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Notes/Arabic/Changes in Arab society: the family and the media (المحور الأول)
Notes · ArabicUK · A-Levels

Changes in Arab society: the family and the media (المحور الأول)

This topic carries the whole of Edexcel's first theme, المحور الأول: التغيرات في المجتمع العربي, across both of its sub-themes and its research subject. الأسرة العربية covers gender roles within the family, the role of the extended family and relatives, and attitudes to marriage and divorce; الإعلام covers the effect of the media on Arab society, technology and the media, and the effect of social media on society and relationships; and the theme's research subject, الأعراف الاجتماعية في إحدى الدول العربية, is introduced here because social norms are exactly what the two sub-themes are both about. Like all four themes, Theme 1 is set in the context of the Arabic-speaking world, which is not one society but more than twenty countries with different laws, economies and histories, and the notes hold to that from the first paragraph: what is documented is stated plainly, what is contested is attributed, no statistic is invented, and no single picture is generalised to the whole region. Alongside the content the topic teaches the Arabic this material needs — the vocabulary of kinship and of media, non-human plural agreement, كان and its sisters with an accusative predicate, the comparative, and the attribution formulas that make sensitive material safe to write about.

5 sections·~40 min reading time·4 competencies·Level Standard 3 · Advanced 2

T·0111 / 12
Exam profile
AO1 · Understand and respond in writing to spoken Arabic about family life and the mediaAO2 · Understand and respond in writing to written Arabic on social change, from journalistic and discursive sourcesAO3 · Manipulate Arabic accurately, using a range of lexis and structure to describe, explain and evaluate social changeAO4 · Show knowledge and understanding of, and respond critically to, family structures, social norms and the media in the Arabic-speaking world
Operators:صفاشرححللقارنقيّمعلّلترجملخّص

basic level

At first-year standard the expectation is accurate description with a clear personal response: who lives in a household, who does what, what people say about marriage, how families use their phones, and what the student thinks — expressed with secure present and past tenses, correct agreement, and enough connectives to join two ideas rather than list them.

higher level

The full A-Level expects argument and attribution rather than description. Which changes are documented, and where? What explains them, and who says so? How different is the picture in one country from the picture in another? Answers must name positions and attach them to somebody, must resist generalising from one country to twenty, and must be written with the grammatical range Appendix 2 prescribes: كان and its sisters, إن and its sisters, the passive, verbal nouns, the comparative, and subordination that carries an argument rather than a list.

Depth

Reading depth: In depth

Text

Text size: Standard

Contents · 5 sections▾
  1. Changes in Arab society: the family and the media (المحور الأول)
    • 01أدوار الجنسين ضمن الأسرة: gender roles, and how to write about them honestly◐
    • 02دور الأسرة الممتدة والأقرباء: kinship, and the idafa that describes it◐
    • 03الموقف من الزواج والطلاق: attitudes to marriage and divorce●
    • 04الإعلام: media, technology and the effect of social media◐
    • 05Exam technique: answering Paper 1 Section B in Arabic without lifting the text●
§ 01

أدوار الجنسين ضمن الأسرة: gender roles, and how to write about them honestly#

●●○StandardLPPearson Edexcel 9AA0 Theme 1 - الأسرة العربية: أدوار الجنسين ضمن الأسرةLPDfE GCE AS and A level subject content for modern foreign languages

Key points

Start by knowing exactly where you are. Edexcel's 9AA0 content is four themes, each broken into two sub-themes and one research subject, each of those divided into three aspects. This topic is المحور الأول: التغيرات في المجتمع العربي — changes in Arab society — and it carries both of that theme's sub-themes, الأسرة العربية (the Arab family) and الإعلام (the media), together with its research subject, الأعراف الاجتماعية في إحدى الدول العربية (social norms in one Arab country). The first sub-theme's three aspects are أدوار الجنسين ضمن الأسرة, دور الأسرة الممتدة والأقرباء and الموقف من الزواج والطلاق. Nothing here is examined by speaking: 9AA0 is titled Arabic (listening, reading and writing) and has no speaking paper at all, so every mark this material can earn is earned by reading it, hearing it, translating it or writing it.
The content itself is genuinely comparative, and the single most valuable habit to build in week one is refusing to generalise. The Arabic-speaking world is more than twenty countries whose family law, labour markets, urbanisation and recent history differ sharply; a claim that is true of one is often false of another. Within a household the aspect asks about who earns, who cares, who decides and who is expected to do the domestic work, and about how those expectations are changing. The documented drivers that scholarship consistently points to are the expansion of girls' schooling and of women's university enrolment, urbanisation, the shift of work out of agriculture, and later marriage. State those as directions of travel, not as percentages you cannot source, and always name the country you are talking about.
The Arabic for this aspect is a compact set worth learning as phrases rather than as words. أدوار الجنسين — gender roles; تقسيم العمل داخل الأسرة — the division of labour within the family; المعيل — the breadwinner; رب الأسرة — the head of the household; العمل المنزلي — housework; رعاية الأطفال — childcare; المساواة — equality; التوقعات الاجتماعية — social expectations. Two grammatical points carry most of the sentences you will write. First, non-human plurals take feminine singular agreement: تغيرت الأدوار, the roles changed, not تغيروا. Second, كان and its sisters — كان, أصبح, صار, ما زال, لم يعد — put their predicate in the accusative: أصبح العمل المنزلي مسؤولية مشتركة, housework has become a shared responsibility.
This material reaches you in every paper, which is why it is worth over-preparing. A Paper 1 Section A translation passage may be drawn from any one sub-theme, and family life is a favourite because it is concrete. Paper 1 Section B reading texts mix factual with abstract writing and are authentic or adapted from authentic sources, so an opinion column about who does the housework is exactly the register to expect. Paper 2 Section A will ask you to put English about family change into Arabic. Paper 3 Section B pairs a recording and a text on the same sub-theme and asks you to summarise both and then evaluate them. The one habit that serves all four is attribution: يرى بعض الباحثين أن — some researchers hold that — followed by بينما يرى آخرون أن, while others hold that.
Worked example

From one bare fact to a paragraph of argued Arabic

You have a single fact: in many Arab countries young women now enter university in larger numbers than a generation ago. Build it into a paragraph that explains rather than asserts, and that could be lifted into a Paper 1 Section C answer or a Paper 3 Section B evaluation.

  1. 01State the fact, and put the country in

    ارتفع عدد الطالبات في الجامعات في كثير من الدول العربية خلال الجيل الأخير. Notice three decisions. ارتفع is a Form VIII verb from the root ر-ف-ع and is the natural verb for a rise; it is masculine singular because its subject is عدد, a masculine noun, not الطالبات. في كثير من takes a genitive after من. خلال الجيل الأخير — during the last generation — is a time expression that commits you to a period without committing you to a number you cannot source. If you know the country, name it here and drop في كثير من الدول العربية altogether.

  2. 02Refuse the lazy explanation before offering a better one

    ولا يكفي أن نفسر ذلك بتغير المواقف وحده. لا يكفي أن plus a subjunctive verb is a compact way of rejecting an explanation; نفسر is in the subjunctive after أن and its final ن is dropped in the dual and plural forms, though not in this first-person plural. بتغير المواقف uses the preposition ب to mark the means of explanation, and وحده — alone, by itself — is the word that does the actual work. Refusing an easy answer obliges you to supply a fuller one, which is what structures the rest of the paragraph.

  3. 03Give two causes and rank them

    فالعامل الاقتصادي أقوى من العامل الثقافي في تفسير هذا التحول، لأن دخل الأسرة صار يعتمد على أكثر من معيل واحد. أقوى من is the comparative, formed on the pattern أفعل and followed by من for the thing compared. لأن is a subordinating conjunction from Appendix 2's list and, like إن, puts the following noun in the accusative. صار يعتمد على is a sister of كان followed by an imperfect verb, an idiomatic way of saying came to depend on. Ranking two causes rather than listing them is what an argument looks like.

  4. 04Attribute the disagreement

    ويرى بعض الباحثين أن التعليم سبب هذا التحول، بينما يرى آخرون أنه نتيجة له. Two things are happening. أن after يرى introduces a nominal clause and puts its subject in the accusative: أن التعليمَ. And the second half reverses the arrow — others see education as the result rather than the cause — which is a real scholarly disagreement about the direction of causation and is worth having ready in Arabic. بينما is the cleanest connective for a contrast between two positions.

  5. 05Close on the limit of your own claim

    غير أن الصورة تختلف من دولة إلى أخرى، ومن المدينة إلى الريف داخل الدولة الواحدة. غير أن — however, yet — is a more formal alternative to لكن and takes an accusative subject. من … إلى … repeated twice sets up two axes of variation, national and internal. Ending on the limits of a generalisation is not hedging; in the AO4 grid it is exactly the evaluation the top band asks for, and it protects you from the commonest content error in this theme.

Result: ارتفع عدد الطالبات في الجامعات في كثير من الدول العربية خلال الجيل الأخير. ولا يكفي أن نفسر ذلك بتغير المواقف وحده. فالعامل الاقتصادي أقوى من العامل الثقافي في تفسير هذا التحول، لأن دخل الأسرة صار يعتمد على أكثر من معيل واحد. ويرى بعض الباحثين أن التعليم سبب هذا التحول، بينما يرى آخرون أنه نتيجة له. غير أن الصورة تختلف من دولة إلى أخرى، ومن المدينة إلى الريف داخل الدولة الواحدة

Exam focus

  • Name the country you are describing. An answer that says في العالم العربي where it could say في المغرب أو في الأردن is weaker, not broader (AO4).
  • Use كان and its sisters deliberately: أصبح, صار, ما زال and لم يعد each carry a different claim about change over time, and each takes an accusative predicate (AO3).
  • Attribute every evaluative claim. Documented facts are stated; interpretations are given a holder (AO4).

Typical mistakes

  • Writing تغيروا الأدوار. Non-human plurals take feminine singular agreement: تغيرت الأدوار.
  • Treating the Arabic-speaking world as one society. Family law alone differs enough between member states of the Arab League to make most unqualified generalisations wrong.
  • Inventing a percentage to sound authoritative. Examiners reward relevant examples and references, not numbers, and a fabricated figure is a straightforward error.
  • Leaving the predicate of أصبح or ما زال in the nominative. These verbs take an accusative predicate, and the alif of the accusative is visible in writing on an indefinite noun.

Active revision

اكتب بالعربية نحو مئتي كلمة عن أدوار الجنسين داخل الأسرة في دولة عربية واحدة تختارها. اذكر تغيرين يمكن توثيقهما، وانسب كل تفسير إلى أصحابه باستخدام «يرى بعض الباحثين» و«بينما يرى آخرون»، واختم بجملة توضح أن الصورة تختلف من دولة إلى أخرى

Active recall

Recall the key points — then reveal.

Sources: Pearson Edexcel Level 3 Advanced GCE in Arabic (9AA0) specification (Pearson Edexcel)

§ 02

دور الأسرة الممتدة والأقرباء: kinship, and the idafa that describes it#

●●○StandardLPPearson Edexcel 9AA0 Theme 1 - الأسرة العربية: دور الأسرة الممتدة والأقرباءLPDfE GCE AS and A level subject content for modern foreign languages

Key points

The second aspect asks about the extended family and relatives, and the first thing to get right is that الأسرة and العائلة are not interchangeable in careful writing. الأسرة is normally the household — parents and children — while العائلة more often reaches outward to grandparents, uncles, aunts and cousins; الأسرة الممتدة is the explicit term for the extended family and الأقارب or الأقرباء for relatives. Arabic also distinguishes what English collapses: العم is a father's brother and الخال a mother's brother, العمة a father's sister and الخالة a mother's sister, so ابن العم and ابن الخال are different cousins. صلة الرحم — the maintaining of kinship ties — is the phrase that names the obligation itself, and it appears constantly in writing on this aspect.
What the exam actually wants is not a family tree but an argument about function. In many Arab societies the extended family has historically supplied what the state supplies elsewhere: help finding work, credit without a bank, childcare, care of the elderly, housing for a newly married couple, and a network of obligation that runs in both directions. Where formal welfare, pensions and mortgage finance have expanded, some of those functions have moved; where they have not, the network still does the work. That framing lets you explain change without claiming it. Say what a function is, say who performs it, and say what would happen if the network were absent — and you have an analytical paragraph rather than a description of a wedding.
This aspect is also the best place in the whole specification to master the إضافة, the construct chain, because kinship in Arabic is built out of it. بيت العائلة, the family house; دور الأقارب, the role of relatives; رعاية كبار السن, the care of the elderly; مسؤولية الأبناء تجاه والديهم, the responsibility of children towards their parents. The rules are few and unforgiving: the first term takes neither the definite article nor tanwin, the second term is always genitive, only the final term may carry the article, and any adjective waits until the whole chain has finished. بيت العائلة الكبير therefore means the family's big house, and the adjective's own agreement is what tells the reader which noun it modifies.
Two register warnings. First, this is emotive material for many students and families, and the AO4 grid rewards analysis rather than warmth; write تؤدي الأسرة الممتدة وظائف اقتصادية واضحة, the extended family performs clear economic functions, not a sentence about how much everybody loves their grandmother. Second, resist both of the available clichés — the extended family as a vanishing idyll, and the extended family as a constraint to be escaped. Both appear in real Arabic journalism and both are positions, so attribute them: يرى بعض الكتاب أن … بينما يرى آخرون أن …. An answer that can state the two competing readings and then choose between them with a reason is doing exactly what the top band of the AO4 grid describes.
Worked example

One grammar decision, walked through as the exam demands it: building an idafa chain

Put into correct Arabic: the responsibility of the children of the family towards the care of the elderly. Then explain every ending you chose.

  1. 01Identify how many terms the chain has

    English pushes the whole idea through of and towards; Arabic will use one construct chain plus one preposition. The chain is مسؤولية أبناء الأسرة — the responsibility of the children of the family — three terms deep, and تجاه رعاية كبار السن hangs off it as a prepositional phrase containing a second, two-term chain. Counting the terms before writing is the habit that prevents the commonest error, which is putting the article on the wrong noun.

  2. 02Strip the article and the tanwin from every non-final term

    مسؤولية takes no article and no tanwin because it is the first term. أبناء likewise takes no article, because although it is the second term of the first link it is simultaneously the first term of the next: in a chain of three, only the last noun may be definite. So it is مسؤولية أبناء الأسرة and never المسؤولية أبناء الأسرة or مسؤولية الأبناء الأسرة. The whole chain is definite because الأسرة is definite; definiteness passes leftwards up the chain in Arabic even though the article appears only once.

  3. 03Put every non-first term in the genitive

    أبناء is genitive because it follows مسؤولية, and الأسرة is genitive because it follows أبناء. Unvocalised writing does not show this, which is exactly why students forget it — but it becomes visible the moment a sound masculine plural or a dual enters the chain, since those mark case with letters rather than vowels. والدا الطفل, the child's two parents, is nominative; والدي الطفل is accusative or genitive; and the ن of the dual disappears in both, because a dual or sound masculine plural loses its ن when it heads a construct.

  4. 04Attach the prepositional phrase, and build the second chain inside it

    تجاه is a preposition meaning towards and takes the genitive: تجاه رعاية. رعاية كبار السن is itself a chain — the care of the elders of age — where كبار is genitive after رعاية and السن is genitive after كبار. كبار السن is the standard phrase for the elderly and is worth memorising whole. The full phrase is مسؤولية أبناء الأسرة تجاه رعاية كبار السن

  5. 05Check what an adjective would do to it

    An adjective cannot sit inside a chain; it waits until the chain has ended, and then agreement alone tells the reader which noun it belongs to. Take the shorter chain بيت العائلة, the family's house. بيت العائلة الكبير means the family's big house, because الكبير is masculine singular and agrees with بيت. بيت العائلة الكبيرة means the big family's house, because الكبيرة is feminine singular and agrees with العائلة. Same word order, different meaning, and the only carrier of the difference is the agreement. That is why agreement in Arabic is not decoration: in a construct chain it is the syntax.

Result: مسؤولية أبناء الأسرة تجاه رعاية كبار السن. The first term carries neither article nor tanwin; every following term is genitive; only the final noun of each chain shows the article, and its definiteness spreads leftwards; the dual and the sound masculine plural drop their ن in the construct; and an adjective waits for the chain to finish, then agrees with whichever noun it belongs to.

Exam focus

  • Distinguish الأسرة from العائلة, and العم from الخال. Precision in kinship vocabulary is cheap to learn and visible to an examiner (AO3).
  • Argue from function — what the network does, and what would happen without it — rather than describing a family gathering (AO4).
  • Build long idafa chains deliberately; they are the most efficient way to say complex things in few words, and they display control (AO3).

Typical mistakes

  • Writing الدور الأقارب. The first term of an idafa takes no article: دور الأقارب.
  • Putting the adjective inside the chain, as in بيت الكبير العائلة. The adjective follows the completed chain: بيت العائلة الكبير.
  • Using العم for any uncle. العم is the father's brother; the mother's brother is الخال, and the distinction matters in a translation.
  • Treating the extended family as a single institution across the region. Its legal position, its economic weight and its urban survival differ by country and by city.

Active revision

اكتب بالعربية نحو مئة وخمسين كلمة عن وظائف الأسرة الممتدة في بلد عربي تختاره. استعمل أربع إضافات على الأقل، واذكر وظيفة اقتصادية ووظيفة اجتماعية، وانسب كل رأي تقييمي إلى أصحابه

Active recall

Recall the key points — then reveal.

§ 03

الموقف من الزواج والطلاق: attitudes to marriage and divorce#

●●●AdvancedLPPearson Edexcel 9AA0 Theme 1 - الأسرة العربية: الموقف من الزواج والطلاقLPPearson Edexcel 9AA0 Paper 2 Section A - translation into Arabic

Key points

The third aspect of this sub-theme is الموقف من الزواج والطلاق — attitudes to marriage and to divorce — and the plural in attitudes is the whole point. The exam is not asking what marriage is; it is asking what people think about it, how that has changed, and how it differs. The documented material available to you is mostly structural: marriage in Arab countries is governed by personal-status law, قانون الأحوال الشخصية, which differs from state to state and is one of the few areas of law where that variation is legally explicit; marriage is contracted, عقد الزواج, rather than solemnised; and the average age at first marriage has risen across much of the region over recent decades. Each of those can be stated without a number. The reasons people give for later marriage — housing costs, unemployment, the length of study — are themselves a documented topic of public discussion.
الطلاق is where care matters most, and the rule that protects you is the same one that produces the best marks: separate what is legal from what is social, and attribute every judgement. What is legally documented — that divorce is permitted, that the procedures and grounds differ between states, that some states have revised their personal-status codes in recent decades — belongs in the plain indicative. What is socially claimed — that stigma has weakened, that women initiate more often, that the extended family absorbs the consequences — belongs behind an attribution. The construction to have automatic is يشير بعض الباحثين إلى أن, some researchers point out that, and its counterweight في المقابل, on the other hand. Never write كل الناس يرون or المجتمع العربي يعتبر; no examiner believes a claim about twenty countries at once.
The Arabic is worth building as a paired vocabulary, because this aspect is often examined as a contrast. الزواج marriage, الخطبة engagement, عقد الزواج the marriage contract, المهر the dower, حفل الزفاف the wedding celebration, تكاليف الزواج the costs of marriage, سن الزواج the age of marriage; against them الطلاق divorce, الانفصال separation, الحضانة custody, النفقة maintenance, الأحوال الشخصية personal status. Two structures carry most sentences: ما زال plus an imperfect verb for something that persists — ما زال الزواج المبكر منتشرا في بعض المناطق — and لم يعد plus an imperfect for something that has stopped being the case, لم يعد الطلاق موضوعا محرما في الإعلام, divorce is no longer a forbidden subject in the media.
One further discipline belongs to this aspect specifically. The specification instructs teachers to weigh cultural sensitivities when guiding students, and although that instruction is aimed at the choice of a research subject, the same judgement applies to how you write. Sensitivity here does not mean avoidance; the aspect is in the specification and must be covered. It means writing about the practices of societies you may not belong to with the same evidential care you would want applied to your own: describing rather than judging, using neutral terminology, distinguishing law from custom and custom from individual choice, and not letting a single film, family or news story stand in for a country. An answer written that way is both more respectful and, by the wording of the AO4 grid, better.
Worked example

Paper 2 Section A: translation into Arabic, with every decision justified

Translate into Arabic. Attitudes to marriage have changed in many Arab countries over the last thirty years. Young people now marry at an older age than their parents did, and the reasons usually given are economic rather than cultural. Divorce is still discussed with some embarrassment, but it is no longer hidden. Researchers disagree about how far these changes reach beyond the big cities.

  1. 01Attitudes to marriage have changed in many Arab countries over the last thirty years

    تغيرت المواقف من الزواج في كثير من الدول العربية خلال العقود الثلاثة الماضية. تغيرت is a Form V verb and is feminine singular because المواقف is a non-human plural — the single most frequently broken agreement rule in the whole language. Attitudes to is المواقف من, with من and not إلى; the preposition a noun takes is part of the word and must be learned with it. كثير من takes a genitive plural. Thirty years is rendered as العقود الثلاثة الماضية, the last three decades, which avoids a numeral-agreement trap and reads more naturally in Arabic than ثلاثين سنة.

  2. 02Young people now marry at an older age than their parents did

    فالشباب اليوم يتزوجون في سن أكبر من سن آبائهم. The ف at the front links this sentence to the previous one as an explanation, which is what Arabic prose does instead of starting sentences cold. الشباب is a collective and takes a plural verb here because a human plural follows; يتزوجون is Form V, imperfect. أكبر من is the comparative on the pattern أفعل, invariable for gender and number, with من for the thing compared. Repeating سن after من — سن أكبر من سن آبائهم — is what Arabic does where English says than their parents did; the elliptical English cannot be copied.

  3. 03and the reasons usually given are economic rather than cultural

    والأسباب التي تذكر عادة اقتصادية أكثر منها ثقافية. Given is a passive, and Arabic prefers the internal passive: تذكر, from ذكر. التي is the feminine singular relative pronoun, correct here because أسباب is a non-human plural. The relative clause needs a definite antecedent, which الأسباب supplies; with an indefinite antecedent the relative pronoun would be omitted entirely, a rule Appendix 2 names explicitly. عادة is an adverbial accusative. Economic rather than cultural becomes اقتصادية أكثر منها ثقافية — more economic than cultural — because Arabic has no comfortable equivalent of rather than in this position.

  4. 04Divorce is still discussed with some embarrassment, but it is no longer hidden

    وما زال الحديث عن الطلاق يثير شيئا من الحرج، لكنه لم يعد مخفيا. Two sisters of كان in one sentence, which is why this sentence is worth memorising. ما زال takes an imperfect verb here — ما زال … يثير — meaning the situation persists. لم يعد takes the jussive of عاد after لم, and its predicate مخفيا is accusative, the alif visible in writing. Rather than translating discussed literally, الحديث عن الطلاق يثير شيئا من الحرج says talk about divorce still causes some embarrassment, which is more idiomatic and loses nothing.

  5. 05Researchers disagree about how far these changes reach beyond the big cities

    ويختلف الباحثون حول مدى وصول هذه التغيرات إلى ما وراء المدن الكبرى. Disagree about is اختلف حول, Form VIII with its preposition. How far becomes مدى plus a verbal noun — مدى وصول, the extent of the reaching — because Arabic turns English subordinate clauses into verbal nouns far more readily than English does, and doing so is exactly the range the AO3 grid rewards. هذه التغيرات: the demonstrative precedes and agrees, and التغيرات being non-human plural takes feminine singular agreement wherever an adjective or verb attaches to it. المدن الكبرى uses the feminine superlative الكبرى, agreeing with the non-human plural المدن.

Result: تغيرت المواقف من الزواج في كثير من الدول العربية خلال العقود الثلاثة الماضية. فالشباب اليوم يتزوجون في سن أكبر من سن آبائهم، والأسباب التي تذكر عادة اقتصادية أكثر منها ثقافية. وما زال الحديث عن الطلاق يثير شيئا من الحرج، لكنه لم يعد مخفيا. ويختلف الباحثون حول مدى وصول هذه التغيرات إلى ما وراء المدن الكبرى

Exam focus

  • Separate law from custom from individual practice. Three different kinds of claim need three different kinds of evidence (AO4).
  • Drill ما زال and لم يعد with an accusative predicate; between them they express nearly everything this aspect asks about change (AO3).
  • Say which country. Personal-status law is precisely the area where a regional generalisation is most likely to be false (AO4).

Typical mistakes

  • Writing المجتمع العربي يرى أن. There is no single Arab society; name a country, or name the people whose view you are reporting.
  • Confusing المهر with a dowry paid by the bride's family. المهر is given by the groom, and the difference is a translation error waiting to happen.
  • Leaving لم يعد with an imperfect indicative. لم takes the jussive: لم يعد, not لم يعود.
  • Using an emotive adjective where an analytical one is available. تكاليف الزواج مرتفعة is a claim you can support; الزواج مستحيل is not.

Active revision

ترجم إلى العربية فقرة من نحو ثمانين كلمة عن ارتفاع سن الزواج، ثم راجع ترجمتك ثلاث مرات: مرة للأفعال وأزمنتها، ومرة للإضافات والتعريف، ومرة للمطابقة بين الاسم والصفة. اكتب تحت الفقرة سببا واحدا لكل اختيار نحوي غيرته أثناء المراجعة

Active recall

Recall the key points — then reveal.

§ 04

الإعلام: media, technology and the effect of social media#

●●○StandardLPPearson Edexcel 9AA0 Theme 1 - الإعلام: تأثير الإعلام على المجتمع العربي؛ التكنولوجيا ووسائل الإعلام؛ تأثير وسائل التواصل الاجتماعي على المجتمع والعلاقاتLPPearson Edexcel 9AA0 Paper 1 Section A - translation into English

What the media sub-theme is actually asking

What the media sub-theme is actually askingGraph, Device access → Social platforms, Satellite TV → How news arrives, Social platforms → How news arrives, Social platforms → Family contact, Social platforms → Written dialect, How news arrives → Public debate, How news arrives → Trust and rumourDevice accessSatellite TVSocial platformsHow news arrivesFamily contactPublic debateWritten dialectTrust and rumour
Fig. 1The three aspects of الإعلام read as one chain rather than three lists. Everything to the left is access — devices, satellite channels, platforms; everything to the right is consequence. The emphasised node is the one candidates almost never mention and examiners almost always notice: the appearance of written dialect in a domain that used to belong entirely to fusha. Labels are in English because the figure engine has no bidi handling; the Arabic for every node is given in the prose above.

Key points

The second sub-theme of Theme 1 is الإعلام, and its three aspects run in a deliberate order: the effect of the media on Arab society, technology and the media, and the effect of social media on society and on relationships. The order is a causal chain and you should teach yourself to answer it as one. The documented backbone is straightforward and safe to state: from the 1990s satellite broadcasting broke the monopoly that state television had held over news in most Arab countries, giving audiences across many states access to the same channels for the first time; from the 2000s the internet, and then the smartphone, moved that access into the individual's hand; and pan-Arab satellite channels made a shared media Arabic — recognisably fusha, but a fusha adapted for broadcast — audible daily to hundreds of millions of people.
The third aspect, وسائل التواصل الاجتماعي, is where the analysis has to be balanced, because the material invites polemic in both directions. Set out what is claimed on each side and attribute it. On one side: cheaper contact with relatives abroad, a route to publication for writers and musicians who had none, and the visible fact that written dialect now appears constantly in a domain that was once exclusively fusha. On the other: worry about الشائعات and الأخبار الزائفة, about الخصوصية, about الإدمان and وقت الشاشة, and about what constant contact does to face-to-face family time. The exam does not want you to decide which side is right; it wants you to show that you know both are argued and can weigh them.
There is a language observation here that is worth more marks than any content point, because it is specific and few candidates make it. Social media did something to written Arabic itself. Before it, writing was overwhelmingly fusha and dialect was overwhelmingly spoken; the phone put a keyboard in the hand of people writing informally, and the everyday spoken varieties began to be written at scale for the first time. You can say this in Arabic and it will be noticed: أصبحت اللهجات تكتب على نطاق واسع لأول مرة, the dialects have come to be written on a wide scale for the first time. It also connects this topic directly to Paper 3, where the recordings use standard spoken Arabic rather than any one dialect.
The vocabulary for this sub-theme is large but very regular, and most of it is built from roots you already have. وسائل الإعلام the media, القنوات الفضائية the satellite channels, الصحافة the press, الصحافة الإلكترونية the online press, البث المباشر live broadcasting, المشاهدون the viewers, المتابعون the followers, المحتوى the content, المصداقية credibility, الشائعات rumours, الرأي العام public opinion, حرية التعبير freedom of expression, الخصوصية privacy. Three structures earn range marks cheaply: the verbal noun as a subject, انتشار الهواتف الذكية غير العلاقات الأسرية; the cognate accusative from Appendix 2, زاد استخدام الإنترنت زيادة كبيرة; and أما … فـ … for setting a contrast, أما وسائل التواصل فقد غيرت طريقة وصول الأخبار
Worked example

Paper 1 Section A: translation into English, worked sentence by sentence

Translate into English. لم يعد الإعلام في العالم العربي مقتصرا على الصحف والتلفزيون الرسمي. فمنذ انتشار القنوات الفضائية ثم الإنترنت، صار المشاهد قادرا على اختيار مصادره بنفسه. ويرى بعض الباحثين أن هذا التحول وسع دائرة النقاش العام، بينما يحذر آخرون من انتشار الشائعات وضعف المصداقية. أما داخل الأسرة، فقد أصبح الخلاف حول وقت الشاشة موضوعا يوميا في بيوت كثيرة. ومهما اختلفت الآراء، فمن الصعب تصور الحياة اليومية اليوم بلا هاتف محمول

  1. 01لم يعد الإعلام في العالم العربي مقتصرا على الصحف والتلفزيون الرسمي

    لم plus the jussive is a past negative: did not, has not. لم يعد is the fixed idiom for no longer, and it takes an accusative predicate — مقتصرا, restricted — whose alif is the visible sign of the case. اقتصر على is Form VIII with its preposition, to be confined to. الرسمي agrees with التلفزيون alone, so the English is state television and not state newspapers and television; reading the agreement is the whole of the decision here. Media in the Arab world is no longer confined to newspapers and state television.

  2. 02فمنذ انتشار القنوات الفضائية ثم الإنترنت، صار المشاهد قادرا على اختيار مصادره بنفسه

    The ف is a connective, not a word: render it as for, since or simply by starting a new sentence. منذ takes a genitive and, before a verbal noun, means since. انتشار is the verbal noun of انتشر, and English will usually prefer a noun here too: since the spread of. صار is another sister of كان with an accusative predicate, قادرا على, able to. اختيار is a verbal noun in the genitive after على, and مصادره carries its possessive suffix. بنفسه is the emphatic reflexive, himself. Since the spread of satellite channels and then the internet, the viewer has become able to choose his own sources.

  3. 03ويرى بعض الباحثين أن هذا التحول وسع دائرة النقاش العام

    رأى with أن means to hold or to be of the view, not to see. بعض الباحثين is an idafa, some of the researchers, and takes a masculine plural agreement in the following pronoun if one appears. أن introduces a nominal clause and puts its subject in the accusative, invisible here because هذا التحول is definite and unvocalised. وسع is Form II, to widen, causative of وسع. دائرة النقاش العام is a chain with the adjective at the end agreeing with النقاش. Some researchers hold that this shift widened the circle of public debate.

  4. 04بينما يحذر آخرون من انتشار الشائعات وضعف المصداقية

    بينما is while in the contrastive sense and is the standard way of setting two positions against each other. حذر من is to warn of or against, and it governs the two verbal nouns that follow: انتشار, spread, and ضعف, weakness. Both are in the genitive after من, and both head their own idafa. English needs two nouns here as well, because a clause would be clumsy. While others warn of the spread of rumours and of weakened credibility.

  5. 05أما داخل الأسرة، فقد أصبح الخلاف حول وقت الشاشة موضوعا يوميا في بيوت كثيرة

    أما … فـ … is a topic-fronting device: it lifts something to the front for contrast and then resumes with ف. English usually renders it as as for, or by simple word order. قد before a perfect verb marks completion and often justifies a present perfect in English. أصبح, another sister of كان, takes the accusative predicate موضوعا يوميا, a daily subject, with يوميا agreeing in case and indefiniteness. بيوت كثيرة is an indefinite noun with an indefinite adjective. As for inside the family, disagreement about screen time has become a daily topic in many homes.

  6. 06ومهما اختلفت الآراء، فمن الصعب تصور الحياة اليومية اليوم بلا هاتف محمول

    مهما is a conditional word meaning however much or whatever, and it takes a perfect verb with a present or future sense — اختلفت, however much opinions may differ. اختلفت is feminine singular because آراء is a non-human plural. The main clause is introduced by ف, as conditional main clauses regularly are. من الصعب plus a verbal noun is the standard impersonal it is difficult to. تصور is the verbal noun of تصور, to imagine. بلا is without. However much opinions differ, it is hard to imagine daily life today without a mobile phone.

Result: Media in the Arab world is no longer confined to newspapers and state television. Since the spread of satellite channels and then the internet, the viewer has become able to choose his own sources. Some researchers hold that this shift widened the circle of public debate, while others warn of the spread of rumours and of weakened credibility. As for inside the family, disagreement about screen time has become a daily topic in many homes. However much opinions differ, it is hard to imagine daily life today without a mobile phone.

Exam focus

  • Answer the three aspects as one causal chain: what the media does, what technology changed, what social media did to relationships (AO4).
  • Make the observation about written dialect. It is precise, it is checkable, and it connects the theme to the language itself (AO4).
  • Use the cognate accusative at least once per essay: زاد الاهتمام اهتماما كبيرا is exactly the complex language the AO3 grid names (AO3).

Typical mistakes

  • Writing وسائل التواصل الاجتماعية. The adjective agrees with التواصل, the last term of the chain, so it is الاجتماعي, masculine singular.
  • Treating pan-Arab satellite broadcasting as the beginning of Arab media. The Arabic press is very much older, and radio preceded television; the satellite era is a change in reach and control, not an origin.
  • Presenting social media only as a danger or only as an opportunity. Both readings are argued in Arabic journalism; the grid rewards weighing them.
  • Saying الإنترنت غيروا. الإنترنت is treated as a singular; the verb is غير.

Active revision

استمع أو اقرأ نصا عربيا قصيرا عن وسائل التواصل الاجتماعي، ثم اكتب بالعربية نحو مئة وثمانين كلمة تلخص فيها وجهتي نظر مختلفتين، وتقول أيهما أقنعك ولماذا. استعمل المفعول المطلق مرة واحدة على الأقل، وأسلوب «أما … فـ» مرة واحدة

Active recall

Recall the key points — then reveal.

Sources: GCE AS and A level subject content for modern foreign languages (Department for Education)

§ 05

Exam technique: answering Paper 1 Section B in Arabic without lifting the text#

●●●AdvancedLPPearson Edexcel 9AA0 Paper 1 Section B - reading, 20 marks, four questions, recommended 45 minutesLPPearson Edexcel 9AA0 - all questions in Sections B and C are set in Arabic and must be answered in Arabic

Key points

Paper 1 Section B is 20 marks over four questions in a recommended 45 minutes, and every question is set in Arabic and must be answered in Arabic. That last clause is what makes the section harder than it looks, because a candidate who has understood a text perfectly can still lose marks by writing an answer that does not stand on its own. Two failure modes account for most of those losses. The first is lifting: copying a stretch of the text that happens to contain the answer, including the parts that do not answer the question. The second is under-answering: writing three words where the question asks why, so that the examiner can see comprehension but cannot see the reason. The cure for both is a single habit — decide what the answer is in your own head first, in English if necessary, and only then write it in Arabic.
Recasting is a skill you can practise directly and it pays in three places at once. Take a sentence from any Arabic article and rewrite it without reusing its main verb or its main noun. تراجع الاهتمام بالصحف الورقية becomes قل عدد قراء الصحف المطبوعة; أصبحت الهواتف الذكية المصدر الرئيسي للأخبار becomes يعتمد كثير من الناس اليوم على هواتفهم في متابعة الأخبار. What you are training is the ability to hold a meaning while changing its wording, and it is the same ability that Paper 3 Section B's summary questions test and that Paper 1 Section C's use of the unseen text rewards. Five minutes a day for a month changes the mark.
Match the shape of the answer to the shape of the question word. لماذا wants a because-clause and should be answered with لأن plus a full clause; كيف wants a manner and is usually answered with عن طريق, من خلال or a hal construction; ما الذي يقصده الكاتب asks for an interpretation and needs a paraphrase, not a quotation; اذكر سببين means two reasons, both marked, and a third earns nothing. Where a question asks for two things, number them: أولا … ثانيا …. Where it asks for a comparison, use the comparative and name both sides: أكثر … من, أقل … من, على عكس. The question wording is doing you a favour by telling you the shape; answer in the shape you were given.
Manage the clock deliberately, because 45 minutes for 20 marks is generous enough that the danger is over-writing rather than running out. A workable division is five minutes reading the questions before the text, twenty-five minutes working through the text and drafting answers, ten minutes writing them out properly, and five minutes checking. Spend the checking minutes on the three things that most often cost marks in written Arabic and are quick to fix: agreement, especially non-human plurals taking feminine singular; the article, especially the first term of an idafa which must never have one; and verb endings after لم, أن and لن. None of them requires you to reread the text, and all of them are visible to the examiner.
Worked example

The same question answered three ways, and what the mark scheme sees

A short Arabic text reports that many families now argue about screen time, that parents say they cannot supervise what their children watch, and that some researchers link the change to the arrival of the smartphone rather than to television. The question is: لماذا يجد الآباء صعوبة في متابعة ما يشاهده أبناؤهم؟

  1. 01Answer one, lifted

    يشكو كثير من الآباء من صعوبة السيطرة على ما يشاهده الأبناء. This is a sentence from the text with the question's own words folded back into it. It shows that the candidate found the right paragraph. It does not show that they understood why, because the reason is not in it — the sentence states the difficulty rather than explaining it. An examiner reading this can award comprehension of location but not comprehension of cause, and this is precisely how a candidate who understood the text ends up in the middle bands.

  2. 02Answer two, too short

    بسبب الهاتف المحمول. Four words, and the right idea is in them. But the answer never says what it is about the mobile phone that creates the difficulty, so the examiner is asked to supply the reasoning themselves. Note also that بسبب takes a genitive noun and cannot introduce a clause; if you want a clause you need لأن. Short answers are not penalised for being short, but they are penalised for leaving the causal step out.

  3. 03Answer three, recast and complete

    يجد الآباء صعوبة في المتابعة لأن المشاهدة انتقلت من التلفزيون في غرفة الجلوس إلى الهاتف الشخصي، فأصبحت فردية وغير مرئية للأسرة. Nothing here is copied. لأن introduces a full clause, as the question word لماذا requires. انتقل من … إلى … carries the actual mechanism — viewing moved from a shared screen to a private one — and the ف of consequence chains the result to the cause. أصبحت, a sister of كان, takes the accusative predicate فردية وغير مرئية, individual and invisible. غير plus a genitive is the standard way of negating an adjective, an item Appendix 2 names explicitly.

  4. 04Check the three things that cost accuracy marks

    First, agreement: المشاهدة is feminine singular, so انتقلت and أصبحت are feminine singular. Second, the idafa: غرفة الجلوس has no article on غرفة, and الهاتف الشخصي is a noun plus adjective rather than a chain, so both words carry the article. Third, verb endings: there is no لم, أن or لن here, so the perfects stand as they are — but if you had written لكي تصبح, the verb would need the subjunctive تصبحَ, whose fatha is invisible unvocalised and whose plural form would visibly drop its ن.

  5. 05Notice what the good answer also did for the rest of the paper

    The recast answer used a mechanism sentence — انتقلت من … إلى … , فأصبحت … — that is directly reusable in Paper 1 Section C and in Paper 3 Section B, because both of those reward explaining a change rather than reporting one. Building three or four such sentence frames, each carrying a shape of argument rather than a topic, is more efficient than building topic vocabulary lists: the vocabulary changes with the text, and the frames do not.

Result: يجد الآباء صعوبة في المتابعة لأن المشاهدة انتقلت من التلفزيون في غرفة الجلوس إلى الهاتف الشخصي، فأصبحت فردية وغير مرئية للأسرة. The lifted answer proves you found the paragraph; the four-word answer proves you understood the topic; only the recast answer proves you understood the reason, and only the recast answer is written in Arabic that the AO3 accuracy grid can reward.

Exam focus

  • Never copy a phrase whose meaning you could not explain. Recast in your own Arabic; the mark is for understanding, not for locating (AO2).
  • Answer in the shape the question word asks for: لأن for لماذا, من خلال for كيف, two numbered points for اذكر سببين (AO2).
  • Keep five minutes for a three-item check — agreement, the idafa article, verb endings after لم and أن (AO3).

Typical mistakes

  • Copying a whole sentence because it contains the answer. Everything irrelevant that comes with it dilutes the answer and can contradict it.
  • Answering a لماذا question with a fact instead of a reason. The word لأن is what turns the fact into an answer.
  • Writing more than the question asked for, in the hope that one of the points will be the right one. Only the requested number is marked.
  • Spending the spare minutes rereading the text rather than checking the Arabic. The comprehension marks are already decided; the accuracy marks are still available.

Active revision

خذ مقالا عربيا قصيرا عن الأسرة أو الإعلام واكتب لنفسك أربعة أسئلة: سؤال «ما»، وسؤال «لماذا»، وسؤال «كيف»، وسؤالا يطلب سببين. أجب عن كل سؤال بجملة أو جملتين من إنشائك أنت، ولا تنقل من النص أي عبارة تزيد على ثلاث كلمات. ثم راجع إجاباتك ثلاث مرات: للمطابقة، وللإضافة، ولأواخر الأفعال

Active recall

Recall the key points — then reveal.

Sources: Pearson Edexcel Level 3 Advanced GCE in Arabic (9AA0) specification (Pearson Edexcel)

Contents

Section -- / 05

    • 01أدوار الجنسين ضمن الأسرة: gender roles, and how to write about them honestly◐
    • 02دور الأسرة الممتدة والأقرباء: kinship, and the idafa that describes it◐
    • 03الموقف من الزواج والطلاق: attitudes to marriage and divorce●
    • 04الإعلام: media, technology and the effect of social media◐
    • 05Exam technique: answering Paper 1 Section B in Arabic without lifting the text●

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From notes into training

Changes in Arab society: the family and the media (المحور الأول)

Reinforce this topic with matching tasks from the question bank.

~40
min
4
Competencies
Practise

References & sources

Sources

Pearson Edexcel

  • Pearson Edexcel Level 3 Advanced GCE in Arabic (9AA0) specification

Department for Education

  • GCE AS and A level subject content for modern foreign languages

Next topic

Work, citizenship and the environment (المحور الثالث)

EuraStudy·Notes T·01·MMXXVI

Carry on to the next topic — your learning path is kept.