Cambridge IGCSE Chinese - First Language 0509 — 2020 May/June Paper 1 · Variant 3

This document has 16 pages. Blank pages are indicated. NL 182431/3 © UCLES 2020 [Turn over Cambridge IGCSE™ FIRST LANGUAGE CHINESE 0509/13 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。 * 7 3 9 0 1 1 1 4 7 6 *

2 0509/13/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。

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4 0509/13/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) 哪兩處環境描寫烘托出了故事開始時的氣氛？ … … [2] (b) 概括第一段中表現出老裁縫精湛手藝的兩個方面。 … … [2] (c) 第二段中，父親的暗自歎息表明了他什麽樣的心理？ … … … [2] (d) 第六段和第七段中，作者寫到六兒的眼，說說有什麽用意。 … … … [3] (e) 和六兒窘迫的童年相比，從哪裏可以看出來六兒的社會地位發生了變化？ … … … [3] (f) 綜合全文，說說耗子和水綠的旗袍分別代表了什麽。 … … [2]

5 0509/13/M/J/20 © UCLES 2020 [Turn over (g) 「我的筆端頓在稿紙上，上面沒有出現一個字。」（第一段）結合上下文，說說「頓」表明 了什麽。 … … [1] (h) 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) 「旗袍垂掛在衣架上，與我默默對視。」（第一段） … … [2] (ii) 「他的笑容僵住了。」（第四段） … … [2] (iii) 「老人臉上很快湧出一團和氣的喜悅。」(第五段) … … [2] (iv) 「我和六兒坐著，聊著，直到我品不出茶的味道。」(第六段) … … [2] [總分：23]

6 0509/13/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，用自己的話寫一封信。（佔15分） • 語言質量（佔10分） 考生寫的信的內容必須以短文二和短文三中的相關信息為輔助基礎。 考生寫的信的字數必須在250至350字之間。 你所在的學校打算推出一套新款校服，引起了學生們的熱烈討論。請你以支持校服的學生代表 的名義，給你的同學們寫一封信。在你的信中，請說明： • 穿校服對學生的好處； • 學生們和家長們對校服的訴求； • 校服在校園文化中能起到的作用。 100 200

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8 0509/13/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) 短文中哪裏可以看出「我」在家過的日子很清靜？ … [1] (b) 請用自己的話說說小女兒愛書的表現。 … … [2] (c) 解釋下列劃線詞語： (i) 或乳于母 … [1] (ii) 故余讀常不廢 … [1] (iii) 意到即筆 … [1] (iv) 余嘗謂 … [1] (d) 作者用「兔起鶻落」來形容什麽？ … [1] (e) 請用自己的話回答「我」讀書的目的是什麽。 … [1] (f) 下列句子分别指的是誰？ (i) 「……即讀《尚書》」指的是…。 [1] (ii) 「……若甚解者」指的是…。 [1] (iii) 「……不以為似也」指的是…。 [1] [總分：12]

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10 0509/13/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) 哪两处环境描写烘托出了故事开始时的气氛？ … … [2] (b) 概括第一段中表现出老裁缝精湛手艺的两个方面。 … … [2] (c) 第二段中，父亲的暗自叹息表明了他什么样的心理？ … … … [2] (d) 第六段和第七段中，作者写到六儿的眼，说说有什么用意。 … … … [3] (e) 和六儿窘迫的童年相比，从哪里可以看出来六儿的社会地位发生了变化？ … … … [3] (f) 综合全文，说说耗子和水绿的旗袍分别代表了什么。 … … [2]

11 0509/13/M/J/20 © UCLES 2020 [Turn over (g) “我的笔端顿在稿纸上，上面没有出现一个字。”（第一段）结合上下文，说说“顿”表明 了什么。 … … [1] (h) 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) “旗袍垂挂在衣架上，与我默默对视。”（第一段） … … [2] (ii) “他的笑容僵住了。”（第四段） … … [2] (iii) “老人脸上很快涌出一团和气的喜悦。”(第五段) … … [2] (iv) “我和六儿坐着，聊着，直到我品不出茶的味道。”(第六段) … … [2] [总分：23]

12 0509/13/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，用自己的话写一封信。（占15分） • 语言质量（占10分） 考生写的信的内容必须以短文二和短文三中的相关信息为辅助基础。 考生写的信的字数必须在250至350字之间。 你所在的学校打算推出一套新款校服，引起了学生们的热烈讨论。请你以支持校服的学生代表的 名义，给你的同学们写一封信。在你的信中，请说明： • 穿校服对学生的好处； • 学生们和家长们对校服的诉求； • 校服在校园文化中能起到的作用。 100 200

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14 0509/13/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) 短文中哪里可以看出“我”在家过的日子很清静？ … [1] (b) 请用自己的话说说小女儿爱书的表现。 … … [2] (c) 解释下列划线词语： (i) 或乳于母 … [1] (ii) 故余读常不废 … [1] (iii) 意到即笔 … [1] (iv) 余尝谓 … [1] (d) 作者用“兔起鹘落”来形容什么？ … [1] (e) 请用自己的话回答“我”读书的目的是什么。 … [1] (f) 下列句子分别指的是谁？ (i) “……即读《尚书》”指的是…。 [1] (ii) “……若甚解者”指的是…。 [1] (iii) “……不以为似也”指的是…。 [1] [总分：12]

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16 0509/13/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 0509/13 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.

0509/13 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.

0509/13 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) • 窗外呼呼的风/ 风很大 2 • 室内昏黄的灯光/ 灯光昏暗 1(b) • 做工 2 • 剪裁 1(c) • 表明了父亲的失望。 • 表明父亲对六儿的理解/怜悯。 • 表明父亲对无法彻底帮助六儿家改变命运的难过。 [Any 2 of 3] 2 1(d) • 说明六儿花费了很多心思来做这件旗袍。 3 • 突出六儿精湛的手艺。 • 说明了六儿和“我”的关系（熟悉/重视“我”）。 1(e) • 他被称为“裁缝大师”。 3 • 他住在方正新建的四合院里,(有朱门)。 • 他有门房了。 1(f) • “耗子”代表的是六儿当年对“我”和“我”父亲的冷漠/厌恶。 2 • 水绿的旗袍代表的是现在六儿对往事的和解。 1(g) • “我”陷入沉思 /回忆 1 1(h)(i) • “我”面对着旗袍。 2 • 旗袍像有生命的人一样。 1(h)(ii) • 他愣住了。 2 • 他很意外/吃惊。 1(h)(iii) • 表达了六儿抑制不住的高兴心情。 2 • 表达了六儿放下了从前的隔阂。

0509/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 4 of 9 Question Answer Marks 1(h)(iv) • “我”和六儿聊天的时间长。 2 • “我”和六儿的感情很深。

0509/13 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

0509/13 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 穿校服对学生的好处 • 让学生找到归属感。 • 有助于减少互相攀比/ 保护家庭困难的同学的自尊心。 • 创造安全的校园环境，（有助于学生的安全）。 • 间接地促进了学生的学习。 • +降低逃课率。 • 节省穿衣打扮的时间/穿起来方便。 A2 学生们和家长们对校服的诉求 • 剪裁合身/ 不要过于宽大。 • 穿着舒适/ + 提高面料质量。 • + 减少在校服上的花费。 • 设计丰富一些。 • 能够显示(青少年的)的个性和活力。 A3 校服在校园文化中能起到的作用 • 培养集体荣誉感/归属感。 • + 创造平等的环境。 • + 体现时代特点。 • 让学生有自豪感/责任感 (如果让学生参与到校服设计中来)。 • * 体现学生的精神面貌/个性和活力。 • + 体现学校的特点。

0509/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 7 of 9 Question Answer Marks 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.

0509/13 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.

0509/13 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) 闭门扫轨/朋旧少过 1 3(b) 用手指一行行地比划。 1 嘴里发出声音。 1 3(c)(i) 喂奶 1 3(c)(ii) 停止 1 3(c)(iii) 做笔记 1 3(c)(iv) 曾经 1 3(d) 形容一想到就记下来/做笔记速度之快/ 做笔记时文思泉涌。 1 3(e) 揣摩书中的神韵/韵味。 1 3(f)(i) 我 1 3(f)(ii) 小女儿 1 3(f)(iii) 人们 1