Author:
Blake Simmerman, Amber Hoye
Subject:
Languages, World Cultures, Language Education (ESL)
Material Type:
Activity/Lab
Level:
Community College / Lower Division
Tags:
Arabic, Family, Family Members Vocabulary, Members, Vocabulary
License:
Creative Commons Attribution Non-Commercial Share Alike
Language:
English, Arabic

Arabic 102 - Lab 04 (Family Tree |شجرة العائلة )

Overview

Description:

In this activity, students will focus more on giving and completing a task. Students will be given a tree; each with words on the side. Students will create their own family tree and then will ask and answer questions about families. 

NCSSFL-ACTFL Can-Do Statements (Keep these in English):

  • I can describe my family tree to others

  • I can ask someone about their family 

  • I can answer specific questions about my family
     

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

Family Tree |شجرة العائلة 

Proficiency Level: 

Novice high

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 to mean (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 culture’s view of the world.

NCSSFL-ACTFL Can-Do Statements (Keep these in English):

  • I can describe my family tree to others

  • I can ask someone about their family 

  • I can answer specific questions about my family

Materials Needed:

Google Presentation

Family Tree

Warm-up

  1. Open the Google Slideshow and introduce the Can-Do’s for the activity. 

  2. Using the Google Slideshow, introduce the two families: The Simpsons and the Royal Family. 

  3. Ask students questions about how each person is related to each other. Students will also name the individuals in the photos. (تسخين: أول شريحتين من فقرة التسخين عبارة عن أمثلة لعائلتين مشهورة مزودة بصورهم وأسمائهم. اطلب من الطلاب أن يشرحوا ماهي علاقة العائلة ببعضها البعض. كمثال، ستجد ثلاثة أسئلة لكل عائلة. يمكنك استخدامها أو يمكنك أن تسأل أسئلة تشبهها بحكم معرفتك بالطلاب.بعد ذلك، ستجد شريحة لمراجعة أسماء الأقارب مع الطلاب، لتهيئتهم للنشاط الأساسي. تشاركوا بقراءتها.)

Main Activity (about 20 minutes) 

Family Tree: 

  1. Students will be provided with a family tree. Project vocabulary relating to family members using the Google Slideshow. 

  2. Students will create a family tree based on their own family members. (They can write the actual names of their family members if they wish). 

  3. After 5 minutes, students will ask each other questions such as the following: 

    • What is your mother’s name? 

    • How many siblings do you have? 

    • Who’s your favorite family member? 

    • They can ask other questions that are related to the subject as well. 

      • النشاط الرئيسي: ستعطِ كل طالب/ة ورقة شجرة العائلة المزودة بأسماء الأقارب. ستطلب منهم أن يبنوا شجرة عائلتهم، أو بإمكانهم أن يبنوا شجرة عائلة مشهورة أو شجرة عائلة مزيفة. لديهم ما يقارب ٥ دقائق ليفعلوا ذلك.

      • بعد ذلك، قسمهم مجموعات مكونة من ٣ أفراد، واطلب من كل واحد منهم أن يشارك شجرة عائلته مع أفراد مجموعته. أو أن يتبادلوا أسئلة بسيطة. مثال: 

      • ما اسم امك؟

      • كم من الإخوة تملك؟

      • من هو أفضل فرد بالعائلة لديك؟

      • بإمكانك أن تغير من الأسئلة حسب ما تراه مناسب لإحتياج الطلاب.

Wrap-up

  1. Ask the following questions: 

  2. What did we learn about each other’s families? 

  3. Who has the most siblings? 

  4. Review with students what families are like in Middle Eastern culture. Using the Google Slideshow, explain some of the cultural differences between families in the Middle East in comparison to students' own family life.

End of the lab:

NCSSFL-ACTFL Can-Do Statements:

  • I can describe my family tree to others.

  • I can ask someone questions about their family.

  • I can answer specific questions about the members of my family.