Spanish Beginners 2022 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.

In better responses, students were able to:

• distinguish between affirmative and negative statements no me gusta que hay / pero me encanta (Q1)
• identify sacar la basura (Q2)
• identify states or actions as opposed to likes, for example, she plays rather than likes soccer (Q3)
• identify negative statements, for example, ya no va a haber /en su lugar (Q4)
• identify the correct store amongst contrasting expressions me gusta / nunca voy / a veces compro / voy a comprar mucho (Q5a)
• identify specific details to support store choice los dependientes son amables / me gusta la moda que venden (Q5b)
• concisely summarise the main points of the text (Q6)
• identify the purpose of the language used lo recomiendo, no pierden esta oportunidad, piensen en ser (Q7a)
• identify that everyone should volunteer with reasons me siento más seguro en mi mismo (Q7b)
• present the positive and negative aspects to the likelihood of Gabriel getting the job and the job description tienes la educacion perfecta / estoy estudiando literatura / una librería (Q8)
• explain the gradual shift in opinion and provide relevant points to explain each stage of the male speaker changing his mind and being convinced (Q9).

Areas for students to improve include:

• identifying the noun piscina (Q1)
• reviewing vocabulary on household chores, for example limpiar and la basura (Q2)
• reviewing vocabulary related to personality, for example, gracioso (Q3)
• reviewing time and time expressions, for example, después de (Q4)
• reviewing vocabulary related to free time activities, for example, equitación (Q4)
• reviewing vocabulary related to shopping, for example, tienda de ropa / los dependientes (Q5a,b)
• reviewing vocabulary about cities and places in a city atracciones culturales, una academia de lenguas / al aire libre (Q6)
• reviewing synonyms lenguas and idiomas (Q6)
• reviewing meaning of lo recomiendo (Q7a)
• reviewing vocabulary, for example, una librería, encontrar una solución, hasta el fin del mes, hasta las cinco (Q8)
• reviewing vocabulary related to travel un lago, los billetes de vuelo, una oferta, un descuento, la comida (Q9).

Reading

Students should:

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

In better responses, students were able to:

• identify the event of a wedding nos casamos, matrimonial (Q10a)
• identify numbers and dates clearly el sábado / a las 3 (Q10b)
• identifiy the best candidate and refer to the other candidates with detailed references. for example, height, availability and experience (Q11)
• analyse the suitability of the candidates by identifying both suitability and limitations (Q11)
• explain and link the change in circumstance between Chile and Australia ayudar a la familia/ estudiar en la universidad (Q12a)
• compare relevant details with point to point comparison throughout the response, rather than listing all characteristics of one city before moving to the next, or example refer to the type of bosses and compare the unfriendly bosses in Darwin with the patient bosses in Melbourne (Q12b)
• identify a link between improving English and making friends (12b)
• identify several personality types (adventurous, frugal and social) and supported these with detailed textual references (extreme sports, avoiding restaurants and hitchhiking) (Q13)
• identify that not only were they cousins but also classmates (Q14a)
• identify detailed travel plans of going to South America, practising Spanish and visiting places (Q14b)
• identify that Enrique was not likely to travel and supported this with multiple references including ticket, cheap travel, language abilities and future plans (14c).

Areas for students to improve include:

• identifying the question word of 'what' and not 'who' (Q10a)
• reviewing numbers and dates (Q10b)
• identifying states rather than actions such as access to the gym rather than doing exercise (Q11a)
• referencing information from the correct areas of the text – first and last paragraphs (Q12a)
• avoiding listing details when comparing (Q12b)
• avoiding describing likes and dislikes when asked for personality traits (Q13)
• reviewing travel and free time vocabulary caro/barato, los deportes, conocer a otros (Q13)
• reviewing relationship vocabulary such as primo (Q14a)
• reviewing vocabulary such as Súdamerica, practicar and lugares (Q14b)
• reviewing vocabulary related to work and future plans such as un trabajo a tiempo parcial, prefieres viajar solo, ahorrar dinero, viajar (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:

• identify and develop ideas relevant to the demands of the task: audience and text type (note a friend), purpose (apology ‘lo siento mucho’) and context (football grand final game ‘partido’ not ‘juego’)
• present ideas using past tense (as the missing game was last week ‘no asisití / no fuí al partido’)
• justify student´s ideas with coherent information. For example, ‘prometo que iré al próximo juego’
• communicate ideas in an organised way, using paragraphs, allowing ideas to flow
• demonstrate a good range of verbs and vocabulary. For example, fuí, estudié, tuve que, estuve, visité, no pude, cuidé
• use connectives words, for example, además, también, pero, sin embargo, por otra parte
• use relevant and appropriate expressions, for example , ¡no lo vas a creer!, ¿Adivina qué ?, ¿Ganaste?

Areas for students to improve include:

• ensuring that information is relevant to the task
• avoiding using infinitive tense and make an effort to recognise the required tense demanded by the task (indefinido past tense)
• ensuring that the response reaches approximately 50 words
• addressing text type in full. For example, giving a greeting at the beginning and a closing line, such as adios, hasta pronto, nos vemos en el colegio.

Question 16

In better responses, students were able to:

• identify and develop ideas relevant to the demands of the task: audience and text type (email to a family member), purpose (talk about your daily routine) and context (being in an exchange in a Spanish speaking country).
• only the best responses were able to reflect the cultural difference in daily routine, such as, the Spanish eating times, school times and reference to siesta
• present ideas using present tense and reflexive verbs as the response is about daily routine, for example, me levanto, me visto, me acuesto all demonstrate that a student can use the language feature required by the question
• justify student´s ideas with coherent information, not just list what they did. For example, ‘Durante mi intercambio me levanto a las 9 porque la escuela comienza más tarde’ / ‘Como la cena en España muy tarde porque es muy diferente de Australia’
• communicate ideas in an organised way, allowing ideas to flow
• demonstrate a good range of verbs and vocabulary including use of frequency adverbs and other descriptive/emotive language. For example, me levanto temprano, me visto rapidamente, ‘me gusta caminar al colegio porque mi colegio es tan cerca a mi casa. En Australia mi casa es más lejos’
• use connectives words and frequency such as además, también, pero, sin embargo, por otra parte, usualmente, todos los días, raramente, casi siempre
• use relevant and appropriate expressions. For example, Mi familia de intercambio/mi familia acogida/anfitriona (host family) es increible!, ¿No vas a creer lo bien que lo paso en (insert Spanish place)?, He aprendido mucho español en mi colegio en España.

Areas for students to improve include:

• ensuring that information is relevant to the task. For example, you are on exchange not on holiday, and with a host family/daily life not with your friend/boyfriend/girlfriend
• avoiding using infinitive and try to recognise the required tense demanded by the task
• missing reference to any daily routine verbs, particularly reflexive verbs, instead creating more of a recount such as ‘voy… voy… voy…’
• when addressing text type address it in full, such as a greeting at the beginning and a closing line at the end, such as adiós, hasta pronto, espero verte pronto.

Question 17 and 18

In better responses, students were able to:

• identify and develop ideas relevant to the demands of the task: audience and text type (diary entry), purpose (reflect about an event) and context (a family gathering OR an 18^th birthday party)
• present ideas using past tense or present perfect. For example, ‘tuvé mi fiesta de cumpleaños’ or ‘hemos estado en la casa de mis abuelos por las ultimas dos semanas’
• justify student´s ideas with coherent information and variety of information about the event (e.g: Durante mi fiesta de 18 años hicimos muchas cosas, bailamos …, la pasamos genial OR tuvimos una reunion en la casa de mi tió / fue excelentetoda mi familia, etc)
• express the opinión/emotion of the event clearly, for example, ‘ha sido la mejor fiesta de cumpleaños de mi vida’ / ‘No vas a creer lo feliz que estuve al ver a mis primos’
• clearly link information about why the birthday exceeded expectations OR why/how the unexpected event occurred
• communicate ideas in an organised way, using paragraphs, allowing ideas to flow
• use connectives words, for example, además, también, pero, sin embargo, por otra parte
• use relevant appropriate and relevant expressions, such as, ‘¡no vas a creer lo increíble que fue mi fiesta!’, ‘¿Adivina quién vino a mi fiesta?’.

Areas for students to improve include:

• ensuring that information is addressing the requirement of the task. For example, some students refer only to having a birthday rather than talking about having an 18^th birthday party (Q18), or they refer to going to a restaurant or visiting grandma, rather than attending a family gathering (Q17)
• avoiding just using infinitives and trying to recognise the required tense demanded by the task (past tenses with some present tense or future tense ‘reflection’)
• providing relevant detail and expanding their description of the event using adjectives and modality
• referring to the exceeded expectation or the unexpected experience
• commencing with ‘Querido diario’ the beginning and maintaining first person reflective writing throughout to compose in the required text type.