Spanish Extension 2020 HSC exam pack

Students should:

• use the seven minutes preparation time to prepare points which can be used to deliver a logical and coherent monologue
• state the question to which they are responding
• speak for approximately for three minutes
• address all parts of the question
• adopt a point of view or stance and provide appropriate examples that link their argument to the question
• avoid solely recounting their own experiences in order to answer the question
• avoid using pre-prepared material that may be irrelevant to the question
• use a variety of vocabulary, sentence structures and expressions which are suitable to the issue addressed in the question
• provide a conclusion that is not a repetition of the introduction.

In better responses, students were able to:

• present a well-structured monologue which included a clear introduction, main body and conclusion
• address all elements of the question, for example, discussing the environment and linking it to 'excessive consumption' (Q1)
• demonstrate cohesion by linking their points or examples back to the question
• providing meaningful examples referring to global situations
• convey ideas effectively and fluently, with authentic intonation and pronunciation
• use connectives or linking expressions to mark transitions between ideas, including rhetorical questions, for example, a continuación explicaré, no debemos olvidar, por consiguiente, y esto me lleva a mi segundo punto, pero sería esta la solución de todos los problemas?

Areas for students to improve include:

• avoiding examples based on personal daily experiences
• avoiding speaking with too many pauses and hesitations
• using synonyms for the key words in the question
• avoiding the use of anglicisms and literal translations, for example, en una mano (for on the one hand), individuales (for individuals) or made up words such as afordar; improvar or mixing words that sound similar but mean different things such as cualidad and calidad.
• taking note of key nouns that are male despite the female ending, for example, el problema, el tema, el sistema, el día.

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:

• identify that Costa has privileges/status that Teresa does not have (Q1a)
• identify that being a ‘white European’ who has money would grant him access or at least give him a better chance to get to Belen (Q1a)
• explain why Cochabama was compared to a ‘war zone’ by referring to the state of chaos in the centre of Cochabama (Q1b)
• explain that the reference to the war was used deliberately by Sebastian in order to persuade Carlos not to go, so Sebastian could finish the movie (Q1b)
• identify relevant film techniques and explain their effect to convey the state of Teresa’s desperation (Q1c)
• explain when the subtle changes in Costa began such as when the spectator was able to see Costa starting to listen to others and to himself (Q1d).

Areas for students to improve include:

• being familiar with the whole film, for example, understanding the chronological order of the film, understanding what was said before or after the extract
• structuring responses carefully and answering questions with clear evidence from the prescribed extract and/or other relevant scenes of the film where appropriate
• avoiding repetition and rephrasing of similar ideas.

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:

• convey some of Daniel’s personality traits and values through their dialogues
• correctly depict Daniel as someone who is fighting against the social and historical injustice his people have endured and not as being angry and aggressive towards Maria
• convey Daniel’s tone in their writing without an excessive use of swearing.

Areas for students to improve include:

• avoiding irrelevant ideas and information that are not related to the extract or the task
• adhering to the requested word length/limit.

Writing in Language

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.

Question 3

In better responses, students were able to:

• include key features of a speech such as correct greeting and thanking the audience
• include features such as rhetorical questions, quotes and examples a young audience would relate to.
• demonstrate a perceptive understanding of the question.

Areas for students to improve include:

• avoiding the inclusion of irrelevant information and ideas
• linking examples back to the argument
• revising language usage, for example, word forms and word order.