Modern Greek Continuers 2019 HSC exam pack

Students should:

• be prepared to talk on a variety of topics relating to their personal world
• answer the question asked rather than presenting pre-prepared responses
• express their ideas and opinions and justify their point of view
• 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.

In better responses, students were able to:

• converse on a range of topics about their personal world
• elaborate providing comments, information and insights in their response
• use a range of vocabulary, expressions and language structures correctly
• manipulate language authentically to suit the question
• use idiomatic language appropriately in context
• speak with authentic pronunciation and intonation.

Areas for students to improve include:

• using a wide range of vocabulary, expressions and language structures related to the syllabus topics and the student’s personal world
• revising language structures to facilitate the expression of student ideas on their personal world
• avoiding repetition of similar vocabulary and expressions
• avoiding applying English structures to Modern Greek sentences and expressions.

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:

• read each question carefully and pay close attention to key words, for example, ‘analyse’, ‘justify’, ‘compare’, ‘summarise’
• recognise the demands of the question, for example in Question 4 “Explain the attitude of each speaker” requires students to respond for all speakers
• understanding the requirements of answering a language and content question (Outcome 3.6/Q8)
• distinguish between content, language which may include tone and provide examples in English
• be aware that a ‘how’ question does not always require an analysis of language, meaning that students should discriminate whether it is language, a justification or an explanation that is required
• demonstrate a holistic understanding of each item and respond succinctly without recounting everything that was heard
• express themselves well in English.

Areas for students to improve include:

• avoiding the inclusion of irrelevant details when asked to summarise (Q5)
• using common sense, for example in Question 5 βάτραχος (frog) was mistaken for βράχος (rock) leading to answers that included rocks producing saliva
• developing a clearer understanding of what the question requires, for example, students included language techniques in responses that did not require them (Q4, 7)
• making sure that they incorporate notes in Candidate’s Notes in the answer
• referencing their examples appropriately, for example, using quotation marks and English.

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 in order 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 repeating information unnecessarily or providing irrelevant details
• 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:

• demonstrate a global understanding of the text
• respond with relevant details avoiding a translation of the text
• support their responses with appropriate textual evidence
• draw conclusions, for example, Question 10 (d) better responses were able to identify personality traits and support their opinion with reference to the text
• identify contrasts.

Areas for students to improve include:

• use the dictionary appropriately to find the correct meaning of the word or words for the context of the text
• avoid making generalisations – some responses were based on common knowledge rather than textual evidence, for example, Question 9, climate change
• avoid using translated segments from the text.

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 discussed and observations 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:

• demonstrate a global understanding of the text by addressing in depth almost all key points – only suggestions to the Principal were omitted
• manipulate language authentically and fluently, using sophisticated language and idiomatic expressions
• sequence their ideas logically, using appropriate conventions of language
• use correct grammatical structures and syntax.

Areas for students to improve include:

• meeting the suggested length requirements of the task
• ensuring that all points are developed
• demonstrating understanding of the whole text by addressing key points and not simply copying the text
• maintaining consistent use of correct register throughout the response, for example, when addressing the Principal, formal language should be used
• responding in a coherent and logical way – using the correct text type
• agreement between articles, adjectives and nouns and correct use of verb tenses and conjugations.

Question 12

Students should:

• 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
• proof read and edit work
• adhere to the suggested word length.

Question 13

Students should:

• 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, salutations, valedictions and structures appropriate to the requirements of the question
• proof read and edit their work
• adhere to the suggested word length.

In better responses, students were able to:

• apply correct use of verb tenses, for example, person, tense, active/passive voice
• engage effectively with the question, provide sufficient detail and address the question thoroughly
• use correct register throughout the response
• demonstrate a high level of accuracy in grammar and syntax
• demonstrate an understanding of language structures relevant to the task
• manipulate language structures creatively and authentically to persuade the audience (Q13a)
• use language of reflection when expressing feelings and concerns about the exchange experience (Q13b)
• demonstrate intercultural understanding of language by avoiding anglicisms, for example, θα μου σημαίνει πολύ εάν έρθεις μαζί μου / γράψε μου πίσω
• avoid plagiarising from texts in other sections of the exam, for example, Reading and Responding
• use the monotonic system of accentuation
• use the dictionary effectively by selecting vocabulary to suit the context.

Areas for students to improve include:

• ensuring that enough time is allocated to addressing the question according to exam time specifications
• avoiding anglicisms , for example, είχα το πιο καλύτερο μέρα / το χαμόγελο μου ήταν από ένα ακρή το κεφάλη μου στον άλλο
• incorporating sophisticated language correctly, for example, χερωνακτική should read χειρωνακτική
• using correct vocabulary for the desired context
• implementing correct grammatical structures to express desired meaning
• providing structure, clarity and cohesion in written responses
• using their dictionary strategically and discriminately, for example, checking the gender of the noun in order to ensure correct agreement with adjectives in terms of case, number and gender such as το καλό αφεντικό rather than ο καλός αφεντικός / οι οικογένειά σου, τι κάνουν;
• recognising the phonetic value of the alphabet θ / δ, ψ / πσ and χ / ξ.