Cambridge A Level Chinese (A Level only) 9715 — 2020 Oct/Nov Paper 4 · Variant 1

Cambridge International A Level * 3 5 7 1 3 4 8 5 1 1 * NL 181007/2 © UCLES 2020 [Turn over This document has 8 pages. Blank pages are indicated. CHINESE 9715/41 Paper 4 Texts October/November 2020 2 hours 30 minutes You must answer on the enclosed answer booklet. You will need: Answer booklet (enclosed) Invigilators must refer to the Additional Materials List for instructions on the use of set texts in the examination. INSTRUCTIONS ● Answer three questions in total in Chinese, each on a different text: Answer at least one question from Section 1. Answer at least one question from Section 2. Answer one other question from either Section 1 or Section 2. ● Follow the instructions on the front cover of the answer booklet. If you need additional answer paper, ask the invigilator for a continuation booklet. ● Dictionaries are not allowed. INFORMATION ● The total mark for this paper is 75. ● Each question is worth 25 marks. 说明 ● 请用中文回答总共三个问题，每一题应该针对不同的文章回答问题: 从第一部分选择至少一个问题来答题。 从第二部分选择至少一个问题来答题。 从第一部分或者第二部分再另外任选一个问题来答题。 ● 依照答题手册封面上的说明来进行答题。本说明同时也有中文版说明如下。如果你需要额外的 答题纸，请向监考人员索取续页。 ● 不可以使用字典。 信息 ● 这份试卷的总分是七十五分。 ● 每一题的分值是二十五分。

2 9715/41/O/N/20 © UCLES 2020 答题手册说明 请使用黑色或深蓝色的笔。你可以使用HB铅笔画任何图表或图像。 在本页上方的方框中填写你的姓名、中心号码和考生号码。请使用英语大写字母清楚地书写。 不要用可擦笔或者涂改液。 不要在任何条码上书写。 在本答题手册中写下你的回答。请使用纸张的两面作答。每道题与下一道题之间，请先空出两行再进行 下一道题的作答。 将你作答的每道题目的题号都标示在页边第一个空白处。 Question Part 1 1 (a)(i) (a)(ii) 如果你作答的题目还分列了几个部分的小题号，例如1(a), 请将分列的小题号(a) 写在页边第二个空白 处。 在本答题手册中，使用圆珠笔打草稿。 用圆珠笔划掉任何你不希望评分老师打分数的部分，但同时不得让你作答的其他内容无法识读。 不可以撕下或撕毁本答题手册的任何部分。 你必须提交你完成的所有作答内容，如果你使用了任何其他纸张作为答题手册的延续， 请将其插入本答题手册中。

3 9715/41/O/N/20 © UCLES 2020 [Turn over BLANK PAGE

4 9715/41/O/N/20 © UCLES 2020 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 艾青诗选 请从问题 (a) 或问题 (b) 中任选其一，用中文写一篇600到800字的文章加以回答。 (a)《雪落在中国的土地上》 (i) 诗人描写了当时中国什么样的景象? (ii) 诗中反复出现“雪落在中国的土地上，寒冷在封锁着中国呀”，请分析这样写对 表达作者的情感有什么作用。 或者 (b) 请以两首诗歌为例，分析艾青对劳动人民的态度。 …… 雪落在中国的土地上， 寒冷在封锁着中国呀…… 透过雪夜的草原 那些被烽火所啮啃着的地域， 无数的，土地的垦植者 失去了他们所饲养的家畜 失去了他们肥沃的田地 拥挤在 生活的绝望的污巷里； 饥馑的大地 朝向阴暗的天 伸出乞援的 颤抖着的两臂。 中国的苦痛与灾难 像这雪夜一样广阔而又漫长呀！ 雪落在中国的土地上 寒冷在封锁着中国呀…… ……

5 9715/41/O/N/20 © UCLES 2020 [Turn over 2 高行健：《绝对信号》 请从问题 (a) 或问题 (b) 中任选其一，用中文写一篇600到800字的文章加以回答。 (a) (i) “人吃的是这份志气”，请分析蜜蜂为什么这么说？ (ii) 戏剧中，为什么黑子不愿意看见蜜蜂？请具体分析。 或者 (b) 请分析和比较小号、黑子、蜜蜂对待生活的态度与追求。 车长 姑娘，你是待业青年养蜂队的？ 蜜蜂 （心不在焉）噢，多谢您关照，我去给姑娘们打饭， 咱的蜜蜂车就跑了。 车长 你也是铁路职工子弟？ 蜜蜂 我父亲是跑客车的。 车长 当个列车员，女孩子倒挺合适的，你怎么没顶替呢？ 蜜蜂 他今年才五十。 车长 那是顶替不了。养蜂这活儿得长年在野外，可不是 女孩子们干的活呀。 蜜蜂 有人说马路上摆个摊子，做小买卖去，成天见人就吆喝， 更寒碜。（望黑子一眼）咱不愿现这个眼。 车长 一个姑娘家，长年在外，餐风宿露的，总不是事。你家 里放心得下吗？ 蜜蜂 家里还有弟妹三个，我这么大的人了，总不能待在家 里吃闲饭，您说呢？ 车长 倒也是。 蜜蜂 人吃的是这份志气。

6 9715/41/O/N/20 © UCLES 2020 3 王安忆：《本次列车终点》 请从问题 (a) 或问题 (b) 中任选其一，用中文写一篇600到800字的文章加以回答。 (a) “靠介绍谈对象，外表当然很重要。否则，我凭什么去和她交往下去，谈什 么恋爱呢？”陈信有他的道理。 “形象不要求太好，但总要走得出去。”阿三又参加意见了。 “姆妈，我看这姑娘还不错。”嫂嫂对妈妈说，“再说条件也好，有房子。 上海的房子可是很要紧。” 陈信听见了，说：“我是找人，又不是找房子。” “可这也是很重要的呀。我看那姑娘也没什么大难看，就是面孔稍微阔了一 点，眼睛眉毛都过得去。” 阿信不耐烦了，“什么眼睛眉毛，反正我看见这个人，一点儿激情都没 有。” 弟弟笑了起来，他还没听说过什么“激情”不“激情”呢！ “我也是为了你好，我看你将来能把‘激情’当饭吃。”嫂嫂说。 “对，对。”大哥附合。 妈妈开口了：“囡囡妈妈，这是阿信的事，还是让他自己作主。” “就是，就是。”大哥又附合道。 (i) 嫂嫂为什么努力劝阿信同这个姑娘交往？ (ii) 试分析哥哥对这件事的态度。 或者 (b) 在小说结尾阿信在思考什么？

7 9715/41/O/N/20 © UCLES 2020 第二部分 4 张抗抗：《残忍》 请从问题 (a) 或问题 (b) 中任选其一，用中文写一篇600到800字的文章加以回答。 (a) 请举例分析牛锛这个人物。 或者 (b) 请分析为什么作者用 “残忍”作为小说的标题。 5 韩少功：《归去来》 请从问题 (a) 或问题 (b) 中任选其一，用中文写一篇600到800字的文章加以回答。 (a) 小说最后，“我”为什么认为自己是马眼镜？请举例分析。 或者 (b) 你怎样理解小说结尾 “我累了，妈妈”这句话？ 6 鲁迅：《故乡》 请从问题 (a) 或问题 (b) 中任选其一，用中文写一篇600到800字的文章加以回答。 (a) 试分析为什么 “我”和闰土之间“隔了一层可悲的厚障壁了”？ 或者 (b) 试结合当时的社会背景分析杨二嫂这个人物形象。

8 9715/41/O/N/20 © UCLES 2020 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 2020 [Turn over Cambridge International A Level CHINESE 9715/41 Paper 4 Texts October/November 2020 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 2020 series for most Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

9715/41 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 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 2020 © UCLES 2020 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 2020 © UCLES 2020 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.