Cambridge A Level Chinese (A Level only) 9715 — 2019 Oct/Nov Paper 4 · Variant 2

CHINESE 9715/42 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。 Cambridge Assessment International Education Cambridge International Advanced Level This document consists of 5 printed pages, 3 blank pages and 1 Insert. NL 163736/3 © UCLES 2019 [Turn over Question Part 1 1 ai aii * 9 2 1 6 0 9 8 6 5 8 *

2 9715/42/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)《烦忧》 (i) 请用自己的话说说诗中描绘了怎样的烦忧？ (ii) 全诗的两个诗节语句重复，请举例分析这样写有什么作用？ 或者 (b) 作者擅长用对比手法来表达情感，请用具体诗歌举例说明。 说是寂寞的秋的悒郁， 说是辽远的海的怀念， 假如有人问我烦忧的原故， 我不敢说出你的名字。 ……

3 9715/42/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) 为什么黑子不让蜜蜂把两人的恋人关系告诉小号？ (ii) 请根据小号、黑子、蜜蜂这三个人物分析当时的青年人的生活状况。 或者 (b) 戏剧中，人物的对话常常有更深的没有直接说出的意思。这部戏剧是否也有这样的人 物对话？请举例分析。 黑子 （看了看车匪） 车厢里还有人呢。 蜜蜂 有人又怕什么？ 黑子 你镇定些好不好？这不是时候，你听见没有？（用手掌给她擦眼泪） 蜜蜂 （抓住他的手，热切地）我受不了，黑子，我们一起去养蜜蜂吧。只要我们在 一起，我什么也不需要，不要房子，不要家具。我们可以象养蜂人那样，一 家人只带个帐篷，在哪儿都可以安家，我见过不少养蜂子的人，人家就是这 样，不也过来了？黑子，你答应我，我们这就结婚，你还怕什么？我这就告 诉他，告诉小号。 黑子 你犯糊涂了。 蜜蜂 你才犯糊涂呢。你为什么不让我讲？我就讲！（黑子打她一巴掌）啊！你打 我，你打我了，你从来还没打过我，可你真打了…… 黑子 （惶恐地）我不知道我的手这么重。 蜜蜂 你打呀！你变心了，你要把我推给小号，你得到了我，再把我推给他。你爱 我原来是假的，你真狠！ ……

4 9715/42/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) 唉，弟弟，真是不争气，要是他考上了学校，不就一切都解决，皆大欢喜 了吗？可是，毕竟不是每个人都能上大学，上中技的。说起来，弟弟本不是爸妈 打算生养的，就因为提倡“光荣妈妈”，于是又有了他。他的出生曾给妈妈带来 了光荣，而今却是烦恼。弟弟对自己的出生也很抱歉，同时又为没考上大学而抱 歉，对谁都和和气气，谁说他都不回嘴。 他叹了一口气，上海，在上海也不容易。 (i) 弟弟为什么会成为烦恼？ (ii) 请举例说说，陈信在上海的生活有哪些不容易的地方？ 或者 (b) 《本次列车终点》这个题目反映了陈信对人生怎样的思考？请举例说明。

5 9715/42/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) 文中说，祥子是“个人主义的末路鬼”。请举例分析祥子的个人主义的表现。 或者 (b) 请举例分析祥子和虎妞之间的感情关系。 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) 请根据作品内容，介绍一下马眼镜的生活和经历。 或者 (b) 小说结尾写道“世界上还有个叫黄治先的？而这个黄治先就是我么？”请说说你是如 何理解这句话的？ 6 鲁迅：《故乡》 从问题 (a) 或问题 (b) 中任选其一，加以回答。 (a) 请举例分析什么原因让“我”不再留恋故乡。 或者 (b) 请举例分析闰土和“我”的关系。

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8 9715/42/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 9715/42 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.

9715/42 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.

9715/42 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.

9715/42 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.