Filipino Continuers 2022 HSC exam pack (archive)

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 summary of Uncle Ronaldo’s advice about life that included both what he thinks they should and should not do (Q1b)
• describe what Totoy remembers from his grandparents’ place (Q2a)
• identify all the experiences that made the train trip exciting for Totoy (Q2b)
• provide a sound understanding of how Roberto reassures the mayor about the benefits of the project, such as, the project will help ease the drought problem, provide cleaner water and plentiful harvest for farmers, and will result in more affordable produce. These students explained in English how Roberto used language such as the idiom itaga mo sa bato and the rhetorical question, Maniniwala ka ba? to reassure the mayor (Q3b)
• provide reasons for why the couple invited their family and friends (Q4a)
• provide all the reasons why the couple’s announcement was special, for example, sampung taon ang pagitan ng magkapatid, kahit sinabi nang doctor na hindi na sila magkakaanak sila ay magkakaroon nang kapatid kay Junior na babae (Q4b)
• link examples of the activities that tourists can do at Fermin Valley with the language used promoting the valley, for example, panghihikayat, pag-uudyok sa turista, paggawa ng suman at pastillas mula sa gatas ng kalabaw, paggising sa tilaok nang tandang at maamoy ang halimuyak ng sampaguita. These students also explained the use of superlatives in the text to encourage tourists to wade in the pinakamahabang ilog sa bansa (Q5)
• provide the correct response of when the event took place, for example, limang siglo na ang nakalipas (Q6a)
• describe the issues faced by the people, for example, pananakop ng mga Kastila sa kapuluan ng Pilipinas, ang pagpigil ni Datu Ragu sa pagtawid ng mga kastila, ang panganib na lusubin ng kastila ang mga isla at kultura at ang isyu na mga pinuno lamang ang may karapatan mag desisyon (Q6b).

Areas for students to improve include:

• responding in English (Q1-3)
• explaining in English any reference to Filipino language (Q1-3)
• focusing on the key words of the question, for example, ‘why’, ‘how’, ‘describe’, ‘refer to both language and content’
• avoiding translating what they hear rather than answering the question
• using their own words and avoiding repeating the same vocabulary and expressions in the text
• learning common Filipino expressions and sayings, for example, itaga mo sa bato!, halimuyak ng sampaguita, tilaok ng tandang (Q3)
• widening range of vocabulary and expressions related to the prescribed topics for study in the syllabus.

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:

• give all the reasons why Rey Santiago remains confident about his acting career. For example, that he has been able to accept the transition in his career, he has adjusted his thinking and perspective, and has adapted to the change in the types of roles he is now offered (Q7b)
• identify the issue of gender equity in the workplace as the issue about which Alice expresses her opinion, and support their response referring to content. These responses identified and explained in English the language Alice used to support her argument, for example, di hamak na mas marami, tigilan mo yan! panlalaki nga na ito? (Q8).

Areas for students to improve include:

• explaining in English any expressions that they refer to in Filipino that requires ‘…  reference to both content and language’.

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 a letter to the editor of a magazine
• use formal language when addressing the editor
• take a stance regarding the questions asked by the author
• respond to the issues raised in the article, for example, the value of greenery, the guarantee of happiness and joy in plants, are the plant-uncles and plant-aunties true advocates of planting or is it just a trend, patience in planting, for example, pagbabago ng klima, marami pwedeng kainin bilang gulay na masustansya, bumili ng malaki at nakapaso na halaman, tukuyin ang pangangailangan tubig at mga pataba
• point out the cost involved in having this hobby, for example, kung malalanta at napakamahal, the happiness the participants experience in doing something together with family or loved ones, how the hobby is good for mental health and the excitement of watching plants grow.
• Areas for students to improve include:
• using the correct text type as required by the question
• responding to all the questions raised by the author
• using vocabulary and sentence structures appropriate to topic of the stimulus text when responding to the article.
• avoiding interchanging prepositions, for example, using nang for ng
• applying accurate syllabification which affects verb tenses
• avoiding creating text that does not relate to the stimulus text
• avoiding transcribing sections of the text in their response
• using their own vocabulary and expressions
• avoiding using English sentence structures when writing in Filipino.

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
• 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
• use the dictionary effectively by selecting vocabulary to suit the context
• proofread and edit their work 
• adhere to the suggested word length.

In better responses, students were able to:

• respond using the conventions of a blog (Q10) and informal letter (Q11)
• address the relevant context, purpose and audience required by the question
• manipulate the language authentically and appropriately using original and creative ideas
• 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 ….
• use appropriate vocabulary, grammar and syntax in Filipino.

Areas for students to improve include:

• revising the conventions of text types prescribed in the syllabus
• addressing all the parts of the question, for example, writing about the changes they have witnessed since they last visited the town and attended the festival (Q10), writing about the change of mind and explaining for this change by referring to both the old and new career choice (Q11)
• using a variety of vocabulary appropriate for the topic of the question
• using connectives, for example,  Subalit, Ngunit, Bagkus, Sapagkat, Datapuwat
• revising grammatical rules and applying them in writing.