Hindi CPE REPORT 2013

Subject Code No. 150

Section A
General Comments
Just as Year 2012 this years Hindi Question Paper was based on the prototype prepared by
Mauritius Examination Syndicate.Compared to previous years,the candidatesperformance of
this year is not so satisfactory. Although the percentage of those scoring A+ and A has
increased, yet the percentage of those scoring U poses some concern.
Analyzing the candidates scripts it is noted that many candidates are still having problem with
the Hindi alphabet and grammatical rules. A detailed analysis of the question paper with
examples has been given in the Hindi version.
Question 1 which consisted of 20 multiple choice items was designed to test the candidates
knowledge and recognition of proper grammatical structures and vocabulary. As usual brilliant
students fared well and scored maximum marks and less performing ones got difficulties in
choosing the right answers, hence scored fewer marks. A detailed analysis of all the items is
given in the Hindi version.
Items 1, 10 and 13 dealt with transformation of pronominal adjectives, nouns and pronouns due
to use of case markers. Items 2,8,9,12,15 and 16 dealt with agreement of verbs with subjects,
objects and tenses.
Item 5 dealt with conjunction.
Items 6 dealt with synonym whereas Item 11 dealt with antonym.
Items 4 and 7 dealt with homonyms.
Item 17 dealt with number i.e. plural form of feminine word ending inIong ee.
Item 18 dealt with transformation of masculine word ending in longee into feminine. Here two
answers were accepted - maalin and maalini.
Items 3 and 19 dealt with vocabulary.Initem 3 candidates had to find the correct name given to
the small of gayei.e.cow. A good number of candidates chose the distractor memna which
was incorrect.
Item 14 dealt with the proper use of case markers. Majority of candidates chose the correct
answer.
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Item 19 dealt with professions. Candidates were asked to name the person who makes cabinet.
Many candidates failed to choose the correct answer barayi, i.e. cabinetmaker.
Item 20 dealt with agreement of adjective with noun.
Teachers are requested to drill their pupils as much as possible in the use of correct grammatical
structures and vocabulary.
Question2
Question 2 was based on a passage from the prototype provided by the Mauritius Examinations
Syndicate. This passage of Section A which assesses Essential Learning Competencies was
comparatively easier and within the reach of the candidates. This question comprising of two
sections: 2A and 2B assessed the candidates ability to read with understanding. The questions
were all answered by the majority of the candidates.
Item2A.1. The question read as follows: Raj, Bob and Ramesh are ". Majority of the
candidates were able to write friends
In Line 7 of the passage there was a hint the word dost synonym of mitra.
Item 2A.2The question read as follows: Bob fell when

The correct answer was

he ran after the ball.

Brilliant candidates succeeded in choosing the right answer but less performing ones got
confused and failed to answer correctly.
Item 2A.3

The question was Ramesh used a to wipe blood. Majority of the

candidates got the right answer handkerchief

Item 2A.5 The question was When Raj got injured, whom did Ramesh call?
A good number of candidates answered - the teacher which was correct.
Question 2B
In this section, candidates were asked to answer briefly five questions of 2 marks each.
Item 2B.1.The question was How did Rajs forehead get hurt?

Candidates showed

imagination in their answers and got their full marks.

Item 2B.2. The question was Why Raj got worried?Here too many candidates proved to be
very imaginative and gave acceptable answers.

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Item 2B.3. The question read thus: Before going to the hospital what did the teacher do?
Majority of the candidates gave the right answer.
Item 2B.4 The question was What did the doctor say?Many candidates were able to answer
correctly.
Item 2B.5Thequestion read, Reaching home what did Raj do? Several candidates correctly
answered this question.
Teachers are advised to give as much practice as possible in reading with understanding. It
should be made clear what answer briefly means. Techniques to find correct answers should be
taught.
Question 3
Again, the close-test was based on the prototype provided by the MES. The theme was about a
boy spending his holidays at his grandfathers place.Although the subject matter was very
simple, less performing candidates got difficulty in picking the correct words to fill in the blank
spaces of the passage. However, brilliant candidates fared well and managed to get maximum
marks.
Question 4
In Question 4, the candidates were supposed to rearrange a series of jumbled sentences to form a
story about the visit of an uncle and his family. Most of the candidates were able to attempt this
question successfully. As usual, slow learners could not arrange the sentences in correct order.
They attempted this exercise approximately. Pupils should be given more practice in this type of
exercise.
Question 5
In this question, candidates were required to construct simple sentences with the 5 pairs of
words: 1. samudratat

chhuttiyan

2. varshaa

ghar

3. bhookh

roti

4. raat

pustak

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5. paani

dhonaa

These words are within the reach of the candidates as they already appear in the textbooks.
Brilliant candidates made grammatically and syntactically correct sentences and scored full
marks. However, weaker ones committed grammatical and spelling mistakes and they lost marks.
Several candidates were penalised for having produced stereotyped sentences like I make a
sentence with the words bhookhand roti.
Some candidates framed sentences just by adding meinand hai. For instance,
Samudratatmeinchuttiyanhai.
Educators should give drilling exercises for students to write simple and meaningful sentences
like:
i.
ii.

Main paani se haathdhotaa / dhoti houn.

Bhookhlagtihai to main roti khata /khatihoun.

Section B
Question 6
Transformation of words.
This exercise is meant to test the candidates ability to apply and use knowledge of grammar
through sentence completion items requiring the transformation of given words.
Although the items given were up to the level of the candidates, very few have scored full marks.
Candidates having a sound knowledge of Hindi grammar performed well but weaker ones lost
marks due to spelling mistakes and use of wrong prefixes and suffixes.
In Items 6.1, 6.3 and 6.5, candidates had to transform nouns into adjectives whereas in Items 6.2
and 6.4, candidates had to transform adjectives into abstract nouns.
In Item 6.1, instead of writing hinsakcandidates wrote hinsayior hisak.
Many candidates did it correctly; they had to add the suffix ta to the adjective soondarto form
the abstract noun soondarta. Many candidates failed to transform the noun vedinto adjective
vaidik. They used wrong suffixes and wrote vedsik, vedvanand some wrote vedik.

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In Item 6.4, instead of writing saphai, candidates wrote saphi, safi etc. The majority of the
candidates were able to transform upyoginto upyogi. Still, a few candidates added iya, it and ita
instead of i.
Question 7
The comprehension passage in Section B was more complex than that of Section A.
Five Open-ended items were set to test the candidates ability to read with understanding. Each
item was allocated 3 marks.
The syntactic structures and vocables of the passage were pitched to the level of the candidates.
The passage itself was about a poor fisherman going through hard times. One day, he saved the
life of a tortoise caught in his net. As a reward, his miseries came to an end and he lived a happy
life with his family thereafter.
Brilliant candidates did quite well and could score full marks whereas weak ones managed to
score a few marks. Items 7.2, 7.3 and 7.4 proved a little difficult for average and weak
candidates. Candidates who could not understand the passage answered by lifting whole
paragraphs and others answered approximately. Some questions were not even attempted by
weak candidates.
Question 8
Composition
This question was meant to test the writing skills of the candidates, who were required to write a
coherent and continuous piece of prose of about 120 words. The theme of the composition was
related to an event of daily life that of a child sent on an errand by his/her mother. On the way
to the shop, he/she met his/her friends and started playing. As a result, he/she got late and forgot
to buy the articles. On getting back, he/she was scolded by the mother.
One positive thing noted in this question was that even weak candidates attempted it and
managed to score six to seven marks. Such candidates tried to make disconnected sentences with
words given in the canvas. If given more practice, pupils can produce more grammatically
correct and coherent sentences.
Some candidates did not read the canvas properly and their compositions were partly irrelevant.

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Brilliant candidates produced very good prose pieces using appropriate idiomatic expressions
and beautiful vocables. Some examples will be given in the Hindi version of the report.
Many errors related to grammar, syntax and spelling were noted. Educators are advised to work
seriously on these aspects. Teaching points based on each weakness should be framed and plenty
of drill exercises should be practised in class. Remedial work is very important too.

2013

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 2012 .. (Mauritius Examinations

Syndicate) (prototype)
- 67.57%
- , A+ A -
32.85% 32.43%

CPE

MES

SECTION A

20 20

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1.1



1.2


1.3

1.4


1.5

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1.6



1.7

1.8
,
:
1.9


1.10


1.11
-

1.12



1.13


1.14


1.15

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1.16

-
-
1.17

-
1.18
-


1.19
,

1.20

2 A

ELC -

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2
3
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2 B
5
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SECTION B
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CPE





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