Cambridge IGCSE Chinese - First Language 0509 — 2025 May/June Paper 1 · Variant 2

This document has 16 pages. Any blank pages are indicated. [Turn over NL 340680/2 © UCLES 2025 * 9 2 9 4 7 4 7 1 5 4 * Cambridge IGCSE™ FIRST LANGUAGE CHINESE 0509/12 Paper 1 Reading, Directed Writing and Classical Chinese May/June 2025 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 說明 ● 請用中文 中文回答所有 所有問題。請使用黑色或深藍色的筆。不要 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內。 ● 不要 不要在任何條碼上書寫。 ● 不可以 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 说明 ● 请用中文 中文回答所有 所有问题。请使用黑色或深蓝色的笔。不要 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內。 ● 不要 不要在任何条码上书写。 ● 不可以 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。 ,










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2 0509/12/M/J/25 © UCLES 2025 信息 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。 ● 插頁有考生需要閱讀的短文。 信息 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。 ● 插页有考生需要阅读的短文。 * 0000800000002 * ,










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3 0509/12/M/J/25 © UCLES 2025 [Turn over BLANK PAGE * 0000800000003 * ,










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4 0509/12/M/J/25 © UCLES 2025 QUESTIONS IN TRADITIONAL CHARACTERS 第一部分 第一部分 請閱讀插頁上的短文一 短文一，然後在試卷上回答問題1。 1 (a) 說說「我」去二舅家探親時為什麼覺得大開眼界。請列出兩點 兩點。 … … … [2] (b) ē根據第三段，說說全家人做準備時的心情。 … … … … [3] (c) 根據第五段，分析外婆外公與圍觀的鄉親的不同的心理狀態。 … … … [2] (d) 根據第七段，通過二舅和二舅媽見到外婆後的反應，說說他們與外婆之間的關係有什麼不 同。 … … … [2] (e) 在故事的結尾，二舅為什麼在離別之前搖搖頭？ … … [1] * 0000800000004 * ,










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5 0509/12/M/J/25 © UCLES 2025 [Turn over (f) 根據全文，概括說明你是怎麼看出「二舅是外婆和全家人的心頭寶」的。 … … … … … [4] (g) 請根據文章，說說作者想通過劃線部分的詞語/片語說明什麼。 (i) ē「二舅媽見地上的雞屎皺了皺眉頭。」（第六段） … … … [2] (ii) 「(外婆的)手在二舅的風衣上拍了拍，像是怕拍髒似的又縮了回來。」（第七段） … … … [2] (iii) 「外婆一邊燒火一邊擺手：『這點菜哪裡夠！』」（第九段） … … … [2] (iv) 「二舅看了看堂屋，又看了看我們，輕歎了一口氣。」（第九段） … … [1] (v) 「（表哥）往我們這邊草草地揮揮手說了聲『再見』。」（第十一段） … … … [2] [總分：23] * 0000800000005 * ,










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6 0509/12/M/J/25 © UCLES 2025 第二部分 第二部分 2ē ē請閱讀插頁上的短文二 短文二和短文三 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 資訊的基礎上，用自己的話寫一篇文章。（佔15分） • 語言品質（佔10分） ē 考生寫的內容必須以短文二 短文二和短文三 短文三中的相關資訊為輔助基礎。 ē 考生所寫的字數必須在250至350字之間。 ē ē學校下個星期要舉行「健康周」活動，打算邀請一位資深的健康諮詢師為大家做一個關於《關注 年輕人的健康》的報告。作為健康諮詢師，你的報告要包括以下三個方面： • 分析導致年輕人健康水準逐漸下降的原因， • 闡述年輕人注重健康的表現， • 提出幫助年輕人提高健康水準的建議。 100 200 * 0000800000006 * ,










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7 0509/12/M/J/25 © UCLES 2025 [Turn over 300 400 500 600 [總分：25] * 0000800000007 * ,










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8 0509/12/M/J/25 © UCLES 2025 第三部分 第三部分 請閱讀插頁上的短文四 短文四，然後在試卷上回答問題3。 3 (a) 從第一段中怎麼能看出長者對「我」的關愛？ … … … [2] (b) 長者給「我」的教導是什麼？ … … [1] (c) 想入「權者之門」的人是怎樣成功進入的？用自己的話說明。 … … … [2] (d) 下面句子中，哪個「之」的用法不同 不同？ 且今之所謂孚者 候權者之門 立廄中僕馬之間 長者謂僕能之乎 [1] (e) 從官人家出來後，這個人有什麼樣的心情？ … … [1] C A B C D * 0000800000008 * ,










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9 0509/12/M/J/25 © UCLES 2025 [Turn over (f) 解釋下列劃線詞語的意思： (i) 即亦甚幸矣。 … … [1] (ii) 即饑寒毒熱不可忍，不去也。 … … [1] (iii) 適自相公家來。 … … [1] (iv) 相公厚我。 … … [1] (g) 通讀全文，說說「我」對當時「上下相孚」的感想。 … … [1] [總分：12] * 0000800000009 * ,










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10 0509/12/M/J/25 © UCLES 2025 QUESTIONS IN SIMPLIFIED CHARACTERS 第一部分 第一部分 请阅读插页上的短文一 短文一，然后在试卷上回答问题1。 1 (a) 说说“我”去二舅家探亲时为什么觉得大开眼界。请列出两点 两点。 … … … [2] (b) ē根据第三段，说说全家人做准备时的心情。 … … … … [3] (c) 根据第五段，分析外婆外公与围观的乡亲的不同的心理状态。 … … … [2] (d) 根据第七段，通过二舅和二舅妈见到外婆后的反应，说说他们与外婆之间的关系有什么不 同。 … … … [2] (e) 在故事的结尾，二舅为什么在离别之前摇摇头？ … … [1] * 0000800000010 * ,










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11 0509/12/M/J/25 © UCLES 2025 [Turn over (f) 根据全文，概括说明你是怎么看出“二舅是外婆和全家人的心头宝”的。 … … … … … [4] (g) 请根据文章，说说作者想通过划线部分的词语/词组说明什么。 (i) “二舅妈见地上的鸡屎皱了皱眉头。”（第六段） … … … [2] (ii) “(外婆的)手在二舅的风衣上拍了拍，像是怕拍脏似的又缩了回来。”（第七段） … … … [2] (iii) “外婆一边烧火一边摆手：‘这点菜哪里够！’”（第九段） … … … [2] (iv) “二舅看了看堂屋，又看了看我们，轻叹了一口气。”（第九段） … … [1] (v) “（表哥）往我们这边草草地挥挥手说了声‘再见’。”（第十一段） … … … [2] [总分：23] * 0000800000011 * ,









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12 0509/12/M/J/25 © UCLES 2025 第二部分 第二部分 2ē ē请阅读插页上的短文二 短文二和短文三 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） ē 考生写的内容必须以短文二 短文二和短文三 短文三中的相关信息为辅助基础。 ē 考生所写的字数必须在250至350字之间。 ē ē学校下个星期要举行“健康周”活动，打算邀请一位资深的健康咨询师为大家做一个关于《关 注年轻人的健康》的报告。作为健康咨询师，你的报告要包括以下三个方面： • 分析导致年轻人健康水平逐渐下降的原因， • 阐述年轻人注重健康的表现， • 提出帮助年轻人提高健康水平的建议。 100 200 * 0000800000012 * ,









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13 0509/12/M/J/25 © UCLES 2025 [Turn over 300 400 500 600 [总分：25] * 0000800000013 * ,









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14 0509/12/M/J/25 © UCLES 2025 第三部分 第三部分 请阅读插页上的短文四 短文四，然后在试卷上回答问题3。 3 (a) 从第一段中怎么能看出长者对“我”的关爱？ … … … [2] (b) 长者给“我”的教导是什么？ … … [1] (c) 想入“权者之门”的人是怎样成功进入的？用自己的话说明。 … … … [2] (d) 下面句子中，哪个“之”的用法不同 不同？ 且今之所谓孚者 候权者之门 立厩中仆马之间 长者谓仆能之乎 [1] (e) 从官人家出来后，这个人有什么样的心情？ … … [1] C A B C D * 0000800000014 * ,









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15 0509/12/M/J/25 © UCLES 2025 (f) 解释下列划线词语的意思： (i) 即亦甚幸矣。 … … [1] (ii) 即饥寒毒热不可忍，不去也。 … … [1] (iii) 适自相公家来。 … … [1] (iv) 相公厚我。 … … [1] (g) 通读全文，说说“我”对当时“上下相孚”的感想。 … … [1] [总分：12] * 0000800000015 * ,









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16 0509/12/M/J/25 © UCLES 2025 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 Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. BLANK PAGE * 0000800000016 * ,









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This document consists of 12 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge IGCSE™ FIRST LANGUAGE CHINESE 0509/12 Paper 1 Reading, Directed Writing and Classical Chinese May/June 2025 MARK SCHEME Maximum Mark: 60 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 May/June 2025 series for most Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level components.

0509/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 2 of 12 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 descriptions 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.

0509/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 3 of 12 Annotations guidance for centres Examiners use a system of annotations as a shorthand for communicating their marking decisions to one another. Examiners are trained during the standardisation process on how and when to use annotations. The purpose of annotations is to inform the standardisation and monitoring processes and guide the supervising examiners when they are checking the work of examiners within their team. The meaning of annotations and how they are used is specific to each component and is understood by all examiners who mark the component. We publish annotations in our mark schemes to help centres understand the annotations they may see on copies of scripts. Note that there may not be a direct correlation between the number of annotations on a script and the mark awarded. Similarly, the use of an annotation may not be an indication of the quality of the response. The annotations listed below were available to examiners marking this component in this series. Annotations Annotation Meaning Correct: credit for content point or good language Incorrect If the examiner considers the answer to be more correct than incorrect, then ‘benefit of the doubt’ is given. If the examiner considers the answer to be more incorrect than correct, then ‘no benefit of the doubt’ is given. Harmless addition: used if the candidate extends their answer, without contradicting or invalidating the response. Invalidates: used if the candidate includes material in their answer which contradicts the correct answer, and therefore invalidates their response. Grammatical, spelling or punctuation error Meaning unclear or illegible Omission (of letter, character, word, etc.) Irrelevant Repetition Use to show that blank pages have been seen and any creditworthy material has been awarded Inappropriate use of vocabulary from another language Directed writing prompt 1

0509/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 4 of 12 Annotation Meaning Directed writing prompt 2 Directed writing prompt 3 Relevant detail Development of point or idea Highlighter Highlight Off-page comment Used to make a holistic comment about the script

0509/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 5 of 12 Question Answer Marks Guidance Question 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) 因为见到表哥有那么多零食 [1] 有那么多玩具 [1] 表哥有钢琴/会弹 钢琴 [1] Any 2 of 3 2 Reject： 第一次见到钢琴 1(b) 紧张/担心/怕 [1] 期待 [1] 兴奋/开心 [1] 觉得尴尬 [1] Any 3 of 4 3 Reject: 重视/认真/热情 1(c) 外婆外公：激动/开心/欣慰 [1] 围观的乡亲：羡慕/表示开了眼界，见了世面的状 态 [1] 2 Reject: 思念/感动 好奇/称赞 BOD： 赞赏 1(d) 二舅见到外婆就叫了一声“妈”,说明跟外婆关系 更亲密/好/有感情。[1] 二舅看了二舅妈后，二舅妈才短促地叫了一声 “妈” ，说明她跟外婆的关系疏远/冷淡/陌生/没 感情。[1] 2 Reject: 尊重/有礼貌 不和睦/看不起外婆/不喜 欢 1(e) 是对儿子的做法的不满/无奈/失望/觉得儿子没礼 貌 [1] 1 Reject: 惭愧/不好意思

0509/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 6 of 12 Question Answer Marks Guidance 1(f) (为了二舅一家的到来)，用心打扫/把屋子里里外 外打扫得干干净净。 [1] (为了二舅一家的到来)，准备了最新鲜的食材/最 好吃的食物/过年才能吃到的食物/二舅爱吃的食 物。 [1] 全家迎接/全家从屋里冲出来/表哥早早地在村口等 着。[1] 外婆/外公见到二舅就流泪/总是流泪。[1] 让二舅一家先吃/外婆做很多菜。[1] (为了二舅一家的到来)，准备了房间/新买了床 铺、床单和桌椅/重新粉刷了墙壁。 [1] Any 4 of 6 4 1(g)(i) 觉得脏。[1] 二舅妈对乡下环境的嫌弃。[1] 2 BOD： 看不起 1(g)(ii) （怕弄脏）不敢拍了。[1] 外婆怕被嫌弃的心理。[1] 2 Reject: 母亲感到自卑 1(g)(iii) 希望二舅多吃点儿家里人亲手做的饭菜/觉得菜做 得还不够/怕不够吃 [1] 体现外婆对二舅一家的爱/重视。[1] 2 BOD: 好好招待二舅一家。 热情/喜爱 1(g)(iv) 二舅感到无奈/不想大家这么做/希望大家一起吃/ 感觉盛情难却，只好接受。[1] 1 Reject: 抱歉 BOD: 难过/失落/对生疏的亲情 的惋惜 1(g)(v) 很不认真的/糊弄/应付的样子。[1] 体现了表哥很不情愿的心理。[1] 2 NBOD： 潦草/动作快 对大家不重视/看不起/想 赶紧走/害羞 BOD: 草率/跟大家不亲近/关系 疏远。

0509/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 7 of 12 Question Answer Marks Guidance 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 passage. 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.

0509/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 8 of 12 Question Answer Marks Guidance 2 Notes on task Examiners only need to tick up to 5 points for each aspect of the task, as this will show that the candidate has fully covered that part. **遇到学生结构不清晰的时候，我们要看出现的点是不是清晰地回答到问题。 Annotation：If using BOD, please also annotate with 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 a report on the importance of young people’s health. 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 +) 2 Responses might use the following ideas: A1 ( )分析导致年轻人健康水平逐渐下降的原 因: 1 快速的生活节奏/工作太忙/没有时间按时按点 吃饭 2 工作压力太大 3 心理问题 4 胡吃海喝 5 吃太多的外卖/重油重盐 6 “垃圾食品”的诱惑 7 熬夜的习惯/睡眠质量差 A2 ( )阐述年轻人注重健康的表现： 1 吃保健品/吃健胃消食片 2 收藏绿色饮食的信息 3 健身 4 +跟朋友聚会来放松心情 5 找中医调理 6 注重养生 7 有不熬夜的想法

0509/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 9 of 12 Question Answer Marks Guidance 2 A3 ( )提出帮助年轻人提高健康水平的建议: 1 （社会）提供情感支持与心理咨询服务。/ （年轻人）寻求情感支持与心理咨询服务。 2 （社会）通过健康手册/网络进行健康知识的 推广。/ （年轻人）通过健康手册/网络学习健康知识 3 （社会）督促年轻人提高管理个体健康的能力 和素养。/ （年轻人）要提高管理个体健康的能力和素养 （注重饮食健康/少吃外卖/不重油重盐/作息 有规律/改掉熬夜的坏习惯/坚持健身。 4 +（社会）帮助年轻人树立科学的健康观（理 性购买保健品）。/ （年轻人）要树立科学的健康观（理性购买保 健品）。 5 （社会）管理者能更重视员工的健康。 （年轻人）向管理者提议重视员工健康。 6 （社会）商家/餐饮企业都履行社会责任，提 升对健康要素的重视。 （年轻人）要警惕消费陷阱。

0509/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 10 of 12 Question Answer Marks Guidance 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.

0509/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 11 of 12 Question Answer Marks Guidance 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.

0509/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 12 of 12 Question Answer Marks Guidance 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) “得长者时赐一书，（以慰长想）”. 老人家时常写信 （安慰我的长久想念）[1] “更辱馈遗” 还赠送礼物给我。[1] 2 Reject: 给我书 3(b) “上下相孚/才德称位” 上下要互相信任/才能和品德要与职位相符合 [1] 1 3(c) 用甜言媚语 [1] 用金钱贿赂 [1] 2 3(d) D [1] 1 3(e) 开心 [1] 得意/炫耀 [1] Any 1 of 2 1 3(f) (i) 很/非常 [1] 4 BOD (ii) 走 (iv) 待 不薄/看重 (ii) 离开/离去 [1] (iii) 刚才/刚刚 [1] (iv) 厚待/对……非常好 [1] 3(g) 我认为当今时代，没有达到上下相孚的情况/我认 为权者德不配位/我认为很多人都失去了廉耻气节/ “我”要守住本分。/吾惟守分而已。[1] 1