Beruflich Dokumente
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STANDARD ARABIC
.. JAIl!......
4..
!
111
ECKEHARD SCHULZ
GUNTHER KRAHL
WOLFGANG REUSCHEL
Revised English Edition by
ECKEHARD SCHULZ
University of Leipzig
CA5~fC~
\'NA/~110
Editorial Consultants
lames Dickins (University of Durham)
lanet C. E . Watson (University of Durham)
Alan S. Kaye (California State University at Fullerton)
[AU]
CONTENTS
Introduction ix
Notes for the User xi
Abbreviations xiv
Lesson 1 1
1. The Alphabet (Pronunciation and Writing) 1
Lesson 2 14
1. Article 14; 2. Gender 15; 3. The Equational Sentence 16; 3.3. Agreement in Gender 18
Text 1: 4,1 (The House) 22; Text 2: 4 yili W~ (A Telephone Call) 23
Lesson 3 29
1. Number 29; 1.1. The Personal Pronoun 29; 1.2. The Noun and the
Adjective 29; 2. The Adjective 30
Text 1: ~..wl
(In the City) 34; Text 2:4,1
(In the House) 34
Lesson 4 44
1. Radical, Root, Pattern 44; 2. The Broken Plural 45; 3. Declension and
Nunation 45; 4. Stress 48; 5. Prepositions 48
Text 1: Jy-JI J (In the Market) 50; Text 2: ~~.?JI J-i (How to get to ... ?) 50
Lesson 5 56
1. The Perfect Tense 56; 2. The Verbal Sentence 57; 2.4. The Objective
Clause 59; 3. The Nisba-Ending 60
Text 1: J~ ~I (The Reception) 62; Text 2: ~..wl J (Down-town) 63
Lesson 6 68
1. The Genitive Construction (Naja) 68; 2. Affixed Pronouns 70; 3.
Definiteness (Summary) 73; 4. The Adverb 73
Text 1: ~ Jl ~L.,.,) (A Letter to Mohammed) 75; Text 2: ~I ~ J
(At the Travel Agency) 76
Lesson 7 81
1. The Imp~rfect Tense 81; 2. Demonstrative Pronouns 82; 3. Diptotes 85
Text 1: J~I ~ (At the Greengrocer's Shop) 88; Text 2: ~I
(In the
Restaurant) 88
Lesson 8 95
1. Subjunctive and Jussive 95; 2. The Imperative 96; 3. Negation 97
Text ~: ~~ )l:>-i (World News) 101; Text 2: ~I J (At the Bookshop) 102
VI
Contents
Lesson 9 109
1. The Dual 109; 2 . The Numerals 1 and 2111 ; 3. ~ "How much/many"
112; The Names of the Months 114
Text 1: ~\..:.,. (My University) 116; Text 2: J..L:A.II ,j (In the Hotel) 117
Lesson 10 123
1. Cardinal Numerals 123; 1.9. The Year 127
Text 1: 0 .,... 1 .. 11) i')L" ':jl (Islam and the Muslims) 130; Text 2: ~
~I (At the Registration) 131
Lesson 11 136
1. The Perfect Tense of Verbs with) or c..S 136; 2 . Word Order: 01 and
the Subject of the Sentence 138
Text 1: ~)I a.....1S"" (The Speech of the President) 141 ; Text 2: ~ ~~
(Interview) 142
Lesson 12 149
1. The Imperfect Tense of Verbs with) or c..S 149; 2 . Subjunctive and
Jussive of Verbs with) or c..S 151; 3. The Imperative of Verbs with) or c..S
152; 4 . The Verbs ..;i, ~\..:.,. and c..SiJ 152
Text 1: yLG:.iJ ~ ) ...ul .}:>l:!)I .}:>p (The Riyadh International Book Fair
154; Text 2: jl~1 ~ (At the Exchange Office) 155
Lesson 13 162
Js'
Lesson 16 209
1. Ordinal Numbers 209; 1.6. Dates 211; 1.7. The Time 212; 2. Numeral
Adverbs 214; 3. Fractional Numbers 214; 4 . Numeral Adverbs of
Reiteration 215; 5. Decimal Numbers 216
Text l:Jl...y- or.-" (My Curriculum Vitae) 217; Text 2: 4....a>- )I--4....l:>..J
(Renewing the License) 217
Contents
vu
Lesson 17 224
1. Forms V and VI of the Verb: 224; 2. Word Order 225; 3. Genitive
Constructions with)~ and ul~ 227
Text 1: y..rJI ~ 4....04)1 (Sports and the Arabs) 230; Text 2: ~I .; (In
the Sports Ground) 230
Lesson 18 237
1. Forms VII, VIII, IX and X of the Verb 237
Text 1: ~~.r-JI i f 4.JL.. J (A Letter from Saudi Arabia) 241; Text 2: 6j~1
CJW1 .; (Driving Abroad) 242
Lesson 19 248
1. The Passive Voice 248; 1.4.3. About the Construction of Doubly Transitive
Verbs 251; 2. Some Characteristic Features of the Derived Forms 251
Text 1: ..k...i:JI) y..rJI (The Arabs and Oil) 257; Text 2: 0J~ Jb.!;:....l (Rent
a Car) 258
Lesson 20 264
1. The Collective 264; 1.3. Names of Nationalities 264; 2. The Feminine
Nisba 265; 3. 0i and 0i 266
Text 1: ulJ)\ O)..Li (Symposium on Agriculture) 271; Text 2: J.r" .;
JWz.;.:JI (In the Market of Fruits and Vegetables) 272
Lesson 21 280
1. The Participle 280; 1.1. Patterns of the Participle 280; 1.2. The Usage of
the Participles 285; 1.2.2. Shortened Relative Clauses 285; 1.2.3. The
Participle as Predicate 287; 1.2.4. The False 1qafa 288; 1.2.5., 1.2.6.
Participles and Adjectives as 1st or 2nd Term of the 1qafa 289; 1.2.7.
Impersonal Expressions 290
Text 1: -;...rJ1 ~WI .; ~~I ~~I (Political Systems in the Arab World)
292; Text 2: ~ ~~ (Interview) 293
Lesson 22 302
1. The Infinitive 302; 1.2. The Use 303; 1.2.2. The Infinitive instead of a
Subordinate Clause 303; 1.2.4. Functional Verbs; Functional Verbs instead
of Passive constructions 305; 2. Adverb and Adverbial Constructions 306;
2.3 . The Usage 307; 2.3.3 .3. The Cognate Accusative 309
Text 1:J.;;- Q\I) ~\ (Education and Future) 310; Text 2: Jl c..k;kJI .;
J..,.-JI (On the Way to the Market) 311
Lesson 23 317
1. Subordinate Clauses: A Survey 317; 2. Temporal Clauses 318
Text 1: ~ Jl4.JL.. J (A Letter to Mohammed) 321; Text 2:-..,..JlA>JI a....a.;
o~,.,A-WI (The Story of the Lost Suitcases) 322
Vl11
Contents
Lesson 24 329
1. Verbs R2=R3 329; 2. Verbs with Hamza 330; 3. The Spelling of Hamza
331; 4. Clauses of Reason 334
Text 1: 0-:!~1 .:.r.:: L..~":Ju. (Mesopotamia) 337; Text 2: J"'!~I C1- j>v ,j
(Buying Clothes) 337
Lesson 25 343
1. The Pattern ~i 343; 1.2.1. The Elative as Positive 344; 1.2.2. The
Elative as Comparative 345; 1.2.3 . The Elative as Superlative 346; 1.4.
Common Elatives 347; 2. Specification (Tamylz) 350
Text 1: ~I y.;1)J) ~.rJI oI..L.W 1 (Arab Countries and Their Natural
Ressources) 354; Text 2: 4.k rJI ~ (At the Police) 354
Lesson 26 362
1. Conditional Sentences 362; 1.1. The Real Conditional Sentence 362;
1.1.l.I~t 362; 1.1.2. ot 365; 1.2. The Unreal Conditional Sentence ("J )
366; 1.3. The Concessive Clause ()), Ob ) 368
Text 1: 4..:-:.rJ 1 4..iJJI ,j 01~1 (Animals in the Arabic Language) 370; Text 2:
..l.,... ~I r#
,j aJ,1~...LII (Democracy as Understood by the Lion) 371
Lesson 27 377
.;J
iIi
1. Exceptives 377; 1.1. ':it 377; 1.~. ..k.-O and ~ ~ 379; 1.3. Other
Exceptive Particles 379; 1.4. 0i ~ ,0i ':it 380; 2. Diminutives 380
Text 1: y.rJI ~)..,; r:..r-" (From the History of the Arabs) 383; Text 2: .:f'
(.1))\ (About Marriage) 384
Lesson 28 393
1. The .lfiil-Accusative 393; 2. The .lfa/-Clause 394; 3. Survey of Use of the
Accusative 396; 3.1.1.
396; 3.7. Exclamations in the Accusative 399
Text 1: <.f..y)\ ~ '-:I-~ j.::!~I) j.::!~1 ...:;~ if"':;U,k;:A.. (Linguistic
Anecdotes) 402; Text 2: r~ 'il .:f' (About Islam) 404
la
INTRODUCTION
This book is based on the well-tried Lehrbuch des modern en Arabisch by Gi.inther KraW, Wolfgang Reuschel and Eckehard Schulz and has been conceived as a
comprehensive course for beginners, in which particular attention is given to a
speaking-focused training. It presents the basic grammar, vocabulary and phraseology of written and spoken Modem Standard Arabic (MSA).
The book centers on imparting the grammatical and lexical basics to enable
the learner step by step to understand written and spoken texts, to hold a conversation with an Arabic speaker independently and, moreover, to translate and write
Arabic texts. A variety of highly different texts (reports, commentaries, interviews, dialogues, letters etc.) together with appropriate exercises have been included in the book in addition to the description of the grammar to achieve these
objectives. Quite naturally, style and vocabulary of the texts in the fIrst lessons
are influenced to a greater extent by the grammar in the respective lesson. If the
knowledgeable user is of the opinion that it would have been better to use a different word or construction in some passages, then he may know that it was of
importance to me for didactic reasons not to keep anticipating morphological and
syntactic structures to be treated later.
When conceiving the texts, particular attention was paid to impart and to consolidate those patterns which occur over and over again in spoken and written
MSA and to provide the learner with a guide to master different communicative
situations and strategies. The book also contains more or less timeless news and
exercises to practice listening comprehension and to introduce the style of the
news in newspapers and in radio and television to the students.
The grammar comprises all substantial phenomena of MSA which are necessary for a good command of Arabic as a spoken and written language. The
teacher might miss some important grammatical topics but he/she should always
have in mind that this book is a book for beginners which covers all grammatical
and syntactic phenomena necessary for a correct and active command of Arabic,
but it can not be exhaustive. The basic grammatical terms are also given in Arabic to enable the student to use the Arabic terminology needed when attending
language courses in the Arab countries.
The book aims at imparting MSA because it is well-known that it is impossible to cope with the numerous Arabic dialects without these foundations. Nevertheless, the dialogues are partially adapted to colloquial usage as far as sentence
structures and vocabulary are concerned. There are also exercises and notes focusing on the dialects to give the students those patterns which are the outcome
of the widespread diglossia in Arabic, i.e. the coexistence of MSA and dialects
and their use according to the communicative needs and circumstances.
This tightrope walk is, of course, not an easy undertaking but I wanted to
build bridges for the students where the exclusive use of MSA would be longwinded and not appropriate to the situation. The endings in the dialogues are
written according to the rules of MSA to prevent the students from complete confusion, although (spoken) reality is different. In this fIeld, the teacher must always decide whether to tolerate the omission of the endings or not.
Introduction
Our experience is not to ask the students to read all the endings of the dialogues but to follow the Arabic language of the educated (~\ 6..iJ) to enable
the students to speak Arabic as soon as possible. In all the other texts and exercises, special attention must be paid to the correct use of the rules of MSA.
The imparting and permanent repetition of stereotype phrases (greetings,
wishes, forms of address, introduction, apologizing etc.), proverbs and sayings as
well as historical facts and cultural traditions (religion, Arabic and Islamic history) and the appropriate terminology do not only aim at illustrating the grammar
of the respective lesson but also at achieving a growing knowledge about this region of the world.
The exercises are subdivided into lexical exercises, grammar exercises and
conversation drills as well as into a final exercise to arrive at a better structure of
the process of teaching, even though a strict separation of these fields is impossible. The repetition exercises systematically deal with topics discussed two or
three lessons before to help the students not to forget basic structures. Some
grammar exercises are repeated as lexical exercises with new vocabulary because
it is assumed that the grammar dealt with long before is now consolidated.
From my own experience, I can tell the student that Arabic with all its peculiarities in morphology, syntax and pronunciation really can be learned as spoken
and written language. You will be able to learn the basics of grammar and the
vocabulary of this book with diligence, a little bit of talent and the help of your
teachers and might soon realize when meeting Arabs that you are a most welcome
partner because of your good command of Arabic. Even educated Arabs encounter sometimes considerable difficulties in using their own language according to
the rules which are valid and nearly unchanged since the revelation of the Koran
approximately 1300 years ago.
This book will be accompanied by cassettes with all the texts as well as a key
to the exercises to help the student work through the book independently.
I wish to express my deep gratitude to Janet C.E. Watson, James Dickins and
Alan S. Kaye, the editorial consultants for Cambridge University Press, who
contributed to this book as editorial consultants and generously provided valuable
observations and excellent advice.
I am deeply grateful to Monem Jumaili who gave the texts, which were almost
completely conceived and written by myself, their fmal shape. I am indebted to
Birgit Bouraima, who rendered valuable assistance to the English translation, and
to Christfried Naumann who took responsibilty for the subject index and provided greatly appreciated advice.
I wish to express my sincere gratitude to Avihai Shivtiel thanks to whose initiative this English edition can now be presented to the public and to all those
who have contributed to this undertaking.
I hope and wish that this book - like its German predecessor - will fmd its way
to the students. I readily accept comments, suggestions and critical remarks and
hope to incorporate them in future editions.
Leipzig 2000
ECKEHARDSCHULZ
This revised textbook has been conceived as an elementary course for beginners,
in which particular attention is given to a speaking-focused training.
The lessons consist of the following parts: Grammar (G), Vocabulary (V),
Text 1 and Text 2 (except in Lesson 1) and Exercises, which are subdivided into
lexical exercises (L), grammar exercises (G) and conversation drills (C) from
Lesson 4 onwards as well as into a Final exercise in each lesson (from Lesson 2
onwards).
I permit myself to offer the following hints regarding the use of this book to
teaching staff and students, which should be understood as a suggestion:
Seven to eight class hours are planned for each lesson with at least the same
number of hours needed for the students' preparation and further study of the
subject matter. One should see to it that there is enough time (e.g. the weekend)
after the introduction of the new grammar subject and lexical items and that
exercises which were to be prepared by pre-set homework only follow after this
period, so that the students can have sufficient time to internalize the new subject
matter and to learn the new vocabulary.
The subject matter should be presented in the following order:
.1 /
..:..>
Xll
The aim of these exercises is for the teacher to elucidate the new lexical items, to
impart them in collocations, if possible, and to clarify paradigmatic relations in
the vocabulary step by step. The translations given in the glossaries of the lessons
only provide the meaning referred to in the respective text in order not to
overstrain the learner. Additional translations we confined to a minimum. On this
basis the texts are to be translated orally and/or in writing by the students, and
possible variants of the translation are to be discussed. It is also possible to read
and discuss the texts marked No. 2, which are always drafted as dialogues, within
the conversation.
The glossaries are arranged alphabetically by root, listing the new words from
the texts of the respective lesson. The exercises only occasionally contain words
which do not appear in the texts. Words used for the purpose of explaining new
grammar, which were not derived from the texts have not been included in the
glossaries. Additional vocabulary imparted in some lexical exercises and
conversation drills (specific terms, proverbs and idioms) has not been included in
the glossaries either.
Conversation
Xlll
Final exercise
The fmal exercise at the end of each lesson is aimed at checking whether the
students have internalized the grammar and lexical items and is intended to lay
the foundations for translation into the foreign language. Review of subject
matter which was taught in previous lessons is a methodical principle of these
exercises.
The fmal exercises can be worked through in class, and they can form the
basis for holding a written test after each lesson.
I readily accept criticism of the textbook's being "organized on school lines"
by these kinds of checks if they help students consolidate their knowledge of the
subject-matter and make them work steadily with the book. The teacher can also
decide which revision exercises need to be worked through in a particularly
intensive way in the following lessons or whether some can be omitted,
depending on the results achieved in the Final Exercise.
Glossary
The Arabic-English glossary comprises roughly 2600 entries; unlike the
glossaries in the lessons, it has been computerized in alphabetical order, and the
items are only partly vocalized. This system has been chosen in order to make the
book easier for the beginner to use, even if a whole series of important
paradigmatic relations in the Arabic vocabulary become concealed by this
approach.
Tables
Tables containing the essential Arabic verbal and nominal forms as completely
vocalized items can be found in the appendix in addition to tables containing the
cardinal and ordinal numerals.
Key
The key to the exercises gives the solutions in all those cases where only one
solution is possible as well as the translations asked for based on the vocabulary
and the texts of this book. Some of the translations should be understood as
suggestions and not as the only possibility. The student should never resort to the
key before trying to find the answer in the respective lesson(s).
Subject index
The subject index, which is subdivided into two indexes, comprises all essential
English and Arabic morphological-syntactic and linguistic terms which are used
in the textbook. Its purpose is to facilitate fmding the relevant passages for the
student. The page numbers of the pages which focus on the topics concerned are
indicated in bold type.
III
UNIVERSIDJ\D DE S[VILLA
ESTUDIOS AR/\8ES E ISl.i>.MICOS
BIBLlOTECA
ABBREVIATIONS
A
a., acc.
adv.
Alger.
appr.
C
cf.
colI.
colloq.
conj.
def.
dimin.
Ex
e.g.
Eg.
Elat.
EngI.
etc.
f., fern.
fIg.
foIl.
Fr.
G
g.
gen.
geogr.
Glo.
Gr.
gram.
imp.
indef.
interj .
intrans.
Ital.
itsf.
L
annotation
accusative case
adverb
Algerian
approximately
conversation
compare
collective noun
colloquial
conjunction
defInite
diminutive
exercise
for example
Egyptian
Elative
English
et cetera
feminine
fIgurative sense
following
French
grammar exercise
genitive case
genitive
geographical
glossary
grammar of the lesson
grammar
imperative
indefinite
interjection
intransitive
Italian
itself
lexical exercises
lit.
loco
m., masc.
n.
of so.
off.
osf.
pass.
p.
perf.
pI., plur.
poss.
part.
prep.
RI
R2
R3
reI. pr.
Russ.
s.
s.a.
so.
so.'s.
sg., sing.
sth.
Syr.
temp.
th.s.
thmsv .
to sb.
trans .
V
Yem.
<.!.>
C
~
literal
local
masculine
nominative case
of someone
official
oneself
passive
person
perfect
plural
possibly
participle
preposition
1sI radical
2
nd
radical
3rd radical
relative pronoun
Russian
see
see also
someone
someone's
singular
something
Syrian
temporal
the same
themselves
to somebody
transitive
vocabulary
Yemeni
muthannan = dual
jame = plural
mu annath = feminine
I
Lesson 1
1. The Alphabet
(~~'11 J J:,;Jf )
Arabic has 29 characters (J)? <: J?): 26 consonants (~L., J)?) and 3 vowels
"
(~ J )?). Two of the three, however, occur both as vowels and consonants.
The following consonants have more or less similar equivalents in English and
therefore should not present any difficulties.
~
Hamza
Ba:
Ta'
th
..!J
Thli:
[.
kh
C.
JIm
Kha'
Dal
dh
J
j
Dhal
Ra'
s
sh
zay
SIn
ShIn
I
m
J
~
Fti'
Kiif
Lam
MIm
like [ j] infog
IJ
Nun
Hii'
Waw
Ya'
I
~
Alif
Yii'
Waw
Lesson 1
~Al The short vowels a (hut, pat), i (lift) and u (look) as well as the diphthongs ay (write) and aw
(like in how, but short) are also the same as in English. Cf. Gr 1.2.2.
The following letters are typical Arabic consonants which do not have
equivalents in English and can only be learned by regular practicing with native
speakers:
IJ
c
gh
C /fa'
t.JP
4
t
J'
~
j;
CAyn
Ghayn
sad
l)1d
Ta'
za'
Qaf
The last five of these consonants are the so-called emphatic consonants. They
normally affect the pronunciation of adjacent consonants, vowels and diphthongs.
Their correct pronunciation and the modifications in the adjacent sounds need
special practicing.
~ A2 The order of the Arabic consonants according to the place where they are articulated:
b, rn, w
bilabial:
labiodental:
f
interdental:
dh, th
dental:
d, t, 4, t
prepalatal:
n, I, r, z, ~, s, :j, sh, j, y
postpalatal:
k
velar:
gh, q, kh
c, ~
pharyngal:
laryngal:
"h
1.2. Writing
1.2.1. Arabic is written from right to left. The letters differ in size, but there are
no capitals. Each of them has a basic form, but modifications in their shapes
occur according to their positions in words.
A number of letters share the same shape and are only distinguished by
diacritic dots:
Examples: ....i Nun, ..,; Ta',"; Tha', -l Ba', ~ Ya'
The letters \ ~ ~ .J j J are only connected with the respective preceding letter,
whereas all the others are connected with both sides. The shapes of Arabic letters
are generally similar both in script and printed form. However, a few differences
occur (see Lesson 3).
Lesson I
This book plans for the student to learn how to read and write the Arabic
characters at the same time. For that reason we suggest beginning the writing
exercises with the characters in their printed shape and to proceed step by step to
script. In this way the prototypes of the Arabic characters impress themselves on
the student's mind both when being read and written. Introducing script already
in Lesson I might result in severe confusion. Nevertheless the way the characters
are actually used in script must be taken into account at as early a time as
possible, i.e. as soon as the student has a fairly good command of the Arabic
characters. This can be achieved by the students reading print type and writing
script from that time onwards.
The peculiarities of script are put together in the form of tables at the end of
Lesson 3. These tables include a number of words previously introduced to the
student which are contrasted with each other in print type and script as examples.
It is recommended that the teacher uses Arabic script from Lesson 4 onwards
when he/she writes examples on the blackboard, and to practice it with the
students as welL
1.2.2. Auxiliary Signs (-.:;.JIS'.rJf)
Since Arabic expresses only long vowels by special characters, a system of
auxiliary signs was developed to distinguish whether or not a consonant is
followed by a short vowel. But normally these signs do not appear in printed or
written texts, since the reader who is acquainted with the morphology of Arabic
will be able to read the words correctly without such signs.
The auxiliary signs are mainly used in the Koran, poetry and children's books.
Texts which contain such signs are called vocalized texts, whereas those which
do not have them are referred to as unvocalized.
In this book these signs are only used when they are essential for proper reading.
The signs may be divided into two main groups:
1. Short vowels (for which Arabic has no characters)
Fatha
a short ~blique stroke ( ') written on top of the letter
~ ba,
fa,) wa
denoting that the consonant is followed by a short a.
Kasra
l)amma = a sign similar in shape to a small Wtiw ( ) written on top of the letter
J
Lesson 1
2. Other signs
Suk'iln = a small circle (
'"
0 )
'
oJl
J.
IJ/
J. ".".
C~ lawlJ"
Hamza, which has the shape of a small CAyn, normally needs a character to
"carry" it. The characters which carry Hamza are i (Alif), j (Waw) and ts (Ya,),
and they are referred to as chairs of Hamza. At the beginning of a word the chair
of Hamza is always Alif:
0/
1.2.4. Allah (God) is mostly written in the form of illl (in calligraphy: ~.\ ).
The Shadda above the Lam shows that the Lam is doubled here; the small Alif
above the Shadda means that a long a has to be pronounced after it.
This small Alifis also put in the word ralJ,miin (the Merciful) and others, i.e. a
long a has to be pronounced after it here as well. Thus the following image is
produced in a calligraphy, representing the text "In the name of God, the
Merciful, the Compassionate":
~J':.P"l\'oI.lIL
~'!J;,"7
~
,/
Such writings designed artistically are only readable with some experience
and are predominantly in use in editions of the Koran as well as in mosques.
Lesson 1
Here are some more uncommented examples, which you can decipher together
with the teacher:
transliteration
isolated
position
final
position
medial
position
initial
position
Alif
Ba'
Ta'
Too'
JIm
!fa'
KOO'
a
b
t
th
j
Dal
DOOI
Ra'
Ziiy
SIn
ShIn
IJ
kh
d
dh
..!.J
I...-
<:
--'
C-
...>.<-
...:>:-
e:t-
-><-
..;-
->--
...>-
..L
..L
..L
..L
.r
.r
.r
.r
C
C
s
sh
if
if
...r
...r-
Sad
J)iid
uP
.r-
cl
uP
Ta'
Zfi'
1>
.1
.k
.h.-
t
t
Ghayn
Fa'
gh
Qal
Kal
Lam
MIm
Nun
Ha'
q
k
I
m
n
h
Wiiw
Ya'
u
y, I
w,
.J
CAyn
----.
----
)
)
.......
.......
....,a..
-.a..k...
..4>
Ji..
..Jt...
.$-
..Jt...
.$-
J
J
.!l
C:
C:
J-
-L
J-!.L
-L
S--
.s-
J-
J..
-"
Lr
.r
.r
<.,?
r..s-
..k
....;
..It>
-:!
~ A3
Lesson 1
1. The first letter of the alphabet is actually Hamza, but since Alif is the chair of Hamza in
most cases, it appears in its place as the first letter. In the granunar part of this book Alifis written as
f when Hamza is vocalized with Fat~a, ifit is not a Hamzat al-wa.yl (cf. Lesson 2, p. 38).
""
0-;'
2. The transliteration system in this book ignores Hamza in the initial position. That is to say, ...:..;\
"' I
~\ , or 01 are transliterated as umm, anta and in, and not as 'umm, 'anta and 'in.
3. Ya' (l without diacritical dots in the final position is always preceded by Fat~a and is
J1
ila,
J>-
ca/a,
t..i-"
mata.
.j
However, many texts do not seem to be consistent in regard to the use of diacritical dots with ($
when it occurs in the [mal position.
Exercises
In the exercises of Lessons 1,2 and 3 (which will take about 3 weeks) the basics
of the Arabic pronunciation and writing are taught. The principle is hearing speaking - reading - writing.
Since it takes a certain time - according to our experience - until the student is
acquainted with reading and writing the Arabic script, we begin with exercises
for hearing and speaking, which are based on a vocabulary of about 80 words
denoting things and persons in the room.
Using the direct method, we start speaking straight away, although the student
does not know yet how the words which are used are written. At the same time
the student memorizes the correct stress of the words without being required to
know the rules.
Since the first exercises are to be read at home by the students after having
been discussed in the lessons, we have added the transliteration of the words
despite some doubts which exist from the methodical point of view.
The arrangement of the exercises in the form of three columns enables the
student to check his way of reading at home with the aid of the transliteration.
Nevertheless, we advise the student from the beginning to uncover only the
Arabic column.
The texts of the exercises of Lessons 1, 2 and 3 may be used as writing
exercises later on. First, however, the student has to do the writing exercises of
Lesson 1 (Ex8), which are composed according to the principle of similarity of
the letters, and are to give him/her a feeling for a certain technique of writing.
All words used in the exercises of Lesson 1 can be found in the vocabulary of
Lesson 2.
Lesson 1
Ex! The teacher should read the following words aloud, and the student should
repeat them after himlher. The teacher will correct the reading and comment on
the pronunciation when necessary, and will make sure that the students
understand the meanings by pointing to the things he/she refers to. The students
are also advised to test their knowledge by covering the transliteration one time
and the English equivalents another, and [mally both the transliteration and the
English equivalents.
as-saliimu alaykum
C
ana
(one of
the numerous Arabic forms ofgreeting)
"
"
~J~i
~
i
"t
[;J is pronounced
\.j\
as a short a)
t
anta
you (m.)
~\
anti
you (f)
~\
wa
o#-
J!
0't
$.
anawa-anta
I and you
~\)\.j\
anawa-anti
~\)\.j\
anta wa-ana
you and I
anti wa-ana
anta wa-anti
~\) .,:..j\
anti wa-anta
~\)~\
huwa
he
hiya
she
"
huwa wa-hiya
he and she
"
hiya wa-huwa
she and he
r)~
r)~\)\.j\
~)~\)\.j\
\.j\) ~\
\.j\) ~\
o~
o~
""
" J
~
" J
~)r
"
" J
"., J
".,
o~
/-;
"t
Lesson 1
'"
.~
'"
I am a teacher.
.~
I am a teacher (f).
anta talib.
anti taliba.
huwa talib.
He is a student.
hiya taliba.
;;
ui
;;
ui
taliba.
He is a student, and I
am a teacher.
huna
here
hunaka
there
:!J~
huna wa-hunaka
.:!J~ ..:.,.jl) ~ UI
. :!J~ pi) ~ UI
.:!J~~) ~ ~
huna waraq.
Here is paper.
:!J~ ) ~
,.
,., J
...
"J
...
... J
,. J
o~
... J
/;'
o~
... J
/~
,. J
0;'
,;'
" /
.'-'.J) .
Lesson 1
hUnli qalam.
Here is a pen.
hUnli kurrasa.
Here is a notebook.
hUnli kitab.
Here is a book.
hunli shanta.
Here is a bag.
Here is a notebook,
and there is a book.
hUnli tawila.
Here is a table.
hUnli kursI.
Here is a chair.
hUnli khiziina.
Here is a cupboard.
/
/
Here is a lamp.
hUnli lawl).
Here is a blackboard.
Here is a cupboard,
and there is a lamp.
hunli bab.
Here is a door.
hUnli shubbak.
Here is a window.
hUnli jidiir.
Here is a wall.
.~\?~
C~~
/
C~~
10
Lesson 1
~~~
What is there?
~!)~ ~
Who is here?
o ,~~ ,
1 Wz>
if
0'<1, ~~ ,
Who is there?
1.!JWz>
if
and points at an object or a person while doing so. The student should answer
accordingly by using the phrase
asked for.
~~ ~
Teacher:
What is here?
Student:
Here is a door.
Teacher:
Who is here?
Student:
Here is a teacher.
Teacher:
Student:
Teacher:
Student:
.Yl!~
0,1 Wz>~~ if
,
,
.~~
~!)~ ~J ~ ~
'"
"'..
...
'"
... "'-,
,~~.,
1 .!J Wz>
Wz>
if J
if
.aJu,!J~
.,
J ~u,
., ~
,.!J~ ,)~
",
'C:,..J
... "
." 0
...
,~ ,~ ,J~) ,yl;:f
/. J
"...
J"
yJ
;J
...
~ ,~I:: ,~\1
r-- ....
...
,aJ\1,
." CL.a...... .
Ex5 The teacher should ask the students to read the words and sentences of Ex 1- 4
again, covering the columns on the left and in the middle.
Ex6 (Homework) Repeat Ex5!
Ex7 The teacher prepares Ex8 by explaining the different letters according to the
order given in Ex8. The teacher explains how to do Ex8, which is to be done as
homework, and lays special emphasis on those letters which cannot be linked to
the following letter.
Ex8 (Homework) The following exercise is planned to develop the students'
writing skills; it should not impart new vocabulary items to them. The examples
given for each group of letters should be considered as an orientation for proper
writing. It is very important that the teacher gives general hints with respect to
writing in order to avoid the students using incorrect forms of writing.
Lesson 1
...:l.
. . ..
....l.. ...J ,
11
l 1\ , \
~
~~
<...:JJ.
Connect the following letters which are written in their isolated form:
r..,fo+y (6 \+r..,fo (5 u+0+i (4 \+0+i (3 \+y+i (2 y+i (1
0+y+\ (11 0+r..,fo+y (10 u+r..,fo+y (9 0+i (8 r..,fo+i (7
\+0+0+r..,fo+y (15 0+r..,fo+u (14 y+\+y (13 u+0+y (12
":';+y (18 u+y+\+":'; (17 r..,fo+u+r..,fo+y (16
. . . .
C~~~'C~~~'~~~~
Connect the following letters which are written in their isolated form:
~ ~ ~ ~'.J-.J
,> j
'>.J' ~ ~,
.l. J
Connect the following letters which are written in their isolated form:
~+\+~+~ (4 J+r..,fo+y+~+u (3 J+\+~ (2 J+y+~ (1
~+r..,fo+~+~
(15
12
Lesson 1
~~,~~~~, ~~~~
~~~~, ~~~.....t..Q
jQ ,
Connect the following letters which are written in their isolated form:
.)+I+...f' (4 .)+I+uP (3 0+ ,-?+J- (2
~.l+'-?+V"
(1
...L ...
~ \.S
...ss J! "Y +
)l
'1
Connect the following letters which are written in their isolated form:
J+ )+J (5 ,-?+J (4 I+.)+t (3 0+'-?+t (2 0+,-?+t. (1
0+ I+J+I (9 '-?+ V"+ )+!J (8 J+,-?+!J (7 J+,-?+.)+ uP (6
J+!J (13 J+<::.+) (12 J+)+) (11 y+J+I+..k (10
J+I+)+ )+i (17 J+I+<::.+) (16 J+ )+J+C (15 J+C (14
J+,-?+.iH0 (20 )+'-?+t +uP (19 )+,-?+y+!J (18
,-?+..k+t. +i (23 J+I+ )+..k (22 J+,-?+ )+..k (21
C +I+y+ uP (26 J+I+C (25 ,-?+!J+C +'-? (24
1+ )+J+t. (29 1+ )+!J+ J- (28 )+'-?+t +J+I (27
Lesson 1
..
o ~'"
13
~+...A' f'r-A-..A
4-l,th~~~~~
Connect the following letters which are written in their isolated form:
J+~ (5 ~+~+~ (4 I+~+~ (3 i+t +0 (2 i+..:.;+0+1 (1
1+0+~ (10 t +($+i+C (9 t +i (8 I+~+l+i (7 0+i (6
0+1+..:.;+...) (21
i+($+~+J
(32
Lesson 2
,
adjective, participle or
connected with the following noun, forming a phonetical unit with it. There is no
indefinite article in Arabic.
~t
_. \
the house
/."
house
al-kurriisa
notebook
~\:?
0 ....
~\:,s:Ji
the notebook
.,
al-bayt
bayt
"
kurriisa
~ Al Although proper names are definite as such and therefore do not need the definite article,
many Arab names contain the article.
,
0LY
~ , ;) , ~ , ...:,;
the J of the article is assimilated, and therefore not pronounced, and the
respective above-mentioned consonant is doubled, i.e. it takes the Shadda:
o , J , l; ,
the friend
the man
the sun
...Il
~A2
.J '
.,
' .,
assimilated
not assimilated
J:~f
~)f
~f
~~
......
al-bayt
a~-~adlq
the house
ar-rajul
the room
d.j~i
al-ghurfa
ash-shams
the moon
~f
al-qamar
. , J .,'
J?
... \
J? "moon letters".
Lesson 2
15
~i;'
He is the teacher.
al-mucallim
huwal-mucallim
pronounced:
- LJi e::
//
~~f
the friend
(.):1/
pronounced:
maca~-~adjq
~~i~
.
J..'f
a~-~adjq
~f
the sun
ash-shams
aynash-shams
pronounced:
./
~i
the teacher
1.3.1. All [mal vowels followed by the article Ji of the next word are pronounced
as short vowels in order to allow smooth linkage between the words:
l -
:J i -i
<
l -
~;if +-i
tJ'",.
cala + a{ -{awila > alar -(awila aJ) UJ i ~ < aJ) UJi +~ (on the table)
C
1.3.2. If a word ends with Sukiin which is followed by the article Ji of the next
word, the [mal Sukiin usually turns to Kasra, which fulfills the function of an
auxiliary vowel:
....
. : . ~~i r ~
Some pronouns and verbal suffixes which contain the vowel u take I)amma as
their auxiliary vowel.
~ A3 Wa,rla is not printed in the following Arabic texts of this book; instead, Alif \ without Wa,rla
takes its place.
There are tWo genders in Arabic: masculine (.?~) and feminine (~}.).
Words ending with 0 -a (Ta' marbuta) are nearly always feminine, whereas words
which do not end with Ta' marbii{a are mostly masculine.
/
~ A4 Tti' marbuta is nonnally not pronounced as t, but as a short a when the word occurs isolated
or at the end of a clause or a sentence (see also Lesson 4, Gr. 3. and Lesson 6, Gr. 2.2.1.1.).
~A5 A number of words denoting feminines do not end with Tii' marbuta:
.1
rl
16
Lesson 2
'"
. ..
~I
c) designations of parts of the body which exist in pairs: ~ hand,.:..r.? eye, 0~1 ear
d) Some words are always used as feminines: ~~i land, ~ sun
e) Some words are used as either masculine or feminine: ~ knife, J;'" market, ~ t:.::... sky
Feminine nouns which are not easily identifiable as such are marked in this book by a (r) placed
behind them when mentioned for the first time.
~f)
.... J.
a3) Noun
- adjective
.~d.fl
- (indef.) noun
.~~)fl
- adverb
.~pfl
I
I
I
- adjective
He/(it) is big.
.,
0 ...
.r.[~ r I.
d
- (indef.) noun
~;I
He is a teacher.
He is the teacher.
J 0
. a.(,iJ\ ~~i
- (def.) noun
.pI;1
Lesson 2
17
- adverb
I He is here.
- prepositional phrase
I He is in the room.
cl) Demonstrative pronoun
- adjective
.r-f\~ I
- (indef.) noun
- adverb
~\~I
. ~I ; . 1.lA
. ~I ~ ~~
The demonstrative pronouns 1..i...A and ~~ have a small I above the ...Jl> when the words are fully
vocalized, which is to denote the long vowel a : hiidha, hiidhihI. However, in modern texts this I
does not appear in the typeface.
C.'
(~)
and
I Here is a teacher.
Prepositional phrase
In the room there is a teacher.
There is a teacher in the room.
-noun
3.2. In the 'yes/no' question the word order of the declarative sentence
,
JA ' or rarely i.
IS
18
Lesson 2
Is he here?
~~\~f
~~\~:y.
,
,
Is this big?
ri must be used:
~ ~ rf -r-f \~ :y.
The interrogatives L.. for ''what'' and ~ for ''who'' act as subjects in wh-questions:
".~~
" / \'.,
...I.P> C
What is this?
Who is this?
~o~
~!lG.
"
\~:;
/ G. c
~!lG. / G. :;
.~ a..;\'~t
.0..
',' \
,
.~'
~
masculine subject =
masculine form of the
adjectival predicate
.~d.f
,
'
,J
bl)
0 _:
It is big .
.r.?
y.
,
cl)
.o~o~
..., "''''
.r.?
\~
,
He is a teacher.
She is a teacher.
Lesson 2
19
3.3.3. The question whether 1.1.A ,o.1.A 'y. or ~ should be chosen as a predicate
in a wh-question introduced by L.. or ~ is determined by the gender of the
persons or objects referred to:
/
YI.0.
What is this?
YIJ.A, :;
Who is this?
Y;:;
Who is he?
when a masculine is asked about,
<: . /
What is this?
.~~
Who is this?
Yo.0. :;
Who is she?
Y~:;
//
<:
Y~I~L.
<:~
JI d /
.
()y.,y
<:~
JI /
()~,y
~ AS Agreement in gender is also to be observed between the verb which introduces a sentence and
J.....
J.
J"
the following noun: The masculine fonn ..l..:>.- y.. and the feminine fonn J.>.. j
...... JO
J ...
J 0
...
j., ...............................[
Glossaries are provided in each lesson from here forward. They contain all the
words not yet known from the preceding lessons which occur in the texts, the
exercises and some encountered in the grammar. Polysemous words are mostly
20
Lesson 2
only given their respectiv~ current meaning at issue in the text. The vocabulary
items are listed alphabetically by root, i.e. RI is invariably regarded as the fIrst
letter relevant in the order (cf. Lesson 4 about this). In the interest of clearness
Fatha has only been inserted partially.
Identifying the root of every word may present a diffIculty to the student at the
beginning. With increasing practice, however, shelhe will quickly acquire the
skill of fmding every word in the glossary shelhe looks for. This skill is
nevertheless required so that the student will be able to use HANS WEHR's
DICTIONARY OF MODERN WRITTEN ARABIC edited by J. Milton Cowan,
which is most frequently used and which is arranged according to the rootsystem.
Here, another general hint is given, which will facilitate the student's ability
to fInd many words. i (Mlm) as the fIrst letter of a word is rarely RI, but is
"..
..... 0
...
ID
the
glossa7 nor in the dictionary, but under KM " the word C ~ under Sad, and the
word ~ under CAyn.
father
brother
sister
earth
Allah, God
oo'
I I J.:,:.
oy>-t <: t i
I
..::; Iy>- i <: -.::...>I
J:>I} <: (0 J:>~i
~
illI
;.UI)
by God
(prep.) to
mother
(prep.) in front of (loc.)
I
..
~I
pI
i
you (j.)
Jo
oo '
you (2 nd p.p/.m.)
you (2 p .p/f)
..::;1
<:
~I
also, too
;;'i
where
~,..:U~
Paris
not bad
(41/~) d~ ~
.,
door
yl;'i <: y~
house
..::; y.:!
J}
~Jt
down, downwards
good, "okay"
J J
new
wall
~I
beautiful
apparatus, device
tv-set
<:, ~
(prep.) under
sitting
~ / ~~i
r-:
~T
0~1
now
~ HI-
nd
fig: Hello!
J~
..::;~i <: ri
, Loi
i
\.jl
you (m.)
Miss
~)~i
I l> J.:,:.
Welcome!
iW
~}>--
0.r<: ~
o~i <: j~
0..#;ili -
Lesson 2
y...y~
video-recorder
21
friend
~,
0)~~
good
~-I..b-
garden
letter, character
r..J
o....b-
~-,
).r-
Thank God!
small, short
. 0
~ r..J
.r-
..:.;L ~ i~
.ill
, ~I
bathroom
friend (f)
table
doctor
doctor (f)
JI;"i ~ Jl>
kitchen
student
situation
~
cupboard
good
I amfme.
I do not know.
,
o.
.;:.>-
ft>'-J.
IJi
.~)i~
student (f)
long, tall
good
radio
man
teacher
fig: Hello!
teacher (f)
bed
ceiling
(prep.) at
peace
I have
~~
0
family
name; noun
room
Mr.
girl
Mrs.
Fiitima
window
Thank you!
(adv.) above
the sun
up (wards)
bag
(prep.) in
health
old
morning
progress
Good Morning!
short, small
(answer)
pencil
lamp
moon
~~ /!j~
..:.; L ~ ~\.$.
. '" .
~
r..J f
...0 .
~
~ 4.Jf
..:.; L.::a
~ 0b
~\.j
;:;:,;
22
Lesson 2
Cairo
who
big
book
we
notebook
clean
chair
yes
telephone call
sleeping
how
Hello!
(prep.) for
forme
~14l1
table; blackboard
}LA
I~
oJ..,.
"
uLA
Give!
~,
interrogative particle
Maryam
~f
there is
evening
~L..,.
paper
p:>JIL..,.
~
r./',
)
'j J'
J.>...f J.>...J?
J,
(coil.)
J1JJi ~ J J)
dirty
t/')
Japanese
'" 'GG
J.rJI ~L..,.
.Jib
and
J.-o,
!J~
he
0..lo ~ ~:;L-
J J
~J
there
she
(prep.) with
here
(answer)
-' ,
ij
this (f)
when
:./'
I~L..
Jl
Cl)i ~ C:,J
~
J..kj
they (3 rd p.plf)
L..
Good evening!
J~
':l
what
city, town
if
they (3 rd p .pl.m.)
no, not
So long!
if
this
Y~l>- ~
(f)
.
,.
I.:F . "
Text 1
U.J-)
~
.~) p$' ~I
Lesson 2
23
~pW~
Text 2
~,!j\..;.)) if ,}~:~
.~/\..;.))
:~/
"
~..:..lll> J-:f ..;::>JI C~ .~ \..;.)) .l:>- /:~
"
~~lj J-:f:~
.4l1 c:
~I
~ :~/
~~J~ J-:f:~
~~l.p 0:!i ."op$') ~ ~..lo ~J~ illl) :~/
c: :~
Exercises:
Ex! (Homework) Identify and write all the nouns seen in Text 1 and add in
brackets the appropriate personal pronoun!
~) ,J.i.....
,J))
,0J:!..rili
'j4>--
'J:!-Y 'J:!~I)
24
Lesson 2
explains the writing and ask the students to speak the words loudly.
Ex3 The teacher repeats the words quoted in Ex2. The students repeat them and
(Jf).
Ex4 The teacher reads the words of Ex2 with the definite article. The students
-J.
Same exercise with the preposition J>-.
' i~1
.. .
.Uly=J1 . ..
.J-:!~I}I .wjJI
.. . :U )~I
. 3.k.~ 1\ ....,
J.J}I
. ~I
~
.~IY'
<
<
'..r.~1 '.J-:!~I}I
,yL::S:.lI
,4,1 'C}JI
'~~I '~I
'C~I ,~\~~.l\
,U"}>.JI 'i)1
,y~1
Lesson 2
25
and the students form equational sentences with the following adjectives:
~ '~'r-?
Ex16 The same as Ex15 with the words:
'i~1 ,0 ~uJI ,~..wl ,;;~I ,WUJI ,Uly:J1 ,L.,I):JI ,UJUJI ,~I ,a;.;JI
.~..wl ':L..(,5:.I1
Ex17 The teacher explains the meaning of the following adjectives
~ J/ ~
~/ J-.,k , ~Jj/--4..1.:>:-
and the students form equational sentences using the words mentioned in Ex15
and 16:
..
. ~ Jj
'-:?' jJ.. 1J
0--4..1.:>:-
.;; ~ 4.:JUJ 1J
J-.,k
a.l J UJ
.. 1
~UJI
.~ J C}JI J ~ a;.;JI
Ex18 The teacher reads the following equational sentences:
~ ~
C.,JJI
.;;~..I.:>:-
Uly:J1
'0r-? ~1j>JI
I""""t
.
'"
.~
~I
.~
~LkJI
.~.,k
~I
.
,
.'4.>.-J
J:'.J~I
.~ j>.-)I
and the students should repeat the sentence and than replace the subject by Y' or ~.
Ex19 The students form questions using
J) a;.;JI
.. J ..I.:>:- y.. I~L.
~ ('-:?' jJ1 Js- 'f-;.JI Js- ,~I j>J 1 Js- ,)..L>.J 1 Js-) a.l J UJI Js- ..I.:>:- y.. I~ L.
,
~(d.,6..~1I
,~Iy:JI
,4,1
Ex21 The teacher points at certain objects in the room and asks the question:
~0..,L" L. ~I..,L" L.
... 0..,L"
,':1 /...
I..,L"
,':1
26
Lesson 2
Ex23 Answer the following questions with ~ or '} and the fIrst personal
'iI
'11
#.
t.
'J:!.:lI.J)
t..?'.? ,p~/!J~ ~ ~
. .. i.? J.:.>.
,~
The students answer with "no" and the antonym of the adjective:
,,}
. ~ 4.
i.? J.:.>.
Ex27 The teacher asks the student to give himlher or offers himlher something
and the student should thank:
... JI ~I.A>
... J\~
teacher:
student:
~
~
teacher:
\~
\.#'
student:
Ex28 The teacher explains the forms of greeting and practices them with the
students based on Text 2.
.JyJI /
~I L~
~~I e::
t.
~) ")U.\
J
.;.ll/~ ~i
,..J
...
i~I~)
~~G- / ~G- ~
~~\~
Jl
~ ... J\~
~I,,- ~I
r--~i
~WJI
?
L.;': /
.f"
.J.rJI /
~I ~t........
.ill ~\
. lii
iW lii
LessQn 2
27
Final Exercise:
1. CQnnect the follQwing letters!
C +I+y+ uP 6.
1+0+1 1.
)+~+t+J+I 7.
y+J+I+.b 2.
J+~+.!l 8.
~+.!l+~+ )+i+1 3.
.!l+J+I+C 9.
i+I+J+ u"+J+I 4.
i+.!l+~+J+t.5.
'0.r---? a..\)l.6J1
,yL..::5'
,<.3))
'j4>-- ,J..r ,J.L 'f.-r ,)..b:~ ,y~ ,.!l~ ,~ ,~ '~.J- 'C,J ,4..::.M ''--:?' ~ ,a....I:,s-
6. Answer the fQllowing sentences with "no." and the antQnym Qfthe adjective in
questiQn!
28
Lesson 2
~~ ~ !L~
jAl
~o~ 0.J- .!J~ jAl
~~ C) .!J~ jAl
7. Add the appropriate preposition!
.~~I
...
~~I ,t.~1 c:
,ill
~I '~I
.,
~1.4.1 )L.6JI
... yt:5JI
.,
,illl
'~I
,~L.6JI
~
,(jI.rJI
Lesson 3
1. Number (~~f)
Arabic has three numbers as far as nouns, pronouns and verbs are concerned :
J,t
cO,!
sg.
'
he
.Y'
,
she
they (f)
r:f'
~i
you (m.)
0,
you (f)
pI
you (f)
\.jl
"
we
J.
III ,
Jo
0,
~I
you (m.)
they (m.)
~ h$.
~I
J
.lot
~Al The auxiliary vowel for ~ and ~I isl)amma -u (cf. Lesson 2, Gr 1.3.2.).
As to the order of the personal pronouns above see Lesson 5, Gr 1.3.
(~~\ ~f) and the broken plural (~I ~). The external or
0;
(-at)
for the feminine plural (~\..... ~:? ~) are added to the singular masculine fonn.
pl.
m.
f.
diligent teachers
mucallimuna mujtahiduna
diligent teachers (f)
mucallimiit mujtahidiit
.,
'
J.
0
J'-;~
uJ~u
,
.-;
..... 0
IJ/ '" J
<.::.JI~<.::.J~
,
30
Lesson 3
sg.
m.
f.
'
a diligent teacher
mucallim mu;tahid
a diligent teacher (f)
mucallima muitahida
o~~
,
1.2.2. The broken plural has many patterns, of which we mention J~ flcal and
Sg.
~'
..)
rajul
~~
~
tawll
qalam
~ A2
rijal
Jt,;,..)
tiwal
J\~
aqlam
i~i
Since there are no specific rules regarding the plural forms, the student must learn each plural
together with the singular. This book provides you with the most common plural forms of the nouns
and ofthe adjectives. In the glossaries of this book the singular and the plural form are separated by
the letter
C for ~ (= plural). If several plurals are present they are divided by a comma. A C in
front of a word will indicate when only the plural form of this word is used.
2. The Adjective
(~f)
2.1. The form: each ~djective has a masculine and a feminine singular form:
,
m.
f.
.r.:?
,
,
o~
..,
J.,k
,
r.?
~.,k
,
o'r.?
.,
~
,
..
"'0
o~
,
Lesson 3
31
attributive
the big house
~\:.
,
:5f
J ",
J 0 ....
OJ.:~\ ~~i
~ ~
a big house
..,
0 ....
4-
"oJ.:~ ",
~~
}
a new room
~A3
The fmall)amm a in
(al-kablru) and
jadIdatu) and the " (Tan wIn) will be explained in detail in Lesson 4, Gr 3.
~~...L>.J\ (al-
2.3. There is agreement in number and gender between the noun and the adjective
in their singular forms (cf. Lesson 2, Gr 3.3.1.-3.3.2.):
in number
singular
singular
in gender
The house is big.
m.
m.
.~
:<~if
,
~\
,
....
f.
f.
.oJ.:~
..
:. ~~if
J ",
0 ....
a.;~i
o J ",
Jo ....
oJ.:~\ ~~i
~\
:~~f
,
defInite
J
defInite
).",
J 0 ....
oJ.:~\ a.;~i
a big house
indefInite
~"
a new room
indefInite
",
"
oJ.:~ ~~
..,
0,
4}
32
Lesson 3
predicative:
The teachers are diligent.
...
.uJ~
....
"
tJI
0 ....
11
0 ....
~ ~i
u
J
.;.J ~ .;.J
~i
.JI~ J~}f
tJ
0 ....
yI
0 ....
~ ~I~~i
uJ
.
U
,
~1~1~~i
...
JIJkJ\ J~}f
JI~ J~.J,
tall men
If the noun denotes a non-person, the adjective takes the feminine singular
form both when fulfilling an attributive and when fulfilling a predicative
function.
Strictly speaking, there is only agreement when the adjective is used as an
attribute, i.e. agreement in state and case. Nevertheless we also refer to it as
agreement in gender and number, because the plural of words denoting nonpersons is treated as a feminine singular.
predicative:
The tables are big.
The pens are new.
attributive:
the big tables
the new pens
2.5. If the adjective is used as a predicate, the subject can be replaced by the
personal pronoun.
"",d
.Y'
. .r-:-'
,
....
.0J~~
Lesson 3
,
'JI
.Q~Q
0,,-
~i
.. ,
-~'
r..I!'
..
,
...
...
J'"
oJ
...
. o~ Q'::J)UJi
.0 _:
.o~~
,;
.. I'
r'" 0'" J
.Q~,.:,I'>
33
...
, '"
,;
.o~~ i~\1i
r..I!'
Q~1l1
i~i
and
o ,..
...
meal, dish
emirate
QIJ~l
C. 0J~l
~~
Daddy
refrigerator
eggs (colI.)
01~..?JI
J
4J,.,......
.AA: Syria
0J
country
01~ / ~~ c.
C'
~
o-I}I)
o
~;
Translate.
...
..u:
QL C. oJ~
<,?w,
~; tea
~
~yJ
Jo
Q~).r-- c.
drinks
J
oJ
cheese
t./~ c.
street
Algeria
J';'
JI;"i C. (i)
J ....
Tunisia, Tunis
market
. 0,
~ car
0
oJ
a:~~1
Saudi Arabia
o~j
butter
QL C. U"'~ sugar
QI C. 0.:(,: Sudan
bus
~f
t). ~
~
university
..:; L C. ) lk.-
diligent
J
0)c.~
...
..:;L C. o.;Lb
C. ~
..:;L C. ~
..:;L
station
shop
p>-
bread
J
C. ~
0!\..:.:.... C. 0,:r-..:;1 ) I)=:. C.
,-",)...l.o C. 4...,.. J...l.o
',y.?'S~ C. 0'S~
y.\..:.:....
shop
vegetables
'
school
shop
I go to ...
JI~I
Iraq
honey
juice
~
J
milk
bakery
air-plane
capital city
great
~
J
~Iyc. ~\s.
~~c.~
0~
Oman
Repeat.
lts..w:.i
.. ........ / ! ~i
,-
...
Jl~~i
~I~
lunch
., J
~aghreb,~orocco
y~1
o.
mistake, wrong
'
.bW-I C. ~
34
Lesson 3
Kuwait
,
~~I
~Lt
clothes
,
~~~
,,
)#
breakfast
~I'
, y
fruits
ul~)~
Libya
few, little
or~ J
-,
for example
..
uL~?
-
o...H-'
coffee
library, bookshop
l!5"
),
many
computer
ft?
-,,
I ~~_.
';;S
,0r
.J\!..
U.........
train
Egypt
Yemen
day
today
Text 1
.o~
~J.JI
od Uy-:!) UJj o~
~) ~
a....::..wl
~ J....>.. j)
Uy-:!
or-? a..::..wl
W) y
(J""!J4.U)
.~WI -} ~lk
lii)
a..::..wl o.l.A. i f
lii
4)..,.....)
.~~I) ul)L.)1I)
~IJ
Text 2
:~
.).rJI C~
:i~1
~ -!.ll
, \.:>-
~~\.:>-
..r.JI C~
JS
-
:~
4) .ill ..w.JI ~
:i~1
~~~
j:!i .~ lii
,illl)
:~
.a..::..wl -} Y'
:i~1
~:i..o..b Lt
j:! i
:~
Lesson 3
.4...... J.wl t}
35
i./'
YJ~I J-i :~
.~It}J~i
Yi.".)1 J~I Y. L..
.r.>-)
~)
:~
0~ aJ )\.kJI ~
.o ..l!j) 4S"1';)
Y~I)pIJ-i
~
:~
.0,:)1:).1 t} ~I) ~ P I
~i j.A> .i~
:~
:~
Y4,1 t} i.".)1
~
Y~I) .Jy.JI
"'o&.
.A..A')UI ~
.A..A')UI ~
Exercises:
Ex! The teacher explains the plurals in Lesson 2 and 3 and reads the following
nouns (singular and plural) out loud and the students repeat them:
~
JG,.J - J>--J
u~..l.p -
~..l.p
u~ - ~
0~1-~1
J G,.)I - J>--)I
i'jj~1 - ~I
u~-a.,b..:...;.
~..L.,dl
uL:Jlk - ~lk
r-t
u:J)lk - aJ)lk
ul~l-o~1
uL:J\.kJI - ~\.kJI
ul,b..:..;JI - ~I
uW~1 -W~I
u~..L.,d1
i'jji -
ul':)l:r. - o':)l:r.
~I'; - ~lj
u
')I5"i - 4..lS"i
36
Lesson 3
Jlri - Jr
~
i 41 -iY-
t}";' - t.J u
w l>.-
-~...\..o
-.::.>ll=- - ~
-.::.>I}~~ - (;.J~
-'::'>~4 - ~4
-.::.>I},bj - .J\.,6j
- yl:5'
-.::.>1)1.1. - (;)1.1.
0j~ - 0y;....
-.::.>I},b~
.Jt,b...
r.s- - r.s-
.JL2 - ~
JI.,k - J..,k
0~-~
0)
0}J.i -
J.:lt
~~-~
,
~l,....u
jlki)~l.Jij
~...u
Ex5 The teacher reads the plural of the adjectives in Ex4 and the student gives
the singular.
Ex6 The teacher reads the singular of the adjectives in Ex4 and the student gives
the plural.
Ex7 The teacher reads a noun from Exl-4 in the singular or in the plural and an
adjective in the masculine singular. The student forms an equational sentence .
. ;;~ a,b.:..;JI
<
~ - ~ ~
.-.::.>~ -.::.>W\k.ll
<
~ - -.::.>Wlb ~
Ex8 The teacher reads an equational sentence from Ex.7 consisting of a deflnite
noun (sg. and pl.) and an adjective. The student replaces the noun with a personal
pronoun.
Lesson 3
37
<
.~J.>--)I ~
<
0J.:..G,.
i"::N'J I ~
or ':}:
.~
O/. pI
..::,..I/'
~i ~
.~lii'r
<
Y~~i~
<
~~ pi ~
.0# ~ ,,:}
<
Y0)~ ~i ~
<
ExlO The teacher points at objects in the room and asks the following questions,
and the student should use a noun and an adjective in their reply.
~.!J~ ..G,. y.. I~L. or Yo~ L. ,I~ L.
..G,. y..
.!J~
Js~I J
J
)J.>.JI Js-
4.jjJIJ
4J )llJ I Js-
~I
....u..JI
3..ilj>J1
yl..::5'
Ic
CL,a.,.....u..JI
....s-
.0~ i"::Ni ~I
.
~ ~
The teacher repeats the sentence arid the student repeats it again.
38
Lesson 3
Ex12 Read
a) all nouns, adjectives and pronouns of the basic vocabulary of Lessons 2 and 3
and pay particular attention to the plurals.
b) the examples in Arabic given in G 2.2 ... 2.5.
Ex13 Copy the examples in Ex.9. The teacher should write the words on the
blackboard.
Ex14 (Homework) Write the following adjectives
,vy\.1 ,~\.1
<
o~1 v:i)l.6JI
<
,vt.,6..;...;. ,~
'c.::
4..l5"i <
4..l5"i
Lesson 3
39
.'Or.$' 0~1
QIJ~)l1 if QI)lk!.l~
W)
. ~)l,6JI
. o~I~I,j ~I)
.~I)~)~Jr)
Ex23 (Homework) Memorize the plurals of the nouns in Lesson 2 and 3. The
teacher should ask the students to prepare for oral and written tests.
Final Exercise
1. Write the following characters to form words .
. J+(,.>+t +y 2 .
'J~
,tJ W
/
,~T ,o~l~
,L.. J.,l.
,.,, )
(#
,0t5'~
4. Form the masculine plural of the following adjectives and add an appropriate
noun.
, ~ , ~ , ~J.>.. , ~ , ~
,~
,r.$'
~
40
Lesson 3
~,
....:
-J,
,~ ,~ ,O.J~ ,0lS~
#}
~!\..v
't).r-
';;.Au, ,o.JL.l
d.~~
,~ ,;~ ,..:;.J\)\~
8. F onn a sentence with each Arabic personal pronoun using a personal pronoun,
an indefinte noun and an appropriate adjective.
9. Translate into Arabic.
a big table - The tables are big.
a small house - The houses are small.
a diligent student (f) - The student (f) is diligent.
a big man - The men are big.
an old bag - The bags are old.
Lesson 3
41
..
)I~
.J/~
4l1j>-
1.J1y;.
..
,
l........U.4.iI
.:J~
~W
c.~
C~
4J Ju,
.1JJ/..b
;ij~
~..;6
yl:S"
ylJS
~~
~fi
J)J
(J.JJ
r:r
jA
...
..
~r~1
#~I
JS'
JS
1JlS"
uLS
jl::.o
.J~
42
Lesson 3
initial position
medial position
final position
isolated position
"
..I
.!..
I!.-
.!J
..:1:
-'!'-
[.
,.;;..
..:;i,..
c.
t
..L.
..L.
.L
.L
J
j
.r
.r
.r
.r
-!
.J
to
...M
...!;,
-:.
I,}"'-
..r
:.
I,}"'-
-P
-=-
vi'
...;p
-.Q....
JI:-
d'
.,1,
.k..
J,
J;
..b..
..liL
j;
.;.
-"-
.s.
t"
.it-
t-
J
J
.L
J.
..1.
J-
5.-
cl.
!l
..L
J-
..0
...i
.A
J
-!
....
.....
+
J...,.
('-
iJ-
4J
A..
J4.F
J
!$
Lesson 3
medial position
fmal position
isolated position
...J
...J
..
:.
...J
'-l.
:.
W
C
C
..l.
..l.
..l.
..l.
...)
./
./
...)
...)
./
./
...)
-J./J
~
:.
U'J
:.
:.
:.
:.
.
:.
-J./J
U'J
.....w:2
.....a..
U-
U-
U-
U-
....b
.b.
A
.b
....b..
...12.
...c
..&.
tt-
.J
..
.J
...L
t
t.
'--'
...L
...s
.
rJ-
...s..
.J
.J.
-'l
-4..
Jr
...J
'--L
..
u-
.A
"
..}-
...J-
-d
..
4r
if
43
Lesson 4
1. Radical, Root, Pattern
1.1. Most Arabic words can be reduced to a root, which, as a rule, consists of
three consonants. They are called Radicals. We refer to them as RI. R2 and R3.
This triliteral root expresses a certain conceptual content. Thus, e.g. the
meaning "to write" is inherent in the root K-T-B (Y- u - .!.I), the meaning "to
go" in the root DH - H - B (y - () - ~), and the meaning "to drink" in the root
SH-R-B (Y-.J-J').
This conceptual content is specified by short and long vowels between the
consonants and by prefixes and suffixes regarding the part of speech (verb, noun,
adjective) as well as regarding the grammatical category (tense, mood, number,
case, etc.).
One can say by way of simplification that the root consonants (Radicals) fulfill a
semantic function and the vowels a grammatical function in the Arabic word.
E xamp:es:
I
KaTaBa
(~)
KaTiB
(~t5')
KiTaB
(yL:f)
book
KuTuB
(~)
books
written; letter
library, bookshop
"
Jo
maKTuB
(y
p.:.)
"'"
(~)
maKTaBa
1.2. The Arab grammarians use patterns, which they represent by J for RI
(1 sI Radical),
for R2 (2 nd Radical) and
for R3 (3 rd Radical) in order to
describe the numerous word forms systematically.
Fa', cAin and liim fulfill the function of variable quantities in the patterns, for
which theoretically any consonant can be substituted.
t..
facala
~~ ,;. ;S--
Jfl;
~
J&
finl
facJl
~t5'
~
,p$'
Lesson 4
J~
o.
Jwl
flca!
ajiil
45
L)
.J '/
r~i
2.2. There are numerous forms of theo broken, plural. The ones which occur most
frequently are the following: J~
,Jwi ,J~
\/ -~
'.J~
\~ -
~ '.J\J/..;P
L)
~ '.J./
'"
<MW
'"
,Yw"" 'Jfly;'" ,j;10,. ,~i
,JW ,~ ,j;
0.....
'"
The signs /)amma, Kasra and FatIJa represent themselves in vocalized texts.
n.
0/
0/
~~I~i
g.
;4~I~i
a.
~~I~i
'JI
al-mucallimu l-jadIdu
al-mucallimi l-jadIdi
0/
al-mucallima l-jadIda
46
Lesson 4
J
n.
o~..bJ\
-,
'/I
0 ....
a.::kJi
.,
a.::kJi
al-muCallimatu l-jadldatu
g.
a.
o~..bJ\
, -,
""
o~..bJ\
-,
....
;J
al-muCallimati l-jadldati
0 ....
a.::kJi
al-muCallimata l-jadldata
3.2. An -n (Nun) is pronounced after the case endings -u, -i, -a as a characteristic
of indefiniteness. This process is called Nunation (J..J.;J). Consequently, the
endings -un, -in, -an are formed. Nunation is expressed in vocalized texts by the
doubling of the respective sign that represents the vowel:
JJ
or = -un, = -in, = -an
Indefinite nouns in the accusative case which do not end with 0 (Ta'marbata)
terminate in Alif, which, however, does not express a sound quality.
~
n.
a new teacher
~
,
..lI-l>.-,
g.
of a new teacher
..lI-l>.......
a.
a new teacher
n.
g.
a.
.
-;
mu c allimun jadldun
'F
.
mu allimin jadldin
\..lIk
~
-,
mu Calliman jadIdan
o~k~
-,
.. .
mu allimatun jadldatun
C
o~k~
-,
mu c allimatin jadldatin
o:i,k
~
-,
mu allimatan jadldatan
C
~ A3 Certain Arabic words have only two case endings because of their word structure, some even
only one.
~ A4 A considerable number of words, among them many broken plurals, do not terminate in a
"
Lesson 7, Gr 3.
3.3. The declensional endings of the sound plural of masc. words are: 0 r -una =
nominative and
Ina = genitive and accusative, of feminine words: ~L -atu(n)
= nominative and pL -ati(n) = genitive and accusative.
0:-.-
n.
.,
0~i
g.
~t
. -, \
definite
~
a.
.,
~.
. -, \
indefinite
~
'~
0
(al-)muCallimuna
-,
~
-,
~
(al-)muCallimlna
(al-)muCallimlna
Lesson 4
47
~~
n.
mu c allimlltun
u~
u~
g.
mu allimlltin
a.
~
mu c allimiitin
~~i
n.
(al-) mu allimiitu
u~i
g.
(al-) mu c allimllti
~~i
a.
(al-)mu allimiiti
3.4. The broken plural has the same declensional endings as the singular.
pI.
indefInite
n.
sg.
~ii
aqliimun
qalamun
g.
iii
a.
~ii
aqliiman
w.;
qalaman
~i~f
al-aqliimu
~f
al-qalamu
g.
ri~f
al-aqliimi
a.
~i~f
al-aqliima
defInite
n.
3.5.
~
:.
aqliimin
qalamin
~f
r-Wf
al-qalami
al-qalama
3.6. Arabic texts are generally not vocalized, as has already been noted in Lesson 1.
Nor are the case endings indicated by signs expressing vowels for the same
reason. There is no universally valid rule for the pronunciation of these endings,
i.e. whether they are pronounced or not. Whereas they can be fully heard in
recitations, they are mostly omitted in colloquial language.
We recommend that the teacher and the student adapt their pronunciation of
Arabic to the one used on the radio and to pronounce the case endings (and the
other inflections containing a short vowel), except in the last word before a pause
and at the end of a contextual unit (sentence, clause) for the period of training.
The syntactical connections become clearer by the case endings being
pronounced.
48
Lesson 4
4. Stress
4.1. Only the last three syllables of a word can be stressed. If the Nunation is
pronounced, it is included in the count.
4.2. The last syllable that contains a long vowel is stressed:
ki-tab
ki-ta-bun
ja-dld
ja-dI-dun
ma-kha-zin ma-kha-zi-nu
however, the vocalic final sound of the word is never stressed:
hu-na
kur-sI (but: kur-sI-yun)
4.3. If the last three syllables do not contain a long vowel, the second to last
syllable is stressed if it is a closed syllable (sequence of sounds: consonant - short
vowel- consonant):
mu-cal-lim
mu-tar-jim,
and the same applies if the word consists of only two syllables:
an-ta
ra-jul
Otherwise the third to last syllable is stressed, regardless of its structure:
mu-cal-li-ma
muj-ta-hi-dun
4.4. The demand accepted in modem Arabic language that the stress may not
advance beyond the last syllable but two requires the stress to be shifted if the
number of syllables changes, because the nunation is pronounced or suffixes are
added.
{a-li-ba
ta-li-ba-tun
mu-cal-li-ma
mu-"al-li-ma-tun
ku-tu-bu-na (our books)
ku-tu-bun
mu-"al-li-mu-na (our teacher)
mu-cal-li-mun
{a-li-ba
ta-li-ba-tun
ta-li-ba-tu-na (our student (f))
mu-"al-li-ma-tun
mu-"al-li-ma-tu-na (our teacher (f))
In general, the students do not find it difficult to stress the Arabic words in the
correct way. They have sufficient opportunity to impress the stress upon their
memories by hearing and reading the texts and by means of the numerous
exercises. This is why we refrained from putting stress marks in this textbook.
5. Prepositions (f.JI J Jf-)
All prepositions are construed with the genitive.
(11
""
...
""
. ~I JI. ,~I
'. ~~ .;;'.r-;-'
.<:, ~y' ~I
. ~.
f , ..
~ "with / by means of' and
......
(II
. ~ y . ut::$";iJ
. "~ LkJI
...
\;,. ~ ~}
... , 0
Lesson 4
~ A5
49
As is the case in many other languages, the prepositions frequently serve to express the case
governed by the verb in Arabic as well. They form an insepar~ble unit together with the ~erb in such
cases and need to be leame~ tog~ther with it. Thus, e.g.
cany out, to undertake" and ~
v
0Wi C JWi
German
rl'
or
clever
that is
~~
number
).
appr.: Congratulations!
! ~);.
- (colloq.)
answer: God bless you.
I~
cSk.
- , / L.
,
bus-stop
~\~ r. ~~
I.;..
J_
~L.,.::,WI ~
J J
that means
I understood
ink
modern, new
some, a number of
~
Arab, Arabic, Arabian
-, ~ ) .~.illl
-
very
leather
road, street
v" )):.
0,....
I went
~:.
...
0 .....
~:.
0,
~:.
writing
writer, secretary
~I.J
~--:.J
~r
,~i
-.J
~ 1ty
lacu
convenient
~!
eraser
I saw
.'
wntten; p . 1etters
~L C ~I).J
left (side)
ruler
}~ C o~
totheleft
tree
.J~i C 0~
right (side)
to the right
~IJl
novel
I bought
you (m.) bought
., '.
~p,
.JL:
.JWI
Jl
50
Lesson 4
~ A6
The Alif in ...::....:p ~ is a Hamzat al-wa~l and is rendered in the vocabulary with ~ . Hamzat
in the interior of a sentence is to be found in the article (See Lesson 2 Gr 1.3.), in the
imperatives (see Lesson 8 Gr 2.) and in the verbs and infmitives of the Forms VII, VIII, IX and X
(see Lesson 18 and 22).
al-wa~l
Text 1
~ ...
Text 2
~..!JJl>-
~..!JJl>-
.J4..... )
J\A i :.4.>- i
Y-.::..Ji) .Jj ~I ~
:t:!f
4) iW'
:.4.>-i
. ~ WWI
:t:!f
YwWI
Y--4~1 4.1
. IJ..:".
Jl ~p\ .;#i
tj-f)
4)
:.4.>-i
~ --4~1 4.1
:t:!f
!.!.I)r.' :.4.>-i
YuL.,.:,L:JI
~l ;;y.UlI tJ w
:.re)
~I ~l .!.I~
~ ;; ~I Jb.....!. ~I ~ .!.Iw)
.~ .!.I ).~.Jjl
:t:!f
~ Jl J:~I.:.r.i
:.4.>-i
Jl 0 i f :t:!f
~I Jl .r.$JI :.f-JI ~) JL--::JI
if)
Y~~ .uL.,.:,L:JI
Lesson 4
~I ~l,!}b:r)~1 ~I
~
,!}b) ~I
Ih
51
~l p-$JI ~I ~) .JWI
Jl 0~WI
t.Jw"
if)
.~Wjl
:t:!/
~ ,i~ :~i
Jb to")LJI ~
:t:!/
Exercises:
Lt
"
L3 The teacher reads the following nouns. The student repeats them and adds the
plural:
,~.? ,~ ,~L..b
" ,U)\..b
ol:; '.J1..,b; ,o.J~ ,0y:..o 'C~
,,!}~ ,~
...
...
~~
jPl
jPl
L6 (Homework) Form a sentence with each preposition given in L5. Prepare the
sentences in writing for the next lesson.
52
Lesson 4
<
.~ ~.!.IGb
.~ ~..lA .!.1Gb
.p:5' C}JI
. a; jJI ~ ~..l.,aJI
.y~ a;jJI ~
.~
4.J)lkJI ~
.0.4...l>. U")..ul
.0.4...l>. 0 ~ .!.1Gb
~
. ~~..wld
. ) l,k; a.,b....JI ~
.~
;;L::.9Gb
G3 The student reads his homework (G2). The teacher checks the spelling and
pronunciation.
G5
y.:l
~..wl
G9 Answer the question ~4.1 i\....i ~i) I~\"" "What did you see in front of the
house?" with ~I iGi ~i) + undefined object in the plural. Use the plural of
words like
Lesson 4
53
attribute.
~}-JI
I~L..
/01$-..ul if ...::...:";:'::'1
b~
in accusative.
.~I i~~1 i f
if ...::...:";:'::'~
G14 (Written Homework) Defme the object in the singular or the plural in the
following sentences by adding the article.
~
...::...:I J
~~ 00 ~iJ~
~
~bJ..>.. ~ ~iJ ~
~o .<, L5 ~ .. I \ '"
.r--'.
r-" u
~
,. , "
.o...\:J..>.. L.. ~I ...::...:";:'::' ~
I~
'I
.o..;k-.-) ol>...o...)
~")Ls. )
~L.yL;~ ~
Cl
(Homework) Read Text 2 several times until you are able to run a similar
conversation without using a written text. The students should work in groups
with role-play when preparing the dialogue which will also be asked for in all
forthcoming lessons.
54
Lesson 4
C2 (Homework) Write a short essay about shopping and read your paper in the
next class hour.
C3 Describe the way from the main station or from your flat to the university.
Use the patterns given in Text 2. The teacher checks the pronunciation and the
correctness of grammar and vocabulary.
Final Exercise:
/ t. / j
,~ 'r.-::- 'i~ 'C~ 'j4>-- ,yL:S' '.JLk,; " j.JJ 'r-i ,~ ,~ 'if.J~
'~J ,~ ,.r-? ,o.J~ ,a.;.J- ,a.,6..:.:;. ,41:,lt ,6jj~ '41.1 ,~1.1 ,~l5" ,o~
~).?
'.Jl>.....::.i
J..>..y
'U""WI. .. ~I .. . ~~
~
yI
~I
.o.r.s-
v~Jr-
.~I
...
.!.l~ ... J ~I
.. . }_--::-ll ...
~~
.o};;'..JI
'Jf1.9
Lesson 4
55
Arabic Ligatures:
Arabic has developed numerous ligatures. We didn't use these ligatures in the
previous lessons in order to avoid additional problems for the students when
reading and writing. Starting with Lesson 5 we will use those ligatures provided
by computer programs and to be found in printed texts.
Common ligatures:
~I ~i irll.r:. ~ ~ ~.J~ ~ ~ ~ W ~ ~
~I ..u--i i rJ.I fi .J: .)- .;>: .J~ J$ J1 ~ ll.
t {-
Jl ~I if ~~
.opS \.:.A..o~)
oiA.
.4.!.;...l>-)
0.r-? ~
ul};...... ~JJ.I
Jl J-!..,kJI <J
o~ ) ol>...() Ip-->" )
o~ ~ ~ ~I
Lo")l.;i) ~L:5JJ
oiA.
U .J))
Jl ~I -.:..r--.o
Jl ~~ ~JJ.I <J)
.ofrS"
~~
uL..o~)
'"
~I).J) ~f _ ~ll.i L.... ..,...lj) ~ll.i ~
(.
(.
Lesson 5
(~~f)
1.1. The perfect tense is one of the two simple forms of the verb in Arabic and
basically narrative in function. In most cases it denotes a completed event or
action.
~ Al The perfect fonn can also be used to express actions that (will) take place in the present and
future, like e.g. in conditional sentences and optative clauses, in maledictions a.o. This is connected
with the fact that the perfect tense is actually neutral as to tense and merely states the verbal action.
The Arabic perfect tense corresponds to both the English past tense and
present perfect:
,
~ A2 As in the English language, the infinitive of the verb is entered in dictionaries. The Arabic
dictionary entry fonn, however, is the 3rd p. sg. m. of the perfect tense.
In English thus it is: to write, in Arabic:
The vocabulary in this textbook is given according to the common practice in both languages.
Example: ~ ''to write" (instead of the exact equivalent "he wrote/ has written").
1.2. The vowel a (Fat~a) invariably follows RI and R3 in the perfect tense.
often by i (Kasra):
~A3
to drink
~~
to go
to hear
to do
Verbs in which u (I)amma) follows R2 are relatively rare. They are always intransitives, occur
only in literary language and are equivalent to groups gf verbs consisting of an adjective + auxiliary
,J<:,
,J,
verb (e. g.,:..r-> "sth. was [or became] good, nice", To "sth. became big" a. 0.).
~;aJ)
,
The order of persons in the conjugational paradigm is 3rd person - 2nd person 1sI person. This complies with Arab tradition and the practice pursued in nearly
all Arabic textbooks. The persons are expressed by means of suffixes. In the
following paradigm the independent pronoun has been added in parentheses in
order to achieve a clear arrangement and to be able to do without information
otherwise necessary about person, gender and number.
Lesson 5
~(~)
lfo (r-"')
::.. r~ C~Ib)
~(~)
.
.
~(pi)
/
~(~i)
perfect tense
'"
~(~i)
(Form I)
~ (.:;il)
~ .kJ '" /
/0
:.:. i~ (wi)
57
r; J ..
~ (c)-)
The 3rd p. pI. m., i.e. the form I~, is also used to express the impersonal
"one". The Alif in l..,.w is not pronounced. It is omitted in writing if suffixes are
added.
~A 4 The auxiliary vowel in the fonn r-1;~ is u, in :':'1;; it is i; cf. Lesson 2, Gr 1.3.2.
/
'/
.Yf'
/
word order does not change in the verbal interrogative sentence either. The verb
immediately follows the interrogative J.,J., the interrogative pronoun or
interrogative adverb.
58
Lesson 5
,.
,,~
"'....
,.
.1 JI~~ 11'
. ~I
u-J'
IJ
'. -;"
~ .11
Y r u1 ~ .~
JI~~ 11'
'
u-J'
Yr
The word order verb - object -' subject in fhe declarative and interrogative
sentence is used when the subject is the part of the sentence which is to be
emphasized.
Has M ul)ammad done that?
Yes, Mul)ammad has done that.
~ AS Here the word order depends on the sentence accent. The part of the sentence which is
emphasized is usually placed at the end, but it can be placed at the beginning of the sentence as
well.
The word order subject - verb - (object) is possible as well in the declarative
sentence. The sentence in anteposition is mostly preceded by a conjunction or
"that" for the moment, which
particle. Here we only mention the conjunction
introduces objective clauses (cf. below, Gr 2.4.).
0i
subject:
m. sg.
pI.
.~~
J1 y,.jl ~~
.~~ J1 J~}I ~~
.~G. J1 o\.:..iJI ~- ~;.~
.~l;.;b J1 u~1 ~~
(pI. of non-human beings).~~ J1 ~Gj\ ~)
...
f. sg.
,.
pI:
like f. sg.
/J
."
,.
//0
","'''
.,-
//
~ A6 The masculine form is also used with some verbs which are construed impersonally or
passively - in spite of occurring together with a feminine subject. Moreover, it can be used if the
(feminine) subject does not immediately follow the verb.
2.3.2. If the verb follows the subject, there is agreement in gender as well as in
number between them.
subject:
m.sg.
pI.
Lesson 5
59
JI
. . ~ :bJI ~Ui ~ /
!J~ JI.~~~:
/ ./ ~ ~I ~Ui ~~
. /
!J~
f. sg.
N
~~O
.f.
~
/
pI.
.f.
like f. sg.
.!J~
J1 ~j J.!c:...) ji ~
ji
cf. 2.4.)
The student is reminded once more of the following rule: The plural of
words which denote non-human beings is regarded as feminine singular.
2.4. The objective clause
We have got to know the normal word order of the verbal sentence in the
sections 2.1. and 2.2. The object in the shape of a noun can also be replaced by a
clause . Such a so-called objective clause is often introduced by the conjunction
ji (~I / ~)I J ..r) "that", after which the noun is in the accusative:
.. . \
/1/ ~/ i~
V-)
J/I
<J::' f.
ji ~.
~I; :;-0"d/.
.0;1f.
Jl
J::.j
verb
objective clause
.";'i
/
J::.j
verb
objective clause
.-;;
I~
main clause
.
01
~'~I
0"d/
;. ;~
subject
subject
:i; )1
ji
..:......
verb
0
..JU:"
/
subject
(subiect +)
verb
~ A7 As a matter of course, the function of an objective clause can also be fulfilled by an equational
sentence. The nonnal word order does not change. The subject follows
case in the verbal sentence. The predicate remains in the nominative:
"I have heard that Mub.ammad is ill."
60
Lesson 5
(:i~: .:Jf)
~
~~
3.1. The so-called Nisba ending is Y' f~, (in transcription -J,/ -iy'ya, with
Nunation -iY.Yun or -iy'yatun); it is added to nouns and various verbal nouns
()~), but rarely to numbers, prepositions and pronouns, and fonns (relative)
adjectives and nouns.
The Nisba ending is the most productive word forming suffix in Arabic, and it
is comparable to the English suffixes -ai, -en a.o. which fonn adjectives and to
the suffixes -ian, -ese which fonn nouns. The endings 0 and ~ are omitted when
the Nisba is added.
,
~L::J
J- '. >
Lebanese; a Lebanese
Syrian; a Syrian
~)r'"
Lebanon
\S )
Syria
-)r'"
,
political; politician
>
~L::J
u
'.
policy
~ -,
~
~~ > ~~
gold(en)
gold
~ AS Details about certain changes of sounds which occur when the Nisba is added especially to
words which tenninate in rather rare endings can be seen from a more voluminous grammar (e.g. the
"Grammar of the Arabic Language" by W. Wright).
A noun followed by an adjective with the Nisba is often equivalent in English
to constructions of the type noun + noun:
school-book, textbook
trade relations
3.2. The rules of agreement given in Lessons 2 and 3 for the equational sentence
(subject - adjectival predicate) and for the attributive construction (noun adjectival attributive adjunct) also apply to the relative adjective.
3.3. Nouns tenninating in a Nisba ending which denote persons and relative
adjectives which are related as an attributive adjunct to nouns denoting persons
mostly have the sound plural:
~ "'0"
..::..>~L:.';l
,.,'"
~ ",oJ
#1
GI
,.,oJ /
;li
"",oJ
~ ",oJ /
~L:.';l ,0JiL:.';l
,.,oJ
J-L:.';l
They have to be learned as vocabulary items just in the same way as some descriptions of
occupations need to be learned which tenninate in the plural ending
have a broken plural, e.g.
J~
pI.
pI.
Lesson 5
lS;:'f /';-T
other (m .lf)
dance hall
J5"i
to eat
_\
_0
~/~~/
U~I
- . , center
Spain
61
21/
P''.rJ
~).J
Russia
0,
(~)
JL
Germany
~WI
to ask (about)
yesterday
~i
I asked him.
"
~L
to travel
)L.....
~ $.
,I'
01
that (+ accusative)
JlA>i ~ ~i
family, relatives
Portugal
J
program
\./
~f.~C:- f.
~~;
Great Britain
Belgirnn
r..f.J~ / o.J~
trade
'"
~J~
...Jt:, ,
0.r~ \"S"""~
political, politician
0'-" r
0t;;
.. 0
"
,
l...>-I
~?
if ~..r>
.!J0.J ~:UI
to exit, to leave
Denmark
~~
disco
~~
(Jl)
yt... .
.J
~~
~ ~L.....!
~.J
:.
~..r"
.J
!'
..:..J L ~ :is'
J J
$.
~I '.J~~~
talk;
~~~\ ~ ~;l>also: tradition of the actions and sayings of
the prophet and his companions
.J .
...Jt:,u
. ..r"
eastern, oriental
~r
J;
..:..JL~ ~.J~
republic
0'
Switzerland
month
..:..JL ~ t~1
"
meeting
o.4.,...JI
1
Sweden
rW to drink sth.
tf
a......~
,J
.!J1;i ~
Turkish
to dance
~J~
(fem.)
:I )
.JG:.; ~
trader
letter
Sus an
Poland
to go (to)
~~..w
,
. politics
after that
news
!(..li"-i) ~ ~
Regards to (Ai)mad).
"
~~I ~ ~~
thing, matter
$.
"
""
~ (fem.)
.;::> ~ ~
~i if ~i)
~
ll\,o_
'U::,I.::-P ~ '-?::.'~
.1,1
~i ~ ilAk
r-fl6.o ~ ~
J
restaurant
to know so., sth.
to hold (conference);
to make a contract
relation
62
Lesson 5
~~
/ C
sites
~
J~iC~
to work
work
J
0'
Y'
0'
~/~
he/she was
~ l5" / 0l5",
~LJ
I,,)
'.
"'
I was
Lebanon
.:u..u
W'
y! tasty
France
~J.U
to do sth.
"/
.,AI
Hungary
o
idea
0'
hotel
Finland
J.;
~/C~!
y.
,J
~).?I
uL C J\.;;:o,,~ Austria
~I
~I}
I~~
to read sth.
Holland
he/she said
economic
(Jl) ~)
0'
I told him.
~~)
0l1)i C .:;1)
'J
;)jJ)C..Lt)
~~
to write sth.
J~~I
Text 1
'-.r'"
~~
Norway
LS/:-Io/
!~lk.:!f.
l)
~) ~i : u
..:..J.j)
)L6l1
:dL J~I
4 ) WWI 4)..!.lJl>. 4
.~
L-..JI
Jl ~
J..J..I)
~i ~liJ...,.::>\II) ~)
01 ~) 01--lYI ~.u if )~
, .1
~..u iWt.k.l1
Lesson 5
63
Text 2
.~I ~L.....
!}LA.
:..u--i
Y.!lJl>-
.~I
Jl ~~ , ~
4) 1
Y.!lJl>-
.J-.:lI ,~ wi
C.
P .:r. 1 .~ ~I~
Jl ~ ) 0j.J-" 0i ~ Yc..r-" i ,,;:.,...:S .:r.i Y.::...ii) ~ IJ:.I l) 8 (.)"""i
Y(.)"""I
Y~lh~.J~1
. J~I l) 0'J11
i./"
.~ Ih , ~
:..u--i
Y(.)"""i ~ I~L.)
Jl
~ J
0-'
Jl J..-:!.;kJI l)
wi 0'J11) ~..ul oh
~
I:L".~)
J.-:r. ~
.~i ~..ul
c: i~I Jl ~~ wl)
.)':?- J>-~) t~ J>-~) ~')LJI c:
.~')LJI c: .a.L.i ,y .::...ii)
.0jy
J>- J rL)
,~')LJI
:..u--i
Exercises:
64
Lesson 5
Jl ol:YiJI . . .. ~l;..l...:>~1 Jl Q~I .... J~I Jl ~l;..l...:>~1 .... ..:...:JI Jl J,!..L,aJI ...
t~~I
... (~) .djjJI;' (jlj:L1 ... (~) .uP.J~1 ~ C~I ... (~i) .~j:JI ~
.~lj~1
. .
c:
c:
0-"
~y..rJI ~l;..l...:>SU
cJj
c:
Change the 1SI person of the verbs into the 2nd person.
JU if
<
~Qi; I~~
<
~.!..U~
JU
=J
.~I Qi;
=J
. .M> ~.m
c:
Yf -
01~
=J
Lesson 5
uP) ,0W -
65
G1
The teacher quotes personal pronouns and the students add the proper
perfect fonn of the following verbs:
~) /~
~)
Ii; / Y?
G2 The verbal sentences given in the 1st person are to be changed into
interrogative sentences in the 2nd person.
~.!.m ~ ~
0i ~
~~:.:...w
<
J.
" $ .
~ All Since}L... "to travel" - although differing in structure from ~ ,~ ,~~ and the other
verbs known until now - is conjugated in the perfect tense in the same way as the verbs mentioned,
we use this verb in the exercises as well as ~i) ,~;-.;.\ etc. which you learned as vocabulary
items.
G3 Same as G2, but starting with the 1st person plural.
~4JL..)I ~ ~
<
G4 Same as G3 but starting with the 3rd person singular masculine which has to
~4JL..)I ~ ~
,
(The sentences with
~IJ
and
~p..:;.1
<
.4JL..)I ~
must be omitted in G 4; 5; 6. )
G5 Same exercise, but starting with the 3rd person singular feminine.
G6 Same exercise, but starting with the 3rd person plural masculine.
.u---- i ~~)I~)
"
.J.,k ~I
0i.
.o,p ~';)..:...1..0)
66
Lesson 5
Start the sentence with one of the following main clauses according to the
objective clause you wish to form:
~ ~~ ~ .Gi; ~-.::.jf ~
.~4.10i~
.~4.1
<
Do not forget that the word order changes after ji in verbal sentences.
.... ~L.-JI~~
C2 Write your name and your address in Arabic.
C3 Prepare a dialogue according to Text 2 for the next class hour (greetings,
questions about past activities, good-bye).
Final Exercise:
J.-"').
-.::.jf
. j:-JI
c:
- 0~ .L..~ -
4...,.,~
t. ~~ .~Ij>."
ut;~
.4...,.,.J...l.o -
- ~~
.U-P -
j ) ? .yf
- ~.J~
4. Transform the verbal sentences with the verb in the 1sI person singular into
interrogative sentences with the verb in the 3rd person plural masculine and
translate the answers .
.4.J)LbJI"p
W-I~)
Lesson 5
67
Lesson 6
...
.J
J ...
l~'"
J ..
0..-
U-.J ~
into -tu
in the nominative
into -ti
in the genitive
into -ta
in the accusative
J", 0
3:J::J1~
'iI
.... 0
3:J::J1 3..6:\
'11
...... 0
3:J::J1~
1 ..lA>
if
9W 4.'1
1
Lesson 6
,,,:'''''
69
0 ....
In this connection, the translation of the indefinite flk ~ is not "the house
of students", but "a students' hostel".
~ A2 Word combinations like "a house of the man", "a member of the Arab delegation" etc. are
expressed by means of prepositions.
Particularly the preposition ~ (sometimes
~;1\
;) .. ~i LT: ~
1.2. All terms except the last in a genitive construction consisting of several terms
(genitive chain) are in the construct state.
the appropriateness of the policy of the
ovenunentofthecoun
1.2.1. Not more than one noun should constitute the 1st term of a genitive
construction - in good style. Whereas we say in English e.g. "the head and the
members of the delegation", i.e. two nouns followed by a genitive, we only take
one noun as governing noun in Arabic, put the other one behind the genitive
construction and relate it with the 2nd term of the latter by the appropriate affixed
pronoun (cf. below, Gr 2.):
70
Lesson 6
'"
...
pI.
o J
rd
3 p. m.
~~ J
o-
rd
3 p. f.
L/'-
~-
2 p. m.
~,
2nd p. f.
\.j -
1sI p.
nd
!J ,.!.I
r.,fo-
J.
rj)
(.S' is -u.
0i
pI.
their (m.) house
their (f.) house
sg.
o J.
0 ...
~
~ J Jo /
.,
~
J
0,
his house
her house
~.,
i
~
~.
,
Lesson 6
. ~
~
,
5
, J
our house
71
-'
0,
my house
~~\ ~
J
~t::f
my book
in my book
l:;S'"
~-, ~
Y~~~i~~
If the vowel -i or -1 (also -ay), usually found as an ending of the genitive case,
precedes the affixed pronoun, the -u of the suffixes of the 3rd person changes into -i:
J
>
o J
~>~
0,
",.......
~~
in his house
.,
",
I'~:"! ~
.,
~~
"
a woman teacher
my (woman) teacher
~:i;:
The sound masculine plural does not only drop the 0 when it functions as the
1st term of an 14iifa, but also if affixed pronouns are added.
~
!)~
your teachers
,+ ~ I'..
\ ,-'
...I..:>,
~c.;i'
-,
- .J
72
Lesson 6
The affixed pronoun of the 1SI p. sg. changes into Z$ after the long vowels a, j and 0'.
.:
...Jt
o::J A4
~ AS
tjI
~~
with my teachers
;jj
~,; J
,.
'/fI
<Z$ + [ ;) J~)
J tJ.,. J
2.2.2. When combined with prepositions, the affixed pronouns are equivalent to
the objective of the personal pronouns in English with the personal pronoun
functioning as a prepositional complement.
with him; of I from among them; with us
The English word "to have" is rendered by means of the prepositions ~ ,J ,~
+ affixed pronoun. The preposition ~ "at lwith" is the one most frequently u'sed:
Do you have many books?
~A6
The prepositi,on
($:D
formal version of ~.
The preposition J "for", which mainly serves to emphasize ownership, and the
preposition ~ "With", which is used to express that somebody has something
with him at the moment, are employed for this purpose as well.
,
,
2.2.2.1. Peculiarities of pronunciation and spelling: ,
J takes on the form' J , when it precedes suffixes: ~ , 4J ' 2.lJ etc., except for
fhe suffix of.the 1sI p. sg.:
~
The.) in rX is doubled if the suffix of the 1sI p. sg. is added: ~ .
J..
J1 and ~
pI.
s;!.
~
,-
~
J
~1
a,
~
This rule applies to the preposition
(S'::J as well.
~\
,-
.
~\
-.
~\
-
d1\
, -.
:)1
Lesson 6
73
2.2.3. If added to a verb, the affixed pronouns fulfill the function of a direct
object.
I have bought the book.
'-'
.I.::>.J
,
0, ' 0
-.::.->-.r-"
-',
J
~, _o.
1
. -.r-",
0 y.~
~;.
nd
'"
3. Definiteness (Summary)
A noun is definite if it is construed with
the article:
a subsequent genitive:
an affixed pronoun:
:- ~;ii
~~I~
,
J
0,
74
Lesson 6
l>-~
in the morning
morning
C~
J
1.#
<:0 midday
.#
in the evening
;~
~~
/
rJ;ll- C
rJ;ll-
l.:...~.
/~
~ ~I ~
evening
professor, master
J':JI C
thousand
America
....Ji
~- fi
J:'i i J~i
first (m.lf)
~I
~/~l;.:.
~
~I~
(.).r C f..?'/' r- ~
uL C
b.-);)
~
0.r C 1.f').M
C ) ':J)~
~~i0G ticket, card
~Ij; C 0J:;
a...;WI
- i ~'WI president, leader, chairrnan,~L... j) C ~)
ul
dollar
foreigner, foreign
~l;.,.1
answer, reply
~;'-i C
/ J
~I
y\..f""
Jo ~
to attend sth.
J
You
~~/~~/o~
(elaborated style of address)
diplomatic, diplomat
J Jo ~
(imp.)
second (m.lf)
sincere
JO
if (C.?:) c.;>'
~/
to go out
which (m.lf)
Y4..A-l>- ~i
J
0) C
.Ji:'L>...:.
uL
a.lA,;...
manager
escort, companion, attendant
0.r C ~I;
symbol, sign
jy)
JJ
I want... (sth.)
C J J
government
uL C 4..A~
(stage) play
~
greeting
uL C ~
price
appr. .' Best greetings ...... ~) ~ ~
C y J,
cll)
c t.r.-"
Jo
C C.r-"
~L C ~;..-...
)~i C ~
journey, trip
)u.:..i C ~
(standard opening of a letter)
service
uL C 4..A~ to be on a journey, traveling, 0) C )~
Lesson 6
travel er
75
touristic
\.........
~M'
..::..> 1 C
niveau, level
1..S..r-- '.
c.
~o~
J>..u.w,
to see; to look at
~~C~
office; desk
.;...JI~
travel agency
>'4
chemistry
(j--u
Y~c~
difficult
..riJ:;
midday,noon
J
dear, beloved
>,Ijfl
C Y-j'
my dear
t.$Y-f
, ,
my dear (f)
cjY-f
>,~iC~
member
~Iy C t~
world, universe
~~
international
deep
.y../,~C Jly
>'4~
physics
strong, mighty, powerful
;4}i
..::..>L
language
enjoyable, excellent
~
~Iy
subject
W
o J
er-:iI
O~\...
~~I~~
yesterday evening
!1j: C
king, monarch
waiting for
l,l2:; 1
.J "
I~
there is / are
!1~
~
C wJ; y
C~;
~ ~.
I1 ~.!l."" )
Text 1
~ t.$Y-f
;L1,
... J..IlJ')'M
UM
Lii .c.;--11
..::..>..u.w
.y..p-5
..:-,.j f )
~
. ..l:>.I..S y...-... 1 if"
.M
\,..
~M
I I
. <Vt..4 ~ 1
76
Lesson 6
~
.~ 1fr5"'
.~I.Y"" )~I
<J lii
~I~..l.p
Text 2
~4..0J.>. ~i
.~.ri
.J4.....) ~i
JI "O.?j; -4) lii ,~
:d..ik)1
:h.
~~
iy.JI
~-.:;...;)
.~L.J.I
("Si <J
<J }
0~1
~~..l.o ~i
.~)
~~~
Jl
Jl
:d..ik)1
:h.
~
~o.?..wl ~ .i~ ~
.)':Jy wJ~
.i~ fr5"' I~
~j:!i if ~~ .I~ )L......,\JI ,~
.0.ri lii
~~)~ j:!i, i~;;~ ~.rJI ~ :~)I
.~.ri <J w~1 <J ~)~
~'..S/i ~f 01..l4 Jl..:...>}L.....
y.
Jl }L..-. -.:..,ji ~
c- .i~
.4..0YLJI c-
.4..0YLJI
:h.
Lesson 6
77
Exercises:
Ll
o.J~ ,~}.?
,LI:,.s-- ,~
r:..r--
,~ ,yl..::5' ,4..lL.J ,~
,4,;./-
,~
answers as follows :
~
/ ~I ~ IJ.."
/ ~ IJ.."
or with ''No'':
.~J...,o
4,;./- oJ..",~
.~J...,o ~ IJ..",~
Take the words for the questions from the glossary of this lesson.
}
<
,ljJ.:j
,..:G./-
~WI l)
;L.,.
d.;tk ,l>-~
u-"~I C~ 'iy.ll C~
u-"~I .;tk 'iy.ll .;tk
u-" ~I ~L.,. 'iy.ll ~L.,.
~()I):.\ , ~\~
,Q
Jt ~J...,o )L ~
,;;.,6;h\ 'c.rl l) wlJ:.I Jt ~.) ~
J~ ,~~) 0xl
~(,!)O '4. ,~
78
Lesson 6
~~~I ';';}I
..w. r...?
~~~.J~ r...?
~(0};,-11 'u..:u\.j:JI ,~I ,ylJI) ~I -.::...:p...::.1 r...?
~(~I..r" ,';';}I ~~i ,.;.;}I) ~u..l.,a~1 -.::...:i.J r...?
~4.kl1 {' ~ r...?
~frLI ~ r...?
~ .!Jj ~ -.::.j./' r...?
~.!Jj~ l.,w r...?
~ ( ... ,~,; '.r--o ,J1.rJ 1) 4.Jr" Jl I);~ r...?
L6 What is the root of the following words?
/ .JL.,k.. /
Gl
""";..J-
~..J-
2.
J,!..l.,a 3.
~ ,~ ,0.J~ '~..J- ,~ ,~
~4.
~ ,Clj\..;;:.
,t)y ,a-\.>.-
'C)\........ 'C.r"'"
~..l.,a
5.
~...l.o
6.
4..0~
7.
Cl j\..;;:. 'v~\>..
.;.;) 8.
G2 Form genitive constructions with the words given in Gl 1.-7. in which the 2nd
term is not defined by the article but by an affixed pronoun.
Lesson 6
G4 Replace the noun after the prepositions
pronoun.
..
.4.J\ -.....A~
.
..Jl,bl\
.~~\
Jl
,~
<
Jl ..u}\ ~)
Jl
~~
.~W\
c: :~l;..l.pSU ~
.~l;..l.pi
79
.dJ )lkJ\
Jl I~~
Jl}Lw
~ ~\ ..b:-Y
. dJLw .J ~J...,a.lj ~
. dJ Lw . Jd.A.J.J...,a.lj ~
.
c.r.l\ Jl ~~
~.p:l\ C~ :~ ~
!~l;..l.p~1 ~ ~
.~\
Jl
Q\}1~\ ~)
G5 Convert the following collocations into the genitive by preceding them with
the preposition
or l).
c:
<
,0..L:..lJ:.\
,0--4..lJ:.\~..l.p
,0--4..lJ:.I
,.;::S01
j.J-
,0)::"""~
,t~~ ,0.J~
't).""::'
'C.J l....-.
"
80
Lesson 6
J>:- JI.JJ~I ~ J
11
Lesson 7
} ,
~ Al The imperfect tense can sometimes be employed to express actions having taken place in the
past, as is the case in some subordinate clauses. This is connected with the fact that the imperfect
tense is actually neutral as to tense and merely describes the verbal action in its course.
1.2. It is characteristic of the imperfect tense that RI is vowelless and that R2 is
followed by a so-called imperfect stem vowel, which can be a (Fatha) as well as
i (Kasra) or u (l)amma) . The vowel u or a suffix follows R 3. The persons are
expressed by prefixes.
1.3. The conjugation: imperfect/indicative
.pi.
0fo.l' (~)
..
01;0; (~)
sg.
~(r)
}
~ (</')
. ,
~(~i)
0~ (~i)
..
.,
.
.,
,
~(~i)
~l;~ (~i)
~ (./)
~i (lii)
JU
,
~:>
JL
ij
to do
... o. '"
to go
~--4
to ask
is a,
Jt..i
to read
therefore
i'r:.'
(2 nd p.sg..
f) ~~
'. ""
rd
nd
'
},"
/ '
}, ' ,
0 JJfi
82
Lesson 7
likewise in
to drink
to hear
It is u in
to write
and i in
to know
to hold
~I
(oJ\1i,j/1 ~~f)
2.1. The demonstrative pronoun that indicates what is near with respect to place
or time is:
pI.
this, these
':1~
.. jA
,
sg.
1.lA. m.
~~ f.
Lesson 7
83
The demonstrative pronoun that indicates what is farther or more distant with
respect to place or time is:
sg.
pl.
;
that, those
~~m.
~)i
~f.
~A4 The first syllable in 1.1..1> '0.1..1> '~').Y' and .!J.b , the second in.!.W} ,contains the long vowel
I
ii, which is not expressed by A/if, as is otherwise usual. However, the initial u in .!.W )1 is short.
2.2. The demonstrative pronoun is placed in front of the noun which is defined by
the article:
this man
~)II~
that man
~)I~~
J
"',.,
this girl
ol:A.lI
that girl
ol:A.lI
J.
/ ...
o~
;;
Jb,-}l .. 'Yy.
these men
'"
Jb,-:,JI ~}
those men
","'''
J ",.
these girls
u~1 .. 'Yy.
those girls
u G.iJ
:' I ~
:)1,
"'"
.;
J.
~A5 Note that the fern. sing. form of the demonstrative pronoun precedes the plural forms of words
which denote non-human beings: J ~I 0.1..1>
,..;.J
~I .;lli .
2.3. The demonstrative pronoun follows the noun which is defmed by an affixed
pronoun:
I .;
-;
..u~~
o~
;;
; ;
))
8-'
.
;
.. 'Yy. \.jj\.;~i
;
2.4. If the demonstrative pronoun refers to the 1sI term of an 14iifa, it follows
the genitive construction as well:
84
Lesson 7
.............................................................................................................
the book ofthis friend ofrnine
\..u. ~.:- y\.:f
I...........................................................................................................................................................................................
~ ~ : I
It is consequently possible that a construction of this kind may be ambiguous, as the demonstrative
pronoun may refer to the 1st tenn (this book of my friend) as well as to the 2nd tenn of the 14Zifa (if
both tenns of the latter have the same gender). (Cf. above 2.3 .)
"
This is a teacher.
..
..L..J\
'..
,
.~ \J.P,
~,
.~~1~
masculine predicate
"
"
,.~ ~~
" "
,~ \J.P,
,"'O..ft.?
oJ.P,
,. ... ...
,~\~
,
"
,~\ ~, oJ.P,
"
".
,~\; \J.P,
JJ
'
,~\
. r../'
...
J
,U
I'JJ\
.o..IA
;'''''
jI J
,:/' ~
';)J'
.)Jb
"
,0;.w\ ~
:';)y.
Lesson 7
85
"
t.."..:J.i)
3.1. We have got to know the declension of nouns in Lesson 4 which have
nunation and three cases, when indefinite. They are called triptotes. Nouns which
do not have the nunation and which only have two cases, when indefinite, are
called diptotes. We compare triptotes and diptotes with each other in the
following table:
diptotes/triptotes (definite)
diptotes (indefinite)
triptotes
;1',a.:JI JI}-f
;~.. :;1;:,
~~'
.
J
G:.:J
)-'1
... 1JI
,
,
~~.. :;1;:,
~~J
~I';,:JI
~~.. :;1;:,
n.
g.
a.
JI}-f
1-
'"
J,
1-
I~
. yG,.'J
,
Accordingly, the characteristic of diptotes consists in the fact that the fmal
Nun is missing and that the genitive and accusative endings are the same if the
J
;.
J
t
~\, .. 1.j~1 .
3.2. All place names which end in a consonant and do not have the definite article
"
J
J
I
(except those ending in QI -at) are also diptotes (~\~ ,~ '~.l\":-:J).
I .
3.3. Diptotes which are defmed by the article, an affixed pronoun or a subsequent
genitive consequently change into triptotes by this process:
..,
't
~\.k.H ~lj..L.o1
,. , "
" / I'.I~L..,'
c:
~ J
. / ~G:.:J\
~ ,
.
....
"
. ,(-,!\
0.T'"'
.
~
v
~ A8 Some words are marked with (co/I) as collective nouns which will be dealt with in detail in Lesson 20.
J
to take sth.
and so on, abbr:
J>
(.l;.:.
4) .l;.:.i
~.rf TJl
tl
""
J>
(y~) yf
Q:;.pt. c
J.~)i
European
!'"
aubergine, eggplant
0'
~.? ~\
(coil.)
0~~~
86
Lesson 7
J
oranges
(call.) JlZ~
onions
(call.) ~
" /~
"
(coll.)~
'~tk.
watermelons
potatoes
(call.) ~
cattle
Ure.
green-grocer
beer
offi
'
"
J....oi
>'~i~
white
'" ,/
among them
.
r-'
uLe. u;'"r
u L e. 4.j Y"'"r
~(~)u--b
to sit, to be seated on
(call.) j~
nuts
... 0
t ~ e. c..?Y"" i
",.
-It>
(V")~)
U)--4
without, under
that, those
to go (to)
to come back to
~l::.-
'Y.>-
e. i.$ Jl>-
;I)--i ~I
life
o~
\.j L.>._'
sometimes
ulj~
u)~
(e-:r.)
~If
e. J ) /
J
>' I.r==:- i
J>.
,.
(t)Y-) t)j
-It>
(call.) u~j
olive
to ask sb. about sth.
question
to live in
knife
(rn. and f)
fish
year
black
haggling about
soup
buying, purchase
apartment, suite
~ expression, term
(call.)
L e. :i.;.,.l;.,. j
J
plant sth.
.r==:-I
vinegar
))
J
(especially) for
J
'
/
2..4l)1 e.'~ i ~~
(Jl) (~~) ~~
Jl
c:-)
bottle
.;l
'e. ~ e. e.l::.-
red
V")~
~~
flour
u~Y"" salad
0;;;;
i.$ )
J.
~ (J~) JL
~I e. JI~
l)(~)~
0
~\.S:.....
e. ~
plum, peach
to study sth.
"
i j-J
(call.)
waitress
different
(f.>. ~) j>- ~
J.
garlic
green
-It>
JL.;
(JWI)
to enter sth.
J ....0
after that
mutton, lamb
J J
~J
following
dessert; sweets
(call.) e.l;.,.~
chicken
apples
pilgrim
uA
balcony
hungry
J~
(call.) )~
cucumber
t~
necessary for
4.kJL / a.kL
Lesson 7
dinner
weather
J
J.
~ ~" t
r~
tomato(es)
J(j)\
cAbd ar-Razzaq
lentils
necessary (for)
~ .~
Iraqi
:';I~ spoon
~;
J' ~
to work
0i ,~ (~) ~
(~) Jy
grapes
(call.)
~~
open, opened
(call.) ~
radish
(call.)
please
pepper
}
o.
~ljC u~
J ...
~ (~) ~
J}
Q~
. C
beans
hors d' oeuvre
list
(ifi) i;
..x ~.,J
hall
colour
day and night
lemons
,
\A...
time
;
'...
C~
.. >ii J
~..l.o
o..l.o
QIc:'"
J
J}~I o~
(coll.)~
apricots
salt
t.il
forbidden, prohibited
bananas
(call.) j y
water
e~ C ~~
, J
cafe
almonds
.,):..t
~ i J~;' pi
mushroom
to read sth.
friendly, nice
:.P~
period of time
.. 'Jo
normal
to understand sth.
J;.s--
too,also
mineral
cup
C (i) J'~
meat
J'~
(call.)
J')
0i~~ alcohol
thirsty
i lAkJI Wl;
;
\..oS'
to order sth.
87
~~. )~
Jl (,l:2~) )u
J J
to look at
the people
J'IJI
this, these
~ ':1 Y. C ~~ i IJ..,.
;
!~f \!... :~
,
.~
!All I .!J~
Q~)C ~)
88
Lesson 7
Text 1
u--k- i .wlJ:.I if
t..;l..!JI l) u;VIJ
ul)~.....JIJ v"LJI
Jl
fo J ~
d..:.....
0.A l)
~\j..l..oi t:
Gl,y-i
1..iJ. l) J.:>..';
\ A: ;\ \ ~
..;'1t'" U- .. .;AJ
4..:..0
i .r.JI J
J--!:-o
J"';
a... JWI l) .;kL;. J
'r-kLo.k ,~lk.
,cl..ij
:4.5'1"';
1Jl ~) ~ ,!.,?L.:JI if
.u4JrJI J u}/'p1l4
Text 2
?
"
$.
..Ho
o/J
.0~
wi Y;;fi ~~ j.A>
:.h!
Lesson 7
:6..i y):-I
~Y..r!'il~L.J
:H.
: 6..i y ):-1
: H.
.\.j...1..4
cJ
.i:b..
89
o~l>-
...::..>"YS'i
~J 4./ ~i aJ~
r:::
: 6..i y):-I
~)I olA....::..>L.t.
:H.
...::..>"YS'i
~ 0~ l>- tl5"~ I
~~.Jy!JIJ"'::">~ Wlt ~J ~~~ ~ ,,;) :6..i y
ol..A ~ Lo .o~ o~ ...::..>~I . ~U-I ~I llA.
cJ
~.Jr
J51 ';)
):-1
:~
~...::..>~I
iY- $
j>.JJ 0L4~ltJ
):-1
jy>." J j) J .6'1} J
.b:.T
\.ji
:H.
:6..i y ):-1
.~ if
'0-*
~~I r:::
.~ 0J~
:H.
:6..i y ):-1
,,;)
:H.
:6..i y ):-1
.oJ...:>.- o~~.? ~i
.~..r' It:.A> .j)~IJ o.M1 0 ,J,a.A;
:H.
: 6..i y ):-1
:H.
.~ J
90
Lesson 7
Exercises:
Lt
Define the following nouns by means of the article and put the appropriate
<
J L:.,.)I ~ ~ ..Y'
~
,~L......
'i.)-!.
,~u')\>. '~W\.k
,yL::S"
,0.r3 ,uj
"JI~ ,~
,yU ,4.....5'"'1';
, j./-
,a.;./-
L3 The following exercise gives you a couple of examples of the 14lifa. Put the
appropriate form of IJ...,. in the way that it refers to
a) the 2nd term of the 14lifa and
b) the 1sI term of the 14lifa.
<
J:..l.d1 y l::5"
=aJ
<
~...l..p y l::5"
=aJ
,~I J ~ ,~JJ.I ~L:.,. ,~I ~~ ,0L::A.lI ~t.;...l..pi ,y~1 ~ r.! '0 J~I 0}
~
/.!.It or'!"w}.
,~...l..p ~
'J-.>.-J
<
a.;./-
.~I ~ IJ...,.
<~
~
'y f
=aJ
~
u./- ''-'''ts ,~
,~L:.,.
L6 (Homework) Put the nouns and adjectives in brackets into the proper case and
vocalize the endings.
'r\ r.?'.?
'--4h
JJ)
&.
tjJ
,.
. . Jl ~~
Lesson 7
91
.(<-J\.::5'
'0<:"
l~\..... ,aJ\.....)
.
.fr'-' u.J
.J
~
.
. (~\l1 ~I i f
v"'l5"' ,~I
if
L 7 (Repetition) Ask about the subject, object or the prepositional phrase using
the proper interrogative. Transform the verb from the 1st p. into the 2nd p.
Use the following interrogatives:
.u: i rX ,u: i Jl ,u: i d')\... 'if c: ,~ 'if
JUif
<
~-.::.>i; I,)\...
~..!.m
~~.) ~pl
u: i i f
JU
<
.~I -.::.>i;
<
.0..ri1if~.) ~pl
.~~.)
..l...>.
..::-t:"
J>- C~I
if ~';)I ~ J
r:.;--- ~I ~y.....;.. 1 ..J Lkl 1 Jl ..u)1 ~ J . I~ J.>.. 4\.::5' -.::.> I; .~ J...,all aJ\......J ..::..-.;S
~.,JI ~';}I -.::.>..w .J~I Jl..u)I~') .I~J.>.. LJ; 0..ri1i f ~pl ,0..ri1
.o#,
-.::.>~~I ~';)I
-.::.>..w . ~~I
Gl
Transform the following sentences from the perfect tense (3 rd p. sg. m,) into
the imperfect tense (3 rd p. sg. m.).
.aJ\......J ~
<
.aJ\......J ~
.d,;~I
if C?
.aJ\......J ~ ',aJ\......J ~i
<
.aJ\......J ~
92
Lesson 7
G3 Transform the sentences of G 1 into questions using the imperfect tense 2nd p.
sg. and pI. m ..
<
.aJL....) ~
G4 Answer the sentences formed in G3 with ~ or ':1. Use the imperfect tense of
the 1sI p. sg. or pI..
.aJL....) ~i,~
<
~aJL....) ~ ~
.jJL....) ~,~
.o.M 1Y r-i ,':1
<
~jJL....) 0'p-; ~
<
~o~ly?~
G5 Transform the following sentences from the perfect tense into the imperfect
tense and vice versa.
. 0~I uWI
JU
.~I
G6 The teacher quotes the verbs given in the perfect tense in different persons
and the student gives the respective imperfect tense.
, j~
,~ ,~ ,i; ,JL
''-:-'-'''.}
'C?
G7 Vice versa.
G8 (Repetition) The simple verbal sentences in the 1sI p. sg. are to be transformed
into interrogative sentences with the verb in the 2nd p. sg. m.
~.!.lJ.} ~ ~
< .!.lJ.} ~
'<,?";)~I ,<,?" ...-J I).:. I '~I.rJI ,<,?" J,,-JI) .-Lt} I 0i ..:;.Ji; .}.:>- \11 ..:;.Ji; .p;ll ..:;.Ji;
..!Jb Jl
c..,l.p)
.r-hlI...:..JL... .<,?"WI ~r- .}k..QJ~ ..:;.J)L.... .o};,jl ~~I ...:;.JL:;A.]I ~i) .r-WI
..:;.J~ . 0~1 ~ ~ . ~I ~ ~ 'i\ll ...:..JL .o~1 ~r- .p:LI ~i
.) y. \I I ..::.....JtJ:" p--:J- I ..::.....JtJ:" jJL....) ..::-.;S . aJ L....) ..::-.;S .aJ L....)I ..::-.;S .lY~ I
Lesson 7
~lkJI
0i ~f
.o\.::AJI ~ f
93
.j.>.-)I ~f .U;lJ. Jl ~)
JI..rJI ..Y}I 0i ~
~f .tl~ Jl y.A~
0i
~ ,~L..lI <j / ~L.J ,.;-+WI <j / I~) L~I <j / l:>-~ (0:l~)
~ I~lo
Y(i~1 ~ 'i~1
Y(~WI <j / ~~ ,~I <j / I~) L~I <j /l:>-~ (#t;) jS't; I~lo
C2 Prepare a paper to say what you are going to do tomorrow. Use the particle
j.r" or the prefix U".
... <j ~L
C3 (Homework) Write down what you are going to buy for the weekend or a
party. Consult the dictionary and ask your teacher about regional or dialectal
variations for certain foods.
C4 Prepare a dialogue based on Text 2 about having dinner in a restaurant.
Final exercise:
1. Add the appropriate demonstrative pronoun for what is nearer with respect to
place or time.
,..:.;~I ... ,4..,... .J..ul
... ,..:.;t).rJ1...
. .. ,L.>..\.>..)I ... 'JL-....)I ... ,..:.;I~I ... ,(..)"""":!)jJI ... ,o.)L..JI ... ,~I
~I ... ,~~~I
2. Add the appropriate demonstrative pronoun for what is farther or more distant
with respect to place or time.
3. Translate into Arabic.
this friend, this book of my friend, that bag of the woman teacher, the new house
of that civil/public servant, the drinks of that restaurant, these vegetables of the
green-grocer, this bottle of the friend, these notebooks of his, these friends of
ours, those restaurants of the city
This is the teacher. This is a school. Those drank the juice. This is the waitress.
4. Transform the verb into the imperfect tense .
..;;..jf
. ~..rJI ~I
L:.........J')
.0./'uJI Jl
..:.;I)~I -.::.J...,) .
94
Lesson 7
Lesson 8
0...
,0
J...
J. ...
1. Subjunctive
.~
.~
.~
..
~
~f
..
\~
y:i
.~
.~
yw(~)
J.
et ...
Jw (CJi)
~
~f
~(~\)
~
J
..
\~
~
;'
..."
g$,
~f (lji)
J
\~
~(~)
J
Indicative
\~
Subjunctive
0~(~)
J;~
..
(:;.)
~
0...
0~ (~i)
o
0....
"'" J
~(~i)
,0.
}""o;
~(~)
~ At Only the imperfect tense has the subjunctive and the jussive. The perfect tense has only one
mood, the indicative.
The sUbjunctive and the jussive differ from the indicative by an a
(subjunctive) replacing the short vowel u after R3 or by R3 being vowelless
(jussive) and by the suffixes -Ina and -una being abridged. In the last-mentioned
case an Alif, which is not pronounced, is added in spelling to the long vowel -u,
which has become final now -like in the 3rd p. pI .m. of the perfect form.
1.2. The usage
1.2.1. The sUbjunctive occurs only after certain conjunctions in subordinate
clauses:
~
tl i "that"
96
Lesson 8
0 ...
",.
Jo",.
0 ""
.;
Jo ""
Jo ",.
'"
.~~~0i~~i
,
, .
,.
.~~~0i~~i
.;
0 '"
.;
.~~1~0i~~i
'j
0i, contracted ~i
'i'll"
0,
~, ~\L
'Yr- u f i ~ u
~ or ~, or ~ .
The negation :)', which negates verbs in the future tense, also takes the
subjunctive (cf. 3.3.).
~ A2
is the conjunction which occurs most frequently among the ones mentioned above. The
f
following applies regarding the differentiation between 01 and 0 , which also means ''that'':
Verbs which state something introduce the objective clause by means of Jf (the subject in the
shape of an accusative noun or of an affixed pronoun is positioned after the verb followed by a verb
in the perfect or imperfect tense).
of
Verbs which express a hope, fear, wish or demand introduce the objective clause by means of 0f
(+ following subjunctive). Only
See in detail Lesson 20, Gr 3.
rs and
Actions having taken place in the past are negated by means of ~ "not" (cf.
below, 3.2.); the negative imperative is formed by 'j "not" + jussive (cf. below, 3.1.).
The indirect command (hortative) is expressed by the preposition J + jussive.
Let's go.
He shall do that.
2. The Imperative
(;~f)
Forming and conjugation: the 2nd p. sg. and pI. of the jussive is the form to
start from. The prefix /a- is omitted, and the double consonant, which has now
been formed, is resolved by a prosthetic vowel.
Lesson 8
97
The prosthetic vowel is represented in writing by an Alif with Hamza (in the
interior of the sentence Hamzat al-wa$l!). The vowel is i- in verbs of which the
imperfect stem vowel is a or i:
J';l
(~i)
.'.
~f.
(pi)
". \
Yf.
(ri)
)1
(~i)
, ,
I..!.
(~i)
~..:.~i
(pi)
\}>-~i
~ i~l
~~\
(ri)
~~\
, ,
~
= )
(~i)
i.:. ''Take!'', 1ft ''Eat!'' (Cf. Lessons 11 and 24). Negative imperative see 3.1.
~A4 Another mood of the imperfect tense is the so-called energetic mood to express emphasis. It is
formed by adding the suffix
modern Arabic.
3. Negation
,
w.e have already become acquainted with three types of negation with ~ ,'1
and 0-J. Now a summary follows about the application of all types of negation in
use.
3.1. ~ + imperfect tense = negation of actions taking place in present and future
tenses:
He does not do that / he will not do that.
~ A5
If a verb form having a particle of future tense is to be negated by '), it is only possible to
')
J.r-" ''He will (definitely) not do that", but not with the
Do not do that!
Do (pI.) not do that!
98
Lesson 8
3.2.
~A8 The auxiliary vowel i-, instead of Sukiln, precedes Hamzat al-waof/. (Cf. Lesson 2, Gr 1.3.2.)
~\
/
r- in connection with the post-positive word Jo
~ produces the meaning "not yet":
::,J +
~ A9 The construction with 'Y ""';.r-" + imperfect form is possible as well for the purpose of the
certainty of negation in the future tense:
He will (defmitely) not write /(I am sure) he will not write.
3.4. ~ + perfect tense = negation of actions having taken place in the past:
~AI0 L.. + perfect form is widespread in the dialects. However, in modem literary language, +
jussive is almost exclusively used. But there are severallexicalized expressions with L.., both of
verbal and of nominal construction, like e.g. (y A) JIj L.. "he has not ceased (drinking)" = "(he)
still (drinks)", r,j> ... 0i L.. "scarcely had he ... when ... ; no sooner had he ... than" a. o.
L.. is the particle in general use for negating the perfect as well as the imperfect form in colloquial
language.
Lesson 8
3.5.
99
:.,...j is the negated copula and means "not to be". It is regarded as being in the
present tense, though it is conjugated analogously to the perfect tense.
Conjugation:
J
'"
to';
0:
...
,;"...
,,0"
~ lil , ~ pI , ~ ..:....il , ~
,;,..
,..
U ~ ,
J.
'"
Jo/
J,,).o,..
,..
'-i'
....
0 ....
,.J> ,
.".
sg.
J;L ~ ~L ::,.:..J ~ , I~ ~
pI.
.1~4.I~
.Ulb~
I am not a student.
. /
,,::
"
I~"
.j:!~ ~\.>...J
'"
'"
.~ ~:,JI
"
lJ ~
J / / t:
Jo
.~i
J.
tJ) I;i t
0/
l t
.Jo"
.~I~)I;I~
.~i J) i;iJ
.Jo
,.."
Jo""
.yL.-,!~) / } /~) ~ ~i
1&.tJ
$.
.yL.-,.J~)
.yL.-,.J~)
/ }
'"
J / ~ / t as well,
:: JJ
0.....
tJ
Jo"
)1 /~) ~ ~i ~
? J.J
Jo..."
/~) ~ ~i J
.i.fr':'"~~ )
~
/ \
"/
r.r---
100
Lesson 8
v
c
y I~ -I
literature
y~ 'I
1t".(~I~~~_)\.~_
c...sc..r-- u---
original
governorate, county
frame(work)
ceremony
law, right
C r-1j...:
conference
..::..01
to hope that
0i (~4) ~i
t
J.
~ \;,.. I
secretary
General Secretary
uy~
..
J.
~I
J.
J.
~\;"'I ~ i~ ~I
A)j I ~w.
democratic
01
synonym
<Y'~
.b*, (J~) J~
simple, easy
..::..oL~ r.
J~W'
~
~ ~
,.
~~
..::..oL
saleslady, ~clerk
Wl!
C "
.}I):.I (~...lA)
Algiers
effort
award, prize
Nobel prize
tour
field, area, sphere, sector
~ ~
~-*"
~
;!I.J>-"
C -4>.
C o;!G:-
J-j o;!G:..::..oLC~~
(political) party
Russian
r...I').J
C
~
c$").J
..::..01
visit
~I)j
corner
C
C
0.J~!
~)Ij
~L..
~~
J;.. C ~
d.3 (~) ~
way, path
allow so. to do sth.
J.J
tl~ C ~.JY
..It>
'Y
explain sth.
~
project
,.
(c..A)
L.!..A
..It>
C:}.J.
,
~.
.~
La);.
~
.k.....:'\l1
C.r--
t)r
Do us the honor!
J~I
negotiations, talks
I J.r".J
J Y.J
~I~~
J.r".J
~
.ul
shelf
~I? C o~!"
cultural
newspaper
~~Iy.......
..::..oL C
~~. C ~
-, ' fann
so that, in order to
~1J..r;!
to make efforts
defense
discuss sth.
exchange
Khartoum
01
~ \.j
qualification
..?..::..oL;~\,:",:, C
~
yl?-i C y~
0..r
socialist, Socialist
~
famous
chancellor
C ~IF~
~
.
.
0) C .J ~
Lesson 8
101
factory, plant
not to be sth.
naturally (adv.)
Christian
0J-~~
Tripoli
possibility
-.::.;L~ 4i~1
Taha lfusain
(con}.) since
--'
MalifU~
J;.#
education
NajJb
higher education
;\~ ~-*
a...;;J\..;;.
Jl (0~)
to aim at sth.
J...\.A>
~
;)J>-' .Y'
existing, available
to meet so.
0 J- ~ L1"~
engineer
holiday
-.::.;L ~
discussion
cooperation
--
.
~
(~) ~
counterpart
Amman
a........~
on the occasion of
worker, employee
-.::.;L~~~
occasion, opportunity
plant, laboratory
/ ..l:..o
.
' .
0\..l:..o
minister
~\.Jj) ~ J..!)
coming from
ministry
-.::.;\ ~ :;)j)
department
economy
wide
valuable
clear, obvious
speech
national
in order to
signing, signature
moment
news agency
t:.:" :;;
~\)
&1)
~)
not (+ }ussive)
u~
"
.) \..;I:oi
.
Text 1
r-j)
G;)U 0~
~~\I\ -.::.;~l5")
Jl ~.J.J---"
~;)L"ci\
..u)
~) :IJ..G
.Lr.=!.r.all ~~I)
102
Lesson 8
U;J)J--lI LJ-A
i.,?""~1
cJ ~~ Jl J~I y
j->"
Jli
:~~
t:".rJ
c: (,,>)t>...:JI
~ i WI ~~I Jli :~J4
.)1):-1
.JWI (..r:u~
Text 2
..
~I ~
.
J4....) J\AI
:MWI
:~
Y4..-J.>. ~I , ~I ~L..... ,
.~)I)I
.!.lli cJ
,!}L.:..t. ~WI
:MWI
.
Y~rJI QLt~lj-olJ ~ ,!}~ -Y-) I~ , 01
:~
~
.,!}L.:..t. ~) d..(..u)
'
:MWI
.yl;QI I~ .b:.T
:~
a!:..b- ,~ ~lA.. w~
~}
0;-->-
j:!i. 0.b:.L.,
d~
:~
..1;.#
:~
: MWI
:~
Lesson 8
103
0i ~ 0':;1)
.4J...:.~1 ~ ..:..0\.:1))1 o~
~
~I L.
'. \ ..... IL
..:..oi;
i;i 0i
\ I~
~u~~
4.k:l-
c: ,~ J,li
.l>?i of W~ ,t.~ J,li c:
:.H.
:W~I
:.H.
.t.')LJI
:W~I
Exercises:
~
~
#.
I-
#.
104
Lesson 8
L4 The teacher asks the students to read some sentences from their homework
(LI-L3). A second student repeats the sentence and a third translates it. Request
the students to discuss whether the sentences were formed correctly or not.
L5 Say it in Arabic:
Do not do this! I didn't do this. Why didn't you do this? They did not arrive yet.
They will not come tomorrow. Take the book! Put it on the table! Don't leave the
room! You don't know him. You don't know us. He asked me not to go there.
L 7 The teacher asks questions using t?, the students answer them as follows:
Jl ~~L
<
'iy.JI e~ ylJI,y- ~L
<
Ye.,....J.I Jl ~.l:..... t?
Yy \.:6:JI,y- ~L t?
,~~ '~.r-" iLoi ,l.;;..La t) ,4,j)~ ,4,j}~.... ,~djj\j~i,~ ,~):4..ijo! ,~l>.- ,~)...v ,~~ 'r')\.k..,. t) ,~If
~i
.~~ ~
<
=a;J
~ ...!.U~ LW ...!.U~
J.d
Jl I~~
.r-M
.r-M
J-.
J ,';} or t.
<
Jl ~~i J
<
.I
4,j
. 0.r.-:J I y r-i
=a;J
Jl ~~L
=a;J
.I
Lesson 8
105
.I. ~LbJI ~
<
. ~ ~LbJI ~
.4 a.e.;JI ~
<
.4 a.e.;JI ~
JL>.-)l .. 'jp .0~ JL>.-)l .. 'jp .U.;JI J 0yo-WI .4 ..:;~I . ~ 4 1
<iJ~ .0..L.:..l>. LI~I o..l..A ...:;Wlb ..:;Yl~} .~ o\.::iJI ~ . 0~
y/
y/
~I ~ .~..l>- o..;p.-i !.I~ .y~ a.e.;JI ~ .ofr$' ~ i..fJ.:.>. .~i lfj) . 4~~
. ~l>.-i 4-b
Pay attention to the fact that in the last four examples the noun or phrase
following the prepositional phrase is not the predicate, but the subject of the
sentence. It is the type of sentence dealt with in Lesson 2, Gr 3.1., sentence
structure 2.
G4 Negate the following imperatives.
~~i k:..~1 .:LJ~ J->-~i !!.I~ Jl0:A~l !!.I~ Jl ~~l !i..fWI Iy.~l !y~l
!.:LJ~ I).l...> !j4h-l.l...> !I~.r:.i !C.r>-i !.:LJ~ J-Ul !W~ l..,wl !0..;><l1 ~~
.:LJ~ I~ !LJ ~i !J ~i !~I o~ I)j}l !yL:SJ1 I~ ill !Iyu:-"l !~l
!6.,b.;..;J 1 ~
G5 Transform the negated imperatives into positive commands .
.:LJ~
!~L....)I.:..Lt" I)J}j 'j !~ if C.J- 'j !~II./.,.::..J 'j !!.I~ Jl I~Jj 'j !~I
!a.ilyll ~ ~~ ~ 'j
G6 (Repetition) Form genitive constructions out of the following words.
1st term
r. I.
,~
~
"
~ ,0j\.;;!
~
'0J
L....
~ ,C-...J
. ,a.e
.F
."
,yL...J '0Jt.;....
'C}.r!'
-~
,~
,..:;.# 'i~i
't
~...l.,.:o 2.
~J...
3.
4..0...,.:.~
4.
106
Lesson 8
uP)
,uu.....
like
5.
a.;~
6.
J.:.J..,., 7.
Cl
.ti)
8.
The teacher explains the colloquial usage of "I want/would like to have .. .",
including their pronunciation and the omitting of the final endings in the
colloquial language. Their usage should be practiced without pronouncing the
endings.
1 would like to have a beer / a book / a white bag / a new car / fork and spoon / a
dictionary / a big room / chicken with rice / tea / coffee / ice cream ...
. ~L. ~ / --4) / ':?~ / oy..~ 'y..~ \.ji
~
C2 The teacher explains the question "Do you want/WouId you like to ... 7" using
the colloquial forms given above and practices them without pronouncing the
endings.
.p --4~ (~)
~lS"
C3 The teacher explains the colloquial usage of "I don't want ... " and asks the
question ~ . . . 0y..~ pi!y..~ ~i (~) using the phrases from C2.
"
. (I)yl:S"
oy..~ / y..~ ~
/ J--
\.jl
.yl:S" ':?~ L.
--4) L. / ":1
.(I)yl:S" ~ L. / ":1
~
~
.(I)yl:S"
C4 Put a colloquial variant of "to want" in the places possible in Text 2 (orally).
Pay attention not to mix different variants with the same speaker.
CS Prepare a dialogue about the same topic based on Text 2.
C6 Discuss the meaning of the following sayings and proverbs with ":1 together
with your teacher.
!..)j:.
J1 i y.-ll ~ (postpone)
c)
o ~ "" J
~ y ":1
J-.:l
shake hands)
::p ":1
rJl... ":1
Lesson 8
Final Exercise:
1. Negate the following sentences by means of
107
t.
.r--U
J,
'j or
t.
"
! C..,..>-i 0i
r--U1J5' ! ~I y ~l
UNiVERSIDAD DE SEVILLA
_
~.,
I _
,,...
D;h\lnt~(,:1
108
Lesson 8
framework of a tour in the Middle East. The Russian president met his American
counterpart. I didn't know many answers.
8 Fill in the blanks and vocalize the patterns.
Jussive
Subjunctive
Imperfect
J
\
Perfect
'"
Y.Jx
, ,
Lesson 9
I)",' ''''
The Arabic language has a third number in addition to the singular and the
plural: the dual. It is used when two things or persons are denoted. The dual is
formed by means of suffixes the characteristic morpheme of which is the long
vowel tt, which is expanded by n in some cases.
1.1. The dual of the noun
pI.
n.
s~
0;kJi
g.
0,
~i
-,
a.
"
0,
~
-,
~
.F
:.
0,
~i
~
-,
~i
-,
~f
~:~f
'"
0~
0,
dual
~
0,
0,
0~
0~i
n.
g.
~i
,
a.
~i
,
"
0-.:
,
0-.:.1::
,
1: :
0,
~ Al The genitive and the accusative of the dual cannot be distinguished from the same cases of the
sound masculine plural in the unvocalized typeface.
pI.
~
} ,
n.
~~i
g.
-.::..>~i
a.
~~i
'"
0,
0,
s~
~
..
'/fI
0 ...
>J/
0,
jJI
0 ....
~~
~i
"
.--.: . > ~
~i
"
-.: . > ~
..
"
~
~i
dual
n.
""
'11
0 ....
""
'11
0 .....
0~i
g.
a.
>J/
.~
u-
~i
,
.~
0:{. i;:jf
. -' "
~
,
110
Lesson 9
The ending.) is dropped if the dual is in the construct state, e.g. if it functions
as the 1st term / of an lqa,fa or if an affixed pronoun has been added. The same
applies to the sound plural.
~)I
~(J
/
/f
;)\ ~(:2
~~(J
/f
16'~;\/J
"/fC::
~A2 The affixed pronoun of the 1st p. sg., if added to a dual fonn, is Zf: my two friends Zf~...L..:>;
(cf. lesson 6, Gr 2.2.1.1.).
There is agreement in case, state, gender and number between a noun in the dual and an adjectival
attributive adjunct:
"'",
'"
u\.j..tJ..l>.
"/
"'", '11", J
.". _ J-;.
u\.j:U~\
",
ul:':'kU
'"
'"
u~
;.;~~\
'11
u\~~\
J.
1/
.;:.:.w\ ~I)
,;
I'
u
-4f.>.- ,U\..o...Ul..A
,
.,
.':U~\
..:r.",
/
'11
J ...
ul.:.Wi
'11
J.
."1::'1\ ~
~
/
Two attributive adjuncts in the singular can also be employed instead of one
attributive adjunct in the dual. In this case each of them belongs to only one of
the two concepts embodied in the dual form of the noun respectively:
the two teachers, the old one and the new one =
the old and the new teacher
J
0 ) /.
U(
_1\
"/ ff.)
J.
,.
0 ....
li
~ .~ 11 .)~ C~
"Jr-'
~
independent pronouns
~-
W'-
both of them
both of you
~i
The demonstrative \jJ. has the same dual suffix that the noun has:
m.
f.
n.
g. / a.
.)W~
.)\jJ.
.;.ilA
/
..
J.oU
Lesson 9
111
~ A3 In the feminine dual form of the demonstrative the long vowel ii in the first syllable is also
expressed in the typeface.
Perfect tense: The suffix ~ is added to the 3rd p. sg.'m. and f. and to the 2nd p. pI. m.
Imperfect tense: The suffix ~i is added to the 3rd p. sg. m. and f. and to the 2ndp. sg. m.:
perfect tense
imperfect tense
rd
3 p. m.
3rd p. f.
~ AS There is no verbal dual form in any modem Arabic dialect, but some dialects have the nominal
dual. Adjectives, however, are not attested in the dual in any known colloquial. This is why we, in
the interest of actual usage, refrained from employing the dual forms in Text 2 of this lesson in the
passages in which, according to the rules of Modem Standard Arabic, a dual form would have to be
employed.
2. The Numerals 1 and 2
2.1. The Arabic words for the cardinal numerals 1 and 2 are adjectives and agree
as such with the principal noun in case, state, gender and number:
2.2.
They are:
m.
.
~\
- .
~\
-.
...
nO
n.
08\
g.
, ...
nO
a.
08\
...
~\
, -.
...
-.
~\
,
f.
m.
O~\J
~\J
...
O~\J
,
~
~\J
O~\J
\~\J
~\J / o~\J are not employed as an indefinite article (the latter is exclusively
expressed by the indefiniteness of the noun: nunation, no article; cf. Lesson 4, Gr 3.2.),
but are strictly used as a numeral: ~\J yt;f one book.
0G1
/ ,08 1rarely occur as an attributive adjunct (they are at most, added to the
,
noun as an emphasis), as duality is already expressed by the dual form of the latter.
112
Lesson 9
2.3. The ordinal numerals of 1 and 2 are adjectives as well and are subject to the
above-mentioned rules of agreement. They are (if the numerals are deftnite):
2.
1.
f.
~
n.
a.:; t!Ji
" ;
g.
a.:; t!Ji
";
~ ;
a.
a.:; t!Ji
" ;
J)~f
~~
.t!J\
~ ;
m.
f.
m.
~;
~~
.t!J\
J)~i
J~~f
J~~f
;
; t!Ji
J)~i
J~~f
The numeral adverbs "frrst(ly)" and "secondly" are expressed by the indeftnite
~
~ ~
3.
"how much/many"
rs-
rs-
~\:X~
p)\:X~
~\:X~
~.;J\:X ~
~~.
Lesson 9
113
The same word order applies to interrogative sentences which are introduced
by ~ + ~ + defInite noun. However, the predicate is set directly after ~ m
some cases:
How many books do you have?
3.3. ~ can be combined with various prepositions. The following noun is either
in the accusative according to the given rule, or in the genitive, in subordination
to the preposition:
.. ~
.,;
~~ ~
.,
11""
.. /
~~
~!J~ ~ ' ; ~I.k / UI.k ~ e::
'"
."
~.,;
?,
.,
'J
~!J\..:.P.
J 0'
(.)")X
"
?',
~ ~
J. OJ
..\..:..A
..\..:..A
3.4. ~ also occurs as a (predicative) term of an equational sentence. The noun the subject of the sentence - which follows ~ is not in the accusative here, but in
the nominative:
~!J~~
~JJo
. ., .F-::" ~
~~U;~\ ~
~~W\~
J,
'
An inversion of the word order is also usual in the last example: ~~ ~wi.
It is possible that ~ or ~ comes between ~ and the subject, especially if
rS':
~.r--JI
L. ~:uL.J. I
r.I" L.
114
Lesson 9
January
, '.~
Syrian/Iraqi <..I,W\0
y
Egyptian ~L:.i
February
J,~
f..A
March
~\~T
'J') (.
April
j~
~of.'i
May
)'w1
0
y..'(.
June
j(;';' , j\~;'
~y..
, ('.
, ,
J,,;
J.
j~
).J.
August
yl
~i
September
J~i
July
,,, ,
'.0
J..r-'-
}')"
f. 0 \
November
W} ,
J..\
J.~
r.-Jj
December
J)~\ jj~
J~ ~\}
October
-.
. ,
}"
}"
.r.--:.~
~ AS All names of months are diptotes. They are regarded as proper names and are definite without
having an article.
The Names of the Twelve Months of the Islamic Calendar:
number name of the number of
number
name of the
of days
month
month
of days
the month
(30)
(30)
(29)
(29)
(30)
(30)
(29)
(29)
11
(30)
th
number of
the month
(30)
(29)
(29)
The last month of the year, which consists of30 days in leap years, is the month
of the pilgrimage to Mecca. (See also the summary in the appendix.)
The days of the week in Arabic are as follows:
....
o .":}
~\
~~~\
~~~~\
~~\ ~ ~~ 1\
~\
~/\
iY}
..
Friday
Thursday
Wednesday
Tuesday
Monday
Sunday
Saturday
Lesson 9
115
V
i
~.!JJ ~ i
) ~T C
t
~y ~1
(interrogative particle)
... , isn't it?
antiquities
oil
ethnologic, anthropological
history; date
Spanish, Spaniard
Asian
African
o~
~~l
0.r C
T
0.r C c.$ ~
4,j).;i ,0.r C ~}l
. I(-~I
. I(-~I
C c.$ ~.
~4/~
~.
,.
state
~
J)~ C dj)~
religion
04~i C ,y..~
low
C::;U
education
~;
reference book
cheap, reasonable (price)
e-1r C e-
~)
~\,;~i C ~)
number
~~4}1
~I)j
agriculture
wife
~L C h.-)j
to fall (down)
(~)~
(~)
ti
J/ G; L;
JJ
winter
C."t C ~
J~ c .}.>.-
snow, ice
mountain
J /
...Jt; ~)
to collect sth.
e::-
~Iy>.- C ~l>.-
~
./
(~) ~~
sky
0y~ person
thirty
~~
~i
~
vP
C
I
,-,I
oriental studies
..r--::-" /
, J.
to feel sth.
\",.J (
/'
.)
Jl
~l>.-
-J
I~r-
(,rWI) j ly>.J J
)~ l.,a....
1.fJ;.
J~
north
J
passport
F'-'"
~pJ4 ~
to be cold, to freeze
beside
)..l.,a..o
summer
0}r- Chinese
0.rC~
...Jt; (~) ~
heat, temperature
~L
civilization, culture
suitcase
to carry sth.
servant (f)
autumn, fall
.\.
~ loA>-
...Jt;
O)~
C
C
to comprise
J.'
a....~l>:
~?
/
"
...Jt;(~)~
. .
~
.'
(~)
~L
.
.r
spring
,,0 ..
(colloq.)
belonging to
side
especially
mathematics
porter, doonnan
to belong to so.
(...li'"-i) L:i
~L C 0}..o.~~
~d
tip
specialization
JI 6,jL,oI
in addition to
floor
dissertation
10
~LC h-)~I
116
Lesson 9
J~ hat,cap
moderate, temperate
0J~
twenty
0.1~
,
coat
~, village
J J
i~~r-4
science, studies
scientific
t~)lI~
sociology
biology
coming
glove
how much / many
for how much / many
~~~I~
air condition
uLo~~
to dress sth.
information
J
institute
ul ~ o~l:t to stay
...Jb
(~~~) )~U:.
minibar
JU:. Indian
expensive
branch
French
I was born
birth(day)
peasant, farmer
daily
Text 1
~l:1:
.~I
o.t:f'J
~...l>- ~l>..
.ih o.t:f' o~ ~
u...u
LI)..u1 ~ ~i j
<J
~ oJJ. ~
.4:>- J;,i
Lesson 9
117
J~'~
Text 2
$.
ss
-J
#.
#.
tJI
.~
.W
'~.J o~ JA..!.
:H.
.Jl>-
~I ~~IY" ~.J
.h!
.~l"
. :. -11 ;j~. 11 .b:.T lji . p
wt -.:,J~
. . 0~
) . )~..;.kl.
:H.
I: .~
~I..T)
~.J~ j~1 ~ ~
. j ~I -.:,J\"'.J..>. if -.:,J~)rJ.I 1y.l1.; 0i ~ ~ ,~ : t.~L;l1
~I
Jl -.:,J~)rJ.I ~ ~
,~i wi
:H.
~dJ.l5'
.0}4:.....~1 o~
Js- -.:;..ji
:t.~L;l1
:H.
118
Lesson 9
Exercises:
Lt Identify the nouns in the Vocabularies of Lesson 8 and 9. Form the indefInite
and the defInite dual and transform one of the two into the genitive by means of
an appropriate preposition.
j:!~1
01~1 - 01~ - ~
cj -
~I cj - 0~1 - 0~
-?
<
~!J~ ~ as.L ~
.~L!J~~:}
as.L ~
cj) ~I cj -.:;.......1.,.
~(~I cj ,~I cj ,~ cj) ~I cj ~
~(~I cj ,~WI cj ,..LWI .!.lJ.) cj) ~..ul .!It cj ~
~(!J~ ,WWI ~ cj '4. cj) J~I cj ~
~ (~I l.h cj) :wJI o.h ~ j;) Is-J'~...i ~
~(I.!.blt..l,.::>i ~ ,~~) J~I cj ~
~
6.Jv
d~) ~1.!.lJ.) cj ~
cj ,~..ul
.!.lJ.) ,t...,I~1
.!It)
.!It cj
~ j;) (4..:..... )
~
I~ ~
Lesson 9
~~ ~ (i,J!.
119
,!)~
rS
rS L
L3 Same as L2 but the question in the 2nd p. pI., answer in the 1si p. pI.
~\.u}
cJ W\ J~ ~l.c-"i r../' L.
~lu} cJ ~)I J*' ~l.c-"i r../' L.
~lu} cJ ~\ J*, ~l.c-"i r../' L.
~\.u} cJ ~.J-\ J*' ~l.c-"i r../' L.
~4J} cJ ~t::..:J\ J*, ~l.c-"i r./' L.
L 7 (Repetition) A number of genitive .constructions are quoted in the followin
exercise. Put the respective form of \..u in such a way that it a) refers to the 2n
term and b) to the 1si term of the Itfiifa.
\~ ~~\ yl::5'
I ~~\ \~ yl::5'
~~\ yt::$"
<
<
.~\
...LW\
L8 Pratice the usage of
0i (and so on ~
following material:
Gl
Replace the object / the noun of the prepositional phrase by the affixed
pronoun.
.~iJ
<
~lY~
<
.-:r..k)l ..::...:C
~\J1Y~ ~
.0:1t;Q\ (ti; ~ .wi;) ..:;i;
.~\ o~ (i.)j
,i;i ..:;i;
t)
120
Lesson 9
...:..o\...:AJI
(...;:.,i
I ...
\ .Jc..r-
d.,;.,i
.J ) ~i
.J
.~I l) ~I (~)~)
..
I....f'::'"IL.... .J
('.~
,~)
~
.
..::-:S
.
.p.:ll Ih (~ ~ 'W") ~
.~WI .!..lli l) (~ ~ d~) ~
Jl (~.J ~
'~.J)~.J
Jl (...:..0P
'p) ...:..0p
J>--)I Ih
J \.>..)1 ~ 'J' ~
0;k-)I j:! h
,...:..ol:).;--!ll ,0l:......... .J..llI
,..y.,JI ,0\>..r.-" ~I
'.f.J
e::
e::
~I
J>--)I
e::
0;k-)I e::
<
<
<
J \.>..)1
,01j4J=.1 ,01.tWI
'cr"'U ,u;::lL....)ll)
,01~1 ,~)..ul
,0l:iljll
'i\'/~I
G3 Transform the perfect to imperfect tense and vice versa in the following
sentences.
~~L.....J 0ys0 ~
.~IJ1
.,
\>. Lo.:>.-I ...
\>.Lo.:>.-I lj ~
~~Iif ... ~
~ ~I if 0\.>.. fi ~
Lesson 9
121
~~~ 0~ I~ll.
.
.... j:!1
~0~ j:!i
~ ... I~lo
~~~I~lo
~0L..)~ I~lo
G4 (Homework) Put the dual in those passages in Text 2 where the context
allows it. (However, pay attention to Gr 1.3., A 5 in this lesson.)
G5 (Repetition) Transform the perfect into the imperfect tense and vice versa.
~ .~JJ.I ~l,b.. if ~
<J
{,
0~ .j5")<1 ~ (.,.>WJI y ~
"".
.\J
f ' loW:. I~I
"
<J 0~
Cl>.-..ul
i..r.11R
4..rJ 1.:l.,t)1
J.a.i
G6 (Repetition) The teacher quotes the following verbs in different persons in the
perfect or imperfect tense and the student adds the verb in the other tense.
,J~ ,~ ,~
J; ,JL
'C:!' J
,J.,.:> J 'C: ,~
~ ,~ ,~ ,~
,j5"i 't.Jj
'C::"" J 'C?
Cl Every student answers the question about the month of his birthday.
C2 Have a conversation about your arrival and the check-in at a hotel based on
Text 2.
C3 Create a telephone conversation from your room in a hotel asking the servant
to bring drinks I breakfast I lunch I dinner to your room. The teacher plays the
role of the room service.
C4 Complain by phone to the reception desk of the hotel about the malfunction of
your tv, air conditioner, a telephone call abroad and so on. The teacher plays the
role of the hotel receptionist.
Final Exercise
122
Lesson 9
2nd term
0rhll
~
~..ul
o.lA.
~~
Lo.::JL
~0~
.:r.i ~~~
:; ~pJ~
.e-I)I) .)~l..all 0~
Lesson 10
(:iy~' .),~~f)
1. Cardinal Numerals
10
~ Al The numernIs for 2 and 3 differ in writing from the printed signs given above, namely (' for 2 and for 3.
Compound numbers which are expressed by numerals are written from the left to the right as in
English: 1994 \ 0, 'H .
~ifr
...\.:>- \ ,
wii~id
0G~
ithniin
~')\;
thaliitha
~)
arbaca
4....-i'-
khamsa
4....::.....
sitta
sabca
~\1
thamiiniya
,.
tisCa
or
cashara
124
Lesson 10
...:."l;:; ...:..>~
~ / Jl>.-.J ~~
/
'/J l>.-.J~)
.'
~
J
~
/
Jl>.~
"/
.J
"
J.
0 (
pt.? tI)
- '../
,
"
...:."t.?-.:,.......
...:." l;:;
" ,
"
...:."l;:;
J~
~
/ Jl>.-.J ~
"/
/
'\1
"
~
/ Jl>.-.J ~
_/
.
,~ / Jl>.-.J 4\1
/
_l;:;'o~
p-
.,
...:."l;:; ~
Jo /
...:."l;:; ~
~/
Jl>.- .J ~. .....
/
~
/ Jl>.-.J o~
_/
/
"
This rule about polarity also applies when the noun does not immediately
follow the numeral or is not mentioned at all.
three men
three of the men
three of them
I have seen three.
namely the numeral 12. There }s agreement in gender, not polarity in gender,
between the numeral m. ~ , f o~ which denotes ten and the following noun.
The noun takes the accusative singular.
.ob
o~ l>~l
.
.
~.J~~~
obo~...:..>~
\t
\ 0
~.J ~ ~~i
Lesson 10
125
\i
~
ol;:;
o~ ~
\V
\/\
~ A2 The rule of polarity in gender which applies to the numerals 3-10 also applies to the numerals
13-19 in so far as the masculine numeral denoting the unit is connected with the feminine numeral
denoting ten and, vice versa, the feminine numeral denoting the unit with the masculine numeral
denoting ten. Accordingly polarity in gender exists within the two terms of these compound
numerals. On the other hand, there is agreement in the numerals 11 and 12: a masculine numeral
denoting the unit is connected with a masculine numeral denoting ten, and a feminine numeral
denoting the unit with a feminine numeral denoting ten.
~ A3 The dual inflection already treated occurs in the genitive and accusative of the numeral 12:
. ........................... . .
. . 'Jl.
:~~ ~~ ~~~ ~~
~>~~
... , '
. p:>ro)
"\
.11. ~
0'\
o~ when it functions as
1.5. The numerals 20 - 99 are followed by the noun in the accusative singular as
well. The numerals 20, 30, , 40J up to 90 which
denote tens have the form of the
/
sound masculine plural (n. 0.r- , g., a. ~). The units compounded with them
follow the rules stated under 1.3. and 1.4., i.e. there is agreement in gender
between the numerals 1 and 2 which denote units and the counted item, polarity
in gender between the numerals 3-9 which denote units and the counted item. The
word order is different from modem English; units come before tens.
'l;:;'
0)~
0"
..
'"
J. 0
ol;:; 0)~)
ol;:;
ol;:;
ol;:;
ol;:;
'J\>..,)
Jo
,.
~ /
".
...
0)~)..l>-\
~\)
rr
(0)~) "..;,;~
ri
'0y~
~,) '0;~
'0y~) (.,:.b-1
i\
ol;:;
ol;:;
... 0
(.,..l>-1
'0 ) ~)
08\,
,
~,) (0)~
r.
J.
'"
"J
'"
Jo
.,) '"0)~)
0G1
":.
~,)'0;~) ~i
J"
/ ~\)
'0y~) 081
ir
'0y~) "..;,;~
ii
~,) '0;~) ~~
126
Lesson 10
,
0';'~i
~t:; 0~
ct:; 0 . .
.r-:"
";;t:; 0~
ct:;
;;t:;
JG,..J 0';'~ i
~.J 0y-J--
~.Ju*
~,
......
~.~
SG...J 0~
JG,..J 0 jll'
JG,..J 0~
0jll'
" 0~
;;t:;
1.6. The whole hundreds (i.e. 100,200,300 ... ), the numerals thousand, million,
billion when functioning as the 1sI tenn of a genitive construction are construed
with the following noun in the genitive singular. The numerals 300, 400, ... 900,
e~ch of ~hich is constructed out of the respective units and the word for hundred,
4J~ or ~ (pronounced mi'a[tun]), as a genitive construction, are written together.
Since the rule about polarity of the units applies here as well, these take the
masculine fonn when preceding UL., and the feminine fonn when preceding
".:. .I\.J~
j~H. The plural of 4JL. is u~, which, however, is only used in the meaning of
"hundreds" .
U~ is in the singular when the numerals 300 - 900 are fonned, although the
~.J~f
\...
"..
a.,"')\;
l~
~
!i:
c.r-.J u.r--
.':H
~.J W\
~.J ~
..
i .
l ..
it ..
t .
~
..
1.7. The order in compound numerals is thousand + hundred + unit + ten, which
are connected by a copulative) respectively. If the units 3 - 9 or the numeral 10
are there, polarity in gender is to be observed.
"..
i .
tAi
Lesson 10
."
127
...
,,...
."
.....
ir o
~A5 With regard to the numerals 101, 102, 1001, 1002, the abstract count differs somewhat from
the construction numeral + noun as the counted item:
},
, 0GI~
but:
~,
4S1..,
but:
~I-,-,~f
but:
,-, ~f
but:
081
..
Jl>.-)
...
;Ji
":.
Oii ~ .I .
... Jl>.-) ~~ 01
/
"t
fl
/
wi 0)~) ~I)
~~ ~C
a.~,\1
J.L...!lf or ~L...!lf.
1.9. The years are in the genitive, namely after the words ~ and iI>- "year".
Polarity in gender, which applies to the numerals 3 - 10, and agreement in gender,
which applies to the numerals 1 and 2 are to be observed again with regard to
them.
in the year 1990
128
Lesson 10
. ...b-I
,).-....Ji r~
dJ~
~)
~) ~ , ) .
.~
'-:?
. . -:':1 dJ~
-....Jf '~ J.
' ,).
;1,).dJ~
' ,).-....Jf r~ J.
. ..
~) ~
~A7 The numerals are also read from the right to the left: -....Jf)
'JL.........;)
~) .,;~ r~ cj .
~ A8 The states of the Maghrib mostly use the same numerals used in Europe and America; and
their use is not restricted to dates. Newspapers from the East are also beginning to use the numerals
of Europe and America in the last few years.
1.10. lfthe word combination consisting of a numeral and a noun is to be definite
(3 men > the 3 men), the numeral follows the noun, as is also the case with the
numerals 1 and 2. The noun takes the plural then in any case. The rule about
polarity is not affected by this.
J.
t I .. ~:" t! J.
J J Jot
'" '" '" "":.
J
(It J
J
Of J:.
J
~ t
~::il ~I , dJ\.l1 0:u.I ' ? ~Y\!JI u"'\.:.:....!;.::il ,...:,;Y\!JI ....::.,J~I ,~Y\!JI Jk)1
~ A9 The construction which consists of a numeral defined by the article + a noun without an article
t
is also frequently found: J l>.) ~')WI ,~ ?
.,;')W I.
;
t1
The numerals are not included in the vocabulary list of this lesson. They are
located in the detailed list in the Appendix.
V
.r.:::-.i to come after, to succeed so .
last
I~i pilgrimage
eventually, fmally
so, therefore, then
basis, foundation
J "
o (~)
~'~LC~
0,)1 according to
~
~\ C ifL..I
et
~LCY~
J>
Sunnites
....::.,JL C
" t....i here: place, square
'-?'
~l:.~IJAi present, current, contemporary
to begin, to start
(f~) i~
basically
beginning
~I~
.!J~
) .
blessed
J J
to amount to
J>
(~)
son
died (pass.)
e.
JI.J>
J
to succeed to so.
o (~)
J
. J
-.ly >
.~
wJ>.
..J~ C ill>
-,
the Rightly Guided Caliphs 0)~I)I .. ~1
caliph
0~ , .. ~i C J~ administration
,
J,
dinar (currency)
d e 0).:>1
J
' l.;.:l
G.:l
C.J,
Lesson 10
~I.l. e~.l.
school of law
.)-4~I ;,.~i
ol5'~i e j~
pillar
06-"
..
year
..:..>Le~~
majority
'I':
.r.
Lr:
before
estimation
0l5'j
divided by
Zakat
e o.J~
il;'i e i~
building
01 ~j
~I ol5'j calendar
~r
..:..>L e ..... lj1
stay
plus
'"
registration
H')\.... e <~
staircase, steps
Muslim
tongue; language
Islam
faculty of languages
Islamic
cf.
the Sunna
why
.....:,s::ll
,.
(y)
honest, upright
(epithet of the 1s1 Caliph)
rL)
percent
aslll,
~\
Medina
;;.J.r'"
~ ' \I a.:.,..u\
J....
form~)
d~eo~
~I / }:...4.I1 o~
~
midday prayer
.rl-kJI oJL,..
afternoon prayer
~I oJL,..
evening prayer
yjJ.I ;;~
night prayer
,,~\ ;;~
fasting
.
i
equals
'\
u _-?L.U.'
pardon
I~
relying on
i
\~\.l,
o~~1
morning prayer
. .
r...S~":)......
including, inclusive of
~~e~
,
0"
e O~
~~I ..;Is--
.!J)~ ~
L..,
. . .>11~
Mecca
~
prayer
~I ,.;.JI
c.?)~
1.%
lift
oJ
J. I)lj,
'"
/2JJ :.:..t;
,
equals
129
...J\~.
'$
,,~I
,Ore ~
.,J
'w
minus
~4!.
end
shining, enlightened
(epithet ofMedina)
to emigrate
o.J~1
(.r:-~) .r:-I.A
o~1
the Hijra
of the Hijra
engineering
(the) finding
corresponding
AD; abbr:
'
y.?.
13 0
Lesson 10
Text 1
uly......- ~ ~
.JlJ...
~) if~:jl 0-:!JJI cJ
J...>...f) .
~~ ~..L.) (r Vi V .u)
~..L.)
(r
...
IJ
t WI cJ ~I
,:?i UI y.i if
;)J.$.
~~) ~
......
,-
oJl.aJl) ,
cJ r ~I)
~I I..r._:>:.i) 0~.J ~ ~~
0\.5"))
cJ ul~ ~
cJ pi ol5"'j -!..m cJ
,~
.a..:,s:J.I ~ Jl
DJ
IJI ... J
a1
/.
~.J ~I 0 )~I)I
01 ::~) (ri t t
.~
All
"L.i.l;ll L.ib:.)
-- i it)
.;
cJ ~) if r-?~ ~ if Y') (r
~
~L1i1 ~ ~) (ri i t
...
"
~"
- i i")
.u)
~/~I ,~ }.i ~)
J 0
i"
~....
J 0
~..ul) Y
(0.J:J-J.I
.~
"" rJI
fIJ
,
J
~ ill I ~ ,~
\
rJI
....
J""L.t.)
~ AIO
Ibn is only written with Alif (.:r.~) at the beginning of a sentence or a new line or if
.:r.~
is the
first part of a name, e.g. \.:".... .:r.~ (0)..0.>..:r.~ a.o.; otherwise the spelling is.:r. :
..,Jt1 ~i .:r. ~
Lesson 10
131
Text 2
'"
J I)lt,~ 'JyJI C~
:ft;.
'"
jA ,~Ih : a.ili}I
.~ JIJ)f.y1 ,~
:ft;.
'"
kft;.
~~JJ) L
~I ~
~
. \ ~ Vi L
~ uJJ)
~01.rJI
.~L6.:..r.
' \ o~
:ft;.
'"
~ jI."J:.I ~J : a.ili}I
.\~AViOt
:ft;.
:a.ili}1
~~ 4..olt),1
..:...i 1r.S--" b
'"
:ft;.
'"
: a.ili) I
.~.}.i ~)
'"
~i fJJJ 01 J..:) a.....J.:J.I ()) if ( ) ~I ~ :a.ili}I
~.}.i if JL;
u0s- ~ ~ Jt ~) ~I J
t I~ll .Jl!ll
~ ~ ~J
.4..0~1
4j ~I
c:
Jt
'I~
.4..0~1
c:
:ft;.
'"
:a.ili)1
13 2
Lesson 10
Exercises:
Lt
L...J:!
r ~ } r A .b~ k
.J'} \ ..
~I
~)
2.L::;.J- ~
~(~I
~I if L.l5"' ~
(-WI)
,1]4>--
.:.r- ~
~(~ ~ ,~.J
~.!J~ ~
~;~I ,0.Jt;..JI 'j4-J:.I ,~I) yl::5:JI I.!..lb ~ ~
L4 (Repetition) Negate the following sentences by means of ~.
~
.~I>.-i 4k
. 0~ JL>.-)I
. I~ ~t,kJI ~
<
. ~ ~t,kJI =Q;l
.~ ~jJI ~
<
.~ ~jJI=Q;l
J .~.1>-
'
0ft>.-i
.!J~
.y;u,
~ jJI J
;I
.o.#' ~ '-:?~
;I
.~i
Pay attention to the fact that the noun or phrase following the prepositional
phrase in the fIrst four examples is not the predicate, but the subject of the
Lesson 10
sentence. It is the type of sentence dealt with in
structure 2.
13 3
,0.;)
"i
if.
f.o
oi
iY
YA
~,~L.....
,pN.
"
J-} ,~
i": 'P
<.....i
1.:5'
"
.
.
~
~ 'i":
i":
,0.;)
J 'i)~ 'P
,..
i
Y
A
,.
,""
~
"n.
""
y.
.\
..
i
"".
.
,".." ..
~
f.
pp,~
,i
f.
o
A
~,~
~ ,J,ky
, 0
,~
i
f.
'Y
'A
A~
t),:"""i ,~~
'i
, f.
, "
0)~1
i\.d'\I1
~.,: 0)r-~
<
~ ~~ -
~~ -
.~l:j\'"
t.
.dJ.s -:...W~
Ll>-~ .~..l..,.:> ~ J..>-~ .~I .:r- "j--:>.'? .I if C? .4.1 if ..::...>.-?
c~ I~) .~i ~L....... ~";)I~) .~i ..u}I~) .4.1 dJ.s ~~ .~I
~ ~ c? .~G,.i yJ\1 ~~ J'J~ .~ .~ .~ .~ .~ i.r.!1
. $11.s ~" ~
I I~ ':?
,':' I~
11- .dJ~ 4,.;.. LLb
. -=......JI JI I~ .~I
'-:?.~ I~
~J c.u ~
. .
c.u
..T~.J
.
,
~f
..:.lJ.s I";f
.dJ~ Laf
.dJ~
J>---4 01 :; ~J
-.:,..;f
.~
,
'
. U.
.C .
I~ 01
134
Lesson lO
.~~ 0.L.:.i ...ul.):-I u.b:.i .yt:S:JI .b:.i .~~ I).b:.i .~..l> 0ft>.'~ I~ .,!)~
J or L.. /
. o~1
.o~1
f-i 'J
<
.~I J~ ~~i J
.~~~it
<
t.
f-i~
.~I J~ ~~L~
<
.~~~~
"
.~~ ~ .p.:lll~ ~ .l>-~ ~I if~? .,!)~ J~ ~~i 0i.;-- ~
./\
c.?)~
t ..vlj t <
r
J.>- r
c.?)~ i
.r 0
c.?)~
l)
~~ c.?)~
t ..vlj t
r
J.>- r
~~ c.?)~ i
~~ c.?)~
l)
Final Exercise:
1. Combine the following nouns and numerals.
)7""
~L.b
.J...L.,a..o
..vy
", V
J.J
o}.~
~.i.
~
4...;.....
,,,,,"i
.J 'Jy
to,
"
~
o~
. "
tr.-"I i"
13 5
,.
~.
Lesson 10
.:.r..~
,"
,""
J, ~
or~.
(.?
-;..r
H~
. ~I if
, , ,
,~,/\ ,
Vo. ,
,~to,
" 0,
'''0/\, ,,,,,
,'~~,
.:.r..~
Lesson 11
~/
0/
~ Al The weak verbs are often designated by Latin terms in the grammar or textbooks of Arabic:
RI = ) or c.> = verba primae (radicalis) ) et c.>
R2 = ) or c.> = verba mediae (radicalis) ) et c.>
R3 = ) or c.> = verba tertiae (radicalis) ) et c.>
~~
~:,i
:p) R2
=)
I;'G (~)
II
J~
"to fear"
J;'
/
~ A2
R2
~~ (~)
~) R2 = r..S
I~~ (~)
III
= ) or r..S if a
~)
t l! (r)
~l! (~)
R2 = )
1j;G:. (~)
~~ (~)
J\.:.:.
(r)
Consequently, in these forms it is not clear from the outward appearance whether it is a verb
=)
or a verb R2 = c.>. The dictionary supplies information about this. It is also possible to discern
which group the respective verb belongs to from the imperfect tense (see Lesson 12, Gr 1.2.).
Lesson 11
137
RI has the short vowel u or i in the perfect tense in verbs with R2 = J or I..S if
R3 is vowelless. With this the following conjugational paradigm is produced for
these verbs:
III
IT
,~
~
)
.)
,
~
..
)
Accordingly, the verbs which belong to group I have the short vowel u, the
verbs which belong to groups IT and III have the short vowel i (Appendix: tables
1, 18,20, 22).
~ A3
The same rules apply to the dual forms. Since they are relatively rare in occurrence, they are not
expressly mentioned here nor in the following lessons. They are listed in full in the tables of the Appendix.
~) R3
IT ~ "to walk" (~
~) R3 = I..S
~; (r./')
~; (~)
:- '': (r./')
~(~)
~ (r./')
~(r)
which represents R3 has the phonetic value ii when identified in the verbs of group IT
(model verb
~).
J~
r--l I.
visible in writing as A/if (I) if an affixed pronoun is added to these words: ~~, "his cafe" , ";1)
"you see me" (Appendix: table 37).
13 8
Lesson 11
IT
o / /
\~
\~
2. Word Order:
The normal word order in the sentence is verb - subject. If the subject is to be
emphasized in the main clause, it is placed in front of the verb, and the particle 01
is set in front of the subject. The word order consequently is:
~ AS Likewise, first the subject, then the verb comes after the conjunction ~ "but". Moreover,
this word order occurs without employing the particle jl if the main clause is introduced by a
conjunction () ,J).
The word order subject - verb - without a particle in anteposition - is especially common in
headlines in newspapers.
Lesson 11
~ A6
13 9
When reading unvocalized texts, the student must observe in the beginning that he does not
A personal pronoun instead of a noun can follow 01; its affixed form is used,
which is also the case after 0i :
sg.
pI.
~ A7
agreeing with the verb that would otherwise follow immediately after it.
...... ........ ............ ... .............. ... ........................................ _........... ...... ..... .. ..... ........................... ... ...;0 ..... ...... $ ......: .... ::.
.Y~\ ~ ~l,6J\
;~~~~;~.~~;~.:~.~~~~~.~~~.~ .~~.~~~.~~~~~:
. . . . . ... . . . . . . . . . . . . .
:~;t:;;~;
:}J
. S. jJ
. 3.lL...:,J\ ~
'J
.......................................................................................... _...............................................................................................
v
The imperfect tense of the so-called weak verbs is given here as well as the
imperfect of the strong verbs, although they will only be dealt with in detail in the
next lesson.
J>--i ~
for; in order to
; 1-
uL[.
et I-
,. :.A~ jI [. 4..A jI
crisis
meeting, session
~ls;
council
founding
lj
, ,
C:~) ..l$"'t;:;.
nation, people
neighboring
~l
rl [. 4..A1
0'"~1 ~
JJ~
Security Council
to be sure (that)
[.
Lk-
fixed
~,
o...L;-d1, r~1
thing, matter
Jyl [. f l
';i
security
\,.._'
..../b
to sell sth.
to let/to leave sth. for so.,
improving
J-U'J. improvement
~ ~
building, construction
"
war
parliamentary, parliamentarian
proof, evidence for
to happen
et I-
I-
J.
.,."
C I.h.p>.;;
,,
presence
J~
J;:,aJ1 ul .
..
~~
,
C
..../b (~) t . regulation, rule, provision
J ..../b (~?) .!.I;
court
,"". 'I [. ~
(-~
il.:>-.:>-
~<'~
C~
140
Lesson 11
J.,b- ~ J>-
solution
(l)
.~) uL ~
.0
Jb
creation, formation
JL>.
u-:
u4j~ ~ i c.Sj~
l
J)L;;.;
consulting
#.
01
(l) <.,?I J
}
(Y"'..I-) l>.- J
~ ~)
~ ~ )~~ ~ ~ ~J
;,..
bribery
0:.
YJ
.0 (J)y.) )j
J
011
authority, power(s)
Jb
..l.,o
uL~~~
uL ~ ~')l..o,
uL~ ~l,o
>-c.S J l1
extra, extraordinary
ul ~
~L.- ~ aJL
reason, cause
yt.;...i ~ ~
4$-r
Cj.r-"
~
In the name of God r-e-)I ~ )1 ~ 1~
peaceful
the Merciful
'
(l) uL ~ ~~
(~)I) ;;~~
I
J L...
to move (to)
ghost
L~i ~ ~
(~)
J
general, public
to work towards
return
question, case
fast
'J
J:,k.;
uL ~ 4...P J L..V
re-,
~,
industry
opposition
.~
ur~~
development
~I)
r.....;1
. , J I.:....
,J
salary
to ask so. to do sth.
~
~,
His Excellency
uL ~ ~
~~ journalist
contribution (to)
problem
~ ~
J\("L.;."..
uly~ ~ ;;;.~
declaration
'"~~
religious
speed
(l).!l~ ~ ~
J':kj-
invitation, call
reaction
doubt (about)
~I..ul
~ ~
~/;ll
if (JLs;)
memory
aJ\.:.-
uL ~
(l) .!ll).l
(J'~l) J'~~
~~
(coordinating conjunction)
period
scandal
law
interview
future
..
J...t
Lesson 11
141
01 ...Jt; (J~)
Jt;
(prep.) to (direction)
(~~) it;
Y it;
JJo
...Jt;(~)~
catastrophe
sufficient
.j\.5'
J
election
relating to
victorious, trimnphant
checking, inspection
system, regime
(particle of confirmation)
:ur
0~ [. ~ board, body
committee
urgent
tension
to meet so.
positive
representative
to fmd sth.
alike, similar
situation
citizen
to run, to walk, to go
to stand in front of
past
post, point
representative, agent
result
to be successful (in)
~')I4.lS'
Text 1
.~}I ~
U\i:>.1
.,J..~ ~#I
4... j~1
oiA
~~ .~
.J
~ j
J :A
l '~
.J
._
.J ~J
.~.
~ .~.
\.~ ~
~
'L- ~"~
i~
.
1.
)- ,
~ j
] '.~~. ~
<1)
.....l
N
-.::t
.......
3.:-~"3
. J ]'L-.4
0
.a il -
3"
,,3.'~:i.'( ~
~:~ ~ ~~~.
Jo
o.
.~.
.,
j~'
'. ~
.'
-\'
.~ ~
'~J
,i> .~, -
~~.
1 .::s
\.;:)
.
1-
K:J'J
.0'
"3
,':"'-~:"
-i~.
5-
~
~
"
~
~
~. .) ~':
.~
- . .J'
."'
~J
-:~
.J
.~
~.
. ~
..:l
~ ~
'0,
~
, 3 ~" 7'
.., ~ J
3 .y j.
3.:!l
J~
1 ~ -~
~
~ -'
J
.o.~
.J.'. 41~.
=:3.
,_-
J-' ~~
~.,
'J
A.~:~
'j
-kJ
~
-
l'
1-
J
.~.'j ~
::;,
"
.1
~==i
1"'" J. ~
t
<>
""~
.~~
'l
'
'''-'~.)
-.
"-
E-<
.~.
.~.
-....,
-.:>
5-
tc,.-.-v.
.)
') \Z J. J . ,
-\-"
j"
{
J
c:--.
....,....,
j ~
~
.,.::-
l' B
.).)
7-.
j.
.~.)
.J'
....,.
-\ ~
~"_
J-.J,~-
;~. '~
...., 'l.
~:.""
.~
.",.~
.J
-.:>'
_7'3
.~
;U
,~.~.'y .~. ~
', i i "
.J'
1 ~).~ ~S
.::J
.)
-.
....,.0
.'. -
"l
_'J
.'j.
~ -3
.:3
v._
"j'A
\r,
~l.J
-1),
~ ~.
_ '"
~ ~
o.:J~
-.:>'
"3
11"'" ~
J \{.~. ~ 1~.J { ~ j
J-
,::S.
... __
~JJ
.,. 3'
~
~
].
13~
~.? :~ ~ J. .~
~.. ~.o
~''''''
~ -:l
'~J
.~
~'
.:J
'q ~ ~ .~
.-
">..
:J
~
~
c:--.
.::.
~
'j
_~ "~ "3
17"-:-
'l
1; .~. R<J
'0
j\J
~.
'. J.:5.
-~
_u' '.~.
'i ' ~ .~
i)- ~
j
.J
....,
~J']. ~ ]'~J. ~
~L
. .
i!:!i
, '\
~..::J ~~
' ' 3~ '.)
s::
-:r_
,.
:I
ell
,~'
~~t~_\
..J
oell
~'.=~
}.u ~~ ~0
.......
~.
~
rl
j:
~~
. ' ' )
.:7'_....,
t'}
'0-1k
~.:t
.?).
'0
.~.
J~
U 'L-
41'
~
~
, " "
.~.
'1-
" ']
~ .
.~.....,
~ 5.
'~',~
.oJ
~ ~
-{
....,
~ ,~
v.
......,
Lesson 11
o.i.P>
:?- l} ~I ,!j jJ G1
143
:~)I
r"
:~)I
~ :~I
~;;~lr~1
.1 I ~w. 01 :~)I
~
.'Yu..? I~ :~I
Exercises:
-/L..o..::.,. ':11)
d ...
d ...
1~1
~ .~UI uly.-JI . ..
... i.HI ~ ... -:-li .~I ~I ... .rk 0i G~l .. ~#I 4..A j~1
U~lj~i U y~ .e;:--? j5"L:... ... LU) .G)l5" ... ~I u~\,; y)-I 01 C~I
~
... U ... J--JI ... ~Y~ '~.r'""'"i ~I ... )y~1 U)L..... .w ... ))WI ...
r-"~I ~
o}:!j ...
o.i.P> ...
.u)lk LJ.:". (~) ~\k.j\ ... e..!.:>d\ r~I ... i WI 0::-~\ ~~ 'iWI ~i) ;;..!.:>dl
e~'y .. , ~ .yUI uly:..-.JI ... ~~ CLi. ... tklj 0u. J. Y' WlA::>.1 01
,~.
J-;; er" )I
~~:
.J ...
0;;-A.J:!
:?-
~~i tlLl\ o.i.P> l} 4...P )w'1 i f ... .~~) ~UpJI 0~ yWI o.i.P>
l}
.4 0~;;1\ uG).J.I o..l.A ~ .... Ul1 j5"~ ~ ;;p; l} 4...P)w'1 ... . ;;~..G:-
144
Lesson 11
J .~ .
. o..l>d.1
L3 Transform the meaning of the following sentences into the opposite by means
of an antonym or negation.
~ .o}:;......JI t 4 .~I J.>-~ .--4...l>.- j4h1 . ..u)1 ~) .~ )L.. .~)I i U
Jlj-JI J f
j;-:-.J:i
r+-" ~
.Jly..J1
..;,:.>-~I
L4 Form genitive constructions with the following words.
1st term
/ ~u /(translator/interpreter) 0 yA':" J-- / ~I).J / ~L.,a.; / L~ / ~~).J
~1.Jj) / 0yitlf
2nd term
L6 (Homework) Form 10 sentences with numerals and Arabic equivalents for "to
have".
.044 ~ 'iJlJi or J /
J .~ ~ oXY / ,-?XY
.0\.j.J~ ~ / ~
~
~
Gl
The following exercises are mainly to practice the change of persons in the
perfect tense. A sentence is given, and the student has to repeat it and then to
transform it as shown in the following example:
@"
given sentence:
@"
repetition:
Jl ~ ~l9
.J...L:...iJI Jl ~ ~l9
.~I Jl lii ~~)
. J...L:...iJI
@"
completion:
If a clause or a part of a sentence is to be completed by another word or phrase, or
if an additional word should be used in the completion, this addition is put in
brackets after the given sentence.
Thus the example given would be written as follows:
(~I Jl) J...L:...iJI Jl ~ ~l9 ~
rd
The affixed pronouns of the 3 p. have to be changed into the 1st p. if necessary.
.u~
Jl ~ ~l9
Lesson 11
145
In the fIrst place the change of the 3rd p. sg. m. or f. into the 1sI p. sg. is practiced.
(~ )
. 4..,.:.1..JJ ~..l:1;.1
.?)1 J \.>..)1 )j
~
.~ ~~ ~,J...,p Ju
(lazy) (0Yl..S)
. .G.J~ J>.-)I
4.J
t~
. ~I J~ ~u,J...,p~1\ ~
.w~1 0.J~y. o~u,J...,pi ~I)I (to promise)
. ~ljLI
(~)LkJI ~)
(~';)I ~If)
~ ~)
iL..i)
(0 y:J.I
0 Jk.,JI
J.>.)
.0y:J.I
0 JU,J...,p1 r-WI ~
Jfii ~
(J)\'I <J.r)
(0 .Jt;..J~)
.}~~ }L..
(I~)
.l>-~ i yll if i U
.U:lJ.
if 0,J...,p ~~
. I~~li
(yJ ).JY
~..v)
. 4..,.:. WI
(~)
~
(~i)
(~is')
. ~\.>.. ..u}1 )j
. (only) .k..O
4. ~,J...,p
(o.}JI o~ J)
-.
Ju
.~L.. ~I J~ .JL..
(l>-~)
J.>.)
.0.}JI ~
t~
0 ..u}1 ~If i li
(~I)
tk::>..':lll ~u J~ J\.>..)I ~
.lli:ll Jl i~ ~.rJI ~,J...,p ~~
(brownlbrunette) (~I/)
0)
(~
( .y- J)
v-:
(L:.:- y- )
.0 yoWl
~
0 ..u--i 0\S'
146
Lesson 11
.~I
cJ
yljl ~lkJI~)
.4.kl1
Jl
~..l.p ~~
.0y:.ll J1 u~lkJI ~
.~ ~lkJI t 4
.
.I~ ..:..J5"'1 ~14lkJI ~l;
~
(a~U)~I)
.4 (walk, stroll) 0
(~)
fi ~m..l.pi
rl;
.~i ~)I ~~
(r y.ll)
. V':'
'. IJ'.J ~..l.o
(~)
ot::.A.l1 u
.J I'
.J
.~~I ~~~..l.p~)
.uIJlu
.
.J L..
(r y.ll C~)
(~i)
(4J)
G2 Same as G 1. Practice changing from the 3rd p. sg. m. or f. to the 1sI p. pI..
Example:
given sentence:
.Jx..JI J1 ~ ~~
repetition:
. JJ.:.AJI Jl ~ ~~
completion:
.4,1 J1 y-lj~)
.p)1 JG,.)I )j
.~WJ ~..lJ:.I
. ~WJ ~..lJ:.I
).11
cJ
. ~lJ..I ~I J~
a.....u.r.
: ~~
~~
Jl
cJ .:r...tW1
cJ\.A!ll)
Lesson 11
..G}I
u--:!.J
147
:}'j:-'
J~I y;-:l rWJI ~\l1 Jb..,..-11 ~}I y j-><lJ rWJI ~\l1 J,u
~r..j) ..G}I J,~) L-JI
r:.r--
:r~j-I
JlJ; cj 0)WI
~l.i..r.
L!Ju,
uL.6~1
~.J>-"
Jl -.j.;M ...u)
~) :~yo
rL..i~) ..1-..)\11 JrJI cj Ufr. rlj ...uWI o).:.r. rlj ..hJlj . ~)..ul~) Jl
c:r JL>. .~ ~~ o;,~~ ru . ~ ul)..~ <.i-! 'J..~I J
. ~J.l I cj~..l.p ~ ' ~.J~ cj 015" .t:!J.i JJ.:.j cj
rli
r-W' J.>..) . ~,
2. Transform the verbs in G 1 into the 3rd p. pI. and vocalize the ending of the
verbs R3 =) or c.$.
3. Translate into Arabic.
Allow me to welcome you and to thank you for your return. We found a peaceful
solution for those urgent problems. The reactions were positive. Her clothes were
a scandal. We visited six countries. The men said that the minister was afraid of
the opposition. These four neighbouring countries called for an extraordinary
session of the United Nations. We went back to the parliament. The military
148
Lesson 11
government concealed the results of the elections and the success of the
democratic parties. This permanent secretary met with the members of the
committee. The situation at home and abroad (in the interior and in the exterior)
moved in the direction of the improvement of these relations. We came out of
this crisis victoriously. The Security Council of the United Nations called for a
peaceful solution.
4. Put the appropriate verb in the perfect tense .
...
LoP I
0t ~~ cJ
.~..l.p 0JI.:!..r.
r?
<,'I("I,II,II-'c"
'J"" L.::...l. ~ ~
5. Translate into English. Give more than one variant where possible.
~
...
b / .~)S
.j4J:.I
Lesson 12
1. The Imperfect Tense of Verbs with.J or ~
1.1. The imperfect tense of verbs with RI = ) is formed with RI being omitted.
"to arrive":
Examples with the model verb
(~ ) has the imperfect vowel i)
J:oj
(jA')
J,a.i
J,ai
(c./')
(~i)
(~i)
(~i)
J,ai
(~i)
(~)
~f
ui
0~
(r--"')
~"
,
/
0~
0
~Al
(r)
"
"//
Verbs with RI = <.S are very rare and occur nearly exclusively in the so-called derived forms
(cf. Lesson 14, Gr 1.). Their imperfect tense is formed in the same way as it is with the strong verbs,
i.e. RI is not omitted. (Appendix: Tables 2, 17)
1.2. Verbs with R2 = ) or r..S have the long vowel a in the imperfect tense if they
belong to group I, and the long vowel j if they belong to group n. Verbs
belonging to group rn have the long vowel ii , when a vowel follows R3.
Examples with the model verbs:
/
fl,;
fJ;
~) R2 = )
J",
i~(~)
,/
r
/
"to fear"
t:! (~)
~ (c./')
,
t;:; (r)
/
~) R2 =
J
)
'"
'"
Jl>...i (~)
<.S, e.g.
J~
RI has the short vowel u in the imperfect tense of verbs with R2 = ) or r..S if
they belong to group I, the short vowel i if they belong to group n, and the short
vowel a if they belong to group rn, when R3 is vowelless.
150
Lesson 12
.
.
III
.'
~
/
jlt-::!
.
.
~
II
~
/
J/
;;;
c.:.~)
(~i)
II
J
(~)
(~)
c:.
/
(~)
J
/
"
"
.. /
J,
/
....
1/. :
<J~
1.3. R2 has the long vowel il in verbs with R3 = ) or r..S if they belong to group I,
the long vowel J if they are verbs of group II and the long vowel a (Alif maq~ilra)
if they belong to group Ill.
Examples with the model verbs:
II ~ "to walk"
~) R3 = )
J
/
=
J.;)
yJ.j
J. /
y~(~)
(~)
R3 = r..S /
~(J.)
~(~)
Jt (J.)
~A3 Occasionally, we find verbs in group IT, model verb~, which are inflected in the iI?perfect
tense like the verbs in group Ill, model verb~, e.g. ~ ''to endeavor, to strive" ~ ,...;..:.-;..
etc. Cf. also below, Gr 4., the conjugation of ($i).
Lesson 12
151
The forms which have a suffix are characterized by a long vowel following R2
if the respective verb belongs to the groups I and IT, and by a diphthong following
R2 in the verbs which belong to group ill.
IT
ill
IT
ill
~
J 0
't
y~\
r: '
.
t--4
or r...S
o .. ...
...
etc.
= )
or r...S
etc.
152
Lesson 12
2.3. In such jussive fonns as mentioned under 2.2.2. and 2.2.3., it is not clear
from the outward appearance in unvocalized texts, which root the respective fonn
is based on. The typeface does not provide us with any infonnation whether the
last consonant is R2
is conjugated in the perfect tense like the model verb ~ , in the imperfect
tense - with the Hamza being omitted - like the model verb ~ :
imperfect
perfect
imperfect
perfect
imperfect
..
perfect
Lesson 12
153
As to verbs with RI
types of verbs are to be taken into account. Cf. the verb'd), imperfect tense ~ ,
in Text 2 of this lesson.
(Jl) (~4) JI
to come (to)
~l
~J,....I
Emir
~I
~-1-.
'WI
human
:)1
automatic
dL:-o C ~
sum, amount
J>
..;:!..;...
(l5:r.) l5 iJ
'0
athlete, sportsman,
~4~
Riyadh
J:'4)\
~
it is worth mentioning0i
that ...
1.) ~ C 1.:";'
condition
J:,A
.?.ill;: ..;:!~I if
to take part in
to be a witness of
J.>- (~> !) ~
o.
pound
(~~) Jw,
will
to come (to)
owner
~LC h:-~
Jl~~
0,
..::;L
;...;i
C~
JJ\.>.'~
o';\)~
~
J)~
Jo
c J.P~
C
(0 )~
..::;LCaJ~
J.
child
~)~
/ :):'~
knowledge
0~C JI~
J
huge, giant
(J~) J~
exchange officer
publishing house
y~ic~~
JJllr-1I~~
to change sth.
bank
hall
computer, calculator
'
Ai.l1~
'"
..... .
event
demand, need
colloq.: see
neighbor
discount, reduction
r-'"
provided that
techrUcal
international
house
s:.1J'M
(~ ) ~ highness
to stay, to remain
doctor
director
JJL.,a..
,
J ~
..
~
\~L..
Jw,i C~
~
~~lA.A C ~j
154
Lesson 12
~
-J ..r-
reasonable, sensible
i~l
J>- O)~
in addition to
.\
I
His Excellency (the minister) (..r.jyl) C$\""
,
publishing
publisher
0)C ~U
ol} C )l.b
.J~I
~
~
J
uLCL~
proposal
piaster
J J,
v").;J
C J'~
,
J J
promise
~\""'b.M
'/ ~
campus
possible
monarchy, kingdom
8J~
/
::Jy)
.Js-)
appointment, date
~IYC::J~
to keep (a promise)
~ (~)~)
J
(~)
royal
"
uLC~
meeting point
yo(~).Js-)
. ,
uLCt~
sector
uLC L9~
C
J>.o
women
a.[..j:.
opening
,/'
(~) ~
01~ .o~ .~~
u L
currency
~C~
J~
.
house
!JL.u / JL.u
'I
(!)
~YC~y
C~
Text 1
?
uP.rJ.I l.ho
r:;
..r:!.M
~I
JL>:..J)
~I .,-.JI ~\..p
. ~lhl ~JJ.I
UlA!JI) Y::J\lI)
.. fr"\I1
r:;
-:J)J--lI)~ 0--"::JJ....>-
1 I 4', c.Lb~I~)
0 ~ J i~,IJ
~I
o.
L:lk)
~.;;) ~I if
J'Y':JI
u~
ly.A:J o.rJ.I J
UlA!JI ~
i .J-'""'"'J,
. UI ~~ 'YI J~L..i'JI
U - \ I uu.l,6;~
~
.
)~I
,
,
1.T'"
"-:? 01.;-
uJi
Lesson 12
155
.~~I.r-JI i f /.
J\~\~
Text 2
~
,)yJI
~~
:'-f},o
~~ ~i ~..w:. :""';I..;,aJI
:'-f)L.
:'-f)L.
.J-))~J
0i ~) ""';..,......J.I )~i i f
,.....; fi ~ ,~ :""';I..;,aJI
i~ i./-'"" dJ ~i
~.k .rJI
.J'b L.
:'-f)L.
!JW
.-:LI.;:>."
:'-f)L.
:""';I..;,aJI
:'-f)L.
)lA.....i ~.T'" ~ ~1 ~ yL
:'-f)L.
:'-f)L.
156
Lesson 12
Exercises:
L1
for north (JL....c!"), south (Y.f->.-), east (J~) and west (y:f). Use the following
nouns and the names of countries you know as subject
~ ,J~ ,01~ ,~ ,a.::...I..o ,~ ,~ ,0j~ ,wl;.,.
cJ
r::::
~UAJI
'if)~I
't./';
,~
Iy';
... ~Jd~
4..,.:. WI
'c$-
01~1~,~11~
c.f.J)j '.Jj
0.Jj d).J)j
Jl ,~I Jl
'~1 ,.!J~ Jt,~ Jl
~L.. ...Uu. d~ d.;JI
.
,J~I
.
'~1 '~1
1~1
,~I
cJ
,.!J~ ,~
\.j~ ,J~I
cJ
1~1 '~1
--WI?
L3 Add the definite article where possible.
:.s-a.
<.Sr.)~" ~ .. .J)~"
Lesson 12
J.
157
L4 The teacher explains the colloquial usage of"""'w" (......, ~) "to see" and asks
the students to replace 15'i) in the following sentences with JW", and then to
negate them by means of L. or ':1.
L) ol~ .~I L)~)I I)i) .~I L) l.bl) .~\ L) ~i) .~i) .~\ ~i)
.~Y- ~ 0\) 'i')\,.;~1 0)} .4.,b.;..;J\ 0..l..A. J.,} .o~ ~\ ~i) .011pJ\
Gl
Transform the following sentences (without taking into account the words in
rd
brackets) into the imperfect tense of the 3 p. sg. m. or f .
. J..l:A.l\
J1 ..l:> :; ~
< . J~\
J1 ..l:> ~\.y
.o~y.
.o--4..LJ:.\
..l:> d)
yUd\ ~
'i..J\ ~l..... .ti)1 d i
..:.;L$J\
.~}\ ~
(..:.;\)L;...JI
(~)
..lri ~G,.
. ..:.;\}-:-..J\ 0:r iL.i <l4:"\"":> ..lri 15'i)
.41 \)~ 0i o~u"\"":>i ..l:> G,.)
.~\ ~~ JG,.)I )j
(0~)
.~~l~"\"":>Ju
0:r L))
.dj~~-j>--)I t~
.~\
(4.1 )Ud\ ~)
(0y>J\lL..i)
(L..a:i)
J1 ~u..\..,.:>~\
.o)Ud~
.)l,b.Aj~ ~..\..,.:>
}\.....
158
Lesson 12
i~1 if ~ i\.9
.u:lf.
if ~..l.p ~ \$.
.lA~ Y. ~..l.p ~)
.lA~I'y ~lkJI ~
(~)
(~ ~l>.-j)
(~~ ~..v)
(~)
(~I)
(~~)
.o.b-I)
. 4. ~..l.p t 4
~;;I ~\.9 Jl Jl>.-)1 ~
(~I)
.t
(~ I/)
.(blond) ~I~
(6Jljll
';1 ~ J\.9
~~ ~.r:-
ob
~..l.p ~
. ~I -J y\JI ~lkJI ~ )
.lliJ-I Jl ~..l.p ~lkJI \$.~
.0..rU 1 Jl uylkJI ~
-J)
~ . ~ ~lkJI
t4
.')llj ~i ~.
. .I c../F'
11 l:..i...l.p J \.9
o
Jl u~1 u~\$.
.~
(~.J)\JI)
(~)
~
o
(~I)
(4----)
~fil../
.'.J.:.J
. 1..1
~..v ~ 7':;;
..j II
0
u .J.J
I
Jl ~I)I
.i~1 ~\.9
(~D
(~)
(i y.:ll C~)
(4J)
~l>.
(~ \...-. )
(4----)
.w. Jl ~j}I~)
(0.J4-J4)
Lesson 12
. ...\.t}1
159
v-Jj it,;
.wlj J~ Jt:JI ~
G2 (Written homework) Same as G 1. Write down only the transformed sentences
in the imperfect tense.
G3 The teacher uses the sentences from G 1 but quotes the imperfect instead of
the perfect tense. The student repeats the sentence and then transforms it into the
1st p. sg. using the words and phrases in brackets:
given sentence:
. J~I Jl 0 ~ ~
repetition:
. J~I Jl 0
~~
completion:
.4,1 Jl \.ji ~yi)
given sentence:
.4. Jl 0
~~
repetition:
.4. Jl 0
~~
completion:
.~ Jl \..ii ~ yi)
G4 Same as G3. Practice the transformation ofthe 3fd p. sg. m. or f. into the 1st p. pI.
given sentence:
.4. Jl 0
~~
repetition:
.4. Jl 0
~~
completion:
. ~ Jl :.)- ~ ~ )
G5 The teacher quotes the 1st p. sg. or pI. based on the sentences from G 1. The
or
students transform them into interrogative sentences introduced by d-"
J- i. The affixed pronouns of the 1st p. are to be changed into the 2nd p.
teacher:
.4,1 Jl ~ yi
student:
~4,1 Jl ~ yJ d-"
teacher:
.0yo:.ll iL.i ~I)
student:
~~I; J-i
teacher:
' lf~y. t)i
student:
~ .!J~y. ,..;;
'JA
JA
" .. .
rS
~
} j 'j)~ \ If)W
.l5'jL. \ V ~.;; If)W j 'j)~ \
,a.:JLk:l op.J \ . , ~y......1 ~" ,~} ~I} \
,~-Jl:j \ .. . ' If..L:Jy. ~}j \ .. . . 'lf~Y' ~I} t '-y')j
160
Lesson 12
C2 Prepare a conversation with a bank clerk and use the following nouns and
phrases for this purpose.
payment form
)
.!J';' C ~
bank
periodic payment order
Wb ;Uly-
deposit form
~..ul O).40.:.....~
)
fee
i Y"" .J C r--" .J
~
J J
.. C ~
~~/~
..
y4J
.Jl>.- y~
,
~L......>- ~ /..::..>LC y~
~
credit
J..
uP)~
0 ..
uP~
.1Wi C ~
installment
cheque, check; to cash a cheque
traveller's cheque,
~"";~/..::..>LC~
~1..::..>4
check
to pay by cheque
~~~~
..::..>~I;~
cheque-book, checkbook
savings book
~pl fl~
savings depot
.11
~ \0 ..
p
r (7-
to save
(~y..) ~)
..::..>L C ;Uly- /
~"
(J~) J~
..lllr. ~\i ~
. , / ~I
,Y
C o..lllt
'
Final Exercise:
1. Transform the following sentences into the imperfect tense.
)
4..1p.J
. ....;~I
I))j . ..::..>I.J,:;;)..uI"";~ 0i
i f L:A.:.:.
Lesson 12
~U..l.,o~1 Gy .)
.Lf:l.J>-" i f u.)~
161
.Jx.JI -.J
Ir, .lli.J-I
Jl
The reception was attended by the President of the University and high officials.
The university will be a meeting point for many book-lovers. He will make a
round of the book fair. About 50,000 books were sold at the fair. The opening
ceremony was carried out by H.E. the Minister of Culture. I forgot the names of
the publishing houses. I sold children' s books, books about housekeeping,
technical sciences, Islamic culture and Arabic literature. He kept his promise.
They came two hours after the appointment. I saw him on the campus. He
promised 5 dinars.
3. Translate into English.
~ ~I
j-:!i ~ ! ~i i f
<.S) . ~J.l.I Jl ~ j
.oyJ.lI
J.>- .;:!J.l.I u ~
.~r. ~\hl
Jl ~
Jl ~)I
u y.)
.U')J.lI ~i .uWLWI
Jussive
Subjunctive
Imperfect
Perfect
I)\.,;
~
(.J>-")
,~
,
t.S')
Lesson 13
1. The Use of ~~
The verb 0L.5- (imperfect tense 0~) IS a temporal auxiliary verb, which
localize;.s the action (state, event) in a certain tense.
0l..S"
tense of 0\5' localizes the predicate of the equational sentence in the past tense.
The student was diligent.
Mul)ammad was our teacher.
,
0\5' is negated by
tJ + jussive, accordingly ~ tJ :
0L.5- is rare in the imperfect, i.e. 0~ = "is", and then merely serves to
emphasize the predicate. In general, affIrmative equational sentences which are
regarded as being in the present tense do not have a copula (cf. Lesson 2, Gr 3.).
~ Al
C::~~~~;;~~.;;;~~;~/a~;;~.~~t;:;~t~. :: :.::"";~.:~~:.~~"~(?'~"~:i.:~0.f.]
oJC'
~ is negated by 'j + imperfect tense, accordingly 'C'
0 ~ 'j:
Abmad is not /will not be the headmaster.
Lesson 13
,
163
0U is also rare in the negated imperfect, i.e. J~ ';} = "is not". In general the
present equational sentence it is negated by ~ (cf. Lesson 8, Gr 3.5.).
,
0L..5' + perfect tense (J-U) and 0\5' + imperfect tense (~) are compound
forms, which are comparable to certain compound tenses in English.
The following forms are compounded with 01S':
(1)
JAi :J iJl.S'
he had done
Accordingly, five forms are available to describe the temporal relations: the
two simple forms
~ "he has done", "he did" and ~ "he does", "he will do"
'"
'"
'"
~ A2 There are difficulties when translating into Arabic, especially regarding the differentiation between
the fonns
one case
~ and ~ 2.!l5'. There are no binding rules which specifY that it is obligatory to use ~ in
and ~ 2.!l5' in the other. It occurs fairly often that both fonns are used as stylistic variants, so
we can ass\Ulle that they are interchangeable. The form ~ 0\5' should be employed if a routine or
repeated action from the past is to be described; it can often be translated by "he used to ... ".
,
:u
:u
(~ ~ ,~ ~ 01S'), it shows the definite execution of the action in the past or the
cJt.t :u J~).
"
verbal action is taking place or will take place. (See about the negation of these
verb forms in Lesson 26, Gr 1. 1.1.7. and 1.1.1.8.)
164
Lesson 13
~A3 Verbs with similar fimctions are referred to in Arabic as 0\5' ...:.>Iy>'-f "sisters of kilna n . The
most important verbs of this type are:
_
........ ............... ....................... .................................................... ..... ................................ ... ...... .... .. ...... .. ..... ....... .... ... .... .... .. ..
.. ~~~~.I?:~................................................................................ _......................................................................................... .
not (to be)
J(;
still, yet
L. /
01;' ~ / 01;
~ 0\5' /
0; t
..... .... .... ............................. ........................................................ _... ......................... ............ ................... ... ........................... .
~/
J1
to remain, to continue to be
rJ
2. yand~
,
~ and ~ are nouns, which are employed in the sense of the English
indefinite pronouns "every( one )/everybody", "all", "whole". They are always in
the construct state in these cases. They are either followed by a definite or an
indefinite noun or by an affixed pronoun.
every student
every day
,
2.1.2. ~ + ~ + definite noun in the singular or plural often serve to introduce
enumerations like
2.1.3.
Lesson 13
165
2.1.4.
~. ~S:JI ~ I
I all books
2.1.5.
I all students
J
J.S
""
'. 0'\/
~J
:.p and if. are in the same case in this context as the
""
all of them
all of us
L:..lS"
as--
..n
'
;,
.-
~A4 Additionally, remember ~ I = "all (people)" and ~ = "all of them", "altogether" which
is post-positive as an apposition.
~A5 .,jl5' in the meaning of "all" is used less frequently; it is either in anteposition, or postpositive,
taking the accusative:
:J .....j:; .......
....
..:.>~tkJI
,~~It,6J1
............................. .......... _..................................................................................................................................................
all students
~A6
Jf / 'YS are always followed by a dual noun in the genitive or by a dual pronoun suffix.
If Jf / 'YS receive the pronoun suffix they must be inflected for case:
"both".
~I
166
Lesson 13
0,
3.
0,
'"
~~
The noun ~ (pI. ~i 'v"'..,...v) is employed in the sense of the English words
of identification "the same, himselflherself/itself" and "the same" - in addition to
its being used in its original meaning "soul". It is always in the construct state. It
is either followed by a definite noun or by an affixed pronoun.
0,
3.1.~+noun
+ affixed pronoun
0,
3.2.2. ~ + affixed pronoun also occur without a preceding noun. The English
pronouns "he (you, I - ...) himself/yourself/myself" are expressed by this
construction in connection with the preposition~:
0,
0,
~,~
""
,,"
""""
....
0,
(~
0,
(~i ,~i)
~,~
"".
""
you yourself
",'
".",
'r)
0,
I myself
they themselves
you yourselves
JOt
"w
~/.'
,~
~o,
~~
...
;;v-,
(lii)
.tOt
(~ ,~)
.';' W
"
"w",' ,,~'
"w,,0
"
0
,..
we ourselves
(~i ,~i)
JOt
~w
,
"
(~)
~ A7 c..r--..i.i
J 0
0"
.~~..l>1
':
Lesson 13
4.
167
~,~~and~~l / ~f
,..
lS~l
..
/..
~ and lS~l / ...G-.f are followed by a definite noun or an affixed pronoun; ;;~
is followed by an indefinite noun.
4.1. ~ + definite noun in the plural = "some (of)":
~IJ/
~
-/
:lj~~1 ~ c:
...0.
~c:
J J
The reciprocal ~1 ~ means "each other" and is mostly used with a prepositional
object, more rarely with a direct object.
!j A8
....
J
/
~I~i
~
~~f
one of them
"J
..;;kWI lS~1
J
~jJI lS~ll;
5. ~i
/
..
I in which month?
168
Lesson 13
.....
~a..;,,~
.;; .. ""
which city?
'"
"J
""
..,
'i'u
. ) ). "a..;"..lA
-/
J J
which delegations?
J,.,.",
a:i-
/~
4.JI-
J. ~t
~;;) ~I
~f +:X
~i
~i,
.
}
ear
i'iT ~ f i
pain
cheek
man
JJ
nose
belly, stomach
0..,k. ~ ~
some
urine
Jy'
}}
forehead
0f"" ~ ~
forehead
uL~~
iki~~
body
all
if"
>-L..; ~ i:>
blood
~)~i ~ >-1):>
medicine
arm
chin
op~
,0lj~i ~ .}~
}
beard
J....
uy:>
}
...
J:>
holiday
ul ~ 0).;>:-1
penis
)'~ ~ ~~
sick leave
~ f 0).;>:-1 lungs
uL ~ ~)
Yr,>- ~ ~
~I~~~l>}.'I~
main
~)
0;;
truth; fact
analysis
fever
pelvis
i/
J' ) j ) ~ J'I)
tablet, pill
eyebrow
head
JJ.
JdLi ~ J#
knee
.
uL~~~
(i)~
neck
uL~ ~)
./.
leg, foot
~ }
J:'1~i ~ J:'~
~~i ~ (i)~)
arm
~Ir" ~ ~L...
Lesson 13
tooth
hour, watch
thigh
0~i
c::. (i) ~
uL c::. ~L.....
0~ c::. (i) JL.....
--4~
fmger; toe
chest
'"
(::::p,
J J
" '
J)..J....p
...w\.j
,
2J.;
~~\~\
JL~\~\
o\)i c::. ~
uLc::.~
c::. J..J....p
mouth
~\.,;
use
t\..J....p
" J
photo
J~
c::.
...
heart
0 J~
c::. o~\.j
foot, leg
headache
I vomited.
(prep.) against
shoulder (blade)
guest
all
JS'
Live long!
place
~i ,0?L..i c::. 0~
::.
o-lf
several
illness
nurse
stomach
self; soul
canned (meat)
important
medical treatment
~J).ra
not necessary
0...
examine
c::.
c::.
(i) ~
JJ
'" 0
....
in what follows
J;
to come after
(~)~
hand
~i
(:) ;)))
J
~J
..
o~
r-r
~~
I.
open sth.
~\ 'V"~
"
;).rso
J~\ c::. ~
U ~ c::. (i) .:.r.?
(~) c?
",I
eye
J. J
o#,
more important
J....
!Ill
a...or-J
throat, neck
I~~-
ul..::-'l.J
limbs
spine
jaw
lower ~
J I _'\
C:!
'-'P c::.
J.
spoiled; bad
,c::. ~
vagina
upper ~
oli..;:.
).
U"'~ 1;:. ~
examination
(coli.);';'
hospital
169
J;.J
'
(~) ~)
(~)
J.)
~ ~
170
Lesson 13
Text 1
.:r.:-JI
(0
0~~1 (t
0L..Jj1 (\
a.A...:J1 (~
0\..:.....~1 (\ t
...uL1 (\r'
t I.).lll
~I
Cl"
~I (r
J"i)i (\
~I(A
Jj~1 (V
(\ A
~I (\V
....6J1 (\\
.)J....a.J1 (r r'
~~I(n
..yl (r \
.?'.lll (rA
.)'yll (rV
~I (r\
r..l.iJ1 (r'r
~)I(n
<..>pl ~~I (\
~UI (r
d..f)i
~I(\~
(r 0
..,....wl (r t
JUI (r'.
C.;AJI (r ~
Lesson 13
171
~\
J.:S.
*
Text 2
.)'p~ Lt ~I C~
,
-;
-;
-J
'~f
\.ji
:C~
,).p~ Lt ,-I
i~ (i t ~) ~ r..?~~) ~y.
0:\.1.
rJ
:C~
Js-- ~
j.A ~ b
:~I
.~I iy-.lJI er ~ ~i
:C~
u..i..>i j.A>
:~I
:c ~
.~ ~ c.>j ..u
i..ul
rJ
\.j~ ~
:c~
:~I
:c~
:~I
~c.>?\
0:LI. ~ f OjL>.-l .!.ll..:.-:S Jl>- ~I
'i ldi ~~
.)'p~ Lt ,0fr5" ~ ~Iy r..?~:.fJ)
:c~
:C~
:~I
172
Lesson 13
Exercises:
Ll
The teacher points to parts of the body using a poster or a picture on the
blackboard and the students give the Arabic equivalent.
L2 (Written homework) Form 10 sentences with the Arabic words denoting time
(~ ,~L.. 'C ~ 'iY- ,~\..... ) preceded by
. o~1 i f lil>.,.:.; C~
y.r:- I
~
JS'.
J5'
. b.M
a...::S:...
JI t
.
i I<' , ,...::..,.i
~cJ"'y
.y\.....)lI~
~ };'..J1<.::-J..u
...!.lJ~
J.'"
J.'"
~..!.lJ~ rW J.'"
~..!.lJ~ ~
!..!.lJ~ ~1
!..!.lJ~ ~1
!..!.lJ~
1;";1
L5 Form sentences of the type 0l5"" + adverb or adverbial phrase + oJ,y. Use the
following time markers after oJ,y:
,..b:-i
'(..$';...::.1
which oJ,y and one of the nouns in the plural become the object of the sentence.
nouns: t~i
'iY-
,0l>.,.:.;
oJ,y <.::-Ji;
y5
Lesson 13
173
~
~j
,.;--:!..\..A
'J--9I."..-
,oL:a precededby~
isthe
,.;i ,,,l>.-,~
~
~
~i
$.
Jl u)L....
~l>.- lJ c....... j,:)
.,:)I~ ~..\..A
.~,:)
11 _1
",11
u~
C 'I _ .~
'-'...I..atJ~ ~
J..ri j>:-':)
u ~
. I~ ylkJI 0l5'
<
.~ ylkJI
.0)~ yJ\kJI
.,:)j~~1
4o~1
~~~I
.~y~1
.~."..- 4.ijJI
.~i~y~1
a..L.r-.~tl
- ' 6...p r-"
.~...\.>-~I
.~."..-
J..ri
174
Lesson 13
.(good) ~ 4.:ll>-
.~J,j U""WI
.~\,;:.~y~1
G2 Replace the past tense in the following examples by ~ 0\.5"'.
Add one of the following time markers:
.~ ;;JJ. c-al I tJ
i y.. :?
~I ~ i y.. :?
t.r.""'i ;;JJ.
0':?.r.""'i ;;JJ.
t.r.""'i:?
~ :?
~ ;;JJ.
-:r-~ ;;JJ.
~:?
~;;JJ.
~L....:?
~;;JJ.
c-al
< .
I tJ J>--)I ~
~
.'p ))y ~.M tJ ~J...p ~
. I Jl ~lkJI ~
.4.....)..u1
~i ~
.~..uI~~lv
..
)I'
)
tJ
.i y.. :?
c-alI tJ J l>.-)I ~
< .
Pay attention to the fact that agreement in gender between the verb and subject is
not based on the masculine:? but on the 2 nd term of the genitive construction .
J..o)
.J)~I U-- i ~J...p J..o)
.I
. 0...\;.\ ~.M
tJ
~lkJI ~
Jl ;;l:.i\1
v)L..
Lesson 13
. UAJ-\
175
Jl ~ li y;)
. !J~~I~
.yt;;S:j\ ~
. ~\)\ ~i.J
.yt;;S:j1
..:;.Ji;
.~..u.\ ..:;.J.Jj
. (to open) !J~\ ~
JS
G5 Same as G4.
is to be replaced by
person is the subject or object.
G6 (Written homework) Use
position.
JS in the
--4...G:-
t:! ..u
'-:I'lli
!Jp
'..j./'
, 'I'
!J.J L.
t)?
~)
~\.J;)
yl::$"
~\.b
j>.-.J
~...l.>-
c}.~
~\
~ );)
~fi
.J 'j y~
r..fr-"
r-L-
176
Lesson 13
blood pressure
i..ul~
i ..ul
(~")
i fu
. e 11 L....i
i ..ul r.J~
. ,
J
diagnosis
~I~
electroencephalogram
tL.~I~
electrocardiogram
..
weight
uJ)
JJ
aJ yikJI J:'1;i
childhood diseases
~I?~
operation
;"'''Yu.
plaster, band-aid
i f ~u)
prophylaxis
J ",
I)
tIJ
tIJ
~(~)~
menstruation
to X-ray
X-ray picture
Final Exercise:
1. Transform the following sentences into the past tense.
cJ
LS A
.".
..t.....\..;
y.J-I . J~
<lA,:)
cJ
t ~I .~ 0Lw.i w
~I .~lk .ti)1 ~I/ .t:!JJ uPWI .~/ :ujJI .u~ u~~1 .~..l;o,.
.0~lA~
Lesson 13
2. Translate into English.
~l5' .;U..i.;ll JI ' ,.J-L..u
.~..ul
_
_
,~
~ L.>
..
':i'
177
I. . --......k.ll
~\(" J"
\("i..u 0l5'
r...r--:. _. 0l5' .rJJI J"
"
.<\j'~~ if C? ..u 0~
.J
~I J~) ~ Js-- ~I
f- ..u 0l5'
~L:lI (i
~I (' i
..l)1 ('"
0~\l1 (t
.r-:JI (i
0LJJI (,.
u..:JI (~
~I (/\ Ul.i\ll (V
u:JI (0
~I ('
..lYLJI (".
0\..;....,\11 (' t
~I (' ~
...ull (' i
t. I)..ul (' /\
~..ul ('"
Lesson 14
1. The Forms of the Verb
1.1. The base fonn of the
~ At
Originally changes with regard to meaning correspond to the formal extensions of the base form
as well. Thus e.g., an intensifying, causative and denominative meaning is stated for Form IT, a reflexive
meaning for Form VII. As, however, every individual verb is lexically fixed and the original "value of
the Form" is often not identifiable any more, we refrain from stating the basic meanings of the
individual Forms at the moment. Cf. the smnmary in Lesson 19 with respect to this subject.
1.2. FonnIT
Characteristic: doubling of R2
~
~
~
Perfect tense:
Imperfect tense:
Imperative:
~A2 The quadriliteral verb has the same vocalization of the imperfect form.
Pattern:
Example: ''to translate"
'
.. "
".".0
..
............................................................................................. _..................................................................::'........................ .
Table 35 in the Appendix supplies information about all forms of the quadriliteral verb.
1.3. Fonnill
Characteristic: prolongation of the vowel that follows RI
Perfect tense:
Imperfect tense:
Imperative:
~\.j
~Ci;
Jf~
Lesson 14
179
1.4. Form IV
Characteristic: prefix a- i, vowellessness of RI
Perfect tense:
~f
Imperfect tense:
~.,
~i
Imperative:
~A3 The prefixed Hamza of Form IV is a Hamzat ai-qat".
1.5. Forms IT, ill, IV have the same succession of vowels in the imperfect forms:
u - (a/aJ-) - i. We group them together for that reason.
Here is the summary once more:
imperative
imperfect tense
perfect tense
Form IT
Form ill
Jf~
Jf~
~
,
J$-u
Form IV
:bf
~f
(~\J u:aJf)
Not only a word or a group of words, but also a whole clause can be added to
a noun as an attributive adjunct. The relative clause is the form of the attributive
clause that occurs most frequently.
2.1. There are two types of attributive relative clauses:
a) relative clauses which are employed as attributive adjuncts related to definite
nouns Cu,.:,).
b) relative clauses which are employed as attributive adjuncts related to
indefinite nouns C~).
2.2. If the relative clause is the modifier of a definite noun, it is preceded by a
relative pronoun.
~ AS There is the same agreement in state between a noun and an attributive clause as there is
between a noun and an adjectival attributive adjunct. If the antecedent is definite, the adjective is
defined by the article J i, the relative attributive clause by the so-called relative pronoun. The term
relative pronoun is therefore not quite correct, because it expresses, above all, the definiteness of the
attributive clause in addition to characterizing gender and number. The relative pronoun does not,
however, indicate the syntactic function (of the modified antecedent) in the relative clause.
180
Lesson 14
,-?~i
~,
::r.~i
aJ
dJ
J:I}JI 'J:')\jl after a fern. noun in the plural which denotes persons
01.wf
~
01.ill1
~ A6 Whereas the four first-mentioned forms are neutral as to case, the two dual forms are inflected.
,_
When following a noun in the genitive or accusative, they are J.illl / ~I.
,
~ A8
The article
JI is
J'')IJI
the first component of the relative pronoun, therefore the initial Hamza of
2.2.2. ,-?~I '~I etc. are equivalent to the English relative pronouns "who, which,
that" in the nominative. The noun which is modified by the relative clause is the
subject of this clause at the same time.
the student who came from Iraq
the student (f.) who came from Iraq
the students who came from Iraq
the students (f.) who came from Iraq
the two students who came from Iraq
the two students (f.) who came from Iraq
A literal translation of the Arabic examples makes the difference in word
order in the Arabic and in the English relative clause clear to us. In Arabic:
normal word order of the verbal sentence, accordingly "the student who he has
come", in English: inverted word order, consequently "the student who has
come".
Lesson 14
~
181
2.2.3. ~I,
'-:?+J1 etc. are also employed in sentences when the subject is not
identical with the antecedent. In English, the relative pronoun is in the genitive or
objective (as an indirect or direct object or the complement of a preposition) in
these cases.
In Arabic the affixed pronoun in the relative clause makes the connection with
the antecedent.
Jo
....
".
d;t;
J. ..l:,.Ji
. '-:? ~jJ I ~~
~t;~I~~i
k...
oJ)."
Jo....
/.
'"
rp
""
Jo
...
,.. rp
...
/.
....
/.
...
/.
,-
....
~ ...
.,..
~ /
. ~
~G.J
~ ...
rp
......
rp
J ...
~G .J ~ ~
~I
~..l:,.Ji
.
~
.~
,;...
~ ~
JJI J ..l:,.Ji
'-:? ~ ~ ~
dJG .J
,;....
r-tJ
rp
....
...
~ ::r.+ll ~t;~~i
/.'"
... ""
rp
~G .J ~ ~
.
....
...
/.
...
/.
""
/.
'"
<./-'~I ~LQ.,..l:,.Ji
.~
0
rp
....
t..J:,:.:..Lt;
J. ..l:,.Ji
.,.
. '-:? ~jJ I ~~
~8!t;~I~~i
...
....
~
..
...
~I
.
~
r:P
....
~. JJI ~Jt;..L.:,~i
,J.. ~
~
0...
~~
....
:.:..Lt;
.
J....
,-1P
....
/.
...
/.
....
rp
0....
)J 0
oJ
oJ
rp
....
...
::r.+ll ~t;~~i
0 ...
rp
JJI J..l:,.Ji
'-:? ~ ~ ~
.... '"
....
/.
~
~I ..:;..JJ.>..,J..
J. . . i .illl ~
..l:,.JI
~
.~ .'
~
~
~
~
~.
~. d
oJ
rp
J....
/.
....
~I
~..l:,.Ji
~.~
~ A9 Of course fonns which are defined in a different way than by the article could also be
employed in place of ~..l..<J\ , ~\,;..l.,.::o~ \ ,~..L.,a.\\ etc. which were chosen as an example, e.g.:
~..l.,.::o , ~
J...l.,.::o a.o.
(~),
no relative
182
Lesson 14
~ AIO There is agreement in state here, as well. The antecedent is indefinite, consequently the
attributive clause does not get a sign of definition either.
Word order and the affixed pronolUl are just as they are in the syndetic
relative clause:
Cl
:x
, 0 ,.
enterprise, firm
uLC
J...-....y
I ~I ' 1
Israel
"
"
",;
J:I}JI) J:J'JI
r.r--.r"
0L.i
2il 1 0L.i ~
(0l5') ()~) 1-4
uL C 0lk:.
d.'. .
conSl'derable
b Ig,
to translate sth.
from ... to
Gi C ~ G~
'0
~ (~ ..1..) ~)
'"
J.
J-'
II
Jl (~) ~i IV
probably
J / Jl J>
(~:;) J.--~i IV
sth. to so.
high
~)
to accompany so.
at any rate
Jl>
J
JS' ~
'
J.
Cl
(~) p>-I
....
IV
~'i" \.::.:.:.
,
c~~~
satisfaction
to hand over, Jl
to bring sth. to so.
,f
drink
to take part in
people
(~) ~ilv
J '#
/ J / J> 0 (~)
II
uL C ~!
trip, journey
to send so.,
.)
Jl e::-)
to go back to
(~ll-) ~i)
kH k
0:! ( ..1-)
bilateral
J>
to connect between
L':iU
to produce sth.
-, C ~
-"
pupil, student
,J ,
,0 (}'~) .?~
M,'
' " ,
J 1.. . 0" J> (~fi) r->';
J>
."
building
~I..ul (.l-j)
security, protection
fmal
,,I
- ~..AA
~'i
- .J ~,
..Lp
~,
" ,
Jordanian
rel. pr.
'"
' JI
o} Cl
...
r-L
Of
II
.;.~/~~
JI.~"1
Lesson 14
wl
'",
J'
-.
r:..~
health, hygienic
newspaper
~r:..~
~anca'
(Sanaa)
.,;...L
pharmacy
:W~
r:.. - -
~~
exactly
J ~ J.
;;i
../ (~) r. II
to express sth.
many, numerous
dJur:.. o~
piece
~r:..~
~r:..~
top, summit
I~ y5"
cholera
bitter
ji '0 (~) ~i
to be able to
he/she is able to ...
...
IV
I~
V~
'. 'I
I'
.C"
J ./' J
~
"
outstanding
0J
."
ji ,0
region, district
ji~
according to
C}i IV
~ i. present
r:.. ,r- duty, task
I)}
../)\A;
(cA)
'-ii
drop
he must
film
dr:..)}
resolution
J.
183
41~
r:.. -"::l'"
.,;...Lr:..~IJ
";"'~Jr:..~J
prescription
to continue sth.
death
Text 1
~
.. \
01 ~II 0) j ) :; 0:I).J---"
~ ~ ~I' 0).}~I WI ~I ..,:.J.?~ - s,lA.;..p
.. , " '"
.:.r-- ..y.kll OU) ,j-S' ..,:.J.;.......i ~I ..,:.JLWls! r:.r-- .}~ :; I)~I) J~ 'jl ~Ifi
.~ y~i J1 E'" J.. ~}I Ih 01 ).}WI ~l:t) ..,:.J\J:ij~1 oh :; ~I}I
~ 0)~j :; ~1J""""1 ~)\.;.:. rU) i.}LA.\1 ~~I i Y- 0~WI J1 ~ - 0yAlllI
:; ~}I ..,:.JI)~ t u...lll r.-j)) ~ )\.:J-I J..j) if ~ ~ u.~ ~) 0~
*
. ~ f'11 J=l 10.4..1..>.- ~)r i~ d )~) . ~I
J I~l : a .Pl)'i l U ~L::::lI a.....J.h1 :; ~ :; ~~I~)I Jl:t - oyAlllI
;~i ('.ri.i ~i i:u.. r:,r- fl,) ~\.... ~I ~I ..,:.JI)~ t:\WI ~\.;j) ~ ~i 0i
~
oft
.ll..WI
.'~ ~
. iG'~I oh ~.
184
Lesson 14
~L...j)
0)
<J
.!l}_!.)
.~)~) \t)<.::J\..A~
W.-..U 4...,j).:j i~1 ~)L:lI r.,j) ~if- ',?..ul ~/~I ~)I ~I):! - J'lt)1
..u}1 ~)
0i .?..u~
<J
~~
..!..ill 1 ~ J\.>..
4~1 ~
Text 2
.~I~\""""
.
JU,I ,)..,.01
:C~
:C ~
.~)
'
~\......,. :J~I
y:>-)
:.r
.~ :C~
o.M..o.U <.::JI~ ~I ~ ......A...o)..uJ : J~I
~o..wl
<J
:c~
.H ~i
',?..ul ..l.NL.iJI
~I rJJI J1 ~ f-
..(;
~I 01 ~I ri~
:C~
. rY.:-):!
J
-J
t:!r
~~)~~I o..lA. .b:.T
4)
:c~
Lesson 14
185
.):-JI if
~ c:
:L~
j.A>
0i~) ~ o~ ~l :J~I
(~I.;.:. ii <.,?~Is- ~ :C ~
4-;J:,:..l;
.<.,?~Is- ~
. 0~\JI
'.
.~ 10~1
lJ ' ~.r-
J)
.
,,:}
:J~I
I;:";'
:L~
Exercises:
Ll Transform the following sentences into imperatives (2nd p. sg. m.lf. and 2nd p.
~
, L-:S:JI
.y
.
t>-'
ill'.
~~
f
<
,
' ....... '1
.yt.::N
~It
~~
...
<
<
!~~J\JI i~ .!.\J~ y) Jl .. .
!y.!j)~ .. .
!0'11 ~ .. .
!~':}I i ~ ~ Jw.\JI .. .
!4..rJ1WJI Jl..;:.;~1 .. .
!~li...L,o\JI Jl L ...
!o~..b,. d......1:?" lA. ...
!}1J.I
lJ
J ~~ ...
,.
' . . . . '1 .
. 4 l N o...\...b
~
! ~ 4Jl,.,)I -!..It
!},61j~ .!.\~
Qj .. .
Jl .. .
L2 (Homework) Insert the proper form of the verbs )l,., ,..;;~ ,~)
<
,.)..i 'J-li.
186
Lesson 14
0i ~i
<L
d'-"
o.:u. ~l .. . 0i ~.
.~~ ~I
.0J..J
Jl Gv
t""
... 01 ~I
Y~~I) ... 0i ~
t I~ll
Yd ... 0i ~.J.i
L3 Insert the relative pronoun.
Jl ;~ ... ..lj}1
Jl ..::....L,.:.) ... ~';}I
0J..J
).,kll
i~
G )))y-
...
~t;...\..p~1
... 0Wl.bJI
e:;
e::
~lll if \.....($"
J i::U
...
~...\..p ~
;;J\.....) ~l~) .. , ~i
L4 Insert the relative pronoun and the affixed pronoun in the following clauses.
U. .. 4
... y\.....)I
~I
~\.....i a;~
i y.. .. ~t;
o..u .. ...:Ajl)
~lY
...
... 0.r-""L:-JI
($) k;j I ..lj}1
~I