Cambridge A Level Chinese (A Level only) 9715 — 2019 Oct/Nov Paper 4 · Variant 1

CHINESE 9715/41 Paper 4 Texts October/November 2019 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。 This document consists of 5 printed pages, 3 blank pages and 1 Insert. NL 163737/3 © UCLES 2019 [Turn over Question Part 1 1 ai aii Cambridge Assessment International Education Cambridge International Advanced Level * 9 1 2 3 3 9 7 2 6 1 *

2 9715/41/O/N/19 © UCLES 2019 请回答三个问题，每个问题必须针对不同的作品。你必须在第一部分中选择一个问题，在第二 部分中选择一个问题，然后再任选一个问题回答。 第一部分 1 戴望舒 从问题 (a) 或问题 (b) 中任选其一，加以回答。 (a)《我的记忆》 (i) 请用自己的话来说说， 作者是怎么具体描写记忆的。 (ii) 试分析一下这首诗的语言特点。 或者 (b) 有人认为戴望舒的诗歌发展分为不同阶段，后期的诗歌更多表现了爱国情怀，你同意 吗？请你举例说明。 我的记忆是忠实于我的 忠实甚于我最好的友人。 它生存在燃着的烟卷上， 它生存在绘着百合花的笔杆上， 它生存在破旧的粉盒上， 它生存在颓垣的木莓上， 它生存在喝了一半的酒瓶上， 在撕碎的往日的诗稿上， 在压干的花片上， 在凄暗的灯上， 在平静的水上， 在一切有灵魂没有灵魂的东西上， 它在到处生存着， 像我在这世界一样。

3 9715/41/O/N/19 © UCLES 2019 [Turn over 2 高行健：《绝对信号》 从问题 (a) 或问题 (b) 中任选其一，加以回答。 (a) …… (i) 为什么蜜蜂说黑子“是心聋了”？ (ii) 试分析一下上面这段对话中车匪和车长话中的含意。 或者 (b) 试分析黑子﹑蜜蜂﹑小号三人之间的关系。 车长 （一语双关）这火好难点呀。 车匪 是呀，这车真他妈晃得厉害。师傅，你不来一支？这可是云烟。 车长 行，来一支。（接过一支） 蜜蜂 （满怀疑虑地望着朝窗口走来的黑子）你坐下，有话同你说。 （黑子装没听见，靠在窗边。） 小号 人家叫你呢。 黑子 嗯？什么？ 小号 （挖苦地）她叫你过去，你耳聋了怎么的？ 蜜蜂 （苦涩地）不，是心聋了。 （车长自己掏火柴，点着烟。） 车匪 这味儿怎样？ 车长 （深深吸了一口）比那些猛掺合香料的杂牌子强。 车匪 （大声地，笑嘻嘻地）这师傅，你要想弄点云烟抽抽，咱一句话。这烟咱还 是有点路子。给您弄出厂价的，照出厂价算，咱给您送上门去，您要多少？ 车长 咱要可是要真的。

4 9715/41/O/N/19 © UCLES 2019 3 王安忆：《本次列车终点》 从问题 (a) 或问题 (b) 中任选其一，加以回答。 (a) 袁小昕也笑了：“真该死！一个集体户共事两年，居然会认不出来。我看 你是忘本了。” “不，我是没想到，会在这里遇到你。你不是第一批招工走的吗？现在还在 淮北煤矿？” “不，去年调回来了。” “怎么回来的？” “一言难尽。你呢？” “我也调回来了，昨天刚到。” “哦。”她的口气很平静，“张新虎、方芳也都调回来了。” 陈信兴奋地说：“太好了！我们一个集体户回来了一大半，什么时候找个时 间聚聚。唉，总算熬出头了。” 她没说话，只是淡淡一笑，眼角堆起了薄薄的一迭皱纹。 “舅舅，”忽然那孩子对着陈信发言了，“你头上有白头发，和外公一样 的。” 陈信笑了，弯下腰握住孩子的手：“儿子？”他问袁小昕。 “是我妹妹的。”她脸红了，赶忙解释，“我还没结婚呢。要结了婚，哪 能回来。” (i) 为什么袁小昕的“口气很平静”，陈信是“兴奋地说”？ (ii) 袁小昕为什么说“有时候，我觉得为了回上海，付出的代价有点不合算了”？ 或者 (b) 陈信回来的家和他离开时的家有什么不同吗？是家变了还是他变了？

5 9715/41/O/N/19 © UCLES 2019 第二部分 4 老舍：《骆驼祥子》 从问题 (a) 或问题 (b) 中任选其一，加以回答。 (a) “个人主义是他的灵魂， 这个灵魂将随着他的身体一齐烂化在泥土中”，结合祥子的 经历分析这句话的含意。 或者 (b) 试分析一下曹先生在祥子经历中的作用。 5 韩少功：《归去来》 从问题 (a) 或问题 (b) 中任选其一，加以回答。 (a) 试分析作品中“我”是如何认识自己的身份的。 或者 (b) 你认为作者为什么以《归去来》为标题？ 6 鲁迅：《故乡》 从问题 (a) 或问题 (b) 中任选其一，加以回答。 (a) 试从少年和中年闰土的形像和语言来分析闰土这个人物。 或者 (b) 试分析一下“我”和闰土见面时双方的心理活动。

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8 9715/41/O/N/19 © UCLES 2019 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 Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.

This document consists of 4 printed pages. © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International Advanced Level CHINESE 9715/41 Paper 4 Texts October/November 2019 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 2019 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

9715/41 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 2 of 4 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. 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.

9715/41 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 3 of 4 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.

9715/41 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 4 of 4 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.