higher school certificate examination english as an

NSW Education Standards Authority

2019 HIGHER SCHOOL CERTIFICATE EXAMINATION

2080

English as an Additional Language or Dialect (EAL/D) Paper 1

General Instructions

• Reading time – 10 minutes• Working time – 1 hour and 30 minutes• Write using black pen

Total marks: 45

Section I – 30 marks (pages 2–7)This section has two parts, Part A and Part BPart A – 15 marks• Attempt Questions 1–4• Allow about 30 minutes for this partPart B – 15 marks• Attempt Question 5• Allow about 30 minutes for this part

Section II – 15 marks (pages 8–9)• Attempt Question 6• Allow about 30 minutes for this section

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Section I — Module A: Texts and Human Experiences30 marks

Part A – 15 marksAttempt Questions 1–4Allow about 30 minutes for this part

Examine Texts 1, 2 and 3 carefully and then answer the questions in the Paper 1 Answer Booklet.

Your answers will be assessed on how well you:● demonstrate understanding of human experiences in texts● demonstrate understanding of the ways language shapes and expresses perceptions

Text 1 — Nonfiction extract

The first time . . . I saw Africa’s tallest peak

Mount Kilimanjaro’s snow-dusted tip has pierced the clouds and is floating on a cushion of white. The captain has alerted us to its presence – “Mount Kili coming into view on the right, folks” – and the jumbo-load of passengers has lurched to catch sight of the fabled landmark: the world’s tallest free-standing mountain and Africa’s highest peak.

I snap a single photo on my fixed-lens analogue camera – this is 1992, after all – and it manifests* later, in the dark room, as a dull speck on an overexposed horizon. But the image burned on to my memory is altogether more vivid. This is the geographical evidence that finally confirms for me the existence of a world beyond the cloistered** society in which I have grown up. It embodies everything that matters to my restless soul: boundlessness*** and curiosity, and an unlimited supply of new horizons.

Moreover, it connects my own deep longing for adventure with that of my father, who led by great example: when he was in his early 20s, as I am in 1992, he set off by road from Johannesburg to Uganda with his best friend, aiming, along the way, to “climb Mount Kilimanjaro in our miners’ boots”. My father, a man of six-foot-four, drove his squat Mini Minor along dirt roads, through wild reserves and over river crossings thick with crocodiles; he told the story, when we were children, of how he and his friend had startled officials at a remote border crossing which was – theoretically, at least – navigable**** only by four-wheel drive . . .

Text 1 continues on page 3

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Text 1 (continued)

The pair had reached Kilimanjaro, and had indeed reached its summit in their miners’ boots. Now here I am, gazing out of an airplane window and imagining my father standing triumphant on that hazy peak. It’s appropriate that I should make my first sighting of this mountaintop now, for I’m on an adventure of my own, one fuelled in part by all those stories I heard while growing up.

CATHERINE MARSHALL

* manifests appears

** cloistered sheltered

*** boundlessness without limits

**** navigable able to be crossed

End of Text 1

‘The first time . . . I saw Africa’s tallest peak’ by Catherine MarshallReproduced with permission of Fairfax Media

Please turn over

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Text 2 — Poem

Making Frittatas*for Rebecca

Ten years is a long timeand I have missed you.I thought of thisthis morning as I commenced makinga splendid (it turned out) frittata. You taught me how to do this. After ten years duringwhich I assumed you did not cook—time stopswhen we are absent—you stood in my kitchen and casually, speaking of something trivial, made the most mouthwatering frittata. It did not stick, did not burn, it was not soggy on top it was good!During those same ten yearsI tried to make frittatas but feared they’d never cookall the way through; all the way to the top.But no, watching you closely, I sawwhen yours threatened to remain a bit mushyyou calmly transferred it to the oven, which I thought would surely burn it. But—not!Out it came the perfect consistency.Delicious!I was in awe.And so, today, I think: it is all the simpletimes of sharing simple thingsthat we have missed. The mutual teaching and learning that is, or should be, a daughter’s and a mother’s right.

ALICE WALKER

* frittatas egg-based meals similar to omelettes

© Alice Walker. ‘Making Frittatas for Rebecca’ from Taking the Arrow Out of the Heart,The Orion Publishing Group Ltd, 2018

Reproduced with permission from David Higham

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Text 3 — Fiction extract

The polar exploration vessel, Raven, sailed south from Hobart into the Antarctic Ocean.

Journal of Lieutenant Downes15th April, 1922

Tom Irvine, one of the regular seamen and a crew member who has proven his worth on several occasions throughout the course of this voyage, disappeared last night, along with his mate Ernie Tockson. They were last seen by Danny Carston when he woke them both for watch at 0300, and Danny said that they seemed in comparatively good spirits, commenting that the extra stove time which we had allowed ourselves last night had warmed the deck up considerably and they’d both slept like babies.

They then pulled on their gear, climbed onto the deck, and neither has been seen since. A search of the ship and surrounding ice was organised and took up most of the day, but proved no more successful than any of our other searches.

Naturally, this has caused a good deal of consternation*, especially following on from yesterday’s inexplicable discovery of the footprints. Throughout the ship, men can be heard whispering to one another in urgent and often angry tones, and many of the men are refusing to make eye contact with me, or anybody else seen as being ‘in authority’. Dinner tonight was consumed by all aboard in thick, sullen silence, and then the men quickly went their own ways, turning in or disappearing out onto the ice in twos or threes for a last quick stroll around the ship and a smoke before lights out.

Strangely, Mr Rourke seemed oblivious to this change in the mood, and when I mentioned it, he appeared remarkably unconcerned, telling me that I shouldn’t bother myself with ‘matters out of your responsibility’, and that I should just ‘continue to watch each man like a hawk, because one of them is most certainly our saboteur**, and it is only a matter of time until . . . [ he] shows himself’.

Thus dismissed, I returned to my cabin and lay awake for several hours, the cold steel head of my ice axe a reassuring presence in the bunk beside me.

ANTHONY EATON

adapted from Into White Silence

* consternation concern

** saboteur a person who deliberately destroys or damages something

© Into While Silence by Anthony Eaton First published by Random House Children's 2011

Reprinted by permission of Penguin Random House Australia Pty Ltd

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Section I – Module A (continued)

Part B – 15 marksAttempt Question 5Allow about 30 minutes for this part

Answer the question on pages 6–12 of the Paper 1 Answer Booklet. Extra writing booklets are available.

Your answer will be assessed on how well you:● demonstrate understanding of human experiences in texts● organise, develop and express ideas using language appropriate to audience, context

and purpose

Question 5 (15 marks)

To what extent have the experiences represented in your prescribed text developed your understanding of human motivations and behaviour?

In your response, refer to your prescribed text.

The prescribed texts are listed on the following page.

Question 5 continues on page 7

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Question 5 (continued)

The prescribed texts are:

• Prose Fiction – Allan Baillie, The China Coin

or

– Favel Parrett, Past the Shallows

• Poetry – Oodgeroo Noonuccal, My People

The prescribed poems are:

* Last of His Tribe * The Young Girl Wanda * The Unhappy Race * Corroboree * Gifts * We Are Going * The Past

or

– Ken Watson (ed.), The Round Earth’s Imagined Corners

The prescribed poems are:

* Sujata Bhatt, The Stare * Carol Ann Duffy, Originally and Yes, Officer * Miroslav Holub, Brief Thoughts on Laughter * Gwyneth Lewis, Flyover Elegies * Mudrooroo, City Suburban Lines * Dennis O’Driscoll, In Office

• Drama – Jane Harrison, Rainbow’s Endfrom Vivienne Cleven et al., Contemporary Indigenous Plays

• Nonfiction – Ernesto ‘Che’ Guevara, The Motorcycle Diaries

or

– Alice Pung, Unpolished Gem

or

– Malala Yousafzai and Christina Lamb, I am Malala

• Film – Rachel Perkins, One Night the Moon

• Media – Ivan O’Mahoney, Go Back to Where You Came From

The prescribed episodes are:

* Series 1: Episodes 1, 2 and 3

and

* The Response

End of Question 5

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Section II — Focus on Writing

15 marksAttempt Question 6Allow about 30 minutes for this section

Answer the question on pages 14–20 of the Paper 1 Writing Booklet. Extra writing booklets are available.

Your answer will be assessed on how well you:● organise, develop and sustain your ideas● control language appropriate to audience, context and purpose


You have been asked to speak to your school community. The topic is Technology has changed teen reading habits. Write a persuasive speech expressing your view on the topic.

Use the stimulus provided on page 9 and your own ideas to write the text of your speech.

Question 3 continues on page 9

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Question 6 (continued)

Teen Reading Habits by Jo Earp, Teacher Magazine, February 2017Reproduced with permission from the Australian Council for Educational Research, Limited

End of paper

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© 2019 NSW Education Standards Authority

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Office Use Only – Do NOT write anything, or make any marks below this line.

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NSW Education Standards Authority

2019 HIGHER SCHOOL CERTIFICATE EXAMINATION

Centre Number

Student Number

20815638310365

15155

English as an Additional Language or Dialect (EAL/D) Paper 1 Answer Booklet

Instructions • Write your Centre Number and Student Number at the top of this page

• Answer BOTH sections

• Follow the instructions inside this booklet as to where you should write your answers


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Section I — Module A: Texts and Human Experiences30 marks

Part A – 15 marksAttempt Questions 1–4Allow about 30 minutes for this part

Read the texts on pages 2–5 of the question paper and then answer the questions in the spaces provided. These spaces provide guidance for the expected length of response.

Your answers will be assessed on how well you:● demonstrate understanding of human experiences in texts● demonstrate understanding of the ways language shapes and expresses perceptions


Text 1 — Nonfiction extract

Explain how the composer has conveyed her motivation for travelling.

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Text 2 — Poem

How does the poet convey a sense of loss?

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Texts 1 and 2 — Nonfiction extract and Poem

Compare how the composers have explored the experiences that bring people together in Text 1 and Text 2.

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Text 3 — Fiction extract

Analyse how language is used in the extract to reveal human emotions.

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End of Section I Part A

Turn over for Section I Part B


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Section I Module A Part B — Answer Question 5

Write the prescribed text in the space provided.

Prescribed text

Answer this question on pages 6–12.

5Question Number


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If you require more space to answer Section I Part B, you may ask for an extra writing booklet.

If you have used an extra writing booklet for Section I Part B, tick here.


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End of Section I Part B

Turn over for Section II


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Section II — Answer Question 6

Answer this question on pages 14–20.

6Question Number


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4074310368


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If you require more space to answer Section II, you may ask for an extra writing booklet.

If you have used an extra writing booklet for Section II, tick here.

© 2019 NSW Education Standards Authority

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