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Teaching Arabic Language

Instructors: Team Awesome (Team 4: Luay Askar, David Cunha, Lisa Emanuelson, Kalsoom Sanad)

Instructional Audience: Adult Second Language Learners for Arabic.

Topic: Contagious diseases


Contagious diseases are of critical importance for aid workers in developing countries. Learning the language related to
contagious diseases (job related proficiency level) will help learners to carry out jobs including providing awareness and
protection of community members. This lesson is part of a larger curriculum for second language learners.

Instructional Design: Two alternative instructional strategies will be employed for this lesson.
1. A flipped classroom will be applied in this lesson so that students can acquire language related to contagious
diseases. Students will be able to work at their own pace, go through each aspect of the lesson more than once
if necessary, and work towards proficiency in the target language.

2. Scenario/Task-Based Instruction will be used in this lesson for in-class activities. Students will be assigned to
design and create a short proposal in the target language (Arabic), about preventing the spread of contagious
diseases. Scenario Based Instruction is used to provide the students with real-world, authentic situations where their
language skills will be used.

Objectives:
By the end of this lesson, students will be able to perform the following in the target language:
Practice using online vocabulary game for topic specific vocabulary, and achieve a score of 90% or higher.
Restate the issues examined in the lesson through recycling the topic specific vocabulary and information
acquired during the lesson.
Make inferences of articles and broadcasts on the topic of the lesson.
Demonstrate comprehension by completing content questions, in Arabic, and score 90% or higher.
Present, in Arabic, a short proposal about preventing the spread of contagious diseases.

Instructional Setting: Face to face in classroom setting and online self-instruction.

Instructional Timing: 50 minute classroom instruction and 2 hours in asynchronous online instruction.

Instructional Strategy Selection:


Enhance the student-centered learning process and student autonomy.
Flipped classroom will provide the background knowledge to the learners while activating their schemata.
Scenario/Task-Based Instruction will expose the learners to real-life situations through task-based instructions.

Lesson Activities Material


Asynchronous class preparation: Home computer
and network
Students will watch a short video on malaria.
Students will be given an authentic article on the topic to read.
Students will play an online vocabulary game to be familiarized with topic
specific vocabulary.
Students will listen to one of two authentic passages about malaria in the target
language (Arabic).
Students will answer a set of comprehension questions about the reading, video
and listening assignments.

In-class Scenario Based Instruction: Group discussion,


Smart Board,
Students will utilize what they learned to complete the following: Dry-erase
Board, Macbook,
Scenario: Linoit.com
You are a member of the USAid group in Cairo.
You and a representative of the Central Directorate for Preventive Affairs
at the Egyptian Ministry of Health and Population, are assigned to design and
create a short proposal in Arabic about the prevention of the spread of malaria in
Egypt.
Later, you will meet with a number of local officials from the Egyptian Ministry
of Health and Population to confer the proposal with them to finalize it and
print it in order to be distributed in Egypt to increase the awareness about the
disease and its preventative measures.

Task:
Working in pairs, formulate a short proposal, in Arabic, for local officials at the
Ministry of Health and Population in Egypt about preventative measures against
the spread of malaria.
Write a paragraph of at least 5 sentences or a list of at least 5 bullets, all in Arabic,
outlining proposal.
Analyze preventative measures and utilize the information and vocabulary you
have learned to create the proposal.
Post the paragraph or list on Linoit.com or use the dry erase/smart board.
Present the proposal (paragraph or list) to the class.

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