Modern Greek Continuers 2022 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 the 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:

• speak effectively and fluently with good intonation
• converse in some depth on a range of topics about their personal world, for example, έχω πολλούς καλούς καθηγητές και τους συμπαθώ πάρα πολύ – έχω πολύ καλή σχέση μαζί τους
• demonstrate an excellent knowledge of vocabulary and language structures, for example, αλληλοεκτίμηση – συμπόνια – αυτοκριτική – συνεργάσιμος – ώριμος – θεωρώ τη μόρφωση πολύ σημαντική στη ζωή μας – διευρύνω τους ορίζοντές μου
• provide examples to support and justify their point of view and ideas, for example, ο παππούς μου είναι πρότυπο για μένα γιατί είναι πολύ δημιουργικός, μου συμπαραστέκεται πάντα και με κάνει να γελάω
• use a wide variety of grammar structures accurately and effectively to address the questions asked, for example , ακούω μουσική ενώ κάνω γυμναστική – δεν μπορώ να κάνω πολλές συγκρίσεις διότι ήμουν πολύ μικρή
• respond in the correct tense form to talk about past, present and future experiences, for example, με δυσκόλεψε πολύ – μου προκαλεί άγχος – θα νιώσω ελεύθερος όταν τελειώσω το σχολείο
• use the past continuous tense correctly, for example, πέρυσι πήγαινα στο γυμναστήριο κάθε μέρα
• use appropriate register when conversing with the examiner, for example, μπορείτε να το επαναλάβετε αυτό, κυρία/κύριε.

Areas for students to improve include:

• providing elaborate responses with appropriate examples, ο αγαπημένος μου καθηγητής είναι ο καθηγητής των Μαθηματικών γιατί έχει υπομονή και είναι πάντα πρόθυμος να βοηθήσει τους μαθητές του
• paying attention to agreements between articles, nouns and adjectives, στα πάρκα – τους γονείς – όμορφες παραλίες
• using cases and adjectival endings correctly, μου αρέσουν οι κωμωδίες – έχω πολλούς συγγενείς στην Ελλάδα
• using the correct tense form of verbs to suit the requirements of the question such as θα ήθελα να πάω στην Ελλάδα όταν τελειώσω το σχολείο – θα μπορούσα να πω ότι είμαι καλός μαθητής
• using the perfect tense correctly, δεν έχω πάει στην Ελλάδα – δεν την είχα δει για πολλά χρόνια – θα έχω διαβάσει τα μαθήματά μου ώσπου να έρθεις
• using the verb 'πρέπει' correctly in all tenses, πρέπει να διαβάζω δυο ώρες κάθε μέρα – έπρεπε να καθαρίσω το υπνοδωμάτιό μου – θα πρέπει να διαβάσω απόψε γιατί έχω διαγώνισμα αύριο
• using the verb 'μου αρέσει' correctly, μου αρέσουν τα παραδοσιακά ελληνικά φαγητά – μας αρέσει να πηγαίνουμε στο σινεμά
• revising irregular verbs, βλέπω τηλεόραση κάθε βράδυ – είδα μια ταινία το σαββατοκύριακο – θα δω τους φίλους μου το απόγευμα
• revising passive voice verbs, χρειάζομαι βοήθεια – χρειάστηκα βοήθεια – θα χρειαστώ βοήθεια
• avoiding English syntax and anglicisms, for example, use 'είμαστε στενά δεμένοι' instead of 'είμαστε κοντά', use 'αθλούμαι' instead of 'δουλεύω το σώμα μου'
• avoiding repetition of similar vocabulary and expressions, for example, repeated use of 'μετά'
• becoming aware of and correcting mistakes in their responses, for example, με συγχωρείτε, ήθελα να πω.

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, δωρεάν (Q1), χορτοφάγος (Q2), τέχνη (Q3), συνδυάζω (Q3), να σχηματίσουμε (Q4), ταυτότητα (Q4), εμπιστοσύνη (Q5), οθόνη (Q6), ταβάνι (Q6), να απογοητευτείς (Q7), να εγκαταλείψετε (Q7) and συγκρότημα (Q8)
• deduce Petros' personality traits and support response with relevant evidence from the text (Q5)
• identify correct multiple-choice answer by eliminating key words to deduce what Katina might find appealing about this dentist (Q6)
• demonstrate a thorough understanding of why the speaker is suitable to give this talk, supported with relevant evidence from the text (Q7)
• demonstrate a perceptive understanding of the text by justifying why Yiannis changes his mind, 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 by paraphrasing into English to support their arguments
• explaining their argument instead of merely referring to the text
• 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 explain the predicament of Savva (Q9a)
• recognise that Anna disagrees with Savva, encouraging him to speak to his grandparents as she was able to learn about her migration experience by speaking to her grandparents (Q9b)
• correctly identify the fact that Antigone's parents remained in Australia despite the language barrier when they first arrived (Q9c)
• recognise the negative feelings he had upon arriving in Australia, for example, ridiculed by classmates, superficial topics raised by friends and teachers, yearning to discuss topics of interest to him (Q9d)
• support the answer with reference to language techniques and content, for example, using emotive language (Q9d)
• correctly identify that the film impacted Margarita by making her famous and changing her stance/view on life (Q10a)
• examine the text holistically to identify and explain her concerns at the marine park, for example, strange behaviour of dolphins, mental/physical ailments, baby dolphins suffering away from parents) (Q10b)
• identify Margarita's personal qualities and expand with evidence from the text, for example, observant, caring, compassionate, determined, courageous (Q10c)
• correctly infer the future advantages of the marine park, for example, robots providing the same entertainment for audiences without impacting marine life well-being (Q10d).

Areas for students to improve include:

• understanding the function of language techniques and selecting appropriate examples to support their response
• using allocated reading time effectively
• proofreading and editing 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, for example, δυστυχώς ή ευτυχώς, η τελική απόφαση θα είναι δική σου - στο κάτω κάτω - όσον αφορά - κατ' αρχάς - εντούτοις - θα σου πω ορισμένα πράγματα - θα σε συμβούλευα να...
• 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
• use tenses correctly, for example, the conditional tense στη θέση σου θα έλεγα στους φίλους μου..., the continuous tenses πηγαίναμε για κολύμπι κάθε μέρα
• use imperative mood correctly to give advice to cousin, for example, πήγαινε να μιλήσεις στους φίλους σου, πες τους.

Areas for students to improve include: 

• ensuring words already in the stimulus text are spelt correctly, for example, σπίτι, θάλασσα, γονείς
• addressing recipient of email correctly using the vocative case, for example, Γεια σου, Κώστα
• signing off with the nominative case, for example, με αγάπη, Λεωνίδας
• 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 tense and register throughout the response, for example, when addressing their cousin, 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, τους γονείς, τις τελικές εξετάσεις
• using the dictionary appropriately
• spelling common basic words correctly, for example, γεια, φίλοι, είσαι, εσύ, όλοι, Σύδνεϋ, ωραία, αγαπητέ.

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, explaining to the friend why they have not been in touch
• use authentic vocabulary and appropriate language structures with a high level of accuracy
• use sophisticated language, for example, συγχώρεσέ με, συγνώμη που δεν έχω έρθει σε επαφή μαζί σου
• use idiomatic expressions, for example, αντιμετωπίζουμε οικογενειακά προβλήματα, την κατάλληλη στιγμή, έλεος δηλαδή
• 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
• 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 letter, for example, Αγαπημένη μου γιαγιά
• demonstrate knowledge of a wide range of content related vocabulary, for example, δεν θα το πιστέψεις, οι παραδόσεις, εντυπωσιάστηκα, η φιλοξενία, η γενέτειρά σου, το συναίσθημα, ο πολιτισμός
• use correct form of verbs, adjectives and nouns consistently
• ​​engage effectively with the question and provide sufficient detail to address the question thoroughly
• demonstrate creativity in their capacity to reflect in response to the question
• demonstrate use of authentic language, for example, ατέλειωτο γλέντι, διασκεδάσαμε μέχρι τα ξημερώματα
• demonstrate use of idiomatic expressions, for example, έμεινα με το στόμα ανοιχτό, πέταξα από τη χαρά μου, μου κόπηκε η ανάσα
• 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, θυμάμαι που μου έλεγες
• using the correct tense and case, ήρθαν όλοι οι συγγενείς
• using the impersonal verb πρέπει correctly
• differentiating between using the simple and continuous subjunctive, for example, με έκανε να αισθάνομαι
• using correct vocabulary and expressions, for example, είμαι ευγνώμων, μου λείπεις
• differentiating when to use the adverb in combination with the participle, for example, είμαι τόσο ευτυχισμένη
• 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, είχαν, είσαι, όμορφη, αγαπημένη, αγαπητή
• 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.