Cambridge IGCSE Chinese - First Language 0509 — 2020 May/June Paper 2 · Variant 3

This document has 16 pages. Blank pages are indicated. NL 182350/2 © UCLES 2020 [Turn over Cambridge IGCSE™ FIRST LANGUAGE CHINESE 0509/23 Paper 2 Writing May/June 2020 2 hours You must answer on the question paper. No additional materials are needed. INSTRUCTIONS ● Answer two questions, one from Section 1 and one from Section 2. ● 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 essay titles on this question paper are printed twice, once in traditional and once in simplified characters. To read the titles in traditional characters, turn to page 4; to read the titles 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 50. ● Each question is worth 25 marks. 說明 ● 請回答兩個問題，從第一部分選擇一個問題，然後從第二部分也選擇一個問題來答題。 ● 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。 ● 這份試卷中的作文題目有繁體和簡體兩種版本。要讀繁體版的題目，請翻到第四頁。要讀簡體 版的題目，請翻到第十頁。你可以用繁體字或是簡體字回答問題。 说明 ● 请回答两个问题，从第一部分选择一个问题，然后从第二部分也选择一个问题来答题。 ● 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。 ● 这份试卷中的作文题目有繁体和简体两种版本。要读繁体版的题目，请翻到第四页。要读简体 版的题目，请翻到第十页。你可以用繁体字或是简体字回答问题。 * 6 6 4 0 9 7 7 3 9 2 *

2 0509/23/M/J/20 © UCLES 2020 信息 ● 這份試卷的總分是五十分。 ● 每一題的分值是二十五分。 信息 ● 这份试卷的总分是五十分。 ● 每一题的分值是二十五分。

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4 0509/23/M/J/20 © UCLES 2020 QUESTIONS IN TRADITIONAL CHARACTERS 請寫兩篇作文，每篇作文的字數應當在400到600之間。 在第一部分中任選一題，在第二部分中再任選一題。 第一部分 議論 1 “所有學生都必須參加志願者活動。”你同意嗎？給校長寫一篇具有說服力的文章，說明你為 什麼同意或者不同意這個觀點。 或者 2 “飲食決定健康。”你同意嗎？請給網上某青少年雜誌寫一篇具有說服力的文章，說明你為什 麼同意或者不同意這個觀點。 討論 3 當地政府邀請居民們就當地的文物保護和旅遊發展提出建議。請給當地政府寫一封信。 文章必須包括以下幾點： • 從好壞兩方面，談談你對政府文物保護現有措施的評價； • 你對文物保護的建議； • 你的建議如何推動旅遊業的發展。 或者 4 現在中學生請家教、上補習班越來越普遍了。請給當地報社寫一篇文章。 文章必須包括以下幾點： • 目前中學生的學習壓力； • 請家教、上補習班的好處和壞處； • 學生怎樣才能做到勞逸結合。

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7 0509/23/M/J/20 © UCLES 2020 [Turn over 第二部分 描述 5 描寫學校新年晚會的場景和你當時的心情。 或者 6 上個星期六你在公園裡待了一個下午，描寫你的所見所感。 敘述 7 以“突然，我聽到一聲巨響…”為情境，寫一個故事。 或者 8 敘述你一次外出旅遊的經歷。

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10 0509/23/M/J/20 © UCLES 2020 QUESTIONS IN SIMPLIFIED CHARACTERS 请写两篇作文，每篇作文的字数应当在400到600之间。 在第一部分中任选一题，在第二部分中再任选一题。 第一部分 议论 1 “所有学生都必须参加志愿者活动。”你同意吗？给校长写一篇具有说服力的文章，说明你为 什么同意或者不同意这个观点。 或者 2 “饮食决定健康。”你同意吗？请给网上某青少年杂志写一篇具有说服力的文章，说明你为什 么同意或者不同意这个观点。 讨论 3 当地政府邀请居民们就当地的文物保护和旅游发展提出建议。请给当地政府写一封信。 文章必须包括以下几点： • 从好坏两方面，谈谈你对政府文物保护现有措施的评价； • 你对文物保护的建议； • 你的建议如何推动旅游业的发展。 或者 4 现在中学生请家教、上补习班越来越普遍了。请给当地报社写一篇文章。 文章必须包括以下几点： • 目前中学生的学习压力； • 请家教、上补习班的好处和坏处； • 学生怎样才能做到劳逸结合。

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13 0509/23/M/J/20 © UCLES 2020 [Turn over 第二部分 描述 5 描写学校新年晚会的场景和你当时的心情。 或者 6 上个星期六你在公园里呆了一个下午，描写你的所见所感。 叙述 7 以“突然，我听到一声巨响…”为情境，写一个故事。 或者 8 叙述你一次外出旅游的经历。

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16 0509/23/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 8 printed pages. © UCLES 2020 [Turn over Cambridge IGCSE™ FIRST LANGUAGE CHINESE 0509/23 Paper 2 Writing 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.

0509/23 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 2 of 8 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.

0509/23 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 3 of 8 Candidates will be awarded marks in two categories for the composition that they write: • the first mark is out of 12 for Style and Accuracy: see Table A; • the second mark is out of 13 for Content and Structure: see Table B1, B2, B3 or B4 (depending on the type of composition: Argumentative, Discursive, Descriptive or Narrative). Candidates will be assessed on their ability to: AO2 Writing W1: communicate clearly, effectively and imaginatively W2: synthesise information, sequence facts and develop 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 TABLE A – STYLE AND ACCURACY Level 6 11–12 Fluent and easy to understand The candidate: • uses a variety of well-constructed sentences, including complex sentences where appropriate, to achieve particular effects • uses extensive vocabulary which is well-chosen, precise and at times ambitious. Is able to use sophisticated expressions, for example, appropriate use of idioms • writes in a consistent, appropriate register and tone throughout • is able to use characters accurately and is consistently secure in the use of punctuation and grammar, even in more complex sentences or passages. Level 5 9–10 Fluent and comprehensible The candidate: • uses a variety of sentence structures correctly, including complex ones • uses vocabulary and expressions which are varied and often effective, and sometimes ambitious • almost always writes in a consistent and appropriate register and tone • is nearly always accurate in the use of characters, punctuation and grammar. Level 4 7–8 Mostly fluent with occasional minor lapses in clarity The candidate: • uses sentence structures correctly, sometimes attempting complex ones with success • uses appropriate and accurate vocabulary; choice of vocabulary communicates precise meaning only occasionally • is not always consistent in the use of register and tone although this does not detract from the message • uses simple grammatical forms correctly. Sentence separation is mostly correct. Occasional mistakes in the use of characters – but no error of any sort impedes communication.

0509/23 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 4 of 8 Level 3 5–6 Sometimes fluent, sometimes unclear The candidate: • uses simple sentence structures that may be repetitive. Complex sentence structures are attempted with only limited success • uses vocabulary which communicates general meaning, but is sometimes limited and repetitive • shows some awareness of an appropriate register and tone, but sometimes makes lapses which detract from the message • makes some errors of punctuation including sentence separation; makes some character and grammatical errors, rarely serious enough to prevent understanding. Level 2 3–4 Much of the response is difficult to understand although there may be occasional clear sections The candidate: • uses simple sentence structures, sometimes inaccurately. Complex sentences are not attempted, or if they are, they are repeatedly joined by ‘and’, ‘but’ and ‘so’, with other conjunctions being used ineffectively, if at all • uses basic vocabulary, sometimes inaccurately • uses an inappropriate register and tone in most of the response • makes frequent errors of character use, punctuation and grammar which prevent understanding to some extent, but the overall meaning is not in doubt. Level 1 1–2 The response is difficult to understand The candidate: • uses poorly constructed sentences • uses basic vocabulary, often inaccurately • shows no awareness of appropriate register and tone • makes persistent errors of character use, punctuation and grammar which make much of the response difficult to understand. 0 • No creditable content.

0509/23 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 5 of 8 TABLE B1 – Argumentative An argumentative essay attempts to clearly present a strong position on a particular topic. Its purpose is to both educate and persuade the reader on a particular point of view. It may target an audience that is more resistant to its viewpoint or message. Level 6 11–13 • Fulfils the task with a consistently good sense of purpose and audience. • The argument is very focused, sometimes sophisticated and consistently persuasive, and supported by a wide range of relevant facts, ideas and opinions. The opposing viewpoint may be described and refuted to convince the reader that the argument being presented is correct. • Every stage of the argument is developed and linked in a logical way. Sentences within paragraphs are well-sequenced. Level 5 9–10 • Fulfils the task with a good sense of purpose and audience. • The argument is clearly presented and almost always persuasive, supported by relevant facts, ideas and opinions. • Nearly all stages of the argument are developed and linked in a logical way. Paragraphs are mostly well sequenced, although some may be uneven in quality. Level 4 7–8 • Fulfils the task, attempting to address the topic, but with lapses of focus and/or awareness of audience. • The argument is coherent and supported by facts, ideas or opinions of some relevance, developed in a straightforward manner. • Stages of the argument are generally linked together in a logical way. The sequence of the sentences within paragraphs is satisfactory, although some ideas may not be linked. Level 3 5–6 • Some engagement with the task. Generally insufficient awareness of purpose and/or audience. • The argument is generally sound, though sometimes repetitive. It is supported by facts, ideas or opinions of limited relevance, which are developed in a straightforward manner. • Some stages of the argument are linked together in a logical way. The response may be uneven overall, starting more strongly than it finishes, or vice versa. Level 2 3–4 • Very limited engagement with task, little sense of purpose and/or audience. • The argument is often unclear. A few supporting facts, ideas or opinions are given, but these are not developed. • There is a lack of overall sequencing. Paragraphs, if used, are not clearly linked together. Level 1 1–2 • No engagement with the task, or engagement with task is hidden by density of error. • The argument is difficult to follow and there is little attempt to develop supporting facts, ideas or opinions. • Few ideas in the text overall are linked. The sequence of sentences is poor. 0 • A mark of zero should be awarded where material is irrelevant.

0509/23 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 6 of 8 TABLE B2 – Discursive The goal of a discursive essay is to present a balanced and objective examination of a subject. It does not, however, have to be expressly neutral. The essay should present both sides of the discussion. Level 6 11–13 • Fulfils the task with a consistently good sense of purpose and audience. • The discussion is balanced, sometimes sophisticated and showing full awareness of both sides of the issue being discussed. It is consistently supported by a wide range of relevant facts, ideas and opinions. • Every stage of the discussion is developed and linked in a logical way. Sentences within paragraphs are well-sequenced. Level 5 9–10 • Fulfils the task with a good sense of purpose and audience. • The discussion is clearly presented and almost always developed in a balanced way, supported by relevant facts, ideas and opinions. • Nearly all stages of the discussion are developed and linked in a logical way. Paragraphs are mostly well sequenced, although some may be uneven in quality. Level 4 7–8 • Fulfils the task, attempting to address the topic, but with lapses of focus and/or awareness of audience. • The discussion is coherent and supported by facts, ideas or opinions of some relevance, developed in a straightforward manner, showing some awareness of both sides of the issue under discussion. • Stages of the discussion are generally linked together in a logical way. The sequence of the sentences within paragraphs is satisfactory, although some ideas may not be linked. Level 3 5–6 • Some engagement with the task. Generally insufficient awareness of purpose and/or audience. • The discussion is generally sound, though sometimes repetitive and is heavily biased towards one viewpoint. It is supported by facts, ideas or opinions of limited relevance, which are developed in a straightforward manner. • Some stages of the discussion are linked together in a logical way. The response may be uneven overall, starting more strongly than it finishes, or vice versa. Level 2 3–4 • Very limited engagement with task, little sense of purpose and/or audience. • The discussion is often unclear. A few supporting facts, ideas or opinions are given, but these are not developed. There is no acknowledgment or development of the opposing viewpoint of the issue under discussion. • There is a lack of overall sequencing. Paragraphs, if used, are not clearly linked together. Level 1 1–2 • No engagement with the task, or engagement with task is hidden by density of error. • The discussion is difficult to follow and there is little attempt to develop supporting facts, ideas or opinions. • Few ideas in the text overall are linked. The sequence of sentences is poor. 0 • A mark of zero should be awarded where material is irrelevant.

0509/23 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 7 of 8 TABLE B3 – Descriptive Level 6 11–13 • The response consistently presents relevant well-defined, well-developed ideas and images. • A vivid sense of atmosphere is created, with sensory details used to engage the reader fully. • The structure is secure and coherent. Devices such as the movements of the writer, the creation of a short time span or the creation of atmosphere or tension are used. Level 5 9–10 • The response presents a variety of engaging and relevant ideas and images, with a range of details. • A strong sense of atmosphere is created, with some sensory detail, engaging the reader’s attention. • The structure is clear and largely consistent. There may be occasional missed details. Sentences are well sequenced and the description is effective. Level 4 7–8 • The response presents effective ideas and images that are relevant to the topic and which satisfactorily address the task. • Some feeling of atmosphere is created and some details are provided which interest the reader. • The response contains a series of points. Some of the ideas are developed, though straightforwardly. Some sentences are well sequenced. There may be a lack of an effective overall picture. Level 3 5–6 • The response presents some relevant details, ideas or images, occasionally developed in a straightforward way. • An attempt is made to create atmosphere and limited details are provided. The response may be more narrative (focused on events) than descriptive. • 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 or repetition. Level 2 3–4 • The response shows an attempt to present some relevant details, ideas or images. • Where there is any development, it is very simple. The response may be more narrative than descriptive. • There is limited attention to sequencing and structure, lack of progression and/or repetition. Level 1 1–2 • The response presents few relevant descriptive details, ideas or images. • Development is minimal or non-existent. • A few sentences may be sequenced but overall the order of ideas is confused and there may be significant repetition. 0 • A mark of zero should be awarded where material is irrelevant.

0509/23 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 8 of 8 TALE B4 – Narrative Level 6 11–13 • The narrative consistently engages the reader and uses a wide range of imaginative ideas, images and narrative devices successfully. • Characterisation and/or setting are fully convincing. • The different sections of the story are carefully balanced and the climax is carefully managed. • Sentence sequences are sometimes arranged to produce effects such as the building up of tension or providing a sudden turn of events. Level 5 9–10 • The narrative is almost always engaging to the reader and uses some features that are of interest to a reader, although not consistently so. • Character and/or setting are portrayed with some attempt at creativity. • The story is orderly and the beginning and ending (where required) are well 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. Level 4 7–8 • The narrative is straightforward, with satisfactory identification of features such as character and setting. There may be an attempt to use narrative devices, although these may be of limited success. • Character and/or setting are clearly, if simply, portrayed. • While opportunities for appropriate development of ideas are sometimes missed, the overall structure presents the narrative effectively. • Sentences are usually sequenced to narrate events. Level 3 5–6 • The narrative is relevant but contains few, if any, narrative devices. • There is some attempt to portray character(s) and/or setting. • The overall structure is sound although there are examples where a particular section is too long or too short. A climax may be identified but is not effectively described or led up to. • Sentence sequences narrate events but may occasionally contain intrusive facts or misleading ideas. Level 2 3–4 • The narrative is simple and generally unengaging, making limited use of ideas or images. • Details of character and setting are limited. • While some events in the story are narrated in a logical sequence, others may be unconnected and without a resolution. • Sentence sequences are only used to link a simple series of events. Inappropriate importance may be given to sections of the story. Level 1 1–2 • The narrative is very simple and unengaging. • There is little or no attempt to define character and/or setting. • The story is difficult to follow because the structure is unclear and events in the story are generally muddled and unconnected. Some of the content has no relevance to the plot. 0 A mark of zero should be awarded where material is irrelevant.