Arabic Continuers 2020 HSC exam pack

Conversation

Students should:

• be prepared to communicate on a variety of topics relating to their personal world
• answer the question asked rather than presenting pre-prepared responses
• express their ideas and opinions and justify their point of view
• elaborate using a variety of vocabulary, phrases and expressions suitable to the question asked
• use a range of tenses and be prepared to reflect on the past, present and future
• manipulate the language to fulfil the requirements of the question
• avoid the repetition of the same vocabulary, phrases, expressions and grammatical structures
• be prepared to be interrupted by the examiner
• use Arabic to ask for repetition and/or clarification of the question.

In better responses, students were able to:

• speak fluently with appropriate pace and ease
• provide depth and elaborate on the ideas presented
• use sophisticated language and phrases, for example, تسرق جدران روحي وتسكن قلبي ........، الصداقة شجرة أوراقها المحبة .......، وظيفة مرموقة، تاريخ عريق، تتحلى بالمثابرة.......، أذناً صاغية وقلباً يستمع لما في داخلها..............
• use figurative language such as similes and metaphors, for example, سرقت عقولنا
• draw a comparison between their own lives and the wider social context
• use a variety of grammatical structures and language devices so that responses sound natural.

Areas for students to improve include:

• speak fluently with appropriate pace and ease
• provide depth and elaborate on the ideas presented
• use sophisticated language and phrases, for example, تسرق جدران روحي وتسكن قلبي ........، الصداقة شجرة أوراقها المحبة .......، وظيفة مرموقة، تاريخ عريق، تتحلى بالمثابرة.......، أذناً صاغية وقلباً يستمع لما في داخلها..............
• use figurative language such as similes and metaphors, for example, سرقت عقولنا
• draw a comparison between their own lives and the wider social context
• use a variety of grammatical structures and language devices so that responses sound natural.

Areas for students to improve include:

• responding in full sentences to questions
• supporting opinions and/or points of view to meet the requirements of specific questions
• speaking more confidently with appropriate intonation and pronunciation
• elaborating on hypothetical questions and providing examples that are more precise
• using the “dual” form "صيغة المثنى"in grammatical terms, for example, أمران مهمان، مررتُ بِطالبي العلم.........، صديقان حميمان..........
• avoiding repetition of the same expressions throughout the conversation
• understanding the difference between the feminine plural and masculine plural.

Listening and Responding

Students should:

• make notes in the Candidate’s Notes column on the right-hand side of the page
• read the question carefully and respond to all parts of the question
• support their responses with relevant evidence from the text
• transcribe their response on to the paper, using the space allocated beneath the question
• use the number of lines as an indication of the required length of the response
• support their responses with reference to relevant content and language, using their own words
• avoid translating the text as part of their response.

In better responses, students were able to:

• identify key information from text relevant to the question rather than giving general information
• summarise the main ideas related to the advice given (Q3)
• provide a well-structured response showing detailed reference to text
• analyse the information thoroughly to infer the implications and justify the decision made while using references from text (Q5)
• interpret the content and language used to provide a thorough explanation of ways of persuasion (Q6)
• critically analyse and evaluate the content and language simultaneously to provide reasons or infer meaning in relation to a point of view, attitudes and emotions (Q8).

Areas for students to improve include:

• understanding the requirements of the question to be able to provide accurate and relevant information
• paying attention to the specific details in the question
• organising information and ideas in a logical sequence
• focusing on the question itself and do not deviate from the required ideas and elements
• formulating a coherent answer with elaboration using their own analysis and do not just copy the ideas directly from original text
• using specific descriptive language and providing evidence from text when inferring a point of view or attitude
• integrating the analysis of language and content to identify the effectiveness of persuasion.

Reading and Responding

Part A

Students should :

• read the title, questions and the whole text before responding
• use only the lines or space beneath the question for the response
• support their responses with reference to content and language, using their own words
• be succinct in their responses, addressing the relevant details required by the question and avoiding repetition
• focus on key words in the question, for example, ‘how’, ‘why’, ‘explain’, ‘justify’ and respond in relation to the context of the text
• read the whole text in order to demonstrate understanding of relevant information and ideas
• identify the key issue(s) and provide examples to substantiate their response when asked to analyse or evaluate information
• draw a conclusion or justify a point of view using their own words
• provide a succinct response of main points or ideas when asked to summarise
• avoid providing a literal translation of text
• use the dictionary appropriately to find the correct meaning of the word(s) or expressions in context.

In better responses, students were able to:

• identify relevant key information related to purpose or audience (Q9a)
• locate key ideas relevant to the question
• analyse a quote in context with effective referencing from text (Q9c)
• establish a comparison that includes the similarities and differences by thoroughly analysing and interpreting the content (Q9d)
• infer points of view or tone and be specific in describing them using adjectives and justifications from the text (Q9d, Q10b, d)
• provide well analysed examples when inferring and evaluating information from text to draw conclusions.

Areas for students to improve include:

• analysing information rather than translating the ideas
• interpreting language in order to describe the tone, for example, attitude conveyed by the writer
• inferring meaning from text and linking ideas in an effective way
• comparing different ideas from both counterparts to draw conclusions
• analysing in depth the language used to evaluate a point of view and draw logical conclusions.

Reading and Responding

Part B

Students should:

• respond to the question asked in relation to the text
• read the entire text in order to respond fully to the question
• use the conventions of the type of text required by the question
• demonstrate understanding of the whole text in their response and not just respond to questions asked in the text
• focus on all relevant information and key points raised in the text in order to respond to comments made, requests for advice, issues discussed, and observations made
• use the appropriate register throughout the response
• provide a creative and authentic response in relation to the text and question
• use a variety of vocabulary and expressions and a range of grammatical structures
• plan effectively to organise their thoughts, paying attention to purpose, audience, context and the type of text required in question
• edit their work to ensure clarity of the response.

In better responses, students were able to:

• understand the question and pay special attention to its specific requirements/elements
• demonstrate a good understanding of audience, context and purpose
• organise information and ideas coherently
• sequence their ideas logically, using appropriate conventions of language in Arabic
• demonstrate good control of vocabulary and language structures
• create many scenes to respond effectively to question, for example, تركت عملى لأنه بعيد عن المنزل ---- درست أكثر من لغة من خلال دورات في بلدان أخرى --- كان حلم حياتي أن أعمل في شركتكم --- التعامل مع الأخرين فَنٌ لابُدَّ أنْ يُدَرسَ في الجامعات----  

Areas for students to improve include:

• using the correct text type
• formulating a response with some creativity and elaboration using their own expressions and refraining from copying the ideas directly from original text
• identifying the main point(s) and provide relevant examples with depth
• organising information and ideas in a logical sequence.

Writing in Arabic

Students should:

• address all parts of the question
• use the appropriate register and conventions of the type of text
• commence and conclude appropriately
• use the correct tense for the requirements of the question
• sequence their response logically for maximum effect
• use the dictionary effectively by selecting vocabulary to suit the context
• proofread and edit their work
• adhere to the suggested word length.

In better responses, students were able to:

• give reasons and clearly express their ideas within the word limit غادرت المنزل وخالفت وعدكما لظروف خارجة عن إرادتي/ لظروف قاهرة  (Q12)
• include a range of tenses accurately and appropriately to suit the question تركت وسوف أعود ---- ينتظرني لمساعدته  (Q12).

Areas for students to improve include:

• proofreading their work in order to minimise the number of errors (Q12)
• demonstrating a good command of interrogative form, agreements, conjugations, prepositions, object pronouns كنت \ كنتو --- كنتم\ كنتما ---- أحبكما \ أحبكم  (Q12)
• understanding of punctuation
• demonstrating features authentically and creatively relevant to the note (Q12).

Students should:

• read the question carefully and address all parts of the question
• plan their response to ensure a clear structure and sequence
• use the appropriate register and conventions of the type of text required
• commence and conclude appropriately
• manipulate the language to suit the requirements of the task
• use a variety of tenses, phrases and structures appropriate to the requirements of the question
• proof-read and edit their work
• adhere to the suggested word length.

In better responses, students were able to:

• relate events in chronological order
• use emotive language and reflective expressions to link their experience with their feelings (Q13a)
• use sophisticated vocabulary and language expressions to reflect on their experience شعرتُ وكأنني طير مع الطُّيور ترقص من شدة الفرح --- قمة السعادة وكأننا في جنات عدن  --- شاءت الأقدار وافترقنا ---(Q13a)
• adhere to text type conventions of a diary entry including a range of tenses accurately and appropriately to suit the question
• demonstrate a good understanding of the audience, purpose and context  تكاد الأرض لاتحملني لسعادتي بِرؤية صديقي تارةً نبكي وتارةً نفرح --- عادت زيارته.(Q13b)  للشعور بالطفولة والسعادة--- انهارت دموعي كشلالِ ماء

Areas for students to improve include:

• demonstrating a good command of the conjugation in a variety of tenses, adjectival agreements, gender, possessive pronouns, demonstrative pronouns, especially plural forms
• reading the question thoroughly to address the requirements of the task in (Q13b)
• expressing feelings (reflection) and reflecting on emotions, for example, happy (why?), sad (why?) شعرت بحزن عميق ---- انتابني شعور غريب لم أحس به من قبل)
• using reflective expressions and phrases rather than recounting events such as reflecting on the “time” they spent together not the “trip”  سوف أقوم بدعوة أصدقائي/ شعرت بالضجر/الضيق (Q13b).