Arabic Extension 2025 HSC exam pack

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
• provide relevant examples beyond their personal experiences
• prepare a response to the question, rather than relying on pre-prepared material that may not address 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, for example,

  … في عالمٍ أصبحت فيه المعلومة في متناول يد الجميع
  (In a world where information is readily available to everyone)

• 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

• provide both analysis and relevant examples in their response, rather than just listing opinions and ideas, for example,

  …في عصرٍ أصبحت فيه التكنولوجيا ووسائل التواصل الاجتماعي في متناولِ الجميع، لا مجالَ للتذرّعِ بالظروفِ، فالمسؤوليةُ تقعُ على عاتقِ
  (In an era where technology and social media are readily available to everyone, there is no room for excuses based on circumstances, the responsibility lies with...)

• 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, for example,

  ...الإصرارُ والعزيمةُ هما مفتاحُ تجاوزِ العقباتِ مع ارتقاء الحياة وتطور العلم لا عذر للفشل 
  (Persistence and determination are the key to overcoming obstacles. With the advancement of life and the development of science, there is no excuse for failure)

• demonstrate a high level of grammatical accuracy, for example,

  يجبُ على كلِّ فردٍ أن يتحمّلَ مسؤوليةَ قراراتهِ وأفعالهِ. 
  (Every individual must bear responsibility for their decisions and actions) and
   لا يوجدُ أيُّ سببٍ منطقيٍّ لعدمِ تحقيقِ الأهدافِ في عصرٍ تتوفرُ فيهِ كلُّ الإمكانياتِ.
  (There is no logical reason not to achieve goals in an era where all possibilities are available).

Areas for students to improve include:

• using grammatically correct sentences and paragraphs, for example,

  عيش الحياة بافراحها وسوادها والتعلم من كل تجربة نعيشها لاكتشاف النفس والذات 
  (Live life with its joys and sorrows, and learn from every experience we live in order to discover ourselves)

• using a variety of connectors and linking words to help deliver a cohesive and well-structured argument, for example,

  من ناحية أولى (on the one hand)
   بالإضافة إلى ذلك (in addition)
   على الرغم من ذلك (despite that)
   من ناحية أخرى الجدير بالذكر (on the other hand, it is worth mentioning)

• delivering their point with clarity, for example,

  مثلا: التعليم الحقيقي يحصل عندما نسافر ونتعرف على ثقافات وعادات نكتشف من خلالها \أن فسنا ونصبح ناضجين أكثر 
  (True learning happens when we travel and learn about cultures and customs, through which we discover ourselves and become more mature)

• supporting their argument using quotes and statistics, for example,

  “ مثلا “من جد وجد ومن زرع حصد ومن سار على الدرب وصل”
  (“He who strives finds, he who sows reaps, and he who walks the path arrives.”).

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
• use the lines given as an indication of the length of response required. 

In better responses, students were able to:

• explain that Na'ela and her friend have a close relationship, and provide clear examples from the text to support this (Q1b)
• clearly identify and account for the changes of tone in the text and provide appropriate textual evidence to support their points (Q1c)
• demonstrate an understanding of how the issue of the pivotal parental role is shown, with clear analysis and detailed references to the extract and the two stories
• draw a comparison between the two stories (Q1d)
• analyse an extract, analyse the whole text of the short story, The old house, and analyse the short story The carpet (Q1d).

Areas for students to improve include:

• providing an example of a physical characteristic or a personality trait of the grandfather as remembered by Na'ela (Q1a)
• explaining why Na'ela's tone changed and providing supporting evidence from the text (Q1c)
• understanding the meaning of the quote(s) in their responses, and in addition, analysing the meaning of the quote(s) and explaining how these relate to the question (Q1d)
• providing more evidence from the whole text The carpet and comparing the two stories (Q1d).

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 events and themes using relevant information and examples from the short story The Parisian night
• respond with creativity by demonstrating an understanding of the content of the short story
• manipulate language to reflect on the events of the story and the various issues experienced by the protagonist
• explain why the protagonist travelled and account for why she declined the invitation to dinner.

Areas for students to improve include:

• including specific details about the character and the story
• identifying the events that led to the decision in the extract
• identifying clearly the themes of the story and the issues raised, for example, cultural differences, traditions and values, perceptions and attitudes.

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
• use language effectively, including correct use of grammar and syntax to meet the requirement of the question
• use the dictionary where required to choose the appropriate word, expression or phrase for the context, purpose, and audience of the question. 

In better responses, students were able to:

• demonstrate consistent control of the text type and effectively support their ideas throughout the response

• use interrogative structures, such as rhetorical questions to engage the reader and provoke reflection, for example,

   هل سبق لك أن تساءلتَ عمّا تحتاجه الإدارة حتى تكون ناجحة؟ ؟ 
  (Have you ever asked yourself what makes an administration successful?)

• use imperative forms to further strengthen the persuasive tone, for example,

   أريدك أن تقف الآن، وأن تنظر حولك ... 
  (I urge you to stand right now and look around you) 

• include lists and descriptive techniques to enhance the argument and provide vivid examples, for example,

  شباب اليوم أصبح متحررًا بشكل يزيد عن الحد... 
  (Today's youth has become extremely liberal) 

• use connectors effectively to create cohesion and coherence in the text

 في البداية (in the beginning)

أولاً (Firstly)

وبالتالي (Hence)

من ناحية أخرى (on the other hand)

بالإضافة إلى ذلك (Additionally)

على الرغم من ذلك (despite this)

على سبيل المثال (for example)

نتيجة لذلك (because of this).

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 and paragraphs
• using text connectives to create complex sentences within the sentences and paragraphs
• structuring their response effectively using correct sentence starters/topic sentences, for example,

ي البداية (in the beginning)

وبالتا ي لى (and so/thus)

من ناحية أخرى (on the other hand)

• using text connectives to create complex sentences within the sentences and paragraphs, and using connectors and linking words to discuss different point of views, for example,

هذا كله بسبب (this is all because of)

إذاً نستطيع القول (so we can say)

في نهاية الأمر (in the end)

بالإضافة إلى ذل ك (in addition to that)

على الرغم من ذلك (despite that)

على سبيل المثا ل (for example)

نتيج ة لذل ك (as a result).