Cambridge IGCSE Chinese - Second Language 0523 — 2017 May/June Paper 1 · Variant 1

CHINESE AS A SECOND LANGUAGE 0523/01 Paper 1 Reading and Writing May/June 2017  2 hours Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions. The passages and questions on this question paper are printed twice, once in traditional and once in simplified characters. If you wish to read them in traditional characters, turn to page 2; if you wish to read them in simplified characters, turn to page 14. You may write your answers in either traditional or simplified characters. Dictionaries are not allowed. The number of marks is given in brackets [ ] at the end of each question or part question. Please indicate here whether you have used the traditional or simplified section of the question paper. Traditional Simplified This document consists of 24 printed pages. NL 133090/3 © UCLES 2017 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 9 6 9 0 8 0 6 2 2 2 *

2 © UCLES 2017 0523/01/M/J/17 PASSAGES AND QUESTIONS IN TRADITIONAL CHARACTERS 第一部分 練習一 第1至5題 仔細閱讀下面的短文，然後回答問題。 兒童食品廣告新準則 為了從小培養孩子正確的飲食觀念及行為，新加坡政府將從2015年起，加 強管制面向兒童的食品飲料廣告。 新的兒童食品廣告準則對產品的銷售點和贊助商的商標不作限制，但是對 各類產品的營養標準及其廣告有嚴格規定。 肉類、魚類、乳製品、蔬果等各類食品都必須符合由廣告委員會制定的統 一營養標準。合格的產品除了不能有過量的鹽、飽和脂肪和糖分外，還必須包 含有益成分，如纖維。巧克力、糖果和汽水一律不准針對兒童打廣告。 不符合營養標準的食品飲料，將面對各種廣告限制，包括不能在電視的兒 童節目時段打廣告，不能在本地兒童網站和兒童刊物上打廣告等等。此外，商 家也不能使用受兒童歡迎的明星、卡通人物和各種玩具來推銷這類產品，或是 進行遊戲和舉辦比賽來吸引顧客。 新加坡廣告標準局將負責監管新廣告準則的實施，並且會進行定期的抽樣 檢查。他們也會在今年11月為商家、媒體業者和廣告公司開辦課程，確保他們 熟悉新的規定。 衛生部兼交通部政務次長費紹爾副教授在 記者會上說：“新的廣告準則之所以會針對十 二歲以下的孩童，是因為他們心理發育尚未成 熟，比較容易受到外界的影響。孩童的飲食習 慣早在五歲前就開始形成，一旦超過十一歲就 很難改變。研究表明，很多成人肥胖症患者在 兒童時期都沒有養成良好的飲食習慣。”

3 [Turn over 0523/01/M/J/17 © UCLES 2017 1 根據以上短文，選擇四個正確的答案，在方格裏打勾（）。 A 根據新準則，乳製品不可有過量的糖和飽和脂肪。 B 合格的產品必須包含有益健康的成分。 C 所有的食品和飲料任何時候都能在電視上做廣告。 D 糖果廣告可以使用受孩子歡迎的卡通人物。 E 新準則不允許商家通過少兒比賽來推銷汽水。 F 新加坡廣告標準局將為家長開辦課程。 G 小孩子容易受外界的干擾。 H 肥胖症與兒童飲食習慣無關。  [4] 根據以上短文，選擇唯一正確的答案，在方格裏打勾（）。 2 新準則的目的是 推銷兒童食品。 限制商家競爭。 維護兒童健康。 [1] 3 新準則對什麼不作限制？ 糖的含量 銷售點 廣告 [1] 4 根據新準則，商家不可使用的推銷手段包括 在外國網站登廣告。 在《父母週刊》上登廣告。 送卡通玩具。 [1] A A B B C C A B C

4 © UCLES 2017 0523/01/M/J/17 5 研究顯示，兒童很早就養成比較固定的 飲食習慣。 思維方式。 娛樂習慣。 [1] [總分: 8] B A C

5 [Turn over 0523/01/M/J/17 © UCLES 2017 [請翻至下一頁做練習二]

6 © UCLES 2017 0523/01/M/J/17 練習二 第6至14題 雷克，原名Christoph Rehage，德國人，自由職業者。他的微博有17萬粉 絲。“雷克這名字是我自己根據德國名字音譯的。我覺得，‘雷克’兩個字還 意味著‘雷電的征服者’，意思很好。” 雷克出生於德國漢諾威的一個小村莊，高中畢業後在巴黎生活了一段時 間。2003年，雷克從巴黎徒步走回德國，在慕尼黑大學學習漢學、政治和歷 史。兩年後到北京電影學院做交換生。“我對亞洲的文化特別感興趣，原本打 算學日語和日本文化。但後來還是改主意學中文了，因為說漢語的人比說日語 的人多得多。” 雷克26歲那年，決定徒步穿越中國。他從北京出發，一路經過河北、山 西、陝西、甘肅等六個省份，最終到達烏魯木齊。歷時一年、全程4646公里 的這場旅行，被他製作成紀錄短片《最遙遠的路》。同名書籍隨後在德國出 版。2013年中文版在中國面世，改名《徒步中國》。 在《徒步中國》中，雷克花大量篇幅描述路上的風景和天氣，敍述旅途中 遇到的人與事。雷克說，徒步過程中，對他影響最大的是有“天下第一瘋”之 稱的謝建光，這是一個花了近三十年時間徒步走遍中國的人。令他印象最深刻 的地方是敦煌，對他來說那裏是最完美的地方。在旅途中，雷克的背包裏裝著 一本余華的《活著》，這是他最喜歡的書，因為整本書都是在寫家庭中人與人 的關係，這對雷克的影響非常大。 假設你是雷克，根據以上短文，編寫個人資訊網頁。

7 [Turn over 0523/01/M/J/17 © UCLES 2017 6 [1] 7 [1] 8 [1] 9 [1] 10 [2] 11 [1] 12 [1] 13 [1] 14 [1] [總分: 10] 原名： Christoph Rehage 中文名： 雷克 中文名字的意思： 職業： 出生地： 在中國就讀的院校： 為什麼學中文？ 最難忘的經歷： 徒步穿越中國 在德國出版的書： 旅途中對我影響最大的人： 謝建光 原因： 旅行中最令我難忘的地方： 我最喜歡《活著》是因為： 雷克简介 雷克简介 雷克简介

8 © UCLES 2017 0523/01/M/J/17 練習三 第15至21題 仔細閱讀下面的短文，然後回答問題。 玩是最高級別的學習 我見過太多父母“談玩色變”，他們把玩耍看做是 虛度光陰。殊不知，這樣的父母反而是在起跑線上扼殺 了孩子的競爭力。 孩子的童年，通常有兩種風格，一種是自選動作為主，一種是規定動作 為主。自選動作意味著孩子有極大的自由度，哪怕搭個積木，他也要先規劃一 下：搭什麼，在哪里搭。選擇能力也很重要，比如，要不要跟小夥伴一起做。 如果決定跟小夥伴一起做，合作能力也是必不可少的。而如果是規定動作，比 如上課外班之類的，思考和決策通常是父母的事，孩子有行動力就足夠了。 這兩種風格不但思維路徑不同，目標也完全不同——規定動作追求的是 “完成”，自選動作要的是“好玩兒”。 那些童年玩得比較充分的人，通常都有一些共同的傾向，比如，他們性格 開朗，具有那種沒來由的愉悅感。這些人常常跟隨自己的內在感覺，去做自己 真正想做的事，不會為了穩定而放棄自己的愛好和夢想。去創業的，往往也是 這些人，他們會付出更多汗水，會承擔更大的風險，但也會活得格外精彩。 我們習慣於把玩耍和學習對立起來。這是極大的誤區。 孩子在“好玩兒”的狀態裏可以不知不覺錘煉著終身受用的 做事能力。從這個角度來看，玩是一種無形資產，也是最高 級別的學習。

9 [Turn over 0523/01/M/J/17 © UCLES 2017 15 為什麼有些家長不願讓自己的孩子有更多時間玩耍？ … [1] 16 以自選動作為主的童年，可以培養孩子哪些能力？ (i) … [1] (ii) … [1] (iii) … [1] 17 以規定動作為主的童年，孩子要具備什麼樣的能力？ … [1] 18 兩種風格的童年在哪些方面不同？ (i) … [1] (ii) … [1] 19 童年玩得比較充分的人，通常有哪些與眾不同的性格特徵？ (i) … [1] (ii) … [1] 20 創業人士有可能面對的問題有哪些？ (i) … [1] (ii) … [1] 21 作者認為有關學習的誤區是什麼？ … [1] [總分: 12]

10 © UCLES 2017 0523/01/M/J/17 第二部分 練習四 第22題 你參加了學校組織的慈善活動日。給你的朋友寫一封信談談這次活動。字數：100–120個漢字。 滿分為15分，內容9分，語言6分。 信中必須包括以下內容： ˙ 學校為什麼舉辦這次慈善活動 ˙ 同學們如何為這次慈善活動做準備 ˙ 你覺得這次慈善活動辦得怎麼樣 … … … … … … … … … [總分: 15]

11 [Turn over 0523/01/M/J/17 © UCLES 2017 練習五 第23題 有人建議學校把所有的教學資料做成電子版本，實現無紙課堂。學校要徵集大家的意見，請給 校報寫一篇文章，談談你的看法。 以下是一些別人的觀點，你可以參考，也可以提出自己的意見，但必須表示傾向性。 字數：250–300個漢字。滿分為25分，內容15分，語言10分。 … … … … … … … … … … … … … 不常寫字對學習有害無益。 如果電腦壞了，會影響上課。 找資料很方便。 不用擔心帶錯課本。

12 © UCLES 2017 … … … … … … … … … … … … [總分: 25] 0523/01/M/J/17

13 © UCLES 2017 [Turn over [PLEASE TURN OVER TO FIND PASSAGES AND QUESTIONS IN SIMPLIFIED CHARACTERS] 0523/01/M/J/17

14 © UCLES 2017 0523/01/M/J/17 PASSAGES AND QUESTIONS IN SIMPLIFIED CHARACTERS 第一部分 练习一 第1至5题 仔细阅读下面的短文，然后回答问题。 儿童食品广告新准则 为了从小培养孩子正确的饮食观念及行为，新加坡政府将从2015年起，加 强管制面向儿童的食品饮料广告。 新的儿童食品广告准则对产品的销售点和赞助商的商标不作限制，但是对 各类产品的营养标准及其广告有严格规定。 肉类、鱼类、奶制品、蔬果等各类食品都必须符合由广告委员会制定的统 一营养标准。合格的产品除了不能有过量的盐、饱和脂肪和糖分外，还必须包 含有益成分，如纤维。巧克力、糖果和汽水一律不准针对儿童打广告。 不符合营养标准的食品饮料，将面对各种广告限制，包括不能在电视的儿 童节目时段打广告，不能在本地儿童网站和儿童刊物上打广告等等。此外，商 家也不能使用受儿童欢迎的明星、卡通人物和各种玩具来推销这类产品，或是 进行游戏和举办比赛来吸引顾客。 新加坡广告标准局将负责监管新广告准则的实施，并且会进行定期的抽样 检查。他们也会在今年11月为商家、媒体业者和广告公司开办课程，确保他们 熟悉新的规定。 卫生部兼交通部政务次长费绍尔副教授在 记者会上说：“新的广告准则之所以会针对十 二岁以下的孩童，是因为他们心理发育尚未成 熟，比较容易受到外界的影响。孩童的饮食习 惯早在五岁前就开始形成，一旦超过十一岁就 很难改变。研究表明，很多成人肥胖症患者在 儿童时期都没有养成良好的饮食习惯。”

15 [Turn over 0523/01/M/J/17 © UCLES 2017 1 根据以上短文，选择四个正确的答案，在方格里打勾（）。 A 根据新准则，奶制品不可有过量的糖和饱和脂肪。 B 合格的产品必须包含有益健康的成分。 C 所有的食品和饮料任何时候都能在电视上做广告。 D 糖果广告可以使用受孩子欢迎的卡通人物。 E 新准则不允许商家通过少儿比赛来推销汽水。 F 新加坡广告标准局将为家长开办课程。 G 小孩子容易受外界的干扰。 H 肥胖症与儿童饮食习惯无关。  [4] 根据以上短文，选择唯一正确的答案，在方格里打勾（）。 2 新准则的目的是 推销儿童食品。 限制商家竞争。 维护儿童健康。 [1] 3 新准则对什么不作限制？ 糖的含量 销售点 广告 [1] 4 根据新准则，商家不可使用的推销手段包括 在外国网站登广告。 在《父母周刊》上登广告。 送卡通玩具。 [1] A A B C C B B A C

16 © UCLES 2017 0523/01/M/J/17 5 研究显示，儿童很早就养成比较固定的 饮食习惯。 思维方式。 娱乐习惯。 [1] [总分: 8] A B C

17 [Turn over 0523/01/M/J/17 © UCLES 2017 [请翻至下一页做练习二]

18 © UCLES 2017 0523/01/M/J/17 练习二 第6至14题 雷克，原名Christoph Rehage，德国人，自由职业者。他的微博有17万粉 丝。“雷克这名字是我自己根据德国名字音译的。我觉得，‘雷克’两个字还 意味着‘雷电的征服者’，意思很好。” 雷克出生于德国汉诺威的一个小村庄，高中毕业后在巴黎生活了一段时 间。2003年，雷克从巴黎徒步走回德国，在慕尼黑大学学习汉学、政治和历 史。两年后到北京电影学院做交换生。“我对亚洲的文化特别感兴趣，原本打 算学日语和日本文化。但后来还是改主意学中文了，因为说汉语的人比说日语 的人多得多。” 雷克26岁那年，决定徒步穿越中国。他从北京出发，一路经过河北、山 西、陕西、甘肃等六个省份，最终到达乌鲁木齐。历时一年、全程4646公里 的这场旅行，被他制作成纪录短片《最遥远的路》。同名书籍随后在德国出 版。2013年中文版在中国面世，改名《徒步中国》。 在《徒步中国》中，雷克花大量篇幅描述路上的风景和天气，叙述旅途中 遇到的人与事。雷克说，徒步过程中，对他影响最大的是有“天下第一疯”之 称的谢建光，这是一个花了近三十年时间徒步走遍中国的人。令他印象最深刻 的地方是敦煌，对他来说那里是最完美的地方。在旅途中，雷克的背包里装着 一本余华的《活着》，这是他最喜欢的书，因为整本书都是在写家庭中人与人 的关系，这对雷克的影响非常大。 假设你是雷克，根据以上短文，编写个人信息网页。

19 0523/01/M/J/17 © UCLES 2017 [Turn over 6 [1] 7 [1] 8 [1] 9 [1] 10 [2] 11 [1] 12 [1] 13 [1] 14 [1] [总分: 10] 原名： Christoph Rehage 中文名： 雷克 中文名字的意思： 职业： 出生地： 在中国就读的院校： 为什么学中文？ 最难忘的经历： 徒步穿越中国 在德国出版的书： 旅途中对我影响最大的人： 谢建光 原因： 旅行中最令我难忘的地方： 我最喜欢《活着》是因为： 雷克简介 雷克简介 雷克简介

20 © UCLES 2017 0523/01/M/J/17 练习三 第15至21题 仔细阅读下面的短文，然后回答问题。 玩是最高级别的学习 我见过太多父母“谈玩色变”，他们把玩耍看做是 虚度光阴。殊不知，这样的父母反而是在起跑线上扼杀 了孩子的竞争力。 孩子的童年，通常有两种风格，一种是自选动作为主，一种是规定动作 为主。自选动作意味着孩子有极大的自由度，哪怕搭个积木，他也要先规划一 下：搭什么，在哪里搭。选择能力也很重要，比如，要不要跟小伙伴一起做。 如果决定跟小伙伴一起做，合作能力也是必不可少的。而如果是规定动作，比 如上课外班之类的，思考和决策通常是父母的事，孩子有行动力就足够了。 这两种风格不但思维路径不同，目标也完全不同——规定动作追求的是 “完成”，自选动作要的是“好玩儿”。 那些童年玩得比较充分的人，通常都有一些共同的倾向，比如，他们性格 开朗，具有那种没来由的愉悦感。这些人常常跟随自己的内在感觉，去做自己 真正想做的事，不会为了稳定而放弃自己的爱好和梦想。去创业的，往往也是 这些人，他们会付出更多汗水，会承担更大的风险，但也会活得格外精彩。 我们习惯于把玩耍和学习对立起来。这是极大的误区。 孩子在“好玩儿”的状态里可以不知不觉锤炼着终身受用的 做事能力。从这个角度来看，玩是一种无形资产，也是最高 级别的学习。

21 [Turn over 0523/01/M/J/17 © UCLES 2017 15 为什么有些家长不愿让自己的孩子有更多时间玩耍？ … [1] 16 以自选动作为主的童年，可以培养孩子哪些能力？ (i) … [1] (ii) … [1] (iii) … [1] 17 以规定动作为主的童年，孩子要具备什么样的能力？ … [1] 18 两种风格的童年在哪些方面不同？ (i) … [1] (ii) … [1] 19 童年玩得比较充分的人，通常有哪些与众不同的性格特征？ (i) … [1] (ii) … [1] 20 创业人士有可能面对的问题有哪些？ (i) … [1] (ii) … [1] 21 作者认为有关学习的误区是什么？ … [1] [总分: 12]

22 © UCLES 2017 0523/01/M/J/17 第二部分 练习四 第22题 你参加了学校组织的慈善活动日。给你的朋友写一封信谈谈这次活动。字数：100－120个汉 字。满分为15分，内容9分，语言6分。 信中必须包括以下内容： ˙ 学校为什么举办这次慈善活动 ˙ 同学们如何为这次慈善活动做准备 ˙ 你觉得这次慈善活动办得怎么样 … … … … … … … … … [总分: 15]

23 0523/01/M/J/17 © UCLES 2017 练习五 第23题 有人建议学校把所有的教学资料做成电子版本，实现无纸课堂。学校要征集大家的意见，请给 校报写一篇文章，谈谈你的看法。 以下是一些别人的观点，你可以参考，也可以提出自己的意见，但必须表示倾向性。 字数：250－300个汉字。满分为25分，内容15分，语言10分。 … … … … … … … … … … … … … 不常写字对学习有害无益。 如果电脑坏了，会影响上课。 找资料很方便。 不用担心带错课本。 [Turn over

24 © UCLES 2017 0523/01/M/J/17 … … … … … … … … … … … … [总分: 25] 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 International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

® IGCSE is a registered trademark. This document consists of 14 printed pages. © UCLES 2017 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education CHINESE AS A SECOND LANGUAGE 0523/01 Paper 1 Reading and Writing May/June 2017 MARK SCHEME Maximum Mark: 70 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 will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the May/June 2017 series for most Cambridge IGCSE®, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

0523/01 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 2 of 14 1 General Marking Principles The following marking principles underpin the detailed instructions provided in the Mark Scheme. Where a decision is taken to deviate from these principles for a particular question, this will be specified in the Mark Scheme. 1.1 Crossing out: (a) If a candidate changes his/her mind over an answer and crosses out an attempt, award a mark if the final attempt is correct. (b) If a candidate crosses out an answer to a whole question but makes no second attempt at it, mark the crossed out work. 1.2 Reading tasks: more than the stipulated number of boxes ticked/crossed by the candidate: (a) If more than one attempt is visible, but the candidate has clearly indicated which attempt is his/her final answer (e.g. by crossing out other attempts or by annotating the script in some way), mark in the usual way. (b) If two attempts are visible (e.g. two boxes ticked instead of the 1 box stipulated), and neither has been crossed out/discounted by the candidate, no mark can be awarded. (c) In questions where candidates are required to tick a number of boxes (e.g. tick the 6 true statements) the general rule to be applied is as follows: the number of 'extra' answers indicated by the candidate is deducted from the number of correct answers and the remaining number is the mark awarded, e.g. the candidate is required to tick 6 true statements, but instead ticks 8 statements. 5 of the 6 ticks are correctly placed, but 2 of the ticks are 'extras' (8 ticks placed by candidate minus 6 ticks required by rubric = 2). Therefore the candidate is awarded a mark of 3 5 number of correct ticks –2 minus number of extra ticks = 3 (d) Answers in pen do not take precedence over answers in pencil, e.g. if a candidate is asked to tick 1 box and ticks two, one in pen and the other in pencil, the mark cannot be awarded unless there is some explicit indication from the candidate as to which is his/her final answer.

0523/01 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 3 of 14 1.3 Reading tasks: for questions requiring more than one element for the answer, (i) and (ii), where the answers are interchangeable: Both correct answers on line 1 and line 2 blank = 2 Both correct answers on line 1 and line 2 wrong = 1 (or vice-versa) 1.4 Reading tasks: answers requiring the use of Chinese (rather than a non-verbal response) should be marked for communication. Tolerate inaccuracies provided the message is clear (a) ‘If in doubt, sound it out’: if you read what the candidate has written, does it sound like the correct answer? (b) Look-alike test: does what the candidate has written look like the correct answer? (c) Accept incorrect gender or person unless Mark Scheme specifies otherwise. (d) Accept incorrect possessive adjectives, unless Mark Scheme specifies otherwise 1.5 Unless the Mark Scheme specifies otherwise, do not accept incorrect Chinese if the word given means something else in Chinese. 1.6 Annotation used in the Mark Scheme: (a) INV = Invalidation and is used when additional material included by the candidate is judged to invalidate an otherwise correct answer thus preventing him/her from scoring the mark (INV = 0). (b) HA = harmless additional material which in conjunction with the correct answer does not prevent the candidate from scoring the mark. (c) BOD = Benefit of the Doubt and is used to indicate material considered by the Examiner and judged to be more correct than incorrect: the benefit of the doubt is given to the candidate and the mark is awarded.

0523/01 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 4 of 14 1.7 No response and '0' marks There is a NR (NO Response) option in RM Assessor. Award NR (No Response): • If there is nothing written at all in the answer space or • If there is only a comment which does not in any way relate to the question being asked (e.g. 'can’t do' or 'don’t know') or • If there is only a mark which isn’t an attempt at the question (e.g. a dash, a question mark). Award 0: • If there is any attempt that earns no credit. This could, for example, include the candidate copying all or some of the question, or any working that does not earn any marks, whether crossed out or not. 1.8 Extra material: Section 1, Exercise 3 In Section 1, Exercise 3 it is the candidate’s responsibility to answer questions in such a way as to demonstrate to the Examiner that s/he has understood the texts/questions. Where candidates introduce extra, irrelevant material to an otherwise correct answer the danger is that the Examiner is being forced to ‘choose’ the correct answer and s/he cannot be certain that the candidate has shown understanding. Where the Examiner is put in this position the mark cannot be awarded. In Section 1, Exercise 3, look for signs of genuine comprehension. Usually, candidates who lift indiscriminately fail to demonstrate comprehension and will not score the mark. However, careful lifting of the details required to answer the question does demonstrate comprehension and should be rewarded. The Detailed Mark Scheme provides specific guidance but in cases not covered, the following general rules apply: (a) Extra material, mentioned in the Mark Scheme, which reinforces the correct answer or in itself constitutes an alternative correct answer: this is acceptable and is not penalised (b) Extra material which constitutes an alternative answer, but which is not explicitly mentioned in the Mark Scheme: the Examiner needs to decide, by consulting the text and the Team Leader if necessary whether the alternative answer constitutes: (i) an alternative correct answer, in which case this falls into category (a) and the answer should be rewarded (ii) or an answer which on its own would be refused, in which case this falls into category (c) and the answer should be refused

0523/01 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 5 of 14 (c) Extra material which constitutes an alternative answer specifically refused in the Mark Scheme: this puts the Examiner in the position of having to ‘choose’ which is the candidate's 'final' answer – the Examiner cannot be sure what the candidate has understood – and the mark cannot be awarded (d) Extra material which distorts or contradicts the correct answer: this affects communication – the Examiner cannot be sure what the candidate has understood – and the mark cannot be awarded (e) Extra material introduced by the candidate and which does not feature in the text: this affects communication – the Examiner cannot be sure what the candidate has understood – and the mark cannot be awarded. It can sometimes be difficult to draw the line between what is a deduction made by an able candidate on the basis of what they have read and pure guesswork. Therefore where an answer of this sort occurs which is not covered in the Mark Scheme, Examiners should consult their Team Leader

0523/01 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 6 of 14 Question Answer Marks Guidance 练习一 第1至5题 1 A B E G 4 2 C 1 3 B 1 4 C 1 5 A 1

0523/01 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 7 of 14 Question Answer Marks Guidance 练习二 第6至14题 6 雷电的征服者 1 Reject: 雷电的征服 7 自由职业者 1 8 德国汉诺威/汉诺威 1 Reject: 德国 9 北京电影学院 1 Reject: 电影学院 10 对亚洲文化感兴趣 说汉语的人比说日语的人多（得多）/说汉语的人非常多 2 11 《最遥远的路》 1 12 他花了近三十年时间徒步走遍了中国 1 Reject: 他花了三十年时间徒步走遍了中国 13 敦煌 1 14 因为作者对家庭中人与人的关系的重视 1 Reject: 整本书都是在写家庭中人与人的关 系，这对雷克的影响非常大。

0523/01 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 8 of 14 Question Answer Marks Guidance 练习三 第15至21题 15 虚度光阴 1 16 规划 选择 合作 3 Reject: 先规划一下：搭什么，在哪里搭。 17 行动力 1 18 思维路径 目标 2 Reject: 规定动作追求的是“完成”，自选动 作要的是“好玩儿”。 19 性格开朗 跟随自己的内在感觉 2 Reject: 具有那种没来由的愉悦感 Reject: 去做自己真正想做的事 20 付出更多汗水 承担更大的风险 2 21 把玩耍和学习对立起来 1

0523/01 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 9 of 14 Question Answer Marks Guidance Exercise 4 Award the answer a mark for Content (out of 9) and a mark for Language (out of 6) in accordance with the General Criteria table that follows. • Content covers relevance (i.e. whether the piece fulfils the task and the awareness of purpose/audience/register) and the development of ideas (i.e. the detail/explanation provided and how enjoyable it is to read). • Language covers style (i.e. complexity of vocabulary and sentence structure) and accuracy (of grammar, punctuation and use of paragraphs). The candidate selects to complete one version of the paper (either simplified or traditional characters), but may deploy either form of writing and even mix the two forms in any way they wish except for within one single character. • When deciding on a mark for content or language, first of all decide which mark band is most appropriate. There will not necessarily be an exact fit. Then decide between 2 marks within that mark band. Use the lower mark if it only just makes it into the band and the upper mark if it fulfils all the requirements of the band but does not quite make it into the band above. • When deciding on a mark for content, look at both relevance and development of ideas. First ask yourself whether the writing fulfils the task, in terms of points to be covered and the length. If it does, it will be in one of the top three mark bands. • When deciding on a mark for language, look at both the style and the accuracy of the language. A useful starting point would be first to determine whether errors intrude. If they do not, it will be in one of the top three mark bands. • The use of paragraphs should not be the primary basis of deciding which mark band the work is in. Look first at the language used and once you have decided on the appropriate mark band, you can use the paragraphing as a factor in helping you to decide whether the work warrants the upper or lower mark in the mark band. • If the essay is considerably shorter than the stated word length but does fulfil the task, it should be put in mark band 4–5 for content. • If the essay is considerably shorter than the stated word length and does not fulfil the task, it should be put in mark band 2–3 for content or lower. • If the essay is partly relevant and therefore in mark band 2–3, the full range of marks for Language are available. • If the essay is totally irrelevant and has nothing to do with the question asked, it should be given 0 marks for Content and Language, even if it is enjoyable to read and fluent. • If candidates have not addressed one of the bullet points, the maximum content mark is 3. [Total for Exercise 4: 15 marks]

0523/01 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 10 of 14 GENERAL CRITERIA FOR MARKING EXERCISE 4 Mark band CONTENT: relevance and development of ideas (AO: W1, W2, W6) Mark band LANGUAGE: style and accuracy (AO: W1, W3, W4, W5) 8–9 Highly effective: • Relevance: Fulfils the task, with consistently appropriate register and excellent sense of purpose and audience. • Development of ideas: Shows independence of thought. Ideas are well developed, at appropriate length and persuasive. Quality is sustained throughout. Enjoyable to read. The interest of the reader is aroused and sustained. 6 Fluent: • Style: Almost first language competence. Ease of style. Confident and wide-ranging use of language, idiom and tenses. • Accuracy: None or very few errors. Well-constructed and linked paragraphs. 6–7 Effective: • Relevance: Fulfils the task, with appropriate register and good sense of purpose and audience. • Development of ideas: Ideas are well developed and at appropriate length. Engages reader’s interest. 5 Precise: • Style: Sentences show variety of structure and length. Some style and turn of phrase. Uses some idioms and is precise in use of vocabulary. However, there may be some awkwardness in style making reading less enjoyable. • Accuracy: Generally accurate, apart from occasional frustrating minor errors. There are paragraphs showing some unity, although links may be absent or inappropriate. 4–5 Satisfactory: • Relevance: Fulfils the task, with reasonable attempt at appropriate register, and some sense of purpose and audience. A satisfactory attempt has been made to address the topic, but there may be digressions. • Development of ideas: Material is satisfactorily developed at appropriate length. 3–4 Safe: • Style: Mainly simple structures and vocabulary, sometimes attempting more sophisticated language. • Accuracy: Meaning is clear, and work is of a safe, literate standard. Simple structures are generally sound, apart from infrequent spelling errors, which do not interfere with communication. Grammatical errors occur when more sophistication is attempted. Paragraphs are used but without coherence or unity.

0523/01 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 11 of 14 Mark band CONTENT: relevance and development of ideas (AO: W1, W2, W6) Mark band LANGUAGE: style and accuracy (AO: W1, W3, W4, W5) 2–3 Partly relevant: • Relevance: Partly relevant and some engagement with the task. Does not quite fulfil the task, although there are some positive qualities. Inappropriate register, showing insufficient awareness of purpose and/or audience. • Development of ideas: Supplies some detail and explanation, but the effect is incomplete. Some repetition. 2 Errors intrude: • Style: Simple structures and vocabulary. • Accuracy: Meaning is sometimes in doubt. Frequent distracting errors hamper precision and slow down reading. However, these do not seriously impair communication. Paragraphs absent or inconsistent. 0–1 Little relevance: • Limited engagement with task, but this is mostly hidden by density of error. Award 1 – 2 marks. • No engagement with the task, or any engagement with task is completely hidden by density of error. Award 0 marks. If essay is completely irrelevant, no mark can be given for language. 0–1 Hard to understand: • Multiple types of error in grammar/spelling/word usage/punctuation throughout, which most make it difficult to understand. Occasionally, sense can be deciphered. Paragraphs absent or inconsistent. Award 1–2 marks. • Density of error completely obscures meaning. Whole sections impossible to recognise as pieces of Chinese writing. Paragraphs absent or inconsistent. Award 0 marks.

0523/01 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 12 of 14 Question Answer Marks Guidance Exercise 5 Award the answer a mark for Content (out of 15) and a mark for Language (out of 10) in accordance with the General Criteria table that follows. • Content covers relevance (i.e. whether the piece fulfils the task and the awareness of purpose/audience/register) and the development of ideas (i.e. the detail/explanation provided and how enjoyable it is to read). • Language covers style (i.e. complexity of vocabulary and sentence structure) and accuracy (of grammar, punctuation and use of paragraphs). The candidate selects to complete one version of the paper (either simplified or traditional characters), but may deploy either form of writing and even mix the two forms in any way they wish except for within one single character. • When deciding on a mark for content or language, first of all decide which mark band is most appropriate. There will not necessarily be an exact fit. Then decide between 2 marks within that mark band. Use the lower mark if it only just makes it into the band and the upper mark if it fulfils all the requirements of the band but does not quite make it into the band above. • When deciding on a mark for content, look at both relevance and development of ideas. First ask yourself whether the writing fulfils the task, in terms of points to be covered and the length. If it does, it will be in one of the top three mark bands. • When deciding on a mark for language, look at both the style and the accuracy of the language. A useful starting point would be first to determine whether errors intrude. If they do not, it will be in one of the top three mark bands. • The use of paragraphs should not be the primary basis of deciding which mark band the work is in. Look first at the language used and once you have decided on the appropriate mark band, you can use the paragraphing as a factor in helping you to decide whether the work warrants the upper or lower mark in the mark band. • If the essay is considerably shorter than the stated word length but does fulfil the task, it should be put in mark band 6–8 for content. • If the essay is considerably shorter than the stated word length and does not fulfil the task, it should be put in mark band 3–5 for content or lower. • If the essay is partly relevant and therefore in mark band 3–5, the full range of marks for Language are available. • If the essay is totally irrelevant and has nothing to do with the question asked, it should be given 0 marks for Content and Language, even if it is enjoyable to read and fluent. [Max. total for Exercise 5: 25 marks]

0523/01 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 13 of 14 GENERAL CRITERIA FOR MARKING EXERCISE 5 Mark band CONTENT: relevance and development of ideas Mark band LANGUAGE: style and accuracy 13–15 Highly effective: • Relevance: Fulfils the task, with consistently appropriate register and excellent sense of purpose and audience. • Development of ideas: Shows independence of thought. Ideas are well developed, at appropriate length and persuasive. Quality is sustained throughout. Enjoyable to read. The interest of the reader is aroused and sustained. 9–10 Fluent: • Style: Almost first language competence. Ease of style. Confident and wide-ranging use of language, idiom and tenses. • Accuracy: None or very few errors. Well-constructed and linked paragraphs. 9–12 Effective: • Relevance: Fulfils the task, with appropriate register and good sense of purpose and audience. • Development of ideas: Ideas are well developed and at appropriate length. Engages reader’s interest. 7–8 Precise: • Style: Sentences show variety of structure and length. Some style and turn of phrase. Uses some idioms and is precise in use of vocabulary. However, there may be some awkwardness in style making reading less enjoyable. • Accuracy: Generally accurate, apart from occasional frustrating minor errors. There are paragraphs showing some unity, although links may be absent or inappropriate. 6–8 Satisfactory: • Relevance: Fulfils the task, with reasonable attempt at appropriate register, and some sense of purpose and audience. A satisfactory attempt has been made to address the topic, but there may be digressions. • Development of ideas: Material is satisfactorily developed at appropriate length. 5–6 Safe: • Style: Mainly simple structures and vocabulary, sometimes attempting more sophisticated language. • Accuracy: Meaning is clear, and work is of a safe, literate standard. Simple structures are generally sound, apart from infrequent spelling errors, which do not interfere with communication. Grammatical errors occur when more sophistication is attempted. Paragraphs are used but without coherence or unity.

0523/01 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 14 of 14 Mark band CONTENT: relevance and development of ideas Mark band LANGUAGE: style and accuracy 3–5 Partly relevant: • Relevance: Partly relevant and some engagement with the task. Does not quite fulfil the task, although there are some positive qualities. Inappropriate register, showing insufficient awareness of purpose and/or audience. • Development of ideas: Supplies some detail and explanation, but the effect is incomplete. Some repetition. 3–4 Errors intrude: • Style: Simple structures and vocabulary. • Accuracy: Meaning is sometimes in doubt. Frequent distracting errors hamper precision and slow down reading. However, these do not seriously impair communication. Paragraphs absent or inconsistent. 0–2 Little relevance: • Limited engagement with task, but this is mostly hidden by density of error. Award 1 – 2 marks. • No engagement with the task, or any engagement with task is completely hidden by density of error. Award 0 marks. If essay is completely irrelevant, no mark can be given for language. 0–2 Hard to understand: • Multiple types of error in grammar/spelling/word usage/punctuation throughout, which most make it difficult to understand. Occasionally, sense can be deciphered. Paragraphs absent or inconsistent. Award 1 – 2 marks. • Density of error completely obscures meaning. Whole sections impossible to recognise as pieces of Chinese writing. Paragraphs absent or inconsistent. Award 0 marks. Please ensure that the marks you award are rooted in the descriptors of the mark scheme.