German Extension 2024 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:

• ensure that their response remains relevant to the task throughout, by consistently linking analysis and examples back to the topic statement
• use a range of advanced grammatical structures appropriately and accurately
• present and develop a logical and well-structured argument, demonstrating sophistication of vocabulary and sentence structure, while demonstrating a consistently high level of grammatical accuracy
• demonstrate varied and correct use 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)
• express complex ideas, while maintaining control of grammatical accuracy
• effectively and accurately use some generic expressions such as meiner Meinung nach, (in my opinion) integrating them smoothly and authentically into sentences
• communicate ideas with fluency, confidence, authentic pronunciation and varied intonation
• talk at a good pace, not too quickly and with not too much hesitation
• give both analysis and a range of examples of issues at various levels: the closer vicinity (friends, family, school), the national level, the international level
• provide different types of evidence to support their point of view, such as statistics, comparison and anecdotes
• express complex ideas with a range of sophisticated vocabulary and sentence structures
• use a variety of relevant vocabulary and expressions
• avoid repetition
• communicate ideas and information confidently and fluently, using authentic language features, pronunciation and intonation
• develop logical and well-structured arguments with a clear introduction, main body and conclusion, maintaining a logical flow of ideas
• provide a concise summary of their main arguments in the conclusion.

Areas for students to improve include:

• learning generic expressions accurately, for example, meiner Meinung nach + verb, (in my opinion)rather than ich bin der Meinung nach or laut Experten + verb, (according to experts) rather than laut Experten sagen sie, dass ... (according to experts they sat that they …)
• unpacking all aspects of the question, for example, how the world has developed (Q2), and mentioning both sides of the question, even if they only agreed with one, for example inner strength and relying on the support of others (Q1)
• aiming to give some examples from outside their personal world, for example, we should not follow others re the environment, but rather, we need to do as much as we can as individuals to protect and save it
• providing examples as illustrations of their stance
• ensuring that depth and breadth are evident in their argument
• ensuring they use higher order language and grammatical structures, such as, the use of the Subjunctive. Students should always demonstrate correct use of the Conditional and the Subjunctive, for example, es wäre/ich hätte (would be/would have) and Conditional ich würde gerne (I would like) Meiner Meinung nach (in my opinion), einerseits/andererseits (on the one hand/on the other hand).

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 providing a translation
• 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:

• demonstrate sound understanding of all of the German (Q1b) and provide detailed background information regarding its significance in the sense of why the author chooses to use the word gerührt (moved)
• demonstrate detailed knowledge of the word ‘attitude’ in (Q1c) rather than just describing Maik’s reaction to his Father’s emails. Maik’s attitude in general, leading up to this scene, is a valid contributing factor
• address the significance of the Walachei in that it represents the catalyst for Maik and Tschick’s friendship (Q1d).

Areas for students to improve include:

• writing within the parameters of the task regarding the number of lines provided in the examination paper. This was particularly the case for (Q1e)
• carefully considering the wording of each question, to ensure that the question is fully understood, and that every aspect of the question is addressed. This should ensure relevance of the response
• ensuring that responses are clearly expressed.

Students should:

• read the question carefully and address all parts in their response
• write in the type of text as specified in the question
• address the specified context, purpose and audience of the question
• write from a particular perspective as required by the question
• demonstrate 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 in the response

In better responses, students were able to:

• demonstrate a perceptive and sensitive understanding of the prescribed text, by including details of Isa’s experiences with Maik and Tschick
• reflect on the experiences with Maik and Tschick, and on the boys themselves, through expression of thoughts and opinions, some of which showed her differing sentiment towards Maik and Tschick
• write in an authentic tone, from the perspective of Isa, so that her true nature and representation were plausible
• write an effective and authentic diary entry as per text type requirements
• manipulate language authentically and creatively to meet the requirements of the task
• organise information well.

Areas for students to improve include:

• reflecting rather than just recounting events, as per the wording of the question
• writing approximately within the suggested approximate word limit (200 words)
• ensuring their response is clearly expressed.

Students should:

• address all aspects of the question
• write in the relevant text type as specified in the question
• use appropriate register consistently throughout the response
• ensure that the content of the response is relevant to the question
• plan and sequence the response to ensure it 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 the appropriate word, expression or phrase for the context, purpose, and audience of the question
• ensure enough time to proofread and edit work.

In better responses, students were able to:

• address the artificial intelligence focus of the question (Q3), rather than just writing about technology
• write a well organised text, approximately within the suggested word limit
• produce an authentic Speech text type, in which the audience was addressed at the beginning, at the end, and ideally from time to time in the body of the text
• use the correct register ihr (you) casual, plural,or Sie (you) formal throughout, without interchanging from one register to another
• write with a high level of grammatical accuracy using sophisticated vocabulary and sentence structures. For example, the passive voice, the subjunctive II, such as es wäre unvorstellbar (it would be unimaginable), relative clauses, such as die Schule, in der wir so viel Zeit verbringen (school, in which we spend so much time), Modal verbs, such as wir sollen manchmal Zeit alleine verbringen (we should sometimes spend time alone), generic essay phrases, such as man darf nicht vergessen (we should not forget, that …), es liegt auf der Hand, dass … (it goes without saying, that …), aus diesem Grund (for this reason), auf der anderen Seite (on the other hand).

Areas for students to improve include:

• writing a plan. This should help to avoid repetition of content
• expressing their response clearly
• writing approximately within the required word limit, to produce a coherent and well organised text.