مُرَاجَعَة ١: لِنَتَعَارَفْReview 1: Let's Get to Know Each Other
Assessment Overview
Chapter 5 is an assessment chapter. It introduces no new language systems. Every task draws exclusively on vocabulary, grammar, pronunciation, and script that were activated in Chapters 1–4. Your job is to bring those systems together and show what you can do with them in realistic communication.
The chapter is organized as four graded tasks (listening, reading, writing, speaking) followed by a portfolio task and a self-assessment checklist. Complete the warm-up review first to confirm which areas you feel confident in and which may need a final look before the main tasks.
Unit I at a Glance — Systems This Assessment Covers
| Chapter | Core systems assessed |
|---|---|
| Ch. 1 | Greetings and leave-takings; name exchange; أَنَا, أَنْتَ, أَنْتِ; nominal sentences with هَذَا / هَذِهِ; basic questions مَا اسْمُكَ؟; first letter families (alif group); short vowels اَ، اِ، اُ. |
| Ch. 2 | Classroom vocabulary; second letter group; definiteness with الـ; singular gender and adjective agreement; هَلْ questions; clarification phrases; numbers 0–10; shadda, sukūn, tanwīn. |
| Ch. 3 | Final letter group (all 28 letters complete); nationality adjectives; origin questions مِنْ أَيْنَ؟; prepositions مِنْ and فِي; third-person pronouns هُوَ / هِيَ; language names; question words مَنْ، مَا، أَيْنَ، أَيّ، كَمْ; numbers 11–20. |
| Ch. 4 | Hamza and special letter forms; family vocabulary; possession with ـِي، ـكَ، ـكِ and other suffixes; construct state (إِضَافَة); broken and sound plurals; عِنْدِي for possession; description of people and relationships. |
What You Are Assessed On
Unit I Assessment Outcomes — You demonstrate that you can:
- Greet someone appropriately for time of day, exchange names, and take leave naturally.
- Identify, describe, and name classroom objects, using the definite article and adjective agreement correctly.
- Ask and answer questions about origin, nationality, current residence, and languages spoken.
- Introduce yourself and another person, using أَنَا, أَنْتَ / أَنْتِ, and هُوَ / هِيَ correctly.
- Describe family members and close relationships, using family vocabulary, construct phrases, and possessive suffixes.
- Write all 28 Arabic letters in correct joined form, with appropriate vocalization for given words.
- Read a short vocalized or partially vocalized passage and answer comprehension questions.
- Produce a short written self-introduction and a family description, showing accurate gender agreement, definite article use, and possessive suffixes.
- Participate in a short spoken exchange covering identity and personal information.
Assessment Scenario
The Arabic Language Institute has asked every student to contribute a short profile to the new intake booklet — a small printed guide that all students and instructors receive at the start of term. The booklet will include each student's name, origin, current residence, languages spoken, and a brief description of one family member. The institute's social coordinator has also arranged a final welcome conversation event at which students will introduce themselves to a small group, including an Arabic-speaking guest.
- The four assessment tasks mirror the skills this booklet and conversation event require: listening (understanding others' profiles), reading (reading fellow students' introductions), writing (producing your own profile entry), and speaking (introducing yourself and a family member).
- All tasks use only language from Chapters 1–4. You have everything you need.
Vocabulary Recycling
Match each Arabic word or phrase in the left column with its correct English meaning in the right column. Write the letter of the correct answer. Check your answers before moving to the assessment tasks.
Items draw from all four chapters.
| # | Arabic | Your answer | Options |
|---|---|---|---|
| 1 | أُسْتَاذَة | ____ |
a. classroom b. telephone number c. my sister d. female instructor e. he lives f. dictionary g. we are pleased to meet you h. family i. Moroccan (f.) j. from where? |
| 2 | أُخْتِي | ____ | |
| 3 | فَصْل دِرَاسِيّ | ____ | |
| 4 | مِنْ أَيْنَ؟ | ____ | |
| 5 | قَامُوس | ____ | |
| 6 | رَقْم الهَاتِف | ____ | |
| 7 | تَشَرَّفْنَا | ____ | |
| 8 | عَائِلَة | ____ | |
| 9 | مَغْرِبِيَّة | ____ | |
| 10 | يَسْكُن | ____ |
Script Check
The following tasks confirm your control of the 28-letter alphabet, joining rules, and key diacritics before you move to assessed writing.
Name the letter or describe the diacritical mark shown in each example.
- The two letters in this word that look similar but differ by a dot: بَيْت
- The special combined shape formed when ل joins ا: write the ligature.
- The diacritical mark above the ك in كِتَاب — name it and state what vowel it represents.
- The mark in مُدَرِّس that signals a doubled consonant — name it.
- The letter ة found at the end of طَالِبَة — name it and explain how it differs from plain ه.
The following words are shown with their letters separated. Write each word as a correctly joined Arabic word. Then write its meaning.
| # | Separated letters | Joined word | Meaning |
|---|---|---|---|
| 1 | أ ـ خ ـ و | ______ | ______ |
| 2 | م ـ د ـ ر ـ س ـ ة | ______ | ______ |
| 3 | ع ـ ا ـ ئ ـ ل ـ ة | ______ | ______ |
| 4 | ج ـ ا ـ م ـ ع ـ ة | ______ | ______ |
Grammar Warm-Up
Choose the correct form of the word in parentheses.
- هِيَ طَالِبَة (مِصْرِيّ / مِصْرِيَّة).
- هُوَ أُسْتَاذ (لُبْنَانِيّ / لُبْنَانِيَّة).
- هَذَا (كِتَاب / كِتَابَة) جَدِيد. (a new book)
- هَذِهِ (قَلَم / طَاوِلَة) كَبِيرَة. (a large table)
- A male speaker says: أَنَا (كَنَدِيّ / كَنَدِيَّة).
Fill each blank with the correct pronoun or possessive suffix.
- ______ مِنْ أَيْنَ؟ (asking a female classmate)
- هَذِهِ أُمِّي. ______ مِصْرِيَّة. (She is Egyptian.)
- اسْم______ كَرِيم. (His name is Karim.)
- ______ عِنْدِي أَخٌ وَأُخْت. (I have a brother and sister.)
- مَا اسْم______؟ (asking a male friend)
Each pair of words can form a construct phrase. Write the correct construct phrase and give its English meaning. Remember: the first noun loses the article and tanwīn inside an iḍāfa; no الـ or tanwīn on the first noun.
| # | Word 1 | Word 2 | Construct phrase | English |
|---|---|---|---|---|
| 1 | اسْم | المُدَرِّس | ______ | ______ |
| 2 | كِتَاب | اللُّغَة | ______ | ______ |
| 3 | بَيْت | العَائِلَة | ______ | ______ |
| 4 | رَقْم | الهَاتِف | ______ | ______ |
Listening
Ask your instructor, a partner, or a text-to-speech tool to read the three short student-profile texts below aloud, at a steady pace, twice through. Listen without reading along on the first pass. On the second pass, take brief notes. Then answer the comprehension questions that follow.
Listening scripts — read aloud, do not show to learner during listening
١. اسْمِي سَارَة. أَنَا مِنَ الأُرْدُنّ، مِنْ مَدِينَة عَمَّان. أَسْكُن فِي عَمَّان أَيْضًا. أَتَكَلَّم العَرَبِيَّة وَقَلِيلًا مِنَ الإِنْجِلِيزِيَّة. عِنْدِي أَخٌ كَبِير وَأُخْتٌ صَغِيرَة.
٢. أَنَا يُوسُف. أَنَا عِرَاقِيّ، مِنْ بَغْدَاد. أَسْكُن الآن فِي عَمَّان. أَتَكَلَّم العَرَبِيَّة وَالإِنْجِلِيزِيَّة. أَبِي مُدَرِّس وَأُمِّي طَبِيبَة.
٣. اسْمِي لَيْلَى حَسَن. أَنَا مِنَ المَغْرِب، لَكِنِّي أَسْكُن فِي الأُرْدُنّ. أَتَكَلَّم العَرَبِيَّة وَالفَرَنْسِيَّة وَالأَمَازِيغِيَّة. عِنْدِي أَخَوَان وَأُخْت.
Comprehension questions
- Where is Sara from, and where does she currently live?
- How many siblings does Sara have? Describe each one briefly.
- What two languages does Yusuf speak?
- What are Yusuf's parents' professions?
- Layla mentions three languages. What are they?
- Where is Layla from, and where does she currently live?
- How many brothers does Layla have? What Arabic word does she use?
Reading
Read the following intake-booklet excerpt and the short classroom notice. Then answer the comprehension questions and complete the form.
مِنْ نَشْرَة المَعْهَد الجَدِيدَة — From the new institute newsletter
اسْمِي كَمَال الصَّلَاحِيّ. أَنَا أُرْدُنِيّ، مِنَ العَاصِمَة عَمَّان. أَسْكُن فِي حَيّ الرَّابِيَة. أَتَكَلَّم العَرَبِيَّة وَالإِنْجِلِيزِيَّة. عِنْدِي ثَلَاثَةُ أَوْلَاد: وَلَدَان وَبِنْت وَاحِدَة. زَوْجَتِي مُدَرِّسَة فِي مَدْرَسَة ابْتِدَائِيَّة.
إِعْلَان فِي الفَصْل — Classroom notice
مَرْحَبًا بِكُلِّ الطُّلَّاب الجُدُد!
مَوْعِد الاجْتِمَاع: السَّاعَة التَّاسِعَة صَبَاحًا، يَوْم الأَحَد.
الغُرْفَة رَقْم: ١٢
مُدِير المَعْهَد: الدُّكْتُور عَمَر حَسِين
Comprehension questions
- مَا اسْم الشَّخْص فِي النَّشْرَة؟ (What is the name of the person in the newsletter?)
- مِنْ أَيْنَ هُوَ؟
- How many children does Kamal have? What are they?
- What is his wife's profession?
- What room number is given in the classroom notice?
- What time is the meeting? Write out the time in English.
- What title does the institute director carry? What Arabic word indicates his academic rank?
Complete the registration form
Using only information from Kamal's profile above, fill in the form in Arabic.
الاسْم: ___________________________
الجِنْسِيَّة: ___________________________
مَدِينَة السَّكَن: ___________________________
اللُّغَات: ___________________________
عَدَد الأَوْلَاد: ___________________________
Writing
Write your intake-booklet entry. Your profile must include all five sections below, in Arabic script, with correct vocalization where expected. Use only language from Chapters 1–4. Aim for six to eight connected sentences.
Section 1 — الهُوِيَّة: Your full name, your nationality (correct gender form), and the country you are from.
Section 2 — السَّكَن: The city or country where you currently live.
Section 3 — اللُّغَات: The language(s) you speak and what you are studying.
Section 4 — العَائِلَة: Describe two or three family members. Use at least one construct phrase and one possessive suffix.
Section 5 — التَّوَاصُل: Your telephone number or email address, written in Arabic.
قَائِمَة المُرَاجَعَة — Editing checklist before you hand in:
- My nationality adjective matches my gender.
- I used مِنْ for origin and فِي for current residence.
- Every noun in a construct phrase has no الـ and no tanwīn on the first noun.
- My possessive suffixes are correctly attached (e.g., أُمِّي، أَبِي، أَخِي).
- My adjectives agree in gender with the nouns they describe.
- All letters are correctly formed and joined, right to left.
- The لا ligature appears wherever ل is immediately followed by ا.
- تَاء مَرْبُوطَة is correctly written on feminine nouns (طَالِبَة، مُدَرِّسَة, etc.).
| Criterion | Full marks | Partial | Needs work |
|---|---|---|---|
| Task completion | All 5 sections present | 3–4 sections present | Fewer than 3 sections |
| Script accuracy | All letters correctly formed and joined | Minor joining errors | Frequent errors |
| Gender agreement | Consistent throughout | 1–2 errors | Systematic errors |
| Possessive suffixes | Correctly attached | 1 error | Absent or wrong |
| Construct state | At least one correct iḍāfa | Attempt with minor error | Not attempted |
| Vocabulary range | Varied; draws on all 4 chapters | Limited to 1–2 chapters | Formulaic only |
Speaking
This task has three parts. Parts A and B may be done with a partner; Part C has a solo alternative for independent learners.
Part A — Greeting and introduction (2–3 minutes)
Greet your partner appropriately for the time of day. Exchange full introductions: name, origin, current residence, and languages. React naturally when you hear your partner's information. End the exchange with an appropriate leave-taking.
Minimum language required: time-appropriate greeting, أَنَا for self-introduction, مِنْ أَيْنَ؟ or أَيْنَ تَسْكُن؟ as a question, أَتَكَلَّم for languages.
Part B — Introducing a family member (2 minutes)
Tell your partner about one family member: their relationship to you, their name if you wish, their nationality, and what they do. Use هُوَ or هِيَ correctly. Your partner will ask at least one follow-up question about this person.
Minimum language required: one family-relationship word, هُوَ / هِيَ, a nationality adjective in correct gender, and a description or profession.
Part C — Solo alternative
Record a 90-second audio or video introduction covering Parts A and B as a monologue. Then record a 30-second second segment in which you introduce one family member to an imagined listener, using هُوَ or هِيَ correctly throughout.
| Criterion | Full marks | Partial | Needs work |
|---|---|---|---|
| Task completion | All parts addressed | Most parts addressed | Major omissions |
| Comprehensibility | Consistently clear | Mostly clear; 1–2 unclear moments | Frequently unclear |
| Pronoun accuracy | هُوَ / هِيَ always correct | 1 error | Confused throughout |
| Gender agreement | Nationality adjectives consistent | 1–2 slips | Systematic errors |
| Pronunciation | ع، غ، ق distinguishable | Some difficulty | Frequently unclear |
| Interaction | Responds naturally to partner | Responds with some hesitation | Scripted only |
Portfolio Task
مُهِمَّة المَلَفّ
بِطَاقَة تَعَارُف كَامِلَةComplete Introduction Card
Collect the four items below into a single portfolio entry that you will keep as evidence of your Unit I achievement. These may be handwritten, typed, or both, depending on your instructor's guidance.
- Written profile: Your final, edited version of the writing task from Task 3, corrected after checking it against the editing checklist.
- Family description: A separate paragraph of three to four sentences about your family, using at least two different possessive suffixes, at least one construct phrase, and at least one adjective in correct gender agreement.
- Self-introduction script: A written version of what you said (or would say) in Task 4, Part A — three to five sentences covering greeting, name, origin, residence, and languages.
- Alphabet confirmation: Write the full Arabic alphabet in order, in your own handwriting, in isolated form, adding one example word for each letter introduced across Chapters 1–3.
Assessment focus: Cumulative integration of all Unit I systems — script, vocabulary, grammar, and communication — presented as a coherent personal document.
Self-Assessment
Use this checklist honestly. Mark each item with ✓ (I can do this confidently), ~ (I can do this most of the time), or ✗ (I need more practice). This is for your own planning — it is not collected or graded.
مُقَيِّمَة الذَّات — Can I do this?
| Skill | ✓ | ~ | ✗ |
|---|---|---|---|
| Greet someone and say goodbye appropriately for the time of day | ○ | ○ | ○ |
| Give my name and ask for someone else's name | ○ | ○ | ○ |
| Name 10 or more classroom objects with correct gender and definite article | ○ | ○ | ○ |
| Ask and answer where someone is from (origin and residence) | ○ | ○ | ○ |
| Use هُوَ and هِيَ correctly | ○ | ○ | ○ |
| State my nationality with correct masculine or feminine adjective | ○ | ○ | ○ |
| Name the languages I speak using correct article | ○ | ○ | ○ |
| Use possessive suffixes: ـِي، ـكَ، ـكِ، ـهُ، ـهَا | ○ | ○ | ○ |
| Form a correct construct phrase (iḍāfa) without article on the first noun | ○ | ○ | ○ |
| Describe a family member's name, relationship, and nationality | ○ | ○ | ○ |
| Write all 28 Arabic letters correctly in joined form | ○ | ○ | ○ |
| Read a short vocalized or partially vocalized text aloud | ○ | ○ | ○ |
| Pronounce ع distinctly from أ, and ق from ك | ○ | ○ | ○ |
| Count from 0 to 20 in Arabic | ○ | ○ | ○ |
Any item marked ✗ or ~ is worth revisiting before moving to Unit II. The chapter number in the table below shows where to find the original instruction.
| Skill area | Review in |
|---|---|
| Greetings and leave-takings | Chapter 1 |
| Classroom vocabulary, gender, definite article | Chapter 2 |
| Script — first two letter groups | Chapters 1–2 |
| Third pronoun, nationality, origin, question words, final letters | Chapter 3 |
| Possessive suffixes, construct state, family, plurals, hamza | Chapter 4 |
Answer Key
Closed-response items have stable answers listed below. Open-ended tasks (writing and speaking) are assessed against the rubrics above; model language is provided where helpful.
Warm-Up A — Vocabulary matching
1-d 2-c 3-a 4-j 5-f 6-b 7-g 8-h 9-i 10-e
Warm-Up B — Letter identification
- ب (bāʾ, no dot below) and ت (tāʾ, two dots above) — same base shape, distinguished by dots.
- The ligature is لا.
- The mark is kasra (كَسْرَة); it represents the short vowel /i/.
- The mark is shadda (شَدَّة); it signals that the consonant is doubled.
- تَاء مَرْبُوطَة (tāʾ marbūṭa): it is a feminine marker that looks like ه with two dots; unlike plain ه, it consistently signals feminine grammatical gender.
Warm-Up C — Read and join
- أَخُو — brother (note: isolated أَخ in ordinary use; here joining practice yields the connected stem)
- مَدْرَسَة — school
- عَائِلَة — family
- جَامِعَة — university
Warm-Up D — Gender agreement
1. مِصْرِيَّة 2. لُبْنَانِيّ 3. كِتَاب 4. طَاوِلَة 5. كَنَدِيّ
Warm-Up E — Pronoun and possessive review
1. مِنْ أَيْنَ أَنْتِ؟ 2. هِيَ مِصْرِيَّة. 3. اسْمُهُ كَرِيم. 4. أَنَا عِنْدِي أَخٌ وَأُخْت. 5. مَا اسْمُكَ؟
Warm-Up F — Construct state
- اسْم المُدَرِّس — the teacher's name / the name of the teacher
- كِتَاب اللُّغَة — the language book / the book of language
- بَيْت العَائِلَة — the family home / the house of the family
- رَقْم الهَاتِف — the telephone number (already a fixed construct; confirm the form is unchanged)
Task 1 — Listening comprehension
- Sara is from Jordan, from Amman; she also lives in Amman.
- She has two siblings: one older brother and one younger sister.
- Yusuf speaks Arabic and English.
- His father is a teacher; his mother is a doctor (طَبِيبَة).
- Layla speaks Arabic, French, and Amazigh.
- She is from Morocco but lives in Jordan.
- She has two brothers; the Arabic word is أَخَوَان (the dual of أَخ).
Task 2 — Reading: comprehension questions
- كَمَال الصَّلَاحِيّ (Kamal al-Ṣalāḥī).
- He is from Jordan, from Amman (أُرْدُنِيّ، مِنْ عَمَّان).
- Three children: two boys (وَلَدَان) and one girl (بِنْت وَاحِدَة).
- His wife is a teacher in a primary school (مُدَرِّسَة).
- Room 12 (١٢).
- 9 o'clock in the morning (السَّاعَة التَّاسِعَة صَبَاحًا).
- The title is دُكْتُور (Doctor / Dr.), indicating academic or professional rank.
Task 2 — Registration form (model answers)
الاسْم: كَمَال الصَّلَاحِيّ | الجِنْسِيَّة: أُرْدُنِيّ | مَدِينَة السَّكَن: عَمَّان | اللُّغَات: العَرَبِيَّة وَالإِنْجِلِيزِيَّة | عَدَد الأَوْلَاد: ثَلَاثَة (وَلَدَان وَبِنْت)
Tasks 3 and 4 — Writing and Speaking
Personal answers will vary. Assess against the rubric tables provided with each task. The following is an example model writing entry for reference.
Model writing entry (female learner from Canada, living in Amman)
اسْمِي آنَا تَايْلَر. أَنَا كَنَدِيَّة، مِنْ مَدِينَة تُورُنْتُو. أَسْكُن الآن فِي عَمَّان. أَتَكَلَّم الإِنْجِلِيزِيَّة، وَأَدْرُس العَرَبِيَّة فِي المَعْهَد. عِنْدِي أَخٌ كَبِير وَأُخْتٌ صَغِيرَة. اسْم أَخِي مَارْك، وَهُوَ مُهَنْدِس. أُمِّي مُدَرِّسَة. رَقْم هَاتِفِي: صِفْر سَبْعَة، ثَلَاثَة، سِتَّة، تِسْعَة.
This model uses: nationality adjective in feminine form, مِنْ and فِي correctly distinguished, عِنْدِي for possession, اسْم أَخِي as a construct phrase with possessive suffix, هُوَ for third-person reference, and a phone number in Arabic words.
Looking Ahead
مَا تَسْتَطِيعُ فِعْلَهُ الآن — What you can do now
By completing Unit I you have established the operating core for everything that follows in this volume. You can read, write, and type all 28 Arabic letters. You can greet, introduce yourself and others, describe your origin and residence, exchange contact details, name languages, and describe your family in connected, grammatically grounded sentences. You have a working knowledge of gender, definiteness, adjective agreement, pronouns, possessive suffixes, and the construct state — the foundations of the Arabic nominal system.
مَلَفّ الوَحْدَة الأُولَى — Unit I Portfolio
Your portfolio entry from the Portfolio Task is your primary record of Unit I achievement. File it now. You will be asked to build on it progressively across the volume. By Chapter 20, your complete portfolio will demonstrate your full A2 development — and your Unit I entry will be the foundation it stands on.