Arabic Level 3, Activity 11: “opposites/الأَضْدَاد” (Face-to-Face/Online)

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Description:

This activity will have different and fun instructions. Students will write, pronounce, and memorize the opposites in Arabic.

Semantic Topics:

in, out, sit down, stand up, open, close, big, small, long, short, opposites, دخل. خرج، قام، قعد، مفتوح، مغلق، كبير، صغير، طويل، قصير، الأضداد، التضاد، المضادات

Grammatical Structures: 

The noun-adjective agreement, Pronunciation, Vocabulary building, Sentence formation

Products: becoming familiar with a range of Arabic vocabulary representing opposites, exposed to culturally specific topics, depending on the images chosen

Practices: a chance to gain an understanding of the cultural practices related to the Arabic-speaking world by learning about the concepts represented by the opposite pairs.

Perspectives: Explore the perspectives of Arabic-speaking individuals by understanding the importance of certain opposite pairs within their culture.

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 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 find a picture that describes opposites.
  • I can recognize opposites in Arabic when presented to me.
  • I can write some opposites in Arabic.

Materials Needed:

Warm-Up

  1. Ask students to list as many opposites they know in both English and Arabic.
    اطلب من الطلاب سرد أكبر عدد من الأضداد التي يعرفونها باللغتين الإنجليزية والعربية.
    1. Before you start the lab make a copy of the Jamboard doc. (for the next group/ future lab)
    2. On the Zoom meeting, and in the Chat box, copy and paste the activity link for students and ask them to open it. The good thing about Jamboard is that students can use it with you.

    Please make sure to make one copy of the activity doc before using it. There are already two copies of the activity provided for two groups.

    1st group copy: https://jamboard.google.com/d/1337W1HwzUvVcDS8R1nqKul8ysShI7r6R1vlGznXnmsQ/edit?usp=sharing

    2nd group copy: https://jamboard.google.com/d/1PLy7qmX1JoL620RKKFAYbxjUYMdAzP9VE3ZD2KfNOEI/edit?usp=sharing

Main Activity

  1. students will be given a photo and a word in Arabic and it is their job to find a photo that represents the opposite.
    يتم إعطاء الطلاب صورة وكلمة باللغة العربية ومهمتهم هي العثور على صورة تمثل عكس ذلك
  2. After they find the photo, each student will either type or draw the word in Arabic.
    بعد العثور على الصورة ، سيقوم كل طالب إما بكتابة الكلمة أو رسمها باللغة العربية.
  3. The lab assistant will call on each student to share their picture and read the word.
    سيقوم المساعد باستدعاء كل طالب لمشاركة صورته وقراءة الكلمة.

    Wrap-Up

    1. Ask students to share one opposite, their favorite one.
      اطلب من الطلاب مشاركة المضاد المفضل لديهم.

    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 find a picture that describes opposites.
  • I can recognize opposites in Arabic when presented to me.
  • I can write some opposites in Arabic.

 

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