Modern Greek Continuers 2020 HSC exam pack

Students should:

• be prepared to communicate 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
• use Modern Greek to ask for repetition and/or clarification of the question, for example, Παρακαλώ μπορείτε να επαναλάβετε την ερώτηση.

In better responses, students were able to:

• converse in some depth on a range of topics about their personal world
• answer questions with relevant information
• demonstrate an excellent knowledge of vocabulary and language structures, for example, διαδικτυακός εκφοβισμός – πλεονέκτημα – πειθαρχία –ομαδικό παιχνίδι – πρωταθλητής
• manipulate language effectively to address the question asked, for example, υπάρχει αμοιβαίος σεβασμός – βρίσκω την ισορροπία μου – το κλειδί της ευτυχίας – χωρίς αμφιβολία
• provide examples to support and justify their point of view and ideas, for example, Είναι η καλύτερή μου φίλη γιατί με καταλαβαίνει και με βοηθάει όταν έχω προβλήματα
• use a wide variety of grammar structures accurately and effectively to address the questions asked
• respond in the correct tense and speak confidently about past, present and future experiences, for example, Παίζω ποδόσφαιρο από πολύ μικρή ηλικία. Τεσσάρων πέντε χρονών η μαμά μου με πήγαινε και έπαιζα με μια ομάδα. Μ’ αρέσει πάρα πολύ γιατί είναι σαν ψυχαγωγία, ξεχνάω το άγχος...
• use the past continuous tense correctly, for example, τριγυρίζαμε στους δρόμους, παίζαμε στα χωράφια
• speak confidently and fluently with consistently good intonation and pronunciation
• use appropriate register when conversing with the examiner, for example, Μάλιστα – δεν ξέρω αν ξέρετε – να σας πω.

Areas for students to improve include:

• providing elaborate responses with appropriate examples
• paying attention to agreements between articles, nouns and adjectives, πολλά χρόνια – άσπρες μπλούζες
• using the correct form of verbs to suit the requirements of the question, να τους διδάξω – δεν καταλαβαίνω – νευριάζω
• using the verb ‘μου αρέσει’ correctly, μου αρέσει η σχολική στολή – μου αρέσουν τα Ελληνικά – μας αρέσει να πηγαίνουμε στην παραλία το καλοκαίρι
• using the verb ‘χρειάζομαι’ correctly, αγοράζωπράγματα που χρειάζομαι
• revising irregular verbs, δεν έχω δει
• avoiding English syntax and anglicisms, περνάω ωραία – στενή σχέση – δεν χρησιμοποιώ πολύ την τεχνολογία
• avoiding repetition of similar vocabulary and expressions
• becoming aware of and correcting mistakes in their responses.

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:

• ​recognise key vocabulary, for example, αλλαγές (Q1), διαφορές (Q3), ανακύκλωση (Q5), ναούς (Q6), γυρίζω, (correct context) υπεύθυνοι (Q8)
• identify the key points in a passage and provide the appropriate response
• demonstrate a sound understanding of all the relevant character traits of Petros (Q3)
• demonstrate a sound understanding ​of the purpose of the speaker's use of the proverb, that is, to prove the opposite of what it states (Q5)
• demonstrate a thorough understanding of Christos' arguments about going to Japan by providing the relevant points and linking them to address Sofia's concerns (Q6)​
• provide a clear and succinct summary of the concerns raised by the speaker (Q7)​
• demonstrate a perceptive understanding of the effect that the recent trip to Europe​ ​had on Elli, and identify the contrast between her previous and current experiences which resulted in her developing social awareness (Q8)​
• provide appropriate examples to illustrate that Elli's change in attitude, involved a call to action, for example, urging the authorities to provide equal access to all and the public to be more considerate to the needs of others (Q8)
• support their responses with reference to relevant content and language, using their own words and providing detailed information
• structure responses logically to clearly answer the question
• demonstrate an excellent knowledge of vocabulary and grammar structures
• express themselves well in English.

Areas for students to improve include:

• ​supporting statements with reference​ to the text
• analysing what was said instead of regurgitating the text
• providing the appropriate quotes to support their arguments
• discussing the effect of the language technique rather than just identifying/quoting them
• accessing the correct word in dictionaries to suit the context of the text
• improving their skills in summarising to reflect a holistic understanding of the text (Q7)
• addressing all parts of a question fully
• explaining their argument instead of merely referring to the text
• providing relevant information and avoiding repetition
• understanding that any information written in the Candidate's Notes section will not be marked
• improving their mastery of the language to express responses appropriately. 

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 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:

• explain quotes in English rather than just copy them in Greek
• identify Maki's attitude through his comments, rather than translate the comments themselves and support with evidence from the text, for example, mature, objective, adventurous, grateful and optimistic (Q9c)
• identify the relevant section of the text that contained the appropriate information for each question.
• explain how language features were used to engage the reader. For example, the use of statistics highlights the severity of the problem and its successful outcome. Exclamations add to reader engagement as we share in the author's enthusiasm. Through the author's choice of words, the reader is able to empathise / sympathise with the villagers "abandon", "in danger", "disappear". Through the story line, the author builds suspense and therefore engages the reader, who wants to know the ending (Q10e)
• communicate ideas well in English with legible writing.

Areas for students to improve include:

• reading the questions carefully and using the mark value to inform decisions about the depth required in the response
• selecting supporting details from relevant parts of the text
• translating quotes into English
• learning how specific literary techniques impact the reader's understanding of the text, rather than simply listing the techniques
• identifying what the use of the 'glossary term' in a particular question requires, for example, explain
• reviewing what they have written to ensure it makes sense in English.

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
• plan effectively to organise their thoughts, paying attention to purpose, audience, context and the type of text required in question
• edit their work to ensure clarity of the response.

In better responses, students were able to:

• identify and refer to events, details and information in the stimulus text and respond accordingly
• determine the correct verb tense to be used throughout the text
• avoid anglicisms
• use sophisticated language appropriately
• organise thoughts logically
• write to the appropriate word limit.

Areas for students to improve include:

• spelling words already in the stimulus text correctly, for example, “συναυλία”, “συγκρότημα”
• using conditional tenses correctly, for example, “Εγώθα πέθαινα αν πήγαινα”
• avoiding anglicisms
• using the past continuous correctly, for example, “Την ώρα του μαθήματος, όλο για τους Πάνθηρες μιλούσες”
• avoiding plagiarisms from texts appearing in other sections of the paper.

Students should:

• ​​address all parts of the question
• 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 responses 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

In better responses, students were able to:

• address purpose and context effectively and creatively by including all relevant details, for example, addressing the cousin and expressing the reasons that they would miss them
• use authentic vocabulary and structures that are culturally appropriate with high level of accuracy, for example, the use of idiomatic expressions " εις το επανιδείν", sophisticated language "ευπρόσδεκτος", the use of diminutives " ψεματάκια", use of rhetorical questions, "τώρα με ποιον θα πηγαίνω...;"
• demonstrate a good control of tense
• use punctuation effectively to create tone
• structure ideas cohesively and coherently
• manipulate language with some flair.

Areas for students to improve include:

• ​using the appropriate tense, for example, using the past continuous to talk about activities they used to do and using the simple future to talk about their respective future plans
• conjugating verbs accurately
• having accuracy in agreement between articles-adjectives-nouns
• using the correct case, for example "θα μου λείψουν οι συζητήσεις μας"
• implementing correct grammatical structures to express ideas
• using the appropriate vocabulary
• avoiding anglicisms
• recognising the phonetic value of the alphabet θ/δ, ρ/π, χ/ξ, ψ/πσ.

Students should:

• read the question carefully and address all parts of the question
• 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, phrases 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:

• follow text type conventions of a diary entry, for example, date, appropriate address/signing “αγαπημένο μου ημερολόγιο/τα λέμε”
• use a wide range of language structures accurately
• use correct form of verbs, adjectives and nouns consistently
• sequence and structure ideas coherently
• ​apply correct use of verb tense, for example, person, tense, active/passive voice​
• ​engage effectively with the question, provide sufficient detail and address the question thoroughly ​
• demonstrate intercultural understanding of language by avoiding anglicisms​
• use the dictionary effectively by selecting vocabulary to suit the context.

Areas for students to improve include:

• addressing context and purpose
• using grammar correctly, for example correct tense and case, for example, “θα πάμε με τις φίλες μου”
• using correct vocabulary and expressions, for example, “αναγκάστηκα να χρησιμοποιήσω”
• writing original and creative text in a structured manner
• ensuring that spelling is accurate, including vowels and consonants in words such as "ξέρω" instead of "χέρω"
• planning their responses before starting to write
• writing at the level of language they can control
• avoiding reliance on the dictionary which may result in poor wording and incorrect meaning
• using their dictionary discerningly, checking noun gender to ensure correct agreement with adjectives in terms of case, number and gender, for example “ είμαστε καλοί άνθρωποι”
• recognising the phonetic value of the alphabet θ/δ, ψ/πσ, χ/ξ.