Cambridge IGCSE Hindi as a Second Language 0549 — 2011 May/June Paper 1 · Variant 1

This document consists of 13 printed pages and 3 blank pages. DC (LEO/TL) 33202/2 © UCLES 2011 [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 2011 2 hours Candidates answer on the Question Paper. No Additional Materials are required. * 1 0 2 1 8 4 8 2 7 4 * 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 2011 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. • Cambridge will not enter into discussions or correspondence in connection with these mark schemes. Cambridge is publishing the mark schemes for the May/June 2011 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 2011 0549 01 © University of Cambridge International Examinations 2011 Exercise 1, Questions 1–6 Note: Remember that this exercise is marked for content (reading), not language. 1 इिधनुषी रंग अथवा [1] अबीर गुलाल क रौनक Refuse यद िसफ़ अबीर गुलाल िलखा है उ!र ग़लत है। 2 भगवान अथवा [1] काहा कृंणा ठाकुर जी 3 अपनी कला का (भ-. भाव से) ूदशन करते ह3। [1] अथवा “दो सो कलाकार अपनी कला का भ-. भाव से ूदशन करते ह3।” अपनी कला का समपण करते ह3।/ भगवान को शुबया कहना। िचऽण करते ह3 या वंदना आराधना 4 होली और कृंण कथानक का गहरा ;रँता है [1] अथवा ौीकृंण को क>थक का आरा?य देव माना @यAक उनका ःवभाव चंचल है। 5 वह हंदु भगवान और खुदा मC कोई अंतर नहEं [1] अथवा इबादत मC फ़क @यA कया जाए। इGादत करने वालA का साथ देते ह3। धम के आधार पर कोई दEवार नहEं होती। मानवता, सIचाई और Jयार सवनाम को ःवीकार कर यद िलखा है हम, वह इयाद हुनर 6 सांूदाियक सदभाव [1] अथवा नेक इबादत हंदू मुLःलम एकता का ूतीक मानवता [Max total for exercise 1: 6]

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2011 0549 01 © University of Cambridge International Examinations 2011 Exercise 2, Question 7 Note: correct spelling is essential in e-mail address and address in the form-filling exercise. The conventions of form-filling (i.e. instructions to tick, circle, delete) must be observed with total accuracy. 15 (वष) [1] Refuse arati49@hotmail.com [1] भारती49@हॉटमेल.कॉम (मकान न.) 12, (हंद म िलखे अंक भी ःवीकार कर ) बाबर रोड, नई दली, [1] पता बमानुसार होना चाहए। नई दPली, बाबर रोड, न. 12 “वह नई दPली मC बाबर रोड पर Lःथत 12 नंबर के मकान मC अपने प;रवार के साथ रहE है।” 22234579 (हंद म िलखे अंक भी ःवीकार कर ) [1] तीरंदाज़ी [1] म3 इंटर ःकूल ूितयोिगता मC तीरअंदाज़ हूँ। म3 के -बना कोई अय सTबोधन ःवीकार न करC। राUीय ःतर के Lखलाड़यA से िमलूंगी अWयास शैली और ूितयोिगता के ूदशन से अनुभव ले सकती हूँ। [1 + 1] िसफ़ अनुभव िलखना पयाX नहEं। म3 के -बना कोई अय सTबोधन ःवीकार न करC। [Max total for exercise 2: 7]

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2011 0549 01 © University of Cambridge International Examinations 2011 Exercise 3, Questions 8–10 Note: correct responses only apply if they are placed under the correct sub-heading (as detailed below). Remember that this exercise is marked for content (reading), not language. 8 िन निल खत वा!य" म से कोई दो इसे (कुछ घंटA ) तक बंद रखना भी असंभव होता जा रहा है। टEवी पर चलती-फरती तःवीरA का नशा ऐसा चढ़ता है। हम टE.वी. से िचपक जाते ह3। [1] Refuse टE.वी. देखते समय हम जोश और दबाव महसूस करते ह3। NB 2 correct answers on line 1, line 2 blank = 2; 2 correct answers on line 1, line 2 wrong = 1 (or vice versa) 9 िन निल खत वा!य" म से कोई दो इसके बंद होते हE कुछ छूट जाने का ख़तरा होता है। [1] दुिनया भर क अIछ_-बुरE ख़बरC बस एक बटन दबाते हE सामने आ जाती ह3। [1] हम जोश और दबाव महसूस करते ह3 / परो` मानिसक ूितबया को नहEं समझते [1] कुछ देर के िलए बंद रखना NB 2 correct answers on line 1, line 2 blank = 2; 2 correct answers on line 1, line 2 wrong = 1 (or vice versa) 10 जैसे हE दूसरे bँय आँखA के सामने से गुज़रते ह3, वैसे हE पुराने -बंब धूिमल हो जाते ह3।/इसे पलटकर नहEं देखा जा सकता/थोड़E देर के िलए टकता है [1] टEवी पर आई बड़E से बड़E ख़बर भी वैसी सूचना नहEं देती, जो अख़बारA के ज़;रए िमलती है।/ [1] टेली-वज़न क ख़बरA पर ता>कािलकता का पहलू हावी रहता है Lजसके कारण समाचारA क गहराई मC नहEं ले जाते। [1] टEवी ने कोई उPलेखनीय ूःतुित नहEं क है, Lजससे हमारा सामाLजक या राजनीितक जीवन ूभ-वत हुआ हो। NB 2 or 3 correct answers on one line and other two lines blank = 2/3 marks 2 or 3 correct answers on one line and other two lines wrong = 1 mark [Max total for Exercise 3: 7]

Page 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2011 0549 01 © University of Cambridge International Examinations 2011 Exercise 4, Question 11 Count words and indicate when the 120 word limit has been reached with the slash (/) annotation tool. Do not award language marks if there is no content to reward. Content (up to 6 marks) Tick the points listed below. 1. पानी क कमी को पूरा करने के िलए जल संरण। 2. यक नदय को जोड़ना ख़तरनाक है। 3. नदय को जोड़ने क अपेा वषा# जल संरण एयादा आसान। 4. रा&य सरकार ने सूखे से िनपटने के िलए तिमलनाडु के शहर, मकान और भवन पर जल संरण संयंऽ अिनवाय# कया। 5. चे1नई म3 तालाब को पुन#जी5वत करने क योजना बनाई गई। 6. पुन#जी5वत तालाब से लोग म3 नया उ8साह और उमंग। / आशा क करण जगाई। 7. सूय# मंदर क टंक के जीण9:ार का ौेय मंगलम सुॄम=यम को जाता है >ज1हने ःथानीय लोग और AयापाBरय को ूो8साहत कया है। Language (up to 4 marks) 0 marks: meaning obscure because of density of language errors and serious problems with expression/nothing of relevance 1 mark: expression weak/reliance on lifting without discrimination 2 marks: expression limited/some reliance on lifting from the original, but some sense of order 3 marks: expression good, with attempts to group and sequence ideas in own words 4 marks: expression very good; clear, orderly grouping and sequencing largely in own words [Max total for Exercise 4: 10]

Page 6 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2011 0549 01 © University of Cambridge International Examinations 2011 Exercise 5, Questions 12–18 सहE ग़लत Remember that this exercise is marked for content (reading), not language. 13J अगर काशी अथवा ूयाग दोन" म से एक नाम भी िलखा है तो अंक दया जाए। अगर साहयकार" के नाम न भी िलखे हो तो अंक दया जाए। बालकृंण राव काशी तथा ूयाग मC िनराला, बIचन, महादेवी वमा जैसे बड़े साह>यकारA से िमलC। [1] वह उनसे काशी अथवा/और ूयाग मC िमले। Refuse 14J उनक ौेc तेलुगू कृितयA का अनुवाद हदE भाषा मC हुआ। [1] अनुवाद हंदE मC कया। सभी भाषाओं म 15J अगर नाम डा. राव भी िलखाहो, तो अंक दया जाए। (नहEं,) उहAने/डा. रेdडE/डा. राव गांधीवादE मूPयA को रेखांकत/समथन कया। [1] (नहEं,) डा. राव ने गांधीवादE मूPयA क आलोचना को पेश कया। (नहEं,) डा. राव ने पेश कया। 12T
13F
14F
15F

Page 7 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2011 0549 01 © University of Cambridge International Examinations 2011 Exercise 5, Questions 16–18 Remember that this exercise is marked for content (reading), not language. 16 चंदामामा (बाल प-ऽका) के संपादक बनने पर उनक ूितcा मC बढ़ोतरE हुई। [1] चंदामामा संपादक के eप मC जुड़ना ूसार संfया Refuse संपादक के eप मC जुड़ना। वह प-ऽका के संपादक थे। िसफ़ चंदामामा क संfया बढ़E 17 अपने आपको अहंदE या हंदEतर बुलाए जाने पर अवमािनत महसूस करते ह3। [1] जब लोग उहC हंदE का लेखक कहने के बावजूद उनक मातृभूिम से लेना देना करते ह3। 18 सभी व ािथय को एक अंक दया जाए। [1] [Max total for Exercise 5: 10]

Page 8 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2011 0549 01 © University of Cambridge International Examinations 2011 Exercise 6 (Question 19) 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. • 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. • The use of paragraphs should not be the primary basis of deciding which mark band the work is in. Look first at the language used and once you have decided on the appropriate mark band, you can use the paragraphing as a factor in helping you to decide whether the work warrants the upper or lower mark in the mark band. • 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 9 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2011 0549 01 © University of Cambridge International Examinations 2011 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.