Vietnamese Continuers 2023 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 meet 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:

• speak clearly with excellent pronunciation, syntax, register and intonation
• answer the questions with minimal hesitation, allowing the conversation to flow at a good pace
• answer questions with relevant information and in some depth, for example, to communicate feelings, provide opinions and justify their responses
• address the requirements of the question
• elaborate on their responses without extra prompts from the examiner
• respond in full sentences, using compound and complex sentences
• use language structures and features effectively to enhance their responses, for example, ….Nếu.. thì,Tuy/ Mặc dù .... Nhưng, Sỡ dĩ.. là vì, Vì ... nên,... hơn, nhất
• use comparative language, for example, Tương tự/ cũng như (similarity), Không giống như (unlikely), so sánh vơi
• demonstrate excellent knowledge of a wide repertoire of vocabulary
• use evaluative/descriptive adjectives and adverbs to enhance their expressions of ideas. For example: rất là/thật là , thú vị/ bổ ích/ lành mạnh, Sủ dụng công nghệ một thông minh/ đúng đắn (use technology wisely, appropriately), Sống tự lập có trách nhiệm; study hard (live independently)
• use authentic and idiomatic expressions appropriately. For example, …. Có chí thì (where there is a will, there is a way), Cần cù bù thông minh (Hard work makes up for lack of intelligence), Ở hiền gặp lành (You will be rewarded for your good deeds), Gần mực thì đen, gần đèn thì sáng (negative/positive peer influence)
• use conjunctions (trước hết, kế đến, ngoài ra, cuối cùng) to link their ideas or express contrast (tuy nhiên, nhưng).

Areas for students to improve include: 

• avoiding unnecessary information to maximise effective use of the allocated time
• justifying opinions with explanation and examples
• being accurate with vocabulary
• using descriptive and evaluative language.

Discussion

In preparation for the Discussion, students should:

• choose a topic that has 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 of the in-depth study topic.

In better responses, students were able to:

• ensure that sources chosen were relevant to the topic of the in-depth study
• compare the validity and reliability of their texts, for example, ‘tài liệu giúp em hiểu nhiều nhất về chủ đề của em là ...’, ‘Tài liệu thứ hai tốt hơn tài liệu thứ nhất ở...’,‘ tài liệu thứ nhất tốt hơn tài liệu thứ hai ở chỗ...’
• evaluate the references ‘Tài liệu thứ hai có giá trị nhất ở chỗ..., tuy nhiên nó sẽ tốt hơn nếu ...’
• refer to their sources and comment on how each source contributed to their understanding of the in-depth topic, for example, ‘tác giả/ đạo diễn đã cho em thấy vì sao em nên ủng hộ...’
• discuss how their research impacted their views and assisted in gaining a better understanding of the in-depth topic ‘Tại liệu thứ nhất đã giúp em hiểu tại sao nhiều người không đồng ý/ ủng hộ ..’
• develop an analytical approach to the texts studied rather than memorise information from the texts ‘Tác giả đã cung cấp số liệu cụ thể/ lập luận vững chắc..., mang tính thuyết phục cho người đọc tin tưởng/ kết luận/ cũng cố quan điểm/ ý kiến của họ'
• provide logical and well-structured responses to questions ‘Trả lời câu hỏi – giải thích câu trả lời – ví dụ'
• use connectives when presenting their arguments, for example, ‘Em Cũng ủng hộ vấn đề này vì: thứ nhất,... thứ hai,...’
• draw insightful conclusions regarding issues raised in their research
• use specific vocabulary and expressions relating to the topic
• use complex sentences and suitable idiomatic expressions to strengthen and support their opinions
• respond using a high level of grammatical accuracy, sophisticated vocabulary and expressions
• manipulate language effectively to support their ideas and justify their point of view.

Areas for students to improve include:

• actively listening and responding to the question, avoiding mere recollection or repetition of memorised content
• refraining from reciting the source material. Students are expected to articulate their responses using spoken language and express themselves in their own words
• referring to their resources when speaking
• demonstrating proficiency in evaluating the quality of their resources, distinguishing between reliable and unreliable information
• supporting their arguments and viewpoints by drawing upon supporting perspectives from their chosen resources.
• looking for resources that provide persuasive and data-driven information.

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 relevant information from the text
• understand and analyse the text, such as analysing how the advertisement promotes the product (Q5)
• support their responses with detailed and relevant references to both language and content (Q5)
• use correct adjectives to identify feelings and provide an evaluation of how justified are Linh’s feelings (Q7)
• use correct adjectives to identify Tuan’s personalities with detailed relevant reference to both language and content (Q8b)
• use correct descriptive words to identify what the text reveals about Mrs Nguyen with detailed relevant reference to either language or content (Q9b)
• compare advice given by Duy and Nhi to Hieu with detailed relevant reference to the text (Q9c).

Areas for students to improve include:

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

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 the text
• use the dictionary effectively to find the correct meaning of the word(s) or expressions in context.

In better responses, students were able to:

• deduce from the text, what someone’s personality is like (Q8b)
• compare opinions and ideas presented in a text with detailed internal reference (Q9c).

Areas for students to improve include:

• reading each question carefully and understanding what it is required as a response
• distinguishing clearly between comparing views and listing of ideas.

Part B

Question 10

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, 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 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:

• recognise the need for Hùng to provide an apology to Tâm due to a lack of communication over the past few weeks
• understand the issues mentioned in the original email and write a reply email with relevant responses. For example, cập nhật tình hình của Hùng trong mấy tuần vừa qua, trả lời câu hỏi của Tâm là Hùng đã có bằng lái xe hay chưa, và cho biết ý kiến của Hùng về quảng cáo công việc thiện nguyện
• justify Hùng’s suitability for the volunteering opportunity. For example, Hùng có kinh nghiệm quản lí 150 trẻ em vì đã tham gia trại hè từ năm ngoái, thời gian làm việc linh động là một lợi ích, thức ăn và chỗ ở sẽ được cung cấp, các hoạt động tại trại hè là các hoạt động yêu thích của Hùng, và việc Hùng biết Tiếng Việt là một lợi thế
• manipulate language authentically and creatively with good control of sentence structure, vocabulary and organisation of ideas
• provide responses with detailed references to Tâm’s email
• use appropriate language structures when presenting Hùng’s points of view through the use of persuasive language.

Areas for students to improve include:

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

Writing in Vietnamese

Question 11

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
• manipulate the language to suit the requirements of the task
• commence and conclude appropriately
• usea variety of tenses, phrases and structures appropriate to 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 work.

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 importance of maintaining a healthy lifestyle (Q11a)
• sequence and structure ideas and information coherently and effectively in a logical order. For example, the reasons for having a healthy lifestyle, the strategies to achieve that and its relevance to a healthy food choice program for the community (how these activities help promote the importance of maintaining a healthy lifestyle) (Q11a)
• effectively write an article to promote the ‘uniqueness’ of the local council area in order to attract more visitors to the area (Q11b)
• sequence and structure ideas and information coherently and effectively in a logical order. For example, the unique features this local area has that set it apart from the other areas, the descriptions of these features, and how these features contribute to making this area attractive to visitors (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.