Author:
Sara Bakari, Amber Hoye
Subject:
Languages, World Cultures, Language Education (ESL)
Material Type:
Activity/Lab
Level:
High School, Community College / Lower Division
Tags:
  • ;what
  • Arabic
  • English
  • Question
  • WHO
  • When
  • Where
  • Why
  • أسئلة
  • أين
  • العربية
  • انجليزي
  • سؤال
  • عربي
  • لماذا
  • ماذا
  • متى
  • من
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English, Arabic

    Arabic Level 1, Activity 12: "الإِسْتِفْهَام / Interrogatives" (Face-to-Face/Online)

    Arabic Level 1, Activity 12: "الإِسْتِفْهَام / Interrogatives" (Face-to-Face/Online)

    Overview

    In this activity, students will practice the interrogatives in Arabic. In a forum of multiple choices questions, students will understand how to ask and answer the interrogative articles in Arabic.

    Can-Do Statements:

    • I can understand the question sentences in Arabic.

    • I can ask someone simple questions in Arabic.

    • I can answer simple questions in Arabic.

    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

    الإِسْتِفْهَام / Interrogatives

    Description:

    In this activity, students will practice the interrogatives in Arabic. In a forum of multiple choices questions, students will understand how to ask and answer the interrogative articles in Arabic.

    Semantic Topics:

    what, how, which, who, where, ماذا، أين، هل، ما، من، كيف

    Grammatical Topics:

    Interrogative Articles

    Products:  What (questions without verbs), what (with verbs)... etc.

    Practices: Asking questions according to an image. filling in the blank, and choosing from multiple answers.

    Perspectives: What is the importance of using the appropriate interrogative to ask a question?

    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 understand the question sentences in Arabic.
    • I can ask someone simple questions in Arabic.
    • I can answer simple questions in Arabic.

    Materials Needed:

    Warm-Up

    1. Greet students in Arabic السلام عليكم and then share your screen with students and pull up the presentation. And don’t forget to press Slideshow.
      رحب بالطلاب باللغة العربية، ثم شارك شاشتك مع الطلاب وافتح العرض التقديمي. ولا تنس الضغط على عرض الشرائح.
    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. Next, move to slide #3, which represents the warm-up activity. Review with students أدوات الاستفهام. You will read the Arabic part and explain the English part. Read and let students repeat after you so they can practice the right pronunciation.
      بعد ذلك ، انتقل إلى الشريحة 3 ، والتي تمثل نشاط الإحماء. راجع مع الطلاب أدوات الاستفهام. سوف تقرأ الجزء العربي وتشرح الجزء الإنجليزي. "اقرأ ودع الطلاب يكررون بعدك حتى يتمكنوا من ممارسة النطق الصحيح".
    4. In the next slide, show students examples of the position of أدوات الاستفهام in a sentence.
      في الشريحة التالية ، اعرض للطلاب أمثلة على موضع أدوات الاستفهام في جملة..

    Main Activity

    1. In the main activity, students will practice أدوات الاستفهام in a multiple choices game.
      في النشاط الرئيسي ، سيتدرب الطلاب على أدوات الاستفهام في اسئلة اختيارات متعددة.
    2. They will choose the right answer from the 8 multiple choices to complete the questions.
      سيختارون الإجابة الصحيحة من الخيارات الثمانية المتعددة لإكمال الأسئلة.
    3. Your role is to read the question out loud. And the 8 choices as well.
      دورك هو قراءة السؤال بصوت عالٍ. وكذلك الخيارات الثمانية.
    4. Give students some time to find the right answer. If they struggle, you can help them by clicking on the mouse button, which will cross them to 4 wrong answers.
      امنح الطلاب بعض الوقت للعثور على الإجابة الصحيحة. إذا كانوا يعانون ، يمكنك مساعدتهم بالنقر فوق زر الماوس ، وسوف يمنعهم من الوصول إلى 4 إجابات خاطئة.
    5. Now, they can choose the right answer between the three left choices. The right answer will show up after you click on the mouse button.

    الآن ، يمكنهم اختيار الإجابة الصحيحة بين الخيارات الثلاثة المتبقية.
    ستظهر الإجابة الصحيحة بعد النقر فوق زر الماوس.

    Wrap-Up

    1. Let students take turns asking each other, ما اسمك؟ اين تسكن؟ ماذا تعمل؟

    ليتبادل الطلاب بالتناوب ويسألون بعضهم البعض ، ما اسمك؟ اين تسكن؟ ماذا تعمل؟.

    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 understand the question sentences in Arabic.
    • I can ask someone simple questions in Arabic.
    • I can answer simple questions in Arabic.