Arabic Continuers 2022 HSC exam pack

Conversation

Students should:

• be prepared to communicate on a variety of topics relating to their personal world
• elaborate and provide relevant details to address the questions in a way that engages with the examiner
• express ideas and opinions that justify their point of view by providing depth and insight in their responses rather than only giving short pre-prepared responses
• 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 confidently and fluently with excellent language structures and intonation
• elaborate on the ideas presented by giving examples from their real-life context
• express their opinions and support them with good reasons plus examples, such as talking about nature  نتعلم من الجبال صمودها - ومن الأشجار شموخها
• use idiomatic expressions in the context of their conversation to support their ideas, for example, عندما أتت مصر، أتى بعدها التاريخ فهي بلد للحضارة وبوابة للتاريخ........
• use descriptive language and similes to enhance their responses and compare on a range of topics, for example, السفر كحقيبة المعرفة التي نحملها معنا......أعتبر صديقتي كمطلة تحميني من عواصف الزمان .............
• provide sophisticated vocabulary and use synonyms to avoid repetition, for example, تنسابُ أناملنا على الأوراق عندما نرسم  ......، الإبتهاج والفرح....، يُقوِّي ويُعَزز ......، استهلاك واستثمار الوقت .......
• make comparisons effectively and accurately.

Areas for students to improve include:

• using other connectives rather than ‘and’, for example, بالإضافة إلى، علاوة على ذلك
• expanding on their responses by explaining and providing relevant examples
• revising grammatical features particularly demonstrative pronouns أسماء الإشارة
• presenting ideas in an authentic and coherent way.

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.

In better responses, students were able to:

• identify key information from the text relevant to the question rather than giving general information
• summarise the key ideas related to the mother’s satisfaction with the services (Q3)
• analyse the main information in a text to identify the relevant audience
• interpret the content and language used to provide a thorough explanation of ways of persuasion
• analyse the information thoroughly to infer the implications of the dilemma and justify the decision made while using references from text (Q6)
• critically analyse and evaluate the content and language simultaneously to provide reasons or infer meaning in relation to a point of view and attitudes.

Areas for students to improve include:

• 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 rather than just translating the 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
• 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 list or summarise the reasons
• 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:

• locate relevant information related to the reasons for choosing the interviewee (Q9a)
• analyse a statement in context, considering the positives and negatives with effective referencing from text (Q9b)
• analyse the detailed textual references to evaluate a point of view and draw a logical conclusion using adjectives to describe the personality (Q9C)
• establish a comparison that includes the similarities and differences by thoroughly analysing and interpreting the content (Q10c)
• interpret in a thorough way the textual references (content and language) to evaluate how the writer position the reader and build enthusiasm (Q10d)
• provide well analysed examples when inferring and evaluating information from text to draw conclusions (Q10d).

Areas for students to improve include:

• analysing information rather than translating the ideas
• interpreting the effectiveness of language used to describe the 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:

• read the whole text to respond fully to the question
• plan effectively to organise their thoughts, paying attention to context, purpose, and audience, and the type of text required in question
• use the conventions of the type of text required by the question
• demonstrate understanding of the whole text in their response
• focus on all relevant information and key points raised in the text to respond to comments and observations made
• 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.

In better responses, students were able to:

• use quotes, idioms, and language techniques
• identify the structure of an email
• communicate their ideas in an authentic and accurate way
• base their response on the information provided in the text, not on prior knowledge of the topic.

Areas for students to improve include:

• demonstrating how some of their expectations were not met and talk about their disappointment
• reflecting on their experience and not simply re-telling the notice
• elaborating a cohesive response with sustained control of expression.

Writing in Arabic

Question 12

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:

• manipulate the language to suit the requirements of the task
• address purpose and context effectively and creatively by including all relevant details.

Areas for students to improve include:

• formulating a response with some creativity and elaboration using their own expressions and refraining from copying the ideas directly from original text
• manipulating the language to suit the requirements of the task, such as:

(Q12) كالعُصفور مَكْسور الجناح كُنْتُ كُنَّا معاً في السَّراء والضَّراء/

• addressing purpose and context effectively and creatively by including all relevant details
• using a variety of grammatical structures, such as using past tense to reflect on their experience.

Question 13

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.

In better responses, students were able to:

• demonstrate good understanding of audience, context, and purpose
• demonstrate features authentically and creatively relevant to the email

(Q12) اشتقتُ للأيام الخوالي/ شَمَمْتُ فيكِ رائحةُ الوَطَن/

أنني أشتاقُ إليكِ كاشتياقٍ الورودِ إلى خُصلاتٍ منْ أشعةِ الشَّمسِ.

• present a good reflection on the benefits and challenges of the new school experience.

Areas for students to improve include:

• using emotive language and reflective expressions to link their experience with their feelings, such as (Q13a)

جعلتني متقبِّلاً لإنارة نور العلم في عقلي، فيا لها من مدرسةٍ جميلةٍ كَسَرَتْ من قلبي حواجزَ الإرتباك وجعلتني واثقاً من نفسي/ العلمُ نورٌ والجهلُ ظلام.

• adhering to text type conventions of a diary entry accurately and appropriately to suit the question (13b).

وَجَدْتُ هذا الكتاب الَّذي لا يُقَدَّر بِثَمَن/ الآن سَأعطيه لأبنائي متمنياً أن يساعدَهُم كما ساعَدَني

هذا الكتاب هو الذي ساعَدَني للوصول إلى النَّجاح الَّذي أنا عليه اليوم.