Filipino Continuers 2020 HSC exam pack (archive)

Conversation

Students should:

• be prepared to communicate 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
• 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:

• elaborate and provide examples and explanations for their opinions and points of view
• demonstrate excellent manipulation of language using connectives, inverted sentences and suitable idioms

Areas for students to improve include:

• avoiding interspersing English words in the conversation
• repeating the same words, expressions and linguistic structures.

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 the in-depth study topic
• reflect on their research findings to help them express opinions or develop new perceptions about their in-depth topic
• 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 the question asked
• avoid relying on general knowledge about the topic of in-depth topic.

In better responses, students were able to:

• refer to all their texts during the discussion
• used a wide range of vocabulary and language structures suitable to their topic of in-depth study.

Areas for students to improve include:

• ensuring they reference three texts in their research
• avoiding narrating information without answering the question
• avoiding using anglicisms.

Listening and Responding

Students should:

• make notes in the Candidate’s Notes column on the right-hand side of the page
• 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.

In better responses, students were able to:

• provide a comparison that included the similarities and differences in the speakers’ point of view regarding the condition of the backyard, government-run recycling program, cleanliness etc (Q3a)
• use appropriate vocabulary to describe Dodong’s and Pinang’s personalities, for example, ‘selfish’ ‘concerned’ rather than recount what is discussed in the text (Q3b)
• explain that the mother and son have a loving relationship and provide relevant references from the text to support this, for example, Nagsisipilyo siya bago pa man tanungin ng ina; Ikinatutuwa ito ng anak ang lahat ng ito (Q4)
• provide a relevant explanation of ‘what type of person’ would be suitable for the program presented in the text, rather than listing the activities that would take place in the duration of the program (Q6).

Areas for students to improve include:

• focusing on the key words of the question, for example, ‘why’, ‘explain’, ‘compare’
• avoiding translating what they hear rather than answering the question
• using their own words and avoiding repeating the same vocabulary and expressions
• leaning common Filipino idioms and colloquial words and expressions that infer feelings and tone, for example, Napaka kontrabida mo!, Nakakabaligtad sikmura (Q4),

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 relevant examples of both language and content to describe the impact of reading on the two sisters (Q8)
• interpret idiomatic expressions in Filipino into English maintaining the meaning of the original text, for example, ‘Kei sleeps like a log during the day because she stays awake until midnight reading a novel’ (Dahil dito, lagi siyang tulog mantika sa umaga) (Q8)

Areas for students to improve include:

• revising idiomatic expressions, for example, tulog mantika; may-ari ng kalsada (Q8)
• explaining in English any expressions and/or idiomatic expressions that are used in the Filipino text to support the message of the author.

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
• plan effectively to organise their thoughts, paying attention to purpose, audience, context and the type of text required in question
• edit their work to ensure clarity of the response.

In better responses, students were able to:

• respond using the conventions of writing a letter to the editor of a newspaper
• take a stance regarding all aspects of the author’s point of view
• respond to aspects of the article that they agreed with regarding disadvantages brought about by tourism, for example, masisira ang makasaysayang lugar; pag iwan ng basura; pera pera lang; imprastraktura para sa turismo at pagtayo ng bahay bakasyunan kung saan saa; nawawala na ang kultura
• disagree with the author and point out advantages brought about by tourism, for example, tulong ng turismo sa ekonomiya; pagkikipagkapwa tao; pagkakaisa at pagkakaibigan; nabawasan ang kawalan ng katarungan sa mundo.

Areas for students to improve include:

• using the correct text type as required by the question
• responding to both the positive and negative aspects of tourism raised in the text
• using vocabulary and sentence structures appropriate to topic of the stimulus text when responding to the article.

Writing in Language

Students should:

• read the question carefully and address all parts of the question
• plan their response to ensure a clear structure and sequence
• use the appropriate register and conventions of the type of text required
• commence and conclude appropriately
• 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
• proof read and edit their work 
• adhere to the suggested word length.

In better responses, students were able to:

• respond using the conventions of a feature article (Q10) and a speech (Q11)
• structure their response with an introduction and a conclusion
• use complex sentences with appropriate linking words to express their ideas and opinions in the response, for example, Sa aking palagay, Ang aking opinyon, Kung ako ang tatanungin, dapat ay ….

Areas for students to improve include:

• revising the conventions of text types prescribed in the syllabus
• using of a variety of vocabulary appropriate for the topic of the question and response
• using connectives, for example, Subalit, Ngunit, Bagkus, Sapagkat, Datapuwat.