Chinese Continuers 2020 HSC exam pack

Conversation

Students should:

• be prepared to communicate on a variety of topics relating to their personal world
• answer the question asked rather than presenting pre-prepared responses
• express their ideas and opinions and justify their point of view
• elaborate using a variety of vocabulary, phrases and expressions suitable to the question asked
• use a range of tenses and be prepared to reflect on the past, present and future
• manipulate the language to fulfil the requirements of the question
• avoid the repetition of the same vocabulary, phrases, expressions and grammatical structures
• be prepared to be interrupted by the examiner
• use Chinese to ask for repetition and/or clarification of the question.

In better responses, students were able to:

• listen to the questions carefully and respond to each aspect of the questions, especially in comparative questions, for example, 你喜欢吃中国菜还是日本菜？
• compare and contrast effectively and talk about both Chinese dishes and Japanese dishes
• understand some commonly used advanced vocabulary in the questions such as 周末、邻居、设施、关系、个性/性格、长得像、多大了、参观、菜/餐、影响、印象、压力、网上购物、名牌、一般、平时、每次、吵架、怎么办
• speak confidently and fluently, and manipulate their responses in a wide range of topics, particularly when encountering unexpected questions
• maintain a good flow to keep meanings coherent, as well as with good depth and breadth
• use appropriate adverbs to make expressions more precise, for example, 很 非常、挺…的、太、极了
• use appropriate verbs to describe actions, for example, 鼓励、提供、增加、了解、建议、重视、尊重；
• use a variety of sophisticate adjectives, including 棒、认真、严格、随和、努力、聪明；中国文化丰富多彩；那里的风景优美、长城雄伟壮丽
• use various grammar words appropriately, such as 了、着、过；几、多、左右；能、可以、会.

Areas for students to improve include:

• avoiding the use of English in any circumstances, for example, sorry, HSC, Bondi, TV, Modern Family
• avoiding prepared responses which do not address the questions such as Q: 你大学想学什么？A: 法律。大家说我外向，喜欢交朋友，跟人聊天，去老人院做义工
• avoiding just listing only without expansions
• avoiding the use of connecting phrases incorrectly, for example, 也、还、或者、而且、并且、又…又、比较、更
• not making mistakes in sentence structures, for example, action then location 上大学在悉尼 (incorrect)
• using 因为 and 所以 only when there is a cause and effect relationship
• avoiding repetitive use of commonly used vocabulary such as, 好、因为、喜欢
• using Chinese idioms/sayings correctly
• using accurate pronunciations and tones.

Students should:

• make notes in the Candidate’s Notes column on the right-hand side of the page
• read the question carefully and respond to all parts of the question
• support their responses with relevant evidence from the text
• transcribe their response on to the lines, using the space allocated beneath the question
• use the number of lines as an indication of the required length of the response
• support their responses with reference to relevant content and language, using their own words
• avoid translating the text as part of their response.

In better responses, students were able to:

• show high level of ability to infer points from the text, for example, reading the implication that Jim is likely to participate in the activity (Q4)
• construct their response in a clearly structured way, particularly for 4 or 5 mark questions
• include details from the text in their response effectively, for example, ‘they will be surfing instead of skiing’  (Q7).

Areas for students to improve include:

• distinguishing the correct language techniques, for example, ‘imperative language’ with ‘high modality language’ (Q8)
• avoiding word-for-word translation in the summary question (Q6)
• transferring all the useful information from their notes to the space provided for the answer.

Part A

Students should:

• read the title, questions and the whole text before responding
• use only the lines or space beneath the question for the response
• support their responses with reference to content and language, using their own words
• be succinct in their responses, addressing the relevant details required by the question and avoiding repetition
• focus on key words in the question, for example, ‘how’, ‘why’, ‘explain’, ‘justify’ and respond in relation to the context of the text
• read the whole text in order to demonstrate understanding of relevant information and ideas
• identify the key issue(s) and provide examples to substantiate their response when asked to analyse or evaluate information
• draw a conclusion or justify a point of view using their own words
• provide a succinct response of main points or ideas when asked to summarise
• avoid providing a literal translation of text
• use the dictionary appropriately to find the correct meaning of the word(s) or expressions in context.

In better responses, students were able to:

• use textual references effectively to justify or explain the points needed for the response
• identify details from the text, for example, 孩子们也很高兴我从不生他们的气  Q9c)
• infer from the text, for example, 好是好，但是对我们住在大城市的人，有什么用呢？(Q10c).

Areas for students to improve include:

• avoiding using Chinese at all in the response
• paraphrasing rather than using direct quotes when quoting from the text
• using all the relevant information to address the question fully, for example, 在下次家长会上，我会让他们知道我儿子露营的经验 (Q10d).

Part B

Students should:

• respond to the question asked in relation to the text
• read the entire text in order to respond fully to the question
• use the conventions of the type of text required by the question
• demonstrate understanding of the whole text in their response and not just respond to questions asked in the text
• focus on all relevant information and key points raised in the text in order to respond to comments made, requests for advice, issues discussed, and observations made
• use the appropriate register throughout the response
• provide a creative and authentic response in relation to the text and question
• use a variety of vocabulary and expressions and a range of grammatical structures
• plan effectively to organise their thoughts, paying attention to purpose, audience, context and the type of text required in question
• edit their work to ensure clarity of the response.

In better responses, students were able to:

• respond to the issues in the text critically
• coherently and comprehensively respond to all points raised in the text
• elaborate their opinions using authentic language and/or language techniques, for example, 为什么不和她分手？

Areas for students to improve include:

• identifying and responding to the key content of the text,for example, 不要问父母要钱
• avoiding using their own names when signing off an email or a letter.

Students should:

• address all parts of the question
• use the appropriate register and conventions of the type of text
• commence and conclude appropriately
• use the correct tense for the requirements of the question
• sequence their response logically for maximum effect
• use the dictionary effectively by selecting vocabulary to suit the context
• proofread and edit work
• adhere to the suggested word length.

In better responses, students were able to:

• identify key words in the questions, for example, idol (or superstar and favourite person), excited, and tonight
• use appropriate adjectives to describe their feelings, for example, excited, happy
• organise the response in a logical sequence using correct tense, for example, 要，会，想，打算.

Areas for students to improve include:

• using correct register
• analysing the question more carefully to be able to address all key components
• sequencing their response coherently.

Students should: 

• read the question carefully and address all parts of the question
• plan their response to ensure a clear structure and sequence
• use the appropriate register and conventions of the type of text required
• commence and conclude appropriately
• manipulate the language to suit the requirements of the task
• use a variety of tenses, phrases and structures appropriate to the requirements of the question
• proofread and edit their work
• adhere to the suggested word length.

In better responses, students were able to:

• construct original texts using sophisticated language structures
• use authentic expressions when reflecting on their emotions
• incorporate Chinese cultural understandings appropriately when talking about whether to open a birthday present in front of other people, 收到礼物没有马上打开
• meet the required word limit.

Areas for students to improve include:

• using correct text-type and past tense, for example, 上个星期，了
• using a wide range of expressions accurately, for example, 好玩儿，有趣，愉快
• avoiding the use of  pre-prepared irrelevant information.