Session 2

Lesson:

1. I wanted to write " Answer the question after you read the chapter."

2. I looked up the word for question: الجابة (n) I needed (v)

3. I was told the (v) from is جاوب for (s) is اجب (p) is اجبوا

4. اجب اسوال بعديقرا الكتاب.
اجبوا السوال بعد تقراوا الكتاب.

Session Write Up:

 After going over some of my mistakes in the previous lesson's homework, I learned the rule I was introduced to last time does not always apply perfectly to every verb. I noticed in the last homework example that when there is the letter alif "ا" somewhere in the middle of the word, you would remove it when you change it to singular form. Thus, in the second lesson the new verb "answer" was introduced  and I  correctly guessed the alif would be removed from the middle in this case as well.

Homework:
I do not know many prepositions, so I am to look up: to, after, before, in, on, and use them in sentences

to= الى
after= بعد
on= على
in= في
before= قبل

I have actually seen 4/5 of these prepositions, but I do not use them in this type of command sentence that I am working on.  They are familiar words but I have used them in other forms. Ex: I am in the home= ana fil bate.


1.  Go to the store and buy eggplant, garlic, and onions to cook later.
    go= يذهب  eggplant = باذنجان  cook=يطبخ buy=يشتري

(sm)      اذهب الى السوق و يشتري البادنجان و بصل و ثوم الي يطبخ بعدين.

(sf)   اذهبِ الى السوق و تشتري البادنجان و بصل و ثوم الي تطبخ بعدين.

(p)   اذهبوا الى السوق و تشتروا البادنجان و بصل و ثوم الي تطبخوا بعدين.


2. After you listen to the lesson, complete your homework.
lesson:درس  listen: يستمع  homework: الواجب المنزلي complete: كلمل

(sm) ابعد يسمع الى الدرس، يكمل الواجب المنزلي                                          

(sf)ابعدِ تسمع الى الدرس، تكمل الواجب المنزلي

(p) ابعدوا تسمعوا الى الدرس، تكملوا الواجب المنزلي

3. Take the keys on the sofa and drive to the school.
keys: مفاتيح  sofa: اريكة university: جامعة drive: قاد take: اجذ

(sm) اجد المفاتيح على الاريكة و يقدالى الجامعة

(sf) اجدِ المفاتيح على الاريكة و تقدالى الجامعة

(p)اجدوا المفاتيح على الاريكة و تقدوا الى الجامعة

4. Meet the principal in the office.
office: مكر meet: تقابل principal:ناظر

(sm) اقبل الناظرفي المكر

(sf)  اقبلِ الناظرفي المكر

(p) اقبلوا الناظرفي المكر

5. Before you go home,  put the papers on the desk.
desk: مكتب put: وضع
(sm)   اقبل يدهب البيت، اوضع الورق على المكتب.

(sf) اقبلِ تدهب البيت، اوضعِ الورق على المكتب.

(p) اقبلوا تدهبوا البيت، اوضعوا الورق على المكتب.

Questions:
2: I took out the ت in the middle of listen. I do not know if this is right but it looked "wrong" with it in. I always say ismi and never notices the t in it,
2: I'm using درس for lesson again. Is this correct? Vocab issue.
2. For complete verb: Do I use change it to يكمل or to اكمل؟  I wrote ykml but I think it maybe should be with letter alif because it is an order "complete" is an order.
3. Same issue. Do I change drive to   تقد...يقد (m/f) or do I put letter alif at the beginning?
5. I am having trouble with these. I originally had ادهب.....for male....then female with kasra and I changed it because it is before YOU go home. So, I changed it to not امر.  And PUT is امر.. so I did not write توضل female...ect.,. I do not if this is correct..

Session 1

Instruction:
Objective: Classroom commands

I wanted to learn how to say " write your name on the top of the paper"  and similar phrases to use in the classroom. My goal is to understand the structure of the words, so I can apply it to other vocabulary and build upon my knowledge( scaffold).

-Looked up write in the dictionary " يكتب".
ي +ك+ ت+ ب=يكتب

- To make this a command for one male: drop first letter  " ي" and add "ا".
اكتب =ا+ك+ت+ب

-To make this command for female, follow steps for male and add vowel حركة kasra كسرة ِِ
اكتبِ

-To address the entire class(male+female) add "ا" and "و" at the end.
اكتبوا  -note the alif is not pronounced.

-Looked up paper in the dictionary it is ورق for many papers ورقة for one paper.

- I know already that the word for on is على.

- I created the sentence write on the paper: اكتبوا على ورقة .

-I know that the word for your name is "اسمك". To make this for the group must add "م"
اسمكم

- I constructed the sentence: write your name on the paper: اكتبوا اسمكم على ورقة.

-I was told the word for top is اعلى.  Write your name on top of the paper:
اكتبوا اسمكم على اعلى ورق


Session Details:

In this session, I told my instructor what I wanted to learn. He would guide me but not tell me what I needed to know. I looked up the words myself, and tried to build upon what I already knew.
- I did not know anything about changing arabic verbs for female and male vs group. I did know how to change the word "name" for group. I have seen the pattern with adding the letter م for groups of people. Example: the greeting  اسلام عليكم salam alikum, peace be upon you. The word alikum is the same word as on على + the letter م for groups. I thus guessed that since your name = اسمك، For a group of people it would change to اسمك+م.

In Arabic, the order of words is often in the "opposite" order that one would normally use in English.  Car yellow, instead of yellow car. So, I initially thought that the words would need to be switched around. However, in this type of sentence the word placement is almost identical to that in English.
I was able to confidently produce: write on the paper. When it was time to produce: Write your name on the top of the paper, I at first guessed "top" would occur at the end of the sentence based on viewing arabic words in opposite positions. The word top actually goes after the word on and before paper just like in English : On top of the paper.

Homework:
I am to write 10 sentences using verbs that I find important and useful, and to convert them to male, female and group form.

- I only know two prepositions: على and من.  I do not use من  often and am unsure how to use it correctly. I will try to use both in my first homework attempt.

Homework Attempt 1:
singular(s) plural (p) male(m) female(f)

1.  eat: ياكل
(ms): اكل  (fs): اكلِ  (p): اكلوا
 Eat the apple on the table.

(ms) اكل تفاحة على الطاولة

(fs) اكلِ تفاحة على الطاولة

(p) اكلوا تفاحة على الطاولة


2.  call: يتصل    family: اسرة
Call your family on the phone.

(ms)  اتصل اسرتك على الهاتف

(fs) اتصلِِ اسرتك على الهاتف

(p) اتصلوااسرتكم على الهاتف

3. Give: يعطي  to= الى؟؟
Give the paper to me.

(ms)  اعطي ورقة الى انا

(fs) اعطيِ ورقة الى انا

(p) اعطيوا ورقة الى انا

4. read:يقرأ   lesson: درس
Read from the beginning of the lesson

(ms) .اقرأ  درس من زمان

(fs) اقرأِ درس من زمان

(p) اقرأوا درس من زمان

5. pray: يصلى lunch: غداء
Pray 6'hur after lunch.

(ms) اصلى ظهر بعد غداء

(fs) اصلىِ ظهر بعد غداء

(p) اصلىوا ظهر بعد غداء


Questions:
 -#2 do I need to add female form for phone (fs) ة?
- #3 would it be al wr8a ? since the subject is paper
-#3 it ends with a ي- do I still add waw +alif for (p)?
-#3 I do not get how to pronounce على vs الى
-#4 would I put al in front of lesson?
-#5 do I put al in front of dhur? in front of lunch?
-#5  I have never seen a ى+و Do I keep it that way (p)?
-#5 Is b3d before or after lunch? is it lunch b3d or b3d lunch?

Homework: Attempt 2

for اعطي  I am supposed to add the letter ن... اعطني
اعطوني for plural...
When you add the ن It makes it for you- like give me. Thus, I do not need to add the انا (I) at the end of the sentence. The fixed sentence should be:

(ms)اعطني الورقة

(fs) اعطنيِ الورقة

(p) اعطوني الورقة

Question: Where is the letter alif? waw+alif? for plural? why is only waw added?

5.(ms) صلى الظهر بعد الغداء

(fs) صلىِ الظهر بعد الغداء

(p) صلوا الظهر بعد الغداء

If I understood correctly, I am supposed to delete the initial alif and also delete (الف المقصوره (ى

SLA:Project Guidelines

LEARNING A SECOND LANGUAGE

The objectives are:

1.        To experience  second language acquisition;

2.        To reflect upon SLA as both a psycholinguistic and sociolinguistic process;

3.        To identify your personal strengths and weaknesses as an L2 learner;

4.        To identify your preferred learning strategies;

5.        To become familiar with another language.

                1.  Choose a language from a language family that is completely unfamiliar to you.   For example, you might choose a language which uses a non-Roman alphabet (Russian or Arabic), an ideographic language such as Chinese or Japanese, or perhaps a tonal language, such as Vietnamese or Thai.

                2.  You will study the language for eight  (8) contact hours.  The recommendation is for eight one-hour “classes”.

                3.  Your instructor should give you ‘homework’.  The recommendation is approximately one hour of homework per “class.”

                4.  You may study in a small group with other learners, or you may be tutored.

                5.  Your classes should address all four language domains.

Monitor your own language learning and keep a learning journal.  Be attentive to as many aspects of language learning as you can.  Some examples that you might want to include:

1.               the cognitive aspects: for example

·         what’s easy for you

·         what’s hard for you

·         what strategies you use; which strategies are most/least successful

·         what you tend  to avoid in terms of structures, sounds,

2.              the affective aspects: for example

·         your thoughts and feelings about the process;

·         how apprehension affects you;

·         how success affects you;

3.              the pedagogical aspects: for example

·         what ‘works’ for you in terms of teaching methodology;

·         what doesn’t ‘work’ for you in terms of teaching methodology;

4.              implications for teaching

·         what you learned (if anything) that you will remember when working with your second language students