Chinese Extension 2020 HSC exam pack

Extension – Monologue

Students should:

• use the seven minutes preparation time to prepare points which can be used to deliver a logical and coherent monologue
• state the question to which they are responding
• speak for approximately three minutes
• address all parts of the question
• adopt a point of view or stance and provide appropriate examples that link their argument to the question
• avoid solely recounting their own experiences in order to answer the question
• avoid using pre-prepared material that may be irrelevant to the question
• 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:

Question 1

• define the key word 无私 (selfless) in the question
• communicate ideas confidently and fluently
• speak with authentic intonation and pronunciation
• maintain a high level of grammatical accuracy
• develop a logical and well-structured argument with a clear introduction and conclusion
• support their arguments with meaningful examples and clear links to the question
• provide different types of evidence to support their point of view such as, anecdotes, statistics and personal experiences.

Question 2

• present a clear point of view in the introduction and then restate their argument in the conclusion
• communicate ideas confidently and fluently
• speak with authentic intonation and pronunciation
• maintain high grammatical accuracy
• develop a logical and well-structured argument with a clear introduction and conclusion
• approach their argument beyond a personal perspective by, for example, considering the role parents and/or society play in the education of young people
• demonstrate a high level of linguistic competence using sophisticated vocabulary and sentence structures, for example, 我不否认……, 父母是孩子的第一任老师
• manipulate language effectively to fit the question, instead of using prepared material in their responses
• use effective connectives or linking expressions, for example, 虽然……但是, 既然……就, 因此
• provide different types of evidence to support their point of view, such as anecdotes, statistics and personal experiences.

Areas for students to improve include:

• using correct pronunciation and intonation, for example, 无私, 沟通
• delivering the monologue at an appropriate pace
• using examples which are relevant to the topic
• arguing through analysing and comparison instead of only describing, listing or recounting.

Response to Prescribed Text – Part A

Students should:

• read the whole extract before attempting to answer the questions
• read the questions carefully and address all aspects in their response
• explain the quotes given in Chinese and their significance in the relevant context rather than just translating them
• demonstrate knowledge of all the extracts for study and the whole prescribed text where required
• respond in English using their own words
• use the lines given as an indication of length of response required.

In better responses, students were able to:

• understand the question and address all aspects of it fully, for example, 震惊和高期望 (Q1a)
• demonstrate a perceptive understanding of the whole film, and in particular, the prescribed scenes
• demonstrate a thorough understanding of values that Ms Sa tries to convey
• identify what the values are and support with textual reference, for example, 坚持不懈，毅力，家庭，珍惜时间 (Q1c)
• provide a comprehensive analysis of how the wealth gap is explored in Scenes A and B with detailed textual reference, for example, ‘三无’家庭与富裕家庭的对比 (Q1d).

Areas for students to improve include:

• answering the question from all the relevant aspects
• linking the question with the prescribed issues
• avoiding generalisation
• using comprehensive textual reference.

Response to Prescribed Text – Part B

Students should:

• address all parts of the question fully
• write in the type of text as specified in the question
• address the specified purpose, context and audience of the question
• write from a particular perspective as required by the question
• demonstrate their knowledge of the chosen extract and other relevant parts of the text when responding to the question
• support their response with evidence from the text
• use their own words and avoid translating the text as part of their response.

In better responses, students were able to:

• write a diary entry from the perspective of Ju Ran’s aunt (居然的姑姑), expressing how she feels about the decision made
• demonstrate perceptive understanding of the prescribed text and support their response with strong evidence from the extracts/film
• demonstrate a high level of language manipulation and creativity, for example, 万般皆下品，惟有读书高；吃得苦中苦，方为人上人；劳逸结合；平衡学习与生活；专心致志.

Areas for students to improve include:

• being familiar with all the main characters and plots of the film
• being able to write in Chinese from the perspective of any one of the characters in the film
• being creative whilst keeping within the confines of the requirements of the question.

Writing in Language

Students should:

• address all aspects of the question
• write in the relevant text type required by the question
• use appropriate register throughout the response
• ensure that the content of their response is relevant to the question
• plan and sequence their response to ensure that their response is coherent
• demonstrate knowledge of vocabulary, expressions and where relevant, idiomatic language related to the issues prescribed for study
• support their argument, point of view or opinion with relevant ideas and information
• manipulate the language authentically and creatively with correct use of grammar and syntax to meet the requirements of the task
• use the dictionary to choose appropriate word, expression or phrase for the context, purpose and audience of the question
• ensure there is enough time to edit their work.

In better responses, students were able to:

• develop and produce a coherent argument with well-supported evidence/examples
• write effectively for a specific audience, purpose and context
• Write with a high level of grammatical accuracy and sophistication of vocabulary and sentence structure.

Areas for students to improve include:

• developing a sequential and well-structured argument
• being familiar with all the writing text types in Chinese
• proofreading their response for grammatical and lexical accuracy.