2011 HSC Notes from the Marking Centre – Chinese
Contents
- Introduction
- Chinese Beginners
- Oral examination
- Written examination
- Chinese Continuers
- Oral examination
- Written examination
- Chinese Extension
- Oral examination
- Written examination
Introduction
This document has been produced for the teachers and candidates of the Stage 6 courses in Chinese. It contains comments on candidate responses to the 2011 Higher School Certificate examinations, indicating the quality of the responses and highlighting their relative strengths and weaknesses.
This document should be read along with the relevant syllabuses, the 2011 Higher School Certificate examinations, the marking guidelines and other support documents developed by the Board of Studies to assist in the teaching and learning of Chinese.
General comments
Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating their knowledge, understanding and skills developed through studying the course.
Candidates need to be aware that the mark allocated to the question and the answer space (where this is provided on the examination paper) are guides to the length of the required response. A longer response will not in itself lead to higher marks. Writing far beyond the indicated space may reduce the time available for answering other questions.
Candidates need to be familiar with the Board’s Glossary of Key Words, which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with or contain one of the key words from the glossary. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked or verbs may be used that are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.
Chinese Beginners
Oral examination
General comments
Candidates are advised to become familiar with the ways of asking for the question to be rephrased or repeated and to practise expanding on a response with information and/or opinion relevant to the question.
In weaker responses, candidates had difficulty following the questions and a few of them did not fully understand the questions. They were too timid to ask for clarification and thus responded wrongly.
Written examination
Section I – Listening
Question 1
In better responses, candidates included the details of Xiaohong’s moving house and her impression of the new home.
Question 3
- In weaker responses, candidates did not include the reasons why the speaker was talking to the audience.
Question 4
In better responses, candidates predicted that the speaker would go to China to practise her Chinese.
Question 7
In weaker responses, candidates did not include all the information as to why the mother and son were finally able to agree.
Question 10
In better responses, candidates included all the details about how Miss Juan convinced Mr Liu to help. Weaker responses included only one or two points.
Section II – Reading
Question 12
- In better responses, candidates included the fact that this was the last chance for Year 12 students to go out together.
Question 13
- In better responses, candidates included the details of all three chatters’ expectations of the party.
Question 14
- In better responses, candidates included details of the cultural activities.
Question 15
Most candidates had no problem in understanding the conflict between the father and son. However, the ‘comments’ referred to in part (b) were confused by some candidates with the references made about the father.
Section III – Writing in Chinese
General comments
In weaker responses, candidates included irrelevant information or did not meet the requirement for the number of characters.
Part A
Question 16
In better responses, candidates included clear instructions as to the feeding of the pets and some appreciation of the friend for doing this favour.
Question 17
Most candidates included the main elements of the message. However, in better responses, candidates included all the required detail. The best responses succeeded in paraphrasing the criteria as well as smoothly incorporating this information in their application.
Part B
Question 18
- In better responses, candidates used the right text type and addressed the requirement of the task.
Chinese Continuers
Oral examination
General comments
Most candidates successfully answered the questions, indicating good training and thorough preparation. In better responses, candidates manipulated the language effectively.
In mid-range responses, candidates understood most questions and maintained a conversation. However, in weaker responses candidates tended to use a limited range of vocabulary and expressions and did not communicate their ideas effectively or in depth.
Candidates should be more aware of using prescribed complex structures.
If candidates are unsure of a question, they should clarify with the examiner in Chinese.
Written examination
Section I – Listening and Responding
General comments
Most candidates demonstrated a good understanding of the main ideas of the texts. In some weaker responses, candidates demonstrated an inability to summarise and analyse, or omitted important relevant information. This was particularly evident in Questions 8 and 9. Candidates are advised to carefully read the questions and to understand what is required.
Question 3
In weaker responses, candidates did not identify all the relevant information.
Question 8
In weaker responses, candidates did not identify all the main reasons.
Question 9
Although most candidates demonstrated a good understanding of the text, many did not relate this information to the impression the speaker created.
Section II – Reading and Responding
Part A
Question 10
- In weaker responses, candidates did not identify the feelings and reflections Mr Wang had for the school concert, which, in consequence, prompted him to write the letter.
- The best responses included a comparison of both texts with relevant textual references. Some candidates did not address the ‘how’ element of the question.
Question 11
- Most candidates managed to state what happened, but only in the best responses did candidates make reference to the points of view expressed in both texts.
- In weaker responses, candidates translated directly from the text without answering the question.
- In better responses, candidates linked elements of both texts to answer the question asked.
Part B
Question 12
In better responses, candidates demonstrated a good understanding of the text and responded with authentic and creative language.
In weaker responses, candidates made little reference to the stimulus text.
Section III – Writing in Chinese
Question 13
Most candidates met the requirement of this question. Better responses expressed gratitude towards the host and included other relevant information.
Question 14
In better responses to part (a), candidates tended to refer to parental interference as well as their own reflections. In weaker responses to part (b), candidates omitted some reflections on the experience of the party.
Chinese Extension
Oral examination
All of the candidates met the time requirements.
Better responses were well structured and logical and included the use of a good variety of vocabulary and expression.
Weaker responses showed little evidence of the ability to formulate a constructive argument with relevant evidence.
Most candidates who attempted Question 2 included the concept of ‘urban vs rural areas’ in their responses. However most of the responses still managed to focus on the issue of social status being influenced by the suburb in which they reside.
Written examination
Section II – Writing in Chinese
Questions 3 and 4
Candidates are reminded to write using the convention of the required text type – for example, not a debate if a speech is called for. Better responses defined the topic and supported the argument with relevant evidence.
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