Elementary Modern Standard Arabic Part 1 Arabic Pronunciation and Writing; Arabic Grammar and Vocabulary, Lessons 1—30 edited by Peter F. Abboud Ernest N. McCarus CONTRIBUTORS Peter F. Abboud Zaki N. Abdel-Malek Najm A. Bezirgan Wallace M. Erwin Mounah A. Khouri Ernest N. McCarus Raji M. Rammuny George N. Saad CAMBRIDGE UNIVERSITY PRESSPUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE ‘The Pith Building, Trumpington Street, Cambridge OB2 IRP, United Kingdom CAMBRIDGE UNIVERSITY PRESS ‘The Edinburgh Building, Cambridge CB2 2RU, United Kingdom 40 West 20th Street, New York, NY 10011-4211, USA. 10 Stamford Road, Oakleigh, Melborne 3166, Australia © Peter F Abboud and Ernest N, MoCarus 1968, 1975, 1983 ‘This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without: the written permission of Cambridge University Press. First published by Department of Near Eastern Studies, University of Michigan, as Introduction to Modern Standard Arabic: Pronunciation and Writing and Elementary Modern Standard Arabic, Part one, 1985 Reprinted 1983, 1984 (twice), 1985 (twice), 1986, 1987, 1988, 1989, 1990, 1991, 1992, 1994, 1995 (twice), 1996, 1997, 1998, 1999 Printed in the United States of America ‘Typeset in American Typewriter Medium Library of Congress Catalogue card number: 82-22021 A catalogue record for this book is available from the British Library ISBN 0-521-27296-5 Part 1 IBBN 0-821-27296-3 Part 2 ‘Tapes to accompany this volume can be purchased from: Media Resources Center, Tape Duplication Services, 416 8. Fourth Street, Ann Arbor, MI 48109, USAPREFACE This book is the outcome of discussions and exchanges of opinions that took place at the Arabic Teachérs’ Workshops that were held during the summers of 1965, 1966 and 1967. At the first workshop held in Ann Arbor, Michigan in June 1965 and directed by Charles Ferguson, but more specifically at the second workshop held at Columbia University in New York City in June 1966 and directed by Peter Abboud, it was the opinion of the participants that there’was need for an elementary textbook which (1) was expressly designed for the undergraduate student at universities in the U.S. and Canada, (2) was written by a team of Arabic language teachers consisting of native and non-native speakers, linguists and people whose primary interest was Iiterature and the social sciences, (3) implemented the principles of the audio-lingual approach to language teaching, and (4) presented in a culturally meaningful context the elements of Modern Standard Arabic. Subsequently, in June 1967, Peter Abboud directed a third workshop at Princeton University, in Princeton, N.J., consisting of five members and chaired by Ernest McCarus, the purpose of which was to determine the prin~ ciples on which such a book should be based, to discuss its content and method- ology, and to prepare a few sample lessons. The document that this committee prepared was made available on request to all teachers of Arabic in the United States and Canada during the academic year 1967-68, and a detailed questionnaire was prepared and sent to some twenty Arabists in the U.S. and abroad eliciting comments on various parts of the document. The team, consisting of Peter F. Abboud, Najm A. Bezirgan, Wallace M. Erwin, Nounah A. Khouri, Ernest N. McCarus and Raji M. Rammuny, met for a preliminary session in April 1968 at Ann Arbor to plan for the work of the summer. Actual work on the book started the first week in June and went on until mid August. The various responsibilities were divided as follows. The four native speakers composed and/or selected and adapted from literature the basic texts and wrote the greater part of the drills, The two non-native speakers were responsible for writing the granmatical notes, which describe such items and structures as occurred in the basic texts, and the section on the phonology and script (with supplementary writing drills weitten by Raji Rammuny). Peter Abboud coordinated the activities of both groups. ‘Throughout the summer each group studied and commented on the work of the other, revisions were made, and the final draft was approved by the whole team. ‘The book, with the exception of the introductory ten lessons on pronun— ciation and writing, was revised in the summer of 1975 by Peter F. Abboud, Zaki N. Abdel-Malek, Wallace M. Erwin, Ernest N. McCarus and George N. Saad in the light of considerable experience with it in the classroom. The basic texts were enlarged and expanded but the same vocabulary was retained in the book overall, with a few additions. The grammar notes were completely rewritten, with a number of changes in the order of presentation of grammatical features. The drills were also completely rewritten, with the addition of several new types such as recognition end tranelation drills. A new feature was the section of written and aural comprehension passages for further reading and listening prac- tice. Part Two saw a formal change, the use of Prepatory Sentences to provide for the introduction in context of the new vocabulary items.It is our pleasant duty to express our thanks to the many organizations, groups and individuals who contributed to the production of this book. Funding support was received from the quondam Interuniversity Program for Near Eastern Languages then chaired by the late T. Cuyler Young of Princeton University and from the U.S. Office of Education of the Department of Health, Education and Welfare; thanks are also given to the Department of Near Eastern Studies of the University of Michigan, with special acknowledgement for the support of the late George G. Cameron, then chairman, Valuable input was received from the members of the Arabic Teachers Workshops and from our consultants Frederic J. Cadora and Carolyn G. Killean. Me algo benefitted from the experience and insights of our graduate assistants Nora Kalliel, A@y Van Voorhis, and Eleanor Rhinelander Young. The tape recordings were done by Ernest T, Abdel-Massih, Ernest N. McCarus, Raji M. Rammuny and Magda M. Taher, Ernest N. McCarus was in charge of the initial production of the book and subsequent distribution and management of the sale of the books. Finally, we would like to express our gratitude to the many colleagues both in this country and abroad who have used Elementary Modern Standard Arabic over the years and have helped it achieve whatever success it has had. Peter F. Abboud Ernest N, McCarusINTRODUCTION This book presents the basic structures of Modern Standard Arabic (MSA), that formal Arabic which is written and spoken in the contempor- ary Atab World. In ite written form it is used almost exclusively in any printed publication anywhere in the world today; as such it is the direct descendent of the Arabic of the Koran, the poetry of Pre-Islamic Arabia, and the classical literature of the Golden Age, the major differ- ences being in lexicon and style. It is also an oral medium of expres- sion used in formal situations ranging from a radio newscast to a lecture or other formal address to an international conference. Used orally it may be modified in varying degrees, depending on such factors as the nature of the occasion, the makeup of the audience, the speaker's control, of MSA, ete. MSA is a universal form of Arabic learned in schools across the Arab world; it is opposed to dialectal or colloquial Arabic, of which there is a particular variety for each community and differs according to region and such social factors as religion, socio-economic status, etc. The dialects are used for all non-formal situations-~at hone, at work, social occasions, etc.--all the usual day-to-day activities. The Arab does not keep MSA and his own dialect separate, but mixes them according to the degree of technical complexity of his subject, the degree of formality of the occasion, etc. When speaking his dialect he will bring in MSA in varying degree, and when speaking MSA he may intro~ duce colloquialisms into it if it does not impair understanding on the part of the listener. For a non-Arab to be said to "know Arabic" he or she must master both MSA and any colloquial dialect. ‘The goal of this course ie to train the learner to read MSA and to respond to it orally. Writing in Arabic is also drilled both as a skill in ite own right and to aid in the mastery of reading and speaking MSA. It covers the writing system, phonology, a basic vocabulary of epproxi- mately one thousand words, the morphology, and the basic syntactic struc~ tures of the language. It is articulated with Modern Standard Arabic. Intermediate Level by Peter Abboud, Ernest Abdel-Massih, Salih Altoma, Wallace Erwin, Ernest McCarus and Raji Rammuny, which concentrates on vocabulary, ex- pression and advanced syntax and takes the learner to the advanced stage. Part One of this book contains a ten-lesson introduction to the pronunciation and writing system of Modern Standard Arabic and Lessons 1-30, followed by an Arabic-English Glossary and a grammatical Subject Index. Part Two completes the course with Lessons 31-45. It includes appendices providing verb tables (conjugation paradigms of the various forms of the verb and of the various root types), names of days and months and of the Arab states, and lists of all the adjectives by lesson,particles by subclass, and verbs by lesson and type occurring in both parts; cumulative English-Arabic and Arabic-English Glossaries; and a gramatical subject index covering the entire book. In addition to the book there are tapes which contain recordings of the pronunciation, reading and dictation drills of the ten-lesson intro duction of Part One, and of the Basic Texts and drills that are designated as being "(on tape)" or "(also on tape)" in Lessons 1-45. Since the drills tagged "(on tape)" are not found in the book, there is available a pamphlet for teacher's use called Recorded Drills to Accompany Elemen- tary Modern Standard Arabic containing them and the drills marked "(also on tape)". ‘The tapes and/or the pamphlet may be purchased fr: Media Resources Center Tape Duplication Services University of Michigan 416 S. Fourth Street Ann Arbor, Michigan 48109 U.S.A. Telephone: (313) 764-5360. Structure of Lessons 1-45 Lessons 1-5 contain three parte: Basic Text, Vocabulary, and Grammar and Drills. Lessons 6-30 have in addition to these, two other parts: Comprehension Passages and General Drills. Lessons 31~44 have five parts also, but in each of these lessons, instead of the Vocabulary part that follows the Basic Text, there are Preparatory Sentences pre- ceding it. The last lesson, Leséon 45, consists of verses from the Holy Qur'an, a few hadiths, and a short poem by Mikha’il Nu°ayna, ‘The purpose and content of each part is described below. (2) Basic Text. The purpose of the Basic Text is to present new lexical and grammatical materials in a context that is meaningful and suitable for intensive oral work. The Basic Text occupies a central role in each lesson; the student should make every attempt to familiarize hin- self or herself thoroughly with it up to the point of memorizing it. ‘Iwo approaches have been used in the composition of these texts: a grammar-based approach, in which every lesson is built around certain grammatical structures which are presented in a predetermined order, and a topic-based approach, used in the later lessons, in which a topic of interest is chosen and whatever vocabulary and grammatical structures are necessary to deal with it meaningfully are used, subject to the constraints necessary in a beginning textbook. The earlier texts are functional in nature and deal with introductions, greetings, dialogues, etc. Later texts are narrative or expository and deal with the culture, society, history, geography, economics and politics of the Arab World; they also include literary selections such as short stories, a play, a poem, etc. The subjects are basically non-controversial; needless to say, however,they do not necessarily represent the personal opinions of the authors. ‘The Basic Text is unvoweled, in order to prepare the student to handle materials actually printed in Arabic today, which are unvoweled. Passive words, which are: words that are needed in a particular context but which the student is not responsible for, either because of their highly specialized meaning or because of their low frequency of use, are voweled and glossed in the margin. Wherever appropriate, the Basic Text is followed by questions which will serve as the basis for discussion in class. Each Basic Text through Lesson 40 is followed by an English trans- lation which reflects the structure of the Arabic text, while at the same time attempting to render the passage into as good idiomatic English as possible, The Basic Texts of Lessons “1-44 are not translated. Trans~ lations are provided for the selections in Lesson 45. (2) Vocabulary. In Lessons 1-30, all new words and phrases occurring in the Basie Text are listed in their order of occurrence and are fully voweled. From Lesson 31 on, the new words of the Basic Text are intro- duced in Preparatory Sentences; following the preparatory sentence in which it occurs, each new word 4s also listed and voweled. In either case, whether in a vocabulary list or after a preparatory sentence, the following information is given with anew word: (a) the plurals of nouns and adjectives, preceded by a dash (following the lesson that intro- duces plural formation); (b) the imperfect. stem vowel of Form I verbs (Gollowing the lesson where imperfect stems are discussed); (c) the verbal noun of all verbs, simple or derived, preceded by a comma (following the lesson where the verbal nouns are treated); (d) any preposition required for particular meanings of the verb, in parentheses if its omission does not change the meaning of the verb; and (e) the basic meaning of the word in English; the contextual meaning for that lesson, if different from its basic meaning,is also given after the basic meaning. ‘The Preparatory Sentences in most 1¢ssons center around a conmon theme in order to help the student better to retain the vocabulary; in a couple of lessons, the new words are given in miscellaneous, unrelated sentences, in the order in which they occur in the Basic Text. Vocabulary is strictly controlled. The number of new words per lesson is limited to between 15 and 20 words, not counting proper names (e.g., Beirut), and loan-words (e.g., film, cinema). Once a.word is introduced, every effort is made to use it in the following lesson; in any case, it is invariably used at least once in the next four lessons for at least 20 subsequent lessons. . This constant reinsertion of words into the lessons helps the student learn and retain active vocabulary, which is a major source of difficulty in learning Arabic. (3) Grammar and Drills. The granmar notes explain the structures that have appeared in the Basic Text, though in a few cases, in theinterest of presenting an overview of a particular grammatical feature, structures presented in more detail in later lessons are anticipated. Thus, when the nominative case first comes up for discussion, the student is told there are two other cases in Arabic to be discussed later. An average of four to five new grammar points, major or minor, are intro- duced in each lesson. The structure is explained with examples and, where appropriate, it is compared to or contrasted with a related English structure; a rule is then stated; and, if needed, further examples are given. Each note is inmediately followed by one or more exercises de~ signed specifically to drill the point in question. This provides imme- diate reinforcement of the rule and confirmation of the student's compre- hension of it. A number of points related to the grammar notes should be emphasized: (1) The notes cover only the structures of this book; since it is an elementary level text, features appropriate to a more advanced level have been excluded. (2) For the sake of having complete coverage, we have included some granmatical structures which some teachers might feel are too, complicated and too advanced for beginning students, such as the ex- tensive discussion of the numeral system, etc. They should feel free to Postpone or to ignore such structures, (3) The grammatical presentation is pedagogically oriented and has been written with the needs of the average, linguistically unsophisticated student in mind. No attempt is made here to present the "neatest" or theoretically most defensible lin- guistic analysis; an easily understandable, simply written presentation, yet one that is thorough (incorporating the latest findings of research on Arabic) and consistent has been given. (4) In the grammatical analysis we present here, we are well aware of the fact that we depart at several points from the well established norms of traditional Arabic grammars; again, we have consciously opted for what we believe to be an analysis which best meets the needs of English-speaking learners of Arabic. (4) Comprehension Passages. Starting with Lesson 6, every lesson contains one or more reading passage, and every third lesson, beginning with Lesson 15, a listening passage recorded on tape. The selections contain only familiar vocabulary and grammatical structures; vocabulary that is essential to a selection but which the students have not had is glossed in the margin. The purpose of these passages is to give students the opportunity to use what they have learned in reading for pleasure and practice in reading and aural comprehension. Every passage is followed by a drill or more to test their general understanding of it. (5) General Drills. These differ from the grammar drills in that the latter concentrate on and highlight a specific grammatical point, whereas the general drills review the content of the lesson as a whole and vocabulary or grammatical structures from previous lessons. The General Drills also provide a systematic and regular review of basic grammatical structures. A few points pertaining to all the drills in this course are in order. (1) Drills are marked as either (a) On Tape, which indicates that vitthe drill is to be done in the language lab; the items of the drill are not provided in the book; and printed texts are given in the teacher's Pamphlet; or (b) Also on Tape, which indicates that the drill is to be done orally in class, but the student can also find it recorded on tape for further reinforcement; or (c) Written, which indicates that the nature and content of the drill require that it be done as a written assignment. If not marked as (a), (b), or (c) above, the drill is designed for oral work in the class. (2) Bach drill is also identified as to type, i.e., as to whether it is a substitution, transformation, completion, expansion, translation, etc. drill, In a transformation drill, an arrow usually shows vhat is being transformed into what. An illustrative example in Arabic is usually provided and is translated into English. (3) The teacher should feel free to skip some of the General Driils when and if he or she thinks the students do not need the review the drill provides. This course was designed on the principle that the most effective language learning is based on the four skills of listening, speaking, reading, and writing. All four of these areas are well represented in the drills of this book. While the various parts of a given lesson are thoroughly integrated with each other, they are organized in such @ way that the teacher can start with the Basic Text, Vocabulary or Grammar Section as preferred. The final goal of each lesson should be thorough mastery of the Basic Text. Special attention should be paid to the following points: (Q) Grammar and Drills. The grammar notes are complete and intended to enable the student to learn the new structures at home without a teacher. The student should be required to study the grammar outside of class and to prepare the written drills as homework to be handed in and the oral drills as the basis for oral drill in the classroom. Only when students find difficulty with a particular point should it be gone over in class. This frees the class hour for maximum oral practice and ex- posure to the language. (2) Comprehension Passages. The main objective of these passages 4s general comprehension; they are not meant to be translated or read aloud. These passages and their drills are best assigned as homework. (3) General Drills. These are meant for review purposes. The teacher should feel free to select only those drills which the class needs. Classroom Expressions In order to create an atmosphere conducive to the learning of Arabic-- as well as to provide additional drill in the language--it is recommended that the class be conducted as far as possible in Arabic. The following expressions are suggested; they should be used at first only by the teacher, with the class simply responding to them with appropriate action. Even- ixtually after the sounds have been covered in the phonology sections, the class may be permitted or requested to use them actively. plural, fem. sing. gow tet repeat!" ahs & lds 52 ‘please! 4 "read!" "answer the question!" task!" ‘write!’ obi ‘write on the boerd!? "translate!" : wt "stand up!! LST 18S SUN teal "ap co che board!" Voted es teay...t" 1 Ed toys UE "do you understand?* ‘yes, T understand." "No, T don't understand.’ ‘what does this word mean?’ ‘what does this sentence mean? "Repeat all together, please."Abbreviations and Symbols i eo ee ap active participle vs dav l Gye ace. accusative 2 2yut adj. adjective eS era Gud c any consonant coll. collective con}. conjunction dv, du.,D dual bb identical second and third radicals e.g. for example ex.) Ex. for example ca feminine; female F first radical in a root foll. following; followed gen. genitive imperf. imperfect indic. indicative juss. jussive * L last radical in @ root lit. literally m, Me masculine; male ™ second of three radicals in a root neg. negative non. nominative obj. object Dey Phey plural prep. preposition pron. Pronoun Qa. questions end answers 8.) 8. singular 8 second of four radicals Sy the first student 82 the second student 8.0. someone sith. sonething suff. suffix T third of four radicals T teacher v any vowel WN verbal noun 1 first person 2 second person 3 third person a prefix or suffix must be added here — is to be changed to - change drill item given to other formTABLE OF CONTENTS uss og p000000d ee eee ees INTRODUCTION 6 oe eee eee tay SECTION 1. ARABIC PRONUNCIATION AND WRITING»... e+ ee eee ee ee 2d LESSON ONE. 2s ee Se ee ee ee ee A. Pronunciation see eee eee Beem) B. Reading ey ee ee c. Writing ee ee) ee 4 5. Stress... - ++ ee re pee) Tl stress. see tet teens 6 Blog bake eee ee eee eee ey a 9. MUN ee et ee ee 10. Stress: Sumary .. +. Se Ul Voicing oe ee eee et DO 12, Punctuation Marks ss. eee eee ee 210 LESSON TWO. ee ae yl LS Baad eee ee eee ee eed ceed Ped ee ee eee sf se ee ee ee ce ee a? ere ee eee ee TESSON THREE 2 oe ee eee eee dD Le Bar ee ee eee ee ets -19 2. PEDDD DD ppb ee. 20 wldLESSON FIVE eee eee a 5. pword initial»... ee eee iTaeBGOW 6 Date ete ets eet eed cde ie et tte ied Peete ribaa tee ese) eee 3. word medial and final... ... 4. Unvoweled texts... . eee eee eee 5. Writing of foreign words in Arabic script. . LESSON SEVEN. se ee ee ee adda raa? 2 + la cerns ee 3. dagger ?alif 3. Numbers 1-10... LESSON TEN. . ss 1. 8 Saar. | 2. The Alphabet . . 3, Numbers 20-1,000, WRITING DRILLS . TBSSON ONE... +. IBSSON TWO... ++ TESSON THREE... . LESSON FOUR»... LESSON FIVE +... LESSON SIX 5 se ee LESSON SEVEN... . . LESSON BIGHT... . « LESSON NINE»... + LESSON TEN... ss PHRASES AND SENTENCES xivSECTION 2. ARABIC GRAMMAR AND VOCABULARY 6.62 eee eee ee ee 99 LESSON ete 1. As Basic Text G2I5 Li... eeeaeeol Bl Vocabulary seve cece ee eee ee eee OL C. Gromer and Drilie y+ s.v etree eee eee 02 1. ‘Equational sentences ss sv eje cee ee ee ee e102 2. Gender in pronouns.) te ee ee ee 9 103 3. Interrogatives 0s ce ee ee ee 2 105 4. Vocative: Wwe fee ee ee ee 6 106 5. Word order: Pronouns sss see ee ee ee 107 lmssox em oF 2, A, Basie Text grasa) Cea tee ee ere tet) tse 108 B, Vocabulary . sce eee tee eee ee eee ee #109 ©. Gramar and Drills J ccc cee te ee 109 1. Interrogative in phrase | sss se ee ee ee ee + 109 2) Munation in nouns... eee te ee ee ee LO 31 case: General ssc eee pee eee eee UD 4] Nominative case ss cst he eee ee eee UP 5. Gender innouns sss te eee ee te ee eee MS LESSON eee 3, A. Baste Text 35017 Qa ee ee ee ee eB Bl Vocabulary “see ccee ec er cee ee eee eee eB ¢. Grammar and Drills see ee ee ee 120 1. The Genitive Case: Object of preposition... .. +++. + +120 2] Helping vowels see eee te ee eee ee Aah 3, the definite article Jl lt e ee eee eee ee 128 4) Demonstrative phrases sss see ee ee ee 126 3. Agreement of predicate adjectives»... + see ee ee ee 128 6 Mmerals 1-5. ee ee ee ee ee eee 128 LESSON pa B.A. Basic Text AAU Gob cee ee ee ee ee ee e180 Bl Vocabulary “see he eee eee eee ee eee 0 C. Grammar and Drills . see eee 182 1, Negative of equgtional sentences: ae oe 21 Interrogative g@ow eee ee ee ee LSS 3. word order: fogs svc cee ete ee ee ee 2136 4G, Numerals 6-10. ee ee ee ee ee LT TEssoN 3 5. A. Basic Text pubic eee eee eee es sass Bl vocabhlary ST. See fee ee ee ee ee te ee ee 1139 C. Gramah and Drilis sve ee ee 189 1. Noub-adjective phrases ss vse eee eee ee HHO‘LESSON 6. A. c, LESSON Te As c. ‘LESSON 8. Ae c. E. 2, Pronoun of separation. ..... 31 Wigha: ‘The relative adjective . 4 BRS and [8S we ee ee 5. Promoun suffixes with nouns... Basic Text LS ot 5 241) Worebulary eer nice een Grammar and Drilis 1... 1s: 1, The definite article: ‘Generic use 21 Verbs: Perfect tense, 3 m.s. and 31 Verbal sentences .. 4. sas + 4, Tafa constructions (451) « Comprehension Passages .. 1... + + General Drills»... scr Basic Text 26JU, CU 2... Wosebulary ea ieee seers Grammar and Drills... 2. 1. Perfect tense: 2m.8., 2 fis. 2. ‘What?': L, and [Sle 3. Negation of word or phras 4. Denonstratives: “el and 5. Numerals 11-19 .. 2... Comprehension Passages... General Drilis .. 1... ee eee Basic Text lt! Gy SUS Vocabulary “. oe ee ee ee eee Gramar and Drilis +... 11: 1, Idafa: Noun phrase as second tera 2. Verb-subject agreement: Plural subj 3. Independent pronouns: Plural . 4. Pronoun suffixes: Plural... . 5. Negative : Plural forms . 6. Helping vowels: Summary... . Comprehension Passages... ... General Drills... see eee Basic Text lyse ge sh ee Vocabulary sss sete Gramar and Drillg, ss. 1. The nouns (8 “‘each; atit’and 2. Masculine and feminine sound plura’ 4, Verb: Perfect tense plural . . . ject abe, as 5. Verb-subject agreement: Verb following plural subject ome. Human nouns 3. Masculine sound plurals in igafa and with pronoun suffix 6. Expressed pronoun subjects: Emphasis and contrast Comprehension Passages... +... (GensralDrillefesewees tee) aes 143 144 147 148 11 151 153 153 154 157 159 163, 163 165 166 167 167 170 72 173 174 174 1s 7 77 178 179 181 182 184 186 188 1189 190 191 193 194 194 197 201, 203 204 206 206 207LESSON a 10. A. Baste Text yl gh 2... ee Bemvocabclarya ga Ret es ee ee . Grammar and Drills... epee ee ee ee 1. Interrogative particle “75 Thow many?! sv se es 2. preposition J ‘belonging to’... +++. sees eee 31 Bquational seiitences: Predicate first with indefinite subject. swiss sels sect se ee ete 4, Prepositions with pronoun suffixes ss... ee ee 5. Verbs with pronoun suffixes... ee ee ee eee eee 6. Interrogative noun qs} ‘which?! ss. ee ee eee eee D. Comprehension Passages 7... 1 1 ee ee eee ee ees Py Crime ttriabinding ooo ood acco conGuG0GGG LESSON . Ii. A. Baste Text (sone le eee ee 225 Bl Vocabulary eee ee ee eee ee eee ee 226 ©. Grammar and Drills 2... ee BOT 1. The root and pattern system «01 vv ee ee 2 27 2) The forms of the Arabic verb. ye eee ee ee ee ee 231 3, Negative of the perfect tense: pJ with jussive 11... 234 4. Equational sentences: Past time... eee ee eee + + 239 5. Feminine sound plural: Non-human nouns... ++... es - 241 D. Comprehension Passages... eee eee ee ee 243 Bl General Drills see eee ee ee ee Bll LESSON 2 12. As Baste Text GW I! UG oe ee 246 B. Vocabulary... na G. Gromer and Drills 2. te ee ee 28 1, Plural of jussive: Form... eee eee eg ae 28 2. quational sentences: Past negative with jussive of {lS} 250 3. The verb (Sel'to please’... ee ee ee ee 252 41 Adjective modifying first tem of igafa sll... 2. 253 5, Adjective modifying noun with pronoun suffix .. 1... . . 256 D, Comprehension Passages oe ee ee ee 258 Bite Camara poe 111s fe ee ee LESSON 24 1B. A Baste Text “Lp ee 260 B. Vocabulary... ess ee eee eee ee Se or CS (itiereint 9 qqaccoucc0ocuuccauoGDo 7 fives new eg) datee yee mees ee) ee ered 262 2. Imperfect indicative: Singular... ss. eee eee eee 263 3. Broken plurals... ee ee ee eee eee + 267 4. Diptotes see eee ee reas) D. Comprehension Passages... eee eee ee Be conaral sett lala maf ees Set 7 LESSON eb oe Wa. A. Basic text LAIN se eee 281 B. Vocabulary 7. ee ee eee ee 282 C. Grammar and Drills see ee ee 283 L.Imperfect indicative: Plurals se 2. eee eee eee + 283 xviDe E. ‘LESSON 15. A. Be c. D. LESSON 16. A. Be G. ‘LESSON M7. A. E. LESSON 18. A, c. EB. ‘LESSON 19, A. c, 2. 3. Comprehension Passages General Drills ..... Ss Vocabulary “ a ean Gramar and Drills se. lt 1. Ordinal minerals... le 2. Agreement: y Non-human plurals +... 3. Noun with (fS and pronoun suffix | | 4. Telling time 2. eee eee le Comprehension Passages General Drills Basie Text 44,5551 7301 Vocabulary .. * Grammar and Drilis 1. 2. 3, Comprehension Passages General Drills Basic Text Vocabulary Grammar and Drills . . Negative of imperfect, indicative y Vocative particle Verbal nouns: Meaning and function Verbal nouns: Form I . Igafa: Expansion of first term 1, "there is/there are": WLk 55 2) Agreement of ‘ys 'some’ s,s 3, Demonstratives: The plurals *¥%® and 4. Accusative case: Adverbials of time . 5. Form II verbs and verbal nouns... Comprehension Passages... .... 1.0 Cou atthgig gic ao ooo GUbOD Basic Text PI Vocabulary © 7 eee ee eee ee Grammar and Drills 1, ‘The elative: Comparative and superlative 2. Cognate accusative... ese ee eee 3. Form IIT verbs and verbal nouns . 1... 4. Verb-preposition idioms... 2... 0 5. Use of the dictionary: Verbal nouns . . Comprehension Passages»... +++. 2. (iibette ogc o goo Gnhon ood Basic Text “9H! ee ee eee Vocabulary se ee eee ee Grammar and Drills . 1... eee eee + 286 2 287 288 289 291 292 293 294 296 299 301 + 304 305 + 307 307 308 308 313 + 316 + 318 319 321 322 323 324 324 325 327 330 335 337 338 339 340 340 347 348 352 354 355 356 357 358 359‘LESSON 20. As c. ‘LESSON 21. Ae Dd. LESSON 22. A. E. ‘LESSON 23. Ay 1 . Form IV verbg and verbal nouns , 2. Particles GY 'because', and Gl “Tthat! 3, Humen collective nouns . . . 4, Particle < ‘and, and then! Comprehension Passages - 1... - General Drills... Beste Text Gos £ fal tel A Vocabulary O27. SS TT Grammar and Drills .......- 1. Form V verbs and verbal nouns . 2. Form VI verbs and verbal nouns 3. Future: G5 or 4. The subjunctive mood . 2... 5, Cardinal and ordinal number % with imperfect 20-99" Comprehension Passages»... 1+ + + General Drills Baste Text 6 241 so825) ely yi | BU Vocabulary“. vee Te ee ee Grammar and Drills ..... 2, Form VIIT verbs and verbal nouns 3. ‘The dual of nouns, adjectives an 4, ‘The dual of verbs... 6. 5. The noun “Ji ‘someone’ . 6. Numerals with nouns... . Comprehension Passages . . . General Drills ......- BSA 35 Basic Text i Vocabulary oe we ee Grammar and Drills ¢,. «g. + 1, Nominalizers: GI, OJ, 2. The sisters of %US ? ¢ "IK « 3) the noun “f Tother than” . 4. Verbs with two accusatives: Se gt d ‘chat! Us 1, Form VIT verbs and verbal nouns . « pronouns . verbs of giving 5. Use of the tenses in English and Arabic . . Comprehension Passages Generel Drills... +. eee ee Basic Text Vocabulary ¢ Grammar and Drills 1, Relative clauses 2. Gender of names and titles . . 3, The nominalizer ees 4. Adverbial use of the accusative Comprehension Passages»... + + General Drills ...- +... a Bott yu tise 363 367 368 368 370 372 373 374 375 378 381 383 389 389 390 393 394 395 395, 398 404 407 409 410 422 423 426 427 428 428 435 439 440 44) 442 443 445 447 AaB 449 456 456 457 459 460LESSON 2h, AL c. LESSON 25. AL c. LESSON 27. Ae Be c. E. LESSON 28. AL De zg Basic Text wo! BLE Le ee Vocabulary ~ eccrine Gramar and Drills 21 IE 1. ‘The relative pronoun (sili without antecedent | | 2. Particle Jochen cote oueods 8s 3. Form IX verbs and verbal nouns 7.11 lee 4. Form X verbs and verbal nouns +... 1 5. Form I to X verbs and verbal nouns: summery |. | 6. How to read years in dates»... ee ee ee Comprehension Passages»... es eee ee General Drills se eee eee eee Basic Text “St. ee ee ee Vocabulary 20 eee eet eee Gramar and Drills 22s. ee ee 1, The imperative mood: Positive comands»... . 2. The jussive mood: Negative comands ....... 3. The jussive mood: Indirect commands +s... 1. Comprehension Passages. ee eee ee ee General Drills 2. ee eee Basic Text leg lige ee ee eee ees Vocabulary «ee ee ee eee Grammar and Drills set 1, Independent pronouns used for contrast and empl 2. Verbs of beginning»... .. ees 3, The tenses: Past imperfect... . . Comprehension Passages»... 2s. e lGeneralDril lsum) eee Basie Text “AJL, 2... Vocabulary»... ttle Gramer and Drills 2) 111) t 1. Active participles: :Fora I: 2. Sister of Gl: Ukd 'perheps! « 3. The noun GSS taplfs same! « e 4. Case forns of “UI ‘father! and “1 Comprehension Passages»... . . General Drills Basic Text Vocabulary 7 7 -t Granmar and Drilis | 5005 1, Active participles: Derived Forms 2. The hal construction .. 1... 3, The intensifying particle J... 2... 4. The noun {eed fall! ee ee 5. The "royal wel” and the use of the plural for respect Comprehension Passages»... ee eee eee eee General Drills .... 2. 463 464 466 466 466 467 468 472 476 477 478 482 483 484 484 489 490 491 492 496 497 499 499 500 502 507 509 512 514 515 515 519 520 522 523 524 527 528 530 530 535 539 539 Sai 542 543LESSON 29. A. Basic Text “bol 1... eee eee B. Vocabulary see eee eee eee C. Grammar and Drills ss. eee ee eee 1, Quadriliteral verbs... ee ee eee 2. Passive voice: Perfect tense... +... + 31 Adjective {gifas se ee ee ee 4. The noun “fs and the preposition G.. . 5. Verbs of arriving with accusative object. 6. Idafas with both members modified... ~ D. Comprehension Passages «+--+ eee ee E. General Drills eo LESSON Pee oe 30. A. Basic Text “31114 pacstl .. eae B. Vocabulary ses see eee ae C. Grammar and Drills .. +... + foe 1, ‘Topic and comment: a aoe 2. Passive voice: Imperfect tense... .. - 3. Passive participles... +--+ gee 4. The indefinite relative pronouns {+ and D. Comprehension Passages»... ee ee eee EB. General Drills... see eee eres ARABIC-ENGLISH GLOSSARY 6 eee ee ee ee foils’ 9000 DOGOGEOGCCOGD0H000D 546 548 549 549 552 560 562 564 565 565 567 s7L 573 574 574 576 582 586 589 591 593 613Lesson One as nas Consonants >a ’ Zz » o on Vowels 1 a Stress Sulewun Voicing Punctuation in in in SECTION 1, ARABIC PRONUNCIATION AND WRITING deed Dad (no English equivalent) Marks bY uy!A. Pronunciation The phonological system of Modern Standard Arabic is made up of 28 conson- Fifteen of the consonants are very much English These are: Like ants and 6 vowels. sounds and will present no difficulty. oad 9 w we band oa The six vowels fall into two groups, three short and three long, as follow: Short Tong ees) oe seShort “a and long ga are dealt with in this Lesson. There are no exact correspondences between English and Arabic vowels; they may differ in quality, and they may behave differently under certain circumstances. Accordingly, eny comparisons between English and Arabic vowels are at best rough approximations and intended only as general guides to pronunciation. Your best guide to proper pronunciation is your teacher (or tape) whom you should listen to as care~ fully as possible and imitate as faithfully as possible. Arabic aa | is a long vowel--that is, sustained in pronunciation, as a rule twice as long as a short vowel. In quality, it is pronounced roughly like a in English "nad" or "tab." Short a ~ is not only shorter in duration but also it differs in quality from aa: it is less like the a of "had" but ranges more between the e of “bet” and the u of "but"; imitation of your teacher is necessary here, because not only does “a not exist in English, it also varies somewhat fron speaker to speaker over the Arab world. The following drill contrasts long aa | and short a ~ Drill 1. On tape. Listen to the following contrastive pairs, then repeat on signal: - ‘ol - Slo - & ob ! Im careful speech long aa is held twice as long as short a in any given utterance. Often, however, especially in rapid speech, long vowels are shortened, so that the difference in vowel quality becones an important clue in distinguishing between the two vowels. Listen for and produce this difference in quality as well as the difference in length. Reading There are several waya in which the Arabic writing system differs from that used in English. First, Arabic is written from right to left. Second, Arabic letters have no special forms used, like the capitals of the Latin alphabet, at the beginning of sentences and proper nouns. Third, on the other hand, many Arabic letters have several different forms, the use of which depends on whether the letter is con- nected to a preceding or a following letter, or to both, or to neither. Fourth, in Arabic the short vowels are normally not represented at all, although they may be in- dicated by small marks placed above and below the consonant letters. An Arabic text in which these marks are written ie said to be vowelled. Most written Arabic, how- ever--books, newspapers, magazines, signs, personal letters--is entirely or mainly un- vowelled, and consequently an important part of the student's task is to become accustomed to reading material of this sort. Finally, the difference between printed and handwritten Arabic is not so great as in English. In both printing and hand- writing, many of the letters in a word are connected, and with a few exceptions the shape of the letters is basically the same in both styles. Nevertheless, Arabic handwriting does have its own conventions, and the development of skill in its use is an important goal of this course.The long vowel ga(as in English Dad)is represented by the following letter: fi] The Arabic name of this letter is iJ! 2alig. The consonant das in deed is represented by the letter ~~ E] The Arabic name of this letter is Jlo deal. These letters can be used to spell the following combinations: to dea elo daad lols daadaa Drill 2. Read the following: Hots ¢ slo € toe Lolo te C. Writing Writing, in Arabic, is more than just a means of communication; it is a major art form. Where one might find pictures and sculpture in the West, in the Arab world there are friezes and decorative designs composed of letters, words, and sentences in intricate and attractive patterns. Many of these designs embody verses from the Qur'an and thus take on religious as well as artistic significance. Particular respect, therefore, is accorded to those who write with great style and beauty. More generally, good handwriting is considered one of the essential marks of any educated person, and from that point of view is # worthy goal of all students of the language. The acquisition of an easy, legible handwriting, particularly in a completely un- familiar alphabet like the Arabic, demands a great deal of patient, repetitive effort, and the drills in these first units are designed to provide guidelines for efficient practice of this sort. If the student learns and practices correct. handwriting techniques from the beginning, he will form habits which in leter stages will allow him to perform rapidly and effortlessly the mechanical processes of handwriting, and free his conscious attention for matters of grammar and content. As was mentioned in the preceding section, certain combinations of Arabic letters in either a printed or a handwritten word are--indeed must be--connected, that is, written with a continuous uninterrupted line. In this respect, there are two major categories of letters: a non-connector is a letter which is never connected to a fol- lowing letter (though a preceding letter may be connected to it). A connector is a letter which is always connected to a following letter. There are six non-connectors among the twenty-eight letters of the alphabet; the rest are all connectors. Another important feature of Arabic letters is the use of dots above or below the letter to distinguish letters from each other; some letters: have no dots and some have one, while others have two or three. For example, y whasnodote; W. b has one dot below while © & is exactly Like except that it has two dote above.The writing of the letters 1 and 9 will now be taken up. The explanations ere included in the book, and the exercises are to be done on the work sheets supplied with this textbook. 1. The letter Lalif aa: Printed I Written 1 ie a single horizontal stroke written from top to bottom; it rests on the line. It is @ non-connector (never connected to a following letter). 13. In writing supple- ment. 2. The letter daal Printed 3 Written > is a non-connector written with a single stroke; it reste on the line. Drill 4. In writing supplement. 3. The letter that represents the consonant w (as in way) is Its Arabic name is gly waa. Examples: Drill 5. Read the following words :* als ole sty sly gle als sls oly The letter waew wt Printed» Written 9 is a non-connector written in one stroke; the circle is above the line, while the tail is below the line. Drill 6. In writing supplement. 4. Short a is written by means of the diacritic sign Its Arabic name is 4o33 fatha; it is written over consonant letters, as, for example 33 dada 3 aa 33) wada 3 wa In the early lessons made-up words are used in order to permit full drill; real words will be used increasingly as more letters are learned‘The vowel sign fatha a is a short stroke written above a consonant letter. Drill 7. In writing supplement. 5. Stres If the Arabic word has @ long vowel followed by 2 consonant, that vowel is stressed (that is, pronounced louder than the other vowels); otherwise, the first vowel of the word is stressed Drill 8. Read the following: cfcaa 103 153 103 Drill 9. Read the following: oe Sty « 6. Sukuun, ts Sls “slo \ IR wi ul et Cv trey ay cle 1o5 6 lye Glee 35 6 Gok dicate the absence of any vowel after that consonant, as Stres: c&ccaca 39 2999 Bho rer daad dadwa dawdaad 6008 333 353 33 325 925 aac ols S36 Slo ¢ A short vowel followed by two consonants receives the stress; read: aly There is a special symbol ° ( y sS«suluun) written over a letter to in-If a word contains both a long vowel followed by a consonant and a short vowel followed by two consonants, the one nearest the end of the word is stressed; read: CaCCaaCa 1555 Drill 10. Read the following: “s1o5 Sloe “gogo © 0935 © Dolo « Soy « ly The letter that represents the consonant b is ele daaba Its Arabic name is +L, baa?, The letter « differs from the preceding three letters in an important wa lo. andy are nonzcomnectors; letters that cannot be connected in writing With the following letter. 4, om the other hand, can be joined to a following Letter, in which case it takes a special shape ba Abad tL, baa When - is joined to both the preceding and the following letter it is written thus: Finally, when ‘The form occurring as the last letter of the word and after a non-connector is the independent or full form; the joined forms of letters consist of only the distinctive part of the letter--a certain shape, and its dot, if any. Thus, the characteristic part of « , namely , is common to all of its shapes. The following chart summarizes the various shapes of WwShape Example a. Independent (not joined on either “5 tale daaba side) - b. Joined to preceding letter only baba c. Joined to following letter only: ~ % baaba at beginning of word after non- Pe eee connector LS debaaba a. Joined on both sides Y babes Read the following: Shee WS) GaP Re SL rn The shapes of baa? b are Printed [Written ieee ey] 2 | & afos | 2 ALL four shapes are written on the Line. Drill 12. In writing supplement 9. The letter that represents the consonant n as in now is © Its name in Arabic is wes nou It has the following shapes; note that the shapes inc. and d. are identical to the corresponding forms of 4, except that they have a dot above rather than below the letter. “ Shape Example a. Independent deena b. Joined to preceding letter only ben c. Joined to following letter only eS {Lt neaba Qty wanaaba 4. Joined on both sides o banavaaDrill 13. Read the following: (a olice lata “ © ob A - ‘the shapes of nuun n are Printed| Written | Variant a e | @ w By | er a ce eG ¥; a. ea |pree ALL four shapes are written on the line; note that shape b. is joined at the top rather than at its base ,,- ban, while « is jointed at the base = cw bab. Shapes a. and b. have two common written variants,@ andj. Drill 14. In writing supplement. Drill 15. On tape. Dictation. (Bach of ten items will be read twice; write down in Arabic script and hand in to your teacher.) 10. Summary. Stress rules. Word stress falls on that long vowel followed by a con- sonant (VVC) or that short vowel followed by two consonants (VCC) which is nearest the end of the word. Drill 16, Read the following with proper stress: wigs 6 Ws 6 GIS 6 USL e © %lgss ¢ oy © Ules If neither of these combinations (VVC or VGC) occurs, then the first vowel of the word is stressed (except that the stress does not go back beyond the third last syllable). Read the following: eho) LE ce WS 6 BS « ‘ logo KS «ES 11. Voteing. It is useful to describe consonants in terms of volcing--the vocal tone produced by the vibration of the vocal cords. We speak by exhaling air from the Lungs through the windpipe and the throat and then out the mouth or the nasal passage. At some point along the way the stream of air is modified in various ways producing various sounds. The air stream can be stopped completely and then released, producing a slight explosion of air. This is called a stop consonant, or, simply, a stop; English p, for example, is a stop: say "papaw" and listen for the explosion with the p. Another kind of consonant is the fricative, produced by only partially blocking off the air stream, so that some air does pass through, but with friction. An example of this is English th as in think, where the tongue channels the air through a narrow passage at the upper teeth.Now to return to the windpipe: at the opening at the top are two muscles called the vocal cords. These vocal cords can also modify the air stream. They can either be relaxed, as in pronouncing s (as in sun), or vibrate, giving off a vocal resonance--a kind of humming noise--as in z (as in blizzard). Hold your hand on your head and say ssss; now do the same with zzzz; you can actually feel the vibration that accompanies the z. This vibration effect is called voiesi and z is called voiced while s is unvoiced. Other voiceless-voiced pairs of frica- tives in English are f-v; th (as in chin) - th (as in this); and sh-z (as in azure). The easiest way to tell whether a stop is voiced or not is by seeing whether you can pronounce it before s or z. For example, you can say ate but not ate; since g is unvoiced, so is ¢. On the other hand, you can say ads only with dif- ficulty, but you can easily say adz; thus, d is voiced. The other voiceless-voiceé pairs of consonants in English are p-b, t-d, k-g, and ch-j (as in judge), ALL other English consonants except h and all vowels are voiced. Arabic also has, of course, voiced-voiceless pairs of consonants, and you will find it useful in mastering some of the less familiar sounds if you have some understanding of the feature of voicing. 12, Punctuation Marks Arabic punctuation marks are Like those of European languages, a few showing reversal of direction. They are: Symbol, Arabic Nome English Equivalent . ates ?annugta + (period) ‘ Ue! Palfeasila » (comma) ‘ abyJ! ALoW! al faagilatul-manquuta —; (semicolon) : Tannugtetaan : (colon) g faleamatu-listifhaam ? (question mark) 1 Saleamatut-tafad jub 1 (exclamation mark) " ” 2almuzdawijaan " (quotation mark) one Salaematul-ha df +++(suspension points) _ ?a’Sahta - (dash) / Palxattul-maa * 4) / (slash, slant line) ( ) 2algawsaan () (parentheses) toa Talaewsaanil-kabiiraan {](brackets) 10Lesson two el yatt Consonant: 1 3 2 ih in English this 2. © £ as in English take 3. G £ as in English fat. 4. gy as in English yell 5.» m as in English make Vouet's 6. * u as in English put, 7+ 4 wu as in English boon 8. Double consonants: shadda lL o3 3 a. Pronunciation This consonant is the sane as the English sound spelled th in this, either, soothe. It is a voiced sound, and quite different from the voiceless sound, also spelled th, that is found in thin, ether, tooth. Although these are distinct sounds--compare "either" and "ether", "bath" and "bathe"--English spells them both with the th. Arabic on the other hand, has a separate letter for each. We accordingly use two separate symbols to distinguish the two, 7 being used to represent voiced th. b. Reading ‘The letter vhich represents the sound > (as in this) is 3 This letter is called 3 Yaal. It is @ non-connector, and is exactly like 2 d in its various shapes except that it has a dot over it. Its two shapes are: Position shape Examples a. Independent 3 13 fea Sy nawS a b. Joined to preceding letter only ols, baFean Xy wana? a lLDrill 1. The following items all begin with 3. Read. Ths GIS GIS eEs 38S BES 4i3 “15 hs 313 HS Drill 2. Some of the following items begin with 3 , some with » . Read. Tho 31S Drill 3. The following items have 3in various positions. Read. Se gk 6 oe els « Ae ew yee Ose {ae U O58 Gero ee 9 OG aS c. Writing Printed 3 Written 3 ‘Sts exactly Like Swith the addition of a dot. Drill 4. In writing supplement. eet a. Pronunedation Arabice £ is Like English ¢ in take. b. Reading The letter that represents the sound £ (as in take) is This letter is called +b taa?. Tt is exactly like \ in all ite shapes except that it has two dots above instead of one below. ‘The shapes are: Position Shape Examples a. Independent banaat b. Joined to preceding letter only ee banat c. Joined to following letter only = | Gls taaba 4. Joined on both sides 2 banataa 2Drill 5. The following items have © £ in various positions. Read: “els ¢ 6 gh c Ce ee he ee Ce He CSc e. Heseing Printed © Written & is exactly like qs except that it has two dots above rather than one below. Note that two dots are printed “ and written - . Drill 6. In writing supplement. B.GE a. Pronunciation Arabic Gf is exactly like English £ in face b. Reading The letter that represents the sound £ (as in face) is a This letter is called +b Faa?. Its shapes are: Position Shape Examples | a. | Independent J nadafa b.| Joined to preceding letter only uz pptafe, €.] Joined to following letter only 3 eb fasta we dafana_ d.| Joined on both sides els — tafasta Drill 7, Each of the first four columns below illustrates one of the shapes of 3; Colunn ¢ includes them all. Read: ao eS Swe cb ‘ile r c. Weiting Printed a. o oO be a ae 2 3 i a Weitten on the line. Drill 8. In writing supplement. 13dagy a. Pronuneiation Arabicyey is exactly Like English y in yell. b. Reading The Arabic letter that represents the sound y (ae in yell) is [+] It is called ¢l yaa’, and has the following shapes: Position Shape Examples a. Independent a Ge may b. Joined to preceding letter only | | “Ge bane c. Joined to following letter only 5 x vad elo deayana d. Joined on both sides + “ule bavaan The last two shapes of yg are exactly Like those of ‘Y and © except for the number or position of dots. In some Arabic publications, e.g., those of Egypt, shapes a. (independent) and b, (joined to preceding letter only), are written without the two dots, thus: 5 paay wt Drill 9. The following items have ,, in various positions. Read. glee olf ec glh ec ele hie obec git ce oS e. Writing Printed Weitten a 6 be Si se e. 2 2 a. + Shapes a. and b. are written below the line, while c. and d. are on the line, like the corresponding shapes of & and w . Drill 10. In writing supplement. Spm a. Pronunciation ‘The consonant pm is pronounced exactly like English m in make. rTb. Reading he letter that represents the sound m (as in make) is Its name is pe miim and its shapes are as follows: Position Shape Bxamples a. Independent t desma b. Joined to preceding letter only t yatama c. Joined to following letter only “ nadgea, cole daamat 4. Joined on both sides - nanat Drill U1 Each of the first four columns below illustrates one of the shapes of p35 Column e. includes them all. Read: f e a © a ole a us ht 1b3 a els SE c. Writing Printed Witten a. “ s+ Note that the shapes joined to preceding letter are joined from above, thus! pxt ban, Let it Drill 12, In writing supplenent. 6. 2a and? gun a, Pronunciation The short vowel 2 u is pronounced roughly Like the vowel of put, and the long vowel uu like the vowel of moon. As in the case of “a and } aa, the long vowel is about twice as long in duration as the short. In the following drill, note particu- larly that stress falls on the syllable containing a long vowel. 15Drill 1 On tape. Regetition. Contrast between wu and wu. a? ” x” ba er ea 3g egal et “8 we “a os os 3 At the end of a word, the short vowel y and the long vowel uu are not distin- guished in pronunciation, except in extremely precise speech: They are both pronounced with the vowel of moon, but shorter. Drill 14. On tape. Listening. Contragt final u/uu. gos 33 soe Soe gals Sts ut 3b jot 4b a ar oe 6.b. Reading ‘The short vowel u (as in put) is represented by the sign” written above the consonant letter, as 283, 8s dumtu The Arabic name for this sign is 425 danma. Drill 15. Read: Lui « {late ats Writing Printed ee aa Written @y Drill 16. In writing supplement. 7.b. Reading The long vowel uu (as in moon) is represented by the letter 2 This is the same letter thet represents the consonant w (see previous lesson). If y follows 7 , it represents wu, as in oo duud 16Otherwise, it represents w, as in 333 dawd oo oh waaw In voweled tex: » it is customary to omit the” before y wu, thus: 359 duud 55 caw Drill 17. Read the following: ag tm egh © Aygha 6 Bye tye bogs uur H © et © ye ips 8. Double Consonants: shadde a. Pronunciation Double consonants. Any Arabic consonant can be doubled, that is, prolonged in its pronunciation. For example: danat ‘it approached’ e33 dannat ‘it buzzed’ English tas double consonants (we are speaking Hiere of sounds, not letters) only in two-word combinations, in some compound words, and in some words with certain prefixes, for example: hot time (contrast with "high time") book-case (contrast with "bookish) unnatural (contrast with "a natural") Arabic, on the other hand, has double consoriants in a very great number of words of all types. In many cases, as in the Arabic example shown above, it is only the single versus the double consonant which distinguishes two words of quite different meaning; therefore it is very important to learn to recognize and pronounce double consonants correctly. Drill 18. On tape. Repetition. Contrast c/o of 2B oles ola oe ok eo e b. Reading A double consonant is indicated by the sign", written above the consonant letter, for example: uThe Arabic name of this sign is 3% shadda. Note that the vowel signs “a and are written over the sign", as in 41119, Read. ce. Writing printed Weitten Drill 20, In writing supplement Drill 2i. On tape. Dictation. 18Lesson Three blow al Consonants 1. & thas in English thin 2. 4 & as in Spanish pero 3. Ge & as in sad 4. Ge § (no English equivalent) Vowels cra as in pit 6. ii as in machine a, Bronuneiation & is pronounced exactly Like th in nglish three, thin, think, ether, pathy ete. It is a consonant entirely distinct from? 3 (th in this) presented in Lesson Two. Compare "he blamed’ Drill 1, On tape. Repetition. Contrast «& / 3 E54 ele b Lot ee ob Vice G sty Ib 35 1 b. Reading, The letter that represents the sound The phonetic symbol used to transcribe it in this book is © (Greek theta), The Arabic rane of the letter is +E Baa’, It has the following shapes: Position Shape Examples a. Independent e baa D b. Joined to preceding letter only ba d0a e. Joined to following letter only : wa Dabs 4. Joined on both sides a fa O abate 19The shapes are identical to those of \ and & except that it has three dots above. Drill 2. The first four columns below correspond to the various shapes in the chart above; Column e. combines all shapes. Read the following: b ok ee ob ee aos ey ie by) a B 2 “2 e. Printed e Written, o Exactly like (Y except that it has three dots above. Note that the three dots printed are * while they are written. Drill 3, In writing supplement. 2 ye a. Pronunciation 4 £ is quite unlike English x, which is more vowel than consonant. English x is the vowel u in but pronounced with the tip of the tongue turned back and with rounded lips as in red rat. Some children fail to turn their tongue tip back, producing instead of r: wed wat. Arabic yr, on the other hand, is a consonant: It isa tongue-flep Like x in Spanish or Italian caro ‘dear’, Arabic y x is produced by tap- ping the tip of the tongue once quickly behind the upper teeth. While English r is not a flapped consonant, this sound is found in English: English t between vowels, as in waiting, bottom, Betty, later, etc., is normally pronounced as a tongue flap rather than a stop consonant (the way it is pronounced in tea or eat). Practice Arabic, by first practicing t (or tt) in English ought'a go, lotta water, I gotta go, etc., and then use that pronunciation of £ for Arabic _y. Drill 4. On tape. Imitation:_sx Arabic srr is a trill: a rapid succession of many flaps. This does not exist in English at all, but is best compared with Spanish rr as in carro ‘cart’, pérro "dog'. After you have mastered the flap, practice making a number of them in quick succession, until you get a "feel" for the trill; then, hopefully, the trill will come with additional practice. Drill 5. On tape. A. Repetition B. Imitation. Contrast y./ J Be woh 8 %. ay 20b. Reading The letter that represents Arabic x is 2 The Arabic name is +l, raat. It has the following shapes: Position shape Examples a. Independent o 4b Basra b. Joined to preceding letter only > 3, barda ‘The first two columns below correspond to the shapes in the chart above, cee Oe eo fe Drill 6. while Column e. contains both shapes. Read the following: 2 % os ols 3 oF a els c. Writing Printed Written 4 Note that _/ begins above the line and extends below the line. writing supplement. 3. ts a. Pronunciation Arabic Us corresponds to English s as in sad, sack, see. pronounced with the tongue tip at the upper teeth--, while English s is alveola1 pronounced slightly behind the teeth--giving a slightly lower-pitched s Drill 8. On tape. Repetition. Contrast 21 brill 7. In (Arabic U* is dental-- a lo3.b. Reading The letter that represents the s as in see is The Arabic name is yaw siin, It has the following shapes: Position Shape Examples a. Independent o “xl baasa b. Joined to preceding letter only | gu tera ©. Joined to following letter only | — em sanana, a. Joined on both sides ~ 7 basa, Drill 9. Read: a © b a + oh os ok ae # a ea oad a oe ot 3 2 3 3 hee a oe ws cond Bee fi we es ef woe Ese stn ne ons c. Weiting Printed Written a a uo >. yi u 4. =~ —— Note that shapes a. and b. are joined above the line, while e. and d. are joined on the line: (#9 bas but 54 basara. Drill 10. In writing supplement. ae wes a. Pronunciation Arabic ues is a velarized alveolar s. It is alveolar, which means that it is produced not af the teeth, like, but further back in the mouth. It is velerized, which mesne that the back part of the tongue ie made tense (with some raising up toward the soft palate or velum), giving the sound a velar effect. Thus, sounds quite different from u*. 22Drill 11. Identification drill. Teacher says sess and ssss a couple of times while class listens. Then he produces one of them, and the élass identifies it as Column A or Column B. Drill 12. Production drill; u*/u in isolation. (Class as whole, then individual students pronounce .» and ve in isolation.) The different effect of plain consonants, e.g.,* and velarjzed consonants, ¢.g., as quite striking. Notice how the quality of the long vowel | aa changes in a word with ue. Drill 13. On tape. Repetition. Contrast u / uw Note that the vowel laa has two pronunciations: 1ike the vowel a in English sad, sand, sag after U- and,after u,like the vowel o in English sod, gob or the aw in Sew. The a of sad is produced further front in the mouth as compared to the o of sod, just as U* is produced further front in the mouth than U . The Americen hears the s in sass and the s in sauce as the same, but hears the vowels in those two words as completely different. The Arab, on the contrary, hears the vowels in those two words as variations of a single vowel, nomely laa, but hears the two 8's as completely different. He would write the English word sass as u-lu and the word sauce asuele Velarized consonants (of which there are four: ws uéd-b eb ) affect all vowels in this vay, causing them to be pronounced more back in the wouth. ‘The vowel Za when next to velarized consonants is pronounced like 9 in English hot, cot, but Te always short in duration. Drill 14, On tape. Repetition, Contrast u- / ur 23ava ee or om The vowels 9 uu and being already back, are not made any backer by velarized consonants. However, the quality of tenseness that is found in velarized consonants ig also evident in the vowels. Drill 15 On tape. Repetition. Contrast ue / u* we aa oe om oe oo we rr om = ad ee oe se ae Thus, there are two important points about u« and ye: (1) They are pronounced differently and (2) they markedly affect the quality of adjacent vowels. You must master the pronunciation of the two s's; but, at least as important, you must produce the proper vowels when you speak and react to the vowels when you listen. In all likelihood, the Arab will be at least as much influenced by your vowels as he will be by your consonants. >. Reading The letter that represents Arabic g is 2 The Arabic nane isdle saad. It has the following shapes: Position Shape Examples a. Independent o wr baras b, Jotned to preceding letter only o oe nassu c. Joined to following letter only ~ ole saad 4. Joined on both sides - basar 2Drill 16. & R- 7 oo oo oe sie a ol gle ww ok od “ om yee a aod le a & 30 m ot elk os oe Ke oe ce. Writing | Printed y Written lee uv be a ue ce ~~ ae a | = ae When joined to following letter (c. and d.) has a little kink in the line be- fore the following letter is begun; it is Joined to a preceding letter by a line coming from under it. Drill 17. In writing supplement. 5. a. Pronunciation The vowel i corresponds to the vowel i in English bit; it is always short in duration. AraBic i, unlike English i, never becomes like u in but. English i, when unstressed, tends to be pronounced like u in but. For example, i in deistic, where is is stressed, is pronounced like i in mist, while 4 in deist, where de is stressed, is pronounced like u in bust. If this habit is carried over into Arabic confusion may result. For example, the following two words are differentiated only by the final vowel: uM qudérris ‘teacher’ vy mudfrras ‘taught! The American student mist be on his guard not to substitute a for unstressed i, lest he be misunderstood. Arabic ,i when adjacent to a velarized consonant is also backed in pronunciation, sounding something like the e in English nurses. Drill 18. On tape. Repetition. Contrast ate) 25Be AL one = “an oy wy oe “we ae 6. Arabic yf 1 corresponds to the 4 in English machine or the ea in bead; it is twice as long as ,i in duration. Following a velarized consonant there is a short transition vowel (like w in but) between the consonant and the vowel. Drill 1 On tape. Repetition. Contrast ue / u+ om one oF os c wo Long \$ii and short . i are both pronounced alike as the last sound of a word: the vowel quality of ee in beet, but short. Drill 20. On tape. Listening. Final i and ii. «ili BIE COM gh Cott / ‘The short vowel i is represented in the Arabic writing system by a special sign, placed under a consonant letter as in The Arabic name of this sign is SS kasra, If the consonant letter has shadda kasra may be written either under the letter or under kasra: L556 ZS darris In this book kasra is written under shadda Drill 21. Read: fer et he is CCE 6 3b e E 7 tro Bos za Gat ‘The long vowel if is represented in the Arabic writing system by kasra followed by the letter «¢ : 26The writing of kasra before and gukuun over when it has this value of ii is usually omitted: gee or gew shin Drill 22. Read: agi 6 al © ge oe © el a 6 ee pee ye eel ee oy 6 one c. Writing Weitten uv a Drill 23. In writing supplement. Drill 26. On tape. Dictation. 27Lesson Four abla! Consonants T. 3 £28 in zeal 2. oe Zas in shake 3. J Les in lea 4, b & (wo English equivalent) 5. Nunation: le be a. Pronunciation The consonant jz is a voiced sibilant. It is pronounced like the z in English zeal, gazelle, Liz. b. Reading The letter which represents the sound z (as in zeal) is 3 This letter is called wh zaay. It is 9 non-connector, and is exactly ike _yr except that it has a dot over it. Ite shapes are as follows: Position Shape Examples a. Independent Sh zaada “ig wezana b. Joined to preceding letter only + “hi bazara % ‘3 fazea Drill 1. Columns a and b below illustrate each of the two shapes; Column c includes both. Read: oe SI5 ag “he ee ve = 2B ca] oe : 56 & Ww Ce Syce. Writing Printed } Written ez, j_z is written exactly like , 2 (see 3.2) with the addition of the dot. Both are “hon~connector: cd Drill 2, In writing supplement. lox. 2. a. Pronunciation ‘the consonant o*% is pronounced 1ike the sh in English shape, bishop, rush. b. Reading ‘The letter which represents the sound ¥ (as in shake) £8 S The Arabic name of this letter is ge#¥iin. It has the following shapes: Position Shape Examples | a. Independent i Gob paawaka b. Joined to preceding letter only we SS dabak ¢. Joined to following letter only = whe Yebaab 4. Joined on both sides a “5 nabara Drill 3. Columns a to d below illustrate the four shapes shown above; Column e includes them all. Read: a - b a wt el ws Be Ae eh gle at os oe aS Hs mL oA oo obs os at yb ob c. Writing Variant Printed] ge iritten| - oe wt L_ +, % is written like 4s (see 3.3), with the addition of the three dots, which arVuritten in a single Mvenent as a enall curved tent-like figure: yo . This figure 1s added only after the completion of the word, or of the next non-connector, if any. Variant Shapes. The full shapes (a. and b.) may also be written without the three dots © but with a downward slanting stroke at the end instead: 4% 29Drill 4. In writing supplement. 3. L a. Pronunciation The Arabic sound J1 is like the English 1, but there is an important difference. Most speakers of American English pronounce their 1's vith the back of the tongue raised somewhat toward the velun--resulting in a velarized 1, very much in the same way es Arabic wes is a velarized g. This velerized quality of the English 1 is especially noticeable’at the end of a word, for example in feel or bell; it is less noticeable, though still present in varying degrees, at the beginning of a word, for example in leaf. In Arabic the velarized 1 is found in the word for "God" AD} 2allash and a. sew others. Elsewhere, however, the Arabic 1 has a non-velarized or clear” sound. The clear 1 results when the back of the tongue is relaxed and not raised. In the follow- ing drill you will hear a series of English words containing 1, each followed by a similar Arabic word or syllable with the Arabic clear 1, Listen to the difference in quality in the two types of 1. Drill 5. Contrast between English and Arabic 1. Listen. Je feel ae deal ve neal bent & tell ae sal wh belly ot Nelly oh melon os felon a leaf oa lean w Laugh ey ute Gn es Drill 6. On tape, Imitation. Arabic words with J 4s Ce oe pe oh re 3B "oe oe 30fr oss bd. Reading The letter which represents the sound 1 is IS) The Arabic name of this letter is ¢¥ laam. It has the following shapes: Position Shape Examples a. Independent J Jl maal b. Joined to preceding letter only ob 3 fetiit c. Joined to following letter only J Gol labtsa GAS sates 4, Joined on both sides L ol baled Note that J followed by } takes the special shape Y . When joined to a preceding letter, it is comected by a vertical Line Tising from the line, e.g., % bila. Drill 7. Columns a to d below illustrate the four shapes shown in a to d above; Column e includes them all. e a . b a ux Ra J Je Je ot ou A Je yd ted pe ott Je jt ais lt a a os ah 3 % des c. Writing Printed J Weiteen J (1) Independent form. The bottom curve is rounded and may extend sonevhat below the Tine- (2) Joined to preceding letter only, The preceding letter is joined to J just above the curves the pen moves upward and then retraces ite path dovavard and into the (3) Joined to following letter only. The pen starts at the top and moves downward. 31(4) Joined on both sides. The pen moves from the preceding letter upward, and then retraces its path downward and into the following letter. Drill 8. In writing supplement. i a. Pronunciation The consonant bt is a voiceless alveolar stop. Like Us, it is a velerized sound, and it differé from the plain “t in several importan€ ways: (1) For Gt (g dental stop) the tip of the tongue touches the back of the upper teeth; while for t (an alveolar stop) a larger area of the front upper surface of the tongue makes Confact with the alveolar region (the gum ridge behind the upper teeth). (2) The © t, like English £, is often aspirated (that is, it is produced with a slight putt OF Breath); while Et is not aspirated. (3) Finally, ©t is a plein (non-velarized) sound, the back of thé tongue remaining relaxed and low im the mouth; while bt is velarized: the tongue is tense, and the back part is raised toward the velum. ‘Like all velarized consonants, bt affects the quality of adjacent vowels (see 3.4). In the following érjll you will Rear an Arabic word containing ©t, and then a similar word containing Lt. Listen carefully, and repeat each word, imitating as closely as you can both the different consonants and the vowel qualities accompanying each. Drill 9. On tape. Repetition. Contrast ob / © eb wt oe %& wy te Drill 10, On tape. Imitation. Additional examples of £ tabs b. Reading he letter which represents the sound t is The Arabie name of this letter is tle tea? . It has basically the same shapes in all positions: [ Position Shape Examples [a. _tadependent a subaat |p. Joined to preceding letter only & naft, 32,Position Shape Txamples c. Joined to following letter only + taalib, cbf watan 4. Joined on both sides ke Fabel yatiire Drill 11, Each of the columns a to d below illustrates one of the four shapes shown in a to d above; Column e includes them all. a a a “ab fale bus be os ee GL fm by KS ott bit one e bbe c. Writing (1) Independent form. Begin the loop at the lower left, move up and to the right, then down and back around to the left. Next, add the vertical stroke, beginning at the top; the bottom of this stroke should not quite touch the loop. (2) Joined to preceding letter only. Move into the loop from the preceding letter and then move up and to the right as in (1) above; in moving down and back keep the body of the loop above the original connecting line. Then add the vertical stroke, as above. (@) Joined to following letter only. Printed: L written: Make the loop as in (1) above, but continue immediately into the following letter. Add the vertical stroke only after completing the word, or after the next non- connector, if any. (4) Joined on both sides, Printed: 4 Write: ab Move into the loop from the preceding letter as in (2) above, but continue im- mediately into the following letter. Add the vertical stroke only after completing the word, or after the next non-connector, if any. Drill 12, In writing supplement 5. Nunation Many Arabie nouns and adjectives have inflectional endings -un, -in, and -an, in which the three different vowels indicate different cases, and the -n indicates in- definiteness (usually indicated in English by the indefinite article "a, an"). For example: Nominative case: darsun Genitive case: darsin ‘a lesson’ Accusative case: darsan 33The use of a. The ending (see 2.7), one of them usually in a reversed positio as an ending indicating indefiniteness is called nunation. of nunation is written in a special way: Following are details for each of the three vowel: The -n of by writing the preceding vowel eign twice. mn may be written with two dana signs qyer the preceding consonant More commonly, however, the doubling is represented by a single danma with an additional short downvard stroke: ~_. Examples: a oe eye ay b. The ending =in ts written with consonant . Examples: . iz 5S a sale ag ¢. The ending -an is written with darsun taalibun waladun two kasra signs (3.5) under the preceding darsin taal: waladin two fatha signs over the preceding consonant (see 1.6); and the two fathas are regularly féllowed by en ?alif 1, written as the last letter of the word. ce és = In unvowelled text the nunation signs, ‘This 2alif is a spelling convention with the ending -an, and.does not indicate a long vowel. joined to it or not, according to the usual rules. associated specifically ‘The preceding letter is Exenples: darsan taliban valadan Like the short vowel signs, are usually not written; but the ?alif which accompanies the ending -an remains: Drill 13, Read. . fit Myle © Las Drill 4. On tape. Dictation. darsun darsin ae - of © YS « Sf gas 2, oe © 43 ¢ Boe pk aLesson Five web yt Consonants k as in kind GQ (mo English equivalent) gi 28 in judge elke ch in German Nacht 5. 1. 2 (glottal stop: see below) 6. Pause 1 Ok a. Pronunciation Arabic k is like English k in kind, key, cook. ill 1, Production ‘oe as “ote os “AS “ees “ae us ou “ls “ot Ss b. Reading The letter that represents the consonant k as in kind is The Arabic name of this letter is GM kaaf; it has the following shapes: Position Shape Examples a. Independent é OX yaduka b. Joined to preceding letter only a “eu malikun ¢. Joined to following letter only s “eS kariimun “oS maaleinun 4. Joined on both sides £ “hu sikaleun 35ghas @ special shape when joined to a following J, or another Note that S joins land gat the line, 6, oS, but joins J above the line. JS Drill 2. Read: ok e Use Lise Ce he Me Ue te Gey aa c. Wetting Printed Written 3 (1) Independent form: @ rests on the Line, vith the horizontal base Line fairly flat. (2) Joined to preceding letter: The preceding letter is joined to QJ at its base. (3) Joined to following letter: This is like the corresponding form of J with the addition of the stroke at top, which is added after the following connected letters are completed. (4) Joined on poth sides: Sane a3 (3) above, but joined at base to preceding letter. If the following letter is_y it 16 joined as follows: ot G Drill 3, In writing supplement. 2. Ga a. Pronunciation G is a voiceless uvular stop; it is produced by making contact between the back of the tongue and the uvula (the tip of the soft palate, projecting into the pharynx). It differs from “in the following ways: (1) @& , like English k, is aspirated, while ts not. (Aspiration is a puff of air given off with the £ in take, p in pay, and € in cool.) (2) & and English k are pronounced further forward in the mouth after front vowels (e.g-, ee in keep, @ in candy) and further back after back vowels (e-g-, au in caught, 00 in cook). g , on the other hand, is always uvular. (3) 5, like the velarized consonants, goes with the back pronunciation of vowels, while @ goes with the front ones: 2B is pronounced with the vowel of cad while 36 is pro- nounced with the vowel of cod. In practicing the pronunciation of , say, for exemple, caught, cod, called but using the deepest part of the tongue you can in pronouncing ‘the k sound. Drill 4. On tape. Repetition. Contrast g/ J 36x gle ra 35 33 b. Reading The letter that represents the sound g is 3 ‘The Arabic name of the letter is 3b gaaf, It has the following shapes: Position Shape t Examples a. [Independent a | Yara b. |toined to preceding letter only | yatta c. |soined to following letter only 3 ub ast a. [Foined on both sides x 7k tagaddun Drill 5. Read: ‘od 6 6 E56 « job ec PA Gabe Gas e GE e Gb c. Writing Printed El Independent shape. (Jdiffers fron C3 in shape in that it is more rounded, while © is flatter. Vorlant Shape, The fist two shapes are often written without the two dote but With « tail added to compensate for their absence: 9 ¢ 43" Drill 6, In writing supplenent. ei Pronunciation The letter grepresents a variety of pronunciations over the Arab world, all of which are found in English. In Cairo and Alexandria it is pronounced like g in gold (sometimes like 4 in judge); in North Africa and the Levant it is pronounced like s in English pleasure; and in the rest of the Arab world, like j in English judge. Your choice of pronunciation should depend upon the pronunciation of your teacher. The choice is not crucial to anything, since it is always easy to change if you decide to do so. 37In this book we assume the pronunciation of g as { in judge. bd. Reading The Arabic name of the letter ts {°F jsim; q has the following shapes: Position Shape Exanples Independent a gh teat Joined to preceding letter only a eb maatty c. Joined to following letter only = Jem jamiil cle daleai Joined on both sides = sex naj Hoe Ube « 355 6 Mee UR « Sen 6 Printed Written & (1) Independent shape. ‘The characteristic part is written above the line, while the "tail" is below. (2) Joined to preceding letter only. ‘The characteristic part is open rather than a closed circle. The,preceding letter is joined fron above rather than at the line: 2 m li, Ski, etc. Letters of the (J class haye these special shapes sorte & or” AE for exenple, or Ss pore ox Z : (3) sotned The letter characteristic 1s joined to the following letter, e.g. jaa. (4) Joined on both sides. ‘° “Note that this shape is open on both sides. Preceding letter is joined from above, e.g., L#baiaa Drill 8. In writing supplement. gx a. Pronunciation Ex is not a modern English sound. It does occur in many other languages, such as ch in German Nacht, x in Russian xoro%, etc. It is a voiceless velar fricative: It is produced by narrowing the passageway between the back of the tongue and the velum, s0 creating friction es the air passes through; the vocal cords are at rest. Try to produce £x uaing the very back gf the tongue to partially cut off the air stream as you exhale. &x differs fron _© x in that the latter completely stops the air stream in its passage from lungs to mouth, thon releases it. x almost blocks it off, but not quite, giving its fricative effect. Practice by saying aka, ak-ka, ax-xa--thot is, make the complete closure for k after the vowel a, then relax the tongue enough to let air through; x should result. 38Drill 9. On tape. Repetition. Contrast ob POR 8 Mi Fe EY b. Reading The letter that represents the sound x is The Arabic name of the letter is _l&xaa?. It is exactly like the letter © in all its shapes, except that it is characterized by one dot above rather than one dot below. Tt has the following shapes: Position Shape | Examples a. Independent ze mangax b. Joined to preceding letter only & taariix ¢. Joined to following letter only z maanis feoxiz d. Joined on both sides a bixeyrin Drill 10. Columns a, b, c, d, below correspond to a, b, c, d, in the chart above; ¢ combines all four. Read the following: 2 2 eb ab on at aod poe wel. J& es Zhe ek 5s ce ee oF ah asls re a esc. Writing 7 Printed The letter & has the same shapes as & , with the difference in the dots. Drill 11. In writing supplement. s 12 Glottal stop ? is a consonant sound heard in English, German and other European languages, but not represented in the spelling. It is produced by blocking off the air stream at the top of the windpipe, and then releasing it. This is what happens when you take a deep breath, hold it, and then release it. It occurs es the "catch in the throat" in English expressions such as "uh-ch!" It is also used in English to clarify syllable division, as in "I didn't say 'some mice' I said ' some ice’,” where ice is preceded by glottal stop. It is also used this way in German, as in vereinigte, where glottal stop separate ver- and -ei-, as opposed to verein, where the syllables are ve and rein. Practice glottal stop by saying a series of vowels, e.g. ah, with e clear break between them; there should be a glottal stop at each break. English words beginning with vowels are often pronounced with glottal stop, but we are conditioned to it and do not hear it. In Arabic, every word beginning with a vowel is pronounced with initial glottal stop. As a matter of fact, no syllable in Arabic can begin with a vowel; every syllable begins with some consonant or other, in- cluding glottal stop. In the following drill, listen for the glottal stops at the be~ ginning of each word. Drill 12. On tepe. Imitation. aot Bale SELL 6 UGl « b. Reading Glottal stop is not represented by a letter, but by the sign ‘The Arabic name of this sign is 9" hamza, Hamza is sometimes written over or under certain letters, called "seats", or else aloof. In this lesson we take up the writing of hanza as the first sound of the word, and in the following lesson we deal with it in the other parte of the word. At the beginning of the word, hanza is always written with | as its seat; if the following vowel is - i, hamza is written under |, thus: ! i. Otherwise, hamza is written over its chair, thus: | ‘a and” , as in ‘cal tanta asin Skul 2ustaad as in gal Pimshi 40Drill 13. Read the following: Beets “ae Cae fet oie ola c. Writing Printed . Written s ae + ° 12 Geol e ehh c Lhe Gel « ‘ Suni « el Sele Ul Drill 14, In writing supplement. 6. Pause Arabic words can be pronounced in either of two ways: in their full form or in their pausal form. In the full pronuncigtipn the word is pronounced in its entirety; for example, the full pronunciation of (or ccl) is ?anta. The pausal forn is 4 shortened pne, where a word-final short vowel is not pronounced; thus, the pausal form of cal ?anta is ?ant, and the pausal form of 1 ?ayna is ?ayn. If the vowel has nunation, that a is not pronounced either; foF example, the pausel form of Cdl $ealibun is taslib and the pausal form of wJlb taalibin is talib. In case of aécusative nunatiod, e-g- (Jip taliban, the pause fofm is spelled t and hae the value aa, e.g. (oi, taalibaas The full form is used when theword in question is followed without interruption by another word, for example, “il in wl. co} 'you are Sami." (“ant The pausal form on the other hand is used when theré is any kind of interruption or pause after the yord in question; this of course includes full stop at the end of a sentence. Thus, GSlis pronounced in its pausal form in the following sentences, where a dash -- is used to indicate an interruption in speech: a $ 1S. (zant) "Who are you?! wets — E31 Zant) 'you--are sant.! Pronouns and verbs are mgyked for gender in Arabic; for example, cl is 'you' speaking toa male while cl is the form used in speaking to a female. The pausal Form of both of these is, technically speaking, Pant. However, to avoid confusion, verbs and pronouns in the second person feminine singular always retain the final im pause as well as in the full pronunciation. ‘Thus, the pause and full forms of are Zenti ‘you’ (feminine singular). Drill 15. Read the following sentences, paying careful attention to the pause end full pronunciation of | &3{ 'you'. le "You are Sami." at gi tho are you?! 21 ‘you are Faria.’ o GEt Yi who are you?’ 41"You are Salim.' "Who are you?! "you are Amin." ‘Who are you?" eS "You are Nancy." eect Sto are your! Drill 16. Read each of the following sentences twice: first, with no pauses or inter- interruptions, and secondly, with pauses at every dash. Use the pause and full forms as appropriate. Example: ole es "You are Sami.' "You are Salim." "You are Farid.' "You are Rashid.’ "You are Amin." "You are Karim." ‘Where are you from?’ (speaking to a boy) "Where are you from?' (speaking to a girl) "I am a etudent from Beirut.! ose oe Gb tI "Iam @ student from Tunisia." Los ie Wb tl "I am 9 student from France.’ aie ley ce "Tam a student from London. Drill 17. On tape. Dictation. 42Lesson Six obs oy Gonsonants i. ¢ Bb as in hat 2 a cB (no English equivalent) bo wo glottal stop in middle and end of word 4, Voweled and unvoweled texts 5. Writing of foreign words in Arabic script le gh a. Pronuncietion Arabic eh is like English h in hot, hat, heat; it is a voiceless glottal frica- tive. Arabic eh differs from English h in the following ways: (1) it is pronounced with more force than is English h; (2) it can be pronounced at the end of a syllable or word, while English h is pronounced only at the beginning of a syllable; and it may be doubled (held twice as long). Listen to the pronunciation of in the following drill, repeating each item. Drill 1. On tape. Imitation. be 1 %, Bb ale “a 2% - ot tnt co ee “ie £ He Are “ oe co FS dts core bes ant 4 4 a! set ‘KR % b. Reading The letter that represents the consonant h as in hat is 43The Arabic name is ela haa? ; it has the following shapes: Position shape Examples a. Independent 6 b. Joined to preceding letter only « ¢. Joined to following letter only 2 4. Joined on both sides + Drill 2. Read: t SS tata e tle deal ey ’ = % pone ee ad 6 Glee Ee SO ec c. Writing Printed Written (1) Independent shape ! o (2) Joined to preceding letter only: © Variant: p= (3) Joined to following letter only: a (4) Joined on both sides: 1” Drill 3. In writing supplement. Qeeon a. Pronunciation Th does not exist in English; it is a voiceless pharyngeal fricative. It is produced with the base of the tongue near the back of the pharynx (throat) and the Pharynx walls strongly constricted. Like # h it can occur in any position of the word and can be pronounced doubled. It differs fron ¢h in that it is articulated with greater force. The tongue is relatively relaxed for ‘ but strongly tensed for © One suggestion for mastering C is to whisper "Wey you!" as loud as you can, trying to get the has deep in the throat as possible. Drill 4. On tape. Repetition. Contrast T/ 6 Sel ag r f alFee nF i t a fe Xt 4 Th differs trom © x in thet there is no contact whatsoever between the base of the tongue and the velum for Cas there is for © (see 5.4). When you are pronouncing T be sure co keep the, back of the tongue low so that it cannot come close to the velum and so produce © . They are quite distinct in sound, the © being a "pure" sound while © has a kind of scraping effect. The following drill contrasts these two sounds. Drill 5. On tape. Repetition. Contrast / T = a Je J te re Jet ls Zz oii ek eh b. Reading e The letter that represents the consonant sound h is c Its Arabic name is +l yaa? ; it has the Following shapes: Position Shape Examples Independent re ALS — sabastun b. Joined to preceding letter only c “Ss fataha 45c. Joined to following letter only = “jb baalun Spb — washidun Z; d. Joined on both sides ~ (inte mathafun It is exactly like © and © except thet it hae no dots. Drill 6. Read: wee boge i or - “ « Byak oe tS BAe ate BE HS eee 2 2 oe Boe ° a 9% “or ¢ th ee Be Be Bh yt Tod 6 GE c. Writing Printed Weitten Sane as G , but without the dot. Drill 7. In writing supplement. 3. °2 In Lesson Five the writing of hamza as the first sound of the word was dealt with; this lesson deals with hamza in the other positions (1) at the end of the word and (2) im the middle of the word. a. Pronunciation Glottal stop is a full-fledged consonant and, like any other consonant, can be pro- nounced in syllable-final or vord-final position and can be doubled. Drill 8. On tape. Repetition. a. xa? 4 Ju - jh th — Jb Jit J ws = gh b. v2c/we ~ — om - uly — ue — ow 46c. -W/ -W? as Woo. ww thle bls ion ean a. * J ge St. on GB = ol; b. Reading There is one cardinal rule in the reading of hamza: if there is,a seat, ignore it. The seats are S, e.g. & or L 3 5, e-8- § 3 and | e.g. 1 . The seat is not pronounced, but is only an orthographic convention in the spelling of words with hamza. While hamza's seat is not pronounced, it does indicate the nature of adjacent vowels, as will be seen in the following section. c. Writing Hamza is written either with a seat or aloof (without a seat). We shall deal with it first aloof, then with a seat. Hamza is aloof in the following cases: (1) At the end of a word, when it follows a consonant or long vowel (that is, when it follows sukuun ©). Examples: 4 ¢ 4g «4b « a 4 > gh AG AY (2) In the middle of a word, after_y whether representing a long vowel, €-6:5513 or a consonant, e-g- Cylygs5% or between the two alifs, e.8-7215 1 py Examples: 7} eM ble ge 4 bt bee > OM Led © Cysa 2 6 Gi 6 Ob © dhe L Z SOLER © lis « he colires | a7Hamza is written with any of three seats: t( | or |), 9 ( 9), or of ( ds, 2). The choice of seat is determined as follows: i (1) At end of word. The preceding vowel deteymines the seat, which is honogenegug with the vowel: requires , as in 2PL%, ; requires 9 , as in "o>! ; and 7 requires |, asin 440% 48 Ser 9 BB nS ws ies : Us - bab BB WB «Gee eB ; Moe bth « Sie Drill 10. In writing supplement. “ (2) In the middle of the word. In this position the vowels on both sides of hamza is chosen according to the following priorities: - a, That is, if there 18, 4 on either side of hanza, the seat is cs : -. Examples: a Be ULE Oot ee OW CH re considered, and the chair If there is no, 4 but there is'y on either side, the seat is _9 : 9 . Examples: Ay, % 330 Pye Bee pete 23% TNS « Batre Fie & S35 «Sa 6 55> « 35 otherwise, the seat is 1:1. Examples: . f 4 24° 28 6 OU Nunation after 5 . ‘wo alifs do not normally occur in succession. Therefore, if a word with word-final hamza on or after alif receives accusative nunation, then accusa- tive nunation is written without alif, asin %f % Lose a4 vee Serer at ~ shes Slat — DML aT we man ET Mee Oe eas SL TLS Otherwise, the usual rulés apply, for example: : tee se ee Drill 11. On tape. Dictation. Note: The choice of seat for hamza is determined by adjacent vowels; thus, in un- + voweled texts the seate of hanza are important clues to the voweling. For example, JL cannot have qr % next to s , and must be read either (JL2 , which means he asked' or “Ji, , which has no meaning. 4. Voweled and Unvoweled Texts co, iaiggheve encountered only uogeled seript~-mritten vith short vovels, shedda etc., e.g. &. maktabun. Texts may also be unvoweled-- written with letters only. and no auxiliary signs, e.g. cic maktabun. (lamza, however, is always written.) For anyone who knows Arabic, thé lack of voveling poses no serious problos, ‘becunee in any given context there is usually only one possible reading. To give an exemie tren English, anyone who knows English should be able to read the follovine sence Ths wrtng sstm 'mts shrt wis. 48This system works well for Arabic, because every syllable begins with a consonant, and only short vowels are omitted. It would not work for English because English does have syllables beginning with vowels, and even has words consisting entirely of vowels, e.g. "Q", In the previous example, we were obliged to indicate the initial vowel of "omits" with an apostrophe. Arabic publications are normally unvoweled, with only an occasional vowel sign written to avoid ambiguity. As a rule, only scriptures, such as The Koran and the Bible, and elenentary readers are fully voweled. In this text we will follow custom and leave our texts unvoweled. In the vocabulary sections words are fully voweled; in grammar notes, words may be fully or partially voweled to clarify or highlight certain points of grammar. Unvoweled texts should not constitute a problem, since the words therein will be either familiar, so that voweling is superfluous, or listed fully voweled in the vocabulary section. 5. Writing of foreign words in Arabic script In writing foreign words in Arabic script, certain special conventions are observed in the rendering of consonants and vowels that are not found in Modern Standard Arabic. Vowels. There are two points to be made here. First, since the short vowel points are generally omitted (see previous section), the letters 1,9 and are used to in- dicate vowel quality rather than quantity. ‘Thus, both short a and long aa are repre- sented by |; wand uu by 9 ,and i and ii by & amples arg naansii which is pronounced nansit 'Nancy'; 4g— ‘Smith’ (also Ad *)'£ilm'. The second point concerns vowels that do not exist in MSA. The vowel ee (like a in English date, or ¢ in they) is represented in Arabic script by GY , e-8-% sikriteer ‘secretary’. The vowels o in English wrote and o in hot are both represented by 9s ee Jost Poteel "hotel Or ““oob 'Bob'. Consonants. Arabic lacks 2 p (as in pipe), and senegglty 2p seen ip with Q ob, or occasionally with a special symbol Gp, as in, "piano! The consonant v is likewise generally spelled with C9” Z but sonetines ith the special symbol CS v, asin shy or Csl-+% virsaay "Versailles'. The consonant g is spelled with QJ in Saypt,where this etter represents g; elsewhere, g is repre- sented by, Q) kor & , e.g. eoly) ot snl Dingliiziyy ‘English’; oS ‘koongris ‘Congress eames: 49Lesson Seven Consonants 7 & (no English equivalent) Symbols 2. Madda: 3. 4 a 1 a a. Pronunciation The Arabie consonant @ has no English equivalent. It is a voiced pharyngeal fricative, and is thus the voiced counterpart of the voiceless pharyngeal fricative T h (see 6.2). In making this sound, the muscles of the pharynx are tightened, causing the” throat passage to be quite constricted, and resulting in a "squeezed" sound. This con- striction of the pharynx is the same as that found in Ch, but with © there is not so much friction noise, and voicing (vocal cord vibration) continues throughout. In the first drills below you will hear the & contrasted with other Arabic sounds. Listen carefully. Drill 1. On tape. Repetition. Contrast between a long vowel and a long vowel plus € - Listen and repeat. a L rao y eb ‘ as ¢ = or) 12, On tape. Repetition. Contrast between «@and © 4. Listen and repeat. 4 $ Jas Jk ei t ele ile el 35 Bi t at ak e tiDrill 3. On tape. Repetition. Contrast between T hand € . Listen and repeat. ew ow ex oy Je Jb eb cb Jax be ck ce rg a ele Joke ob ok p = oe te “ Ee R KE § t ¥ ¥ Drill 4. On tape. Imitation. Additional examples of © in various positi- elt] oS a oe 2b esl wae ple re a ay Sk ie “I eee ee a ae = a be Reading The letter which represents the sound 2 is The Arabic name of this letter is cx ayn. It has the following shapes: | Position shape Exenples | a. Independent & $b basta b. Joined to preceding letter only a fee vabiive ¢. Joined to following letter only * 4j& Saatamun Eb saateatun 4. Joined on both sides - 255 patie Drill 5. Each of the columns a to d below illustrates one of the four shapes shown above; Colum e includes them all, Read i at \ "4c. Writing (1) Independent shape. Printed Move from the preceding letter leftward, then up end around to the right, then down and leftward again, crossing the original line, and finally rightward for the bottom loop. ‘The small’top loop should be sonevhat flat on top; the large bottom loop extends below the Line. (3) Joined to following letter only. [Printed * Written = Begin as for (1), but omit the bottom loop and move directly to the following letter. @) 4 ined on both sides. Printed = Weitten The loop should be flat on top, as in (2). Drill 6. In writing supplement. 2, The sign madda In most positions in a word, the sequence faa is represented by the sign (called madda) written over an alif. Examples: oer eseaarun STH latguetasmn “gk tateamana Drill 7. Read: an . oe », a UY Be TH ce Zetec GT However, after u, i, or ii, this sequence is written in accordance with the usual rules for hamza given in 6.3 432 suPaalun Gab, ri2sasatuhu ot — pariiPaani Drill 8. In writing supplement - 3. Dagger Palit In a few very common words, the long vowel aa is represented not with the letter Yalif after the consonant but with the sign ' written over the consonant. This sign js a short vertical stroke with the appearance of a small Palif, and is called "dagger felis". Examples: ‘this! 52Tealika ‘that! Talleahy — 'God" Lillaahi ‘for God’ This dagger Talif is omitted in unvowelled text: US Saplika Drill 9. In writing supplement. 4. The taa? marbuuta = @ a. Bronuneiation and general remarks The letter 4% (in Arabic called dese eb tae? marbuuta 'tied t') serves a double function. Phonologically, it represents the sound £ (exactly the sane sound as the one represented by & ; see 2.2). Examples: 7&—waltkatun queen’ 7 taalibatun ‘female student’ sth fataatun ‘girl! Grammatically, it indicates feminine gender in the noun or adjective in which it appears, as illustrated by the three examples above. Three are four additional points to be noted about the tea? marbuuta: (1) Te occurs only as the last consonant of a word. If a suffix involving additional letters is added to such a word, the 4 is changed to & . Contrast: malikatun ‘queen! malikatuhun ‘their queen’ (2) It is always preceded by either the short vowel “a or, in a much smaller number of words, by the long vowel | ga, as illustrated earlier. (3) Thetalif which is normally written with the accusative nunation (see 4.5) is not written after 37 ®vmalikatan (4) The pausal form of 4 in all cases (zatun, tin, -atan) is a: Full Form Pause Form ve Gi naltkatun Ai satiation alike 2 atan Note the change in stress between the full form of . malfkatun and its pause form wAlika. 533ill 10, Read the following words first in the full form and then in the pause form: “e 4 “ag a ree «mh 6 Hale Be Whe « Be « ‘ b. Reading The letter represents the sound t. It occurs only as the final letter in a word, and has the following shapes, which are identical, except for the two dots, to the corresponding shapes of « h (see 6.1): Position Shape Examples a. Independent a muddatun b. Joined to preceding letter only z jumlatun Drill 11. Read in full form: Ending in Words ending in have pausal forms (see 5.6) in which the £ sound and any following sounds are dropped, for exanpli Full form Pausal form Aes $32 muddatun B3% — guddatin muda 3as quddatan In formal or precise speech an h sound is added in the pausal form: muddah. Drill 12. Read each of the following items first in full form and then in pause form: eA Be Bi We wae ce Beth gk EL EE 6 FSkd eB e Bad e a5yt 54Words ending in % have pausal forms in which the £ sound is replaced by h: Full form Pausel form ts sataatun gbs fetaatin fataah $s toteatan Drill 13. Read each of the following items first in full form and then in pausal form: Yul c. Writing The written forms of Dare the sexe as the corresponding forms of h, with the addition of the two dots (written as a short horizontal stroke). Drill 14, In writing supplement. Drill 15. On tape. Dictation.Lesson Bight Wl yal Consonants 1. gy (no English equivalent) 2. Wasla: ~~ 3. Numbers 1 - 10 a. Pronunciation & ts a voiced velar fricative. It is like € with the addition of voicing. tf you can produce Gand then simply add the feature of voicing, you will produce ~ . Another approach is to say "ah-gah", "ahg-geh", prolonging the g » then withdrawing the back of the tongue slightly fron thé velum, creating the desired friction. Probably the simplest way $0 achieve ~ is to gargle without water; indeed, the Arabic for "to sargle!’ is Yaryara “5 Drill 1. On tape. Repetition. Contrast & / & = JB b. Reading The letter that represents the consonant ¥ is e] Its Arabic mame is ost yayn, and it has the following shapes: Position a] Tranpies | a. Independent | ee ce | 36b. Joined to preceding letter only é se 5222; yan . Joined to following letter only 2 JE xaalin Dl 4, Joined on both sides olakY — baydaad & 48 exactly Like & in all its shapes, except that it has one dot above. Drill 2. Read: . Te Se Je Boe tee he UP Ee ee Ge c. Wetting Printed & is written 1ike & in all shapes, with the addition of @ dot above. Drill 3. In writing supplement. ~ +0 at 2. abegil tthe word “th [meaning ‘nane' is unusual in that it ts pronounced “ps J only when it is the first word after pause. If it follows any other word or prefix the initial glottal stop and vowel (!) are elided (not pronounced). For example: ‘a name’ ( Pismun) "This is a name.’ asmun) (haat Note that while the pronunciation changes, the letter spelling does not: ul retains its alif in both cases. However, there is a sign indicating elision of initial glottal stop and its vowel that is used when texts are fully voweled: “ as in el ?igmun Pe red isd eed NS haa}aasmun ” x The Arabic nane for ~ is Ley _—wagla, which means "connecting, joining"; that is, the two words are joined together in pronunciation as if one. Two other common nouns that begin with elidable hanza are 'two!, for example 2 tab "This is his son." haad_aebnuhu Also, elidable hanze is found in (a) all imperative verbs that begin with for } , (b) all perfect tense verbs that begin with Illustrations: Js a. ust ukeub, MN; waktub ], and (c) verbal nouns of Forms VII-X. ‘write!" ‘and write!! 37