Modern Greek Beginners 2024 HSC exam pack

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 Modern Greek 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 depth and extend response by giving an opinion and justification, for example, θέλω να σπουδάσω ιατρική γιατί θέλω να βοηθάω τους ανθρώπους
• use cases and adjectival endings correctly, for example, μου αρέσει να διαβάζω, η αδερφή μου είναι καλόκαρδη, ωραία νόστιμα φαγητά
• use complete sentences with correct verb endings to match the subject, for example, ο πατέρας μου δουλεύει σε γραφείο
• use subordinate clauses and conjunctions with correct word order, in particular clauses with ‘γιατί’ for example, θέλω να βρω δουλειά γιατί θέλω να έχω τα δικά μου χρήματα για να μπορώ να ταξιδέψω στην Ελλάδα
• use the future tense correctly, for example, Θα πάω στην Ελλάδα για να δω τους συγγενείς μου
• use the simple past tense correctly, for example, Το περασμένο σαββατοκύριακο πήγαμε στο σινεμά
• demonstrate a control of a variety of vocabulary and language structures, for example, κατάγομαι, προτιμώ, ψυχική υγεία, θαυμάσια
• use the verb ‘μου αρέσει’ correctly, for example, Ερώτηση: Τι σας αρέσει να κάνετε σαν οικογένεια; Απάντηση: Μας αρέσει να πηγαίνουμε στο αγαπημένο μας εστιατόριο.

Areas for students to improve include:

• revising vocabulary and expressions relating to topics associated with the student's personal world
• responding in a full sentence or a complete phrase rather than giving single word responses, for example, Ερώτηση: Είσαι καλός μαθητής / καλή μαθήτρια; Απάντηση: Ναι πιστεύω ότι είμαι καλός μαθητής / καλή μαθήτρια γιατί παίρνω καλούς βαθμούς
• paying attention to agreements between articles, nouns and adjectives, for example, τα μαθηματικά είναι δύσκολα, το δωμάτιό μου είναι πολύ μεγάλο, το σπίτι μου έχει δύο σαλόνια και τέσσερα υπνοδωμάτια
• responding with the appropriate tense form of the verb required by the question, for example, Ερώτηση: Πήγες στην Ελλάδα; - Απάντηση: Ναι, πήγα πέρυσι με την οικογένειά μου. Ερώτηση: Τι θέλεις να κάνεις όταν τελειώσεις το σχολείο; - Απάντηση: Όταν τελειώσω το σχολείο θέλω να πάω στο πανεπιστήμιο για να σπουδάσω
• using the verb ‘μου αρέσει’ correctly, for example, Μου αρέσουν τα ελληνικά φαγητά, μας αρεσει να παίζουμε ηλεκτρονικά παιχνίδια, δεν μου αρέσουν οι φακές
• using personal pronouns correctly, for example, μου, σου, του, της, μας, σας, τους
• using correct pronunciation of words, for example, σπορ, μουσική, παιδίατρος
• using correct accentuation, for example, ταξί, σινεμά, δασκάλα, αγγλικά
• justifying why they like or do not like something.

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:

• link information in the text to indicate understanding, mentioning that Petros needed to buy meat and milk for his mother, qualifying ice-cream and eggs were not needed (Q2)
• demonstrate understanding of sophisticated and specific vocabulary, for example, (Q1) ραντεβού, (Q4) σκάψιμο (Q7) ηλικιωμένοι
• identify the correct context of words, for example, (Q4) φασαρία for noise as opposed to fuss/trouble, (Q5) γραφείο for office as opposed to desk
• providing a comparison of how Martha and Spiros differ in the way they spend their free time, rather than a translation of the mentioned activities (Q6)
• providing an opinion based on the information in the text, for example, (Q7) giving more detail as to why the park would be named after him linking his contributions/involvement in the community rather than stating he is a good person and a good mechanic
• summarise in point form as opposed to full sentences, for example, identifying the advantages outlined in the advertisement without translating. Plenty of activities for the whole family rather than listing the activities (Q8)
• identify personality traits of the speaker and support these with references from the text. For example, (Q9) Dimitris is adventurous and independent where as Sophia is more cautious and afraid to travel on her own.

Areas for students to improve include:

• transferring notes accurately from the Candidate's Notes column into their response
• reading questions carefully and providing all the relevant information required for example, including the reason why the park will be named after Mr. Manolis, supporting the response with specific references to the text (Q7).

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 and interpret vocabulary correctly to provide a detailed response, for example, γραμμές lanes (Q15), Γαλλία, Παρίσι France and Paris (Q11)
• place the words in the correct context, for example, νέος/νέα young as opposed to new, εικόνα image as opposed to icon
• identify the requirement/purpose of the question rather than translate the text. For example, comparing the different viewpoints of each speaker rather than translating the different viewpoints (Q15b). Making a judgement about Andreas’ suitability for the role (Q14b)
• deduce personality traits of the speaker and link to specific evidence from the text. For example, what the article reveals about Aspasia and Panayiotis (Q16c).

Areas for students to improve include:

• using the dictionary effectively to find the correct meaning of words in the correct context, for example, φιλικός friendly as opposed to kind, πελάτες as customers as opposed to Pilates (Q12)
• reading the whole text to gain a holistic understanding before answering questions. For example, ensuring the correct attributes and opinions are allocated to the correct speaker (Q16c)
• ensuring they have answered the ‘why’ and ‘how’ components of the question making a statement and justifying opinions instead of simply translating the text. For example, stating Andreas’ suitability for the role (Q14b).

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:

• use the correct text types, such as a note (Q17), an email (Q18) and script of talk/speech (Q19/20)
• correctly use gender of nouns and adjectival agreements, for example, η θεία μου είναι καλόκαρδη (Q19)
• manipulate language to suit the purpose and context of the task, providing reasons why homework wasn’t complete (Q17). Describing a movie and explaining why you enjoyed it (Q18) and justifying your decision to continue your studies and not take a gap year (Q20)
• use a range of different tenses, sentence structures and variety of vocabulary, for example past, το Σάββατο πήγα στο σινεμά και είδα, ξέχασα να κάνω την εργασία and future tense, θα πάω στο πανεπιτστίμιο πανεπιστίμιο
• conjugate verbs correctly, for example, πρέπει, μου αρέσει, χρειάζομαι.

Areas for students to improve include:

• using the dictionary appropriately to find the correct meaning of words in the correct context. For example, using χρόνο time instead of χρονόμετρο to measure time (Q17), εταιρεία business/company instead of συντροφιά companionship (Q20), διάλειμμα break instead of σπάζω to break (Q20) instead of κόμμα the political party (Q19, Q20)
• using a greater range of expressions in the responses, for example, θα περάσουμε πολύ ωραία, τα λέμε
• using the correct homophones, for example, για/γεια, πιο/ποιο, πολύ/πολλοί/πολλή
• ensuring nouns, adjectives and cases agree
• avoiding anglicisms and translating literally, for example, δεν τελειώνω γέλασα (Q18)
• revising and not confusing the letters of the Greek alphabet for example, φ / δ / θ, χ / ξ, π / μ ψ, instead of πσ.