+ ee GI Spee Ge Ne oe ek Iie fel & sk es + los ese Toad eel Je sed LI pe § slog esl Je uiey me B. Vocabulary fat ww tot A. Basic Text You and 1 I'm Salim, Who are you? I'm Samir. And who are you? I'm Maryam. Who's this, Maryam? This is sami. And who is this, Sami? This is Widad, Are you Farid? Yes, I'm Farid. Are you Widad? No, I'm Maryam. tryst lesson the first text basic I and(a.s.) you Salim (m. name) b= who? oe Samir (a. name) oF S36! (Eys.) you 55 Maryam, Miriam, Mary (£. name) 15a (w.s.) this, that Le (wocative particle: see 0.4 below) we samt (m, name) gis (E.8.) this, that vlog widad (£. name) “Js (interrogative particle) dvs Farid (m, name) “a yes Y no 2 Ss ser kit C. Grammar and drills Ges ls Sel td - & Equational sentences Gender in pronouns Interrogatives Vocative: Word order: Pronouns 1. Equationel sentences Arabic sentences are of two types, those with verbs, called verbal sentences, and those not containing verbs, called equational sentences. Verbal sentences will be introduced in Tassan 6 102‘The equational sentence consists of two parts, a subject and a predicate. As in English, the subject may be any kind of noun or pronoun, while the predicate may be either of these, as well as adjectives, adverbs, or prepo- sitional phrases. The following diagram illustrates the structure of the equational sentence (read from right to left Predicate Subject te ui "Tam Satin.’ ne "You are Maryan.' rape’ Noa ‘This is Farid." Arabic equational sentences generally correspond to English sentences in which the verb is "am", "is" or “are"--that is, a present-tense form of "to be". As in English, the Arabic predicate may identify the subject, as in "I am Salim", or describe it, as in "Salim is from Syria" or "Salim is Syrian." 2. Gender in pronouns The English pronouns "he" and "she" show a difference in gender: “he is masculine, while "she" is feminine. Arabic has not only this dis- tinction between "he" and "she", it also has pronouns for "you" which show a difference in gender: c—=! ‘'you' is masculine singular, used only fn epesking to 4 male person, whtte the fentntoa 2 sT tyou! ta used only in speaking to a female: Spell GST YS tare you Salim?’ tee56 ST J tare you Maryan?! At the end of a sentence, or elsewhere vhen a pause follows, the pause £orm 103of the masculine pronoun 18 pF nanes to att postttons. Examples: The feminine form, however, is § S51 G5 who are you?! (to a male) = Zant eh ee $ cal Go ‘who are you?’ (to a female) = 2anti The Arabic demonstrative pronoun likewise shows a distinction in gender: 158 is masculine singular and si is feminine singular. The proper choice must be made, depending on whether the pronoun refers to a male or a female, as in Shp ous 15h) pol Idk’ "This ie Salim, thie de Feria, feet 4 and this is Widad.' slog 138 and4i8 refer not only to things near the speaker but to things near the person addressed as vell; they may accordingly be translated by “that as well as by "this". Arabic has only two genders, while English has three--masculine ("he"), feminine ("she"), and neuter ("it"), When it is a matter of natural gender-- humans, animals, etc,--Arabic %% ‘he' and (,2'she' and English he and she correspond to each other nicely. Inanimates, however, are all referred to as it in English, while they must be masculine or feminine in Arabic. In these instances, Arabic jE and (2 are translated by Buglish "Le". thus, 38 referring to wed is "he", but referring to GeJol! is "se". Drill 1. Recognition of masculine and feminine. ‘Teacher supplies the cue, student supplies a male or female name. (Guggestion: Write a list of Arabic names on the board, in separate columns for m. and £.) 104cst pel GT; r(eacher) vlog cet: s(tudent) roe Via sia 3, Interrogatives If an Arabic sentence contains an interrogative word, such as 'who?', that word is first in the sentence: rest 6 ‘who are you?’ Navdo Drill 2. Té the sentence is a question which may be answered by "yes" or "no", the interrogative particle J® is used to introduce it. In other words, a statement may be changed into a yes-or-no question simply by beginning with "lk (there are also particnlar intonation patterns accectated with questivus; since these vary from one region to another, the student is best advised to imitate his native-speaker model.). This particle has no equivalent in English, where questions have a different word order fron statements. Here are examples: i Statenent est 15h "this te Santr.* Juestion ‘Is this Samir?’ Statement "You are Widad.' question oloy gb "Are you Widad?! Now do Drills 3 and 4. 105Drill 2. Chain drill. teacher introduces hinself; asks first student tf col ge. 8 replies, then asks next student (S,) cif G+, continuing around the class. tS Cae) GI 17 Seth es Cena) UF 8 tee Cue) oF : 8) Drill 3. Question/answer with ‘Js - Teacher asks each student! UF. us 7241 Z8t Z2f ‘You're not the director here; Bots! CP. Gk Sot Est acs m the director!" Finally, the predicate of a sentence nade negative by O~! is in the accusative case: “(This rule applies only to nouns and adjectives, and not to prepositional phrases and adverbs, as only the former have varying case end- ings.) Here are examples: 133spre! SS GLT waria isn't the director." Bye CLT she's not a secretary.! +L Tou G25 you're not new here." "You're not an Arab.! *r'm not a student. Drill 1, (Also on tape) Recognition: Subject of uw. Give the independent pronoun corresponding to each of the following forms of Guid. Ex: ‘ie 1s not from Betrut" Pm eae ceed sean Set t tea oe eet regret = 8 rege oe LI Y eae oe cet 1 Hap ce ee 1 Drill 2. (Also on tape) Negation. Negate the following sentences using the appropriate form of (--. Ex, ‘She's a new student.! Goan lb ge ‘she's not a new student.' + Sao ZILLI robo Diss gee t rb ge Oo oe LI e sla doe gol 1 api Gol pla pool Gol ot Drill 3. Written. Negation. Negate the following sentences using the appropriate form of GJ ; be sure to write the vowel sign for the case of the predicate. Ex. "Samir is a professor,\—= Glad Sect "Samir is not a professor." GL Gee Ge 134+ Gated Gee pale oo + age eb) te ete Ur eS Gb ogee dT + GGL ud Ges LY + Ges dele ot + use dal + EBS Go Lt 2. Intetrogative 1 In addition to JA (see 1.0.3) there is another interrogative particle with the same general function: to introduce a question which may be answered "Yes!" or "No". This particle is ! , and since it consists of only one letter it is written as part of the following word. In some contexts either J or | may be used, for example: 6 CGS 1k "Is this a book?! Te Se Re "Is he from Beirut?! te, 87b. lf There are some contexts, however, in which J® is preferred, for example, be~ fore words beginning with wagla, such as those with the definite article: Zz a TAR ss Tal i ts the director in the office?" And there are other contexts in which 11s the usual choice, for example be- fore a negative: TGREEIT GS Soll GoW Tene the director in the office?” 8 Asss GST ‘Isn't it so?" Drill 4. Question formation, 1 7 Ue ‘ Form questions fron the following statements, using f or (iS as appro- priate. as"This is a door.' — oh lie "Is this a door?! $l Nie ge ee ol Niel "The word is new.
) feminine suttix: 3)a GIF tcatrot-- (gs2U ‘cairene! (©) these vowels or coubinacions: 145‘aeerica! Ek! Pent tas ‘american’ Uj5 ‘France! £555 prench’ tye Lt itya cael tatbyan! Loe ‘syrtat Soe syrtan! Very often, in practice, -iyyun is pronounced xii in its pausal form. Nisba adjectives which are not formed according to the rules above or which have special meanings will be listed in the coming vocabularies; you will be expected to recognize or to form all other (regular) ones. Drill 6. (Also on tape) Transformation: Prepositional phrase —» nisba. a. "The professor is from Lebanon! —» ob um SL ‘the professor is Lebanese.’ + eld Slay! Gli ge Jay! oe eee Sle Ld iste SLI 1 Ba Gl oe SLY! LY wll. StavT v Koel. Stnvt r Be! oe SLAY A bul oe SEY = b. "The Library ie in Anerica.—> — Gel Bek! ‘The library is American. FoCop EE Secon] | cell gg = t ee =) II gs - Less ot Doel gs = 1 clo gi ot Drill 7. Substitution: Nisba with “i. ‘ts the director from Lebanon or Iraq?) OG oe peo! Jat SLY! T Slot gf "Is the director Lebane raqi? . 1s the disector Lebanese or Traqi?,, pl feted pond et gl! Repeat with the following: PhO pllstl oe = & These pl Geel oe = 3 5 Wome pl sera = T gat pluses oe - 7 feet ol Gost gee = 7 SG plese — 1461 Written, Transformation: Feminine —e masculine. Rewrite the following sentences, changing all feminine forms to masculine. Ex. tthe new student (£.) is Lebanese. 2— JBL Sipel! 2 SUI! tyne new student (m.) 18 Lebauese.’ syed eyonst QT Soy! Gey! sll o Bae Goa GB Lt Blog Le dey! Byodt o oF Ogee Dob Blt Lt MaG Dyed! ead! © 4, 223 and 3 The particle 3 ‘and’ is one of those Arabic particles that are spelled with one letter, written as part of the following word, and unstressed. Before the vords 2 the! and GB 'she', however, 3 is preferably stressed and the two pronouns lose their first vowel, thus: BS and he’ (wawa) oo ‘and she! (wdhya) Drill 9. Transformation: Conjunction with y@5 . Combine the two sentences provided into one sentence, using 93 or (ay. Ex. "The student's in the library.' AS go ST ‘The student's Lebanese 7 lead SUIT ‘The student's in the library and + Ged shy DoS) Qe IT he's Lebanese.’ epead Gael! Ge oye peel! 1 y Woe pS Goel ° 2G pret a7ESI os yey GUST jal go Heh! Bae LT vie Fes 7 7 { whet i IIT sort! eb Ulead! egeael IU 7 [ GI atendtt (ON i eS { re eS 5. Pronoun suffixes with noun: In addition to independent pronouns, suchas Gi 'r', G51 ‘you! and 2 Sh 'he', Arabic has pronoun suffixes--short forms added to the end of words. These suffixes may be added to most parts of speech, with different meanings resulting in each case. Pronoun suffixes added to nouns express possession. For example, the suffix 4 ‘him’ may be attached to the noun meee Bote CSsroffice' to give ¢—S+ this office’. There is a pronoun suffix corresponding to each of the independent pronouns. The singular forms are as follows: Independent, Suffix 3 Ms ro = "his office! 3Fs ue ‘her office! 2MS a ‘your office’ 2 Fs a "your office! 1s ui 7 ‘ay office’ ‘Three points may be noted about these constructions: (2) When a pronoun suffix is added to a noun, the noun thereby becones definite, and thus never has nunation or the definite article: as{55 ‘an office’ “ES. this office’ GSS! ‘the office! In a noun-adjective phrase, the noun with pronoun suffix must therefore take a definite adjective: ‘his new office! tyour large university’ (2) Pronoun suffixes are added to the noun after the case ending: Nom. a5, Gen. aes "your office! Acc. Oss The first person singular suffix <5 'ny', however, is added directly -to the stem of the noun without the case ending: Nom./Gen./Ace. 25s 'ny office! (3) when 4 ‘his! is added to a word ending in _ ay, its vowel is changed to 4 shi, Contrast the shape of ¢-in the geni- g thor &” tive as opposed to the other two cases, Nom. 4585. Gen. ope ‘his office! Ace. Ake ‘This is strictly a matter of pronunciation; it happens after all parts of speech and is automatic after 4, if, or y. Drill 10. (Also on tape) Substitution/transformation: Independent pronoun or noun —# pronoun suffix. Ex, 149wus fh — Zus ‘his book! "he! - "book" Uius — KE hts ‘her book’ ‘Maryan’ "book! Repeat with: rneel ui Bilt él e = peo ao! week Drill 11, Written, Recognition: Possessive pronoun. The following nouns have attached pronoun suffixes. Write the inde- pendent pronoun ( 34 ¢ Ls/,etc.) which corresponds to each suffix. Ex. Ba 24S he! ‘his book’ Beal dys Bye beets ws wos ease nares donee aaiyy Drill 12. (On tape) Written. Recognition: Pronoun suffixes. 150Lesson Six Ep tl yo! Beth A i Lisl yb Bell snag galisee Ble yds GL od Keel ll pea oe Be bes Sere ll es LSU gb BLS le J yeo! +p BES YB gb ELI! RU east pS Hivoe ology or geet SG LS IGG I els! Ee ay ear completing +o! sty deole gob cua Lag) Gott! HI cae y 6 Selo oe ¢lssy! A. Basic Text Studying in America Karim came to America from Lebanon and studied at Georgetown University. After obtaining a degree in the English language, he returned to Beirut and taught in a secondary school. Widad is Karim's friend. She studied the Arabic language at the Anerican University in Beirut, and after a year she transferred to the University of Texas at Austin. After completing her studies she returned to the Middle East and taught at the University of Baghdad. B. Vocabulary fellate eee yu the sixth See Boy study, studying (n.) ce CIES he cane £0, fron teas Karim (m. name) aoa,os ge testo eaiaryes| ad 28S Vocabulary note: and so forth’ (1it., "to its end"). 1s2 te! ‘ete.! is an abbreviation of to he studied Georgetoun after (prep.) obtaining (a.) diplowa, degree language (nisba of 35) ringuistic, 1an- guage-(adj.); linguist, granmarian (pronounced Zingilitztyy) English (a. or adj.); Englishnan he returned he taught: school secondary friend she studied year (nisba of “32 ) yearly, annual she transferred, she moved ‘Texas Austin she returned the Middle East ( 555 ‘east") she taught Baghdad t8T AL tet cetera,C. Grammar and drills cry ead y sel gi! The definite article: Generic u: 2. Verbs: Perfect tense, 9 uss. aud 3 fos 3. Verbal sentences 14ate constructions ‘The definite articl. Generic use In English a singular noun with the definite article may refer to the whole class of beings or things indicated by the noun, Thus, in "The horse is @ noble animal" reference is made not to some particular horse but to horses in general. Often, a plural noun without the article expresses the same idea: : jorses are noble animals." The use of the article to indicate a whole class is quite restricted in English: not only must the noun be singu- Jars 10 wust also refer to countable things rather than to substance in a wa: or to abstractio the article can be used in "Zhe wheel was their greatest invention" but not in "Sugar is expensive" or "Honesty is the best policy". In Arabic the definite article is regularly used to express the whole class, but without the restrictions which apply to English. The Arabic article is used in this sense with both singular and plural nouns, and with countable or non-countable nouns. ‘Three important categories where the article is used in Arabic are as follows: a, General class of persons or things "Students look forward to vacations." “Watermelon is good for you." "Prices are high there.” 133Abstractions “Bravery was their most admirable quality,” "Druth is stranger than fiction." c. Actions or states after obtaining a degree" BLE ee Jods "in studying here" LS 213 "after completing (one's) studies" BOIS Gat ety kG 2. Verbs: Perfect tense, 3 m.s. and 3 fis. ‘The Arabic verb has two tenses, the perfect and the imperfect. Very briefly, the perfect tense is used to narrate completed events, e.g. "lle arrived yesterday", while the imperfect basically describes situations or events which have not yet been completed, e.g. "He is studying for a test", “He is going to eat later", In this lesson the perfect tense is introduced. The verbs wll 55S the came to! JESS "she cane to! G53 the studied 255 "she studied" ‘G5 ‘he returned" o35 "she returned’ 6-55 the taught! e255 "she taught" are in the perfect tense; they denote a completed action or event, corres- ponding in general to what in English is usually termed the past tense (as in “he went") or the present perfect (as in "he has gone"). Verbs in the perfect tense consist of a stem and a subject marker. The stem indicates the basic meaning and the tense of the verb; the subject marker indicates the person, gender, and number of the subject, The following chart shows the stems of 154the verbs shown above: daras- "studied" rajat- "returned" "taught" ‘The two subject markers taken up in this lesson are: indicating that the subject is third person, masculine, singular (3 m.s.) sat indicating that the subject is third person, feminine, singular (3 £.8.) ‘Thus, in the verbs of this lesson, if the subject of the verb is masculine singular (for example fv 5 ‘'Kerim'), the verb form ends in + =a; if the subject is feminine singular (for example Jlo3 'Widad') the verb form ends in &— -at. Examples: sesS 585 Karim came. Slog 2585 ‘widad came." Since the verb form includes a subject-marker, it is not necessary in Arabic, as it is usually in English, to express a pronoun subject: "he returned! %255 "she returned! I£ a verb ending in the subject-marker ul Repeat with: ee + loge UGS eis 4 Le Hijo! Gust Ly + deel! UI Eth Lor + ALY aut! Eye ti — t 169Drill 3. Questions and ansvers. Answer the following questions with the appropriate verb form. Ex. “pid you study?" toe bh "yes, 1 studied.' Heat T det Gays ge =} ee 2 base eee J53 tbe Eto! GLst Ja oy “pst aust nist oust est 2. be and ISG ‘There are two Arabic words corresponding to the English interrogative 'what?', but they are used in different types of sentences. The interrogative as the predicate of an equational sentence (end, as an interrogative, it cones first): 1 15a Go ‘what's thie? t ecSSIEULJI ak Lo hatte that big buttaing?" Only the interrogative !Jl+ , on the other hand, serves as the subject or object of the verb in a verbal sentence. In these examples it is the object: 170Slog 8255 (5G ‘what aid widad study?" t osbase Bb ESS 16L ‘what did he teach at Georgetown University?! When the interrogative ‘+ ‘'what?' is the object of a preposition, it is rather than en written as one word with the preposition, and with a fath bugis = Be ‘from what?! (with assimulation of n ce 7 to m) Let - ‘about what?! (with assimilation of the 2 to m) Legh = te "in what?! bel = PL "to what?! . ‘what?! does not conbine with S2,'after' or Li ‘in front of", or any other preposition ending in fatk Now do Drill 4. Drill 4. Written, Transformation: Statenent question with Lor !5L. Make questions based on the following sentences, using either L. or jl. as appropriate. Ex. ‘this is a big door." woe OG | Se ‘what's this?! tial + Bayon! Gatglb sia 1 le Dy evs 21 tye au bes ¥ 6 pl byw ee Lt + pedal! UpsSs aia Ak + RA BU Ge oF Gees lose EY als 4 + ote Geos Ida Lt + gpthy dats Tia 8 « Tpelel ps ton Le vu3. Negation of word or phrase: (J In 4.0.1 we saw how the various forns of O-~ are used to nake an equa tonal sentence negative. The third person masculine form G~! {8 also used to negate single words and phrases. ‘This usage generally occurs in short re- plies--not complete sentence: to questions or suggestions: Tes Eid you study about hnorica? we + BGI! giGe! ‘Not at the university." Gh t G25) 235 Sti where did she teach Arabic? Here?’ get BGA LES. LAG ¥ sno, not here. she taught Arabic , in Texas. sr bss Wow do Drill 5. Drill 5. (Also on tape) Negation of phrase. Negate the second part of each of the following questions using 4.2) aid you etudy Arabic? Att ZL Gif iy Bed ce the university?" 'No. Not at the university. + Ge! Gig ¥ fps oe teal ol ee - } SESS Ga prod owl = 1 flat apo dlisgf 2 7 Loe ot pS wel oe - & toa get EMI abt = ° ToGae dole Ga f eoel jy abs! Ql Thee Gott ged PBL te Ygedl sry ene el - 1724, Denonstratives: U5 ang als In addition to |e (£, 458 ), there is another demonstrative JJ a : (£. SUS) ‘that’. Like '48 , it may be used as a pronoun, functioning alone as subject, predicate, or object of verb or preposition; or it may occur with @ noun (with definite article) in a denonstrative phrase: 5 O84 ‘after that! Aad! dhe 5 tin that year! ‘The difference between the two dewonstratives is that 1h / 4h may re- fer to something near the speaker or not so near, and thus may correspond to either ‘this’ or ‘that’ depending on the context; white “US / Sts ysuatty refers to something fairly distant, or remote in time, and is thus usually translated 'that'. Also, when two things are contrasted, |G is often used for one and ¢LIS for the other: + a5 Gb, Zayed gh "This is modern and that is oe ancient. Now do Drill 6. Drill 6. Written. Completion. FALL in the correct form of the demonstrative pronoun. eel steel desl toa 4 + eye Us, ped PG + Be lg Ge EGU ode + los gow ES Lt pal pte Gere Le 1735. Numerals 11 - 19 (Also on tape) ‘The following forms of these numerals are used in counting: 11 eleven ‘he Sal y 12 twelve 13 thirteen 14 fourteen 1s fifteen 16 sixteen 17 seventeen 18 eighteen 19 nineteen D. Comprehension passage Read the following passage and then do Drill 7, which is based on it. BUI Be gd Oe! GLI Ges sel se Ge eG US aay JT OE Bye gd Be UT UI yoy dle Gab! RI! Est, now Be ete OT gy Te! tT cae el aa oy ES gd By gets yee Alexandria : Drill 7. True or false, + GaG Go bel bj eal - 1 174ae, te E. General drilis Bo GG Drill 8, Transformation: Nisba. ‘This student is from Beirut.’ 8 Sa oe ILI Iie "This student is @ Beiruti.' Bae UT ae TWh ye I5T pp Ly tA Gb EG ies 2 1 + Beet oe Ge oe Eel adh Lor 8 Get oe Ay GI Ge BUI ada Lt + ee oe Wy Glog! gee Ue tia Le dese gh Dey! eth Ye 2 1 Stes ged Drill 9. (Also on tape) Substitution: Possessive pronouns. Change the pronoun suffix in the model sentence, according to the cues given. Bx, "My friend read an Arabic book.' + Case GES Ginn Tha wi Repeat with: + Gat GES pie als Drill 10. (On tape) Written. Recognition: Demonstrative. Drill 11. Written. Completion. Fill in the blanks in the sentences below, based on the Basic Text for this lesson. (try to do it without referring back to the text.) wsi US oy Bp — gb HRS role + Bet aubue be a wad REG pS jad) US oy BE Be i DE hs dle Bly YT I I Drill 12. Translation. 1, Did you (£.8.) study Arabic in a secondary school? 2. No, mot in (a) secondary school, I learned Arabic at the University of Michigan. 3, What did you study in (the) secondary school? 4. 1 studied English and the history of America. 5. Where is the University of Michigan? 6. It is in Ann Arbor. 7. te Le @ by wutversiey? 8. Yes. 176Lesson Eight bel ya! ee ica! . f Bo Ll oe GLa! FAW et LT Gall Ql FG ey ey oT Gay ce * ol py ass GS LI eyed ay Mbp byes oi OT! pad ol ey Felt vot! GET Gaul Lor CRs GU SLs poy su BLY Ge Lk + Re RU Lye eT ELIT Slay ot Semele pal 7 92 pyell GAG SLY Dol gigs 2 0 A. Basic text News from the University 1, The president of the university returned to the Middle East yesterday by plane. The university has published a new book by the title of We and Our Language. 3. The new students listened to a lecture with the title "You Are Not in Secondary School Now." 4. The president received the new professors. They are: the professor of English, the professor of Islamic history and the professor of Arabic. 5, The title of the visiting professor's lecture today ie "You and Your University". elope! B. Vocabulary -« ih ene etghen “Us! (.) news, nevs itens tent5 ——prestdent wel yesterday 7 by, with, by means of ew airplane eh co pubtten 7title by the title (of) to listen to students (p.) new lecture you (m. p.) are not now to receive , welcome, meet (p. of SLL1 ) professors (m. p.) they today (m. p.) you Additional vocabulary ‘genet they (m.) are not ws we are not they (£.p.) you (£.p.) they (£.) are not you (£.p.) are not C. Grammax_and artlis ceeds vel gst 1, Ida@fa: Noun phrase as second term 2, Verb-subject agreement: Plural subject] 3, Independent pronouns: Plural 4, Pronoun suffixes: Plural 5, Negative Gas : Plural forns 6. Helping vowels: Summary 178‘a: Noun phrase as second tern The 1dafa construction consists of two tems, each term being most comon- Jy @ single noun (see 6.0.4). Consider, however, the phrase G—>> » y! yidy «L241 } iby the title (of) We and Our Language’. Here (as the object of the preposition = ‘by') we have an idifa whose first tem is the single noun co! 95 'title' but whose second term is the whole phrase within the 'g55 follows the usual rules for the quotation marks. The first term, 0 first term of an idifa: appropriate case (here genitive after a preposition), no definite article, no nunation. The second term of an igafa is genitive, but when it is a quoted item it has no genitive endings rather it has whatever case endings may be required by its own internal structure. Other examples: These exanples all illustrate the fact that the second term of an idifa may ha a phrase or clause which acte as a unit, ae though it were a eingle noun. This is an igafa in which the first term is a single noun ( j! yi), and the second term ts a noun phrase ( SUINI 355142) which de dese? an igifa, with a first term and a second term, This kind of construction is called a complex ififa, The following statenents apply to couplex idifas: (1) The first word in the string may be any case, depending on its function in the sentence; the others are genitive. (2) Only the last noun in the string may have the definite article or nune- tion. The last term of any complex igafa may be another idafa, so that strings 179of four or even five nouns sometimes occur: "the door to the office of the ote BG ty Se ou president of the University of ce oe Miclityau" The last term of an idafa may be a noun-adjective phrase (underlined in the following examples) : abl GEN! GjSU2 ‘the visiting professor's lecture poplP SLY) 95564 41452 tthe eiele of the visiting profes SEE ‘sors's lecture’ Another kind of noun phrase is the demonstrative phrase, and this too may serve as the second term of an idifa: 3 LES! Ide “2354 'ehis professor's lecture BEL o5k G14 ‘the ettte of this Lecture! (For the demonstrative as the modifier of the first tem of the igifa, eee 35.0.2). Now do Drills 1 and 2. Drill 1. Written. Recognition. Identify the idifa's in the following sentences by enclosing the whole ida in parentheses; then translate each sentence into English: Ex. "The lecture is * Glee Fell ‘the University” titled "You and (73a. y pe 'T read this famous professor's book.' (pete! SLY! Iie ClSel is SAN GGG GEL ww Qt + Eee! GU! se Rijs ey Lt ST peat oe GLI gly dele wel Gal oT + geloty dey EaGI! oie Goss wae Lt eT BU Gl LS al > Spee yd HOGI! Bol au ge Las ath 180Drill 2. gia formation. In the following sentences, conbine the words in parentheses to forn idafas: Ex, ‘The office of the director of this(sasJ! — ja — yo! — uaSJI) suseun is in this building.’ + FGI Tae ys PPG ie gb Gam Mom pea Coss Cae RU eo) pst 2 Ct aA! deb ab" obs) ol Ly ( SGU! = ode eb) Su wer + lop epee (God PT) Le tLe (Gee - RG aL) Be, - ® CG) igen ot) la 2 + toe peed ( peed - toe Det tt) LL 2. Verb-subject agreement: Plural subject (see also 6.C.2) ‘As we have seen in previous lessons, the verb normally precedes its sub- ject. In such a case, the verb agrees in gender but is always singular, re- gardless of whether it is followed by a singular or a plural subject. Ex~ amples: BSG DA GUI EL) me new atudent Listened to a lecture.' FELL Bod! BU eAZE21 tone new student Listened to a lecture.! 2925 eee pA B51 Zab St) cme new students Listened to a lecture, Ba Ay 2aa5 Boss Goepb Gace) ‘Farida, Widad, and Hind listened to a lecture." - #5251 GEN) 223 othe professor returned today." 17351 4G US 5 ane professors returned today." In the case of two or more subjects connected by 4 'and', the verb takes the gender of the first: 181OEF be 51055 tH GF 'salim and Widad have returned | from Lebanon. ESI! GLAS BILLY S55 tthe professor (£.) and her student have returned from the lecture." Now do Drill 3. Drill 3. Conjugation. Give the correct form of the verb in parentheses in the following sentences: "The students studied the history of ee ao Db (G50 eek sy os. Egypt! + yet ee Dh ys + Gee Gel I BLY! ( desl) 2) + Heb RU ly ply oles (pl) forte pet ky pee ted Cee) ede Blo Qu (fo) Le coe os CT) Independent pronouns: Plural. Here is a table showing the five singular independent pronouns previously given, and the corresponding plural pronouns: Singular Plural 3M 58 heat" + they" * 3P GA ehe/ie! "they! 2M i "you" 2F i "you" GEST tyou" 1 ui a GBS tatThe 3 m.p. pronoun # ‘they! is used in referring to three or more human beings including at least one male; the 3 f.p. pronoun (® is used in refer- ring to three or more female human beings. The 2 m.p. pronoun j221 'you' is used in addressing three or more hunan beings including at least one male; the 2 f.p. pronoun E231 is used in addressing three or more female human beings. (Masculine plural nouns are likewise used to include males and females.) Examples: seSScd1 6 A they (w.p.) are in the Library.! a eee Sah ne § 25555 be GEST UK tare you (£.p.) from Beirut?! ve east If followed inmediately by wasla the two pronouns p® andp>> add vasa helping vowel: "They are the professors." "You are the students." ‘The 1p. pronoun {2% is used by either a male or a female speaker in referring to himself/herself and one or more others, exactly like English ‘we’, ‘There are special second and third person dual pronouns which are used in addressing or referring to two persons; these will be taken up later, Now do Drill 4. Drill 4, (Also on tape) Recognition. In the following sentences, substitute the correct pronoun for the sub- jects. Bx ‘worid and T are from Lebanon." —. ob om oes LI ‘ie axe from Lebanon." od oe gas + Blo gily bio 6 Dh ely peleg yd Bproells BUI, SLY! rdle bj Gel 1 tpt! cake gi FES! ob ology sary col robots GI ¥ BLL Bay pby ely Gol — € 183whe vas DI, Sot oy + Gosedl yo tend A ol Gl pe eg ET gb py pele GI = 1 soit + bul SES GI Gb Byes cong eol BULL gg BLY! Le Sell gh pe Se pS oN 4. Pronoun suffixes: Plural In 5.C.5 the singular pronoun suffixes were described, and illustrations were given of these suffixes attached to nouns to express possession. Shown below is a table of these suffixes, and the plural suffixes corresponding to the plural independent pronouns (see 3 above): Independent suffix Example Singular 3.Ms a “554 ‘hie Language’ 3 FS ue 4355 her language! 2Ms aw 44 ‘your language! 298 a (82541 ‘your Language! 4 oa 1s uh i I ‘ay language! Plural au 3 te 254 vanete Language! oe e, bree 3 FP oe Oe 2245 ‘their Language! % ore) 2 MP a 73554 ‘your Language’ 29 as C5E4 tyour 1P | L = ‘our language! ‘Two points should be noted about the plural forns: 184(1) ‘The vowel of ‘P& and GA (itke the vowel of % ; see 5.C.5) changes fron u to i when the suffix is added to a word ending in __ -i, wf id, or YF ay Thus the form ia pe in PS ok ‘This is their language." APES LSS 17 studied their language. but fp in "I learned something of their language." (2) When words ending tn the suffixes tf or $5 axe followed by wagla, they add u as a helping vowel (see 3.¢.2 and 6 below): BST GET ‘their new professor" Seeh!iT (S5LL1 ‘your new professor! Now do Drills 5 and 6. Drill 5. (Also on tape) Recognition. Give the independent pronoun which corresponds to the pronoun suffix on each item below, Ex. their study —+ they (£.p.) CH Gatel os 185Drill 6. Transformation. In the following sentences, replace the noun and pronoun in parentheses with the noun and corresponding pronoun suffix and vocalize them. Ex. "I read your book.’ a (pel oS) cis SBSGS ots + Com — Uel) J Ob eat Lo) fe By G (eb) FELL. = ep Iie (Ga) or SC $eel slat) & - 6 S deel dG GQ (asl — bly) aay ge - o Spel ets Get ( peo ELS) Gi — 1 5. Negative Cael: plural forms The verb GJ is used to make equational sentences negative (see 4.C.1). Here are the singular forms previously given, and the five plural forns: Singular Plural 3M GJ the is not! Vw ‘they are not! F 5 'ohe te not! roa) "they are not! aM S24 you are not! pce "you are not! 2; foes F 225 ‘you are not! oats "you are not! 1 <4 +1 am not! ull ‘we are not! ‘This verb follows the usual rules of verb subject agreement outlined in 2 above: if the verb precedes the subject the verb agrees in gender but is alvays singular, Renenber also that the predicate of (uv! , if a noun or adjective, is in the accusative case. 186Togas JULI Gand “the etudent fe not new." + Bese LU oI the student (£.) is not new." “035 GURU GAS ne etudents are not new." "They are not new." "aren't you (m.p.) students?! ‘We're not in Iraq now.' Now do Drills 7, 8 and 9, Drill 7. (Also on tape) Recognition. Give the independent pronoun that corresponds to each of the following forms of owl. me. ‘We are notte we = gas oe oe Sud a eo ie cm oe Lo | genet set Drill 8. Negation. Negate the following sentences with the proper form of cael . EX ‘they are from Saudi Arabia.'— te pe "They are not fron Saudi Arabia." © Roget cee I peed +aeGJ ab I 1 + HG bye gigs! - ) + God Goel col 2 oY tour Dh pl = 1 Sell Be ye = A Ade ELI ges - otlj Jal ge 2 4 ttyl hee Ge k Goce py Se est de tebe pe 187Drill 9. Written. Negation. Negate the following sentences placing the proper form of (J before the subject. Ex. "the professors are new.' —« - + oe FLY! ‘The professors are not new.! + tose Bi LY Led oe les Teng slog = 1 1s gb bE bye Qs OI LT oles ge vost! Gly! LY Pg Ot Ab tly Fresdy pee = Pde! ole bd Buysse Eo! = 6. Helping vowels: Summary Within a sentence, when one word ends in a consonant and the following vord begins with vasla, a helping vowel is added to the end of the first word, since othervise an inperalesihie sequence af thras sucreasive nansanants vould occur (see 3.0.2 and 4 above), ‘The three vovels a, u, and i are all used as helping vowels, as follows: ‘The helping vowel 4 is used only with the preposition (4 ‘from’, and only if the following word begins with the definite article: ‘from the building’ ‘fron the president! ‘The helping vowel u is used after any pronoun, pronoun suffix, or verb form ending in -um, for example $25! 'you(m.p.)', pS20'your (a.p.) univer- sity’, or ¢~J "you (m.p.) are not": LEGG yt oll Si 1 situ cat cant "You (m.p.) are now at a university." 'aren't you (m.p.) the new students?! 188this morning Harvard; Princeton the evening The helping vowel 4 18 used in all other cases (including the ease of tig ‘from’ when not followed by the definite article). Example: Ue (interrogative particle) et eye tks GaZueSIT JS tts the president in his office?! "who?! "who listened to that lecture?’ ‘she returned’ Slot ou Now do Drill 10. brit 1 ‘Wiss Samira returned to Iraq." Written. Supply the helping vowel on the underlined words. Ex. ‘Our professor is from Cairo." de Gl G@ bibl da! pst aths . ° ovat! ub! pe} PE TET ac else fea tae tay + Spel bodice — Vege GH! S5atl alanl - I ape ets! = A Gay dp pet! = + aren ae D. Conprehension passage 8 Read the following passages then do Drill 11, which is based on it. se Sod! Aj SG I he BI ty de! + Al, Buel Gb ALT Gls Be BRU! Ue pao 5 93Sat! te Golly Karel gph sree dey ats Cosmet Iles WUE Geol tt 2 LS gs ‘a pe. oF Bel gb Ee BUI Ble 7 Gel gsey eG 189Drill 11, Write five questions based on the comprehension passage above. E. General drills Drill 12, (On tape) Conjugation. Drill 13. Written, Translation. Translate the following sentences into Arabic. 1, I listened yesterday to the university president's lecture. 2. ‘They are not new students. 3. Did you continue your studies at the University of Michigan? 4. She read a book entitled "our New President." 5. Aren't you the new foreign student? 6. He came to Anerica by airplane. 7. She retumed to the Middle East after obtaining a degree. 8, Where did ahmad study English? 9. He began studying in a private school in Egypt. 10. 1 learned a new English word today. 190Nine eS ul 32-9 ot Pen Gems owt + gene ol TOG aad TL ery ELI Gas Y Ty oeset Ql aad ISL soGrells Gala UU dle pbs Isl + Got paket! Laas t peist su kabobs Byud Laue y ¢ DEI | pis! Ps old aist Uf tae TUS oy peed oul CH ord Speed ae Oy © Geel Gl Las tt ats de pid gules Gantt fds gs tb ce Gael Js ye + sib se pets Sb pany GU + Bol gs 191 en9s Bee e8s Bee eas ons EI ul yW w wr ve ye oatBasic Text 1. Samira: 2. Roberts 3. Samira: 4, Robert: 5. Samira: 6. Robert: 7. Samira: 8. Robert: 9. Samira: 10, Robert: 11. Samira: 12, Robert: a PENH bare lens ade =} £ sh Gsely es, scat I 5 tle tsi isu, — + ' CLS aist fa tasty — ¢ T pablll Go lye ISL Lo TUS ony sh Gsel yey, JS ISL 7 pralnls bot pb eo - t plait Ide cone Ja LA Sophy Gsrss* Goel JS Ja - 4 In New York Where did you go, Robert? To New york. Did you go by car? No, I vent by plane and returned by bus. Why did you go to New York? Yo visit some friends. What did you do there? We went to an Arab restaurant. What did you eat? I ate kabob and they ate kubba, and we drank Arabic coffee. Where did you go after that? We went to the theater, but sone of my friends went to the movies and saw the film A Man and a Woman. 19213, Samira: 14, Robert: 15. Samira: Good-bye. 16. Robert: Good-bye. Vocabulary aut Ds pee ro Bee eal $1 Cystity J uw ase tus Gwe 193 Are all of your friends students in the university? Some of them are students and some are enployees. elo seelt the ninth New York to go car bus why ? in order to, for the purpose of visiting; a visit Frieuds (w.) friends (£.) to do; to make restaurant to eat to drink coffee theater (£.) cinema, movies to see, watch, witness film; movie(nisba of *Lz . p. of FIZ) female, womanly, women's good-bye (said to person leaving or staying) good-bye (said to person leaving) (followed by a definite plural form) all; (followed by an indefinite singular form) each; (followed by a singular definite forn) all (of), the whole C, Grammar and Drills ow lett, sel git og 1. ‘The nouns “U5 ‘each, all’ and Ce" sone 2, Masculine and feminine sound plurals: Human nouns Masculine sound plurals in igéfa and with pronoun suffix 4. Verb: Perfect tense plural 5. Verb-subject agreewent: Verb following plural eubject 6. Expressed pronoun subjects: Emphasis and contrast 1. The nouns dS ‘each, all and wy wee In Arabic the words (Sand a4 are nouns, though their English equivalents are not. Like any noun, they have case endings and may have numation, hese two nouns occur most comonly as the first tera of an idifa, or with an attached pronoun suffix. Following are examples, with English equivalents: cy 8 teh an indefinite singular noun corcesponds to English each’ or ‘every': a aoje ‘each student’ H55 I every choot of paper! 194With a definite singular noun or singular pronoun suffix it corresponds to English ‘all of' or ‘the whole': woplt! GS tall of the lesson’ 3 QUI JS ‘the whole university" GIS /ES tart of it! with a definite plural noun or plural pronoun suffix it corresponds to English tall of" or 'all!: CEI Sp vivon ait te ouadonte™ PIS 'a11 of thent with a noun can serve any function-subject, object, etc.: & BIT SEs 555 1411 of the students cane.' (a subject)| + Bod! US 25,4 1 avank all of the coffee.' (= object) With a pronoun suffix it usually serves as a subject, or, for emphasis, after a plural verb or in apposition te a naun or pranauns aa Ga AS they are all here.' ( =subject) AE ee wat "ALL of then cane. = subject) + pelS 15535 1411 of them came.! (= emphasis) 1 G55 GAGS 21,3 Ye pia you drink all of the coffee?! (= emphasis) ee As an independent noun, (,4) (iS when indefinite means "each, each one of". With the definite article, it means "everyone, everything, the whole thing." ty SB BG ae "He went to visit each of . Aus his friends." + pu oh sos 'Z've talked to everyone." 581 GBF ne ate the whote thing." Now go Driit 1. 195(2) G24 is usually followed by @ definite noun in an idafa or by a pronoun suffix. It corresponds to English 'some' or ‘some of'; sb! G24 ‘some students’ or "some of the students’ P54 ‘some of then! Now do Drill 2. PeUlL 1. Wetton. Recomnision: % Each of the sentences below contains JS with a noun. Choose the cor- te rect translation for each use of (JS from the choices given in parentheses. (every student, all the students) | Vee yo gree IT JS L (every film, all the films, the t abt! & - whole film) ee ee (every employee, all the employees) Sahl 3 Gb JS ue (every restaurant, all the restau- : 7 rants, the whole restaurant) + dle pbs JS GIST _ (every book, all the books, the te CES JS Give 1s 8 whole book) : (every friend, a11 che rrienas) get dl sett Js as 8 (every woman, all the women) f ple! Hie diet JS cunts oa _ (every sentence, all the sentences, + dhe Bei _ the whole sentence) (every professor, all the profes-,asereedue ll oda gs BLY! IS — sors) (every year, all the years, the 1a BS ba Las Lt whole year) ot Brill 2. Transformation: Noun —s pronoun suffix after [JS ¢ (aay "some of the friends are students." —» ee bt Ge Gan "Some of them are students.' ee peta tGetl Qs SLU Ys Lo Spee BSLYI IS Ly Posi Sia 1 RU Gi cael SL Pelt cle! aay oY eh et Lor Shs Gay ys 4. hed! ope Ls ivsorsny,2. Masculine d feminine ound plurals: Human nouns Arabic, like English, has various ways of making nouns plural, In English, for example, most nouns are made plural by the plural suffix spelled s or es, e.g. "cat-cats", "dog-dogs", and "lunch-lunches". Other devices are: special suffixes, as in "ox-oxen"; vowel change, as in "nan-men"; @ combination of vowel change and suffix, as in "child-children"; or none at all as in "sheep- sheep", Arabic plurals, whether nouns or adjectives, are formed by adding wee? woe 9s special suffixes, as in we "teacher', barge ‘teachers' and 4 9+-%+ 'fa- nous', Gasse2s; and by vowel change, asin CIWS ‘etudent! and IE ‘eeu dents’ (with doubling of the 1 also), Swas and “34S ‘now's or a combination of vowel change and suffix, as in IL2T ‘protessor! and “Bis lel 'protes- sors'. Arabic plurals formed by means of vowel change (with or without suffixes) are called "internal" or "broken" plurals, and those that are forned by means of certain suffixes are called "external" or "sound" plurals, ‘This note will deal with sound plurals, and broken plurals will be treated later. Sound plurals show distinctions in gender and case. The suffixes are: [oS Masculine Feminine Non. Gace eee cen. PSE fare Ace. fon ele Note that the suffixes for the genitive and accu: cases are identical, and that only the feminine plurals may have nunation. The plurals of G-yo* and “E2352 are given below to illustrate the forms: ‘teachers' Masculine Feminine nm. ep BUS Gen eh LSA Ace. eerre) ee SMasculine sound plurals are used only for words referring to male human beings, or to groups including at least one male, Of the nouns introduced so far, the following take masculine sound plurals: = a Gebi G82 teacher" hg tect . ohh = 18s employee babe Fae ‘secretary’ Teste ash tatrector! Of the adjectives introduced up to now, the following take masculine sound plurals: bso 5s Sse35'present! Bask SoBl—stanoue! 4 o. . baths OPIS visiting’ bo ls ‘epecial' ese sd wet) tebanese! and all nisba adjectives (such as Bou above) except ss ‘arab, Arabic! 2 cof and gy! 'foreign', which have broken plurals; and on | 'tslamic', which is not commonly used to refer to human beings. Examples: Gss$!5 Gonys+ ‘visiting teachers’ we eee jO22% GHEE! the enptoyees are present oe us Coe St Gz ‘from the Lebanese secretaries! As we noted above, masculine sound plurals can refer only to hunan beings (oales or mixed groups). Feminine sound plurals, on the other hand, may refer either to human beings (fenale only) or to nonbunan things. In this lesson only human nouns vill be dealt with; nonhuman nouns will be taken up in Lesson Eleven. 198Following are the feminine human nouns introduced thus far: "student! "teacher! ‘director’ ‘secretary’ "young lady! ‘employee! ‘professor’ ‘friend’ ‘president! In general, feminine singular hunan nouns ending in & form their plurals with “Gy, Most feminine adjectives take the feminine sound plural (rather than a broken plural). Examples: Zlob ELS ‘new teachers" GALI ELAUII ‘the Lebanese students'| pled olive b+ ‘erom old friends’ Henceforth you must learn each noun and adjective in ite singular and plural forms. These will be listed in the vocabularies of subsequent lessons, firet in the singular, and then in the plural: Sound m, and £, plurals will be given as Gy 6 ©! respectively. Other plurals will be given in full. For example: Now do Drills 3 and 4, 199Drill so Ge Ose Sass! osetia = 8 eas! otjLal oeaigeie - 1 vse 1 ells ge - ¥ owibytl ye = 1 clogged! elIU oA elagse elinne - & Drill 4, (Also on tape) Substitution/transformation: Plurals. Change each of the items given below to its plural form, and then sub- stitute it for the underlined word in the model sentence. a. ‘The teachers saw a foreign + Cet Go geo! ole movie." See hue - aby tert Eo 2 1 Seb! tS Loy Gell Ju WY Gort! GW - YF Deb! Ib oA see! Slav! . b. Repeat with: ‘I ga the officials at the office." 6 SS i gibt! come stl 8 dhs! Godt 2) Boys! GI! 1 Hoel Bly! 1 The Bod! Loy Geo od! or aie — A tiyse = © 2003 given here again for reference: Te Nom. Gre Gen. HL Ace. Gaye When a masculine sound plural noun like this occurs as the first term of an igdfa, or when it has an attached pronoun suffix, the final G- of the plural ending is dropped: As first term of idafa Nom. vest! x55 BF the history teachers have returned.' Gen. ee KS TEAS oy sent to the history teachers! Ut office," Ace. Gx GI ech aR "The president received the history teachers.’ With pronoun suffix "his teachers’ ‘The first person singular pronoun suffix 'my' has the form (¢ -ya (instead ends ina long vowel, That is the case with these masculine plural forms after the dropping of the final G . tm addition, when this suffix G cya ts attached to a nominative stem ending in 4” uu, the latter changes to is ii (becoming identical to the genitive and accusative endings). The final ii of the stem and the suffix “§ ya are then written as a double J witha 201shadda: G, iyya. Here is the process: Noa. See "teachers! (rop GD Po ga et (change sto) ye? (erite 2 east): SS ay ceachere! Gen./Ace. (rop G — ) "teachers! (write 2 ,’sas1) ‘ay teachers! ‘Thus, with this suffix, all three cases are the sane: ‘wy teachers! Now do Drill 5. Drill 5. Transformation. Conbine the two itens in parentheses in each of the sentences below. If written, write only the resulting combination of noun + noun or noun + pro~ noun suffix, making any changes necessary. Ex. "His students cane to class.' fed IC gh Ob) ee aah © Coe Gh ( Ca! MU oe) we f Ga ade UES ( pel GLI) joel Je 1 + Ga Qe (ge Ob) bal - fool C8 otha) td! dail Je = shell Gb closes ( prot! ele) 2 8 et Bi Gal) ees — + paket Nie Qi ( LIA live! ) JS - 1 + Bal Ib t (eal getoe) gil emenl da eco Ct (Ga elie) aes A tbo IC GI ome) es - 1 2024. Verb: Perfect tense plural, ‘The singuler forms of the verb in the perfect tense were given in previous lessons (see 6.C.2 and 7.C.1), In this lesson we present the plural forms. Here is @ table showing both singular and plural forms of the verb Ge J'to go! (sten -C85 Sahab-): Subject Marker aust aif a ‘he went! ars ee wat "she went! ous ERS 2 te "you (m.8.) went! ar See th "you (£.8.) went! Ls ees 2 wu "T went! 3.9P Nees oly sou "they (m.) went! 3 5P oes G na ‘they (f.) went" ezoc< op 2 uP pee er ztun ‘you (m.p.) went! zee Gest ES Stunna "you (£.p.) went! Leo GES Gena ‘we went! The following points may be noted about these plural forns: (@) The 3a.p. ending is written with a final falif. This is a matter of spelling only, and does not affect the pronunciation of the ending, which is cus. CE. 1 4.2 J "they are not! which is also third person mesculine plural (2) The use of the masculine and feminine plural forme is like that of the corresponding pronouns (8.0.3): the 3m.p. and 2 m.p. forms are used in referring to or addressing three or more human beings including at least one 203males while the 3 £.p. and 2 £.p. forms are used in referring to or addressing three or more female human beings. (But for the 3 m.p. and 3 f.p. forms see also 5 below.) Now do Drills 6,7 and 8. Drill 6, (On tape) Conjugation. Drill 7. (On tape) Questions and answers. Drill _g. Questions and answers. Answer the following in the appropriate person: Tabet Shs Je VF Le Ql bps ge TELA Fels tl Saal Jak s asa Gast fe Ly Type tl God fad T lage GLS S5ool Je - 7 hss Gee lee Je ole T peat! peli! Jo € bs gb Gel jal GALS! Ja 1) § Sl usw! ees Ja 8 f dG Tce tl oad Ja fhe God! GIT panes Je HIT . Verbsoubject agreement: Verb following plural subject In 8.0.2 it was seen that when a verb precedes a plural subject the verb is singular, It is masculine if the subject is masculine, and feminine if the subject is feminine, but it is always singular: sysere tl % MEI! eS the students went to New York.! Lae ges oS! gt Gases S485 ty friends (£.) went to New York.' ‘This word order (verb first, then subject) is the usual order in an Arabic ver- bal sentence. The reverse order (subject first, then verb) is also possible, hovever, and that is when the plural verb forms are used. There is also agree~ ment in gender. Examples: 204Pot ae sSysese ul 15555 STI the students went to Now York." Loeset ctl G585 2 Gps My friends (£.) went to New York." The choice of word order (verb first or subject first) is a matter of style in Arabic, depending on various matters such as length of the verb or the subject or focussing on the subject; the English translation is usually the sane for both. The plural verb forms are also used when a (human) plural subject has been mentioned in a previous sentence, or is clear fron the context. In such cases the form of the verb indicates the subject: ' 55 ‘They (m.) returned yesterday. of vere - unl G2S5 they (£.) returned yesterday.' Wow do Drill 9. Drill_9, Written, Completion and translation. Insert the correct form of the verb given in parentheses in each of the sentences below. Translate. ( a8e ) + pb th ei - © a hare I eb5s! Lt Cele eel He Sr et CEE), pa eee Osby o & C seel DLE UGS Gall ell Sle ( Sis eae idl —— bse = 1 CS etd Ce Ql aisuy! - ¥ Coe Re bye Gelkjut! oH LA (eo). de Ete Cas) Gand tt wb 205. Expressed pronoun subjects: Emphasis and contrast Since the Arabic verb form alone indicates the person, gender, and number of the subject, it is normally not necessary to use an independent pronoun subject as in English, For example: aA ee 32,5 GL! where's Karima?’ AEE Quy ESS she went to the Library." However, 1£ some special emphasis is to be placed on the subject, or if @ con- trast is drawn between the actions of two different subjects, then the inde~ pendent pronouns are used: ek 1 ST GE 5 CUS LIST GT vz ate kabob and they ate kubba.' fils? — 0 Read the following passage,then do Drill 10, which is based on it. D. Comprehension passage wih te pee ib OF alt tr yeaa ig eed gah SU Ge LGU Kel sel rents nS Ley Cus Cab Listy Gis pale ll Gai Liu! ebb GE se ley pall ee nd Like Gell US aay Lea v8 Gre 5y250! "pled Dril1_10. Complete the following sentences: oR th aa * Goel =) end FB Ee on © ty es STK Ge Ga hI a ee St +" BG ops oe 206eral drills Drill 11, Variable substitution. "Sone of the teachers fab dl nea ae ed went to the restaurant. See acaba Fie eae aah sie — — —-t oe — — - t SSS hig eta SEES eae Set Drill 12, Written. Transformation: 3 m.s.—+ 3 m.p.—+3 £.8.—+3 £.p. In the sentences below, change the underlined items to: a) masculine plural, b) feminine singular, and c) feminine plural. Make any necessary changes in the rest of the sentence. + yee BU as Ge aby! RSS beet pee Col Toe tl cael Ye oT Drill 13. Question formation. Use the question-words in parentheses to make questions based on the fol- lowing statements: C1SLS) ee Gaedl BL see ges Coed) + Gia pabe gh CLS Hist 1 Coe) teletype = 7 CPG) Py Meo bey! Ga dt byes =f + Ode) + dle ell absi oe Coed) eee Gb ose pred pe LT C15) 6 peg Dae deta = 207CL) eye IS ole Caml tl) + eae tl Gtinee ene (1G) + BG gs eh Qt eye CG) + Ree J USY! ga aie BS! EGU Gl ey lose UGS FGI! eye! CL)" pgetl C fe) + seam Cees Hie 208 y wLesson Ten sub gs toe ok LG Lent Pialscal ot tl + eg! bs UG teey dal Peslss Oper oll t sobs tl Te FL sey et + pend Gh y aay t S calg asl Be GT te + ee Sys BE kes $day elles fe Poot yd Lass te body pS tole Llp etry 6 Joe deel gal gt tadbe Ue Pls Gesly + i552 pe Ll + ey gd dibe LI has come (time) GUE As eth see Get dol et 209 2M! ot! Por ot wet a gest GF! est BI 2 eed ETI oe ed wet 2 yn W iv we ve WV vyA. Basic Text 10. n. 1. 13. 4. 15. 1. uw. Luey? Hussein: Lucy: Hussein: Lacy: Hussein: lucy: Hussein: lacy: Hussein: Lucy: Hussein: Luey: Hussein: Lucy: Hussein: Lucy: B. Vocabulary At the Airport Welle, Me. Muscetn. Hello, Miss Lucy. Where are you going? ‘To New York. And you? To Riyadh. When does your plane leave? In a short time, On what plane are you going? on Misr Air. Is your fanily with you? No, I left them in London. How many children do you have? I have @ son--his name is *Adil--and a daughter--her nane is surad. hat is your job? Tam the director of a conpany. And you, what is your job? Tam an employee in a bank. It's time for my plane. Good-bye. Good-bye. els! og ol 5 airport ws! Luey ek Hussein (m. name) S525 UT wetcomes hello 210os - hs going a when? appointed time; appointment time short on (fol1. by gen. noun) which?, what? company family with to leave London (foll. by s. acc.) how much?, how many? child; boy (prep.) belonging to; to, for; of a) (with wagla) son tut (vith wagla) name ‘Adil (m. name) Sus girl; daughter Su‘ad (£. name) just work, job Bet - BL bank Grammar and notes ows belly lglg Taterrogative particle 75 ‘how vany?] Preposition J ‘belonging to’ 3, Equational sentences: Predicate first with indefinite subject 2114, Prepositions with pronoun suffixes 5. Verbs with pronoun suffixes ez 6. Interrogative noun (gl ‘which?! 1. Interrogative particle 75 how aan The particte 75 is an interrogative corresponding to the Faglish ‘how any", ‘Together vith @ noun it forms an interrogative phrase, and the noun is then always singular, indefinite, and in the accusative case: 1 a4 1545 4S ow many children do you have?! S diare ot] GI Gl 75 ‘mow many students went to New York?’ Now do Drills 1 and 2. Drill 1. Recognition/translation. Translate the underlined portion of the following sentences containing ‘pS: Tajo edb gs Le o- e fil Qo Ue AS 1 Tope Lh ST ph due LI ST TUN piel Leia! GyserS VIG GI ty eSLI AS oT Saal sieehs GELS Sok Soe ys Lela se 6 Drill 2. Question formation. Form questions from the following sentences using 7S and « fore of the underlined words. Ex. "Some of the employees drank coffe: 8: 'How many employees drank coffee?! 22+ UGS BLY gy uel = 8 + pli + Goev! JS sale) ee ee at = Ts eyo ay Ppl OT eUbstl uy pul Sell I Gu Sai or aceon | + ged Giclee! Jess — t Hoel eLIbI! YSsencs Ak 2. Breposition =! ‘belonging to! One of the meanings of the Arabic preposition | is "belonging to’. ‘Thus one may say +siaieil S5C2IT ‘the ear belongs to the museum. This is an equational sentence, with 3501 as subject and the preposi- tional phrase 5o°~1J as predicate. Literally it means sonething Like 'The car (is) of-the-ouseum.' Thus J is often used in this way to express pos- session, Other examples: fad ESAS 35g LIT 3k thie plane helonga to a new company. | sprt“L GES11! 158 This office is the director's." © 705]1 1k LLL ewnose 18 ehts penetl?" (In the last example the predicate is first because it is an interrogative phrase.) When @ pronoun suffix is serving as the object of the preposition J , the vowel of the latter changes to -! except with the 1 9, suffix, where the combination ie 4! . The forns are as follows: 2 ‘belonging to hin! ‘ZI ‘belonging to them (m.)' US ‘betonging to her’ ERS vetoneing to them (£.)' 43 ‘betonging to you (n.8.)' “SS tbetonging to you (a.p.)’ 25 seronging 0 you (E.0.)' GA! thetonging to you (£.p.)! & ‘thetonging to ne" 1 etonging to us! 213When this phrase follows a definite subject, it may be translated into English using the verb "to belong to" or a possessive pronoun; illustrations: | api take anticn tatonge tn Bund? ‘This coffee is Su‘ad's.' US "Does this pencil belong to you?’ "Is this pencil yours?" “A He is a friend of mine.' See C,3 below for a J~phrase with an indefinite subject. Now do Drills 3 and 4. Defll 3. Question formation: SJ T + "The bus belongs to the company." BU eet oT + "Whose is this bus?! SMI ing ob ‘the company's." + GS j2t) Tb speed godt! Iie 8 + syd! GES GJ Uy see 1 what I CW At Sond Gel lie BU Ge te ALU ELI Gbs— 4 wt pe Nia Drill 4, (Also on tape) Transformation: + noun, Ex. "This is the director's car.!—= ed Ae oe ‘This car belongs to the director." + eel GC! oie sc! Gare Ida 8 sod OLS Iie 2) sesh eS Nia oer U2 UA ade — 1 dibs! UyL sia - spots SLY pl tie 2 vat at. ose 2 Ok sowed GaSe tia 2 b. "his is my car." —» eel ole ‘this car is mine.! ey BI aie 214say LS tia 8 Ustylb ein} sll tin 2 1 veysSe Iie Gece sim =k When the predicate of an equational sentence is an adverb (for example (krone) ot a prpontatonet phese (or exmmte CEZIt gi san che gins ‘There is a...‘ or 'Yhere are ...' Examples (predicate underlined): "vhere's a big table in the office. || ton the table are a sheet of paper and a pencil.' ton it also is a new book.' Such @ construction is very commonly used to express possession, corres ponding to English sentences using the verb 'to have’. In these cases the predicate 1s a prepositional phrase consisting of J with a noun or pronoun suffix object: vse 35 ae "Salim has a new car.’ “3. Note that although the Arabic sentence and the English translation express the save idea, they do not have the same construction at all. In English the sub- ject is Salim (the possessor), there is a verb has, and the object is a new ear (the thing possessed). ‘The Arabic sentence, on the other hand, is an equational sentence with no verb; the subject is S4vae 3,~ (the thing possessed), and the predicate is a prepositional phrase with pl’ (the pos- sessor) as the object of the preposition ;! ; the subject, being indefinite, follows the predicate. Thus the Arabic sentence is literally ‘Belonging to 215Salim (is) a new car.’ Other examples (predicate underlined): ‘He has 2 new car." 'T have a son and a daughter.t SCs SUS She ‘Widad has Traqi friends.' Vie gh SE pod! GLK the new professor has an office PGs in this building." Like any equational sentence, these constructions are made negative by the verb G-zJ , which agrees with the subject in the usual ways: Bova G5C= a) Gals tHe does not have a new car." tte CSk5 SLES GIT the professor does not have an office here.' EGS GILT ‘she has no friends.! ‘The last sentence illustrates the fact that if a feminine subject is separa- ted from its verb that verb may be masculine or feminine singular. Drill 5, Transformation. Ex. ‘The new book belongs to the student.'. UL aes GSI! "The student has a new book." vows GES SLU pGe UW wee oe sd deat! EeSl 1 fi pekatot falter eat 2 B52 Soyo! eu! - Bp Sel roel Ge Ve pele ee pee peed Ejeet devel! Ey Wl — A see oro ST 6 Drill 6. (On tape) Negation with GJ : Indefinite subject. 4, Prepositions with pronoun suffixes Pronoun suffixes added to prepositions denote objects of prepositions. This will be illustrated with 41 ‘before, in front of": 216“U7 ‘in front of him/it* Poll tin front of them (m.)! GUT tin front of her/it! | Si2tT tin front of them (£.)! SLUT tin front of you' a.s.)| pS2b+1 tin front of you (m.p.)! LAUT vin gront of you' (£.8.)] GS2L1 tin gront of you (£.p.)! ce Gl ‘in front of me! GOUT tin front of ust When pronouns are suffixed to words ending in a long vowel or {s y the suffix for lis & -ya. If the last letter of the stem is ys , that letter and the (5 of the ending are written as one (5 with a st fii 'in', GS fiyya 'in me’, The preposition (+ ‘from’ has the special shape Ur before 45 'me!: cele Stren me's Likewise Ge tebout! + gy 11 gives (ZF ‘about met. ‘The pronoun suffixes with «3 and Gz are written out in full below: ls ‘in you" ghd ‘in yout Gi Min me! ea 7) tron ban ‘Fis ‘fron then @.)' Use ‘from her! Gis from them (£.)! 217“exon you! (n.8.) PSL ‘from you! (£.8.) GS4y ‘econ me! we A] te! and ‘The prepositions and If alay- when a pronoun suffix is attached. el "from you (m.p.)' "from you (£.p.)' "fron us! elf ‘on! have the stens “JJ ritay- Here are complete tables: "to him! Bey "to her! ently ALI) 0 you (a.s.)' BU 05] te0 you (e.8.)! Ky Ist mo! ‘to them (m.)' "to then (£.)" "to you (m.p.)! ‘to you (£.p.)" "to us! ‘on him’ “eee von hee! Sit ton you (m.s.)' pAtte ton you (£.8.)' Now do Drills 7 and 8. Drill 7. Recognition. ‘on us! ‘on them (m.)" ‘on them (£.) "on you (m.p.)! Yon you (£.p.)! Write the independent pronoun which corresponds to the pronoun suffix of the prepositions given. Ex. Be ry= esl ah Ce! gles hae oe a Gas aul a ony Drill 8. Production. Replace the words in parentheses with a preposition + pronoun suffix. Ex. ‘He went with her to the theater.$ = ev cyee!l GI (ee $e) oad eet dl Gee as © Celt f JD Ngee 1 sore GES (2s! ¢ 5) - wpb (UW eye) - spe tL Cal g pLl) 1 Gla AMI te) asin a Cys gt) Gey sor eBlog ( Gigs) 4 OG poe) pcan b pees (pet ee) Gist 1+ SC dyed pl) Gams 8 sat 5. Verbs with pronoun suffixes A pronoun suffix added to a verb denotes the object of the verb, for ex- auple: he left hint ‘she left us’ ‘The forms of the pronoun suffixes added to verbs are the same as those added to nouns or prepositions, with one exception: with verbs the 1 s. suffix is not crib or Saya, but ue ait ‘me! Se he Lett we! 294 8 Remember that the vowel of the suffixes 2 and -4~ changes from u to i when attached to a word ending in =f, G dd, or *SE5S you m.) Lett him’ 22555 tyou (£.) left him! Im addition there are two points applying to verbs with attached pronoun suffixes: (1) when a suffix is attached to 2 3 m.p. verb form ending in -uu and written with a final tal{f, the ‘alif is dropped (this is a matter of spelling only): 19855 ‘they leet! 14555 tthey left you! (2) When a suffix is attached to a 2a.p. verb (ending in 72 -tum), that ending becoues +3 ~tumu "you (p.) left" yes S55 'you (p.) left me! ‘The following table shows all the pronoun suffixes thus far given, attached to the verb 45 'he left’; ‘he left hin' “HSS5 he eft them (m.)! the left her! i554 the test them (£.)' “535 "he left you (m.)' S555 "he left you (m.p.)' 2535 the left you (£.)' $5553 the 1eft you (£.p.)! S55 the Left me! S55 the tet ust Now do Drills 9 and 10. 220Drill 9. Recognition. Give in independent form both the pronoun subject and the pronoun object of the following verbs. Ex. object subject we ui — baw -) we = 1 LS. 4 -W Gat - ¥ operon! ot _ir Sa oA ass. Y mars geet 9 uote - © 3 piSye oe aye 8 Drill 10. (Also on tape) Substitution. Substitute the suffix rorm of che following for the pronoun object of the verb. ‘We left then in London.* wot gd Sue ra ‘eal oe a = Repeat with sored gb pees =} so lbtl gi Gata! — 1 221,6. Interrogative noun __ SL LAU BGG Qi eles det oa Feel Gi LI GS Ly GU be Gee te tee DL! § deo Bole Ghul to od = 7 se aly geSodl Bose te tne = S aesig § ad - CLGb pete LI te eles + ely S0t! te fees ee IT tgbl gt Se tej bale Pedy ed! US oy el ey ww = ates ee tL Je ale ll JeY t Re ele Qa eS PE Re ye lene Get, toad ot PEL Wd LI Gb Bes Le dbase! ey tae K Basic text University Students 1. Farid: Did Sami study at the Lebanese University? 2. Maryam; He did not study at that university, but he vas a student at the Anerican University of Beirut. 3. Farid: what degree did he get? 4, Maryan: ‘The doctorate, 5. Farid: And his wife? 225She only got the master's; ana then she worked in @ public school in Lebanon. Did Sami return to his country after that? No, he didn't return to his country; he went with his And you, Maryam, didn't you study at the Anerican University? I was a student at the Lebanese elo og the eleventh (neg. particle, foll. by jussive) did not, has/have not he did not study, he has not studied but; rather; indeed he obtained, got the doctorate, the Ph.D. 6. Maryam: She didn't get the doctorate. 7. Fart 8, Maryan: wife to Kuwait to work there. 9. Farid: 10. Maryam: No, I didn't study there, university. Vocabulary 3 Gb! epee of oo bd ES he was 4 aly gSs! elas! 235 husband wl bes os - es eso she did not obtain the master's degree, the 1.A. only then, thereupon, and then he worked government public school country (nisba of 31 ) native, indigenous, home (aa opp. tn faratgn, alten) he did not return, he did not go back/ come back 2265+. he travelled, departed, left went 585 1 you (E.8.) didn't study 2 eet of G53! Ir aid not study 255 1 wae Additional vocabulary. UrFeyst SGI! the bachelor's degree, the B.A. $5U2 5 he aid not travel, depart, leave C. Grammar and drills cess, sel gil 1. The root and pattern system 2. The forms of the Arabic verb 3. Negative of the perfect tense: J with jussive 4, Equational sentences: Past time 5. Feminine sound plural: Non-human nouns 1, he root ang pattern system Note the consonants in the following group of words: "Lesson’ ‘etudies, study’ ‘achool! "he studied’ "he taught! "teacher (m.) "teacher (£.) All these words (and also some others not listed here) have three consonants in common: @ xg, The words also have various vowels in various arrangements, and some of then have other consonants--but all have drs, Such a set of con- sonants, in a certain order. conmon to a number of different words. is called 227a root, and the individual consonants of a root are called radicals. The great majority of roots consist of three radicals; a few contain one, two, four, or even five radicals. Roots will be written as capital letters, thus: D s A given root generally has associated with it a basic meaning which is relatable to all words derived from it, Yor example, the root D R § means "study"; G50 (lesson) is a thing studied; I jy 'studies’ is the acti- vity of studying; 4505 'school' is the place where studying goes on; (50 ‘he studied’ is the verb denoting this action; (ns) ‘he instructed, taught’ has the underlying meaning of ‘he made (someone) study's GoySt and “E032 "teacher" have the underlying meaning of "one who teaches". These derived meanings are relatable to word patterns, which are discussed below. Roots may be conveniently symbolized with the letters ML (F standing for the First radical of any root, M for the Middle radical, and 1, for the Last radical). Now note the following groups of words: (a)! 555 the cane! ) SF near" G55 the studied’ Seok new! E35 ‘he returned’ SoS vote! B53 the rere! ‘fest vena Si the ate! Zevs’ _‘nodern! Group (a) are verbs, all in the perfect tense. They also have in common @ similarity in pattern: FaMaL(-a). That is, they begin with a consonant (whe first radical of the root), then the vowel a, then a second consonant, another vowel a, and then a third consonant. (The final vowel -a is the sub- ject-marker suffix.) These verbs are accordingly said to be of the pattern — TT FaMfaL-, which represents the stem of perfect tense (see also 2 below). uJ "he taught’ is a different verb pattern: FaMMaL-. 220The words in group (b) are an exauple of @ second pattern. They all fit the pattern FaMiil (gariih, jadiid, etc.) and have the meaning "adjective". Two points mst be made here, First, this is not to imply that all adjectives are of this pattern; this is one of many adjective patterns (some with special~ ized meanings) e.g. Fail (ouch as “UH~ ‘easy'), as well as the isha adjec- tives (e.g. Eel "basic'). Second, different patterns may look alike. For example, Fail is an adjective pattern as described above; it may also be a noun pattern, as in: (ews ‘friend’, ‘Thus, we have two patterns: FaMitL (ad}.) and Fawiil (n.). They are considered different patterns because, as you will see later, they have different plural patterns. The great majority of words in Arabic can be analyzed into a root and a pattern (with a few exceptions, such as cw 'fron' or Lak there'). This is extrenely useful in mastering new vocabulary; that is, as you becone fam{liar ‘with more and more roots and patterns you will be able to analyze words on your own and to associate the meaning with the new word to be learned. Yor example, Let us assume that you know that the pattern mayMaLa(t) (the combination a (c) represents the feminine suffix 4° ) means "noun of place", on the basis of words like 455+ '1ibrary' (1it., "place of books" » and also that you know the root Dg § = "to study", When you cone across the nex word E2j3% 'achool', you can then analyze it as composed of the root DR § meaning "to study" and the pattern mafMaLa(t).meaning "noun of place", and deduce that its underlying meaning 1s "place of studying", ox "school, Ta the pattern naPiata(t), the mas at the beginning of the pattern is written with small letters to show that Og fs not a radical and (2) m itself occurs in all nouns of place. ‘An understanding of roots and patterns is essential to the use of Arabic dictionaries: words therein are arranged alphabetically by root. To acquaint you with this system, the glossary at the end of this book is also arranged 229alphabetically by root; you will find it useful as a regular practice with every new lesson to look up in the glossary the words given in the vocabulary of the lesson. One final remark: just as there are different patterns that look or sound the same, so there are different roots that look or sound the sane. For exanple, “ELS ‘sentence’ has as its root J L, and the adjective “Jeed thandsone' also has a root JM L in the dictionary; both are listed under the same root, 46>. (The word “JF ‘camel’, however, which also has a root JM L is Listed under a second entry, Jar Now do Drills 1 and 2. Drill 1. Written. Recognition. Write the root and pattern of each of the following words. Ex. FiMaaLa(t) wrate lie ols tess cal we tt iS5o oe des sole Bu Drill 2. written, Write the word which has the root and the pattern given, then look the word up in the dictionary to find the meaning. Ex. “LES sevoratory'e—nama, + Jee + — Fein + — Fan + ts mama + oe Fata + Ge ye Ht — Fiteala(t) t+ 5+ gre 8 230— Fatih + - 7 — ra + -Y — sama + - A 2, The Forms of the Arabic verb ‘An Arabic verb in the perfect tense consists of a perfect stem and a sub- bors ar ject-marker; for example, in ©*55'T studied’ the stem is > J dara (the root is DRS) and the subject-marker is © -tu, and in GIG50) ‘we received! the stem is (IG35"! 7istagbal- (the root is Q BL) and the subject-marker is Clearly the pattern of the stem daras- is shorter and simpler than the pattern of 7istagbal-. It is in fact the simplest pattern of all verb stems. Arabic verbs are classified according to the pattern of their perfect stems. All verbs with stems of the same pattern as daras- (that is, consisting only of consonant-vowel-consonant-vowel-consonant) are labelled Form I verbs, since that is the simplest possible pattern, Other verbs fall into classes labelled Form IL, Form IIT, and so on up to Form XV, each with its characteristic pattern. Form I verbs are also called simple verbs and all others derived verbs. Form XI through XV are extremely rare, so this book will deal only with Forms I to X. Following is a list of all the Form I verbs which have so far occurred. Wote (1) that in the perfect stems of Form I verbs the first vowel is always 4, and (2) that the second vowel may vary: the list below has examples only of a and i, but there are other verbs which have u. Form I verbs "to study! "to come to! 231,~ Toy badat- 23 qara?- -255 Bahap- - KS fata - UST taka “855 tarake- wees pagal "to begin’ "to read’ "to do! "to eat! ‘to leave! "to obtain’ Stem pattern FaMiL- =F barib- ~ he Sanit "to drink’ "to work! Form It (Fat@ial) coe Form IIT (FaaMaL) ue Su Sk Le Form IV (?aFMaL) Ssel Form V (taFaMiaL) Form VILE (?i¥taMaL) Form X (?istaFMal) Le. 232, Following also, for reference only, is a liet of the derived verbs which have occurred thus far, with an indication of the form to which they belong: "to teach" "to continue with! ‘to travel" * to see! "to publish" "to finish’ "to learn’ "to listen to’ "to transfer, move! "to receive’‘The vowel immediately before the last radical of any stem is referred to as the stem vowel. The stem vowels are underlined in the following perfect verb stems: daras-, darib-, darras-, saafar-, ?agdar-, taVallan-, ?istanas and ?istagbal-. Now do Drill 3, Drill 3. Written. a. Write the verb which has the root and pattern given, identify the form to which it belongs, then look it up in the dictionary or glossary to find its meaning. Ex TIT 'to meet' UGW = Fanmal- + Uh Ot — tera + ous ee J - ) — ptal- + Ge ee Lt — Femer- + Preto aT — Uinpewal- FG pee Lt tame + Gt ee — cereal + tee rm + Jt peg — 2iscaman- + tera Pata Gwe Fmt tye dey Le b. Look up the following unfamiliar verbs in the dictionary or glossary and give their meanings. 233ive, 3, Negative of the perfect tense: ¢/ with The Arabic perfect tense is used to refer to completed actions in the past-- to say that someone did or has done something. The negation of actions in the past--saying that someone did not or has not done something--is most commonly expressed by the negative particle ¢/ and a verb form called the jussive: C-sd% fl the did not study/ has not studied’ ‘The jussive indicates the same distinctions of person, gender, and number as does the perfect, but differs from the Iatter in two fundamental waya: (1) Perfect verb forms consist of a stem and subject-marker suffixed to the stem (that is, attached to the end of the sten). Thus the forn 2255 "Istudied' consists of the stem U-j% dara: and the subject-marker © tu Subject-marker 4 Stem 2 oe é + oe Jussive forms, on the other hand, consist of a stem and subject-markers pre~ fixed to the stem (that is, attached to the beginning of the stem) and, in some cases, suffixed to it as well, Thus the jussive forms in Gay the did not study! and 352 J tyou (£.8.) aid not study both have stem 5 saves; the former has subject-marker % yas prefixed, and the latter has subject-narker 2 ta- prefixed and «5 =1f suffixed. Subject-marker 4 Stem 4 Subject Marker sora + = Sb ae 4 (2) The stem of jussive forms itself is (in most verbs) different from the perfect stem. Generally speaking, Arabic verbs have two stems: a perfect stem used only in perfect tense verbs, (see Note 2 above), and an imperfect 234stem used in the jussive (and also in the imperfect indicative, subjunctive, and imperative, all of which will be treated later). ‘The pattern of the im- perfect stem of a verb usually differs trom the perfect stem by having dit- ferent vowels and/or a different nunber of vovels. Thus the perfect stem of 659 "to study" is -c58 daras- and the imperfect stem is are -drus- Now compare two actual perfect and jussive verb forms (stems underlined): Jussive (with p ) C336 iam ya-drus ‘he did not study" "you (£.8.) did not study'| Ferfect G29 daras Ajo daras-ti Shown in the table below are the five singular forms of in the jussive: Jussive eer 3 us 3 Fs bse 2s pore 2S ypgod 1s Govt ere "he studied" "you (£.8.) studied" 6-55 "to study" Subject-marker = yar 5 ta‘The following points may be noted: (1) The 3 £,s, and 2 m.s. forms are identical. This is true of all im- perfect verbs (those using the imperfect stem) in Arabic. (2) The eubject marker for the 2 £.s. form is a combination of prefix and suffix. Form I verbs have perfect stems of the pattern FaMvL- (the v here stands for “any of the three short vowels"), as in G59 as-(a) and imperfect stens of the pattern -MvL-, as in U-J5~ (ya)-drus. Therefore, if you know the perfect form of a Form I verb, you also know the jussive form--ex- cept for the stem vowel, which in general just has to be learned for each verb. There are, hovever, one or two hints which may help in the learning process: (1) If the stem vowel of the perfect is a, the stem vowel of the imper- fect may be u, i or a. It is very likely to be a if the second or third con- & sonant of the stem is one of the throat counde 1, 4, ¢ org asin the last four examples below. (These and the succeeding examples are all 3m.s. forms.) 236(2) If the vowel of the perfect stem is 1, the vowel of the imperfect stem is alnost always a. Nee deine! tA Marthe "to work! (3) Tf the vowel of the perfect stem is u, the vowel of the imperfect stem is alvays u (no exanples yet). Finally, verbs whose first radical is a hamza, for example JS! 'to eat! (cot 2, 1.) have regular imperfect forms in all persons except the first person singular. Compare the following 3 m.s. forms: Tam yardrua G00 72. "We didn’t study.” "He didn't eat.' Lom ya? If the 1 s. form were regular, it would be like the 1s, form of 'to study’ as follows: lam ?a-drus 'I didn't study" lam (fa-?kul) 'I didn't eat! But this form?a2kul- does not actually occur, because it contains a sequence of sounds which is not permitted by the phonological rules of Arabic: the se- quence 2.42- when the next sound is a consonant. Whenever this sequence is pro- duced by the regular processes of word-formation (such as the conjugation of a verb) 4€ 40 automatically changed £0 20a, witch in Arable ta wetteen T ‘hus the actual Arable 1 6, form is IST 25 tr atdnte eat’, the fotloving ‘Atagran L1lustrates the process (hypothetical regular fora in parentheses, with the non-pernitted sequence underlined): lam ?a-drus Leow "T didn't study Lam (2a=thut) —e taaint “BT 5S tr didn't eat! 237This lesson deals only with Form I verbs. The jussive of derived verbs will be discussed later as each Form is discussed, beginning in Lesson 17. Now do Drills 4, 5 and 6. Drill 4. (Also on tape) Recognition. Give the independent pronoun which corresponds to each of the following jussive forms. sed US yb oly Il ee A =) PEO wows ot Geb last oor Foss yb dele ySycs pit + Godt ode a LI Eye fos we Sol pb Qo OS SL f dive LS yyis pit ¥ + Ep Gb Gols ule Jens 8 pod! he pb las QT 4 + elise! oo Bsei al pl de Drill 5. (Also on tape) Conjugation, "Didn't he work in the company office?! 1 35,231 oss i Jere ptf et eat Boel! ui eS Seed sed! ot iS eoay aa b. Repeat with the following sentence. "We didn'e leave his fantly in Baghdad.' * lod gb alee yay pt 238Drill 6. (Also on tape) Transformation: Affirmative» negative with J, Ex. ‘He worked in @ government office.'—e Se ES i he "He didn't work in a government office.' + Ge Se eh Gt ee + Bad ys Bley ibe L 6 Caper yet US ela =F newspaper peel sal Gk ts 2 oe! GI! delys Sta, L € + prod! G,G5I Sal I Aas Lo sdb Gsel oo pb gi lst 2 1 +l! Gilg - 2 rile pa byl Gal ide, - A 4, Equational sentences: Past time nt Hime: Equational sentences refer ta pre: = OL QL ‘sami is a student.’ ‘The equivalent in past time is expressed by use of the verb *to bel: Cb lL. GIS gamit was a student.! Notice that when (Sis used, @ predicate noun or adjective is in the accu- sative case. ‘The verb GS has the same distinctions of person, gender, and nunber, and follows the same rules of agreement with its subject as any verb. The perfect tense forms are as follows: 239Singular Plural 3M GMS the was! 1ytS — 'they (m.) were! sy SES tehe was! GS ‘they (£.) were! low E85 ‘you (w.s.) were! 'you (m.p.) were! 2F 255 ‘you (£.8.) were! "you (£.p.) were! fa e357 was! ‘we were! This verb, as the table shows, has two perfect stems, kaan- and kun-. ‘The former is used with suffixes (subject-markers) beginning with a vowel: ‘at, and -uu; while the latter is used with suffixes beginning with a con- sonant: ita, xti, ete, Thus we have oS kaa "he was! but 255 kun-_+-tu ‘I was! Note also the spelling of G5 ‘they (£.) were' and (GS 'we were", in which the final O of the stem and the initial G of the suffixes are written as one © with a shadda. Additional examples, showing equational sentences (present) and their past time equivalents. Present +2 Spa ySo!! slay — ‘Widad is the secretary here." past -La G52 jSt! sloy EELS — syedad was the secretary here.' Present 'We are new students, ' Past ‘We were new students." Present. "The lesson is short.' Past “The lesson was short.' [Present "The table is in the office.' oe) Bees Past oS pb GI, 51S the table was in the office." Prasanr ET, CORE 5 “there i a table tn the office.” Past 24, S51 5 GIS There was a table in the office." 240For the agreement of GS in the last example, Now do Drills 7 and 8. Drill 7, (Also on tape) Transformation, Ex. 2 6.0.3. Me is a new atudent."—» "He was a new student." Dag dye yd Wb pot — 1 eset Goch pp oor + Loe gb ee eet Lt get lh ala GT Le +s psblt dob oelst Gat 1 + Ba os et oy * sate des ot = A Meche Itai iset tatty yp elby. gs 1. Drill 8. ‘Transformation. Present» Past. Ex. ‘The woman is an employee ina bank.'4 els pi diby TTI + SLAY! ‘the wooan was an employee ina bank.tedi, 4 daby. aT) ass MIU! ty gy Hib, ots aft Fu Gas gh Glove Glatt ot sUsl WI als Jou tte ce Keyl = 8 + phe Gi BLY! - oT +s ogete Sloe! Gea5 pee HT wb Ib slay Gene = 5. Feminine sound plural: Non-human nouns ‘The feminine sound plural ending _“!" -aat~ is generally used to form the plural of feminine nouns referring to human beings, as was shown in 9.0.2 (p. 199). Tt is also used to form the plural of nouns not referring to human beings: a great 241,many (not all) feminine nouns ending in 4 and a number of masculine nouns as well. The following list includes all such nouns which have occurred so far. The first two are masculine, the others reminine. @ us ‘airports! + my eal "uses 4s ‘sheets of paper! Uw ‘tables! ion ‘universities Seok: "Libraries! as ‘words! ike ‘families’ Lie ‘studies! Bus ‘iplonas, degrees! 40g "Languages! Iw Bes "lectures! teu Sie ‘airplanes’ Bus Bus ‘visite! Bee Ste ears: ord fa “ots. 9h "companies sk fuss ‘governments! 4a “el ie ‘years! Note the plural Zl gS. ‘years', ike the nisba Spit tyearly', it is zabased on a slightly different stem sanav-. It is worth noting that foreign words referring to non-hunans, e.g. usevs29! "bust, are generally made plural with Now do Drills 9 and 10, Drill 9, Written. Recognition. Give the singuler of the following words. eles! eld el gee el eb prears ob col 5 Ue elt Goel Drill 10. (On tape) Transformation: Singular —» plural. D. Gomprehension passage HEU ond - 0 (1) Read the following passage; then do Drill 12, which is based on it. Bott bST + kt Gi ate des ted op ot! Bd gee I Se bU I gd Dee doe Qs Deb! + daGl tub ys abl Bye Gl Fe ee tIS I Bolt le ope BE eo oe 6 tla gS atl ete peo aay dla Blo got tt as SB eb eg 6 aly et ope oh! eI tae ees LSS Gel + jee ope oe tes Behe geeks he gate le ute Jlss BL Jes p+ oat B bye ge Loe ol as dle GG! Drill 11. Written. Fill in the blanks on the basis of the passage above 283%. © £ t 1 : 2 wet ed ee Ge by ee ey a - Poot ne Bole gle Jhsb Bae! 0 6 ig Se et (2) Listen to the pas: ge on tape; then do Drill 12, which is based on it. Drill 12. (Also on tape) Passage for Aural Comprehension. ate! See gd TLE By Go Gees pee de =) Toes pS Gel GE GT I 5 8 Goble ote pS dee Je THUS wy be 1G £3US ele Gee Jem Ja = 8 Sethe! ey Ist 1 drills BL gla — 2 Drill 13, written, Match the items in column (2) with those in column (b) to make meaningful sentences. ) (a) sh Us gs ek esiele 21 Jel! gi potas eal uke ot ale ts at or 25S Nia qtbstl Gass fe Lt BOUL yer Hypol tb — eo 24ees = 7 BSA prot oni 2 ¥ wl lges = Goss Je - 4 Bt pS 1 Drill 14. Written, Sentence Formation- transformation. Write complete sentences using the following groups of words in their appropriate forms. Translate your sentences. Ex. tWhat country did you go to ~ abe in ig with your family?" — pele e ok 1 Ste ge peed ob GT tl wwe de ee il 1 Hb Bybee - 1 ie gia faate east f=etamateet iets tye ole oy St Feu = Goel GS 245Lesson Twelve ts LI Qo pur of old ll Ls PL tly ep ull Leh BG Tb woe Gk ss pce big EGU GUY ay My gb gi el at pty De gpedl PL Ge ele peel Py gs Sel iL PIG o dpley ged Heyad! ay LTy le Let etl Ole Ga EU SIS Goes GY GG Iya at ole dole Pt Voor come pp Gig ab eyo rls § Qe GU! {OU Se G5 tel oe Sh Go pas fe - rele) : rey - at fob Jl eas fe ot 6 Sb su ou St Lo) tay! BUH lees ee 6 tobe Sb wk Ij t 15ls cee db ew lp6 pb - > tmeyhs Let 246A. Basie text A Visit to Lebanon A number of students from the University of California travelled to Beirut, and during their stay in Lebanon they saw some of the historic ruins. Before their return, @ reporter from the Beirut newspaper Al-Masi' talked with them and asked them: “What did you like in our country?" They said: "We liked the beauty of it, and the ancient ruins at Baalbek." He then asked them, "Didn't you go to visit the Cedars, and the museum of the Lebanese-American writer Kahlil Gibran?" They said, "No, we didn't, Our time didn't permit that." Then he asked them, "Were you with Lebanese students during your vi the Lebanese antiquities?” ‘They said, "No, we weren't. B. Vocabulary elo Lo SE GES! the twetteh (W'S) 335 a number (of) Lei california 4uSI during ae (verbal noun) stay (in a place); coe E residence 15 FUT GUT @L.) ruins, antiquities before (prep.) 3352 (verbal noun) return CGF) (AL) E553 to speak (to) (about); to conyerse , a (with) (about) (indice: ge Goi) os- 12 reporter, correspondent 247a2 4 2gl> — Fae newspaper "FUSS" — piemasd’ (Beirut newspaper) re : JE to ask (antic. i625 EEF to please 5.0.) (see 6.3 below) (indic.Cahz ) 1y1G they said” ULS beauty 1k; Baalbeke the Cedars CGS — 2315 writer, author olsse GE ol Kahlil Gibran (full Arabic name is (ubrdn Khalil Jubran) ++ Cd GD C= to attow, permit (s.0.) (to do...) carer Candie. 424) ESS 25 we were not oe OB to tell, inform of (indic. 7.5%) C. Granmar and drills owed, sell og Plural of jussive: Form T 2. Equational sentences: Past negative with jussive of% S 3. The verb Cael ‘to please! 4, Adjective modifying first term of igafa Adjective wodifying noun with pronoun suffix 1, Plural of jussive: Form I In the last lesson (11.C.3) we introduced the jussive and gave the singular jussive forns for Form I verbs. The table below gives these singular forms again for reference, and also gives the five plural forms for the verb 552 "to study’. 248Jussive aus OSS ye fou SSS gS ya 3 FS b33s 3 3RP Geos tt yas ena aus Oose See fam bell 2PS ess gt ta ttf zee GSGE is oes tome fae oo aeons Note that in the plural all the forme except the 1 p. have both prefixed and suffixed subject-markers, Note also the following spelling convéntion: the 3mp. Igejde and the 2m.p. |geJs2 , which end in -uu, are spelled with a fiml 2alif. This does not affect the pronunciation. If a pronoun suffix is added to such @ form, the 2alif is dropped: +Sgu53% fp] hey didn't study it (m.).! ‘These remarks also apply to the 3 m.p. perfect form, for example ! y-50 'they (w.) studied’ (see 9.0.4), and we can now make this general statement: Any Arabic second or third person plural verb form ending in , is written with a final 2alif, which is dropped before a pronoun suffix. As we saw in the previous lesson, the jussive is used with 73 to express the negative of a past action, Here are some examples of the new plural forms: "They (m.) didn't come yesterday." ‘they (m.) haven't read it (£.)' "hey (£.) didn't obtain a job there.! "you (w.p.) haven't eaten the kubba.!"Didn't you (£.p.) drink the coffee?’ ‘we haven't read this lesson." Now do Drills 1 and 2. Drill 1, (On tape) Conjugation. Drill 2. Transformation. Affirmative —e negative. Ex. ‘sami obtained a university degree.'—= ge dene BLS le ele dee ‘sani didn't obtain a university degree."- denele BLS ule ele Joa pd cprbedl od ane aseyj olSt 1 poh Ge wt! LS =) cel LS N gl Vee gSa he ged Fpbee opie! = Bae san GSoy tl Gasey A tell dl Sab ew pal = vGetl HI G5! jae EU ee elt el ot Sopa Gl G&S eh sh ode eS Qa de! elves, _ oe 2. Eguational sentences: Negative past with jussive of 4 \S the verb G'S ‘to be! is used to place an equational sentence in past time. Like any verb, GS has jussive forms which, with (/ , expresses the past negative. (The present negative, as we have seen, is expressed by Get.) Examples: Present ‘salim is a student." ‘Salim is not a student.' a student." ‘salim was not a student.’As the exanples show, a predicate noun or adjective is in the accusative case after any form of = xe or «GUS. ‘The following table shows the singular and plural jussive forms of “ylS: Jussive Singular 3 Ms 3 3 Fs 3 FP 2s 2 MP 2Fs 2 ¥P 1s 1P This verd has two imperfect stems: one is (oS -kuune, used with @ suffix beginning with a vowel; the other is 5 ckun-, used with a suffix beginning with a consonant, or when there is no suffix. Note also the two feminine plural forms, where the final G of the stem fix -na are written as one G with a shadda. and the initial G of the suf- Shown below are additional examples of the past negative of GS “ed 5TT GS yo GE GAT oS: (Stuy son wasn't here at that time." "she wasn't a secretary- professor." he was a ‘Weren't you (m.s.) at the university| yesterday?! ‘There wasn't a chair in the office." (BoSS gilts? 1485 77 ‘you (mp) were not government employees.' Now do Drills 3 and 4. DeiI1_3. (On tape) Conjugation: US + p5 25111 4. Transformation: Negation ‘Adil is a bank employee." _. "Adil was a bank employee.! —» ‘adil wasn't a bank enployee.' 185A! poe LIL rele elt Lelie — 1 rhage pel Glad ge ole aie A set! to please! 3. The verb The sentence the sentence above is 'Its beauty pleased us.! ILE ‘beauty’ is the subject, and the pronoun suffix “tus! Sentences with the verb 'to like’, tence will be the subject in the English sentence and vice versa. (with Arabic subject underlined) : of equational sentences. + dos yb Gb ye Jule Loy gd Libpe Joe gis ody gb Libs Jul oS al vaste ted 5925 et! Earle Bll aegis be eye GA *L or esd sa ytlb segs f Ud CEST te eranslaced ‘ve Liked tts beauty’ but the literally means 'to please’, and the word-for-word translation of In the Arabic sentence the noun is the object. (Bei are often hast translated inte English by contences veins "to admire’ but in that case the object in the Arabic sen- Examples G7 ST poecces Vee FI USES fer 2 4bsy cred wt! US Bip e GST ‘what pleased you in our country?! (lithat did you Like in our country?") "The ancient ruins pleased them." (They Liked the ancient ruins.') ‘Her new job pleased the employee." (The employee Liked her new job.') Now do Drills 5 and 6, *For this verb-subject agreement see bottom page 256, Drill 5. (Also on tape) Substitution, 'T liked the beauty of this country.’ 252, + Ll Him Je yt me!pele SLAY! sib pat! pel tw 28s pers oles on ul ji e Drill 6. (On tape) Substitution. 4. Adjective modifying first term of idafa ‘There have already been many examples of noun-adjective phrases consisting of a simple noun followed by its adjective: "a secondary school! "the basic text’ There have also been examples where the last term of an idafa is modified by an adjective (another way of describing this is to say that the last term is the whole noun-adjective phrase): tls] GUNT 3,32 51,22 tthe etele of the visiting professo: oO lecture’ Now here is an example in which a noun in an igafa other than the last term is modified by an adjective: Za tus rae 7 Bos SI! FL" GL5 ‘the Beiruti newspaper "Al-Masa'"" ‘The first noun in this idafa (3i,,5 ) is modified by the adjective ‘Beiruti', The usual position for an adjective is inmediately after the noun it modifies, but here that noun (“3i.,5 ) is followed by another noun in an fa may not be separated by an adjective. if the first noun (or any noun except the Last) in an idafa is to be modified ‘Therefore, by an adjective, that adjective must follow the whole idafa; it agrees with 253the particular noun it modifies in the usual ways (definiteness, case, gender, number). Here is an exauple, with the noun and its modifying adjective under- lined: ‘Seok Bi S2 GES ‘a new government employee’ In this example E42 is indefinite (because the last noun in the iafa, ESS, se sndetinies) but Le cannot have mination since it is the first i ran term of an igafa, The adjective SvJ> is indefinite to agree with abs: , and it does have nunation. It also of course agrees in case, gender, and nuuber. Contrast this example with the following: Fook aE SEW BED? woh! 27,5211 GEE the new government employee’ were GE 5! 10 definite (because 4 9521 1s definite) but as the first tera of an igafa cannot have the definite article. The adjective SuGJ! is definite to agree with ib5 , and, as a definite adjective, must have the definite article. Im the example above it is clear that Sec! nodittes “i652 and not AssSSSII , for if it modified the feminine noun 4954/1 it would have to agree with it in gender, as well as in case. That would then be: erarea)] 2525! GES? tthe employee of the new governnent’ Even if ‘employee’ also were feminine, the case ending of the adjective would indicate which noun it modified: eee Saya! H.,SS1! 25052 ‘the new employee of the government’ ASSL! GAL52 ‘the employee of the new government! ‘There can be ambiguity only if the first noun also happens to be genitive, or if case endings are not written: 25h"(with) the new employee of the government! or... "(with) the employee of the new government! In practice, however, such anbiguity is rare, and where it does occur the general context will usually indicate the correct choice. Oceasionally more than one noun in an igafa may be modified by an adjective. In that case the first adjective after the { a modifies the noun nearest it. Setedl Bigs StI! 3551) Il? the Egyptian correspondent of the oe 2 T Beirut newspaper’ Sst ais SN) a5 2s! G4 the new director of the American company" "The modern building of the National Museum! ‘The building of the modern National 2 2 : 7 Museum Now do Drills 7 and 8. Drill _7. (On tape) Substitution. Drill 8. Written. Recognition and translation: Adjective agreement in idafas. a, In each of the sentences below, underline all nouns of the ida! fa construction, then number them, from right to left. Next underline the adjective(s) following the ig Give each adjective the same number as the noun it modifies. Ex. ‘He's the Egyptian correspondent of Gee!! Set ssee!! Gavotte 8 the Beirut newspaper.' T z z T ‘the director's new secretary is in *@7*S+ gpd Beetle! Bro 5 his office." T z T tgs TSU! A ee + Gapaed! Speed! degSadl Gabe yet) feel oT + oped! Be! Bs LAY! CLS of 5 + tabs! aes egw o ¢ 255Beye eget GURL 7 Gase Gel ef ye Lo 1 Goes! Gast Gy oes fe 1 vee Ge) UI oe LS ge ide LOY + Bye! LI sot! abe chs ok b. Translate the sentences of (a) above. 5. Adjective modifying noun with pronoun suffix A noun which has an attached pronoun suffix is definite, and therefore an adjective modifying that noun is also definite (i.e., alvays has the definite article). The adjective also agrees with the noun in case, gender, and nuuber, Here are sone examples, with the noun with pronoun euffix and its adjective underlined: sos Ge dees! ‘our new professor is from Tunis.’ “f 2 vem lapel GILL ‘They went to Reghdad with their new friends." "Tr haven't read his famous book." "Is your Lebanese friend fron Beirut?| Note also the following example, which occurs in the text: FE PTT eee Paki! 3GTs CS GEST tee beauty and ite ancient ruins — pleased us.' This illustrates a new principle of agreement: If a singuler noun does not refer toa single human being, its plural form takes a feminine singular adjective, verb or pronoun, regardless of the gender of the noun itself in the singular In this exauple the noun (ST {s plural and refers to things, not persons. Therefore, gee the adjective modifying it (4i,055! ) is in ite feminine singular form. This 256point will be treated at greater length in later lessons. Now do Drills 9 and 10. Drill 9. Transformation: Adjective agreement. Combine the following sentences into one sentence, ‘The director's secretary is here.' "The director's secretary is new.' + Le Bal dele -t + hee Boel BL Gs ble ¢ ay + Bye S alte tLsbLl ele Qt Luu! - A + Ossett Lol FGI elie Qt) apa -1 + lage Ee! el jlLat + SS Gb dee we =. get) agit Drill 10. (Also on tape) Transformation: ‘The ruins' - ‘ancient! ‘Are the ruins ancient?! 257 illustrated + ola Qype + sate ede! Ge Gel ot + peed Goll oy! + LbGool Go Laas + Ose Lp se! + BS 25 Gib ye QUI osha: + se 52! iby ek oe sell + Goer po Plurals. errees 1) $ dead SLIT Yo + Ge Bye pe peel Tek + Baye pe Fe "The director's new secretary is here.’ 3ose9¢ dave! proedl J ps Sewre olay! =) ese el bu! = YT see ou eS ool bl 6 eed elt! oe pede eles! 2 1 weet ool Gul 2 ¥ Comprehension passage Read the following passage and then do Drill 11, which is based on it. Ly GE ype Fe ble oe vee ee be pel bball othe sy geri GT Cony jee ek pe GT LSI peels geet SL pled cade by) Ge GH Ip ady cle bl, Fa LI! Ababran cles je GN Baye HL BL Bel dl pose be bopedleg | LAME Geet ble peel! See gh pSopel (SL wisdom Lined) Koy Bre! Golly Ea! GET Goeel 1G tpt pe Suet! yl pes be Bye Ges Ol pl can SI 6 Net ey cee OY IG noble + gee gpd Spell ge MGI GL ode Gene eta + a ns aan ted 258TUS ony pels GL food Tamed FLU pps GUST reese Goel any BUG Laas IU + Ee Est) Lay DeLll LL, true or false. tee Std! a5 DEH osha! eas =) etd oe Gebel ed pouty! ehas oT + ee pe osblaal st SUIT ee Gb erga Gell etl Or! belt J ST peels Sper bl ne gamed! Until eet — 2 SS epeldl pcese oa pl Y I Gae dele GH opbl ell cad 1 pel 2k E, General drills GI gobs! — - Drill 12. Written, Conjugation. Fill in the rest of the chart below, giving jussive +p ots ae ae ts 2 | ede | oF | 53 “ pte eos pl ef | wee ot 6S ol bs Drill 13, Written. Transformation: m.p.— £.p. Rewrite the Basic Text, changing all masculine plural forms (referring to people) to the corresponding feminine plural forns. Feminine plural of 1 JU; is G5 259Lesson Thirteen Apri. VAY (hey Lee Meg Gat ly 1 bo ts pel Be wT Sed 6 GE ee Qo gs oy ULI ode ost 8 chee gd GOs eke AS! EES Go heels ghastly Le + obetls Ge BG ys al Le Ky ol eg gt ely Qe LS longix pg 5 + “ete wet ioe $9 TT esse ib Gas Lely) GI WIGGLE Git dye, see forward tos eet meeting Tee oF ota Goel, UBL tt Go vost gyre te Goel = gbasl, 8 eS etl gf ULI ode eS 1 Sev enet 1 S dered or 1 sly dae ISL ft test age t asiuyes IE gi Qs = 7 $Y esbs Sia = Y 260AL Basic text A letter 25 Ford Street Washington, D.C., U.S.A. April 7, 1975 Dear Salim and Farida, I am writing this letter after my return from Amman, I am living in Washington now and working in the Library of Congress. My father works in a factory and ny sister is studying at George Washington University. Salim, you mention in your letter to me your coning visit to America. What is the date of your arrival? I am looking forvard to seeing you. And you, Farida, are you studying now or looking for a job? our greetings to the family and friends. Sincerely, Henry tan (pte of Sota} Tetadtbtns telpine estos city-dvelling, urban; civilized “£2f 1 work, 1 am working ages eagaues “327 ne works, he te working ‘Sly father 261,factory she studies, she is studying sister George Washington University you (m.s.) mention; you relate, tell coming (adj.); next (week, etc.) (verbal noun) arrival (in, at) you (£ ) study, you are studying you (£.8.) look for, you are looking for Peace; greeting sincere Henty Addietonal vocabulary tals Ez street “ST co send (indie. 2h.52 "he sends"; neg.perf. *hS2 ine aia not send") C. Graney and dritis wlll y selgitl = g 1. Reading dates. Tnperfect indicative: Singular 3. Broken plurals Diptotes 1, Reading dates The heading at the beginning of this letter may be read in two vays a Clee oe SL Gi ghstly — 1 (Eissaabici) min ntisaan) or (2) aoe. i Ole Je yb obesly — 1 (fii sabfa niisaan) 262The firet is more formal. How to read years will be explained later. Inperfect indicative: singular To begin with, here is a very brief review of the components of the whole Arabic verb system: There are two tenses: perfect and imperfect. The per- fect tense denotes completed actions; the imperfect tense denotes actions which have not taken place or have not been completed. The imperfect tense includes four moods: indicative, subjunctive, jussive, and imperative. so far ve have introduced the perfect tense and the (imperfect) jussive, which ag one of its functions expresses (with J ) the negation of past actions In this lesson we cone to the imperfect indicative. (This is usually referred to as simply the "imperfect"; the other moods are also part of the imperfect tense, but they are referred to by their mood names "subjunctive", "jussiv and "imperative".) ‘The imperfect, denoting actions which have not been completed, may corre- spond to any of several English verbal constructions, depending on the context: (1) A simple present-tense form or, in questions, a construction with "do" or "does": a "he works" SER GT where does he work?" “SSi 1 write! (2) 4 progressive construction with "is/are/am" and a verb in the -ing form: ‘AG he is working! TET GSS UK tare you (£as.) studying now?! ie. Now do Drills 1 and 2. Drill 1. Written, Recognition. Specify the mood (indicative or jussive) of each of the following verbs and give the pronoun subject of each, Ex, Indicative - 98 — (357 rus Aone os “ast tose ot mene! ‘Bi nS Drill 2. (Also on tape) Transformation. Perfect —> t+ jussive —= Indicative. Ex. ‘Henry wrote a letter to nis triend,?—e aes Ste | FIN gate nk 266"Henry didn't weite a letter to eed UL, ge ns his friend.! eee ‘Henry is writing a letter to diet UL, gs US, his friend.’ + Ugo vege IL, yi eS + be gSodl gi he gs ety = T 1 oC es Lr Ge Galt *bal Gols pb ete _ Spel SU Gs abled _ pabell gd dee Bed ye — 7 seal al,ela - ¥ tg go diay JLTos eS 2A + Sot Ub Leads poe - 41 + de VI Gott! Gd! esoye vege ge eli 1 3. Broken plurals Broken plurals of nouns and adjectives are derived from their singular forms by internal vowel changes (like English foot~feet) and in sone cases by the doubling of a consonant or the addition of a prefix or suffix as well. In other words, a broken plural has a different pattern from its singular. Broken plurals fall into a number of patterns; it is often possible to pre- dict a plural from the pattern and meaning of the singular. Thus far we have had thirteen broken plural patterns, some with slight variations. These are listed below, with the plural forms under each pattern, and the corresponding singulars on the left. (For the symbolization of patterns with FML see 11.C.1; the letter C, standing for "any consonant", is used instead of F, M, or L when there are more than three consonants in the word and it does not matter which are radicals. DD stand for identical second and third radicals.) 267"pencils! "boys! * jobs" ‘numbers* "doors! ‘times’ "boards" ‘things! *et1ms! "sons! "names" b. ?aaMaal (instead of ?a%MaaL) ees = aol “UT ‘ruins, antiquities’ 1 i “UT "hopes" 1 2. EuMuul, nana ao ‘essons! ay B_8 "banks! oo eo "eexts! 3. FiMaat. “See ‘wen! “ay "countries' tus ‘women! Sus "ote" les tohort!6. Faala(t) 33 7. Euiaat wee BN 95 8. 2akMiva(t) da! GaGaacicatr) Gui Dies 10. FuMabaa? te reed 269 ‘sentences’ "books" ‘cities! ‘newt ‘Mssre., gentlemen’ "students* uthors" ‘visitors "buildings" ‘professors’ "doctors' ‘chiefs, presidents’ told’ "€riends' ‘relatives, relations’>. 2aFipDaa?, Saat titel sear! 12.a. GaCaacic Ge GSS torstces? he 45 tht tnestaurente’ aoe Zyl ‘theaters’ Fee Ee eat eX el s2 ‘appointments! esi touf "foreign; foreigners! gas Geylod—‘eenoote! b, GaCaaCin (instead of CaCaaCiyun) es IS chains! Bu, ‘tetters! is ‘newspapers! 4. Gawaacie Gok false ‘streets! 13.a. CaGaaciic Ole Gest titles" aes yt "windows" b. Cavaactic hob feo! gi 'dates! 3 ba owflo* ‘appointments! Notes: 1. Im pattern 1a, note the lact two pluxale, in which the place of the 270last radical 1s filled by a hanza which is not present in the singular. Note the plural ?Ls'wonen' in pattern 3, which La coupletely different from its singular. 2. Pattern 1.b.?aaMaal occurs instead of 2a?MaaL for reasons of pronun- elation; see the rule explained in 11.0.3, p. 237. 3. In some words the singular or the plural may have a meaning not shared by the other; for example, under pattern 13.b, is (uy! 9 the plural of yl tdate'; gv» in the meaning of "history" has no plural. 4. Some words have more than one possible plural with the same or differ- ent meanings. For example, (g-75 ‘chair’ has plural ul 5S (pattern 12.b. above) or Gels with no difference in meanings, whereas the word “S¢ ‘vieiting' as an adjective has the sound plural Gsst!j , but as a nom Sah 3 ‘visitor’ it has the plural 1°55 (pattern 7). oS has two plural 5. In plurals, the suffix i a(t) does not indicate feminine gender. Note the vords of patterns 6, 8, and 9, which refer to masculine nouns, in- cluding some denoting male human beings. Predictability. In many cases, knowing the form and meaning of a singu- lar makes it possible to predict what the broken plural will probably be-- though not with complete certainty, It is wise always to learn the plural together with the singular, but the following general statements will help you to classify broken plurals and to remeuber then more easily. (a) Patterns 1 and 2 very commonly serve as the plurals of singulars of the pattern FaMaL and FaML, FiML, FuML. () Pattern 4 fe comon as the plural of feminines of the pattern FutLa(t). (©) Pattern 7 fs typteally the plural for singular nouns of the pattern FaaMil which refer to hunan beings in a particular activity. (@ Pattern 9 is the plural for various singular patterns--all referring to hunan beings. 2m(e) Pattern 10 is the usual plural for singular nouns of the pattern FaMiiL which refer to human beings. Some FaMiiL adjectives also have this plural. (£) Pattern 11 is another possible plural for FaMiil nouns referring to human beings (and sone adjectives). 11.a, is for roots with three different radicals (i.e., FML), whereas 11.b. is for roots in which the second and third radicals are identical (i.e., FDD). (g) Pattern 12.a, is the usual plural for singular nouns which have four consonants (whether three radicals and one other consonant, or four radicals) and no long vowels. (The plural u! 5S tchaire’ (pattern 12.b.) is a defective noun, a type which will be treated later.) Pattern 12.c. is the plural for feminine singular nouns with a short vowel in the first syllable and a long vowel in the second. Pattern 12.d. is for masculine or feminine singulars with a long vowel in the first syllable and a short vowel in the second. (a) Pattern 13 is the usual plural for singulars containing four conso- nants (a double consonant counts as two) and at least one long vowel. If the long vowel is in the last syllable only, the plural is pattern 13.a.; if there is a long vovel in both syllables, the plural is pattern 13.b. (7) Diptotes. In the table above you will see that * L2! in pattern 1.a, and the plural nouns of patterns 10 through 13 (except 12.b.3 see (2) above) are written with final _-u instead of the ~ -un with nunation. These plurals are ell diptotes, a type of word which is described in the next note. Now do Drills 3, 4 and 5. Drill 3. (On tape) Repetition. Broken plurals. (s —= p) Drill 4. (On tape) Production. Broken plurals. (s —» p) 272,Drill 5, (Also on tape) Recognition. Give the singular forms of the following. he bs as So cole eel Lal ele +l isl ols 3'35 el de ote gol telat on ue regs * Gool 4, Diptotes We have seen that Arabic nouns (and adjectives) have three different case endings, and also have the n of munation when indefinite as, for example: indefinite Definite Nom. SLs Lusi Gen, ers [ta nook! | 63S |rthe book? Ace cos ous Certain types of nouns and adjectives, however, when indefinite and not serving as first term of an iddfa, have only two different case endings (7 u for the nominative, and ‘a for both the genitive and the accusative), and never have the 2 of munation, For example: Indefinite non. des cen.] SoS tof Etcos! Ace. ies Such words are called diptotes; among them are some singular nouns and adjectives, 273and some plural nouns and adjectives. or_when the: are the first term of am When defined by the definite article J! idifa_diptotes have all three case endings: Without or with definite article: Indefinite (2 endings) Nom. 243 ‘presidents’ *USSI ‘the presidents’ a 1a) Gen. FAAS Pus tt ace. FUSS PUR Without or with pronoun suffi: Indefinite Definite Non. UES ‘eters! Ligl5 ‘our letters! cen. £5 Lek Ace. “els LEU In an indefinite or definite igdfa (3 endings): Non. Rivas Eyl ga teity otreate’ [ALI G5! st! the city streets Gen, ae ¢ yl ge Biol pole Ace. Bros Gol 52 Boil ¢ 1 fe In the lesson vocabularies, and in the various Glossaries in the book, dip- totes are identified as auch by the final vowel sign uy instead of “-un, for example: "first! ‘friends' ‘The following types of words which have occurred so far are diptotes: Broken plurals of the following patterns: 274(2) (@) cacaacic tabi dele (©) cacearic sete (c) Cawaacic tole (2) (a) CaCaactic (&) Gawaaciic bol "foreign, foreigners’ ‘schools! ‘newspapers’ ‘streets! "windows! "dates" b. Singulars and plurals ending in the suffix +. -aa?u, where the final +l ie not part of the root: *U53 ‘presidente! (root R23) Push teriends' (root. $09) cs The adjective “Ji ‘first’ and the plural * L21 ‘things’ (pattern l.a. in the preceding note). 4, All place names which end in a consonant and do not have the definite article (except those ending in “I -aat, GUE 'Qtount) Arafat"): BLL tebanon! 2: ‘Egypt! S1ok4 Baghdad’ 7K ‘Mecca’ e. ALL feminine personal nanes: ES Maryan! hog whaad! ALLS Karima!(Feminine names with © (no vowel) on the second of three letters are preferably diptotes, but are sometimes treated as regular: Se She uta) £, Masculine personal names, except those which are identical with (non- diptote) common nouns and adjectives, and those spelled with three letters and having ‘ (no vowel) on the second letter. Thus fvs5 'Karim' (from adjective 45 ‘noble, generous') and x5 'zayd' (no vowel on second letter) are not diptotes. The following are examples of masculine names which are diptotes: 22 tomac! peli ‘Ibrahim (Abraham)* “2 ‘Yusuf (oseph)! GULL ‘sulaiman (Solomon) ' In future lessons, other classes of diptotes will be identified as such as they occur. Now do Drills 6, 7 and 8. Drill 6, (Also on tape) Transformation. Make the underlined word plural, and make any other necessary changes. E: "The man looked for work in New York.'—ee— svar gt bee oF dest! coy "The men looked for work in New York! * Si peoet gi dee oe Jest ony + dyed BOY Gas 2) + GES gig erst ot Fe! Get Qt) By oye vee ee LT Fold Ile SlOI es = bob Gb EGY ge ey! yell Jl Le + Gad ol pal wig dys 2 7 2 SAN pee tll viel + Gaye the Leys A 2766 ah ST yey oy Be ofa + dla ty oo Say st Guse + Bosal dele ud! ebas Drill 7. Written, Recognition. Vowel the underlined words. © BGI Golo! HE Qu Gas + her i JE! IS be + Sl Guo! Layo QIU! JG + ghee BL, ols Sella oleae tc GA Nie gb el Jay oS Fee ad Otel Geet dae + ed Ly Gd ILI le Drill 8. Written, Transformation, Make the underlined words plural and vowel them. A Bye gs Ibe tel dey eek + ows! GL! GGT eel SI gs BSI ee 6 ee Gus I! ps os elt he + Csee Vie nets Gadse! + lel gb Bae y 277D. Comprehension passage mane ota Read the following passage; then do Drill 9, which is based on it. BAGH! Bole gh SLA olay (uo BO Ge WL ee 8 me seb 52S atI tet gt Body pee Se oy! gs I ed oy Sull Cas hotel (pron. ‘uteel) Pogehe deat ll se cad Ws wy SL GG Roman KG I UT we Gus gb we GL : x 7 : 5. ues a Carthage sHe yt! GG UG ios te iy EUG GG au! MLstastouna [IN gy! Eyal BSS gay egal Br mosque; center = ee DLs cas ass + Bed! GU, end Sg FG I a oe a UU EUS Al-Ahram tose solic HINT je Drill 9. ee Fill in the blanks relying on your comprehension of the above passage: tee be sb tet : Sy yb I ee Fed hs ll LG Ga Lr dea deb oe elt OY aul BI st . OF see HI ous oy Al Be ud ed ee SLT BE. Bui Bo uet Los Drill 10, Written, Translation. 278My dear friends, I am writing to you from Cairo after uy arrival here yesterday. Before uy arrival in Cairo I went to the city of Baalbek and I liked its ruins. T study ut the American Uulversity aud T ou seeding Avabic im (yes) books and newspapers. My family did not come with me and I am anxious to see them (,J/I “@j 22 (G1) during their coming visit. My father is a secretary to the president of a company in Washington. My greetings to your (pl.) dear sister. Your sincere friend, Lucy Drill 11. Give the correct form of the word(s) in parentheses. + deat! By GUT ge Cel) Polke Lobes Gi CoS) gl ‘ FSS pete EN i (ud) OT + OT! slaty ed es os Gens (ony) - + WG gb BI asl (lS) Ao el gies HLH (LI tas) 2 1 toe! Bel oo CT) WY "LU Bae eb oekle (G6) oA + Bye By lee tL pal (uw) = 9 + GaGl ae Sle goals Camel) de Drill 12, written. eee Write the root of each of the following words and then look up each one in the dictionary and give its meaning and word pattern, Ex. 279Pattern Root FullaLaa? re dt e tb scholars! oe ote els Byles Just Wloo es eet ek * Goel Jes oes Drill 13. Oral practice, ‘The following items are suggestions for "conversational" practice, They can be directed to individual students by the teacher, used in chain drills, used as conversation guidelines among small groups of students, etc. tye as tesige — § Ses Gee GH TebEL gh lL 103) bef pe _ Soe ose a GFL be! Good tl ened de teas oh Si - tate fp Lo GU te 280 oad Que - Cow) coe IG SEL =Lesson Fourteen ot eld esol Uy! Ql abel! jee summary sgt La weds pled! BL y el Sel Ga! ota! Bx Sl die DU ged eG Gad at! tee Bea! Jot! hy, Fpababdl yeh pee ae! LAT Ga! eg leagYl Vin tee F get el Ut! Ged peas on obey Il ote Orel! ostel a! education + GyjgeJ! doelet! yi vont! Be LYI+ Le! we a3 ois pose tl pe Eel gee Fe IT ot SLI any details e GUBYE neds GY opments © se gedl ge 1st ots uw! 8 prelcel tlishe lg cae LSE Bg Les et I oe Ue 1 Gee Gr 8 Sop Beet! pei shee HUG sagt Cnet ee gt Lae te 281Basic text ‘The News Summary This is Damascus. Greetings ladies and gentlemen. ~The presidents of the Arab states We bring you the summary of the news, discuss the present political situation in the Arab world during their meeting in Khartoun. “The Tunisian president is not attending this meeting. ~The American reporters return to Washington after their visit to Damascus ~The Minister of Education announces the names of the new professors at the Syrian University. Some wonen professors at the university attend a meeting with the Syrian president. ‘This has been the summary. a th ual fl eit 52) ice nye ans eet 8s vanes os Be aug te Now you will hear the details of the news. ela og the fourteenth (em, GES ) (vocative particle: see C.3) Greetings! to transmit; to transfer, transport, move we transmit state, country, power to discuss they discuss situation, condition political; politician presents current (time) world 292,Additional vocabulary meeting (noun) (m.p.) they return (cabinet) minister they (£.p.) attend to hear (about, of) you (.p.) hear to attend, be present at to publish; to announce GsLe politics; policy “SUG to meet (with) C. Grammar and drills gladly sell = ¢ 1, Imperfect indicative: Plural 2. Negative of imperfect indicative: q Pr 3. Vocative particle L~! 1, Imperfect indicative: Plural ‘The chart in 13.C.2 showed the imperfect singular forms of five verbs. ‘The following chart shows the imperfect plural forms of the sane verbs: 3MP 3 EP 2 we 2 EP ws Stem i oF pel Get | oe 2 O55- tstudyt | Geos OF355 Grt8 | G035 15555 twrite! | G25 é. GES | 55 -te5- return! | Gap Oe GFP | OS [ee 283Gas] Us) gicss| ss ku ject-narken| ee Siren! (ood-marker wna (Won) Ge zna (None) As the chart shows, all the plural forms except 1 p. have subject-narkers con- sisting of both prefix and suffix, Where the eubject-marker suffix ends in a long vovel (as in the 3 m.p. and 2 mp. forms), the nood-narker is % =na. The mood-narker for the 1p. form is ? , and the two feminine plural forms have no mood-narker. Given below for reference is a chart showing all the singular and plural forms, imperfect indicative and jussive, for the verb (59 'to study!: Indicative | _Jussive Todtcative | _dJussive as SN dis | oot | Lek as Ss fae | ok | ok aus Be 2P b335 Des es fem | ots 1s “ei fae oes cos Note the correspondences between the endings of the indicative and the jussive: (1) In the 3 £.p. and 2 £.p., which never have mood-narkers, the indicative and the jussive are identical. (2) I the other forms, the indicative differs fron the jussive only in having @ nood-narker at the end, where the Jjussive has none. (B) Tf the jussive form ends in a consonant, the corresponding indicative form ends in the nood-narker ’-u (jussive G53 , indicativedtS ). 286(4) If the jussive form ends in a long vowel, the indicative ends in the mood-marker /, -na (jussive | g334 , indicative 6351). (5) Or, to reverse the process, we can say: To change an indicative form to the jussive, cut off the mood-marker, if any. Thus U-J34 becomes C535, G55 becomes | 552 , but 08555 (which does not contain a mood-marker) remains G2355 . Now do Drills 1, 2, 3 and 4. Drill 1, Written. Recognition. Give the independent form of the pronoun subject of the following verbs and specify the mood (indicative or jussive) for each. jhe ose gts ite Ole wo stene ones the Drill 2. (On tape) Conjugation. Drill 3. (On tape) Conjugation: Question/ansver. Drill 4. (Also on tape) Transformation, Singular —» Plural Make the subject of the verb plural and make any other necessary changes, Ex. "The president asks his ministers | Vasstlge ot lois lee et! about the political situation! 7% etlor lasad ‘the presidente ack their ministers gael! ue pat losguetles * Lge! about the political situation." e sue be! STELLA Gage oS ele = 1 s+ Gael Gal ge JLT Lor (est). byte Lr role EG Giuyes LILI - ¢ 285+ LAY! ee eel dell = 8 | OAUI sep or Si - 1 Si ce led gett ent — ¥ + EagSotl go ens ast A + Gp el deg) UL, oss 4 + GeG! GU! Gb Ree he Ele yt - 1+ + gee ed eel oe Ta Gie = 1) 2, Negative of imperfect indicative: ¥ Verb forms in the imperfect indicative are made negative by the negative particle Y 'not' preceding the verb. + ET TGR gb STS yy steter doesn't work in this office. Gti oy ees es vt ‘Don't you write letters to your friends?’ 'Parid's not looking for vork.' *Rutiua Ls uot studying history." Note (second example above) that the interrogative used before Y (as is usual before any negative) is |. Now do Drills 5 and 6. Drill 5. (Also on tape) Negation. Ex. ‘Are you writing a letter to 8S dined UL, yest your friend now?! —» ‘aren't you writing @ letter to your friend now?! ited Why yess YF + hoy oe dnd Be yh ee Lo} ds ga PLU Ge ofieth oor 4. ae ol oi. S prell gael ony So dl ome = 3 ‘ ete SAUL LL cast 206S poet! aGtl gs GL Else! yyent oo Sel ILI Geb Ge led gas! Belo peel Pos 1 Vpn cle i et — Tyatl ge La ueit k deol Drill 6. (Also on tape) Question-answer. Answer the following questions in the negative. Ex. "Does the author publish his books <= tT GLoe! gpd oS QoL! jaay Ja fn Lebanon?! —= "Wo, he does not publish his books told Gb aS yaa Vey in Lebanon." Bele gael Hy sgll coe et Sg lesa¥! Iie hel pt! yoo fe Te! at ges dao TDi! deySot gb SLL as Ye Lt Tet gb oH Balt, de, Lo ' Foose bel Goel Qtl cass ye S prot! ooSe yd Tye FLY! Ga ye eos 3. Vocative particle bev! In addition to \ there is another vocative particle Wat « te while ‘ts usually followed by @ proper nane, a title, or an igafa, Lal is followed by a common noun with the definite article and in the nominative case. Tt is often used at the beginning of speeches and by radio and television announcers, and is often best left untranslated. 287Gi tadies and gentlemen! WObI Gat ‘studente!! D. Couprehension passage aU - 2 Read the following passage; then do Drill 7, which is based on it. Apett AYE Gh 1 Li 1 jesell golly one of our professors Say BU) Dhar, Lois & SG eet was morning = Lsassely ¢ Le) ¢ Le! Lose gS! QI Gias + gbasly he said gay! Gael GEM ll JU eon ey ye bad STR SU gh ele! Boe ate ee bat) Gage Oh ll US ony Lea ph Bat GUT ey bet jaa lig Ty sete co de Js Cay 7 Gr aot Lasvasy Set Gat, GG GY ee ele pe Beyatt! SEF aay Loaley Gabsyl! Goal QI ess Load ato i ete tell tet Ba! Ge ek Coa G? de I oy 5 Deol Gt en gy bat SIN" Foes ots 6 te SU! tts oly I ek details ¢ Lesa ey 6 Dd JL ge etyes § ybasl I 288Drill 7. Convert the above passage to a conversation between a student and his father, using the following outline as a guide: wt! Ls =) ey ghetl I sh. 5L5 2 T + gbatly go (Abs! Ges LG TF toatl dy! of + GLI Ge - E. General drills LU oe Stow) Drill 8. (Also on tape) Transformation. Perfect —> Imperfect —> Jussive Ex. ‘the president discussed this Tost ee peed! Nia tll coy situation with the new ministers.’ Paeerrerrr | "The president discusses this te el oa tt oe situation with the new ministers.' mt sa itl ‘the president did not discuss this bell Mette situation with the new ministers." + sont thy sydl s elSatly golast! Glat Gel eys 2 1 + Del! LEY! tye oT GSI Lys GU gis Lt! or Seal! JS lye, Lady et QeLY! © Iyjgll glael poy oe Drill 9. Written. Negation. N Negate the following sentences, using Y , J , or a form of 7 8 appropriate. SMe sate el LUST 289+ st i ue, ust tree cree eb le ee LIT Sere lel ge oe tl gba! se eal Gl pe et pl gta LST To Ged doth os yt + We Lyst Goll ppt oS s obels te gi oT! gS + BOGS le Joe aay tay Gt ee ee ce ee BoE pb Boge Le! Drill 10. (On tape) Written. Dictation-translation. 290 yy‘Lesson Fifteen ot pe BI Good Lat Goal Be! BU ghoul SR BAU lane Boece et fo PO sts I Go gb gaa Dae ul SLES pb De gst! yay ILI Gol y Spell mys HL ep tS el ge Ee LY ht Gal + ll T US got! ada vel iy SRL) Ghat Bel js ony sel sl wel doe LF Liesl Bebe glo! fas, a+ Glee 255 ade $ ayeY! topes Gols wae eh ee ae + ons pba gd GRA ore ui + Glee let godly Bell HL GU WI + GU 291, yy10. ne ‘The Arabic Exam William: Are you ready for the exam in Arabic? Ruth I'm prepared for the exam in the first, second, and third Jessons--they're the easy lessons in the book. William: What are you studying today? Ruth I'm studying the basic sentences from the fourth lesson through the seventh. Willian: And all the grammar of these lessons? Ruth : I usually study the grammar after studying the basic sentences. William: ‘That's @ good idea, Will the exam include our professor's last lecture? Ruth Yes. Are you ready for the exam, Willian? William: I'm prepared for the exam on most of the lessons. Ruth ; So long--until a quarter past ten tomorrow morning. William: So Long. Vocabulary, . the fifteenth el - Gus examination Willian Ruth CJ) oso ready, prepared (for) the first the second the third By the fourth 292and drills the seventh rule (here: rule of usually tual, speculative oa — had beautiful, handsome biel ye to include pest last, latest; bes most; (in igafa) Sacra hours wateh Jeu the tenth Ui te quarter Gus re touorrow morning the fieth the sixth a the eighth Spite Gos the ninth ect 2% noon uy ceo sls ae! gil grammar) ;(p-) grammar idea, thought; concept (nisba of ¥55 ) mental, intellec- final, recent; latter most of a minute five minutes hale one-third but, except, less « 1. Ordinal nunerels 2. Agreement: Non-hunan plurals 3. Noun with US and pronoun suffix 4, Telling time 2931. Ordinal nunerale The ordinal numeral in Arabic is an adjective, and obeys the sane rules of agreement as other adjectives. The ordinals will be presented here in order, according to their word patterns and patterns of conbination. "First". The form of this Arabic ordinal differs from all the rest: USVI is masculine singular and ty! is feminine singular, e.g., “ENT C554 ene tirst tesson', IT BCU! tthe first hour’. "Second" through "tenth", These ordinals are illustrated below: Masculine Feminine 2 Cl 3.55! the second lesson! "the second hour! EJEI "the thixd 1esson! ‘the third hour’ GI! "tthe fourth lesson’ "the fourth hour! Cyl tthe fifth Lesson" "the £ifth hour’ Gy! "tthe sixth Lesson" "the sixth hour! CUI tthe seventh 1esson! ‘the seventh hour! Ee! "tthe eighth lesson "the eighth hour’ tC! "tthe ninth 1esson! "the ninth hour’ 3gl "tthe tenth Lesson! tu * tthe tenth hour! The basic word pattern for this group of ordinals is FaaMiL, or perhaps al-FaalliL, since the ordinals usually occur with definite nouns. The wascu- line singular ordinal 4 ULI 'the second! differs in its inflection from the others in that 4 LéI! is the form for both the nominative and genitive cases while the accusative is regular: (2! ; the fie, KEL! is regular in all three cases. Now do Drill 1. c. "Eleventh" through "nineteenth", These contain two elements, an ordinal plus “S22 (£,B552 ). Note the special form yo QI! in "eleventh", 296which is used instead of Je!y in combinations of numbers: 2 +Syf Masculine ZEUsI Feminine et Ape eee hid YE fey leti,'the eleventh lesson’ 3342473 loJ1G LI 'the eleventh hour! GeII "the twelfth Lesson’ "the twelfth hour! * GSI tthe thirteenth lesson’ * ‘the thirteenth hour' * {yl stl tthe fourteenth Lesson’ ‘the fourteenth hour! " Gp EIl the fifteenth Lesson’ "the fifteenth hour! * Gg lall ‘the sixteenth Lesson! ‘the sixteenth hour’ * 4 LIl ‘the seventeenth lesson’ * ‘the seventeenth hour’ " Gq ll "the eighteenth lesson’ * " ‘the eighteenth hour! G_LII "the nineteenth Lesson’ " Zt!" ‘the nineteenth hour! These ordinals, "eleventh" through "nineteenth", are invariable in cas they are alvays in the accusative regardless of the case of the nouns they modify, Now do Drill 2. Drill 1, Chain drii1, "The first lesson is easy.' T eG ede SI Goo! "and the second?* "the second lesson is easy." Ps de Oot! "And the third?! Repeat with: Sed 6 Adept Drill 2. Chain drill. $F LIGS ped pte ye Cast! Je eed ste yo LI at $US pred te IL Gait! Jee peed ote LI Ged pe Repeat with: abe! 2952. Agreement: Non-human plurals Brief mention was made in 12.C.5 of the special rules of agreement applying to nouns which do not refer to human beings. Now we present these rules in more detail. Gertain classes of words in Arabic--adjectives, demonstratives, pronouns (and pronoun suffixes), verbs, and other: have both masculine and feminine singular forms, and masculine and feminine plural forms; in other words, they show distinctions of gender and number. Which of these forms is used ina given context depends on the particular noun to which the form refers or, in the case of a verb, which it has as its subject, Tt is the noun, then, which determines the form of the adjective, the pronoun, and so on; these words are said to agree with the noun. If the noun is singular, agreenent is a simple matter: a masculine singular noun requires the masculine singular form of the agreeing words; a feminine singular noun, the feminine singular form (in all the following examples the words which must agree with their nouns--the agreeing words--are underlined): GEN GLUT Gs.) tthe easy Lesson’ (£.8.) "the easy sentence’ (a.s.) "The lesson is easy." (m.s.) "It is easy.! (£..) "The sentence is easy.! (£.8.) "Tt is easy.! (m.s.) "The reporter (m.) has returned." (£.8.) "The reporter (£.) has returned." If the noun is plural, however, a feature of meaning must be considered: Does its singular refer to one human being or not? If it does, then again a masculine 296plural noun requires a masculine plural form of the agreeing words; a feminine plural noun, the feminine plural form: (aps) "the fauous professere! (£.p.) "the Lebanese wonen' (m.p.) "he president received them:' (the professors) (f.p.) "The president received them.' (the women) (a.p.) 'The professors are returning tomorrow morning." (£.p.) "The women are returning tomorrow morning. But if the singular noun refers to anything other than a single human being-- an animal, group of people, inanimate object, abstraction, ete,--then any agree- ing word is feminine singular, regardless of the gender of the noun in the sing.: SS TART ‘the new beoko! Zi; %., 58)! 458 ‘these lessons are easy.’ 241585 FncSII LLU tthe big etttes and their streets! VS Ble le I ‘Their families are not big.' At ea et Geel “The exan includes the basic sentences." "The pencils were on the table." (Renenber also the special rule applying to verbs: 1f the verb precedes the subject the verb is always singular. It agrees with ite subject in gender, however, according to the rules above.) Shown below is a diagram summarizing the rules of agreement. 297Singular noun Plural Noun Masc. Fem. ‘Human (ion- human 1 T 1 Aerecths words Agreeing words Agreetng words fuse fs. Wave] Fem: Ageeothg words Agreeing words np Whenever we say, then, that a certain form "agrees" with a noun in gender and number, the term should be understood to mean "agrees according to the rules" outlined above, Now do Drills 3, 4, 5 and 6. Drill 3, Weitten. Recognition. Give the independent pronoun agreeing with each of the words below. Ex. be elt wa - OLY! Jy! obey! 352L9I eo! ol gil easel pleat! cael ebyi! Lett el all co sbel ell east a gSol ek 298Drill 4, (On tape) Substitution/transformation, Drill 5. Chain drill, Transformation: Singular —eplural with JS . "The lesson is easy.' —e paneoes henner’ seaait "Is the lesson easy? —e Ph deol da ob "All the lessons are easy." + Eel JS HTL TEL UL Le + Gose TAU Ly Heb Byaotl 21 tGyeed GLa Ly te Lesa cal iget L ¥ + oy. wR LY Sowa mel =A ttle dite - t Drill 6. (Also on tape) Transformation: Singular —= plural. Change the underlined word(s) in each of the sentences below to the plural, naking all necessary changes in the rest of the sentence. Ex. "Ie this exam easy?! —» de gaa! tial "Are these exams easy?! 1 Geely! sal eel ed ptt 6 BE be Gale Abe el — t + sree! aibse tl vas Sas ese Lo bs dase ye Lise bay 1 toe G Gk _¥ ee 3. Noun with JS and pronoun suffix ‘There have previously been illustrations of an igafa construction consist- oe ing of JS plus a definite noun meaning ‘the whole...! or ‘all (of)...' (9.6.1), 299such as: ove! “YS ‘the whole lesson, all of the lesson 11 YS tal the employees! ‘There is another less usual construction, with the sane meaning, in vhich the (definite) noun cones first, followed by “iS with an attached pronoun suffix referring to the noun and agreeing with it in gender and mmber. This construction is not an igifa: here |S 4s in apposition to the preceding noun, and is in the same co: Here are examples of both constructions: eae aes Tp UT 7 "We read the whole lesson." as GS! Li3 syols BLy gi QE UB Yee 7 Tee ‘All the studente Live in one building." spots tha gb AS tabu Sst wpURT Yh Eats tw + "We didn't listen to all the news." ‘We wrote to all his friends." l If the noun is in an igafa, J in the second kind of construction must follow the entixe igifa, as in the second sentence below: ee58it SRG ULES 7 soasand alt the sentences of he Gas 5h ye Gt Lesson." Now do Drill 7. 7 Drill_7, (Also on tape) JS + pronoun. Ex. "We studied the whole lesson." et JS Leas FAS yet! Layo 300jeny + EES esse Soba! ded ge IS tI roe cues Pet Soot JS tt kIT aL ys GUT YS LL Gans fool! Nig Sots! a + Bayoed! ada gb ALE JS Sus bbl gebl dl Sul + Be lad! GS tT Lael aS! YS BS asl eyes + det ade US gacaeel + slay! JS Sl Jas 4. Telling time The formulas used in referring to the time of day are illustrated Note that ordinal numbers are used in all cases except ‘one o'clock,’ has the feminine form of the cardinal, rec % } "what time is it?! [aes 4205." "rete . . "rete 6:15. 2eNG Uy Be "e's quarter past "It's one o'clock." 'Ee's two o'clock." =. below. which 'rt's three o'clock." five past four.' (ie 5:10." 'Tt's ten past five." six.'Be eee ray "It's 7:20.' (lit., ‘a third") CUES Be ae - ‘It's twenty past seven.' GES EBS) S54 BE UE atets i258 GSR, BLE EL ters 9:30." Ge US BAks Gauge VC ets 30:35. C9 UE Ryu eer (TIO "it's twenty (1it., 'a third’) to eleven.' Lets 11:45.! ‘it's quarter to twelve." ‘At what time?" "at four o'clock.' tat 5:30." "at eleven o'clock." In the first two sentences above, both meaning "what time is it?", ULI! is the subject of the sentence and therefore in the nominative caee. pS and Ls funceton ae predicates. Now do Drills 8 and 9. Drill 8. Telling time. t ofl Gel 6S iL! a 10:00 10:30 10:05 10:40 10:10 10:45 10:15 11:00 10:20 6:30 be 8:15 12:20 3205 2245 7 7:40 1:00 11:10 6:05 302Drill 9. Written, Telling time, Write the correct time for each of the clock-faces below. 303D. Comprehension passage iUeese - 0 Read the following passage; then do Drill 10. lias ete we PAY! alee + ALI ge bose Hie be ge JL gs US! LU Jy! pL gS PURGE gent Eloy Gad! GOVT, LG jee ool oe et! ce Bet A olay Ge GE LI All GS, deed! goed op TT wey oe Ala! Iie co 7 GLU BLE! sje elissl 6 AS! LL gs eons ILI! pL! tae oe ty pel gb Faye Cd! dae De ie el ea ce deo oe eld Alb tot! tb Brazil Le eS pees ed dA SL tl Gels ob le ek Boel pele eel OU esl iy oe bale Tel gas oles Pe Bee Boru olegs ee sue! lone especially J» eyale se ol UI! pl! BS GIS piv! eje Qasseel! + Gee BL Qouel ALT Drill 10. Written. Lisi tS! Hil gb be - tel pil gigs LWT ee ape eh pl ge PIG pli gl pe Ly = 1 Sell pli! euas be - tb TPG pl ol wk a - ° 304wi p E. General drills Geo Drill 11. (Also on tape) Transformation: Perfect imperfect. ‘He studied Telanic hietery.!—= = PN Gt we ‘He is studying Islanic history." Pe poll ow, fel el gay Fg Lg SOG! BU Gs RL I Gas L + eS Gee eb lobe Lo S Gadky yb be Gals ess Ho tS le GRU ode Jee Poe yi po ye + BG Bl GG bal fay 8 Gael any Ge pb fie gs Re dee o oR gs ee ge Bee f HILU J USY! Gon Je 8 Drill 12, Written. Matching: Question-formation, Form a question by combining one of the words in column (a) with the priate expression in column (b). ) (a) $ Gee yi Gab ont Shed pF SoU tgs GUI Iya wo $ pSbver Ul yo Sipe! SL 303 Gal ode phe 5K n appro§ BaGIl ob ples get a due i tpl load tut pb a dae! GK oe gi See SLAY! § paki Go phe UST GL! Ss Tae of Dye joel ae Basel dt Lele 1ou Drill 13, Translation. 1, aren't you (m. pl.) prepared for the exam in the eighth lesson, the ninth lesson, and the tenth Lesson? 2. No, Our exam doesn't include these lessons. 3, The time of the professor's lecture is (at) quarter past eleven tomorrow morning. 306