Secondary 1 Chinese Practice Paper 5

TuitionGoWhere Practice Paper - Chinese Secondary 1 (Answer Key)

Subject: Chinese
Level: Secondary 1
Paper: Practice Paper (Comprehension Focus) — Version 5
Total Marks: 50

Section A: Vocabulary & Language Use [10 marks]

Questions 1–5: Vocabulary in Context (语境词汇)

1. Answer: B [2]
Explanation: "拘谨" means restrained, shy, or unnatural in behaviour due to nervousness or unfamiliarity. In the passage, the new student Xiao Hua is described as "拘谨" because he is unfamiliar with the new environment. Option B "害羞、不自然" (shy, unnatural) fits the context perfectly. Option A "大方" (generous/natural) is the opposite. Option C "自信" (confident) contradicts the context. Option D "无礼" (rude) is unrelated.

2. Answer: B [2]
Explanation: "打招呼" is a common phrase meaning "to greet someone" or "to say hello". In the passage, Li Ming actively "打招呼" to the new student, which means he greeted him. Option B "问好、打招呼" is the correct meaning. Option A "打架" (fight) is completely wrong. Option C "招手" (wave hand) is only a gesture, not the full meaning. Option D "呼叫" (shout/call out) is too loud and not appropriate for a friendly greeting.

3. Answer: B [2]
Explanation: "放松" here means to become relaxed and at ease. After Li Ming's kindness, Xiao Hua "渐渐放松下来，脸上露出了笑容" (gradually relaxed and smiled). Option B "变得轻松自在" (become relaxed and at ease) captures this change in emotional state. Option A "睡觉" (sleep) is incorrect. Option C "懒惰" (lazy) is a negative trait, not fitting the positive context. Option D "逃跑" (run away) contradicts the context of him staying and smiling.

4. Answer: B [2]
Explanation: "压力山大" is an idiom literally meaning "pressure is like a big mountain", figuratively meaning "under tremendous pressure". The passage describes students with heavy schoolwork feeling "压力山大". Option B "压力非常大" (pressure is very great) is the correct meaning. Option A "身体很重" (body is heavy) is a literal misinterpretation. Option C "爬山很累" (climbing mountain is tiring) is irrelevant. Option D "作业像山一样多" (homework is like a mountain) describes the cause, not the meaning of the idiom itself.

5. Answer: B [2]
Explanation: "鼓励" means to encourage, support, or cheer someone on. The passage says parents and teachers should give "鼓励和支持" (encouragement and support). Option B "支持、加油" (support, cheer on) is correct. Option A "批评" (criticise) is the opposite. Option C "忽视" (ignore) is neglect. Option D "惩罚" (punish) is negative.

Questions 6–10: Sentence Completion (句子填空)

6. Answer: A (虽然) [1]
Explanation: "虽然……还是……" (Although... still...) shows a contrast/concession relationship. The sentence means "Although the weather was bad, we still decided to go for a picnic." "虽然" introduces the concession clause.

7. Answer: F (不但), G (而且) [1]
Explanation: "不但……而且……" (Not only... but also...) is a correlative conjunction pair showing progression/addition. The sentence means "He not only has excellent grades, but also actively participates in CCA." Both blanks must be filled together as a pair.

8. Answer: E (如果), C (所以) [1]
Explanation: "如果……就……" (If... then...) is a conditional relationship. The sentence means "If you revise hard, then you can do well in the exam." "如果" introduces the condition, "所以" indicates the result.

9. Answer: H (因此) [1]
Explanation: "因此" (therefore/consequently) indicates a cause-effect relationship. The sentence means "It rained today, therefore the sports meet was cancelled." The rain is the cause, cancellation is the effect.

10. Answer: J (无论) [1]
Explanation: "无论……都……" (No matter... always...) shows a concessive relationship. The sentence means "No matter what difficulties we encounter, we must persevere." "无论" introduces the concession.

Section B: Reading Comprehension I [20 marks]

Questions 11–15: Passage "一堂特别的课"

11. Answer: 王老师想用种树苗比喻学习，让同学们明白学习需要耐心和恒心，不能三天打鱼两天晒网。[2]
Marking Notes:

• 1 mark: Mention using tree sapling as metaphor for learning / 让同学们明白学习像种树
• 1 mark: Mention the lesson about patience and perseverance / 需要耐心和恒心，不能三天打鱼两天晒网
  Common Mistake: Only stating "teach them about trees" without linking to learning.

12. Answer: 意思是不知道王老师打算做什么、有什么安排/意图。形容对老师的计划感到好奇、捉摸不透。[2]
Marking Notes:

• 1 mark: Explain the idiom meaning in context (don't know teacher's plan/intention)
• 1 mark: Describe the feeling of curiosity/uncertainty
  Teaching Note: This idiom originates from a story about a mysterious medicine seller; here it metaphorically means "don't know what someone is planning".

13. Answer: 王老师把"学习"比作"种树"。用意是说明学习像种树一样，刚开始知识少（像小树苗弱小），需要每天积累、复习、思考（像浇水、施肥、除草），坚持下去知识才会茁壮成长（像长成参天大树），重点是要有耐心和恒心。[3]
Marking Notes:

• 1 mark: Identify the metaphor (学习 = 种树)
• 1 mark: Explain the correspondence (initial weakness → daily effort → growth)
• 1 mark: Mention the key message (patience and perseverance / 耐心和恒心)

14. Answer: "三天打鱼，两天晒网"比喻做事没有恒心，时常中断。王老师提醒同学们不要这样，是因为学习需要持之以恒，不能间歇性努力，否则知识无法积累成长。[3]
Marking Notes:

• 1 mark: Explain the idiom meaning (lack of perseverance, intermittent effort)
• 1 mark: Explain why teacher warns against it (learning needs persistence)
• 1 mark: Link to the tree metaphor (knowledge cannot accumulate/grow)

15. Answer:
王老师：微笑着 / 耐心地
同学们：若有所思地 / 专心
[2]
Marking Notes:

• 1 mark each for any appropriate word/phrase from text describing each party's attitude
• Acceptable for 王老师: 微笑着, 耐心地, 微笑着回答
• Acceptable for 同学们: 若有所思地, 点了点头, 更加专心了

Questions 16–20: Passage "我的第一次做义工"

16. Answer: 期待、忐忑 [2]
Marking Notes:

• 1 mark each for the two words quoted directly from text: "期待" and "忐忑"
• Must be exact words from passage

17. Answer: 看到陈爷爷期盼的眼神，作者鼓起勇气。[2]
Marking Notes:

• 1 mark: Identify the trigger (看到陈爷爷期盼的眼神)
• 1 mark: State the result (作者鼓起勇气 / 决定开口说话)

18. Answer: 陈爷爷说："慢慢来，对齐边角，用力压实。"这反映了陈爷爷耐心、细心、善于教导、关怀晚辈的品质。[3]
Marking Notes:

• 1 mark: Quote the exact words (慢慢来，对齐边角，用力压实)
• 1 mark: Identify quality 1 (耐心 / 细心)
• 1 mark: Identify quality 2 (善于教导 / 关怀晚辈 / 和蔼可亲)

19. Answer: 指内心感到满足、充实、有收获的感觉。作者通过帮助老人、陪伴老人，获得了精神上的满足和快乐。[2]
Marking Notes:

• 1 mark: Define "充实" in context (inner satisfaction, fulfilment)
• 1 mark: Explain source of this feeling (helping/accompanying elderly, spiritual reward)

20. Answer:
(a) ✗ (作者和几位同学一起去)
(b) ✗ (陈爷爷听力不太好，作者得大声说话)
(c) ✗ (作者手笨拙，折出来歪歪扭扭，在陈爷爷指导下才折好)
(d) ✓ [4]
Marking Notes:

• 1 mark each for correct True/False judgement
• No explanation required but evidence from text supports each

Section C: Reading Comprehension II [20 marks]

Questions 21–25: Passage "科技与生活"

21. Answer:
便利方面：以前去图书馆查资料，现在上网就能找到海量信息。
沟通方面：以前写信等数天回复，现在视频通话随时随地见到对方。
[4]
Marking Notes:

• 1 mark: Identify first aspect (convenience/information access)
• 1 mark: Give correct example from text (library → online search)
• 1 mark: Identify second aspect (communication)
• 1 mark: Give correct example from text (letters → video call)

22. Answer:

1. 沉迷手机游戏、短视频导致视力下降
2. 作业拖延
3. 不愿与人面对面交流 / 过度依赖导航软件连回家路都不会走 (any three)
   [3]
   Marking Notes:

• 1 mark each for any three distinct troubles mentioned in text
• Must be from the passage, not general knowledge

23. Answer: 同意。科技是工具，好坏取决于使用者。善用科技可辅助学习、拓宽视野、提高效率（如上网查资料、视频通话）；滥用科技会沉迷游戏、视力下降、社交减少、失去基本生活技能（如不会回家路）。中学生应自律，做科技的主人。[4]
Marking Notes:

• 1 mark: Clear stance (agree)
• 1 mark: Explain "good use" with example from text/life
• 1 mark: Explain "bad use" with example from text/life
• 1 mark: Conclusion/advice for students (self-discipline, be master not slave)
  Teaching Note: This is an open-ended question; any reasonable, well-supported view earns marks. The key is linking back to the passage.

24. Answer: 指自己约束自己、控制自己的行为和时间，不被外界诱惑（如手机游戏、短视频）所控制，能合理安排上网时间、学习和生活。[2]
Marking Notes:

• 1 mark: Define 自律 (self-discipline, self-control)
• 1 mark: Contextualise to passage (control internet time, not be controlled by tech)

25. Answer: 科技：良师益友还是电子毒品？ / 善用科技，做自己的主人 / 科技与生活：如何自律驾驭 (any suitable title ≤15 characters) [2]
Marking Notes:

• 1 mark: Title reflects main theme (technology's dual nature / self-discipline)
• 1 mark: Within 15 characters, appropriate tone

Questions 26–30: Passage "传统节日的味道"

26. Answer:

1. 选上等糯米，浸泡一晚
2. 磨成米浆
3. 蒸上大半天
   [3]
   Marking Notes:

• 1 mark each for three sequential steps in correct order
• Must follow the sequence in the text

27. Answer: 运用了比喻（拟人）的修辞手法。把汤圆比作顽皮的孩子，生动形象地描写了汤圆在碗里滚动的样子，增添了趣味性，也表现了作者童年时的天真快乐。[3]
Marking Notes:

• 1 mark: Identify rhetorical device (比喻 / 拟人)
• 1 mark: Explain the comparison (汤圆 ↔ 顽皮的孩子)
• 1 mark: State effect (vivid imagery, shows childhood joy/playfulness)

28. Answer: 说明作者内心感动、怀念、不舍，对奶奶的爱和关怀感到温暖又心酸，情不自禁流露出眼泪。[2]
Marking Notes:

• 1 mark: Identify emotions (感动, 怀念, 不舍, 温暖, 心酸)
• 1 mark: Explain cause (奶奶的爱/关怀/喂食动作/叮嘱)

29. Answer:
第一层：舌尖上的美味（年糕、汤圆等传统食物的香甜口感）。
第二层：浓浓的亲情和传承（奶奶的爱、长辈的叮嘱、代际间的情感传递）。
[3]
Marking Notes:

• 1 mark: First layer (food/taste)
• 1 mark: Second layer (family love/heritage)
• 1 mark: Clear distinction between the two layers

30. Answer: (Sample answer) 我最喜欢吃粽子，端午节奶奶包的碱水粽软糯香甜，蘸白糖吃最好吃。每次吃粽子都想起奶奶在厨房忙碌的身影，和一家人围坐品尝的温馨时光。[3]
Marking Notes:

• 1 mark: Name a traditional festival food
• 1 mark: Describe the food/memory (sensory details)
• 1 mark: Express personal connection/emotion (~50 characters)
  Note: Any reasonable personal response with the three elements earns full marks.

Mark Summary

Note: This paper contains 30 questions (10 in Section A, 10 in Section B, 10 in Section C) totalling 50 marks, aligned with Secondary 1 Chinese comprehension assessment standards. The question numbering in the answer key matches the question paper exactly.