Cambridge IGCSE Hindi as a Second Language 0549 — 2009 May/June Paper 1 · Variant 1

This document consists of 12 printed pages. SP (LEO/TL) V00496/3 © UCLES 2009 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education READ THESE INSTRUCTIONS FIRST 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. DO NOT WRITE IN ANY BARCODES. Answer all questions. 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. HINDI AS A SECOND LANGUAGE 0549/01 Paper 1 Reading and Writing May/June 2009 2 hours Candidates answer on the Question Paper. No Additional Materials are required. * 5 8 7 0 5 9 3 2 3 8 * For Examiner’s Use Section 1 Section 2 Total www.XtremePapers.com

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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2009 question paper for the guidance of teachers 0549 HINDI AS A SECOND LANGUAGE 0549/01 Paper 1 (Reading and 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. • CIE will not enter into discussions or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the May/June 2009 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 2009 0549 01 © UCLES 2009 1 [1] 2 [1] 3 [1] 4 [1] 5 (1) (2) [2] [1] [1] [1] [1] [1] [2]

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0549 01 © UCLES 2009 7 [2] 8 [2] 9 [1] 10 [2]

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0549 01 © UCLES 2009 Mark up to 6 for content and up to 4 for language. Count words and cross out everything after 120. Do not award language marks if there is no content. Content (up to 6 marks) Tick and number the points listed below. Language (up to 4 marks) 0 Meaning obscure because of density of language errors and serious problems with expression/nothing of relevance. 1 Expression weak/reliance on lifting without discrimination. 2 Expression limited/some reliance on lifting from the original, but some sense of order. 3 Expression good, with attempts to group and sequence ideas in own words. 4 Expression very good; clear, orderly grouping and sequencing, largely own words. [Max. total for Exercise 4: 10]

Page 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0549 01 © UCLES 2009 12 [1] 13 [2] 14 [2] 15 [1] 16 [1] 17 [1] 18 [1] 19 [1]

Page 6 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0549 01 © UCLES 2009 Exercise 6 Award the answer a mark for content (C) [out of 10] and a mark for language (L) [out of 10] in accordance with the General Criteria table that follows. Annotate as follows: C (mark) + L (mark) = ringed total • Content covers relevance (i.e. whether the piece fulfils the task and the awareness of purpose/ audience/register) and the development of ideas (i.e. the detail/explanation provided and how enjoyable it is to read). • Language covers style (i.e. complexity of vocabulary and sentence structure) and accuracy (of grammar, spelling, punctuation and use of paragraphs). • When deciding on a mark for content or language, first of all decide which mark band is most appropriate. There will not necessarily be an exact fit. Then decide between 2 marks within that mark band. Use the lower mark if it only just makes it into the band and the upper mark if it fulfils all the requirements of the band but does not quite make it into the band above. • When deciding on a mark for content, look at both relevance and development of ideas. First ask yourself whether the writing fulfils the task, in terms of points to be covered and the length. If it does, it will be in one of the top three mark bands. • When deciding on a mark for language, look at both the style and the accuracy of the language. A useful starting point would be first to determine whether errors intrude. If they do not, it will be in one of the top three mark bands. • If the essay is considerably shorter than the stated word length but does fulfil the task, it should be put in mark band 5–6 for content. • If the essay is considerably shorter than the stated word length and does not fulfil the task, it should be put in mark band 3–4 for content or lower. • If the essay is partly relevant and therefore in mark band 3–4, the full range of marks for Language are available. • If the essay is totally irrelevant and has nothing to do with the question asked, it should be given 0 marks for content and language, even if it is enjoyable to read and fluent. [Max. total for Exercise 6: 20]

Page 7 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0549 01 © UCLES 2009 GENERAL CRITERIA FOR MARKING EXERCISE 6 Mark band CONTENT: relevance and development of ideas (AO: W1, W2, W6) Mark band LANGUAGE: style and accuracy (AO: W1, W3, W4, W5) 9–10 Highly effective: • Relevance: Fulfils the task, with consistently appropriate register and excellent sense of purpose and audience. • Development of ideas: Shows independence of thought. Ideas are well developed, at appropriate length and persuasive. Quality is sustained throughout. Enjoyable to read. The interest of the reader is aroused and sustained. 9–10 Fluent: • Style: Almost first language competence. Ease of style. Confident and wide-ranging use of language, idiom and tenses. • Accuracy: None or very few errors. Well- constructed and linked paragraphs. 7–8 Effective: • Relevance: Fulfils the task, with appropriate register and good sense of purpose and audience. • Development of ideas: Ideas are well developed and at appropriate length. Engages reader’s interest. 7–8 Precise: • Style: Sentences show variety of structure and length. Some style and turn of phrase. Uses some idioms and is precise in use of vocabulary. However, there may be some awkwardness in style making reading less enjoyable. • Accuracy: Generally accurate, apart from occasional frustrating minor errors. There are paragraphs showing some unity, although links may be absent or inappropriate. 5–6 Satisfactory: • Relevance: Fulfils the task, with reasonable attempt at appropriate register, and some sense of purpose and audience. A satisfactory attempt has been made to address the topic, but there may be digressions. • Development of ideas: Material is satisfactorily developed at appropriate length. 5–6 Safe: • Style: Mainly simple structures and vocabulary, sometimes attempting more sophisticated language. • Accuracy: Meaning is clear, and work is of a safe, literate standard. Simple structures are generally sound, apart from infrequent spelling errors, which do not interfere with communication. Grammatical errors occur when more sophistication is attempted. Paragraphs are used but without coherence or unity. 3–4 Partly relevant: • Relevance: Partly relevant and some engagement with the task. Does not quite fulfil the task, although there are some positive qualities. Inappropriate register, showing insufficient awareness of purpose and/or audience. • Development of ideas: Supplies some detail and explanation, but the effect is incomplete. Some repetition. 3–4 Errors intrude: • Style: Simple structures and vocabulary. • Accuracy: Meaning is sometimes in doubt. Frequent distracting errors hamper precision and slow down reading. However, these do not seriously impair communication. Paragraphs absent or inconsistent. 0–2 Little relevance: • Limited engagement with task, but this is mostly hidden by density of error. Award 1–2 marks. • No engagement with the task, or any engagement with task is completely hidden by density of error. Award 0 marks. If essay is completely irrelevant, no mark can be given for language. 0–2 Hard to understand: • Multiple types of error in grammar/ spelling/word usage/punctuation throughout, which most make it difficult to understand. Occasionally, sense can be deciphered. Paragraphs absent or inconsistent. Award 1–2 marks. • Density of error completely obscures meaning. Whole sections impossible to recognise as pieces of Hindi writing. Paragraphs absent or inconsistent. Award 0 marks.