This is a collection of cards for playing and testing. These cards can also be used to introduce new words of vegetables and fruits and revising the ones the learners already know. Actually, they are designed to teach rather than to test. Each card includes one word naming a vegetable or a fruit along with three images of three food items. The learner is supposed to make guesses with the first few cards. After several attempts with a few cards the learner will figure out that some images are repeated in a way that they are left with one option to match the word with the new image. This is called indirect teaching or learning. The learner is not being spoon-fed the information but the information is being put in a certain way that they have to workout the sequence and relation between the words and the images. To achieve the teaching objective, it is recommended that the teacher/parent ask questions about the three items even if the learner knows the answer straight away. Naming the other two items on the same card will be an introduction for the coming slides. Hence, the learner is learning new items through graduation and repetition. The names of the fruits and vegetables are indirectly and gradually introduced and then repeated in a systematic way that the learner will not make an effort to guess the next answer. Some cards are made to surprise the learner and invalidate the image orders they may have got familiar with to guess the answer and therefore, the learner will focus on the language aspect rather than their mere calculation of the sequence and order of the images.
For example consider cards [1,2,3]:
Card 1 reads: [تفاح ] apples and the three images are [spinach, apples and mushroom]
Card 2 read : [سبانخ ] spinach and the three images are [carrots, mushroom and spinach]
Card 3 reads; [فطر ] mushroom and the three images are [ mushroom, carrots, and cucumber].
The word [فِطر ] mushroom occurred twice in card 1 and card 2 as an image and a sound (if the parent/teacher does as recommended above) before it occurs as the question in card 3 where the learner has to link the script to the image after he/she has heard the word from the teacher/parent twice.
The gallery below shows samples of the cards. To download the whole collection as a PDF file with high resolution scroll down to the end of this page.
apples
spinach
mushroom
carrots
cucumber
onions
dates
green pepper
This collection can be downloaded for a donation (1.00 to £3.00) . Choose the amount you would like to pay for this collection. Once it is downloaded teachers/parents can print as many copies as they want.
This PDF is a collection of forty cards designed as postcards with a stamp to make it more exotic and attractive to learners. The collection can be used to teach young and adult learners the names of fruit and vegetables. The collection can be used as well to empower the memory and enhance the photo memory.
This collection of word puzzles ( crosswords and word search) is very good for group and pair work classroom activities. The collection includes various versions of the same puzzle. This can help teacher print and use different puzzles for each group in the classroom.
Below is a gallery of the content of the collection. In the end of this page there is a link to download the collection as a PDF.
Names of the days Arabic & English
First worksheet to revise the days and have a short dialogue
First Puzzle
Second Puzzle
Third Puzzle
Fourth Puzzle
Fifth Puzzle
Sixth Puzzle
Seventh Puzzle
Eighth Puzzle
Puzzles Solved
First Puzzle (word search)
Second Puzzle (word search)
Third Puzzle (word search)
Fourth Puzzle (word search)
Puzzles Solved
This collection can be downloaded for a donation from (£0.01 to £3.00). Choose the amount you would like to donate following the link to PayPal. Once it is downloaded, teachers/parents can print as many copies as they want.
This is a collection of word puzzles ( 8 crosswords and 4 word search) is very good for group and pair work classroom activities. The collection includes various versions of the same puzzle. This can help teacher print and use different puzzles for each group in the classroom.
This collection of crossword and word search puzzles are very enjoyable and helpful for young and adult learners alike. Simply, they are made to teach rather than to test, challenging though. These puzzles are designed to serve in various ways that empower vocabulary, enhance reading and spelling train learners to do two-stage language puzzles. Graphics and images colourful and carefully selected.
The collection consists of 7 puzzles that cover more than around fifty animals.
Puzzle One
This puzzle is very simple but learners enjoy it as the images are provided with the names of animals. The learners here go through various mental processes to get to the final stage.
Learners identify the image of the animal with the word.
Learners read the names of the animals with the help of the teacher/parent, if required.
The teacher/parent can ask questions to encourage the learners to speak by asking ‘What is this?’ [ ما هذا؟]. The learner answers for example ‘This is a rabbit’ [هذا أرنب].
This stage is the deconstruction stage which is very important in learning to read and write the Arabic script as it is connective (cursive: the letters are joined, unlike English which can be in print). Thus, the learners look at the word as a whole and then figure out what letters it consists of.
The final stage is the construction stage. The learners here reconstruct the word mentally and physically (in writing) as they draw a line across the letters or a circle around them.
Puzzle Two
This puzzle is simpler than the first one as it does not involve the same stages of the previous one. However, it is more challenging as it does not include images of the animals but rather more words. This puzzle is designed mainly to help the learners deconstruct or read the words without the help of an image. This kind of activity makes the learners focus on reading and empowering their photo memory. If they don’t know the animal, it is not a problem; they can be asked to guess what the animal is. If they don’t guess it right, they still can do the puzzle. The teacher/parent can tell the learner what the name of the animal is in their mother tongue. So, learners
look and try to read the word and identify it with an image from memory.
In the deconstruction stage deconstruct the word. The teacher/parent can ask the learner about the number of letters they find in the word which adds more fun.
The final stage is the construction stage. The learners here reconstruct the word mentally and physically as the draw a line across the letters or a circle around them.
Puzzle Three
This puzzle is two in one. In other words, it requires two different stages to be done.
The first stage: the learners have to match the animals with their names.
The second stage: the learners deconstruct the names in the grid according to the numbers they have got in the first stage.
This puzzle has proved to be the best for learners as it is very challenging in both stages. The matching activity in the first stage provokes the mathematical side of the activity which makes learners forget for a while about the language side of the activity while they are in the middle of it. This makes learning more effective as they think of the language and they don’t know they are do so. In the second stage the learners, have to deal with numbers and directions (cross- down) which also adds more to their enjoyment, especially when they figure out where to put the word. Also, they deconstruct the words and write the letters as separate. This is a very important activity so they can remember that isolated letters in Arabic have different shapes from these when they are connected.
The instructions for this puzzle are very important because some learners might be switched off if they get confused about what to do. Matching the animals to the right numbers is a key stage to do the puzzle properly.
Puzzle Four
This puzzle is similar to puzzle two but with some different animal names.
Puzzle Five
This puzzle is also two in one, but different from puzzle three mainly in the first stage.
The first stage: learners have to read simple sentences about the animals and complete the sentence with a word from the relevant list. This stage is to carryout an indirect reading activity. the learners will be directed to do the puzzle through this step-stone activity. After completing the sentences, learners read the sentences to check their answers before they move to the next stage. The numbers of the sentences are the numbers used in the grid.
The second stage: the learners deconstruct the names in the grid.
Puzzle Six
This is an advanced puzzle where the teacher/parent should assist and guide. This puzzle is not about animal names but rather about the animals and their qualities and features as size and speed and colour.
The learners first read the questions and try to find the key word to complete the answer. The new words are introduced here within context.
After the learners have answered correctly, the teacher/parent can have a short dialogue with the learner by asking the questions given and the learner answers without or with the help of the sheet. No need to put pressure on the learners if they can’t answer without reading from the sheet.
Body language of the teacher/parent can be very helpful here especially with words such as ‘big’ [كبير ], ‘small’ [صغير ], ‘fast’ [سريع ].
Now the learners have completed the first part of the puzzle, they can move to find the words in the grid.
Puzzle Seven
This is a revision and fun puzzle. You can say it is a wrap up puzzle where all the animal names are given with the English equivalents. The learners will have some letters left uncrossed in the grid. They have to put these letters to gather to find the hidden word which is described in English.
This collection can be downloaded for a donation (£1.00 to £3.00) . Choose the amount you would like to pay for this collection. Once it is downloaded teachers/parents can print as many copies as they want.
This collection of crossword and word search puzzles are very enjoyable by young and adult learners alike. Simply they are to teach rather than to test. The puzzles are made in various ways. The collection consists of 7 puzzles cover more than around fifty animals.
today [اليوم] ( remember to refer to [الـ] as the definite article which makes the word ‘day‘ means ‘today‘.
tomorrow [غداً ]
the day after tomorrow [بعدَغدٍ ]
yesterday [أمسِ، البارحة ]
the day before yesterday [أولأمسِ ، أولالبارحة ]
last night [الليلةالماضية ، ليلةأمس ، ليلةالبارحة ]
tomorrow night [ليلةغد ]
The best way to introduce days of the week is to use a calendar. Start with the word ‘today’ and repeat the simple sentence ‘ today is …‘ [اليوم ….] pointing to the day on the calendar sheet you are using. Ask the students to answer the simple question ‘ What day is today?‘ [ ما هو اليوم؟]. When you become sure that the students have understood what you are saying, extend by replacing ‘today’ with ‘yesterday’ or ‘tomorrow’. Go on till you do two past days and two next days. By this stage your students will have learned five days.
If your students have already studied the numbers, it is very helpful to refer to the names of the days and their relation to numbers.
Sunday [الأحد] = one [واحد ]
Monday [الإثنين]= two [اثنين ]
Tuesday [الثلاثاء]= three [ثلاث ]
Wednesday [الأربعاء ]= four [أربعة ]
Thursday [الخميس ]= five [خمسة ]
It is important to remind the students that days in Arabic can be prefixed with the definite article [الـ], Unlike days in English.
Also, in Arabic, it is optional to use the word ‘day’ [يوم] with the name of the day, unlike the names of the days in English because the word ‘day’ is already suffixed to the name of the day.
ch). It is very good for all types of classroom activities, including pair and group work. The collection includes various versions of the same puzzle which helps teachers print and use different versions of the same topic for each group in the classroom.
Head parts are fun to learn and fun to teach as there are many games that involve the senses. As you know the head is the place for four of the senses: smell, hearing, sight and taste. Introducing the parts of the head is as simple as ABC as the teacher can use body language to introduce the names of these parts without the need for further explanation or illustrations.
If the teacher or parent wants to go further, they can teach some relevant verbs such as:
hear [يسمع ]
smell [ يشم]
see [يرى ]
taste [يتذَوَّق ]
eat [يأكل ]
open [يفتح ], open! [إفتح ـ إفتحوا -إفتحي ] imperative
close [ يغلق], close![أغلق – أغلقوا – أغلقي ] imperative
The teacher can also go further and explain the dual in Arabic [ المثنى].
It is good to know and tell the students that all organs in the human body which are pairs, the singular of each is considered feminine [مؤنث] such as: ear, eye, kidney, lung and so on. Other organs in the body are considered masculine [مذكَّر].
Therefore, these words are feminine though they don’t end in taa marbouta [ة]:
eye [عين], both eyes [عينان].
ear [أذن ], both ears [أذنان].
Here is a chart of the parts of the head in Arabic. For high resolutions, you can download the file as a PDF by clicking here.
Click on the image below to do an interactive quiz about head parts.
This quiz is for reading simple sentences. Depending on the picture, you have to find the answers to the questions. Therefore, the answer depends on both reading the sentence and considering the content of the picture. This quiz is good for classroom vocabulary.
