Cambridge A Level Chinese (A Level only) 9715 — 2016 Oct/Nov Paper 2 · Variant 3

CHINESE 9715/23 Paper 2 Reading and Writing October/November 2016 1 hour 45 minutes Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name in the spaces at the top of this page. Write in dark blue or black pen. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions in Chinese in the spaces provided. Dictionaries are not permitted. You should keep to any word limits given in the questions. The number of marks is given in brackets [ ] at the end of each question or part question. Cambridge International Examinations Cambridge International Advanced Level This document consists of 5 printed pages, 3 blank pages and 1 Insert. DC (KN) 136166/1 © UCLES 2016 [Turn over 请先阅读以下提示 请在本页上方的空格内填写考试中心编号、考生号和考生姓名。 用深蓝色或黑色圆珠笔填写和答题。 不要使用订书针、回形针、胶水或涂改液。 不要在条码上写字。 请用中文在所提供的空白处回答所有问题。 考试中不得使用字典。 请遵守字数限制规定。 每道题或分题的分值标在题末的方括号 [ ] 里。 * 8 8 1 4 7 0 8 6 2 7 *

2 9715/23/O/N/16 © UCLES 2016 第一部分 阅读插页中的短文一，《绿色饮食 健康成长》，然后在本考卷上回答问题 1、2 和 3。 1 从短文一中找出与以下词语意思最接近的词语。 例如：吃饭 (第一段) 回答：就餐 (a) 注意到 (第一段) … [1] (b) 吸引力 (第二段) … [1] (c) 单调 (第二段) … [1] (d) 做菜 (第三段) … [1] (e) 卖 (第四段) … [1] [总 5 分] 2 用括号中的词语重写短文一中的下列各句，并保持句子原意。 例如： 学校请来家长共同制定午餐计划，还鼓励老师与学生共享午餐。 （不仅……而且……） 回答：学校不仅请来家长共同制定午餐计划，而且还鼓励老师与学生共享午餐。 (a) 孩子早上起得晚，不吃早饭就去上课。（因为……所以……） … [1] … [1] (b) 黄河中学把绿色饮食的条例纳入校规。（被） … [2] … [2] (c) 尽管油炸食品不健康，对他们来说却充满诱惑。(虽然……但是……) … [2] … [2] [总 5 分]

3 9715/23/O/N/16 © UCLES 2016 [Turn over 3 根据短文一，用中文回答下列问题，不要整句地照抄原文。 各题的分数显示在题后括号内。此外，答题语言质量分为 5 分。 总分为: 15 + 5 = 20 (a) 请举两个例子说明一些学生的饮食习惯。 … [2] … [2] … [2] (b) 学校通过哪些方式引起学生对饮食健康的重视？ … [4] … [4] … [4] … [3] (c) 为什么有的学生不遵守绿色饮食的校规？ … [3] … [3] … [2] (d) 家长和老师在校园健康饮食活动中发挥怎样的作用？ … [3] … [3] … [3] … [3] (e) “绿色厨房”这门选修课起到了什么效果？ … [3] … [3] … [3] … [3] (f) 超市与学校的合作分别给他们带来了什么好处？ … [3]] … [3] … [2] [总分：15 + 5 = 20]

4 9715/23/O/N/16 © UCLES 2016 第二部分 现在阅读插页中的短文二《健康》，然后在本考卷上回答问题 4 和 5。 4 根据短文二用中文回答下列问题，不要整句地照抄原文。 各题的分数显示在题后括号内。此外，答题语言质量分为 5 分。 总分为: 15 + 5 = 20 (a) 一些人通过什么方式来达到“健康生活”的目的？ … [2] … [2] … [2] (b) 王立的过度健身带来了哪些问题？ … [3] … [3] … [3] … [3] (c) 为什么应该做轻度体育活动？ … [3] … [3] … [3] … [3] (d) 请举两个例子说明为什么“适度”在饮食中很重要。 … [3] … [3] … [2] (e) 家庭成员在饮食上的特殊要求对家庭有什么样的影响？ … [3] … [3] … [3] … [3] (f) 家长应该如何帮助孩子健康地成长。 … [3] … [3] … [2] [总分：15 + 5 = 20]

5 9715/23/O/N/16 © UCLES 2016 5 用中文完成以下两题，总字数不要超过 200 个字。 (a) 结合短文一和短文二的内容，谈谈怎样保持健康。 [10] (b) 请谈谈你对这方面的了解、体验和看法。 [5] 语言的质量 [5] [总分：10 + 5 + 5 = 20] 200 300

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8 9715/23/O/N/16 © UCLES 2016 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. BLANK PAGE

® IGCSE is the registered trademark of Cambridge International Examinations. This document consists of 13 printed pages. © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International Advanced Level CHINESE 9715/23 Paper 2 Reading and Writing October/November 2016 MARK SCHEME Maximum Mark: 70 Published 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 2016 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 2016 9715 23 © UCLES 2016 General Marking Principles 1.1 Please note that it is not possible to list all acceptable alternatives in the Detailed Mark Scheme provided on the following pages. You will need to consider all alternative answers and unexpected approaches in candidates' scripts, make a decision on whether they communicate the required elements, in consultation with the Principal Examiner if necessary, and award marks accordingly. 1.2 Crossing out: (a) If a candidate changes his/her mind over an answer and crosses out an attempt, award a mark if the final attempt is correct. (b) If a candidate crosses out an answer to a whole question but makes no second attempt at it, mark the crossed out work. 1.3 Annotation used in marking: (a) BOD = Benefit of the Doubt and is used to indicate material considered by the Examiner and judged to be more correct than incorrect: the benefit of the doubt is given to the candidate and the mark is awarded. (b) NBOD = No Benefit of the Doubt and is used to indicate material considered by the Examiner and judged to be more incorrect than correct: the benefit of the doubt is not given to the candidate and the mark is not awarded. (c) caret = to indicate where something which is key to the response is missing. 1.4 No response and '0' marks Award NR (No Response): • If there is nothing written at all in the answer space or • If there is only a comment which does not in any way relate to the question being asked (e.g. 'can’t do' or 'don’t know') or • If there is only a mark which isn’t an attempt at the question (e.g. a dash, a question mark). Award 0: • If there is any attempt that earns no credit. This could, for example, include the candidate copying all or some of the question, or any working that does not earn any marks, whether crossed out or not.

Page 3 Mark Scheme Syllabus Paper Cambridge International A Level – October/November 2016 9715 23 © UCLES 2016 Detailed Mark Scheme Section 1 Question 1 Accept Reject Mrk Minor character errors in transcription (missing or additional strokes) provided that the meaning is clear and that a different character is not created. Minor omissions in the body of the phrase. (a) 发现 反映 [1] (b) 诱惑 [1] (c) 乏味 [1] (d) 烹调 [1] (e) 销售 [1] Total. [5]

Page 4 Mark Scheme Syllabus Paper Cambridge International A Level – October/November 2016 9715 23 © UCLES 2016 Question 2 Candidates either get full marks for each question or zero. No partial marks are awarded. The following are examples of the way in which the answers could be expressed. Answers should retain the same meaning and contain all the necessary elements of the phrase to (retain the original meaning) be reworked. Q nr Accept Reject Mrk (a) 孩子因为早上起得晚，所以不吃早饭就去 上课。 or 因为孩子早上起得晚，所以不吃早饭就去 上课。 [1] (b) 绿色饮食的条例被（黄河中学）纳入校 规。 [2] (c) 虽然油炸食品不健康，但是对他们来说却 充满诱惑。 or 油炸食品虽然不健康，但是对他们来说却 充满诱惑。 尽管油炸食品虽然不健康，但是对他们来 说却充满诱惑。 [2] Total. [5]

Page 5 Mark Scheme Syllabus Paper Cambridge International A Level – October/November 2016 9715 23 © UCLES 2016 Question 3 Lifting = a whole sentence taken from the text will usually invalidate an answer unless further original explanation is offered. If (and only if) all the words in the reject column appear in the answer unchanged, reject as a ‘lift’. Annotate this using the LM stamp (Lifted Material). It is not uncommon for candidates to ‘lift’ and then go on to rephrase acceptably, in which case indicate the lift using LM stamp but reward the rephrase. (a) 请举两个例子说明一些学生的饮食习惯。 Accept Reject Mrk A) 不吃早餐 The long lift should be rejected: [很多家长反映，孩子早上起得晚，不吃 早饭就去上课；学校也发现学生中午常去 校外的快餐店就餐。] 1 B) 常去快餐店就餐 1 Total [2] (b) 学校通过哪些方式引起学生对饮食健康的重视？ Accept Reject Mrk A) 实践活动（比赛）/ 水果食谱大赛 The long lift should be rejected: [光明中学举办了新颖的水果食谱大赛；华 山小学邀请家长和孩子们共同参加宣传健 康饮食的主题班会；黄河中学把绿色饮食 的条例纳入校规，要求学生午餐必须吃蔬 菜。] 1 B) 宣传教育/主题班会 1 C) 制定校规 1 Total [3]

Page 6 Mark Scheme Syllabus Paper Cambridge International A Level – October/November 2016 9715 23 © UCLES 2016 (c) 为什么有的学生不遵守学校绿色饮食的校规 Accept Reject Mrk A) 油炸食品的诱惑 / 快餐的诱惑 / 觉得油炸 食品好吃 The long lift should be rejected: [一些学生仍偷偷去快餐店，尽管油炸食品 不健康，对他们来说却充满诱惑，并且他 们觉得学校的食物太乏味。] 1 B) 觉得学校的食物太乏味 1 Total [2] (d) 家长和老师在校园健康饮食活动中发挥怎样的作用？ Accept Reject Mrk A) 帮助学生制定午餐计划 The long lift should be rejected: [有些学校请来了家长共同制定健康的午餐 计划，还鼓励老师与学生共享午餐，为学 生树立榜样。对于在健康饮食活动中取得 进步的孩子，老师给予及时的奖励。] 老师给予及时的奖励 老师给学生们奖励 1 B) 为学生树立榜样 1 C) 对取得进步的学生给予奖励 1 Total [3] (e) “绿色厨房”这门选修课起到了什么效果？ Accept Reject Mrk A) 激发了学生学习（生物的）热情 The long lift should be rejected: [一所中学还推出了“绿色厨房”的选修 课，学生们参加农业专家的讲座，激发了 学习生物的热情；亲自去农田种植，增强 了对大自然的热爱；回到厨房烹调，学到 了生活技能。] 1 B) 增强了对大自然的热爱 1 C) 学到了生活技能 1 Total [3]

Page 7 Mark Scheme Syllabus Paper Cambridge International A Level – October/November 2016 9715 23 © UCLES 2016 (f) 超市与学校的合作分别给他们带来了什么好处？ Accept Reject Mrk A) 学校提高了学生的商业意识 The long lift should be rejected: [一些超市提供柜台让学生销售他们种植的 农作物，这样不但提高了学生的商业意 识，而且使超市吸引了更多的顾客。] 1 B) 超市吸引了更多的顾客 1 Total [2]

Page 8 Mark Scheme Syllabus Paper Cambridge International A Level – October/November 2016 9715 23 © UCLES 2016 Quality of Language – Accuracy (Questions 3, 4 and 5) [5] 5 Very good Consistently accurate. Only very few errors of minor significance. Accurate use of more complex structures (verb forms, tenses, prepositions, word order). 4 Good Higher incidence of error than above, but clearly has a sound grasp of the grammatical elements in spite of lapses. Some capacity to use accurately more complex structures. 3 Sound Fair level of accuracy. Common tenses and regular verbs mostly correctly formed. Some problems in forming correct agreement of adjectives. Difficulty with irregular verbs, use of prepositions. 2 Below average Persistent errors in tense and verb forms. Prepositions frequently incorrect. Recurrent errors in agreement of adjectives. 0–1 Poor Little or no evidence of grammatical awareness. Most constructions incomplete or incorrect. Consistent and repeated error. Additional marking guidance for Quality of Language – Questions 3 and 4: The five marks available for Quality of Language are awarded globally for the whole performance on each set of answers. A concise answer, containing all mark-bearing components for Content is scored on the full range of marks for language, i.e. length does not determine the Quality of Language mark. Identify the answer(s) scoring 0 for Content in the whole set of answers. Then add together the number of Content marks available for each of these questions and reduce the Quality of Language mark according to the following table: Total Content marks available on questions where a candidate scores 0 Reduce Quality of Language mark by: 2–3 1 4–5 2 6–7 3 8–14 4 15 5 Note: A minimum of one mark for Quality of Language should be awarded if there are any Content marks at all (i.e. 0 Quality of Language marks only if 0 Content marks). [Total: 20]

Page 9 Mark Scheme Syllabus Paper Cambridge International A Level – October/November 2016 9715 23 © UCLES 2016 Question 4 Mark as Question 3 4 (a) 一些人通过什么方式来达到“健康生活”的目的？ Accept Reject Mrk A) 做（高强度的）运动 The long lift should be rejected: [很多人为了拥有完美的形体常做高强度的 运动；也有人强调健康饮食，只选择所谓 的“天然食品”。] 1 B) 选择（所谓的）天然食品 1 Total [2] (b) 王立的过度健身带来了哪些问题？ Accept Reject Mrk A) 一天不锻炼就心感不安 The long lift should be rejected: [王立是银行家，尽管工作繁忙，仍然一下 班就去健身房锻炼三个钟头，一天不锻炼 就心感不安。] [这种高强度的锻炼导致他关节严重劳损。 由于他很多时间都在健身，引起家人的埋 怨。] 1 B) 关节严重劳损/导致身体劳损 1 C) 引起家人的埋怨 1 Total [3] (c) 为什么应该做轻度体育活动？ Accept Reject Mrk A) 令人感到精力充沛 The long lift should be rejected: [每天30分钟的轻度体育活动能令人精力 充沛，不仅不会损害身体，而且会增强体 质，预防各种病症。] 1 B) 不会损害身体 1 C) 增强体质 1 D) 预防疾病 Any 3 of above Total [3]

Page 10 Mark Scheme Syllabus Paper Cambridge International A Level – October/November 2016 9715 23 © UCLES 2016 (d) 请举两个例子说明为什么适度在饮食中很重要。 Accept Reject Mrk A) 全麦食物会影响消化/吸收 The long lift should be rejected: [但全麦食物不易消化，影响吸收。] [还有不少人为了补充营养，常年吃保健 品，反而有损健康。] 1 B) 常年吃保健品有损健康 1 Total [2] (e) 家庭成员在饮食上的特殊要求对家庭有什么样的影响？ Accept Reject Mrk A) 引起争执/影响家庭和睦 The long lift should be rejected: [现今，很多家庭在饮食上很难达成一致， 常常引起争执。] [有人只吃“天然食品”，这使得购买食材 需要更多的时间。] [虽然大家喜欢去餐馆聚餐，但因为对食物 的特殊要求，很少能去得成。] 1 B) 购买食材需要更多时间 1 C) 很少能去餐馆就餐 1 Total [3] (f) 家长应该如何帮助孩子健康地成长。 Accept Reject Mrk A) 给孩子提供多样化的食品 The long lift should be rejected: [父母应该为孩子提供多样化的食品，避免 他们吃垃圾食物；教孩子学会独立思考， 从而避免受媒体的负面影响，让孩子们健 康地成长。] 1 B) 教孩子独立思考/避免让孩子受媒体的负面 影响 1 Total [2]

Page 11 Mark Scheme Syllabus Paper Cambridge International A Level – October/November 2016 9715 23 © UCLES 2016 Quality of Language – Accuracy (Questions 3, 4 and 5) [5] 5 Very good Consistently accurate. Only very few errors of minor significance. Accurate use of more complex structures (verb forms, tenses, prepositions, word order). 4 Good Higher incidence of error than above, but clearly has a sound grasp of the grammatical elements in spite of lapses. Some capacity to use accurately more complex structures. 3 Sound Fair level of accuracy. Common tenses and regular verbs mostly correctly formed. Some problems in forming correct agreement of adjectives. Difficulty with irregular verbs, use of prepositions. 2 Below average Persistent errors in tense and verb forms. Prepositions frequently incorrect. Recurrent errors in agreement of adjectives. 0–1 Poor Little or no evidence of grammatical awareness. Most constructions incomplete or incorrect. Consistent and repeated error. Additional marking guidance for Quality of Language – Questions 3 and 4: The five marks available for Quality of Language are awarded globally for the whole performance on each set of answers. A concise answer, containing all mark-bearing components for Content is scored on the full range of marks for language, i.e. length does not determine the Quality of Language mark. Identify the answer(s) scoring 0 for Content in the whole set of answers. Then add together the number of Content marks available for each of these questions and reduce the Quality of Language mark according to the following table: Total Content marks available on questions where a candidate scores 0 Reduce Quality of Language mark by: 2–3 1 4–5 2 6–7 3 8–14 4 15 5 Note: A minimum of one mark for Quality of Language should be awarded if there are any Content marks at all (i.e. 0 Quality of Language marks only if 0 Content marks). [Total: 20]

Q C T m Page 12 Question 5 Length of Writing with characters Insert a sla Content ma The summa maximum of [Text 1] 1. 早起/重 2. 少吃快 3. 多吃水 4. 学校和 5. 老师和 6. 奖励在 7. 参与/体 [Text 2] 8. 少做高 9. 适度的 10. 食品多 11. 不依赖 12. 避免受 Cambridg 5(a) + 5(b) hin the char in total) des ash after t arks: Summ ry could inc f 10 points) 重视早餐 快餐/少吃油炸 水果/蔬菜/健康 和家长共同帮 和学生共进午 在健康饮食活 体验绿色饮食 高强度的锻炼 的锻炼是必要 多样化/不吃单 赖保健品 受媒体的负面 ge Internat (Summary racter limit i serve credit the 240th ch mary clude the fo : 炸食品/少吃 康饮食 帮助孩子制定 午餐/老师为学 活动中取得进 食实践活动 炼/锻炼时间不 要的 单一食品/只吃 面影响/独立思 Mark Sc ional A Lev © y and Perso s part of the t. haracter to llowing poin 快餐 定午餐计划 学生树立榜样 进步的学生 不能过长 吃全麦食品 思考/教孩子 cheme vel – Octob © UCLES 201 onal Respo e task, and show the e nts (award 1 样 品对身体不好 子正确判断健 ber/Novem 16 onse) candidates nd of the re 1 mark for e 好/适度饮食 健康理念 ber 2016 s who remai esponse to b each point c Syllabus 9715 in within the be marked. covered up s Paper 23 e limit (200 [10] to a

Page 13 Mark Scheme Syllabus Paper Cambridge International A Level – October/November 2016 9715 23 © UCLES 2016 Content marks: Response to the Text [5] Marked like a mini-essay according to the variety and interest of the opinions and views expressed, the response to the original text stimulus and the ability to express a personal point of view. 5 Very good Varied and interesting ideas, showing an element of flair and imagination, a capacity to express a personal point of view. 4 Good Not the flair and imagination of the best candidates, but work still shows an ability to express a range of ideas, maintain interest and respond to the issues raised. 3 Sound A fair level of interest and ideas. May concentrate on a single issue, but there is still a response to ideas in the text. 2 Below average Limited range of ideas; rather humdrum. May disregard the element of response to the text, and write a largely unrelated free-composition. 0–1 Poor Few ideas to offer on the theme. Banal and pedestrian. No element of personal response to the text. Repeated error. Quality of Language – Accuracy (Questions 3, 4 and 5) [5] 5 Very good Consistently accurate. Only very few errors of minor significance. Accurate use of more complex structures (verb forms, tenses, prepositions, word order). 4 Good Higher incidence of error than above, but clearly has a sound grasp of the grammatical elements in spite of lapses. Some capacity to use accurately more complex structures. 3 Sound Fair level of accuracy. Common tenses and regular verbs mostly correctly formed. Some problems in forming correct agreement of adjectives. Difficulty with irregular verbs, use of prepositions. 2 Below average Persistent errors in tense and verb forms. Prepositions frequently incorrect. Recurrent errors in agreement of adjectives. 0–1 Poor Little or no evidence of grammatical awareness. Most constructions incomplete or incorrect. Consistent and repeated error. [Total: 20]