6.6: Listening and Speaking
- Page ID
- 278250
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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:
- Understand and use the past tense in a conversational context related to shopping and city life.
- Develop speaking and listening skills by discussing personal experiences and transitioning between past and present.
- Familiarize students with famous locations in Cairo, such as Khan El-Khalili and Souq Al-Ataba, to enhance cultural understanding.
Dialog سامي وآدم في القاهرة
In this dialogue, Adam and Sami talk about Sami’s recent visit to the market in Cairo. They discuss what he bought, his experience in the city, and his journey from studying at university to working and living in Cairo. The conversation helps students practice using the past tense and talking about personal experiences.
| الحوار |
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آدم: مَرْحَبًا يَا سَامِي! سَمِعْتُ أَنَّكَ زُرْتَ القَاهِرَةَ الأُسْبُوعَ المَاضِي. كَيْفَ كَانَتِ الزِّيَارَةُ؟ |
| سَامِي: نَعَمْ، زُرْتُ القَاهِرَةَ مَعَ أَخِي، وَذَهَبْنَا لِلتَّسَوُّقِ فِي أَسْوَاقِ القَاهِرَةِ القَدِيمَةِ وَالجَمِيلَةِ، وَزُرْنَا سُوقَ خَانِ الخَلِيلِي، وَكَانَ رَائِعًا. لَكِنَّنَا تَأَخَّرْنَا فِي العَوْدَةِ بِسَبَبِ الِازْدِحَامِ الشَّدِيدِ |
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آدَمُ: هَذَا رَائِعٌ! مَاذَا اِشْتَرَيْتَ مِنْ هُنَاكَ؟ |
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سَامِي: اِشْتَرَيْتُ مَلَابِسَ جَدِيدَةً، وَاشْتَرَى أَخِي هَدَايَا لِأَصْدِقَائِهِ فِي أَمْرِيكَا. |
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آدَمُ: هَلْ كُنتَ تَعِيشُ فِي القَاهِرَةِ مِنْ قَبْلِ؟ |
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سَامِي: لَا، وُلِدْتُ فِي القَاهِرَةِ، وَلَكِنَّنِي نَشَأْتُ فِي مَدِينَةِ نِيُويُورْك فِي الوِلَايَاتِ المُتَّحِدَةِ الأَمْرِيكِيَّةِ، وَاِنْتَقَلْتُ إِلَى مَدِينَةِ لُوسْ أَنْجِلُوس عِنْدَمَا بَدَأْتُ دِرَاسَتِي الجَامِعِيَّةَ. |
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آدَمُ: فِي أَيِّ جَامِعَةٍ دَرَسْتَ؟ |
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سَامِي: اِلْتَحَقْتُ بِجَامِعَةِ كَالِيفُورْنِيَا فِي لُوسْ أَنْجِلُوس، وَدَرَسْتُ التِّجَارَةَ. |
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آدَمُ: وَهَلْ نَجَحْتَ فِي دِرَاسَتِكَ؟ |
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سَامِي: نَعَمْ، وَالحَمْدُ لِلَّهِ، تَخَرَّجْتُ قَبْلَ ثَلَاثِ سَنَوَاتٍ، وَبَعْدَهَا حَصَلْتُ عَلَى وَظِيفَةٍ فِي وَولْ سْتِرِيت، وَعُدْتُ إِلَى مَدِينَةِ نِيُويُورْك. |
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آدَمُ: مَا شَاءَ اللَّهُ! وَلِمَاذَا أَنْتَ فِي القَاهِرَةِ؟ |
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سَامِي: بِصَرَاحَةٍ، عَادَ وَالِدِي وَوَالِدَتِي إِلَى مِصْرَ فِي السَّنَةِ المَاضِيَةِ، وَالآنَ أَنَا وَأَخِي نَزُورُ وَالِدِي وَوَالِدَتِي فِي بَيْتِ العَائِلَةِ فِي القَاهِرَةِ. |
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آدَمُ: يَا سَلَامُ! وَهَلْ تَعِيشُ وَحْدَكَ الآنَ فِي مَدِينَةِ نِيُويُورْك؟ |
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سَامِي: لَا، السَّنَةُ المَاضِيَةُ، تَزَوَّجْتُ، وَالآنَ أَعِيشُ مَعَ زَوْجَتِي فِي شَقَّةٍ صَغِيرَةٍ فِي بُرُوكْلِين. وَأَنْتَ أَيْنَ وُلِدْتَ؟ |
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آدَمُ: وُلِدْتُ فِي مَدِينَةِ تَامْبَا فِي وِلَايَةِ فْلُورِيدَا فِي الوِلَايَاتِ المُتَّحِدَةِ الأَمْرِيكِيَّةِ، وَلَكِنَّنِي أَعِيشُ فِي القَاهِرَةِ مُنْذُ خَمْسِ سَنَوَاتٍ لأنني أعملُ هناك، وَأَشْعُرُ أَنَّنِي أَصْبَحْتُ مِنْ أَهْلِ القَاهِرَةِ. |
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سَامِي: بِالتَّأْكِيدِ! وَهَلْ تَتَحَدَّثُ اللُّغَةَ العَرَبِيَّةَ بِطَلَاقَةٍ؟ |
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آدَمُ: نَعَمْ، بِالتَّّأكيد. |
| سامي: ماذا تفْعلُ في مدينةِ نيويورك؟ |
| آدم: أنا في زيارة عمل وسأزور مدينة بوسطن الأسبوعَ القادم، هَلْ تُرِيدُ أَنْ تَأْتِيَ مَعِي؟ |
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سَامِي: بِالطَّبْعِ! أحبُّ أن أزورَ مدينةَ بوسطن دائماً. |
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 dialogue into English.
- Chosse 8 of the questions, answer them, and write the answers in your notebook.
- أين ذهب سامي مع أخيه في القاهرة؟ وماذا فعلا هناك؟
- لماذا تأخر سامي وأخوه في العودة من السوق؟
- ماذا اشترى سامي وأخوه من السوق؟
- أين وُلِدَ سامي؟ وأين نشأ؟
- لماذا انتقل سامي إلى مدينة لوس أنجلوس؟
- ما التخصص الذي درسه سامي؟ وفي أي جامعة؟
- ماذا فعل سامي بعد تخرجه؟ وأين عمل؟
- لماذا عاد سامي إلى القاهرة؟
- أين يعيش سامي الآن؟ ومع من؟
- أين وُلِدَ آدم؟ وأين يعيش الآن؟
- ماذا يخطط آدم لفعله الأسبوع القادم؟
- كيف رد سامي على دعوة آدم لزيارة بوسطن؟
Role-plays
Student Practice Instructions
- Pair up with a partner and select a role-play.
- Act out the conversation naturally, asking and answering questions.
- Use expressions related to travel, shopping, and daily life.
- Switch roles and practice again.
- Reflect on new words and structures learned.
Role-play: Shopping in Morocco
One student is a tourist visiting Morocco for the first time, and the other is a local shop owner at the Grand Bazaar. The tourist is looking for clothes and souvenirs and asks about prices and bargaining tips. The shop owner recommends traditional Moroccan items, including scarves, jewelry, and spices. They discuss prices, quality, and strategies for negotiation.
Role-play: A Job Interview in Dubai
One student is a recent graduate applying for a job at a company in Dubai, and the other is the hiring manager. The manager asks about the candidate’s education, skills, and previous experience. The candidate explains their qualifications and why they are interested in working in Dubai. The interviewer asks follow-up questions about their ability to adapt to a multicultural environment and then decides whether to extend an offer.
Role-play: Visiting Family in Amman
One student is returning to Amman, Jordan, after living abroad for many years, and the other is a family member welcoming them back. They discuss life differences between Amman and the foreign country, talk about Jordanian food, and share childhood memories. The family member asks about daily life, work, and the possibility of moving back to Amman.
Role-play: Planning a Trip to Syria
One student is planning a trip to Syria and invites a friend to join them. The other student is undecided and asks about the itinerary. The first student explains plans to visit Damascus, the oldest capital in history, the museums, and the Umaid Mosque. They also discuss the weather, budget, and local food. The second student decides whether to go or not.
Role-play: A Reunion in Beirut
One student is a former Beirut resident who moved to Paris years ago, and the other is an old friend still living in Beirut. They run into each other by chance and catch up. The friend from Beirut asks about life in France, work, and if they miss Lebanon. They talk about past memories, places they used to visit, and the possibility of meeting again.