Author:
Blake Simmerman, Amber Hoye, Sara Bakari, Sara Bakari
Subject:
Languages, World Cultures, Language Education (ESL)
Material Type:
Activity/Lab
Level:
Community College / Lower Division
Tags:
  • Accounting
  • Appetizers
  • Arabic
  • Bill
  • Drinks
  • Main Course
  • Restaurant
  • Sweet
  • Sweets
  • Waiter
  • الجرسون
  • الحلو
  • الطبق الرئيسي
  • العربية
  • الفاتورة
  • المشروبات
  • المطعم
  • المقبلات
  • النادل
    License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English, Arabic

    Arabic Level 2, Activity 09: "مَطْعَم أَبُو العُلا / The Restaurant" (Face-to-Face/Online)

    Arabic Level 2, Activity 09: "مَطْعَم أَبُو العُلا / The Restaurant" (Face-to-Face/Online)

    Overview

    In this activity, the lab assistant will work as the waiter, and the students will be guests at a restaurant. The students will practice ordering food, discussing what is wrong with the food, and paying for their meals.

    Can-Do Statements:

    • I can understand the differences in services and dishes between restaurants in the United States and the Middle East.

    • I can order food at a restaurant, including drinks, entrees, and desserts.

    • I can say if I liked the food or not.

    • I can ask for the check after I have finished eating.

    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

    مَطْعَم أَبُو العُلا / Abo Al-Ola Restaurant

    Description:

    In this activity, the lab assistant will work as the waiter, and the students will be guests at a restaurant. The students will practice ordering food, discussing what is wrong with the food, and paying for their meals.

    Semantic Topics:

    نادل - مقبلات - طبق رئيسي - مشروبات - حلويات/حلو - محاسبة/فاتورة Waiter - Appetizers - Main Course - Drinks - Desserts - Billing

    Grammatical Structures:

    Excuse me, من فضلك

    Products: Restaurant, coffee, tea, entrees, main dishes, drinks.

    Practices:  Going to the restaurant, how to order food.

    Perspectives: Coffee and tea are most commonly drank daily and hold cultural importance in many countries in the Middle East. It’s customary to be offered a cup of tea when you enter someone’s home, sit down, greet neighbors, or even when visiting a tourist attraction. You could be walking down the street, and a random tea vendor, store vendor, or citizen will insist you sit down and drink with them. It’s a way of creating connections, relaxing with friends and family, and welcoming people into their culture. Thus, tea and coffee have become a symbol of Arab hospitality.

    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 understand the differences in services and dishes between restaurants in the United States and the Middle East.
    • I can order food at a restaurant, including drinks, entrees, and desserts.
    • I can say if I liked the food or not.
    • I can ask for the check after I have finished eating.

    Materials Needed:

    Warm-Up

    1. You will ask the students, “How would you say?” Appetizers or entrees - Main dishes - Drinks - Dessert - Excuse me. They can write the meaning in Arabic on the chat box or in their notebook and show it to you.

      سوف تسأل الطلاب "كيف ستقول؟" مقبلات او مقبلات - اطباق رئيسية - مشروبات - حلويات - و من فضلك..

      يمكنهم كتابة المعنى باللغة العربية في مربع الدردشة أو في دفتر ملاحظاتهم وإظهاره لك.

    Main Activity

    1. You will pretend that you are the waiter for Abu Al-ola Restaurant. Ask students to be ready when their turn comes to order food.
      سوف تتظاهر بأنك نادل مطعم أبو العلا .اطلب من الطلاب أن يكونوا مستعدين عندما يحين دورهم لطلب الطعام. 
    2. There will be 6 slides for your questions with images that help students to choose the type of food they would like to order.
      سيكون هناك 6 شرائح لأسئلتك مع صور تساعد الطلاب على اختيار نوع الطعام الذي يرغبون في طلبه..
    3. After finishing the six questions, ask the students to take turns sharing their favorite Arabic dish!
      بعد الانتهاء من الأسئلة الستة ، اطلب من الطلاب أن يتناوبوا على مشاركة طبقهم العربي المفضل!.

      Wrap-Up

      1. Ask students to take turns and answer individually 1 or 2 from these questions:
        Do you prefer homemade food or fast food?
        What do you usually like to cook?
        ماهو أفضل طبق عربي لديك؟
        اطلب من الطالب التناوب والإجابة على حدة 1 أو 2 من هذه الأسئلة:
        هل تفضل الطعام محلي الصنع أم الوجبات السريعة؟
        ماذا تحب ان تطبخ عادة؟
        ماهو أفضل طبق عربي لديك؟.

      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 differences in services and dishes between restaurants in the United States and the Middle East.
    • I can order food at a restaurant, including drinks, entrees, and desserts.
    • I can say if I liked the food or not.
    • I can ask for the check after I have finished eating.

    Image Credits

    • https://i.pinimg.com/474x/47/79/7b/47797baef84ddd93081a517d664b334e--you-call-no-matter-what.jpg 
    • https://ar.m.wikipedia.org/wiki/%D9%85%D9%84%D9%81:Fattoush_2.JPG
    • https://www.flickr.com/photos/xshamx/30441922375
    • https://www.flickr.com/photos/waleedalzuhair/5531906433
    • https://www.flickr.com/photos/fourfridays/23494759818
    • https://pixabay.com/photos/caramel-cream-flan-milk-egg-sugar-1958358/
    • https://www.flickr.com/photos/128268906@N07/17001876292
    • https://commons.wikimedia.org/wiki/File:Baklava(1).png
    • https://en.wikipedia.org/wiki/List_of_countries_by_tea_consumption_per_capita
    • https://www.pxfuel.com/en/free-photo-qdfim
    • https://www.flickr.com/photos/zachoneniner/25667257778
    • https://commons.wikimedia.org/wiki/File:Lamb_Shawarma_Plate_(17179708416).jpg
    • https://www.flickr.com/photos/avlxyz/6768401981
    • https://en.m.wikipedia.org/wiki/File:Chicken-Tikkasm.jpg
    • https://www.needpix.com/photo/1849542/cans-can-coke-coca-cola-sprite-fanta-pepsi-sugar
    • http://lynxee.consulting/en/efsa-database-processing-techniques-and-factors/