Arabic I Curriculum - Paterson Public Schools...The Arabic Program at Paterson Public Schools will...
Transcript of Arabic I Curriculum - Paterson Public Schools...The Arabic Program at Paterson Public Schools will...
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Arabic I Curriculum
Grades 9-12: Unit One
Title: All About Me
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Course Description
Philosophy
Paterson Public Schools is committed to seeing that all students progress and develop the required skills to support second language acquisition. At
the completion of a strong series of course studies, students will be able to:
● Possess knowledge of adequate vocabulary structured in contextual thematic units
● Express thoughts and ideas on a variety of topics
● Move progressively from simple sentence structures to a more complex use of verbs, adjectives, adverbs, richer expressions, etc…
● Rely on background knowledge to develop fluency in the second language acquisition related to their daily lives, families, and communities
● Compose short dialogues, stories, narratives, and essays on a variety of topics
● Learn and embrace the culture and traditions of the native speakers’ countries while learning the language and cultural expressions
● Read, listen, and understand age-appropriate authentic materials presented by natives for natives, as well as familiar materials translated from
English into the target language
Become valuable citizens globally, understanding and respecting cultural differences, and promoting acceptance of all people from all cultures
Overview
The Arabic Program at Paterson Public Schools will focus on acquiring communication skills and cultural exposure. It is guided by the NJ DOE
Model Curriculum for World Languages and encompasses the New Jersey Student Learning Standards for World Languages which address the need
to prepare all students for interdependent world.
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The World Languages units for grades 9-12 consist of the following four thematic units of study:
1. Unit 1 - All About Me
2. Unit 2 - School Days
3. Unit 3 - Home, Sweet Home
4. Unit 4 - Food, Glorious Food
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Pacing Chart – Unit 1
# Student Learning Objective NJSLS 9 Weeks
1 Exchange culturally appropriate Arabic introductions, greetings, and leave
taking.
7.1.NM.IPERS.5
2 Ask and respond to questions about physical characteristics, personality
qualities, likes, dislikes, preferences, and pastime activities using digital voice
recorders and face-to-face communication.
7.1NM.IPERS.1
7.1.NM.IPERS.3
3 Skim and scan culturally authentic Arabic language audio, video, or written text
to identify age, physical characteristics, personality qualities, pastime activities,
and expressions of likes, dislikes, and preferences.
7.1.NM.PRSNT.1
7.1.NM.PRSNT.5
4 Model and apply appropriate intonation for asking different types of questions
and statements including name, age, and expressions used to indicate location.
7.1.NH.IPRET.3
5 Describe self and others using gender appropriate physical characteristics and
personality qualities.
7.1.NM.PRSNT.4
7.1.NM.PRSNT.5
6 Describe culturally specific Arabic personal pastimes and activities. (i.e. Cafes,
playing sports such as soccer, eating, singing, going to the movies, hanging out
with friends, talking on the
7.1.NH.IPERS.1
7.1.NM.PRSNT.5
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Effective Pedagogical Routines/Instructional Strategies
Collaborative problem solving
Writing to learn
Making thinking visible
Note-taking
Rereading & rewriting
Establishing text-based norms for discussions & writing
Establishing metacognitive reflection & articulation as a regular pattern
in learning
Quick writes
Pair/trio Sharing
Turn and Talk
Charting
Gallery Walks
Whole class discussions
Modeling
Word Study Drills
Flash Cards
Interviews
Role Playing
Diagrams, charts and graphs
Storytelling
Coaching
Reading partners
Visuals
Reading Aloud
Model (I Do), Prompt (We Do), Check (You Do)
Mind Mapping
Trackers
Multiple Response Strategies
Choral reading
Reader’s/Writer’s Notebooks
Conferencing
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Computer Science and Design Thinking
Standards
8.1.12.CS2, 8.2.12.ED.1, 8.2.12.EC.1, 8.2.12.ETW.3
by the End of Grade 12 ● Computing Systems:
8.1.12.CS.2: Model interactions between application software, system software, and hardware. Example: Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program.
● Engineering Design: 8.2.12.ED.1: Use research to design and create a product or system that addresses a problem and make modifications based on
input from potential consumers. Example: Synthesize and publish information about a local or global issue or event on a collaborative, web-based service.
Ethics & Culture: 8.2.12.EC.1: Analyze controversial technological issues and determine the degree to which individuals, businesses, and
governments have an ethical role in decisions that are made. Example: Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.
● Effects of Technology on the Natural World:
8.2.12.ETW.3: Identify a complex, global environmental or climate change issue, develop a systematic plan of investigation, and
propose an innovative sustainable solution. Example: Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other cultures about a current event or contemporary figure.
Computer Science and Design Thinking Standards
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Career Readiness, Life Literacies, and Key Skills
Standards
9.4.12CI.1, 9.4.12.CI.2, 9.4.12.CI.3
Career readiness, life literacies, and key skills education provides students with the necessary skills to make informed career and financial decisions, engage as
responsible community members in a digital society, and to successfully meet the challenges and opportunities in an interconnected global economy.
● Standard 9.4 Life Literacies and Key Skills:
This standard outlines key literacies and technical skills such as critical thinking, global and cultural awareness, and technology literacy that are critical for
students to develop to live sand work in an interconnected economy.
❖ 9.4.12CI.1: Demonstrate the ability to reflect, analyze, and use creative skills and ideas.
Example: Students will reflect and present information about effective ways they can use to learn Arabic.
● Standard 9.4 Life Literacies and Key Skills:
This standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements.
❖ 9.4.12.CI.2: Identify career pathways that highlight personal talents, skills, and abilities.
Example: Students will create a Google Doc / slide(s) featuring descriptions of personal talents, skills, and abilities to prepare for a college / university or
career of their choice.
● Standard 9.4 Life Literacies and Key Skills.
This standard outline key literacies and technical skills such as critical thinking, global and cultural awareness, and technology literacy* that are critical for
students to develop to live and work in an interconnected global economy.
❖ 9.4.12.CI.3: Investigate new challenges and opportunities for personal growth, advancement, and transition
Example: Students will develop a portfolio featuring skills, experiences, and knowledge required to work in an interconnected global economy.
Career Readiness, Life Literacies, and Key Skills
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6- Reaching
● Specialized or technical language reflective of the content areas at grade level ● A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified
grade level
● Oral or written communication in English comparable to proficient English peers
5- Bridging
● Specialized or technical language of the content areas
● A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or
reports ● Oral or written language approaching comparability to that of proficient English peers when presented with grade level material.
4- Expanding
● Specific and some technical language of the content areas ● A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs
● Oral or written language with minimal phonological, syntactic or semantic errors that may impede the communication, but retain
much of its meaning, when presented with oral or written connected discourse, with sensory, graphic or interactive support
3- Developing
● General and some specific language of the content areas
● Expanded sentences in oral interaction or written paragraphs
● Oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much of
its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support
2- Beginning
● General language related to the content area
● Phrases or short sentences
● Oral or written language with phonological, syntactic, or semantic errors that often impede of the communication when presented with one to multiple-step commands, directions, or a series of statements with sensory, graphic or interactive support
1- Entering
● Pictorial or graphic representation of the language of the content areas
● Words, phrases or chunks of language when presented with one-step commands directions, WH-, choice or yes/no questions, or
statements with sensory, graphic or interactive support
WIDA Proficiency Levels: At the given level of English language proficiency, English language learners will process, understand, produce or use:
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Culturally Relevant Pedagogy Examples
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● Relationships:
Learn about your students’ individual cultures.
Adapt your teaching to the way your students learn
Develop a connection with challenging students
Communicate and work with parents/guardians on a regular basis (email distribution, newsletter, phone calls, notes, meetings, etc.)
Curriculum: Incorporate student- centered stories, vocabulary and examples.
Incorporate relatable aspects of students’ lives
Create lessons that connect the content to your students’ culture and daily lives.
Incorporate instructional materials that relate to a variety of cultural experiences
Incorporate lessons that challenge dominant viewpoints
Provide student with opportunity to engage with text that highlights authors, speakers, characters or content that reflect students lived experiences (mirror) or
provide a window into the lived experience of people whose identities differ from students.
Bring in guest speakers.
Use learning stations that utilize a range of materials.
Use Media that positively depicts a range of cultures.
● Instructional Delivery:
Establish an interactive dialogue to engage all students
Continuously interact with students and provide frequent feedback.
Use frequent questioning as a means to keep students involved.
Intentionally address visual, tactile, and auditory learners.
Present relatable real world problems from various viewpoint
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SEL Competency
Examples Content Specific Activity & Approach to SEL
✔ Self-Awareness Self-Management Social-Awareness Relationship Skills Responsible Decision-Making
Example practices that address Self-Awareness: • Clearly state classroom rules
• Provide students with specific feedback
regarding academics and behavior
• Offer different ways to demonstrate
understanding
• Create opportunities for students to self-
advocate
• Check for student understanding / feelings about
performance
• Check for emotional wellbeing
• Facilitate understanding of student strengths
and challenges
- Teachers provide and review
syllabi which outline and review
classroom rules, routines, and
procedures. Consequences for
inappropriate behavior are
discussed with the students.
- Students are considered
stakeholders in the creation of
classroom rules, routines, and
procedures.
- The teacher and students design a
framework to maximize student
learning time. For example,
teachers provide and review
rubrics for Accountable Talk and
dialectical journals.
- The students work collaboratively
to develop a classroom
environment which supports self-
regulation and a responsibility for
staying on task.
Self-Awareness
✔ Self-Management
Example practices that address Self-Management:
- The teacher can expose students to stories and/or videos featuring
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Social-Awareness Relationship Skills Responsible Decision-Making
• Encourage students to take pride/ownership in
work and behavior
• Encourage students to reflect and adapt to
classroom situations
• Assist students with being ready in the
classroom
• Assist students with managing their own
emotional states
children in poverty, immigrant families, and war zones.
- The teacher can ask students how they would handle a situation with overwhelmed anxiety and fear.
- The students can be asked to put themselves into the shoes of any one of the characters in the story / video and reflect on the emotional state of the character.
- Teachers can encourage students to be cognizant of their own feelings when faced with difficult situations and develop strategies for self-management.
Self-Awareness Self-Management
✔ Social-Awareness Relationship Skills Responsible Decision-Making
Example practices that address Social-Awareness: • Encourage students to reflect on the perspective
of others
• Assign appropriate groups
• Help students to think about social strengths
• Provide specific feedback on social skills
• Model positive social awareness through
metacognition activities
- I AM Malala (Arabic version) can be
used to teach students the
importance of education, family,
change, and freedom.
- The teacher can share parts from I
Am Malala by Malala Yousafzai so
students can reflect on the struggles
of children in war zones.
Self-Awareness Self-Management Social-Awareness
Example practices that address Relationship
Skills:
- Students can make connections to
self, others, and the outside world.
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✔ Relationship Skills Responsible Decision-Making
• Engage families and community members
• Model effective questioning and responding to
students
• Plan for project-based learning
• Assist students with discovering individual
strengths
• Model and promote respecting differences
• Model and promote active listening
• Help students develop communication skills
• Demonstrate value for a diversity of opinions
Self-Awareness
Self-Management
Social-Awareness
Relationship Skills
✔ Responsible Decision-Making
Example practices that address Responsible
Decision-Making:
• Support collaborative decision making for
academics and behavior
• Foster student-centered discipline
• Assist students in step-by-step conflict resolution
process
• Foster student independence
• Model fair and appropriate decision making
• Teach good citizenship
- Teachers will foster student
leadership within classrooms and the
school community by providing
opportunities for student
independence.
- Students will be responsible for their
behavior as well as their peers. For
example, best practices require
teachers and students to establish
classroom norms and values during
participation in classroom activities
such as gallery walks, turn and talks,
etc.
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Differentiated Instruction
Accommodate Based on Students Individual Needs: Strategies
Time/General
● Extra time for assigned tasks
● Adjust length of assignment
● Timeline with due dates for
reports and projects
● Communication system
between home and school
● Provide lecture notes/outline
Processing
● Extra Response time
● Have students verbalize steps
● Repeat, clarify or reword
directions
● Mini-breaks between tasks
● Provide a warning for
transitions
● Reading partners
Comprehension
● Precise step-by-step directions
● Short manageable tasks
● Brief and concrete directions
● Provide immediate feedback
● Small group instruction
● Emphasize multi-sensory
learning
Recall
● Teacher-made checklist
● Use visual graphic organizers
● Reference resources to
promote independence
● Visual and verbal reminders
● Graphic organizers
Assistive Technology
● Computer/whiteboard
● Tape recorder
● Spell-checker
● Audio-taped books
Tests/Quizzes/Grading
● Extended time
● Study guides
● Shortened tests
● Read directions aloud
Behavior/Attention
● Consistent daily structured
routine
● Simple and clear classroom
rules
● Frequent feedback
Organization
● Individual daily planner
● Display a written agenda
● Note-taking assistance
● Color code materials
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Interdisciplinary Connections
Social Studies: 6.1.12.HistoryCA.3.b.
● Students will conduct research and complete a Google Doc/slide / or a poster about the impact of Arab immigration on American society.
Social Studies: 6.1.12.HistoryCC.3.a
● Students will research contributions of a famous figure in the Arab American community to American society and create a poster / power point.
Technology: 8.1.12.CS.2
● Students will create a Google Doc / slide about their likes / dislikes, preferences, favorites, and insert pictures.
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Enrichment
Accommodate Based on Students Individual Needs: Strategies
The goal of Enrichment is to provide learners the opportunity to participate in extension activities that are differentiated and augment the district’s curriculum.
Teachers are to accommodate based on student individual needs.
● Show a high degree of intellectual, creative and/or artistic ability and demonstrate this ability in multiple ways.
● Pose questions and exhibit sincere curiosity about principles and how things work.
● The ability to grasp concepts and make real world and cross-curricular connections.
● Generate theories and hypotheses and pursue methods of inquiry.
● Produce products that express insight, creativity, and excellence.
● Possess exceptional leadership skills.
● Evaluate vocabulary
● Elevate Text Complexity
● Inquiry based assignments and projects
● Independent student options
● Tiered/Multi-level activities
● Purposeful Learning Center
● Open-ended activities and projects
● Form and build on learning communities
● Providing pupils with experiences outside the ‘regular’ curriculum
● Altering the pace the student uses to cover regular curriculum in order to explore topics of interest in greater depth/breadth within their own grade level.
● A higher quality of work than the norm for the given age group.
● The promotion of a higher level of thinking and making connections.
● The inclusion of additional subject areas and/or activities (cross-curricular).
● Using supplementary materials in addition to the normal range of resources.
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Assessments
Required District/State Assessments
● For required District State Assessments, refer to the
district assessment calendar for the appropriate testing
window and mandatory assessments required by the
district.
● Running Records
(Baseline to be administered at the start of the school
year. Ongoing assessments to be administered
throughout the school year, with student data reported
during each unit administration window).
● Marking Period/Unit Assessment
(Students with CPL ≥3.5)
● ESL Unit Level 1-2 Assessment
(Students with CPL ≤3.4)
● W-APT oral language proficiency test / ACCESS
Suggested Formative/Summative Classroom Assessments
● Short constructed response questions
● Multiple Choice questions
● Quizzes
● Journals
● Essays
● Quick writes
● Summative chapter test
● Projects
● Portfolio
● Exit Slips
● Graphic Organizers
● Presentations (incorporating Web 2.0 tools)
● Homework
● Anecdotal Notes
● Student Conferencing
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Enduring Understanding:
➢ Sounds in languages are presented by a system that is based on letters or pictures.
➢ Individual experiences help shape identities.
➢ Language connects people.
Grade: 9-12
Unit: One Topic: All About Me
New Jersey Student Learning Standards (NJSLS):
7.1.NM.IPERS.5, 7.1.NM.IPERS.1, 7.1.NM.IPERS.3, 7.1.NM.PRSNT.1, 7.1.NM.PRSNT.5, 7.1.NH.IPRET.3, 7.1.NM.PRSNT.4, 7.1.NH.IPERS.1
ACTFL Modes of Communication:
● Interpersonal
● Interpretive
● Presentational
NJDOE Student Learning
Objective
Essential Questions Sample Activities Resources Cultural Practices, Products,
and Perspectives
SLO # 1 ● How are greetings and
leave taking conducted
in Arabic?
The teacher will model a dialogue
featuring two people greeting
each other. Then, students will
pair up to perform the
Arabic Alphabet Arabic names and their
pronunciations.
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Exchange culturally appropriate
Arabic introductions, greetings,
and leave taking.
Standard: 7.1.NM.IPERS.5
Imitate gestures and intonation
of the target culture(s) native
speakers when greeting others,
during leave-takings, and in
daily interactions.
● How do I use language
to communicate with
others?
dialogue. The teacher will
monitor intonation and points of
articulation.
The teacher will model a dialogue
featuring two people asking about
each other’s names. Then, the
students will act out the dialogue.
The teacher will monitor
intonation and points of
articulation.
http://arabic.tripod.com/Arab10.ht
m
Pronunciation
http://arabic.tripod.com/Arab10.ht
m#Pronunciation
Arabic Alphabet Song
https://www.youtube.com/watch?
v=8eXHAa8fNBg
Articles
http://arabic.tripod.com/Articles.h
tm
Appropriately leveled texts /
materials/ videos/ visuals
Formal vs. informal
communication
The Arab-American connections
SLO # 2
Ask and respond to questions
about physical characteristics,
personality qualities, likes,
dislikes, preferences, and
pastime activities using digital
● How does Arab culture
compare to that of the United
States?
● How does body language
convey meaning when
Provide students with a picture of
two people, featuring adjectives
that describe physical
characteristics and personality.
Appropriately leveled text/
materials/videos
Arabic and the gender/number
agreement
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voice recorders and face-to-face
communication.
Standard: 7.1.NM.IPERS.1
Request and provide
information by asking and
answering simple, practiced
questions, using memorized
words and phrases.
Standard:7.1.NM.IPERS.3
Express one’s own and react to
others’ basic preferences and/or
feelings using
memorized, words, phrases, and simple memorized sentences
that are supported by gestures
and
visuals.
communicating in a foreign
language?
● How do I use my knowledge
of language and culture to
enrich my own community
and broaden my
opportunities?
● What are common pastimes,
likes, and dislikes in the Arab
world
In a whole group setting, the
teacher will model a dialogue
between two characters
expressing likes and dislikes
Students are paired up to
ask/respond to questions in
expressing likes and dislikes
using corresponding visuals.
SLO # 3
Skim and scan culturally
authentic Arabic language
audio, video, or written text to
identify age, physical
characteristics, personality
qualities, pastime activities, and
expressions of likes, dislikes,
and preferences.
Standard:7.1.NM.PRSNT.1
● How do you express
preferences using the target
language?
● How do Arabic speakers
express their likes and
dislikes?
● How does intonation convey
meaning in asking different
types of questions and
statements?
Dialogue
Using visuals and a dialogue, the
teacher models for students how
to ask about and express
preferences. Students will act out
the dialogue.
Scavenger Hunt
Distribute images and
descriptions and have students
find the matching descriptions to
Appropriately leveled
text/materials/
Arabic Numbers
http://arabic.tripod.com/VocabNu
mbers.htm
Images of family or celebrities
Common activities in Arabic
teenager’s life.
In Morocco, and other Arabic
speaking countries, extended
families still exist even though
nuclear families are on the rise.
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Present basic personal
information, interests, and
activities using memorized
words, phrases, and a few
simple sentences on targeted
themes.
Standard:7.1.NM.PRSNT.5
Present information from age-
and level-appropriate, culturally
authentic
materials orally or in writing.
the images using locations as
indicators.
Students will create a family tree
of their own family in
Arabic. Students will report to
class.
Use visuals featuring rooms in a
house / school.
Arabic adjectives
http://arabic.tripod.com/Adjective
s.htm
SLO # 4
Model and apply appropriate
intonation for asking different
types of questions and
statements including name, age,
and expressions used to indicate
location
Standard:7.1.NH.IPRET.3
Respond and act on a series of oral and written instructions,
directions, and
commands.
● How does intonation convey
meaning in asking different
types of questions and
statements?
● How does gender, age, and
culture impact statements and
questions?
● How is spoken language
different from written
language?
Centers
Students will rotate between four
centers and perform culturally
appropriate body language and
greetings based on the unique
situations:
-Meeting your friend’s parents for
the first time
-Running into your friend (s) at
the cafe
-Seeing your teacher in the
hallway
Introducing Self - Video
http://www.bing.com/videos/sear
ch?q=introducing+yourself+in+ar
abic&view=detail&mid=4BB6C0
1DB08CD4BB684E4BB6C01DB
08CD4BB684E&FORM=VIRE
Masculine and Feminine Nouns
https://www.youtube.com/watch?
v=x6y_fg6Pbno
Socially appropriate greetings
based on age and status.
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SLO # 5
Describe self and others using
gender appropriate physical
characteristics and personality
qualities.
Standard:7.1.NM.PRSNT.4
Copy/write words, phrases, or
simple guided texts on familiar
topics.
Standard:7.1.NM.PRSNT.5
Present information from age- and level-appropriate, culturally
authentic
materials orally or in writing
● What are the similarities and
differences between Arabic
and American gender
norms?
● What is gender?
● How can cultural awareness
enhance my language
learning?
Journal
Students will write in their journal
the following in complete
sentences:
● name
● age
● two physical
characteristics
● two personality traits
● two likes, two dislikes
and one preference
PowerPoint Slide
With the teacher’s support and
prompts, students will create a
slide featuring information about
themselves like place of birth,
hobbies, favorite places, roles
models, etc. using their
knowledge of Arabic.
Character Traits
https://quizlet.com/102179479/fla
sh-cards/
Emotions and Personality traits
vocabulary
http://arabic.desert-
sky.net/emotions_pers.html
The use of expressions and
emotions as culturally
appropriate.
SLO # 6
Describe culturally specific
Arabic personal pastimes and
activities. (i.e. Cafes, playing
sports such as soccer, eating,
singing, going to the movies,
● How do pastime
activities, sports, and
music reflect the Arabic
culture?
● How can learning and
using a language help to
Facebook Profile
In groups of two, students will
create a profile chart in Arabic,
including their picture, physical
Pastime Activities
https://quizlet.com/mdargal1/fold
ers/pastime-activities-hobbies
The importance of sports in a
teenager’s life.
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hanging out with friends,
talking on the phone, traveling,
watching TV)
Standard:7.1.NM.PRSNT.5
Present information from age-
and level-appropriate, culturally authentic
materials orally or in writing
Standard:7.1.NH.IPERS.1
Exchange basic information by
recombining memorized words,
phrases, and
sentences on topics related to
self and targeted themes to
express original ideas and
information.
assimilate into a new
culture?
● How does the study of
another language and
culture make people
open-minded and
sensitive to diversity?
● How are language,
culture and identity
related?
● How are pastimes and
preferences influenced
by culture?
● What are culturally
specific pastimes and
preferences in the Arab
World?
characteristics, personality
qualities, and pastime activities.
Your activities
Write a list of your activities or
activities that interest you. In
pairs, take turns in
asking/answering questions about
activities.
Multimedia Presentation
iMovie
Create an iMovie showing a
series of activities in an Arabic
teenager’s daily life.
Email/Twitter
Narrate your daily activities to
your Arabic pen pal in an e-mail.
Appropriately leveled texts
/materials/ videos
The significance of soccer in
Morocco and Arabic- speaking
world.
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Arabic I Unit One Vocabulary
هذا أنا
Greetings / تحيات Introductions / تقديم / تعريف Self-Description / وصف الذات Preferences / أولوياتي
السالم عليكم
مرحبا
مع السالمة
كيف حالك
هل أنت بخير
و أنت؟ و أنتم؟
كل تمام؟
الحمد لل
بخير
شكرا
من فضلك
ما إسمك ؟
كيف تكتب ذلك ؟
كم سنك ؟ كم عمرك ؟ /
سنة -----------عندي .
متى عيد ميالدك ؟
عيد ميالدي يوم
أين تسكن ؟
تسكنين ؟ أين
أسكن بمدينة
أين تدرس ؟
أين تدرسين ؟
أدرس في
كم عمره؟ / كم سنه؟
كم عمرها ؟ / كم سنها ؟
عنده
عندها
عندي
عنده
عندها
شعر أشقر
شعر بني
أسود شعر
عندي أنا طويل شعر
عيون زرقاء
عيون خضراء
عيون بنية
عيون عسل
أنا
طويل / طويلة
قصير/ قصيرة
جميل / جميلة
مضحك / مضحكة
ماذا تحب أن تفعل؟
ماذا تحبين أن تفعلي؟
أن أحب ……….
..……… أحب كثيرا أن
…………… أفضل أن
أتكلم اللغة االنجليزية
العربية أتكلم اللغة
أتكلم اللغة اال سبانية
أتكلم اللغة الفرنسية
أشاهد التلفاز
اتصل بصديقي
أنظم حفلة
أسمع الموسيقى
أسمع الراديو
أدرس
أسافر
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جدي / جدية
رياضي / رياضية
خجول / خجولة
إ جتما عي / إ جتماعية
كسول / كسولة
شغول / شغولة
ذكي / ذكية
مهم / مهمة
شرير / شريرة
أزور المغرب
أعمل
آكل
أسبح
أرقص
أغني
آكل في مطعم
ألعب بااللعاب االلكترونية
ألعب كرة القدم
ألعب كرة السلة
Asking for information/
طلب معلومات
Where is he/she?/ ؟ أين هي أين هو؟
Verbs/ افعال
Other words and phrases/ كلمات أخرى
؟أين
؟ إلى أين
؟ متى
؟ منمع
؟ في أي ساعة
أين طارق ؟ أين هند ؟
في هو / هي ........
البيت / المنزل
المقهى
السينما
المطعم
القسم
كتب
رسم
مسح
كان
دخل
خرج
أكل
كذلك
كثيرا
جدا
بعد
قبل
لكن
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المغرب
المدينة
عطلة
حضر
صار
كسر
بنى
إشترى
باع
نام
ذهب
Numbers / االعداد
واحد صفر
اثنان
ثالثة
أربعة
خمسة
ستة
سبعة
ثمانية
تسعة
أحد عشر
اثنا عشر
ثالثة عشر
أربعة عشر
خمسة عشر
ستة عشر
سبعة عشر
ثمانية عشر
تسعة عشر
واحد و عشرون
اثنان و عشرون
ثالثة و عشرون
عشرون أربعة و
خمسة و عشرون
ستة و عشرون
و عشرون سبعة
تمانية و عشرون
تسعة و عشرون
أربعون
خمسون
ستون
سبعون
تمانون
تسعون
مئة
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ثالثون عشرون عشرة
Unit Project (Choose 1)
Project (Suggested) Project (Suggested)
1.Design and create a postcard or video message in Arabic that you will send to your
Moroccan pen pal. Include personal information, name, age, as well as description of
yourself.
Rubric Required
2.Create a PowerPoint, Glogster, or iMovie presentation about yourself from
childhood in Arabic. Share with your audience your personal information, birthplace,
given name, description of you as an infant, toddler and now. Use physical
characteristics, personality traits, likes and dislikes and pastime activities. You may
include pictures of yourself in different stages of your life.
Rubric Required