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Lesson Plan--Final

Body Vocabulary in Arabic

Teacher: Stephanie Ashton
Age: High school to adults
Level: Beginning
Language: AFL (Arabic)
Time: 10 minutes

Teaching Objectives:

Materials Needed:

Learning/Teaching Activities:


Welcome students to class, encourage them to repeat the welcome. Show body poster and explain that we will be learning Arabic words for body parts today.


Point to head and say word; have students repeat it, show the word flashcard, tape to poster. Do the same for all the body parts we are covering today:


Show flash cards of random body parts. Ask what is this: "Shoo Hada?" (show flashcard of question). Help students respond--refer to the poster as often as needed. After at least one time through, take poster down to see if students really know the words.


Explain that we are going to sing the primary song "Head, Shoulders, Knees, & Toes" in Arabic. Sing two times if time allows-second time, faster.

Contingency Plan:

(If time allows it, do this activity before singing the song) Divide class into partners. Have each student point to a certain body part(s) and ask, "Shoo Hada?" Then the other partner points and asks.


Homework: Work on song at home, tomorrow each student will sing it in front of the class with a partner.


First of all, I would like to address the change I made in the practice and contingency plan. I did not feel that there would be enough time to get to the pair work so I modified it a little and made it into a contingency plan. However, the class picked up on the words so fast that I did have time for it. I was grateful for that because I think pair work is important even at a beginning level. Students need to practice communicating to each other and not just to the teacher.

There was just one thing that I thought I should have concentrated on more. I needed to introduce the question "shoo hada?" a little better. I think they were a little confused with this at first, but they soon picked up on it.

I feel the lesson, beside the point mentioned above, went very well. The students picked up on the words fairly easily and they learned them very well as evidenced from their success without the words and poster. During the pair work, I walked around to see how everyone was doing and was satisfied with what I heard. One student, asking me for help in remembering the word for knees, used the Arabic, "shoo hada?" pointing to the knees. It was also good to sing to a tune they knew well, which helped them concentrate on the words themselves. I also think that its easier to remember vocabulary when it is set to music or a rhyme. This lesson accomplished the goals set forth in the objectives.

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1997 © Dr. Lynn E. Henrichsen
Department of Linguistics
Brigham Young University
Last Updated: Saturday, June 7, 1997