 30 minutos
INSTRUCTIONS TO CANDIDATES
 not open this examination paper until instructed to do so.
Do

Write a commentary on one passage only. It is not compulsory for you to respond directly to the guiding questions provided. However, you may use them if you wish.
INSTRUCTIONS DESTINÉES AUX CANDIDATS

N’ouvrez pas cette épreuve avant d’y être autorisé(e).

Rédigez un commentaire sur un seul des passages. Le commentaire ne doit pas nécessairement répondre aux questions d’orientation fournies. Vous pouvez toutefois les utiliser si vous le désirez. INSTRUCCIONES PARA LOS ALUMNOS
 abra esta prueba hasta que se lo autoricen.
No

Escriba un comentario sobre un solo fragmento. No es obligatorio responder directamente a las preguntas que se ofrecen a modo de guía. Sin embargo, puede usarlas si lo desea.

2210-0011

4 pages/páginas
© International Baccalaureate Organization 2010

–2–

M10/1/A1ALB/SP1/ALB/TZ0/XX

Shkruaj një koment mbi një nga dy pjesët që vijojnë.
1.

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I thyer, i errët, i vrertë, qëndroj, dritë lëshoj, mjaltë rrjedh nga vrujet e mia,
I thyer në pikën më të dobët, te të mbeturit vetëm, që askujt s’i sjell dëm, por mua më mbaron prej dhimbjesh që kullojnë ëmbëlsi gjaku të shtypur në vetmi.
Oh, gjeniale është kjo gjendje, kur ndërsa kuptoj që gjithçka kam humbur, lumturinë e pafund ndjej të qenies sime që e kam në dorë atë që s’mund të ma dhurojë asnjë lavdi, kurorë.
Lavdi! Ç’është kjo fjalë?
Nga mbërriti tek unë? si ka dalë?
Shpikje!
(Me siguri ndonjë ambicion i dobët, i panatyrë).
Kthehem nga kthehem, te natyra mbërrij: qëndroj, dua ta gjykoj, prapë tërhiqem.
Kaq i bukur dhe njëherësh i vdekshëm, njeri.
Kaq i zemërt dhe prapë i vetmuar.
Kaq fuqi dhe po aq dyshim.
[…]

35

Përse ikni prej meje krijesa reale, jetoj një jetë sendesh gjithmonë të paqenë dhe vetëm vetveten e kam në duar...
Oh, nuk ka lumturi si kjo, por as pikëllim si ky s’mund të ketë.
Mimoza Ahmeti, Delirium, Tiranë, Marin Barleti (1994)

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M10/1/A1ALB/SP1/ALB/TZ0/XX

– Çfarë mund të thuash mbi imazhet e përdorura në këtë poezi?
– Komento mbi përdorimin e figurave retorike dhe letrare në këtë poezi.
– Komento cili është efekti i titullit Delirium në lidhje me poezinë në përgjithësi.

2210-0011

Turn over / Tournez la page / Véase al dorso

–4–

M10/1/A1ALB/SP1/ALB/TZ0/XX

2.
Të thuash se është lule që nuk u ngjan të tjerave, nuk mjafton. Të thuash se është lule mbi gjithë lulet e tjera, ndoshta bën gabim, sepse kush është ai që i njeh të gjitha llojet e luleve. Do të duket sikur pohon se ndonjë njeri është mbi të gjithë të tjerët me bukurinë apo mençurinë e vet duke mos mbajtur llogari se edhe e bukura, si të gjitha veçoritë e tjera, është diçka që nuk ka shëmbëlltyrë e me ndihmën e të cilit do të konstatohej e përsosura, kulmorja, ajo që do të mund ta bartte emërtimin
– bukuri mbi të gjithë të tjerat. Sikur të thuash se është lule që meriton njëherë t’i marrësh erë që pastaj pa brenga t’i dorëzohesh vdekjes, prapë nuk është ndonjë vlerësim i qëlluar sepse nganjëherë ia vlen të vdesësh edhe për gjëra më të imta sesa për diçka aq të rrallë siç është Lulehëna. Apo e kundërta, një thënie e tillë për ndonjërin mund të ketë edhe domethënien e zhvlerësimit të jetës.
Vallë pse t’ua mohoj të drejtën atyre, që flijojnë jetën edhe për gjëra të shëmtuara, kur jeta e tyre është prona e vetme që kanë. Dhe të mos e zgjas: shkurt, kurrë si në këtë rast nuk jam ballafaquar me pamundësinë që të mos mundem ta përshkruaj atë që qartë më valëvitet para shikimit, atë bukuri joshëse që e kam në imagjinatë. Pra, kurrsesi nuk më jepet të portretizoj me fjalë, ato petale madhështore dhe atë erëmim të këndshëm që edhe tani më deh me aromën e vet.
Për herë të parë kam filluar të bindem se e bukura nuk përshkruhet, por vetëm mund të përjetohet si ndjenjë që të josh e të mrekullon, të deh e të çmend dhe të lë të pagojë. Në të vërtetë ajo tallet me ty, të lejon ta shikosh, bile edhe ta prekësh, por, kurrsesi, kurrsesi nuk të lë të bëhesh pronar i saj që do të mund ta riprodhonte sa herë që të ketë nevojë për të. E bukura ndoshta është fantazmë, një gënjim i madh si edhe vet jeta jonë. Por ajo ekziston. Ja, këtë më së miri e dëshmon Lulehëna të cilën do të tentoj ta përshkruaj edhe pse jam i bindur se i jam rrekur një pune që do të përfundojë pa sukses, si edhe shumë të tjera deri tani. Ndjehem keq pse nuk kam zgjidhje tjetër pos të përdor fjalë standarde dhe fraza që njeriu i thotë kur sheh edhe një mace të bukur. Pra, nga pamundësia që të shpik ndonjë shenjë apo klithje të veçantë që do t’ua mundësonte të imagjinonit bukurinë e papërshkrueshme të Lulehënës, po ia filloj me atë se është lule që të mahnit, apo si do të kishte thënë ndonjë poet me aftësi mesatare, si të miat – që të deh dhe verbëron me bukurinë e vet.
Them me aftësi mesatare sepse vetëm e bukura kurrë nuk të verbëron, por i ringjall të gjitha shqisat dhe ndjenjat dhe tërë trupin e shndërron në një sy të madh. Era e saj të fundos në një delirium marramendës dhe nëse nuk kafshon ndonjë ftua apo mollë të thartë nuk mund të dalësh nga ajo mpirje apo dehje e këndshme, e cila sa të trishton me aromën magjepsëse po aq edhe të detyron t’i dorëzohesh dhe të dëshirosh që kurrë të mos shpëtosh nga ajo gjendje rrëqethëse. Kam pyetur shumë veta pse erëmimi i kësaj luleje ka atë forcë që të lë të shtangur dhe, atëherë nuk dëshiron asgjë tjetër përpos robërinë e përjetshme në kthetrat e atij ledhatimi madhështor, nga rrjedh ajo ndjenjë se erëmimi i saj të gëlltit dhe ta imponon dëshirën që të zhdukesh, të shndërrohesh në një nga nuancat e asaj ere që nuk mund të përshkruhet.

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Kim Mehmeti, Lulehëna, Peja, Dukagjini (1997)
– Si janë paraqitur tematikat e kësaj pjese?
– Çfarë mund të thuash mbi përdorimin e figurave stilistike të përdorura nga autori dhe nëse janë përshtatshme?
– Komento mbi strukturën e kësaj pjese.

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...is one of the most important things that a child receives as they are growing up. Going to school was an adventure and everyday our brains were worked and we were able to expand our knowledge through discussion and other activities. This is not the case anymore. When the No Child Left behind Act of 2001 (NCLB) was passed it was meant to herald in a new generation in learning, where every child regardless of ethnicity, social status or gender would receive the same education. This has not been the case in fact many schools are worse off now than they were before this law was passed (Smyth, 2008). The NCLB was intended to increase the funding that government funded schools received through incentives. This law made it so that schools are required to use standardized testing in order to determine what students will move on to the next grade and determine how the school is doing as a whole. There are three major areas in which the NLCB addresses: 1) all states are required to create a standard to test students with, 2) develop test to ensure that the students are at the level that is required, and 3) create measure so that the state can determine if the all students attain the prescribed levels (Dillon, 2011). All of this looks good on paper once there is an attempt to implement these standards in the real world is where the NCLB begins to fail. Schools quickly learned that in order to receive the most amount of money they had to ensure that a high percentage of......

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