Modern Greek Continuers 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:

• 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, κατοικίδιο (Q1), ειδικές ανάγκες, αναπυρικό καροτσάκι, ασανσέρ (Q2), γαμήλιο ταξίδι (Q3), πειράματα (Q5) μετακόμιση (Q6), προστασία, στέγη, πρωτοβουλία (Q7), ικανοποίηση, αναμνήσεις, δημιουργώ/δημιουργήματα (Q8)
• identify the key points in a passage and provide the appropriate response
• complete the table using information from text
• identify the correct phone number (Q2)
• demonstrate a sound understanding of the purpose of the call, for example, expressing disappointment at not being able to attend (Q3)
• identify correct multiple-choice answer by eliminating key words to deduce how mother feels (Q4)
• provide a clear and succinct summary of the reasons why people should buy the advertised product (Q5)
• deduce Michael’s personality traits and support response with relevant evidence from the text (Q6)
• demonstrate a thorough understanding of the importance of the initiative (Q7)​
• demonstrate a perceptive understanding of the text by justifying whether the interviewer was likely to change his view, with appropriate references (Q8)​
• support their responses with reference to relevant content and language, using their own words and providing detailed information
• structure responses logically and succinctly within allocated space while including all details required
• 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 translating the text
• providing the appropriate quotes to support their arguments
• improving their skills in summarising to reflect a holistic understanding of the text
• 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.
• using the dictionary effectively.

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:

• deduce meaning and include the brighter future offered by Greece (Q9a)
• answer the question by commenting on the fact that the Greek people affected him positively / impressed him (Q9a)
• explain the quote before providing examples of why things were not as rosy as the family imagined, for example, parents found it difficult to find employment, girls found it difficult to make friends (Q9b)
• recognise the change in the girls’ situation as a progression from isolation to inclusion to champions and role models (Q9c)
• explain the quotes and outline in detail their relevance to the last paragraph (Q9d)
• correctly identify the purpose of Erasmia’s email, for example, to inform her friend that she received a scholarship, and to express her joy at the prospect of going to Thessaloniki (Q10a)
• identify personal qualities and expand with evidence from the text, for example, appreciative as she acknowledges how lucky she is to have such an opportunity (Q10b)
• provide a sound explanation of Erasmia’s feelings about Athens, both positive and negative (Q10c)
• examine the text holistically to form a conclusion about Erasmia’s mixed feelings (Q10c)
• identify examples of both content and language, using appropriate examples to support how Erasmia felt about Thessaloniki (Q10d)
• support the answer with reference to language techniques and content, for example, using emotive language ανυπομονώ, θα ζω τ’όνειρό μου.

Areas for students to improve include:

• translating quotes to English
• understanding the function of language techniques and selecting appropriate examples to support their response
• using the lines or space beneath the question as a guide for the length of the response
• use allocated reading time effectively 
• proofread and edit responses to ensure clarity.

Students should:

• respond to the question in relation to the text
• read the entire text in order to respond fully to the question
• use the conventions of the text type required by the question
• demonstrate understanding of the whole text in their response and not just respond to actual 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 while addressing the issues raised
• 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 text type required in the question
• edit their work to ensure clarity of the response.

In better responses, students were able to:

• demonstrate an in-depth global understanding of the text by addressing key points
• address the issues and questions raised in the text
• manipulate language authentically and fluently, using sophisticated language and idiomatic expressions όλοι έμειναν με το στόμα ανοιχτό, φασούλι το φασούλι γεμίζει το σακούλι, προσιτή τιμή
• sequence ideas logically, using appropriate conventions of language, for example, correct register throughout
• use correct grammatical structures and syntax, for example, agreement of adjectives and nouns
• use important verbs correctly, for example, πρέπει, χρειάζεται, αγχώνεσαι, μου αρέσει
• use tenses correctly, for example, the conditional tense θα ήθελαν, the simple and continuous tenses θα διακοσμήσουμε το σπίτι μας.

Areas for students to improve include:

• ensuring words already in the stimulus text are spelt correctly, for example, ευρύχωρο, εισιτήριο
• avoiding anglicisms
• meeting the suggested length requirement of the task
• ensuring that all points are developed
• demonstrating an understanding of the whole text by addressing key points and not simply copying parts of the text
• maintaining consistent use of correct register throughout the response, for example, when addressing their friend, informal language should be used
• responding in a coherent and logical way while using the correct text type
• using correct articles, agreement between adjectives and nouns, for example, το κόστος, η ψήφος, μεγάλη σούβλα
• using the dictionary appropriately
• spelling common basic words correctly, for example, όλα, όλη, αλλά, ίδια, άλλα. 

Question 12 

Students should:

• ​​address all parts of the question
• use the appropriate register and conventions of the text type
• 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
• proofread 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 describing an unexpected incident
• use authentic vocabulary and appropriate language structures with a high level of accuracy, for example, απροσδόκητο, απρόοπτο
• use sophisticated language, for example, είμαι σε απόγνωση, το τι συνέβη δε περιγράφεται
• use idiomatic expressions, for example, δε θα μαντέψεις
• demonstrate appropriate use of tense for the requirements of the question
• 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, being able to distinguish between the simple and continuous future, and the simple and continuous past
• using the subjunctive mood correctly, for example, distinguishing between the use of the simple and continuous subjunctive
• conjugating verbs accurately
• having accuracy in agreement between articles, adjectives and nouns
• using the correct case
• 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.

Question 13

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 text type 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
• proofread and edit their work
• adhere to the suggested word length​.

In better responses, students were able to:

• follow the text type conventions of a diary entry, for example, αγαπημένο μου ημερολόγιο
• use a wide range of language structures accurately
• demonstrate knowledge of a wide range of content related vocabulary, for example, υδατάνθρακες, σωματική ευεξία, παχυσαρκία
• 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 and passive voice​
• ​engage effectively with the question, provide sufficient detail and address the question thoroughly ​demonstrate creativity in their capacity to reflect in response to the question
• demonstrate use of authentic language, for example, από αύριο γίνομαι άλλος άνθρωπος
• demonstrate use of idiomatic expressions, for example, δεν είναι δυνατόν
• 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 verb tense correctly, for example, using the past continuous where appropriate and not the simple past κάθε μέρα πήγαινα στο γυμναστήριο
• using grammar correctly, for example, use of correct tense and case θα πάμε με τις φίλες μου
• using the impersonal verb πρέπει correctly
• differentiating between using the simple and continuous subjunctive, for example, πρέπει να τρώω υγιεινά φαγητά
• using correct vocabulary and expressions, for example, έκανα πολλές αλλαγές στην καθημερινή ρουτίνα μου, μου λείπει η μαμά μου, είμαι υγιής
• using the present tense correctly, for example, έχω πάει
• differentiating when to use the adverb in combination with the participle, for example, είμαι τόσο κουρασμένη
• using correct agreement between article, adjective and noun
• writing original and creative text in a structured manner
• ensuring that spelling is accurate, including vowels and consonants in words, for example, ξέρω
• planning 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
• recognising the phonetic value of the alphabet θ/δ, ψ, χ/ξ, μ/π.