Italian Continuers 2023 HSC exam pack

Conversation

Students should:

• be prepared to communicate on 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
• express ideas and opinions that justify their point of view by providing depth and insight in their responses rather than only giving short prepared responses
• elaborate using a variety of vocabulary, phrases and expressions suitable to the question asked
• use a range of tenses and be prepared to reflect on the past, present and future
• manipulate the language to fulfil the requirements of the question
• avoid the repetition of the same vocabulary, phrases, expressions and grammatical structures
• 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:

• speak clearly with excellent pronunciation, syntax, register and intonation
• answer the questions with minimal hesitation, allowing the conversation to flow at a good pace
• answer questions with relevant information and in some depth, for example, to communicate feelings, provide opinions and justify their responses
• address the requirements of the question
• elaborate on their responses without extra prompts from the examiner
• respond in full sentences, using compound and complex sentences
• use language structures and features effectively to enhance their responses
• demonstrate excellent knowledge of a wide repertoire of vocabulary
• use authentic and idiomatic expressions appropriately, for example, sogno nel casetto
• use structures such as mai, faccio (+activity), da…
• provide depth in their answers and justify their responses
• use a range of connectives, such as dunque, quindi, insomma, magari
• use a range of tenses in the indicative form, moving between these during a response and manipulate the subjunctive and conditional moods correctly, for example, a hypothetical period
• understand the tense in the question and conjugate it appropriately in the response
• correct themselves if they realised they had made an error.

Areas for students to improve include:

• avoiding English syntax when providing complex sentences
• using correct auxiliary and agreement with verbs and taking essere in the perfect tense, for example, siamo stati
• using correct irregular verbs in the perfect tense, such as scelto, conosciuto, preso
• correctly using the third person singular and plural of the verb in their responses
• using the verb piacere in the past tenses, for example, mi piaceva/mi piacevano/ mi sono piaciuti
• correctly using reflexive and reciprocal verbs, for example, ci siamo conosciuti, mi sono divertito
• using direct and indirect pronouns correctly
• using time expressions correctly, for example, due anni fa, da tre anni, fra un mese, per una settimana.

Students should:

• make notes in the Candidate’s Notes column on the right-hand side of the page
• read the question carefully and respond to all parts of the question
• support their responses with relevant evidence from the text
• transcribe their response on to the lines, using the space allocated beneath the question
• use the number of lines as an indication of the required length of the response
• support their responses with reference to relevant content and language, using their own words
• avoid translating the text as part of their response.

In better responses, students were able to:

• address the question directly and use the text to justify their point of view
• include all relevant details in responses
• provide perceptive responses rather than translating the text
• express ideas and main points clearly and articulate the finer details of the text
• demonstrate understanding of vocabulary such as stampati (Q2) opere d’arte, sulle pareti,libero (Q3) estiva, maggio (Q5) fuoco, ubriachi, guastafeste (Q7)
• comprehend idioms rather than directly translate into English, for example (Q6), un occhio della testa
• make appropriate use of pronouns he/she when referring to the speakers to avoid confusion (Q2, Q6, Q7)
• mention the noun being discussed before using the pronoun, for example, the smartwatch in (Q6), the party (Q7) rather than just ‘it’
• give a context statement at the beginning of the response, for example, they had just arrived at the concert (Q2), going on a virtual tour (Q4)
• address the question directly and respond ‘to what extent’ (Q4).

Areas for students to improve include:

• avoiding repetition of the same idea or point
• providing all relevant details and considering the mark value
• listening for key words to ensure that all information is included
• ensuring that all aspects of the question are addressed
• relating details back to the question to ensure the information is relevant
• structuring concise, clearly expressed responses
• paraphrasing quotes in English, rather than quoting in Italian directly from the text
• developing understanding of numbers, for example, dates, time, age and ordinal numbers
• taking care with translation of false cognates, for example, pesante (Q6), compiuto (Q7)
• focusing specifically on one speaker’s perspective in order to appropriately answer the question, for example, ‘Maria’s concerns’ (Q6), ‘the mother’s concerns’ (Q7).

Part A

Students should:

• read the title, questions and the whole text before responding
• use only the lines or space beneath the question for the response
• support their responses with reference to content and language, using their own words
• be succinct in their responses, addressing the relevant details required by the question and avoiding repetition
• focus on key words in the question, for example, ‘how’, ‘why’, ‘explain’, ‘justify’, and respond in relation to the context of the text
• read the whole text to demonstrate understanding of relevant information and ideas
• identify the key issue(s) and provide examples to substantiate their response when asked to analyse or evaluate information
• draw a conclusion or justify a point of view using their own words
• provide a succinct response of main points or ideas when asked to summarise
• avoid providing a literal translation of text
• use the dictionary appropriately to find the correct meaning of the word(s) or expressions in context.

In better responses, students were able to:

• provide comprehensive responses providing a detailed explanation rather than just providing a straight translation
• use relevant information from the text to write succinct and comprehensive responses
• integrate translated text in their response to justify opinions
• include language features to support their responses
• consider the mark allocation of the question when planning their responses
• provide examples in English from the text and the use of correct terminology to support language features
• summarise the main ideas of the text within the allocated space (Q8b)
• identify the feelings the author conveys and support each feeling with reference to language and content from the text (Q8c)
• identify that Italy, through music, focuses on the prosperity of the soul, whereas other countries focus on the economic prosperity (Q9a)
• understand that Emilio’s parents’ point of view is that he always wears headphones and cannot appreciate his parents’ company and the value of silence (Q9d)
• provide a perceptive response about the bloggers’ opinions whether music connects people with detailed reference to the text.

Areas for students to improve include:

• reading the questions to ensure that all aspects are addressed including analysis of language
• recognising the difference between ‘refer to text’ and ‘refer to language and content’
• interpreting rather than translating the text when writing the response
• using information that is directly relevant to the question and not repeating a previous response
• understanding the meaning of vocabulary in the text, for example, auricolari headphones, not hearing aids; opera lirica lyrical opera, not opera lyrics; gestire to manage, not gesture; umore mood, not humour.

Part B

Students should:

• respond to the question asked in relation to the text
• read the entire text in order to respond fully to the question
• use the conventions of the type of text required by the question
• demonstrate understanding of the whole text in their response and not just respond to questions asked in the text
• focus on all relevant information and key points raised in the text in order to respond to comments made, requests for advice, issues made
• use the appropriate register throughout the response
• provide a creative and authentic response in relation to the text and question
• use a variety of vocabulary and expressions and a range of grammatical structures
• edit their work to ensure clarity of the response.

In better responses, students were able to:

• respond to all cues creatively and in depth and meet the required word length
• sustain a high level of grammatical accuracy throughout the response
• link the cues cohesively with a good range of structures and connectives in order to sustain flow of ideas, for example, per dir la verità, ho letto il programma, per quando riguarda l’anno sabbatico, sono d’accordo con te…
• organise ideas into paragraphs
• manipulate a range of structures creatively and authentically
• use idioms appropriately
• respond with the appropriate tone, for example, buon idea, fantistico, il programma è perfetto per noi, no vedo l’ora, sei un genio, è troppo costoso
• elaborate on all cues (direct and indirect) and react appropriately to the news that Oscar does not want to necessarily go to Italy, but rather take the opportunity to learn other languages. For example, anch’io vorrei allegare i miei orizonti, per il nostro anno sabatico anch’io sto lavorando come te, mi piacerebbe andare…
• reflect on the attachment of Club Lingua and inclusions. For example, Mamma è contenta che è tutto incluso, specialmente l’assicurazione
• make suggestions on which country to stay, which language to learn and what type of stay (home stay looking after children or farm stay being farm hand) and the reasons for the selection
• comment on the fact that Club Lingua has everything that Oscar and you have been looking for as the perfect gap year program. For example, Bravissimo! Hai trovato il programma ideale…

Areas for students to improve include:

• avoiding the copying of phrases directly from the text but rather, paraphrasing the stimulus
• giving equal importance to cues
• revising dictionary skills to choose appropriate words for the context, for example, idea not ideale, badare not curare emozionato not eccitato
• organising ideas into paragraphs
• avoiding transliteration from English into Italian. For example, io sono rilassando, sono felice sapere che tu bene, per quanti notte per lo sabbatico completamente
• avoiding the overuse of idiomatic expressions and the subjunctive in the wrong context
• proofreading and editing their work
• reading the text carefully and addressing all parts of the text and the question
• avoiding the inclusion of irrelevant content. for example, io sono andata in Italia la settimana scorsa
• using a variety of tenses, phrases and structures appropriate to the requirements of the question
• understanding the difference between tenses, For example, past tense and imperfect tense, and future tense and conditional tense
• using the verbs rilassare, divertire, conoscere and sapere correctly
• using correct articles, noun adjective agreements, pronoun combinations, for example, il programma not la programma
• conjugating verbs correctly and considering verb endings and direct object pronouns. For example, da quando avevo piccola voleva andare in Giappone e scoprire posti
• avoiding spelling errors, for example, vale la pena not penna
• adhering to the suggested word length
• avoiding the use of cues as a simple checklist to agree or disagree with but rather develop the points raised with information of their own.

Question 11

Students should:

• address all parts of the question
• use the appropriate register and conventions of the type of text
• commence and conclude appropriately
• use the correct tense for the requirements of the question
• sequence their response logically for maximum effect
• use the dictionary effectively by selecting vocabulary to suit the context
• proofread and edit work
• adhere to the suggested word length.

In better responses, students were able to:

• write creatively and authentically
• develop ideas with a good manipulation of structures and tenses
• adhere to the requirements of the text type, for example, an email
• demonstrate knowledge of a variety of tenses
• maintain a high level of accuracy.

Areas for students to improve include:

• avoiding English syntax
• learning how to use a dictionary for example, incarico is not an assignment
• structuring and sequencing ideas appropriately
• consolidating basic grammar such as modal verbs, present tense and articulated prepositions.

Question 12

Students should:

• read the question carefully and address all parts of the question
• plan their response to ensure a clear structure and sequence
• use the appropriate register and conventions of the type of text required
• commence and conclude appropriately
• manipulate the language to suit the requirements of the task
• use a variety of tenses, phrases and structures appropriate to the requirements of the question
• proofread and edit their work
• adhere to the suggested word length.

In better responses, students were able to:

• give advice to year 10 students about managing their senior years. For example, fare uno sport, ascoltare i genitori, seguire una dieta sana, scegliere materie che vi interessano
• manipulate a range of tenses accurately and effectively
• present ideas authentically and creatively, adhering to the text type, (article) audience and context.
• commence and conclude appropriately, respecting the audience, for example, Cari lettori
• engage the reader using a variety of tenses accurately and effectively.

Areas for students to improve include:

• avoiding repetition and anglicisms for example, maneggiare, grado 10, noleggio
• using a clear sequence and structure to convey meaning
• avoiding the overuse of idiomatic expressions and not linking them in context
• understanding the features required of different text types
• using correct sentence and paragraph structures
• using the dictionary correctly
• avoiding the use of pre-prepared information.