Cambridge A Level Chinese - Language (AS Level only) 8681 — 2015 Oct/Nov Paper 2 · Variant 1

CHINESE LANGUAGE 8681/21 Paper 2 Reading and Writing October/November 2015 1 hour 45 minutes Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name in the spaces at the top of this page. Write in dark blue or black pen. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions in Chinese in the spaces provided. Dictionaries are not permitted. You should keep to any word limits given in the questions. The number of marks is given in brackets [ ] at the end of each question or part question. 请先阅读以下提示 请先阅读以下提示 请在本页上方的空格内填写考试中心编号、考生号和考生姓名。 用深蓝色或黑色圆珠笔填写和答题。 不要使用订书针、回形针、胶水或涂改液。 不要在条码上写字。 请用中文 中文在所提供的空白处回答所有 所有问题。 考试中不得使用字典。 请遵守字数限制规定。 每道题或分题的分值标在题末的方括号 [ ] 里。 Cambridge International Examinations Cambridge International Advanced Subsidiary Level This document consists of 5 printed pages, 3 blank pages and 1 Insert. DC (LM) 118910 © UCLES 2015 [Turn over * 8 7 5 4 1 3 7 1 3 1 *

2 8681/21/O/N/15 © UCLES 2015 第一部分 第一部分 阅读插页中的短文一 短文一，《手机依赖症》，然后在本考卷上回答问题 问题 1、2 和 3。 1 从短文一 短文一中找出与以下词语意思最接近的词语。 例如： 例如：迅速 (第一段) 回答： 回答：快捷 (a) 产生 (第一段) … [1] (b) 无声无息地 (第一段) … [1] (c) 专心 (第二段) … [1] (d) 用途 (第三段) … [1] (e) 无法控制 (第三段) … [1] [总 5 分] 2 用括号中的词语重写短文一 短文一中的下列各句，并保持句子原意。 例如： 例如： 对手机的依赖，使学生缺乏与人面对面交流的能力，并缩短了他们参加体育运动的 时间。（以及） 回答： 回答：对手机的依赖，使学生缺乏与人面对面交流的能力以及缩短了他们参加体育运动的时间。 (a) 手机，由于它的方便、快捷，越来越受到人们的喜爱。(被) … [1] [1] … [1] (b) 手机不见了，便会心烦意乱。（如果……就） … [2] … [2] (c) 听见别人的手机铃声，便以为是自己的手机铃声。(把……当作) … [2] … [2] [总 5 分]

3 8681/21/O/N/15 © UCLES 2015 3 根据短文一 短文一用中文回答下列问题，不要整句地照抄原文 不要整句地照抄原文。 各题的分数显示在题后括号内。此外，答题语言质量分为 5 分。 总分为: 15 + 5 = 20 (a) 为什么手机成为越来越受人们喜爱的通讯工具？ … [2] … [2] … [2] (b) 在哪些情况下，年轻人被手机依赖症所困扰？ … [4] … [4] … [4] … [4] … [4] (c) 根据王龙 王龙的说法，为什么手机短信对学生很有吸引力？ … [3] … [3] … [3] … [3] (d) 对于学生来说，手机的功能有哪些？ … [3] … [3] … [3] … [3] (e) 对手机的依赖，给学生哪些方面的能力带来了影响？ … [3] … [3] … [3] … [3] [总分：15 + 5 = 20] [Turn over

4 8681/21/O/N/15 © UCLES 2015 第二部分 第二部分 现在阅读插页中的短文二 短文二，《青少年的通讯安全》，然后在本考卷上回答问题 问题 4 和 5。 4 根据短文二 短文二用中文回答下列问题，不要整句地照抄原文 不要整句地照抄原文。 各题的分数显示在题后括号内。此外，答题语言质量分为 5 分。 总分为: 15 + 5 = 20 (a) 孩子们携带手机有什么好处？ … [2] … [2] … [2] (b) 在人际交往方面，手机对青少年有什么作用？ … [3] … [3] … [3] … [3] (c) 为什么青少年对使用手机的安全性缺乏意识？ … [3] … [3] … [3] … [3] (d) 用手机上网给青少年带来的危害有哪些？ … [3] … [3] … [2] (e) 经常使用手机对孩子们的健康有哪些方面的影响？ … [3] … [3] … [2] (f) 家长应该怎样帮助孩子避免对手机的过度使用？ … [3] … [3] … [3] … [3] [总分：15 + 5 = 20]

5 8681/21/O/N/15 © UCLES 2015 5 用中文完成以下两题，总字数不要超过 总字数不要超过 200 个字 个字。 (a) 结合短文一 短文一和短文二 短文二的内容，谈谈手机对年轻人的影响。 [10] (b) 请谈谈你对这方面的了解、体验和看法。 [5] 语言的质量 [5] [总分：10 + 5 + 5 = 20] 200 300

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8 8681/21/O/N/15 © UCLES 2015 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 International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. BLANK PAGE

® IGCSE is the registered trademark of Cambridge International Examinations. CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Advanced Subsidiary Level MARK SCHEME for the October/November 2015 series 8681 CHINESE LANGUAGE 8681/21 Paper 2 (Reading and Writing), maximum raw mark 70 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 will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the October/November 2015 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.

Page 2 Mark Scheme Syllabus Paper Cambridge International AS Level – October/November 2015 8681 21 © Cambridge International Examinations 2015 1 General Marking Notes 2 General Marking Principles 2.1 Please note that it is not possible to list all acceptable alternatives in the Detailed Mark Scheme provided on the following pages. You will need to consider all alternative answers and unexpected approaches in candidates' scripts, make a decision on whether they communicate the required elements, in consultation with the Principal Examiner if necessary, and award marks accordingly. 2.2 Crossing out: (a) If a candidate changes his/her mind over an answer and crosses out an attempt, award a mark if the final attempt is correct. (b) If a candidate crosses out an answer to a whole question but makes no second attempt at it, mark the crossed out work. 2.3 Annotation used in marking: (a) BOD = Benefit of the Doubt and is used to indicate material considered by the Examiner and judged to be more correct than incorrect: the benefit of the doubt is given to the candidate and the mark is awarded. (b) NBOD = No Benefit of the Doubt and is used to indicate material considered by the Examiner and judged to be more incorrect than correct: the benefit of the doubt is not given to the candidate and the mark is not awarded. (c) caret = to indicate where something which is key to the response is missing. 2.4 No response and '0' marks There is a NR (No Response) option in RM Assessor. Award NR (No Response): • If there is nothing written at all in the answer space or • If there is only a comment which does not in any way relate to the question being asked (e.g. 'can’t do' or 'don’t know') or • If there is only a mark which isn’t an attempt at the question (e.g. a dash, a question mark). Award 0: • If there is any attempt that earns no credit. This could, for example, include the candidate copying all or some of the question, or any working that does not earn any marks, whether crossed out or not.

Page 3 Mark Scheme Syllabus Paper Cambridge International AS Level – October/November 2015 8681 21 © Cambridge International Examinations 2015 Section 1 1 Accept Reject Minor character errors in transcription (missing or additional strokes) provided that the meaning is clear and that a different character is not created. Minor omissions in the body of the phrase. (A) 形成 /现身 [1] (B) 悄悄地 [1] (C) 认真 [1] (D) 功能 [1] (E) 管不着 谁也管不着 [1] Total [5] 2 Accept Reject (A) 手机，由于它的方便、快捷，越来越被人们喜爱 由于手机的方便、快捷， 它越来越被人们喜爱 手机， 由于由于它的方便、快捷， 越来越被受到人们喜爱 手机， 由于由于它的方便、快捷， 越来越被人们受到喜爱 [1] (B) 如果手机不见了，就会心烦意乱 如果手机不见了，就便会心烦意乱 如果手机不见了，便就会心烦意乱 [2] (C) 把别人的手机铃声当作是自己的手机铃声 把听见的别人的手机铃声当作是自己的手 机铃声 把别人的手机铃声当作以为是自己的手机铃 声 [2] Total [5]

Page 4 Mark Scheme Syllabus Paper Cambridge International AS Level – October/November 2015 8681 21 © Cambridge International Examinations 2015 Words / phrases which are underlined indicate key ideas which are either needed in the response (Accept column) or invalidate it (Refuse column) Lifting = a whole sentence taken from the text will usually invalidate an answer unless further original explanation is offered. If (and only if) all the words in the reject column appear in the answer unchanged, reject as a ‘lift’. Annotate this using the LM stamp (Lifted Material). It is not uncommon for candidates to ‘lift’ and then go on to rephrase acceptably, in which case indicate the lift using LM stamp but reward the rephrase. 3 (a) 为什么手机成为越来越受人们喜爱的通讯工具？ Accept Reject (A) 由于它的方便 由于它的实用性 The long lift should be rejected: [手机， 由于它的方便、快捷， 越来越受到 人们的喜爱。] [1] (B) 由于它的快捷 The long lift should be rejected: [手机， 由于它的方便、快捷， 越来越受到 人们的喜爱。] [1] Total [2]

Page 5 Mark Scheme Syllabus Paper Cambridge International AS Level – October/November 2015 8681 21 © Cambridge International Examinations 2015 (b) 在哪些情况下，年轻人被手机依赖症所困扰？ Accept Reject (A) 手机不见了的时候 The long lift should be rejected: [他们发现自己已经无法离开手机， 手机 不见了， 便会心烦意乱；手机没带在身 边， 便无法认真工作；一段时间手机铃 声不响， 便会下意识地看一下铃声设置 正不正确；听见别人的手机铃声， 便以 为是自己的手机铃声。 ] [1] (B) 手机没带在身边的时候 [1] (C) 手机铃声一段时间不响的时候 [1] (D) 听见别人手机铃声响的时候 [1] Total [4] (c) 根据王龙的说法，为什么手机短信对学生很有吸引力？ Accept Reject (A) 是一个谁也管不着的 “自治区”/ 无人能管 The long lift should be rejected: [在手机短信里， 我们有一个谁也管不着 的”自治区“， 就连使用的语言也只有 我们自己才懂。] [1] (B) 学生自己懂的语言（语言上的自由）/ [1] (C) 上课时也可以悄悄地看（时间上的自 由）/ 上课时也可以瞄一眼 The long lift should be rejected: [即使上课时，我也可以看一眼有没有信 息发过来。] [1] Total [3]

Page 6 Mark Scheme Syllabus Paper Cambridge International AS Level – October/November 2015 8681 21 © Cambridge International Examinations 2015 (d) 对于学生来说，手机的功能有哪些？ Accept Reject (A) 通讯功能/收发短信功能 The long lift should be rejected: [当然，除了手机的传统的通讯功能以外， 学生们也使用手机进行娱乐来放松心情。] [1] (B) 娱乐功能 [1] (C) 学习功能/上网（查资料） The long lift should be rejected: [另外， 他们还用手机上网查找资料。 ] [1] Total [3] (e) 对手机的依赖，给学生哪些方面的能力带来了影响？ Accept Reject (A) 使很多学生缺乏与人面对面交流的能力 The long lift should be rejected: [然而， 过分依赖手机也造成了许多学生 缺乏与人面对面交流的能力， 并缩短了他 们参加运动的时间， 对手机存储的信息的 依赖， 也大大减少了大脑的锻炼。] [1] (B) 运动的能力/缩短了他们参加运动的时 间 [1] (C) 大脑的能力/减少了大脑的锻炼 [1] Total [3]

Page 7 Mark Scheme Syllabus Paper Cambridge International AS Level – October/November 2015 8681 21 © Cambridge International Examinations 2015 Quality of Language – Accuracy (Questions 3, 4 and 5) [5] 5 Very good Consistently accurate. Only very few errors of minor significance. Accurate use of more complex structures (verb forms, tenses, prepositions, word order). 4 Good Higher incidence of error than above, but clearly has a sound grasp of the grammatical elements in spite of lapses. Some capacity to use accurately more complex structures. 3 Sound Fair level of accuracy. Common tenses and regular verbs mostly correctly formed. Some problems in forming correct agreement of adjectives. Difficulty with irregular verbs, use of prepositions. 2 Below average Persistent errors in tense and verb forms. Prepositions frequently incorrect. Recurrent errors in agreement of adjectives. 0–1 Poor Little or no evidence of grammatical awareness. Most constructions incomplete or incorrect. Consistent and repeated error. Additional marking guidance for Quality of Language – Questions 3 and 4: The five marks available for Quality of Language are awarded globally for the whole performance on each set of answers. A concise answer, containing all mark-bearing components for Content is scored on the full range of marks for language, i.e. length does not determine the Quality of Language mark. Identify the answer(s) scoring 0 for Content in the whole set of answers. Then add together the number of Content marks available for each of these questions and reduce the Quality of Language mark according to the following table: Total Content marks available on questions where a candidate scores 0 Reduce Quality of Language mark by: 2–3 1 4–5 2 6–7 3 8–14 4 15 5 Note: A minimum of one mark for Quality of Language should be awarded if there are any Content marks at all (i.e. 0 Quality of Language marks only if 0 Content marks). [Total: 20]

Page 8 Mark Scheme Syllabus Paper Cambridge International AS Level – October/November 2015 8681 21 © Cambridge International Examinations 2015 4 (a) 孩子们携带手机有什么好处？ Accept Reject (A) 方便与家长们联系/与家长保持联系 The long lift should be rejected: [ 家长为孩子买手机的最初目的就是保持联 系；在紧急情况下， 手机还是寻求帮助的工 具。] [1] (B) (紧急情况下)寻求帮助 [1] Total [2] (b) 在人际交往方面，手机对青少年有什么作用？ Accept Reject (A) 与亲朋好友随时联系/拉进了与他人 的距离 The long lift should be rejected: [手机的确拉近了人与人之间的距离。] [即便是远在外的的亲朋好友， 你也能随时随 地与他们联系。 ] [1] (B) 对于性格内向的青少年， 可以克服在人际交往上的障碍/ 帮助性格内向的青少年增加自信 The long lift should be rejected: [对于性格内向的青少年来说， 用短信交流可 以克服在人际交往上的障碍， 增加自信。 ] [1] (C) 对于性格外向的青少年， 可以帮助他们结交更多的朋友/ 扩大（性格外向的青少年的）社交圈 The long lift should be rejected: [而对与性格外向的青少年， 手机可以帮助他 们结交更多的朋友， 扩大社交圈。 ] [1] Total [3]

Page 9 Mark Scheme Syllabus Paper Cambridge International AS Level – October/November 2015 8681 21 © Cambridge International Examinations 2015 (c) 为什么青少年对使用手机的安全性缺乏意识？ Accept Reject (A) 在安全的环境中使用， 没有认识到他们的安全会受到威胁 / 在家或学校使用，缺乏安全意识 缺乏安全意识 The long lift should be rejected: [青少年常在家或学校这样安全的环境中使用 手机， 意识不到他们的安全会受到威胁。] [1] (B) 对手机网络上的事物充满好奇 The long lift should be rejected: [他们对网络上的事物充满好奇， 而他们的 心智又不够成熟， 很容易相信网上的信 息。 ] [1] (C) 心智不够成熟/很容易相信网上的信 息 [1] Total [3] (d) 用手机上网给青少年带来的危害有哪些？ Accept Reject (A) 网聊时，交不好的朋友，给自身安 全带来危害； The long lift should be rejected: [例如：用手机网聊时， 因为不了解对方的 真实情况而结交有不良习惯的朋友。 ] [1] (B) 网购时，受到欺骗，给财产安全带 来危害。 The long lift should be rejected: [还有很多青少年为了方便， 用手机网购而 受到欺骗。 ] [1] Total [2]

Page 10 Mark Scheme Syllabus Paper Cambridge International AS Level – October/November 2015 8681 21 © Cambridge International Examinations 2015 (e) 经常使用手机对孩子们的健康有哪些方面的影响？ Accept Reject (A) 身体健康的影响（头痛、睡眠紊 乱）； The long lift should be rejected: [常用手机会造成头痛、睡眠紊乱等问题， 也容易让孩子变得孤独， 影响他们的心理健 康。] [1] (B) 心理健康的影响 （孩子变得孤独） [1] Total [2] (f) 家长应该怎样帮助孩子避免对手机的过度使用？ Accept Reject (A) 多花时间与孩子在一起 The long lift should be rejected: [作为家长， 要多花点时间陪 孩子， 多与孩子交流有关使 用手机的安全问题， 多让孩 子们接触大自然和新事物， 从而减少孩子对手机的过度依 赖。 ] [1] (B) 多跟孩子谈使用手机的安全问题 多跟孩子谈 [1] (C) 多引导孩子接触大自然和新事物 [1] Total [3]

Page 11 Mark Scheme Syllabus Paper Cambridge International AS Level – October/November 2015 8681 21 © Cambridge International Examinations 2015 Quality of Language – Accuracy (Questions 3, 4 and 5) [5] 5 Very good Consistently accurate. Only very few errors of minor significance. Accurate use of more complex structures (verb forms, tenses, prepositions, word order). 4 Good Higher incidence of error than above, but clearly has a sound grasp of the grammatical elements in spite of lapses. Some capacity to use accurately more complex structures. 3 Sound Fair level of accuracy. Common tenses and regular verbs mostly correctly formed. Some problems in forming correct agreement of adjectives. Difficulty with irregular verbs, use of prepositions. 2 Below average Persistent errors in tense and verb forms. Prepositions frequently incorrect. Recurrent errors in agreement of adjectives. 0–1 Poor Little or no evidence of grammatical awareness. Most constructions incomplete or incorrect. Consistent and repeated error. Additional marking guidance for Quality of Language – Questions 3 and 4: The five marks available for Quality of Language are awarded globally for the whole performance on each set of answers. A concise answer, containing all mark-bearing components for Content is scored on the full range of marks for language, i.e. length does not determine the Quality of Language mark. Identify the answer(s) scoring 0 for Content in the whole set of answers. Then add together the number of Content marks available for each of these questions and reduce the Quality of Language mark according to the following table: Total Content marks available on questions where a candidate scores 0 Reduce Quality of Language mark by: 2–3 1 4–5 2 6–7 3 8–14 4 15 5 Note: A minimum of one mark for Quality of Language should be awarded if there are any Content marks at all (i.e. 0 Quality of Language marks only if 0 Content marks). [Total: 20]

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Page 13 Mark Scheme Syllabus Paper Cambridge International AS Level – October/November 2015 8681 21 © Cambridge International Examinations 2015 Content marks: Response to the Text [5] Marked like a mini-essay according to the variety and interest of the opinions and views expressed, the response to the original text stimulus and the ability to express a personal point of view. 5 Very good Varied and interesting ideas, showing an element of flair and imagination, a capacity to express a personal point of view. 4 Good Not the flair and imagination of the best candidates, but work still shows an ability to express a range of ideas, maintain interest and respond to the issues raised. 3 Sound A fair level of interest and ideas. May concentrate on a single issue, but there is still a response to ideas in the text. 2 Below average Limited range of ideas; rather humdrum. May disregard the element of response to the text, and write a largely unrelated free-composition. 0–1 Poor Few ideas to offer on the theme. Banal and pedestrian. No element of personal response to the text. Repeated error. Quality of Language – Accuracy (Questions 3, 4 and 5) [5] 5 Very good Consistently accurate. Only very few errors of minor significance. Accurate use of more complex structures (verb forms, tenses, prepositions, word order). 4 Good Higher incidence of error than above, but clearly has a sound grasp of the grammatical elements in spite of lapses. Some capacity to use accurately more complex structures. 3 Sound Fair level of accuracy. Common tenses and regular verbs mostly correctly formed. Some problems in forming correct agreement of adjectives. Difficulty with irregular verbs, use of prepositions. 2 Below average Persistent errors in tense and verb forms. Prepositions frequently incorrect. Recurrent errors in agreement of adjectives. 0–1 Poor Little or no evidence of grammatical awareness. Most constructions incomplete or incorrect. Consistent and repeated error. [Total: 20]