Cambridge A Level German (A Level only) 9717 — 2020 Oct/Nov Paper 2 · Variant 2

Cambridge International A Level This document has 12 pages. Blank pages are indicated. DC (PQ) 183696/1 © UCLES 2020 [Turn over GERMAN 9717/22 Paper 2 Reading and Writing October/November 2020 1 hour 45 minutes You must answer on the question paper. You will need: Insert (enclosed) INSTRUCTIONS ● Answer all questions in German. ● Use a black or dark blue pen. Do not use an erasable pen or correction fluid. ● Write your name, centre number and candidate number in the boxes at the top of the page. ● Write your answer to each question in the space provided. ● Do not write on any bar codes. ● Dictionaries are not allowed. INFORMATION ● The total mark for this paper is 70. ● The number of marks for each question or part question is shown in brackets [ ]. ● The insert contains the reading passages. ANWEISUNGEN ● Beantworten Sie alle Fragen auf Deutsch. ● Schreiben Sie mit schwarzem oder dunkelblauem Stift. Benutzen Sie keinen lӧschbaren Stift und keine Korrekturflüssigkeit. ● Schreiben Sie Ihren Namen, Ihre Center-Nummer und Kandidaten-Nummer in die vorgegebenen Kӓstchen oben auf dieser Seite. ● Schreiben Sie Ihre Antwort auf jede Frage in den dafür vorgesehenen Bereich. ● Schreiben Sie nicht über die Strichcodes. ● Der Gebrauch von Wӧrterbüchern ist nicht erlaubt. INFORMATION ● Die erreichbare Gesamtpunktzahl betrӓgt 70. ● Die erreichbare Punktzahl finden Sie in Klammern [ ] am Ende jeder Frage oder Teilfrage. ● Die beiliegenden Textblӓtter enthalten die Lesetexte. * 8 6 5 0 3 1 6 7 8 0 *

2 9717/22/O/N/20 © UCLES 2020 Erster Teil Lesen Sie Text 1 in den beiliegenden Textblättern, und beantworten Sie dann die Fragen 1, 2 und 3 auf diesem Fragebogen. 1 Finden Sie im Text 1 die Wörter, die den folgenden Definitionen entsprechen. Alle Wörter sind zwischen Zeilen 1–5 zu finden. Beispiel: bereits Antwort: schon (a) mit Erfolg absolviert … [1] (b) mehr als … [1] (c) Popularität … [1] (d) wohltätige … [1] (e) Seniorenresidenzen … [1] [Total: 5]

3 9717/22/O/N/20 © UCLES 2020 [Turn over 2 Schreiben Sie für jeden Satz(teil) unten aus Text 1 einen neuen Satz(teil), der mit den Worten in Klammern anfängt. Beispiel: Ich helfe den Patienten beim Essen und Anziehen. (Den Patienten wird beim Essen und Anziehen … .) Antwort: Den Patienten wird beim Essen und Anziehen geholfen. (a) Johanna hatte Glück, einen Platz für ein FSJ zu bekommen. (Johanna hatte Glück, dass sie einen Platz für ein FSJ … .) … … [1] (b) Das macht mir Spaß, aber leider verdiene ich weniger als meine Freunde. (Das macht mir Spaß, obwohl … .) … … [1] (c) Deshalb gehe ich abends nicht so oft mit ihnen aus. (Deshalb kann ich abends nicht so oft mit ihnen … .) … … [1] (d) Es gibt monatliche Treffen, bei denen sich die Jugendlichen über ihre Erfahrungen austauschen kӧnnen. (Bei … kӧnnen sich die Jugendlichen über ihre Erfahrungen austauschen.) … … [1] (e) Johanna ist sich nun sicher, dass sie nach dem FSJ Medizin studieren will. (Johannas Plan ist es, nach dem FSJ … .) … … [1] [Total: 5]

4 9717/22/O/N/20 © UCLES 2020 3 Beantworten Sie diese Fragen zu Text 1 auf Deutsch, ohne längere Satzteile direkt vom Text abzuschreiben. (Die Anzahl der Punkte steht nach jeder Frage in Klammern. Außerdem werden 5 Punkte für die Qualität der Sprache vergeben. Gesamtpunktzahl: 15 + 5 = 20) (a) Was sind Johannas Aufgaben im Krankenhaus? (Absatz 2) … … … … … [3] (b) Welche Statistiken zeigen den Erfolg des FSJ? (Absatz 3) … … … … [2] (c) Wie wirkt sich das FSJ auf die Zahl der Fachkräfte einerseits und auf die Zahl der Hilfskräfte andererseits aus? (Absatz 4) … … … … [2] (d) Welche negativen Aspekte gibt es im Arbeitsalltag von FSJlern? (Absatz 5) … … … … … [3]

5 9717/22/O/N/20 © UCLES 2020 [Turn over (e) Was bedauert Johanna? (Absatz 5) … … … … [2] (f) Wie hat sich Johanna durch das Freiwillige Soziale Jahr verändert? (Absatz 6) … … … … … [3] [Total: 20]

6 9717/22/O/N/20 © UCLES 2020 Zweiter Teil Lesen Sie jetzt Text 2 in den beiliegenden Textblättern, und beantworten Sie dann die Fragen 4 und 5 auf diesem Fragebogen. 4 Beantworten Sie diese Fragen zu Text 2 auf Deutsch, ohne längere Satzteile direkt vom Text abzuschreiben. (Die Anzahl der Punkte steht nach jeder Frage in Klammern. Außerdem werden 5 Punkte für die Qualität der Sprache vergeben. Gesamtpunktzahl: 15 + 5 = 20) (a) Wie unterscheidet sich Stefans momentane Lebenssituation von seiner Situation vor einem Jahr? Geben Sie drei Beispiele. (Absatz 1) … … … … … [3] (b) Inwiefern lässt die Arbeit im Kinderheim Stefan über seine eigene Kindheit reflektieren? (Absatz 2) … … … … … [3] (c) Was hat Stefan durch sein FSJ über Kinder gelernt? (Absatz 3) … … … … … [3]

7 9717/22/O/N/20 © UCLES 2020 [Turn over (d) Was hat Stefan über sich selbst herausgefunden? (Absatz 4) … … … … … [3] (e) Warum ist das FSJ für Stefan eine sorglose Zeit? (Absatz 5) … … … … … [3] [Total: 20]

8 9717/22/O/N/20 © UCLES 2020 5 Schreiben Sie insgesamt bis zu 140 Wörter auf Deutsch, um die folgenden zwei Fragen zu beantworten: (Die Anzahl der Punkte steht nach jeder Frage in Klammern. Außerdem werden 5 Punkte für die Qualität der Sprache vergeben. Gesamtpunktzahl: 15 + 5 = 20) (a) Welche Erfahrungen der Jugendlichen sprechen für und gegen ein Freiwilliges Soziales Jahr? Beziehen Sie sich dabei auf beide vorliegenden Texte. [10] (b) Wie ist Ihre Meinung zu diesem Thema? [5] … … … … … … … … … … … … … … … … … … … … … … …

9 9717/22/O/N/20 © UCLES 2020 … … … … … … … … … … … … … … … [Total: 20]

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12 9717/22/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 12 printed pages. © UCLES 2020 [Turn over Cambridge International A Level GERMAN 9717/22 Paper 2 Reading and Writing October/November 2020 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 2020 series for most Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

9717/22 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 2 of 12 1 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.

9717/22 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 3 of 12 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 scoris. 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.

9717/22 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 4 of 12 3 Detailed Mark Scheme Section 1 Question Answer Marks Not Allowed Responses 1 Accept only answers which fit directly into the ‘footprint’ left by the original word – i.e. no additions, no deletions. Do not allow misspellings. 1(a) bestanden 1 1(b) über 1 seit uber 1(c) (die) Beliebtheit 1 1(d) gemeinnützige 1 1(e) Altenheim(en) 1 Question Answer Marks Not Allowed Responses 2 Allow one minor spelling mistake which doesn’t alter meaning. 2(a) -bekommen hat; bekam 1 bekommt/bekommen kann/bekommen hatte 2(b) -ich weniger verdiene (als meine Freunde) 1 „leider“ in the wrong position 2(c) - ausgehen 1 aus gehen (as two words) 2(d) -monatlichen Treffen 1 2(e) --Medizin zu studieren 1

9717/22 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 5 of 12 Question Answer Marks Not Allowed Responses 3 Reject direct lifts from the text. 3(a) • Hilfe beim Essen • Hilfe beim Anziehen • Soziale Funktion; reden • Vorbereitung auf Operationen Any 3 of 4 3 3(b) • Es gibt oft mehr als 3 Bewerber pro Stelle • 89% finden es positiv 2 3(c) • Zahl der Fachkräfte steigt • Zahl der Hilfskräfte sinkt 2 3(d) • Arbeit monoton • fühlen sich ausgenutzt • fühlen sich überflüssig 3 3(e) • fast nur Abiturienten • nur für bestimmte Altersgruppen zugänglich • dass ihre Schwester schon zu alt dafür ist 2 3(f) • selbstbewusster • eigenständiger • wurde sehr geprägt • will definitiv Medizin studieren Any 3 of 4 3

9717/22 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 6 of 12 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.

9717/22 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 7 of 12 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. 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).

9717/22 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 8 of 12 Question Answer Marks Not Allowed Responses 4 Mark as Question 3 4(a) • Wohnt im Kinderheim/ Arbeitsplatz nicht bei der Familie • Fӓngt morgens direkt mit der Arbeit an – früher lange „Aufwachzeit“ • Arbeitet – früher Schule, Hobbys, Freunde treffen • Kinder und Erzieher sind seine neue Familie; gemeinsames Essen – früher seine eigene Familie • Muss selber Wäsche machen – früher: Eltern Any 3 of 5 3 4(b) • Er erkennt sich in vielen Stufen wieder/ erinnert sich an seine eigene Entwicklung • Verfolgt Schritte seiner Kindheit zurück (z. B. Grundschulkind, Spaßvogel und Teenager) • die Kinder sind so normal wie auch er als Kind war 3 4(c) • viele verschiedene Emotionen • Kinder sind direkt • Respektieren kein Privatleben 3 4(d) • Er wird seinen Eltern ähnlicher • Entdeckt neue Eigenschaften an sich selbst • Verbringt gern Zeit mit Kindern • Fühlt sich wohl mit Kindern Any 3 of 4 3 4(e) • Neue Art von Freiheit • Abitur hinter sich • Studium vor sich • Viele neue Freunde Any 3 of 4 3

9717/22 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 9 of 12 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.

9717/22 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 10 of 12 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. 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).

9717/22 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 11 of 12 Question 5 Length of 5(a) + 5(b) (Summary and Personal Response) Writing within the maximum length is part of the task, and candidates who remain within the limit (140 words in total) deserve credit. Content marks: Summary [10] The summary could include the following points (award 1 mark for each point covered up to a maximum of 10 points): Vorteile macht Spaß Man kann Arbeitserfahrung sammeln Berufliche Orientierung, nützlich Prӓgend für den Jugendlichen/ Selbstbewusstsein/ Eigenstӓndigkeit gestӓrkt Man lernt etwas über sich selber Man lernt viel über andere Menschen Bringt eine neue Art von Freiheit Nachteile Geringe Bezahlung Monotonie, Gefühl ausgenutzt zu werden/ überflüssig zu sein Kann anstrengend sein wenig Privatsphӓre emotional herausfordernd Nur bestimmte Altersgruppe/ viele Abiturienten

9717/22 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 12 of 12 Content marks: Response to the Text/ Persönlicher Standpunkt [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]