2.6: Listening ans Speaking
- Page ID
- 278230
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)In this section, you will be able to:
- Identify and understand the main ideas that are related to the theme of the chapter "Around Town."
Dialog 1
In this dialog, you'll listen to a conversation between two university students, Adam and Maryam, who are discussing their daily activities, transportation, and plans around the city. The conversation includes useful vocabulary for describing how to get around the city, shopping, and general interaction between friends. Pay attention to the prepositions of place like خلف، مقابل، قبل، بعد، أمام، بين and other terms related to common locations such as محطة قطارات (train station) and مركز تجاري (shopping center).
After reading and practicing the dialogue, you'll have a chance to role-play with a partner to reinforce the vocabulary and sentence structures. This will help you practice real-life conversations about navigating a city, which is an essential skill when talking about daily life in Arabic.
| آدم: مَرحباً مَريم! كَيفَ حالكِ اليوم؟ |
| مريم: مَرحباً آدم، أنا بِخير، شُكراً! |
| آدم: أَينَ أَنتِ الآن؟ |
| مريم: أَنا في البَيت |
| آدم: مَتى ستذهبين إلى الجامِعة اليَوم؟ عندنا مُحاضرات كثيرة |
| مريم: بَعدَ قليل. كَيف ستذهبُ إلى الجامعة اليوم؟ |
| آدم: سَأركب القِطار من محطة القِطارات القريبة من بَيتي |
| مريم: أَينَ تُوجَدُ محطة القِطارات؟ |
| آدم: المَحطة قبلَ السُّوق الكبير مقابِلَ مركز الشّرطة. وأنتِ، كَيف تذهبين إلى الجامِعة؟ |
| مريم: أَذهبُ عادةً بالباص. موقفُ الباص قريبٌ أمام بَيتي. ثُمَّ آخذ الباص من محطة الباصات، وهيَ تَقعُ بين مركز البريد والمسرح |
| آدم: هَل ستذهبين إلى متجرِ الهدايا الجَديد؟ |
| مريم: لا، أَين يَقَعُ متجَرُ الهَدايا؟ |
| آدم: خَلف مكتبة الجامعة. ماذا ستفعلين بَعدَ دوام الجامِعة؟ |
| مريم: سَأذهب إلى المركز التجاريّ. أُريدُ أن أَشتري هديةً لأُختي الصَّغيرة لأن عِيد ميلادها الأسبوع القادم. وأنتَ ماذا ستفعل بعدَ الدوام؟ |
| آدم: بَعدَ الجامِعة سأذهب إلى البقالة بجانب مكتبة الجامعة. أُريدُ أن أشتري خُبزاً وبيضاً وجُبنةً. ماذا ستَشترين لأُختك؟ |
| مريم: أنا وأسرتي سنشتري لها كُمبيوتر جديداً |
| آدم: حَسناً، من أَين ستَشترين الكُمبيوتر؟ |
| مريم: مِن متجر الإلكترونيات الكبير مقابل المقهى |
| آدم: أَعرفُ البائع في المتجر، هُو دائماً لَطيفٌ وَيُساعدني، وهو يعرفني جيداً |
| مريم: جيد، ثمَّ سَأسافر مع أُسرتي إلى بَيت جَدّي في عُطلة نِهاية الأُسبوع لنحتفل بعيدِ ميلادِ أُختي مع جَدي وجَدتي |
| آدم: أَينَ بَيتُ جدِّك؟ |
| مريم: هُناكَ في غرب المدينة، قريبٌ مِن المحيط |
| آدم: يا سَلام، الطَّقسُ رائعٌ هناك |
| مريم: نعم، أُحبُ أنْ أَمشي أمامَ المحيطِ في الصَّباح |
| آدم: اِسْتمْتعي بالطَّقْسِ الجَميل وَوَقتكِ مَعَ أُسرَتكِ يا مَريم. مع السَّلامة |
| مريم: مَع السَّلامة |
Activities
Check Your Understanding
- Convert the dialog into text. Convert the conversation into a continuous written narrative and a coherent paragraph.
- Work with your partner to extend the dialog by adding 2-3 more sentences imagining what Adam and Maryam would discuss next.
- Ask your peers questions about the dialog and take turns asking and answering.
- Describe your neighborhood to your partner using the vocabulary. Then compare your neighborhoods, discussing similarities and differences.
Role Play
- Practice your speaking skills with your peers. One student plays Adam, and the other plays Maryam. They act out the dialog, focusing on pronunciation and fluency. Then, they switch roles to reinforce both perspectives.
- One student acts as a tourist, and the other is the guide. The "tourist" asks about famous places and services in the city, while the "guide" uses the vocabulary to describe and give directions. The tourist can ask questions like, "Where can I find a good restaurant?" or "How can I get to the cinema?"
- In pairs, students describe a city without naming it, and the partner must guess which city it is.
- Using the vocabulary, each student describes important landmarks, weather, and transport options in a famous city, but without saying the city's name. The partner has to guess based on the details provided.