C.P.E. REPORT
HINDI 2006
GENERAL COMMENTS
The Hindi question – paper 2006 was within the reach of all candidates. Compared to previous
years’ performance, majority of candidates scored better marks. Even the weaker ones could
score at least some. As usual, the performance of girls was better than that of boys.
While reviewing the scripts, it became clear that a good number of candidates had not mastered
the basic grammatical rules of Hindi as hinted in the past years’ reports. Some had a tendency to
select their answers by guessing.
Pupils should be conversant with the proper spelling of Hindi alphabets as well as with the basic
rules of Hindi grammar.
Some examples have been given in the Hindi version. Teachers may use them as guidelines to
prepare their pupils more adequately.
The question Paper consisted of two sections:
(i)
Section A – 60 marks
(ii)
Section B – 40 marks
Comments on specific questions:
SECTION ‘A’
Question 1
It consisted of 20 multiple choice items. It was found that only a few candidates had scored full
marks. A detailed analysis of this question is presented in the Hindi version.
Items 1, 14, 17 and 20 dealt with the proper use of pronouns. A few candidates chose the wrong
answers. Findings of Item Analysis reveal that in Item No 1 about 30% of candidates chose the
wrong answer and in Items 14. 17 and 20 more than 50% of candidates could not select the right
answer.
Items 2, 3 and 9 assessed the proper use of case-markers, where about 50% of candidates in
Item 2 and 40% of candidates each in Items 3 and 9 made the wrong choice.
Items 4 and 8 were about the correct usage of transitive verbs in the perfect tense, where verbs
agree with their direct objects. About 70% of candidates failed to choose the correct answer.
Items 5 and 11 tested the proper use of pronominal adjectives. 55% of candidates encircled the
wrong answer.
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Items 6 and 18 dealt with the proper use of verbs in the correct tenses. The former was about the
use of a verb in the future tense whereas item 8 was about the use of the verb in the simple
present tense. About 40% of candidates could not choose the correct answer.
Items 7 and 16 assessed the proper use of adjectives. In item 7 the noun is in the singular and is
masculine whereas in item 16 it is masculine and in plural. About 55% of candidates picked the
wrong answer.
Items 10 and 13 dealt with synonyms. Though, the word in Item 10 (SAVERA) has appeared in
the STD.IV textbook, nearly 40% of candidates chose the opposite words.
Item 12 tested the proper use of conjunctions. One out of two candidates chose the possessive
case-marker instead of choosing the conjunction.
Item 15 dealt with the opposite form of the word. Approximately out of five candidates, three
chose the wrong answer.
Item 19 was about the plural form of the feminine word ending in “ee”. Nearly 45% of
candidates could not tick the right answer.
Candidates should be well drilled in these types of exercise which will be a regular feature in the
forthcoming examination.
Highlights:
(i) Nouns and Pronouns and use of case markers.
(ii) Use of adjectives.
(iii) Agreement of verbs in all tenses.
(iv) Use of conjunctions and so on.
Taking cognizance of the above, provision should be made for of a lot of practice based on above
grammatical structures.
Question 2
The comprehension passage was within the reach and understanding of the candidates. The
questions comprised two sections: - 2A and 2B. Both sections tested candidates’ ability to read
with understanding and to find out the right answers to the questions.
On the whole, the questions were answered by about 60% of candidates. Some candidates
experienced difficulties in answering question 5 in both the sections.
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QUESTION 2 A:
1. Item 2A -- 1. The question was about the how many wood cutters have been mentioned in the
passage. About 20% of candidates chose the wrong answer.
2. Item 2 -- A. 2. The question was about the ‘worries’ of the woodcutter, Rajen. This was
correctly answered by 60% of candidates.
3. Item 2 – A. 3. The question was “When will Vimal cut the wood?”
encircled the right answer.
50% of candidates
4. Item 2 – A. 4. The candidates were required to encircle the synonym of the word ‘Pahar’
i.e. Mountain. Though the word and this type of exercise has appeared in the STD IV text book,
only 50% of candidates could encircle the correct answer.
5. Item 2 .A .5 Pupils were to select another word for ‘Pareshan’ (worry). Nearly 40% of
candidates could understand the meaning of the word. This question proved to be a bit difficult
for a few candidates.
QUESTION 2 B.
In this section, candidates were expected to write answers in short. But some candidates
infringed the instruction given in the rubric and wrote their answers in complete sentences.
1. Item 2.B. -- 1. The question was “Where was Rajen cutting the woods?” Nearly one out of
two candidates who could not read the passage intelligibly, answered wrongly.
2. Item 2.B. -- 2. The question was “Where was Rajen selling the woods?”
Only 50% of candidates gave the right answer.
3. Item 2. B. -- 3 The question was “What did Rajen do with the money he received?” This
question was answered well by 45% of candidates.
4. Item 2. B. -- 4 The question was “How did Vimal help Rajen?” 20% of candidates who
could not understand the meaning of the word, ‘madad’ – (help) failed to answer the question
correctly.
5. Items 2. B. -- 5 The question was “What did Vimal say to Rajen, while giving him his
axe?” It appears that more than 65% of candidates could not understand the meaning of “dete
hooe, (while giving)”. 50% of students could not answer the question correctly.
Generally, candidates who read and understood the passage well answered the questions well.
Students should be trained to read and understand a passage well. Teachers should amply discuss
thoroughly the passage and should explain to them how to find the correct answers. They should
guide them how to answer in brief. Candidates should be trained to read the question rubric
properly.
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Question 3 . -- CLOZE TEST
The theme of the cloze test was within the understanding of the candidates. It dealt with an
interesting and simple story about a hunter who was hunting birds and while aiming at them, ants
bit the feet of the hunter. Although the story was somewhat similar to a passage that has
appeared in the STD III text book, even then 40% of candidates did not understand the meaning
of the following words: “kāt (cut), tat (beach) and ‘nishana’ -aim)”, therefore, they could not
score full marks. It would appear that candidates had a tendency to choose words randomly.
Question 4 – Jumbled Sentences
There were seven simple sentences which formed a story of two friends – Gopal and Kishan
who decided to go to the seaside. These sentences were jumbled and candidates were asked to
write them in the proper order to make a good story. The first two sentences were already
worked out. Nearly 50% of candidates especially, those who could read intelligibly, managed to
arrange the sentences in their proper sequence.
Teachers are requested to further train their students in this type of exercise. This will provide
them with the opportunity to narrate stories and incidents in their proper sequence.
Question 5 – Sentence – Writing
Sentence – Writing is an art which demands basic linguistic skills in order to come out with
meaningful sentences. The main objective behind this exercise was to ensure that after studying
a language for a period of six long years, how far the candidates have grasped good vocabularies
that can help them to frame meaningful sentences with given pairs of words.
Normally, in a sentence there are two parts:
(i) Subject and (ii) predicate. A sentence should be free from grammatical mistakes. The
words should be used appropriately and should be free from spelling mistakes. However, to
our great surprise, 60% of candidates have not yet mastered the art of writing a good
sentence. Some candidates just added ‘mein’ and ‘hai’ to each pair of words. Examples:
“Gajar mein kharidar hai” or “Mitra mein imli hai” They neither understood the meaning
of the words nor could they write meaningful sentences
In order to score better marks candidates could have been drilled to write simple meaningful
sentences:
Examples:
\“Kharidar gajar kharidta hai.”
“Mitra imli khata hai.”
“Papita pakka hai.”
Teachers are expected to provide ample opportunity to their pupils to write suitable sentences
free from grammatical mistakes.
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Section B
Question 6 – Transformation of words
The items given were appropriate to the level of the candidates. Those candidates who had well
mastered their Hindi grammar did not commit any mistake. But the weaker candidates, having
no command on Hindi grammar and spelling, wrote whatever came to their minds.
Item 6.1 -- This item dealt with the agreement of a transitive verb in the perfect tense where the
subject has ‘né’ and the object is in the singular and in the feminine forms. Generally, transitive
verbs in the perfect tense agree with their direct object. But nearly 80% of candidates did not
pay attention to ‘né’ and used the verb in the present tense.
Item 6.2 – It was an item where candidates had to transform a noun into an adjective. Majority
of candidates could transform it but with a wrong spelling.
Item 6.3 –In this item candidate had to write the plural form of a feminine word ending in ‘ā’.
85% of candidates could not come out with the correct form.
Item 6.4 – Candidates had to transform a noun into an adjective. 80% of candidates wrongly
wrote the adjectival form.
Item 6.5 – Candidate had to form an abstract noun from a given verb. A good number of
candidates transformed it, but 85% of candidates could not write it correctly.
This type of exercise demands a good knowledge of Hindi grammar as well as a good command
of spelling. Wrong spelling is a sequel of wrong pronunciation. Hence, teachers are requested to
very minutely train their students in this specific exercise.
Question 7
The level of the comprehension passage was slightly higher as compared to the passage of
Section A No. 2. A few candidates could not make out the meaning of the following words –
“Doorghatna, chetawni and motar chalak”. Therefore, they found it difficult to answer some
of the questions. 70% of candidates who understood the passage well could not score full marks
because of rubric infringement. Instead of answering in full sentences candidates wrote briefly
and thus, lost marks. Some candidates found question 7.4, difficult as it was of inference type.
Only 15% of candidates could score full marks.
Candidates should be trained to read the passage attentively and understand every incident.
Before writing their answers, they should refer to the passage and justify their answers as well.
Besides, they should read the questions carefully and understand exactly what is being asked.
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Question 8. Composition – Writing
The aim of this question was to test the ability of the candidates to write a continuous account
based on a set of canvas in about 120 words.
Nearly 26% of candidates did not attempt this question this year. It was an interesting topic - a
marriage ceremony which must have been attended by all candidates. On the other hand, many
candidates who remembered the passage they had read in Std IV tried to reproduce it.
It is important to highlight the following shortcomings which teachers should draw the attention
of their students.
(1) Candidates’ inability to write on all the given ideas of the canvas and to add other
relevant ideas.
(2) Grammatical errors especially related to spelling, agreement between verbs and
subject/object.
(3) Proper use of cases and declension.
All stakeholders are requested to go through the critical appreciation given in the Hindi version
of the report. It is hoped that the performance of their students will further improve in the years
to come.
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