Arabic-speaking learners of English often show predictable patterns: dropping the auxiliary “do” in questions (“You like tea?” instead of “Do you like tea?”), confusing “make” and “do,” omitting articles (“a/an/the,” which don’t map directly from Arabic), and difficulty with consonant clusters that don’t occur in Arabic (e.g., the “spr” in “spring”). Knowing these patterns in advance means you can anticipate errors rather than being caught off guard by them mid-lesson, and can target practice activities accordingly.