مُرَاجَعَة ٢: يَوْم عَمَلِيّUnit II Assessment: A Working Day
Chapter Objectives
This chapter introduces no new grammar. By its end, you will be able to demonstrate:
- Independent use of location, demonstratives, and adjective agreement to describe a home and neighborhood (Chapter 6).
- Independent use of the imperfect present, subject marking, and time expressions to narrate a daily routine (Chapter 7).
- Independent use of direct objects, quantities, numerals, and requests to order food and drink (Chapter 8).
- Independent use of the dual, expanded plural agreement, comparison, and attached object pronouns to shop for everyday goods (Chapter 9).
- Movement between these systems within a single connected day, without treating each chapter's language as separate from the others.
- Reading a set of linked practical texts — a schedule, a menu, a price list, and a short message — and extracting the information a real errand-runner would need.
- Producing a complete spoken and written account of one working day, combining home, routine, food, and shopping language.
Communication Scenario
It is a Thursday in Amman. Tom has a busy day ahead: he wakes up in his apartment near the institute, follows his usual morning routine, has lunch at a small restaurant near the market, and then stops at the clothing shop from Chapter 9 to pick up the shirt he ordered. In the evening, he writes a short message to his host family describing his day. Nothing in this account requires new grammar — it simply requires moving smoothly among the systems you have already built.
- Before you begin, think through your own day in the same order: where you are, what you do first, what you eat, and what errands you run. Could you narrate it in Arabic right now, using only Chapters 1-9?
- This chapter does not teach anything new. It asks you to show what you can already do, linked together the way real days actually happen.
Unit II Systems Map
Before starting the integrated tasks, review the four systems this assessment draws on. Nothing below is new; each box names the chapter where the system was introduced and the status it holds now — consolidated for independent, communicative use.
Every task in this chapter draws on at least two of these four chapters at once. Watch for the systems as they appear, and notice how naturally they combine in a single connected account.
Cumulative Vocabulary Check
No new vocabulary is presented in this chapter. Use the table below to check your recall of ten high-frequency items from Chapters 6-9 before moving into the integrated tasks. Cover the right-hand column and try to recall the meaning from the Arabic alone.
| Arabic | Source chapter | English meaning |
|---|---|---|
| بَيْت | 6 | house |
| هَذَا / هَذِهِ | 6 | this (masc. / fem.) |
| أَسْتَيْقِظ | 7 | I wake up |
| كُلّ يَوْم | 7 | every day |
| أَطْلُب | 8 | I order / request |
| فِنْجَان قَهْوَة | 8 | a cup of coffee |
| مَحَلّ | 9 | shop |
| أَرْخَص | 9 | cheaper |
| أُرِيدُهُ / أُرِيدُهَا | 9 | I want it (masc. / fem.) |
| قَمِيصَان | 9 | two shirts |
If any item is unfamiliar, return briefly to its source chapter before continuing. This chapter does not reteach vocabulary; it assumes the Chapter 6-9 lists are already under your control.
Listening Station
Ask your instructor, a partner, or a text-to-speech tool to read the following four short exchanges aloud at a moderate pace, drawn from across Unit II. Listen twice without reading along, then answer the questions below.
١. أ: أَيْنَ تَسْكُن؟ ب: أَسْكُن فِي هَذَا البَيْت، قُرْب الجَامِعَة.
٢. أ: مَتَى تَسْتَيْقِظ؟ ب: أَسْتَيْقِظ كُلّ يَوْم فِي السَّاعَة السَّابِعَة.
٣. أ: مَاذَا تَطْلُب؟ ب: أَطْلُب فِنْجَان قَهْوَة وَسَنْدَوِيتْش وَاحِد.
٤. أ: بِكَمْ هَذَا القَمِيص؟ ب: هَذَا القَمِيص أَرْخَص مِنْ ذَلِكَ، وَأُرِيدُهُ.
مُهِمَّة الاسْتِمَاع — Listening task
Identify which Unit II chapter (6, 7, 8, or 9) each exchange draws on, then complete the table with the specific detail given.
| Exchange | Chapter | Key detail |
|---|---|---|
| 1 | ______ | ______ |
| 2 | ______ | ______ |
| 3 | ______ | ______ |
| 4 | ______ | ______ |
Reading Station
Read the four linked practical texts below, each connected to Tom's working day. Then answer the questions that follow. Together they form the kind of everyday reading a resident of Amman handles in a single day.
Text 1 — Tom's schedule note to himself
السَّاعَة السَّابِعَة: أَسْتَيْقِظ فِي البَيْت.
السَّاعَة الثَّانِيَة عَشْرَة: أَتَغَدَّى قُرْب السُّوق.
السَّاعَة الرَّابِعَة: أَذْهَب إِلَى مَحَلّ المَلَابِس.
المَسَاء: أَكْتُب رِسَالَة إِلَى العَائِلَة.
Text 2 — Restaurant menu excerpt
سَنْدَوِيتْش — ٣ دَنَانِير
فِنْجَان قَهْوَة — ١ دِينَار
عَصِير بُرْتُقَال — ٢ دِينَار
سَلَطَة — ٤ دَنَانِير
Text 3 — Shop price tag, revisited from Chapter 9
قَمِيص أَزْرَق — ١٠ دَنَانِير
قَمِيص أَبْيَض — ١٥ دِينَارًا
Text 4 — Tom's evening message to his host family
أَهْلِي الأَعِزَّاء، اسْتَيْقَظْتُ الآن... لَا، أَقْصِد أَسْتَيْقِظ كُلّ يَوْم فِي السَّاعَة السَّابِعَة فِي بَيْتِي القَرِيب مِنَ الجَامِعَة. اليَوْم تَغَدَّيْتُ — أَقْصِد أَتَغَدَّى عَادَةً — قُرْب السُّوق، وَطَلَبْتُ سَنْدَوِيتْش وَقَهْوَة. بَعْد ذَلِكَ ذَهَبْتُ إِلَى مَحَلّ المَلَابِس وَاشْتَرَيْتُ القَمِيص الأَزْرَق لِأَنَّهُ أَرْخَص مِنَ الأَبْيَض. أُحِبُّ عَمَّان كَثِيرًا!
أَسْئِلَة الفَهْم — Comprehension questions:
- أَيْنَ يَسْكُن تُوم؟ (Where does Tom live, according to Text 1?)
- According to Text 2, how many dinars would a sandwich and a cup of coffee cost together?
- According to Text 3, how many dinars did Tom save by choosing the blue shirt instead of the white one?
- Text 4 mixes routine language (Chapter 7) with a few past-tense forms not yet studied productively, such as اشْتَرَيْتُ. Find one example and explain from context what it must mean, without needing its grammar name.
Notice that the four texts above are not four unrelated readings. Together they trace a single day: a schedule, a menu that supports part of that schedule, a price tag that supports another part, and a message that reports on the whole day afterward. Real reading in daily life usually works this way — several short, purpose-built texts that only make full sense together.
Linked Dialogue
Setting: In the evening, Tom's neighbor Samar stops by and asks about his day. The exchange moves through home, routine, food, and shopping language in a single natural conversation.
السِّيَاق: فِي المَسَاء، تَزُور سَمَر، جَارَة تُوم، وَتَسْأَلُهُ عَنْ يَوْمِهِ. يَتَنَقَّل الحِوَار بَيْنَ لُغَة البَيْت وَالرُّوتِين وَالطَّعَام وَالتَّسَوُّق فِي مُحَادَثَة وَاحِدَة طَبِيعِيَّة.
أَسْئِلَة الفَهْم — Comprehension questions:
- Identify one sentence in the dialogue that draws on Chapter 6 (location/demonstratives), one that draws on Chapter 7 (routine), one that draws on Chapter 8 (food/drink), and one that draws on Chapter 9 (shopping/comparison).
- مَاذَا يَطْلُب تُوم عَادَةً؟ (What does Tom usually order?)
- Why does Tom want the blue shirt rather than the white one?
Speaking Station
تَدْرِيب مُوَجَّه — Controlled practice: Four-chapter interview
With a partner, take turns asking and answering one question drawn from each Unit II chapter in a single short interview.
- أَيْنَ تَسْكُن؟ (Chapter 6)
- مَتَى تَسْتَيْقِظ؟ (Chapter 7)
- مَاذَا تَطْلُب فِي المَطْعَم عَادَةً؟ (Chapter 8)
- أَيّ قَمِيص أَرْخَص، الأَزْرَق أَمِ الأَبْيَض؟ (Chapter 9)
مُهِمَّة تَوَاصُل — Communicative task: A working day, start to finish
Working alone or with a partner acting as an interviewer, narrate one full day aloud without stopping, moving through all four stations below in order.
- Describe where you live and one feature of your home or neighborhood.
- State what time you wake up and describe one other part of your daily routine.
- Describe what you eat or drink for one meal, including a quantity or number.
- Describe one shopping decision, including a comparison and an attached object pronoun.
لِلْمُتَعَلِّمِينَ المُسْتَقِلِّينَ — Solo alternative
Record yourself narrating your actual day using the four-station structure above. Listen back and check that you moved smoothly between systems without needing to stop and translate.
Writing Station
In this chapter's writing task, you will produce one connected account of a working day, combining all four Unit II systems in a single piece of writing — the same synthesis Tom achieves in his evening message in the Reading Station.
- Study the model. Reread Text 4 in the Reading Station. Notice how it moves from home, to routine, to a meal, to a shopping decision, in a natural order.
- Plan four short sections. Jot down one idea for each: where you live, your routine, a meal, and a shopping decision.
- Draft the connected account. Write five to seven sentences that move through all four sections without a heading between them, the way a real message would.
- Include one example of each target system: a demonstrative or location phrase (Ch. 6), an imperfect-tense routine verb (Ch. 7), a direct object with a quantity (Ch. 8), and a comparative form or attached object pronoun (Ch. 9).
- Revise. Check your draft against the editing checklist below.
قَائِمَة المُرَاجَعَة — Editing checklist:
- I described my home or neighborhood using a demonstrative and correct adjective agreement.
- I used at least one imperfect-tense verb correctly marked for my subject.
- I named a food or drink item with a number or quantity.
- I used a comparative form, an attached object pronoun, or both.
- My four sections connect as one account rather than four separate lists.
- I wrote all letters and endings with correct right-to-left joining.
Culture and Communication
The daily rhythm in this chapter's scenario — an early morning, a midday meal near a market, an afternoon errand — reflects one plausible day in urban Jordan, not a single Arabic-speaking pattern. Work schedules, meal timing, shop hours, and the size of the midday meal all vary by country, city, workplace, and individual household. As in earlier chapters, treat this scenario as one example rather than a universal template.
This assessment chapter, like the four chapters it reviews, keeps its productive model in MSA. If your instructor has introduced labeled regional comparisons alongside Chapters 6-9, this is a natural point to revisit them — for example, comparing how a shopkeeper or restaurant server might phrase a request in local spoken Arabic versus the MSA forms practiced here.
Common Mistakes — Unit Review
Error: Reverting to human plural adjective agreement for nonhuman plural nouns when speaking quickly, such as *هَذِهِ البُيُوت كَبِيرُون.
Correction: Nonhuman plurals still take feminine singular agreement, as established in Chapter 6 and recycled in Chapter 9: هَذِهِ البُيُوت كَبِيرَة.
Error: Using the same imperfect form for every person, such as saying *هِيَ أَسْتَيْقِظ instead of هِيَ تَسْتَيْقِظ.
Correction: Keep the subject-marking prefixes from Chapter 7 distinct for each person, even when combining routine language with other Unit II systems.
Error: Saying *أَطْلُب قَهْوَة without a number when the context calls for one, such as ordering more than one cup.
Correction: Include the quantity when it matters: أَطْلُب فِنْجَانَيْ قَهْوَة or أَطْلُب فِنْجَان قَهْوَة وَاحِد, applying Chapter 8's numeral patterns.
Error: Saying *أُرِيد القَمِيص الأَزْرَق a second time in the same conversation after the shirt has already been named.
Correction: Once the item is established, attach the object pronoun instead: أُرِيدُهُ, as practiced in Chapter 9.
Chapter Review
Section A — تَحْدِيد النِّظَام (System identification)
1. For each sentence, name the Unit II chapter (6, 7, 8, or 9) whose system it demonstrates: (a) هَذَا البَيْت جَمِيل. (b) تَدْرُس فِي الصَّبَاح. (c) أَطْلُب سَلَطَتَيْن. (d) هَذِهِ الحَقِيبَة أَرْخَص.
Section B — القَوَاعِد التَّرَاكُمِيَّة (Cumulative grammar)
1. Correct the error: *هَذِهِ الأَحْذِيَة جَمِيلُون.
2. Give the correct imperfect form: هِيَ (يَسْتَيْقِظ) فِي السَّاعَة السَّابِعَة.
3. Rewrite using an attached object pronoun: أُرِيد القَمِيص.
4. Give the comparative form of رَخِيص.
Section C — اسْتِيعَاب المَقْرُوء (Reading comprehension)
1. According to the Reading Station texts, list the four stops in Tom's day in order.
2. What is the total price, in dinars, of everything Tom orders at the restaurant in Text 2, based on the items named in Text 4?
Section D — الكِتَابَة (Writing)
1. Write a five- to seven-sentence connected account of a working day, covering home, routine, food, and shopping. Check your draft against the editing checklist in the Writing Station.
Section E — التَّعْبِير الشَّفَهِيّ (Speaking)
1. Without looking at the book, narrate your day aloud to a partner using the four-station structure from the Speaking Station, then answer one follow-up question from your partner in each of the four areas.
مُرَاجَعَة تَرَاكُمِيَّة — Cumulative review
Complete the short exchange below, combining Chapters 1-9 language in a single conversation.
أ: مَسَاء الخَيْر! كَيْفَ كَانَ يَوْمُك؟
ب: ______________________________________ (describe where you live and your morning routine)
أ: وَمَاذَا أَكَلْت؟
ب: ______________________________________ (name a food or drink item with a quantity)
أ: هَلِ اشْتَرَيْتَ شَيْئًا؟
ب: ______________________________________ (describe a shopping decision using a comparative and an object pronoun)
Chapter Performance Task
مُهِمَّة الأَدَاء — مُهِمَّة تَقْيِيمِيَّة
يَوْمِي العَمَلِيّ — My working day
This is the Unit II capstone task. Complete the following, combining every system from Chapters 6-9:
- Written: Write a connected six- to eight-sentence account of one working day, covering your home or neighborhood, your daily routine, a meal with a quantity, and a shopping decision with a comparison and an attached object pronoun.
- Reading: Read a new, unfamiliar set of linked texts provided by your instructor (a schedule, a menu, and a price tag) and answer three comprehension questions, identifying which Unit II chapter each text draws on.
- Spoken: Narrate your written account aloud to a partner without reading directly from the page, then answer two follow-up questions.
- Reflection: Write one sentence in English identifying which of the four Unit II systems — location/agreement, routine verbs, food and quantity, or shopping/comparison — still feels least automatic, and why.
Assessment focus: correct nonhuman plural agreement, accurate imperfect subject marking, correct use of direct objects and quantities, accurate dual and comparative formation, correctly attached object pronouns, and the ability to move between all four systems within one connected account.
Answer Key
Listening Station
- 1 — Chapter 6 — speaker lives in this house, near the university
- 2 — Chapter 7 — speaker wakes up every day at seven o'clock
- 3 — Chapter 8 — speaker orders one cup of coffee and one sandwich
- 4 — Chapter 9 — the blue shirt is cheaper, and the speaker wants it
Reading Station — Comprehension
- Tom lives in a house near the university (قُرْب الجَامِعَة).
- A sandwich (3 dinars) and a cup of coffee (1 dinar) together cost 4 dinars.
- The blue shirt is 10 dinars and the white shirt is 15 dinars, a difference of 5 dinars.
- اِشْتَرَيْتُ ("I bought") can be inferred from context, since it follows a description of going to the clothing shop and precedes a statement about a specific shirt; it clearly refers to a completed purchase, even though its past-tense grammar is not yet taught productively.
Dialogue — Comprehension
- Chapter 6: أَسْتَيْقِظ كُلّ يَوْم فِي هَذَا البَيْت (demonstrative). Chapter 7: أَسْتَيْقِظ كُلّ يَوْم فِي السَّاعَة السَّابِعَة (imperfect, time). Chapter 8: أَطْلُب عَادَةً سَنْدَوِيتْش وَفِنْجَان قَهْوَة (direct object). Chapter 9: الأَزْرَق أَرْخَص، فَأُرِيدُهُ (comparative, object pronoun).
- Tom usually orders a sandwich and a cup of coffee.
- Tom wants the blue shirt because it is cheaper than the white one.
Chapter Review — Section A
(a) Chapter 6 (b) Chapter 7 (c) Chapter 8 (d) Chapter 9
Chapter Review — Section B
- *هَذِهِ الأَحْذِيَة جَمِيلُون → هَذِهِ الأَحْذِيَة جَمِيلَة
- هِيَ تَسْتَيْقِظ فِي السَّاعَة السَّابِعَة.
- أُرِيدُهُ.
- أَرْخَص
Chapter Review — Section C
- Wake up at home (7:00) → lunch near the market (12:00) → clothing shop (4:00) → write to family (evening).
- 4 dinars (1 sandwich, 3 dinars; 1 coffee, 1 dinar), based on Text 4's mention of a sandwich and coffee.
Chapter Review — Section D, model answer
أَسْكُن فِي بَيْت صَغِير قُرْب الجَامِعَة. أَسْتَيْقِظ كُلّ يَوْم فِي السَّاعَة السَّابِعَة. أَتَغَدَّى عَادَةً قُرْب السُّوق، وَأَطْلُب سَنْدَوِيتْش وَفِنْجَان قَهْوَة. بَعْد ذَلِكَ أَذْهَب أَحْيَانًا إِلَى مَحَلّ المَلَابِس. اليَوْم رَأَيْتُ قَمِيصَيْن، وَالأَزْرَق أَرْخَص مِنَ الأَبْيَض، فَأُرِيدُهُ. Other well-formed, accurate answers using the student's own real information are equally acceptable. Check against the editing checklist in the Writing Station.
Cumulative Review — Model responses for Speaker B
ب: أَسْكُن فِي بَيْت قُرْب الجَامِعَة، وَأَسْتَيْقِظ فِي السَّاعَة السَّابِعَة.
ب: أَكَلْتُ سَنْدَوِيتْش وَاحِد وَشَرِبْتُ فِنْجَان قَهْوَة.
ب: نَعَمْ، اشْتَرَيْتُ قَمِيصًا أَزْرَق لِأَنَّهُ أَرْخَص مِنَ الأَبْيَض، وَأُرِيدُهُ كَثِيرًا.
Exact wording will vary. Check that nonhuman plural agreement, imperfect subject marking, quantities, comparative forms, and object pronoun suffixes are all used correctly and consistently.
Looking Ahead
مَا الَّذِي تَسْتَطِيعُ فِعْلَهُ الآن — What you can do now
You can describe your home and neighborhood, narrate your daily routine using the imperfect present, order food and drink with quantities and requests, and shop for everyday goods using the dual, plural agreement, comparison, and attached object pronouns. You can also move fluidly among all four of these systems within a single connected account, spoken or written, and read a linked set of practical texts describing someone else's day.