International GCSE SAMS Sinhala

INTERNATIONAL
GCSE
Sinhala (9-1)
SAMPLE ASSESSMENT MATERIALS
Pearson Edexcel International GCSE in Sinhala (4SI1)
First teaching September 2017

First examination June 2019
First certification August 2019
Edexcel, BTEC and LCCI qualifications
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All information in this document is correct at time of publication.
ISBN 978 1 4469 4375 5
All the material in this publication is copyright

© Pearson Education Limited 2017
Contents
Introduction 1
General marking guidance 3
Paper 1 – Reading, Writing and Translation question paper 5
Paper 1 – Reading, Writing and Translation mark scheme 25
Introduction
The Pearson Edexcel International GCSE in Sinhala is part of a suite of International
GCSE qualifications offered by Pearson.
These sample assessment materials have been developed to support this qualification
and will be used as the benchmark to develop the assessment students will take.
Pearson Edexcel International GCSE in Sinhala – Sample Assessment Materials 1

Issue 1 – August 2017 © Pearson Education Limited 2017
2 Pearson Edexcel International GCSE in Sinhala – Sample Assessment Materials
General marking guidance
 All candidates must receive the same treatment. Examiners must mark the last
candidate in exactly the same way as they mark the first.
 Mark schemes should be applied positively. Candidates must be rewarded for what
they have shown they can do rather than be penalised for omissions.
 Examiners should mark according to the mark scheme – not according to their
perception of where the grade boundaries may lie.
 All the marks on the mark scheme are designed to be awarded. Examiners should
always award full marks if deserved, i.e. if the answer matches the mark scheme.
Examiners should also be prepared to award zero marks if the candidate’s response is
not worthy of credit according to the mark scheme.
 Where some judgement is required, mark schemes will provide the principles by
which marks will be awarded and exemplification/indicative content will not be
exhaustive. However, different examples of responses will be provided at
standardisation.
 When examiners are in doubt regarding the application of the mark scheme to a
candidate’s response, a senior examiner must be consulted before a mark is given.
 Crossed-out work should be marked unless the candidate has replaced it with an
alternative response.

Write your name here
Surname Other names
Centre Number Candidate Number

Pearson Edexcel
International GCSE (9–1)
Sinhala
Paper 1: Reading, Writing and Translation
Sample assessment material for first teaching Paper Reference
September 2017
Time: 2 hours 30 minutes
4SI1/01
You do not need any other materials. Total Marks
Instructions
• Use black ink or ball-point pen.
• centrethe
Fill in boxes at the top of this page with your name,
number and candidate number.
• There are three sections you must answer:
– Section A Questions 1–4
– Section B Questions 5 and either Question 6(a) or 6(b) or 6(c)
– Section C Question 7.
• Answer the questions in the spaces provided
– there may be more space than you need.
• You must not use a dictionary.
Information
• The total mark for this paper is 100.
• The marks for each question are shown in brackets
– use this as a guide as to how much time to spend on each question.
Advice
• Check
Read each question carefully before you start to answer it.
• your answers if you have time at the end.
Turn over
S58197A
©2017 Pearson Education Ltd.
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1/1/1/1/1/1/1/1/1/

SECTION A: READING
Answer ALL questions.
Write your answers in the spaces provided.
Multiple-choice questions must be answered with a cross in a box . If you change your
mind about an answer, put a line through the box and then mark your new answer with a
cross . Open-response questions do not have to be written in full sentences and you may
respond using single words or phrases.
1 my; iòyka mdGh lshjd, tu f;dr;=rej,g wkqj oS we;s isxy, jdlHj, ysia ;eka
mqrjkak. fldgqj ;=< ksjeros wËrh ,shkak.
wjqreÿ ux.,Hh
ñksiaiq w¨;a wjqreÿ osk w¨;a we`ÿï wòs;s. idudkHfhka iEu j¾Ihlu wfm%a,a udifha oS
isxy, w¨;a wjqreoao Wod fõ. tfia u th wiajkq fk<Sfï ksudj;a jika; iufha Wodj;a
iksgqyka lrhs.
isxy,fhda w¨;a wjqreoao ms<s.ekSu iòyd ish ksfjiaj, w¨;ska oSma;su;a j¾K wdf,am
lr;s. ;j o Tjqyq w¨;a wjqreÿ iufha ksjia w,xldr f,i ;nd .ks;s.
Y%S ,xlfõ w¨;a wjqreÿ W;aijj, wdydr w;HjYHu wx.hla fjhs. lejqï, fldlsia iy
lsrsn;a wdos ri leú,s ta iòyd ms<sfh< lr.kS. iïm%odhla jYfhka w¨;a wjqreÿ lsrsn;
ms<sfh< lrkafka mjqf,a uj fyda jeäysá ldka;djl úisks.
Tjqyq lejqï fldlsia wdos ri leú,s isrs;la jYfhka {d;Ska iy wi,ajdiSka w;f¾
yqjudre lr .ks;s. bka wk;=rej jeäysáhka iy <uqka úiska úfkdaoh iòyd .=vq, mxp
fl<sh iy fldÜgfmdr .eiSu wdos l%Svd lrkq ,efí.
2
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A ldka;djka B .eyekq <uqka C wdydr .ekSu D wfm%a,a
E wdrïNh F l%Svd G ieris,s H ksfjiaj,
I f.j;=j, J wi,ajdiSka K uehs L ksudj
M ñ;%hska
WodyrK: ñksiaiq w¨;a wjqreÿ osk ……… wòs;s. C
1 (a) isxy, w¨;a wjqreoao ……… udifha fhfohs.
1 (b) w¨;a wjqreoao jika;fha ……… igyka lrhs.
1 (c) ñksiaiq ish ……… oSma;su;a j¾K wdf,am l<y.
1 (d) ri leú, ms<sfh< lrkq ,nkafka ……… úisks.
1 (e) ri leú,s ……… w;f¾ yqjudre lr .kq ,efí.
pdrs;% bgq lsrSfuka wk;=rej, iEu flfklau ……… lsrSu

1 (f)
iòyd iïnkaO jkafkdah’.
(Total for Question 1 = 6 marks)
3
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2 mdi,a osúh yd osk p¾hdj .ek fuu mdi,a <uqka ;sfokdf.a woyia lshjd my; j.=j
mqrjkak. ksjeros fldgq 8 ;=< tla l;srh ne.ska fhdokak. we;eï jdlHhlg fyda
mqoa.,fhl=g l;sr tllg jvd ;sìh yels w;r we;eï úg tllaj;a fkd;sìh yelsh.
mdi,a osúh yd oskp¾hdj

iudê
uu w.k.rfha msysá nd,sld úoHd,hl
wOHdmkh ,nñ. uu wfma mdif,a m%Odk
YsIH kdhsldj fjñ. mdi,l YsIH kdhsldjl
ùu ÿ¾,N Nd.Hhls. th j.lSï iy.; yd
wNsfhda.d;aul ;k;=rla jk w;r uf.a ifydaor
YsIHdjkaf.a iqN idOkh msKsi lghq;= lsrSu ug
mejrS we;s j.lSuls.
kqjka
uf.a mdi, wvq myiqlï we;s rcfha ñY%
mdi,ls. th wfma .fï msysgd we;. uf.a ksjfia
isg mdi,g we;s ÿr ie;mqï Nd.hla jk w;r
uu oskm;d md .ukska mdi,a hñ. wfma mdif,a
<uqka jeä msrsila ke;. wms úfõl ld,hg
mdi,a msÜgksfha fi,a,ï lruq. uu l%slÜ l%Svd
lsrSug leue;af;ñ.
rfïIa
uu kd.rsl ñY% mdi,l bf.k .ksñ. wfma

mdif,a úYd, <uqka ixLHdjla bf.k .kakd
w;r bka fndfyda fofkla mdi,a werS fm!oa.,sl
mka;sj,g h;s. uu w;amkaÿ l%Svdjg leu;s neúka
mdi, wereKq miq mqyqKq ùï iòyd k;r fjñ. wm
úoHd,hSh w;amkaÿ lKavdhfï kdhlhd uu fjñ.
uf.a n,dfmdfrd;a;=j l%Svdfjka bosrshg hEuhs.
4
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iudê kqjka rfïIa
WodyrKh: .fï mdi,g fkdhhss.
A jrm%ido ,;a mdi,lg fkdhhs.
B l%Svdjg leu;shs.
C ñY% mdi,lg fkdhhs.
D kdhl;ajfha j.lSï orhs.
E l%Svdfjka bosrshg hEug is;hs.
F mdi,g mhska hhs.
5
*S58197A0519*
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3 iuqø wmøjH ms<snò my; ,smsh lshjkak. isxy, jpk fhdod my;ska oS we;s jdlHj,
ysia ;eka mqrjkak.
iuqø wmøjH
iuqø wmøjH b ;d wk ;=reodhlhs. th f,dj ish¨ id.rj,g wys;lr f,i n,mdhs.

,Ë ixLHd; u;aiHhska, uqyqÿ mËSka iy leianEjka jeks uqyqÿ cSùkaa tys meg,Su ksid
fyda th f.dÿrla hehs jrojd f.k wdydrhg .ekSu ksid fyda Wkag wk;=re yd urKh
isÿ fjhs.
iema;eïn¾ udifha wjidkfha, iuqøSh mrsir wdrËK wêldrsh (MEPA) úiska ixúOdkh
lrk ,o zfjr< ;Srh msßisÿ lsÍfï Èkfha§Z, Y%S ,xldfõ W;=f¾ isg ol=K olajd fjr<
;Srfhys f.dv .eiS ;snQ, iuqø wmøjH f,i uqyqog tlajQ fyda kej; tla úh yels li<
úYd, m%udKhla tla /ia lrk ,§.
fuu jevigyk W;=r iy ol=K foflau Y%S ,dxlslhska hd l< w;r fuhg tla jQ
iafõÉPd fiajlfhda ma,diaála fnda;,a iy fmd,s;Sska wiqrk tl;= fldg tajd wod<
n,Odrskag Ndr ÿkay. tl;= jQ wmøjH m%udKh is;=jdg jvd jeä jQ neúka th b;d
id¾:l jevigykla nj MEPA úiska mjik ,oS. ma,diaála fnda;,a yd fmd,s;Ska wiqrk
jeks fkdosrk wmøjH fndfyduhla tys wvx.= úh.
fkdie,ls,su;aj li< oeófï yd >k wmøjH neyer lsrSfï úYd, .eg¨qjla we;. th
uqyqfoka fl<jr ùu j<lajñka, uQ,sl wjia:dfõoSu ta iòyd l%shd;aul ùu b;d jeo.;a
fõ. wms ;j;a uqyqÿ Ôùka ñh hdug leu;s ke;.
6
*S58197A0619*
WodyrKh: iuqø wmøjH f,dj ish¨ id.rj,g
…………………………………………………… wys;lr f,i n,mdhss.
(a) iuqø wmøjH …………………………………………………… iy …………………………………………………… urKhg m;a

lrhss. (2)
(b) fjr< msrsisÿ l< udih ……………………………………………………… h. (1)
(c) MEPA ……………………………………………………… ixúOdkh lf<ah. (1)
(d) li< tl;= ù ;snqfKa ……………………………………………………… h. (1)
(e) fuh ……………………………………………………… yd ……………………………………………………… hd lf<ah. (2)
(f ) li< ……………………………………………………… g Ndr lrk ,oS. (1)
(g) li< j¾. fol ……………………………………………………… , ……………………………………………………… h. (2)
(h) m%Odk .eg¨ fol ……………………………………………………… , ……………………………………………………… fjhs. (2)
7
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4 ÈkQId mKaä;r;ak iy Yd,sks mKaä;r;ak úiska rÑ; “Pathways to the Peak”
^by<g hk u.& lD;sfhka Wmqgd .kakd ,o my; i|yka fþoh lshjkak.
ndnrd ikafidaks iy fnhd¾*QÜ
j¾Kj;a w;alï frÈsms<s ks¾udKh i|yd úYd, lS¾;shla Wiq,k ndnrd ikafidaks Y%S
,xldj ;=< iqm%isoaO l,dldßKshls’. fld<U k.rfha ld¾h nyq, udj;la jk .d¨ mdf¾
msysá, fnhd¾*QÜ m%o¾Ykd.drhg mh ;enQ ieKska wef.a ks¾udK yelshdfõ .eUqr wmg
wjfndaO lr.; yelsh. fnhd¾*QÜys m%o¾Ykh lr we;s j¾Kj;a yd wdl¾IKSh w;alï
ks¾udK w;r we÷ï me<`ÿï, fi,a,ï nvq, yK frÈ, fmd;am;a, Ñ;% ks¾udK jeks f.d;k
,o frÈsms<s fndfyduhla we;.
Y%S ,dxflah .eñ ldka;dj kÕd isgqùu fjkqfjka w;s úYsIag odh;lajhla ,nd ÿka ndnrd
m%Odk wOHdmk úIh Odrdjg úl,am úIhlaa jYfhka w;alï frÈms<s úùu y`ÿkajd
ÿkakdh. l%uj;a wOHdmkhla ke;;a Wiia l,d ks¾udK lsÍfï oekSula we;s Y%s ,dxflah
lïlrejka iy Ys,amSka flfrys úYd, f.!rjhla weh ;=< mej;sKs. ueáfhka ;kd w;ska
mq¿iaid .kakd ,o W¿ fiú<s fkdl<, weK fkd.eiQ, ,Kqj,ska n¢k ,o fmd,a w;=
me,l we;s ir, nj weh b;d jeo.;a fldg ie,l=jdh.
ndnrd w;alï ksIamdokfhau /òS isàu ;u m%;sm;a;sh lrf.k we;. Y%S ,dxflah w;alï
l,dj iq/lSu Wfoid weh úiska ksrka;rfhka oerE mßY%uh;a, wE ;=< mej;s m%n,
wêIaGdkh;a, ;u jákdlïj,g wkqj Ôj;a ùfï uy;a .=Kh;a fuhska biau;= lr
fmkajhs. fnhd¾*QÜ wdh;kh jHdmdrhla jYfhka fkdj, ish .Kkaa ñksiqkaf.a Ôjk
meje;au iòyd úYd, f,i Wmldr jk, Y%S ,xldfõ m%Odk;u w;alï ksuejqï kssjila
f,i mj;ajdf.k hEu wef.a tAldhk wêIaGdkh fjhs.
(a) mdGfha we;s f;dr;=rej,g wkqj wid we;s m%Yakj,g isxyf,ka ms<s;=re imhkak.
ms<s;=re iòyd iïmQ¾K jdlH ,sùu wjYH fkdfõ.
(i) ndnrd ,xldj ;=< m%isoaO jkafka wehs@

(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
(ii) wehf.a m%o¾Ykd.drh ixpdrlhskag wdl¾IKhla jkafka flfiao@ lreKq

folla ,shkak.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
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*S58197A0819*
(iii) weh fln÷ f.d;k ,o frÈms<s ks¾udK lrkafkao@ úia;r folla fokak.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
(iv) ndnrdf.a jHdmdrh ;=<ska jdis ,eî we;af;a ldgo@

(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
(v) fmd,a w;= f.j,aj,gu wfõKsl ,CIKh l=ulao@ tla úia;rhla fokak.
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
(vi) wms ndnrdf.a pß;h .ek okafka l=ulao@

(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
(vii) ndnrdf.a wêIaGdk fol fudkjdo@

(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
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(b) Y%S ,xldfõ l,d Ys,am ms<sn|j ñksiqka fofofkla lrk my; iòyka idlÉPdj
lshjd isxyf,ka ms<s;=re fokaak.
biqre -
uu Y%S ,xldfõ ixialD;sh .ek hï fohla lshejqjd. Tn okakjdo, l%s. mq. 3 jk
ishjfia Y%S ,xldjg nqÿ oyu meñKSu;a iuÕ ta yd ine¢ bkaÈhdkq ixialD;sh
furgg y÷kajd ÿkakd. flfia fj;;a úYsIag Y%S ,dxflah l,d iïm%odh yqjd ±laùug
fuu bka§h ixialD;sl wd.ukh ndOdjla jqfka kE. ft;sydislj tk Y%S ,dxldfõ
ks¾udK Ys,am l,dj rdcOdksfhka rdcOdkshg fjkia jqK;a tA yeu hq.hlau ,xldfõ
l,d Ys,amj,g kjH ,ËK /ila tla l< nj fmfkkak ;sfnkjd. wo jk úg ta
ish,aa,u wfma Wreuhka njg m;a fj,d ;sfnkjd.
uQ¾;s l,dfõ§ m%uqL ia:dkh oS we;af;a nqoaO m%;sud fk<Su Wfoidhs. wE; w;S;fha
fndfyda úg nqoaO m%;sud fk<k ,oafoa ysß.,aj,ska ieÈ .,a m¾j;j,hs. ishjia .Kka
miqfjoa§ fjk;a úúO >k øjH o nqoaO m%;sud fk<Su Wfoid Ndú;hg .;a;d. tA
w;r ueKsla, m<sÕ=, lsß.re~, mÉp.,a, we;a o<, oej yd f,day wdÈh óg WodyrK
jYfhka lshkak mq¿jka.
.S;dks -
Tnf.a woyi;a iuÕ uu tlÕ fjkjd. kuq;a Y%S ,xldj m<uqj mD;=.i S k a .a, fojkqj
S f
,kafoaik
S f a .a yd wka;u
s g bx.%is k
S f
a .a hg;a úð;hla f,i wjqreÿ ish.Kka muK
mej;=Kq ksid fuys .Dy ks¾udK l,djg tA ixialD;sj, n,mEï ,enqKd. tA wkqj wfma
l,d Ys,m a j, j¾Okhla isÿ jQ njg we;s woyi;a tla lsÍug uu leu;sh.s rfÜ merKs
f.dvkeÕs,s yryd tA hg;a úð; n,mEfï ,ËK wo;a fmfkkakg ;sfnkjd. thska Y%S
,xldfõ l,d ks¾udKj, iqko a r;ajh ;j;a jeä fj,d fmfkkjd. ux ys;kafka, ,xldj
hkq úúO l,d Ys,m a j, iïñY%Khla iys;j f.dvkeÕ=Kq úÑ;% ixialD;shla yd cd;sl
Wreuhla iys; f,dj w.%.Kfha ie,lsh yels rgla hkak jvd;a .e<fmk njhs.
(i) m<uq lÓlhdf.a woyia idrdxY lrkak.

• Y%S ,dxflah l,d iïm%odh
(1)
• m%;sudj, nqÿ oyfï wdNdih
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
(ii) fojk lÓlhdf.a woyia idrdxY lrkak

• .Dy ks¾udK Ys,amfha wdNdih
(1)
• úúO ixialD;sj, wdNdih
(1)
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TOTAL FOR SECTION A = 40 MARKS
10
*S58197A01019*
SECTION B: WRITING
Answer Questions 5 and either Question 6(a) or 6(b) or 6(c).
Write your answers in the spaces provided.
uf.a mjq,
idudkH f.afodr jev

i;ss wka;fhaoS
mjqf,a B<`. úfkdao ijdrsh

iurk ,o mjqf,a W;aijhla
Jpk 85la muK Ndú; lrñka Tfí mjq, .ek isxy, jdlH rpkhla ,shkak. by;
iòyka jpk ish,a,u Ndú; l< hq;=hs. l:d lrk wdldrfha ,shkak.
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11
*S58197A01119*
Turn over
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12
*S58197A01219*
6 my; iòyka úl,am ;=fkka tlla f;dardf.k, jpk 145ක් පමණ jdlH rpkhla
isxyf,ka ,shkak. Tn f;dard.;a m%Yakhg iß,k wdldrhl ,sùu wjYHhs.
m<uq úl,amh
(a)
cx.u ÿrl:k ms<sn| Tfí woyia úoyd olajñka › ,xldfõ mqj;am;lg ,smshla
,shkak. Tfí rpkdfõ my; iòyka lreKq we;=<;a úh hq;=h.
• th ck cSú;hg n,mdk wdldrh

• miq.sh jir 15 ;=< cx.u ÿrl:k fjkia ù we;s wdldrh
• ;u wdrËdj iòyd foudmshka .; hq;= mshjr
(26)
fojk úl,amh
(b)
ux .sh i;sfha wfma .fï mxif,a Y%uodkhlg iyNd.s jqKd. Thd;a ta jf.a jevlg
ljod yrs iyNd.S fj,d ;sfhkjo@
iukaa
iukaf.a mKsjqvhg m%;spdrhla jYfhka rij;a úoHq;a ;emE,la ,shkak. tys my;
iòyka lreKq we;=<;a úh hq;=h.
• Y%uodkh .ek Tfí woyi

• w;S;fha Tn iyNd.S jQ fujeks Y%uodk
• wkd.;fha fujeks Y%uodkj,g iyNd.S ùug Tfí n,dfmdfrd;a;=j
(26)
13
*S58197A01319*
Turn over
f;jk úl,amh
(c) wdo¾Yhg .kakd prs;j, jeo.;alu ms<snòj fmd,Ujk íf,d.a igykla ,shkak.
tys my; iòyka lreKq we;=<;a úh hq;=h.
• Tfí wdo¾Yu;a prs;h ljqo

• Tjqka wdo¾Yu;a prs;hla ùug l=ula lr ;sfío
• .egjrhka wkd.;fha ;u wdo¾Y pß;h mßÈ úh yelafla flfiao
(26)
Indicate which question you are answering by marking a cross . If you change your
mind, put a line through the box and then indicate your new question with a cross .
Question 6(a) Question 6(b) Question 6(c)
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14
*S58197A01419*
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15
*S58197A01519*
Turn over
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TOTAL FOR SECTION B = 40 MARKS
16
*S58197A01619*
SECTION C: TRANSLATION INTO SINHALA
Write your answer in the space provided.
7 my; iòyka fþoh isxy,g kÕkak.
There was a time, back in the 1970s, when cricketers from Sri Lanka created quite an
impact on school boys like me.
In the team, players like their captain were elegant, accurate and fast players. Most
players were strong and played enthusiastically once they started the game.
It was exciting to watch a team from a small island playing against famous teams from
the world of cricket.
When I saw the Sri Lankan players get injured and get up and carry on playing, I felt
proud of my country.
(20)
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17
*S58197A01719*
Turn over
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. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
TOTAL FOR SECTION C = 20 MARKS

TOTAL FOR PAPER = 100 MARKS
18
*S58197A01819*
Source information
Question 1
Sourced from: http://www.newyearfestival.com/new-year-in-sri-lanka.html
Question 2
© Alan_Lagadu/Getty Images
© The Image Bank/Getty Images
© adamkaz/Getty Images
Question 3
Sourced from: http://www.sundaytimes.lk/151108/news/slow-death-in-oceans-from-millions-of-tons-of-plastic-
waste-170939.html
Question 4
Sourced from: Pathways to the peak, Remarkable stories from pioneering Sri Lankan women, by Dinusha Panditaratne
& Shalini Panditaratne
Sourced from: https://lanka.com/about/interests/arts-crafts/
Question 6
© Janscherders/Getty Images
Question 7
Sourced from: http://www.espncricinfo.com/blogs/content/story/987845.html
Every effort has been made to contact copyright holders to obtain their permission for the use of copyright
material. Pearson Education Ltd. will, if notified, be happy to rectify any errors or omissions and include any
such rectifications in future editions.
19
*S58197A01919*
Paper 1 marking principles for Sections A and B
Candidate responses
 For open-response questions, the candidate does not have to write in full sentences. If
appropriate, they may respond using single words or phrases.
 There are no marks for quality of language in this paper, so errors and omissions in
spelling and grammar will be tolerated as long as they do not interfere with
communication.
 Consider only as many elements as there are marks, for example for a 1-mark answer,
the candidate’s first response is taken for assessment, even if this response is incorrect
but the correct information follows as a further element. Where 2 marks are available,
award the individual marks discretely but apply the order of elements rule.
 Written responses in the wrong language cannot be awarded a mark.
Guidance to examiners on understanding and applying the

mark scheme
 Alternative ways of giving the same answer are indicated with a slash (/) in between the
alternative responses, for example: It’s cheap/affordable.
 Where appropriate, responses are separated with ‘AND’ for compulsory answers and ‘OR’
for possible answers.
 Any parts of an answer that are not essential are bracketed, for example: Q: What did
he study? A: (He studied) Maths.
 Candidates are likely to write variants on the acceptable answers listed, and these
should be considered as acceptable if they convey the correct answer.
 All possible answers have the correct amount of marks appropriate for the information
required indicated in brackets.
 Suggested incorrect answers are indicated in the ‘Reject’ column.

Paper 1: Reading, Writing and Translation mark scheme
=
Section A
=
Question Answer Mark
number
1(a) D (1)
1(b) E (1)
1(c) H (1)
1(d) A (1)
1(e) J (1)
1(f) F (1)

number
2(a) kqjka (1)
2(b) kqjka iy rfïIa (2)
2(c) iudê (1)
2(d) iudê iy rfïIa (2)
2(e) rfïIa (1)
2(f) kqjka (1)
Question Answer Accept Reject Mark

number
3(a) Any two of: uqyqÿ Ôùka f,dalfha id.r (2)
u;aiHhska (1)
OR
uqyqÿ mËSka (1)
OR
leianEjka (1)
3(b) iema;eïn¾ (1)
3(c) fjr< ;Srh msrsisÿ lsrSfï msrsisÿ lsrSfï oskhla (1)
oskhla
3(d) fjr< fjr< ;Srh ol=Kq os. YS% (1)

,xldj
3(e) W;=re Y%S ,dxlslhka (1) W;=f¾ iy ol=fKa Y%S Y%S ,dxlslhka (2)
AND ,dxlslhka
ol=fKa Y%S ,dxlslhka (1)
3(f) wod< n,OdrSka n,Odrska (1)
3(g) ma,diaála fnda;,a (1) ma,diaála (2)

AND fmd,s;Ska
fmd,s;Ska wiqrk (1)
3(h) wmøjH neyer lsrSu (1) wmøjH (2)

AND
fkdie,ls,su;aj li< oeóu li<
(1)
=
=
number
4(a)(i) j¾Kj;a ^w;ska úhk ,o& wehf.a ks¾udKYS,S weh (1)
frosms<s ks¾udKh iòyd nj ksid l,dldrsKshls
4(a)(ii) j¾Kj;a ^1& (2)

number
AND
wdl¾IKSh ^1&
4(a)(iii) Any two of; fmd;am;a (2)
AND
we÷ï me<`ÿï ^1& Ñ;% ks¾udK
OR
yK frÈ ^1&
OR
fmd;am;a ^1&
OR
Ñ;% ks¾udK ^1&
4(a)(iv) .eñ ldka;dj lïlrejka (1)
AND
Ys,amSka
4(a)(v) tAjd idod we;af;a weK (1)
fkd.idh ^1&
OR
tAjdidod we;af;a fmd,aw;=j,sks
^1&
OR
w;ska mq¿iaid .kakd ,o W¿
j,sks ^1&
OR
ir, nj^tajd bÈ lsrSfï$
ieliSfï& ^1&
4(a)(vi) weh uykais ù jev lrhs ^1& weh Y%S ,xldfõ (1)
OR l,dj wdrËd
weh ;=< oeä wêIAGdkhla we; lrhs
^1&
4(a)(vii) w;alï l,dj$Y%S ,xldfõ weh m%;sm;a;s.relh (2)
Wiia l,djla iq/lSu Wfoid ^1&
^1& weh ks¾udKYS,Sh ^1&
AND
ñksiqkag Wojq lsrSug$ish
.Kkaa ñksiqkaf.a Ôjk
meje;au iòyd ^1&
=
= =

number
4(b)(i) Y%S ,dxldfõ ks¾udK Ys,am l,dj rdcOdksfhka rdcOdkshg fjkia (2)
jqK;a tA yeu hq.hlau ,dxldfõ l,d Ys,amj,g kjH ,ËK /ila
tla l< nj fmfkkak ;sfnkjd (1)
AND
uQß;s l,dfõ§ m%uqLia:dkh oS we;af;a nqoaO m%;sud fk<Su Wfoidhs'
úúO >k øjH nqoaO m%;sud fk<Su Wfoid Ndú;hg .;a;d (1)
4(b)(ii) Y%S ,xldfõ .Dy ks¾udK l,djg mD;=.SiSkaf.a" ,kafoaiSkaf.a yd (2)
bx.%siSkaf.a ixialD;sj, n,mEï ,enqKd (1)
AND
úúO l,d Ys,amj, iïñY%Khla iys;j f.dv keÕ=Kq úÑ;%
ixialD;shla yd cd;sl Wreuhla iys; f,dj w.%.KH rgla (1)

Section B
General guidance on using levels-based mark schemes
Step 1 Decide on a band
 Examiners should first of all consider the answer as a whole and then decide which
descriptors most closely match the answer and place it in that band. The descriptors for
each band indicate the different features that will be seen in the student’s answer for that
band.
 When assigning a level you should look at the overall quality of the answer and not focus
disproportionately on small and specific parts of the answer where the student has not
performed quite as well as the rest. If the answer covers different aspects of different
bands of the mark scheme, you should use a ‘best fit’ approach for defining the level and
then use the variability of the response to help decide the mark within the level. For
example, if the response is predominantly in band 4–7 with a small amount of band 8–10
material, it would be placed in band 4–7 but be awarded a mark near the top of the band
because of the band 8–10 content.
Step 2 Decide on a mark
 Once you have decided on a band, you will then need to decide on a mark within
the band.
 You will decide on the mark to award based on the quality of the answer; you will award
a mark towards the top or bottom of that band depending on how students have
evidenced each of the descriptor bullet points.
 You will modify the mark based on how securely the trait descriptors are met in that band.
 You will need to go back through the answer as you apply the mark scheme to clarify
points and assure yourself that the band and the mark are appropriate.

Assessment criteria
Question 5 (14 marks)
For this question, students’ work is marked by Pearson using assessment criteria
given in two mark grids:
 communication and content
 linguistic knowledge and accuracy.
This question requires students to write in a informal style/register (see Additional

guidance below).
The student is expected to produce 85 words for this task. The number of words is
approximate and students will not be penalised for writing more or fewer words than
recommended in the word count. All work produced by the student must be marked.
Question 5: communication and content mark grid
Mark Descriptor
0 No rewardable material
1–2  Limited ability to use language to narrate and describe people, events
and ideas; communication of information is occasionally successful
 Repetitive use of a limited selection of common words and phrases;
limited use of appropriate register and style
3–5  Some successful use of language to narrate and describe people,
events and ideas; communication of relevant information is sometimes
successful
 Some successful but repetitive use of common, familiar vocabulary;
some use of appropriate register and style
6-7  Successful use of language to narrate and describe people, events and
ideas; communication of information is often successful
 A range of familiar and less common vocabulary and expression is
evident; mostly appropriate use of register and style
Additional guidance
Register and style definition - Informal: language includes some colloquial or

conversational words and expressions that students may use with friends.

Question 5: linguistic knowledge and accuracy mark grid
Mark Descriptor
1–2  Produces individual words and set phrases
 Limited accuracy in use of straightforward grammatical structures,
limited success in referring to past, present and future events; regular
errors prevent meaning being conveyed
3–5  Produces simple, short sentences, which are sometimes linked
 Some accurate use of straightforward grammatical structures,
occasional success in referring to past, present and future events;
sometimes errors prevent meaning being conveyed
6-7  Produces some more complex sentences with some appropriate linking
 Mostly accurate use of straightforward grammatical structures, some
success in referring to past, present and future events; occasionally
errors prevent meaning being conveyed
Additional guidance
Complex language is considered to be:

 varied and complex word order
 extended sentences that include a range of structures that help to justify ideas
 conceptually more challenging language.
Straightforward grammatical structures are considered to be:

 repetitive, simple word order
 short, simple sentences that use a repetitive range of common, high-frequency structures.
Errors: The mark grid describes the frequency of errors and the impact that errors have
on coherence.
Errors that prevent meaning being conveyed:

 errors that mean the reader cannot understand the message
 errors that convey the wrong message
 errors that make it unclear who is carrying out the action, for example using the incorrect
person of the verb
 mother-tongue interference.
NB: these are examples only and do not constitute a finite list.

Question 6 (26 marks)
For this question, students’ work is marked by Pearson using assessment criteria
given in two mark grids:
 communication and content
 linguistic knowledge and accuracy.
This question contains three bullet points that form part of the task. Failure to cover all
three bullet points will impact on the marks that can be awarded against the requirements
of the communication and content mark grid. In order to access marks in the top band,
students must refer to all bullet points and meet the other assessment criteria in the top
band.
Question 6(a) requires the student to write in a formal style and 6(b) and (c) require the
student to write in an informal style (see Additional guidance below).
The student is expected to produce 145 words for this task. The number of words is
approximate and students will not be penalised for writing more or fewer words than
recommended in the word count. All work produced by the student must be marked.
Question 6: communication and content mark grid
Mark Descriptor
1-3  Communicates brief information relevant to the task with little
development
 Occasional adaptation of language to explain or interest or persuade;
straightforward thoughts and ideas are expressed with occasional
success
 Variable use of appropriate vocabulary, register and style; repetitive
use of common, familiar language
4-7  Communicates information relevant to the task with some
development of key points and ideas
 Some effective adaptation of language to explain or interest or
persuade; thoughts and ideas are expressed with some success
 Some appropriate use of vocabulary, register and style; some different
examples of common familiar language
8-10  Communicates information relevant to the task with development of
key points and ideas
 Effective and sometimes creative adaptation of language to explain or
interest or persuade; thoughts and ideas are expressed successfully
 Appropriate use of vocabulary, register and style; some examples of
uncommon language
11-13  Communicates information relevant to the task with consistent
expansion of key points and ideas
 Creative adaptation of language to explain or interest or persuade;
thoughts and ideas are expressed with flair
 Consistently appropriate use of vocabulary, register and style
throughout; a wide variety of language is used

Additional guidance
Creative language use – using language in a way designed to create effect and interest.
Goes beyond the standard or predictable response.
Register and style definition - Informal: language includes some colloquial or

conversational words and expressions that students may use with friends. Formal: formal
vocabulary and grammar structures are used, that are appropriate when writing to an adult
in a formal context.

Question 6: linguistic knowledge and accuracy mark grid
Mark Descriptor
1–3  Uses mainly straightforward grammatical structures
 Occasional sequences of fluent writing, with occasional extended, linked
sentences
 Occasionally accurate straightforward language and grammatical
structures; occasionally successful references to past, present and future
events; errors occur that sometimes hinder clarity of communication
4-7  Some variation of grammatical structures, including some repetitive
instances of complex language
 Prolonged sequences of fluent writing, with some extended, well-linked
sentences
 Generally accurate language and structures; some successful references
to past, present and future events; errors occur that occasionally hinder
clarity of communication
8-10  Uses a variety of grammatical structures including some different
examples of complex language
 Mostly fluent response, with frequent extended sentences, mostly
well linked
 Mostly accurate language and structures; mostly successful references
to past, present and future events; errors rarely hinder clarity of
communication
11-13  Uses a wide variety of grammatical structures, including complex
language
 Fluent response throughout with extended, well-linked sentences
 Consistently accurate language and structures; consistently successful
references to past, present and future events; few or no errors that
hinder the clarity of the communication
Additional guidance
Complex language is considered to be:

 varied and complex word order
 extended sentences that include a range of structures that help to justify ideas
 conceptually more challenging language.
Straightforward grammatical structures are considered to be:

 repetitive, simple word order
 short, simple sentences that use a repetitive range of common, high-frequency structures.
Errors: students are not expected to produce perfect, error-free writing in order to access
the top band. The mark grid describes the frequency of errors and the impact that errors
have on coherence.

Errors that do not hinder clarity:
 errors that do not affect the meaning
 infrequent errors that do not distract the reader from the content and which result in
coherent writing.
Errors that hinder clarity:

 errors that make writing difficult to understand immediately (even if the meaning is
eventually understood)/errors that force readers to re-read in order to understand what
is meant
 frequent errors hinder clarity as they will distract the reader from the content of
the writing.
NB: these are examples only and do not constitute a finite list.
=
=
=
=
=
=
=
=

Paper 1 marking principles for Section C
Mis-spelling is tolerated as long as it does not lead to ambiguity, e.g. drought misspelled as
drowght would be acceptable but misspelled as draught would be unacceptable as this would
lead to ambiguity.
Students are likely to write variants on the acceptable answers listed and these should be
considered as acceptable if they convey the same intended meaning.
Translation is successful if a Sinhala speaker would understand the translation without having
understood the text in its original language.
=
=
Question Text Correct answer Acceptable Reject Mark
number answers
7 There was a tla oyia kjish tlaodia kuish hg.sh oji (1)
time, ye;a;E .Kkaj," ye;a;E
.Kkaj,"
back in the Y%S ,xldfõ l%slÜ (1)
1970s, l%Svlhka
when cricketers ud jeks mdi,a hk mdi,a hk ud (1)
from Sri Lanka fld,a,ka flfrys jeks fld,a,ka
flfrys$^msrsñ
<uqka flfrys&
created quite an f,dl= n,mEula f,dl= n,mEula (1)
impact we;s l< t,a, l<
on school boys ld,hla ;snqKd' (1)

like me.
In the team, o¾YkSh f,i yd o¾YkSh f,i (1)
ksjeros wdldrfhka yd ksjerosj
players like fõ.fhka mkaÿjg m%fõ.ldrS f,i (1)
their captain, myr fok l%Svd lrk
were elegant, Tjqkaf.a kdhlhd (1)
jeks
accurate and ms;slrejka (1)
fast players. lKavdhfï isáhd'
Most players nyq;rhla fndfyda tä;r (1)
were strong lS%vlhka cj l%Svlhka
iïmkak jQjd fiau Yla;su;a jQ
w;r
and played ;rÕh wdrïN jQ ;rÕh wdrïN (1)
enthusiastically ;eka mgka l< wjia:dfõ
mgka
= =

Question Text Correct answer Acceptable Reject Mark
number answers
7 (cont) once they Tjqka WfoHda.fhka Tjqka (1)
started the l%Svd l<d' Wkkaÿfjka l%Svd
game. l<d'
It was exciting l%slÜ f,dj m%lg f,dal m%lg (1)
to watch lKavdhïj,g l%slÜ lKavdhï
tfrysj iuÕ
a team from a mqxÑ osjhskl (1)
small island lKavdhula
playing l%Svd lrkq keröug l%Svd lsrSu (1)

against ,eîu oelSug ,eîu
famous teams
from the world úYauh ckl tlla mqÿu iy.; (1)
of cricket. jqKd' tlla jqKd'
When I saw Uu Y%S ,xldlsl (1)

l%Svlhka
the Sri Lankan wk;=rej,g ;=jd, ,enQj;a (1)
players get ,lajQj;aa
injured
and get up bka fkdie,S bosrshg thska fkdkej;S (1)
and carry on l%Svd lsrSu ÿgq úg
playing,
I felt proud of uf.a rg .ek ug uf.a rg .ek (1)
my country. wNsudkhla ug wdvïnrhla
we;sjqKd' oekqKd'
=
= =

=
August 2017
For information about Edexcel, BTEC or LCCI qualifications visit

qualifications.pearson.com
Edexcel is a registered trademark of Pearson Education Limited
Pearson Education Limited. Registered in England and Wales No. 872828

Registered Office: 80 Strand, London WC2R 0RL.
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visit qualifications.pearson.com
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INTERNATIONAL

First teaching September 2017

All information in this document is correct at time of publication.

ISBN 978 1 4469 4375 5

All the material in this publication is copyright

Pearson Edexcel International GCSE in Sinhala – Sample Assessment Materials 1

Pearson Edexcel International GCSE in Sinhala – Sample Assessment Materials 3

Centre Number Candidate Number

You do not need any other materials. Total Marks

Pearson Edexcel International GCSE in Sinhala – Sample Assessment Materials 5

WodyrK: ñksiaiq w¨;a wjqreÿ osk ……… w`os;s. C

1 (a) isxy, w¨;a wjqreoao ……… udifha fhfohs.

1 (b) w¨;a wjqreoao jika;fha ……… igyka lrhs.

1 (c) ñksiaiq ish ……… oSma;su;a j¾K wdf,am l<y.

1 (d) ri leú, ms<sfh< lrkq ,nkafka ……… úisks.

1 (e) ri leú,s ……… w;f¾ yqjudre lr .kq ,efí.

pdrs;% bgq lsrSfuka wk;=rej, iEu flfklau ……… lsrSu

(Total for Question 1 = 6 marks)

mdi,a osúh yd oskp¾hdj

uu kd.rsl ñY% mdi,l bf.k .ksñ. wfma

WodyrKh: .fï mdi,g fkdhhss.

A jrm%ido ,;a mdi,lg fkdhhs.

C ñY% mdi,lg fkdhhs.

D kdhl;ajfha j.lSï orhs.

E l%Svdfjka bosrshg hEug is;hs.

F mdi,g mhska hhs.

(Total for Question 2 = 8 marks)

iuqø wmøjH b ;d wk ;=reodhlhs. th f,dj ish¨ id.rj,g wys;lr f,i n,mdhs.

(a) iuqø wmøjH …………………………………………………… iy …………………………………………………… urKhg m;a

(b) fjr< msrsisÿ l< udih ……………………………………………………… h. (1)

(c) MEPA ……………………………………………………… ixúOdkh lf<ah. (1)

(d) li< tl;= ù ;snqfKa ……………………………………………………… h. (1)

(e) fuh ……………………………………………………… yd ……………………………………………………… hd lf<ah. (2)

(f ) li< ……………………………………………………… g Ndr lrk ,oS. (1)

(g) li< j¾. fol ……………………………………………………… , ……………………………………………………… h. (2)

(h) m%Odk .eg¨ fol ……………………………………………………… , ……………………………………………………… fjhs. (2)

(Total for Question 3 = 12 marks)

ndnrd ikafidaks iy fnhd¾*QÜ

(i) ndnrd ,xldj ;=< m%isoaO jkafka wehs@

(ii) wehf.a m%o¾Ykd.drh ixpdrlhskag wdl¾IKhla jkafka flfiao@ lreKq

(iv) ndnrdf.a jHdmdrh ;=<ska jdis ,eî we;af;a ldgo@

(vi) wms ndnrdf.a pß;h .ek okafka l=ulao@

(vii) ndnrdf.a wêIaGdk fol fudkjdo@

(i) m<uq lÓlhdf.a woyia idrdxY lrkak.

(ii) fojk lÓlhdf.a woyia idrdxY lrkak

(Total for Question 4 = 14 marks)

TOTAL FOR SECTION A = 40 MARKS

idudkH f.afodr jev

mjqf,a B<`. úfkdao ijdrsh

(Total for Question 5 = 14 marks)

• th ck cSú;hg n,mdk wdldrh

• Y%uodkh .ek Tfí woyi

• Tfí wdo¾Yu;a prs;h ljqo

Question 6(a) Question 6(b) Question 6(c)

(Total for Question 6 = 26 marks)

TOTAL FOR SECTION B = 40 MARKS

7 my; i`oyka fþoh isxy,g kÕkak.

(Total for Question 7 = 20 marks)

TOTAL FOR SECTION C = 20 MARKS

Guidance to examiners on understanding and applying the

Pearson Edexcel International GCSE in Sinhala – Sample Assessment Materials 25

Question Answer Mark

Question Answer Accept Reject Mark