Author:
Blake Simmerman, Amber Hoye, Sara Bakari, Sara Bakari
Subject:
Languages, World Cultures, Language Education (ESL)
Material Type:
Activity/Lab
Level:
Community College / Lower Division
Tags:
  • Arabic
  • Body Parts
  • Death
  • Doctor
  • Going to the Doctor
  • Healthcare
  • Hospital
  • Medicine
  • أعضاء الجسم
  • الأدوية
  • الدكتور
  • الطبيب
  • العربية
  • المريض
  • المستشفى
  • الموت
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English, Arabic

    Arabic Level 2, Activity 08: "زِيَارَة المُسْتَشْفَى / Visiting the Hospital" (Face-to-Face/Online)

    Arabic Level 2, Activity 08: "زِيَارَة المُسْتَشْفَى / Visiting the Hospital" (Face-to-Face/Online)

    Overview

    In this activity, students will be given a task to practice a conversation on what to say if they were either a doctor or patient, along with using hospital vocabulary and the لـ، مع، عند grammar.

    Can-Do Statements:

    • I can identify and describe parts of the body.

    • I can describe my condition to the doctor.

    • I can listen to and understand doctors' prescriptions.

    • I can explain in simple words to help others understand the solution(s) I’m giving.

    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

    زِيَارَة المُسْتَشْفَى / Visiting the Hospital

    Description:

    In this activity, students will be given a task to practice a conversation on what to say if they were either a doctor or patient, along with using hospital vocabulary and the لـ، مع، عند grammar.

    Semantic Topics:

    Doctor, medicine, hospital, healthcare, body parts, عندي, أشعر بـ, طبيب، مستشفى، دواد

    Grammatical Structures: 

    لـ، مع، عند, with

    Products: Hospital and most common illness.

    Products: Going to the hospital, getting a prescription from your doctor.

    Perspectives: In Middle Eastern countries, it’s very common to visit a pharmacy in lieu of a doctor for illnesses and other minor medical issues. They are able to prescribe medications and suggest treatments for their patrons. The importance of pharmacies in Middle Eastern countries is more prominent than in the United States. You only need to find a good pharmacy in order to get the right prescription.

    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 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 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.
    • 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:

    • I can identify and describe parts of the body.
    • I can describe my condition to the doctor.
    • I can listen to and understand doctors' prescriptions.
    • I can explain in simple words to help others understand the solution(s) I’m giving.

    Materials Needed:

    Warm-Up

    1. Pull up the presentation and share your screen with students.
      افتح العرض التقديمي وشارك شاشتك مع الطلاب..
    2. They will first have to do the mid-term survey. Give them about 3 minutes to finish it
      سيتعين عليهم أولاً إجراء مسح منتصف الترم. امنحهم حوالي 3 دقائق لإنهائها.
    3. Moving to the warm-up, review hospital vocabulary with students by asking them how to say (the word) in Arabic.
      الانتقال إلى النشاط ، راجع مفردات المستشفى مع الطلاب من خلال سؤالهم عن كيفية نطق (الكلمة) باللغة العربية..
    4. The translation will come automatically after your click.
      ستأتي الترجمة تلقائيًا بعد نقرك على زر الماوس او المسافة..

    Main Activity

    1. Students will be paired with another student and have a small conversation about visiting the hospital.
      سيتم إقران الطلاب بطالب آخر وإجراء محادثة قصيرة حول زيارة المستشفى..
    2. One will be الدكتور/ الطبيب and other will be المريض
      سيكون أحدهما  الدكتور/ الطبيب  والآخر سيكون المريض.
    3. The doctor student will ask المريض the questions according to the image provided on slide 9.
      يقوم طالب الطبيب بطرح الأسئلة على المريض وفقًا للصورة الموجودة في الشريحة 9.
    4. المريض will answer according to the image provided in the slide.
      سيرد المريض حسب الصورة الموجودة بالشريحة..
    5. Move to the next slide and then students will switch roles and do the same again.
      انتقل إلى الشريحة التالية ثم سيقوم الطلاب بتبديل الأدوار والقيام بنفس الشيء مرة أخرى.

      Wrap-Up

      1. Asking students these to questions:
      2. للدكتور: ما هي الأدوية التي مع مريضك؟للمريض: كم دواء عندك؟

      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 identify and describe parts of the body.
    • I can describe my condition to the doctor.
    • I can listen to and understand doctors' prescriptions.
    • I can explain in simple words to help others understand the solution(s) I’m giving.

    Image Credits