Spanish Extension 2019 HSC exam pack

Monologue

Students should:

• read the question carefully and focus on the key words
• develop a well-structured argument
• link the argument and the supporting examples to the question
• use the time limit effectively.

In better responses, students were able to:

• present their view with a clear opening and conclusion
• connect key ideas
• develop their argument with effective examples
• deliver a coherent monologue which was easy to follow
• speak with a good degree of fluency and accurate pronunciation
• demonstrate sophistication of vocabulary
• demonstrate authentic expressions such as ‘mentira piadosas’
• include idiomatic expressions such as ‘El dinero no da la felicidad’.

Areas for students to improve include:

• addressing the question in full, for example, in question 1 students spoke about money, but did not link it to the aspect of motivation
• supporting their ideas with more than a direct reference to their personal world, such as ‘a mi amigo Pedro le encanta el dinero’ or the short stories
• adding coherence through linking their ideas
• providing more than one point
• speaking with fluency and grammatical accuracy
• using a wide range of vocabulary and language structures.

Response to Prescribed Text – Part A

Students should:

• read the whole extract before attempting to answer the questions
• read the questions carefully and address all aspects in their response
• explain the quotes given in Spanish and their significance in the relevant context rather than just translating them
• demonstrate knowledge of all the extracts for study and the whole prescribed text where required
• respond in English using their own words
• use the lines given as an indication of length of response required.

In better responses, students were able to:

• respond with relevant detail to the address the whole question
• provide a thorough understanding of how the author has used languages to express the time of day, for example, imagery, similes, metaphors and personification related to light los faroles, luces … en el tablero, el mar tenía puntos de luz al fondo
• provide a perceptive analysis of how the issues were explored in the extract provided and the short story as a whole.

Areas for students to improve include:

• avoiding translating segments of the extract as part of their response.

Response to Prescribed Text – Part B

Students should:

• address all parts of the question fully
• write in the type of text as specified in the question
• address the specified purpose, context and audience of the question
• write from a particular perspective as required by the question
• demonstrate their knowledge of the chosen extract and other relevant parts of the text when responding to the question
• support their response with evidence from the text
• use their own words and avoid translating the text as part of their response.

In better responses, students were able to:

• write from the perspectives of Claudia and Delia
• maintain correct register throughout the response
• demonstrate an in-depth understanding of the characters and plot
• write with consistent grammatical accuracy, a range of vocabulary and a variety of sentence structures and expressions.

Areas for students to improve include:

• being creative whilst keeping within the confines of the requirements of the question.

Writing in Spanish

Students should:

• address all aspects of the question
• write in the relevant text type required by the question
• use appropriate register throughout the response
• ensure that the content of their response is relevant to the question
• plan and sequence their response to ensure that their response is coherent
• demonstrate knowledge of vocabulary, expressions and where relevant, idiomatic language related to the issues prescribed for study
• support their argument, point of view or opinion with relevant ideas and information
• manipulate the language authentically and creatively with correct use of grammar and syntax to meet the requirements of the task
• use the dictionary to choose appropriate word, expression or phrase for the context, purpose and audience of the question
• ensure there is enough time to edit their work.

In better responses, students were able to:

• develop a logical argument supported with relevant ideas and examples
• sequence their ideas in logical and coherent manner
• write with a high level of grammatical accuracy and a range of sophisticated vocabulary and language structures appropriate to the requirements of the task
• write applying the conventions of the type of text of an article for a school magazine (Q3) or youth magazine (Q4).

Areas for students to improve include:

• avoiding repetition of the same ideas and vocabulary.