Italian Beginners exam papers
Italian Beginners 2016 HSC exam pack
2016 Italian Beginners HSC exam papers
Italian Beginners HSC Exam paper - audio 2016
Marking guidelines
Marking guidelines are developed with the examination paper and are used by markers to guide their marking of a student's response. The table shows each question and the criteria with each mark or mark range.
Sample answers may also be developed and included in the guidelines to make sure questions assess a student's knowledge and skills, and guide the Supervisor of Marking on the expected nature and scope of a student's response. They are not intended to be exemplary or even complete answers or responses.
HSC marking feedback
Select from the link(s) below to view feedback about how students performed in this year’s examination.
Use the feedback to guide preparation for future examinations. Feedback includes an overview of the qualities of better responses. Feedback may not be provided for every question.
Course specific marker notes
Oral examination
Characteristics of better responses:
- responses were elaborated upon with consistent depth and fluency
- pronunciation and intonation were consistently accurate
- responses were communicated, elaborated upon and included authentic expressions
- a variety of tenses was manipulated confidently including present, past, imperfect, conditional/ future/reflexives, as was the use of modals and infinitives and pronouns
- the use of the conditional extended beyond vorrei and mi piacerebbe
- the use of the future extended beyond andró
- a variety of vocabulary was used within the topics
- words including magari, quindi, senza dubbio were used effectively and correctly to link words
- adjective agreements were used consistently and correctly.
Characteristics of weaker responses:
- common vocabulary, such as adverbs, were frequently mispronounced
- questions were misunderstood
- common grammatical mistakes were made with verbs, conjugation and agreements, the auxillary was omitted or incorrect sono viaggiato and incorrect agreements ho due sorella were used
- the question asked was mimicked, for example, Sì, ti piace…, Studi…
- words such as dove, prossimo, scorso, mai (in sei mai stato all’estero?) were misunderstood
- questions such as ‘Come ti descriverebbe la tua amica?’, ‘I tuoi genitori sono contenti di questo?’,
- ‘Dove vi siete conosciuti?’ and ‘Da quanto tempo vi conoscete?’ were misunderstood
- responding to questions in the third person was challenging
- the verbs fare and mancare caused confusion
- pronouns were frequently misused.
Feedback on written examination
Section I – Listening
Characteristics of better responses:
- answers were supported with reference to the texts when required
- candidates understood volontari (Q7)
- an understanding that if the girl did not train then she could not play volleyball was evident (Q8)
- there was a concerted attempt to answer the question ‘Is she likely to follow her father`s suggestions?’(Q10)
- the phrase ‘diventi parte della scena’ was recognised
- the ‘Candidate`s Notes’ column was used often.
Characteristics of weaker responses:
- the name ‘Sonia’ was misinterpreted for ‘sogno’ (Q2)
- the time 6.00am was incorrectly associated (Q3)
- vocabulary such as cassa, deludere, da me , mi alleno, dai tuoi zii was not well understood (Q4, Q7)
- the explanation of how Fabrizio tries to influence Alessia`s attitude was not cohesive (Q 9)
- there was great confusion about the influence of the film, with many finding it difficult to differentiate between the features of the books and the films (Q9)
- the Arena Romana, was misunderstood (Q10)
- tenses l`anno scorso were often misinterpreted (Q10).
Section II – Reading
Characteristics of better responses:
- recognition of 10 years of experience and ’manual work ‘as always available was evident (Q13)
- a recognition of the importance of knowing more about ourselves and identification of the importance of cultural heritage and maintaining traditions was evident (Q14)
- ways in which young people are embracing Dr.Raufi`s ideas from the book were identified
- Antonia`s skills were matched to the job requirements and the distinction between studying Italian and English, being her native language, was made (Q15)
- references to programs were made(Q16c).
Characteristics of weaker responses:
- the visual techniques of the text were identified, instead of the content of the advertisement (Q11)
- people who would benefit from the idea were not identified (Q12)
- disoccupato was not always recognised as unemployed
- single words were written without explanation, for example, traditions, cultural diversity, heritage (Q14)
- responses were not given in context
- the inability to recognise tenses sometimes affected the accuracy of the response (Q15)
- minimal mention of how the viewers were affected was provided (Q16 b).
Section III – Writing
Part A
Question 17
Characteristics of better responses:
- all the separate elements of the question were addressed
- details of the study session, such as type/reason, time and location and what to bring were provided
- correct use of the pronouns voi / vi in combination with a variety of verbs was used
- a variety of tenses was used
- the modal verb doverewas manipulated correctly when combined with portare
- direct and indirect object pronouns were used accurately
- an interpretation of ‘study session’ was used creatively rather than as a literal translation
- all the details of the email were conveyed within the word allocation.
Characteristics of weaker responses:
- the concept of a ‘study session’ was difficult to express without stating sessionedi studio or sessione seduta di studio
- distinguishing between the use of tu and voi, was limited
- the verb portare, was often confused with the verb prendere
- the verbs venire and andare were used incorrectly when offering the invitation
- adjectival agreement was not well understood
- articulated prepositions were not well executed, for example, di la instead of della
- the use of disjunctive pronouns, such as con tu/ con mi,instead of con me, con te, proved difficult
- incorrect vocabulary from the dictionary and false cognates, such as soggetti instead of materie, note instead of gliappunti were used
- the word ognuno was used at the beginning and end of the email as a salutation rather than tutti
- school items were spelt incorrectly.
Question 18
Characteristics of better responses:
- a clear recognition of the relationship of a ‘best friend’, an indication of sincerity, and an element of regret in being unable to go and celebrate was provided
- an apology or alternative arrangement, which was clearly heartfelt, was offered
- a variety of tenses was used
- articulated prepositions were used correctly
- structures that require the infinitive of a verb were used correctly, for example, devo festeggiare il compleanno di mia nonna
- a creative depth to the reasoning was provided.
Characteristics of weaker responses:
- application of the present perfect or modal verbs with reflexive verbs was incorrect
- divertirsi and divertimento were confused
- consistent errors with spelling were common
- the question was misinterpreted
- verbs were not conjugated and used in the infinitive form, or were omitted altogether
- responses were brief and unimaginative.
Part B
Question 19
Characteristics of better responses:
- a discussion about school/ work balance was provided
- the benefits of having a part-time job were discussed
- a range of tenses to indicate the length of time they had been engaged in employment or were presently still working was provided
- insightful comments to the audience about having a part-time job, not just a recount of what the job required or what they did in the workplace, were provided.
Characteristics of weaker responses:
- elaboration was limited
- a list of routine factual information, rather than an analysis of the benefits and experience of the job was provided
- grammar, which impeded the flow of the script, for example, scorso/ prossimo, was used incorrectly
- lavoretto with lavorato were confused
- a literal translation of ‘primo luogo’ was provided
- plagiarism of slabs of text from the reading passages was evident.
Question 20
Characteristics of better responses:
- the audience was addressed with the appropriate register
- clear indication that they represented the school in an event was made
- a speech which indicated the value of their experience was provided
- the script was concluded with a recommendation to the student body
- a range of tenses were used correctly
- prepositions and pronouns were articulated.
Characteristics of weaker responses:
- a difficulty in maintaining the form of the text throughout
- pronouns and prepositions were often used erroneously
- sole use verbs in the infinitive was evident
- the singular form ‘tu’ throughout the script was used
- the audience was not acknowledged
- use of a conclusion to round off the speech and reference to the initial question was limited.
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