Chinese Extension 2022 HSC exam pack

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

• interpret the question well
• deliver ideas with confidence and a high level of fluency
• communicate with authentic pronunciation and intonation
• maintain a high level of 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 being different from other is good for the society
• elaborate their ideas with a range of sophisticated vocabulary and sentence structures such as, 多元文化、传统、全力以赴、个性发展、互补、不但……而且、一方面…一方面
• use some Chinese sayings or idioms, such as, ‘千军万马过独木桥’、 ‘井底之蛙’、 ‘躺平’ to support their arguments
• support their arguments with both analysis and convincing examples such as, 马云参加了三次高考、脸书的马克建立了脸书
• provide different types of evidence to support their point of view such as, statistics, comparison and anecdotes.

Question 2

• define the expression ‘别人的感受’  in the question
• present a clear opinion in the introduction and then re-state their point of view in the conclusion
• communicate ideas confidently and fluently
• demonstrate a high level of grammatical accuracy
• develop a logical and well-structured argument supported by relevant information
• elaborate ideas with a range of sophisticated vocabulary such as, 无所不谈、志同道合、解决困难、失望、望子成龙、
• use effective connectives such as 因为…所以、如果…就、无论…也
• use some Chinese sayings or idioms to support arguments
• support arguments with convincing examples such as 比尔.盖茨帮助别人
• provide different types of evidence to support their point of view such as, statistics, anecdotes and personal experiences.

Areas for students to improve include:

• using correct pronunciation for 件、考虑
• being familiar with some basic vocabulary such as 厨师、员工
• delivering the monologue at an appropriate pace
• understanding the question, for example, ‘considering other people’s feelings’ is to put yourself into other people’s shoes or to be empathetic with other people’s feelings
• responding to the question instead of repeating it unnecessarily
• developing the argument with points from different perspectives instead of repeating the same idea
• ensuring the example or evidence is relevant to the question and avoiding memorising the prepared notes
• arguing through analysis and comparison instead of only describing, listing or recounting
• delivering a balanced response from beginning to end to avoid anticlimax.

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 hidden meaning of the quote, ‘滴答滴答，砰！’ and provide clear reasons (Q1a)
• provide three solid pieces of evidence of Ju Ran’s mother’s disapproval of Ju Ran having a girlfriend, for example, his mum will be worried to death: ‘Huang Jing Jing!’ (Q1b)
• provide clear explanations and relevant examples of the role of Ju Ran’s internal monologues, for example, indicating Ju Ran’s feelings, personality and the plot development (Q1c)
• respond to the question thoroughly with comprehensive analysis of both the extract given and the other scene (Q1d).

Areas for students to improve include:

• reading and analysing the questions carefully
• providing enough points and evidence using the mark value as a guide
• improving on accuracy when writing Chinese characters.

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 context, purpose 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 in their response.

In better responses, students were able to:

• reflect on Ju’s speech on the whole year, for example, 我以为…居然成熟了…懂事了
• address appropriate audience, using the tone of the teacher
• include Ms Sa’s feelings, reflection and encouragement to the students
• write a coherent response with authentic and sophisticated expressions, for example, 用心良苦，为人师表，苦心，复杂的心情.

Areas for students to improve include:

• being creative and avoiding re-telling the story
• using textural reference to support ideas instead of simply recounting
• avoiding direct translation of the script.

Writing in Chinese

Students should:

• address all aspects of the question
• write in the relevant text type as specified in the question
• use appropriate register consistently throughout the response
• ensure that the content of their response is relevant to the question
• plan and sequence their response to ensure it 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
• proofread and edit their work.

In better responses, students were able to:

• develop an effective and coherent argument or discussion
• demonstrate breadth and depth of relevant ideas
• substantiate a point of view with reasonable statistics and examples, such as 马云，脸书
• write with a high level of grammatical accuracy and sophistication of vocabulary and sentence structure, for example, 提高合作能力，如论如何，无所事事，个性发展，只要功夫深，铁杵磨成针，坚持不懈，永不放弃，明确的目标是所有的未来成功的坚实基础，万般皆下品，惟有读书高，富二代，啃老.

Areas for students to improve include:

• developing a sequential and well-structured argument, discussion or explanation with relevant evidence
• being familiar with all writing text types in Chinese
• proofreading their response for grammatical and lexical accuracy
• avoiding word-by-word translation from English
• avoiding similar points of arguments.