HSC LISTENING – improving student outcomes

ESLIN – 15th March 2011

HSC Listening Types of Texts

Year Text Subject

2001 Radio interview Festival of Pacific Arts

2002 Radio program + interview The Sports Factor

2003 Radio program + interview Young Australian of the Year

2004 Short story Winston

2005 Extract from book Barry Dickens

2006 Radio program + interview Kylie Kwong

2007 Radio program + interviews

All in the Mind

2008 Radio program MovieTime

2009 Radio program Have No Fear

2010 YouTube ‘Find a Youth’

O 2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

1

2

3

4

5

6

7

8

9

10

11

12

13

14Outcomes Assessed

Stage 6 Outcomes 1, 5 & 6 1: A student demonstrates understanding

of how relationships between composer, responder, text and context shape meaning.

5: A student demonstrates understanding of how audience and purpose affect the language and structure of texts.

6: A student interprets texts using key language patterns and structural features.

Listening SkillsHow meaning is shaped /

interpretedSituation Where is

language used?Social Purpose Why is language

used?Audience To whom is

language directed?

Register / Tone The way in which

words are spoken in a social situation

Text StructuresSoundsInteractionVoice / Manner

Features of Spoken Texts

Repetition Rhetorical

questions Modals Sound effects Music Tone

Pace Pause Volume Intonation Stress or

emphasis

Same or Different?

Question 7 (a) [4 marks] Different techniques have been used to make

the program interesting for a radio audience. Identify TWO techniques and explain their

effects in detail.

Question 7 (b) [4 marks] How is the program structured to maintain

the listener’s attention?

7 (a) Marking Guidelines for 4 marks Correctly identifies TWO techniques used to

make the program interesting for a radio audience

Provides an effective explanation of the effects of these techniques

7 (b) Marking Guidelines for 4 marks Provides a detailed explanation of the ways

elements of program structure maintain listener’s attention

HSC LISTENING 2010

Question 1

What are TWO things Ben tells us about himself?

Criteria Marks

• Correctly identifies TWO things

2

• Correctly identifies ONE thing 1

Question 1 Answers He is a keen athlete He is a footy player He is an Economics / Law student (but not a

particularly good one) He is a student He lives in Tasmania He is 24 (He tells his age) He is a Red Cross volunteer He has always had a strong curiosity about the

world He was Australia’s youth rep. to the UN

Question 1 Answers cont.

He is a volunteer of cross road organism.

… he is a footeplayer He is 24 years old and graduate at

University that is not very good standard.

Ben is a law student at the Tasmaniya. He going to a university which is not

very good and when he is 24 years old then he had freedom thought.

Question 2

How did Ben find out what young Australians thought?

Criteria Marks

• Correctly identifies TWO ways 2

• Correctly identifies ONE way 1

Question 2 Answers

He went on a listening tour He travelled around the country

listening to young people He listened to their ideas, thoughts,

stories and feeling and collected them in a leather-bound book

He travelled around the country [1 mark]

He got a range of opinions [1 mark] He talked to young people [1 mark]

Question 2 Answers cont.

Ben found out what young people thought on the internet.

… and asked 3 million kids about their habits in school.

Ben had a hearing tour to visit the young Australians.

… Analysis psychological details about young people.

He is trembling around a lots …

Question 3

Identify ONE issue the young people thought was important.

Criteria Marks

• Correctly identifies ONE issue 1

Question 3 Answers

Climate change Environment Poverty Being heard / having a voice

Question 3 Answers cont.

They just want to do something by themselves, no pressure, no pushing from adults.

Education The one issue of the young people thought was important is

their life and ideas were confused. The young people thought their activities and friends were

important. Psychological changes. Learning on the internet. The young people thought was important just do what they

wanted. Properties – Houses to live in The appearance is very important Stay in the house or go to school.

Question 4a

In his speech to the UN General Assembly, Ben uses a metaphor. Identify and explain the metaphor.

Criteria Marks

• Identifies AND explains the metaphor

1

• Identifies OR explains the metaphor 2

Question 4a Answers

Ben compared Australian youth to a tree with branches, a ‘happy tree’ in the schoolyard. The tree represents youth who flourish when they are educated and engaged.

Young people are like the healthy tree [1 mark] Two trees. He treat the UN General Assembly as a

tree. The two trees describe the young people. This

metaphor shows that the tree with no branches are the children who have no education, and basic necessities. However, the tree with healthy branches in school reveal the young people as the healthy branches as they are happy and have acquired education.

Question 4a Answers cont.

A metaphor is a direct form of comparison e.g. you’re a chicken when Tom was a little monkey when no one was working.

He describes young people as a tree, with a combination of education and engagement, young people are empowered to ‘flourish’, just like the healthy tree in the school of the indegious boy.

He refers young people as ‘two trees’ that young people are like the ‘branches of tree’, through education we grow leaves and become stronger and healthier.

Question 4b Identify TWO other techniques that

Ben uses to communicate effectively, and explain their effect.

Criteria Marks

• Gives at least TWO other examples / techniques AND explains their effect

4

• Gives at least TWO other examples / techniques AND explains ONE effect

OR• Gives ONE other example / technique BUT explains TWO effects

3

Question 4b cont

Criteria Marks

• Gives ONE other example / technique AND explains ONE effect

OR• Gives TWO other examples / techniques

OR• Gives TWO effects

2

• Gives ONE other example / techniqueOR

• Gives ONE effect1

Question 4b Answers

Adapts voice depending on audience: register, enthusiastic tone, stress, pace, pauses, volume

Language: repetition, persuasive & emotive, colloquial language, humour, use of pronouns,

Use of imperative verbs & direct address

Reiteration & elaboration

Question 4b Answers

… emotive language engages the audience with guitar.

Ben uses a loud and clear tone when communicating with us during the UN General Assembly. This means even through his Australian accent, what he said was able to be heard.

… This repetition creates the sense of moving forward and to make a better place …

Question 5

Elements of the text’s structure are used to provide and maintain audience interest.

Identify these elements and explain how they work.

Criteria Marks

• Provides a detailed and effective explanation of the ways elements of the text’s structure inform AND maintain audience interest

4

• Provides an explanation of the ways elements of the text’s structure inform and maintain audience interest

3

Question 5 cont.

Criteria Marks

• Attempts to explain the ways element(s) of the text’s structure inform AND / OR maintain audience interest

2

• Identifies element/s of the text’s structure 1

Question 5 Answers

Ben introduces himself Recounts what he did to find out

what young people thought Sound effects / music / background

chatter Female reporter asks a question Ben’s response to question UN speech – anecdote Applause

Question 5 Answers Ben telling a story about his self that

how he became a player then was playing fotty for a team.

The writer uses paragraphs which are a group of sentences put together to express an idea or concept about a specific topic.

One element that was utilised includes the manipulation of sound effects.

After Ben’s speech, the listener has hit their hands …

SLAP

S = Speaker L = Listener A = Attitude P = Purpose

In the Exam Read questions

carefully Use the reading time Concentrate from the

beginning Take notice of the

marks allocated to each question

Write only what is needed to answer the question

Use the space provided

Do not stress out over spelling!!!

Do not give up Marking Guidelines

generally allow for identify or describe, if you cannot think of the language term describe what it does

From the Marking Centre

‘Formal’ & ‘Informal’ are not language features

Learn key question terms e.g., ‘techniques’ Learn key terms e.g., ‘tone’ Read questions carefully Generalised answers will score poorly or not

at all on some questions

From the Marking Centre cont.

Do not spend too much time on questions worth only 1 or 2 marks

Use examples from the text to support answers

Generic responses such as ‘to entertain / interest / engage the audience’ need to be qualified