German Continuers 2024 HSC exam pack

Students should:

• be prepared to communicate about 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
• use a range of vocabulary, expressions and language structures to respond appropriately to the questions
• provide information, express ideas and comment on their personal world
• be prepared to respond to questions from a different perspective
• be prepared to respond to questions that relate to past, present and future aspects of their personal world
• avoid repetition of the same vocabulary, phrases and expressions
• manipulate the language to fulfil the requirements of the question
• be prepared to be interrupted by the examiner
• use German to ask for repetition and/or clarification of the question.

In better responses, students were able to:

• speak clearly with excellent pronunciation, syntax, register and intonation
• 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 comment 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, respond using the Perfect Tense. Similarly, if a question asked something hypothetical or wishful, 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), Ich 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 the examiner’s question is understood (if not, ask for the question to be repeated)
• listening carefully to the question before rushing into to answer
• engaging with the specific question
• responding to the actual question asked in the appropriate tense, for example, if the examiner uses the Perfect Tense, responding in Perfect Tense, likewise, if question uses the conditional, responding with the conditional tense
• 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
• transcribe 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:

• give all of the necessary details required for the questions
• adhere to the requirements of the question word, for example, summarise (Q4)
• identify and give the correct English translations for the vocabulary in the listening texts
• identify the difference between travelling and doing a university work placement (Q4)
• acknowledge that other people see traditional/in person shopping as a waste of time (Q5)
• give sufficient details of the physical/sensory advantages of shopping in person (Q5)
• acknowledge the one thing that Oma and Martin do agree on (Q6); namely, that giving money as a birthday gift is a good thing
• identify that Oma sees Martin’s idea of freedom (renting a car and taking public transport) as a waste of money (Q6)
• give three clearly explained language examples to support their responses (Q8)
• understand that despite the somewhat strained relationship between mother and son, there is care and understanding on both sides (Q8).

Areas for students to improve include:

• incorporating the fact that the female speaker was looking forward to going bike riding all week (Q1)
• clearly stating the time of the modified reservation (Q2)
• incorporating all necessary details for Q3 (Brigitte acknowledging that she now works harder in Biology and that she is also an animal lover)
• comprehending that vor 2 Jahren means 2 years ago (Q4)
• avoiding repetition in the two summary points (Q4)
• understanding that Schirm (screen) does not mean ‘umbrella’ (Q5)
• providing language techniques and content examples to support their responses (Q8).

Students should:

• read the title, the questions and the whole text before responding
• use only the lines or space beneath the question for their 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
• 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 the 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:

• clearly state the expectations of both travellers in their responses (Q9)
• discern that Irma’s expectations were met as she had been to Traumdorf on multiple occasions before and was therefore familiar with what it had to offer (Q9c)
• consider the travellers’ experiences equally in their responses (Q9c)
• make inferences based on the information in the text rather than simply translating
• incorporate detailed references to the text to effectively support their ideas and address the question (Q9c)
• comprehend the meaning of Festland (mainland) in the context of Traumdorf being and isolated island
• understand that Peter’s morning routine were of his parents milking the cows long before breakfast (Q10a)
• realise that Peter was inspired to become an actor after seeing the theatre at the Autumn festival, but also that this feeling was reinforced with each subsequent festival (Q10d)
• identify Peter’s character traits and clearly support this from the text (Q10e)
• use information from the whole text, not just what had already been discussed. This new information was clear and logical. Better student used perception or analysis and used linking language, not dot points or arrows (Q10e)
• correctly translate Sonnenuntergang (sunset), mehrmals (many times), die Stimmung (atmosphere), entspannt (relaxed), idyllisch (idyllic), Festland (mainland), einsam (lonely), Pflicht (duty), Fantasie (imagination), das Publikum (the public), standhaft (resilient).

Areas for students to improve include:

• discussing language devices only if required in the question
• considering multiple meanings of a word when using a dictionary
• avoiding quoting the text in German. Students are advised to correctly translate into English.

Students should:

• read the whole text in order to respond fully to the question
• plan effectively to organise their thoughts, paying attention to context, purpose and audience, as well as the type of text required by the question
• use the conventions of the type of text required by the question
• demonstrate understanding of the whole text in their response
• 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
• provide a creative and authentic response in relation to the text and the question
• use the appropriate register throughout the response
• use a variety of vocabulary and expressions and a range of grammatical structures
• 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 demonstrated not only comprehensive engagement with all 3 key 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 opportunity to swap homes for a small family between the city/country, experience different lifestyles (in the same country) and save money
  • what the country cottage, its environment and village lifestyle as well as the city accommodation and activities offer
  • the response contains an understanding that dogs will need to be cared for as well as that the cottage will have to be cleaned
  • demonstrate an understanding of and engagement with both sides of city and country life, as in the context of the stimulus text. If they did not do this, they were not able to reach the highest mark range.

Areas for students to improve include:

• careful reading of the whole stimulus text, to fully understand what their response must include. For example, weaker students responded to the stimulus text only with their view and own world experience, without considering and engaging with the email sent by the Familie Müller
• knowing the difference between interessant (interesting) and interessiert (interested in)
• engaging with each issue/element regardless of how trivial it might seem. For example, cleaning the cottage
• organising their response so that the structure is clear and flows well
• using accurate spelling
• employing correct syntax, especially for verb inversions and finishing subordinating clauses with a verb
• being aware of tenses for both comprehension of the text as well as the response
• using correct possessive pronouns
• using expressions correctly, for example, zur Verfügung stehen (to be available), Staaten (states/countries), es hört sich an (not aus)(it sounds) and von (from/of and not auf).

Question 12

Students should:

• read the question carefully and 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
• adhere to the suggested word length
• proofread and edit their work.

In better responses, students were able to:

• compose a creative and authentic sounding text in the correct text type (note to parents)
• consistently use the correct register to explain why they have gone out and what they are planning to do
• 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 explanation about their absence from home is written in the correct text type (note to parents).

Question 13

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
• adhere to the suggested word length
• proofread and edit their work.

In better responses, students were able to:

• compose a creative and authentic text as an email to a friend
• write a coherent text reflecting on a recent job interview
• reflect on this experience, as required in this question ‘reflect on how the interview went’. This clearly requires language featuring reflection which should be expressed throughout the text rather than only at the end
• 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 (email to a friend)
• ensuring the text is set in the correct context (you have attended a job interview and reflect on how it went)
• ensuring that the text addresses the purpose of the text, that is to reflect on how the interview went (rather than describing and recounting the interview)
• avoiding the inclusion of irrelevant pre-learnt material
• avoiding listing
• avoiding the use of ‘direct speech’ in the text
• avoiding anglicised syntax and structures
• choosing the appropriate translation for the context when consulting the dictionary.