School measure words: 门 vs 节
门 (mén) counts a SUBJECT or course as a whole; 节 (jié) counts one LESSON PERIOD in the timetable — never swap them. 我们学校教八门课 (Wǒmen xuéxiào jiāo bā mén kè) — Our school teaches eight subjects; 我今天有六节课 (Wǒ jīntiān yǒu liù jié kè) — I have six lessons today. Learn each noun with its measure word as one chunk: 一门课 (a subject), 一节课 (a lesson period).
Timetable: 上课/下课/第……节
Describe the school day with 上课 (shàngkè, start/attend class), 下课 (xiàkè, finish a class), 第一节/第二节 (dì-yī/dì-èr jié, first/second period) and 课间休息 (kèjiān xiūxi, break time). Example: 我们八点上课,第一节是英语课,十点半有课间休息。(Wǒmen bā diǎn shàngkè, dì-yī jié shì Yīngyǔ kè, shí diǎn bàn yǒu kèjiān xiūxi.) — We start at eight, the first period is English, and there is a break at half past ten.
Opinion + reason; 比 without 很
Give a reasoned opinion with 我觉得/我擅长 (wǒ juéde / wǒ shàncháng) plus 因为 (yīnwèi), and compare two subjects with A 比 B + adjective — NEVER 很 before the adjective. Example: 我觉得历史比地理有意思,因为历史课有很多有趣的故事。(Wǒ juéde lìshǐ bǐ dìlǐ yǒuyìsi, yīnwèi lìshǐ kè yǒu hěn duō yǒuqù de gùshi.) — I think history is more interesting than geography, because history lessons have many interesting stories.
Drawn from real examiner reports.
Swapping 门 and 节 (subjects vs periods)
门 counts subjects/courses; 节 counts individual lesson periods. ✗ 我们学校教八节课。(节 wrongly counts subjects offered) ✓ 我们学校教八门课。(Wǒmen xuéxiào jiāo bā mén kè.) — Our school teaches eight subjects. ✓ 我今天有六节课。— I have six lessons today. Learn 一门课 (a subject) and 一节课 (a lesson period) as fixed chunks.
Digest grammar-error ranking: measure-word misuse is heavily documented at both sittings, concentrated on object-counting contexts (s22 Speaking Card 2; s22 and s23 Q2/Q3 grammar checklists).
的 used where 得 is required
的 marks an attributive (before a noun); 得 marks a degree complement (after a verb, saying how the action is done). ✗ 我们老师教的很好。✓ 我们老师教得很好。(Wǒmen lǎoshī jiāo de hěn hǎo.) — Our teacher teaches very well. Compare 认真的老师 (a conscientious teacher, 的 before a noun) with 老师教得很认真 (teaches conscientiously, 得 after the verb).
Digest: misuse of 的 with adjectives is on every Writing component grammar-improvement checklist at both sittings, a standing pervasive accuracy issue.
Bare "有很多好处" with no benefit named
Task Completion needs an actual benefit, not a restated claim that benefits exist. ✗ 学习中文有很多好处。(restates the question) ✓ 学习中文的好处是可以帮助我了解中国文化。(Xuéxí Zhōngwén de hǎochù shì kěyǐ bāngzhù wǒ liǎojiě Zhōngguó wénhuà.) — The benefit of learning Chinese is that it helps me understand Chinese culture. Name the real benefit, not just 好处.
Digest: the there-are-many-benefits bare-restatement failure is the single most citable Writing insight, with s23 Paper 41/42/43 Key Messages giving this exact template (also s22 Q3(a)).
比-comparison never takes 很
A 比-comparison never puts 很 (or 非常) before the adjective. ✗ 数学比英语很难。✓ 数学比英语难。(Shùxué bǐ Yīngyǔ nán.) — Maths is harder than English. To add degree, put it AFTER the adjective: 数学比英语难一点/难得多 (a little harder / much harder), not before it.
Digest: comparison-with-比 misuse appears on the grammar-improvement checklist at multiple components, both sittings (lower-confidence, still named).
Near-synonym subject/word mix-ups
Reading and Listening options often hinge on two near-synonyms — read the passage word, do not guess by rough meaning. 作业 (zuòyè) and 功课 (gōngkè) both mean homework, but answer with the one the text uses; 科目 (kēmù, subject) is not the same as 课 (kè, a lesson). Match the exact word, not an approximate synonym.
Digest: confusing near-synonym vocabulary is the top driver of wrong Reading MCQ choices at both sittings (s22 and s23 Reading Q1-Q5/Q9/Q10).
Opinion given with no reason
Naming a subject with no reason caps the mark — the examiner wants a developed, justified opinion. ✗ 我最喜欢历史。(no reason) ✓ 我最喜欢历史,因为老师教得很认真,历史课也很有意思。(Wǒ zuì xǐhuan lìshǐ, yīnwèi lǎoshī jiāo de hěn rènzhēn, lìshǐ kè yě hěn yǒuyìsi.) — I like history best, because the teacher teaches conscientiously and history lessons are interesting. Always add 因为 + a reason.
Digest: candidates handle factual questions but fail the follow-up why — the clearest Speaking topic-conversation ceiling (s22 Topic 4; s23 Topics 1/3/4/5).
了 does NOT belong in a 每天 routine
了 marks completion or a change of state, not simply past-sounding content — it does NOT belong in a habitual sentence marked by 每天 (měitiān) or 常常 (chángcháng). ✗ 我每天上了六节课。✓ 我每天上六节课。(Wǒ měitiān shàng liù jié kè.) — I have six lessons every day. ✓ 昨天我上了六节课。— Yesterday I had six lessons (one specific day, so 了 is correct). Match 了 to a single completed event.
Structure a school-day / opinion answer
Order: (1) state how many lessons with the right measure word (今天我有六节课); (2) name the favourite subject with 门 (最喜欢的一门课); (3) give an opinion + reason (因为老师教得很好); (4) add a rule if asked (必须穿校服); (5) weigh both sides with 虽然……,但是…….
Speaking: develop and justify the opinion
Answer the original question — do not wait for the simplified alternative. Give the fact, then develop it: state the opinion, add 因为 with a reason, and if asked, weigh pros and cons. A one-word answer cannot reach the top band.
Reading: question word, answer from text
First read the question word — 什么/什么时候/为什么 (what/when/why) — then locate the answer in the text. Answer from the text, not your own assumption, and give the precise phrase: copying the whole sentence (over-lifting) earns no credit.
This topic (Area A: Everyday Activities, A2) covers school subjects, the timetable and the school day, teachers and classmates, school rules and facilities, and opinions about school and study. It appears in listening and reading (vocabulary, gist and detail), functional and extended writing (a message about your day, an opinion article on school rules), and the speaking role play (meeting a new classmate) and topic conversation (school life).
School places & people 学校与人物 (xuéxiào yǔ rénwù)
| 汉字 | Pinyin | English |
|---|---|---|
| 学校 | xuéxiào | school |
| 老师 | lǎoshī | teacher |
| 同学 | tóngxué | classmate |
| 校长 | xiàozhǎng | head teacher, principal |
| 教室 | jiàoshì | classroom |
| 图书馆 | túshūguǎn | library |
| 操场 | cāochǎng | playground, sports field |
| 食堂 | shítáng | canteen |
| 实验室 | shíyànshì | laboratory |
| 校服 | xiàofú | school uniform |
Subjects 学科科目 (xuékē kēmù)
| 汉字 | Pinyin | English |
|---|---|---|
| 数学 | shùxué | maths |
| 英语 | Yīngyǔ | English |
| 中文 | Zhōngwén | Chinese |
| 科学 | kēxué | science |
| 历史 | lìshǐ | history |
| 地理 | dìlǐ | geography |
| 美术 | měishù | art |
| 音乐 | yīnyuè | music |
| 体育 | tǐyù | PE |
| 电脑课 | diànnǎokè | computing, IT |
| 科目 | kēmù | subject |
School day, rules & study 校规、时间表与学习 (xiàoguī, shíjiānbiǎo yǔ xuéxí)
| 汉字 | Pinyin | English |
|---|---|---|
| 上课 | shàngkè | to start / attend class |
| 下课 | xiàkè | to finish a class |
| 课间休息 | kèjiān xiūxi | break time |
| 做作业 | zuò zuòyè | to do homework |
| 考试 | kǎoshì | exam, test |
| 校规 | xiàoguī | school rules |
| 必须 | bìxū | must |
| 可以/不可以 | kěyǐ / bù kěyǐ | may / may not |
| 迟到 | chídào | to be late |
| 认真 | rènzhēn | conscientious, hardworking |
| 擅长 | shàncháng | good at |
School measure words 学校量词 (xuéxiào liàngcí)
| Chinese | Pinyin | English |
|---|---|---|
| 一门课 | yì mén kè | a subject/course |
| 一节课 | yì jié kè | a lesson period |
| 一位老师 | yí wèi lǎoshī | a teacher |
| 一个同学 | yí gè tóngxué | a classmate |
teacher (say it in Chinese with pinyin, and use it in a short sentence)
用中文写出四个学科或学校地点的名称,并写出一个正确使用"门"或"节"的例子(例如"一门数学课"),标出拼音。
Level-of-response questions with model answers and mark scheme rubrics.
你的英国朋友想知道你今天在学校的一天是怎样的。请给他写一条短信,介绍你今天的情况。短信里要写清楚以下几点:(1)你今天一共有几节课,第一节是什么科目;(2)你最喜欢哪个科目,为什么;(3)学校有什么规定(例如穿校服、不可以迟到)。请用中文(汉字)书写,约80-90字,注意短信的语气比较随意。(8分)
你们学校的校刊正在征稿,主题是「学校的规定是不是太严格?」有人认为学校的规定(例如必须穿校服、不可以迟到、上课不可以用手机)可以帮助学生养成好习惯;也有人认为这些规定太严格,减少了学生的自由。请写一篇文章,谈谈你的看法,并举例说明。请用中文(汉字)书写,约130-150字,注意用连接词把观点展开,不要只是重复题目里的说法,也不要只写「有很多好处」而不说明具体是什么。(16分)
这是一张角色扮演卡(Role Play card),情景是你在学校认识了一位新同学。请你完成以下五个任务:
(1)向新同学打招呼,并介绍自己; (2)告诉他/她你今天一共有几节课,第一节是什么科目; (3)问他/她最喜欢哪个科目,为什么; (4)说出你们学校的一条规定(例如校服、上课时间); (5)和他/她约好课间休息的时候一起去操场。(约10分)