Cambridge IGCSE Chinese - First Language 0509 — 2025 May/June Paper 1 · Variant 3

This document has 16 pages. Any blank pages are indicated. [Turn over NL 345738/2 © UCLES 2025 * 1 1 4 7 1 5 9 6 1 5 * Cambridge IGCSE™ FIRST LANGUAGE CHINESE 0509/13 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 0509/13/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 0509/13/M/J/25 © UCLES 2025 [Turn over BLANK PAGE * 0000800000003 * ,










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4 0509/13/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) 君梅的父母為什麼認為教育很重要？ … … [1] (b) ċ君梅的父母是怎樣支持她讀書的？ … … … [2] (c) 根據第三段，說說君梅為孩子們準備的食物有哪些特點。 … … … [2] (d) 根據第五段，概括君梅獨居的時候對「吃」的態度。 … … [1] (e) 解釋君梅和阿遠不作聲的不同原因。 … … … [2] (f) 從第十二段中，你能看出阿遠什麼樣的做事風格。 … … … … [3] * 0000800000004 * ,










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5 0509/13/M/J/25 © UCLES 2025 [Turn over (g) 阿遠不讓君梅接電話的目的是什麼？ … … [1] (h) 阿遠做的飯菜給君梅帶來了什麼？ … … … [2] (i) 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) ċ「撂下千篇一律的訓詞：『熟背唐詩很重要！』」（第二段） … … … [2] (ii) 「他理直氣壯地跑到業餘烹飪班報名……」（第四段） … … … [2] (iii) 「又是你們這一代人的寒酸──節儉的美德！」（第八段） … … … [2] (iv) 「阿遠模仿外公正顏厲色地約束閒不住的君梅……」（第十一段） … … … [2] (v) 「她吃出了熟悉的味道！」（第十四段） … … [1] [總分：23] * 0000800000005 * ,










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6 0509/13/M/J/25 © UCLES 2025 第二部分 第二部分 2ċ ċ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） ċ 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。 ċ 考生所寫的字數必須在250至350字之間。 ċ ċ最近有學生在「未來職業規劃問卷」上只回答了三個字：「做自己」。作為校長，你為了讓學 生對職業規劃進行更深入的思考，打算給學生們寫一封信，信中包括以下三個要點： • 評估「做自己」的人在人際關係方面遇到的困難； • 分析有些成功人士選擇「不做自己」的原因； • 針對想「做自己」的年輕人，提出你的建議。 100 200 * 0000800000006 * ,










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7 0509/13/M/J/25 © UCLES 2025 [Turn over 300 400 500 600 [總分：25] * 0000800000007 * ,










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8 0509/13/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) (i) 作者認為古人栽種花草樹木最大的目的是什麼。 … … [1] (ii) 請舉一個 一個例子加以說明。 … … [1] (b) 從哪些事可以看出黃中立非常喜歡竹子？ … … … [2] (c) 把尚節亭作為讀書遊藝的地方，體現了黃中立什麼心態？ … … [1] (d) 下面句子中的「之」，哪一個指的是「尚節亭」？ 夫竹之為物 予觀而喜之 或以之比德 坐右之器以欹 [1] (e) 作者認為竹子在天氣變化時所展現的優點是什麼。 … … … [2] C A B C D * 0000800000008 * ,










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9 0509/13/M/J/25 © UCLES 2025 [Turn over (f) 解釋下面劃線字詞的意思。 (i) 豈徒為玩好而已。 … … [1] (ii) 於是乎有裨焉。 … … [1] (iii) 涉寒暑，蒙霜雪。 … … [1] (iv) 復何以尚之哉！ … … [1] [總分：12] * 0000800000009 * ,










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10 0509/13/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) 君梅的父母为什么认为教育很重要？ … … [1] (b) ċ君梅的父母是怎样支持她读书的？ … … … [2] (c) 根据第三段，说说君梅为孩子们准备的食物有哪些特点。 … … … [2] (d) 根据第五段，概括君梅独居的时候对“吃”的态度。 … … [1] (e) 解释君梅和阿远不作声的不同原因。 … … … [2] (f) 从第十二段中，你能看出阿远什么样的做事风格。 … … … … [3] * 0000800000010 * ,










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11 0509/13/M/J/25 © UCLES 2025 [Turn over (g) 阿远不让君梅接电话的目的是什么？ … … [1] (h) 阿远做的饭菜给君梅带来了什么？ … … … [2] (i) 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) “撂下千篇一律的训词：‘熟背唐诗很重要！’”（第二段） … … … [2] (ii) “他理直气壮地跑到业余烹饪班报名……”（第四段） … … … [2] (iii) “又是你们这一代人的寒酸──节俭的美德！”（第八段） … … … [2] (iv) “阿远模仿外公正颜厉色地约束闲不住的君梅……”（第十一段） … … … [2] (v) “她吃出了熟悉的味道！”（第十四段） … … [1] [总分：23] * 0000800000011 * ,









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12 0509/13/M/J/25 © UCLES 2025 第二部分 第二部分 2ċ ċ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） ċ 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。 ċ 考生所写的字数必须在250至350字之间。 ċ ċ最近有学生在“未来职业规划问卷”上只回答了三个字：“做自己”。作为校长，你为了让学生 对职业规划进行更深入的思考，打算给学生们写一封信，信中包括以下三个要点： • 评估“做自己”的人在人际关系方面遇到的困难； • 分析有些成功人士选择“不做自己”的原因； • 针对想“做自己”的年轻人，提出你的建议。 100 200 * 0000800000012 * ,









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









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14 0509/13/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) (i) 作者认为古人栽种花草树木最大的目的是什么。 … … [1] (ii) 请举一个 一个例子加以说明。 … … [1] (b) 从哪些事可以看出黄中立非常喜欢竹子？ … … … [2] (c) 把尚节亭作为读书游艺的地方，体现了黄中立什么心态？ … … [1] (d) 下面句子中的“之”，哪一个指的是“尚节亭”？ 夫竹之为物 予观而喜之 或以之比德 坐右之器以欹ċ [1] (e) 作者认为竹子在天气变化时所展现的优点是什么。 … … … [2] C A B C D * 0000800000014 * ,









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15 0509/13/M/J/25 © UCLES 2025 (f) 解释下面划线字词的意思。 (i) 岂徒为玩好而已。 … … [1] (ii) 于是乎有裨焉。 … … [1] (iii) 涉寒暑，蒙霜雪。 … … [1] (iv) 复何以尚之哉！ … … [1] [总分：12] * 0000800000015 * ,









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16 0509/13/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 13 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge IGCSE™ FIRST LANGUAGE CHINESE 0509/13 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.

0509/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 2 of 13 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.

0509/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 3 of 13 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

0509/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 4 of 13 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 Please remember that schools can request copies of their scripts and will see your annotations. Therefore please ensure you use them only when appropriate and can be justified by the mark scheme. Never write judgemental comments, or anything that may be considered derogatory by the centre or candidate. (The STM meeting will write notes on Practice scripts to explain decisions for standardisation purposes; you are not expected to.)

0509/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 5 of 13 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) 能让人提升(地位/知识(水平)/ 能力)/摆脱原有 的困境 [1] 1 Accept: 改变命运/让底层人爬上去/提升 要有引申的意思 Reject: 像/抄原文 1(b) 母亲包揽家务/做饭/洗碗 [1] 创造安静的环境/父亲把电视机转小声/蹑手蹑 脚 [1] 君梅没被(父母)要求学做饭 [1] Any 2 of 3 2 Accept examples Reject: 父母帮她做家务 BOD: 君梅不用学做饭 1(c) 有營養/富含维生素 [1] 色彩缤纷/五颜六色/颜色好看 [1] 2 1 Accept: 健康 Reject: 抄原文 ‘她能在…的午餐’/回到 家，接着…的晚饭’ 富含维生素的午餐/色彩缤纷的 晚饭 1(d) 不在乎/不介意/不讲究/认为不重要 [1] 1 Accept: 随便 Reject: 一根香蕉也算一顿饭/不知鸡蛋 多少钱/冰箱是空的。 BOD: 不感兴趣/不理会

0509/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 6 of 13 Question Answer Marks Guidance 1(e) 君梅：感到尴尬/不好意思 [1] 阿远：无奈/不理解 [1] 2 Reject: 羞愧/心虚/没面子 无语/气恼/无耐/哭笑不得(没有 回答问题)/不知说什么好 BOD: 面有窘色 (拿妈妈)没有办法 NBOD: 难堪 1(f) 做事准备充分（有备而来）/周全 [1] 自信/胸有成竹 [1] 善于整体把控(同时进行多任务/能一心多用) [1] 有条理/有组织性(一环扣一环) [1] 认真/用心/专注/仔细 [1] Any 3 of 5 3 Accept: 善于协调 Reject: 有效率 随即进行十几道程序 做事详细 BOD: 安排适当 1(g) 不让她一心二用/要她专心(看他做菜/吃饭) [1] 1 BOD: 不想她为其他事操心 1(h) 惊喜/幸福感/快乐/笑容 [1] 唤起对做饭的兴趣/有动力学做菜 [1] 回忆/对母亲的饭菜的回味/对母亲的怀念 [1] Any 2 of 3 2 Reject: 熟悉的味道/家的感觉/惊讶 1(i)(i) 说明父亲说了很多遍/时常提醒 [1] 父亲关注她的学习/父亲爱唠叨 [1] 2 Reject: 总是一样 君梅感到不耐烦/听到麻木了/对 君梅的期望 BOD: 父亲觉得背唐诗很重要 1(i)(ii) 他有足够的理由学做菜 [1] 态度坚定/下定决心 [1] 2 Reject: 做出决定

0509/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 7 of 13 Question Answer Marks Guidance 1(i)(iii) 认为妈妈(一代人)过于节省/讽刺母亲的作为 [1] 对妈妈的做法的不理解/不认同/不满/无奈/阿 远认为这不是一种美德 [1] 2 Accept: 对君梅的过度节俭不理解 (2 marks) 认为妈妈不该这样节俭/失望 Reject: 生气/批评/责备 BOD: 嘲笑妈妈太节俭 1(i)(iv) 只想让妈妈看他做/不想让她做饭 [1] 体现出对妈妈的关爱/关心 [1] 2 Reject: 要管教妈妈/要妈妈专注/让母亲 学会如何做饭 BOD: 想让妈妈休息/享福 孝心 1(i)(v) 她感觉阿远做的菜和董母做的菜的味道很像/ 让她想起母亲做菜的味道/阿远传承了外婆的 厨艺 [1] 1 Accept: 君梅想起了母亲 Reject: 吃出了以前吃过的味道/带来了 回忆 BOD: 是君梅母亲的味道

0509/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 8 of 13 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. 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 letter. 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 +)

0509/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 9 of 13 Question Answer Marks Guidance 2 Responses might use the following ideas: A1 ( ) 评估 “做自己” 的人在人际关系上 遇到的困难: 1 常被认为自私 2 被认为不乖/不符合别人的标准 3 被嘲笑 4 会被施压 5 容易被批评为标新立异/太怪异 6 可能(无意间)伤害或得罪人 7 被讨厌/遭到排斥/不被接纳 5 A2 ( )分析有些成功人士选择“不做自己” 的原因: 1 为了满足粉丝对他们的期待 2 为了成为别人眼中的自己 3 为了适应生活中的(不同的)角色 4 为了融入大众/担心被认为是标新立异 5 为了避免媒体过多的关注/保护隐私 6 为了让竞赛对手捉摸不定/猜不透自己 的想法 5 A3 ( ) 针对想 “做自己” 的年轻人，你给 他们的建议: 1 不自私 2 要有清晰明确的价值观 3 要挖掘自己的长处 4 要忠于自己/有勇气坚持自己的原则 5 (说实话但)不要伤害他人/+讲究说话技 巧 6 要明白 “做自己”的真正意思/做更好的 自己 7 对自己的人生负责/有担当 8 不任性 5 3 Reject: 扬长避短 8 Reject: 与其一味任性地 做自己

0509/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 10 of 13 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.

0509/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 11 of 13 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.

0509/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 12 of 13 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)(i) 取义/取义焉者/取花草树木蕴含的意义/用它象 征一个人的德行品质 [1] 1 Reject: 以之比德而自励 BOD: 用花草树木的美好品德来表达 自己 取义焉者，岂徒为玩好而已 3(a)(ii) 兰取其芳 / 莲取其出污而不染 [1] 1 Reject: 故兰取其芳 3(b) 好植竹/种竹子 [1] 为亭竹间/在竹林中建造亭子/亭台 [1] 名之曰 “尚节之亭”/以竹子的气节为亭子命名/ 给亭子命名 “尚节之亭” [1] Any 2 of 3 2 Accept: 而名之曰 “尚节之亭” Reject: 故为亭竹间 以为读书游艺之所 3(c) 淡泊(名利)/澹乎/无营乎外之心 [1] 1 Reject: 坚毅清高/内心平静 3(d) B [1] 1 3(e) 不为风雨摧折/不(被风雨)摧残折断 [1] 柯不改/叶不易/色苍苍而不变/(严寒酷热下)枝 干不改/叶子不变，颜色依旧青青[1] 2 Accept: 不畏风雨 不畏严寒酷热 Reject: 不为风雨摧折者 For Question 3(f), only mark the first answer. 3(f)(i) 只/只是/仅仅/仅是 [1] 1 Reject: 只有 3(f)(ii) 好处/益处 /帮助 [1] 1 Reject有益 BOD: 裨益 3(f)(iii) 经历/经过/度过 [1] 1 Reject: 遭受/遭遇

0509/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 13 of 13 Question Answer Marks Guidance 3(f)(iv) 推崇/尊崇/崇尚/以…为高尚 [1] 1 Accept: 崇拜/重视 BOD: 敬仰/赞赏