Cambridge A Level Chinese (A Level only) 9715 — 2017 Oct/Nov Paper 4 · Variant 3

CHINESE 9715/43 Paper 4 Texts October/November 2017 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 132873/3 © UCLES 2017 [Turn over Question Part 1 1 ai aii * 9 1 8 1 6 0 4 0 1 9 *

2 9715/43/O/N/17 © UCLES 2017 第一部分 1 汪曾祺：《受戒》 从本题的 (a) 部分或 (b) 部分中任选其一。 (a) 她挎着一篮子荸荠回去了，在柔软的田埂上留了一串脚印。明海看着她的脚印， 傻了。五个小小的趾头，脚掌平平的，脚跟细细的，脚弓部分缺了一块。明海身上有 一种从来没有过的感觉，他觉得心里痒痒的。这一串美丽的脚印把小和尚的心搞乱 了。 …… 明子常搭赵家的船进城，给庵里买香烛，买油盐。闲时是赵大伯划船；忙时是小 英子去，划船的是明子。 从庵赵庄到县城，当中要经过一片很大的芦花荡子。芦苇长得密密的，当中一条 水路，四边不见人。划到这里，明子总是无端端地觉得心里很紧张，他就使劲地划 桨。 小英子喊起来： “明子！明子！你怎么啦？你发疯啦？为什么划得这么快？” (i) 明海为什么感到紧张？ (ii) 请分析小英子这个人物的性格特点。 [25] 或者 (b) 举例分析庵赵庄和荸荠庵的生活和环境的特点。 [25]

3 9715/43/O/N/17 © UCLES 2017 [Turn over 2 舒婷：《舒婷诗选》 从本题的 (a) 部分或 (b) 部分中任选其一。 (a) 《致橡树》 …… 每一阵风过， 我们都互相致意， 但没有人 听懂我们的言语。 你有你的铜枝铁干， 像刀，像剑， 也像戟； 我有我红硕的花朵， 像沉重的叹息， 又像英勇的火炬。 …… (i) 诗中用了哪些比喻？它们起了什么作用？ (ii) 请分析诗歌中橡树和木棉的关系？ [25] 或者 (b) 舒婷常常用普通事物来表达深刻思想，你同意吗？请用两首诗为例说明。 [25]

4 9715/43/O/N/17 © UCLES 2017 3 阿城：《棋王》 从本题的 (a) 部分或 (b) 部分中任选其一。 (a) 我也感叹了，说：“钱是不少，粮也多，没错儿，可没油哇。大锅菜吃得胃 酸。主要是没什么玩儿的，没书，没电，没电影儿。去哪儿也不容易，老在这个 沟儿里转，闷得无聊。” 他看看我，摇一下头，说：“你们这些人哪！没法儿说，想的净是锦上添 花。我挺知足，还要什么呢？你呀，你就是叫书害了。你在车上给我讲的两个故 事，我琢磨了，后来挺喜欢的。你不错，读了不少书。可是，归到底，解决什么 呢？是呀？一个人拼命想活着，最后都神经了，后来好了，活下来了，可接着怎 么活呢？像邦斯那样？有吃，有喝，好收藏个什么，可有个馋的毛病，人家不请 吃就活得不痛快。人要知足，顿顿饱就是福。”他不说了，看着自己的脚趾动来 动去，又用后脚跟去擦另一只脚的背，吐出一口烟，用手在腿上掸了掸。 我很后悔用油来表示我对生活的不满意，还用书和电影儿这种可有可无的东 西表示我对生活的不满足，因为这些在他看来，实在是超出基准线之上的东西， 他不会为这些烦闷。 （节选自《棋王》第二章） (i) “我”对生活的不满究竟是什么？ (ii) 小说中，王一生和“我”的想法有哪些不同？ [25] 或者 (b) 小说中，为什么作者反复写到“吃”？ 试举例分析“吃”在文中的重要性。 [25]

5 9715/43/O/N/17 © UCLES 2017 第二部分 4 余华：《十八岁出门远行》 从本题的 (a) 部分或 (b) 部分中任选其一。 (a) 请说说“我”在远行中经历了什么样的情绪变化，并分析其原因。 [25] 或者 (b) 我为什么要出门远行？ 并请用文中的例子分析“我”这个人物。 [25] 5 曹禺：《日出》 从本题的 (a) 部分或 (b) 部分中任选其一。 (a) 试分析一下剧中顾八奶奶和翠喜这两个次要人物和她们在剧中的作用。 [25] 或者 (b) 请举例分析剧中方达生这个人物。 [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) 当小通讯员已去世，新媳妇依然缝着衣服上的破洞。新媳妇为什么这样做？试分析一 下她的心理。 [25] 或者 (b) 这篇文中三个人物都无名无姓，你认为作者这样写的原因是什么？ [25]

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8 9715/43/O/N/17 © UCLES 2017 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 a registered trademark. This document consists of 3 printed pages. © UCLES 2017 [Turn over Cambridge Assessment International Education Cambridge International Advanced Level CHINESE 9715/43 Paper 4 Texts October/November 2017 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 International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the October/November 2017 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.

9715/43 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 2 of 3 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.

9715/43 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 3 of 3 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.