Cambridge IGCSE Chinese - First Language 0509 — 2020 May/June Paper 1 · Variant 1

This document has 16 pages. Blank pages are indicated. Cambridge IGCSE™ DC (KS) 199589 © UCLES 2020 [Turn over * 8 3 3 5 0 5 9 1 0 3 * FIRST LANGUAGE CHINESE 0509/11 Paper 1 Reading, Directed Writing and Classical Chinese May/June 2020 2 hours 15 minutes You must answer on the question paper. You will need: Insert (enclosed) INSTRUCTIONS ● Answer all questions in Chinese. ● 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. ● The questions on this question paper are printed twice, once in traditional and once in simplified characters. To read them in traditional characters, turn to page 4; to read them in simplified characters, turn to page 10. You may write your answer in either traditional or simplified characters. INFORMATION ● The total mark for this paper is 60. ● The number of marks for each question or part question is shown in brackets [ ]. ● The insert contains the reading passages. 說明 ● 請用中文回答所有問題。請使用黑色或深藍色的筆。不要用可擦筆或者塗改液。 ● 在本頁上方的方框中填寫你的姓名、中心號碼和考生號碼。 ● 請把每一題的答案寫在試卷所提供的空格。 ● 不要在任何條碼上書寫。 ● 不可以使用字典。 ● 這份試卷中的問題有繁體和簡體兩種版本。要讀繁體版，請翻到第四頁。要讀簡體版，請翻到 第十頁。你可以用繁體字或是簡體字回答問題。 说明 ● 请用中文回答所有问题。请使用黑色或深蓝色的笔。不要用可擦笔或者涂改液。 ● 在本页上方的方框中填写你的姓名、中心号码和考生号码。 ● 请把每一题的答案写在试卷所提供的空格。 ● 不要在任何条码上书写。 ● 不可以使用字典。 ● 这份试卷中的问题有繁体和简体两种版本。要读繁体版，请翻到第四页。要读简体版，请翻到 第十页。你可以用繁体字或是简体字回答问题。

2 0509/11/M/J/20 © UCLES 2020 信息 ● 這份試卷的總分是六十分。 ● 每一題或者每一小題的分數顯示在各題後面的括號 [ ] 裡。 ● 這份插頁有考生需要閱讀的短文。 信息 ● 这份试卷的总分是六十分。 ● 每一题或者每一小题的分数显示在各题后面的括号 [ ] 里。 ● 这份插页有考生需要阅读的短文。

3 0509/11/M/J/20 © UCLES 2020 [Turn over BLANK PAGE

4 0509/11/M/J/20 © UCLES 2020 QUESTIONS IN TRADITIONAL CHARACTERS 第一部分 請閱讀插頁上的短文一，然後在試卷上回答問題1。 1 (a) 窗外的兩種聲音吸引了「我」和爸爸的注意力，這兩種聲音有什麽不尋常之處？ … … [2] (b) 第二段中，作者對外鄉人的描寫反映了他們怎樣的生活現狀？請列出兩點。 … … [2] (c) 其他看熱鬧的人對外鄉人的態度怎麽樣？ … [1] (d) 第三段中，爸爸一系列的舉動說明了他什麽樣的態度和心情？ … … [2] (e) 文章中怎樣表現了爸爸的慷慨？ … … [2] (f) 對比第三段和第六段，「我」的心理有什麽變化？請列出三點。 … … … [3]

5 0509/11/M/J/20 © UCLES 2020 [Turn over (g) 在「我」看來， (i) 對外鄉人來說，「不可言述的痛」指的是什麽？ … [1] (ii) 對施善者來說，「不可言述的痛」指的是什麽？ … [1] (h) 「那個男人一張蒼老扭曲的臉藏在一頂破帽子下面」（第二段），結合上下文，說說作者通 過「藏」想要說明什麽。 … [1] (i) 請根據文章內容，說說作者想通過下面句子中的劃線部分說明什麽。 (i) 「那個男人像鹿一樣濕漉漉亮晶晶的眼睛、花白的鬍渣和從破帽子下齜出的頭髮刺痛了 我的雙眼。」（第四段） … … [2] (ii) 「小巷裏彌漫著濃郁的煙火氣令人窒息。」（第四段） … … [2] (iii) 「我因對方的感激而充滿愧疚，無能為力的悲傷如浪潮般將我吞沒。」（第六段） … … [2] (iv) 「在漫長的時間裏，我在回想的同時都不知道怎樣才能忍住哭泣。」（第七段） … … [2] [總分：23]

6 0509/11/M/J/20 © UCLES 2020 第二部分 2 請閱讀插頁上的短文二和短文三，然後在試卷上回答問題2。 本題的總分是25分： • 考生必須對兩篇短文中的事實和觀點進行分析、評價和擴展。在篩選和總結短文中的相關 信息的基礎上，用自己的話寫一篇文章。（佔15分） • 語言質量（佔10分） 考生寫的內容必須以短文二和短文三中的相關信息為輔助基礎。 考生所寫的字數必須在250至350字之間。 暑期到了，不少同學在尋找實習工作的機會。為了幫助同學們更好地了解職場需求，學校展開 了一系列的討論。請你給校報寫一篇文章。 在你的文章中，你應當： • 說明性格外向在職場中的優勢； • 說明性格內向在職場中的優勢； • 說明職場為什麽需要兩種不同性格的人。 100 200

7 0509/11/M/J/20 © UCLES 2020 [Turn over 300 400 500 600 [總分：25]

8 0509/11/M/J/20 © UCLES 2020 第三部分 請閱讀插頁上的短文四，然後在試卷上回答問題3。 3 (a) 請從原文中找出相應的詞句填空。 (i) 作者用骨頭來比喻盤山…的外形， [1] (ii) 盤山上的土壤孕育了盤山中…的環境。 [1] (b) 作者用「日光橫射，影落塞外」描寫了盤山什麽樣的特點？ … [1] (c) 用自己的話說說從哪裏可以看出來枰石十分寬大？ … [1] (d) 短文中的兩次笑聲有什麽不同？ (i) 第一次「每聞笑聲，皆膽落」是因為…。 [1] (ii) 第二次「撫松下瞰，驚定乃笑」是因為…。 [1] (e) 用自己的話說說作者登盤山後有什麽感慨？ … … [1] (f) 下面描寫登山之險的句子是哪一項？ (i) 盤頂如初抽筍。 (ii) 奔風忽來，翻雲抹海。 (iii) 山石礙右臂，左履虛不見底。 (iv) 太古雲嵐，蝕壁皆翠。 [1]

9 0509/11/M/J/20 © UCLES 2020 [Turn over (g) 解釋下面劃線字詞的意思： (i) 銳而規 … [1] (ii) 住足不得久 … [1] (iii) 迂而僻 … [1] (iv) 闊以掌 … [1] [總分：12] PLEASE TURN OVER TO FIND QUESTIONS IN SIMPLIFIED CHARACTERS

10 0509/11/M/J/20 © UCLES 2020 QUESTIONS IN SIMPLIFIED CHARACTERS 第一部分 请阅读插页上的短文一，然后在试卷上回答问题1。 1 (a) 窗外的两种声音吸引了“我”和爸爸的注意力，这两种声音有什么不寻常之处？ … … [2] (b) 第二段中，作者对外乡人的描写反映了他们怎样的生活现状？请列出两点。 … … [2] (c) 其他看热闹的人对外乡人的态度怎么样？ … [1] (d) 第三段中，爸爸一系列的举动说明了他什么样的态度和心情？ … … [2] (e) 文章中怎样表现了爸爸的慷慨？ … … [2] (f) 对比第三段和第六段，“我”的心理有什么变化？请列出三点。 … … … [3]

11 0509/11/M/J/20 © UCLES 2020 [Turn over (g) 在“我”看来， (i) 对外乡人来说，“不可言述的痛”指的是什么？ … [1] (ii) 对施善者来说，“不可言述的痛”指的是什么？ … [1] (h) “那个男人一张苍老扭曲的脸藏在一顶破帽子下面”（第二段），结合上下文，说说作者通 过“藏”想要说明什么。 … [1] (i) 请根据文章内容，说说作者想通过下面句子中的划线部分说明什么。 (i) “那个男人像鹿一样湿漉漉亮晶晶的眼睛、花白的胡渣和从破帽子下龇出的头发刺痛了 我的双眼。”（第四段） … … [2] (ii) “小巷里弥漫着浓郁的烟火气令人窒息。”（第四段） … … [2] (iii) “我因对方的感激而充满愧疚，无能为力的悲伤如浪潮般将我吞没。”（第六段） … … [2] (iv) “在漫长的时间里，我在回想的同时都不知道怎样才能忍住哭泣。”（第七段） … … [2] [总分：23]

12 0509/11/M/J/20 © UCLES 2020 第二部分 2 请阅读插页上的短文二和短文三，然后在试卷上回答问题2。 本题的总分是25分： • 考生必须对两篇短文中的事实和观点进行分析、评价和扩展。在筛选和总结短文中的相关信 息的基础上，用自己的话写一篇文章。（占15分） • 语言质量（占10分） 考生写的内容必须以短文二和短文三中的相关信息为辅助基础。 考生所写的字数必须在250至350字之间。 暑期到了，不少同学在寻找实习工作的机会。为了帮助同学们更好地了解职场需求，学校展开 了一系列的讨论。请你给校报写一篇文章。 在你的文章中，你应当： • 说明性格外向在职场中的优势； • 说明性格内向在职场中的优势； • 说明职场为什么需要两种不同性格的人。 100 200

13 0509/11/M/J/20 © UCLES 2020 [Turn over 300 400 500 600 [總分：25]

14 0509/11/M/J/20 © UCLES 2020 14 第三部分 请阅读插页上的短文四，然后在试卷上回答问题3。 3 (a) 请从原文中找出相应的词句填空。 (i) 作者用骨头来比喻盘山…的外形， [1] (ii) 盘山上的土壤孕育了盘山中…的环境。 [1] (b) 作者用“日光横射，影落塞外”描写了盘山什么样的特点？ … [1] (c) 用自己的话说说从哪里可以看出来枰石十分宽大？ … [1] (d) 短文中的两次笑声有什么不同？ (i) 第一次“每闻笑声，皆胆落”是因为…。 [1] (ii) 第二次“抚松下瞰，惊定乃笑”是因为…。 [1] (e) 用自己的话说说作者登盘山后有什么感慨？ … … [1] (f) 下面描写登山之险的句子是哪一项？ (i) 盘顶如初抽笋。 (ii) 奔风忽来，翻云抹海。 (iii) 山石碍右臂，左履虚不见底。 (iv) 太古云岚，蚀壁皆翠。 [1]

15 0509/11/M/J/20 © UCLES 2020 (g) 解释下面划线字词的意思： (i) 锐而规 … [1] (ii) 住足不得久 … [1] (iii) 迂而僻 … [1] (iv) 阔以掌 … [1] [总分：12]

16 0509/11/M/J/20 © UCLES 2020 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. BLANK PAGE

This document consists of 9 printed pages. © UCLES 2020 [Turn over Cambridge IGCSE™ FIRST LANGUAGE CHINESE 0509/11 Paper 1 Reading May/June 2020 MARK SCHEME Maximum Mark: 50 Published Students did not sit exam papers in the June 2020 series due to the Covid-19 global pandemic. This mark scheme is published to support teachers and students and should be read together with the question paper. It shows the requirements of the exam. The answer column of the mark scheme shows the proposed basis on which Examiners would award marks for this exam. Where appropriate, this column also provides the most likely acceptable alternative responses expected from students. Examiners usually review the mark scheme after they have seen student responses and update the mark scheme if appropriate. In the June series, Examiners were unable to consider the acceptability of alternative responses, as there were no student responses to consider. Mark schemes should usually be read together with the Principal Examiner Report for Teachers. However, because students did not sit exam papers, there is no Principal Examiner Report for Teachers for the June 2020 series. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the June 2020 series for most Cambridge IGCSE™ and Cambridge International A & AS Level components, and some Cambridge O Level components.

0509/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 2 of 9 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.

0509/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 3 of 9 Question Answer Marks 1 Comprehension and Use of Language (23 marks) Candidates will be assessed on their ability to: R1 identify and interpret explicit information and attitudes R2 identify and interpret implicit information and attitudes R3 demonstrate understanding of how writers use language and structure to achieve effects and influence readers 1(a) • 二胡声荒腔走板/走调了。 2 • 方言听上去不熟悉/很陌生。 1(b) • 艰辛的/贫穷的/困苦的 （如果举出具体的例子，如没有衣服穿，给1 分） 2 • 流浪的/居无定所/无家可归 1(c) • 冷漠/ 冷淡/ 漠不关心/ 置身事外/ 没有同情心 1 1(d) • 他怜悯/同情那两个外乡人。 2 • 他想帮助外乡人的心情十分急切/迫切。 1(e) • 他把所有的/全部的晚饭都给了外乡人。/给了晚饭以后他们自己没有晚 饭吃了。 2 • 给了（五块）钱。 1(f) • 第三段：急了/着急/不理解 3 • 犹豫/不情愿 • 第六段：悲伤/难过 • 愧疚 [Any three of the above] 1(g)(i) • 对外乡人来说，“不可言述的痛”是没有尽头的困顿/困顿的日子还要继 续； 1 1(g)(ii) • 对施善者来说，“不可言述的痛”是对别人的苦难束手无策的难过/ 对 所能给予的帮助微不足道感到的难过。 1 1(h) • 作者想通过“藏”表现男人（面对生活磨难时）的难堪/想保留一点儿自 尊。 1 1(i)(i) • “我”感到吃惊/震动/心痛。 2 • “我”对外乡人的遭遇感到（深深的）同情。

0509/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 4 of 9 Question Answer Marks 1(i)(ii) • “我”喘不过气来。 2 • 外乡人的遭遇令人觉得沉重/压抑 。 1(i)(iii) • “我”的感受强烈到无法自控 。 2 • “我”无法改变现状/与命运相抗衡 。 1(i)(iv) • 这段回忆总是让“我”感到深深的悲伤。 2 • 这件事给“我”的影响很深远。

0509/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 5 of 9 Question Answer Marks 2 Question 2 Directed Writing (25 marks) Note: All Examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Nonetheless, the content must be clearly related to and derived from the passages. This question tests the following Reading and Writing objectives: AO1 Reading R4: analyse and evaluate facts, ideas and opinions R5: select information for specific purposes. [15 marks] AO2 Writing W1: communicate clearly, effectively and imaginatively W2: synthesise information, sequence facts and ideas and opinions W3: use a range of appropriate vocabulary W4: use tone, style and register appropriate to audience and context W5: write characters correctly and make accurate use of characters, punctuation and grammar. [10 marks] Candidates should draw their content from Passages 2 and 3. The list below is indicative and is not exhaustive. Other relevant points from the passages may be included. The mark for Reading is awarded based on Table A. The mark for Writing is awarded based on Table B. 25

0509/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 6 of 9 Question Answer Marks 2 Notes on task Candidates should select ideas from the passage (see below) and develop them relevantly, supporting what they write with details from the passage and judging the appropriate register for the genre which is an article to a school newspaper. Look for a clear response which covers the three areas of the question, is well sequenced, and is in the candidate’s own words. Evaluation of the arguments requires candidates to draw inferences and make judgements. Evidence should be derived from the ideas and examples in both passages, developing claims and assessing their implications with clear and persuasive arguments. (* is to be shown after those which appear in more than one list; + is to be shown as implicit response or to extend some of the meaning from the texts, / and // is to be shown in between equivalent answers which delivers the same meaning; ( ) is to be shown as detailed examples which could be considered equivalent to the point or to include answers with +) Annotate A1 for references to advantages of having an extraverted personality at working places. Annotate A2 for references to advantages of having an introverted personality at working places. Annotate A3 for references to reasons for why working places need two different personality types. Responses might use the following ideas: A1 说明性格外向在职场中的优势 • 善于建立关系/善于交友/人缘好/善于和陌生人交流。 • 保持乐观。 • 充满热情。 • 反应敏捷。 • 擅于表达自己。 • 开朗大方。 Rej. 在工作上游刃有余/ 更能获得上司的赏识/更快得到升迁。 A2 说明性格内向在职场中的优势 • 更好地集中注意力。 • 能深度思考。 • 能未雨绸缪。 • 心思细腻。 • 更能照顾别人的感受。 • 更有耐心。 • 合作起来，让别人觉得踏实放心。 Rej. 喜欢独自在安静的环境中工作/ 勤能补拙/ 在熟悉的环境里可以放得很 开。

0509/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 7 of 9 Question Answer Marks 2 A3 职场为什么需要两种不同性格的人 • 职场需要不同的人才/ 需要纳百川。 • +不同性格的人在职场中可以互补/ 外向者可以带动内向者发挥出潜力/ 内 向者向外向者学习公共演讲。 • 不同性格的人能发挥自身的优势。 • 需要两者共同合作。 • +职场需要两种不同的人保持平衡。 Table A, Reading: Use the following table to give a mark out of 15 for Reading. Level 5 13–15 • The candidate develops, evaluates or analyses the chosen content in a way that clearly fulfils all elements of the task. • The candidate selects a wide range of facts, ideas and opinions from both passages. Level 4 10–12 • There is some development, analysis and evaluation and a clear focus on all elements of the task. • The candidate selects relevant facts, ideas and opinions from both passages. Level 3 7–9 • Development, analysis and evaluation is limited. Parts of the response may not be focused on the task. Most of the task has been attempted though there may be some minor omissions. • The candidate identifies enough relevant facts, ideas and opinions from both passages to fulfil the task. Level 2 4–6 • The response shows very limited development of ideas. Significant aspects of the task may not have been approached. • The candidate identifies some relevant points from one or both passages but they are not always relevant. Level 1 1–3 • The response lacks development of ideas and shows very limited evidence of focus on the task. No awareness of analysis or evaluation. • The candidate identifies very few relevant points from either passage. Level 0 0 • No creditable content.

0509/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 8 of 9 Question Answer Marks Table B, Writing: Use the following table to give a mark out of 10 for Writing. Level 5 9–10 • The response is highly effective and convincing • Well organised and carefully structured for the benefit of the reader • Vocabulary consistently well chosen and precise • Consistently appropriate tone/style for audience and purpose • Character usage, punctuation and grammar almost always accurate Level 4 7–8 • The response is effective • Secure overall structure with some helpful organisation of ideas and Information • Vocabulary is mostly well chosen, with some precision • Mostly appropriate tone/style for audience and purpose • Character usage, punctuation and grammar generally accurate Level 3 5–6 • The response can be understood, although it is not always convincing • Ideas are generally well sequenced • Vocabulary may be plain but is adequate • Some awareness of an appropriate tone/style for audience and purpose • Frequent errors of characters, punctuation and grammar, which are minor and do not prevent communication Level 2 3–4 • The response is sometimes unclear and/or generally unconvincing • Sequence of ideas is sometimes confusing • Vocabulary is simple and not always appropriate • Little awareness of appropriate tone/style • Frequent errors of characters, punctuation and grammar hinder communication • There is a structural weakness and there may be some copying from the passage Level 1 1–2 • The response is difficult to understand and lacks coherence • Little or no evidence of attempt to sequence ideas • Vocabulary limited and/or inappropriate • No awareness of appropriate tone/style • Persistent errors of characters, punctuation and grammar prevent communication • There may be frequent copying from the original Level 0 0 • No creditable content.

0509/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 9 of 9 Question Answer Marks Section 3: Classical Chinese (12 marks) Candidates will be assessed on their ability to: R1 identify and interpret explicit information and attitudes R2 identify and interpret implicit information and attitudes 3(a)(i) 峭石危立/望之若剑戟罴虎之林 1 3(a)(ii) 果木繁 1 3(b) 高大 1 3(c) 摆得下几桌筵席 1 3(d)(i) （僧人的）笑声预示着前面有难走的地方/遇到了绝险处。 1 3(d)(ii) 作者渡过了险境/克服了难关，心里轻松了下来。 1 3(e) 只有敢于冒险/拼命，才能看到不一样的/独特的风景。 1 3(f) iii 山石碍右臂，左履虚不见底 1 3(g)(i) 尖/陡峭 1 3(g)(ii) 停留 1 3(g)(iii) 弯曲/迂回 1 3(g)(iv) 宽 1