Author:
Sara Bakari, Amber Hoye
Subject:
Languages, World Cultures, Language, Grammar and Vocabulary
Material Type:
Activity/Lab
Level:
High School, Community College / Lower Division, College / Upper Division
Tags:
  • Bakery
  • Cleaning Products
  • Dairy
  • Health and Beauty Products
  • Meat
  • Pharmacy
  • Produce Section
  • Register
  • Shopping List
  • Supermarket
  • ألبان
  • الخضروات
  • المخبز
  • سجل
  • صيدلية
  • قائمة تسوق
  • قسم الفواكه والخضار
  • لحوم
  • منتجات التنظيف
  • منتجات الصحة والجمال
  • مهنة
  • وظيفة
    License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English, Arabic

    Arabic Level 4, Activity 12: "Going to Supermarket / الذهاب للسوبرماركت" (Face-to-Face/Online)

    Arabic Level 4, Activity 12: "Going to Supermarket / الذهاب للسوبرماركت" (Face-to-Face/Online)

    Overview

    In this activity, students will practice the supermarket vocabulary. they will identify the sections and products found in the supermarket, ask and answer questions and directions, and read the supermarket list with a partner.

    Can-Do Statements:

    • I can recognize and name different sections and products found in a supermarket in Arabic.
    • I can ask for assistance and directions from a supermarket employee in Arabic.
    • I can read a shopping list in Arabic and find the items on the list in a supermarket.

    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

    Going to Supermarket / الذهاب للسوبرماركت

    Description:

    In this activity, students will practice the supermarket vocabulary. they will identify the sections and products found in the supermarket, ask and answer questions and directions, and read the supermarket list with a partner.

    Semantic Topics:

    supermarket, bakery, dairy, meat, cleaning products, health and beauty products, produce section, pharmacy, register, shopping list, سوبر ماركت ، مخبز ، ألبان ، مهنة ، لحوم ، منتجات تنظيف ، منتجات صحية وتجميلية ، قسم الفواكه والخضار ، صيدلية ، سجل ، قائمة تسوق ،

    Grammatical Structures: Noun phrases, Verb conjugation, Interrogative words, Prepositions of place, Imperative form.

    Products: The various products found in supermarkets in Arabic-speaking countries, gaining insight into regional and cultural preferences

    Practices: The practice of shopping and navigating a supermarket, which is a common activity in many cultures.  Develop their listening, speaking, and reading skills

    Perspectives: The activity will enable students to gain insight into the values, beliefs, and attitudes that shape the shopping experience and consumer behavior in Arabic-speaking communities

    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 recognize and name different sections and products found in a supermarket in Arabic.
    • I can ask for assistance and directions from a supermarket employee in Arabic.
    • I can read a shopping list in Arabic and find the items on the list in a supermarket.

    Materials Needed:

    Warm-Up

    1. Begin by introducing the Can-Dos for today’s activity

    ابدأ بتقديم Can-Dos لنشاط اليوم.

    1. with students, brainstorm a list of common items that can be found in a supermarket. If online, you may use the whiteboard or chatbox. to have a discussion about it.
      مع الطلاب ، قم بعصف ذهني لقائمة بالاشياء الشائعة التي يمكن العثور عليها في السوبر ماركت. إذا كنت "اونلاين" ، فيمكنك ، استخدام السبورة أو مربع الدردشة، تناقشو حول المفردات الجديدة

    Main Activity

    1. Assign a grocery list to each student, and. then inform them that you will be an employee at Taibah Supermarket
      قم بتعيين قائمة تسوق لكل طالب ، و. ثم أخبرهم أنك ستكون موظفًا في سوبر ماركت طيبة.
    2. Then, each student will need to will read the grocery list and then ask the employee about the direction of one item
      بعد ذلك ، سيحتاج كل طالب إلى قراءة قائمة التسوق ثم سؤال الموظف عن اتجاه شيء واحد.
    3. finally, the student will need to share where did they find the item they were looking for.
      بعد ذلك ، سيحتاج الطالب إلى مشاركة مكان العثور على الشيء الذي كانوا يبحثون عنه.

      Wrap-Up

      1. ask students to share one new thing they learned about supermarkets!
        اسأل اطلاب ان يشاركوا شيئاً واحداً تعلموه عن السوبرماركت

      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 recognize and name different sections and products found in a supermarket in Arabic.
    • I can ask for assistance and directions from a supermarket employee in Arabic.
    • I can read a shopping list in Arabic and find the items on the list in a supermarket.