Modern Greek Continuers 2024 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 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 clearly with pronunciation, syntax, register and intonation
• answer the questions with minimal hesitation, allowing the conversation to flow at a natural pace
• answer questions with relevant information and in some depth, for example, communicating feelings, providing opinions and justifying responses
• address the requirements of the question in the response
• elaborate on the response without extra prompts from the examiner
• respond in full sentences using compound and complex sentences
• use language structures and features effectively to enhance the response, for example, «O πατέρας μου είναι της νοοτροπίας ...», «Μια υγιέστατη ζωή είναι το παν», «για επαγγελματική εγκατάσταση», «Να σπουδάσω κάτι που σχετίζεται με ...»
• demonstrate knowledge of a wide repertoire of vocabulary, for example, «η εγκληματικότητα», «απαιτητικό», «καταπληκτικά»
• accurately use tenses as required by the question, «Επέλεξα τα Ελληνικά», «Είναι καλό να συνεργάζεσαι με άλλους», «Μας έχει φέρι πιο κοντά», «έχουμε τραγουδήσει», «θα το έκανα πάλι αν μπορούσα», «να τους διδάσκω τι είναι το σωστό»
• use authentic and idiomatic expressions appropriately, for example, «Βγάζουν τρελά λεφτά», «Τα Αγγλικά δεν τα μπορώ».

Areas for students to improve include:

• using appropriate tenses, for example, continuous and simple past tenses/continuous and simple future tenses/continuous and simple subjunctive
• correctly using of the impersonal verb «πρέπει»: Πρέπει ναδιαβάζω κάθε μέρα
• using the correct case, for example, nominative, Οι φίλοι μου είναι ευγενικοί/ Accusative for example, Πηγαίνω με τους φίλους μου/ Genitive: Το σπίτι της γιαγιάς μου/ Η ξαδέρφη της μαμάςμου
• using the correct agreement, for example, ο καλύτερός μου φίλος/ μία όμορφη αυλή/ ένα μεγάλο προαύλιο/ Έχω πάει τρεις φορές στην Κάλυμνο
• using the correct verb, 'to like': μου αρέσει ο χορός/ μου αρέσουν τα ψώνια/ δεν μας αρέσουν οι μπάμιες
• correctly expressing age, for example, Είμαι στην Αυστραλία από τεσσάρων χρονών/ ο αδερφός μου είναι είκοσι ενός χρονών
• avoiding anglicisms, for example, «Έχω πολλά στο πιάτο μου»/ “\»Είχαμε καλή ώρα μαζί».

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
• support the response with relevant evidence from the text
• transcribe the response onto 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 the response with reference to relevant content and language, using their own words
• avoid translating the text as part of the response.

In better responses, students were able to:

• recognise key vocabulary, for example, φυσικό προϊόν (Q4), προϊόντα, μόνιμα (Q5), άντεξα (Q6), γνωρίστηκαν στο θέατρο, συγκινητικό (Q7), περιζήτητος, μανία, επιτυχημένος, δημιουγική ζωή, ευτυχισμένος (Q8)
• support the response with reference to relevant content and language, using their own words and providing detailed information
• structure responses logically and succinctly within the allocated space while including all details required
• identify the purpose of the announcement to inform passengers of luggage delay and to request passengers contact the airline office (Q1)
• identify reasons why Niko wants to attend the event (Q2)
• summarise two clear topics of the conversation (Q3)
• outline the poor choice of gift, despite the fact that it was natural, making reference to the text, specifically Eleni’s previous allergic reaction (Q4)
• identify the key reasons Stegisti affected Marika positively (Q5)
• understand the impact of Stella’s sudden departure in contributing to Zoe’s negative attitude towards overseas travel (Q6)
• identify the positive impact Panteli’s sister’s interest in his dreams had on his recent weekend and how much he enjoyed the weekend without technology and looking forward to doing this again (Q7)
• explain the cause that led to the speaker’s career change from photographer to architect (Q8).

Areas for students to improve include:

• transferring notes from Candidate’s Notes to prescribed answering lines
• answering succinctly, avoiding excessive use of arrows and annotations
• understanding the requirements of the question, for example, summarising (Q3)
• providing the appropriate quotes by paraphrasing into English to support the arguments
• using the dictionary effectively.

Students should:

• read the title, questions and the whole text before responding
• use the lines or space beneath the question for the response
• support the response with reference to content and language, using their own words
• address the question with relevant details required by the question and avoid repetition
• focus on key words in the question, for example, ‘how’, ‘why’, ‘explain’, ‘justify’ and respond in relation to the context of the text
• identify the key issue(s) and provide examples to substantiate the 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 the 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:

• understand the purpose of Mario’s entry is to seek assistance due to both his disorganisation and the unsuitability of the hotels (Q9a)
• correctly identify what Pericles’ comments reveal about himself, referring to specific character traits (Q9c)
• explain that because of Fanoula’s negative experience, she was forced to change hotels at an added expense (Q9b)
• correctly interpret and explain the quote in the text in relation to the writer’s life (Q10a)
• refer to evidence specifically in relation to ancient Egyptian taxes and ancient Greek mythology to explain the importance of bees in ancient times (Q10c)
• use comparative language to explain both the differences and similarities between bees and human society (Q10d).

Areas for students to improve include:

• using a dictionary effectively to clarify meaning of unknown words rather than assuming meaning, for example, τροφές – food, not trophies, θεών του Ολύμπου – Olympus, not Olympics
• using comparative language when the question requires comparison, for example, ‘as opposed to’, ‘in comparison to’, ‘whereas however’
• using allocated reading time effectively
• proofreading and editing responses to ensure clarity
• providing quotes in English, not in Greek, to support their response.

Students should:

• read the whole text to respond fully to the question
• plan effectively to organise thoughts, paying attention to context, purpose and audience, as well as the type of text required by the question
• use the conventions of the type of text required by the question
• demonstrate understanding of the whole text in the response
• 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
• provide a creative and authentic response in relation to the text and the question
• use the appropriate register throughout the response
• use a variety of vocabulary, expressions and a range of grammatical structures
• 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 and respond in the correct text type by writing a script of the conversation between Eleni and her mother in relation to the teacher’s letter
• demonstrate control of vocabulary and language structures relevant to the question
• ensure agreement between articles, adjectives, nouns and verbs
• use vocabulary to express their understanding of the text
• demonstrate a global understanding of the text by addressing key points, for example, Eleni’s poor application in the history class and the impact it has on her attendance to the upcoming school trip to Greece
• use authentic language and idiomatic expressions, for example, σου το υπόσχομαι, σύμφωνοι, θα μείνεις πίσω
• use correct grammatical structures and syntax, for example, agreement of adjectives and nouns
• use important verbs correctly across different tenses, for example, πρέπει, αργώ, απολαμβάνω.

Areas for students to improve include:

• avoiding anglicisms, for example, θα έχω καλή ώρα – θα περάσω καλά
• demonstrating an understanding of the whole text by addressing key points and not simply copying parts of the text
• ensuring correct modification of words sourced from the Greek dictionary, for example, συγκεντρώνομαι, βελτιώνω, χρειάζομαι
• ensuring not to confuse English letters with Greek letters, for example, Άννα Γνosti – Άννα Γνώστη
• ensuring the script has a logical sequence, for example, a beginning and ending
• ensuring words already in the stimulus text are spelt correctly, for example, Ελένι – Ελένη, ευδομάδα – εβδομάδα
• ensuring the writing addresses the key components of the stimulus rather than mainly focusing on creative elements
• meeting the suggested length requirement of the task
• responding in a coherent and logical way while using the correct text type, for example, a script of a conversation should be formatted as a dialogue
• spelling common basic words correctly, for example, φείος (θείος), χνωρίζω (γνωρίζω), χανά (ξανά), θα θούμε (δούμε)
• using the middle voice of the verb appropriately, for example, δυσκολεύομαι and χρειάζομαι.

Question 12

Students should:

• read the question carefully and address all parts
• use the appropriate register and conventions of the type of text
• use appropriate language conventions for a diary entry 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
• adhere to the suggested word length
• proofread and edit their work.

In better responses, students were able to:

• address purpose and context effectively and creatively by including all relevant details, for example, outlining to parents why one needs extra money and what one is prepared to do for it
• write appropriately for audience, ensuring to use the second person plural throughout, for example, Αγαπητοί γονείς, θα ήθελα να μου αυξήσετε το χαρτζιλίκι μου
• use authentic expressions, for example, ίσα ίσα μου δίνει τη δυνατότητα να αγοράσω τσίχλες, πάνε αυτές οι εποχές, πάω στον κινηματογράφο και θα ήθελα ένα τάληρο για τα εισιτήρια
• 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, θα κάνω ό, τι γουστάρετε, με πέντε δολάρια δεν μπορώ να κάνω τίποτα
• use future continuous tense correctly, for example, θα βοηθάω με τις δουλειές του σπιτιού, θα βγάζω το σκυλί για βόλτα κάθε απόγευμα.

Areas for students to improve include:

• using the appropriate tense, for example, being able to distinguish between the future simple and future continuous
• ensuring agreement between nouns and adjectives, for example, πολλά εργασίες (πολλές εργασίες)
• distinguishing between the words, for example, χαρτζιλίκι and λεφτά
• using and conjugating verbs, for example, πρέπει and χρειάζομαι accurately
• having accuracy in agreement between articles, adjectives and nouns
• recognising the phonetic value of the alphabet, for example, θ/δ, ρ/π, χ/ξ, ψ, δοηθήσω (βοηθήσω), δόλτες (βόλτες), θασκάλα (δασκάλα)
• avoiding anglicisms, for example, είμαι προετοιμασμένος να κάνω δουλειές του σπιτιού.

Question 13

Students should:

• read the question carefully and address all parts
• plan the 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
• adhere to the suggested word length
• proofread and edit their work.

In better responses, students were able to:

• follow the text type conventions of a diary entry, beginning with Αγαπημένο μου ημερολόγιο and signing off appropriately
• demonstrate knowledge of a wide range of content related vocabulary, for example, πρότυπο, έμπνευση, επιρροή, αυτοεκτίμηση, αυτοπεποίθηση
• sequence and structure ideas coherently using introductory paragraph to outline the purpose of the diary entry
• demonstrate creativity in their capacity to reflect the response to the question, for example, τα γέλια μας γέμισαν τον τόπο δημιουργώντας μια ανέμελη ατμόσφαιρα και μια αίσθηση ξεγνοιασιάς
• demonstrate use of authentic language, for example, θα ήθελα να σου πω για μια συγκεκριμένη σχολική εκδρομή, όλοι ήταν ψυχολογικά πιο ανεβασμένοι
• demonstrate use of idiomatic expressions, for example, βάζουν αμέσως τις φωνές
• use the dictionary effectively by selecting vocabulary to suit the context
• use nominative, accusative and genitive cases effectively, both in the singular and plural, for example, ένας άνθρωπος που με βοήθησε πολύ φέτος είναι η φίλη μου η Ελένη, πήγα με την τάξη μου, πήγα με τους φίλους μου, το τέλος της Τρίτης Λυκείου.

Areas for students to improve include:

• using verb tense correctly, for example, using the past tense when referring to the last two years or the school excursion
• avoiding the use of made-up words such as ηδώδεκα τάξη instead of η Τρίτη Λυκείου
• using correct agreement between article, adjective and noun, for example, μια προβλήματα
• ensuring that spelling of basic words is accurate, for example, εμερολόγιο (ημερολόγιο), φοίλους (φίλους), πεγνίδη (παιχνίδι), είταν (ήταν)
• avoiding anglicisms, for example, είμαι πολύ πάνω και κάτω, να ζω σ’ αυτή τη στιγμή, απολαμβάνω τον εαυτό μου
• recognising the phonetic value of the alphabet θ/δ, ψ, χ/ξ, μ/π, for example ηποστήροιχη instead of υποστήριξη
• distinguishing between χαρούμενος/-η and ευχάριστος/-η, ευτυχισμένος/-η and ευγνώμων.