Cambridge A Level Chinese (A Level only) 9715 — 2016 Oct/Nov Paper 4 · Variant 2

CHINESE 9715/42 Paper 4 Texts October/November 2016 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 117895/1 © UCLES 2016 [Turn over Question Part 1 1 ai aii * 6 1 4 1 8 2 2 7 2 3 *

2 9715/42/O/N/16 © UCLES 2016 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) 《绿》 我的心随潭水的绿而摇荡。那醉人的绿呀，仿佛一张极大极大的荷叶铺着，满是奇异 的绿呀。我想张开两臂抱住她；但这是怎样一个妄想呀。－－站在水边，望到那面， 居然觉着有些远呢！这平铺着，厚积着的绿，着实可爱。她松松的皱缬着，像少妇拖 着的裙幅；她轻轻的摆弄着，像跳动的初恋的处女的心；她滑滑的明亮着，像涂了 “明油”一般，有鸡蛋清那样软，那样嫩，令人想着所曾触过的最嫩的皮肤；她又不 杂些儿尘滓，宛然一块温润的碧玉，只清清的一色－－但你却看不透她！ (i) 在《绿》中，作者是如何描写并比较梅雨潭的绿的特殊的？ (ii) 试分析一下文中的比喻写法。 [25] 或者 (b) 有人说，好的散文也可以像诗一样“文中有画”，你同意吗？请试用朱自清两篇散文 举例说明。 [25]

3 9715/42/O/N/16 © UCLES 2016 [Turn over 2 舒婷：《诗选》 从本题的 (a) 部分或 (b) 部分中任选其一。 (a) 《思念》 一幅色彩缤纷但缺乏线条的挂图 一题清纯然而无解的代数 一具独弦琴，拨动檐雨的念珠 一双达不到彼岸的桨橹 蓓蕾一般默默地等待 夕阳一般遥遥地注目 也许藏有一个重洋 但流出来，只是两颗泪珠 (i) 请说一说这首诗中的第一段中各句的含意及关联。 [25] 或者 (b) 请举例说明舒婷朦胧诗歌的特点。 [25]

4 9715/42/O/N/16 © UCLES 2016 3 阿城：《棋王》 从本题的 (a) 部分或 (b) 部分中任选其一。 (a) 我的几个朋友，都已被我送走插队，现在轮到我了，竟没有人来送。父母生 前颇有些污点，运动一开始即被打翻死去。家具上都有机关的铝牌编号，于是统 统收走，倒也名正言顺。我虽孤身一人，却算不得独子，不在留城政策之内。我 野狼似的转悠一年多，终于还是决定要走。此去的地方按月有二十几元工资，我 便很向往，争了要去，居然就批准了。因为所去之地与别国相邻，斗争之中除了 阶级，尚有国际，出身孬一些，组织上不太放心。我争得这个信任和权利，欢喜 是不用说的，更重要的是，每月二十几元，一个人如何用得完？ 只是没人来送， 就有些不耐烦，于是先钻进车厢，想找个地方坐下，任凭站台上千万人话别。 （节选自《棋王》第一章） (i) 请说一说“父母生前颇有些污点”是什么意思。 (ii) 这段“我”的背景介绍与“我”和“棋王”的友谊有什么关系？ [25] 或者 (b) 试分析一下“脚卵”这个人物。 [25]

5 9715/42/O/N/16 © UCLES 2016 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) “也许就因为香雪是学生吧，是台儿沟唯一考上初中的人。”这句话说明了什么，对 表现香雪人物形象有什么作用。 [25] 或者 (b) “哦，五彩缤纷的一分钟，你饱含着台儿沟的姑娘们多少喜怒哀乐!”请解释为什么作 者强调“一分钟”，并请举例说明文中这句话的寓意。 [25] 5 曹禺：《日出》 从本题的 (a) 部分或 (b) 部分中任选其一。 (a) 说一说陈白露为什么要保护小东西。试分析在这个过程中反映出的陈白露的思想变化。 [25] 或者 (b) 潘月亭，李石清，黄省三三人都在同一银行任职，试从三人的关系分析当时的社会现 状。 [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) 试分析文中的“我”对通讯员的认识变化。 [25] 或者 (b) 本文题目“百合花”有什么特殊含意吗？请举例说明。 [25]

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8 9715/42/O/N/16 © UCLES 2016 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. This document consists of 3 printed pages. © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International Advanced Level CHINESE 9715/42 Paper 4 Texts October/November 2016 MARK SCHEME Maximum Mark: 75 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 42 © UCLES 2016 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 2016 9715 42 © UCLES 2016 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.