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Arabic Language, Basic, Part II (NCAA Approved)

Open to: Grades 7 - 12

Prerequisites: Qualifying verbal or math score, and successful completion of Arabic Language, Basic, Part I or placement test

Course Format: Session Based. See calendar for session dates and application deadlines.

Course Length: 12 weeks (Fall, Winter, Early Summer, Mid-Summer)

Recommended School Credit: One-half academic year

Course Code: AR12

Course Description

Description

This course is a continuation of Arabic Language, Basic, Part I. By the end of the course, students will gain a proficiency level in Arabic, including speaking, listening, reading, writing, and grammar, by engaging in the following activities:

  • Read texts on familiar topics to become familiar with Arabic culture
  • Learn the meaning of new words from vocabulary and cultural context
  • Introduce and speak about themselves
  • Ask simple questions
  • Initiate conversations and answer daily life questions
  • Distinguish differences between formal and spoken Arabic in various Arabic cultures
  • Take virtual class tours into Arabic countries to learn about individual countries, their locations, history, food, and unique places to visit
  • Appreciate the diversity of Arabic cultures through exposure to customs and literature, such as proverbs, song lyrics, and various texts

Online courses are held twice per week. Students interact with the instructors and other students using Internet-based software. Interactive virtual online sessions are held in the evenings (both EST and PST). A school's need to hold daytime sessions for its students will be honored whenever possible. Separate conversations between each student and the instructor or teaching assistant are arranged individually.

Materials Needed

Students will need a headset with microphone. A microphone with an on-off switch is preferred.

In addition, a textbook is required for this course:

Ahlan wa Sahlan: Letters and Sounds of the Arabic Language. Mahdi Alosh (Author, Editor), Allen Clark (Editor). Yale University Press; 2 Pap/Cdr/ edition (June 23, 2009).


Although an Arabic-English dictionary is not required, it may be useful as a personal reference for the duration of this course.

Detailed Course Information

Course Details

Common greetings

Introducing oneself

Leave taking

More numbers

More vocabulary

Identifying yourself and others

Morning greetings

Asking about well being

Inquiring about and identifying place of origin

Separate pronouns

Attached pronouns

Colloquial Arabic

Subject and predicate

Inquiring about and identifying Arab cities

Arabic States, political system, and capitals

Objects from immediate environment

Expressing possession

Describing national and regional affiliation

The relative noun

Gender in Arabic nouns

 

Technical Requirements

This course requires a properly maintained computer with high-speed internet access and an up-to-date web browser (such as Chrome or Firefox). The student must be able to communicate with the instructor via email. Visit the Technical Requirements and Support page for more details.

This course uses an online virtual classroom for discussions with the instructor. The classroom works on standard computers with the Adobe Connect Add-in or Adobe Flash plugin, and also tablets or handhelds that support the Adobe Connect Mobile appStudents who are unable to attend live sessions will need a computer with the Adobe Connect Add-in or Adobe Flash plugin installed to watch recorded meetings. The Adobe Connect Add-in, Adobe Flash plugin, and Adobe Connect Mobile app are available for free download. Students who do not have the Flash plug-in installed or enabled on their browsers will be prompted to download and install the Adobe Connect add-in when accessing the virtual classroom.

Most course lectures may be viewed on mobile devices, but in some cases assignments and quizzes must be completed on a desktop or laptop computer.

  

 

CTY Online Programs Foreign Language - Comments and Feedback from Students, Parents, and Teachers

Reviews

Quotes:

"My son thoroughly enjoys his Arabic course. In fact, it is his favorite course. The instructor has instilled a passion in him for learning not only the language, but the culture as well! He truly walks around the house speaking Arabic now. I don't understand what he is saying, but I love it!”

"Our family lives in rural America without much way of cultural diversions. When giving my daughter her first JHU CTY catalog, we were surprised but supportive when she picked Arabic. She is now in her 3rd semester and we see her practicing and going to class. However, we have no reference points on really how well she is doing outside of her grades. This all changed the other night.

In the next town over, there is a Greek and Mediterranean restaurant. The waiter, and presumably owner, had a Mediterranean appearance and an indistinguishable accent. When he mentioned he was from Lebanon, I told him that my daughter was learning Arabic. He began to talk with her and she answered quickly. The conversation was over in about 4 sentences but it left the waiter wide eyed. Apparently he used some non-standard conversational words and my daughter followed along and answered appropriately. When he asked me where she was learning Arabic, I told him all about JHU.

I am now talking with my daughter about helping her start an Arabic Club that would meet once month at this restaurant. She is also starting to tutor her 20 year old "cool" cousin on Arabic who has been teaching herself Arabic from a book, but did not know proper pronunciation of the alphabet or words. This too has been very motivational. I would like to say thank you to you and all the JHU CTY staff. You are changing lives!"

"An enthusiastic teacher, engaging presentations and an overwhelming sense of ease and congeniality at class time have made my daughter's foreign language study both meaningful and memorable."