2015 Senior External Examination Assessment report
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1 Statistics Year Number of candidates Level of achievement VHA HA SA LA VLA The 2015 Senior External Examination in consisted of two components: an oral examination and a written examination. Oral examination Candidates were required to demonstrate their knowledge and skills in using spoken. The oral examination consisted of two sections: Conversation and Discussion. All candidates were individually assessed by a marker either in person or via telephone. Conversation The majority of candidates were able to carry out a general conversation about their personal world, e.g. school and home life, family and friends, interests and aspirations. Most candidates demonstrated a wide range of vocabulary and used grammar effectively. Variations in rhythm and stress were acceptable to a background speaker when paired with appropriate pronunciation and intonation. To achieve a better result, candidates should be able to initiate and sustain conversation and speak flexibly, coherently and spontaneously. Candidates should also be able to speak clearly in full sentences with the correct use of complex language and grammar. Discussion For the detailed study, candidates discussed a subtopic of their choice selected from the 2008 Senior External Syllabus for (amended 2012). Candidates were expected to explore aspects of the language and culture of -speaking communities and refer to texts they had studied. Most candidates prepared for this section of the examination
2 To achieve a better result, candidates should explore aspects of the language as well as the culture of -speaking communities. Candidates may also refer to personal experiences related to the subject of the detailed study and support their conversation and discussion with items such as photographs, diagrams, pictures and maps. Palm cards are not permitted. Written examination The written examination consists of three sections: Listening, Reading and Writing. It assesses knowledge and skills demonstrated by candidates in spoken and written texts. Listening Suggested responses Task 1 (Responses in English) What is the text about? The text announces the traditional custom parade, which will be held at the New Year Festival on Saturday 13. Question 2 List all of the rules for participation. Participants must: 1. be between 5 and 12 years of age 2. wear traditional clothes (áo dài, áo bà ba, áo tứ thân) 3. arrive at the venue by 6 pm 4. register by 5 pm on Friday 5. Task 2 (Responses in English) What is the relationship between the two speakers? How do you know this? The relationship between the two speakers is that of a teacher student relationship. This is evident because the female speaker: 1. addresses the male as thầy 2. says dạ sometimes to show respect. This is expected of a student when talking to teachers of culture. Page 2 of 6
3 Question 2 State the issue being discussed and its four causes. The issue being discussed is that the number of children from a -speaking background able to speak has decreased over the generations. The four causes provided in the text are: 1. many people believe that there is no need to know and use in Australia 2. parents spend more time on their work/business than spending time with their children, teaching or speaking in with them 3. there is a limited amount of language media broadcast in Australia 4. a lack of confidence in using the language. Question 3 What is the female speaker s attitude to the issue being discussed? The female speaker has a neutral attitude towards the issue. She says that it is fine as long as she can successfully communicate in. She also thinks that parents have a vital role in maintaining the language among young people. Task 3 (Responses in ) Mục đích của bài nói chuyện này là gì? What is the purpose of the speech? Mục đích của bài này nói về sự nguy hiểm của việc uống rược và lái xe. Question 2 Hãy nêu ra bốn dữ kiện mà người nói chuyện sử dụng để hỗ trợ lập luận của mình. List four facts that the speaker uses to support their argument. Bốn dữ kiện là: 1. thời gian phản ứng chậm lại or khi uống rượu bia vượt quá mức giới hạn cho phép, người điều khiển phương tiện sẽ bị giảm tốc độ phản ứng tình huống trên đường từ 10 đến 30% 2. người say rượu bia dễ gây ra nhiều lỗi nguy hiểm như chạy xe quá tốc độ quy định, vượt đèn đỏ, đi sai phần đường quy định 3. rượu làm quá trình suy nghĩ của bạn thiếu sáng suốt và giảm khả năng tập trung của bạn khi lái xe 4. rượu gây các tác dụng phụ như mờ mắt và nặng tai. Điều này làm giảm khả năng xác định các mối nguy hiểm lái xe. Overall comments for Listening In general, most candidates responded very well to the Listening section. To achieve a better result, candidates analysis and evaluation should be justified and based on information provided in the texts. It is also important to identify subtleties in the texts. Page 3 of 6
4 In addition, candidates could read the questions carefully before listening to the spoken text in order to effectively gather the essential information and details needed in their responses. Candidates also need to justify their responses with references to information in the text rather than their personal experiences or assumptions. Reading Suggested responses Task 1 Respond in English According to the text, what did people use in the past to treat a cold or the flu? To treat a cold or the flu, people used: rice porridge and lá tí tô (herbal leaves) onion or ginger added to rice porridge or tần ô soup sauna bath (with lemon grass leaves, jackfruit leaves, mint leaves, guava leaves or eucalyptus leaves). Question 2 According to the text, how were bananas used? Why? Bananas were used to improve the condition of people s skin because they are rich in vitamins. It was done by mashing bananas, adding some milk, mixing well and applying the mixture to the face, leaving for 20 minutes, then rinsing with water. Question 3 Why do people use ingredients from the kitchen or garden to treat some health conditions? Explain your response using information from the text. people use ingredients from the kitchen or garden as they are readily available. The methods have been passed down for generations. Question 4 What does y học cổ truyền (paragraph 1, line 2) mean? Y học cổ truyền means traditional remedy. Task 2 Respond in Tại sao núi Thái Sơn được nhắc đến trong bài này? Dùng dẫn chứng trong bài để chứng minh. Why is núi Thái Sơn mentioned in the text? Justify your response using information from the text. Núi Thái Sơn được nhắc đến trong bài này vì nó được dùng như 1 biểu tượng để so sánh với sự cao cả, to lớn của công lao nuôi dưỡng của cha trong việc nuôi con khôn lớn. Page 4 of 6
5 Question 2 Theo bài này, các lợi ích của việc sống chung với cha mẹ là gì? According to the text, what are the benefits of living with elderly parents? Lợi ích của việc sống chung với cha mẹ: vừa làm bổn phận vừa báo hiếu. Làm gương cho thế hệ trẻ. Đây là ưu điểm trong văn hóa của người Việt ộng bà đóng vai trò quan trọng trong việc giáo dục và truyền đạt văn hóa dân tộc, gia đình cho thế hệ sau về mặt kinh tế và môi trường: sống chung với cha mẹ tiết kiệm được nhiều thứ như điện, nước không cần thêm diện tích đất cất nhà, giảm bớt tình trạng phá rừng xây nhà, vv. Overall comments for Reading Most candidates responded adequately to Task 1 Questions 1 and 4 and Task 2 Question 2. Some candidates, however, showed a lack of detailed analysis and thorough evaluation (Task 1 Question 3 and Task 2 Question 3) as well as a limited ability to interpret unfamiliar language (Task 2 Question 2). To achieve better results, candidates needed to demonstrate a comprehensive understanding of the text and provide detailed analysis. They also needed to be able to identify the writer s perspective and/or intention and to recognise the subtleties. In addition, candidates needed to develop an informed conclusion based on the information in the text. Candidates also needed to identify the key words in questions and use appropriate information from the text in responses. They needed to integrate cultural meanings into responses where appropriate. Writing Many candidates responded well to the Writing task. However, a few candidates misinterpreted the task and wrote irrelevant responses. To achieve highly, candidates needed to: read all of the questions carefully and respond to the chosen question apply their knowledge of text types and structures as well as audience convey meaning clearly and effectively through the use of a wide range of vocabulary, use correct grammar, spelling and punctuation, and display a high degree of accuracy of word order use complex language when necessary use cohesive devices to link aspects of the text demonstrate appropriate register show flexibility and originality. Page 5 of 6
6 Recommendations for 2016 Prospective candidates should: read the examination syllabus and past examination papers (available from be familiar with the terminology used in the syllabus and in tasks carefully read the task instructions in each section of the examination paper and respond in the correct language be able to identify key words in the questions of each task and respond accordingly know how to draw conclusions from given information in the Listening and Reading sections know how to use information from a given text to effectively support their opinions or conclusions in responses to the Listening and Reading sections express themselves clearly and effectively both in English and in for Listening and Reading sections. Minor spelling or grammatical errors will not affect the grades awarded, although results will be affected if responses cannot be fully understood have a good knowledge of text types and structures when writing write in paragraphs using appropriate terminology, grammar, coherence and register. Page 6 of 6
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