Modern Hebrew Continuers 2023 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
• speak in Modern Hebrew to ask for repetition and/or clarification of the question.

In better responses, students were able to:

• speak with clear pronunciation, syntax, register and intonation
• answer the questions with minimal hesitation, allowing the conversation to flow at a natural pace
• answer questions with relevant information and in some depth, for example, to communicate feelings, provide opinions and justify their responses
• elaborate on their responses without extra prompts from the examiner
• respond in full sentences, using compound and complex sentences
• use language structures and features effectively to enhance their responses
• demonstrate excellent knowledge of a wide repertoire of vocabulary, for example,

הזולת, מתמיד,משקף

• accurately use tenses as required by the question.

Areas for students to improve include:

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

לקחתי מתמטיקה ← בחרתי במתמטיקה

אני רוצה ללכת לארץ. ← אני רוצה לנסוע לארץ.

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

אני רוצה לעשות אניברסיטה. ← אני רוצה ללמוד באניברסיטה.

• distinguishing between the verbs ‘ask’ and ‘ask for’, for example,

לשאול חברים אם הם יכולים לעזור

לבקש עזרה מחברים

• revising correct the preposition to follow verb, for example,

לעזור ל, תלוי ב

• ensuring that the modal verbs such as ‘want’, ‘must’ are followed by infinitive, for example,

אני רוצה לקנות דברים.

אני רוצה לבלות עם חברים.

• revising the position of the definite article in construct state of nouns, for example,

בית הספר, מזג האוויר

• using time expressions appropriately, for example,

הייתי שם שלוש שנים, לפני ארבע שנים.

Discussion

In preparation for the Discussion, students should:

• choose a topic that has reliable 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, for example,

בניגוד לאמונה הרווחת, יש דעות סותרות בנושא זה

• 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:

• ensure that sources chosen were relevant to the topic of in-depth study
• compare the validity and reliability of their texts
• refer to their sources and comment on how each source contributed to their understanding of the in-depth topic, for example,

המשוררת השתמשה במטאפורות רבות כדי לבטא...,המחבר השתמש בהאנשה כדי לחשוף...

• discuss how their research impacted on their views and helped them gain a better understanding of the in-depth topic, for example,

המחקר הזה שינה לחלוטין את השקפת ..., למרות שידעתי הרבה על הנושא, הופתעתי לגלות ...

• develop analytical approach to texts studied rather than memorise information from the texts
• provide logical and well-structured responses to questions
• come to insightful conclusions regarding issues raised in their research
• use specific vocabulary and expressions relating to the topic
• use complex sentences and idiomatic expressions effectively to strengthen and support their opinions
• respond using a high level of grammatical accuracy, sophisticated vocabulary and expressions
• manipulate the language effectively to support their ideas and justify their point of view.

Areas for students to improve include:

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

כתוצאה מכך, לסיכום, הנושא המשמעותי ביותר שעלה מהמחקר הזה היה ... 

• analysing the research by comparing and contrasting the 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:

• demonstrate that they understood that Yosef approached Chana specifically because he knew she wanted to do volunteer work and would be suitable for the role of keeping company to his grandfather (Q2)
• identify the main aspects of school life that are being changed, and respond succinctly in the form of a summary. For example, number and length of lessons per day, change of subject choices, choices of uniform (Q3)
• compare how each speaker felt about the end of daylight saving and explain why they felt happy or unhappy with the change of time (Q4)
• identify that Gila’s emotions changed from: being angry in the beginning, to shocked when she found out the reason why Yossi didn’t turn up to the training session was because he broke his hand; to disappointed that Yossi will not be able to play in next game and lastly; to being relieved that at least he will fully recover (Q5b)
• include all the services and activities the mother would most likely choose for her daughter’s birthday, and explain why they used their own words in Modern Hebrew (Q6)
• compare the similarities in Dana’s and Shai’s opinions about viewing artworks as well as the differences. For example, both appreciate and enjoy viewing artwork but whilst Shai considers an audio-visual exhibition provides a better experience, Dana prefers to go to an art gallery or exhibition where she can view the original works of art (Q7)
• present the opinions in the form of a comparison of each view, rather than including all opinions for Shai and then the same for Dana (Q7).

Areas for students to improve include:

• avoiding the retelling of the whole text or providing too much detail when the question requires a summary (Q3)
• focusing on key words in question such as ‘explain the change’ (Q5b)
• including similarities as well as differences in a comparison (Q7)
• avoiding listing when required to give a comparison (Q7)
• ensuring that they respond in Modern Hebrew or English as required
• avoiding responding in both Modern Hebrew and English in the same question.

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:

• translate and explain the quote to fulfil the requirements of the question (Q8b)
• identify the character traits of each of the bloggers and provide evidence from the text to support their view that Shachar is optimistic and flexible, Meital is sarcastic and dismissive of the issue while Yaakov takes the matter seriously and sees the broader impacts on society (Q8c)
• summarise Chaya’s main complaints (Q9a)
• identify that one of Chaya’s complaints was that her neighbour, Mr Altman, regularly rented out his apartment to tourists (Q9a)
• understand that Sarah also agrees that something needs to be done about the noise and rubbish. Unlike Chaya, she believes in dialogue between neighbours and so is unlikely to support Chaya’s suggestion to write a letter to council to not allow Mr Altman to rent out his apartment to tourists (Q9b)
• explain that Ariel’s response is only partially relevant in that he provides a practical solution to the issues raised by Chaya (Q9c).

Areas for students to improve include:

• focusing on key parts of the question, for example, ‘how likely…’, or ‘to what extent…’ in the responses
• providing succinct responses when asked to summarise
• avoiding recounting the text. 

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:

• use all the conventions of an article in their response
• address that the program involves volunteering in a ‘developing country’ throughout their response, for example, in a volunteer’s quote

״תמיד רציתי לעזור לקהילות עניות, וכשראיתי את החיוך על הפנים של הילדים כשלמדו לקרוא, זאת הייתה חוויה בלתי נשכחת״

• show understanding of all the information in the text, for example,

אתם יכולים להתנדב ולנקות את החופים היפים שלנו מפלסטיק וכך להציל את החיות המיוחדות שלנו

ואם זה לא משכנע אתכם אתם לא צריכים לדאוג לתשלום, אתם לא צריכים לשלם כלום״

Areas for students to improve include:

• avoiding the use of sentences and expressions from the text rather than using their own words
• using the formal register of an article.

Writing in Modern 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 persuasive language to convince their younger sibling to reconsider the decision to apply for a job overseas, for example,
   

איך אתה יכול לעזוב את אבא בדיוק עכשיו כשהוא צריך אותך הכי הרב

מי ינחם אותי ויקשיב לבעיות שלי כשאני רבה עם אמא ואבא

אתה לא מדבר צרפתית ויהיה לך קשה להכיר חברים

(Q11a)

• use persuasive language to convince a friend to join them on a week-long trip to a nearby city, for example,

״אני יודעת שאת מתבלבלת מכל המידע על טיולים באינטרנט, אז את לא צריכה לדאוג אני עשיתי הכול ומצאתי לנו חופשה מושלמת״

(Q11b)

• use language and structure appropriate to writing to a sibling or a friend, for example,

תגיד, מה קורה? אני צריך לשמוע מאמא ואבא שאתה מתכננן ללמוד בחו״ל?

אני יודע שזה נשמע ילדותי אבל תחשוב כל זה

 אתה קולט שאנחנו לא חייבים ללמוד עוד שיעור אחד החיים אם לא בא לנו?

(Q11b)

• include a variety of authentic ideas and personal elements such as anecdotes and memories.

Areas for students to improve include:

• addressing the key elements of the question
• avoiding repeating the same ideas throughout the response
• using familiar and personal language when writing an email to a sibling or a friend
• revising past tense second person singular masculine, for example, ה at the end כתבת, הרגשת