MAURITIUS

EXAMINATIONS
SYNDICATE

NCE 2023
GRADE 9
ARABIC

Subject code: N660

EXAMINERS’ REPORT

April 2024
Key Messages
• A reasonable number of candidates have attained the requisite proficiency levels in terms of
fundamental vocabulary, basic grammar and elementary reading skills.
• It is strongly recommended for candidates to engage in extensive reading to enhance their
Arabic vocabulary.
• Candidates are advised to carefully read and comprehend instructions.
• Candidates should allocate their time effectively to ensure they have ample opportunity to
address the essay writing task.
• Candidates must acquaint themselves with the grammatical terminologies specific to Arabic
language.

• In grammar, candidates are still having difficulty with the following:

à verb-subject agreement
à forming comparative
à idhafa structure (possessive)
à transforming verbs into nouns of instrument
à transforming nominal sentences into exclamatory and verbal sentences properly
à changing the present tense into the jussive mood

• In Reading comprehension,
à candidates have successfully answer questions that require literal understanding and
demonstrate proficiency in reading comprehension
à many candidates find questions that assess higher-order reading skills, such as making
inferences, reading between the lines, and guessing the meaning of words in context, to
be challenging.

• In Writing,
à candidates are advised to pay attention to their use of grammar, spelling, and
punctuation.
à weaker candidates struggle with their writing tasks.
à candidates should choose the question that best aligns with their knowledge of Arabic.
à narrative essays require candidates to develop a storyline and use a variety of sentence
structures and a wide-range of vocabulary to maintain the reader’s interest. Candidates
should avoid simply providing a series of events, without attempting to create any effect
for the reader.
à descriptive essays require candidates to demonstrate a very wide range of vocabulary to
create atmosphere. However, narrative essays are often written instead of descriptive
ones. Candidates are encouraged to use sensory language to describe what they see,
hear, smell, touch and taste in order to consistently create vivid atmospheres.

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 • In Translation,
o candidates generally perform well when it comes to finding the appropriate vocabulary
for translation.
o many candidates find it challenging to apply grammatical rules to their translations.

General Comments
The NCE Arabic assessment aims to assess the linguistic competencies of candidates in Arabic beyond
Grade 9 and Grade 9+. It measures the skills and competencies outlined in the National Curriculum
Framework and in the Teaching and Learning syllabus. The assessment tasks focus on evaluating
reading comprehension, writing proficiency, grammar knowledge and proficiency in Arabic usage and
Translation.

Based on the results of the 2023 NCE Arabic Assessment, it can be noted that candidates in this year’s
examination session showed a marginal improvement, with a pass rate of 76.3% compared to the
previous year. This indicates that many candidates have successfully acquired the fundamental skills
for further learning. A majority of the candidates demonstrated competence in essential language
skills such as reading, writing, grammar and language usage. However, it is important to note that
there exists some disparity in the levels of achievement among the candidates.

In the domain of reading, irrespective of the level – be it elementary or advanced, candidates perform
well when they can effectively retrieve explicit information. However, a significant number of
candidates continue to encounter difficulties when faced with tasks that demand higher order skills
such as drawing inferences, deciphering implied meanings, or determining the contextual meanings
of vocabulary.

Regarding vocabulary, the assessment of basic, everyday vocabulary was satisfactorily done by many
candidates. Nevertheless, a considerable number of candidates, encountered difficulty in
demonstrating comprehension and employing diverse and precise vocabulary. This deficiency was
particularly evident in the vocabulary question within the extended reading task (Question 8, item
12), resulting in disappointing performance by the candidates. It is noteworthy that candidates
exhibited limited proficiency in using sophisticated vocabulary while writing their essays.

When it comes to writing, the performance in the functional writing task (Question 7) was better
done than the extended writing task. It is strongly recommended for weaker candidates to avoid
leaving their responses and instead make an attempt at addressing the provided prompts in this
question. For the extended writing task, the narrative essay was the most common chosen option,
but it generally did not meet the required standards. Only a small number of top performing
candidates were able to effectively develops the plots and employ accurate grammar, spelling, and
punctuation, as well as a variety of sentence structures. Those candidates who opted for descriptive
essays often struggled to produce high quality work, falling into the narrative trap. Nevertheless, it is

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advisable for candidates with an extensive vocabulary to approach descriptive essays, as they have
the potential to vividly describe a scene and consistently create an engaging atmosphere.

Comments on Specific Questions

Question 1 – Basic Grammar
Question 1 tests an array of fundamental grammatical concepts in Arabic. The areas covered include
pronouns (personal and relative), subject and predicate, verb conjugation in the present tense,
prepositions, Idhafa structure (using objects as possessive nouns), negation in verbal sentences, the
use of Inna and its equivalents, transforming verbs into nouns of instrument, forming comparatives,
transforming sound masculine plurals into sound feminine plurals, changing the present tense into
the jussive mood, transforming nominal sentences into verbal and exclamatory sentences, and
rearranging words to form a coherent sentence.

The most proficiently accomplished tasks encompassed personal pronouns, subject and predicate
identification, verb conjugation in the present tense and commonly used prepositions. Conversely,
candidates encountered greater challenges when confronted with tasks assessing the Idhafa
structure, changing the present tense into the jussive mood, transforming nominal sentences into
exclamatory sentences and rearranging words to form a coherent sentence.

Item 1 – The majority of candidates demonstrated a strong understanding of personal pronouns.

They effectively used the pronoun ‘I’ in most cases.

Item 2 – This particular item assessed the concept of subject and predicate, and overall, candidates
performed well. They correctly recognised that the answer should be in masculine singular form, as
the predicate always agrees with the subject. By accurately identifying the subject and predicate,
candidates can use appropriate verb forms and construct coherent and meaningful sentences.

Item 3 – Candidates made significant progress in answering the question related to verb conjugation
in the present tense. They grasped the importance of conjugating ( ‫ﺗﺳﻛن أﺧﺗﻲ ﻓﻲ ﺷﯾﺷﯾل وﯾﺳﻛن أﺧﻲ ﻓﻲ‬
‫ )ﻓرﻧﺳﺎ‬the verb in the singular masculine form, aligning it with the subject’s gender and number.

Item 4 – When prepositions are combined with verbs, they can influence the function, form, and
meaning of the verbs. A majority of candidates understood that the required preposition ( ‫ﺳﻠم ﻋﻣر‬
‫ )ﻋﻠﻰ ﺻدﯾﻘﮫ اﻟﺣﻣﯾم‬had to be used after the verb.

Item 5 – This item tested the Idhafa structure in a more intricate context by incorporating object as
possessive nouns. This presented a notable challenge for a considerable number of candidates. An
array of responses was obtained, highlighting the candidates’ uncertainty.

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Item 6 – This item tested the application of relative pronouns. Several candidates incorrectly selected
the plural form as the answer. In Arabic, nonhuman plurals are grammatically feminine singular
regardless of the original gender of the nonhuman singular word. Only a small number of candidates
correctly chose the feminine singular form (‫)اﻟﺗﻲ‬.

Item 7 – This item assessed candidates’ understanding of negation in verbal Arabic sentences. They
were required to demonstrate their knowledge of the appropriate negation particle in present tense
structures. Unfortunately, some candidates selected option A as their answer ( ‫اﻟﻧﺎس ﻓﻲ ﻣورﯾﺷﯾوس ﻟم‬
‫)ﯾﺣﺑون اﻟﻌﯾش ﻓﻲ ﻛﻧدا‬, not realising that the particle (‫ )ﻟم‬would cause changes in the verb immediately
following it.

Item 8 - Quasi-Verbs (such as ‘Inna’ and its equivalents) were used to assess the skill of correctly
identifying the appropriate diacritic mark when the word is positioned after the Quasi-Verbs. In this
particular task, the word was in singular form, which proved to be relatively straightforward for the
majority of the candidates.

Item 9 – Many candidates exhibited difficulty in effectively transforming the verb into a noun of
instrument. This challenge arose from their inadequate comprehension of the key terms presented
in the question. Proficiency in comprehending Arabic terminologies holds significant importance in
this task. Though, the answer proved to be a widely recognised word (‫ ;)اﻟﻣﻔﺗﺎح‬however, a considerable
majority of candidates were unable to secure the accurate answer.

Item 10 – In this task, candidates were instructed to create the comparative form of a given adjective.
Several candidates encountered challenges in understanding the meaning of comparative form in
Arabic, consequently, leading to incorrect responses such as (‫ ﺳرﯾﻌﺔ‬،‫ ﺳرﯾﻌﺎ‬،‫)ﺑﺳرﻋﺔ‬.

Item 11 - Most candidates attempted this item successfully. The expected answer was: (‫)ﺻﺎﺋﻣﺎت‬
Weaker candidates at times provided either the singular or the dual form of the word.

Item 12 – In this item, candidates were required to insert the given negation particle to the verbal
sentence. A significant number of candidates faced difficulty in making the necessary changes to the
verb. Additionally, some candidates made spelling mistakes (‫ )ﯾﺣﺗﻔﻠو‬in their answer, resulting in the
loss of marks.

Item 13 – The transforming of nominal sentences to verbal sentences is a common task. Despite its
frequency, many candidates still find it challenging when it comes to agreement of the verb. It is
important to note that Arabic language allows for flexibility in the placement of the verb in relation
to the subject. In cases where the verb follows a plural subject, it too must agree in number and be
plural. However, when the verb precedes a plural subject, it should be in singular form. This
distinction in verb agreement is crucial to ensure grammatical accuracy.

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Item 14 – This task proved to be the most challenging for the majority of candidates. Many of them
struggled with understanding the Arabic terminology, leading them to transform the sentence into
the negative or interrogative form (‫ ﻟﯾس اﻟدرس ﺳﮭل‬/‫)ھل اﻟدرس ﺳﮭل؟‬. On the other hand, candidates who
did understand the task, were unable to properly change the nominal sentence into an exclamatory
sentence. Some of the incorrect answers included (!‫ ﯾﺎ ﻟﮭﺎ اﻟدرس ﺳﮭل‬/ !‫)ﻣﺎ أدرس ﺳﮭل‬. It is important to
note that punctuation plays a crucial role in this task.

Item 15 - This was yet another challenging item where many candidates were unable to rearrange
the words to make a coherent sentence. Some of the incorrect answers included
(‫ وﺻل رﺟﺎل اﻟﺣرﯾق ﻋﻧدﻣﺎ اﻹطﻔﺎء اﻟﻛﺑﯾر أطﻔﺄوا‬/‫)ﻋﻧدﻣﺎ وﺻل رﺟﺎل اﻹطﻔﺎء أطﻔﺄوا اﻟﻛﺑﯾر اﻟﺣرﯾق‬.

Educators are strongly encouraged to enhance students' preparation for this question by including a
range of assessment formats, such as multiple-choice items, matching exercises, fill-in-the-blanks,
selecting the correct option, and open-ended questions. Additionally, it is essential for students to
possess a solid understanding of Arabic instructions and grammatical terminologies in order to
effectively respond to the question. Furthermore, educators are recommended to refer to the
Teaching and Learning syllabus for comprehensive guidance on addressing grammar and sentence
structure components within this specific question.

Question 2 – Basic Vocabulary

This question assesses knowledge of basic vocabulary items at this level. In general, this question was
satisfactorily done, indicating that knowledge of basic vocabulary items has been acquired by most.

The best-done items were:

Item 1 .‫ إﻧﮭﺎ ﻧﺳﯾت ﻣظﻠﺗﮭﺎ‬.‫ﻻ ﺗﺳﺗطﯾﻊ ﺳﻣﯾرة أن ﺗﺧرج ﻓﻲ اﻟﻣطر‬
Item 3 .‫ﻋﻠﯾﻧﺎ أن ﻧﺧرج أﻟف روﺑﯾﺔ ﻣن اﻟﺑﻧك‬
Item 4 .‫ﻛم اﻟﺳﺎﻋﺔ اﻵن ﻣن ﻓﺿﻠك؟ ﺳﺎﻋﺗﻲ ﻣﻛﺳورة‬

The following items proved to be challenging:

Item 2 .‫ ﻻ ﺑد أن ﻧرﻣﯾﮭﺎ‬.‫اﻟﺟواﻓﺔ ﻓﺎﺳدة‬
Several candidates misunderstood the meaning of the key word ‘rotten’, which resulted in them
selecting random answers. A common wrong answer was ‘eat’.

Item 5 .‫ اﺗﺻل ﺑﺎﻟطﺑﯾب ﻓوًرا‬.‫ﺟدي ﻣرﯾض‬

This item assessed the understanding of adverbs. Many candidates had difficulty distinguishing
between ‘suddenly’ and ‘immediately’.

To get ahead in a language, it is important to build up a base of essential vocabulary. In this context,
educators are advised to encourage the practice of vocabulary-based questions within context and

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focus on common everyday vocabulary. This includes vocabulary related to topics such as house and
home, family and friends, character and feelings, shopping, food and drink, clothing and colours,
hobbies, etc.

Question 3 – Basic Reading Comprehension

Question 3 evaluated reading comprehension at an elementary level, specifically focusing on the
ability to effectively locate information. In this assessment, candidates were tasked with reading two
concise texts; one centered around a best friend and the other featuring a conversation between two
friends. Overall, performance of the candidates was promising, with most candidates demonstrating
proficiency in the fundamental reading skill of literal understanding. Moreover, it was encouraging
to see limited cases of indiscriminate lifting.

It was however noted that few who resorted to indiscriminate lifting were penalised. In this kind of
task, the importance of brief and accurate answers is necessary. Most items were mostly well
answered by candidates.

The following items were less well done:

Part A:
Item 1 - What is the name of my best friend?
Expected answer: ‫إﺳﻣﺎﻋﯾل‬
Wrong answer: ‫ ﺳﻧﺔ‬١٤ ‫اﺳم ﺻدﯾﻘﻲ إﺳﻣﺎﻋﯾل وﻋﻣره‬

Part B:
Item 5 – Where will Sam and Fatima meet at 11 o’clock?
Expected answer: ‫ﻣﺣطﺔ اﻟﺣﺎﻓﻼت‬
Wrong answers: ‫ اﻟﺣﺎﻓﻠﺔ‬/‫اﻟﻣدﯾﻧﺔ‬

It is worth reminding educators that effective examination technique is an important aspect of this
question. It is imperative for candidates to provide brief and accurate answers. Simply copying
extensive portions of the text is unlikely to be rewarding to candidates.

Question 4 – Word Formation

Question 4 assesses candidates’ knowledge and application of Arabic word transformation rules in a
specific context. A short text was set with words that need to be transformed enclosed in brackets.
Though only a few candidates scored full marks on this question, the majority still struggle with the
task of applying word formation rules. Candidates were penalised for grammatical and spelling
errors, even if they were able to identify the correct word transformation.

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The following items proved to be problematic:

Item 2 .‫ )ﺣﺎﻓل( وھن ﻟﺑﺳن اﻟﻣﻼﺑس اﻟﻣﻠوﻧﺔ‬..........‫ﺣﺿرت ﺻدﯾﻘﺗﮭﺎ‬

This item tested whether candidates’ ability to transform the word (‫ )ﺣﺎﻓل‬into (‫)ﺣﻔﻠﺔ‬. Many candidates
incorrectly wrote (‫ )ﺣﺎﻓﻠﺔ‬as the answer, as the meaning does not correspond to the context.

Item 3 (‫ )اﺟﺗﻣﻊ‬......... ‫اﺳﺗﻘﺑﻠﻧﺎ أم زﯾﻧب وطﻠﺑت ﻣﻧﺎ أن‬

In this item, candidates were required to transform the verb in the past tense (‫ )اﺟﺗﻣﻊ‬into the
subjunctive form (‫)ﻧﺟﺗﻣﻊ‬. Unfortunately, candidates who were able to identify the required
transformation were penalised due to grammatical mistakes, such as (‫)أﺟﺗﻣﻊ‬.

Educators are reminded that although candidates must apply transformational rules to words in
context, those words should be grammatically correct and free from spelling mistakes. Typically, the
words being tested are common and familiar to students in their immediate environment.

Question 5 – Error Hunt

Question 5 evaluated candidates’ aptitude to deal with grammar and spelling in context. A short text
comprising of grammatical and spelling mistakes was set. The mistakes were already identified
(through underlining) and candidates were required to correct them. This question was satisfactorily
done by many candidates. Nevertheless, it was noted that the items 1 and 2 posed difficulty to a
number of candidates in this task.

Item 1 .‫ﺟﻠس ﻣﺣﺳن ﻛﻌﺎده إﻟﻰ ﻣﺎدة اﻟطﻌﺎم ﺑﺟﺎﻧب اﻟﻧﺎر‬

This item aimed to assess candidates’ knowledge of spelling. Many candidates struggled to find the
correct spelling and provided ‘‫ ’ﻣدة‬as the answer. Candidates who were able to find the correct answer
failed to write it grammatically correct in the given context (‫)اﻟﻣﺎﺋدة‬.

Item 2 ‫ ھل ﺣﺎن وﻗﺔ اﻟﻌﺷﺎء؟‬:‫وﻗﺎﻟت ﻟﮫ‬

This item also tested candidates’ knowledge of spelling. A significant number of candidates were
unable to find the correct spelling. The expected answer was (‫)وﻗت‬.

Educators are strongly advised to provide candidates with ample practice in applying grammatical
rules in context. It is important to remind educators that this task also requires candidates to correct
spelling mistakes.

Question 6 – Cloze Text

Question 6 is the Cloze text- a higher order reading task which assesses candidates’ overall
knowledge of language including grammar, syntax and vocabulary. It requires candidates to use the

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given context and draw on their linguistic knowledge to make informed guesses on suitable words
for the given gaps.

In Part A, candidates were required to fill in the gaps with appropriate words from the given list. A
satisfactory performance, was noted in this part of the question.

As for Part B, several candidates struggled to identify the missing words based on their own
knowledge. The lack of a wide and varied repertoire of vocabulary words and the inability to draw on
contextual and grammatical clues to make educated guesses could explain this difficulty.

The best-done items in Part A were:

Item 2 .‫ﻗﺎل ﻋﺎدل ﻟـﺻدﯾﻘﮫ زﯾد‬
Item 3 .‫وأﺳﺗرﯾﺢ ﻗﻠﯾﻼ ﻋﻠﻰ اﻟﺳرﯾر‬
Item 5 .‫وأﻟﻌب ﻣﻌﮫ ﻗﻠﯾﻼ‬

Some candidates found these items challenging:

Item 1 .‫ﻓﯾﺷﻌر ﻋﺎدل ﺑـاﻟﺧﺟل‬
It was evident that the candidates encountered difficulties in identifying the proper noun to fill in the
gap, suggesting a lack of comprehension of the word. A significant number of candidates chose ‘‫’ﺻدﯾﻘﮫ‬
as the answer, which fails to accurately convey the intended meaning of the sentence.

Item 4 .‫ﻲ أن أﻧﺗظر ﻗﻠﯾﻼ ﻷﺷرب اﻟﺣﻠﯾب ﻷﻧﮫ ﺣﺎر‬

ّ ‫ﻋﻠ‬
In this item, candidates were unable to fill in the blank with the appropriate adjective, despite the
clear context that was presented in the preceding sentence about drinking milk. It became apparent
that ‘‫ ’ﺣﺎر‬was the only logical answer.

Part B:
Item 1 .‫ ﻋﻠﯾك أن ﺗﻐﯾر ﻋﺎدﺗك‬،‫اﻟوﻗت‬/‫ أﻧت ﺗﺿﯾﻊ ﻛﺛﯾرا ﻣن وﻗﺗك‬،‫ ﯾﺎ ﻋﺎدل‬:‫ﻓﻘﺎل ﻟﮫ‬
This item was generally well attempted. However, some candidates lost marks due to incorrect
answers such as ‫ اﻟﻌﻣل‬/‫ﯾوم‬/‫ اﻷﺣﯾﺎن‬/‫اﻟﻧوم‬

Item 2 .‫ ﺗﺻﺣو ﻣﺑﻛرا ﻓﻲ اﻟﺻﺑﺎح‬/‫ﺗﻧﮭض‬/‫ﻧم ﻣﺑﻛرا ﺣﺗﻰ ﺗﺳﺗﯾﻘظ‬

Though this item was accessible to candidates, several of them were penalised for grammatical errors
such as ‫اﺳﺗﯾﻘظت‬/‫ﯾﺳﺗﯾﻘظ‬/‫اﺳﺗﯾﻘظ‬. Common incorrect responses included: ‫ﯾﻌﯾش‬, which did not adhere to the
sentence structure.

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Item 3 .‫رﺗب ﺣﻘﯾﺑﺗـك ﻗﺑل أن ﺗﻧﺎم‬
Candidates were required to provide an attached pronoun in this context, with only one option being
permissible. Common incorrect responses included: ‫ﻧﺎ‬/‫ـﮭﺎ‬/‫ـﻲ‬/‫ ـﮫ‬which were deemed implausible given
the context.

Item 4 .‫اﻟﻌب ﻣﻊ اﻟﻛﻠب ﻋﻧدﻣﺎ ﺗرﺟﻊ ﻣن اﻟﻣدرﺳﺔ وﻟﯾس ﻓﻲ اﻟﺻﺑﺎح‬

Due to candidates’ lack of understanding, they encountered difficulty in identifying the suitable word
to complete the given sentence. It is important for candidates to remember that Part B of the
question is the continuation of Part A, necessitating the coherence of ideas. The response provided
must align with the overall context of the cloze text. Candidates who answered /‫ اﻟﺣدﯾﻘﺔ‬/‫ اﻟﺑﯾت‬/‫اﻟﻣﺳﺎء‬
‫ اﻟﻔﺻل‬lost marks since these were contextually inappropriate.

Item 5 .‫اﻟﻣﻌﻠﻣﺔ‬/‫اﻟﻧﺻﺎﺋﺢ‬/‫اﺳﺗﻣﻊ إﻟﻰ اﻟﻧﺻﯾﺣﺔ‬

This task presented a significant difficulty for numerous candidates. Many of the candidates struggled
to grasp the context and ended up suggesting irrelevant words, such as /‫ اﻟﺻف‬/‫ زﻣﯾل‬/‫ ﻛﻠﻣﺎت‬/‫اﻟدروس‬
‫رﺳﺎﻟﺗﻲ‬.

Question 7 – Functional Writing

Question 7 is the basic writing task where candidates are expected to write a concise text comprising
50-60 words on a functional task. Candidates are essentially assessed on their ability to write with
accuracy in grammar, spelling, and punctuation, as well as their ability to demonstrate a good
awareness of the intended audience and purpose. While candidates were not expected to elaborate
on the given points, they should address them clearly within the word limit.

Overall, the performance on this question was satisfactory. It was encouraging to see that fewer
candidates left the question unanswered.

In this session, candidates were tasked with writing about a friend who is angry and not speaking to
them. The purpose and situation were understood by candidates. However, some misunderstood the
question and provided irrelevant responses, while others failed to address all the required points. A
successful answer should have addressed the following prompts:

• Why was your friend angry with you? What happened?

• How do you feel when he is not talking to you?
• Apologise for what you did.
• What will you do to improve your relationship with him in order that he talks to you again?

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In bullet point 1, candidates needed to mention the reason for their friend’s anger. Most candidates
successfully did so, citing reasons such as breaking a favourite item, eating their friend’s sweets, not
attending a birthday party, or throwing a copybook in the trash.

Bullet point 2 asked candidates to express their feelings when their friend was not speaking to them.
The common response was that they all felt extremely sad.

In bullet point 3, candidates were required to apologise for their actions. They used different ways
to express their apologies which were quite encouraging.

For bullet point 4, candidates had to mention how they would improve their relationship. Different
responses were recorded, such as buying chocolates, cakes or gifts. While others mentioned helping
with their friend’s homework.

Successful candidates addressed all the given prompts. Their responses showed a clear
understanding of the audience and purpose. They developed all required points and demonstrated
accuracy in grammar, spelling, punctuation and syntax. Their vocabulary was appropriate and
precise, and their writing was well-organised and coherent.

Less successful candidates showed a lack of understanding of the audience and purpose. They did
not cover most of the prompts or only briefly addressed them at best. These candidates exhibited
poor language skills, resulting in limited understanding. Their use of simple and inaccurate vocabulary
led to disjointed writing.

The following samples provide a range of answers obtained this year. They are intended to give
educators an idea of the standards and expectations of examiners.

Example 1

‫ ﻋ ز ﯾز ﺗ ﻲ أﺣ ﻣ د‬/ ‫ﻋ ز ﯾز ي‬

‫ أ ﻧ ﺎ أ ﻓ ﻛ ر ﻛ ﺛ ﯾ ر ا و ﻗ ر ر‬. ‫ ﯾ ﺗ ﻣ ﻧ ﺎ أ ن أ ﻏ ﺿ ب ﻋ ﻠ ﯾ ك ﻷ ﻧ ﮫ ﻓ ﻲ ا ﻟ ﺣ ب ﺣ ر ا م ﻣ ﻊ ﺻ د ﯾ ﻘ ﺗ ﻲ ﻋ ﺎ ﺋ ﺷ ﺔ‬. ‫أ ﻛ ﺗ ب ھ ذ ه ا ﻟ ر ﺳ ﺎ ﻟﺔ ﻷ ﺗ ﻛ ﻠ م ﻣ ﻌ ﺎ‬

‫ أﻓ ﻌ ل‬، ‫ و ﺑ ﻌ د ﻗ د م ا ﻻ ﻋ ﺗ ذ ا ر ﻟ ﮫ‬. ‫ ﺑ د أ ﺗ ﺷ ﻌ ر ﺑ ﺣ ز ﯾ ن و ﻓ ﻛ ر ﻣ ﺎ ﻓ ﻌ ل ﻟ ﮫ‬. ‫ ﻓ ر ا ى أ ن ﻻ ﯾ ﺗﻛ ﻠم إ ﻟ ﯾ ﮭ ﺎ‬، ‫ و ﻛ ﺎ ن ﯾ و م‬. ‫ﻟ ﯾ ﻌ ﻲ اﺳ ﻧ ﯾ ن ﻟ ﮭ ﺎ‬

‫ أ و ﻗ ف ھ ﻧ ﺎ‬. ‫ ﺳ ﺄﻓ ﻌ ل ھ ذ ه ر ﺳ ﺎ ﻟﺔ ﻟ ﯾ ﺗ ﻛ ﻠ م ﻣ ﻌ ﺎ و ﺗ ﺣ ﺳ ن ا ﻟ ﻌ ﻼ ﻗ ﺔ‬. ‫ﻛ ﺛ ﯾ ر ا‬

، ‫ﻣ ﻊ ا ﻟﺣ ب و ا ﻟﻘ ﻼ ت‬

‫ﺻ د ﯾﻘﺗك ﻓ ﺎط ﻣ ﮫ‬

This piece of writing falls below the expected standard. The given points are not properly addressed
and the language used is insecure throughout. This response corresponds to a Band 4.

11
Example 2

‫ ﻋ ز ﯾز ﺗ ﻲ ﺳ ﺎر ة‬/ ‫ﻋ ز ﯾز ي‬

‫ ھل ﻓﻌﻠت ﺷﯾﺋﺎ اﻟﺗﻲ‬.‫ اﻛﺗب ھذه اﻟرﺳﺎﻟﮫ ﻻﺳﺋﻠﺗك ﻋن اﻟﺳﺑب ﻻ ﺗﺗﻛﻠم ﻣﻌﻲ‬.‫ اﺗﻣﻧﻰ ان ﺗﻛون ﺑﺧﯾر‬.‫ﺳﻼم ﻣن ﷲ ﻋﻠﯾك‬

. ‫ اﻧ ﺎ اﺑﻛ ﻲ ﻻ ﻧ ﻧ ﻲ ﺣ ز ﯾن‬، ‫ اﻵ ن‬. ‫ ھ ل اﻧﻧ ﻲ ﺻ د ﯾﻘﮫ اﻟﺳ و ء ﻻ ﻧﮭ ﺎ ﻻ ﺗﺗﻛ ﻠم ﻣ ﻌ ﻲ‬. ‫ﻻ ﺗﺣ ب ﻣ ﻌ ك ؟ اﻧ ﺎ اﺷ ﻌ ر ﺑ ﺎﻟم ﺷ د ﯾ د ﻓ ﻲ ﻗ ﻠﺑ ﻲ‬

‫ ﻣﺎذا ﺳﺎﻓﻌل ﻻﺣﺳن اﻟﻌﻼﻗﮫ ﺑﯾﻧك وﺑﯾﻧﻲ ﺣﺗﻰ ﺗﺗﻛﻠم ﻣﻌﻲ؟‬.ً‫اﻧﺎ ﺑﺣﺑك ﻛﺛﯾر واﻧت ﺻدﯾﻘﺗﻲ واﺣد‬

‫ اﻟﻰ اﻟﻠﻘ ﺎء‬. ‫اﺗو ﻗف ھ ﻧ ﺎ‬

This response falls within the average range when considering the coverage of key points.
Nonetheless, the language falls short of the required level for this candidate to receive a high score.
The presence of numerous grammatical and spelling inaccuracies at times obstructs the coherence
of the text. Consequently, this response aligns with a proficiency level of Band 3.

Example 3

‫ﻋ ز ﯾز ي ﻋ ﻣ ر‬

‫ ﺗ ﻛ ﻠ م‬، ‫ ﻣ ن ﻓ ﺿ ﻠ ك‬. ‫ أ ﻧ ﺎ أ ﻋ ر ف أ ﻧ ك ﻣ ﻐ ﺿ ب ا ﻟ ﻲ ﻷ ﻧ ﻧ ﻲ و ﺿ ﻌ ت ﻛ ر اﺳ ﺗ ك ﻓ ﻲ ا ﻟ ﻣ ز ﺑ ﻠ ﺔ‬. ‫ﻛ ﯾ ف ﺣ ﺎ ﻟ ك ؟ أ ﺗ ﻣ ﻧ ﻰ أ ﻧ ك ﺑ ﺧ ﯾ ر‬

‫ ﻟ ن أ ﻓ ﻌ ﻠ ﮫ‬، ‫ أ ﻧ ﺎ آ ﺳ ف ﺑ ﻣ ﺎ ﻓ ﻌ ﻠ ت‬، ‫ ﯾ ﺎ ﺻ د ﯾ ﻘ ﻲ ا ﻟ ﺣ ﺑ ﯾ ب أ ﻋ ﺗ ذ ر ﻟك‬. ‫ﻣ ﻌ ﻲ أ ﻧ ﺎ أ ﺷ ﻌ ر ﺑ ﺎ ﻟ ﺣ ز ن و أ ﻧ ﺎ أ ﺟ ﻠ س ﺑ و ا ﺣ د ي ﻓ ﻲ ا ﻟ ﺣ ﺎ ﻓ ﻠ ﺔ‬

‫ ﻣ ن ﻓ ﺿ ﻠ ك ا ﺗ ﻛ ﻠ م ﻣ ﻌ ﻲ ﻣ رة‬. ‫ ﺳ ﺄ ﺷ ﺗ ر ي ﻟ ك ﻛ ﺛ ﯾ ر ا ﻣ ن ا ﻟ ﺣ ﻠ و ﯾ ﺎ ت إ ن ﺗ ﺗ ﻛ ﻠ م ﻣ ﻌ ﻧ ﻲ و ﺳ ﺄ ﺳ ﺎ ﻋ د ك ﻟ ﻠ و ا ﺟ ﺑ ﺎ ت ا ﻟ ﻣ ﻧ ز ﻟ ﯾ ﺔ‬. ‫أ ﺑ د ا‬

‫أﺧ ر ى‬

This response demonstrated a clear awareness of the intended audience and purpose. Nevertheless,
some minor errors were present, limiting its attainment of the highest level of proficiency and
thereby assigning it to Band 2.

12
Example 4

‫ﻋ ز ﯾز ي ﻓ ﯾ ﺻ ل‬

‫ ﻏ ﺿ ﺑ ت ﻋ ﻠ ﻲ ﻷ ﻧ ﻧ ﻲ ﻛ ﺳ ر ت‬. ‫ أ ﻛ ﺗ ب ھ ذ ه ا ﻟ ر ﺳ ﺎ ﻟﺔ ﻷ ﻧ ﻧ ﻲ أ ر ﯾ د أ ن أ ﺗ ﺣ د ث ﻣ ﻌ ك‬. ‫ أ ﺗ ﻣ ﻧ ﻰ أ ﻧ ك ﻓ ﻲ ﺻ ﺣ ﺔ ط ﯾ ﺑ ﺔ‬. ‫ا ﻟ ﺳ ﻼ م ﻋ ﻠ ﯾ ﻛ م‬

. ‫ ﻣ ﺎ أر ا د ت أ ن أﻓ ﻌ ل ذ ﻟ ك و ﻟ ﻛ ﻧ ك ﻏ ﺿ ﺑ ت و ﻟ م ﺗ ﺗ ﺣ د ث ﻣ ﻌ ﻲ‬. ‫ﻗ ﻠ ﻣ ك ا ﻟ ﯾ و م ا ﻟ ﻣ ﺎ ﺿ ﻲ‬

‫ أ ﺗ ﻣ ﻧ ﻰ‬. ‫ ﺳ ﺄ ﺷ ﺗ ر ي ﻗ ﻠ ﻣ ﺎ ﺟ د ﯾ د ا ﻟ ك‬، ‫ أﻗ د م اﻋ ﺗ ذ ار ي ﻟك ﺑ ﻣ ﺎ ﻓ ﻌ ﻠ ت ﻷ ﺣ ﺳ ن اﻟﻌ ﻼ ﻗ ﺔ ﺑ ﯾ ﻧ ﻲ و ﺑ ﯾ ﻧ ك‬. ‫أﺷ ﻌ ر ﺑ ﺎ ﻟ ﺣ ز ن ﺑ ﺳ ﺑ ب ذ ﻟ ك‬

. ‫ أﻧﺗﮭ ﻲ ر ﺳ ﺎﻟﺗﻲ‬، ‫ و ﻣ ﻊ ذﻟك‬. ‫أﻧك ﺳ ﺗﺗﺣ د ث ﻣ ﻌ ﻲ ﺑﻌ د ذﻟك‬

‫ﻣ ﻊ ا ﻟﺳ ﻼ ﻣ ﺔ‬

‫ﺻ د ﯾﻘك‬

‫أﺣ ﻣ د‬

This functional writing demonstrates proficiency (Band 1) as it addresses all the specified criteria,
incorporates grammar, spelling, and punctuation accurately, and exhibits a deep understanding of
the intended audience and purpose of the text. Although there are some minor errors present, they
do not significantly hinder the overall coherence and clarity of the writing. Remarkably, achieving a
high score is achievable even with simple and straightforward responses.

Question 8 – Extended Reading Comprehension

This exercise evaluates the learners’ ability to read and understand a passage in Arabic. The questions
encompass various aspects of reading comprehension, such as direct understanding, inferential
understanding, and grasping the contextual vocabulary.

This year a narrative passage centered around Princess Noura, who played a significant role in
resolving her country’s water crisis, was provided. Candidates generally demonstrated satisfactory
performance in questions requiring straightforward understanding of the text. However, less
proficient candidates encountered challenges when faced with questions involving drawing
inferences, reading between the lines, and elucidating the significance of words within the passage.

Candidates are reminded of the following:

• Lifting is permitted only when specifically requested, but no marks will be allocated for excess
information.
• Grammatical and spelling mistakes will not result in loss of marks as long as the meaning and
understanding are conveyed clearly.

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The following items are worthy of comment:

Item 2: .‫اذﻛر ﻧﺗﯾﺟﺗﯾن ﻟﮭذه اﻟﻣﺷﻛﻠﺔ‬

Among the expected answer were: ‫ اﻟﺣﯾواﻧﺎت ﺗﻣوت‬/‫ اﻟﻧﺑﺎﺗﺎت واﻷﺷﺟﺎر ﺗﻣوت‬/‫ وﻻ ﻣﺎء‬/‫ﻟم ﯾﻛن ﻟﻠﺳﻛﺎن طﻌﺎم‬

Common incorrect responses included:

‫ اﻷﻣطﺎر ﻟم ﺗﻧزل ﻟﻣدة طوﯾﻠﺔ‬/‫اﻟﺣﯾواﻧﺎت واﻷﺷﺟﺎر‬

Weaker candidates partially answered and omitted key words, indicating a lack of understanding of
the question.

Item 3: ‫ﻛﯾف ﻧﻌرف أن اﻟﻣﻠك ﻛﺎن ﯾﺑﺣث ﻋن ﺣل؟‬

Expected answer: ‫ﺟﻠس ﻣﻊ وزراﺋﮫ‬

Candidates were penalised for answers suggesting Princess Noura sat with her father or enjoyed her
father’s opinions.

Item 5: .‫اﺳﺗﺧرج ﺟﻣﻠﺔ ﻣن اﻟﻔﻘرة اﻟﺛﺎﻧﯾﺔ ﺗدل ﻋﻠﻰ أن اﻷﻣﯾرة ﻛﺎﻧت رﺣﯾﻣﺔ‬
The expected answer was: ‫ﻛﺎﻧت ﺗﺣزن ﻛﻠﻣﺎ ﺗرى ﻣﻌﺎﻧﺎة ﺳﻛﺎن ﺑﻼدھﺎ وﻟﯾس ﻋﻧدھم أﻛل وﻻ ﺷراب‬

Common wrong answers included: ‫ ﻓﺑدأت اﻷﻣﯾرة ﺗﺑﺣث ﻋن ﺣل ﻟﮭذه اﻟﻣﺷﻛﻠﺔ‬/‫ﺳﺗﺗﺣدث ﻣﻊ اﻟﻣﻠك ﻋن ھذا اﻟﻣوﺿوع‬

Many candidates struggle with the meaning of the word (‫ )رﺣﯾﻣﺔ‬leading to difficulties in identifying
the correct sentence. Others who copied indiscriminately did so due to a misunderstanding of the
question.

Item 9: ‫ﻛﯾف رد اﻟﻣﻠك واﻟوزراء ﻋﻠﻰ رأي اﻷﻣﯾرة ﻧورة؟‬

The expected answer was: ‫ﻓرح اﻟﻣﻠك واﻟوزراء‬

The lift: ‫ ﻓرح اﻟﻣﻠك ووزراؤه ﺑﻔﻛرة اﻷﻣﯾرة‬was also given credit.

Item 10: ‫ﻣن ﺳﺎﻋد اﻷﻣﯾرة ﻓﻲ ﺑﻧﺎء ﺧزان ﻣﯾﺎه؟‬

The expected answer was: ‫اﻟﺳﻛﺎن‬

A common wrong answer was ‫ ﺳﺎﻋد اﻷﻣﯾرة ﻓﺣﻔروا ﺟﻣﯾﻌﺎ ﺧزاﻧﺎ ﻛﺑﯾرا‬/‫ﺣﻔروا ﺟﻣﯾﻌﺎ ﺧزاﻧﺎ ﻛﺑﯾرا‬

Candidates who responded with ‘all of them’ were penalised due to the lack of precision in their
answer. It is essential to remind candidates that understanding the nuance of the question
constitutes a significant portion of the answer.

14
Item 11: ‫ﻓﻲ اﻟﻧﮭﺎﯾﺔ ﻣﺎذا ﺗﻐﯾر ﻓﻲ ﺑﻼد "ﺑﯾن اﻟﻧﮭرﯾن"؟‬
This was a challenging item. Candidates had to infer the meaning.

The expected answer was:

‫ ﺑﻧﻰ اﻟﺳﻛﺎن ﺧزان ﻣﯾﺎه‬/‫ اﻧﺗﮭت ﻣﺷﻛﻠﺔ اﻟﻣﯾﺎه‬/‫ﺣﺻل اﻟﺳﻛﺎن ﻋﻠﻰ اﻟﻣﯾﺎه‬

Common wrong answers were: ‫ ﻣﺷﻛﻠﺔ اﻟﻣﯾﺎه‬/‫ ﺑدأ ﯾﻣطر ﺑﻐزارة‬/‫ﺷﻛر اﻟﺳﻛﺎن اﻷﻣﯾرة ﻋﻠﻰ ﻓﻛرﺗﮭﺎ اﻟراﺋﻌﺔ‬

Item 12:
Item 12 proved to be challenging by many candidates, as they struggled to grasp the meaning of
vocabulary in context. Several candidates opted to skip this item altogether. Some attempted to
provide translations for the words. This clearly indicates that candidates should read more and need
greater practice with vocabulary in context. Notably, spelling mistakes were overlooked as long as
the intended meaning was clear.

I Incorrect answers included ‫ ﺗﺗﺣدث ﻋن أﺷﯾﺎء ﻣﮭﻣﺔ‬/‫ﻋﻛس اﻟﻣﺷﻛﻠﺔ‬

ii Responses like ‫ ﻟطﯾف‬/‫ اﻟﺣﺟﺎب ﻟﺟﻣﯾﻊ ﻣﯾﺎه اﻷﻣطﺎر‬were not deemed correct
iii Common incorrect answers were ‫ اﻟﻛﺑﯾرة‬/‫اﻟﺛﻘﯾﻠﺔ‬

Question 9 - Translation
Part A
This task evaluates the candidates’ ability in translating commonly used English words into Arabic.
The overall performance on this task was deemed satisfactory.

Among the best-done items were:

Item 1 garden
Item 2 elephant
Item 4 now
Candidates, however, struggled with the following items:

Item 1 to run
Among the incorrect responses were "‫ ﯾرﺟﻊ‬/‫" ﯾرﻛﻊ‬. It is important to inform candidates that only one
word "‫ " ﯾﻣﺷﻲ ﺑﺳرﻋﺔ‬should be provided to translate each English word. Incorrect spelling, such as /‫ﺟراء‬
‫ ﺟرا‬/‫ ﺟر‬were penalised.

Item 4 fear
This item was poorly done. Several candidates provided the translation of the verb ‫ ﺧﺎف‬instead of
the noun as specified in the question. While it is derived from the same root, candidates are reminded
not to alter the root of the word. Some of the answers that did not receive any credit include /‫ﺗﻘوة‬
‫ ﻗوف‬/‫ﺣزن‬.

15
Part B
This question assesses candidates’ ability in translating a short paragraph from English to Arabic. The
candidates’ performance on this question was deemed average, despite the text being within the
comprehension level of all the candidates.

Item 1 Mr Samir is a good teacher.

A significant number of candidates struggled to accurately translate the commonly used term ‘Mr’.
The answer ‫ اﻟﻣدرس‬was not given credit.

Item 2 He comes on time in the classroom.

The translation of ‘comes on time’ proved to be challenging for the majority of candidates. Many
provided incorrect answers such as ‫زﻣن‬/‫ﺳﺎﻋﺔ‬/‫ﺣﯾن‬/‫ﺟﺎء ﻓﻲ ﻣرة‬. It is important for candidates to pay close
attention to verb tense. Answers that changed the present tense to the past tense, such as
‫وﺻل‬/‫ﺟﺎء‬/‫ أﺗﻲ‬did not receive any marks.

Item 3 Pupils listen to him attentively.

Candidates need to distinguish between the verbs ‘to hear’ and ‘to listen’. Those who translated
‘listen’ as ‫ ﺳﻣﻊ‬were penalised. Moreover, the word ‘attentively’ was often mistranslated as ‫ﺟﯾدًا‬.

Item 4 They do all the homework.

A majority of candidates performed well on this item. However, a small number of them incorrectly
used the past tense form of the verb. Among the incorrect translations were ‫ﯾدرﺳون ﻛل وﺟﺑﺗﮭم اﻟﺑﯾﺗﯾﺔ‬.

Item 5 They all succeed in the examinations.

A significant number of candidates omitted the translation of the words ‘they’ and ‘all’. Additionally,
some candidates mistakenly translated ‘examinations’ in the singular form as "‫"اﻣﺗﺣﺎن‬.

Educators are strongly advised to provide students with training on the application of grammatical
rules and emphasise the importance of accurate spelling in translation tasks. Such instruction not
only enhances students’ translation skills but also promotes the development of their writing
proficiency.

Question 10 – Extended Writing

In question 10, candidates were required to demonstrate their extended writing skills. They were
given a choice between two titles: a narrative or a descriptive essay. The task aimed to assess higher
order writing skills.

16
This year, candidates were given the option to either describe their school when the bell goes in the
afternoon or to write a narrative essay which comprised the following sentence “I never thought that
I would one day receive such a gift…”.

As observed in previous years, there is room for improvement in this task. Writing a continuous piece
of accurate Arabic prose remains a challenge for the majority of candidates. However, this skill is
essential for success in upper secondary.

Overall, the performance on this question was average. Some candidates did not attempt the
question, while others made an effort to write something relevant. A small number of candidates,
particularly those from the higher ability groups, showed a lack of ambition by writing the minimum
required. Furthermore, these candidates struggled with vocabulary variety, grammar accuracy,
spelling and sentence structure variety.

To help candidates improve, the following general advice is recommended:

• Candidates should carefully consider the key words in the essay titles to ensure their writing
is relevant.
• It is important for candidates to respect the word limit and thoroughly review their work.
• Encourage the use of appropriate and varied vocabulary.
• Emphasise the importance of grammar, spelling and punctuation.
• Encourage the use of a variety of sentence structures.
• Teach candidates to write in a logical and coherent manner.

Based on Examiners’ feedback, Educators are strongly advised to address spelling directly in class.
Many candidates who were otherwise clear in their expression struggled with spelling words
correctly, including basic words.

The majority of candidates chose the narrative essay option over the descriptive one.

The sample essays provided below demonstrate the range of answers obtained this year. They are
intended to give Educators insight into the standards and expectations of the examiners. Each essay
is accompanied by comments highlighting the strengths and weaknesses of the writing.

Descriptive Writing

A small cohort of candidates undertook the task of composing a descriptive essay on the theme
“Describe your school when the bell rings in the afternoon.” Regrettably, these candidates
demonstrated a lack of proficiency in effectively developing their essays to evoke the required
ambiance.

The prevalent issue observed in their essays was an overreliance on narrative elements, resulting in
a disproportionate emphasis on recounting activities than vividly depicting the school environment
when school is dismissed. Rather than immersing the reader in the sensory details of the scene,

17
candidates tended to provide a chronological narrative of their activities until the end of the day. This
approach deviated from the essence of the task, which necessitate a descriptive exploration of the
school setting during school dismissal.

Moving forward, candidates are encouraged to enhance their descriptive writing skills by focusing on
creating a vivid portrayal of the scene, using sensory imagery, and evoking a sense of place and time
to engage the reader effectively.

The following responses illustrate examiners’ expectations in descriptive essays.

Example 1

" ! ‫ " ﻻ ﯾ ذ ھ ﺑ و ن ﻗ ﺑ ل ﺳ و ت ا ﻟﺟ ر س‬: ‫ ﻗ ﺎ ل ا ﻟ ﻣ ﻌ ﻠم‬. ‫ﻛ ل ا ﻟ ﺗﻼ ﻣ ﯾ ذ ﻗ ر ﯾ ب ﻣ ن ﺑ ﺎ ب ا ﻟﻔ ﺻ ل‬

‫ ﺑ ﻌ ض‬. ‫ ﻛ ﺎ ن ا ﻟ ﺣ ﺎﻓ ﻼ ت ﻣ ﻠ و ﻧ ﺔ ﻓ ﻲ ا ﻟﻔ ﻧ ﺎ ء و ا ﻟ ﺳ ﺎ ﺋ ﻘ و ن أ ﻛ ﻠ و ا ا ﻟ ﻐ د ا ﺋ ﮭ م‬. ‫ ﻛ ل ا ﻟ ﺗ ﻼ ﻣ ﯾ ذ د ﺧ ل ﻓ ﺻ ﻠ ﮭ م‬، ‫ﺑ ﻌ د ﻗ ﻠ ﯾ ل د ق ا ﻟ ﺟ ر س‬

. ‫اﻟط ﻼ ب ذ ھ ﺑو ا إﻟﻰ ﻣ ر ﻛ ز اﻟﺣ ﺎﻓﻠﺔ ﻟر ﻛ ب اﻟﺣ ﺎﻓﻠﺔ إﻟﻰ اﻟﺑﯾ ت و ﺑﻌ ﺿ ﮭ م ر ﺟ ﻌ و ا إﻟﻰ اﻟﺑﯾ ت ﺑ ﺎﻟﺳ ﯾ ﺎر ة‬

‫ اﻟﺗﻼ ﻣ ﯾ ذ اﻟ ذ ﯾن ھ م ﻟﻌ ﺑ و ا ﻓ ﻲ اﻟﻣ ﻠﻌ ب ﺑﻌ د و ﻗ ت‬. ‫ ﺑﻌ د ﻗ ﻠﯾﻼ ﻧز ل اﻟﻣ ط ر ﺑﻌ ز ار ة‬. ‫ﻓ ﻲ ھ ذ ه اﻟﺳ ﺎﻋ ﺔ ر أﯾ ت اﻟﻌ ﯾ و م ﻓ ﻲ اﻟﺳ ﻣ ﺎء‬

.‫اﻟﻣ د ر ﺳ ﺔ ﺟ ر و ا إﻟﻰ ﻣ ر ﻛ ز اﻟﺣ ﺎﻓﻠﺔ ﺑﺳ ﺑ ب اﻟﻣ ط ر اﻟﻌ ز ﯾر ة‬

‫ ر أ ﯾ ت ﺛ ﻼ ﺛ ﺔ ط ﻼ ب‬. ‫ ذ ھ ﺑ ت إ ﻟ ﻰ ﻣ ط ﻌ م ا ﻟ ﻣ د ر ﺳ ﺔ ﻹ ﺷ ﺗ ر ي ا ﻟط ﻌ ﺎ م‬. ‫ﺑ ﻌ ض ا ﻷ ط ﺑ ﺎ ء ﻓ ﺗ ﮭ و ا ﻣ ط ﻠ ﺗ ﮭ م و ذ ھ ﺑ و ا إ ﻟ ﻰ ا ﻟ ﺑ ﯾ ت ﻣ ﺎ ﺷ ﯾ ﺎ‬

. ‫ﻓ و ق اﻟﻣ ط ﻊ ﺿ ر ﺑ و ا ط ﺎ ﻟ ب اﻷ ﺧ ر‬

‫ ﺑ ﻌ ﺿ ﮭ م ر ﺟ ﮭ و ا إ ﻟ ﻰ ا ﻟ ﻣ ﻠ ﻌ ب ﻟ ﯾ ﻠ ﻌ ﺑ و ن‬. ‫ﺑ ﻌ د ﻧ ﺻ ف ﺳ ﺎ ﻋ ﺔ ا ﻧ ﺗ ﮭ ﻰ ا ﻟ ﻣ ط ر و و ﺻ ل ا ﻟ ﺷ ﻣ س ﻛ ل ا ﻟط ﻼ ب ﻣ ﺳ ر و ر ا و ا ﺑ ﺗ ﺳ ﻣ و ا‬

. ‫ و ﺑﻌ ﺿ ﮭ م ﺑ د أ أن ﯾﻣ ﺷ و ن ﻟﯾ ذ ھ ﺑو ن إﻟ ﻰ اﻟﺑﯾ ت‬. ‫ﻛ ر ة اﻟﻘ د م‬

. ‫ ﺑ ﻌ د ﺛ ﻼ ﺛ و ن ذ ﻗ ﺎ ﺋق د ﺧ ل ا ﻟ ﻧ ﺎ ظ ر و ﻋ ﻣ ﺎ ﻟ ﮫ ا ﻟ ﻣ د ر ﺳ ﺔ‬. ‫ﻓ ﻲ ھ ذ ه ا ﻟ و ﻗ ت د ﺧ ل ا ﻟ ﻣ ﻌ ﻠ ﻣ و ن ا ﻟ ﻣ د ر ﺳ ﺔ و ر ﻛ ﺑ و ا ﺳ ﯾ ﺎ ر ﺗ ﮭ م إ ﻟ ﻰ ا ﻟ ﺑ ﯾ ت‬

. ‫ﻓ ﻲ ﻧﮭ ﺎ ﯾﺔ اﻟﯾ و م د ﺧ ل اﻟﻌ ﻣ ﺎ ل اﻟ ذ ﯾن ﯾ ﻧظ ﻔ و ن اﻟﻣ د ر ﺳ ﺔ و أﻋ ﻠﻘ ﮭ م ﺑ ﺎ ب اﻟﻣ د ر ﺳ ﺔ ﻟﻠﯾم‬

This essay has a tendency to excessively rely on narrative elements. The specific scene in question is
only briefly outlined as an introduction to a narrative-based approach that is not directly relevant to
the topic. Furthermore, there are evident shortcomings in the spelling of basic words such as ‫ ﺳوت‬.
Mistakes are also noted in verb forms and tenses such as ‫ﻟﯾﻠﻌﺑون‬. The approach limits the achievement
of this essay to Band 4.

18
‫‪Example 2‬‬

‫أﺧ ر ج ﻣ ن اﻟﻔ ﺻ ل ﻋ ﻧ د ﻣ ﺎ ﯾ د ق اﻟﺟ ر س و أ د ﺧ ل اﻟﻔ ﻧ ﺎء اﻟو اﺳ ﻊ ﻣ ز د ﺣ م ﺑ ﺎﻟﻧ ﺎ س ‪ .‬ﻛ ﺎن اﻟﺟ و ﺟ ﻣ ﯾﻼ و اﻟﺷ ﻣ س ﻣ ﺷ ر ﻗﺔ ﻓ ﻲ‬

‫اﻟﻣ ﺳ ﺎء اﻟز ر ﻗ ﺎء و اﻟﺻ ﺎﻓ ﯾﺔ و ﻛ ﺎن اﻟﻧﺳ ﯾم اﻟﮭ ﺎ د ئ ﻋ ﻠﻰ و ﺟ ﮭ ﻲ و ﺗط ﯾر ﺷ ﻌ ر ي ‪ .‬اﻟط ﻼ ب ﯾﺟ ر ي ھ ﻧ ﺎ و ھ ﻧ ﺎ ك و ﯾ ﺻ ر ﺧ و ن‬

‫ﺑﺻ و ت ﻋ ﺎﻟﯾﺔ‪.‬‬

‫أ ﺑ د أ ا ن أ ﻣ ﺷ ﻲ و ﻛ ﺎ ن ا ﻟ ﺳ ﺎ ﻋ ﺔ ﯾ ﺳ ﯾ ر ﺑ ﺑ ط ء ﺷ د ﯾ د ‪ .‬ﻛ ﺎ ن ﺑ ﻌ ض ا ﻟط ﻼ ب ﯾ ﻠ ﻌ ﺑ و ن ﻣ ﻌ ﮭ م و ھ م ﻣ ﺳ ر و ر و ن ‪ .‬أ ر ى ا ﻟ و ا ﻟ د ي ﯾ ﻣ ﺳ ك‬

‫ﯾ د اﻷ ط ﻔ ﺎ ل و ا ﺗﺟ ﮭ و ا إﻟ ﻰ ﺳ ﯾ ﺎر ﺗ ﮭ م ﻟ ﯾ ﻌ و د إﻟ ﻰ اﻟ ﺑ ﯾ ت ‪ .‬ﺑ ﻌ ض اﻟﺷ ﺑ ﺎ ب ﯾ ﺗﺣ د ﺛ و ن و ﯾ ﺿ ﺣ ﻛ و ن ﻣ ﻌ ﺎ ﻓ ﻲ ﻓ ر ﺣ ﺔ و ﺳ ر و ر ‪ .‬أﺣ د‬

‫اﻟط ﻔ ل ﻛ ﺎﻧﮫ أﺑﯾض اﻟﻘﻠب ‪ ،‬ھ و ﯾﻌ ط ﻲ ﺻ د ﯾﻘﮫ ﻛ ﻌ ﻛ ﺔ و أظ ﮭ ر ﻋ ﻠﻰ و ﺟ ﮭ ﮫ ﺑﺳ ﻣ ﺔ ﺟ ﻣ ﯾﻠﺔ ‪ .‬ﺑ ﻛ ﻰ ط ﻔ ل ﺻ ﻐ ﯾر ﻷ ﻧﮫ ﯾر ﯾ د أن‬

‫ﯾﻠﻌ ب ﻣ ﻊ أﺻ دﻗ ﺎﺋﮫ و ﻟﻛ ن ﺣ ﺎن و ﻗ ت اﻟﻌ و د ة إﻟﻰ اﻟﺑﯾت ‪ .‬ﯾﻘو د اﻟﻣ ﻌ ﻠﻣ و ن ﺳ ﯾ ﺎر ﺗﮭ م ﻟﯾﻌ و د و ا إﻟﻰ ﺑﯾو ﺗﮭ م‪ .‬ﻛ ﺎن ﺟ ﻣ ﯾﻊ اﻟﻧ ﺎس‬

‫ﻣ ﺷ ﻐ و ﻟ و ن ﻓ ﻲ ﺣ ﯾ ﺎ ﺗﮭ م ‪ .‬اﺗﺟ ﮭ ت إﻟ ﻰ ﻣ و ﻗف اﻟﺣ ﺎﻓ ﻠﺔ و اﻟﻧ ﺎ س ھ ﻧ ﺎك ﯾﺷ ﮭ د و ن اﻟﮭ ﺎ ﺗف ‪ .‬ﻓﺟ ﺄ ة أﺳ ﻣ ﻊ ﺻ و ت اﻟﺣ ﺎﻓ ﻠﺔ ﯾﻘ ﺗ ر ب‬

‫ﻣ ﻧ ﻲ و ﺗ ﻘ ف أ ﻣ ﺎ ﻣ ﻲ ‪ .‬أ ر ﻛ ب ا ﻟ ﺣ ﺎ ﻓ ﻠ ﺔ ا ﻟ ﻣ ز د ﺣ ﻣ ﺔ ﺑ ﺎﻟﻧ ﺎ س ﻋ ﺎ ﺋ د ﯾن إﻟ ﻰ اﻟﺑ ﯾ ت ﺑ ﻌ د ﯾ و م ﻣ ﺗ ﻌ ب ﻓ ﻲ اﻟﻣ د ر ﺳ ﺔ ‪.‬‬

‫‪This essay has details in the descriptions but lacks consistency in creating the desired atmosphere‬‬
‫‪throughout. The vocabulary used is generally precise and there is some variation in sentence‬‬
‫‪structures. The G/S/P and syntax are generally accurate. However, due to errors and lack of well-‬‬
‫‪developed descriptions, the essay falls within Band 2, leaning towards the lower end of the band.‬‬

‫‪Example 3‬‬

‫ﯾ د ق ﺟ ر س ﻣ د ر ﺳ ﺗ ﻲ و ﺗ ﻧ ﺗ ﮭ ﻲ اﻟﻣ د ر ﺳ ﺔ ‪ .‬اﻵ ن اﻟ و ﻗ ت ﻟﻠر ﺟ و ع إﻟ ﻰ اﻟ ﺑ ﯾ ت ‪ .‬ﯾ و ﻗف اﻟﻣ ﻌ ﻠﻣ و ن د ر و ﺳ ﮭ م ﻟﻠ ﯾ و م و ﯾ ﺄ ﻣ ر و ن‬

‫اﻟط ﻼ ب أن ﯾﺟ ﻣ ﻌ و ا أﺷ ﯾ ﺎء ھ م ‪ .‬ﺛم ﯾﺧ ر ج اﻟﺟ ﻣ ﯾﻊ ﻣ ن اﻟﻔ ﺻ و ل ‪.‬‬

‫ﯾﺳ ر ع اﻟﺗﻼ ﻣ ﯾ ذ اﻟﻔر ﺣ و ن ﺧ ﺎر ج اﻟﻣ د ر ﺳ ﺔ ﺑﻌ د ﯾو م ﻣ ﺗﻌ ب ‪ .‬ﯾﺟ ر ي ﺑﻌ ض اﻟط ﻼ ب ھ ﻧ ﺎ و ھ ﻧ ﺎك ﺑﺳ ر ﻋ ﺔ اﻟﺑر ق ‪ .‬اﻟﻔ ﻧ ﺎء‬

‫ﻣ ز د ﺣ م و ﻣ ﻠ ﻲ ء ﺑ ﺎﻟﻧ ﺎ س ‪ .‬اﻟﺗﻼ ﻣ ﯾ ذ ﻣ ﺛﯾر و ن ﺑﻧﮭ ﺎﯾﺔ اﻟﻣ د ر ﺳ ﺔ و ﯾﺟ ر و ن إﻟ ﻰ ﻣ ﺣ ط ﺔ اﻟﺣ ﺎﻓﻼ ت ﻟﯾر ﻛ ﺑو ا اﻟﺣ ﺎﻓ ﻠﺔ ﻟﻠﻌ و د ة إﻟ ﻰ‬

‫ﺑﯾو ﺗﮭ م‪ .‬ﺑﻌ ﺿ ﮭ م ﯾر ﺟ ﻌ و ن إﻟﻰ اﻟد ار ﻣ ﺎﺷ ﯾﺎ او ﺑﺎﻟﺳ ﯾﺎر ة ﻣ ﻊ و اﻟد ﯾﻧﮭ م‪ .‬ﯾﺗﻛ ﻠﻣ و ن و ﯾﺻ ر ﺧ و ن إﻟﻰ أﺻ دﻗ ﺎﺋﮭ م ﺑﺳ ر و ر ‪ .‬ﻓﻲ‬

‫ﺑ ﻌ ض ا ﻷ ﻣ ﺎ ﻛ ن أ ر ى ا ﻟ ﻣ ﺷ ﺎ ﻛ ﺳ ﯾ ن ﯾ د ﺧ ﻧ و ن و ﯾ ﻌ ﺎ ﻣ ﻠ و ن أ ﺻ ﻐ ر اﻟط ﻼ ب ﻣ ﻌ ﺎﻣ ﻠﺔ ﺳ ﯾﺋﺔ ‪ .‬ﯾﺳ ﺧ ر و ن و ﯾﺧ د ﻋ و ﻧﮭ م ‪ .‬ﻓ ﯾ ﺣ ﺎ و ل‬

‫اﻟﻣ د ر ﺳ و ن أن ﯾﺣ ﻠو ا اﻟﻣ و ﻗف ‪ .‬اﻷ ﺻ و ات اﻟﻌ ﺎﻟﯾﺔ و اﻟﺿ ﺟ ﺎ ت اﻟﻘو ﯾﺔ ﺗر ﺗﻔ ﻊ ﻣ ن ﻛ ل أﻣ ﺎﻛ ن ‪ .‬اﻟﯾو م اﻟﺟ و ﻣ ﻌ ﺗ د ل و ﺻ ﺎف‬

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‫ ﻓ ﺗ ﻘ ر ر ﻣ ﺟ ﻣ و ﻋ ﺔ ﻣ ن ا ﻟ ﺗ ﻼ ﻣ ﯾ ذ أ ن ﯾ ﻠ ﻌ ﺑ و ا ﻛ ر ة‬. ‫ أ ﺳ ﻣ ﻊ ﺻ و ﺗ ﺎ ﻣ ر ﯾ ﺣ ﺎ ﻣ ن ﺗ ﻐ ر ﯾ د ا ﻟ ط ﯾ و ر‬. ‫و ا ﻟ ﺷ ﻣ س ﺳ ﺎط ﻌ ﺔ و ا ﻟ ﻧ ﺳ ﯾ م ھ ﺎ د ئ‬

‫ أﻣ ﺎ اﻟﻣ ﻌ ﻠﻣ و ن اﻟﻣ ﺗﻌ ﺑو ن‬.‫ ﯾﺟ ر و ن و ﯾﺳ ﻘط و ن ﻣ ر ات ﻛ ﺛﯾر ة و ﯾﺻ ﯾﺣ و ن إﻟﻰ ز ﻣ ﻼ ﺋﮭ م ﺑﺳ ﻌ ﺎ د ة‬. ‫اﻟﻘ د م ﻓ ﻲ ﻣ ﻠﻌ ب اﻟﻣ د ر ﺳ ﺔ‬

‫ ﻋ ﻧ د‬. ‫ﻓ ﯾ ﻌ و د و ن إﻟ ﻰ ﺑ ﯾ و ﺗ ﮭ م أ ﯾ ﺿ ﺎ ﻟ ﻛ ن اﻟ ﻌ ﺎ ﻣ ﻠ ﯾ ن ﯾ ﺑﻘ و ن ﻓ ﻲ اﻟ ﻣ د ر ﺳ ﺔ ﻟﻠ ﺗ ر ﺗ ﯾ ب و اﻟ ﻧظ ﺎﻓ ﺔ ﻣ ﺛ ل ﻛ ل أ ﯾ ﺎ م اﻟﺳ ﻧ ﺔ اﻟ ﻣ د ر ﺳ ﯾ ﺔ‬

. ‫ﻧ ﮭ ﺎ ﯾ ﺔ و ﻗ ت ا ﻟ ﻣ د ر ﺳ ﺔ أ ﺷ ﻌ ر ﻛ ﺄ ﻧ ﻲ أ ﺗر ك ا ﻟ ﺑ ﯾ ﺋ ﺔ ﺳ ﻌ ﯾ د ة و ﻣ ﺛ ﯾ ر ة و ﺣ ﯾ و ﯾ ﺔ‬

Although there are some minor grammatical errors, this is a Band 1 essay. The candidate focuses on
what (s)he hears, what (s)sees to describe the scene when school is dismissed. The sentence
structure and the correct tense give the essay a natural fluency which is very convincing. Vocabulary
is certainly a strong point (‫ ﺣﯾوﯾﺔ‬،‫ ﻣﺛﯾرة‬،‫ ﯾﺧدﻋون‬،‫ ﯾﺳﺧرون‬،‫)اﻟﻣﺷﺎﻛﺳﯾن‬. There is a sense that the candidate
is very comfortable using such words.

Narrative Writing
Overall, the narrative task emerged as the most favoured and frequently attempted among
candidates. The performance was quite satisfactory. This year, candidates were asked to write a story
which includes the line “I never thought that I would one day receive such a gift…”.

Candidates engaging with the narrative essay demonstrated the ability to insert the sentence given
to them properly in their essay. The best candidates produced detailed storylines, employing very
accurate G/S/P and precise vocabulary. They effectively used diverse sentence structures to captivate
and retain the reader’s interest. Conversely, weaker candidates struggled to develop a plot and used
a very erroneous language throughout. Sentence separation issues were particularly noticeable in
these scripts.

Below are examples of responses that align with examiners’ expectations for narrative essays.

Example 1

‫ ﺑ ﻌ د ﺻ ﻼ ة‬. ‫ ﻷ ﻧ ﻧ ﻲ ﻛ ﺎن ﻋ ﯾ د ﻣ ﯾﻼ د ي‬،‫ اﺳ ﺗ ﯾﻘظ ت ﻣ ﻛ ر ا ﻓ ﻲ اﻟ ﺻ ﺑ ﺎ ح و ﻛ ﻧ ت ﻣ ﺳ ر و ر ﺟ د ا‬، ‫ﻛ ﺎن ﻓ ﻲ ﯾ و م اﻟﺳ ﺑ ت اﻟﻣ ﺎ ﺿ ﻲ‬

. ‫ و ﻟﻣ ﺎ ﺳ ﻠﻣ ت ﻋ ﻠﻰ و اﻟد ي و ﻟﻛ ن ﻟم ﯾﺗﻛ ﻠﻣ و ا ﻣ ﻌ ﻲ ﻋ ﻠﻰ ﻋ ﯾ د ﻣ ﯾﻼ د ي‬. ‫اﻟﻔﺟ ر ﺗﻧ ﺎو ل اﻟﻔط و ر و ﺟ ﮭ ز ت ﻷ ذ ھ ب إﻟﻰ اﻟﻣ د ر ﺳ ﺔ‬

.‫ ﻓ ﺄ ذ ھ ب إ ﻟ ﻰ ا ﻟ ﻣ د ر ﺳ ﺔ‬. ‫ﻓ ﻛ ر ت أ ﻧ ﮫ ﻟم ﯾ د ر ﺳ و ا أ ن ا ﻟ ﯾ و م ﯾ و م ﻋ ﯾ د ﺑ ﯾﻼ د ي‬

‫ و ﻋ ﻧ د ﻣ ﺎ دق‬. ‫ ﻓﻛ ر ت أﻧﮫ ﻻ ﯾ ذ ﻛ ر و ا أﻧﮫ ﺻ د ﯾﻘ ﻲ‬. ‫ ﺷ ﻌ ر ت ﺑﺣ ز ن ﺷ د ﯾ د‬.‫ ﻟم ﯾ د ر ﺳ و ا أﺻ دﻗ ﺎﺋ ﻲ أﯾﺿ ﺎ‬، ‫و ﻓ ﻲ اﻟﻣ د ر س‬

‫ وﻓﺟﺄة ﺳﻣﻌت ﺻوﺗﺎ‬.‫ ﻛﺎن اﻟﻧور ﻟم ﯾﻛن ﻣﻧوًرا‬،‫ وﻟﻣﺎ ﻓﺗﺣت اﻟﺑﯾت‬.‫ ﻋدت إﻟﻰ اﻟﺑﯾت ﺑﺣزن ﺷدﯾد‬،‫اﻟﺟرس ﻓﻲ اﻟﻣﺳﺎء‬

. ‫ ﻓ ﻲ اﻟﺑﯾ ت ر أﯾ ت أﺻ د ﻗ ﺎﺋ ﻲ و و اﻟ د ﺗ ﻲ و ﻋ ﺎﺋﻠﺗ ﻲ‬.‫ ﻛ ﻧ ت ﻣ ﺳ ر و ر ﺟ د ا‬.‫ " ﻋ ﯾ د ﻣ ﯾﻼ د ك ﺳ ﻌ ﯾ د و ﻛ ﺎن اﻟﻧ و ر ﻣ ﻧ و ار ا أﯾ ﺿ ﺎ‬: ‫ﻗ ﺎ ل‬

20
‫ﻟم أﻓ ﻛ ر أﻧ ﻲ ﺳ ﺄﺳ ﺗﻠم ﯾو ﻣ ﺎ ﻣ ﺛ ل ھ ذ ه اﻟﮭ د ﯾﺔ ‪ " .‬ھ و ‪ .‬اﻟﯾو م اﻟذ ي اﻋ ط ﻰ أﺑ ﻲ ﺗ ذ اﻛ ر ا ﻻ ﻟذ ھ ﺎ ب إﻟ ﻰ اﻟﻔر ﻧﺳ ﻲ ﻋ ﻧ د ﻣ ﺎ ﻧﺟ ﮭ ت‬

‫ﻓ ﻲ أﻣ ﺗﺣ ﺎ ﻧ ﻲ ‪.‬‬

‫‪This essay demonstrates relevance; however, lacks depth in storyline development. Linguistically, it‬‬
‫‪). The grammatical‬ﻣدرﺳﺔ‪ ،‬ﻣﺑﻛرا‪ ،‬ﻧﺟﺣت( ‪presents challenges with elementary vocabulary usage‬‬
‫‪structure exhibits clear inconsistencies in tense, agreement, and punctuation. Consequently, while‬‬
‫‪meriting recognition for relevance, this essay is constrained to Band 4 due to evident linguistic‬‬
‫‪insecurities.‬‬

‫‪Example 2‬‬

‫ﻓ ﻲ اﻟﺷ ﮭ ر اﻟﻣ ﺎ ﺿ ﻲ ‪ ،‬ﻧﺟ ﺣ ت ﻓ ﻲ اﻻ ﻣ ﺗﺣ ﺎﻧ ﺎ ت و ﻛ ﺎن و اﻟد ي و و اﻟد ﺗ ﻲ ﻓ ﻲ ﻏ ﺎﯾﺔ اﻟﻔر ح ﻟﻣ ﺎ ﺳ ﻣ ﻌ و ا ﻋ ن ھ ذ ا اﻟﺧ ﺑر اﻟﺳ ﻌ ﯾ د ‪.‬‬

‫ﻓﺄﻋطﻰ ﻟﻲ واﻟدي اﻟﺗذاﻛر إﻟﻰ اﻟدﺑﻲ ﻟم أﻓﻛر أﻧﻲ ﺳﺄﺳﺗﻠم ﯾوﻣﺎ ﻣﺛل ھذه اﻟﺣدﯾﺔ ﻓﺷﻛرﺗﮫ ﻣن ﺻﻣﯾم ﻗﻠﺑﻲ‪.‬‬

‫وﺑﻌد أﯾﺎم ﺑدأﻧﺎ أن ﻧﺳﺗﻌد ﻟﺳﻔر ﻣﻣﺗﻊ‪ .‬ﺳﺎﻋدت أﺑﻲ ﻓﻲ اﻏداد اﻟﺣﻘﺎﺋب ﺑﯾﻧﻣﺎ ﺟﮭزت أﻣﻲ اﻟواﺟﺑﺎت اﻟﺧﻔﯾﻔﺔ ﻟﻧﺄﻛل ﻓﻲ‬

‫اﻟﻣ ط ر ‪ .‬و ﻓ ﻲ ذ ﻟك اﻟﯾو م ‪ ،‬ﺻ ﺣ و ت ﻣ ن اﻟﻧو م ﻓ ﻲ ﺻ ﺑ ﺎح اﻟﺑ ﺎﻛ ر و ر ﻛ ب أﻓر د أﺳ ر ﺗ ﻲ إﻟﻰ اﻟﻣ ط ر ‪ .‬و ﺑﻌ د ﻧﺻ ف ﺳ ﺎﻋ ﺔ ﻣ ن‬

‫اﻟﺳ ﯾر ‪ ،‬و ﺻ ﻠﻧ ﺎ ھ ﻧ ﺎك ‪ .‬ﻛ ﺎن اﻟﻣ ط ر ﻣ ز د ﺣ ﻣ ﺎ ﺑ ﺎﻟﻧ ﺎس و ﺻ ر خ اﻷ ط ﻔ ﺎ ل اﻟﺻ ﻐ ﯾر ﺑﺻ و ت اﻟﻌ ﺎﻟﻲ ‪ .‬و ﺑﻌ د أن ﺳ ﻠﻣ ﻧ ﺎ ﻋ ﻠﻰ‬

‫أﻓر ا د اﻷ ﺳ ر ة ‪ ،‬ر ﻛ ﺑ ت اﻟط ﺎ ﺋر ة ﻣ ﻊ و اﻟ د ي و و اﻟ د ﺗ ﻲ ‪ .‬ﻧ ز ﻟ ت ا ﻟ ط ﺎ ﺋ ر ة ﻓ ﻲ ﻣ ط ر د ﺑ ﻲ ‪ .‬ﻛ ﺎ ن د ﺑ ﻲ ﺑ ﻼ د ﻛ ﺑ ﯾ ر ا و ﺟ ﻣ ﯾ ﻼ ﺟ د ا !‬

‫أ و ﻻ ا ﺗ ﺟ ﮭ ﻧ ﺎ إ ﻟ ﻰ ا ﻟ ﻔ ﻧ د ق ﻟ ﻧ ﺳ ﺗ ر ﯾ ﺢ ﻷ ن ا ﻟ ﺳ ﻔ ر ط و ﯾ ل و ﻣ ﺗ ﻌ ب و ﻓ ﻲ ا ﻷ ﯾ ﺎ م ا ﻷ ﺧ ر ى ‪ ،‬ز ر ﻧ ﺎ ﻣ ﻛ ﺎ ﻧ ﺎ ﻣ ﺧ ﺗ ﻠ ﻔ ﺎ ﻣ ﺛ ل ا ﻟ ﺻ ﺣ ر اء‬

‫ﺣ ﯾ ث ﺷ ﺎھ د ﻧ ﺎ و ر ﻛ ﺑﻧ ﺎ اﻟﺟ ﻣ ل ‪ .‬أﯾﺿ ﺎ ذ ھ ﺑﻧ ﺎ إﻟﻰ ﻣ ر ﻛ ز اﻟﺳ و ق ‪ .‬ھ ﻧ ﺎك اﺷ ﺗر ﯾﻧ ﺎ ﻛ ﺛﯾر ا ﻣ ن اﻟﮭ د اﯾ ﺎ ﻟز ﻣ ﻼ ﺋ ﻲ و أﺳ ر ﺗ ﻲ ‪.‬‬

‫اﺳ ﺗﻣ ﻌ ت ﺑﻧﻔﺳ ﻲ ﻓ ﻲ ھ ذ ه ر ﺣ ﻠﺔ ‪.‬‬

‫و ﺑ ﻌ د أﺳ ﺑ و ﻋ ﯾ ن ‪ ،‬ر ﺟ ﻌ ﻧ ﺎ إ ﻟ ﻰ ﺟ ز ﯾ ر ﺗ ﻲ ا ﻟ ﺻ ﻐ ﯾ ر ة ‪ .‬ﻛ ﻧ ت ﺣ ز ﯾ ﻧ ﺎ ﻷ ن ا ﺗ ﺣ ﯾ ت ا ﻟر ﺣ ﻠ ﺔ ‪ .‬ﻟ ﻛ ن و ﻋ د ﺗ ﻧ ﻲ ﻷ ﻋ ﻣ ل ﺑ ﺷ د ة ‪ .‬ﻓ ﻲ‬

‫د ر اﺳ ﺗ ﻲ اﻟﻌ ﺎم اﻟﻘ ﺎ د م ﻷ ﻓ ر ح و اﻟ د ﺗ ﻲ ‪ .‬اﻟﺣ ﻣ د ﷲ ﻟﮭ ذ ه ر ﺣ ﻠﺔ ‪.‬‬

‫‪This response lacks sophistication. Despite an attempt at complexity, the plot sounds more like a‬‬
‫‪), the‬ﻏﺎﯾﺔ اﻟﻔرح‪ ،‬ﺻﻣﯾم ﻗﻠﺑﻲ‪ ،‬ﺻﺣوت( ‪series of events. While certain sections feature accurate vocabulary‬‬
‫‪prevalence of spelling errors is notable. Hence, this response scores well, but cannot be awarded the‬‬
‫‪best marks (Band 2).‬‬

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‫‪Example 3‬‬

‫ﻗﻔز ت ﻣ ن ﻓر اﺷ ﻲ و ﺟ ر ﯾ ت ﻛ ﺎﻟﺟ ن إﻟﻰ اﻟﺣ ﻣ ﺎم ﺛم اﻟﺗﮭ ﻣ ت ﻓط و ر ي اﻟذ ي ﯾﺗﻛ و ن ﻣ ن اﻟﺧ ﺑز اﻟﻣ ﺣ ﻣ ص ﻣ ﻊ ﻣ ر ﺑ ﻰ اﻟﺗو ت‬

‫و ا ﻟﻘ ﮭ و ة ﺑ ﺎ ﻟ ﺣ ﻠ ﯾ ب ‪ .‬ﻓ ﻲ ذ ﻟ ك ا ﻟ ﯾ و م ذ ھ ﺑ ت إ ﻟ ﻰ ا ﻟ ﻣ د ر ﺳ ﺔ ﻷ ﺣ ﺻ ل ﻋ ﻠ ﻰ ﺷ ﮭ ﺎ د ا ت ا ﻻ ﻣ ﺗ ﺣ ﺎ ن ا ﻟ و ط ﻧ ﻲ ‪.‬‬

‫ﻋ ﻧ د ﻣ ﺎ و ﺻ ﻠ ت إ ﻟ ﻰ ھ ﻧ ﺎ ك ‪ ،‬ا ﻧ ﺗظ ر ت ﻓ ﻲ ﻓ ﻧ ﺎء ا ﻟ ﻣ د ر ﺳ ﺔ ا ﻟ و اﺳ ﻊ ﻷ ﻧ ﻧ ﻲ ﺟ ﺋ ُ‬
‫ت ﻣ ﺑ ﻛ ر ا‪ .‬ﻛ ﺎ ﻧ ت ا ﻟﺳ ﻣ ﺎء ﺻ ﺎﻓ ﯾ ﺔ ﻛ ﺎ ﻟ ﻣ ر آ ة و ا ﻟﺷ ﻣ س‬

‫ﻲ ‪ .‬ﻟﻘ د اﺳ ﺗ ﻣ ﻌ ت ﻛ ﺛ ﯾ ر ا ﻓ ﻲ ﺗ ﻠ ك ا ﻟ ﻠﺣ ظ ﺔ ‪.‬‬
‫ﺗر ﺳ ل ﺧ ﯾ و ط ﮭ ﺎ اﻟ ذ ھ ﺑ ﯾﺔ ﻋ ﻠ ّ‬

‫و ﻟ ﻛ ن ﻋ ﻧ د ﻣ ﺎ د ق ﻧ ﺎ ﺋ ب ا ﻟ ﻣ د ر ﺳ ﺔ ا ﻟ ﺟ ر س ﺗ ﺑ د ل ا ﻟ ﺳ ر و ر إ ﻟ ﻰ ا ﻟﻘ ﻠق ﻓ ﺄ ﻟﻘ ﻰ ا ﻟ ﻣ د ﯾ ر ﻛ ﻠ ﻣ ﺔ ﻣ و ﺟ ز ة إ ﻟ ﯾ ﻧ ﺎ ‪ .‬ﻗ ﺎ ل ا ﻟ ﻣ د ﯾ ر ﺿ ﺎ ﺣ ﻛ ﺎ ‪:‬‬

‫" ﻻ ﺗﺧ ف ﯾ ﺎ ط ﻼ ب ‪ .‬ﺳ ﺗﺷ ﺎھ د و ن ﺟ ﮭ و د ﻛ م ﺑ د و ن أن ﺗ ﺿ ﯾ ﻊ اﻟو ﻗ ت " ‪ .‬ﺑﻌ د ذ ﻟك ﻧ ﺎ د اﻧ ﻲ اﻟﻣ د ﯾر و ذ ھ ﺑ ت إﻟ ﻰ اﻟﻣ ﻧ ﺻ ﺔ ﻓ ﻲ‬

‫ﺧ و ف ﺷ د ﯾ د ‪ .‬ﻟم أﺳ ﺗط ﻊ أن أﻣ ﺳ ك ﺑﻧﻔﺳ ﻲ ‪ .‬ﺗﻧﻔﺳ ت اﻟﮭ و اء ‪.‬‬

‫ﻛ ﺎن اﻟﻣ د ﯾر ﯾ ﺑ ﺗﺳ م ا ﺑ ﺗﺳ ﻣ ﺎ ﻋ ر ﯾ ﺿ ﺎ ﻋ ﻧ د ﻣ ﺎ ﯾﻘ د م ﻟ ﻲ ﻧ ﺗ ﯾﺟ ﺗ ﻲ ‪ .‬ﻟﻣ ﺣ ت إﻟ ﻰ اﻟ و ر ﻗ ﺔ و ﻛ ﺎ ﻧ ت اﻟﻔ ر ﺣ ﺔ ﺑ ﺎ د ﯾ ﺔ ﻋ ﻠ ﻰ و ﺟ ﮭ ﻲ ‪.‬‬

‫ﻓﺷ ﻛ ر ﻧ ﻲ اﻟﻣ د ﯾر ﺑﻧﺟ ﺎﺣ ﻲ و ﺑ ﺄﺧ ﻼ ﻗ ﻲ اﻟﺣ ﺳ ﻧﺔ ‪.‬‬

‫ﻋ ﻧ د ﻣ ﺎ ر ﺟ ﻌ ت إ ﻟ ﻰ ا ﻟ ﺑ ﯾ ت ‪ ،‬ﻛ ﺎ ﻧ ت أﺳ ر ﺗ ﻲ ﻓ ﻲ ﻏ ﺎ ﯾ ﺔ ا ﻟ ﻔ ر ح و أ ﻋ ﻠ ن أ ﺑ ﻲ أ ﻧ ﮫ ﺳ ﯾ ﺄ ﺧ ذ ﻧ ﻲ إ ﻟ ﻰ ا ﻟ ﯾ ﺎ ﺑ ﺎ ن ‪ ،‬ﺑ ﻠ د ﺣ ﻠ ﻣ ﻲ ‪ .‬ﻋ ﺎ ﻧ ﻘ ت أ ﺑ ﻲ‬

‫ﺑﻘ و ة‪ .‬ﻟم أﻓ ﻛ ر أﻧﻧ ﻲ ﺳ ﺄﺳ ﺗﻠم ﯾو ﻣ ﺎ ﻣ ﺛ ل ھ ذ ه اﻟﮭ د ﯾﺔ ‪.‬‬

‫‪A clear example of a complex and sophisticated piece of writing. This is undoubtedly a Band 1 essay.‬‬
‫‪The candidate has an intricate plot and the language is essentially very accurate throughout. The‬‬
‫‪).‬اﻟﺗﮭﻣت‪ ،‬ﺗﺑدل اﻟﺳرور‪ ،‬ﻏﺎﯾﺔ اﻟﻔرح‪ ،‬اﻟﻔرﺣﺔ ﺑﺎدﯾﺔ ﻋﻠﻰ وﺟﮭﻲ( ‪vocabulary employed is indeed commendable‬‬
‫‪Furthermore, the candidate adeptly uses diverse sentence structures, and the coherence in the ideas‬‬
‫‪is noteworthy.‬‬

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