مُرَاجَعَة ٢: أُدِيرُ يَوْمِيUnit II Assessment: I Manage My Day
Assessment Objectives
By the end of this chapter, you will be able to:
- Handle a connected sequence of everyday independence tasks — reporting a housing problem, completing a transaction, managing an appointment, and narrating a travel disruption — in a single integrated performance.
- Recycle passive recognition, numbers and quantities, subjunctive and jussive forms, and weak-verb narration accurately across new but familiar contexts.
- Sequence connected events using purpose clauses, conditional frames, and the time-clause connectors عِنْدَمَا, حِين, قَبْل أَن, and بَعْد أَن.
- Continue recognizing nominative, accusative, and genitive case endings in clearly marked phrases, and use the small set of fixed accusative expressions independently.
- Read and listen to practical texts spanning housing, services, appointments, and travel without new unscheduled support.
- Write and present a connected, multi-part account that draws on all four chapters of Unit II.
Communication Scenario
A demanding week: your apartment needs a repair, you must complete a bank transaction, you have a public-service appointment to arrange, and you are also planning a trip that does not go entirely as scheduled. Unit II has given you the language to manage each of these situations on your own. This chapter asks you to move between them the way real life does — one problem leading into the next — without introducing anything new.
- You will review vocabulary and structures from Chapters 6 through 9 in new combinations.
- You will recycle requests, complaints, numbers, formal requests, conditionals, subjunctive and jussive forms, weak verbs, and time clauses.
- You will continue recognizing case endings and using the short list of fixed accusative expressions.
- You will complete an integrated task that requires you to manage several everyday situations in one connected performance.
What This Chapter Reviews
Chapter 10 closes Unit II by drawing together the four chapters of everyday independence: housing and daily problems (Chapter 6), money and transactions (Chapter 7), appointments and public services (Chapter 8), and travel and transportation in more detail (Chapter 9). No new grammar, vocabulary domain, or script feature is introduced here; the chapter's difficulty comes from combining previously authorized systems into one connected sequence of tasks.
Case-ending recognition and the fixed accusative list remain at the same supported level established in Chapters 8 and 9. No new case, mood, or morphology system is authorized in this chapter.
Cumulative Vocabulary Review
The table below regroups key vocabulary from across Unit II by task rather than by chapter, to support the integrated performance task.
| Arabic | Meaning | Chapter of Origin |
|---|---|---|
| عُطْل / إِصْلَاح | malfunction / repair | Chapter 6 |
| شَكْوَى | complaint | Chapter 6 |
| حِسَاب | account, bill | Chapter 7 |
| إِيصَال | receipt | Chapter 7 |
| مَوْعِد | appointment | Chapter 8 |
| اِسْتِمَارَة | form | Chapter 8 |
| تَأْخِير | delay | Chapter 9 |
| اِضْطِرَاب | disruption | Chapter 9 |
This table reviews rather than teaches; every item below was introduced productively in an earlier chapter of this unit.
Grammar and Structure Review
This section combines four previously activated systems in new sentences. No new rule is introduced; each pattern below was taught in an earlier chapter of Unit II.
إِذَا لَمْ يُصْلِح الفَنِّيّ الثَّلَّاجَة اليَوْم، سَأَتَّصِل بِالمَالِك كَي يُرْسِل شَخْصًا آخَر.
If the technician does not fix the refrigerator today, I will call the landlord so that he sends someone else.
عِنْدَمَا عُدْت مِن البَنْك، وَجَدْت أَن مَوْعِدِي فِي العِيَادَة قَد تَأَخَّر.
When I returned from the bank, I found that my appointment at the clinic had been delayed.
- قَبْل أَن أَذْهَب إِلَى المَوْعِد، يَجِب أَن أَمْلَأ الاِسْتِمَارَة.Before I go to the appointment, I must fill out the form.time clause (Ch. 9) + subjunctive after يَجِب أَن (Ch. 8)
- لَمْ أَنْسَ الإِيصَال هَذِهِ المَرَّة.I did not forget the receipt this time.defective verb (Ch. 9) + jussive with لَمْ (Ch. 8)
- إِذَا كَانَ الحِسَاب صَحِيحًا، فَلَن أَشْتَكِي.If the bill is correct, I will not complain.condition frame (Ch. 7) + negated future with لَنْ (Ch. 8)
Every structure above recycles a system already at status C or above by Chapter 10; no item introduces a new grammatical category.
Case Awareness Review
By this point you can independently use صَبَاحًا, مَسَاءً, يَوْمِيًّا, and مُبَاشَرَةً as whole accusative expressions. All other case endings remain a recognition target: notice them when clearly marked in a text, but do not attempt to add them freely in your own speech or writing.
- يَفْتَح البَنْك يَوْمِيًّا مَا عَدَا الجُمُعَة.The bank opens daily except Friday.fixed accusative expression, productive
- وَصَلَ الفَنِّيُّ مُبَاشَرَةً بَعْد اتِّصَالِي.The technician arrived immediately after my call.fixed accusative expression, productive; nominative on الفَنِّيُّ, recognition only
Model Dialogue
Setting: لَيْلَى tells her neighbor سَامِي about her complicated week.
السِّيَاق: تُخْبِر لَيْلَى جَارَهَا سَامِي عَن أُسْبُوعِهَا المُعَقَّد.
أَسْئِلَة الفَهْم — Comprehension questions:
- What did Layla tell the landlord she needed, and under what condition will she file a formal complaint?
- What did Layla discover at the bank, and how did that change her plans?
- What travel disruption did Layla mention, and what did she do differently this time?
Listening Station
Ask your instructor, a partner, or a text-to-speech tool to read the following short voicemail message aloud twice at a moderate pace. Listen without reading along the first time, then answer the questions below.
مَرْحَبًا، أَنَا مِن مَكْتَب الصِّيَانَة. اِتَّصَلْنَا لِنُؤَكِّد مَوْعِد إِصْلَاح الثَّلَّاجَة غَدًا صَبَاحًا. إِذَا لَم يَكُن هَذَا المَوْعِد مُنَاسِبًا، يُرْجَى الاِتِّصَال بِنَا قَبْل السَّاعَة الخَامِسَة مَسَاءً كَي نُحَدِّد مَوْعِدًا آخَر. لَا تَنْسَوْا إِحْضَار الإِيصَال عِنْدَ زِيَارَة الفَنِّيّ.
مُهِمَّة الاسْتِمَاع — Listening task
Answer the following questions based on what you hear:
- What is the message confirming, and for when?
- What should the listener do if the appointment is not convenient, and by when?
- What are listeners reminded not to forget?
Speaking Station
تَدْرِيب مُوَجَّه — Controlled practice: Moving between situations
With a partner, take turns describing three connected events from a single busy day — one housing issue, one transaction or appointment, and one travel moment — using at least one conditional frame, one subjunctive purpose clause, and one time-clause connector from Chapter 9.
مُهِمَّة تَوَاصُل — Communicative task: A complicated week
In pairs, role-play a phone call in which one partner narrates a week that combined a repair problem, a transaction, an appointment, and a travel disruption, while the other partner asks follow-up questions using structures from any chapter in Unit II.
لِلْمُتَعَلِّمِينَ المُسْتَقِلِّينَ — Solo alternative
Record yourself narrating a real or imagined week that required you to handle a housing problem, a transaction, an appointment, and a trip, using at least one structure recycled from each of Chapters 6 through 9.
Reading Station
Read the short account below, then answer the questions that follow. As in earlier chapters, some predictable short vowels on familiar words are left unmarked.
A Busy Week — Sample Text
كان هذا الأسبوع صعبا جدا. أولا، تعطلت الثلاجة في شقتي، فاتصلت بالمالك كي يرسل فنيا. إذا لم يأت الفني خلال يومين، سأقدم شكوى رسمية. ثانيا، ذهبت إلى البنك للتحقق من حسابي، وعندما وصلت، وجدت أن كل شيء صحيح. ثالثا، كان عندي موعد في العيادة، فملأت الاستمارة قبل أن أصل، وهذا وفر علي وقتا طويلا. أخيرا، سافرت لزيارة أهلي، لكن بعد أن تأخرت رحلتي ساعة كاملة، بقيت في المطار طويلا. مع ذلك، لم أنس أمتعتي هذه المرة، وعدت أخيرا وأنا بخير.
أَسْئِلَة الفَهْم — Comprehension questions:
- What condition does the writer set for filing a formal complaint about the refrigerator?
- What did the writer do before the clinic appointment that saved time?
- Identify one time-clause connector in the passage and the event it introduces.
Writing Station
In this station, you will draft a connected account of eight to ten sentences narrating a busy week that included a housing problem, a transaction or appointment, and a travel disruption.
- Set the scene. One sentence stating that the week was busy or complicated.
- Describe the housing problem. One or two sentences using a conditional frame or a subjunctive purpose clause, recycled from Chapters 6–8.
- Describe the transaction or appointment. One or two sentences using a formal request, a number or quantity, or an institutional expression, recycled from Chapters 7–8.
- Narrate the travel moment. One or two sentences using a hollow or defective verb and at least one time-clause connector, recycled from Chapter 9.
- Mention what did not happen. One sentence using لَمْ + jussive, recycled from Chapter 8.
- Close and revise. One closing sentence, then check your draft against the editing checklist below.
قَائِمَة المُرَاجَعَة — Editing checklist:
- I included at least one situation from each of housing, transactions/appointments, and travel.
- I used at least one conditional frame and one subjunctive purpose clause, recycled accurately.
- I used at least one hollow or defective verb and one time-clause connector from Chapter 9.
- I used لَمْ + jussive at least once, recycled accurately from Chapter 8.
- I did not attempt to add case endings on my own beyond the fixed accusative expressions.
- My account reads as one connected week rather than a list of unrelated facts.
Culture and Communication
Across many Arabic-speaking contexts, service hours, appointment systems, and repair timelines vary by country, city, and institution, so learners should expect some flexibility in how quickly a problem is resolved. Politely following up on a pending request, as Layla does in the model dialogue, is a normal and accepted part of managing daily errands rather than a sign of impatience.
Terms such as بَنْك, عِيَادَة, and مَكْتَب الصِّيَانَة are widely understood across MSA contexts, but some countries and institutions use additional local terms, abbreviations, or English loanwords in signage and paperwork. Learners should expect to recognize both the taught MSA term and any locally posted variant.
Common Mistakes to Avoid
Error: لَمْ يَأْتِي الفَنِّيّ (using an indicative-looking form after لَمْ instead of the jussive)
Correction: لَمْ يَأْتِ الفَنِّيّ — لَمْ requires the following imperfect verb to take the jussive, as taught in Chapter 8.
Error: عَادْت مِن البَنْك (keeping the long vowel in a perfect form that takes a subject suffix)
Correction: عُدْت مِن البَنْك — the hollow-verb pattern from Chapter 9 applies in any topic, not only travel narration.
Error: attempting to add a full set of case endings throughout a long connected paragraph, beyond the fixed accusative list.
Correction: continue limiting independent case production to صَبَاحًا, مَسَاءً, يَوْمِيًّا, and مُبَاشَرَةً; recognize other case endings when clearly marked, but rely on natural pause forms elsewhere.
Unit Review
Section A — البَيْت وَالمُشْكِلَات (Housing, Chapter 6)
1. Write one sentence making a polite request about a household repair.
Section B — المَال وَالمُعَامَلَات (Money and Transactions, Chapter 7)
1. Write one sentence with a number above 100 describing a bill or price.
Section C — المَوَاعِيد وَالخِدْمَات (Appointments and Services, Chapter 8)
1. Combine the following two ideas using كَي: اِتَّصَلْت بِالعِيَادَة. / أُؤَكِّد المَوْعِد.
Section D — السَّفَر (Travel, Chapter 9)
1. Combine the following two ideas using قَبْل أَن: وَصَلْت إِلَى المَطَار. / أَقْلَعَت الطَّائِرَة.
مُرَاجَعَة تَرَاكُمِيَّة — Cumulative review
Complete the short exchange below, drawing on all four chapters of Unit II.
أ: كَيْف كَان أُسْبُوعُك؟
ب: ______________________________________ (mention one housing or transaction issue, using a conditional frame or subjunctive purpose clause)
أ: وَهَل سَافَرْت كَمَا خَطَّطْت؟
ب: ______________________________________ (use a time-clause connector with a weak verb, then mention something you did not do with لَمْ)
Unit II Performance Task
مُهِمَّة الأَدَاء التَّرَاكُمِيَّة
أُدِيرُ يَوْمِي — I Manage My Day
Complete both parts below.
- Written: Write a connected account of eight to ten sentences narrating one busy week that included a housing problem, a transaction or appointment, and a travel disruption, using at least one conditional frame, one subjunctive purpose clause, one hollow or defective verb, one time-clause connector, and one negated event with لَمْ.
- Spoken: Present the same account orally as if explaining your week to a friend or neighbor, including at least one follow-up question your listener might ask and a response to it.
Assessment focus: accurate recycling of the request, complaint, transaction, and institutional language of Chapters 6–8; accurate hollow and defective verb forms and time-clause connectors from Chapter 9; accurate subjunctive and jussive government; and correct use of the fixed accusative expressions with continued recognition of other case endings.
Answer Key
Model Dialogue — Comprehension
- Layla told the landlord she needed a technician; she will file a formal complaint if he does not come by the next day.
- At the bank, Layla found the bill was correct, so she did not need the complaint she had planned to make.
- Layla mentioned that her flight took off an hour late; this time, she did not forget her luggage.
Listening Station
- The message confirms a refrigerator repair appointment for the next morning.
- If the appointment is inconvenient, the listener should call back before five in the evening so a new appointment can be set.
- Listeners are reminded not to forget to bring the receipt when the technician visits.
Reading Station — Comprehension
- The writer will file a formal complaint if the technician does not come within two days.
- The writer filled out the form before arriving at the clinic, which saved a long time.
- عِنْدَمَا introduces "when I arrived [at the bank]"; بَعْد أَن introduces "after my flight was delayed a full hour."
Unit Review — Model responses
Section A: هَل مِن المُمْكِن أَن تُرْسِلُوا فَنِّيًّا لِإِصْلَاح المِكْيَف؟
Section B: كَان الحِسَاب مِئَتَيْن وَخَمْسِين رِيَالًا.
Section C: اِتَّصَلْت بِالعِيَادَة كَي أُؤَكِّد المَوْعِد.
Section D: وَصَلْت إِلَى المَطَار قَبْل أَن تُقْلِع الطَّائِرَة.
Other well-formed, accurate answers combining the required systems are equally acceptable throughout this section.
Cumulative Review — Model responses for Speaker B
ب: تَعَطَّلَت الثَّلَّاجَة، فَاتَّصَلْت بِالمَالِك كَي يُرْسِل فَنِّيًّا؛ وَإِذَا لَم يَأْتِ غَدًا، سَأُقَدِّم شَكْوَى.
ب: عِنْدَمَا وَصَلْت إِلَى المَطَار، عَرَفْت أَن الرِّحْلَة تَأَخَّرَت، وَلَم أَنْسَ أَمْتِعَتِي هَذِهِ المَرَّة.
Exact wording will vary. Check that the housing/transaction structure and the travel/time-clause structure are both present and accurately formed, along with a correctly negated event using لَمْ.
Looking Ahead
مَا الَّذِي تَسْتَطِيعُ فِعْلَهُ الآن — What you can do now
You can now manage a full week of everyday independence in Arabic — reporting problems, completing transactions, arranging appointments, and narrating a disrupted trip — while recycling conditional frames, subjunctive and jussive government, weak-verb narration, and time-clause sequencing accurately. This completes Unit II and prepares you for Unit III, which turns from managing daily logistics toward learning, work, and public and community life.