Arabic Extension 2023 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:

• communicate ideas and information confidently and fluently, using authentic language features, pronunciation and intonation
• develop logical and well-structured arguments with a clear introduction and conclusion, maintaining a logical flow of ideas
• present a concise summary of their main argument(s) in the conclusion
• provide meaningful examples referring to the specifics of the question asked not the general topic. For example, emphasising that accepting challenges is the only way to move forward, not just accepting in general that challenges are essential to move forward,

قبول التحديات هو السبيل الوحيد للتقدم في الحياة

• provide both analysis and relevant examples in the response rather than listing opinions and ideas. For example, providing arguments for and against the statement such as ‘Behind every successful person is a successful family’,

  وراء كل شخص ناجح، عائلة ناجحة’

• provide different types of evidence to support their point of view, such as statistics, comparison and anecdotes
• express complex ideas with a range of sophisticated vocabulary and sentence structures
• demonstrate a high level of grammatical accuracy and effective use of connectives to sequence ideas.

Areas for students to improve include:

• planning the response by sequencing points clearly prior to starting to speak
• using at least two examples relevant to the question that are global rather than personal examples
• adopting a point of view and providing appropriate examples that link the argument to the question
• discussing each point in depth by identifying further aspects.

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 and support their answers with reference to the text
• be specific to the question including detail and elaboration
• evaluate and analyse information and present it coherently.

Areas for students to improve include:

• describing Khazma’s surprise/shock to the given quote (Q1a)
• avoiding translation and addressing the requirements of the question
• describing Fares’s attitude and the changes with supporting evidence (Q1c)
• addressing and elaborating on all the relationships that reflect the gender inequality such as Fares and Khazma, Khazma and father, and mother and father
• referencing both the extract and the whole story.

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:

• write using the correct structure of the text type
• describe the character’s hopes and struggles by evaluating information and examples from the short story The suitcase
• explain why the character left her family home
• respond with creativity by demonstrating an understanding of the content of the short story
• manipulate the language to reflect on the events of the story and describe the hopes and disappointment.

Areas for students to improve include:

• demonstrating a good understanding of the prescribed text and evaluating information
• responding to the question effectively and accurately by including specific examples from the short story.

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 coherence
• 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 adhering to the structure of the script of a speech
• support their argument with examples by elaborating and extending their ideas
• manipulate the language creatively, for example,

هل تعتقدون بأن هذا الأمر طبيعي؟

تركنا خلفنا كنوز الحياة مثل الدراسة متناسين أنها المفتاح الذي سيوصلنا الى النجاح.

كفاكم مضيعة للوقت بمشاهدة مقاطع قصيرة لساعات طويلة. إن الوقت كالسيف إن لم تقطعه قطعك.

بين آراء مختلفة وأنماط حياة متنوعة أيضاً نرى أن ...

أقف أمامكم وقلبي مفعم بالحماس لأخبركم عن الوحش المختبىء في بيوتنا وثيابنا. الوحش الذي ننام ونستيقظ معه ولا نعرف كيف نحيا بدونه.

أليست هذه جريمة بحق الإنسانية؟

• present ideas coherently and effectively to meet the requirement of the task.

Areas for students to improve include:

• avoiding repetition of ideas
• using strong examples to illustrate and explain a point of view by linking back and referring to the question
• structuring their response effectively using correct sentence starters/topic sentences, for example,

 ... في مستهل الخطاب/الحديث 

 ... مع التقدم والتطور

 ... أتحدث اليكم يا شباب اليوم والغد 

 ... الحياة المثالية هي 

 ... حياة التكنولوجيا سلبت 

 ... في هذه الأيام 

 ... نصيحتي الأخيرة 

... أيها الحشد الكريم 

• using text connectives to create complex sentences within the sentences and paragraphs for example,

... هذا كله بسبب

... لا بأس بذلك ولكن أود منكم التفكير

... يعيشون في عالم التكنولوجيا أكثر مما يعيشون

... علاوة على ذلك

... إذاً نستطيع القول 

... في نهاية الأمر