Korean Continuers 2022 HSC exam pack

Students should:

• be prepared to communicate on a variety of topics relating to their personal world
• provide relevant details to address the questions in a way that engages with the examiner
• express ideas and opinions justifying their point of view by providing depth and insight in responses rather than short prepared responses
• elaborate using a variety of vocabulary, phrases and expressions suitable to the question asked
• use a range of tenses to reflect on the past, present and future
• manipulate the language to fulfil the requirements of the question
• avoid repetition of the same vocabulary, phrases, expressions and grammatical structures
• be prepared to be interrupted by the examiner
• use Korean language to ask for repetition and/or clarification of the question.

In better responses, students were able to:

• use particles correctly, that is on: 위/에, at에/에서, in 안/ object particles: 을/를, topic marker: 은/는 subject marker: 이/가, 에서~까지/ from ~ to
• provide authentic and personal responses rather than reading out memorised answers
• answer the question in depth providing a range of relevant information and ideas with correct grammar and vocabulary
• use sophisticated grammar rather than relying on structures used in questions
• use a variety of sentence endings in the right context, for example, I think (~고 생각해요), seems like (~것 같아요), indirect speech (~다고 했어요)
• use appropriate vocabulary, grammar structures and intonation
• manipulate language with grammatical accuracy throughout the conversation using correct tenses, for example, past/present/future.

Areas for students to improve include:

• responding in full sentences and avoiding single word answers
• using appropriate conjunctions to make a conversation natural instead of using 'because: 왜냐하면', for example, 그리고: and, 그래서: so, 그러나: but, 그런데: by the way, 도/또한: also 아서/어서/여서
• using engaging phrases by adding 'frequency' expressions; for example, therefore: 그러므로, despite of: ~에도 불구하고, although: 비록~/하지만, also: 또, often: 자주
• using common comparison expressions with correct grammar, such as comparison ‘보다 (than)’, ‘더 (more)’, ‘처럼 (like)’/ time and place – 부터 (from) ~ 까지 (till/until)
• using vocabulary that is related to the theme or topics in Korean Continuers, for example, family events: 가족 행사, gifts: 선물, plans for the future: 장래 희망, season: 계절, health: 건강, homework: 숙제
• avoiding using English when the question is not understood, instead using Korean expressions such as, ‘Please repeat: 다시 말해주세요’, ‘Please say it slowly: 천천히 말해주세요’, ‘Please say it one more time: 한번 더 말해주세요’, ‘Sorry. I do not know it. Could you please ask something else?: 미안 합니다. 잘 모르겠어요. 다른 질문 해 주세요’
• using a variety of vocabulary and sentence structures rather than using simple and basic words such as have you been to: ~에 가본적 있어요. vs visited: ~에 갔어요.

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 the response with relevant evidence from the text
• transcribe the 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 the response with reference to relevant content and language, using their own words
• avoid translating the text as part of the response and rephrase with own words.

In better responses, students were able to:

• provide details about the speaker’s reaction, with reasons clearly identified in the text (Q5)
• summarise the main points in the text responding to the question accurately (Q6)
• show an understanding of the strategies used to persuade the father, with reference to content and language (Q8).

Areas for students to improve include:

• learning both pure Korean and Sino Korean numbers to recognise time and dates (Q2)
• avoiding translating all details in the text when asked to summarise the main points (Q6)
• understanding the text holistically, providing references from the content and language (Q8).

Students should:

• read the title, questions and the whole text before responding
• use the lines or space beneath the question for the response
• support their responses with reference to content and language, using their own words
• write 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
• read the whole text in order to demonstrate understanding of relevant information and ideas
• identify the key issue(s) and provide examples to substantiate the response when asked to analyse or evaluate information
• draw a conclusion or justify a point of view using their own words
• provide main points or ideas when asked to summarise
• avoid providing a literal translation of the 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:

• explain why certain phrases are used in the text and the impact they have on the meaning (Q9a)
• justify the response with examples from the text
• write about the writer’s personality based on evidence from the text (Q10c)
• compare different personalities with reference to the text (Q10d).

Areas for students to improve include:

• demonstrating a holistic understanding of texts beyond a literal understanding
• paying special attention to the requirements of every question and responding appropriately and correctly
• rephrasing points in their own words, demonstrating understanding of the text instead of just translating it.

Students should:

• respond to the question in relation to the text
• read the entire text in order to respond to the question
• use the conventions of the type of text required by the question
• demonstrate understanding of the whole text in the response, not just respond to questions asked
• focus on relevant information and key points raised in the text to respond to comments made, requests for advice, issues discussed, and observations made
• use the appropriate register throughout the response
• provide a creative and authentic response in relation to the text and question
• use a variety of vocabulary and expressions and a range of grammatical structures
• plan effectively to organise thoughts, paying attention to purpose, audience, context and the type of text required in question
• edit work to ensure clarity of the response.

In better responses, students were able to:

• demonstrate an in-depth understanding of all ideas and information contained in the stimulus
• show an ability to use a range of language structures authentically and creatively to meet the requirement of the question
• demonstrate an ability to organise, structure ideas and information logically and coherently
• use their own words in responding to the various ideas in the text with a range of vocabulary and a variety of sentence structures.

Areas for students to improve include:

• expressing ideas derived from the information in the text rather than general knowledge or a copy of the text in the paper
• elaborating on the responses with examples from the text
• organising ideas in a logical manner appropriate to the text type and its language conventions
• providing a detailed explanation to the text instead of a list of ideas.

Students should:

• address all parts of the question
• use the appropriate register and conventions of the text type
• commence and conclude appropriately
• use the correct tense for the requirements of the question
• sequence the response logically
• use the dictionary effectively by selecting vocabulary to suit the context
• proofread and edit work
• adhere to the suggested word length and write the response authentically and creatively.

In better responses, students were able to:

• expand on information and support them with excellent appropriation and logical ideas
• write appropriately for the audience, purpose and context of the question
• use relevant and original ideas that address the questions
• sequence and structure ideas logically and accurately
• show how creativity and language is manipulated authentically.

Areas for students to improve include:

• including a variety of ideas in the responses
• writing for the purpose, audience and context specified in the question
• sequencing and structuring ideas and information coherently.