Should I be worried if my child is taking G3 Chinese (Special Programme)? The programme is designed to develop usable language communication, not to rank a child’s worth against students taking ordinary Chinese or Higher Chinese. The important step is identifying which writing, reading, oral or listening skill the learner can use independently.
For 2027 SEC school candidates, G3 Chinese (Special Programme) is K364. Writing is weighted 20%, language use and reading 30%, oral communication 30%, and listening 20%. These are the prescribed special-programme requirements, distinct from standard G3 Chinese Language K320.
Official source: SEAB 2027 K364 Chinese (Special Programme). The school confirms subject eligibility, registration, examination-year arrangements and approved writing dictionaries.
The first parent action
Check the registered K364 code, then review one brief writing task, a reading answer, an oral response and a listening example. Identify one repeated obstacle—perhaps tone, grammar, selecting meaning or listening details—and practise the same skill in a different situation.
The 2027 K364 components at a glance
| Skill | 2027 scheme | Parent support |
|---|---|---|
| Writing | 1h45, 20%; functional message and narrative composition | Clear reader purpose, accurate content and organisation |
| Language use / Reading | 1h15, 30%; 19 questions | Grammar in context, notices and passage comprehension |
| Oral | 10–15 minutes plus preparation, 30% | Reading aloud and responsive picture conversation |
| Listening | About 30 minutes, 20%; 15 MCQs | Everyday announcements, dialogues, details and meaning |
Choose the parent’s question that applies
- 1. A Special Programme is a specific language route, not a stigma
- 2. Check the correct 2027 syllabus K364
- 3. The 2027 assessment balances four communication skills
- 4. The writing paper lasts one hour forty-five minutes
- 5. Functional writing is about the intended reader
- 6. An email reply must answer the original request
- 7. A short message should be concise but complete
- 8. Narrative composition needs a sequence that makes sense
- 9. A composition should not confuse length with clarity
- 10. Reading and language use form a thirty-percent paper
- 11. Everyday signs and notices are part of genuine literacy
- 12. A table must be read with its labels
- 13. Longer comprehension needs both main idea and detail
- 14. Vocabulary should be learnt through contexts
- 15. Grammar should serve meaning
- 16. Oral reading tests clarity, not theatrical performance
- 17. The oral conversation uses a picture and follow-up questions
- 18. Oral preparation time should be used deliberately
- 19. Listening asks for meaning from unfamiliar recordings
- 20. Numbers, dates and locations are listening details
- 21. A special-programme course is different from ordinary G3 Chinese
- 22. An everyday language course offers useful independence
- 23. Pronunciation and comprehension are separate observations
- 24. Words learnt through situations are easier to use
- 25. A dictionary does not decide the sentence for the student
- 26. Tone and context influence a word’s meaning
- 27. An error ledger should identify what went wrong
- 28. Listening for time and place is practical comprehension
- 29. A repeated keyword can still be a listening distractor
- 30. Conversations require tracking who says what
- 31. Oral candidates can ask for clarification respectfully
- 32. A picture response begins with visible evidence
- 33. A conversation answer can have one clear reason
- 34. Preparation time can support a short idea plan
- 35. Email writing should begin with the recipient’s request
- 36. Short messages should be precise rather than cryptic
- 37. A narrative opening needs a clear situation
- 38. Narrative development depends on cause and effect
- 39. A narrative conclusion should follow the events
- 40. Reading a public notice requires understanding conditions
- 41. Long reading passages have a main point and supporting details
- 42. Grammar can be diagnosed through complete sentences
- 43. Characters, numbers and graphics can appear together
- 44. Confidence is helped by a manageable weekly balance
- 45. A two-week repair cycle gives useful evidence
- 46. Later education and career pathways require verified rules
- 47. What should parents ask the Chinese teacher?
- 48. Frequently asked questions about the special programme
1. A Special Programme is a specific language route, not a stigma
G3 Chinese (Special Programme) is a language-learning route with its own syllabus and assessment objectives. It does not measure a student’s intelligence, worth or entire command of language and culture.
The course helps candidates understand and communicate in everyday Chinese. Some may read signs confidently yet hesitate to speak; others converse comfortably but need more practice planning written responses.
Ask which task the student can already do independently. A useful diagnostic is a brief exchange, a real-life text or a short written message, followed by careful teacher feedback.
Progress means clearer communication and a stronger grasp of meaning, not comparisons with children on the ordinary Chinese or Higher Chinese syllabuses.
2. Check the correct 2027 syllabus K364
The Singapore–Cambridge Secondary Education Certificate lists G3 Chinese (Special Programme) as K364. It is distinct from G3 Chinese Language K320 and Higher Chinese K355.
The examination emphasises meaningful communication through writing, use of language and reading, oral conversation and listening. Using resources designed for another syllabus can create unnecessary anxiety.
Confirm the student’s school offering, registration and graduating examination year. A subject listed under G3 does not automatically mean every G3 student can or should enter it.
Keep the official 2027 K364 Chinese (Special Programme) syllabus as the reference for paper arrangements.
3. The 2027 assessment balances four communication skills
K364 assesses writing at twenty percent, language use and reading at thirty percent, oral performance at thirty percent, and listening comprehension at twenty percent.
The examination groups the oral and listening assessments under its third examination component. Parents should focus on all four abilities rather than assume a single written score describes the student’s readiness.
A learner with strong reading may need conversational rehearsal, while someone with natural confidence in conversation may need careful reading of a menu or notice.
Review real school feedback for each skill and plan practice according to the actual obstacle, not a fixed rule that every subject requires more memorisation.
4. The writing paper lasts one hour forty-five minutes
Paper 1 carries twenty percent and requires a functional writing response and a short narrative composition. Its stated duration is one hour forty-five minutes.
The functional section asks candidates to choose one of two tasks, such as an email reply or message, with a minimum length specified in Chinese characters.
The composition section offers three narrative prompts; students choose one and write at least 180 Chinese characters under the published 2027 conditions.
The official paper permits dictionaries approved by SEAB. Ask the school which exact resources are allowed and teach a clear message before relying on dictionary lookup.
5. Functional writing is about the intended reader
A message to a friend, teacher or event organiser may need different levels of formality. A student can know the correct vocabulary but choose a tone unsuited to the situation.
Ask who will read the message, what information they need and what response is being requested. The student’s first task is to understand the communicative purpose.
In a fictional invitation reply, a short response might need to confirm attendance, explain a constraint and ask one relevant question. Those ideas should be stated naturally.
Practice should change the audience and situation so the learner learns to choose appropriate language rather than reproduce one rigid template.
6. An email reply must answer the original request
Students may memorise a polished opening and closing while missing a question in the incoming email. Accuracy includes responding to the particular information supplied.
Ask which details the original writer requested and whether the new message addresses each in a sensible order.
A short exercise can use a fictional school event to practise stating a date, acknowledging instructions and asking for clarification when appropriate.
The child should learn to proofread for missing meaning as well as vocabulary. A perfect greeting cannot compensate for an unanswered practical question.
7. A short message should be concise but complete
An SMS-style task tests purposeful written communication, not an invitation to omit information simply because messages are short.
Ask who receives it and which necessary details would allow the reader to act. Time, place and the intended change may all matter depending on the prompt.
In invented practice, “活动改到星期五下午三点。” communicates a clear change of schedule, but a complete response may also require explaining why or requesting confirmation.
The learner should follow the official writing task and length rules rather than assume a longer message always earns more marks.
8. Narrative composition needs a sequence that makes sense
The 2027 composition section tests narrative writing. A student may know many expressive adjectives but struggle to connect events through a coherent beginning, development and ending.
Ask what happened first, which event changed the situation and what the narrator learnt or decided afterwards.
An original everyday scenario could involve a missed bus and a changed plan. The student can build a story from actions and consequences rather than disconnected descriptive sentences.
A fresh prompt later shows whether narrative organisation has become independent. Memorising a single dramatic incident is less useful when the examination question changes.
9. A composition should not confuse length with clarity
The official minimum length is a starting requirement, not a promise that every extra sentence improves quality. Repetition or irrelevant episodes can make the story harder to follow.
Ask the learner to check whether each paragraph moves the event forward and whether time references remain consistent.
If the child uses a dictionary, encourage choosing vocabulary they understand in context instead of inserting impressive unfamiliar phrases.
The goal is a comprehensible narrative with accurate language and coherent connections, not a competition to produce the longest possible story.
10. Reading and language use form a thirty-percent paper
Paper 2 lasts one hour fifteen minutes and has language-use and reading-comprehension tasks. The official scheme includes nineteen questions across short language items, practical texts and a longer passage.
A student may recognise individual characters but fail to understand the purpose of an advertisement or timetable. Another may read the whole passage accurately but choose an inappropriate connector.
Separate grammar and vocabulary knowledge from comprehension of a text’s main idea and details.
Use changed everyday materials to test whether the learner can apply skills rather than relying on the exact passage memorised during revision.
11. Everyday signs and notices are part of genuine literacy
A menu, timetable, advertisement or public notice conveys information that someone may need immediately. Students should not treat these formats as inferior to long literary writing.
Ask what the document is for, who uses it and what action a reader should take after understanding it.
A fictional event poster can provide time, venue and registration details. The child should locate those facts and explain any condition that changes the interpretation.
Practical literacy is valuable outside examinations because it helps people navigate ordinary daily life with independence.
12. A table must be read with its labels
A student may see an event timetable and assume the first listed slot applies to everyone. Titles, dates, categories and notes can change the meaning.
Ask what each column represents and whether a particular row satisfies the condition stated in the question.
Use a fictional library programme timetable to test attention to opening hours, age restrictions or venue changes, without memorising the answer.
This teaches information selection and prevents familiar-looking Chinese characters from replacing actual reading.
13. Longer comprehension needs both main idea and detail
K364 includes a longer reading passage with open-ended questions. Students may focus on one sentence and overlook the wider point or relationship between events.
Ask them to explain the central situation in their own words and then locate the specific details relevant to each question.
The learner should distinguish what the author actually says from a plausible but unsupported inference.
Changed passages are the best retest. Comprehension grows when the student can answer unfamiliar material without the original teacher explanation in view.
14. Vocabulary should be learnt through contexts
Memorising an isolated character or word can help initial recognition, but real communication requires knowing when and how it is used.
Choose a small number of useful everyday expressions and revisit them in a sentence, a message and a conversation.
A learner might know 报名 as a word yet need practice with “我想报名参加活动” in a meaningful situation.
The goal is flexible understanding and accurate use rather than copying hundreds of words with no retrieval or transfer.
15. Grammar should serve meaning
Language-use questions can involve selecting an appropriate word, structure or connector in context. A child may recognise a rule but apply it mechanically to the wrong sentence.
Ask what the entire phrase means and what relationship exists between its parts before choosing the form.
Use a changed everyday message and ask how meaning would alter if a different connector were selected.
The student should explain why one choice is appropriate rather than simply memorise a string of correct multiple-choice letters.
16. Oral reading tests clarity, not theatrical performance
The oral component includes reading aloud a passage. The goal is understandable pronunciation, suitable pacing and recognition of language, not exaggerating every line like a stage monologue.
A learner may read individual characters correctly but pause in places that interrupt meaning. Guided phrase reading can help connect sounds to sentence structure.
Practise a short age-appropriate passage and ask what it means before concentrating on speed.
Teacher feedback should identify a specific pronunciation or phrasing issue and then test it in a new passage.
17. The oral conversation uses a picture and follow-up questions
Candidates view a picture and converse with an examiner about relevant everyday topics. The task involves listening, understanding the question and responding meaningfully.
Ask what people appear to be doing, what situation is shown and what personal observation or explanation is genuinely relevant.
A student who gives one memorised paragraph regardless of the examiner’s question may miss the interactive purpose.
Short changed picture conversations can develop responsive communication instead of making the learner anxious about predicting a precise examination image.
18. Oral preparation time should be used deliberately
The published assessment provides preparation before reading and picture-based discussion. Students should organise what they notice and possible points rather than attempt to memorise every line of a script.
Ask what the main scene shows, what relationships or activities can be described and which questions might be relevant.
An honest “我觉得……” followed by a clear reason is more useful than a complicated sentence the student cannot sustain.
Practice under the school’s current rules so the child understands preparation, timing and speaking expectations.
19. Listening asks for meaning from unfamiliar recordings
The listening section contributes twenty percent and includes multiple-choice questions based on daily-life conversations, announcements and related texts.
A student may hear a familiar word and select an answer before the speaker clarifies or contradicts it. The task requires attention to the full message.
Practise identifying who is speaking, the purpose, important details and whether a later line changes the original plan.
Use new recordings at suitable pace to check genuine comprehension rather than playing only the same dialogue until it becomes memorised.
20. Numbers, dates and locations are listening details
Everyday audio can contain times, prices, addresses or conditions. Students may understand the topic yet lose an important numerical detail in a fast exchange.
Ask what information the question needs before replaying a practice recording. Was it a date, a location or the reason an arrangement changed?
A learner can then focus on the relevant detail without translating every word mentally.
Short varied listening exercises help build selective attention rather than overwhelm the student with long unrelated broadcasts.
21. A special-programme course is different from ordinary G3 Chinese
K364 and standard Chinese K320 have different examination aims, tasks and syllabus requirements. Parents should not assume they can use the same oral marking guide, composition lengths or vocabulary targets.
Ask the school which programme is actually registered and whether a particular outside resource fits the special-programme level.
Enrichment with broader Chinese culture or reading can be enjoyable, but it should not displace the real K364 skills assessed.
This distinction protects the learner from unfair comparisons while maintaining clear expectations for the course they are taking.
22. An everyday language course offers useful independence
Chinese communication can help a person read notices, ask for information and understand different perspectives. The value of learning these skills does not depend on using Chinese in a future career.
Ask the student which real-life situation they want to handle better, then practise one suitable expression in a changed fictional context.
A request for directions or information can be meaningful even if the learner has not mastered every advanced word.
Confidence is built through small successful acts of understanding and communication, not comparisons with native speakers or examination titles.
23. Pronunciation and comprehension are separate observations
A child may understand a sentence but pronounce one word unclearly. Another may read characters aloud smoothly without grasping the speaker’s intention.
Ask which skill is actually uncertain before prescribing practice. Spoken accuracy, sentence understanding and appropriate reply are related but distinguishable.
Teacher-guided audio repetition can support pronunciation, while comprehension requires explaining what the language means in context.
The goal is an independent response that is both understandable and relevant, not the fastest imitation of unfamiliar sounds.
24. Words learnt through situations are easier to use
A vocabulary list becomes more useful when each expression answers a genuine communication need. An isolated term may be recognised but not retrieved during conversation.
Choose a few everyday words and build a short exchange around a school event, opening hours or a family activity.
For example, “请问，图书馆几点关门？” contains vocabulary for a practical question with a clear listener and purpose.
Later change the destination or time to check whether the child can adapt the structure without copying the original sentence.
25. A dictionary does not decide the sentence for the student
The 2027 writing paper permits specified approved dictionaries. That can help check unfamiliar characters or words, but the student remains responsible for choosing language that fits the situation.
Ask what the complete sentence is intended to mean before searching for an isolated word.
An overly elaborate synonym may introduce errors when the learner does not understand its grammar or appropriate register.
Teach selective verification and clear communication rather than relying on dictionary access to repair an unclear message at the last moment.
26. Tone and context influence a word’s meaning
Chinese contains distinctions in pronunciation and vocabulary that matter for clear communication. Students may repeat a sound from memory without recognising how the surrounding sentence guides meaning.
Use short teacher-approved phrases and ask which word or character fits the communicative purpose.
An error should be corrected specifically, without implying that the student cannot learn the language because of one difficult pronunciation.
New sentences make a better retest than repeating the same audio clip until its sound is memorised.
27. An error ledger should identify what went wrong
After an exercise, record whether a mistake arose from vocabulary recognition, sentence structure, missed task instructions or poor listening attention.
The same wrong answer can have different causes. More copying will not solve a problem with understanding what an oral question asks.
Choose one repeated error and practise the relevant connection through two or three changed examples.
Review several days later to see whether the learner can perform the skill independently, rather than simply recite the corrected answer.
28. Listening for time and place is practical comprehension
Audio texts may describe event times, locations or changes to a plan. A learner can understand the overall topic and still miss one detail required by the question.
Before a practice recording, identify what the question requires. Listen for that category of information without attempting to translate every word.
A changed appointment time in a fictional conversation can demonstrate why the speaker’s final decision matters more than the first proposed time.
Short varied audio exercises build selective attention and reduce the tendency to choose an option after hearing one familiar word.
29. A repeated keyword can still be a listening distractor
A recording may mention several options before a speaker rejects one. The answer containing the most familiar word is not necessarily correct.
Ask what the final decision was and which part of the conversation establishes it.
Use a teacher-provided dialogue about choosing a meal or changing a venue to practise hearing corrections.
A new conversation later tests whether the learner follows the meaning rather than selecting an option based only on repeated vocabulary.
30. Conversations require tracking who says what
A student may understand each sentence but attribute one speaker’s preference to the other. That can produce wrong comprehension answers even when the vocabulary is familiar.
Ask which person is making the suggestion and who accepts, refuses or changes it.
In a simple fictional discussion about weekend activities, the final agreed plan may differ from either speaker’s first idea.
Learning to follow dialogue structure makes listening more accurate and strengthens everyday interactive communication.
31. Oral candidates can ask for clarification respectfully
Students may fear that any uncertainty during conversation proves weakness. In real language use, recognising an unclear question and responding appropriately is part of communication.
Use the school’s guidance on permitted examiner interaction and oral assessment etiquette.
In ordinary practice, teach the child to listen fully and request clarification politely instead of inventing an answer to something they did not understand.
The educational goal is meaningful exchange, not the appearance of effortless fluency when meaning has been lost.
32. A picture response begins with visible evidence
The oral task uses a picture as a stimulus. A learner may launch into a prepared speech before describing the actual activity shown.
Ask what people are doing, where the setting appears to be and which observations can be stated confidently.
Separate visible evidence from possible explanations. A picture cannot reveal every person’s private intention merely through clothing or posture.
A fresh picture can test whether the learner responds to what is present rather than reciting one memorised account of a school event.
33. A conversation answer can have one clear reason
Some children answer an oral question with a single word because they are unsure how to continue. Others speak at length but drift away from the question.
Practise giving a direct answer, one relevant reason and a short example where appropriate.
A simple Chinese phrase such as “我觉得这个活动有趣，因为……” can be completed with a genuine reason the child understands.
Clarity matters more than inserting an advanced idiom unrelated to the topic. The learner should be able to respond to a changed follow-up.
34. Preparation time can support a short idea plan
The oral assessment provides preparation before reading aloud and picture conversation. Students can use this time to notice the subject of the passage and useful details in the image.
A brief plan may identify the setting, key activity and one or two possible questions instead of attempting to memorise a full script.
Ask the teacher how the authorised preparation is arranged and what students may bring into the oral room.
The purpose is to help the learner organise ideas and remain responsive when the actual examiner asks a new question.
35. Email writing should begin with the recipient’s request
An incoming message may ask for several pieces of information. A learner can write grammatically acceptable Chinese while leaving one request unanswered.
Ask which details the recipient needs before drafting and check the final response against the prompt.
A fictional school club invitation might require confirming attendance, giving a reason for arriving late and asking about equipment.
Functional writing succeeds when the message is useful to its reader, not simply because it starts with an elaborate memorised greeting.
36. Short messages should be precise rather than cryptic
A message may need to communicate a change of date, a meeting place or a request. Brevity helps only when the necessary information remains clear.
Ask who receives the message and what action they should take after reading it.
The invented phrase “活动改到星期五下午三点。” communicates a revised schedule; a complete task may require a location or confirmation request as well.
Proofreading should check purpose and missing information as well as character choice and punctuation.
37. A narrative opening needs a clear situation
A student may begin every composition with a long description of perfect weather, even when it does not contribute to the story. The opening should establish a useful situation.
Ask who is involved, what the character wants and why the first event matters.
One concise detail about a school activity or family visit can provide context without delaying the main event for several paragraphs.
A stronger opening makes the later action understandable, and its value does not depend on using memorised decorative language.
38. Narrative development depends on cause and effect
An essay might include several exciting events that do not connect. Readers then struggle to understand why a character makes a particular decision.
Ask what changed after the first event and how that change caused the next response.
For example, a forgotten ticket might require the character to contact an organiser or change plans, leading to a specific consequence.
A fresh story prompt is the best way to test whether the learner can structure events independently.
39. A narrative conclusion should follow the events
A student may append a moral lesson regardless of what occurred in the composition. The ending should reflect a believable consequence or insight arising from the story.
Ask whether the character’s final decision follows logically from the events already described.
A brief reflection may be appropriate, but an unrelated statement that everyone should always be kind is not a substitute for finishing the narrative.
This helps the learner connect story structure with meaning rather than paste a universal ending onto every prompt.
40. Reading a public notice requires understanding conditions
Posters and advertisements may include registration rules, time changes or restrictions. A student who finds only the headline may miss a condition that alters the correct answer.
Ask which audience the notice addresses and what the reader must check before acting.
An invented museum poster can list opening hours, a booking requirement and a temporary closure. The child should identify the relevant condition.
New practical texts help develop the habit of reading complete information rather than matching isolated words.
41. Long reading passages have a main point and supporting details
K364’s comprehension questions can require understanding a larger situation, not simply locating one repeated character from the question.
Ask the student to explain who is involved, what happened and why a detail matters to the writer’s central message.
When responding, distinguish the author’s stated information from a conclusion that would require further evidence.
A changed passage after correction shows whether the child can read for meaning without relying on the teacher’s original explanation.
42. Grammar can be diagnosed through complete sentences
A learner may know a grammatical form but choose it incorrectly because they read only a few surrounding characters.
Ask what relationship the sentence expresses and what effect a different word or connector would have.
A short pair of fictional messages can illustrate a reason, contrast or sequence in context.
The next practice should use a changed topic so the student demonstrates understanding of function rather than recall of one item.
43. Characters, numbers and graphics can appear together
A timetable or menu may combine words, numerals and visual organisation. The learner should use all relevant information rather than treat the page as a continuous paragraph.
Ask what a heading, column or symbol represents and which entry satisfies the question’s conditions.
A small invented event table can help practise reading date, time, location and registration status together.
This practical competence supports independent daily-life reading and the graphical comprehension part of the examination.
44. Confidence is helped by a manageable weekly balance
The four skill weightings are different, but a learner benefits from maintaining writing, reading, oral interaction and listening across the week.
A short routine might include one message, one unfamiliar notice, one picture conversation and one new audio excerpt.
After each activity, ask what the student understood and what the next changed example should test.
Sustainable practice is more useful than exhausting the child with long copying sessions that leave little time for other subjects or rest.
45. A two-week repair cycle gives useful evidence
Choose one authentic school sample from each component and identify the weakest repeated connection, not merely the lowest mark.
Week one teaches a short strategy such as answering all requests in an email or following a speaker’s corrected plan.
Week two uses changed material without the worked answer visible, checking accuracy and independence.
A fortnight cannot promise a national grade, but it can show whether the chosen teaching step is addressing the actual learning problem.
46. Later education and career pathways require verified rules
Chinese language competence can enrich cultural experiences and communication in many settings. It does not oblige a child to choose a particular profession.
Formal course recognition or language-subject requirements depend on the destination’s current published rules, not a parent’s assumption about the phrase Special Programme.
Ask school advisers to confirm whether K364 meets any particular future application condition.
The learning remains worthwhile even when the student eventually pursues a course not directly connected with language.
47. What should parents ask the Chinese teacher?
Which of writing, language use, oral or listening does the learner already perform reliably? What type of error recurs and what causes it?
Is the student’s official registered subject K364 for the relevant examination year, and what approved dictionary or oral arrangements apply?
Which small fresh task could show that the learner has understood the correction without copying the model?
Finish with a manageable next step and a realistic review date rather than predicting the child’s entire future from one assessment.
48. Frequently asked questions about the special programme
Is K364 the same as ordinary G3 Chinese? No. It has a distinct syllabus and assessment scheme, so use K364 resources for examination preparation.
How is the examination weighted? Writing twenty percent, language use and reading thirty, oral thirty and listening twenty.
Is a dictionary permitted? The official writing paper allows a SEAB-approved dictionary; follow the published candidate instructions.
Does oral fluency guarantee a strong grade? No. Reading, writing and listening contribute as well.
Does the word special describe the child’s worth? No. It identifies the named subject programme.
Properly taught kids shine a bright light into the future. Respectful, accurate and independent communication is meaningful progress.
Related eduKateSG language and SEC guides
Start with the 2027 SEC all-subject directory, the ordinary G3 Chinese parent guide and Higher Chinese K355 parent guidance. They are distinct examined courses; do not transfer their paper requirements to K364.
For the wider school context, read Posting Group versus individual subject level. Teachers and official language syllabus specifications remain the most reliable sources for preparation.
Official 2027 assessment and language-learning scope
This independent parent guide uses SEAB 2027 G3 Chinese (Special Programme) K364. Original sample sentences are educational examples, not official examination questions. Registration, dictionary permissions, grading and later eligibility must be confirmed with the school and the receiving institution.