😋Arabic Level 3, Activity 10: “Emotions/المَشَاعِر” (Face-to-Face/Online)
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Description:
In this activity, students will learn about different kinds of emotions in Arabic. They can match the scenario with the correct emotions, and ask someone about his/her emotions.
Semantic Topics:
anger, sadness, hate, fear, pain, love, like, happy, glad, beauty, surprise, worry, embarrassment, bored, غضب ، حزين ، كره ، خوف ، ألم ، حب ، إعجاب ، سعيد ، جمال ، مفاجأة ، قلق ، إحراج ، ملل
Grammatical Structures: Emotions Vocabulary, Sentence Structures.
Products: identify and match different scenarios with appropriate emotions, and ask someone about their emotions in Arabic.
Practices: using Arabic vocabulary related to different emotions. Practice forming sentences in Arabic for expressing and asking about emotions.
Perspectives: gaining a better understanding of the cultural context in which different emotions are expressed in Arabic-speaking societies. learning how to express their emotions in Arabic, which can help them connect with Arabic speakers and engage in deeper and more meaningful conversations.
- 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 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures of the Arab world.
- Standard 4.2: Students demonstrate an understanding of the concept of culture through comparisons between the cultures of the Arab world and their own
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.
- CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
- CLTR 1.2: Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.
NCSSFL-ACTFL Can-Do Statements:
- I can express emotions and react to situations that are described to me.
- I can review or remember emotion phrases in Arabic.
- I can ask someone about his/her feelings.
Materials Needed:
Warm-Up
- Ask students to take turns reading the table emotions.
اطلب من الطلاب أن يتناوبوا في قراءة المشاعر المكتوبة في الجدول.. - try to explain what each emotion means.
حاول شرح معنى كل مشاعر..
Main Activity
- Ask students to read the scenario and then choose the appropriate “emotion phrase”اطلب من الطلاب قراءة السيناريو. ومن ثم اختيار الاجابة المناسبة للسيناريو
- ask them to change it to fit the sentence structure
اطلب منهم تغييرها لتناسب بنية الجملة. - Encourage them to ask for help when need it.
شجعهم على طلب المساعدة عند الحاجة إليها..Wrap-Up
- ask students to share a funny memory. and sharing their current feelings.
اطلب من الطلاب مشاركة ذكرى مضحكة. ومشاركة مشاعرهم الحالية.
End of Activity
- ask students to share a funny memory. and sharing their current feelings.
- 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 express emotions and react to situations that are described to me.
- I can review or remember emotion phrases in Arabic.
- I can ask someone about his/her feelings.
