Chinese Continuers 2025 HSC exam pack

Students should:

• be prepared to communicate about a variety of topics relating to their personal world
• elaborate and provide relevant details to address the questions in a way that engages with the examiner
• use a range of vocabulary, expressions and language structures to respond appropriately to the questions
• provide information, express ideas and comment on their personal world
• be prepared to respond to questions from a different perspective
• be prepared to respond to questions that relate to past, present and future aspects of their personal world
• use a variety of vocabulary, phrases and expressions
• manipulate the language to fulfil the requirements of the question
• 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:

• speak clearly with appropriate syntax, register and intonation
• answer the questions with minimal hesitation, allowing the conversation to flow at a good pace
• answer questions with relevant information and in some depth, for example, to communicate feelings, provide opinions and justify their responses
• manipulate the language to address the requirements of the question
• elaborate on their responses independently
• respond using a range of sentence types, such as compound and complex sentences
• use tenses as required by the question
• use a wide range of vocabulary, for example, 成就感、挑战性、印象深刻、全面发展
• use idiomatic expressions appropriately, for example, 三人行，必有我师 and 青出于蓝，而胜于蓝
• use language structures and features effectively to enhance their responses, for example, 中国像一棵大树，北京是树干，西安是树枝  and 难道学习不重要吗？
• provide detailed responses with personal examples and reflections, for example, 老师说学习中文要善于举一反三
• demonstrate a strong connection with Chinese culture by using proverbs and idioms, for example, 出口成章、精力充沛、人见人爱、肥而不腻、一举两得、勤能补拙、入口即化.

Areas for students to improve include:

• expanding on their responses and providing more detailed explanations
• addressing the question and avoid using pre-prepared material that may be irrelevant
• speaking fluently in logical and extended sentences that answer the question with appropriate detail, for example, 就是、那个 and 然后
• using Chinese sentence structures, for example, 我和朋友去跳舞一起 and 会说中文很流利 and 我跑步在公园
• avoiding mixing up similar words and phrases, for example, 会，能，可以 and 经历，经验，体验，我不可以说中文 and 我去中国经验不同的文化
• using adverbs 也 and 都 accurately, for example, 也我学物理
• using nouns and verbs accurately, for example, 我喜欢我的打工 and我问爸爸车我来这里
• using words related to measurement accurately, for example, 一个书，一个车.

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
• 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
• use legible handwriting.

In better responses, students were able to:

• demonstrate correct understanding of the details (Q1)
• identify key details, such as where and when they have planned their holidays and what they will do (Q3)
• summarise the main points, such as being good with computer software, emotionally intelligent, and easy-tempered (Q4)
• state their position first, then provide an explanation with details, for example, 30 wallets being stolen and shops offering a 20% discount (Q5)
• identify the different types of people who would find this advertisement appealing (Q6)
• describe how Peter’s personality traits are revealed during the conversation, for example, being picky, fussy, introverted, frugal, and reserved (Q7)
• identify language techniques and explain their effects, with specific reference to the text (Q8).

Areas for students to improve include:

• distinguishing the difference between 板球 (cricket) and 棒球 (baseball) (Q1)
• demonstrating understanding of 看鱼 as ‘watching the fish’ rather than ‘fishing’ (Q3)
• summarising the information, rather than directly translating details from the spoken text (Q4)
• providing details, such as Xishan’s emphasis on the importance of safety (Q5)
• analysing Peter’s personality from the text (Q7).

Part A

Students should:

• read the title, the questions and the whole text before responding
• use only the lines or space beneath the question for their 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
• 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 the main points or ideas when asked to summarise
• avoid providing a literal translation of text
• use the dictionary to find the correct meaning of the words or expressions in context.

In better responses, students were able to:

• provide textual references to support their answers (Q9b, Q9c)
• address the question directly, using phrases such as 'to a great extent' (Q9c)
• accurately identify Liu Yun’s contribution towards improving gender equality (Q9c)
• use clear and concise language to explain Dashan’s and Yingying’s different overseas living experiences (Q10c).

Areas for students to improve include:

• demonstrating relevance of information, rather than presenting it in isolation (Q9b)
• using applicable adjectives to describe Meilin’s changing attitudes, and supporting their answer with references to the text (Q10d)
• aligning the correct character names from the text with their experience (Q10d).

Part B

Students should:

• read the whole text to respond fully to the question
• plan effectively to organise their thoughts, paying attention to context, purpose and audience
• use the conventions of the type of text required by the question
• demonstrate understanding of the whole text in their response
• focus on all relevant information and key points raised in the text to respond to comments made, requests for advice, issues discussed, and observations made
• provide a creative and authentic response in relation to the text and the question
• use the appropriate register throughout the response
• use a variety of vocabulary and expressions and a range of grammatical structures
• edit their work to ensure clarity of the response.

In better responses, students were able to:

• provide a clear and reasonable explanation for not attending the dance party (Q11)
• use a wide range of sophisticated vocabulary and sentence structures to address the question, for example, 人无百日好，花无百日红、爸爸妈妈的钱也不是大风刮来的、多个朋友多条路、大方慷慨、志同道合、劳逸结合、不是……就是…… 、 难道……？
• structure and sequence the response in a logical and effective manner.

Areas for students to improve include:

• responding to the main information in a creative and authentic manner
• providing relevant information when addressing each point
• using a range of vocabulary and grammatical structures.

Question 12

Students should:

• read the question carefully and 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
• adhere to the suggested response length
• proofread and edit their work.

In better responses, students were able to:

• use a wide range of grammatical structures accurately to produce a clear and professional job advertisement
• write creatively and authentically, incorporating key details and requirements relevant to the job description.

Areas for students to improve include:

• using idioms and expressions appropriate to the context.

Question 13

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
• manipulate the language to suit the requirements of the task
• use a variety of tenses, phrases and structures relevant to the requirements of the question
• adhere to the suggested response length
• proofread and edit their work.

In better responses, students were able to:

• present distinct opinions elaborating on which option the student should choose (a)
• recognise the explicit requirement in the question 'NOT to do this' (b)
• use sophisticated and descriptive language, incorporating idioms and proverbs, for example, 一石二鸟、何乐而不为、学好数理化，走遍天下都不怕、时光飞逝，日月如梭、有志者事竟成
• use persuasive language techniques, including rhetorical questions, such as 你难道不觉得危险吗?

Areas for students to improve include:

• using an appropriate structure with logical organisation and clear paragraphs
• providing greater depth and clearer supporting details
• using grammar accurately, particularly in sentence structures, for example, 你应该读理科在大学
• recognising that humanities and STEM fields encompass multiple subjects, rather than limiting them to a single one, such as 你要学中文or 你应该学数学
• maintaining consistent arguments and avoiding contradictory points, such as advocating to study both the humanities and STEM
• using the conventions of an email.