Modern Greek Extension 2020 HSC exam pack

Extension – Monologue

Students should:

• use the seven minutes preparation time to prepare points which can be used to deliver a logical and coherent monologue
• state the question to which they are responding
• speak for approximately three minutes
• address all parts of the question
• adopt a point of view or stance and provide appropriate examples that link their argument to the question
• avoid solely recounting their own experiences in order to answer the question
• avoid using pre-prepared material that may be irrelevant to the question
• use a variety of vocabulary, sentence structures and expressions which are suitable to the issue addressed in the question
• provide a conclusion that is not a repetition of the introduction.

In better responses, students were able to:

• address all parts of the question, Παρ’ όλες τις ανέσεις που έχουμε στη διάθεσή μας (part 1), η ζωή δεν είναι εύκολη (part 2)
• present a clear standpoint in the introduction, for example, Συμφωνώ/Διαφωνώ με αυτή τη δήλωση και θα σας εξηγήσω το γιατί
• define the key words of the question, for example, ανέσεις/comforts
• support their argument with ideas, information and examples that are relevant to the question
• communicate ideas confidently and fluently with authentic intonation and pronunciation and with only minor inaccuracies
• demonstrate a high level of linguistic competence in using sophisticated vocabulary and sentence structures including figurative language, for example, η ανάπτυξη της τεχνολογίας άνοιξε τους ασκούς του Αιόλου
• demonstrate a high level of grammatical accuracy, for example, κλονίστηκε η ψυχική υγεία του ανθρώπου γιατί ο άνθρωπος στην εποχή μας έχει πιο πολύ άγχος
• make good use of linking words to illustrate the argument, such as επιπλέον, επίσης, αντίθετα
• provide a conclusion, for example, Θα ήθελα να τελειώσω λέγοντας ότι.

Areas for students to improve include:

• acquiring an extended vocabulary range on the issues studied in the Extension course to facilitate and enhance the expression of ideas
• expressing ideas in a structured and coherent manner
• illustrating main points of an argument with relevant examples
• avoiding the use of English syntax and anglicisms, for example, χρησιμοποιούμε διαρκώς την τεχνολογία and NOT είμαστε διαρκώς πάνω στην τεχνολογία (sic)
• maintaining the use of the same person when providing examples to support their argument, for example, υπάρχουν προβλήματα που προσπαθούμε να τα αντιμετωπίσουμε
• applying correct grammar conventions, such as, adjective – noun agreement  for example, εύκοληζωή
• pacing the delivery of the monologue and not exceeding the 3-minute time limit.

Response to Prescribed Text

Part A

Students should:

• read the whole extract before attempting to answer the questions
• read the questions carefully and address all aspects in their response
• explain the quotes given in Modern Greek and their significance in the relevant context rather than just translating them
• demonstrate knowledge of all the extracts for study and the whole prescribed text where required
• respond in English using their own words
• use the lines given as an indication of length of response required.

In better responses students were able to:

• provide relevant information to address the questions in a succinct way
• demonstrate a thorough understanding of the role of Hatzidaki’s song in the novel by identifying that the love song may have had the same effect on both Irini and Themis when they heard it in the car as this song is played in the background when Themis reveals his love for Irini (Q1d)
• provide a perceptive explanation of the significance of the thoughts expressed by Irini in the last two lines. Through her thoughts, Irini is admitting to herself/the reader how she feels about Themis. She reflects on how impressive Themis was when, he, ‘the son of the Sun God’, defended Grigori from the school bullies. For her, he shines brighter and is more powerful than the mythological horses mentioned by Mr Noyger. The strength he demonstrated negates all his physical limitations and he seems to her like a demi-god who radiates light and power. It is after this noble and selfless act that she starts to visit him with Olga having shed her initial reservations (Q1e).

Areas for students to improve include

• avoiding writing irrelevant information, or simply retelling the story. For example,  Q1b asks what sort of a parent Mr Noyger is, not what sort of a person he is (Q1b)
• ensuring that supporting evidence is drawn from the provided text
• developing a thorough understanding of the text; the characters; the plot and its issues.

Part B

Students should:

• address all parts of the question fully
• write in the type of text as specified in the question
• address the specified purpose, context and audience of the question
• write from a particular perspective as required by the question
• demonstrate their knowledge of the chosen extract and other relevant parts of the text when responding to the question
• support their response with evidence from the text
• use their own words and avoid translating the text as part of their response.

In better responses students were able to:

• write from a particular perspective of the prescribed text, for example, Irini imagining the conversation that could have taken place between her and the neighbour
• apply the conventions of a conversation between Irini and the neighbour
• demonstrate a perceptive and sensitive understanding of where the chosen extract fits in the prescribed text
• demonstrate knowledge of the prescribed text as a whole
• demonstrate flair and originality in the approach taken
• demonstrate an insightful understanding of the situation and characters
• manipulate language authentically and demonstrate an excellent control of vocabulary and sentence structures
• communicate information and ideas clearly and accurately.

Areas for students to improve include:

• demonstrating a clear understanding of the question
• ensuring reference to the extract as well as to the prescribed text globally
• avoiding general comments and instead use specific examples
• ensuring a logical progression between the paragraphs.

Writing in Modern Greek

Students should:

• address all aspects of the question
• write in the relevant text type required by the question
• use appropriate register throughout the response
• ensure that the content of their response is relevant to the question
• plan and sequence their response to ensure that their response is coherent
• demonstrate knowledge of vocabulary, expressions and where relevant, idiomatic language related to the issues prescribed for study
• support their argument, point of view or opinion with relevant ideas and information
• manipulate the language authentically and creatively with correct use of grammar and syntax to meet the requirements of the task
• use the dictionary to choose appropriate word, expression or phrase for the context, purpose and audience of the question
• ensure there is enough time to edit their work.

In better responses students were able to:

• develop their ideas and present point of view in the form of an article for their school's webpage (Q3, Q4)
• address the idea that change is a good thing in every aspect of society (Q3)
• address the idea that love is enough for a relationship to succeed (Q4)
• develop and present a sophisticated and coherent argument supported with relevant ideas, showing depth and breadth
• use language techniques such as rhetorical questions and Idiomatic expressions to assist putting forward their argument.

Areas for students to improve include:

• justifying opinions with a number of examples
• ensuring that the argument is organised logically to meet the requirements of the task
• avoiding the inclusion of irrelevant information and ideas.