Arabic Continuers 2024 HSC exam pack

Conversation

Students should:

• be prepared to communicate about 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
• use a range of vocabulary, expressions and language structures to respond appropriately to the questions
• provide information, express ideas and comment on their personal world
• be prepared to respond to questions from a different perspective
• be prepared to respond to questions that relate to past, present and future aspects of their personal world
• avoid repetition of the same vocabulary, phrases and expressions
• manipulate the language to fulfil the requirements of the question
• 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

اللغة العربية  هي اللغة التي تُعيدُني إلى كياني - إزالة الحواجزَ بين الشعوبِ.

هنا جذوري، هنا قلبي، هنا لغتي، كيفَ أوضِحُ؟ فهل بالعشْقِ إيضاحُ؟

• answer the questions with minimal hesitation, allowing the conversation to flow at a good pace
• answer questions with relevant information and in some depth, for example, to communicate feelings, provide opinions and justify their responses
• use sophisticated language and phrases, for example,

        قد اجتزتُ عقباتٍ كثيرةٍ وتحَديتُ صعوباتٍ لا حَصْرَ لها وها أنا ألامِسُ ذُرْوَةَ النَّجاحِ

       تتراقصُ في داخلي مشاعرٌ تَتَعاقبُ بين الأملِ والقلَقِ

• use various figurative language to express opinion or feelings, for example,

 الحياة كالموجة يجب أن نتعلَّمَ ركوبها بدل أن نخشى غرَقها

     منذ نعومة أظافري – تائهة في بحر الكلمات والشعر -  صندوق أسراري

• use idioms/proverbs to support a point of view, for example,

  أعزُّ مكانٍ في الدنيا سرج سابحٍ و خيرُ جلييس في الأنام كتاب.

• provide reasons when discussing preferences, for example,

  أنا أفضِّل – أنا أعتبرُ – برأي

• use a variety of grammatical structures, adjectives and language devices so that responses sound authentic, for example,

    بقلبٍ شجاعٍ وبعقلٍ حكيمٍ لا يعرفُ الإكتفاء – لغة ساحِرة غنية بمفرداتها

 كأنَّ هناكَ عاصفة هائجة في داخلي تكادُ تخنقني- العائلة أساسُ المجتمع

• use descriptive language to enhance the content of the response, for example,

لهيبُ طموحٍ لا ينتهي لغدٍ أفضلَ كالنهرِ الَّذي لا يتوقف – قهقهة تملاُ قلوبنا – الرَّقص مع الحياة

   سجينة ذلكَ القفص الذَّهبيّ - غارقة على كرسيّ - حنانها كشمسٍ تضيُ الدار

• present an opinion and provide supporting evidence with real life experiences and/or examples to consolidate ideas.

Areas for students to improve include:

• speaking fluently and confidently with good intonation and pronunciation
• responding in full sentences rather than using short phrases
• using evidence to support opinions and points of view to meet the requirements of specific questions
• using figurative language such as similes and metaphors
• using a variety of grammatical structures and language devices so that responses sound authentic
• pacing their expressions of ideas to be expressive and not speaking too quickly
• understanding the difference between masculine and feminine
• avoiding repetition throughout the conversation
• avoiding the use of 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 onto 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 key information from the text relevant to the question (Q1)
• interpret the information in the text to identify the relevant audience for the advertisement (Q2)
• provide a well-structured response showing the benefits for the mother taking up the offer with detailed reference to key information (Q3)
• provide a thorough explanation by including clear reasons for the success of Fares’s show (Q5)
• use the information from the text to infer the implications and justify the decision taken by the father (Q6)
• interpret the content to explain the feelings experienced by Hadi throughout the conversation (Q7)
• provide a detailed explanation of the effectiveness of the speaker in conveying her message by referencing both content and language (Q8).

Areas for students to improve include:

• understanding the requirements of the question to provide accurate and relevant information
• using evidence from the text to support each benefit, for example, financial savings, time efficiency, personal advantages
• explaining how specific elements of the show helped it stand out or resonate with viewers
• formulating a coherent answer with elaboration, using their own analysis of feelings with specific descriptive language from text
• interpreting content by stating each quote from the text, identifying the technique used and analysing its effectiveness in this context.

Reading and Responding – Part A

Students should:

• read the title, the questions and the whole text before responding
• use only the lines or space beneath the question for their 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 the 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:

• locate relevant information related to the reasons for choosing Mounir to be interviewed (Q9a)
• interpret relevant details from the text related to Mounir’s results and support the response with reference to the text (Q9b)
• consider the positives and negatives in the text and reference these to explain the changes in Mounir’s attitude (Q9c)
• demonstrate understanding of the detailed textual references to draw a logical conclusion of the benefits of the decision Farid made (Q10b)
• compare the similarities and differences of the attitudes towards the topics raised (Q10c)
• interpret the textual references using both content and language to evaluate how the writer conveys her feelings (Q10d).

Areas for students to improve include:

• identifying key information relevant to the question
• interpreting the effectiveness of language used to describe the attitude conveyed by the writer
• explaining Mounir’s change of attitude towards the Arabic language by providing specific textual references (Q9c)
• understanding relevant textual references to infer implications on attitude or feelings
• elaborating on ideas presented to convey the intended meaning rather than listing information
• comparing different ideas and considering similarities and differences to draw conclusions
• analysing and evaluating the textual and language reference used by the author to convey her feelings
• providing relevant examples and information from text to draw conclusions.

Reading and Responding – Part B

Students should:

• read the whole text in order to respond fully to the question
• plan effectively to organise their thoughts, paying attention to context, purpose and audience, as well as the type of text required by the 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 in order 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 the question
• use the appropriate register throughout the response
• use a variety of vocabulary and expressions and a range of grammatical structures
• edit their work to ensure clarity of the response.

In better responses, students were able to:

• address all aspects of the stimulus text
• identify the structure of an email
• respond authentically and creatively to all points mentioned using correct vocabulary and grammar, for example,

القيام بهذه الفعاليات يساعد الشباب لكي يحتضنوا ثقافتهم الأم، أما عن العرض الثقافي، لقد أحسنتم صُنعًا، التعرف على تقاليد بلدان أخرى والإنغماس في بحرها العميق

• respond effectively with clear reasons why they were not entirely satisfied.

Areas for students to improve include:

• avoiding simplistic reference to ideas contained in the stimulus
• reflecting on their experiences with emotions and effective language
• elaborating on details and concerns about the cultural day
• writing a response that is based on the information provided in the text, not on prior knowledge of the topic
• explaining the points related to the email by justifying the reasons why they were not entirely satisfied.

Writing in Arabic

Question 12

Students should:

• read the question carefully and 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 their work.

In better responses, students were able to:

• demonstrate understanding of audience, context, and purpose
• demonstrate features authentically and creatively relevant to the favourite TV show
• write a message that reflected on the reasons why the friend would enjoy the show.

Areas for students to improve include:

• providing reasons that explain why the friend would enjoy this particular TV show
• providing a range of reasons, using relevant language structures and features.

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

In better responses, students were able to:

• reflect on their experiences and show emotions by using appropriate language techniques and proper structures
• organise and sequence ideas and information with minor spelling and grammar mistakes.

Areas for students to improve include:

• using structured language and expressions that reflect on the experience of the summer work placement (Q13a)
• adhering to text type conventions of a diary entry (Q13b)
• manipulating language by using conjunctions and language devices

• using structured language and expressions to reflect on the new friendship, for example, (Q13b)

  إنَّ هذه الصداقة نقلتني من الزوايا المُعْتمة إلى النور، إنَّ هذه الصديقة توقدُ في نفسي نيران الحماسِ، قد أمْستْ هذه الصديقة توأم روحي