HQ Society
Chinese in Context · Practice Resource
Set 2 · Processing & Responding · Composing · Oral
Aligned to the NSW HSC Chinese in Context syllabus. All aural and written texts are original to HQ Society.
Practice resourceNot an examination paper100 marks
100marks
3sections
Written + Oraltwo papers
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Section I

Processing and Responding to Texts

50 marksQuestions 1–6aural & written texts

Questions 1–3 are based on aural texts (each recording is played twice in the exam) and Questions 4–6 on written texts. Each question tells you whether to answer in English or in Chinese. Try the question first, then open the transcript / model to check.

Familiarisation — listen first to get used to the voices
0:00 / 0:00
Male老师，我想学中文，中文难学吗？
Female开始的时候，也许会觉得难，但是学到后面就容易了。
Male太好了。那么，我就从后面开始学吧。
Female啊？

Question 1

4 marks

露西在新学校交朋友为什么有困难？美琪给了她什么建议？字数要求大约50个英文字。Why does Lucy struggle to make friends at her new school, and what advice does Meiqi give her? Write approximately 50 words in ENGLISH.

0:00 / 0:00
Female 1美琪，我在这个学校已经一个月了，可还是没什么朋友。同学们午餐都成群结队，我却常常一个人坐。
Female 2露西，别灰心。澳洲学生交朋友的方式跟中国不太一样。他们更喜欢通过共同的兴趣来认识人，比如运动队、辩论社、戏剧社。
Female 1可是我什么社团都没参加，怎么办呢？我又不太会运动，又比较害羞。
Female 2那你可以从图书馆志愿者或者中文俱乐部开始。重要的是要主动出击。在澳洲，没人会主动来找你，你必须自己迈出第一步。
Female 1谢谢你的建议。我以前总以为只要笑一笑、点点头就够了，现在才明白，澳洲的友谊是要靠主动去建立的。
✓ What scores marks
  • Answer in ENGLISH — the text is in Chinese, your response is in English.
  • State your point, then support it with a SPECIFIC detail from the text — paraphrased, not copied out in Chinese.
  • Cover every part of the question; give roughly one developed point per two marks.
✗ What loses marks
  • Translating the text line-by-line instead of analysing or answering the question.
  • A conclusion with no evidence from the text; answering in Chinese; missing part of the question.
How to structure your answerPoint / answer → a specific detail from the text to back it → make sure every part of the question is covered. Answer in English.
For this question
Top band: Answer BOTH halves of the stem fully — the REASON Lucy struggles (passive waiting vs. Australia's interest-group socialising) AND Meiqi's concrete advice (take initiative / join a club). A thorough (4-mark) answer also captures the underlying idea that in Australia friendship is 'actively built rather than passively received', not just the surface facts. Stay within ~50 English words.
Common slip: Listing only what Lucy does wrong while forgetting Meiqi's advice (or vice versa) — the criteria reward understanding of BOTH. The other slip is padding with retell of the conversation or going far over 50 words instead of synthesising tightly.
Model answer
your pointevidence from the textwhat it shows
Lucy struggles because Australian students socialise differently from what she is used to: they form friendships through shared-interest groups like sports teams, debate clubs and drama, whereas she has been waiting passively for others to approach her. Meiqi advises her to take the initiative — by joining a club such as library volunteering or the Chinese society, because in Australia friendships must be actively built rather than passively received.

Question 2

6 marks

你作为学校职业辅导社团的主席，写一份传单鼓励同学们参加广播中介绍的“职业体验日”项目。字数要求大约130个汉字。You are the president of your school's careers advisory society. Write a flyer encouraging fellow students to take part in the 'Career Shadow Day' program introduced in the radio broadcast. Write approximately 130 characters in CHINESE.

0:00 / 0:00
Female亲爱的同学们，下午好。我是悉尼东区中学职业辅导组的张老师。本学期我们将启动一个全新的项目：“职业体验日”，让十一年级和十二年级的同学有机会跟随各行各业的专业人士工作一天。从医生、律师、工程师到记者、设计师、心理咨询师，都向你们敞开大门。这是一个难得的机会，让你们走出课堂，亲身体验真实的工作环境。你们可以提问、观察、参与，了解不同职业的酸甜苦辣。研究表明，提早接触职场能帮助同学们更明智地选择大学专业，少走弯路。报名请到学生事务处填表，截止日期是本月二十日。希望大家踊跃参与！
approx. 130 characters characters, in Chinese
0 chars
✓ What scores marks
  • Write in the EXACT text type the prompt names (flyer / email / letter to the editor / speech) with its conventions — salutation, body, sign-off.
  • Synthesise the source text(s): draw the relevant ideas across from the stimulus into your own response for the new context, purpose and audience.
  • Hit the character target and use a range of language features / connectives (首先、其次、最后、不仅…而且).
✗ What loses marks
  • Copying chunks of the stimulus instead of re-purposing the ideas for the new task.
  • Wrong text type or missing its conventions; ignoring context / purpose / audience; well under the character count.
How to structure your answerCorrect text type with its conventions (salutation → body → sign-off) → re-purpose the source ideas for the new audience/purpose → hit the character target.
For this question
Top band: Write a genuine FLYER, not a letter — open with a rhetorical hook (“还在为……苦恼吗？”), keep an energetic persuasive register, and END with a concrete call to action (报名地点 + 截止日期 本月二十日 from the broadcast) plus an urgency line (机会有限，先报先得). Pulling the real details out of the radio text (跟专业人士工作一天 / 各行各业) shows comprehensive understanding for the top band.
Common slip: Writing a flat informational notice with no persuasive voice or call to action, or ignoring the flyer's audience (同学们) and purpose (encourage participation). Also drifting well past ~130 characters, or inventing program details not grounded in the broadcast.
Model answer
Grey labels show the structure · highlighted = key idioms / connectives / set phrases
Title / Hook亲爱的同学们：还在为未来的职业方向苦恼吗？千载难逢的机会来了！
Body — what it offers学校的“职业体验日”让你跟随真正的专业人士工作一天，亲身体验你向往的行业。无论你想当医生、律师、设计师还是记者，都有合适的实习等着你。
Call to action走出课堂，看清前路！请在本月二十日前到学生事务处报名。
Sign-off / urgency机会有限，先报先得，期待你的加入！
Translation

Dear fellow students: Still worried about your future career direction? A rare opportunity has arrived! The school's 'Career Shadow Day' lets you spend a day with real professionals, experiencing first-hand the industries you aspire to. Whether you want to be a doctor, lawyer, designer or journalist, there is a placement waiting for you. Step out of the classroom and see your path clearly! Register at Student Services before the 20th of this month. Spots are limited — first come, first served. We look forward to your participation!

Question 3

8 marks

你是凯莉。根据播客和博客的内容，给一位住在新加坡的华裔朋友写一封电子邮件，谈谈学习和传承中文对华裔年轻人的重要性。字数要求大约150个汉字。You are Kelly. Based on the content of the podcast and blog, write an email to a Chinese-heritage friend living in Singapore sharing your thoughts on the importance of learning and preserving the Chinese language for young people of Chinese heritage. Write approximately 150 characters in CHINESE.

0:00 / 0:00
Text 3B – Blog post
中文，我和家人之间的一座桥

上周末爷爷从北京飞来悉尼看我们。他兴致勃勃地想跟我聊聊学校的事，可我憋了半天，只能用英文夹杂几个简单的中文词。爷爷的笑容慢慢凝固了。

那一刻我才意识到，我以为放弃中文只是“少学一门课”，其实我也放弃了和爷爷深入交流的钥匙。

现在每个周末我都和妈妈一起做中国菜、看中文电视剧，重新拾回那些被我遗忘的字词。中文不只是语言，更是我和家人之间的一座桥。

Female亲爱的听众朋友们，大家好。我是悉尼大学语言研究中心的李博士。今天我想和大家聊一聊一个普遍存在的现象：华裔孩子在澳洲长大，却渐渐失去了中文能力。最新研究显示，超过百分之七十的第二代华裔在初中以后就基本不再使用中文。原因很复杂：学校以英文为主，朋友圈说英文，连家里跟兄弟姐妹也用英文沟通。父母虽然焦急，却往往力不从心。有些家长无奈地说：“孩子小时候明明会说中文，怎么到了高中就只会用英文回答了？”我们的研究发现，中文不仅仅是一门语言，更是文化的载体。失去中文，意味着孩子可能与祖辈、与家族历史、与整个中华文化产生隔阂。我建议家长们：在家里多创造说中文的氛围、看中文电影、和孩子讨论时事，让中文成为生活的一部分，而不是周末补习班里枯燥的“功课”。
approx. 150 characters characters, in Chinese
0 chars
✓ What scores marks
  • Write in the EXACT text type the prompt names (flyer / email / letter to the editor / speech) with its conventions — salutation, body, sign-off.
  • Synthesise the source text(s): draw the relevant ideas across from the stimulus into your own response for the new context, purpose and audience.
  • Hit the character target and use a range of language features / connectives (首先、其次、最后、不仅…而且).
✗ What loses marks
  • Copying chunks of the stimulus instead of re-purposing the ideas for the new task.
  • Wrong text type or missing its conventions; ignoring context / purpose / audience; well under the character count.
How to structure your answerCorrect text type with its conventions (salutation → body → sign-off) → re-purpose the source ideas for the new audience/purpose → hit the character target.
For this question
Top band: This is an INTEGRATION question (8 marks) — to reach the top band you must visibly synthesise BOTH texts in the SAME email, not handle them one after another. Pair the podcast's research/warning (70% stop using Chinese; language as 文化的载体) with the blog's lived 爷爷 scene as concrete proof, and write it as a real email to a Chinese-heritage friend in Singapore (称呼 + 署名), closing with a reflective 综上所述-style stance on personal responsibility.
Common slip: Quoting only one text, or summarising Text 3A then Text 3B in separate blocks with no cross-linking — that caps you at the 'some ability to synthesise' band. Also retelling the blog's story instead of using it as evidence for the importance of preserving Chinese, and mixing Simplified with Traditional characters.
Model answer
Synthesised — one point per line, in your own words.
  • 整合两个文本，点出失去中文的代价：播客中李博士的研究显示超过百分之七十的第二代华裔上初中后基本不再使用中文，而博客里“爷爷的笑容慢慢凝固”、作者只能用英文夹杂几个中文词，正是这一现象的真实写照。
  • 强调中文是文化的载体而非一门课：播客指出失去中文会让孩子与祖辈、家族历史产生隔阂，博客作者也醒悟放弃中文等于放弃了与爷爷“深入交流的钥匙”。
  • 把中文重新定位为身份与亲情的桥梁：两个文本都把语言看作连接世代、守护身份的纽带，而非周末补习班枯燥的“功课”。
  • 提出可行的传承办法：播客建议在家创造说中文的氛围、看中文电影、讨论时事；博客作者每个周末和妈妈一起做中国菜、看中文电视剧，把这些建议落到生活里。
  • 以反思收尾，呼应华裔好友身份：把学习中文当作对家庭与文化身份的终身投资，主动承担责任——只要肯下功夫，遗忘的中文和亲情都能重新拾回。
Answers could include
  • Negative consequences of losing Chinese (synthesising both texts):
  • • Loss of family connection — the podcast's research that over 70% of second-generation Chinese-Australian children stop using Chinese by high school is made vivid in the blog through the writer's grandfather scene: she 'could only manage a few simple Chinese words mixed with English' and watched her grandfather's smile 'slowly freeze'.
  • • Cultural disconnection — the podcast warns that 'Chinese is not just a language but a vehicle of culture' and that losing it creates an emotional gap with grandparents and family history; the blog's writer realises that giving up Chinese means giving up 'the key to deep communication' with family.
  • • Identity loss — both texts frame Chinese as a bridge between generations and a guardian of identity, not merely an academic subject.
  • Positive actions (drawing on both texts):
  • • Create immersive Chinese-language environments at home — the podcast recommends speaking Chinese with siblings, watching Chinese films, and discussing current events; the blog's writer enacts this through cooking Chinese food with her mother and watching Chinese TV dramas every weekend.
  • • Reframe Chinese as part of daily life — not a 'weekend tutoring class homework' (podcast) but as the bridge that lets you genuinely connect with grandparents (blog).
  • Synthesis and reflective closure:
  • • Treat learning Chinese as a lifelong investment in family ties and cultural identity, not a school chore.
  • • Take personal responsibility — both texts emphasise that with deliberate effort, lost Chinese can be relearned and family relationships rebuilt.
Text 4 – Newspaper article
快时尚的代价：年轻人能否打破衣柜里的“用过即弃”循环？

走在悉尼的街头，你会看到很多年轻人穿着色彩鲜艳、款式新潮的衣服。可是，这些衣服背后隐藏着惊人的环境代价。研究表明，时装业是全球第二大污染产业，每年向地球排放大量的二氧化碳和废水。

更令人担忧的是，全球每秒都有一卡车的旧衣物被丢进垃圾场。年轻人受社交媒体影响，追求“快时尚”，便宜、流行、随穿随丢。这种消费模式不仅浪费资源，也违背了环保的理念。

然而，越来越多的年轻人开始觉醒。他们光顾二手服装店、学着改造旧衣、参加“以物换物”活动。一位悉尼大学的学生说：“作为全球公民，我们每一次购买都是一次投票，决定我们想要的是一个怎样的未来。”

Question 4

10 marks

读了这篇地方报的文章后，给报社编辑写一封信，分享你对年轻人“快时尚”消费习惯的看法。字数要求大约160个汉字。After reading this article in a local newspaper, write a letter to the editor sharing your views on young people's 'fast fashion' consumption habits. Write approximately 160 characters in CHINESE.

approx. 160 characters characters, in Chinese
0 chars
✓ What scores marks
  • Write in the EXACT text type the prompt names (flyer / email / letter to the editor / speech) with its conventions — salutation, body, sign-off.
  • Synthesise the source text(s): draw the relevant ideas across from the stimulus into your own response for the new context, purpose and audience.
  • Hit the character target and use a range of language features / connectives (首先、其次、最后、不仅…而且).
✗ What loses marks
  • Copying chunks of the stimulus instead of re-purposing the ideas for the new task.
  • Wrong text type or missing its conventions; ignoring context / purpose / audience; well under the character count.
How to structure your answerCorrect text type with its conventions (salutation → body → sign-off) → re-purpose the source ideas for the new audience/purpose → hit the character target.
For this question
Top band: Respond personally AND critically (the 9–10 descriptor), not just summarise the article: take a clear stance on young people's fast-fashion habits and substantiate it with the article's own evidence (第二大污染产业 / 每秒一卡车旧衣 / 二手店·改造旧衣·以物换物) and the 全球公民“每一次购买都是一次投票” value. Frame it correctly as a 读者来信 (尊敬的编辑 … 敬礼 + 署名).
Common slip: Retelling the article's facts without offering your own evaluative opinion, or fence-sitting (“一方面…另一方面…”) instead of committing to a position. Also dropping the letter-to-the-editor format conventions, drifting over ~160 characters, or mixing Simplified and Traditional script.
Model answer
Synthesised — one point per line, in your own words.
  • 承认文章的核心论点：快时尚环境代价巨大——时装业是全球第二大污染产业，全球每秒就有一卡车旧衣被丢进垃圾场。
  • 亮明个人立场（择一并贯彻）：要么认同年轻人对改变消费习惯负有共同责任，要么主张行业监管与品牌问责等制度性改变比个人选择更关键。
  • 以“全球公民意识”为价值支点：呼应文中“每一次购买都是一次投票”，决定我们想要怎样的未来。
  • 引用文章提到的具体替代做法：光顾二手服装店、改造旧衣、参加“以物换物”活动，让观点有据可依。
  • 以行动呼吁收束：年轻人可以身体力行，微小的集体行动能积累成系统性的改变。
  • 用读者来信格式包装：尊敬的编辑开头，敬礼 + 读者署名结尾。
Answers could include
  • Acknowledge the article's central claim — fast fashion has severe environmental costs: the industry is the world's second-largest polluter, and a truckload of clothes is dumped every second.
  • Present a personal view — agree that young people bear shared responsibility for changing consumption habits, OR argue that systemic change (industry regulation, brand accountability) matters more than individual choices.
  • Reference 全球公民意识 (global citizenship awareness) as the guiding value — each purchase is a 'vote' for the future we want.
  • Reference specific alternatives mentioned in the article: 二手服装店 (second-hand shops), 改造旧衣 (modifying / upcycling old clothes), 以物换物 (clothes-swap events).
  • Call to action — young people can lead by example; small collective actions accumulate into systemic change.
  • Format of a letter to the editor: 尊敬的编辑 + 敬礼 + 读者署名.
Text 5 – Script of an interview
张梁师傅，您是悉尼“百味轩”餐厅的主厨，您的菜单融合了广东菜和澳洲本土食材，独具特色。能谈谈这段融合之路是怎么开始的吗？
梁师傅我十岁时跟父母从广州移民来澳洲。母亲常常对我说：“吃饭也是一种文化的传承。”在异乡的厨房里，她想方设法地做出家乡的味道，我从小耳濡目染。可是真正让我决定走上这条路，是因为一次在悉尼的鱼市场，我看着五颜六色的本地海鲜，突然想：难道粤菜的精髓只能用中国的食材吗？
张那您是如何把两种文化结合起来的？
梁师傅我开始用澳洲塔斯马尼亚的三文鱼做“清蒸鱼”，用昆士兰的青芒果代替青菜做凉拌，又用粤菜的“煲”功夫炖煮澳洲羔羊。每一道菜都是一次实验，更是一次对话，东方与西方的对话，传统与创新的对话。常言道“民以食为天”，我希望通过我的菜，让澳洲人尝到中华文化的灵魂，也让华裔孩子明白：你们的身份不是非黑即白，而是一种可以自己创造的美。
Glossary
百味轩the name of the restaurant ('Hundred Flavours Pavilion')
民以食为天Food is the heaven of the people — a Chinese proverb meaning food is fundamental to human life

Question 5

10 marks

梁师傅如何通过他的烹饪事业表达并塑造他的双文化身份？从文中内容和语言技巧方面来回答。字数要求大约160个英文字。How does Chef Liang express and shape his bicultural identity through his culinary career? In your answer, refer to both the content and language features used in the text. Write approximately 160 words in ENGLISH.

✓ What scores marks
  • Refer to BOTH the content AND the language features (idioms, simile, rhetorical question, listing) — name the device, quote the phrase, then say what it achieves.
  • Build an argument that answers the 'how' of the question, not just a recount; answer in English.
  • Tie each language feature back to the point it makes about the question's focus.
✗ What loses marks
  • Naming a technique without explaining its effect (两张皮), or retelling the plot with no analysis.
  • Ignoring the language-features half of the question and only covering content.
How to structure your answerFor each idea: content point + the language feature that carries it (name → quote → effect) → link back to the question. Answer in English.
For this question
Top band: This is an analytical question (10 marks) — the perceptive band requires you to name CONTENT and a LANGUAGE FEATURE together and explain the EFFECT of each, never one without the other. For every device (idiom 耳濡目染 / proverb 民以食为天 / rhetorical question / listing of the three dishes / the experiment–dialogue metaphor), tie it back to HOW it expresses or SHAPES his bicultural identity. Write the analysis in English (~160 words), quoting the Chinese phrases as evidence.
Common slip: Retelling Chef Liang's life story or listing the dishes as plot instead of analysing technique-plus-effect (the classic '两张皮' — naming a device with no link to identity). Also answering only content OR only language features (the stem demands BOTH), or writing the analysis in Chinese when the response language is English.
Model answer
Synthesised — one point per line, in your own words.
  • Personal anecdote — Chef Liang's childhood memory of his mother recreating 'the taste of home' (家乡的味道) in a foreign kitchen and his pivotal Sydney fish-market moment seeing the 'multicoloured local seafood' (五颜六色的本地海鲜) show that his bicultural pivot grew from lived experience, not external pressure.
  • Idiom — '耳濡目染' (steeped in what one constantly sees and hears) frames cultural transmission as immersive and unconscious, signalling that his bicultural identity was formed at home through everyday family practice.
  • Metaphor / simile — describing each dish as both 'an experiment' and 'a dialogue — East meeting West, tradition meeting innovation' reframes fusion as a creative conversation rather than a compromise of either culture.
  • Proverb — '民以食为天' (Food is the heaven of the people) elevates his cooking from a commercial trade to an act of cultural preservation, anchoring his identity in a shared Chinese worldview.
  • Listing — his three named fusion creations (Tasmanian salmon 清蒸鱼, Queensland green mango 凉拌, the Cantonese 煲 technique on Australian lamb) give concrete proof that integration happens in practice, not just in theory.
  • Rhetorical question — '难道粤菜的精髓只能用中国的食材吗？' challenges static cultural orthodoxy and shows his ambition to redefine 粤菜 within an Australian context, shaping a self-created bicultural identity.
Answers could include
  • Chef Liang shows the link between his bicultural identity and his fusion-cuisine career through his use of content and language. A perceptive analysis could draw on the following:
Text 6A – Principal's notice

亲爱的同学们：

本校将于下个月举办“职业探索周”。届时各行各业的成功人士将到校演讲，分享他们的职业心得。我们希望同学们能够开阔视野，深入思考：什么才是有意义的事业？是高薪？是社会贡献？还是个人热情？请大家踊跃参加，主动提问，把握这次难得的机会，为未来的人生方向打下坚实的基础。

Text 6B – Group chat messages
小安同学们，校长发的“职业探索周”通知你们看了吗？我们中文课要做一个演讲，题目是“什么才是有意义的事业”，我还没什么思路。
小华我觉得有意义的事业不一定是高薪。我妈妈是社区护士，工资不高，但她每天帮助病人，眼睛里有光。我希望将来也能做让自己充满热情的工作。
迈克同意！“行行出状元”，只要热爱、专注、并能为社会贡献，任何行业都是有意义的。重要的不是职业的名声，而是你能否成为更好的自己。

Question 6

12 marks

你是小安。根据校长的通知和聊天内容，写出你中文课题为“什么才是有意义的事业”的演讲稿。字数要求大约180个汉字。You are Xiao An. Based on the content of the principal's notice and group chat, write the script of your speech on 'What makes a meaningful career' for your Chinese class. Write approximately 180 characters in CHINESE.

approx. 180 characters characters, in Chinese
0 chars
✓ What scores marks
  • Write in the EXACT text type the prompt names (flyer / email / letter to the editor / speech) with its conventions — salutation, body, sign-off.
  • Synthesise the source text(s): draw the relevant ideas across from the stimulus into your own response for the new context, purpose and audience.
  • Hit the character target and use a range of language features / connectives (首先、其次、最后、不仅…而且).
✗ What loses marks
  • Copying chunks of the stimulus instead of re-purposing the ideas for the new task.
  • Wrong text type or missing its conventions; ignoring context / purpose / audience; well under the character count.
How to structure your answerCorrect text type with its conventions (salutation → body → sign-off) → re-purpose the source ideas for the new audience/purpose → hit the character target.
For this question
Top band: 这是双文本反思演讲（校长通知 + 群聊）：必须既呼应校长的三个设问（高薪／社会贡献／个人热情）并明确表态，又引用聊天里的两个具体证据——小华妈妈做社区护士“眼里有光”、迈克的“行行出状元”。用行行出状元这类成语作论据、以“综上所述”收束、并守住演讲格式（开头“尊敬的老师、亲爱的同学们”、结尾“谢谢大家”），即可冲顶。
Common slip: 最常见的失分是只写一篇泛泛而谈“做有意义的工作”的演讲，不引用群聊里两位同学的具体例子——CIC 反思题的核心是 synthesise 两个文本，脱离原文证据会被锁在中段。其次是漏掉演讲的称呼与结束语，或全篇没有立场（骑墙）。
Model answer
Grey labels show the structure · highlighted = key idioms / connectives / set phrases
Salutation & opening尊敬的老师、亲爱的同学们：大家好！今天我演讲的题目是“什么才是有意义的事业”。
Body — echo the principal's three questions & cite the chat校长在通知里问我们：是高薪？是社会贡献？还是个人热情？小华提到她妈妈是社区护士，工资不高，但每天帮助病人，眼睛里有光。这让我深受触动。迈克说得好：“行行出状元”，只要热爱、专注、并能为社会贡献，任何行业都是有意义的。
Conclusion — 综上所述 + 升华综上所述，有意义的事业不在于职业的名声或薪水，而在于你能否在工作中实现自我、温暖他人。让我们勇敢追随内心，活出有热度的人生！
Sign-off谢谢大家！
Translation

Respected teachers, dear classmates: Hello everyone! The topic of my speech today is 'What makes a meaningful career'. In the principal's notice, he asks us: is it high pay? Social contribution? Personal passion? Xiao Hua mentioned that her mother is a community nurse — her salary isn't high, but every day she helps patients with light in her eyes. This deeply moved me. Mike said it well: 'every profession produces a champion (行行出状元)' — as long as you have passion, focus, and the ability to contribute to society, any career is meaningful. In conclusion, a meaningful career lies not in the prestige or salary of the profession but in whether you can fulfil yourself and warm others through your work. Let us bravely follow our hearts and live lives full of warmth! Thank you all!

Answers could include
  • Open with appropriate speech conventions for a classroom audience: 尊敬的老师、亲爱的同学们.
  • Echo the principal's three framing questions — 高薪 / 社会贡献 / 个人热情 — and stake out a clear position.
  • Draw on Xiao Hua's example (community nurse mother) to argue that meaningful work is measured by impact and passion, not salary.
  • Quote or paraphrase Mike's 行行出状元 (every profession produces a champion) as evidence that meaningfulness exists in every field.
  • Close with 综上所述 + a call to action — follow one's heart, contribute to society, become a better self.
  • Close with 谢谢大家 per speech convention.
— End of Section I —
Section II

Composing Texts in Chinese

30 marksQuestions 7–8write in Chinese

Write extended responses in Chinese. Answer both questions — each has its own writing space and character target.

Question 7

10 marks

想象你最近经历了一件让你深刻感受到自己双文化身份的事情。写一篇日记，反思这次经历对你的意义。字数要求100-125个汉字。Imagine you have recently had an experience that made you deeply feel your bicultural identity. Write a diary entry reflecting on the meaning of this experience for you. Write 100−125 characters in CHINESE.

approx. 100–125 characters, in Chinese
0 chars
✓ What scores marks
  • Open with the diary heading — date · day of the week · weather (e.g. “5月19日 星期一 晴”).
  • Write in a personal reflective voice; present a RANGE of ideas (the journey, growth, insight), coherently sequenced.
  • Reach the character target; a diary has no salutation and no signature.
✗ What loses marks
  • Forgetting the date / day / weather heading, or adding a salutation or signature.
  • One idea padded out instead of a developed reflection; well under length.
How to structure your answerDate · day · weather heading → a coherently sequenced personal reflection → no salutation / signature. Hit the character target.
For this question
Top band: Band 6 日记靠“一个具体的双文化时刻”立住：选一件真切的事（奶奶八十大寿的中西合璧聚会），用成对的中／澳细节作证据——长寿面配奶油蛋糕、唱 Happy Birthday 又送福如东海的红包，再以一句把双文化身份重塑为“双倍祝福而非缺憾”的反思收尾。日记格式（日期＋星期＋天气）与第一人称的真情实感是加分项。
Common slip: 最常见的错误是写成抽象议论（“双文化身份很重要……”）而非有画面、有时间地点的具体经历——日记体要的是 reflection on a moment，不是论文。另一个易错点是漏写日期／星期／天气的开头格式，或结尾停在叙事、没有反思升华。
Model answer
Grey labels show the structure · highlighted = key idioms / connectives / set phrases
Opening (date + weekday + weather)2026年5月25日 星期一 晴
Body — the concrete bicultural moment今天是奶奶八十大寿，全家在家里办了一场中西合璧的生日聚会。我们既吃了长寿面，也切了奶油蛋糕；既唱了“Happy Birthday”，也送上了“福如东海”的红包。奶奶看着我用中英双语为她写的贺卡，感动得流下了眼泪。
Reflective close那一刻我明白，“跨越东西的我们”不是缺憾，而是双倍的祝福。
Translation

25 May 2026, Monday, Sunny

Today was Grandma's 80th birthday, and our whole family held a Chinese-Western fusion birthday party at home. We ate longevity noodles and cut a cream cake; we sang 'Happy Birthday' and presented a 红包 (red envelope) with the blessing '福如东海' (May your blessings be as deep as the East Sea). When Grandma saw the bilingual birthday card I had written for her in Chinese and English, she was so moved she cried. In that moment I understood: 'those of us who straddle East and West' is not a deficit but a double blessing.

Answers could include
  • Diary entry format: date + weekday + weather in opening line.
  • Personal-voice reflection on a specific bicultural moment — could be a family event (a grandparent's birthday, a wedding, Lunar New Year), a school cultural day, a first visit to China, hosting overseas relatives, or an encounter that highlighted dual belonging.
  • Concrete bicultural details — pairings of Chinese and Australian customs / foods / languages.
  • Use of 1+ 成语 or culturally weighted phrase (e.g. 福如东海 / 入乡随俗 / 和而不同).
  • Reflective closing thought reframing bicultural identity as a strength or double blessing rather than a deficit.

Question 8

20 marks

你要参加中文写作比赛，题目是“在现代澳大利亚社会，中国传统价值观对华裔年轻人仍然重要”。写一篇议论文表达你的观点。字数要求200-250个汉字。You are participating in a Chinese writing competition. The topic is, 'In modern Australian society, traditional Chinese values remain important for young Chinese-Australians'. Write an argumentative essay expressing your point of view. Write 200−250 characters in CHINESE.

approx. 200–250 characters, in Chinese
0 chars
✓ What scores marks
  • Commit to ONE clear position and defend it — thesis, then three distinct arguments each with concrete evidence, then a synthesising conclusion (综上所述).
  • Use canonical connectors (首先 / 其次 / 最后) and substantiate each argument; a brief concession-then-refutation inside your stance is fine.
  • Write authentically for the competition audience; reach the character target with controlled, varied language.
✗ What loses marks
  • Fence-sitting (一方面…另一方面… with no stance), personal anecdotes about friends/family, or overused names (马云 / 乔布斯 / 比尔盖茨).
  • Asserting opinions with no evidence; a thin or missing conclusion; weak structure.
How to structure your answerThesis (one position) → 首先 / 其次 / 最后, each argument + concrete evidence → 综上所述 conclusion. Hit the character target.
For this question
Top band: 20 分议论文以“证据质量”定档，而非立场——挺方或反方皆可拿满分。Band 6 的关键是三个有实据的分论点（孝道／勤奋自律／和而不同），每点用规范连接词领起（首先／其次／最后），论据具体（如“十年寒窗”的精神），并以“综上所述”收束、把传统价值观重新定位为“优势而非束缚”。一边倒、不骑墙。
Common slip: 最常见的失分是骑墙——“一方面……另一方面……”两面铺陈却不表态。其次是用陈词滥调或个人化论据（“我朋友”“马云”），以及把“中国文化”当铁板一块、空喊口号而无具体证据。守住 200–250 字、纯简体、三段论结构。
Model answer
Grey labels show the structure · highlighted = key idioms / connectives / set phrases
Thesis在多元文化的澳大利亚社会，中国传统价值观对华裔年轻人仍然举足轻重。有人认为这些价值观与现代生活格格不入，但我坚信，它们是华裔年轻人立足社会的精神根基。
Body 1 (首先 — 孝道)首先，“孝道”教会我们感恩与责任。在个人主义盛行的西方社会，懂得尊敬长辈、关爱家人，使华裔年轻人具备独特的家庭温度与责任感。
Body 2 (其次 — 勤奋自律)其次，“勤奋”与“自律”是中华文化的核心。“十年寒窗”的精神帮助我们在学业与事业上脱颖而出。
Body 3 (最后 — 和而不同)最后，“和而不同”的智慧让华裔年轻人在多元社会中游刃有余，既能融入主流，又能坚守自我。
Conclusion (综上所述)综上所述，中国传统价值观不是束缚，而是华裔年轻人独有的优势。我们既是澳洲社会的一员，更是中华文化的传承者。
Translation

In multicultural Australian society, traditional Chinese values remain crucial for young Chinese-Australians. Some argue these values are incompatible with modern life, but I firmly believe they are the spiritual foundation upon which Chinese-Australian youth stand in society.

First, 'filial piety' teaches us gratitude and responsibility. In a Western society dominated by individualism, knowing how to respect elders and care for family gives Chinese-Australian youth a distinctive familial warmth and sense of duty. Second, 'diligence' and 'self-discipline' are core Chinese cultural values. The spirit of '十年寒窗' (ten years' hard study at a cold window) helps us excel in academic and professional life. Finally, the wisdom of '和而不同' (harmony in diversity) lets Chinese-Australian youth navigate multicultural society with ease — fitting into the mainstream while staying true to themselves.

In summary, traditional Chinese values are not constraints but a unique strength for Chinese-Australian youth. We are members of Australian society and equally inheritors of Chinese culture.

Answers could include
  • Marker guidance (NESA exam-setting principle 2.9): a question on a controversial issue 'should be evaluated in terms of the presentation of the evidence rather than the position taken'. Students may argue EITHER that traditional Chinese values remain important OR that their relevance has shifted/declined for modern Chinese-Australian youth. Reward the QUALITY of evidence and reasoning for the chosen position, NOT the position itself.
  • PRO-thesis arguments (traditional values remain important):
  • • 孝道 (filial piety) — in an individualistic Western society, respect for elders and care for family give Chinese-Australian youth distinctive familial warmth and a sense of responsibility.
  • • 勤奋 / 自律 (diligence and self-discipline) — the spirit of '十年寒窗' helps young people excel in studies and careers.
  • • 和而不同 (harmony in diversity) — Confucian wisdom that lets Chinese-Australian youth navigate multicultural society while staying true to themselves.
  • COUNTER-thesis arguments (traditional values are receding in relevance):
  • • Individualism and Western life-stage milestones (independence at 18, choice of partner, late childbearing) are replacing Confucian family centrality.
  • • For 3rd-generation Chinese-Australians, 'tradition' is increasingly performance (Lunar New Year, mooncakes) rather than lived ethical commitment.
  • • Generational distance from migrating ancestors thins the emotional weight of 孝道 / 家国 framings.
  • • Treating 'Chinese culture' as monolithic risks essentialising — modern young Chinese-Australians have multiple identities (regional, generational, queer, professional) that traditional values do not address.
  • Either-stance essays should use canonical connectors (首先 / 其次 / 最后 / 综上所述), substantiate each argument with concrete evidence, and avoid fence-sitting. No personal anecdotes about friends or family. No overused names (马云 / 乔布斯 / 比尔盖茨).
  • Argumentative essay format: clear thesis statement, 3 substantiated arguments, synthesising conclusion. Indicative Band 6 model response (pro-thesis) is shown below; a Band 6 counter-thesis essay following the same structure with comparable evidence quality is equally markable.
— End of Section II —
Oral

Oral Examination

20 marks2 questionsspeak in Chinese

In the oral exam you respond to a prompt by speaking in Chinese. Here you can practise speaking — there is no written answer field. Read each prompt, plan a stance and a few supported points, then say your response aloud and check the Marker’s view for what a strong monologue covers.

Oral Question 1

10 marks

作为生活在澳大利亚的华裔年轻人，你认为个人在面对气候变化和环境保护方面应该承担怎样的责任？请结合你自己的经历和观察，分享你的看法。

🎤 Practise speaking — respond aloud in Chinese.
✓ What scores marks
  • Take a clear personal stance on the prompt and develop it with reasons and your own experience / observation.
  • Structure the monologue: open with your position, give 2–3 supported points, then a reflective close.
  • Speak in fluent Chinese with a range of vocabulary and connectives; aim for the full speaking time.
✗ What loses marks
  • A list of disconnected sentences with no through-line, or drying up well short of time.
  • Staying abstract with no concrete personal example; thin vocabulary / repetitive structures.
How to structure your answerOpen with your stance → 2–3 developed points with a personal example → reflective close. Speak for the full time in fluent Chinese.
For this question
Top band: 这是一道 The individual as a global citizen 的独白题（个人环境责任）。顶档结构：开门见山亮明观点（个人确有责任，但需与系统性行动并重）→ 用首先／其次／最后铺三个分点，每点结合自身真实经历或观察作证据（如自家垃圾分类、减少快时尚购物、学校的环保社团），并嵌入一个成语（如“积少成多”“身体力行”“匹夫有责”）→ 以“综上所述／作为全球公民”升华收尾。约 3.5 分钟需 4–5 个有实据的论点，全程简体口语化、连贯不卡顿。
Common slip: 最常见的口语失误是把题目当成背诵环保口号，泛泛而谈“环境很重要、人人有责”却不结合“你自己的经历和观察”——题干明确要求 personal experience，没有具体例子会被锁在中段。其次是只列问题不给个人行动，以及时间分配失衡（开头太长、论据太空）。

Oral Question 2

10 marks

现代年轻人面临着前所未有的学业和未来压力，影响着身心健康。请你反思这些压力的来源，并谈谈你如何在追求学业成绩的同时保持心理健康以及与家人朋友的关系。

🎤 Practise speaking — respond aloud in Chinese.
✓ What scores marks
  • Take a clear personal stance on the prompt and develop it with reasons and your own experience / observation.
  • Structure the monologue: open with your position, give 2–3 supported points, then a reflective close.
  • Speak in fluent Chinese with a range of vocabulary and connectives; aim for the full speaking time.
✗ What loses marks
  • A list of disconnected sentences with no through-line, or drying up well short of time.
  • Staying abstract with no concrete personal example; thin vocabulary / repetitive structures.
How to structure your answerOpen with your stance → 2–3 developed points with a personal example → reflective close. Speak for the full time in fluent Chinese.
For this question
Top band: 这是 Young people and their relationships 的反思独白（学业压力与身心健康）。顶档思路：先反思压力的多重来源（首先 学业竞争与考试、其次 父母期望、最后 社交媒体的比较），再具体谈“你如何”平衡——如时间管理、运动、与家人朋友坦诚沟通、必要时求助。结合自身经历举一两个真实例子，嵌入成语（如“劳逸结合”“量力而行”“张弛有度”），以“综上所述”收束。约 3.5 分钟、连贯、立场清晰。
Common slip: 最常见的失误是只罗列“压力来源”而忽略题干后半的“你如何保持心理健康及与家人朋友的关系”——这道题是双重要求，漏掉后半截直接封顶。其次是答得抽象、没有 personal experience 的具体例子，以及把它讲成单向陈述而非有反思深度的独白。
— End of oral —
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