arabic i curriculum - paterson public schools languages/curriculum/ara… · paterson public...
Post on 06-Oct-2020
8 Views
Preview:
TRANSCRIPT
1 | P a g e
Arabic I Curriculum
Grades 9-12: Unit Four
Title: Food, Glorious Food
2 | P a g e
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 N.J.S.L. Standards for World Languages which address the need to prepare all
students for interdependent world.
3 | P a g e
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
4 | P a g e
Pacing Chart – Unit 4
# Student Learning Objective NJSLS 9 Weeks
1 Identify words and phrases associated with food preferences, products, and
practices of the target culture.
7.1.NM.IPRET.1
7.1.NM.PRSNT.1
2 Demonstrate comprehension of oral and written instructions, commands, and
requests associated with food.
7.1.NH.IPRET.4
7.1.NM.IPERS.4
7.1.NM.PRSNT.5
3 Ask and respond to questions to order a meal from a culturally authentic menu. 7.1.NM.IPRET.2
7.1.NH.IPERS.4
4 Interpret highlights from a culturally authentic Arabic language passage orally
and/or in writing that compares food and authentic cuisine in the home and
target culture(s).
7.1.NH.IPRET.6
5 | P a g e
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
6 | P a g e
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
7 | P a g e
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 their favorite recipe of Arabic food or favorite Arabic restaurant.
● 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 career in culinary arts.
● 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 as a chef or a manager of an upmarket restaurant.
Career Readiness, Life Literacies, and Key Skills
8 | P a g e
WIDA Proficiency Levels: At the given level of English language proficiency, English language learners will process, understand, produce or use:
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
9 | P a g e
10 | P a g e
11 | P a g e
Culturally Relevant Pedagogy Examples
• 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
12 | P a g e
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 Social-Awareness Relationship Skills Responsible Decision-Making
Example practices that address Self-Management: • Encourage students to take pride/ownership in
work and behavior
- The teacher can expose students to stories and/or videos featuring children in poverty, immigrant families, and war zones.
- The teacher can ask students how they would handle a situation with overwhelmed anxiety and fear.
13 | P a g e
• 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
- 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
✓ Relationship Skills Responsible Decision-Making
Example practices that address Relationship
Skills:
• Engage families and community members
• Model effective questioning and responding to
students
• Plan for project-based learning
- Students can make connections to
self, others, and the outside world.
14 | P a g e
• 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.
15 | P a g e
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
16 | P a g e
Interdisciplinary Connections
Social Studies: 6.1.2.CivicsCM.1
• Students will conduct research and complete a poster/power point to celebrate diversity and appreciate ethnic food.
Social Studies: 6.1.2.Geo.PP.2
• Students will research information about the impact of climate and weather on Mediterranean food / cuisine.
Technology: 8.1.12.IC.1
• Students will create a Google Doc / slides to evaluate the impact of computing technologies on restaurant efficiency in the United States or any Arab country.
17 | P a g e
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.
18 | P a g e
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
19 | P a g e
Enduring Understanding:
➢ Healthy eating habits and fitness practices may vary from culture to culture.
➢ Fast food culture is impacting food culture worldwide, and issues of obesity are transpiring.
➢ Food impacts the economy, family, and social interactions.
Grade: 9-12
Unit: Four Topic: Food, Glorious Food
New Jersey Student Learning Standards (NJSLS):
7.1.NM.IPRET.1, 7.1.NM.PRSNT.1, 7.1.NH.IPRET.4, 7.1.NM.IPERS.4, 7.1.NM.PRSNT.5, 7.1.NM.IPRET.2, 7.1.NH.IPERS.4, 7.1.NH.IPRET.6
ACTFL Modes of Communication:
• Interpersonal
• Interpretive
• Presentational
20 | P a g e
NJDOE Student Learning
Objective
Essential Questions Sample Activities Resources Cultural Practices,
Products, and Perspectives
SLO #1
Identify words and
phrases associated with
food preferences,
products, and practices of
the target culture.
Standard:7.1.NM.IPRET.1
Identify familiar spoken
and written words,
phrases, and simple
sentences contained in
culturally authentic
materials and other
resources related to
targeted themes.
Standard:7.1.NM.PRSNT.1
Present basic personal
information, interests, and
activities using memorized
words, phrases, and a few
simple sentences on targeted
themes.
• What are similarities
and differences between Arabic and
American eating
habits, table layout, and table manners?
• How does a fast food
culture impact food
culture in Arabic speaking countries, the
United States, and
other countries of the world?
• What is the role of
Arabic cuisine in the culinary world?
• What is the role of
food and meal taking
in a culture’s identity?
• How do uniquely
Arabic dishes reflect
the culture?
Role Play
Student act out a dialogue in
which they discuss being
hungry, thirsty and select food
they would like to have.
Arabic Supermarket
In groups of two, assign
students the task of shopping
to buy the ingredients needed
to prepare their meal following
the recipe for Tajine /
Couscous / Koshari.
Venn Diagram
Students Compare an Arabic
farmer market and American
one.
Survey
Students will conduct a survey
in the school cafeteria to find
out the percentage of students
who know about Halal food,
favor Halal Food at school
Recipes
https://www.recipesarabia.co
m/
Food Vocabulary
https://www.youtube.com/wat
ch?v=1zwBiv8Hh98
Kitchen Items
https://www.youtube.com/wat
ch?v=kIcDuj10aVY
Arabic Food Vocabulary
http://arabic.desert-
sky.net/food.html
Breakfast Options
https://scoopempire.com/16-
breakfasts-from-around-the-
middle-east/
There are many delicious
dishes in Arab World cuisine
like Moroccan Bastilla
(seafood or chicken), Tajine,
Couscous, Egyptian Koshari,
Lebanese Tabbouleh, Saudi
Kabsah, etc.
Typical Moroccan Breakfast
options:
• Baguettes
• Croissants
• Olive / Argan oil as a dip
• Butter / jam
• Cheese Triangles
• “M’semmen”
• “Beghrir” (Moroccan
Pancakes)
• “Harsha” (Semolina
Pan-Fried FlatBread)
• Eggs (Omelette)
• Eggs with salted
lamb or beef
• Olives
• Mint Tea
• Coffee
• Orange Juice
21 | P a g e
NJDOE Student Learning
Objective
Essential Questions Sample Activities Resources Cultural Practices,
Products, and Perspectives
cafeteria, and eat Halal food at
home.
Collage Gallery Walk
In groups of 2, make a collage
of items found at various food
markets. Include shapes, sizes
and colors. Display it around
the classroom and have
students present their work in
the target language.
SLO #2
Demonstrate
comprehension of oral and
written instructions,
commands, and requests
associated with food.
Standard:7.1.NH.IPRET.4
Recognize some common
gestures and cultural
practices associated with
target culture(s).
• What is it like to go to
a restaurant in an
Arabic-speaking country?
• What do I need to
know to feel confident
when I order at a restaurant?
• How does food impact
the economy, family, and social interactions
in Arabic speaking
countries?
Commercial Activity
Design a commercial for a
typical Arabic food product (
snack or beverage). Provide a
jingle and present it to the
class.
Role play
Students are asked at the last
minute to replace the presenter
of a television cooking show.
In groups of two they will
present a theme menu (for a
Arabic Statements for
Dining
http://blogs.transparent.com/ar
abic/the-6-must-know-arabic-
phrases-for-dining/
At the Restaurant
https://www.youtube.com/wat
ch?v=cC_zDBrHQtU
A Weekly Arabic Diet
https://www.youtube.com/wat
ch?v=wXFBsMHlcOI
It is common practice waiters
do not ask you what to drink
first. Arabs order food first,
then a drink.
Arabic cuisine includes
different healthy ingredients.
Mediterranean diet in many
Arab countries
See Mediterranean Diet
Pyramid
22 | P a g e
NJDOE Student Learning
Objective
Essential Questions Sample Activities Resources Cultural Practices,
Products, and Perspectives
Standard:7.1.NM.IPERS.4
Give and follow simple oral
and written directions,
commands, and requests
when participating in
classroom and cultural
activities.
Standard:7.1.NM.PRSNT.5
Present information from
age- and level-appropriate,
culturally authentic materials
orally or in writing.
• What is healthy
eating?
• What is the obesity
rate in Arabic
speaking countries in comparison with the
US?
• How is Arabic diet
similar to/ different from the US?
• What are the
measurements used to describe quantity in
Arabic speaking
countries?
birthday, etc.) They will give
ingredients and ideas.
Healthy Eating Diagram
Using a diagram, compare the
food diet in Arabic countries
and the USA.
Recipe Activity
Develop a recipe of your
favorite food, including the
measurements and quantities
needed for the ingredients in
the target language.
Healthy Arabic Food List
https://www.youtube.com/wat
ch?v=icEF7c4uzuw
Obesity is very low in Arabic
speaking countries compared
to the USA.
SLO #3
Ask and respond to
questions to order a meal
from a culturally authentic
menu.
Standard:7.1.NM.IPRET.2
Respond with actions
and/or gestures to oral and
written directions,
• How is the culture
expressed through food?
• What is the role of
economics in cuisine?
• How does street food
reflect
multiculturalism in a
society?
Role Play
With teacher prompt and
support, students will act out a
dialogue where one student
plays the role of a waiter /
waitress and the other plays
the role of a client utilizing a
menu to place an order.
Math Activity
Currency Converter
https://www.xe.com/currencyc
onverter/convert/?Amount=1&
From=USD&To=MAD
Arabic Currencies
https://www.youtube.com/wat
ch?v=ZX_ou-DQr_Y
When an Arab friend or host
invites you to a restaurant,
he/she will settle the bill once
the dinner is over.
In local restaurants, any tip is
left to the customer’s
discretion. However, in an
upmarket restaurant, taxes
and service charges are
usually added to bill.
23 | P a g e
NJDOE Student Learning
Objective
Essential Questions Sample Activities Resources Cultural Practices,
Products, and Perspectives
commands, and requests
that relate to familiar and
practiced topics.
Standard:7.1.NH.IPERS.4
Give and follow a series of
oral and written directions,
commands, and requests for
participating in classroom
and cultural activities.
You are in an Arabic café and
you want to pay the bill. You
only have US dollars. Find out
the current Arabic currency
rate to convert into dollars to
pay your bill. (currency varies
according to the Arabic
country the students pick)
Arabic Menu/ Restaurant
Webquest
Students will complete a
webquest that will take them
to several well-known Arabic
restaurants. Students will look
at menus, foods, and other key
aspects of Arabic culture.
They will share their findings
via google docs.
Arabic Menu Creation
Students will create their own
authentic menu using
vocabulary and culture
introduced in class. The menu
can be hand drawn or made
using Microsoft publisher.
Currencies in comparison to
the US dollars
https://www.youtube.com/wat
ch?v=WOAwPsp_uiY
24 | P a g e
NJDOE Student Learning
Objective
Essential Questions Sample Activities Resources Cultural Practices,
Products, and Perspectives
SLO #4
Interpret highlights from a
culturally authentic Arabic
language passage orally
and/or in writing that
compares food and
authentic cuisine in the
home and target culture(s).
Standard:7.1.NH.IPRET.6
Interpret some common
cultural practices associated
with the target culture(s).
• How is the cost of
food/beverages in Arabic speaking
countries in
comparison with the cost in the United
States?
Post Card
Write a post card to a friend.
Include 4 to 5 items and their
cost in the chosen Arabic
country currency.
Journal
Write a paragraph in your
journal comparing cost of
vegetables in an Arabic
speaking country in
comparison with the cost of
vegetables in the US. Explain
which is less or more
expensive.
Cost of Living in Doha
(Qatar)
http://www.numbeo.com/cost-
of-
living/city_result.jsp?country=
Qatar&city=Doha
Egyptian Food Price
https://www.youtube.com/wat
ch?v=sZirWSL11oA
American fast food brands
have become popular places
for families, children, and the
youth in Arab countries.
Arabic I Unit Four Vocabulary
Food, Glorious Food
الوجبات الفواكه و الخضروات المفردات المفيدة المفردات المفيدة
الفطور برتقالة مشروبات
25 | P a g e
ماء
الماء المعدني
حليب
عصير البرتقال
عصير التفاح
عصير العنب
.عصير طماطم
الصودا
عصير الليمون
القهوة
الشاي
شاي مثلج
الشوكوالطة
مفرش المائدة
كأس
فنجان
صحن
منشفة
شوكة
ملعقة
سكين
لذيذ
حلو
حامض
شطيرة
شطيرة لحم
شطيرة الجبن
شريحة لحم
شريحة لحم والرقائق
همبرغر
سلطة
بيتزا
عجة البيض
فطيرة
أيس كريم فانيليا
الشوكوالته اآليس كريم
بوظة
كعك
فطور
عشاء
طعم
أكل
عطش
إعداد المائدة ة
كم سعره؟
يكلف
مر
موزة
تفاحة
اجاصة
الفراولة
الكرز
الجريب فروت
طماطم
و الخيار
جزرة
حبة بطاطس
الفلفل
بازالء
فاصولياء خضراء
كمية
الغداء عشاء
التحلية
الطبق الرئيسي
وجبة خفيفة
26 | P a g e
Unit Project (Choose 1)
Project (Suggested)
Project (Suggested)
1. Presentation: In groups of 3 or 4, design a menu and create an original skit
in a restaurant or a coffee shop setting. Include in your skit, culturally
appropriate greeting(s) to server and friends, authentic foods and beverages,
and ask for the check. Act out your skits and present in front of the class. Provide Rubrics for:
● Menu
● Skit Rubric Required
2. Develop a recipe of your favorite food (from any culture). Recipe must be
written and presented in the target language. Include an image of the final
product. Class recipes will be added to the class recipe book. Recipe book will be shared with all students in class.
Rubric Required
top related