Arabic Level 3, Lab 14: โTraveling/ุงูุณูููุฑโ (Face-to-Face/Online)
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Description:
In this activity: Students will be playing the role of a travel agent and a traveler to practice traveling vocabulary. they will ask and answer questions about traveling and hotels, and make a decision based on the given information.
Semantic Topics:
Travel, Airplane, bus, train, car, swimming, camping, fishing, hotel, house, motel, airport. ุงูุณูุฑ ุ ุงูุทุงุฆุฑุฉ ุ ุงูุญุงููุฉ ุ ุงููุทุงุฑ ุ ุงูุณูุงุฑุฉ ุ ุงูุณุจุงุญุฉ ุ ุงูุชุฎููู ุ ุงูุตูุฏ ุ ุงูููุฏู ุ ุงูู ูุฒู ุ ุงููุฒู ุ ุงูู ุทุงุฑ.
Grammatical Structures:
Questions formation, forming sentences, Prepositions, Verb conjugation, Noun-adjective agreement.
Products: becoming familiar with Arabic travel-related vocabulary and expressions
Practices: gaining an understanding of the cultural practices related to travel within the Arabic-speaking world
Perspectives: exploring the perspectives of Arabic-speaking individuals when it comes to traveling, including preferences for destinations, and how people make decisions about where to stay and what to do during their trips. This will foster a deeper understanding of the Arabic-speaking worldโs values, beliefs, and attitudes toward travel.
- 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 cultureโs view of the world.
NCSSFL-ACTFL Can-Do Statements:
- Ask questions about hotels and traveling.
- Make a decision based on the given information.
- Answer questions about what I like and dislike when traveling.
Materials Needed:
Warm-Up
- students will ask each other a few questions and have a small conversation.
ุงุทูุจ ู ู ุงูุทูุงุจ ุฃู ูุณุฃูู ุจุนุถูู ูุฐู ุงูุฃุณุฆูุฉ:ููู ุชูุญูุจ ุงูุณูููุฑุ ู ูุชูู ุชูุณูุงููุฑ ุนุงุฏุฉูุูููููู ุชูุญูุจ ุฃู ุชูุณูุงููุฑุ ูููู ุชูููุถูู ุงูุณููููุฑ ุจูุงูุทูุงุฆูุฑูุฉุ ุฃูู ุงูููุทูุงุฑูุ ุฃูู ุงูุณููููููุฉุ ุฃูู ุงูุญูุงูููุฉุ ุฃููู ุงูุณูููุงุฑูุฉุู ูุง ููู ุงูุฃูููุดูุทูุฉ ุงูุชูู ุชูุญูุจ ุงูููููุงู ู ุจูููุง ุนูููุฏ ุงูุณููููุฑุ ููู ุชูุญูุจ ุงูุณูุจูุงุญูุฉุ ุฃูู ุงูุชูุฎูููู ุ ุฃูู ุฑููููุจู ุงูุฎููููุ ุฃูู ุตูููุฏ ุงูุฃูุณูู ูุงูโฆุงูุฎุู ูุง ููููุน ุงูุณูููู ุงูุฐูู ุชูุฑูุบูุจ ููู ุงููุฅููุงู ุฉ ููููุ ููููุฏููุ ุฃูู ููุฒููุ ุฃูู ู ูููุฒูู ุฃุญูุฏ ุงูุฃููุงุฑูุจุู ูุง ููู ุงูุฃูููุดูุทูุฉ ุงูุชูู ููุง ุชูุญูุจ ุงูููููุงู ู ุจููุง ุฃูุซูููุงุก ุงูุณูููุฑุ
Main Activity
- In pairs, students will take turns playing the role of a travel agent and a traveler. decide who is going to be the traveler and travel agent first.
ูู ุฃุฒูุงุฌ ุ ุณูุชูุงูุจ ุงูุทูุงุจ ุนูู ูุนุจ ุฏูุฑ ูููู ุงูุณูุฑ ูุงูู ุณุงูุฑ. ูุฑุฑ ู ู ุณูููู ุงูู ุณุงูุฑ ููููู ุงูุณูุฑ ุฃููุงู. - ask the Travel agent to scan the QR code on the next slide, it will take him/her to a quiz. his/her mission is to ask the questions and then present the destination to the traveler, and the traveler must approve the destination before switching roles.ุงุทูุจ ู ู ูููู ุงูุณูุฑ ู ุณุญ ุงูููุฏ ูู ุงูุดุฑูุญุฉ ุงูุชุงููุฉ ุ ูุณูู ูุฃุฎุฐู ุฅูู ุงุฎุชุจุงุฑ. ุชุชู ุซู ู ูู ุชู / ู ูู ุชูุง ูู ุทุฑุญ ุงูุฃุณุฆูุฉ ุซู ุชูุฏูู ุงููุฌูุฉ ููู ุณุงูุฑ ุ ููุฌุจ ุนูู ุงูู ุณุงูุฑ ุงูู ูุงููุฉ ุนูู ุงููุฌูุฉ ูุจู ุชุจุฏูู ุงูุฃุฏูุงุฑ.
- Ask the traveler to use the blue traveler profile cards that were assigned to him/her to answer the questions. The traveler should answer each question with a complete sentence.ุงุทูุจ ู ู ุงูู ุณุงูุฑ ุงุณุชุฎุฏุงู ุจุทุงูุงุช ู ูู ุชุนุฑูู ุงูู ุณุงูุฑ ุงูุฒุฑูุงุก ุงูุชู ุชู ุชุฎุตูุตูุง ูู / ููุง ููุฅุฌุงุจุฉ ุนูู ุงูุฃุณุฆูุฉ. ูุฌุจ ุนูู ุงูู ุณุงูุฑ ุงูุฅุฌุงุจุฉ ุนูู ูู ุณุคุงู ุจุฌู ูุฉ ูุงู ูุฉ.
- Switch roles, and repeat steps. When both partners finished, return to the main session.ุจุฏูู ุงูุฃุฏูุงุฑ ููุฑุฑ ุงูุฎุทูุงุช. ุนูุฏู
ุง ุงูุชูู ููุง ุงูุดุฑูููู ุ ุนุฏ ุฅูู ุงูุฌูุณุฉ ุงูุฑุฆูุณูุฉ.
Wrap-Up
- ask students to share where they are traveling. and do they want to visit this destination in the real life?
ุงุทูุจ ู ู ุงูุทูุงุจ ู ุดุงุฑูุฉ ู ูุงู ุณูุฑูู . ููู ูุฑูุฏูู ุฒูุงุฑุฉ ูุฐู ุงููุฌูุฉ ูู ุงูุญูุงุฉ ุงููุงูุนูุฉุ.
End of Activity
- ask students to share where they are traveling. and do they want to visit this destination in the real life?
- 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:
- Ask questions about hotels and traveling.
- Make a decision based on the given information.
- Answer questions about what I like and dislike when traveling.