Secondary 5 Chinese Language Practice Paper: Poetry, Ci And Qu Appreciation, Narrative And Lyrical Prose, Expository And Persuasive Writing, Practical Writing, Language Knowledge And Rhetoric, Integrated Application

Secondary 5 Chinese Language Practice Paper: Poetry, Ci and Qu Appreciation, Narrative and Lyrical Prose, Expository and Persuasive Writing, Practical Writing, Language Knowledge and Rhetoric, Integrated Application

2026-11-14

Chinese Language – Secondary 5 – Practice Paper

S5 Chinese Language paper, 24 parts: dictation accuracy, reading speed, survey percentages, rhetoric shares and composition total; all figures computed and asserted.

Paper details　S5 Chinese Language practice paper, 24 parts and 100 marks, covering poetry, ci and qu appreciation, narrative and lyrical prose, expository writing, practical writing, rhetoric and composition marking; every figure is computed in code and asserted.

Section A: Appreciation of Poetry, Ci and Qu (18 marks)

Source A: 40 S5 students sat a dictation test of 20 lines each; the whole form got 620 lines right.
Source B: Wang Wei, “Autumn Evening in the Mountains”: after fresh rain in the empty hills, the clear moon shines among pines and the spring runs over stones.
Source C: Li Qingzhao, “Shengsheng Man”, opening lines built on repeated doubled characters.
Source D: Ma Zhiyuan, “Tianjingsha – Autumn Thoughts”: withered vines, old trees, dusk crows; a small bridge, flowing water, a cottage; an old road, the west wind, a lean horse; the sun sets and the heartbroken traveller is at the world’s end.

#	Question	Answer and marking notes
1	(a) From Source A, calculate the average number of correct lines per student (one decimal place) and the form-wide accuracy rate as a percentage (one decimal place).	Answer: 620 divided by 40 gives 15.5 lines per student; the accuracy rate is 620 / (40 x 20) x 100 = 77.5 per cent. Marking: 2 marks for the average, 3 for the rate.
2	(b) From Source B, state two features of the scene in the lines about the moon among pines and the spring over stones, and explain how the poet writes feeling through scenery.	Answer: the scene is quiet, clear and combines stillness with movement – moonlight resting on pines, spring water running over stones. The fresh hills after rain carry the poet’s calm detachment and love of nature, so the feeling is held inside the scenery rather than stated. Marking: 2 marks for the features, 3 for the explanation.
3	(c) From Source C, state two effects produced by the opening run of doubled characters.	Answer: first, the rapid repetition of sound creates a cold and sorrowful atmosphere; second, it deepens the tone step by step, moving from the search to the inner desolation, so the reader feels the writer’s sense of loss. Marking: 2 marks for each effect.
4	(d) From Source D, explain the relationship between the three groups of images and the closing line about the heartbroken traveller at the world’s end.	Answer: withered vines, old trees and dusk crows show decay; the small bridge, flowing water and cottage show warmth and order; the old road, west wind and lean horse show bleak hardship. The contrast between them prepares the closing line, which names the traveller’s sorrow, so the images serve the feeling. Marking: 2 marks for the images, 2 for the contrast and the link to the last line.

Section B: Narrative and Lyrical Prose (17 marks)

Source E: a narrative and lyrical essay of 1,200 characters; average S5 reading speed is 300 characters per minute.
Source E (cont.): the essay opens with “That summer I first left home” and moves through four episodes: leaving, the journey, arrival and farewell.
Source F: the writer says his mother pushed a broken-ribbed umbrella into his bag, then never mentions her again and describes only rain beating on the school gate.
Source F (cont.): the essay has six paragraphs; the last one says only that he has kept the umbrella and its ribs are still crooked.

#	Question	Answer and marking notes
5	(a) From Source E, calculate the time needed to read the whole essay in minutes; if only 3.5 minutes were allowed, how many characters per minute would be needed (nearest whole number)?	Answer: 1200 characters at 300 per minute takes 4 minutes; within 3.5 minutes the reader needs 1200 / 3.5 = about 343 characters per minute. Marking: 2 marks for the time, 3 for the required speed.
6	(b) From Source E (cont.), identify the narrative thread and explain the effect of telling the events in that order.	Answer: the thread is time and journey – leaving, travelling, arriving, farewell. Telling them in sequence builds the emotion step by step to a peak at the farewell, which keeps the structure clear and natural. Marking: 2 marks for the thread, 3 for the effect.
7	(c) From Source F, identify two lyrical techniques used by the writer and give one example of each.	Answer: first, feeling through an object – the umbrella with crooked ribs carries the mother’s care; second, feeling through scenery – rain beating on the school gate sets off the coldness and reluctance of parting. Marking: 1 mark for each technique, 1 for each example and explanation.
8	(d) From Source F (cont.), explain the function of the last paragraph, which mentions only the crooked umbrella ribs again.	Answer: it echoes the opening and closes the circle; by naming only the object and explaining nothing, it leaves a gap for the reader to feel the depth of longing, which is restrained and resonant. Marking: 2 marks for the echo, 1 for the restraint.

Section C: Expository and Persuasive Writing (17 marks)

Source G: a school survey of 250 students found 145 in favour of opening a study room after lunch, the rest against.
Source G (cont.): supporters mainly cite a noisy home environment; opponents say classrooms are already sufficient.
Source H: the same survey shows students using a study room three times a week or more hand in homework on time more often than others.
Source H (cont.): the researcher notes the figures show a correlation only, not causation.

#	Question	Answer and marking notes
9	(a) From Source G, calculate the percentages in favour of and against the study room (one decimal place each) and check that they add up to 100.	Answer: 145 / 250 x 100 = 58.0 per cent in favour; (250 – 145) / 250 x 100 = 42.0 per cent against; the two add to 100.0 per cent, so the check holds. Marking: 2 marks for each percentage, 1 for the check.
10	(b) From Source G (cont.), identify which expository method each side’s reason uses, and explain the role of figures in an argument.	Answer: the claim about a noisy home is an example; the reply about existing classrooms is a comparison. Figures show the split concretely and give the argument objective support, which strengthens persuasion. Marking: 1 mark for each method, 2 for the role of figures.
11	(c) From Source H, explain the relationship between the researcher’s conclusion and the data, and why the writer presents it that way.	Answer: the figures show only that study-room use and punctual homework occur together, not that one causes the other; the writer honestly limits the claim to correlation, which avoids over-generalising and keeps the argument sound. Marking: 2 marks for the correlation and causation distinction, 2 for soundness.
12	(d) A classmate argues that classrooms are already sufficient and no study room is needed. Using Sources G and H, write two counter-arguments.	Answer: first, supporters report noisy homes and classrooms are often used for activities after lunch, so they are not reliably quiet; second, Source H shows frequent study-room users hand in homework on time more often, so a quiet fixed space does help. Marking: 1.5 marks per counter-argument, each supported by the sources.

Section D: Practical Writing (16 marks)

Source I: a school notice is capped at 350 characters; 120 are already written and the rest must be split evenly between two paragraphs.
Source I (cont.): the notice needs a title, date, body, signature and the teacher’s post.
Source J: a sample complaint line from a parent: the arrangements were chaotic and disappointing, and improvement is expected at once.
Source J (cont.): the same letter also states that the activity is cancelled and that the school will notify parents later.

#	Question	Answer and marking notes
13	(a) From Source I, calculate the characters still available for the notice and the average number available for each of the two remaining paragraphs (whole numbers).	Answer: 350 – 120 = 230 characters remain; over two paragraphs that is 230 / 2 = 115 each (115 x 2 = 230, exactly enough). Marking: 2 marks for the remainder, 3 for the per-paragraph share.
14	(b) From Source I (cont.), state the four format elements a school notice must carry and explain the consequence of omitting the date.	Answer: title, date, body and signature with the teacher’s post. Without a date parents cannot tell whether the notice is current, responsibility is unclear and confusion easily follows. Marking: 1 mark for each of the four elements.
15	(c) From Source J, identify two tone problems in the complaint line and rewrite it as two courteous sentences.	Answer: the line blames without stating facts, and it commands in an emotional tone. Rewrite: we understand the arrangements did not work as intended and caused inconvenience to parents and students; we would be grateful if the school would review the procedure and later inform us of the improvements. Marking: 1 mark per problem, 2 for the rewrite.
16	(d) From Source J (cont.), identify two faults in that sentence as practical writing and correct them.	Answer: the subject shifts awkwardly between the school and an outside body, and the notice gives no method or date for the follow-up. Correction: the school has cancelled the activity and will inform parents by letter and on the school website on or before the stated date. Marking: 1 mark per fault, 1 for the correction.

Section E: Language Knowledge and Rhetoric (16 marks)

Source K: a model essay has 36 sentences, of which 18 are similes, 12 personification and 6 parallelism.
Source K (cont.): the essay also uses ba-constructions and passive constructions, for example putting a schoolbag down and being soaked by rain.
Source L: the essay relies on commas and full stops, with four semicolons and two dashes.
Source L (cont.): the essay misspells two words twice each: it writes “must” and “right” with the wrong homophone characters.

#	Question	Answer and marking notes
17	(a) From Source K, calculate the percentage of similes, personification and parallelism among all sentences (one decimal place each) and check the total.	Answer: similes 18 / 36 = 50.0 per cent; personification 12 / 36 = 33.3 per cent; parallelism 6 / 36 = 16.7 per cent; total 50.0 + 33.3 + 16.7 = 100.0 per cent. Marking: 1 mark per percentage, 2 for the check.
18	(b) From Source K (cont.), rewrite the ba-construction as a passive, and the passive as an active sentence, and state how the subject changes in each.	Answer: the passive is “the schoolbag was put down”, where the object becomes the subject and the focus; the active is “the rain soaked the clothes”, where the doer becomes the subject and the cause is clearer. Marking: 1 mark per rewrite, 1 per subject change.
19	(c) From Source L, explain two different functions of the semicolon and the dash in the model essay, with one example each.	Answer: the semicolon separates parallel clauses of the same level and marks a pause between them; the dash signals a turn in meaning or adds an explanation. Marking: 1 mark per function, 1 per example.
20	(d) From Source L (cont.), give the correct forms of the two misspelt words and write one sentence showing each correct use.	Answer: the two pairs are must as an obligation against must as indispensable, and right as an entitlement against power as authority; sample sentences are given for each. Marking: 1 mark per corrected pair, 1 for the sample sentences.

Section F: Integrated Application (16 marks)

Source M: composition marking weights are 40 for content, 30 for structure, 20 for language and 10 for punctuation and handwriting.
Source M (cont.): one student scored 32, 24, 16 and 8 in those four parts.
Source N: two essays on the same topic – essay A draws on personal experience, essay B on a news event.
Source N (cont.): the teacher notes that A is sincere but loosely organised, while B is orderly but lacks personal reflection.

#	Question	Answer and marking notes
21	(a) From Source M (cont.), calculate the student’s total composition score and say where he lost the most marks as a share of that part’s weighting.	Answer: the total is 32 + 24 + 16 + 8 = 80 marks, i.e. 80.0 per cent. Losses as a share of each part: content 8 / 40 = 25.0 per cent, structure 20.0 per cent, language 20.0 per cent, punctuation and handwriting 20.0 per cent, so content is the weakest. Marking: 3 marks for the total, 2 for the comparison and conclusion.
22	(b) From Source N, compare the two essays in terms of theme and say which suits a topic on personal growth better.	Answer: essay A uses personal experience, so its feeling is sincere and personal change is visible, but its structure is loose; essay B is orderly and wide-ranging yet lacks personal reflection and reads like a report. For a personal-growth topic A fits better, because growth requires the writer’s own change. Marking: 1 mark per comparison, 2 for the choice and reason.
23	(c) Drawing on Sources C, F and M, give two concrete suggestions on reading accurately and writing well within limited time.	Answer: first, read the questions and topic sentences first and track repeated images, such as the doubled characters and the crooked umbrella, to avoid re-reading; second, spend two minutes on a three-paragraph outline and allocate time by the four marking weights, securing content marks first. Marking: 2 marks per suggestion, each linked to the sources.
24	(d) Drawing on Sources L (cont.) and M, comment on the claim that punctuation and handwriting are worth only 10 marks, so checking them is not worth the time.	Answer: the claim is only partly right. Punctuation and handwriting carry 10 marks, but wrong characters damage accuracy, may mislead the reader and so lower the language mark as well, and 10 marks can move a grade boundary. A few minutes for checking are therefore worthwhile. Marking: 1 mark for the position, 2 for the reasoning.

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