Standard Arabic An Elementary Intermediate Course PDF

Ieee Arabic An elementary- Taecareelrlas co 8 T= arr estat e4 Meera oieStandard Arabic ‘An elementary ~ intermediate course This book presents a comprehensive foundation course for beginning students of written and spoken Modern Standard Arabic (MSA), provid- ing an essential grounding for successful communication with speakers of the many colloquial varieties. This long-established and successful text has been completely revised with the needs of English-speaking learners especially in mind, and will prove invaluable to students and teachers alike. + step-by-step guide to understanding written and spoken texts + develops conversational ability as well as reading and writing skills + Arabie-English Glossary containing 2600 entries + fresh texts and dialogues containing up-to-date data on the Middle East and North Africa + includes Arab folklore, customs, proverbs, and short essays on contem- porary topics + grammatical terms also given in Arabic, enabling students to attend language courses in Arab countries + provides a wide variety of exercises and drills to reinforce grammar points, vocabulary learning and communicative strategies includes a key to the exercises + accompanying cassettes also available Eckehard Schulz. is Professor of Arabic Studies at the Oriental Institute, University of Leipzig. He is an experienced teacher and interpreter of Arabic and the author of several textbooks in the field.le eS STANDARD ARABIC deg yall dal AN ELEMENTARY - INTERMEDIATE COURSE thas 59g dasulial dy ECKEHARD SCHULZ GUNTHER KRAHL WOLFGANG REUSCHEL ay |L- 200 \er Revised English Edition by > CASES S ECKEHARD SCHULZ 4a2cr University of Leipzig W/o Ao Editorial Consultants James Dickins (University of Durham) Janet C. E. Watson (University of Durham) Alan S. Kaye (California State University at Fullerton) = CAMBRIDGE UNIVERSITY PRESSPUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United Kingdom CAMBRIDGE UNIVERSITY PRESS The Edinburgh Building, Cambridge CB2 2RU, UK 40 West 20th Street, New York, NY 10011-4211, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia Ruiz de Alarcon 13, 28014 Madrid, Spain Dock House, The Waterfront, Cape Town 8001, South Africa hupsliwwweambridge.org © English translation Cambridge University Press 2000 Originally published in German as Lehrbuch des modernen Arabisch by Langenscheidt KG, Berlin, Miinchen, 1996 © Langenscheidt KG, Berlin, Miinchen 1996 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press First published in English by Cambridge University Press 2000 Sixth printing 2004 Printed in the United Kingdom at the University Press, Cambridge Typeface Monotype Times [av] A catalogue record fr this book is available from the British Library ISBN 0 $21 77313 X hardback ISBN 0 521 77465 9 paperback ISBN 0 521 78739 4 cassette setCONTENTS Introduction ix Notes for the User xi Abbreviations xiv Lesson 1 1 1. The Alphabet (Pronunciation and Writing) 7 Lesson 2 14 1. Article 74; 2. Gender 15; 3. The Equational Sentence 16; 3.3. Agree- ment in Gender 18 Text 1: C!! (The House) 22; Text 2: 45,45 4JlS (A Telephone Call) 23 Lesson 3 29 1. Number 29; 1.1. The Personal Pronoun 29; 1.2. The Noun and the Adjective 29; 2. The Adjective 30 Text 1: Lol) 3 (In the City) 34; Text 2:-ud| .3 (In the House) 34 Lesson 4 44 1. Radical, Root, Pattern 44; 2. The Broken Plural 45; 3. Declension and Nunation 45; 4. Stress 48; 5. Prepositions 48 Text 1: Gy}. (In the Market) 50; Text 2: $5.42) cel (How to get to ...2) 50 Lesson § 56 1. The Perfect Tense 56; 2. The Verbal Sentence 57; 2.4. The Objective Clause 59; 3. The Nisba-Ending 60 Text 1: Jla'Y! (The Reception) 62; Text 2: 43J) 3 (Down-town) 63 Lesson 6 68 1. The Genitive Construction (/dafa) 68; 2. Affixed Pronouns 70; 3. Definiteness (Summary) 73; 4. The Adverb 73 Text 1: Lows J} Ue (A Letter to Mohammed) 75; Text 2: pind) 2S 3 (At the Travel Agency) 76 Lesson 7 8] 1. The Imperfect Tense 87; 2. Demonstrative Pronouns 82; 3. Diptotes 85 Text 1: Jlid! us (At the Greengrocer’s Shop) 88; Text 2: paleall (In the Restaurant) 88 Lesson 8 95 1. Subjunctive and Jussive 95; 2. The Imperative 96; 3. Negation 97 Text 1: dalle j=l (World News) 101; Text 2: 45! . (At the Bookshop) 102vi Contents Lesson 9 109 1. The Dual /09; 2. The Numerals 1 and 2.1/1; 3. »S’ “How much/many” 112; The Names of the Months 114 Text 1: deel> (My University) 116; Text 2: Gaui .3 (In the Hotel) 117 Lesson 10 123 1. Cardinal Numerals 123; 1.9. The Year 127 Text 1: Opeluolly SLY! (Islam and the Muslims) 130; Text 2: ue demal (At the Registration) 131 Lesson 11 136 1. The Perfect Tense of Verbs with » orcs 136; 2. Word Order: | and the Subject of the Sentence 138 Text 1: nds 41S (The Speech of the President) 141; Text 2: Hire ahLix (Interview) 142 Lesson 12 149 1. The Imperfect Tense of Verbs with y ors 149; 2. Subjunctive and Jussive of Verbs with 5 or s 151; 3. The Imperative of Verbs with 5 or c¢ 152; 4. The Verbs (gl, ele and sl, 152 Text 1: CLSU Syl (ols JI 42 a+ (The Riyadh International Book Fair 154; Text 2: I',all Le (At the Exchange Office) 155 Lesson 13 162 1. The Use of OLS 162; 2. JS and aro 164;3. mii 165;4., Gam she and si] / 4-1 166; 5. ist 167 Text 1: OLY per (The Human Body) 170; Text 2: Cada! sue (At the Doctor’s) 171 Lesson 14 178 1, Forms Il, III and IV of the Verb: 178; 2. The Attributive Relative Clause 179 Text I:talle sll (World News) 183; Text 2: inal (3 (In the Pharmacy) 184 Lesson 15 194 1, Forms I, III and IV of Verbs with y or «5 194; 2. The Nominal Relative Clause 196 Text 1: sl-owall le (The Climate of the Desert) 201; Text 2:.4 > sl peal (A Trip t0 the Desert) 202 Lesson 16 209 1. Ordinal Numbers 209; 1.6. Dates 2/1; 1.7. The Time 2/2; 2. Numeral Adverbs 2/4; 3. Fractional Numbers 2/4; 4. Numeral Adverbs of Reiteration 215; 5. Decimal Numbers 276 Text 1:.JL> $8, (My Curriculum Vitae) 217; Text 2: tax Ji int (Renewing the License) 2/7Contents vii Lesson 17 224 1. Forms V and VI of the Verb: 224; 2. Word Order 225; 3. Genitive Constructions with 3 and 215 227 Text 1: Ql ke 4b, (Sports and the Arabs) 230; Text 2: Gaba! 3 (In the Sports Ground) 230 Lesson 18 237 1. Forms VII, VIII, IX and X of the Verb 237 Text 1: &2 yeu! c+ UL) (A Letter from Saudi Arabia) 247; Text 2: Sl! qs! 3 (Driving Abroad) 242 Lesson 19 248 1. The Passive Voice 248; 1.4.3. About the Construction of Doubly Transitive Verbs 251; 2. Some Characteristic Features of the Derived Forms 251 Text 1: Leasly © ll (The Arabs and Oil) 257; Text 2: 3ylw jbeeu] (Rent a Car) 258 Lesson 20 264 1. The Collective 264; 1.3. Names of Nationalities 264; 2. The Feminine Nisba 265; 3. \ and ol 266 Text 1: 451) 3) 3515 (Symposium on Agriculture) 271; Text 2: By 3 jl2=5I (In the Market of Fruits and Vegetables) 272 Lesson 21 280 1. The Participle 280; 1.1, Patterns of the Participle 280; 1.2. The Usage of the Participles 285; 1.2.2. Shortened Relative Clauses 285; 1.2.3. The Participle as Predicate 287; 1.2.4. The False Idafa 288; 1.2.5., 1.2.6. Participles and Adjectives as 1" or 2™ Term of the Idafa 289; 1.2.7 Impersonal Expressions 290 Text 1: coal ella! 3 HL! 40189) Political Systems in the Arab World) 292; Text 2: iximre Uylés (Interview) 293 Lesson 22 302 1. The Infinitive 302; 1.2. The Use 303; 1.2.2. The Infinitive instead of a Subordinate Clause 303; 1.2.4. Functional Verbs; Functional Verbs instead of Passive constructions 305; 2. Adverb and Adverbial Constructions 306, 2.3. The Usage 307; 2.3.3.3. The Cognate Accusative 309 Text 1: ji —ally pled! (Education and Future) 3/0; Text 2: 3} al 34-4) (On the Way to the Market) 37] Lesson 23 317 1. Subordinate Clauses: A Survey 317; 2. Temporal Clauses 378 Text 1: Lams (Jj ULs, (A Letter to Mohammed) 32/; Text 2: lind! a5 32 yiiaJ! (The Story of the Lost Suitcases) 322viii Contents Lesson 24 329 1. Verbs R,=R; 329; 2. Verbs with Hamza 330; 3. The Spelling of Hamza 331; 4. Clauses of Reason 334 Text 1: ora sé) Ge le 294 (Mesopotamia) 337; Text 2: ibe! ae Jom od (Buying Clothes) 337 Lesson 25 343 ' 1. The Pattern (Las! 343; 1.2.1. The Elative as Positive 344; 1.2.2. The Elative as Comparative 345; 1.2.3. The Elative as Superlative 346; 1.4 Common Elatives 347; 2. Specification (Tamyiz) 350 Text 1: Aersdall Ugly 5 Ay all OLLI (Arab Countries and Their Natural Ressources) 354; Text 2: ab ,tJ! 4:6 (At the Police) 354 Lesson 26 362 1. Conditional Sentences 362; 1.1. The Real Conditional Sentence 362; 1.1.1.13, 362; 1.1.2. &| 365; 1.2. The Unreal Conditional Sentence (3! ) 366; 1.3. The Concessive Clause (35, SIy ) 368 Text 1: & ali 4a) (5 | yx) (Animals in the Arabic Language) 370; Text 2: Yl ¢sgie 3 ALI int) (Democracy as Understood by the Lion) 37/ Lesson 27 377 . : 1. Exceptives 377, 1.1. YJ 377; 1.2. a and 2’, -% 379; 1.3. Other Exceptive Particles 379; 1.4. 31, ,O! YJ 380; 2. Diminutives 380 Text 1: Opal al 5+ (From the History of the Arabs) 383; Text 2: 9 gis! (About Marriage) 384 Lesson 28 393 1. The Hal-Accusative 393; 2. The Hal-Clause 394; 3. Survey of Use of the Accusative 396; 3.1.1. U| 396; 3.7. Exclamations in the Accusative 399 Text 1: Shas Ss oY cat sAllly gap Ob ge OLibti+ (Linguistic Anecdotes) 402; Text 2: ee)! £ (About Islam) 404 Arabic-English glossary 411 The numerals 456 The months of the Islamic calendar 460 Tables of the forms of the verbs and the nouns 461 Writing exercises 500 Key 514 Subject index of grammatical terminology (English) 606 Subject index of grammatical terminology (Arabic) 626INTRODUCTION This book is based on the well-tried Lehrbuch des modernen Arabisch by Giin- ther Krahl, Wolfgang Reuschel and Eckehard Schulz and has been conceived as a comprehensive course for beginners, in which particular attention is given to a speaking-focused training. It presents the basic grammar, vocabulary and phra- seology of written and spoken Modern Standard Arabic (MSA). The book centers on imparting the grammatical and lexical basics to enable the learner step by step to understand written and spoxen texts, to hold a conversation with an Arabic speaker independently and, moreover, to translate and write ‘Arabic texts, A variety of highly different texts (reports, commentaries, inter- views, dialogues, letters etc.) together with appropriate exercises have been included in the book in addition to the description of the grammar to achieve these objectives. Quite naturally, style and vocabulary of the texts in the first lessons are influenced to a greater extent by the grammar in the respective lesson. If the knowledgeable user is of the opinion that it would have been better to use a different word or construction in some passages, then he may know that it was of importance to me for didactic reasons not to keep anticipating morphological and syntactic structures to be treated later. When conceiving the texts, particular attention was paid to impart and to consolidate those patterns which occur over and over again in spoken and written MSA and to provide the learner with a guide to master different communicative situations and strategies. The book also contains more or less timeless news and exercises to practice listening comprehension and to introduce the style of the news in newspapers and in radio and television to the students. The grammar comprises all substantial phenomena of MSA which are necessary for a good command of Arabic as a spoken and written language. The teacher might miss some important grammatical topics but he/she should always have in mind that this book is a book for beginners which covers all grammatical and syntactic phenomena necessary for a correct and active command of Arabic, but it can not be exhaustive. The basic grammatical terms are also given in Ara- bic to enable the student to use the Arabic terminology needed when attending language courses in the Arab countries. The book aims at imparting MSA because it is well-known that it is impossi- ble to cope with the numerous Arabic dialects without these foundations. Never- theless, the dialogues are partially adapted to colloquial usage as far as sentence structures and vocabulary are concerned. There are also exercises and notes fo- cusing on the dialects to give the students those patterns which are the outcome of the widespread diglossia in Arabic, i.e. the coexistence of MSA and dialects and their use according to the communicative needs and circumstances. This tightrope walk is, of course, not an easy undertaking but I wanted to build bridges for the students where the exclusive use of MSA would be long- winded and not appropriate to the situation. The endings in the dialogues are written according to the rules of MSA to prevent the students from complete confusion, although (spoken) reality is different. In this field, the teacher must always decide whether to tolerate the omission of the endings or not.x Introduction Our experience is not to ask the students to read all the endings of the dialogues but to follow the Arabic language of the educated (:,-i#e!\ 44) to enable the students to speak Arabic as soon as possible. In all the other texts and exercises, special attention must be paid to the correct use of the rules of MSA. The imparting and permanent repetition of stereotype phrases (greetings, wishes, forms of address, introduction, apologizing etc.), proverbs and sayings as well as historical facts and cultural traditions (religion, Arabic and Islamic history) and the appropriate terminology do not only aim at illustrating the grammar of the respective lesson but also at achieving a growing knowledge about this re- gion of the world. The exercises are subdivided into lexical exercises, grammar exercises and conversation drills as well as into a final exercise to arrive at a better structure of the process of teaching, even though a strict separation of these fields is impos- sible. The repetition exercises systematically deal with topics discussed two or three lessons before to help the students not to forget basic structures. Some grammar exercises are repeated as lexical exercises with new vocabulary because it is assumed that the grammar dealt with long before is now consolidated. From my own experience, I can tell the student that Arabic with all its peculiarities in morphology, syntax and pronunciation really can be leamed as spoken and written language. You will be able to learn the basics of grammar and the vocabulary of this book with diligence, a little bit of talent and the help of your teachers and might soon realize when meeting Arabs that you are a most welcome partner because of your good command of Arabic. Even educated Arabs encoun- ter sometimes considerable difficulties in using their own language according to the rules which are valid and nearly unchanged since the revelation of the Koran approximately 1300 years ago. This book will be accompanied by cassettes with all the texts as well as a key to the exercises to help the student work through the book independently, I wish to express my deep gratitude to Janet C.E. Watson, James Dickins and Alan S. Kaye, the editorial consultants for Cambridge University Press, who contributed to this book as editorial consultants and generously provided valuable observations and excellent advice. T am deeply grateful to Monem Jumaili who gave the texts, which were almost completely conceived and written by myself, their final shape. I am indebted to Birgit Bouraima, who rendered valuable assistance to the English translation, and to Christfried Naumann who took responsibilty for the subject index and provided greatly appreciated advice. I wish to express my sincere gratitude to Avihai Shivtiel thanks to whose ini- tiative this English edition can now be presented to the public and to all those who have contributed to this undertaking. I hope and wish that this book - like its German predecessor - will find its way to the students, I readily accept comments, suggestions and critical remarks and hope to incorporate them in future editions. Leipzig 2000 ECKEHARD SCHULZNOTES FOR THE USER This revised textbook has been conceived as an elementary course for beginners, in which particular attention is given to a speaking-focused training. The lessons consist of the following parts: Grammar (G), Vocabulary (V), Text 1 and Text 2 (except in Lesson 1) and Exercises, which are subdivided into lexical exercises (L), grammar exercises (G) and conversation drills (C) from Lesson 4 onwards as well as into a Final exercise in each lesson (from Lesson 2 onwards). I permit myself to offer the following hints regarding the use of this book to teaching staff and students, which should be understood as a suggestion: Seven to eight class hours are planned for each lesson with at least the same number of hours needed for the students’ preparation and further study of the subject matter. One should see to it that there is enough time (e.g. the weekend) after the introduction of the new grammar subject and lexical items and that exercises which were to be prepared by pre-set homework only follow after this. period, so that the students can have sufficient time to internalize the new subject matter and to learn the new vocabulary. The subject matter should be presented in the following order: © Introduction to grammar (1 class hour) « Phonetics/calligraphy (1 class hour, only in the 1*' semester) © Lexical exercises (1 class hour) © Grammar exercises (1 class hour) © Text interpretation (1 class hour) © Conversation (1 class hour in the 1" semester, 2 class hours in the 2 semester) © Final exercise (1 class hour) Phonetics and calligraphy This lecture, which is intended for the 1% semester, centers on imparting the correct pronunciation and the Arabic script. Reading the texts aloud is of particular importance; while one student does so, the other students note the mistakes and analyze and evaluate them afterwards together with the teacher. Suitable grammar and lexical exercises and particularly the texts marked by No. 1 should serve as a basis for the writing exercises. We have been quite successful here in Leipzig using dictations in which certain groups of Arabic sounds are systematically practiced. The students learn step by step to write by hearing and distinguishing sounds like blowleuljelsel euwelbele which sound very similar at first. Grammar and grammar exercises The discussion of every new lesson should begin with the introduction of the new grammatical subject(s). The teacher should take the passages marked by A (= annotation) into consideration from the beginning, even if they, in most cases,xii Notes for the user only comprise elucidations or comments for the purpose of explaining the grammatical rules more accurately, and although they only refer to colloquial or dialectal usage in some places. Only part of the vocabulary contained in the respective lesson is used in the grammar exercises in order not to overload the students with the requirement of mastering too many new lexical items in addition to their having to cope with new grammatical phenomena. Most grammar exercises are transformation exercises, but there are also fill-in, linking and sentence completion exercises. The objective here is to obtain the best learning results, while excluding the use and influence of the mother tongue. Lexical exercises and text interpretation The aim of these exercises is for the teacher to elucidate the new lexical items, to impart them in collocations, if possible, and to clarify paradigmatic relations in the vocabulary step by step. The translations given in the glossaries of the lessons only provide the meaning referred to in the respective text in order not to overstrain the learner. Additional translations we confined to a minimum. On this basis the texts are to be translated orally and/or in writing by the students, and possible variants of the translation are to be discussed, It is also possible to read and discuss the texts marked No. 2, which are always drafted as dialogues, within the conversation. The glossaries are arranged alphabetically by root, listing the new words from the texts of the respective lesson. The exercises only occasionally contain words which do not appear in the texts. Words used for the purpose of explaining new grammar, which were not derived from the texts have not been included in the glossaries, Additional vocabulary imparted in some lexical exercises and conversation drills (specific terms, proverbs and idioms) has not been included in the glossaries either. Conversation The pre-set conversation drills are to be understood as suggestions; the teacher should vary them in accordance with the interests and requests of the learners. Role-play, which has been demanded time and time again, is of particular importance for the success of these exercises; here the teacher may recede more and more into the background with the increasing progress of the learners. The teacher must apply judgement as to whether he should interfere immediately and correct every mistake the students make, or if he should refrain from constantly interrupting the flow of speech and only correct the mistakes later in the interest of breaking down natural inhibitions. The seating arrangement usually found in school should be avoided particularly in the conversation lessons, so that the atmosphere can become relaxed. Only 1 class hour of conversation drills per lesson should be planned in the first semester because the students still need more development in the fundamentals at this stage. From the scond semester onwards, two class hours are to be allocated to conversation drills, and therefore the calligraphy and phonetics exercises should be reduced.Notes for the user xiii Final exercise The final exercise at the end of each lesson is aimed at checking whether the students have internalized the grammar and lexical items and is intended to lay the foundations for translation into the foreign language. Review of subject matter which was taught in previous lessons is a methodical principle of these exercises. The final exercises can be worked through in class, and they can form the basis for holding a written test after each lesson. T readily accept criticism of the textbook’s being “organized on school lines” by these kinds of checks if they help students consolidate their knowledge of the subject-matter and make them work steadily with the book. The teacher can also decide which revision exercises need to be worked through in a particularly intensive way in the following lessons or whether some can be omitted, depending on the results achieved in the Final Exercise. Glossary The Arabic-English glossary comprises roughly 2600 entries; unlike the glossaries in the lessons, it has been computerized in alphabetical order, and the items are only partly vocalized. This system has been chosen in order to make the book easier for the beginner to use, even if a whole series of important paradigmatic relations in the Arabic vocabulary become concealed by this approach. Tables Tables containing the essential Arabic verbal and nominal forms as completely vocalized items can be found in the appendix in addition to tables containing the cardinal and ordinal numerals. Key The key to the exercises gives the solutions in all those cases where only one solution is possible as well as the translations asked for based on the vocabulary and the texts of this book. Some of the translations should be understood as suggestions and not as the only possibility. The student should never resort to the key before trying to find the answer in the respective lesson(s). Subject index The subject index, which is subdivided into two indexes, comprises all essential English and Arabic morphological-syntactic and linguistic terms which are used in the textbook. Its purpose is to facilitate finding the relevant passages for the student. The page numbers of the pages which focus on the topics concerned are indicated in bold type. EVILLA, AwilCOsABBREVIATIONS a., ace. adv. Alger. appr. cf, coll. collog. conj. def. dimin, Ex eg. Eg. Blat, Engl. ete, f., fem. fig. foll Fr. gen. geogr. Glo. gram. imp. indef. interj. intrans Ital. itsf. annotation accusative case adverb Algerian approximately conversation compare collective noun colloquial conjunction definite diminutive exercise for example Egyptian Elative English et cetera feminine figurative sense following French grammar exercise genitive case genitive geographical glossary grammar of the lesson grammar imperative indefinite interjection intransitive Italian itself lexical exercises $0.’s. sg., sing. literal local masculine nominative case of someone official oneself passive person perfect plural possibly participle preposition 1" radical 2™ radical 3” radical relative pronoun Russian see see also someone someone’s singular something Syrian temporal the same themselves to somebody transitive vocabulary Yemeni ‘muthannan = dual Jjam® = plural ‘mu'annath = feminineLesson 1 3 Gopal 1. The Alphabet (Asi2d4! 2 y/puf Arabic has 29 characters (34) ¢ >): 26 consonants (uf. 3,'5) and 3 vowels (ile 3,3). Two of the three, however, occur both as vowels and consonants. 1.1. The characters and their pronunciation The following consonants have more or less similar equivalents in English and therefore should not present any difficulties. th kh dh wees grey gen = S = 8g Dhal Sin Shin Fa’ Kaf Lam Mim Nan Ha’ Waw e GP CFOEEGGEY YUNA CEL a] in arm, like ['i] in inn, like [’00] in ooze ial occlusive element, glottal stop) like /6] in big like (4) in tea like [th] in three like [g/ in gentle like /ch] in Scottish English, loch like (dj in door like [th] in the like /r] in Scottish English, room like /2] in zero like /s] in sun like 5] in sure like (7 in fog like /K] in key like (1] in long, live or luck like /m] in monkey like /n] in noon like (hy in hot like (w] in wall like /y] in year Arabic has the following long vowels: os) Bt ‘lif Ss Ww 3 Waw like [a] in far like ee] in deer like foo] in school2 Lesson 1 AI The short vowels a (hut, pat), i (Hit) and u (look) as well as the diphthongs ay (write) and aw (like in how, but short) are also the same as in English. Cf. Gr 1.2.2. The following letters are typical Arabic consonants which do not have equivalents in English and can only be learned by regular practicing with native speakers: be ee like (h] articulated with friction * € ‘Ayn Tike (aj articulated in the pharynx with friction gh € Ghayn like the Parisian /r] in renaissance 5 vu? Sad like /s] articulated with emphasis de pad like [dj articulated with emphasis t +’ Ta like /t] articulated with emphasis z b+ aw like voiced /th] articulated with emphasis q S Qa like /k] articulated with emphasis The last five of these consonants are the so-called emphatic consonants. They normally affect the pronunciation of adjacent consonants, vowels and diphthongs. Their correct pronunciation and the modifications in the adjacent sounds need special practicing. .A2 The order of the Arabic consonants according to the place where they are articulated: bilabial bmw labiodental: interdental: dental: prepalatal: postpalatal: velar: pharyngal: laryngal: 1.2. Writing 1.2.1, Arabic is written from right to left. The letters differ in size, but there are no capitals. Each of them has a basic form, but modifications in their shapes occur according to their positions in words. A number of letters share the same shape and are only distinguished by diacritic dots: Examples: 5 Nin, 5 Ta'’,5 Tha’, 2 Ba’, 2 Ya' The letters | > 3 5 } y are only connected with the respective preceding letter, whereas all the others are connected with both sides. The shapes of Arabic letters are generally similar both in script and printed form. However, a few differences occur (see Lesson 3).Lesson 1 3 This book plans for the student to learn how to read and write the Arabic characters at the same time. For that reason we suggest beginning the writing exercises with the characters in their printed shape and to proceed step by step to script. In this way the prototypes of the Arabic characters impress themselves on the student’s mind both when being read and written. Introducing script already in Lesson I might result in severe confusion. Nevertheless the way the characters are actually used in script must be taken into account at as early a time as possible, i.e. as soon as the student has a fairly good command of the Arabic characters. This can be achieved by the students reading print type and writing seript from that time onwards. The peculiarities of script are put together in the form of tables at the end of Lesson 3. These tables include a number of words previously introduced to the student which are contrasted with each other in print type and script as examples. It is recommended that the teacher uses Arabic script from Lesson 4 onwards when he/she writes examples on the blackboard, and to practice it with the students as well. 1.2.2. Auxiliary Signs (IS auf) Since Arabic expresses only long vowels by special characters, a system of auxiliary signs was developed to distinguish whether or not a consonant is followed by a short vowel. But normally these signs do not appear in printed or written texts, since the reader who is acquainted with the morphology of Arabic will be able to read the words correctly without such signs. The auxiliary signs are mainly used in the Koran, poetry and children’s books. Texts which contain such signs are called vocalized texts, whereas those which do not have them are referred to as unvocalized. In this book these signs are only used when they are essential for proper reading. ‘The signs may be divided into two main groups: 1. Short vowels (for which Arabic has no characters) Fatha = a short oblique stroke (“ ) written on top of the letter 4 ba, 4 fa, wa denoting that the consonant is followed by a short a. (Fatha followed by Alif=long a: \« ma) Kasra = a short oblique stroke (_ ) written below the consonant 2 bi, Sli, mi denoting that the consonant is followed by a short i. (Kasra followed by Ya’ oe kabir) amma = a sign similar in shape to a small Waw ( * ) written on top of the letter O82 mudun, pS kum, «> hum denoting that the consonant is followed by a short u. (Damma followed by Waw = long a: & y" Nin) Jong i:4 Lesson 1 2. Other signs Sukin = a small circle (* )on top ofthe letter 35 tahta, iS nahnu, ymin denoting that the consonant is not followed by any vowel. Shadda = a small Sin (“ ) written on top of the letter denoting that the consonant is doubled, which is pronounced in a somewhat prolonged way then. Fatha and Damma are written on top of Shadda, whereas Kasra may be placed either below Shadda or below the doubled leter: 2% stubbak, ole’ [ole’ mucaltim, ¢235 tagaddum Madda = asignon top of Alf ) denoting a long ‘@ OW al-ana, SV, al-gur’an Diphthongs: Fatha followed by a with Sukan denotes the diphthong aw, whereas Fatha followed by a os with Sukiin denotes the diphthong ay: ci lawh,¢ G'S fawga, 3 bayt, LS hayfa 1.2.3. Hamza ¢ and Ta! marbita Hamza, which has the shape of a small ‘Ayn, normally needs a character to “carry” it. The characters which carry Hamza are | (Alif), 3 (Waw) and és (Ya), and they are referred to as chairs of Hamza. At the beginning of a word the chair of Hamza is always Alif: HF tanta tf tum, 21 ‘in (see the rules for writing Hamza in Lesson 24.) The Ta’ marbija 3 is a special form of the Ta. It only occurs when final, and denotes feminines. It is pronounced as a short a when the word occurs isolated. However, if the word is the 1* term of a genitive construction, it turns to ¢ (cf. Lesson 6). 1.2.4, Allah (God) is mostly written in the form of all (in calligraphy: dh The Shadda above the Lam shows that the Lam is doubled here; the Mall Ai if above the Shadda means that a long d has to be pronounced after it. This small Alifis also put in the word rahman (the Merciful) and others, i.e. a long @ has to be pronounced after it here as well. Thus the following image is produced in a calligraphy, representing the text “In the name of God, the Merciful, the Compassionate”: Such writings designed artistically are only readable with some experience and are predominantly in use in editions of the Koran as well as in mosques.Lesson 1 5 Here are some more uncommented examples, which you can decipher together with the teacher: ee ee 1.2.5, The alphabet in its traditional order name ofthe | transliteration | isolated final ‘medial initial letter position position position position Alif a H c t H Ba’ b 2 oe = 2 Ta’ t 4, oe a Tha’ th e ae as 3 Jim i z & — > Ha’ h ct e — > Kha’ kh ct e os = Dal d > a ce > Dhal dh 3 i L 3 Ra’ r 2 + y 2 Zay Zz 3 s - 5 Sin s io uo ~ ~ Shin sh we a = a4 Sad s w we J ~ Did q rd Coal = ao Ta” t + a ae + Za’ z 4s & be + ‘Ayn . & € = ~ Ghayn gh & & ae + Fa’ i 3 a a 3 Oat q 3 ae a 3 Kaf k a} ek x Ss Lam 1 J & ao 3 Mim m ‘ rn ~ - Nan n ° o es 4 Ha’ h ° 4 + 2 Waw wi 3 + + 3 Ya" yt $ Se = 26 Lesson 1 AAS 1. The first leter of the alphabet is actually Hamza, but since Alf is the chair of Hamza in ‘most cases, it appears in its place as the first letter. In the grammar part of this book Alifis written as ‘ \ when Hamza is vocalized with Fatha, if it is not a Hamzat al-wasl (cf. Lesson 2, p. 38). 2, The transliteration system in this book ignores Hamza in the initial position. That is to say, ———_D 3. Ya’ ((S) without diacritical dots in the final position is always preceded by Fatha and is pronounced as the long vowel d.. ll ila, le “ala, 2 mata. Final Ya" (<5) with diacritical dots is usually preceded by Kasra: (3 ff, .gS kitabr. However, many texts do not seem to be consistent in regard to the use of diacritical dots with ¢s when it occurs in the final position. Exercises In the exercises of Lessons 1, 2 and 3 (which will take about 3 weeks) the basics of the Arabic pronunciation and writing are taught. The principle is hearing - speaking - reading - writing. Since it takes a certain time - according to our experience - until the student is acquainted with reading and writing the Arabic script, we begin with exercises for hearing and speaking, which are based on a vocabulary of about 80 words denoting things and persons in the room. Using the direct method, we start speaking straight away, although the student does not know yet how the words which are used are written. At the same time the student memorizes the correct stress of the words without being required to know the rules. Since the first exercises are to be read at home by the students after having been discussed in the lessons, we have added the transliteration of the words despite some doubts which exist from the methodical point of view. The arrangement of the exercises in the form of three columns enables the student to check his way of reading at home with the aid of the transliteration. Nevertheless, we advise the student from the beginning to uncover only the Arabic column. The texts of the exercises of Lessons 1, 2 and 3 may be used as writing exercises later on. First, however, the student has to do the writing exercises of Lesson 1 (Ex8), which are composed according to the principle of similarity of the letters, and are to give him/her a feeling for a certain technique of writing. All words used in the exercises of Lesson 1 can be found in the vocabulary of Lesson 2.Lesson 1 7 Ex1 The teacher should read the following words aloud, and the student should repeat them after him/her. The teacher will correct the reading and comment on the pronunciation when necessary, and will make sure that the students understand the meanings by pointing to the things he/she refers to. The students are also advised to test their knowledge by covering the transliteration one time and the English equivalents another, and finally both the transliteration and the English equivalents. cas-salamu ‘alaykum ana anta anti wa ana wa-anta ana wa-anti anta wa-ana anti wa-ana anta wa-anti anti wa-anta huwa hiya Inowa wa-hiya hiya wa-huwa ana wa-anta wa-howa ana wa-anti wa-hiya Peace be with / upon you (one of the numerous Arabic forms of greeting) I (the a at the end of Uf is pronounced as a short a) you (m.) you (f) and (it precedes the following word without a gap between them) Tand you Tand you (f) you and I you (f) and I you and you (f) you (f.) and you he she he and she she and he Tand you and he Tand you (f) and she rei pl uf8 Lesson 1 Ex2 See instructions for Ex1! ana mu‘allim. ana mu‘allima. anta {alib. anti {aliba. huwa talib. hiya taliba. ana mu‘allim wa-anta {alib. ana mu‘allim wa-anti taliba. huwa talib wa-ana mutallim, hiya {aliba wa-ana muallim, hiya {alba wa-huwa falib. Tam a teacher. Tama teacher (f). ‘You are a student. You are a student (f). He is a student. She is a student (f). Tama teacher, and you are a student. Tam a teacher, and you (f) are a student (f). He is a student, and I am a teacher. She is a student (f), and I am a teacher. She is a student (f), and Ex3 See instructions for Ex! huna hunaka una wa-hunaka ana hun wa-anta hunaka. ana hund wa-anti hundka. hua huna wa-hiya huunaka, anta huna wa-huwa Aunaka, una warag. he is a student. here ub there Bus here and there Bua, Tam here, and you are Ba Cif, us uf os there. Tam here, and you (fare UA there. ° He is here, and she is there. Die (ey La You are here, and he is there. Here is paper.huna qalam. Here is a pen. hund kurrasa. Here is a notebook. huna kitab. Here is a book. hund shanta, Here is a bag. una warag wa-hundka Here is paper, and galam. there is a pen. hund kurrasa wa-hunaka Here is a notebook, kitab. and there is a book. hunda kitab wa-hundka Here is a book, and shanta, there is a bag. hund tawila. Here is a table. una kursi. Here is a chair. hund khizana. Here is a cupboard. hund misbah Here is a lamp. huna lawh. Here is a blackboard. hund tawila wa-hunaka Here is a table, and kur: there is a chair. huna khizana wa-hunaka Here is a cupboard, misbah. and there is a lamp. una khizana wa-hundka Here is a cupboard, and lawh, there is a blackboard. fund bab. Here is a door. wenrarrs und shubbak. Here is a window. MN ee una jidar. Here is a wall. alder Lb und bab wa-hunaka Here isa door, and there SU Buby Ol) UA shubba is a window. und jidar wa-hundka bab. Here is a wall, and there. 0 Disa y Nor Ls is a door. ’10 Lesson 1 Ex4 The teacher puts the following questions to the students: What is here? What is there? Who is here? Who is there? accordingly by using the phrase ... UA or .. asked for. Teacher: What is here? Student: —_Here is a door. Teacher: — Who is here? Student: Here is a teacher. Teacher: What is here, and what is there? Student: Here is a door, and there is a table. Teacher: — Who is here, and who is there? Student: Here is a student, and there is a student (). The following words can be used: A ole cH pli ede BS, US _— (lS cig ees BALaA aglat Ab ab ce Ex5 The teacher should ask the students to read the words and sentences of Ex! - 4 again, covering the columns on the left and in the middle. Ex6 (Homework) Repeat Ex5! Ex7 The teacher prepares Ex8 by explaining the different letters according to the order given in Ex8. The teacher explains how to do Ex8, which is to be done as homework, and lays special emphasis on those letters which cannot be linked to the following letter. Ex8 (Homework) The following exercise is planned to develop the students’ writing skills; it should not impart new vocabulary items to them. The examples given for each group of letters should be considered as an orientation for proper writing. It is very important that the teacher gives general hints with respect to writing in order to avoid the students using incorrect forms of writing.Lesson1 11 Sees ey ere ee Ei ee ee CSE Coe are ee Connect the following letters which are written in their isolated form: Ste 6 te (5 Stott HOHE Hoe Ha OFCH (IL OtGtE (10 SHEtO EO OH StH T FOtOt Sty (15 OF StS (14 SHH (3 StOtY (12 Ste (18 Stetlte (17 Gtot ste (16 Capertee gE paper ate Connect the following letters which are written in their isolated form: ctte Oete GS Stete 4 dtet9G Het erta ogee (Ete 0 Ste O Store Bette 7 Stet dd Stotytete (3 Stytete (12 Ttltete to (8 ctHHet HIT Cte (16 Ste 40 (15 pL sy 96} D> 6 Lacua Connect the following letters which are written in their isolated form: ctltete 4 stygtotete 3 ott 2 shots (1 CtGtytete (7 gtytorl 6 Thoth THES tL Sty 10 HHH O st ytotes B stote (4 OH gtet te (1B ct yty (12 SHH (IT SHEtE (16 stytote (15 ott QL SHE QO tote (19 Gtr stort (18 Styl 25 storys 04 ats 23 etltetj 22 stort 28 ott. 27 ett, (2612 Lesson 1 ape La 6h Ge Gs Qe a UO] YS 22 326 Ya Yo ae oe ee th hb bb b bo bb bb Connect the following letters which are written in their isolated form: stltye (4 athtye GB OF Sty (2 O+St EH (1 ct ct 8 ct Ste tue 7 Utatte © tte GS tet (Stet (10 cH te 9 tute (iF ottet uth 3 chet (12 ot stot ete (17 Otte (16 Stbt ty (15 etltet] 20 tytue (19 stot ye (18 Steteth (23 Stytbh (22 ytltotyet] (21 2+ (26 Lat yt 25 oF b+ (24 Wubadc eet aetcgperce ddA FAR S66 GG 44 GC Sie LY Connect the following letters which are written in their isolated form: St st 3 5 Gt 4 lore 3 OFSHE 2 OtETE CI OFTtIH GO St yt ytd (8 GtEtS (7 TtEtetye 6 J+S 3 dtety (12 dtyty (1 otd+b (10 St ttl SH ety (16 dt ytdte (1S Ste (14 Srytb+o (20 atste tue (19 otters (18 gtbte tas det sth 22 dtytyth Ql Tttet ue (26 dt (25 stds (24 Meytote 29 Myths 28 ststetdt! 27Lesson] 13 BA cody Wi pau u gl « Abe gd Igy Lee ae Connect the following letters which are written in their isolated form: de (5 otdte (4 Hd+0 (3 ete +0 (2 PHO TOH (I roto (10 EtEtetE O Ete (BB HSt+e (7 ote 6 Orgtetdtete (13 ptdtete (12 SHt0+0 (11 Tilt t ete (16 stOFlt +e (15 tt yt b 4 ctuetl (20 bot ystote (19 etd+G (18 SH b+ te (17 etygtetd (24 b+ btot+ 4 (23 otlte 22 S+ltot+ 21 botctote QT Ett ut! (26 pte tote (25 Stetete (31 etete (30 atte (29 etltdttdt! 28 ptltete (32 See also the writing exercises at the beginning of the key!Lesson 2 il eo 1. The Article (Wax jx! B15h) 2 os 1,1. The definite article “the” is Jl in Arabic. It remains unchanged for any noun, ri adjective, participle or numeral regardless of gender, case and number. J! is connected with the following noun, forming a phonetical unit with it. There is no indefinite article in Arabic. the house etl atbayt house bayt the notebook lS al-kurratsa | notebook i! hurrdisa A noun which is preceded by the article Jf is called a definite noun. AI Although proper names are definite as such and therefore do not need the definite article, many Arab names contain the article. OLY “Lebanon”, wA50% “Muhammad”, But: alll 2 abduitah”, O35 “Jordan”, 3 aU “Cairo” Other possibilities of defining a noun will be taught later. 1.2. If the noun preceded by the article begins with one of the following consonants Oe Se Bebe ec Hegejegedcoeoee the J of the article is assimilated, and therefore not pronounced, and the respective above-mentioned consonant is doubled, i.e. it takes the Shadda: assimilated [ not assimilated the friend | Guttall | as-sadiq_| the house al-bayt the man BSH | arerajut_| the room al-ghurfa the sun cell | asheshams | the moon al-qamar GA2 The letters the J of the article is assimilated to are called tu .3',5- “sun letters”, the others are called 4 23 3’, > “moon letters”. 1.3. The Hamza of the article { is only pronounced as a glottal stop when the respective word preceded by the article introduces a sentence or an independent part of a sentence. Otherwise Hamza is replaced by Wasla ', which denotes that the | is no longer pronounced as a glottal stop.Lesson2 15 A Hamza that is pronounced is called Hamzat al-gat’. A Hamza that is not pronounced is called Hamzat al-was! or simply Wasla. He is the teacher. tlt ia | the teacher acif pronounced: uwal-mutaltim al-muallim with the friend Beate | the friend otal pronounced: sadiq as-sadiq Where is the sun? oof | the sun ef pronounced: aynash-shams ash-shams 1.3.1. All final vowels followed by the article Jf of the next word are pronounced as short vowels in order to allow smooth linkage between the words: P+ al-bayt> fi-bayt 31 3 < 2 +5 Cn the house) ala + at-tawila > “alat-tawila Uylal? Je < Wyle + JE (on the table) 1.3.2. If a word ends with Sukiin which is followed by the article Jf of the next word, the final Swkiin usually turns to Kasra, which fulfils the function of an auxiliary vowel: UST J < Lis “Take the book!” The preposition (+ , however, takes Fatha as an auxiliary vowel: <1 “from/out of the house” Some pronouns and verbal suffixes which contain the vowel u take Damma as their auxiliary vowel. 4A3 Wasla is not printed in the following Arabic texts of this book; instead, Alif | without Wasla takes its place. 2. Gender (lly 7 There are two genders in Arabic: masculine (1+) and feminine (3). Words ending with 3 -a (Ta’ marbiija) are nearly always feminine, whereas words which do not end with 7a’ marbiifa are mostly masculine. AA4 7a’ marbata is normally not pronounced as 1, but as a short a when the word occurs isolated or at the end of a clause or a sentence (see also Lesson 4, Gr. 3, and Lesson 6, Gr. 2.2.1.1.). AS A number of words denoting feminines do not end with Ta’ marbitta: ot : a) words for persons which are feminine by nature: ¢1 mother, <-> sister, 2 daughter b) the names of most countries and of al cities16 Lesson 2 , eS ue c) designations of parts of the body which exist in pairs: -y hand, ¢~* eye, 5! ear 4) Some words are always used as feminines: 2) land, os sun ©) Some words ae used as ether masculine or feminine: Sx knife, Bp market, ela sky Feminine nouns which are not easily identifiable as such are marked in this book by a (¢) placed behind them when mentioned for the first time. 3. The Equational Sentence (Aje'J! Ueduly The simple equational sentence in ae language consists of two parts: the subject ({4:24I!) and the predicate ( Cah, It denotes a general present tense or an action taking place regularly and has no copula (i.e. derivatives of the verb fo be). 3.1. Its subject may be a noun (~!), a personal pronoun (j-») or a demonstrative pronoun (&,1+| »—!). Its predicate may be an adjective (440), a noun, an adverb (34) or a prepositional phrase. (All these parts of speech can be found in the basic vocabulary.) The following structures occur frequently: Sentence structure 1 = The subject is a definite noun (3-+* pl) ora pronoun and appears at the beginning of the sentence. al) Noun - adjective The house is big. a2) Noun = (indef.) noun The man is a teacher. pe Jatt a3) Noun = adverb The teacher is here. A plac - prepositional phrase The teacher is in the room, bi) Personal pronoun ~adjective Hel(it) is big. b2) Personal pronoun = (indef,) noun He is a teacher. - (def.) noun He is the teacher. applallb3) Personal pronoun -adverb He is here. - prepositional phrase He is in the room. cl) Demonstrative pronoun adjective This (one) is big. a a ¢2) Demonstrative pronoun - Gindef.) noun This (one) is a teacher. _ \is ¢3) Demonstrative pronoun ~ adverb This (one) is here. Ae Mie - prepositional phrase This (one) is in the room. &A6 A demonstrative followed by a definite noun may be ambiguous: rival) |e may be translated as: This teacher / This is the teacher. However, if ambiguity is to be avoided, the personal pronoun must be inserted: This is the teacher. This is the teacher (). ia le The demonstrative pronouns |. and 2l® have a small | above the -* when the words are fully vocalized, which is to denote the long vowel d: hddha, hadhiht. However, in modem texts this | does not appear in the typeface, Sentence structure 2 = The subject is an indefinite noun (-S3*) and therefore appears at the end of the sentence. Adverb = noun Here is a teacher. Prepositional phrase -noun Th the room there is a teacher. (There is a teacher in the room.) 3.2. In the ‘yes/no’ question the word order of the declarative sentence is Pi ‘ retained, but the sentence begins with the interrogative particle * , or rarely {.18 Lesson 2 Is he here? $a AT 9b 5h fo Is this big? SoS WaT a5 Ua (fo In case of alternative questions the alternative particle ff must be used: Is this big or small? Spice A aS hia ‘fo The interrogatives ls for “what” and ¢ for “who” act as subjects in wh-questions: What is this? Who is this? What is here / there? Who is here / there? ‘The interrogative pronoun must be followed by a personal pronoun if the predicate is a noun or an adjective. Who is a/(the) teacher? Seles (Si) 58 A 47 In sentences which are introduced by a verb normally the interrogative \SL* is used instead of Le, 3.3. Agreement in gender 33.1. There is agreement in gender between the subject and the adjectival predicate, Teminine subject = masculine subject = feminine form of the masculine form of the adjectival predicate adjectival predicate Z The cupboard] the oe al) Gell house is big. - : bl) aS Itis big. was B el) KS oe This one is big. wed WO 3.3.2. Agreement in gender also exists between a pronominal subject and a nominal predicate: He is a teacher. She is a teacher.Lesson2 19 3.3.3. The question whether lis «ols « y or .,4 should be chosen as a predicate in a wh-question introduced by + or ¢y+ is determined by the gender of the persons or objects referred to: Whaat is this? Sia Who is this? Sa Who is he? pis when a masculine is asked about, What is this? Soca Who is this? Sede Who is she? eu when a feminine is asked about. That is why the personal pronoun which has to be inserted into the wh- question must be * when the predicate of the latter is masculine, and * when its predicate is feminine: What is the name?/ What is his/her name? Spay GA What is the sun? Spal (ge Who is a/(the) teacher? Splancdly oA Who is a/(the) teacher? Selea(Sl) Ct A 4A8 Agreement in gender is also to be observed between the verb which introduges a sentence and the following noun: The masculine form “2 and the feminine form “i si may be used for indicating existence, ie. “there is": The teacher is Here is a teacher. Here is a cupboard. In interrogative sentences introduced by ISL: the masculine form “i What is in the room? TBlall 2 doy Ile Glossaries are provided in each lesson from here forward. They contain all the words not yet known from the preceding lessons which occur in the texts, the exercises and some encountered in the grammar. Polysemous words are mostly20 Lesson 2 only given their respective current meaning at issue in the text, The vocabulary items are listed alphabetically by root, ie. Ry is invariably regarded as the first letter relevant in the order (cf, Lesson 4 about this). In the interest of clearness Fatha has only been inserted partially. Identifying the root of every word may present a difficulty to the student at the beginning. With increasing practice, however, she/he will quickly acquire the skill of finding every word in the glossary she/he looks for. This skill is nevertheless required so that the student will be able to use HANS WEHR’s DICTIONARY OF MODERN WRITTEN ARABIC edited by J. Milton Cowan, which is most frequently used and which is arranged according to the root system. Here, another general hint is given, which will facilitate the student’s ability to find many words. ¢ (Mim) as the first letter of a word is rarely Ry, but is mostly a prefix (2 ¢ ~ « +), The word 03-4 is not entered under Mim in the glossary nor in the dictionary, but under Kha’, the word clGes under $ad, and the word ples under “Ayn. V (including the vocabulary of Lesson | and 2) father sul @ of | Welcome! Take (it)! (m/f) I gde [1s | now brother 341 C1 | also, too sister lel e cot | where earth a Llc (eit | Paris Allah, God | not bad by God ably | door (prep.) to | house mother (prep,) under (prep.) in front of (loc.) down, downwards 1 good, “okay” you (m) new you (f) wall you (2™ p.pl.m.) oat sitting you (2" p pif) Sst | beautiful Miss set apparatus, device “fig: Hello! ty | SE | tv-setvideo-recorder etd ~ good oc garden Glue ¢ Rae letter, character Sy ee bathroom lg he Thank God! a Los) situation pte de cupboard ie wl Bly good Tam fine. at Ido not know. gah Y radio Sk ph ob man ‘fig: Hello! bed ceiling peace Peace be with/upon you! So long! name; noun Mr. Mrs. window Thank you! the sun bag health morning Good Morning! (answer) lamp friend friend (f) sinall, short table doctor doctor (f) kitchen student student (f) long, tall good Ore pt hg tale teacher teacher (f) (prep.) on; upon. (prep) at Thave you have (m.if.) family room girl Fatima (prep.) up, over, on top of (adv.) above up(wards) (prep) in old progress short, small pencil moon22 Lesson 2 Cairo who io big (prep.) from, out of book we notebook 5) is cole ul is clean chair ee o 2s yes telephone call a pile ASK | sleeping how Hello! How are you? (m.) this jhe ~) this () ool (prep.) for Give! ob for me interrogative particle nr no, not they (3 p.plm,) = So long! they (3 pplf) irs table; blackboard here la what there Bus what (followed by a verb) he im when she io city, town. and 3 Maryam there is a evening paper Colt) 33 ¢ Bay Good evening! seplelee | diny we (answer) ogi clas | Japanese elk (prep.) with & Text 1 Cod! eg ee by pyle Aad Cod gi deg erry oF Call pose OY thee Lite Coal ply plans eabey JRE HU aa by 5S Abs Ge cr Ab Ufy tb CHV y dnb AW, Shey Bk ytd Sle y ped poly they oT ney Fs Ub wae ME y ed Clary tebe Oy pilLesson2 23 Text 2 Ay pAb AI Pe ye gle eae sezt be lu SU AS poll Clee lee Ls cle p tiow A deol pte UF ay yl cle tee FOU Cal ephtowe Sed AS aul BIT say Gaeall GS ty Ue fale JE GS) LY ISS tay GAM GS y Se Coe UL oe A decal poe pay Bald) OW ye tee §abb GS tow wa dead Cte A et FeabU opl tree ie weal BA ter Scag GS tows Sele onl eS y tear tele Gayl ly tou 1 gl Goal Vidoes willl dy MOL ab tet Radel Qe tao Exercises: Exl (Homework) Identify and write all the nouns seen in Text 1 and add in brackets the appropriate personal pronoun! Ex2 The teacher reads the nouns: BB it ge S Hye hte Glee Geen Ce nplor GE Cloer cat PN Bh yy ic Rad phd DLE chee Og jill ler Gadd GL24 ~~ Lesson2 explains the writing and ask the students to speak the words loudly. Ex3 The teacher repeats the words quoted in Ex2. The students repeat them and * add the definite article (J}!). Ex4 The teacher reads the words of Ex2 with the definite article. The students repeat them and add the preposition ¢ to them. Ex5 Same exercise with the preposition 3. Ex6 Same exercise with the preposition (Le. Ex7 Same exercise with the preposition el, Ex8 Same exercise with the preposition Le, Ex9 Same exercise with the preposition (J. Ex10 Same exercise with the preposition 23/5 33, Ex11 Same exercise with the preposition J. Ex12 Add the appropriate preposition(s)! cat gta. bE ed, Lite eh pbill well. Me thee tly) ne gual) a all alll dat + dos! a CoD BALD ON asl ee dee abe) el SI ipl » Albi Wyld. 5g) Dylha oS) tas... Ex13_ The teacher reads the following words: cesdawdl gery thle Cy ee Older Bc bade ge S deal 6. Answer the following sentences with “no” and the antonym of the adjective in question! cet oY IES cred ad 6 Gar ey Sue fe28 ~~ Lesson 2 8 ye li Hane be BS Bb Sus fo Ads Cs) ase Ja 7. Add the appropriate preposition! . . Geil calle ge ill. gles ashi... HS 8. Write the following words in transliteration! ela ADEN eo cal Lee peli call ge lethal ol) «es[Lesson 3 SW Cw yt 1. Number (211) Arabic has three numbers as far as nouns, pronouns and verbs are concerned : singular (2,245), dual (25h) and plural (amd. This lesson will concentrate on the plural of the nouns and personal pronouns. 1.1. The personal pronoun sg. pl. he ‘B they (m.) as she a they (f) on you (m.) ct you (m.) oat you (f) you (f) ‘at i ut we ee) AI The auxiliary vowel for p-® and pat is Damma -u (ef. Lesson 2, Gr 1.3.2.). As to the order of the personal pronouns above see Lesson 5, Gr 1.3. 1.2. The noun and the adjective The Arabic noun has two types of plurals: the external, and the internal, i.e. the sound plural (dei got and the broken plural ( oe Sl >). The external or sound plural is formed by suffixes being added. The internal or broken plural is formed by the structure of the vowels of the singular form being altered and/or by prefixes, infixes or suffixes being added to the singular form. 1.2.1. The sound plural has two forms: The suffix © 5 na) for the masculine (qh su co) and the suffix 2} ~ (at) for the feminine plural (Jl 24 ga) are added to the singular masculine form. [pI m. diligent teachers muéallimiina mujtahidtina £ diligent teachers (f) muéallimat mujtahidat30 ~~ Lesson 3 Be a diligent teacher muallim mujtahid ‘a diligent teacher (f) mu‘allima mujtahida 1.2.2. The broken plural has many patterns, of which we mention Jl fi°al and lst afl here (see also Lesson 4). 5. pl. rajul eS rijal Je) tawil Av tiwal Jb galam ? aglam st GA2 Since there are no specific rules regarding the plural forms, the student must leam each plural together with the singular. This book provides you with the most common plural forms of the nouns and of the adjectives. In the glossaries of this book the singular and the plural form are separated by the letter @ for g-s> (= plural). If several plurals are present they are divided by a comma. Acin front of a word will indicate when only the plural form of this word is used. 2. The Adjective (4dalfy 2.1. The form: each adjective has a masculine and a feminine singular form: ™ Jb a f sb Sagat as well sound or broken and a feminine plural form: m. Jib os £ usb oes Determining which form has to be used depends on the word which the adjective belongs to. 2.2. The function: the adjective has two functions, an attributive and a predicative one (as to the latter cf. Lesson 2, Gr 3.1.). predicative The house is big. The room is new.Lesson3 31 attributive the big house the new room a big house anew room @A3 The final Damma in Cdl (al-baytu), 3 (al-ghurfatu), 5) (al-kabiru) and 5-y-.-} (al- jadidatu) and the (Tanwin) will be explained in detail in Lesson 4, Gr 3. 2.3. There is agreement in number and gender between the noun and the adjective in their singular forms (cf. Lesson 2, Gr 3.3.1.-3.3.2.): in number The house is big. singular eS t the big house singular * Ses in gender : The house is big. m, the big house m. The room is new. : _ the new room f Kiygindl Ball If the adjective has an attributive function, there is also agreement in state (i.e. definite or no article) the big house definite the new room definite a big house indefinite anew room indefinite and in ease (see Lesson 4, Gr 3.1., 3.2.). 2.4, If the noun and the adjective are in the plural, the agreement between them depends on whether the noun denotes a person or not. If it denotes a person, agreement in number and gender applies; if the adjective is used in an attributive function, there is also agreement in state and case.32 Lesson 3 predicative: ‘The teachers are diligent. Dylighee Okeif The teachers (f) are diligent. nau The men are tall. Ob Of attributive: the diligent teachers bo pigdel Olaf the diligent teachers (f) Colgnt elf the tall men Obs Bef tall men UGb OE, If the noun denotes a non-person, the adjective takes the feminine singular form, both when fulfilling an atiributive and when fulfilling a predicative ction. Strictly speaking, there is only agreement when the adjective is used as an attribute, i. agreement in state and case. Nevertheless we also refer to it as agreement in gender and number, because the plural of words denoting non- persons is treated as a feminine singular. predicative: The tables are big. BY bf The pens are new. Bye pdf attributive: the big tables 55h LY bf the new pens Kuss GUF 2.5. If the adjective is used as a predicate, the subject can be replaced by the personal pronoun.Lesson3 33 ligt & ule ER Wat tous OGY In the last two examples above (.* must be used because vw yb and pul are regarded as feminine singulars as they denote non-persons. 7 meal, dish est ¢ ast emirate LL HL} Daddy uy bus be uk refrigerator (prep.) after (temp.) country eggs (coll,) ‘Translate. Tunisia, Tunis cheese Algeria university diligent station shop milk bread bakery shop vegetables school shop I goto... marmelade butter Saudi Arabia sugar Sudan Syria market street right, correct airport air-plane Traq honey juice capital city great Oman Repeat, lunch Maghreb, Morocco mistake, wrong Ue oc oe wee lg le ole sb Bil be ee wie g tae bud eset | | eh ela ere! boil ¢ bi34 Lesson 3 breakfast ogi | Kuwait fruits S\,5 T HFG} clothes train se yh43 | Libya few, little Oy © Jali | for example coffee 3545 | Beypt library, bookshop obese 1S.| yemen many computer We ool eG today Text 1 tall BPS BS Spay UG a pte Spy Lydall pte dary BaS HtoS) ooh ame Late cb de gig BAF Le Fly) oy th phy Lida gj tI! A Se ets” Lary Ojlary oll cbr Lily wt Lad abana Sey Shy hey Sy eel SW 4 plier Fyre Sy WI, pt ot be Bt OL ope AL Meal) Sy ey 5° Ulan tated) Lees rps Lady orally spray isis Tally We prey craally Lerrery vial! 3 tb thy ttl abe oe Uf oy Sy OLLYIy Text 2 cll wel cle ee asl cle Ml GU GS tae FOU GS y a dood! poe iS! PUL ool je UT cally eee yd 3 Ml TELU op toeLesson3 35 aya oe 2A Sy seall oul iow goles B yyhill —3¢¥ Segdl gleill ele towe Sey ely dts oes any te Ball by oly Sya3 Dylbi le pd bday Sis Segetly KEN of tae bali) 3 Cabely be St) el Sead Bega cal fa LS teow Getty ped) gf CAS claall dary cad 3 Uf clnall Bigs 38 slowed) Cd) deal! (3 UP ite RD ee 2 UDI a toe Exercises: Ex1 The teacher explains the plurals in Lesson 2 and 3 and reads the following nouns (singular and plural) out loud and the students repeat them: Jey- Jey ole ale libs tte GY sll - Uylbi Oyalnadl — plant deed - oJ e641 - La oles ~ ane Sli Lall — teal Ub - asl put - OY gl - Dyle lab — aad Ub - aut lant! - densi OL - LW Cle = Ba yoke Ais - YSE lal — al oust - ast36 = Lesson 3 Sy — at Blyl — Gy ell - ey Clarke — dele eet - Ge Ode = Bde Clas - thaw he - He bel - Gel Ayes — Us HS - eS Oj — Op Ol sl — 6 fle ol jes — Uae eet - go Ola - ah This exercise should be repeated several times until the students memorize the plurals. Ex2 The teacher quotes the singular of the words in Ex! and the student gives the plural. Ex3 The teacher reads the plural and the student gives the singular. Ex4 The teacher reads the following adjectives (singular and plural) and the student repeats them. had — a oye — 2S INS eS O glgimes — Lge yb - Jere Opleor — Jaro door — spor Ogle — Jubb Je - phe Ogder — der elie — pie plasd — gua layed - Gas Ex5 The teacher reads the plural of the adjectives in Ex4 and the student gives the singular. Ex6 The teacher reads the singular of the adjectives in Ex4 and the student gives the plural. Ex7 The teacher reads a noun from Exl-4 in the singular or in the plural and an adjective in the masculine singular. The student forms an equational sentence. phe tet) < ope ~ ta © Dhar OWA) << jer - ob © Ex8 The teacher reads an equational sentence from Ex.7 consisting of a definite noun (sg. and pl.) and an adjective. The student replaces the noun with a personal pronoun.Lesson3 37 edges yh olgtee for ® sBdyslor oe < Baader BY Ex9 The student answers the following questions with @ or Y: SAUL cles cbse gine (enor eee) gn Cal fo Shales Ub cab cidgoms dar hyde) Ba S cul a (Og Og eS hyo cD phgeer Glee) SL pal fo (UL obits le colons oil ahs) Sa f fs wee Ul es < Ve Gil fe AUIS) = 2 Giada oat fo 2b ord < My ,aF pal fe WOW yedigp
peed) Chae cay all cys po Ex19 Add an appropriate adjective to all the nouns in the vocabulary of this Lesson. Form first the indefinite and then the definite form. dar IST << ast > iedidsy < Usy > Ex20 The same as Ex.18 but with the plural of nouns. Ex21 Replace the adjectives in Text 1 by their opposite. Ex22 Translate into English.Lesson3 39 Rall ob anal e pteall LAK gS UT EAT bel Ble tog ne cod ct) tt Sy iy et Sle dened 3 Oligen ell SUL)! 3,5 Otel Ripally radly obey ely By BS Gl Lb jaa 23 be Syl ALY! gr Si slb See WyUbl de Sutty elelly B ygill B21 SI 3 Gaedly Led y a sSly GS prally DLaey Tally Dopedly U2 yeedly erally Gi gsy seedy pany oes Ex23 (Homework) Memorize the plurals of the nouns in Lesson 2 and 3. The teacher should ask the students to prepare for oral and written tests. Final Exercise 1. Write the following characters to form words. Lstotlt ptotdtl Gt gto 5. Sse Ste Stst4 1. Sotltot ptt ptetdtl Ot stl 6. tystete 2. tt ytlt be J+! stdte ste7. the Stlte SBrygtsty 3 SeetltdttJdH Ete 8 Utythtotdt! orgs 4, 2, Read and translate the words in 1. 3. Form the plural ofthe following nouns and add an appropriate adjective, les ues HST Bal y han ye calant cee Cheer os ple Aihe ey Cpe ayn ange Gye «ie va ee, ————r— AST duly ele lb dale th lS we 4, Form the masculine plural of the following adjectives and add an appropriate noun. Ce ae te gta Gena ig Ca Calis tld ate (haere Ga 5. Translate into Arabic. ie The students are new. The teachers (f) are beautiful. There are many men. The bags are new. The new drinks are in the refrigerator. The big airplanes are from Kuwait. The new clothes are from Tunisia 6. Write the Arabic equivalents of Hello. / Good moming. / Good evening. / How are you? / Good bye. and the appropriate answer.40 — Lesson 3 7. Write the following words in transcription. eget So Byles LSS Cpe ane Ctl all adel Ble GLY LL Sele eal ce BLAKE ol gl Aas 8, Form a sentence with each Arabic personal pronoun using a personal pronoun, an indefinte noun and an appropriate adjective. 9. Translate into Arabic. a big table - The tables are big. a small house - The houses are small. a diligent student (f) - The student (f) is diligent. a big man - The men are big. an old bag - The bags are old.Lesson3 41 Peculiarities of Arabic Script Examples Printed type (Naskh) Soript (Rug®a) ole Jia uly ail js Sus Mui thn che Uy Uylb aye te oe pls we es bys dy ? J Ye a oe ow ” aa y ¥ Scie poet ASHE pDLell G bs os os jee JliaeLesson 3 42 Alphabet in printing (Naskh) isolated position final position medial position initial position Jvvwa Sobob4 agagad ah Aaa aL 3 3 - + y se ssas bea4aaa b44444 1TAyIAA wo vos 4 a 9797 e9 ° jes dyddad¢ aM 4 al 4 yy43 Lesson 3 Alphabet in script (Rug‘a) isolated position final position medial position initial position a4 a ya Juyuia a4ddaa J a4 qq: VV SSR AA VHT Ayah dda ood SN {ddd dasadaias oe ald ‘QyDWUDs OY LC a¥ lel al) legless yO | yrLesson 4 1. Radical, Root, Pattern 1.1. Most Arabic words can be reduced to a root, which, as a rule, consists of three consonants. They are called Radicals. We refer to them as Ry, R and R3. This triliteral root expresses a certain conceptual content. Thus, e.g. the meaning “to write” is inherent in the root K-T-B (2~ ~ 4), the meaning “to go” in the root DH-H-B (w — — 3), and the meaning “to drink” in the root SH-R-B (- 5 -\). This conceptual content is specified by short and long vowels between the consonants and by prefixes and suffixes regarding the part of speech (verb, noun, adjective) as well as regarding the grammatical category (tense, mood, number, case, etc.). One can say by way of simplification that the root consonants (Radicals) fulfill a semantic function and the vowels a grammatical function in the Arabic word. Examples: KaTaBa CS) = he wrote / has written KaTiB (ss) = writing; writer, author KiTaB (ots) = book KuTuB est} = bodks maKTaB (wos) = written; letter maKTaBa (Ey = library, bookshop 1.2. The Arab grammarians use patterns, which they represent by © for Ry (1% Radical), & for Ry (2 Radical) and od for R3 3" Radical) in order to describe the numerous word forms systematically. Fa’, Ain and Lam fulfill the function of variable quantities in the patterns, for which theoretically any consonant can be substituted. fatala is the pattern used for the perfect (3 p.sg.m.): ‘fil is the pattern used for the active participle: wer ‘fafil — is atypical pattern of the adjective: PareLesson4 = 45 Jus | fal — isa typical patter of the broken plural: Ss Juat | afal is atypical pattern of the broken plural: pul A reliable knowledge of the patterns occurring most frequently is useful for obtaining a good command of the language. 2. The Broken Plural (je53) a) 2.1. The majority of nouns has the broken plural. There are hardly any rules according to which the appropriate plural form can be derived with certainty from the singular form. Therefore, the student has to learn (at least) two word forms for every noun, namely singular and plural form. AL Regularities in the forms of the plural only occur in some groups of verbal nouns which have the sound plural. Appropriate hints are given inthe respective lessons. 2.2. There are numerous forms of the broken plural. The ones which occur most frequently are the following: Ji Stat dys The following words have the pattern J coe cee Se bob bee pb be @ te TE ‘The following words have the pattern J aoe Su ctl ch atic Boy ile ob ‘The following words have the pattern J 93 : 3 Sy ¢ Bie ote 4 A2 Other pattems of the broken plural are the following: Qs B5G5 BGT Ls ps As regards final Damma, see Lesson 7, Gr 3. 6s «Jit abst oth gd gs 3. Declension and Nunation 3.1. Three cases are characterized in Arabic by means of the three short vowels: -u = nominative (e257! Ue), -i= genitive ( “mall | wLZyh, -a= accusative (Lai! Je), The signs Damma, Kasra and Fatha represent themselves in vocalized texts. n. | the new teacher Label (Lesh | al-mu“allimu I-jadidu g. | of the new teacher seat) @latll | al-mutaltimi Lejadiai a. _ | the new teacher sonst oLaASF | al-muallima l-jadida46 Lesson 4 n the new teacher (f) al-mu‘allimatu l-jadidatu g. | of the new teacher (f) al-muCallimati |-jadidati a, _ | the new teacher (f) al-mu‘allimata |-jadidata 3.2. An -n (Ninn) is pronounced after the case endings -u, -i, -a as a characteristic of indefiniteness. This process is called Nunation (:, 5). Consequently, the endings -wn, -in, -an are formed. Nunation is expressed in vocalized texts by the doubling of the respective sign that represents the vowel: “or = -un, , Indefinite’ nouns in the accusative case which do not end with 3 (Ta marbita) terminate in Alif, which, however, does not express a sound quality. =-in, =-an n. | anew teacher Ste © i muallimun jadidun g of a new teacher ue plat mutallimin jadidin a. anew teacher lyase i. |jadidan n. | anew teacher (f) Kuuas 22 | mu*allimatun jadidatun g of a new teacher (f) Se ile muCallimatin jadidatin a. | anewteacher (f) muallimatan jadidatan 43 Certain Arabic words have only two case endings because of their word structure, some even only one. @A4 A considerable number of words, among them ‘many broken plurals, donot terminate in a nunation, even in case of being indefinite, e.g, Llyl% ) All prepositions are construed with the genitive. MO Sot yO BF Ot pes oe db Ley so “with / by means of” and J “for” are written together with the following word. Additionally, the Alif of the article is omitted after do: & SMe « pl 2.Lesson4 49 GAS As is the case in many other languages, the prepositions frequently serve to express the case governed by the verb in Arabic as well. They form an inseparable unit together with the verb in such German oldie gui or a that is if (prep.) with, by means of; in 2 appr.: Congratulations! 14 ~ (collog.) LAs answer: God bless you. G13 AyLy alll very * he leather ale [aly ink oe modern, new Sla> a Ss bus-stop lel daw lesson, class hour vibes study, courses, classes he ble I went you (m.) went you (f) went Isaw you (m,) saw you (f) saw convenient novel ruler tree Tbought you (m.) bought (means “to get up”, . ¢3 means “to “to rise against sb. or sth.”. you (f) bought ee clever whe cee medicine (as science) cb road, street ob Tae number olisl @ aus some, a number of on be Arab, Arabic, Arabian OE © Le that means * Tunderstood oar) you (m.) understood OSs you (f) understood es dictionary about, nearly I wrote you (m,) wrote you (f) wrote writing writer, secretary written; pi. letters faculty eraser left (side) to the left right (side) to the right50 Lesson 4 4A6 The Alif in 2224 is a Hamzat al-was! and is rendered in the vocabulary with | . Hamzat ail-was! in the interior of a sentence is to be found in the article (See Lesson 2 Gr 1.3., in the imperatives (see Lesson § Gr 2.) and in the verbs and infinitives of the Forms VII, VIII, IX and X (see Lesson 18 and 22). Text 1 aie cee Cail cp HB ois Text 2 + ol sal onl Sue aS Steers Stal teat SEU BS Sely Weal er tee FAS) BS y LS them wee We Faptal) apd Sy thaot Tie any eer ell cdl pe Wye rdeot ths Sly alll es Sel thane I Gea of uot EAB Gh ey endl oS Slee gy SU cad Lie Ne tee ae bj) sl tear DLany oped I) pS) Jowall tie y jlo Fomegi Je ole!Lesson4 51 creed cS} Sle yey SU cad Mie I Le oe ge hai agi ops raat ee SLB creel ot] SI Leal suey shel LEA UY ony Let thee 5S) bao wpble al aly eng cil aero be tee DL GH SE el wall Jy AL te Exercises: L1 Add an appropriate adjective to the nouns in Text 1 which do not have an attribute. L2 What is the root of the following nouns? NGS ALS ec yd had esl LE Lame dl Geto coltb plas dade Oper Med Gl yy L3 The teacher reads the following nouns. The student repeats them and adds the plural: et Be tel eer ALS NS ely ILS guthy aS lb BL Ud Bye Opes cles L4 Add a subject in the plural to the sentence .. dye) (5 4 95 “There are .... in the city.” Use all appropriate nouns that you know. LS Insert the correct prepositions in the following sentences. Choose the prepositions from the list below. Be de gl er id ion wis Le. Gaal 2. Cd iad) ../... bre cul, Opell on ULSI ea a3! deed, eed fe Sl . a vs aby ale L6 (Homework) Form a sentence with each preposition given in LS. Prepare the sentences in writing for the next lesson.52. Lesson 4 G1 Replace in Text 2 - where possible - the subject of the sentences by the respective personal pronoun of the 3" person. G2 (Written homework) Transform the subject which is given in the singular in the following sentences into the plural. Pay attention to the correct form of the adjective. Vier yy Se ) “that”, after which the noun is in the accusative: The friend has written that ap as yah OS Muhamined’has srived in Berlin “S28 oh choy Mee Of Gate CS" T have heard that the delegation Tn arrived yesterday. yt fog 5 _ The word order invariably is subject - verb - (object) in the objective clause itself which is introduced by O! . Consequently, a verb never occurs immediately after O', subordinate clause | main clause wide | S| es Wwe a ea ese yerb__| subject | objective clause [ subject verb ath 4 4, ° “ws i oop oe oe verb subject objective clause (subject +) verb 4.7 As a matter of course, the function of an objective clause can also be fulfilled by an equational sentence, The normal word order does not change. The subject follows © in the accusative, as is the case in the verbal sentence. The predicate remains in the nominative: . “Thave heard that Mubammad is ill.” any lake Of net60 Lesson 5 3. The Nisha ending (icafy 3.1, The so-called Nisba ending is (. f &, (in transcription -1, f -iyya, with Nunation ~iyyun or -iyyatun); it is added to nouns and various verbal nouns (04424), but rarely to numbers, prepositions and pronouns, and forms (relative) adjectives and nouns. The Nisba ending is the most productive word forming suffix in Arabic, and it is comparable to the English suffixes -al, -en a.o. which form adjectives and to the suffixes -ian, -ese which form nouns. The endings $ and ts are omitted when the Nisba is added. Lebanese; a Lebanese Lebanon Syrian; a Syrian Syria political; politician ele ey policy gold(en) cad > a gold A8 Details about certain changes of sounds which occur when the Nisba is added especially to words which terminate in rather rare endings can be seen from a more voluminous grammar (e.g. the “Grammar of the Arabic Language” by W. Wright). A noun followed by an adjective with the Nisba is often equivalent in English to constructions of the type noun + noun: DE > ei + OS school-book, textbook ye. trade relations Vj DUE > 3 3.2. The rules of agreement given in Lessons 2 and 3 for the equational sentence (subject - adjectival predicate) and for the attributive construction (noun - adjectival attributive adjunct) also apply to the relative adjective. 3.3. Nouns terminating in a Nisba ending which denote persons and relative adjectives which are related as an attributive adjunct to nouns denoting persons mostly have the sound plural: GA9 Some Nisha nouns or relative adjectives have a (collective) endingless plural: Arab (adj.), Arab(s) 252 | © (oF / Arab students 25 Sb. They have to be leamed as vocabulary items just in the same way as some descriptions of occupations need to be leamed which terminate in the plural ending & , or other Nisba nouns which have a broken plural, eg. Jat pl. pl “pharmacist”, SF “5 pl Al jf Turkish; Turk".Vv other (m./f) _ Spain Wey} to cat ust Germany sult yesterday wl that (+ accusative) “of family, relatives Portugal program Great Britain after that Belgium Poland (prep.) among, between trade trader Turkish tired, exhausted, collog. ill meeting republic talk; ee 2 also: tradition of the actions and sayings of the prophet and his companions news gel coe to exit, to leave roe Denmark SUSI disco See that (dem. pr.) os to go (to) (dl) ss letter dkny ¢ we 2 to dance vy LessonS 61 dance hall bsily & cally center Sire oy Russia lw) to ask (about) (os) 2 dle Tasked him, au to travel ple Regards to (Ahmad). [aah (le ol Give my regards to so... ~ (fem) we ple ge diel to hear so., sth. soe politics dudes political, politician OF et le Susan) oe ‘Sweden a pell Switzerland eee to drink sth. soe eastern, oriental oe firm, enterprise, company OL @ WS pb month wel ont oe thing, matter tel & eb appr.: May you be well tomorrow. (parting word at night) ~ (fem.) (answer) The same to you. bal op city Lele ena pharmacist dale ¢ tbe meal daabl & phe restaurant pellas & pala to know so., sth. Sods to hold (conference); “8 Jie to make a contract relation whe we62 Lesson 5 sites Twas : es to work you (m/f) were es es work he/she was cas / os (prep,) about, over Lebanon bus France tasty A to do sth. Hungary a eal idea once again wel iy hotel ill, ill person Ye ua Finland wine oo (prep.) before (temp.) Norway wy 7) reception Austria to read sth, Holland ass economic | to arrive (at, in) (dy des Itold him. to put sth. Aart, you (m/f) said home country obey e obs he/she said SIU / J} delegation yy zy to write sth. 2S Text 1 Shaw! cp Walaa Bye Sat: ely Ua J} ened od Ut uat pe, Sy WS GS MWe GS rate Facil My Gesell Gy Gai) ad Ub SBE We Be adh Lead olay whey Aisha ox Uf 2S Leet Se Ol OW Ae fad sSLby fad ge al US sary Of carry OL! ola ye JE ge olen! Sa baie Ly Nush ge 9 Vee Sam ope CaS y ty pl) Oly Ola ode oy Say A yletlly Holes! Odd Lal BSI Sy global GIT Seas Ly SAI plat Lal Shay (Gt Liab Llsty pala J Lia aall ge Cothl ate y welts tp ISM sary ldoLessonS 63 Text 2 dal 3 wblcle Ile saat Sia cil lel tee See GS DAN SS ea gat raf Se as & atl ae ul let Stes of Al Se cael Sf hey Oj pe Of Ce Saad OS of Getty te GES Gel tee Sqeowe hia fo Susi Bai 3 ON ge geome Ibe oad raat Sal Ga aly lee Sp Lady Gail ge Low pt oll By Gat Y Oj pe er ed ES eal cal wake Soe B clea SI ead y ad» Seale Sel il el feds tee sRagall Sf a pall GT OW, ell ole dle ge Gud GIL a cael By Ue clot Sua SOhme9 pet BE Aad a bly raat fe se ee soot Ball Sp Ses ul Slr 255 Luasf ode tee ine deb ley edt eo gud dy abe Ufy wae de emai the de gale DL coal I ee abel oe city tee Exercises: 1 Put the correct form of 2 y in front of the nouns _ gig. okadl ... wGpball ilo. L2 Put the verb in L1 after the nouns. Remember to apply the rules of agreement. L3 Complete the sentences by adding the verb —-*3.64 — Lesson 5 Ap SEM. eBoy oleh. Gaal tLe. call Guball. EL Osea aA SP OM eledl Sy UU ial lal Saat... oped dp tll... abel Wy JE. LA Put the proper form of «25 in the following sentences without reading the nouns and pronouns in bracketS. . Cheat. ah) Ua ole A, badly Lg GUS... (UI) + A) BANS BAN. (oA) Ca) de Chall. (AN SI de Bats SI LS Answer the following questions. Salt 55) fey oof Ul Seal ee She Ny cued be Steal Sy} ced fo Bees of dl NBS a8 oof Ll Sey all ogi obey col Uy Seed ca pe oe Qe Sle NI OAT oh Uhh paaet fe IOS canes ol (SL all ct Sela aly oof SEUS GLa fo Lee Yl aie ot Solel pet oof ope Syed cyl Sf SUS bad oye Sle YI oI Jo Sle Sted cp ar SUS Oe So pall elie i 15s CO jal ye Co pul IBLE Pe pal Le Sy gle oof UL L6 (Homework) Put the vowel endings in the sentences given in L7. L7 Ask about the subject, the object or the prepositional phrase of the following sentences by using the the following interrogatives: «pf cISle coe e+ cepa cot of ot col db Change the 1* person of the verbs into the 2" person. fb Joye << ae I Sols << Sots SUS Capel oof ga Opal Ge WUE Capel US AF gel dy oS Whey all oS gt Gobo Ube LB opal Sel OM ope Aa) at oaMabl SJ ag hey jhe oy by ods Leleor iy wl ob I code Guill J) J) ed te BAS Lady ASU) le IS Casy Gaal SI Lynd 32 Ole! SLE LL, Gye US Jad Bue hel cae oto ee ddl ba bia! er PIN cle U llly pl SU da gi le Clea bey dL Ag pl) Old Gy oyd gl obey lad! le cob L8 Add the Nisha to the second noun. ye dh << e-O ™Lesson5 65 ~ ME pe ST tl = F Laer) Ge le — OL IE - ODE Raysgt ope — Gest WLS - Oyele SA - Gb il all -— Gb il Pam Sap nt Bye ee G1 The teacher quotes personal pronouns and the students add the proper perfect form of the following verbs: wey late | SST] oe | Ste | Ji) oS | ae | os! Jes BLO G2 The verbal sentences given in the 1* person are to be changed into interrogative sentences in the 2™ person. feUsle fe < ds Els Of cone le cee pt cee ley Cet ily Ca” Le NN eer” Sh 8d IU of ei,6 aka Cie a ie dy dt bes Shall iy ayghofofs le ofs bt offs cad! U1 ,03 CrUbll of cae tke AS ody SI bes Grell eS gad as tll Bla «spay eed Gaal UP ad. ly dp obey tla Sp ehey ple J off dle J yd) Capel ola caf, pany hed cota UJ eas thes dy op ctl a yg ee dt ost ep Ie st ee Lely @ ple Lela! wie Op g he. Gele GAIL Since al. “to travel” - although differing in structure from Jad «aS «83 and the other verbs known until now - is conjugated in the perfect tense in the same way as the verbs mentioned, we use this verb in the exercises as well as Cui) «22 jl etc. which you leamed as vocabulary items, G3 Same as G2, but starting with the 1" person plural. We Nes ie < Uj © G4 Same as G3 but starting with the 3“ person singular masculine which has to be kept in the interrogative carat Dee NOS feo < De SN oS (The sentences with <1, ee | ‘must be omitted in G 4; 5; 6.) G5 Same exercise, but starting with the 3 person singular feminine. G6 Same exercise, but starting with the 3” person plural masculine. G7 Transform the following sentences into objective clauses introduced by OF, egal Sp aby bey ot epiglcley phe peal Alar 3 al SS Be Ebel SU cat y Up LALA gle Lele! obi cate BS ogy hey abd J) all ley She d) Gall cle!66 Lesson 5 Start the sentence with one of the following main clauses according to the objective clause you wish to form: ae Seine fo LS fede fe det Cable < ee ® Do not forget that the word order changes after &t in verbal sentences. C1 What are the names of the capitals of the following countries? seer ALE als sh lie yy ltd y Led b Lily lds Lane! JW pl lbhe] Sab oe pall Answer as follows: sgt Leal tack C2 Write your name and your address in Arabic. C3 Prepare a dialogue according to Text 2 for the next class hour (greetings, questions about past activities, good-bye). Final Exercise: 1, Fill in the gaps with the correct form of Lo. eis LO geladl , spalall Spat... dled... agi. dial. see Sh eels Get dP OUI 2. Fill in the gaps with the correct form of © -2. Spl Be CL. OUI Of bah OS ell Ube Of caer BSS pep ne rail 9 peas. ould Scie Koll coal) eo Bygill Ae OF taf OS oly All. ON Of cae Teall 3. Transform the second noun into a Nisba-adjective to get an attributive construction ~ Opal ale — ¢ Leal he = Lb nt = Oye ee = Bales — ODE a we = GUS We - Caf il all - OS cold 4, Transform the verbal sentences with the verb in the 1" person singular into interrogative sentences with the verb in the 3" person plural masculine and translate the answers. die Lot cae he oF OLS casy Gail dl ches opal G ebe ple gel ABMS eed) Aes lS pt G cles Gull ge IL. Ailes LAbG Of cae Age Lub gabll g cist Ab yb Ley oS .ayall Ula de HA) one yLessonS 67 5. Translate into Arabic. Good evening. How are you? I am fine. How are you? I am fine, thank you. Where were you yesterday? I was in the university in the faculty of medicine with Ahmad. What did you do there? I read books and drank tea in the restaurant. What did you do in the evening? In the evening, Iwas in a disco with Ahmad. What did Ahmad do in France? He wrote many letters and held meetings with French companies. 6. Write a list of words in the plural having the pattem structure Jls! and Jel 9. 7. Write the following terms in Arabic: equational sentence, verbal sentence, perfect tense, number, singular, plural, masculine and feminine.Lesson 6 perl! Go yl! 1. The Genitive Construction (1da/2) (#5)] Stall Sualf, A noun cannot only be defined more closely by an attributive adjective, but also by a subsequent noun in the genitive. The relation of both nouns to each other is that of a governing noun (nomen regens) to an attributive adjunct (nomen rectum) in the function of the 1* term (Stall and the 2™ term (43) Lally of an Idafa (a genitive construction). 1.1, The governing word is in the so-called construct state; it does not take the article or nunation. the house of a man bs the house of the man wes If the word in the construct state terminates in 3, the 7a’ marbiita changes into -f in the nominative into -fi in the genitive into -fa in the accusative Pronounce: shantatu I-mu‘allimati Pronounce: shantati |-mu‘allimati Pronounce: shantata |-mu‘allimati the example >" £2, it also characterizes membership or close association: . ¥ arr the member of an Arab delegation ee By Hab and a characteristic feature or a quality: the symbol ofa deep friendship "Whose house is this?” As there are almost no compound words in Arabic, the genitive construction, along with other syntagms, is also used to create word combinations with a stable lexical content, which are roughly comparable to compounds in English. the students’ hostelLesson6 69 In this connection, the translation of the indefinite 2b <4 is not “the house of students”, but “a students’ hostel”. 4A2 Word combinations like “a house of the man”, “a member of the Arab delegation” etc. are expressed by means of prepositions. Particularly the preposition ¢+ (sometimes J)is suitable for this purpose: ‘house of the man 1.2. All terms except the last in a genitive construction consisting of several terms (genitive chain) are in the construct state. the appropriateness of the policy of the overnment of the country 1.2.1, Not more than one noun should constitute the 1" term of a genitive construction - in good style. Whereas we say in English e.g. “the head and the members of the delegation”, ic. two nouns followed by a genitive, we only take one noun as governing noun in Arabic, put the other one behind the genitive construction and relate it with the 2” term of the latter by the appropriate affixed pronoun (cf. below, Gr 2.): Tit.; the head of the delegation and its members obkaeTy 5h ny 1.2.2. The following rules regarding definiteness apply to the genitive construction: a) If the 2“ term of the /dafa is definite, the 1" term, which is in the construct state, is also regarded as definite. Consequently, an adjectival attributive adjunct ascribed to the 1* term has to be construed with the article. However, as the terms of the genitive construction must not be separated (with one exception - of. lesson 7, Gr 2.5.), the attributive adjunct must either follow the whole genitive construction: the beautiful house of the man Neill oO ES or else it follows the 1* term, so that a possible confusion with “the house of the handsome man” can be avoided, and the 2" term of the genitive construction which has been dissolved by now is added by means of J: PW eat Oto This type of construction is rather frequent in modern Arabic. b) If the 2 term of the /dafa is indefinite, the 1* term in the construct state is regarded as indefinite: a students’ hostel70 Lesson 6 An adjectival attributive adjunct ascribed to the 1° term of Jdafa, i.e. to G2, follows indefinite: anew students’ hostel Sue Wb OS The sound masculine plural drops the © if it functions as the 1* term of Idafa. Dy ke with the teachers of the student soltba les the teachers of the student s 2. Affixed Pronouns (hail! ‘itecalfy There are affixed pronouns in addition to the so-called independent pronouns in Arabic. 2.1. They are: pl. sg. a: 3" p.m. = io . 3" pf. a - os: 2" p.m. a. os: ™ pif. ae u. Ip. go (at the end of the verb 3) GA3 ‘The auxiliary vowel after (> and 2.2. The affixed pronouns can be added to © nouns, © prepositions, © various particles and conjunctions (a. o. Ot “that”) and © verbs. 2.2.1, When combined with nouns, the affixed pronouns are equivalent to the possessive pronouns in English, The noun is to the affixed pronoun what the I“ term ofa definite genitive construction is to its 2™ term. The noun is the governing word and is in the construct state, i.e. it does not take an article or the nunation. ph a their (m.) house his house their (f.) house her house your (m.) house your (m.) houseLesson6 71 your (f.) house your (f.) house our house my house a An adjective added as an attributive adjunct must take the article: your new house fuel SSE 2.2.1.1. Peculiarities of pronunciation and spelling: The affixed pronoun of the 1% p. sg. assimilates every short vowel that immediately precedes it. my book in my book Have you seen my book? If the vowel -i or -7 (also ay), usually found as an ending of the genitive case, precedes the affixed pronoun, the -w of the suffixes of the 3" person changes into -i: Ben in his house in their (pl. m.) house in their (pl. f.) house oe 3 The -v or -i following the suffix » has to be pronounced as a long vowel: baytubii/ fl baytihi . The final $ changes into jf affixed pronouns are added. a woman teacher my (woman) teacher your (woman) teacher etc. The sound masculine plural does not only drop the © when it functions as the 1* term of an Jdafa, but also if affixed pronouns are added. your teachers at / with their teachers Thave seen your teachers.72 ~~ Lesson6 The affixed pronoun of the 1* p, sg. changes into (¢ after the long vowels @, Zand ay. with my teachers felt BG + OT ky G4 Remember: “My teachers” is ¢gale* , and not (5 sale, Bas cf father” and ¢{ “brother” have special forms when followed by another noun in an a or mane suffix: nominative: his father / his brother = ¢ ial [ isi, genitive: his father / his brother = +f / suf and accusative: his father /his brother = eL=" / olf, 2.2.2. When combined with prepositions, the affixed pronouns are equivalent to the objective of the personal pronouns in English with the personal pronoun functioning as a prepositional complement. with him ; of / from among them ; with us The English word “to have” is rendered by means of the prepositions ie «J <& + affixed pronoun. The preposition -s “at /with” is the one most frequently used: Do you have many books? GAG The preposition (<5 is sometimes used in the same sense as “Le, It is an upgraded or more formal version of The preposition J “for”, which mainly serves to emphasize ownership, and the preposition + “with”, which is used to express that somebody has something with him at the moment, are employed for this purpose as well. 2.2.2.1, Peculiarities of pronunciation and spelling: ¢ takes on the form “J , when it precedes suffixes: J< i « GU etc., except for the suffix of the 1" p. sg.: The 0 in {yp is doubled iF the suffix ofthe I"p. sg, is added: ox J and ae take on the forms - | and - 1 , when construed with suffixes: we we ole al This rule applies to the preposition csi as well.Lesson6 73 2.2.3, If added to a verb, the affixed pronouns fulfill the function of a direct object. Thave bought the book. Thave bought it. You have written the letters. ‘You have written them. (bl lis regarded as f. sg., this is why the verb is construed with L ) Take the pencil. Take it. Have they drunk the juice? Yes, they have drunk it. Did you attend the event? = Were you present at the event? Yes, I attended it (= yes, I was there). 2.2.3.1, Peculiarities of pronunciation and spelling: The 3" p. pl. m. of the perfect form drops the Alif if an affixed pronoun is : 341. Waw is inserted in front of the affixed pronoun in the 2™p. pl. m.: 3. Definiteness (Summary) A noun is definite if it is construed with © the article: a © a subsequent genitive: Pues an affixed pronoun: ae 4, The adverb (Sf) There is no specific form for the adverb in Arabic. Adverbial relations are expressed by the accusative or by prepositional phrases. The adverbial of time (CL) 45), takes on the accusative case.74 Lesson 6 in the morning © morning (at) noon, midday © midday in the evening © evening in the morning of this day = this morning ¢ ‘Al che in the evening of this day = this evening edi se A prepositional Phrase construed with (3 can take the place of the accusative in some cases: cial p- Le, In general, however, the adverbs are lexicalized. The student cannot form them on his own, but has to learn them as vocabulary items. Lesson 22 addresses adverbial constructions more extensively. v professor, master thousand America first (m/f) which (m/f) How much is ... ? ay is give so. so,’s regards second (m/f) the second (m/f) in J eh ast e ou isl ge foreigner, foreign Bele Ae! answer, reply 4 of cle to attend sth. Spam You Spam | UG pam | 3 for (elaborated style of address) lecturer, reader, professor Oy in celebration, party, féte ol g dir government ol gh x greeting ole appr.: Best greetings... --. tary 4b (standard opening of a letter) service bg tle {| fig.: May Ihelp you? to go out o ec» co sincere abe | gale diplomatic, diplomat Os @ (ele sl> class, step, level Age teacher, lecturer ore dollar ol S oY. 2 ticket, card president, leader, chairman, le % id wb manager escort, companion, attendant Oy ¢ i A symbol, sign jx) q Po T want... (sth.) (el wonderful, excellent, marvelous a ly week tl te oi theatre, stage w eer i (stage) play cle ea price dled o Ae journey, trip ed ca tobe on ajoumey, traveling, Oy ¢ ilueLesson6 = 75 traveler 7 : tourist ~ | efices desk CIS ouristic tele s niveau, level ele eee travel agency poll Se 1 chemi: to thank so. for ee S2| Demisty shes to see; to look at a sacs, | @7eP) at (loc. a. temp.) ow difficult language be es midday, noon enjoyable excellent 4 dear, beloved subject sy eB my dear yesterday evening el le my dear (f) king, monarch St a member waiting for y world, universe like this, this way, thus internati there is / are international sl deep civil/public servant, officer, O ¢ Bb y+ title; also: address oa gke zo [sib | employee, pl stat . physics “ clea time period of time oui os, strong, mighty, powerful 3 Text 1 wae JwLy Me Sue wodayy igh 44 Ub cd dps TUS ot sy et fs UL, ype CUI GS ale AM Sh Bert oad Be ll St Lal le cues Rack y Wor UL gh Be pall ode Co) LUM) Lalo 6 pen im pe RPT BE Opel gry Opel gy LY oy So pb Bea, las) Ce BS Lel a Why y thee im Rm pall dey Oa y ie ge db Le Sa 3 pl mgd fe Stel Sy Coals ayy eb GS OW Sp pee y ae ae eee le BL Oy cL, Opell Sue ON Bp SHE yt) BS dene Shy ty ely illy ebay Ch g i Leyva Faker 6 gall fo SaeslL76 ~~ Lesson 6 pede aS ply eng uel tabu te aly chlor thst g uf abel! Hite ie Text 2 edt Seb Gina of Sgery Sal saab i Sal SN Ss aT Ut ces Saw sta Sciyulg wslall g sf oY Sate af J) sobs JI aol last sf Uae yo sdf de> wlll a fUb Ska GES Sy lle abe ap al Thom gi" Na Seek ye Ei pam Ke sla cps Sli Sg ys cyl « Dor Sule Ay ll Ube AS pl g eel 3 eee ot Ss plage Olah do sls fo saab jt ba geey be polly Sosy ally Sly iy dL Ble pa GBA Olay, Lp plas ef 6 ose Ale AS hy Ab ys Ul 6 cree ia pad DL er Se LS ee leLesson6 = 77 Exercises: Li Every student answers the question $02) / G21 Las well as the the following questions: Sos | Vis gut le | Geile / Yana L L2 A student forms interrogative sentences with the following words Bylo aS al S old OS AS ly led GE og according to the structure $lLs (+ ©» “Whose house is it?” Another student answers as follows: Gte ce lie | pdt cy te | age Mia a.o. The predicate should be an Jdafa or a noun defined by a suffix. 13 A student asks questions as follows: Sabb bode fo Coley Ibe fo Another student answers with “Yes”: BBE oe eth age WLS ed or with “No”: Ginbe Wo ode Y inte cy Lie Take the words for the questions from the glossary of this lesson. L4 Add the adjective yim ( 54> <2!) to the following nouns defined by a suffix as an attribute. yah < ge ® egphidee clo par cl (LSS Ge eae cL cL SULT pKa och SE cLgeatler (Ele jue Gagietline (pA lla oF pail L5 Answer the questions with one of the following adverbs denoting a certain time. slab Bec leall Bc mel cel Flee hg clelae WM cle ctadl che AB sl AS clans cg gl cline SCAN cole co ye deen) Ou JS) pao Ble ae S(Blee cig thy ALA e pobly deal! SN Cad se78 Lesson 6 Paclacr| 1b gl) Lie ce (BEM Uriel er ol Aurel any Uel er GL Spt pee SEN eS) ae OLS) SI capt Qe SGSBL po ig elaasl i g) BLE ty Said pam (ce Syl cnet ge SOUS Cae FAUS I yled ce Sr. A nee Hall) Lape A} Nyt L6 What is the root of the following words? | Lae | peolen | that | gales [ES | yada | Sp [eee | cme | [ijt | ae | Clee | Gale | ples | ee ceo AS | pt | Ne G1 Form genitive constructions with the following words. 1* term 2" term (defined) See thaled lyber Ghee ohyf ool ce Le Pt des hyled cI por cldor Col yf Be 2. Bans Blow oy BE OT LT Gee 3. A cae Bye aE oy OS wns 4, AS cls Be age ce dT Bae ONE Cg sp hrs (7 lene (open hake 6, jE coiled flee cole yjlae incle 7. Bee dy Osi Gils cbacl (par by 8. G2 Form genitive constructions with the words given in G1 1.-7. in which the 2™ term is not defined by the article but by an affixed pronoun. eae Cpe eGghye Ul G3 Transform the genitive constructions of G2, 1. and 2. into the accusative by forming a verbal sentence starting with Caf). Bp lglah wd okal ©Lesson6 79 G4 Replace the noun after the prepositions } «le LS 4, Translate the following letter into Arabic. Dear Mary How are you? How is Fatima? I have a lot of work to do. The courses are difficult and 1 attended a lot of lectures. Up until now, I have attended lectures in medicine, physics and chemistry. The lecturers and the professors of the university are at a good level. What about the courses in your university? Did you travel to Muhammad? I wrote him a letter. His reply arrived yesterday. He wrote that he went to the theatre in Cairo and that he saw the Egyptian president and a lot of politicians and diplomats there. Lam waiting for your reply. Give my regards to Fatima. ‘Your friend PeterLesson 7 elendl vs] 1, The Imperfect Tense (¢ jal) 1.1. The imperfect tense is the second of the two simple verb forms in Arabic in addition to the perfect tense (Lesson 5). Jt almost always indicates ‘An action or state taking place in the present (,2L+l) or future tense (421!) and may express a habitual, progressive, future or stative meaning. SAI The imperfect tense can sometimes be employed to express actions having taken place in the Past, as is the case in some subordinate clauses. This is connected with the fact that the imperfect tense is actually neutral as to tense and merely describes the verbal action in its course. 1.2. It is characteristic of the imperfect tense that R; is vowelless and that Ry is followed by a so-called imperfect stem vowel, which can be a (Fatha) as well as i (Kasra) or u (Damma), The vowel w or a suffix follows R3. The persons are expressed by prefixes, 1.3, The conjugation: imperfect/indicative to go to ask isa, toread. | therefore G2" p. pl. m) O558 | Osh82. Lesson7 likewise in os to drink oH io to hear eH Itis win to write ag and iin Oe to know to hold AA2 Verbs with 5 as Ry drop this y in the imperfect tense: bey > ear qos > Ra. Cf Lesson 11 regarding this subject. GA3 The imperfect tense of all verbs will be placed in brackets after the perfect tense in the vocabulary list of each lesson. It is strongly recommended to the student to learn both forms, as there are no rules according to which the imperfect stem vowel could be derived, Verbs in which R is followed by / in the perfect tense have the imperfect stem vowel a with very few exceptions. 1.4, The particle C3's0# or its abridged form 4# (as a prefix) can be placed in front of the imperfect tense, so that its future aspect is emphasized: He will definitely write to you. / ay ye ae He is sure to write to you. Sod Seca 1.5. The particle 48 + imperfect tense meaning “perhaps” also denotes a future action or event as a possibility: Perhaps, he will write. 2. Demonstrative Pronouns (&jL23)) $le24f) 2.1, The demonstrative pronoun that indicates what is near with respect to place or time is: pl this, these seLesson7 83 The demonstrative pronoun that indicates what is farther or more distant with respect to place or time is: pl. sg. os 5m. that, those was oe ob f. AAA The first syllable in Lis cole ce ga and J5 , the second in tls sf , contains the long vowel @, which is not expressed by Alif, as is otherwise usual. However, the initial u in £19 s! is short. 2.2. The demonstrative pronoun is placed in front of the noun which is defined by the article: this man eo Gs that man this girl that girl these men those men these girls those girls AAS Note that the fem. sing. form of the demonstrative pronoun precedes the plural forms of words which denote non-human beings: i} ee 6 yes) LUE 2.3. The demonstrative pronoun follows the noun which is defined by an affixed pronoun: this friend of mine (ib ate these books of his ga these friends of ours Nps Upatel 2.4. If the demonstrative pronoun refers to the 1* term of an /dafa, it follows the genitive construction as well:84 Lesson7 this book of the teacher Na plas ws ah eat those friends of my teacher Gas! goles nel 2.5. If it refers to the 2™ term of the /dafa, it precedes it, i.e. its position is between the 1“ and the 2" term: the book of this student sll Ia Lous the friend of that girl AG However, it follows the 2 term of the genitive construction if the latter is a noun which is defined by an affixed pronoun: the book of this friend of mine It is consequently possible that a construction of this kind may be ambiguous, as the demonstrative Pronoun may refer to the 1* term (this book of my friend) as well as to the 2"‘term of the Ida (if both terms of the latter have the same gender). (Cf. above 2.3.) 2.6. The demonstrative pronouns do not only fulfill a deictic function, as described in 2.2. - 2.5., but they are also used as nouns. They can fulfill the function of the subject in an equational sentence, and of the subject or the object in a verbal sentence: This is a teacher. These have drunk the wine. ‘That (is what) Muhammad has done. Agreement in gender and number between subject and predicate has to be observed here in the equational sentence; if the predicate is defined by the article, one should insert the independent pronoun as well (cf. Lesson 2, A7): feminine predicate masculine predicateLesson7 = 85 Combinations including ELIS occur quite often in the lexical area: JU “therefore”, ¢LJ3 4) “after that”, ¢ “pefore that”, LLI3 a4 “yet”, “nevertheless” a. o. 3. Diptotes (Oy-all (2 ¢ sath 3.1. We have got to know the declension of nouns in Lesson 4 which have nunation and three cases, when indefinite. They are called triptotes. Nouns which do not have the nunation and which only have two cases, when indefinite, are called diptotes. We compare triptotes and diptotes with each other in the following table: diptotes/triptotes (definite) |_diptotes (indefinite) itiptotes eZ eS Jeo 8. s a. Accordingly, the characteristic of diptotes consists in the fact that the final ‘Nin is missing and that the genitive and accusative endings are the same if the diptotes are not defined by the article or otherwise. A7 Particularly the plural forms of words containing several consonants (fav, fa°alil, fa°ali, futala’ a. 0.) and adjectives of the form af‘al, fem. fa‘la' (many adjectives of colour have this structure; ef. the glossary of this lesson and Lesson 25) are diptotes. Diptotes are indicated by a final ‘amma in the glossaries contained in the lessons and at the end of the book: auf « 2G.Lof, 3.2. Al place names which end in a consonant and do not have the definite article (except those ending in %\ -ai) are also diptotes (sla, «jae cL), 3.3. Diptotes which are defined by the article, an affixed pronoun or a subsequent genitive consequently change into triptotes by this process: sb eB / eSB / Vv 9A8 Some words are marked with (coll as collective nouns which willbe delt with in detail in Lesson 20 to take sth. =» (deb) 41] food, dish, meal SVS eo and so on, abbr: & 221 d}| European a ice cream me Ls ao aubergine, eggplant (coll) Obei3h certainly, surely, definitely cat sth.86 Lesson 7 oranges (coll,) _ onions (coll) ba watermelons (coll) gece | ahi potatoes ably cattle (coll,) ji green-grocer i balcony beer white among them apples (coll) Cai following (sy Ju after that ~ garlic (colt) es waiter (Fr. gargon) Le Os waitress LG Bele tossit, tobe seatedon de (alt) Gal nuts (coll) 53> hungry che cee pele pilgrim ao ee cre hot (also food), spicy je dessert; sweets zt red life sometimes mutton, lamb (especially) for green vinegar different plum, peach (oll) cucumber (coll,) sh chicken (coll) ¢ler> to enter sth, = (peuy Jos to study sth. > 5%) Gee flour oss without, under ogy [35 that, those ass cub ¢ obs to go (to) (Sd) Cady 5 to come back to dt eS» Ce looking up, consulting, review ely rice 0 bottle ole folky} plant sth. 2 G5) €25 olive (coll) 39°55 toasksb. aboutsth. gee (Jey) JL question ale She to live in BCS SK knife (im. and f) (SS @ Ser salad aby. / dL. fish oll) Blatd @ ele year Oyster ly @ aw black Zloty @ Sgl hagglingabout de 3 GL ge a slant soup buying, purchase apartment, suite form, way, manner in the following way fork expression, term necessary fordinner lta lab weather ab to order sth, _— to ask for sth., to demand Of aw Gb tomato(es) peu “Abd ar-Razzag G5 ye lentils (coll,) de mineral ge Iragi al thirsty ae ¢ Abe ¢ bithe to know sth., that Sts (phe ple to work Ce be grapes (coll,) ae normal open, opened t radish (coll,) Jans mushroom (coll.) ai please hate [fas please (as request) Sai op (¢) Wiad oe pepper i cup to understand sth. beans hors d’oeuvre to read sth. close to, nearby café hall ch ee list Aidol ¢ WE Lesson7 87 menu plea) Aa55 as, like, furthermore i us glass woo As alcohol are t00, also wis meat ceo necessary (for) ) ed friendly, nice tub ¢ i spoon GDL & tal almonds (coll.) 53) colour agi of day and night jhe Od lemons (colt) 2 sa5 period of time bas @ oe time ole he for the first time 3. a 2 apricots (coll) salt forbidden, prohibited et bananas (coll) 53 water as far as ... is concerned to look at the people this, these Thope you will enjoy it. (the food) (answer) meal, dish J Gay lt Veo ode Me ty 1d) Ste liye iy88 Lesson7 Text 1 lis) ue led nl op eB ee GG Suly Bald) duly Ge SL dy al AU! |» af CON GAA SLI, YL J) sy git oS g oust & bt Cotte LN Sy ot ot a lb Lae ory BS OSE glad Ls Beg wale ed ba See argh Ble Rey gpl LSU ol 2d SUE Me} L591 SU Cait galls SSA yy le eS ae Ube ae al eal ob ally SYS dul cpio cle Slip ae rly pte By gel Jabs cle dager yj pe ido OV SE Fah other eles ye pt ed Gate tt he ied ops ae iy el iy si cpbleb cables clot cpg ay DESL sol yl ast Ueglall B bly GBI Joy SI II te GU SU SF Gall Joel oo cule Coal ty Sarl) Ga gi fo WAS ote Y ae af sty gli af, Ged Sem aptly & LES gall ope Cagle ale US tm spel alendy Seest WO iy all OLodlarall Ler) oo pi LT, et) Sh ert eb ll roby bly SY, SUL Text 2 prvali G Giese af ot cla _ 2B ge A! IT oye Base Le LaF OLE yr UF eta oye label LSU Cale Gy gl cline Lie ay FASE Lal ule Be OA,SL Lae Hull ba fas ay LI Oleh Ul Ta Tae fe lieLesson7 89 ak 3 pt dye edly oY foal bly wg Ope Bary ray ides obey rae Lite FOISY) ols Ley Sy Oph By G ptf a —LULr—~—s—s—S pb OUST a els fs abd sly ol gl atly clr tl hy Ft ee dor gl oda ole easy) Say gtdly OED Rat ASy Hale ge ole ge Le Boe 8 SG SOA SLL. aball Lhe gy JST Y sestall Sy psig pahy they tae gb Se en Bh KE Uae wel Stabs fonds ESL poms iby sds pally Chanhy al pt gf COGAN odie deT uf Sa yg3 sf ols ITV sary wtlLeai oye 568 sR ew oe Og $e HAN sf JSS te Sled) Sele BS y Be BS eS ol Maye lee ISVS) Le « [at ey WS yhy Rial Aad os olay di) SU TB yp dl TB pw Ad 2B yur Jl 2B yer hl the et TB yw Ad ie 1B pe Ad 1B ye 1B ye A TB ye dd pet90 Lesson 7 Exercises: Li Define the following nouns by means of the article and put the appropriate demonstrative pronoun (\4Ls cela phe cole fae IT Ei er et G7 Vice versa. G8 (Repetition) The simple verbal sentences in the 1* p. sg, are to be transformed into interrogative sentences with the verb in the 2" p. sg. m. i fs Cle fe < UE Hegel os ANA Shall sap ly wag of of SLEW ots tl of Sls Setey flit ots BLN 15 ody dt hey (ye pall (sty) Sp 8d Gates S85 tthe cued Gal deed oly dl ees spat te sll eyo lai SLs LUI ea pth cole ct, splat dis Oped Ge oo dele pW cle angi] ob ll cist LA cnet pl net ley eS vile aS le Sh os” LeLcetLesson7 93 lel) of cae Sad be be Nebe dy dt fey shall say of caer weed dyed Oa of eae Le Ud) a5 C1 Answer the questions. db ol g/t cel 3 Tab) Cleall | belee (om pts) ots Lie S(plada)) sy celal G(elenlh g / Ehne cath 3 | (ely Clea eee (als ty Ys iL C2 Prepare a paper to say what you are going to do tomorrow. Use the particle Fy» or the prefix .y. id Jatle coos Mp ashe De cad oy cel C3 (Homework) Write down what you are going to buy for the weekend or a party. Consult the dictionary and ask your teacher about regional or dialectal variations for certain foods. C4 Prepare a dialogue based on Text 2 about having dinner in a restaurant. Final exercise: 1. Add the appropriate demonstrative pronoun for what is nearer with respect to place or time. 2 AN all. ol pad Coa (Ogos cee (ond. «ake De Ble Nn OME LS. BL. ca AS. oles! 2. Add the appropriate demonstrative pronoun for whet is farther or more distant with respect to place or time. 3. Translate into Arabic. this friend, this book of my friend, that bag of the woman teacher, the new house of that civil/public servant, the drinks of that restaurant, these vegetables of the green-grocer, this bottle of the friend, these notebooks of his, these friends of ours, those restaurants of the city This is the teacher. This is a school. Those drank the juice. This is the waitress. 4, Transform the verb into the imperfect tense. cae ay pl aU Lo Lal SJ ol SUI hey esl SL all sil bey C————S——SO—OOC*:*é# Melee! Iyade TIBI ches cdl Sf Laeey pall og Calas ad pt dank gst Lays ce AST opt cogs94 Lesson 7 5. Write the following weekend shopping list in Arabic. Eggs, butter, cheese, milk, bread, marmelade, sugar, juice, honey, fruits, vegetables, apples, eggplants, oranges, watermelon, potatoes, beer, garlic, nuts, vinegar, plums, cucumber, flour, rice, olives, fish, tomatoes, lentils, grapes, radish, mushroom, pepper, salt, beans, almonds, apricots, bananas, lemons 6. Translate into Arabic. I will study Arabic for a year at Cairo University. He will live in the students’ hostel. She will write a letter. They will drink tea. No, I drink beer. Will you drink alcohol? No, we will drink juice. I am hungry and thirsty. Do you have starters? Yes, we have a lot of starters. Is the meal hot? No, it is normal. Hot food is good with hot weather. Have you got mineral water? Please give me a knife, fork and spoon.Lesson 8 Atl Goll 1. Subjunetive (sail ¢ Call ana Jussive (@s'#! ¢ sally ‘The imperfect tense consists of several moods. The indicative (cf. Lesson 7) generally serves to express an action (an event, also a state). The same applies to the subjunctive and the jussive, which, however, never occur alone, but are only used after certain conjunctions and particles. 1.1. The conjugation Jussive Subjunctive GA1 Only the imperfect tense has the subjunctive and the jussive. The perfect tense has only one mood, the indicative. The subjunctive and the jussive differ from the indicative by an a (subjunctive) replacing the short vowel u after R; or by R3 being vowelless Gjussive) and_by the suffixes -ina and -ina being abridged. In the last-mentioned case an Alif, which is not pronounced, is added in spelling to the long vowel -i, which has become final now - like in the 3"p. pl .m. of the perfect form. 1.2. The usage 1.2.1. The subjunctive occurs only after certain conjunctions in subordinate clauses: afi ofthat”96 Lesson 8 Lask you to do that (li . that you do that). (fem.) I ask you to do that. (PL) Task youto do that (lit: . that you do that). US | las Of Se alt Y Of contracted Yt “that ... not” Task you not to do that. Tne uy wahe (lit,:.. that you do not do that) 23 (a VE y of CBE JS and (SS “in order that”, > “so that, until” He asked the friendin order, yy =" oP cog _ that he would know the way. eB GA STS Gs He asks, in order to get the answer, Tope AP (lt.: so that/until he knows the answer) AIGA & Sy The negatives are XU or USI, or SUS. ‘The negation (J, which negates verbs in the future tense, also takes the subjunctive (cf. 3.3.). a2 Of is the conjunction which occurs most frequently among the ones mentioned above. The following applies regarding the differentiation between Of and of, which also: means “that”: Verbs which state something introduce the objective clause by means of of (the subject in the shape of an accusative noun or of an affixed pronoun is positioned after the verb followed by a verb in the perfect or imperfect tense). ‘Verbs which express a hope, fear, wish or demand introduce the objective clause by means of of following subjunctive). Only Sf 385 “after” and Of 12 since” take the perfect tense. See in detail Lesson 20, Gr 3. 1.2.2. ‘The negative particles! and Y, and furthermore J take the jussive. Actions having taken place in the past are negated by means of pJ “not” (cf. below, 3.2.); the negative imperative is formed by Y “not” + jussive (cf. below, 3.1.). The indirect command (hortative) is expressed by the preposition J + jussive. Let's go. ad He shall do that, US “aa of 2. The Imperative oat Forming and conjugation: the 2 p. sg. and pl. of the jussive is the form to start from, The prefix ‘a- is omitted, and the double consonant, which has now been formed, is resolved by a prosthetic vowel.Lesson8 97 The prosthetic vowel is represented in writing by an Alif with Hamza (in the interior of the sentence Hamzat al-wasl!). The vowel is i- in verbs of which the imperfect stem vowel is a or i: It is w- in verbs of which the imperfect stem vowel is u: @A3 The imperative of the verbs Rj = 3 and of some verbs Rj = | is formed without a prosthetic ‘vowel: + “Take!”, | IS “Eat!” (Cf. Lessons 11 and 24). Negative imperative see 3.1 44 Another mood of the imperfect tense is the so-called energetic mood to express emphasis. It is formed by adding the suffix ¢- or {~ to the imperative or jussive. However, itis extremely rare in modem Arabic. 3. Negation . We have already become acquainted with three types of negation with oe A and J. Now a summary follows about the application of all types of negation in use. 3.1. ‘V+ imperfect tense = negation of actions taking place in present and future tenses: He does not do that / he will not do that. as hea ¥ @A5 If a verb form having a particle of future tense is to be negated by Y, itis only possible to construe it with Byu: JUS Jade Y Gy “He will definitely) not do that", but not with the abridged form + (consequently it would be wrong to say: Jaime Y). ‘V+ jussive = negative imperative: Do not do that! Do (pl.) not do that!98 Lesson 8 N+ indefinite noun in the accusative without nunation = general negation “there is no .. There is no god but God, Mubammadis the} % Messenger of God (the Muslim creed). 7 aie das Y is largely lexicalized in this particular function: dus Fae Y “there is no escape from it” = “unavoidable”; (c+) {2 Y “there is no way out” necessary”, Of cf GLE Y “there is no doubt that ..” = “without doubt” a.o tat dr ysyy ‘itis 4A7 Y also resumes a negation already expressed by another negative particle if no new verb is mentioned: Ld Vy 5 ,J1 4,2 4 “He has not drunk the beer and not the wine.” The double negation is equivalent to “neither - nor” in English. 3.2. oJ tu He has not done that. = negation of actions having taken place in the past: ‘He has not drunk the wine. He has not done that yet. 3.3. (J + subjunctive = (strong) negation of actions taking place in the future tense: He will not (or is not to) do that. 49 The construction with Y 3, + imperfect form is possible as wel for the purpose of the certainty of negation in the future tense: He will (definitely) not write /(I am sure) he will not write. SY 3.4, + perfect tense = negation of actions having taken place in the past: u He has not done that, 23 (fas Gato Le + perfect form is widespread inthe dialects, However, in modem literary language, d+ jussive is almost exclusively used. But there are several lexicalized expressions with L, both of verbal and of nominal construction, like e.g. ( pt) JI} Le “he has not ceased (drinking)” = “(he) still drinks)", > ... bf Le“scarcely had he ... when ...; no sooner had he.... than” a, 0, Lis the panicle in general use for negating the perfect as well as the imperfect form in colloquial language.Lesson8 99 present tense, though it is conjugated analogously to the perfect tense. Conjugation: He is not, you are not ... etc. The affirmative equational sentence, which does not have a copula (cf. Lesson 2, Gr 3), is negated by (2). The predicate complement is in the accusative after (y : The house is not big. pS CAS GS Tam nota student. Wb G25 They are not diligent men. Colt Vor Lyte There is no teacher in the room. ey (lit.: (There) is not_in the room a teacher.) our 3.6. “neither ... nor” The Arabic equivalent for “neither ... nor” is always indicated by the negation. If there are several verbs, each verb is negated by means of (3-442 2/4) or another appropriate adjective to the following nouns which are defined by an affixed pronoun. adh! Bey yl cL cb SU Lol op Sale Ge ganeles cle phe Gpgtolinn Ga sller cp Sal G1 Negate the following sentences by means of 4. | wills Shail 4 < sels © che Blin bles tle far AUS cde UU Iie US Lie Ad Lie LS Ny het aie Spork Iylee tks Lee dal HUG ipl eral! HU og S = egplie cle par (Ul cls, if gets ALS Lab ALIS fad AUS Pb AUS Odef ul A Gdet bt Lf Vy hell cy pt ela Sf Lped SU ced tlie J} cid 5 small oe caer pt Lae AIST pada GIST pal LIST 3 pal Le 3 pg US bee pnkell Les sles Coe fe pall oo gt tell oe oe seed pal chee Iphey tele opi gl choy al yl ey eal Vso ASM foe ph oe walel Sb tla 0 singh gh peg petogd UB Wye FG Nyaby US pen Cale LUD (ge Vp US aie Lede eedl wey Jew of Gee, G2 Negate the following sentences by means of ¢J ,Y or 4. Bgl oply < Bydl Gal © egal d] Gaal oJ < wdgall dp gail. ©Lesson8 105 US gil < wd ngs OH O peor yoy ags bs uty sedgall US ceo tS Lyles SI def LUS sf ey poh Oy Sew dy B frre _ ANS Bad ay ll aa) Slis SJ aasfol Cb thea Jp Cabiolg G23 uid g CS Ogre SS S18 OSL LUE pgs bl le bart eles Coll Coe SI SP Oy by Bd) S59 Tb fac Aptis UW eied gall J} G3 Negate the following equational sentences by means of Gad. Ngee Cua Ga) < alge CSU) © he Bal oS < dr a) Jes eV pe pth Slate pe Daal G Opell. ale erga 2 eel Ge Bande Lal ode olde OL) Li yt ibe sed als Oyeles clgall 3 ae Sjgrt Ble Ob wa Se OS ose Gael lid Abe abel ab Pay attention to the fact that in the last four examples the noun or phrase following the prepositional phrase is not the predicate, but the subject of the sentence. It is the type of sentence dealt with in Lesson 2, Gr 3.1., sentence structure 2, G4 Negate the following imperatives. geet Net GUS raf Sie Uf ened] [Sie dl} Goa) tesla ty 8) Lo, YALU N ghee GL gd Lee Myer af te pet PLUS i] LOLS I pled Lo ell GS NSN pene NS eneST NS ST LSU ecko 194 5) LOLS Lin 13] I yas) Ieee] Wend 3 G5 Transform the negated imperatives into positive commands. US Jens Y Lgl! AUS eG Yk | aSY ALIS Ile Y LOUD la Y Whe J HUG 15,5 Y Wee ye FY Y Sts dS) 1y05 Y Lpalall G6 (Repetition) Form genitive constructions out of the following words. 1" term 2™ term (defined) Bek OL BS ee OS oe 1 EST (Bley Ble cr ge cedF Wids 2. 7 2 ey! Je Mae Oj cg sph dale (oles to pee yds 3, OF lel of lee coh esl dnele 4,106 Lesson 8 Bb hale Olde ld « ce 5. ef Bhs that ler Glee wolyf Be 6. Bah Gye ey a ST OLS Ge 7. Ble ny Osdil Gils cole! «pee by 8. C1 The teacher explains the colloquial usage of “I want/would like to have. like pLe/ 3 jL_¢ (Bgyptian), og" (Syrian, Palestinian), 2 f (ragi), $3 (Maghrib) including their pronunciation and the omitting of the final endings in the colloquial language. Their usage should be practiced without pronouncing the endings. I would like to have a beer / a book / a white bag / a new car / fork and spoon / a dictionary / a big room / chicken with rice / tea / coffee / ice cream .. ele as | at / (gu | dple cple ut > C2 The teacher explains the question “Do you want/Would you like to ... ?” using the colloquial forms given above and practices them without pronouncing the endings. FOS Syle cif / ple cal lay fools Any / Ad Jas) WS LS) C3 The teacher explains the colloquial usage of “I don’t want question $... 3yle call ple Gal (Jay using the phrases from C2. OAS syle | le ea eee Ue ols sh 2 Oe wfu/y © OAS aie | Y > C4 Put a colloquial variant of “to want” in the places possible in Text 2 (orally). Pay attention not to mix different variants with the same speaker. and asks the C5 Prepare a dialogue about the same topic based on Text 2. C6 Discuss the meaning of the following sayings and proverbs with Y together with your teacher. , 122 SI psdl Lee (postpone) (fe Y (bigger) 2ST Gug) 395 ce LY = (blood) pl p> (except) Y] (religion) {> Y pall (Je (here: shake hands) ¢>4 YLesson8 107 Final Exercise: 1, Negate the following sentences by means of 4. Bye lye LA Gel Gag dL aS of b Gey ALS ae db Sth op eas all ot oe gees git pb UST Gail 95) ley oe ee SOK of pi eS Io ype (yh yt) EUG C3 plas Agel De MN ee Ad led BS Ne Y ogile clul roy 3 eS Gy G SI Jot ohy peal Oe of Bey Lng BH UII de 2. Translate into Arabic. You didn’t write this letter. The Egyptian delegation didn’t arrive in London, He didn’t take the newspaper. They didn’t know the Arabic dictionaries. You (£) didn’t write novels. I didn’t advise you (sg. f) to take these books. I didn’t want you (pl. m.) to learn Arabic. We didn’t drink beer. 3. Negate the following sentences by means of ¢), Y or 4. LM pH OTL NS ppd AL Se calgncee SI ] Oy pk Raa) EAU poy GaLsdll U3 eds wld Gel eee eed BIg SU casy eel opine oe ply alg ey col he gel oe coe till BE pS Cal of eb cette wal Sn 4. Negate the following sentences by means of J. ct ns Opies pal uel eb GF siden ey pe Shes ited tb gall 9 UPS CS gate gdb Sly pa Mail welt ge Sal pl 3 padll GL ISU ye wha 5, Translate into Arabic. He is not big. I don’t have a lot of dictionaries. She is not in London. You are not diligent. The students (f) are not tall. You are not a teacher (f). We are not clever. The wine is not in the refrigerator. They are not in the university. You are not right. 6. Negate the following imperatives. OF Shyer | aed | aa all pe a el | OSU be | pel ISL peal @ tL Veet ofS cod! feat | as ghd | tlie SY nas] dle) ST Ost 13 548 CUT ay all Legal face CAL 7. Translate into Arabic. The discussions are not long. He wrote on the occasion of the national holiday. The minister didn’t get the Nobel prize. The newspaper didn’t write about military cooperation. The president and the government of the country don’t make efforts to widen trade. The German minister arrived in Damascus in the108 Lesson 8 framework of a tour in the Middle East. The Russian president met his American counterpart, I didn’t know many answers. 8. Fill in the blanks and vocalize the patterns. Jussive Subjunctive Imperfect Perfect \ egLesson 9 1. The Dual (gh!) The Arabic language has a third number in addition to the singular and the plural: the dual. It is used when two things or persons are denoted. The dual is formed by means of suffixes the characteristic morpheme of which is the long vowel d, which is expanded by » in some cases. L.1. The dual of the noun Suffix: OL in the nominative, :;~ in the genitive and accusative: sg. 8 Cele dual a ockalf & ope a rhe GAL The genitive and the accusative of the dual cannot be distinguished from the same cases of the sound masculine plural in the unvocalized typeface. pl. n eran buke 8 tbe pul a ult pile dual a. g a110 Lesson 9 The ending 0 is dropped if the dual is in the construct state, e.g. if it functions as the 1" term’of an Idafa or if an affixed pronoun has been added. The same applies to the sound plural. the two companions of the delegation with the two companions of the delegation her two escorts with her two escorts A2 The affixed pronoun of the 1" p. sg. if added to a dual form, is (5 : my two friends (slis-Le; (cf. lesson 6, Gr 2.2.1.1.). There is agreement in case, state, gender and number between a noun in the dual and an adjectival attributive adjunct: : Ola otal’ obtyyadl ot LIF Okugod ovslalf yi gat, fiw otal se Two attributive adjuncts in the singular can also be employed instead of one attributive adjunct in the dual, In this case each of them belongs to only one of the two concepts embodied in the dual form of the noun respectively: the two teachers, the old one and the new one = the old and the new teacher The Syrian and the Iraqi government tually eel otekalf Gill, es oles Saif 1,2, The dual of the pronoun: (Both the independent and the affixed pronouns have dual forms in the 3” and 2™ p. The suffix is -2. affixed pronouns independent pronouns them both; both their a- | both of them es padiefyeslyou lolly both yoor | Gi | toliot'yeu ct ‘The demonstrative i has the same dual suffix that the noun has: é ™. 7 oli gla. ~ cplLesson9 111 @A3 In the feminine dual form of the demonstrative the long vowel in the first syllable is also expressed in the typeface. 1.3. The verbal dual forms Perfect tense: The suffix -d is added to the 3" p. sg.m. and f. and to the 2” p. pl. m. Imperfect tense: The suffix ~ni is added to the 3" p. sg. m. and f. and to the 2™p. sg. m.: imperfect tense perfect tense 3% p.m. y 4 _ one (4s) 2p. (ee) @A4 The ending 0 is omitted in the subjunctive and in the jussive, Imperative: The dual suffix @ is added to the masculine imperative of the singular: List « Sus] (appendix: Table 9). GAS There is no verbal dual form in any modem Arabic dialect, but some dialects have the nominal dual. Adjectives, however, are not attested in the dual in any known colloquial. This is why we, in the interest of actual usage, refrained from employing the dual forms in Text 2 of this lesson in the passages in which, according to the rules of Modern Standard Arcbic, a dual form would have to be ‘employed. 2. The Numerals 1 and 2 2.1. The Arabic words for the cardinal numerals 1 and 2 are adjectives and agree as such with the principal noun in case, state, gender and number: 2.2. They are: 2 T ii. n. Sety 2% we a. uel 4A6 The initial Hamza of OL!) is a Hamzat al-wasl: «4st ‘ply / 341, are not employed as an indefinite article (the latter is exclusively expressed by the indefiniteness of the noun: nunation, no article; cf. Lesson 4, Gr 3.2), but are strictly used as a mumeral: “erly 4S" one book. od / oe rarely occur as an attributive adjunct (they are at most, added to the noun as an emphasis), as duality is already expressed by the dual form of the latter.112 Lesson 9 2.3. The ordinal numerals of 1 and 2 are adjectives as well and are subject to the above-mentioned rules of agreement. They are (if the numerals are definite): 7 1. mm. i mm. Le qb eee gusl ost _ & ut ost J Vt ® Ay oat The numeral adverbs “irst(ly)” and “secondly” are expressed by the indefinite accusative of the ordinal numeral: (U « Y's). 3g < “how much/many” 3.1, To ask about the quantity of people or things, »S is used. The construction is as follows: a) ¢S’ + indefinite noun in the accusative singular: how many books how many men SES AS how many times = how often ae b) -5° +14 + definite noun in the genitive plural: how many books, how many of the books melons how many men, how many of the men JED 4 oS Uncountable nouns or single concepts (usually designated in the singular) are treated as follows: how much time, how long how much meat how much money 3.2. The predicate follows the indefinite noun: How many books have you bought? How many books do you have?Lesson9 113 The same word order applies to interrogative sentences which are introduced by (5 + d+ + definite noun. However, the predicate is set directly after »-S” in some cases: How many books do you have? SI iy Bite | 3.3. »-S can be combined with various prepositions. The following noun is either in the accusative according to the given rule, or in the genitive, in subordination to the preposition: for how much, by how much re | Bd Se with how much/many iste For how many pounds did you buy that? With how many students did you study there? for how long For how many years have you been studying there? 3.4, pS also occurs as a (predicative) term of an equational sentence. The noun - the subject of the sentence - which follows S is not in the accusative here, but in the nominative: How (much) is your age? = How old are you? SAAS AS How (much) is its price? = How much does it cost? Gees How (much) is its height? = How high is it? ses) Se How (much) is the hour? = What time is it? sl An inversion of the word order is also usual in the last example: $5” wel, It is possible that “+4 or (.* comes between »S and the subject, especially if the latter is a noun which is defined by the article: How much is the rent? GN oe How (much) is the distance between .. and ..2 wee = How far is it from... to ..? sia eee 4.47 Ls can be used in the same meaning instead ofthe predicative pS”: Saal) al TL aL114 Lesson 9 ‘The Names of the Months: January Sprian/Iragi git b gS February j March April ot May i June OG be July aa August September October November sey Sas December BU bse a having an article. The Names of the Twelve Months of the Islamic Calendar: GA8 All names of months are diptotes. They are regarded as proper names and are definite without number | name ofthe | numberof | number | name ofthe | number of ofdays | month _| the month | of days month the month (30) ce (30) oe (29) 3° 29) Sie 2m (30) ot (30) 3 ee 3" (29) 10" (29) ee) ~~ 4" (30) nS 0) | SM oid st (29) 12" (29) eV oSl 6 The last month of the year, which consists of 30 days in leap years, is the month of the pilgrimage to Mecca. (See also the summary in the appendix.) The days of the week in Arabic are as follows: UU) | CE | oy: Tuesday Sunday | SaturdayVv t (interrogative particle) soos isn’t it? FEMI ad f antiquities UT t ethnologic, anthropological (=>) |e history; date als g eeub/ e 26 Spanish, Spaniard Asian African ‘As far as (Ahmad) is ...(54)5 ee th concerned ... form, questionnaire be a (mostly written 3 )\eie\ ) English cold tip porter, doorman to belong to so. belonging to thirty snow, ice ‘mountain to collect sth, side beside passport (is ily to order sth., to book sth. & (ja#) jae heat, temperature a> civilization, culture Lg Ble suitcase He & ee to carry sth. Ss (4) de servant (f.) bg ek autumn, fall ae specialization especially low state religion spring education reference book cheap, reasonable (price) number mathematics agriculture wife to fall (down) thick, heavy sky winter person oriental studies to feel sth. to be cold, to freeze Thank you very much. north source (for information) summer Chinese to comprise in addition to floor dissertation Lesson9 115 og sed Dole Jp ole oe ‘wp116 Lesson 9 moderate, temperate hat, cap cle un twenty coming 7s coat village bie uy science, studies glove Jal @ js scientific how much / many pcs sociology for how much / many So biology air condition heels JK information to dress sth. =» pnb) od institute German mark ole dy amedical doctors office i ¢ Sale| tostay a to leave sth. > (ale) yale | minibar ole expensive | de | indian > 2 cue branch CAB ¢ EB] twhaveto,must Of (ale) oo; reel French ope oo Iwas born. section, paragraph; season J yx2’3 euy birth(day) peasant, farmer a Text 1 og Se I oy p53 Se oe Sb Led potty by Be un da ue gue eh MA oe SIS ly se Ob ttt oe BS abe Gul shan hey Lely dy LS ole jill LIS Loeb! ¢ yal op Hall ey A Aly LSI alll ccf col AIS Gast tN) gy al op Ll heb sy ae ee ie ea LBV Sbably 6 AV Vl tilly yy BLY Ela ples abe ly Gt! tap ob SLL ye Lpatady Lelnld oS SA) OL Ul dye B gibe ey EUs ile dp te gy Lays Les glsTy pels ool axl gl ay all geey Lael Sy AS ly Meera y Dbl y Ga BY) GLa Gof soles agell pall UI ple agers oY! aE A) Bled inte Uf wel Sale G anal okt Lede dal tll dey poet Bye LAWS Le jDUI joleally orl Blea Geren y Meat! del Ul el Ge STL ee bee y bhLesson9 117 Text 2 Gail b Pinks at gery Sal pest glass Gull cle seothl cea Bb profola cet uh ypc tie Saks fae vinci! acy apie Gib WIS WE oy be S Git Ue rclL! $i paaall MA 6S iy AY cpp BS Oph peal GAN rest BY Gy (ae le pill Sela GKey pe o———C—C—CC—C—C=“C “EC Co ge aA Gat Y ot ales OW Ay std fra OW Aly Gevall y SLA g Lebey Lay el bing sf IU G baey tS yeh uh ie SUL, 5 tall BN LAT UP jay OL Ket Gable Ga oy Slee Gall Ge 1p bse oe Oly AN Ll of Sle CA Yet! dT nee le fat of ob Gall Sp ob All at of cegif of te AIS Chai os CST pol at en dade ye WG le cif ott Byler ocbn dhe jl bl g5yy oDkM! Ger Uy SUI ey pKeLerl eASYY faye ke FOS er AL op cy ASYL, eo Condi pl iy Si pS NS farce eo Gpolall eal Sue (Se tte BU Gell) By sll padary Jy! GUS!) GSU gabe 220! a ge nena 9 St al Sy abaf ye caf, risctht118 Lesson 9 Exercises: 1 Identify the nouns in the Vocabularies of Lesson 8 and 9. Form the indefinite and the definite dual and transform one of the two into the genitive by means of an appropriate preposition. cetgall g — Oligall — Slager — dyer © Ose Gg = OEY - Ob - 4D L2 Answer the following questions using the dual or >! 5 / 34>! 4. Bdolyicly Sache < Stlie clas tele pS © wogele She chee sf Seal BASU By ead Bebe le ST (sth See ode cabesy foal J oo 2 S(ake hs citi 3) pall Gombe Seal g ASU G thes B) etal Geter by oF 8( Gill G deol! 3 ald) US Gy Sal UG Gg S(Bles aes) Ce Gee G) Gud G SK GClgall a By Sadia canya Lege oS Seibel ue Qaiey Gud G oS Spl g ASU gy Gall gobs Sree BBL ane Sha anal Wd Gels Let oS Sed) Wd aya HUby a) WG G KW P(lamole 4 yal) AUG g) al) WUd gd ee WYN DN) aS) AU) esd Bee Jal) EUG 3) Ske elec Sec G Gawd ide d) ys G Sea CU edly seal ge Lalo gS Sere (GLI Syed oo Und 9 Seah | det Let hile aul cL tus py Piel) CUT co yo (ier) (et pS US hel SS) sy «USUI AUS oll Na ca tl GY 9) em 5 $Gus! Sedall A} abAl Sly Sts LJ cad ey TwLesson9 119 SLA cde ll SN ON Godly yell ge Sake oF Sle Sand Cen cf seul ele chi) jg gS ue L3 Same as L2 but the question in the 2™ p. pl., answer in the 1" p. pl. L4 Same as L2 but using the corresponding verb in the imperfect tense. LS Same as L3 but using the corresponding verb in the imperfect tense of the 2 p- pl. in the question and the 1* p. pl. in the answer. L6 Answer the following questions. fod Q Hel Iai sel a Stat ee yet lel ol Sug o Goal syet clot ol SUS GRAN get clot ol Shy slg cA jpg clel aL L7 (Repetition) A number of genitive constructions are quoted in the following exercise. Put the respective form of |-l in such a way that it a) refers to the 2™ term and b) to the 1" term of the /dafa. Ve Grbrall US | Gdall a GU < Gaal OS ie ge lS < aes = Cat SB dey daar call tnole Sted bbe Mall Se ELS Os S15 Ab gl cLzel LL) oie ae yall _ clam QUb (he pe vali L8 Pratice the usage of Of (and soon Yule cake thle {ley 4 based on the following material: . SHED STs byte Oph | ode pat ty UI BLT / dL, Ost | A bolee Beet | LHI gO glee / ell aU ew / Ss’ J} Osett [lsat S cement | Maj W jolrally mlb Oped | oy gt SL poe J] ils ads SSE | paar O85 | cerns Leb | yl Sens | LL pets Gi Replace the object / the noun of the prepositional phrase by the affixed pronoun. Ber ron, 3 Udlas |
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