Mark Scheme (Results)

Summer 2022

Pearson Edexcel GCE

In Chinese (9CN0) Paper 3A
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Summer 2022
Publications Code 9CN0_03_2206_MS
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General Marking Guidance

• All candidates must receive the same treatment. Examiners

must mark the first candidate in exactly the same way as they
mark the last.
• Mark schemes should be applied positively. Candidates must
be rewarded for what they have shown they can do rather
than penalised for omissions.
• Examiners should mark according to the mark scheme not
according to their perception of where the grade boundaries
may lie.
• There is no ceiling on achievement. All marks on the mark
scheme should be used appropriately.
• All the marks on the mark scheme are designed to be
awarded. Examiners should always award full marks if
deserved, i.e. if the answer matches the mark
scheme. Examiners should also be prepared to award zero
marks if the candidate’s response is not worthy of credit
according to the mark scheme.
• Where some judgement is required, mark schemes will
provide the principles by which marks will be awarded and
exemplification may be limited.
• When examiners are in doubt regarding the application of the
mark scheme to a candidate’s response, the team leader
must be consulted.
• Crossed out work should be marked UNLESS the candidate
has replaced it with an alternative response.
GCE A Level 9CN0_3A

Paper 3 mark scheme

For this paper, there are a number of levels-based mark schemes to be applied to each
task.

General guidance on using levels-based mark schemes

Step 1 Decide on a band

● You should first of all consider the answer as a whole and then decide which
descriptors most closely match the answer and place it in that band. The descriptors
for each band indicate the different features that will be seen in the student’s answer
for that band.

● When assigning a level you should look at the overall quality of the answer and not
focus disproportionately on small and specific parts of the answer where the student
has not performed quite as well as the rest. If the answer covers different aspects of
different bands of the mark scheme you should use a ‘best fit’ approach for defining
the level and then use the variability of the response to help decide the mark within
the level, for example if the response is predominantly band 5–8 with a small amount
of band 9–12 material, it would be placed in band 5–8 but be awarded a mark near
the top of the band because of the band
9–12 content.

Step 2 Decide on a mark

● Once you have decided on a band you will then need to decide on a mark within
the band.

● You will decide on the mark to award based on the quality of the answer; you will
award a mark towards the top or bottom of that band depending on how students
have evidenced each of the descriptor bullet points.

● You will modify the mark based on how securely the trait descriptors are met at that
band.

● You will need to go back through the answer as you apply the mark scheme to clarify
points and assure yourself that the band and the mark are appropriate.

Guidance on timing of the speaking assessment

It is your responsibility to cover all parts of each task and ask appropriate
questions to ensure that the candidate is able to access the maximum amount of
marks available. The speaking assessment should last between 16 to18 minutes in
total and you must ensure that timings are followed. The timing of the assessment
begins with the candidate’s first utterance in relation to Task 1. Once the maximum
stipulated assessment time has passed, you must bring the assessment to a
natural end, allowing the candidate to complete their last sentence.

You must stop marking at the end of the sentence once the maximum assessment
time has passed, even if the recorded conversation has gone beyond the maximum
time.
Task 1 − Discussion on a theme
Three mark grids are applied to task 1:
● knowledge and understanding of society and culture (AO4)
● accuracy and range of language (AO3)
● interaction (AO1).

The knowledge and understanding of society and culture mark grid assesses the
students’ ability to communicate information about and demonstrate appreciation of
different aspects of culture and society related to the countries/communities where the
language is spoken. They are also assessed on their ability to respond critically and
analytically to different aspects of the culture and society by selecting relevant material,
presenting and justifying points of view, developing arguments, drawing conclusions
based on understanding and evaluating issues, themes and cultural and social contexts.
When deciding how to reward an answer, examiners should consult both this mark grid
as well as the AL speaking task 1: indicative content at the end of the mark scheme,
which is associated with each question. Indicative content contains points that students
are likely to use to construct their answer. It is possible for an answer to be constructed
without mentioning some or all of these points, as long as students provide alternative
responses that fulfil the requirements of the question.
Knowledge and understanding of society and culture (AO4)

Marks Description
0 No rewardable material.
1–3 ● Occasionally relevant, straightforward ideas, mostly generalised,
occasionally supported by information/examples/references; frequent loss of
focus on the cultural and social context.

● Occasional evidence of analysis; points of view are given with limited

justification, arguments may be made but not developed, occasionally
leading to straightforward conclusions that may be contradictory; mainly
relies on description rather than analysis.

4–6 ● Relevant, straightforward ideas sometimes supported by

information/examples/references; some loss of focus on the cultural and
social context.

● Some analysis of the cultural and social context is evident, with

straightforward arguments and points of view which are sometimes
developed and justified, sometimes drawing straightforward conclusions;
relies on description rather than analysis in places.

7–9 ● Relevant, occasionally perceptive ideas frequently supported by pertinent

information/examples/references; focus predominantly maintained on the
cultural and social context.

● Analysis of cultural and social context demonstrated by frequently developed

and justified arguments and viewpoints, often drawing convincing
conclusions.

Marks Description
10–12 ● Relevant, perceptive ideas consistently supported by pertinent
information/examples/references; consistently focused on the cultural and
social context.

● Analysis of cultural and social context demonstrated by consistently

 developed and justified arguments and viewpoints, drawing convincing
conclusions.

Additional guidance
Perceptive: demonstrates an in-depth understanding by making connections between
ideas and information; goes beyond the standard, predictable response; shows
insight/originality.
Ideas include thoughts, feelings, impressions, opinions.
Straightforward ideas, arguments, conclusions, are deemed to be those that give
the standard, predictable response.
Task 1 − Discussion on a theme (continued)
Accuracy and range of language mark grid
This mark grid assesses students’ ability to use a range of grammatical structures and
vocabulary in order to produce articulate communication with a range of expression. It
also assesses students’ ability to apply grammar and syntax accurately and accuracy of
pronunciation.
Accuracy and range of language (AO3)
Marks Description
0 No rewardable language.
1–3 ● Limited variation in the use of grammatical structures and vocabulary, limited
or repetitive use of complex and idiomatic language, occasional variation of
expression; communication is sometimes restricted/stilted.
● Limited sequences of accurate language; often errors occur that hinder clarity
of communication and occasionally prevent meaning being conveyed.
● Pronunciation and intonation are inconsistent, leading to occasional
impairment in communication.
4–6 ● Some variation in the use of grammatical structures and vocabulary, with use
of some repetitive complex and idiomatic language, resulting in some
variation of expression; some sequences of articulate communication.
● Accurate sequences of language, resulting in some coherent speech;
sometimes errors occur that hinder clarity of communication.
● Pronunciation and intonation are intelligible though sometimes inaccurate.
7–9 ● Frequent variation in use of grammatical structures and vocabulary, including
examples of complex and idiomatic language, resulting in frequent variation of
expression and frequent sequences of articulate communication.
● Accurate language throughout most of the conversation, resulting in generally
coherent speech; errors occur but rarely hinder clarity of communication.
● Pronunciation and intonation are intelligible and mostly accurate.
10–12 ● Consistent variation in use of grammatical structures and vocabulary,
including different types of complex structures and idiomatic language,
expressing ideas in a variety of ways, resulting in articulate communication.
● Accurate language throughout resulting in coherent speech that is
immediately understandable; any errors do not hinder clarity of the
communication.
● Pronunciation and intonation are accurate, intelligible and authentic sounding.

Additional guidance

Complex language: considered to include the following.

• use of aspect markers
• passive voice
• the 把 construction, for example 他把车修好了。
• use of interrogative sentences in which 吗 is used
• using extended sentences to express abstract ideas or convey justified arguments that
require a range of lexis and structures, for example, conjunctions and pronouns
• using synonyms and a variety of expressions
• any grammar and structures included in the grammar list that are specific to A Level.

Variation in use of grammatical structures and vocabulary: the traits in the mark
grid differentiate between the variation of grammatical structures and vocabulary used
by students. Examiners should judge in which mark band to place students and which
mark to award, based on the effect that the variety of grammatical structures and
vocabulary has on the quality of the communication; the wider the variety, the more
articulate the communication will become, (see definition of articulate below).
Examples of a variety of grammatical structures and vocabulary are: a selection of
different verbs, tenses, adjectives, vocabulary and complex language (see above for
definition of complex language) for a variety of purposes such as to present and justify
points of view, develop arguments, draw conclusions based on understanding and
evaluating issues.
Articulate: articulate communication is fluent, effective and coherent as students
control/manipulate the language to express with some ease what they want to say for a
number of different purposes. If students are restricted by their language skills they may
not be able to express themselves for all purposes, for example to develop arguments.
Errors: students are not expected to produce perfect, error-free speech in order to
access the top band. The mark grid describes the frequency of errors and the impact
that errors have on clarity.

Errors that do not hinder clarity:

● errors that do not affect meaning, for example gender, adjectival agreements
● infrequent errors that do not distract the listener from the content of what is
being said.

Errors that hinder clarity:

• errors that make speech difficult to understand immediately (even if the meaning is
eventually understood) or errors that force listeners to strain to understand what is meant,
for example inappropriate use of near synonyms, such as 满意 instead of 满足 as in 老 师对
你的作业很满意 /老师对你的作业很满足
• using English word order (for example 我学习在图书馆)
• serious mispronunciation such as tones which block communication for example,
pronouncing 看书 as 砍树;照 as 找;上午 as 下午;网上 as 晚上)
• frequent errors hinder clarity as they distract the listener from the content of what is
being said.

Errors that prevent meaning being conveyed:

● errors that mean the listener cannot understand the message
● errors that convey the wrong message
● errors that make it unclear who is doing the action, i.e. using the incorrect person or
the verb
● mother-tongue interference.

NB: these are provided as examples only and do not constitute a finite list.
Task 1 − Discussion on a theme (continued)
Interaction mark grid
This mark grid assesses students’ ability to interact with the examiner by giving relevant
responses based on what they have heard, by initiating communication and eliciting
points of view.

Interaction (AO1)

Marks Description
0 No rewardable material.
1–2 ● Interacts with occasional spontaneity to some questions and statements,
but requires frequent prompting; occasionally able to sustain the
conversation, using communication strategies if necessary; frequent
hesitation.
● Occasionally initiates communication but development often relies on the
examiner’s lead; may elicit points of view/check for understanding,
though this may appear contrived.
3–4 ● Interacts spontaneously for extended sections of the conversation,
responding mostly with assurance but needing occasional prompting;
able to sustain most of the conversation, using communication strategies
if necessary; occasional hesitation.
● Initiates communication by frequently taking the lead to develop the
conversation; elicits points of view/checks for understanding although
occasionally at an inappropriate moment.
5–6 ● Interacts spontaneously throughout, responding with assurance to
questions and statements; able to sustain conversation throughout, using
communication strategies if necessary; minimal hesitation.
● Initiates communication by consistently taking the lead to develop the
conversation; elicits points of view/checks for understanding naturally
and appropriately at different points in the conversation.

Additional guidance
Interacts spontaneously: responds to questions and statements that arise as a
natural part of the conversation; gives a relevant, impromptu response based on what
they have heard.
Communication strategies: strategies that aid communication and allow the
conversation to be sustained, for example rephrasing, circumlocution, adjusting the
message, asking for clarification/repetition, repair strategies such as self-correction;
these strategies enable students to deliver the message when exact vocabulary or
expressions are not known.

Elicit points of view/check for understanding: as part of the language of genuine

discourse, students are required to engage the examiner in the conversation by asking
for their points of view and checking that their own point of view has been understood.
They are expected to do this throughout the oral assessment at appropriate points
during the conversation. This constitutes questions such as:
The constraints of the assessment mean that the teacher/examiner should contribute
only brief opinions in response to these types of questions, in order to give students the
maximum length of assessment time.
Task 2, Part 1 − Independent research presentation
One-mark grid is applied to this part of the task:
● responding to written language in speech (AO2).

Responding to written language in speech mark grid

This grid is used to assess the student’s two-minute presentation only, it is not applied
to the discussion that follows the presentation. This mark grid assesses students’ ability
to understand and respond in speech to written language that is drawn from a variety of
sources and to summarise information from written sources in speech. The written
sources will be those that students read as part of their independent research and they
must refer to at least two named written sources during their presentation.

For guidance on what might be included in an oral presentation and how it may be
structured, see Indicative content for task 2 part 1, independent research
presentation at the end of the mark scheme.
Responding to written language in speech (AO2)

Marks Description
0 No rewardable material
1–3 ● Summary makes limited reference to named written sources, makes
generalised comments rather than being focused on authors’ main
points/ideas.
● Gives a personal response with limited justification, loses focus on the
written sources, straying into general opinion.
Responses that refer to just one single written source can be awarded a
maximum of 3 marks only.
4–6 ● Summary refers to named written sources but lacks clarity or is uneven in
its coverage of authors’ main points/ideas.
● Gives a mostly relevant personal response with occasional justification,
some loss of focus on the written sources.
7–9 ● Presents a mostly clear summary of named written sources, generally
clear outline of authors’ main points/ideas.
● Gives a relevant personal response to the written sources supported with
some justification.
10–12 ● Presents a clear summary of named written sources, giving a clear outline
of authors’ main points/ideas.
● Gives a convincing personal response to the written sources supported
with clear justification.

Additional guidance
Personal response: this is considered to be giving justified opinions, demonstrating
engagement with the written sources by making focused comments, giving a reaction
to/expressing feelings and thoughts about the written sources.
Task 2, Part 2 − Discussion on independent research
Three-mark grids are applied to this part of the task:
● knowledge and understanding of society and culture (AO4)
● accuracy and range of language (AO3)
● interaction (AO1).

The knowledge and understanding of society and culture mark grid assesses
students’ ability to communicate information about and demonstrate appreciation of
different aspects of culture and society related to the countries/communities where the
language is spoken. They are also assessed on their ability to respond critically and
analytically to different aspects of the culture and society by selecting relevant material,
presenting and justifying points of view, developing arguments, drawing conclusions
based on understanding and evaluating issues.
Knowledge and understanding of society and culture (AO4)
Marks Description
0 No rewardable material
1–3 ● Occasionally relevant, straightforward ideas, mostly generalised,
occasionally supported by information/examples/references; frequent loss
of focus on the cultural and social context.

● Occasional evidence of analysis; points of view are given with limited

justification, arguments may be made but not developed, occasionally,
leading to straightforward conclusions which may be contradictory; mainly
relies on description rather than analysis.

4–6 ● Relevant, straightforward ideas sometimes supported by

information/examples/references; some loss of focus on the cultural and
social context,

● Some analysis of the cultural and social context is evident, with

straightforward arguments and points of view that are sometimes
developed and justified, sometimes drawing straightforward conclusions;
relies on description rather than analysis in places.

7–9 ● Relevant, occasionally perceptive ideas frequently supported by pertinent

information/examples/references; focus predominantly maintained on the
cultural and social context.

● Analysis of cultural and social context demonstrated by frequently

developed and justified arguments and viewpoints, often drawing
convincing conclusions.

10–12 ● Relevant, perceptive ideas consistently supported by pertinent

information/examples/references; consistently focussed on the cultural
and social context.

● Analysis of cultural and social context demonstrated by consistently

developed and justified arguments and viewpoints, drawing convincing
conclusions.

Additional guidance
Perceptive: demonstrates an in depth understanding by making connections between
ideas and information; goes beyond the standard, predictable response; shows
insight/originality.
Ideas include thoughts, feelings, impressions, opinions.
Straightforward ideas, conclusions, arguments are deemed to be those that give
the standard, predictable response.
Task 2, Part 2 − Discussion on independent research (continued)
Accuracy and range of language mark grid
This mark grid assesses students’ ability to use a range of grammatical structures and
vocabulary in order to produce articulate communication with a range of expression. It
also assesses students’ ability to apply grammar and syntax accurately and accuracy of
pronunciation.
Accuracy and range of language (AO3)
Marks Description
0 No rewardable language
1–3 ● Limited variation in the use of grammatical structures and vocabulary,
limited or repetitive use of complex and idiomatic language, occasional
variation of expression; communication is sometimes restricted/stilted.
● Limited sequences of accurate language; often errors occur that hinder
clarity of communication and occasionally prevent meaning being conveyed.
● Pronunciation and intonation are inconsistent, leading to occasional
impairment in communication.
4–6 ● Some variation in the use of grammatical structures and vocabulary, with
use of some repetitive complex and idiomatic language, resulting in some
variation of expression; some sequences of articulate communication.
● Accurate sequences of language, resulting in some coherent speech;
sometimes errors occur that hinder clarity of communication.
● Pronunciation and intonation are intelligible though sometimes inaccurate.
7–9 ● Frequent variation in use of grammatical structures and vocabulary,
including examples of complex and idiomatic language, resulting in frequent
variation of expression and frequent sequences of articulate communication.
● Accurate language throughout most of the conversation, resulting in
generally coherent speech; errors occur but rarely hinder clarity of
communication.
● Pronunciation and intonation are intelligible and mostly accurate.
10–12 ● Consistent variation in use of grammatical structures and vocabulary,
including different types of complex structures and idiomatic language,
expressing ideas in a variety of ways, resulting in articulate communication.
● Accurate language throughout resulting in coherent speech that is
immediately understandable; any errors do not hinder clarity of the
communication.
● Pronunciation and intonation are accurate, intelligible and authentic-
sounding.

Additional guidance

Complex language considered to include the following:

• use of aspect markers
• passive voice
• the 把 construction, for example 他把车修好了。
• use of interrogative sentences in which 吗 is used
• using extended sentences to express abstract ideas or convey justified arguments that
require a range of lexis and structures, for example, conjunctions and pronouns
• using synonyms and a variety of expressions any grammar and structures included in the
grammar list that are specific to A Level.
Variation in use of grammatical structures/varied use of vocabulary: the traits in
the mark grid differentiate between the variation of grammatical structures and
vocabulary used by students. Examiners should judge in which mark band to place
students and which mark to award, based on the effect that the variety of grammatical
structures and vocabulary has on the quality of the communication; the wider the
variety, the more articulate the communication will become, (see definition of articulate
below).
Examples of a variety of grammatical structures and vocabulary are: a selection of
different verbs, tenses, adjectives, vocabulary and complex language (see definition
above) for a variety of purposes such as to present and justify points of view, develop
arguments, draw conclusions based on understanding and evaluating issues.
Articulate: articulate communication is fluent, effective and coherent as students
control/manipulate the language to express with some ease what they want to say for a
number of different purposes. If students are restricted to what they can say, they may
not be able to express themselves for all purposes, for example to develop arguments.
Errors: students are not expected to produce perfect, error-free speech in order to
access the top band. The mark grid describes the frequency of errors and the impact
that errors have on clarity.
Errors that do not hinder clarity:
● errors that do not affect meaning, for example gender, adjectival agreements
● infrequent errors that do not distract the listener from the content of what is
being said.

Errors that hinder clarity:

• errors that make speech difficult to understand immediately (even if the meaning is
eventually understood) or errors that force listeners to strain to understand what is meant,
for example inappropriate use of near synonyms, such as 满意 instead of 满足 as in 老 师对
你的作业很满意 /老师对你的作业很满足
• using English word order (for example 我学习在图书馆)
• serious mispronunciation such as tones which block communication for example,
pronouncing 看书 as 砍树;照 as 找;上午 as 下午;网上 as 晚上)
• frequent errors hinder clarity as they distract the listener from the content of what is
being said.

Errors that prevent meaning being conveyed:

● errors that mean the listener cannot understand the message
● errors that convey the wrong message
● errors that make it unclear who is doing the action, i.e. using the incorrect person or
the verb
● mother-tongue interference.

NB: these are provided as examples only and do not constitute a finite list.
Task 2, Part 2 − Discussion on independent research (continued)
Interaction mark grid

This mark grid assesses students’ ability to interact with the examiner by giving relevant
responses based on what they have heard, by initiating communication and eliciting
points of view.

Interaction (AO1)

Marks Description
0 No rewardable material.
1–2 ● Interacts with occasional spontaneity to some questions and statements,
but requires frequent prompting; occasionally able to sustain the
conversation, using communication strategies if necessary; frequent
hesitation.
● Occasionally initiates communication but development often relies on the
examiner’s lead; may elicit points of view/check for understanding,
though this may appear contrived.
3–4 ● Interacts spontaneously for extended sections of the conversation,
responding mostly with assurance but needing occasional prompting;
able to sustain most of the conversation, using communication strategies
if necessary; occasional hesitation.
● Initiates communication by frequently taking the lead to develop the
conversation; elicits points of view/checks for understanding although
occasionally at an inappropriate moment.
5–6 ● Interacts spontaneously throughout, responding with assurance to
questions and statements; able to sustain conversation throughout, using
communication strategies if necessary; minimal hesitation.
● Initiates communication by consistently taking the lead to develop the
conversation; elicits points of view/checks for understanding naturally
and appropriately at different points in the conversation.

Additional guidance
Interacts spontaneously: responds to questions and statements that arise as a
natural part of the conversation; gives a relevant, impromptu response based on what
they have heard.
Communication strategies: strategies that aid communication and allow the
conversation to be sustained, for example rephrasing, circumlocution, adjusting the
message, asking for clarification/repetition, repair strategies such as self-correction;
these strategies enable students to deliver the message when exact vocabulary or
expressions are not known.
Elicit points of view/check for understanding: as part of the language of genuine
discourse, students are required to engage the examiner in the conversation by asking
for their points of view and checking that their own point of view has been understood.
They are expected to do this throughout the oral assessment at appropriate points
during the conversation. This constitutes questions such as:
The constraints of the assessment mean that the teacher/examiner should contribute
only brief opinions in response to these types of questions, in order to give students the
maximum length of assessment time.
Task 1: Indicative content

In their response, while presenting and justifying points of view, developing arguments and
drawing conclusions based on understanding, students may refer critically and analytically
to the following points. However, the indicative content is not exhaustive, and students
should be rewarded for any valid response.

Task 1 Stimulus CN1

CN1 • The high-speed trains in China have improved the economic links
between cities. All business, trade and distribution can be done at
a much faster pace, helping the economic development of both
cities and the surrounding areas. Property values in cities with
high-speed train stations have risen.
• Much faster transportation also provides people with more
possibilities to work in different cities, as it is much easier to move
temporarily for work. It is also easier for people to come into the
cities to work from the surrounding countryside. Cities also offer
workers better opportunities for career development.
• Migrants into the cities are able to return to their hometowns
much more frequently and easily due to the accessibility of high-
speed trains, which increases their quality of life. The high-speed
trains allow them to travel in comfort at affordable ticket prices.
• Migrants can benefit from the better education and healthcare
offered in the cities.

Task 1 Stimulus CN2

CN2 • China is one of the fastest growing markets for UK educational

institutions as wealthy families continue to rise in cities like
Beijing, Shanghai and Shenzhen. Expansion in China can offer
British schools a new source of income.
• The western-style education in British schools allows Chinese
students to escape the traditional education system. British
schools offer great access to the best universities and better job
prospects. Chinese parents also want their children to be fluent in
both Chinese and English.
• The overseas branches of British schools often offer exchange
programmes for the Chinese students to visit their main campuses
in the UK. This gives students the opportunity to travel,
experience new activities and broaden their horizons.
• Both Chinese and expatriate students gain inspiration from each
other through joint projects and focus on global themes. The
engagement provides motivation for language learning and offers
teachers opportunity to share experience and good practice.
Task 1 Stimulus CN3

CN3 • In China people are currently much more open minded and liberal
in regards to their personal life. The social stigma that was
previously attached to divorce has largely disappeared. The
younger generation think that a single parent can bring up a child
happily and healthily, both physically and mentally.
• Economic development allows people to have the means to
divorce and leave unhealthy relationships whilst still being able to
support themselves.
• Some people continue to hold the Chinese traditional attitude that
single parent families are a problem. Children from single parent
families may be more withdrawn, negative or socially isolated.
They may be sensitive and worried about society’s attitude
towards them.
• Some children may face problems such as bullying at school or less
support from their single parent families.

Task 1 Stimulus CN4

CN4 • China has huge population of 1.4 billion. The competition in the
job market for better paid jobs is particularly severe amongst
young people. Employers will often not consider a candidate who
does not have a university education.
• There is plenty of work in China but a lot of it is manual labour,
factory work, retail, etc. with low incomes, few prospects, and no
job security. Graduation from university is seen as a gateway to a
good career and a better lifestyle.
• For people in China, a “good” job is considered to be a position
with power such as in a government department; a professional
post with particular expertise in a specific field; a business owner;
or working for a foreign company which pays well.
• Some people think a good job is one which allows you to work in a
field of your own interest, such as being an artist or a musician.
Some people think working in the charity sector is a good job, as it
involves helping people in need.

Task 1 Stimulus CN5

CN5 • China is rapidly becoming a cashless society. Nowadays nearly

everyone in China can live without using cash. They can shop, pay
for goods and services online, and pay for their travel with mobile
payments.
• Businesses in China have been quick to adopt digital payments. It
is quick, safe, convenient and efficient.
 • More and more Chinese people are used to operating without
cash in daily life. Young people in particular enjoy the
convenience of a cashless lifestyle.
• The older generation fears being left behind by the speed of
progress. Some do not have a smart phone or do not know how
to use it. Some are fearful of paying with mobile phones. Some feel
that using cash gives them a better sense of how much money
they are spending.

Task 1 Stimulus CN6

CN6 • The majority of Chinese have at least a smart device allowing them
access to shop online twenty-four hours a day. It is more
convenient, as goods are delivered within 1-2 days, better pricing,
and more varieties are available online.
• Online shopping is further fuelled by large-scale online shopping
festivals. For example, in China, the Alibaba Group organises
Singles Day or Double-11 to attract shoppers to go online.
• Shopping centres have been built in every city in China. People
love to go to a shopping centre not only for shopping but also for
socializing with families and friends. This not only generates profit
for the shops and restaurants but also tax revenue for the local
government.
• If shopping centres disappear, there would be a severe impact on
the local community including job losses. Vacant properties
reinforce low levels of consumer confidence.

Task 1 Stimulus CN7

CN7 • Family unity is very important in traditional Chinese culture. While

many traditional customs associated with Chinese New Year such
as setting off fireworks and wearing new clothes are fading, family
reunion remains a core part of the festival.
• Chinese New Year is a time when families (young and old, living
near or far) gather. It is a festival for the whole family, which
strengthens family unity and cohesiveness.
• While most Chinese young people look forward to the festival,
some of them may find it challenging to face prying questions
regarding their jobs and relationships. They are expected to give a
full account of their annual performance, and their achievements
will be compared with others’.
• It is the norm to scrutinise young people’s private lives. Although
young people recognise the good intentions, this can be
challenging to them. Some suffer from “return home” phobia and
have to ask a friend or hire someone to act as their life partner.
Task 1 Stimulus CN8

CN8 • Reading Chinese literature is enjoyable. It exercises imagination;

improves literacy and thinking skills; maintains attention and
focus; and fosters reflection.
• Literature relays experience and history, including social problems
and historical events. Young people can gain a wide range of
background knowledge of Chinese culture, enabling them to see
the world from different perspectives.
• Electronic devices make reading Chinese literature more
accessible for young people, as they can read anytime and
anywhere. There are many free eBooks. More and more young
people are listening to audio books as well.
• In recent years, many films and drama series adapted from
Chinese literature have been well-received by audiences. This
arouses young people’s interests in Chinese literature.