Cambridge IGCSE Urdu as a Second Language 0539 — 2015 May/June Paper 1 · Variant 1

This document consists of 13 printed pages and 3 blank pages. DC (CW/SW) 103580/3 © UCLES 2015 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 9 3 1 3 0 3 3 0 1 9 * URDU AS A SECOND LANGUAGE 0539/01 Paper 1 Reading and Writing May/June 2015 2 hours Candidates answer on the Question Paper. No Additional Materials are required. 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, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions. The number of marks is given in brackets [ ] at the end of each question or part question.

2 0539/01/M/J/15 © UCLES 2015 Exercise 1 Questions 1– 6

3 0539/01/M/J/15 © UCLES 2015 [Turn over 1 [1] … 2 [1] … 3 [1] … 4 [1] … 5 [1] … 6 [1] … [Total: 6]

4 0539/01/M/J/15 © UCLES 2015 Exercise 2 Question 7

5 0539/01/M/J/15 © UCLES 2015 [Turn over [1] … [1] … [1] … [1] … [1] … [1] … [1] [Total: 7]

6 0539/01/M/J/15 © UCLES 2015 Exercise 3 Questions 8–9

7 0539/01/M/J/15 © UCLES 2015 [Turn over Questions 8–9 8 [1] … • [1] … • [1] … • 9 (a) [1] … • [1] … • 9 (b) [1] … • [1] … • [Total:7]

8 0539/01/M/J/15 © UCLES 2015 Exercise 4 Question 10

9 0539/01/M/J/15 © UCLES 2015 [Turn over Question 10 … … … … … … … … … … … … … … … … … … … [Total: 10]

10 0539/01/M/J/15 © UCLES 2015 Exercise 5 Questions 11–17

11 0539/01/M/J/15 © UCLES 2015 [Turn over Questions 11–17 11 … [2] … 12 [1] … 13 … [2] … 14 [1] … 15 … [2] … 16 [1] … 17 [1] … [Total: 10]

12 0539/01/M/J/15 © UCLES 2015 Exercise 6 Question 18 Rs. 10,000 Date: Signed: 078066 24455677 53-39-98 Pay: Account Payee

13 0539/01/M/J/15 © UCLES 2015 … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 20]

14 0539/01/M/J/15 © UCLES 2015 BLANK PAGE

15 0539/01/M/J/15 © UCLES 2015 BLANK PAGE

16 0539/01/M/J/15 © UCLES 2015 BLANK PAGE 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 International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

® IGCSE is the registered trademark of Cambridge International Examinations. CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International General Certificate of Secondary Education MARK SCHEME for the May/June 2015 series 0539 URDU AS A SECOND LANGUAGE 0539/01 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 should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the May/June 2015 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.

Page 2 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0539 01 © Cambridge International Examinations 2015 1 mark 1 1 mark 2 1 mark 3 1 mark 4 1 mark 5 1 mark 6 1 mark 7 1 mark 1 mark 1 mark 1 mark 1 mark 1 mark 3 marks 8

Page 3 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0539 01 © Cambridge International Examinations 2015 2 marks (a) 9 2 marks (b) Content=6 Language=4 Total= 10 marks 10 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

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0539 01 © Cambridge International Examinations 2015 2 marks 11 1 mark 12 2 marks 13 1 mark 14 2 marks 15 1 mark 16 1 mark 17

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0539 01 © Cambridge International Examinations 2015 Exercise 6 (Question 18) 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 two 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 or lower. • 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. [Total: 20]

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0539 01 © Cambridge International Examinations 2015 GENERAL CRITERIA FOR MARKING EXERCISE 6 – Question 18 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: Ease of style. Confident and wide-ranging use of language, idiom and tenses. • Accuracy: No 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.

Page 7 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0539 01 © Cambridge International Examinations 2015 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. Completely irrelevant. Award 0 marks. 0–2 Hard to understand: • Multiple types of error in grammar/spelling/word usage/punctuation throughout, which mostly 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 Urdu writing. Paragraphs absent or inconsistent. Award 0 marks.