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Arabic I Curriculum

Grades 9-12: Unit One

Title: All About Me

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Course Description

Philosophy

Paterson Public Schools is committed to seeing that all students progress and develop the required skills to support second language acquisition. At

the completion of a strong series of course studies, students will be able to:

● Possess knowledge of adequate vocabulary structured in contextual thematic units

● Express thoughts and ideas on a variety of topics

● Move progressively from simple sentence structures to a more complex use of verbs, adjectives, adverbs, richer expressions, etc…

● Rely on background knowledge to develop fluency in the second language acquisition related to their daily lives, families, and communities

● Compose short dialogues, stories, narratives, and essays on a variety of topics

● Learn and embrace the culture and traditions of the native speakers’ countries while learning the language and cultural expressions

● Read, listen, and understand age-appropriate authentic materials presented by natives for natives, as well as familiar materials translated from

English into the target language

Become valuable citizens globally, understanding and respecting cultural differences, and promoting acceptance of all people from all cultures

Overview

The Arabic Program at Paterson Public Schools will focus on acquiring communication skills and cultural exposure. It is guided by the NJ DOE

Model Curriculum for World Languages and encompasses the New Jersey Student Learning Standards for World Languages which address the need

to prepare all students for interdependent world.

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The World Languages units for grades 9-12 consist of the following four thematic units of study:

1. Unit 1 - All About Me

2. Unit 2 - School Days

3. Unit 3 - Home, Sweet Home

4. Unit 4 - Food, Glorious Food

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Pacing Chart – Unit 1

# Student Learning Objective NJSLS 9 Weeks

1 Exchange culturally appropriate Arabic introductions, greetings, and leave

taking.

7.1.NM.IPERS.5

2 Ask and respond to questions about physical characteristics, personality

qualities, likes, dislikes, preferences, and pastime activities using digital voice

recorders and face-to-face communication.

7.1NM.IPERS.1

7.1.NM.IPERS.3

3 Skim and scan culturally authentic Arabic language audio, video, or written text

to identify age, physical characteristics, personality qualities, pastime activities,

and expressions of likes, dislikes, and preferences.

7.1.NM.PRSNT.1

7.1.NM.PRSNT.5

4 Model and apply appropriate intonation for asking different types of questions

and statements including name, age, and expressions used to indicate location.

7.1.NH.IPRET.3

5 Describe self and others using gender appropriate physical characteristics and

personality qualities.

7.1.NM.PRSNT.4

7.1.NM.PRSNT.5

6 Describe culturally specific Arabic personal pastimes and activities. (i.e. Cafes,

playing sports such as soccer, eating, singing, going to the movies, hanging out

with friends, talking on the

7.1.NH.IPERS.1

7.1.NM.PRSNT.5

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Effective Pedagogical Routines/Instructional Strategies

Collaborative problem solving

Writing to learn

Making thinking visible

Note-taking

Rereading & rewriting

Establishing text-based norms for discussions & writing

Establishing metacognitive reflection & articulation as a regular pattern

in learning

Quick writes

Pair/trio Sharing

Turn and Talk

Charting

Gallery Walks

Whole class discussions

Modeling

Word Study Drills

Flash Cards

Interviews

Role Playing

Diagrams, charts and graphs

Storytelling

Coaching

Reading partners

Visuals

Reading Aloud

Model (I Do), Prompt (We Do), Check (You Do)

Mind Mapping

Trackers

Multiple Response Strategies

Choral reading

Reader’s/Writer’s Notebooks

Conferencing

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Computer Science and Design Thinking

Standards

8.1.12.CS2, 8.2.12.ED.1, 8.2.12.EC.1, 8.2.12.ETW.3

by the End of Grade 12 ● Computing Systems:

8.1.12.CS.2: Model interactions between application software, system software, and hardware. Example: Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program.

● Engineering Design: 8.2.12.ED.1: Use research to design and create a product or system that addresses a problem and make modifications based on

input from potential consumers. Example: Synthesize and publish information about a local or global issue or event on a collaborative, web-based service.

Ethics & Culture: 8.2.12.EC.1: Analyze controversial technological issues and determine the degree to which individuals, businesses, and

governments have an ethical role in decisions that are made. Example: Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.

● Effects of Technology on the Natural World:

8.2.12.ETW.3: Identify a complex, global environmental or climate change issue, develop a systematic plan of investigation, and

propose an innovative sustainable solution. Example: Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other cultures about a current event or contemporary figure.

Computer Science and Design Thinking Standards

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Career Readiness, Life Literacies, and Key Skills

Standards

9.4.12CI.1, 9.4.12.CI.2, 9.4.12.CI.3

Career readiness, life literacies, and key skills education provides students with the necessary skills to make informed career and financial decisions, engage as

responsible community members in a digital society, and to successfully meet the challenges and opportunities in an interconnected global economy.

● Standard 9.4 Life Literacies and Key Skills:

This standard outlines key literacies and technical skills such as critical thinking, global and cultural awareness, and technology literacy that are critical for

students to develop to live sand work in an interconnected economy.

❖ 9.4.12CI.1: Demonstrate the ability to reflect, analyze, and use creative skills and ideas.

Example: Students will reflect and present information about effective ways they can use to learn Arabic.

● Standard 9.4 Life Literacies and Key Skills:

This standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements.

❖ 9.4.12.CI.2: Identify career pathways that highlight personal talents, skills, and abilities.

Example: Students will create a Google Doc / slide(s) featuring descriptions of personal talents, skills, and abilities to prepare for a college / university or

career of their choice.

● Standard 9.4 Life Literacies and Key Skills.

This standard outline key literacies and technical skills such as critical thinking, global and cultural awareness, and technology literacy* that are critical for

students to develop to live and work in an interconnected global economy.

❖ 9.4.12.CI.3: Investigate new challenges and opportunities for personal growth, advancement, and transition

Example: Students will develop a portfolio featuring skills, experiences, and knowledge required to work in an interconnected global economy.

Career Readiness, Life Literacies, and Key Skills

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6- Reaching

● Specialized or technical language reflective of the content areas at grade level ● A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified

grade level

● Oral or written communication in English comparable to proficient English peers

5- Bridging

● Specialized or technical language of the content areas

● A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or

reports ● Oral or written language approaching comparability to that of proficient English peers when presented with grade level material.

4- Expanding

● Specific and some technical language of the content areas ● A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs

● Oral or written language with minimal phonological, syntactic or semantic errors that may impede the communication, but retain

much of its meaning, when presented with oral or written connected discourse, with sensory, graphic or interactive support

3- Developing

● General and some specific language of the content areas

● Expanded sentences in oral interaction or written paragraphs

● Oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much of

its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support

2- Beginning

● General language related to the content area

● Phrases or short sentences

● Oral or written language with phonological, syntactic, or semantic errors that often impede of the communication when presented with one to multiple-step commands, directions, or a series of statements with sensory, graphic or interactive support

1- Entering

● Pictorial or graphic representation of the language of the content areas

● Words, phrases or chunks of language when presented with one-step commands directions, WH-, choice or yes/no questions, or

statements with sensory, graphic or interactive support

WIDA Proficiency Levels: At the given level of English language proficiency, English language learners will process, understand, produce or use:

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Culturally Relevant Pedagogy Examples

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● Relationships:

Learn about your students’ individual cultures.

Adapt your teaching to the way your students learn

Develop a connection with challenging students

Communicate and work with parents/guardians on a regular basis (email distribution, newsletter, phone calls, notes, meetings, etc.)

Curriculum: Incorporate student- centered stories, vocabulary and examples.

Incorporate relatable aspects of students’ lives

Create lessons that connect the content to your students’ culture and daily lives.

Incorporate instructional materials that relate to a variety of cultural experiences

Incorporate lessons that challenge dominant viewpoints

Provide student with opportunity to engage with text that highlights authors, speakers, characters or content that reflect students lived experiences (mirror) or

provide a window into the lived experience of people whose identities differ from students.

Bring in guest speakers.

Use learning stations that utilize a range of materials.

Use Media that positively depicts a range of cultures.

● Instructional Delivery:

Establish an interactive dialogue to engage all students

Continuously interact with students and provide frequent feedback.

Use frequent questioning as a means to keep students involved.

Intentionally address visual, tactile, and auditory learners.

Present relatable real world problems from various viewpoint

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SEL Competency

Examples Content Specific Activity & Approach to SEL

✔ Self-Awareness Self-Management Social-Awareness Relationship Skills Responsible Decision-Making

Example practices that address Self-Awareness: • Clearly state classroom rules

• Provide students with specific feedback

regarding academics and behavior

• Offer different ways to demonstrate

understanding

• Create opportunities for students to self-

advocate

• Check for student understanding / feelings about

performance

• Check for emotional wellbeing

• Facilitate understanding of student strengths

and challenges

- Teachers provide and review

syllabi which outline and review

classroom rules, routines, and

procedures. Consequences for

inappropriate behavior are

discussed with the students.

- Students are considered

stakeholders in the creation of

classroom rules, routines, and

procedures.

- The teacher and students design a

framework to maximize student

learning time. For example,

teachers provide and review

rubrics for Accountable Talk and

dialectical journals.

- The students work collaboratively

to develop a classroom

environment which supports self-

regulation and a responsibility for

staying on task.

Self-Awareness

✔ Self-Management

Example practices that address Self-Management:

- The teacher can expose students to stories and/or videos featuring

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Social-Awareness Relationship Skills Responsible Decision-Making

• Encourage students to take pride/ownership in

work and behavior

• Encourage students to reflect and adapt to

classroom situations

• Assist students with being ready in the

classroom

• Assist students with managing their own

emotional states

children in poverty, immigrant families, and war zones.

- The teacher can ask students how they would handle a situation with overwhelmed anxiety and fear.

- The students can be asked to put themselves into the shoes of any one of the characters in the story / video and reflect on the emotional state of the character.

- Teachers can encourage students to be cognizant of their own feelings when faced with difficult situations and develop strategies for self-management.

Self-Awareness Self-Management

✔ Social-Awareness Relationship Skills Responsible Decision-Making

Example practices that address Social-Awareness: • Encourage students to reflect on the perspective

of others

• Assign appropriate groups

• Help students to think about social strengths

• Provide specific feedback on social skills

• Model positive social awareness through

metacognition activities

- I AM Malala (Arabic version) can be

used to teach students the

importance of education, family,

change, and freedom.

- The teacher can share parts from I

Am Malala by Malala Yousafzai so

students can reflect on the struggles

of children in war zones.

Self-Awareness Self-Management Social-Awareness

Example practices that address Relationship

Skills:

- Students can make connections to

self, others, and the outside world.

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✔ Relationship Skills Responsible Decision-Making

• Engage families and community members

• Model effective questioning and responding to

students

• Plan for project-based learning

• Assist students with discovering individual

strengths

• Model and promote respecting differences

• Model and promote active listening

• Help students develop communication skills

• Demonstrate value for a diversity of opinions

Self-Awareness

Self-Management

Social-Awareness

Relationship Skills

✔ Responsible Decision-Making

Example practices that address Responsible

Decision-Making:

• Support collaborative decision making for

academics and behavior

• Foster student-centered discipline

• Assist students in step-by-step conflict resolution

process

• Foster student independence

• Model fair and appropriate decision making

• Teach good citizenship

- Teachers will foster student

leadership within classrooms and the

school community by providing

opportunities for student

independence.

- Students will be responsible for their

behavior as well as their peers. For

example, best practices require

teachers and students to establish

classroom norms and values during

participation in classroom activities

such as gallery walks, turn and talks,

etc.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

● Extra time for assigned tasks

● Adjust length of assignment

● Timeline with due dates for

reports and projects

● Communication system

between home and school

● Provide lecture notes/outline

Processing

● Extra Response time

● Have students verbalize steps

● Repeat, clarify or reword

directions

● Mini-breaks between tasks

● Provide a warning for

transitions

● Reading partners

Comprehension

● Precise step-by-step directions

● Short manageable tasks

● Brief and concrete directions

● Provide immediate feedback

● Small group instruction

● Emphasize multi-sensory

learning

Recall

● Teacher-made checklist

● Use visual graphic organizers

● Reference resources to

promote independence

● Visual and verbal reminders

● Graphic organizers

Assistive Technology

● Computer/whiteboard

● Tape recorder

● Spell-checker

● Audio-taped books

Tests/Quizzes/Grading

● Extended time

● Study guides

● Shortened tests

● Read directions aloud

Behavior/Attention

● Consistent daily structured

routine

● Simple and clear classroom

rules

● Frequent feedback

Organization

● Individual daily planner

● Display a written agenda

● Note-taking assistance

● Color code materials

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Interdisciplinary Connections

Social Studies: 6.1.12.HistoryCA.3.b.

● Students will conduct research and complete a Google Doc/slide / or a poster about the impact of Arab immigration on American society.

Social Studies: 6.1.12.HistoryCC.3.a

● Students will research contributions of a famous figure in the Arab American community to American society and create a poster / power point.

Technology: 8.1.12.CS.2

● Students will create a Google Doc / slide about their likes / dislikes, preferences, favorites, and insert pictures.

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Enrichment

Accommodate Based on Students Individual Needs: Strategies

The goal of Enrichment is to provide learners the opportunity to participate in extension activities that are differentiated and augment the district’s curriculum.

Teachers are to accommodate based on student individual needs.

● Show a high degree of intellectual, creative and/or artistic ability and demonstrate this ability in multiple ways.

● Pose questions and exhibit sincere curiosity about principles and how things work.

● The ability to grasp concepts and make real world and cross-curricular connections.

● Generate theories and hypotheses and pursue methods of inquiry.

● Produce products that express insight, creativity, and excellence.

● Possess exceptional leadership skills.

● Evaluate vocabulary

● Elevate Text Complexity

● Inquiry based assignments and projects

● Independent student options

● Tiered/Multi-level activities

● Purposeful Learning Center

● Open-ended activities and projects

● Form and build on learning communities

● Providing pupils with experiences outside the ‘regular’ curriculum

● Altering the pace the student uses to cover regular curriculum in order to explore topics of interest in greater depth/breadth within their own grade level.

● A higher quality of work than the norm for the given age group.

● The promotion of a higher level of thinking and making connections.

● The inclusion of additional subject areas and/or activities (cross-curricular).

● Using supplementary materials in addition to the normal range of resources.

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Assessments

Required District/State Assessments

● For required District State Assessments, refer to the

district assessment calendar for the appropriate testing

window and mandatory assessments required by the

district.

● Running Records

(Baseline to be administered at the start of the school

year. Ongoing assessments to be administered

throughout the school year, with student data reported

during each unit administration window).

● Marking Period/Unit Assessment

(Students with CPL ≥3.5)

● ESL Unit Level 1-2 Assessment

(Students with CPL ≤3.4)

● W-APT oral language proficiency test / ACCESS

Suggested Formative/Summative Classroom Assessments

● Short constructed response questions

● Multiple Choice questions

● Quizzes

● Journals

● Essays

● Quick writes

● Summative chapter test

● Projects

● Portfolio

● Exit Slips

● Graphic Organizers

● Presentations (incorporating Web 2.0 tools)

● Homework

● Anecdotal Notes

● Student Conferencing

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Enduring Understanding:

➢ Sounds in languages are presented by a system that is based on letters or pictures.

➢ Individual experiences help shape identities.

➢ Language connects people.

Grade: 9-12

Unit: One Topic: All About Me

New Jersey Student Learning Standards (NJSLS):

7.1.NM.IPERS.5, 7.1.NM.IPERS.1, 7.1.NM.IPERS.3, 7.1.NM.PRSNT.1, 7.1.NM.PRSNT.5, 7.1.NH.IPRET.3, 7.1.NM.PRSNT.4, 7.1.NH.IPERS.1

ACTFL Modes of Communication:

● Interpersonal

● Interpretive

● Presentational

NJDOE Student Learning

Objective

Essential Questions Sample Activities Resources Cultural Practices, Products,

and Perspectives

SLO # 1 ● How are greetings and

leave taking conducted

in Arabic?

The teacher will model a dialogue

featuring two people greeting

each other. Then, students will

pair up to perform the

Arabic Alphabet Arabic names and their

pronunciations.

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Exchange culturally appropriate

Arabic introductions, greetings,

and leave taking.

Standard: 7.1.NM.IPERS.5

Imitate gestures and intonation

of the target culture(s) native

speakers when greeting others,

during leave-takings, and in

daily interactions.

● How do I use language

to communicate with

others?

dialogue. The teacher will

monitor intonation and points of

articulation.

The teacher will model a dialogue

featuring two people asking about

each other’s names. Then, the

students will act out the dialogue.

The teacher will monitor

intonation and points of

articulation.

http://arabic.tripod.com/Arab10.ht

m

Pronunciation

http://arabic.tripod.com/Arab10.ht

m#Pronunciation

Arabic Alphabet Song

https://www.youtube.com/watch?

v=8eXHAa8fNBg

Articles

http://arabic.tripod.com/Articles.h

tm

Appropriately leveled texts /

materials/ videos/ visuals

Formal vs. informal

communication

The Arab-American connections

SLO # 2

Ask and respond to questions

about physical characteristics,

personality qualities, likes,

dislikes, preferences, and

pastime activities using digital

● How does Arab culture

compare to that of the United

States?

● How does body language

convey meaning when

Provide students with a picture of

two people, featuring adjectives

that describe physical

characteristics and personality.

Appropriately leveled text/

materials/videos

Arabic and the gender/number

agreement

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voice recorders and face-to-face

communication.

Standard: 7.1.NM.IPERS.1

Request and provide

information by asking and

answering simple, practiced

questions, using memorized

words and phrases.

Standard:7.1.NM.IPERS.3

Express one’s own and react to

others’ basic preferences and/or

feelings using

memorized, words, phrases, and simple memorized sentences

that are supported by gestures

and

visuals.

communicating in a foreign

language?

● How do I use my knowledge

of language and culture to

enrich my own community

and broaden my

opportunities?

● What are common pastimes,

likes, and dislikes in the Arab

world

In a whole group setting, the

teacher will model a dialogue

between two characters

expressing likes and dislikes

Students are paired up to

ask/respond to questions in

expressing likes and dislikes

using corresponding visuals.

SLO # 3

Skim and scan culturally

authentic Arabic language

audio, video, or written text to

identify age, physical

characteristics, personality

qualities, pastime activities, and

expressions of likes, dislikes,

and preferences.

Standard:7.1.NM.PRSNT.1

● How do you express

preferences using the target

language?

● How do Arabic speakers

express their likes and

dislikes?

● How does intonation convey

meaning in asking different

types of questions and

statements?

Dialogue

Using visuals and a dialogue, the

teacher models for students how

to ask about and express

preferences. Students will act out

the dialogue.

Scavenger Hunt

Distribute images and

descriptions and have students

find the matching descriptions to

Appropriately leveled

text/materials/

Arabic Numbers

http://arabic.tripod.com/VocabNu

mbers.htm

Images of family or celebrities

Common activities in Arabic

teenager’s life.

In Morocco, and other Arabic

speaking countries, extended

families still exist even though

nuclear families are on the rise.

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Present basic personal

information, interests, and

activities using memorized

words, phrases, and a few

simple sentences on targeted

themes.

Standard:7.1.NM.PRSNT.5

Present information from age-

and level-appropriate, culturally

authentic

materials orally or in writing.

the images using locations as

indicators.

Students will create a family tree

of their own family in

Arabic. Students will report to

class.

Use visuals featuring rooms in a

house / school.

Arabic adjectives

http://arabic.tripod.com/Adjective

s.htm

SLO # 4

Model and apply appropriate

intonation for asking different

types of questions and

statements including name, age,

and expressions used to indicate

location

Standard:7.1.NH.IPRET.3

Respond and act on a series of oral and written instructions,

directions, and

commands.

● How does intonation convey

meaning in asking different

types of questions and

statements?

● How does gender, age, and

culture impact statements and

questions?

● How is spoken language

different from written

language?

Centers

Students will rotate between four

centers and perform culturally

appropriate body language and

greetings based on the unique

situations:

-Meeting your friend’s parents for

the first time

-Running into your friend (s) at

the cafe

-Seeing your teacher in the

hallway

Introducing Self - Video

http://www.bing.com/videos/sear

ch?q=introducing+yourself+in+ar

abic&view=detail&mid=4BB6C0

1DB08CD4BB684E4BB6C01DB

08CD4BB684E&FORM=VIRE

Masculine and Feminine Nouns

https://www.youtube.com/watch?

v=x6y_fg6Pbno

Socially appropriate greetings

based on age and status.

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SLO # 5

Describe self and others using

gender appropriate physical

characteristics and personality

qualities.

Standard:7.1.NM.PRSNT.4

Copy/write words, phrases, or

simple guided texts on familiar

topics.

Standard:7.1.NM.PRSNT.5

Present information from age- and level-appropriate, culturally

authentic

materials orally or in writing

● What are the similarities and

differences between Arabic

and American gender

norms?

● What is gender?

● How can cultural awareness

enhance my language

learning?

Journal

Students will write in their journal

the following in complete

sentences:

● name

● age

● two physical

characteristics

● two personality traits

● two likes, two dislikes

and one preference

PowerPoint Slide

With the teacher’s support and

prompts, students will create a

slide featuring information about

themselves like place of birth,

hobbies, favorite places, roles

models, etc. using their

knowledge of Arabic.

Character Traits

https://quizlet.com/102179479/fla

sh-cards/

Emotions and Personality traits

vocabulary

http://arabic.desert-

sky.net/emotions_pers.html

The use of expressions and

emotions as culturally

appropriate.

SLO # 6

Describe culturally specific

Arabic personal pastimes and

activities. (i.e. Cafes, playing

sports such as soccer, eating,

singing, going to the movies,

● How do pastime

activities, sports, and

music reflect the Arabic

culture?

● How can learning and

using a language help to

Facebook Profile

In groups of two, students will

create a profile chart in Arabic,

including their picture, physical

Pastime Activities

https://quizlet.com/mdargal1/fold

ers/pastime-activities-hobbies

The importance of sports in a

teenager’s life.

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hanging out with friends,

talking on the phone, traveling,

watching TV)

Standard:7.1.NM.PRSNT.5

Present information from age-

and level-appropriate, culturally authentic

materials orally or in writing

Standard:7.1.NH.IPERS.1

Exchange basic information by

recombining memorized words,

phrases, and

sentences on topics related to

self and targeted themes to

express original ideas and

information.

assimilate into a new

culture?

● How does the study of

another language and

culture make people

open-minded and

sensitive to diversity?

● How are language,

culture and identity

related?

● How are pastimes and

preferences influenced

by culture?

● What are culturally

specific pastimes and

preferences in the Arab

World?

characteristics, personality

qualities, and pastime activities.

Your activities

Write a list of your activities or

activities that interest you. In

pairs, take turns in

asking/answering questions about

activities.

Multimedia Presentation

iMovie

Create an iMovie showing a

series of activities in an Arabic

teenager’s daily life.

Email/Twitter

Narrate your daily activities to

your Arabic pen pal in an e-mail.

Appropriately leveled texts

/materials/ videos

The significance of soccer in

Morocco and Arabic- speaking

world.

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Arabic I Unit One Vocabulary

هذا أنا

Greetings / تحيات Introductions / تقديم / تعريف Self-Description / وصف الذات Preferences / أولوياتي

السالم عليكم

مرحبا

مع السالمة

كيف حالك

هل أنت بخير

و أنت؟ و أنتم؟

كل تمام؟

الحمد لل

بخير

شكرا

من فضلك

ما إسمك ؟

كيف تكتب ذلك ؟

كم سنك ؟ كم عمرك ؟ /

سنة -----------عندي .

متى عيد ميالدك ؟

عيد ميالدي يوم

أين تسكن ؟

تسكنين ؟ أين

أسكن بمدينة

أين تدرس ؟

أين تدرسين ؟

أدرس في

كم عمره؟ / كم سنه؟

كم عمرها ؟ / كم سنها ؟

عنده

عندها

عندي

عنده

عندها

شعر أشقر

شعر بني

أسود شعر

عندي أنا طويل شعر

عيون زرقاء

عيون خضراء

عيون بنية

عيون عسل

أنا

طويل / طويلة

قصير/ قصيرة

جميل / جميلة

مضحك / مضحكة

ماذا تحب أن تفعل؟

ماذا تحبين أن تفعلي؟

أن أحب ……….

..……… أحب كثيرا أن

…………… أفضل أن

أتكلم اللغة االنجليزية

العربية أتكلم اللغة

أتكلم اللغة اال سبانية

أتكلم اللغة الفرنسية

أشاهد التلفاز

اتصل بصديقي

أنظم حفلة

أسمع الموسيقى

أسمع الراديو

أدرس

أسافر

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جدي / جدية

رياضي / رياضية

خجول / خجولة

إ جتما عي / إ جتماعية

كسول / كسولة

شغول / شغولة

ذكي / ذكية

مهم / مهمة

شرير / شريرة

أزور المغرب

أعمل

آكل

أسبح

أرقص

أغني

آكل في مطعم

ألعب بااللعاب االلكترونية

ألعب كرة القدم

ألعب كرة السلة

Asking for information/

طلب معلومات

Where is he/she?/ ؟ أين هي أين هو؟

Verbs/ افعال

Other words and phrases/ كلمات أخرى

؟أين

؟ إلى أين

؟ متى

؟ منمع

؟ في أي ساعة

أين طارق ؟ أين هند ؟

في هو / هي ........

البيت / المنزل

المقهى

السينما

المطعم

القسم

كتب

رسم

مسح

كان

دخل

خرج

أكل

كذلك

كثيرا

جدا

بعد

قبل

لكن

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المغرب

المدينة

عطلة

حضر

صار

كسر

بنى

إشترى

باع

نام

ذهب

Numbers / االعداد

واحد صفر

اثنان

ثالثة

أربعة

خمسة

ستة

سبعة

ثمانية

تسعة

أحد عشر

اثنا عشر

ثالثة عشر

أربعة عشر

خمسة عشر

ستة عشر

سبعة عشر

ثمانية عشر

تسعة عشر

واحد و عشرون

اثنان و عشرون

ثالثة و عشرون

عشرون أربعة و

خمسة و عشرون

ستة و عشرون

و عشرون سبعة

تمانية و عشرون

تسعة و عشرون

أربعون

خمسون

ستون

سبعون

تمانون

تسعون

مئة

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ثالثون عشرون عشرة

Unit Project (Choose 1)

Project (Suggested) Project (Suggested)

1.Design and create a postcard or video message in Arabic that you will send to your

Moroccan pen pal. Include personal information, name, age, as well as description of

yourself.

Rubric Required

2.Create a PowerPoint, Glogster, or iMovie presentation about yourself from

childhood in Arabic. Share with your audience your personal information, birthplace,

given name, description of you as an infant, toddler and now. Use physical

characteristics, personality traits, likes and dislikes and pastime activities. You may

include pictures of yourself in different stages of your life.

Rubric Required