Outline Week 5 - Language Acquisition Resource Center

Outline 

Week 5: House Search 

Day 2 

0800-1000 

o Listening Comprehension 

• New words and vocabulary 

• Conversation 

1000-1100 

o Conversation and related grammar 

o Adjectives 

o Future Tense (Will) 

1100-1200 

o Reading Comprehension 

1300-1400 

o Lab Hour 

• Moodle & Rapid Rote 

1400-1500 

o Afghan Culture and discussion 

• Crime and Justice 

1500-1600 

o Review of the day 

o Conversational Activities 

o Homework Assignment 

2012, Language Acquisition Resource Center/SDSU Research Foundation 

Page 1

House Searching 

Vocabulary and Conversation Lesson Plan 

Week -5, Day – 2 

Part I 

DATE: 

Duration: 1 hour 

From: 0800 – 0900 

LEVEL: Elementary 

LANGUAGE: Dari 

FUNCTIONAL OBJECTIVE(s): 

By the end of this lesson, participants will be able to: 

Learn the new vocabulary and phrases, and 

Get engaged in short conversations 

REQUIRED MATERIALS: 

Classroom with whiteboard and markers 

Computer with internet connection 

Handouts 

Flashcards 

STEP ONE: SETTING THE STAGE 

In this stage, instructor introduces the lesson indirectly. 

STANDARD(S) 

USED 

ACTIVITY 1: (10 minutes) 

Quiz: Instructor administers a vocabulary quiz to check students’ 

retention about previous lesson and also to relate today’s lesson to the 

previous one: Reference 2.1.1. 

STEP TWO: COMPREHENSIBLE INPUT 

In this stage instructor begins the instruction. 

ACTIVITY 1: Time :(10 minutes) 

1. Audio: Instructors plays an audio and asks students to listen and try to 

comprehend the main idea (Reference 2.1.2) 

2. Instructor checks students’ comprehension by asking simple questions 

3. Instructor model the lesson in multiple ways to offer more 

comprehension to students 


1. PPT. Instructor uses slides to better introduces today’s vocabulary: 

Reference 2.1.3 

2. Instructor provides students with vocabulary handout: Reference 2.1.4 

(If students have already received the handout as homework there will be 

ST. 1.2 

STANDARD(S) 

USED 

ST. 1.2 & 1.1 

ST. 1.3 & 1.1 


Page 2

no need to provide them with a duplicate) 

CUTLURAL ASPECT 

Instructor explains any cultural point attached to the word(s). ST. 2.1 & 2.2 

STEP THREE: GUIDED PRACTICE 

ACTIVITY 1: Time 5 minutes 

• Matching Activity: Students work on a matching activity: 


• Instructor provides feedback 

Formative Assessment: Students read their answers and instructor 

provides feedback 

Fly Swatter Game: If time permitted, students will be divided into two 

groups and play the game. 

Instructor provides clear instruction about the game. 

One instructor will write as many words as possible on the board and 

call on each team to swat the word as soon as he or she hears it. 

Second instructor will take care of the points 

STANDARD(S) 

USED 

ST. 1.2 

ST. 1.1 & 1.2 


Page 3

Part II 

Week -5, Day – 2 


ACTIVITY 1: Time: 15 minutes 

Flashcards: Students work with partner and reinforce learning of 

vocabulary by using flashcards. Students practice this activity in the form 

of a conversation with each other. For example: if the cards says “wodah-ray 

zha” say: daa Stop dai (this is Stop-referring to the card). 

Students switch their roles and practice more. 

ACTIVITY 2: Time: 8-10 minutes 

One-on-One Mentoring with instructors: While other students 

work on other activities, each student spends 8-10 minutes with an 

instructor and practices the language in the form of a short conversation 

(OPI) 

STEP THREE: INDEPENDENT PRACTICE 


Pair work: Students work with partners and create a conversation based 

on the theme of the week and contents learned so far. 

STEP FIVE: ASSESSMENT AND EVALUATION 

ASSESSMENT: Time: 10 minutes 

With a different partner, students present their skits as commands in front 

of the class 

STANDARD(S) 

USED 

ST. 1.2 & 1.1 

ST. 1.1 

ST. 1.1 

STANDARD(S) 

USED 

ST. 1.1 & 1.3 


Page 4

Activity 

0800-1000 


Page 5

Reference 2.1.1: 

Review Please write the English meaning for the following words: (10 Points) 

English 

دری 

۱ یکطرف 

۲ قوا 

۳ امنیت 

۴ تالیش ‏)کردن(‏ 

۵ دروازه 

۶ ابز ‏)کردن(‏ 

۷ درست است 

۸ اعضای فامیل 

۹ پدر 

۱۱ ااتق 


Page 6

Reference 2.1.2: Audio (Instructor’s copy) 

Please listen to the audio and try to understand the main idea of it 

امروز هوا 

چطور است؟ 

a امروز هوا چطور است؟ 

امروز هوا 

بسیار خوب 

تابستان،‏ خزان و زمستان.‏ 

باشد . می 

است.‏ 

کابل چهار 

تابستان 

فصل 

گرم و زمستان 

بهار،‏ یعنی دارد 

معمولا سرد 

b 

هوا در اکبل فردا چطور خواهد بود ؟ 

a 

فردا قبل از ظهر صاف و بعد از ظهر برالود خواهد بود،‏ 

اماکن 

دارد که ابران ببارد 

. b 

Reference 1.1.3: Power Point Presentation (Vocabulary) 


Page 7

Reference 2.1.4: Vocabulary Handout 

English 

Transliteration 

دری 

Today Em-roz 

۱ امروز 

Weather Ha-waa 

۲ هوا 

Usually Ma-moo-lan 

۳ معمولا Season Fa-sel 

۴ فصل 

Such as / For example Ya-nay 

۵ یعین 

Spring Ba-haar 

۶ هبار 

Summer Taa-bes-taan 

۷ اتبس تان 

Fall/autumn Kha-zaan 

۸ خزان 

Winter Ze-mes-taan 

۹ زمس تان 

Warm garm 

۱۱ گرم 

Cold sard 

۱۱ رسد 

Tomorrow Far-daa 

۱۲ فردا 

Will (future) Khoaa___ 

۱۳ خواه 

Before Qa-bel 

۱۴ قبل 

After Ba’d 

۱۵ بعد 

Noon Zu-hur 

۱۶ ظهر 

Clear / blue sky Saaf 

۱۷ صاف 

Cloudy a-ber aa-lood 

۱۸ ابرآ لود 

Possibility Em-kaan 

۱۹ اماکن 


Page 8

Reference 2.1.5: Matching Activity: Please match the following words to their equivalent in the 

next column: 

English 

دری 

Fall/autumn 

۱ امروز 

Tomorrow 

۲ هوا 

۳ معمولا Cold 

After 

۴ فصل 

Today 

۵ یعین 

Summer 

۶ هبار 

Weather 

۷ اتبس تان 

Usually 

۸ خزان 

Sister 

۹ زمس تان 

Such as 

۱۱ گرم 

Spring 

۱۱ رسد 

Warm 

۱۲ فردا 

Winter 

۱۳ خواهر 

Season 

۱۴ قبل 

Reference 2.1.6: Flashcards: Students will use the cards that they have already made for this 

activity 


Page 9

Dari Grammar 

Lesson Plan 

Week -5, Day -2 

DATE 


From: 1000 - 1100 



FUNCTUNAL OBJECTIVE(s): 

By the end of this lesson, participants will be able to Learn: 

Adjective 

Simple future Tense 

Use them in their conversations 



Computer with internet connection 

Dari textbook /handout 


Instructor introduces the new topic to participants indirectly. 


In this stage an instructor answers students’ questions about previous 

lessons. 

Instructor briefly talks about weather in future tense 

STEP TWO: COMPREHENSIBLE INPUT 

Instructor begins the lesson. 


PPT.: Introduces the verb Simple Future Tense and adjective: 

Reference 5.2.1. Instructor practices the pronunciation of words with 

students individually and in groups 

STEP THREE: GUIDED PRACTICE and Evaluation 

ACTIVITY 1: Time 30 minutes 

Students will be divided into two groups and will practice time, the verb 

can and Action Verbs with an instructor in the form of phrases and 

complete sentences. 

STANDARD(S) 

USED 

ST 1.1 

STANDARD(S) 

USED 

ST. 1.3 & 1.1 

STANDARD(S) 

USED 

ST.1.1 


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For example: 

Instructor: how is the weather today? 

Student: answers 

Instructor: How will be the weather tomorrow? 

Student: student answers 


Page 11

Activities 

1000-1100 


Page 12

Simple Future tense 

The future tense is formed by using the Present Tense of ( خواستن = خواه ) “wish/will,” without 

verb: ), followed by the Past Stem of the می)‏ 

Simple Future tense 

‏:(بود)‏ c. The future tense of tobe very is 

Future Future Future Present 

I will be 

من اس مت I am من خوامه بود 

You will be 

We will be 

He/she will be 

They will 

شام خواهید بود 

You are شام استید ما خواهمی بود 

We are ما استمی او خواهد بود 

He/she is او است They are آهنا خواهند بود 

آ هنا استند Reading Comprehension 

Lesson Plan 

Week -5, Day –2 

DATE: 

Duration: 50 minutes 

From: 1100-1200 



Functional OBJECTIVE(s): 



Page 13

Read from Dari script and 

Comprehend the main idea of the text 

Improve their awareness about Afghan culture. 



Reading handouts 


In this stage, instructor introduces the lesson indirectly. 

STEP TWO: COMPREHENSIBLE INPU 


 

Instructor offers some background information about the content of the 

text and introduces some key words 

STANDARD(S) 

USED 

STANDARD(S) 

USED 

ST. 1.3 



Pair Activity: Students work with partners and read the text. The 

text is in the form of a dialogue. Each student takes a role, reads his or 

her part, and then switches roles for more practices: Reference: 2.3.1 

STEP THREE: INDEPENDENT PRACTICE 


Students work independently and read the text for greater detail 

STEP FIVE: ASSESSMENT AND EVALUATION 

Students take turns and read the text 

STANDARD(S) 

USED 

ST. 1.2 

ST. 1.2 

STANDARD(S) 

USED 


Page 14

Activities 

1100-1200 


Page 15

Reference: 2.3.1 

Reading 

امروز هوا چطور است؟ 

a است؟ چطور هوا در اکبل امروز 

b 

امروز هوا بس یار 

زمس تان.‏ اتبس تان 

خوب 

گرم 

است.‏ اکبل 

و زمس تان 

معو ال 

معمو ال 

چار 

رسد 

دارد.‏ 

فصل ابشد 

می هبار،‏ اتبس تان،‏ خزان 

و 

. 

a ؟ بود خواهد چطور فردا اکبل هوا 

از قبل فردا 

ظهر صاف و بعد از ظهر ابرآلود 

ببارد.‏ ابران که دارد اماکن بود،‏ خواهد 

b 

Comprehensive Question: 

1. How is the weather today? Ans: ______________________________ 

2. How many seasons does Kabul have? Ans: _____________________ 

3. Will it rain in Kabul tomorrow? Ans: _________________________ 


Page 16

Lab Hour 

Lesson Plan 

Week -5, Day -2 

DATE: 


From: 1300-1400 




By the end of this lesson students will be able to: 

Practice better the new vocabulary and feel more comfortable reading 

Dari text 


Computer and internet connection 

Moodle – Storyline: Dari Text 

Rapid Rote 



Students will review last day’s words first 

STEP TWO: Guided Practice and Assessment 

ACTIVITY 1: Time: (35 minutes) 

1. Moodle: Students login to their Moodle account and attend the online 

lesson “WK5-D2” 

STANDARD(S) 

USED 

ST. 1.2 

STANDARD(S) 

USED 

ST. 1.2 

2. Rapid Rote: Students will practice the vocabulary using Rapid Rote 

3. Moodle: Students will return to Moodle to take a quiz. 

 

One-on-One Mentoring: While students continue to work on their 

cards, other instructors will meet with each student individually for at 

least 7 - 10 minutes for one-on-one mentoring. During this session 

students will closely interact with instructors and have a better chance to 

get their questions answered. 

ST.1.1 


Page 17

Afghan Culture 

Crime and Justice 

Week 5– Day 2 

DATE: 

Duration: 1 Hour 

1400-1500 

LEVEL: Beginner 

LANGUAGE: English 

FUNCTIONAL OBJECTIVE(s): 


Learn about crime and justice in Afghanistan 

Apply their knowledge in the context of Afghan culture 

REQUIRED MATERIALS & RESOURCES: 

Computer with internet connection: www.Pashtuculture.com Lesson 13 

Projector with connectors 

Whiteboard and makers 


In this stage, the instructor introduces the new topic to students 

indirectly. 


STANDARD(S) 

USED 

 

Instructors will have a pre-topic discussion with participants, 

posing a number of questions to participants to check their general 

knowledge. Reference 2.5.1 

ST. 2.1 & 2.2 

STEP TWO: INSTRUCTION OF NEW LESSON 

STANDARD(S) 

USED 


 

Instructor provides students with clear instruction about the 

activity. For example. I will provide you with a list of questions to 

review. Just take 2-3 minutes 

ST. 2.1 & 2.2 


Page 18

While you watch and listen, please think of these questions. We 

will discuss them afterwards 

Instructor gives a list of questions to students to review: 


The Instructor plays the lesson and lets the students watch: 


Students’ knowledge will also be checked throughout the lesson 

using built in quizzes. 

STEP THREE: GUIDED PRACTISE AND ASSESSMENT 


ST. 2.1 & 2.2 

Instructor facilitates a discussion based on Reference: 2.5.4 

Students share their experience and try to enhance their knowledge 

about the topic 


Page 19

Activities 

1400-1500 


Page 20


 

What do you know about the Crime and Justice system in Afghanistan? 


 

Please review the following questions before watching the lesson: 

What is the difference between the crime level during the Taliban regime and 

today in Afghanistan? 

What do you think about people who commit adultery and them being put to 

death by stoning? 

In your opinion would women’s reports against someone who committed a 

crime receive Justice in Afghanistan? 

Today many women are in jail due to being raped or because they ran away 

from their husband. In your opinion why does the Afghan government put 

them in jails instead of helping them? 

Some children stay in jails with their mothers. In your opinion is this something 

wrong or right? Explain why? 

What do you think about the Justice system in Afghanistan? 

What do you know about the corruption level in Afghanistan? 

In your opinion, if Afghanistan has Islamic laws, than why is the corruption 

level still extremely high? 

Where the bribery given and received the most? 

Is the high corruption level in Afghanistan helping its economy? 

Why does the government not do anything to stop the bribes in its offices? 

Reference 2.5.3: Lets watch the lesson: www.PashtuCulture.com (Lesson 13 – Crime and 

Justice slides 2-53) 

Reference 2.5.4: Now that you watched the lesson let’s discuss the followings: 

What is the difference between the crime level during the Taliban regime and 

today in Afghanistan? 

What do you think about people who commit adultery and them being put to 

death by stoning? 

In your opinion would women’s reports against someone who committed a 

crime receive Justice in Afghanistan? 

Today many women are in jail due to being raped or because they ran away 

from their husband. In your opinion why does the Afghan government put 

them in jails instead of helping them? 

Some children stay in jails with their mothers. In your opinion is this something 

wrong or right? Explain why? 

What do you think about the Justice system in Afghanistan? 


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What do you know about the corruption level in Afghanistan? 

In your opinion, if Afghanistan has Islamic laws, than why is the corruption 

level still extremely high? 

Where the bribery given and received the most? 

Is the high corruption level in Afghanistan helping its economy? 

Why does the government not do anything to stop the bribes in its offices? 

Teacher’s Note: TBA 


Page 22

One-on-One Mentoring 

Week -5, Day - 2 

DATE: 


From: 1500-1600 




By the end of this class students should feel more comfortable creating 

short conversation 


Whiteboard and markers 

Handouts 


ACTIVITY 1: Time (50 minutes) 

Small group conversation: Students form small groups and practice 

the contents of the day with their instructors in the form of conversation. 

Instructors make every possible effort to keep the conversation in the 

target language (Dari) and stick to the topic of the day. 

STANDARD(S) 

USED 

ST. 1.1 


Page 23

Homework 

1. Please create questions for the following answers. Follow the example: 

Answer 

Question 

امروز هوا بس یار خوب است.‏ 

امروز هوا چطور 

۱ است؟ 

. ۲ 

بود خواهد ب ارآلود هوا فردا 

. ۳ 

دارد فصل چار اکبل 

. ۴ 

ابشد گرم می معمو ال اتبس تان 

2. Google Voice: This activity can be assigned on an Odd/Even days during the week. 

Please call and leave a message for your instructor by reading your questions to the provided 

answers (above) 

3. Vocabulary: Please review and prepare flashcards for the following vocabulary 

English 

Transliteration 

دری 

Week Haftah 

۱ هفته 


Page 24

Future/next Aa-yen-dah 

۲ آ ینده 

To work-out Sport (kar-dan) 

۳ س پورت ‏)کردن(‏ 

Plan Pe-laan 

۴ پالن 

Parents Waa-le-dain 

۵ وادلین 

To be located Mao-qe-at (dash-tan) 

۶ موقعیت ‏)داشنت(‏ 

South Ju-nub 

۷ جنوب 

North Sha-maal 

۸ شامل 

River Dar-yaa 

۹ درای 

Mountain Koh 

۱۱ کوه 

Jangle Jan-gal 

۱۱ جنگل 

Hill Ta-pah 

۱۲ تپه 

Desert dasht 

۱۳ دشت 

Unpaved road Sa-rak –e- khaa-mah 

۱۴ رسک خامه 

Paved road Sa-rak – e- qeer 

۱۵ رسک قری 


Page 25

4. Review the following for tomorrow:\ 

Future Tense with the verb “To Want” 

The future tense is also formed by adding ( خواه = ) “want to” before the verb and adding 

verbs: ) to the beginning of the Present Tense of the ب)‏ ) and می)‏ 

I want to buy 

خواستن 

خوامه می من بخرم . 

You want to buy 

خواهید می شام بخرید . 

We want to buy 

میخواهمی ما بخرمی . 

The negative of the future tense is formed by placing نه right before the verb. Look at the 

following example: 

Negative 

ما 

ما 

میخواهمی 

میخواهمی نه 

بخرمی 

بخرمی 

Please Review Afghan common kinship in your text book page 62 – 3.1.1and complete Matching 

activity 3.1.2 on page 63 


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Outline Week 5 - Language Acquisition Resource Center

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