Modern Greek Continuers 2025 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
• manipulate 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 excellent syntax, register and intonation
• answer the questions with minimal hesitation, allowing the conversation to flow at a good pace
• answer questions with relevant information in some depth, for example, to communicate feelings, provide opinions and justify their responses
• manipulate language to address the requirements of the question
• respond in full sentences, using compound and complex sentences
• use language structures and features effectively to enhance their responses, for example, για να είμαι σαφής, είμαι ευγνώμων, έτοιμος για κάθε θυσία, είτε διαβάζοντας είτε ονειροπολώντας
• demonstrate knowledge of a wide repertoire of vocabulary, for example, το σχολείο μου είναι πολυπολιτισμικό, θετική νοοτροπία, ανθεκτικότητα
• use tenses as required by the question
• when appropriate use passive voice verbs, for example, αγχώνομαι, χρειάζομαι, μοιράζομαι
• use authentic and idiomatic expressions accurately, for example, «να μην μασάω στις δυσκολίες».

Areas for students to improve include:

• using appropriate tenses, for example, present, past simple, past continuous, perfect, pluperfect, simple future, conditional
• using the correct case, for example, nominative, η οικογένειά μου έχει τέσσερα μέλη/ accusative, το προάστιό μου έχει στενούς δρόμους, genitive, ο καθηγητής των Μαθηματικών
• using the impersonal verb πρέπει correctly, for example, πρέπει να φοράμε σχολική σχολή
• using the correct article and adjectival agreement, for example, ο αγαπημένος μου καθηγητής/ πήρα μια μεγάλη απόφαση/ το νόστιμο φαγητό/ κατάγεται από την Αθήνα
• using the correct verb, 'to like', μου αρέσουν οι περιπέτειες/ δεν μας αρέσουν οι άνθρωποι που
• expressing numbers correctly, for example, age, πήγα στην Ελλάδα όταν ήμουν δεκατεσσάρων χρονών/ η αδερφή μου είναι είκοσι τριών ετών
• use Greek vocabulary rather than Anglicisms, for example, «είμαστε στην ίδια βάρκα», «όταν έρχεται για το σχολείο, είμαι λίγο τεμπέλα».

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 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 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, ταλαιπωρηθείτε (Q1), εξαίρεση (Q3), απένταρη, πρακτορείο (Q4), υλικά (Q5), επόμενη (Q6), υπουργός, κυβέρνηση, Μαθητικού Συμβουλίου, αντιπροσωπεύεις (Q7)
• support their responses with reference to relevant content and language, using their own words and providing detailed information
• structure responses logically and succinctly
• demonstrate understanding of what the conversation reveals about each speaker’s personality and provide evidence from the text (Q3)
• demonstrate understanding of how Petro helped Maria solve her problem by providing evidence from the text (Q4)
• list Andrea’s plans in the correct order (Q5)
• demonstrate understanding of how the speaker’s life has been transformed by providing relevant details (Q6)
• demonstrate understanding of how Mrs Nikolaou changed the direction of Dimitri’s life by including relevant details (Q7).

Areas for students to improve include:

• providing all required details
• responding according to the demands of the question, rather than recounting the text
• identifying language correctly and providing evidence from the text to support their responses (Q8)
• using the dictionary effectively.

Students should:

• read the title, the questions and the whole text before responding
• use only the lines or space beneath the question for their 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
• 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
• use the dictionary effectively.

In better responses, students were able to:

• explain how Georgia benefited from the proposed change (Q9a)
• identify Michali’s proposal and who it would benefit (Q9b)
• demonstrate understanding of Electra’s concerns about the school’s proposal (Q9c)
• provide a detailed description of Orestes, using textual references to support their answer (Q9d)
• demonstrate understanding of the use of the quote by the writer in the context of the text (Q10a)
• explain with reference to the text why the writer’s first trip was a unique experience (Q10c)
• explain the significance of the last two lines within the context of the text (Q10d)
• explain how the writer uses language techniques to make the text effective by identifying the techniques and linking them to specific references in the text (Q10e).

Areas for students to improve include:

• using the allocated reading time effectively
• using different information to provide answers for two separate questions
• proofreading and editing responses to ensure clarity
• demonstrating understanding of quotes by explaining or paraphrasing in English to support their response.

Students should:

• read the whole text to respond fully to the question
• plan effectively to organise their thoughts, paying attention to context, purpose and audience, and to 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 their response
• focus on all relevant information and key points raised in the text 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 and expressions and a range of grammatical structures
• edit their work to ensure clarity of the response.

In better responses, students were able to:

• demonstrate understanding of the audience, purpose and context of the task and respond using the correct text type, for example, writing an email to their godson, Kosta (Q11)
• 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, the reason the family is moving to Greece, Kosta’s concerns about where he will finish school, missing his friends and relatives, and the impacts of living with his godmother
• use suitable language and idiomatic expressions, for example, ούτως ή άλλως, το αίμα κυλάει μέσα σου, να προσαρμοστείς, ξέρω ότι βρίσκεσαι σε μια δύσκολη κατάσταση, θα σου πρότεινα
• use verbs correctly across different tenses, for example, πρέπει, χρειάζομαι, ονειρεύομαι.

Areas for students to improve include:

• using the correct address, for example, Αγαπημένε μου Κώστα/ Αγαπητέ μου Κώστα
• using Greek structures and vocabulary rather than Anglicisms, for example, θα έχω καλή διασκέδαση, από πού έρχεσαι
• demonstrating an understanding of the whole text by addressing the key points, rather than simply copying parts of the text
• ensuring correct modification of words sourced from the Greek dictionary, for example, τρομάζω, instead of τρομακτικό
• ensuring knowledge of a wide range of vocabulary and avoiding over-reliance on a dictionary
• ensuring the response has a logical sequence of ideas
• ensuring words copied from the stimulus text are spelt correctly, for example, βοήθεια, χρειάζομαι
• distinguishing English letters from Greek letters, for example, χέρω. instead of ξέρω, δέλω, instead of θέλω
• adhering to the suggested length requirement of the task
• spelling frequently used words correctly, for example, μαι (με), πολύ αγάπη (πολλή αγάπη), εσεί (εσύ), οικογένια (οικογένεια), μαμμά (μαμά), γιατή (γιατί)
• using the middle voice of the verb appropriately, for example, χρειάζομαι.

Question 12

Students should:

• read the question carefully and 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 response logically for maximum effect
• use the dictionary effectively by selecting vocabulary to suit the context
• adhere to the suggested word count
• proofread and edit their work.

In better responses, students were able to:

• write a response appropriate to context, purpose and audience
• provide all the relevant information as required by the question, for example, refer to the occasion correctly, Πρωτοχρονιά, provide an explanation as to why they are not able to attend and details of how they will make up for their absence
• write appropriately for the audience, for example, Αγαπημένοι μου, παππού και γιαγιά
• use punctuation effectively, including accents, capital letters, commas and full stops
• structure ideas cohesively and coherently
• manipulate language with some flair, for example, ανυπομονούσα με χαρά.

Areas for students to improve include:

• using the appropriate tense
• ensuring agreement between articles, nouns and adjectives, for example, τη νέο χρόνο
• using and conjugating verbs accurately, for example, πρέπει and χρειάζομαι
• recognising the phonetic value of the alphabet, for example, θ/δ, ρ/π, χ/ξ, ψ,
• using familiar expressions correctly, for example, ζητώ τη συγνόμη σου (Σου/Σας ζητώ συγγνώμη).

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 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 count
• proofread and edit their work.

In better responses, students were able to:

• use the text type conventions of a speech, beginning with the correct form of address to the audience, for example, Αγαπητοί μαθητές της Έκτης Δημοτικού (a), Αγαπητοίμαθητές της Τρίτης Λυκείου (b)
• use a wide range of content-related vocabulary
• sequence and structure ideas coherently, using an introductory paragraph to outline the purpose of the speech
• manipulate language creatively, for example, είναι η περίοδος που ανθίζουμε στην εφηβεία
• use the dictionary effectively by selecting vocabulary to suit the context
• use nominative, accusative and genitive cases effectively, both in the singular and plural form.

Areas for students to improve include:

• using verb tense correctly, for example, distinguishing when to use the simple past or simple future tense, as opposed to the continuous past or continuous future tense
• ensuring correct agreement between article, adjective and noun, for example, στο Τρίτη Λύκειο, (στην Τρίτη Λυκείου)
• ensuring that spelling of basic words is accurate, for example, διμοτικό (δημοτικό), έκτι (έκτη), Λίκειο (Λύκειο), μαθιτής (μαθητής)
• recognising the phonetic value of the alphabet θ/δ, ψ, χ/ξ, μ/π, for example, έχω (έξω),ηποστήροιχη, instead of υποστήριξη
• distinguishing between χαρούμενος/-η and ευχάριστος/-η, ευτυχισμένος/-η and ευγνώμων
• using a range of structures and vocabulary.