German Continuers 2023 HSC exam pack

Students should:

• be prepared to communicate on a variety of topics relating to their personal world
• elaborate and provide relevant details to address the questions in a way that engages with the examiner
• express ideas and opinions that justify their point of view by providing depth and insight in their responses rather than only giving short pre-prepared responses
• 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.

In better responses, students were able to:

• speak clearly with excellent pronunciation, intonation, syntax, and register
• answer the questions with minimal hesitation, allowing the conversation to flow at a good pace
• answer questions with relevant information and in some depth, for example, to communicate feelings, provide opinions and justify their responses, das würde ich gerne tun, aber (I would like to do that, but)
• address the requirements of the question
• elaborate on their responses without extra prompts from the examiner
• demonstrate a wide repertoire of vocabulary, for example, Herausforderung (challenge) Schwierigkeit (difficulty), einerseits/andererseits (on the one hand/on the other hand), trotzdem (nevertheless)
• respond in full sentences, using compound and complex sentences, giving opinions and commentary showing mastery of a variety of subordinating conjunctions including weil (because), obwohl (although, wenn (if/whenever), dass (the fact that)
• reply to questions using, natürlich (naturally) auf jeden/keinen Fall (in any case/in no way), eigentlich schon/nicht (actually yes/no), bestimmt (certainly)
• demonstrate excellent knowledge of a wide repertoire of vocabulary, for example, rücksichtsvoll/rücksichtslos, (considerate/inconsiderate), ehrgeizig (ambitious), ehrlich (honest), mitfühlend (empathetic), der Gemeinschaftssinn (the sense of community), tolerant (tolerant)
• accurately use tenses as required by the question, for example, if the examiner asks a question about the past, students should respond using the perfect tense. Similarly, if a question asked something hypothetical, students should respond using the conditional, Ich würde gern (I would like to) or the subjunctive forms, es wäre schön, wenn (it would be lovely, if), ich hätte lieber (I would prefer), or both, wenn ich die Gelegenheit hätte, würde ich (if I were to have the opportunity, I would)
• use authentic and idiomatic expressions appropriately and effectively to enhance the response, for example, am wichtigsten ist mir, dass (the most important thing for me is that), die Hauptsache ist, dass, (the main issue is that), Wichtig ist für mich, dass, (it’s important for me that), ih interessiere mich besonders für (I’m particularly interested in), daran bin ich besonders interessiert (I’m especially interested in that)
• use the genitive form correctly, for example, trotz/wegen des schechten Wetters (despite/due to the bad weather)
• use wie bitte / wiederholen Sie bitte?(Excuse me/please repeat), könnten Sie die Frage bitte wiederholen? (could you please repeat the question) to ask for repetition and/or clarification of the question.

Areas for students to improve include:

• ensuring they understand the examiner’s question (if not, ask for the question to be repeated)
• listening carefully to the question before rushing into to an answer
• engaging with the particular question
• responding to the actual question asked in the appropriate tense, for example, if the examiner uses the perfect tense, students should respond in perfect tense, likewise, if question uses the conditional, they should respond with the conditional
• being prepared to speak in depth about their given answers
• thinking carefully in preparation for this examination about what they would say to possible questions across topic areas.

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
• write their response onto 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 all required information to adequately address the question such as stating the occasion for which the speaker is wearing the sports shoes (Q1)
• carefully decipher the notes they have made in the candidates notes section and successfully transcribe these into their response
• provide clear context to support their answer such as stating that Klaus is a child and that the father works from home (Q3)
• pay close attention to the wording of the question and ensure that the change of mind is clearly expressed in the response (Q3)
• think carefully about the correct placement of information in a table (Q4)
• be clear when stating specific details, for example, making it clear that the group will depart at 9am and are not simply meeting at that time (Q4)
• identify correctly that visiting Italy would not be a part of this family holiday, as it would not assist Paula with her German language skills/practice and would mean that the father has to spend too much time driving (Q5)
• give equal attention to language and content examples and not just focus on one (Q6)
• correctly answer the question and not simply recount the story, for example, commenting on and describing the change of attitude (Q7)
• use appropriate adjectives when making a judgement (Q7).

Areas for students to improve include:

• using the dictionary effectively to check vocabulary definitions: Abschlussfeier (formal), Anfänger (beginners), Erfahrung (experience), Geschäftstermine (business meetings), auf etwas/jemanden aufpassen (to look after something/someone), entsprechend (appropriate), Viertelstunde (quarter hour), ändern (to change), der Kram (stuff), verkaufen (to sell), verdienen (to earn), spendieren (to buy/shout somebody something), basteln (to craft)
• being mindful of the use of idioms in listening texts for which the dictionary may not provide an adequate translation: der letzte Schrei (the latest thing), auf die Dauer (continuously)
• being cautious of words that look similar to each other and ensuring they translate accordingly: Erfahrung (experience) fahren (to go/travel/drive) verkaufen (to sell), kaufen (to buy), absagen (to cancel), sagen (to say)
• using the correct tense in their responses
• giving examples of the language features used in the text and not just stating the technical term (Q6)
• being mindful of multiple changes in attitude and not just assuming there would only be one (Q7).

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:

• show an understanding of the gig economy, specifically that it does not refer solely to the music industry, but rather to the short-term paid tasks that can be found online from various employers (Q8b)
• show an understanding of all the new trends in the modern workplace. The trend of time flexibility was well understood and expressed, but the trend of being able to work while on holiday, combining vacation and work, was less well understood (Q8d)
• show a clear understanding of the benefits of the world of work to both the individual and the companies they work for (Q8d)
• understand Sebastian’s fascination with the advertisements on his grandfather’s old video cassettes (Q9)
• show an understanding of Gisela’s love of vinyl record because of the artwork of the record covers and the craftmanship (Q9)
• correctly compare Sebastian’s attitude to technology to that of Gisela, in that they both love old technologies, although Gisela uses her phone for music, a new technology, as it is practical (Q9).
• understand that technology includes both that from past times, like video players and record players, as well as the modern technologies
• correctly translate einzelne (individual), Aufträge (tasks/contracts), verwandt (related to), unterschiedlich (various), Wirtschaft (economy) (Q8) Spielfilme (feature films), Werbungen (advertisements), verkaufen (to sell), Technikfeind (anti-technology person), damals (at that time), aufgenommen (recorded), Altersheim (aged care facility), Schallplatte (record), etwas Wertvolles (something valuable), Plattenumschläge (record covers) (Q9).

Areas for students to improve include:

• limiting the use of dot points, especially in longer answers, requiring analysis. Although this is permitted, it often leads to shortened sentences. Flowing sentences allow students to demonstrate analysis and interpretation, whereas dot points often lead to merely listing
• paraphrasing from the text. It is not necessary to directly quote from text, however, if quoting directly from text translating into English is advised
• ensuring that if they are referring to two people of the same gender, they clarify who they are speaking about. 'He' and 'him' can be ambiguous
• looking carefully at paragraph headings, if they exist, because these can be helpful with understanding the theme of the paragraph.

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:

• write a sustained, well-structured response of the required length of around 200 words, which demonstrates not only comprehensive engagement with all key focus areas of the stimulus text, but also sustained linguistic proficiency throughout the response
• demonstrate an excellent understanding of the whole text by addressing the following key points in depth:
  • the excitement of the parents’ impending visit and obtaining tickets for them
  • the usual nervousness he/she experiences and especially now that he/she has the lead role
  • a serious/important problem which requires the principal to send a letter home and leads to the father wondering whether he should be worrying. He requests his son’s/daughter’s perspective before he meets the principal
  • an important decision/action that the daughter/son made, that would make the parents proud.

Areas for students to improve include:

• engaging with each question regardless of how trivial it might seem, for example, obtaining tickets
• organising their response so that the structure is clear, and it flows well
• learning the difference between Internat (boarding school), Schule (school) and Uni (uni)
• using accurate spelling as this is a writing task
• employing correct syntax, especially verb inversion
• being aware of tenses for both comprehension of the text as well as the response
• employing the correct register, formal/familiar
• using correct possessive pronouns
• using expressions/colloquialisms correctly, for example, deinen Senf dazu geben (put your five cents worth in), Lampenfieber (stage fright), jetzt habe ich den Salat (now I’m in trouble), jetzt schwamm drüber (let’s move on), Theaterstück (the play), Leistung is nor a theatrical performance.

Question 11

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 their response logically for maximum effect
• use the dictionary effectively by selecting vocabulary to suit the context
• proofread and edit work
• adhere to the suggested.

In better responses, students were able to:

• compose a creative and authentic sounding text in the correct type (postcard)
• consistently use the correct register to thank the addressee for their recommendation and describe their own experience at this place
• use a range of expressions and structures
• manipulate language with high accuracy
• use vocabulary creatively and authentically to express their ideas.

Areas for students to improve include:

• ensuring that the text is relevant to the question (context)
• planning the response for a clear sequence
• employing the appropriate tenses throughout the text
• ensuring that the personal experience is written in the correct text type (postcard to host parent).

Question 12

Students should:

• read the question carefully and address all parts of the question
• pay attention to the wording of the question to see if the response requires evaluation (Q12) or reflection or persuasion
• 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
• proofread and edit their work
• adhere to the suggested word length.

In better responses, students were able to:

• compose a creative and authentic text for an article in the school magazine
• write a coherent text about taking part in the school initiative to improve student fitness
• evaluate the success of this initiative, as is the requirement of this question… ‘evaluating the success of the initiative’, which clearly requires language features of evaluation, weighing up the positive against the negative aspects and making a judgement in relation to the success of the initiative
• manipulate language authentically
• use a wide range of relevant vocabulary and structures creatively and authentically to express their ideas.

Areas for students to improve include:

• planning the response for a clear sequence to meet the requirements of the task
• ensuring that the text is composed in the correct text type (article for a school magazine)
• ensuring the text is set in the correct context (you have participated in your school’s initiative to improve student fitness)
• ensuring that the text addresses the purpose of the text, that is to evaluate the success of the initiative (rather than reflecting on your personal experience or persuading fellow students to join the initiative)
• avoiding the inclusion of irrelevant pre-learnt material
• avoiding listing
• avoiding anglicised syntax and structures
• choosing the appropriate translation for the context when consulting the dictionary.