📚 Common Mistakes in Year 10 CCEA Chinese and How to Correct Them | Year 10 CCEA 中文：常见误区与纠正方法
Year 10 students following the CCEA Chinese specification often fall into predictable traps that can hold back their progress. These mistakes range from subtle tonal slips to deep-rooted habits of translating directly from English. Understanding why these errors happen and learning practical ways to fix them can dramatically improve both your confidence and your grades. This article highlights the most common problem areas and gives you clear, actionable strategies to overcome them.
跟随 CCEA 考试局学习中文的 Year 10 学生常常会掉入一些可以预见的陷阱，这些误区限制着他们的进步。从细微的声调偏差到根深蒂固的逐字翻译习惯，问题多种多样。理解这些错误产生的原因，并学习切实可行的纠正方法，能够显著提升你的信心和成绩。本文聚焦最常见的难点，并为你提供清晰、可操作的改进策略。
1. Tonal Neglect and Mispronunciation | 忽视声调与发音错误
Many learners treat tones as optional decorations, but in Chinese, a change in tone can completely alter the meaning of a word. Saying mā (mother) when you mean mǎ (horse) is a classic example. In CCEA speaking assessments, consistent tone mistakes make your speech hard to follow and directly lower your mark for pronunciation.
很多学习者把声调当作可有可无的装饰，但在中文里，一个声调的改变能彻底转变词义。把“马”（mǎ）说成“妈”（mā）就是典型例子。在 CCEA 口语考试中，反复出现的声调错误会让你的表达难以理解，并直接拉低发音得分。
Effective correction starts with exaggerating tones during practice. Use colour-coded flashcards (red for first tone, rising orange for second, dipping green for third, falling blue for fourth) and record yourself reading tone pairs like dàxué or shūjià. Listening back helps you spot flat or incorrect tones. Shadowing native audio is also vital: play a CCEA textbook dialogue, pause after each line, and mimic the intonation exactly.
有效纠正的第一步是在练习时刻意夸张声调。使用彩色闪卡（一声红、二声升橙、三声降升绿、四声降蓝），并给自己录音，朗读如“大学”“书架”等声调组合。回听能帮你发现平调或错调。跟读母语音频也极为关键：播放 CCEA 教材对话，每句暂停后精确模仿语调。
Additionally, pay attention to tricky initials like z, c, zh, ch, j, q, x, and the difference between -n and -ng endings. A word like shēng (life) must not sound like shēn (body). Practise with minimal pairs daily, even for just five minutes.
此外，留意 z、c、zh、ch、j、q、x 等易混淆声母，以及 -n 与 -ng 韵尾的区别。“生”（shēng）和“身”（shēn）绝不能发音相同。每天用最小对立体进行练习，哪怕只有五分钟也会有效。
2. Stroke Order and Character Formation | 笔顺与汉字结构错误
Writing characters with incorrect stroke order is more than a cosmetic issue: it often leads to illegible, misshapen characters that examiners mark down. Common errors include writing 口 (mouth) as a single circle or drawing 我 (I) in a random scribble. CCEA writing tasks require neat, recognisable characters, and poor stroke discipline undermines your ability to memorise new characters efficiently.
用错误笔顺书写汉字不只是美观问题：这常常导致字迹潦草、结构变形，评卷老师会因此扣分。常见错误包括把“口”写成圆圈，或随意潦草地画“我”。CCEA 写作任务要求书写整洁、可辨识的汉字，而笔顺不严谨会严重影响你高效记忆生字的能力。
To fix this, always follow the eight basic stroke rules: top to bottom, left to right, horizontal before vertical, outside before inside, centre before wings in symmetrical characters, and so on. Use a character-writing app that enforces correct stroke order, or trace characters on squared paper while saying each stroke name aloud. For Year 10, focus on the core GCSE vocabulary list and master the order for the 50 most frequently miswritten characters.
要纠正这一点，必须遵守八条基本笔顺规则：先上后下、先左后右、先横后竖、先外后内、先中间后两边等。使用一款会强制正确笔顺的汉字书写应用，或者在方格纸上临摹并大声说出每个笔画的名称。对 Year 10 而言，聚焦 GCSE 核心词汇表，先掌握 50 个最常写错的汉字笔顺。
Another common mistake is confusing similar-looking components, such as 亻(person) and 彳(step), or writing 己 (self) instead of 已 (already). Pay close attention to these minimal differences by colour-coding radicals in your notebook. Writing error logs that group miswritten components will speed up correction.
另一个常见误区是混淆形近部件，例如“亻”和“彳”，或将“已”写成“己”。用彩色笔在笔记本中标出这些细微差别。建立错字本并按部件归类，能加速纠正过程。
3. Misplacing Time Phrases | 时间状语位置不当
English speakers naturally place time expressions at the end of a sentence, as in ‘I go to school at eight o’clock.’ In Chinese, time phrases must appear before the verb or at the very beginning of the sentence. A sentence like ‘我去学校八点’ is ungrammatical; the correct form is ‘我八点去学校’ or ‘八点我去学校’. This word order mistake is extremely common, especially in the CCEA writing paper.
英语母语者习惯把时间放在句尾，比如 ‘I go to school at eight o’clock’。但在中文里，时间状语必须出现在动词之前或句首。“我去学校八点”是不合语法的，正确的表达是“我八点去学校”或“八点我去学校”。这种语序错误极为常见，尤其在 CCEA 写作卷中。
To internalise the correct pattern, drill sentences using the Subject–Time–Place–Verb structure. Create a substitution table with columns for ‘subject’, ‘time’, ‘place’, ‘verb’, and practise rearranging English prompts into Chinese order. For example, from ‘She did homework in the library yesterday’ you build ‘她昨天在图书馆做作业’. Focus on this pattern every time you write a diary entry or a short paragraph for class.
要内化正确句式，可以通过“主语–时间–地点–动词”结构进行句型操练。制作替换表格，列出“主语”“时间”“地点”“动词”各列，反复练习将英文提示转换成中文语序。例如 ‘She did homework in the library yesterday’ 要构建为“她昨天在图书馆做作业”。每次写日记或课堂短文时，都要有意识地套用这个模式。
Also remember that time expressions indicating duration or frequency, like ‘两个小时’ or ‘每天’, must follow similar positional rules. ‘I study Chinese for one hour every day’ becomes ‘我每天学习一个小时中文’, not ‘我学习中文每天一个小时’. Consistent exposure to correct models is the key.
同样要记住，表示时长或频率的时间表达，如“两个小时”“每天”，也须遵守相似的语序规则。“I study Chinese for one hour every day”应表达为“我每天学习一个小时中文”，而不是“我学习中文每天一个小时”。持续接触正确范例是关键。
4. Overusing “了” or Using It Incorrectly | “了”的滥用与误用
The particle 了 is one of the most challenging grammar points for English-speaking students. A widespread error is adding 了 to every past-tense sentence, as if it were the equivalent of ‘-ed’. In reality, 了 indicates a completed action or a change of state, but it is not used when there is a routine past action, when the verb is a state verb like 喜欢, or with negation using 没. The sentence ‘我去年每个周末都去了公园’ is wrong because habitual past actions take 不/没有 and no 了.
助词“了”对英语母语学生而言是最棘手的语法点之一。一个普遍的错误是给每个过去时句子都加上“了”，就像把它等同于英语的 ‘-ed’。实际上，“了”表示动作完成或状态改变，但在表达惯常过去行为、或动词为“喜欢”等状态动词、或与“没”构成否定时，不可以用“了”。“我去年每个周末都去了公园”这句话是错的，因为习惯性过去行为用“没有”/“不”，不加“了”。
To master 了, first distinguish between the aspect marker 了 (verb-le) and the sentence-final 了 (change of state). A helpful drill is to contrast pairs: ‘我吃早饭了’ (I’ve eaten breakfast – change of state) vs. ‘我昨天没吃早饭’ (I didn’t eat breakfast yesterday – negated past, no 了). Use a flow chart: Is it a one-off completed action? If yes and positive, 了 can be used. Is it a habitual past? If yes, no 了. Is the verb stative? Then usually no 了.
要掌握“了”，首先要区分动词后的“了”（aspect marker）和句尾的“了”（状态变化）。一个有效练习是对比成对句子：“我吃早饭了”（我已经吃了早饭 – 状态变化）与“我昨天没吃早饭”（我昨天没吃早饭 – 否定过去，无“了”）。使用流程图：是一次性完成的动作吗？如果是肯定式，可用“了”。是习惯性过去吗？如果是，不用“了”。是状态动词吗？则通常不用“了”。
When you are about to write a past event in CCEA tasks, pause and ask whether the action is being emphasised as a completed event or simply located in the past. If you just want to say ‘yesterday I was tired’, write ‘昨天我很累’, never ‘昨天我累了’. Practice with correction exercises where you cross out unnecessary 了 from a short paragraph.
在 CCEA 任务中描述过去事件时，下笔前先想一想，是要强调动作的完成，还是仅仅把事件放在过去。如果只想说“昨天我很累”，就写“昨天我很累”，绝不能写成“昨天我累了”。多做删改练习，从短文中划掉多余的“了”，效果显著。
5. Confusing “二” and “两” | “二”和“两”的混淆
Both 二 and 两 mean ‘two’, but they are not interchangeable. Many Year 10 students use 二 before measure words, producing phrases like ‘二个人’ or ‘二本书’, which sound jarringly incorrect. 两 is the counting form used with measure words, while 二 is used for numbers, ordinals, decimals, and in compound words. Misusing them in speaking or writing signals a basic lack of fluency.
“二”和“两”都表示“two”，但不能互换。很多 Year 10 学生在量词前使用“二”，造出“二个人”“二本书”这类短语，听起来非常别扭。“两”是用于量词前的计数形式，“二”则用于数字、序数、小数和复合词。在口语或写作中误用这两个字，会暴露基本功不扎实。
The rule is simple: before a measure word (个, 本, 只, etc.), use 两. Thus ‘two people’ is 两个人, ‘two books’ is 两本书. When saying the number itself, reading a phone number, or giving ordinal ‘second’, use 二: 第二个, 十二, 二十, 零点二. Single exceptions like 二两 (200 grams) use both. To automate this, drill measure-word phrases daily: 两个苹果, 两只猫, 两张票, and so on.
规则很简单：在量词（个、本、只等）前用“两”。因此 “two people” 是“两个人”，“two books”是“两本书”。在读数、电话号码或序数“第二”时，用“二”：“第二个”“十二”“二十”“零点二”。像“二两”这样兼用两个字的情况极少。每天通过操练量词短语来形成自动化反应：“两个苹果”“两只猫”“两张票”等等。
Also be careful with 百, 千, 万: ‘200’ is 二百 or 两百 (both acceptable), ‘2000’ is commonly 两千, rarely 二千. CCEA listening papers sometimes test this distinction, so train your ear to notice whether a speaker says liǎng or èr before a noun. A quick self-check before any writing task – circle every number and verify its form – will eliminate this mistake.
还要留意“百、千、万”前的用法：’200′ 可以是“二百”或“两百”（均可），’2000′ 通常说“两千”，极少说“二千”。CCEA 听力试卷有时也会考查这一区别，因此训练耳朵辨别名词前是“liǎng”还是“èr”。写作前快速自检——圈出文中每个数字并核实形式——就能根除这个错误。
6. Mixing Up “知道” and “认识” | “知道”与“认识”不分
A classic error is translating both ‘know’ as 知道 and ‘know a person/place’ as 认识 without truly understanding the difference. Students often say ‘我认识他的电话号码’ or ‘我不知道这个人’ (intending ‘I don’t know this person’). 知道 refers to knowing facts or information, while 认识 means to be acquainted with a person, place, or idea through personal experience. Getting them wrong leads to confusing and sometimes embarrassing statements.
一个经典错误是把“知道”和“认识”都译成 ‘know’，却不真正理解它们的区别。学生常说“我认识他的电话号码”，或用“我不知道这个人”来表达“I don’t know this person”。事实上，“知道”指了解事实或信息，“认识”指通过亲身经历结识某人、认识某地或对某事物有所认知。用错会导致句子混乱甚至尴尬。
Use a memory hook: 知道 has 道 (a way/path), suggesting knowing a way or a piece of knowledge; 认识 has 识 (recognise), linked to facial recognition and familiarity. Drill with collocations: 我知道这件事, 我知道为什么, 我认识那个老师, 我认识那条路. For knowledge of things, use 知道; for personal acquaintance, use 认识. When you learn a new grammar rule, you 知道 it; when you meet a new classmate, you 认识 them.
你可以用一个记忆钩子：“知道”带“道”（道路/道理），意味着知道一种方法或信息；“认识”带“识”（识别），与人脸识别和熟悉感相关。通过搭配进行操练：“我知道这件事”“我知道为什么”“我认识那个老师”“我认识那条路”。对事物知识的了解用“知道”，对人、地点的结识用“认识”。当你学会一个新语法规则，是你“知道”了它；当你认识一位新同学，是你“认识”他。
Also note that 认识 can be used in 认识汉字 (recognise characters), meaning to be able to read them. Here, 知道 would be wrong. In CCEA role-plays, if the task asks ‘Do you know Mr Wang?’, you must answer ‘你认识王先生吗？’, not ‘你知道王先生吗？’. Include both verbs in your vocabulary revision and create flashcard sentences that contrast them explicitly.
还要注意，“认识”可以用于“认识汉字”，指能够认读汉字，这里不能用“知道”。在 CCEA 角色扮演中，如果题目问“Do you know Mr Wang?”，必须回答“你认识王先生吗？”，不能说“你知道王先生吗？”。在词汇复习中加入这两个动词，并制作明确对比的闪卡句子。
7. Word-for-Word Translation from English | 英式逐字翻译
The temptation to translate directly from English is one of the biggest barriers to natural Chinese. It produces unnatural sentences like ‘那是我遇见过最好吃的苹果’ for ‘That’s the best apple I’ve ever had’, which should be ‘那是我吃过最好吃的苹果’. English structures like ‘to see a doctor’ become the erroneous ‘看一个医生’ instead of properly using ‘看病’. Such literal translations break collocations and confuse examiners.
逐字从英语翻译的冲动，是说地道中文的最大障碍之一。这会产生极不自然的句子，比如把 ‘That’s the best apple I’ve ever had’ 说成“那是我遇见过最好吃的苹果”，而正确说法是“那是我吃过最好吃的苹果”。像 ‘to see a doctor’ 这类英文结构会被错误地译为“看一个医生”，而正确的搭配是“看病”。这种字面翻译会破坏固定搭配，让考官不知所云。
To break this habit, build a phrase bank organised by function, not by English equivalent. For ‘I like eating fish’, learn the chunk ‘我喜欢吃鱼’ as a whole. For ‘I take the bus’, memorise ‘我坐公共汽车’, not word-mapping ‘take’ to ‘拿’. Read Chinese sentences aloud until they feel natural. When writing, always think ‘What would a Chinese person say in this situation?’ not ‘How do I translate this word for word?’
为了戒掉这个习惯，建立一个按功能而非英文对应词组分类的短语库。对于 ‘I like eating fish’，把“我喜欢吃鱼”作为整体语块来学习。对于 ‘I take the bus’，记忆“我坐公共汽车”，而不是把 ‘take’ 一对一对应为“拿”。大声朗读中文句子，直到语感变得自然。写作时，永远先想“在这种情况下中国人会怎么说？”，而不是“我该怎么逐字翻译？”
Use back-translation exercises: take a correct Chinese sentence, translate it into English, then hide the Chinese and retranslate back into Chinese after a day. Compare with the original to spot where your English interfered. Regular reading of graded Chinese texts also floods your brain with authentic patterns, pushing out the direct translation reflex.
运用回译练习：拿一句正确的中文，译成英文，一天后遮住原文，再译回中文。对照原始句子，找出英文语感的干扰之处。规律性地阅读中文分级读物，能让大脑大量接触地道表达，逐步消除逐字翻译的惯性。
8. Incorrect Measure Words | 量词使用错误
English simply uses ‘a’ or numbers directly with nouns, but Chinese requires a measure word between a number/demonstrative and a noun. Year 10 learners often default to 个 for everything, saying ‘一个书’, ‘一个狗’, or ‘一个笔’. While 个 is widely used, over-relying on it is a mark of a beginner. CCEA mark schemes reward accurate and varied measure word use in both speaking and writing.
英语里只需用 ‘a’ 或直接将数字放在名词前，但中文在数词/指示词和名词之间必须加量词。Year 10 学生经常把“个”当作万能量词，张口就是“一个书”“一个狗”“一个笔”。虽然“个”使用范围广，但过度依赖它暴露了初级学习者的短板。CCEA 评分标准在口语和写作中都鼓励准确而多样的量词运用。
Create a notebook table of the most essential measure words: 本 for books, 支 for pens, 条 for long flexible things (fish, trousers, roads), 只 for small animals and one of a pair, 张 for flat objects (tables, paper), 件 for clothes and events, 杯/瓶 for drinks. Learn them with pictograms. For example, associate 条 with a ribbon, 张 with a scroll unrolled. Revise them daily: point at objects around you and say the measure + noun aloud, like ‘一张桌子’, ‘一把椅子’.
准备一个笔记本表格，列出最基础的量词：本（书籍）、支（笔）、条（鱼/裤子/路等细长的东西）、只（小动物和成对物品之一）、张（桌子/纸等扁平的）、件（衣服/事情）、杯/瓶（饮品）。用象形联想记忆，比如把“条”和丝带联想，“张”和展开的卷轴联想。每天复习：指着身边物品，大声说量词加名词，如“一张桌子”“一把椅子”。
Pay extra attention to measure words for people: 位 is the polite version of 个, used in contexts like 一位老师, 几位客人. Using 个 in formal speaking tasks is acceptable but may limit your vocabulary score. In CCEA general conversation, make a conscious effort to use at least three different measure words to demonstrate range.
尤其注意与人有关的量词：“位”是“个”的礼貌说法，用于“一位老师”“几位客人”等。正式口语任务中用“个”尚可，但可能限制词汇分。在 CCEA 自由对话中，有意识地使用至少三种不同量词，以展现词汇广度。
9. Negation: “不” vs “没” | 否定词“不”与“没”误用
Many students treat 不 and 没 as interchangeable, but the distinction is critical. 不 negates present, future, habitual actions, and stative verbs, while 没 negates the existence of past actions or the completion of events. Saying ‘我没喜欢唱歌’ is a glaring error; because 喜欢 is a state, it must take 不: ‘我不喜欢唱歌’. Similarly, ‘我不去过了’ is wrong for ‘I didn’t go’; it should be ‘我没去过’ or ‘我没有去’. Confusion here is heavily penalised in grammar marks.
很多学生认为“不”和“没”可以互换，但它们的区别至关重要。“不”否定现在、将来和习惯性动作以及状态动词，“没”否定过去动作的发生或事件的完成。说出“我没喜欢唱歌”是明显的错误；因为“喜欢”是状态动词，必须用“不”：“我不喜欢唱歌”。同样，“我不去过了”是错误的“I didn’t go”表达，应该说“我没去过”或“我没有去”。这一混淆会在语法分上被重扣。
Use a simple rule of thumb: if you can add ‘in the past’ and mean a specific non-occurrence, use 没; if it’s about a general or future state, or a habitual non-action, use 不. Practice with timelines: draw a timeline and place sentences like ‘我明天不去学校’ (future), ‘我不吃肉’ (habit), ‘我昨天没去学校’ (past non-completion). For the special phrase ‘还没有’ (not yet), note that 还 is paired with 没, never with 不.
一个简单的经验法则：如果能加上“在过去”表示一次具体未发生，用“没”；如果是普遍状态、将来状态或习惯性否定，用“不”。使用时间线来练习：画出时间线，把“我明天不去学校”（将来）、“我不吃肉”（习惯）、“我昨天没去学校”（过去未完成）放上去。对于特殊短语“还没有”，注意“还”只能与“没”搭配，绝不用“不”。
A tricky area for CCEA learners is the use of 没 with 了. As mentioned earlier, past negation typically drops 了. Thus ‘我没看那部电影’ is complete, and adding 了 is wrong. Train by transforming positive past sentences into negative ones: ‘我吃了早饭’ → ‘我没吃早饭’. This also helps reinforce the 了 omission rule. Keep a diary where you write three things you didn’t do yesterday, using 没 correctly.
对 CCEA 学生来说，一个容易踩坑的地方是“没”与“了”的搭配。如前所述，过去否定通常去掉“了”。因此“我没看那部电影”已完整，加“了”反而是错的。通过把肯定过去式改为否定式来训练：“我吃了早饭”→“我没吃早饭”。这也强化了省略“了”的规则。坚持写日记，每天用“没”正确记录三件昨天没做的事。
10. Cultural Context Gaps | 忽视文化背景导致的失分
Language and culture are inseparable, and CCEA mark schemes explicitly reward cultural awareness. A student who translates ‘How old are you?’ to ‘你多大？’ for an elderly person commits a cultural fault: 您多大年纪 is polite. Using ‘吃了什么？’ as a greeting shows understanding of cultural norms. Mistakes like inviting a teacher to a party with ‘你一定要来！’ instead of the politer ‘请您光临’ can cost marks in role-plays.
语言与文化不可分割，CCEA 评分标准明确鼓励展现文化理解。把 ‘How old are you?’ 对年长者直接说“你多大？”是犯了文化错误：礼貌说法是“您多大年纪”。用“吃了什么？”打招呼显示出对文化习惯的了解。像邀请老师参加聚会说“你一定要来！”而不是更礼貌的“请您光临”，这种失误会在角色扮演中丢分。
Study common Chinese social conventions: using family titles (叔叔, 阿姨) for non-relatives, offering gifts with both hands, declining compliments modestly, and using 贵 in formal terms (贵姓, 贵校). In writing, include culturally appropriate details like naming traditional festivals (春节, 中秋节) and describing customs. For example, when writing about a party, mention 送红包 or 吃团圆饭 to demonstrate deeper knowledge.
学习常见的中式社交习惯：用亲属称谓称呼非亲属（叔叔、阿姨），双手递送礼物，谦虚婉拒赞美，正式场合用“贵”（贵姓、贵校）。写作中，加入符合文化背景的细节，比如提及传统节日（春节、中秋节）和描述习俗。例如写聚会时，提到“送红包”或“吃团圆饭”，来展示深层认知。
Watch short video clips or listen to dialogues that model polite speech, noting how respect is encoded in words like 您, 请, 慢用, 对不起 vs 不好意思. In speaking mocks, if the examiner says ‘谢谢’, respond with ‘不客气’ or ‘不用谢’, not a silence or a translated ‘没关系’ (which is for apologies). A mental checklist of polite formulas before the oral exam will prevent blunders.
观看示范礼貌用语的短视频或收听对话，留意尊敬如何通过“您、请、慢用、对不起 vs 不好意思”等词语体现。在模拟口试中，如果考官说“谢谢”，要用“不客气”或“不用谢”回应，而不是沉默或把回应道歉的“没关系”照搬过来。口试前在脑中过一遍礼貌用语清单，可有效防止失误。
11. Exam Writing Pitfalls | 考试写作中的常见陷阱
Even when language knowledge is adequate, poor exam technique causes Year 10 students to lose marks. Common writing pitfalls include ignoring the word count (writing too little, which caps content marks), forgetting to cover all bullet points in the question, and using only very basic sentences because of fear of mistakes. Handwriting that is too cursive or sloppy makes characters unrecognisable, leading to avoidable deductions.
即使语言知识足够，糟糕的考试技巧也会让 Year 10 学生丢分。写作中的常见陷阱包括：忽略字数要求（写得太少，拉低内容分上限）、未覆盖题目中所有要点、因害怕出错而只用极简单的句子。字迹过于潦草或连笔会使汉字难以辨识，导致不可必要的扣分。
Always begin by highlighting every bullet point in the prompt and ticking them off as you write. Aim for 10–20% above the minimum character count to ensure safe coverage. Plan a mix of simple, compound, and complex sentences: include at least two sentences with 因为 or 所以, two with 虽然…但是…, and a 把 construction or a comparative sentence to show range. Use a checklist: 了/过 used correctly? Measure words varied? Time phrases placed before verbs? Proofread for these before putting your pen down.
下笔前，一定要画出题目中所有的要点，每写到一个就打钩。字数应超出最低要求 10-20%，确保内容覆盖面。规划简单句、并列句和复合句的搭配使用：至少写两个“因为…所以…”句、两个“虽然…但是…”句，并尝试一个“把”字句或比较句，以展示句法广度。使用检查清单：“了/过”使用正确吗？量词多样化了吗？时间状语是否置于动词前？停笔前根据清单校对。
Handwriting practice must be part of your revision. Write to the size of the grid provided on CCEA writing papers, keeping components distinct and proportioned. If you know certain characters are often illegible in your handwriting, redraw them slowly ten times before the exam. When proofreading, focus on common slip-ups: missing measure words, wrong particle (的 and 得), and tonal agreements in fixed phrases.
书写练习必须纳入复习计划。按照 CCEA 答卷方格大小书写，保持部件清晰、比例得当。如果你知道自己有些字经常写得难以辨认，就在考前慢速重写十遍。校对时，重点关注常见小错误：遗漏量词、“的/得”混淆、固定短语中的搭配错误。
Published by TutorHao | Chinese Revision Series | aleveler.com
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