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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

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er
International General Certificate of Secondary Education

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om
MARK SCHEME for the May/June 2012 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 2012 question papers for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level
syllabuses.
 Page 2 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – May/June 2012 0549 01

Exercise 1, Questions 1–5

Note: Remember that this exercise is marked for content (reading), not language.

Refuse
1 िशशुपाल रोज़ाना बःतर से गांव वाल को खबर सुनाते िशशुपाल क- ख़बर गांववाल को बाहर) दिु नया से जोड़
ह । [1] रखती ह ।
• ऐसे बदला जैसे वह ःवंय जीते जागते रे !डयो बन गए ह। • $य!क उनका /जःम टू ट गया था।
• $य!क वह लाउडःपीकर के सहारे ख़बर सुनाते ह । • बःतर से उठ नह)ं सकते थे।
• गांव वाल को ख़बर और ज़(र) सूचनाएं सह) समय पर
दे ने के िलए

2 माइक / लाउडःपीकर [1]

3 िशशुपाल गांव वाल को नशा न करने क- सलाह य!द श4द नशा िलखा हो तो ःवीकार न !कया जाए
दे ते ह [1]
• नशे से दरू रहने क- सलाह दे ते ह ।
• नशे क-।

4 !क5ह)ं दो उ6र को ःवीकार कर पूरे गांव को ख़बर दे ते रहते ह

राशन,
ग़ायब आभूषण
खोए मवेशी [1+1]

NB 2 correct answers on line 1, line 2 blank = 2; 2 correct answers on line 1, line 2 wrong = 1 (or
vice versa)

5 $य!क व<ापन !दखाना उनक- ूाथिमकता रहता है ।

[1]
• एयादा व<ापन !दखाते ह ।
• सूचनाएं मुनाफ़े क- भट चढ़ जाती ह ।

[Max total for exercise 1: 6 marks]

© University of Cambridge International Examinations 2012

 Page 3 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – May/June 2012 0549 01

Exercise 2, Question 6

Note: correct spelling is essential throughout the form-filling exercise.

The conventions of form-filling (i.e. instructions to tick, circle, delete) must be observed with total
accuracy.

Refuse
आयु – 16 (वषA)
(य!द अंक !हं द) म िलखे जाएं तो उ5ह ःवीकार !कया जाए।)
[1]
य!द नंबर !हं द) और अंमेज़ी दोन म िलख गए ह तो दोन ह)
उ6र सह) होने पर अंक !दए जाएं।

ईमेल – [email protected] [1] य!द ईमेल पते म !हं द) अंक िलख तो उ5ह ःवीकार न !कया
जाए।

पता – मकान न. 384, गणेश अपाटA मट, पूणा [1] पता िलखने म सह) बम को अवँय Hयान !दया जाए।
य!द शहर का नाम पूणा, पूणE और पूण िलखा हो तो उसे सह)
माना जाए।
(य!द अंक !हं द) म िलखे जाएं तो उ5ह ःवीकार !कया जाए।)
य!द नंबर !हं द) और अंमेज़ी दोन म िलख गए ह तो दोन ह)
उ6र सह) होने पर अंक !दए जाएं।

दरू भाष – 255989801 [1]

(य!द अंक !हं द) म िलखे जाएं तो उ5ह ःवीकार !कया जाए।)
य!द नंबर !हं द) और अंमेज़ी दोन म िलख गए ह तो दोन ह)
उ6र सह) होने पर अंक !दए जाएं।

ःकूल के बाद पोःटर िचऽकला का वशेष ूिशJण ले य!द पर)JाथK !L6ीय और तृतीय वचन म िलखते ह तो
(रहे /रह) है )। उ6र सह) न माना जाए।
कताA का (प केवल रहे और रह) ह) होना चा!हए [1]

• वशेषकर बड़े !फOमी / पोःटर को म एयादा पसंद य!द पर)JाथK !L6ीय और तृतीय वचन म िलखते ह तो
करती हूं। उ6र सह) न माना जाए।
• (पारं पPरक) िभ6 िचऽ शैली [1+1] • बचपन से ह) मुझे रं ग बरं गे िचऽ आकषAत करते रहे ह

[Max total for exercise 2: 7 marks]

© University of Cambridge International Examinations 2012

 Page 4 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – May/June 2012 0549 01

Exercise 3, Questions 7–9

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.

Refuse
7 !क5ह)ं दो सह) उ6र को ःवीकार कर • !बकेट म पैस क- भरमार रह) है ।
• आई पी एल ने साबत कर !दया !क यह एक भार) लाभ • !बकेट म भरपूर माऽा म पैसा लगाया जा रहा है ।
का सौदा है । • आई. पी. एल. ने !बकेट क- अथATयवःथा को वःतार
• ऐसा वःतार !दया है !क असर लंबे समय तक बना !दया।
रहे गा।
• भारत म खेल उSोग का आकार दस हज़ार करोड़ सालाना
तक पहुंच चुका है ।
• बाजार)करण को बढ़ावा िमला है । [1+1]

NB 2 correct answers on line 1, line 2 blank = 2; 2 correct answers on line 1, line 2 wrong = 1 (or
vice versa)

8 !क5ह)ं दो सह) उ6र को ःवीकार कर कैसे !दनचयाA पर असर करने लगे ह कथन म बना तकA
!दए उ6र को ःवीकार न !कया जाए।
• खेल ने उUसव का (प धारण कर िलया है
• मैच के !हसाब से लोग अपनी !दनचयाA तय करने लगे ह ।
• !बकेट के अलावा अ5य खेल म भी पैसे का दखल बढ़ा
है । [1+1]

NB 2 correct answers on line 1, line 2 blank = 2; 2 correct answers on line 1, line 2 wrong = 1 (or
vice versa)

© University of Cambridge International Examinations 2012

 Page 5 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – May/June 2012 0549 01

9 !क5ह)ं तीन सह) उ6र को ःवीकार कर • कंपिनयां अपने लाभ का एक अंश अ5य सुधार कायW
• ूायोजक पदक जीतने वाले को धन दे ती है । के िलए दे रह) ह । कंपिनयां ःवाःZय, िशशु कOयाण
• कोडक जैसी कंपनी 1896 से ह) आधुिनक खेल से जुड़) और जलवायु पPरवतAन के Jेऽ म कायAरत ह ।
है / लंबे समय तक / कई वषW से ूायोजक रह)। • बड़े /खला!ड़य Lारा लोकूयता हािसल कर रह) ह ।
उपयुX
A ब5द ु म ूायोजक अथवा लंबे समय तक श4द • कोका कोला और कोडक जुड़) / !हःसा ह ।
का समावेश अिनवायA है ।
• साथ ह) कोका कोला जैसी कंपनी भी ओलंपक खेल म
1928 से ूायोजक क- भूिमका िनभा रह) है ।
कोका कोला भी 1928 से जुड़) है / लंबे समय तक / कई
वषW से ूायोजक रह)।
उपयुX
A ब5द ु म ूायोजक अथवा लंबे समय तक श4द
का समावेश अिनवायA है ।
• आयोजक क- आमदनी 866 िमिलयन तक हो चुक- है ।

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 marks]

© University of Cambridge International Examinations 2012

 Page 6 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – May/June 2012 0549 01

Exercise 4, Question 10

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. अथAपावर अिभयान के पहले वषA म ह) कर)ब 35 दे श के पांच करोड़ लोग ने अपनी ब6याँ बंद रखकर लोकूय
आंदोलन बनाया।
2. इस अिभयान क- शु(आत िसडनी के 22 लाख लोग ने अपने घर और इं डःश) म एक घंटे ग़ैर ज़(र) ब6यां बंद करके
क-ं।
3. 2009 म सं^या 88 तक पहुंच गई / 2009 म व_ के चार हजार शहर के लगभग आठ करोड़ लोग एक घंटे के िलए
अपने घर व कारखान म बजली के उपकरण बंद रखकर अथAपावर मु!हम मे शािमल हुए।
4. 2009 म 50 लाख लोग ने एक घंटा ब6यां बंद रखीं।
/ लगभग 56 शहर ने एक घंटे के िलए बंद रखकर इस मु!हम म !हःसा िलया।
5. एक घंटे म 1000 मेगावाट क- बजली बची, / 600 मेगावाट केवल !दOली शहर म बची।
6. 'अथAपावर' क- एक घंटे म ऊजाA क- बचत ने aलोबल वॉिमcग से जूझ रह) दिु नया को नई राह !दखाई।
7. तीसरे वषA भी 125 दे श के कर)ब एक अरब से भी एयादा लोग ने इस संकOप को दोहराया।
8. समय एक घंटे से बढ़ाकर ढ़े ़ड़ घंटा !कया गया।
9. िनधाAPरत समय म व_ के आठ सौ से एयादा ूमुख ःमारक / कंपिनय क- ब6यां बुझी रह)ं।

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 marks]

© University of Cambridge International Examinations 2012

 Page 7 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – May/June 2012 0549 01

Exercise 5, Questions 11–17

सह) ग़लत

11F

12F

13T

14F

© University of Cambridge International Examinations 2012

 Page 8 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – May/June 2012 0549 01

Remember that this exercise is marked for content (reading), not language.

Refuse
11J हे डमाःटर क- बात सारे बeच के मतलब क- नह)ं है /
कुछ बeचे धूल म खेल और हं सी !ठठोली कर रहे ह ।

12J यहां बeचे कई (!कलोमीटर) दरू से पैदल चलकर आते ह ।

बeचे चलकर आते ह । [1]

14J ग़लत, अब सरकार) चावल आता है [1]

© University of Cambridge International Examinations 2012

 Page 9 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – May/June 2012 0549 01

Exercise 5, Questions 15–17

Remember that this exercise is marked for content (reading), not language.

Refuse
15 बाबर अली क- पहली भूिमका एक छाऽ क- है । [1] पहली भूिमका अपने ःकूल से शु होती है ।
अली बारहवीं का का छाऽ है । • ःकूल जाना

16 दोपहर को िशJा अिभयान क- स!बय सदःय बन जाती

है ।
ःकूल के िलए बeचे जोड़ना भी उनका काम है । [1]

17 हम छाऽ के साथ दोःत क- तरह रह सकते ह । [1] उॆ का कम फासला वा"य सह$ उ%र न माना जाए।
$य!क दोःत ह अनुशासन बनाने म कोई मु/ँकल नह)ं
आती

[Max total for Exercise 5: 10 marks]

© University of Cambridge International Examinations 2012

 Page 10 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – May/June 2012 0549 01

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 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 marks]

© University of Cambridge International Examinations 2012

 Page 11 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – May/June 2012 0549 01

GENERAL CRITERIA FOR MARKING EXERCISE 6

Mark CONTENT: Mark LANGUAGE:
band relevance and development of ideas band style and accuracy
(AO: W1, W2, W6) (AO: W1, W3, W4, W5)
9–10 Highly effective: 9–10 Fluent:
• Relevance: Fulfils the task, with consistently • Style: Almost first language competence.
appropriate register and excellent sense of Ease of style. Confident and wide-ranging use
purpose and audience. of language, idiom and tenses.
• Development of ideas: Shows independence • Accuracy: None or very few errors. Well-
of thought. Ideas are well developed, at constructed and linked paragraphs.
appropriate length and persuasive. Quality is
sustained throughout. Enjoyable to read. The
interest of the reader is aroused and sustained.
7–8 Effective: 7–8 Precise:
• Relevance: Fulfils the task, with appropriate • Style: Sentences show variety of structure
register and good sense of purpose and and length. Some style and turn of phrase.
audience. Uses some idioms and is precise in use of
vocabulary. However, there may be some
• Development of ideas: Ideas are well
awkwardness in style making reading less
developed and at appropriate length. Engages
enjoyable.
reader’s interest.
• 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: 5–6 Safe:
• Relevance: Fulfils the task, with reasonable • Style: Mainly simple structures and
attempt at appropriate register, and some sense vocabulary, sometimes attempting more
of purpose and audience. A satisfactory attempt sophisticated language.
has been made to address the topic, but there
• Accuracy: Meaning is clear, and work is of a
may be digressions.
safe, literate standard. Simple structures are
• Development of ideas: Material is satisfactorily generally sound, apart from infrequent spelling
developed at appropriate length. 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: 3–4 Errors intrude:
• Relevance: Partly relevant and some • Style: Simple structures and vocabulary.
engagement with the task. Does not quite fulfil
• Accuracy: Meaning is sometimes in doubt.
the task, although there are some positive
Frequent distracting errors hamper precision
qualities. Inappropriate register, showing
and slow down reading. However, these do
insufficient awareness of purpose and/or
not seriously impair communication.
audience.
Paragraphs absent or inconsistent.
• Development of ideas: Supplies some detail
and explanation, but the effect is incomplete.
Some repetition.
0–2 Little relevance: 0–2 Hard to understand:
• Limited engagement with task, but this is mostly • Multiple types of error in
hidden by density of error. grammar/spelling/word usage/punctuation
Award 1 – 2 marks. throughout, which most make it difficult to
• No engagement with the task, or any understand. Occasionally, sense can be
engagement with task is completely hidden by deciphered. Paragraphs absent or
density of error. Award 0 marks. If essay is inconsistent. Award 1 – 2 marks.
completely irrelevant, no mark can be given for • Density of error completely obscures meaning.
language. Whole sections impossible to recognise as
pieces of Hindi writing. Paragraphs absent or
inconsistent. Award 0 marks.

© University of Cambridge International Examinations 2012