Vietnamese Continuers 2018 HSC exam pack

Conversation

Students should:

• engage in regular practice of a variety of vocabulary and sentence structures
• listen to spoken Vietnamese from a variety of sources
• familiarise themselves with the topics outlined in the Vietnamese syllabus that are linked to their personal world
• learn a variety of vocabulary and sentence structures appropriate for reflection, comparison and justification
• practise the subject content studied in the Preliminary and HSC Vietnamese courses.

In better responses, students were able to:

• engage effectively in conversation by responding to all the questions with a wide range of appropriate responses
• speak with clarity of ideas, pronunciation and intonation
• manipulate the language effectively by using a variety of sentence structures, embedded clauses, connectives and conjunctions
• reflect on aspects of past, present and future by using a variety of tenses
• elaborate on ideas and information by presenting, explaining and justifying opinions and points of view.

Areas for students to improve include:

• responding to questions asked by the examiner appropriately and with precision
• substantiating ideas and comments with appropriate examples
• using a variety of sentence structures such as when presenting ideas and information.

Discussion

Students should:

• seek teacher’s advice and guidance when selecting their topic of discussion and the appropriate texts
• ensure that they select at least THREE different texts and that ONE is a literary text such as a novel, a play, a film, a poem or a short story
• study their selected texts well and have a clear understanding of the various perspectives presented in them.

In better responses, students were able to:

• select topics that allow them to find a variety of texts including a literary text
• use three texts (including a literary text) to demonstrate an in-depth understanding of the chosen topic by presenting a variety of different perspectives
• make detailed references to all three texts (including the literary) texts as evidence to substantiate their findings
• respond to questions perceptively drawing on their ideas and examples from their study of topic and text
• link their discussion and points of view to the texts effectively and consistently
• reflect on the reliability and effectiveness of their in depth study through the use of appropriate and specific language structures
• speak with a high level of accuracy and sophistication of vocabulary and sentence structures.

Areas for students to improve include:

• careful and guided selection of the topic and at least three appropriate texts of which one must be a literary text
• making reference to the selected texts when responding to questions
• reflection on the different findings and perspectives presented in the texts
• presenting and discussing their opinion about the topic and reliability of the texts
• using a variety of vocabulary and language structures when presenting points of view such as the language of reflection, comparison and justification.

Listening and Responding

Students should:

• read the question carefully and address all parts of the question
• make notes in the Candidates Notes column
• transcribe their answer on to the allocated section under the question
• use the mark value and the lines provided as an indication of the length and depth of their responses.

In better responses, students were able to:

• synthesise the ideas presented in texts and respond to all parts of the question appropriately and accurately
• use their own words to respond to the question rather that present translations of the text as part of their answer
• show their understanding of the text by making detailed reference to the text (Q5)
• support their argument and justify their point of view with evidence from the text (Q8b).

Areas for students to improve include:

• reading the questions carefully to address the requirements of the question
• providing a variety of textual references to support their answer (Q5)
• avoiding literal translations of the text.

Reading and Responding 

Part A

Students should:

• read the questions carefully, ensuring that they understand the specific requirements of each question.

In better responses, students were able to:

• identify the key concepts and main ideas that needed to be included in their answers, for example, contrasting the town's features before and after the change (Q9a)
• providing textual evidence to support their response.

Areas for students to improve include:

• responding to all parts of a question
• providing good reference to the text when justifying their responses
• avoiding listing of ideas or vocabulary
• avoiding simply translating parts of the texts
• answering questions using their own words.

Part B

Students should:

• show a comprehensive understanding of the whole stimulus text
• demonstrate comprehension of all main points and key ideas and not just respond to questions asked in text
• organise information and ideas in a coherent and sequential manner
• use the conventions of the type of text that is required by the question.

In better responses, students were able to:

• response to key information in the whole stimulus text
• manipulate language creatively and authentically to respond to the ideas in the text
• sequence and structure ideas and information coherently and effectively.

Areas for students to improve include:

• avoiding introducing irrelevant ideas and information that do not demonstrate understanding of the text
• using own words to express ideas and information instead of repeating, translating or paraphrasing words or expressions from the stimulus text in their responses
• sequencing their writing in a logical manner
• using connectives to present ideas coherently
• using a range of relevant vocabulary and sentence structures.

Writing in Vietnamese

Students should:

• read the questions carefully and address all parts of the question
• pay attention to the purpose, audience and context of each question
• write within the parameters of the correct text type and appropriate language conventions
• adhere to the word limit requirement.

In better responses, students were able to:

• present and explain a variety of relevant information and ideas to write an authentic text
• support their ideas with a range of appropriate examples
• structure their responses coherently and logically
• use a variety of sophisticated vocabulary and sentence structures with good manipulation of language features
• commence and conclude their response appropriately.

Areas for students to improve include:

• providing depth in their presentation of ideas
• supporting ideas with a range of appropriate examples
• avoiding the repetition of similar ideas through paraphrasing
• structuring ideas and information in a logical manner
• using a range of vocabulary and sentence structures.