Arabic Extension 2024 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
• provide a concise summary of their main argument(s) in the conclusion
• elaborate their ideas with a range of sophisticated vocabulary and sentence structures.

• provide meaningful examples referring to the specifics of the question asked not the general topic, for example, emphasising that young people today have more opportunities than their parents had, rather than just listing the opportunities, for example,

  لشباب اليَوم فُرصٌ أَكثَر ممّا كانَ لِأهلِهم

• provide both analysis and relevant examples in their response rather than just listing opinions and ideas, for example, differences between people lead to stronger relationships
• provide different types of evidence to support their point of view, such as statistics, comparison and anecdotes, for example,

الشَّباب باتوا لا يَعمَلونَ بِجد كَما كانَ الأَهْل

• use figurative language to emphasise a point of view, for example,

في بَحرِ الحَياةِ القاسي تَتنوَّعُ السُفُنُ الَّتِي تُتيحُ الفُرَص

• use Arabic idiomatic expressions to support their arguments
• demonstrate a high level of grammatical accuracy and effective use of connectives to sequence ideas.

Areas for students to improve include:

• planning the response and sequencing points clearly prior to delivering the monologue
• avoiding a narrative that is not clearly linked to the question
• avoiding the use of pre-learnt paragraphs and formulaic expressions that do not directly answer the question
• discussing each point in depth by identifying further aspects
• providing at least two examples relevant to the question
• providing global rather than personal examples
• adopting a point of view or stance.

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 providing a translation
• 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
• provide a judgement of how the porter’s incident changed the female character’s perspectives on trust with detailed reference to content and language techniques in the extract (Q1c)
• demonstrate understanding of how the issue of social status is explored with detailed references to the extract and other parts of the story (Q1d).

Areas for students to improve include:

• describing the policeman’s change in attitude with reference to the text (Q1b)
• avoiding literal translation and addressing the requirements of the question
• describing the protagonists’ perspective on trust and the changes with supporting evidence (Q1c)
• addressing and elaborating on at least four events from the extract and the whole text that reflect the issue of social class, for example, the protagonist’s interaction and judgement of the porter based on his social class and appearance and the way her friend and the school principal exploited the protagonist because of her social class (Q1d)
• referencing both the extract and the whole story.

Section I – Response to Prescribed Text – Part B

Students should:

• read the question carefully and address all parts in their response
• 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 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 the response.

In better responses, students were able to:

• describe the challenges and obstacles overcome by the protagonist by using relevant information and examples from the short story And the statue broke
• 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 reflect on the challenges overcome by the protagonist
• explain why the protagonist is receiving the award.

Areas for students to improve include:

• responding to the question effectively and accurately by including specific examples from the short story
• observing the interview conventions such as short interactions and the start and finish of an interview
• referring to the extract and providing examples.

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 the response is relevant to the question
• plan and sequence the 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 the appropriate word, expression or phrase for the context, purpose, and audience of the question
• ensure enough time to proofread and edit work.

In better responses, students were able to:

• adhere to the structure of an article for a local magazine
• support the argument with relevant examples by elaborating and extending ideas
• manipulate language creatively, for example,

يجب تسليط الضوء عليه

من وجهة نظري

تتصارع الافكار

تتحول لتصبح تربة قاحلة

كان ومازال

يجب تسليط الضوء

إن الوقت كالسيف إن لم تقطعه قطعك.

الحياة بئر عميق

سفينة العزم تبحر حتى تصل إلى هدفها.

كان وسيظل دائماً

سيُسلط الضوء عليه

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

Areas for students to improve include:

• providing depth and breadth of argument with well-chosen ideas, supported by concrete examples
• using a wide range of vocabulary to avoid repetition
• structuring the response effectively using correct sentence starters/topic sentences, for example,

في

في البداية

أولاً

وبالتالي

من ناحية أخرى

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

• using connectors and linking words to discuss different point of views, for example,

  هذا كله بسبب ...

  إذاً نستطيع القول ...

  في نهاية الأمر ...

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