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2010 HSC Notes from the Marking Centre – German

Contents

• Introduction
• Beginners
  • Oral Examination
  • Written Examination
    • Section I – Listening and Responding
    • Section II – Reading
    • Section III – Writing in German
• Continuers
  • Oral Examination
  • Written Examination
    • Section I – Listening and Responding
    • Section II – Reading and Responding
    • Section III – Writing in German
• Extension
  • Oral Examination
  • Written Examination
    • Section I – Response to Prescribed Text
    • Section II – Writing in German

Introduction

This document has been produced for the teachers and candidates of the Stage 6 courses in German. It contains comments on candidate responses to the 2010 Higher School Certificate examinations, indicating the quality of the responses and highlighting their relative strengths and weaknesses.

This document should be read along with the relevant syllabuses, the 2010 Higher School Certificate examinations, the marking guidelines and other support documents which have been developed by the Board Studies to assist in the teaching and learning of German.

General comments

Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating their knowledge, understanding and skills developed through studying the course.

Candidates need to be aware that the marks allocated to the question and the answer space (where this is provided on the examination paper), are guides to the length of the required response. A longer response will not in itself lead to higher marks. Writing in excess of the space allocated may reduce the time available for answering other questions.

Candidates need to be familiar with the Board’s Glossary of Key Words which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with or contain one of the key words from the glossary. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked or verbs may be used which are not included in the glossary, such as ‘design’, ‘translate or ‘list’.

Beginners

Oral Examination

General comments

In the best responses, candidates correctly used modal verbs, eg können, wollen, dürfen; subject/verb inversion after time phrases, eg Nach dem HSC fahre ich nach Deutschland; and subordinate clauses, eg weil, dass, obwohl. The best responses also displayed an ability to use irregular verbs correctly, such as sie sieht gern fern, er liest nicht so oft.

In better performances in the oral examination, candidates communicated relevant information on a variety of topics, using a variety of sentence structures, tenses, adjectives with correct endings and subordinate clauses. Well-prepared candidates answered the questions spontaneously and justified their answers with several explanatory points.

Wo, wohin, wie, wie lange, seit wann and warum were often misunderstood by candidates, resulting in irrelevant responses. Candidates should recognise Erzähl mir von … Vocabulary which was often misused was also for auch ; studieren for lernen ; Freund for Freundin.

Candidates are reminded that:

• if they respond with large slabs of rote-learned material, they can expect to be interrupted by the examiner and asked other questions
• it is perfectly acceptable to correct oneself if a pronunciation or grammatical mistake is made
• it is not acceptable to speak in English or give an English commentary such as ‘I’ve forgotten the word’. It is advisable to learn some phrases such as Können Sie das bitte wiederholen? or Wie bitte? or Es tut mir leid, ich verstehe das nicht or Ich weiß es nicht
• they should be familiar with common topics such as school, hobbies, family and friends so that a spontaneous answer can be given
• they should speak confidently, using the first person with common regular verbs conjugated correctly
• they can answer questions using the third person singular er, sie, es and plural sie when speaking about other people. They must also be able to recognise the second person plural form ihr and respond appropriately, usually with wir
• they should try to use a variety of sentence structures.

Written Examination

Section I – Listening and Responding

Advice to candidates

Candidates should:

• ensure that ALL relevant information is transferred from the Candidate’s Notes column to the lines provided for the response. Information in the Candidate’s Notes column is not considered as part of the answer
• use dictionaries effectively
• only choose ONE answer in multiple-choice questions
• use the time given at the end of the paper to read over their answers to ensure they are meaningful and not contradictory.

Specific comments

Question 1

Although this question was answered well by most candidates, some did not recognise Schulausflug.

Question 3

Many candidates did not make reference to the fact that the announcement was to encourage students to buy some chocolates to help with fundraising for the football team.

Question 4

A significant number of candidates were not sufficiently familiar with the German alphabet and did not spell the man’s name correctly. It is imperative that candidates learn German spelling, especially the vowel sounds, as well as difficult letters such as j, r, v, w and y.

Question 6

Many candidates did not answer how Karin would benefit from the exchange program, but rather that Karin’s friends had been to Germany before.

Question 7

In better responses, candidates recognised the reference to the different departments of the store. Many candidates did not realise that the store was open for 24 hours for today only.

Question 8

Many candidates did not state that Stefan wanted to do something more important during the summer holidays. Mit etwas Wichtigem was not translated well. A significant number of candidates stated that Stefan was going to Ethiopia to help children with their homework and organise free time activities rather than work in a school for under-privileged children. It was important to identify the time phrases and tenses used in the text.

Question 10

Many candidates did not make mention of the pressure Christiana’s father was placing on her to study biology. Candidates should justify their answers with relevant information from the text.

Section II – Reading

General comments

In the best responses, candidates showed a global understanding of the entire text and translated necessary detail accurately. Candidates are reminded to use their dictionaries carefully. When looking for an English equivalent in the dictionary, candidates must ensure that they choose the most appropriate meaning.

Specific comments

Question 11

In weaker responses, candidates did not translate correctly: ‘Die Zeit hier bei Oma und Opa ist doch so lang’. Many wrote that Hans was staying with his grandparents for a long time.

Question 12

This question was answered well by most candidates. In weaker responses, candidates did not state that Karl won’t be allowed to borrow the car again.

Question 13

Many candidates gave detailed responses for this question. However, some candidates did not mention that Thomas had been Sabine’s boyfriend for two years and this added to her disappointment when he n either called nor sent her a card. Some candidates had difficulty translating Taucherarmbanduhr, traurig and monatelang.

Question 14

In part (a), many candidates did not explain how Lisa supported Martin and simply gave a general summary of the text. When candidates are asked to justify their answers, they are strongly advised not to quote in German. Quotes in German must demonstrate an understanding of English of any quotes used. Vocabulary which caused difficulty included: nachholen, Nachhilfe, faulenzen and versprochen.

Question 15

In part (a), candidates who wrote the best responses explained that Hilda came to Yussef’s school and requested someone to deliver papers for her at her newsagency.

In part (b), some candidates mistranslated Gesicht as Geschichte and as such gave irrelevant answers. Better responses gave comprehensive details from the text as to why Hilda took a special interest in Yussuf.

In part (c), candidates who wrote the best responses gave comprehensive answers including details from the text.

Vocabulary which caused difficulty included: Gesicht, entdeckt, Ausstellungen, Anfang, Zeichnen and stolz.

Section III – Writing in German

Question 16

Most candidates wrote at least 50 words for this question. In the best responses, candidates used the perfect tense and the polite form of address.

Question 17

In the best responses, candidates gave several reasons why their part-time job was not going well and used a range of vocabulary and complex grammatical structures. In weaker responses, candidates strayed from the task and wrote irrelevant information. It is also important to meet the word limit for this question.

Question 18

In better responses, candidates used a variety of sentence structures and vocabulary, subordinate clauses and appropriate adjective endings to describe someone who had made an impression on them. In weaker responses, candidates used very simple structures to describe someone and neglected to state why that person had made such an impression.

In better responses, candidates used the perfect tense effectively to describe the new activity that they did on the weekend. A good selection of modal verbs and adverbial time phrases were also included in these responses.

Very brief responses that are much less than the number of words specified cannot demonstrate the range of vocabulary and sentence structures required to answer the question fully.

Continuers

Oral Examination

General comments

Most candidates communicated authentically and fluently, and displayed familiarity with a wide range of topic areas. In the best responses, candidates communicated relevant ideas and information in greater depth, and often gave opinions using appropriate and sophisticated vocabulary with a range of grammatical structures.

In the best performances, candidates engaged effectively and fluently with the examiner across the range of syllabus topics. They also manipulated language with a high level of grammatical accuracy in a range of contexts.

Specific comments

Candidates are reminded that there are no ‘set’ questions for this examination and that the examinable topic areas as published in the Continuers Syllabus may be approached from a range of perspectives. Questions will be phrased using both second- and third-person pronouns.

Candidates are advised that the course of the conversation will be developed primarily on the candidate’s responses. As a result, no two conversations will be identical. It is consequently impossible for candidates to have a prepared response to every conceivable question. The best preparation candidates can have for this examination consists of being familiar with:

• a range of vocabulary needed to cover the range of syllabus topics, especially their personal world (eg school, future plans, free-time activities/holidays)
• essential grammatical structures which include, but are not limited to, correct verb forms, perfect tense, word order.

Candidates should consider the use of:

• ändern versus enden
• bei versus mit
• bekommen versus werden
• lernen versus studieren
• seit versus für
• sich interessieren für
• wenn, wann and als (especially when using the past tense)
• würde versus wurde.

Candidates are also encouraged to:

• consider that German intonation typically requires you to drop your voice at the end of the sentence
• elaborate beyond a simple, single-sentence response
• provide only relevant information in their responses
• ask for a question to be repeated or rephrased if it has not been understood.

Candidates who achieved marks in the higher range not only demonstrated control of grammatical structures but also responded to questions with authenticity and sophistication. These candidates generally displayed a wide range of vocabulary and offered in-depth, relevant responses. While there is no prescription for achieving control, authenticity and sophistication, some of the following may apply:

• authentic and idiomatic use of a range of vocabulary
• comfortable and natural use of subordination
• consistently accurate use of tenses
• consistently accurate verb forms and word order
• correct use of modal verbs
• engagement with the questions asked and relevant responses
• good pronunciation and intonation
• use of the conditional.

In the best responses, candidates demonstrated flexibility in the use of their language across a range of topic areas.

Written Examination

Section I – Listening and Responding

General comments

When discussing language techniques, candidates should explain why the technique was used, giving examples from the text. Just stating that ‘there are rhetorical questions’ is not enough.

Candidates should refrain from simply retelling the text, and ensure they address the question. They should not make generalisations but give specific details from the text. If notes are written in the notes column, candidates should transfer any notes into the answer space. Points in the notes column cannot be marked.

Candidates are encouraged to read over their answers at the conclusion of the Listening section to ensure that what they have written makes sense and there are no missing words.

Specific comments

Question 5

The question asked for a range of ‘strategies’ which were used in the advertisement. Quoting only language techniques would not attract full marks.

Vocabulary which caused some difficulty included: Chor, Proben, Wagen, Freunde versus Freundin, Landkarte, wandern, Frankreich, Kunst and wollte.

Section II – Reading and Responding

Part A

Questions 9 and 10

General comments

Candidates are reminded that they must answer all questions fully, provide evidence from the text to support an argument, and take into account the mark value allocated to each question. Candidates are also advised to refer closely to the text, and not to make generalisations based on their own experiences.

Questions are to be answered in English. If candidates include quotations in their responses, they need to ensure that they show an understanding of the meaning, by paraphrasing or translating the German. Candidates are advised not to repeat the question in the answer – this simply wastes time.

If candidates are unsure of a key word in a text, they are advised to use a dictionary. Candidates are also reminded to take care when looking up a compound noun. Nouns must be broken up correctly to derive the correct translation. When a word has more than one English meaning, they should choose the one that makes sense in context, not simply the one which appears first in the dictionary.

Specific comments

Question 9

1. In better responses, candidates commented that the fans were not surprised but disappointed, because there had been rumours of a split or that the duo had not sung in public recently.
2. In better responses, candidates stated that Dieter wanted to retreat to his private life and recommence his studies, and that time was running out for him.
3. In better responses, candidates expressed the idea that Dieter and Gabi had parted on good terms.  They also noted that he was supportive of her career, referring to her voice and bright future.
4. In better responses, candidates stated, using supportive evidence from the text, that Gabi starts in a slightly positive way by trying to put on a brave face, but her true feelings reveal that she is quite hurt by the situation.

Question 10

1. In better responses, candidates explained the cause of disagreement between Susi and her father. Her situation had to be compared with that of her brother and the fact that the father did not treat each incident in the same way.
2. In better responses, candidates mentioned that the father was so anxious or worried about the family that he did not waste any time in booking a holiday away for them all because he needed to re-establish close ties to the children.
3. In better responses, candidates addressed how each member of the family had a positive outcome.  A general response here was not sufficient to gain full marks.
4. In better responses, candidates identified the roles played by both Susi and her father in the resolution of the conflict. They made reference to the father coming to terms with his daughter and any outrageous plans she may have in the future.

Words that caused some difficulty were Studium (which was occasionally incorrectly interpreted as studio or stadium), böses Blut, außergewöhnliche Stimme, Riesenerfolg, Totenkopf, and Ausgehviertel. The line in the passage referring to dass seine kleinen Vögel ausgeflogen waren … was also misunderstood and variously translated.

Part B

Question 11

General comments

In the best responses, candidates addressed the range of issues, questions and comments raised in the text and provided interesting viewpoints supported by a sound knowledge of German. Their responses were well-structured, logical and appropriate to the task, and clearly demonstrated an understanding of the stimulus text by providing well-supported comments and suggestions. These responses reflected good control of the language, with grammatical structures and vocabulary appropriate to Stage 6.

In better responses, candidates made appropriate links between comments and advice, often referring back to issues raised previously or tying them together during the conclusion.

It is recommended that candidates:

• read the stimulus text carefully more than once to ensure they have understood both the general message and the finer detail 
• identify the elements of the text requiring comment, ensuring that a good comprehension is reflected in the response
• take time to plan the response in its entirety. This will ensure that the response is well-structured and the ideas flow logically
• begin with an appropriate introduction, clearly relevant to the task
• develop a response which clearly addresses the requirements of audience, purpose and context
• be aware of their own strengths (and limitations), and communicate their ideas in the most authentic and accurate way possible 
• use their dictionary judiciously. The dictionary should not and cannot be a substitute for a sound knowledge base.  If used, it is important that care is taken to select the appropriate word or phrase 
• ensure their response is the required length (approximately 200 words)
• refer to the stimulus text for the correct gender and spelling of key words
• take time to review and edit their response, ensuring that both language and spelling are as accurate as possible. This includes fundamentals of the language such as subject/verb agreement, tenses, past participles and word order
• practise the range of text types outlined in the syllabus as much as possible in preparation for the examination.

Specific comments

Some candidates focused too heavily on just one or two elements (eg das Leben in der Stadt/auf dem Land, ein neuer Job) which resulted in a restricted response and did not clearly demonstrate an understanding of the text as a whole.  Some candidates attempted to address the issues raised by simply posing a series of questions (eg Arbeitest du im Familienbetrieb? Wieviel Geld verdienst du? Ist der Job interessant?) without the depth of response required for a clear understanding.

Some candidates answered from their own perspective, describing in detail their own part-time job, their own new car, their own desire to live in the city, largely to the exclusion of the advice they were required to give.

In the better responses, candidates dealt effectively with all elements of the text. They communicated ideas effectively, using known language and structures creatively.  In these responses, candidates sometimes combined a number of elements, such as discussing the pros and cons of life in the city or country together with the need for a car; suggesting that Pauli pay for the lessons from the pay received for the new job; explaining how driving practice could be helpful to calm nerves.

Common errors in the comprehension of the stimulus were:

• that Pauli had already moved to the city and was living there.  A confusion between Dorf and Stadt was evident in some responses, with some candidates thinking that ein Dorf was a ‘suburb’
• that Pauli was yet to find a job
• confusion between aussteigen and ausziehen
• confusion between Rat and Rad (with some responses offering Pauli the use of a bike).

Common errors in the response included:

• subject/verb agreements
• spelling errors (eg Führerschwein, naidisch, güt)
• confusion between aufgeben and ausgeben
• misuse of durchfallen, Durchfall (eg dein Durchfall klingt furchtbar!)
• tenses, including the perfect tense (and verbs conjugated with sein)
• Nachrichten (pl) + singular verb
• words incorrectly identified in the dictionary (eg ich bin Geldstrafe; Danke für dein Buchstaben)
• word order in both principal and subordinate clauses
• modal verbs + infinitive
• commands (which were particularly appropriate to this text, eg Pauli, gib nicht auf!)

Section III – Writing in German

Question 12

Most candidates wrote required word length (approximately 75 words) and addressed the question with relevant information. In the best responses, candidates wrote effectively in relation to the audience using the correct register. These responses were creative and used authentic language.

In the best responses, candidates gave a plausible reason for why they had not been in contact with their friend. The use of correct past tense, word order and a variety of vocabulary were some features of these responses.

Common grammatical errors included errors with verb agreement, word order (especially in subordinate clauses) and past participles.

Question 13

In this question candidates should focus on the purpose of the task; that is, to evaluate, reflect or persuade and not just simply describe. Candidates are reminded that the required word length is approximately 200 words. Candidates are also encouraged to re-read what they have written for accuracy and coherence.

1. In the best responses, candidates effectively and creatively reflected on the move to the school. These candidates also used appropriate text type to ensure that their responses read like the script of an interview and not just a casual conversation. Some candidates only focused on the idea of moving, and neglected to reflect on any aspect of school. This detracted from the quality of the response as this did not fully address the question.
2. In the best responses, candidates gave a creative evaluation of the concert. Common errors included:

• mixing of registers (using du and Sie)
• incorrect auxiliary used with past participles (especially sein)
• incorrect past participles
• incorrect use of interrogative adjectives
• subject/verb agreement
• student (instead of Schüler)
• jemandem eine Frage stellen (not fragen)
• prepositions with dative case.

Extension

Oral Examination

General comments

Candidates should choose the question wisely and prepare a well-structured answer with an introduction, main body and conclusion. Candidates should avoid the repetition of material or ideas and should try to provide a response within the specified time limit.

Candidates are also reminded to write only keywords/notes in the box on the examination paper to help organise the response. Candidates should not write out a full response in the box and are not to read these notes in their response. An in-depth response could involve providing both sides of the argument, allowing candidates to show a wider perspective.  The use of the impersonal man also allows for a more sophisticated response as one might expect from an Extension candidate.

Specific comments

Question 1

Most candidates gave responses which presented several explanations for why more and more young people are drinking too much.  Some candidates addressed the issue that too much alcohol damages health. Some monologues gave details of the type of damage to health and/or solutions to the problem.

Question 2

Most candidates gave a balanced view, detailing the pros and cons for making either choice.  This gave candidates the opportunity to cover a range of points with a wide range of vocabulary and grammatical structures.  This in turn meant that the time limit was easily reached.

Written Examination

Section I – Response to Prescribed Text

Question 1

General comments

Most candidates demonstrated a sound understanding of Kein Job für eine Lady and were familiar with the given extract and the course of the story. Many made thoughtful comments about the three characters, and a number also demonstrated an understanding of the text from a deeper, more analytical perspective, drawing their own conclusions about the author’s intentions.

In the best responses, candidates directly addressed the questions asked, supporting their responses with relevant reference to the text, while also demonstrating a perceptive and thoughtful understanding of the themes, characters and events.

Candidates are reminded that it is unnecessary to supply lengthy quotes from the text, unless this is clearly required by the question. Those candidates who provided multiple quotes and translated them into English to fill the available lines often ended up producing a weaker response that struggled to remain focused and to adequately address the question. It is also unnecessary to repeat the question in the response.

Specific comments

1. In the best responses, candidates expressed clearly that Allan had hit the nail on the head or had hit the bulls-eye with his comment. They then went on to explain that this meant that she was having problems at work and was longing for success.
2. In better responses, candidates referred to the bekannte angenehme Kribbeln (familiar pleasant tingling sensation) as a change of tone from the negativity she had been expressing up until this point in the story. Others referred to the fact that this statement arouses the curiosity of the reader and draws them deeper into the narrative.
3. In stronger responses, candidates commented on the narrator’s character and clearly illustrated the discrepancy between her thoughts and actions both at this point of the story and at its conclusion. Candidates referred to her frustration at being patronised by men.
4. In the best responses, candidates discussed how the gentleman sets his own trap by being so intolerant, as well as how the narrator is quite intolerant herself. The answer had to relate to this particular encounter in the department store and to the issue of ‘tolerance to difference’ throughout the story as a whole.

Part B

Question 2

In the best responses, candidates demonstrated a perceptive and sensitive understanding of the story Risiko für Weihnachtsmänner,and of the requirements of the task.

The best responses to this task demonstrated:

• flair and originality
• a perceptive and sensitive understanding
• an ability to organise information and ideas to meet the requirements of the task
• an ability to manipulate language authentically and creatively
• an ability to use the correct text type
• their understanding of the purpose for which they were writing
• an ability to work within the parameters of the story and not stray into creating their own story.

Candidates were required to demonstrate thorough knowledge of the story, through examples from the entire story and analysis of these examples. They not only needed to describe the encounter with the Oberst, but also to discuss the narrator’s emotional reactions to this event. Some candidates talked of the irony of the narrator having to take on a job as a Weihnachtsmann and the symbolism of the colours red and white. Candidates are also advised to think carefully about the era in which the story is set – it did not make sense to date this letter in 2010 or to write it in a month other than December.

Some problematic language points:

• subject/verb agreement
• correct choice of prepositions and case
• tenses, verb forms and word order
• anglicisms and inefficient use of the dictionary
• punctuation
• sich erinnern an – to remember
• spelling, particularly of words like Weihnachten.

Section II – Writing in German

Questions 3 and 4

General comments

Most candidates presented well-developed arguments, using a range of vocabulary and sentence structures to support their point of view. They directly answered the question and developed a coherent, we ll-structured argument that was supported by a range of examples. These candidates wrote within the parameters of a speech to classmates.

In this part of the examination, candidates should:

• carefully consider which question to answer, choosing the one for which they can provide a range of ideas and well-supported arguments
• plan their response, writing a quick plan
• provide a relevant introduction and a convincing conclusion in keeping with the text type
• give a response that has breadth and depth
• write accurately, aiming to use a variety of structures, tenses and vocabulary in clear paragraphs
• use appropriate cohesive/linking devices to introduce new paragraphs and ideas
• engage the interest of the reader of a speech text (eg by using a rhetorical question or imperative form)
• use the dictionary appropriately and cross-reference where necessary.

Candidates should also allow time to review their responses, especially regarding:

• verb/subject agreement
• correct tenses
• word order
• spelling
• legibility of their handwriting
• punctuation, particularly the use of commas
• text type, register (du, ihr, Sie and related forms), audience and purpose
• modal verb forms
• use of reflexive verbs, particularly in the imperative Stellt euch vor ...
• use of pronouns and possessive adjectives
• correct use of man, particularly in cases other than the nominative
• logical flow of the argument.

Specific comments

Question 3

Candidates agreed with the topic statement, but sometimes had difficulty linking their responses directly to the question. In the best responses, candidates discussed both aspects of change and boredom effectively, while in weaker responses, candidates dealt with the pros and cons of change without relating their ideas back to the set question.

The repetition of ideas and vocabulary can be avoided by planning the outline of the response before starting to write.

In weaker responses, candidates demonstrated problems with genders, subject/verb agreement, modal verb conjugation, reflexive verbs, the use of ihr and with relative clauses. In better responses, candidates tended to sound more authentic, as they included correct idiomatic expressions and rhetorical questions, whereas weaker responses contained a number of lexical errors and anglicisms.

Question 4

In the best responses, candidates showed evidence of careful planning, well-thought-out arguments and the accurate use of a wide variety of vocabulary, idiomatic expressions and structures. Some candidates confused the verbs lehren and lernen. Candidates should also be mindful of the correct spelling of the key concepts associated with each theme, such as Rassismus.

A number of candidates struggled to link the concepts of who today’s heroes are to why they are the people who teach us tolerance. They focused too much on the concepts of acceptance, what tolerance is, why we need it in today’s world or who today’s heroes are.

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