Blake Simmerman, sara bakari, Amber Hoye
Languages, World Cultures, Language Education (ESL)
Material Type:
High School, Community College / Lower Division
Afraid, Arabic, Burning, Cold, Emotions, Excited, Exhausted, Feelings, Happy, Hot, Hungry, Sad, Sick, Tense, Thirsty
Creative Commons Attribution Non-Commercial Share Alike
English, Arabic

Arabic 101 - Lab 08 (Feelings | المشاعر)

Arabic 101 - Lab 08 (Feelings | المشاعر)



In this activity, students will practice how to describe their emotions for something, they will be shown multiple pictures and they will describe their feelings when seeing the pictures. They will also practice what to say when visiting someone sick.

NCSSFL-ACTFL Can-Do Statements:

  • I can describe my feelings in Arabic.

  • I can understand and use the emotions phrases for either feminine or masculine. 

  • I can use the appropriate phrase for someone sick. 

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 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.

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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

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:

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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

Feelings | المشاعر

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 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 describe my feelings in Arabic.

  • I can understand and use the emotions phrases for either feminine or masculine. 

  • I can use the appropriate phrase for someone sick. 

Materials Needed:

Google Presentation 


  1. Greet students in Arabic السلام عليكم جميعاً and then share your screen with students and pull up the presentation.

  2. Move to the next slide with the “Can-Do Statements” and read each Can-Do statement in English. 

  3. Next, move to slide 3 that represents a question for the main activity. Read with students, (How do these pictures make you feel?) remind them to use (ة) if a female was giving her answer.

Main Activity

  1. Students will be shown different images and answer their feelings in Arabic when seeing the image. using feminine and masculine form.

  2. Students will take turns to say what they feel. 

  3. They can choose from the multiple choice at the bottom of each picture. Or they can use different expressions as they feel.

  4. For you, it is okay to use English to help them memorize the meaning of certain expressions.


  1. You will give simple information for students to take a way with them.

  2. On slide 19, briefly read with students what they should say when visiting someone in hospital or when seeing someone sick. 

  3. Finally, read can-do statements and have students evaluate their confidence with thumbs-up/down/ or so so. 

  4. Encourage students to be honest in their self-evaluation

  5. Pay attention, and try to use feedback for future labs!

End of lab:

NCSSFL-ACTFL Can-Do Statements:

  • I can describe my feelings in Arabic.

  • I can understand and use the emotions phrases for either feminine or masculine. 

  • I can use the appropriate phrase for someone sick.