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Arabic Language, Basic, Part III (NCAA Approved)

Open to: Grades 7 - 12

Eligibility: CTY-level or Advanced CTY-level math or verbal score required

Prerequisites: Successful completion of Arabic Language, Basic, Part II or placement test

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

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

Recommended School Credit: One-half academic year

Course Code: AR13

Course Description


This course is a continuation of Arabic Language, Basic Part II. Besides learning formal Arabic, students will be introduced to some words and phrases that are common in certain Arabic dialects. Students will continue to learn how to distinguish differences between standard Arabic and the Arabic that is spoken in various Arabic countries. By the end of the course, students will gain a proficiency level in Arabic, by engaging in the following activities:

  • Read texts to become more familiar with the Arabic culture.
  • Develop linguistic proficiency in listening, speaking, reading, writing and grammar.
  • Learn the meaning of new words from vocabulary and cultural context.
  • Take virtual class tours into Arabic countries to learn about individual countries, their locations, history, food, and unique places to visit.
  • Become more familiar with Arabic culture, and learn about Arabic customs, including how to deal with people.
  • Learn more about Arabic families.
  • Learn about the diversity of the Arabic cultures through literature, proverbs, and song lyrics.    

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 ET and PT). 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.

This course has synchronous virtual class meetings and students will also schedule one-on-one virtual meetings directly with the instructor and teaching assistant. View the schedule for class meeting times. Meetings will be recorded for students who are unable to attend due to scheduling conflicts.

Virtual classrooms, and student activities in the classroom, may be recorded and added to the course as an ongoing asset for all class students to review. Students may be invited to interact in CTY community spaces that include students and instructors and potentially specially invited guests that are not enrolled in their course. Videos from YouTube or other web providers may be present in the course. Video recommendations or links provided at end of videos are generated by the video host provider and are not CTY recommendations. Student contributions (e.g., projects, forum posts, etc.) may remain in the course after the student completes the course. These artifacts may be preserved to showcase student work or to continue important conversations.

Materials Needed

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

A textbook and workbook are also required for this course:

Ahlan Wa Sahlan: Functional Modern Standard Arabic for Beginners by Mahdi Alosh revised with Allen Clark (Book, DVD, & CD) (Arabic Edition) [Hardcover] (Second Edition, Yale University Press, 2009)

Ahlan Wa Sahlan: Functional Modern Standard Arabic for Beginners: Sound and Script Workbook by Mahdi Alosh (Yale University Press, 2009)

Suggested Resource Material (not required): Oxford Picture Dictionary English/Arabic

Detailed Course Information

Course Details

1. Objectives from immediate environment

2. Expressing possession

3. Colloquial Arabic

4. Attached Pronouns

5. Describing National and Regional affliction

6. More about relative nouns

7. Gender in Arabic Nouns

8. Familiar objects in school

9. More about Hamza

10. Diacritical marks

11. The Madda

12. The Tanwin

13. The Sukun

14. The Short Alif ( alif al-maqsoura)

15. Phonological Variation

16. The Coordinating Particle

17. Demonstrative: Gender Agreement

18. Contrasting the particle (lakin)

19. The strong version of Contrasting the particle (lakinna)

20. The weak version of Contrasting the particle (lakin)

21. Nominal Sentences

22. Negating with (Laisa)

23. Definite and indefinite nouns

24. The Idhafa Structure

25. Suppression of Short vowels

26. More about taa marbouta ?

27. Fruit and vegetables and food names

28. Weather (rain, snow, sunny, windy, thunderstorm…)

29. More about Arabic Countries and Culture


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.

Zoom online virtual classroom
This course uses an online virtual classroom which can be used for instructor-student communication if the student has any questions about the course or curriculum. The classroom works on standard computers with the Zoom desktop client and also tablets or handhelds that support the Zoom Mobile app. Students will need a computer with the Zoom desktop client installed to watch any recorded meetings. The Zoom desktop client and Zoom Mobile App are both available for free download.

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.

This course uses Respondus LockDown Browser proctoring software for designated assessments. LockDown Browser is a client application that is installed to a local computer. Visit the Respondus website for system requirements.

While Chromebook can be used to progress through the course, all exams must be completed on a PC or Mac.



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



"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."