Author:
Blake Simmerman, Amber Hoye, Sara Bakari, Sara Bakari
Subject:
Languages, World Cultures, Language Education (ESL), Language, Grammar and Vocabulary
Material Type:
Activity/Lab
Level:
Community College / Lower Division
Tags:
  • Arabic
  • Daily Routine Vocabulary
  • Days
  • Days of the Week
  • Majors
  • Routine
  • Vocabulary
  • Week
  • أيام الاسبوع
  • افطار
  • روتين
  • صباح الخير
  • عادة
  • عربي
  • نوم
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English, Arabic

    Arabic Level 2, Activity 04: "الرُّوتِين اليَومِي / Daily Routine" (Face-to-Face/Online)

    Arabic Level 2, Activity 04: "الرُّوتِين اليَومِي / Daily Routine" (Face-to-Face/Online)

    Overview

    In this activity, students will focus more on giving and completing tasks. The activity will consist of two parts, students will start by answering questions about their daily routines. Then they will pretend to be a character using the cards provided to them. 

    Can-Do Statements:

    • I can compare and share my daily routine with friends.

    • I can interact with a partner to create a daily routine.

    • I can explain daily schedules and see how people organize their time.

    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

    الرُّوتِين اليَومِي / Daily Routine

    Description:

    In this activity, students will focus more on giving and completing tasks. The activity for this week will consist of two parts. Students will start by answering questions about their daily routines. Then they will pretend to be a character using the cards provided to them.

    Semantic Topics:

    Majors, day of the week, daily routine vocabulary اسْتَيقِظ - أُفَرِّشُ أَسْنَانِي - اسْتَحِم - أَلْبَسُ - أَمْشُطُ شَعْرِي - أَفْطُر

    Products: Schedules, daily routines, days of the week.

    Practices: Sharing daily routines and explaining simple schedules and how people organize their time.

    Perspectives: Routines are seen as a normal part of life essential to keeping oneself polished and ready to go!

    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 4.1: 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.
    • CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
    • CLTR 1.3:Function appropriately in diverse contexts within the target culture.
    • COMP 1.1: Observe formal and informal forms of language.

    NCSSFL-ACTFL Can-Do Statements:

    • I can compare and share my daily routine with friends.
    • I can interact with a partner to create a daily routine.
    • I can explain daily schedules and see how people organize their time.

    Materials Needed:

    Warm-Up

    1. Begin by opening the Google Slideshow and introducing the Can-Do’s for today’s activity.
        للطلاب can do statements افتح العرض واقرأ شريحة .
    2. Using the Google Slideshow, review vocabulary relating to school. Show students the pictures on the slideshow and review the related vocabulary, which will be daily verbs!
      راجع مع الطلاب مفردات المدرسة، اعرض عليهم الصور التي على عرض الشرائح وراجع المفردات ذات الصلة ، والتي ستكون أفعال يومية!

    Main Activity

    1. Students will find a partner. With their partner, students will ask each other questions they receive on the slideshow.
      سيجد الطلاب شريكًا. مع شريكهم ، سيطرح الطلاب على بعضهم بعض الأسئلة التي يتلقونها في عرض الشرائح..
    2. One student should choose the questions slide like the ones shown below.
      يجب أن يختار طالب واحد شريحة الأسئلة مثل تلك الموضحة أدناه.١. ماذا تحب أن تفعل عندما تستيقظ؟٢. ما هو طعامك المفضل؟٣. ماذا تحب أن تفعل خلال عطلة نهاية الأسبوع؟٤. ما هو نوع الموسيقى المفضل لديك؟٥. هل تفضل تناول وجبة الإفطار قبل أو بعد تنظيف أسنانك بالفرشاة؟٦. هل تفضل الاستحمام في الصباح أم في الليل؟٧. في أي وقت تنام خلال الأسبوع؟٨. ماذا تحب أن تفعل في أوقات الفراغ؟
    3. The other student will answer the questions according to the character she/he chooses. From the character cards in the slideshow.  الطالب الآخر يجيب على الأسئلة حسب الشخصية التي يختارها. من بطاقات الشخصيات في عرض الشرائح.
      • The card will provide a name and other personal information about the character.
        ستوفر هذه البطاقة اسمًا ومعلومات شخصية أخرى حول الشخصية.
    4. Students will then practice asking and answering the questions provided, responding as if they were the character on the card.
      سيتدرب الطلاب بعد ذلك على طرح الأسئلة والإجابة عليها ، والإجابة كما لو كانوا هم الشخصية الموجودة على البطاقة.
    5. Students will switch when they are halfway through with the questions. If there is still time, they can swap the character cards and practice talking as another character.
      سيقوم الطلاب بالتبديل عندما يصلون  إلى منتصف الوقت مع الأسئلة. إذا كان لا يزال هناك متسع من الوقت ، فيمكنهم تبديل بطاقات الشخصيات وممارسة التحدث كشخصية أخرى..

      Wrap-Up

      1. ask students one of these 2 questions. What is one thing that you shouldn't forget in your morning routine?
        ما هو الشيء الذي لا تنساه أبدًا في روتينك الصباحي؟
      2. What is your favorite time of the day?
        ما هو الجزء المفضل لديك من اليوم؟

      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 compare and share my daily routine with friends.
    • I can interact with a partner to create a daily routine.
    • I can explain simple schedules and see how people organize their time.