Serbian Continuers 2023 HSC exam pack (archive)

Conversation

Students should:

• be prepared to communicate on 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
• express ideas and opinions that justify their point of view by providing depth and insight in their responses, rather than only giving short pre-prepared responses
• elaborate using a variety of vocabulary, phrases and expressions suitable to the question asked
• use a range of tenses and be prepared to reflect on the past, present and future
• manipulate the language to fulfil the requirements of the question
• avoid the repetition of the same vocabulary, phrases, expressions and grammatical structures
• be prepared to be interrupted by the examiner
• use Serbian to ask for repetition and/or clarification of the question.

In better responses, students were able to:

• speak clearly with excellent pronunciation, syntax, register and intonation
• answer the questions with minimal hesitation, allowing the conversation to flow at a good pace
• answer questions with relevant information and in some depth, for example, to communicate feelings, provide opinions and justify their responses
• address the requirements of the question
• elaborate on their responses without extra prompts from the examiner
• respond in full sentences, using compound and complex sentences
• use language structures and features effectively to enhance their responses, for example, сам прилику да се повежем са својом културом и да боље, захваљујући послу, научила сам да боље комуницирам с људима, кроз путовања добио упознам друге културе
• demonstrate excellent knowledge of a wide repertoire of vocabulary, for example, моћ уметности, наш народ је успео да опстане, неуништиви српски дух
• use tenses as required by the question
• use authentic and idiomatic expressions appropriately, for example, како би наш народ рекао, кад имам испите, не видим ни сунца ни месеца, само учим.

Areas for students to improve include:

• revising tenses and cases
• using prefixes and suffixes appropriately
• responding with an explanation or justification to questions asking ‘Why?’
• using third person plural correctly in the present tense
• avoiding using English words and phrases in their response
• learning and revising vocabulary and expressions which align with the prescribed topics in the syllabus.

Discussion

In preparation for the Discussion

Students should:

• choose a topic that has good quality reference texts and sources available
• prepare for the discussion by referring to at least three texts in their research
• ensure that one of the texts used in their research is a literary source.

During the Discussion examination

Students should:

• support their discussion with evidence from the texts that they have sourced
• express and justify opinions and points of view on the in-depth study topic
• reflect on their research findings to help them express opinions or develop new perceptions about their in-depth topic
• manipulate language to respond in a coherent and logical way to the questions asked
• use a variety of relevant vocabulary, grammar, sentence structures and expressions
• avoid responding with pre-prepared responses that do not address the question asked
• avoid relying on general knowledge about the in-depth topic.

In better responses, students were able to:

• ensure that sources chosen were relevant to the topic of in-depth study
• compare the validity and reliability of their texts
• refer to their sources and comment on how each source contributed to their understanding of the in-depth topic
• discuss how their research impacted on their views and helped them gain a better understanding of the in-depth topic
• develop analytical approach to texts studied rather than memorise information from the texts
• provide logical and well-structured responses to questions
• make insightful conclusions regarding issues raised in their research
• use specific vocabulary and expressions relating to the topic
• use complex sentences and suitable idiomatic expressions to strengthen and support their opinions.
• respond using a high level of grammatical accuracy, sophisticated vocabulary and expressions
• manipulate the language effectively to support their ideas and justify their point of view, for example, за разлику од првог извора који се фокусира на … , други извор бави се …

Areas for students to improve include:

• naming the texts used in research
• avoiding using English phrases and words such as ‘like’, ‘so’, ‘I mean’
• using complex sentences to justify opinions
• revising genitive, accusative and locative cases
• using prepositions appropriately.

Listening and Responding

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:

• explain how the announcement tries to engage the audience, for example, return of the famous band after two years, performance of popular singers and free tickets (Q1)
• identify the speakers, a father and a daughter (Q2a)
• identify Danica’s feelings and explain how they are conveyed by the language she uses. For example, excitement using the rhetorical question ‘Who wants to rest?’; happiness and joy, for example, ‘I am enjoying every single moment’, ‘look forward to’; language describing the city such as ‘magical’ and use of simile, for example, ‘It seems like a dream!’, ‘Christmas movie’ (Q2b)
• include both aspects of Tanja’s idea, that is, tutoring and HSC/Year 12/final year of school students (Q3a)
• compare Tanja’s and Janko’s views and explain how they differed. For example, Tanja not being interested in material gain and her willingness to make sacrifices to accommodate students, and Janko being doubtful and hesitant and looking at the practicalities (Q3b)
• include that Janko was open to support/consider Tanja’s idea
• identify Natalija’s initial plan of going to Avala (Q4a)
• explain that Natalija tries to make Filip’s day enjoyable by choosing the activities that he may enjoy. For example, going to the Nikola Tesla Museum, taking him to the cafe where the best coffee is served and having a surprise dinner (Q4b)
• identify that the conversation was prompted by the return of Ana’s and Dusan’s parents and the house is very messy (Q5a)
• explain that Ana’s attitude changes from being aggressive and sarcastic in the beginning when she blames Dusan for the mess in the house. Then becoming more conciliatory as she realises that they will have to cooperate in order to tidy up before the parents arrive, and finally to being agreeable and happy praising Dusan for his barbecue skills (Q5b)
• explain that Lena is a compassionate person who has the desire to help those in need, is a leader and was very organised in establishing the foundation (Q6)
• demonstrate that Lena is an excellent communicator, making connection with companies and individuals whilst being very modest and recognising others and valuing their work more than her own (Q6).

Areas for students to improve include:

• reading questions carefully and identifying the key words before answering questions, for example, ‘how’ (Q1, Q3b, Q4b), ‘compare’ (Q5b), ‘explain’ (Q6)
• avoiding rephrasing or translating the text rather than answering the question in their own words
• practising note taking while listening to texts and transcribing only the information that answers the question into the allocated space
• avoiding answering questions in both Serbian or English where required to answer in either Serbian or English.

Reading and Responding

Part A

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:

• identify school leavers as the target audience for the careers fair (Q7a)
• explain that the event is likely to be popular because it provides the opportunity to meet companies and entrepreneurs, ask questions, gain work experience, and participate in a competition for a creative business idea that may have a financial prize (Q7b)
• contrast the writer’s feelings of nostalgia and longing for past times with feelings of disappointment with the present. For example, family atmosphere, home grown food in the past; busy lifestyle and eating alone in the present (Q8)
• identify emotive and descriptive language, for example, ‘good old times’, ‘white starched tablecloth’ and contrast these with writer’s use of sarcasm, for example, ‘endless choices of healthy foods’ (Q8).

Areas for students to improve include:

• addressing both language and content if required by the question (Q8)
• avoiding using words in Serbian as language examples without an explanation of meaning in English for questions to be answered in English (Q8)
• identifying more than one feeling (Q8)
• avoiding rephrasing the text as part of their response (Q7, Q8).

Part B

Students should:

• respond to the question asked in relation to the text
• read the entire text in order to respond fully to the question
• use the conventions of the type of text required by the question
• demonstrate understanding of the whole text in their response and not just respond to 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 in relation to the text and question
• 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 type of text required in question
• edit their work to ensure clarity of the response.

In better responses, students were able to:

• apply the text conventions of an informal email and use informal language and tone appropriate to writing to a sibling, for example, Како си, Баш ми недостајеш, Једва чекам да се видимо
• identify and address all relevant points in the brother’s email and advertisement
• refer to visiting their brother who has moved to Serbia, having an adventurous holiday with him and doing a range of activities
• use appropriate vocabulary while expressing likes and dislikes, for example, Одушевљена сам твојом идејом, Хвала ти што мислиш на мене, Знаш да обожавам природу, Није ти лоша идеја, али ја бих радије …
• respond creatively, using their own words, for example, Поред тебе недостаје ми и Србија коју нисам видео толико дуго да је једва памтим, Ти као да живиш у мојој глави
• respond using complex sentences, for example, Драго ми је да си нашао прилику да заједно проведемо време и да се добро испричамо
• sequence their ideas coherently and effectively and organise them into paragraphs
• use past and future tense correctly, for example, Сећаш ли се када смо јахали коње код деде и ја сам пао, надам се да се то овог пута неће догодити.

Areas for students to improve include:

• identifying and responding to all relevant points in the text
• using informal register and tone throughout the email to the brother
• organising ideas into paragraphs
• revising grammar structures, such as the use of cases, congruence and tenses
• revising syntax and structure of complex sentences
• expanding vocabulary to express ideas more effectively and creatively
• avoiding the use of English words and phrases in sentences
• avoiding borrowing words from the stimulus text
• using a dictionary to find appropriate words in Serbian.

Writing in Serbian

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
• use the dictionary effectively by selecting vocabulary to suit the context
• proofread and edit their work
• adhere to the suggested word length.

In better responses, students were able to:

• use the text type conventions for a formal email (Q10) and diary entry (Q11) consistently throughout the response  
• address their audience appropriately, for example, Поштовани (Q10),  Драги дневниче (Q11)
• express a variety of reasons why they should be awarded a scholarship. For example, the opportunity to: improve Serbian, be directly connected to and learn more about Serbian culture, make new friends from Serbia and around the world, travel around Serbia (Q10)
• express a range of feelings and thoughts in relation to the impact that the traditional Serbian event has had on them. For example, feeling of national pride, appreciation of Serbian religion and folklore, enjoyment of Serbian food and music, reconnection with Serbian culture (Q11)
• use language creatively while describing the traditional Serbian event, for example, use of metaphor Импресионирала ме река људи ..., Мирис хране, лепа музика и поплава људи...; use of personification, for example Срце ми је играло у ритму разиграног кола, Српске заставе су виориле на сваком ћошку и поздрављале пролазнике (Q11)
• use a range of sentence structures, for example, elliptic sentences Какав спектакл! and complex sentences, for example, Било је превруће и ношња ме гушила, али моменaт када сам стала на бину, одмах је нестала ова бол и сва врућина је напустила моје тело (Q11)
• manipulate language authentically, for example, Ако бих добио прилику да посетим своју домовину и земљу мојих предака, ја бих имао целовитију слику мог културног идентитета (Q10); У неким тренуцима било ми је жао што нисам могао овај дан да поделим са фамилијом из отаџбине ... тамо далеко (Q11)
• use conditional mood appropriately, for example, Много бих ценио и био бих захвалан ако ми дате стипендију, Имала бих шансу да побољшам језик … , могла бих директно да сеповежем ca… (Q10)
• sequence ideas and organise into paragraphs.

Areas for students to improve include:

• applying the text type conventions of a formal email (Q10) and diary entry (Q11)
• maintaining a formal tone throughout the response (Q10)
• revising Serbian syntax
• using a range of vocabulary, for example, using synonyms instead of repeating the same words and sentence structures
• avoiding literal translation of English words or phrases into Serbian, for example, Имали смо лепо време instead of Лепо смо се провели
• applying the conventions of punctuation to ensure clarity of meaning
• using paragraphs to structure and organise their thoughts and ideas
• writing consistently in either Cyrillic or in Latin script and avoiding mixing the two scripts
• revising grammar structures, such as, cases, use of prepositions and congruence
• revising Serbian orthography, such as, using capital letters, writing negation НЕ with a verb, for example,  нe знам, не могу, немам
• avoiding recounting the event rather then reflecting and expressing thoughts and feelings (Q11).