- Author:
- Blake Simmerman, Amber Hoye, Sara Bakari, Sara Bakari
- Subject:
- Languages, World Cultures, Language Education (ESL)
- Material Type:
- Activity/Lab
- Level:
- High School, Community College / Lower Division
- Tags:
- License:
- Creative Commons Attribution Non-Commercial Share Alike
- Language:
- English, Arabic
Arabic Level 1, Activity 02: "الحَرَكَات القَصِيرَة / Short Vowels" (Face-to-Face/Online)
Overview
In this activity, students will practice using the short vowels in a word. They will also practice how to write أ،ب،ت،ث in the first\middle\end of a word.
Can-Do Statements:
I can differentiate between the short vowels.
I can pronounce short vowels with أ،ب ،ت ،ث
I can use the short vowels in a word.
I can recognize and write أ، ب، ت، ث، in the first\middle\end of the word.
About the Pathways Project
Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact amberhoye@boisestate.edu with any suggestions and we will update the content in a timely manner. — The Pathways Project
Looking for the English Version of this activity to adapt for your language? CLICK HERE
About the Boise State World Languages Resource Center (WLRC) Language Activity Repository
The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.
How to use the WLRC Repository’s Activities:
1. Use the Activity as is:
Before you begin:
- Most activities are 30 minutes in duration, unless otherwise specified.
- Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.
If you have any suggestions about grammar, syntax, and content, please kindly contact amberhoye@boisestate.edu.
2. Remix for Your Language Classroom:
When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.
Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials in Spanish, follow the instructions below:
- Google Slideshows:
- To begin, go to File -> Copy to create an editable version of the slideshow.
- Once finished with your changes, please complete the following steps to share:
- Click on Share
- Who Has Access
- Ensure link sharing is on and allow external access.
- Materials Saved as PDF: Please email WLRCLAR@gmail.com and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided.
3. Adapt for Another Language:
- See the linked English Version at the top of the activity (English Version may not be available for all activities)
Photo Creidt:
Activity Instructions
Short Vowels | الحركات القصيرة
Proficiency Level:
Novice Low
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 4.1: Students demonstrate an understanding of the nature of language through comparisons of Arabic and their own languages.
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.
COMP 1.1: Observe formal and informal forms of language.
COMP 1.2: Identify patterns and explain discrepancies in the sounds and the writing system in the target language.
NCSSFL-ACTFL Can-Do Statements:
I can differentiate between short vowels.
I can pronounce short vowels with أ،ب ،ت ،ث
I can use short vowels in a word.
I can recognize and write أ، ب، ت، ث، in the first\middle\end of the word.
Materials Needed:
Warm-up
Greet students in Arabic السلام عليكم جميعاً and then share your screen with students and pull up the presentation.
Move to the next slide with the “Can-Do Statements” and read each Can-Do statement in English.
Next, move to slide 3 which represents Wrap-up. ask students to read the letters and write them on white paper.
Then, move to the next slides, read the letters with the short vowels, and ask the students to repeat after you.
Main Activity
Now we are moving to the next stage which is practicing أ، ب، ت، ث، in the first\middle\end of the word.
The activity will be asking students to choose the right position for the letter shown in the presentation slide.
The right answer will not appear until you click the mouse button.
Ask students to take their time thinking, before you click the mouse.
Repeat the same thing until slide 20.
Wrap-up
Ask students if they have any questions.
Read can-do statements and have students evaluate their confidence with thumbs-up/down/ or so-so.
Encourage students to be honest in their self-evaluation
Pay attention, and try to use feedback for future labs!
End of the lab:
NCSSFL-ACTFL Can-Do Statements:
I can differentiate between short vowels.
I can pronounce them with أ،ب ،ت ،ث
I can use short vowels in a word.
I can recognize and write أ، ب، ت، ث، in the first\middle\end of the word.