Arabic Extension 2022 HSC exam pack

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 a clear standpoint in the introduction
• maintain the stance taken throughout the monologue
• present a coherent argument with an introduction, relevant supporting points and examples along with a conclusion where they restate their point
• communicate ideas confidently and fluently, with authentic intonation
• address all key words of the questions
• argue through analysing and providing comparison instead of only describing, advising or recounting
• present a clear argument demonstrating a variety of ideas
• provide depth to the monologue by utilising relevant and sophisticated examples which extend beyond personal experiences
• make good use of linking words to illustrate the argument, for example,

          ...بناء على ما تقدّم أنا اؤمن بأنّ... إضافة الى ذلك

• use idiomatic expressions that were clear and relevant to the question
• use language features to support their argument such as high modality, rhetorical questions, metaphors and similes.

Areas for students to improve include:

• giving an ambiguous answer to the question, discussing both sides of the argument
• structuring an argument and linking ideas
• providing supporting points and examples instead of providing one supporting point and multiple examples for the same point
• manipulating language effectively to fit the question, instead of using prepared material in their responses
• maintaining a high level of grammatical accuracy
• demonstrating a high level of linguistic competence using sophisticated vocabulary and sentence structures
• applying persuasive devices in argument to support their point of view

           ... أنا واثقٌ بأنّ.. لا شكّ أنّ          

• using rhetorical questions and idiomatic expressions to enhance their responses.

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 in detail why Asma’s mother stopped interfering in her daughter’s marriage using reference from the extract (Q1a)
• describe accurately and precisely how Wedad’s mother is portrayed in the extract (Q1b)
• support their answer effectively by giving detailed reference to the extract of Wedad’s feeling about Wafiq’s decision (Q1c)
• analyse in depth how a wealth gap is portrayed in the extract and one other part of the short story with excellent examples and reference (Q1d).

Areas for students to improve include:

• supporting their answer with evidence and avoiding a direct translation from the extract
• elaborating on their ideas and not making general statements that are not related to the extract and the short story
• referring to the questions when answering to avoid misinterpretation and responding with irrelevant information.

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 context, purpose 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 in their response.

In better responses, students were able to:

• demonstrate a perceptive understanding of the extract and develop a well-structured and sophisticated conversation including all elements
• discuss cultural boundaries that affected Captain Kelly’s life
• acknowledge that Captain Kelly is an older man now and getting back with Nadine or Flomeena is not an option
• demonstrate awareness of the effect of migration on individuals during the time the story was written
• demonstrate understanding of Captain Kelly’s emotional and social status
• write effectively and creatively about the anger and the resentment of Captain Kelly towards his aunty and vice-versa and how it is too late to reconcile with each other.

Areas for students to improve include:

• extending their answer to include all ideas in the extract and write a better conversation
• inferring meaning of events presented in the extract especially Nadine’s visit to aunty Saeeda
• using language features to express opinion
• reflecting on Captain Kelly’s hardship and what he went through
• comparing between Flomeena and Nadine as the two are very different in the way they live; one lives in the village and the other is independent
• writing about how culture and customs impacted Captain Kelly’s and Flomeena’s lives.

Writing in Arabic

Students should:

• address all aspects of the question
• write in the relevant text type as specified in the question
• use appropriate register consistently throughout the response
• ensure that the content of their response is relevant to the question
• plan and sequence their response to ensure it 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
• proofread and edit their work.

In better responses, students were able to:

• write using the correct format of a response
• express their opinion by presenting appropriate examples and evidence
• write effectively with sophistication answering all aspects of the question and statement provided
• present their response coherently with high grammatical accuracy.

Areas for students to improve include:

• using Modern Standard Arabic and avoiding colloquialism and dialects
• using relevant examples and evidence to strengthen their response
• writing using the correct structure of a response.