Arabic Continuers 2021 HSC exam pack

In 2021, due to COVID-19, the HSC examinations for some courses were cancelled or the requirements adjusted, and no HSC feedback is available.

Please refer to marking feedback previously published for this component.

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 lines, 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 the main purpose of the announcement from the information presented
• identify key information from the text, relevant to the question, rather than general information, for example, particularly dates and months of the year (Q2 &3)
• understand the content to provide an explanation of reasons given to persuade (Q4)
• analyse the information to infer the implications and justify the decision made while using detailed references from text (Q6)
• interpret information from the text to identify the change in mood using appropriate adjectives and analysis of textual references
• provide a well-structured response showing detailed reference to the text
• interpret the content and language used to provide an explanation of persuasion
• 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.

Areas for students to improve include:

• understanding the requirements of the question to provide accurate and relevant information
• learning days and months of the year as well as numbers
• providing an analysis of the perspective of the speaker rather than relying on a literal translation of the text
• formulating a coherent answer with elaboration using their own analysis and not just copying the ideas directly from the original text
• using specific descriptive language and providing evidence from the text when inferring a point of view, attitude or mood
• critically analysing and evaluating the content and language simultaneously to make a judgement about the effectiveness of persuasion in a speech.

Reading and Responding – Part A

Students should:

• read the title, questions and the whole text
• use the lines or space beneath the question for the response
• support the responses with reference to content and language, using their own words
• address the relevant details required by the question and avoid repetition
• focus on key words in the question, for example, ‘how’, ‘why’, ‘explain’, ‘justify’ and respond in relation to the context of the text
• identify the key issue(s) and provide examples to substantiate the 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 to find the correct meaning of the word(s) or expressions in context.

• In better responses, students were able to:

• identify key information and ideas in the text relevant to the question
• analyse a quote in context with effective referencing from the text to justify an opinion (9c)
• analyse information in depth to make a judgement about points of view and/ or feelings of the narrator (9d & 10b)
• understand and interpret cultural idioms in context to infer opinion
• understand irony and sarcasm by analysing key textual references (10c)
• establish a comparison that focuses on the similarities and differences by analysing and interpreting the content in relation to a point of view and attitude (Q10d)
• provide well analysed examples when inferring and evaluating information from text to draw conclusions.

• Areas for students to improve include:

• analysing information and content rather than translating ideas
• interpreting language to describe the point of view and attitude of the narrator
• inferring meaning from the text and linking ideas in an effective way
• comparing different ideas from both counterparts to draw conclusions
• giving reasons that are relevant to the question
• analysing in depth the content and language used to evaluate a point of view and draw logical conclusions.

Reading and Responding – Part B

Students should:

• read the whole text to respond fully to the question
• plan effectively to organise thoughts, paying attention to context, purpose, and audience, and the type of text required in question
• respond to the question asked in relation to the text
• use the conventions of the type of text required by the question
• demonstrate an understanding of the whole text in the response
• focus on all relevant information and key points raised in the text to respond to comments made, requests for advice, issues discussed, and observations made
• provide a creative and authentic response in relation to the text and question
• use the appropriate register throughout the response
• use a range of expressions, vocabulary and grammatical structures
• edit work to ensure clarity of the response.

In better responses, students were able to:

• understand the question and pay attention to its specific requirements of writing an email.
• demonstrate a good understanding of audience, context and purpose
• organise information and ideas coherently
• sequence ideas logically, using appropriate conventions of language in Arabic
• demonstrate control of vocabulary and language structures
• create many scenes to respond effectively to question, for example,

أهمية التطوع بهذا العمل الخيري، يبدو أنَّه على كُلِّ واحدٍ مِنّا المُشاركة، قطرة ماءٍ في صحراء البؤس، ستترتب عليَّ نفقات إضافية، مساعدة أشخاص لا أعرفهم

Areas for students to improve include:

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

Writing in Arabic

5 mark question

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
• adhere to the suggested word length
• proofread and edit work.

In better responses, students were able to:

• give reasons and clearly express their ideas within the word limit

استمتعتُ بسفرتي إلى العراق، لن تُصدقي ما حدث معي هُناك، لقد صُعِقتُ عندما رأيتُ كاظم الساهر

• include a range of tenses accurately and appropriately to suit the question

سافرتُ – صُعِقتُ – دُهِشتُ – استمتعتُ – كانت رحلة مُمْتعة.

Areas for students to improve include:

• proofreading their work to minimise the number of errors

لكي – أُهديكي – لاكن – إليكي – أنتي

• demonstrating a command of interrogative form, agreements, conjugations, prepositions, object pronouns
• understanding of punctuation
• demonstrating features authentically and creatively relevant to the email.

10 mark Question

Students should:

• read the question carefully and address all parts of the question
• plan the 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
• adhere to the suggested word length
• proofread and edit their work.

In better responses, students were able to:

• relate events in chronological order
• use emotive language and reflective expressions to link their experience with feelings (Q13a)
• use vocabulary and language expressions to reflect on their experience (Q13a)

أمي كانت كالشمعة التي تنير دربي، الجبل الذي أستند عليه، أنت مثلي الأعلى وموطني

• adhere to text type conventions of a speech, including a range of tenses, accurately and appropriately to suit the question
• demonstrate an understanding of the audience, purpose and context (13b)

الرياضة لها تأثير كبير على بناء حالتنا النفسية والعقلية بشكل أفضل، مَنْ مِنَّا لا يتمنى أن يملك صحة جيدة، الرياضة سر الرشاقة

Areas for students to improve include:

• demonstrating a command of 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 (Q13b)
• using persuasive expressions and phrases rather than recounting events such as,

 أنا مِثالٌ حيٌّ أمامكم، أشجعكم على أخذ القرار الصائب، أُؤكد لكم أن الرياضة  

ستغير حياتكم