Chinese in Context 2025 HSC exam pack

Students should:

• use the eight minutes of preparation time to prepare both monologues
• speak for approximately seven minutes
• prepare a response based on the requirements of the questions
• address all parts of both questions
• adopt a point of view and provide examples that link their argument to the question
• provide relevant examples beyond their personal experiences
• use a variety of vocabulary, sentence structures and expressions which are suitable to the issue addressed in the question
• provide a conclusion that is not a repetition of the introduction.

In better responses, students were able to:

• communicate ideas and information confidently and fluently, using authentic language features and intonation
• develop logical and well-structured arguments with a clear introduction and conclusion, maintaining a logical flow of ideas, for example, 海外华人年轻一代和老一代的澳洲身份认同有所不同，我想谈谈我对这个现象的看法。首先,…… 其次,…… 最后,…… 综上所述,…… (Q2)
• provide a concise summary of their main argument(s) in the conclusion, for example, 综上所述，电子设备的使用对于未来职场的发展有利有弊，我们需要把握好电子设备带来的机遇，并提前做好应对挑战的准备 (Q1)
• provide both analysis and relevant examples in their response, rather than just listing opinions and ideas, for example, 电子设备的使用能让人们在未来工作中更轻易地获取信息，方便员工之间的交流。员工们只要坐在电脑前，轻点鼠标，神奇的网络电波就会连接身处异地的你我…… (Q1)
• provide different types of evidence to support their point of view, for example, statistics, comparisons, anecdotes
• express complex ideas with a range of sophisticated vocabulary and sentence structures, for example, 硬实力、软实力、核心竞争力、占有一席之地、日新月异、入乡随俗、落叶归根、落地生根、多元文化
• demonstrate a high level of grammatical accuracy.

Areas for students to improve include:

• developing logical and well-structured arguments with a clear introduction and conclusion
• addressing all aspects of the question
• providing a response based on the requirements of the question and avoid using pre-prepared material that may be irrelevant to the question
• communicating ideas and information using a wide range of vocabulary and linguistic structures
• using appropriate ideas, quotations, statistics or examples to support arguments
• speaking with intonation and at a pace appropriate to monologue delivery
• incorporating a range of sentence structures.

Students should:

• respond in English or Chinese as required by the question
• demonstrate their understanding of the issue(s) raised in the text
• include all relevant details and support their response with reference to the text
• use appropriate vocabulary, expressions and language to address the style of writing required by the question
• use appropriate register when responding in Chinese
• respond within the required word and/or character limit
• respond to the number of texts referred to in the question
• apply the conventions of the required text type.

In better responses, students were able to:

• select and summarise information from the spoken text that is relevant to the question, rather than transcribing the entire text (Q1)
• demonstrate understanding of which traditional Chinese values the new generation of the ‘moonlight clan’ still follow, for example, frugality and future planning (Q1)
• use relevant language features of a flyer (Q2)
• show a clear purpose of promoting the global citizenship program, for example, 希望大家都能来加入全球公民计划，为我们的环境出一份力 (Q2)
• answer the question using references from both the spoken and written texts provided (Q3)
• introduce the topic with an engaging introduction and provide a conclusion, ensuring a coherent structure (Q3)
• communicate the key information, applying a range of vocabulary and grammatical structures, for example, 树立榜样、助长网络不良风气 (Q3)
• demonstrate understanding of the main ideas in the text and respond clearly with logical, insightful reflections on the change of traditional values in relation to the development of society and technology (Q4)
• provide a detailed analysis of the main issues raised in the text, for example, the reasons that lead young people to become arrogant and unreasonable, and what filial piety should look like in the new era (Q4)
• demonstrate understanding of how the proverb ‘一分耕耘，一分收获’ supports the author’s explanation of his efforts in learning traditional arts and crafts which led to his later success, rather than simply translating the proverb (Q5)
• demonstrate understanding of language features and how they are used in the text (Q5)
• identify and respond to all key information, including a definition of Australian identity and the benefits of multiculturalism in Australian society, for example, cultural festivals, arts, and food (Q6)
• synthesise and respond to key points in their own words (Q3, Q6)
• use a format that is applicable to the text type.

Areas for students to improve include:

• using appropriate conventions for different types of text
• using the content of the stimulus to demonstrate understanding of the texts (Q3)
• identifying the language techniques used and understanding their effects (Q5)
• writing a speech that refers to the original texts (Q6)
• sequencing ideas and opinions logically and coherently.

Students should:

• use the conventions of the style of writing required by the question
• use language appropriate for the context, purpose and audience of the question
• use a wide variety of vocabulary and sentence structures and/or characters
• structure the response in a logical and coherent manner
• support ideas and opinions with relevant examples
• respond in Chinese
• use appropriate register consistently throughout the response
• use vocabulary, expressions and structures relevant to the issue raised in the question.

In better responses, students were able to:

• analyse the topic by identifying differences in how young people made friends in the past versus how they do so now, explaining the pros and cons of these changes, and providing a suggestion (Q7)
• support opinions and views with sufficient evidence, for example, 出行选择、回收、再生能源 (Q8)
• use a range of vocabulary and structures to address the question, for example, 众人拾柴火焰高、全球变暖、碳足迹 (Q8)
• use the conventions of the text type specified in the question.

Areas for students to improve include:

• planning and organising their response logically.