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:
  • After
  • Arab Culture
  • Arabic
  • Before
  • Eid Al Adha
  • Eid Al-Fitr
  • Ramadan
  • Special Occasions
  • العربية
  • بعد
  • ثقافة العرب
  • رمضان
  • عيد الأضحى
  • عيد الفطر
  • قبل
  • مناسبات
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English, Arabic

    Arabic Level 2, Activity 10: "!رَمَضَان كَرِيم / Special Occasions" (Face-to-Face/Online)

    Arabic Level 2, Activity 10: "!رَمَضَان كَرِيم / Special Occasions" (Face-to-Face/Online)

    Overview

    In this activity, students will be able to explore different kinds of Middle Eastern special occasions in a Kahoot format.

    Can-Do Statements:

    • I can understand the importance of celebrations in my own and in middle eastern cultures.

    • I can use simple phrases and sentences to explain middle eastern special occasions.

    • I can discuss my preferences.

    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

    !رَمَضَان كَرِيم / Special Occasions

    Description:

    In this activity, students will be able to explore different kinds of Middle Eastern special occasions in a Kahoot format.

    Semantic Topics:

    عيد الفطر - عيد الأضحى - رمضان - before - after - Eid al-Fitr - Eid al-Adha - Ramadan

    Grammatical Structures: 

    before and after

    Products: Special greetings, Eid Mubarak.

    Practices: Fasting takes place in Ramadan from sunrise to sunset. Usually, Muslims welcome Ramadan celebrating before it begins, by gathering, dressing up traditionally, dancing, exchanging presents and money, and eating special food. These practices take place in Eid Al-Fitr/Al-Adha as well. Students will be playing Kahoot in order to learn more about Ramadan.

    Perspectives: Muslims fast during the month of Ramadan, to practice self-discipline, patience, and social responsibility. Eid comes after Ramadan, which is the reward for all the hard work during Ramadan.

    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 importance of celebrations in my own and in middle eastern cultures.
    • I can use simple phrases and sentences to explain middle eastern special occasions.
    • I can discuss my preferences.

    Materials Needed:

    Warm-Up

    1. Before you share your screen with students, Go to this link -> Arabic 102 lab 10 -> option on the left (Library) -> (Kahoots) -> ( Arabic 102 lab 10)

    قبل مشاركة شاشتك مع الطلاب ، انتقل إلى هذا الرابط -> Arabic 102 lab 10

    -> الخيار على اليسار  (library) -> (Kahoots) -> (Arabic 102 lab 10)

    1. Pull up the slideshow, share your screen with students, and read through the can-do statements.
      افتح عرض الشرائح واقرأ شريحة 
    2. Go back to Kahoot tap, click on the blue button (Start), then (Classic mood).
      ارجع إلى Kahoot وانقر على الزر الازرق (start) ثم  (Classic mood).
    3. Ask students to use their phones to log into Play Kahoot to enter the PIN in order to participate in the game.
      اطلب من الطلاب استخدام هواتفهم في تسجيل الدخول إلى Play Kahoot لإدخال الرمز   للمشاركة في اللعبة.
    4. Show students the cultural video that we have included in the first question in Kahoot. And continues the quiz questions afterward.
      اعرض على الطلاب الفيديو الثقافي الذي قمنا بتضمينه في السؤال الأول في كاهوت. وتستمر أسئلة الاختبار بعد ذلك.
    5. *This video will briefly explain three significant occasions in Middle Eastern culture. Which are Ramadan, Eid-al-Fitr, and Eid-al-Adha.

    * سيقدم هذا الفيديو شرحًا موجزًا لثلاث مناسبات مهمة في ثقافة الشرق الأوسط. وهي رمضان وعيد الفطر وعيد الأضحى.

    *The video link. https://www.youtube.com/watch?v=ENirj-X2Q9c

    Main Activity

    1. In Kahoot, ask the student the following questions.

    ١. What is the name of the celebration that comes after Ramadan? ماهو اسم العيد الذي يأتي بعد شهر رمضان؟

    عيد الفطر - عيد السلام - عيد الأضحى - عيد الأكل

    How many days is Eid Al Fitr?كم عدد أيام عيد الفطر؟

    ٤ - ٥ - ١٠ - ٢

    In Middle Eastern culture people congratulate each other for Eid by saying? في كثير من الدول العربية نهنيء بالعيد بقول..؟ 

    عيد سليم - عيد حفيظ - عيد مبارك - عيد جميل

    ٤. Which is the biggest celebration that Arabic Muslims have? ماهي أكبر مناسبة عيد لدى العرب المسلمين؟

    عيد الأضحى - عيد الفطر - رمضان - يوم الجمعة  

    ٥. In Middle Eastern culture people congratulate each other for Ramadan by saying... في كثير من الدول العربية نهنيء بقدوم رمضان بقول؟

    رمضان كريم - كل عام وانتم بخير - عيد سعيد - أول وثاني إجابة 

    ٦. How many days is Ramadan? كم عدد أيام رمضان؟ 

    ٣٠ - ٧ - ٤٠ - ١٥

    ٧. What is the prayer that Muslims pray together during Ramadan nights? ماهي الصلاة التي تصلى جماعة في ليالي رمضان؟

    صلاة الفجر - صلاة العصر - صلاة الميت - صلاة التراويح

    ٨. Fasting in Islam is only about giving up eating and drinking. صيام رمضان هو فقط الامتناع عن الأكل والشرب؟

    صح - خطأ

    Wrap-Up

    1. Go back to the slideshow, ask students to take turns sharing one thing that caught their attention in the video.
      ارجع إلى عرض الشرائح ، واطلب من الطلاب أن يتناوبوا في مشاركة شيء واحد لفت انتباههم في الفيديو.

    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 importance of celebrations in my own and in middle eastern cultures.
    • I can use simple phrases and sentences to explain middle eastern special occasions.
    • I can discuss my preferences.