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๐Ÿ›’Arabic Level 4, Activity 12: โ€œGoing to Supermarket/ ุงู„ุฐู‡ุงุจ ู„ู„ุณูˆุจุฑู…ุงุฑูƒุชโ€ (Face-to-Face/Online)

 

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Description:

In this activity, students will practice the supermarket vocabulary. they will identify the sections and products found in the supermarket, ask and answer questions and directions, and read the supermarket list with a partner.

Semantic Topics:

supermarket, bakery, dairy, meat, cleaning products, health and beauty products, produce section, pharmacy, register, shopping list, ุณูˆุจุฑ ู…ุงุฑูƒุช ุŒ ู…ุฎุจุฒ ุŒ ุฃู„ุจุงู† ุŒ ู…ู‡ู†ุฉ ุŒ ู„ุญูˆู… ุŒ ู…ู†ุชุฌุงุช ุชู†ุธูŠู ุŒ ู…ู†ุชุฌุงุช ุตุญูŠุฉ ูˆุชุฌู…ูŠู„ูŠุฉ ุŒ ู‚ุณู… ุงู„ููˆุงูƒู‡ ูˆุงู„ุฎุถุงุฑ ุŒ ุตูŠุฏู„ูŠุฉ ุŒ ุณุฌู„ ุŒ ู‚ุงุฆู…ุฉ ุชุณูˆู‚ ุŒ

Grammatical Structures: Noun phrases, Verb conjugation, Interrogative words, Prepositions of place, Imperative form.

Products: The various products found in supermarkets in Arabic-speaking countries, gaining insight into regional and cultural preferences

Practices: The practice of shopping and navigating a supermarket, which is a common activity in many cultures.  Develop their listening, speaking, and reading skills

Perspectives: The activity will enable students to gain insight into the values, beliefs, and attitudes that shape the shopping experience and consumer behavior in Arabic-speaking communities

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 cultureโ€™s view of the world.

NCSSFL-ACTFL Can-Do Statements:

  • I can recognize and name different sections and products found in a supermarket in Arabic.
  • I can ask for assistance and directions from a supermarket employee in Arabic.
  • I can read a shopping list in Arabic and find the items on the list in a supermarket.

Materials Needed:

Warm-Up

  1. Begin by introducing the Can-Dos for todayโ€™s activity

ุงุจุฏุฃ ุจุชู‚ุฏูŠู… Can-Dos ู„ู†ุดุงุท ุงู„ูŠูˆู….

  1. with students, brainstorm a list of common items that can be found in a supermarket. If online, you may use the whiteboard or chatbox. to have a discussion about it.
    ู…ุน ุงู„ุทู„ุงุจ ุŒ ู‚ู… ุจุนุตู ุฐู‡ู†ูŠ ู„ู‚ุงุฆู…ุฉ ุจุงู„ุนู†ุงุตุฑ ุงู„ุดุงุฆุนุฉ ุงู„ุชูŠ ูŠู…ูƒู† ุงู„ุนุซูˆุฑ ุนู„ูŠู‡ุง ููŠ ุงู„ุณูˆุจุฑ ู…ุงุฑูƒุช. ุฅุฐุง ูƒู†ุช โ€œุงูˆู†ู„ุงูŠู†โ€ ุŒ ููŠู…ูƒู†ูƒ ุŒ ุงุณุชุฎุฏุงู… ุงู„ุณุจูˆุฑุฉ ุฃูˆ ู…ุฑุจุน ุงู„ุฏุฑุฏุดุฉุŒ ุชู†ุงู‚ุดูˆ ุญูˆู„ ุงู„ู…ูุฑุฏุงุช ุงู„ุฌุฏูŠุฏุฉ

Main Activity

  1. Assign a grocery list to each student, and. then inform them that you will be an employee at Taibah Supermarket
    ู‚ู… ุจุชุนูŠูŠู† ู‚ุงุฆู…ุฉ ุชุณูˆู‚ ู„ูƒู„ ุทุงู„ุจ ุŒ ูˆ. ุซู… ุฃุฎุจุฑู‡ู… ุฃู†ูƒ ุณุชูƒูˆู† ู…ูˆุธูู‹ุง ููŠ ุณูˆุจุฑ ู…ุงุฑูƒุช ุทูŠุจุฉ.
  2. Then, each student will need to will read the grocery list and then ask the employee about the direction of one item
    ุจุนุฏ ุฐู„ูƒ ุŒ ุณูŠุญุชุงุฌ ูƒู„ ุทุงู„ุจ ุฅู„ู‰ ู‚ุฑุงุกุฉ ู‚ุงุฆู…ุฉ ุงู„ุชุณูˆู‚ ุซู… ุณุคุงู„ ุงู„ู…ูˆุธู ุนู† ุงุชุฌุงู‡ ุดูŠุก ูˆุงุญุฏ.
  3. finally, the student will need to share where did they find the item they were looking for.
    ุจุนุฏ ุฐู„ูƒ ุŒ ุณูŠุญุชุงุฌ ุงู„ุทุงู„ุจ ุฅู„ู‰ ู…ุดุงุฑูƒุฉ ู…ูƒุงู† ุงู„ุนุซูˆุฑ ุนู„ู‰ ุงู„ุดูŠุก ุงู„ุฐูŠ ูƒุงู†ูˆุง ูŠุจุญุซูˆู† ุนู†ู‡.

    Wrap-Up

    1. ask students to share one new thing they learned about supermarkets!
      ุงุณุฃู„ ุงุทู„ุงุจ ุงู† ูŠุดุงุฑูƒูˆุง ุดูŠุฆุงู‹ ูˆุงุญุฏุงู‹ ุชุนู„ู…ูˆู‡ ุนู† ุงู„ุณูˆุจุฑู…ุงุฑูƒุช

    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 recognize and name different sections and products found in a supermarket in Arabic.
  • I can ask for assistance and directions from a supermarket employee in Arabic.
  • I can read a shopping list in Arabic and find the items on the list in a supermarket.

 

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Let's Chat! Arabic Copyright ยฉ 2022 by Sara Bakari; Zahraa Naser; and Amber Hoye is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.