4.5: Listening and Speaking
- Page ID
- 296037
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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:
- Use vocabulary and expressions related to personal appearance to describe physical characteristics.
- Expressing similarities and differences: practice using the verb يشبه to describe resemblances between family members.
- Use comparative adjectives talking about family members.
Dialog
This dialogue focuses on describing family members using vocabulary related to personal appearance and comparative adjectives. You will learn how to:
- Describe physical features of family members (e.g., height, hair, eye color).
- Use the verb يشبه to express resemblance.
- Compare family members using comparative adjectives (e.g., أطول، أصغر، أكبر).
The conversation between Adam and Rana offers a practical way to practice speaking and listening skills while reinforcing key vocabulary and grammar concepts.
| عائلة رنا وعائلة خالد |
|---|
| آدم: السَّلَامُ عَلَيْكُم يَا رَنَا! كَيْفَ حَالُكِ؟ |
| رنا: وَعَلَيْكُمُ السَّلَامُ يَا آدَم. أَنَا بِخَيْرٍ، الحَمْدُ لِلَّهِ. وَأَنْتَ؟ |
| آدم: أَنَا بِخَيْرٍ. هَلْ لَدَيْكِ أُخْوَةٌ أَوْ أَخَوَاتٌ؟ |
| رنا: نَعَم، لَدَيَّ أَخٌ وَاحِدٌ وَأُخْتٌ وَاحِدَةٌ |
| آدم: هَلْ يُشْبِهُكِ أَخُوكِ؟ |
| رنا: نَعَم، أَخِي يُشْبِهُنِي كَثِيرًا! هُوَ طَوِيلٌ، طُولُهُ ١٨٥ سَنْتِيمِتْرًا. شَعْرُهُ أَسْوَدُ وَكَثِيفٌ، وَعَيْنَاهُ بُنِّيَتَانِ. يُحِبُّ أنْ يلْبسَ قَمِيصٍ رِيَاضِيٍّ وَبَنْطَلُونٍ أَسْوَدَ. |
| آدم: وَأُخْتُكِ؟ هَلْ تُشْبِهُكِ أَيْضًا؟ |
| رنا: لَا، أُخْتِي لَا تُشْبِهُنِي. هِيَ قَصِيرَةٌ، طُولُهَا ١٦٠ سَنْتِيمِتْرًا. شَعْرُهَا بُنِّيٌّ وَنَاعِمٌ، وَعَيْنَاهَا بُنِّيَتَانِ. تُحِبُّ أنْ تلبِسَ فَسَاتِينَ طَوِيلَةٍ وَوِشَاحٍ جَمِيلٍ. |
| آدم: وَمَنْ الأَكْبَرُ سِنًّا؟ أَنْتِ أَمْ أُخْتُكِ؟ |
| رنا: أُخْتِي أَكْبَرُ مِنِّي، وَأَنَا أَصْغَرُ مِنْهَا، لَكِنَّنِي أَكْبَرُ مِنْ أَخِي |
| آدم: وَمَاذَا عَنْ وَالِدَيْكِ؟ هَلْ تشْبِهينهما؟ |
| رنا: أُشبِهُ وَالِدِي قَلِيلًا. هُوَ مُتَوَسِّطُ الطُّولِ وَشَعْرُهُ أَشْيَبُ. يُحِبُّ أنْ يلبسَ مِعْطَفٍ بُنِّيٍّ فِي الشِّتَاءِ. أَمَّا وَالِدَتِي فَهِيَ مُتَوَسِّطَةُ الطُّولِ أَيْضًا، وَبَشَرَتُهَا سَمْرَاءُ. تَلْبَسُ الحِجَابَ دَائِمًا بِأَلْوَانٍ جَمِيلَةٍ. |
| آدم: عَائِلَتُكِ رَائِعَةٌ، ما شاء الله |
| رنا: شُكْرًا يَا آدَم. وَأَنْتَ، مَاذَا عَنْ عَائِلَتِكَ؟ |
| آدم: أسرتي صَغيرَة. لَدَيَّ أُخْتٌ وَاحِدَةٌ وَوَالِدي ووالِدَتي |
| رنا: هَل تُشبِهُكَ أُخْتَكَ؟ |
| آدم: أُخْتِي لَا تُشْبِهُنِي؛ هِيَ أَطْوَلُ مِنِّي، وَشَعْرُهَا طَوِيلٌ وَمُجَعَّدٌ، وَعَيْنَاهَا زَرْقَاوَانِ. تُحِبُّ ارْتِدَاءَ الجِينْزِ وَالقُمُصَانِ الزَهَريَّة. |
| رنا: وَماذا عن وَالِدَاكَ؟ |
| آدم: وَالِدِي طَوِيلٌ وَنَحِيفٌ. شَعْرُهُ أَسْوَدُ وَقَصِيرٌ. يُحِبُّ أن يلبسَ السُّتْرَةِ الرَّسْمِيَّةِ. أَمَّا وَالِدَتِي فَهِيَ مُتَوَسِّطَةُ الطُّولِ، وَشَعْرُهَا بُنِّيٌّ. تُحِبُّ أن تلْبِسَ العباءَة. |
| رنا: عَائِلَتُكَ أَيْضًا جَمِيلَةٌ |
| آدم: شُكْرًا يَا رَنَا. أُحِبُّ الكَلامَ مَعَكِ |
| رنا: وَأَنَا أَيْضًا |
Activity
Query \(\PageIndex{1}\)
Query \(\PageIndex{2}\)
Query \(\PageIndex{3}\)
Check Your Understanding
- Convert the dialog into text. Convert the conversation into a continuous written narrative and a coherent paragraph.
- Translate the dialog to English.
- Write a short paragraph describing two family members using the vocabulary and grammar from the dialog and the vocabulary section.
Example:
"أخي طويل وشعره أسود وكثيف. يحب ارتداء قميص رياضي وبنطلون أسود. أختي قصيرة، وشعرها بني وناعم. أختي أكبر مني، لكنني أطول منها."
- In pairs, take turns describing your family members to each other. You can ask follow-up questions such as:
- من أطول: أخوك أم أختك؟ (Who is taller: your brother or your sister?)
- هل يشبهك والدك؟ (Does your father resemble you?)
- Choose a picture of a family or individuals. Then, describe their appearance using vocabulary as the dialogue.
Role-plays
- Role-play: At the Clothing Store
In this role-play, one student is a customer shopping for clothes, and the other is a sales assistant helping them choose outfits. The customer describes what he or she is looking for, including colors, sizes, and types of clothing. The salesperson recommends items based on the customer's appearance.
- Role-play: Describing a Family Member
Two students talk about their family members and describe their personal appearance. Student A: Ask about Student B’s family members, and Student B will respond with the details.
- Role-play: Guess Who
One student describes a famous person based on their personal appearance, and the other student guesses who they are. One student describes the person's height, hair, eyes, and clothing; the other should guess who the person is.
- Role-play: Describing a Missing Person/Friend
One student describes a lost person to a police officer, focusing on their personal appearance and clothing. One student can describe the missing person, and the other will ask questions to get more information.