Arabic
Stages 4 / 5
Eating and drinking - ‫الطعام والشراب‬
Activity context
These digital resources have been designed for languages teachers to use with Interactive Whiteboards
(IWBs) to consolidate the language learned when studying the topic of food and drink.
Syllabus links:
4.UL.2
a student demonstrates understanding of the main ideas and supporting detail in written
texts and responds appropriately
4.UL.3
a student establishes and maintains communication in familiar situations
4.UL.4
a student applies a range of linguistic structures to express own ideas in writing
4.MLC.1
a student demonstrates understanding of the importance of appropriate use of language in
diverse contexts
5.UL.3
a student uses Arabic by incorporating diverse structures and features to express own
ideas
5.UL.4
a student experiments with linguist patterns and structures in Arabic to convey
information and express own ideas
5.MLC.1
a student demonstrates understanding of the nature of languages as systems by describing
and comparing linguistic features across languages
5.MBC.1
a student explores the interdependence of language and culture in a range of texts and
contexts
Notebook page
Activity
Eat or drink?
To consolidate vocabulary related to eating and drinking.
Students drag the pictures from the bottom of the screen
into the correct columns. Answers can be checked by
clicking on 'Check'.
The Notebook file can be edited to include many
vocabulary items and images.
© NSW Department of Education and Training 2009
Page | 1
Food and drink: memory game
To consolidate vocabulary related to food and drink.
Students form teams. Team members click on two cards
and try to find pairs. Students take turns from each
group. When two matching cards are found (picture and
text), the team gets a point. The winning team is the
team which finds the most pairs.
The Notebook file can be edited to include many
vocabulary items and image icons to drill vocabulary.
Students can demonstrate their knowledge of
vocabulary by identifying the Arabic word for each
image, before clicking on the flipper to check their own
answer.
Editing
The page can be edited to include alternative vocabulary
items and images. Click on the double arrows in the top
left of each flipper, then drag in a new picture or edit the
text. Click on the double arrows again to reset the
activity.
Identifying foods for mealtimes
This page allows students to identify the foods they
would eat at different mealtimes. If completed
individually, it allows for a personalised response.
Activity
The teacher asks the question, e.g.
‫ العشاء؟‬/‫ الغداء‬/‫ماذا تأكل للفطور‬
The student drags the chosen word into the appropriate
box, while giving the complete oral response, e.g.
............‫ للعشاء آكل‬/‫ للغداء‬/‫للفطور‬
Talking about mealtimes
This page introduces the vocabulary for mealtimes and
allows students to model the required sentence
structure/verb inversion.
Activity
Students explore the vocabulary for food and drink
related to the three mealtimes.
© NSW Department of Education and Training
2010
Page | 2
Revising vocabulary associated with food and drink
This page is designed to revise and expand the
vocabulary for food and drink and to recognise
associated food groups.
Activity
The teacher and/or student drags each individual section
to create the healthy food pyramid, while correctly
identifying some or all of the foods in each section.
Students can then discuss their eating habits, using the
structures provided.
Revising vocabulary - food pyramid
This page reinforces the activity from the previous page.
Activity
The teacher and/or student click on each word and drag
it into the appropriate section of the pyramid.
Word search: revising vocabulary associated with
food and drink
The student uses the highlighter pen tool to identify each
of the words listed in the right hand column from within
the block of letters.
As each word is identified, the student drags a star from
the top right hand side and places it alongside the
appropriate word in the column.
The student then identifies the hidden word.
Practising the verbs and ‫ أَكل‬and ‫شَرب‬
This page is designed to teach the present tense of the
verbs ‫ أَكل‬and ‫شَرب‬. It introduces/revises the present
tense of the verbs and learns about subject/verb
agreement.
This activity allows students to see the written form,
while creating their own sentences.
Activity
The teacher teaches/revises the verb endings and alerts
students to the َ ‫ يـ‬and َ ‫ تـ‬،‫ ـون‬forms of the verb. The
student places a tick next to the correct corresponding
sentence and explains why he/she has chosen the
© NSW Department of Education and Training
2010
Page | 3
particular verb.
Assessment strategies:
The teacher:





observes students responding to questions, participating in activities and interacting with each other
provides direct oral feedback to the class to enhance learning
supports individual students with additional explanations and feedback
reinforces linguistic links and encourages students to make linguistic connections
provides opportunities for summative as well as formative assessment.
Assessment criteria:
The student:






listens actively to aid comprehension
practises pronunciation to assist in oral skills
develops skills in the spelling of Arabic words
participates in activities to develop vocabulary recognition
demonstrates comprehension of written Arabic
develops and demonstrates oral and writing skills in context.
The Notebook files for each student can form part of your assessment to inform your teaching and capture
"point in time" learning.
© NSW Department of Education and Training
2010
Page | 4