Spanish Beginners 2023 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:

• identify both changes to hairstyle (Q1)
• identify the location of both speakers (Q2)
• identify the specific audience (students) and make the link to ‘who enjoys watching films/like going to the cinema’ (Q3)
• identify multiple reasons why Alvaro is in trouble and provide specific detail. For example, ‘He took his sister’s car without asking’ (Q4)
• identify where the conversation is taking place by understanding the phrase restaurante elegante y caro (Q5a)
• identify multiple reasons why the speakers will not return to the expensive restaurant (Q5)
• summarise the feedback accurately without including examples or specific details such as naming school subjects or naming a specific extracurricular activity (Q6)
• compare with detail, and with appropriate comparative language, how the speakers will celebrate the event (Q7)
• include both similarities and differences in the comparison (Q7)
• identify multiple, detailed reasons (what happened and why this was a problem) for it being unlikely that Vanessa will go on another date with Daniel. For example, ‘Daniel did not want to catch a taxi even though Vanessa was wearing high heel shoes, so they walked which hurt her feet’ (Q8)
• identify that Daniel appears oblivious and does not understand her en tus sueños comment (Q8)
• provide a nuanced explanation of the speaker’s change of feelings with detailed reference to the text. For example, identify a progression from excited, to unhappy/unsure, to angry, with detailed textual references (Q9).

Areas for students to improve include:

• reviewing adjectives used for describing hair, for example, rubio, corto (Q1)
• recognising estoy means ‘I am’ in reference to location, for example, estoy en la biblioteca (Q2)
• reviewing vocabulary associated with neighbourhood, such as biblioteca, centro comercial (Q2)
• reviewing vocabulary such as alumnos, cine, películas, te encanta (Q3)
• reviewing vocabulary related to household chores, for example, sacar la basura (Q4)
• providing accurate detail in responses, for example, ‘He took his sister’s car without asking’ (Q4)
• reviewing vocabulary related to eating out, for example, restaurante elegante y caro (Q5a)
• reviewing present perfect tense and vocabulary such as hemos esperado tanto tiempo, sin preguntar (Q5b)
• reviewing summarising techniques, for example, not including examples or specific details (Q6)
• reviewing school related vocabulary, for example, recognising buenas notas refers to good marks and not good notes
• including both similarities and differences when comparing (Q7)
• using comparative language when being asked to compare such as in comparison, whereas, on the other hand, however (Q7)
• reviewing vocabulary associated with holidays/free time and celebrations, for example, iglesia, misa, películas románticas (Q7)
• reviewing vocabulary such as no querías tomar, zapatos altos de tacón, tuvimos que caminar, vegana (Q8)
• reviewing vocabulary related to travel and accommodation, for example, habitación compartida, almuerzo incluído (Q9)
• reviewing vocabulary related numbers and price, for example, cuatro mil dólares, tendré que pagar… (Q9).

Reading

Students should:

• read the whole text(s)
• address all parts of each question
• use the lines, table, chart 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 two details of the pet’s appearance: enormous and yellow eyes (Q10)
• complete the table, identify the numbers clearly and provide detail. For example, ‘12 = million albums sold’ (Q11a)
• identify Antonia’s biggest accomplishments (Q11b)
• summarise Antonia’s biggest accomplishments by not adding detail or examples (Q11b)
• justify and explain why the location of Las Ramas is appealing. For example, ‘It has three campuses so students can choose the one that is most convenient for them’, rather than, ‘It has three campuses’ (Q12a)
• identify that the social and sporting facilities would appeal to students who are sociable, extroverted or sporty (Q12b)
• identify Nopal as the more flexible university and justify this response by referencing and appropriately linking multiple relevant details about both universities (Q12c)
• identify the extra-curricular activity of chess, ajedrez (Q13a)
• identify the weather in detail, ‘rainy, windy and humid’(Q13b)
• identify Gustavo’s most likely choice being horse riding with detailed references to all options Q(13c)
• identify that the author is unsure what to do next because of the attention or fame he receives (Q14a)
• identify with detail that the initial negative experience did not impact the rest of his holiday, and support this with multiple detailed references to the text (Q14b).

Areas for students to improve include:

• avoiding the inclusion of incorrect detail, for example, ‘A big dog with yellow eyes’(Q10)
• reviewing vocabulary such as vendiendo (Q11a)
• reviewing vocabulary related to achievements and accomplishments such as triunfo más grande and logro (Q11b)
• reviewing the summarising technique, for example, not adding extra detail, lines or dot points (Q11b)
• identifying the question word ‘why’ and therefore providing an explanation. For example, ‘It’s next to the National Library which would provide many study resources for students’ rather than ‘It’s next to the National Library’ (Q12a)
• identifying the appropriate social and sporting facilities detail in the text to answer the question (Q12b)
• reviewing vocabulary associated with study such as intercambios, cursos a su propio ritmo, en línea (Q12c)
• referencing all possible options with detail rather than only the most likely option. For example, linking the more flexible option at Nopal University to the corresponding less flexible option at Las Rosas (Q12c)
• reviewing free time vocabulary such as ajedrez (Q13a)
• reviewing weather vocabulary such as llueve, lluvia, viento, húmedo (Q13b)
• reviewing the text as a whole when responding to a question. For example, considering what all participants say about the weather instead of just one (Q13b)
• reviewing sport and days of the week vocabulary such as equitación, equipo, los domingos (Q13c)
• referencing all possible options with detail rather than only the most likely option (Q13c)
• reviewing vocabulary such as redes sociales, fama (Q14a)
• identifying the question key word why to provide an explanation (Q14a)
• reviewing vocabulary such as me estaban confundiendo, negocio en líne (Q14b)
• providing detailed reference to text while avoiding quoting in Spanish (Q14b).

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.

Part A

Question 15

In better responses, students were able to:

• identify and develop ideas relevant to the demands of the task by greeting the audience, a friend
• apply appropriate text type conventions for the text type, a message
• clearly communicate with purpose in describing a new outfit for a party
• provide detailed descriptions of the outfit
• present the information in an organised way. For example, explain that it was bought, describe it, and explain when it would be used
• incorporate connective words such as además, también
• use relevant exclamations, expressions or questions to suit the context ¿Qué te parece?, ¡Me encanta!, ¡No puedo esperar para la fiesta!

Areas for students to improve include:

• providing enough information to ensure that the text is directed at a specific audience, a friend, or for a specific purpose, to describe a new outfit for the party
• using appropriate greetings so as to apply the conventions appropriately in addressing the audience. For example, a greeting at the start and a farewell at the end of the text
• providing enough description and elaboration about the outfit by using descriptive language and intensifier expressions such as bastante, demasiado, un poco
• using a variety of structures. For example, a past tense structure, compré, or future tense structure, voy a llevar or llevaré
• avoiding the repetition of words or phrases such as repeated clothing items or adjectives
• including relevant exclamations and expressions to achieve an appropriate tone such as iQué hermoso regalo! iEs el mejor regalo de mi vida!

Question 16

In better responses, students were able to:

• identify and develop ideas relevant to the demands of the task by greeting the audience, a family member
• apply appropriate text type conventions for the text type, a note
• clearly communicate with purpose in thanking the family member for a graduation gift
• express opinions and ideas in depth, using descriptive language, as well as a wide variety of structures. For example, using the past tense to say what was given and the future tense to explain how the gift would be used
• present the information in an organised way. For example, thanking for the item, describing it, explaining its importance or use and signing off appropriately
• incorporate connective words such as además, también
• use relevant exclamations and expressions te amo mucho, eres la mejor tía, iMuchas gracias por mi regalo!

Areas for students to improve include:

• providing enough information to ensure that the text is directed at a specific audience, a family member, or for a specific purpose, to thank for a graduation gift
• using appropriate greetings so as to apply the conventions appropriately in addressing the audience. For example, a greeting at the start and a farewell at the end of the text
• providing enough description and elaboration about the gift and what makes it amazing
• using a variety of structures, such as a past or future tense structure
• avoiding repetition of words or phrases such as repeated adjectives
• including relevant exclamations and expressions to achieve an appropriate tone.

Part B

Questions 17 and 18

In better responses, students were able to:

• identify areas relevant to the task. For example, the text type is a presentation, the purpose is to recount a favourite memory, the audience is the school community or family and friends, and the context is the school assembly or a family event
• provide detail and elaboration about an event including people, activity, location and more and explain clearly why the memory was special
• use paragraphs to clearly organise ideas in a logical way, with connective language such as primero, en conclusión, también, y, pero
• present ideas using past tenses, in particular preterite and imperfect. For example, cuando tenía 12 años, fuimos a la playa
• provide expressions to reflect opinions or emotions. For example, un recuerdo inolvidable, or lo mejor que me ha pasado en mi vida.

Areas for students to improve include:

• ensuring that the correct audience is addressed, and that register is consistent, For example, buenos días profesores y compañeros de clase instead of hola todos (Q17)
• structuring the presentation effectively by including a brief introduction and conclusion
• using past tenses effectively instead of present tense or infinitive verbs. For example, recognising the correct forms of either preterite or imperfect verbs demanded by the context
• providing sufficient detail to add breadth and elaboration to text without repeating ideas through justification and specific examples
• making references to what makes the memory special, in particular by including phrases to show emotion or personal expression
• managing their time and proofreading completed responses.