Arabic Continuers 2023 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 fluently and elaborate on the ideas presented with accurate language structures and intonation
• use sophisticated language and phrases, for example,

عندما تعصِفُ بي الرِّياح أجِدَهُ كالجِدارِ المَتينِ أمامي، لا أؤمِنُ بالصَّداقات عَبْرَ الإنترنيت، لا روح في مَواقِعِ التَّواصُلِ الإجْتِماعي.

• use figurative language such as similes and metaphors, for example,

تنتقِلُ في أرجاءِ الْمَنْزل كالْفَراشة، أذوب بين سطورِ كتبي وأمتصُّ من رحيقِ صفحاتها.  رِسَمَ الضِّحكة على وَجْهي. تَجْعل العالم كقرية صغيرة. الجرّاحون يُنْقِذون النَاس بِأيديهم مِنْ بَراثِنِ المَوتِ. العائلة هي الكنز الَّذي لا يُفنى

• draw a comparison between their lives and the wider social context
• use a variety of grammatical structures and language devices so that responses sound authentic, for example,

أكونُ سَنَداً لأخي وأختي وَمَرْهَماً لأمي وَأبي

• use varied conjunctions and connective expressions, for example,

إضافةً إلى ذلك، كذلِكَ، وبعدها، في نفس الوقت

• use idiomatic expressions in the context of their conversation to support ideas, for example,

من جدَّ وجَدَ ومن عَملَ حَصَدَ وَمَن سارَ على الدَّرْبِ وَصَلَ

• use descriptive language to enhance the content of their answers:

أبحرُ في عالَمِ الخَيالِ، تَرسُمُ الضحكَة على وَجْهي، منصّات التَّواصُلِ الإجتِماعي سلاح ذو حَدَّين، يجب أنْ .تُسْقى بالحب والإخلاص.

Areas for students to improve include:

• speaking fluently and confidently with good intonation and pronunciation
• using evidence to support opinions and points of view to meet the requirements of specific questions, for example,

لا بُدَّ من التَّذكيرِ بِأهَمية....بصراحة... بالطَّبع... حَقّاً..أنا أحبِّذُ، أنا بالتأكيد أعتقِدُ

• using sophisticated language and phrases, for example,

علاقة وطيدة، سعادة غامِرَ، تَذوبُ في فمي

• using figurative language such as similes and metaphors, for example,

الإندماج العاطفي في تِلْكَ المُغامرة، البيئة هي بيتُنا الأُم

• avoiding repetition throughout the conversation
• using a variety of grammatical structures and language devices so that responses sound authentic
• avoiding using colloquial words and expressions.

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 the two key elements related to the main purpose of the telephone message (Q1)
• recognise key information from the text, relevant to the question, rather than general information. For example, the weather condition, numbers and services provided, or criteria for an award (Q2, Q3, Q7b)
• understand the key reasons and provide supporting evidence regarding the effect/impact of each point presented (Q4)
• analyse the implications and justify the decision made by Hani with detailed references from text (Q5)
• interpret a point of view and draw a logical conclusion about Bassam’s personality (Q6)
• draw conclusions about the motivation behind Nada’s decision with references from the text (Q7).

 Areas for students to improve include:

• ensuring the response is relevant to the question
• organising information and ideas in a logical sequence
• learning weather conditions and numbers
• stating the speaker’s position and providing an analysis of their perspective rather than relying on a literal translation of the text
• providing evidence from the text to support their response.

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 the 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 the two elements related to the purpose of the text (Q8a, Q9a)
• summarise the key ideas related to studying for long hours (Q8b)
• identify key information from the text relevant to the question rather than giving general information (Q8c)
• interpret the content and language used to provide a thorough explanation of ways of persuasion (Q8d)
• understand the key reasons and provide supporting evidence for each point presented (Q9b)
• analyse the arguments presented thoroughly to counter Rania’s opinion and justify his point of view with references from text (Q9c)
• evaluate key textual references and language simultaneously to infer meaning in relation to an opinion (Q9d).

Areas for students to improve include:

• focusing on the requirement of the question to provide relevant ideas and information
• identifying the key issue(s) and providing examples to substantiate the response when asked to analyse or evaluate information
• comparing different ideas from both counterparts to draw conclusions
• analysing and providing evidence from text to identify the effectiveness of persuasion.

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:

• develop creative responses using a variety of language techniques
• identify the structure of an email
• base their response on the information provided in the text, not on prior knowledge of the topic
• respond effectively with clear reasons why they need to study in Jordan instead of Lebanon
• provide responses with detailed references to Ghassan’s grandfather email
• communicate their ideas in an authentic and sophisticated vocabulary using correct grammar, for example,

الحياة عبارة عن فرص، إذا ضيعها الإنسان فكأنما يفوت على نفسه قطار النجاح والتحدي.

Areas for students to improve include:

• developing their ideas, for example, commenting on the reasons behind Ghassan’s decision to study in Jordan
• reflecting on their opinions, not simply replying to the grandfather’s points
• elaborating on details and concerns outlined by the grandfather in the original text
• basing their response on the information provided in the text, not on prior knowledge of the topic.

Question 11

Students should:

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

In better responses, students were able to:

• respond to all parts of the question, in particular, witnessing an act of kindness
• write a message to a friend effectively
• convey that the message is to their friend describing what happened.

Areas for students to improve include:

• ensuring that the text is relevant to the question
• addressing the purpose and context effectively and creatively by including all relevant details
• planning the response for a clear sequence
• ensuring that both the text type (message to a friend) and the description of witnessing an act of kindness are clearly stated.

Question 12

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:

• sequence/structure ideas by using paragraphs
• demonstrate good understanding of audience, context, and purpose
• use language devices and features authentically and creatively relevant to the article
• write with high level of grammatical accuracy
• present their article effectively with correct structure (introduction, body and conclusion)
• write using paragraphs and linking words/expressions to organise their ideas
• present an effective reflection on the advantages of travel
• reflect the importance of traditions and travels for young people.

Areas for students to improve include:

• sequencing and developing their ideas
• identifying the correct audience
• using the relevant register consistently
• using structured language and reflective expressions to show the importance of maintaining traditions for young people, for example, (Q12a)

لِنسأل أنفسنا، هل يمكن أن تُعطي الشجرة ثمارا ناضجة إذا قطعت جُذورها؟، اللغة تحمل كُنوز الحضارة.

مُنذ طفولتنا ونحن نتعلم عن التقاليد وقد نُقشت في مخيلتنا، بعض الناس يرون بأن بعض التقاليد سجن لا مفر منه، نحن المستقبل ونحن أمل الأجيال.

• adhering to text type conventions of an article accurately and appropriately (Q12b)
• using the correct connectives in the article, for example,

بِإختصار، بات جليا، خِتاما، مِن جِهة، ومن جِهة أخرى..