Cambridge A Level Chinese (A Level only) 9715 — 2018 Oct/Nov Paper 2 · Variant 1

CHINESE 9715/21 Paper 2 Reading and Writing October/November 2018 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. 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。 Cambridge International Examinations Cambridge International Advanced Level This document consists of 5 printed pages, 3 blank pages and 1 Insert. KI 144254/2 © UCLES 2018 [Turn over * 2 3 0 0 0 3 7 5 0 4 *

2 9715/21/O/N/18 © UCLES 2018 第一部分 阅读插页中的短文一，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或词组意思最接近的词语或词组。 例如：明白(第一段) 回答：理解 (a) 往往 (第一段) … [1] (b) 不寻常 (第二段) … [1] (c) 无拘无束 (第三段) … [1] (d) 涉及 (第四段) … [1] (e) 总是 (第五段) … [1] [总分：5] 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： 父母只顾给他们零花钱，却很少陪伴他们。(虽然……但是……) 回答：虽然父母给他们零花钱，但是很少陪伴他们。 (a) 由于代沟，父母不理解他们的苦恼。（因为……所以……) … [1] … [1] (b) 父母会让我决定目的地以培养我的独立能力。(为了) … [2] … [2] (c) 即使性格乐观的人也不可能“永远快乐”。(连……都……) … [2] … [2] [总分：5]

3 9715/21/O/N/18 © UCLES 2018 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: 15 + 5 = 20) (a) 为什么许多孩子对父母不满意？ … [4] … [4] … [4] … [3] (b) 拥有独特的“小传统”对家庭有什么好处？ … [4] … [4] … [4] … [3] (c) 为什么孩子需要自由自在的时间？ … [4] … [4] … [4] … [3] (d) 根据短文第四段，用自己的话概括家长应该怎样管教孩子。 … [3] … [3] … [3] … [3] … [4] (e) 父母应该怎样帮助孩子面对困难？ … [3] … [3] … [2] [总分: 20] [Turn over

4 9715/21/O/N/18 © UCLES 2018 第二部分 阅读插页中的短文二，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: 15 + 5 = 20) (a) 怎样理解父母与儿女之间相互的责任？ … [2] … [2] … [2] (b) 王强怎样表达对母亲浓厚的爱？ … [3] … [3] … [3] … [3] (c) 根据第二段，子女成家后应该注意从哪些方面关爱父母？ … [3] … [3] … [3] … [3] … [4] (d) 用自己的话简要概括父母对孩子无私的爱体现在哪些方面？ … [3] … [3] … [3] … [3] … [4] (e) 根据最后一段，做子女的责任是什么？ … [3] … [3] … [2] [总分: 20]

5 9715/21/O/N/18 © UCLES 2018 5 用中文完成以下两题，总字数不要超过 200 个字。 (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: 15 + 5 = 20) (a) 结合短文一和短文二的内容，谈谈如何让我们的父母和子女感受到家庭的温暖。 [10] (b) 请谈谈你对这方面的了解、体验和看法。 [5] [总分: 20] 200 300

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8 9715/21/O/N/18 © UCLES 2018 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

This document consists of 18 printed pages. © UCLES 2018 [Turn over Cambridge Assessment International Education Cambridge International Advanced Subsidiary and Advanced Level CHINESE 9715/21 Paper 2 Reading and Writing October/November 2018 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 International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the October/November 2018 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

9715/21 Cambridge International AS/A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 2 of 18 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors.

9715/21 Cambridge International AS/A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 3 of 18 GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

9715/21 Cambridge International AS/A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 4 of 18 Question Answer Marks Guidance Question 1 Minor character errors in transcription (missing or additional strokes) are tolerated provided that the meaning is clear and that a different character is not created. Accept Minor omissions in the body of the phrase. 1(a) 常常 1 1(b) 独特 1 Reject: 难忘 1(c) 自由自在 1 1(d) 牵扯 1 1(e) 一味 1 Reject: 永远

9715/21 Cambridge International AS/A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 5 of 18 Question Answer Marks Guidance 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 be reworked. 2(a) 因为代沟，所以父母不理解他们的苦恼。 1 2(b) 为了培养我的独立能力，父母会让我决定目的地。 2 Reject: 为了培养我的独立能力，父母让我决定目 的地。 2(c) 连性格乐观的人都不可能“永远快乐”。 2 Reject: 即使连性格乐观的人都不可能“永远快 乐”。

9715/21 Cambridge International AS/A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 6 of 18 Question Answer Marks Guidance Question 3 Lifting = a whole sentence taken from the text will usually invalidate an answer unless further original explanation is offered. The definition of a whole sentence is a complete unit of meaning which could be from a full stop to a semicolon or from a full stop to a full stop. 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. 3(a) 为什么许多孩子对父母不满意？ 3 很少陪伴他们； 1 Reject： 存在代沟/由于代沟 The long lift should be rejected: [每个父母都希望孩子有快乐的生活，可我们常常听 到孩子抱怨父母只顾给他们零花钱，却很少陪伴他 们；] [父母会为他们取得的成绩而骄傲，有时却让他们觉 得压力很大；] [此外，由于代沟，父母不理解他们的苦恼。] 来自父母的压力太大； 1 父母不理解他们的苦恼。 1

9715/21 Cambridge International AS/A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 7 of 18 Question Answer Marks Guidance 3(b) 拥有独特的“小传统”对家庭有什么好处？ 3 父母可以为孩子创造难忘的回忆； 1 The long lift should be rejected: [家庭是孩子的快乐之源，父母要学会为孩子创造难 忘的回忆，比如每个家庭都应有独特的小传统，让 全家人在一起度过美好的时光。] [小明说：“我家的小传统是每个月底郊游一次。] [父母会让我决定目的地以培养我的独立能力”。] 让全家人在一起度过美好的时光； 1 培养孩子的独立能力。 1 3(c) 为什么孩子需要自由自在的时间？ 3 能发现大自然的魅力； 1 Reject：拥有想象力 The long lift should be rejected: [看蜘蛛结网，能发现大自然的魅力；] [跟其他孩子嬉闹，能学会更好地与他人相处；] [就算是躺在草地上看着蓝天白云，也能发挥想象 力。] 能学会更好地与他人相处； 1 能发挥想象力。 1

9715/21 Cambridge International AS/A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 8 of 18 Question Answer Marks Guidance 3(d) 根据短文第四段，用自己的话概括家长应该怎样管教孩子。 4 要做孩子的榜样； 1 Any 4 out of 5 answers The long lift should be rejected: [家长首先要以身作则，说到做到；] [然后应该多听听孩子的看法，不要急于改善他们的 表现；] [而且在批评孩子时，别牵扯过往，要就事论事；] [另外，一定不要极力要求孩子完美。] 善于倾听（孩子的想法）； 1 不要期望孩子马上改变； 1 针对孩子当时的过错加以批评； 1 不要期望孩子十全十美 1 3(e) 父母应该怎样帮助孩子面对困难？ 2 父母要培养孩子的自信心； 1 Reject: 给孩子信心 The long lift should be rejected: [我们知道即使性格乐观的人也不可能“永远快 乐”，所以父母更要培养孩子的自信心，避免孩子 逃避困难；] [不要一味帮助孩子解决问题，应培养他们自己应付 逆境的能力。] 培养他们自己应付逆境的能力 1

9715/21 Cambridge International AS/A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 9 of 18 Quality of Language – Accuracy [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.

9715/21 Cambridge International AS/A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 10 of 18 Additional marking guidance for Quality of Language 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. Answers scoring 0 for Content cannot contribute to the overall 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).

9715/21 Cambridge International AS/A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 11 of 18 Question Answer Marks Guidance Question 4 Mark as Question 3 4(a) 怎样理解父母与儿女之间相互的责任？ 2 父母有养育儿女的责任； 1 The long lift should be rejected: [养育儿女是父母的责任，儿女要感激父母的恩 情；] [当父母年老时，儿女也有照顾父母 的义务；] 儿女有照顾父母的义务 1 4(b) 王强怎样表达对母亲浓厚的爱？ 3 （公务繁忙）每个星期回家看母亲； 1 Answer must indicate the correct frequency for point 1. The long lift should be rejected: [王强公务繁忙，但他坚持每个星期回家看母亲。] [虽然他有能力请人照料母亲，但仍然给母亲洗衣做 饭，并且每次度假都会带着母亲。] （亲力亲为）给母亲洗衣做饭； 1 每次度假都会带着母亲 1

9715/21 Cambridge International AS/A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 12 of 18 Question Answer Marks Guidance 4(c) 根据第二段，子女成家后应该注意从哪些方面关爱父母？ 4 多跟父母联系； 1 The long lift should be rejected: [然而，也有些子女成家后，更多地关注自己的小家 庭，很少跟父母联系；] [即便同住一个城市，也不常见面；] [还有的因为给孩子安排太多的活动，而减少了孩子 们和祖父母相处的时间；] [更有甚者连父母生病也不能及时探访。] 常见面； 1 增加孩子们和祖父母相处的时间； 1 父母生病时及时探访。 1 4(d) 用自己的话简要概括父母对孩子无私的爱体现在哪些方面？ 4 抚养孩子方面； 1 Answer must indicate finance support for point 3. The long lift should be rejected: [“养儿方知父母恩”，父母的关心和爱护是最无私 的。] [我们出生后吮着母亲的乳汁成长，拉着父母的手迈 开第一步；] [读书升学又费去父母太多心思。] [李红说：“我成家后，有了父母的资助才买了 房；] [生了孩子后，还要靠父母帮忙看。”] 读书上学方面； 1 经济方面（给予资助）； 1 照看孙辈方面 1

9715/21 Cambridge International AS/A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 13 of 18 Question Answer Marks Guidance 4(e) 根据最后一段，做子女的责任是什么？ 2 给父母创造一个充满爱的和谐家庭； 1 The long lift should be rejected: [所以，子女不要嫌父母唠叨，应该给父母创造一个 充满爱的和谐家庭以安享晚年；] [也要为下一代树立榜样，这才是做子女的责任。] 能为下一代树立榜样 1 Quality of Language – Accuracy [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.

9715/21 Cambridge International AS/A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 14 of 18 Additional marking guidance for Quality of Language 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. Answers scoring 0 for Content cannot contribute to the overall 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).

9715/21 Cambridge International AS/A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 15 of 18 Question Answer Marks Guidance Question 5 Length of 5(a) + 5(b) (Summary and Personal Response) Writing within the character limit is part of the task. Insert the vertical wavy line after the 240th character to show the end of the response to be marked. No marks will be awarded for anything the candidate writes beyond the upper character limit. Content marks – Summary 10 points are required, but more than 10 are given below to outline possible points candidates could be expected to make. Each point scores one mark, with a maximum of 10 to be awarded for content. Please note that the points below are possible answers and are in note form, but that candidates are required to present their summary in continuous prose. The summary could include the following points (award 1 mark for each point covered up to a maximum of 10 points):

9715/21 Cambridge International AS/A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 16 of 18 Question Answer Marks Guidance 5(a) 结合短文一和短文二的内容，谈谈如何让我们的父母和子女感受到 家庭的温暖。 Text 1： • 父母多陪伴孩子 • 不要给孩子太大压力 • 尽量理解孩子的苦恼 • 创造难忘的回忆/有独特的家庭小传统 • 给孩子自由玩耍的时间 • 听孩子的想法 • 不要追求孩子的完美/孩子总会有不足之处 Text 2： • 经常看望父母 • 照顾父母/洗衣做饭 • 带父母度假 • 常跟父母联系 • 为孩子和祖父母提供相处的机会 • 父母生病时，及时探访 • 要为父母创造充满爱的家庭环境/让父母安享晚年 10

9715/21 Cambridge International AS/A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 17 of 18 Question Answer Marks Guidance Content marks – Response to the Text Mark 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. Further, more detailed guidance for particular questions will be given to examiners. 5(b) 请谈谈你对这方面的了解、体验和看法。 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. 5

9715/21 Cambridge International AS/A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 18 of 18 Quality of Language – Accuracy [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.