Long copying has several causes. The child may not know what the question asks, fear losing a key phrase, locate a relevant paragraph but not the exact line, or understand the idea yet lack confidence to write a concise response. These problems look similar on the page but need different teaching.

Ask the learner to explain the question in simple words before returning to the text. Then request a finger-point or highlight on the evidence. If that evidence does not match the explanation, the difficulty is selection. If it matches but the written answer becomes distorted, the difficulty lies in expression.

Do not ban every word from the passage. Names, technical terms and precise details may need to be retained. The aim is purposeful use of evidence, not forced paraphrasing that makes a correct idea less accurate.

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Use three decisions: demand—what kind of answer is required; evidence—which detail supports it; response—how can that detail be shaped into a complete answer. Keep the question visible while writing so the sentence does not drift into a summary of the passage.

For a question asking why a character changed a decision, the learner should look for cause, not copy the entire event sequence. For a question asking what a phrase shows about a person, the answer needs an interpretation supported by the relevant action or words.

A tutor can initially colour-code the three parts, then remove the colours. The child should eventually annotate only when useful and construct the response without waiting for an adult to choose the line.

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Consider this original English gloss of a Chinese practice passage: Mei packed an umbrella after seeing dark clouds, but lent it to a classmate at the bus stop. She reached home wet and laughed when her mother asked about the missing umbrella. Question: What does Mei’s action at the bus stop show?

Copying “she lent it to a classmate at the bus stop” repeats the event but may not state the quality. A stronger answer identifies that Mei was considerate or willing to help, supported by giving the umbrella to the classmate even though she then became wet.

The tutor should next change the character, action and question demand. This checks whether the learner can infer a quality from new evidence rather than reproduce a model phrase. The Chinese wording should be reviewed for accuracy and naturalness without replacing the child’s own thinking.

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The 2027 SEC G2 Chinese Language syllabus K220 includes Paper 2, Language Use and Reading Comprehension, as a 1 hour 30 minute e-examination worth 30% of the subject.

Paper 2 has 28 questions. Reading Comprehension II uses two passages and eight open-response questions worth 30 marks, or 15% of the subject. Tuition should therefore include accurate screen reading, evidence location and answer construction, while school guidance should be followed for the actual examination platform and familiarisation arrangements.

K220 also assesses writing, oral communication and listening. A comprehension difficulty does not prove that every component needs equal tuition time. Use the official 2027 G2 directory, the child’s school entry and current work to set the priority.

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Compare three unfamiliar passages over time. Track whether the child identifies the question demand, selects a precise evidence span, gives a complete answer and removes irrelevant copied material. Fewer words are useful only when meaning remains complete.

Ask the learner to explain why one phrase was kept and another removed. If the explanation is “the tutor told me”, the decision has not transferred. Delay the next check and use a different text type so the routine is not tied to one story.

In a conditional 3-pax lesson, learners may compare evidence choices after answering independently. The tutor should not give one polished response for everyone to memorise. Confirm that G2 Chinese is currently offered and ask how individual screen-reading and written-response errors are recorded.

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