Modern Greek Beginners 2015 HSC exam pack
2015 Modern Greek Beginners HSC exam papers
Modern Greek Beginners HSC exam paper 2015 – Audio
Section I – Listening
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 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.
Marking feedback
Select from the sections below to view feedback from HSC markers 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.
Feedback on practical examination
Characteristics of better responses:
- candidates conversed effectively by exchanging relevant information and elaborating on their responses
- an excellent control of a variety of vocabulary and language structures was demonstrated
- candidates used acceptable intonation and pronunciation.
Characteristics of weaker responses:
- candidates often asked for clarification or required prompting from the examiner when responding to simple questions
- a limited knowledge of vocabulary and language structures was demonstrated
- candidates responded with one-word answers or incomplete sentences.
Feedback on written examination
Characteristics of better responses:
- responses were not simply a translation of the text
- candidates gave coherent and cohesive responses
- candidates supported their arguments with reference to the text where appropriate
- responses demonstrated a thorough understanding of the text.
Characteristics of weaker responses:
- only some of the relevant information was provided, for example, very few candidates made reference to Dina’s genuine concern for Nikos (Q7), and George’s influence was not included (Q9)
- candidates translated information rather than addressing the question
- the text was misunderstood, for example, some candidates wrote that the son was too ‘small’ rather than too ‘young’ (Q2)
- candidates listed points rather than developing the argument (Q8).
Characteristics of better responses:
- relevant textual references were incorporated where appropriate
- candidates correctly identified the purpose of the notice (Q11)
- candidates demonstrated a thorough understanding of the ways Elpida’s holiday did not meet her expectations (Q13).
Characteristics of weaker responses:
- candidates provided some points rather than addressing the question
- only a limited understanding of Eleftheria’s and Sotiria’s overseas experience was demonstrated (Q15b)
- candidates listed information but did not address Dimitri’s suitability for the position (Q16c).
Characteristics of better responses:
- ideas and information appropriate to audience, purpose and context were communicated
- candidates demonstrated good knowledge of Greek vocabulary and language structures
- candidates used the appropriate past tense to talk about their experience overseas.
Characteristics of weaker responses:
- there was a lack of grammatical agreement and incorrect use of tense
- ideas were not communicated effectively
- candidates experienced difficulty with the accusative case and verb tenses, for example, στην Κυριακή, τα οικογένεια, τους αδερφές
- candidates presented some information relevant to the task with some knowledge of vocabulary, language structures and features.
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Modern Greek Beginners syllabus
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