Modern Hebrew Continuers 2022 HSC exam pack

Conversation

Students should:

• be prepared to communicate on a variety of topics relating to their personal world
• elaborate and provide relevant details to address the questions in a way that engages with the examiner
• express ideas and opinions that justify their point of view by providing depth and insight in their responses rather than only giving short pre-prepared responses
• 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:

• manipulate a variety of tenses
• provide opinions, justifications and comparisons effectively, without prompting, and directly relate them to the question
• answer unexpected questions and support responses with opinions, reasons, comparisons and examples
• use sophisticated conjunctions and connecting words, for example,

בהתחשב בעובדה / בזכות / יתר על כך / מעבר לכך / על מנת

Areas for students to improve include:

• revising accurate verb conjugation when describing events in the past, present and future
• avoiding anglicism or direct translation from English, for example,

  • זה בגלל למה אני בחרתי ← זו הסיבה שבחרתי

  • אני רוצה ללכת לישראל. ← אני רוצה לנסוע לישראל.

  • אני רוצה ללכת על התכנית. ← אני רוצה להשתתף בתוכנית.

  • אני רוצה ללכת לאניברסיטה. ← אני רוצה ללמוד באניברסיטה.

• revising the use of the preposition ‘to’ and ‘in’ before the definite article, for example,

  • להבית ← לבית

  • בהכיתה ← בכיתה

• forming the adverb correctly by using the singular masculine adjective form, for example,

  • אני מרגישה יותר טובה. ← אני מרגישה יותר טוב.

• distinguishing between the two forms of the verb ‘to know’ in Hebrew, for example,

  • לדעת  דברים

  • להכיר אנשים

• avoiding using the verb ‘do’ incorrectly, for example,

  • עושה אומנות ← עוסק באומנת

  • עושה כלים ← רוחץ/ שוטף כלים

  • עשיתי את בר המצווה שלי ← חגגתי את בר המצווה שלי

• revising irregular plural forms of nouns and agreement with adjectives, for example,

  • מקומות אחרים / מקורות שונים

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 in-depth topic.

In better responses, students were able to:

• demonstrate an in-depth understanding of the chosen topic by providing ideas from a variety of perspectives, for example,

  • בחרתי בנושא הזה בעקבות השיחה שניהלתי עם... ורציתי לראות אם נעשו שינויים מאז

  • הנושא הזה חושף את משמעות הזהויות והמסורות התרבותיות של הישראלים             

  • בניגוד לאמונה הרווחת

• use vocabulary appropriate to the discussion of the literary source, for example,

  • המשוררת השתמשה במטאפורות רבות כדי לבטא...

  • המשמעות הפיגורטיבית כאן מרמזת...

  • המחבר השתמש בהאנשה כדי לחשוף...

Areas for students to improve include:

• presenting their own opinion about the topic and drawing conclusions by using the language of reflection and justification

  • כתוצאה מכך

  • לסיכום

  • הנושא המשמעותי ביותר שעלה מהמחקר הזה היה...  

• analysing and comparing the ways the topic is explored from the perspective of different texts, for example,

  • בעוד שהמקור הראשון אינפורמטיבי יותר ללא דעות קדומות, המקור השני מציג את דעתו של…

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:

• identify the advantages for both the wedding couple and the guests (Q1)
• clarify that the change was reducing the speed limit (Q2)
• mention all aspects of advice given (Q4)
• identify the characteristics of the school and express them concisely, for example, ‘accessibility for students with disabilities’ rather than ‘in the school there are wide paths and toilets for people with wheelchairs’ (Q5)
• state how the mother conveys her message to encourage/give advice/reassure her son, for example, לעודד/לייעץ/להרגיע (Q6)
• identify that the grandmother’s purpose for the trip was to teach her granddaughters about the family history and the history of the places in which she grew up (Q7a)
• identify characteristics of the grandmother as being determined/cheeky/getting her own way when she compromised with her granddaughters’ requests but still intended to achieve her purpose for the trip as well (Q7b).

Areas for students to improve include:

• stating what is similar and what is different when asked to compare (Q2)
• responding succinctly when asked to summarise (Q5).

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:

• compare providing the point of agreement between Rivka and Yosef that both were concerned for the environment and believe that cars contribute to pollution, as well as the differences in their opinions (Q8a)
• state Yosef’s opinion and link the language back to his opinion, for example, Yosef uses the metaphor ‘burning in your heart and soul’ to emphasise how passionate he is about caring for the environment (Q8b)
• explain how each of Yael’s comments related to a specific concern raised by Gil (Q8c)
• mention that the school addressed Noam’s concerns to some extent but not fully, and explained which concerns were addressed and how, and which were not (Q9b).

Areas for students to improve include:

• providing a comparison should include what is similar and what is different (Q8a)
• stating the opinion/view when the question requires demonstrating how an opinion is expressed (Q8b)
• refraining from recounting the information in the text rather than addressing requirements of the question (Q8c) and (Q9b)
• focusing on key aspects of the question, such as ‘To the extent does …’ and addressing each concern and how the school dealt with it or not (Q9b).

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:

• acknowledge the friend for sending the advertisement
• use appropriate language to be writing to a friend, such as ‘but you remember that I was never good with time constraints at school, so I’m not sure that I am suitable’ or ‘do you really think I am suitable for the job?’, for example,

״אתה הרי זוכר שאף פעם לא הייתי טוב בעמידה בזמנים בבית הספר אז אני לא חושב שאני מתאים״ / ״את באמת חושבת שאני מתאימה?״

• refer to the stay in France
• address all the points without quoting from the original text
• manipulate phrases and expressions in their own words to demonstrate understanding of the text ‘the ad mentions that the work is with flexible hours and is conducted form home and this is perfect for me as I can fit it in with my university studies and won’t be wasting time on travel’, for example,

״המודעה אומרת שהעבודה גמישה מבחינת שעות העבודה ומתבצעת מהבית וזה מושלם בשבילי, כי אני יכולה לשלב את זה עם הלימודים באוניברסיטה ואני לא צריכה לבזבז זמן על נסיעות״

Areas for students to improve include:

• avoiding using expressions from the text as their own
• avoiding including additional information that does not make sense.

Writing in Hebrew

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
• use the dictionary effectively by selecting vocabulary to suit the context
• proofread and edit their work
• adhere to the suggested word length.

In better responses, students were able to:

• use a variety of grammar structures accurately and manipulate verbs in all the tenses
• describe their feelings in relation to their grandparents’ departure (Q11a), for example,

״אני לא מאמין שאתם משאירים אותנו פה בלי משפחה ועוברים כדי להיות עם דוד ודודה באמריקה. ואיך אתם יכולים לעזוב את ישראל? ....... אני מבין שאתם צריכים לעזור להם עכשיו אבל גם אני צריך אתכם״

• include shared experiences with the grandparents to support their feelings, for example,

״סבתא, אני כבר מתגעגע לחמין שלך שאני כל כך אוהב. אימא ניסתה לבשל כמוך אבל זה אפילו לא קרוב!״ ״עם מי אני אשחק משחקי קופסה בשבת?״

• acknowledge the reasons for the grandparents move, for example,

״אני יודע שאתם רוצים להיות עם דוד ודודה באמריקה כי נולד להם תינוק, אבל להם יש כבר סבא וסבתא אחרים שם ולי יש רק אתכם״

• express their thoughts about the 75-year-old mall and the proposed new one, and take a stance by either lamenting the loss of the old mall or celebrating the proposal for a new mall, or seeing the benefit in both, for example,

״לא נוכל ללכת לקנות גלידה בחנות שאנחנו כל כך אוהבים ואפילו אימא ואבא שלי הלכו לשם בילדות שלהם״  או. ״איזה כיף, לפחות עכשיו יהיו שירותים מודרניים ונקיים ולא השירותים שיש בהם ריח רע כל הזמן..... ויהיה קולנוע עם כסאות חדשים ונוכל לראות את כל הסרטים החדשים בנוח״

• use informal language appropriate to writing to a friend and explain the reason for writing the letter.

Areas for students to improve include:

• revising conjugation of verbs for all tenses
• using appropriate language to describe feelings to grandparents (Q11a) or expressing thoughts to a friend (Q11b)
• referring to the significance of replacing the 75 year old mall.