Cambridge A Level Chinese - Language (AS Level only) 8681 — 2019 Oct/Nov Paper 2 · Variant 2

CHINESE LANGUAGE 8681/22 Paper 2 Reading and Writing October/November 2019 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。 请用中文在所提供的空白处回答所有问题。 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。 This document consists of 6 printed pages, 2 blank pages and 1 Insert. DC (CE) 189250 © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International Advanced Subsidiary Level * 5 4 6 3 9 2 2 5 9 6 *

2 8681/22/O/N/19 © UCLES 2019 2 第一部分 阅读插页中的短文一，然后在本考卷上回答问题 1、2 和 3。 1 从短文一中找出与以下词语或词组意思最接近的词语或词组。 例如：一般 (第一段) 回答：寻常 (a) 赢家 (第一段) … [1] (b) 逾越 (第一段) … [1] (c) 诉说 (第二段) … [1] (d) 拓展 (第三段) … [1] (e) 关键 (第四段) … [1] [总分：5] 2 用括号中的词语重写短文一中的下列各句，并保持句子原意。 例如： 她没有为此生气，却有些害怕。（虽然……但是……） 回答： 她虽然没有为此生气，但是有些害怕。 (a) 媒体对这个节目的关注远远超出了她的想象。（是……的） … [2] … [2] (b) 曾有朋友把她的隐私透露给媒体。(被) … [2] … [2] (c) 她变得多疑，有心事时不敢和朋友倾述。（因为……所以……） … [2] … [1] [总分：5]

3 8681/22/O/N/19 © UCLES 2019 3 根据短文一用中文回答下列问题，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: 15 + 5 = 20) (a) 是什么让各类报纸对米雪很关注？（请列出三点） … [3] … [3] … [3] … [3] (b) 对于米雪来说，什么是意料之外的事情？ … [3] … [3] … [2] (c) 对于媒体的关注，米雪有什么样的感受？ … [3] … [3] … [2] (d) 在交友方面，米雪多疑的心态给她带来什么负面影响？ … [3] … [3] … [2] (e) 成名后的米雪给予了他人哪些帮助？ … [3] … [3] … [3] … [3] (f) 米雪成名之后，思想上有了哪些变化？ … [3] … [3] … [3] … [3] [总分: 20] 3 [Turn over

4 8681/22/O/N/19 © UCLES 2019 第二部分 阅读插页中的短文二，然后在本考卷上回答问题 4 和 5。 4 根据短文二用中文回答下列问题，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: 15 + 5 = 20) (a) 为什么名誉对年轻人很有吸引力？ … [2] … [2] … [2] (b) 过去，公众对名人的哪些方面比较关注？ … [3] … [3] … [2] (c) 青少年通过哪些渠道对名人越来越熟悉？ … [3] … [3] … [3] … [3] (d) 为了追星，小明有过哪些极端行为？ … [3] … [3] … [3] … [3] … [4]

5 8681/22/O/N/19 © UCLES 2019 (e) “追星”对青少年有什么好处？ … [3] … [3] … [3] … [3] … [4] [总分: 20] [Turn over

6 8681/22/O/N/19 © UCLES 2019 5 用中文完成以下两题，总字数不要超过 200 个字。 (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: 15 + 5 = 20) (a) 结合短文一和短文二的内容, 说说名誉会给自己和他人带来什么影响。 [10] (b) 请谈谈你对这方面的了解、体验和看法。 [5] 请把标点符号标在两个方格之间。 [总分: 20] 15 30 45 60 75 90 105 120 135 150 165 180 195 210 225 240 255

7 8681/22/O/N/19 © UCLES 2019 BLANK PAGE

8 8681/22/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 18 printed pages. © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International Advanced Subsidiary Level CHINESE LANGUAGE 8681/22 Paper 2 Reading and Writing October/November 2019 MARK SCHEME Maximum Mark: 70 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.

8681/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 2 of 18 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.

8681/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 3 of 18 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.

8681/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 4 of 18 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 RMA3 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.

8681/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 5 of 18 Detailed Mark Scheme Question Answer Marks Guidance Question 1 Minor character errors in transcription (missing or additional strokes) are tolerated provided that the meaning is clear and that a different character is not created. Accept minor omissions in the body of the phrase. 1(a) 获胜者 1 1(b) 超出 1 1(c) 倾述 1 1(d) 开发 1 1(e) （最）重要（的） 1 Question Answer Marks Guidance Question 2 Candidates either get full marks for each question or zero. No partial marks are awarded. The following are examples of the way in which the answers could be expressed. Answers should retain the original meaning and contain all the necessary elements of the phrase to be reworked. 2(a) 媒体对这个节目的关注是远远超出（了）她的想象的。 2 2(b) 她的隐私(曾)被(朋友)透露给媒体。 2 她的隐私曾有被朋友透露给媒体。 2(c) 因为她变得多疑，所以有心事时不敢和朋友倾述。 她因为变得多疑，所以有心事时不敢和朋友倾述。 1 因为有心事时不敢和朋友倾述，所以她变得多疑。

8681/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 6 of 18 Question Answer Marks Guidance Question 3 Lifting = a whole sentence taken from the text will usually invalidate an answer unless further original explanation is offered. The definition of a whole sentence is a complete unit of meaning which could be from a full stop to a semicolon or from a full stop to a full stop. 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) 是什么让各类报纸对米雪很关注？ （请列出三点） 3 Reject: 是第一位获胜者 学习成才 一些不寻常的工作 特别的工作，特殊的工作，吸引人的工作 The long lift should be rejected: 米雪在英国一部电视真人秀中成为第一位获胜者，于是被各 类报纸争相报道。 她的自学成才和成名前所做的一系列不寻常的工作，也都频 频出现在报纸上。 （是电视）真人秀节目的第一位获胜者 1 （她）自学成才 1 （她）做过一些不寻常的工作 1

8681/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 7 of 18 Question Answer Marks Guidance 3(b) 对于米雪来说， 什么是意料之外的事情？ 2 Reject: 这个节目意外的被媒体所关注 The long lift should be rejected: 米雪说参加真人秀时，只是想试试，居然获胜了； 更没有想到的是，媒体对这个节目的关注远远超出了她的想 象。 居然获胜了/自己会赢 1 媒体对这个节目的关注 1 3(c) 对于媒体的关注，米雪有什么样的感受？ 2 Reject: 悲伤， 难过 The long lift should be rejected: 对于媒体的轰炸，米雪觉得很沮丧。 她没有为此生气，却有些害怕。 沮丧 1 害怕 1 3(d) 在交友方面，米雪多疑的心态给她带来什么负面影响？ 2 The long lift should be rejected: 曾有朋友把她的隐私透露给媒体，这一切让她变得多 疑， 有心事时不敢和朋友倾述； 曾经喜欢交朋友的她，因为顾虑重重，也失去了一些交新朋 友的机会。 有心事时不敢和朋友倾述 1 失去了交朋友的机会 1 3(e) 成名后的米雪给予了他人哪些帮助？ 3 Reject: 她梦想出书，但一直没有成功 The long lift should be rejected: 成名后， 她接触了很多商家，协助他们开发了新的商业项 目； 她也经常去不同学校教学生怎样变得更自信。她过去做梦都 想出书，但一直没有成功。 成名后，她的自传非常畅销，她用自己 的经历激励更多的 人。 帮助商家开发了（新的商业）项目 1 去学校教学生变得更自信 1 用自己的经历激励（更多的）人 1

8681/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 8 of 18 Question Answer Marks Guidance 3(f) 米雪成名之后， 思想上有了哪些变化？ 3 Reject: 不再像过去那样疯疯癫癫 The long lift should be rejected: 米雪说，现在的她比较理性，行为不再像过去那样疯疯癫 癫。 所发生的一切使她反思 生活中什么才是最重要的。 过去，她总觉得钱是万能的；如今，她不再这么想了 （现在的她）比较理性 1 反思生活中什么才是最重要的 1 不再觉得钱是万能的了 1

8681/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 9 of 18 Quality of Language – Accuracy 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.

8681/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 10 of 18 Additional marking guidance for Quality of Language 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. Answers scoring 0 for Content cannot contribute to the overall 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).

8681/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 11 of 18 Question Answer Marks Not Allowed Responses Question 4 Mark as Question 3 4(a) 为什么名誉对年轻人很有吸引力？ 2 The long lift should be rejected: 名誉似乎是每个青少年所向往的。 大多数年轻人都渴望成为引人注目的人，当然，也 有少部 分人不愿意被名誉的光环照射。 那些媒体津津乐道的人物也被很多青少年所羡慕。 年轻人渴望成为引人注目的人物 1 青少年羡慕被媒体津津乐道的人物 1 4(b) 过去，公众对名人的哪些方面比较关注？ 2 The long lift should be rejected: 过去，大家在乎的是名人的成就，而不是他们的私生活。 他们对社会的影响也是人们所注重的。 （名人的）成就 1 （名人对）社会的影响 1 4(c) 青少年通过哪些渠道对名人越来越熟悉？ 3 The long lift should be rejected: 如今，青少年能在广播里听到喜欢的名人的声音。 一些电视访谈节目让他们更多地了 解名人。 很多名人也通过互联网和“粉丝”们分享个人生活点滴。 广播 1 电视访谈（节目） 1 互联网 1 4(d) 为了追星，小明有过哪些极端行为？ 4 Reject: 花钱 去机场看明星 想和明星有一样的发型（被学校处分） The long lift should be rejected: 小明说：“我花光了所有的零花钱就 是为了看一场演唱 会。我还经常通宵达旦在粉丝圈聊天，影响了身体。 去年，我逃学去机 场就是为了看明星一眼。 因为想和明星有一样的发型，我甚至留了长发而被学校处 分。” 花了所有的零花钱看演唱会 1 经常通宵达旦在粉丝圈聊天 1 逃学去看明星 1 留了长发 1

8681/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 12 of 18 Question Answer Marks Not Allowed Responses 4(e) “追星” 对青少年有什么好处？ 4 Reject: 追星爱上了唱歌 自我学习 The long lift should be rejected: 然而，青少年追星也是一种培养爱好的方式，小明正因为追 星而爱上了唱歌。 在追星过程中，结交了更多朋友。 追星不像传统的榜样教育那么教条，它是一种自觉的学习。 通过了解明星，追求更好的生活。 是一种培养爱好的方式 1 结交更多朋友 1 是一种自觉的学习 1 追求更好/幸福/美好的生活 （正面词均可） 1

8681/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 13 of 18 Quality of Language – Accuracy 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.

8681/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 14 of 18 Additional marking guidance for Quality of Language 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. Answers scoring 0 for Content cannot contribute to the overall 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).

8681/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 15 of 18 Question 5 Length of 5(a) + 5(b) (Summary and Personal Response) Writing within the character limit is part of the task. Insert the vertical wavy line after the 240th character to show the end of the response to be marked. No marks will be awarded for anything the candidate writes beyond the upper character limit. Content marks – Summary 10 points are required, but more than 10 are given below to outline possible points candidates could be expected to make. Each point scores one mark, with a maximum of 10 to be awarded for content. Please note that the points below are possible answers and are in note form, but that candidates are required to present their summary in continuous prose. The summary could include the following points (award 1 mark for each point covered up to a maximum of 10 points):

8681/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 16 of 18 Question Answer Marks Not Allowed Responses 5(a) 结合短文一和短文二的内容, 说说名誉会给自己和他人带来什 么影响。 1 被媒体关注 2 沮丧/害怕/多疑 3 有心事时不敢和朋友倾述 4 结交朋友方面 5 为事业提供新机会（协助商家） 6 激励他人（写自传/教学生怎样变得更自信） 7 让自己变得比较理性 8 让自己反思生活中什么才是最重要的/认为钱不再是万能 的 9 名誉是年轻人向往的 10 “追星”成为时尚 11 使粉丝花费很多钱/影响了身体/逃学被学校处分 12 培养爱好 13 使人自觉地学习 14 使人追求更好的生活 10

8681/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 17 of 18 Question Answer Marks Not Allowed Responses Content marks – Response to the Text Mark 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. Further, more detailed guidance for particular questions will be given to examiners. 5(b) 请谈谈你对这方面的了解、体验和看法。 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. 5

8681/22 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 18 of 18 Quality of Language – Accuracy 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.