Cambridge A Level Chinese (A Level only) 9715 — 2022 May/June Paper 4 · Variant 2

Cambridge International A Level * 5 0 8 4 1 1 6 2 4 7 * NL 301824/2 © UCLES 2022 [Turn over This document has 8 pages. Any blank pages are indicated. CHINESE 9715/42 Paper 4 Texts May/June 2022 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 说明 ● 请用中文 中文回答总共三个 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 至少一个问题来答题。 从第二部分选择至少一个 至少一个问题来答题。 从第一部分或者 或者第二部分再另外任选一个问题 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 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 不可以使用字典。 信息 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 9715/42/M/J/22 © UCLES 2022 答题手册说明 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 不要用可擦笔或者涂改液。 不要 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 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 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 9715/42/M/J/22 © UCLES 2022 请回答三个问题 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 一个问题，在第二 部分中选择一个问题 一个问题，然后再任选一个问题 再任选一个问题回答。 第一部分 第一部分 1 艾青诗选 艾青诗选 请从问题 (a) 或问题 (b) 中任选其一，用中文 用中文写一篇600到800字的文章加以回答。 (a)《给太阳》 《给太阳》 (i) 在以上诗节里，作者是如何表现太阳的形象的？ (ii) 这首诗表达了作者什么样的思想感情？请举例分析。 或者 或者 (b) 艾青的诗歌不仅表达个人情感，更反映了时代精神。请用两首诗歌举例分析。 …… 我心里充满感激，从床上起来， 打开已关了一个冬季的窗门， 让你把金丝织的明丽的台巾， 铺展在我临窗的桌子上。 于是，我惊喜地看见你； 这样的真实，不容许怀疑， 你站立在对面的山巅， 而且笑得那么明朗—— 我用力睁开眼睛看你， 渴望能捕捉你的形象—— 多么强烈！多么恍惚！多么庄严！ 你的光芒刺痛我的瞳孔。 太阳啊，你这不朽的哲人， 你把快乐带给人间， 即使最不幸的看见你， 也在心里感受你的安慰。 ……

5 9715/42/M/J/22 © UCLES 2022 [Turn over 2 夏衍：《上海屋檐下》 夏衍：《上海屋檐下》 请从问题 (a) 或问题 (b) 中任选其一，用中文 用中文写一篇600到800字的文章加以回答。 (a) (i) 请根据引文，说说赵振宇的生活态度。 (ii) “李陵碑”为什么叫这个名字？请分析他的性格特点。 或者 或者 (b) 请举例分析葆珍这个人物在全剧中的作用。 赵振宇 赵振宇 （点点头）唔，吃一行怨一行，这是古话。可是，话又得说回来，像您这 样的能够在一个厂里做上这么五六年，总已经算不错啦，像我们这样的生 活，比上固然不足，可是比下还是有余……（指着报上的记事）上海有千 千万万的人没饭吃，和他们比一下…… 林志成 林志成 （不等他说完）不对，我以为，上就上，下就下，最不行的就象我们一 样。有钱，住洋房，坐汽车，当然好喽；没有钱，索性像那阁楼上的“李 陵碑”一样，倒也干脆，有得吃，吃一顿，没得吃，束束裤带上阁楼去睡 觉。不用面子，不要虚名，没有老婆儿女，也没有什么交际应酬。衣服破 啦，化三个子儿叫缝穷的缝一缝，跟我们一样的在街上走，谁也不会笑 他。可是我们，大褂儿上打一个补丁，还能到厂里去吗？妈的“长衫班”， 借了债，也得挣场面！ 〔桂芬悄悄地看了他一眼。 赵振宇 赵振宇 可是，也许，从“李陵碑”的眼里看来，以为我们的生活比他好吧！人， 反正是永远也不会满意的，不满意就有牢骚，牢骚就要悲观，悲观就伤身 体，你说身体是咱们自己的，我为什么要跟自个儿的身体作对呢？所以 我，就是这样想，有什么不满意的时候，我就把自己的生活和那些更不如 我的比一比，那心就平下去啦，譬如说…… (第一幕)

6 9715/42/M/J/22 © UCLES 2022 3 张爱玲：《留情》和《封锁》 张爱玲：《留情》和《封锁》 请从问题 (a) 或问题 (b) 中任选其一，用中文 用中文写一篇600到800字的文章加以回答。 (a) 《封锁》 《封锁》 ……他知道他这么一来，并不能吓退了董培芝，因为培芝眼中的他素来是 一个无恶不作的老年人。由培芝看来，过了三十岁的人都是老年人，老年人都 是一肚子的坏。培芝今天亲眼看见他这样下流，少不得一五一十去报告给他太太 听——气气他太太也好！谁叫她给他弄上这么一个表侄！气，活该气！ 他不怎么喜欢身边这女人。她的手臂，白倒是白的，像挤出来的牙膏。她的 整个的人像挤出来的牙膏，没有款式。 他向她低声笑道：“这封锁，几时完哪？真讨厌！”翠远吃了一惊，掉过头 来，看见了他搁在她身后的那只胳膊，整个身子就僵了一僵。宗桢无论如何不能 容许他自己抽回那只胳膊。他的表侄正在那里双眼灼灼望着他，脸上带着点会心 的微笑。如果他夹忙里跟他表侄对一对眼光，也许那小子会怯怯地低下头去—— 处女风的窘态；也许那小子会向他挤一挤眼睛——谁知道？ (i) 为什么吕宗桢要主动跟翠远说话？ (ii) 翠远是怎么看待吕宗桢这个人的？请根据全文分析。 或者 或者 (b) 《留情》中，敦凤对米先生有怎样的态度变化？请分析她态度变化的原因。

7 9715/42/M/J/22 © UCLES 2022 第二部分 第二部分 4 张抗抗：《残忍》 张抗抗：《残忍》 请从问题 (a) 或问题 (b) 中任选其一，用中文 用中文写一篇600到800字的文章加以回答。 (a) 杨泱失踪的原因有哪些？请举例分析。 或者 或者 (b) 对于牛锛杀死傅正连这件事，不同的人有不同的态度和看法，请举例分析。 5 沈从文：《边城》 沈从文：《边城》 请从问题 (a) 或问题 (b) 中任选其一，用中文 用中文写一篇600到800字的文章加以回答。 (a) 请举例分析造成翠翠爱情悲剧的原因。 或者 或者 (b) 请用自己的话说说船总顺顺这个人物。 6 萧红：《手》 萧红：《手》 请从问题 (a) 或问题 (b) 中任选其一，用中文 用中文写一篇600到800字的文章加以回答。 (a) 王亚明为什么最后没有参加考试？请举例分析。 或者 或者 (b) 请举例分析校长这个人物形象。

8 9715/42/M/J/22 © UCLES 2022 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 Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.

This document consists of 5 printed pages. © UCLES 2022 [Turn over Cambridge International A Level CHINESE 9715/42 Paper 4 Texts May/June 2022 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 May/June 2022 series for most Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

9715/42 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 2 of 5 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 May/June 2022 © UCLES 2022 Page 3 of 5 Annotations Annotation Meaning Correct or credit for good content point Incorrect content point Unclear Benefit of doubt given Omission / Something missing irrelevant On-page comment (For any necessary comment) To indicate that page has been seen Repetition Point developed well Example used

9715/42 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 4 of 5 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 May/June 2022 © UCLES 2022 Page 5 of 5 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.