Spanish Beginners 2024 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 onto the lines, using the space provided for each question
• use the lines provided as a guide to the length of the response required
• ensure that 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 all aspects of Teresa’s weekend plans (Q1)
• identify school subjects Manuel will study in 2025 (Q2)
• describe all the items Jaime has lost (Q3)
• outline multiple features of the mobile phone (Q4)
• identify the group that will be most impacted by the bridge closure by understanding the term automovilistas (Q5a)
• identify the correct day, as well as closing and reopening times of the bridge (Q5b)
• summarise the main features of the neighbourhood accurately without including examples or specific details such as naming specific transport, shops or sporting amenities (Q6)
• contrast using appropriate comparative language, for example, whilst, whereas, on the other hand, the speakers’ attitudes towards the siesta (Q7)
• identify multiple and detailed reasons it is unlikely that Cati will attend the party, such as location, music and guests, for example, ‘there will not be anyone she knows at the party as they are all Australians’, as well as providing reasons she may attend, for example, a cute boy attending or being offered a lift home (Q8)
• explain how various aspects of the party would be unsatisfactory for Cati. For example, the party being far away is an issue as she does not like to catch the train, or that there not being Latin music is problematic as it is the only music she dances to (Q8)
• explain how the podcast host’s opinion changed over the course of the conversation, with detailed reference to the text (Q9).

Areas for students to improve include:

• reviewing vocabulary related to daily activities for example, cenar, and relationships, hermana, amigos (Q1)
• recognising that (no) voy a … or (no) me gustaría … indicate future plans or desires (Q2)
• reviewing vocabulary associated with school subjects, such as inglés, francés, biología (Q2)
• reviewing vocabulary related to clothing, for example, zapatillas, camiseta (Q3)
• reviewing adjectives and phrases used to describe clothing items, for example, azul, nuevo, de deporte (Q3)
• reviewing vocabulary related to technology and communication, for example, plataforma de música, cámara profesional, videojuegos (Q4)
• reviewing vocabulary related to transportation, such as automóvil, a pie, en bicicleta (Q5a)
• reviewing vocabulary related to days, dates, and times, such as sábado, julio, entre las seis, las once (Q5b)
• reviewing summarising techniques, for example, not including examples or specific details (Q6)
• reviewing vocabulary related to daily routine and work, for example, descansar, trabajar, reunión, productivo (Q7)
• including all details, explanation and reasoning, when contrasting different attitudes and opinions, for example, ‘es solo una tradición en los pueblos rurales’ (Q7)
• using comparative language when being asked to contrast, such as ‘in comparison’, ‘whereas’, ‘on the other hand’, ‘however’ (Q7)
• reviewing verbs in the future tense and conditional tense, for example, estará, habrá, podría (Q8)
• reviewing vocabulary related to parties and celebrations, for example, bailar, fiesta, música (Q8)
• using comparative language when being asked to explain the likelihood of an event taking place or not, for example, however, although, despite (Q8)
• using sequencing phrases and connectives to indicate changes over time, such as at first, then, next, finally etc (Q9)
• reviewing vocabulary related to future plans, work and study, for example, estudiar en la universidad, ganar dinero, viajar por el mundo (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:

• provide the details of the location to meet and the item to bring, that is, the cemetery and candles (Q10a)
• state that guests should enter via Martín Street because the main entry is closed as gardening works are blocking the main entrance (Q10b)
• identify the reasons why the author will never try cuy, for example, it looks unusual and they cannot understand how such a cute animal could be eaten (Q11a)
• summarise the features making Peruvian food special, for example, the altitude impacts the flavours and it includes a mix of cultures and methods (Q11b)
• identify that the purpose for the forum post is to seek advice about whether to continue running the festival de toros (Q12a)
• demonstrate understanding why the writer referred to the festival as a gold mine, for example, ‘it attracts many tourists who stay at his hotel, which makes him money that he can use to renovate the hotel using local builders/boost the economy’, rather than, ‘he makes a lot of money’ (Q12b)
• compare the similarities and differences of opinion of the two speakers (Q12c)
• explain opinions by referencing all relevant detail from the text, for example, the reason and concerns that each person has related to the festival (Q12c)
• identify the three most popular features of the mountain accommodation, that is, view, fireplace, (free) cheese for guests (Q13a)
• explain why the farm is the most appropriate accommodation by linking features of the three accommodations with the list of requirements from the Alcazar family, such as the rural location, sustainable power and space (Q13b)
• identify the features of the alternative two accommodations which make them unsuitable, such as not accepting pets, or being too close to the city (Q13b)
• explain why the subject line Ultimato is significant with reference to the text of the first email where the boss is issuing an ultimatum for Joaquina to return to work full time/5 days per week (Q14a)
• explain why Joaquina is unlikely to comply with the ultimatum, and support this with detailed references to the text to justify, such as having excellent results working from home and not being able to leave the dog alone (Q14b).

Areas for students to improve include:

• avoiding the inclusion of incorrect detail, for example, ‘on Martín Street’ or ‘a costume’ (Q10a)
• reviewing vocabulary such as a través, abierta (Q10b) and probaré (Q11a)
• understanding that the phrase ‘no pueden poner en la mesa’ means not being able to be served to eat/not being able to eat (Q11a)
• reviewing the summarising technique, for example, not adding extra detail, lines or dot points (Q11b)
• understanding the purpose as an action, such as to seek advice, to get opinions, to ask about (Q12a)
• understanding that the text relates to whether the festival should continue rather than start (Q12a)
• identifying all detail related to how the writer would make and spend money from the festival (Q12b)
• reviewing vocabulary associated with city/town, tourism and celebrations, for example, festival, basura (Q12c)
• comparing opinions by providing points of similarity and differences. For example, both agree that it is wrong to kill bulls, however, they have different opinions about what should be done instead of the festival de toros (Q12c)
• comparing points of view and opinions by using connective such as ‘although’, ‘on the one/other hand’ and ‘however’ (Q12c)
• referencing all details within the text to provide a nuanced comparison of opinions (Q12c)
• understanding the phrase ‘lo que más disfrutaron fue’ as meaning ‘the most popular was …’ (Q13a)
• reviewing vocabulary related to cities/neighbourhoods and housing and accommodation, such as habitaciones, camas, lejos, rural (Q13b)
• reviewing vocabulary such as Ultimato, in order to interpret it correctly and not mistranslate it as meaning ‘last’ (último) (Q14a)
• reviewing vocabulary related to work and employment, for example, empleados (Q14a)
• reviewing vocabulary and language conventions used in formal written communication (Q14a)
• justifying why Joaquina is unlikely to return to work in the office, such as needing a special chair they cannot provide, being able to find another job easily (Q14b)
• reviewing sophisticated grammatical forms such as the present perfect tense (he trabajado, he tenido),the conditional tense (podría), and the present subjunctive (vuelva) (Q14b).

Writing

Part A

Question 15

In better responses, students were able to:

• address the requirements of the question, for example, audience and text type (such as note to a teacher), purpose by apologising ‘lo siento mucho’ and context by mentioning estoy enfermo, no puedo asistir/venir/ir/presentarme a la clase de música mañana
• write with the appropriate register consistently through the whole response and without mixing register, for example, tú and usted
• present ideas using future tense, for example, no podré ir, no iré, no voy a ir
• suggest a solution to catch up on the missed lesson/promise to practise for music
• justify the reason for not attending, for example, feeling unwell
• use connective words, such as pero, sin embargo, así que, por lo tanto, entonces
• use relevant and appropriate expressions, for example, no me siento bien, estoy enfermo, desafortunadamente no puedo ir.

Areas for students to improve include:

• avoiding the use of infinitive verbs and recognising the tense required in the task (future/near future tense)
• addressing text type in full, for example, giving a greeting at the beginning and a closing line, such as nos vemos en la próxima clase, hasta pronto, nos vemos en el colegio
• avoiding literal translation from English
• selecting appropriate words when using a dictionary. For example, yo no soy sensación pozo – literal translation of ‘I am not feeling well’ rather than yo no me siento bien
• correctly using ser and estar. For example, estoy enfermo (I am unwell – emotions and feelings) rather than soy enfermo (I am mentally ill – descriptions and permanent state.

Question 16

In better responses, students were able to:

• identify and develop ideas relevant to the requirements of the task, for example, audience and text type by using conventions of an email to a best friend, purpose by talking about plans to visit a famous tourist location in Australia and context by stating the holidays in Australia
• present ideas using future tense and the conditional to describe plans. For example, ‘mañana iré a la Casa de la Opera, voy a ir a la playa de Bondi, me gustaría visitor …’
• use connectives words and frequency such as además, también, pero, sin embargo, por otra parte, usualmente, todos los días, raramente, casi siempre.

Areas for students to improve include:

• providing information relevant to the question, for example, you are on holiday in Australia from overseas
• avoiding the use of infinitive and recognising the required tense
• avoiding the use of ‘false friends’. For example, ‘Estoy emocionado’ rather than ‘Estoy excitado’, ‘Voy a tomar/sacar fotos’ rather than ‘Voy a tocar fotos’
• avoiding a recount or description when writing about future plans
• addressing text type in full, such as a greeting at the beginning and a closing line at the end, for example, adiós, hasta pronto, espero contarte más de mi viaje pronto.

Part B

Questions 17 and 18

In better responses, students were able to:

• use language conventions appropriate to the ‘article’ text type, for example, a title, organising ideas coherently in paragraphs, and an appropriate introduction, body and conclusion
• use sequencing words, en primer lugar, en segundo lugar, además, to clearly organise ideas in a logical way
• elaborate on the required context, for example, describe how they felt about the challenges faced in their final school year rather than just stating what they were (Q17)
• use el pretérito and el imperfecto appropriately to provide examples in past tense about the challenges they faced in their last school year and how they felt
• apply persuasive language when giving advice, for example, es importante …, es imperative …
• use comparisons to contrast the good and bad side of the last year at school, such as aunque el año 12 fue difícil, al mismo tiempo fue divertido
• use a variety tenses, for example, talking about how they feel now (present tense) and plans describing what they will do in the future (future tense).

Areas for students to improve include:

• using text type conventions for an article
• conjugating verbs in a variety of tenses
• avoiding the use of English sentence structures or code switching
• using bilingual dictionaries effectively to choose the appropriate word in context. For example, ‘are you free this weekend?’ was translated incorrectly as ‘¿estás gratuito este fin de semana?’
• including relevant advice for the challenges faced rather than simply giving advice (Q17)
• reflecting on a significant event rather than just recounting (Q18)
• addressing the question by referring to being a member of a sports/leisure club (Q18)
• avoiding the use of real names such as, student names or the name of their school.