Italian Beginners 2024 HSC exam pack

Conversation

Students should:

• be prepared to communicate about a variety of topics relating to their personal world
• elaborate and provide relevant details to address the questions in a way that engages with the examiner
• use a range of vocabulary, expressions, and language structures to respond appropriately to the questions
• provide information, express ideas, and comment on their personal world
• be prepared to respond to questions from a different perspective
• be prepared to respond to questions that relate to past, present, and future aspects of their personal world
• avoid repetition of the same vocabulary, phrases, and expressions
• manipulate the language to fulfil the requirements of the question
• be prepared to be interrupted by the examiner
• use Italian to ask for repetition and/or clarification of the question.

In better responses, students were able to:

• use a wide range of language accurately and authentically
• provide clear responses to questions with minimal hesitation
• provide relevant answers to unexpected questions rather than giving a rehearsed answer
• respond appropriately with correct pronunciation and intonation, including for English cognates, such as competitizione (competition) for example, Fai competitizione per la ginnastica? (Do you compete in gymnastics?)
• use correct tenses in line with the intent of the question
• conjugate and use a variety of verbs across past, present, future tense, and conditional forms, for example, faccio (I do), ho fatto (I did), farò (I will do), vorrei fare (I would like to do)
• elaborate and justify ideas and opinions using authentic and personalised examples relating to past, present, and future aspects of their personal world
• provide a variety of adjectives, for example, maleducato (rude), affidabile (reliable), avoiding repetition of bello (nice) and gentile (kind)
• demonstrate a good understanding of various grammatical points including case endings, adjectival endings, and the use of modal verbs, for example, indimenticabile (unforgettable), piacevole (pleasant) and the use of volere (to want), potere (to be able), and dovere (to have to)
• develop ideas by using connectives, adverbs of frequency, and contrasting connectors, for example, sempre (always), mai (never), and ancora (still).

Areas for students to improve include:

• elaborating on topics with relevant information and opinions
• understanding interrogatives, for example, dove (where), quando (when), con chi? (with whom?)
• avoiding repeating what the examiner asks
• avoiding frequent pausing and hesitation
• using the verb fare (to do/make) effectively in the present, past, and future, for example, Cosa facevi da piccolo? (What did you do as a child?)
• understanding basic questions, for example, Cosa fai dopo quest’esame? (What are you doing after this exam?), A chi assomigli? (Who do you resemble?), Ti mancherà la scuola? (Will you miss school?), Ti mancheranno i tuoi amici/i tuoi professori? (Will you miss your friends/your teachers?), Cosa fai nel tuo tempo libero? (What do you do in your free time?) (libero is often confused with libri (books))
• revising the correct use of pronouns, for example, mia sorella (my sister), mio padre (my father), i miei amici (my friends)
• avoiding one-word answers such as ‘sì’ (yes) or ‘no’, and instead using full sentences with justifications, opinions, and/or examples
• using possessives appropriately and applying third person and gender agreement when talking about family and friends.

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 onto the lines, using the space provided for each question
• use the lines provided as a guide to the length of the response required
• ensure that 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 vocabulary and structures, establishing connections such as understanding that non sarà facile (it will not be easy) and sono timida (I am shy) present a challenge (Q4), as well as relating non sarò dipendente dai mezzi pubblici (I will not be dependent on public transport) to the theme of freedom (Q9)
• articulate the relationship between suggestions and disagreements, thereby providing a well-rounded explanation and producing complete responses (Q6)
• identify and comprehend phrases such as dovete solo mandare (you just need to send), venite al (come to) (Q5), comprare un regalo (buy a gift), and non ho deciso cosa comprare (I haven't decided what to buy) (Q6), as well as ve lo consiglio (I recommend it), ve lo raccomando (I recommend it to you), and ne vale veramente la pena (it is truly worth it) (Q7) to enhance their understanding of the context
• provide detailed responses that demonstrate a comprehensive understanding, particularly distinguishing between work experience and passion with references to the text (Q8)
• address all aspects of the question by making thorough and distinct comparisons that offer more than one reason for both speakers (Q9).

Areas for students to improve include:

• correctly identifying verb tenses to grasp time references, such as incontrerò (I will meet), sarà (it will be) (Q4), non ho deciso (I have not decided) (Q6), and sono cresciuta (I grew up) (Q8)
• comprehending the conditional tense to support their responses, including terms like vorreste (would you like) (Q7) and potresti (you could) (Q9)
• identifying the third person singular and plural to ensure a proper understanding of the global context (Q6, Q7)
• avoiding literal translations and ensuring that their responses directly address the questions (Q4, Q7, Q9)
• formulating judgements with supporting evidence rather than merely listing information (Q8)
• understanding key vocabulary and pronunciation, clarifying that cellulare (cell phone) is not cello, romanzo (novel) is not romance (Q6), benissimo (very well) is not beautiful, sabbatico (sabbatical) does not mean Saturday school (Q7), da bambina (as a child) is not babysitting (Q8), and palestra (gym) does not refer to basketball, while autonomo (independent) is not synonymous with automatic (Q9).

Students should:

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

In better responses, students were able to:

• understand both the main idea and supporting details within the text, identifying that a beverage was described and providing a range of adjectives such as fizzy, non-alcoholic, and refreshing (Q10a)
• provide details in their answers, relating their responses personally to the reviewer (Q10b)
• include relevant details from the text, demonstrating an understanding of the notion of people on holidays/tourists in Japan while accessing both pieces of advice regarding booking ahead due to the size of the venue and dietary requirements (Q11)
• mention the circumstances involved in living with her Italian family while also articulating Marinella’s ideal living situation, which includes renting a room close to the university with peers her own age (Q12b)
• identify the request for advice in choosing a new hobby, addressing the notion of nature and the outdoors, with better responses including previous hobbies and specific elements of nature such as woods, birds, and animals (Q13)
• draw from both emails to provide suggestions that meet Fabiana’s needs, highlighting the benefits to health and relationships
• accurately identify the month in Q14, discussing socialising at lunch, sports and P.E./face-to-face interactions, and in-class distractions effectively. Better responses summarised and inferred/explained reasons rather than relying solely on direct translations
• connect the colour purple to the blooms of the Jacaranda trees, with better responses linking the reason for choice to the correct group and providing ample examples to reinforce their summary (Q15).

Areas for students to improve include:

• reviewing their answers to ensure cohesion and clarity in their English expressions, particularly in relation to the description of beverages (Q10)
• showing an understanding of vocabulary, such as misinterpreting analcolica as alcoholic instead of non-alcoholic and failing to specify what Limoncello actually is (Q10)
• using dictionaries effectively to confirm meanings and avoid assumptions, particularly regarding dietary requirements and local options (Q11)
• accurately interpreting phrases like vi preghiamo as we request you rather than as praying, ensuring their responses make sense in English (Q11)
• identifying pasticciotto correctly as a dessert instead of pasta and including Marinella’s feelings about her living situation (Q12)
• understanding the context of requests in emails, such as failing to recognise Gabriele’s camping invitation with Lucia and Fabiana (Q13)
• applying critical analysis to personal experiences mentioned, ensuring Gabriele’s gender is accurately represented (Q13)
• providing sufficient inference in answers rather than merely translating, particularly regarding bullying and the interpretation of terms like bullismo (Q14)
• avoiding misinterpretations of vocabulary, such as confusing zaino for a pencil case instead of a backpack and ensuring the accurate understanding of phrases related to social dynamics and activities (Q14)
• recognising the correct context of Jacaranda trees and their flowering properties while providing relevant examples without unnecessary additions (Q15).

Students should:

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

In better responses, students were able to:

• address context, purpose, and audience effectively, including a relevant title and incorporating rhetorical questions for engagement (Q18, Q19)
• approach the question creatively, explaining the use of visual elements such as balloons or signs to enhance recognition (Q16)
• attempt a variety of language structures, demonstrating their capability with future tense forms such as ci incontreremo (we will meet) and indosserò (I will wear) (Q16), as well as past tense forms like ho mangiato (I ate) and sono andato (I went) (Q17)
• use a wide range of vocabulary and expressions, including terms like vista mozzafiato (breathtaking view) and posto incantevole (charming place) (Q17, Q18)
• use the correct text type, such as an article for questions (Q18, Q19)
• include appropriate details relevant to the context, such as mentioning an aunt or holiday in their responses (Q17) and outlining benefits in their discussions (Q18)
• showcase a variety of tenses, including conditional forms like vi piacerebbe (would you like), imperfect forms like ero (I was), and future forms like potrete (you will be able to) as required (Q18, Q19)
• address all elements of the questions (Q16 to Q19)
• demonstrate knowledge of linking words, such as inoltre (furthermore) and quindi (therefore), to enhance coherence
• express their ideas coherently and creatively, particularly in promoting il club (the club) or la scuola (the school) (Q18, Q19)
• organise their ideas into coherent paragraphs for clearer communication (Q18, Q19).

Areas for students to improve include:

• using their dictionaries correctly to avoid using incorrect vocabulary, such as using mazza for club (Q16) or prossimo instead of accanto (next to) (Q17)
• applying correct syntax consistently, such as using camicia nera (black shirt) instead of nera camicia (Q16) and pizza deliziosa (delicious pizza) instead of deliziosa pizza (Q17)
• paying attention to spelling, ensuring correct forms like delizioso instead of delicioso (Q17) and scuola instead of scoula (Q19)
• using correct verb conjugations and modal verbs appropriately across their responses (Q16 to Q19)
• selecting the appropriate tense for the context, particularly ensuring future tense is correctly employed (Q16)
• paying attention to agreements in phrases such as cara zia (dear aunt) (Q16) and ensuring correct gender agreement with camicia nera (black shirt) (Q17)
• providing detailed information relevant to the question without generalisations
• avoiding the use of infinitives in place of conjugated verbs to maintain grammatical accuracy
• avoiding lists, such as naming sports or school subjects (Q19) and mentioning specific school names in their responses (Q19)
• engaging in careful editing to ensure clarity and correctness throughout their work
• correctly addressing the text type-in this case an article.