1. Home
2. HSC
3. HSC Exams
4. 2011 HSC Exam papers
5. 2011 HSC Notes from the Marking Centre — Italian Background Speakers

2011 HSC Notes from the Marking Centre – Italian

Contents

• Introduction
• Beginners
• Oral examination
• Written examination
  • Section I – Listening
  • Section II – Reading skills
  • Section III – Writing in Italian
• Continuers
• Oral examination
• Written examination
  • Section I – Listening and responding
  • Section II – Reading and responding
  • Section III – Writing in Italian
• Extension
• Oral examination
• Written examination
  • Section I – Response to prescribed text
  • Section II – Writing in Italian

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 2011 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 2011 Higher School Certificate examinations, the marking guidelines and other support documents 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 far beyond the indicated space 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 that 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, providing in-depth responses, exchanging information and expressing and justifying opinions with acceptable pronunciation and intonation.

In better responses, candidates manipulated the language using a wide variety of language structures, correct tense and vocabulary in order to respond to the question appropriately. They responded and elaborated, giving an explanation and/or an opinion, without relying on pre-learned responses that did not answer the question.In better responses, candidates used a range of tenses confidently, using the past, present, future and conditional tense. Candidates used modal verbs, a range of vocabulary and some good idiomatic expressions. In better responses, candidates used proverbs and idiomatic expressions 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.

Frequent errors included: incorrect adjectival agreement to noun, omitting the auxiliary and only using the past participle when wanting to use the present perfect tense, incorrect conjugation of verb in relation to subject pronoun, conjugating a verb after a modal verb, eg voglio mangio, dobbiamo studiamo, manipulating verbs incorrectly across the tenses, misconjugation of the verb piacere in all tenses, incorrect conjugation or total avoidance of the future tense and difficulty understanding questions such as Da quanto tempo? Con chi?Cosa avete fatto il weekend scorso? Hai gia` compiuto 18 anni? Ti manchera` la scuola? Ti mancheranno gli amici?

Candidates are reminded to listen to the whole question before they answer, and that they may ask in Italian for the question to be repeated if they do not understand it. They are also reminded not to ask the examiner to translate the question into English or to ask the examiner how to say a word or expression in Italian. Candidates are also reminded to avoid simply listing or giving one word or just ‘yes’ or ‘no’ responses to questions. In better responses, candidates provided answers to all questions asked, explaining why they did not do something or if they did not have an interest in an activity.

Candidates should expect to be redirected by the examiner in order to cover a range of topics relating to their personal world.

Candidates are reminded to not identify themselves, their school or their teachers.

Written examination

Section I – Listening

Candidates must ensure that all relevant information contained in the Candidate’s Notes column is transferred to the lined section of the examination paper and written in English if they want this information to be considered as part of their response.

Question 1

In better responses, candidates identified that Giorgio was telling his mother he would not be home for dinner as he would be studying at Paolo’s house.

Question 2

In better responses, candidates identified that the purpose of the announcement was to tell students to stay in the playground due to the dangerous conditions on the playing fields.

Question 3

In better responses, candidates showed that Erika persuaded Niko to change his mind by saying family dinners were very important and she didn’t want to hear the grandmother say that he hadn’t eaten with them yet another time.

Question 4

In better responses, candidates gave the destination as Spain, indicated that it was a cycling tour for 18–25yr olds from the 3rd–17th April and explained the choice of tour.

Question 5

In better responses, candidates identified the reasons that families would choose to attend as: being able to try a variety of Italian food at affordable prices, having a fun day of games, music etc for the whole family and free children’s games.

Question 6

In better responses, candidates said that Marina and Carlo both agreed not to go straight to university to continue their studies. They decided to do voluntary work in India first. These candidates identified that while both wanted to travel they agreed that this could wait.

Question 7

In better responses, candidates identified that Piera’s uncle advised her not to leave school, work less now and concentrate on her studies, organise her time better and make a greater effort at school.

Question 8

In better responses, candidates justified that the father had a better argument because their house was not spacious enough for the number of guests, whereas at the club there would be lots of room. It would be hard to control such a large group – and any unwanted guests – at home as well as monitor the consumption of alcohol.

Question 9

In better responses, candidates identified the guest speaker’s passion for the project, how it would benefit the local community and his concern for the environment. These responses showed the speaker’s intention to use recyclable materials for the benefit of the environment, his respect and appreciation for Indigenous people and culture as custodians of the land, his intention to employ Indigenous people and his wish that tourists would get to know the real Australia.

Section II – Reading skills

Poor use of dictionaries was an issue in this section. Candidates need to contextualise the meaning from the choices given in the dictionary. When looking for an English equivalent, candidates must ensure that they choose the correct equivalent part of speech as well as the most appropriate meaning.

Question 10

In better responses, candidates understood that the mother required a response from her sons before 11am and that there were limited tickets available.

Question 11

In better responses, candidates understood that Renato’s problem was that he wanted to holiday with his friends but his parents were against the idea because they wanted him to holiday with the family, as usual. Renato did not want to upset his parents but he also did not want to miss out on a holiday with his friends.

In better responses, candidates took a stance regarding whether they thought Renato would take Linda’s or Marco’s advice. These responses showed that Linda advised Renato not to upset his parents but rather suggested taking some friends with him on the family holiday and doing all the things one can do at any beach. Linda also suggested asking his parents to borrow the car to go for outings and even gaining permission to go out on their own in the evenings. Linda’s advice suggested avoiding conflict with parents or compromising his relationship with them. In better responses, where candidates thought Renato would most likely follow Marco’s advice, candidates showed that Marco thought that now Renato was 18 years old he could do as he pleased and it was old fashioned to worry about what his parents thought or wanted. He said Renato had worked hard for his exams and deserved a holiday with his friends which would be much more fun and what he wanted. Renato should not miss the opportunity.

Question 12

1. In better responses, candidates understood that they had to fill the university enrolment form with their course choices and that the deadline was the next day.
   
   
2. In better responses, candidates compared Paolo’s and Gigi’s attitude to the importance of filling in the university enrolment form and choosing their courses. Gigi had given it little or no thought and left it till the last moment to fill in, so now he was feeling the pressure. Gigi was indignant that he was being made to make such an important decision when he still had not received his exam results. Gigi felt it was absurd and was stressed that he should have to make such an important decision about his future career at such a young age. Paolo on the other hand had a more calm, level-headed attitude because – although he too had left it to the last to fill in – he had been thinking about it all week. He was not worried or stressed because he had listened to the teacher who had explained that the students could change their choices after receiving their exam results. Paolo’s attitude was that he would hand in the form on time and then reconsider his choices after receiving his exam results.
   
   In weaker responses, candidates did not understand the difference between da and a in the email heading.

Question 13

1. In better responses, candidates said that the guitarist was interviewed because his group had created a program to help students in disadvantaged schools through music.
   
   
2. In better responses, candidates explained that Dylan’s music teacher not only lent him a guitar, which he learned to play quickly, but also encouraged him to join the school band.
   
   
3. In better responses, candidates showed that by sharing his experience Dylan was a good role model: he was evidence that anything is possible no matter where you are from, that everyone has something to offer no matter the every day challenges one faces and that music can provide a positive outlet.

Question 14

1. In better responses, candidates said Kylie was in Rome because she had won a scholarship to study art for one year.
   
   
2. In better responses, candidates identified all the immediate problems that Kylie faced as the small dark apartment was not in the city centre and she had to share the bedroom with Gemma.
   
   
3. In better responses, candidates did not just summarise the text but showed an understanding of Kylie’s feelings about her year ahead. These responses showed that Kylie’s feelings were positive and she was excited about being surrounded by so much art and history. Kylie liked where she was living because there were many university students in the area and it only took her 20 minutes in the bus to get to her course. She was confident about making new friends and every day she felt a thrill about just being in Rome and taking everything in.

Section III – Writing in Italian

In better responses, candidates used a variety of language structures and vocabulary, and demonstrated that they could use complex structures correctly. They manipulated language accurately, demonstrating a sophisticated knowledge of vocabulary and grammatical structures. Candidates are advised to learn to use dictionaries correctly and check the translations they use in order to avoid meaningless expression. Candidates are reminded to cross-reference words from the English – Italian dictionary with its complement in the Italian – English Dictionary. Candidates should also be careful in the use of idioms and proverbs and ensure that they are relevant in the context.

Question 15

In better responses, candidates completed the task within the word limit. These candidates explained clearly why they were unable to go out on Friday night and even made suggestions of when to meet, eg. Perché non c’incontriamo …

In weaker responses, candidates had difficulty in conjugating the verb uscire and making correct agreements, eg. caro maria, la mio cane.

Candidates are also reminded to use the correct auxiliary with the passato prossimo. Candidates are also reminded to use their dictionaries if unsure of spelling so that spelling errors such as mi dispace are avoided. Candidates are reminded to learn the days of the week.

In weaker responses, candidates wrote as if the Friday night had already happened.

Question 16

In better responses, candidates wrote an effective email in which they explained to a friend why they had joined a team or an organisation. They included details about the team or organisation and what they would be doing as part of that team or organisation. These candidates sequenced their responses coherently and maintained communication. Candidates are reminded to learn the correct past participle of irregular verbs and to use the correct auxiliary to avoid reoccurring errors, eg ho andato. In weaker responses, candidates struggled conjugating the verb iscriversi or used inappropriate alternatives such as congiungere, aggiungere, raggiungere, unire. Another such example was using mazza for ‘club’.

In weaker responses, candidates made errors with agreements, ie singular/plural and masculine/feminine with verbs and subject/pronoun as well as with nouns and adjectives. Some candidates responded as though they were still to join a club. In the weaker responses, candidates substituted English words and expressions for the Italian equivalent.

Question 17

In better responses, candidates wrote a relevant journal entry in the past, using correct auxiliaries, modal verbs and agreements. Their responses were natural and used a variety of language structures, connectors, vocabulary and idiomatic expressions while adhering to the word limit of the task. These candidates signed off their journal entry appropriately using the familiar, informal form.

1. In weaker responses, candidates did not write about a school excursion but wrote about an outing where they used pre-learned, inappropriate or irrelevant information.
   
   
2. Some candidates did not know the correct conjugation of the verbs piacere and divertirsi in the present perfect. In weaker responses, candidates listed the places they visited on the school excursion and repeated siamo andati. Repeated errors were incorrect agreements, eg la settimana scorso, cara diario, the spelling of diario and use of the incorrect auxiliary ho ritornato, ho andato.
   
   
3. In better responses, candidates discussed why the person was interesting from many points of view ie appearance, personality, hobbies, interests, dress etc. In weaker responses, the gender of the interesting person was unclear, eg bello ragazza. These candidates simply listed adjectives, hobbies or activities of the person they had met. In weaker responses, candidates addressed the diary inappropriately e.g. ciao come stai? and referred to their journal as caro giornale, caro jornale.

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 redirected by the examiner in order to cover a range of topics relating to their personal world.

In better responses, candidates elaborated confidently and fluently showing an ability to manipulate language structures correctly in most situations. These candidates used complex language structures correctly to express their ideas, support their opinions and at times express original thoughts and ideas. They also demonstrated an ability to respond to a wide range of questions especially when a topic was explored in some depth. In better responses, candidates were able to express opinions, reflections and comments on a range of topics in an authentic and spontaneous way using correct intonation and pronunciation in Italian.

Candidates need to be prepared to discuss and elaborate within each topic, showing some depth and a range of ideas rather than simply answering si or no. In better responses, candidates conjugated verbs in the conditional tense correctly and used the subjunctive mood and hypothetical verb forms well.

Candidates should expect to be asked questions which seek to elicit a response in the lui, lei, loro, noi forms of conjugations in all tenses and not just expect to speak in the first person singular form.

Adjectives must agree in number and gender with nouns. Candidates must understand the use of the reflexive pronoun in si diverte and the indirect preceding pronoun in le piace and le manchi. In weaker responses, candidates did not use the dictionary to find the word provare.

Some candidates were not aware that ospitante is the adjective, eg la squadra ospitante ‘the home team’ and l’ospite is the noun meaning both guest and host depending on the context. Host family is best expressed la famiglia che mi ospita. In weaker responses, candidates used perchè when they meant siccome or dato che.

In weaker responses, candidates limited their responses to pre-learnt and prepared responses without tailoring these responses to the specifics of the question. Others simply provided a list or responded with a statement in the affirmative or the negative. These candidates often resorted to using 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 identified that Sara and Roberto were discussing the best way to get to the museum of contemporary art on Saturday.

Question 2

In better responses, candidates identified that listeners interested in the announcement should visit the website and do research depending on their personal interests, consider the offers available and then choose the destination that best suits them.

Question 3

In better responses, candidates summarised the two points made by the man as: firstly, he wanted to inform the principal that a student from the school helped him cross the road and, secondly, he would like the principal to present this behaviour as an example/role model to the other students.

Question 4

In better responses, candidates showed that Caterina was very unlikely to accept Pino’s invitation because he expected her to buy the tickets (since her father had a lot of money) and have the pre-party at her place because she had a big house. It became clear that he was only inviting her for his own convenience. These candidates explained that Caterina was not impressed by referring to the tone she used when she said, Non chiamarmi tu, per?, eh? Ti chiamo io, ‘Don’t call me. I’ll call you’.

Question 6

In better responses, candidates explained that Valentina thought Anna was silly to drop out of university to pursue a career in singing because she had no guarantee of success in this field of work. Valentina thought that Anna sang quite well and had some talent but had doubts about her ability to have professional success in the competitive music industry. Valentina thinks it is too risky for Anna to limit her options by leaving uni when she is so good at her studies.

Question 7

In better responses, candidates showed that Mario’s attitude at first was quite angry because he hated the photo of himself that Giulia put on Facebook. He feels it made him look stupid and he felt he could not trust her. However, his attitude started to change when Giulia said that the photo also showed his fun side and mentioned all the positive comments made about the photo and, in particular, that Monica loved it. At this point Mario’s attitude changed completely. He said Davvero? Anche a Monica? Be’ se é così, allora scusami. Really? Even Monica? Well in that case, sorry. He then realised that if this photo would give him a chance with Monica then perhaps he should thank Giulia.

Question 8

In better responses, candidates provided a perceptive explanation of the reasons why the guest agreed to be interviewed. These candidates said that the guest agreed to talk about her experiences because she wanted to move on from that period of her life and have closure, and also because she could remain anonymous. She was also prepared to suggest to other students who now found themselves in a similar situation that they get help from the helpline service Telefono Amico. She washappy to advertise the service because it was so helpful for her when she could not study because she was having so many problems with friends and at home. She was very anxious, not getting along with anyone and Telefono Amico helped her:she would encourage any young person to use it.

Section II – Reading and responding

Candidates should proofread what they have written to make sure that the English response makes sense. Students are reminded that, if they are justifying their response with reference to the text, they should paraphrase in English the Italian text and not just use the Italian without any explanation.

Part A

Question 9

1. In better responses, candidates understood that the topic of the minister’s speech was about older children still living at home, supported by their parents and not being independent.
   
   
2. In better responses, candidates showed that it was a worldwide phenomenon due to the high cost of living.
   
   
3. In better responses, candidates showed that the behaviour of the mammoni was due to the economic situation that made it difficult for young people to find work and have enough money to be independent. In addition, rent was so high that if a young person did move out his/her lifestyle would be very compromised and many young people were not prepared to make the sacrifices. In this way, without a reliable source of income, young people have no real alternative except to remain longer in the family home supported by their parents.

Question 10

1. In better responses, candidates explained that the author wrote the article in order to encourage people to rediscover the pleasure of picking up a book and reading.
   
   
2. In better responses, candidates were able to summarise the benefits of reading as:
   
   • helps us think and is good for our minds
     
   • helps us make better decisions/choices in our lives
     
   • helps us escape from our worries into world of imagination.
   In weaker responses, candidates did not summarise the text.
   
   
3. In better responses, candidates showed the irony in the statement because the author wants us to read more and yet is telling us to empty our backpack of its contents. These candidates showed what the author meant by the statement that one should rid oneself of any prejudices about books that have turned us off reading, eg past negative experiences with boring books or books we were forced to read at school. One should start on a fresh journey into the world of imagination and reading by getting help in choosing the right book for you, from people such as the author, in bookshops and libraries.
   
   
4. In better responses, candidates demonstrated an understanding of what type of person the author was. These candidates thought it could be a librarian or someone who works in a bookshop because of the knowledge of books and passion for reading. Perhaps a little older and old fashioned because the author is not keen on new technology and online books, but rather loves the feel, the smell of books and the pleasure of handling a book. Perhaps this person is a little anti social because he/she would rather read a good book than go out with friends for a chat or see a movie, and considers a good book like a friend. These candidates understood that the author not only had a strong passion for reading but also had a zeal to help others discover the pleasure of reading.

Part B

Question 11

In better responses, candidates showed a good understanding of the text and provided relevant advice, with supporting detail, for Giacomo’s idea of creating a blog.

In more creative responses, candidates related their own experience when creating a blog, after having acknowledged the entirety of Giacomo’s concerns and doubts and responding to all the cues – not simply saying, non lo so... e` la tua scelta/decisione to Giacomo’s ma che tipo di blog?

The following grammatical and language points need attention:

• subject-verb and noun-adjective agreements
  
• correct use of the present Penso che sia e` una buona idea and the imperfect subjunctive
  
• conditional tense dovrei scrivere was often used instead of dovrest iscrivere
  
• pronoun combinations Ti posso aiutarti
  
• use of English syntax and anglicisms.

In weaker responses, candidates tended to focus on one aspect of the text and did not respond to the whole text.

In better responses, candidates responded with a good range of authentic expressions and approached the task with creativity. The poorer responses lacked variety and correct use of vocabulary, syntax and grammar, and displayed a lack of good dictionary skills. These responses also contained many errors in agreements, conjugation of verbs and the use of appropriate tenses and register.

Candidates are reminded that this question is a reading as well as a responding task which requires them to not only identify and respond to specific cues but to show a global understanding of the whole text. Candidates are advised not to transcribe sections of the text but respond to the task using their own words and expressions.

Section III – Writing in Italian

Questions 12

In better responses, candidates included the element of the unexpected, both at school and at home, as the task required. In weaker responses, candidates did not use the present perfect correctly. There were errors with both regular and irregular past participles. Candidates are reminded to learn correct conjugation of verbs and subject – verb agreements.

Candidates are advised to learn to use dictionaries correctly and check the translations they use in order to avoid meaningless expressions. Candidates are reminded to cross-reference words from the English – Italian dictionary with its complement in the Italian – English Dictionary.

Students are also advised to plan before they begin their response and ensure that they have addressed all aspects of the task.

Candidates are reminded to adhere to the word limit requirements of 75 words. It is important to use well-selected information relevant to the question, rather than provide lengthy responses that include irrelevant information.

Question 13

In better responses, candidates wrote in the appropriate text type and manipulated the language authentically and creatively by using a variety of tenses, expressions and idioms. These candidates sequenced and structured ideas and information coherently and effectively. In weaker responses, candidates merely recounted events.

1. In better responses, candidates answered in the correct text type and wrote the script of an interview in which a student that they interviewed reflected on the experiences of being an Italian exchange student in an Australian school. These candidates did not just limit themselves to recounting events but reflected on the experience. Better responses made comparisons between the two school systems and lifestyles in general and demonstrated some relevant cultural knowledge. In weaker responses, candidates reported on the student’s stay in Australia, rather than reflecting on his/her experiences at school. In better responses, candidates used more complex structures and sophisticated vocabulary correctly, adding authenticity to their responses with well-chosen and appropriate idiomatic expressions. Some candidates did not use mancare correctly, eg to say la mia famiglia mi manca rather than io manco la famiglia. The verb piacere in the past tense needs to be learned.
   
   
2. In better responses, candidates drew on their experiences to talk about a recent musical or sporting event they helped organise. Students are reminded of the importance of reflecting in this writing task, rather than simply recounting or merely saying that the event was a success without supporting information. In better responses, candidates reflected on thoughts, feelings, criticisms and general comments about the event they helped organise. These students evaluated the success or otherwise of the event.

Candidates are reminded to adhere to the text type and the word limit of approximately 200 words as this will ensure that they use well-selected information relevant to the question, rather than provide lengthy responses that include irrelevant information.

Extension

Oral examination

General comments

Candidates are reminded to adhere to the time limit allocated to this section of the examination when presenting their monologue. Most candidates maintained a monologue for 3 minutes and presented an argument with some relevant ideas.

In weaker responses, candidates made errors in syntax and used English expression. At times pronunciation detracted from the overall flow.

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 showed their level of ability through appropriate references to the issues set for study.

In weaker responses, candidates memorised information that was not always 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, well-developed examples. Candidates are also advised to use linkers to connect ideas in order to present a coherent monologue.

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 be considered as an important preparation for this task. Candidates should also train themselves to project their voice adequately in order to emphasise the particular point they are trying to express.

Question 1

In better responses, candidates addressed all parts of the question, focusing on the key words illusione, oggi, comunicare, piu' facile. These candidates presented and supported their point of view in a logical and coherent way. They understood communication as not simply staying in contact, but also understanding one another on a deeper, philosophical level. In the better responses, candidates discussed the many levels of communicating and whether it is un’illusione in today’s society. They supported their point of view with examples.

In weaker responses, candidates discussed the ease of communication due to technology.

Question 2

In better responses, candidates discussed a wide range of ideas and linked them sequentially and logically. These candidates substantiated their point of view with personal examples, comparing and contrasting their own with those faced by their parents, grandparents, migrants etc. These candidates explained the difficulties faced by a young person living in 2011 while also showing appreciation for the advantages of living in 2011.

Candidates are advised to use a variety of synonyms and not repeat the same word or expression throughout the monologue.

Candidates are advised not to introduce new ideas in their concluding comments.

Written examination

Section I – Response to prescribed text

Part A

Question 1

1. In better responses, candidates demonstrated a clear understanding of the significance of the quote, fare bella figura and the importance of making a good impression on the inspector to ensure that the school gains governmental approval. These candidates evaluated the statement in terms of the political context of the film and the principal’s adherence to fascist government directives.
   
   
2. In better responses, candidates discussed the level of Guido’s credibility with the audience in his role as school inspector. These responses were perceptive in their understanding of the change throughout the scene – Guido’s initial convincing demeanour and appearance giving way to less convincing behaviour when engaging the teachers and finally losing all credibility by the end of the second scene, when Guido removes his clothing and is prancing on the table.
   
   
3. In better responses, candidates did not simply list the props used in Scenes A and B but also gave a thorough explanation of how these were used to connect to, and reflect, the socio/political context of the film. These candidates commented on the following:
   
   • the M for Mussolini shape of the seating arrangements
     
   • the appearance/behaviour of the students
     
   • uniforms worn by students
     
   • the flags/banners for patriotism
     
   • the statue of Mussolini, the fascist motto and indoctrination of educational ideals
     
   • the size and shape of the hall.
   In weaker responses, students made inappropriate references to props such as the painting of Petrarca.
   
   
4. In better responses, candidates discussed and analysed the director’s specific use of language, setting, costumes and events through the subtle use of humour, satire and irony to expose prejudice. In scenes A and B, candidates evaluated the irony inherent in Guido’s performance as the inspector. Reference was made to the manipulation of language scienziati razzisti, costume, the inappropriate wearing of sash and his description of the perfect body. These candidates referred to other scenes that were studied, giving clear examples and explanations as in Extract 3 and Extract 5. Better responses also made a connection between the statement and the prescribed issues.

Part B

Question 2

In better responses, candidates identified with the character of Giosuè and provided a recount of the whole experience told by a clever five-year-old boy. These recounts started from the moment the family was separated, with Giosué, Guido and Zio Eliseo taken from their home, until the tank appeared. Perceptive knowledge of the text was demonstrated by an avoidance of references to the horrors of the concentration camp and everything that occurred in reality that Giosué’s father protected him from. In these responses, candidates concentrated on providing references to the game, its rules, Giosué’s contact with the German children and the final hiding game. They retold the events in the simple, effective language of five-year-old Giosué.

In poorer responses, candidates provided very long-winded responses which included all the horrors that Giosué did not know about in an attempt to demonstrate knowledge of the text.

Section II – Writing in Italian

Question 3

In better responses, candidates used the correct text type and wrote the script of a speech to a youth forum in Italy. These candidates addressed all aspects of the topic: that living harmoniously in a multicultural society is not that difficult after all. These candidates gave effective examples of a personal nature rather than dissertations on multiculturalism, remembering that they were at a youth forum and needed to keep the audience’s attention.

In better responses, candidates also maintained the correct register throughout their speeches, eg voi and did not change to tu.

They evaluated and reflected upon the notion of living harmoniously in a multicultural society, rather than simply describing such a society. In better responses, candidates avoided repetition of similar concepts and adhered to the word limit. Better responses were presented effectively and perceptively with a high level of grammatical accuracy and sophistication in the correct text type.

Question 4

In better responses, candidates used the correct text type and wrote the script of a speech, to give at a school assembly, about doing voluntary work with the aim of inspiring fellow students to do the same. These candidates not only provided a recount of their experience as volunteers, but gave an evaluation of it. They reflected on the impact of the experience and inspired their listeners to consider doing volunteer work themselves. These candidates provided encouragement for their audience to engage in a similar experience by engaging the audience with their enthusiasm. This was enhanced through the use of rhetorical questions.

In weaker responses, candidates relied on storytelling and general or vague statements. 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 question. They should refrain from including irrelevant information which detracts from the clarity and structure of the response. Candidates are also encouraged to focus on improving their level of grammatical accuracy as the development of the task and its overall meaning were often compromised by the many basic grammatical errors.

In weaker responses, candidates’ attempts to use more complex structures were not sustained. It is strongly advised that candidates use their dictionaries to check spelling to avoid basic errors.