Arabic Extension 2020 HSC exam pack

Extension – Monologue

Students should:

• use the seven minutes preparation time to prepare points which can be used to deliver a logical and coherent monologue
• state the question to which they are responding
• speak for approximately three minutes
• address all parts of the question
• adopt a point of view or stance and provide appropriate examples that link their argument to the question
• avoid solely recounting their own experiences in order to answer the question
• avoid using pre-prepared material that may be irrelevant to the question
• use a variety of vocabulary, sentence structures and expressions which are suitable to the issue addressed in the question
• provide a conclusion that is not a repetition of the introduction.

In better responses, students were able to:

• present and develop a well-structured argument by including an opening statement, body and conclusion
• structure their response in a logical manner, using relevant ideas and more than two examples related to the question
• elaborate their ideas and opinions with creativity and sophistication of language
• substantiate their argument with detailed examples addressing the underlying issues raised in the question link and sequence their ideas logically
• present a clear stance in the introduction and re-state their position in the conclusion
• use conjunctions correctly to link ideas and point(s) of view
• use rhetorical questions in their introduction
• communicate ideas confidently and fluently, with authentic intonation and pronunciation and with only minor inaccuracies
• present their argument using a range of grammatical features, appropriate vocabulary and sentence structures.

Areas for students to improve include:

• providing evidence, reasons and/or examples
• giving relevant ideas to support their argument
• avoiding the repetition of words/phrases, ideas and examples
• stating their agreement or disagreement at the beginning of their monologue
• developing a well, structured response that includes an introduction, body and conclusion
• avoiding detailed reference to the prescribed text, but rather referring to the prescribed issues
• using correct grammatical conventions, for example, Particles of Exception أدوات الإستثناء
• applying persuasive languages devices
• choosing correct vocabulary to express ideas about issues raised in the question.

Response to Prescribed Text – Part A

Students should:

• read the whole extract before attempting to answer the questions
• read the questions carefully and address all aspects in their response
• explain the quotes given in Arabic and their significance in the relevant context rather than just translating them
• demonstrate knowledge of all the extracts for study and the whole prescribed text where required
• respond in English using their own words
• use the lines given as an indication of length of response required.

In better responses, students were able to:

• explain thoroughly how Mona used Layla as an example to inspire Huyam, for example, her love and passion for music (Q1a)
• provide an accurate translation and a thorough explanation of the statement (Q1b)
• provide a good explanation for the language used in Nahla’s opinion about music (Q1c)
• demonstrate a thorough explanation of the effects of Layla’s death on Mona’s life, for example, Mona changed her life and moved into teaching, Mona sacrificed her dream to organise a band because of Layla’s death, Mona’s relationship with Nahla changed (Q1d).

Areas for students to improve include:

• avoiding making generalisations without supporting evidence from the prescribed text (Q1d)
• retelling the events from the story without providing analysis and evaluation (Q1d)
• ensuring that they answer the question asked and not responding with irrelevant information not related to the prescribed text (Q1d).

Response to Prescribed Text – Part B

Students should:

• address all parts of the question fully
• write in the type of text as specified in the question
• address the specified purpose, context and audience of the question
• write from a particular perspective as required by the question
• demonstrate their knowledge of the chosen extract and other relevant parts of the text when responding to the question
• support their response with evidence from the text
• use their own words and avoid translating the text as part of their response.

In better responses, students were able to:

• clarify Khazma’s reasons to visit her husband’s grave
• demonstrate their understanding of Khazma’s feelings after the death of her husband, such as grief, sadness, loneliness, feeling lost, confused, revolted and shocked
• show knowledge of content and sequence of ideas
• explain how culture and tradition have affected Khazma’s life from her childhood to her married life
• use the correct form and structure of the required text type, a diary entry; date, start, feelings, use of rhetorical question (Q2).

Areas for students to improve include:

• learning to refer to the extract from the prescribed text and using the content of the story to reply
• using sophisticated vocabulary and manipulating language effectively to express Khazma’s feelings.

Writing in Arabic

Students should:

• address all aspects of the question
• write in the relevant text type required by the question
• use appropriate register throughout the response
• ensure that the content of their response is relevant to the question
• plan and sequence their response to ensure that their response is coherent
• demonstrate knowledge of vocabulary, expressions and where relevant, idiomatic language related to the issues prescribed for study
• support their argument, point of view or opinion with relevant ideas and information
• manipulate the language authentically and creatively with correct use of grammar and syntax to meet the requirements of the task
• use the dictionary to choose appropriate word, expression or phrase for the context, purpose and audience of the question
• ensure there is enough time to edit their work.

In better responses, students were able to:

• use the correct text type
• present a coherent argument and present appropriate examples to support a point of view, such as happiness starts from the inner self, money and friends do not provide happiness
• use language which engages the audience.

Areas for students to improve include:

• using formal Arabic language
• using appropriate and relevant short examples to strengthen and support their argument and avoid telling a story or one incident from the student’s life
• proofreading the response to avoid grammatical mistakes and increase accuracy.