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Arabic

FA L S E B E
and GIN
S
NER

NE

- 77 comprehensive and progressive lessons

RS

European
BEGIN

Common ork Level

Framew - 150 exercises with answer keys
B2 - dual-language glossary
- grammar summary

WITH EASE SERIES

 Arabic
With Ease Series

by Dominique HALBOUT
and Jean-Jacques SCHMIDT

Adapted for English-speaking

learners by William PHELPS

Illustrated by Jean-Louis GOUSSÉ

The intuitive method

B.P. 25 © ASSIMIL 2015
94431 Chennevières-sur-Marne Cedex ISBN 978-2-7005-0439-2
FRANCE ISSN 2276-1624
 Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VII
How to use this Arabic course . . . . . . . . . . . . . . . . . . . . . . . . . . . IX
Writing and pronunciation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XI
The Arabic alphabet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XII

Lessons 1 to 77 Page
1.....................‫ب‬ َ ‫ َك َت‬He wrote. . . . . . . . . . . . . . . . . 1
ِ
2 . . . . . . . . . . . . . . . . . . .‫ب‬ ُ ‫ َأ ْل َكات‬The writer. . . . . . . . . . . . . . . . 7
3 . . . . . . . . . . . . . . . . . . . . . ُ‫ َأ ْل َو َلد‬The child.. . . . . . . . . . . . . . . 13

4 . . . . . . . . . . . . . . . . . . . ‫لر ُج ُل‬ َ
َّ ‫ أ‬The man. . . . . . . . . . . . . . . . 19
5.................‫ت‬ ِ ‫ ِفي ْلبي‬In the house . . . . . . . . . . . . . 25
َْ
6 . . . . . . . . . . . . . . . . . . . . ُ‫ َأ ْل َوالِد‬The father. . . . . . . . . . . . . . . 29

7 . . . . . . . . . . . . . . . . . . . ‫اج َع ٌة‬ َ ‫ ُم َر‬Review. . . . . . . . . . . . . . . . . 35

8....................‫ت‬ ُ ‫ َأ ْلبِ ْن‬The girl. . . . . . . . . . . . . . . . . 43
9 . . . . . . . . . . . . . . . . . . . ..‫ل‬ ِ َْ ‫ب‬ ِ With the pen. . . . . . . . . . . . . 49
10 . . . . . . . . . . . . . . . . ‫ت‬ ِ ‫ َق َلم لْبِ ْن‬The girlʼs pen. . . . . . . . . . . . 55
ُ
11 . . . . . . . . . . . . . . . ‫وق‬ ِ ‫ ِفي لس‬In the souq . . . . . . . . . . . . . . 61
ُّ
ِ ِ
12 . . . . . . . . . . . . . . . . . . ‫ َأل ّت ْلميذ‬The student. . . . . . . . . . . . . . 67
ُ
ِ
13 . . . . . . . . . . . . . . . . ‫ط ْلبِ ْنت‬ ُّ ‫ ِق‬The girlʼs cat. . . . . . . . . . . . .75
14 . . . . . . . . . . . . . . . . . . ‫اج َع ٌة‬ َ ‫ ُم َر‬Review. . . . . . . . . . . . . . . . . 83
15 . . . . . . . . ‫ان‬ ِ
ِ ‫ َأ ْل َك ْل ُب في ْلبس َت‬The dog is in the garden. . . . 93
ْ ُ
16 . . . . . . . . . . . . . . ‫ك ؟‬ َ ‫ َما ْس ُم‬Whatʼs your name?. . . . . . .101
17 . . . . . . . . . . . . ‫ك ؟‬ َ ‫ف َحا ُل‬ َ ‫ َك ْي‬How are you?. . . . . . . . . . . 109
IV
18 . . . . . . . . . . . . . . . ‫جا ِر‬
َ ‫ْل‬ ‫ بِ ْن ُت‬The neighbourʼs daughter. . . 117 40. . . . . . . . . . . . . . . . . . ‫ َأ َّلز ْو َج ُة‬The wife. . . . . . . . . . . . . . . 319
19 . . . . . . . . . . . . . . . . . . . ‫الة‬ ٌ ‫ ِر َس‬A letter . . . . . . . . . . . . . . . . 125 41. . . . . . . . . . ‫ب‬ ِ ‫لذ َه‬
َّ ‫وق‬ ِ ‫ ِفي ُس‬In the gold souq . . . . . . . . . 327
20 . . . . . . . . . . . ! ‫ك‬ َ ‫ال ُم َع َل ْي‬ َ ‫لس‬ َّ ‫ َأ‬Hello!. . . . . . . . . . . . . . . . . 133 42. . . . . . . . . . . . . . . . . . ٌ‫اج َعة‬ َ ‫ ُم َر‬Review. . . . . . . . . . . . . . . . 335
21 . . . . . . . . . . . . . . . . . . ‫اج َع ٌة‬ َ ‫ ُم َر‬Review. . . . . . . . . . . . . . . . 143 43. . . . . . . . . . . . . . . . ِ‫لشا ِرع‬ َّ ‫ ِفي‬In the street. . . . . . . . . . . . . 353
22. . . . . . . . . . . . . . ‫ار ُة ْل َم ِدي َن ِة‬ َ ‫ ِز َي‬Visit to the city. . . . . . . . . . 155 44. . . . . . . . . . . . . . ِ‫حامي‬ َ ‫ بِ ْن َتا ْل ُم‬The lawyer’s two daughters.. . 361
ِ ُ ‫اء ِفي ُم َّر‬ِ ‫امع ْل َف َن‬ ِ
23 . . . . . . . . . . . . . ‫يص‬ ٌ ‫ ُف ْندُ ٌق َرخ‬An inexpensive hotel. . . . . 165 45. . . . . ‫اكش‬ ُ ‫ َج‬Jemaa el-Fna Square
24 . . . . . . . . . . . . . . . . ‫اع‬ ُ ‫ َأ ْ ِل ْجتِ َم‬The meeting. . . . . . . . . . . . 175 in Marrakesh.. . . . . . . . . . . 371
ِ
ّ ‫ل َّن‬
46. . . . . . . )‫ص‬ ‫ ُم َّر ُاكش (تَابِ ُع‬
25. . . . . . . . . . . . ‫يض‬ ٌ ‫ َص ِد ُيق ُه َم ِر‬His friend is sick.. . . . . . . . 183 Marrakesh (text continued). . 379

26. . . . . . . . . . . . . . . َ‫ساف ُرون‬

ِ ‫ َأ ْلم‬The travellers. . . . . . . . . . . 193 ْ ‫ َأ ْلُ ُّم َغ‬
47. . . . . . . . . . . . . ! ٌ‫ض َبانَة‬ Mother is angry! . . . . . . . . 387
َ ُ ِ ِ َ
27. . . . . . . . . . . . . . . . . . ‫وع‬ ُ ‫ َأ ُّلر ُج‬The return. . . . . . . . . . . . . . 201 ُ ‫ أ ْلغَ ن ُّي َو ْل َحك‬
48. . . . . . . . . . . .‫يم‬ The rich man and the . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . wise man.. . . . . . . . . . . . . . 395
28. . . . . . . . . . . . . . . . . . ٌ‫اج َعة‬ َ ‫ ُم َر‬Review. . . . . . . . . . . . . . . . 209
‫اج َع ٌة‬
َ ‫ ُم َر‬Review. . . . . . . . . . . . . . . . 403
ُ ‫ ح َس ٌن َث ِق‬
49. . . . . . . . . . . . . . . . . .
29. . . . . . . . . ِ‫لس ْمع‬َّ ‫يل‬ َ Hassan is hard of hearing!. . . 227 ِ
50. . . . . . . . . . . . ‫س َت ْعج َل ٌة‬ َ
ٍ ‫ ِفي َم ْط َع ٍم َغ ِر‬In an odd restaurant . . . . . . . 235
30. . . . . . . . . . . ‫يب‬
ْ ‫ إِ ْم َرأ ٌة ُم‬A woman in a hurry. . . . . . 419
ِ ‫ب ْلب ِر‬ ِ
31. . . . . . ِ‫اء ِفي ْل َم ْط َعم‬
51. . . . . ‫يد ْل َكبِي ِر‬ َ ِ ‫ في َم ْك َت‬In the main post office. . . . 425
ُ ‫ل ْص ِد َق‬ َ ْ ‫ َأ‬The friends are in the ِ
52. . . . . . . . . . . . . . . ‫ ُغ ْر َف ٌة َفاخ َر ٌة‬A deluxe room . . . . . . . . . . 433
. . . . . . . . . . . . . . . . . . . . . . . . . . restaurant . . . . . . . . . . . . . . 241
ِ ِ
53. . . . . . . . . . . ‫ْر ٌة إِ َلى تُونس‬
ٌ ‫ َط َع ٌام َلذ‬A delicious meal . . . . . . . . 249
32. . . . . . . . . . . . . . . . ‫يذ‬ َ ‫ َسف‬Journey to Tunis. . . . . . . . . 441
54. . . . . . . . . . . . . . . . ‫ار‬ ِ ‫ في ْل َم َط‬At the airport . . . . . . . . . . . 447
33. . . . . . . . . . ‫ ِفي َم َحطَّ ِة ْل ِق َطا ِر‬At the train station . . . . . . . 255
55. . . . . . . . . ‫س‬ َ ‫ َ ِفي َم َح ِّل ْل َم‬In the clothing store . . . . . . 457
ِ ِ‫الب‬
34. . . . . . . . . . . . . . . . . ‫ ِفي ْل َق ْر َي ِة‬In the village. . . . . . . . . . . . 263
56. . . . . . . . . . . . . . . . . . ‫اج َع ٌة‬ َ ‫ ُم َر‬Review. . . . . . . . . . . . . . . . 463
35. . . . . . . . . . . . . . . . . . ‫اج َع ٌة‬ َ ‫ ُم َر‬Review. . . . . . . . . . . . . . . . 271 ِ
36. . . . . . . . . . . . . . . . ‫م‬ ِ ّ ‫ات ْل َع‬
57. . . . . . . . . . . . . ‫ارة‬ َ ‫لس َّي‬ َّ ‫ ت ََع ُّط ُل‬Car breakdown. . . . . . . . . . 475
ُ ‫ َب َن‬The cousins . . . . . . . . . . . . 287 ِ ‫ َدر َج ُة ْهتِما ِم َّلزو َج‬The great solicitude of
58. . . . . ‫ات‬ ْ َ َ
ِ
37. . . . . . . . . . . . . ‫لنُوف‬ ُ ْ ‫ َحو َل‬Nose stories . . . . . . . . . . . . 295
ْ . . . . . . . . . . . . . . . . . . . . . . . . . . wives. . . . . . . . . . . . . . . . . .483
ِ ِ ِ ‫ ِش َج ٌار َب ْي َن َكاتِ َب ْي ِن‬
38. . . . . . . . . . . . . . . ‫جام َعة‬ َ ‫ في ْل‬At the university. . . . . . . . . 303 59. . . . . . . . . . Dispute between two writers. . 489
ِ ‫لطالِب‬ ِ ‫ ِفي ْل َم ْك َت‬
39. . . . . . . . . . . . . . . . . . ‫ان‬ َ َّ ‫ َأ‬The two students. . . . . . . . .311 60. . . . . . . . . . . . . . .‫ب‬ At the office. . . . . . . . . . . . 497

V VI
61. . . . . . . . . . ‫يب‬ ِ ِ‫لطب‬ َّ ‫ ِفي ِع َيا َد ِة‬At the doctorʼs office .. . . . 505
62. . . . . . . . . . . . . . . . ‫ور‬ ٌ ‫ زَ ْو ٌج َغ ُي‬A jealous husband. . . . . . . .511
63. . . . . . . . . . . . . . . . . . ‫اج َع ٌة‬ َ ‫ ُم َر‬Review. . . . . . . . . . . . . . . . 519
64. . . . . . . . . . ‫لش ْر َط ِة‬ ُّ ‫ ِفي َم ْر َك ِز‬At the police station. . . . . . 531
65. . . . . . . . . . . . . .‫ف‬ ِ ‫ ِفي ْلمص ِر‬At the bank. . . . . . . . . . . . . 539
ْ َ
66. . . . . . . . . . . . . . . . ‫او َم ُة‬ َ ‫ َأ ْل ُم َس‬Bargaining . . . . . . . . . . . . . 547
67. . . . . . . ‫ل ُل ْب َنان‬ِ ‫ان ِفي َج َب‬ ِ ‫اعي‬ِ
َ ‫ َر‬Two shepherds in the
mountains of Lebanon. . . . 555

68. . . . . ‫لص َحا َف ِة‬َّ ‫ات م َن‬

ِ ٌ ‫ م ْق َت َط َف‬Extracts from the press. . . . 563
ُ
ِ
69. . . . . . . . . . . ‫ات َث َقاف َّي ٌة‬
ٌ ‫اه َر‬ ُ ‫ ت ََظ‬Cultural events. . . . . . . . . . 573
70. . . . . . . . . . . . . . . . . . ‫اج َع ٌة‬ َ ‫ ُم َر‬Review. . . . . . . . . . . . . . . . 583
71. . . . . . . . . . . . . . . . . . . ‫ب‬ ُ ‫ل َد‬ َ ْ ‫ َأ‬Politeness. . . . . . . . . . . . . . 595
ِ
72. . . . . . . . . . . . . . . ‫ في ْل َم ِدي َن ِة‬In town. . . . . . . . . . . . . . . . 601

73. . . . . . . . . . . . . . . . . . . .‫لسف َُر‬ َ

َّ ‫ أ‬The trip. . . . . . . . . . . . . . . . 607
ِ
74. . . . . . . . . . . . . . . . . . . ‫اء‬ ُ ‫ َألشّ َر‬Shopping. . . . . . . . . . . . . . .611
ِ
75. . . . . . . . . . . . . . . . . . ‫اح ُة‬ َ ‫ َأل ّس َي‬Tourism.. . . . . . . . . . . . . . . 617
ِ ‫لطو‬
76. . . . . . . . . . . . . . . . . ‫ئ‬ ُ ‫ار‬ َ َّ ‫ َأ‬Emergencies. . . . . . . . . . . . 621
ِ
77. . . . . . ! ‫ور‬ ُ ‫لص ُب‬َّ ‫ َأ ُّي َها ْل ُم َت َع ّل ُم‬Oh, patient student!.. . . . . . . 627
Grammatical appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 636
Grammatical index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 682
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 686
Glossary of expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 687
Glossaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 692
Arabic – English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 692
English – Arabic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 752

VII VIII
Before starting the lessons, make sure you read the introduction,
even if you’re not a beginner.

1 First lesson (the-lesson the-first) ‫ َأ َّلد ْر ُس ا َْل َّو ُل‬١

(ad-darsu (a)l-awwalu)
This first lesson, though it consists of only a single sentence, will
‫ب‬
َ ‫َك َت‬
‫ب ال َْكاتِ ُب‬
begin to reveal the secrets of a language whose extraordinarily

َ َ‫ َكت‬1
logical structure you will come to appreciate more and more. Let’s
begin!
Kataba
He wrote

1 Kataba‿(a)l-kaatibu.  ①② * ‫َك َت َب‬

he-wrote the-writer
The writer wrote.

Reminder
The first line gives the transliterated pronunciation; the second,
the literal word-for-word translation; and the third, the translation
into everyday English. In the word-for-word translation, the words
connected by hyphens constitute a single word in the Arabic text.
In the everyday English translation, words added in English that
aren’t in the Arabic are shown in square brackets.

Pronunciation notes
1 • Pronounce the aa in kaa like the a in as rather than the a in father.
Lengthen the syllable, drawing out the double aa: (a)l-kaatibu.
• When speaking, the a of the definite article al- the runs together
with the last vowel of the word before it. This is shown by
putting the a in parentheses and using the symbol ‿ to indicate
that the sounds are joined. However, note that in written Arabic
it is simply written al-.

Notes  pronoun (e.g. I, you, he, she, we, they) is needed. Here, the verb
① kataba ‫َب‬َ ‫ َكت‬: [he] wrote. In Arabic, the verb is generally form indicates he.
placed at the beginning of the sentence, before the subject. ② al- ‫ ا ْلـ‬is the definite article the. It is attached to the noun it
The verb itself indicates who is doing the action, so no subject  precedes. We’ll come back to this in the next lesson.

1 1 waahid ithnaan 22
1 Your first two Arabic words
kataba ... ‫َب‬َ ‫ َكت‬ [he] wrote
ِ the consonants are topped with the symbol –َ (the bottom line here
... (a)l-kaatibu ُ ‫ ا ْلكَات‬
‫ب‬ the writer
Transliteration
To help you begin to decipher Arabic script, in each lesson (until you
are able to read Arabic without transliterations) the transliteration
of the Arabic lesson text into Latin letters is provided. To make it
easier to distinguish which letters correspond, alternating colours
are used: black Latin letters correspond to black Arabic letters, and
blue Latin letters to blue Arabic letters.
pronounced much as they are in English. Each of these consonants 1
is followed by the short vowel a. How do we know this? Because
indicates a letter). Short vowels in Arabic are conveyed by vowel
marks placed above or below a letter. This vowel mark indicates
the a sound in as.
Another difference with English is that each of the letters in Arabic
has a different form depending on where it appears in a word: when
it is on its own (independent), at the beginning of a word (initial),
in the middle (medial), or at the end (final). You will be learning
these different forms gradually. For the moment, just learn the ones
indicated in blue, which you saw in this lesson:

In the transliteration, each syllable is written as it sounds in Final Medial Initial Independent Transliteration Name
English, with the short vowels (that is, the vowels that are generally
not written in Arabic) shown in small letters to the right of the Latin ‫یکا یك‬ ‫کا‬ ‫ك‬/‫ک‬ k ‫َاف‬
ْ ‫ك‬ kaaf
consonant: for example, Ka. However, although each syllable
reads from left to right, the order of the syllables follows the Arabic ‫یتا یت‬ ‫تا‬ ‫ت‬ t ‫تَاء‬ taa’
direction of writing, from right to left.
‫یبا یب‬ ‫با‬ ‫ب‬ b ‫َباء‬ baa’

←
)Direction of writing) Note that the letters b and t have exactly the same form; the only

‫ا ْل َكاتِ ُب‬

difference is the number and position of the dots. The form changes
‫َك َت َب‬ slightly depending on whether it is connected to another letter, as
well as its position in the word.
Bu Ti Aa Ka - LA Ba Ta Ka
al-kaatibu kataba If you want to learn to write Arabic script, practice in a notebook.
ِ Start with kataba. Begin with the independent forms, then move on
ُ ‫َب ا ْلكَات‬
That is: ‫ب‬ َ ‫ َكت‬kataba (a)l-kaatibu to the connected ones:

The letters َ ‫ َكت‬ ‫ كـ ـت ــب‬ ‫ك ت ب‬

‫َب‬
• (a)l-kaatibu, written al-kaaatibu (the writer). Here we see the
• al- ‫ ا ْلـ‬: try to remember how this word, which you will encounter
same three consonants as in kataba, but with different vowels. This
often, is written. We’ll be explaining more about it in the next
word also includes a letter representing a long vowel, aa, indicated
lesson. For now, practice writing it by itself, but keep in mind that
by a vertical line that is the continuation of the preceding letter with
a perpendicular stroke, ‫ا‬. This is called alif.
it is always attached to the noun it goes with.

َ ‫ َكت‬, written kataba, is formed from three consonants

• kataba ‫َب‬
(shown by the capital letters in the transcription), which are Start by writing kaa (kaaf + alif): ‫كَا‬

3 3 thalaatha arbaca 4 4
1 ِ
Then, try writing the word (repeat it several times):
‫ب‬ُ ‫ ا ْلكَات‬al-kaaatibu.
Finally, write the two words that make up the sentence:
ِ
ُ ‫َب ا ْلكَات‬
‫ب‬ َ ‫ َكت‬ kataba al-kaaatibu
kataba (a)l-kaatibu
Recap
• Consonants
In Arabic, the third-person masculine singular past tense of the verb
(e.g. kataba [he] wrote), constitutes the root of the verb. The letters
in the root (e.g. kataba) are also used in the various forms derived
from it (conjugated verb forms, nouns, adjectives and so on). You
can imagine the rich vocabulary generated by a single Arabic
root. Using three (or occasionally four or five) consonants, a large
number of words can be made simply by modifying the pattern or
structure of the word. This is called the root and pattern system and
it underlies Arabic grammar. We will see how this works in more
detail later on, but for now, just note that the three consonants in a
root word permit us to recognize related words in that family.
• Vowels
Arabic has only three vowels: a, i and u. These can be either short
or long; a long vowel is roughly twice the length of a short vowel.
We have transliterated the short vowels in English by a single a, i or
u. Long vowels are shown as aa, ii or uu. In Arabic, when a vowel
is short, it is not written as an independent letter, but is represented
by a vowel mark:
• a slanted line above a letter: –َ ِ = a
• a slanted line beneath a letter: – = i
• a small loop above a letter –ُ = u
A small circle above a letter ْ (called sukuun) indicates that it is not
followed by a vowel sound. More on this later.
The long vowel aa ‫ ا‬is written with a vertical stroke called alif.
ِ language with a logical structure. Hopefully it has made you
ُ ‫ ا ْلكَات‬contains all these elements.
The word (a)l-kaatibu ‫ب‬
5 5 khamsa
This first lesson has no exercises in order to allow you to ease into 1
the language. Finish by listening to the recording of the first Arabic
sentence you have learned and repeating it aloud several times. Start
by reading the two words separately, and then try to link the final a
of kataba with that of al- so it is prounced like ‘katabalkaatibu’.
Reading for the second wave
Here is the same text as in the lesson, but without the short vowel
marks. If you like, you can take a quick look at this now, but we
don’t expect you to be able to read it until the ‘second wave’, or
active phase, of the book. More on this later.
‫كتب‬
‫كتب الكاتب‬ ١
***
Arabic script, with its elegant curves, is said to be inspired by the
traces left by camels in the desert sands. It is true that in pre-Islamic
times, the camel was perhaps the quintessential feature of Bedouin
life. It was a constant point of reference, whether for the sounds of
the Arabic language or for many everyday words, as you will see in
the course of the lessons.
The Arabic script, derived from Nabataean (the language of the
Nabataeans of Northern Arabia), originated around 200 CE and
reached its definitive form by the 700s CE. The first version of
Arabic script was called Kufic (named after the Iraqi city
Kufa ‫ ) َأ ْلكُو َفة‬and had very angular letters. This script was
followed by naskhi ‫َسخي‬
ِ ‫ن‬, which is smoother and more rounded.
ْ
You have just completed a major first step in Arabic! This
sentence has given you a first glimpse into what is a fascinating
keen to discover more!
sitta 6 6
 In this set of lessons, we’ll continue to omit the pronunciation of
a good number of final vowels, along with the taa’ marbuuta,
while retaining certain endings that illustrate recently learned
grammatical concepts. However, if you find it easier to remember
50 Fiftieth lesson
(ad-darsu al-khamsuuna)
Imra’atun mustacjilatun
A woman in a hurry
1 Intazarat ① Yaasmiinatun dawrahaa
muddatan tawiilatan.
Yasmina waited for her turn a long time (a-time[acc.]
a-long[acc.]).
2 Akhiiran, wasalat ilaa ash-shubbaaki wa
arsalat ② tardan ilaa al-khaariji.
Finally, she reached the window and sent a package
overseas (to the-exterior).
3 Thumma araadat ③ irsaala risaalatin  is essentially causative (making something happen): here to
musajjalatin
Then she wanted to send (the-sending-of) a registered letter,
Notes
① intazara-t ‫ت‬ ْ ‫ إِ ْن َت َظ َر‬she waited is Form VIII of the verb
nazara, yanzuru (ilaa) ‫ َينْظ ُُر إِ َلى‬،‫ظ َر‬َ ‫ َن‬to look at. This form
is characterized by adding the prefix i- (or ya- in the present/
future tense) and inserting -ta- after the first consonant:
iNtaZaRa in the past and yaNtaZiRu in the present/future.
Form VIII can be a reflexive form of Form I, or it can express
an effort by the subject to accomplish an action for his or her
own benefit, which is the case here: looking at something with
a purpose is to be in wait for something, hence to wait.
② arsala-t ‫ت‬ْ ‫ َأ ْر َس َل‬she sent. This is Form IV of the unused root
rasala (from which we get risaalat ‫ ِر َسا َلة‬letter). This form
ِ
is characterized by the addition of the prefix a- (or yu- in
the present/future): arsala, yursilu ‫ ُي ْرس ُل‬،‫ َأ ْر َس َل‬. Form IV 
419 419 arbacmi’a wa tiscata cashara
grammatical rules by pronouncing the endings of words, carry
on for the moment. Don’t worry, transitioning from scholarly
Arabic to everyday speech will be easy enough whenever you’re
ready!
َ ‫ َأ َّلد ْر ُس ا ْل َخ ْم ُس‬٥ ٠
‫ون‬
ِ ‫إِ ْم َر َأ ٌة ُم ْس َت ْع‬
‫ج َل ٌة‬
‫اس ِمينَ ٌة َد ْو َر َها ُمدَّ ًة َط ِوي َل ًة‬ْ ‫ إِ ْن َت َظ َر ْت َي‬١
ِ ‫لشب‬ ِ
‫اك َو َأ ْر َس َل ْت َط ْر ًدا‬ َّ ُّ ‫ َأخ ًيرا َو َص َل ْت إِ َلى ا‬٢
‫ار ِج‬ِ ‫ إِ َلى ا ْل َخ‬
‫ ُث َّم َأ َرا َد ْت إِ ْر َس َال ِر َسا َل ٍة ُم َس َّج َل ٍة‬٣
send, to expedite. The masdar of this form is constructed like
irsaal ‫ إِ ْر َسال‬the sending of (iRSaaL), which appears in line 3.
We see the same thing in line 8: awqafa, yuuqifu
ِ ِ
‫ف‬ َ ‫ َأ ْوق‬to stop, Form IV of waqafa, yaqifu ‫ف‬
ُ ‫ ُيوق‬،‫َف‬ ُ ‫ َيق‬،‫َف‬
َ ‫ َوق‬to
be stopped, to stop (oneself). Note the unusual way of writing
this verb that begins with a waaw: in the present, the -u of the
first syllable is prolonged by a waaw, where one might expect
a waaw topped by a sukuun. Don’t concern yourself at the
moment with this writing detail; just memorize the present
form of the verb as it is; it will serve as a model for other verbs
of this type (that is, those with an initial waaw).
③ Concerning araada-t ‫ت‬ ْ ‫ َأ َرا َد‬she wanted, in line 3, this is
an irregular Form IV verb, whose present/future tense you
already know: uriidu ‫يد‬
ِ ُ ‫ ُأ ِر‬I want, turiidu ‫ تُ ِر ُيد‬you want, she
wants, yuriidu ‫يد‬ُ ‫ يُر‬he wants, etc. We’ll analyze this later on.
But we suggest that you learn the conjugation now, because
you’ll be using it a lot.
arbacmi’a wa cishruun 420 420
 ٍ ‫َان َع َليها َأ ْن ت َْذهب إِ َلى ُشب‬ ِ ِ ِ
50 4 walakin li-dhalika kaana calayhaa an
tadhhaba ilaa shubbaakin aakhara ④.
‫آخ َر‬ َ ‫اك‬ َّ َ َ َ ْ َ ‫ َو َلك ْن ل َذل َك ك‬٤ 50

ِ ‫َت ي‬
‫و َجدَ ْت َن ْف َس َها َم َّر ًة‬... َ ‫اسمينَ ٌة ُم ْس َت ْع ِج َل ًة‬ْ َ ْ ‫ كَان‬٥
but for that she had to go (it-was upon-her that she-go)
to another window.
5 Kaanat Yaasmiinatun mustacjilatan ... ‫يل‬ ٍ ‫ُأ ْخ َرى َأ َما َم َطا ُب‬
ٍ ‫ور َط ِو‬
wajadat nafsahaa, marratan ukhraa,
amaama taabuurin tawiilin
Yasmina was in a hurry ... she found herself, once
:‫ف فِي ُم َقِدّ َمتِ ِه‬ ٍ ‫ َف َقا َل ْت لِرج ٍل و ِاق‬٦
َ ُ َ
again, facing a long line,
‫– ِم ْن َف ْض ِل َك َيا َس ّيِ ِدي! َأنَا ُم ْس َت ْع ِج َل ٌة ِجدّ ًا‬ ٧
6 fa-qaalat li-rajulin waaqifin fii muqaddimatihi:
and she said to a man who was in the front [of the line]
(to-a-man standing in its-front):
!‫وف فِ ِيه‬ ُ ‫ُوع َأ ْل ُو ُق‬ ٍ ِ ِ
ٌ ‫ َأ ْو َق ْف ُت َس ّيَا َرتي في َمكَان َم ْمن‬٨
7 – Min fadlika, yaa sayyidii! Anaa mustacjilatun !‫ َت َف َّض ِلي! ُخ ِذي َمكَانِي‬...!‫– َلدَ َّي ا ْل َو ْق ُت‬ ٩
jiddan:
If you please, sir! I’m in a big hurry (I rushed very):
8 awqaftu sayyaaratii fii makaanin
 typically used in dependent clauses (e.g. starting with ‘that’)
mamnuucun al-wuquufu fiihi!
to express a wish, possibility, opinion, or something that has
I left (stopped) my car in a no-parking zone (a-place
not yet occurred. In Arabic, the structure calaa + pronoun +
forbidden the-stopping in-it)!
an is followed by a verb in the subjunctive. The subjunctive
9 – Ladayya ⑤ al-waqtu! ... Tafaddalii ⑥! ... tadhhaba ‫ب‬ َ ‫ ت َْذ َه‬that she go is distinguished from the present
Khudhii makaanii!
I have time (To-me the-time)! ... Please! ... Take my place!
tense tadhhabu ‫ب‬ ُ ‫ ت َْذ َه‬she goes simply by the final vowel a.
This goes for all the forms from I to X, so the subjunctive isn’t
difficult to construct. In Arabic, the most important thing to
remember when conjugating verbs is the vowel patterns. For
Notes every verb you encounter, repeat the past, the present and the
④ kaana calayhaa an tadhhaba ilaa shubbaakin aakhara subjunctive of the third-person singular to help you remember
ٍ ‫َان َع َليها َأ ْن ت َْذهب إِ َلى ُشب‬
َ ‫اك‬
‫آخ َر‬ َّ َ َ َ ْ َ ‫ ك‬she had to go to another the different forms.
window (‘it-was upon-her that she-go …’). This is a way of ⑤ ladayya = ladaa + -ii ‫ ي‬+ ‫ َلدَ ى‬with me, to me, like calayya
expressing obligation that uses the subjunctive in the verb after ‫ َعل ََّي‬on me; ladaa is a preposition with a similar meaning to
cinda; both are used quite frequently.
‘that’. (To avoid the subjunctive, one could say kaana laa budda
lahaa min-a adh-dhahaabi ‫اب‬ ِ ‫ال بُ َّد َل َها ِم َن الذَّ َه‬
َ َ‫‘ َكان‬there was ⑥ When addressing a male, Tafaddal! !‫ضل‬ َّ ‫ َت َف‬If you please;
no choice for her [other than] going’. The subjunctive is a mood  when addressing a female, Tafaddalii!

421 421 arbacmi’a wa waahid wa cishruun arbacmi’a wa ithnaan wa cishruun 422 422
50 10 Walakin, fii al-mustaqbali, utrukii
sayyaarataki fii al-kaaraaj! *
‫َك فِي‬
ِ ‫ ُأتْر ِكي سيارت‬،‫ فِي ؐا ْلمس َت ْقب ِل‬،‫ و َل ِكن‬١٠
َ َّ َ ُ َ ْ ُ ْ َ 50

But in the future, leave your car in the garage!

َ ‫ا ْلك‬
!‫َاراج‬
*** ***
From now on, there is only one translation exercise to do per lesson.

!‫االول – ترجم‬
ّ ‫التمرين‬ ‫ ِم ْن‬،‫لص ِغ ِير إِ َلى ا ْل َخ ِار ِج‬ ِ ِ ‫❼ كَم ِٕلرس‬
َّ ‫ال َه َذا ال َّط ْرد ا‬ َ ْ ْ
At-tamriinu al-awwalu – Tarjim! ‫ف َْض ِل َك؟‬
‫َان اؐلَّ ِذي ُه َو‬
ِ ‫❶ الَ ُا ِريدُ َأ ْن َأتْر َك سيارتِي فِي َه َذا ا ْلمك‬
َ َ َّ َ ُ
Kam li-irsaali hadhaa (a)t-tardi (a)s-saghiir(i) ilaa (a)l-khaarij(i),

ٍ ‫َاس‬
‫ب َل َها‬ ِ ‫َغير من‬ min fadlik(a)?
ُ ُْ ِ
Laa uriidu an atruka sayyaaratii fii hadhaa (a)l-makaani (a)lladhii * munaasib ‫ ُم َناسب‬appropriate, suitable (from the same root as
munaasabat ‫اس َبة‬
َ َ‫ ُمن‬correlation, occasion, lesson 36).
huwa ghayru munaasibin* lahaa.

‫يل‬ ٍ ‫❷ إِ ْن َت َظ ْرنَا َد ْو َرنَا َم َّر ًة ُأ ْخ َرى فِي َطا ُب‬

ٍ ‫ور َط ِو‬ Answers to Exercise 1
Intazarnaa dawranaa, marratan ukhraa, fii taabuurin tawiil(in). ❶ I do not want to leave (that I-leave) my car in this unsuitable
‫َان ُم ْس َت ْع ِج َل َت ْي ِن َف َأ ْو َق َفتَا َس َّي َارت َُه َما فِي‬
ِ ‫َت ا ْلمر َأت‬
َْ
ِ ‫❸ كَان‬ location (in this place which it [masc.] not suitable for-it [fem.]).

ِ ‫لش‬
‫ار ِع‬ ِ ‫وس‬
َّ ‫ط ا‬
❷ We waited our turn, once more, in a long line/queue. ❸ The

َ َ two women were in a hurry and they stopped their car (of the two
of them) in the middle of the street. ❹ We wanted to send (the-
Kaanat-i (a)l-mar’ataani mustacjilatayni fa-awqafataa sending-of) registered letters. ❺ We absolutely must go (No choice
sayyaaratahumaa fii wasati (a)sh-shaaric(i). for-us except the-going-to) to another window. ❻ Why do we
‫❹ َأ َر ْدنَا إِ ْر َس َال َر َس ِائ َل ُم َس َّج َل ٍة‬ have to wait (Why upon-us that we-stand) so long in front of the
windows? ❼ How much is it to send (the-sending-of) this small
Aradnaa irsaala rasaa’ila musajjala(tin). package abroad, please?
ٍ ‫اب إِ َلى ُشب‬
َ ‫اك‬
‫آخ َر‬ َّ ‫ال ُبدَّ َلنَا ِم َن ا‬
ِ ‫لذ َه‬ َ ❺
َّ
Laa budda lanaa min-a (a)dh-dhahaabi ilaa shubbaakin aakhara.
ِ ِ‫لشباب‬ َ ‫❻ لِ َما َذا َع َل ْينَا َأ ْن ن َِق‬
‫يك؟‬ َ َّ ‫ف ُمدَّ ًة َط ِوي َل ًة َأ َما َم ا‬
Limaadhaa calaynaa an naqifa muddatan tawiila(tan) amaama
(a)sh-shabaabiik(i)?

‫إِ ْم َر َأ ٌة ُم ْس َت ْع ِج َل ٌة‬
423 423 arbacmi’a wa thalaatha wa cishruun arbacmi’a wa arbaca wa cishruun 424 424
51 Reading for the second wave :‫ فقالت لرجل واقف في مقدّ مته‬٦ 51
‫إمرأة مستعجلة‬ ‫ من فضلك يا س ّيدي! أنا مستعجلة جدّ ا‬- ٧
!‫ أوقفت س ّيارتي في مكان ممنوع ألوقوف فيه‬٨
‫ إنتظرت ياسمينة دورها مدّ ة طويلة‬١
!‫تفضلي! خذي مكاني‬...ّ ‫ لدي الوقت‬
ّ -٩
‫لش ّباك وأرسلت طردا إلى الخارج‬ ّ ‫ أخيرا وصلت إلى ا‬٢
!‫ أتركي س ّيارتك في الكاراج‬،‫ في المستقبل‬،‫ ولكن‬١٠
‫مسجلة‬
ّ ‫ ثم أرادت إرسال رسالة‬٣
ّ
‫ ولكن لذلك كان عليها أن تذهب إلى ش ّباك آخر‬٤
The courteous man who gave up his place in line to the
‫مرة أخرى أمام‬
ّ ‫وجدت نفسها‬...‫ كانت ياسمينة مستعجلة‬٥ protagonist of this lesson could have used this expression,
‫طابور طويل‬ which is very common throughout the Arab world:
َّ ‫إِ َّن ا ّٰلل َه َم َع ا‬
‫لصابِ ِري َن‬
Second wave: 1st lesson Inna Allaha maca as-saabiriina.
(see ‘How to use this Arabic course’ p. IX of the Introduction and (Indeed) God is with those who are patient.
the text at the end of lesson 49)

ِ ‫ َأ َّلدرس َأ ْلح‬٥ ١
َ ‫ادي وا ْل َخ ْم ُس‬
‫ون‬
51 Fifty-first lesson (ad-darsu
al-haadii wa al-khamsuuna) َ ُ ْ
Fii maktabi al-bariidi al-kabiiri
In the main post office
1 Fii al-yawmi at-taalii, tacuudu Yaasmiinatun
ilaa maktabi al-bariidi
ِ ‫اس ِمينَ ٌة إِ َلى َم ْكت‬
‫َب‬ ِ ِ
ْ ‫ َت ُعو ُد َي‬،‫ في ا ْل َي ْو ِم التَّالي‬١
On the following day, Yasmina returns to the post office ِ ‫ا ْلب ِر‬
‫يد‬
2 mashyan calaa al-aqdaami ① hadhihi al-
َ
‫ َه ِذ ِه ا ْل َم َّرة‬،‫ َم ْش ًيا َع َلى ا ْلَ ْقدَ ا ِم‬٢
marrati.
going on foot this time (acc.).
َ

Notes
َ ْ ‫ َم ْش ًيا َع َلى ا‬walking on the
① mashyan calaa al-aqdaami ِ ‫ل ْقدَ ام‬  case here to show the manner in which it is done, giving it an
feet. The alaa al-aqdaami is redundant, but is commonly
c adverbial sense.
used. The word mashyun ‫ َم ْشي‬walking, is in the accusative 
ٌ
425 425 arbacmi’a wa khamsa wa cishruun arbacmi’a wa sitta wa cishruun 426 426
77 Reading for the second wave
‫أل ّطوارئ‬
‫ هل يمكن دعوة ال ّطبيب؟‬،‫أجد نفسي في حالة س ّيئة جدّ ا‬
‫بتقزز‬
ّ ‫أحس‬ ّ ... ‫أنا محموم‬
!)‫أدخلني المستشفى ( العيادة‬
ّ ... ‫توجعني األسنان‬
‫علي أن أزور طبيبا لألسنان ليخلع‬
‫منّي ضرسا‬
‫علي أن أشتري دواء بشكل عاجل‬ ّ ‫ أين صيدل ّية الخفارة؟‬٥
‫ لتناول حقنة ( إبرة)؟‬،‫ قريبا من هنا‬،‫ هل هناك مستوصف‬٦ 77
/ ‫ ترفض س ّيارتي اإلنطالق‬... ‫ البدّ من دعوة س ّيارة نجدة‬٧
‫ال تريد س ّيارتي أن تنطلق‬
١
‫لشرطة‬ ّ ‫ البدّ من إخطار ا‬... ‫ كان هناك حادث س ّيارة‬٨
٢
!‫لشرطة‬ّ ‫ ؛ إتّصلوا ب ا‬...‫تعرضت العتداء (لهجوم) قبل قليل‬ ّ ٩
٣
‫ ال بدّ من إخالء المكان بسرعة فهناك إنذار ب انفجار قنبلة‬١ ٠
٤
!‫ ألغوث! ألغوث! أنا في خطر‬١١
Second wave: 27th lesson

77 Seventy-seventh lesson (ad-darsu

as-saabicu wa as-sabcuuna)
‫ون‬
َ ‫لس ْب ُع‬ َّ ‫ َأ َّلد ْر ُس ا‬٧ ٧
َّ ‫لساب ِ ُع َوا‬
As the tone in this last lesson is more formal, some of the final
vowels are pronounced in order to impart a certain oratorical
rhythm (for example, taftahu laka in line 1).

Ayyuhaa al-mutacallimu as-sabuuru! ِ ‫ َت ْفتَح َل َك ال ُّل َغ ُة ا ْلعربِي ُة َأبواب َعا َل ٍم س‬١
‫اح ٍر‬
Oh, patient student! َ َ َ ْ َّ َ َ ُ
‫اب‬ٍ َّ‫َجذ‬
1 Taftahu laka al-lughatu al-carabiyyatu
ِ ‫س ا ْلو ْق‬ ِ ِ ‫ وهو ب ِعيدٌ و َق ِر‬٢

abwaaba caalamin saahirin jadhdhaabin
The Arabic language will open (to-you) the door(s) to a
‫ت‬ َ ِ ‫يب من َْك في َن ْف‬ ٌ َ َ َ ُ َ
،‫ل ْسال َِم ُّي بِ ُم ْع َظ ِم ِه‬
ِ ‫ ا‬،‫ َه َذا ا ْل َعا َل ُم ا ْل َع َربِ ُّي‬٣
fascinating and attractive world,

‫ُمت ََجانِ ٌس‬

2 wa huwa baciidun wa qariibun minka fii
nafsi al-waqti.
which is [both] strange and familiar (and it distant and
near to-you) at the same time.
3 Hadhaa al-caalamu al-carabiyyu, al-
islaamiyyu bi-muczamihi, mutajaanisun
The (This) Arab world, Islamic for the most part (with-
most-its), is uniform,

627 627 sittmi’a wa sabca wa cishruun sittmi’a wa thamaaniya wa cishruun 628 628
 ٍ ‫َع َلى الر ْغ ِم ِمن ك ّ ُِل ما ي ْظهر فِ ِيه ِمن إِ ْختِال‬
‫َف‬ ٤
77 4 ْ َُ َ َ ْ 77
calaa ar-raghmi min kulli maa yazharu
fiihi min ikhtilaafin bashariyyin wa َّ
jughraafiiyyin wa hadaariyyin. ‫ار ٍّي‬ ِ
ِ ‫َب َش ِر ٍي وج ْغراف ٍي وح َض‬
in spite of (on the-spite of) all the (what appears in-it of) َ َ ّ َ ُ َ ّ
human, geographical and cultural differences.
ِ ‫يخ وح َضار ِة‬ ِ َّ ‫إِ َّن ُه ت ََأ َّثر فِي ا‬
5 Innahu ta’aththara* fii ash-sharqi bi- ‫آس َيا‬ َ َ َ ِ ‫لش ْرق بِت َْأ ِر‬ َ ٥

ta’riikhi wa hadaarati Aasiyaa
(Indeed-) it was influenced in the East by the history and ِ ‫ُوب ا ْل َب ْح ِر ا ْلَ ْب َي‬
‫ض‬ ِ ‫ب فِي َجن‬ ِ ‫ك ََما َت َط َّو َر فِي ا ْل َغ ْر‬ ٦
civilization of Asia,
‫ط‬ ِ ‫ا ْلمتَوِس‬
6 kamaa tatawwara fii al-gharbi fii januubi al- ّ َ ُ

Bahri al-Abyadi al-Mutawassiti,
just as it developed in the West, (in) south of the ‫ات‬ٌ ‫ال َق‬ َ ‫َحتَّى َص َار َق ِري ًبا ِمنَّا َو َقا َم ْت َب ْينَنَا َع‬ ٧
Mediterranean Sea (the-sea the-white the-middle), ٍ ‫َأ َخ ِو َّي ٌة ُم ْث ِم َر ٌة ُمن ُْذ َز َم ٍن َط ِو‬
‫يل‬
ِ ‫ف ُي ْم ِكن َُك ِق َرا َء ُة َش ْي ٍء ِم ْن ِش ْع ِر ا ْل َع َر‬
7 hattaa saara qariiban minnaa wa qaamat
baynanaa calaaqaatun akhawiyyatun ‫ب َق ْب َل‬ َ ‫َس ْو‬ ٨

muthmiratun mundhu zamanin tawiilin.
to the point [that] it became close to ours (us), establishing ‫ال ِم‬ َ ‫ل ْس‬ ِ ‫ا‬
‫يم ِة َو ِم َن‬ ِ ِ ‫لستِ َفاد ُة ِمن النُّص‬
(and it-brought-about) between us brotherly and fruitful
relations since long ago (a-time long).
َ ‫وص ال َقد‬ ُ َ َ ْ ِ ْ ‫َو ا‬ ٩
8 Sawfa yumkinuka qiraa’atu shay’in min
‫لح َك ِم‬ ِ ‫ا‬
shicri al-cArabi qabla al-islaami
ِ ‫ات ُشعر ِاء ا ْل ُقر‬ ِ ‫ال و َأبي‬
َ ْ َ ِ ‫أل ْم َث‬

َ ‫َو ا‬
You could read a bit (It-will be-possible-for-you the-
reading-of a-thing) of the poetry of the Arabs before Islam ‫ون ا ْل ُو ْس َطى‬ ُ ََ ١٠
9 wa al-istifaadatu min-a an-nusuusi al-
qadiimati wa min-a al-hikami
and profit (the-profiting) from these ancient texts and
(from) the wisdom,
10 wa al-amthaali wa abyaati shucaraa’i al-
quruuni al-wustaa,
as well as (and) the proverbs and verses of the poets of the * ta’aththara ‫ ت ََأ َّث َر‬is a Form V verb in the active voice, but translates
Middle Ages (the-centuries the-middle). into English as the passive to be affected by, to be influenced by.

629 629 sittmi’a wa tisca wa cishruun sittmi’a wa thalaathuun 630 630

 ِ ‫إل ِ ّطالَع َع َلى تُح‬
‫ف‬ ِ ‫ُون بِ ا ْستِ َطا َعتِ َك ا‬ ُ ‫ك ََما َيك‬ ١١
77 11 Kamaa yakuunu bi-istitaacatika al-ittilaacu َ ُ 77
calaa tuhafi al-adabi al-carabiyyi al-mucaasiri

‫اص ِر‬ ِ ‫ب ا ْلعربِ ِي ا ْلمع‬

You will also be able to discover (As it-is of-your-
possibility the-getting-to-know about) the masterpieces of
َ ُ ّ َ َ ِ ‫ا ْلَ َد‬
contemporary Arabic literature
‫ف ا ْل َع َربِ َّي ِة ا ْل َي ْو ِم َّي ِة‬ ِ ‫وم َطا َلع ُة الصح‬
ُ ُّ َ ُ َ ١٢

12 wa mutaalacatu** as-suhufi al-carabiyyati al-
ٍ ِ ِ ِ

yawmiyyati.
and read (the-reading-of) Arabic daily newspapers (the-
‫ور ُه‬ ُ ‫م َن اآلن َففي َأ ِّي َب َلد َع َربِ ٍّي ت َُز‬ ١٣
ِ ‫ال ا ْل َع َر‬ ِ ‫او َة استِ ْق َب‬ ِ ِ
‫ب‬ ْ َ ‫ُي ْمكن َُك َأ ْن ُت َقدّ َر َح َف‬ ١٤

newspapers Arabic the-dailies).

‫َو ِض َيا َفتِ ِه ْم‬

13 Min al-aani, fa-fii ayyi baladin carabiyyin
tazuuruhu,

‫اص ًة إِ َذا ا ْحت ََر ْم َت َعا َداتِ ِه ْم َو َت َقالِيدَ ُه ْم‬
From now on, (well-) in any Arab country you visit (you-
visit-it),
َّ ‫َخ‬ ١٥
14 yumkinuka an tuqaddira hafaawata ِ ِ ِ ِ
‫َوك ََذل َك َم َبادئ َُه ُم الدّ ين َّي َة‬
istiqbaali al-cArabi wa diyaafatihim

‫اح َو الت َّْوفِ ِيق‬

ِ ‫ َنت ََمنَّى َل َك ك َُّل الن ََّج‬،‫ ِختَا ًما‬١٦
it will be (is) possible for you to appreciate (that you-
appreciate) the warm welcome of the Arabs and their
‫فِي َج ْو َلتِ َك‬
hospitality,
15 khaassatan idhaa ihtaramta caadaatihim

!‫ َع ْب َر ا ْل َعا َل ِم ا ْل َع َربِ ِّي َو ُل َغتِ ِه‬١٧

wa taqaaliidahum wa ka-dhalika
mabaadi’ahum-u ad-diiniyyata.
especially if you respect (you-have-respected) their
manners and customs, along with (and like-this) their
religious principles.
16 Khitaaman, natamannaa laka kulla ! ‫سفرة سعيدة‬
an-najaahi wa at-tawfiiqi fii jawlatika
Finally (In-closing), we wish you much (all) success and
[good] fortune in your travels (journey)
17 cabra al-caalami al-carabiyyi wa lughatihi. *
throughout the Arab world and its language.

** mutaalacat ‫طا َل َعة‬

َ ‫ ُم‬is to readِ silently, or to attentively examine
something, while qiraa’at ‫ ق َرا َءة‬is to read out loud.

631 631 sittmi’a wa waahid wa thalaathuun sittmi’a wa ithnaan wa thalaathuun 632 632
77 Hikaayat ‫حكَا َية‬
ِ ʻWhat would the Prince like to begin with (With-which thing 77
ِ ‫َان آ ْلمتَوِك ُّل َقدْ َأ ْل َزم ِإبن آ‬
ِ ‫لس ِكّي‬ likes the prince that we-begin)?ʼ
‫ت‬ ّ َ ْ َ َ ُ َ ‫ك‬ And Muctazz answered: ʻWith leaving (the-leaving)!ʼ
ِ
‫يب َو َلد ِه آ ْل ُم ْعت ّ َِز بِ ا َّل ِه‬ ِ
َ ‫َت ْأد‬ * Al-Mutawakkil is one of five Abbasid Caliphs who, leaving
ِ َ
: ‫َال َل ُه‬ َ ‫س ع ْن َد ُه ق‬ َ ‫َف َل َّما َجل‬
Baghdad because of political troubles, established their capital in
ِ ِ
َ ‫«بِ َأ ِّي َشيء يُحب آ‬ ٍ Samarra (around 130 kilometres north of Baghdad) between 836
»‫ألم ُير َأنْ َن ْب َد َأ؟‬ ُّ
ِ ‫ «بِ ا ْلن ِصر‬:‫َال ا ْل ْمعتز‬
and 886. There they established a flourishing city, with magnificent
»!‫اف‬ ُّ َ ْ ُ َ ‫َفق‬
mosques and palaces. The Great Mosque of Mutawakkil was the
َ ْ largest in the Muslim world. It was surrounded by a double wall and
Kaana al-Mutawakkilu* qad alzama Ibna as-Sikkiiti ornamented with a unique spiral minaret inspired by the ziggurat
ta’diiba waladihi al-Muctazzi bi-Allahi. (a pyramid-shaped tower built in tiers in ancient Mesopotamia,
Fa-lammaa jalasa cindahu qaala lahu: serving a double function as a temple and an observation post).
ʻBi-ayyi shay’in yuhibbu al-amiiru an nabda’a?ʼ
Fa-qaala al-Muctazzu: ʻBi-al-insiraafi**!ʼ
** insiraaf has the double meaning of declension (in the grammatical
Al-Mutawakkil had entrusted Ibn as-Sikkiit (Son of Silence)
sense) and departure, leaving: from the verb insarafa, yansarifu VII
َ ‫ إِ ْن َص َر‬to leave (lesson 66) and also to decline (a word).
ُ ‫ َينْ َص ِر‬،‫ف‬
with the education of his son al-Muctazz Billah.
Well, when [Ibn as-Sikkiit] sat next to the son, he said to him: ‫ف‬
*** ***
Reading for the second wave ‫ و األمثال وأبيات شعراء القرون الوسطى‬ 10
ّ ‫أ ّيها المتع ّلم ا‬
!‫لصبور‬ ‫لعربي‬
ّ ‫ كما يكون ب استطاعتك اإل ّطالع على تحف األدب ا‬ 11
‫جذاب‬ ّ ‫تفتح لك ال ّلغة العرب ّية أبواب عالم ساحر‬ 1 ‫المعاصر‬
‫وهو بعيد وقريب منك في نفس الوقت‬ 2 ‫لصحف العرب ّية اليوم ّية‬ ّ ‫ ومطالعة ا‬ 12
‫ متجانس‬،‫إلسالمي بمعظمه‬
ّ ‫ ا‬،‫لعربي‬
ّ ‫ هذا العالم ا‬ 3 ‫عربي تزوره‬ ّ ‫أي بلد‬ّ ‫ من اآلن ففي‬ 13
‫بشري‬
ّ ‫كل ما يظهر فيه من إختالف‬ ّ ‫ على ا ّلرغم من‬ 4 ‫ يمكنك أن تقدّ ر حفاوة استقبال العرب وضيافتهم‬ 14
‫وحضاري‬
ّ ‫وجغرافي‬ ‫ خاصة إذا احترمت عاداتهم وتقاليدهم وكذلك‬ ّ 15
ّ
‫ إنّه تأ ّثر في الشرق بتأريخ وحضارة آسيا‬
ّ  5 ‫مبادئهم الدّ ين ّية‬
‫لمتوسط‬ ‫تطور في الغرب في جنوب البحر األبيض ا‬ 6 ‫كل النّجاح و التّوفيق في جولتك‬ّ ‫ نتمنّى لك‬،‫ ختاما‬ 16
ّ ّ ‫ كما‬
‫ حتّى صار قريبا منّا وقامت بيننا عالقات أخو ّية مثمرة منذ‬ 7 !‫لعربي ولغته‬
ّ ‫ عبر العالم ا‬ 17
.‫زمن طويل‬ Second wave: 28th lesson
 
‫ سوف يمكنك قراءة شيء من شعر العرب قبل اإلسالم‬ 8 Donʼt forget to carry on with the ʻsecond waveʼ, revisiting each
‫ و اإلستفادة من النّصوص القديمة ومن الحكم‬ 9 lesson right up to lesson 77!

633 633 sittmi’a wa thalaatha wa thalaathuun sittmi’a wa arbaca wa thalaathuun 634 634
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 ASSIMIL 2006
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