Modern Hebrew Continuers 2020 HSC exam pack

Conversation

Students should:

• be prepared to communicate on a variety of topics relating to their personal world
• answer the question asked rather than presenting pre-prepared responses
• express their ideas and opinions and justify their point of view
• elaborate using a variety of vocabulary, phrases and expressions suitable to the question asked
• use a range of tenses and be prepared to reflect on the past, present and future
• manipulate the language to fulfil the requirements of the question
• avoid the repetition of the same vocabulary, phrases, expressions and grammatical structures
• be prepared to be interrupted by the examiner
• use Modern Hebrew to ask for repetition and/or clarification of the question.

In better responses, students were able to:

• respond in depth to a range of questions
• demonstrate reflection on various aspects of their personal world
• manipulate language accurately using appropriate vocabulary, tenses and grammatical structures to address questions
• use connectives and expressions of cause and effect to respond coherently.

Areas for students to improve include:

• expressing their ideas and opinions about their personal world
• using a wide variety of vocabulary to avoid repetition of common basic words
• agreeing adjectives to irregular plural nouns, for example,

מקומות חדשים / בפעמים קודמות

• differentiating between impersonal passive construct and active voice, for example,

   מותר / מאפשר

• conjugating verbs when describing events in the past, present and future, for example,

הוא הסביר, הוא מסביר, הוא יסביר  

• using suitable prepositions in context, for example,

משתמש ב... / עוזר ל.../ מדבר בטלפון.

Discussion

In preparation for the Discussion

Students should:

• choose a topic that has good quality reference texts and sources available
• prepare for the discussion by referring to at least three texts in their research
• ensure that one of the texts used in their research is a literary source.

During the Discussion examination

Students should:

• support their discussion with evidence from the texts that they have sourced
• express and justify opinions and points of view on the in-depth study topic
• reflect on their research findings to help them express opinions or develop new perceptions about their in-depth topic
• manipulate language to respond in a coherent and logical way to the questions asked
• use a variety of relevant vocabulary, grammar, sentence structures and expressions
• avoid responding with pre-prepared responses that do not address the question asked
• avoid relying on general knowledge about the topic of in-depth topic.

In better responses, students were able to:

• discuss issues regarding their chosen topic from a range of perspectives
• compare and evaluate different views presented in the texts used for research
• use a variety of vocabulary, expressions and language structures relevant to the in-depth topic of study.

Areas for students to improve include:

• choosing a topic for their in-depth study that facilitates taking a stance and expressing an opinion or point of view
• presenting their own ideas and opinions on their topic and referring to their sources to support their comments
• reflecting on findings rather than recounting or summarising information.

Listening and Responding

Students should:

• make notes in the Candidate’s Notes column on the right-hand side of the page
• read the question carefully and respond to all parts of the question
• support their responses with relevant evidence from the text
• transcribe their response on to the lines, using the space allocated beneath the question
• use the number of lines as an indication of the required length of the response
• support their responses with reference to relevant content and language, using their own words
• avoid translating the text as part of their response.

In better responses, students were able to:

• express that the purpose of the advertisement was to encourage people not to use their cars to go to the stadium (Q3a)
• understand that one of the changes was that there are special parking spaces for bicycles and storage for helmets (Q3b)
• provide a succinct and concise response in outlining the benefits of studying in the library (Q4)
• explain why there were changes in David’s emotions rather than just name the different emotions that David felt during the conversation (Q5)
• suggest feedback that could help Danny succeed in the future rather than just retelling what happened during the audition (Q6)
• identify Ya’el’s character traits and explain what the listener learns about her personality, using their own words in Modern Hebrew (Q7).

Areas for students to improve include:

• providing all details to fully respond to questions
• avoiding listing details that do not address the key words of the question such as, ‘account for’, ‘what is the purpose’
• using the dot points and lines for length of response in a question that requires a summary (Q4)
• using their own words to give evidence from the text to support their response.

Reading and Responding

Part A

Students should:

• read the title, questions and the whole text before responding
• use only the lines or space beneath the question for the response
• support their responses with reference to content and language, using their own words
• be succinct in their responses, addressing the relevant details required by the question and avoiding repetition
• focus on key words in the question, for example, ‘how’, ‘why’, ‘explain’, ‘justify’  and respond in relation to the context of the text
• read the whole text in order to demonstrate understanding of relevant information and ideas
• identify the key issue(s) and provide examples to substantiate their response when asked to analyse or evaluate information
• draw a conclusion or justify a point of view using their own words
• provide a succinct response of main points or ideas when asked to summarise
• avoid providing a literal translation of text
• use the dictionary appropriately to find the correct meaning of the word(s) or expressions in context.

In better responses, students were able to:

• identify that saving money was not the only reason motivating the manager to want to make changes to the working conditions but also that continued low sales over the last few years was influencing his decision as well (Q8a)
• align the two options available in the proposed changes to the working week with the choice that Chana and Moshe are most likely to make (Q8b)
• respond to the key word(s) in the question, for example ‘How … influence Ron’ (Q8c)
• explain how appropriate the title of the article is using their own words, without simply translating the title (Q9b)
• address the question by providing the complaints that could have been received that would motivate the government to make improvements on the initiative, rather than outlining the improvements (Q9c).

Areas for students to improve include:

• avoiding translating sections of the texts as part of their response
• addressing all the key elements of the question
• using their own words.

Part B

Students should:

• respond to the question asked in relation to the text
• read the entire text in order to respond fully to the question
• use the conventions of the type of text required by the question
• demonstrate understanding of the whole text in their response and not just respond to questions asked in the text
• focus on all relevant information and key points raised in the text in order to respond to comments made, requests for advice, issues discussed and observations made
• use the appropriate register throughout the response
• provide a creative and authentic response in relation to the text and question
• use a variety of vocabulary and expressions and a range of grammatical structures
• plan effectively to organise their thoughts, paying attention to purpose, audience, context and the type of text required in question
• edit their work to ensure clarity of the response.

In better responses, students were able to:

• write a promotional text that would encourage people to book a stay at the hotel
• refer creatively to all the details, such as the condition of the rooms (size, lighting, temperature); location of the hotel, for example (‘I stepped out of the hotel straight on to Broadway’, ‘the hotel is within walking distance of shops, cafés and the beach’); quality of the restaurants and its workers; quality of the internet and its ability to support online work, (‘I rely on fast internet to upload my photos onto my website and was not disappointed’); the price; value for money and the service
• use appropriate vocabulary, idiomatic expressions and grammatical structures to persuade people to stay at the hotel.

Areas for students to improve include:

• using promotional and persuasive language that targets the purpose of the text, that is to encourage people to make a booking at the hotel
• using a range of adjectives and phrases to describe the benefits of the hotel.

Writing in Language

Students should:

• read the question carefully and address all parts of the question
• plan their response to ensure a clear structure and sequence
• use the appropriate register and conventions of the type of text required
• commence and conclude appropriately
• manipulate the language to suit the requirements of the task
• use a variety of tenses, phrases and structures appropriate to the requirements of the question
• proofread and edit their work 
• adhere to the suggested word length.

In better responses, students were able to:

• use authentic persuasive language
• address the audience directly
• provide a number of valid arguments to support the views they are presenting at the assembly
• use appropriate register for addressing students at an assembly
• include arguments that would persuade a target audience of students
• use complex language and syntax correctly and effectively.

Areas for students to improve include:

• using appropriate language for a speech, such as suitable opening words for a speech at a school assembly (acknowledging principal, teachers and so on), directly addressing audience, sequencing their arguments to persuade in a logical and coherent manner
• revising all tenses and conjugation of verbs and use of prepositions
• avoiding repetition of the same idea throughout the speech
• using rhetorical questions to directly address and engage the audience.