Cambridge IGCSE Urdu as a Second Language 0539 — 2019 May/June Paper 1 · Variant 1

This document consists of 13 printed pages and 3 blank pages. DC (LK) 161587/3 © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education * 7 2 3 3 8 7 5 5 2 2 * URDU AS A SECOND LANGUAGE 0539/01 Paper 1 Reading and Writing May/June 2019 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.

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This document consists of 9 printed pages. © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education URDU AS A SECOND LANGUAGE 0539/01 Paper 1 Reading and Writing May/June 2019 MARK SCHEME Maximum Mark: 60 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 May/June 2019 series for most Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

0539/01 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 2 of 9 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.

0539/01 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 3 of 9 Question Answer Marks 1 㩓Ĩ㈉Ĩė㥀äþĨ䜪ᨴĨ㈉Ĩþìîä  ╌Ĩþìîä 㮺 㮹Ĝûǔ˄Ĩ㈉Ĩė㥀äþĨ䗂⸗ þìîäĨ ąü ĜĨþìîäĨ ąü㮹Ĩ䉏ä Ĩ úⰨĨą njӉⰔǔ˄ 1 2 îⵇ㋟ 1 3 Ĝ䗂㈊Ĩ㐜Ĩ䗂ä䯎ĨîþäĨ䕈 䕈Ĩø✜ Ĩǎ˄Ĩ Ĝ䗂ä䯎 Ĩ úⰨąĨ njӉⰔǔ˄ 1 4 ৠĨ‐äì ĨĨ Ĝ㈊Ĩ㽎Ĩ䔽Ĩ‐äìĨĨ㑒Ĩ⊘Ĩ䜫Ĩ䔽Ĩῲäì 1 5 䋔äþǗ ǎՙäĨĨ╌Ĩຝြ   Ĝຝ╌Ĩ㊌ä Ĩ Ĝ᠓ĨïäĨ᠓ Ĩ úⰨąĨ njӉⰔǔ˄ 1 6 䯎Ĩėݵîþ㷨䯎Ĩė㍉㥀îþ㷨Ĩ䯎Ĩėþîþ㷨 㩓Ĩ㈉Ĩ䁝㣖ä ĨĜĨ úⰨĨą njӉⰔǔ˄ 1 7(a) Ĝçä㉮Ĩ ǖחǎ˄îĨㅎĨçî੗Ĩçî੗ úⰨĨą njӉⰔǔ˄Ĩçä㉮Ĩø✜ 1 7(b) î㈊ì㱄 ㅏĨûⵇĨᏼ⁩Ĩ㈉Ĩ⶝äĒ ĜㅎĨì㱄ĨㅎĨ⶝äĒĨ䆀ĨĚ₰Ē 1 7(c) ࢇ㹈 Ĩ ㈉Ĩေ 1 7(d)  䄎ä 㩔äþေ ǘ ǎխî 1

0539/01 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 4 of 9 Question Answer Marks 7(e) ┍Ĩᮩï 1 7(f) 䭆 ǖ ɟĨᒭ 1 7(g) ㅎĨ䔽Ĩ᳠ 1 For questions 8–10 credit the answer wherever it appears. 8(a) Ĝǔ˄⸗Ĩঁ㹬ĨⵇĨė䮩îౄ 1 8(b) Ĝ⮫➟ĨäĨĨì㱄ĨĜ ǖ ǔҍþ㷍Ĩ䆀Ĩ䓕䌿Ĩ䕉ែ 䓕䌿Ĩ䕉ែĨø✜ Ĝǔ˄ úⰨĨą njӉⰔ 1 8(c) ǖ Ǖ חäìĨìǎ˄ Ĩǎ˄Ĩ ĜĨĚ਑Ĩ䆀ĨėἾ❆Ĩ䜦í 1 9(a) ĜĘìþìĨⵇĨĚࢻ Ĩ úⰨĨą njӉⰔǔ˄ĜĨĘìþìĨⵇĨஂĨ䥞㈊ 1 9(b) 㦇äþĨė᛬਋ĨĚ䯑 Ĩ Ĩ䥞ᨴ Ĝ䥞ᨴĨ㦇äþĨ䮧ìດ ĜĨ䥞ᨴĨ㦇äþĨ⚗Ĩø✜ Ĩ úⰨĨą njӉⰔǔ˄ 1 10(a) 䯎þä ĨîþäĨ Ĩ╌ĨᣆþĨㅎ䗂ᜯĨ䗂ßĨ䕣 㵅ĨîþäĨ㰄 Ĝ╌ĨᣆþĨㅎ 1 10(b) ĜĨä䜫ĨþĨåßĨĕǍ˄Ĩ╌Ĩ㐗ì㥀ß  ᣆþĨㅎĨ䜪îĨ䆀ĨėþēຖĨîþäĨė䮩ìäþ ╌ Ĝ 1

0539/01 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 5 of 9 Question Answer Marks 11  ĜĨ㵐ĨᯑĨⵇĨû䎀ĨþìĨ䆀Ĩ ǖ ǖ ͋þĨ䜱Ĩ ǎ׏äĜ ėǎ˄ē㈊ĨㅎĨⱖĨė䔘þì ╌ĨᯔĨᏼ⁩Ĩ ǎ׏ä Ĩ Ĝǔ˄ßĨဲĨ㵐 Ĩ  Ĝǔ˄䜫Ĩ䔙Ĩ␱þલĨ䯎Ĩ㵦ĨĜ  㵦ĨĜ Ĩ ⵇĨçĨǕ˄ìḝĨ䆀Ĩçî❼ĨㅎĨ஗ä ǔ ؼĨ䆀 Ĩ ė䮩ē㈊ĨĨĜǔ˄䜫Ĩ䓕þî ĨⵇĨ Ĝǔ˄äᔱĨ䆀Ĩ൚ß Ĩ  ĜĨ Ĝ㵐Ĩǔ˄⸗á݊Ĩ฻ä㩓Ĩ㈉Ĩė䮩ē㈊Ĩ㦇äþĨî䥛äîĒ  çǔ˄㺕äĨ㈉Ĩ䣊㱉Ĩ ǖ ǖ ͋þĨᓧ⸗ĨĕîǍ˄ĨĚē㈊ĨĜ Ĩ ⿿îǍ˄ Ĩ Ĝ㵐Ĩ䆀  ĜĨ ì⣠äĨ njӉⰔ Ĩ Ĝ㽯⁩ĨⵇĨç㵑Ĩ╌ĨᣆþĨㅎĨ⾒ĨㅎĨ䭆Ǐɝ㩕 Ĩ  ⵇĨ ǔ˟䥛äîĒĨĜ Ĩ ǎ˄Ĩ䜁 Ĩ 㵑Ĩ╌ĨᣆþĨㅎĨ䗂䜫Ĩ䔙Ĩçî䁤 ĨဲĨⵇĨç ß ĨĜǔ˄  䆀ĨẽĨ㈉Ĩçᜯä ǔ ؼäĨ⮻➟äĨⵇĨė㍉㥀ĨĜ Ĩ ǔ˄䜫Ĩ䔙 ĨĜ ç䐁ĨᲗĨ╌Ĩ䤈〨 Content (up to 6 marks) Any six points from the above for the award of up to 6 marks. Note - If the answer exceeds 120 words, insert a slash after the 120th word. 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 10 12 ㅎĨç㑔ḝĨ㵐ĨĚî㭊ĨĖ㥀Ĩ⸁ 䗂䜫㎛౹䞀Ĩ䯰ĨĚîૌĨ╌Ĩᣆþ ╌ĨᣆþĨㅎĨ 1 ╌Ĩ⟤㱇ĨຊäĨ⸁ 1 13 Ĝ䞀Ĩᓧ⸗Ĩî㭊Ĩ䯎Ĩ䗂ä䀬ĨୖĨĨ㈉Ĩ⸗Ĩä⩺äĨ〨Ĩėݵ 1 14 ǔ˄⽄ĨေĨ䩕îíĨⵇĨ䕉㱄ßĨ⸗Ĩ䱒Ĩ㥁⁩î 1

0539/01 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 6 of 9 Question Answer Marks 15 Ĩ䕉䨝䯎Ĩǎ˄Ĩ㐗㿂▧Ĩ䙟㈊䞈Ĩ㐔Ĩ䜫Ĩ⽃ĨìäሧĨㅎė䙮㈊Ĝ䞈Ĩǖ˄䯈Ĩ Ǖ ɟäĨ䀀Ĩ䯎înj˄þîⵇĨ㈉Ĩėþ njؼǖ˄Ĩ䐲㈀ Ĝ⸗Ĩ䪳ìĨ〨Ĩė䮩îૌĨ䞀Ĩᓧ⸗Ĩð㯗 1 16 〨Ĩė㍉㥀 Ĩ 䗂う Ĩ ⚩ĨäĨㅎĨ䯻 䭇ì 䇘䞉ĒĨ⇤ Ĩ 䂗ĨᲺĨ㩓Ĩ㈉ Ĩǔ˄⸗ ĨĜ ì㱄ĨㅎĨė㍉㥀Ĩ㎛౹ ĨĜĨ úⰨĨą njӉⰔǔ˄ 2 17 ㅎĨì㱄ĨㅎĨüäĨ䛹Ĩ䔽Ĩû䇦äĨ njח㽯㩓Ĩ㈉Ĩì㱄ĨㅎĨė㍉㥀Ĩ㎛౹ 䕉⸗Ĩ▮〨Ĩ ǎՙǔʠ Ĝ䞇ᨴ 1 18 ûä䯆þ䯎Ĩ䯇 ǖ ɟĨ㩓Ĩ㈉Ĩėþ䯆ä㊇ Ĝㅆî ėǗ ǔ ڙĨᱍĨ䆀Ĩ䙙 Ĩ Ⲛä䁡Ĩ㈉Ĩûⵇ㩓Ĩ㈉ Ĩ Ĝ䮨⸗Ĩ䂗 1 1

0539/01 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 7 of 9 Exercise 6 General guidance 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. [Total: 20]

0539/01 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 8 of 9 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.

0539/01 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 9 of 9 Mark band CONTENT: relevance and development of ideas (AO: W1, W2, W6) Mark band LANGUAGE: style and accuracy (AO: W1, W3, W4, W5) 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 Urdu writing. Paragraphs absent or inconsistent. Award 0 marks.