Vietnamese Continuers 2022 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 the 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 Vietnamese to ask for repetition and/or clarification of the question.

In better responses, students were able to:

• respond to a variety of questions by giving a range of ideas and opinions about their personal world, for example, theo em thấy/em nghĩ rằng.

Areas for students to improve include:

• manipulating language efficiently by using appropriate vocabulary to topics, for example, bảo vệ môi trường, mạng xã hội, thú tiêu khiển...
• elaborating on ideas by giving examples, for example, nếu việc đó xảy ra em sẽ giải quyết bằng cách...
• using connectives and conjunctions to link ideas, for example, tuy nhiên, trái lại, thêm vào đó, song song với việc này, vì vậy, kết luận...
• responding to questions in full sentences and relating their response to their own personal experience, for example, em thấy được điều này vì trong hoàn cảnh của em.

Discussion

In preparation for the Discussion, students should:

• choose a topic that has good quality reference texts and sources available
• prepare for the discussion by referring to at least three texts in their research
• ensure that one of the texts used in their research is a literary source.

During the Discussion examination, students should:

• support their discussion with evidence from the texts that they have sourced
• express and justify opinions and points of view on the in-depth study topic
• reflect on their research findings to help them express opinions or develop new perceptions about their in-depth topic
• manipulate language to respond in a coherent and logical way to the questions asked
• use a variety of relevant vocabulary, grammar, sentence structures and expressions
• avoid responding with prepared responses that do not address the question asked
• avoid relying on general knowledge about the topic of in-depth topic.

In better responses, students were able to:

• demonstrate an in-depth understanding of the chosen topic by elaborating on their ideas using supporting reasons and examples from studied texts, such as, Ví dụ: em ủng hộ việc phát triển trí thông minh nhân tạo bởi vì [provide reasons] and Em hình thành được suy nghĩ này dựa trên tài liệu [name of resource]
• provide explanations why opposing views are not well-founded using evidence collected from referenced texts as evidence, for example, Ví dụ: em không đồng ý với ý kiến trái chiều bởi vì dựa trên tài liệu [name of resource], em biết được rằng việc hợp thức hóa quyền an tử sẽ không đi ngược lại lời thề y đức bởi vì [provide reasons]
• demonstrate sophistication in their understanding by providing counterarguments to the point(s) raised by the examiner, for example, Ví dụ: có ý kiến cho rằng việc phát triển trí thông minh nhân tạo sẽ dẫn đến nạn thất nghiệp nhưng em cho rằng điều này không đáng lo ngại bởi vì [provide reasons]
• evaluate their chosen resources by explaining the qualities that make it good and/or bad, including Ví dụ:mặc dù đây là một tài liệu được nghiên cứu bởi hai tiến sĩ kinh tế nhưng nó không có các số liệu cụ thể mà chỉ nói chung chung nên nó đã khiến em không tin tưởng để sử dụng
• use vocabulary appropriate to the discussion topic, such as, Ví dụ: tác giả đã dùng nhiều số liệu và nghiên cứu khoa học để biện luận cho ý kiển của mình.

Areas for students to improve include:

• choosing a topic that has room for discussion
• selecting credible, reliable and relevant resources that add to their understanding of the topic
• developing structure in their responses by using the format of statement, explanation, example and text reference (evidence from resources)
• investigating their resources more thoroughly to identify its strengths and weaknesses in order to provide an effective evaluation of their resource(s)
• referring to evidence from studied texts that are explicit and detailed by selecting specific quote(s) and/or scene(s) to defend their opinion
• avoiding reciting/summarising studied texts
• practising speaking to improve fluency.

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 on to 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.

In better responses, students were able to:

• answer the questions using information from the text
• understand and analyse the text, such as analysing how feelings changed during the trip, not just mentioning one feeling at a particular part of the text (Q5)
• use correct adjectives to describe feelings (Q5)
• justify their answers with the elements required from the question, for example, ‘Kim felt nervous and anxious at the beginning of the trip because she does not speak any Vietnamese’ (Q5)
• support their responses with relevant evidence from the text such as ‘Mối quan hệ giữa người con trai và người mẹ được thể hiện qua sư tôn trọng mà người con dành cho người mẹ. Điều này được thể hiện qua việc người con trai tự động xin lỗi mẹ khi biết mình có lỗi’ (Q6)
• use the appropriate register and conventions of the type of text, that is, a formal letter addressed to and from the correct audience in reference to the text. For example, ‘Kính chào cậu … Cháu, Thu’ (Q7).

Areas for students to improve include:

• avoiding the use of direct quotes as answers
• avoiding listing ideas or vocabulary
• avoiding listing language techniques.

Reading and Responding

Part A

Students should:

• read the title, questions and the whole text before responding
• use only the lines or space beneath the question for the 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 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:

• provide a comparison of the views of Mrs Nguyen and her son (Q8b)
• understand that views are formed by the actions of each person (Q8b)
• understand and analyse the text by providing adjectives that describe feelings, not just one feeling from a particular part of the text. For example, Quoc use emotive language, such as ‘vui quá’ to show his excitement and happy feelings when his cousins from Canada are visiting him for a month (Q9d).

Areas for students to improve include:

• reading each question carefully and understanding what it is requiring as a response
• distinguishing clearly between comparing views and listing of activities (Q8).

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, and the type of text required in question
• respond to the question asked in relation to the text
• 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, including requests for advice, issues discussed and observations made
• provide a creative and authentic response in relation to the text and 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:

• understand Nha’s feelings and reaction when Nha finds out that her aunty has told Nha’s mother about her intention/plans (tại sao dì Hạnh lại đi kể những tâm sự của Nhã cho mẹ của Nhã khi mà Nhã đặt sự tin tưởng của mình vào dì Hạnh)
• understand all the issues mentioned in the original letter and write a diary entry with relevant responses such as đưa suy nghĩ về ý kiến của dì Hạnh về việc làm nhạc sĩ sẽ không có tương lai vững chắc, đưa suy nghĩ về ý kiến của dì Hạnh là việc dọn ra ở riêng sẽ không thể giúp các em trong việc học tập, đưa suy nghĩ về quan điểm của dì Hạnh về bổn phận của con cái trong việc kế nghiệp nghề nha và tiếp tục trông coi phòng mạch của cha mẹ để không phụ lòng và công lao khổ cực gầy dựng của cha mẹ
• understand Nha's acknowledgement that what aunty Hạnh says in her letter is justified, then present a decision (sẽ làm hay không làm theo những ý kiến nào của dì Hạnh) with an explanation to support Nha’s opinion
• provide responses with detailed references to aunty Hanh’s letter
• structure ideas/opinions in a coherent way and employ appropriate language structures when presenting Nha’s point of view and decision with persuasive language.

Areas for students to improve include:

• reading the stimulus text carefully and responding to comments, ideas, opinions and questions in the original letter (dì Hạnh’s letter)
• presenting relevant responses with detailed references to aunty Hạnh’s letter
• remembering the reading and responding task is not a creative writing task.

Writing in Vietnamese

General feedback

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.

Question 11

In better responses, students were able to:

• correctly identify the context, the audience and the purpose of the task
• write using paragraphs and linking words/expressions to organise their ideas
• use appropriate language relevant to the requirements of the task (informative and persuasive)
• effectively write an article to promote the school celebration with the theme ‘Respecting the elders’ (Q11a)
• sequence and structure ideas and information coherently and effectively in a logical order, for example, the celebration, the theme and its meaning/significance, the school’s celebration activities (how these activities help promote the theme ‘Respecting the elders’) (Q11a)
• effectively write an article to promote a new ‘Youth Social Association’ in a local area (Q11b)
• sequence and structure ideas and information coherently and effectively in a logical order, for example, the social association, the purpose of the association (for young people to gather and to participate in a range of activities), the benefits (of joining this social association) (Q11b).

Areas for students to improve include:

• reading the question and correctly identifying the task requirement (context, audience, purpose)
• organising ideas with elaboration and illustrative examples
• adhering to the text type format (article and not advertisement or speech)
• organising ideas/opinions/comments by using paragraphs and linking words, for example, Thứ nhất, thứ nhì, cuối cùng, tuy nhiên, vì vậy.