Cambridge IGCSE Chinese - First Language 0509 — 2010 May/June Paper 2 · Variant 1

This document consists of 3 printed pages and 1 blank page. (NL) 15039/1 © UCLES 2010 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education READ THESE INSTRUCTIONS FIRST If you have been given an Answer Booklet, follow the instructions on the front of the Booklet. Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. Do not use staples, paper clips, highlighters, glue or correction fluid. The essay titles, 1-8, on this question paper are printed twice, once in traditional and once in simplified characters. If you wish to read the essay titles in traditional characters, turn to page 2; if you wish to read the essay titles in simplified characters, turn to page 3. Write a composition of between 400 and 600 characters on one of the eight essay titles provided. You may write your answer in either traditional or simplified characters. You should pay attention to punctuation, accuracy and handwriting. At the end of the examination, fasten all your work securely together. All questions in this paper carry equal marks. 請先閱讀以下說明 試卷上的九個作文題目，有繁體和簡體兩種版本。若要繁體字版，請翻到第二頁。 请先阅读以下说明 试卷上的九个作文题目，有繁体和简体两种版本。若要简体字版，请翻到第三页。 FIRST LANGUAGE CHINESE 0509/02 Paper 2 Writing May/June 2010 1 hour 15 minutes Additional Materials: Answer Booklet/Paper * 6 7 7 1 0 8 2 1 2 7 *

0509/02/M/J/10 2 © UCLES 2010 ESSAY QUESTIONS IN TRADITIONAL CHARACTERS 請先閱讀以下說明 如果發給你了答題紙，請按第一頁上的說明答題。 請在所有要交的答卷上寫上考試中心編號、考生號和姓名。 請用深藍色或黑色筆把答案寫在答卷的正反兩面。 請勿用訂書釘、曲別針、彩色筆、膠水或塗改液。 請在下面所列九個題目中任選一題，寫一篇文章（四百到六百字）。 可以用繁體字或者簡體字回答問題。 請注意標點符號，書寫要正確、工整。 考試結束後，請把所有答卷繫在一起。 作文：下列八題中任選一題 規定字數：400 - 600 字 第一部分：議論 1 君子之交淡如水 2 父母用體罰的方式管教子女時，人們常說：“打是親，罵是愛。”寫篇文章談談你的看法。 3 一年之計在於春 4 給當地報紙寫篇文章，談談廣告在人們日常生活中的地位。 第二部分：描寫與敍述 5 睹物思人 6 我最快樂的一天 7 好事多磨 8 潔白的世界

0509/02/M/J/10 3 © UCLES 2010 ESSAY QUESTIONS IN SIMPLIFIED CHARACTERS 请先阅读以下说明 如果发给你了答题纸，请按第一页上的说明答题。 请在所有要交的答卷上写上考试中心编号、考生号和姓名。 请用深蓝色或黑色笔把答案写在答卷的正反两面。 请勿用订书钉、曲别针、彩色笔、胶水或涂改液。 请在下面所列九个题目中任选一题，写一篇文章（四百到六百字）。 可以用繁体字或者简体字回答问题。 请注意标点符号，书写要正确、工整。 考试结束后，请把所有答卷系在一起。 作文：下列八题中任选一题 规定字数：400 - 600 字 第一部分：议论 1 君子之交淡如水 2 父母用体罚的方式管教子女时，人们常说：“打是亲，骂是爱。”写篇文章谈谈你的看法。 3 一年之计在于春 4 给当地报纸写篇文章，谈谈广告在人们日常生活中的地位。 第二部分：描写与叙述 5 睹物思人 6 我最快乐的一天 7 好事多磨 8 洁白的世界

0509/02/M/J/10 4 © UCLES 2010 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. University of 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.

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2010 question paper for the guidance of teachers 0509 FIRST LANGUAGE CHINESE 0509/02 Paper 2 (Writing), maximum raw mark 40 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 must be read in conjunction with the question papers and the report on the examination. • CIE will not enter into discussions or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the May/June 2010 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.

Page 2 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0509 02 © UCLES 2010 Candidates will be awarded marks in two categories for the composition that they write: • the first mark is out of 20 for Style and Accuracy: see Table A; • the second mark is out of 20 for Content and Structure: see Table B1, B2 or B3 (depending on the type of composition: Argumentative, Descriptive or Narrative). TABLE A – STYLE AND ACCURACY Band 1 18–20 • Fluent; variety of well made sentences, including sophisticated complex sentences where appropriate, used to achieve particular effects. • Wide, consistently effective range of vocabulary with appropriately used ambitious words. • Assured use of grammar and punctuation, spelling accurate. Band 2 15–17 • Mostly fluent; sentences correctly constructed, including a variety of complex sentences. • Vocabulary often effective, sometimes complex, mostly varied. • Grammatically correct; punctuation mostly correct between and within sentences; very occasional spelling mistakes. Band 3 12–14 • Occasional fluency; sentences of some variety and complexity, correctly constructed. • Appropriate and accurate vocabulary with occasional examples of choice made to communicate precise meaning or to give interest. • Simple grammatical constructions correct; sentence separation mostly correct but other forms of punctuation sometimes inconsistently used; occasional spelling mistakes – but no error of any sort impedes communication. Band 4 9–11 • Sentences tend to be simple and patterns repetitive. Where more complicated structures are attempted there is lack of clarity and inaccuracy. • Vocabulary communicates general meaning accurately. • Some errors of punctuation including sentence separation; several spelling and grammatical errors, rarely serious. Band 5 6–8 • There may be the occasional grammatically complex sentence but mostly these are simple and repetitively joined by ‘and’, ‘but’ and ‘so’, with other conjunctions being used ineffectively, if at all. • Vocabulary communicates simple details/facts accurately. • Many errors of punctuation, grammar and spelling, but the overall meaning is never in doubt. Band 6 3–5 • Sentences are simple and sometimes faulty and/or rambling sentences obscure meaning. • Vocabulary is limited and may be inaccurate. • Errors of punctuation, grammar and spelling may be serious enough to impede meaning. 0, 1, 2 • Meaning of the writing is often lost because of poor control of language; errors of punctuation, grammar and spelling too intrusive to award a mark in Band 6.

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0509 02 © UCLES 2010 TABLE B1 – ARGUMENTATIVE/DISCURSIVE TASKS Band 1 18–20 • There is a consistent quality of well developed, logical stages in an overall, at times complex, argument. • Each stage is linked to and follows the preceding one. Sentences within paragraphs are soundly sequenced. Band 2 15–17 • Each stage of the argument is defined and developed, although the quality of the explanation may not be consistent. • The stages follow in a generally cohesive progression. Paragraphs are mostly well sequenced, although some may finish less strongly than they begin. Band 3 12–14 • There is a series of relevant points and a clear attempt is made to develop some of them. These points are relevant, straightforward and logical/coherent. • Repetition is avoided, but the order of the stages in the overall argument can be changed without adverse effect. The sequence of the sentences within paragraphs is satisfactory, although opportunities to link ideas may not be taken. Band 4 9–11 • Mainly relevant points are made and they are developed partially with some effectiveness. • The overall argument shows signs of structure but may be sounder at the beginning than at the end. There may be some repetition. It is normally possible to follow sequences of ideas, but there may be intrusive ideas or misleading sentences. Band 5 6–8 • A few relevant points are made and although they are expanded into paragraphs, development is very simple and not always logical. • Overall structure lacks a sense of sequencing. Paragraphs used only for obvious divisions. It is sometimes possible to follow sequencing of sentences within paragraphs. Band 6 3–5 • A few points are discernible but any attempt to develop them is very limited. • Overall argument only progresses here and there and the sequence of sentences is poor. 0, 1, 2 • Rarely relevant, little material, and presented in a disorderly structure. Not sufficient to be placed in Band 6.

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0509 02 © UCLES 2010 TABLE B2 – DESCRIPTIVE TASKS Band 1 18–20 • There are many well defined, well developed ideas and images, describing complex atmospheres with a range of details. • Overall structure is provided through devices such as the movements of the writer, the creation of a short time span, or the creation of atmosphere or tension. Focus is description (not storytelling). Repetition is avoided and the sequence of sentences makes the picture clear to the reader. Band 2 15–17 • There is a good selection of interesting ideas and images, with a range of details. • These are formed into an overall picture of some clarity, largely consistent. There may be occasional repetition and opportunities for development or the provision of detail may be missed. Sentences are often well sequenced and the description is often effective. Band 3 12–14 • There is a selection of effective ideas and images that are relevant to the topic and which satisfactorily address the task. An attempt is made to create atmosphere and to provide some details. • The description provides a series of points rather than a sense of their being combined to make an overall picture, but some of the ideas are developed successfully, albeit straightforwardly. Some sentences are well sequenced. Band 4 9–11 • Some relevant and effective ideas are provided and occasionally developed a little, perhaps as a narrative. There is some feeling of atmosphere, but most of the writing is about events or description of objects or people. • There is some overall structure, but the writing may lack direction and intent. There may be interruptions in the sequence of sentences and/or some lack of clarity. Band 5 6–8 • Content is relevant but lacking in scope or variety. Opportunities to provide development and detail are frequently missed. • Overall structure, though readily discernible, lacks form and dimension. The reliance on identifying events, objects and/or people sometimes leads to a sequence of sentences without progression. Band 6 3–5 • Some relevant facts are identified, but the overall picture is unclear and lacks development. • There are examples of sequenced sentences, but there is also repetition and muddled ordering. 0, 1, 2 • Rarely relevant, little material and presented in a disorderly structure. Not sufficient to be placed in Band 6.

Page 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0509 02 © UCLES 2010 TABLE B3 – NARRATIVE TASKS Band 1 18–20 • The narrative is complex and sophisticated and may contain devices such as subtexts, flashbacks and time lapses. Cogent details are provided where necessary or appropriate. • The different sections of the story are carefully balanced and the climax carefully managed. Sentence sequences are sometimes arranged to produce effects such as the building up of tension or providing a sudden turn of events. Band 2 15–17 • The writing develops some features that are of interest to a reader, although not consistently so. Expect the use of detail and some build-up of character or setting. • The writing is orderly and the beginning and ending (where required) are satisfactorily managed. The reader is aware of the climax even if it is not managed completely effectively. The sequencing of sentences provides clarity and engages the reader in events or atmosphere. Band 3 12–14 • A straightforward story (or part of story) with satisfactory identification of features such as character and setting. • While opportunities for appropriate development of ideas are sometimes missed, the overall structure is competent, and features of a developed narrative are evident. Sentences are usually sequenced to narrate events. Band 4 9–11 • A relevant response to the topic, but largely a series of events with occasional details of character and setting. • The overall structure is sound although there are examples where a particular section is too long or too short. A climax is identified but is not effectively described or led up to. Sentence sequences narrate events and occasionally contain intrusive facts or misleading ideas. Band 5 6–8 • A simple narrative with a beginning, middle and end (where appropriate). It may consist of simple, everyday happenings or unlikely, un-engaging events. • Unequal or inappropriate importance is given to the sections of the story. Dialogue that has no function may be used or over-used. There is no real climax. Sentence sequences are used only to link simple series of events. Band 6 3–5 • Stories are very simple and narrate events indiscriminately. Endings are simple and lack effect. • The shape of the narrative is unclear; some of the content has no relevance to the plot. Sequences of sentences are sometimes poor, leading to a lack of clarity. 0, 1, 2 • Rarely relevant, little material, and presented in a disorderly structure. Not sufficient to be placed in Band 6.