Korean Continuers 2017 HSC exam pack

Students should:

• respond to a variety of unscripted questions in relation to their personal world
• avoid the use of pre-learned responses which limit the ability to effectively respond to the questions asked by the examiner.

Students should expect to:

• demonstrate knowledge and understanding of the language related to topics from the Korean Continuers Syllabus such as the self and family, education and everyday life and activities
• use a range of strategies to maintain communication through exchanging and justifying opinions and ideas and reflecting on aspects of past, present and future experience during the ten minute conversation.

In better responses, students were able to:

• engage effectively in the conversation by responding in depth to a range of questions using a wide range of vocabulary and grammar structures
• provide responses that include opinions and justifications
• manipulate language naturally and with strong fluency using a variety of relevant vocabulary and sophisticated grammar.

Students should:

• listen to and read carefully the entire text to understand the general meaning and also specific details
• read each question carefully and make sure that they understand what it is asking them to do
• provide responses with detailed evidence from the text if required
• write responses that are based on the texts only
• provide responses in English or Korean as required by the question
• use the Candidates’ Notes column to make notes and ensure all relevant information is incorporated into the final response
• use the correct text type as required by the questions
• write for a specific audience, purpose and context
• structure and sequence their ideas and response in a logical and coherent manner
• demonstrate a knowledge of vocabulary and sentence structures
• use the ideas and information in the stimulus text and respond to them personally and perceptively.

Students should expect:

• a variety of texts and question types with varying difficulty
• a variety of listening texts such as a conversation, an announcement, a speech
• questions that require responses that are beyond literal translation
• questions that require students to analyse, explain, justify, compare, infer and draw conclusions
• to produce a written text in Korean based on the ideas and information of a stimulus text only.

Students can prepare for this examination by:

• familiarising themselves with the themes and topics of the Korean Continuers syllabus
• listening to a variety of Korean texts
• reading a variety of text in Korean such as narratives, letters, emails, blogs, diaries, articles and advertisements
• developing efficient and effective dictionary skills
• learning to deduce meaning of difficult vocabulary from the context of the text
• reviewing past HSC examination papers and practising a variety of types of questions including questions that require summarising and drawing conclusions from texts within a time limit
• practising writing different text types, such as article, email, diary entry and script of a talk or speech
• being more aware of particles, verb endings and verb tenses.

In better responses, students were able to:

• demonstrate a comprehensive understanding of various details of the text as well as the general idea or theme
• show good evidence of ability to analyse and infer ideas rather than merely translating segments form the texts
• express an opinion or make a judgement and support their ideas/point of view with relevant and specific reference to the texts.

In better responses, students were able to:

• demonstrate a comprehensive understanding of various details of the text
• show good evidence of ability to analyse and infer ideas rather than merely translating segments form the texts
• provide detailed textual references to support their responses
• demonstrate good ability to compare how writers conveyed their views
• explain how texts/writers used language to convey meaning by identifying various language techniques and explaining their effect.

In better responses, students were able to:

• creatively use the main ideas and specific details in both emails to complete Jia’s response to Shaun’s first email
• manipulate language to convey meaning appropriate to the purpose of the task
• structure their responses in a coherent and logical manner
• use a variety of language structures and vocabulary correctly.

In better responses, students were able to:

• use a variety of relevant ideas to convey meaning
• structure their responses in a coherent manner
• logically sequence ideas and information to meet the requirement of the task
• use a variety of language structures and vocabulary correctly
• use descriptive and persuasive vocabulary and expressions.