Arabic Countries (capitals and location)

Lesson Profile
Student Level 
High (9-12)
Target Language 
Teaching Context 
Hybrid / blended
Target Proficiency Level 
Performance Descriptors 
  • Simple exchange of information on familiar matters
  • Speak and write in sentences in present time
  • Ask simple questions to obtain information
  • Handle a straightforward survival situation
  • Express simple opinions and explanations
  • Write simple letters or notes on familiar matters
  • Understand straightforward, familiar information
Objectives and Standards
Objective 1 
Students obtain information that the teacher provided on voice thread.
Objective 2 
Students will inquire information about their friends.
Objective 3 
Students will record their finding using the map on voice thread.
Objective 4 
Activity #2: Students can identify famous sites/foods with their respective countries.
Objective 5 
Activity# 2: Students can express opinions on food and sites and explain why. Example: “I would like to go to Jeita Grotto because it is exotic”and “I don't like to eat tabouleh because it has tomatoes”. •
World-Readiness Standards
1.1 Interpersonal: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
1.2 Interpretive: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
1.3 Presentational: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
2.1 Practices: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
3.1 Other disciplines: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
3.2 Diverse perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.
5.2 Lifelong learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.
California Standards
Common Core Standards
Performance Assessment (Final Project/Assessment)
Performance Task 1 - Interpretive 

Students will understand the information provided by the teacher about herself using Voice Thread.
Students will read the sheet provided to them and understand it's content.
Activity 2 (synchronous): Students can understand:
- words written in the worldle. (connect countries name and capitals)
- T&F Statements and correct the wrong one.
- information provided by the teacher about famous places and famous food.(supported by visuals)
- Use the 2 sites I provided to answer a sheet created on Google forms.

Performance Task 2 - Presentational 

Students will present their finding on Voice Thread.

Activity 2 (synchronous):Students can:
- express like/ dislike to visit/ or not visit a place in a country they chose.
- express they like/ dislike for the famous food from a country.
- record their choices and opinion on voice thread.

Performance Task 3 - Interpersonal 

Students will work in groups of 2 to fill up the worksheet about each other using Google hangout or Skype.
Activity 2 (synchronous):Since I only have one student in my group the interpersonal does not apply.
But in normal class I can give them questions worksheet to work in group to collect the required information.

Functions, Structures and Vocabulary

Acquire and exchanging information.
ِActivity 2 (synchronous):understand straightforward, familiar information.


اِستخدام علامات الاسفهام: ما، من، ماذا، هل
Using structures (Who, where, What...)
Activity 2 (synchronous): I like/ dislike to visit because------ and
I like/dislike to eat because ___.
أحب/ لا أحب أن أزور _____ لان/ ه / ها ____ وأحب / لا أحب أنا آكل _____ لأنني أحب / لا أحب ... .


بلد، تقع، يقع، قارة (أسيا، إفريقيا) شرق، غرب، شمال، جنوب، علم، عملة (ليرة، دينار، ريال، جنية، شاكليه، درهم، فرانك، شيلن، أوقية)
Activity 2 (synchronous):
، أماكن سياحية مشهورة، مشهور، مأكولات ، مأكول الهناء، تبولة، كبة، حمص بالطحينة، عنجر، مغارة جعيتا، أرز ،

Task 1 - Interpretive
Task 2 - Presentational
Task 3 - Interpersonal
Opening Activities / Setting the Stage 

Teacher will use a map of the Arabic World to introduce the Arab countries on Voice Thread.
Activity 2 (synchronous):
PF2b: I provide feedback that is close in time to demonstrated performance.
Using Wordle and and T&F statement to review what they learned from last asynchronous activity.

Main Activities - Comprehensible Input 

Teacher will use Voice Thread to introduce her self:
where is she from?
where is this country?
what is the capital?
what are the borders?
what's the color of the flag?
what's the currency?
Activity 2 (synchronous): Using a Power point slide teacher will talk about famous places (location) and food in her own country. (using images)

Main Activities - Guided Practice 

Students will follow the teacher model presented on Voice Thread.
Activity 2 (synchronous): students can answer comprehension questions/ true and false statements about the famous places and food for her county.

Main Activities - Independent Practice 

Each student is required to ask two students on Google hangout or Skype.
Student is required to record on Voice Thread their finding starting: my friend is from .....
Activity 2 (synchronous): teacher will provide two sites, one for famous sites and the other for famous food. Also teacher will provide a questions sheet.
Students can use these two sites to answer these multiple questions created on Google form (interpretive)


Students are require to write 3 things they learned about a country (capital, location, currency, color of the flag ..)
Activity 2 (synchronous): As a homework from their finding students can use the information collected to express like/dislike on a place and a food and why and record it on Voice thread. (presentational)

Links to Online Resources
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