Spanish Beginners 2021 HSC exam pack

Listening

Students should:

• read each question carefully
• make notes in the Candidate’s Notes column on the right-hand side of the page
• transcribe their response on to the lines, using the space provided for each question
• use the lines provided as a guide to the length of the response required
• ensure their responses are clear and address all parts of the question
• use their own words and respond in English
• avoid translating text as part of their response.

In better responses, students were able to:

• identify the adjective nuevo (Q1)
• distinguish between affirmative and negative statements, for example, prefiero and no quiero (Q2)
• identify trabajador (Q3)
• identify incluye desayuno, un pase de tres días and cincuenta porcientos de descuento (Q4)
• identify the audience as being students (Q5a)
• concisely summarise the main aspects of the text (Q5b)
• identify specific details such as the length of the holidays and the cost of the accommodation (Q6)
• refer to positive and negative aspects, for example, the good food and the passport being stolen (Q7)
• identify the school context (Q8a)
• identify formulario de materias (Q8b)
• identify relevant details and allocate them under the correct category: skills, experience, career and requirements (Q9).

Areas for students to improve include:

• reviewing the meaning of professor (Q1)
• reviewing vocabulary on pastime activities, for example, ver una película, and ir a nadar (Q2)
• reviewing expressions, for example, tomar el tiempo and tener experiencia (Q3)
• reviewing vocabulary, for example, un pase de tres días and oferta (Q4)
• reviewing vocabulary, for example, estudiantes and estudiar (Q5a)
• reviewing vocabulary about a healthy lifestyle, for example, hacer ejercicio con otras personas, ver a mis amigos and ayudar a otros (Q5b)
• reviewing numbers (Q6)
• referring to the entire text (Q7)
• reviewing vocabulary on the topic of school such as el recreo, materias electivas and asignaturas (Q8a)
• reviewing the past tense expressed with a periphrasis, for example, acabar de (Q8b)
• reviewing vocabulary on the topic of future plans and aspirations, for example, periodismo, profesor de secundaria and programador.

Reading

Students should:

• read the whole text(s)
• address all parts of each question
• use the lines, table, chart etcetera allocated for the response
• provide all necessary details to respond to the question fully
• support their responses with evidence from the text where required
• use their own words rather than giving a literal translation
• use their dictionary appropriately to find the correct meaning of the word(s) in context.

In better responses, students were able to:

• identify the difference between nuestro and nuevo (Q10)
• identify asador exterior and piscina (Q11a)
• explain who would not find the advertisement appealing by referring to the text (Q11b)
• identify estar a cargo (Q12a)
• identify éxito correctly (Q12b)
• identify the main aspects of the text and explain why they made a positive contribution (Q12c)
• identify the different age groups and the specific benefits for each age group referred to in the text (Q13a)
• draw from the entire text in their summary (Q13b)
• identify the travel destination as Buenos Aires or Argentina (Q14a)
• identify the country and support their response with the fact that they would not have to pay for accommodation (Q14b)
• compare relevant details in context and refer to similarities and differences (Q14c).

Areas for students to improve include:

• reviewing the possessive pronouns, for example, nuestro, vuestro, su (Q10)
• reviewing vocabulary such as no se aceptan mascotas and no hay garaje (Q11b)
• familiarising themselves with the simple past of common verbs, for example, crecer – ha crecido (Q12b)
• reviewing vocabulary such as computadoras and métodos interactivos (Q12c)
• reviewing numbers (Q13a)
• responding without repeating information from Q13a (Q13b)
• reviewing vocabulary such as un lugar (Q14a)
• reviewing vocabulary such as estadía and ahorrar (Q14b)
• avoiding listing details (Q14c).

Writing in Spanish

Students should:

• write to the word length required
• address the context, purpose and audience required by the question
• apply the conventions of the type of text indicated in the question
• use correct register consistently throughout the response
• use a range of tenses, sentence structures and a variety of vocabulary
• avoid repeating the same expressions throughout the response
• use the dictionary carefully to access vocabulary and expressions that are meaningful in the context of their response
• avoid listing
• edit their work.

Question 15

In better responses, students were able to:

• demonstrate a clear understanding of the text type by providing a title for the article, for example, mi trabajo ideal, así cambiará mi vida
• use the conditional in formulaic expressions, for example, me gustaría, me apetecería, me convendría
• use an opening statement, which indicates a clear understanding of the audience
• structure their response, using connectives, for example, además, también, sin embargo, pero.

Areas for students to improve include:

• reviewing the conjugation of the future tenses, for example, viajaré, voy a viajar
• using relevant vocabulary and language structures on the topic of future plans and aspiration, for example, medico/a, abogado/a, profesor/a, un trabajo en equipo, usaré los idiomas en mi trabajo, viajaré mucho, ayudaré a los enfermos, bien pagado, algo útil
• using qualifiers, for example, un poco, bastante, muy.

Question 16

In better responses, students were able to:

• use a range of adjectives to describe the clothing item, for example, rojo, de lunares, de algodón
• provide an explanation as to why they wanted the item of clothing, for example, para la fiesta de mi mejor amiga, para mi fiesta de cumpleaños.

Areas for students to improve include:

• reviewing expression, for example, me gustaría comprar, quiero comprar
• using vocabulary for clothing ítems, for example, un vestido, unos pantalones, un traje, una camisa
• understanding adjectival agreement, for example, un vestido negro, unos pantalones verdes.

Question 17 and 18

In better responses, students were able to:

• express their opinion, for example, me gusta, me encantaprovide relevant details, for example, me gusta mucho mi familia anfitriona porque todos son muy amables and el padre es muy gracioso, siempre cuenta chistes.

Areas for students to improve include:

• reviewing the use of the verbs ser and estar, for example, el hermano es alto y guapo, el padre es gerente, la casa está en in barrio tranquilo
• using a range of adjectives to describe personality and physical appearance, for example, alto/a, bajo/a, tiene el pelo negro y los ojos marrones, es simpático/a, es trabajador/a.