German Extension 2022 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:

• present and develop a logical and well-structured argument, demonstrating a sophistication of vocabulary and sentence structure, whilst demonstrating a consistently high level of grammatical accuracy
• ensure that their response remains relevant to the question throughout by consistently linking analysis and examples back to the task use a range of advanced grammatical structures appropriately and accurately
• demonstrate correct use of the present tense verb conjugation (subject-verb agreement); adjectival endings; modal verbs; correct word order after coordinating conjunctions such as und, aber, denn, oder, sondern; aftersubordinating conjunctions such as weil, da, obwohl, dass; after adverbs or adverbial phrases, for example, ausserdem, normalerweise, jeden Tag, vielleicht show mastery of the perfect tense with the correct auxiliary verb choice, appropriately using haben or sein
• demonstrate varied and correct usage of the 4 cases (nominative, accusative, dative, genitive) for subject, direct object, indirect object, possession, and after prepositions (accusative prepositions, dative prepositions, dual case prepositions and genitive prepositions)
• demonstrate correct use of the conditional and the subjunctive, for example, ich würde gerne, aber…/es wäre… ich hätte…
• express complex ideas, whilst maintaining control of grammatical accuracy
• communicate ideas with fluency, confidence, authentic pronunciation and varied intonation
• give both analysis and examples in their response rather than just listing opinions and ideas
• avoid repetition
• use a variety of relevant vocabulary and expressions, including synonyms, for example, Probleme = Hindernisse, Schwierigkeiten (Q2)
• provide three or more examples to support the argument, or provide two examples with in-depth analysis, for example having a closer relationship with friends vs objective feedback one may receive from strangers (Q2)
• substantiate argument(s) with detailed examples, for example, it’s not good to reveal too much to strangers because of online dangers and cyber-bullying (Q2) take a stance on the topic, either by examining both sides of the argument or by convincingly arguing one side
• provide example(s) outside of their personal world such as Germany having learned from the Second World War; companies which are successful now having learned from their past mistakes to attain subsequent success (Q1)
• include relevant statistics (Q1)
• 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 developing ideas by using relevant examples
• providing a logical structure to their argument using expressions and linking sentences such as auf der einen Seite/auf der anderen Seite; jedoch denke ich, dass…; ohne Zweifel, teilweise, Fehler sind unvermeidbar …ich werde meine Meinung durch die folgenden Punkte erläutern
• avoiding listing with little or no analysis
• avoiding repeating ideas
• using correct pronunciation and appropriate intonation
• using correct pronunciation for words in the question such as Freunde/Fremde, Fehler/Fälle
• speaking for the full three minutes.

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:

• use relevant information from the extract provided to substantiate their answer
• show a thorough understanding of the extract and other relevant prescribed parts of the novel by referring to specific content relevant to the questions
• provide details rather than giving a superficial response to the questions.

Areas for students to improve include:

• reading the questions carefully and address all aspects, for example (Q1b) ‘significance’: do not just describe what happened, but rather explore the full scope of the event
• explaining events referenced in the questions
• ensuring the response has sufficient breadth and depth appropriate to the mark value.

Students should:

• address all parts of the question fully
• write in the type of text as specified in the question
• address the specified purpose, context and audience of the question
• write from a particular 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:

• explore Tschick’s thoughts rather than just recount the events of the day
• demonstrate knowledge of the prescribed text beyond the extract provided but relevant to the time frame of the task
• refer to a number of happenings on the day, including Tschick’s reflections and opinions on them.

Areas for students to improve include:

• ensuring that they provide supporting details that are accurate and relevant to the set task
• writing in the appropriate register and tone throughout
• ensuring that they are familiar with the conventions, including the key identifying features of the prescribed text type.

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 an authentic speech text type to address a parent forum, containing the correct address mechanisms: at the start, throughout by using the Sie form and corresponding possessive pronouns, and with a plausible closing remark
• create a convincing speech text type through the use of other devices such as rhetorical questions
• evaluate, with examples not just from their personal world but also from beyond, such as Verbindungen not just to people but also to other countries or to nature and the environment.

Areas for students to improve include:

• considering the task from a deeper perspective, for example, (Q4) is symbolic for the issue of not judging a book by its cover, not resorting to stereotypes. It is not simply about dressing well or badly
• writing legibly, as extremely bad or even illegible handwriting could be detrimental
• leaving sufficient time for proof reading
• planning the task before starting to write it, as this could improve the quality, of the response
• aiming to write approximately the recommended number of words.