Filipino Continuers 2024 HSC exam pack (archive)

Section 1 – 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
• use black or blue pen.

In better responses, students were able to:

• identify all the details that fit the profile of the speaker especially her current job, recognising numbers and collective nouns, for example, decades (Q1)
• provide all the reasons why Mark feels that William’s singing ability is not that amazing (Q2b)
• identify that the mayor was so glad because the local government decision would help protect the forest (Q3a)
• explain how the campers can experience the lifestyle of their ancestors (Q3b)
• identify all the reasons why Jose was surprised that he won an award (Q4a)
• express in their own words how Jose’s emotions left him ‘without words’ and ‘emotional’ (Q4b)
• take a stance regarding ‘to what extent’ Caridad will be successful in her studies and support this stance with evidence from the text (Q5b)
• refer to both content and language in their assessment of Dennis’ expertise as a tour guide (Q6).

Areas for students to improve include:

• revising numbers, collective nouns and vocabulary relating to jobs (Q1)
• focusing on the key words of the question, for example, ‘why’ (Q3a), ‘how’ (Q2b), (Q3b), ‘describe’ (Q5a), ’to what extent’ (Q5b), ‘assess’ (Q6), ‘refer to both content and language’ (Q6)
• avoiding translating what they hear rather than answering the question
• using their own words and avoiding repeating the same vocabulary and expressions from the text
• recognising that William is not pitch-perfect (Q2b)
• ensuring that they give a thorough explanation of the camping experience including avoiding the exploitation of the forest (Q3b)
• learning common Filipino expressions, for example, mangiyak-ngiyak (Q4)
• giving a comparison between life in the province to life in city in describing how life changed for Caridad after her move (Q5a)
• avoiding just retelling content when the question requires reference to both content and language (Q6)
• recognising language and tone by the speaker, for example, emphatic, enthusiastic tone when assessing ‘to what extent’ (Q6)
• revising the range of vocabulary and expressions related to the prescribed topics for study in the syllabus.

Section 2 – 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 understand all 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
• use black or blue pen.

In better responses, students were able to:

• identify that the link between Manny and Ronald was Joey (Q7a)
• explain Manny’s and Joey’s relationship by referring to their email exchanges (Q7b)
• identify the location from where the refugees were fleeing (Q8a)
• refer to all aspects of the grandfather’s story that encourages the grandchildren to be open to cultural exchanges (Q8b).

Areas for students to improve include:

• referring to correct names in the text (Q7a, b)
• using dictionary to find appropriate meaning in context, for example, Timog-Silangan ng Asya (Q8a)
• recognising cultural etiquette such as hand-shaking, for example, nakipagkamay kay Lolo (Q8a,b).

Section 2 – 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 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
• use black or blue pen.

In better responses, students were able to:

• apply the conventions of a formal email to write the job application for a salesperson position
• use vocabulary and formal sentence structures appropriate for a job application
• identify all the qualities of a good sales/retail person as required by the job
• respond creatively giving examples of work experience and customer service
• address how and why they can be trusted to handle money
• provide evidence of being an honest worker with integrity.

Areas for students to improve include:

• learning the conventions of text types prescribed by the syllabus
• addressing the recipient of the job application email appropriately
• using formal format, language and register appropriate for a job application email
• paragraphing to highlight the different aspects of their suitability for the job and why they should be selected
• applying accurate syllabification to verb tenses
• avoid responding with information that does not relate to stimulus text
• avoid transcribing sections of the stimulus text in their response
• avoid using English sentence structures when writing in Filipino.

Section 3 – 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
• use black or blue pen.

In better responses, students were able to:

• respond using the text conventions of a speech (Q10) or a blog post (Q11)
• address the relevant context, purpose and audience required by the question
• identity the well-known Filipino whose life the speech is being celebrated and include their achievements, character traits, personal history etc that would inspire young people (Q10)
• state the historical and/or cultural area of influence of the well-known person
• include language and expressions that reflect their enthusiasm and pride for the historical or cultural person (Q10)
• provide examples of activities the environment group does to protect the environment (Q11)
• use vocabulary and language features that motivates or persuades readers of the blog to become active supporters of the environmental issue (Q11)
• use correct idiomatic expressions and appropriate conjunctions (Q11)
• use complex sentences with appropriate linking words to express their ideas and opinions, for example, Sa aking palagay, Ang aking opinyon, Kung ako ang tatanungin, dapat ay … (Q10, Q11)
• respond using original ideas (Q10, Q11)
• use appropriate vocabulary, grammar and syntax (Q10,Q11)
• engage the audience using sophisticated vocabulary and persuasive language (Q10, Q11).

Areas for students to improve include:

• revising the conventions of text types prescribed in the syllabus
• using a variety of vocabulary appropriate for the topic of the question
• using connectives, for example, Subalit, Ngunit, Bagkus, Sapagkat, Datapuwat
• addressing all the parts of the question, for example, writing a speech to inspire Australian students (Q10) or writing a blog to persuade readers to be active supporters of the environment group (Q11)
• widening their vocabulary to aid in the flow of ideas (Q10, Q11)
• using synonyms rather than repeating the same vocabulary throughout their response
• revising grammatical rules and applying them in their writing.