Author:
Blake Simmerman, Amber Hoye, Sara Bakari, Sara Bakari
Subject:
Languages, World Cultures, Language Education (ESL), Language, Grammar and Vocabulary
Material Type:
Activity/Lab
Level:
High School, Community College / Lower Division
Tags:
  • Afraid
  • Arabic
  • Burning
  • Cold
  • Emotions
  • Excited
  • Exhausted
  • Feelings
  • Happy
  • Hot
  • Hungry
  • Sad
  • Sick
  • Tense
  • Thirsty
  • العربية
  • بردان
  • جوعان
  • حران
  • حزين
  • سعيد
  • طفشان
  • عطشان
  • متحمس
  • متعب
  • مرهق
  • مريض
  • مشاعر
  • ملل
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English, Arabic

    Arabic Level 1, Activity 08: "المَشَاعِر / Feelings" (Face-to-Face/Online)

    Arabic Level 1, Activity 08: "المَشَاعِر / Feelings" (Face-to-Face/Online)

    Overview

    In this activity, students will practice how to describe their emotions about 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.

    Can-Do Statements:

    • I can describe my feelings in Arabic.

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

    • I can use the appropriate phrase with 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 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

    المَشَاعِر / Feelings

    Description:

    In this activity, students will practice how to describe their emotions about 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.

    Semantic Topics:

    سعيد - حزين - جوعان - بردان - مريض - متوتر - خائف - مرهق - متحمس، happy, sad, feelings, emotions, cold, tired.

    Grammatical Structures: 

    التاء المربوطة للمؤنث، feminine mark

    Products: visiting someone sick, talking about feelings.

    Practices: What to say when meeting or visiting someone sick? Expressing emotions in Arabic ex. انا عطشان, انا مريض, انا حزينة

    Perspectives: What is the importance of visiting someone sick in middle-eastern and Islamic culture?

    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 describe my feelings in Arabic.
    • I can understand and use the phrases of emotions for either feminine or masculine.
    • I can use the appropriate phrase with someone sick.

    Materials Needed:

    Warm-Up

    1. Greet students in Arabic, and then share your screen with students and pull up the presentation. And don't forget to press on the Slideshow.
      رحب بالطلاب باللغة العربية ، السلام عليكم جميعاً ، ثم شارك شاشتك مع الطلاب وافتح العرض التقديمي. ولا تنس الضغط على عرض.
    2. Move to the next slide with the “Can-Do Statements” and read each Can-Do statement in English.
      انتقل إلى الشريحة التالية "عبارات Can-Do" واقرأ كل عبارة Can-Do باللغة الإنجليزية..
    3. Let students take turns reading through the expressions and their meanings. Encourage them to take a picture with their phone or screenshot on their laptops in order to use it for the main activity.
      دع الطلاب يتناوبون على قراءة التعبيرات ومعانيها. شجعهم على التقاط صورة بهواتفهم أو لقطة شاشة على أجهزة الكمبيوتر الخاصة بهم لاستخدامها في النشاط الرئيسي.
    4. Move to next slide, which 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.
      بعد ذلك ، انتقل إلى الشريحة التالية، والتي تمثل سؤالاً للنشاط الرئيسي. اقرأ مع الطلاب (كيف تشعرك هذه الصور؟) ذكّرهم باستخدام (ة) إذا كانت التي تجيب انثى.

    Main Activity

    1. Students will be shown different images and answer their feelings in Arabic when seeing the image, using the feminine and masculine forms.
      سيتم عرض صور مختلفة على الطلاب والإجابة على مشاعرهم باللغة العربية عند رؤية الصورة. باستخدام المؤنث والمذكر.
    2. Students will take turns saying what they feel.
      يتناوب الطلاب على قول ما يشعرون به.
    3. They can choose from the multiple choice at the bottom of each picture. Or they can use different expressions as they feel.
      يمكنهم الاختيار من بين الاختيارات في أسفل كل صورة. أو يمكنهم استخدام تعبيرات مختلفة كما يشعرون.
    4. For you, it is okay to use English to help them memorize the meaning of certain expressions
      بالنسبة لك ، لا بأس باستخدام اللغة الإنجليزية لمساعدتهم على حفظ معنى بعض التعبيرات.

      Wrap-Up

      1. You will give simple information for students to take away with them.
        ستقدم معلومات بسيطة للطلاب ليأخذوها معهم.
      2. On the wrap-up slide, briefly read with students what they should say when visiting someone in the hospital or when seeing someone sick.
        في الشريحة الاخيرة ، اقرأ باختصار مع الطلاب ما يجب عليهم قوله عند زيارة شخص ما في المستشفى أو عند رؤية شخص مريض.

      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 describe my feelings in Arabic.
    • I can understand and use the phrases of emotions for either feminine or masculine.
    • I can use the appropriate phrase with someone sick.