Cambridge A Level Chinese (A Level only) 9715 — 2015 Oct/Nov Paper 4 · Variant 1

CHINESE 9715/41 Paper 4 Texts October/November 2015 2 hours 30 minutes No Additional Materials are required. Invigilators must refer to the Additional Materials List for instructions on the use of set texts in the examination. READ THESE INSTRUCTIONS FIRST An answer booklet is provided inside this question paper. You should follow the instructions on the front cover of the answer booklet. If you need additional answer paper ask the invigilator for a continuation booklet. Answer three questions, each on a different text. You must choose one question from Section 1, one question from Section 2 and one other. Write your answers in Chinese. Dictionaries are not permitted. You should write between 600 and 800 characters for each answer. All questions in this paper carry equal marks. 请先仔细阅读以下提示 本试卷中提供答题纸。请按答题纸封面上的提示要求答题。如果需要额外的答题纸，请向监考老师要求。 请回答三个问题，每个问题针对不同的作品。你必须在第一部分中选择一个问题，在第二部分选择一个 问题，然后再任选一个问题回答。 请用中文回答问题。 不可以使用字典。 每个问题的答案字数应该在 600 和 800 字之间。 本试卷中每道题的分值相同。 答题的要求 请用大写字母填写答题纸封面上的内容。 请使用深蓝色或黑色的钢笔。不要在任何条码上书写。 请在答题纸上回答问题。使用答题纸正反两面答题。请在各个问题的答案之间空两行。 请在第一列的格内写清你所回答的问题的题号。 如果你回答的问题由几个部分组成，例如 1a，请在第二列的格内写明该问题的小题部分。 如果你用了额外的答题纸，请把它们插入答卷中。 Cambridge International Examinations Cambridge International Advanced Level This document consists of 5 printed pages, 3 blank pages and 1 Insert. NL 99948/3 © UCLES 2015 [Turn over * 8 2 6 8 1 4 1 4 0 7 * Question Part 1 1 ai aii

2 9715/41/O/N/15 © UCLES 2015 第一部分 1 朱自清：《朱自清散文》 从本题的 (a) 部分或 (b) 部分中任选其一。 (a) 《春》 春天像刚落地的娃娃，从头到脚都是新的，它生长着。 春天像小姑娘，花枝招展的，笑着，走着。 春天像健壮的青年，有铁一般的胳膊和腰脚，他领着我们上前去。 (i) 请分析作者为什么把春天比喻成“娃娃”、“小姑娘”“青年”？ (ii) 作者用了哪些景物来描写春天的不同的特点？请举例说明。 [25] 或者 (b) 在《荷塘月色》中，作者的心情有怎样的变化？请举例分析。 [25]

3 9715/41/O/N/15 © UCLES 2015 [Turn over 2 舒婷：《诗选》 从本题的 (a) 部分或 (b) 部分中任选其一。 (a) 《人心的法则》 （第一节） 为一朵花而死去 是值得的 冷漠的车轮 粗暴的靴底 使春天的彩虹 在所有眸子里黯然失色 既不能阻挡 又无处诉说 那么，为抗议而死去 是值得的 (i) 在全诗中哪些地方使用了对比手法, 有什么作用？请举例说明。 (ii) 请说说你对这首诗所表达思想的理解。 [25] 或者 (b) 请比较《赠》和《双桅船》在表现爱情主题上有什么不同。 [25]

4 9715/41/O/N/15 © UCLES 2015 3 阿城：《棋王》 从本题的 (a) 部分或 (b) 部分中任选其一。 (a) 王一生说：“不赛就不赛了。”我说了说，脚卵叹道：“书记是个文化人， 蛮喜欢这些的。棋虽然是家里传下的，可我实在受不了农场这个罪，我只想有个 干净的地方住一住，不要每天脏兮兮的。棋不能当饭吃的，用它通一些关节，还 是值的。家里也不很景气，不会怪我。”画家把双臂抱在胸前，抬起一只手摸了 摸脸，看着天说：“倪斌，不能怪你。你没有什么了不得的要求。我这两年，也 常常犯糊涂，生活太具体了。幸亏我还会画画儿。何以解忧？唯有——唉。”王 一生很惊奇地看着画家，慢慢转了脸对脚卵说：“倪斌，谢谢你。这次比赛决出 高手，我登门去与他们下。我不参加这次比赛了。” (i) 王一生为什么很惊奇地看着画家？ (ii) 请结合全文，分析书记和这些农场青年的关系。 [25] 或者 (b) 小说结尾说，“衣食是本，自有人类，就是每日在忙这个。可囿在其中， 终于还不太像人。”这句话是否反映了王一生的生活和追求？ [25]

5 9715/41/O/N/15 © UCLES 2015 第二部分 4 铁凝：《哦，香雪》 从本题的 (a) 部分或 (b) 部分中任选其一。 (a) 请说说为什么香雪一定要用鸡蛋换一个铅笔盒。 [25] 或者 (b) “北京话” 告诉香雪“他爱人有个亲戚就住在站上”的时候，香雪为什么替 凤娇和台儿沟感到委屈？请举例分析。 [25] 5 曹禺：《日出》 从本题的 (a) 部分或 (b) 部分中任选其一。 (a) 请根据潘月亭对李石清的态度的几次变化，分析潘月亭这个人物。 [25] 或者 (b) 你认为是什么造成了黄省三的悲剧？请举例分析。 [25] 6 茹志鹃：《百合花》 从本题的 (a) 部分或 (b) 部分中任选其一。 (a) 作者以第一人称“我”展开情节，对表现小通讯员的形象有什么作用？请举例 说明。 [25] 或者 (b) 举例分析新媳妇这一人物形象。 [25]

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8 9715/41/O/N/15 © UCLES 2015 BLANK PAGE Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

® IGCSE is the registered trademark of Cambridge International Examinations. CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Advanced Level MARK SCHEME for the October/November 2015 series 9715 CHINESE 9715/41 Paper 4 (Texts), maximum raw mark 75 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 will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the October/November 2015 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.

Page 2 Mark Scheme Syllabus Paper Cambridge International A Level – October/November 2015 9715 41 © Cambridge International Examinations 2015 Candidates will write their answers in the target language. Examiners will look for a candidate's ability to communicate effectively and will ignore linguistic errors, which do not impede communication. Passage based questions: Examiners should consider the extent to which candidates have been able to identify the significant issues raised in the passage and, where appropriate, have applied these to the text as a whole. The passage is a stimulus passage, to be used as a springboard to give candidates a starting point for their answer. Examiners should allow candidates to use the passage as they choose, and ask themselves how successfully the candidates have manipulated their material and to what extent they have shown depth of awareness and knowledge of the workings of the text under discussion. This is not an exercise in literary criticism: Examiners should reward candidates whose answers show good understanding of how a text works and how an author has conveyed the key issues. Essay questions: a prime consideration is that candidates show detailed knowledge and understanding of the text. Extracts from Examiners' Notes This paper is intended to test candidates' knowledge of a text and their ability to use this knowledge to answer questions in a clear and focused manner. A sophisticated literary approach is not expected (though at the highest levels it is sometimes seen), but great value is placed on evidence of a firsthand response and thoughtful, personal evaluation of what candidates have read. Candidates may have been encouraged to depend closely on prepared notes and quotations: quotation for its own sake is not useful, though it will not be undervalued if used appropriately to illustrate a point in the answer. Candidates do not tend to show all the qualities or faults described in any one mark-band. Examiners attempt to weigh all these up at every borderline, in order to see whether the work can be considered for the category above. At the lower levels, the answer may mention a few 'facts' but these may be so poorly understood, badly organised and irrelevant that it falls into category 10–11; or there may be just enough sense of understanding and focus for the Examiner to consider the 12–13 band. Again, at a higher level, an answer may be clear, solid and conscientious (perhaps 18–19), without showing quite the control and attention to perceptively chosen detail which would justify 20 or more. Examiners take a positive and flexible approach and, even when there are obvious flaws in an answer, reward evidence of knowledge and especially any signs of understanding and careful organisation.

Page 3 Mark Scheme Syllabus Paper Cambridge International A Level – October/November 2015 9715 41 © Cambridge International Examinations 2015 Candidates are expected to write 600–800 characters for each of their answers. Candidates who write more than 800 characters cannot be placed higher than the 16–17 category in the mark scheme. Marks Description 22–25 Exceptional work. Excellent ability to organise material, thorough knowledge, considerable sensitivity to language and to author’s intentions, understanding of some literary techniques. Really articulate and intelligent answers should be considered in this band even if there are still flaws and omissions. 20–21 Very good. Close attention to detail of passages, controlled structure, perceptive use of illustration, good insight when discussing characters. Ability to look beyond the immediate material and to show some understanding of author’s intentions and of underlying themes. 18–19 Thoroughly solid and relevant work. Candidate does not simply reproduce information: can discuss and evaluate material and come to clear conclusion. Good focus on passages. Some limitations of insight but coherent, detailed approach and aptly chosen illustrations. 16–17 Painstaking. Sound knowledge of texts; mainly relevant. Some attempt to analyse and compare, some sense of understanding. Possibly not in full control of material; solid but indiscriminate. Many very conscientious candidates fall into this category: they tend to write far too much as they are reluctant to leave out anything they have learnt. Focused, coherent essays which lack really solid detail but convey a good understanding of the text should also be considered for this band. 14–15 Fair relevance and knowledge. Better organised than work in the 12–13 band: the candidate probably understands the demands of the question without being able to develop a very thorough response. Still a fairly simple, black and white approach. Some narrative and ‘learnt’ material but better control and focus than work in the 12–13 band. Many candidates probably fall into this category. 12–13 Sound, if simple and superficial, knowledge of plot and characters. Makes assertions without being able to illustrate or develop points. Probably still too dependent on narrative and memorised oddments but there may be a visible attempt to relate these to the question. Can extract one or two relevant points from a set passage. 10–11 Some very basic material but not much sense of understanding or ability to answer question. The candidate rarely reads the set passage but uses it as a springboard for storytelling and memorised bits and pieces about characters. Very general, unspecific approach. Random, bitty structure. Signs of organisation and relevance should be looked for in case the answer can be considered for a mark in the 12–13 band. 6–9 Marginally more knowledge here than in the 0–5 band. The candidate may have read the text but is probably unable to see beyond the barest bones of the plot or half- remembered notes. Insubstantial; very little relevance. The candidate may have problems with the language and will be unable to express ideas comprehensibly. 0–5 No discernible material. Often very inadequate language. Marks in this section are awarded almost on the basis of quantity: up to 3 for a sentence or two showing a glimpse of knowledge, 4 or 5 where there is also a hint of relevance to the question. It is possible for a candidate to write a whole page demonstrating no knowledge at all (have they read the book?), or only misunderstood background facts or very vague general remarks unrelated to either text or question.