Critical Language Service offers playlists with video lessons that explain the material in Alif Baa, Al-Kitaab 1 (through lesson 11), and a series on Egyptian vocabulary. Videos designed for the Alif Baa series focus on stories to illustrate new vocabulary while the series designed for Al-Kitaab explains grammatical concepts introduced in the books, and demonstrate proper pronunciation. They also offer a playlist of 60 cartoon episodes in Arabic.
CultureTalk - Arab World features a very extensive selection of filmed interviews with people from different countries in the Arabic speaking world. While some interviews are in English, the vast majority are in Arabic. Translations and usually transcripts are provided for all non-English video clips. Topics include family, food, education, religious and cultural customs, work, art, sport, travel, etc. The regions covered are the Levant, North Africa, Egypt, and Mauritania, with an Iraqi section on the way.
This video segment from Greater Boston examines whether environmental toxins may be to blame for a rare skin disease.
“Dunia Fi Lubnan” is an online Arabic interactive storybook developed by Alefb multicultural center for children with support from Qatar Foundation International through a Curriculum Development grant.
The storybook is a fully illustrated interactive story, and includes interactive comprehension quiz questions prompted by "Nahla the bee" in English, playful drills to test reading, writing and comprehension, and cultural games from which the learner can accumulate points to earn a surprise gift from Alefb. The story of Dunia, stretched out over 22 fully illustrated pages, tells a tale about a young girl who tries to overcome her fear of speaking Arabic. Along the way, users are exposed to several interactive self-correcting drills, audio files, cultural authentic documents tackling a wide variety of learning topics based on the themes and lessons within Dunia's story. Animations, sounds, glossaries pages and English translation tools all provide helpful hints and aid the learner in staying engaged. “Dunia Fi Lubnan” is an integrated educational material in that it uses both Modern Standard Arabic, الفصحى and colloquial العامية.
The interactive and multimedia components are designed in part to enhance regular curricula for teaching Arabic as a foreign language to children, teens and even adults, individually or in a classroom setting.
When all of the modules are completed, learners will have acquired new vocabulary, reinforced their reading, writing and comprehension skills, and been exposed to different practices, products and perspectives of the Arabic culture. Learners will be able to write a simple postcard using vocabulary from the following topics: Greetings, Feelings, Activities, Countries and Places, Colors, Food, Things and Family/Friends.
School and family relationships with a focus on communication, ethics, professionalism and problem-solving. Impact of the community, its resources and referral systems. Emphasis on families, diversity, multicultural issues and parent involvement.
This Family and Friends Module 5 of 16 in the ESL course brings class discussions close to what students know and are familiar with. There is extensive discussion on vocabulary of the different relationships and titles of family members. Activities give students adequate practice with the vocabulary. One-paragraph and three-paragraph writing samples are modeled for the writing assignment.
Developed by the Washington Latin Public Charter School, this thirteen slide Power Point presentation displays several pictures regarding everyday leisure activities. Organized by the initial slide's statement - "I like..." - each subsequent slide introduces, in Arabic, a particular activity that occurs throughout the world, such as sports, social events, reading, and so on. Some pictures also feature Arabic advertisements and brands.
Students will be able to recognize family member classifications (i.e. Großmutter=grandma), describe family members, and accurately use vocabulary related to families. They will need to acquire information about another individual’s family and will practice describing their own family members. They will need to acquire information about a classmate’s family and they will practice describing that classmate’s family members.
This activity allows novice level students to capture family member vocabulary while listening to a song. Attached lyrics can be used as a clos activity. This aligns with novice low to mid interpretive listening proficiency goals.
Because this lesson involves family interviews, plan to use two different class periods to give students time to conduct an interview in between the two class periods. An alternative would be to invite one family member into the classroom and do a collective interview during a class session. Students could then conduct similar interviews with their own family members as an optional homework assignment.
Outlines course objectives and week-by-week lesson plans including links to syllabus and other OER materials for class use.
Required Course Objectives
1. Discuss theories and research supporting a family-centered approach to early childhood education.
2. Articulate the role of cultural context in attitudes, beliefs, values, and child-rearing practices.
3. Analyze personal values, beliefs, and cultural biases that influence their work with families.
4. Demonstrate knowledge and understanding of the IFSP/IEP process and the impact this process has on families.
5. Identify strategies that support and assist families to identify their priorities, resources, and concerns for their children.
6. Identify specific components of IDEA that support families in the special education process.
7. Continue to identify themselves with the early childhood profession and will exhibit the attributes of a collaborative educational leader including the acquisition of appropriate knowledge, skills, and dispositions.
This activity aligns to a unit about families. Students read several infographics about Mexican families and record information on a handout. This activity is designed to be open-ended in order to accommodate students of various proficiency levels.
Mother, father, sister, brother, aunt, and uncle are just a few words you will learning about in this seminar. You will be able to identify various family members in your family as well as in other people's families by using possessive adjectives as well. Combine this new knowledge with previously reviewed adjectives and verbs to begin telling more and more about what others are like and what they do.ACTFL StandardsCommunication: Interpersonal Communication, Presentational CommunicationComparisons: Cultural ComparisonsLearning TargetI can say or write something about the members of my family and ask about someone’s family.Habits of MindApplying past knowledge to new situationsCritical Thinking SkillInternalize
This is a novice level activity. Students listen to an authentic song in Spanish and identify familiar vocabulary of family members. The link is to a YouTube video and the document is a cloz version of the lyrics.
This resource originated from a training workshop in Domestic Violence Prevention and Awareness, to educate the community resource pesonnel of awareness of family strengths, often overlooked in times of crisis or need, when access to resources can upset the balance of family life.This discussion exercise used in the Family Relationships course (FAMLF131) serves as a means of sharing perspective to raise one's awareness and be open to critical thinking thought processes, especially to enhace the pathways of students pursuing the Social Sciences, Child Development, and Teaching and Nursing professions, to name a few.
This interpretive listening task aligns with a novice-level unit about families. This task is tiered by complexity of product (how students show what they know). Level A is given the most support, while level C is given the least support. An answer key is provided.
In this activity, students will practice talking about their families and each other's families. Students will begin by describing famous families and how each member is related to each other. Then they will practice fingerspelling names. Their main activity will be to describe their family tree with a partner and then describe their partner's family tree.
Students will be able to recognize family member classifications (i.e. abuela=grandma), describe family members, and accurately use vocabulary related to families. They will need to acquire information about another individual’s family and will practice describing their own family members. They will need to acquire information about a classmate’s family and they will practice describing that classmate’s family members.
This lab introduces students to family trees and helps them describe their own. It also allows students to practice their receptive skills and interpret others' signs.