Filipino Continuers 2017 HSC exam pack (archive)

Conversation

Students should:

• use a range of strategies to communicate information, opinions and experiences in Filipino.

Students should expect to:

• respond to a variety of questions in relation to their personal world during the seven minute conversation
• answer questions in depth using a range of grammar, vocabulary and sentence structures
• demonstrate an ability to manipulate the language to respond appropriately to the questions.

In better responses, students were able to:

• respond in depth to a range of questions
• demonstrate the capacity to express, justify and reflect on their personal world
• respond to questions with relevant information
• demonstrate fluency, correct intonation and pronunciation
• manipulate language using accurate grammar, and a variety of vocabulary and sentence structures.

Discussion

Students should:

• link their texts and research findings to support their discussion on the in-depth topic
• refer to at least three texts, one of which needs to be a literary text (film, novel, play or poem) as stipulated by the syllabus
• refer to their texts to analyse, evaluate and reflect on their topic.

Students should expect to:

• respond to a variety of questions in relation to their chosen in-depth study topic during the eight minute discussion
• demonstrate evidence of their research into their topic and the texts that they sourced
• express and justify opinions and points of view on the in-depth study topic.

In better responses, students were able to:

• select topics that allowed them to support their research with appropriate texts of quality
• select at least ONE literary text
• respond appropriately to the questions asked
• explicitly link the texts to the topic chosen
• make specific and perceptive references to texts
• synthesise information researched, using it to support their point of view
• demonstrate a high level of grammatical accuracy and a variety of vocabulary and sentence structures.

Students should:

• attempt all questions
• respond to all parts of a question
• expect to support their responses with evidence from the texts (spoken or written)
• use their own words in their responses regardless of whether the response is in English or Filipino
• respond in the language indicated by the question and section of the examination, that is, English or Filipino
• provide an explanation for a quote taken from spoken or written texts and used in response
• explain why language examples are given and not just list literary devices
• respect the conventions of the text type that they are using in the response
• follow the word limit indicated in the question
• understand that the number of lines given are a guide to length of required response
• use a dictionary appropriately to obtain meaning in context
• make notes in the appropriate space provided in the Listening section of the examination
• write responses in the space and lines provided throughout the whole examination.

Students can prepare for this examination by:

• listening to radio programs and podcasts in Filipino
• watching films, TV programs in Filipino
• reading magazines, newspapers, short stories and novels in Filipino
• engaging with Filipino speakers and practising Filipino in formal and informal settings
• revising grammar and extending their vocabulary
• practising using dictionaries to extend knowledge of meaning of words, expressions and idioms.

Listening and Responding – Part A

In better responses, students were able to:

• include evidence from the text to support answers
• provide relevant examples from the text in English
• identify tone, emotive expressions and various language techniques.

Question 3

In better responses, students were able to:

• understand that the speakers have a different view of the sculpture
• explain how the points of view differ – that is, Ric is positive and Gloria is negative towards the sculpture – and give reasons for their views.

Listening and Responding – Part B

In better responses, students were able to:

• use their own words and not transcribe the Filipino text as part of their answer.

Question 4

In better responses, students were able to:

• identify Alma’s position on commercial sponsorship in sport and give all the reasons why she supports it.

Question 5

In better responses, students were able to:

• identify Ynez’s feelings when explaining how she was affected by the trip to Manila
• provide reasons for how Ynez is affected.

Question 6

In better responses, students were able to:

• demonstrate understanding of the main points of the stimulus text using their own words
• explain use of language techniques and not just list them.

Reading and Responding – Part A

In better responses, students were able to:

• give all relevant details in response to the question
• translate and explain in English any quotes referred to from the text.

Question 7

In better responses, students were able to:

• identify all the aspects of the letter which will most likely result in Jeffrey’s request being granted
• identify and explain language techniques that Jeffrey uses in the letter to demonstrate his enthusiasm to have the opportunity of work experience with the firm and persuade the recipient of the letter
• provide examples of his passion for his choice of accountant as a career and his good results
• refer to Jeffrey’s flexibility regarding his availability for work experience.

Question 8

In better responses, students were able to:

• refer to personal responsibility concerning ownership of pets
• explore effects when responsibility is neglected
• explore all the issues raised in the text concerning animal welfare, environment and how to own animals and maintain a safe and clean environment
• express ideas and information in their own words
• explain possible solutions and responsibilities discussed in the text.

Reading and Responding – Part B

In better responses, students were able to:

• describe, explain, present and express a point of view or opinion when writing in Filipino
• demonstrate their proficiency in Filipino grammar, language structures, tenses and vocabulary
• use the correct text type – a blog
• evaluate their experience in the Halaman Yaman program
• give the positives and negatives of their experience in participating in the program
• comment on whether the program is successful as stated in advertisement
• offer suggestion(s) for improving the program.

Writing in Filipino

Question 10

In better responses, students were able to:

• use the correct text type – an article
• refer to destinations in the Philippines and use appropriate expressions to promote the locations.

Question 11

In better responses, students were able to:

• use the correct text type – a letter
• use appropriate language to clearly express their complaints to the council
• manipulate language structures to express a variety of ideas in their own words
• use appropriate vocabulary to suit the requirements of the task.