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🧳Arabic Level 3, Lab 14: “Traveling/السّفَر” (Face-to-Face/Online)

Free Luggage Travel photo and picture

Photo via Pixabay 

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. السفر ، الطائرة ، الحافلة ، القطار ، السيارة ، السباحة ، التخييم ، الصيد ، الفندق ، المنزل ، النزل ، المطار.

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 world’s values, beliefs, and attitudes toward travel.

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:

  • 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

  1. students will ask each other a few questions and have a small conversation.
      اطلب من الطلاب أن يسألو بعضهم هذه الأسئلة:هَل تُحِب السّفَر؟ مَتَى تُسَافِر عادةً؟كَيْفَ تُحِب أن تُسَافِر؟ هَلْ تُفَضّل السَّفَر بِالطّائِرَة، أَو القِطَارْ، أَو السّفِينَة، أَو الحَافِلة، أَوْ السَيّارَة؟مَا هِي الأَنْشِطَة التِي تُحِب القِيَامْ بِهَا عِنْد السَّفَر؟ هَل تُحِب السّبَاحَة، أَم التّخْييم، أَم رُكُوبْ الخَيْل، أَم صَيْد الأَسْمَاك…الخ؟مَا نَوْع السّكَن الذِي تَرْغَب فِي الِإقَامة فِيه؟ فُنْدُق، أَم نُزُل، أَم مَنْزِل أحَد الأقَارِب؟مَا هِي الأَنْشِطَة التّي لَا تُحِب القِيَامْ بِها أَثْنَاء السّفَر؟

Main Activity

  1. 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.
    في أزواج ، سيتناوب الطلاب على لعب دور وكيل السفر والمسافر. قرر من سيكون المسافر ووكيل السفر أولاً.
  2. 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.اطلب من وكيل السفر مسح الكود في الشريحة التالية ، وسوف يأخذه إلى اختبار. تتمثل مهمته / مهمتها في طرح الأسئلة ثم تقديم الوجهة للمسافر ، ويجب على المسافر الموافقة على الوجهة قبل تبديل الأدوار.
  3. 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.اطلب من المسافر استخدام بطاقات ملف تعريف المسافر الزرقاء التي تم تخصيصها له / لها للإجابة على الأسئلة. يجب على المسافر الإجابة على كل سؤال بجملة كاملة.
  4. Switch roles, and repeat steps. When both partners finished, return to the main session.بدّل الأدوار وكرر الخطوات. عندما انتهى كلا الشريكين ، عد إلى الجلسة الرئيسية.

    Wrap-Up

    1. ask students to share where they are traveling. and do they want to visit this destination in the real life?
      اطلب من الطلاب مشاركة مكان سفرهم. وهل يريدون زيارة هذه الوجهة في الحياة الواقعية؟.

    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:

  • Ask questions about hotels and traveling.
  • Make a decision based on the given information.
  • Answer questions about what I like and dislike when traveling.

 

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