The study aimed to define the criteria for constructing classroom language activities in teaching Arabic to non-native speakers and the procedures of implementing them from the point view of teachers of Arabic language to non-native speakers. The study also aimed to reveal statistical differences considering standards for making classroom language activities in teaching Arabic language to non-native speakers. It also aimed to find how teachers utilize the procedures of implementing classroom language activities in teaching Arabic to non-native speakers based on variables of experience, educational qualification, and gender. The study adopted the descriptive approach, and to achieve the goals of the study, a questionnaire was prepared based on references and studies related to the subject of the study. Then it was presented to the supervisor and a group of arbitrators to ensure its authenticity. The questionnaire consisted of 74 phrases distributed on two axes (criteria for making classroom language activities for non-native Arabic language learners, and procedures for implementing classroom language activities). The questionnaire was applied to the intended sample and then the results were analyzed by SPSS. The findings of the study are as follow: 1. The study results showed that the overall degree of the two-axis is very high. 2. The study also showed no statistically significant difference at the level (α≤0.05) between the Arabic language teachers of non-native speakers in the Sultanate of Oman in the criteria of making classroom linguistic activities from their point of view according to the variable of years of experience, educational qualification, and gender. 3. The study also showed no statistically significant difference at the level (α≤0.05) between the Arabic language teachers of non-native speakers in the Sultanate of Oman in the criteria of utilizing classroom linguistic activities from their point of view according to the variable of years of experience, educational qualification and gender. Based on the results of the study, some recommendations were made. The most important are as follow: - The list of standards of making classroom language activities and the procedures for implementing them should be utilized efficiently in private institutes, institutions and schools concerned with teaching Arabic to non-native speakers. - Workshops or conferences that interested in activating classroom activities in general and language classroom activities in particular should be hold. - A positive view has to be directed by educational institutions of different sectors for classroom linguistic activities. They should be included in school curricula, and even make them a standard in which teacher can be evaluated because classroom linguistic activities are essential to cultivate the talents of learners. They develop learners' language skills which require the practical application of the language. - A booklet of classroom language activities for Arabic non-native speakers should be made, and it should be prepared according to the criteria outlined in the current study. Furthermore the procedures for implementing each activity should be included. - The classroom activities should be given more time in the academic schedules because they break the regular routine of the educational process which suffers from impasse and memorization. The classroom activities reflect the liberal image of the educational process.