Spanish Extension 2024 HSC exam pack

Monologue

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 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:

• deliver their responses fluently and with good intonation, in an engaging manner
• develop logical and well-structured arguments with a clear introduction and conclusion
• presented the monologue within the time allocation
• provide distinct points and introduce these explicitly, with sequencing expressions such as por otra parte, otro ejemplo de …, para empezar, en segundo lugar
• contrast the idea of success versus integrity (Q1), rather than just exploring success
• provide examples of how technology is beneficial for society, for example, the improvement in transportation, communication
• approach the concept of technology from a wider perspective rather than just social media
• use a range of sophisticated vocabulary and sentence structures, for example, nopodemos negar que, se valora por encima de todo …
• demonstrate a high level of grammatical accuracy
• use a variety of relevant vocabulary and expressions
• use synonyms and a range of expressions to avoid repetitions, for example, ‘fomentar’, ‘impulsar’, çontribuir’ y ‘promover’
• address the question with concrete examples, linking these back to the question.

Areas for students to improve include:

• expressing ideas in alternative ways and avoiding repetition
• avoiding made-up words or anglicisms such as ‘buleo’ for bullying or ‘estamento’ for statement
• using third person or impersonal constructions rather than the first person, for example, ‘la gente dice …’ rather than ‘mi madre dice’
• avoiding errors such as ‘soy de acuerdo’ instead of ‘estoy de acuerdo’
• pronouncing words correctly, for example, ‘herramienta’, ‘sociedad’, or ‘integridad’
• ensuring the conclusion relates to the question and the opening statement.

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 providing a translation
• 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:

• demonstrate an understanding of extract and characters
• respond with relevant details to address the entire question
• identify different reasons why prayer was used in the scene (Q1b)
• differentiate between the actor, Anton, and the character he was portraying, Christopher Columbus, in analysing his personality in the scene (Q1c)
• explain Anton’s personality based on the scene (Q1c)
• explain how language and props are used to convey the abuse of power (Q1d)
• explain how common language features used in the scene, including but not limited to imperative tense in instructions given by Anton/Columbus or repetition of the word ‘oro’, are used to convey and/or emphasise meaning (Q1d).

Areas for students to improve include:

• avoiding the use of irrelevant themes in questions
• ensuring that supporting evidence is drawn from the provided text
• avoiding the translation of large segments of the extract as part of their response.

Response to Prescribed Text – Part B

Students should:

• read the question carefully and address all parts in their response
• write in the type of text as specified in the question
• address the specified context, purpose and audience of the question
• write from a particular perspective as required by the question
• demonstrate 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 in the response.

In better responses, students were able to:

• write from the perspective of Belen, as an eleven year old girl
• maintain correct register and tone throughout the response
• demonstrate an in-depth understanding of the character, scene and plot
• write with consistent grammatical accuracy, a range of vocabulary and a variety of sentence structures and expressions
• demonstrate originality in the approach taken in the content of the text.

Areas for students to improve include:

• writing from the perspective of the character in the question
• demonstrating knowledge of the extract in the question
• using a wide range of vocabulary and expressions appropriate to task
• sequencing their response in a coherent and logical way
• being creative while addressing the requirements of the question.

Writing in Spanish

Students should:

• address all aspects of the question
• write in the relevant text type as specified in the question
• use appropriate register consistently throughout the response
• ensure that the content of the response is relevant to the question
• plan and sequence the response to ensure it 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 the appropriate word, expression or phrase for the context, purpose, and audience of the question
• ensure enough time to proofread and edit work.

In better responses, students were able to:

• address the correct audience and include key features of a speech such as a greeting, an introduction, and a conclusion
• include features such as rhetorical questions, quotes, and examples to which a young audience would relate
• write concisely and coherently
• demonstrate excellent knowledge of current issues
• develop a logical argument with structured paragraphs, supported with relevant ideas and examples
• write with a high level of grammatical accuracy and a range of sophisticated vocabulary and language structures appropriate to the requirements of the task
• differentiate between being generous in general and being ‘generous towards those causes that affect us directly’
• demonstrate understanding of the meaning of gender equality (Q4).

Areas for students to improve include:

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