DCCUMEMT RESUME

D 144 356

FL 008 826'
,

'

AUTHOR
TITLE
1
INSTITUTION
PUB DATE
CONTRACT
NOTE

Absi, Samir Abu; Si nand, Andre

Spoken,Chad'Arabic.c) Peace Cvps, Washington, D.C.
Jun 66,
PC-82-1917'
'

252p.

-'EDRS PRICE
'DESCRIPTORS'

'

MF-$0.83 HC-$14.05 P1-4s Postage.

*Arabic; *Chad Langdages; Consonants; .Grammar;
*Instructional Materials; Intensiie Language Courses;
*Language instruction; Listening Comprehension;
Numher Systems; Pattern Drills (Language); Phonology;
*Second' Language Learning; Speech Communication;-Tape

_Recordings; *Textbooks; Verbs; Vocabulary; Vowels

' IDENTIFIERS

Dialog (Language Learning)

,ABSTRACT

.This,intensite course is designed to teach students

to understand and speak Chad Arabic. The course is intend,0 to be
covered in approximately 360 hours in the classroom and tRelanguage
laboratory. About 90 hours shogld be occupied with the .pre-speech
-phase, which eiphasizeipassiierecognition'raether than active
,praduction. This phase .consists of 60 lesson's and seven tests. The
'remaining time is ccupied by the activedphlaset which puts more
.emphasis on speaking the langdage. It consists of 40 lessons which
- are supplemented by 'taped materials to,be Used in the laboratory. The
typical' lesson.ip phase II, includes a dialogue, vocabulary, grammar,
.and exercises. The subjects 'of the dialogues are (1) Greetings; (2)
Directions; 43) New Arrival; (4) The Family;-(5) Getting Around; (6)
Telling time; (7) Holidays; (8) The Carpenter; (9) The Doctor; (10)
The Market;- (11) Depa'rture; .(12) The Weather; ,and (13) The Movies. A

,phonemid alphabet hadbeen adapted.totranscribe Arabic utterances.

'(CFM)

(.

fr

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T.`

SPOKED ,CHAp ARABIC-

by

Samir Abu Absi and Andr4 Binaud

The Intensive Language-Center
Indiana Univetsity

-June; 1966
(First Draft)
0

Prepaied

under- the auspioet -of

the P'efice Corp` through

Contract #PC-82-1917.

U S.OEPARTISENT OF HEALTH,
EDUCATION &WELFARE
NATIONAL INSTIYUTE OF
EDUCATION

"PERMISSION TO REPRODUCE THIS

MATERIAL HAS BEEN GRANTED $Y

MA9
TO THE EDUCATIONAL

RESOURCES

INFORMATION CENTER (ERIC) AND

-I

USERS'OF THE ERIC SYSTEM

THIS DOCUMENT
DUCED EXACTLY HAS SEE& REPROAS RECEIGZD FROM
THE PERSON OR
ATING IT POINTSORGANIZATION ORIGINOF VIEW OR OPINIONS
STATED DO NOT
SENT OFFICIAL NECESSARILY 'REPRENATiONAL,INSTITUTE OF
EC/II/CATION POSITION OR POLICY

V
41Marek

O.

* FOREWORD
This.is an intensive course in Chad Arabic designed for
Peace-Corps pe sOnnel: The aim of this basic course is to,'
1

.steaeh the'students to understand and hpeak Chad Arabic.

It

should be supplemented by.an intermedihte course which is to

be studied by lindividual students on Atir own.
.w
The courhe is intended to be covered in approximately'
44,

360 fours insthe C2issrSom and the language laboratory.

About 90 hour

should be occupied with the pre-hpeech.phase

.,

ich emphasi eswpassive recognition rather than active

production.
e remaining .time is occupied by the active
-,

..

phase which pits more emphasis on speaking the language.

-,

-.

'Even th ugh there is an ,Arabic Alphabet, it is very

seldom used or necordirig the dialects which are,verY
.

differeOt fr m,t4e literaiy language.' For the purpose .of

this course
phonemic'illphabet has been_addptedto trans -

cribe Arabic utterances.

,

emii,Abu Absi
s,

- f
.

14

TEACHER'S INTRODUCTION
4

'The.materials in

his cdurse have been' presented in a

-

way which is.differ nt

rom traditiona approaches.

The

course consists of t
the active phaEte.
1

piases:

the prespeech phase and

It is suggeated thtveLthe students cover

.
1

the pre-speech phase in a short pe'ri \od of fhree'weeks.

This

ilhaSe emphasizes pasive'recognitionibut it isup to the teachen

to decide whether and how. thi students should actively_

participaTe in using the language.

3,

The pre-speech lessons are/marked.P-S,followed by the.

numbeetof the,lesson.

For example:

P -Si, P-S2, 31(.-S3 st1nd

for pre:speech lessons 1, 2, and 3 respectively.

contains two parts:

Each lesson

grammar and exercises, which are reez,

-

spactively represented by G and g.

grammar:

Thus G1 stands for

lesson 1 and E3 stands for exercise:

lesson 3.-

11-re exercises, particularly in the P-S'phase, sho# uld be

t...ead by therZeacher; and the students, shot;ld Ilistera
0

.be, give meanings in English, or recoghtte a,grammati-7,

...tp,?1

nature.

This approach can easily be baring if the teacher

joss not put some interest into if.

It is very important
I.

-'for a language learner to be able to hear the sounds and

Sr
t

understand the structure before hetries' to speak the language.

0

Tests covering materials already studied.are givip

,

.,,,_

-,,;$

.periodically in order tct give the studentskand the teacher

.

an idea 'about the progress made in the course.

.4

O..

STUDENT'S INTRODUCTION'
ff

This text is probably different from ,ony book you haveused, .thus you should expect to use 'it differently.

'The basic assumption upon ,lihich.this

course is based
(

is that language, unlike many other fields of study,.is a

skill.

kill is acquired by, practice rather than by

thAory.r Hence, in order to cquire the

sinl

a foresign language, you need to speak it

its grammar.

of speaking

Other than memorize

Although every language has,

ts own grammatical.

system; fluent speakers ofva language are not aware of the

system when they-speak.

In this course, the primary emphasis

is on skill ratherthan grammatical theory.

.

an the pre-speech phase all you are asked to do is listen,

to your instructor and try to get your ear accustomed to

hearing and recognizing new sounds and utterances.

Don't

be impatient, though thid passive phase may boreyou.

.

ally you wi/l disdover that you have a very-good basis for
aotive"participation in the language.
o

The lessons in this course`are specially prepared

you as native speakers of English.

In a language learning

situation it is importan0A6 constrast the' native language

-

of 'the learner*th the "target" language to be taught.

.
,

.4,

The

.,

no,ted in the back contain explanations,-\_examples and assump,,-

tions on the, "contrastive analysis"

of two languages.
,..

This,

*we: hop ag wiii prove 'useful to those' of you who will be teaching
-z

',English as O foreign ,language.

.

tea

Good'Luck.

-41i7
.4*

.00

rr.sr I: PRE7OTTTp'

1,.

laeic Consonnnts'and'Iouel4

2,

Long, Joue3.134.

tr
Non -English.Consonn'ts
.

Emphasis

14.

Double Consonants

5.,

6: mplia Pairs
Test'l
7.

"Sun" and "Moon" Consonants

8,

The Def:nite Article

9.

Nciun plub Adj'ective

10.

Gender

11.

Number

12.

The Dual

/'

13. Number: Noun.plus.Adjective

.'

14.

Possegsive Suffixes

15.

Possessed NoutIfi plus Adjectives,

Test 2

The Construct Phrase

16.

117.

"TO he" Sentences-

18.

Perbonal Pronounb,

o.

j 9.

...

Negation of "toipe" Senteveg',

-/e

20: Interrogation-

,
.

"tp bp" Sentejces

21,' -Interrogation pius,Negation

'22, .P.40 Tense of kto'be";Sentences

--",

,.
._

...,

of

.:

-,,

:Test-3'

c '1-

-.

s.

0
,

23.

Prepositions
.

Prepositions plus Possessive Suffixes'

25.

Demonstrative, 'Pronouns

26.

Interrogative Pronouns

27.

Relativt Pronouns

28,E

Possessive ConstructiOn: "ham"

o

Test 4
40

29.

1st Tense of C -C_C Verbs,

3q.

Past Tense Subject Suffixes

31.

Present Tense of C-C-C Verbs

32.

Present Tense Subject Affixes,

33.

Imperatives of C-C-C Verbs.:

34.

legation of Verbs

45_

oo

e"-

35.

Past Tense of 41 -C-C Verbs

.

'36.

37.

Present-and Imperative of W-C-C .Verbs

Past Tende of &=.14-C Verbs
.

38. 'Present and Imperative of, C-W-C Verbs

39. `Past Tense of C.-y44 Verbs
-/

404

Pysent and Imperative Of C-CJJ Verbs'

Past Tenseof C1C2C2 Verbs

-.

42.

Present ana, Imperative of C1C2C2Verbs

Li

Quadri31teral Verbs

4h.

f!.hamza" Verbs

Test 5
145.

Expressing the Future andthe'Progressive

h6.

'no have'. Sentences

47.

The Active Participle

48.

The Passive Participle

0.

.4"

,
fb

P..

49.

Direcjt Object Suffixes

50.

Indirect Object Suffixes

51.

Verbs in Series

Test 6

52., Conjunctions'
.,

53.

Cafdinal Numbers I

54.,Cardknal Numbers II
55.

Ordinal Numbers
.

56.

Fractions and Percentages

57.

Telling Time

58.

Weights and Measutei

59.

Directiona

60.

Greetings

Test 7
Rotes

1.

'

-1--

p-al

basic Consonants and Vowels

A number of Ch.?id Arabic consonant sohnds are similar

tq English consonant

sounds and ShOuld not be dAfficult

to learn. 'BeloWis a lispt.of these 'sounds with illustrative

examples from English:

b as in big
as in day
f as in fan
,g.as in zp
h as in liow

j as'in lourp4y
ti

k.aa\in king
1 as in let

m as inneat
n. as

s as in send
,s as in shop

t as in tea
t

w as, in way

y.as in /et
z as in ,zip

The-basic..vowel sounds in Chad Arabic are:

i, e, a,
4

When used with consonant-sounds similar to those of

English they so d as'followsl
o, u.

i as in bit
e

as, in

,'

bet

a as in 'banatia, but

:) as in going
J.

u as id- pull

E.' Listen fo the-foIlowiiig words As read by yo

then try.to transcribe them.

instructor

-2-

masa

'he went'

seine'

'good'

bes

'only'

gulta

'I said'

[/fihima

'he Understood'

jibna

'cheese'

dakar

'male'

zama:n,

wled

'time'
-

'boy'

gayli

'afternoon.'

.a

J. Cr

Long Vowels

P-S2.

G2..< A distinction between shoYt and long vowels exists in'

.

The five basic.vowels i, e, a, o, u are short

Chad Arabic.

-.

,
.

vowels.with long counterparts i:, e:, a:,o:, U:. Although,

the diStinction between short audlong voweladoes not apply
.

.to'tlie English sound system, the following examples illustrate

whet a native speaker of Arabic- considers to be loin 'vowels:

i: as in beat, feet
e: as in naivete
a:.ag in'fanc father.
or as in. hole

u; as in pool
4

$2.

Listen to the follow'ng words read by-your instructor'

then try to transcribe them:

na:s

.'.people'

disk

'rooster'_

yo:m

'day'

le :1 t.

'nigh-ft

fi:/

'elephant'

su:k

'market'.

fo:-g

'up, above'

be :t

thotiset

hurt

'fish'

sa:y

'teal

P-53.

Non-En&lish .Consonants

Three Chad Arabic consonants do not have Any counterparts

in English.
The symbols used for theAe sounds are x, r, and

G3.

?.

x is similar to the German ch

r is similar to the Spanish ,r

? is similar to the pronunciation of tt'in

the word 'bottle'in some American dialects.

Listen to these words read by your ihstructor and try

4to associate the symbols with'the sounds. AfterWards, try
to',transeribe them as dicttated at random by your instrdctor.
E3.,-

.,

x
.....

xo:f

'fear'

mux ,

'brain'

.1
..

,,x,aza:1

:rajul

Ide4e"
'man'

..,

mara

!woman'

sadar

',trees'

su?

,equestionl
'hand'

ba?d'

'after'.

V
? Elio

HI,

+5Emphasis
4

'Emphasis, is a phenomenon which is unique to Arabic.

(14.

Traditionallyb 'certain consonants have been said to be

"emphatic," but the difference between, emphatic and non'emphatic consonants is-most easily perceived in the quality
of the fieighboring vowels.
Chad Arabic has lost a number
.

of these emphatic consonants and s u pstitutedfor them the

similar non-emphatic ones. Emphasis very often extends over

a syllable or a whole word.

An English example of what an

emphatic syllable sounds like in Arabic is father, as opposed
to the non-emphatic syllable in fan. Remember: the quality
u

---,

of the vowel is your best clue to the perception o& emphasis.

E4. 'Listen to these words read by your instructor, then try
to transcribe them.
ba:b

'door'

dahir

'back'

duhur

'noon'

mare

'woman'

tra:b

'soil'

da:r

'house'

4.

di

r -

1.3
O

.3)

-6P-S5.

tf

Double Consonants

G5.

Besidqs.having the,distinctionbetween short and igng

,v6wels,, Arabic also has -a
stinction between shbrt and
long .consonants.
Long consonants are called*"geminate
or "doub/e"-consonants,.and Usually oAe of :them ends, a
syllable 'and the other begins-'the following syllable.
k

-E5.

J4sten to the fqllowing words'read, by your instructo

then try to transcribe them.
marra

'once

ab

barra

'outside'

dukka:n
4

b-neyya

'girl'

sitte,

'six'

?abbn

'father (dad)'

t4

saxayyar
tujja:r

'Zsmall'

Imerchant4

?alla
swiyya,

'a little'

!we
4
O

P-s6;
G6.

,Minimal Pairs

minf44 pairs are pairs of-words which differ in one 'ound

only.

In English yet and 2212, pen and 2112, bit and beat are

examples'of minimal pairs, Minimal pairs are very useful for

>

'the perception of-sounds,which. may sound similar..

t
A

TP

Listen to your instructorread'the following minimal pairs

then try to transCribe them'.

E6.

mara
no:m

marra

ma:si

masi

na:m

barr
E .lab

gallab

barad

barrad

sa:Par

saY'ar

r.

.
4

*is

r'r
,

fl
a.

15

"

43TEST 1.

'The following list is to be read by the., instructor and

transcribed by the students.

The results will show whether

the students ark able to recognize the sounds of Chad Arabic
when th'ey hear them.

In order to be able to produce a sound

correctly, one has, to, be able to hear it first.

masa

muss

lhes

ba:b

no:m

dukka:n

13&:r

su?a:1

gallab

mara

fihima

ana-

le:l.

xo:f
sadar
sa:y

abba
t.

ba?d-

-1
e...'

marra
CY

ni

79"Sun" and "Moon" Consonants

P -S7.

G7.

Arabic consonants are traditionally claisified as "sun"

and "moon"consonants.,

The "sun" consonants are what we call

the "central" consonants as opposed to "peripheral".

These

:11sun" consonants are producediPhitig tongue near the tbeth,

the alveolar ridge or the soft palate.

They are:

j,z,r1, and A.' The following words begin' with "sun"

consonants.

te:r

'bird'

da:r

'house'

sallta

'salad'

sadar

'trees'

jamal

'camel'

zama:n

'time'

rajul

'man'

laham

na:r

'fire'

The "moon" consonants are called "peripheral" since the

point 'of articulation is either near. the lips, o- in the back

of the mouth.

These consonants are: ?,

m, f, k, g, x, h,

v, and y.. The-following words begin,lyith 'knoon" consonants.'

?um

itlothor,

balad

'country'

mufta:h

'key''

farwa

'leather'

kalib
Ir

galam

'pen'

x'anam

'ewe'

huma:r

,donk

wled.

'boy'

yo : m

'day'

It-

17

-10-

E7., 'Listen to the following words 'read by your instructor.

If the word begins with a "sunlliconsonant, respond with the

word "sun."
with "moon".

If it begins with d "moon" consonant, respond

Try 'to:

nscribe these worts` *hen the instructor

reads them for the secon

time.

tra:b

'soil'

dam

'blood'

laxu

'brother'

sa :bum

'soap'

bitte:x

'watermelon'

markaba'

'boat'

fair

'mouse'

sawwa:fa

"mirror'

jamba:4'
kabis

'fishing rod'.

.galb

',heart'

ziri

'grain field'

xari:f
hille

'autumn'

.ruMa:d

'ashes'

ram

'village'
'valley'

wa:di,

yarda

'yard'

18

Nr.

-11-

The Definite Article

O

Ga.'

The nouns in P=S7 are- all indefinite.

To make those

nouns definite, we, add ?al,'"the:"

Nouns which begin with

a '!moon" consonant in their indefinite form,
um beg
'comas ?alium in its "definite form". However,_ nouns Which
begin with a "sun".consOnapt-change the' 1 in ?al to a
r,

'0

,consonant identical to the first consonant in the word.

e.g.

te:r

the definiile- article becomed ?atte:rd

This

phenomenonis referred to as "complete 'assimilation."

E8,

Listen-to your instructor.use the definite a'rticle-with*

: thetwords in E7. Your instructor will then read the indefinite forms and you should try to transcribe them and mark

those words which take ?al as a, definite article,

which begin with a "moon",consonant.

fi

words

0.4

-12-

P-S9.
G9.

.0

.uiplu.sdjective

In Chad Arabic adjectivesftillow the nouns they modilfy.

Thusihe English phraie

big man has an Arabic equivalent

of rajul kabik,', which- is literally translated "man big."
If the noun,iA definite; the'adjective-which modifies
it must also e. definite. For example, the big man will
a

'

have an Arabic equivalent of'Tarrajul ?alkari:r, literally

translated as "the man big."
E9.

Listen to the following noun phrases then try to4trans'-.

cribe them.

Mark those forms. which are definite.

te:r

"a big bird"

t.e:t saxayyar

"a small, house"

?arrajul ?attawi:l
jamal ba:til

"a thin camel"

?albalad,?alwesi:
.

?almuftaah ?attagi:l
kelib Tabyet

"the tall mah"

"tfie vast country"

"the heavy key"

"a white dog"

?assawwa:fa ?annadi:f.
"the clea

kabis sami:n

mirror"

"a. fat ram"

1lgalam ?algisayyar
"the short pencil",.
r

pj

4V

-13 -..
''e
,

Gender

,13-S10.'

r"

G10.

All nouns itArabic belong to two'Onder clisses:

masculine and feminine. This division has nothing to.,..sio
with sex since it also, pertains to intinimatenouns.. The

feminine masculine distinCtion is applied.to adjectives'.

when they modify human nouns, otherwise the masculine,

adjective is used with all non-human nouns.

e.g. wled seine

"a good boy", but bneyya sera "a good girl."

E10.

Listen to the following phrases 'and tell whether

the
,.!

edjective has a masculine'or a feminine form.,

-t
1.

. ?abbe kari:m

"ea generous father'

,

?um katima

'a generons.mother"

wled kabi:r
t

,
.

-la big boy!`'

.

?albneyya ?alkabi:ra

'the big Owl'.

mare semha

'a good woman',

-

''a good man'.

rajdl seine

4.4

?al?axu ?attawi:l

,'the' tall brother' .-

?uxt-tawi:la

'a tall-sster!..%

21

u
4

-14-*

P -S11.

G11.

Number

A noun.in Chad Arabic can

three different forms

depending on whether it is singlar, dual, or plural: The
;;have

dual will be dealt with In another section.

The*pluraf,-Tt,

unlike English, cannot.be formed from the singular by'simple

rules.
,

The best way to learn plural forms is to memorize

them as you memorize the singu1aform0.
',A

Ell:

Following,,is a list of

singular nouns and

plural forms:

Listen'to Srour instructor read these forms and

try to transcribe them.
Close the book and try to identify r

the singular and plural forms as your instructor reads.'

Singular

-.04

'Plural

te:r

be:t

'houte'

sadra:y

itr+

jamal

,.'camel!

rajul'

mano

tuyu:r
buyu:t
ptilAaadak

A1.

jumati

ruja:1 4

?dm

'mother'

?ummahatt

?abba'

'fatiter'

?abbah

sawvtatfa

'mirror'

yarda

lyar

yards t`

dukkaLn

'Echo

daka:kitn

dakar

'mal

dukutr

galb

'he

yottn'

'day

?ayiattn

wled

'boy

?awlatd4_

gulu:b

4
4/

to

.ass

-15a

The Dual

P-S12.
G12.

The plural in Arabic applies to number thiee and above.

Number two is 'riot a plural, it is a dual and has a different

form.

The Aual, unlike the plaral, ,can.be formed by a simple

form their plural by adding e:n to.

ruleTIDAnuNin general,

the singular; feminine nouns ending, in /-a/ add

'
E12.

You afe fdmiliar with most of the words presented here.

Listen to your instructor ,read these words at random.

Recognize
0-

the dual forms and tell whether the noun is feminine or

masculine.
Singular

Dual

tear

'bird'

te:re:n

be:t

'house"

be:te:n,

bneyya

'girl;

bneYte :n

?i:d

'hand'

?i:de:n

.--

galb

wled

'heart'

wledein
Marrate:n
r
jamale:n

''boy'

'

marra

'once'
,

3amal

'camel'

yarda.

'yard'

huma :2:

'donkey'

23

glIbe:n

.1.,

yardate:n
huma:re:n

...-

/1

-13r

P-S13,
.G13.

plus

In a noun phrase, the adjective has a plural form if

the.noun modified is dual. or plural.' Again there is rib-simple

rule foi- forming the plural of adjectives--they have to be

/ memorized.
.

E13.- Your instructor will read the fol4pwing fhraseg:

Try
to transcribe them and recognize the plural vs. the singular
forms 3,zcthe adjectives.

tear kabi:r

'a big bird'-

te:rem. kuba:r

'two big birds'

tuyu:r kuba:r

'big birds'

bizyu:1- wusa?

or

buyu:t wasi ?i:n

'spacious houses'

ruja:1 tuwa:l

'tall man'

huma:re:n suma:n

'two fat donkeys'

kula:b ba:tili:n

'thin dogs'.

mufta:he:n tugall,

'two heavy keys'4

1'

?alylede:n ?alkuba:r
ral?ayya:m ?attuwa:l
O

two big boys'

'the long days'

Possessive Suffixes
G14.

The possession of nouns (e.g. my book, your house, etc.);

'is done in Arable by' adding a suffix to the noun.

The Pi,o-

nominal suffixes which Sign*fy'possession are:

- ak

'your (masculine singular)'

- ki

'your (feminine singular)'

'his'

-ha

'het"

- na

our

-kum

(plurtk1)1

-hum

'

'their (nasculine)

/their
(feminine)/
-hinna
%
Your instructor will give you a list of nouns with
Listen to the words-read and identify
possessive.suffixes.
E14.

the possesisive suffix by giving its meaning in English. ,

e.g.

my
kita:bhum

'their (masculine)

4)

,,

IP

,:,
Possessed Nouns plus Adjective
.........--4.
,

P-S15.,

....

5,.

-...

. ..-'" ,.4
Possessed nouns (i.e. 'noun& witH.pbaiessive.auffixsii.

G15.

a ..._

,never take the definite articie.'Howevert the definite..

.,--"

"

,.

....;

article must be addedlo the adjective which modifiet:A".

possessed noun.'

s,

a.

o.

e.g.
'

kita:bi /alkabi:v .,
jamala ?assaXayyar

'my,

be:tha ?al?abyet',

'her White house'

.g boOk4

,.

,.

'his small camel'

-:

Your instructor will give you noun phraseemade up of

possessed nouns and adjectives. Listen to these phrases

E15.

and'give' their meaning in English.

26
rR

r
-19-

TEST 2 .
r
,

Listgn tothe following words and phrases.

What you heir qind,goi:Ve the meaning in English.

Transcribe
This*te!st

include:, familiar, vocabulary and grammatical points covered

in the previous lessons.

mara semha
rajtl kaii:m
?albneyya ?alkari:ma
be:te:n, kuba:r

?attuyu:r ?assuxa:r

kula:b ba:tili:n

huma:re:n suma:n
mufta:hi ?attagiil
wledkum ?assaxayyar
?axtina ?a/kari:ma

4"

27

P-S 16
G 16.

The 'Cont-trtc t 1Phr5se.

Chad- Arabic "cdnstict phre.seS" are. formed by Noun. phis

Definite Article plus Loun.

This corresnonds to the English

"The plus Nour.1 plus of plus the plus Noun".
e.g.
kcita:b ?al wled
"The boot of the boy!'
lo :n ?al kursi
"The color of the chair"
su:f ?al xanama :y

"The wool of the ewe"

Listpn to the construct phrases forme,d from previous

ulary. Transcribe and give :the Rin.glish 'translation.
E 16.

Vo cab-

28.

P -S 17

To be" Seintenceq
_

G 17.

Chad Arabic.
tive

The present tense of the verb "to be" is not expressed in

The construction, Definite Article

Noun

Adjec-

zyn) is equivalent to the English construction

The + Noun .4. is (o-r are)

Adjective (or Noun).

COK

?atte:r kabi:r

The bird is big."

?alwled leko:l.

The boy is a student."

?albneyya kabi:ra

Notice the difference between the

"The girl is big."

to be" sentence and the

noun phrase consisting of a noun plus an adjective.

E 17.

?alwled kabi:r

"The boy is big."

wled kabi:r

"A big boy."

?alwled ?al ltalyi:r

"The big boy.'

Your imtructor 4Xn.qad asset of utterances some of

which are "to be" sentences and some of which are noun phrase's.

Resnond by giving the correct Englishtranslation.

pp

ti

ti

429

.
-22-

,
.'

1,-.S 18

G.:18

PerscAal Pronouns

The personal pronouns which function as Subjecteraret

?ana
?inta

Ryoiklmabouline)0

?intt

you (feminine)"

hut

"he".

his

"she'"

?ani:na

uwe"

?intu

" you (pl u ral)":

human

mtheys(masculine)"
-6

hinna

"they (feminine)"-

When we use the above pronouns as subjects

we never use the,-

definite erticlewith them as we do with noting.

e.g.

E 18.

?ana wled

"1 am a boy"

his kabi tra

"She-is big"

Listek,tothe following "to be" sentehces -constricted of a per-

sonal pronoun plus ^a noun or an 'adjective.

Respond:by.giving the trans-

lation of the pronoun in English.

30

-2391

P-S 19"

:G'19.

Negattbil-of "to be" Sentences

"To be" sentences in the present tense.form their negative by

adding the negationsparticle mat

"not"

after the. noun phrase which

contains the subject.

E 19.

?ana mat- kabi :r

"I am not big"

?alwled htiliabi:r ma: kari:m

"The big boy is not

generous"

Listen to the'following "to be" sentehces, some of which are

positive and some negative.

Respond to each sentence with either

"positive" or "negative".

0,

6
4

31

-24*.

P -S.20

Interrogation of "to be" Sentences

0 20 Questions are formed out of "to be" sentences by adding 'the in..
terrogative particle walla

"or"

at the end of the sentence.

e.g.

?altded kagitr

"Is the boy big?"

?ana karirm walla?..

S 20

"Am I generous?"

Your instructor will give you a number of "to be" sentences which

,are either statements or questions.

Respond by saying whether the

sentence is a "statement" or a "question".

.0

32

cJ

-25-

P-S 21

G 21-

Interrogation Plus Negation

"To be" sentences can combine negation and interrogation.

negative particle ma:

19 and P-S 20)

and the ,interrogative particle walla

The

(see P-S

aii.-6.cur in the same sentence.

e.g.

E 21

?lwled ma: kabi:r walla?

"Isn't the boy big?"

?ana ma: kari:m walla?

"Am I not generous?"

The sentences in this exerciseare of four kinds.

You are

su posed to listed, to each tentence and tell whether it is a statement

intemregative, or negative interrogative.

;,

33

-26-

P-S 22

Past Tense of "to be"

The past tense of the verb "to be", unlike the present, is

G 22.

implicitly expressed.

Two words (zamatn ad karn) are used to express

the past notion.

e.g.

?alwled zammlikarim

"The boy was generous"

?alwled ka:n kart rm

"The boy was generous"

While "zarnm n" is pot inflected, "ka n" changes in form according

to the subject. We will encounter these changes later on when we

talk about subject suffixes.

E 22".

This exercise contains "to be" sentences which are either present

or past.

Yourjnstructor will read the sentences, and you should be

able to recognize whether they are "present" or "past"..

34

.27.

a
Test 3
isten to ,,the following phrases and sentences read by your instructor.

Give the proper translation in English.

kita:b' ?arrajul

?alkita:b kabi

?albneyya semha
?ana vied
10.

hi: mara
hu: ma: kari :m
f.

?alkursi lahmar walla?

?inta ma: saxayyar walla?

?inti zama n semha
.
zamaln kart :m

....-

tr.

35

-28-.

.)

P-S 23

prepositions,
,

G 23.

Prepositions are used with definite and indefinite noun's to

express location oi'direction.

prepositions in Chad Arabic.

The following are the most cannon'

The English glossei given do not always

'41e

apply. 'Prepositions are veryoften used in anidiomatic fashion and

cannot be translated out of context.
fit

"in"

"from"

*rain

4"to"

let

mei

E 23.

"with"

fotg

"above, up"

tihit.

Itunder"

?usut

"insides in the middle"

jamb

"beside"

te

Listen to the following prepositions used with =up. Mire the

meaning of the prepositional phrases i

English'
/

36

.29.
it

Prepositions plus PosOssive Suffixes

P-S' 24
-

4) 24.

Prepositicts are used with possessive suffixes (P-S 14).

In

such oases, however; we very often have changes in Ueshape of both

prepositions 4--sdrfixes.
are acceptable.

Sometimes we hav two alternate forms *ich

Even if you use one forM,on

you shoup be. able to

recognize the alternate possibilities:.

E. 24.

Below is a list of prepositions used with different possessive

Suffixes.

Your '4.sti-uctor.krill read the'list at random.

Try to gi 've

the meaning in English.

ft: let possessive suffixes

sing.

EL%

1st per. fit.

fi tna

2nd

fi:k

fi tkum

fi:ki

fiskum

" (M)

2nd " (f.)

3rd

"

fi:

ft:hum'

3rd

" (f)

filhi it ft :ha

fithinna
40
.
.

min +losseisive suffixei

1st per.

sing.
m nni

2nd

" (m)

minnak

2nd

" (f)

minnik

4.

at.
minnina

minnukum

mpniki

minnukum
'V

3rd

0 (m)

minhu

4.

minnum

3rd* " (f)

minhinns'

37

e.

1e: 4 possessive suffixes

dm,

1st. per. - ley

N,

le ma

2nd.

".(m) leik

1e:kum

2nd.

" (f) le:ki

le :kuin

3fd. n (m) 171.h)

f

le :hum / le trn

3rd. ",.(f) le :hi

le Minna

le :m

ma7a + possessive suffixes

1st. per.

21.2a

ma?i

ma?a :y

ma?ana

2nd.

(m) ma?ak

ma?a:kum

2nd.

(f) ma?a :kJ

ma?aslcun -

(m) ma?ahu

ma?a :hum

(f) ma?ahi

ma?a :hum

.3rd.

3rd.

11

11

fo :g + possessive suffixes

1st. per.
2nd.

sing.

fo rgi:

fo:gna

" (m) fo :gak

fo :Odin

" (f )" fo:gki

fo rikum

(m) roma.

fo :ghum

"rd. " (f4). fo :ga

fo :ghum

3rd.

tihit + possessive suffixes

sin

tihitna

2nd.

(m) tfhtak

-tihitkmm

2nd.

aqtihtik

tihitkum

3rd.

(m) tihta

tihtthum

3rd.

" (f) tihta

tihithum

lst. per.

r's

0.*

Am*

?usut + possessive suffixes,

let. per.
,2nd.

"

(In)

?usti

?usithia

'histak

?usutkum

2nt. ." (f) ?usutki

3rd:

3rd;

"

?usutkunt

(In) ?usta
(f) ?usta

?usuthum

?usuthum

Iamb + possessive suffixes

1.4
"

1st. per.

Jambi

jambina,

2nd.

v (m) jamb*

jambakuni

.2nd.

" (f) jambik

jambakum

3rd.

" (m) jamba

jarnliahura

3rd.

" (f) jamba

Ala

39

4
P-S 25

Demonstrative Pronouns,
,

G 25.

Demonstrative pronouns in Chad Arabic are distinguished accord..

ing to number -sand gender.

This is unlike the English demonstritive.

II

pronouns which, are distinguithed.accoiaing td number only.

The usage

of this and these to denote something here -as opposed to that and those
a

to denote something there is similar in both English and Arabic..

Following are the Arabic forms,

(mas.)
this (fem.)

dat
die-

,(mas.)

dark

6:1a:k

(fem. )

disk,

de rla:k

alt

1 25.

do :1

; de:.

Lidten to the following sentences and give the, proper English

,translation.

44

.4

40

-33-

P-S 26
G 26.

Interrogative Pronouns

The follow)Ag interrogative pronouns are used to ask questions

--for which a 224,or no

answer, cannot be giyap,"

sums

"what"

ya:tu

who, whom"

we:n

"where"

mats.

"when"
c

.we:n /we:nu

'which"

ke:f "kike:f

"how"

,
,

2 26.

116

Listen to your instructor ask questions. Give

1,

the meaning ofl the interrogative pronouns he uses.

A

-.

.ti

te

P-S 27

The Relative PronoUn

27. There is,only one relative pronoun in Chad *rabic which corresponds
to the English who, that.which.

This pronoun is ?aiN and.is,Used with

nouns regardless of.number and gender.

e.g.

?alwled ?al?axutY "

"The boy who is my brother. "

?alkursi ?al?ahmar

"The chair which is red."

?Arrajul ?alja:

"The man who came."

Notice that both the definite article and the relative pronoun
have the same form

E 27.

?al.

Listen to the following relay

auses and give their meaning

in English.

rt

42

-351,

P-S 28
G 28.

Possessive Construction hana

One way of showing possession in Chad Arabic is the "construct'

phrase" (P-S 16).

Another way is the use of the prePositionhana to

_form phrases like "?alkita:b hana ?alwled" which means "The book of the
ri my. This has the same meaning as ukita:b ?alwled."

Since hana is a preposition, it can also take different possessive

suffixes as mentioned in (P-S 2}.).

When hana is attached to different

4-4tkiy

possessive suffixes the following forms results

sing.

EL.

1st per.

hanary

hanama

2nd. " (in)

han'a:k

hana:kum

(f)

hana:kt

hana:kum

(r1m)

hana :w

(f)

hana:hi

'2nd

If

3rd
3rd

E 28.

It

hanathu

hana:hUm / hana:human
hana:hum / hana:human

Listen to the following phrases and give their.

aning in Eng.

43

Test
Listen to the following phrases and sentences, then give their

meaning in English.

fir be:ii

tihit ?Shadarary
?arrajul da: kabi:r

?al maja g: kabi:ra

we:no?inta?
?alwled ?al'?aro:y
?aasadara:y hana ?arrajul
?al kita:b hana:hi

-37P-S 29
G 29.

Past Tense of C.UCsIC Verbs

The past tense is the basic form of Chad Arabic

verb.,
1

from

it other verbal forms can be derived.

Arabic words in general, and specially verbs,
are formed from
a root consisting of consonants which convey the basic
meaning. ,Most
verbs contain three consonants, even though
some of them may have two
or four.

The, three consonants (C..0 -C) convey the general

meaning,

while the vowels in between and suffixes and

prefixes convey the grammatical meaning.

For instance, the root s-r-b has the general

meaning

of drinking. When we add vowels in between the

consonants to form a
word

we give it the meaning "he drank".

The vowels tell us

that the verb is in the past tense, that

the subject is singUIar, and
that the subject is a third person masculine.

The past tense of most,GOC

verbs is formed by inserting i, a,

u between the consonants.

E 29.

Listen to the past tense of the followingC-C-C

verbs and try

to transcribe the three consonants you hear.

Learn the meaning of the

verbs.
sirib
darab
katab-

fihim

ragad
daxal
libis

marag
dihik
zagal

"he drank"
"tie hit"

"he wrote"
"he understood"
"he slept"

"he entered"
"he wore"

"he passed"
"he laughed"
"he threw"

/-4

14

P-S 30
0 30.

Past Tense Subject Suffixes

Verbs in the past tense indicate the person as well as the

number and gender of the subject.

markers to thelierb.
-t

flit

is done by suffixing subject

s aret

The subject s

-ta

"I"

you (mas)"--

you (fem)"
"he"
"she".

"we"
you (p1.4)"

"they"

Notice that the third person singular "he" is signified by the

absence of a subject market. We call thig a zero suffix.

Following is the verb Airib/ with the different subject suffixes
attached to it.
siribt

Aribta

" drank"
you (mas) drank"
"you (rem) drank"

*rib

quatdranlet

"she drank"
"We drank"
"you (p1.) drank"
they drank"

.si.ribna

*ribtu

E 30. Your inatructor will usethe following verbs with different

subject suffixes.

Listen to the words and.give their proper translations.'

katab_
fihim

dihik
daxal
raged

46

N
P-S 31
0 31.

Present Tense of C-04 verbs

There is no distinction in Chad Arabic between the present and

the future tenses.

One form, which we call presents serves to express

both enses For C-0-0 verbs the pattern is .t0V0 for singular sub-'
jeots and -CVCC- for plural subjects.

Here V stands for-any'vowel

inserted between the root"consonants.

For example, the rolot6-r-b

Alb

will have the form6r-V-b if the subject is singular andl-V-rb if the

subject is plural.

E 31.

Take the past tense verbsin the previous-lesson and predict

the form in the present according to whether the subject is singular

or plural.

47

P.S 32

Present Tense Subject Affixei

V4

G 32/ In the present tense the number, person and gender* of the subject-Ib indicated by a set of affixes.

The ,prefixes attached to the

'

stem of the verb indicate the person, while the u suffix indicates plu-

#tidity.

et

sing.
1st. per.
2nd. " (
3rd.
3rd.

nV,..

yVyV -u

(m) Y11-

"
"

ti

tV

(f),tV.

The symbol V refers to any vowel which may, occur with the prefix.
The vowel is different with different verbs.

dk

Below is the root s -r-b in the present with different subject

affixes t
.

nasrab.

V'
tasrab

"I drink"
0

"you (mas):Arink"

teigabi

"you (fem) drink"

)
yasrab

"he drinks"

tasrab

"she drinks"

naysarbu

"we drink "'

I

E 32.

tasarbu

"yo (01)51rine

yasarbu

they drink"

Your instructor will use the following verbs with different

subject affixes.

Listen to the forms and give the translation'in.

k-t-b

f-hm
d-h-k
d-x-1
r-g-d

48

P-S 33

Imperatives of C-C-CVerbs
If

0 33.

The imperative form of C-C-C-verbs is the same as that of the

present tense: 4CVC- or -pm-. The prefix is always 7V-.

Thesuffis..

es are-zero, -i and .0 for third person maspdline singular, third per..

ion feminine singUlar, and third person plural respectively.

?asrab

"drink (mas)"

?asarbi

"drink (fem)"

"drink (plural)",

?asV arbu

E 33.

Listen to the imperative of the following verbs and identify

the person who is addressed.

katab

fihim
ragad
libis

dihik
marag -

IIP

PS 314

Negation of Verbs

G A. .To negate 'a verb in any tense all you have to do is add the
4

negation particle.mat

in front of it.

e.g.

hur ma: sirib

"he.did not drink"

ma: tadhak

"don't laugh"

ma: na:kul

"I don't eat"'

E 31..

Listen to the following sentence

give their proper

gnglish translation.,
4

c
a

P-S 35
G 35.

Past Tense of W-C-C Verbs

In- addition to-the strong C-CC verbs there ar

weak verbs whit

some

contain what is called a weak consonants.

.

The weak consonants in Arabic are /4 /1 and /y /.

The W stands

for the weak consonant in the verbs -whose form is W-C-C.

These

verbs behave,differentlyfrop,the,strong verbs.' The past tense

of this class of verbs is not diffelint from the regular

pattern.

Thus /4-j:d1 and A-1.:4/ have the past forms /wajad/ and /wilid/.

Listen to the following-verbs in the past tense as used

E 35.

with different subject suffixes.- Try to give the translation in

English.

'I

wasal

"he arrived"

wilid

"he got a ehild.

waged

"he lit (fire)"

a.

51

P-S 36
G 36.

Present and Imperative of W-C-G Verbs

The present. and imperative forme of 41-4-C 'verbs have the form
a

.4.1GVC...

The rootiw-s-I/ "to arrive", for example, is conjugated

in the following manner.

Present

Imperative

nawsal

?awsal

tawsal

?awsali

0.*

?awsalu
yaws al

tawsal
nawsalu

tawsalu

E 36.

Listen to the following verbs in the preient and -the im-

perative: Give_the meaning in English.

"arrive"

"give birth"
"light a fire"

"find"
1

52
I

I.

M.

P-S 31

G 37.

Past Tense of C..444 Verbs

This class of verbs has a weak consonant in the middle and

contains roots like

4.w..1./

"say" and

/e-or-r//"walk.

If the weak

consonant is a 5 the form of the past tense will beCuC--; and if

the weak consonant is a

Es

the form will be

Thus, after

suffixing the Subject markers, we get forms like /gulna, "we said

and hirtui"you walked.

In the third peiso4 we get the forms CatC-r

"he walked"
"they.said"

t
E 37.

Listen to. your instructor use the following C-W-C verbs

with different subject suffixes.

ga.;1

"he said'(

sa:r

"he walked"

tam

"he flew"

sa:1

"he picked up"

'sr

53

-46-

P-S 38.
G 38.

Present and Imperative of C.W.4 Verbs

The form of C-W-C ver

in the present is

-Cu:C- if the middloconsonant is a w

and -Ci:C-

if'the middle consonant is a "..Thus foF /g-w-1/

we get the form /gu:l/ and for /s-y-11/ we get /Aim/.
The imperative of these verbs takes no prefilt. The

subject suffixes are the satl/as before.-

E 38:'Listen to the foliating words read bx,yeur

instructor and give their proper translations.
Present

Imperative
0

nagu:l

gu:1

tagu:l

tagu:li

11;i1.11

Ar

yagu:

tagu:1'

/,

,-

nagu:lu

tagu:lu

yaguriu
',Present

Imperative.

n$4.114r

sitr

tisi:r

si:ri

tisi:ri

si:ru

yisi:r
tisi:r

nisi:ru
tisi:ru

yisi:ru

-.000.

P-.5' 39

Past Tense of C -041 Verbs

G-30. Verbs Iof tle class C-C4W usually take ttie form CVCV- in t

but i(is-difficult to predict what the vowels "are. Below are

-two common verbs with their subject suffixes.
9

Ansa/ "He walked"

"he' found"

mase:t

ligi:t

mase:t

ligi:t,

maze rti

ligi:ti

masva

/igiya/liga

maYat

ligiyat

mt&:na

ligi :na

mae:tu

ligiitu

-ligyu / ligu

1118.811

3 39.

LitIen-to-40he_conugation

past tense.

of

the following ierbs:in the

Give the meaning in English.

bada

"he-began"

sara

"he bought"

rama

he threWP

gara

"he read"'

'44

P.S 40

Present and Imperative of C-C.4 Verbs

'khe present and impertive forth of this cleiss of verbs

9 40.

is ..CCV...

Again there ish.telMliewat of predicting the shape

of the vowel.

Following are two verbs conjugatedAn the present

s,

and the imperative.

/mesa/
v

Present

''/Iigiyil./

namsitamia

..,t

nalga."-'taiga,

tarok

taiga-,

yam&

yalga

am:4

taiga

tV

namau

nalgu

v
-

t EIVISU

talgu
I
yalgu

yamsu

Zj
mp

ative,

?alga

?im.e;i
.

?amsi

?algi

?arm

?algu.

E 40,- Listen to the. conjugation of the following verbs and try,

to give the meaning in English.

.,

sera

"he bought"

rama

"he threw

\;

447

56

It

749

P-S 141 'past Tense.of CG2C Verbs

G 41.

This class of verbs represents verbal roots whose medial

aria final consonants are identical. :rhe past tense form of these

verbs is always C1aC2C2...

However, before adding the subject

suffixes of the first and second persons, e:

inserted. With

the, third person singular

is inserted between the verb and the

suffix:
e.g.

Ah-d-07ft'subject suffixes.

maddert

"I extended"

madde :t

"you (mas) extended"

y.

I'

madde :ti

"you (fam) extended"

smadda

"he extended"

maddat

"she extended"

madde:na

"we ,extended"

madde:tu

"you extended"

maddu

"they extended"

E 41. Listen to the following verbs used with different subject

suffixes and give their meaning.
"he gathertd"

habba

"he loved"

dagga

"he

klked"

4.

N
4

57-,

PS 42

Present and Imperative of C1C2C2 Verbs.

G 42, The present tense form of C/C2C2 verbs i

o
.where V is either i or u.

always .411102C2

Following is the root /mdd/ "to

stretch or eXtend" as used with different subject suffixes.

Present

Imperative

midda
timidda
'timiddi

middi
ss

middu
1

yimidda,

timidda
nimiddu
.timiddu

yimiddu

E 42

Your, instructor will-use the following verbs with different

subject. suffixes in the. present and the imperative.

Give the

English translation of the, words.

limma

"gat

sidda

"block,

dugga

"knock"

lose"

.1>

-52-

1).6 44

G 44.

The "Hamza" Verbs'

This class of verbs contains "hamza" ?-as one of its

consonants.
.,

If the ? is the-medial consonant the verb be-

haves life a strong C7C-C verb.

If ? is the first Consonant

it is deleted in the present and the imperative resulting

.'in a long vowel.

ina

?akepli.

For example /?-k-l/ "to eat", + /na/---4

When the "hamza" is deleted we geb/nrakul/

which is the same as /na:kul/

eat ".

The final hamza

is also deleted before the subject suffixes are tttached.

E ,44.

Listen _to the following verbs read by your instructor-.

/?-k-1/ "to eat" 7/

Past

?akalt

Present

?akalta

na:kul
ta:kul

?akalti

ta:kuli

?akal'

?akaiat

,ta:kul

?akalna

Ala:kulu

Takaltu

ta:kulu

?akalu

ya:kulu

Imperative
?a:kul
?a:kuli,

?a:kulu

59

Cto

-53-

/s-?-1/ "to ask"

Present

Past
'sa?alt

nas?al.

sa?alta

tas?al

sa?alti

tas?ali

-sa?al

yas?al

sa?alat

etas ? al

,-sa?alna

nas?alu

sa?altu

tas?alu

sa?alu

yasialu
Imperative
?as?al
.
1:4).

?as?a1i

?as?alu

/b-/d-?/ "to begin"

Past

Present

bade:t

nabda

bade:ta

tabda

:badeti

tabdi

bada,

yabda

badlt,

tabda

.bade:na

nabdu

tade:tu%

tabdu

badu

yabdu
Imperative
?abda
?abdi
?abdu
GO

54
:rest 5

The following sentences contain verbs you have studied

in previous lessons.

Listen to your instructor read the

sentences and give their English translations.

?Ana ?akalt.

?ani:na nagu:lu.
hu: masa.

humaA yiti:ru.
?alwled.?akal.
.?albneyya tas?eil
'? ani:na nasrabu
!

' ?anta"bade:ta.
?as?al.

,kassiru.

.61

-55P-S 4.5
,

G 45.

Expressing the Future and the Progressive

There'is no specfal form for' the verb in Chad Arabic

to express the future idea.

The present*tense of the verb

is.used plus some adverb of time which expresses futurity.

Following are some time expressions which are commonly

'used to express the future.

"tomorrow'

ba?d ?amba:kir

"dayafter tomorrow"

subu: ?alja:y

"next week"

sanalja:y

"next year"

Tht progressive tense is expresibd by using the aux-

iliary /ga?id/ before the main verb.

/ga?id/ means "sitting",

but when used With a verb it gives the idea of progressiveness or continuity.

Thus / ??ana ga?id

nabVrab/

is translated

into English as "I am drinkin g".

/ga?id/ is inflected tOphow number and gender in the

following manner.

/ga?id/ is used for the masculine singular.

/ga?ida/ is used for the feminine singular.
iga?idi:ni,eis used for the plural: masculine and

feminine.

To express the progressive idea in the past a past time

expression "is used.

Following a e some common past time

expressions.
?amis

"yesterday"

?awwal ?athis

"day before yesterday"

subu: ?alfa:t

"last week"

62

-56
sanalfa:t

"last yearn
4

E 45.

Listen to the following sentences* give their

meaning in English.

.1

63.

-57:-

P-S 46.

G 46.

"To have" Sentences"

There is no equivalent for the verb have in Chad

Arabic, but the idea is expressed by:the prepobition /?ind/.

Thus / ?ana ?indi kita!b/ is equivalent to "Ihave a book"in

English.

The preposition'/?ind/ can be attached to different

possessive suffixes in the followingimanner:

41i=

?indi

"I have"

?indak

"you, (mas) have"

?indik

eyou (f em) have"

?inda

"he has"

? 1 LIU

"she hasp

?indina

"we have"

?indurum

"you (p1) nave"

?indum

"they have"

To express the past idea "had", a past time expression

is used.

(see.P.6
lk

E 46.

Give the proper translation of thefollowing sentences.

*W.

64

-58-

The Active Participle

P-S 47
G 47.

The active participle ,refers to the4one who "does"

41M1*

or "is doing".

e.g. /ka:tib/,is the Active participle of

/Otaba/ and it means "writer".

The active participle of C-C-C verbs has the shape
Ca:CiC

e.g. /ka:tib/.

For C-C-W verbs the form isCa:Ci

e.g. /ma:si/ "the, one who walks".

Qudriliteral verbs form

their active participles according to/the form CaCCa:C,

:

e.g. /kassa:r/ "the one who breaks".

E 47.

Follwoing is a list of active participles and their

meanings.

Try to recognize the verbs from which these fprms

are derived-.

ka:tib

"writei."

sari

"buyer"

.ga:ri

"reader".

?a:rif

"One who knows"

nagna:g

-"one who Mutters"-

la:bis

"one who wears"

ma:si

"one who walks"

,fa:tih

"one who opens".

.kadda:b

"liar"

"one who asks"

65

ft

-59-

The Passive Participle

P-S 48

G 48. The paasive'participle denotes something

something wh ch is.
It is used as an adjective or a noun.

"done".

For instance,

/maktu:b/ means something which ks written, hence "a letter".

/ Verbs of the form C-C-form their pass

after the fashion maCCu:C :e.g. /maktu:b/.

participles

The passive

,participle of quadriliteral verbs has the form muChCCaC

:

e.g. /mukassir/ "broken",

E 48:

Below is a list op passive participles and their

meanings
forms ar

Try to recognize the verb's from which thC-se

derived.

makut:b

"written, a letter"

mukassar

"broken up, smashed",

maksu:r

"brokeniC

meru:f

"known"

mawju:d

"found, existing"

masdu:d

"blocked"

maftu:h

"open" ?

muaabbas

"'circled, doatedo

murabbat

"4-pdp'entangled"

marbu:t

"tied"

66

-6o-

4,0

Direct Object Suffixes

49; -

G 49., The direct object pronouns in Chad Arabic .are suffix-

es attached after the verb anelhe'subject marker.

These

suffixes are very close to the possessive suffixes discussed

earlier (see P-S 14). pllowing are the direct object- pro-+'
noun suffixes:
-ni

"me"

"you'(mas)"
- ki

"you (fell&

-u

"him"

-a/ -ha

"trier ""

- na

"us"

-kum

"you (plr

-um/ -hum

"them"-

.('

E 49.

Your'iristructor will compose sentences containing,

direct object suffixes.

Give the equivalent object pronoun.

4
0

In English.

O
0

cO

67

-61-

P=S 50
G 5Q.

-Indeirect Object Suffixes

The indirect object suffixes are also used after

the verb anN the subject suffix.

They are similar in shape

to the pronoun /le:/ "to, for" as used with pobsessive suffix-0

es tsee2P-S 24). 'Followingsare the indirect object suffixes:

-ley

"to/ for me"

-le:k

"to/ for you (mas)"

-le:ki

"to/ for you (fem)"

-le:hu

"to/ for him"

-le:hi

"to/ for, her"

-le:na

"to/ fpr. us"

AS
af.

E 50.

-le Ocum

"to/ for gou (p1)".

40
-lum'

"to/ for them"

The fol./owing sentences contain indirect object suffix.

es.

Listen to your instructor read tlikase. sentences and.

give the equivalent object pronoun in EngliSb..

68

at

P-S 51

G 51.

Verbs In Series

If two verbs

Linked together-n English, the second

takes the infinitive forl: esg. he camelto ieeline.

In

'Arabic, however, both verbs will b' conjugated to traritlate,

literally 'she came he saw me" or "he came he sees me".

4.

e.g.

V./

"he came to see me"

ja:

v
ja: sa:fni

"he came and saw me"

ytido:ra yunu:m

"ne wants to sleep"

xalli:na namsu

"lq us go"
Vd

E51.GivetheproperEnglishAranslationof.the following
sent6a-es:

41.

e.

6-9
L.

);

-63-

Test 6

Listen to the following Arabic,tteran6es.

Give the

meanpg in English.
?ana nam'Si ?amba:kir.

?ani:na ga?idi:n nasrabu.

?indak kitaib..
?indum wled walla?
hu: ka:tib.
hu ma kaddia:b.

hi: katabat maktu:b.

?aktubley maktu:b.

xalli:na na:kulu.
O.

humana:fo:ni.

'et

#
.

70

-64-

P-s 52
.G 52.

Conjunctions

ti

Conjunctions are function words which joial.words or phrasek

in some kind of relationship to Ach other.

Following are

some of th'e most common conjunctions in Chad Arabic.

wa, virj.0

"and"

walla

"or"

wala

"nor"

wala---wala

"neither---nor"

la:kin, wala:kin

"but",

Thee conjunction /wa/ is sometimes reduced to /w/ in

fast speech.

The /w/ becomes a /u/ if it falls next to

consonants.
n

E 52.

The following phrases and sentences contain conjunct,

ions.

.Give the Engliih equivalentspf the conjunqtions and

.

try to translate the phrases and sentences-,you,are faMitrar

with.

SP
.4

';

wf

P-S 53
G 53.

Cardinal Nutbers.I
The numbers "one" and "two" distinguish betweeh the

feminine and the masculine. even though the distinction is

.

not always used.

wa:hid

"one (mas)"

wande

" one (f em )"

tine:n

"two (mas)"

titte:n

"two (fem)"

The dual form (see P-S 12) is sometimeS, used instead of

expressinghhe word for number "two".

/kita:b tiOuk

'E 53:
(1-10)

Thus we can say

44t.-Aita:be:n/ "two books".

Listen to 7dUr'insiructor red.the following rpimbefs,

and .learn their meanings.
,

wa:hid

li

?'one"

tine:n
tala:ta
?arba

xamsa'
sitte

"six'

sab?a

"!seven"

tama:nya

"eight"

tts?a

"nine"

?asara

"ten"

-66,

Cardinal Numbers II

G 54.

The lumbers 11-20 are formed in two different ways 'in

.

Chad Arabt4

One way of doing it is to mention the word "ten"

1 1--

followed:by" the word for "One"; "two", "three" etc. 'to form the'

number required.

tine :n

?ash.

"ten two :1. e. twelve"

?asara xamsa

"ten five"; i.e. fifteen"

The other-way of forming numbers lip is by using the suffix

/-

V
a ?sar/

"ten!' plus a prefix that denotes the number which is

added to ten.
E 54.

>.

Listen to the following words and learnto associate the

word with. the meaning.

4

wihda?aar

"eleven"

?itnaSar

"twelve"

talitta?sar

"thirteen"

?arbatafgar-

"fourteen"

xamista?gar

"fifteen"

pitta?sar

"sixteen"

sabata2sar

"seventeen"
4'

timarita?sar

"eighteen"

tl.sata?Var'

"nineteen",

Ori:n

"twenty",,

Learn the following numbers and their meanings:

tala:ti:n

"thirty"

?arba?i:n

"forty"

xamsirn

"fifty"

sitti:n

"sixty"

sab ?i :n

"seventy"

tama:ni:n

"eighty"

tis?i:n

"ninety"

"one hundred"
,

mite :n

"two hundred"

?alf

"olio thousand"

.?alfe:n

"two thousand"

milyo :n

"one million

milyo:ne:n

41

74

4-

-68-

P-S 55

Ordinal lumbers

1 55: The Ordinal number "fir4t" distinguishes between the feminine

nu:la/and the masculine /?aw.wal/2 though /?awwal/ can be used
for both.'
/?awwal/ also has the Meaning "before, in the beginning".
Ordinal numbers above "tenth" ere not used.
E 55.

Learn the meaning of the following ordinal numbers.

to your instructor use them in phrases and sentences.

?awwal

"first"
.

ta:ni

"second"

ta:lit

"third"

ra:bi

"fourth"

xa:mis

"fifth"

sa:dis

"sixth"

si:bi

"seventh"

ta:min

"eighth"

ta:si

"nionth".

?a sir

"tenth"

75

Listen,

-69-

P-S 56

Fractions and Percentages

,

G 56.

The fractions Which are commonly used in Chad Arabic are:

nubs

"one half"'

tilt

one third"

rube

"one fourth"

.To express other fractions the wordi/Tilmiyya/ "percent"

is used.

E 56.

Listen to the followipg phrases and give their proper EngN.

lish translation.

7 G.

P-S 57.
G 57.

Telling Time

To ask about the time the question /sa:?a kam ?/ is used.,

The answer is /sa: ?a /. The blank being filled with the proper
time.

sa:?a ?arba

"4:00 o'clock"

sa?a ?aY3ara

"10:00 o'clock"

After the hour the *minutes are given., fita.7 is used before
the ntitaber of minutes "past" the hour and / ?illa/ before the number

of miiiutes "to" the hour.

e.g.
?arba wa ?asara

"4:10"

sa.:?a. xamsa ?ilia ?iiiri:n

The words /rubil'i

/nussig,'

"4:40"

e respectirly used for 15

and 30 minutes past the hour.,

e.g.
sa?a wa Aid

"1:15"

sa?a tala:ta wa nuss

"3:30"

57. Listen' to your instrudtor give the- time and. write,..ihe

.equivalent in English.

.17
A

iP

-71-

4eights and Measures

P-S 58
G 58.

This section contains words relating to weights and measure.

The dual form is used with join of these words, and the plural
is used with one of them.

In talking ibc4It weights- and meature

the,numbeT4recedes the unit:e.g.

e.

/7a

kitluf"tenkilograms"..

Following are the most common units.

gram

ngram"

kisli

"kilogram, 1000 grams"

to:n

!'ton, 1000 kilograns"

yarda

"yard"

yrdate:y1

"two yards".

yerda:t

"yards"

sentimitr-

"centimeter"

mitr

"meter, 100 centimeter"

kilumitr

"kilometer, 1000 meters"

litr

"liter"

1111

E 58.

Listen to.the following phrases off numbers and units of

measurement.

/
_31

Give the meaning in Englilb.

P.S 59

:\ () 59.

Directions
It Chad Arabic one cannot express the ideas of north,

smith north east

etc. as in English.

Two words which express

east and west respectively are: /saba:h/ "morning" and /xa :rib/

"sunset" as translated literally.

4,

Following are some of the

most common words used to express the 'concept tf direction.

"east{'
"east

xa:rib

"west"

:dak azze :na

"to your right"

?i:dak atlisra :y

t! t6 your left"

fo:g

"above 2 up"

0
tihit

"below, dowiL"

A
gudda mak

-"before you"

.
wax'a:k.

"behind you"

gari :b

,near"

te ?i :d

"far"

(
E 59.. Listen to the folloft4ing sentences gifting directions.

Translate into'English.
7

P..5 60

60.

Greetings,

FC1lowing are some of the common expressionapd as greet-

ings,.

salanualetk

"masculine singular"

sala:malerki

"feminine singular"

sala:male:kum

'"plural?

The expression, literally translat!td, means "peace on you" and

is used as a general form of greeting.

Other expressiona which

are used in the same manner are:

0

.taybi:n

"hope you are well"

?atfya

"good health"

Expressions equivalent to "how are you?" are:

ke:fak

ke:f ha:lak

"masculine singular"

ke

ke:f ha tlik

"feminine singular"

ke:fkum / ke:f ha:lkurn

The

"plural"

nswer to "how are you?" .is /fl?alhamdulilla:h/ 'Shank God" :

Other useful expressions are:

?ahlan wa sahlan

"welcome"

ma?a salarMart

"good bye"
(literally, "with safety").

an

"thank you"

E 60.

Listen to your instructor use the above greetings in con-

text.

Ggre the English equivalent.

4'

80

-714-

Test T

.1

Give the proper English translation of the following.

?axu:y,wa ?axti.

v)

hu: masa wala:kin ma watal.

'?asra xamsa.
a

xamsa watala:ti:n

u miyya
sitte ruja:1

Huss sa:?a
sa?a ?arba wa nuss.

?isri:n graym

ma?a sala:mak

81

NOTES

*P-S1.

There are twOsoundsArTITAS lesson which ar a little different

from their counterparts in English.

The /t/ and the' /d/ in Arabic

'"dental" while in English they are "alveolar".

re

This means that the tip

of the tongue-As closer to the teeth when.the Arab* /t/and /d/ are
w

pronounced.

The same sounds are ptoduced in English wi,hrthe tip of the

tongue against tle alveolar ridge.

This is a fine distiction.to make, but

it may be helpful in mastering Arabic pronunciation and teaching English

to native speakers of Arabic.
41

P-S3.

Those of you who will be teaching English will,discover that Aiai2c

speakers have difficulty'in prdducihg an English "retroflex" /r/.

The
0

Arabic /r/ is either,"flapped" or "trilled" and sounds very much like the
Spanish /r/.

P-S5.

Native,Speakers of English may not be used to hearingrand producing

"'ouble consonants.

This, however, is very important for Arabic, and the

process of doubling consonants is often used as a graMmatical featureAn,

4..

the language.

Arab students may pronounce words like "stopping" and

"umbrella" in a funny way because they think there should bea 1c6ble
consonantsin these words as indicated by. the spelling.

/
/-

!/
P-S7.

The lable given to these Consonants comesftom /sams/ and /qamar/,,

the A/-).bic.words for "sun" -end "moon".

v

The assimilatiop of the definite

.

`7.

article is conditivned. ht'the phdnologfr-ifhls can be more easily perceived

9

by, giving a phonemic, chart of Chad Arabic sounds According to their pointi

and manners of articulation.

The consonants within the box oh. the chatt

82

are sun consonants, and the rest are moon consonants.

1

e
n

1,)

1
a
1

a
1

p'

a,

1
a

e
1

a
1

o
1
a

g
1

o`

a'

t'

t
a

a
1

,stops

t
d

sexh

s
fricatives

z
ri

semi-vowels

4111P

P-S 8.

resonants

yf

-Even though the shape of the-definite article is / ?al /, it is

sometimes reduced to /al/ or somply /1/ when preceded by a vowel

P-S 10.

Some nouns And adjectives form'their feminine forms by-Adding

/-a/ or /-ha/ to the masculine.

Feminine nouni'ending in /-a/ usually

add a/t/ before the possessive suffix. e.g. /mare/ Ilipmanl, but /marti/
'my wife',
.

P-S It .

The shap(V.of,these suffixes mmay vary with different speakers and

,

with different Words they are attached to.

777

However, there will always -be

a common element which gives a clue'to recognizing the right form.

For

instance,'The suffix /-i/ 'my' may appear as /-y/ or /-yi/Yafter a vowel.'your (fem)' may ippear as /-ik/, / -ha/ !her' may
appear as /-hi/,

4 and /-bum/ itheirlay

''

appear as / -um /.

4
4
.....'.
P-S 17. ,Arab students usually have difficulty in expressing
the'verb "to be
,

it

lo

`S.

-77-

in the present;5hence producing sentences like " the boy a student". If

you teach,English this will be a major problem/tdeal with.

P-S 20.

Questions to which the answer/is "yes" or "no" Can also have the
r

sane form as statements, but with rising intonatipn.

a

,P-S 22.

/ka:n / takes subject/e/ uftixes (See PS 29) with certain changes,of

/7

the stem in the following fashion

kunt

'I was'

kunte

'you (mas) were'

P-S b3.

'you (fen) were

//1/unti

//

it

ka:n

!he was'

ka:nat

'she was!

kunna

'we were'

kuntu/kuntum

'you (pl) were

ka:nu

'they were' :

The verb form C1C2C2C 3 is actually a triliteral verb with the

medial consonant doubled.

This is a common process in most dialects of/'

Arabic, but it seems to be less common in Chad Arabic. ,To double the
medial consonant of triliteral roots is -to intensify the action or make
it passive. e.g.
'he broke'
!he smashed'

kasar
kassar

'he became cold'

'he cooled something'

.barad
barred

The process, tioweverf seems to be rare in Chad Arabic;.and very often

original triliteral root is not usepin the dialect.

behave like qtodriliteral verbs.

rr7

Thus C1C2C2C3 verbs

p-S.16., The verb have is expected to ppse a learning problem for Arab
students learning English.

The probleM/witl be getting the concept of

have as a main verb, as wellas,an auxiliary verb to form the perfect

1.*

- tense which is not existent in Aratic.

P-S 59.

"

The expression /?i:dak aze:nari/literally means:y.04r right hand'

.

and /?1:dak al?isra:y/ Iyour'leit hand'. When talking toa.woman you should
c

use fli:dik/ and'to more thaworie 'person /?i:dkum/.,

ti

A
-%,

'PHASE IIr-ACTIVE PRODUCTION

The active production phase-contains forty lessons which are.supple',

mented with taped materials to be used in the laboratory.

Each lesson

is intended to be covered inone day, but some lesions may'take longer

depending on their difficulty% and the students' progress. While the

pre-speech phase is intended for understanding the language, the.active

phase emphasizes production.

Learning a language

is a unique activity.

Every language con-

tains the potential for an infinite number of sentencess'and speakers

r of a certain:language are capable of understanding

sentences they have n6ve1 heard or said.

and producing

This implies that learning

a language involves more than memorizing a large number of sentences.

r

Two activities involved in language learning are imitation and

ihdtetion of the structure.
O

Imitation is a series of attempts, at approaching a mod el which,

in. this case, is the speech of a native speaker.

The main aim of

imitation is forming the articulatory habits of the language to be

arned. This is a task which is1N8he difficult to accomplish with

adults than with children who ari) more receptiyp to form
-..--

new habits.

When= imitation exercises are given;the

.

sequence to be ,followed

....

-,

iS teacher's model, student's repetionrteacher's model or correction.

Since the sentences Of a language cannot be memorizedsthe systei

F.

of .the language has to be induced if the language 'is to be used

effective
ly.

Children posses the ability.ofinducing the structure of a language,

even when it ip thrown at'tham at random.

Fora number of reasons

people seem to lose this ability as they grow older.

Hence, adults

need to be gilien the, rules according to which the-system of the

language'

2"t

operates-if ).earning is to be efficient and meaningful.

The important

thing.here is not memorizIng the.rules,

b4 internalizing themiin such
a way to efiable the learner to use them
Unconscioulsy. In other,

words, knaWing the language is more than knowing about it.

Speaking

a, language involves knowing the units. which are sounds, forms and
wards;

the rules by which a sentence is formed out of these

units; and the
way these two elements (units .and rules) comhine.to,form the system
1

of the language.

A typical lesson in the active phase contains:the following:

0 dialogue
b) vocabulary
c) grammatical explanations

d) exercises
Genevally speaking, the function-of ttip dialogue is to serve

as an imitation model. Dialogues are not necessarily related to the

rest of the lesson, but they deal with topics of every day conversations.
.

For efficient leai'ning the lessons:should be studied

at home

and gong over orally in,class.

4'.

Classtime should be used for'practicing

-.the language rather than &xplaining the grammar.

ti

s'

CONt;NTS
Phase II:

Active ProdUction

1.

PhcnOlo

21

The-D

3.

Gender

4.

Number

5.

Possessive Suffixes

6.

The Construct Phrase ,(P-8 16)

7.

Present Tense of "to be" Sentence%

8.

Personal Pronouns

fiegationand Interrogation Oi "to, be" Sentences (P-S,19-

(P-S 1-:6)

Hite Article

(P-S 7-9)

P-S.2.0)

-S 11-13)
(p-S' 14, 15)

(P-S.17)-

(P-S 18)
..,
,

21)4.

10.' Past rense

(::.

"to be" Sentences(P-S2,2)

11. .Prepositions 4.(P-S 23);

12;

'Prepoeitiond- plus Possessive.Suffixes

<

(P-S A)

.13.. Demonstrative Pronouns. (P-S 25)

a

14.

Interroetive:PtonOunS '(P-S'26)

15.

The Vatisfe:Pron9141P-S 27)

16.

Possessilie contitxliction: ./hana/ .(P-8 28)

Ast Tense 76-C-C,Verbs:

.18.

ip

Past Tense

ubjeet jgtffi.X6/3

irtent Tpnpe

(P S. 30)

_40 0.-01yerbs

Tcresentn.se. qub j igt ,r4018

('P

24. Inlperative of 0-Q-C' iferbs,,.r-Z3

22.

Negation ot

Verbs \2(>P .-$ 34)?'

23e.' Past ilense-12110Ii_JEm...23_1.1

-t
<

24.

Presen)iand Impera4tive'of W-C7C Verbs

.

(P-.S 36).

25.

Past Tense of C-W-C,Verbs

26.

Pre..5ent and Imperative if C-W-C Verbs

27.

Past Tense of C-C-W Verbs

28.

Present and Imperative of C-!C-W Verbs

29.

30.

Past Tense of C 1 C C Verbs (P-S 41)

2 2
Present and Imperative of C1C2C2

31.

Quariliteral Verbs

(P-S 43)

32.

/hamza/ Verbs (M

44)

33.

Adverbs

34.

Expressing the 'Future and the Progressive

35.

"To haVe" Sentences

(P-S 37)
t

(P-S 39)
(P-S40)

(P-S 42)

//
U

(15.rS'45

(P -S :46)

36.. Active and Passive Participles

37.

(P-S 38)

(P -S. 47,48)

Direct and Indirect Object Suffixes. (PS 49,50.)

36.:Conjuncti'ons

(P-S 52)

39.

'Cardinal NuMbers

40.

Ordinal Numbers and Frac-pions

(P-S 53, 54)

4IP

(1'.-S 55,
.

44

.*The numbersI*.n parantheses refer to lessons iv,

thebPre-Speech Phase on which theActive.Phase lesecins

.
,

are based.

iv

.4

DIALOGUE CONTENTS

Phase II: Active Production

Dialogues

,Lessons

A 1 - 4

= Greetings

4 5 - 8

Directions.,

A 9 - 11

New ,Ar#ival.

A 12 - 16

TheFamily

%t. 4'

A-17 - 21

Getting Around

A 22 - 2

Telling Time
1
Holidays

.410A 25 - 27

A 28

A 29
c

The Carpenter
,The Doctor

A 30 - 34'

The Market

..

: Departure

A 3j - 37

..

f.
...

,4- 38 , .9

A,40

/:

The Weather'

The Movies
a

e
4
4

r
ir

PhonoiF

Al.

I.. Dialogue: Greetings'

A.

salarmale:k muhammet.
ftildetb Mohammad."

B.

sala:male:k ?aii. Acedak?

"Hello Ali.

k,

How are you?"

kwayyis: Ewa ?inta'ke:f ha:lakl

"Thank God, I am fine. And .how are ,you ?"

B.i' hamdulilla:h. wa.na:s be:tak?

"Thank.God. And your.family?"

A.

IC

kullumion6;si:n. pa?a salimak.

"They are all fine.

!I

Good bye."

B.,,ma?a sala:mak.
"Good bye."
II.

Vocabulary
hamduiilla:h-Thank God.
.

Literally: praise be-toGod

?inta-You,(masculine singular).
gs

kel-f-How?,

ke:fak-Haw are,you (masculine singular)?

ke:f ha :lak -How are you (masculine singular)?

Literally:

Howis your condition?

krill -All.

kulIumi-All of them.
'kwaysi:n7Fine *(plurai)".
-

kwaYyis-Fine (Singular).

ma?asalanmsi:665411k%masSuline singular
.

'with safety.

na:s-People

na:s be:tak4amily.

sala:male:kHello;
=

0,

wa-and.
to

Literally: The people of your\4ouse.

Literally: 'Peace be on you.

4."

N.,

Grammar
A number of Chad Arabic consonant sounds are similar

A.

to those of English and should pose no difficulty. 'These consonants

te.

are: ,h,d,f,g,h,j,k,4m,n,s,s,t,w,y,z/..
The following Chad Arabic consonant sounds have'no

B.

,4

counterparts in .English:

Afi

similar to the German ch in "retch".

r.

similar to the Spanish r.

/ ?/ "hamza", similar to the pronunciation

in some American dialects.

els in Chad Arabic:0/i, e, a,

There are nits short

C.

tt in "bottle"

o, u/ and five long vowels: /1:, e:, a:, 0:2 u:/.

/e/ and /0/ are not very common in the language.

The short vowels

They are mainly

found in loan words.*

Emphasis is a phenomenon which affects thtwhol* syllable,

D.

The clue to emphasis is the civality

and is indicated by underlining.

of the vowel.

The vowel in 'a.4 emphatic.syllabli)sounds like /a/ in

"father", as opposed to the non.emphatic /a/ in "fan".

Doubles consonants occur in Arabic belonging to irwo different,

E.

p syllables when they are in word - medial. position /Mar-E2/,'but tfie

may belong to 'one syllable in word -final position hm.i.x.r

/i/

F.

d it/ may change to /y/ and hi/ respectively de-.

pending on their position-,th tie syllable.

Co vowels never occim

46.

beside each other in Chad Arabia. .Therefore, /i/ and /du/ occur-C6A ,

'

tiguous to consonants and-/y/ and Il./ contiguous to vowels.

-t

IV. Exercises

it

(a
A.

Repeat the followipirrds after your teacher:

marra

be:t

jibna

?i:d

duiddin

ba:d

dakar

batb

bneyya
.

.xaza:1

Tiara

,rajul

le :1.

na:s

u?a:1

Radar

da:r
k

yball

:y

B. 'Listen to the follaWinivatreof

.

teacher.

Igo

nd repeat after your,

I
naLm

1141,171
.

mara
'

mass
00

I mar

xa:11:

xaat

xassala

hassala

sida

si:la
gu:3.

?akul

?a:kul,.

ba:til

tl

be:d

be :t

In this exercise we will take words and phrases from the dia.

logue and change-them according to the person-addressed. We will

use two male proper names: /Muhamet/ and /?ali/s and two female
proper names: /fa:tima/and /hawwe/.- Substitue the words given

by your tnstru4or and make t

key examples.
1.

salamaleik muhammet
?ali

hawwa
P.

muhammet,

fa:tima

muhamet wa fa:tima
?ali

muhammet wa
2.

ma?a sala:mak ?ali

fa:tima

muhammet

hawwa
fatima wa hawwa
?ali

3.

wa ?inta ke:fak?

Ated,ha:14
?inti

kedip
?intu

ke:f ha:lkum
?inter

?intik

necessary changes in the following

c-,

I.

be:t.

?inta

?intum
7')

?inta
?intum
5.

?ana kwayyis (fem. kwaysei

hur
?ali
C

hum,

fa:tima
?inta
2inti
?intum

fa:tima wa ?ali
D.

Repeat the dialogue,in this,lesson making the following

substitutions in speakers:
o

1.

A. ?ali
B. 'fa:tima

2.

A. hawwa
B.

muhammet

3.' A.s fa:tima

B. muhammet wa hawwa

I
The Definite Article

A2,
I.

Dialogue:

Greetings
.

A.

taybi:n.
"Hello."
a.

cf

A.

B.

.F

taybium ftmare'
"Hello Omar."

salauMale:k.

ke:f jildak?
"How are You?"

hamdulillaih, wa ?inta?

'"Thank God; and you?" "

A.

hamdulilla:h, wa na:s be:tak?

"Thank God, and your family?",

P.'

kullum kwaysi*:11.

S.

"Thur.-are all fine."

ter'

A.

B.

sallimum ley.
"Greet them,for me."
?insal?alla:h.

"I will.----

I/.

Vodabulary:

?in'sa:?alla:h- I will.

0,

Literally.

jildals-Your skin, ymir body.

ke:f jildak-,How are you.,
ley- To me,. for me.

sallimulmr. Greet them,

0,

sallimuum ley- Give them my-greetings:

.

,
,_

-,--- ,,,

taybi:n- Hellos. ,Literally:- I hope'You are fine:

NN

4. '

96

-7-

Grammar:

III.

Arabic consonants are classified as'"sun" and."Moon"

A..

consonants (see-Notes: P-S 7).

s, j;

The sun consonants are

d,

The rest: '/ 71.b, m, f, k, g, x, h, w,

1, anderp/.

and y/ are "moon" consonants.

The definite article / ?a1 -/ is prefixed to nouns and adjectives..

B,

When Mat/ is added ,to a word beginning with a "sun" consonant,

the%/1/Cisassimilated into a consonant identical to the one that

begins the word. e. t.
ry

?atte:r-

.F ?al

but
?alkelb.,

kelb

The definite,article)ley have different phonetic shapes

C.

"S...according to the' environment it is in.

For instance, when / ?al/

ti

occurs in the middle of an utterance, it mar lose the /1/ "hamza"

in normal .speechA.

e.

/?arrajul ?attawi:1/' may be heard as

/?Fralui attawi:1/.. When a vowel precedes it, the / ?al/ may be

heard as /1/. e. g. /Sane
"th

?alja :j/' is*heird as /bane lja:y/

coming year."
An adjective podifiing a definite noun, must take the

definite dfttae.
rIC

IV.

Exercises:
A. listen to ffte following words 'and phrases in the indefinite

form.

kespond by giving the definite form.

N.1

e. g.

teacher
kelp b

kelb kabi:r

.Studentrs-Response
?alkelb'
?alkelb alkabi:r
,

t-8-

"trees"
"camel"
"big country"
"long day"
"meat"

sadar
jamal
balad kabi

yo:m twit
laham
na:r
te:r s
huma:r

small bird"
"donkey"
"valley"

vyar

wa: di

galb

Repeat the following phrase after your teacher, then

to the words given by the teacher in their proper place

substi
in 't

phrase.
?alkelb ?alkabi:r
huma:r
ba:til
samt:n
jamal

"donkey"
"thin"
"fat"
"camel"
"long, tall"
"pen pencil"
"man"
"good"
"big"
"ram"
"country"
"house"
"red"
?
"bird"
"small"
"white"

taws :1
galakt,

rajul
same
kabi :r

balad
be:t
?ahmar
te:r
saxayyar
?abyet
C.

Repeat the dialogue in this lesson making the following

substitutions in speakers:
2.
A,

A. fa:tima
B. ?all.

2.

A. '?ahmet
,

B. haww.a.
3.

A. ?ali
%

B.;^ muhammet wa hawwa

98

9
A
I.

3.

Gender

Dialogtie:
A.

Greetings`

sala:male:k.

saia:malerk.

A.

min fadlak ,?usmak ya:tu?.

"What is your name, pldase?"

?usmi yu:suf, ma?inta?

94y name is Joseph, and yours?"
?usmi muhammet.
"My name is Muhammad."
B.

?ana farha:n minnak.

"Glad to meet you."

A.

sukran. ',Ita?a'salasmak.

"Thankyou.

Good bye."

ma?a sala:mak.
"Good-bye."
'

II.. idcabulatry:

....

earha:n- Glad, happy (madbuline, singular) -

min From

of

.
(

....

min fadlalc-If you please (mas. sing, ).

generousity.
-

Literally : from your

minnak- From, of you (mas. sing.).

sukran- Thanks.
?usm-N. Name.
(-

?usmak- Your name (mas..., sing.).

?usmi- My name.

ya:tu- What.

i.

4
III.

Grammar:
A.

Chad Arabic nouns belong to two gender classes: masculine

and femininl.

This distinction applies to both animate and in.

animate nouns, and hence it is not based on sex.,

)

B.

4
*

The masculine feminine distinction applies to adjectives

which modify animate nouns. e. g. /rajul seme/ "a good man", but
/marts 'semha/ "a good woman".
"It

C. Many adjectives have ,the same form for the masculine and
the feminine,

Examples of this class of adjectives are the words

denoting color.
?abyet

"white"
"black"
"red"
"blue"
"green"
"yellow"

?wad
?ahmar
?azrag
?axdar
?asfar,

D.

Another class of.adjectives forms the feminine by suffix,.

ing /ralor /-ha /' to the ifiasculine

orm. e. g.

masculine
kabia.

feminine

tawi:1
samirn
targa:n
?amya:n
saxayyar

"big"
"generous"
"long, tall"
"fat"
"deaf"
"blind"
"small"

gisayykr

"short"

kariG

seme

kabi:ra

karima
tawi:la
sami:na
targa:na
?amya:na.
saxajyara
or

saxayra
gisayyara

or

gisayra'

"good"

semha

Note that Some adjectiv s undergo certain changes. when the

feminine suffix is added to ahem.

11
.IV.

Exercises:
Substitution drill: make the following substitutions and

A.

chAnge the gender of the adjectives as needed.

wled kabi:r

bneyya
saxayra
rajul
kari:m
mara
7017a

"girl"

kelb

"dog (mas.)

"man"
" wom an "

ba ;til

kelba
sami:na
kabig

"dog ,(fem. )

"ram"

?ahmar
xanama :y

"ewe"

?abyet
?amya:na

huwn

"horse"

tarsa:n
faras

"mare"

B.

Make the following

substitutions/and add or delete the

definite article to fit the word which is substituted in the pattern.

?al kelb alkabi:r

?al kelba
?al sami:na
xanama:y
?al

ba:til
faras
?al husarn
rajul
tawi:l
?al mara
?amya:na
?albneyya
wled
?al wled
?il tarsa:n
'kelb
?al rajul
tarsa:n

is

-12-

In this exercise you will be asked to respond,by substitut-

C.

ing a giisn word in a pattern and making the necessary changes-in

the pattern.
I.

Listen to your teacher go through the exercise firSt.

min fadlak ?usmak ya;tt?.

min fdlik

%maim,
min fadlak
?usmik
min fadlakum

?1113111a1C

?na farhaqt minnak

farha:na
minnik,

ti

I.

,A

:..

hu:

minnina
?inta
?inti
faLtima

...-

?tea

,farha:n

4_

'

._

?ahmet

D.

minnak

mtnnum

r-\

'.

i
,,,r

Rep6at the dialogue in thig'lesson making the following

w

substitutions in the Speakers:

1.

2.

A.

fa::tima

B.

hawwa

A.

hawwa
?ahmet

' B.

3.

A.

I B.

yu:suf
fa:tima

Number

A 4.:

I.

Dialogue : Greetings
A.

taybi:n ?abd11.a.
"Hello, Abdallah".

B.

taybi:n se ?i ;d.
"Hello-, Said.

faddal, ?ahlan via sahlan.

welcbrhe ."

sukran kati :r

A.

l'Thanks, a. l6t. "

tesreb sa :y walla *gahwa?

B.

"Uoiid you drink tea or cqffee?"

9

sa :y min- -fadlak.

A.

"Tee, please."

murr walla ?asal?

"Black or sweet?"

B.

?a sal min fadlak.

"Sweet, please."
13.

-41db :re -si,7e

"Would you like a ci garette?"

)A6-

A.1: ma :
"No ,

II.

riisrab sigre :t.

I don 't, smoke c igaretted."

Vocabulary:

?ahlan wa sahlan- Welcome, feel at.homg,

?asal- Sweet, honey.'
faddali-' Come in.
gahwa- Co. ffee
.

kati :r- alot, much,. many.

s'

ma :- Not.

murr- Bitter,
da :y- Tea.

Cigarette.

sigre

tasreb- You mes., si ng.') drink. /nisrab/- I 4rink.

,

41,

-14-

sr.i.oke 'a cigarette.

tudo :arra.- You (ma s

si. ng. )/c`r,rant; like

walla- 'Or.:

III.

Granunar.:

A.

Nouns in Chad Arabic have three different forms

deperiding on whether they are Angular, dual or plural.

There_ are no simple rules to predict the plural forms of

nouns; and "h,e.nce., they wave to be learned.

The dual, referring to mum

13i,

suffixing /-e :n/ to 'the singular,

two, is formed by.

eminine nouns ending

in /'-:a./ form their dual by adding the suffix /te

Adjec-tives modifying plUral or dual nouns are plural

C.

Again, the ,plurals of adjectives have to be learn-

in form.

ed since there are no simple rules for predicting them.

to

Note that adjectives in Chad Arabic have no *dual form.

IV.

Exercise

Study

A.

re-Speech Ell, E12, and E13 at home,Vt.

Do: the following exercises in class.

Your teacher will give you the singular form

1.

of the following nouns.

to :r
be :t
dalcar

galb
jamal
rajul
:m

wled
?um,

?abba

Respond by giving the plural ;forms.

'sai,rwafa

yarda
sadra :y

dukka:n
4

Give the dual 'forms of the following singular

2.

.nouhs.
to :r
be :t

?i : d

galb

wled
jamal
huma:r
bneyya
marra
yarda

I.

3.

aye

the plural forms of the following adjectives.

st

kabi:r'

tawia
sami:n
ba:til
tagi :1
c

B.

Substituti9n afill:

pay attention to the use

of the definite .article, the number, and the noun-adjective'

aveeme4t..
te:rkabi:r
?atte:r
lb ?atte:re:n
?alba:tili:n
juma:1
?aljamal
?assami:n
?arruja:1
rajule:n
tuwa :1

mara
?assami:na
xanama:y
?aikabi:ra
be:.teal

-16-

Substitution drill.

C.

Sa:y min fadlak.

1.
V.
1.

min fadlik
gahwa
min fadl kum
sa:Y mur
mien fadl k
gahwa ?asal
min fadlak
gahwa Turr

JI

la: ma nisrab Sigre:t

2.

?ayye

gahwa
la:

nisrabA
tigrab
sa,:y

nisrab
?ayye

sigte:t

4.1

la:,
D.

Repeat thOdialogue in this lesson making the

following' changes in speakers.*

1.

2.

A.
B.

fa:tima

A.
B.

hasah
hawwa

A.

fa:timahawwa.

?all

3.

B.

06

c.

Possessive Suffixes

A5.

I.

Dialogue : Directions
A.

Inin fadlak naS?alak su ?a :1 .

B.

ha :dlr.
"Please do (I am ready )" .

A.

B.

"Please, I would like to ask you a question."

.

ti

ta?arfa We-:-n ga : ?id ssafa :ra hana ?amri :k? .

"Do you know where the American, Embassy is?"
?ayye. ?imsi fi : ?-i :dak al ?isra :y, ba,?de :n fi :
,
?i :dal: azze :na.:y.
"Yes.

A.

Walk ito your left, then to your right."

we :n rain ?i :di azze

"Ibere about from my right ?"
ddirib. al ?awwal

"In the first 'street "-

\ I.

A.

sukran 1-c. ti :r.

Thank you very much."

13,,

ma fi :

ey ?,

"For 'nothing (Don 't mention it );"

Vo-calulary :
.

?arari :lc- America.

?aloftwal- First.
?ayyd- Yes.
.

. ,

.
*

ba ?de :n- Afterwards, then.

d'irib-t Street, road.

..

',8

'1,7--

Ii: -.In, on.,

ga : ?id- ,Literally : d:tting, situated?

ha :direr Literally; I am ready-tb help.

hana- Of . hana ?amri :k- Of
pea,, .Arnericft.
,

),

/
,

?i :d- !land

?J, :dak al %isra :y-,- To you? deft , Literally : you left

-

hand.

?i dal: azze :ha :y-1 To your fight. L'ite rally,: your

tri,ght hand.
?imsi- Walk, go
ma : fi- There is no --,-;
naS?al- Ask (I ). /nas ?alak/- Ask you.
safa :re,- Embassy.
sey?- ti thing, soirletshi-ng. /ma :fi : sey?/- Don it
mention it, Literally : there ins nothing.
ta?arfa- You know. Do you know? .
-

-\

we :n- Where.

1
1

III., Grammar:

X
.

1.4

A.

The possession of nouns in Chad Arabic is done

.

.
.

.byqadding the following pronominal possessive suffixes:"

-i/ -yi
-ak

"yo

-ki. /-ik
-a

"her"

-ha /-a
-na
-kum
-hum /-um
hinna(
B.

(masculine) "'
(feininine)"

'Jour".

"your"
"their (rrisculine).

"their (feminine).

The suffix /-yi/ occurs when 'the possessed. noun

The other suffixes which have two forms'

ends' in a.vowel.

are difficult to predict since they -very with different

sPeakers.. Learn to.recognizeipoth forms.
C.
-,

47.

An adjctive modifying a possessed noun, takes the

definite article.

Possessed noun's, however, never take the

ddfinite article.

They are dePinite by virtue 9f being

possessed.

IT':

Exercises:
A.

Repeat after your. Vstructor.

kelb

kita:b
kita:bi,
kita:bak

kitabik

kelbak
kelbilc

kelba'
kelbha
kelbna',-

kita:ba

kita :bna

kelbkum
kelbum
kelbhinna

kita:bkum
kita:bum

kita:bhinna

4-

108

V
41.

-196

B..' Substitution drill.

?aljamal alkbi
s

alba :tit'
jam'alak,1

jamaLa

as sami n'

jamalna,
jamal kum
j amal

L'ar"

um'

41.

ralkabi,:r
?i :di a
az ze :na

:dak
?i :dik

?i da
:dha

al?isra:y
?i .:dna

?i :dkum
?i ;glum

?i

C.

4,"

,8uh%stitution drills.
1.

?id ssafa :ra hana ?amri :k ?

ta ?arfa 14e :n

.1

ssafa :ra hana tsa :d

hana, faransa

to 6rfi
Tut" :1 du park
leko :1
to ?arfu

ssafa :ra hana

:k )

ta?arfa
2.

fi.ddirib al?awal

be;'
to :ni

?aww-al

dukka :n
to :lit

dirib

?awal

ee*,

:u:1
Pgi

t :n

109-

-20-,

D.

Repeat the dialogue in this lesson making the

following changes in sneakers.

1.

A.
B.

?umar
hawwa
1

2.

3.

B.

hawwa
fa:tima

A.

fa:tima

B.

?ahmet

A.

4.0

to

1.21-

The Construct phrase

A.6.
I.

Dialopue: Diredtions
A.

tin fadlak ta?arfa we :n gaPt.d al mu:ze':?'

"Please, do you know where the m eum

B.

wa fi: ?i :dak,
?amsi ?adi:1 gidda'
azze:na:y.
your right."
Walk straight Ahead and then
"Yes.

A.

fe:n? fi: ddirib da: walla?

"Where? i';In this street?"

?ayye.

B. .1a:, ?almu:ze: ga:?id fi: ddirib atfta:ni.

"1,o, the museumis on.the second street."
A.

sukran ya: seyyid.

"Thankyou, sir."

B.

ma: fi: sey?

"Dontt mention it.'t

A..' ma
13.

Cu,

"a sala :mak.

ma 'ea sala

Vocabulary:

'

?adi:1- Straight.
da:--This.
fe:n- Where.' Same as /we:n/.
gidda:mak- In front of you.
?adi :1 giddamak- Straight ahead.
mu:ze:- Huseum.
seyyid -, Sir, Tentleman,

ta:ni- Second.
ya- Voca'tive particle hich recedes the name or
title of the perso adoressed,

4atilar:

A.' The construct phrase represents a possessive re,

lationship between two nouns.

The first noun in the phrase

4-

is indefinite Ili ile the second is definite. c.

e. g. kita: albneyya.7

11[

The book of the girl."

-22-

B.
-2_

The second noun in a construct phrase can be a

posSessed noun; in which case the definite article is

not prefixed to it.
e. g).4kita:b binti

"Liy daughter's book.".

Exercises:
A.

Substitution drill:

kita:b alwled
galam
albneyya
arrajul
be :t

?axu:y.
?uxti

alwled
al xanama:y
su:f
'B.

Make ,a construct nhrEse out of each oP-4he ollo-

in; pairs of words.

kita:bhusa:n
kursi

ral4v

ba :b
ba :b

be :t

?axu:y

b:tum.
mara

?i:d
?i:d

Anartak
kelb

ra : s

kelbkum

ra:s
alb

?uxti

C. ,Substitue-the following words in their rinht posit ion's in the sentence:

'almu:ze:
?ayye
?alute:1 ,

;F`: ?id fi: ddirib atta:ni.

10
r

?assafa:ra
leko:1
al?awwal
la:
-?assafa:ra haria ?amri :k

atta:ni
?almu:ze
atta :lit

11 2,

Repeat the dialogue making the' following changes

D.

in sneakers.
B.

yu:suf
maryam

2.

A.
B.

hawwa
?abdalla

3.

A.
B.

hawwa
maryam

1.. A.

1(3

Present Tense of "to be" Sentences

A7.
I.

Dialogue:

Directions

A.

ndofra n s?alak su?a:l.

"I would like to ask, you a qUestion."

B.

hadir

A.

ta?arf
"Do yo

B.

?ayye
resto:ra:n alkabi:r da: gidda:m hana
mu:ze .
"Yes, thiS big restaurant in front of the.
muse

A.

wa

restorra:n seme gari:b min ine? Nknowa good restaurant cl e to here?"

min hine walla?

Is the museum far ,from here?"

4.

b?i:d larkin ma: b?i:d kati:r.

it is far, but riot very far."

B.

la

A.

gukran. ma?a sala:mak.

B.

ma?a sala:mak.

II.

Vocabulark:.

b?i:d- Far.
gari:b- Near
hana- Of
hine- Here
la:kin- But
ndo:ra- I want, I would like.
resto:ra:n- Restaurant

semeGood, nice.

-III.' Grammar
A.

in Arabic.

The presenttense of the verb "to be" is not expressed

"TO be" sentences in the present are formed

out

of a definite noun followed by an indefinite noun or adjective.

The definite nounNin a "to be " sentence cantbe
noun plus the definite article, a noun plug a possessive suffix,
or a construct phrase.

114

is

-25-

C.

So far we have covered three diTferentConstructions

which are easy to confuse:

.

1)

nouns plus adjectives

2) the construct phrase

3)

present tense of "to be" sentences.

Following are distinctive grammatical features which distinguish

these three types Of constructions.
1)

In anoun phrase where' an adjective modifies a noun)

both should be either definite or Indefinite. e. g.

kelb kabi:r
?alkelb alkabi:r
2)

In a construct phrase where two nouns have

relationship.

at possessive

The first houn (which is possessed) must be

indefinite while-the second (which is the possessor) must be

definite: e. g.
kita:b alwled
kita:b ?axu:y
3)

In a "to be" sentence, the first noun which ,is the

ssubject muptobe'4 definite.

The complement cannot Stake the

definite article, but it can be a possessed noun or aconstruct phraser.e. g.

?alkita:b kabi:r
?alkita:b kita:bi
it

kita:bi ?ahmar
?axu:y ?abu :ha

IV.

Exercises?
A..

a,

Substitue the folloking words in the subject position.

talkita:b kabi:r ati:r

'kita:b ?axu4y.
?rrajul
?abu ha
?ajjamai
_jamalum

jamalyabu:na
hu:
?abu:
?alhuma:r

B.

Substitute the following\words in the complement

position.,

?rrajul kabi:r

h?i:d kati:r
wled xa:ii
kari:m
?abu:hum
-?axu:k
xa:lak
?abu fa:tima
kari:m
battil
mu ?allim

C.

Substitution drill.

ta?arfa resto:ra:n gari:b min hine?

ta?arfi

ksinema
b?i:d
ma: b?i:d
ta?arfu
?ute :1

gari:b
ta?arfa
mu :ze:

resto:ra:n

...

D.

Itepeat the dialogue making the following changes

-28r,
,

Personal Pronouns

A8:

pialgoue: Directiols

I.

A.

saba:h ale :r ya:.seyyid.

"Good morning, Sir."

B.

saba:h alxe:r.
"Good morning.

nagdar na ?a:wriak walla

Can I help you?"

A. min fadlak wen

pOst?
"Where is the poet office, please?"

B.

ta?arfa we:n.ga:?id alute:Wde park?

"Do Youknow Where The Hotel de Park is?"

A.

la: ma: na?arfala:kin na?arfa gria:,nt ?ute:l.

uNo'l don't, but I know where GrantAptel is."_

B.

ba?d gramt ?ute:l Timsi ft ?i:dak azse:na:y wa

ba?de:n kanjir fi: ddirib al?awwal.
"After Grant Hotel go to your right then turn on

a
,

the, first,

street."

A.

hassa fihimta.- sukran.

"Now I ,understbod. Thanks?

B.

ma: fi: sey% ma?a sala:mak

A.

ma?a sala:ma:k.

e
4
II.

Vocabulary:
ba?d- After.
ba?de:n- Afterwards; then.
fihimta- I understood.
Kassa- Now.
kanjir- Turri
na?trwin- I help.
na?arwnak- I help you
nagdar:. I can.

post- Post office.

saba:h- Morning
saba:h alxe:r- Good morning.

),

:11
.

4terally: morning of goodness.

.118'
dir

-29-

III.

Grammar:
A

A.

Independentapersonil pronouns are used as subjects

of sentences,. They have to be expressed when the sentence

However, they may be omitted when

is S "to be" sentence.

the sentence his a_yeri-J which carries the subject marker.

B.

Following are the indepen dent forms of the-personal

(:>

pronouns:
"I"

?ana
?irta /,;?inte
?inti
hut
hi:
?ani ma
?intu
human.
hinna

You (masculine)"
"You, ( feminine )"

"He"
"She"

Ven
"You" ,

"They (masculine)"
"They (feminine)"

J
1W.

Exercises:
A.

Shbstitute the following-pronouns in the subjedt,...

poSitio

'Change the adjective to fit the number and

gender' of the subject: Acariall, karimal karimi:n/,

arrajul kart :m

?ana
?ihta.
?inti
hut

.4E

?ani:ns
?intu
human'.

hinna
B.

Substitution drill:

make the necessary changes

to fit the number and gender of the subject.

-.30-

'?anat.kari :m

ta

rajul kari:m
kari:m kati:r
hi:

hu:
human

sumam

'kt

hinna

kubar kati:r
?ani:na
ruja:1 kuba:r
human '.
?intu

.11

hut
?inta.
?ana

xa:lak
hu:

hi:
?ummak
?ana
C.

Substitution.. drill:.
1.

nagdar na?a:7,:rnak wa11'a , ?

na?a:wnik
nudo:ra
xalli:ni
nagdar
na?a:winkum

na?avinum
na?a:wna
na?a:wina
nudo:ra
na?a:winkbm

na?amnik
nagdar
na?a:wnak
2.

la:-ma:-na?arfa, la:kin na?arfa,gr\a:nt ?ute:11

post
nisi:fa

niri:da.

mu:ze:
?ute:1 du park
na?arfa
safa:ra hana.?amri:k
ndo:ra
grant ?ute:1
na?arfa

es,

D.. Repeat the dialogue making the following changes

ins speakers.
1.

2.

3.

B.

maryam
yu:suf

A.
B.

11.6wa

A.
B.

hawwa
maryam

A.

?dhmad,

AO.

-32-

A9. Negation and Interrogation of "to be" Sentences

I I.

Dialogte: New ArriAl \

A.

13,

ke:f min jildakZ

"How are you?"
kw'dyyis,

Tam fne, thank Godw"

A. min we:n ja:y?'
Vhere do you come from?"
B.

ja:y min ?amri:k.

"I come from Ametica."

A.

'tikallim kala:m ?arab seine.

"You speak good Arabic:"

B.

sukran kati:r.
"Thank you very much."

A.

warn ?allamt kala:m ?arab?

"Where did you learn Arabic?"

B.

?allamt kala:m ?arab fi: ?amri:k.

"I learned Arabic in America.,"

Vocabulary:

II.

?allamt- I learned, I tatight.

?arab- Arab, Arabs.
ja:y-'Coming (singular).
ja:yi:n- Coming (plural).
jildi kwayyis- I am fine.
kala:m- Speech
kala:m'?araly- Arab speech, Arabic.,
How are you? (same. as /ke:f jildak /.)
ke:f
min we:n ja:y- Where do'you come from? Literally:
From where are you coming.
tikallim- Speak.

Gramyr:

III.
A.

"To be" sentences form their negative

adding

the negative particle /ma:/ "not" between the verb phrase

and the noun,phraae which contains the subject: e. g.
?ana ma: kabi:r
?arrajul alkabi:r ma: kari:m

122,

"I am not big."

"Thal:pig man is not generous."

-3,r
B.

"To be" sentences form their "interrogative' by

---,-

adding the interrogative particle Milo./ "or" at the

end of 'the sentence.

e. g.

hu: kabi:r walla?

C.

"Is he big?"

"To be" sentences can combine negation and interrogation

by adding /ffia:/ and Aralla/ in their proper places as

described above. e. g.

Al
hu: ma: kabi:r walla?

IV.

"Isn't he big?"'

Exercises:41i

e-

A.
.

Your teacher will say the following sentenc46.

Respond by giving their negative forms.

?ana rajul kabi:r.

hu: ?abu:k walla?
?al mara di: ?ummak.
human kari:mi:n.
?inta ja:y walla?
?ana ja:y min ?amritk.
?arruja :l ja:y1:n min tsa:d.
?alwled da: ?axu:ki.
da: ?abu:hum walla?
martak sami:na walla?

B. Give the interrogative formsof the following

sentences:

- PR

?arrajul da: ?abu:ha.

hu: !pa: lekorl.

kita:b'?axu:ha
?ana ja:y min -?amri:k.

?al?ute:1 ma: gt?id Nine.

jildak kwayyis.
humin ma: jayi:n.
hinna ma: ba:tili:n.
?ummum xa:lti.
ja:yi:n min faransa.
human

-34we

C.

Substitution drills.,
1.

?ana ja:y min ?amri:k.-

min faransa
?inta
?abu:k
?uxti
hu:
hi:

tsa:d
?ani :na

hinna
?arruja:1
2.

tikallim kala :m ?arab seme.

kalarm faranset
kwayyis
nikallim
kalarm ingli:z
swiyya
yikallim
seme

'

kalarm ?arab
tikallimu
tikallim
'3.

?allamt kala:m ?arab fi:

#

faransa
kalalm faranse:
?allamna
Za lamta
?ak.lamti r
kal :m-ingli:z
fi ?anglite:r
.

?Alma s
?allamat
?allamu
D.

Repeat the dialogue making the following substitutions

in speakers.
C,t

1.

A.
B.

fa:tima
?ahmad wa'hawwa.

2.

A.
B.

hawwa

A.
B.

maryam
fa:tima

3.

?ali

l2

35
Past Tense of "eolbe" Sentences

A10.
Dialogue-:

I.

Nell Arrival

sala :male rk.

B. -salannale:k.

A.. ?inta min wean min ?amrik?

"Where are you from in America?"
?ana min New York.
"I am from New York."

B.

kike:f ji:t Nine?

."How aid you come here?"

A.

ji:t bittayya :ra.

B.

"I came by plane."

A. ,tawwalt fir t*Sa:d wal1.a?

"Have you been in Chad for long?"

la:, sahir
"No, for one month."

B.

yocabulary:,

II.

bi- By, in. (same as Afir/).

ji:t- Came.
kike:f- How, (same as /ke:f /').

sahir-

month.
tawwalt- Stayed for a long time.
.

tayyerra- Plane. ,-"N\

warhid:. One.

III.

Grammar:

A.

The past tense of "to be" is exPressedby using

one of two words:

Azama:n/

or /ka:n /. While

/izarnam,

is not infleCted, Asmichanges according to the subject

.(see Notes P-S

e: g.

/25.

'?abu:y zama:n sami:n

"My father was;fat."

hu: ka:n fi: leko:1

"He was in school."

B.,

The past notion is sometimes ekpiessed byjusing

an expression or time which iefers to the past, e, g.

sanalfa:t

?ana fi: lekorl

"Last year I was

a studentl"

I
IV.

Exercises
A.

Substitution drill:
hu: ka:n fi: leko :l.

?ana kunt
albe:t
?anta kunt
?anti kunti
al?ute:1
hi: ka:nat,
?ani:na kunna
leko:l
?intu kuntu
human ka :nu

B.

Substitute.the following words where they fit

in the sentence.
?ana zama :n fi:

kunt
?ants

fi: tda:d
sanalfa:t
?anti
subu: airs-rt.

?amis

zama:n
?awwal ?amis
?ana
,

C.

Substitution drills:

40'

37
?inta min we:n min ?amritk?

1.

?inti
tsa :d'

?ana
MIrs
hi
nige :r
?ani :na

?intu
?anritk

human
?ana jirt bittayyara.

2.

?inta jilt
?inti ji ;ti

but jat
biwati :r

hi: jart

?anima jitna
bilmarkaba
?intum jirtu
biljaward
huinan jot

3.

tawwalt fir tsa:d walla?

,

D.

tawalti
tawwalat
tawwal
fi: misr
tawwalna
fi: suda:n
tawwaltu
fi: tsa:d
tawwalt

Repeat the dialogue making the following-

changes in speakerst
1.

2:

A.
B.

maryam

A.
B.

fa:tima `
?ahmad

A.

?ali

B.

hawwa.

?ayse

0,

38..
4,

Prepositions
I.

Dialogue: New Arrival'

A.. min mata ?inta ga:?id hine?

,

"Since when are you here?"'

B.

A.

min subur tala:ta.

"Since three weeks."
?inta min ?amri:k walla?
"Are. you from America ?"

B.

?ayye, ?ana min California.

"Yes, I am from California."

A.

kike:f safar hana:k

"How was your trip."

B.

pafari kwayyis xala:s.

"My trip was very good."

A.

?ablan wa sahlan;
"You are welcome."

B.

su

Vocabulary:

hana:k- Your, of you.

mata- When
min- Since, from.
min mata- Since when.
safar- Trip, travel.
subu:- Week.
tala:ta- Three
xala:s- Well, very.
kwayyis xala:s- Very good.
,

Grammar:

III.

A.

Prepositions are used with definite'And'

indefinte nouns to express location, direction

1'2 8

Following are the most common. preposition.

or possession.

in Chad Arabic.

ba?d- After
bi-. By, in.

fit- In, at,.

fo:g- Above, upon.

gabil- Before

\.
gidda:m- In front of.,

hang- Of.
?ind- At.

jamb- Beside..

le:- To, for.

ma?a- With.
0

min- From, since,

tihit- Under.
?asut- Inside, in the middle of.

ware- Behind.
B.

The English glosses given above cover'only certain

areas of meaning which

the Arabic prepositions have.

In most languages, prepositions are used idiomatically

and hence, cannot be translated literally or out of context.

)/

IV. Exercises:
A.

Repel)? after your teacher.

t

ba?d leko:1

bittayys4ra

"by plane"

biljawa:d

"on horseback"
1 21)

..-

e"'

"after school"
.

4.,

4'

"in the houSe"

fi: lbe:t

/VP

B.

fi: tta:bl

"on the table"

fo:g lbe:t

"above the house"

gabil al?akul

"before eating"

gidda:m pute:1

"in front of the.hotel"

hana ?axt:lak

"your sister's"

jamb alkursi

"beside the chair"

le: ssafavva

"to the' embassy"

ma?a ?abutk

"with your father"

?usut ddirib

"in the middle of the street"

wara lmurzel

"behind the museum"

Substitution drills:
1.

?ana ga:?id pine min subur talata.

xamsa
tine :n

?inta
hu
sahir
?asara
wa:hid

?anima ga:?idi:n
sana
sitte
human
?arbor

sab?a
hinna
?ayya:m
?intu
subu:
tamanya
?ana ga:?id
tis?a
2.

?inta min ?mnrirk walla?

i 4:3

?ana
?inti
tga:d
hu:
nige :r

hi
?ani:na

masr
?intu

faransa
human
suda:n
hinna
?axu:kum
?amri:k
fa:tima
?ana
?ahmet
human

martak
D.

Repeat the dialogue making the following changes

in speakers.
1.

A.
B.

2.

A.

fa:tima wa ?ali
?ahmet

B.

hawwa
maryam

A.
B.

yu:suf
?ali wa hawwa

/
3.

Cr

13 i

<

Prepositions plus possessive Suffixes

Al2.
a

Dialogue:" The Family.

I.

A.

?inte 4:ndak mara walla?

"Do you have rUTfe?" 4r 1J.

B.

:Wye, ?indi mara.

"Yes, I have a wife. "_

A.

min mata ?axadt mara?

"Whin did yo4 get married?"

B.

?axadt mara gari:b ?asra sana.

"I got married about ten years ago."

A.

?indak ?iya :l walla?

"Do you have kids?"

,1

B.

?ayye, ?indi ?iya:1 xamsa.

"Yes, I have five kids."
?awla:d walla bana:t?
Boys or girls?"

B.

?awla:d tine:n wa bana:t tala:ta.

"Two boys and three girls."

A.

sallimum ley.
"Give them my greetings."
sukran.
"Thanks."

Vocabulary:

II.

?ara fi?asara- Ten.

?awi:n-, Women, Wives.-

?awla:d- Boys. (plural of Med, walad/).

?axadt- I took, I married.
?axadt mara- I married, T took a wife.
?axadt rajul- I married, I took a husband.
bana:t-Girls, daughters. (plural of- /hint, bneyya/).gari:b...About, clOse to.
?iya:1- Kids, Children.
,

rajuli.. Man, husband.

rajua:1- Men, husbands.

sana- Year.
tine:n- Two.
xamsa. Five.

i3'

III.

Grammar:.

Bes(des being'used with nouns, prepositions-are also

o

used with possessive suffixes- When this is the case,

very often the shape of the preposition as well as the
suffix is chaAged.

Some of the most common prepositions

have been lilted in NS 24.

IV.

Exercises:
A.

Substitution drills::

1.' ?ana ma?a:y kita:b.

?inta ma?ak

anti ma: ma?a:ki

hu: ma?ahu
hi: ma?ahi.

walla

?anima ma?a:na
?intum ma?akum
human ma: ma?a:hum
hinna ma?a:hum
?ana mali
hu: ma: ma?ahu
?allcursi Jambi.

2.

jambak
ma: Jambi
jambak walla
jambik
ma: jamba
jambina
jambakum walla
jamb atta:bl
jambah
ma: jambahum
?al?ute:l gari:b minnak.

3.

N
minni
minnijc walla

b?i:d
minhu
minha walla
b?i:d minhi
,

)133
,,..

11.

gari:b minnina
minnukum
'

m.tnnum walla

minhinna
Your teacher will "give you two words:

B
and a

pmcatar

as attached

(or ..noun).

Respond by giving the preposition

o the right suffix.

cher

m n
ma?a

tr

a preposition

e. g.

?anina

Student
minni
ta?ana
4

?ana
_?inta

le:
f
n

-burlap

in
e:

fo:g
ma?a
fo:g
tihit
fo:g
tihit
?usut
lamb
?usut
C.

?ahmet
?ahmet.wa ?ali
?ani:na
hu
?inta
fa:tima

yy:suf
human .
?inti
?ana
?ahmet

hu:

SubitAution drills
1.

?inte ?inda

mara,walla?

?ana ?indi
?inti ?indiki

hu: ?axador
human
hinne

ma ?axadna
?inte ?axadt
hu: ?inda
2.

?ayye, ?indi ?iya:1 xamsa: '

la: ma:
?awi:n
sitte
?ayye

-450

bana:t
?awla:d

?a.aara

?indak

tine:n
?indi

D.

Repeat the dialogue making the following changes

in speakers.
1.

2.

3.

A.
B.

hawwa
'?ali

A.

?ali

13.

fa:tima

A.

B.

maryam
hawwa
-1111.

I 9

s,

=46

Demonstrative Pronouns

A13.

I; ,Dialope.: The Fanny

A.

?inta ?axadt walla lissa?

"Are you married, or not yet?"

B.

la: lissa ma: ?axadt. wa ?inta?

"No I am not married yet. And you?"
0

?ana'?axadt min sAte sana.

"I have been married for six years."

A.

?iya :l kam ?indak?

B.

"How many kids do you have?"

?indi walad

A.'

wa:ht wa bneyya wa:hid.

"I have one 'boy and' one girl."

kam sana ?indum?

B.

!'How old are they?"

?alwled ?inda ?arba sana wa lbneyya ?inda sanate:n.

"They boy is four years old, and the girl is two
years old,"

A.

?usmumya:tu?

B.

"What ar<their names ?"

?alwled ?usma?ahmet wa lbneyya ?usma fa:tima.

"The boy's name is Ahmad and the girl's iw.Fatima."

A.

II.

'

Vocabulary:
?arba- Four.
da- This (masculine).
da:k- That (masculine).
de:1- These (feminine).
de:la:k- Those (feminine
di:- This (feminine).
di:k- That (feminine).
do:1- These (masculine).
do:la:k- Those (feminine).
lissa- Yet, so far.
kam- How much, how 'many.
kam sana ?indak- How old are you? Li terally: How many
.
years do you have?
sitt e Six.
.

6c

Aft

Grammar:.

III.
A.

Demonstrative pronouns in Chad Arabic are distinguished

according to number,(singular,or plural) and gender (masculine

or feminine). nee vocabulary for a list of demonstrative

pronouns.
.

B.

The demonstrative pronouns fun&U.o4 as adjectives

when they follow a noun.

e. g.

?alwled da kabi:r.

However, unlike other adjectives, they do not take the

definite article.
<

IV.

Exercises:
A.

Complete the following sentences by adding the

proper demonstrative pronoun as subject.

1.

Demonstrative pronouns corrispoliding tots

or these.
da

rajul kari:m

markkari:ma
?awi:n kari:mi:n
ruja:l kartmi:n
bneyya kabi:ra
bneyya saxayrd:
wled kabi:r

?awla:d kubano
bana:t saxayyari:n
led saxayyar
bana:t kuba:r

N-

.2.

Demonstrative pronous corresponding to that

or those.

da:k

jawa:d ?ahmar.

faras ?ahmar
1) /

11.
ti

-48-

kita00 ?abyet
kutu:b bird
?awi n suma:n
mara sami:na
bneyya bA:tila
rajul ba:til
ruja:l kuba:r
bana:t kuba :r
?awla :d saxayyari:n
B.

Substitute the following demonstrative adjectives

and change the subject and the compline t to fit in number

(Change "rajul/to

and gender.

tofit ;le gender).

,4

?arrajul da: kabitr

di:
de:1
do :1

da:
dark
dirk
de:1'

do:la:k
de:la:k

di:
de :1

da:k
do:l
di:k
6

C.

Substitution drills: Ngtethat when a noun precedes

/kam/ it is plural, and when it follows it is singular.

1.

?iya:1 kam ?indak?.

bana:t
kila:b
:.kutub

?awi:n
?awla:d
?indik
ruja:1
buyu:t
rijle:n

'13

-49-

2. km sana ?indum?
yo :m

?indak
sahir
subu:
sa:Za
?indik
sana
kita:b
'inda
riya:1

D.

Repeat the dialogue using the following as speakers:

1'

1.

A.
B.

sa:lah
?a:se

2.

A.
B.

hali:ma
hawwa

3.

A.
B.

maryam
jami:1

-50-

A14.
I.

Interrogative Pronouns
Dialogue:

t.

The Family

A.

keLf ha:lak?

B.

hamdulilla:.h.
de:f martak wa ?iya:lak?
"Thank God, How are your wife and kids?"

A.

kwaysi:n,

B.

wledak yamgi leko:l wplla?

"Does you kid go to school?"

A.

?ayye, hu: gara tala:ta sana fi: leko:l.

"Yes, he has been in school for three- years."

B.

bineyti ma: tamsi fi: leko:l.

- "My daughter does not go to school..."

A.

ma:la?
" -thy not?"

B.

II.

hi: lissa bneyya saxayra.

"She is still- a young girl."

Vocabulary:

gara- He reads.
leko:t- School .3
ma:la- Why not?
saxayra- Young (feminine).
tamsi- Walk (she).
yamsi- Walk (he).
yam 4i 1eko:1- Go to school..

Grammar:

The fro/loying-interrogative pronouns are used to

ask questions for which a yes or no .answer cannot be

given.

sunu

"what"

ya:tu

"who, whom,Iwnat"

-51-

we:n

"where

mata

"when"

we:nu

we:n

ke:f V kike:f

"which"
"how"

Exercises:
A.

Substitution drills:'
1.

?usmak yatu?
we:n
?abu:k
we:nu
?usmu
sunu
ya:tu
?usmik
we:n
sunu
?usma

2.

mata mage:t
we:n
maga
sa: far

ke:f
safarti
kike:f
mata
mabe:ti
maa.
ke:f
B.

Ask questions to which the following sentences

are answers.
?usmi ?ahmet.
ji:t bittayyara.
?usmi fa:tima.
ji:t bilmarkaba.
?usfiim se?i:d wa hawwa.
?usmi fi: alba:b.
?axadt gari:b xamsa sana.

-52-1.

?abu:k fi: tsp,:d.

i=

, ,

?allamt kalalm ?arab fiaskA

--.

?allamt kala:m ?arab min\s'Itt,g'41.6?_',C.

Substitution drills:\
1.

4;,

ke:f martak wa?iya:lak?

we:n
?ummak
wa?abu:k
wabana:ta:k
?ubu:k
wa?awla:dak,

it*

?abu.:ki

rajulki
wa?iya:lik
ke:f
2.

hu: gara tala:ta sana fi:

hi: garat
hum garu
sitte
hum masu
hu: masa
?amri:k,

?ana mast
?ana gare:t
tis?a
ri: leko:l
D.

Repeat the dialogue making the following,

changes.in speakers.
1.

2.

3.

A.
B.

ra:kya
hali:ma

A.

jami:l

B.

.fa:tima

A.
B.

ha.Wwa

mu:sa

-53-

The Relative-Pronoun

A15.
I.

Dialogue:

The Family

A.

ke:f na:s be:tak?

B.

hamdulilla:h, kwaysi:n.

A.

min tzama:n ma: siftak:

"I have not seen you for a long time."

B.

ga?adta,fi: ?oro:p sanate:n.

"I was in Europe for two years."

A.

ke:f ?axwa:nak wa ?axwa:tak?

"How are your brothers and sisters?"

B.

kullum kwaysi:n. wa ?inta ke:f ?abu:k wa

?ummak?
"They are all fine. And you, how are your
father and mother?"

A.

?abu:y sa:far le faransa.

"My fathei went to France."

B.

?ana ?axu:y yagra fi:-faransa.

"My brother studies in Frdhce."

A. ,sunu ga:?idagra?
"What is he studying?"
B.

II.

hu: yagra leyabga dakto:r.

"He is studying to become a doctor."

Vocabulary:

?axwa:n- Brothers.
?axwa:t- '&isters.
dakto:r - Doctor.

Plural of//?axu/.
Plural of ?axt?.

ga?adta- I stayed.
Progressive particle.
ga:?id- Staying.
le- In order to
min Ikama:n- For a long time.
,?oro:p- Europe.
siftak- I saw
yabga- Become.
long time.
zama:n.

\".

-54-

Grammar:

III.

There is only one relative-.pronoun in Chad

Arabic corresponding. to the Bn lish.Who,' whom, that
ind which.

The relative, pronoun is /?al/ aid is

-'9ed rith adjectives, nouns and verbs regardless

of'number and gender.

Note that both.the' relative

pronoun and the definite article have the- same form.

'IV.

Exercises:
A.

.t

Make relative clauses out of the following

pairs of words:
wled
bneyya
mara
rajul
huma:r
kursi
dakto:r
bana:t
ruja:l
wled
B.-

axu:y
?axti
?ummak'
ja:

?abyet
?ahmar
ma6a
jo: 0

masu
tawi:1

Substitution. drills:
1.

min zama:n ma: siftak.

-'sanate:11

Aiftik
6ifitkum
sahir
9ifna:k
sahre:n
/.
_aifna:ki
zama:n
-difna:kum

tala:ta sana
2.

ke:f ?axwa:nak wa ?axwa:tak?

?axu:k wa'?axtak

?axwa:nik wa ?axw:tik
?abu:k wa ?ummak
?abu:ki wa ?ummik
imartak wa ?iya:lak
rajulik wa ?iya:lik
?axwa:nkui wa ?axwa:tkum
?awi:nkum wa ?iya:lkum
?iya:lkum wa ruja:lkum
xa:lak wa xa:ltak
xa:lik wa xa:ltik
-?axwa:lak wa xa:la:tak
?abbahatkum wa ?ummaha:tkum

771717:dak wa bana:tak
?awla:dik wa bana:tik

C. Repeat the dialogue making the following

changes 'in speakers:
1.

A.
B.

jibri:n
ra:kya

2.

A.

hali:ma
mu:sa

maryam
B.e mu:sa wa
A.

a
OP

Possessive Construction: /hana,

A16.

Dialogue:

I.

The Family
a

A.

xallini na?arrifak le ?axu:y jami:l.

"Let me introduce to my brother Jamil."

B.

e:sala:male:k seyyid ,jami:l. ?usmi ?abbakar.

"Helli, Jamil. My name is Abbakar.d

A.

A.

B.

?ana farha:n siftak.

"I am glad to see you."
sukran kati4r.
"Thanks a lot."

tudo:rp tSi:f da:rna?

"Would you like to see our house?"
?ayye.

A.

ta?a:1 faddal.
"Please come."

B.

?indak best kwayyis waCjinena semha.

"You have a nice house and,a beautiftl
garden."
e

A.

II.

sukran.

Vocabulary:

da:rTaTria:11 Sifta4- Glad to see you

jine:na- Garden.
ni?arrif- I introduce.
ta?a:1- Come (mas. sing.)
ta?a:li- Come (fem. sing.)
ta?alu- Come (plural)
ta?a:1 faddaf- Please come, come in.
Let me.
xallina- Let us.

'Or

Grammar:

III.
A.

One way of showing.possession in ChadArabic

A

-57-

is the use of the prepodition /01Eina/ "of" preceding

the noun which isthe,possesor.

t. g..
ot.

"My brother's book"

?alita:b hana ?axu:y

4$

The pr4osition /hiana/ Cis be used with

posbes6ive suffixes resulting in the, follo ing forms:

hana:y
"yours (mas)"

hana:k
hana:ki

("yours (fem)"

hana:w / hana:hu
.

IV.

"his"
.

hana:hi

"here

hana:na

"ours"

hana:h.uni

"yours"

hana:hum (an)

"theirs"

Exercises:
.A.

rut ihe following pairs of words ih a possessive'

relationship using'/hana/.

The first word must be

'Po'ssessed and the second a possessor:

kita:b
jawa:d
dawwa:fa
kursi
'?i:d
ra:s

dukka:n
safara
be:t
B.

?awla:d
rajul
mara
bana:t
?abu:y
ta:jir
tsa:d
?axu:ki

Substitution drill:

?albe:t.da: hana:y
hana:k
kita:b
hana:ki
hana:y
hana:v

?ute:1
hana:k
hana:hu
hana:hi
marku:b
hana:na
hana:w
hana:hi

kutub coo :1

hana:kum
hana:na
hana:hum
buyu:t
hana:huthan

hana:kum
C.

Substitution
1.

tudo:ra tsi:f da:rna?

tudo:ra tSi:fi
tudo:ru tsi:fu
dari

7054ra tsi:f
da:
a
u o:td. tgi:fi

be:ti
tudo:ru tsi:fu

tudoLra tsi:f
2.

?indak beet seme

kwayyis
jine:na kwayyse
semha
?indi

/indik
da:r semeh
WiEgyiS
?indak
?ihdakum
buyu:'t'kwaysi:n

?indum
?indik
?indakum
?indi
?inda

-59-

D.

Repeat the dialogue making the following

substitutions in speakers:
1.

A.
B.

hawwa

paryam

2. 4A.- jamiA
3.

B.

hawwa wa ?ali

A.

faltima

B.

?ahmet,
O

k,

st

-60ti

Past Tense.of C-C-C Verbs

A17.
I.

Dialogue: ,Getting 'AtOund

A.

B.

min fadlak su?a:l.

"A question, i4ease "
faddal.

nigdar na?a:wnak alla?

Can I help you

71-6727Read.

A.' ?ayye, we:n nigdar

sigre:t?
"Yes. 'Where can I buy cigarettes?",
B.

A.

ddukka:n alga:?id hina:k.

"In the shop overthere."

Alwe:n?
"Which shop?"
.

B.

jamb al ?ute:l de park%

"Near Hotel de Park."

A.

nigdar nibi: ?A;me:t kulla?

"Can I buy a match, alsb?".
4

B.

II.

:?ayye.

A.

sukran ya veyyid.

B.

ma: fi: sey?

Vocabulary:

?alme:t- klatch`
alwe:n- Which
hina:k- There, overthere.
kulla- Also, too
nibi:-

Grammar:

III.
A.

Arabic verbs are made out of a root contain-

ing consonants which carry th)e gerieral meaning and

vowAs which carry different grammatical meanings.

:The word /sirib/ "he drank" contains a consonantal

root (g:.-c-c) wade out of /6-r-15/.

It also contains vowels

inserted in between

the consonants and carrying the tense of the verb

ashlell as the subject..
B.

The past'tense of C-C-C verbs is formed by

inserting /i,a,u/ between the consonants.

If no

Suffixes are added to the verb, it is understood

that the subject is a third person masculine singular.

Exercises:

IV.
F

A.

Repeat the following verbs after your teacher

and learn their meanings:

sirib

"he drank"

datab

"he hit"'

katab

"he wrote'

fihim

"he understood"

ragad
-

B.

daxal

"he slept"
"he entered"

libis'

914..wrote"

matag

"he passed"

dihik.

"he laughed,'

zagal

"he threw"

Substitute the following words in the sentence:

lalwled sirib gahwa.

f
-62-1
ns

ar

hu:

darab ?axu:
katab kita:b
fihim
?ahniet

ragad
?arrajul
daxal

el

,ibis
hu,:

marag min hine

dihik
?assafi:r
zagal alkita:b

hu:

Substitution

C.

1.

Xi: claukka:n alga:?id

le:

?ute:1
hine
fd:g
mu:ze:
min
.daka:ki:n ga:?idi:n

wara
dukki:n
fi:

hina
gabl
Zote:1
hina:k
2.

nigdar nibi: ?alme:t kulla?

tigdar tibi:
sigre:t
kutub
?agla:m
?akul
yigdar yibi:
kursi
wati:r
nigdar
kita:b

Repeat the dialogue making the folluing.

I

changes in

eakdre:
1.3

1.

2.

A.
B.

?ali
hawwa

A.
B.

fatima.
lahmet

. A.

maryam
?a:ge

-B.

S.-

.14

.4

Past Tense Subject Suffixes

A 18.

Dialogue: Getting Around

I.

A.

naorra pake:t hana sigre:t min fadlak.

"I want a pack of cigarettes, pleaak."

B.

nafar sunu?
"What kind?"

A.

sigre:t hana ?amri:k walla?

"Do you have Arprican cigarettes?"

B.

la:r ?illa agre:t hana tSa:d.

"No, only Chadian cigarettes."
?alti:ni pake:t hana basto:r wa ?alme:t kulla.
"Give me _pack of Bastour and a match too."

.A.

II.

B.

do:I human kullum.

"Here they are."

A.

sukran. kam?
"Thanks. How

B.

?asara riyarl.
"Ten riyals."

A.

faddal.
"Here it is."

Vocabulary:

mach ?"

?anti- Give.
?anti :ni - Give
. do:1= These.

human- They
Onlk, except.
hafar-, Kind, brand.
pake:t- Pack, package.

Owe

GTammar:
A.

Verbs in the past tense express the subject by

re.
a

41,

-65
adding the following subject suffixes:
-t

"I"
4

"you (mas)"
"you (fem)"

- ta

-ti

"he"

B.

- at

"she"'

-na
-tu
-u

"we".

"you"
"they"

Two of the above suffixes may have variations which

you should be ,able to recognize, even if you don't use

them.

The first person singular suffix can be /-t/or

/-fa/2 aid the third personjasculine singular suffix scan

be Ae, "zero" or /-6./..

Iv, Exercises:
A. tRepeat after your teacher..'
?ana siribt
?inta siftbta
siribti
hur sirib
hi: siribat

?an :na' siribna

?intu 4irihtu
human siribu
hinna siribu
?ana

fihimta

?inta fihimta
?ipti fihimti
hur fihima
hi: fihimat

n.

?ani:ha fihimna
?intu fihimtu
human fihimu
ff

B.

Use the correct form of the following verbs with

different subject suffixes:

-66-

drab
katab
ragad
daxal
libis
marag
dihik
zagal
r

C.

Substitution drill.
?anti:na pake:t hana sigre:t.
?anti:ni
?antu:ni
pake:t tine:n
hana basto:r

?stiti4s4

?anti:hum
?anti:
?antur
?antuma,'
hana sigre:t
pakert

tftla:ta pakert

Vantima
oY

pake:t

Repeat the dialoguemakrng the Allowing,eubstitutions:

.1.

A.
,B.

2.

A.
B.

jami:1
maryam

maryam
fm:ttma

4;.

ar

)3

-67-

Present Tense of C-C-C Verbs

A19.
I.

Dialogues
A.

Getting Around

taksii
"Taxi l"

B.

?ayye. tudorra we :n nviaddi:k?

"Yen. Where do you want me to take you?"

A.

waddi:fii fi: grasnt ?utesl.

"Take me to Grant Hotel."

B.

?aI?ute :l ga:?id we :n?

'There is the hotel?'

?ana ma:ni ?a:rfa.

I don't know it."

A.

?al?ute:1 g : ?id. jamb almu:ze:.

"The hotel s beside themuseum."

B.

?ayye, fihimta,
"Yes, I .understo0."

A.

da: hu:, wisilAa. kara

"flere At is, we arrived.

B.

?arbi:ft riys:l.

"Forty riya1s;"

II.

How much?"

A.

da: hu: ?arbi:n

"This.is forty riyals."

B.

sukran. ma?a salasmak.

"Thanks. Good bye."

1$ c*1

*V "4

Vocabular10
?asrfa- knowing it:
"he knew".

active participle of

arafa?

?arbic:n- Forty.

fihimta- I understood,
ma:ni t'aM not: /ma:/ plus the possessive suffix.

4.0P

nwaddi- I-take.
taksi- Taxi.
wavidt-,,Take. (imperative).
144...',' He arrived.

wintlAa- We arrived.
e."

-68.

Grammar:

III.

There ip no'distinction in Chad Arabic between the

present and the future tenses, and the form which 'expresses

The pattern of0C-C-C verbs

both is called the present.

in the present is -CCVC- for singular subjects and 4VOCfor plural subjects.

Here the V stands for any vowel which

may be inserted between the root consonants.

The hyphens

indicate that prefUes and suffixes are attached to the stem

to express the subject.

IV.

Exercises:
A.

'

Learn the present tense formsof the following

-

verbs:

7
,j,,.

.1

,:,

, ,

present _plural

root

present singular

a-r-b

-srab-

- earb..

d-rub,

-drub-

-duib-:

k-t-b

-litub-

-kutb-

f-h=m

-fham-

r-g-d

-rgud-

d-x0a.

-dxu1-

..

...

"tahmi

-rugd-duXi-

1 -b-s

-lbaa-

-libs-

m-r-g

-mrug-

'..murg-

d-h-k

-Oak-

-dahlk-'

ti -g -1

-ziu/-

-zagl-

B.

Substitution drill:
waddi:ni fi: grant ?ute:1,

waddu:ni
almu:ze:
agsafa:ra hana ?amri:k.
waddu:na
arresto:ram al ahl.:r
waddiina
waddi:ha
waddi:hum
be:tak
waddi:
lekorl
waddi ?ahmet
waddu ?iya:lkum
albe:t
waddi:ni
C.

Repeat the dialogue with the followin

speakers:
1.

2.
P.

A.
B.

A.
B.

jami:I
I' a : tima

?ali

?ahmet wa htwwa.

changes in

-70..

A20.

Present Tense Subject Affixes

Dialogue: Getting Around

I.

A.

taxi, nudorra !cask fir alpo:n.

"Taxi; I want to go to the bridge."

B.

?ayye

A.

kam?
"How much?"

B.

xamsi:n riyall.
"Fifty riyals."

A.

xala:s

la:kin ga:si ka:n nimsi fi alpo :n.

"Yes, but it is expensive to go to the bridge."

O.

B.

I-

namsu
we go."

we:n'ga:?id alpo:n da?

"Where is this bridge ? "'

A.

jamb assafa:ra, ma: b?i:d min hine.

"Near, theOfibassy, not far from here."

B.

da: hu: walla`?

"Is this it?"

A.

?,ayye, da: hu: xamsi:n

"Yes, this is fifty."

10B. -tukran.
"Thanks."
A

II.

Vocabulary:

ga:si- Expensive, costly.

ka:n- To, if.
porn- Bridge.
xamsi:n-

III.

Grammar:

A set of affixes are attached to the present form

of the verb to indicate the subject.

While the prefixes

-71-

tell us about: the person, the suffixes indicate the number

stands for' the feminine form of the

Tbmb

or. gender.

second person silikar, and /-u/ stands for the plural

form.. Following are the present tense subject affixes:

singular

plural

1st. person
*,___Irl.,}
2nd.

nV-

2nd.

"

tV.. -i

nV.. -u
tV - -u
tV - -u

3rd.

"

yV-

yV-...gu

3rd.

it

tV -s.

yV- -Ai

tV...

(f
.)'

(f.)

z.

IV Exercises:
A.

Use the verbal'roots,in the previous lesson (III4(i.)\--

with different present tense subject affixes.

S.

Substitution drill:
?assafa:ra ma: b?i:d min hine..*

?anute:1
gari :b

min be:tna
'min ddirib al?awwal
?arrajul
b?i:d
min hina:k

?almume:
b?i:d kati:r
min assafa:ra
!:.11

C.

Repeat the dialogudmaking the following changes

in speakers:
1.

2.

A.
B.
A.
B.

?ali

fa:tima

Janda
maryam wa rahmet

161

".72..

Imperatives of 0...0 -0 Verbs

A 21.

Dialogue :

A.

Getting Around

sa:Ttak kam ?
'What tine do you have?'

B.

sa:?a talasta wa nuss.

'It is 3:30.1

ma: ?indak sa:?amalla ?

'Don't you have a watch?!
A.

las' laszim nibis wathid.

'No, I should buy one,'

B.

fi: dukka:nSeme ?inta sa:?ast kwaysi:n.

'There is a nice shop which has good watches,'

A.

ga:si walla hayyid ?

'Is it expensive or cheap?'

?attaman mas.battatl.
'The price is not bad.'
A.

la:zim nam;i hinuk alyo:m.

'I should go there today.'

B.

<14

namk ma?a:k.
'I will go with you.'

na?ai"fa baka:n da:

10'
.

know this Place.'

-.73-

II. Vocab4ary :

baka:n

Place.

batta:l

Bad.

fi:

There is, there are.

hayyin

Cheap inexpensive.

la:zim

Must, should.

' sa:?h

sa:?a kam

.t.

Hour, watch, clock, olclock.

-What time, what time is it?

sa:?tak kam

What time do you have?

taman

Price.

yo:m

Tay.

/alyo:m/

'Today.'
(

III.

Grammar:

A.

The imperative form of,C-C-C verbs is the same

_

as that of the present:

-CCVG- or -GVCC-. The prefix which

.

Ls always used with the imperative is

B.

?V -.

The suffixes used for the imperative ire:

zero

a., and -u for the thirdperson masculine siDgular, the

7

third person feminine singular,_ and the third person plural

respectively.

fd

N. Exerdises:

A.

Learn the imperative form of the following verbs:

.E

Root

Masculine

Plural-

Feminine

0-4

gar-b

?agrab

?agarbi

?agarbu

d-r-b,.2

?adrub

?adurbi

?adurbu

k-tb

?aktub

?akutbi

?akutbu

f-h-m

?afham

?afahmi

?afahmu

rg-d

- ?argud

?arugdi

?arugdu

d-x-1

?adxul

?aduxli

?adux111

1-b-s

?albas

-?allb

?alibsu

m-r-g

?amrug

?amupti

?amurgu

d-h-k

?adhak

?adahki

?aleffku

z-g-1

?azgul

?azagli

?azaglu

le.

7
40

Substitution Drills

B.

1.

sa.7a tala:ta wa nuss

00

wa ruba
?arba
A

?ilia rubs,

xamsa

wa ?isrim
e

164

-75-

wathid

waqagara
tina:n

x
wa ?asra wa xatisa
2.

fit dulcka:n seTe?inda sat?a:t kaysitn

baka:n
kwayyis

b atfa: 1

dukkitn
some
tabla: t

semhitn

battatlign
sat?att

kwaysi:n
3.

la:zim namgi hinatk alyotm

taai
hire
?amb:kir
fit lbe :t

yamsu
ba ?a batkir

namgi

6.."

fit ssu:k

alyotm
hinatk

C.

Rep6at the dialogue making the following

substitutions in speakers:
1.

A.

fa:tima

B.

hawwa

2. -A.

B.

fa:tima wa rahmat?ali

tz.

166

.0

-11

Negation of Verbs

A 22.

I.

Dialogue :

Telling Time

ti

A.

sat?a kam min fadlak ?

'What time is itl.please?'

B.

sat?a 2agara.
lit is.ten o'clock.:

A.

sefii: walla ?.
04

'Are you sure?'

B.

la: xallitai nisi: fa sal ?ti.

'No) let me look at my uatch."

sat ?a ?agara wa ?agara tama:m.
1r.

'It is Tan past ten) exactly.'

A.4v1atzimnaMgt fi: ssinema fi: siaaa ?agora wa nuss.

tI have to go to the movies at 10:30.!
.?arja gwiyys.) nainsi meatk.

Nait,a little) I will go with you.'

A.

nigi:lu taksi walla ?,,

'Shall we take a cab?'

*

B.

la:

ssinema

nine.

llloy the movie theatre is doorsill

A.

xallitna namgu
'Lit us go.'

II.

Vocabulary:

Wait.

?arja

see.

nikau

We take,

sehi:

Sure, right.

sinema

Cinema;

.6.14iyya

A little, little.

tama:m

Exactly;

xafli

Let me.

III. Grammar

A.

The negation of verbs is accomplished' by adding

the negation particle /ma:/ in front of the verb.

B. _The negative imperative is accomplished by

adding the negation particle /ma:/ to the present form of
the Verb, e.g. /?a'grab/ 'drink*

but /6.:.ta'grab/ 'do not

t,
drink'.

IV.

Exercises:

A.

negative t.

Put the following. sentences in

?ana
.

'hu:

168

?a;rab gahwa,
.0^

?a;arbu ;aty,
?adahku.
?ana na :kul.

?intu ta:kului

human ya
?a:kuli.

?anima na;arbu.
B..

Substitution Drill
?arrajui ;irib gahwa.

;a:y
ma:

?akal
?e:;
hut
se

,tama:ttm

hi:

siribat

gahwa
sa:y
C.

Substitution Drills"
1.

let xallitni nth:fa sa:?ti

Jayye
,sa:?tak

be:tak
x

x)411ina nigitfu

,e
be:tum

sa:?atum

xallini nIsmfa.
da:ri

sa:?ti
2.

sa:?a ?agara wa ?agara tamatm.

tagrisban

xamsa wa ruba
xamSa7wa nuss
?agara wa:hid ua tilt
a

tama:m
tamalnya.wa tis?a
tagri:ban,

wa:hid wa sitte
tama:m

takeaa wa tilt
3,

1a:zim namt fi
ba:lik
ssu:k
ddukka:n
tamgi

Id

1a:zim
ka:n
namsu
t

it

ddirib

.1

1a:zim

It

lbe:t
,a.
c

namsii

.4.

..,

."

:e
'...,........

NI---i--

e
I,
.

.s

e
?get Tense of W-C-C Verbs

A 23.

I. Dialogue t

Telling Time

ma:si we:n alyo:m ?

A.

'Where are You going today?'

4

ma :si fi: ?ibe;e:

B.

'I am going to Abeche,'

fajur walla ?asiyya ?

A.

'In the morning or the afternoon?'

v

fajup fi: ssa:?a)?asara wa:hid wa nuss.

B.

,'In the morning sat 11:30./

sa: ?a kam hassa ?

A.
\

B.

!What time' is it now?'

hassa ssa:?a ?asara wa:hid ?illa rubu.

'Now it 4:s 10:45.'

A.

e
B.

ma: ff: wakit, la:zim ni;i:lu taksi

'We don't have time, we should take a cab.'
kala:mak ?adi:l. sala:male:k.

'You are right.1Good-by.'

IT

Vocabulary:
? adi:l

-)Straight, right,
4

7asiyya

Afternoon, meaning;

fajur

Morning, dawn.

.4

-83O

?illa

Minus,

kalamak

Your speech, what you say.

kala:mak ?adi :l

You are right;

Literally: What you sai-laright.

Active participle of /ma5a /:

ma:si

going, walking.
Timer-

wakit
III.

/fit wakit/

There is time.

Grammar :
A.

The W-C-C verbs in Arabic contain an initial

weak consonant whiCh is either /w/ or /y/. These verbs

behave differently from the previous C-C-C verbs.
B.

The past tense form of W-C-C verbs,

however, is the same as thait-of the C-C7C-verbs.

IV.

Exercises
A.

Listb:i tp.your

acher suhititute the

' correct form of /wasal/ in the following sentence.

Repeat after your teacher.

.?ahmat was 1 fi: lbe:t.
?ana,

?iota

?inti
hu:
sit

hi:

-84?ali

?intu

human
hinna

B. Do the same as in A,with the following

sentences:
.

?ali-wilid.

mu:sa wagad na:r.

C.' Substitution Drills:
1. ma:si we :n alyo:m ?

tamsi

ba?d ba:kir
?amba:kir
.

A-

tamsu

sanalja:y
yamsu

ma:si
subu: alja:y
al

2. tRa:si fi: ?abess.

ma:si:n
masr
ma:sye
fra:ns
tamsi
,

.174

-85tamsu

ddirib

namsi

namsu
ssu:k
yamsi

lbe:t

ma:si
?abase

J,

4
cs

-80..

A 24.

verbs

Present_ and

Telling Time

Dialogue:

A.

sa:?a kam ga:?id tamsi fi: wadda:y"?

'What time are you going. to Ouddai?'.

B.

sa:?a ?asara w nuns fi: ?asiyya.

'At 10:30 in the evening.'

A.

wakit da: ma: muta?axxir walla ?

.'Isn't it late now?'

B.

lissa badri,

la:

!No, it is still early.'

A.

la:zim namsi fi: lbe:t

fi: ssa ?a sitte wa ?isri:n.
s

B.

should go home at 6:20.'

ma:la ?
'Why?'

A.

?azzamta rufga:ni fi: 1 ?asa

'I have invited some of my friends
for-dinner.l.

B,

nwaddi:k hina:k
'I shall tike you there in my Car.,

A.

sukran kati:r.

ThaAks a lot.'
/N.

II.

Vocabulary:

s,

?asa

Dinner (evening meal).

?azzamta

I invited.

-874

badri

Early.

ga:?id

Going to (future particle).

Yet, still.

alissa

muta?axxir Late.

rufga:ni

My friends'

wati ')r

Car.

(singu]ar : /rafi:gin

Grammar:
e

The imperative as well as the present

form of the W-C-C verbs is always - WCVC -. The

affixes Iihicleaccompany this form are the same

as in the case of C-CSC verbs.

IV.

Exercises:

..

A. Listen to your teacher.subistitute

the correct form of /wagal/ in the following

sentence. Repeat after your teacher:
?ahmat yawsal fi: lbe:t.
?ana

?inta
?inti
hu:

hi:

?ali

?ani:na
?intu

le

-88-

*bp
human
fa:tima
war

B. Repeat the same as in A using-the

following sentences:

?ali wind.
mu:sa wagad na:r,
C. "Substitution Drills:

1. sa:?a kam ga:?id tamsi fi: wadda:y ?

mata

ga:?dt:n tamsu
abase:

sa:?a kam
fra:ns
?amri:k

ga:?ida tamsi

mata
ga:?di:n namsu
ga:?id namsi

fi: tsa:d
sa:?a kam
ga:?id yamsi

fi: wadda:y
tamsi

'*;..

s.

,
.:89-

.,

2. sa:?a ?asara w nuss fi: ?as

...

?asara tine:n
pallta w tilt
fi: fajur
V

xamsa wa ?asara
sitte wa tama:nya
?arba w ruba

___//

fi fajur
0
...

sab ?a ?illa ?isri:n

iamsa ?illa tilt

fi: ?ai;iyya

3. ?azzamta rufga:ni fit.l?asa.

rafi:gi

fi: lxada
e

rafi:gti
fi: 1?a;a
?abu:y

rufga:fii
.;

rufga:ti
fi: lfutuir
?abu:y
?Etxu:Ii

I
is

11

Verbs

3ast Tense of

A 25.

"I. Dialogue:

Holidays

?amis ?i:d hana sunu ?

A.

'What feast was yesterday ?''

?amis

B.

'Yesterday was the big feait.,'

A. lisd bixe:r.
'Happy feast.'

yanti:k alxe:r.

B.

'Happy feast.0

sunu sawwe:ta ?

A.

'What dli you do?'

mase:na ruxna.

B.

140.

'We, went,for a walk.'

mase:tu wean ?

A.

'Where did. you go?

mase:na fi:

B.
.

A.

11..Te went to the bridge.'

ga?adtu lyo:m kulla hina:k walla ?.

'Did you stay there the whole day?'

B.

la:

ga?adna hina:k ?aiiyya bes..

-1Nol we spent the afternoon there only.0

Vocabulary:

II.

God.

?alla

Only.

'bes

You (pl.) stayed; sat.)

ga ?adtu
,

We sto.yed, sat.

74:1i)

Feast (Religious or, national holiday).

?i:d alkabi:r

Byram. Literally: the big feast.

?1:d bixe:i

HapPy feast., Literality: May

your feast be good.

mase:na

We walked.

matp:tU

you (1510 walked.

ruxna...

A walk.

sawwe:ta

You did.
'toodness, bliss.

.xe:r

yanti:k
III.

ga ?adna

He gives you.

Grammar:
A.

This class of verbs has a weak cottenarit

in the middle. If the weak.corisonant is 101w/1

as in /g-w-1/ Isayll-the form- of the past wilpl
be CuC....

B.

, e.g. /gulna/owe said'.

If the weak consonant is. a /y /,

/s-y-r/ Ilwalkv, the form of the past will. be

e.g. /sirta/ 'you walked'f

CiCC.

The above kules apply to the first and

'second persons only. The third,peiscai, in

different numbers and genders, has the form

Xalt . Thus we get the following: /gd',11/ 'he
said', /sa:ru/ 'they walked!":'
solo

IV. 'Exercises:
Listen to your''instructor read the

A.

different forms of the verb, and repeat after

him.

?ana gult

?inta gulta
?inti'gulti

hu: ga:l
hi; ga:lat
?ani:na gulna
Lire

?intu gultu
S.

'human ga:lu
,

hinna ga:lu
Do the same as' oosi* A with the following

B.

verbs:

'410

1.

sa:r -

2.

to :r

'flew'

3.

sa:l

'took'

4.

ja:b.

'brought'

5.

sa:f

- 'saw'-

-93-

C.

Substitution Drills:.

1. ga?adtu lyalm-kulla hina:k walla

ga?adta
ssubu:

hine

fi: tpa:d
lle:l
ga?adi
0

ssana

hina:k
ga?adna
fi: '1136:t

ga?adat
Eisahir
o

giOadtu
4

hina:k
lyo
2..la:

ga?a

hina:k Tasiyya bes.

?4YY43

ga?adtaP

hine

fajur

kama4in

la:
,a-

ga?adti
r.
V

-94ssu :k

fi :

iyo

ga?ad
hine
bes

a7adna
asiyya

a:k

..
1

11

.1

ti

-95-.

6,
Present and Imperative of C-W-C
A'26.
I.

Dialogue:
A.

rbs

Holidays

fa4 ddal

si:1 ka:k.

'Have some cake.1

B.

aukran. sunu dd:

A.

da: ka:k hana ?i:.

'tibia is the feast cake.'

B.

?i:d bixe:r.
'Happy feast.'

A.

xe:r ?insa:?aila.

1Sameto you.'
B.

ka:k same wa halu.

"The cake is nice and sweet;'

A.

si:1 ziya:da.
'Take some-more.'

B.

kaTas ?akalt kati:r.

'That is enough. Iate a lot.

A.

tudo:ra kubba:yahang'airo: ?
'Would you like some syrup?'

B.

la:

ibkran. nudo:ra

'No, thanks. I prefer coffee.'

II.

Vocabulary:
halu,

Sweetsnice.

?insa:?a114 If God please

185

401k

kafa

.Enough,..
A

Cake, cookies.

cka:k

A glpss, cup,
si:1

Take'(iinperative).

siro:

Syrup, soft drink.

ziya:da

More.

III. Grammar:
A.

The form of C-W-C verbs In tho present

and the imperative is -Cu :C- whcn the medial

consonant is /14 and tiCt:C= whnix the media'.

consonant is a /y/. Thus

f /g-,Arli we get

/gu:l/ and for /s-yur/ we

et fai:r/.

B. 'The imperqtive of this clas of vprbs

takes no prefix, but the suffixes are the

same as for previousli-studied Verbs:,zero,
.

and /-u/..The present tenae affixes Are'' the

e
same as' those mentioned before.
IV.

Exercises:
A. 'Repeat the followin4aft." your

teacher.

Pr

?int& tagu:l.
?inti

hu:yagua.
a

/-/

-97-

hi: tagua.
?ani:na' nagu:1u.
1

?intu tagu:lu.

human yarlau.

gua.
IP

gu:li.
gu:lu.
B.

Substitute the) following words in thekey_

sentence. Make the,necessary chAnges in the verb

td' agree with thd"subject.i,

?ana nisi:1a kita:b.

?inta

tisi:fa
?inti
tisi :li

hu:

hi:

tisi:1
?ani na
.4

nisi:fu
?into,

human
yisi :fu

4,

-98-

fa :tima

tisi:f

?ali wa,fa:tima
yi;i:lu
C.

Substitution Drills:

I
,

1. fagdal si:1 ka:k.

faddali
?a:kuli
?e:s

?Aatbi sirol
faddalu
?a:kulu ?e:s:"

si:lu

faddal
?e:s

?a:kul.

141

off

?asrab siro:

gahwa

sa:y
-

faddali

faddalu
2

la :

sulcr an ,

nudo:ra gahwa.

?ayy
sa:
-or

Biro:
,

1"

188
1

-99-

la :
*re :s

:k

ma : nudo :ya.$041(
sa 1 y

L,

kubba:ya hana siro :

gahwa
D.

Repeat the dialogue maki

the following
a

substitutions" in speakers.
9

1.

A: ?ahMad

. *

B. fa : tima
2.-

fa : timai

B. hawwa
3.

A. hawwa wa
*t.

13; fa : tima wa

S
SO I

It

PaIst Tense of C.4.4f Verbs

A 27.

Holidays
?amba:kir xidma ma: fi:

A.

1Tomoerow is a holiday.'
B.

'

'Why?'
v

A.

fi: sa:n ?amba:kir ii:d alhurriyya.

'Bebause tomorrow is Independence Day.'

B.

sunu tisawwi ?amba:kir ?

'What are you going to do tomorrow?'

A.

namsi nsi:fa ?ahli.

,'I am 'going to see my parents.'

ga?idi:n b?i:d min hine.

B.,

'My parents are far from here.'

A.

tudo:ra taji ma?a:y walla ?

'Would you like toicOme with me?'

B.

sukran. ?ayye nai ma?a:k.

Thanks. I will go with you.

A.

kwayyls. ta?a:1 n ?arrifak ?ahli.

'Good. I will introduce you'to my parents.'

II. Vocabulary:
e

?ahli

MY parentsil-elatives.
.

fi.: sa:p

Bedause.

hurriyya

Independence. Literally: freedom.'

190

Y.

-101-

naji

I come.

na?arrifak

I introduce you.

ta?a:1

Come (Imperative).

taji

You come.

xidma /, xidme

Work.

xidma ma: fi:

Holiday. Literally: there is

no work.

III. Grammar:

Verbs containing a final weak consonant usually

take the form CVCV- in the past. It is diffiOUlt to

predict what the vowels are, but the second vowel i

for the third person is short while it is

ong for

the other persons.

P.

IV...Exercises:
A.

Your teacher will substitute the following

pronouns in the key sentences. Listen and repeat.

1. mu:sa masa fi: lbe:t.
hu:

?ana

?inta

?intr
hi:

?ani:na
?intu

hUman
hinna

-4102=

,2.

?ali ligiya kita:b.

hu;
?ana
lr

?izita

hi:

?ani:na
?intu

human
hinna
13. Substitution drill:
r
?ana badevt.

4.

-Ss

sareevt
Y

'hu

4,

bads
rama
?ana

gare:t

rame:t

baddt
sarate

?ani:na

er

J
-..---10

rame:na
hi:
7

q 2,

/**7\
Low..

-103.
garat

.
.

7inta

bade:t
sare:t

human
badu
garu

hi:'
badat

human
saru
ram'.:

C. Substitrution drills:

1. sunu tisawwi ?an:km:kir ?

tasrab
alyo:mC

tasarbi

ba?d ba:kir
ta:jeul

ta:kulf
?amba
v

yasrab
N.(
1

tasrab
tisawwi

193

2. namsi nisi:fa ?ahli.

ni?azzima
'rufga:ni

rufga:tZ
nzu:ra
4

rafisgti
rafi:gi
nL. allim

?ahli

?axu:y

ni;i:fa
3. ?ahli ga:?idi:n b?ird min.hine.
sa:kini :z

. ma: b?i:d
-s;

gari:b
a

?axwa:ni

?axwa:ti

min leko:1

ma: b?i:d
ga:?di:n

rufga:ni
?ahli

194

so

105-

A 28, Present and Imperative of C-C-W Verbs

I

The Carpenter

Dialogue,:

ma:

xidme

?asiyya walla ?

cDonit yoti have anything to do. in the evening?'

B.

?indi xidme. la:zim namsi fi: lbe:t.

II have some work. I have to go home.,

A.

ma:la ?.
!Whys?"

Pa4,,

fi: -sa:n annalja:r ja:y ya?addila

hana be:ti.

-1Because'the,carpwater is coming to fix

the door-q my house.

A.

ilunu bigi ?

!What happened?!
B.

ba:bi,kassar wd la:zimiva?addila
,

trly door brOke'and I have to fix it.!

A.

)471:tu naka:rak,?

!Who is your carpenter?!

jatrak ?ahmat:.
,

!Yovi. neighbor Ahdad.!

4

A.

?ahmat.najjasi kwayyis.
!Ahmad is'a gbod carpenter.

B.

CZayiel kwayyis kati:r.

!Yes, he is very gobdel

Ii

-106,
a

Vocabulary:

II.

,ba:b

Door,

bigi

,Happened.
a

ja:rak

Your neigh or.

III.

ja:y

Coming (active participle).

kassar.

Broke

'najja:r

Carpe ter.

y?addila

He fixed. Past / ?addal /..

as broken.

Grammar:

C-C-td Verbs in the present and imperative

.

have the

orm -COY, Again 'it is difficult-to

4

predict the shape-:of the voWel..

IV.

Exercises:
A. Listen to your instructor' making substitutions.

in the following key sentences. Repeat afier your.

instructor.

1. ?Ana namsi fi: lbe:t.

Viiota
tint i

yam;i
hi:'
'

namsu
?intu
V

yamsu

196

a
.
e".

?ahmad
?ana
hi:

2. ?ana nalga kita:b.

?inta

Ointi

yalga
hi:

?ani:na

talgu
hfiman

rahmad
?ana

?intu
rr

B. Substitution drills:
v .

1. ma: ?indak xLdme fi: ?asiyye walla ?

f

?indi

ruxna
?inda

ft /fajur

?amba:kir
?indum

?indi

ba?d ba:kir
fi: ?a;iyye

197

-108-

<

'2. ?ahmat najia:r kwayyis

?ali

NN

241

da15to:r

1
seme

mu:sa
sulta:n
kwayyis
ti

?abbiiker

mu?allim

).
seM.
,

C. Repeat, the dialogue making the foilosang

40 4

Itubstitutfons:

/
C.

1. te. favelinSi
IN

B. hawwa4,1

/26 A. ?ali

-14

fa :tima'wa hawwa

I
,r'

.109

A29,,

Past tense of C

1 2 2

verbs

Dialogde:

,The Doctor

ti

A.

ti

'?amba:Uir la:zim namsi fi: ddokto:ry

'Tomorrow I should go to the dOptorel
.
rti

B.sfr sunu ja:k ?

O
A,.

'What the'matterifith

you ?'

?i:di yo :ja?nie
'I have pain .in my hand (arm).'

B.,

sums
'What is the matter with your arm ?''
.

A.

wage:ta, wa ?i:di kassar.,

II fell, and my arm waebroken0

B.

?indak waja kati:r walla ?.

'Does it hurt very much ?'

hassa ma: katiLro la:kin ?awwal yo:ja:ni

kati:r.
01...

!Now it ,does not hurt much, but `at first

se'

B.

yiji:ba 17a:fya.
'God hive you he.alth.I

A,

sukran. ?alla yanti:k 1?a:fya,

'Thanks,. God keep you, healthy.'

196

0.

-110-

..

r.

11.

Vocabulary:
?a:fya

Health.

ddkto:r / dakto:r

Rector.

?i:d

Arm, hand.
Came.

ja:k

Happened to-you. Literally:

camt /to you.

sunu ja:k'

What happened to you?

What is the matter with you?
g-

waie:ta

1 fell- down.

waja

Pain.,

yanti

He gives.

yo:ja?

Hurts

yiji:ba
III.

Past /?anta/.

He lmrivgs.

Past /ja:b/.,

elloe: II II

't

A. C C C

1 2 2
,

verbs contain
r

and final

'

consonants which"are identical. The pant tense

form of such verbs is C1aC2C2 -.

B. The vowel /e:/ is inserted

be1ween the
-.
.

stem of the 'verb and the subject suffixes of that

first and second persons. /a/ is inserted between'

the 0e:if-and-the third perion singular.
1Vb

Exercises:

listen to your teacher and repeat after him.

200

"V

?ana maddest
madde:t ?i:dak.
?inti padde:ti ?i:dik4
hu: madda ?irda.

hi:.maddat ?i:da.
.

viani:na madde:na 7i:dna.

?intu madde:tu ?i:dkum. /

I

human mdddu ?i:dum.'

?ali madda ?i:da.
40

fa;tima maddat ?i:da.

B. Substitution drills:
1. ?ana lamme:t.
hu:
hi:

mahammat

hawwa
?iota

?inti

?ani:na
?inti

human
?ana

2.' Do the same as in B.1. with the

following:
?ana habbe:tak.

?ana dagge:t lbabt

I

20i

-112-'

C. Substitution drills:
v

1, ?amha:kir ia:'iim namsi fi: daokto:r.

(ba:lik

'

leko :l
f

sanaljas.Y

?amri:k

ba?d batkir
ssinema

,la:zim

subulalja:y
tsa:d

sa?a ?asara

2. ?indak waja kati:r walla ?

I.

?indik

swiyya

kutub
?inda
guns

kati:r
?indum
buyu:t
?indi

waja

202

4),

-113-

,A 30.

Present and Imperative of C1C2C2 Verbs

I,. Dialogues o The Market

ta?arfa we:n ssu:k ga:?id?

A.

'Do you know where the market is?'

G

?ayye, sunu tOo:ra tibi: ?

B.

'Yes, what do you want to buy?'

nudo:ra nibi: marku:b.

A.

'I wailt to buy shoes.'

.

B.

tudo:ra tibi: biga:si walla ?

LDo you want to buy something expensive?'
la:, nudo:ra soxol ma: ga:si.
'No, I want something'not expensive.'

B.

na?arfa baka:n yi7/ajjibak.'

'

'I know a place you will like.'tagdar tuwaddi:ni baka :.n da: walla ?
'Can yo

//,B.

take me to that place ?',,

Tayye, lulumMu fi: .ssq:?a ratba,?illa rubu.

'Yes, w4i will meet at 3 ;45.'

A.

kwayyis,
'Good, I will see you.''

B.

mOassala:mak.
'Goodbye.'

-114-

II. Vocabulary:

biga:si

With an expensive (price).

marku:b

A pair of shoes.

nulummu

We meet'..*Past'71amma/.

L4

soxol

Thing, something.

su:k

Market.

yi?ajjibak

Pleases you.

I
Past /?ajjab/.

III. Grammar:

The present and imperativ) form ofC1C2C2%

verbs is always

-C1VC2C2-1 and

is either

/i/ or /u/, e.g. the third person singular imperative'

for /madda/ is:)Midda/, and for /dagga/ is /ftggai.

IV. Exercises:
"yr

A. Repeat after

our teacher.

?ana nimidda ?i:di.

?inta timidda ?I:dak

fJ

?inti timiddi ?i:dik.

C,

hu: yimidda ?i:da.

.

hi: timidda ?i:da.

?ani:na nimiddu
A

?intu timiddu ?i:dkum.

c

human, yimiddu ?i:dum.

midda ?i:dak.

middi
middu ?i:d)cumt
-

`104

e"

.4115-

B. Substitue the following for /nimidda ?i:dij

in exercise A.

L. nilimma,

2. nisidda.ddiriba
3. nadugga lba:b.
C. Substitiitlbn drilks:

1. ta?arfa we:n ssu:k ga:?id ?

ta?arfi

ddirib

ta?arfu
leko :l

almu:zd:

na?arfa

.1

ddakto:r

na?raf
ya?raf
ddukka:n
tagdar twaddirni-baka:n da: walla ?
.4re

1fi: ddukka:n

tagdari twaddimi.
twaddi:ha

tagdar

twaddi:hum

fi: ddirib

nagdar nwaddi:k
4

nwaddi:ki

nwaddi:kum
0

l'aka:n*

nwaddi :ha

tagdaru twaddlyina

twaddu:ni
tagdari twaddi:ni
tagdar

D, Repeat the dialogue( making the follOwing

substitutions in speakers.
1.

2.

A.

?ali

B.

hawwa

A.r hawwa
B.

?ali wa ?ahmat

206

A 31.

Quadrilateral VAits

I. Dialogue:

The Market

A.

sala:male :k.

B.

sala :male:k.'nagdar na?a:wnak ?

*Hello. Can I1:13.1pyau?*

A.

?ayyes n udo:ra marku:b seine.

)

sYeps I would like a good pair of shops.*

da yi?ajjibak walla ?

B.

'Do you like this One?*

-

A.

'

da: stmes la:kin ma nudo:ra lama.

t.

*This is fines but I don't care for its color.

B,

alweln tudo:ra ?
114h/A

A.

color do you want?*

?erswad walla ?ahmar.

'Black or red,(brown),*
B.

da markU:b ?aswad wa tamana hayyin.

This is a black pair of shoes which is cheap.

A.

tamana ka ?
'What is its price?*

B.

Aiyya riya:l.
*One'hundred riyalss'

II. 'Vocabulary:.

?ahmar

?aswad

Red or brown.
.

Black* The word / ?azrag/ *blue*

is also used in, Chad Arabic to

mean 'black*,

01

-118-

lo:n

Color.

lo:na

Its.colo

miYyit

One h a.dred.

tamana

Its price.

III. Grammar:
A.

Quadril teral ver s contain four

consonants in tie root.

e shape of such roots

can be: C1C2C 'C3,,C1C2C

form of qua

iliteral
form

B.

or C1C2C3C

The

erbs in the past is Ca.oCaC-.

the present and, the imperative

is -CaC

C ./.The s b ,ject suffixes are the same

as for tlitora verbs.

IV.

xercises:
A.

L =ten to your teacher use the following

erbil with different pronouns: /kassart42 /nagnag/I

blaglab,

e.g
kassart ba:bi.

? nta kassarta ba:bak.

inti.kassarti ba:bik.-

hu: kassar ba:ba.

hi: kassarat
?ani:na kassarna ba:bnal.,;

?intu kassartu ba:bkum.

human kassaru ba:bum.

208

-119i.

B.

For the verbikassari in the following

exercise substitute /nagnag/l /laglag/ and

v,

/saglab/.
?ana nikassir.
?inta tikassir.

?inti tikassiri.

hu: yikassir.
hi: tikassir.
nikassiru.

?intu tikasiru.
human yikassiru.
kitssir.

kassiri.

/ kassiru.
C. Substitution drills:
lo:n alwe:n tudo:ra

marku:b
tudo:ri
C

tudo:ru
04,

).*

kita:b
cinema

hudo:ra

tabl
mu:ze:

yudo:ra

2O9

yudo:ru
tudo:ru
dukka:n

4,

tudo:ri

ft'

lo:n

tudo:ra
D.

Make the following Substitltions in

the dialogue:
1.

al

2.

A.

fa:tima

B.

hawwa

A.

?all wa fa:tima

B.

mu:sa

-10

210

S.

-121-

A 32.

"hamza" V rbb

I. Dialogue:
A.

The Ma ket

Itam tudo:ra

:How much
B.

ttabl da ?

o you want for this table?'

Miyyavi ? srien riya:l.

'One hun

A.

4.

ed and twenty riyals.'

da: ga:si kati:r.

'This Ls very expensive.'

4

B.

nanti:k be miyyaw
'I'll give it to you for one hundred and ten.'

A.

la:, nikaffi:k tis?i:n riya:l.

''No,'

B.

pay you' ninety riyals.'

la:, ?antily. miyya. da: ?a:xir taman.'No, give me one hundred. This 1s the

last mica.'
A.

a: lissa ga:si.,nanti:k xamsa wa

,

'This is still expensiVe.

ninety-five.,
B.

kwayyis,

0.K.1\take it.r
Vocabulary:
?anti:ni

Give me.

?a:x0a.

Last.

be / bi

For, in, with.

.

21i

give you

4.

=122:

le

For.

nanti:k

I give you.

nipaSfi:k

I par you. Past /kaffa/.

tabl

t Table:
(

III. -Grammar:
A.

Iliamze- verbs contain /?/ 'glottal stop'

as one Of their consonants. If the /?/ is medial

the verb behaves like a strong C-C-C verb. Final
.

/?/ are not common in7Chad Arabic verbs, and

they are usually deleted before subject sufgixes.
B.

If the /7/ is the first consonant it is

deleted in the preient and the imperative, resulting

in a long vowel. For example, /?-kT1/ + /nat-2--,

/na + ?akul/. When the lhamzett is deleted we get

/na+akul6 which is the same ,as

/nAkul/.

t,

IV. Exercises:
C

A.

Listen. to your teacher make the ,following

substitutions and repeat after hill.

1. ?ana ?akalt mange seme.

04
'Sw

.1,

?inta ?iitkalta

?inti ?akalti

hu: ?akal

hi: ?.akalat

?ani :na ?akalna

212

-123-

?intu ?akaltu
human ?akalu..

?umar ?akal

falmata ?akalat
2. ?ana na:kul Wanga4seme..
?inta ta:kul
?inti ta:kut li
A

hu: ya:kul
hi: ta:kul
4

?ani:na na:kultC.

7intu ta:kulu
human 'ya:kulu

?a:kul
?a:kuli

?a:kulu

B.

Do the same as in A with the followtia.g.

1. 44ana sa ?alt su?a:l.
2.

?ana nas?al su?a:l.

2":

?amabade:t xidme.
?ana nabda xidme.

C.

Substitution drills:

1. kam tudo:ra le ttabl da ?

tudo:ri

-4

.marku:b
kilo .lmanga

tudo:ru

kilo tama:tum

213
ft.

14%

-12 k-

paks?' hat a sigre:t

e

tuici:ra

gami:s
surwa:1
tudo:ri.

0(

sa:?a
O

2, nanti:k ttabl da: be miyya.,

nanti :ki

marku:b
tis?i:n
,

nanti:kum

sapa
miyya w ?isri:n
nanti:ha
paket

-minte:n w ?asra
nan.ti :hum

kiLlo ?anab
xemsa w sitti:n
tabl

sab?a w fama:nirn

214

-125-

Adverbs

A 33.

I. Dialogue:

The. Market

bi:ta t'tabl da: f

'I bought this ,tabfe at the market

B.

bikath bitta 4-

,'For hdW mucki did 06 buy

A.

xamsa wa tis ?i:n riya:1,

'For ninety-fi've riyals.'

B.

da: galst kati:r.

'This is too expensive.'

A.

la:kin da: tabl,seme.

'Silt this is a nice table.'

-4

B.

fi: tabla:t ?a:xari:n fi: baka:n.da: walla ?

'Are there other tables in that place?'

A.

7ayyel fi: tabla:t nafar ke,tpr.

'Yes, there are many kinds of tables.'

,tudo:ra wa:hdi:n walla ?.
411

'Do you want some?'

B.

?ayyet tagdar tsawwifni baka:n da: walla ?

'Yes, can you show me tha4 t place?'

A.

?gyyel nwaddi:k lamba:kir.

'Yes, I'll take you to orrow.-1

I,

21
Ars

C
-126-

tI. Vocabulary:
?a:xar

Other,, -another,

?a:xari:n

Others, other.

bikam

For how-much?

bi:ta

I bought (it), or you bout (it).

nafar

Kind.

tsawwifni

You show me. Past /;awwaf/.

Some. Plural of /wa:hid/

t.

III. Grammar:

Adverbs in Chad Arabicf-lip in English,

A.

tell us something aboUtthe verb or the adjective.

Four main-categories of adverbs are those which
indicate manner, time, pIaCe and quantity.
B.

'Adverbs of manner ars,u0ed after the

verb to tellsomething about the way the action took

pltice or was performed. In the following examples
y

/bise:s/ and /?ajala/ are adverbs:

y

?amsi bise:s

walk valloicly.$

ya:kul ?ajala
.

C.

.11.1e eats in a hurry.'

Adverbs of time can be' used anywhere in

-

the sentence even though they ale related to the

verb. They can be single words likes /fajur/
l'morning' or /?asiyya/ 'evening', a combination

of two words like Panyal ?amis/ 'the 'day before

yesti:rdayf or /subu: alfa:t/ 'last weeks, or they
2 16

-127Thfl

can be prepositional phAse

like /fi: lle :l/

'at night' and /ba?d ba:ki / 'the day after tomorrow.'

b.

Adverbs of

place J can be single

word' as

./gA4:b/ 'close' and /baii:d/ 'far', a combination

of words as /ma: ba?i:d/ 1nd:fir', or-a prepositional
phrase as in /fi:

E..

lin the house'.

Adverbs of

vanfityk

like /kati:r/ 'much,

and4wiyya/ 'little' modify verbs and adjectives,

e,g, hu:,kabi:r kati:r

"He is very big'

(1

hu: ?akala swiyya

IV.

ate fa l*ttle1

Exerciacei
A.

Substitute the following words and phrases

in the follo4ng serttence:

mu:sa ja: ?ajala.
ja:ri

be rijla

bise:s
?akal
?ajala

masa
fi: lbe:t
Tahmat

N\ fajur
.?asiyya
V

ja

21T

fi: Ile:1
?amba:kir

na:m
4

lamis
gayll

masa

sana lfaA
?amis

?ajala
B.

Substitute the following words in the

sentence:
?aiaa gare:t kwayyis.
same

hus'gara
?ajala

kwayyis
?akal
some

libis

?ana libist
?ajala
.kwayyls
ti

C.

Substitution drills:
1.

da: gatsi kati:r.

swiyya
hayyin.
7

218

0,

-129-

helu
di:

ga:si
N'

swiyya
1

da: kwayyis
kati:r
seine,

swiyya
2.

?ayye, nwaddi:k ?amba:kir

nwaddi:ki

ba?d.ba:kir
sub: 1,/aly

?asiyya

nsi:lik
fajur

sa:?a
V

nsi:lak
?amba:kir
sanalJaty

219
ri

1-

=130=

A 34.
I.

ressin
Dialogue :
A.

Future and the P

essive

The Market.

?indak zra: jadi:d walla ?

'Do you have flOsh vegetables ?'

B.

?ayye, tudo:ra sunu ?

'Yes, whet would you like?'

A.

nudo:ra tama:tusm wa basaiwa faggu:s.

'I want tomatoes, onions and cucumbers.'

B.

?indi manga wa. lemu:n wa ?anab kulla.

'I also have mangoes, lemons and grapes.'

A.

bekam alki:lu liana tama:tum ?

'How much is a kilo of tomatoes?'

B.

?isri:n riya :l.

'Twenty riyals.'
A.

dat Bassi

'This is very expensive.'

B.

da: tama:tum same.

'But these are good tomatoes.'

A.

nakaffi:k xamista?;ar
'I will give you fifteen rigials.'

B.

?ayye, ?azzila altudo:ra.

'O.K., pick what you want.'

225

II.

,vocabulary

Grapes.
?azzila

Pick, choose.

basal

Onions.

faggu:s

Cucumbers.

1jadi:d

New, fresh.

ki:lu

kilogram.

lemu:n

Lemons.

mange

Mangoes.

tama:tum

Tomatoes.

J.%

xamista?sar.
zra:

Fifteen.

Vegetables.

III. Grammar:
A.

The future idea is expressed in Chad

Arabic by using soy.kadverb of time,which refers

,/

to the futVre, with the present tense of the verb;

B.

, The progressive idea is expressed, by

using the auxiliary iga:?id/ with the present form

of the verb. /ga:?id/ is inflected for .gender` and
number in the following manner:
/ga:?id/

(masculine singular)

/ga:?ida/

(feminine singular)

/ga:?idi:n/

(feminine plural)

.2211

IV.

gxercises:
,1

A. Substitute the fblApwing words and phrased

in the key sentence:
?ali yamsi fi: lbe:t alyo :m.

?iMba:kir

bead ba:kir
sanalja:y

subu: alja:y
V

ssa?a ?asara
fi: ?amri:k
sahr alja:y
sanalja:y
?amba:kir

fa:tima tamsi
ba ?d ba:kir

sanalja:y
fi: lbe:t

subu: alja:y
ssa?a ?asara w nuss
B.

Repeat the followidg sentences after

your teacher.

?ana ga:?id nagra darsi.,

?inta ga:?id tagri darsaki.,

?inti ga:?ide tagri darsiki

hu: ga?id yagri darsa.

222
iV

?ali ga?id yagri darsa.

hi: guaide tagra darsa.

.fa :time ga:?ide tagra darsa.

?ani:na

nagru darisna.

?intu ga:?idi:n tagru dariskum.

human ga:?idi:n yagru darsum.

C.

Substitution drill:
wala :kin da: tama:tum seine.

?anab

kwayyis
la:kin
zra:

jadi:d
same

wala:kin
basal
jadi:d
faggu:s
seme

lemu:n
kwayyis
jadi:d

manga
D.

Repeat the dialogue making the following

substitutions in speOari:-

Cl

223

-134-*

1.

2.

Q.

fa:tima

B.

hawwa

A.

?ali wa fattima

B.

mu:sa

,t

tof

224

-135

A 35.

"To

ei.v " Sentences

e

I.

Dialogue:
A.

Departure
0

mata ttayya, a hana:k yamsi ?

'When does,
\iga:711

plane leays/4-

sab ?a wa nuss fi: ?a;iyya.

'At 7:30 p.m.'

A.

bissa:?a kam la:zim tamsi fi: mata:r ?

'What time do you have to go to the airport?'

.8.

sa:?a sitte wa rubu.

'At

6 :15.'
0

?ahsan tamsi min be:tak fi: ssa?a sitte.

'You'd better leave your house at six.'
B.

?ayye, nabga ja:hiz fii ssa:?a-xamsa w nussg

ready at 5:30.'

'Yes,
0

A.

?indak soxel altudo:ra kulla walla ?

'Do you have everything you need?'

B.

?ayyd, ?indi taskara, paspo:r, kart

hang dokto:r, kulla Eley?.

Yes,, I have a ticket, passport, medical

certificate, everything.'
A.

ma:si ?adi:1 fi: nuyofrk walla ?

'Are you going straight to New York?'

B.

'la:, nagif fi: pari: ?ayya:m.

'No, I will stay in Paris tsor a few days.'

225

-136
t

Vecabulari:

II.

?adi:1

Straight.

?ahsarie

Better, it is better.

?ayya:m

Days, a few days;

bissa:?a kam

At what time.

ja:hiz

Ready.

kart

Card, certificate.

kart hana dakto:r

Medical certificate. Literally:

a doctor's card.
kulla

All of it,Pagee.

kulla sey?

Everything.

mata:r

Airport.

nabga

I will stay, I will be.

0--

nagif

I stay, stop. Past /wagaf/.

paspo:r

Passport.

tamsi min be:tak

Leave yourliouselkaterally:
walk from your house.

taskara

Ticket.

yamsi

He walks, leaVes.

III. Grammar:
A.

The concept 'to have' is exprfessod in

Chad Arabic by using the preposition / ?ind/ with

different possessive suffixes.

B.

When attaching possedsive suffixes to

/?ind/, we get the following forms:

226

?ana ?indi be:t

?inta ?indak kita:b.

?inti ?indik kab.ss sami:n.

-

hu: ?inda farasy

hi:

?inda taskara.

?ali ?inda paspo:r.

?ani:na ?indina buyu:t.

?intu ?indukum be:t.

4.6

",

human ?indum ?awla:d.

fa:time ?inda jamal.
B.

Substitute the following words in the

key sentence. Pay attention to the agreeiient

between the subject and the pOssossive suffix.

?ahmat ?inda jamal sanalfa:t
fa:time

?ani:na
kabis

human
subu: alfa:t
?ana
?ali

hi:

faras

?ani:na

227
4

-138-

huma:r
?inta

?infi

Substitution drills:

bissa:?a kam la:ztm tamsi fi mita:r ?

\s

u.'

yamsi
,

dr

dirib
tsa:d
yamsu,
V

namsu
-

nams.i

sinema
tamsi

tamsu
?oro:p
2.

?ahsan tam;i min befak fi: ssa:?a sifts.

,

Join be:tik A;\

4
.z

namsi min be'vti!

namsu min be:tna

tammei lath besta

xamse w nuss

tamsi minbe:tak
tamsiumin be:tik
6

yamsi min beta

228

?asara wa tilt
tamsi min be:ta
yAm;u min be:tum_

tamsu

in be:tkum

min da:rkum
tXs?a wa ruba
tamsi min da:rak

229

-A 36i

Active and Passive Participles

vp

Departure

1.
.

A.

seyyid ?ahmat sa:far walla ?

'Did Ahmad leave?'

B.

la:, yam;i6ba?d ba4:kir.

%plot he leaves the day after tomorrow.'

A.

tuwaddi: fit mata:r walla ?

'Are you taking him to the airport?L

B.

- ?ayye, tudo:ra tiji ma ?a:na walla ?

'Yes, .would you like to come wit) us?'
v

ba:lik namsi.)

A.

'Maybe I will go.'

tiji baka:ni tisi:lni walla ?

'Will you come to my place to pick me up?'

B.

ha:dirc. we:h ga:?id be

'With pleasure. Where is your house?'

be:ti gari:b le sinema ryo.

A.

'My house is clOse to Cinema Rio.'

1

niji fi: be:tak fi: ssat?a ?arba.'

'I shall come to your house at four.'

A.

kWayyis, nulummu hina:k.

-1Good, we will meet there.'

230
.

-441-

II.

Vocabulary:
ba?d ba:kir

The day after'tomorrow.

ba:lik

Maybe.

He left, travelled.
0

You come.

You take him.

4

III. _-----,
Grammar:
A.

The active participle refers to one

who "does" or is "doing" something. For example,

./ka:tibi is the active participle of the verb'
/kataba/ and- it means 'writer'. On the other band,

the passive participle refers to a meone or something

which is "done". For instance, /maktu:b/ is the

passive participle of /kathba/ and it means 'letters.
B.

The active participle of C-C-C verbs

has the shape CalCiC- e.g. /kataba /.-- -* /ka:tib/,

For C-C-W verbs the active participle form isk

Ca:Ci - e.g. /masa/

/ma:si/. Qua.driliteral

verbs form their active partiCiples according to

the form CaCCa:C-- e.g. /kassar/ > /kassa:r/.

2
C.
O

The passive,articiple form of C -C-C

verbs,is maCCu:C

/kataba/ ---> /maktu:b /.

Quadriliteral verbs form thdir passive participles

according to the form muCaCCaC

/muassar/..

231

e.g,;"tYkagsarh/

--4

-142-

IV.

Exercises:
A..

Repeat the following after your

teacher.
1;

ka:tib

haww ka:tiba
human katibi:n
?ahmat ga:ri

fa:time ga:ri

human ga:ri:n
hu: nagna:g
hi: nagna:ga

human nagna:gi:n
?ana ma:si
?inti ma:si

?ahi:na ma:81:n

mu:sa kadda:b
maryam kadda:ba
human kadda:ki:n
2.

ba;bi mukassar.
ba:bi maksu:r.
?axu: ma?ru:f.

v./

?axtu ma?ru:fa.
ru'ga :ni ma ?ru:fi:n.

232

(t

-143+IP

?ide:ni mukaasari:n.
?ide:ha murabbati:n.
?albneyya murabbata.
?alba:b masdu:d.
4

?abwa:bak masdu:di:n.
darsa maktu:b.
9

ba:ba maftu:h.

?abwa:bi maftuali:n:

?alwle&marbu:t.
kita:bak mawju:d.
B.

Make the following substitutions'paylng.

attention to the agreement between the subject and

the subject suffix of the verb.
?ahmat sa:far walla ?
masa.

fa:time

human
sa : faru

maryam
hu:

-'

?aria

?luta
?inti
-

mase:ti
?int
r

ti

?into

sa:fartu
?akaltu

human
?ahmat

fa:time
'?ana.

?inta
C.

Substitute the foLiowing words and

phrases in the ke,j sentence:

tiji

Aka:ni tis
fi: be:ti
fi: da:ri
baka :ni

yiji

yiju
yizu:ru:ni
tiji

yiji

tiju

234

in

walla ?

-145-

v.

A
I.

Direct and Indirect Object Suffixes

Edalogue:

Dep1/4ture

4
A.

:,-qo'-

.4._

mata tathia'fi: baladak ?

'When do you leave for your country?'

B.

ba?d subu:?e:n.

'Two weeks from now.'

A.

ka:n wisilta fit ?amri:k ?aktubley.

''rite the when you get to America.'

B.

naktuble:ks wa ?inta kama:n ?aktuble:y.

'I will. And you write me too,'

A.

tagri ?arab walla ?

'tan you read Arabic?'

B.

swiyya.
1A. little.,

A.

naktuble:k nuns bikala:m ?arab wa nuso

bikala:m ?ingli:z.
7

'I will write you half Arabic and half

English.'
B.

kwayyiss wa ?ana ?aktuble:k bikala:m

?arab swiyyai
'Goods and I.will' write you a little
Arabic.'

A.

wean ?allamta kala:m ?arab ?

'Where did ypu learn Arabic?'

B.

fit leko:l.fi: baladi.

'In school at home.'

235

-146II,

4,

Vocabulary:
?aktubley

Write me,' Past /katab /.

baladak

Your country, homes

bikala:m ?arab (?ingli:z)

kama:n

Also, too.

ka:n

If, _when..

imktuble:k

In Arabic (English).

I write you.

subt41.:

Week.

subu:?e:n

Two weeks.

tagri

You read: Past /gara/.

III. Grammar:
A.

The direct object pronouns are suffixes

attached to the verb after the subjecemarker.

Following is a list of these suffixes:
t

B.

-ni

'me'

-ak

'you (maw.)'

-ki

IYoulfem.)I

-u/a

'him'

-a/ha

'her'

-na

'no'

-kum

'You (pl.)2

-um/hum./N

'them'

The indirect object pronouns lre'suffixed

to the verb.after the subject marker, They have

236

the follTring forms:

11
;qi

-ley

'to /for me'

-le:k
- le:ki

'

You (mas.)1

"

11

"

11, you (fetn.)2

-le:hU

- le:hi

"

him'
"

her'

-le:na

IV.

-le:kum

- lum/le:hum

".

you (plOt
"

them'

Exercises:
A.

Your instructor will give you a noun

or a pronoun whiCh you areto change into a

direct object suffix in the following sentence:

wassilni fi: lbe:t.

e.g. ?ani:nh wassilna fi: lbe:t.
?ahmat
?ana

?inta
9

?ani:na
?inti
hi:

fa:tima
hu:

human
?intu

237

B.

Do the same as,in A above changing the

nouns and pronouns given7 into indirect object

suffixes,

katabley maktu:b.

--

?ahmat.

fa:tima
?ani:na
?ana
hu:

human
I

hi:

?inta

?intu
?inti,

C.

Substitiltion drills:
1.

mata tamL fi: baladak ?

fi: 'amri:k

yamsi
bAlada

fi: ?oro:p
yamsu
baladhum.,

fi: fra:ns
tamsi
,

baladhtl

238

";1496

baladik

fi: tsa:d
namsu
baladna

fi: nige:r
tamsu

baladkum
2.

wa ?ana ?aktuble;k bikatam

?arab swiyya.

?ingli:z
?inta ? aktubley

kati:r

?inti ?aktubiley
faranse:

2intu ?aktubu:le:na
ikulla

hu: katabley
swiyya
?arab

Repeat the dialogue making the

f6.lowing substitutions in speakers:
1.

2.

.A.

fa:tima

B.

hawwa

A.

?ali wa ?ahmat

B.

_wa ?ali

239

-150s
a

A.38.
I..

Conjunctions
Dialogue:'

The Weather

wata ha:mi kati:r alyom.

A.

'It is very hoX today,'

?ayye, da:yman ha:mi fi: sse:f.

AO

'Yes, it is always hot in the summer.'

wata ha:mi fi: kull tsa:d'?

A.

'Is it hot all, over Chad?,

B.

la:, wata ma: ha:mi fi: jjuba:1,

'No, it is not hot in tAe mountains.'
$

A.

k kam digre: fi: jjuba:1 fi: sse:f ?

('What'is the temperature in the mountains

during thd summer?,
B.

tagri:ban tala:ti:n digre:.

'About thirty degrees.'

A,

wa wata ke:f fi: fo:r lami: ?

'And how is the weather in Fort-limy?,

B.,

fi: sse:f tagri:ban tama:nya. w talatti:n.

'About thirty-eight degrees in the summer.'

A;

fi: lle:l kama:n ha:mi walla ?.

'Is it also hot at night?'

B.

?ayye, wata ha :mi fi: lle:1 kulla.-

rYes, it is also hot at night.'

240

-151-

II,

Vocatulary:

fi: kull tfla:d

All over Chad. Literally:

in all Chad.

ha:mi

Hot.

julaas1

Mountains. Plural of /jabal /.

le :l

Nighty

se :,f

Summer

tagri:ban

Nearly, about, close to.

wpta

Weather.

III. Grammar:
A.

Conjugations are function words which

join two words or phrases'in some kind not relation-

ship. Usually the things that are joined by a

conjunction have similar grammatical functions:
i.e. both verbs or nouns or adjectives, etc.
B.

The most common conjunctions in Chad

Arabic are:
4WEI, w,

'and'

1.1

walla

1 or I

Wi

wala

wala

.'nor'

wala

'neither .4,4, nor'

ft

la:kin, wala:kin

'but'.

IV.

Exercises:
A.

Repeat after your teacher:

?ana w ?axu:y mase,:nat

hu: ?akal wa
?inta ?akalt walla ma: ?akalt ?
da:

? axu:y walla ?axu:ha ?

?ana wala ?akalt wala sirib4;14

wala ?alia wala 7abu:y mApesna.

?ana kabi:r wala:kin ma: kabi:r kaki :r.

?akal Ia:kin(ma;
4

B.

SubstituM the following words and-

phrases,in the key7isentenc:esi

.4)

?ali'?akal kati:r*Til

--1
fa:tima

wala

waj.a

?ahmat

wa

Iv

la:kin ma:

hawwa
t

walla
wala:kin ma:
yet,

C.

Substitution drills:
1.

ti

wata ha:mikati:r aLyo :m.

242

-153.4.

ba:rid
44s

swiyya

ma: ba:rid

irk

?amba:kir

ma: ha:mi
kati:r
?ams

ha:mi
k

swiyya

alyo:m
2.

?ayyet wdta ha:mi fit llet1

la:

ba:rid

fi: nnaha:r
bes

fialet1
-4

kama:n
ma: ha:mi
ba:rid
kulla
?avye

104

4,

243

-154-

A 39.
I.

Numbors
Dialogue:

The.Weath'ar

A.

wata ba:rid alyolm.

'It is coliOtoday.0

B.

yayyes

ma: ba:rid 1Fatise.

I.

'Yes, bul not Very cold.'

fi: baladak wata ba:rid min hine walla ?

A.

-'Is it colder than here in your country?'

8.

?ayyes ba:rid-kati:r min hine fi: ssita.

'Y/es, it is much colder in the winter.'

A.

matar ysubb katitr -fi: baladak walla S-

'Does it rain very much at home?'

?ayyes wa ?indana talj kulla.

B.

'Yes, and we have snow too.'

?indakum talj kull assana walla ?

A.

'Do you have snow all year round?'

N.

B.

?illa fi: ;;;;ita,

-

A.

'No, only in the winter.'

wakit talj yaga wata'ba:rid kati:t.

'When it snail; it gets cold.'

B.

?ayyes sehi:

'Yeas you are right.'

244

-155- (

II.

Vocabulary:
baorid

Cold.

ba:rid min

Colder than.

ba:rid kati:r.min

Much colder than.

matar ydubb

It rains. Literally:
potws.

sehi:

Right,

sehi: kala:mak

You are right. Litg.ally:

What you say is right,

sita

Winter.
.

tali

Snnw.

talskrga

,It snows. Literally:

Snow falls.

wakit

When, at the tpu.

yaga

It ,falls.

ysubb

It pours.

Grammar:
A.

Refer to p-s 53 and 54 for a list of

the cardinal numbers. Notice that )the numbers

t
I-1.9
can be expressed in two different ways.
B.

When the numbers are used with nouns,

the nouns are usually singular after iho number.''

and plural before its e.g. /kila:b talasta/ or

'three dogso;q1owever, one also

245

-156-

encounters phrases like / tala:ta kila:b/ and

to,

"alb
IV.

tala:ta/.

Exercises:
A.

Repeat after your%teaeher:

Zado -a ?asara ki:lu tamatum.
tlido:ra ?i;ri:n riya:1;

nudq:ra miyya.wa xamsa riya:l.

ssa:?a xamsa
?indi kila:b

nuss.
tii la:ta.

?inda tala:ta kila:b.

?indum ?arba iardctt:

fi: sadara:t tama:nya,
?ihdb. tala:ta ;adara:t.

nudo:ra tabla:t sitte.

B.

Substitute the following words and phrases

in the key sentence,

?ado,:ra wihda?sar yarda.

nudo:ra

xamista?sar

ki:lu
tudo:ra
t

tis ?a
4fr,

kila:b
sitta?sar

marku:b

?46

-157talattitn wa xamsa
nudo:ra

xamsa wa ?arba?i:n
kita:b

......,'-'

milyo :n

riya:l
?alfe:n
C.

Substitution drills:
1.

fi: baladak 4ata: ba :rid min hine.'

fi: baladik

min baladi
fi: tsa. :d
J.%

ma: ha:thi.

min ?amri:k

ma: ba:rid
fi: baladna

min baladkum
ha :mi
2.

?indaktutt tali kull assana.lwalla'?

indana

matar
assahir
?indum
wata ha:m0.

1\.

247

ns

le

..158..

i'

ee

wata ba:rid
alyo:m
_
----

?inda-

tali

assana
N

0.

41

r
.1

l'

.-

It.

\
I

.
1

it

248
mi

71.59-

A 4.0.

I.

Ordinal Numbers
Dialogue:

The Movies

A._

41

sunu t'sawwi lyo:m fi: lle:l ?

,

/What are you doing this evening?

B.

v,

a..
.c

nudo:ra namsi fi: ssinema.

\

II want'to go to the movies./

A.

sinema alwen4ma:si tisi:fa ?

Which movies are you%going to see.

B.

ma:si fi: sinema norMandi:.

!I am going, to pormandi\Theatra.!

A.

?alfilm sunu lyo:u ?

/What is the. movie today?!

B.

film faranse: sem. tams, ma?aty walla ?

/It is a goOdrench movie. Would you

like, to come ?
A.

.,?ake:r dat ya:tu ?

/Who is the actor ? -/'

B.

fernande:1, hu,dahha:k&
/Fernandel, he is' very funny. /to'

A.

1,?etyye, namsi ma?a0r.

'10.1(.1, 1 will go with you./

II.

VocabUlary:
A

?akteir

Actor.

dahha:ki

Fun*, comic, comedian.

249

-160-

film

Film.

sinema

Theatre, movie, film.

/>

III. Grammar:
A.

Refer to P-S 55 for a list of the ordinal

numbers. The most frequently used ordinal numbers

are "first - sixth", and "seventh - ninth"-are seldom
used. Ordinal numbers above *tenth" do not exigt
in Chad ArabiC,*
B.

Ordinal numbers are 0sed wtthsingular

nouns only. They come before indefinite nouns and

after definite nouns, e.g.. ixa:mis kita:b/ 'fifth

book' but /aliqta:b alxa:mis/ 'the fifth boOkt.

IV.

Exercises:
A.

Repeat after your teacher:

?awwal dirib

ddirib al?awwal
ta:ni wled
alwled atta:ni
ta:lit

alkita:b etta:lit
ra:bi beft
4

. albe:t arra:bi

xamis jabaA
ajjabal alxa :mis

-25u.

-161-

sa:dis barb
alba:b assa:dis
13.

Substitution drills:
1,

sunu tsawwi lyc:m fi: lle:1 ?

?amba:kir

fi: nnaha:r

ba?d ba:kir
ti

fi: ?asiyya
nsawwi

fa'

fi: fajur

tsawwu
str.3)\110: alja:y

fi:'lle:1
ysawwi
?amba:kir

ysawwu
2,

sinema alwe:n ma:si

belt

yi;i:fa
nisi :fa
fr.

safa:ra

ma:si:n tisi:fu
leko:l

nisi:fu
mu:ze:

251

n.

41A

-162-

dukka:ii

ma:si tisi:fa
sinema
C.

` Repeat the dialogue making the

following substitutiolis in speakers:

1,

?ali

4ssAw.1

B.

hawwa

maryam

B.

h,wwa wa MU:SO

4k,

r4