ARA 111 Arabic Conversation

ARA 111 ARABIC CONVERSATION
NATIONAL OPEN UNIVERSITY OF NIGERIA
COURSE CODE: ARA 111
‫المحادثة باللغة العربية‬

COURSE TITLE: ARABIC CONVERSATION
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ARA111: ARABIC CONVERSATION
Course Team Course Developer/ Writer: Dr. Barihi Adetunji

National Open University of Nigeria, Lagos
Head of Unit: Professor A. F. Ahmed

National Open University of Nigeria, Lagos
NATIONAL OPEN UNIVERSITY OF NIGERIA
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National Open University of Nigeria

Headquarters
Plot 91, Cadastral Zone, University Village,
Nnamdi Azikiwe Expressway,
Jabi, Abuja
Nigeria.
e-mail: @nou.edu.ng
URL: .nou.edu.ng
Published By:
National Open University of Nigeria
First Edition: 2019

Printed 2022
ISBN: 978-978-058-500-6
All Rights Reserved.
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CONTENTS PAGES
Module 1
The Importance of Arabic Language, the Arabic Alphabets and its
Forms……………………………………………………………………………...1
Unit 1 The Importance of Arabic Language…………………………………….....4
Unit 2 Arabic Short Vowels, Sukūn, Nunation (Tanwīn), Long Vowels,
Diphthongs, Double Consonants, the Moon and Sun Letters…….………..4
Module 2
Arabic Vocabulary Development…………………..……………….……….…22
Unit 1 Household Items and Word Relating to Day to Day Activities………....22
Unit 2 Numbers, Dates, the Days, the Months, the Weather
and Season Divisions.……….....………………………………..…...…...30
Unit 3 Human Body, Five Senses, Illness and Occupation………………......…35
Unit 4 Some Arabic Customs, and Gender Numbers …………………………..39
Unit 5 The Nature, Trees, Insects, Reptiles,
Inanimate Objects and Adjectives…………….……………………….….46
Unit 6 Food, Vegetables and Fruits, Drinks, Bank and Post Office…….…...…52
Module 3
Grammar, Common works and Selected Activities…………………….…….55
Unit 1 Prepositions, Adverbs and Further Lessons on Pronouns …………..…..55
Unit 2 Common Words Used in Hospital, Government Service,
Commerce etc……..…………………………………………………...….64
Unit 3 Relative and Interrogative Pronouns, and Introduction
to Sentence Construction……………..……………………………...……67
Unit 4 Directions, Measurements, School Subjects and
Punctuation Marks………………………………………………………...72
Module 4
Short Arabic Passages……………………………….…………….……………76
Unit 1 Five Selected Passages……………………………….…………………...76
Unit 2 Conversation and Some Simple Arabic Poems………………………….82
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MODULE 1
THE IMPORTACE OF ARABIC LANGUAGE, THE ARABIC
ALPHABETS AND ITS FORM
Unit 1 The Importance of Arabic Language.
Unit 2 Arabic Short Vowels, Sukun, Nunation (Tanwīn), Long Vowels,
Diphthongs, Double Consonants, the Moon and Sun letters.
UNIT 1 THE IMPORTANCE OF ARABIC LANGUAGE

CONTENTS
1.0 Introduction.
2.0 Objectives.
3.0 Main Content.
3.1 Brief History of Arabic.
3.2 The Arabic Alphabet.
3.4 Form of Arabic Letters.
4.0 Conclusion.
5.0 Summary.
6.0 Tutor Marked Assignment.
7.0 References/Further Readings.
1.0 INTRODUCTION
A recourse to history of the advent of Islam in Nigeria shows the position of
Arabic as its official language. The impact of Arabic language therefore cannot be
overemphasized. In this unit, you are going to learn about the importance of
Arabic language in understanding and assimilating Islamic knowledge in Nigeria
and in the world.
2.0 OBJECTIVES
At the end of this unit, you should be able to:
 appreciate the importance of Arabic as language of commerce, politics, culture,
and correspondence in the world history.
 Identify the orthography of Arabic alphabets and its form.
 acknowledge particular importance of Arabic language on the sustainability of
the Holy Qur'ān and Islam.
 acknowledge the importance of Arabic on research and documentation.
 Identify Arabic as the language that has great influence on the cross-
fertilization of science and civilization at the global level.
 give a brief history of Arabic.
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3.0 MAIN CONTENT

3.1 A Brief History Of Arabic
Arabic is the youngest of the Semitic group of languages. Other languages that fall
into this class include Hebrew, Aramaic, Syriac, Ugaritic, Acadian, Phoenician,
Tigre, Tigina, Amharic and Geez. But marvelously, Arabic outlives them all. For
instance, the Ugaritic and Acadian languages have died long ago while Aramaic,
which was, for centuries, the lingua franca of the Western Asia survives in its
pristine form only. Similarly, Syriac does thrive in its primitive form as at present.
Furthermore, the Hebrew, one of the oldest Semitic family suffered untold neglect
for centuries before and after the appearance of Prophet Isa (Jesus, peace be unto
him) and during the days of Greek and Roman power. The rise of Islam and its
spread further eclipsed the language for centuries before it finally, found official
shelter in Israel. The Semitic languages of Ethiopia were equally confined to their
areas of origin and they could not spread beyond their environment.
Other languages, which are alien to the Semitic family but which also, suffered the
same fate as the family did include Latin, Greek and Sanskrit. For example, Latin,
which was the rich classical language that played important role in medieval
Europe, finds little patronage in the modern world. Similarly, Greek, which was
the most universal language in the ancient times, cannot be perfectly maintained
by the Greece simply because her immediate neighbours have no interest in the
language. As far as Sanskrit, which was the ancient Indian language is concerned,
its popularity does not to go today beyond the four walls of the country.
On the contrary, there has not been any established record of decline for Arabic.
Though, the time of its emergence is yet to be known, its popularity dates back to
Al-Jāhiliyyah (barbaric, primitive) age of Arab society and its popularity was not
unconnected with the art of poetry.
Some of the Arabs of this age in particular were gifted poets who composed
poems brilliantly. Part of such poems composed was known as Al-Mu'allaqāt. It is
said that the poetic competitions were organized among the poets of different
tribes of the society.
Judges were appointed and eloquence of the poets was used as criterion for
selecting the best poet. The poems of this period, at least a great percentage of
them, were not recorded until the third century of Islam. They used to be
transmitted only. The remains of the poems we have today testify to the fact that
Arabic had attained perfection right from its emergence and that it has not suffered
any vicissitudes.
However, the only language, which can be considered to be at par with Arabic in
terms of classical importance, richness and continuous progress and prosperity
from the time of its emergence up to the present time, is Chinese language. But the
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supremacy of Arabic is discernible from the fact that millions of Chinese Muslims
are masters of Arabic while many other millions are aspiring to learn the language.
Meanwhile, the importance of Arabic language is manifested internationally and
locally. Firstly, it is the lingua franca of over a hundred million inhabitants of the
Middle East, which links three separate continents (Africa, Asia and Europe)
together. In the early period of the expansion of Islam, the Muslims came in
contact with the Greek and their sciences and through the medium of Arabic they
leaned and recorded their sciences. They even improved and standardized the
sciences. Then, the Muslims got access into North Africa and later crossed to
Spain. It was at that time that the Muslims vigorously pursued knowledge. By the
middle of the eighth century, the Spanish Muslim scholars travelled eastward in
quest of learning, which was recorded in Arabic and by early eleventh century the
reverse was the case. By the twelfth century, Arabic medicine and sciences had
started finding their way into Europe where they were translated from Arabic to
Latin and later to other European languages.
Thus, it is no gain saying the fact that Arabic is the vehicle for the exchange and
cross-fertilization of sciences and civilization at the global level. In fact, the
modern civilization as well as the modern sciences might not have existed, at least
to the extent we have them today, but for the laudable service of Arabic language,
which preserved their origin and engineered their improvement and
standardization. Even in the 16th century, Dutch physician; Laurentus Friseurs
argued that the study of Arabic is indispensable for those wishing to make a career
out of medicine.
Secondly, apart form placing Arabic on equal pedestal with other international
languages like English, French and German to mention but a few, Arabic has also
gallantly withstood the test of time, gained wide currency as an international
language of commerce, diplomacy, politics and so on. Its universal recognition
manifested in the United Nations Organization (UNO), the Organization of
African Unity (OAU), the Organization of Petroleum Exporting Countries (OPEC)
and the Food and Agriculture Organization (FAO).
While commenting on the significance of Arabic as a universal language,
Professor Girgis said: "In terms of the number of speakers and extent of its
influence, Arabic is by far the most important Semitic language today and must be
regarded as one of the important world languages.
Thirdly, Arabic is specifically important to the muslims all over the world because
it is the language of their sacred book; Qur'ān and Sharīah (Islamic law) in which
the tenets of their religion are written. Allah says:
‫} قإنلً َننَن علَنًُل ُل عَآنً ا ن‬
.2‫َ نَِقّيً ا للْنُل لُ عْ َ ن عْ قُِلوَن } يوسف‬
“We revealed it as an Arabic Qur'ān so that you may understand" (Q12:2)
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‫}َ نََن قل نَ َننَن علَنًُل لُ عُمً ا ن‬

.37‫} الََد‬... ‫َ نَ قِّيً ا‬ ‫ن‬
"Thus have We revealed it (Qur'ān) a decisive utterance in Arabic…. (Q13:37)
ّ
‫َ نَ قِ ي‬ ‫َ ن‬
‫ًَ ن‬ ‫ًَ اللَقي ي علُ قِدلََن قإلن عّ قِ َ ن عَ نج قم ي‬
‫ّ نََنـَنا قل ن‬ ‫َ ل‬‫}َلنِن عد نن عُْن لْ َننل لُ عْ ينِلوللوَن قإنل نمً يلْن قُي لمِل ِنَ ننَ قلي ن‬
‫ن‬
.103‫ٌّ} الَِل‬ ‫مّ قِ ن‬
"We know indeed that they say: it is a man that teaches him, the tongue of which
they wickedly refer to is notably foreign while this is Arabic, pure and clean"
(Q16:103).
It is rightly noted that knowledge of Arabic is an indispensable prerequisite for
proper understanding of Qur'ān and other Islamic books since their translations
cannot, with utmost accuracy, convey their real messages. This is so because in
translating one language to another, it is believed that a quarter of the conceptual
value of the original language is lost.
Furthermore, practical usefulness of Arabic cannot be over emphasized. It serves

as a source of the vocabularies of some African language. For instance Swahli, the
language widely spoken in East Africa, has sixty percent of its words and
expressions originating from Arabic language. Similarly, about forty percent of
Hausa words and expressions are from Arabic. For instance:
Arabic Hausa Meaning
Al-ahad ‫عاأ ن نُدل‬ Alahadi Sunday
Al-akhbar ‫عاأ ن عِْن ل‬

ًُ Labaari News
Jarīdah ‫نَ قَيدنٌ ن‬ Jariida Newspaper
‘Iim ْ‫قَ عُ ن‬ Ilimi knowledge
In like manner, a minor percentage of Yoruba words also originated

from Arabic language e.g
‫العربية‬ Arabic Yoruba Meaning

‫الَ عَدل‬ ‫ل‬ ar-ra ‘d Ara tunder
َ‫آ‬‫ن‬ aba Abo return
َ‫اأ ن عّ ل‬ al-‘amru alamori matter/essence
‫َ لل‬ ‫ا ن علِن ن‬ al-basal alubosa onion

‫ا ن عل قِْعَنُل‬ al-fitnah fitina calamity
‫ا ن علْنًِقّنُل‬ al-‘afiyat alaafia health
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The language of West Europe still bears the imprints of Arabic influence in the
form of numerous loan words and concept: Algebra (aljabr), Cotton (qutn), Sugar
(sukar), surcre-french, zucchero-italian.
All these instances show that Arabic had been the language of both learning and
commerce for centuries Apart from linguistic service, Arabic renders cultural
service to Africa.
The true records of African history, which the Africans themselves can proudly
call their own, was preserved by the language. Thus, knowledge of the language
will enable aspiring scholars to drink deep into the parts of the Africans legacy
contained in the Arabic manuscripts found in our universities, archives and
museums.
For the West African countries that have diplomatic relations with some Arab
countries such as the United Arab Republic, the Republics of Sudan, Iraq, Syria,
Lebanon, Libya and the Kingdom of Saudi Arabia etc. Arabic is particularly useful.
The Ministries of Information and External Affairs of such West African
Countries need Arabist to ensure mutual understanding and exchanging of ideas
among the countries involved in the diplomatic relations. In addition to that,
Arabic is particularly important and useful to Nigerian nationals because it
constitutes the native tongue of the Shuwa Arab, a tribe in Borno state.
In Africa, it is the native language of countries like Morocco, Mauritania, Algeria,

Libya, Egypt, Sudan, and the Western Sahara. It accounts for about six percent of
its original words and expression in Swahili languages. In Asia it is the medium of
expression and communication in countries like Lebanon, Jordan, Sudan, Syria,
Saudi Arabia, Kuwait, Bahrain, Qatar. Iraq, Palestine, and Yemen. In short, apart
from being the lingua franca of more than one hundred million peoples, it is also
estimated that it is being used as liturgical language by more than four hundred
million people.
3.1.1 The Arabic Alphabet

Arabic is written from right to left. Arabic graphic symbols have been adopted by
and adapted for many languages spoken by Muslim nations, for example Urdu in
Pakistan, Persian in Iran, and Malay in Malaysia.
Hausa language used Arabic symbols before the advent of white men. The two
commonest ways of writing are Naskhi normally used in print and formal writings
often used in personal correspondences The Arabic alphabet consists of the
following 28 letters:
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Transliteration Pronunciation Arabic Transliteration Pronunciation Arabic

letter letter
Đ Đād' ‫ض‬ ' ’Alif / Hamzah َ
Ţ Ţā' ‫ط‬ B Bā' َ
Ż Żā' ‫ظ‬ T Tā' ‫ت‬
Ayn ‫ع‬ Th Thā' ‫ث‬
C c
Gh Ghayn ‫غ‬ J Jīm ‫ج‬

F Fāf ‫ف‬ Ң Ңā' ‫ح‬
Q Qāf ‫ق‬ Kh Khā' ‫خ‬
K Kāf ‫ك‬ D Dāl ‫د‬
L Lām ‫ل‬ Dh Dhāl ‫ذ‬
M Mīm ‫م‬ R Rā' ُ
N Nūn َ Z Zāy ‫ز‬
H Hā' ‫َـ‬ S Sīn ‫س‬
W Wā' َ Sh Shīn ‫ش‬
Y Yā' ‫ي‬ S Şād ‫ص‬
3.1.2 Forms of Arabic Letters
In writing Arabic, the letters take different forms according to their different
positions in the word: whether at the beginning, in the middle, or at the end.
The following table shows the different forms of the letters of the alphabet Ending:
Ending Middle Beginning Standing Arabic
Position Position a word alone alphabet
ً‫ـ‬ ً‫ـ‬ ‫ا‬ ‫ا‬ ‫ا‬
‫ـب‬ ‫ـِـ‬ ‫ِـ‬ َ َ
‫ـت‬ ‫ـْـ‬ ‫َـ‬ ‫ت‬ ‫ت‬
‫ـث‬ ‫ـثـ‬ ‫ثـ‬ ‫ث‬ ‫ث‬
‫ـج‬ ‫ـجـ‬ ‫َـ‬ ‫ج‬ ‫ج‬
‫ـح‬ ‫ـِـ‬ ‫ُـ‬ ‫ح‬ ‫ح‬
‫ـخ‬ ‫ـخـ‬ ‫ْـ‬ ‫خ‬ ‫خ‬
‫ـد‬ ‫ـد‬ ‫د‬ ‫د‬ ‫د‬
َ‫ـ‬ َ‫ـ‬ ‫ذ‬ ‫ذ‬ ‫ذ‬
َ‫ـ‬ َ‫ـ‬ ُ ُ ُ
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َ‫ـ‬ َ‫ـ‬ ‫ز‬ ‫ز‬ ‫ز‬

‫ـس‬ ‫ـَـ‬ ‫سـ‬ ‫س‬ ‫س‬
‫ـش‬ ‫ـَـ‬ ‫شـ‬ ‫ش‬ ‫ش‬
‫ـص‬ ‫ـَـ‬ ‫صـ‬ ‫ص‬ ‫ص‬
‫ـض‬ ‫ـضـ‬ ‫ضـ‬ ‫ض‬ ‫ض‬
‫ـط‬ ‫ـطـ‬ ‫طـ‬ ‫ط‬ ‫ط‬
‫ـظ‬ ‫ـظـ‬ ‫ظـ‬ ‫ظ‬ ‫ظ‬
‫ـع‬ ‫ـْـ‬ ‫َـ‬ ‫ع‬ ‫ع‬
‫ـغ‬ ‫ـغـ‬ ‫غـ‬ ‫غ‬ ‫غ‬
‫ـف‬ ‫ـِـ‬ ‫ِـ‬ ‫ف‬ ‫ف‬
‫ـق‬ ‫ـِـ‬ ‫ُـ‬ ‫ق‬ ‫ق‬
َ‫ـ‬ ‫ـُـ‬ ‫َـ‬ ‫ك‬ ‫ك‬
‫ـل‬ ‫ـُـ‬ ‫لـ‬ ‫ل‬ ‫ل‬
ْ‫ـ‬ ‫ـمـ‬ ‫ّـ‬ ‫م‬ ‫م‬
ٌ‫ـ‬ ‫ـَـ‬ ‫نـ‬ َ َ
ِ‫ـ‬ ‫ـُـ‬ ‫َـ‬ ‫َـ‬ ‫َـ‬
‫ـو‬ ‫ـو‬ َ َ َ
ّ‫ـ‬ ‫ـّـ‬ ‫يـ‬ ‫ي‬ ‫ي‬
Note:
1. It will be noted that in the table of the alphabet given above the following six
letters are shown as capable of being joined to a preceding letter only.
‫َزُذدا‬
Under no circumstance can they be joined to a succeeding letter.
‫ل‬.
2. When alif is joined to lām they are read together, as lam-alif and written thus
When both of them are together in the middle of a word, they are written thus ‫ـل‬.
3. When the letter hā’ (‫ )َـ‬denotes the feminine ending of nouns and adjectives it
is written with two dots above (ٌ) and pronounced "t" this is known as tā' marbūta.
(ta).
4.0 CONCLUSION
From the discussions so far you have learnt the following:
 Arabic as most important member of the Semitic group of languages.
 It is the youngest and the only thriving language in the group.
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 Islam has played vital roles on its survival till today.

 It is important because it is the lingua franca of over one hundred
million inhabitants that cut across the globe.
 It is also the vehicle for the exchange and cross-fertilization of sciences and
civilization at a point in the history of the world.
 It is placed on equal footing with other international languages, by gaining
wider currency as language of commerce , diplomacy, politics and so on.
 It is important specifically to the muslims all over the world because it is
the language of their sacred book, the holy Qur'ān.
 It is therefore an indispensable prerequisite for proper understanding of the
Qur'ān and other Islamic books.
 Its long history of acquaintance with other languages especially in Africa
has enhanced its great influence on the vocabulary of those countries.
 It helps in the diplomatic relations between some Arabic speaking countries
in Africa and Asia.
5.0 SUMMARY
In this unit, you have been exposed to the importance of Arabic as an international
language and as a language for the Muslim’s worship. In addition , you have been
able to see how each of the Arabic letters looks like when even it stands alone, or
when it is joined to a word either at the beginning , the middle or at the end. You
are therefore advised strongly to master these letters before you go to the next unit.
6.0 TUTOR-MARKED ASSIGNMENT

1. List four major importance of Arabic as an international language.
2. Write all letters in Arabic alphabet in a descending order and their
corresponding equivalents in English.
7.0 REFERENCES/FURTHER READINGS

Chejne, A. G. (1967). The Arabic Language: its role in History, Minneapolis:
University Press.
Hunwick, J. O. (1964). "The influence of Arabic in West Africa: A Preliminary
Survey" in Transaction of the Historical Society of Ghana. (THSG), v.ii.
Mazhar, M.A. (1972). Arabic: The Source of all the Languages, Nendein: Draus
Versteegh, K. (1997). The Arabic Language, Edinburgh: Cambridge
University Press.
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UNIT 2 ARABIC VOWELS (SHORT AND LONG), NUNATION (TANWĪN)

LONG VOWELS, DIPTHONGS, DOUBLE CONSONANTS, THE MOON
AND SUN LETTERS
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Arabic Vowels
3.2 The Short Vowels
3.3 The Long Vowels – Hurūfu `l--Madd
3.4 Sukūn (Quiescence)
3.5 Nunation
3.6 Diphthongs
3.7 The Moon and Sun Letters
3.8 Double Consonants (Shaddah)
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings
1.0 INTRODUCTION
Unlike in English, Arabic vowels are placed as a sign above or below a letter and
called vocalization and without them the letters will be impossible for beginners to
pronounce. The vowels are broadly divided into two, the short and the long vowels.
Knowledge of the short vowels which shall be introduced first in this unit, will
enhance quick and easy pronunciation of some simple words introduced later in
the unit.
This shall be followed by the extensive knowledge of the letters in nunation form
and their pronunciation, the prolongation of letters through the long vowels and
the introduction of the students to double consonants. The moon and sun letters
especially in relation to the Arabic definite article shall also be treated in this unit.
2.0 OBJECTIVES
 Recognize the vowels, nunation, double consonants as well as the moon
and sun letters.
 Read the words written with all the signs applied in vocalization.
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3.0 MAIN CONTENT

3.1 Arabic Vowels ‫ا َل ِح ِر َِاُة ا َلعِ ِر َبييةة‬
Letters of Arabic alphabet are all consonants. They cannot be read correctly
without the help of vowels.
There are three short vowels and three long vowels in Arabic. Unlike Latin scripts,
these vowels are not letters. Certain signs placed on or under the consonants
concerned only represent them. This is known as vocalization.
3.2 The Short Vowels ِ َِ َِ‫ا َل ِح ِر َِاُة ا َل‬
‫يرُة‬
The short vowels are as follows:
1. Fat-hah: It sounds /a/ as in ‘man’ and is represented in writing by a small
slanting stroke ‫ ــنـ‬placed on the consonant concerned.
For example:
‫ن‬
‫ث‬ ‫ت‬
‫ن‬ َ
‫ن‬
To read the above example we say:
Bā’ fat-ha /ba/
Tā’ fat-ha /ta/
Thā’ fat-ha /tha/
‫ن‬
‫ث‬ ‫ت‬
‫ن‬ َ
‫ن‬ ‫ا‬
Tha ta ba 'a
‫دن‬ ‫نخ‬ ‫نح‬ ‫نج‬
Da kha ha ja
‫س‬
‫ن‬ ‫زن‬ ُ‫ن‬ ‫ذن‬
Sa za ra dha
‫ن‬
‫ط‬ ‫ض‬
‫ن‬ ‫ص‬
‫ن‬ ‫ش‬
‫ن‬
Ta đa sa sha
‫ف‬
‫ن‬ ‫ن‬
‫غ‬ ‫ع‬
‫ن‬ ‫ن‬
‫ظ‬
Fa gha c
a ża
‫نم‬ ‫نل‬ ‫نك‬ ‫قن‬
ma la ka qa
‫ي‬
‫ن‬ َ‫ن‬ ‫َنـ‬ ‫َن‬
Ya wa ha na
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2. Kasrah: It sounds /i/ as in “pit” and is represented in writing by a slanting stroke

‫ ــقـ‬placed under the consonant concerned.
For example
‫ث‬
‫ق‬ ‫ت‬
‫ق‬ َ
‫ق‬
To read the above example we say:
‫ث‬
‫ق‬ ‫ت‬
‫ق‬ َ
‫ق‬ ‫ا‬
Thi Ti bi 'i
‫قد‬ ‫خق‬ ‫حق‬ ‫جق‬
Di khi hi ji
‫قس‬ ‫قز‬ ُ‫ق‬ ‫قذ‬
Si Zi ri dhi
‫قط‬ ‫ض‬
‫ق‬ ‫ص‬
‫ق‬ ‫قش‬
Ti Đi si shi
‫ف‬
‫ق‬ ‫غق‬ ‫عق‬c ‫قظ‬
Fi ghi i Żi
‫قم‬ ‫قل‬ ‫قك‬ ‫ق‬

‫ق‬
Mi Li ki qi
‫يق‬ َ‫ق‬ ‫قَـ‬ َ‫ق‬
Yi Wi hi ni
3. Dammah: It sounds /u/ as in "put" and is represented in writing by a 'waw' ‫ـلـ‬

placed on the consonant concerned, For example:
‫ل‬
‫ث‬ ‫تل‬ َ
‫ل‬
To read the above, we say
Bā’ dammah /bu/
Tā’ dammah /tu/
Thā’ dammah /thu/
‫ث‬
‫ق‬ ‫ت‬
‫ق‬ َ
‫ق‬ ‫ا‬
Thu Tu bu 'u
‫قد‬ ‫خق‬ ‫حق‬ ‫جق‬
Du Khu hu Ju
‫قس‬ ‫قز‬ ُ‫ق‬ ‫قذ‬
Su Zu ru dhu
‫قط‬ ‫ض‬
‫ق‬ ‫ص‬
‫ق‬ ‫قش‬
Tu Đu su Shu
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‫ف‬
‫ق‬ ‫غق‬ ‫عق‬ ‫قظ‬
Fu Ghu uc
Żu
‫قم‬ ‫قل‬ ‫قك‬ ‫ق‬

‫ق‬
Mu Lu ku Qu
‫يق‬ َ‫ق‬ ‫قَـ‬ َ‫ق‬
Yu Wu hu Nu
3.3 The Long Vowels ِّ َ ‫ا َل ِم‬ ُ‫و‬

‫ةُ ةر ة‬
The long vowels are represented by adding one of the letters known in English as
“letters of prolongation” and in Arabic as hurūf- ’al-maddi to the consonants
concerned after the short vowels have been put. The letters of prolongation are:
1- ‫( ا‬Alif madd) meaning ’alif of prolongation and corresponding with al-fa-thah.
2- َ (Wā’u madd) meaning wā’ of prolongation and corresponding with damma.
3- ‫( ي‬Yā’u madd) meaning yā’ of prolongation and corresponding with kasrah.
The long vowels are prolonged twice the pronunciation of the short vowels. They
are as follow:
i. Al-fat-hah with ’alif madd: It sounds /ā/ as in ‘car’ and is represented by a
similar stroke of ’al-fa-thah together with ’alif that follows the consonant
concerned ‫آ‬.
For example:
‫ًِ ن‬ which is spelt thus: Bā’ fat-hah alif madd /baa/
‫ًَ ن‬ which is spelt thus: Tā’ fat-hah alif madd /taa/
‫ًَ ن‬ which is spelt thus : Thā’ fat-hah alif madd /thaa/
ii. Al- kasrah with yā’u madd: it sounds /ii/ as in ‘sheep’ and is represented in
writing by a similar stroke with ya’ following the consonant concerned. For
example: ‫قإي‬
ِّ‫ق‬ which is spelt: bā’ kasrah ya’ madd / bii/
ّ‫َق‬ which is spelt: tā’ kasrah ya’ madd /tii/
ّ‫ثق‬ which is spelt: thā’ kasrah ya’u madd /thii/
iii. Dammah with wā madd. It sounds /uu/ as in ‘boot’
‫يلو‬ which is spelt bā’ dammah waw madd / buu/
‫َلو‬ which is spelt: tā’ dammah was madd /tuu/
‫ثلو‬ which is spelt: thā’ dammah waw madd /thuu/
15
When the consonant of the elongated fathah is Alif as in ‫ آدن لم‬the sign of the fathah
and the stressing Alif are to be replaced by madda thus (~) over the ’Alif ‫آ‬.
The long Fathah

English Translation Transliteration Arabic
A youth Shābun ًَ‫ن‬
‫ش ن‬
It was long Tāla ‫طً نل‬ ‫ن‬
Slept Nāma ‫نًم‬
‫ن ن‬
To increase Zāda ‫زن ادن‬
To continue Dāma ‫ام‬
‫دن ن‬
To deviate Zāgha ‫غ‬‫زن ا ن‬
To be lost Đāla ‫ضً نل‬ ‫ن‬
To aid / help Ghātha ‫غ ن‬
‫نًث‬
The Long Kasrah
Near Qarīb ‫يب‬‫ُن قَ ل‬
Big Kabīr ‫نَ قِ ل‬
َّ
Dear Azīz ‫نَ قَ ل‬
َ‫ي‬
brief /Short Wajīz َّ ‫نَ قَ ل‬
advantageous Mufīd ‫لِّّدل‬
Soft Khafīf
‫نْ قِ ل‬
‫ّف‬
indication Dalīl ‫دن قلّ لل‬
Far ba‘īd ‫ِن قّْدل‬
The Long Dammah
mind confusion Dhuhūl ‫نّ عجَل ل‬
َ‫و‬
refutable mardūd ‫نّ عَدلَدل‬
Insane majnūn َ‫و‬‫نّ عجَل ل‬
Raised marfū‘u ‫نّ عَِلو ل‬
‫ع‬
prostration sujūd ‫س لجودل‬‫ل‬
16
calmness sukūn ‫س لُ ل‬
َ‫و‬ ‫ل‬
prevalence ‘umūm ‫َ لمو لم‬ ‫ل‬
Food qūt ‫ُلوتل‬
3.4 Sukūn ‫ُّةوُة‬
‫ال س‬ (Quiescence)
The absence of vowels is indicated by a sign resembling a small circle on top of
the consonant. This sig ‫ ـلـ‬is called “sukūn” meaning “quiescence i.e. no sound
uttered after as the pronouncing of the consonant.
For Example:
‫َقبع‬ is spelt as tā’ kasrah ti, bā sukun /tib/
ْ‫لن ع‬ is spelt as lām; fathhah lā min sukun /lam/
‫ُل عل‬ is spelt as qāf dammah qu lām sukun /qul/
It should be noted that sukūn does not start a word in Arabic. It can only be in the
middle or at the final position in a word. More examples of silent consonants are
as follow:
Arabic Transliteration Arabic Transliteration
‫َنَع‬ ab ‫َ عنل‬ hal
‫ف‬
‫ص ع‬ ‫ق‬ sif ٌ‫لن ع‬ lan
َ‫لْ ع‬ khudh َ‫س ع‬ ‫ن‬ sir
‫ف‬ ‫ُق ع‬ qif ُ‫لز ع‬ zur
‫لل عج‬ luj ‫قّ عل‬ mil
3.5 Nunation ‫الّ ي َْ َويُة‬

We have earlier treated three short vowels in Arabic viz: Fat-hah indicated by (‫)ــنـ‬
the kasrah represented by (‫)ــقـ‬, and Dammah is signified by (‫ ;)ـلـ‬however, when
these vowels are doubled they produce an effect called TANWĪN or nunation i.e.
the sound N is pronounced though it is not written. Hence, fat-hatan (_ ‫)_ ا‬
produces AN, kasra-tan (_ ٍ _) produces IN and dammatān (_ ‫ )_ ن‬produces UN
sound. In addition, apart from closed ta’ (ta’ marbūţah) which bears only the
double fa-tha ‫ ;) لَّ قُ نمُ ( )ٌ ا‬all other letters with double fat-ha must bear the
addition of alif e.g. ‫َِوا‬
‫ ا‬.
17
More Examples on Nunation:

Pronunciation Arabic Alphabet Pronunciation Arabic Alphabet
an un in ‫َن‬ ٍ‫إ‬ ‫َا‬ đan đin đun ‫ض‬ ‫ن‬ ‫ض‬ ٍ ‫ض‬ ‫ا‬
ban bin bun َ
‫ن‬ َ
ٍ َ ‫ا‬ ţan ţin ţun ‫ط‬‫ن‬ ٍ‫ط ط‬ ‫ا‬
tan tin tun ‫ت‬‫ن‬ ‫ت‬ ٍ ‫تا‬ żan żin żun ‫ظ‬ ‫ن‬ ٍ‫ظ ظ‬ ‫ا‬
than thin thun ‫ث‬ ‫ن‬ ‫ث‬ ٍ ‫ث‬ ‫ا‬ ‘an ‘in ‘un ‫ع‬
‫ن‬ ٍ‫ع ع‬ ‫ا‬
jan ji jun ‫نج‬ ٍ‫ج‬ ‫اج‬ ghan ghin ghun ‫غ‬ ‫ن‬ ٍ‫غ غ‬ ‫ا‬
ңan ңin ңun ‫نح‬ ٍ‫ح‬ ‫اح‬ fan fin fun ‫ف‬ ‫ن‬ ٍ‫ف ف‬ ‫ا‬
khan khin khun ‫نخ‬ ٍ‫خ‬ ‫اخ‬ qan qin qun ‫نق‬ ‫ق‬
ٍ ‫اق‬
dan din dun ‫دن‬ ‫ٍد‬ ‫دا‬ kan kin kun ‫نك‬ ٍ‫كا ك‬
dhan dhin dhun ‫ذن‬ ‫ٍذ‬ ‫ذا‬ lan lin lun ‫نل‬ ‫ٍل‬ ‫ال‬
ran rin run ُ‫ن‬ ٍُ ُ‫ا‬ man min mun ‫نم‬ ‫ٍم‬ ‫ام‬
zan zin zun ‫نز‬ ‫ز‬ ‫از‬ nan nin nun َ‫ن‬ ٍَ َ‫ا‬
san sin sun ‫س‬ ‫ن‬ ‫ٍس‬ ‫س‬
‫ا‬ han hin hun ‫نَـ‬ ‫اَـ ٍَـ‬
shan shin shun ‫ش‬ ‫ن‬ ‫ٍش‬ ‫ش‬ ‫ا‬ wan win wun َ‫ن‬ ٍَ َ‫ا‬
şhan şin şun ‫ص‬ ‫ن‬ ‫ص‬ ٍ ‫ص‬
‫ا‬ yan yin yun ‫ي‬ ‫ن‬ ٍ‫ي‬ ‫ي‬ ‫ا‬
3.6 Diphthongs
Diphthong is a combination of two sounds or vowel letters e.g. the sounds of ou in
out and oy in boy are diphthongs. With the sign of sukūn and the weak consonants
g and s we can thus make two diphthongs composed of a short “a” followed by a
vowel less g or s which in pronunciation must be given full consonantal value e.g.
‫ ِن عو‬baw and ّ‫ ِن ع‬bay. Thus aw and ay are almost identical with ough in bough and
igh in bight.
3.7 Double Consonants (‫ّ ُِِة‬

‫)ال ي‬
If two identical consonants come together and are not separated by a vowel only
one is written with _ ‫ _ ي‬above it. This is called shaddah or strengthening. Thus, we
have:
Meaning Arabic
to drag, draw ُ‫ نَ عَ ن‬for َ‫نَ ل‬
to pour out ‫عب‬
‫صِ ن‬ ‫ ن‬for ‫صبل‬ ‫ن‬
to smell ْ‫ ش عنم ن‬for ْ‫ش ل‬ ‫ن‬
18
to flee, escape ُ‫ِن عَ ن‬ for َ‫ِن ل‬

to solve (problem) ‫نُ عُ نل‬ for ‫ل‬ ‫نُ ل‬
to think about ُ‫ِن عُ نَ ن‬ for َُ‫ِ ل‬
to clean ‫ف‬‫ظ ن‬ ‫نظ ن‬ ‫ن ع‬ for ‫ف‬‫نظ ن‬ ‫ن ل‬
to comb ‫َ ن‬
‫ط‬ ‫نّ عَ ن‬ for ‫ط‬ ‫َ ن‬ ‫نّ ل‬
to arrange ْ‫ظ ن‬‫نظ ن‬ ‫ن ع‬ for ْ‫نظ ن‬ ‫ن ل‬
to train, drill َ ‫دن عُ نُ ن‬ for َ ‫دن لُ ن‬
3.8 The Moon and Sun Letters ‫سييةة‬
َ ‫وُ ا َلَِ ِم َرييةة والّ َيم‬
‫ا َل ةح ةر ة‬
‫ ع‬in Arabic is added to nouns to make them definite. For example
The particle al ‫ال‬
‫ عال قُْ ن ل‬means the book.
‫ قَْ ن ن‬means a book; al-kitāb ًَ
kitāb ًَ
The Arabic alphabets are divided into Moon letters, ’al-hurūf-ulqamariyyah and
sun letters, ’al-hurūf-ash-shamsiyyah.
‫ ” ع‬is
In the case of nouns starting with moon letters, the definite article i.e. al “‫ال‬
pronounced in full while is dropped in that of sun letters.
Nouns Starting With Moon Letters

The needle ’al-’ibrah ‫اإِ نعٌَ ل‬ ‫ ق‬-َ
The cow ’al-baqarat ‫ عالِنِن نٌَ ل‬-َ
The mountain ’al-jabal ‫ عال نجِن لل‬-‫ج‬
The stone ’al-hajar َ‫ عال نِ نج ل‬-‫ح‬
The bread ’al-khubz َ‫ عال لخِ لع‬-‫خ‬
The honey ’al-‘asal ‫َ لل‬ ‫ عالْن ن‬-‫ع‬
The stranger ’al-gharīb ‫ عالغ قنَ ل‬-‫غ‬
‫يب‬
The mouse ’al-fa’r ُ‫ عالِنً ع ل‬-‫ف‬
The moon ’al-qamar َ‫ عالِن نم ل‬-‫ق‬
The cup ’al-ka’su ‫س‬ ‫ عال نًُ ع ل‬-‫ك‬
The king ’al-malk ‫ ال نم عَُل‬-‫م‬
The cat ’al-hirr َ‫َـ عال قُ م‬
The document ’al-wathīqah ‫ عال نوثقِّنُل‬-َ
19
The hand ’al-yad ‫ عالّندم‬-‫ي‬

Nouns Starting With Sun Letters

The crown ’at-taj ‫ الْلً لج‬-‫ت‬
The fox ’ath-tha‘lab ‫ب‬‫ الث ل عُْن ل‬-‫ث‬
The bucket ’ad-dalw ‫ الد علل لو‬-‫د‬
The fly ’adh-dhubāb ‫ الَمِن ل‬-‫ذ‬
ًَ
The letter ’ar-risālah ‫سًلنُل‬ ‫الَ ن‬ ‫ ق ي‬-ُ
The butter ’az-zubd ‫الَ عِدل‬ ‫ م‬-‫ز‬
The roof ’as-sath ‫ط لح‬ ‫َ ع‬ ‫ ال ل‬-‫س‬
The police man ’ash-shurtiyyu ّ
‫َ عَ قط م‬ ‫ ال م‬-‫ش‬
The soap ’aş-şabun ‫ًَِل ل‬
َ‫و‬ ‫ ال ل‬-‫ص‬
The frog ’ad-difda‘ah ‫ض عِدن نَُل‬ ‫ ال ل‬-‫ض‬
The stamp ’aţ-ţabicu ‫الطًِق لع‬ ‫ ل‬-‫ط‬
The envelope ’aż-żarf ‫ف‬ ‫الظ عَ ل‬ ‫ ل‬-‫ظ‬
The milk ’al-laban ٌ‫ الُلِن ل‬-‫ل‬
The carpenter ’an-najār ًُ ‫ الَل نج ل‬-َ
4.0 CONCLUSION
You must have leant the following in this unit:
 The Arabic short vowels and their pronunciation on two, three, and more than
three letter words.
 The position of sukūn in an Arabic word and its pronunciation.
 How to recognize the long vowels and the method of its articulation.
 The diphthongs and the double consonants as well as the moon and sun letters.
 How to read simple words in Arabic, fully vocalized with all the signs
introduced.
 How to write Arabic letters in a connected manner at the beginning, middle
and end of the word.
5.0 SUMMARY
In the foregoing lessons We have dealt extensively with the preliminary aspect of
our study of Arabic. It is expected that thorough mastery of all Arabic words
20
provided and the ability to read them fluently are necessary pre-requisite for
proper understanding of subsequent units.

1. Write a short note on Tanwīn.
2. Distinguish between Moon and Sun Letters.
3. Give two examples each of the words vocalized with:
(a) Short vowels

(b) Long vowels
(c) Diphthongs
(d) Nunation
(e) Shaddah
4. Re-write the following words in joined form.

(a) َ ‫ا‬ ‫ك ت‬
(b) ‫ف‬ ‫َ ق‬
(c) ‫ذ‬ ‫م ي‬ ‫ت ل‬
(d) ‫ُ س‬ ‫د‬ ‫م‬
(e) ‫م‬ َ ‫ي‬
(f) ُ ‫ل‬ ‫ل‬ ‫ا‬
(g) ‫ل‬ ‫ج م‬
(h) ٌ ‫م‬ ‫ل‬ ‫ك‬
(i) َ ‫ل‬ ‫د‬
(j) ٌ ‫ع‬ ‫س ا‬
7.0 REFERENCES / FURTHER READINGS
Adeniji, B. O and Hameed, O.O. (2000). A New Approach to the Arabic
Lauguage for schools and Colleges, Abeokuta: at–Tayyibun Islamic Outlook.
A new Approach to the Arabic Language for Schools and Colleges. Abeokuta: at-
Tayyibun Islamic outlook.
Mazhar, M.A. (1972). Arabic, the Source of all the Languages. Neidein. Draus
Publishers.
21
MODULE 2 ARABIC VOCABULARY DEVELOPMENT

Unit 1 House-hold Items and Words Relating to Day to Day Activities.
Unit 2 Numbers, Dates, the Days, the Months, the Season Divisions.
Unit 3 Human Body, Five Senses, Illness and Occupation.
Unit 4 Some Arabic Customs, Greetings and Gender Numbers.
Unit 5 The Nature, Trees, Insects. Reptiles, Inanimate Objects and some
Arabic Adjectives.
Unit 6 Food, Vegetables, Fruits, Drinks, Banks and Post Office.
UNIT 1 HOUSE-HOLD ITEMS AND WORDS RELATING TO

DAY TO DAY ACTIVITIES
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Common Words at Home
3.2 Common words in the kitchen
3.3 Common Words in the School
3.4 Common Words in the Bookshop
3.5 Common Words in the Farm
3.6 Members of the Family
3.7 Name of Some Animals
3.8 Name of Some Birds
3.9 Common words in Sport
3.10 Some Common verbs
4.0 Conclusion
5.0 Summary
6.0 Tutor Marked Assignment (TMA)
1.0 INTRODUCTION
This unit introduces you to the learning of common vocabularies that are peculiar
to various professions, environment, time and concepts. It is meant to enrich your
knowledge on spoken and written Arabic.
2.0 OBJECTIVES
At the end of this study, you are expected to have learnt the following:
 Names of various items that are unique to specific matters and environment.
 Some common verbs that are used for day to day activities.
3.0 Main Content
22
3.1 Common Words At Home

English Translation Arabic English Translation Arabic
house ‫نّ عََ نل‬ slab ‫طُل‬ ‫ِن نل ن‬
window ‫ننًِقَنٌ ن‬ mailbox ‫ص عَد للق عالِن قَيدل‬ ‫ل‬
shutter ‫ع عالِن عّ ق‬
‫ت‬ ‫َ نَ ل‬ ‫قّ ع‬ balcony ‫ش عَِنُن‬ ‫ل‬
bell ‫س‬ ‫نَ نَ ل‬ bench ‫نّ عِْندن‬
lock ‫ُل عِ نل‬ tree ‫ش نج نٌَ ن‬ ‫ن‬
stair ‫د علُ نج‬ grass ‫ب‬‫َ عَ ن‬ ‫ل‬
roof ‫ط نح‬ ‫س ع‬ ‫ن‬ key ‫قّ عِْنً نح‬
garden ‫نُدقيِنُن‬ fence ‫قسّنً نج‬
shelf ‫ف‬ ‫نُ ي‬ bathroom ‫نُ نمً نم‬
chair ّ‫لَ قَ قس ي‬ ceiling ‫ف‬ ‫س عِ ن‬ ‫ن‬
telephone ‫ف‬ ‫َنًَق ن‬ corridor ‫اق‬ ‫لُ نَ ن‬
Basket ‫سُنُن‬ ‫ن‬ iron ‫قّ عُ نواٌ ن‬
furnished house ‫نّ عَ نُ نٌ نّ عِ لَ ن‬
‫َش‬ air conditioning ُ ‫لف ال نُ نوا ل‬ ‫لّ نُّ ل‬
motor park ًٌٍُ‫ل‬
‫سّ ن‬ ‫نّ عَ نَ لٌ ل‬ upstairs ‫طً قِ نق نَُن قو ي‬
‫ي‬ ‫ل‬
sink ُ‫َُن‬ ‫نّ عغ ن‬ clothes ًَ
‫ثقّن ن‬
sitting room ‫وس‬‫غ عَِنُل عال لجُل ق‬ ‫ل‬ closet ‫قَْن اننُن‬
stove ‫نّ عوُقدن‬ couch ‫َ ن قُي نُُن‬
library ‫نّ عُْنِنُن‬ curtain ‫ًٌُ ن‬ ‫قسْ ن ن‬
bedroom ‫غ عَِنُل الَل عو قم‬ ‫ل‬ broom ‫َُن‬ ‫قّ عَُن ن‬
pillow ‫سًدنٌ ن‬ ‫قَ ن‬ apartment ‫شِنُن‬ ‫ل‬
mirror ‫نّ عَآٌ ن‬ electrical wirings ‫َ عُ نَِنً قئّلُل‬ ‫َ ن عسلنكل ن‬
mattress ‫قش‬‫قِ نَا ن‬ carpet ‫س لجًدنٌ ن‬ ‫ن‬
3.2 Common Words In The Kitchen
kitchen ‫نّ ع‬
‫طِن نخ‬ saucepan ُ‫ُق عد ن‬
refrigerator ‫ثنلن نَُن‬ teakettle ٍ ‫يق شنْعي‬ ‫قإِ قعَ ل‬
oven َ‫ِل عَ ن‬ bowl ‫لز عِ قدينُن‬
table ‫طً قَلنُن‬ ‫ن‬ utensil ‫آنقّنُن‬
23
cupboard ‫ْنَن اننُن‬ frying pan ‫قّ عِلنٌ ن‬

sink ‫َُنُن‬ ‫نّ عغ ن‬ knife ‫قس قُ ن‬
ٌّ
dish ٌ‫ص عِ ن‬ ‫ن‬ spoon ‫قّ عُْنِنُن‬
glass ‫س‬ ‫نَْ ن‬‫ع‬ plate ‫طِن نق‬ ‫ن‬
sugar-bowl ‫س نُ قَينُن‬ ‫ل‬ tray ‫صّ قَّنُن‬ ‫ق‬
coking pan ‫ط عَ نج نٌَ ن‬ ‫ن‬ gas stove ٍ ‫نّ عوُقدل غ‬
‫نًز‬
kettle ‫غ ننلينُن‬ bottle ‫ُنَقَّنُن‬
Filter ‫َِنًٌ ن‬ ‫قّ ع‬ broom ‫َُن‬ ‫قّ عَُن ن‬
dust ‫َف‬
‫ًُ ن‬ ‫نَ ل‬ folk ‫ش عنو نَُن‬
electric stove ‫نّ عوُقدن نَ عُ نَِنًئق ي‬
ّ matches ٍ ً‫َودل ثقِن‬
َ ‫ل‬
3.3 Common Words In The School
school ‫سُن‬ ‫نّ عد نُ ن‬ pen ْ‫ُنُن ن‬
classroom ‫َ نل‬ ‫ِن ع‬ exercise-book ‫سُن‬ ‫قَ نَا ن‬
staffroom ‫لُ عج نٌَ ل عال لمدن ق يُ قسٌّن‬ book ًَ ‫قَْ ن ن‬
principal’s office ‫الْن قمّ قد‬ ‫ب ع‬ ‫نّ عُْ ن ل‬ ruler ‫ط نٌَ ن‬ ‫قّ عَ ن‬
laboratory ‫نّ عْ نم نل‬ blackboard ‫وٌُ ن‬ ‫سِ ل ن‬ ‫ن‬
library ‫نّ عُْنِنُن‬ chalk َّ
‫طِنً قش ن‬ ‫ن‬
‫صًلنُل ع‬ ‫سُن‬ ‫ط نل ن‬ ‫ن‬
assembly hall ‫اَْق نمًعق‬ ‫ن‬ duster
principal ‫َ قمّدن‬ ‫ن‬ pupil (male) ‫َق عُ قمَّن‬
vice-principal ‫ب نَ قمّ ٍد‬ ‫ننً قئ ل‬ student (male) ‫ب‬ ‫طً قل ن‬ ‫ن‬
senior-tutor ‫س َ ن نَ نل‬ ‫لّدن ق يُ ن‬ pupil (female) ‫َق عُ قمَّنٌ ن‬
teacher ْ‫ لّْن قُي ن‬/‫س‬ ‫لّدن ق يُ ن‬ student (female) ‫طً قلِنُن‬ ‫ن‬
mistress ‫ لّْن قُي نمُن‬/‫سُن‬ ‫لّدن ق يُ ن‬ fellow ‫زن قّّ نل‬
register ‫قس قج نل‬ field ‫ب‬ ‫نّ عُْن ن‬
computer ّ ‫اإ عل قُْع نَ عَنق م‬ ‫الْن عِ لل ق‬/ ‫وَ ع‬ ‫س ل‬‫ عال نًِ ل‬typewriter ُ‫آلنُل عال نًَُقِن ق‬
3.4 Common Words In The Bookshop
book ‫قَْ ن ن‬
ًَ globe ‫ضّلُن‬
‫لَ لٌَ ن َ ن عُ ق‬
Pen ْ‫ُنُن ن‬ ink َ‫قُِ نع‬
24
pencil ‫ًص‬ ٍ ‫ص‬ ‫ُنُن لْ نُ ن‬ ink-pot ‫قّ عِِن نٌَ ن‬

arithmetic book ٍَ ًَ ‫ًَ قُ ن‬ ‫قَْ ن ل‬ dictionary ْ‫ لّ عْ نج ن‬/‫وس‬ ‫ُنً لّ ن‬
science book ‫وم‬ ٍ ‫َُل‬ ‫ًَ ل‬ ‫قَْ ن ل‬ copy-book َ‫دن عِْ ن ن‬
history ٍ‫ًُيخ‬ ‫ًَ َ ن ق‬ ‫قَْ ن ل‬ fountain pen ‫سًئق ٍل‬‫ُنُن لْ قُِ قعَ ن‬
grammar book ‫ًَ ُن نوا قَ ٍد‬ ‫قَْ ن ل‬ stapler ‫سُن‬ ‫نَِنً ن‬
reading book ٌٍُ‫ًَ ُق نَا ن‬ ‫قَْ ن ل‬ paper-ream ٍ ُ‫وَ نَ ن‬
‫ق‬ ‫َ ل‬ ‫نًّ ل‬
paper ‫نَ نُُنُن‬ story book ٍُ َ
‫ًَ ُق ل‬ ‫قَْ ن ل‬
ruler ‫ط نٌَ ن‬ ‫قّ عَ ن‬ envelope ‫ف‬ ‫ قغلن ن‬/‫ف‬ ‫ظ عَ ن‬ ‫ن‬
chalk ُ‫و‬‫َ ن‬ ‫ط عِ ل‬ ‫ن‬ novels ‫ًت‬‫قُ نَاين ن‬
Anthology/divan ٍَ ْ ‫اَ قش ع‬ ‫قيو ل‬ ‫د ن‬ bulletins ‫ننَ ننَ ن‬
‫ات‬
slate ُ‫لن عو لح َ ن عُد نلَ ٍاز علُ قُْنًِن ق‬ magazine ‫ت‬‫نّ نج نل ن‬
map ‫طُن‬ ‫ْ قنَي ن‬ adventure stories ٍ ‫ص لّغنً نّ نَا‬
‫ت‬ ‫َ ل‬ ‫ُق ن‬
duster ‫لّ نم نًٌِ ن‬ cardboard َ‫نَ عََلو‬
carbon paper َ‫نَ نُ لق نَ عَِلو‬
3.5 Common Words In The Farm
English Translation Arabic
farm ‫ نّ عَ نُ نَُن‬/‫نُ عِ نل‬
vegetables ‫ض نَ نَ ن‬
‫ات‬ ‫لْ ن‬
fruit ‫ِنً قَ نُُن‬
beans ً‫للو قِّن‬
farmer ‫ِن نل نح‬
tree ‫ش نج نٌَ ن‬ ‫ن‬
branch ‫ِن عَ ن‬
‫ع‬
palm-tree ‫ن عنخُنُن‬
mango ً‫عال نم عَ نج‬
rice ‫َ ن لُزن‬
yam ‫ينً لم‬
cutlass ‫س‬ ‫طُن ل‬ ‫ُن ع‬
Hoe ‫نّ عَْن ُنُن‬
3.6 Members of The Family
25
family ‫نًَئقُنُن‬ mother-in-law ‫نُ نمًٌ ن‬

Father َ‫َن ن‬ daughter-in-law ‫قَِلُن‬
mother ‫َ ل نم‬ stepfather ‫زن عَ لج َ ل ٍ يم‬
daughter ‫ا عَِنُن‬ stepmother ٍ ‫زن عَ لج َنَي‬
brother ‫َ ن نخ‬ husband ‫زن عَ نج‬
sister ‫ت‬ ‫َ ل عْ ن‬ wife ‫زن عَ نَُن‬
grandfather ‫نَدم‬ single (male) َ‫َنَ لعَ ن‬
grandmother ‫نَدلٌ ن‬ single (female) ُ‫َ عَِنً ن‬ ‫ن‬
grandson ‫نُ قِّدن‬ engaged َ‫و‬ ‫ط ن‬ ‫نّ عخ ل‬
granddaughter ‫نُ قِّدنٌ ن‬ spinster ‫س‬ ‫نًَئق ن‬
uncle (related to mother) ‫ل‬ ‫ْنً ن‬ fiancé ‫ّب‬‫نط ن‬ ‫ْ ق‬
uncle (related to father) ْ‫نَ ي‬ fiancée ‫نطِّنُن‬ ‫ْ ق‬
aunt (related to mother) ‫ْنًلنُن‬ married ‫لّْ نَن ي قَ نج‬
aunt (related to father) ‫ًَ لُّن‬ ‫ن‬ divorced ‫طُل نق‬ ‫لّ ن‬
cousin (male) ْ‫اِ لعٌ نَ ٍ ي‬ widower ‫َ ن عُ قّ نل‬
cousin (female) ْ‫ا عَِنُل نَ ٍ ي‬ widow ‫َ ن عُ قُّنُن‬
cousin (male) ‫اِ لعٌ ْنً ٍل‬ bride-groom ‫يس‬ ‫نَ قَ ن‬
cousin (female) ‫ا عَِنُل ْنً ٍل‬ bride ‫َس‬ ‫نَ لَ ن‬
nephew ٍ‫اِ لعٌ َنخ‬ marriage ‫زِن ن‬/
‫ًف‬ ‫زن نَا نج ق‬
nephew ٍ ْ‫اِ لعٌ َ ل ع‬
‫ت‬ engagement ‫نطِّنُن‬ ‫ْ ق‬
‫ل‬
niece ٍ‫ا عَِنُل َخ‬ wedding ‫س‬‫َ عَ ن‬ ‫ ل‬/‫ًف‬ ‫قزِن ن‬
brother-in-law َ‫ص عُ ن‬ ‫ق‬ twin ‫َ ن عوَ ن نم‬
sister-in-law ّ‫ا عَِنُل عال نِ قم‬ wedding ring ٍ‫دن عُِنُل ق يزِنًف‬
father-in-law ‫نُ عم نو‬ bachelor ُ‫و‬ ‫َ ن‬ ‫نُ ل‬
3.7 Name of Some Animals
English Arabic English Arabic
lion ‫َن ن‬
‫سد ن‬ polar bear ‫دلَع عالِن ع‬
‫طب‬
rabbit ‫َ ن عُن ن‬
‫نب‬ wolf ‫قذئع ن‬
‫ب‬
snake ‫ث ن عِْن ن‬/‫نُّنُن‬
ًَ giraffe ‫لز نُاِنُن‬
cow ‫ِنِن نٌَ ن‬ hyena ‫ض عِ نع‬
‫ن‬
26
mule ‫ِنغن نل‬ goat َ‫نًّ قَ ن‬

owl ‫وم‬
ٍ ‫ِل‬ gazelle / beer ‫غنَن ا نل‬
crocodile ‫ًَ نح‬ ‫َق عم ن‬ mare/horse ‫س‬ ‫ِن نَ ن‬
fox ‫ب‬‫ث ن عُْن ن‬ leopard ‫ِن عُدن‬
camel ‫نَ نم نل‬ elephant ‫قِّ نل‬
horse ًَ ‫َ ن‬ ‫قُ ن‬ monkey ‫ُق عَدن‬
pig َ‫ي‬‫قْ عَ قَ ن‬ dog ‫ب‬‫نَ عُ ن‬
ram ‫عش‬‫نَِ ن‬ cat َ‫قَ ي‬
lioness ‫للِ نعٌَ ن‬ okapi ‫َ ن نَ ن‬
ًَ
tiger َ‫ن قنم ن‬ water buffalo ًُ‫وس عال نم ق‬‫نًَ لّ ل‬
ewe ‫نن عْ نجُن‬ otter ‫ب عال نم ق‬
ًُ ‫ث ن عُْن ل‬
3.8 Name of Some Birds
parrot ُ‫ِن عِغنً ن‬ crane َّ‫نَ عَ ق‬
nightingale ‫ل‬ ‫ِل عُِل ن‬ eagle َ‫ننَ نع‬
duck ‫طُن‬ ‫ِن ن‬ ostrich ‫ننْنً نُّن‬
‫َ ن‬
goldfinch َ‫و‬ ‫نُ ل‬ hoopoe ‫لَ عد لَدن‬
pigeon ‫نُ نمً نُّن‬ bat ‫ط نو ن‬
‫اط‬ ‫نَ ع‬
cock ‫د ن‬
َ‫قي‬ goose ‫إق نَ لزٌ ن‬
hen ‫دن نًَ نَُن‬ whine hat ّ ‫ُلُن عّ قْ م‬
peacock ‫َس‬ ‫طًُل ن‬ ‫ن‬ deer ‫زن عَُن ن‬
‫اق‬
crow َ‫ا‬‫غ نَ ن‬ ‫ل‬ partridge ‫نُ نج نل‬
butterfly ‫ِق نَاشنُن‬ pelican ‫ِن نج نع‬
falcon َ‫ص عِ ن‬ ‫ن‬ quail ‫س عُ نوى‬ ‫ن‬
sailfish ‫ّس‬‫س عُ قِ ل‬ ‫ن‬ swallow ُ‫و‬ ‫َِ ل ن‬ ‫َ ع‬ ‫ل‬
snakebird ‫طً قئ نَ َ ن عِْن نوا قن ي‬
ّ ‫ن‬ turkey ‫س‬ ٍ ‫قديَل نُِن‬
3.9 Common Words in Sport
football ‫لَ نٌَ ل عالِندنم‬ field ‫نّ عّدن ن‬
َ‫ا‬
27
goal ‫ نّ عَ نّى‬/‫ف‬ ‫نَدن ن‬ golf ‫ف‬ ‫نَ عولن ن‬

coach َ‫لّدن ق يُ ن‬ referee ْ‫نُ نُ ن‬
player ‫ب‬ ‫نلن قَ ن‬ team ‫يق‬‫ِن قَ ن‬
basketball ُ‫َُن ق‬ ‫لَ نٌَ ل ال ل‬ boxing ‫عال لملن نَ نمُل‬
volleyball ٌ‫الطً قئ نَ ق‬‫لَ نٌَ ل ل‬ physical exercise ‫ضُل الِندن قنّلُل‬ ‫الَينً ن‬ ‫قي‬
handball ‫لَ نٌَ ل الّن قدي‬ cycling ُ‫وَ الد نلُا نَ ق‬ ‫لُ لَ ل‬
wrestling ‫ًُ نَُل‬ ‫َ ن‬ ‫ال لم ن‬ fishing ‫ص عّدل ال ل‬
َ‫َ نم ق‬ ‫ن‬
tennis ‫س‬ ‫الْلَق ل‬ high jump ‫عالِن عِ نَ الْنً قل ي‬
ّ
horse riding ‫وَ عال نخ عّ قل‬ ‫لُ لَ ل‬ hockey َّ‫عال نُو ق‬
3.10 Some Common Verbs
He ate ‫َ ن نَ نل‬ He drank َ‫ش قنَ ن‬
He sat ‫س‬ ‫نَُن ن‬ He arrived ‫ُند نقم‬
He watched ‫س‬ ‫نُ نَ ن‬ He accepted ‫ُن قِ نل‬
He studied ‫س‬‫دن نُ ن‬ He laughed َ‫ض نِ ن‬ ‫ن‬
He tied ‫ط‬‫نُ قِ ن‬ He rode ‫ب‬
‫نُ قَ ن‬
He entered ‫دن نْ نل‬ to be heavy ‫ثنِل نل‬
He read ‫ُن نََ ن‬ to be abundant َ‫نَث ل ن‬
He explained ‫ش ننَ نح‬ to be nice ‫ٌَن‬‫نُ ل‬
He was ill ‫ض‬
‫نّ قَ ن‬ to be easy ‫س لُ نل‬ ‫ن‬
He wrote ‫ب‬‫نَْ ن ن‬ to be difficult ‫ب‬‫صْل ن‬ ‫ن‬
He forgot ّ‫ق‬
‫ننَ ن‬ to be sweet َ ‫نََل ن‬
4.0 CONCLUSION
You must have learnt in this unit some words that are peculiar to various places,
animals, professions and sports.
5.0 SUMMARY
This unit has dealt with many common vocabularies that are necessary for the
study of some important issues in subsequent units.
28

1) Mention five words each that are common to the following:
i. home
ii. school
iii. sports
2) List ten verbs and their translation in English
7.0 REFERENCES/FURTHER READINGS

El-Gemei, M.M. (1970). Arabic Book for Non-Arabs, Cairo: al-Ahrāmu t-
Tijāriyyah press
Hashim, A. (1969). Arabic Made Easy, Lahore: Ashraf Printing Press.
29
UNIT 2 NUMBERS, DATES, THE DAYS, THE MONTHS, THE

WEATHER AND THE SEASON
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Numbers
3.1.1 The Real Numbers
3.1.2 The Ordinal Number
3.2 The Dates
3.3 The Days
3.4 The Month
3.5 The Weather
3.6 The Season
4.0 Conclusion
5.0 Summary
1.0 INTRODUCTION
The unit introduces you to both the real and ordinal numbers, days of the week and
the months of the year, weather / seasons shall be discussed and the division of
things into parts.
2.0 OBJECTIVES
At the end of this unit, you should be familiar with:
 Numbering system in Arabic
 Arabic names for dates, days of the week, months, weather and parts.
3.0 MAIN CONTENT

3.1 Numbers
3.1.1 The Real Numbers
one ‫اُدن‬
‫نَ ق‬ eighteen َ‫ث ن نمًنقّنُل نََ نن‬
two ‫اثعَ ن‬
ًَ‫ن‬ nineteen َ‫َق عَْنُل نََ نن‬
three ُ‫ث ن نلثن‬ twenty ‫قَ عَ لَََن‬
four ‫َ ن عُِنْنُن‬ thirty ‫ث ن نلثلوَن‬
30
five ‫َُل‬ ‫ْ عنم ن‬ forty ‫َ ن عُِنْلوَن‬

six ‫قسْنُن‬ fifty ‫َوَن‬ ‫ْ عنم ل‬
seven ‫س عِْنُن‬
‫ن‬ sixty ‫قسْلوَن‬
eight ‫ث ن نمًنقّنُن‬ seventy ‫س عِْلوَن‬ ‫ن‬
nine ‫قَ عَْنُن‬ eighty ‫ث ن نمًنلوَن‬
ten ‫َ نٌَ ن‬ ‫نَ ن‬ ninety ‫َق عَْلوَن‬
eleven َ‫َ ن عُدن نََ نن‬ hundred ‫قًّئنُن‬
twelve َ‫اثعَنً نََ نن‬ two hundred ًَ‫قًّئنْ ن ق‬
thirteen َ‫ث ن نلثنُل نََ نن‬ three hundred ُ‫ث ن نلث ن قمًئن‬
fourteen َ‫َ ن عُِنْنُل نََ نن‬ one thousand ‫ف‬ ‫َ ن عل ن‬
fifteen َ‫َُل نََ نن‬ ‫ْ عنم ن‬ two thousand ‫َ ن علِن ق‬
ًَ
sixteen َ‫قسْنُل نََ نن‬ one million َ‫و‬ ‫قّ عُّل ل‬
seventeen َ‫س عِْنُل نََ نن‬ ‫ن‬ two million ‫قّ عُّلون ق‬
ًَ‫ن‬
billion ‫قِ عُّل ل‬
َ‫و‬
trillion َ‫و‬ ‫َق عَ علّل ل‬
3.1.2 The Ordinal Number
first ‫َ ن نَ لل‬ seventh َ‫ًَ قِ لع نََ نن‬ ‫ال ل‬
second ّ‫الثلًنق‬ eighteenth َ‫ًّ لٌ نََ نن‬ ‫ثن ق‬
third ‫ث‬ ‫الثنً قل ل‬ nineteenth َ‫َنً قس لع نََ نن‬
fourth ‫الَا قِ لع‬ ‫ل‬ twentieth ‫عال قْ عَ لَََن‬
fifth ‫س‬ ‫نًّ ل‬ ‫عالخ ق‬ twenty-first ‫عال نًِدقي نَ عال قْ عَ لَََن‬
sixth ‫قس‬
‫ًَد ل‬ ‫ال ل‬ twenty-second ‫الثلًنقّ نَ عال قْ عَ لَََن‬
seventh ‫سً قِ نع‬‫ن‬ twenty-third ‫ث نَ عال قْ عَ لَََن‬ ‫الثنً قل ل‬
eighth ٌ‫ًّ ن‬ ‫ثن ق‬ twenty-fourth ‫الَا قِ لع نَ عال قْ عَ لَََن‬ ‫ل‬
ninth ‫َنً قس نع‬ thirtieth ‫الث ل نلثلوَن‬
tenth ٍَ‫نًَش ن‬ fortieth ‫اأ ن عُِنْلوَن‬
eleventh َ‫نًُدقي نََ نن‬ fiftieth ‫َوَن‬ ‫عالخ عنم ل‬
twelfth َ‫ًَ نََ نن‬ ‫ثن ق‬ sixtieth ‫َْلوَن‬ ‫ال ق ي‬
thirteenth َ‫ث نََ نن‬ ‫ثنً قل ل‬ seventieth ‫َ عِْلوَن‬ ‫ال ن‬
31
fourteenth َ‫نُاِق لع نََ نن‬ eightieth ‫الث ل نمًنلوَن‬

fifteenth َ‫س نََ نن‬ ‫نًّ ل‬
‫ْ ق‬ ninetieth ‫ال قْ ي عَْلوَن‬
sixteenth َ‫قس نََ نن‬ ‫سًد ل‬ ‫ن‬ one hundredth ‫عال قمًئنُل‬
3.2 The Dates
day ‫ين عو نم‬ in the morning ًُ‫صِنً ا‬ ‫ن‬
week ‫َ ل عسِلو ن‬
‫ع‬ at noon ‫ظ عُ اَا‬ ‫ل‬
month َ‫ش عُ ن‬ ‫ن‬ in the afternoon َ‫الظ عُ ق‬ ‫ِن عْدن م‬
year ‫سَنُن‬ ‫ن‬ one quarter of an hour ٍُ َ ‫سً ن‬ ‫لُ عِ لع ن‬
daytime ًُ
‫نن نُ ن‬ half an hour ٍُ َ‫سً ن‬ ‫ف ن‬ ‫َ ل‬ ‫نق ع‬
night ‫لن عّ نل‬ season ‫َ نل‬ ‫ِن ع‬
tomorrow ‫نغدنا‬ half a year ٍُ ‫سَن‬ ‫ف ن‬ ‫َ ل‬ ‫قن ع‬
yesterday ‫ًُ نُُل‬ ‫عالِن ق‬ mid-day ًُ ‫ف الَل نُ ق‬ ‫َ ل‬ ‫لّ عَْ ن ن‬
hour ‫سً نَُن‬ ‫ن‬ mid-night ‫ف الُل عّ قل‬ ‫َ ل‬ ‫لّ عَْ ن ن‬
‫َ ل ل‬
midweek ‫ف عاأ عسِلوعق‬ ‫لّ عَْ ن ن‬ midyear ُ‫ََن ق‬ ‫ف ال ل‬ ‫َ ل‬ ‫لّ عَْ ن ن‬
midday ‫ف الَل نُ ق‬
ًُ ‫َ ل‬ ‫لّ عَْ ن ن‬ weekly ً‫َ ل عسِلو قَّا‬
moment ‫ظُن‬ ‫لن عِ ن‬ daily ً‫ين عو قّّا‬
minute ‫دن قُِّنُل‬ leap year ‫َُن‬ ‫سَنُل نَ قِّ ن‬ ‫ن‬
second ‫ثنًنقّلُن‬ sunrise ‫َ عم قس‬ ‫َق ال ل‬ ‫ش لَ ل‬ ‫ل‬
in the evening ُ‫ًَ ا‬ ‫نّ ن‬ sunset ‫َ عم قس‬ ‫ََ ال ل‬ ‫غ لَ ل‬ ‫ل‬
3.3 The Days
English Arabic
Monday ٌ‫ين عو لم عالثعَنّ قع‬
Tuesday ‫ين عو لم عالث ل نلث ن ق‬
ًُ
Wednesday ‫ين عو لم عاأ ن عُ قِْن ق‬
ًُ
Thursday ‫ّس‬‫ين عو لم عالخ قنم ق‬
Friday ُ‫ين عو لم عال لج عمْن ق‬
Saturday ‫ت‬‫َ عِ ق‬ ‫ين عو لم عال ن‬
Sunday ‫ين عو لم عاأ ن عُ قد‬
32
‫‪ARA 111‬‬ ‫‪ARABIC CONVERSATION‬‬
‫‪3.4‬‬ ‫‪The Month‬‬

‫‪Months in the‬‬ ‫‪Transliteration‬‬ ‫‪Months of the‬‬ ‫‪Months in the‬‬
‫‪English Calendar‬‬ ‫‪Assyrian‬‬ ‫‪Islamic‬‬
‫‪Calendar‬‬ ‫‪Calendar‬‬
‫‪January‬‬ ‫يلَنً قي لَ‬ ‫وَ الثلًنقّ ق‬
‫نًَنل ل‬ ‫لّ نِ لَ نم‬
‫‪February‬‬ ‫ِنِ نعَا قي لَ‬ ‫شِنً ل‬
‫ط‬ ‫ل‬ ‫صِن لَ‬
‫ن‬
‫‪March‬‬ ‫س‬ ‫ًُ ل‬ ‫نّ ع‬ ‫َنذن ل‬
‫اُ‬ ‫نُِقّ لع عاأ ن نَ قل‬
‫‪April‬‬ ‫قإِ قعَي لل‬ ‫َ ل‬
‫ًَ‬ ‫نقّ ن‬ ‫نُ قِّ لع الثلًنقّ‬
‫‪May‬‬ ‫نًّين عو‬ ‫َني ل‬
‫لًُ‬ ‫لَ نمًدنى عاألَلنى‬
‫‪June‬‬ ‫يلونقّلو‬ ‫يَ ل‬
‫اَ‬ ‫نُ قَ ن‬ ‫لَ نمًدنى الثلًنقّن قُ‬
‫‪July‬‬ ‫يلو قلّن عو‬ ‫َ ن لم ل‬
‫وز‬ ‫ب‬ ‫نُ نَ ل‬
‫‪August‬‬ ‫طس‬ ‫غ عَ ل‬ ‫َل ل‬ ‫آَ‬
‫ل‬ ‫ش عِْن ل‬
‫ًَ‬ ‫ن‬
‫‪September‬‬ ‫س عِْ ن عمِن لَ‬ ‫ن‬ ‫َ ن عيُلو لل‬ ‫ًَ‬‫ض ل‬ ‫نُ نّ ن‬
‫‪Month of fasting‬‬
‫‪October‬‬ ‫َ ن عَْلوِن لَ‬ ‫يٌ عاأ ن نَ قل‬‫َق عَ قَ ل‬ ‫ش ننوا لل‬
‫‪November‬‬ ‫نلوِن عمِن لَ‬ ‫يٌ الثلًنقّ‬ ‫َق عَ قَ ل‬ ‫ذلَ عالِن عْدنٌق‬
‫‪December‬‬ ‫َ عمِن لَ‬‫دقي ن‬ ‫وَ عاأ ن نَ قل‬‫نًَنل ل‬ ‫ذلَ عال قِ لج قُ‬
‫‪Month of Hajj‬‬
‫‪3.5‬‬ ‫‪The Weather‬‬

‫‪English‬‬ ‫‪Arabic‬‬ ‫‪English‬‬ ‫‪Arabic‬‬
‫‪climate‬‬ ‫نَّنً لح‬ ‫‪rain‬‬ ‫ط لَ‬‫نّ ن‬
‫‪weather‬‬ ‫س‬ ‫ط عِ ن‬ ‫ن‬ ‫‪snow‬‬ ‫ث ن عُ نج‬
‫‪air‬‬ ‫َ ننوا لُ‬ ‫‪cold‬‬ ‫ِن عَدن‬
‫‪wind‬‬ ‫قُي لح‬ ‫‪rainbow‬‬ ‫وس ُلَن حق‬ ‫ُن ل‬
‫‪breeze‬‬ ‫ننَقّ لْ‬ ‫‪ice‬‬ ‫نَ قُّدن‬
‫‪sky‬‬ ‫س نمً لُ‬ ‫ن‬ ‫‪thunder‬‬ ‫نُ عَدن‬
‫‪horizon‬‬ ‫َ ل عِ نق‬ ‫‪storm‬‬ ‫َِنُل‬ ‫نَ ق‬
‫‪cloud‬‬ ‫نغ عّ نمُن‬ ‫‪wet‬‬ ‫ب‬‫ط ن‬ ‫لُ ع‬
‫‪fog‬‬ ‫ًَ‬‫ضِ ن ن‬ ‫ن‬ ‫‪sunny‬‬ ‫لّ عَ قم ن‬
‫س‬
‫‪dew‬‬ ‫ص قِّ نع‬ ‫ن‬ ‫‪humidity‬‬ ‫طوِنُن‬ ‫لُ ل‬
‫‪33‬‬
3.6 Season Division

English Arabic
Autumn ‫عالخ قنَ ل‬
‫يف‬
Winter ‫ال ق ي‬
ُ‫َْنً ل‬
Spring ‫الَ قِّ لع‬
‫ل‬
Summer ‫عف‬
‫َّ ل‬ ‫ال ل‬
4.0 CONCLUSION
In this unit, you have learnt the two types of numbers - the real and the ordinal.
You have also learnt the seven days in a week; the twelve months in a year; the
various types of weather and the four seasons.
5.0 SUMMARY
We have dealt with five different items that are useful in our proper understanding
in our day to day activities.
6.0 TUTOR MARKED ASSIGNMENT

1. Count from 1 – 20 in Arabic?
2. Write from 20 – 40 in Arabic?
3. Mention the seven days of the week?
4. How many months are there in Arabic calendar? Mention them?

Najīb, D. (2006). Arabic Language for Foreigners, Beirut: Al’ahliyyah Press.
Versteegh, K. (1997). The Arabic Language, Edinburgh: Cambridge University
Press.
34
UNIT 3 HUMAN BODY, FIVE SENSES, ILLNESS AND

OCCUPATION
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Parts of the Body
3.2. Five Senses
3.3 Illness
3.4 Occupations and Their Tools
4.0 Conclusion
5.0 Summary
1.0 INTRODUCTION
In this unit you will be exposed to Arabic names of human body, man’s five
senses, illness / ailment and various occupations.
2.0 OBJECTIVES
At the end of this unit, you will be able to:
 list the Arabic names of various parts of the body and the five sense organs.
 identify and explain the various names of ailments in Arabic.
 list about the names of various occupations.
3.0 MAIN CONTENT

3.1 Parts of the Body
Head ‫س‬‫الََ ن ل‬ ‫ن‬ hair َ‫َ عْ ل‬ ‫ال ل‬
forehead ‫عال نج عِ نُُل‬ ears َ‫اأ ل عذ ل‬
Eyes ٌ‫عالْنّ لع‬ face ‫عال نو عَِل‬
Cheek ‫عال نخدم‬ nose ‫ف‬ ‫عاأ ن عن ل‬
Nostrils ‫َو لم‬ ‫عال نخ عّ ل‬ chin ٌ‫الَل عُ ل‬
Mouth ْ‫عالِن ل‬ lips ‫َِنُل‬ ‫ال ل‬
Tongue ‫َ ل‬
ًَ ‫الُي ن‬ ‫ق‬ teeth ‫اأ ن عسَ ل‬
ًَ‫ن‬
Neck ‫الَُنِنُل‬ ‫ل‬ shoulder ‫ف‬ ‫عال نُْع ل‬
35
Hand ‫عالّلدل‬ chest ُ‫َ عد ل‬ ‫ال ل‬

Breast
‫الث ل عد ل‬
‫ي‬ abdomen ٌ‫ط ل‬ ‫عالِن ع‬
Naval ‫َ نٌَ ل‬ ‫ال ل‬ thigh ‫عالِن قخَل‬
Knee ‫الَ عَِنُل‬ ‫ل‬ foot ‫عالِندن لم‬
Ankle ‫عال نُ عْ ل‬
‫ب‬ skull ‫لَ عم لج نمُن‬
Finger ‫صِن نع‬‫قإ ع‬ elbow ‫قّ عَِن نق‬
3.2 The Five Senses
English Arabic
touch ‫الُل عم ل‬
‫س‬
hearing ‫َ عم لع‬‫ال ل‬
sight َ‫َ ل‬ ‫عالِن ن‬
Smell ْ‫َ ل‬‫ال ل‬
Taste ‫الَل عَ لق‬
3.3 Illness
Pain ‫نَ عَ نع‬ abscess ‫دل نّ نل‬
dizziness ‫دن عَ نُُن‬ wound ‫لَ عَ نح‬
Collie ‫ص‬ ‫نّ عغ ن‬ cough ‫س عُْنُن‬ ‫ن‬
diarrhea ‫قإ عس نًُ نل‬ dumb ‫س‬ ‫َ ن عْ نَ ن‬
headache ‫ع‬
‫صدنا ن‬ ‫ل‬ deaf ‫ش‬ ‫َ ن ع‬/ْ‫ص ي‬
‫ط نَ ن‬ ‫َن ن‬
common cold ‫نُ عش نح‬ blind ‫َ ل عَ نمى‬
Fever ‫لُ نمى‬ lame ‫َنَ نعَ نج‬
measles ‫َِنُن‬ ‫نُ ع‬ cancer ‫ط ن‬
ًَ ‫س عَ ن‬ ‫ل‬
small-pox ‫ي‬‫لَ عد قُ ي‬ diabetes ‫س نُ قَي‬ ‫ل‬
Leprosy ‫ص‬ ‫ِن نَ ن‬ paralyses ‫ِن عُ نج‬
3.4 Occupations and Their Tools
Carpenter ‫الْي َِ ة‬
ُ‫ا‬
Saw ‫قّ عََ ن‬
ًُ‫ن‬ Nail ًُ
‫قّ عَ نم ن‬
Join ‫ِنْ ع نٌُ ن‬ extractor ‫قّ عََن نَُن‬
36
Glue ‫ص عم نغ‬
‫ ن‬/ُ‫غ لنَا ن‬ padlock ‫ُن عِ نل‬
hammer ‫قّ ع‬
‫ط نَُنُن‬ wimble ‫قّثعِن ن‬
‫ب‬
Blacksmith ‫ا َل ِحِيا ةد‬
pickaxe ‫قّ عْ نو نل‬ anvil ‫قس عَدن ن‬
َ‫ا‬
Axe ‫س‬‫ِنْ ع ن‬ fire kindling
‫َ ن عَ قّْ لل الَل ق‬
ًُ
Pump ‫قّ عِْنً نح‬ furnace ُ‫لَ نو ن‬
Tailor ‫ا َل ِخييا ة‬
ُ
Collar ‫ينًُنُن‬ trousers ‫طُلوَن‬
‫ِن عَ ن‬/‫قس عَ نَا نل‬
uniform ‫قَ عَدنا نم‬ sleeves ‫َ ن عَ نمً نم‬
waistcoat dress ‫ِل عَْ ن ل‬
ًَ
Other Occupations ‫ُ ِ َْ ِما لل ُ ة َْ ِرى‬
Engineer
‫عال لم نُ عَد ل‬
‫قس‬ lawyer ًّّ ‫عال لم نِ ق‬
Barber ‫عال نِ لل لق‬ shoe maker ّ‫اإ عس نًُ قِ م‬ ‫ق‬
Trader
‫الْ ل ق‬
َ‫ًَ ل‬ Farmer ‫عالِنلن لح‬
Hunter ‫َّلًدل‬‫ال ل‬ Lecturer َ‫ًض ل‬ ‫عال لم نِ ق‬
Editor
‫ّس الْ ل عِ قَ ق‬
َ‫ي‬ ‫نُ قئ ل‬ Driver ‫ًَ قئ لق‬‫ال ل‬
Fisher ‫صّلًدل ال ل‬
َ‫َ نم ق‬ ‫ن‬ Pilot ‫ًَ ل‬
‫الطًئق نٌَق‬ ‫نُِن ل‬
4.0 CONCLUSION
In this unit, you have learnt about the Arabic names for various parts of the body
in Arabic, the five senses and various names of ailments and occupations.
5.0 SUMMARY
In this unit, focus has been Arabic names for human body parts, the five senses,
illnesses and occupations.

1. What is the name given to the following in Arabic:
(a) A doctor (b) An editor (c) A collar (d) A pump (e) An axe
2. Name five parts of the body in Arabic?
3. Mention five illnesses in Arabic?
37
7.0 REFERENCES / FURTHER READING

Abdul Jabbār, U. (N.D) al-Jadīd fit-Takhāţub wat-ta‘bīr, Books I &II, Cairo: Dar-
al- Ma’ārif
Ezzat, M. (1983). Everybody’s Conversational English, Cairo: Dar Memphis
Printing Press.
38
UNIT 4 SOME ARABIC CUSTOMS AND GREETINGS, GENDER

NUMBERS IN ARABIC GRAMMAR
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Arabic Customs
3.2 Arabic Greetings
3.3 Gender Numbers
3.3.1 Masculine and Feminine Gender
3.4 Singular, Dual and Plural
3.4.1 Broken Plural
3.4.2 Sound Masculine Plural
3.4.3 Sound Feminine Plural
4.0 Conclusion
5.0 Summary
1.0 INTRODUCTION
There are so many ways through which the Arabs express courtesy. The mode of
greetings and customs of the Arabs are dealt with in this unit. It also focuses on
the numbers in Arabic grammar. We shall distinguish between singular, dual and
plural.
2.0 OBJECTIVES
At the end of this unit, you will be able to:
 Express yourself in a simple manner of greetings in Arabic
 List and explain the gender and number in Arabic grammar.
3.0 MAIN CONTENT

3.1 Arabic Customs
If you please ‫ِت‬
‫س نم ن‬ ‫ إذنا ن‬/‫ت‬ ‫س نم عِ ن‬ ‫لن عو ن‬
Please ‫ َ ن عُ لَ ن‬/َ‫ض قُ ن‬
‫وك‬ ‫قّ عٌ ِن ع‬
Thanks ‫ش عُ اَا‬ ‫ل‬
Not at all ‫نَ عِ اوا‬
Excuse me ّ‫ًّ عَِق‬
‫س ق‬‫ ن‬/ّ‫ َ ن عََ عقُنق‬/ّ‫اْ عَنق‬
‫لن َ ل نَ ق‬
Sorry ‫ف‬ ‫آ قس ع‬
39
3.2 Arabic Greetings

Peace be upon you (ُ‫سِن ق‬ ‫َ نل لم نَُن عّ لُ عْ )ِقّ لَ قيل عال لمَنً ن‬ ‫ال ل‬
Good morning َ‫صًِ لح عال نخّ قع‬ ‫ن‬
Good afternoon ‫س قّْدن‬‫ًُ نك ن‬ ‫نن نُ ل‬
Good evening َ‫ًَ لُ عال نخّ قع‬ ‫نّ ن‬
Good night ‫ قإلنى نغ ٍد‬/َ‫َ قِ لح نَُنى عال نخّ قع‬ ‫نل ع‬
Good bye (farewell) ُ‫َ نل نّ ق‬ ‫ نّ نع ال ل‬/َ‫و‬ ٍ ‫طًئق ٍَ نّ عّ لم‬ ‫نَُنى ن‬
Happy new year ‫ًُ نك‬‫قَّدن لِّن ن‬
If God wills or if God wishes ‫قإ عَ شنً نُ لل‬
Good luck! All the best َ‫ َنَ ن نمَنى لن نَ لَ لل نّْ ٍع‬/‫نّْ اعَا‬
Regards to your family َ‫س نل قّّ قإلنى نًَ قئُن قْ ن‬ ‫ِن قُي عغ ن‬
see you soon ً‫ًُ ُن قَيِا‬ ‫الُيِن ق‬
‫إقلنى ق‬
Congratulations on your success ‫نََقًّاً لن نَ نَُنى الَل نجًحق‬
How are you today ? ‫عف نًُلل نَ عالّن عو نم؟‬ ‫نَّ ن‬
I am fine, thanks ‫ش عُ اَا‬‫ ل‬،‫قإ قنيّ نَُنى نًّ يل نَا لم‬
Is the family all right? ‫َ عنل عالْنًئقُن قُ نَُنى نًّ يل نَا لم؟‬
We are well, thank you ‫ َ ن عش لُ لَ نك‬،َ‫قإنلً نَ قمّْاً قِ نخّ ٍع‬
3.3 Gender Numbers
3.3.1 Masculine and Feminine Gender ‫ا َل ةمََِ ةِر ِوا َل ةم ِؤّي ة‬
ُ
Genders in Arabic are two types they are َ‫َ ن‬ ‫( لَّن ن‬masculine) and ‫ث‬ ‫( لّ نَنل ن‬Feminine).
َ‫( عال لمَن نَ ل‬Masculine) denotes male among human being, animals, place or thing.
For example: ‫( َق عُ قمَّ ن‬a pupil), َ‫قي‬
‫( د ن‬a cock), ‫َف‬ ‫( ْ لنَ ن‬a lamb), ‫( نَّ قعجدن‬a mosque).
‫ث‬‫( عال لم نَنل ل‬Feminine) denotes female gender among human being, animal, place or
thing. For example ‫( َق عُ قمَّنٌ ن‬a schoolgirl) ‫جُن‬
‫( نن عْ ن‬a ewe) ‫( دن نًَ نَُن‬a hen) ‫سُن‬ ‫( نّ عد نُ ن‬a
school).
It is pertinent to mention here that there is no neutral gender in Arabic. The list
below shows masculine and feminine Arabic by closed ‘tā’ at the end.
40
‫عال لم نَنل ل‬
Feminine ‫ث‬ ‫عال لمَن ن‬
Masculine َ‫َ ل‬
‫ََّنُن‬
‫لّ ق‬ ٌ‫َّ ن‬ ‫لّ ق‬
‫نَا قلدنٌ ن‬ ‫نَا قلدن‬
‫ش عّخنُن‬‫ن‬ ‫ش عّ نخ‬‫ن‬
Adding closed ‘ta’ at the end does not form feminine nouns of some masculine
like example bellow:
‫عال لم نَنل ل‬
Feminine ‫ث‬ ‫عال لمَن ن‬
Masculine َ‫َ ل‬
‫س عُ نِِنًٌ ن‬
‫ل‬ ْ‫نغ عُّن ن‬
‫ننًُنُن‬ ‫نَ نم نل‬
‫دن نًَ نَُن‬ ‫د ن‬
َ‫قي‬
The closed ‘ta’ is not the only feminine sign. The long vowel ‘Alif may suffix
feminine nouns and adjectives. The feminine proper noun ‫ لن عُّنى‬has this ‘Alif suffix.
The feminine proper nouns ُ‫َ ن عس نمً ل‬ and the feminine adjective ُ‫نُ عََنً ل‬ (in ْ‫نّ عَين ل‬
ُ‫( ) نُ عََنً ل‬Maryam is pleasant) have this feminine ’Alif followed by Hamzah which
makes this ’Alif a little longer. Therefore, the feminine ’Alif followed by a Hamzah
is called the elongated ’Alif ‫ف عال نم عمدلَ قد‬
‫عاأ ن عل ل‬ whereas that of ‫لن عُّنى‬ is called the
short ’Alif ُ‫و‬
‫َ ق‬‫ف عال نم عِ ل‬
‫ عاأ ن عل ل‬The closed feminine tā’ is to be pronounced as an
unvowelled hā if the reader pauses at the end of the noun.
The feminine ending ٌ tun occurs in many words, which have no masculine form
e.g: ‫ نّدقيَنُن‬madinatun - a city, ‫ََن عَّنُن‬
‫ ل‬- a garden, ‫ نّ عِ نُ نمُن‬- a law court.
It is occasionally, although rarely, found in words which are masculine e.g. ‫ْ قُِّنُن‬ ‫ ن‬-
successor = Caliph, ‫ًُلنُن‬ ‫ نُ ل‬- a great traveller, globe trotter.
The following classes of words are feminine without requiring the distinctive
feminine ending:
i) All words and proper names, which are by their nature feminine e.g. ‫ َ ل مم‬- mother,
‫َس‬
‫نَ لَ ن‬ - a bride, ‫َ ل عْ ن‬
‫ت‬ - a sister, ‫نَ لج ن‬
‫وز‬ an old woman, particles which with
special meaning can be applied to females such as ‫ًّ نل‬
‫ نُ ق‬- pregnant, ‫ض نع‬
‫لّ عَ ق‬ -
suckling (adjective).
ii) Most (though not all) names of countries and cities e.g. َ‫ لن عَدن ع‬- London, َ‫َ ن‬
‫ قّ ع‬-
‫ ِن نَ عن ن‬- France, ‫ – عال قُ عَدل‬India.
Egypt, ًَ
41
‫ نَّ ن‬- a eye, ‫ يندي‬- a hand, َ‫َ ل عذ ن‬

iii) Some parts of the body, which occurs in pairs e.g. ٌ‫ع‬
‫ قُ عَ ن‬- a foot.
- an ear, ‫ل‬
iv) A number of words which are feminine by usage e.g. ‫ قُي نح‬- a wind, َ
‫ نُ عَ ن‬- a
war, ُ‫ا‬
‫ دن ن‬- a house, ًُ‫ن‬ ‫ َ ن عُ ن‬earth / ground, ‫س‬
‫ ن ن‬- a fire , ‫ض‬ ‫ ال ل‬- sun.
‫َ عم ل‬
v) A number of words are of common gender and may be masculine or feminine
‫ نًُ ن‬- a state, ‫يق‬
e.g. ‫ل‬ ‫ ن‬- a road,
‫ط قَ ن‬ ‫س ن‬
‫وق‬ ‫ قس قُ ن‬- a
‫ ل‬a market (usually feminine) ٌّ
knife (usually feminine).
3.4 Singular, Dual and Plural

In Arabic, there are three numbers. They are ‫ عال لم عِ نَدل‬which denotes one, singular
‫ ع‬which denotes two and plural ‫ عال نج عم لع‬which denotes more than two.
dual ‫ال لمثلَنى‬
1. Singular - ‫َد ل‬‫ عال لم عِ ن‬is a noun indicating one person, or thing or an adjective
describing such a noun, whether it is masculine or feminine.
2. Dual - ‫ عال لمثلَنى‬: is a noun indicating two persons, or two things, masculine or
feminine or an adjective modifying such a noun. To form dual in Arabic, the
vowel of the last letter of the concerned noun should be changed to al-fa-thah and
then alif and nun ( (َ ،‫ )ا‬should be added to the noun in the accusative or genitive
case. For example ْ‫ ُنُن ن‬becomes ًَ ‫ُنُن نم ق‬. But if nouns are in the accusative or
genitive case, silent ya and nun should be added e.g. ٌ‫ع‬ ‫ ُنُن نمّ ق‬if the noun ends with a
closed ta, it will be changed to ordinary tā before adding ’Alif or yā and nūn. For
instance ‫ ْنً قد نُّن‬becomes ًَ
‫ ْنً قد نّْ ن ق‬or ٌ‫ْنً قد نّْنّ قع‬.
It should be pointed out here that the nun of the dual must always take kasrah.
‫ت ل‬
‫الطً قلِنْ ن ق‬
Example: ًَ ‫ نًَ نُ ع‬the (two) student girls came. Dual noun ‫ ن‬is in
‫طً قلِنْ ن ق‬
ًَ
the nominative case.
‫ نَُنيعتل ن‬I saw the (two) students. Dual noun is in the accusative
ٌ‫طً قلِنّ قع‬
case. ‫سٌّن‬ ‫غ عَِنُل عال لمدن ق يُ ق‬
‫ نَ قَ قُ ل‬This is the room of the two teachers.
Dual noun in the genitive.
‫ ع‬is “ ‫ًف‬
When ‫ال لمثلَنى‬ ‫ض ن‬‫ "َ" " لّ ن‬is dropped. ْ‫لن عِ ق‬ ‫ قُ ع‬two pieces of meat is in
ً‫طْنْن‬
‫لن ع‬
the nominative case ْ‫ِ ق‬ ّ‫طْنْ ن ع‬‫ ُق ع‬two pieces of meat is in oblique case.
‫َِنُل‬
‫ ال ق ي‬must also agree with ‫وف‬ ‫ص ل‬ ‫ عال نم عو ل‬in number.
If ‫وف‬‫ص ل‬ ‫ عال نم عو ل‬is ‫ لّثلَنى‬then ‫َِنُل‬ ‫ ال ق ي‬must also be ‫لّثلَنى‬
‫ت عال نج قمُّنْ ن ق‬
ًَ ‫ نَ عَّنً عال قِ عَ ق‬The two beautiful eyes of the girl.
42
ُ‫ت عال نج قمُّن ق‬

‫ نَ عَّنً عالِق عَ ق‬The two eyes of the beautiful girl.
ًَ‫ت نَ قمُّنْ ن ق‬‫ نَ عَّنً عال قِ عَ ق‬The two eyes of the girl are beautiful.
3. Plural ُ ‫ا َل َِ َم ة‬: there are three kinds of plural in Arabic. They are:
i. Sound Masculine Plural ْ‫ًَ قل ق‬ ‫ نَ عم لع عال لمَل نَ قَ ال ل‬which is formed by adding waw
and nun to the last letter of the noon when the noun is in the accusative or genitive
case. For instance ‫س‬
‫لّدن ق يُ ن‬ becomes ‫سوَن‬
‫لّدن ق يُ ل‬ in the case of the nominative case
and ‫ لّدن ق يُسٌّن‬in the case of the genitive and accusative case. It should be noted that
the nun of the plural should carry al-fathah while that of dual should
carry ’al-kasrah. When ‫ نَ عم لع عال لمَل نَ قَ ال ل‬is ‫ًف‬
ْ‫ًَ قل ق‬ ‫ض ل‬ ‫ لّ ن‬then َ is dropped. ‫لّْن قُي لمو‬
‫ عال نم عد نُ ن‬the teachers of the school is in the nominative case and ُ‫س ق‬
ُ‫س ق‬ ‫لّْن قُي قمّ عال نم عد نُ ن‬
the teachers of the school is in the genitive case ُ‫س ق‬ ‫ عال لمْن قُي لموَن عال نم عد نُ ن‬and ‫عال لمْن قُي لموَن‬
ُ‫س ق‬‫ عال نم عد نُ ن‬are not correct.
ii. Sound Feminine Plural ْ‫ًَ قل‬ ‫ث ال ل‬ ‫ نَ عم لع عال لم نَنل ق‬which is found by adding ’Alif
and open tā’ to the feminine noun concerned. For ‫طً قلِنُن‬ ‫ ن‬becomes ‫طً قلِنًتل‬ ‫ ن‬these
kinds of plurals are referred to as sound because they are formed without
disrupting the structure of the singular.
‫ نَ عم لع الْ ل عَُ ق‬: This is a noun indicating three or more persons

iii. Broken Plural َّ‫ق‬
or things or an adjective describing such a noun. This plural does not retain the
structure of its singular. For instance ‫ نَلند ن‬becomes ‫ َ ن عَلند ن‬this plural has many
patterns so, a learner should memorize as many plural as he can.
The table below shows the singular, dual and plurals of some nouns.
3.4.1 Broken Plural

Plural ُ‫َِ َم ل‬ Dual ‫ةمثِْيى‬ Singular ‫ةم َْ ِر لد‬ English
‫س نل‬ ‫لُ ل‬ َ‫ول ق‬ ‫س ن‬ ‫نُ ل‬ ‫سو نل‬ ‫نُ ل‬ a messenger
َ‫لّد نل‬ ‫نّدقيَنْ ن ق‬
ًَ ‫نّديَنُن‬ a city
ًُ ‫ِق نِ ن‬ َ‫ا‬
‫ِن عِ نَ ق‬ َ‫ِن عِ ن‬ a sea
‫َ ن عُ نل نم‬ ‫ُنُن نم ق‬
ًَ ْ‫ُنُن ن‬ a pen
‫َقس نعو ن‬
‫اق‬ ًَ‫سوُن ق‬ ‫ل‬ ‫س ن‬
‫وق‬ ‫ل‬ a market
ُ‫َ ن عَِنً ن‬ ًَ‫ن‬
‫ا عَِ ق‬ ٌ‫اِ نع‬ a son
‫وش‬
‫لَّل ن‬ ًَ‫ن‬
‫نَ عَّ ق‬ ‫عش‬
‫نَّ ن‬ an army
43
َ‫َ ن عش لُ ن‬ َ‫ا‬
‫ش عُ نَ ق‬ ‫ن‬ َ‫ش عُ ن‬ ‫ن‬ a month
‫ط لَ نق‬ ‫ل‬ ‫ط قَيِن ق‬
ًَ ‫ن‬ ‫ط قَ ن‬
‫يق‬ ‫ن‬ a road
ُ‫طِنً ن‬ ‫َن ع‬ ًَ
‫ط قِِّن ق‬ ‫ن‬ ‫ّب‬
‫ط قِ ن‬ ‫ن‬ a physician
3.4.2 Sound Masculine Plural

‫ِن نل لُوَن‬ ‫ِن نل نُ ق‬

ًَ ‫ِن نل نح‬ a peasant
‫طِلً لْوَن‬ ‫ن‬ ًَ‫ن‬

‫طِلًْ ق‬ ‫ن‬ ‫طِلً نخ‬ ‫ن‬ a cook
‫ظِلوَن‬ ‫لّ نو ل‬ ‫ظِن ق‬

ًَ ‫لّ نو ل‬ ‫ف‬ ‫ظ ن‬ ‫لّ نو ل‬ a clerk
‫لّْنِن قَ لَوَن‬ ‫لّْنِن قَ نَ ق‬

ًَ ‫لّْنِن قَ نج‬ a spectator
‫ِنًئق لَََن‬ ‫ِنًئقَن ق‬

َ‫ا‬ َ‫ِنًئق ن‬ a winner
‫ًُثلوَن‬ ‫ِن ق‬ ‫ًُث ن ق‬

ًَ ‫ِن ق‬ ‫ث‬‫ًُ ن‬ ‫ِن ق‬ a researcher
3.4.3 Sound Feminine Plural

‫س قّيدناتل‬ ‫ن‬ ‫س قّيدنَ ن ق‬
ًَ ‫ن‬ ‫س قّيدن‬
‫ن‬ a lady
‫َ نلتل‬ ‫نغ ل‬ ‫ًَلنْ ن ق‬
ًَ ‫نغ ل‬ ‫ًَلنُن‬ ‫نغ ل‬ a washer woman
‫َ ن عْ نواتل‬ ‫َ ل عْْ ن ق‬
ًَ ‫ت‬‫َ ل عْ ن‬ a sister
‫طًتل‬ ‫نّْيً ن‬ ‫طْ ن ق‬
ًَ ‫نّْلً ن‬ ‫نّْ ن‬
‫لًط‬ a seamstress
‫سًتل‬ ‫لّدن ق يُ ن‬ ‫سْ ن ق‬
ًَ ‫لّدن ق يُ ن‬ ‫سُن‬ ‫لّدن ق يُ ن‬ a female teacher
‫ّلتل‬ ‫نَ قم ن‬ ‫نَ قمُّنْ ن ق‬
ًَ ‫نَ قمُّنُن‬ a beautiful
(Feminine)
4.0 CONCLUSION
In this unit you have learnt various ways through which the Arabs express
courtesy, their mode of greetings and customs and the gender number in Arabic
grammar.
5.0 SUMMARY
We have dealt with some of the customs of the Aras, their greetings and
expressions of courtesy, and gender numbers in Arabic grammar.
44

1. Give the feminine of the following words:
ْ‫قيَ – نغ عُّن ن‬
‫س – نَ نم نل – د ن‬
‫ب – لّدن ق يُ ن‬ ‫ب– ن‬
‫طً قل ن‬ ‫َّ نٌ – َ ن ق‬
‫ًَ نَ – نًََق ن‬ ‫لّ ق‬
2. Give the dual and plural forms of the following nouns:
‫ّ – ن قنم نَ – نُدقيِنُن‬
‫قيق – لَ عَ قس ي‬
‫صد ن‬ ‫س قّيدنٌ ن – لّْن قُي نمُن – ن‬
‫طً قئ نَ – ن‬ ‫ًّ نل – ن‬
‫َ ق‬‫س – نَلندن – ن‬
‫ًُ ن‬
‫نُ ق‬
3. How do you greet your Muslim friends?
4. What do you say when you want to greet in the morning and evening?

Hameed, M. (1969). At-Tuhfat As-Sanīyyah,. Beirut: Dār-al-Fikr Sa’d, H. &
Abdul-Majeed, M. (1427). Qawā’id-ul-Lughat-l- ‘Arabiyyah, Benghazi: Dār-l
‘Ayn.
45
UNIT 5 THE NATURE, TREES, INSECTS, REPTILES, INANIMATE

OBJECTS AND ADJECTIVES IN ARABIC GRAMMAR
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 The Nature
3.2 The Trees
3.3 The Insects and Reptiles
3.4 Inanimate Objects
3.5 Adjectives
4.0 Conclusion
5.0 Summary
1.0 INTRODUCTION
In this unit, names of natural things including the trees, various insects, reptiles,
inanimate objects and adjectives in Arabic grammar shall be introduced.
2.0 OBJECTIVES
At the end of this unit you are expected to be familiar with:
 The names of the various natural things including the trees, insects, reptiles
and inanimate objects.
 The adjectives in Arabic grammar.
3.0 MAIN CONTENT

3.1 The Nature

earth ‫ض‬ ‫َ ن عُ ن‬ thunderbolt ‫صً قَِنُن‬ ‫ن‬
region ْ‫إق عُ قُّ ن‬ desert ُ‫ص عِ نَا ن‬ ‫ن‬
horizon ‫َ ل عِ نق‬ rock ‫صخ ننٌَ ن‬ ‫ن‬
lighting ‫ِن عَ نق‬ weather ‫س‬‫ط عِ ن‬ ‫ن‬
sea َ‫ِن عِ ن‬ flood ‫طوِن ن‬
ًَ ‫ل‬
lake ‫ِل نِّ نعٌَ ن‬ dark ‫ظلن نم‬ ‫ن‬
volcano ‫ِل عَ نَ ن‬
ًَ shade ‫قظ يل‬
46
cold ‫ِن عَدن‬ storm ‫ًصِنُن‬ ‫نَ ق‬

soil َ‫ا‬‫َ ل نَ ن‬ dust ًُ ‫ل‬
‫غِن ن‬
hill ‫َ ن يل‬ cloud ‫غنّ نمُن‬
snow ‫ث ن عُ نج‬ continent ‫ًٌُ ن‬ ‫ُن ن‬
harbor ُ‫قَّّنً ن‬ pole ‫ب‬ ‫ط ن‬ ‫ُل ع‬
mountain ‫نَِن نل‬ moon َ‫ُن نم ن‬
island ‫يٌَ ن‬ ‫نَ قَ ن‬ top ‫ُق لمُن‬
ice ‫نَ قُّدن‬ canal ‫ُنَنًٌ ن‬
south ‫نََل ن‬
َ‫و‬ rainbow ‫وس ُلَن لح‬ ‫ُن ل‬
atmosphere ‫نَ يو‬ universe َ‫عال نُ عو ل‬
stone َ‫نُ نج ن‬ water ُ‫نًّ ن‬
pebbles ًَ ‫َ ن‬ ‫قُ ن‬ ocean ‫لّ قِ ن‬
‫ّط‬
hot ًُ ‫نُ ن‬ zone ‫طِنُن‬ ‫قّ عَ ن‬
bay ‫نْ قُّ نج‬ climate ‫لَّنً نخ‬
eclipse ‫وف‬
‫َ ن‬ ‫ لَ ل‬/‫وف‬ ‫َ ن‬ ‫لْ ل‬ wave ‫نّ عو نَُن‬
equator ُ‫ا‬ ‫ط ال عس قْ نو ق‬ ‫نْ ل‬ fire ًُ‫ن‬
‫ن ن‬
smoke ‫دلْ ن‬
ًَ‫ن‬ spring ‫نن عِ نع‬
thunder ‫نُ عَدن‬ star ْ‫ن عنج ن‬
moisture ‫طوِنُن‬ ‫لُ ل‬ river َ‫نن عُ ن‬
sand ‫نُ عّ نل‬ light ُ‫و‬ ‫نل ن‬
wind ‫قُي نح‬ air ُ‫َ ننوا ن‬
earthquake ‫ل‬ ‫قز علَن ا ن‬ valley ‫نَادقي‬
storm ‫زن عَِقْنُن‬ mud ‫نَ عُ نل‬
sun ‫س‬ ‫ش عنم ن‬ oasis ‫نَا نُُن‬
coast ‫ًُ نل‬ ‫س ق‬ ‫ن‬ sea-shore ٌ‫نًط ن‬ ‫ش ق‬
plain ‫س عُ نل‬ ‫ن‬ spark ‫اٌُ ن‬ ‫ش ننَ ن‬
3.2 Trees
pear tree ٍ َ‫ش نج نٌَ ل قإ ن‬
‫ًص‬ ‫ن‬ banana tree ‫ش نج نٌَ ل نّ عو قز‬ ‫ن‬
orange tree ‫ش نج نَ ِل عَ قَِنً قل‬ ‫ن‬ almond tree ‫ش نج نٌَ ل لن عو لز‬
‫ن‬
47
oak tree ‫ش نج نٌَ ل ِنُل ل‬

‫ط‬ ‫ن‬ vine tree ‫نَ عَ نُّن‬
palm tree ‫ش نج نٌَ ل ِنُنحق‬ ‫ن‬ fig tree ‫ش نج نٌَ ل َق ق‬
ٌّ ‫ن‬
apple tree ‫ش نج نٌَ ل َلِنًحق‬ ‫ن‬ pomegranate tree ًَ ‫ش نج نٌَ ل لُ نّ ق‬‫ن‬
cane tree ‫ش نج نٌَ ل نّْعَن نُ ق‬
َ‫ا‬ ‫ن‬ quince tree ‫سِن عَ نَ لل‬‫ش نج نٌَ ل ن‬ ‫ن‬
olive tree ‫ش نج نٌَ ل زن عيْ ل ل‬
َ‫و‬ ‫ن‬ jujube tree َ
‫ََنً ق‬‫ش نج نٌَ ل ل‬ ‫ن‬
3.3 Insects and Reptiles
flea ‫غ ل‬
‫وث‬ ‫ِن عَ ل‬ fly ‫ذلِنًِنُن‬
mosquito ‫ضُن‬ ‫ِنْلو ن‬ reptile ‫اُِنُن‬ ‫زن ق‬
bug ‫ِنِنُن‬ drone ‫ذن نَ لَ الَل عِ قل‬
serpent ًَ ‫ث ن عِْن ن‬ lizard ‫س عِ قُّنُل‬‫ن‬
locust ‫نَ نَادنٌ ن‬ cricket ُ‫و‬‫ص ن‬ ‫ص عَ ل‬ ‫ل‬
grasshopper ‫لَ عَد ل‬
َ‫ل‬ moth ‫ث‬ ‫نَ ن‬
snake ‫نُّلُن‬ scorpion َ ‫نَ عِ نَ ن‬
chameleon ُ‫نُ عَِنً ن‬ butterfly ‫ِن نَاشنُن‬
insect ‫نَُ ننٌَ ن‬ spider ‫نَ عَ نُِل ن‬
‫وت‬
beetle ‫َُن‬ ‫لْ عَِل ن‬ louse ‫ُل عمُنُن‬
worm ‫دلَدنٌ ن‬ bee ‫ن عنُِنُن‬
caterpillar َ‫ش نج ن‬ ‫دلَدل ن‬ ant ‫ن عنمُنُن‬
silkworm َ‫دلَدنٌ ل ُن ق‬ viper ُ‫سً نّ ق‬ ‫َ ن عِْنى ن‬
3.4 Inanimate Objects
mountain ‫نَِن نل‬ window ‫شِن ن‬
‫ًك‬ ‫ل‬
village ‫ُن عَينُن‬ door ًَ
‫ِن ن‬
wall ‫نُ ن‬
‫ًئط‬ corridor ‫ نّ عمَنى‬-َّ‫دنَنً قل ن‬
ceiling ‫ف‬ ‫س عِ ن‬ ‫ن‬ airplane ‫طًئق نٌَ ن‬ ‫ن‬
roof ‫سط نح‬ ‫ع‬ ‫ن‬ ball ‫لَ لٌَ ن‬
stone َ‫نُ نج ن‬ boat َ
‫ًُ ن‬ ‫ُن ق‬
ship ‫س قَِّنُن‬ ‫ن‬ book ًَ‫قَْ ن ن‬
48
3.5 Adjectives ‫ِِْةة‬

‫ال ي‬
Adjective is used to qualify a noun. In English we say “an ignorant boy” an Arab
would say a boy ignorant in Arabic. Noun (ْ‫ )اس‬qualified comes first and the
adjective come next ‫ نَلندن نًَ قَ نل‬and ignorant boy ‫يف‬
‫ نُ لَ نل ش قنَ ن‬noble man, ‫عت‬
‫ِنّ ن‬
‫ نَ قِ ن‬a big house.
َّ
An adjective in Arabic follows the noun it qualifies. It must agree with the nouns it
qualifies (‫وف‬
‫ص ل‬‫ ) عال نم عو ل‬in:
1. Case ending
2. Gender
3. Number
4. Indefiniteness or definiteness
‫س قّيدنٌ ن نغَقّيُن‬
‫اَُعَقّ ن‬ ‫زن ن‬ a rich lady visited me
‫ًض لل‬‫ض نَ عال لمْن قُي لْ عالِن ق‬‫نُ ن‬ the noble teacher arrived
‫ّش ِقّ ُن قَين قُ نَ قمُّنُن‬ ‫َ ن قَ ل‬ I live in a beautiful village
‫َ لّ نَُلِلوَن‬ ‫ط نل ن‬ ‫َنَل لن قُ ل‬ these are well mannered students
There exist numerous adjectival patterns, the most important of which are the
following:
i. ‫ ِنً قَ نل‬- ‫– نًَ قَ ن‬
actually is the active participle of the simple verb. e.g. [‫ل‬
ignorant, pl. ‫] لَ نًُ نل‬, [َ‫ًَ ن‬‫ – َ ن ق‬trader or merchant pl. ًُ ‫]َ ل لج ن‬, [‫ب‬
‫– ] نًَ قَ ن‬
writing, a clerk, pl. ًَ ‫] لَْ ن ن‬, [ْ‫ نًَ قل ن‬- learned, pl. ُ‫َُن نمً ن‬
‫] ل‬.
ii. ‫ ِن قّْ نل‬- more commonly adjectival than nominal e.g. [‫سّْدن‬ ‫ ن‬- happy,
fortunate, pl. ُ ‫سْندنا ن‬ ‫] ل‬, [ْ‫ – نَ قَي ن‬generous, pl. ُ‫] لَ نَ نًّ ن‬.
iii. َ‫ ِن عْ نل ل‬- 2nd declension from simple verbs of the pattern ‫ ِن قْ نل‬denoting
temporary state, e.g.
َ‫ نََ نعل ل‬lazy, pl. ‫ًَلنى‬ ‫ لَ ن‬fem. sing. ‫نَ عَُنى‬
‫طَ ل‬
ًَ‫ن‬ ‫ – نَ ع‬thirsty, pl. ‫طًشنى‬ ‫َ ن‬
‫ ل‬fem. sing. ‫طَنى‬ ‫نَ ع‬
‫ نن عَْ ل‬- sleepy, pl. ‫ نلْنًشنى‬fem. sing. ‫َى‬
ًَ‫ن‬ ‫نن عْ ن‬
N.B. In modern Arabic, the pattern َ‫ ِن عْ نل ل‬usually takes the sound endings in the
‫ َ ن عِْن ل‬tired.
feminine and plural, e.g. ًَ
49
i. ‫ِلْلو لل‬ – is an intensive from of patterns (i) and (iii) e.g. ‫نَ لُو نل‬ - very
‫ – نَ ل‬very lazy].
‫َو ن‬
ignorant] [ ‫ل‬
ii. ‫ – ِنْلً نل‬denoting habitual action or profession, e.g. [‫ – َ ن لًَ لل‬always eating,
gluttonous] [ ُ ‫ – نَدلا ل‬always running, a runner] patterns (iv) and (v) take the
regular feminine and sound plural endings.
iii. ‫ – نّ عِْلو نل‬actually the passive participle of simple verbs, e.g. [َُ
‫ نَّ لعَ ن‬-
pleased, overjoyed] [‫ل‬ ‫ – نّ عَغلو ن‬occupied, busy] This pattern takes the sound
plural ending when it refers to rational beings, otherwise broken plural or
the sound feminine plural ending, e.g. ‫سو نم‬
‫ – نّ عَ ل‬a decree / a verdict, pl.
ْ‫ع[ ] نّ نَا قسّ ن‬
‫ضو ن‬
‫ – نّ عو ل‬a subject, topic, pl. ‫ًت‬‫ضو نَ ن‬ ‫ نّ عو ل‬. The pattern ‫َ ن عِْن لل‬
– fem. sing. ُ ‫ ِن عْ نل ل‬masc. and fem. pl. ‫ ِل عْ نل‬is confined to adjectives
denoting colours or defects of the body, e.g.
‫ –َنس نعودن‬black, fem. sing. ُ‫س عودنا ن‬ ‫ ن‬pl. ‫سودن‬ ‫ل‬

َ‫َُ نم ن‬
‫– ع‬red , fem. sing. ُ‫ نُ عم نَا ن‬pl. َ‫لُ عم ن‬
َ‫صِن ن‬‫ –َ ن ع‬yellow, fem sing. ُ‫ص عِ نَا ن‬
‫ ن‬pl. َ‫ص عِ ن‬ ‫ل‬
َ‫ض ن‬‫ َ ن عْ ن‬- green, fem. sing. ُ‫ نْض نعَا ن‬pl. َ‫لْض نع‬
‫ض‬ ‫ – َ ن عِّن ن‬white, fem. sing. ُ‫ضً ن‬‫ ِن عّ ن‬pl. ‫ّض‬‫قِ ن‬
N.B. the sound group being ‘uy’ being repugnant to Arab ears ‘u’ changes into ‘i'
the vowel cognate to the following consonant.
ْ‫ – َ ن عِ نُ ن‬dumb, fem. sing. ُ‫ ِن عُ نمً ن‬pl. ْ‫ِل عُ ن‬
‫ش‬ ‫ط نَ ن‬ ‫ َ ن ع‬- deaf, fem. sing. ُ‫ط عَشنً ن‬
‫ ن‬pl. ‫ش‬ ‫ن‬
‫ط عَ ن‬
‫ – َ ن عَ نمى‬blind, fem. sing. ُ‫ نَ عمّنً ن‬pl. ّ ‫َ عم ن‬
‫ل‬
4.0 CONCLUSION
In this unit, you have learnt the names of natural things, insects, reptiles, inanimate
objects and adjectives in Arabic grammar.
5.0 SUMMARY
We have dealt with names of natural things, reptiles and insect, as well as trees,
other inanimate objects and adjectives in Arabic grammar.
50

1. Mention four names of each from the following in Arabic:
nature, trees, insects, reptiles and inanimate objects?
2. What is the position of the adjective in relation to the qualified noun?
7.0 REFERENCES/ FURTHER READINGS

Cowan David (1983); Modern Literary Arabic, Lagos; Islamic Publications
Bureau.
Jarim, A & Ameen M. (N.D) An-Nahw-ul-wādih-fi Qawā‘idi-l-lughatl-
‘ Arabiyyah- li-madāris-l-marhalat-il-ūla; vol 1, Cairo: Dār-ul- Ma’ārif.
51
UNIT 6 FOOD, VEGETABLES & FRUITS, DRINKS, BANK AND

POST OFFICE
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Food
3.2 Vegetables and Fruits
3.3 Drinks
3.4 Banks and Post Office
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment (TMA)
1.0INTRODUCTION
This unit is a continuation of the preceding unit on vocabulary development
specifically touching on the kinds of foods in our environment, vegetable, fruits
and drinks. The units will also focus on some words use in banks and post office.
2.0OBJECTIVES
 Identify various kinds of food in Arabic.
 Familiarize yourself with various kinds of vegetables, fruits and drinks.
 Also recognize some words used in banks and post office.
3.0MAIN CONTENT
3.1 Food
food ‫طْنً نم‬ ‫ن‬ beef ‫لن عِ لْ عال قْ عج قل‬
boiled eggs ‫عض نّ عَُل ن‬
‫وك‬ ‫ِنّ ن‬ salt ‫قّ عُ لح‬
milk ‫ّب‬
‫نُ قُ ل‬ butter ‫زن عِدنٌ ل‬
chicken ‫دن نًَ نَُن‬ cream ‫طُل‬ ‫ُن عَ ن‬
fish َ‫س نم ن‬ ‫ن‬ break fast ُ‫و‬ ‫ط ل‬ ‫ِل ل‬
tea ‫ي‬‫شنً ل‬ lunch ُ‫غَيا ل‬ ‫ي‬
honey ‫َ نل‬ ‫نَ ن‬ dinner ُ‫نََنً ل‬
yoghurt ‫لن عَِنُل‬ sausage ‫ننِنًنق لق‬
52
fried eggs ّ
‫عض نّ قِ قُ ي‬
‫ِنّ ن‬ egg ‫ضُن‬
‫ِن عّ ن‬
3.2 Vegetables and Fruits
pomegranate ًَ ‫لُ نّ ن‬ grape ‫نب‬
‫قََ ن‬
apricots ‫قّ عَ نم ن‬
‫ش‬ pear ‫ًص‬
‫إق نَ ن‬
onion ‫َ نل‬ ‫ِن ن‬ nut ‫نَ عو نز‬
dates ‫ِنُن نج‬ apple ‫َلِنً نح‬
dried dates َ‫َ ن نم ن‬ lettuce ‫زن عيْ ل ن‬
َ‫و‬
tomato ْ‫ط نم قط ن‬ ‫ ن‬/ ‫لٌَُ ن‬‫ِن عَد ن‬ olive ‫نس‬ ‫ْ ن‬
cucumber ُ‫ ُقَنً ن‬/ ًُ ‫قّْن ن‬ quince ‫سِن عَ نَ نل‬ ‫ن‬
fig ٌّ‫َق ن‬ almond ‫لن عو نز‬
oranges ‫ِل عََقِنً نل‬ pepper ‫ِل عُِل نل‬
carrot ُ‫نََن ن‬ potato ‫طً ن‬
ً‫ط‬ ‫ِن ن‬
pineapple ‫نًس‬‫َنننَ ن‬ peach ‫د للُ نق‬
3.3 Drinks
water ُ‫نًّ ل‬ carrot juice ُ ‫َّ نََن‬
‫َ ل‬ ‫نَ ق‬
lemonade ‫ِنّ لمونندنٌ ل‬ soft drink ‫لّ نَ ن‬
‫طِنًتل‬
coffee ‫ُن عُ نوٌ ل‬ cacao ًَ‫نًَ نَ ع‬
juice َّ
‫َ ل‬ ‫نَ ق‬ wine ‫نن قَِّل‬
3.4 Banks And Post Office
cheque ‫ال قََّل‬ closing of account َ
‫ًَ ق‬ ‫ُن عِ لل عال قِ ن‬
current account ‫ًُي‬ ‫ًَ نَ ق‬‫َ ل‬ ‫قُ ن‬ mail ‫ِن قَيدل‬
my account ‫ا عَ قْ نمًدل‬ postage ‫َ ل عَ نٌَ ل عالِن قَي قد‬
credit ‫ُنًئقدنٌ ل‬ airmail ‫ِن قَيدل نَ قوي‬
interest ‫ِنًئقدنٌ ل‬ telegram ‫ِن عَُقّنُل‬
shares ْ‫ًُ اأ ن عس لُ ق‬‫قإ عسْن ل‬ form ‫ًٌُ ن‬‫ا عسْق نم ن‬
debts ‫دليل ن‬
َ‫و‬ postal order ‫نَ نوالنُل نًّ قلّلُل نَُنى‬
53
‫عالِن قَي قد‬

assets ‫صو لل‬ ‫َل ل‬ post office ‫ب ِن قَي ٍد‬ ‫نّ عُْ ن ل‬
endorse ‫نَُن لع‬ exchange/remittance ‫َ ن عِ قوي نل‬
rate of exchange ‫ف‬
‫َ عَ ق‬ ‫قس عْ لَ ال ل‬ cashier ‫َ لل الَمِلو قد‬ ‫قّ عِ ن‬
travellers cheque ‫قشّ نًُ ق‬
ُ‫ت قسّنً نُ ق‬ bonds ‫ف‬ ‫َنًَق ل‬
counter ‫ات‬ ‫قس عَدن ن‬ banker ّ‫َ نَ قِ م‬ ‫نّ ع‬
4.0 CONCLUSION
In this unit, you have learnt about:
i. Various kinds of food, vegetables, fruits and drinks.
ii. Names of some words used in banks and post office.
5.0 SUMMARY
The vocabularies learnt in this unit relate to foods, vegetables, fruits, drinks, banks
and post office in Arabic.

1. Mention four major kinds of foods in our environment?
2. What are the Arabic words for the following items:
(a) dates (b) apple (c) nut (d) honey (e) chicken (f) interest (g) mail (h) form (i)
cashier?

Abdur-Rahmān, Khiyāl & Abd-al-Lateef, Uthmān (1975). al-Qirā’at-l-
‘Arabiyyah liş-Şaffi r-Rābi‘al-Ibtidāi’, Riyadh: Wizārat-al-ma’ārif Press.
Ismā‘il, M., Nasif, M. & Mukhtār, T. ( n.d.) Al-‘arabiyyat-l-lin-nāshi’īn. Riyadh:
wizārat-al-Ma’ārif Press.
54
MODULE 3 GRAMMAR, COMMON WORKS AND

SELECTED ACTIVITIES
Unit 1 Prepositions, Adverbs and Further Lessons on Pronouns.

Unit 2 Common Words used in Hospital, Government Service, Commerce etc.
Unit 3 Relative and Interrogative pronouns, and Introduction to Sentence
Construction.
Unit 4 Directions, Measurements, School Subjects and Punctuation Marks.
UNIT 1 PREPOSITIONS, ADVERBS AND FURTHER LESSIONS ON

PRONOUNS
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Preposition
3.2 Adverbs
3.3 Personal Pronouns
3.4 Basic Division of Personal Pronouns
3.5 The Terms of Nominative Personal Pronouns
3.6 The Verb and Its Doer
3.7 The Terms of Accusative Personal Pronouns
3.8 Terms of the Genitive Personal Pronouns
4.0 Conclusion
5.0 Summary
7.0 References and Further Readings
1.0 INTRODUCTION
This unit is a continuation of an aspect of unit 3 which specifically focused on
pronunciations. In this unit, however, emphasis will be on the two forms of adverb:
the adverbs of time and of place; the prepositions and their uses as well the
interrogative and relative pronouns.
2.0 OBJECTIVES
At the end of this unit, you are expected to:
 Get familiar with the prepositions in Arabic and their usage
 Be acquainted with adverbs and their usage
 List and explain other kinds of pronouns and their usage.
55
3.0 MAIN CONTENT

3.1 Prepositions
Prepositions are particles often placed before a noun in Arabic and render it in the
genitive. Since Arabic grammar deals mainly with the case endings, the Arabic
‫َف عال ن‬
prepositions are referred to as ‘huruful-jarr َ‫ج ق ي‬ ‫ لُ لَ ل‬which literally means
the particles of genitive, they are given this term in Arabic because they govern
the nouns that follow them in the genitives case.
For example, when we say: ‫ِقّ عالِن عّ ق‬
‫ت نُ لَ نل‬ ‘there is a man in the house’ the
‫( ) عالِن عّ ق‬house) which is in
particle (ّ‫( )ِق‬in) is a preposition followed by the noun (‫ت‬
the genitive case because of the particle (ِّ) that governs it.
Some of the Arabic prepositions are:
i. ‫( قإلنى‬to ):
‫( قًَعتل قإلنى ع‬I came to the city)
Examples: ُ‫ال نمدقيَن ق‬
‫ب عال نولندل إقلنى عال لمد ق‬
َ‫قي‬ ‫( نَْ ن ن‬the boy wrote to the director)
ii. ‫( نَُنى‬on):
Examples: ‫ب‬ ‫ًط نمُل ُنُن نم نًُ نَُنى عال نم عُْ ن ق‬
‫ت ِن ق‬
‫ضْن ع‬
‫( نَ ن‬Fatimah put her pen on the desk)
‫ب نَُنى عال نم عِْن قد‬ ‫س ل‬
‫الطً قل ل‬ ‫( نَُن ن‬the student sat on the bench).
iii. ِّ (in):
Examples: ‫عج قد‬ ‫( عال لم عَ قُ لموَن ِقّ عال نمَ ق‬the Muslims are in the mosque).
‫ًَ ِقّ عال نم ق‬
ًُ ‫( نَُن نع عال قُْ ن ل‬the book fell into the water)
iv. ٌ‫( قّ ع‬from; of):
Examples: ‫ت‬ ‫( َنننً ُنً قد نم قٌّن عالِن عّ ق‬I am coming from home)
‫ب‬ ‫ّ قٌّن عال نخ ن‬
‫َ ق‬ ‫( نََنا عال لُ عَ قس م‬this chair is of wood)
v. ٌ‫( نَ ع‬on/about/for):
Examples: ‫ب‬ ‫سً ن نل عال لمْن قُي لْ نَ عٌ نًُ قل ل‬
‫الطً قل ق‬ ‫( ن‬the teacher asked about the condition of
the student).
‫يف نَ قٌ عالِن ع‬
‫َ قل‬ ‫نًَ عالْن قَ ل‬
‫( غ ن‬the monitor was absent from the class)
56
vi. ‫( نُْنى‬till):
Examples: َ‫الظ عُ ق‬ ‫( نُا نَ عْتل د للَُ قسّ نُْنى م‬I revised my lessons till noon).
‫سْ ن عِِنى قِّ عال نمَ قعج قد نُْنى الُل عّ قل‬
‫( ن‬I will remain in the mosque till night).
vii. َ‫( ن‬used for oath)
Examples: ‫( نَلق‬I swear by Allah)
ْ‫( نَالَل عج ق‬I swear by star)
viii. َ
‫( ق‬with):
Example: ْ‫ًلِنُن ق‬ ‫ب قِ ع‬
‫( َنننً َ ن عَْ ل ل‬I am writing with pen)
‫ب قِ عًل لُ نٌَق‬‫( ا عَِقّ ين عُْن ل‬my son is playing with the ball)
ix. ‫( قل‬for):
Examples: ‫س‬ ‫ًُ ق‬‫ًَ علُ نِ ق‬
‫( نََنا عال قُْ ن ل‬this dog is for the guard)
‫ت نََنا عالخنًَ ن لْ عال نج قمّ لل‬ ‫( قل عُ قِ عَ ق‬this beautiful ring is for the girl)
x. ‫( نك‬as; alike)
Example: َ‫ًَلَل قم ق‬ ‫( عال قُ مَ ن‬a cat is like a tiger)
‫ب‬ ‫( عال لمْن قُي لْ نَ ل‬a teacher is like a doctor)
‫ًلطِقّ ق‬
3.2 Adverbs
Adverbs are of two kinds they are:- ‫ف عال نم نُ ق‬

ًَ ‫( ن‬adverb of place) and ‫ف‬
‫ظ عَ ل‬ ‫ن‬
‫ظ عَ ل‬
ًَ ‫( ل‬adverb of time). Both of them are in the accusative case and govern the
‫الَ نّ ق‬
nouns in the genitive case, adverbs of time and place include.
Place Time
in front of ‫َ ن نًّ لم‬ morning ًُ‫صِنً ا‬ ‫ن‬
Behind ‫ف‬ ‫ْ عنُ ن‬ night ‫لنّ اعل‬
Over ‫ِن عوقن‬ day ًّ‫ين عو ا‬
Under ‫َ ن عِ ن‬
‫ت‬ tomorrow ‫نغداا‬
With ‫قَ عَدن‬ month ‫ش عُ اَا‬‫ن‬
Beside ‫ب‬‫نَ عَ ن‬ Year ‫نُ عو ال‬
57
Examples:
Adverb of Place
‫ف عال نم نُ ق‬
ًَ ‫ظ عَ ل‬ ‫ن‬
The boy stands in front of the mirror ‫ًم عال نم عََنٌق‬ ‫ف عال نولندل َ ن نّ ن‬ ‫ين عِ ل‬
The cat sleeps behind the door َ‫ف عالِنً ق‬ ‫طُل ْ عنُ ن‬ ‫َنَنً لم عال قِ ن‬
The bird is on the tree ‫َ نج نٌَق‬ ‫الطًئق لَ ِن عوقن ال ل‬ ‫ل‬
He is sitting under the tree ‫َ نج نٌَق‬ ‫ت ال ل‬ ‫س َ ن عِ ن‬ ‫لَ نو نًَ قل ن‬
The pen is with the boy ‫عالِنُن لْ قَ عَدن عال نولن قد‬
The student is beside the teacher ْ‫ب عال لمْن قُي ق‬ ‫ب نَ عَ ن‬ ‫ل‬
‫الطً قل ل‬
EXAMPLES:
Adverb of Time ُ‫ا‬ ‫ُ ي‬
َ ‫الّ ِم‬ ‫َِ َر ة‬
the sun rises in the morning ًُ‫صِنً ا‬‫س ن‬ ‫َ عم ل‬‫َ ل عَ قَ لق ال ل‬
The bat flies in the mid-night ‫ًش لنّ اعل‬
‫َّ ال لخِن ل‬ ‫ين قط ل‬
I spent a complete year in Libya ‫ًّ ال‬
‫ضّعتل ِقّ قلّ قِّنً نُ عو ال نَ ق‬ ‫ُن ن‬
Zaid returns to his house at sunset ُ‫نُ نَ عع زن عيدن قإلنى ِن عّْق قِ قََنً ا‬
3.3 Personal Pronouns ‫ال ي‬
‫ّ ِما َِ ةر‬
Arabic pronouns are divided into three parts:
i. Detached ‫َُنُل‬ ‫عال لم عَِن ق‬
ii. Attached ‫َُنُل‬ ‫عال لمْ ل ق‬
iii. Implied ُ‫عال لمِند لل‬
The Arabic personal pronoun is nominative, accusative and genitive.
English The Example ‫َاأ ِ َمثَلِةة‬ ِ ‫ ال‬Arabic
‫ّ ِماَِ ةر‬
Case Pronoun Case
Nominative I I am a student. ‫ب‬‫طً قل ل‬ ‫َنننً ن‬ ً‫ َننن‬Nominativ
I wrote the e
lesson yesterday. ‫عتل‬
ِ ‫ن‬ َْ‫ن‬ ‫تل‬
(I) I am writing ‫س‬‫ الد علُ ن‬Implied
the lesson now. ‫ن‬ .‫َ عّ قس‬
‫ب‬‫َ ن عَْ ل ل‬
58
‫س‬‫الد علُ ن‬
.َ‫ال‬
‫ق‬
Accusative Me Mahmood ّ‫َ ن عَ نَ نَّق‬ ّ‫ــ‬ Accusative
treated me well.
Me alone .‫نّ عِ لمودل‬ ‫لًي‬
‫قإي ن‬
Mahmood ‫لًي َ ن عَ نَ نم‬
‫إقي ن‬
treated well.
.‫نّ عِ لمودل‬
Possessive My To me (there is) ‫سّلًٌُ ن‬ ‫قلّ ن‬ ّ‫ـ‬ genitive
a small car.
My car is small. .‫ٌَّن‬‫ص قغ ن‬ ‫ن‬ ّ‫ـ‬
َّ‫لًُ ق‬ ‫سّ ن‬ ‫ن‬
.‫ٌَّن‬ ‫ص قغ ن‬ ‫ن‬
3.4 Basic Division of Personal Pronoun
(a) The nominative detached pronoun is the subject of a nominal sentence.
(b) The nominative attached Pronoun is the subject, (doer), of verb.
(c) The implied pronoun is also the subject of a verb.
(d) The accusative Pronoun is the object of a verb. It is most frequently
attached, like the ya suffix in ّ‫ ;َ ن عَ نَ نَّق‬but it is rarely detached coming
before the verb for emphasis. This sentence then reads: ّ‫ي َ ن عَ نَ نّ قَي‬
‫قإينً ل‬
(e) The Genitive Pronoun which is the object of a preparation or the second
part construct phrase is always attached and is identical with the
accusative attached pronoun, like the yā’ in ّ‫“ قل‬to me’’ ِّ‫ قَْنً ق‬my book.
(f) We may add here that when a statement begins with a noun or a
pronoun and is followed by a verb; the pronoun or noun is treated as the
subject of a nominal sentence; not of the verb. The subject of the verb
cannot precede it; it has to follow it tangibly or to be regarded as an
implied pronoun. If we say, for example, ‫َنننً نَْنِعتل‬ “I wrote,” the
statement is regarded as a nominal sentence of which the pronoun ً‫‘ َننن‬I’
‫ ن‬is the tā, ‫تل‬, and the verbal
is the subject. The subject of the verb ‫َْنِعتل‬
sentence consisting of the verb and its subject doer is regarded as the
predicate.
59
3.5 The Terms of Nominative Personal Pronoun

Attached Pronoun Detached Pronoun
‫ّ ِماَِ ةر ا َل ةمّ ِ َِلِةة‬
‫ال ي‬ ‫ّ ِماَِ ةر ا َل ةم َِْْ َِلِةة‬
ِ ‫ال‬ Person
Meaning Pronoun Meaning Pronoun َْ ُ‫ْ َْ ة‬ ‫ِمْة ة‬
ِ ُ‫و‬
I wrote ‫نَْنِعتل‬ I ً‫َننن‬ First
We wrote ً‫نَْ ن عَِن‬ We ٌ‫ن عنِ ل‬ ْ‫عال لمْ ن نُ قُي ل‬
You (boy) wrote ‫عت‬ ‫نَْنِ ن‬ You (male) ‫ت‬ ‫َ ن عن ن‬
You (girl) wrote ‫ت‬‫نَْ ن عِ ق‬ You (female) ‫ت‬‫َ ن عن ق‬
You (2 boys) wrote ً‫نَْ ن عِْ ل نم‬ You (2 males) ً‫َ ن عنْ ل نم‬ Second
‫ب‬ ‫عال لمخنً ن‬
‫ط ل‬
You (2 girls) wrote ً‫نَْ ن عِْ ل نم‬ You (2 females) ً‫َ ن عنْ ل نم‬
You (boys) wrote ْ‫نَْ ن عِْ ل ع‬ You (males) ْ‫َ ن عنْ ل ع‬
You (girls) wrote ٌ‫نَْ ن عِْ ل ل‬ You (females) ٌ‫َ ن عنْ ل ل‬
(He) Wrote ‫ب‬‫نَْ ن ن‬ He ‫لَ نو‬
(She) Wrote ‫ت‬ ‫نَْنِن ع‬ She ّ‫قَ ن‬
They (2 boys) wrote ً‫نَْنِن‬ They (2 males) ً‫لَ نم‬ Third
They (2 girls) wrote ً‫نَْنِنْن‬ They (2 females) ً‫لَ نم‬ ‫عالغنً قئ ل‬
‫ب‬
They (boys) wrote ‫نَْنِلوا‬ They ( males) ْ‫لَ ع‬
They (girls) wrote ‫نَْنِعٌن‬ They (females) ٌ‫لَ ل‬
This means: (when a boy is spoken to) the same applies to other words in
parentheses.
3.6 The Verb and Its Doer:

ُ ِ ‫ال ةم‬
‫ّ َاُ ة‬ َ ‫ا َل ِم‬
‫اِي‬
Present tense Past tense Persons
َ‫ اأ ن عّ ل‬Nominal Verbal Nominal Verbal
ْ‫وَ نَ عَ لُ ع‬
‫نَّل ل‬
Jussive Sentence Sentence Sentence Sentence
*
‫ب‬‫َنننً َ ن عَْ ل ل‬ *
‫ب‬‫َ ن عَْ ل ل‬ ‫َنننً نَْنِعتل‬ ‫نَْنِعتل‬ First
* ‫ل ع ل‬
‫ب‬ ‫ن عنٌِ ننُْ ل‬ * ‫ع ل‬
‫ب‬ ‫ننُْ ل‬ ً‫ن عنِ لٌ نَْ ن عَِن‬ ً‫نَْ ن عَِن‬ ْ‫عال لمْ ن نُ قُي ل‬
*
‫َ ل عَْلبع‬ * ‫ن ع ل‬
‫ب‬ ‫ت َُْ ل‬ ‫َ ن عن ن‬ * ‫ن ع ل‬
‫ب‬ ‫َُْ ل‬ ‫عت‬ ‫ت نَْنِ ن‬ ‫َ ن عن ن‬ ‫عت‬ ‫نَْنِ ن‬
* ‫ل ع ل‬
ّ‫ََِْق‬ ‫ت َ ن عُْلِقٌّن‬ ‫َ ن عن ق‬ ‫َ ن عُْلِقٌّن‬ ‫ت‬ ‫ت نَْ ن عِ ق‬ ‫َ ن عن ق‬ ‫ت‬ ‫نَْ ن عِ ق‬ Second
ً‫َ ل عَْلِن‬ ًَ‫َ ن عنْ ل نمً َ ن عُْلِن ق‬ ًَ‫َ ن عُْلِن ق‬ ً‫َ ن عنْ ل نمً نَْ ن عِْ ل نم‬ ً‫نَْ ن عِْ ل نم‬ ‫ب‬ ‫عال لمخنً ن‬
‫ط ل‬
‫َ ل عَْلِلوا‬ ‫َ ن عنْ ل عْ َ ن عُْلِلوَن‬ ‫َ ن عُْلِلوَن‬ ْ‫َ ن عنْ ل عْ نَْ ن عِْ ل ع‬ ْ‫نَْ ن عِْ ل ع‬
60
‫َ ل عَْلِعٌن‬ ‫َ ن عنْ ل لٌ َ ن عُْلِعٌن‬ ‫َ ن عُْلِعٌن‬ ٌ‫َ ن عنْ ل لٌ نَْ ن عِْ ل ل‬ ٌ‫نَْ ن عِْ ل ل‬
‫َ ننو ين عُْلبع‬ ‫ب‬ ‫ين عُْ ل ل‬ ‫ب‬ ‫لَ نو نَْ ن ن‬ ‫ب‬ ‫نَْ ن ن‬
‫ب‬ ‫ّ َ ن عُْ ل ل‬
‫قَ ن‬ ‫ب‬ ‫َ ن عُْ ل ل‬ ‫ت‬ ‫ّ نَْنِن ع‬ ‫قَ ن‬ ‫ت‬ ‫نَْنِن ع‬
ًَ ‫لَ نمً ين عُْلِن ق‬ ًَ ‫ين عُْلِن ق‬ ً‫لَ نمً نَْنِن‬ ً‫نَْنِن‬ Third
ًَ ‫لَ نمً َ ن عُْلِن ق‬ ًَ ‫َ ن عُْلِن ق‬ ً‫لَ نمً نَْنِنْن‬ ً‫نَْنِنْن‬ ‫عالغنً قئ ل‬
‫ب‬
‫لَ عْ ين عُْلِلوَن‬ ‫ين عُْلِلوَن‬ ‫لَ عْ نَْنِلوا‬ ‫نَْنِلوا‬
‫لٌَن ين عُْلِعٌن‬ ‫ين عُْلِعٌن‬ ‫لٌَن نَْنِعٌن‬ ‫نَْنِعٌن‬
Note the ‫س لُ ل‬
َ‫و‬ ‫ الْنْعنق ل‬is replaced by the ‫ نََ نعٌَ ل‬if it is followed by ‫ال‬
‫ ل‬of the ‫ّث‬ ‫ ع‬to
avoid meeting of two َ‫و‬ ‫س لُ ل‬ ‫ ل‬which is a grammatically error in Arabic i:e:
‫ت عالِق عَْ ن ق‬
ًَ ‫ت عالِق عَْ ن ق‬
‫ نَْنِن ق‬instead of ًَ ‫نَْنِن ع‬
* An asterisk is placed over the verb in the table when its subject is an implied
pronoun.
3.7 The Terms of Accusative Personal Pronouns

Attached Pronoun Detached Pronoun Persons
ِ ‫ال‬ ُْ‫ْ َْ ة‬ ‫ِمْة ة‬
ِ ُ‫و‬
Meaning Pronoun Meaning Pronoun
You treated me well ّ‫ َ ن عََ عّْنَق‬Me alone you ( ‫)َ ن عََ عّتل‬ ‫ًي‬
‫ن‬ ‫ن‬ ‫قإين ن‬ First
treated well
( ‫قإينًننً )َ ن عَ نَ عّتل‬ ْ‫عال لمْ ن نُ قُي ل‬
You treated us well ً‫َ ن عَ نَ عّْنَن‬ We alone you
treated well
َ‫َ ن عَ نَ لّْ ل ن‬ You alone I
( ‫ًك )َ ن عَ نَ عّتل‬‫قإين ن‬
Second
I treated you well َ‫َ ن عَ نَ لّْ ل ق‬ treated well (for ( ‫ًك )َ ن عَ نَ عّتل‬ ‫قإين ق‬ ‫عال لمخنً ن‬
‫ب‬
‫ط ل‬
(for male, female
and other second
ً‫َ ن عَ نَ لّْ ل لُ نم‬ both 2nd person
singular and
( ‫قإينً لَ نمً )َ ن عَ نَ عّتل‬
person form) ْ‫َ ن عَ نَ لّْ ل لُ ع‬ plural). ( ‫قإينً لَ عْ )َ ن عَ نَ عّتل‬
ٌ‫َ ن عَ نَ لّْ ل لُ ل‬ ( ‫إقينً لَ لٌ )َ ن عَ نَ عّتل‬
I treated him well ‫َ ن عَ نَ لّْلِل‬ Him (I treated ( ‫قإينًُل )َ ن عَ نَ عّتل‬ Third
I treated her well ًُ‫َ ن عَ نَ لّْ ل ن‬

well)
Her (I treated ( ‫قإينًَنً )َ ن عَ نَ عّتل‬ ‫عالغنًئق ل‬
‫ب‬
I treated them well ً‫َ ن عَ نَ لّْ ل لُ نم‬ well)
They (alone I
( ‫قإينً لَ نمً )َ ن عَ نَ عّتل‬
(for dual and all 3rd
person plural) ْ‫َ ن عَ نَ لّْ ل لُ ع‬ treated well) ( ‫قإينً لَ عْ )َ ن عَ نَ عّتل‬
ٌ‫َ ن عَ نَ لّْ ل لُ ل‬ ( ‫إقينً لَ لٌ )َ ن عَ نَ عّتل‬
61
3.8 Terms of the Genitive Personal Pronoun

Attached Pronoun Detached Pronoun Persons
ِ ‫ال‬ ُْ‫ْ َْ ة‬ ‫ِمْة ة‬
ِ ُ‫و‬
Meaning Pronoun Meaning Pronoun
To me ّ‫قل‬ My book ِّ‫قَْنً ق‬ First
Our book ً‫قَْنًِلَن‬ ْ‫عال لمْ ن نُ قُي ل‬
To us ً‫لنَن‬
َ‫لن ن‬ Your book (all
َ‫قَْنًِل ن‬
Second
َ‫لن ق‬ 2nd person َ‫قَْنًِل ق‬ ‫عال لمخنً ن‬
To you (all 2nd ‫ب‬
‫ط ل‬
person form)
ً‫لن لُ نم‬ form) ً‫قَْنًِل نُ نم‬
ْ‫لن لُ ع‬ ْ‫قَْنًِل لُ ع‬
ٌ‫لن لُ ل‬ ٌ‫قَْنًِل لُ ل‬
To him ‫لنِل‬ His book ‫قَْنًِلِل‬ Third
To her ًُ‫لن ن‬ Her book ًُ‫قَْنًِل ن‬ ‫عالغنًئق ل‬

‫ب‬
To them (dual and
ً‫لن لُ نم‬ Their book
ً‫قَْنًِل لُ نم‬
plural). ْ‫لن لُ ع‬ (dual & plural) ْ‫قَْنًِل لُ ع‬
ٌ‫لن لُ ل‬ ٌ‫قَْنًِل لُ ل‬
4.0 CONCLUSION
In this unit, you have learnt about the prepositions, adverbs, and further lessons on
pronouns.
5.0 SUMMARY
We have dealt with the usage of prepositions, adverbs and personal pronouns in
Arabic grammar.

1. Use the following personal pronouns in sentences of your own:
‫ قإي ن‬- ْ‫ َ ن عنْ ل ع‬- ٌ‫ ن عنِ ل‬- ‫ت‬
‫لًي‬ ‫َ ن عن ن‬
2. Use the following prepositions in sentences of your own:
ّ‫ ِق‬-ٌ‫ قّ ع‬- ‫ نَُنى‬- ٌ‫َ ع‬
‫ن‬
3. Fill in the blank spaces with suitable words:
‫ َ ا مّ نَ؟‬............................. -َ
62
‫ت؟‬‫ًَع ن‬.............................َ
‫ق‬
‫ نًُلل نَ؟‬........................... -‫ج‬
4. Use these adverbs in sentences:
‫ َ ن نّ ن‬- ًّ‫ ين عو ا‬- ‫سً نَُا‬
‫ لنّ اعل – ِن عوقن‬- ‫ًم‬ ‫ن‬
Antoine, El-Dahdah (1992) A dictionary of Universal Arabic Grammar: Arabic-
English, Beirut: Maktabatu Lubnān.
Muhammad, Abdur-Ra’ūf (N.D.) Arabic for English speaking Students, Cairo:
’Ahrām-t-tijāriyyah Press.
63
UNIT 2 COMMON WORDS USED IN HOSPITAL, GOVERNMENT

SERVICE, AND COMMERCE ETC
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Common Words Used in Hospital
3.2 Common Words Used in Government
3.3 Common Words Used in Commerce
3.4 Common Words Used in Sea-Shore
3.5 Common Words Used in Television Station
4.0 Conclusion
5.0 Summary
1.0 INTRODUCTION
Modern day activities require our contacts with other people in various areas of
discipline and profession. This unit deals with some commonly used names and
items that are peculiar to those disciplines.
2.0 OBJECTIVES
At the end of this unit you should be able to acquire enough words in Arabic that
are peculiar to some disciplines.
3.0 MAIN CONTENT
3.1 Common Words Used In Hospital
injection ‫لُ عَِنُن‬ surgery ‫اُّلُن‬‫نَ نم قُّلُن قَ نَ ق‬
doctor’s prescription ‫ب‬ ‫ف ل‬
‫الط قِّ ق‬ ‫ص ل‬ ‫نَ ع‬ bandages ‫طُن‬ ‫َ ن عُِل ن‬
blood pressure ‫ط الد قلم‬‫ض عغ ل‬‫ن‬ patients ‫ضى‬ ‫نّ عَ ن‬
dentist
‫ّب عاأ ن عسَ ق‬
ًَ‫ن‬ ‫ط قِ ل‬ ‫ن‬ nurses ‫ًت‬‫ض ن‬ ‫لّ نم ق يَ ن‬
pills ‫عال لِِل ل‬
َ‫و‬ children disease ‫طِنً قل‬‫اض عاأ ن ع‬
‫َ ن عّ نَ ل‬
(pediatrics)
ointment ْ‫نّ عَ نَ ن‬ blood transfusion ‫نن عِ لل الد قلم‬
tablets ‫َنُن نَ ن‬
‫اص‬ optician
‫ّب عالْلّل ق‬
َ‫و‬ ‫ط قِ ل‬‫ن‬
64
3.2 Common Words Used In Government

king ٌ‫مَ لْ ك‬ ministry ‫اٌَ ك‬ ‫وَِم م‬
president ٍُ ‫وُيل‬
‫ّس لَ عم لُ ق‬ ‫نُئق ل‬ ministry of foreign ‫مَِ وجّيٌك‬ ‫اٌَ ك خ و‬ ‫وَِم م‬
affairs
kingdom/empire ‫نّ عمُن نُُن‬ ministry of interior ‫اخ وّْيٌك‬ ‫اٌَ ك مد و‬ ‫وَِم م‬
republic ‫وُيلُن‬ ‫لَ عم لُ ق‬ ministry of defense
‫اٌَ ك ودَمٍِع‬ ‫وَِم م‬
constitution ‫دل عسْ ل ن‬
ُ‫و‬ ministry of justice ِ‫اٌَ ك مَ لد و‬ ‫وَِم م‬
parliament ًَ ‫ِن عَ قل نم ل‬ ministry of finance ‫اٌَ ك مَِ ولّيٌك‬ ‫وَِم م‬
ambassador َّ‫س قِ ن‬ ‫ن‬ ministry of public ِ‫اٌَ ك َ م لَْمِ ع‬ ‫وَِم م‬
works
embassy ‫ًٌُ ن‬ ‫قسِن ن‬ ministry of health ٌ‫ِ مَ ع‬ ‫اٌَ ك و‬ ‫وَِم م‬
capital ‫ص نمُن‬ ‫نًَ ع‬ ministry of education ٌ‫اٌَ ك ت م لَبوّي ع‬ ‫وَِم م‬
independence ‫ا عسْق قِ نل نل‬ opposition ‫ٌَك‬‫َِ م‬ ‫مََم و‬
voting ‫َ قو ن‬
‫يت‬ ‫َن ع‬ director َ‫قي‬
‫نّد ن‬
election ‫ا عن قْخ ن‬
ًَ‫ن‬ inspector ‫ش‬ ‫لِّن قْ ي ن‬
vice ‫ب‬ ‫ننًئق ن‬ authority ‫طُن‬ ‫س عُ ن‬
‫ل‬
minister َ‫ي‬‫نَ قز ن‬ prime minister ٍُ‫ّس لَزن نُا‬ ‫نُئق ل‬
3.3 Common Words Used In Commerce
Money ‫نلِلودن‬ receipt ‫ص نل‬ ‫نَ ع‬
Broker ‫َ قس ن‬
‫ّط‬ project ‫نّ عَ لََ ن‬
‫ع‬
amount ‫نّ عُِن نغ‬ debt ٌ‫دني نع‬
Profit ‫قُ عِ نح‬ monopoly ‫اُْق نُ ن‬
ًُ ‫ع‬
to gain ‫ين عَِن لح‬ bankruptcy ‫س‬‫قإ عِ نل ن‬
to lose َ‫ين عخَ لق‬ expenses ‫ًت‬‫ننِنِن ن‬
to sell ‫ينِقّ لع‬ customer ‫زن ِل ل‬
َ‫و‬
discount ْ‫نُ عَ ن‬ balance ‫صّدن‬ ‫نُ ق‬
Capital ‫س نًّ ٍل‬ ‫نَُع ل‬ consumption ٍ‫ا عسْق قُ نلك‬
Auction ‫ِن عّ لع قِ نمَن ا ٍد‬ accountant ‫ب‬‫لّ نًِ قس ن‬
Agency ‫نَ نًَلنُن‬ value ‫ُقّ نمُن‬
65
signature ‫َ ن عوُقّ نع‬/ُ‫ضً ن‬

‫قإ عّ ن‬ bill َ
ٍ ًَ ‫ِنًَ ل ن‬
‫وٌُ ل قُ ن‬
3.4 Common Words Used In Sea-Shore
sea side َ‫ٌ عالِن عِ ق‬ ‫نًط ل‬
‫ش ق‬ amusement ‫َ ن عَ قُّنُن‬
swimming ‫َِنً نُُن‬‫ال ق ي‬ pleasure َُ
‫س لَ ن‬ ‫ل‬
swimming suits َ‫َُل عالِن عِ ق‬‫قل عِ ن‬ shallow water ُ‫قّّنًُل الض علُِن ق‬
3.5 Common Words Used In Television Station
News ‫َ ن عِْن ن‬
ًُ tone control ‫ضًِق ل‬
ٍُ ‫ط ننغن نم‬ ‫ن‬
loudspeaker ٍ ‫ص عو‬
‫ت‬ ‫لّ نُ قِي لَ ن‬ contrast ٌ‫َنِنًيل ن‬
news in full ‫َّ قل‬‫ًُ قِْ ن عِ ق‬‫َ ن عِْن ل‬ channel ‫ُنَ ننو ن‬
‫ات‬
Studio ‫ا عسْلو قديلو‬ television ‫َ ن قُّ قِ قَيل ل‬
َ‫و‬
4.0 CONCLUSION
In this unit, you have leant about Arabic language registers that are related to some
various fields of human activities.
5.0 SUMMARY
We have dealt with some commonly used names and items that are peculiar to
government service, commerce, sea-shore and television station.

1. Use these words in sentences:
‫ ننًئق ن‬- ‫ نّ عمُن نُُن‬- ‫اص‬
‫ب‬ ‫ َ ن عُ نَ ن‬- ‫ لُ عَِنُن‬-ُ‫و‬
‫دل عسْ ل ن‬
2. Translate the following words to Arabic:
balance – monopoly – inspector – election – capital

Rufāi, ’Abd-ul-Azeez & ’Abd-ul-Jabbār Umar (1969). Al-mutāli’at-ussu’ūdiyyah
li- ş - şaffi-l-khāmis-il-ibitidā, Riyādh: Wizāratul-Ma’ārif Press.
Şābir, ’Abdu `l-Fatāh & ‘Umar, ‘Ali (N.D) al-Qirā’at-ur-Rashīdat Vol.1, Cairo:
Dar-al-Ma’ārif Press.
66
UNIT 3 RELATIVE AND INTERROGATIVE PRONOUNS, AND

INTRODUCTION TO SENTENCES CONSTRUCTION
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Relative Pronouns
3.1.1 The Common Relative Pronouns in Arabic
3.2 Interrogative Pronouns
3.3 Introduction to Sentence Construction
4.0 Conclusion
5.0 Summary
1.0 INTRODUCTION
This unit deals with relative and interrogative pronouns in Arabic language. It also
introduces you to various ways of constructing simple nominal and verbal
sentences Arabic.
2.0 OBJECTIVES
 At the end of this unit, you should be able to: Identify some relative and
interrogative pronouns in Arabic language.
 Construct simple sentences in Arabic
3.0 MAIN CONTENT

3.1 Relative Pronouns ‫ّ ةْ ا َل ِم َو ة‬
‫ُو ةل‬ َ ‫ال‬
A relative pronoun is the noun that gives information about its antecedent with the
aid of a relative clause. It is considered as a definite noun.
3.1.1 The Common Relative Pronouns in Arabic

Singular Dual Plural
Masculine ‫اللَقي‬ ‫الُلَن ق‬
َ‫ا‬ ‫اللَقيٌن‬
Feminine ّ‫اللْق‬ ‫الُلْ ن ق‬
ًَ ّ‫الللئق‬
I read the book which I bought ‫ًَ اللَقي ا عشْ ن نَ عيْلِل‬‫ُن نََعتل عال قُْ ن ن‬
These are the (2) boys who played ً‫اَ لن قِْن‬ ‫اَ عال نولندن ق‬
‫اَ الُلَن ق‬ ‫نََن ق‬
These are the boys who travelled ‫سًِن لََا‬ ‫نََ نلل قُ عاأ ن عَ نلدل الَقيٌن ن‬
67
The girl who danced has come ‫َ ع‬

‫ت‬ ‫ت عالِق عَتل الْقّ نُُن ن‬ ‫ُن عد نًَ نُ ق‬
The two girls are playing skillful ‫ًَ َ ن عُْنِن ق‬
‫ًَ نًّ قَ نََ ن ق‬
ًَ ‫عال قِ عَْ ن ق‬
‫ًَ الُلْ ن ق‬
These are the girls who are travelling ‫ًَِق عََن‬ ‫نََ نلل قُ عالِنَنًتل ن‬
‫اللَقّ يل ن‬
3.2 Interrogative Pronouns
An interrogative pronoun asks about a person, things, time, place reason, number
or quality and condition. It inquires about the occurrence of the verb, therefore, the
answer to a question. An interrogative pronoun has to give the information
‫ َ ع‬or the ‫ َ ن‬has to be the
required; whereas the answer to a question introduced by ‫نل‬
equivalent of No ‫ نل‬or yes ْ‫ْ ل‬
‫نن ع‬. For example: ‫( نّ عٌ ََا؟‬who is this) should give the
name of a person like ‫ََنا زن عيد ن‬ ‫( ن‬that is Zayd) and ٌ‫( َنيعٌن َ ن عَ لُ ل‬where are you living)
would be something like this ُ‫ال نمدقيَن ق‬ ‫ َ ن عس لُ لٌ قِّ ع‬I stay in the city, but the answer to
the question َ‫َ نم ل‬ ‫ َ عنل نُ ن‬or َ‫َ نم ل‬
‫ض نَ ل‬ ‫( َ ن نُ ن‬is Umar around) should be either
‫ض نَ ل‬
‫ ’ نن ع‬Yes or ‘‫ ’ نل‬No.
‘ْ‫ْ ل‬
Interrogative Equivalent Example Meaning
Pronoun
‫نّ عٌ؟‬ Who? ‫نّ عٌ نََنا؟‬ Who is this?
‫نًّ؟‬ What? ‫نًّ نََيا؟‬ What is this?
‫نًّذيا؟‬ What? ‫نًّ ذنا نَ نَى؟‬ What happened?
‫قل نْ؟‬ Why? ‫قل نْ نََنا؟‬ Why is this?

‫قل نمًذنا؟‬ Why? ‫ت‬ ‫قل نمً ذيا َ ن نَ عَ ن‬ Why is this?
‫سُن؟‬ ‫عال نم عد نُ ن‬
‫َنيعٌن ؟‬ Where? ‫َنيعٌن َ ن عَ لُ لٌ؟‬ Why did you
leave the school?
‫نّْنى؟‬ When?
‫نّْنى َ ن عِدنَ ل الدي نقُا ن‬
‫سُن؟‬ Where does the
school session
begin?
‫نَّ ن‬
‫عف؟‬ How? ‫ت؟‬ ‫عف َ ن عن ن‬
‫نَّ ن‬ How are you?
‫نَ عْ؟‬ How many? ‫ت؟‬ ‫نَ عْ ننّ اعَا نُِن عِ ن‬ How many Naira
did you earn?
‫نَ عْ؟‬ How much? ‫ًُ قٌ؟‬ ‫نَ عْ ث ن نم لٌ ال ل‬
‫َّن ن‬ How much is the
price of the car?
‫قل نم عٌ؟‬ To whom, whose? ‫قل نم عٌ نََنا عال قُْ ن ل‬
ًَ To whom does
the book belong?
‫ي؟‬ ‫َن ل‬ Which?
‫َن م‬
‫ي ِنً قَ نُ ٍُ َ ل قِبم ؟‬ Which fruit do
you like?
68
‫َ عنل؟‬ Do you? Did you? ‫س؟‬ ‫ت ال ي‬

‫َ عم ل‬ ‫طُن عْ ق‬ ‫َ عنل ن‬ Has the sun
Will you? etc appeared?
‫َ؟‬ (a) same as ‫َ عنل‬ َ‫طُن نع عالِن نم ل‬
‫ا ن‬ Has the moon
appeared?
(b) which (of two ‫ض لل عال نمدقيَنُن َ ن قم‬ ‫َ ن َلِن ق‬ Do you prefer the
things) town or the
‫عالِن قَينُن؟‬ village?
Note that the Arabic question mark is exactly the same as the English question
mark except that it faces the right side.
After a preposition ًّ‫ ن‬, an interrogative pronoun is generally shortened to ‫م‬and
written attached to the preposition, e.g.
‫قل نْ؟‬ for what, why?
‫إقلن نم؟‬ till when?
‫َلن نم؟‬‫ن‬ for what?
‫قّ لمً؟‬ from what?
‫ ن‬how much, many? is in the accusative singular.

Note that the noun qualified by ْ‫َ ع‬
e.g.
‫نَ عْ قَْنًِاً؟‬ how many books?
‫نَ عْ نَلنداا؟‬ how many boys?
‫ًَ نَُن؟‬ ‫ نَ عْ ال ل‬what time is it?
‫ي؟‬ ‫َن م‬ is an interrogative adjective governs a following genitives, e.g.
‫ي ِن عّتٍ؟‬ ‫َن م‬ which house?
‫ي نُ لَ ٍل؟‬ ‫ َ ن م‬which man?
‫الَ نًَ قل‬
‫ي قي‬ ‫ َ ن م‬which (one) of the men?
‫ي‬‫َن م‬ is very often used as common gender and its feminine ‫ َنيلُل‬neglected,
‫ي َ ن قّ ن‬
e.g. ٌٍَّ ‫ َ ن م‬which princess?
3.3 Introduction To Sentence Construction
A complete sentence in Arabic is a combination of two or more words in a way
that is meaningful. Examples:
ّ‫نََنا ُنُن قم‬ This is my pen
‫سًلنُا‬ ‫نَْ ن ن‬
‫ب زن عيدن قُ ن‬ Zaid wrote a letter
69
‫‘ ا عذَ ل‬go’ is a complete sentence because it consists of a verb and

The imperative ‫نب‬
an implied subject. A phrase cannot be regarded as a complete sentence no matter
the number of its words َّ ‫( قإ عَ َ ن عج قُس نَُنى عال نِ ق‬if you sit on the mat) is not a
‫َ ق‬
complete sentence even though it contains four words.
A sentence which starts with a noun or pronoun in Arabic is termed a nominal
sentence ‫الس قعمّلُل‬ ‫ عال لج عمُنُل‬e.g.
‫عال نولندل نُ ق‬
َ‫ًض ن‬ (the boy is present)
‫ًض نٌَ ن‬‫عال قِ عَتل نُ ق‬ (the girl is present)
‫عال نم عد نُ ن‬
‫سُل ن قنظِّنُن‬ (the school is neat)
‫ال قْ ي عُ قمَّل ِقّ عالِن ع‬
‫َ قل‬ (the student is in the class)
The first noun (subject) and the second one (predicate) are used in the nominative
case.
A sentence which starts with a verb either perfect or imperfect in Arabic is termed
‫عال قِ ع‬
a verbal sentence ‫ْ قُّلُل‬ ‫ عال لج عمُنُل‬e.g.
‫ًق‬‫س قإ عس نِ ل‬ ‫نَُن ن‬ Is-hāq sat
‫ين عِ نََ ل قإ عس نمً قَّ لل‬ Ismā‘īl is reading the book
َ‫س قُ ال‬ ‫ّ قإلنى عال نم عد نُ ن‬‫نب نَ قُ م‬‫ين عََ ل‬ Ali is going to the school now
‫َ ن نَ نل عال نولندل الْمِنً نُُل‬ The boy ate the apple
When the doer ‫ل‬ ‫ عالِنً قَ ل‬is a feminine a silent ‘ta’ should be added to make the verb
feminine e.g.
‫ت زن عيَ ن‬
‫نب‬ ‫َ ع‬ ‫نَُن ن‬ Zainab sat
‫ًط نمُن‬
‫ت ِن ق‬ ‫نَْنِن ع‬ Fatimah wrote
‫َنْ ع لَ لل عالِنَنًتل‬ The girls are eating
4.0 CONCLUSION
In this unit, you have learnt about relative and interrogative pronouns in Arabic
grammar. You also learnt about the various ways of constructing simple sentences
in Arabic.
5.0 SUMMARY
We have dealt with relative and interrogative pronouns and the various ways of
constructing simple sentences in Arabic.
70

1. Give five examples of nominal and verbal sentences in Arabic?
2. What are the relative pronouns in Arabic?
3. What are the interrogative pronouns? Use each in a separate sentence in Arabic?

Jamā’atun mina `l-asātidhah (1967). Qawā‘id-us-Şarf wan-Nahw- lişşufūf- il-
ibtidāiyyah, Beirut: Al-Maktab-at-Tijārī Publishers.
Ameen Hasan & Tha’ālabi Yahyah (1975). Qawā‘id –ul-lughat-‘Arabiyyah liş-
Şaffi th-thālith-il-mutawasit, Baghdad: Matba’at – al-Az-har.
71
UNIT 4 DIRECTIONS, MEASUREMENTS, EDUCATION AND

PUNCTUATION MARKS IN ARABIC
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Directions
3.2 Measurements
3.3 Education
3.4 Punctuation Marks in Arabic
4.0 Conclusion
5.0 Summary
1.0 INTRODUCTION
Further development of vocabularies is necessary in this unit especially on
Measurement, Names of colours and the application of punctuation marks in
modern Arabic literature writing.
2.0 OBJECTIVES
At the end of this unit, you should be able to acquire enough vocabularies that are
peculiar to directions, measurements and education. You should be able to identify
the punctuation marks in Arabic and their uses.
3.0 MAIN CONTENT

3.1 Directions
East ‫ش عنَ لق‬ South ‫نََل ل‬
َ‫و‬
West َ
‫غ عنَ ل‬ North ‫ش نمً لل‬‫ن‬
Up ‫ِن عوقن‬ Down ‫ت‬‫َ ن عِ ن‬
Right ‫ين قم ل‬
ٌّ Left ًُ
‫َ ل‬ ‫ين ن‬
Front ‫َ ن نًّ لم‬ Behind ‫ف‬‫نْ قُ ل‬
72
3.2 Measurements
Millimeter َ‫قّ عُ قمْ ن ع‬ yard ٌ‫ًُدن‬‫ين ع‬
Metre َ‫قّْع ق‬ metre square ‫قّْ ن قَ لّ نَِلع‬
Gram ‫قغ نَ قام‬ metre cube ‫قّْنَ لّ نُْل ل‬
‫ب‬
Inch ‫ قإ عنش‬/ُ‫ص‬ ‫ِلو ن‬ mile ‫نّّعل‬
Kilometer َ‫قَُّن عو قّْ ن ق‬ hectare ًُ‫قَ عُْن‬
Foot ‫ُندن لم‬ ton ‫ن‬
ٌ‫ط ع‬
3.3 Education
kindergarten ‫طِنً قل‬ ‫ضُل عاأ ن ع‬ ‫نُ عَ ن‬ Algebra َ‫عال نجِ لع‬
elementary
school (primary)
‫سُل ا عِْقدنائقّلُن‬
‫نّ عد نُ ن‬ geometry
‫قَ عُ لْ نَ عَدن ن‬
ُ‫س ق‬
secondary school ‫سُن ثنًنن قويلُن‬‫نّ عد نُ ن‬ trigonometry ‫َ لّثنُنثيً ق‬
‫ت‬ ‫قَ عُ لْ قَُقً ق‬
boarding school ‫اْ عُّلُن‬
‫سُن دن ق‬ ‫نّ عد نُ ن‬ mechanics ًُ‫قَ عُ لْ قّّ نًُ قنّ ن‬
Languages ‫للغ ن‬
‫نًت‬ Physics ُ‫طِقّْن ق‬ ‫قَ عُ لْ عال ن‬
Arithmetic َ
‫ًَ ق‬ ‫قَ عُ لْ عال قِ ن‬ chemistry ًُ‫قَ عُ لْ عال نُّ قعمّن ق‬
Botany ‫قَ عُ لْ ننِنً ق‬
‫ت‬ Zoology
‫قَ عُ لْ عال نِّن نو ق‬
َ‫ا‬
Geology ‫ت عاأ ن عُ ق‬
‫ض‬ ‫قَ عُ لْ ن‬
‫طِنِنً ق‬ philosophy ‫َِنُل‬ ‫ِن عُ ن‬
Sociology
‫اَْق نمًعق‬‫قَ عُ لْ ع‬ History ‫ًُي لخ‬ ‫َن ق‬
Hall ‫صًلنُن‬‫ن‬ Education ‫َ ن عَ قِّلُل‬
Faculty ‫لَ قُّلُن‬ Department ْ‫ُق عَ ن‬
Bachelor’s Degree ‫ًَ عن قس‬‫الُي ن‬
‫دن نُ نَُل ق‬ Master’s degree
‫دن نُ نَُل ال نمً نَ قَْق ق‬
َّ
Doctorate ُ‫دل عَْلوُان‬ Institute ‫نّ عْ نُدل‬
Faculty of Arts َ‫لَ قُّلُل الدنا ق‬ Faculty of
Sciences
‫وم‬‫لَ قُّلُل عالْلُل ق‬
Faculty of Law
‫لَ قُّلُل عال لِِلو ق‬
‫ق‬ Faculty of
Engineering
ُ‫س ق‬ ‫لَ قُّلُل عال نُ عَدن ن‬
Faculty of ‫ب‬ ‫لَ قُّلُل ق ي‬
‫الط ق‬ Faculty of ‫لَ قُّلُل ق ي‬
ُ‫الَ نُا نَ ق‬
Medicine Agriculture
Faculty of ‫ب‬ ‫لَ قُّلُل ق ي‬
‫الط ق‬ Institute of ‫نّ عْ نُدل عاأ ن عِ نًِ ق‬
‫ث‬
Veterinary science Oceanography
‫ط قَي‬‫عالِن عّ ن‬ ُ‫عال نمً قئّل ق‬
73
Institute of
‫نّ عْ نُدل عالث ن ق‬
ًُ Institute of ‫نّ عْ نُدل الُمغنً ق‬
‫ت‬
Archeology Oriental
languages ‫ال ل‬
ُ‫َ عَُقّل ق‬
3.4 PUNCTUATION MARKS IN ARABIC ْ‫ْ َِِ ِماُة الّ ي َر َِ َي‬

Note English translation Arabic
After call and division (of Comma
ideas)
},} ‫عالِن ق‬
‫ًصُنُل‬
Between two sentences, one of Semi colon }‫}؛‬ ‫عالِن ق‬
‫ًطْنُل‬
which is motive for the
occurrence of the second
At the end of a meaning Full stop }.} ‫طُل‬
‫الَم عِ ن‬
Before an expression Colon
explaining the preceding one
}:} ‫ح‬‫ضّ ل‬‫َ نل نُّل الْ ل عو ق‬ ‫ن‬
To indicate suppression of Dot of Suspension }...} ‫ف‬‫َلن نُّل عال نِ عَ ق‬ ‫ن‬
words
After sentences asking Question mark }‫}؟‬ ‫َ نل نُّل ال عس قْ عِ نُ قًم‬
‫ن‬
questions
After astonishment and impact Exclamation mark ‫نَ نل نُّل ال عن قِْنً قل‬
}!}
Double bracket: to convey
communication of words
Quotation marks }" "} ‫ًس‬‫نَلن نُّل ال عُْقِن ق‬
At the beginning and the end of Dash
an inserted sentence and to
}-} ‫ضُل‬ ‫عالْن ق‬
‫ًُ ن‬
indicate the change of speaker
Around numbers
sometimes for Bracketing
and Parentheses }( )} ًَ
‫س ق‬‫عالِن عو ن‬
At the end of a foot note Mark continuity }=} ‫نَ نل نُّل الْلً قِ عّْلُل‬
indicate that the subject is
continued on the next page
Around an expression needed Brackets }[ ]} ‫َ نل نُّل عال نِ ع‬
َ‫َ ق‬ ‫ن‬
to be isolated.
Examples:
Oh man, you are threatened with danger َ‫ط ق‬‫ت قِ عًل نخ ن‬‫ لَ قد عد ن‬،‫ينً نُ لَ نل‬
‫ع‬
‫ّ؛ َ عنل يل عم قُ لٌ َننلِل لن عٌ ينَْق ن‬
‫ّ؟‬ ‫ف َننلِل لن عٌ ينْنَق ن‬
‫َ ن نَ قَ ل‬
I know he would come; is it possible that he wouldn’t?
The sun is rising. .‫طً قلْنُن‬
‫س ن‬ ‫ال ل‬
‫َ عم ل‬
74
He said: I am going. ‫ َنننً ذنا قَ ن‬:‫ُنً نل‬

.‫ب‬
The Professor came and began… ‫ض نَ عالِل نَ عَِنّ ل‬
...‫َوُ نََ ن نَْن‬ ‫نُ ن‬
your name? What is ‫نًّ ا عس لم نَ؟‬
He looked at him with amazement! .‫ظ نَ قإلن عّ قِ قًِلَم لَو قل‬
‫نن ن‬
‫ت لل عس قْ نمًعق قإلنى الث ل عَث ن ق‬
."ًُ ‫ "َ ن عش لُ لَ ال م‬:‫ُنً نل قَ قِ قَيلل‬
‫َ عم ن‬
Jibril said: “I appreciated silence in listening to the prattler”
.ُ‫ ين عو نم الثعَنّ قعٌ ِق نم نُُن عال لم نُ نَ نّ ق‬-ْ‫سُن ن‬
‫صُنى لل نَُن عّ قِ نَ ن‬ ‫ّ عالْن نَِق م‬
‫ ن‬-ّ ‫لَ قلدن الَلِق م‬
The Arabian Prophet -peace be upon him- was born on Monday in Mecca.
Eight (8) women came. . ًٍَُ ‫ت ث ن نم ل‬
‫( نق ن‬8) ًَ ‫نًَ نُ ع‬
4.0 CONCLUSION
In this unit, you have learnt enough vocabularies that are peculiar to directions,
and measurements. You have also learnt the punctuation marks in Arabic.
5.0 SUMMARY
We have dealt with the words that are peculiar to directions and measurements.
You have been introduced to the specific usage of punctuation marks in Arabic.

1. Translate the following words into Arabic:
Modern School – Institute – Hall – Kindergarten – Physics
2. Translate the following words into English:

‫ قَ عُ لْ ع‬- َ
‫ لَ قُّلُن‬- ‫الَْق نمًع‬
‫ق‬ ‫ًَ ق‬ ‫دن نُ نَُل عال نمً نَ عَْق ق‬
‫ قَ عُ لْ عال قِ ن‬- ‫ الْ ل عَ قِّلُل‬-َّ
3. Explain the usage of punctuation marks in Arabic?

‘Anīs, I. (1971). Al-Lughawiyyāt, Cairo: Maktab-al-Jīl.
Najeeb, Izzud-deen (2005). Marji’uka-d-Dā’im fi Qawā’id-l-Lughatil-’ Injiliziyyah,
Jeddah: Maktabat-s-sa’i Publishers.
75
MODULE 4
Unit 1 Five Selected Passages

Unit 2 Conversation and some simple Arabic poems.
UNIT 1 SHORT ARABIC PASSAGES

CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Short Arabic Passage
3.1.1 A Neat Boy
3.1.2 The School
3.1.3 Our Teacher
3.1.4 The Lost Purse
3.1.5 My First Day in the School
4.0 Conclusion
5.0 Summary

1.0 INTRODUCTION
Having mastered all necessary vocabularies in the preceding units, this unit is
basically on the short passages written in Arabic. All the words used in the
passages are those you have been accustomed with.
2.0 OBJECTIVES
At the end of this unit, you should be able to read with assimilation, simple and
short Arabic passage.
3.0 MAIN CONTENT

3.1 Short Arabic Passage
3.1.1 ‫ِولِ لِ ِّ َِ ل‬
ٌ‫ي‬
.ِ‫ظ لِّن ق يُ اَا قّ عٌ ن عنو قّ ق‬‫ّف ين عَْ ن عّ قِ ل‬
‫ نَلندن ن قنظ ن‬-1
.ِ‫ض نًُلا قّ عٌ ِق نَا قش ق‬ ‫ ين عَ نُ ل‬-2
.‫نب قإلنى عال نِ نم قًم‬
‫ ين عََ ل‬-3
.‫عف‬‫َّ ق‬ ‫ًُدن ِقّ ال ل‬ ‫ ين عَْ ن عْ قم لل عال نمً نُ عالِن ق‬-4
76
.َ‫و‬
‫ًَِل ق‬ ‫َ عَِنِل ِق عًل نم ق‬
‫ًُ نَال ل‬ ‫ ين عِ لَكل يندن عي قِ نَذ نقُا نَ عّ قِ نَ ن‬-5
‫ش عْ نَُل نَ نَ عَ نُِل نَ ل‬
.‫ف َ ن عسَنًننِل قِ عًلِل عَشنًٌق‬ ‫ يلَ ق ي‬-6
‫نظ ل‬
‫ف قَ عَ نمِل قِ عًل قم عَ ن‬
.ُ‫َِن ق‬ ‫َ ل‬‫ ينْنَن ل‬-7
.ٌٍ‫ًم قّ عَآ‬ ‫ش عْ نَُل َ ن نّ ن‬
‫ ينَ نعَ لح ن‬-8
TRANSLATION
A NEAT BOY
1. A neat boy wakes up early from his bed.
2. He gets up at once from his bed.
3. He goes to the bathroom.
4. He uses cold water in summer.
5. He rubs his hands, arms, hair, face and neck with water and soap.
6. He cleans his teeth with brush.
7. He dries his body with towel.
8. He combs his hair in front of a mirror.
3.1.2 ‫ّةة‬
ِ َُِ ِ‫ا َل ِم‬
.‫ٌَّن‬‫ نَ لُ لج نَاَ ل نًُ نَثق ن‬،‫ٌَّن‬ ‫سْلَنً نَ قِ ن‬ ‫ نّ عد نُ ن‬-1
.ّ‫ف الثلًنق‬ ‫َ ق‬ ‫ َنننً ِقّ ال ل‬-2
.ٍُ‫س قِّ لُ عج نَ ٌٍ نَا قسْن‬ ‫ َ ن عَ قُ ل‬-3
‫ًَ نَن ننواِقَن نَثق ن‬
.‫ٌَّن‬ ‫ لن نًُ ِن ن‬-4
‫س نَُنى لَ عَ قس ي‬
.ٍّ ‫ ن عنِ لٌ ن عنج قُ ل‬-5
‫س نَُنى لَ عَ قس ي‬
.‫ّق‬ ‫ نَ عال لمْن قُي لْ ين عج قُ ل‬-6
.ُ‫س عودنا ن‬‫وٌُ ن ن‬ ‫سِ ل ن‬‫َ ٍل ن‬ ‫ ِقّ لَ قيل ِن ع‬-7
.َّ
‫طِنً قش ن‬ ‫سُن نَ ن‬ ‫ط نل ن‬ ‫ نََ ن عِْ ن نًُ ن‬-8
.َّ ‫وُ قٌ قِ ل‬
‫ًلطِنً قش ق‬ ‫َِ ل ن‬ ‫س نَُنى ال ل‬ ‫ب الد علُ ن‬ ‫ عال لمْن قُي لْ ين عُْ ل ل‬-9
. ‫اُْ ن قَ لم عال لمْن قُي قمٌّن‬
‫ نَ ع‬،ّ‫سْق‬ ‫ َنننً َ ل قُبم نّ عد نُ ن‬-10
TRANSLATION
THE SCHOOL
1. Our school is big and its rooms are many.
2. I am in class two.
3. I sit in a spacious room.
4. It has a door and many windows.
5. We sit on benches.
77
6. The teacher sits on a chair.

7. There is a black board in each class.
8. Under it is a duster and pieces of chalk.
9. The teacher writes lesson on the blackboard with pieces of chalk.
10. I like my school and I respect the teachers.
3.1.3 ‫ةمعِ َلّ ةمِْا‬

.ْ‫ّق نُ قُّ ن‬ ‫ش قِ ن‬ ‫ لّْن قُي لمَنً ن‬-1
.ً‫ ين عُ نواننً نَيل نَُلِلَن‬-2
.‫َ لح عال لم عُ قم نل‬ ‫ نَين عَ ن‬، ‫الطُنِنُل عال لم قجديقيٌن‬ ‫َ ق يج لع ل‬ ‫ يل ن‬-3
. ‫ًَ قٌِّن‬ ‫ ين لِثنَنً نَُنى عال قج قدي قلَن لُوَن قٌّن الَل ق‬-4
.‫ق‬‫سو نُ عال لخ عُ ق‬ ‫ نَ ل‬،‫َ نل‬ ‫ نَ عال نُ ن‬،َ‫ق‬ ‫ لّْن قُي لمَنً ين عُ نَُل عال نَُ ن‬-5
.ٌ‫طً نَُن لق نَ عال نوا قلدني قع‬
‫ نَ ن‬،‫ظًِنُن‬
‫ نَالَل ن‬،‫ق‬ ‫ نَ نَ نَ نم عال لخ عُ ق‬،‫ نَ عال قجدل‬، ‫َ عدقن‬ ‫ب قإلن عَّنً ال ق ي‬‫ يل نِ قِي ل‬-6
.ِ‫ضّ ق‬ ‫َ نِِل نَلن نن عْ نم لل قإ نل نًّ يل عَ ق‬ ‫ نَنن عَ نم لع نل ع‬،‫ ن عنِ لٌ نل قِِمِل‬-7
ENGLISH TRANSLATION
OUR TEACHER
1. Our teacher is kind-hearted and compassionate.
2. He loves us and trains us.
3. He encourages the assiduous students and advises the negligent.
4. He exhorts us to be diligent so that we can be successful.
5. Our teacher hates lies, negligence, and the bad habit.
6. He makes us love truth, diligence, noble behaviour, cleanliness, obedience
to Allah and our parents.
7. We love him, we listen to his advice and we do nothing except what pleases
him.
3.1.4 ‫ُ ا َل ِم ََْةو ةد‬

‫ا َل ُِ َي ة‬
.‫ّس نلِلو قدُل‬ ‫سِن ن‬
‫ط قَ ل‬ ‫ًَُعق نَ ن‬ ‫ نًََن نُ لَ نل ين عمَقّ ِقّ ال ل‬-1
.‫ نَ نًّ ا عنْنِنِن لنِل‬-2
.‫غ نل نم‬ ‫ نَ نًََن نَ نُا نُُل نَُنى ِل عْ قد قّ عَِل ل‬-3
.‫طِل‬ ‫ط ِنُنِن ن‬‫سِن ن‬ ‫ّس قٌُّن ن‬ ‫ ِن نََنى عال قُ ل‬-4
.‫الَ لَ قل نُْنى َ ي عد نُ نَِل‬ ‫ض نَ نُا نُ ل‬ ‫ نَ نُ نَ ن‬-5
.َ‫ط قّ عَ ن‬ ‫سِن ن‬ ‫ ِنِنً نل لنِل نََنا قَّ ل‬-6
‫َ نَ ن‬
.‫ش نُ نَ عالغل نل لم‬ ‫ّس نَ ن‬ ‫الَ لَ لل عال قُ ن‬
‫ ِنْ ن نَْن ل‬-7
.‫نٍُّ قٌّن الَمِلودق‬ ‫ نََ ن نُادن َ ن عَ يل نًُِقًنِل قَِ ع‬-8
78
‫ض َ ن عَ ينْ ع لَْن ن‬
‫ش عًّاً‪.‬‬ ‫ش نُ نَُل عالغل نل لم نَلن قَُلِل نُِن ن‬
‫‪ -9‬ن‬
‫‪ENGLISH TRANSLATION‬‬
‫‪THE LOST PURSE‬‬
‫)‪1‬‬ ‫‪A man was walking in the street and the purse containing his money‬‬
‫‪dropped.‬‬
‫)‪2‬‬ ‫‪He was unaware of it.‬‬
‫)‪3‬‬ ‫‪A boy was behind him in a far distance.‬‬
‫)‪4‬‬ ‫‪He saw the purse when it dropped and picked it up.‬‬
‫)‪5‬‬ ‫‪He ran after the man until he caught up with him.‬‬
‫)‪6‬‬ ‫‪He told him ‘this is your purse. It fell off you’.‬‬
‫)‪7‬‬ ‫‪The man got the purse and thanked the boy‬‬
‫)‪8‬‬ ‫‪He wanted to reward him with some amount from the money‬‬
‫)‪9‬‬ ‫‪The boy thanked him but refused to take anything.‬‬
‫‪3.1.5‬‬ ‫مي َاأ ِ ِو ةل َِي ا َل ِمِ َُِ ِ‬

‫ّ َة‬ ‫يِ َو ِ‬
‫ضتل قٌّن ِق نَا قشّ ِنً قَ اَا‬ ‫الَ قِّعق اأ ن نَ قل‪ ،‬نن نُ ع‬ ‫ش عُ قَ ل‬ ‫‪ِ -1‬قّ عالّن عو قم عاأ ن نَ قل قّ عٌ ن‬
‫َ قإلنى‬ ‫ش عْ قَي‪ ،‬نَلن قِ عَتل ثقّنً قِّ ا عسْق عْدناداا ل قُ قََنً ق‬ ‫طتل ن‬ ‫َ ع‬‫َ عُتل نَ قَ قُّ نَ نّ ل‬ ‫نَ نغ ن‬
‫عال نم عد نُ ن‬
‫س قُ‪.‬‬
‫َّا قٌّن‬ ‫ق شنً نَدعتل نَثق ا‬ ‫الط قَي ق‬‫س قُ‪ .‬نَِقّ ل‬ ‫صِنً اًُ نّ نع َ ل ق يّّ قإلنى عال نم عد نُ ن‬ ‫‪ -2‬ذن نَِعتل ن‬
‫َُيٌن قِ لَ لَو قَ قُ عْ قإلن عّ نًُ ِن عْدن‬ ‫س قُ نَّ لعَ ق‬ ‫عاأ ن عَ نل قد َ ن عّثنً قلّ ذنا قَ قٌِّن قإلنى عال نم عد نُ ن‬
‫طُن قُ ل‬
‫الط قويُن قُ‪.‬‬ ‫عالْل ع‬
‫نًُ‬‫ًُ نَ عاأ ن عزَ ق‬ ‫َّ نَ نُدقيِنُن نّ عَ لَُ نَُن قًِأ ن عش نج ق‬ ‫ب نَ قِ ن‬ ‫سُل نَ قمُّنُن‪ِ ،‬قّ نًُ نّ عُْن ن‬ ‫‪ -3‬عال نم عد نُ ن‬
‫ت‪.‬‬‫طً قَلن ن‬ ‫غ نَِق نًُ نِّنً قَدن نَ ن‬ ‫نَِقّ ل‬
‫س لج نل‬‫ضعٍ‪ ،‬نَ ن‬ ‫ض عاأ ن عسًقُن قُ نََ ن نَ عِْلِل قِْ ن نوا ل‬‫َْنلنَقّ ِن عْ ن‬ ‫س قُ‪ِ ،‬ن ن‬ ‫‪ -4‬اسعْ عِِنُنَنً نَ قمّدل عال نم عد نُ ن‬
‫صِاً ث ل لْ نَدل نَتل َ ل ق يّّ نَِن قِّتل َنننً نّ عع قُِنًُقّ ننْنْنُل لْ عال قِ نَا نٌُ ن‬ ‫اس قعمّ نَ نَّلٌن قلّ ن‬
‫ًَ‪.‬‬ ‫َ ن‬ ‫نَ عال قُْنًِنُن نَ عال قِ ن‬
‫نب قإلنى‬ ‫وُ ِنْ ن قنيّ َ ي عذَ ل‬ ‫َُا قإلنى نّ عَ قَ قلّ نََنننً ِن لخ ن‬ ‫َدعتل نَّ لعَ ا‬ ‫ًُ ل‬ ‫َ ق‬ ‫‪ -5‬نَِقّ عال نم ن‬
‫س قُ لَ لل ين عو ٍم‪.‬‬ ‫عال نم عد نُ ن‬
‫‪79‬‬
TRANSLATION
MY FIRST DAY IN THE SCHOOL
1) On the first day in the month of Rabiul-awwal, I rose up very early from
my bed, washed my face, combed my hair and wore my clean dress in
preparation to go to school.
2) I went to the school in the morning with my mother. I saw on the way many
children going to the school like me. They were happy for their resumption
after the long holiday.
3) The school is beautiful. In it, there is a big playground and a garden with
trees and flowers. There are benches and a table in its rooms.
4) The principal of the school received us. He asked me some questions and I
answered with respect. He registered my name and placed me in a class. I
bade my mother farewell and I was with my friends learning reading,
writing and mathematics.
5) I returned to my home happily in the evening and I am proud of going to
the school everyday.
4.0 CONCLUSION
In this unit, you have read some simple and interesting passages in Arabic with
emphasis on word usage.
5.0 SUMMARY
We have selected simple and interesting passages for reading with emphasis on
word usage.
6.0 TUTOR MARKED ASSIGNMENTS

1. Use the following words in complete sentence:
‫ عالِق عَتل‬- ‫وٌُ ل‬ ‫ عال نم عد نُ ن‬- ‫ عال نولندل‬- ًَ

‫ ال ل‬- ‫سُل‬
‫َِ ل ن‬ ‫عال قُْ ن ل‬
2. Fill in the gaps with suitable words:
‫اإ عسلن لم‬
‫ًَ ق‬‫َ ن عُ نَ ق‬............................‫َ نلٌل‬ ‫ ال ل‬-َ
........................ َ‫ش عُ ق‬ ‫ ننَن نل عالِل عَ ل‬-َ
‫آَ ِقّ ن‬
.‫َِنً نَ عال نم عَ نٌَق‬
‫ قإ عس نمً قَّ لل ِنّعٌن ال ل‬..................... -‫ج‬
......................... ّ‫َ نم لَ نُ قِِّنْنِل ِق‬
‫قّ ل‬
‫ ننَ ن‬-‫د‬
80
‫ع‬
‫ال لُ عَ قس ي‬.............................
.‫ّق‬ ‫ًط نمُل‬
‫ت ِن ق‬ ‫ نَُن ن‬-‫َـ‬
‫َ ع‬
Nukhbatun min Asātidhati-l-‘Arabiyyah (1969). ’Al-jadīd fi `l- Qirā’atil-
‘Arabiyyah Vol 1, Beirut: Maktabatul-Madrasat wadārul-Kitāb-il-Lubnān.
Hayhat-t-Ta’lif-li `l-Madāris (1964). Al-Qirā’atu `l-‘Arabiyyat-il- Hadīthah vol. 1,
Beirut: Dāru-n-Nahdat al-Hadīthah.
81
UNIT 2 CONVERSATION AND SOME SIMPLE ARABIC POEMS

CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Conversation
3.2 Wise Sayings
3.3. Simple Arabic Poems
4.0 Conclusion
5.0 Summary
1.0 INTRODUCTION
This is the concluding unit of this work and it is a conversation between two
people. Similarly, simple Arabic poems are added to complement this subject.
2.0 OBJECTIVES
At the end of this unit you should be able to:
 express yourself well enough in a spoken Arabic language.
 You should be able to know some wise sayings and simple Arabic poems.
3.0 MAIN CONTENT

3.1 Conversation ‫ا َل ةم ِحا ِدثِةة‬
‫ِنّعٌن ِن ق‬
‫ًط نم ٍُ َ قإِ نعَا قَ ن‬
ّْ
ْ‫َ نل لم نَُن عّ لُ عْ ينً قإِ نعَا قَّ ل‬‫ ال ل‬:‫ًط نمُل‬
‫ِن ق‬
‫ًط نمُل‬ ‫َ نل لم ينً ِن ق‬ ‫َُن عّ لُ عْ ال ل‬‫ نَ ا‬:ْ‫إقِ نعَا قَّ ل‬
.ْ‫س قم عْتل َننل نَ َنْ ن عُْن لْ الُمغنُن عالْن نَِقّلُن ينً قإِ نعَا قَّ ل‬ ‫ ن‬:‫ًط نمُل‬‫ِن ق‬
.ًُ‫س ن‬‫ َنَنْنُن لْ الُمغنُن عالْن نَ قِّلُن نََ ن عد لُ ل‬،ْ‫ ننْن ع‬:ْ‫قإِ نعَا قَّ ل‬
‫ نُديقثعَقّ نَ قٌ الُمغن قُ عالْن نَ قِّل قُ؟‬:‫ًط نمُل‬ ‫ِن ق‬
‫ نَ قَ ن‬،ْ‫َ نَ نغّ قعَ قَ ع‬
ّ ‫ب نَالْلِنً لَ قْ ِنّعٌن عالْن نَ ق‬ ‫ط ق‬‫ّ للغنُل الْلخنً ل‬ ‫ الُمغنُل عالْن نَ قِّلُل قَ ن‬:ْ‫قإِ نعَا قَّ ل‬
ِّ‫نًَ ق‬‫ نَلل عَِ ق‬،‫ق‬‫ نَ عال قْ نَا ق‬،ً‫وُين‬
‫س ق‬ ‫ نَ ل‬،ُ‫َْلو قديل ق‬ ‫للغنُل نُس قعمّل قُ قِّ عال نم عمُن نُ قُ عالْن نَ قِّل قُ ال م‬
،َ‫ا‬
‫َودن ق‬ ‫ نَال م‬،َ‫ نَ عال نجَن ائق ق‬،ً‫ نَ قلِّقّن‬،ُ‫َ نَ عالْن نَِقّل ق‬ ‫وُين قُ قّ ع‬ ‫ نَ نََن قل نَ ِقّ لَ عم لُ ق‬،ً‫آ قسّن‬
.ً‫ًٌُق قإ عِ قَي قِّن‬
‫َ ِقّ ُن ن‬ ‫نَ عال نم عغ قَ ق‬
‫ّ َ ن عَ قمّنُل نََن قُ الُمغن قُ؟‬ ‫ نًّ قَ ن‬:‫ًط نمُل‬ ‫ِن ق‬
82
‫َ‬ ‫يْ ننَن نل ِق نًُ‪ ،‬نَِق نًُ ينْنِن نَ ل‬ ‫ٌَّ ن نََ ن عَِن لََنً َ ن لَ عالِل عَآَن عال نُ قَ ن‬ ‫إقِ نعَا قَّ لْ‪ َ :‬ن عَ قمّنْ ل نًُ نَثق ن‬
‫ًٌُق؛ َلِنّدل ِقّ عال عُْق ن‬
‫ًَ قد‬ ‫عال لم عَ قُ لموَن قإلنى نّ عولن لَ عْ‪ ،‬نََننل نًُ للغنُل الثلِنًِن قُ نَ عال نِ ن‬
‫ض ن‬
‫اإ عَلن قم نَالْ ل عَ قِّل قُ نََ ن عَْ ن عْ قمُل نًُ عاأ ل نّ لْ عال لمْ ن قِدنٌق ِقّ عال لمَع َ ن نم نَاتق‪.‬‬‫نَ ع ق‬
‫َ نًُ؟‬‫ًَئق ل‬ ‫ّ نْ ن‬ ‫ًط نمُل‪ :‬نَ نًّ قَ ن‬‫ِن ق‬
‫ق قّثع لل عالْنّ قعٌ‪،‬‬ ‫َ نًُ َننل نًُ َ ن عِْ ن قوي نَُنى لُ لََفٍ قٌّن عال نِ عُ ق‬ ‫ًَ قئ ق‬ ‫قإِ نعَا قَّ لْ‪ :‬نَ نّ عٌ نْ ن‬
‫ًُ ِنْ ل عِ نََ ل‬
‫َ ق‬‫ٌّ إقلنى عالّل ن‬ ‫نًُ‪ ،‬نََنْ ن قجِل قَْنًِنْ ل نًُ قٌّن عالّن قم ق‬ ‫ًُ‪ ،‬نَ عالخ ق‬ ‫نَ عالغنّ قعٌ‪ ،‬نَ عال نِ ق‬
‫َ عِ نُِل عالّل عمَنى قّ عَ نًُ ُن عِ نل عالّلَ نعَى‪.‬‬ ‫ال ل‬
‫ش قّيِنُن لّ عمْ نًزن ٌن‪.‬‬‫ًٌُق نَالثلِنًِن قُ َ ن عُِنَلَنً قأننل نًُ ن‬ ‫ض ن‬ ‫ًط نمُل‪ :‬قإنل نًُ نُِقً للغنُل عال نِ ن‬ ‫ِن ق‬
‫‪3.2‬‬ ‫‪Wise Sayings‬‬
‫س نَ قِ قِ نَ قِ ا‬
‫َّا‬ ‫َّا‪ ،‬ل‬
‫ص قغ ا‬ ‫نّ عٌ َندن ن‬
‫َ نَلندنُل ن‬
‫‪Correct the son and he will give you rest‬‬
‫‪Idleness is the root of all evil‬‬ ‫ًس لَ قيل ش ٍ ينَ‬ ‫س ل‬ ‫َ لل َ ن ن‬‫عال نُ ن‬
‫‪Idleness is the devil’s bolster.‬‬ ‫ًَ‬
‫ط ق‬ ‫َ عّ ن‬
‫سًدنٌ ل ال ل‬ ‫َ لل قَ ن‬ ‫عال نُ ن‬
‫‪Idleness rusts the mind‬‬ ‫صدنَ ل عالْن عِ قل‬ ‫َ لل ن‬ ‫عال نُ ن‬
‫‪Idleness is the key of beggary.‬‬ ‫َ لل‬‫قّ عِْنً لح عالِن عِ قَ عال نُ ن‬
‫‪Knowledge is power‬‬ ‫عال قْ عُ لْ ُن نوٌ ن‬
‫‪Patience is a virtue‬‬ ‫ضُّنُن‬ ‫َِ لعَ ِن ق‬ ‫ال ل‬
‫‪Plough deep and you will get plenty of corn‬‬ ‫نّ عٌ نَدل نَ نَدن‬
‫‪A friend in need is a friend indeed‬‬ ‫َدنٌق‬‫ًك ِقّ ال ق ي‬ ‫س ن‬ ‫قيق نّ عٌ نَا ن‬ ‫َد ل‬ ‫ال ل‬
‫‪A hungry stomach has no ears‬‬ ‫إقنل نَ نل َلَ قعم لع نًَئقْاً‬
‫‪A word is enough for the wise‬‬ ‫نًٌُ ل‬
‫اإش ن‬ ‫ّب َ ن عُ قِّ قِ ق‬ ‫الُل قِ ل‬
‫‪Acts speak louder than words‬‬ ‫َ لح قّ عٌ نِّنً ٍل‬ ‫نَُل نًُ ٍل َ ن عِ ن‬
‫‪Advice is ever in want‬‬ ‫نًَ نّ عٌ ا عسْنَ ن‬
‫نًُ‬ ‫لن ْ ن‬
‫ل ‪Always in a hurry always behind‬‬ ‫اض نَُنى نَ نج ٍل نََ ن لََ لل نَُنى نّ عُ ٍ‬ ‫َنْعَقّ عاأ ن عّ نَ ل‬
‫‪As you sow, so shall you reap.‬‬ ‫َد ل‬ ‫ع َ ن عِ ل‬ ‫نًّ َ ن عَ نُ ل‬
‫‪From others’ faults, wise men learn.‬‬ ‫ظ قِغنّ قعَ قُ‬ ‫عالْنً قُ لل نّ عٌ اَلْن ن‬
‫‪83‬‬
‫‪3.2‬‬ ‫‪Simple Arabic Poems‬‬

‫ّو َل‬
‫الر ة‬
‫َِي ِمََِِ ي‬
‫ـَذ لقَ َ ن عشـ نُـــدل‬‫قإذنا ُنً نل ِقّ الخ عنم قس عال لم ن‬ ‫اإلنِل اس نعْ الَل قِّ ق قإلنى ا عس قم قِ‬ ‫ض لْ ع ق‬ ‫نَ ن‬
‫ِنـــَلَ عالــْن عَ قش نّ عِ لمودن نَ نََنا لّ نِــ لمدن‬ ‫عــم قِ قلّل قجُلِل‬
‫ــٌ اس ق‬ ‫نـــق لنـــِل قّ ع‬ ‫نَش ل‬
‫ض َ ل عِْندل‬ ‫ًَ ِقّ عاأ ن عُ ق‬ ‫س قل نَ عاأ ن عَث ن ل‬‫الَ ل‬‫قٌّن م‬ ‫ـٌٍَ‬ ‫ّ َنَنــًننً ِن عْدن ينْ ع ٍس نَِنــْع ن‬ ‫ننـــِقــ ي‬
‫َـ قِّ لل عال لم نُـَلـدل‬
‫ينــُلــو لح نَــ نمــً لن نح ال ل‬ ‫َّا نََنـً قدياً‬ ‫َى قس نَا اًَ لّ عَْنَق ا‬ ‫ِنْ ن عّ ن‬
‫اإسعـــلن لم ِنـــًلل ن ع‬
‫نـــِـ نمـدل‬ ‫نَ نَـــُل نمــَنً ع ق‬ ‫ـَ نَـَلـُا‬ ‫َ ن‬ ‫نََع عنــَن نُننـــً ن ا‬
‫نـــًُا نَِنـ ل‬
‫ض َ ن عُـ نمـدل‬ ‫ــَ نًّ د علّـتل ِقــّ عاأ ن عُ ق‬ ‫قلـَن قل ن‬ ‫ق نُ قِيّ نَْنـً قلـ قِـّ‬ ‫ـت قإلنِل عالخ عنُ ق‬‫نََ ن عن ن‬
‫ِ َِ َُ‬
‫ةدِْا ةُ ال ي‬
‫َــً عُ‬ ‫صــِعـحٍ نَ نّــ ن‬ ‫لَــــ لل ل‬ ‫َ قـُيـّ‬ ‫ــَ ينــً نَُي ق نلـ ن‬ ‫لن ن‬
‫َـ نمـً عُ‬ ‫عـت الـ ل‬ ‫ض نََنِعــدنَ ن‬ ‫ن‬ ‫عـت لنـَنً عاأنُ‬ ‫ــوي ن‬ ‫س ن‬ ‫ـت ن‬ ‫َ ن عن ن‬
‫ضـً عُ‬ ‫ينـْنـ نُـًدقي ِقــّ عالـِنــ ن‬ ‫صً‬‫س ُل عَ ا‬ ‫َ عم ن‬‫ت ال ل‬‫نَ نَْن عُ ن‬
‫ضً عُ‬ ‫ـًف عالــــِن ن‬ ‫ط ق‬ ‫ننـً قِــْ ن علـ ن‬ ‫ـِـَلو‬ ‫قف نُ نَين ع‬ ‫ـَ قسـ لل الدي ع‬ ‫يل ع‬
‫ـت قِـًلَلــ نمــً عُ‬ ‫ض ع‬ ‫ت نَِنــً ن‬ ‫ع‬ ‫ض ِن عُـْ نَن‬ ‫ت عاأ ن عُ ن‬ ‫ـَ ن‬ ‫نََ ن نّ ع‬
‫َـــــً عُ‬ ‫نــَاِاــــً نَ قَـــ ن‬ ‫نَش ن‬ ‫ــًس قُ عزُنً‬ ‫عـت الَل ن‬ ‫نَ نََنـِ ن‬
‫ت‬ ‫عــوا ق‬ ‫ـّـب الـدلَ ن‬ ‫ــج ن‬ ‫ينــً لّ ق‬ ‫ينـــً قإلنــ قُــّ ينــً قإلنـ قُـّ‬
‫ت‬ ‫ــَ نَـــــــً ق‬‫ـّـَ عالـِن ن‬ ‫نَ نَـثق ن‬ ‫سـ قْـّداا‬ ‫اَــْنــ قل عالـّن عـو نم ن‬ ‫ع‬
‫ت‬‫اَـــِنــــــــً ق‬ ‫ــو ق‬‫اُ عال ن‬ ‫نََندن ق‬ ‫ــٌ ِقــّ د للَُ قســّ‬ ‫نََ ن قَ قي‬
‫ت‬ ‫ـوم الـَلـً قِــْنـً ق‬ ‫ــًلــْلــُل ق‬ ‫قِ ع‬ ‫ـــَ نَــ عِـ قُـّ نَُن عُ قِّ‬ ‫نََ قن ع‬
‫نَّــ قِــّ قِــّ عالـ نِـّنً قٌ‬ ‫نَن ق‬ ‫ظّ‬ ‫اَــْن قل الْ ل عو قِّقن نُ ق ي‬ ‫نَ ع‬
‫ت‬ ‫َُ عالـ نِــ قدثنــً ق‬ ‫ـَ ق‬ ‫ش ل‬ ‫ـٌ ل‬ ‫قّ ع‬ ‫اُ قْ ِق نلدقي‬ ‫ــمـ قَيـّ نَ ع‬ ‫نَا نُ ق‬
‫نل ينــ قِــّ َ ل ق يّــّ عالـ نجـَن ا عُ‬ ‫وَ قَ عَدقي‬ ‫لَـ مل نًّ ِقّ عال نُ ق‬
‫َ عالــ نُــَنـً عُ‬ ‫لَـــ لل َنسعـِنــً ق‬ ‫ت قلـــّ‬ ‫قإ لَ َ ل ق يّــّ َنــّلــْ ع ع‬
‫ـــًَُـــقِنــً عُ‬
‫نَننـ نجـــً اُـً قِ ع‬ ‫ـت قلـّ ِنـلن اُــً‬ ‫نََنــ نمــَل ع‬
‫ـــوِنـــً عُ‬ ‫ـــَ لُـ قِيــّ نَ عال ن‬ ‫لن ق‬ ‫ــَ ينــً َ ل ق يّــّ نُــّنـً قَّ‬ ‫لن ق‬
‫ينـــ عِـــِنــ لل لل الـــدم نَـــً عُ‬ ‫َـو‬ ‫إق لَ َ ل ق يّــّ قُــّـٌن َـ ن عد ل‬
‫‪84‬‬
‫ُ ة َ ّمي‬
َّ‫ًلََحق َ ل عِدقي ق‬ ‫نَ نّ ع‬
‫ـٌ قِ م‬ ّّ‫ًس قلـّ َ ل ق ي‬ ‫َ ن نُبم الَل ق‬
ّ‫نَـُنى نّـ عُـ ٍد َلغ قنطـَّقـ‬ ‫ت‬ ‫ـٌ لنـ عُّن ٍُ ُنً نّ ع‬‫ِنـ نُـ عْ قّ ع‬
ّ‫نَ قإ عنــَنــً ٍد َلـغنـــ قَيـّـَق‬ َ ‫قٍ نَ عَ ن‬ ٍ ‫ت َنـد‬ ‫َ عو ق‬‫قِـ ن‬
َّ‫ـَ ِنْ ن عِ قـمـّ ق‬
‫ـٌ نُ ٍ ي‬‫نَ قّ ع‬ ‫ّ قّ عٌ ِن عَ ٍد‬ ‫نًف نَُن ل‬‫َنـخ ل‬
ّ‫ـطـّـَقـ‬ ‫َلننًديـ نُـً ِنـْلـ عْ ق‬ ‫ض‬ ٍ َ‫نَ قّ عٌ َنلن ٍْ نَ قّ عٌ نّ ن‬
ّ‫ـًلََحق َ ل عِدقيَقـ‬ ‫نَـ نمً ِق م‬ ًُ‫ف َ ل عِدقي ن‬‫س عو ن‬ ‫َُّ ن‬ ‫ِق لَ ق‬
ّ‫ضَّق‬ ‫نَ نمً َ ن عَْنى نََ ل عَ ق‬ ًُ‫نََنسعـْنى ِقـّ نََنً نَُق ن‬
4.0 CONCLUSION
In this unit, you have read some simple conversations between two people, wise
sayings and Arabic poems.
5.0 SUMMARY
We have dealt with conversation between two people. Wise sayings and simple
Arabic poems are added for learners to memorize. One should engage him/herself
in interaction on day – to – day activities in the society so as to be well versed in
Arabic language.

1. Answer the following questions:
‫ًس قإلنّ نعَ؟‬ ‫ نّ عٌ َ ن عُبم الَل ق‬-َ
‫ب نَُنّ نعَ ن عنِ نو َ ل ق يّ نَ؟‬‫ نًّ ذيا ين قج ل‬-َ
‫ نًّ ذنا َ ن عَ لَو لن نَ َ ل مّ نَ؟‬-‫ج‬
2. Fill in the gaps with suitable words
.......................................‫ّ َنَنــًننً ِن عْدن‬
‫ ننـــِقــ ي‬-َ
.................................. ‫اَْن عل عالّن عو نم‬
‫ ينً إقلن قُّ ع‬-َ
....................................................‫ ننَن نل‬-‫ج‬
.......................................... ‫ قإ لَ َ ل ق يّّ قٌُّن‬-‫د‬
Abubakar Abdullah (2009). Mabād’ud-drasātl-carabiyyat (Elementary rules of
Arabic language), Kayode Print, Ilorin.
Lajnatun fi wizārat at-tarbiyah (1977). al-Qirā’tu `l –carabiyyat liş – Şaffi `r –
Rābici-l ibtidā’ī, Baghdād: Mat-bacat Ufsīt li `n-nashr.
85
Machad at-Tarbiyah, (2004). ‘Al-Qirā ‘atu `l – cArabiyyatu `l –Jadīdah li `l-

madārisi `l – Ibtidā’iyyah vol. iv. Zāria: Ahmadu Bello University Press.
86

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ARA 111 ARABIC CONVERSATION

NATIONAL OPEN UNIVERSITY OF NIGERIA

COURSE CODE: ARA 111

‫المحادثة باللغة العربية‬

ARA111: ARABIC CONVERSATION

Course Team Course Developer/ Writer: Dr. Barihi Adetunji

Head of Unit: Professor A. F. Ahmed

NATIONAL OPEN UNIVERSITY OF NIGERIA

National Open University of Nigeria

First Edition: 2019

All Rights Reserved.

UNIT 1 THE IMPORTANCE OF ARABIC LANGUAGE

3.0 MAIN CONTENT

‫}َ نََن قل نَ َننَن علَنًُل لُ عُمً ا ن‬

Furthermore, practical usefulness of Arabic cannot be over emphasized. It serves

Al-akhbar ‫عاأ ن عِْن ل‬

Jarīdah ‫نَ قَيدنٌ ن‬ Jariida Newspaper

‘Iim ْ‫قَ عُ ن‬ Ilimi knowledge

In like manner, a minor percentage of Yoruba words also originated

‫العربية‬ Arabic Yoruba Meaning

َ‫اأ ن عّ ل‬ al-‘amru alamori matter/essence

‫َ لل‬ ‫ا ن علِن ن‬ al-basal alubosa onion

In Africa, it is the native language of countries like Morocco, Mauritania, Algeria,

3.1.1 The Arabic Alphabet

Transliteration Pronunciation Arabic Transliteration Pronunciation Arabic

Gh Ghayn ‫غ‬ J Jīm ‫ج‬

َ‫ـ‬ َ‫ـ‬ ‫ز‬ ‫ز‬ ‫ز‬

 Islam has played vital roles on its survival till today.

6.0 TUTOR-MARKED ASSIGNMENT

7.0 REFERENCES/FURTHER READINGS

UNIT 2 ARABIC VOWELS (SHORT AND LONG), NUNATION (TANWĪN)

3.0 MAIN CONTENT

2. Kasrah: It sounds /i/ as in “pit” and is represented in writing by a slanting stroke

‫قم‬ ‫قل‬ ‫قك‬ ‫ق‬

3. Dammah: It sounds /u/ as in "put" and is represented in writing by a 'waw' ‫ـلـ‬

‫قم‬ ‫قل‬ ‫قك‬ ‫ق‬

3.3 The Long Vowels ِّ َ ‫ا َل ِم‬ ُ‫و‬

The long Fathah

‫لل عج‬ luj ‫قّ عل‬ mil

3.5 Nunation ‫الّ ي َْ َويُة‬

More Examples on Nunation:

3.7 Double Consonants (‫ّ ُِِة‬

to flee, escape ُ‫ِن عَ ن‬ for َ‫ِن ل‬

Nouns Starting With Moon Letters

English Translation Transliteration Arabic

The hand ’al-yad ‫ عالّندم‬-‫ي‬

English Translation Transliteration Arabic

6.0 TUTOR-MARKED ASSIGNMENT

(a) Short vowels

4. Re-write the following words in joined form.

MODULE 2 ARABIC VOCABULARY DEVELOPMENT

UNIT 1 HOUSE-HOLD ITEMS AND WORDS RELATING TO

3.1 Common Words At Home

cupboard ‫ْنَن اننُن‬ frying pan ‫قّ عِلنٌ ن‬

pencil ‫ًص‬ ٍ ‫ص‬ ‫ُنُن لْ نُ ن‬ ink-pot ‫قّ عِِن نٌَ ن‬

family ‫نًَئقُنُن‬ mother-in-law ‫نُ نمًٌ ن‬

mule ‫ِنغن نل‬ goat َ‫نًّ قَ ن‬

goal ‫ نّ عَ نّى‬/‫ف‬ ‫نَدن ن‬ golf ‫ف‬ ‫نَ عولن ن‬

6.0 TUTOR-MARKED ASSIGNMENT

2) List ten verbs and their translation in English

7.0 REFERENCES/FURTHER READINGS

UNIT 2 NUMBERS, DATES, THE DAYS, THE MONTHS, THE

3.0 MAIN CONTENT

five ‫َُل‬ ‫ْ عنم ن‬ forty ‫َ ن عُِنْلوَن‬