Modern Hebrew Continuers 2024 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
• use a range of vocabulary, expressions and language structures to respond appropriately to the questions
• provide information, express and justify opinions, and comment on their personal world
• be prepared to respond to questions from a different perspective
• be prepared to respond to questions that relate to past, present and future aspects of their personal world
• avoid repetition of the same vocabulary, phrases and expressions
• manipulate the language to fulfil the requirements of the question
• 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:

• speak clearly with appropriate pronunciation, syntax, register and intonation
• answer the questions with minimal hesitation, allowing the conversation to flow at a good pace
• answer questions in some depth with relevant information, 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 knowledge of a wide repertoire of vocabulary, for example,

הזולת, מתמיד,משקף

• accurately use tenses as required by the question
• use sophisticated conjunctions and connecting words, for example,

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

 Areas for students to improve include:

• ensuring accurate verb conjugation when describing events in the past, present and future
• forming the adverb correctly by using the singular masculine adjective form, for example,

אני מרגישה יותר טובה. ← אני מרגישה יותר טוב.

• avoiding anglicism 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.

זה בגלל למה אני בחרתי ← זו הסיבה שבחרתי

אני רוצה ללכת לישראל. ← אני רוצה לנסוע לישראל.

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

לשאול חברים אם הם יכולים לעזור

לבקש עזרה מחברים

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

לעזור ל, תלוי ב

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

להבית ← לבית

בהכיתה ← בכיתה

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

אני רוצה לקנות דברים.

אני רוצה לבלות עם חברים.

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

מקומות אחרים / מקורות שונים

• 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 good quality reference texts and sources available
• ensure they will be able 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 they have sourced
• express and justify opinions and points of view on the topic of in-depth study, 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 topic of in-depth study
• 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 study.

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 ...

• analyse the texts studied rather than memorise information from the texts
• present ideas from a range 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

• provide logical and well-structured responses to questions
• provide insightful conclusions about issues raised in their research
• use specific vocabulary and expressions relating to the topic
• use complex sentences and suitable idiomatic expressions to strengthen and support their opinions
• use a high level of grammatical accuracy, sophisticated vocabulary and expressions
• manipulate 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 ...

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 onto the lines, using the space allocated under 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 Malka’s concern and provide all Dov’s suggestions to address the concern (Q2)
• take a stance as to the extent to which the author found AI useful and supported this with evidence from the text (Q3)
• identify and explain Leah’s conflict (Q4)
• provide language examples that supported how Benny expressed his point of view rather than just stating his point of view (Q5)
• identify the different perspectives of the speakers regarding the value of the project, using their own words in Modern Hebrew to respond to the question (Q6)
• identify all the father’s concerns and demonstrate how Dana addressed each concern (Q7b).

Areas for students to improve include:

• responding to all key words of the question
• taking a stance in questions that ask ‘to what extent’, for example, saying ‘to some extent, to a limited extent’ and supporting this with evidence from the text
• addressing both language and content if required by the question and avoiding just recounting content
• using their own words and expressions rather than quoting whole sections of the text without answering the question.

Reading and Responding

Part A

Students should:

• read the title, questions and the whole text before responding
• use only the lines or space under 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:

• take a stance as to what extent Ido provided responses to the other bloggers’ concerns (Q8c)
• align Ido’s responses correctly to the concern of each blogger (Q8c)
• identify all the main ideas and summarise them in their response (Q9a)
• identify the writer’s message and demonstrate how both language and content was used deliver the message (Q9b).

Areas for students to improve include:

• addressing all key words in the question in the response
• avoiding recounting information that is irrelevant to the requirements of the question.

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 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:

• respond using the text conventions of a blog
• use persuasive language, for example,

לא תאמינו באיזו מסעדה נפלאה אכלתי.

זאת חוויה שאי אפשר לשכוח!

אני ממליצה בחום ... אני מבטיחה שלא תצטערו על הביקור שלכם.

• respond to all the key points in the stimulus text
• respond creatively rather than simply presenting ideas and information, for example,

המלצרים במסעדה היו חייכניים ואדיבים.

בזמן ההמתנה האזנתי למוזיקת רקע אשר התנגנה ומאוד נהניתי.

כשסיימתי את 4 המנות הייתי מלאה ושבעה אך לא יכולתי לוותר על הקינוח.

Areas for students to improve include:

• using the conventions of the text type required, for example, blog
• responding from the point of view of the person or persons specified in the question
• responding to information in the text.

Writing in Modern Hebrew

Students should:

• read the question carefully and address all parts of the question
• plan their response to ensure it has 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 the text conventions of a letter written to parents (Q11a)
• write a letter using persuasive language, for example, (Q11a)

אם אתם מסכימים לזה אני אהיה מאושרת כל הזמן.

אני יודעת שאתם בטח מרימים גבה ... אבל אני לוחמת קראטה ועכשיו אני יותר חזקה מאי פעם.

• provide a credible reason why the parents would oppose a particular sport (Q11a)
• explain logically the objections that the parents may have, for example, (Q11a)

אני רוצה להמשיך לטפס על הרים גדולים כשאחזור הבייתה, ולפני שאתם מתנגדים, אני יודע, אבא היה

מטפס הרים ונפצע קשה ... בכל זאת זה בגנים שלי

• use the text conventions of a formal letter to the local council (Q11b)
• use appropriate register throughout the response, for example, informal (Q11a) or formal (Q11b).

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 parent, sibling or friend (Q11a)
• revising past tense, second person, singular masculine, for example, ה at the end כתבת, הרגשת.