Blake Simmerman, Amber Hoye, Sara Bakari, Sara Bakari
Languages, World Cultures, Language Education (ESL)
Material Type:
Community College / Lower Division
  • Arabic
  • Family
  • Family Members Vocabulary
  • Family Tree
  • Members
  • Vocabulary
  • أفراد
  • العائلة
  • شجرة العائلة
    Creative Commons Attribution Non-Commercial Share Alike
    English, Arabic

    Arabic Level 2, Activity 02: "شَجَرَة العَائِلة / Family Tree" (Face-to-Face/Online)

    Arabic Level 2, Activity 02: "شَجَرَة العَائِلة / Family Tree" (Face-to-Face/Online)


    In this activity, students will focus more on giving and completing a task. Students will be given a tree; each with words on the side. Students will create their own family tree and then will ask and answer questions about families. 

    Can-Do Statements:

    • I can describe my family tree to others

    • I can ask someone about their family 

    • I can answer specific questions about my family

    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 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

    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.
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    • Materials Saved as PDF: Please email 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

    شَجَرَة العَائِلة / Family Tree


    In this activity, students will focus more on giving and completing a task. Students will be doing their family tree, then will ask and answer each other's questions about families.

    Semantic Topics:

    أفراد العائلة، أم، أب، جدّة، جَد، أُخت، أخ، قريب، عمة، عم، حفيد. family tree, mother, father, brother, sister, grandmother, grandfather, uncle, aunt, cousin, nephew

    Grammatical Structures:

    Descriptive adjectives, possessive adjectives

    Products: Family Tree, relatives, greeting between relatives.

    Practices: Middle Eastern culture is so diverse when it comes to greetings. Generally, to show extreme respect for the eldest family member/parents, the greeting would be kissing their head or shaking only their right hand and kissing one hand, but it is not acceptable for a male to kiss a female in this manner if they are not related. Same age or younger people, it is only shaking hands or two kisses on each cheek. However, if you were a male, shaking a female’s hand is not appropriate unless she outstretched her hand first.

    Perspectives: Why is a family very important in Middle Eastern cultures?

    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 introduce my family tree to others.
    • I can ask someone about their family.
    • I can answer specific questions about my family.

    Materials Needed:


    1. Pull up the Slideshow and introduce the Can-Do’s for the activity.

    افتح العرض وشارك شاشتك مع الطلاب، واقرأ شريحة  can_do 

    2. Introduce the Simpsons family to students and ask them the questions on the slide.

    عرف الطلاب بعائلة سيمبسونر واسئلهم التالي: (كم ابن لدى عائلة سيمبسونز؟ - كم ابنة لدى عائلة سيمبسونز؟ - كم فرد بالعائلة؟ )

    3. Next, move to the next slide and read through the family members' names in Arabic. Encourage students to read!

    انتقل الى شريحة #8 واقرأ افراد العائلة بالعربية، شجع الطلاب ليقرأو ايضاً.

    4. Remind them that these are the vocabulary words they are going to use in the main activity.

    ذكرهم ان هذه المفردات سيستخدمونها في التمرين الاساسي. 

    Main Activity

    1. Go through the royal family tree and introduce it to students, and ask them the questions on the slide.

    ماهي علاقة الأمير وليام بالدوقة ميغان؟ماهي علاقة أبناء الأمير وليام والدوقة كاثرين بالأمير تشارلز؟ ما هي علاقة أبناء وليام وكاثرين بإبن ميغان وهاري؟

    1. Next, students will share their own family tree. (They can write the actual names of their family members if they wish, or they can make a fake one).

    الآن سوف يشارك الطلاب شجرة عائلتهم، يمكن أن يستخدمو اسمائهم الحقيقة أو اسماء مستعارة

    3. After 5 minutes, students will ask each other questions such as:  What is your mother’s name? How many siblings do you have? Who’s your favorite family member?

    بعد ٥ دقائق اطلب منهم ان يسألو بعضهم هذه الاسئلة: 

    What is your mother’s name?

    How many siblings do you have? 

    Who’s your favorite family member?


    1. Ask the following questions: What did we learn about each other’s families? Who has the most siblings?

    اطرح الأسئلة التالية: ماذا تعلمنا عن عائلات بعضنا البعض؟ من لديه أكبر عدد من الأشقاء؟.

    2. Slide the culture slide, and read what families are like in Middle Eastern culture with students. Explain some of the cultural differences between families in the Middle East in comparison to students' own family life.

    مرر شريحة الثقافة واقرأ مع الطلاب كيف تبدو العائلات في ثقافة الشرق الأوسط. اشرح بعض الاختلافات الثقافية بين العائلات في الشرق الأوسط مقارنة بالحياة الأسرية للطلاب.

    3. Then, ask them if they have any questions.
    ثم اسألهم إذا كان لديهم أي أسئلة.


    Family gathering is significant in middle eastern culture. They usually gather at the grandparents' house on weekends to have lunch or dinner, sometimes both.

      • This can also take place on holidays like Eid and Ramadan.

    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 introduce my family tree to others.
    • I can ask someone about their family.
    • I can answer specific questions about my family.