For all Queensland schools

2016 Senior External Examination

Korean Tuesday 18 October 2016

Listening, Reading and Writing 1 pm to 3:15 pm

Question and response book

Time allowed• Reading time: 15 minutes• Working time: 2 hours

Examination materials provided• Question and response book• Listening section CD (examination centre)

Equipment allowed• Dictionary• QCAA-approved equipment

DirectionsDo not write in this book until reading time is finished.You must:

• attempt all tasks• respond in English or Korean, as required in each task.

Responses in the incorrect language will not receive any credit.

Suggested time allocations• Listening section: 30 minutes• Reading section: 40 minutes• Writing section: 50 minutes

AssessmentAssessment standards are at the end of this book.

After the examination sessionThe supervisor will collect this book when you leave.

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Candidate use

Print your candidate number here

Attach barcode here

Number of books used

1 6

Supervisor use only

QCAA use only

Supervisor’s initials

Marker number

Planning space

Listening sectionThere are three tasks in this section. Attempt all three tasks.

Suggested time allocation: 30 minutes.

There are three spoken texts on the Listening section CD. Each text will be played twice. There will be a short break between the first and the second playings of each text. You may make notes at any time.

Task 1You will hear a conversation. Respond to Task 1 questions in Korean in the spaces provided. All responses must be based on the spoken text.

Question 1

Explain the relationship of the two speakers. What is the main issue discussed in their dialogue? Justify your response using information from the text.

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Question 2

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What decision are they likely to make? Justify your response using information from the text.

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End of Task 1

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Planning space

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Task 2You will hear an interview. Respond to Task 2 questions in Korean in the spaces provided. All responses must be based on the spoken text.

Question 1

What is the main focus of the interview? Justify your response using information from the text.

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Question 2

What are Professor Kang’s recommendations?

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Question 3

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How successfully does Professor Kang justify her recommendations? Provide evidence from the text.

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End of Task 2

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Planning space

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Task 3You will hear a news report. Respond to Task 3 questions in English in the spaces provided. All responses must be based on the spoken text.

Question 1

What is the main issue discussed in the text?

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Question 2

What solution is presented in the text?

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Question 3

How effective is the recommended solution? Justify your response using information from the text.

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End of Task 3

End of Listening section

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Reading sectionThere are three tasks in this section. Attempt all three tasks.

Suggested time allocation: 40 minutes.

Task 1Read the Task 1 text below. Respond to the questions in Korean in the spaces provided. All responses must be based on the text.

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Question 1

Identify the intended audience and the purpose of the text.

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Question 2

What strategies does the author use to meet the purpose of this text? Discuss whether these strategies are successful. Justify your response based on evidence from the text.

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End of Task 1

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Task 2Read the Task 2 text below. Respond to the questions in Korean in the spaces provided. All responses must be based on the text.

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Question 1

Discuss the meaning of the title of the text. Use information from the text in your response.

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Question 2

How successfully does the author convey his opinion? Support your argument using examples from the text.

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End of Task 2

Task 3Read the Task 3 text below. Respond to the questions in English in the spaces provided. All responses must be based on the text.

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Question 1

What type of text is this? Identify parts of the text that show the features that support your response.

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Question 2

Do you think the writer enjoyed her day? Justify your response using evidence from the text.

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End of Task 3

End of Reading section

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Writing sectionThere are five tasks in this section. Respond to one task in 500–650 cha in Korean. Write your response on the pages overleaf.

Suggested time allocation: 50 minutes.

Task 1

As a high school student, you have been invited to participate in a Korean public speaking competition organised by the Korean Consul-General. Write a speech about why a healthy lifestyle is important for students of your own age.

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Task 2

Write a short story that illustrates the Korean saying, (it never rains, but it pours).

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Task 3

It is 2036 now. You have just been to your 20th year high school reunion. One of your old classmates, Jenny Kim, was not able to attend but you were given her email address. Write an email to Jenny to share what has happened in your life since high school graduation.

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Task 4

You saw a question posted on the blog, ‘Korean Students in Queensland’ asking what a school camp is. Based on your own experiences, discuss the advantages and disadvantages of school camps and share your opinion on this blog.

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Task 5

You are planning to go to Korea in 2017. Write a diary entry describing the experiences that you are most looking forward to.

End of Writing tasks

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Planning space

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End of Writing section

End of Question and response book

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Assessment standards from the Korean Senior External Syllabus 2008(amended 2012)

Listening skill

Candidate responses have the following characteristics:

A B C D E

knowing and understanding:

• a comprehensive range of information is presented, including gist, main points and relevant details

• a range of information is presented, including gist, main points and obvious details

• essential information is presented, including some main points and details which may not always be relevant

• information is presented, including the meaning of some familiar language

• fragmented information is presented

• the meaning of familiar and complex language is accurately and clearly demonstrated

• the meaning of familiar language is accurately demonstrated but complex language may be misinterpreted

• the meaning of familiar language is demonstrated accurately

• an isolated understanding of words and phrases is demonstrated

• the speaker’s attitude, purpose and intentions are clearly evident

• the speaker’s attitude, purpose and intentions are recognised

• the speaker’s general intention is recognised when obvious within a familiar context

• a very broad outline or some specific details of the speaker’s general intention is demonstrated

• subtleties are recognised

• subtleties may be overlooked

reasoning and responding:

• detailed analysis and thorough evaluation are evident

• detailed analysis and evaluation are evident

• basic analysis and evaluation are evident

• little evidence of basic analysis or evaluation is present

• no evidence of analysis or evaluation is presented

• plausible interpretations of unfamiliar language are drawn from context

• interpretations of unfamiliar language are made from context

• well-constructed conclusions and well-substantiated decisions are made

• conclusions and decisions are made, although at times justification may be incomplete

• conclusions and decisions are made but often lack justification

• conclusions and decisions may be made but lack justification

• responses are minimal.

• cultural meanings are integrated into responses where appropriate.

• cultural meanings are evident in responses but may not be fully developed.

• obvious cultural meanings are identified.

• obvious cultural meanings may be identified.

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Reading skill

Candidate responses have the following characteristics:

A B C D E

knowing and understanding:

• a comprehensive range of information is presented, including gist, main points and relevant details

• a range of information is presented, including gist, main points and obvious details

• essential information is presented, including some main points and details which may not always be relevant

• information is presented, including the meaning of some familiar language

• fragmented information is presented

• the meaning of familiar and complex language is accurately and clearly demonstrated

• the meaning of familiar language is accurately demonstrated but complex language may be misinterpreted

• the meaning of familiar language is demonstrated accurately

• an isolated understanding of words and phrases is demonstrated

• the purpose of the text and the writer’s perspective and intention are clearly evident

• the purpose of the text and the writer’s perspective and intention are recognised

• the writer’s general intention is recognised when obvious within a familiar context

• a very broad outline or some specific details of the writer’s general intention is demonstrated

• subtleties are recognised

• subtleties may be overlooked

reasoning and responding:

• detailed analysis and thorough evaluation are evident

• detailed analysis and evaluation are evident

• basic analysis and evaluation are evident

• little evidence of basic analysis or evaluation is present

• no evidence of analysis or evaluation is presented

• plausible interpretations of unfamiliar language are drawn from context

• interpretations of unfamiliar language are made from context

• well-constructed conclusions and well-substantiated decisions are made

• conclusions and decisions are made, although at times justification may be incomplete

• conclusions and decisions are made but often lack justification

• conclusions and decisions may be made but lack justification

• responses are minimal.

• cultural meanings are integrated into responses where appropriate.

• cultural meanings are evident in responses but may not be fully developed.

• obvious cultural meanings are identified.

• obvious cultural meanings may be identified.

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Writing skill

Candidate responses have the following characteristics:

A B C D E

knowing and using language features:

• a wide range of vocabulary and grammar is used effectively

• a range of vocabulary and grammar is used effectively, although with some errors

• a range of familiar vocabulary and grammar is used, although errors are evident

• some familiar vocabulary and grammar is used, although frequent errors are made

• responses may be basic sentences using well-rehearsed words and phrases

• where complex language is used, errors do not detract from the overall meaning

• a range of cohesive devices is used to link aspects of the text

• selected cohesive devices are used to link aspects of the text

• basic cohesive devices are used to connect simple ideas

• some simple linking words are used, but the meaning as a whole is fragmented

• register is appropriate to the situation

• register is usually appropriate to the situation

• the register used is generally consistent

• spelling, punctuation and word order display a high degree of accuracy

• spelling, punctuation and word order display a reasonable degree of accuracy

• spelling, punctuation and word order contain inaccuracies

• errors in spelling, punctuation and word order hinder meaning

• frequent errors are evident

• Han-gŭl is formed accurately with correct spelling and spacing

• formation of Han-gŭl is accurate, but may contain some errors in spelling and/or spacing

• may contain errors in the formation of Han-gŭl and/or spelling and spacing

• often contains errors in the formation of Han-gŭl and/or spelling and spacing

creating and responding:

• written communication adheres consistently to the conventions of the text type

• written communication may feature some aspects of the text type

• written communication may not always be appropriate to the text type

• the writer’s ideas and purposes are conveyed effectively with flexibility and originality

• the writer’s ideas, information and meaning are usually communicated clearly, although errors may occur in complex language

• simple ideas are conveyed effectively

• some simple ideas are conveyed

• some simple meanings are conveyed.

• written text is well-organised and displays a high level of coherence

• written text is organised and is generally coherent

• organisation of the written text is basic and displays some coherence

• written text lacks coherence

• an understanding and response to cultural contexts is clearly evident in the writing.

• an understanding and response to cultural contexts may be evident in the writing.

• the writing shows some recognition of cultural contexts.

• the writing shows little recognition of cultural contexts.

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