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05 Living Arabic A Comprehensive Introductory Course PDF
05 Living Arabic A Comprehensive Introductory Course PDF
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vii
Acknowledgments
I would like to express my gratitude to Dick Feldm~ Annie Hoff, and Andrew Page of the
Language Resource Center at Cornell. As the director ~f the Language Resource· Center
and the local representative of the Consortium for Language Teaching and Learning, Dick
has been a strong supporter of Arabic instruction at Cornell in numerous ways. He played a
central role in the production of the audio and video materials which accompany this and
the other textbooks I have written and in the publication of the present volume. Annie took
a leading role in shepherding the book through the final design and printing stages. Andrew
spent many hours in the audio and video labs setting up equipment, teaching me how to use
it, and doing a good deal of the work himself.
Micah Garen gave his time and energy wholeheartedly to the task of bringing my imaginary
characters to life with humor and cultural authenticity, making the book more useful and
enjoyable.
I am also grateful to Ragy Ibrahim, Muna Aghawani, Muna Barghout, and Shada El-Sharif
for generously giving time from their busy schedules to assist with the audio recordings.
Ragy's keen eye caught many of the typos that I had failed to catch myself.
My wife, Rebecca, spent countless hours discussing with me the problems of teaching
Arabic and the solutions implemented in this book. The book has greatly benefited from
her insight and critical thinking. Her insistence on quality was often frustrating, but in the
end it was always rewarding.
vii!
INTRODUCTION (FOR mE STUDENT)
This textbook integrates an Arabic colloquial dialect with Modem Standard Arabic (MSA) in a way that
reflects the use of the language by native speakers. Arabs communicate in the colloquial in everyday
situations, and use MSA for reading, writing, and formal speaking. For example, when an Arab reads a
newspaper, he reads MSA, but when he discusses its contents with his friends, the discussion takes place in
the colloquial.
Arabs from different parts of the Arab world speak different dialects, but MSA is virtually the same everywhere.
This is why the majority of Arabic programs prefer to teach MSA. However, students who learn to speak
only MSA will not be able to use it in conversation; not only will they sound ludicrous, but they will also find
it difficult to understand what is being said to them.
I believe that teaching a spoken dialect for everyday conversation and MSA for reading, writing, and formal
speaking is the most effective way to prepare students to function in Arabic. I also believe that if a student
masters any Arabic dialect well enough, he/she will be able to function in other dialects, just as native
speakers from different areas of the Arab world do.
The Arabic spoken dialects share most of their vocabulary and grammatical structures with one another and
with MSA; that is why they are considered dialects of the same language rather than different languages. This
textbook builds on these shared features and attempts to bridge the gap among the different language
varieties.
The colloquial Arabic dialect used in the textbook is Levantine Arabic. It is the Arabic spoken in Syria,
Lebanon, Palestine, and Jordan. It is one of the major Arabic dialect groups that most speakers of other
Arabic dialects are familiar with through contact with its speakers and through radio and TV programs. The
variety of Levantine introduced can be described as educated Levantine. In choosing words and structures for
inclusion in the book, regionalisms and localized features have been avoided whenever possible in favor of
the more common and more "standard spoken" forms used by educated speakers of the dialect.
The book can be divided into tqree parts: Lessons 1 through 10, Lessons II through 55, and five appendices.
U.l-10
The goal of the first part is to introduce the Arabic writing system, the numbers, and about 150 high-frequency
words related to personal identification, school, time, weather, home, family, and work, food, and clothing,
which are then used as a basis for further vocabulary (and other skill) building. A lesson in this part consists
of three main activities:
a. Introduction of new words. (The number ranges from I 0 to 25). This is done by the teacher in the
classroom with the help of illustrations, pictures, maps, and other teaching aids in a communicative manner.
b. Listening exercises. The goal of these exercises, which take the form of short dialogues, and short
descriptions of places, _people, and events, is to provide a context for using the new words introduced in a
given lesson and to recycle those in previous lessons for effective acquisition and retention. They are all
recorded on the COs that accompany the textbook. The student listens to the CD recording and answers
questions in the book in English.
c. Reading exercises. The goal of these exercises is to help master the reading skill quickly and painlessly
through the use of words that have been introduced before and through the extensive use of illustrations.
ix
LL. 11-55
In this part of the book, the focus is shifted toward developing the skill to listen and read for comprehension
without deliberately introducing the words at the beginning of each lesson and without expecting full mastery
of new words. The lessons in this part generally have a similar format and consist of three basic activities
(listening, speaking, and reading) and a varying number of additional activities. Each of the basic activities is
1
accompanied by a list of new words and a set of comprehension questions.in English. Only the texts of the
reading selections are presented in the main body of the book; the texts of the listening selections and
dialogues are found in an appendix for reference only. (More on this below.)
The additional activities include different types of vocabulary-building exercises, songs, writing exercises,
and extra readings. Since the focus of the book is on real communication and developing the different skills
by using the language in meaningful contexts and not on the study of grammar, the number of grammar
exercises and explanations in the book is kept to a minimum.
All listening selections (with the heading e---"1) and most of the reading selections (under i.,.A~ are recorded
on the CDs that accompany the textbook. In the first ten lessons, the readings that have been recorded are
marked by a CD icon (0). In LL. 11-55, all the reading selections have been recorded with the exceptions of
those presented in tabular form. The dialogues of LL. 11-55 have been acted out and videotaped on location
in Jordan and are available in DVD format. All these audio and video materials are included in the set of
CDs and the DVD that accompany the textbook. ·
The book has been designed in such a way that most activities can be worked on outside the class with the
help of the book, the CDs, and the DVD--at home, in the library, in a park, or in your car, where you have
more time and where you are more relaxed and rested. Class time is reserved for activities for which a
teacher/native speaker is really needed: speaking practice, improving pronunciation, explaining grammatical
structures and concepts, offering guidance, and making relevant resources available. Considering how little
time is available in the classroom in comparison with the time available outside of it, you can imagine how
much you can accomplish on your own in terms of mastering the language. Your progress would be quite
limited if you restricted your learning to the classroom.
Following is a discussion of the different activities in the second part of the book and suggestions on how to
handle each activity.
Listen e--'
The first 30 listening selections tell the story of Sharif, a Palestinian/Jordanian student at Cornell University:
his trip to America, losing and finding his luggage, checking into a hotel, eating in a restaurant, etc. The
selections also include introductions of his family members in Jordan. The last fifteen selections tell a
number of stories starting with President Bush, Sr. on a visit to Egypt and enjoying Egyptian fava beans, and
ending with a four-part Arabic folktale.
The purpose of the listening selections is to help you develop the ability to listen to Arabic and tp understand
the gist of what you listen to. All selections include language material that has not been fully covered in the
class, and you are not expected to understand the details of every selection, but you are encouraged to guess
the meaning from context. The focus is on develQPing the skill of listening for comprehension. Words are
repeated in subsequent lessons and in varying contexts, and you will gradually start recognizing and then
internalizing these words, to varying degrees, of course, with more language input. The questions on each
selection focus on the main points, and, if you are able to answer these questions, the goal is achieved. Listen
to the selection as a whole as many times as needed with minimal help from the vocabulary lists, which
should be used only to aid comprehension and not for memorization.
The questions that accompany the listening selections (and di~logues, see below) are presented in English in
1
Note that in word-lists, the symbol "+" is used to indicate that a word is used only in the written language, MSA,
while the symbol ..... indicates that the word is used in Levantine, but not in MSA. Urunarked words, which make up
most of the language, are shared by the two.
X
LL. 11-15, in both English and Arabic in LL. 16-20, and only in Arabic in the rest of the lessons. This will
give you the chance to master the Arabic question words and gradually move to an Arabic-only listening and
speaking environemnt. But even when the questions are given in English, the discussion in the class should
be conducted in Arabic. Starting with L. 43, you will be asked to retell the short story in the listening
selection in your own words.
The texts of the listening selections and the dialogues are included in Appendix 2. Use these texts only as a
reference in case you are not getting all you expect to get from listening to the recorded selection. However,
they should NOT be used as reading exercises.
Dialogue Jl~
The dialogues are intended for oral comprehension and production. Watch the dialogue on the DVD as many
times as needed until you can answer the accompanying questions and are able to act out the dialogue. I am
not suggesting memorization of the dialogue, but rather, understanding it and using it as a basis to develop a
dialogue in class with another student that deals with a similar situation, using as many words from the
dialogue in the book as you wish as well as words and expressions you have acquired previously.
The dialogues tell the story of an American student, Dan, who meets Sharif at Cornell, travels to Jordan to
take a summer Arabic course at the University of Jordan and meets Sharifs family in lrbid.
Readi~l
In addition to buidling your reading skill, the reading selections serve as an introduction to the modem Arab
world. L. I 5 provides a Jist and basic statistics about the Arab countries (area, population, capitals, rulers);
LL. 16-27 include descriptive passages about the Arab world in general and 11 major Arab countries starting
with Yemen in the east and ending with Morocco in the west; LL. 28-39 present descriptions of 12 major
Arab cities from San'a in the east to Casablanca in the west; L. 40 provides a timeline of major events in
Arab-Islamic history starting with the birth of the Prophet Muhammad and ending with the American
occupation oflraq and the arrest of Saddam Hussein; and finally LL. 41-55 include biographies of important
Arab political leaders, writers, poets, and singers as well as the texts of songs, poems, and short newspaper
articles related to the biographies.
The reading selections, excluding the songs and poems, have been prepared with the goal of developing the
skill of silent reading comprehension. Thorough comprehension should not be the goal in reading such
selections, nor should the skill to read aloud or the skill to translate Arabic into English. Questions that aid
comprehension are provided in English. However, discussion of the material in class should be conducted in
Arabic only. Listening to the selections before reading them will make understanding them easier.
Three poems and two songs are included in place of the reading selections of four lessons. They represent
examples of the work of some of the most famous Arab poets and singers ofthe twentieth century. Since the
language in them has not been simplified, English translation are provided next to the Arabic text. The texts
of the poems as well as the texts of all the other reading selections of LL. 11-55 are recorded on your CDs.
The songs, however, are not, but are widely available.
Use these songs and poems (and the songs in the Additional Activities, see below) to improve your Arabic
pronunciation, to Jearn new words and expressions, and simply for enjoyment. You should be prepared to
read them aloud in class and to memorize parts of them for recitation.
Grammar Notes
Emphasis in the approach followed in this book is on intelligibility rather than on grammatical accuracy. As
long as you understand what you hear or read and can make yourself understood when communicating a
message, then discussion of grammatical structures should be avoided and class time used to work on the
other language skills.
However, an explanation of grammatical structures may be necessary, especially when you need it to help
your understanding of spoken or written materials. This is why grammar explanations are provided at
xi
different points in the book and a grammar summary is included in an appendix. The grammar material is
intended for you to read on your own. If you have trouble understanding a point or a concept, your teacher
can help you in the class or during office hours.
Some grammar drills and exercises that are deemed helpful in building your language skills at this stage
accompany the texts of the listening selections and dialogues. Your teacher will introduce them in class as
be/she sees fit.
The translations exercises are closely related to the topic of the reading selection of the same lesson and use
similar vocabulary. You have more freedom than in the case of the dictations, but defining the topic and
limiting the range of the vocabulary you are expected to use should make the task manageable.
The writing exercises give you more freedom than either the dictations or the translations. This can make
things harder, but also more fun, since you will be able to use vocabulary and structures that you choose and
that you are more comfortable with and not dictated by the teacher or the text.
You will not be expected or required to write completely free compOsitions even towards the end of the book.
The range of topics and vocabulary is limited to the topics and vocabulary that have been introduced to you:
Arab countries, cities, and important people.
You will find the writing exercises quite challenging, possibly the most challenging of all the activities.
Writing involves knowledge of vocabulary, grammar, and spelling, and the ability to employ this knowledge
actively. The most frustrating aspect of such exercises, however, may be the desire to produce something that
is error-free. Although writing correctly is important, it should not be your main concern. Try to communicate
your message as well as you can, focusing on the idea rather than the form. Errors are unavoidable, but the
more you listen to Arabic, and the more you speak, read, and write it, the better your compositions will be.
Think of writing as a way to help you use and retain words and structures that you have learned and to.
express yourself using simple language.
Crossword puzzles, Fill-in the blanks, Selecting the correctfor ofthe word, Opposites, Synonyms, Plural-singular
exercises
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Instructions for these activities are given with the individual exercises. It's worth noting, however, that they
should be done for the most part outside of class, and teacher involvement should be minimal and limited to
offering guidance and answering difficult questions.
Songs c.;au'J I
The texts of a number of popular Arabic songs with their English translations are included with certain
lessons. These particular songs were chosen for their relatively simple language, their relevance to the themes
in the book, and, at least in some cases, their "catchy" tunes. In addition to helping you Jearn and remember
new words and expressions, these songs can play an important role in improving your pronunciation, particularly
in the correct syllabification of words and phrases. You will .be surprised how long you will remember some
of the lines of these songs.
xii
Extra Readings i.;l!
A limited number of additional readings are included in some lessons. The themes and vocabulary of these
readings are similar to those of the main activities in a given lesson and consequently provide you with
another opportunity to learn words and expressions introduced in that lesson or in a previous one and to
improve your reading skill in general.
Roots, Basic Structures, Verb Forms, and Noun Patterns ,j I j}'J 1_, J-'~1
These exercises appear only in the last 15 lessons of the book. They are aimed at developing further your
skills of predicting meanings of words from their forms, recognizing relationships among words derived from
the same root, and understanding how words are derived from each other. Such skills are essential for
developing a rich vocabulary and strong reading and listening comprehension skills.
Cooking ~j
Recipes of four popular dishes, some of which referred to in the main activities of the book, are included.
They are written in English because they contain unfamiliar words or words that are not important for you to
learn at this point They are all healthy, easy to make, and representative of what Arabs in the Levant and
probably other areas of the Arab world eat. You can prepare the dishes and eat them at home, or your teacher
might plan a class activity that involves preparing one or more of these dishes.
Appendices
Five appendices are found after Lesson 55, the last lesson in the book. These are:
Appendix 1: Reading and writing. It provides a short reference for the Arabic writing system with a listing of
the alphabet, notes about special symbols, and pronunciation, in addition to a number of lists of frequently
used words such as the days of the week, months of the year, numbers, Arab countries and their capitals, etc.
Appendix 2: This appendix includes lists of the words introduced in the first ten lessons, the texts of the
listening selections and dialogues, oral exercises, and Jeopardy-type games. This appendix is designed for
use by the teacher. Use it only as a reference and only if you have trouble understanding the material on the
COs or the DVD.
Appendix 3: This appendix consists of a summary of all the grammar points raised in the book brought
together in one place for ease of reference.
Appendix 4: Verb conjugations. This appendix includes all the verbs introduced in the book. Sample conjugations
are presented, which are followed by a listing of the rest of the verbs and an indication of the sample
conjugation each verb follows.
Appendix 5: A comprehensive Arabic-English glossary that includes all the words introduced in the book
arranged by root.
xiii
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(Listen 1) \ ~\
(the numbers 1- 10)
Y~\
You will hear seven sentences. Each sentence contains a word that corresponds to one of the following
pictures. Write the number of each sentence under the corresponding picture.
'
2
t~\
Which page should Nadia open the book to?
0~\
1. How many male students?
2. How many female students?
3. How many teachers?
3
Reading Arabic
Unlike English, Arabic is written and read from right to left.
(Read I) \
.\_..,t\..
The following are the numbers I though 10. They are in the right order in the first line, and scrambled in the
second and third. Read them and try to associate the symbol with the number and the sound it stands for!
. ..
0, \_..,t\
The following is a basic list of the Arabic letters and their equivalents in English, when such equivalents
exist. Pay special attention to those with no English equivalents, which are marked by a •. (A more
comprehensive list and a detailed discussion are found in Appendix 1 (Reading and Writing)). Your need to
refer to this table and to the Appendix will decrease as your reading skills improve.
Note that Arabic letters are connected to one another. All letters connect to those preceding them, and six
letters do not connect to following ones. Note also that eight letters have one shape each, three letters have
four shapes each, depending on their position in the word, and the rest (17) have two shapes each, one initial
and medial (both connected and unconnected), and another final.
Listen to the CD to hear the way all the letters of the alphabet are pronounced. Listen to the pronunciation of
the letters once or twice and start doing the reading exercises. Do not wait to master all the letters before you
start reading.
The reading exercises that follow are based on words that have been introduced in class. This and the
illustrations should make these exercises manageable.
1
(The Arabic numbers above and the numbers used in English (and many other languages), which are called Arabic
numerals, have their origins in the same source, i.e. the Arabic alphabet.)
4
The Arabic Alphabet
C=connecting, i.e. connects to a followoing letter. NC~n-connecting, i.e. does not connect to a followoing
letter.
5
Read the following words. The individual letters that make up each word are shown in parenthesis.
r t. (when connected) and • (when unconnected) is a feminine ending. It is found only at the end of a word. It
is called taa ' marbuuta in Arabic grammar. For now, pronounce it as a. See Appendix 1 for more on taa'
marbuuta.
0
6
tV'
_J ..s .h ..
.....t.lol -
...a .
...a
~ d .
~
(Write I) '~
Copy the numbers 1-10 in your notebook. Remember to move from right to )eft and top to bottom .
. v
\ A
' \
0
Copy the foJlowing three words. As with numbers, the movement in writing the letters is also from right to
left and top to bottom. Remember the point about connecting letters: all letters connect to those preceding
them and all except six connect to those foJJowing. The Jetter 1, found in the three words, is a nonconnecting
Jetter:
'
7
y~'
Write in English the names of the Arab countries and cities you hear in each sentence.
1. 2. 3. 4. 5.
6. 7. 8. 9.
Oe-\
1. What are the names of the people talking?
2. What do they do?
3. Where is Halab (Aleppo)?
v
8
'\.;\
'( • • \\ • \A • \ V , \ ' • \ o • H • \ r . \ '( . \\ .\
\\ ,\V ,\o ,\r ,\\,'(.,\A,\' .H ,\'( .'<
" • o •' • ' • • " • ' ' • '" • 'LA •r .r
I~
A
9
.,__~_ »
J:gypt ( ', --w(i'
\. • USA
\tv4~~ .
.) ......0-0
~~ .
I
. L
3
• that appears by itself or above a vowel letter stands for the glottal stop (hamza in Arabic). It has the same
pronunciation as the glottal stop, tanscribed here as ', found in the Cockney dialect of British English as in wha ' (what)
and bo 'I (bottle). More on this in Appendix I: Reading and Writing.
lO
~.J4J,...... ~ .-
- • - .J ~.,...., ~~.J 4J.J-A-U
~ ~~~.J .J '~ J , ......... ~~~~.J .J '-""...:. _,....::; ~~...:.~.J_, '~J.J ........
,~_,~..,....,
IJ...:...S_, I..S~J-1
\.
II
12
Match the names of the countries and states with the maps by copying the name of the
country or state under the corresponding map.
~1 . ! 4J~ · '
w~.J4J~·A (,)"~ .o
Where is Damascus?
'"
13
from v.o
in ~
. J J
J J
..b
.J
.
(.) J
•
(hamza) I (taa' marbuuTa) i/4.. .f
•
'' \A \V
'' \0
'~ " ·'
I~ u· L.W
.
,.,.
14
y e--'
Match the picture with the sentence or phrase you hear by writing the number of the sentence under the
corresponding picture.
0~,
Match the picture with the corresponding phrase by writing the number of the phrase under the picture
1
When the letter J is followed by I, the two letters are joined together fonning one special symbol, written as 'i. The
combination is often considered another letter of the Arabic alphabet. (More on this in ApP.endix I : Reading and
Writing.)
'0
16
r\.}\
.v-:a.,.:; J~ ~ . '
Where is Libya?
Where is Lebanon?
Where is Sudan?
. made¥Pof.
Match the name of each city or country with the letters 1't ts
Jl~
~
- .
..J .) <.S 1.-J
IJ"u .J ~ ~
urc.sJI ~..J~
J I Jt_ ~ v-=a~
.) (.)A r ·~
(.) .
('.J.Ja..;tJI ~I
J J. r J uLA£
"
• "J ~ r_,_~o~'
u 'rt ·~
"
ulu~J -
~J
4
17
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.
.J .J ~
.
(
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~
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'
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.
.....a .J
.
u J
(ij..A.A) i .t
\V
18
.. V\.j\
Your teacher will read one of the letters in each pair in the following. Circle the letter you hear.
...:ic....J . t .J~.r .s.J.~ _.!,c....J.,
r. ~A ~v
~' .\•
'A
19
Y~\
l. How many days does she go to the university?
2. Which days?
3. What is today?
,.~,
Days of the week: write in English the name of the day or days you hear in each sentence. Some sentences
do not contain names of days.
l. 2. 3. 4.
5. 6. 7. 8.
9.
t~\ .
1. How many Yemens are there now?
2. Where was South Yemen?
\\
20
,v,
Match the nwnbers in the two columns.
~
'
y
ww r
~.)' £
.J..:~.I_, 0
~ "\
v
A
'.'
rl}'
Circle the number you hear.
VY ,"\Y -£ L ,to-r o.,\o -Y r . , Yr _,
VA,"\A -A "\A ,A. -V \Y,Y-"\ "\Y ,Y"\ -o
rY, Yr -\ . vr .rv -\
Y.
21
O\_)\
·~ ~t~"' ~ r~ J~i .-...... ,, r~ ·'
Word search: find the following words. You can go down or right to left.
J...!...o..l ,~_,s.JI .~_,~ •JI~I .~I·~·~
u r 'i J J
J J t J
..
.b J '-"" r 1!1 J
.b J ~ 'i
J
~
"
'i .......
~
.. " J
J '-"" r ..) ~
'i
Y\
22
Match the name of each country with its capital by drawing Jines connecting the two.
ij-AWI <J.lJ'i I
..:;.,.J~ ~.,....,
<Jt:..e ~J~
.ll~ ~
v-=a.,.:; ~I
·~
(.) .
<JI.l_,.....Jl
r_,..~o~l ~.l_,a-Jl
~fiJI Jl.,>Lfl
~ · L• .J-''I ~fiJI
~
. . .. I ·"
.r
~ '" .;. .t
~w .o
~)
ta...w...
,•..__..____.
v.--;J
~
j
·'.V
~~ .A
ta...w... .\
~
. '.
23
\\.}\
j J ~
. ~ ~
:.
....a ....a ....a .\
.
c. c. ~ ~ ~ ~
.
..) ..)
_J .r
J
....a
.
....a
+'-'
.
'-'
(1..>---A) j •0
.
\. "\_.1\
Circle the letter you hear in each pair.
......,,J:. .!
...i ._s: .A 0 ..... .v ..I•J·"
' .. •
' '\ • 'A . 'v. ''\ . ' O· • ' ! . ''\" . '" . ' ' . ·'
The font used in the previous line is called Geeza (i~); the following font is called thuluth aswad(black
thuluth)
24
\~\
l. What does Nabeel Hassan do?
2. Where is he from?
3. When did be come to the U.S.?
before ~
Translate each number and the noun it refers to (e.g., three books, two months, etc.).
2..................................................... .
1. ·····················································
3..................................................... . 4. .....................................................
s. ..................................................... 6. .....................................................
7. .....................................................
...
~~,J
ww
~~ . i ~~
~J,J
~~
.
."(
'
~J~f ~J..,...... .r
~ ~ .t
J.o!.-o.l 4..L.:iJ .o
• ~ .\
t~'
~~ "'~~ , .v
.J~i ''-:-'i .j;u ·u'~~ 'J~i ·u' ... .:·· 'Jtji •..b~ ·~~ u~~ :~r J_,.....__..!.
J~i u~LS ·~~ ~~ .J~i ~~
"(O
26
,. .
(map·~~)'\ '.J''
\\A \\A
\H
"·
yov Y\O
tTt
oYA
YTV
\W .,.,.,.
d fiJI
c:,t.a...
YT"\ \T\ o. A\ To\ ToT T. .J...1-J I
\T Y\A "(,"( £T Yo T\Y £\t \t ~J~I .l.J..I.:JI
... H YTT \T\ O\ \"( T.A Tf\ YT . UJ.)JI
.l.J..I.:JI .J...1-J I c:,t....... dfi.J I ..
...,.~ ~.)! .l.J..I.:JI 4ia-JI 0~
~J~I 4li_,..JI
~Note that when the letter J is followed by r•the two often appear as..l.
27
(Choose the font you like to copy with the names of the months.) ~\
' ~ ~ . ' ' ~ "\ v ' '~ 0 • ' ' ~ ""' ' '~ ' • ' ' " •' ' ' " • • ' ' ' • •
.\•
. J~i ~~ .J~i ''-:-'i .:;;::.. ·0 '~~ ·.;~i ·0~ •.;lji • .1.4--!o ·~~ 0_,.:,ts
J.,i 0_,.:,ts ·~~ ~~
,J~\ t:r? ,J~\ '0 0~ 'u~J>- ~~ 'u~ ~\;\ ,_1,~ ~~"c uj\)
J) o;\5' ~~"c c.r?
The phrase~~ I &--~I till ~ (In the name of God the Compassionate the Merciful)
in different forms.
"v
28
' e"""''
1. What is the population oflthaca?
2. How is the weather in the summer?
3. How long is the winter?·
. . ':(' J
~J
La.
29
Match the words with the pictures by copying each word under the corresponding picture.
' ..
~_,Al:J\~~
("'' ") \v . - Y\rr
(Y\Y) \0\-V\Y .
the United States i~ I ..::..4~ _,J I consulate (d!' ····e plural) •.:!'..·.'e
zero~
What are the telephone numbers of the Saudi consulate in Houston and the Egyptian consulate in New York?
..... ._. j
...,_~ .) .J
~
• .
~.J
~
• .V
r.
31
~
· ~ ..>-11-' "~1_, ~~1_, . e ,;.,11 :~I J~ .i
·i~l JJl:a ~I · ~
(Grammar) ~\.,i
~
(Note that ~ '":-'4J I is a full sentence that is translated as "The door is big.")
If J l is followed by a sun letter, it is assimilated to (becomes the same as) that letter, which results in a
doubled consonant in pronunciation but not in writing. The sun letters are the following:
u .J ..Ji. •.J. 'vA ''-'"'" ·o!- ''-"' ·j ' J ,,j •.I •.!.. •.;:..
J remains unchanged before moon letters, which include all the consonants not listed above:
3
the moon ilKamar _,....ljl
Wednesday il'arbi'aa' ~~J~I
Thursday ilkhamiis ~I
Question
Each group of consonants (the sun letters and the moon letters) has something in common. Can you tell what
it is?
t~\
1. How did he go to New York?
2. How long did the plane take?
3. How long does the bus take?
0~\
1. Is the house close or far?
2. What street name is mentioned?
3. Is the house on the right or the left?
,~,
Match the words with the pictures by copying each word under the corresponding picture.
r.,.:a u~ .r ~ -" ~
tJW. .'
~ ."\ r~.o U"~u~ .£
~
.,...,..
34
\\.}'
.~4JI 4.J.c ~.J ~~I.\
Is the house far from the university?
on~ from~
(!),.
.'..1'-
~ ·01.J.,....JI JL....!..J ~ J~ ~ .l.:i.:.ri! J~ JL....!. ~ i~ ~~ u.,_, ~
~.l..o i,>AWI .i_,.Al.:iJI ~.l..o ~ ~Lc .JI,;a-JI 4.J.c i~.J ~.~,.._._JII)-o ~_,.i
··~
According to the paragraph:
1. Where is Egypt?
2. Is Egypt far from Iraq?
3. Is Cairo a big city?
it, she~
Read aloud.
. 0~ .J 4 J~ . l . ..;:.,4-JUa. .,!.,~ •\
Y~t,i\
Join the letters to form words and sentences, then translate the sentences into English. The words are
separated by "/". Follow the exxample.
Example:
The following two points about the t......AL.w:.! are important to remember: first, the~ ofU.~.).f -L.:..J I is
pronounced like any other ...:.. in the first part of the UW..!:
36
bedroom &hurfat noom r..... u~
the capital of Syria 'aaSimat suurya 4..)~~
Second, the first part of the Ul.....l.! never takes the definite article; it is made definite by association with the
second part:
a bedroom r..... u~
the bedroom r,.:J' u~
Cornell University ~..Jfi4.....4-
But not,
·('..... U,.>AJI•
1·' .<
• ~..).,.. .
t&...WI•
37
, e---'
I. How many houses do they own?
2. Where are his parents now?
3. When did they go to Florida?
4. When do they return to New York?
rv
38
Match the words with the pictures by copying each word under the corresponding picture.
e JA l2 .
. f1
~M\ -~
~ .
fA
39
·
~JJ~"I i
~~
· ·
·'.v
•
(pluraVsingular •.~~/~) Y V\•
The words in the right column are the plurals of those on the left. Match each signular word with its plural.
4...:a...... ~~
~ ('~i
('~ ~4"i,
1.-.iJi ~~L...
ti ~~~i
~L... ~I,.:.......
..J, ._j~
-,
~"i, .....i"i i
~ ~~
~ .J"i,i
,
u~ •I •I
u~.
~Lb ~~
~j J,.._.!.
,. \.}\
Read aloud.
.
.'
~ Cai ~i
•
~I ; . I ..
ti r' ~I
~ ~ ~ 0-o
, ~ "i . '(
~
•t! u~
. ·tS ~ ~ ~~ ~ ~ ('~ '"'="~ .'\"
,
~J..,...... u·u.J
. ~Lb JJ~ ~~ ~, .J~ .t
'(\
40
Y~\.j\
Join the letters to make up words and sentences, then read and give a translation of what you have written.
The words are separated by "/".
. _, t I .J/"-:J I ~ d . \
· _, 'i t "-:JI J 1 .; t J 1 .J/"-:J <.! .; J/0 (" <.! J I •y
·V" ., 0 • r/J r c i J I .J..f'i J t .r
.J/"-;J
. • .) 'i '-;J df• J .J .,; .) IJA r .JI• .) 'it. ~JA!• J .J .,;0 ., .) i J 1 • t
. ~ .J .; 'i "-:JI'i ...Jfi 'i d 'i.; r i J lji t r I ~ J I . o
·"-:J J I .l./1 0 i .Jfj I ~ V" ij.J • . '
The singular
A book or one book is expressed as ~I .J '":'~ or simply '":'~ with the number following the noun it
refers to or no number at all. (Note that'":'~ ~1_,• is ungrammatical.)
The dual
The dual is expressed by attaching the suffix~ (een) to the noun. If the noun ends in U.-H~I . L:i.JI,
then the t of U.~_,.ll ..L:J I is pronounced when the dual suffix is added.
two books kitaabeen
two female students Taalibateen
(Note that'":'~ ~~· is ungrammatical.)
The plural
Nouns and adjectives are pluralized in a variety of ways, but for the most part they follow general patterns.
At this stage, I suggest that you try to remember the plurals of individual nouns as they are introduced; you
will develop a feel for the plural patterns later.
The following rules concerning number are particularly important to remember at this stage because they
involve frequently used constructions and because they might be counter-intuitive to speakers of other
languages.
41
I. For the numbers 3-10, the plural form of the noun is used and the noun foiJows the number. (Note that the
U....H>" ~ ~ of the number is dropped before the noun.)
three books 1bllalh kutub
four books ' arba' kutub
ten books ·~tw kutub
three pages tfplalh Saitaat
seven pages sabi' Safttaat
ten pages ' amar Safttaat
2. For the number 11 and above, the singular form of the nouns is used. (Note the addition of the suffix .r
ar to the numbers 11-19 when a noun follows them.)
eleven books itdas}pr kitaab ~L:.S ,r-!.1~I
3. After ~ ..how many", only the singular form of the noun is used:
How many boys (children) do you have? ~ d~ .l.l_, ~
How many rooms are in your house? ~~ ~ U,ri ~
,~,
Y~\
1. Where does Waleed eat?
2. Why?
3. Where does the other person eat?
,..~,
t~\
1. What does he have besides lamb meat?
2. How much is the lamb meat?
3. How many kilograms did she want?
0~\
1. What did he have for breakfast?
2. What did he have for lunch?
3. What is he going to have for dinner?
lunch ~ ~~
Match the words with the pictures by copying each word under the corresponding picture.
~l..b...a ~ ~ i_,..:i ~4-.l
....;_,__p. ~
"' .)_,_,. ~ ..........J.:..
,
~ ~
~ ~ b~ ~,_,:. .)~
, ,
b.).J~ J~ ~
44
Join the letters to make up words and sentences, then read what you have written and translate it into English.
The words are separated by ..,..
·J J ~ lr t J .J l.....i .J J t lr t J .!
like, as J!.,..
45
0
..
L'\
.
, ,
·~.>-0 ~ .....i.JI
. rt ~~~ ~L......o . ~i ~~ ~ i~ ~~ U_,J (JJ}il
, .,.
(4 • . oWl)(.)~ i~14~:··JJ\'I (JlJ.I i.J-o .L.........:a ~)I.... 4 .... .;. ~~~ ~l.S....., J.U.J
. ~ 1_, "l.:iJj.ll_, J-u!J
'-:"'~I &-oJ ~J~I_, Jl~l J~l i.>--.J 4J_,_..... JL........!JI i.J-o (JJJ\'1 ~
·0' b,. l i. ~1 ........ 1
- J - ~ --
i~oWS'
\ ~, ' itsarea ~t......:.
square t-! ..>-"
person, soul
(it) borders
..t.....:...::.
~
,
population 0 ~ .J~
cities (plural oH..4.;!.J..o) o.J..o
••
.
(Chickpeas) ~:(cook) ~l ·"'
~ (chickpeas) 1 can (15-16 oz.), drained and rinsed
Garlic 1 clove, crushed
0 ~ ~(lemon juice) l/3 cup
t.:.....aJ. (taltina: sesame seed paste) 1/3 cup
Salt 112 t.
Mix first five ingredients in food processor (or blender) to form a slightly grainy paste.
Save a few chickpeas to use as you garnish with paprika and parsely.
(Add the Tb of olive oil if you want the paste smoother and less dry.)
Spread on a plate, place the few whole chickpeas in a little pile on top, and garnish with paprika,
chopped parsley, and (more) olive oil.
1
Can you think of otber words related to~~?
46
,~,
,..~,
t~'
1. When did he go to the market?
2. What did he buy?
3.Forwbom?
4. How much did the shoes cost?
47
0 e--'
I. What time did he enter the house?
2. What color were his pants?
3. What color was his shirt?
4. What was the color of his car?
Match the words with the pictures by copying each word under the corresponding picture.
,
·~
(,)
tV
48
Locate the following seas on the map below by writing the name of each sea next to or inside il
~~~ vA-!:-/YI ~I
~~
..
49
'. ' A v
'
0 i r r
'
• • • •• • • • • '
r
• • •• •• • • r
i
•• • • • • • •• • 0
'v
•• • • • • • A
• • • • • • •
• '
'.
down ~>_,..s- across~\
..
JI~I t....-~ .\ u~t....-~ . ,
, , , ,
~)l.J.. ( singulat) J ,;L . " J.,......i~ . .,.
~~~ - '" 4 .J.J-- t....-~ .r
(spoken Arabic) ~W'-:a ""J" ~. t (pronoun)~ .t
~_,..1 Jt.-!. ~ o~ ~~ U_,J. '"\ ·~ ~~ u.,J .o
(backwards.L~) ~~ .V 4--i~~~
4--i ~~ ~ ·~ ~~ U_,J .A ·~ ~;e u.,J .v
~~.C\ 4--i ~~~
~~~-'· J.J'-:a~ .A
~~~-'
~(plural) ~ . \.
50
(opposites)~\:\
Match each of the words in the first column with its opposite in the second. One word in the first column
v'
does not have a match.
~i
,
JL-.!. J~i
~
~i
~
0 Yt,J\.-
~.J •JI~I J~l U.... LA~ .4--i ~~ ~ ·~ ~~ U.JJ ~J~
~'JI ~~.J c.J~.J ~1.>-'-"1 ~.,...AJI &-o.J •c.JJJ'JI ~~~ &-o.J ·l:-S~ J~l
. L~I
:C • , ·.c.)~ \V L._:,tS......, J..1...C.J '~..>-0 ~ ~j V\ ~~~ ~J~ ~L.-.
,
. , .l...a...t
·-~
--
i~Lu"
• ..,..L....=•~.)L....
o.
51
a .
,..
n
1. What does Sharif do?
2. How old is he?
3. Where does Sharifs family live?
4. How many brothers and sisters does Sharif have? What are their names?
5. How old is Sharifs father?
6. What does Sharifs mother do?
1
This lesson marks the beginning of the second and main part of the book. There are two parallel stories, which you
should keep separate. The listening selection tells the story of Sharif and his family, and the dialogue the story of an
American student named Dan traveling to Jordan. Both activities, listening and speaking (dialogues}, are to be prepared at
home ahead of the class meeting. For more on this, please read Suggestions for Using the Textbook in the Introduction.
To help you with your dialogues, lists of the most common Arabic greetings and question words are given at the end of
this lesson.
2
See Having with ~in Lesson 12 or in the Grammar appendix..
52
-.
·~~
about, approximately
.
of course t...;J.
~_;&:>-~ 1.¥'-
,
going ·~IJ
which ~1
only·~
oY
53
~ ~ ~ . ~ o \ LA~ · ~'~;~~~ . ~~
- I. ..
ri ,..l,A .
or
54
.~J,......JI
f'!l
4.A..o4- ~ ~Ut y. .~ "' ,.~.~WI~~ ti
.
,UJI~ ll.A
~
·~A~ d:au t-o~ .d~~~
.
i~oWS'
this, f. •lA this, m. ll.A
,.
his wife ~.J,j he lives~
· · "I) ·l!
second (think of ~~ he works~
ot
55
~~
...,.,
Possession
Possession in nouns is expressed by attaching a pronoun suffix to the noun:
his book kitaab-u ~t.:os:
•
~+ ~t.:os:
If the noun to which the pronoun suffix is attached ends in U..H..rl l -L::.J I (t.), then a ..:. appears in the
place oH..J...H.rf.l - L:J I:
his room ahurfi-t-u ~~ ~+U~
00
56
(Additional Activities)
.,
Y~\
. o\l:tl!J
.
.. "
Fill in the empty cells in the following table~
~1 4i .~. ~ i,;~ • I
c..H ~
' '
c..lU.....i ~ La.....,
J -
~
-. his ~-y.
~ ~I her LA-~
r, .• iS: o their •
r-A-r-A
...
~
d~U.....I c.i:u l your, m ..s. .i-::...:.1
.. d.-~ I
~ ~ L.......
J - ~ your, f ..s. , ,
; ;
•
your, pl. rS-~
rS.lU.....I rS: .•i S: • ~I 1
my ~i
~ ~
~ ~I our ~I
L&.......
J - . ,
Write down the names of your family members and, if possible, their professions. In case you forgot, the
following professions have been introduced to you:
_.. - <. .. . L . - •
~ ~ J ·~~ 'c.J"~ ' '. '.! ! ,JU.....I , ~Lb
When Arabs write foreign words with sounds that have no correspondences in their language, they generally
use the Arabic letter that represents the Arabic sound closest to the foreign one. The following table shows
some of the English sounds that have no Arabic equivalents and what Arabic speakers generally substitute for
them:
vas in vitamin ~= ~~
ch as in match ~~Lo
3 m.s.=masculine singular,
f.m.=feminine singular, pl.=plural
O"\
51
What Arabs perceive as short vowels are not nonnally written:
Bill J..:. Rebecca ~J
Theordore Morgan
Paul Robert
Casey Rachel
Greetings
i is the greeting and '-:-' is its response.
Question Words
When ~.
- I Where ~J
Which ~i How ~
ov
58
oA
59
welcome, hello ;u. i polite way of asking the name ~~I r--t'
4
you (m.s.) doJ..-;:; honored, pleased to meet you w~
but (•~)~ people, family J,Ai
4
masculine singular. Note that'-:' is prefixed to the verb J..._...:;. More on this under Subject/Person Markers in the
Grammar appendix.
60
t 4·••••11 ~ ': 'f' • ~L...J I •..:.a.:-J I i.,..l:i.J I ~.lJ'JI (:<i'l I ~~I J.~l
..>+k-JI ~ \:\o ~L...JI .~1 J........,'JI J~l 4_,1~
..>+k-JI ~ '\':'\' . ~L...JI .~'JI ~l.,.a.JI ~~I J.~l
i~oWJ"
,
coming from v-- t...JU ~-
airline~~ J._,J...A.=4_,I~ ~~
;;
,
morning C: t..;.. arrival time J.,.....,J I ~.,
, ,
middle ~.,i afternoon .>+Ji.,J I ~
61
Having with ~
The word ~ is used to express possession in a way that parallels the use of the English verb to have in
sentences like:
he has 'ind-u .~
student, f. ~U.
''
62
totake ~i married
• •
~_,.>=o--
then·~~ heworks ~
•;.t....
to travel now ~
history ~.)
· L;j also ·~~
5
Think ofsafari.
63
-
~'
.
1. What is Daniel's father's name?
2. How old is Daniel?
3. What is his address in Jordan?
4. What does he do?
profession ~ hotel J~
• •
pilot J4J.
64
~\J)\ i..)\).,
visit i)-~)
''U
65
r---¥1
~~~'-:"'~·w~-~~~
'\ . ' '
~I
0 1~1
"\\\YH' w,.&.W I ~.)
~ ~I
r---'/1
.,..-J I
0 ~-<.r.jA-ll d:a..:J 1 0 1~1
"\\V"\0"\ w,.&.W I ~.)
4 I .,J, 0
~I
~~;~ ~¥1
U.....Y\ .,..-J I
~,)J\'1 ~4-JI-~1 (k 0 1~1
"\"\\Yo\ w,.&.W I ~.)
t..JU.. ~I
Fill in the empty cells in the following table. Ignore the cells marked with an ''x".
•I • ill~
u~ 0~ ~jl~ r-'""'
his
•
~l_,..:a..c ~~~jl~ '--_,.A
• ~·
,...._:a I_,..:a..c X X X their r---r--
~~ ~I your, m ..s. d-~1
~~ my <:?L:ai
''
67.
~.Y
Pretend that you are traveling to Jordan to take an Arabic summer course that will last two months.6 Fill out
the following form accordingly.
:~lji~~J
:4 1
:uJJ'il vA ul,.:.a.JI
:iJ4..>JI i~
6
Remember that in order to make a noun 'dual', you just add the suffix~ More on this in the Grammar appendix
under "Number".
'\V
68
'\A
69
1. Where is be going?
2. Where is he from?
3. Where did he learn Arabic?
Is
4. Cornell a big university?
i~~oWS'
welcome to you v~ -~_, -~~
•• please, go ahead ~
you learned ;•.·J.:.. you, m.s. speak ~
1
See "Pronouns Attached to Prepositions" in the Grammar appendix.
70
' 0 •• c.}.~
't ·'-u!
PllJj.ll
'( ~Jt...
A 0 ••
"
What is the taxi fare from Alia' International Airport to: downtown Amman, Jerash, Ma'an, Aqaba?
v.
71
,;,)\..s, J>\.a
0~ 0~ c.i_jlll ~ ~~ JJ,:.AII ..........\
·L.........-!..JI
1.,-' - "nL .,.,, ***** ..::..~_,L..-.:,~
~-~It
~- j w. iio\W .,..,., ••••• .J! ~.~~_,A
t......4JI r__,W. iio\Y\ Wo ••••• J:.:.l.,.a ,._L....J~ - ._,...WI
.!..~WI _,I_,J.ll-.:,~ ~ if \Ti' 'f'VA ••••• J~~.,:...:.l .j.J}il
·~I iW\o. ***** J........._,"iiJ~I
1.,-'-
~~_,.JI~.J.il ii •.•. ".. •••••
.,.. ...,..-i4 ~j-~j _,..-:;
~_,.UI ~4k _,U..... Ao\ ... .. ****
.,.. -4k~ l~
1. What do you think the word 4 J.J stands for in this context?
2. How many rooms does the Holiday Inn have?
3. What is the address of the Holiday Inn?
4. Where is the Bawwabat Aliaa hotel located?
5. What is the phone number of the Middle East hotel?
6. How many rooms does the Ambassador (As-Safrr) hotel have?
number .J~
Y\
72
Wanting with~
The word ~ is used in combination with a pronoun suffix (the same set of suffixes that are used to indicate
possession) in Levantine Arabic to express the equivalent ofthe English verb to want:
V'(
73
. -~ ~
- \..,. .~
.. ~ .:...=.:i;
_CJ__
·~~~WJ"
noon .,..J. it (she) arrived .::.X..~
·w
tired u. I was .-~
I looked for vie ~ after~
it(she)went •~ IJ suitcase ~
•
I said ..:.J.l they said I_,Jl.i
vr
74
Can I leave....?
~
•~ .... ~1 ~
. .
you know ....;,...:; if you please ~ (>.A ,.-., : ... _,.1
V!
75
" ..
4Jil\ J~~ =v'
..
~ ~\ o\St..JI~ ~~ ......... ,
(tY..?#'~) <o~~)
-.
~I·~
~ r~~~ '(o . o rv l.)l.l_,....JI
u...J..i..:i
-
. jAJ I ~
~..>-! • ~· 1~1
.
'1'Y'A\ Y''( ~·1~1
.
~•L.J...b
. J~ . .ll~ trv '( o JljA-1 1
· .)AJI ~
..>-! · UJI~
• '-""! • ~-
· L,.,.J I \\"\\ \\ ~J_,......JI
.l......:'JI J~ J..!...o.l \Ao \V 4J>-'-"
~L..c.UJI~~ ~ l.a...:.....o o'(A
'. ~I
uk
- · ~
'-""! · ..uWI
~.ll......~l~
• · ·
~J (.)4A-I~
~.lli...o
"t
"\Y'A
'.A ~~
JL._,.._JI
.. ..
~Iilli~ ~I,.,.Jo \ V"\. ~
..
"\
-.-
~WIUJI~ u•k \V "\ I.)J}JI
J~~!
(c.Jjl.o ~i) c.)"4-c .),...........
~,J~
'-"" .l.i.J I
'.
"\
t
t u....&ll) ~ b ,.t;
u· L..W
.
~L._,..,..,i ~ lji
' ~
__,......i.J I J~
.
~,..~~Lo.......l
~,JJ.,...
"
'(Y'
'
~~
' ~~
vo
76
·~~WS'
West Bank ~.>*JI ~I ruler ~l.a
" , , #
the Comoros (islands of the moon) ..,......aJ I J..).:!. Gaza Strip i~ t. 1..1..i
Subject/Penon Marken
Arabic verbs have two tenses: the perfect and the imperfect The perfect corresponds roughly to the past tense
in English and generally indicates completed action, and the imperfect corresponds to the present tense and
indicates actions that have not been completed. At this point, only the perfect tense is introduced.
Notes
I. The conjugations of~l and L:.i are identical.
2. The I at the end of I~ and I~ is not pronounced; it accompanies plural _,.
77
Verb Types: Sound, Hollow, and Lame1
Arabic words are divided into three categories: verbs, nouns, and particles. Particles are words or parts of
words like prepositions, conjunctions, the definite article, question words, and other "function" elements.
Verbs and nouns form the major categories, which include the great majority of words in the language. All
verbs and nouns derive from roots of three- or, less commonly, four-letter roots. Four-letter roots will be
excluded here because of their rare occurrence in this book.
Arabic verbs that are based on three-letter roots behave in distinct ways depending on their structure. Three
verb types that are quite common are sound, hollow, and lame.
Sound verbs have three consonants in the three consonant positions, no doubling of any two consonants, and
no _, I, or t.S in any of these positions. Verbs like ~ "he wrote", .....; ~ "he knew", and ~"he heard"
are sound verb.
Hollow verbs have I in the second root slot in the perfect te~se of the verb: 0 LS "he was", C: IJ , "he went",
rL:. "he slept", Ju "he said".
Lame verbs are characterized by the presence of t.S• less commonly I, as their third or final element. The CS•
which looks like <.!minus the two dots and which is known as • .),......._. J.Ji, is more common than I in this
position. There is no difference in pronunciation between t.S and I. Examples of lame verbs are ~ "he
walked",~ "he left, let".
Whereas persons or subjects are indicated simply by attaching a suffix to the verb in the case of sound verbs,
certain adjustments are made to hollow and lame verbs when the same suffixes are attached, as shown in the
following table.
~
,
Kultu
Kult ~ katabt ~ (L:.i)
maiD;:ena ~ Kulna t.:.U katabna L:.......:::.s: (1..:..:..!)
Notes
1. The conjugations of~l and L:.i are identical.
2. The I of hollow verbs is dropped in the second and first person.
3. The t.S of lame verbs is dropped in the third person and changed to<.! (ee) in the second and first
persons. ___________________
1
Technically, the terms sound, hollow, etc. are used to refer to roots not verbs. They are used loosely here
to refer to the verbs derived from such roots. So a sound verb should be understood as a verb derived from a
sound root, and so on. For a fuller discussion, refer to Roots and Patterns in the Grammar appendix.
yy
78
4. More complete tables of verb conjugations, including those of exceptional verbs, are found in the
Grammar appendix.
VA
79
Fill in the empty cells in the following table. Ignore the cells marked with an "x".
<..)" J.l ~ 0~ ~
~ u· ~ he _,.A
~
'
~ she ~-~
'~
you, pl. 1~-_,.::ul
'~
..::...-....J.l I ~ -L.:ai
~
V\
80
u·~
. .0 4J~·t JI~J .r ~J~'·"
~
~1.\
A.
81
II
, ..
.
i~~oWJ"
-.
i.w..- ol.lS'
upset •o~j why·~
God willing ill I ~ w. o! sony ....&......i
lost and found box ..::.l.1~,ll J.J~
83
u-=JI ~~I J.J..UI . ~..rt! y-A \ ·.J 4-u-f y-A \'\' ,4J.JJ '\''\'~~I ~WI y-A
- , .;1 - - - ..
~ Jl~l · ~~~ ~ ~' 'jh"il &:o .:.:. !j&- ~ ~'"}ii,J :4 ".:,.! ... -o ~t'jhi ~~.J
0' .~. .: .~.11., ~->.:~.11., ·4->.,......., 0l..:...:J ~ ~->"il · ~~! JL.......!. ~ .>-:'~1 .JI~I
·4->..,......., 0J->"il ~
1. How many Arab countries are in Asia? How many are in Africa?
2. What is the population of the Arab world?
3. What is its area?
4. How much of Saudi Arabia is desert?
5. Which non-Arab minorities are mentioned? Where do they live?
i~~ow.r
2 The sutTtxes l.J.J in l.J_,..J......... and .::..1 in ..::.4lli are plural markers. See Sound Plurals under Number in the Grammar
appendix.
Ar
84
Negation
Verbs are generally negated in Levantine Arabic by inserting L.. before the verb to be negated:
I did not sleep well in the hotel. . J..lo4i.l I vA ~,S. ..:,.....; L.. L:.i
They said "we don't know" . . ...J~ L.. I_,Jll
Non-verbal elements (nouns, adjectives, prepositional phrases) are negated by inserting~ before the
noun, adjective, or prepositional phrase:
Their apartment is not far.. · ~ ,_;.... ~
Jedda is not the capital of Saudi Arabia. ; ~.,~_,.......JI ~ ,_;.... ·~
But I am not from the city ofNew York. . .:J J~~ ~..u o-- ,_;.... L:.l ~
The main exceptions to these rules are the high-frequency words: .La.e "to have",~ "to want", t"A " with as a
preposition and in the sense of to haw!', and ~ "there is, there are". These words are not verbal but follow
the verbal negation pattern, i.e. by using L...
When L.. directly follows the words ~ "after" and J.:.....i "before" it does not have a negation function; it
serves as a "buffer" between~ and J.:....l (and a few others, see the Grammar appendix}, and the following
verb. So~ L.. ~ translates as "after I spoke".
Equational sentences
The Arab world is big. . ~ c.,r.~l ~WI
Note the absence of the equivalent of the English verb to be. The Arabic sentence literally translates as: The
Arab world big.
Equational sentences often have a pronoun that agrees with the subject in number and gender where a verb to
be would be found. This is particularly true when the predicate of the sentence is a noun rather than an
Af
85
adjective:
This pronoun is called pronoun ofseparation, and the sentence is grammatical with and without it.
In an equational sentence that consists of an indefinite subject and a prepositional phrase, the prepositional
phrase precedes the subject:
There are 22 countries in the Arab world . . U J.l Y'1' IF_,a.J I r-JW I <£-
Verbal sentences
There is a certain amount of flexibility in the word order Of verbal sentences: with the exception of certain
constructions which dictate a specific word order, a verb may precede or follow its subject. The following
two word orders are grammatical:
*', , .. ..
.~ u~ "'· ~ ~F_,a-~1
,
r-JWI o~ .)~ .l.:!~
., , "',
. ~ o~ r\ . ~ .l.:!~ IFjA-11 r-JWI 0 lS...... .)~
Non-human Plurals
Non-human plural nouns, particularly in written Arabic (also known as Modern Standard Arabic or~)
are treated as singular feminine nouns for purposes of verb, adjective, and pronoun agreeement:
...~~I_, ~_,s..JI_, JljA-11 ...... L:_..-i <£-~I ~jA-Il J_,~l
(Dictatio~ _'j..,.. .\
Practice writing the dictation exercise at home. When you come to class your teacher will read it to you
twice, sentence by sentence or phrase by phrase at normal reading speed, while you write it down.
Ao
86
LA._,.&-.... j I~ ~
r+=a'~
..,....
~ ..... ,•li b ·a.~, ~I
.:..:.I
~-._,.&...... j I~ -
_,:..:.1
rS-=a'~
L:.i
~~
L.:a.:i~ ~I
Subject markers
JL:i "'
~ ~ rt..:a J..-.J
"' he
~ rt..:a _,.A
.
..::.JL:i ~.J she ~-~
I,_.L:a
:
they ~~-,....
..
~~
"' you, m.s. -::...:.1
~·~·o
~~ .:.J.-.., I ~ -t.:ai
"'
t ··· .:·;:, weU.-~1
,
A\
87
(Fill-in the blanks) 0\&:.~~\ .r .
Without looking at the reading selection of this lesson, fill in the blanks in the following using the words
below.
AY
88
i~.»:- oWS'
AA
89
to remember
, --
.fi~-_fi,j yes, can I help you ~
. ,
ISSUe
letme ·~
J.J~ unknown r
.
+....i.J.>A--- ~
--
to sit down .I.Li..:,o- ..La.l
to see •....i~-.JW.
A\
' 90
u~
o -t..a....:....-
•
~
~~' ·~
":'~~ <:::::::::>
u.J.£
~_,a.JI
•
ti.UI
r;......Y' ~
• .UI
J4.,JI u...a..JI
f.V"( J _,s'lll
f. "(\ ..!,l.:.¥1
, ",
J,.,..!JI ~~~ ~ . ~~~ ·~~~4...!.~~ ~~~ ~.,.c U_,-1~1
.~)'1 ~I ~~I &-o.J ·~~~ ~ ~~~ ~_, ·~.l~l JL....!JI &-o.J •w~
.... Ill • , , , "' , •
4 ib ·,:_, ·~.ri-JI
-
c.,? ~L.... 4 ib ··.:
,
:~I
"' ,
c.,? ~l.:L... ~l.:L... ~~ ~l...:..A
, ,
..
i~~ oWJ"
~~
Conjugation of \..,\ (he came)
became 'aja ~i (_,A)
she came 'ajat
, . (~)
~·
they came ' aju l~i (~)
you, m.s. came jiit ~ (~I)
you, f.s. came jiiti ~ (~I)
you, pl. came jii-tu I~
- (~1)
I came jiit ~ (t:.i)
we came jiina ~ (t.:-!)
Object Pronouns
The same set of pronoun suffixes that are attached to nouns to show possession are attached to verbs to
4
~
"plural"
''
92
indicate the objects of these verbs. The English equivalents are words like them, her, me in sentences like I
saw them, He visited her, My son called me, etc.
~t.....
'
~t..... ....,.
~wt......, X ~_,Jt......, ;. ..;I
dilL...
" " dilt..... dit.....
~wt..... X ~_,JL....
'
d:JL....
'
" " ,
d:Jt.....
'
dJt.....
,
~I
,
# # #
rSWt......, ~t..... " " X ~_,Jt..... ~t..... rSJl.... ~I
X
" ~_,;Jt......, ~t..... ~t..... ~_,Jt..... ~t..... ~t......, ~1
Many adjectives are derived from nouns by suffixing the ending':S (fern., ~) to the noun from which they are
derived. lfthe noun ends in a vowel orU..~..r-- ~l,j, these letters are dropped when the adjectival suffix is
added If the noun has a definite article, that is dropped too.
Feminine Masculine
Egypt-Egyptian
.
~~ C:S~ ~
~.
America-American - __ral ~_rai ~_rai
Saudi Arabia-Saudi
.
~J.,-... C:S,)_,_... ~,)_,-...II
Cases
•
Nouns and adjectives in written Arabic~) may have one of three cases, depending on their function in
the sentence: nominative, accusative, or genitive. The rules of case assignment are numerous and can be quite
intimidating to the Ieamer. However, since'-' ,. · • i is used in this book for reading and writing, as it is in
fact used by the overwhelming majority of Arabs, and not for speaking, only a limited number of features of
the case system are relevant, namely those features that influence the shape of the written word.
Remember that case endings are " ornaments" that have no bearing whatsoever on the meanings of words. So
each form in column\ has the same meaning as the corresponding fonn in column ~ in the following:
94
"':-'
•I~
~
•
•1.. ~
..~
•I~_,.. ~.,..
l.u ru
• •
~ o,..L.-
~.JJ.J'i l o~.JJ.J'il
~
,
U! .:,.: ··· o.J:, : · . •
With ref erence to the table on p . 92, translate the following short sentences into Arabic. In case you 've
forgotten, the three verbs used in the exercise are listed below.
he knew ...i.,>£
betook ~;
helost ~
.. '
J~' o-- ~~ ~ . ~~~ ·~~' ~ '-:'~ '-:'~ ~ ~~ u,J ~~
'-:'~I '
0--.J ''-:'~I~ '-:'~1 0--.J . ~J~I ~~I ~I JL.....!...ll 0--.J •«.)~
._,.-\'1 ~I
95
~
~~~.lr-S ~~ uts:~' · '
~ •• 1.. I
r--~~ <..JM
I · . ':<' L:. ~
- c.J• lS: . "\'
~ ...,..~..,..JSi ~~~~ .r
~ ~~&-ol.:i..i ~~J_, ~v-ol.:i..i ~~~ ~ . £
1. How far was the restaurant?
2. Were there a lot of people?
3. What did he (the speaker) eat and drink?
4. What did they exchange?
YJ.,.ISJI cjiJ,.......I ~I . \
~C:,IJ~l ,.......1 ~I . Y
~~I~I .T
i~owr
full J..lS thank God ~ ~I
everyone .l:lo.I.J ~
• middle J..:....~
towait •~t OK~
picture i ~.,..... embassy i~U:..
97
JL....!...II <.>-oJ , ~\'1 ~1_, 0..1}il ~._>i.JI <.>-oJ .~1_, 0~ ~~I (.r.oJ . 6~1
. JI~ I_, ~fiJI
'\Y
98
~i J~ o..- t.' . ~w, ·~~ J...:.i v-- ~J,...· ,II 0 t.S..... 4J-A ~~~
t.' ·
* , , , ""
.~;&:;~WI J'J..; ~ &-- J:~ ~~ t..........:i. '->-- ~i ~J,....._JI ~ ~_, . l.!i.:~!_,
tCJ." yvJ:.l
J.bWI_, .F IJ , .o •J41 ~L....... 4J-A ;1.\A ~~~ ·~J-' • ,II o-A) ~j
; ~ ;
~~I ~.)I
.,
until~ tobe 0 ~
now •SL.=+0 tJ I discovery .....i~l
Verb-Subject (Dis)agreement
As was mentioned earlier, Arabic sentences may start with the verb or the subject. In '-' , · • i, if the verb
precedes the subject, then it (the verb) remains in the singular even when the subject is in the plural.
More than five million workers work in Saudi Arabia. ·J:~ ~~ ~ ~ ~i ~.J,a.-J I ~ ~
If the subject-verb order is used, then the verb agrees in number with its subject:
~.)_,.,_
•
~.;1 _,.A
41--oi l+i.;U..... ~
. _ .-.b ·.·'·
I" ~i r-A
~.)JNO ~.;i ::.UI
c•la b ·• -~· ~.;U...... ..::.:.1
~ ~ ~
r-<-·-'- ....... ~i ~
- •I
~.)JNO L:ai
~.;i W.;U..... ~I
~.) _,.A
.:.Jt..:i ~.l ~
I~ r-A
~.)
:- ...,
..::.:.1
,
l,.:a:a ~I
..:.J...i..l L:ai
I·, , .':.• ~I
~
101
'. '
102
• •
tl'·"'
,:[~ ·-~.)u...
0\.>~_,l.\ J~
-~ 4-=a,J ·~ ~ ~ . y
. ~_, ...i.J~ J.:.-:.1.) r--4 ~..>Ai ~ .JI~ .r
-~ ~,.~ ~4-.J ~4- . £
. -l,_...i ~,.1 . ~ .;L/ rJ.l· o
.~WJI ill I~ ~f""'""'-:o "w_,..I.)Ui ~.)~· wl~ ~~ ·'
written ~~ Mr.~
,
hand ~ clothes '-"";!~
'·"
103
1/j,
~
il
·,1
~tiJ '1-..,,
I
, l. 11 i I
-·
0.. 06
.
if l,j l night, evening J.:.J
friend ~l...o to find ~~
have to, must • r) "i to like ·~-:;.
' .r
104
i~oWS'
,
policeman ~~ problem~
,
grandfather ~ tothink fo
key c.L.:o.L
,, to understand ~
straight •t..!~J elevator~
\. £
105
~I -II~
- ..>- -· --11
• .)~ J,..otSJI ~'il
U....JI
- UA..AJI
.)
, '1 ,
/.V \ .;,S lJ I ~oJ,•,JI~
" ,
~ 0J}ii..J ~.;_,_.......J Jl .t:. II~ 4-S~..J J,.,_.!.JI u-' 01~1 ~ Jl~l ~
- o
- -
·~~~ ~ <:F'""/Wij<:r-'~1 ~~..J~fi.JI..J ~J~I..J '-:-'~I
' . 0
106
:;.J •1,. 11 1.... i ·..: . :;t.S.......I 1 i.J..o ;.o.. v ~ 1~ ~ • 1,. 11 ~.J .;.vo <) 1~ '-:"'.,..._J 1 ~
.:;t.S.....JI ~i :.i·.:·t:.JI.J .~I.J :.i·.:·'·" ~I
, , ..
:;~I.JJ.SJI.J :;L....S..r-=JI.J .JI~I Jl~l ~~~I~ ~~'/I &;o
. .l~l JL-!. ~ ~~~h"'/1 b.l.A ~j ~.J .&...;"'ii.J :;~.;,_.!.~I.J
...... <\1
(>A/.'\'. <)I~ ) ~~~~I ,r.t-SI .JI~.I.J .:;.J .I,·, :;l.S~I.J
'' <\1
ell~. I
.. .. .. • \.t ~ (
~~LA ..U.J . i~ :.i .:, .:"' • ~4J.ll ~J~ I.J :;~.;,_.!.YI.J :;~l.liS.JI.J, :;LS.......JI
.~~~ :;)JI (>A ~l!JI, u--i ~..)-Oj.J ~.JJ.Jj ~~ ,..+a-o
.,. - j ,o ',IJ
, -
'.'
107
fertile~ agricultural ~I J)
the Euphrates
•
..:..I~ I river ;;:.
the Tigris River ~.l lands ~1)
moderate J~ it differs varies . i (·,; -.
' -
middle~~ another, other (feminine of ~i) (S~j
When the particle .Ai precedes a verb in the perfect, it simply affirms that the action has taken place; it does
not translate into anything in English.
- ~~~ u~l o-o ~WI. t.a·.!l ~ ~.roi_, ~J.;Ji ~I~~ .>=!-LA ..u_,
Many of them ~migrated to EuroP'e and Arnerici in th~ second half of the twentieth century.
'. v
108
~'""' i..>'J-'
~0'.}~
'H \\"V~)~'_,.i.)
. ~'
-~.J~~.J
.,1~-'!.J~I ~ 1 L\i~' o\1:...
~\V"\J~
. .... ···-'
~ ~''-".?
~ ~-"
\.A
109
~ ·~L...~_,.J'.,.......,
,)~_,~,
•
a. • •
~I .JI.J.L \\Y" ULA
~~ <I iiS:.~. 0 y.
~L..o ~~ ~
~ . ,als.~.•
I ~
~~ ~~ ::.UI
~ 4•1al~.~•• ..:.a.:a I
, , ,
~~ ~~ _,:ul
~L..o l.,jj
~ ~L..o U:..l
,
Object Pronouns: Translate the following short sentences into Arabic. In case you've forgotten, the three
"·
Ill
(Roots and Families) 0~~_, .)~ t ~ t,i\
Rewrite the following words grouping them into related families. A family is a group of words that derive
from the same root. As was mentioned earlier. the great majority of Arabic roots consist of three consonants;
a small minority consists of four. All the roots in this exercise consist of three consonants, with the exception
of one four-consonant root. Identify the root of each family and give its general meaning in English. Follow
the example:
to live, reside ~
.
~~4 '(.)"JJ ~~ '~J I~ ~~L.b H~~~ <~..)-4 '(.)"~ '(.)"JJ
~
1 ~ ~~~
,L...,J.l-4 , ~;l , 4 • , '!II.~~ 'V"J~ "'~J)'I .~Lb ,L...,~ .~1 ·~::!-U ·t~i
~) ·~ .;:asi
,
4..4-J ~ 4 : ,o ;II ~-:1-dJjJI ~IJ)'I_, .~ l.rAJI ..>-+=a~~ ~JIJ, ,all ~WI~
'"
lt2
..
i~oWS'
_,----l
. '
--"- ·-r-- ·
----
~ ~· }•i I.!IUA__, . ~.,.s.J' u.u1 u,J .k;: u-' ...... ~~ ~J.,....., utS....... ~i
·&--J~I.J .llfi\'1 ~•!h~l ~lA &-o.J .:i .t,,'. ~ ~.:A}ii,., ~~
\H
115
t\:J.\.) iJ\A\
,:i~l .''?'II Hb ·.II_, , ~L.....JI 4 ib ·.t I~ '~J_,.... ~ :i~;L.:a..o <J-b~ ~) ~W...
. ~_,1~1 Hb ·.t 1_, ,:(:ciJ..>JI J~l :iib-, o_,
- "" , -
· 4-=a~l .J_,J.:JI ~~ Jt-...!...11 ~ ~.r=JI .J_,.J..:JI&-o ~L...JI 4 ib ',II~
"' ~
~ ~ ,
4J.J ~\_, 10l:t.....!J I~~~ ~4J.J \ . _,A :i i b ·.II o.l.A ~ iJI..rJI 4J.J .b........_,_:i....o_,
"" " , ,
. ~I~ ..,.b.ll 10l.o 0-o IJ i o,:l o V~. ~~~ 4-tk J~_, .. i,: .oil~~~
-..
UJ,.,~,
'-:-'~1 u-11 JL......!..1 I i>-o ~-' ~L....J I :i i b ·,II J~ :i ~' .·"?'II :i i b ·,II ~
, ~
"" , ., , ""
o:U._, . ~IJj.JI J_,.......JI :i ib ·. o u-l ti..JI_,JI ~.UI ~ ~J_,.... ~lS...... ~j ~
- ~ -
*-' ~l,.,_a.JI ..>+=a 0-o ~ "Lo ~-' '~J,_.... ~ :i~ .,.:\)1 ~IJ..>JI :i ib ·,If~
4J.Jr'( <)1~ :.i eb·.tl o.l.A ~ · i,: .oil~ iJI..rJ14J.J~~ ~-' . ~WI
·~J.J H <)1~ ~'l..:i..!JI ~-' ~~
..
~~(d:J.\
-
.J_,J.:JI ~I '-:-':,.iJI ~ ~IJjJI J,.._....JI :i ib ·. o 0-o ~_,IJ, .oil 4 i b ·.t I~
.t..ciJ.>!J WL- ~ ~) ~i,., ' '":-'~I
~ - ~.JJ\'1 .J_,~I_,
u-i J..,_.!JI ~ :.i~ ef,.,..._JI
-
~~ 4J.J f'\ u-11 ~_,IJ ,. .oil :i ib ·,II~ . i,: .oil~ iJI.r=JI 4J.J ~ .u_,
. (~4-=a..J+i ~J,J \\O ~l,p)
\\ O
116
,
water
,
•L..=•.
,
L.. to fall J~-J~
to live v---:~
· < · ·- · < - • · - ·-~..>"•l£ also • 1.)· L..S::•i....ut
-
may reach (see note in the~~_,... section below) ·~ ~ land, soil ~~i
When the particle ..1.-l is followed by a verb in the imperfect (present/future, see L. 21 ), it is translated into
English "may" or "might".
·~'·'
~4S~ J~l v-a.J ,JI.,>-A-11 J~l v-a LA~ .~i ~~ ~ ~..,..c U_,J 4J,_...,
- ~~~ ~'JI ~I_, ~~.J ~1.>-'-"1 ~_,i.JI v-a.J ~~JJ'JI ~~~ v-a.J
"'
..\._1\. .y
117
.)~,>) ~
"'-~~'
· .)~.>) ~
f ro ~ f J.A~
0 H l:.....iJf ·
- ~ t:"' tJ· -
.J-!-'
f 0. ~ t:"' J.A)U
f l:.....iJ I • J.A)U o. (u...L...._, ~_, ~ t;.a) J.A~
r
0.
- ~ t""'
u .J-!-'
.- ' o. r;.~~~
f
'·
0. r;_4-J~4S
f
0 Lo.,_,w.
(~ ~)
0 0. ~_, ~ t""' ~ .-1
ol!.,..,x-Jl
.)~,>) ~ .)~,>) ~
0~\
.)~.>) .)~~
.
~ ~
~.,.c
' '
0. 0. ._,~
.,.,..:. -. _, .
" " ·~·
0.
)l.i....
o. J_,..-.... ~' ~4·~
' ~LJ..:i
" 0.
~'~4~Uo..i
" 0 .
\\V
118
1. What is the address of the Sarkissian Restaurant?
2. What credit cards does the Restaurant accept?
3. How much are the following dishes at the Res.taurant?
a falafil b. falafel with hummus
c. baba ghannouj d shawinna (gyro)
e. tabbouleh f. chicken kebab
4i .~.
~ ~4- u-A) Hb ·••
U.....'-=!- .,...
le ~.; .~.
~
.
~..)I r-A
. (;, .b. ;~.;.1
d.:..L.o4- ~I
- -
L. .
r-·•-··
<~ ~
_,;.;.I
L:.i
~
I ·• ;, .b. ~I
,
\\A
119
·'-...
- .
W.....\
i~~o\.JJ"
there .!II.{. cousin (f:ather's side) •~
, · I
I~
r
anothe 0· me~~_.
~ , expen.
SIVC ._,JU
- •..ro
\\\
120
~ .JS..W~~·
. .. ·~~ ......\OU . r:~ ... ~·~~..,- -~ar-
~
'i( at tirs9 J~'il ~":",_,..!.~I.\
'i~4-"',_J tA ) .•.-.. ~ .Y
'iul"' (askfor, ordet) ~~I .T'
'iui"'JSI ~ -c.r-'~1 .t
..
i~~oWS'
~L.:a...J..J
- • I ~.J~
· · · - II
~ ,,
~..)~~~,I~ ,~1.;-b •(~W 1) ..:::,_,~ <i_, ... _,\)1 ~..UI
;1.\. .
..!..w'J I
' _, , ""'
·~.;,_...., JL...o.....!.JI_, J~I4J-4 ~~ ~ . ~i ~~ ~ ~~ U_,J ~~
. .b...u.~l ~"'il ~I ~_,.i.J14J-A_, ,~1.,.,.......1 ~~14J-4_,
J.:.-o ..J'Ji ~) ~~~ ~L......o ~~L.....ll ~ ~~~ J_,..UI ~j ~ ~~
... .. ., ,
. ..b..i...t ~ ..>-"
122
.-
...~~ ~ ~.) t,-ifJJ • i,:-oJI
(J*-
I~ J~
. . "' " iu
·J~ I •
•
..:. II ': LWI ~
- • ..>-- ~
(..)-A
~ ' _. . L I I . ': <'j J ..
' _. --~I .)~ ~ ..>- .,.,...... ~
, ~ ~
c;1~ t......oWI..:.._,~ ~~I ..L... J_,_;;a JJ..L.A F.J .~ ~ 4.: 'i,.,_.!JI ~WI
o I
·~~oWS'
the Greeks wL:.~ I only ·~- +b i'•
the highest ~i after it, her t...~
1 -
the Biqaa' (Valley) tt.yl narrow~
humid~~ U:iiJ
rainfall
--
~I J.J.J.=a
. wann
average J;:..
The prefix b- is attached to the imperfect verb in Levantine Arabic when such a verb is not preceded by
another verb:
Note also that in place of the English infinitive Arabic uses fully conjugated verb forms (without'":-'):
The verbs J~-JU ''to say", r~-rL.:. ''to sleep", and~~ "to tell, narrate" are used in the
following table to show how hollow and lame verbs are conjugated in the imperfect:
..
~ r~ J~ (~)
~ rL:u J~ (~)
~~ ,... -
t u., t_,J ~
- (~)
~ rL:u J~ (::..:.1)
~ 1.£"L:u ~~ (~')
I~ I,_.L:u I_,J~ (,.:UI)
~i rt.:at J,.at (L:at)
~ rt..:.:. J.,&:a (t:...:..l)
Note that in tame verbs, the she, you, m.s., and you, fs. conjugations are identical.
in it, her ~
on it, him ~
on them ~
from it, her l+a-o
between, among them ~
but be ~
because I ..'i
I.E'
"Syria is bigger than Jordan in area." . ~L-.14 I.J.lJ'i I V.. ,r.oSi 4 J,....
The largest minority is the Palestian minority. . (:\:b . .li 'I (h'i I vA .::.(.1-e'il ~i
Most rain falls in the winter months. . ~~I J.,._.!. ~ ~I ~i J~
Lebanon is one of the smallest Arab countries in area. . ~L-.1 I ~ ~,.>A-1 I J_,.l-11 _,a,..i V;- ul.:a..:J
.~~~ ~~~ &-- r-A~i .:li • ... •• 0~ r,' uk 0l.:a..:J 0l.L .l~ ~~
. <Jw~J_, 1.!11~'/1_, Jl,.,s'J 1_, ,j-A.;'/1_, ~: ·· : b ... li II ~~I ,j.A ..:JI} ;j I.!IUA ~-'
\Yo
126
Person-Subject markers on the imperfect: Fill in the empty cells in the following table.
..
l::i.i ~ ~ .....;~
,
l::i.L: .....;~
,
-...., :_,.A
, ~
~ ~ --.....,
~-~ .
.'· -
~I .....;~,
• -I• :L.:ai
, 'I
~ ~ -...., :L:a.:..l,
Without looking at the reading selection of this lesson, fill in the blanks in the following using the words
below. ·
~L......J.I,dl.:..A ''-:"~.~.~'II •0 t.S...... .JL......!J.I_,
, <II , ,
•.Ja....ij ~..)A ~
Jl~l_, &-o}il_, ~: ·.: b ,.I; II ~,.,._.-JI &-o ~~j ........ .. . ..... VSJ_, ·~~··~I
. !,)l.:a~ I_, ~I~\' I_,
I ...-,
c.r- ~_, '!,)~
I ~ I I J~
, v-o
• .,.'"'A
, 1.£"II ~ u'-'-:'-1
•I • I ~
• • ...
U!: , :. .. II :. I I-:
. ... ............. c-:-
...J.,.........~~
\~Y
128
\'\'A
129
i~~o\..J.r
especiatly L..~ better, the best v:,_i
like~ tastier, the tastiest ~i
as you wish ·~ ~
130
~~I UUI
(/.') 4 .."".:,..I I .(;!.\ t) \~1 I • ..1.1 I
~
J l:u..1.1 I tl...A..JI
..
, , ,
;/.\ t JfilJ 1 ~ .!.jlf ~
;/.At
Sound plurals
Sound plurals are of two types, too: masculine and feminine. Masculine sound plurals are formed from nouns
of masculine gender by adding the suffix ~ (iin) to the noun.
teacher-teachers
Christian-Christians
.
U!.!"'.!'et·~
Muslim-Muslims ~-~
Feminine sound plurals are formed from nouns offeminine gender, generally ending in U.~~l ~L.....:..JI by
adding the suffix .::..I aatto the noun and dropping t..L.~~I .. L:J 1:
teacher-teachers .::..L.1--~
student-students .::..4JLJ.-.4JU.
page-pages .::..~
133
Some nouns that have a feminine sound p lural do not have U..~_,J.I ~L.:...JI, as in .>U...... "airport", which is
pluralized as ..:..I .>U.......
Broken plurals
These plurals are fonned by changing the vowels of the word; the consonants are usually not affected. Think
of the English words WXJSe-geese, foot-feet, woman-women. The use of the tenns sound and broken to refer
to plurals might be misleading, since it might suggest that sound plurals invlove the majority of nouns. This is
not the case, however. B roken plurals are at least as common as sound plurals and involve the most common
types of nouns.
Broken plurals follow patterns, some of which are more widespread than others. Some of the more common
types are represented by the following words:
Person-Subject markers in the imperfect: Fill in the empty cells in the following table.
~ '-"" J..l .) l j ~ .)
~ .).J~ -~ !.J-A
':!'~ :..:.a.:.
,
I
I _,.......-..
.. - 1~_,.:; I .J-~ :_,.:..:. I
~
.. ~~ -~ : ~1
,
134
#"j.t' ·"
~
4JJ ~~ ,L......oWI,~L-...c ~~ .. i_.b 14 _.r:'?'ll ib '.II ~~I
"' til " "'
;c
.L,f'- .r
i~~ow.r
male ~:, grocery store u~
eyes~
.- hair~
weight 0~~ height J_,.J.
\Y'f
135
~'
--·
...
i~~oWS'
--
---
-
~~~~~-'
~~ c.JI.l~.J .'\'
~r~' c.,~~..;.... c.JI.lu4J .r
~~~.)_,A ~1 . !
letter UL.......;
thank God for your safe arrival Lo)l.....ll ~ ill ~I
-~..>-'
··'I -
~~J~ J..olS..II ~~ I
' . i~l '~J~~I .(t........aWI) iJ-AWI
~J~ .~1 I~ 4 -"".!\>.JI w..UI
~~I U.UI
(/.'·) 4.:.,.: ..·'1 .(!.\.) r~~~ ~
• J.ll
<:?~1~1 u.-JI
, '
U! .!.-,II~
\Y'V
·:g.t r'\. ), =- . f '\. ~ C·
- - . f 1~ t.(., · ~--
.. t ~ .t,
E '" <--: 1~- t. l.
~ 1-
f. l-t ':I"( -~t .f· t '- .: 2 t
_ (.,, , -
l I t'~~f rf }:;
t· ), .r t · ~ "i.. r "i.. ~ t r ~- ~ ':\I. f
~~\-
f
1: 1: '=-· k·(., f ~ :~ \ "i.. ~
~ ..
~ ,-:;t.-r_. '
f
- ..:
1; - .t '·
fI '\.. l- E t t ~
~ f ~I ~ ~ (., \ . - -
l ·t f..f· ~ f ~ ll· f t, ._· t"i.. '(.: ~-
l- -· 1;. . ':
c.. c.. <:l ·
tf' '~- .~ ~. rf - ·'t ..: [~ t.~ f . ~ ~
--1
- ;_
·t· ·r ~- 1\
'-. 't ~ t'• ':
·· f ~t
'f· ~ ~ -:;. . !.. . (; iii
>
tl ~:'-, '\.r.'tt.' t.'~ f..E "t·
:'t J ~. r·t i' _ t. f 1. t .r E . :t r f 1 t~
C·
c \
~[ f•• [_ .t'._ .t'.. \< \ . ~r- t. t.. [ ) ~
l:--- ~ \ ~ t.
i·.,.. t•.E.(~.E .t. -:- E r· (., ~~ ;: - - '- . ~
;.:-.}
1
'r,,
<:: l: ~~ ~- ) '\. ~ [ t 1 ~ l !e. 1- [: t· t £ '\..
t. t ' 'f: l .''\. t '\. - !· : ..: .(t. ;:- r. l· 1" ' ~l
r t· ~ ·- [ r l ~. \- · £· t "- ~ ·£:· · ::-· ~ 't 1 (";
E r •: ~ :i 't t- [ 't tl "i.: r f t. l t ~- 'l ~ r f!
-t~ t ~ -t ~ 1,. 1' 't '\. ~ '\.. -: f l t 1". "i.. t. ~ ~: ; f !,
~l-<..
t 1 t~ .f 'f.~.- J~ ~ f: E_t.r ~--t 1..
·[_ ~ - f'. .-f
139
Indicate whether the following statements are true (I) or false (F).
I. The Mediterranean Sea borders Egypt from the north.
2. Egypt is the largest Arab country in population.
3. Egypt is the largest Arab country in area.
4. Most of Egypt is desert.
5. Some of Egypt's land is among the most fertile in the world.
6. Egypt has two seasons only.
7. The temperature may reach zero celsius in the winter in some regions of Egypt.
8. The average annual rainfall in Egypt is 200 milimeters.
9. The population of Alexandria is a little under four million people.
10. The city of Suez is located at the Mediterranean entrance to the Suez Canal.
iJ,~oWS'
..
most fertile ~j close to 0-.o ~)s='-:'")
zero (think of cipher and decipher) ).... season~
foranumberofyears ..::..1~ i:W may not +'i ;:;
the Suez Canal '-""":'_,.....J I iW entrance~~
end~~
Whereas~ (I lived, resided), and vs-i(I live, reside) are verbs, the related word ~L...... is not. It is in
fact a noun, an inhabitant, although the English translation may render it as verbal: "living, residing". It is
grammatically treated like a noun or an adjective and not a verb:
c.r·U-·~. .. ,
~~-~~
~~r~)
v-L:i..-~
c.J".L..-t:a.....
~L....r-~
v--~-~w
• • .1-: -
c---~ -
Note that ~~ has that shape because it derives from the lame root~~-..!.. and that c.J"JL....... is not
regularly derived from ~
o~~J.J~
Rewrite the following words, grouping them into related families. Each family consists of two or more
words. For each family, identify tbe root and give its general meaning in English. In some cases, it might be
difficult to come up with a meaning that is shared by all members of the family. In such cases, writing down
one meaning is sufficient Identify the one word that is not part of a family.
., "' "' ,
•uoi ; ·.• ·~,.,.:i . ~ ·r'·; .. .b......_,i .~IJ.J .L.u..... ·~,.,.:ti •.b.....~.~ ·r-1~
, - ,
~_,J ,.b.....,_, .J~ ·~'J.J .J,;.:a 'v0~~ ","o.;j •J,Jj.:a ·~.l.i •JJ..a..A •tJ~
H.
141
'. A v
.v
.A
'
.\ '.
'-!>,.s- ~
·vA~,·~ . \ (in Fusha ~4) SlA ~·~ (.;..l) ~.l-o •\
U\
142
. ~ · ~o~
'-V • •
i.u....- .i;~ .i.u..r ~
..Sf~\~' ..It~~ '+i~~'-"'-' 0~ ·~
if,~\
·~' .».Y'-'.-1'~ ~'
,J.:o,.l_, J~J
• •
t.....4- 4......JW4 .. 1~1 td..... JS!r~ JS ..
(.)"~
·~ow.r
beginning(at) ~ .. 1~1 departure times i J~U.:. ~I;..
sixth (.)".L..
143
.
i~oWS'
station U.....:. coming ·~
fast ~>""'
\H
145
w
.....
.. ..
\M.J"
/'iA
b-W'-' ef_,l.\
<:r-~1 ~WI~ U_,J ~i ~_, ·~~! J~ J~ ~ ~~ U_,J wiJ~I
0--oJ .~~!-'~\II ~I J~l 0-.o wiJ~I ~ .~L....J.I ~~.,_a!~-'
. Ho
146
'-:-'~I &-o .J , ~_,J I ~.)..l! ~ .;~ .J .,~L!....:; '-:-'.;-iJ I &-o .J , I .! : .! I.J .J-""A-4 JL-...!..1 I
'-:-'~1 ~~ JL.....!.JI &-o 0 I..1_,......JI J_,_b .~I~..UI _,A.:a~l ~.J~.J I~.Ji.J 4¥
~.J~ &-o ~.J ~I,.,..._:.~ .J.:.- \ ... '-:-',;i.JI ~I J.,_.!JI &-o.J ~ \'\' •• ~~~
. 0 1..~_,......JI &-o
<-£a o.J .~. .! ·~.J ,:. • .! : b II ~.J~ (1.'\'o ~~~) <ii4J1.J ,;o ~~~~~,.!.,II~
. ..IY-tJ I '"="'~
• •
Central Africa Republic ~.,J I I .! i .!..ri! ~ .)~ tribes J;a4l
the Democratic Republic of Congo 4J-1 ~.l.l I _,a.:a,s.J I ~ .)~
., # ~ ,
to pass (through) ..>A:..;-o length J,J.
forest ~u branches, tributaries t.J..ri•
remaining, rest
nature ~
c,?4 tropical
toworshtp
. .
<iaI-'?-'
~- ~
147
The Imperadve
The imperative fonn of the verb is derived from the imperfect form following two steps:
1. drop the imperfect prefix,
2. insert a vowel if the resulting form begins with a two-consonant sequence.
The pronunciation of the inserted vowel depends on the stem vowel of the verb. The stem vowel is the vowel
between the second and third consonants of the root. If the stem vowel is: (u}, the inserted vowel is
pronounced as.: (u), and if it is ,_ (i) or .:. (a), then the inserted vowel is_
,
(i).
•
Write! uktub ~I
Walk! imslj
~!
Listen, hear! isma'
~!
Although the two verbs ~i,"he took," and JSi ,"he ate" generally behave like sound verbs in the perfect and
imperfect conjugations, their imperative fonns do not follow the rules above, as the following table shows:
_,:...:.1 ..:.,..:.1 ~I
•
1.,.:,..;.. •
'!.:,..;..
•
.:,..;.. li.i
1,4 ~ ~ ~j
The verb 4-i has no imperative fonn from the root itself. Its imperative counterpart is based on the stem JU.:.
in both Levan tine and ~:
J~ ~I
~~ ,
.:.a.:. I
I_,.I~
•
_,:...:.1
Three-letter roots whose ftrst element is .,, such as tl.J "to be located",
J-.J "to arrive, reach", and ~.J "to
find" are called assimilated. One characteristic of verbs derived from these roots is that they lose the initial .J
in the imperfect fonn of the verb in ~ but not in Levantine. So in the reading passages, you have se(ln
and wilt see fonns like ~-~ and J.....,.a.:.-~. These words derive from :
J-~·tl~ ,..
J-,:0 •tl,:0 ..,..
HV
148
With reference to the rules ofthe imperative discussed in this lesson, fill in the empty cells in the following
table.
_,;..:a I ...:.a.:al
,
;• ..:.I
~w 4-i
,
l:i. l:i.i
I_,.IS JSi
.. ..• - I
... • I ... • I
1~1
~ ~ ~
lfol ~I ~
,
~JI J,:i.J
~) e-.;
I~.JJ c: 1.;
~.;1 ~.)
JL...I, Jl..•..,
'!_;....!.I c.s_;.....!.l
,
'!..1A-il ..1A-i
I_,...L.:a rt..:a
-~\ .Y
•
I.F-'~1 r-JWI ~ U_,J ~i ~.J ,l.:i.:,.,...l! J~ JL.o....!. ~ ~~ U_,J uiJ.,.....JI
&-o.J ~~~!.J ~'il ~I J~l &-o uiJ_,_....JI ~ .L..L.....ll ~ ~.,._;! ~.J
·~.J ~ JL....!JI
UA
149
(Opposites) ~ •r
Match each of the words in column\ with its opposite in Column ':'· There is one extra word in the second
column.
•
~
.Jl+a
,
.Jfij
..
'
[~ .)~
~ ~~
J.)~ ~
..!JUI~ J.::J
~ J_,_A
~~ ~~
,
..
~4-
~
.,
~..u
~_,.:i
_,;u
150
hostess~
• trip~.)
\o.
151
/ ,LL.J
~- II I [_ _
'i~..>-"i.:,.... U...J..ll ..::...:.LS
l . ~_,J.~.
\ 0\
152
G......:a-
- ~ • .J~
~ IJ ~ -. -_,,
J,..o~l ,........'i'
L...~ . ~~jLII.~U...C. . (~WI)~~ :. .! ... /·~I u.UI
~~1.(~~1 UJJI) ~jLII ~l.il.JI
(/.') '->~j u~Ji_, ~J~ I .(!.\) :.~, .!"' 11 •(/.\A) ('~'i I • ..UI
~
~~..)-
. - ~ 'I U-a..U I u......JI
, 'I ,
/.A! .Jfi.l.ll I)! olajlf ~
/.''\0
tl:J.\JY~'
. ___a
I.:!
:.aL.:-.. J L.:-. ~ L . -: 'I .
..,........ ~
\' I ~
. - . II .. :A L ...
~~
Lh.L...J
~
I~ . . :A L 'I
': LW I '-:!'"'~
~ ,
:t>JI~ ~I .J~I 0-o ~~~ J-bWI u-lJ .c:l..::a...!JI u-l ~LoJ J~J. i.:·all
.. "' , , * ~
., "" - -
~,.,_:; ~.r-JI ~ .J.:.UI ~ L..a~J "'~I~ ..1)-~,J . i.: .all~ 1-i4 JL..
.4.:il..e.,JJ.,)..o,J l.AJ~j b~,J ~) ~~ ','.'"'.'. "'~' ~~·
0-o bJ I •• a ~L)..:ai ~l..:a.-6,., •o,J ol '" 0 ~~ ~,.,_:; olL.. 0-o !.'\A 0-o ~j
. .J~ IJ ~,JJJ\1 I ~ ~.:.,.:,.II
· ~,JJ,Jj 0-o ~~ ~,J .:.il,: o~ll ~l_,_.!,,j • i,:bllll. ouib .' bJ~ ~~
Indicate whether the following statements are true (lJ or false (F).
1. The mediterranean borders Tunisia from the east.
2. Tunisia is the second largest of the countries of the Maghrib in area.
3. It rains a lot in the winter in the coastal areas of Tunisia.
4. The Arabs call Tunisia "Green Tunisia" because of the abundance of desert oases in it.
5. There are no Jews living in Tunisia.
6.. Most tourists who come to Tunisia are from Arab countries.
8. The nice weather in Tunisia attracts foreign tourists.
i~~ow.r
rainy .rL-L.. dry :_;4-
, .. , , ,
green(f.) .. 1~ to call (think ofr--1) ~-,.,.....
~ ots J~ e:--
~ ~ ~L... .,_A
0~ J ••
-~ ~
- t.JL.&..
~IS ..:...J~ ~ ~
~ ~ t.JL.&..
I_,.I~ ~ r-A
t.JL.&..
..:....:.s• ~ :-:..:.1
J_;,.:..:; t.JL.&..
..:....:.s
-~ ~L... .:,.;.I
-
~.,s.::.
-~
t.JL.&..
-
I_,.;:;.-.....,
~ ~I
I_,.:..,S.::. I_,.I~ 1.,............. t.JL.&..
d ~~ ~ L:.l
e:--1 t.JL.A...
(Translation) 1....:-.,;. Y
Translate the following into Arabic:
Libya ~ .! : .! 1) is a large Arab country in northern Africa. It is bordered from the east by Egypt and Sudan,
from the west by Algeria and Tunisia, from the south by Niger~ I) Chad (JL!.:i) and Sudan, and from
the north by the Mediterranean Sea. The capital of Libya is the city of Tripoli ~I_,J..), which is located in
the northwest of the country on the coast of the Mediterranean Sea. .
155
.. ,
students ~~
ruJi Jfij
J,.._.!. .,)~_,i
.,)~
r~i
, ,
JJ.l ~~ ;
DJ~~..Hi
Let's do it.
Amman, Irbid, ·~J!·u~
Bag'a, Sweileh. .~_,.:.......• ·; ':
' Type of pastry, possibly used to tell him to shut up or that she is not interested in him.
\OO
156
~
'it~ JU..... c.,? ~I ~~ ~L.... ~ . \
'its~~ i)~.I;,JI..:..JU.~L....~l . 'f
'1·~'-:'~~~~ . r
'i (,.... .!.J~ (when he tried) J.,~ L1 ("~ ,:,S- ~IS L.. ~ . t
myself~
\O"\
157
~~~~
--·
~ 01.J(me~~l ~~·'
~ dii~~.J · '(
~J.....a-:4 .JL.a...,...~I . T
\ OV
158
-·-
l.-J
'->-o ~"' ~~ u.~ - ~~! ~.ri JL-.!. ~ &~ :i ~:~ u,J __,.:a1~1
"':-'~I 0-o ~L..:~·:U,_.. J , ~~I &-o ~l...o J , ~_,_..!J I ~~I 0-o .; ? : '.!I J , J_,_..!J I
159
.Jt-..!...11&-o k...-~1 ~*'il ~I.J ·~~1&-o ~_,.til._, ·~~~
tl:J.'-' YlA'
' ~ - .I . < ....-.Ji . . ~.J ~~.J ~~
. . . .I . v-
I- • I . -II ~L......o ..1..a • -
(;-!..>-A ,j--A-4~ ~ ~ ~ -~
~_;.J\J~~'
. ~ ~~J ~ &-o ~j I • i aS,._,, \AY' . U...., .,.:a1~1 L....:a.,>--i ~- .i; ., I
~i 4-:--A <.::Jl..o .J •<.::J I..,.:....... <:?W <.::J~ I ~~ ..l.A-! ''\' '( ~ ~ .,:a I~ I .h i I - ... IJ
·'!.,:a I~ u~ o..o
·~~oWS'
dialect 4.fJ popular ~
to rule ~ to occupy Ji,.1
war ~JA to become independent Jll...,l
to die ..::..L. to last :;..i...l
\O'\
160
~
.. rl:. Ju ..
'-:"'..,.....
ru 'a""""L. .,..,.
J~
-
'-:"'~ tJL...8...
~ ~~
- ~ ~
ru:. tJL...8...
~
. ~L. ~I
- -
v-" t...:..:; tJL...8...
~ ._.....-L. L.:..al
rt..:..:. J,.La
-
~ '-:"'_,..!...:. tJL...8...
''·
161
(roots~~)~ ow.f'.,
••
A '\ 0 T'
'
'(
•• T'
'\
. ~
. ii ; ;,. ~ L.li.. . \ ~ ~(hi . \
..JW.:.S:I ~ (~fia..o) i.>4) .T'
..:;..l..o_,!- •• ~ . o
~~ .0 (~fi-) u~ . "
LA~ .\ ~t......... . V
U.J...... .V J.,.-_, .A
(~fia..o)~.A J~·'
.~ ~J~' .\.
"'
162
Without looking at the reading selection of this lesson, fill in the blanks in the following using the words
below.
~ • ~~
. ........:. u LA~ .L...a..i...a ....Jal ._. .....;_ ... ..... .........~
..... .,J - _...,--,. • ...,-
-.i ~ ~
· · .< ~ ~ U
- • .,.,-
•J
..,J
~1·~
-•1
...,--
l::U~.J.JooO.J ·~~~ V.O ~Lo.J •... .. .......... . ~~I &-o ~I.J ·J~I .... ....... .... .
. Jl.o..!J I &-o ~~I ...... ..... ..... ~I .J , ~ _,.aJ I &-o ~~I .J , <:r.' _,.aJ I ... ............. &--
~~ '--'-11 ~L..o.!,J ~~,J ~~ •• •••••••••••••• _,!al~l 4...aL-o ~~
F..J·~I.J~I.;.)Ut..:J~ ... .......... ... ,.1~v4}J1~1~.J •. ...............
~ JL...!..JI ~ ~.J ,J~I ~t.....- &-- /.f ~~~ ~l.;j.U WL-..11 ......... ....... ~
-~~1~'11~1 ............... .
''"
163
,,.,.
164
/."(A
~
-. ,
'-:-'~1_, J~l ~LA~.~_,...;!'-:-'~ JL-.!. ~ i~ ~~ U_,J '-:-'-rtil
~" ~'11 ~~ '-:-'_,_i.JI 0-oJ .L_,_:ul ~'11 ~~ Jl .~. 11 ~" .~1~1 a
, ~.>-A J.::.....o ._jJ I \ YY ~ '-:-'.;-il I L,.L.........o ~~ . :i ~ :.;-i.J I ~> I.; , . I I ~.;-i.J I '-:-'~1
o
o-o f."\o ~~~ '"'="'~~:. : ... ·.F. ..,H~1_, '"="'~10-o '"="'..rlll wt.S....., ~i
.,r.a~l ~.J -~~~~ _,.A.J ~alJI ~~~I_,'"'="'~-' ./.Y"f ~~~ ~~1_, w~l
U.UI , ~~I_, '"="'~1,'-:-'.,>lll J,Ai 0-o ~ J,.-;, ..!.J - ~~. 1 tll.JI_, ~~~~ tll.JI
.t..o.,s.~u,., bJ~I ~ *~~,., ~~~
..
* ,
o-o 1F~ '"="',.,_u1
J'---' ''iJ~I ~w1 w.ri-11 ~ '"="',.,..u1 w.J .1,.11 '"'="'~~ ~J
~ · w~l,>il" ~ ~~~ ~i~ 'iJWI w.ri-JI ~_, -~~~~ ~~~ U_,alJI
.J~ ~
· ·II ,J WL...........,I
- •
.i-:._ I,J
I.,..-- , <-j
•
.:.q
.r-
~,J ''"="'_,..u10-o ~L.-.!JI F~l ~4--! .-.h,.l,~_,...!...aJI w.,>-i.ll ~~~ ~_,
~4--1 ~ .'"="'.,rAJ. I Ji ; ,.1 -~~i J-La~ t........:a_r1 .-.i; ... 1_, .~ ~..>-iJI ~WI
. \\0"\ u....., ~ L.....:a,.,_i_,
Indicate whether the following statements are true (I) or false (F).
1. The Western Sahara borders Morocca from the south east.
2. Casa Blanca is the political and touristic capital of Morocco.
3. There are more Arabs than Betbers in Morocco.
4. Many Moroccans use French as a language of commerce.
S. The Arabs entered Morocco in the 7th century.
6. The Murabituun (Aimoravids) dynasty was founded by the Arabs in the 11th century.
7. The Murabituun occupied Spain and Portugal.
8. The French occupied the northern part of Morocco at the beginning of the 20th century.
9. Morocco became independent in 1956.
.
·~~oWS'
the Atlantic Ocean ~~~ ~I CasaBlanca -~I .JIJJI
same~ commercial <!J~
~speak ~-~=~-~ to possess, have ~=J
•
government L.fi.:.. touse J_.:1~ .. ! ~~
to become ~1=,;t... A.D. <!J~
11th~<!~
•
part -~
beginning ~I "'1 to found ~i
to become independent j&.:a....,l other (f.) ••
(.S~I
'''
167
JJo ~ ~
~ ~
. ~L..
t..J t.....;.._.
_,A
. - t.,.. .• b ~L.. ~
'
{L;. ·,-, t..J t.....;.._.
I~ ~L.. r-A
I~ t..Jt.....;.._.
~ t..Jt.....;.._.
,-
..
i ~ ·• ~L.. -=...-:.I
' '
t..Jt.....;.._.
~L.. _,.::..:..1
I~ t..Jt.....;.._.
JJ;.i ~L.. ~i
t..Jt.....;.._.
t..:.....1.L;
~
. ~L..
t..J t.....;.._.
L.:......l
'
168
• •
V' ·"
.~L.......:.. ~lj i..,.:.~ ,UL...... •("La.J.. U_,_.i •(",:. ~,.r-C ·~~., ~,_,... t..i....!.. \
~~ ~ ....&.:;U._, c::l.rS_,<.!J-S.J-1' ~I .J...L..S ~J-Ai ~~~.,_, ·~J-Ai ~
.An,to .....;.::au. .~4-JI t.JW. -~~., ~~
·US-- _,i ~ .~_,..~. •.u •u,..u:JL:a ·c::I,.,S_, uL-._, ~_,J~_,..... u_,~ u...!. .r
.. An 'I"'\''I" 0 _,J.J.:; . 4.a.....4J I t JW.
1. How many bedrooms does the first apartment have? How many bathrooms?
2. Where is it located?
3. Where is the second apartment located?
4 Does it have a long-term or a short-term lease?
S. What can the third apartment be used for?
6. How many apartments are advertised with a garage?
7. What English word is the word ~I related to?
\\A
169
·~~ c;,w.r
''~
170
.
iJ.I~OWS'
. ..
nee jJ truly, in fact ~
'
pork ·" · -'
~~r- yogurt~
,v.
·s. .~ ·~ 1 ·r ·
~ 1.. ·[ - .
1 ): - (.., C·
~ - ~ 1~ 1-
-1 l- _,
<. -
f' ~ . '\ 1··~-
·~ ·~ [ ~ ~l
(•
-~ ~ <.-
Efi.f ' • [i\•
r- lA . . t"
·[b 'E: l\_ ~
~.{. f.1f1
-~ 1 \
:: f;
-· E,. ·£
t t ~ .f.· - .,.,.._.,.....___,_ '"' ' ... ~
.t b ~ 1· .1<- t
[- •1·: -· -<
~ ~.lA
<t•
t.. • • • ("(> '(\_ •
f : { <t.~·
~,__ .~ ~· 1:- ''L.. ·~
{ · l:- r rr
·f· :· ·< [ i ~·· E~~ . .-
.
~·
.e ~ ~
~ f. ~ ·('. - ' ~ ~
(• 1: . f
i ~- . .t·
e '~~-· } <. t;f
~r r r1i f.: ~:
172
~~.}:i
,•,.,. .' .oj .,U_, .U...., 4 •, oct' o .;._,~~~LA~~~ c~ol-l ~J....o Fl.......:a.....
.<!J~I ~~~~ 0 ~1 ~ ~~~ u_,..u1 ,;.,.~ ~ Gu ~~
• , *, *
~~Lou lj..Sj-0 ~.UI,•,,. .' .oj_, •·r '"'~ ~ ~ F~ rtj.._¥1 J,i.J
,_ .~)l.,...¥1 ~..UI
..
i~oWS'
center jS:;_. .
at a distance of ~~
.
part, section ~ to plant, cultivate t~~-tJ)
market (JI;...i ·r;) J_,...,
important (-LA
mosque ( ~t.....:.
industry
1
• r;) +
~t..:....
1
=
~ ~ ""'Jural"
t'
\V~
173
~ JL. ~ c.s~
~Lo ,..,.
J~
.
c.s~ t.;L.w......
~ ~Lo ~
~ t.;L.w......
.
..::....:!~ ~Lo ~I
c.s
.,J.A:..:; t.;L.w......
..:..;.I
~ . ~Lo ,
1-?,J.A:..:; t.;l.W......
I~ ~Lo ~I
I_,Jt•.•~ t.;L.w......
~~ ~Lo t..:..-1
,
J.-..:. t.;l.....i...
\vr
174
Without looking at the reading selection of this lesson, fill in the blanks in the following using the words
below.
<i, •
0~ ~~~ 4-=a~ J~
,
F ·~ .................. ~~,~I~ • ·k
<i
"LY-
'I · ' __.· ..-
\)' •
-
I
•
1" • .. .. • .. .. • • .. • .. • ~
• ~ J~
..1
•
~
•
......e.
~ ~ -
I I I
•
,
•
- -L ·
.. • I • '
'-tf
~· A..&...l
... - ................ .. .
'-----
................... di_,.&JI
- -.... II • II • li II - - ... II • II . .
~~ ,---- "'"""'"" " "' , - - "'~~ ,---- · ~If p~
- II I - •
-~L...d..:a..••l:lo.,JI,J JI~'JI,J ~L.......11 ..................
1 t1 . .
-
1!1
r 1 " .. - • -
11'9 I I
\Vt
175
<;_,~) i..)~ ~ ~ ri! ;~
FJy kite, fly, you (made of) paper and string u~J JJJ 4 ·~~ •.)4Jo 4 ~~
I want to go back to (being) a little girl on the neighbors' roof ul~l ~ ~ ·~ ~ ~) ~~
And time forgets me on the neighbors' roof. . u· I~ - 1.. . .• I# u• L....)-'
.. - •I c--v- · IJ ,r•~_,J
<···•.)4-1- 4~~)
If we could run away and fly with the flying paper .HLJ.JI JJ_,JLA ~ ~J ~..>+-i ~ _,J
It is too early to grow old, what's the hurry, what's the hurry.? .HI..... _,...!. •.HI..... _,...!. ~ ~ ~ t>
Oh,flowerofthepomegranate uLa~l .)-Aj 4J
Sway in the garden u~4-:a ~
So the young of the earth will enjoy themselves ~}JJ JLA.... I~ t>
And time becomes sweet ul...>JI ~J
And time will forget me on the neighbors' roof. ·- 11c--
. u· I~ - 1.. ... v-
I# u• L.. ..)-'
· IJ ~ ·t......:....__,
(... •J4J. 4 ($~)
'vo
176
~
~;;;,A, IJ ~ .J.~ _,A u4.J r \
, , ,
to remember ~~-~.l until now, stiJJ •~
sociology t ~'i I ~ young man :....w.
'Y"\
177
.. / J •• .,. .,.,
. ~/I Y_,.,- C.:,U \; \ ..-
. ~~ \- ~ '-:-~ l:, I
iJt~~WS'
without o.J~ sug~ .Jf-
f •
totry '-:-'~-'-:-'~ not possible, hard to believe J_,ia.... •J.....
bon appetit! ! F~_, t'.......o Godblessyourhands ~~~~~
SUGAR
SUCRE·
ZUCKER
AZOCAR
~
~
tl
\VV
178
' ;
~ ~ · ~J_,.._...JI ~~I 4.SL..!I <-:J~ ~ j~l Hb ·. o ~ 4.S..... ~.1-a ~
' . ~'II~~ J~ *~~~ V. c.;I.J-=1-
'-:"~1_, <-:J.riJI0-o J~IY-:a L: ,;_,
. ~ ~i ~)_, w~ c.;1~ 4-.:atS..... J.J.£ ~ . Jy!..JI_,
L.Jl..~~~
,~;.,.....~I ~JJ I JJ,_._, ~ ~I JJ_,.:. t;a'i 0! ! ... II ~ ~:a_. ~J...o 4.S.....
"" , , ,
o
.
.~ ti.....JS 1J! ·!·. 11 &-- ~~ &--~I LA .>-'~-'
~~ ~IJ i J-H-_,.11 ~I u-11 ~)l..o~ w~~ ' W-' .1 . ,1 ·1 ~ L...~
~ ~L.....ll ~i ,j.A _y._, · r~~ 1 ~ , ? .... u--:.Ui rl..r=JI , ? ... "" .tS... ~ r l..r=JI
.r-JWI
.......~~,~~
~.>4-=a i jSJ-0 ~LS ~j ~~ Ws.J_, ,~..u.JI ~ ~).~ ,j..c ~I~~ 'i
'VA
179
.,.
~~~' ~_,J)\ ~
- -
La.....,-La..JI .-. , : .oi ·r ,,.. . ~ ~.J ·r ov. u..... 4.S.... ~ J o ,. 0 ~~ .1.1~
~WI ~.l . - . , : · 0
i ~ ~.J ~ ~.J . 4-o)l...,~l U.J.ill ii .:··.:.1.11.J ii.! ,J.!,.11
# .. ..
1,~ 4.S.... o.:JJ~ ·(" \o\V U..... ~.J .ii .:··.:.1.11 ~WI 4.S.... ~.J ,U.J.ill ii.! ,J .! ... 11
.~~~ U.J-1.11 0-o
~.l \\'H U..... ~.J .j4-:JI ~u ~ ~t.s:.J ~~~~ U.J-1.11 ~ j4-:JI ii ib ·..
#
to become .)t.-=•...'.. -i
'L-:-- short~
toenter ~j to remain JJ-=~
\V\
180
Imperfect
~~)
-,
Perfect Imperfect
~.._<{~)
Perfect
~.._, ~{~)
~ ~
~I ~~~)
~
~~
...
_,.A
~ ~
I ... ,
I.J~·-, ~~(~) ~
_,:.:.'1 ~.~~·_, ;(~) ,~
~I
:. '," ~~(~) ~ .
L:..a.l ~i(~) ~ ut
o •
The most common passive verb you will see in the reading passages is ~~
,
"he was born" , which is derived
from the perfect verb .J~ "to give birth".
-'.
Person Markers in~
There are a few differences between Levantine and u , , • i in the conjugation of verbs in the perfect and
imperfect One of these differences is in the third person plural conjugation:
Levantine
they face
,A.
181
'. v r y
•• • • •• • ' t
A
' 0
'
'
y
• • •
• • • • • •
r
t
• • •• •• • • 0
'v
••• •• • A
• • • • • • '.'
...
~>~
~'
~I o-a ~ 0 t.S.......J1 J.l.A-;1 ~~ U.JJ .r.aSi. \ ~_,..! '-="~ JL.....!. ~ •.& ~~ U.JJ . \
~~ U.JJ •(._fi-) e-:.'"'!L....i! ~ .~ ul_,i.ll o-a ~(Lfi-) 4.)~ ~.) .r
(._fi-) !,F""JWij~_,.a.JI ~I~ ~ .0
\A\
182
·~~ow.r
Chinese ~ busy J_,a..!...
183
. ,
mommg ~ tonight ~I
reserved .)~ nonsense ·~ ~ ... ~
certainly ~i don't worry ~ "J _,
idea ifo to rest ~~-c 1~1
184
.~.l .>-+=a u-lc U,.l-11 .b.....,.J ~ ~ .~ ti:.1-o ~i.J JI__,_..JI ~l..c .1l~
- ,
. .!Y..:J_I ~ ~~1,.11, ~~I ..>S.>-4.J ~t.ii.ll, (#J~I.J (#JI.l¥1 ..)S.;J.I ~"
J..a •
-~
.~1
- ;('~- •I ~ -II ~~...,..-.-... _:-.j I 4.......W 11. -::.1
· ·. -If ~- ~ - 'T"',.......L. i J~
.. .1I..LL•
U-.6~ "
.. I ..
~J
.. .. -
10
• -
I I ffl
11 . .
<l..LA~ "
I " "
.l I ~
• ... • .. - • . - If I •
<l..LA~ <LA,J.,.,_,.... .l ~ ~......_4 0...0
I -
.·~_,.~~,
.>\~~.)\l
."J.J .o ·~ 11" ~L!JI ~ ~~ • II. e .:1;11 ~j ~ ·r V'\" ~ ~ .1l~ ~~ i.l.;a
\A!
185
lSl.ll ."~.;-II 0_,.;LA" ~ ..! ·JI 4 i _:1;11 ~.) ~ ).A.l.)~l ~ ~~ 4~~ ~_,_,
... - . - ,
~4.--JI U.,..JI L..-~ .ll~ .-.:•': ...LJ., ."U:J_, li:J ._jjj" ..::..~~ ~ "--o..o.l ~I
~ "' , *"' ,
lA,;-oJ ~ •0_,,;8 ~) ~ ~'i ~)l.....rl rJWI ~ Ul.iiJI_, i.;~ LoLA _I_)S.>-A_,
.~~~ Jl~l U.,J ~u .-., ... oj \\"\ ~ ~J ·\ \"oA ~ ~ J_,.til
.>\~.)C\
,"~"!.11 ~~ · 4-=a-o ,~1..::..~ ~I ~,;l.~ e-~ i~ .;~i .ll~ ~
~ ~ .-.... "..,b ~I' "~.) tO·.-., II L.;.UI"., ·\ '\V\ ~~I~.)~~~ (#jJI
'
·\ \'foA~~~(#lJI "04-~ '?"'o"_, '·\ \YY'Y
Indicate whether the following statements are true (F) or false (F).
1. Baghdad is located on the Tigris River.
2. Baghdad is the cenier of transportation in Iraq.
3. Locally manufactured goods are sold in the markets of Baghdad.
4. Baghdad was built during the rule of the Caliph Haroun al-Rashid whose name became famous in the
Arabian Nights.
5. Baghdad was an important commercial and cultural center between 1258 and 1921.
6. The Mongols rebuilt Baghdad in 1258.
7. The Abbasid Palace was built in 1179.
8. The Mustansiriyya School was founded in 1232.
cultural ~~
tosell ~-t4
administrative <S)JI
transportation
--
..:..~I,..
..
local~ manufactured goods ..:..k,.:......:.
building .. ~ to begin i~
Abbasid ~~ caliph ~
• second (think of ~I) <.i'~
passing J.J..>-"
degree 4~~ to reach~~
prosperity JLA;' j! high c.r~
tale, story ~~ to become famous ~I
.
centunes u.J~·- the Arabian Nights (1001 Nights) li:!J.J ~ ...a.Ji
the Mongols J.,a.ll to destroy ;..~
palace .,;._::. ..:..I~~
to be founded ~b
\Ao
186
c:.'~' ~J
-...,........- JSi
~ ..)A
~~ JS4 t;.JL...a...
,_,:;... ~ r-At
'~~ t;.JL...a...
-::..-~1 ~
- ..,.....L.. :::...:.r
t;.JL...a...
~L.. ~I
~~ ~l.:i t;.JL...a...
-
I,:..JSi ~ ·_,:..:.I
~~~ t;.JL...a...
~ L:.l
-
JSI
~·
t;.JL...a...
-
L.:.....l
L.:.....~l
~ -
-
~..,.:. t;.JL...a...
'A"\
187
2. Choose the correct form of the word
In the following exercise, based on the reading selection of this lesson, choose the one correct word from
among those given in parantheses to complete the sentence. Then compare your choice with the form used in
the selection.
\AV
188
~ ~_,...!. ~1 ~ rS- .\
~ ~_,...!. ~1 J.l.,.., ~.J • .,.
~ •J.l.& ~~ .r
~~ ~~JJ.I.I .!1_,..:.~1 . f.
~~A c:'J~t . o
i~oWJ"
to be born •.J,.,.:.t first thing -~ J~l
the West Bank ~jAJI ~I village ~~
to help ~~-~l... to leave d~
, ,
fanner t).,;.. fann ~~;..
\M
189
.
~\
.
~ -11La. ri ~ . '
'iul.l~~.Y
~ · J~ ..;.....· .11La. ri ..:.Ju ~ .r
'i ~ ~~.) '+-' .11La. ri ..:.Ju .J...:!I . t
·~~ow.r
pilgrim (f.), someone who has performed the Ha.ii to the Muslim holy places ~
wife 4.Jj= . .; .
to look for •....;~~....;w.
\A\
190
Note: r;,..J~/ j~ :
The two sounds j and r;,. of the Arabic root r;,..J.J and its derivatives are metathesized (they switch places) in
informal spoken Arabic. They are never metathesized in written Arabic, and they genera1Jy maintain that
order ~.J.J) in formal spoken Arabic.
~\
Create a story based on the drawing below. Two Arab men (or women) argue about the correct pronunciation
of the word for "married". One says it should be r;,.~~; the other says j~ is fine. l:>an doesn't see what
the fuss is about.
lr - t. ~ 1(;\
11.. {I·
·~: l~
'". l - fl - ft
.r t: ~·
'L<. <.It .. 1(;\<.
- t.. l ••
~
·~· r
. t·~ ·t <.-
<i
1 E
11. -
;.1
It . ·~
c-
·~ t- .I·~~
~- ~· ~
lt: t.. <. -. -
E~ C· C· G, 1 'i._ f. t-1\~
t..'t ~ l <.
f' ~· f~
J;'" :'
r·~ ·i-·l
[t ~
- · <. [7 !f
I
c.... -.,.J C· c
j: ~ [
[i\ ~· 1 (. <.t..
1-ffl I • \()
~ ' ~f ,.J.'
IG\ ~ - ~
t. 1 C· ~ ~· .( t
1. It ~ ~ i_ It- 1..
t. [: 1_ i;.'~ ~ );- -( 1
It . t.
l C· ~ r I
" C· <t· J· :c-
~· "1..~~t' c.'..
~ ~ t:-.. r\.1
- (.. :I -
/>-1 <. - -.
Et
t.. -
~-:- { IL t <. f f 1: f
f ;:- ' _!. ~ .[ r
~· \ . ~ ~ ~· ~
\ l- ., ~ - tl Cfl ~ t lc: Cfl
C· + <. r ~· -~.. r ~~
r-V. · t. • 2 \ . t.
f '1l'
l· . ·~t <. t. "7"'
1~
L • -. "
(;\ ~ ••
L -. . f":j
't
·~
~.\
~ <.- G.~ .~~_ c·
Cf
~ .: <.~ f.: "~:
-
192
tJ , , Ill • "' "'
. ~)L...,¥1 UJ.l.JI ~ c:,.UI r-A' '->-- ~., ~ {(" vo.) ii.: ,J _..11 UJ.JI '->-oj
,
•t.:-=a~l UJ.l.JI ~
. ,
,.L:.!J LAJLA.,jiJ ~,.,...._.!.'->--~I ~..u...l ~., ~J
~ ii ~·.!.'I ·JI (JJ.l.JI ~_).A ~J ·~J'-/1 fi~lWI '-:-'~1 ~I \o\"\ ~'->-- ("l.,<ilJI
.. u-1·t...-.:a ..>-A~
•. L.
_J.,.....
J)ll.:&.....l ~
- 1. . ~ - -~ II ..___ qt.t.:.,....., I-'ld.J.:;
•
.>+-"'
- ~ ~J ~.,)'- ~ ............
- • ...r""'
- ,
i.)_,..!J.\ ~ ~
~).~ e-~ <ilJI,<i,_..'JI e--4-JIJ !~~~ J,_..., iJ~I ~., r-JLA... '->--
J~J !~J~I r-L--11 .J.!aWI ~~~'-/1 ~.l.JI C:~ ~J !.,~1 ~~I c:,_,l.JI ~I
.LWI ~L..l-JIJ ~U!IJ ~L:.S.JIJ ~.WI~~~~ V").UI '->--
Indicate whether the following statements are true (T) or false (F).
1. Damascus is close to the Lebanese borders.
2. The population of Damascus is a little under one million people.
3. The Egyptians occupied Damascus in the third millenium B.C.
4. No rivers pass through Damascus.
5. The Assyrians entered Damascus after King David.
6. By the end of the fourth century most of the inhabitants of Damascus were Christian.
7. Damascus became the capital of the Muslim state in 636 A.D.
8. Baghdad became the capital of the Muslim state in 750 A.D.
9. The Ottoman Turks ruled Damascus until 1516.
10. The French army entered Damascus after the defeat of Ottoman Turkey in WWI.
11. Syria became independent right at the end ofWWI.
12. The history of the Umayyad Mosque goes back to the Umayyad State.
13. Salah a)-Din (Saladin) is a weJJ-known Muslim commander.
Choose the one correct word from among those given in parantheses to complete each of the following
sentences.
Write down the meanings and the singular forms of the following nouns:
''"'
194
Match each of the words in column \ with its opposite in Column "!· There is one extra word in the second
column.
'
~~ oAij; .. ,
r)l.,..., ~.la
;(.i;t . . . ...
uoe,
~ .la l
• ~l..u
.;
I.
ill r.ut
*l~i
t'-'3)
~.u ~~
. ,
J~ ~~1
' '
~.ro ~
*"•
·~
'i ,JI
~l,.:.
o~~-'.JiP:
Rewrite the following words, grouping them into related families. Each family consists of two or more
words. For each family, identify the root and give its general meaning in English. In some cases, it might be
difficult to come up with a meaning that is shared by all members of the family. In such cases, writing down
one meaning is sufficient Identify the one word that is not part of a family.
' '
· ~ .L~ .~ •rlla.... ··~ .J~I ,.J.J .~L.. .L.l.i.... •ou.l.i.JI
"
.~U....O .~)L. I,_. •ou:U.... ·~ ,4j 1WI •t--4- .~1 .~ 1 ,~L.c.~ ,.J,_.
, '
r.ui •J-.J •ou.Ui •rlW I .~1 'J~ ·•J'i.J ·~ •rS6. .~ .,.J- ·~.U ••.,._.!,
Olive oil 4 TB
Brown rice 2 c.
Lentils (whole) 1c
Water S c.
Cumin It.
Ginger It.
Cardamom Seeds4 (crushed, optional)
Cayenne pepper 1/8 to 1/4 t.
Salt 1 1/2 t.
Black pepper 114 t.
Topping
Olive oil 4TB
Onions 2 medium, sliced into crescents
Cinnamon 112t.
Heat oil in saucepan; add rice and lentils and stir-fry for about 3 minutes. Add remaining ingredients, except
those for the topping, and bring to a boil. Cover and cook over low heat until rice and lentils are tender and
water has been absorbed, about 25 minutes.
In the meantime, heat oil in a frying pan and saute onions until light brown.
Place rice-lentil mixture on a serving platter; spread onions evenly over top. Sprinkle with cinnamon and
serve.
(If using white rice, you would need to cook lentils in water for about 10-15 minutes. Take lentils out of the
water (and save the water). Follow the rest of the recipe.)
\\O
196
J .t....:........ .,
i1.:; • • - L..
- ·~~~
&..-\
'i~~~r1~' · '
'i~.Jj ••.d .•••~~ u=o--' ·"
n .......)Jll ~ .:.-..)J t:....... ~ .r
n .....)Jll ~~ ~ . £
'i ~A ,,....,.) u ~~ ..H1., ~~ rl ~ 0 LS JJ., ~ .o
''"
197
'I C:,IJ....i~41 ~ .\
ns~rl '..J.J uJ}il v--.-1 ~ ~~.> ~- :(.jt.... .>~I L1 c:,IJ JL:i ~~."
'I uJ.>~ J.-.J C:,IJ ~ I .l'
'I C:,IJ ~ ~~.J t l r5. .t
'I~ _,a-1 '..J.J ~~ c:,IJ ~l . o
'luJJ'il t.? ~~j:..o~ ~ I ~I ~~.J·'
\\V
~
~ f. f' E·
't_ ~ ·E·~ f'
r c· i \~ .
<. c:. .
<:c f -
- r L.
f- t.. ·~ E r1-
c:t ): f. ~ t1-
~
<. 1. f
\. 1: r :~ f
f' r'- '1' t..~<.
-!· ~ ~.
'.c
f~~· f.~
f ~
'\ ..{ f
.f.'\,~ .
-. ~ r ~· \..
~ ~ c· f.: ·(. -
~
> ·[
- i 1'[ i: ·~ .~· \: ~ t ~ .r:
'\: ~ ·b- 1~ \~ ,r'. !~" L:. ~ [ I;
&1.' L~~· ~ - ~
~'t_ : \- ~·
-::- (• f.:-r.·, E ~- .g
~ ·-· ~· ~ (\. .. ·t r: t ·
- l:.. .
~. (• . t; ~-, \
' ~<.
n·
C.c:.·~.
~<.I.-·~
\ ..( f' .
:r·b~
- •L .·~ ~
[_ !t ~ I 1' f" ~ . .. ~
0"
- ~c;
g Q> c:I..· 1·'c .r"
1::. c·
<.-~.
C•
,, -~. t (• l. <. ~
g. ·~ C•
-: ~ ~ ~ ,.: .t'. t ~ •(\.. ~ 1: ~
'lA .1:" (.1
(• itt· e. ~••
~.c ~
'\. f.'.
1;
'- 1'. .~-
"'\ 1:: • ~:
- I \
~ 'b -
199
~.J .,...._.::J.J..~ ~ LLA ~.l..o . - . , :·"'i.J ·r·J ·u ~ ~ ~.J~ oL..o.J,.,JI ~~
~ ~.J~ u-' 0 _,..:aWI ~.;.l..o ~LS (.S..I~I ~WI 0 .,:&JI ~1-l-:'.J u-=aWI 0 ~1 ~4-=a
- - -
. 0 Lo.J,.,JI ..1~ ~ 0 _,..:aWI '-"')J..A ~i
• •
~ IF~.- . ., : .of.J .•<:?..I~I ~L.....JI o.rl-11 ~ ~.J.>-:!-! o.J ol ... II ~.,rt-11 ~..1
~~ r•s, ~ ~.J •o.J ~:.:t.,..tl ~~ " ' . ~ ~.J. d~ o~~~ ~,.>A-ll u.J.u1
.~Lo.!.....JI U.JJ.ll ~iF~ . -., ... ,..j \O\"\ ~~.J . ~WI ~..IL.o~ ,.,.,, u.....
~Lo!......JI ~.J - ~.J\JI :i~IWI ~.rJI ~ ~~~ U.JJ.ll ~..).A~ d.JjS ~.J
. 0~ J)U;a......,l ~ ~.J, \4\H' ~~I LA~.J 0 ~~~ lf.L:i.J
"'
200
Write the one correct form of... ~_,J "alone" to complete each of the following sentences. The first one is
given as an example.
~~~~'·"
J~l,.)~l ,.).u .~.WI . ~~~ ··.>~1 .~i •4>:' •c,.rJI,J-.._,'JI ,.J.:.._,:J.I . ~
~~',. .r
,u_, 'c..r-'.;-a-11 ~WI_, ~_,\JI J.,_.!JI :.i ib ·. ~ & (· tlll.JI j.SI..,.ll ~i (>A..;:.,_,~
L....o4JI .,:.,l.....o4JI db ~j 0;-J . ~l.....o4- (>A c..r-'.;-a-11 ,._JWI iJ~ (>A~ J~ [~
. ..;:.,_,~ ~ :.i~<.:.J-0\JI
'( ..
20 1
\. 0 i \
• \
'\'
• r
i
• •• 0
'v
• •• • • A
• • \.
~>..,..s
~
· ~· ~ ~ J..-.A~I .\ ( prepositio'l ~ ....i,roo ~ •t ~ .;1" .; ~ . \
..::..1.;~1~~ . ,. ~J,.-J I L...a.Lc . Y
"wei;·.• · ~ .r '":-'~I t i .r
....,.-!.;&. (Jette~ ....i,ro. ~I <_,.,.Li. · ~ .! ~ .!
·~.;r!.· ~ .o (~~) u.,J .o
·~ ..:..l.;l~...... ~ · ' ~ ~t:. .'\
-~4-· ~ ~ -~ .)· ~ .v -~~r .;~.v
(~~) · ~ · ~ . A (~_,s.....) ~ . A
- ~~· O...o .\ (t...._,s.....) ~ O...o ...
•.;L-! r J~ ~ • ..:..L.o_,!.a...o. .) ~ . ' • ~~ ,Ji ~~~ ·' ·
". '
202
My steamboat cleaved the sea and its waves went up high •J_,.. ~ ~1_,..1_, ~I ~(SJ.H4
' -
I don't know my friend (whether it is the) water or the . J_,.!..ll ~ ~,;JI L.. ;;.. ~ 4 ~,;JI L..
longing overcame me.
'ldll~~rS·'
'I~~WI 4_....J,UI dll~ V"JJ ~J. \'
"~J....:!I~ .r
'l~.r-~ CJ~ ~Ir--A~ L.. •..H1J ~1 v4J .1
'lt:......JI ~ ~.r-1 ~ 4_....1J..UI_, ~I~ r5- .o
'Iilli~ ~fi ..:.~_,....>t-~1 ~4- ::,1 ~ ....i.::,a.,...:. r1 v4J ·'
'(. t
1' .r . • C· fl f", ~ ~
~· r~ 1- r ~~ ~
~ r It ·[ (1 [ l .r~l
~I\ t c: - ~ ~I (- · ; [' E'
f 'r: --:
r c·
r- .F-,1r· f .f: ~·~~ c
C· t ~- :r.· ~ r <:1 ~ t
t [r l t: c t- C·. '!.;
.( ~ <i . - ~ :f l f1
l ~~· ~ J 1 .~1 .- ~· 1.
- 1r ~t ~ ~ r.~
r , t <:
.r ·[ • c: ~-· \- t~ 1=-. 1 N
c._
:< r .C\_ ,. h .... ~
£: ~
O ~ ~~! Is ~ 1 ~ 1: [ I'L., .f-
0
0
.t
r 1 i..
1
ft. 1C <.
f l:~ tr: f ~· :~ t :fr. ~
I(: -~... I <. c.
-~... - - -1 .. '-
l ~-
1 t'. c. r.- c. J
~ 1 t . 1:. ~
t -. ~ ~ t~ 1' V\ \- 1C -:
,.1 . -~...
_,
f· 1 •'
<.a : ~"' I
f
1
·~r- ~ .f ~·' I • C· \.
r.
l.\-· 't [". ~ r
1
'f . f· se [ t ~
! 1 ~· '-
C· ~ \- ~ ~ ~ C• '-i •
r l
C· -1'1: (;t;·. I~ f· f;
C. .C I ~ •• "
E \. .t1'1 C·c: ·_ f (;t;·.
~ 'E ~ - r r· -
t- -l<. . -J t t ~· <.- Ci
~: ~ ~· ·~ r· 'i·
206
"' , "' ,
J~ 0~ ~~~ i.J.riJI ~~~ c.,?.J ·~~ i.l-o i,; _, i <0 ~,;-li,)L....c ,- .! i:
1
I ·oJ}il J~· u_JJ ~~ ..::...;~ ''"' ~ ~.J ~..b..U L.........:a " • •• ~~~ t..,:aLS....
~\J ~1->-"""!.J '-:-',...UI ~ '\'\V '-:-'~.J \\!A'-:-'~~ j~ 0 ~ 0 lS.... J~ Jlj
~4-:JI 1.J·~ U!:··:L~ .. Iill ~ j~
~»"~~~0~
~~~I ~4 u-1~ ~~~I.J ~~~ ~.J ~J.:JI.J~.WI ~ ~~ ~
~i.;_,....!.ll ~.ro"YI.J ~.J.;.J"YI JJU..iJI t.J~.J ~~~..:..~I dl.:t..A . ~.WI)!~I.J
, ,
~.J.;.J"YI ·~.;Lo..H_,_....JI" t.J~ dl:u\ .~.u.JI ~~~ JI_,_..,\JI ~4 ~IJ
~I 0 ~~ &:lJI J4,.,.JIJ ~.u.JI ~LUI ~4 ~IJ .~ *i:~l ~.>-0\JIJ
, . , ,
I·~.)~· '='""LL tJ~J \:~~~'il" '='""LL dl:..A . ~_,.:JI i.J~~J
, "''
ruler~La like~
1
Refer to the discussion in the Grammar appendix under "The Conjunction ..J".
207
Jerash (J. ..>-'!') is located in a mountainous region at a distance of about 50 km north of the city of Amman,
the capital of Jordan on the main road ~_,JI ~_,J..JI) between Amman and lrbid (~J!)· It is famous for
its ancient Gree'k and Roman ruins. Jerash is a small city with a population of about 40,000 people. Jerash
became famous during the time of Alexander the Great(~ I J~'i I) in the fourth century B.C.
Y.Y
208
~~~6~1~J 1~1
. G..G'-~ ...,40 "'-'-.ll ~.VI_.
·- ( ~~~-'J-~)
~ ~..,U.......~ I . \
n.:•...JI ~ vA..,U......, .W ~I . Y
n~L£ 4:0L..~ ..::..:.~.,~~I 0 L.....:&...I vA ~ l.ll ~ ..,U....... ~~I .T
~ ~.,...1 vAV"-'~ ~ ~ .f
HLI.i.
- ..,U....... ~
• I v-o
• .o
'LA
209
~ UI;•-. · "t:.J~•~C:,IJ~.\
~ ~.J ~ l>-!.J . "
~ Uli • i .11 C:.J~ C:,IJ ~I ( agr~ J.ii.J ~_,...!. ~j .r
H~ l .~ J.;.l....J.........: JSi c:,IJ .!
~ uA:.o.>A c:, IJ ~ .~_,...!. ~j ~~ .> ~ . o
, .,. , ,
1-i~1 ~~ ~~~ ~ ~ ,J-.....J'il J_,...!.JI ~ l...o ~LS.... ~ "-'"'.uJI ~.l.-o ~
~~~J ,·~t-.,.<:j.Ji " ~J~ ~. '·.i.,.-b" ~J...o 0-o ~_,..a..JI '-="~I ~I~
."~lj.:U" ~J~ ~ · r~l JIJ" ~.l..o ~ ~,.>i-11 JL....!JI ~I~~~~~)
\..t • - , ' ,
~l...o~ Ir-A' ~J •0! .I, IIJ \)!.: , .: ,. IIJ J~l ~ L...,J..i.....o ~.l.-o "-'"'.uJI
~J .~'il ~IJ •(<.>"':WI ,r.alJI) t...4l.JI 4i , •.: ·.<J .~1 .b..:al::.. ~ 4...-illl
··~'~
, -
·~~~ ~ 4.J.A :i ib ·. II ~I ~~J ~ '-""..u.JI ~.l.-o ~~LL:aS.JI ~
~J-6 · ~ ~~~ -~JJJi . ~.u1 r---1 ~u;:J ·r·J t .•• u....,~~~ • ~:~1
. ~L.LaSJI UJJ~ · r~~
, ~
V"JU J~ dL. U"J~L..... dill~) ·r · J orA t.:,....., ~J ' '-"'.WI v44JI ~:b.~
. J~
"'·
211
Indicate whether the following statements are true (I) or false (F).
1. Jerusalem is located to the southwest of the city of Tashkent and to the northwest of the city of Dar
is-Salaam.
2. Jerusalem is considered holy by Jews and Muslims only.
3. The al-Aqsa Mosque is located in Jerusalem.
4. The Sacred Tomb is another name for the Church of the Holy Sepulcher.
5. The Canaanites came from the Arabian Peninsula.
6. King David built Jerusalem.
7. King Solomon built the Jerusalem wall.
8. King Cyrus of Persia destroyed Jerusalem in 538 B.C.E.
9. The Romans ruled Jerusalem during the time of Jesus Christ
10. Jerusalem was destroyed in 70 C ..E. and in 135 C.E.
II . The Muslim Arabs conquered Jerusalem in 629 C.E,
12. The Crusaders ruled Jerusalem from 1099 to 1187 C.E.
13. The Crusaders defeated the Muslim leader Salah al-Oin in the battle ofHitteen in 1187.
~I
Match each ofthe words on line 1with its synonym in line ':-t There is one extra word in the second line.
t1 , - I
~
Using the reaing selections about Amb cities as a model, write a pamgmph or two about Muscat, the capital
of Oman. Refer to the following map and an encyclopedia such as the Encyclopedia of the Orient or
Wikipedia.
213
. ~o_,it~.,~~l~~
·· ·~.>-"j ~4 ~ t.)"J..l4..f
_/'~- ·- · .
::x:::;:::2
~
~
~.., '
0
0
·1 ~
~~
-<- }
&..:t
. ~~..l~l~~~t:.......rS·'
~ U"_,.u (collect, save) ~ .~ ~ ."
~ (..,~ •• .. IL,. ~~~· -.
- ..r-- . v - C::.-'>"".llA.,...,·<
v--
--.'1"
~ U",U 4-a-- c:,tS l,jl ~.>-"\' ~~ 4.J I~ ..1la...... ,J.Ai ~ .t
·~~oWS'
to collect, save (money) ~-~ to think A- fo
toallow ~-~ in any case JL.. JS ~
even if _,J ~
2 14
I .. ~Y..-'il
~- • .a.UJI ..~i
i .,J- -
. ..,.~~
~
·-
4-AI,_...,i, 4 ~~.all ~JI~ 'bJ.J f .~. · 0 ..~\'1 blA.J ·~~~~~~~I~~~
. ~..Wil.A~t.....-,
le·.< ... .! ~~~~J.i.JI ~ 4ib ·. o ~ 4~ oY..-~1 i_rAliJI .. ~j ~ ~~~ u-11
. 4~b.·ill ~L.:.S.JI ~ J~.J ~I, j , ;II~ ~.J .i_rAliJI .la4Ji
·~4:a- ~ 1.-. .!
"'"'
0 •\' •
f/11
~ 0 ~..,..-.111
•
, ,.!""',.
._,.-wl
- .J~I u-1
4J --~.J - ~~1,.11, .jl tO i i'il_, i)-~-~-11, ULi.~.ll, ~~~ ~j-0
,
u+i
..
~
I<'~ dJ.l v
... . .-_._ ~,J ·II ,J ~L.oJ..:iJI
- . .t...Lal.ID.,... ~
L i u-o
. (.$~. \'I '!
~
LWI ~
. '-'~~
. ; . -'I
.~I.J ~~1_,.11 ~ i~
Indicate whether the following statements are true (I) or false (F).
1. Cairo is the largest city in Africa.
2. Cairo is the cultural capital of Egypt.
3. Cairo is surrounded by desert from all sides.
4. The combined poplation of Cairo and surrounding areas ·is about 8 million people.
5. The Copts lived in Cairo before the arrival of the Muslims.
6. The Muslim neighborhoods of Cairo are found on the east bank of the Nile and the Coptic neighborhoods
on the western bank.
7. There are old markets in the Muslim neighborhoods of Cairo.
8. Egyptians refer to Egypt as Cairo.
9. Egyptians leave Cairo to other areas of the country in search of work.
10. Cairo suffers from problems oftransporation and housing.
. .
J,.....,.
the Copts J.t;i"J I to surround suburbs ~-.l.lA-1
The preposition t-" "with" is used to indicate possession. The main difference between ~ and t-- is that
~ indicates possession or ownership in general, while t-" tends to indicate possession at a particular time:
As in the case of ~. different "possessessors" are indicated on t-o by attaching the relevant possessive
pronoun:
,'
he has rna' u...
she has
they have
ma'ha
ma'hum
~
~
, .'
0~\_)1)\ ~' . \
~_,A.~ I ·~.r-J.I ' t-"4-JI ,t.....4-_, '<,F"~"'I ·~..>-" ·<r? .....L..t..:al , ti...., .i,.>AWI •rJWI
'\'\V
218
4-a..o<JlS: ~ _,A
~I L.:ai
,
Follow the instructions for the writing exercise in L. 34, and write one or two paragraphs abotu Doha, the
capital of Qatar.
'(\A
219
~ JL....i..:JI J,......J C: IJ ~ . \
~.~ J~i c:IJ ~.J ."I'
~t~ J~i ~ ·J~~I # 0 LS ~ .T
~t ~ ~ ~ •J.J~I # 0 LS ~ . f
~~l,_,.i.ll_, JL....i..:JII.S~I ~ o-- .o
i~~ow.r
seller, vendor t~ as you (pl.) know I_,.;~ L.. ~
be reasonable! !~ ("1.>=- piastre vt~
how much, what is the price of! ~ ~ rS less than (J-a JAi
pricing i~ cucumbers .>~
this ll.A= ¥.:... God~~
high prices, inflation ..)ll
220
~
~ ~ i .J.J~ (kind, type) t.,:O rS .\
~~..tl.;Jii.J.J~I # ~ .Y
~ <JlS.ill .J4AJI J-.J ~I .T"
~'='..tl.:J' .)_,.1.4 ~~~1 . £
~(S~I <JIJ4.SI_,..i_, } .•-~l.o
~ t l J .)~J rS .'
~~l&t.J · V
~I_, JJj~l ~I
. 0
-,
i ;I o 0-o ~~I ~I c,JIJ~I J..,._.!. ~ i~..r:JI t.i:a
r i ~~ ~,H ~~ ~, r~..r:JI JL-...!. ~~ ~-H ~ ~w ·uA--}-/il
.c.Jl.oJJ
,
<:r-~-' (.#Jl..:o=a .,)S,ro ~_, .c,JIJ_,.....JI ~ <.:J~I_,.!I_, iJIJ~I .,)S,ro ~ i~..,.=.JI
, ;
.:i: .a;!l ~JI~ U_,~l " i~~l" Hb ·. o 0-o_, J.:U.JI.,...:. 0-o ~~ tJ_,.JI ~ i lA
..._..~~'~
'i~..PJI t.rJ-i.rt~UJI tA...o4_, i~~l ~4 ,iJ~I i~~l rJU.... 0-o
. ~~~~~~. j .... ;ll_, ,~IJ_,.....JI ~_,.11 . j .... ;ll_,
'(Y\
222
wide (~ ~)
.
e:;-'
.-" .1.&
to be distinguished by ~
.-
·• ' :. - J-:!:-IW
·• ' :.
size~ JL..=.&
during J)la.=+.. Wi under the leadership of •,)~
independent ~
223
\_,_b_ri.JI ~4 •(_; e-. .t;.lj6_;~1/ _;~1/ "'-' e .':. a) \_,_b_ri.JI ~LL..o '-ro
. t , -,1 1_, .~IJ,.....JI (~_,/~_,Jij~_,) · 9., iII_, '\_,_b~l t_ri-6j-AUJI ~4_,
·~~~~1'
* ; , ""
I_;< ... , o ~~~ ~ (!.ifi=a/~l.S/ I.)LS)_,. \A~\ U..... ~ \,_b..PJI .- .... ,.·w
L........I_,JI ~_;I~ j~ o ~:.._, .!,)IJ_,_....JI ~ (~1/~~1/~~/~) w'i·: ?II
/4-=alS......./I.)tS......) J~ Jlj_, I e o ?', ~ ..U_, .(~/6~1/6~) LA)-?.--!.i_,
* "" ,_ * .,
~I (0_;-Ajlfl.),y-:a) &-o ..::..~L-!..11 u-i LoLA 4-.>~ lj.SJ-4 .-. ., !' 0
1~ (l+ai.LJI
.y!...c
Write a paragraph or two about Abu Dhabi. Follow the instructins given in LL. 34 and 35.
224
PHONE
-
\
~
~t:J~~~tA~~ - '
~uiS ~" ·"
~c.;~ 4-l ~" v-- .r
~~ .:..:OIS ~1.£
~'-"',WI .:..:OIS ~-' .o
~I ..LoS ...,-
. _. '-""L.:. ...J~.,.. . '
handbag ~ Uo..:....!.
225
i~.b:- oWJ"
tourist ~L... you (fonnal) d.:;~
~ <. -· ·~
.r\.t l{f i:.·t :(· t f
c-:. ~ [: <.[' 1 't l,,,f ~c-
-<.~-~....
l-
~ f1 c ~ I • ,
N
~ l. - •• • -
c: ~ ~~f 1. sf.'- ~
~ ~ t ~ ' ,·: t
t·:.. l.~ E
- ~- l ~·
,e I }· -
l. .c;:
.t:~<r <c.t.f, 'f <r... .
<r..
<; ~ -~...•. t ,__' ~-
- rc .r <..~ . ~' f'
t. t ~r, -
~ t: ~ f 1. •.
·~\, .r.f. i<c: l- 1-1. ·r.· \r r'
rt -r ·~f :t f.' '-· ""!.. ~ t. ~ <;
-l ~'t\ 1 't 1. f '.' .r ';j {:
0
.; .; * , , ,
~LA~ ~:i:'·: elfwl ,.-•• ~~-'~~.WI~~ ~Jl.:i ~ ~~._j~ 'i
Indicate whether the following statements are true (1) or false (F).
1. The city of Tunis is located on a lake.
2. There is a port in Tunis.
3. The Museum of Arts and Antiquities is located at the University of Tunis.
4. The University of Tunis was originally a mosque that was built in 732 C.E.
5. The ruins of the City of Carthage are located inside the modem city of Tunis.
6. The ancient section of Tunis is similar to the ancient sections of other Arab cities.
7. The ancient section is the Islamic section.
8. France ruled Tunisia from 1881 to 1956.
9. The modem section ofTunis flourished after independence from France in 1956.
10. The population of the modem section of Tunis increased dramatically because of work opportunities.
11. Historians are certain that Tunis was built by the Phoenicians in the sixth century B.C.E.
12. Tunis prospered after the Arab Muslim conquest of the seventh century.
13. The golden age of Tunis was around 146 B.C.E.
.. oWJ'
i.,\IJ.t!:"
.- .
art
.
port .. ~
(o_,.:..;. d
.~- lake (little sea) •~
to connect ~~-~J
beautiful~
neighborhood, quarter of a city i } .....=( .. ~i . ~) :;.
Carthage
to resemble ~-~1
. 4U.
, ....
_,.i
""v
228
0~~.,.)~
Rewrite the foJJowing words, grouping them into related families. Each family consists of two or more
words. For each family, identify the root and give its general meaning in English. In some cases, it might be
difficult to come up with a meaning that is shared by aU members of the family. In such cases, writing down
one meaning is sufficient. Identify the one word that is not part of a family.
.
'J.J..>-0 ,Uli.iJI '"'~,_ ~~ ··~ ·c?~ ...:,~I,_. .t..-4JI.~.;~ ··~
t~ ~~ oi ... o ·~.J .~I.~I,~LA .~l.~l.;j ~~
The foJJowing is a description of the Tunisian city of Safaqis (v.J' i · o) taken from the Encyclopedia
BritaMica. Using the desription as a basis and the reading selections on Arab countries and cities as a guide,
write a short paragraph of70 to 90 words in Arabic about it. Keep it simple and use words you know.
Safaqis
Major port town, east-central Tunisia on the northern shore of the Gulf of Gabes 0-:aU ~ ). Built on the
site of two old cities, Taparura and Tbaenae, the town grew as an early Islamic trading centre. Sicilians
(uJ .: 'i . o II) ccupied it in the 12th century and in the 16th century the Spaniards occupied it. The town was
bombarded by the French in 1881 prior to their occupation of Tunisia and in World Warn, when it was used
as an Axis base until captured by the British in 1943. Construction of the modem port was begun in 1895.
Now a transportation centre and a market for the phosphates (..:..U........_,_;..l I) of the Qafsah ~ · o i i) region,
Safaqis is Tunisia's second largest city, and a major fishing (d...........~) port. Exports besides phosphates
include olive oil. The old Arab quarter (medina), with its 1Otb-century mosque and Casbah (citadel~ 1),
is surrounded by an important vegetable and olive-growing region. Pop. {1984) 231,911.
229
to return (something) • •
~..H-~J
police '~
U..>-
230
~
~~ c.)IJ U".J~ (degree, certificate) ·~;,'l . \
~ uoo~.J_,J~I•J4...!...1 uoo.JJ c.)IJ ~_, . Y
~ U"~.J_,J~I c.,? • ; .; ; c.)~ ~I .T
~~· ; .;; ~1 . 1
~ J.:. .).,S c.?~ ~jC ~u.~ .0
i~~oWS'
M.A. ~L.. B.A. '-"'-":! .J_,J ~
studies ..:..L...I.J.I field of specialization ~
.~t'. ---.1 c... ~ ' L..
. (.
x .-·r,·c::t<.
1- •' ~ ·[:
~ 1\
~- E·~~ 1:.
r\: - (;;'
·t..£ ~ ·~
I
<.
"'f~ ~!:; ff'
(. I •
~t <. .j '-;t
<.SI .;J~ I ..)-S.rll ~-' , .b..:'....._,...:,...11 v.O.·~-/'i I .; ., ! II ~L...... ................ J41 JL-..!. ~
- . ,, , - , ...
~I~ "~-'.~ ~-'J .;U:....o ~-' . J~I ~ ~~1_,.11 .JS..>-4-'<!.;4--=J I_,
- .. .._a; -,I '--~. ...,--
.l...a.:i.a .....i. -
JL......!. ................ "l..:&.......o
t.:r.J.;J"'il ~~_,~..w1 ~)l....~l ~~ ·~ ................ _;,1~1 ~..~..o r ...... j
. ~..1.?-.11
<.:? •0~ I ~_,J I" ~I ................ dJ lS ~~ o i ,.1 ..u_, .4 ~: ·.t- J,.,J I ~ .;_,_b I~~ I
.<!J~ I <..)'-'-tO~ I 0~ I
Write a paragraph or two about Tripoli. Follow the instructions given in LL. 34 and 35.
234
<- ~
~ • _11-:IL,. ~
f.)~. ...s- • .\
~ e-i~ (ready, willing) i~ ~lS rS .'\'
~·cr..>£ ~ ...;...... .t-....:..A ~u. ur :JL:i _,.A tl..::.Ju u41 .r
~~ ~(that tim~ .:.J_,JI .:.lilA ..,-1 ~ J;....!. .~ ~lS .t
~~I ~~~~~J~..J·o
..
i~oWS'
~ ~ ..
~.;4-=J 1 Lw:.W 1 ~" '":-'.,.a-u 4 : ,J : ..~ 11 ~w 1 .M, .. : 1 1'1 I;..:_. 11 .;I..U 1
, , ~
. ,
~· u_.:aj • ~I ~LS:.J ·~~~ ,;~1 ~ i,>-AJ.).o ~..1-o ~>I ~o::ll ,;I..UI..::,.:aLS:
~ ~,J
- .,
I' u....., ~
,
~~ &-- U~,J ''!"\A u....., ~ 0~l..i.:a.r.J I lA,;-..oJ
0 '0
., , "' "'
~
-
~
..u.,
, ~~~II fli .,.1 \\. V ~ ~.J ~ ~!.! ij-o ~.J ~~) ij.A 4-:i,roJ , \Voo
4-=alS..w, J~ Jlj,J
.
'( f oS:=>. FWJ O.:,,;-a\Jji,J
237
~~ Lo~ ,,\o' U.....~ ~:1 . .;.::'1 ).UI ~ ~~,.AJI ·.·> ,.·,J .~illl ~Jll
·~~~
*"' *
~LoLA I..)S_ro -=.UlS
"'
..u...t .~WI "'
~WI~._>->.11 J~ ~>! ..:...::II JI.JI <.:.J~I
, ., ,,
~j...o" ~ ~ .u_, .~~1_, L;UUi ~ ~~ ~ ~.ri! JL....!. ~ ~>Lil.:JI ..)SI_ro
~l_ri" ~_ro'll ~,)1 ~ \4\tr U..... ~~WI ~,_:al.S ~ ~ "~'' ..;..: :'1 ).JI
."J..!U~ ~_,· 4-=a~...H ~'IJ.JJ~JJ "..:.J.,lj_,J
Indicate whether the following statements are true (T) or false (F).
1. Casa Blanca is not the political capital of Morocco.
2. Casa Blanca is located on the Atlantic Ocean.
3. The political and commercial capital of Morocco is Rabat.
4. There is a large international airport in Casa Blanca.
5. CasaBlanca was called Anfa in the Middle Ages.
6. The Portuguese destroyed Casa Blanca and rebuilt it.
7. An earthquake destroyed CasaBlanca.
8. The French occupied Casa Blanca in 1907.
9. CasaBlanca flourished during French rule.
10. CasaBlanca was an important center for Germany and Italy during WWII.
11. A peace conference between German and British leaders was held in CasaBlanca in 1943.
12. The French left CasaBlanca in 1956.
13. A university and a mosque are named after the same person in CasaBlanca.
i~ow.r
Write a paragraph or two about Rabat. Follow the instructions given in LL. 34 and 35.
239
~
"~U·:'·....i J~i
uiS ~ . '
'i ..b~ '-'-:!~ uiS ~ .Y
'i t.~i v=a~ uiS ~ .r
'it.~i ..!..1~ ~ u_,..i.J.:J4 '-'-:!~ t"" ~ u ~IS .::.Ju ~l.f
'i4J ..::.Jll ~_,...-.11 c,?IS ~t..- ~I .o
. f • .J Y"\ ~J 0-J.l-11 ~~IS W ~I."\
' The phrase ul..c ~I literally translates as "Did Amman please you?... An idiomatic English translation would be
"Did you like Amman?"
'H.
.r
~
It
.
tl ~ t ~
·t !; .i ·~
b
\. ·t ·~ .( ·~
lti :f. 'i
t f ~:~ b ~ ~ ~ t
.f f f t f :~· \. c: \. ~ f. ~·
·t 'i.-: r .r. ;:: .t. r '1.: \ .[ [ "i. · } ~~ g
""!., 1- t, 'l. Lfo
,(- t 1 ~·1.·
:I; ~
1:- - ·- C· c._ C· '
:l'\, to.e (•- l [. -
~- •tt
b 1_ .,_ - I" ~. <. ~ ; <. <.. -
c._ - ?<. l. ~ ' j; •• I[ (. li\ - c.- I •
l· .• If
~ ~ ~ 1~ t ~ ~~ 1. >
~ t c.. f 1 ~ 1- r ~ .f .r 1 ~
~ <:"
~ :~ 1- l '[1 {.~ \~ r 1 ~ l. \. l <:t: ~ ~ ·~
~. 1: c. 1 c.. r.:: rc I : .
~l ~ 1 c. ) r 1. ~ .r.· ·~
t- ~·~_!. ~
1 ~ :tc. • c
l :['·
) -
-[ ·(- ~
•L
'-. .f. 't ,
~· 1:
.
t ,
1: ~
:t.
t t ·E:c. '[ \,.,. 1.- t:
t'
~
t:. .~
h f 1i \ 1. l ~ ~ ! :r· ·. t ~ ~ -r. 1- .,_ ~ ~ ~
1 l .,_ I
~· 1· -. 1
!:; :l· ~ :~ f .~ ~:· .~ J c. 1 \ . E ~ :f r ) 1 t;· \- ) E~· 1 £· ~ :I 1 ~ ~ ~ t t .f t
·h- \ ·~ ~ ~ ),t ·~ ·~ f ~ [ t t *· [ r.·f }: :;·)' ; .F .F ·'i' ·£. fr t t ~ t
<; ~. 1. ~ t ~ ~ 'f.:' ~. ~ :~ r. r [ ·~ [ l \ t l .,
b ·E: ~ ~ . .r ;; ~ f. .t. l- '. } r - t
·d t \ r
c._ f· - . - -· !"" 1 ~ .. ,, -( l ~ }: [. [ [. J;" c - .[ c._ c._ l
l - f 1 - •. - - t
r g. ~ ~ ~ l i ~ i ·r t l t 11- ~ c f 1: ~ r l: ~ ~ ~ ~ ~ 1- 1- t .r= 1: ~ t :t f {
_, _, _, _, _,
.. .. > .. . ~·
.,.1 .,.1
....
-- ~ ~
I I ~
I
O•-
~
I -I >I ..
I
..
~
<
- ~
~ _, _,_.._.._,..,., _, _, _, _.. _.. _.. _.. ~
_, _.. _, _.. _.. _.. _.. _.. _.. _, _.. _.. I <f H
.. .. .. .. .. .. .. .. .. > c-· > > > < ~ ~ ~ - . .. < < ... ... ... ... ... 0
... ... 0 0 0 ~ ~ -1 - > ... -1 0 > .. ... ... .. ~ - <
<~ > .,., ~ >o ~< ~.-.
~ ~ ~ ~ ~ ~ •o >
.. -01 •... ><.,.I .- A •- _.. .
-1. -
-1. - -- • -•
. .. .=-.........
242
i~oWS'
'HY
243
..... . .
..
~t:p' oU,t!j~
~~oWS'.\
'. A v
'
0
'
• •• • '
~
•• •
r
i
'\
• ••• A
'
'.
~)~
~
~L....~I~~J . \ J~F .J.!.u. \
<.:J~I t i .'( <.)l....c Ju...... t.? •>'- j l~ ~ ."
\n" t.:....... t..........;_ri ~ ..::..l.i.:....1. r \ n V U.....L.J.,......(j-0~
• 1.•.1..)-'-"1'·"'
~ ' "'-1. '1"
t..r. ~ ._j..>-'='" • t !( John'='~~4) ~~ r--1.o
·~ ·J ~ ·o 4--_,.1 i.:.J.._, ~ .J~ I ~j
ou.JJ.J JS: t.? !(Lfi-) · ..r'- r ~ .' 4J~ ~JA-A !(Lfi-) ·~~· ~ .v
<.:JL:.S.J I ll.A U! :::!. ·ll_, ~I ~
~\!(
Create a story based on the drawing below. An Egyptian man tells a Jordanian man that his car is attractive.
The Jordanian man thinks that he is referring to the Arab woman close by, who happnes to be a relative of
his, and gets offended. The key word here is~~. which in Egyptian Arabic typically means car, while in
Levantine it means an Arab woman.
D ~ "',J
,.;J
I (
I
/
r/ ~
~[-~
v ~
245
~r
"'<". IJ
(\jj)
1·1331
-:-\:- ;
. ..
.&.....\
~_,A.... ~ ~ ~_,J .\
~J:,.:. ~_, .Y
vl JSi ~~ .r
~ r~ J:.,l
~r~ v=-~ vl JSl ~~ .t
~~Jl..... ..;.~~~I.A!I . o
...
~..,~.
..
.. .
.. ~~\:\'..;'
~'
p. ..
, ,
~ 0-.o ~w 1 ~ ~~ Jy!. ~ · J.:; ... ·. t l" ~.1-A ~ ~J-H .. ·.: _.,u
.
.u_,
~ w_,.:aUJI uuJ.,) dJ,j ~" . ~~ ~ ·~.,)L.-11" ~ ~ uuJ.,)-'. ' " · r rL.c '-:-'i
.L.....:a_,A ~ ~J~ ~4-
nv
248
i...,.~ ~ ~.,...,.
.i._,.AUJI u-11 ~.>f-1 .~~~ 0~~1 J,.,~ ,\\to t.:w.., ~~~I~~ ~,J
,, ,
cr_,..ij'
J_,..b.JL:t J~'i'
, "'
Lo_,u...
~ J . -.... ,,., J,.,.J, '->-o J.l.C dt.:u. u-1' ..,...L.., v--_,
.:(,.I ,.II
~I .'->-o -.c.: ,. ..
·..rAJ - - - -
·' ..::.,1~, \\ot ""'•
I ~~I,J .c :.: 'J~ ~ ~.:.L.w:._,l.Lo ~ ~ .
.,,J.i.J ~J J~i ~J-H 0 LS_, , \\o"\ t.:w... ~ J~t.-.h i ... ,,., .~~ J)l • i ,.t
" ,
~J· ~i .\\YO~ ~,J .tJ_,.ill ~J ~j \\OV t.:w.., ~,J .i~~' U_,.ill
. " i~l t..S;_.
.isJ-.J.\ G~~
<"~ 1 u-1' LcJ <-r..>&- ~Ll J~i 0 ~,., .u~ ..::.,LJ.: ... ~:.: 'J-H ..::.,W.: ... ~lS
. ~1>-!.J ~.,.,.._JI ~
to lead .lll
,
founder '-"'""""',;..
.
...
law u.,.:.Ll
to return ~.>= +.llc return t~
.r ••.l_,.c
college~
'
(political) party
was exiled
'-:"~
·•·
+i.r,"' to demand ~~-~U.
.
to ·take part in d)..!.
'
fl~ing '-:".J~
.
to try J~L..
t1 I I
resisting, resistance t.. .,u..
' .
peaceful means ~ J~
for life i~lc.s;.. negotiations
'
~Lw._,LL.
.
to call for Lc~
'HA
249
The verbs follow regular patterns too. There are 12 verbal patterns or forms, called ..:,lj_,i (singular w.J.J) that
are commonly used in modern Arabic. One important step in recognizing the form of a specific verb is to
.
identify its stem, which refers to the verb in its simplest form: .the third person masculine singular in the past
,
tense, the equivalent of he -ed in English, as in V" J.J "he studied", V" J.J "he taught", c;. _,..:,.:. "he got
.
married", ~I "he received", etc.
If a verb is in the passive voice, its stem is the active form. So the stem of~ "it was published" is ~
"he published" and J,!:..: ~"it is considered" is ;.:.,c1 "he considered", etc.
Root Types
Arabic verbs that are based on three-consonant roots are divided into categories according to their root
structure. In Lesson 15, a number of verb types were identified, such as sound, hollow, and lame. It was
pointed out in that discussion that, technically, such terms refer to roots rather than verbs. In this lesson,
we'll apply the correct terrninolgy and use these terms in reference to roots only. In order to distinguish roots
from verbs, root consonants will be separated by dots.
Lame roots typically have t..! or _, in the third root slot, which are realized as I.S <• J_,...-.i.... ....aJ I, pronounced
exactly like I) or, less often, I in the perfect form of the verb. Examples of lame roots are I.S· J.. r (/~
~"to walk", .J·t.·J (_,.c~/kJ) "to call for", t..j·d·c:. (~/~)"to speak, tell".
Doubled roots have the same consonant in second and third positions: '":-'·'":-'·C:. (~/~)"to like", J·J·r'
(~_/~) "to pass".
All verbs derived from the same root type follow the same conjugation pattern.
Arabic dictionaries list these two verbs under the roots u·J·d andf.!·v!o·r· At this stage, you are not expected
to know whether a certain hollow or lame root is a _,1_,-root or a .. 4-root. Either one should be acceptable.
When using the dictionary, if you don't find the root under _,r,. then look under .. 4, which is the next letter
of the alphabet.
~i_,
d)~
~t_,
i~_,
"'="-*"
~L.....
·······················.··············.··· ~I_,
..:::.1~
~J..).:iJ
..:::.:.I.S
~o.
251
The President ofTunisia, Ben Ali, Zine ai-Abidine Ben Ali~~ ~~WI~~). was born on September
3, 1936 near the Tunisian city ofSousse (L......,_...,). He was an officer (1......:oL...) in the Tunisian army and
became president of the country in 1987.
He studied military science("~~~ r_,J....Jt) in France and engineering in the United States. In 1980 he
became Tunisia's ambassador (; : i . ~ to Poland. After his return from Poland he became minister of the
interior.
~··"W
.. :~...,, ... ~Y. ~
..
Cook fava beans in their water on medium heat until they boil. Tum heat off.
Crush garlic and mix with salt, lemon juice, and olive oil.
Drain water from fava beans, mash the beans slightly and mix well with the garlic mixture.
Mix in parsley and tomatoes.
Eat with pita bread for breakfast (in the Arab world), lunch, or a healthy snack anywhere.
"0'
252
~
~ ~ ~L.... L... ~ ~.>£ JSi JSi ~-H ~.,..I
~~yoAA ~ e-- ~~ ~..H~.,JI v4J .Y
.\
~~_,.II ui.S ~I .T
..,_,.L...l
~~.,..~~.I~ uts ~1 . £
~ .~..:..e ut.S ~~ .o
to discuss~ tomeet ~
• I
excellency i~ tolook ~
253
~~ ~~ ~_,...!. ri ~ .'
~~~J-A\1 ciJ ~_,...!.~ . ~_,..!.-Hi C:'iJ c..? .Y
'II~ ~J-Aj vA ...:..L.:..:JI_, '-:"'~1 ~I.~_,...!. ri <,'i.> c..? .l'
~~~_,...!.~~~~_,..!.._Hi .t
" ~ ~_,...!...Hi v-- ~ ~_,...!. r t ~i . o
"u4 ~~~_,..!.LA~~_,...!. r1 ~ ~ ~ .'
'lc.s.:... ~ 'lc.s~ ~ .v
H..IL......~I ~ ~IJ ~_,...!.-Hi ~ I. \
·~~oWJ"
true tatk r~
don't pay attention ("hear from 0Y. v-- ~J 0Y. v-- ~I wife,woman ~Jj=i~
here [one ear] and let fly from here [the other ear]
young man ~W. mind~
female cousin (mother's side) J~ ~ beware, be careful d.J~ ~J
r\'
~1_, ti ('~ ~LS · ~ ~J ~i ..::..ULS_, . ~,.,.i.JI '? , rL...! LA-Hi ~LS · J-"'A-0
o
. ~WI
; *
~~l.riJI .- .. I.j_, ~_;i.JI LJ.l-o v-i ~JJ bJ.! i e O~ r_,.lli r i ~LS: Lo~
·~~~ ~i ,>i.JI &-- ~ ~~i .-. L;i,_, . ~~1_,
,)~j'j\~~
ul..:i. ul..:i.i ~ ~LS L..~ .u t. i , j ~t.s: . ~i &-- ,.~1 r~ ri .-. J~
"of
255
u- ~ wi ~ ~ ~' ~_,_i.JI ~~ LA-Hi ~ wi ~,J .u- ~·\i~ ~
~ ~ ~
~~ .J-'
..... -"
.U.J .4~\ill \~ \j i~ ~ ~lJI ~I-=..'\:., o;II.J -=..L:,..-:·•-u\'1 ~
; . ., ,
~.)4w!J.:t..l •\\V . ~~~WI~ J4'i~l ~~~ ~~Lo~
. . , .
~ b.)4 W-o ~~ ~LS \~ \1 b.)4 w! J~.J ·~JL..:i.JI ~ b.)4 ~1-=....:al.S
·'i.J-AA-A ~~ ~) :.,..0 ~i LA~ : ...~:,. ,~L.:JI
. ••
..
~
it was said +J.:,U to dte ..:..L..=~_,:i
, .. . ,
where, when ~ Jt IS satd +J~
Root Type
assimilated
Root
,J.J ..,
Translation
shewasbom
Verb
,
..:...U.,
.
hollow ~ . .,.d andshewas ~~.,
lame '!· ~·t he sings
~
~
-- ,
257
"
J
;
o.., o )LAJI ~I
. "
rl ~L......,
•
.... l
258
~L~~~iL~
J
-. . -. ,. ,.. . ,.
. <.) ~\ C:J~l ir~ l,;\~
_J
-~-
' - 1 "\'t ~d:r
·-
.
i~oWS'
., , " ,
standing ....a:; I_, to knock J~-JJ
to shout c: L- to continue :,...:......1
the house has two doors ~4 ~
1
Your should be prepared to retell this and subsequent stories in the listening selections in Arabic.
' Remember that the preposition J "to, for" is used here to indicate possession like ~-
259
'\''\.
261
~
uW
-.
~t.:a
Asmahan ( 0 ~i)
The famous Egyptian singer Asmahan was born in Lebanon in 1918. In 1920 her father became govemer
(rSL:.) of the region ofDemergi in Turkey. He returned to Lebanon after a short time. He died in 1924, when
Asmaban was only six.
Asmaban's family then emigrated to Egypt. In Lebanon, Asmahan was a princess, but in Egypt she became
very poor. Her mother sang at private parties ~~ ..::..~) because she needed (~ ~ .;:..;.t.S) the money
for her family of three boys and one girl. Everyone in the family was a good singer, but only two became
successful and famous: Asmahan and her brother Farid ai-Atrash.
'(,,
262
V•t~,~~~uu·
.
~· ~, ~J
,.
.
i~oWS'
~
~J~I~'.J.J~I~~~ ~ ~ . \
~J~I~.J~ ·y
~J~I (other than)~ ~~I~;~ !)IJ ulS ~ l .r
~t~ r 0 LS~ .L
" • #
~ ,..r ~ \\\Aj\j\o ~ .r-l.:Jl ~ J4 ~L..JI ':'~1 ~.)I.J_,
~ " #
i.,_Ali.ll u-11.;: •. _y._, ~:,
e O ·~~~ ~ u..J.;_,_. ~..Ht ol.S • t:u~t' ~J....a ~
4illl ~~I ~.J ~~WI L.v.;.UI ~_, .L.v.;..U.I J.:i,...1_, ~ ~ ~ ~-'
-
. ~W:. _,t.-_, ~~I
, ., , .
_,_,.:,i_, ~.JI ~ 4.,Sj rJ' ..b~ ~~ ~L:JI ~ J4 ~I ~I~
.1.~1" I f . ,.1 ~~ ~ _"~,; '·/. ~}JI ..b~l ~j_, •.,....~~I~-' ~I.JL..JI
·~ 0-o WUI illWI_, ~tt G:.l~! ~ .l; ·.11 ~a 0 lS_, ,· .;f~\'1
-( '1.. C·
(...
-C·
(...
~
) ~·
~·
~· t· ~~
t l..[ 1[
- - •( <.
<.. ; .
t 1. <-',' C· <.
~ I. ,f"
;S, .; C·
t l ·[
~ -·
-(0 .f.' :f" ~
-tc..
1:<-
~t t· .f
~
) ~ f' .r· .f
f~. l1:
<. ~· <...
'1.. ~. <. • '
l· ~ el J i' &
~·
·~.1-
~
0
t~ ~ .f'
,[,·~
- r· .f{ -
1~- t-r ""
1'
h· '['. ,f E 1' ~ f'
~ ..
.t 1' [;- ~:· t ~·
- - l " t.. (""C' [
.;
'1<...
-<
'i c. ~
~~ N
;S
0 ~ ·f
t- .< ·f :t' E1. <... o-
<c.. \.1\
.........
. t..'L. ~ l ·f ~
.........
-<
:. G\
'f;.' ~.
tl
,[" <;..
<... ''- (
. ·t- E-
> (""C' - · 1 <...
E j;:{
~ t ·t }.
'1.. <;: ~ - ~ c..
t. l ~ (•
1:: ~·· .f
l- ~E ·r··. ~.E 1:, ·f
"L ;: <. c.. t
E tE ·~
.~ \i. E ·.c- ·t £ ~. f., '1.. c: 1.' l
~ :::
~ t ~ - ~
<. 0
·~ \ .f ·~ {I -tc.. C•
~
;S t:. > .f) ~ r<.
<c. ~ c.. ):
- f I. ' < - . ·~
'1.. - [""" <.(..I f' • ~
"L ·~ . ·~· -t•, .f <;;.
<,. <.
~- f.' ~
(: 1\-f~
(• ·f_ ~ •C: ~
:f •C:
- '1. k l
~ E ~ ·~. .c· ~,f. r- - ,c;-
I
't• -~... ~• 1_ ~· fl ·t --(
. - -
[
~ .~ !r. · l ·C
•. ·t <-' [ {.l:f'~
l·~· ....b ·- \,;'" \
~ ~ t.. \i <. <. 'f ·t ~ f ~ ~. <... .["
-f f-·
266
~\
l. Where was Jamal Abdul-Nasser born?
2. What was his father's job?
3. Where did be live when be went to Cairo?
4. Who did he meet in the army?
5. What was the goal of the "Free Officers"?
6.What happened on July 23, 1952?
7. What happened in 1954, 1956, 1958?
8. How long did the union with Syria last?
9. Who fought in the 1967 war?
10. What did Israel occupy in that war?
11. When did Jamal Abdul-Nasser die?
12. What are some of Nasser's achievements in Egypt?
13. Was Jamal Abdul-Nasser popular in the Arab world?
14. Was be popular outside ofthe Arab world?
15. Did he succeed in unifying the Arabs?
employee ....&.Ja.,..
~ , . former ~L....
while (be was) young ~ ,..,., togo •c:I J =y:,
officer ~·
( J.~ . d ~W. the Royal Academy ~I ~I
I.>'I"\' I J. L;.AJ I secretes:,_
the Free Officers J
- ,
goal, aim ..J'.U.
expelling, driving out ~I~!
Extra credit
'\'"\V
268
\ A v
• • • • •• '
\. 0 1 '\"
" \
"
• • •
• • • • • •• • • •
'\"
• •• • • • • • '
v
•
•• • • • • • •
A
\.
'-P~
-~~· ~ . \ (~..,s-) ".Jfi " ~ . \
\Yo AU....~ Jl~ t_,;..J . Y \J.•:..J.I" ~ .y
Y"\A
269
The following is a biography of the late president of Syria, Hafez al-Assad (.1--<oM'il Ji....i~) taken from the
Encyclopedia ofthe Orient. Using the biography as a basis and the reading selections on ~J~ ·. ·.:.',II
and _r-L.:J I ~ J~ as a guide, write one or two paragraphs in Arabic (60-80 words) about the Syrian
leader. Keep it simple. Use words you know.
Hafez a/-Assad
1930 Ocotber 6: Born in the small village ofQardaha (~l..1_;i), as the ninth of eleven children, in an Alawite
(~~) family.
1946: Assad joins theBa'th Party (~I~,.;..:..) as a student.
1951: Assad starts at the Horns~) Military Academy.
1955: Assad graduates from the Horns Military Academy as an air force (~I c:.)L....) pilot.
1958: Assad receives flying training (~J~) in the Soviet Union.
1963 March 8: The Ba'th Party takes power in Syria. Assad becomes commandor of the air force.
1966: Assad becomes minister of defence, after a coup against the leaders of Syria.
1967 June: Under the leadership of Assad, Syria loses the Golan Heights to Israel, as a result of the Six-Day
War.
1969 February: Assad becomes the real ruler~ i .: i ,II ~L....JI) of Syria, but he keeps Nuriddin Attasi as
president.
1970 November 12: Assad takes full control of Syria. He keeps Ahamd Khatib as president.
1973 October: Syria and Egypt attack Israel. The attack first brings victory to Syria and Egypt, but ends with
the defeat of both countries.
1976: Assad intervenes (J;.~) in the civil war of Lebanon. He takes the Christian side.
1982: Assad kills thousands oflslamists (~)l........~l) from the Muslim Brotherhood (~I 0 1,_i.¥1) in
Hama.
1983 November: Assad suffers from a heart attack (4 ~ .·' • L..::.S......). His brother Rifaat (..:,.a.......AJ), tries to
become president.
1984 February: Tensions between Rifaat's forces and elite forces from the army that are loyal to Hafez.
- March 30: On the verge of an armed conflicts between the two military groups, a meeting is held with
Rifaat, Hafez and their old mother. The outcome of this meeting, and other meetings, is that Rifaat is sent
abroad as a Syrian ambassador, while Hafez can return to office without the challenge ofRifaat's troops.
End of the 1980's: With decline of the Soviet Union, Assad starts to orient himself more in the direction of
the West.
1991 October: Assad participates in the Middle East peace conference (J..-.,'il J.r-UJ ~.,..UI _,...:;,;..11).
Assad insisted that Israel should withdraw from the whole of the Golan Heights.
2000 June 10: Assad dies from a heart attack. Few days after his passing away, his son, Bashar (JL!...:a), took
office and was elected Syria's new president.
'f'\\
270
"(V .
271
..
~\
.
'ilS~!~~~~~"i ~~~i(.J-A.\
'i ~lc?~ ' ~ · "
'i~_;ll v-i~'~_,..
,
flowers J.J-A:, heat~ sometimes l:.~i
._,.J......~~tSr~'
._,.J...... ~lS ~ c.,?.J
. ~U.....i..>-C4~
r~'
, ~~(.)
'-·- ~LJI • lS
·~ ~lS -~ JS.J
· ~~
, .. ,
. '\""' ~ (U" ..>Lo) ).ll"' ~ J..!-.J ~ ~J · J~ ~~ ~w. ~4-i J'.>;a
, ' "' - <llf/11 , ,
, . "' . , - * :
J~'il LJLL.o ~ L!.I J W ~"/ •-Hi ~ . I->.: • . o I.JJJ ).>;a 0 LS Lo..L.U
.~ .JI) dJj ~ .illWI ~ ~_,JI \~->~I" Jl_;;a Jo-:Ai ~ ~J ·4..>,...._1 ~_,..&JI
IJ,r.a-i.iJ ·~ iH.JJI J4-,-> ·. ·;oi...i ·~.J ~ L..~ ~ 0 i" · ~4-;.JI ~ Jo-:Aj "
vk i..:..l.:a..Lal ~i ~l.S t+=a"i ..r-- ~I ~L,.,J . ~~ ~t...i 4~ ·.t-..h.JI L~l
. ~Lo ~ ~ vtl..eJ .~1
~.JJ I J4- J I . If ;,;. • "0t ~ •,.,........J (.)':' .: ,':. , J ~ • • I.: . 'i J I_;;a _,....!..:. L...~
0
273
.~ -'":lj &~ ~ I~ Lo ~ ~.J ~
.....
~~'J'-' ~\.:-)\ ~(.._,tAl.\~
~~us~ ~4-:i J'.>-=a ~~ ~~ ~ :i ~:~' J_,.l.IJ ~.>A~
\\\V
. ...
·<.r~~J_, ~ :,.11 .J..i..:JI_, (..,o_,WJ ~
, , "'
uk JSJJ ~I
., ,
- - ~
... .
i~oWS'
While examples of 15 verb forms are found in Arabic, only twelve forms are considered productive in
Modern Arabic, ten based on three-consonant roots and two on four-consonat roots. Only the nine most
commonly used forms in modern Arabic, all of which based on three-consonant roots, will be introduced in
this book.
1
. More on this under Negation in~ in the Grammar appendix.
YV!
275
While Arab grammarians use the skeleton~. Western scholars of Arabic use a system of roman numerals
to refer to the different verb forms: I-X and Ql-Q2 (for verbs based on quadriliteral roots)
Other forms are constructed by modifying the structure of Form I in specific ways, such as doubling the
second consonant, inserting I between the first and second consonants of the root, adding a prefix, or a
combination of these. The modification of the shape of the root generalJy corresponds to a modification in the
meaning. So, for example, U"~.l is translated as "he studied", but U"•J.l (with doubling of the middle
consonant of the rooot) is translated as "he taught". U"~.l is consequently considered the causative of V"J.l,
and the pattern to which it belongs is described as causative.
Form I
Shape
Perfect Imperfect
' ,
~ ~·~·~
Examples
I.)" J.l I.)".)~ to study
.d>i .d'..>-'-:
- to leave
oLS: 0~ to be
Fonnll
Shape
~
.
Perfect
,
Imperfect
~
~ , '
(The middle consonant of the root is doubled. This is indicated by a •~ (:.) over the doubled oonsonant.)
Examples
U" J.l (F I) to study (F II) to teach
t"!' _, (F I) to return (F IT) to return (something)
FonnV
Shape
.
Perfect
J...Li
,
Imperfect
~
,,
This form is related to Form II. It is constructed by prefixing ..:; to Form II verbs.
This form is generally the passive or reflexive of Form II.
Examples
f;' .,
'(Yo
276
1. Verb Forms
For the fol1owing verbs, all taken from the reading passages of this lesson, and all of which belong to Forms
I, ll, and V,
a give a full English translation (of the verb and all suffixes and prefixes),
b. identify the root (Remember that ....iJ I does not exist at the root level),
c. identify the stem
d. write down the form of the verb using both Ja_; and the form number.
The first two are given as examples.
v.~
Form Stem
.. ,
Ji,:U
Root
J . c.J·- (.).
Translation
and he moved Jl..:U.J
.Verb
,
~.;J
d~
[~.J
. ~
, ,
~u_,
I
~
,
~~
. ..
, ,
\ •
~I
~.)
Extra credit
.,-y,
277
Match each of the words in column' with its opposite in Column y . There is one extra word in the second
column.
.
91;; I
J:i
~J4j JLA::ul
..
.:.u..o ~IJ
~..u ~
~J~ t-""'J
J~l ~~
~j.A ~
..)lj
~
~
0~~,..)~ ,,.
Rewrite the following words, grouping them into related families. Each family consists of two or more
words. For each family, identify the root and give its general meaning in English. In some cases, it might be
difficult to come up with a meaning that is shared by all members of the family. In such cases, writing down
one meaning is sufficient. Identify the one word that is not part of a family.
• , til "' <II
4. Speaking/writing
Encourage (or discourage) people (or a certain person) to visit your hometown (or another town or city).
Discuss the location, the weather, services, attractions, problems, etc. Talk to the class about it in Arabic and
then write it up (around 100 words) and turn it in.
"(YY
278
i"'-!~ o\.J.r
to stand ....u_, ~4-=~
use i~U
'(VA
279
. ,
ready, willing, happy to ~
.- .
weak ....a....-.
as you know .J~ L.. ~
help .~t.....:.
280
•" .. ,
~\J
_,
.. .. :...,,.\
Count on the fingers of the bands the following, ·<£'~ L.. ~~I e;at..-1 ~ C!.u.
First, you're my love, ·~'~~:,u
Second, you're my love, ·~' ~ 4:.1!_,
And third and fourth and fifth and sixth .~_, L....t..a._, ~IJJ i!.JI!_,
And seventh, eighth, ninth, and tenth, .i~., ~.J l:....~!_, ~L.....,
You're my love.
·~'~
'""...,... e- .y
He took out the newspaper from his coat ··~~~ ~ &-- ~~t
And the box of matches '::-'~' ~.J
, .
And without noticing my nervousness ·~'~' J..a.~ ::,t u.J.J-'
And without (showing) any interest ·~' l..:a.j.J.J
He took the sugar that was in front of me ,~L..t &-- ~IJ~
He melted two pieces in the cup ·~ ~4-llJI ~ ~:,j
He melted me when he melted the two pieces ·-~ ~:,j ~:,j
And two moments later , .. .., _.~
~
.. • .J
YA.
281
)$~
../
Form IV
Shape Perfect Imperfect
~;
•
~
(Prefix i to the root.)
Examples
~I
..
- he became
~
.• he becomes
Jl) he wanted • he wants
~..>-!
1. Verb Forms
For the following verbs, all taken from the poem b ~ ~ ~ and all of which belong to Forms I, II, and IV,
a. give a full English translation (of the verb and all suffixes and prefixes),
b. identify the root (Remember that ...A.J I does not exist at the root level),
c. identify the stem
d write down the form of the verb using both Ja_; and the form number.
~Jj
'-
._j,~J
'":-'UJ
Write a paragraph or two (60-100 words) in Arabic about your favorite poet. Keep it simple, and use words
you've learned in your Arabic class.
282
, . .
i~olJJ"
~
~ ~~ JI.A..,... iJL. rS u-. .y ~~_,:..I I I)~ I <.? i:L ~ .\
~~fi I)IJ~I <.? .t H-:!~')'1 ti.UI <.? JI.A...... -l£1........:! I)IJ ~#X
~~~WI
u ~~c.s~
, -
u4a-=a ~i_,
u~-'"'!' ...
- u~j ...
~~~WI
c:,ui (' yi
- u~~l..:...:a_, 4-i
.d l_;iu.J /...;I _,.,o,J>
2ooe ~_,11 ~
YAY'
~ ·~ f '\.
t t: - '\.(,. f::"'' '\--
,. f. J' c;; 1' ~· ~. r
r- ... .t.. -
t~t.
• ~ ~ • p 1' .( (.'t
f f. •
£ ,_ l -;~ ~
f- t. ~
~ (,.
rr- (;; -· 't.. t:'~..
\.,_. i· ~f. 11r
-· . l'
~ . l
~
~
r t·. 1~ .· ==
. ...
- rf'. ~. f' ·~
.f" ~ .
-. ~ . ~ .f ~ t· '\ . \ .
C· \ . !>.)
\: <-. ~
~ ~~ ~· i r t . ·~
l {. 't_ [ · -(. C· \ . E
-c...
<i .'(
~
. t. t
.('( ~[
-·: ~
r 1
c:f . "i:f .r~ t·~ .
~11\ -1 -
'I~ tl·-'~- ~- ""' ~.
t. :...- .'t
.-·\-~<f ·~.
<I
\:~ .c-t.·.. l._!~- ·· r. r:•f '\.Ft_-
-l
C· -
k~ •
f' .. tC \ '1.
. t.. • . ·~
·~
f ~ ·C\ E .( ~,.,_ '\
f~ ~. 1. C-
~ (,.
~~i (,.
f\·ttr- ·r . . .t t ~ ~~
(,. c... 'f
(·.1 ~
t {.- I- l.·-·- c~ ~ [ ~:
-
285
~J~I ~WI~~ :;Jb: ,.II &.o wl~l :i ..1..d .....~ ~j.:JI ~~~ .-.·.<.;_, ·~
~..>-f-8 ,\\AA ~~~WI de ~.,_::.........1 ~l.r-JI ~I~-' .JI.r-JI JL-....!. ~
·4JJ-- '-'"'I~~
,
new..!.:!~
' .;
'
lawyer ~'--
~=~
tojoin ~~ '"
early ·~J.l..F ~
committee~
society, organization ~
member~
.;
forces ..:.I_,.l
.
to ally oneself with ....&Jw workers JL....c'
.;
With the exception of Form IX, which is not introduced in this book, this is the rarest verb·form based on a
three-consonant root in Arabic.
Formvn
Shape Perfect Imperfect
~I ~
(..:a is preftxed to the root. The ..:a is preceded by I in the perfect tense.)
Example
~I he withdrew I . I , . , ·~.: ''he withdraws"
YA'\
287
1. Verb Forms
For each of the following verbs, all of which belong to Forms I, II, IV, V, VI, and VII,
a. give a full English translation,
b. identify the root,
c. identify the stem
d. write down the form of the verb using both~ and the form number.
i~
~I
wi.S
~i
'I' '
~J
Extra credit
0~~.., ..>-'~. y
Rewrite the following words, grouping them into related families. Each family consists of two or more
words. For each family, identify the root and give its general meaning in English. In some cases, it might be
difficult to come up with a meaning that is shared by all members of the family. In such cases, writing down
one meaning is sufficient. Identify the one word that is not part of a family.
~ ~
.'-'"""""_;-.~LA_, Huw1 ·J' ;,• ·r~~ ~ .J .. •; ... 1 . L~ .J-..cUI . ~,, .J_,_.; .~~
·r_,LA.~~ .j:Ll.~4- .~ ·rSL.. .JWI.~~ ·r~~~~,;...o 'J~ .L_,Li..o
~
Refer to the list of Arab countries and their rulers in Lesson 15) ·
'. A v
'
'
'
v
A
• '.
'-1>~ ~
~v.- !~I~J4~1~~ . \ ~ ~.) !l:!.;,..... ~ .) . '
v--.J v1 ~,..... •.u~ ~ . . -. -:.r (for definition) ~_,.:.LJ . Y
~l:JI~J4 ~~I !(fonner) ~WI~ ~J .r
t~l o'( ~ _,1 ·rL£ . 0 U~lv-rot::~~~.t
(t....._,s.-) 'uA-l.) ~ ! ~I r-SL.a. ·' t;~dLY,.i . o
"<AA
289
~-.,.
.... .,.r- .
..
.:.. ..,
~u.J~F~~.J · '
'i' ~I ~ eJJa U u.J~ ~.J ~ . Y
'i'u.J~ ~ ,.._Jt..... ~ UI_,JU vul.:JI ~ ~ .r
'i'u.J~ I_,...L...!. L.. ~II_,.JL.:i vul.:J I U ~ JU~I.t
'i' l~l..i. vul.:JI ~ .o
'i'(end) ~l+aJI ~ ·.J~II.J~.J vul.:JI .,
'i'u.J~ .:...1~1 L.. U ~ ~ -'"!1 ~I . Y
·~~oWS'
voice ...::..,.- to pray ~-J.-
barefoot ~1.:.. to steal J.,.....
290
~
~~~.J~ ,.,..)~~' · '
~ l_,..i:..4 ~I..) ~.J • ,.
~ ~L...<.,Sl . T
291
:S
J~ 4..> ~~ J'V-"..J
~ ~~ cJ.-4 ~i .),JJ--0 ~ ~.)J 04=a~.J ~.) Jl.r-slJ ~i
J ~. ..r-
~.t. • .q
~J" -~
· Ul I.E'·~1 w~
· ·L_S w-"
• • ...... II
~~ ~
· LWI .::.. L~')'l
•
~ J.ll.c ~I L..A 04=-I...:..JI-J •JI.,>-&-11 ~J~..,? ':?.l~ ~J J-Ji •<r'4Lb
... .;.J4J I ~ ':?jl.i_, '1.:?-lfll
~~~~ L.fi:.JI_, 4 :·. ~~~~_,_;.........,.~~I~ ~4LJ.. J~ ~~I ~j
J~r~~~~.l_,~~.)~,J~~~J~~ .. L.:...:av-ll....i~~~
·01......:.')'1
~ ~~~I L.fi:.JI .;.J.l ~ ~I Wi:, .;1~1_, .;~L!.:J I ~J.J~ ~ ~I ~4LJ..
~I v--L...i ~~I_, ~.;_,.:.L:.S.UI_, 4 ~· ....UJI ~LUI_, ":-'LA AI~.;~
' - ~~~~.:.(,ill .. ~ ~.)_,_y-4 ~ ~i Ai_, ·&:!.u1_, J~l_,
, ' -
d ..:i~ ~-J 0 _,La.:JI ~J.J~ ~ ~4LJ.. ~~1.,(""~11_, ~_,...JI ~I~
- -
~~I_, ~J_,4J.I J_,.UI l.c.l L....S -4-o~11_, ~_,..JI J_,.UI t-" Jl~l ~
,
.·,l,......')'r '"="'LA,)')'I r-c.l r~,J ~,,j...!. ~ J;...w.JI r~_, ~_, Jl~l r-c.l v-1!
member ( .. ~i . cJ~
-
to elect ...,;; ··.: ~I
, -
Iraq (now) has JljAll ~i
deputy ~l:a
presidency council t....t.:. J ~
.
passmg J.J..>A
.
speech WS to give, deliver csiJi
responsibility ~ .,,;.......... to affirm, emphasize ~i
free(thinkof Jl~'ll ..1.~1)~
to respect r.~-r~l united
.
to aim for .....;~-.....;.{.
"'
~.,..
, ~
Form VIll
The distinguishing feature of Form vm verbs is the..::.. that is inserted between the first and second consonants
of the root. As in the case of the perfect of Form Vll, an I appears before the first consonant of the perfect of
Fonn vm, which is replaced by the subject marker in the imperfect.
Examples:
~I to listen
~I to become famous
I The suffix ul is the dual suffix in the nominative case. (See Cases in the Grammar appendix.) In the accusative and
genetive cases and in spoken Arabic in general, the dual suffix is~
293
assimilated to the.::.. of the Form resulting in a doubled .::... This can be illustrated as follows:
root J ....i._,
Perfect Imperfect
Fonn VIII ~_,1 ~~
Assimilation ~I ~
.
This is how assimilated roots earned their name.
1. Verb Forms
Part One: Form VIII verbs
Form VDI verbs are quite common in Arabic. The following are found in the reading passages in Lessons
41-47. For each of these verbs,
a. give a full English translation,
b. identify the root,
c. identify the stem. The first verb is given as an example.
~I
~I_,
.::..~U
she is considered ~
~
,' , .
she gets confused .)t.:.....:;
he overwhelmed me ~1~ 1
.::..~1
Extra credit
Write down the meaning and the singular form of each of the following plural nouns.
............ ............ J~.) ............ ........... .
~L:.S
..:..1.,.:.:... ..~i
..:..1~
·J-1-U:.
I.S,>l
,
J,J
.
•
~I_,.. ~~;.
~L.......
At-Abram rl_rt~VI
Al-Hayat ·~I
Al-Sharq al-Awsat J........}i I J_,..!J I
Al-Ayyam r~VI
295
--Ir_
~-- -~ ,J~~-
i~~oWJ"
road, way ~ _,1. donkey (~ ·~) J~
to count
. ~ towonder ~
instead of L. J~ to be puzzled ~
296
&..,.\
~ J~ ;:.:......1 ul.l ~t..... rS .,t H: eJ rS .'
~ JY.a •. b ~.. I . y
• .>"" ~
'€ r.c. ,.
~ , .~ 1.. ~. r·. , f ~. :r
•(;; • 't. ~·
t. •~ ~~ , •..:. [: ~ l • ~~ ~ I - • l> (•
•C. \ t...
-~... (. " t
1 : t.-.,.. 'r.' ~ §~ ~ 'r. ·t. tl· ••
~: f ~:
t- f ~· ~ ~. :t t 1 r· t. ~-- -
298
."j_,~· r-'""' ~)=~.=..u ."j_,~· _,i · Jtj~· ~~ ~~
o
,
,1 ~~ ~j jJ~ ~ .~_, 4-Jet~ ~l..c
..
0
, - ,,
~ .;
.. #
~WI~&,;~ 4ll..o j_,~ ~}--~~ ~i ~ . \\o'\' t.:....... ~.,.:a/~WI
, .. til til "'
;_,~ ~\_,.)
~~ ..U ~LS, ...:..J,.ll_,_t ,~l_,j.JI i~ jJ~ ulc ~~ u4~ \\ott:,....;,~
. \\oo r~ ~~~~WI ~.,.:ats ~ jJ~J ~~ ~~~ ,dJj J..:t.:i ·~~ ~1:,...
- -
&....;\ .
'\'\A
299
·~~ot.J.f
• f
Forms III
Shape Peifect Jmpeifect
I
~La ~~
Examples
I
1. Verb Forms
The following verbs, all taken from the reading selection of this lesson, follow forms I, IT, ill, IV, V, Vll,
and vm. For each vetb,
a. give a full English translation (of the vetb and all suffixes and prefixes),
b. identify the root,
c. identify the stem
d. write down the form of the verb using both J,U and the form number.
.-.:.ts.,
............· '•· • "'.J
.... , ''
~~
~~
'I,'
~
~~
c~'
~ -
~).•.o
., "" . . I
r---a
~.J
.-.i'il,j-1
".
Extra credit
" '
; , ,,
,_,........ -, , ,
'\" ..
301
Create a Story
One day, Juha tried to get on his donkey, but he kept falling down. He looked at the donkey and said: "Look
what old age has done to me, when I was young, I could get on you the first time I tried." Then he looked
around, and saw that there was no one listening, so he said: "Why am I lying? Even when I was young I
couldn't do it."
Create a story (in Arabic) based on these cartoons. First try to tell the story orally in class, then write it
down. Be as imaginative as possible.
r.'
302
~
~("4~' ~ ("~ ~ ~,, 4 c'J ~, ·'
~ .1 J.J ~ ~I.J JL-.11 ~I J 4 l_,.lW.U ..,..L:J I I_,.Ill ~I . "1'
~~ r;.a Jt.......JI ~IJ ~I.J 4 l_,.ll..!. U ..,..L:JII_,JU ~I . Y"
~~Lf.:.JI ~~ J~4~1 . t
. i~~oWS'
strong '!.J;l shame on you ~ ~
old (person) j_,¥ to be able to .;~- .;.U
tocarry ~-~
"'·"
303
~l"~le--L.:.~I~I~.\
r.r
304
One day the world went up in flames, ·v=aJJt..::..a.J_, r~\'1 &-- r~_,
People against people fought, •v=aJJ~ I~ V"t.:. ~ V"t.:.
And the fighting, ,Jt.:..i.J I Jt...._,
Got closer to the hills, .J)l;Jit '-:"~
And everything got worse. -v=aJ v=aJJ 1_,
And the fighting reached the edge of the valley, •t.jJI_,..II ..JI~I t ~-'
Shadi ran to watch, ·~~~J~JW.
I got scared and started calling him, • (.J •..L.:a I .:::.. J-"A-' ..::...i.::io.
Where are you going, Shadi? ~t.j.JL!. ~ ~IJ ~_,
I called but he did not hear me. "1.,/ •... '".! L.._, (.j • ..L.:al
And he got farther and farther in the valley, -~.JI.,J4 ~ ~-'
r. t
305
Verb Forms
Statistically, Fonns I and II are the most common of all verb fonns in Arabic. Fonn Vis probably third in its
frequency. This is reflected in the words ofFairouz's song<:.S.U. For each of the following verbs,
a. give a full English translation,
b. identify the root,
c. identify the stem
d. write down the fonn of the verb using both Ja..i and the fonn number.
) .,
~,
~~
'r! •• . ... .!
t~
Write a paragraph or two (60-100 words) in Arabic about your favorite singer. Keep it simple, and use
words you've learned in your Arabic class.
r. o
306
,~,
'i I£ . tW
• I V"'
_jLJJ . _; ~. ,.,..
• ..,. . I JL:H~...• ~
~ I .'
1 The phrase (.1J I .w. o! is used to express hope for something to happen in the future. It shows a certain degree of
piety and the belief that things are not under our control but under God's. Juha refuses to say (.1J I .w. o! before he goes
to the market, but he learns a tough lesson and uses the phrase inappropriately when it is too late.
r .'\
307
\' t;:~~_,.. . r
\' (housinf) ~I~~~ --.L.....H ~I . f
·~~oWS'
gasoline ~~
· ·· businessman J~ih~
other people •~WI U"'L:JI
'f . V
308
, ,
~ ~.l..o J,_..!. "i_,~l" ~.,ri ~ ~J.;J J~ ~_,,_a.ll '.! ··.!b , . t; II ~WJI J.l_,
~ ~1->-""'tl ~I~ \4\!A t.,:,..,.., ~4J 4.>-a ~~_, I \4\!" t:....... U! b , . I i JL.......!. ~
~ ~ illWI .-.'_:_i! u~ ~_, .0 l:a.:J ~I ~_,.;J J~ illu ~.;-+-i . i_,_r.a.JI ~,.A
USJ_, "i_,~r ~_,..; ~~ ~_, ~_,.;J J~ ~.) \\£4\ ~v-i_, .i~l r--'.11 iJ.d........... ~
Jl.i .J # I ~ "J-'il .HJ. ~.;i ~ ~ .LA.,re.J
., -
.U u~ ~IJ-'e"tl ~I o'i dUA ~ ~
., , "'
~ ~ ..
• b~ ~ ~~ .;t..-_, ul:a.:J ~ ~~ <JLS ~! ~_,.;J J.,...._.
. ..
."JW~I" 4.4- J?J ¥
~
" "
o~i~u...
.H~I :i ;1.;.·, • iJ4-i t-'" .;-iL.... \\AY U..... ~ 0 ~ ~l.r-'il _,j..AJI ~J
._;..:JI_, ~~ ~ws ~_, ~~ t-- d..&.~ ~1_, .~_,;. ~~ :i~··.!b ... nu
r.\
310
i~~ow.r
totlee '-:"~ to attack ,...;.
elementary c;.t~l toreceive ~
I I '
newspaper (...a.- . G:) • i: o . • secondary <./;.~
to like (be pleased by) ~1 local~
journalist~ reader t(.. (;:. .G:) <s.Ju
.
magazme :cr.·.
. to edit .):;..
editor-in-chief~~ ~J Communist ,_,r~
to depart J'.u remaining, staying .. ~
in charge J.,~ tojoin ~I
invasion _,~ to issue J~t
..
to oppose ~~~ l~hip ·-~
issuing, publishing Jl~! agreement ~WI
prize •..;:.4-
Form X
Shape Perfect Imperfect
~I ~
(The prefix.:......(!) is attached to the root.)
Example
J...,...i:.....l he received, met he receives, meets
~»-1 he got (something) back ~~ he gets (something) back
Note that the I that appears in the pefect of X disappears in the imperfect as is the case with the I of Forms
VllandVID.
"''·
311
1. Verb Forms
For the following verbs, all taken from the reading passage of this lesson, and all of which belong to Forms I,
ll, ill, IV, V, VII, VIII, and X.
a. give a full English translation (of the verb and all suffixes and prefixes),
b. identify the root,
c. identify the stem,
d. write down the form of the verb using both~ and the form number.
The first two are given as examples.
~.>+A
~
'
,;>A
~L......;
,;~U
~I_,
~I_,
' ' ,
312
(Verb Forms) L.l,~ OWJ". Y
All the words in the puzzle are derived verbs in Forms I (jA..i), II(~), III (~u), IV (~i), V (~),VII
(~~.VIII (~I) and X (~1). When a clue reads X ofY, it means the derived from a given root.
For example, ("· J.t ~ ~. means the Form V (~) of the root ("· J.t, which is ~·
'. ' A v
'
0 f r
'
•
• • •• • '
"
r
•••• £
'v
•• • •
• A
'
'.
~>,.s-
~
J· r·t ~~' · ' .J·t·.J (_,.... jA..i ~t· C::· J (_,.... Ja.&:...-l .'
J·'-'·.J v-. J.eu ." .)·,J.~ ~ jA..ii t· .)·'-' (_,.... ~ ..,.
C::·J·t v-.~ .r J.a..L.I . o
":-'·C.. '-"' (_,....
("· .).c. (_,.... Ja..:&.ll . f (~~) J ·.J·C. ~ J.eu ·'
.J·t·'-"' ~ J.eu ·' r·J·t v-. ~ ·v
.)·..J· 'j (_,.... jA..i ~C.·":-'·~~ jA..ii . v (~~) J_.. j (_,.... ja..:&.ll .A
k.~L..~I~I . \
~~~~~r 0 LS~r ..,.
~w.~ ~ ~ ui.S ).:.~J ,.s .r
'iW.~ ~_,.:A..!.I ~I r-'il ~I . £
~~~~~·~ ·"'
~ c:,tJ U...:. ~ <"~ u~ ,.s .1
n.~.J.I., -~~I~ .w!-l' ~ tl~ ,.s .o
~ .:.I .)~~. c,rl• •ii
~ 6
u...:. .....us:...-< ·'
. r-
iJ..~oWS'
-
frankly~~~ citizen &J-1;..
to cost ~-.Jis tobelieve ~- ~1
Mercy on us! !~ 4
~L!:JI ~L.-.i.l ~-' ~4-L! ~ w.JJL!. ~) ~l..r-tl ~ IJj_,JI ~J C~
.
t-i_,lle-o""', oo~Li.J~.!..~c.J.JJL..!.w~.J · ~.JJ.J.J.J 0, o""',.:b .1;!1
.~l.,.....tl "~}..A-6" 4f,:> .ol ~.J~¥1
~j_, ·~iL:.i_, ... ~.JJ.J .J~ i~i t.;.j" \!.1~.1->-'¥1 ~IJj_,JI ~.; ....il.....oi_,
~~.JJ.J ~~~I U)la.JI.l.A .,_;:.}i4 ~_,.l..ll t+U~ ~ U!_.·._.b,.lfll
..• ~L.Ai ~ .>-:!:-?
JIJ o -. ,J~ C-.... _. ~I;.-...,._. ·,!JIJ4 .J~I" ~L........JI ~1...>-'""tl ~IJj_,JI ~J C~-'
.,H.)_,JI ~ L....s: . .LU~ r-=WI ~-' ("_,.!J.S ("j ~Ut L..,.L:;.,_, ~,_.JI c.F>Li.'l'l ~I
.J,_rb'l'l ~_,.A ~Ui ~It L...:r.......tl ,J_-)'1 «.?1~ y._, 'J~I ~ (.JI,;..i) U!-"~
.
.~_, .J.:UI...>-'""1 ~~~I U..U~ ~ ~.JJ.J .J_,_......._. ~ &-- j~ c.:, I~~
. .
(""'!-~ ~ . ~l..r-tl J~l ~.J ~~ ~ L,oL:i.,_,
..
'e-""I.J JL..I....:. ~.),A. j ', o
J~l
~J.JI.....e........~_,
..
J!.-o ·~..r:u-JI ~I '-:-'~1_, U!_···.:b ... li II ,.1~1_, '-:"~I J~l &-a ~I
r\o
316
i~ow.r
love, liking :;,. to declare c::,....
to speak ~-rk:-=..!1~..!.~ poems ~l......i
Noun Patterns
The great majority of Arabic words follow regular patterns. In the preceding lessons, the major verb patterns
were presented. As was pointed out at the beginning of that presentation, the great majority of verbs in
modem Arabic belong to 10 forms. The number of noun patters on the other hand is quite large. But some are
more common that others. Some of the most common noun patterns are:
houses..::..~
•
months .J,.._.:. J_,.,, .?.
As the above examples show, words that follow the same pattern generally share a similar meaning.
A number of noun patterns are related directly to the verb patterns. A noun derived from a verb may indicate
the doer of the action of the verb, the recipient or result of such action, or the action itself. For example, from
the verb~ , the following words are derived:
317
writer ~l.S
(something) written '-:-'~
the act of writing ~loS:
In Arabic grammar, the word ~L..S: is referred to as an active participle ~l_j ~I,'-:-'~ as a passive
participle or J.,.U... r--1, and the word ~loS: as a verbal noun or J~·
The form or shape of the derived noun is determined by the form of the verb from which it is derived. So the
active participle of Form III verbs will be different from that of Form II verbs and so on. The following table
shows the most common participle and verbal noun patterns that you have encountered or will encounter in
this book. The cells marked with an x are not important for you to think about at this point.
~ ~ II
lliU:. X ~u Ill
.
Jt.a:AI X X ~i
.-- IV
J~i~ X Ja..i.:i v
Jla.&.:.l X X ~I VII
Jt.a.::.:.l X J: ~·., Vlll
JW:.:..I X J··.-.....' ~I X
..
(..a~ I.
2. Verb Forms
For the following verbs, all taken from the reading passage of this lesson, and all of which belong to Forms I,
II, IV, V, and VIII,
a. give a full English translation (of the verb and all suffixes and prefixes),
b. identify the root,
c. identify the stem,
Y'\V
318
d. write down the fonn of the verb using both Ja.,l and the fonn number.
~
~ ..
.
,
1.1".)~
,,
t..._,u...
the occupation
negotiations
J~'ll
,
..:::..L.:._,t.a...
.
J)lll....."/1
J~l
u,.JAA
~~I.. .
Y'\A
319
.. -
.-.
·~
~I
~lSJI
.::..L.......4JI
Extra Credit
XXX J,..........,.
XXX .Lo...i~
XXX .Ji.~
XXX ~I
~~\.t
Create a Story
A number of travelers stand in line for a long time waiting to go into the passport office. A rich man bribes
the police officer who lets go ahead of the others. First make up the story orally in class, then write it down.
Be as imaginative as possible.
~,., 1\~
!.)!.r. .
320
.
i~oWS'
hell -. , . way, road ~).
~
we do not have any other than them in the house, the only ones
we have in the house
-~
·~L..j;:.,.... '~ ~~ ~· ,,.~, -~
:~~~~ .~L..j;:.,....
!~JA4J I ~) •
~JL..~I".~t....~
~ .
• w~j '~jb.,...i ~ • ~ Jl...b.J.I ;:.,.... ~
. ~LS... Js ~ -~1_,
·~.>fi ~J_,..bi-HA! ~ , ,.~ ~,.,..b.JI ~· : ~
~~_,.A~I.r
~.~ .l-1_,~ .£
Write down! !~
I am an Arab, ~~ L:a1
My I.D. number is 50,000, ~; 0 ~ 4J; .. b! r-i.>-'
My children, eight wwll.i...b1
- c.r "
And the ninth will come next summer. ~~ ~ ~~-· r-f· ..~,
Are you angry? 'i 4 • ,Oij J.+l
Write down! !~
Iaman Arab. ~~ L:a1
I work with my struggling friends in a quarry, ~~ c..tS.J' JU.; ~ ~;,
ww _jl.i...bj
And my children are eight.
- ,- "
I pull out the loaf of bread for them, ~~~J~J-1
clothes and notebooks ~.JI_, ~~~~~,
from the rock. ~~~
I do not beg for a handout at your door, ~4 ~ ~u~ 1J__,.:;i "i,
Nor do I belittle myself ~i"i,
at your thresholds. ~~i .la~ rt--i
Are you angry? ~ .. ,;,;. ; J+l
Write down! !~
I am an Arab. ~~ L:ai
A name without a title, ~
. ~.~ IL:ai
patient in a land, everything in it ~L..~J~~J~
brimming with anger. .... o;.JI i.;~ ~
My roots '!J-'~
were entrenched before the birth of time ~J wL...>JI ..~~ J.:a..i
, ..
and before the opening of ages, ~I
. ~ .
;
-·-~
"
before the pines, the olive tree, w~.>J I_, _,_,.......1 I J.:a.:a_,
before the grass grew. ....~.• JI t~~ J.:a.:a,
My father came from the family of the plow ~'~' •>-""'i &-- ~i
323
not from grand gentlemen. ~ i.lL...&.o y
~
My grandfather was a peasant L:..)U wt.S: <.!~ .J
neither well-bred, nor well-born. !~Y.J~~
My house is a watchman's hut J~utfi·~.J
Made of sticks and reeds. .... oi 11,., Jl,¥"il &--
Do you like my status? ~ ~.,;..:.... ~~ J+.a
I am a name without a title. . )L. ("-"" 1ui
1-..AJ
Write down! !~
I am an Arab. ~~ui
Hair color: coal black, ~~lw,.,J.J
eye color: brown, "". ~~· . 1
~ ~ ~ uJ-'.J
Special features :~I~.J
On my head: a 'iqal on top of a ku.fiyya. ' ~fi J_,.l JLU cr""'i J uk
The palrm of my band is bard like a rock, ~t.S:~~.J
It scratches those who touch it. I .... -)1..., • .. • ~
............... ~u-o~
Write down! !~
I am an Arab. ~~L:,j
You stole the vineyards of my ancestors <.!JI~i r,.,.;5. ~
and the land I once plowed ~j~~),.,
Along with all my children. <.!JY ,.,i ~.J ui
(SJlhi ~,J • • w 1!1~ r-J.J
1
Many Palestinian men wear akufiyya {bead~) on top of which sits a 'iqa/ (a headband, usually black in color) that
keeps it in place.
2
Many Palestinians have zeit (olive oil) and za 'tar (thyme) with bread as their breakfast meal.
"'""'
324
The only thing you left for us and for all the grandchildren
is these rocks J~ I 'ilA t.S_,_
· Will your government take those LA~~J+i
1. Verb Forms
For each of the following verbs,
a. give a full English translation,
b. identify the root,
c. identify the stem,
d. write down the form of the verb using both~ and the form number.
~
.. . -
•
. - .. I, ..
325
Extra credit
~-
-
., ..>-J
, ,
... ............................... .
~ -=--',. ..w1_,
~IJ
• . • ·'"· I
~J.,..........
I
I ,,
~I
~WI
r+- ...G_,
teO aa t
'-:!.,
XXX
XXX
326
Rewrite the following words, grouping them into related families. Each family consists of two or more
words. For each family, identify the root and give its general meaning in English. In some cases, it might be
difficult to come up with a meaning that is shared by all members of the family. In such cases, writing down
one meaning is sufficient. Identify the one word that is not part of a family.
., , , rJ , ,
.Jt-.S! ,J_:aL..,J '~'~~~ ·~.l-o 'U"J-1-A .~j .~ .L4~ 'J~ •0Wi ·~
.~ ''->)-'!
- .l'w, ~~~ .~ .~L&. - .J..o...Si ·~.) .i)-'! .,;1~'11 .~u ·~~
.. .
, -
., , ,
~.~~.~I ,Ut.......,J ,4...w:,Li. ,LIJ-' •ul-ci ·~'-:a·~ .J..olS
~ ~ ~
Create a Story
One day a man went to the movie theater, which was empty except for one person. He sat down right behind
him and asked him to lower his head so he could see better. First, try to tell the story orally in class, then
write it down. Be as imaginative as possible. If you choose, you can create a story about a similar situation.
Some useful words:
to lower
,- .
J~-Jj.:a movie theater L....:.........
327
~
~ ~t....~l ~ ~.~ v-o ~~I J U U~ ~.Jj U . \
~~~~~I . Y
~~J.+-11...,? ~IS ~I .r
~~I v-o ~.J U ~_,_;J ..:.JU~I ~l . t
~~ v-o 4-1 <}JI ~1_,.11 ~
o ..:.JU ~.Jj U ~_,_;JI (reaction) JU J.J ~IS ~I .o
~ ~~ I_,.:.IS U ~_,_;JI (treated) I_,J....~ L-.~1_, ..:-.JI '(-1 ~ ·'
.----I &1f.bl
.................
'";;f' - _ _
\ =--=·~~~~
·~~~w.r'
bachelor ~~i Teacher's Institute ~ ~
fullc.)4(. barely, with difficulty .u.14 ill4
IJI=,J the whole time .:..A,.. I J_,J..
329
J$l!J\
..., ~ ~~' ~;.,
(.;...... ~ ..::..i~ ~I~~~ 41-"\'l ":-',r:JI ~t.s: ~.l~l ~ W....L.:i!_, <S..H.r=JI J,.o...c. ~J
..., , - ... ... ,
.
4...:aJG..:J.I ~~~ ..::..l..d..o.~l ~ il~ ..::..~l....:4-l ~ ~~~ J,J.l ~ ,J_iL!JI UL!. \\Vo
- ,
JU,:jl ~! J__,.::JI ~ ..u.L.... \\A\(.;......~_, .tJ_,.JI .. ~ il.l~!_, ":-'..rJI 4~ il.l..d .......... ~_,
. b.l~ ~ ~\'1 ":-'..rJI u+ai <!lJI . ~u..JI
~..).\ i.-.,;..
·~.;JI ~I ..J~ 'i ~,;.... <F"-' 'C!.H.r:JI ~I ..:..1.)~! r-Aj c:,.... "C!.H~I ~,;....· ~
~ L-IJ.ill ~~~ '-:"Y..b,JI iJ....CL-.. JcA 4 "' "...~1 ..J..LA . \\V\ ~ ~ t-.t...!..:ai u_,
..:..La.....4- J..,A..ti ~ ~ 1 c.sk ~~ '"="w. ~i rr ~ ~i i.l.£l....-:a ~u .u_, •..:..La.....4.H
. I~_, t.......:..,>A_, i~l ~1_, i~l ..:..4'i,, ..ll_, o~
.
i~oWS'
accountant . . ..J , •• completing JL.S!
construction ..t.:..... successful ~t..:.
uppermost in one's mind ~W.
.-·
J.i.....!. civil war ~~ ~';.
residence t...U I . in spite of&-- ~~4=~~
intermedilll)' ~~ to play a role (i).).J.l ~
victims~~ fighting, warring ~ Jt.....k,.
agreement, accord JU:.I reaching , J,.;:.
reconstruction .. t.:.....
;
i~l
. to end, finish ~~
t...:.....;:.
achievement .)~! foundation, establishment
~i=t..!...;t non-profit ~~I ~I ....;_-*" 'i
better &--i=~i
related to health ~
..:.:~L-=i..~.£~ ~u
.
to offer, make avadable r~-r.u
' ' . ,
rr.
331
2. Verb Forms
For each of the following verbs,
a. give a full English translation (of the verb and all suffixes and prefixes),
b. identify the root,
c. identify the stem,
d. write down the form of the verb using both~ and the form number.
,
I , ..J , •
,
,,
~l.:a
,
J,CUJI
, , ,
·~L........o
J-~1
..l~'il
,..
t,,,,
. ''.
-
Extra credit
proper name
·~!,J
J~l
proper name ~WI
t.u
333
Write down the meaning and the singular form of the following plural nouns.
"',
Ja.L...A
~Lio
Match each of the words in column\ with its synonym in Column ":'· There is one extra word in the second
column.
~.) ~
L.... ~
~ .l~
JS "'
~ ~
..:..l.o iu_,
,
~ r~
,
•
~I
<r
V.Oj ~
i).:.. J,..A..ti
"',
..:....,... ~~
" 1.)_,
rrr
334
i1:-.\
~U_,..i..:.S ~.Jj~~~I.,JI c:l..)~ .\
~ c.J"~I ~~~I.,.II ....;L..!. t.1 J- U_,..i..:.S ~.J,) CJ41 . Y
~u..)~.J ......_,.. .:J~ ~ ~1.,.11 (tricked) t~ U_,..i..:.S ~_,,;, ~ .r
~.:...~~ ~ n:..ill ~,A u_,..i..:.S r--1 (accepted)~ U_,..i..:.S ~_,,;, .t
..
·~~WS'
poor, unfortunate ~
horse IJM:;.
under~
to catch up with ~-~
leg (h)·~)~-..)
, ,
to move d~-d~
berelam ·~
335
Ah, the good old days! ("God bless the days of the past") uL.~ r41 r-:""-H till
crowdedness ~ ~
Bulgarian <,?Jl.i.4
the (Arabian) Gulf ~I
Japan u44JI
rro
336
Read the following news item that appeared on the Arabiyya.netweb site on Feb. 14,2005,
and,
first, answer the English questions below,
second, with the help of your Arabic-English dictionary, translate the news item into
idiomatic English.
I. Why will February 14, 2005 be remembered as a black day in the memory of the Lebanese people?
2. How was Rafik Hariri killed? Where?
3. In what areas of Lebanese life will Hariri's departure be felt?
4. When was Hariri born?
5. What did he found in 1979?
6. What does the Hariri Foundation contribute t<> in addition to helping Lebanese students get an education?
effects, consequences J~ i
337
~.\
Match each of the words in column l with its opposite in Column '-'· There is one extra word in the second
column.
···Y::t
.
J+....
,
~
t4
~
.
l..u
~_,.b ~_fj
il.....::u\1 ~
:u
i 1 'il.oi ~~
"
i~
M .,
~
"VOL;. " ,
~
c.s~' ~
~~
~~~., ..).J~. y
Rewrite the following words, grouping them into related families. Each family consists of two or more
words. For each family, identify the root and give its general meaning in English. In some cases, it might be
difficult to come up with a meaning that is shared by all members of the family. In such cases, writing down
one meaning is sufficient. Identify the one word that is not part of a family.
'II , , "',
'it.:ai ·~' ·u-=a'~' 'f'+A 'i~~~ ·t-o4- ...::..I.J~' •0 _,__,.:a ·to;? 'u--O_fj 'i,J..c ·r-.Ai
M ,
0
·t-' 0
?
, ·~4 ~~~ ·~'..1..:' •b.l~ 'i~u
0
,
.
·t.~' ..::..Lo_,h-o ,.ll~i ·~ .i..l..:' ·~
,L_,l.i.... 'it-:L.I ·rJ~ ~~~ ·~ .J~ .~U "'~ ,LU! ,_;L.::a..- ,L-4- 'i~
<II VII Ill • <#I • , Ill ,
rrv
338
v
' \
0
• •
• • 0
'v
•• A
• \.
~>~
·.)-'1
\•· .)~ ··· VUJ:-l
' · V.. v:"•-u f'"""' 1· '
· .)-;...· .)~ !(~~) · ~"· v-- ~u f'"""'l .r
(~~)
-~~· v--~uf'"""'l ! ·~r v--~uf'"""'l.\
",._L-i" .)~ !(~~) · ~· ""
v-- ~u f'"""'l .r
(~,sa..) ·~r .)~ .o
·~ ·v-- ~uf'"""'l .o l~· .)~."\
·rp· .)~·" v-- ~u f'"""'l .A
(~~)·.).Lt.
· rrA
339
Create a Story
On his first day in school Kanfusheh's brother, Hassan, put on new clothes, including new shoes. He walked
to school with the other boys from the neighborhood. He couldn't keep up with the other boys, because his
feet hurt. The boys sat down to rest, and Hassan took off his shoes. A few days later, he found another kid
wearing his shoes, and he wanted them back. Create a story telling what happened to Hassan and his shoes.
First try to tell the story orally in class, then write it down. Be as imaginative as possible.
:' ; /. ',
. 'x \
\ ' \
1
/'.
I
' I
\f)()'
'I '-I I -..
.:..--~ ~__:.j ~~ .....,...oil
. .; _..:f~
•v' >- , •. · · "' ~
I I '
1
; .>
'
·!
·. : \ ' \j... ';· '/ !.·
; \ \ \
I t-'-' ':-'-.
(t §: ' \}\ . , ~~ ""-' "
' / . . "'''
h
I
• -o· . I
-- . . ... ~-
•.
340
APPENDIX I
.,ti t ...:... ~
.. ~ th (thin) ..!.I ~
..
~ J ~ · -::a.
NC JIJ d J
NC Jlj th (the) j
NC "1.; r (trilled as in Spanish) .)
NC <#lj z .)
~ s 1..)" .-..
~ sh ..
1..)"
..
.-..
Jl..w:. emphatic V" • vo ........,
J~ emphatic J* vo ......0
"U:. emphatic...:...* .b
"U;. emphatic j* .J,;
~ •• t ·t- ..L.~
"u f ..... _;
....il.:i emphatic d* J ~
.....~ k d ..s
r-J J .J
'-'~
m
n
r
'-'
-~
NC=non-connecting, i.e. does not connect to a followoing letter. *=no English equivalent.
342
Direction ofReading and Writing
Unlike English, Arabic is written and read from right to left.
Eight letters, the six marked as nonconnecting and J.. and Ji., have one shape only, regardless of their position
in relation to other letters in the word.
Three letters, t• t, and-A have four shapes each, depending on their position in the word and whether the
preceding letter is connecting or nonconnecting.
The first shape is used at the beginning of the word and after non-connecting letters, but not word-finally.
The second is used after a connecting letter inside a word.
The third is used word-finally after a connecting letter.
The fourth is used word-finally after a non-connecting letter.
The remaining 19 letters have two shapes each, one at the beginning and inside a word and another
word-finally. In general, the difference between the first and second shapes is a curve in the second to finish
otT the letter.
If you compare the shapes of the different letters, you will notice that the majority are organized into groups
or families according to their basic shape: '"="' ..:.., ..!..; ~· C.• C. etc. Within each family, letters are generally
distinguised by the placement and number of their dots.
Pronunciation
Seventeen letters in the above Jist represent sounds with a similar pronunciation to their English equivalents.
These include: I, '"="' ..:.., ..!.., ~, .lt ,j, j, V"• .._;., ...i, ..:.1, J, f'• u• ..A, .J• '!. The letter J is pronounced like a
Spanish r .
For the the sounds with no English equivalent, special assistance from a teacher, a native speaker, or another
source is needed. The symbol in these cases is just an orthographic convenience which will be used when
Arabic words are transliterated to help with the pronunciation.
t
Although the sound is not found in English, it is found in many languages, and students generally do not
have much trouble pronouncing it. Listen to your teacher pronounce it once, and I am almost sure that you
will pronounce it correctly.
The sound represented by the letter t is similar to the typical pronunciation of r in French.
Emphatic Nonemphatic
vA V"
vA
343
It should be noted here that the pronunciation shown in the above table is not followed by all speakers of
Levantine Arabic at all times. It can best be described as the pronunciation of educated speakers of the dialect
in more formal situations. It is also the pronunciation of these sounds in the written language, known as
Modem Standard Arabic or v , · • *· Among older speakers of Joradan, Palestine, and Syria, for example,
three-way differences can generally be identified in the pronunciation of the following sounds:1 urban, rural,
and Bedouin. Among the younger generations of speakers (those born after 1967), the rural and Bedouin
pronunciations are giving way to the urban pronunciation.
~
like s in measure j (judge) j (judge)
j d,z th (the) th (the)
(uA and Ji. are so rare that you will encounter only a handful of words in which they occur in this book, and
these are mainly in the reading selections whic are written in v ,. • • and for which there is only one
pronunciation anyway.)
At this stage, try to follow the pronunciation provided in the table, but you shouldn't feel there is something
wrong if you hear the above six sounds pronounced differently by Arabic speakers.
Short Vowels
You may have noticed that only three vowels I, _, and "# are listed as part of the alphabet. These are the long
voewels. Short vowels are not represented regularly as part of the alphabet, but they are sometimes indicated
as diacritical marks above or below the letters to assist beginning readers. (More on the diacritics below.)
1
Most pronunciations differences among the Arabic dialects involove these five sounds.
344
PART TWO
Special Combinations, Special Letten, and the Diacritics
'/
When J is followed by I, with and without i ..)....a..A (bamza), the two letters are joined together fonning one
special symbol, written as '/ or~ . The combination is often considered another letter of the Arabic alphabet
L!.l J..!.. ~~ three
iJ.IJiJI iJ.IJ~I Jordan
..:.IJI("!JI ..:.I JL..¥1 the Emirates
...l
When J is foltowed by ("• the resulting combination frequently appears as.J. instead of.......J.
In Levantine Arabic, U.~~l .. L.:J I is pronounced a or i, depending on the preceding consonant: a after the
emphatic group and the back consonants C• t• t• J, and -A, and i fter all other consonants. In,_,, .• ';
(writtenlfonnal Arabic or MSA), it is pronounced a everywhere. If you are in doubt about the pronunciation
of U.-H_,..ll -L-:o..JI, pronounce it a all the time; it might sound fonnal, but it is more acceptable than
pronouncing it i where a is the correct pronunciation.
If the word in which U.-H~I ..L:JI is found is the first part of a construct (UL.A!), then at appears in the
pronunciation. (More on this in the Grammar Appendix.)
However, in some contexts the short vowels are necessary; for example, where a distinction needs to be made
between a pair of otherwise identical words.
Among these diacritics, there are three vowels that correspond to the three long vowels in the alphabet table
above. The following list includes them as well as the other important diacritical symbols. I will use the
letter ..S (k) to ilJustrate the shape, position, and pronunciation of these diacritics.
~ (i,A kasra). This diacritic represents a short vowel that corresponds to~ <~ 4): lei.
~ (~ damma). L.... represents a short vowel that corresponds tom (_,1_,): leu.
~ (i~ shadda). This diacritic indicates that the consonant above which it appears is doubled: lcJc
Indefinite nouns, adjectives, and some adverbs, particularly in ~ (Written Arabic or Modem Standard
Arabic), are often nunated: they end in a short vowel(~. i~, or L-....) + the n sound. Nunation is
indicated as follows (using the letter..S as the carrier of these diacritics):
i..s (kan)
..S (kin)
•
:s: (kun)
346
PART mREE: QUICK REFERENCE
L~J • I
~
L .. i L
•'
~ I! ~ L:; ~L ~I
~
• •
~ 1.)
~ Jl.l J Jl.l J ~~
( ·~(
.l~~ .l~~ ~~ ~~
• ..
•
'~'j
~
•
g• • j;
~ Ll \. ~
t ~
t ~l.l; .b
•
u J ~
..
~..,.:, ~
\ r"~ ~l.S
~'-'
~LA _Jb
~L
..
(.S _,I_,
J
347
~#.J ..~.:~.l,J
~#.J~I
"'
H
..~.:~.l,J
~I \'
~#.J~~ n ~~ T'
~#.J~) n ~) !
~#.J~ '1'0 ~ 0
~#.Jt... n t...
~#.J~ w ~
'
v
~#.J~w '1'A ~w A
• A ~ '1'\ ~
'.'
~~,J
~~ T' . •#
~) L J.l..~.:~ol
~ 0. J.L.:...L.I
"
\\'
J.~
~
~
'·v. J.~)
\T'
H
~w A. J.lb. a:. \O
~
.
... J.Li.......
"
~
'.. Al.l.a..........
(,.)" . \V
0~ ' .. .. .. J.~
"
~#
.,.,
The Ordinal Numbers
second
4F'· ~ first J~i
fourth ~IJ third .!.J~
sixth (J"JL.... fifth v-Li.
eighth&--~ seventh ~L....
tenth~ ninth e-t.:o
Daysofthe Week(t.J-!-'M"il r~i)
Sunday ..~.:~."il Saturday ~I
Tuesday .. ~)l!J I Monday ~'i l
rtv
348
Months ofthe Year (u......l I J.J+-!J
Arabs use two calendars, the Muslim lunar calendar and the Gregorian calendar used in the West. Two sets of
names are used in different Arab countries to refer to the Gregorian months. In the African Arab countries
(Egypt, etc.) the names are based on the European names corresponding to January, February, etc. In the
Asian Arab countries, (Syria, Iraq, etc.) the names are based on old Semitic names. Don't feel discouraged
though as a result of this complexity. For one thing, almost aJI publications list a date in the two systems. For
example, January 11 will be referred to as: ~~ u,.:.L.S ~1_,.1.1 .H~ ''or~~ ~1_,.1.1 ~~ u,.:.L.S \\
~1,_.. means "corresponding to"). Often the date in the lunar calendar is listed as well. Second, most Arabs
use numbers in wrting and conversation when they refer to the months of the year. So January is shahar
w8Wd, July isshahar sab 'a, and July 4, 1776 is spoken and written as:
(~_, ~-' ~:·• ... i_, ~i ~ ~))\VV"\ /V/1
The foJiowing list shows the names of the months of the Gregorian calendar in the Asian Arabic (Levantine,
etc.) and African Arabic (Egyptian, etc.) systems.
rtA
349
Arab Countries and their Capitals l.f..- I~J ~~I JJ.l.ll
~ . il~....,......, ~ il~....,......,
~,J ~.),..,....
~ .Jl.i....
~ ~~ ~_,.:;
0~ ~I_,J. ~
'-"'.WI u• L.:...J
.
.l...i...-.
~,s.JI
~~I
~~
Question
Below are the names of some Arab capitals and their English translations in random order. Can you match
Capitals
Translation
the gardens, the place where things fall, the islands, the place of tying (or an inn), the trunk (of an elephant),
the large tree with widespread branches, the conquerer, the one with the gazelle, the sleeping place
350
APPENDIX2
ro .
351
\ ~.)~.)J)\
.:..:,1 ~~ L:.i
'J I-H I
'.-\
· '-:-'~l l.A
·'-:-'~l.d~I,'-:-'4-JI ~ I
\ .• ~ .A.V, \ ,o,£,T',",\
\~1
\ .• ~ .A.V,\ ,o ,t , T' ,",\
ro\
352
T e---1
9U~l~'-:"4rS ~.J
.~1 ~JU
~.!l~rS.J ~.J
. ~~ ~JU
te-o-'
~~ ~~ .~,u1 ~.J
.~JL:. ui ~JU
~~.!U4'-:"~d- ~.J
'
.1~1 ~JU
. ~~'":"t.:.S.JI~I ~.J
0 e-o-'
~ ....l..-J I • ...JU. rS ~JU
~·
~.J
··~
H . :'JU.
. rS.J ~JU
,ta.......:; ~.J
~jl,;.,..,lrS.J ~JL:.
. ~t,jl,;.,..,l ~.J
~
t
t-
l .t'
.~
~
.
1 F i
t f'• }
\..
-
\
(".~ t 't E
C;\ i: :r ~
E::-~•· c; l C.·
...
.., C.· r -
-1 .t• t •. ~ ~ ~ ~ { ~· w
0
-1 ~. ~.r~~
.c- r. c... t ·~ r C.· .~
' ~
.f~. ~I. ~
1p f ~
rt tt
.r ~· f.\\ ~ : .c:· :
=" t 1 t" •. •· •.
.~ f., ...::;;
I ~
.r ~ to(.
-.c· ~ i
--< = _ t . I.
fr-• ~•1·.., c...li\f. 1'~• ~·~r: Cip~•t t1 <r~r c.·~l . 1.(.~
........
....
.. 1· .c· c.~ t 't ~. '( t: ~. ,f r : ~ ~ •f.i. -(
.....
to(.
':;: ·~.i' ~l. ·lc• • Ci.t \.EI <t~ . : ~ .c· ~~ ~ . .c· . 1;.1rt- rt::- : to(. rJ•
~
• • 1' l ~l ;[
.> ~ li\ - . ~ J) I. J) [' I. . L.. t' . (". .... ....
.... ~· c...
.....< 1 · r ~ £! ~ :: 1·: <t .r F. 1 \: <t ~ 't t ~ ~ ~ r: \.••
....I <.. . I. {, .[ I:.. •
,A L w:: •• • .... c.. ... ... I! • - •,A > 't ~ )
~ <r . .... 1 h~ "" . ~ h 1' f.
C.· •• C.·
..... \ t ~ _ :: ~. .r .r: r. .. ~ c· c· -; <
0 ••
- ........ (o
. . . ~· ~ i ~ ~
t [ ~ .[ ·~ .c· 't 1:.. ·~ ·~ .[ ~:~ .[ :, C.·
-
......... -cl.. 1·c·
~· . i~. .[ .t' ~
~ .~
. ....
tH-o( :dL· r~r~ff.fn:r~~ C.·
: : <i l,.
t •. •. ·~ ~ ~ ~ <t. <t· t 1 ~ ~ (o (o •L I --< •• -
(o
.f.' 1' li\
- [' . . .c-
1- ,- ' I I ,[ li\ ,[ !t lit lit ., - -•
~p ~ !t~ ·lli\ ~l ...r ~· ~· :, -: ~ .~ t r-t
1: : f : t ~ ~
~l ~ ~ -
h. :[ -c; \.E- \.E- ) ~p- l
354
y t--'1
· ~~ ~ ~L...~l.., ..::...,~ ~ ~L... L:.l. \
. , ...... t:...... o-- ~.J}'il dL. ill I~ dlll. y
.-L-'il JL!...:o ~ll:!J,_~J .r
· ·~us.:...~ us.:... .t
~.JI~o-- ·~ d.J.:a .o
· •~~.., u..,.J .:..}.-~I.,
. v-:o_,:;~ ~ ·~ JI,JAJI.V
~ ~lli.l I ~ ~ ~Jot e--L... c.J... U;!-o .A
. ~lS.....JI .J~ ~.>£ U_,.J ~~ ~.J ~L-.1.4 ~.>£ U.J.J ~~ ~I.J,....JI. \
r t-o''
·l:!J,_ ~ ~.J ·l:!J,_ t.......U c,)..a ~ ·l:!J,_ ~ ~ ~.J.o o-- L:.i ·~.J ~I
t t--'1
..U.:.......i ......._-":! ~ . ~u. ~.Jl:. .~.JJ\'1 o-- ......._-":!.., ~ o-- ~..JL:.
0 t--'1
.~lc4- ~.JU
. ~lc4- ~"
~d.-..1 ~I ::.,..1 . ~JL.; ~I ~JL.;
.~_,~11.:.1 ~.J
~ ~.J I.:! ~U. ~I ~JU
~~1_, . ~u. L:.l .1~1 ~.J
.~t...S L:JU. L:.l ~JU
(..b:.~~L.....J,....a..:.....l)
.v-=a. ~L.....
.J ~I rSI~J:j
r.-Y\
.~L..... .l.a
~ ~L..... ..r-" L:.i
.'/.1-Hl L.4~1......~
·eJI,\\ ,\.,\~~WI
.c-JI ··~ 'ii,~J 'it.~ 'il ~ .~.J ~ .~.J ~ ·~J.J ~ ·~.J t.......:;
. .c-JI ~~.J ~~~WI ~J:j
't-"1
r. ,.,., .YA.W .n ,Yo .n.Yr .n ,.,.,
.,. t-"1
-~J.J~~~WI.\
.:.,...:..J~-.,.
. ~'it~.J·~ .r
· ~J 'itt:...... .1
-~.J~.J-~ · 0
r t-"t
4 ~~ c4-
- ~.ll.:. UJi~
. UJt~ 4 J,.:..Jt c4- ~.ll.:.
~r~td;l~~ UJI~
.UJ.M.oJI .~_,s ~.ll.:.
~ d1..6.t ~ ~w t ~.u UJI~
· ~.).J~) ~.ll.:.
.i~ ~~~
.i,..u ~.ll.:.
ro 0
356
£ e----'
~r~' ~ ~L....I:'' . ~, 4 ~J.:.
~~ ~L....~~f ~1_, .~_, t......:; ~WI
~"'
.t...........i._, ~"' ~w ~w' ~J.:.
0 e----'
~ d..........f~f ~J.:.
. ....i,..,....~ ...._i...,.,~
1· ~
.~ IJ
~
!J
•
3.58
re-o-'
.•~, r~ .:.~.w..~ ~ '.) . ,
- ~'.) 4 .b'l ' r~ t . Y
.t..... J .l.o '-:!-i L.. ~ 1r~ .r
'i c.>'-:o-- J:,t utS u41 . t
£e-o-'
~.L:.
~.J
~.L:.
~.J
·~~ ..::.L...!S
( J,._.!.) ..>+..!.
U-
J~i o_,.:.tS ·<.?~ ~~ .J~l ~~ .J~i.":-'i <>.;:. . 0 1~.>a 'J~l ·o'--='-' 'JI.ji •.1.~ ·c.r'~ 0 _,.:.LS
lolA
0~ ,.J'ii r .~1. \\o •• " •.• ' •.. -L ." .r .. ,.,. ... ' ..
~t~'i 1 ~ r~ rS
~ t~'i ~ ~~L....,.S
. ~L....l ~ Jj ~ I ~
...>+..!. \ y 4..:.-J I ~
·c,r'WI ~~ .J~'il ~~ .J~i '"':-'; <>.;:. . 0 1~.>a 'J~i • 0 ~ ._,l.ji •.1.~ ·<.?WI 0 _,.:.tS vA U-JI J ,._.!.
.J~'il 0 _,.:.tS
~ ~~~r~rS
~ .1.~ ~ <.?w o,:.lS ..>+..!. ~ ~
1 r rS
~ 4..:.-J I ~t~l ,.S
~ U-J ~r~rS 1
. J~l~lll.A
... J_,i ~~ \\ ( ~ birthday o!IJ~ ~ c..r---1) J~ ~~
'e---1
~ ..;.~ ~~ &-- t.:.l . o!IJ~~ ~'i_, ~ o!I J-":!~ ~~ ~ ~..>-£ ,:,L:........I L.:.i .~ ~ cr"""""l
·<1~1 .:c....t ~ oJJ'il ~ ··~ ~.1.o ..;.~ • 0 J}il
~'i_, L.......U v...-_,'i oJJ'il ~ 0 ~ ~.u &-- ~ .U- \Y J..:...l , \WA U- ~..>-"'i ~ t.:.!
•"':-' 1 J+o!. ..,... 1..1" 1..-S..:i
360
ye-o--'
~Jl:a
ill I~
~Jl:a
. Yo.~~~ ill I~
. ..::...:....,.. ~-' J~JJ ~I .t.....IS Yo •• ,Yo.'":".,...,.·~ ~Jl:a
T' e-o--'
·t-'":"-1 OY • \
~~~~_,~ .Y
.• J4-J4 ..::..l£L... ' • •T'
.~~" o. ~.J-'"1 vl ·t
' '":"~ YT' ~ vl ,0
.c:,_,..J ~ L.. J.:.l ~,l.a "..::.O.)j ·'
.~~~U. t. ~ .,&..J.....JI .V
u......IIJ~
te...i
. \. ,\ ,A,V ,, ,o ,t ,Y" ,Y ,\
'e----1
'\'" \\
362
y e----1
J.-..J <,.rl-. ~~I ~_,.a.JI.J ~;II vl · ~l vl <,.rl.....J . L:....WI vl.l.;4 d.;~~~ ~I
vuJ..I.JI ~.;~IS vl.J .~_,.AJI.J ~,>II.J ~I vl <,.rlA. ~ uSJ . l..:o..!..JI vl ~..,S ~ll..lo:!.;_,!l vl . .l.;4
. ~_,.AJI.J ~,>II.J .l..:o..!..JI.J ~I vl ~..,S
,.. e----' .
. iJI.i... ~ vl ~I.J .l.;4 v-i.J..JI.J ·u~ ~ ll.a ..:,.J_,JI J,J. ..,J-.J ~.J .l._H ~~lilA ~I ~.J
- ~.;~IS~~ 41S~I •lA ill I~
l e----1
~4.;.,.- vl ~I ~ ~.IU
. ~I vl <,.rlA..J . l..:o..!..JI vl.l.;4 ~.J
~.l..:o..!..JI~~~ ~.IU
~~.;~IS vl v-i.J..JI ~.J ... J.~.J ~I 0 _,:.1S .;_,....!. vl L.,_a. .1~1 ~.J
-~..,_.!. .l.;4 . l..:o..!..JI vl.J ·~..,S ~I vl ~.IU
(C...I
(ru)il ~~..>-")
.'":"'YJ,.JI ~ llA .:u..!. •lA · ~ ll.t
~ ~'i_,~~ll.t
Y"'\Y'
364
.,. e---'
u~ uL....S ~J .~ ~, ~•J rt--J -.~r, r,:. u~ u.~r~ u...:. c.? ··~ u..!. c.? VSL..... u.~r~
.JSI u~ ~ L.. VS.J ··~ V"~
\" e---'
Jt.....-........1
UJ I ~
Jt-.......JI
UJI~
t e---'
•}-to-l l .~.J t. -=..l.a-1 • J 4J.Jr ·Ju......J..J c,r-St..:. -=..l.a-1 .~ •.)~~ .:....) .d.)~~.:....)~·~~
.-=..l£L..... V j.A.~ v-4JI_, ,-=.,l£L...., o j.A.l.:4
0 e---'
~ UJI -W. i.J I~~·~ ~
~~L.....~J~IVS.J .1~1 ~J
~~JJI~ ..JI~ tJu...J~~~ o,, ~1,-.t_JL!..IIIlAe--~1 .~_,.l~ ~
·~·
~~I.,Ji.JL.....~~~J
'e---'
~,J
· 4-=aJ~IS ~~_,c.,? ~J.:.
H~~~~I.,Ji.JL..... ~,J
··~·~·
~J.:.
~4-=a~IS c.,?~~~~~ ~J
. ~i ~~ V"_,J · ~~ ~1..;... .'J ~.Jt..:.
~~~ V"_,J ~ ·~ ~ ~J
··~··~1 ~J.:.
Vf.li.J U:.W I
(. e.JI · ~ •.U.J : i~~ l ..::.ol...1S.JII"':!.li:i ~ J _,.......J I ~ ~ J~ ~~ ~1)
~
Jl.,.,.., A"'ti
1.£" . .jL>
••
(.:.1~ • .:.1~ '<j~) ~
~J,&.:...!.I
(ru}il ~~,...)
...:..,..... •lA . ~IJ lla ·~ •lA , J.I.J llA
.U:.i.£ ·lA
. ~ • lA ,~1 lla •("'JI •lA ''-:''JI llA
.J.I_,JI ~~~I . ~1 ti .U~ I
~ ~~ rS ~ .:.I~ tl rS ..:.l_,a. .!..~,J ul_,a.l T' I.!~ L:.i
.~~..:.I_,.:...... A/...:..I_,.:...... A c,_,JI.,... ~ I.J ...:.I_,.:......' c,_,J I.,... ~ J.I_,JI ~ rS
~ ..:....:.I ~ ..:.WI .:.1 ~
'
rS ,.. -I.S~
. L:.i
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I . Suggestions on how to use this activity are in the Arabic introduction to the book.
2. Directions, particularly the first time, can be given in English. Using Arabic would be preferable, of
course.
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Test 1 (Teacher)
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Test 1 (Student)
Name
Part 1. Dictation
Listen to tM sentences read to you twiu at normal speed, one phrase at a time, and write them down.
Part 2. Listening
Listen to tM three selections read to you twice each and answer the questions in English.
First Selection
l. Where is Halab (Aleppo) located?
2. How is the weather in Aleppo in the summer?
Second Selection
1. What was the weather like last Saturday?
2. What time did he have breakfast?
3. What did he eat for breakfast?
4. What did he drink?
5. How did he come to school?
6. What time did he get to the office?
7. How long did be work?
Third Selection
l. What does Su'aad do?
2. When did she come to Egypt?
3. How many people are in her family?
4. Where did they live the ftrSt week?
5. Does the house have a dining room?
Part 3. Reading
Read the following three selections and answer the questions in English.
First Selection
New words:
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price
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1. Where is Basra?
2. Is Basra close to Baghdad?
3. How is the weather in Basra in the winter?
4. Is there a university in Basra?
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Name ............................................................. f"""""'il
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First Selection
l. When did he travel to Damascus?
2. What time did he get to Damascus International Airport?
3. How long did the trip take?
4. What happened to his suitcase?
5. What did they tell him to do while waiting for his suitcase?
Second Selection
l. What does Dan Williams study?
2. Where does he live? With whom?
3. When did be arrive in Jordan? (day and time)
4. How much did Dan pay the taxi driver?
5. Where did Dan eat the second day?
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Test3
Name ............................................................. r--"1
Parti-Dktatioo (. )l..l)
Part n.LlstenlDg Ct----1>
Listen to each of the three selections read to you twice, with a pause between the two readings, and answer the following
questions in English:
First Selection
Second Selection
1. How long did he work last Thursday?
2. How did he go back home?
3. What time did he get home?
4. Why couldn't he sleep?
Third Selection
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Part V: Grammar
Translate the fol/Qwing into Arabic:
her kitchen .......................... . your, m.s .• neighbors ...............................
your, f.s., grandnlother ....................... myaddress ........................... .
I write .............................. . sheopened ...............................
she walked ............................... you. m.s., hear him ............................ ..
she flies ............................. .. you. f.s., walked ............................. ..
I say ............................... he lives ...............................
you, m.s., flew you, m.s. heard him .............................
we lost them he asks us ...............................
Vocabulary.
~ to build~
hewrote
helost ~
to open
he walked ~
~
. heasked Jt....
he heard t-"'
he flew (t.~) JU.
he said (_,) JU he lived ~
I.JI~ uI~ kitchen ~
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address grandmother neighbors
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Test4
Name ..... .... .... ..... . .... . .............. ;.... . . ..... r--"'
Part 1-Dictation < ~~!): Listen to the sentences and write them down. Each sentence will be read twice. Write fast.
Part %-Listening <t L.....:........l): Listen to the two selections read to you twice each with a pause between the two readings
and answer the following questions:
First Selection
1. Why did Dan travel to Jordan?
2. Where did Dan speak to Abu-Sharif from?
3. What did Abu-Sharif tell him when he called him on the phone?
4. How did Dan travel to lrbid?
5. When Abu-Sharif asked Dan where he was living what was Dan's answer?
6. Who helped Dan look for an apartment?
7. What was the rent of the apartment?
8. How does Dan go to the university? Why?
Second Selection
1. What did Muhammad lose at the airport?
2. Who did Muhammad speak to after losing his money?
3. Why was the embassy closed?
4. What did Muhammad get up to do?
5. Who is Ali?
6. What does Ali do in the evening?
Reading <•~ I_,..1): Read the following two selections and answer the questions in English.
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P•rt V. Gnmm•r(.ul_,.i)
a. Translate the following into Arabic:
she asks you, m.s. .............................. . she likes ...............................
she helps .............................. . you, f.s., spoke ...............................
I said ............................... I helped them ...............................
you. m.s. work .............................. . she brought ...............................
my wife ............................... we saw
their problem ............................... she helped her ...............................
you, f.s. learned ............................... you. m.s., gave me ...............................
they traveled ............................... you, pl., brought ...............................
Vocobu/ary.
to like :,_ to speak~ tohelp ~L.... to askJl.....
wife ~.Jj to be ui.S toworlc ~I tosay JU
togive ~i to learn~ problem t1S..!.... to bring '-:-'4-
to travel ~L... to see .JW.
422
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f c..r- .t
~ 1..
·o<.. c.·c. '- c.·- } C.· 1..
( t.~'t
~ •• •• - tf - l,. f ~. J t t .t ~
1.. • ~ ..... \-~ • c. - ~ ·~ .~ ·~·
'-"<t.."-1rr '- 1.. ..; t
C.·- 1.. C.·
~n ~ f: a t· '- '-
c: l-. t: c T.·~ [ ~ ~ 0
~~~.l t' ·~ l rt ~· ~;
~=· I r - ~=· ~ (.. - ~=· 0 f;...c:~~- 1: ~l }: ~ tt 1
- t - '-·
437
:...,..L:JI t:"'. e--U~ c,ri ~ ~.J ~~ .~LS:~_, UJI ~J.J~ ('~I •c;'Jl-.J c;'l~ ~ll l
,........11 ...;:..;.,1 ~ 4--o-_,... .._:.~li~1 t U:.JI L.~_, } .a......VI tU:.JI tiS..!.....~ ('~ I ~U~
~~fo.J I
- ~~~..,... ~..,...
~~_,.....;:..;..i~~.,..:J~ ~ll l
-~ ~.)"*
·· • I..:J..,.. .JJ.J
~ •~ -, •
~~
· .••.
~
I:..UJI ~ll l
U..!..JI ~t:.-.:. ~ ..,...WI c,ri J~J Vo ~IJc,sj~ !4..1SU-_, . )l.AJI vk V"L:JI ~~ UJI ~.)"*
•:...;r;.~.)u
~411 -Y
.~1 .~ UJ I-~ .~ UJI-~
~411tY
H 'V
438
Test5
#'j.t\
•J.o!...J c,rA ~:.,_..... ~ ui" ·~4:&JI J.#. ..Hi"·~ Jl) <!1l:l J.:.,ia .U:.WI vA ~_,.II ~r-J.J
"<!J,:JI" JIY:. ..HI
..:..L.;:.:. ~~~_,~~I ~.J '""".,_:.. .::..lllU (...:.~1 L._,s,..JII_,~I_, .~ ~JJI J4-,J ~
listening (t L...w.-lj
Listen to the two selections read to you twice each with a pause between the two readings and answer the
following questions in English.
~_,...!. ri ~ .~,.,...1 ~ ~_,~ ~ ~,.,...1 vl t-J.:.A cJ" JJ.~·~<,w ~_,...!. ~~ '-'! ~ ~_,...!. rt .1
. 11~1 ~ L.. ~..,_.!. rl_, ~~ ~ L.. ~.)o-A'il -~ J,l ·~.)o-At G:.J~ ~~ u~ L..L+a'i .~
r
~ j'i" =~,j.J .::.Ju ~..,_.!. rl .t....~..- G:~~ ~~ t...~ ~..,_.!. ri_, .t....~..- ~ ~~ ~ --~ ~
......;~_, 4l~ t..:-.1_, w...:...._, i_,.J... (SJA ~ ~ . ~,.,...1 ~.J~ A L.. ~ J~.J U:J.ll • .a ~_,..:J UL...J
". V"L:. ~_, Wa..:>..._, i p ~I -HI L:.J4- ~ (S~ •(SJ.A ·~ L.. lj!.J •4!--1
.::.WI.S •u~ v.- ~ I ~J ...,....,.'il ~IvA ~.J lt.a~ C..J~ J..,.U i p 41-aJI ~.u c.) I c.)IJ f:-. ·"":"'
t..-4JI c.,.A ~U. .::.a.:.l...S_, .,_,:...... ~11'"""'1 c.Jl...S . ~1 u-&.:a ~ c.)IJ ~ ~J) ~ ~J..,a....l . ~_,J. U...,JI
c.)IJ .::.Jt... ~ .,.,.....'il ~I_,~~......;~_, ~L.. J.JY:. ~ ~ ~IJ -=.WIS VS"J ~J! v.- ~ · ~.J\'1
)j.J ~I J·•·-~·JI.J ~J!.J c.J~ .JL!. .JoA JU c.)IJ •uJJ'il ~ ~.>-C J~ ) j .JoA lj!.J c.)JJ'il ~ ...Jl...!. .JoA ~I
.4- ~J_,.......JI iJ4j VS"J U..,.... ~I iJ4.i ~ .:.JU .~I_, ~J,........JI J.J~ ~ .JoA c.Jl...S JU_, · ~
c.JS.I.JA,...!.tA~ ljl 'il ~J,........JII_,.J...;..~ L.. V!!" :· II" :~ .::.JU "'i4- ~~liJ4.i v4J" :c.)IJ 4JL...
..~4-J.J t..._,J..;.~ ~ ~
U'A
439
TestS
Name ............................................................. r--"''
Part J-Dictatlon
Part 11-Listenlog (t L..:......l)
Listen to the two selections read to you twice each with a pause between the two readings, and answer the following
questions in English:
First Selection
1. What did Um-Sharif hear?
2. What was the second reason that Um-Sharif gave for not wanting her son to many an American?
3. What did Um-Sharif tell her husband?
4. Who is Najwa?
Second Selection
5. Why did Dan decide to go to Aqaba?
6. What places in Jordan had Dan visited?
7. What does Muna do?
8. Which country is easy to visit?
9. Why was Muna going to Aqaba (two reasons)?
10. Why is it difficult to visit Saudi Arabia?
~,).)~1
~owr
Jl~l JL-.!..vl J.:H) UJ...:.... vl"~i.,!.J.J........................... v-'4J..I. J~ ~~I JI,..._JI ~.J .ll~
c.,A
4--~ ~., '~o' ~..,A .......................... ~:,......:., Jl~ t..a.........4 vl u,.:.UJI I.)".)J . "n ..........................
..........................
··~
c.,A v-'l:.......J~I ~l~.lll '":-'.;all u-11 ~I .l.i..i ........................... ~..,A ~I~ v-'41J. 1~
~I vl i_,....;..c .......................... d.J,j v..- ..:..1~ ~) JJI...!.J ........................... t.l....... \T' ·~ ulS L..~ \\tV t.l.......
·v-'l:......J~I ~l~.lll '":-'jAil ..:..1~ vA.J -~~I" .......................... ~! \\\\ t.l....... c.,A.J ·'":-'..)AJJ ~jS~I
4-e~'il 4J.I~.lll U:,...JI t"' ~W .......................... ,JI~I Jl-JI ~ ~~ \Wo t.l....... ,A.J
-~,JI ul:......J~ ~~ ..........................
Vocabulary.
towant .~ to say (.,)JU to sing (i.,!)~
to find ..L.c!-.J
H.
441
b. Verb Forms
For each the verbs listed below, all taken from the reading selection above, identify the root, the stem and the pattern,
using thejU skeleton, and the form number. Follow the example.
Example
Form and# Stem Root Verb
rormi.JU c:,IS c:,..,d c:,ts:
,j.a.J.J
~I
J...-.J
e-:'""'"i
~i
~.J
e:t'~
~.J
H\
('9 t: 1· ... r J.
:~ '( ~ t tt ·~ - s:-
't. t"" t
~ 0 -
r:- t·~ • • • • ~ 0
.{
<..
"l f;: ~· .,. r \..•
(,.
r~..
~ 1~: ~ ~ t... ~f.·..'
g £• 1. • <.. C· \.. C· f•
•L ,;- r t.
li\
c;:-. 1 • <.. ~
p ~ p
•r.c; 1 <;- 0.
•• .... ' l.
pt
f':
f. ·c:f c· 1 l. <- r
:~ ~
l): ~ <.. -~
-:. ·f. 't~• f. ~
<:.~{ .
~ l ...
I ~ \.
j;; -. (;,,
~ <..
·:.r.t t["' 1:-·
~
:r l ·...
t""
·t (• (1 .it~ t fttl·
... f;:t t ·[ .t' ~ - - ~·
<t t..-;; -f. ~.1 {~<-~
0
0. <t 0
.. ~ [~~·l.
t - -('9
~~ ~~ <.. C• <t
,~· \.f· ~.~ :t £\. - f E ~· ~ q~- e -
""' f; ~· t
~
""' .["' .["' ~ c.· " ~ N
S" ,__\.. ; ·~ : t ~ ~ ~ - ~ E: •· ~
11;.\ <.. p f;: ~ - ...
\ <;;.
.. ~. -.-t,. \
·<t. r l ~ ~· f' 1. [pt:-
o(. ..
r :r f 1:~ f.
<tc .~ -<tc
.
..,i
r:
~
~
\. • -. ~<..
: ; t.
i.~
~.-
:~t..... J~v-"
· · ~ · - · ~~u.,......... - 1·.<.· ~
... 11
~ L.. - •
~-~~
·crL....i-
~r--~~~~-
·~
"I..:.J •
~
-
JsJI ::.......,·d.........!~· Ju ~I _,.II_, .~1~ .r.UI..:.J ~I ~i .~ .r.UI..:.J ~ U # ~ ~ c:,lS
." J IJ.ll ~jJ
~
~~ ·<'--,U· ·-<t..·- :JUJ J.A-i. ~1.).
1
.,......... · -"<' ·~ 1.)·lSJ J&...!..ll v-"
· U - 1 ·.<. ·
.,.....,-~JJ~J,~ ,..
-'lt..._1_.....,.
••• • ...t
·.(.._.~~
.-=..~J L... u~_, .~1'"'" w~ (,....._, .~J ~ L... .~ ~.,._..!. ~ ~~ • .,...._, .~ -=-~J L.... u~
:U_,llS .::.JU ~ U_,llS 4 c.j~~ L.. ~. ~ t1S..!..J.I ~I ~~
.u~ J.... ...,..,.......~ •..:..,..... ,_,:-. u~ J,:a-
~d.........l _,...!..~
. JIJ.ll ~jJ JsJI..:......r-
<
...
'\.. £_'
f ·t
~
l lp
C.·
T:- ~
..
\. -
~ \.
~ ~
l- = t~
i t ~
<,_ ~.- ~
• ~-- ... 1::
.- C.· - I. r r•
~f b~ ~ · ~
c- •<i.. .r:t·
c- .r 1 f.
c-
\- \ \: ~ ; . C.•
t
e:.. rp t ... ·~
~c.· ~·r ~~
~ \. ... ~ :t ~ I. I. '1": ...
~ r. ~ tp ·~ t ·~ <i ~ '~ 'c._
t tp ~ T: - ~. 'L
tf= \.to.c . .
J- '"" •
c.·I. •• l- \. .,
r .• <:" [ C·
~ ~ p
l e:.. · -
~~ \.t l.~ ~r:. <.: ·r f l.': ... · -<; t ~fp s:r ·r· ·r.
- t ~ -... · ~. ·f .(- ~.· ~: ~ t: ~ .r c· ,f" ·...
r. t· f'\.
I.
'f f. - t ~f ~..c- ~ f' ~ ~ ~ t· £ f ~ ~ l ~ 1: :f C.· ;
s ~ \. .r '> ~ ~ .c- rr <:" \. \. ~ t"" ·t \. r r ~ ~ ~· [. .f\ ~ ~
~ ! . r t . . 'to ~ ~. <;. t: ~. •. .. i- f. t ·[ ~- r t 1" 1 1" . ... . -
C.• (!:.
't j;- ·.. ~ \. ~: ~ Jo .f t: l,. .f l. ~ <p~· <- f r ~ c.~ ~ c:- n· t lp t 1
,("" "'- : .f :C .£• l ~ ~ :r- l,. ~ :r- ~ .t •L i. i. ~ ..:. ~ ..:. ~ ~ 1.- 1.- <- - '- -
.r
.f'~~~ .r .f' .r
~~~~~~~~~~~~~~~~~~~~~~~~~~~
.f' .r .f' .f' .f' .f' .f' .f' .f' .f' '=-
-<-- <.-<.-<.-<.-<.-<--<--<--<--<--<--<--<.-,
(V)..>IJJI ~.)-'~::.,...te-l
'icrL....'il t4-:o-l ,., 1; 1 bci r-A~ ~c.? L.. <}J' ~l.:..l _,...!.a.JI . t:.~ ~
·~i .;I.JI ~j_, js.JI..::.........U.~ f""""II.,F~ L.. L:.i •u#.I.;:...:.I-
:JL.:i" ~_.,......• ,.... •• u.~
b 'iJ.-.,.- .,...... .1·< c;JJ. ~
... < .
'icrL....'it t~ c:: 1.; ~.r
.J.:!_,J...J I •lA &---
~) ~~,) ,_;..... ..:UL ~ ..:...~...'!-_, L.. lj!_, · ~.;~ ~ u~ ~ -=....~...'!-., ljl ·c::_,.;i ~~,) t.:.i .u~ ~ ~.,_.!r-
, .
· '~·
~t...w ·~ ~ u--:.,.... ~ ·crt.....'it t~ ~~_,.A_, ~~~ ·~~ ·('~ ~ u.~ c;_,.;
:~t...._,::......
'i :-.~.;:..:.I~" u---
:JW ·u~.;_, u4a:o u.~ c;_,.; uLS:
·~&---
. ' '-"'L.:..JI t-". e--L:...H ~ ~ ~_, ;uj .ulS:..H_, UJI ~J-' ~('~I ,~J....,.._, ~~~
·ti ~ ~->-" ...::.;,.-1_,.11 tiS..!.... V.C. ~ ~1.; ('~I
' '
. ~_,)!.AI
.
~ . 0~....e ~ -=..;..-t_,J.t tiS..!....~ ~i.; v.c. ~1_,.11 J''-4., ·'""'L.:..J' t-" • e--L.:...H u-- t.:.i
'iJI,;.....~.!Ut....i
.~t....i~ ~'..H!
'i~fi.JI f"""""jl ~lll
. ~1-'":'i~I...H! ~ '..H!
'i~I..HJ ti 4 ~-' ~~ ~.UI
.~~_,.....II •.;4- ~ ~J~ ~I('~ JS ,tiS..!.....I.j~ L.. UJ~I_, L:.i ~j ~ UJI_, ~I ..HI
·•J4-Ji~~
ljJ_, •r-J".l.la..l ~ ~JS r-J"~ ,I~ r-J"~ L.._, l~r-J"~ L.. ,....:.t ('~')'LA~ '-"'L.:..JI tiS..!....
.,.._JWI ~l+a •lA 1_,~ ~.l _,..!..£ _,i ~ _,..i.t:i
(\").)'JJI c.:.,;,~::..... 'e-'
:::.......I.::..JU
".:JL.:.A cr1_, ~~ ~
·~·~
"r--~
· 1.)"~ 'i _, ~y._. 'i _, JSI ,....~ L.. ·..:..lj-
" .:JI..:.A ~.,.:; ~ ~.) ..:...:.1-
·~)~1.) .~
"&...~~~~~~.~
"~J+li~I
· IJ"~.J jSt_, ~':J..,.
· ~_,..1. <.?~_,'-"',WI_, ~1_, ~Y-.!Ili..l w._,.a.:.S ~_,j
:JW .~ V.. 4-1 c.r'JI ~I_,JI ~ ~-'j (J ~ .JA.!JI V.. ~J ::...._., ~-'j
"~ ,....li..~ ~ ~~~ ~I,J '-"'~-' jSI_, ~y._. ~ ~·.t:..,a.UI ~ ~ .t:.~ 4-
i~ rS ~ ·~ ~ .:.1~ t.._, '-"',u "-' ~~ "-' JS1 ,....~ t.. ~ <.? cr1_, ~1 .u.,...ur L.HI u~r..:..:.r
~ ~~ r_,..s U U"~ .:J,.,..J-1 i~ rS ~ ~ <.? .:.lSI
~fiJ I ,..-11
. e,ji...J.-~
·uL- <.?~I~<.?
~~ tt ~ ~_,.).:i...o.::,..;l ~.lll
·v-4-'4
~ut- ._,A ..:..)1.....1_,.!.1 uu.. ._,A~ t t 4 ~~ .) ~~ ~.lll
.~) ~ ~L-~1 ~.~_,l .i~ t1S..!... e,jl...£ <.?..:..)1.....1_,.!.1 t1S..!... ~~ ~ ()JI_,
~ ..:.1.)4-.J ..:..~ ~ L. ~ ~.lll
0 •
r. r ~ _.. "
lt
~..
r. [c.. ~f ,("'r l·r \.c. .r·. o
·~ c:. ·~ t" r ~. 1· s: ft:1 t t. { 1 t ~~ r. f.
1: T r· ':t [. r :~ ~ ., t r .c·.
·~):~ ~i~:n ~.. , .r· ~. ~· ~ .r r. n 1.
f~ ~· f 0
J.l.,_
~ 1· .~
~
~ :~
~ \o t ~-
e. <(- li\
ft. c; c; -· ~ r. i· t. ~ : E. )· t f·· ....r.·
\'t.b~~ <i~.·.f
{ ·r ·f f .r ~.. _ . .:. t · .., t: c. '1.. t· 1 t- o:-
.r:. ~ rl.
~.-
01 ~ . E or ~
.
·II ::s t'\ t-. C· <;: ~- '· C· <. t. r ·f
1.. II\ ..c ~ · t..<. c; c V\ -
.r-·~.~ \:"
(,. • <.,.. • t <. -· • o[ ~ 1.. " l ~
n f' t • ~ - '!.
<. •o( ' 0
0
· ."•
-1 - .·r· "
<( • t. 1
~ ~: . f ~ \.
r:11.f. t· 1: ]' t ~ ·t 1· ·~ E: ~· l ~ ~·
t. r- -· ~r · ·,... ... 1 · f .: r - ~· .f- l ~ .
~ ·- \. r. ·~ c· •
~ ·~ t 'L - ~ r:,
• <. C.· • ~. ~ r:- ·.r _ ~..
~ [ t:r- ~ f.· Cf·· C·.f E(l;"· ~0~
00 ('I
. c I'
~• 1...
~·• - <.
t. •_ - ~\... {•.
.[ <. 1.. 1.. C· -
~ t" S: 1..
.ft• t{t 't\1 1.t r-
0 1 <£ ~ 't. -a . ~ '\ . 1' • 1.. l t· c . ~
1..• C•
-.f-~. C·r ~ ~ <t,_ 'l '5. ':t ~ f ~·} 1 \. 1. 1 · t £; ·~ 1· ~· ·~ 1
~ 1' ~· \. !; :( :( ~ li\ ... -1 .(. _, - 1..<.
.~ ~ . <-l-1
r .r- 1 ~ ~·- li t-
f l
~ f
l
~
r. ~
. r.
~
.
~ · -~
"
·E
l
·r.G.
..
.E- l
... ' C·
li\ ~
~
·t,; - t~
C!.
.r .:. ~-
~ l.<i_
. t:r-.:.
E
-
~-
t:
'L~ ~
f'~tf· ~ r
;- ,.
l \. - ... ~ to (~ ..[ .
E ~ 1· ~ J ~. ~ ~{
""'
""'
> ~~~}~t r:t ~ .t~ £
f t. -
't: <t_ l
·t- \.- ~ o(:).': ... ~-1~ \c.: ~:r.
- ·~
;, L. ·(. oe1.· '-ot. . ~ C·
.["" f' - c.·
• • •1. r~ ~•
\. C.• f' [ o<; ~ li\ ~ ~ .., ~ ~
E t' ~ ( .t •
- ~ . C.· <;:
t c:. ~t~ ... ~ ~ ~~ i:·t. l~ t~ .r. ~
cr: ~· t' '" <:
~~ • <;: ·-
·r · t- r ~ ~f: ~· :' ~~ ·~ ... \. 1-· :\, · ...
~ ~. ~ ~ f ~· ~· 1. :t t ~. ~ t ·. t \. l. f .r ~.
C· C.·
\[;
C• • li\ <t_ • • ~ r [ , C.• C.• "2 ._ (. ·-
f [. [ ~·r ·t t ~ 1 r. -~ r f. - 1.. · r.
- ' '- C.· li\ ~ • • l, ~ . . ~ ~ "t ...
f'" f. f ~ ~ ~ [ }. ' ~ ·k ·k1 :_:[ ~: :;:<C l :t. ';! 1· l ~ t \
\g \g \g \g \g \g \g \g \g \g \g
t~ t~ t~ t~ t~ t~ t~ t~ t~ t~ t~ ~
r~ r~r~ r~r~r~r~r~r~r~r~'\
449
~\_;A)\~:~~\
APPENDIX3
GRAMMAR SUMMARY
450
Topics (The topics in this section are ordered according to their order of appearance in the
grammar notes in the body of the book. Topics divided into different parts in the book are
presented under one heading here.)
to.
451
Transcription
In this Appendix, the Arabic letters will be used to represent Arabic sounds whenever possible. However, in
some cases a transcription system based on the roman alphabet will be employed to reflect a more accurate
and consistent pronunciation of these sounds.
j ~
It c:
kh t
d J
db j
r J
z J
s V"
sh V"
•
s (,)6
D vO
T J.
Illi .La
t.
&h t
f ....
K J
k d
J
m r
n u
h ..A
to\
452
1. THE DEFINITE ARTICLE, THE SUN AND MOON LETTERS
.Definiteness in Arabic is expressed by attaching the prefix Jl "the,. to nouns and adjectives:
big door baab kabiir ~ ~4
the big (the) door ilbaab ilkabiir ~I ~4-11
(Note that ~ ~4-1 I is a full sentence that is translated as "The door is big...)
If Jl is followed by a sun letter, it is assimilated to (becomes the same as) that letter, which results in a
doubled consonant in pronunciation but not in writing. The sun letters are the following:
o ·J ..Jo. .J. ·va · c.JA . ,_;. ' IJM · j '.) .:, ·J . ~. ·..::..
the sun ~I
the watch, the hour, the time issaa'a ~L...JI
Tuesday tbthalaaUPa'
J remains unchanged before moon letters, which include atl the consonants not listed above:
As in English, nouns that are introduced for the first time do not take the definite article, and nouns that have
been introduced take it:
There are at least three important areas in which Arabic and English clearly differ.
1. After a demonstrative pronoun like this, that, etc., the definite article is not used in English; in the
equivalent Arabic structure, the definite article is used:
this house ~lilA
This is a house. · ~ lolA
2. In definite adjective-noun phrases the definite article appears only once in English, but as many times as
there are adjectives and nouns in the phrase in Arabic:
The new Jordanian (female) student ··~~~ ~J.;'il 4-Jl.I..JI
3. When nouns are used in a generic sense, the definite article is used in Arabic, but not in English. Compare
the English sentences and their Arabic equivalents:
The following two points about L...;L......o.! are important to remember: first, the L of t.J..H_,.J.I ~~I is
pronounced like any other ..::.. in the first part of the Ul...o!:
Second, the first part of the UW.! never takeS the definite article; it is made definite by association with the
second part:
a bedroom ('~ U_,i
the bedroom r~~ U_,i
But not,
Note that if three or more nouns are found in an L...;L...o! relation, each two of them form an L...;L......o!
construction to which the above two points apply:
In the two phrases, none of the words t.....-...4 .L;a.JU. ·~ •4JI~ can have the definite article. In the
second phrase the U...H.r- -~of both ~U. and ~4- is pronounced as..::...
A very common Ul...o! phrase is the one consisting of the word U..... "year" and a certain year, like U.....
\\ '\ V. Remember to pronounce the U.-H.,... -~ as ..::.. in such phrases.
454
3.NUMBER
The Singular, the Dual, and the Plural
A noun in Arabic can be singular, dual, or plural, and an adjective can be singular or plural.
The singular
A book or one book is expressed as .l...:o. I_, "':"~ or simply "':-'L.:...S, with the number following the noun it
refers to or no number at all. (Note that"':-'~ ~1_,• is ungrammatical.)
The dual
The dual is expressed by attaching the suffix~ (een) to the noun. If the noun ends in U.~,>il -L...:..JI,
then the t of (J.~ .,>l I -L:J I is pronounced when the dual suffix is added.
~oboob DWbeen
~o female students Taalibateen t.JU.
(Note that"':-'~~~· is ungrammatical.)
The plural
Nouns and adjectives are pluralized in a variety of ways, but for the most part they follow general patterns.
At this stage, I suggest that you try to remember the plurals of individual nouns as they are introduced; you
will develop a feel for the plural patterns later.
The following rules concerning number are particularly important to remember at this stage because they
involve frequently used constructions and because they might be counter-intuitive to speakers of other
languages.
l . For the numbers 3-l 0, the plural form of the noun is used and the noun follows the number. (Note that the
u..~.,... ..L:a of the number is dropped before the noun.)
three books .thala.th kutub
four boob arba' kutub
ten boob 'lllllrkutub
three pages thala.th Saflteat
seven pages sabi' Saflteat
ten pages 'amtr Saflteat
2. For the number 11 and above, the singular form of the nouns is used. (Note the addition of the suffix _,
arto the numbers 11-19 when a noun follows them.)
eleven boob tda.slllr Dtaab "="'~ _,..!.1~1
3. After rS "how many", only the singular form of the noun is used:
How many boys (children) do you have? ~ d~ .l-1_, rS
tot
455
How many rooms are in your bouse? ~ ~ ~ U~ ~
How many brothers and sisters do you have? ~.!I ~ ~i J ti ~
4. You will notice that the numbers 3-10 have two different shapes each, one with U.J-:'~ -~ and one
without it. This is an area where Levantine Arabic differs from~ (Modem Standard Arabic, MSA). In
Levantine Arabic, the U...J-:1.>-" ~~ is dropped when a noun follows the number: ~) " four'' but~ t':')
"four books". In u , · • •, U..J-:1.J-A ~~ is used when the noun modified by the number is masculine, and is
dropped when it is feminine: "":-'~~) but ..;;.4JU.. t':') "four students, masculine and feminine, respectively.
Whereas the dual in Levantine is generally restricted to nouns, in ~it is used in nouns, verbs, adjectives,
and pronouns. In nouns and adjectives, the dual ending is either 01 or~: depending on the case of the word,
the first nominative and the second both accusative and genitive. (See Cases below.)
Sound plurals
Sound plurals are of two types, too: masculine and feminine. Masculine sound plurals are formed from nouns
of masculine gender by adding the suffix ~ (iin) to the noun.
teacher-teachers ~-r-1-
Cbristian-Christians U! '!, :. .. ~
Muslim-Muslims ~-~
Feminine sound plurals are formed from nouns of feminine gender, generally ending in U...J-:'~1 -L:..JI by
adding the suffix .;;.I aatto the noun and dropping U..J-:'~1 -L::J 1:
teacher-teachers ..;;.LJ......-W......
student-students ..;;.4-JU..-~U.
page-pages ..;;.l.:....1.....o-t:...i.....
Some nouns that have a feminine sound plural do not have U...J-:'~1 .. ~I , as in JU..... "airport", which is
pluralized as .:..IJ U......
Broken plurals
These plurals are formed by changing the vowels of the word; the consonants are usually not affected. Think
of the English words WJOSe-geese, foot-feet, woman-women. The use of the terms sound and broken to refer
to plurals might be misleading, since it might suggest that sound plurals invlove the majority of nouns. This is
not the case, however. Broken plurals are at least as common as sound.plurals and involve the most common
types of nouns.
Broken plurals follow patterns, some of which are more widespread than others. Some of the more
common types are represented by the following words:
foo
456
•
house/houses ~~-~
.
kitchen/kitchens ~1..1.....-~
,
month/months J_,....!r- J+oo!.
,
4. POSSESSION
his book kitaab-u ~t.:os:
•
4...+ '":"t.:os:
her book kitaab-ha ~t.:os: l.H '":"l..:os:
•
their book kitaab-hum ~t.:os: ~+ '":"t.:os:
your, m.s., book kitaab-ak ~t.:os: d+ '":"t.:os:
your, f.s., book kitaab-ik ~t.:os: d+ '":"t.:os:
;
your, pl., book kitaab-kum ~t.:os: rS+'":"I..:os:
my book kitaab-i <rr.t.:os: -
(.S+.....l.:..S
.
our book kitaab-na ~t.:os: ~+'":"l.:i.S
..
5. HAVING WITH J.;.s.
he has 'ind-u
she has 'ind-ha
they have 'ind-hum
you, m.s., have 'ind-ak
you, f.s., have 'ind-ik
you, pl., have 'ind-kum
I have 'ind-i
we have. 'ind-na
to'\
457
6. HAVING WITHe-
Like ~. e;-- is a preposition that combines with a pronoun to indicate possession. The prepositional
meaning of r:-- is •'with". When used for possession, e;-- indicates having something with a person at a
particular time. This meaning can be contrasted with that of~. which indicates general possession or
'
ownership.
The following table shows t"'" in combination with the different pronouns:
,'
he has ma'u
.
u...
'
she bas
they have
ma'ba
ma'bum
.
"+-
, '
r-+-
you, m.s., have ma'ak ~
you, f.s., have ma'ik ~
you, pl., have ma•kum ~
I have
we have
ma•i
ma'na
.
cr-"'
L.:.a...
•
8. WANTING WITH ~ .
The word ~ is used in combination with a pronoun suffix (the same set of suffixes that are used to indicate
possession) in Levantine Arabic to express the equivalent of the English verb to want:
he wants bidd-u
·~
she wants bidd-ha LA~
they want bidd-hum LA~
you, m.s., want bidd-ak .d~
you, f.s., want bidd-ik .d~
you, pl., want bidd-kum LA~
I want bidd-i <:.'~
we want bidd-na LA~
£ov
458
9. SUBJECT/PERSON MARKERS 1
Arabic verbs have two tenses: the perfect and the imperfect. The perfect corresponds roughly to the past tense
in English and generally indicates completed action, and the imperfect corresponds to the present tense and
indicates actions that have not been completed.
• •
you, m.s. wrote katab-t ::.:...:.s ..::.... (~I)'
•
,~ (~1)
you, f.s. wrote katab-ti
,..::....
you, pl. wrote katab-tu I~ I~ AI)
•
I wrote katab-t ~ ..::....
we wrote katab-na ~ u.
The prefix b- is attached to imperfect verbs in Levantine Arabic when these verbs are not preceded by
another verb:
1
Tables that include the conjugations of all the verbs introduced in this book are presented in
Appendix 4: Verb conjugations.
459
Note also that in place of the English infinitive Arabic uses fully conjugated verb forms (without"':-'):
Root Types
Arabic words are divided into three main categories: verbs, nouns, and particles. Particles are words or parts
of words like prepositions, conjunctions, the definite article, question words, and other "function" elements.
Verbs and nouns are the main categories, which include the great majority of words in the language. All
verbs and nouns derive from three- or, less commonly, four-letter roots. The latter will be excluded because
of their rare occurrence in this book.
All verbs derived from the same root type follow the same conjugation pattern. An example of the conjugation
of verbs derived from sound roots was shown in the different forms of~ above. The conjugation of the
verbs derived from the other roots types is shown in the following tables.
Hollow Roots
Perfect
yili.Juf
Imperfect
......~ .sblaf ....iW. ,..
tili.luf ....i_,..!.:; _IDlafat ..:..lw. ~
yili.lufu I_,...~
. ~ maafu I~W. r-A
Notice the deletion of the I in the second and first person and the change to ~ in the perfect.
Whereas the vowel of the perfect form ofhoJJow verbs is always I, it can be realized as I, <!• or ~ depending
on the individual verb. There is no general rule detennin.ing what vowel a certain hoJJow verb takes in the
imperfect; there are _,verbs, <! verbs, and I verbs, as in ....i~-....iW., ~- JU. "to Oy", and ~-rU "to
sleep". It may be helpful to mention that, in terms of frequency,_, verbs are the most common, foJJowed by
<!and I verbs, in that order.
Lame Verbs
Imperfect Perfect
yimshi ~ rnaalit .J-A
timshi maalltt vA
yi~ mu I~ r-A
timshi rna meet ~I
timm . mameeti ~I
v--:
tiqlp I~ mameetu I~
- .. ~I
,
'amm mameet L:.i
Notice the deletion of the c.s in the third person pronouns and the change to <! in the second and third person
pronouns in the perfect and the change from c.s to <! in the imperfect, except in the cases where I_, takes over.
Doubled Verbs
.,
Imperfect Perfect
ymurr
tmurr
., ~ marr
marrat
.j-6
•
.J-A
.~, ..:...j-6
1_,-;..
vA
ymurru
tmurr
.,
1_,~
~
marru
marreet • .. r-A
~I
tmurri
., marreeti
~.j-6
~I
<!~
., ~.j-6
~~-;..
tmurru
'amurr
1_,~
:;.i
marreetu
marreet • .. ~I
L:.l
nmurr
., marreena
~.j-6
t.:....• • Ua l
j4A • ..J-6
Notice the deletion of the c.s in the third person pronouns and the change to <! in the second and third person
pronouns in the perfect and the change from c.s to <! in the imperfect, except in the cases where I_, takes over.
Notice also the long vowel before the suffix in the second and first persons in the perfect conjugation, as is
the case in the lame verb conjugation. ·
461
Conjugation oJ"':-i (to come)
Imperfect Perfect
yiiji
tiiji
~
~
'aja
'ajat
4-i
~I
.. (,~)
(<.r')
yiiju I~ 'aju l~i (~)
tiiji
~ jiit ~ (~I)
tiiji
~ jiiti ~ (~I)
tiiju I~- jiitu I~
- (,:.:.1)
'aaji c..r.i jiit ~ (L:.i)
niiji
~ jiina 4 (~!)
11. NEGATION
Negation in Levantlne
Verbs are generally negated in Levantine Arabic by inserting L.. before the verb to be negated:
I did not sleep well in the hotel. - J~I ._;. ~fi ~ L.. L:.i
f'\\
462
They said "we don't know". . ....;~ L.. I_,JL:i
Non-verbal elements (nouns, adjectives, prepositional phrases) are negated by inserting J.-. before the
noun, adjective, or prepositional phrase:
Their apartment is not far.. ·~ ~ ~
Jedda is not the capital ofSaudi Arabia. . ~J,._JI t......l..e ~ ·~
But I am not from the city of New York. . ..!I J~~ ~,l..e ~ ~ ui USJ
The main exceptions to these rules are the high-frequency words: ~ "to have", ~ ''to want", t"A "with as a
preposition and in the sense of to have', and~ "there is, there are". These words are not verbal but foJtow
the verbal negation pattern, i.e. by using L.. .
Negation In~
•
•
Like spoken Arabic, negation rules in ~distinguish between two main categories: vetbs and nonvetbs
(nouns, adjectives, presposional phrases). Unlike spoken Arabic, which uses only L.. to negate vetbs regardless
of tense,~ uses diffetent particles for the different tenses:
l. To negate vetbs in the perfect (past) tense, either La or, the more formal ~. is used. With L..., the verb
remains in its perfect form:
Certain changes accompany the use of r-J· Only those changes that you will encounter in the reading
selections of this book wiJt be discussed here. First, the i:J of plural vetbs is dropped after rJ:
Second, the long vowel of a boJtow verb in the imperfect is shortened in pronunciation and dropped in
writing.
463
"he was not" "he is/will be"
"she was not" "she is/will be"
Nonverbal elements are negated by using ~ or ~. the exact equivalents of t.P-- in spoken Arabic. ~
is used only with adjectives, and~ is used with adjectives, nouns, and prepositional phrases:
. .1~1 ~ ~ J .ll:i ~ :c :.:iJ-'"! 0i
L......o1_, ~i
It became clear that Bourquiba was not able to govern the country.
Equational sentences
The Arab world is big. . ~ c,.r.'.,...JI ~WI
Note the absence of the equivalent of the English verb to be. The Arabic sentence literally translates as: The
Arab world big.
In an equational sentence that consists of an indefmite subject and a prespositional phrase, the prepositional
phrase precedes the subject:
Another way of expressing the same meaning is through the use of~ in spoken Arabic and dl.:...A "there is,
there are" in~ :
Non-human Plurals
464
Non-human plural nouns, particularly in~ are treated as singular feminine nouns for purposes of verb,
adjective, and pronoun agreeemenl
Verb-Object-Subject Order
An interesting word order in verbal sentences is observed when the object of a verb is a pronoun. The
pronoun in such a case is attached to the verb, resulting in a verb-object-subject sequence:
•
Borders Iraq Syria from the east. (Iraq borders Syria from the east.) . J~I ~ 4.>,_.... JI_,..JI ~
Borders it Iraq from the east. (Iraq borders it from the east.) . J~ I ~ J I,.,.._! I LA~
Verb-Subject Disagreement
As was mentioned above, Arabic sentences may start with the verb or the subject. In ,_, , .• i, if the verb
precedes the subject, then it (the verb) remains in the singular even when the subject is in the plural.
More than five million workers work in Saudi Arabia ·J:-~ ~)I... ~ ~ ~t ~.1,..._...J I ~ ~
Ifthe subject-verb order is used, then the verb agrees in number with its subject:
Pronouns ofSeparation
Equational sentences often have a pronoun that agrees with the subject in number and gender where a verb to
be would be found This pronoun is called "pronoun of separation" because it separates the subject from the
predicate. Pronouns of separation are generally found when the predicate of the sentence is a noun rather
than an adjective:
2
Remember that final I is silent
! '\ o
466
She likes... ~"':")(~) They see. . I_,A~"':')(r-A)
Feminine Masculine
Egypt-Egyptian
.
~~ ~
~~
Saudi Arabia-Saudi -·
~,j.,....... ~,j.,.......
~el~l
climate-climatic ~L:..... • L:..... tli..
~
mountain-mountainous (• .. ~ ~ ~
agricultural ~IJj c,riJ j ~IJjJI
IS. CASES
Nouns and adjectives in u , . • •; may have one of three cases, depending on their function in the sentence:
nominative, accusative, or genitive. The rules of case assignment are numerous and can be quite intimidating
to the Ieamer. TypicaiJy, the bulk of Arabic language teaching in the Arab world is spent on the case system,
while the number of Arabs who can use the system fluently for speaking purposes may be limited to a few
hundred or a few thousand at the most, and the number of people who actually use the system for ordinary
conversation may not excceed half a dozen. (This is out of a population of over 280 million people). The
reason for the failure of the Arabs to master the case system is not that the system is too difficult or that the
Arabs are bad language learners; rather, it is because the system is not used in ordinary conversation by any
group of native speakers. People who use it in ordinary conversation sound funny and strange. While a full
mastery of the system is not needed by every learner or Arabic speaker, it is essential for radio and TV
announcers and by people giving formal, particularly political and religious speeches.
Different degrees of mastery are required for different functions and purposes. Most Arabs with a high or
middle school education master those aspects that they need in order to understand~ when they read it
and listen to it and in order to write it. In this comse, only those aspects of the case system which are believed
•
to be clearly applicable and essential for reading, listening to, and writing~ will be presented. (If you
are planning to be an Arabic public speaker or a radio or TV announcer, then you will need to go beyond this
course.)
467
The three cases are indicated by certain endings, which vary according to the following factors: first,
whether the noun or adjective is definite or indefinite; second, whether it has a dual or a sound plural ending;
and third, whether it ends in t.l..-'":'.,.11 ~ t.:..JI. These endings are shown in the following table:
Sound Plural
.
-nominative . accusative/genitive
~
indefinite masculine 0~
• •
•..:..W........ . .
definite
feminine
masculine ::,~, ~I
..
,..:..W........
-
•..:..LJ......J.I
• • • •
femimine ..:..LJ......J.I
The endings:, .:. (or i), and_ are called nunation. Nunation is mutually exclusive with the definite article; if
•
the noun or adjective has the definite article, then it cannot be nunated. Similarly, nunation is absent when the
.
noun or adjective ends in a pronominal suffix. So whereas ~l..I.J I and ~U. are acceptable, ~LJ.J I and
~U. are
.
not. Nunatton and final short vowels are generally dropped phrase-finally, and pause forms are
used, except when reading or reciting poetry and the Qur'an and when quoting sayings in Classical Arabic.
As a listener
,
other words, ~U.., L:-JU.., and ~U., all mean ..student" (m.), and
,
u.J ·
.
You need to remember that case assignment is a grammatical function and has no bearing on the meaning. In
, ,
!. · ·, and ~ • I. · • both mean
.
..Muslims" (m.).
•
As a reader
Two types of reading activities should be distinguised: silent reading and reading aloud.
Silent reading: what applies to you as a listener applies here, too.
Reading aloud: the situations where this skill is needed outside of the artificial classroom environment are
quite limited. For your purposes as a learner of Arabic at the elementary or intermediate level, you can
expect the case endings to be provided for you, and all you have to do is read them. In fact, it is common
even for highly educated Arabs to ask an ..expert" to provide case endings before delivering a speech or
before making a presentation that requires the use of~·
As a writer
Only those aspects of the case system that influence the shape of the written word are needed. These include
468
the following:
a. the masculine singular indefnite in the accusative case: 4-Ju.
b. The sound masculine plural: using ~ where c:,~ is required is also considered incorrect
In such cases L.. does not add to the meaning of the preposition, so J.:...:i and L.. J.:..l mean exactly the same
thing. Other words (prepositions and nouns functioning like prepositions) that behave in a similar way and
that you wilt encounter in this book are: ~ "after", J~i "first", at the beginning, J~ "instead", c:,_,~
"without", and~ "like, as".
17.~
This particle has two distinct uses:
1. When it is followed by a verb in the perfect, it simply affirms that the action has taken place; it does not
translate into anything in English.
-~~I c:,_,i.J I c_,_. ~~I ~IvA ~..>-Ai.J 4.JJ.Jl ~I,........~ ~LA .u_,
Many of them emigrated to Europe and America in the second half of the twentieth century.
2. When .U is followed by the imperfect form of the verb, it has the meaning of probability, and is
translated as may, might, or can:
The comparative is generally followed by the preposition c:,..., and the superlative directly by the noun
compared:
The comparative/superlative of adjectives with three or more syllables is formed by using one of the
two comparative adjectives .r.-Si or ~i and the verbal noun of the adjective to be compared. The adjective
then receives the accusative case. (See Cases below.)
......... •.. ,
"lower, literally, more in lowness" L..~..i..:.UI _;.si "low" (,Joe, , ,
Prepositions
The following list includes most of the prepositions you will encounter in this book:~ "in",~ "on", '-":"
"from", J (or Jl•) "to, for'.3, ~~· "to, for',., ~"about", ~"after",~ "before" and their
, ,
pronunciation when the pronoun suffixes (• "him", LA "her", ('-"' "them", .!1 "you, m.s.", _.!1 "you, f.s.", rS
"you, pl.",~ "me", Li "us") are attached to them: •·
fiiha ~ fiih ~
fiik ~ fiihum ~
fiikum ~ fiiki ~
fiina ~ fiyyi
~
'aleeha ~ 'aleeh ~
•
'aleek ~ 'aleehum ~
,
'aleekum ~ 'aleeki ~
'aleena ~ 'alayyi
~
'alayhaa ~! 'ilayhi ~I - .
'ilayka ~I
•
-. 'ilayhim ~!
'alaykum ~! 'alayki ~!
'alaynaa ~! 'ilayya ~!
3
This preposition is pronounced with or without a vowel, depending on the neighboring sounds. In
general , the vowel is inserted if J is followed directly by a consonant.
4
This is the~ equivalent of Levantine J.
470
ilha 4JI ilu
ilak .:JJI ilhum
ilkum ~I ilik
ilna t.:..ll iii
minha minnu
minnak minburn
minkum minnik
minoa miMi
'anha 'annu
'annak 'anhum
'ankum 'annik
' anna 'anni
ba'dak d~ ba'dhum
ba'dkum ~.I.A.! ba'dik
ba'dna L:..I.A..! ba'di
Kablha ~ Kablu ~
. ,
Note that when the preposition ends in a vowel, the second person feminine singular suffix is pronounced lei
rather than ik. Compare d:- ma ' ik "with you, f.s." with ~ fiilci "in you, f.s."
"', . . .
ri.U "m front of', ,..),. "behmd", JS, "every, all",~
"'
"some"
These words are considered nouns in Arabic, but they function like prepositions. Pronominal suffixes are
attached to them in the same way they are attched to the latter. So (.,.I:U translates as "in front of him".
.. ••
Kuddaamha
Kuddaarnak
..
'+ai.U
d.oi.U
Kuddaarnu
Kuddaamhum
(.,.I,U
,.....,.u
• ••
Kuddaamkum rL I.U
.. Kuddaarnik ••
d.oi.U
Kuddaarnna ••
L:....I.U Kuddaami ••
c,ri.U
!V.
471
6
waraaha U.IJ_, waraah
waraak .:1 I J-' waraahum
•
waraakum ,..SI J-' waraaki
waraana I.:. I J-' waraai ( waraay) <::'IJ_,
kullha kullu
kullak kullhum
kullkum kullik
kullna kulli
ba'Dha ba'Du
ba'Dak ba'Dhum
ba'Dkum ba'Dik
ba'Dna ba'Di
Conjunctions
The conjunctions used in this book are ~ "but,"::,'J "because," and ::,!
"that", as in the sentence She said
that it is going to rain. The attached pronoun in this case functions as the subject of a clause:
laakinha ~ laakinnu ~
laakinnak d:.sJ laakinhum ~
laakinkum d:.sJ laakinnik ~
laakinna ~ laakinni
~
'inha ~! 'innu .
~I
'innak .
d:.l 'inhum ~ .
• ~I
6
Note that when the preposition ends in a vowel as in IJJ "behind", the pronoun u is not
pronounced. It is, however, compensated for by a lengthening of the final vowel.
~V\
472
See, look! ...J,_.!r-...J~
. ~· ,. ,.
Wnte! ~~-~-~
The pronunciation of the inserted vowel depends on the stem vowel of the verb. The stem vowel is the vowel
.
between the second and third consonants of the root. If the stem vowel is: (u), the inserted vowel is
pronounced as_ (u), and if it is_
,
,
(i) or _(a), then the inserted vowel is_
,
(i).
Write! uktub ~I
Walk! im:j ~!
Listen, hear! isma' ~I
Although the two verbs l.:i..t,"he took," and ~t,"be ate" generally behave like sound verbs in the perfect and
imperfect conjugations, their imperative forms do not follow the rules above, as the following table shows:
~I ~I ~I
•
I.Jl:i.
• •
l:i. l:i.t
'!l:i.
l,lS ~ JS JSt
The verb 4-t bas no imperative form from the root itself. Its imperative counterpart is based on the stem JW
in both Levantine and~:
J~ ~I
vl~ ~I
I_,.I~ ~I
•
In ~. the tense is indicated by attaching the prefix '-'"" to the imperfect form of the verb or placing the
word ...J,_ before such a verb. e-i~ and e-i'"":! ...J,_ mean the same thing: "he will pay"
fVY
473
.l.l~ is derived from the perfect verb .J:, which consists of the three root consonants and two short vowels,
~arked on the first and second consonants. (The vowel sometimes shown over the last consonant of a perfect
verb in the third person singular masculine as in ~ of :J~ is a person marker rather than part of the verb
itself.) The change from active to passive involves changing the first two vowels of the verb (and aJI Form I
sound verbs in the perfect). The first one is replaced by ~ (.:_) and the second by • ~ ~):
Active
.J~ (walada)
. .
Passive
.l.l_, (wulida)
In the imperfect Form Vill verb..>~·.._·<., the change is from J: :.i~ (yaftacil) to J· :. i~ (yuftacal):
Active Passive
, "' , c
~ (yactabir) ~ (yu tabar)
Active Passive
• he built/it was bu ilt
~ ~
~ ~
• he held/it was held
~
...
Ju
A •
~
'A
~
• •
he said/it was said
he publishes/it is published
•
J~
~
.. .
~
J~
. ' . be says/it is said
be caJis/it is caJied
•
~ ~ be believes/it is believed
... ~.WIJ~'YI_, -=..4l.:a..:J I ~4- ~~ •<r..,AJ I_, ~.,ro!J I ~_, ~~l_,f':!.WI ~ ul..c ~
Amman combines the old and the new and the Eastern and the Western; (so) side by s ide with the old
buildings and antiquities...
.....i is also used in conjunction with L..i, in which case it does not translate into an English equivalent:
This is the room that you are going to sleep in (it) tonight . ~ I (LA)v-i ('L:..:i ~I J c}J I U ~I • .lA
This is the food that the Secretary of State talked to me . (•)~ ~ ~ ~Jlall ~.J.J c}JI JS'JI.JA lolA
about (it).
The population increased a big increase.. i,& ·~,j ~.J.I 0 lL .1~ .1I.).J
(The population increased greatly.)
Derived words follow specific patterns. Consider, for exampl~. the following words from the above list.
written '-:-'~ writer ~IS
office ~ it was written ~I
The first word is created by adding I between the first and second consonants of the root; the second by
adding both(' before the first consonant and .J after the second; the third word (~I) by prefixing 0 1; and
EVE
475
the fourth (~) by prefixing ('·
A pattern may indicate place, doer, instrument, habitual or repetitive action, recipient of an action, etc.
Consider the following set of words:
These three words derive from the root~J "to ride". The derivation of these three words corresponds to
that of ~LS, '-:-'~• and~ above. Furthermore, the meanings of ~IJ, '-:-'.,S...r", and~;. correspond
to those of ~I.S, '-:-'~ and~: The meaning in the first pair is that of the doer of an action, the second
pair the recipient, and the third pair the place of the action.
Arabic (and other Semitic languages) has a system of word formation that is particularly helpful in acquiring
new vocabulary. It is the system referred to as the root and pattern system. A limited number of roots,
combined with a limited set of patterns produces the great majority of words.
The creation of such words is not as regular and straightforward as plural formation in English, for example,
but knowledge ofword patterns is helpful in at least three important respects:
1. Dictionary use.
This applies in the case of verbs in particular. Arabic dictionaries are arranged by root: all words derived
from the same root are listed under that root. In Arabic-English dictionaries such asA Dictionary ofModern
Written Arabic (edited by Milton Cowan), the Arabic-English dictionary most widely used by foreign
students of Arabic, verbs are not listed as they are found in the language but rather by their roman numeral, as
you will see below. Take for example, the verb J..,..i..:O....I. At some point in your first year of Arabic study you
'.
will be able to tell that the root of this verb is J-'-:-'- J · If you tried to look up for the verb J:...i.:a......l under this
root, you will not find it, but you wiU find the roman numeral X, since ~I is a Form X verb. Try looking
up a verb in your dictionary.
2. Predicting pronunciation
If you recognize the pattern of a word, whether it is a verb or a noun, you can make sound predictions about
its pronunciation, since all
words of the same pattern share the same structure. For example, if you see the
word e ·.. o for the first time, you can predict that it is pronounced t \ •.
• Since the number of verb
o , ••
patterns is more limited than that of noun patterns, your predictions about the pronunciation of unfamiliar
verbs will be more accurate. Taking the verbJ:...i.:a......l as an example again, you can be sure from its structure
that it is pronounced J': i ~ ·.·~·since all Form X verbs have the same prefix (..::.........1) and the same vowel
pattern.
Predicting the correct pronunciation is important in a language like Arabic since short vowels are not usually
included in written texts.
3. Predicting meanings
Knowledge of the word patterns is helpful in predicting the meanings of unfamiliar words of which you
tvo
476
already know a relative. For instance, if you know the Arabic word .JJ.a. "he limited" and you see the word
.J~ for the first time, you can predict that its meaning will most likely be ''it was limited", because you
know the prefix ..::; in the second word indicates reflexive meaning. You will also be able to predict the
meaning of the word ~~ "limiting" on the basis of your knowledge of .J~ because it is the verbal noun
that is derived from the Form II verb following a regular pattern.
The verbs follow regular patterns too. There are 12 verbal patterns, called ,:l).Ji (singular ,jj~ in Arabic,
that are commonly used in moden Arabic, ten based on three-consonant roots and two on four-consonat roots.
Verbs based on four-consonant roots will be excluded from this discussion because of their rare occurrence.
The most common verbal pattern or form is Form I. It consists of the consonants of the three-consonant root
and accompanying short vowels, as in ~ ,jlS, J.-.J, i~, c.J"J.J , etc.
Other forms are constructed by modifying the structure of Form I in specific ways, such as doubling the
second consonant, inserting I between the first and second consonants of the root, adding a prefiX, or a
combination of these. The modification of the shape of the root generally corresponds to a modification in the
meaning. So, for example, '-""~.J is translated as "he studied", but '-""~.J (with doubling of the middle
consonant of the rooot) is translated as "he taught". '-""~J.J is consequently considered the causative of '-"' J.l,
and the pattern to which it belongs is described as causative.
One important step in recognizing the form of a specific verb is to identify its stem, which refers to the verb
in its simplest form: the third person masculine singular in the past umse, the equivalent of he -ed in
English, as in '-"' J.l "he studied", '-""·J~ "he taught", ~"he was able to", ~l"he received", etc.
If a verb is in the passive, its stem is the active form in the third person masculine singular in the past tense.
So the stem of ~ • •. "it was published" is .>-W
, • -: "he published" and ~ , :. I "he
, :. • • "it is considered" is ~
considered".
twelve, nine are frequent enough in modem Arabic to be included in this book. the other three will be left
out.
In place of Ja.._.A and its derivatives, used by Arab grammarians working in the Arabic tradition, Western
scholars of Arabic use a system of roman numerals I-X and Ql-Q4 (for quadriliteral roots) to refer to the
different verb forms. According to this system, ~ is Form I, ~is Form II, ~ is Form V, etc.
The first form (Form I) is the simplest in form and the most common in use; it consists of the the root
consonants and the accompanying short vowels. Examples of Form I verbs are~ '-:-'..>--..!.. ~. ~_,
c.>" J-4 (JLS, ~. :r,... Other forms are constructed by modifying the structure of Form I in specific ways,
such as doubling the second consonant, inserting I between the first and second consonants of the root,
adding a prefix, or a combination of these.
Different meanings and grammatical functions are associated with the different forms, such as causative,
intensive, passive, and reflexive. It should be emphasized, however, that there are many exceptions to this
generalization. In other words, there are verbs that belong to a certain form but do not have the meaning that
is generally associated with it. To illustrate, Form ll verbs generally have a causative or intensive meaning,
but the Form II verb~ "he thought", has neither a causative nor an intensive meaning.
Form!
Of all Arabic verb forms, Form I is considered the least regular in shape, modifications, and the general
. meanings associated with it. A major problem faced in deriving the imperfect from the perfect of Form I is
the unpredictability of the vowels of the verb in the imperfect. For example, the stem vowel (the vowel
between the second and third consonants of the root) of~ is.: (yaktub), that of .....;~is; (yac rit), and
that of~ is.:.. (yaftaH). For hollow and lame verbs, the long vowel of the imperfect (in second or third
position of the three-consonant skeleton) may be .J• f.!• or I: C::.J~• ~. r~·
tVV
478
Form//
Shape Perfect Imperfect
'-
JU
,-
~
(Double the middle consonant of the root. This is indicated by a i :W. (:) over the doubled consonant.)
Verbal Noun ~ (Note that there is no: (i:W.) in the verbal noun.
Meaningcausative
Examples
fi,j to remember (Fl) ~,j (F2) to remind, to make someone remember
tl..A to be lost (Fl) '
~ (F2) to lose something
Form /II
Shape Perfect Imperfect
~u J.d..L.•
-
(Insert I between first and second consonants of the root.)
Verbal Noun U£U...
MeaningAssociative
Examples
~L.... tohelp to fight (with)
Form IV
Shape Perfect Imperfect
~i ~
•
(Prefix i to the root.)
-
Verbal Noun Jl.&j!
Meaningcausative ofFI
Example
~.J to return (Fl) ~ Ji to return something
Form V
Shape Perfect Imperfect
~ ·- ,-
JaL4
This form is related to Form II. It is constructed by prefixing ..:a to Form II verbs.
Verbal Noun ~ (These verbal nouns are rare. The only example you will see in this book is the word
~ ..specialization".)
MeaningPassive or Reflexive of II.
Examples
!VA
479
~. . to teach (FII) ~ to learn, teach oneself
~I to found (FII) ~t; to be founded
Form VI
Shape Perfect Imperfect
~~ ~~
This fonn is related to Fonn III in the same way that V is related to II. It is constructed by adding the prefix
~to Fonn III verbs.
Verbal Noun Fonn VI is the rarest fonn of the ones introduced in this book. There is only one example
of a verbal noun ofFonn VI in this book. It is~W "alliance".
Example
l_,i.JW they became allies (with one another)
Form VII
Shape Perfect Imperfect
~I
~
(Prefix ..:a (1) to the root. As in the case ofFonns IV, VIII, and X, initial i or I that appears in the perfect
tense is deleted in the imperfect.)
Verbal Noun Jl.a.i.:.l
MeaningPassive ofFl
Examples
~ to pull (Fl) ~I to be pulled back, withdrawn
F to annex (Fl) ~I to be annexed, to annex oneself, to join
Form VIII
Shape Perfect Imper.fect
ja.:o..AI ~
(This fonn is constructed by adding I before the first letter of the root and .::.. after it. Remember that the I
that appears in the perfect tense is deleted in the imperfect.)
Verbal Noun JL.a.:...il
MeaningOriginally re'flexive of I, but such connection is mostly absent in modem Arabic.
Examples
~I towait
~I to be interested
~I to be finished, come to an end
:. I to consider
~
Important Note
When an assimilated verb(~., .J,...o., ,._u.,) is changed into Fonn VIII verb is derived from an assimilated
480
root, the initial_, assimilates to the..::.. of the fonn, resulting in a doubled::..:
From the root J-., , we get the Fonn VID verb ~I (ittaSal) "to contact" (from ~_,1 [iwtaSal])
From ~.,,we get ~I (ittaHad)"to be united" (from ~_,I [iwtaHal])
Form X
Shape Perfect Imperfect
~~~
'
(This fonn is constructed by prefixing..:......! to the root)
Verbal Noun JLa.L......I
Meaning Originally reflexive of IV, but such meaning is mostly absent in modern Arabic.
Examples
J:·i · ·: J..-,:......1 to use
~..:.~1 to meet, welcome
~-J,i:.-1 to become independent
~-~I to continue
Form Summary
X X
J,-L ~u
.
~~~~~
-
~Ja..i I
, _,
Causative ~ ~ J,..L ~ J._; n
, v
Reflexive of II ~ X
J.a.ll.. ~ ~
Reflexive of ll X X X
J,:c~ J,:cLL; VI
~ VIII
~ ~I
Reflexive ofl Jt.a:...il
' '
fA.
481
Notes
1. An x in a cell indicates that the derivation or function is either rare or unpredictable, and consequently is of
no use to you at this stage.
The categories marked by an x are either rare or unpredictable.
2. The stem vowel, i.e. the vowel between the second and third conosonants of the root, of Form I verbs in
both the perfect and imperfect can be one of the three short vowels, a(~). u (~).or i (•~).
~,
-· '
She knows, is aware (Form I)
~
1-,
She informs (Form IV)
~ He learned (Form V)
At this stage, there is no way for you to tell which form is the verb in from its shape alone. The diacritics are
crucial. In most instances, however, not all diacritics are shown; only those thought by the writer to be
important are. The •~ C> is a diacritic that can distinguish major categories, such as Forms I and II, and II
and IV. So if the verb you encounter in the text has the shape~. the choices are narrowed down to Forms
. ,
II and V. The only way to distinguish these two forms is by writing either~(-) or 4.....:a...:o.. over..::.., the first
identifies the verb as Form II, the second as Form V.
I and II
Two diacrtics distinguish Form II from 1: -~ over the middle consonant of the root in both the perfect and
imperfect forms of the verb, and~ over the person marker in the imperfect form.
I and IV
In the perfect, Form IV has i before the first consonant of the root, and in the imperfect Form IV has L........
over the subject marker, while I has ~.
II and V
In its perfect form, II is not confused with V since it lacks the prefix ..::.. . In its imperfect form, however, it
looks like V. The feature that distinguished the two then is ~ in V and L...... in II over the prefix..::...
III and VI
The difference between is the same as that between II and V.
!A\
482
28. NOUN PATTERNS
As in the case of vetbs, Arabic nouns (and adjecives) foJJow specific patterns of derivation which
share similar meanings or grammatical functions. Whereas the number of verb patterns is limited to fourteen,
the number of noun patterns is much higher. Some noun patterns are more common than others. Some of the
most common noun types are participles and verbal nouns, which are derived regularly from certain verb
patterns. The following table shows some of these.
l . ~or~
This is the noun counterpart of Form I verbs. It is the basic form for nouns and it generally represents
singular nouns that are not derived from other sources.
bouse~ sea ~
.
dayr~
going e1'.J
Important Note
Active participles are not verbs; they behave as nouns and adjectives. Compare VSL.... to the verb -VS--
~ ~L....Iiterarilly means "someone living, inhabitant", while VS,..... translates as "be lived" and~
as "be lives". As an adjective or noun ~L.... has the following four forms only:
He is living, an inbbitanl .<)SL.... ·.JA
She is living, an inhbitant. . t:.SL- vA
They (m.) are living, inhbitants.. ~L
Tbey (f.) are living, inhbitants.. .:.L:.SL-
~-~ v--~-~w
~-·~
(Note that ~~ does not have a final consonant and that V"Jl- is not regularly derived from ~).
6. Ja,L or Ua.i.... Verbs that have this pattern often refer to places.
office~ restaurant ~
school t.....J.~.a bookstore, library ~
farm ~J..>--
8. ~i. This pattern refers to colors (masculine) and adjectives with a comparative/superlative meaning.
9.
.
J,.._;.
.
Words in this form are plurals of nouns with the structure Ja...A
,
month-months J,._.!,- ~
•
house-houses.:..~-~
10. ~U:.. Words in this form are generally plurals of nouns of place with the structure (i)~.
The context and the structure of the word ..::..~U (the subject marker and the..::... following c:,) show that it
is a verb. Another two pieces of information that you need to know are the root of ..::..~U and its form.
Recognizing roots of words is a skill that takes time and practice, but as you learn more Arabic you will find
it easier to recognize roots. Rules and explanations help, but the skill is developed mainly through practice
with the language itself. Once you can identify the root of the word as ~ and its form as Form vm you
will be able to find its meaning in the dictionary. (See the note on confusing Froms VII and vm above.)
The word ~La...._,, on the other hand, has the structure of a noun. Probably the quickest way to reach that
conclusion is by comparing the shape of the word to the shapes of the verb forms, whose number is quite
limited: it does not match any of those shapes. You should be able to tell that the _, is the prefix "and" and
the • is the possessive pronoun "his". The..::... in final position is most likely the U....H..>-" ,.t.:;, which changes
to ..::... when a suffix follows it. So the word you are looking form is U..L-.... By now you should be able to
identify the root as J,.....c: ris most likely a prefix as you have seen with so many words, the t.J...H.,_. ,.t.:; is
never part of a root, and the I is an unlikely candidate for a root consonant when it is preceded and followed
by such consonants as: J- rt· Your task is made even easier if you know other words derived from the
same root such as~. ~ J..~. etc. Try looking up ~La..._, in your dictionary.
Weak roots, i.e. assimilated, hollow, lame, and doubled are harder to recognize than sound roots. But the
more Arabic you know, the easier it will be to recognize relationships among families of words and the root
of each family. The following hints may be helpful:
1. The consonants of a root generally stay stable from one form to another in the same family. If you look at
the words uI~. • .Jl-:J., ..::... .JU. you will notice that the consonants J. and .J stay the same. This is an
. indication that they are part of the root. The alternation between'! and I is typical of hollow roots.
2. I and I.S derive from _, or l.j· So, after taking out all suffixes and prefixes and arriving at the form .JL.I..,
you do not look up the word under JU., but rather under~ or J,J.. Once you have reached this stage, the
work is mostly done, because if you cannot find the word under the first form, it will be under the second.
However, you can for the most part tell whether a verb derives from _, or '!by looking at the other members
of the family; if most of them tend to have a _, in them, then it is a _,-verb and if most of them tend to have a
~ then it is a '!'verb.
3. Certain consonants cannot be a part of an affix and hence have to be a part of the root. These consonants
t.
include..::..., ..!., ~· C.• .l, ,j, .J• j , <.J"'> .I., "'-, t• t:,.. and J. Some consonants like "':"•....;., J, occur as prefixes
but not as suffixes; the consonant-A occurs as a suffix only.
tAt
485
VE!iB ~;ONJUGATIONS
486
This appendix includes all the verbs introduced in the book. The first part consists of tables of sample conjugations
of all verb types, and the second includes the rest of the verbs not used in the sample conjugations. These verbs are
listed by root and next to each the sample conjugation it foUows.
Some of these verbs like~j and JIJ1 are used exclusively in ~ (Modem standard Arabic orMSA) and are
consequently found in the written selections only. Other verbs, such as t. IJ and ~I are used exclusively in
~~(spoken Arabic). The rest of the words are common to both. Words, including verbs, that are exclusively one
or the other are distinguished in the word lists in the body of the book and in the glossary by the symbol "+" for the
~nly and " • " for the ~.Le-only verbs. The same distiniction is maintained in this appendix. It should be
mentioned here that a certain amount of subjectivity is unavoidable in designating certain verbs as ~~ or ~
verbs. White t.IJ clearly belongs to the domain of~Le and ~j to that of~. verbs like l..£J, t.A and
JU are not easy to classify into one or the other. For such verbs, I have used my own intuitions. Another Arabic
speaker might use a different classification.
The differences in verb conjugations between the two language varieties are, however, quite limited, as shown in
the foUowing table:
1~1 ~I ~I Imp
v-:. ~t
..
('-"-'
, ~I ~I rJl ~
~
~
•
~
~1
~
•
u~
~
,
~
. ~
~
•
u· ~
I~
•
. -
~
•
~ ~
•
Imperf
•
1~1
• •
~I
~I Imp
he hoped •J.i
v-:. t.:.i Fl ..:,..;.I ::..:01 r-A ~
..
.J-16
t..:.L. i
J.t:a
..:Li
•
J..i
~~
w,i..t.:.
..d.i
~w
.. ..d.i
J.t:. · _,Lu
(.)
..-
l,l..i ..d.i
J.t:. ..
j..J
J..lo:!
Perf
1mperf
he took~i
L.:.:..l t.:.i ,:UI ..:,..;.I ::..:01 r-A .J-16
, v-"
L:.~i ..:...~i l_,:;~i ..:...~i ..:...~i l_,~i ..:...~i ~~ Perf
• ~i
•
1_,~1..:>
• •
~I.:>
•
1_,~4
•
~I.:>
• 1mperf
~t.:. <!~1..:> ~4
1,~
• • • Imp
<!~ ~
pp j~t...
he carried J.-
L.:.:..l t.:.i ,:UI ..:,..;.I ::..:01 r-A .J-16
v-"
~ .:..1.- I~ .:..1.- .:..1.- 1,(- .:..1.- j- Perf
~~ I~ J.-:; J.-:;
J..-:. ~ I~
~ 1mperf
I,L.al ~I ~I Imp
AP J,..~
,
PP J~
he drank ~~
AP ~}·.!.
PP ~,y!..a
tAV
488
beopenede:.l
L:...l L:.i ~I ~I ~I ~ ~
, .£'
L.:.......i.t ~
'~ ~
, ~ I~ ~ e:.l Perf
~ e:.li I~ ~ ~ I~ ~ ~ 1mperf
1~1 ~I ~I Imp
AP
~
-u
pp c:,:.L
be arrived J-..t
L:...l L:.i ~I ~I ~I ~ ~
.£'
L.:J:.~ .:..L.~ I,.:U:.~ .:..L.~ .:..L.~ I_,L.~ .:..L.~ ~~ Perf
~~ ~_,j I,L-_,:; ~_,:; ~_,:; I_,L-..H ~_,:; ~..H 1mperf
' I_,L-_,1 ~_,1 ~_,1 Imp
AP J-1_,
,
hewasbom •
•.u_,
,
L:...l L:.i ~I ~I ~I ~ ~
, .£'•
•
L.:..U_, •
.::...U_,
•
I_,:;.U_, •
.::...U_,
•
.::...U_, •
I_,,U_, .::...U_,
•
.u_, Perf
, , , ,
.J~ .J_,i I_,.J_,:; <!.J.,:; ,.J.,:; I_,.J..H .J.,:; .J..H 1mperf
he went •c:l .;
L:...l L:.i ~I ~I ~I ~ ~
.£'
•
L:....; ..:::.-.)
•
I_,:;..,a..) •
..:::.-.) ..:::.-..) 1~1.; .::.-I.; c:l..; Perf
,
C:J.,.:a (J.;i 1~_,_,.:; . ~_,:.;:. C:J.,.:; 1~_,~ C:-'~ C:J~ 1mperf
,.,..._,.) ~J.) C..t.; Imp
AP ~ 1.;
1
There is a difference in the imperfect conjugation of verbs based on assimilated roots between ~and Levantine. The
~ conjugation is as follows:
v.w t.:.t ,.:U' ~I ::..,;., ,... ~
,..
J,...:. J-1 ~ ~ ~ ~ ~
, ~
EM
489
be brought • '-:-'4-
~I t..:.i _,.:..:.I ~I ~I rJ& y.
~
·· ..
............. ~
~~
I~
-
I~-
~
~I~
1..9-:'4-
1mperf
Perf
I~ Imp
he slept rt..:.
~I t..:.i _,:..:.1 ~I
t..:.....:. ~ I~ Perf
rL:..:. rt..:.t I_,...L:.;; 1mperf
l_,...t..:. Imp
AP r-jL.:a
he walked~
~I t..:.i _,.:..:.I ~I ~I _,.A
t:.......!....~ l~ Perf
~~~I~ ~
.- 1mperf
1~1 ~I Imp
he called •~J
t..:.i ~I ~I
Perf
1mperf
he remained ~
~I t..:.i
.
_,:..:.I ~I
.
::.WI
. r-- .~. .J-A
.
t..:.....i. I~
- -· I -· Perf
~ ~ ~ ~ ~ ~
~~ I~
- - I~
- 1mperf
~ ~ ~ ~ ~
I~
- I - I - I Imp
~ ~
AP ,_,.a"L...
£N\
490
be passe<f :;...
l.:.al L:.l ~I ~I ~I ,-A ~
,.... ,
L.:...~ '
• .>-" ~.>-" ~~:;... ~.>-" ~.>-" I.J:;_. O.:..jA .>-" Perf
, , , ,
~ .
.)'W :;..t ~
.,
I.J~ ~~
~.
~,
~
.,
~
, ~
I.J~
~
~
~
~ Imperf
I.J.>-" ~.>-" .>-" Imp
becounted~
L:.al L:.l ~I ~I ~I ,-A ~
,....
~..:..:!~ I.~ I.J~
. ~.u ~ .~ .u ~.u
.
.:...u .u Perf
I.J~
~
I.J~
~ ~
~i
~
. ~~ ~
;
~ ~ 1mperf
I.J~
~
..
(.S.U .u Imp
he remained JJ;.
l.:.al L:.i ~I ~I ~I ,-A ~
,....
~ ···.:1'1; I~ ···.:r~e .-.,:rl; l)ja ~ JJ;. Perf
Jja:, JJ;.t I~ ~ ~ I~ ~ ~ lmperf
I,LJ. )J. JJ. Imp
became ~i
t.:-1 1..:.1 ~I ~I ~I ,-A ~
,....
4 ~
I •
~ ~ ~ I.Jo'!'t ~t 4-i Perf
~j I . Imperf
~ ~ ~ ~ '~ ~ ~
\,.I!..a.:. ~I.a..:. J~ Imp
AP~
2 This is the (.:,.L£ conjugation ofdoubled roots. ~ uses a different pattern, of which there are no examples in this book.
The same applies to other doubled verbs like :U, and JJ-.
3
The~ conjugation table for this verb is different from that ofLevantine. as shown below:
v.-.; t.:.l ~I ..:..:,1 ~I rJt ..,. ~
I,........,.
•• •4-
~
·~
~
.V'!'I u~
~
'
V! ··:'!';
~
·~
.
1.)~
.
1_,.~ ..::.·4-
·~ ·I,£'H
Perf
Imperf
I_,JLA:o ~LA:o JLA:o Imp
491
Form II Verbs
he recorded, registered J:;...
L:..:..l L:.i ~I ~I ~I r-A ~
,..
w:;... ~ I~ ~
,, ~
,,
1,4.:... ~
,,
J;... Perf
' , I , • ' , I , 1 ,
~ ~I I~
~ ~ I~ ~ ~ 1mperf
,, 1 ,
1,4:... ~ ~ Imp
,, ,
AP~
pp J;.:..
VN~
he left, Jet •J::a.
L:..:..l L:.i ~I ~I
,
~I r-A ~
,..
L:....l.i. ~ I~ ,~ ~ l,k d..;.. ~ Perf
~ ~i I~ ~ ~ I~ ~ ~ 1mperf
·-
I_,Li.
~ ~ Imp
he called csJl:.
t.:...:..l L:.i ~I ~I ~I r-A ~
,..
~Jl:. ~JL:. I~Jl> ~JL:. ~Jl:, I_,Jl> .;::,~l:. csJl:. Perf
~JL:..:. ~Jl:.i I_,JL.:..::i ~JL.:..::i ~JL.:..::i I~
J - ~JL.:..::i ~~ . 1mperf
I_,JL:, ~Jl> ~.A:. Imp
Form IV Verbs
vui
l.:...:.. l L>i ~I ,
~I ~I r-A ~
,..
he announced
~i l~i ~i ~i ~i
L:.ki
. l,.:.ki oki Perf
~ ~i I~
~ ~
, I~ ~ ~ 1mperf
1~1 ~I ~I Imp
VN c:,~!
492
he wanted +.~1,;1
v-;
.. ~i
F'
,
,
..::...:a I ::..:,, t-A ~
.,..
~,J_,i .::...JJI ~,J_,i ,.::...J.,i
::...~.;~ 1_,.,1_,1 .::...JI} ,~I) Perf
~~ ~Ji 0.J~.;.. .
~
~ ·-
-->-' ~.,;.. 0.J ~~ ~.,;.. ~~ 1mperf
VN i.JIJ!
~ ~~
-
~
I
0~
~I
. ~
. ~I
.
~
,
1mperf
, ~ ~ 0~ , ~
,
~only)
FormVVerbs
he learned~
.,.. ~ r-A
::..:,, ..::...:a I ~I ~~ L:..a.l
~ ~ I_,:...W ,~ ~ I~ ~ ~ Perf
~ ~~ l,..l...::u ~ ~ I~ ~ ~ Imperf
I~ ~ ~ Imp
,, i,
APF
VN,t:.
I.S
~
-
Perf
1mperf
1_,~ ~~ (.S.li.:i Imp
493
be died • ;..-;:.
~
4-i,.:;
,''
~,.:;
~~
,,, J
~~
~,.:;
., , ,
..:,..:.1
.,,,
;-·!•,.:;
~I
...
I.j-A.,...
. -
_,A
Perf
Form VI Verbs
. ....&JL:..i:. ....&Jwi
VN ....&JW
'
1~W:. ~W:. ...AJW:. ~~~ ...AJW:. ...AJ~ lmperf
he joined •~
- . 'I
hemet ~I
~I ..:,..:.1
~' r-A ~ _,A
I - , - I
~ ~I ..::..:· -·~1 I
~
, - I ~I Perf
I
~
I~:. I
:. -
~
:. I
~
:. I
' ~
:. ~ Imperf
Imp
~ ~
AP :. •
~
' '
PP - ~
.
VNt~l
494
he agreed (with) ~I
~I ~I ~I ~I
~ .)A
l ·.•i~l ~I -· 1~1 -· ~I
, ,,
~I -· .-.ii11 Perf
I_,H~i Jtii 1mperf
,
he occupied ~I
~I L:.i ~I ~I ~I .)A
he chose ,;~ I
~I L:.i ~I ~I ~I .)A
he bought <S~I
L:...:..l L:.i ~I ~I .)A
~~I Perf
'!~
-.. -
'!~ lmperf
- .. 1
'!->-'"-
Form X Verbs
he received J...e..::w..l
~I L:.i ~I ~I ::.Ut r-A .)A
l •, I !;; ...1.- J :i·· ce·l 1_,-..... i .. J .-.l:ii ,1 ···':ii . ·I 1~1 ~I Perf
1_,,,...; . l,ij ... ",
4./ ;
1_,1 ,;:;,I
~ Imperf
1~1~1 Imp
AP~
, ,
pp~
.
VN J4-i;a-1
:;' ~ ~ ~ ~
9 t' ~
10 c.. .r , .
l ·· .f:.
' f. .
'1 f, . ['[[ t
·_ f~' r 't 1': ~l:'t[ f
t: '[, f
-i
' . ' ~ ~
'1 .~ ' '··
t•' ·I,,·· E )• ' ) · (7
~. 't. E -· - [. -·· - -·
·t·t_,
'f:-..,, ~~r: <rt' fff
I -
,f'[, 'lt: '[,f,l·..:. rt:fr t'l't t
I l) '~
I
r·1~~.·~~,
I~ ' ,, .l~' f,i
~'[, ~t: 1
'[, .. £. :. 1't I - -
t' l' t ' ~
I
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0
'1 ·1 r~ l~ ·~~ •' ~ if· •
t·1:'t t ' ~
'[, t: '[, I -
.~ ' ~. :.' I t' ,r·.t
,f f , •' ,.. 'f-..... ~~
ff
t• _1,
~· '[, 1. I - 1. I I
l, )· 1. -
-I:-. 1-:-.
' ' ~ ~
'1 .~ ' l·· 'F:, '\ if
t: '[, \ ~' \
[' ~·· l·[.· f- \
[ t- r n ~ ("'I
' ,,
'1 1 ' 0" ::r. cr
•·~ lt•'·· n
'
~· ~. "i ! - " [~ r.r:·" f
. ~ §"
l, f
. - "~ [
-
3 '"d
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1· §' '&
3 ., 1~·,,
-
r:: §'
3 ~
§' '& n 1.. • ~ '& ri' )·'
"d :l, :l, 1.• ' "d :l, a. - 1 s: ::i, :l, -
496
Part One: The Rest of the Verbs IDtrodac:ed In the Book
~~b ~)b J;...=)t
•, • t
J+...=~t ~~b ~'-"""""'
~ · ··! J+..,::~i .la.t=JSi
~~ ~~=·~' ~~~
~=.!J~ "':"4-=t4 ~=~
~=u~ ~~ ~=·r=
J.w.=~ ~=·~ ~~
J+..,::.)-.,.. .r-=~
J.w.=~
~'=r~' J+..,::d-.,.
~=·.!-. ~=~ ~
~=~ ~,.s. "':"?..li..L..
,;,;-~ ~L.....=JJL:.. Jl)=t.J.L:..t
~t=.)~t .
....,.:.S::.) ~
~~
"':"4-=c:l- J.;..=~ h-=tc::,...
.r-=~ ~~,yJa ~.)!...-
~·~
' .;<:=. .u. ... ;< ~
~tl' ~u.
~~ "':"4-=.JU.
~~~~ J+...=~
497
J.-=...i~ .rtL...=~J~ J.-=~~
~~=~I (S~-~ ~...i~
~=~ ~I=J-.:.....1 '-:'~
'-:'4-=~~ c. 1_,:......1=JL.a..:o......l c:'J= ·J~
~i=·~i
'-:'~·~ _;.L...=.JJU
~~ ~~ ~=~
J.-=•..li.A ~i=.)...li . -
~·t._,.i..:>
~r:U '-:'~r+i ~fo
~'=c.~' J,i:......l=~l ~J~
c:'J=Ju c:'J=Ju ~=.la.l
c: 'J=ru
~...Ak .,,)=•rui .r'L...=(".Ju
'-:'~
~-~ . c:'J=wi.S ~~
~~ '-:'~~ ~~
(S~=·~ ~i= ·~i ~-
'-:'~.
•• J
~=~ ~i=•~i ~~
~I=.U:..:.I ~...ili ~~=~I
.rtL...=~LA ~i=~i ~ I=Ji.:>,:.l
!\V
498
APPENDIX5
ARABIC-ENGLISH GLOSSARY
t\\
500
begiMing ~~~
'
early +J.:--'\f..;~
instead of +v.,..
'
:,0~--.L,
. J.w. _you,m.s.
oranges it depends ("you and your luck") .•1!! , .\_, ::,.;.1
yesterday ~J4-e you, f.s.
cold J..;4 man, humankind
post office ~_;. to wait (•~1) X
program ~L.:...;. female (.!.L.:.! · ~) ~I
only people, family J,A1
to be happy (•41) VII welcome, hello ;u.1
simple~ welcome to you ~ ;,...__, ;l.l
happy • ..~.,......;.. Europe 4-J..;.JI
potatoes~ Europeans ~_,..;_,!
watermelon ~ ~ first Jjl J,l
hero~ first thing ·~ Jjl
stomach~ the day before yesterday c: ..;4-- Jjl
after~ ~ which? ~~~
after ..AA.FL... ..AA.F~I ~ May }.~1
afternoon _,.jaJ I ~ band ~-.~1
the day after tomorrow fi~ ~ what •~I
after that +d.Jj ~ what happened? •~ ..;L.. ~I
0 ••
501
educated~ brown -:•
~
Tuesday . ~)WI girl, daughter ~
fatigue , . .: 1 ~
living (sitting) room 0"_,4. U_,£
tired u~
revolutionary council • J_,!. ~
presidency council LJ..:._J ~
apples c.& ~
that, those (f.) +db db
to collect, gather, save (money) (~~) I
to take place, to be accomplished (~)-1 ~
to meet, congregate (~I) VIII
meeting t t..;4-l
July j;..
social c,.r~l
the Arab League ~..,._.II ~4-JI
Friday ~I cultural ...,...~
0 . '
502
mosque ~e--4-
love university ~4-
Jove~ group~~
until; in order to; even
society, organization ~~
even if _,J ,_,:...
national assembly ~.J ~
pilgrimage ~ society ·:. •
~
pilgrim (f.), someone who has performed ~
total t~
the Hajj to the Muslim holy places
group, collection ~~
to reserve (~) I
camels J~ ~
reserved~
beautiful~
size ~
toborder (~~'I ~ republic ~~ ~
limiting~~ Central Africa ~_,JI ~~! ~~
• Republic
borders J.J.IA
Democtatic ~I~.UI ,a.:.,s.JI ~.>~
~ .,
to speak ~-~.!.~.!.~
.
until now, so far ~ ~
' )v
Republic of Congo
crazy !)~
.&o!o
accident .!.Jl. foreign ~t ~
modern ..!.t.:!~ nextto ~
~.;La....
. prizei~
passport .).:.. j I_;..
~
(political) party
sad • ••
~~
":-'~
bring! (imperative)
good ·~fo·~
. !~
.. ~
see.>~ ~
sometimes
. ..
see .I._,..
L:.~l
barefoot vl~
rights~
life •~ human rights u~~ l J~
personal life • : • ; , ~ ·~ law school J~ ~
torule (~~)I
t ruler ,.S~
government t...~ .
to inform (_;;..1) IV
, state, public ~fo
~
, to speak, to tell, narrate (~-~)I
bread, hashish and a moon .,...._i_, ~.J ~
tale, story ~~
bakery ~
to occupy (J;.a.l) VDI
service (..:.L...~ ·G:) t...~
occupation J~ I
to graduate (t~) V
local~
expelling, driving out G: I~!
milk~
outside G:/~ .,
the Allies .UWI
map~;..
to ally oneself (....iiW) VI
lamb .J_,;.. , .
alliance +....l.ll..a..:.
fall (autumn) ~~
beautiful(sweet) ~=~
field of specialization ~
sweets d-:!~
private, personal :,.ta.
bathroom rL-
especially L.~
thank God ill ~I
more, most fertile ~i
thank God for your safe t...)I.....J I ~ ill ~I
fertile ...;-:a. arrival
fertility ~~
red .r-i
green~~
donkey(~ .G:) J~
vegetables J~
to carry (J;-=-~) I
green(f.) . 1~
hot~~
railway ~~ ~ (-1•~ · d 1...:;.
protection ~~
airlines~~ .I.~
0.'"
S04
Damascus~;
operahouse 1.>-f~ .,IJ .>.JJ
depression, being low
low ~
~I
.' . ~
school t-.,~
.) support~:. ~J
o. 1
505
Wednesday -~J'~I
.)
. quarter, (one) fourth ~·.>
the Empty Quarter ~~I ~.,JI
exactly •~.>J4
correct •J.~.,;..
J.....•
.J spring ~J
square~~
...
crowdedness ~j salary ~IJ
to plant, grow (t-.>~-t.>.i) I to return (~ .>-:e~:.>) I
agricultural ~ 1.>) to return (something) (•~.>) II=(+~)) IV
fanner t,.>';. to get back, retrieve (~~1) X
farm (t.>l;. ·d ~-.>:;... , ·c::) •~l
man (J4-.> , .r +h'J
'
cultivated crops .:..UJ.>.,;..
'
businessman J~l h:,
blue J:,jl leg (h.>l · d ~.J
to be 'upset ·~) to welcome (~-J) II
upset•u~~ trip u...J
leader ~U=~~ cheap, inexpensive ~J
awful, lousy •.:..:;)
time~.,=~j
to answer ( ..;J) I
.,
rice .i.>
to prosper (~~.:,1) VIII ~j letter (J:.L..•;J .c;:) UL..._J J- .>
prosperity J lAJj! humid •.).:J
' ,
flowers .>,Y. ~ in spite of ~ r-i.,J I ~= ~-J
' ,
prosperous ~J.,;.. to refuse, tum down (~-.>) I ~J
to marry someone (to) k~.>-.rc::~~) II t::J.i to go up, increase (~JI) VIII tlJ
to get married (c::~.>=a) V elevation, increase t U:.>l
husband C::J~ number (ru) ·d ~.) rA J
wife 4J~ to ride ~.>-r~J ~J
married c:: J.>-"-'" passengers ":"~J
to visit (JJE J lj) I .>J~ tofocus (~~~:,}n ~J
visit i}-:!j . center :j.~
like ~='=''j central ~.~~~
plus, in addition to J!-1 j terror, terrorism ":"LAJ! ~J
togoup, increase tL'JI= (~~-Jij)l to go •(c:J.>-rtl J) I (.JJ
to exceed~ (~~-Jij) I torest (~~c.I~I)X
see JJ..i rest t.IJ
going •C:11J
sports Wa4,J ...;.JJ
math .:..(...;.4,J
going to, will ·~I J=•:.,.. to rest (c.l~l) X ~J
to ask (JL....)l rest t.IJ
in charge JJ_;.....:. to want ( +J.;!;.-JI Jl) IV JJ.>
responsibility ~J,;...- see JJJ
because of ~ "':""""" feathers ~J ~ .>
Saturday ~I ~ sports Wa4,J ~J
toswim~-~
name of a dish ~
.. ,
math ..::.o(...;.4J
o.o
506
May yourbandsbeblessed ~~~~~ week t.J-:0-1
the Seleucids c:,~_,L..J I former, previous Jf-
centimeter J \ . ; •. -r- lady ::....
to allow (~~)I e-- Mistress of All and JIJ.II ~ jJ JsJ I ::...,
tolerance c=.w ~utyoftheH~
mosque e:-4-=< ~L.....:.. d ~
,
tourist (c I~ · d ~
tourism t-.4;-
tJ- to help (~L.....:~t......) Ill
help
,
•~t...-
.
tounstic ~4;- pricingi~ ..,._....
black J,_l price (JlA-1 ·d ~
Mr. ;..;.... to travel (;at....) m ._,1.....
wall JJ- embassy ·~U:...
Syria4~ travel~
clock, time, hour, watch t&t...... tJ- to close (~fi...,) 11 .;So-
tll81'ket (JI;...t - ~) J,_ J,_ sugar~
tropical v=-1~1 I.P""" living, resident ~t...... 4fi-
see tJ- ~ inhabitants c:,~
0. v
508
weak ~ .....1a.wa to come out, be issued (..>~..>~)I ..>.lo.O
bank U.. ~ to issue ( ..>~1) IV
the West Bank ~_,AJI U-.AJ1 issuing, publishing .>I~!
•
to include (~f.:.) I ,..... issue ..>.J~
to join (~1) VII friend ~~~ J~
. ..
peaceful means ~ J~
package J). J~
J~
peace be upon him ,J.-, ~ ill I vi-
lost and found box ..:..IJ~,11 J.J~
way, road ~). industrialization ~
restaurant raJ- ~ industrytc~
children J~ ,l=JUJ.l J&.l. manufactured goods -=-l£~
girl . - ... :=U.U.
,
childhood tJ.,U.
, voice -=-,-
picture (..>:,:. ·~) -~,....
weather v-iJ. hall, hallway tJL...
request, ask for (..).!....:~) I ~ to shout (~-cl....} I
to demand (..,...J~..)u.) m to become ·~I:=(..>L..) I
student (~~ ·~) ~U. summer~
request, application, demand ..,..U.
to come out, go out (ello} I
to look (at) ~)V
cookingpot •~
...P
length, height J_,J.
the whole time .::..1.,.1 I J_,J.
officer (J.~ ·d ~
the Free Officers .>I_,.'i I J.~ I
.. ~
.
sciences moderate
biology i~l ('_,i.e average j;,:..
educated, literate r-la.:... non-interference Ja.~ I ('~
-. ('~
. ..
landmarks r:~u:..
teacher jl,:,_i=r-1- wedding (._,..l..,.c1 ·d ._,..;_
Iraq Jl_,a.ll
._,....,.c
to declare (~1) IV to propose, offer (v"o~) I v"-..,.c
the highest ~1 to oppose (v"o·J~) Ill
high~~ to know ( ..JJA:!- ..J..,.c) 1 ..J..,.c
see _,i.e to get to know (~ ..J~) II
on~ (well)-known ..J_,.>A-'"
in spite of ~.r,:.,.. ~_,.II~ as we know it, her 4J~ ~
at a distance of ~~ ethnic group J~ J..,.c
at the head of ._,..lJ ~ battle ( .:1 JU:.. ·d ~;:. .:1 ..>£
for the sake of • oW. ~ ·bachelor .....~1 '-:'_i.£
right away J_,J. ~
military 1./~ ~
bythe way ·~~ military coup t.j~ '-:'~ 1
in any case JL.. JS ~ .. . .. ,
camp~
as you wish ·~ ~ honey J-.c. J-.c.
Peace be on him (')L..J I ~
toeatsupper (~)V ~
general, public ru theMiddleAges~_,JI J~l ~
Amman o~
o.\
510
it depends (~)VIII
bedroom (sleeping room)(',.:. U.,£
. , J.o.£
horse ...,..-_;.
furnished ..;..,~ ..;. ~
branches, tributaries t.J~ t,_,.i
to depart, leave ( .)'.u.) m
to devote one's time (t~) V t~ departure • .)Ju:.
dress uU...:. to eat lunch (~~) V
failure~
lunch - I.Ji.
season (J_,.-l ·d J.-l J.-l Morocco ":'.,.til "':'~
please, go ahead ~ J....u
west"':'~
better v.-1~1
strange ~ .,£
to eat breakfast (~1) IV ~
room u~ ...J~
truly, in fact ~ Ja.l . dining (eating) room rt.J. U..,£~1 U~
tolose ~·~)I .W
living (sitting) room ...,..,4. U~
0'.
511
Jerusalem ..,...WI poor~ ~
sacred, holy ...,..~ only ·~· L ;';
to introduce, offer (r~) II tothink (~~)II ~
coming r;U idea·~
in front of 1::. r fruit ~l_,.l
0"
512
the Kurds .,lfi'JI coffee i_,.J
discovery ~I ~ to lead (u) I .,~
theKa'ba ~I ~ leadership i~
enough <?IS ~ leader (iu . t) .LoU
-c.r- JS.
all, every JS ~ to say (JU) I J~
.
everythmg itwassaid W
everyone ~I .J JS it is said +J~
college~ contractor J_..,u....•
College of Commerce, Business iJ4=o ~ to rise, get up, be built, take (('_,.i.:('U) I ('~
law school c:,,.:.ut..... J~~ ~ place
Chaldeans r.:,~l~ to undertake ( ~· .. ('_,.i.:rU) I
to cost ( ....ak:...ik) II ~ to resist (rfl) III
costs ~~ to bold; reside ( +rU1) IV
not possible, bard to believe J_,la... ·~ was not ulS L.= ·~·rJ
towalk,go (~~)I ~ when U
walking~ dialect~ ~
Egypt~
if you please~~
together ~ t-"
the Mongols J ,a.J. I
place (0L..i. t) utS:. ~
not L. L.
to be able (uC;;'.1) V ~
O\'f
514
achievement .J~l ~ possible~
to commit suicide (~') vm .rW king~
toelect (~~I)Vlll ~ ownership ~
election~~ kingdomm..:.
. '
to call (<S.!U) III 1.1~ the Mamlukes ~WI
waterpipe ~). run u4L- vL-
to fall, land; stay (in a hotel) (Jr.-JJ;.) I
, ,
rainfall .).J.I J.J,j:.
. Jjj
from
millionu~
V: u,..
occasion~ ~ for(thesakeof) ~~ 4>:
ratio, percentage ~ among the most ancient r~l v:
person, soul t....:..;. ,_:. all of it ("from its beginning LA.,.a.Y 4Jjl u,..
to its end")
women -t......:. _,.._.
again, anew ~~ V:
to forget (~) I ~ for a long time ul.o.) v:
to found, establish ~1=( +U.:.I) IV U..:. if you please ~ u,..
to publish (~)I from where? ·~ ~_, u,..
•
was published ~ from which? ~~~ V:
widespread .)_.•. -... •.•• climate tU.:. ~
publication .J~ since • :;;:_.
spreading, publishing ~ profession ~ v.-a
activity J.~ water •4--=+-Lo -~
oH
515
those ··'i~ moving, relocation JU:..:.I
he.,_. daytime .>ti-
while (he was) young ~ .,_._, river ( J~i . G.) .,.+:.
here • 0 .,_. the Orontes River ~I Ji:.
she~ to end, finish (u+>i) IV
herelam ·~ end~
and_, deputy ~L.:. '"=",.:.
to find ( ~J) I ~" people '-""L.:. '-"',.:.
found, available, present .j~.';.. other people ·~t!.J I '-""L.:J I
reaching +J-.,:.
. ..
the Golan Heights 0 '/~1 ~ ~
now + 0 ~ 1=~
•
they f-A
transportation ..::..Y.:.I;..
more, most important j...Ai
arrival J.,-~
importance ( ';•I
situation ~J • # ., '
Important +rLA=f"f'"
citizen 0!-1;.. vJ.,
there o.!JL.{. o.!ll.:...\
national homeland v--~ ~J
there is, there are ~ +o.!JL.{.
national, nationalistic ~J
Indians .j_,;j,. ~
employee ....u.;.. JJ;._,
engineer '-""~ '-""~
job ( .....c.IJaJ .d ~J
engineering t...~
0\0
516
to promise ( .U~) I
the Balfour Declaration JA ~~
appointed time (~1,_. ·C::) ~-.;...
to agree to (~'") m
to agree (among themselves) (~1) VUI
agreement, accord ~I •J~I
left..)~
band·~·=~
~
right~ ~
Jews J~
day (("4t. e::) r~ r~
today r~'
one day ("4'11.:,... r~ vl
these days ('4'11 •lA=~'iLA
the Greeks .:,t.:.~ I
Credits