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2012 HSC Notes from the Marking Centre – Chinese

Contents

• Introduction
• Chinese Beginners
  • Oral examination
  • Written examination
  • Section I – Listening
  • Section II – Reading
  • Section III – Writing in Chinese
• Chinese Continuers
  • Oral examination
  • Written examination
  • Section I – Listening and Responding
  • Section II – Reading and Responding
  • Section III – Writing in Chinese
• Chinese Extension
  • Oral examination
  • Written examination
  • Section I – Responses to Texts
  • Section II – Writing in Chinese

Introduction

This document has been produced for the teachers and candidates of the Stage 6 Beginners, Continuers and Extension courses in Chinese. It contains comments on candidate responses to the 2012 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 2012 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 that are not included in the glossary may be used, such as ‘design’, ‘translate’ or ‘list’.

Preparing for the Beginners/Continuers oral examinations

Detailed advice is provided on the Board’s website for teachers and students about the nature and conduct of the HSC oral examinations at www.boardofstudies.nsw.edu.au/syllabus_hsc/languages.html.

However, teachers and students are reminded that:

• Questions will relate to the candidates’ personal world as it relates to the prescribed topics in the syllabus.
• Neither the number of questions nor the number of topics covered by the examination is predetermined. The examiner may ask questions that relate to a previous response made by the candidate or introduce a new topic.
• Candidates should answer each question ONLY with information related specifically to the question asked.
• Candidates who attempt to dominate the conversation with long, rote-learned monologues will be interrupted by the examiner at an appropriate moment.
• Candidates will be asked questions which relate to past, present and future experience.
• If candidates do not understand a question, they may ask for the question to be repeated, clarified or rephrased in the language being examined. Candidates should NOT ask the examiner to translate words or questions.
• Candidates should NOT identify themselves, their teachers or their schools to the examiner.

Chinese Beginners

Oral examination

General comments

The majority of candidates managed to maintain a reasonable flow of conversation with appropriate vocabulary and structures. In better responses, candidates were able to elaborate with relevant content, some with good pronunciation and intonation.

In weaker responses, candidates demonstrated limited understanding of the vocabulary and sentence structures used in the questions. Some found it difficult to maintain effective communication.

Written examination

Section I – Listening

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 to include important relevant information in their answers. This was particularly evident in Questions 5, 6, 7 and 9. Candidates should read the questions carefully to understand what is required.

Question 3

In a number of responses, candidates confused the future activity with the activity that had already taken place.

Question 5

1. Some candidates found it difficult to summarise the ‘main point’ made by the female speaker.

Question 6

In many responses, candidates did not recognise the significance of the key words ‘last day’ which occurred twice in the conversation; instead, they just summarised the general activities that took place.

Question 7

In weaker responses, candidates pointed out the venue of the event (library) but missed out the details of the event.

Question 9

In the majority of responses, candidates did not provide the reasons why the speech was appealing to the audience and instead just translated the speech.

Question 10

In a number of responses, candidates confused the identity of the characters.

Section II – Reading

Candidates demonstrated a range of abilities in this section. Most candidates were able to grasp the gist of the stimulus texts, but only some provided enough detailed information and displayed analytical skills.

Question 11

1. In better responses, candidates included more details, whereas in weaker responses, candidates only identified the item of sale.
2. In better responses, candidates identified the text type and the features of language that made the text persuasive.

Question 12

2. In weaker responses, candidates did not provide detailed information or demonstrate analytical skills.

Question 13

2. In better responses, candidates analysed how Liz became involved in the charity program while in weaker responses candidates lacked analysis.

Question 14

1. In weaker responses, candidates did not provide detail about Xiao Wen’s initial reluctance to travel.
2. In stronger responses, candidates identified XiaoWen’s goal and how he achieved his goal.

Question 15

2. In weaker responses, candidates did not analyse Huahua’s personality with detailed textual references.
3. In better responses, candidates analysed Cheng Cheng’s intended action with detailed textual references. In weaker responses, candidates did not identify Cheng Cheng and Huahua’s intention.

Section III – Writing in Chinese

General comments

In weaker responses, candidates either provided irrelevant information or did not meet the number of characters required.

Part A

Question 16

Most of the candidates met the requirements of the question. In the better responses, candidates provided a clear and detailed plan for the weekend activities.

Question 17

In better responses, candidates outlined the different aspects required and sequenced the ideas logically. In weaker responses, candidates missed out some aspects of the requirement, in particular, the ‘experience as part of the team’.

Part B

Question 18

In better responses, candidates demonstrated a clear understanding of the requirements of the question and expressed their thoughts logically.

Chinese Continuers

Oral examination

General comments

In better responses, candidates adopted a wide range of vocabulary and structures, expressing the contents in good depth and breadth.

In weaker responses, candidates understood the questions, but lacked the ability to elaborate their responses.

Most candidates clarified with the examiners in Chinese if they were unsure of a question, while maintaining satisfactory communication. However, repeatedly asking for clarification and rephrasing questions as a strategy to gain extra responding time is not recommended.

Written examination

Section I – Listening and Responding

General comments

The majority of candidates demonstrated a very good understanding of the themes and main ideas of the texts. In weaker responses, candidates included direct translation and cutting and pasting, without sufficient analysis and summarisation.

Question 5

In the better responses, the candidates managed to draw a conclusion about the life style of the students and included textual references.

Question 6

In the weaker responses, candidates used their general knowledge of the internet to create answers.

Question 9

In most responses, candidates demonstrated a good understanding of the conversation, but some did not analyse and evaluate it appropriately at the cultural level.

Section II – Reading and Responding

Part A

Question 10

1. In the majority of responses, candidates stated the cause of the event. In better responses, candidates included detailed information.
2. In better responses, candidates provided detailed information about Wang Li’s personality.
3. In better responses, candidates included reference to ‘tickets being sold out’ and ‘because it was a good cause’.

Question 11

3. In better responses, candidates supported their answer with relevant evidence and avoided direct translation.
4. In better responses, candidates managed to compare and contrast the different opinions of Zhang Ying and David with detailed references. In weaker responses, candidates presented the differences without appropriate detail.

Part B

Question 12

In better responses, candidates incorporated the two main issues of travel and voluntary work and supported their opinion.

In weaker responses, candidates only referred to one of the issues or did not refer to them at all. In some weaker responses, candidates did not meet the minimum word requirement.

Section III – Writing in Chinese

Question 13

Most candidates responded appropriately and met the requirements of the question. In better responses, candidates offered legitimate and convincing reasons for cutting short the holiday in China.

In weaker responses, candidates did not express their ideas or use correct or appropriate vocabulary and sentence structures.

Question 14

1. The majority of the candidates who attempted this question described the inconvenience of not being able to use technology in the camp. In better responses, candidates demonstrated the mastery of a variety of vocabulary and sentence structures, conveying a cohesive argument.
2. In quite a few of the responses, candidates did not mention Australian school life. Some were written from the perspective of a Chinese student. In the best responses, candidates addressed the audience, the Chinese delegation, appropriately.

Chinese Extension

Oral examination

In better responses, candidates demonstrated logical thinking with appropriate analysis of the issues, and expressed clear opinions with strong, and relevant arguments.

Written examination

Section I – Responses to Texts

Part A

Question 1

1. In most responses, candidates recounted what prompted Lili to talk to Professor Yu. In the better responses, candidates provided detailed information.
2. In weaker responses, candidates only described Lili’s personality, with little detail.
3. In most responses, candidates did not demonstrate how the change of Professor Yu’s attitude related to Lili’s persistence. In the better responses, candidates succeeded in making reference to Xiao Chun’s musical ability and what Professor Yu saw as potential.
4. In the better responses, candidates gave detailed insights into how the response of each character explored the issue of the individual’s search for identity.

Part B

Question 2

In better responses, candidates adopted the persona of Xiao Chun successfully and wrote a well-constructed and convincing diary entry.

Section II – Writing in Chinese

Question 3

Few candidates attempted this question. In most responses, candidates used a logical and well-sequenced argument to discuss how the family could influence an individual.

Question 4

The majority of candidates attempted this question. In most responses, candidates compared living in the city to living in the country and the ways in which the city could be more advantageous to success. In better responses, candidates presented a strong argument with sufficient examples and discussion points.