Modern Greek Beginners 2021 HSC exam pack

In 2021, due to COVID-19, the HSC examinations for some courses were cancelled or the requirements adjusted, and no HSC feedback is available.

Please refer to marking feedback previously published for this component.

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:

• link information in the texts to indicate understanding
• demonstrate understanding of sophisticated and specific vocabulary, for example, κέρασμα (Q9), οικονομικές δυσκολίες (Q10), εμπιστοσύνη (Q10)
• identify the correct context of words, for example, παγκάκια for benches as opposed to παγάκια–ice (Q5)
• complete the table using dot points, not sentences (Q5)
• summarise effectively and accurately (Q6)
• provide opinion based on the information in the text, for example, respond to the questions ‘how justified’ or ‘how likely’ and support answer with relevant examples (Q8, 9).

Areas for students to improve include:

• transferring notes from the Candidate’s Notes column into their responses
• reading questions carefully and providing all the information required to answer the question
• learning physical descriptions, for example, μακριά, σγουρά μαλλιά (Q3), numbers (Q5) and occupations (Q7, Q10)
• expressing their judgement and justifications clearly (Q8,9)
• writing clear and concise English
• ensuring the correct use of a dictionary to avoid misinterpretation of words, for example, ‘training–προπόνηση’ (Q1) and πάτωμα meaning floor (Q2).

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:

• understand and interpret vocabulary correctly to assist in providing detailed responses, including: συντροφιά/ανάγκη (Q11), ζωγραφική (Q12) καιρός (Q13), εμπειρίες (Q14), κλείνομαι (Q16)
• place the words in the correct context, for example, ‘ιστορίες’ meaning stories rather than history and προσφέρεται meaning to give rather than gift (Q11), ιστορίες για την αγάπη (Q16)
• identify the purpose of the text rather than translate the text (Q15b,16b,16c)
• demonstrate a thorough and global understanding of current issues raised in the text, for example, identify the negative impact technology has on human interactions (Q16c)
• deduce personality traits (Q16b) of the speakers and support their response with relevant evidence from the text
• make connections within the texts to provide a comprehensive comparison of the speakers (Q15b).

Areas for students to improve include:

• using their dictionary appropriately to find the correct meaning of words in the correct context, for example, συντροφιά for company (Q11), ‘ιστορίες αγάπης’ instead of ‘history’ (Q16b)
• being able to read the upper-case letters ΣΥΝΤΡΟΦΙΑ (Q11)
• writing clear and legible sentences and checking that their responses are clear
• understanding and recognising the passive voice, for example, ‘κλείνομαι’
• ensuring they have answered the why and how components of the question instead of simply translating the text
• developing knowledge of a wide range of vocabulary structures by reading texts of interest
• interpreting texts, vocabulary and expressions, correctly to make judgements about a situation or a person (Q15b,16b, 16c).

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:

• use the correct text types, that is, message, (Q17), diary entry (Q18) and letter (Q19, 20)
• correctly use conjunctions in their sentences and write the required word length
• manipulate language to suit the requirements of the task, for example, organising farewell party (Q17)
• use a range of different tenses, sentence structures and a variety of vocabulary
• link their ideas and sequence them effectively
• show understanding of agreement, for example, το σαββατοκύριακο (Q18)
• show understanding of the past tense
• conjugate verbs correctly, for example, θέλω να έχω (Q18), χορέψαμε (Q19).

Areas for students to improve include:

• consistently using 2^nd person plural (Q17)
• writing according to text type, for example, letter (Q19, 20)
• planning and sequencing their responses
• writing to the required word length
• using a greater range of vocabulary, expressions and grammar structures in their response
• ensuring nouns, adjectives, and cases agree  
• avoiding anglicisms and translating literally, for example, weekend job (Q18)
• using their dictionary effectively
• revising and not confusing the letters of the Greek alphabet, for example, θ/δ, χ/ξ, γ/χ
• revising the diphthongs and double consonants, for example, ει, αι, μπ, ντ, γκ.