Italian Beginners 2020 HSC exam pack

Students should:

• read each question carefully
• make notes in the Candidate’s Notes column on the right-hand side of the page
• transcribe their response on to the lines, using the space provided for each question
• use the lines provided as a guide to the length of the response required
• ensure their responses are clear and address all parts of the question
• use their own words and respond in English
• avoid translating text as part of their response.

In better responses, students were able to:

• recognise specific vocabulary and structures, for example, sempre (Q4 ,Q6)
• understand the meaning of vocabulary with double meanings and/or suffixes, such as camicetta, pantaloncini, capelli/cappelli
• substantiate their responses with detailed reference from the text
• recognise that the opportunity presented more than a performance, but also the benefit of learning a range of skills in depth (Q7)
• make a thorough comparison and recognise similarities(Q8)
• clarify what the project entailed and understood the notion of donating the photos (Q9)
• include detailed information and understood that Giulio would find it difficult to motivate himself again (Q10).

Areas for students to improve include:

• not making assumptions based on vocabulary alone, but place it in the context of the question
   
• providing a clear selection in multiple choice questions
• recognising simple vocabulary, for example, the months of the year, adverbs like stesso and sempre and correctly identifying similar words with different meanings, such as cappello/capelli
• carefully listening to the whole phrase not just key words, for example, students didn`t hear a me before the piaceva (Q8)
• developing an explanation and not just listing information (Q10).

Students should:

• read the whole text(s)
• address all parts of each question
• use the lines, table, chart etcetera allocated for the response
• provide all necessary details to respond to the question fully
• support their responses with evidence from the text where required
• use their own words rather than giving a literal translation
• use their dictionary appropriately to find the correct meaning of the word(s) in context.

In better responses, students were able to:

• identify key information, vocabulary and expressions related to the syllabus topics
• demonstrate a thorough knowledge of vocabulary and language structures
• identify and include all details succinctly in responses
• identify the relevant key expressions, for example, fare bella figura (Q13)
• avoid literal translations of the text and provide global responses to questions (Q13b,15b)
• use inference to answer the questions accurately (Q11a, Q15a)

Areas for students to improve include:

• developing a wider range of vocabulary
• paying attention to correct use of grammatical gender conjugations
• developing a global understanding of reading texts
• ensuring the dictionary is consulted for unfamiliar words to avoid misunderstanding as in the case of salad for salato and receipt for ricevuto
• reading the questions carefully prior to reading the text and identifying what the response requires, for example, in Q14 many students identified requirements instead of benefits.

Students should:

• write to the word length required
• address audience, purpose and context required by the question
• apply the conventions of the type of text indicated in the question
• use correct register throughout the response
• use a range of tenses, sentence structures and a variety of vocabulary
• avoid repeating the same expressions throughout the response
• use the dictionary carefully to access vocabulary and expressions that are meaningful in the context of their response
• avoid listing
• edit their work.

In better responses, students were able to:

• appropriately address context, purpose and audience in communicating the reason for writing the invitation, that is, that the other friend was unable to attend (Q16)
• provide good organisation with relevant information, for example, date, time, place
• refer to the event as un ballo or una festa as opposed to the false friend formale (Q16)
• include good use of tenses such as modals and future tense where required
• communicate why the person had made a strong impression on them (Q17)
• address the audience appropriately, for example, cari amici, cari genitori (Q18, Q19)
• use the correct register consistently throughout
• demonstrate creativity in storylines and incorporate relevant information.

Areas for students to improve include:

• using the correct address for a diary entry, for example, Caro diario and including the date (Q17)
• using prossimo and scorso correctly (Q17)
• instead of ho deciso, hai vinto instead of ho vinto (Q18, Q19)
• conjugating verbs correctly instead of using infinitives, for example, io incontro instead of io incontrare
• choosing the correct auxillary verb when using the past tense, for example, sono andato instead of ho andato.
• copying the question without manipulating the language, for example, hai deciso
• demonstrate a good range of vocabulary and expressions
• editing their work to check agreements and conjugating verbs
• spelling correctly, for example, estero, borsa di studio, baci e abbracci
• using the dictionary correctly, for example, using erudizione instead of borsa di studio
• using the past tense correctly, providing irregular past participles and not omitting the auxiliary
• organising their work into paragraphs
• avoiding the use of English.