2010 HSC Notes from the Marking Centre - Italian
Contents
Introduction
This document has been produced for the teachers and candidates of the Stage 6 courses in Italian. 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 of Studies to assist in the teaching and learning of Italian.
General comments
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
Most candidates maintained a five-minute conversation during which they discussed their personal world as it related to the prescribed topics, responding in Italian to a variety of questions, exchanging information and expressing opinions with acceptable pronunciation.
In better responses, candidates manipulated language in order to respond to the question appropriately by using correct tense and content. They responded and elaborated, gave an explanation and/or an opinion, without relying on rote responses which did not answer the question. In better responses, candidates moved across the tenses confidently, using the past, present, future and conditional tense. Candidates used modal verbs, a range of vocabulary and some good idiomatic expressions. These candidates used proverbs sparingly but with maximum effect. In better responses, candidates maintained communication without losing fluency when the examiner redirected the conversation to a different prescribed topic of the Italian Beginners syllabus.
The following were frequent errors: using infinitives instead of finite verb forms, especially in the present tense; incorrect adjectival/noun agreement; incorrect auxiliary with the present perfect tense, use of English syntax and Anglicisms.
The following were frequently pronounced or stressed incorrectly: Colosseo, lavorare, ristorante, antico, città, università, amici, vedere, materia, di solito, mi piacio, chi/ci, che/c'é.
Candidates are reminded that the examiner will not translate questions into English or explain how to say a word or expression in Italian. Candidates are also reminded to avoid simply listing or giving one-word responses.
Candidates can expect to be asked follow-up questions relating to their response on a question or a different topic. Overlong responses will often be interrupted by the examiner to ensure the candidate can be assessed fairly.
Written examination
Section I — Listening
Question 1
In better responses, candidates demonstrated that they understood that Paolo wanted to find out if Silvia's uncle had arrived and that he wanted to know when they would celebrate the uncle's birthday and/or when he would be able to meet the uncle. In weaker responses, candidates thought that Paolo already knew that the uncle had arrived.
Question 2
In weaker responses, candidates did not understand that Sarah was Franca's cousin.
Question 3
In weaker responses, candidates appear to have listed activities that they thought might take place at a camp but were not referred to in the item.
Question 4
(B) was the correct response.
Question 5
In better responses, candidates included some detail about what Carla and Enrico agreed upon. Candidates clearly identified that both Carla and Enrico thought that the Biology exam was difficult but that the teacher prepared the class well and that both had found the Maths exam a disaster and/or had not finished it. In weaker responses, candidates just mentioned the subjects examined. In weaker responses, candidates did not know the meaning of the expression in gamba.
Question 6
(D) was the correct response.
Question 7
In better responses, candidates explained that Stella did not have time to learn to play chess, that she did not want to spend her free time inside a library, that her boyfriend would be jealous, that she would be spending all that time learning to play chess and to top it all she found chess boring. In weaker responses, candidates used the wording of the question to give the explanation that she did not want to learn because Stella did not know how to play. In weaker responses, candidates were not clear about the meaning of noioso.
Question 8
In better responses, candidates summarised the main points clearly (ie change in size/population/houses/shops, ways of getting around, walking/cars, different cultures, ethnic groups/cuisine/food). The weaker responses included duplicates of information under the headings.
Question 9
(D) was the correct response.
Question 10
In better responses, candidates justified why they agreed with Michelina's father. They included in their responses that Michelina earned more at the department store and that it was a more secure job, that she needed the money to fund her schoolies holiday and that if she stays with that job she will have Friday and Saturday nights free to go out with her friends. In weaker responses, candidates were not clear about the meaning of sicuro.
Question 11
In better responses, candidates included an explanation as to why Giorgio had made up his mind to leave home, ie he had finished school, he feels he is an adult, he had already organised to share an apartment with friends and will be able to afford it because he has a job. Giorgio wants to be independent and, in addition, he is sick of being compared to his brother.
Section II — Reading
Question 12
In weaker responses, candidates thought that the advertisement targeted only 15-year-olds. They misinterpreted l'ultimo videogioco 'as the ultimate videogame' and understood i ragazzi in Italia to mean 'boys' rather than 'young people in Italy'.
Question 13 (a)
In better responses, candidates identified the writer's complaints as the air conditioning being too cold and that the service was slow. In weaker responses, candidates thought the service was poor because of faulty air conditioning. They did not understand lento.
Question 13 (b)
In better responses, candidates said the dinner was good and reasonably priced, the waiter was very helpful with the choice of wines and the view of the bay from the table was enchanting and for these reasons the writer would want to return to the restaurant.
Question 14 (a)
In better responses, candidates included all relevant information. In weaker responses, candidates thought that the computer in the hotel was impossible to use. Di fronte all'albergo was not understood as meaning 'opposite the hotel'.
Question 14 (b)
In better responses, candidates identified the fact that Adriana constantly complains and that that would be unbearable on a trip as a justification not to invite her. In weaker responses, candidates did not understand the meaning of sopportare.
Question 15 (a)
In weaker responses, candidates did not mention Viviana's parents. In better responses, candidates said that Viviana's parents were thrilled to be moving to such a culturally rich city, that they were excited about meeting new, interesting people and that they were happy to find a spacious apartment right in the city centre.
Question 15 (b)
In better responses, candidates identified Viviana's fear of the unknown, her shyness, her unwillingness to leave the safety of her little village and home full of memories and the simple life there. These candidates also noted that the extent of the difficult move would be eased for Viviana because of her interest in Art and History and her willingness to visit museums, and the fact that the move would be to a historic place like Florence and not a large city like Milano.
Question 16 (a)
In better responses, candidates stated that according to Linda one needs to have patience, ideas, passion and not be afraid to make mistakes and also be good at being able to communicate one's ideas in order to be a successful inventor. In weaker responses, candidates took bravi to mean 'brave' rather than 'good at'.
Question 16 (b)
(A) was the correct answer.
Question 16 (c)
In better responses, candidates identified the differences between Silvio and Gianluca's attitudes to life by referring to their different views on success, money, profit, generosity/greed, altruism/selfishness, attitudes to their girlfriends and relationships.
Section III — Writing in Italian
In better responses, candidates used a variety of language structures and vocabulary and demonstrated the correct use of complex structures. They manipulated language accurately and effectively, demonstrating a sophisticated knowledge of vocabulary and grammatical structures.
Candidates are advised to exercise great care when using dictionaries and check that a verb is being translated by the appropriate verb form and not an adjective or noun to avoid the construction of meaningless expressions such as io sinistra per il cinema. Candidates should also be careful in the use of idioms and proverbs and ensure that they are relevant in the context.
Question 17
Candidates produced a variety of original notes. In the better responses, candidates were consistent with the use of tenses. The following were used incorrectly - ti voglio bene/ti amo, the spelling of mamma and papa, 'I am going'/ Sono vado, Kate's compleanno instead of il compleanno di Kate.
Candidates are reminded to read the question carefully so that they address all elements in their response. Candidates should also adhere to the word limit.
Question 18
In weaker responses, candidates did not meet the word limit requirements and did not address all the cues in the stimulus email. These students understood il ballo dell'anno dodici sabato sera as meaning 'The dance on Saturday the 12th' and did not fully understand that Emanuela was asking Luca to be her partner for the Year 12 Formal.
In weaker responses, candidates did not use the correct register, (tu) but used expressions directly taken from the dictionary in the Lei form such as resto in attesa di una sua cortese risposta.
In better responses, candidates took on the persona of Luca and responded to all the information in the stimulus email. These candidates included an opinion about the fact that Luisa and Paolo would be at their table.
The following were used incorrectly ti/te/tu as in senza tu instead of senza te, ringraziare tu instead of ringraziarti.
In weaker responses, candidates used English words and expressions instead of using their dictionaries to identify unfamiliar words. Generally these candidates did not demonstrate a range of language structures and vocabulary.
Question 19
In better responses, candidates addressed the cues in both Q19 (a) and (b) and produced some original and varied responses. In better responses, candidates displayed a good control of language and the ideas were well organised. Better responses were characterised by the correct and appropriate use of a variety of sentence structures, linking words, idioms and a range of vocabulary and tenses relevant to the task.
In weaker responses, candidates who attempted Q19 (b) briefly described how they would celebrate the end of the HSC course and then continued to write largely irrelevant text about their plans for the future. Better responses focused on the question. Candidates are reminded not to identify their schools or teachers.
In better responses, candidates sequenced their ideas within the word length. These candidates produced an interesting and original letter and expressed convincingly their thanks to a relative for being kind or helpful or explained how they were going to celebrate the end of the HSC course.
Candidates are advised to take care with agreement of adjectives and nouns, and to learn the conjugation of regular and irregular verbs, especially in the future, as well as irregular past participles.
Candidates are advised to focus on the requirements of the question and not to include irrelevant material by way of rote-learned material. Candidates are also encouraged to pace themselves so that they leave some time to edit their responses in Italian.
Candidates must not appropriate sentences, expressions and idioms used in the Listening or Reading sections of the examination and use them as their own in the Writing in Italian section of the examination
Continuers
Oral examination
Most candidates maintained a ten-minute conversation and provided responses to a variety of questions about their personal world. These candidates interacted confidently with the examiner and expected to be asked questions on a range of topics relating to their personal world.
Better responses were those where candidates elaborated confidently and relevantly, demonstrating an ability to manipulate language structures correctly in most situations. In better responses, candidates expressed opinions clearly and thoughtfully. These candidates also responded to a wide range of questions, especially when a topic was explored in some depth. In better responses, candidates expressed opinions, reflections and comments on a range of topics in an authentic and spontaneous way with correct intonation and pronunciation.
In weaker responses, candidates did not conjugate verbs such as mancare correctly and confused nouns such as memoria, and ricordo. These candidates often used perché when dato che or siccome would have been more appropriate.
In better responses, candidates manipulated structures in order to respond with relevant information to the questions asked. These candidates manipulated past, future and conditional tenses competently, and used the subjunctive mood. Many combined consistent grammatical accuracy with a wide and varied range of idiomatic expressions and sophisticated vocabulary.
In weaker responses, candidates limited their responses to rote-learned and prepared responses without tailoring it to the question. Others simply provided a list or simply responded with a statement in the affirmative or the negative. These candidates often used dialect and/or English words or syntax. Candidates are reminded they should be prepared to add depth to a topic by justifying and/or expanding on their comments and opinions.
Written examination
Section I — Listening and Responding
Question 1
In better responses, candidates gave a complete explanation of why the secretary called Mrs Buonafaccia and understood that the pet could be picked up before closing time.
Question 2
In better responses, candidates stated that the principal was informing students that there would be an exchange student at the school and understood that a host family was needed for one exchange student.
Question 3
In better responses, candidates gave a full explanation as to why Flavia was surprised. They understood that Silvio spent the entire evening with Flavia yet failed to get her telephone number.
Question 5
In better responses, candidates explained that Pandora was a new concept of shopping that promoted art. In weaker responses, candidates associated Pandora with a popular brand of jewellery.
Question 8
In better responses, candidates understood the interviewer's disagreement with Gabriele Vanzetti's critical and negative attitude towards directors and the Italian cinema. These candidates understood the sarcasm within the conversation when the interviewer asked Vanzetti to explain why the films were so bad, that the audience enjoyed them.
Question 9
In better responses, candidates provided a perceptive explanation of the reasons why the guest speaker was invited. They understood that Maria Pia Giordano was the only female referee of the Serie A soccer team in a male-dominated area and that she was a good role model for both the students and her colleagues.
Section II — Reading and Responding
Part A
Question 10
- In better responses, candidates identified that Viola wrote in her diary to express her feelings in relation to a party that she had attended, and where she was made to feel excluded by her peers.
- In better responses, candidates understood that Sergio not only gave her advice on how to deal with and improve her situation, but he was also the only one who initially provided her with support and friendship.
- In better responses, candidates explained the change in tone between the two diary entries and described the change from a negative to a positive tone and justified why there was a change. They showed that Sergio's advice proved to be correct and that with patience Viola was able to gain respect from those who had been taunting her and that she was now out of the tunnel and looking forward to enjoying herself.
Question 11
- In better responses, candidates identified Stefano Buonaventura as both a journalist and an author.
- In better responses, candidates identified that the interview was triggered when the author was editing his own book and he was reminded about an article he had read recently about the number of young university students who could neither spell or write grammatically.
- In better responses, candidates understood that the interviewer was seeking opposing view points — the point of view of a traditional university professor and the opposing one of a first-year university student who had to do a literacy course to help him with spelling and grammar.
- In better responses, candidates demonstrated an understanding of the final comment and justified with reference to the text why the lecturer and student initially disagreed but could in the end agree that things could only improve if the universities and the schools worked together to resolve literacy problems.
Part B
Question 12
In responding to the information, questions, ideas, opinions contained in it, candidates needed to show a good global understanding of the text. In better responses, candidates elaborated on their opinions and ideas.
In better responses, candidates showed a good understanding of the text and provided relevant advice, with supporting detail, for Marco's unhappy situation.
The following grammatical and language points need attention:
- conjugation of tenses
- the verb mancare was often constructed incorrectly and misspelt
- use of formal or informal form of address. Candidates must use the correct form of address and register consistently
- the adjective divertente and the verb divertirsi
- alla radio not sulla radio
- da sei mesi to mean that Marco would be there for 6 months rather than having already been in Australia for 6 months
- in bocca al lupo used incorrectly
- use of accents, especially on è, più and perché
- nationalities and languages
In weaker responses, candidates tended to focus on one aspect of the text and did not demonstrate an understanding of the whole text. In better responses, candidates responded with a good range of authentic expressions and approached the task with creativity. Some weaker responses lacked variety and demonstrated poor understanding of vocabulary, syntax and grammar. Poor use of dictionaries was also evident. The responses also contained many errors in agreements, conjugation of verbs and the use of tense and register.
Candidates are reminded that this question is both a reading as well as a responding task which requires them to demonstrate an understanding of the whole text. Candidates are advised to respond to the task using their own words and expressions and not transcriptions from the text. Candidates must plan and organise their ideas.
Section III — Writing in Italian
Question 13
In better responses, candidates expressed to a friend how well they had settled in with their host family. These candidates did so without having to list the family members, the monuments that they had seen or describe a holiday. These candidates demonstrated a good use of grammar and manipulated language effectively.
Candidates are advised to use their dictionaries carefully and not just use the first word that appears, but rather take the time to find the word that best applies to the context of their writing. E.g. host family, host stay, settled.
Candidates are reminded to adhere to the word limit and to avoid the inclusion of irrelevant information. Care should also be taken to write using the specified text type.
Question 14
Candidates are reminded to adhere to the word limit and avoid the inclusion of irrelevant information. It is imperative that the correct text type be used.
The following grammatical and language points need attention:
- auxiliaries (which were often missing or incorrect)
- use of irregular past participles
- prepositions and articulated prepositions
- verb/subject agreements
- use of relative pronouns and conjunctions
- overuse or incorrect use of idioms
- formation and use of tenses
- use of English syntax.
Extension
Oral examination
General comments
Candidates must adhere to the time limit allocated to this section of the examination when presenting their monologue.
In weaker responses, candidates made errors in syntax and used English expressions. At times, pronunciation detracted from the overall flow.
In weaker responses, candidates relied on memorised information which was not necessarily relevant to the question.
In some cases, students discussed one example well and only introduced a second before concluding. Candidates are advised to clearly state their position in the introduction and support their argument with a range of relevant examples which are well developed. Candidates are also advised to use linkers to connect ideas in order to present a coherent monologue.
In better responses, candidates used a range of vocabulary and language structures with a high level of accuracy, using correct intonation and pronunciation. These candidates planned their argument and made reference to the question being answered as often as required. These candidates went beyond a simplistic response to include a certain degree of reflection in expressing their point of view. They made appropriate references to the issues set for study.
Candidates are reminded of the importance of preparing good, well-structured notes during their 7 minutes preparation time. Many candidates did not structure the monologue effectively, and repeated themselves. The use of appropriate linking words and phrases should also be considered as an important preparation for this task.
Question 1
A complete response required candidates to take a stance and provide either personal or more anecdotal but relevant examples. In better responses, candidates dealt with the key words in the question such as 'problems', 'resolve' and 'by themselves' well and supported their response with relevant examples.
Question 2
In better responses, candidates took a particular stance and provided examples and discussed these thoughtfully. In weaker responses, candidates did not support their response with a relevant discussion of the opportunities.
Written examination
Section I — Response to prescribed text
Part A
Question 1
- In better responses, candidates explained fully why Guido chooses this music. The music was meaningful to Guido and Dora and was associated with their love. It was also a way to let Dora know that he was still alive.
- In better responses, most candidates commented on the dream as a way of escaping from the horrific reality that surrounds Guido. The weaker responses did not make reference to the dream as a coping mechanism. In these responses, candidates tended to recount what happened in the scene in some detail without necessarily answering the question.
- In better responses, candidates provided a perceptive and comprehensive overview of the symbolism of the fog as a film technique. In the weaker responses, candidates misinterpreted the symbolism and approached the question by giving descriptive responses. Many candidates did not fully address the question as they did not refer to the introductory scene of the film.
- Most candidates identified the issues related to, and the coping mechanisms used by, the main character. The better responses included a discussion of other characters in the film and how they found the means to rise above difficult circumstances. They also made appropriate choices of at least one other scene to be discussed in depth. In these responses, candidates reflected on and analysed the prescribed text. The weaker responses included a recount of events without adequate insight or relationship to the question.
Part B
Question 2
In better responses, candidates demonstrated a perceptive and sensitive understanding of the prescribed text. These candidates included perceptive and sensitive comments about the events in relation to the characters' behaviour and the political backdrop. The discussion moved beyond a mere description of the events and showed insight into the socio-political situation, the emotions of the characters in the context of the attitudes and beliefs held at the time. Some responses showed flair and originality in the approach taken. In weaker responses, communication of ideas was hindered by the poor level of language. These candidates started the task by using the wording from the question and found it difficult to express their ideas in the text type of a conversation.
Section II — Writing in Italian
Question 3
The majority of candidates wrote a response which reflected their personal experience in regards to parental pressures and career choices. In better responses, candidates used the correct register in addressing themselves to the editor and clearly identified their target audience. In the weaker responses, however, candidates addressed the editor in the tu form and/or did not include the correct word for editor in Italian. Repetition of structures and ideas was a common problem. Candidates are advised to focus on diversifying their language expressions and vocabulary. In better responses, ideas were presented effectively and perceptively with a high level of grammatical accuracy and sophistication.
Question 4
In better responses, candidates defined a safe environment as one which values students, where bullying is addressed and where tolerance of difference is fostered. These candidates addressed the question by explaining how teachers and students can help to create such an environment. They incorporated sophisticated sentence structures and vocabulary in their responses. These candidates manipulated language authentically, using a variety of expressions and idioms creatively. Many candidates focused on bullying in schools and racism as issues that needed to be addressed in order to create a safe environment. Candidates should avoid discussing only one aspect of the issue.
In weaker responses, candidates relied on storytelling and general or vague, and sometimes incorrect, references to the prescribed text. Responses were repetitive and unclear, with candidates using irrelevant pre-learnt expressions and idioms.
Candidates are encouraged to adhere to the length requirements as specified in the syllabus. Candidates are also encouraged to focus on improving their level of grammatical accuracy, as the development of the task and its overall meaning are often compromised by many basic grammatical errors.
In weaker responses, candidates' attempts to use more complex structures could not be sustained and appeared to be the result of the inclusion of rote-learned material. It is strongly advised that candidates use their dictionaries to check the spelling of unfamiliar words.
20110207
NSW Government