2001 MALTESEPUBLIC EXAMINATION

CENTRENUMBER

STUDENT/REGISTRATIONNUMBER

STATE/TERRITORY

EXTENDED LEVEL

Paper 1: Processing Spoken Information

Tuesday 23 October: 2 p.m. Eastern Standard Time

Time: 1 hour

Approved English–Maltese/Maltese–English or monolingualdictionaries may be used.

Instructions to Candidates

1. You will have 10 minutes to read all the papers and to familiarise yourself with the requirements of the tasks.

2. Write all your responses to the tasks in Paper 1 in this booklet in ink or ball-point pen. Space is provided foryou to make notes.

3. You are required to respond to both Part A and Part B.

4. Part A may be answered either ALL in Maltese or ALL in English. Part B must be answered in Maltese.

5. Make sure that you write your student/registration number, State or Territory in which the examination is taken,and centre number (if required) on the front cover of this booklet.

6. All question booklets will be collected at the end of the examination.

7. The assessment criteria for this paper are printed on the back page of this booklet.

Pages: 10

This examination is used for the HSC (New South Wales), the NTCE (Northern Territory), the SACE (SouthAustralia), the Senior Certificate (Queensland), the TCE (Tasmania), the VCE (Victoria), and the WACE(Western Australia).

© Victorian Curriculum and Assessment Authority 2001

NATIONAL ASSESSMENT FRAMEWORK FOR LANGUAGES AT SENIOR SECONDARY LEVEL

2

3 PLEASE TURN OVER

INSTRUCTIONS

There are two parts to this task, Part A and Part B. In Part A you may respond either ALL in English orALL in Maltese. In Part B you must respond in Maltese.

Two passages of spoken information will be played to you. While you are listening to each of these youshould make notes on the pages provided to help you complete both Part A and Part B.

Part A: Tasks on the Two Spoken Passages

You will hear a recorded passage. After 3 minutes the passage will be repeated. You will then have5 minutes to complete the task based on that passage. Respond either ALL in English or ALL in Maltese.

You will then hear a second passage. After 3 minutes the passage will be repeated. You will then have5 minutes to complete the task based on that passage. Respond either ALL in English or ALL in Maltese.

These two tasks are the requirements for Part A.

You should then begin working on Part B.

Part B: Task Drawing on Both Passages

Part B consists of a task based on the information in both passages. You must complete this task inMaltese. To help you, you will hear both passages again while you are working.

STRUZZJONIJIET

L-e\ami jikkonsisti f\ew[ partijiet: Parti A u Parti B. FParti A tista twie[eb KOLLOX jew bl-Ingli\jew KOLLOX bil-Malti. FParti B trid twie[eb bil-fors bil-Malti.Se tisma recording ta \ew[ siltiet ta informazzjoni mitkellma. Int u tisma dawn is-siltiet, ]u noti fuqil-pa[ni pprovduti ]alli tg]in lilek innifsek twettaq ix-xog]ol mitlub minnek fpartijiet A u B ta danl-e\ami.Parti A: Xog]ol fuq i\-\ew[ siltiet separati

Se tisma silta rrekordjata. Wara 3 minuti, jer[g]u isemmg]ulek din is-silta. Tista twie[eb jewKOLLOX bl-Ingli\ jew KOLLOX bil-Malti. Imbag]ad isemmg]ulek it-tieni silta. Wara 3 minuti,jer[g]u isemmg]ulek l-istess silta rrekordjata. Imbag]ad ikollok 5 minuti biex twettaq ix-xog]ol fuqit-tieni silta. Tista twie[eb jew KOLLOX bl-Ingli\ jew KOLLOX bil-Malti.Dawn huma l-bi``tejn xog]ol li je]tie[lek twettaq fParti A ta dan l-e\ami. Hekk kif tispi``a, ibdaa]dem fuq Parti B.Parti B: Xog]ol fuq i\-\ew[ siltiet flimkien

Parti B hija bi``a xog]ol wa]da fuq informazzjoni mi[bura mi\-\ew[ siltiet flimkien. Fdin il-parti tridtwie[eb bil-fors bil-Malti. Biex ig]inek, ir-recording ta\-\ew[ siltiet, wa]da wara l-o]ra, se jer[ajindaqq. Dan se jsir waqt li int tkun qed ta]dem.

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Part A: Tasks on the Two Spoken Passages

Wie[eb KOLLOX bil-Malti jew KOLLOX bl-Ingli\./Respond either ALL in Maltese or ALL in English.

Passa[[ 1

Isma l-ewwel passa[[ u kompli dan ix-xog]ol.

Noti/Notes

1. X'inhi d-differenza bejn il-fehmiet ta' Lucy u ta' Pawlu fuq il-qerda tal-foresti?•

•

2. G]aliex Pawlu ja]seb li mhemmx periklu g]all-g]asafar u l-annimali?

3. Pawlu x'jidhirlu li jkunu l-konsegwenzi jekk iwaqqfu il-qtug] tas-si[ar? Semmi tlieta minnhom.

4. Xinhi s-soluzzjoni ta Lucy?

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Passage 1

Listen to the first passage and complete this task.

Noti/Notes

1. How do Lucy and Pawlu differ in their views about logging of forests?

•

•

2. Why does Pawlu believe there is no real danger for birds and animals?

3. According to Pawlu, what would the consequences be if logging were stopped? List three of them.

4. What is Lucy’s solution to this?

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Noti/Notes

Passa[[ 2

Isma t-tieni passa[[ u wie[eb dawn il-mistoqsijiet.

1. Xinhi l-proposta tal-Ministru tax-Xog]ol?

2. Kemm nies sejrin ji[u mpjegati fl-2005 skond il-kelliem?

3. Semmi tliet attivitajiet li wie]ed ikun jista jag]mel jekk din il-proposta tirnexxi.•

•

•

4. Il-kelliem jidhirlu li [id, g]al bull]add sejjer isir lill-ambjent bil-bini tar-resort. Spjegair-ra[unijiet li tana.

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Passage 2

Listen to the second passage and complete this task.

Noti/Notes

1. What is the Minister’s proposal?

2. According to the speaker, how many people would be employed in the year 2005?

3. List three activities which would be possible if this proposal were implemented.

•

•

•

4. According to the speaker, the building of the resort would be beneficial to everyone. Give hisreasons.

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Part B: Task Drawing on Both Passages

Wie[eb bil-Malti./Respond in Maltese.

B]ala membru tal-kumitat indipendenti li qed jikkonsidra l-pjan tal-Ministru, ikteb rapport ta bejn120–150 kelma fejn tiddiskuti l-vanta[[i u l-i\vanta[[i tal-proposta.U\a BISS l-informazzjoni minn dak li smajt fi\-\ew[ passa[[i biex tikteb ir-rapport tieg]ek.

As a member of an independent committee considering the Minister’s proposal, write an evaluativereport in which you discuss the advantages and disadvantages of the proposal. The report should bewritten in 120–150 words.

Use ONLY the information you have heard in the two passages to complete your report.

Noti/Notes

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NATIONAL ASSESSMENT FRAMEWORK FOR LANGUAGES AT SENIOR SECONDARY LEVEL

2001 MALTESE

EXTENDED LEVEL

Paper 1: Processing Spoken Information

Part A – Assessment Criteria

• † the capacity to select and use relevant information

Part B – Assessment Criteria

• † the capacity to select and use relevant information

• form and organisation

† observation of the conventions of the discourse form (for example, format,style, cultural appropriateness)

† linking of related ideas

† organisation of information from sources into a meaningful sequence

• effective expression

† control of the language required to complete the task (appropriateness,clarity of expression, including accuracy in the use of linguistic elements)

† degree of independence from the wording of the original information

EXTENDED LEVEL

Paper 2: Part A: Writing in MaltesePart B: Reorganising Written Information

Tuesday 23 October

Time: 1 hour and 30 minutes

Approved English–Maltese/Maltese–English or monolingualdictionaries may be used.

Instructions to Candidates

1. Write all your responses to the tasks in Paper 2 in this booklet in ink or ball-point pen. Space is provided foryou to make notes.

2. You are required to respond to both Part A and Part B.

3. Make sure that you write your student/registration number, State or Territory in which the examination is taken,and centre number (if required) on the front cover of this booklet.

4. All question booklets will be collected at the end of the examination.

5. The assessment criteria for this paper are printed on the back page of this booklet.

2001 MALTESEPUBLIC EXAMINATION

Pages: 10

This examination is used for the HSC (New South Wales), the NTCE (Northern Territory), the SACE (SouthAustralia), the Senior Certificate (Queensland), the TCE (Tasmania), the VCE (Victoria), and the WACE(Western Australia).

© Victorian Curriculum and Assessment Authority 2001

NATIONAL ASSESSMENT FRAMEWORK FOR LANGUAGES AT SENIOR SECONDARY LEVEL

CENTRENUMBER

STUDENT/REGISTRATIONNUMBER

STATE/TERRITORY

2

Noti/Notes

3 PLEASE TURN OVER

Part A: Writing in Maltese

Ag]\el bi``a xog]ol WA}DA minn dawn li [ejjin u wie[eb billi tikteb bejn 150 u 200 kelma bil-Malti.Choose ONE of the following tasks and complete it, writing about 150–200 words in Maltese.

1. Qed ti[i \viluppata Website dwar il-Maltin li jg]ixu barra minn Malta. B]ala President tal-G]aqda ta\-|g]a\ag], ikteb artiklu g]al din il-Website dwar l-importanza li tin\amm il-kulturaMaltija fl-Awstralja fost i\-\g]a\ag].

2. Imma[ina li g]adek kif [ejt lura minn Malta fejn kont g]al btala bxog]ol. Ikteb rapport fejn tag]tixi pariri u su[[erimenti lil dawk li jixtiequ jmorru Malta fuq btala bxog]ol fil-futur. Semmi wkollpunti favur u kontra li ksibt mill-esperjenza tieg]ek.

3. Ikteb storja qasira ibba\ata fuq dan il-proverbju:Il-mistoqsija o]t il-g]erf.

4. B]ala student tal-Malti fYear 12, inti qed tag]mel perjodu ta ta]ri[ fir-radju ta l-SBS. Iktebscript ta diskursata li se tag]mel g]as-semmieg]a \-\g]ar, li fiha tfisser g]aliex inti studjajtil-Malti, u xjidhirlek li huma l-vanta[[i li wie]ed jitg]allem il-Malti.

5. Ser issir produzzjoni teatrali fl-Universita tal-belt fejn toqg]od inti. Il-produzzjoni se tkun dwarl-istorja ta l-emigranti Maltin fl-Awstralja. B]ala membru organizzattiv, ikteb ittra lill-editurtal-gazzetta lokali, fejn fiha tiddiskuti l-produzzjoni proposta u fiha t]e[[e[ lil dawk bxi talentbiex jie]du sehem fiha.

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Bi``a xog]ol numru/Task No.:

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Text 1

Part B: Reorganising Written Information

G]andek issib quddiemek tag]rif f\ew[ g]amliet ta kitba. U\a BISS it-tag]rif li ssib fdan il-materjal uikteb bejn 120 u 150 kelma bil-Malti.Ikteb ittra lil xi persuna anzjana tal-familja tieg]ek biex tipperswadiha/tipperswadih bl-importanza tat-tilqim, spe`jalment tat-tilqim kontra l-influwenza.

You have two different items of written information. Using ONLY information from the written materialprovided, complete the task in 120–150 words in Maltese.

Write a letter persuading an elderly relative of the importance of vaccination, particularly againstinfluenza.

IT-TILQIM KONTRA L-FLUFuljett dwar is-sa]]a. Jitqassam bxejn.Jekk jog][bok ]u kopja.

G]andi l-flu?

Mhux l-ewwel darba li tismamin jg]idlek li g]andu l-flu.}afna drabi jkollhom ri].Il-flu hija marda qalila iktarminn ri]. Tittie]ed ]afnapermezz tas-sog]la u l-g]atis.Huwa sewwa li jkollna tag]rifbi\\ejjed dwar din il-marda liti[i \\urna tista tg]id ta kullxitwa.Sintomi;

Min ikollu l-virus, g]all-ewweljibda j]oss bard kbir. Ta xejnjitg]atta g]ax jibqa j]ossuxorta. Minkejja dan il-bardkbir, ixoqq l-g]araq g]alih.Jitlag]lu ]afna deni li j[ibmieg]u telqa kbira. Ma jkolluaptit jag]mel xejn.Imbag]ad jibda l-u[ig]. Danjattakka l-aktar il-muskoli ul-[ogi.Jista jdur ukoll g]ad-dahar ur-ri[lejn. L-u[ig] aktarx ikunkbir li ma tkunx tista tistrie]sewwa, la bil-lejl u lanqas bin-nhar.

Min huwa fir-riskju?

L-ewwel ma ji[u huma dawkli g]andhom il fuq minn 65sena. L-anzjani tibdatonqsilhom xi ftit is-sa]]atar-re\istenza. Isiru g]alhekkiktar su[[etti g]al mardb]alma hija l-flu.Mhux min g]andu l-età bisshuwa fir-riskju i\da wkolldawk li jkunu jbatu bxi mardb]ad-dijabete.Min ikollu l-a\ma ibati ]afnai\jed, g]ax bil-flu ti\diedlu d-diffikultà biex jie]u n-nifs.Il-flu tista [[ib mag]ha xiinfezzjonijiet. G]alhekk dawkli jkunu jbatu bil-mard tal-qalbjew bxi kundizzjoni fid-demm ikunu friskju kbir.Ir-riskju li tie]u l-flu jikberizjed, aktar ma tmur fpostijietfejn ikun hemm ]afna niesDin is-sena, billi jista jkunhawn tipi ta flu iktarqawwijin mis-soltu, kul]addqed jit]e[[e[ biex jitlaqqamkontra l-flu.

Kif nilqg]ulha?

Bxejn;

Biex iktar jit]ajru jitlaqqmudawk li g]andhom riskju kbir,]afna minnhom ma j]allsuxg]at-tilqima.

Meta;

L-a]jar \mien ikun qabel matasal fostna l-flu.G]alhekk l-a]jar ikun fil-]arifajew il-bidu tax-xitwa.L-a]jar huwa li tmur taralit-tabib tieg]ek u toqg]odg]al dak li jg]idlek huwa.

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Text 2

WEBSITE: Titlaqqam Jew Le?

Tilqim: veritajiet

• Il-provi juru li t-tilqimhuwa mezz \gurg]all-prevenzjoni tal-mard

• Huwa fatt li l-mard lijittie]ed naqas min]abbat-tilqim.

L-Industrija tat-Tilqim

• Hemm provi li juru lit-tilqim huwa negozjutal-qlig].

• Jista jkun hemm pakkettikontaminati p.e. min]abbal-u\u ta ingredjenti r]asbiex jiffrankaw il-flus

}rejjef fuq it-Tilqim

• Min i]addem jg]id li dawkli jitlaqqmu jfallu i\jedmix-xog]ol.

• }afna teoriji tat-tilqiminstabu foloz fl-applikazzjonitag]hom.

Il-Gvern

• Skema ta tilqim bxejn• Dawk li j]addmu jaraw li

l-impjegati li ma jitlaqqmuxhuma l-i\jed li jfallu.

Parir Mediku

• It-tobba jistg]u jag]tu parirg]at-tilqim g]all-[idtal-pazjent.

• ~erti tobba jistg]u jqisut-tilqim b]ala mezz ]afifbiex jag]mlu profitt.

Litigazzjoni

• Xi kumpanniji tal-assigurazzjoni ma jkopruxl-effetti ]\iena u l-imwietbit-tilqim.

• Il-kwistjoni hija tal-qlig]kontra s-sigurtà

Difetti tat-Tilqim

• Huwa possibbli li ssir ]sara fis-sistema tal-immunità tal-[isem billi xi mard huwamarbut mat-tilqim.

• It-tilqim ma jistax je]ilsek minn kull fluvirali g]ax il-virus jitbiddel kontinwament.

Benefi``ji

• }elsien mill-mard tat-tfulija• L-effetti tal-flu jitwarrbu jew jittaffew fost

i\-\g]ar u l-anzjani.

Fittex O fdan is-sit O il-Web g]all-

Intervisti, artikli, xhieda, is-sistema tal-immunità, li[ijiet.........

Fittex

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Noti/Notes

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10

NATIONAL ASSESSMENT FRAMEWORK FOR LANGUAGES AT SENIOR SECONDARY LEVEL

2001 MALTESE

EXTENDED LEVEL

Paper 2: Part A: Writing in MaltesePart B: Reorganising Written Information

Part A – Assessment Criteria

• the capacity to deal with the chosen topic

† breadth of treatment

† suitability of the writing for the topic and/or purpose

† maintenance of the reader’s interest

• form and organisation

† observation of the conventions of the discourse form (style, sequencing,cultural appropriateness) and specifications regarding length

† organisation of content

• clarity of expression

† control of the language required by the topics, including accuracy in theuse of linguistic elements

• variety and appropriateness of vocabulary and sentence structuring

† range of vocabulary

† variety in sentence structure

† appropriateness of vocabulary and sentence structure

Part B – Assessment Criteria

• † the capacity to select and use relevant information

• form and organisation

† observation of the conventions of the discourse form (for example, format,style, cultural appropriateness)

† linking of related ideas

† organisation of information from sources into a meaningful sequence

• effective expression

† control of the language required to complete the task (appropriateness,clarity of expression, including accuracy in the use of linguistic elements)

† degree of independence from the wording of the original information

2001 MALTESEPUBLIC EXAMINATION

Pages: 6

This examination is used for the HSC (New South Wales), the NTCE (Northern Territory), the SACE (SouthAustralia), the Senior Certificate (Queensland), the TCE (Tasmania), the VCE (Victoria), and the WACE(Western Australia).

© Victorian Curriculum and Assessment Authority 2001

NATIONAL ASSESSMENT FRAMEWORK FOR LANGUAGES AT SENIOR SECONDARY LEVEL

EXTENDED LEVEL

Paper 3: Discussing a Theme

Tuesday 23 October

Time: 30 minutes

Approved English–Maltese/Maltese–English or monolingualdictionaries may be used.

Instructions to Candidates

1. Write your response to the task in Paper 3 in this booklet in ink or ball-point pen. Space is provided for youto make notes.

2. Make sure that you write your student/registration number, State or Territory in which the examination is taken,and centre number (if required) on the front cover of this booklet.

3. Candidates in South Australia and the Northern Territory must respond in English.

4. All question booklets will be collected at the end of the examination.

5. The assessment criteria for this paper are printed on the back page of this booklet.

CENTRENUMBER

STUDENT/REGISTRATIONNUMBER

STATE/TERRITORY

2

Discussing a Theme

Ag]\el WIE}ED biss mix-xog]lijiet (minn WA}DA BISS mit-temi li [ejjin) u ikteb mhux anqas minn250 kelma bil-Malti jew bl-Ingli\. L-ISTUDENTI TA SOUTH AUSTRALIA U TAN-NORTHERNTERRITORY IRIDU JWIE{BU BL-INGLI|. Trid tibba\a l-kitba tieg]ek fuq dawk ir-ri\orsi li kellektistudja matul is-sena, u fil-kitba tieg]ek trid tirreferi jew g]al bi``tejn xog]ol - wa]da miktuba u o]raorali, jew g]al \ew[ bi``iet xog]ol miktubin. Ni\\el xinhuma r-ri\orsi mnejn ]adt l-informazzjonitieg]ek fl-ispazju ipprovdut.

Choose ONE of the following tasks (from ONE theme only) and write a response of a minimum of250 words in either English or Maltese. CANDIDATES IN SOUTH AUSTRALIA AND THE NORTHERNTERRITORY MUST ANSWER IN ENGLISH. Your response should be based on resources you havestudied through the year, and you must refer to either one written resource and one oral resource, or twowritten resources, in your answer. List these resources in the space provided.

Valletta - Il-Belt ta Malta, Il-Belt tal-Kavallieri/Valletta: Malta’s capital city – The City of theKnights

1. Ikteb artiklu fuq il-Belt Valletta g]all-gazzetta ta l-iskola tieg]ek g]al {img]a Multikulturali, ufih iddiskuti kif dik il-belt tirrifletti l-influwenza tal-passat fuq il-pre\ent. Fl-artiklu tieg]ek irreferig]al mhux anqas minn tnejn mir-ri\orsi li studjajt matul is-sena.Write an article about Valletta for your school newspaper for Multicultural Week, in which youdiscuss how that city reflects the influence of the past on the present. In your article refer to atleast two resources you have studied during the year.

JEW/OR

2. Fil-Website ta l-iskola tieg]ek se jkollhom pa[na fejn studenti jkunu jistg]u jag]tu xi informazzjonidwar xi belt. Inti idde`idejt li tikteb rapport dwar kif il-Belt Valletta nbniet u g]aliex tissejja] BeltIffortifikata. Fir-rapport tieg]ek irreferi g]al mhux anqas minn tnejn mir-ri\orsi li studjajt matul is-sena.On your school’s web site a page is included for students to provide information on a city. Youhave decided to write a report about how the City of Valletta was built, and why it is called theFortified City. Write the report making reference to at least two resources you have studied duringthe year.

JEW/OR

It-Turi\mu: Malta ting]aqad mad-dinja/Tourism: Malta’s interface with the world

3. B]ala student ta l-istorja ta Malta, ikteb artiklu biex jidher fperjodiku turistiku. Fih semmi s-sinifikatu l-importanza li siti preistorì i b]at-tempji Neoliti`i g]andhom fuq il-gzejjer ta Malta. Irreferi g]almhux anqas minn tnejn mir-ri\orsi li studjajt matul is-sena.As a student of Maltese history, write an article for a tourist magazine on the significance andimportance of prehistoric sites, such as the Neolithic Temples on the islands of Malta. Makereference to at least two resources you have studied during the year.

JEW/OR

4. L-ekonomija Maltija tiddependi ]afna mill-industrija tat-turi\mu. Qed issir kampanja biex fMaltatin\amm l-indafa u tkun aktar attraenti g]al min i\urha. B]ala impjegata/impjegat fid-Dipartimenttat-Turi\mu, inti [ejt mitluba/mitlub tikteb fuljett b]ala parti minn din il-kampanja. Fil-fuljetttieg]ek irreferi g]al mhux anqas minn tnejn mir-ri\orsi li studjajt matul is-sena.The Maltese economy relies heavily on tourism. A campaign is being conducted to maintaincleanliness on the island in order to make it more attractive for visitors. As an employee of theDepartment of Tourism you have been asked to write a pamphlet for the campaign. Refer to atleast two resources you have studied during the year.

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JEW/OR

L-esperjenza ta l-Emigrant: Il]na fil-letteratura ta kittieba Maltin-Awstraljani/The migrantexperience: Voices from Maltese–Australian literature

5. Inti [ejt mistiedna/mistieden biex tikteb bijografija dwar poeta jew kittieba/kittieb Maltija-Awstraljana/Malti-Awstraljan. Ag]\el kittieba/kittieb stabbilit u iddiskuti ix-xog]ol u l- post ta]iedmieta/]iedmietu fil-letteratura Maltija g]all-g]aqda tal-letteratura Maltija. Fdin il-kitbairreferi g]al mhux anqas minn tnejn mir-ri\orsi li studjajt matul is-sena.You have been invited to write a biography of a Maltese–Australian poet or writer for a Malteseliterature group. Choose an established poet or writer, and discuss his/her work and its place inMaltese literature. In your biography refer to at least two of the resources you have studied duringthe year.

JEW/OR

6. Ikteb apprezzament kritiku g]al rivista letterarja, fuq xi kitba ta kittieba/kittieb Maltija-Awstraljana/Malti-Awstraljan li tolqtok l-i\jed. Fil-kitba tieg]ek irreferi g]al mhux anqas minntnejn mir-ri\orsi li studjajt matul is-sena.Write a review for a literary magazine on a piece of writing by a Maltese–Australian writer whosework has impressed you. In your review refer to at least two resources you have studied during theyear.

Noti/Notes

4

Bi``a xog]ol numru/Task No.:

Ir-ri\orsi referiti huma/The resources referred to are:

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2001 MALTESE

NATIONAL ASSESSMENT FRAMEWORK FOR LANGUAGES AT SENIOR SECONDARY LEVEL

EXTENDED LEVEL

Paper 3: Discussing a Theme

Assessment Criteria

• understanding and appreciation of the works

• depth of treatment

• content relevant to the demands of the task

• appropriate and effective use of structure

• accuracy and variety of language use

ContentsPaper 1: Processing Spoken InformationInstructionsPart A: Tasks on the Two Spoken PassagesPart B: Task Drawing on Both PassagesAssessment Criteria

Paper 2Part A: Writing in MaltesePart B: Reorganising Written InformationAssessment Criteria

Paper 3: Discussing a ThemeQuestions 1–4Questions 5–6Assessment Criteria

INTRO: CLICK HERETEXT1: CLICK HERETEXT1ENG: CLICK HERETEXT2: CLICK HERETEXT2ENG: CLICK HERE