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๐ŸคArabic Level 1, Activity 02: โ€œุงู„ุญูุฑููƒูุงุช ุงู„ู‚ูŽุตููŠุฑูŽุฉ / Short Vowelsโ€ (Face-to-Face/Online)

Vowels in Arabic: Short Vowels, Sukun, Shadda, and Tanwin

Photo via Kaleela

Description: In this activity, students will practice using the short vowels in a word. They will also practice how to write ุฃุŒุจุŒุชุŒุซ in the first\middle\end of a word.

Semantic Topics:

ูƒุณุฑุฉุŒ ูุชุญุฉุŒ ุถู…ุฉุŒ ุณูƒูˆู†ุŒ ุฃุฑู†ุจุŒ ุจุทุฉุŒ ู…ูุชุงุญุŒ ู…ุซู„ุซ, short vowels, fat-ham, dhamma, kasra

Grammatical Structures:

short vowels, ุงู„ุญุฑูƒุงุช ุงู„ู‚ุตูŠุฑุฉ

Products: Choosing the correct answer on the slideshow.

Practices: Using the short vowels in a word by choosing the correct position for the letter.

Perspectives: The importance of using short vowels in the word. It may change the whole meaning.

NCSSFL-ACTFL World-Readiness Standards:

  • Standard 1.1: Students engage in conversations or correspondence in Arabic to provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.2: Students understand and interpret spoken and written Arabic on a variety of topics.
  • Standard 4.1: Students demonstrate an understanding of the nature of language through comparisons of Arabic and their own languages.

Idaho Content Standards for World Languages:

  • COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
  • COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • COMP 1.1: Observe formal and informal forms of language.
  • COMP 1.2: Identify patterns and explain discrepancies in the sounds and the writing system in the target language.

NCSSFL-ACTFL Can-Do Statements:

  • I can differentiate between short vowels.
  • I can pronounce short vowels with some letters.
  • I can use short vowels in a word.
  • I can recognize and write ุฃุŒ ุจุŒ ุชุŒ ุซุŒ in the first\middle\end of the word.

Materials Needed:

Warm-Up

  1. Greet students in Arabic ุงู„ุณู„ุงู… ุนู„ูŠูƒู… ุฌู…ูŠุนุงู‹ and then share your screen with students and pull up the slide presentation. And donโ€™t forget to press on Slideshow.
    ุฑุญุจ ุจุงู„ุทู„ุงุจ ุจุงู„ู„ุบุฉ ุงู„ุนุฑุจูŠุฉ( ุงู„ุณู„ุงู… ุนู„ูŠูƒู… ุฌู…ูŠุนุงู‹) ุŒ ุซู… ุดุงุฑูƒ ุดุงุดุชูƒ ู…ุน ุงู„ุทู„ุงุจ ูˆุงูุชุญ ุงู„ุนุฑุถ ุงู„ุชู‚ุฏูŠู…ูŠ.  ูˆู„ุง ุชู†ุณ ุงู„ุถุบุท ุนู„ู‰  Slideshow.
  2. Move to the next slide with the โ€œCan-Do Statementsโ€ and read each Can-Do statement in English.
    ุงู†ุชู‚ู„ ุฅู„ู‰ ุงู„ุดุฑูŠุญุฉ ุงู„ุชุงู„ูŠุฉ โ€œCan-Doโ€ ูˆุงู‚ุฑุฃ ูƒู„ ุนุจุงุฑุฉ Can-Do ุจุงู„ู„ุบุฉ ุงู„ุฅู†ุฌู„ูŠุฒูŠุฉ.
  3. Next, move to slide 3, which represents the Warm-up. Ask students to read the letters and write them on white paper.
    ุจุนุฏ ุฐู„ูƒ ุŒ ุงู†ุชู‚ู„ ุฅู„ู‰ ุงู„ุดุฑูŠุญุฉ 3 ุงู„ุชูŠ ุชู…ุซู„ โ€œwarm upโ€. ุงุทู„ุจ ู…ู† ุงู„ุทู„ุงุจ ู‚ุฑุงุกุฉ ุงู„ุญุฑูˆู ูˆูƒุชุงุจุชู‡ุง ุนู„ู‰ ูˆุฑู‚ุฉ ุจูŠุถุงุก.
  4. Then, move to the next slides, read the letters with the short vowels, and ask the students to repeat after you.
    ุจุนุฏ ุฐู„ูƒ ุŒ ุงู†ุชู‚ู„ ุฅู„ู‰ ุงู„ุดุฑุงุฆุญ ุงู„ุชุงู„ูŠุฉ ุŒ ูˆุงู‚ุฑุฃ ุงู„ุฃุญุฑู ุงู„ุชูŠ ุชุญุชูˆูŠ ุนู„ู‰ ุงู„ุญุฑูƒุงุช ุงู„ู‚ุตูŠุฑุฉ ุŒ ูˆุงุทู„ุจ ู…ู† ุงู„ุทู„ุงุจ ุงู„ุชูƒุฑุงุฑ ุจุนุฏูƒ.

Main Activity

  1. Now we are moving to the next part, which is practicing ุฃุŒ ุจุŒ ุชุŒ ุซุŒ in the first\middle\end of the word.
    ุงู„ุขู† ู†ู†ุชู‚ู„ ุฅู„ู‰ ุงู„ุฌุฒุก ุงู„ุชุงู„ูŠ ูˆู‡ูˆ ู…ู…ุงุฑุณุฉ ุฃ ุŒ ุจ ุŒ ุช ุŒ ุซ ุŒ ููŠ ุฃูˆู„ \ ูˆุณุท \ ู†ู‡ุงูŠุฉ ุงู„ูƒู„ู…ุฉ.
  2. The activity will be asking students to choose the right position for the letter shown in the presentation slide.
    ุณูŠุทู„ุจ ุงู„ู†ุดุงุท ู…ู† ุงู„ุทู„ุงุจ ุงุฎุชูŠุงุฑ ุงู„ู…ูˆุถุน ุงู„ู…ู†ุงุณุจ ู„ู„ุญุฑู ุงู„ู…ูˆุถุญ ููŠ ุดุฑูŠุญุฉ ุงู„ุนุฑุถ ุงู„ุชู‚ุฏูŠู…ูŠ.
  3. The correct answer will not appear until you click the mouse button.
    ู„ู† ุชุธู‡ุฑ ุงู„ุฅุฌุงุจุฉ ุงู„ุตุญูŠุญุฉ ุญุชู‰ ุชุถุบุท ุนู„ู‰ ุฒุฑ ุงู„ูุฃุฑุฉ.
  4. Ask students to take their time thinking before you click the mouse.
    ุงุทู„ุจ ู…ู† ุงู„ุทู„ุงุจ ุฃู† ูŠุฃุฎุฐูˆุง ูˆู‚ุชู‡ู… ููŠ ุงู„ุชููƒูŠุฑ ู‚ุจู„ ุงู„ู†ู‚ุฑ ุนู„ู‰ ุฒุฑ ุงู„ูุฃุฑุฉ.
  5. Repeat the same thing until slide 20.
    ูƒุฑุฑ ุงู„ุฃู…ุฑ ู†ูุณู‡ ุญุชู‰ ุงู„ุดุฑูŠุญุฉ 20.

    Wrap-Up

    1. Ask students if they have any questions.
      ุงุณุฃู„ ุงู„ุทู„ุงุจ ุฅุฐุง ูƒุงู† ู„ุฏูŠู‡ู… ุฃูŠ ุฃุณุฆู„ุฉ.

    End of Activity

  • Read Can-Do statements once more and have students evaluate their confidence.
    (Use thumbs up/thumbs down or download our student cards.)
  • Encourage students to be honest in their self-evaluation.
  • Pay attention, and try to use feedback for future activities!

NCSSFL-ACTFL Can-Do Statements:

  • I can differentiate between short vowels.
  • I can pronounce short vowels with some letters.
  • I can use short vowels in a word.
  • I can recognize and write ุฃุŒ ุจุŒ ุชุŒ ุซุŒ in the first\middle\end of the word.

 

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Let's Chat! Arabic Copyright ยฉ 2022 by Sara Bakari; Zahraa Naser; and Amber Hoye is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.