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:
  • Adverbs
  • Arabic
  • Hobbies
  • Interests
  • Rain
  • Snow
  • Sun
  • Weather
  • Wind
  • الجو
  • الطقس
  • العربية
  • عاصف
  • عربي
  • ماطر
  • مثلج
  • هوايات
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English, Arabic

    Arabic Level 2, Activity 06: "الطَّقْس / Weather" (Face-to-Face/Online)

    Arabic Level 2, Activity 06: "الطَّقْس / Weather" (Face-to-Face/Online)

    Overview

    In this activity, students will focus on learning how to ask and answer questions about the weather as well as practicing تنوين الفتح adverbs.

    Can-Do Statements:

    • I can identify different kinds of weather statuses.

    • I can describe the weather conditions.

    • I can answer any question about my daily routine and the weather.

    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

    الطَّقْس / Weather

    Description:

    In this activity, students will focus on learning how to ask and answer questions about the weather as well as practicing تنوين الفتح adverbs.

    Semantic Topics:

    Weather, interests, app, rain, sun, snow, wind, hobbies, الخريف - الصيف - الشتاء - الطقس - الصباح - المساء.

    Grammatical Structures:

    تنوين الفتح ،adverbs.

    Products: Weather in Middle Eastern countries is very hot in the summer, lasting longer than the cold weather in winter. Snow is rare in Middle Eastern Countries.

    Practices: If you are planning to visit in summer, it is important to dress modestly, but I recommend bringing breathable clothes that you won’t overheat in, as well as UV-protecting clothing. I would also bring a hat to cover your face and head from the sun, as it is very hot in the summer.

    Perspectives: Arabs are used to hot weather. They don’t wear hats, and it’s better to stand out and protect your skin than burn in the sun. What would you think of Arabs' attitude on a very hot day?

    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 identify different kinds of weather statuses.
    • I can describe the weather conditions.
    • I can answer any question about my daily routine and the weather.

    Materials Needed:

    Warm-Up

    1. Begin by opening the Google Slideshow and introducing the Can-Do’s for today’s activity.
      ابدأ بفتح عرض الشرائح وتقديم (ما يمكن فعله) لنشاط اليوم.
    2. The warm-up will have four slides, each with a picture and a full sentence in Arabic.
      سيحتوي جزء الإحماء على 4 شرائح ، كل منها يحتوي على صورة وجملة كاملة باللغة العربية.
    3. Students will choose the word that best describes the picture.
      سيختار الطلاب الكلمة التي تصف الصورة على أفضل وجه.
    4. Continue until you have gone through all four slides.
      استمر حتى تنتهي من جميع الشرائح الأربع.

    Main Activity

    1. Students will take turns asking each other questions represented in slide 9.
      يتناوب الطلاب على طرح الأسئلة الواردة في الشريحة 9.
    2. They have to read the whole question and rephrase it for the person they ask.

    For example, if the question was (تتكلم ٣ لغات ؟) and the person answering is a female. They have to rephrase it to (هل تتكلمين ٣ لغات؟) and so on.

    يجب عليهم قراءة السؤال بالكامل وإعادة صياغة السؤال للشخص الذي يسألونه.

    مثال: إذا كان السؤال (تتكلم ٣ لغات؟) والمجيب أنثى. عليهم إعادة صياغته إلى (هل تتكلمين ٣ لغات؟) وهكذا

    1. Remind students when they find someone with a similar answer, to say; me too! وأنا أيضاً.
      ذكّر الطلاب عندما يجدون شخصًا مثلك ، لا تنس أن تقول ؛ أنا أيضا! Take turns to make sure that all the questions have been answered.
      تبادلوا الأدوار للتأكد من الإجابة على جميع الأسئلة.
    2. Wrap-Up

      1. You will have a slide that has a screenshot for the Weather App. Students will try to describe the weather from the picture provided. Encourage each one of them to bring one sentence describing the weather.
        سيكون لديك شريحة بها لقطة شاشة لتطبيق الطقس. سيحاول الطلاب وصف الطقس من الصورة المقدمة. شجع كل واحد منهم على إحضار جملة واحدة تصف الطقس.

      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 identify different kinds of weather statuses.
    • I can describe the weather conditions.
    • I can answer any question about my daily routine and the weather.