German Extension 2020 HSC exam pack

Students should:

• use the seven minutes preparation time to prepare points which can be used to deliver a logical and coherent monologue
• state the question to which they are responding
• speak for approximately three minutes
• address all parts of the question
• adopt a point of view or stance and provide appropriate examples that link their argument to the question
• avoid solely recounting their own experiences in order to answer the question
• avoid using pre-prepared material that may be irrelevant to the question
• use a variety of vocabulary, sentence structures and expressions which are suitable to the issue addressed in the question
• provide a conclusion that is not a repetition of the introduction.

In better responses, students were able to:

• give both analysis and examples in their response rather than just listing opinions and ideas
• link analysis and examples back to the task
• provide a clear and well-organised structure to their presentation
• use a variety of relevant vocabulary, including synonyms
• consistently use a high level of grammatical accuracy
• communicate ideas with confidence, authentic pronunciation and varied intonation
• communicate with fluency using authentic, high order topic specific vocabulary
• provide comparison to past generations (Q1)
• provide relevant statistics
• use connectives and linking expressions, for example, Auf der einen…. auf der anderen Seite, to accentuate a logical flow in their argument.

Areas for students to improve include:

• supporting opinions and ideas with relevant examples
• providing a logical structure to their argument
• avoiding listing with little or no analysis
• using correct pronunciation and appropriate intonation.

Students should:

• read the whole extract before attempting to answer the questions
• read the questions carefully and address all aspects in their response
• explain the quotes given in German and their significance in the relevant context rather than just translating them
• demonstrate knowledge of all the extracts for study and the whole prescribed text where required
• respond in English using their own words
• use the lines given as an indication of length of response required.

In better responses, students were able to:

• show their knowledge of the extract provided in the exam, as well as of the film as a whole and other extracts relevant to the question
• answer all key aspects of the question/s, for example, analyse Maik’s relationship with his mother, contrasting it to his relationship with his father, as well as analysing the impact on Maik, as shown in the novel (Q1d).

Areas for students to improve include:

• examining the author’s use of language to convey meaning, including specific examples of linguistic features which show either how a character feels or what sort of personality a character has
• ensuring thorough knowledge of each of the 12 extracts and how key issues within these extracts link to the same key issues in other extracts.

Students should:

• address all parts of the question fully
• write in the text type specified in the question
• address the specified purpose, context and audience of the question
• write from a perspective as required by the question
• demonstrate their knowledge of the chosen extract and other relevant parts of the text when responding to the question
• support their response with evidence from the text
• use their own words and avoid translating the text as part of their response.

In better responses, students were able to:

• demonstrate a perceptive understanding of the prescribed text
• recount in the email what happened regarding the arrival of Maik and Tschick at the party
• provide some information regarding who Maik and Tschick are
• refer to the drawing being of Beyonce, and that she (Tatjana) likes Beyonce
• express their feelings.

Areas for students to improve include:

• familiarising themselves with the generic Marking Criteria to ensure thorough familiarisation of what is required
• knowing which details of the film do not appear in the novel and are therefore irrelevant or incorrect.

Students should:

• address all aspects of the question
• write in the relevant text type required by the question
• use appropriate register throughout the response
• ensure that the content of their response is relevant to the question
• plan and sequence their response to ensure that their response is coherent
• demonstrate knowledge of vocabulary, expressions and where relevant, idiomatic language related to the issues prescribed for study
• support their argument, point of view or opinion with relevant ideas and information
• manipulate the language authentically and creatively with correct use of grammar and syntax to meet the requirements of the task
• use the dictionary to choose appropriate word, expression or phrase for the context, purpose and audience of the question
• ensure there is enough time to edit their work.

In better responses, students were able to:

• write effectively for a specific audience by showing the text type of an essay for a youth newspaper
• engage with the ‘audience’ by employing a title or subheading/s within the essay, or using an inclusive register, such as wir, ihr or du, rather than just ‘man’
• be consistent with the most appropriate register throughout their response, rather than mixing registers
• produce a response with some depth and breadth on the key aspect of being alone, rather than only writing about being lonely (Q3)
• produce a response with some depth and breadth on the key aspect of listening as well as speaking, that is, considering the words of others (Q4)
• avoid undue repetition
• avoid irrelevant details
• provide opinions with examples
• demonstrate breadth and depth in the treatment of relevant ideas
• write with a high level of grammatical accuracy.

Areas for students to improve include:

• familiarising themselves with the generic Marking Criteria to ensure thorough familiarisation with what is required
• showing at least an indication of the text type
• aiming to write approximately 300 words, rather than too few words or an excessive number of words
• ensuring that they address all key aspects/words of the task in their response.