Arabic Club Language Class

Second Quarter Session

Lesson Date: 12/4/14. Length: 1 hour, 15 minutes
Lesson Topic: family, jiim, Haa, khaa
Goals
SWBAT converse about people who are and are not in their families and ask others for
this information.
SWBAT recognize, write, read, and say the letters jiim Haa, khaa
Learning Objectives
Speaking: Greetings (hello, goodbye, etc, Im a student/teacher at MHS, and you?;
Where is the ____? Here/there, this is the (review); I have/I do not have (singular
1st, 2nd, 3rd person possessive pronouns) (for family members), do you have (hal
question particle)
Writing: jiim, Haa, khaa, words spelled with them
Reading: jiim, Haa, khaa, words spelled with them
Listening: polling activity, pointing out/asking for items in group
Materials
Family members flash cards; family vocab & worksheet handout; read aloud, dictation
& letter connection exercises
Teaching Activities
2 min
Have a student share a favorite Arabic song as we start class.
4 min

Greetings: review from last week say hello to different students, have
them respond. Ask questions about where from (min ayna anta), also
where classroom items are (baab, shubaak, kitaab, Taawila)

5 min

Reading exercise (projected on board): 5 words that include only letters

learned in the past (including short vowels). Students read aloud in
groups, then share with class. Short (3-word) teacher-led dictation
review. Students write their answers on board, we review any questions.

6 min

Introduce jiim, Haa, khaa. Write positions using letters chart projected
on board. After introduce each letters written forms, ask students to
repeat its sound with each short vowel after it. Teach students tips
about how to make Haa and khaa sounds (ie. fogging up glass for Haa),
explain that it takes practice to learn to form the sounds.

3 min

Write a few words on board using new letters, read aloud and have
students repeat. Write a few more, students read the words aloud in
groups, then practice all together, repeat.

4 min

Letter connecting: project 5 words with separated letters (focused on new

letters) students work individually to connect them to form words, then
volunteers write their answers on the board.

5 min

Dictation: I read 5 words (some from Family vocab list) in a dictation

(repeat each 3 times), students work individually to write them down.
Then, read aloud what they wrote to the members of their groups did

they get the same answers? Review together by having students write
what they got on board, class reads the word aloud. Discuss how sounds
and spelling match in Arabic, unlike English.
6 min

Transition to vocab/speaking.
Use pictures (one with X through it for laysa) to say whos in my own
family using pictures (lii). Introduce family once. Then, say each vocab
word, students repeat, then say it to partners. Next I write each new
vocab word on board (in Arabic and transliteration) and place picture
above it, students repeat again.

6 min

Repeat my story introducing my family, but use the brother as the

starting point (third person masculine singular possessive pronoun).
Repeat for each singular possessive pronoun first, second, third person
masculine & feminine. Students repeat possessive pronouns after me,
then turn to partner and repeat each time we learn a new one.

5 min

Explain possessive pronouns in more detail, writing notes (list of

pronouns) on board in Arabic and transliteration. Ask students to take
notes on their handout.

3 min

Students complete part A of worksheet in partners, share answers with

group then review as a class. Clarify negation of this structure; review
possessive pronouns again as necessary.

5 min

Repeat my story about my family, pointing out example on worksheet

part B. Students complete part B with partner, then review answers
within group, asking students to share out to class.

4 min

Review question formation using the hal particle. Model a question,

and answer asking various students in the class, hal laki um? hal
laka ukht? etc. Then students to try asking this question to partner.

8 min

Worksheet part C: speaking practice. Students poll their group members

to find out who is in their own family, fill out tally on the worksheet.

3 min

Ticket to Leave: 3 things you learned, 2 questions, 1 suggestion for a

club event.

Assessment
Reading aloud, letter connecting, dictation exercises individual, then on board.
Worksheet parts A & B, Conversations polling activity (sheet part C), individual review
conversations with students, Ticket to Leave.
Notes