Modern Greek Continuers 2023 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:

• engage effectively and fluently using language features to enhance their communication, for example, intonation
• address the questions in depth which allowed for an authentic conversation
• structure ideas logically and coherently using appropriate connecting words and phrases for example, κατ’ αρχήν, τελικά, επιπλέον, τόσο, όσο
• use a range of language structures to express ideas, for example, όταν τελειώσω το λύκειο θα ήθελα να σπουδάσω εγκληματολογία
• use a sophisticated and authentic range of vocabulary, for example, θεωρώ τον εαυτό μου ως επιδέξιο, θα μ’ έλεγε τελειομανή και μεθοδικό τύπο
• use the passive voice correctly, for example, αιθάνομαι καλά, μοιράζομαι το δωμάτιό μου, χρειάζομαι βοήθεια, αθλούμαι τακτικά, ασκούμαι με τους φίλους μου
• have correct article, adjective and noun agreement, for example, στην Ελλάδα υπάρχει μεγάλη οικονομική κρίση, έχουμε μια εξαιρετική σχέση, έχουμε υπέροχες σχέσεις με τους γείτονές μου
• demonstrate correct use of cases, for example, nominative στην οικογένειά μου είναι πέντε μέλη ο πατέρας μου, η μητέρα μου τα δύο αδέρφια μου και εγώ, accusative η οικογένειά μου αποτελείται από πέντε μέλη. Τον πατέρα μου, τη μητέρα, τα δύο αδέρφια και εμένα and Genitive, for example πηγαίνω στην τρίτη λυκείου/ θέλω να γίνω καθηγητρία Μαθηματικών correctly.

Areas for students to improve include:

• demonstrating a sound knowledge of noun genders, for example, ένα τέχνη, η σπίτι μου, η σχολείο, ένα ομάδα
• using the correct use of μου αρέσει, for example, μ’αρέσει τα ζώα, μας αρέσει τα σουβλάκια, μας αρέσουμε, μ’άρεσε οι παραλίες, αρέσω τους δασκάλους πολύ
• using the correct use of πρέπει, for example, πρέπω να διαβάζω, πρέπεις να ξέρεις
• avoiding anglicisms, for example, η ζωή εκεί πίσω, πάνω στον υπολογιστή, να βλέπω πάνω σε μένα to look up to me, έχω φτιάξει πολλούς φίλους, για να έχεις μια ωραία στιγμή
• using formal register when addressing examiner, for example, να σου πω, κοίταξε
• using correct pronunciation, for example, μαθεματικά, χιούμερ, αποστηρίζει
• using the passive voice correctly, for example, μοιράζω το δωμάτιο μου, αισθάνω, χρειάζω
• using correct vocabulary, for example, τραπεζαράκι, οργανωσμένος, σινεματογράφος, κοσμετικά
• using simple and continuous past tenses correctly, for example, πήγα στην παραλία κάθε μέρα
• avoiding using anglisms, for example, like, so, yeah, horror movies, theme park
• using the correct case, for example, nominative τη μητέρα μου κατάγεται από, accusative να βοηθάω η αδερφή μου and Genitive με την υποστήριξη τους γονείς μου
• having correct article, adjective and noun agreement, for example, ένα μεγάλο βιβλιοθήκη, τα προβλήματα είναι πολύ δύσκολη
• becoming aware of and correcting mistakes in their responses, 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, πρωταθλητής (Q3), απογοήτευση (Q4), θυσίασες (Q5), χορωδία (Q6), κοινότητα (Q7), ασταμάτητος (Q8)
• illustrate Christos’ change of mind by outlining his state of mind before and after Fotini’s suggestion, while also supporting response with relevant information (Q2)
• explain that Kosta has positive feelings towards his new neighbour, providing examples of how he believes he can benefit from this new interaction (Q3)
• identify the correct multiple-choice answer by eliminating key words to deduce what is true of Giannoula’s recent experience (Q4)
• demonstrate a thorough understanding of what the conversation reveals about Dimitra’s personality and outline both negative and positive aspects of her personality. For example, being considerate as demonstrated in her assisting the neighbour with her mobile phone (Q5)
• provide a thorough understanding of the likelihood of Margarita following Spiro’s advice, referencing statements made by Margarita herself which indicate her eagerness to follow his advice. For example, do you think, I never would have believed that…(Q6)
• correctly identify an array of language techniques used by Erasmia to convey her negative feelings about her decision to leave her neighbourhood. For example, idiomatic expression, humour, hyperbole and accumulative listing (Q7)
• 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
• express themselves well in English.

Areas for students to improve include:

• providing answer as succinctly as possible, avoiding excessive use of arrows and annotations
• understanding the requirements of the question as per NESA’s Glossary of Key Terms, for example, explain (Q2, Q3) requiring students to relate cause and effect
• demonstrating a holistic understanding of the text by not only identifying Dimitra’s negative traits, but also deducing her considerate side as seen in Yianni’s observation Ξέχασες πόσες ώρες θυσίασες να μάθεις στη γειτόνισσά σου να χρησιμοποιεί το κινητό της; (Q5)
• providing the appropriate quotes by paraphrasing into English to support their arguments
• explaining their argument instead of referring to the text. For example, explaining that Margarita is likely to follow Spiro’s advice as it will allow her to overcome the personal hardships, she herself is facing, as is the case with Spiro (Q6)
• addressing all question components. For example, outlining that Erasmia’s decision was to leave her neighbourhood, while also addressing how language is used to convey her feelings (Q8)
• 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 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:

• organise information and ideas that met the task requirements.
• deduce meaning and explain how Makis feels about leaving school (Q9a)
• explain why Despina agrees with Makis that school does prepare students adequately for life beyond school (Q9b)
• correctly identify and explain the meaning of Pavlos’ statement, that is, that school has not prepared him adequately for life beyond school (Q9c)
• demonstrate an excellent understanding of the whole text. For example, the significance of Anna’s contribution to the blog in relation to the previous three blog posts (Q9d)
• identify what surprised the writer while walking through a remote Japanese village, specifically referring to the presence of Greek elements, for example, Greek music, the Greek flag (Q10a)
• link how Andreas reflects the statement, commenting on how teaching his wife Greek and opening a Greek tavern in Japan allowed him to leave his Greek mark on Japan (Q10b)
• support their answer with specific reference to the text. For example, identifying Tomoko’s personal quality open minded, determined, passionate (Q10c)
• identify how the writer has used language techniques to make the text effective, supporting answer with reference to the text (Q10d)
• correctly identify an array of language techniques used by the writer to make the text more effective. For example, imagery, idiomatic expressions, suspenseful language, use of repetition, emotive language (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 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
• manipulate language effectively and authentically
• 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: 

• understand the audience, purpose and context of the task, specifically that they were to write a restaurant review for a magazine, for example, Αγαπητοί αναγνώστες
• use appropriate, formal register – σας συνιστώ
• ensure agreement between articles, adjectives, nouns and verbs
• use vocabulary that expressed their understanding of the text
• demonstrate an in-depth global understanding of the text by addressing key points. For example, the great service and staff, the problems with parking and lighting, the dirty tablecloths and the food was not to their liking
• make other suggestions or proposals not already mentioned in the text, for example, να φέρετε ελληνική ζωντανή μουσική
• manipulate language authentically and fluently, using sophisticated language and idiomatic expressions, for example, ευδιάθετο προσωπικό, επιρροσθέτως, είναι προφανές
• 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 across different tenses, for example, πρέπει, έπρεπε, θα πρέπει
• use tenses correctly, for example, the conditional tense θα συνιστούσα.

Areas for students to improve include: 

• ensuring words already in the stimulus text are spelt correctly, for example, φωτισμός
• formatting magazine review correctly, for example, the inclusion of review title, Το Εστιατόριο «Πράσινη Ελιά», «Το χειρότερο εστιατόριο»
• avoiding anglicisms, for example, δεν κάθισαν καλά με τον γούστο μου
• meeting the suggested length requirement of the task
• demonstrating an understanding of the whole text by addressing key points and not simply copying parts of the text
• ensuring that all points are well-developed
• responding in a coherent and logical way while using the correct text type. For example, a magazine review should contain a title and series of paragraphs outlining reasons for poor review
• ensuring modification of words sourced from the Greek dictionary, for example, changing masculine adjectives to agree with the noun it is describing, for example Τα φαγητά ήταν νομιστός > νόστιμα
• spelling common basic words correctly, for example, τραμέζι > τραπέζι
• using the dictionary appropriately.

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, informing absent friend about tomorrow’s excursion arrangements: θέλω να σου ευχηθώ καλή ανάρρωση, ελπίζω να καταφέρεις να έρθεις αύριο
• use sophisticated language, for example, Σου γράφω αυτό το μήνυμα να σε ειδοποιήδω/πληροφορήσω, Αναστατώθηκα όταν έμαθα τι συνέβη σήμερα το πρωί!
• use idiomatic expressions, for example, Άσε φίλε, έχασες!
• demonstrate appropriate use of future tense and subjunctive for the requirements of the question, for example, πρέπει να σηκωθείς νωρίς, το λεωφορείο θα αναχωρήσεις στις 8 ή ώρα
• use punctuation effectively, including accents, capital letters, commas and full stops
• structure ideas cohesively and coherently, including a greeting and salutation
• manipulate language with some flair, for example, τα κινητά απαγορεύονται, μην τολμήσεις να το φέρεις!

Areas for students to improve include:

• communicating the time and times of day correctly when discussing excursion arrangements, using expressions such as στη/στις, κατά τις, το πρωί, το μεσημέρι, το απόγευμα
• using the appropriate tense, for example, being able to distinguish between the future simple, future continuous and subjunctive
• distinguishing between the words εκδρομή and ταξίδι
• using and conjugating verbs πρέπει and χρειάζεται accurately
• ensuring accuracy in agreement between articles, adjectives and nouns
• recognising the phonetic value of the alphabet θ/δ, ρ/π, χ/ξ, ψ
• avoiding anglicisms, Ποτέ δεν θα ξεχάσω αυτή τη μέρα – Αυτή η μέρα θα μου μείνει αξέχαστη.

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 script addressing classmates, for example, Αγαπητοί (μου) συμμαθητές
• demonstrate knowledge of a wide range of content related vocabulary, for example, ζούμε στην εποχή της τεχνολογίας, αν και έχουν τα θετικά τους τα κινητά, μας βοηθάνε πολύ σε κάποιους τομείς, είσαστε υπέρ/κατά αυτής της απόφασης / αυτού του κανόνα
• sequence and structure ideas coherently, using introductory paragraph to outline purpose of talk, one body paragraph per key argument/point and concluding statement summarising key points raised in the body of the script
• demonstrate creativity in their capacity to reflect in response to the question, καταλαβαίνω ότι πολλοί από εσάς είστε αναστατωμένοι με την πρόσφατη απαγόρευση των κινητών.
• demonstrate use of authentic language, for example, είναι σημαντικό να γνωρίζετε τις θετικές επιπτώσεις που θα έχει αυτή η καινούργια αλλαγή, θα σας δοθεί η ευκαιρία να αποδείξετε στους καθηγητές πόσο έξυπνοι είστε!
• demonstrate use of idiomatic expressions, for example, σταματήστε να σπαταλάτε άσκοπα τα σχολικά σας χρόνια!
• use the dictionary effectively by selecting vocabulary to suit the context, referring to the ban of mobile phones as a new decision/rule, απόφαση/κανόνας rather than a law νόμος.

Areas for students to improve include:

• addressing context and purpose, for example using inclusive language, for example first person plural when addressing classmates η συγκέντρωσή μας θα αυξηθεί σημαντικά.\
• using verb tense correctly, for example, using the future simple to outline the benefits of principal’s decision to ban mobile phones, θα μάθουμε την ύλη πιο αποτελεσματικά
• using conjunctions to elaborate on key points, εξάλλου, επιπλέον, πρώτον, δεύτερον
• avoiding the use of made-up words such as σπιτίσια ζώα – κατοικίδια, περπάτισμα – περπάτημα, αποφάσισμα – απόφαση
• using persuasive language through correct use of the impersonal verb πρέπει να αναγνωρίσουμε και την θετική πλευρά
• using correct vocabulary and expressions, for example, Μην ανησυχείτε! Περασμένα ξεχασμένα!
• using correct agreement between article, adjective and noun, for example, η χρήση του τηλεφώνου κατά τη διάρκεια του μαθήματος
• ensuring that spelling of basic words is accurate, for example γα σου – γεια σου, εβγαριστώ – ευχαριστώ, τάξι – τάξη
• recognising the phonetic value of the alphabet θ/δ, ψ, χ/ξ, μ/π, for example μαδητές instead of μαθητές.