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2009 HSC Notes from the Marking Centre – Italian

Contents

Introduction

This document has been produced for the teachers and candidates of the Stage 6 course in Italian. It contains comments on candidate responses to the 2009 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 2009 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.

Teachers and students are advised that, in December 2008, the Board of Studies approved changes to the examination specifications and assessment requirements for a number of courses. These changes will be implemented for the 2010 HSC cohort. Information on a course-by-course basis is available on the Board’s website.

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 a guide 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 which are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.

Beginners

Oral examination

In the better responses, candidates elaborated on a response by providing an explanation and/or an opinion to the question asked. They maintained communication without losing fluency when the examiner redirected the conversation to a different prescribed topic. In the better responses, candidates manipulated language using a variety of grammatical structures which included correct noun and adjectival agreements, conjunctions, modal verbs and reflexives. They also confidently conjugated a range of verbs in the present, past, future and conditional as prescribed in the syllabus and used a variety of vocabulary, expressions and idiomatic expressions appropriately.

Candidates are reminded to avoid simply listing or giving one word or just ‘yes’ or ‘no’ responses to questions. Candidates should avoid the use of English syntax and anglicisms. Candidates are also strongly advised not to present pre-learnt material that is not an appropriate response to a question asked by the examiner. Attempts to do this or to dominate the conversation with extended monologues will be stopped in the interest of the candidate.

Written examination

Section I – Listening

Question 2

Some candidates were unfamiliar with the word tuta.

Question 4

In the better responses, candidates understood that Roberto was working in a bookshop and not a library and that the good pay was part of the response.

Question 6

In the better responses, candidates stated what the mother requested Lara to do and not simply described what would happen that evening. In the weaker responses, candidates did not know the meaning of cassetto and burro and did not refer to tidying up as one of the tasks the mother asked to be done.

Question 7

In the better responses, candidates understood that fantascienza was science fiction. However, many candidates could not express clearly what Renzo was going to do on the internet, ie research the film. Often they thought he was going to watch the film on the internet. The better responses included several reasons to support the argument of how likely it was that Renzo would see the new film.

Question 8

In the better responses, candidates included the idea that not only was Claudia returning the favour, as Daniela had given a speech at Claudia’s birthday party three months earlier, but also that Claudia was the only one of Daniela’s close friends who was not away.

Question 9

In the better responses, candidates understood that Carla did not trust Francesco and that she did not believe Ernesto’s explanation regarding Lucia. Better responses showed Carla was suspicious of Lucia’s need to SMS Francesco every day regarding soccer.

Question 10

In the better responses, candidates did not simply translate the information from the text but interpreted the information in order to say what impression Ginetta made on Professor Dini. In the better responses, candidates showed that Professor Dini was impressed by Ginetta’s choice of career but dismayed by the fact that she had not done anything about enrolling into university or wanting to continue the study of languages which would be useful for a diplomatic career. He was not impressed that she had given up her job and expected to be supported when overseas by her relatives in America. In the better responses, candidates supported their answer with reference to the text.

Section II – Reading skills

Question 12

In the better responses, candidates stated the date, time and location of the event and provided a good summary of the purpose of the notice.

Question 13(b)

In the better responses, candidates provided evidence of how Sebastiano contradicted himself instead of just translating the details of the argument between Sebastiano and Margherita. In the better responses, candidates referred to the text and demonstrated how Sebastiano at first appeared positive and then contradicted himself with a negative comment.

Question 14(b)

Better responses demonstrated an excellent understanding of what Ornella and Monica had in common.

Question 14(c)

In the better responses, candidates provided clear and accurate reasons why Gianna was unlikely to take a gap year and travel; that is, her new relationship with Maurizio and plans to study next year, her lack of funds and knowing her parents could not help her to finance a trip, and the fact that she would not be allowed to travel alone with her boyfriend anyway.

Question 15(a)

In the better responses, candidates demonstrated that by excelling in skateboarding, Max was able to overcome feelings of inferiority at school. After being teased at school for not having academic success, he was able to feel good about himself.

Question 15(b)

Only in the better responses did candidates understand that Max reacted to the criticism with ridicule.

Question 15(c)

In the better responses, candidates explained their position regarding Max as a role model, giving the positive and negative aspects of Max’s life experience and how he handled them. They supported their opinions with references to the text. Better responses showed that despite many challenges and losses in his life, wrong decisions and nearly succumbing to drugs, Max had overcome these obstacles and not given up. He had shown he was strong enough to start afresh and, through his passion for his sport, find success for himself. Better responses identified Max as a fine role model not because he was perfect but because he was a real person who had dealt with real tragedies.

Section III – Writing in Italian

In the better responses, candidates produced original and accurate language, demonstrating a sophisticated knowledge of vocabulary and grammatical structures. Candidates are advised to use dictionaries correctly and check the translations they use so as to avoid meaningless expressions such as tempo definito. Candidates should also be careful in their use of idiom.

Question 16

Candidates are reminded to read the question carefully so as to include all cues of the question in their response. Candidates should also adhere to the word limits.

Candidates are reminded not to appropriate sentences, expressions and idioms from the Listening and Reading sections of the examination and use them as their own in the Writing in Italian section.

In the better responses, candidates expressed that they were offering their services to teach English part-time and knew the difference between insegnare and imparare. Better responses maintained the correct register throughout.

In weaker responses, candidates did not conjugate the present tense correctly, writing sono studio and sono abito.

Better responses demonstrated control of the use of prepositions, articulated prepositions and

modal verbs with an infinitive.

Question 17

In the better responses, candidates clearly explained why they enjoyed living in their new neighbourhood. These candidates elaborated on relevant ideas and opinions about the neighbourhood and did not include unrelated information.

In the better responses, candidates used the verb traslocarsi correctly in the past perfect with the appropriate reflexive pronoun.

The better responses included a variety of tenses, vocabulary, adjectives and relevant idiomatic expressions.

In the weaker responses, candidates used English words and expressions.

Question 18

In the better responses to questions 18(a) and (b), candidates organised their ideas and used good linking words. The better responses were characterised by the correct and appropriate use of a variety of sentence structures, appropriate idioms and a range of vocabulary and tenses relevant to the task.

In the better responses, candidates sequenced their ideas and met the word length. These candidates produced an interesting and original diary entry which convincingly expressed their dream career and set out the steps they would take to achieve their dream. Better responses demonstrated good use of the future tense of regular and irregular verbs.

In the better responses, candidates described a great day at school or at work using the past perfect with correct auxiliary and imperfect appropriately.

In the weaker responses, candidates used the present tense and did not use the future tense correctly especially in relation to are verbs or the past tense with the correct auxiliary. These responses did not address all the cues of the question, often not giving the steps that one would take to achieve a dream career, or talking about something great that happened but not in relation to a school or work context.

Candidates are advised to take care with the agreement of adjectives and nouns, and to learn the conjugation of irregular verbs in the future and the past perfect. Weaker candidates often used the verb avere when the Italian requires dovere.

Candidates are advised not to include irrelevant pre-learnt material. Candidates are also encouraged to plan and to leave sufficient time to edit their response.

Continuers

Oral examination

In the better responses, candidates were well prepared and manipulated structures in order to respond relevantly to the questions asked. These candidates demonstrated the ability to manipulate the past tenses and the future and conditional tenses quite competently, as well as demonstrating an ability to use the subjunctive mood. Many combined consistent grammatical accuracy with a wide and varied range of idiomatic expressions and sophisticated vocabulary.

In the better responses, candidates expressed opinions, reflections and comments on a range of topics in an authentic and spontaneous way, using correct intonation and pronunciation in Italian.

Weaker candidates presented prepared responses without tailoring them to the question. Others simply provided a list or responded with a statement in the affirmative or the negative. Candidates are reminded they should be prepared to add depth to a topic by justifying and/or expanding on their comments and opinions.

Candidates should refrain from using dialect and/or English words or expressions. Candidates are reminded that only responses in Italian are rewarded.

The following words were used incorrectly: scorso, prossimo, memoria, materia and soggetto. Candidates needed to differentiate between the verbs imparare (to learn) and insegnare (to teach). The Italian for ‘to have a nice memory of a place or event’ is un bel ricordo and not una bella memoria which is to have a good memory (for remembering facts, etc).

In the better responses, candidates were prepared to answer the full range of question types and manipulated what they had learnt to provide a relevant response. These candidates interacted confidently with examiners and covered a range of topics relating to their personal world.

Written examination

Section I – Listening and responding

Candidates are reminded to read questions carefully and respond fully to all the cues.

Question 3

Many candidates did not provide a complete explanation of what Antonella wanted Enrico to do. The question potresti prendere nota was often misunderstood and candidates did not say that Antonella wanted Enrico to take down the information about the film because she was driving. In the better responses, candidates understood that Antonella also wanted Enrico’s opinion on the film being advertised.

Question 4

In the better responses, candidates stated that the likely outcome of the conversation would be that the two speakers would go out that night being able to use the money that would be saved by not shopping at designer boutiques.

Question 5

Most candidates understood the mother’s reaction to her son in this chat. They explained that they understood how she felt, not only through the expressions used but also by the tone of her voice, and that she was less than impressed by the changes to his physical appearance. In the better responses, candidates explained that the mother was also upset because her son had been sent to Australia to learn English but it was no longer a priority because he had met a Brazilian girl and now wanted to go to Brazil. In the weaker responses, candidates thought that the mother was upset because the girl was Brazilian.

Question 6

In the better responses, candidates provided in detail each of the reasons why Alessia became upset. They understood the consequences of her actions in relation to now having to disappoint Lorenzo and also possibly let her parents down if they found out she had copied her assignment off the internet. Better responses demonstrated an understanding of the fact that Moretti had conned Alessia. In these responses, candidates justified their answer with reference to the text.

Question 8

In the better responses, candidates provided a perceptive explanation of the changes in the speakers’ attitudes towards each other rather than simply translating the text of the conversation. These candidates clearly identified the change in both the father and daughter from the beginning of the conversation where they are in conflict, to the end where the father and daughter begin to compromise and reach an arrangement that suits them both. They justified their responses with reference to the text. Most candidates explained the proposed changes that the daughter was going to make towards becoming less wasteful at home and that, if successful, she would be given a pay rise of $20.

Section II – Reading and responding

Part A

Question 9
  1. In weaker responses, candidates misunderstood the word accoppiano and provided a literal translation from the dictionary. Candidates are reminded to focus on key words in both the question and the text.
  2. The better responses included a complete summary of the scientific findings.
  3. In general, candidates provided an explanation of the effectiveness of the advertisement. In the better responses, candidates were perceptive in their responses and discussed language features such as the use of rhetorical questions, the effective use of the title and how the advertisement engages the reader.
Question 10
  1. In the better responses, candidates described Marco’s change in attitude from the time he started primary school, through to high school, to his feelings today. In the weaker responses, candidates did not state the effect that his high school experience had on him when he reached puberty and began to look more Italian. Better responses explained Cisono le solite frecciate.
  2. In the weaker responses, candidates translated Stefano’s experiences rather than connecting their response to how his grandparents would have felt. Fare molta strada was often poorly translated. In the better responses, candidates provided a full and perceptive explanation as to how the grandparents would have felt and clearly justified this with reference to the text. These candidates demonstrated that they understood the grandparents would be upset to find out their grandson had suffered so much growing up as an Italo-Australian and would be dismayed that he had experienced discrimination like they had. However, they would feel proud that he had overcome his difficulties and had found success in his job. They would also be encouraged to hear that things were changing for the better and heartened that the present generation had so many more opportunities available to them.

Part B

Question 11

In responding to the information, questions, ideas and opinions contained in the blog, candidates needed to show a good global understanding of the text. In the better responses, candidates elaborated opinions and ideas. Candidates are advised to plan and structure their response.

In the better responses, candidates addressed such cues as the uncertainty of future directions, the difficulty of learning a second language in a short time and doing volunteer work in the context of the blog. These responses demonstrated an understanding of the text rather than the ability to remember pre-learned material. They acknowledged the blogger’s experience doing volunteer work and then proceeded to comment on whether it inspired them or not, and if so, what it inspired them to do. These responses showed an understanding of the time setting of the text and that the blogger had already completed the volunteer work.

In more creative responses, candidates related their own inspiring story, after having acknowledged the entirety of the blogger’s story.

In weaker responses, candidates tended to focus on one aspect of the text, ie future work or study plans, working with children, travelling overseas, doing volunteer work or learning a language. These candidates did not respond to the whole text. Some of these responses addressed the blogger personally or asked the blogger to give them advice about their future directions.

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

The following grammatical and language points need attention:

  • noun/adjective agreements
  • use of correct auxiliary with the present perfect tense
  • correct use of irregular past participles with present perfect
  • use of English syntax.

Section III – Writing in Italian

Questions 12 (a) and (b)
  1. In the better responses, candidates expressed their excitement about having won the scholarship to Italy and where they had gone to celebrate. These candidates demonstrated a good use of grammar and manipulated language effectively.
  2. In the better responses, candidates explained why they had taken her car, rather than just stating that they had taken it, without giving a reason. Some candidates did not explain that they were taking the mother’s car. The verbs to lend prestare or dare in prestito and to borrow prendere in prestito were often confused.

Candidates are reminded they need to use the correct form of address and register consistently.

Candidates are advised to use dictionaries carefully and not just use the first word that appears. They should take the time to find the word that best applies to the meaning they are seeking.

Candidates are reminded of the wisdom of adhering to the word limit of 50–100 words. It is more important to use well-selected information relevant to the question than to provide lengthy responses that include irrelevant information.

The following grammatical and language points need attention:

  • auxiliaries (which were often missing or incorrect)
  • use of incorrect irregular past participles
  • prepositions and articulated prepositions
  • verb/subject agreements
  • lack of or incorrect use of relative pronouns and conjuctions
  • overuse of the subjunctive.
Questions 13(a) and (b)
  1. In the better responses, candidates reflected throughout the response on the impact that a significant event has had on their life. Many attempted to manipulate the language authentically and creatively by using a variety of tenses, expressions and idioms. Recounts were on topics which were varied and interesting.
  2. In the better responses, candidates wrote about an important celebration reflecting on the significance for the audience rather than for themselves. In the weaker responses, candidates reflected only on the important celebration as it related to themselves.

Candidates are reminded to plan and organise their ideas, as a good response should sequence and structure ideas and information coherently and effectively.

Extension

Oral examination

General comments

Most candidates were able to talk confidently about the issues raised in the questions, generally using a variety of vocabulary and sentence structures. Although the standard of language was high, in the weaker responses, candidates struggled with basic language structures. In the better responses, candidates demonstrated the ability to manipulate language in order to express their thoughts effectively and coherently. Candidates stated their point of view and supported it with a variety of relevant examples. In the 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 continually related the argument to the question. 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 the weaker responses, candidates reproduced memorised information which was either irrelevant or only marginally relevant to the question.

Candidates are reminded to adhere to the time limit of two minutes. Candidates are also reminded of the importance of preparing good, well-structured notes during their 10 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. Candidates should deliver the monologue in a way that emphasises the particular point they are trying to express.

Question 1

A complete response required candidates to take a stance, ie all challenges make you strong, and to provide either personal or more anecdotal but relevant examples. In the weaker responses, candidates found it difficult to maintain focus on the question. The treatment of the topic was often repetitive and/or lacked depth.

Question 2

A complete response required candidates to take a stance. In the better responses, candidates provided examples and discussed them with reference to changes which have occurred in the way relationships are formed and maintained since the advent of this technology. In the weaker responses, candidates simply discussed the issue of technology and its advantages and disadvantages. These candidates talked about social networking sites without linking them to relationships and as such did not address the question.

Question 3

A complete response required candidates to take a stance. In the better responses, candidates supported their argument with a variety of examples from the personal to the global –

racial, religious, cultural – past and present.

In weaker responses, candidates gave many examples of forms of prejudice, without addressing the discriminatory behaviour of which we are or are not all guilty.

Written examination

Section I – Response to prescribed text

Part A

Question 1
  1. In the weaker responses, candidates responded as to why this statement was made by the character at this point in the film. They tended to focus on an overly analytical generic explanation of the discriminatory nature of the episode, without adequate and specific references to the shop sign and Giosuè’s reaction.
  2. In the better responses, candidates identified the required information, focusing on providing a thorough, clear, well-supported explanation of Guido’s means of dealing with his son’s concerns. The more perceptive responses related his behaviour to his fundamental need to shield and protect his son. In the poorer responses, candidates tended to recount the scene in some detail without necessarily answering the question.
  3. In the better responses, candidates identified a variety of film techniques used by the director to highlight the change in atmosphere from the more idyllic family setting of the previous scenes to the more sombre, foreboding turn of events of these two scenes. They provided very relevant examples and demonstrated the ability to use these examples to justify their point of view. In the poorer responses, candidates did not show how the atmosphere had changed or made vague references which at times were not relevant. In these responses, candidates did not discuss what film techniques were used by the director.
  4. In the better responses, candidates discussed perceptively the question with adequate references and a variety of examples, demonstrating a superior understanding of the impact of socio-political events on the characters in the film. They discussed these events in reference to the two scenes given. This provided the opportunity to reflect on the possibility of escaping the consequences of socio-political events as seen throughout the film, through Guido’s behaviour. They also made appropriate choices of at least one other scene to be discussed in depth. In the weaker responses, candidates concentrated on recounting examples throughout the film of the impact of the socio-political events on the characters’ lives. Their discussion of the two given scenes was often simply a recount of events without adequate insight or connection to the question. These responses often lacked depth and understanding of the full requirements of the question.

Part B

Question 2

Most candidates recounted the events adequately using the conventions of the required text type, ie an informal letter. The better responses included perceptive and sensitive comments about the events in relation to the character’s behaviour and the political backdrop. These responses moved beyond a mere description of events to demonstrate an insight into the socio-political situation and 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, eg not simply imagining being a friend/bystander/guest, but someone with a particular background, that was likely to be on the guest list or had a specific point of view on the evening’s events. Many candidates demonstrated a comprehensive knowledge of the text. In the weaker responses, candidates were still able to relate some of the events of the evening but the communication of ideas was hindered by the poor level of language.

Section II – Writing in Italian

Question 3

In weaker responses, candidates focused on giving a critique of films and not on the question of whether films are cultural statements or mindless escapism. This detracted from the breadth and depth possible in the response. The better candidates presented a coherent discussion of films as a cultural statement, rather than just mindless escapism, by giving examples of how we can benefit from watching films which make important statements. The better responses were in the correct text type and were presented effectively and perceptively with a high level of grammatical accuracy and sophistication.

Question 4

In the better responses, candidates defined a safe environment as one which values students, where bullying is addressed and where tolerance of differences is fostered. These candidates addressed the question by explaining how teachers and students can help to create such an environment. Candidates should avoid discussing only one aspect of a question. The better candidates incorporated sophisticated sentence structures and vocabulary in their responses and used the correct text type. These candidates manipulated the language authentically, using a variety of expressions and idioms creatively.

In weaker responses, candidates relied on storytelling and on general, and sometimes incorrect, references to the prescribed text. Responses were repetitive and unclear. Some candidates used irrelevant pre-learnt expressions. Candidates are encouraged to adhere to the length requirements as specified in the syllabus. 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 the weaker responses, candidates’ attempts to use more complex structures could not be sustained. It is strongly advised that candidates use their dictionaries to check the spelling of unfamiliar words.

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