Cambridge A Level Chinese (A Level only) 9715 — 2020 Oct/Nov Paper 4 · Variant 3

Cambridge International A Level * 1 3 3 4 8 4 1 9 4 3 * NL 181009/3 © UCLES 2020 [Turn over This document has 8 pages. Blank pages are indicated. CHINESE 9715/43 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 9715/43/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。

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4 9715/43/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)《煤的对话》 (i) 这首诗歌为什么采用对答的形式？请举例分析。 (ii) 诗歌中，煤体现了什么样的精神？ 或者 (b) 艾青作为爱国诗人，常常在诗歌中表现出对祖国和人民苦难命运的关注。请举例分 析。 你住在哪里？ 我住在万年的深山里 我住在万年的岩石里 你的年纪—— 我的年纪比山的更大 比岩石的更大 你从什么时候沉默的？ ……

5 9715/43/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) 车匪说对黑子“得推他一把”。请分析为什么。 (ii) 根据剧本全文，说说小号对工作有什么样看法。 或者 (b) 《绝对信号》写于八十年代，反映了当时哪些方面的社会现实？请用戏剧内容进行分 析。 小号 你这块头儿换给我就成了。 黑子 咱卖了，换你那工作！ 小号 （好心地）我给你凑点钱，黑子，做小买卖去吧，我有工资啦。 黑子 （自嘲）挤小脚老太太的生意，卖大碗茶去？再不，沾偷车的光， 到商店门口拦根绳子，找骑车的主儿讨钱？这都不要本。（不胜烦 恼，吹了声口哨） 〔车匪和同伙上。 车匪 （对同伙）就这趟车，六点二十分发车。货在守车前第三、第四位 两节车上，离守车太近。妈的，这小子怕湿鞋，得推他一把。我得 陪他遛一趟。传话叫曹家铺上人。 〔车匪的同伙下。车匪从暗中走出来。 车匪 （对小号）师傅，这车哪里去？（递上香烟） 小号 不抽。 黑子 来一支。（递上烟盒，自己用嘴叼上一支，掏出电子打火机，给小 号点烟）

6 9715/43/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) “别哭了！”陈信烦躁地站了起来，“妈妈，我不要这房子，我不结婚。我 们插队落户的，能有回上海的一天，就满足了。” 妈妈哭得更伤心了。嫂嫂看了他一眼，哭声低了下去。 晚上，大家都睡了，大哥抽着烟走进“违章建筑”，说：“你别生你大嫂 气，她就是这么个脾气，心并不坏。当时我们结婚，我没有储蓄，只买了一只 床。她并没抱怨。这几年，我们省吃俭用，买了家具，装修了房间，她心满意 足，觉得苦了几年终于有了结果，自然要竭力保护。她心不坏，她也说，应该让 给弟弟半间，只是舍不得，我慢慢劝她……” “大哥，别说了。”他猝然说道，“我刚才不是说气话，我不要这半间，我 发誓。你让她放心，只是不要分户口。妈妈要伤心的，老人家喜欢子孙团圆。” 大哥哭了，抱住他肩膀。他也想抱住大哥的，可结果却一把推开他，钻进了被 窝。在外十年，把他的感情也磨粗糙了。 (i) 为什么听了陈信的话，妈妈和嫂子哭声有不同的变化？请试着分析二人的心理。 (ii) 请举例分析大哥这个人物的性格特点。 或者 (b) 陈信下乡后和回到上海后，他的生活目的有了什么样的变化？请举例分析。

7 9715/43/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) 你认为马嵘为什么二十年后才再回到知青地点？ 或者 (b) 请说说你认为小说中反映了什么样的社会问题？ 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) 小说中多次描写了黄治先想象的场景，这样写有什么作用？ 请举例分析。 或者 (b) 小说最后，“我”感到窒息，所以逃离了村子。请举例分析原因。 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) 请根据小说分析“我”心目中的故乡是什么样子的。 或者 (b) 小说中的孩子们与成人相比，为什么会没有隔阂？请举例分析。

8 9715/43/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 9715/43 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.

9715/43 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.

9715/43 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.

9715/43 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.