🕐Arabic Level 4, Activity 11: “Schedule and Time / جدولي ووقتي” (Face-to-Face/Online)
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Description:
In this Activity, students will practice reading daily, weekly, monthly, and yearly tasks and schedules. as well as reading time. They will also discuss a task or activity they enjoy completing on time.
Semantic Topics:
daily, weakly, monthly, yearly, schedule, task, activity, time, day. يومي ، أسبوعي ، شهري ، سنوي ، جدول ، مهمة ، نشاط ، وقت ، يوم
Grammatical Structures:
Noun phrases, verb conjugation, Reading and telling time, Adverbs of frequency, and Prepositions of time.
Products: exposed to various examples of Arabic-speaking communities’ daily, weekly, monthly, and yearly tasks and schedules.
Practices: Practice reading and discussing tasks and schedules, and managing time effectively in any culture. Develop reading comprehension and communication skills.
Perspectives: By discussing preferences and experiences, students may develop a deeper understanding of different cultural perspectives on time management and personal productivity.
- 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 identify the Arabic words for daily, weekly, monthly, and yearly when presented to me.
- I can describe a character’s daily schedule, highlighting the activities and their times.
- I can discuss a task I enjoy completing on time, along with my preferred timing for doing so.
Materials Needed:
Warm-Up
- Read with students how to say “daily, weekly, monthly, and yearly” in Arabic.
اقرأ مع الطلاب كيف تنطق “يوميًا ، أسبوعيًا ، شهريًا ، سنويًا” باللغة العربية.
Main Activity
- Assign a character schedule for each student, and then ask them to read the table, share 3 tasks the character should complete, and at what time?
قم بتعيين جدول شخصيات لكل طالب ، ثم اطلب منهم قراءة الجدول ، ومشاركة 3 مهام يجب أن تكملها الشخصية ، وفي أي وقت؟
Wrap-Up
- Ask each student to share a task they don’t forget doing it during their day, and what time they do it.
اسأل كل طالب بأن يشارك مهمة لا تنساها في يومك؟ ومتى تكون
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 identify the Arabic words for daily, weekly, monthly, and yearly when presented to me.
- I can describe a character’s daily schedule, highlighting the activities and their times.
- I can discuss a task I enjoy completing on time, along with my preferred timing for doing so.
