Filipino Continuers 2019 HSC exam pack (archive)

Conversation

Students should:

• be prepared to talk on a variety of topics relating to their personal world
• answer the question asked rather than presenting pre-prepared responses
• express their ideas and opinions and justify their point of view
• be prepared to respond to questions from a different perspective
• elaborate using a variety of vocabulary, phrases and expressions suitable to the question asked
• use a range of tenses and be prepared to reflect on the past, present and future
• manipulate the language to fulfil the requirements of the question
• avoid the repetition of the same vocabulary, phrases, expressions and grammatical structures
• be prepared to be interrupted by the examiner
• use Filipino to ask for repetition and/or clarification of the question.

In better responses, students were able to:

• use a range of appropriate vocabulary and expressions to converse about the syllabus topics relating to their personal world
• offer opinions and support their points of view by describing, explaining and justifying
• respond in the tense required by the question
• respond in a fluent and confident manner and provide relevant information that addresses the questions.

Areas for students to improve include:

• elaborating their responses with relevant information
• avoid repetition of the same vocabulary, adjectives, phrases and expressions in responses.

Discussion

In preparation for the Discussion

Students should:

• choose a topic that has good quality reference texts and sources available
• prepare for the discussion by referring to at least three texts in their research
• ensure that one of the texts used in their research is a literary source.

During the Discussion examination

Students should:

• support their discussion with evidence from the texts that they have sourced
• express and justify opinions and points of view on their in-depth study
• reflect on their research findings to help them express opinions or develop new perceptions about their in-depth study
• manipulate language to respond in a coherent and logical way to the questions asked
• use a variety of relevant vocabulary, grammar, sentence structures and expressions
• avoid responding with pre-prepared responses that do not address question asked
• avoid relying on general knowledge about the in-depth study.

In better responses, students were able to:

• explain their point of view and ideas about their topic of in-depth study and support their comments with reference to their texts
• compare and evaluate information and ideas presented in texts and discuss reliability of information
• synthesise information researched and use it to support their point of view
• explain how their research reinforced or changed their opinions and points of view about issues raised relating to their in-depth topic of study
• manipulate the language to give well-structured and grammatically correct responses
• provide responses that address the questions asked.

Areas for students to improve include:

• demonstrating a link between their comments and their texts used for research
• avoiding giving superficial responses which are not linked to evidence of research
• revising specific vocabulary and expressions appropriate and relevant  to their topic.

Listening and Responding

Students should:

• make notes in the Candidate’s Notes column on the right-hand side of the page
• respond in English or Filipino as required by question
• read the question carefully and respond to all parts of the question
• support their responses with relevant evidence from the text
• transcribe their response on to the lines, using the space allocated beneath the question
• use the number of lines as an indication of the required length of the response
• support their responses with reference to relevant content and language, using their own words
• avoid translating the text as part of their response
• edit their responses to ensure clarity of meaning.

In better responses, students were able to:

• support their opinion that Michelle is unlikely to follow Manny’s advice by referring to the text, for example ‘You are being a pain in the neck’ (Q2)
• demonstrate understanding that while both Jaedenn and his mother acknowledge the dangers of travelling alone, Jaedenn focuses on the benefits of travelling for his life experience while his mother sees only the negatives and is worried that taking a gap year to travel will be a hinderance to his studies (Q3)
• identify descriptive and emotive language that the speaker used to convey his enthusiasm for centre and its facilities, for example lahat ay maiinggit,malaking karangalan, and kahanga-hangang mga pasilidad (Q5)
• identify and explain the language that enables the listeners to visualise the colour, movement and activities of the festival and appeals to the senses, for example ‘smell and taste the fish being cooked’ … parang ginugutom ako ng husto sa amoy ng isda na niluluto doon; Ay naku! Pagkasarap naman! (Q6).

Areas for students to improve include:

• addressing key words in the question, such as ‘why’, ‘support with reference to the text’, ‘compare’, ‘how’.

Reading and Responding – Part A

Students should:

• read the title, questions and the whole text before responding
• use only the lines or space beneath the question for the response
• support their responses with reference to content and language, using their own words
• be succinct in their responses, addressing the relevant details required by the question and avoiding repetition
• focus on key words in the question, for example, ‘how’, ‘why’, ‘explain’, ‘justify’ and respond in relation to the context of the text
• read the whole text in order to demonstrate understanding of relevant information and ideas
• identify the key issue(s) and provide examples to substantiate their response when asked to analyse or evaluate information
• draw a conclusion or justify a point of view using their own words
• provide a succinct response of main points or ideas when asked to summarise
• avoid providing a literal translation of text
• use the dictionary appropriately to find the correct meaning of the word(s) or expressions in context.

In better responses, students were able to:

• provide a comparison that showed both the similarities and differences in the travel packages (Q7)
• demonstrate an understanding that the writer was stuck by the city’s poverty, pollution and dirtiness (Q8a).

Areas for students to improve include:

• avoiding providing information that is not in the text but rather based on general knowledge.

Reading and Responding – Part B

Students should:

• respond to the question asked in relation to the text
• read the entire text in order to respond fully to the question
• use the conventions of the type of text required by the question
• demonstrate understanding of the whole text in their response and not just respond to questions asked in the text
• focus on all relevant information and key points raised in the text in order to respond to comments made, requests for advice, issues discussed and observations made
• use the appropriate register throughout the response
• provide a creative and authentic response in relation to the text and question
• use a variety of vocabulary and expressions and a range of grammatical structures
• edit their work to ensure clarity of the response.

In better responses, students were able to:

• demonstrate their passion for the arts whilst showing cultural respect for their parents’ opinion, for example, Naiintindihan ko po ang inyong gusto para sa aking kinabukasan at nais ninyong maging doktor o inhinyero ako subalit hilig ko po talaga ang gumuhit at magpinta
• show respect to an older person or a person of authority by using po in the email
• express their point of view in agreeing, disagreeing or being neutral to the parents’ suggestions and comments
• reflect on what their parents wanted and provide reasons for or against their arguments
• provide supporting detail for their final response/decision to the parents’ advice.

Areas for students to improve include:

• meeting the required length for the response
• responding creatively in the persona of the child rather than using the stimulus text just as a check list
• sequencing their response in a logical and coherent way to ensure clarity.

Writing in Filipino

Students should:

• read the question carefully and address all parts of the question
• plan their response to ensure a clear structure and sequence their response logically for maximum effect
• use the appropriate register and conventions of the type of text required
• use the conventions of the style of writing required by the question
• commence and conclude appropriately
• use language appropriate for the context, purpose and audience of the question
• support their ideas and opinions with appropriate examples
• manipulate the language to suit the requirements of the task
• use a variety of tenses, phrases and structures appropriate to the requirements of the question
• use the dictionary effectively by selecting vocabulary to suit the context
• proof read and edit their work
• adhere to the suggested word length.

In better responses, students were able to:

• give the name of the film/book, genre and main characters (Q10)
• employ the appropriate conventions to write an effective film/book review (Q10)
• comment on the acting, cinematography and plot development of film (Q10)
• sustain a clear evaluation of their chosen film/book and provide a rating (Q10)
• use appropriate descriptions to support their review of the actors, for example, napakagaling na pagganap ng actor (Q10)
• use emotive language to strengthen the impact of the review, for example nakakaiyak talagang panoorin or nakakatawa ang tema ngunit may aral
• use literary techniques such as onomatopoeia to highlight sounds or humour in film/book, for example Kalabog! (Q10)
• write a short story that adhered to the theme of the ‘celebration of friendship’ throughout the story (Q11)
• use appropriate adjectives, superlatives and descriptive expressions to celebrate friendship, for example Kinagagalak kong labis ang aming pagkakaibigan, hindi kayang pantayan ang aming pagkakaibigan, tunay na tunay ang aming pagsasamahan sa barkada, pinakamahalagang kaibigan (Q11).

Areas for students to improve include:

• avoiding retelling the plot of the film or book in detail in the review Q10
• evaluating the elements of the film/movie to either recommend or deter viewers and readers (Q10)
• understanding the difference between a plot summary of a film/book and a review of a film/book (Q10)
• avoiding the use of at saka, pagkatapos, as these are expressions used when retelling a story (Q10)
• learning the vocabulary specific to writing a review (Q10)
• applying the features of an effective short story (Q11)
• avoiding recounting anecdotes of friendships which do not address the question of ‘celebrating friendship’
• being clear in your response about the question being answered
• revising the preposition ng (of)and the adverb of time nang (when) and understanding that whilst the two words sound the same, the meanings are different and interchanging them in their writing affects clarity of meaning.