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:
  • Arabic
  • Introduction
  • My Age
  • My Major
  • My Name
  • Where I'm From
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English, Arabic

    Arabic Level 1, Activity 04: "أعَرِّفُ بِنَفْسِي / Introducing myself" (Face-to-Face/Online)

    Arabic Level 1, Activity 04: "أعَرِّفُ بِنَفْسِي / Introducing myself" (Face-to-Face/Online)

    Overview

    In this activity, students will practice talking about themself in four simple sentences. As well as reading new simple conversation sentences.

    Can-Do Statements:

    • I can introduce myself to others.

    • I can say:

      • My name

      • My age 

      • My nationality

      • My major

    • I can ask others about their names, ages, majors, and nationalities.

    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)

    Activity Instructions

    Introducing myself | أعرف بنفسي  

    Description:

    In this activity, students will practice talking about themselves in four simple sentences. As well as reading new simple conversation sentences.

    Semantic Topics:

    اسمي - عمري - تخصصي - من أين أنا؟ - جنسيتي, my name is, my age, my major, my nationality.

    Grammatical Structures:

    Greetings, numbers, questions.

    Products: Reading slides in a conversation style.

    Practices: Having a conversation to pass the time

    Perspectives: What is the importance of talking, introducing yourself to others, and having a small conversation?

    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 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 introduce myself to others.
    • I can say/read:
      • My name
      • My age
      • My nationality
      • My major
    • I can ask others about their names, ages, majors, and nationalities.

    Materials Needed:

    Warm-Up

    1. Greet students in Arabic and ask them كيف حالكم؟
      رحب بالطلاب بالعربية واسألهم كيف حالكم؟.
    2. Pull up the presentation and share your screen with students and start with the warm-up activity.
      اسحب العرض التقديمي وشارك شاشتك مع الطلاب وابدأ بنشاط الإحماء.
    1. Read with students how to say (اسمي - عمري - تخصصي - جنسيتي).
      اقرأ مع الطلاب كيف تقول (اسمي - عمري - تخصصي - جنسيتي).
    2. Ask students if they would like to read.
      اسأل الطلاب إذا كانوا يرغبون في القراءة.

    Main Activity

    1. For the main activity, students will read a conversation between two people introducing themselves.
      بالنسبة للنشاط الرئيسي ، سيقرأ الطلاب محادثة بين شخصين يقدمون أنفسهم.
    2. The conversation is about five slides. Let students read each slide in pairs. One student will be the man, and the other will be the woman. (every two students will read one slide)
      لمحادثة عبارة عن 5 شرائح. دع الطلاب يقرؤون كل شريحة في أزواج. سيكون أحد الطلاب هو الرجل والآخر ستكون المرأة. (سيقرأ كل طالبين شريحة واحدة).
    3. When you click the mouse button, the slides automatically lead the conversation.
      عند النقر على زر الماوس ، ستقود الشرائح المحادثة تلقائيًا..
    4. Let students take their time reading, and help them by correcting their pronunciation.
      دع الطلاب يأخذون وقتهم في القراءة ، وساعدهم من خلال تصحيح نطقهم.

      Wrap-Up

      1. You will ask students in English, (Where are you from? What is your major?).
        سوف تسأل الطلاب باللغة الإنجليزية ، (من أين أنت؟ ما هو تخصصك؟)..
      2. That is all right if they can not say it in Arabic, let them say it in English, and then you teach them how to say their major\nationality in Arabic.
        عادي إذا لم يتمكنوا من قول ذلك باللغة العربية ، فدعهم يقولون ذلك باللغة الإنجليزية ثم تعلمهم كيفية نطق جنسيتهم الرئيسية باللغة العربية.
      3. Encourage them to write it down in their notebooks if they would like to do so.
        شجعهم على تدوينها في دفاترهم إذا كانوا يرغبون في ذلك.

      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 introduce myself to others.
    • I can say/read:
      • My name
      • My age
      • My nationality
      • My major
    • I can ask others about their names, ages, majors, and nationalities.