Modern Greek Beginners 2016 HSC exam pack
2016 Modern Greek Beginners HSC exam papers
Modern Greek Beginners HSC exam paper 2016 – 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 and exchanged information and opinions
- a variety of vocabulary and language structures, as well as complex sentences, were used
- verb tenses (past, present and future) were used correctly
- intonation and pronunciation were accurate.
Characteristics of weaker responses:
- responses were simplistic and single words were often used
- clarification or prompting from the examiner was often required even for simple questions
- many inaccuracies in grammar were evident, for example, agreement between personal pronoun and verb form, agreement between article and noun
- basic expressions, such as μ’αρέσει, πρέπει, past tense and nominative and accusative cases were incorrectly used
- Anglicism was often used.
Feedback on written examination
Characteristics of better responses:
- coherent and cohesive responses were provided
- candidates made their own conclusions and appropriately supported their responses with reference to the text when required
- candidates could correctly summarise (Q7).
Characteristics of weaker responses
- candidates translated information rather than addressing the question
- a translation with a lot of irrelevant information rather than a summary was provided (Q7)
- candidates did not address the special occasion of New Year (Q5).
Characteristics of better responses
- relevant textual references were incorporated where appropriate
- candidates correctly identified relevant information in the notice (Q12) and in the email (Q13)
- candidates were able to compare and contrast (Q14b and Q15b).
Characteristics of weaker responses
- some points were provided rather than addressing the question
- the word ‘play’ (θεατρικό έργο) was misunderstood (Q13).
Characteristics of better responses
- ideas and information appropriate to audience, purpose and context were communicated
- a good knowledge of Greek vocabulary and language structures was demonstrated
- appropriate forms of the past tense were used correctly.
Characteristics of weaker responses
- ideas were not communicated effectively
- there was a lack of grammatical agreement and incorrect use of tenses, for example, τα φαγητά είναι νόστιμο , ελληνικά σαλάτα , τον φίλος μου , εμείς αγοράζο
- words that were found in dictionaries were used out of context
- the consonants ξ , ψ , χ , θ and δ were confused
- the length requirement for the writing tasks was not met.
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Modern Greek Beginners syllabus
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