French Continuers 2021 HSC exam pack

In 2021, due to COVID-19, the HSC examinations for some courses were cancelled or the requirements adjusted, and no HSC feedback is available.

Please refer to marking feedback previously published for this component.

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
• focus on key words in the question, for example, ‘how’, ‘why’, ‘explain’, ‘justify’, 'compare' and respond in relation to the context of the text
• 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:

• organise their ideas logically
• provide reasons for visiting the mother (Q1)
• clearly identify three feelings of the speaker about her experience supported by evidence in the text (Q3)
• clearly identify the use of the ZR21, linking its use to a well-chosen example from the text
• provide a global understanding as well supporting detail in (Q1, 3, 5)
• translate or paraphrase French expressions used in the questions, for example, Journées Nationales de la Découverte (Q8)
• identify language techniques by name, provide an example of this from the text in English, and link this back to the question (Q8).

Areas for students to improve include:

• distinguishing between similar sounding words, for example, les gens vs les jeunes, senteur vs soixante ans
• providing evidence to support their answers
• developing a broad vocabulary
• identifying relevant information from the text
• understanding false cognates, for example, faire les courses en ligne (to do the shopping online) was mistranslated as an ‘online course’.

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’, 'compare' and respond in relation to the context of the text
• read the whole text to demonstrate an understanding of relevant information and ideas
• identify the key issue(s) and provide examples to substantiate the 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:

• identify that Enora’s situation was not of her own choice, that she was bored, and that she was seeking suggestions (Q9a)
• identify René’s point of view that Enora was exaggerating, as there are many things to do at home (Q9b)
• provide evidence from the text to support each argument in their responses
• make inferences about Lina’s personality and support these with reference to the text (Q9c).

Areas for students to improve include:

• understanding false cognates, for example, notes (marks) are not ‘notes’
• translating accurately
• providing evidence only from the text and not using personal life experience
• writing the responses in English
• reading the question accurately, for example, ‘compare the relevance’ where students did not comment on the relevance of the comments (Q9c).

Students should:

• respond to the question asked in relation to the text
• read the entire text to respond fully to the question
• use the conventions of the type of text required by the question
• demonstrate an understanding of the whole text in the 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 thoughts, paying attention to context, purpose, and audience, and the type of text required in question
• edit work to ensure clarity of the response.

In better responses, students were able to:

• address all aspects of the stimulus text
• respond creatively
• add depth by giving advice, commentary and making queries
• structure the response.
• manipulate language accurately and include a broad repertoire of vocabulary and grammatical structures.

Areas for students to improve include:

• using idiomatic expressions only when appropriate
• avoiding the use of expressions from the stimulus text
• using the subjunctive authentically
• correct agreement of adjectives with nouns.

5 mark question

Students should:

• address all parts of the question
• use the appropriate register and conventions of the type of text
• commence and conclude appropriately
• use the correct tense for the requirements of the question
• sequence the response logically for maximum effect
• use the dictionary effectively by selecting vocabulary to suit the context
• adhere to the suggested word length
• proofread and edit work.

In better responses, students were able to:

• set the context and describe the whole experience
• use the imperfect and conditional correctly to create hypotheses
• make reference to the ‘event’ at which they met their idol
• use a range of tenses and vocabulary
• express their emotions about meeting their favourite celebrity
• create a narrative about meeting the celebrity, not merely seeing them
• create an authentic tone
• use the subjunctive authentically
• use the passé compose correctly with different auxiliary verbs and follow the rules of agreement
• use indirect speech
• enrich their text with authentic use of idiomatic expressions.

Areas for students to improve include:

• choosing the correct word for the context, for example, joindre to attach a photo, les toilettes not ‘la salle de bains’ for toilet
• agreeing subject pronouns with their referents, for example, la famille… elle…
• identifying false cognates, for example, attendre means to wait for, assister à meansto attend.
• knowing the past participles of irregular verbs, for example, su, pu, connu, eu, dû
• addressing all parts of the question
• avoiding pre-learnt sentences that don’t fit the context
• placing pronouns in the correct position relative to the verb
• correctly placing adverbs
• avoiding mixing tu and vous
• staying on topic
• spelling including accents.

10 mark question

Students should:

• read the question carefully and address all parts of the question
• plan the 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
• proofread and edit work
• adhere to the suggested word length.

In better responses, students were able to:

• manipulate language accurately
• use conjunctions and connectives effectively
• evaluate (Q13a) or persuade (Q13b) as opposed to listing activities
• write in logical paragraphs
• use persuasive language techniques, for example, inclusive language, rhetorical questions, imagery and imperatives (Q13b).

Areas for students to improve include:

• conjugating a range of tenses accurately
• agreement of adjectives with nouns
• agreement of verbs with subjects
• knowing the gender of nouns
• adhering to text type conventions
• understanding the key terms evaluate and persuade
• avoiding anglicisms, for example, use soutenir (to support) not supporter
• using the appropriate form of demonstrative adjectives, for example ce/cet/cette/ces.