Japanese Continuers 2024 HSC exam pack

Conversation

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
• avoid repetition of the same vocabulary, phrases and expressions
• manipulate the language to fulfil the requirements of the question
• be prepared to be interrupted by the examiner
• use Japanese to ask for repetition and/or clarification of the question.

In better responses, students were able to:

• understand the question and did not need to ask the examiner to repeat questions or have questions rephrased
• answer the questions promptly and fluently, allowing the conversation to flow at a good pace
• attempt a response even where the question was one that the student had not previously considered or encountered
• consistently use a wide variety of grammar structures accurately, effectively and naturally
• accurately use tenses (verbs/adjectives), particles and grammar structures
• speak correctly and with confidence in the past, present and future tenses
• effectively and accurately make comparisons
• use more complex structures, for example, tekureru / temorau / teageru and relative clauses
• understand the nuance between structures such as temiru / you ni suru, you ni / tame ni, ta hou ga ii / nakereba naranai, deshou / kamoshirenai and use the structure appropriate to the context
• manipulate language effectively
• answer questions with relevant information and in some depth, for example, to communicate feelings, opinions, justify their responses, and provide the perspectives of others
• communicate effectively without the use of highly specialised vocabulary or falling back to English by employing circumlocution strategies, for example, (noun) kankei no shigoto
• speak confidently and fluently with excellent pronunciation and appropriate intonation
• use authentic expressions such as sou desu ne, zannen desu ga, and jitsu wa
• use an appropriate register consistently and avoid using colloquial language during the examination.

Areas for students to improve include:

• ensuring they are familiar with all interrogatives, such as doko de, itsu, itsu kara, dare to, naze, and doushite
• reducing the use of prepared responses
• using transitive and intransitive verbs correctly, for example, hajimeru / hajimaru, tamere / tamaru
• using particles accurately, for example, shourai (no particle), sangatsu ni
• distinguishing between and conjugating i adjectives and na adjectives correctly
• responding to questions in a timely manner without the overuse of aizuchi, English hesitation words
• speaking in the polite masu / desu register as is appropriate for a language examination with a teacher, and not in plain form
• increasing the accuracy of senior grammar structures, for example, the structures that require the te form, plain form, verb stems
• using correct vocabulary, for example, eigo / eiga, nihon / nihongo, tsukau / tsukuru, chuugakkou / chuugoku, tetsudai / tasukeru, hitori / jibun, koto / mono, yakunitastu / benri, iru / aru, goro / gurai, yasui / yasashii
• ensuring they are familiar with vocabulary relevant to their personal world and not using English words
• pronouncing katakana words clearly as Japanese words, for example, herushii, karee, topikku, bijinesu
• ensuring kanji compound words are pronounced correctly, for example, shigatsu, maitsuki, rainen
• distinguishing between long and short vowel sounds, for example, yume / yuumei
• using grammatical structures correctly in context, for example, hoshii / ~tai
• avoiding long lists, for example, all subjects studied or every pet.

Listening and Responding

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 onto 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:

• demonstrate understanding of more complex vocabulary items, such as irenai (Q3), shirabete miru (Q5), gakunen (Q6)
• summarise information without translating the text (Q4)
• synthesise information and use it to support global statements (Q6)
• demonstrate a clear understanding of advanced grammar structures, such as giving and receiving verbs (Q6)
• provide evidence, for example, vocabulary and content from the text for how the announcer attempted to persuade (Q7)
• summarise important content and use it effectively, rather than translate the text (Q7)
• use quotes from the text which are relevant to answering the question (Q7)
• demonstrate understanding of the text content as well as the use of language (Q8)
• refer to specific Japanese words and phrases to demonstrate the speaker’s point of view (Q8)
• clearly state each speaker’s point of view (Q8)
• refer to language techniques by giving examples and explaining clearly (Q8).

Areas for students to improve include:

• providing all relevant information
• structuring concise and articulate responses
• answering the question, rather than just translating the text into English (Q3 to Q6)
• making sure all quotes from the text are translated into English (Q5)
• avoiding commenting on the tone of voice to support responses (Q5)
• understanding prices, for example, nanajuuen (70 yen) and referring to yen, not dollars, when quoting from the text (Q7)
• understanding the difference between potential form and other verb forms, such as, riisaikuru ga dekiru (it can be recycled), not that it has been recycled (Q7)
• understanding the difference between yasui (cheap) and yasashii (easy) (Q7)
• using a dictionary to ensure keywords are understood, for example, kasa (umbrella) (Q7)
• ensuring the English meaning or explanation is included when Japanese words are quoted (Q8)
• understanding potential form, for example, narenai (unable to become), dekiru (able to), aenai (unable to meet)
• writing legibly.

Reading and Responding

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 appropriately to find the correct meaning of the word(s) or expressions in context.

In better responses, students were able to:

• identify all the reasons why Saori did volunteer work, not the type of work she did(Q9a)
• address the requirements of the question, for example, identify what type of volunteer work Saori is trying to convince Yuuta to do (Q9a)
• identify the personality of Yuuta and have relevant text references in English (Q9c)
• include relevant details by providing suitable and accurate adjectives and personality traits supported by the text (Q9c)
• link the benefits of volunteering with animals to Yuuta’s future career as a vet (Q9d)
• include reasons that Saori gave from the text in (Q9d)
• connect Saori’s advice to Yuuta’s future career aspirations of becoming a vet (Q9d)
• respond with information from the text rather than general knowledge or assumptions in all questions.

Areas for students to improve include:

• focusing on using adjectives to describe a person’s personality (Q9c)
• addressing the question specifically and then adding references from the text in English
• learning the vocabulary for vet and the kanji for animals
• avoiding quoting chunks of the text by copying out the Japanese, but rather translating it and relating it to English to the question
• ensuring time vocabulary is learnt
• knowing katakana, for example, supermarket and sport
• knowing prescribed kanji, such as, animal, primary school and days of the week
• ensuring accuracy in vocabulary when translating, for example, vet was translated as doctor, farmer, zookeeper, and zoologist
• responding to the question directly rather than just translating the text
• using only adjectives that can be proved by evidence from the text (Q9c)
• using the correct English spelling of words and writing legibly
• knowing the difference between saving and making money.

Part B

Students should:

• read the whole text in order to respond fully to the question
• plan effectively to organise their thoughts, paying attention to context, purpose and audience, as well as the type of text required by the question
• 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 in order 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 empathy relating to Miki’s situation, say what Amanda does to stay healthy, give advice about the diets, give advice about sleeping enough hours, suggest exercising together and playing tennis together on Mondays
• plan and write concise information in the required ji length
• manipulate grammatical structures accurately
• write in a logical and coherent flow.

Areas for students to improve include:

• ensuring accuracy in grammar and spelling, for example, dakuon, small tsu,katakana and kanji
• avoiding the use of Chinese characters
• avoiding irrelevant information and pre-learned responses.

Writing in Japanese

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 word length
• proofread and edit their work.

In better responses, students were able to:

• write concisely and answer the question
• address the point ‘something interesting’
• express personal opinions and establish a story
• write a diary using Japanese conventions.

Areas for students to improve include:

• understanding how to be creative but realistic
• explaining why something was interesting
• addressing the question by writing ‘on the way home’ in Japanese.

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
• 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
• adhere to the suggested word length
• proofread and edit their work.

In better responses, students were able to:

• construct their text by linking and sequencing ideas
• write about authentic experiences and reflections.

Areas for students to improve include:

• understanding appropriate content for the requirements of the task. For example, when persuading someone to consider you for the scholarship – good marks at school, volunteer work, participating in co-curricular activities (Q13b)
• distinguishing between basic words, for example tsukau and tsukuru.