Cambridge A Level Tamil 9689 — 2020 Oct/Nov Paper 4 · Variant 1

Cambridge International A Level KI 187449/1 © UCLES 2020 [Turn over This document has 8 pages. Blank pages are indicated. TAMIL 9689/41 Paper 4 Texts October/November 2020 2 hours 30 minutes You must answer on the enclosed answer booklet. You will need: Answer booklet (enclosed) INSTRUCTIONS ● Answer three questions in total in Tamil, each on a different text: Answer at least one question from Section 1. Answer at least one question from Section 2. Answer one other question from either Section 1 or Section 2. ● Follow the instructions on the front cover of the answer booklet. If you need additional answer paper, ask the invigilator for a continuation booklet. ● Dictionaries are not allowed. ● You may not take set texts into the examination. INFORMATION ● The total mark for this paper is 75. ● Each question is worth 25 marks. ● ● ● ● ● ● 75 25 * 9 8 2 6 7 3 4 0 7 4 *

2 9689/41/O/N/20 © UCLES 2020 Question Part 1 1 ai aii

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4 9689/41/O/N/20 © UCLES 2020 1 பகுதி (அ) அல்லது பகுதி (ஆ) ஏதாவது ஒன்றைத் ததர்ந்தடுத்து தமிழில 500 முதல 600 ்Dாற்களுக்குள் ஒரு ்கட்டு்ை எழுதவும். (a) புறைநானூறு ்மம்மமீன பு்்கயினும், தூமம் ததானறைினும், ்தன தி்D மருங்கின ்வள்்ளி ஓடினும், வய்ல்கம் நி்றைய, புதல பூ ம்லை, ம்ைத்த்்ல ம்க்வ ஈனறை அமரக் ்கண் ஆமா ்நடுநி்ை நன புல ஆை, த்காஒல ்Dம்்மயின Dானதறைார பல்கி, ்பயல பி்ழப்பு அறைியாப் புனபு்லத்ததுதவ – பிள்்் ்வரு்கின முள் எயிறு பு்ையப் பாDி்்ல முல்்ல மு்்கக்கும் ஆய்தாடி அரி்வயர த்ந்த நாதே --புறைநானூறு, பாேல, 117 (i) தமறகூறைிய புறைநானூறறுப் பாே்லில ஆமா, அரி்வயர ஆ்கிய ்Dாற்க்ளின ்பாருள் எனை? (ii) ்கபி்லர பாடிய இப்பாட்டில, பாரியின நாட்்ேப்பறறைி எனை ்Dால்கிறைார? [25] அல்லது (b) Dி்லப்பதி்காைம், இ்ஙத்கா அடி்கள் வழக்கு்ை ்கா்தயில ்கண்்ண்கியின ததாறறைம் பறறைியும், அவ்து நாட்டின ்பரு்ம பறறைியும் இ்ஙத்கா அடி்கள் எப்படி வரு்ணிக்்கிறைார? ஏன? எடுத்துக் ்காட்டு்களுேன வி்ே தைவும். [25]

5 9689/41/O/N/20 © UCLES 2020 [Turn over 2 திருக்குறைள், திருவள்ளுவர பகுதி (அ) அல்லது பகுதி (ஆ) ஏதாவது ஒன்றைத் ததர்ந்தடுத்து தமிழில 500 முதல 600 ்Dாற்களுக்குள் ஒரு ்கட்டு்ை எழுதவும். (a) அவாஎனப எல்லா உயிரக்கும் எஞ்ானறும் தவாஅப் பிறைப்பபீனும் வித்து தவண்டுங்கால தவண்டும் பிறைவா்ம மறறைது தவண்ோ்ம தவண்ே வரும் தவண்ோ்ம அனை விழுச்Dலவம் ஈண்டில்்ல யாண்டும் அஃ்தாப்பது இல தூஉய்ம எனபது அவாவின்ம மறறைது வாஅய்ம தவண்ே வரும் அறறைவர எனபார அவாஅறறைார மற்றையார அறறைா்க அறறைது இ்லர அவா அறுத்தல எனனும் அதி்காைத்தில தமறகூறைிய குறைள்்க்ளிலும் ஏ்ைய ஐ்நது குறைள்்க்ளிலும் ஆ்D்்காள்்ாது இருப்பதன நன்ம்க்் வள்ளுவர எப்படி வ்லியுறுத்து்கிறைார? [25] அல்லது (b) வறைியாரக்கு ஒனறு ஈவதத ஈ்்க - எனறு கூறும் வள்ளுவர ஈ்்க பறறைிய அதி்காைத்தில தவறு எனை ்Dால்கிறைார? [25]

6 9689/41/O/N/20 © UCLES 2020 3 ததவாைம் - அப்பர பகுதி (அ) அல்லது பகுதி (ஆ) ஏதாவது ஒன்றைத் ததர்ந்தடுத்து தமிழில 500 முதல 600 ்Dாற்களுக்குள் ஒரு ்கட்டு்ை எழுதவும். (a) ்Dாறறு்்ண தவதியன தDாதி வாைவன ்பாறறு்்ணத் திரு்நதடி ்பாரு்நதக் ்்க்தாழக் ்கறறு்்ணப் பூட்டிதயார ்கே்லிற பாயசDினும் நறறு்்ண யாவது நமசDி வாயதவ. ்Dாறறு்்ண தவதியன எனறு துவஙகும் நமசDிவாயப் பதி்கத்தி்ை திருநாவுக்்கைDர பாடியதன சூழநி்்ல எனை? அப்பதி்கத்தில அவர எனை ்Dால்கிறைார? [25] அல்லது (b) நமசDிவாய எனறை ஐ்ந்தழுத்தின ்பரு்ம்ய அப்பர எனனும் திருநாவுக்்கைDர எப்படி்யல்லாம் பாடிப் பைவு்கிறைார? நமசDிவாய பதி்கத்தி்ைக் ்்காண்டு வி்ே தைவும். [25]

7 9689/41/O/N/20 © UCLES 2020 4 இக்்கா்லக் ்கவி்த்கள் பகுதி (அ) அல்லது பகுதி (ஆ) ஏதாவது ஒன்றைத் ததர்ந்தடுத்து தமிழில 500 முதல 600 ்Dாற்களுக்குள் ஒரு ்கட்டு்ை எழுதவும். (a) பாைதியார ்கண்்ண்ைச தDவ்கைாயக் ்காணும் பாைதி தDவ்கன ்Dானைது எனை, ்Dயதது எனை எனறு எப்படி வரு்ணிக்்கிறைார? [25] அல்லது (b) பாைதிதாDன இயற்்க்யப் பாடுவதில பாைதிதாDன வல்லவர எனப்த அவைது ்காடு, ்காைல ்கவி்த்க்்க் ்்காண்டு வி்க்கு்க. [25] 5 நாவல, பாலமைக் ்காட்டிைளித்ல, அ்கி்லன பகுதி (அ) அல்லது பகுதி (ஆ) ஏதாவது ஒன்றைத் ததர்ந்தடுத்து தமிழில 500 முதல 600 ்Dாற்களுக்குள் ஒரு ்கட்டு்ை எழுதவும். (a) ‘பாலமைக் ்காட்டிைளித்ல’ எனனும் நாவ்லில வரும் ்பண் ்கதாபாத்திைங்கள் உரி்ம்களுக்்கா்கப் தபாைாடிைார்க்ா, இல்்லயா? உன பதிலுக்கு Dானறு்கள் தரு்க. [25] அல்லது (b) மத்லDியாவில ைப்பர ததாட்ேத் ்தாழி்லா்ர்களுக்கு பா்லன எவவாறு உதவிைார? அதன வி்்வு்கள் எனை? [25] 6 நவீை தமிழச Dிறு்க்த்கள் பகுதி (அ) அல்லது பகுதி (ஆ) ஏதாவது ஒன்றைத் ததர்ந்தடுத்து தமிழில 500 முதல 600 ்Dாற்களுக்குள் ஒரு ்கட்டு்ை எழுதவும். (a) ‘அப்பாவிேம் எனை ்Dாலவது?’ ்க்தயில அதDா்க மித்திைைளின ந்ே உங்களுக்குப் பிடித்திருக்்கிறைதா? உங்கள் பதி்்ல எடுத்துக்்காட்டு்களுேன தரு்க. [25] அல்லது (b) ‘மைங்க்ளின ்க்த’ யில, ையில பய்ணத்தினதபாது மைங்கள் பறறைி பாவண்்ணன அறைி்நதது எனை? வி்க்்கமா்க வி்ே தைவும். [25]

8 9689/41/O/N/20 © UCLES 2020 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 5 printed pages. © UCLES 2020 [Turn over Cambridge International A Level TAMIL 9689/41 Paper 4 Texts October/November 2020 MARK SCHEME Maximum Mark: 75 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 2020 series for most Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

9689/41 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 2 of 5 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.

9689/41 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 3 of 5 Annotations available on RM Assessor Annotation Meaning tick Credit for good language or good content point ^ omission CON Contradiction DEV Development EVAL Evaluation Highlight Spelling / grammatical error IL Inaccurate language IR irrelevant L(green) good language REP Repetition (of language or content) ? Use this annotation if a candidate has written down the wrong question number, e.g. s/he has clearly answered question 5, but has written question 2 on the script. You must enter the mark against the question number that the candidate actually answered. SEEN Used to show that blank pages have been seen

9689/41 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 4 of 5 Candidates must write their answers in the target language. Examiners will look for a candidate's ability to communicate effectively and will ignore those linguistic errors which do not impede communication. Passage-based questions Examiners should consider the extent to which candidates have been able to identify the significant issues raised in the passage and, where appropriate, have applied these to the text as a whole. The passage is a stimulus passage, to be used as a springboard to give candidates a starting point for their answer. Examiners should allow candidates to use the passage as they choose, and ask themselves how successfully the candidates have manipulated their material and to what extent they have shown depth of awareness and knowledge of the workings of the text under discussion. This is not an exercise in literary criticism: Examiners should reward candidates whose answers show good understanding of how a text works and how an author has conveyed the key issues. Essay questions A prime consideration is that candidates show detailed knowledge and understanding of the text. Extracts from Examiners' Notes This paper is intended to test candidates' knowledge of a text and their ability to use this knowledge to answer questions in a clear and focused manner. A sophisticated literary approach is not expected (though at the highest levels it is sometimes seen), but great value is placed on evidence of a first- hand response and of a thoughtful, personal evaluation of what candidates have read. Candidates may have been encouraged to depend closely on prepared notes and quotations: quotation for its own sake is not useful, though it will not be undervalued if used appropriately to illustrate a point in the answer. Candidates do not tend to show all the qualities or faults described in any one mark-band. Examiners attempt to weigh all these up at every borderline, in order to see whether the work can be considered for the category above. At the lower levels, the answer may mention a few 'facts' but these may be so poorly understood, badly organised and irrelevant that it falls into category 10–11; or there may be just enough sense of understanding and focus for the Examiner to consider the 12–13 band. Again, at a higher level, an answer may be clear, solid and conscientious (perhaps 18–19), without showing quite the control and attention to perceptively chosen detail which would justify 20 or more. Examiners take a positive and flexible approach and, even when there are obvious flaws in an answer, reward evidence of knowledge and especially any signs of understanding and careful organisation.

9689/41 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 5 of 5 Candidates are expected to write 500–600 words for each of their answers. Candidates who write more than 600 words cannot be placed higher than the 16–17 category in the Mark Scheme. Marks Description 22+ Exceptional work. Excellent ability to organise material, thorough knowledge, considerable sensitivity to language and to author’s intentions, understanding of some literary techniques. Really articulate and intelligent answers should be considered in this band even if there are still flaws and omissions. 20–21 Very good. Close attention to detail of passages, controlled structure, perceptive use of illustration, good insight when discussing characters. Ability to look beyond the immediate material and to show some understanding of author’s intentions and of underlying themes. 18–19 Thoroughly solid and relevant work. Candidate does not simply reproduce information: can discuss and evaluate material and come to clear conclusion. Good focus on passages. Some limitations of insight but coherent, detailed approach and aptly chosen illustrations. 16–17 Painstaking. Sound knowledge of texts; mainly relevant. Some attempt to analyse and compare, some sense of understanding. Possibly not in full control of material; solid but indiscriminate. Many very conscientious candidates fall into this category: they tend to write far too much as they are reluctant to leave out anything they have learnt. Focused, coherent essays which lack really solid detail but convey a good understanding of the text should also be considered for this band. 14–15 Fair relevance and knowledge. Better organised than work in the 12–13 band: the candidate probably understands the demands of the question without being able to develop a very thorough response. Still a fairly simple, black and white approach. Some narrative and ‘learnt’ material but better control and focus than work in the 12–13 band. Many candidates probably fall into this category. 12–13 Sound, if simple and superficial, knowledge of plot and characters. Makes assertions without being able to illustrate or develop points. Probably still too dependent on narrative and memorised oddments but there may be a visible attempt to relate these to the question. Can extract one or two relevant points from a set passage. 10–11 Some very basic material but not much sense of understanding or ability to answer question. The candidate rarely reads the set passage but uses it as a springboard for storytelling and memorised bits and pieces about characters. Very general, unspecific approach. Random, bitty structure. Signs of organisation and relevance should be looked for in case the answer can be considered for a mark in the 12–13 band. 6–9 Marginally more knowledge here than in the 0–5 band. The candidate may have read the text but is probably unable to see beyond the barest bones of the plot or half-remembered notes. Insubstantial; very little relevance. The candidate may have problems with the language and will be unable to express ideas comprehensibly. 0–5 No discernible material. Often very inadequate language. Marks in this section are awarded almost on the basis of quantity: up to 3 for a sentence or two showing a glimpse of knowledge, 4 or 5 where there is also a hint of relevance to the question. It is possible for a candidate to write a whole page demonstrating no knowledge at all (have they read the book?), or only misunderstood background facts or very vague general remarks unrelated to either text or question.