Subject:
Languages
Material Type:
Activity/Lab
Level:
Community College / Lower Division, College / Upper Division
Tags:
Arabic, Eat, Heads-Up, Love, Run, Verbs, Vocabulary
License:
Creative Commons Attribution Non-Commercial Share Alike
Language:
Arabic

Course Alignments

Heads Up, Arabic, Novice Mid

Heads Up, Arabic, Novice Mid

Overview

In this activity, students will play a game to learn some of the most common present tense verbs to use in their daily life. The verb is related to the units that they are taking during the semester.

 

About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

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

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)

About the Activity

Heads Up Verbs|الأفعال على رأسك  

Description: In this activity, students will play a game to learn some of the most common present tense verbs to use in their daily life. The verb is related to the units that they are taking during the semester.

Proficiency Level: 

Novice high

Keywords:

Verbs like, Eat - wear - love - learn - and so much more!

 

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 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 (Keep these in English):

  • I can describe/explain words to others. 

  • I can answer questions about verbs and pronouns. 

  • I can interact with a partner/team to identify words or solve a question. 

Materials Needed:

Heads Up Cards

Google Slideshow

Warm Up and Main Activity

Warm-up

  1. For the warm up, students will practice how they say verbs with simple different subject pronouns. For example:  I, she, he, they

  2. You will have a couple of slides that have the verb (مصدر الفعل) and three pictures. One describes the pronouns I, one describes the pronouns she, and last one describes the pronouns he. 

  3. Using the slides, students will say the verb in present tense. 

For example:

الأكل

هي تأكلهو يأكل أنا أأكل

 

Main Activity (about 20 minutes) 

  1. Students will be divided into two teams. From each team one member will volunteer to guess the words. The volunteer will take a card without seeing what it says and put it on their forehead. 

  2. Each team will try to describe the verb for you by doing it without saying any word (silence acting) and the others will have to guess. 

  3. You have about 10 -15 second to guess. 

  4. After that, it’s the second team's turn. They will repeat the above steps. 

Students have about 15 verb cards to use.

  1. The lab assistant will count the time for students, write down each team points.

If they end up with equal points you can ask both of the team to use verbs in one full sentence and write it on the white board. The faster team does it; they are the winners. Yay! 

 

Wrap up and End of Lab

Wrap-up

What is your favorite verb in Arabic?

How do you usually study for a test?

End of lab:

  • Read the Can-Do statements to check in ... "Where are we at?" 
  • Encourage students to be honest in their self-evaluation.
  • Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

  • I can identify words through description. 

  • I can communicate and work with others as a team.

  • I can read and identify verbs.