- Understand two short school conversations after focused listening.
- Use question words to obtain days, times, places and school information.
- Use polite greetings, requests, thanks and closings.
- Ask for repetition or slower speech without abandoning the exchange.
- Complete three five-prompt school role plays.
- Use evidence to assess clarity, pronunciation, response and repair.
1
Retrieve · predict · interact
Move from prepared language to real exchangeاِنْتَقِلْ مِنَ اللُّغَةِ المُعَدَّةِ إِلَى التَّبَادُلِ الحَقِيقِيِّ
A school conversation is not a memorised speech. Listen to the other person, respond to the exact prompt and use a repair phrase when needed.
- OpenGreet and establish the situation.
- AskUse the correct question word.
- ListenCatch the information that answers your question.
- RepairRequest repetition or clarification when needed.
- CloseThank the person and end politely.
Eight-question F4 retrieval bridge
Retrieve the timetable, rules, school-place and opinion language needed in conversation.
2
Recognise · pronounce · use
Role-play and conversation toolkitأَدَوَاتُ تَمْثِيلِ الدَّوْرِ وَالمُحَادَثَةِ
These terms help you understand the task, discuss performance and keep the exchange moving.
Fourteen-question toolkit check
Match the Arabic terms to their function in a school conversation.
3
Question word · school detail · response
Ask for the exact information you needاِسْأَلْ عَنِ المَعْلُومَةِ الدَّقِيقَةِ الَّتِي تَحْتَاجُ إِلَيْهَا
Choose the question word from the information required. Keep the question short enough to say clearly.
مَتَى تَبْدَأُ الحِصَّةُ؟
When does the lesson start?
تَبْدَأُ فِي السَّاعَةِ التَّاسِعَةِ.
فِي أَيِّ يَوْمٍ عِنْدَنَا العَرَبِيَّةُ؟
On which day do we have Arabic?
عِنْدَنَا العَرَبِيَّةُ يَوْمَ الاِثْنَيْنِ.
أَيْنَ المَقْصَفُ؟
Where is the canteen?
هُوَ بِجَانِبِ المَكْتَبَةِ.
كَمْ حِصَّةً عِنْدَنَا اليَوْمَ؟
How many lessons do we have today?
عِنْدَنَا سِتُّ حِصَصٍ.
هَلْ عِنْدَكُمْ كِتَابٌ فِي القَوَاعِدِ؟
Do you have a grammar book?
نَعَمْ، عِنْدَنَا نُسْخَتَانِ.
هَلْ يُمْكِنُنِي أَنْ أَسْتَعِيرَهُ؟
May I borrow it?
نَعَمْ، يُمْكِنُكَ / يُمْكِنُكِ ذَلِكَ.
مَا الوَاجِبُ؟
What is the homework?
اُكْتُبْ خَمْسَ جُمَلٍ عَنْ مَدْرَسَتِكَ.
لِمَاذَا سَتَغِيبُ / سَتَغِيبِينَ؟
Why will you be absent?
لِأَنَّ عِنْدِي مَوْعِدًا طِبِّيًّا.
Fourteen-question transactional-question laboratory
Choose the question that obtains the required school information.
4
Pause · clarify · continue
Repair communication instead of giving upأَصْلِحِ التَّوَاصُلَ بَدَلًا مِنَ التَّوَقُّفِ
A clarification phrase is evidence of active listening. It is not a sign of weak speaking.
Weak breakdown
لَا أَعْرِفُ.
The exchange stops.Strong repair
آسِفَةٌ، لَمْ أَفْهَمْ. هَلْ يُمْكِنُكَ أَنْ تُعِيدَ السُّؤَالَ؟
The speaker identifies the problem and requests a solution.Twelve-question clarification and addressee check
Select the phrase that keeps the conversation accurate and polite.
5
Predict · listen for gist · listen for detail
Listening practice · two school conversationsمُرَاجَعَةُ الاِسْتِمَاعِ — مُحَادَثَتَانِ مَدْرَسِيَّتَانِ
On the first listen, identify the situation. On the second, record the day, time, subject, instruction or deadline.
🎧 Audio is coming soon.
Two students compare a lesson and break time. Predict four words before listening.
- Who is speaking?
- Which subject?
- Which day?
- What time?
🎧 Audio is coming soon.
A learner asks a teacher to clarify a homework task and deadline.
- What must be written?
- How many?
- Which topic?
- When is it due?
Record your two-listen evidence
Write only key words after the first listen. Add exact details after the second.
Draw two conversation bubbles and place the key subject, day, time, homework and deadline around them.
Divide a page into two columns. Record gist on the first line and precise details below after the second listen.
Not yet marked complete.
Ten-question listening check
Answer after two listens. Then compare the exact evidence in the transcripts.
Listening transcripts — reveal after answering
Conversation 1
أَحْمَدُ: مَتَى عِنْدَنَا الرِّيَاضِيَّاتُ؟
لَيْلَى: عِنْدَنَا الرِّيَاضِيَّاتُ يَوْمَ الاِثْنَيْنِ فِي السَّاعَةِ التَّاسِعَةِ صَبَاحًا.
أَحْمَدُ: وَمَتَى تَبْدَأُ الاِسْتِرَاحَةُ؟
لَيْلَى: تَبْدَأُ الاِسْتِرَاحَةُ فِي السَّاعَةِ الحَادِيَةَ عَشْرَةَ، ثُمَّ عِنْدَنَا العُلُومُ فِي المُخْتَبَرِ.
Conversation 2
الطَّالِبَةُ: آسِفَةٌ يَا أُسْتَاذَةُ، مَا الوَاجِبُ؟
الأُسْتَاذَةُ: اُكْتُبِي خَمْسَ جُمَلٍ عَنْ مَدْرَسَتِكِ.
الطَّالِبَةُ: هَلْ يُمْكِنُكِ أَنْ تُعِيدِي ذَلِكَ، مِنْ فَضْلِكِ؟
الأُسْتَاذَةُ: نَعَمْ. خَمْسُ جُمَلٍ عَنِ المَدْرَسَةِ، وَأَضِيفِي رَأْيًا وَسَبَبًا. الوَاجِبُ لِيَوْمِ الثُّلَاثَاءِ.
الطَّالِبَةُ: شُكْرًا، فَهِمْتُ الآنَ.
6
Read the situation · identify the purpose · prepare prompts
Three school role-play scenario cardsثَلَاثُ بِطَاقَاتٍ لِتَمْثِيلِ أَدْوَارٍ مَدْرَسِيَّةٍ
Each card contains five communicative purposes. Prepare useful language, not a complete memorised script.
Scenario A · New student
سِينارْيُو أ · طَالِبٌ جَدِيدٌ / طَالِبَةٌ جَدِيدَةٌ
You are new at an Arabic-speaking school. Speak to a teacher and obtain the information you need.
- Greet the teacher and say your name.
- Ask which subjects are studied on Monday.
- Ask what time school finishes.
- Ask where the canteen is.
- Thank the teacher and close politely.
Open the Arabic phrase bank after planning
- السَّلَامُ عَلَيْكُمْ. اِسْمِي ...
- مَا المَوَادُّ الَّتِي نَدْرُسُهَا يَوْمَ الاِثْنَيْنِ؟
- مَتَى يَنْتَهِي اليَوْمُ الدِّرَاسِيُّ؟
- أَيْنَ المَقْصَفُ، مِنْ فَضْلِكَ / مِنْ فَضْلِكِ؟
- شُكْرًا جَزِيلًا. إِلَى اللِّقَاءِ.
Scenario B · In the library
سِينارْيُو ب · فِي المَكْتَبَةِ
You need an Arabic grammar book. Speak to the librarian and complete the transaction politely.
- Ask whether the library has an Arabic grammar book.
- Ask where the book is.
- Say that you need it for Tuesday.
- Ask whether you may borrow it.
- Thank the librarian.
Open the Arabic phrase bank after planning
- هَلْ عِنْدَكُمْ كِتَابٌ فِي قَوَاعِدِ اللُّغَةِ العَرَبِيَّةِ؟
- أَيْنَ الكِتَابُ، مِنْ فَضْلِكَ / مِنْ فَضْلِكِ؟
- أَحْتَاجُ إِلَيْهِ لِيَوْمِ الثُّلَاثَاءِ.
- هَلْ يُمْكِنُنِي أَنْ أَسْتَعِيرَهُ؟
- شُكْرًا جَزِيلًا عَلَى مُسَاعَدَتِكَ / مُسَاعَدَتِكِ.
Scenario C · School office
سِينارْيُو ج · فِي مَكْتَبِ المَدْرَسَةِ
Speak to the school secretary about an absence and the work you will miss.
- Say that you will be absent on Thursday.
- Give a reason for the absence.
- Ask what homework you will miss.
- Ask the secretary to tell your teacher.
- Thank the secretary and close politely.
Open the Arabic phrase bank after planning
- سَأَغِيبُ عَنِ المَدْرَسَةِ يَوْمَ الخَمِيسِ.
- لِأَنَّ عِنْدِي مَوْعِدًا طِبِّيًّا.
- مَا الوَاجِبُ الَّذِي سَيَفُوتُنِي؟
- هَلْ يُمْكِنُكَ أَنْ تُخْبِرَ مُعَلِّمِي؟ / هَلْ يُمْكِنُكِ أَنْ تُخْبِرِي مُعَلِّمَتِي؟
- شُكْرًا جَزِيلًا. إِلَى اللِّقَاءِ.
Five-prompt scenario planner
Choose one scenario. Prepare one short Arabic cue for each prompt, plus one clarification phrase and one polite ending.
Draw a conversation path with five numbered speech bubbles, a repair bubble and a closing bubble.
Fold a page into seven cue boxes: five prompts, one clarification phrase and one closing.
Not yet marked complete.
7
Choose · communicate · continue
Role-Play Missionمُهِمَّةُ تَمْثِيلِ الدَّوْرِ
Complete fourteen rounds. Select the response that fulfils the prompt, suits the situation and keeps the exchange moving.
Round 1/14
Choose the best response
Score: 0/14
8
Read · infer purpose · locate evidence
Read two school exchangesاِقْرَأْ مُحَادَثَتَيْنِ مَدْرَسِيَّتَيْنِ
Notice how each speaker uses questions, concise answers, clarification and polite closing language.
مَرْيَمُ: صَبَاحُ الخَيْرِ يَا أُسْتَاذَةُ. أَنَا طَالِبَةٌ جَدِيدَةٌ، وَاسْمِي مَرْيَمُ.
المُعَلِّمَةُ: أَهْلًا وَسَهْلًا يَا مَرْيَمُ.
مَرْيَمُ: مَا المَوَادُّ الَّتِي نَدْرُسُهَا يَوْمَ الاِثْنَيْنِ؟
المُعَلِّمَةُ: نَدْرُسُ العَرَبِيَّةَ وَالرِّيَاضِيَّاتِ وَالعُلُومَ.
مَرْيَمُ: آسِفَةٌ، هَلْ يُمْكِنُكِ أَنْ تُعِيدِي المَادَّةَ الأَخِيرَةَ؟
المُعَلِّمَةُ: العُلُومَ. وَتَنْتَهِي المَدْرَسَةُ فِي السَّاعَةِ الثَّالِثَةِ.
مَرْيَمُ: شُكْرًا جَزِيلًا.
يُوسُفُ: السَّلَامُ عَلَيْكُمْ. هَلْ عِنْدَكُمْ كِتَابٌ فِي قَوَاعِدِ اللُّغَةِ العَرَبِيَّةِ؟
أَمِينُ المَكْتَبَةِ: نَعَمْ، عِنْدَنَا كِتَابَانِ عَلَى الرَّفِّ الثَّالِثِ.
يُوسُفُ: أَحْتَاجُ إِلَى أَحَدِهِمَا لِيَوْمِ الثُّلَاثَاءِ. هَلْ يُمْكِنُنِي أَنْ أَسْتَعِيرَهُ؟
أَمِينُ المَكْتَبَةِ: نَعَمْ، وَلَكِنْ يَجِبُ أَنْ تُعِيدَهُ يَوْمَ الأَرْبِعَاءِ.
يُوسُفُ: شُكْرًا جَزِيلًا عَلَى مُسَاعَدَتِكَ.
Twelve-question dialogue evidence check
Identify situation, exact detail, interaction strategy and language evidence.
9
Prepare briefly · respond spontaneously · repair naturally
Two-minute school role-play simulatorمُحَاكَاةُ تَمْثِيلِ دَوْرٍ مَدْرَسِيٍّ لِمُدَّةِ دَقِيقَتَيْنِ
Choose a scenario, prepare short cue points and respond as each prompt appears. Do not read a complete script.
Scenario A
New student
Speak to a teacher and obtain school information.
120seconds
Current prompt
Greet the teacher and say your name.
Use a greeting and one complete introduction sentence.0/5 speaking targets
Not yet marked complete.
10
Evidence · judgement · next target
Self-assess the role-play evidenceقَيِّمْ أَدِلَّةَ تَمْثِيلِ الدَّوْرِ
Score the language produced, not confidence, personality or accent. Record one piece of evidence for each judgement.
Foundation role-play profile
Four criteria · three points each
0/12
Response /3
Answers the exact prompts with relevant information.
Clarity /3
Uses short, organised language that the listener can understand.
Pronunciation & fluency /3
Pronounces key school words intelligibly and continues with manageable hesitation.
Interaction & repair /3
Listens, reacts and asks for repetition or clarification appropriately.
Complete a role play before assigning scores.
Not yet marked complete.
11
Reconstruct · connect · reflect
Write the role-play script or reportاُكْتُبْ نَصَّ تَمْثِيلِ الدَّوْرِ أَوْ تَقْرِيرَهُ
Choose one route: reconstruct a complete dialogue, or report what happened using the provided past-tense chunks.
Eight to twelve lines
- Greeting and context
- At least three questions and three answers
- One clarification phrase
- One polite closing
أ: صَبَاحُ الخَيْرِ...
ب: أَهْلًا وَسَهْلًا...
أ: مَتَى...؟
Five to seven connected sentences
تَحَدَّثْتُ مَعَ...سَأَلْتُ عَنْ...قَالَ / قَالَتْ إِنَّ...ثُمَّ سَأَلْتُ...فِي النِّهَايَةِ، شَكَرْتُهُ / شَكَرْتُهَا.
Use these as controlled chunks. Full past-tense analysis belongs in a later stage.
Arabic words 0Questions 0Polite/repair phrases 0Sequence chunks 0
Handwrite the dialogue in two coloured columns or create a sequence map for the report.
Write the final dialogue or report on lined paper. Underline questions once and clarification phrases twice.
Reveal a short model report after drafting
تَحَدَّثْتُ مَعَ أَمِينَةِ المَكْتَبَةِ عَنْ كِتَابٍ فِي قَوَاعِدِ اللُّغَةِ العَرَبِيَّةِ. سَأَلْتُ عَنْ مَكَانِ الكِتَابِ، فَقَالَتْ إِنَّهُ عَلَى الرَّفِّ الثَّالِثِ. ثُمَّ سَأَلْتُ: «هَلْ يُمْكِنُنِي أَنْ أَسْتَعِيرَهُ؟» فَقَالَتْ: «نَعَمْ». فِي النِّهَايَةِ، شَكَرْتُهَا عَلَى مُسَاعَدَتِهَا.
Not yet marked complete.
12
Retrieve · interpret · respond
Complete the school-conversation checkpointأَكْمِلْ تَحَدِّيَ المُحَادَثَاتِ المَدْرَسِيَّةِ
Mix listening strategy, question choice, transactional response, addressee form, clarification and self-assessment judgement.
Sixteen-question final checkpoint
Aim for 14/16 or better.