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New Scanned Copy By l'N\STE&N3 ARt\BIC 2010 \.,/
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' Al-Kitaab
fii Tacallutn al-cArabiyya
• ••
"'ith DVDs
A Textbook for
Beginning Arabic
•

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.. Part One
. Second Edition

-. --
- :1.
., •
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Kristen J.\tpstad- Mahtil{)ud Al-Batal - - Abbas AI-Tonsi

 TABLE OF CONTENTS

xi Preface to the Second Edition

XV To the Students

xix

xxii Acknowledgments
~

'+o Lif
'
r ~IJ.,>lll
-'

0 Arabic Names .Ul.i:iJI

v Gender ~.:U.I__, ..:..::.).1.1 ..iL:.IftJI
'.
\\
The Definite Article .J I
L.......:JI
\i Asking Questions J I,;....J I
\"\ (( .:.I .) -'"=~ )}
\V (( ~ L:.i ))
\V «H-::'·~~~~~~

! 6~9 ~ ui -"
~l..l.,>lll
« ~~__, C.i )} __, «~I J,L1. )) .Ul.i:iJI
Subject Pronouns _;.t....a:......J I ..iL:.IftJI
~I
Non-Human Plural Agreement ~I

~'il~l
- .
•u..~.w:o)'I J illW I t-"
«......i).a..::.)l

.J.:........,__,\'1 Jy!JI ..;:..L.....I.).J ~~~

( ~,l....!..::>." ~ L:.i )) ~WI

«~~I .:J.)~j 11

- iii . .
rc o~ l./.ut9 ~L1:. _r
~l..l_rlll

~~lillWIJ«~>> til.'iill
Ul.....c¥1 J..cl_,ijl
,
Possessive Pronouns ~I _,.:a L........i:.
_,.:al~l ~4-" ~~~ ..:;.._,~ ~4- ~~ bd,;ill
~~~ ~la...o4JI tilnll
~ u.1.w~8 I_, ill W I t-" t Lo.:i.....::/ I
0. « '1~~ ~ ~.j ~ b.J..,......''J (( b~ ~~ ~)) ~WI

~ ~

!' ~Lo-w~f J.S t;.; >f ~ -~

0\ ~1-l_,..ill
00 Ul.'iill
0"\ The Present Tense t...>L..:.ll ~I J..cl_,ijl
oA Negation t .J L..:J.I J,U.JI ~
"\\ ~~~~
"\I More About Questions J 1,;.-J I
"\'\ ~u~":/1_, illWI t-" t l.o.:i.....u)'l
"\~ ..l..A.A...o ~ I ill~ til.'iill
"\O ~~~~~~In b~l~\
"\"\ ~IJ,j ~L.:.~f»
"\A (( c:~l ~..,.? ..:...:.I»J « !C:~L...')'I ~ .!U...I ~)» ~WI

"\\. ! ~J~~ ~~ ~f ~ _o
- ... ~

v. ~IJ_rlll
vr Adverbs ~I w.:.,.:.:. J..cl_,ijl
Yo Noun-Adjective Phrases ~I + r---'1 I
vv lOlA 1 llA
VA ~I t Lo.:i..u. )II
V\ ~~r~l~ln b~l.;ill
A. « l>l.;~..l .....L.U;J))

A\ ((~~~»jJ~
A1 ((!~_,.:A~~' llJ (( ~..)~~ ~..1-c ~~ L...))
A1 «4t.....'1_, .. '1»

- iv -
 ~

M. ~.._.Lit _"\
Ao ~l..l._>ij.l
AV << <: i~ ~ J,U.:; ljlA n J <<~~I _,.A 0-o )) ~l:A:iJI
N\ .)~I ~l_,.ill
~\ ~ ljU
~~ «<.>~l.r:JI raL ) ;~'-1.;-iJI
w -.r-' rJI JS)' l ~liill
~A (( Ji.J..ro ~ » ;~'-1.;-iJI
\. \ << ~JJ'YI ~1..:.. IJ-:I~»J << ..JL;. L:.ln ~WI

."
~ ~ '

\ ~~fUf _v
'. r ~l..l,.>ill
\. 0 « ~d.J ~JL':' LWI ~_,.:.WI~ L.» ~liill
\. "\ .,.,..:. L......:. + C:-" J ~"' _j ~I _,.ill
\.A Fronted Predicate ~')'I~~

\\. •• 1.5:
'-'
\\'( \. -\ ~~
\\1 ~rJI~~l ~Li:JI
\\o ~u..1J.c:>\IIJ U:.WI t-" t Lu......."il
\\"\ ~41_,..JI ~Li:JI
\\V << iill I o~ »J << <: d::.41_,.A ~ LA»
\\A (( U......l_rll ~u..1J.c:>i » ;;~'-I..,>£JI

H. << ~>-"'..J l .._j L..::..:.! L,...... _rll ))

\'() (( !t~l 0-o ~,rol.:.. »J ((~~I 1..:.1 )) ~WI

\H iJ4-z;' t J : ; ; a·· If _A
\'(O ~~..l~l
\"A ~UIJWI ~I _,.ill
H~ Negation :~U I ~
H~ ,;~l_, t,;L..;J.IJ ~Ul :J.UJI ~l_;J
\11 w,J,JlJ ,;~1
\1"\ The Arabic Dictionary ~~ l iJ"".roli.J l
\lA \ •• -\ \ JI.1J81
\L ((~~-)l~~d.S~)) t;~'-I..,>£JI

\i\ .-u..1J.c:>\ll_, U:.WI C:-" t Lu......."il

\n << .,? ..>-"" l 11 J << i. )~::JJ J .' i -, ... l I » ~WI

- v -
 · .; ·a ; 'It ~.-L.a.a.Jf " ' ~~ ~~ _ 0.. . . .
" ~ (,?.1l:J I .,? w~ I,jl.o ~ (,?Jl:J I ~ La »
(( ~7>..>-""'\'1 iL...i .:,~~ J_A,,
~..........;)'1~1+~

\oo Ordinal Numbers ~ ,;:J I Jl ~·~I

\oi, What Time Is It? ~ tc. W I r-S
\0;\ ( ~L... ~ J......o..=.::. ~~J-")) :i~l.;.ill
\O~ ~u,,..o.4\'1_, U:.WI t-" t l~.....::/1
\i,. . . ~ ,.._ q I b~l.;.ill
(.)~~ ~~

\'\0 << 41..:.. 4 Jij I C. 4·•••»>-' « <..J., _-.. 0 ~.! _;:.~ » ~WI

\"\"\ ~Wf~ _\·

\W ..::.,\..1~1

\V"' "~d.l ~4 illWI ~_,A L.» Ul:i:UI

\VI ( ~t . ~--81 ~~ ~ .:,~ l,jLo ~
\V'I' ~I
~ t-" b.
wr '-:-'~1 t_.;l....:J.I
\VI _;.t.........:JI + ~~~!
\VV Object Pronouns ~I _;.~
\V~ '":-'r-JI.::..~~JI.;~I~L>-c t~~~
\;\"' « Jlj..£ dlll UJ4. ~" :i~l.;.iJI
\M «!..1~_,4)4»_,«~1~,, ~WI

~ ~ . ~
\;\o U~f ~'-!~f _\ \
\;\"\ ..:.,l..1~l
\ ;\'\ (( ~ d.:.u~_, d::.ul,1..o.4 ~ # , ~l:tJI
\\. t. _,_a ,).I t. .; WJ.I
\\1 u.......a.JI U.....:..
\~0 Quantifiers 7>·~ I ~ I~ I JS
\W << J ,~L:..AJ I ~ ! <.!.l.L:J ..1 » b ~I _;gJ I
\~~ .;~i ULL
'I' •• ,l:Q,,..o.4)'1_, U:.WI t-" t ~~~
\.'1' (( 41..:.. d.l~l t.~lL "-' << 1..:.~1 ~4 ~4 » ~WI

- Vl -
'L'r
'Lf
r.-. The Superlative J.! ..; i -. II « ~j »

y" J :i; ... !I

y" ~
Y\f Subject-Verb Agreement ~I ~I
~'\'\ «~ .J).J.JI bU.J »
nv J~j ULL
Y\A .. u,J.....::o\'1_, U:.WI e:-o t~'JI
H\ j,J~ « ~.JJ.J.J ».J « ~~ ~ J;& ~j » LWI

nr
nr ~I-.~ _;.ill
no « ~·.J « b~ ~._>.i» Uli:JI
HA r_,~l tJL....:J.I + ~ :~UJ ~ ..~.el._,:i.H
n~ (J_,~) (".J~I_, '-:-'_,...._:.ll_, t_,..i~l tJL.,.;..ll
rn ::,j
rn (J.J~) ::,;_, ::,1 e:-o J!.U\'1
rn Jlj L.
rn JL....:i..i
. ULL
nv « ~UI ~L:...H ~j »
YY'A .::L:i,J.....::o\'1_, U:.W It-"'
H. « ~ ~ o.!b~ 'fiJ « ~..roi ~ ~; ..:..,;,;a ~))

" "
~, f.i.A ~~ ¥1 ~· -' !
~1-.~_;.ill
Describing Places ~L.\'I ._a.__, : ~"J I ~I ..~.e. I_,.ill
Definite and Indefinite Ul...4~ I

Yo. Ja,.iJ I uI.:,_,i

roo \.)"'~WI

r ov << ~ u-=o .,ri~ » b ~I ._>ill

Yo~ « ~ ~ ..illL. »
n. b..ll:a_j :r t LU....... 'JI
'I
nr u ~~U 4..i....!. ~».J « lo.~~lw'i·::·,·· L. ~~)) ; __ L
wLa.J

- vii -
nr
-
~f ~9
~ .. .,
4.I..J-W"-4 ,•, ... r _\ o
nt ..:,l.l_;.lll
'('\\ << ~ ..::..4JI &-o _;:.si --=..>A- f"""~ J"l .1\J I JA, Ul.itl\
n\ .J-:a.Lll, ~~, <:?DI :J_,.-_,j.l ,.......'11 .1e.l_,ill
w. ;..J L.
W"'' (J.J~) Negation ~I~~>-"
Wi _,J , ::_,! , I~! : ..1..~1
wv (( '-:! ·I<:.
I s 1f 0 »

"''A. «~,.:0»

"''A\ .. l.i.l.waVIJU:.Wit-- tLU......'JI

"( M.. ((! ~~ ~ ))_J (( ~J-"i J.-o.J ~..,..-..o t_}.....o L:.l » ~WI

'I' Ao ~ IJ-0 4JL.aMJ _ \ "\

"''A"\ ..:,l.l..;ill
'(At\ 4...;..,..JI J~
"1'\\ The Comparative J _. I.;. e7. II J,a...ii
"(\'f ::, i . ..J I <.J-o
I

.,. "' f ... $... ..

"1'\i J,a...ilJ J:UJ JU,J I wi.JJI
"''W JJ~I.J '-:-'~I.J t._,.i.;J.I :,......'/I '-:-'l~f
r .. c..>":WI '-:-' bS.J I <.J-o
r."'' « ..~......-.. 0-o (.J L....J »

i.A I

~ ~'· ,.~ J.S -\ v

'1".'\ ..:,IJ..;ill
i\"1' Ul.itll
'1"\f
i\'\ '-:-'~I.J t,.,.....rli.J J.J~I ,......'ii.J '-:-'1~11
nr ~~lwi~l 4-il.i:JI
no <:?~l~.l.:lo.ll b,...,~,

no <<r'j.,.,..t 1 ~~ 1 • tLU......'JI
rn b,...,~,
« wW......J ~ ~IJ..UI ~~~ »

nA « ...::.. 'i :,t......::. »

rn cr l:.4- 0W.......; » ~j.J « ~ .,.::...:.1-J t:....... J$ » ~WI

- viii -
 F "'
rn ... ~s .u~ lf'J ~ ~' -'A
iri -::,IJ,..>ill
rn ~I
iiA .loUt.... r-# 1 ~.J i_,.lli ii_, ~l:JI ~ J4
rn 0 1_,J'~1
H. u~l~l~wl_,j"'JI,_,,,~I»
rn ~~ ~~1_, wl_,.li 4-::U ..:..1.)~
iii ~I ~I ,_,.ill
iii ,, ~~.) wl_,.;."'il, .;.,.!_;.ill
, $1 "' ; .. 'f, ..
iiV Ja.i=. J JU L:.,) .J ~I,_,.ill
ii'\ ~~~"11~1,, .;1>1~1
ro. ~~ t~~l
io\ 0i., 0! :'-:-'1~¥1 ~I,_,.ill
roo " ~ dJLo • ., ,, 4-o.J .J ~ <,?j .J .JA ~I,, <hoWl

ioV
n.,- ~t:s: ' ~ ' ~ '~
n£ ~,;.J.I ~
iii ,,~"'il <,?..Jl:JI ..:..L......:.i »
nv ~"YI ~4-JI _;a ..:..1~ U"',j.J..l

iiA ti., '-:"i

'I"'\ A ~I ' .u l:i:i..ll
rv. ((.J.:.~~)) .;.,.1~1

iVi u'l~I~.,..::.....11».J«!'l~l..:....o~~~~» <hoWl

F

rvo ! \J'W~f ~' Lo .• 4LJf l.:! _r ·

iV"\ -::,IJ,..>ill
iA. ~I ,_,.ill
l'A\ i~ _,i J.d.iS: .)~1

rAr <; ~ ljl.o: ~I_,_..

'rAY ~u~"Y I.J U:.W I t-" t~-:1\

r A'\ u J...........,'i.J I J~ I UL.o ..::.Ufi;. ~ , .; ... !jill
n. << l.,.:afo ~u~i" .. \'\n w~, .;.,.1~1

i'\.,. <<("~II~~~...:.,..JA, t ~. . . ::/!

i'\i ( Jfo Lo J..:..i ) ~WI

- ix -
 Glossaries and Appendices
'1"\ f Arabic-English Glossary ':?~h.r.~ u--.,...ll
fi\ English-Arabic Glossary ~J-L-~~! u--_,...ll
iV. PronounCbart ~L.......:Jf j_,~

iV\ Conjugation Charts JL....i'if ~ ~~ j_,f~

!V\ ~
!V'\'
iV'I"
!Vi
fVo
iV\
iVY
' f ,
iVA ~
iV'\ ~w.
!A. j:...)
!A\ .~I)

!A'\' ~
!A'I" J~~
fA! tLi\}
~ J,o -:.JJ
!A\ J':i~·. !
!AV t u..::....!
fAA JU,JI_, r--'11 '"="'~! j_,~
!A'\ Grammar Index ~I _,i..1 I ~ _.>+-i

- X -
 PREFACE
TO THE SECOND EDITION

Dear Students and Colleagues,

We are pleased to present this second edition of the Al-Kitaab fii Tacallum al-cArabiyya
Part I textbook that comes with DVDs containing all of the audio, video, and cultural
materials that accompany the text itself. This edition retains all of the features of the first
edition in a sightly revised format and adds some new features as well. Within each
chapter, the components are defined in more consistent order than the first edition, following
the philosophy outlined in the Arabic introduction. The materials are designed to cover
approximately 150 classroom hours, plus 200-300 hours of preparation outside class.
As in the first edition, the twenty chapters in this book are based on the story of
Maha and Khalid and their extended family. Each chapter devotes attention to all skills,
listening, reading, writing, speaking, and culture, using the basic building blocks of vocabulary
and grammar in the format of drills and activities. Many drills are designated as either
in-class exercises or homework, and those without designation work well either way. Activities
are meant to provide a more open-ended space in which students can push themselves to
create with Arabic in speaking and writing, and to comprehend texts slightly beyond their
current level in reading and listening. Following are brief descriptions of the major components
of each chapter, highlighting changes and additions to the book.
VocABULARY
The first section of each chapter is devoted to the acquisition and activation of
vocabulary. A new feature here is that each vocabulary item is contextualized in a sentence
read on the DVD. These sentences are recorded and not written in order to encourage the
student to listen to the new vocabulary while studying it at home. The vocabulary section
also includes several drills and activities designated for outside or inside the classroom. We
have included a new type of exercise, "Find Out," that has been very successful in our
classrooms. This exercise helps students activate and personalize new vocabulary by
interviewing their classmates in Arabic. Providing students with the questions in English
has three benefits: it links the new vocabulary with an English language register they are
used to, it precludes the need for English among the students, and it provides the bigger
challenge of producing the new vocabulary in context from scratch rather than reading the
Arabic words off a page. Another change from the first edition is that the "bank" of
vocabulary words is no longer provided in new vocabulary ~xercises, in order to make these
drills more productive. There is thus a substantial amount of grammatical practice that
takes place during the time devoted to vocabulary, and this combination ensures more
active study and, we believe, faster acquisition.
We suggest that students prepare vocabulary before class by listening, studying with
the DVD and doing the drills designated as homework drills before coming to class. Class
time should not be spent introducing vocabulary but rather on practicing and activating it
through interactive activities such as those suggested in the book. This approach assumes
that at least one class hour is spent just on vocabulary activities before tackling the text or
any other section. We believe that building vocabulary is the core of building proficiency in
Arabic and that the distribution of class time should reflect the importance of activating
vocabulary through speaking, reading, writing, and listening activities.

- xi -
STORY
The story of Maha and Khalid remains unchanged, but new actors perform the roles
of the characters on the DVD. Unlike the first edition, in which access to the video was
restricted, students can now watch the story at home before coming to class. Class time can
thus be devoted to interactive work that builds on basic comprehension, expands cultural
knowledge, and teaches close attention to structure. Activities such as these are included in
many chapters. You will notice that the dictation drill based on the story has been moved to
the Review Drills section at the end of the chapter, and that each one contains many more
blanks than before. We believe that this new format better serves the philosophy of these
materials and the needs of students.
CuLTURE
This new edition includes an expanded cultural component, the key feature of which
is a series of short subtitled interviews with Egyptians on questions that arise in the story
line. The student can easily watch them at home, or the class can watch them together and
discuss, in Arabic as much as possible, what they see. A few chapters have very short visual
documentary pieces, such as scenes from a market, a club, and the al-Hussein Mosque.
GRAMMAR
The presentation of grammar remains largely unchanged from the first edition, the
major exceptions being the inclusion of non-human plural agreement in Chapter 2 and the
introduction of some of the meanings of the verbal forms (awzaan) beginning in Chapter 16.
The sequencing of grammar in these materials is not based on a predetermined design, but
rather on the story itself, and it takes from that story a natural sequencing of structure in a
narrative context that is a hallmark of intermediate language proficiency. In addition, many
grammar points are presented more than once at different levels of detail, each time according
to the language functions appropriate to students' abilities.
As with vocabulary, we recommend that the students prepare the grammar before
coming to class by reading the explanation and writing the specified mechanical drills that
will help them internalize the structure. We are confident that the grammar explanations
are clear enough for students Jo understand without lectures or lengthy presentations in
class. The explanations are brief and simple, because we believe in the principle of spiralling,
in which a concept is introduced more than once, each time with increasing detail according
to the students' new level of proficiency. These materials often expose students to structures
that they can understand from context well before explaining them. The presentations
themselves can thus serve as a synthesis and review of material they have already seen.
This approach also relies on a theory of intergrammar according to which students
acquire language by constructing their own internal grammar rather than by internalizing a
presentation of grammar to them. It is the goal of this approach to help students build their
own grammar, using induction, analogy, and hypothesis formation and testing. Learning a
language involves critical thinking no less than memorization. Instructors can help this
process along by asking the students questions rather than spoon-feeding them answers:
encourage a critical thinking approach to grammar, and use "previews of coming attractions"
as a chance to encourage their own evolving understanding of the logic of Arabic grammar.
In this approach, class time is freed up for doing things with the grammar rather
than talking about the grammar. Students do not know the grammar until they can produce
it consistently, and this takes constant practice over time. Each grammar point has a mechanical
drill designed to be done as homework as well as an in-class activity designed to be done in
small groups in class. Of course, grammar practice is part of every class, and belongs in all
activities involving structured language production.

- xii -
READING CoMPREHENSION
We use the term reading comprehension to refer to activities that develop the skills
that all fluent readers of Arabic use. We are not concerned here with developing the skill of
reading texts aloud, which is unrelated to comprehension and in fact often interferes with it.
Reading aloud helps pronunciation and reinforces vocabulary and structure, and we have
provided composed texts for just these purposes in the Review Drills section of many of the
early chapters. Reading comprehension texts are not meant to be read aloud or translated
but rather skimmed, scanned, and analyzed in Arabic as much as possible. Their main
purpose is teaching strategies and skills necessary for fluent reading. Of course, focusing on
close reading and grammatical details is a crucial part of building fluency in reading. The
traditional way to do this is through translation, but we believe that translation of authentic
texts at this level is counterproductive because the sheer quantity of unknown vocabulary
forces students to process the text in linear fashion.
As in the first edition, each chapter contains at least one authentic text and
accompanying activity designed to build strategies for reading comprehension. In this
edition, we have tried to increase the amount of attention and sustain with better consistency
the development of reading strategies beginning in Chapter 9. Many texts have been replaced
with ones we feel provide better opportunities to develop reading skills as well as more
cultural content. Texts have been updated as necessary.
These activities include work on both top-down and bottom-up processing skills, as
both are essential to developing reading fluency. We recommend that these exercises be
done in class as mush as possible, especially at the beginning stages, until students develop
confidence both in themselves and in the instructors' expectations of them (and so that
well-meaning Arabic speakers do not help them too much!). Many of these exercises work
well in pairs, and this cooperative learning approach helps create the desired atmosphere of
exploration and discovery that makes reading fun.
Each reading comprehension exercise begins with questions focusing on top-down
processing skills, or global comprehension. The key at this stage is to let the students lead by
reporting the meanings that they are able to construct. Micromanagement in the form of
highly specific questions is counterproductive at this stage. Following the global look at the
text, second- and third-round questions ask students to focus on specific sections of the text
that present them with "muscle-building" exercises that work on bottom-up processing
skills. These questions include guessing the meaning of new words from carefully chosen
contexts using contextual and grammatical clues and the Arabic root and pattern system,
recognition and accurate processing of grammatical structures in new and authentic contexts,
and discourse management, or learning to keep track of large structures, such as how
sentences and paragraphs are constructed, identifying parallel construction, paying attention
to connectors, and learning to parse long sentences in which the subject and predicate or
verb may be located far away from each other.
Because the purpose of these reading exercises is to build these kinds of skills and
strategies, we discourage turning reading exercises into vocabulary exercises. Each text here
has been carefully chosen so that the students can comprehend a great deal and develop
processing skills through reading without any additional vocabulary. Providing lists of all
unknown vocabulary in the text will lead students back to linear processing and will not
help them develop reading proficiency.
LisTENING CoMPREHENSION
Much of the discussion on reading comprehension applies as well to listening, with a
bit of a time lag, since listening comprehension of authentic texts presents additional
challenges. In this edition, work with authentic listening passages begins in Chapter 5 but is

- xiii -
sporadic until Chapter 16, when the students have acquired enough vocabulary to begin to
handle authentic audio-visual materials. It is important to begin these activities by letting
the students listen to the entire text a number of times without interruption and posing only
general open ended questions that elicit what they understood.
In addition to the authentic texts, we have included on the DVDs in video format a
number of composed listening texts, spin-offs of the main story line, that introduce relatives
and friends of Maha and Khalid. These texts reinforce the vocabulary and structure students
have learned and provide an opportunity to sharpen phonological skills as well as develop
their ability to process increasing lengths of text through listening. These passages aim to
develop both top-down and bottom-up processing skills.
WRITING AND SPEAKING AcTIVITIES
Work on writing and speaking skills begins on day one of each chapter, when students
write vocabulary exercises and interview their classmates in "Find Out" activities, and
continues throughout the chapter in the discussion of the story in Arabic, grammar activities,
and so forth. The activities that are designated for writing and speaking towards the end of
each chapter are meant to be more open-ended and creative to provide the students with
opportunities to create in the language-a key aspect of intermediate language proficiency.
Many of the ideas for speaking activities in this edition of the book are new, and we hope
that they will be a positive addition to your classrooms.
CoLLOQUIAL
The second edition of Al-Kitaab Part I incorporates an Egyptian colloquial component
in each chapter. This new addition was part of the original plan of the materials, but
logistics prevented us from incorporating it in the fist edition. This colloquial component
builds on the situations presented in Alif Baa, and prepares the student for more extensive
work on colloquial later (this expansion will be continued in the next edition of AI-Kitaab
Part II). Our goal is not to teach colloquial as a language system, but rather to expose
learners to familiar content in a different language register so that they begin to get accustomed
to the rhythms of everyday speech and to recognize the connections and similarities between
the two registers. While we have chosen the Egyptian colloquial for the reasons outlined in
the Arabic introduction, we encourage colleagues who prefer to teach other dialects to do
so, and to develop their own materials using this Egyptian set as a model.
Each chapter in this textbook contains two kinds of colloquial situations. The first is
an Egyptian colloquial version of the story text, so that students can listen to a colloquial
versions ofthe formal text they heard at the beginning of the chapter. The second is a short
scene containing a situation, usually related to the story line. The dose here is meant to be
small, and consists of words and expressions, not structures.
REVIEW DRILLS
A section containing two or three review drills comes at the end of each chapter. The
placement of the drills here is designed to give the instructor maximum flexibility. These
drills, which include the dictation from the story, can be used as review for a quiz, with a
teaching assistant or tutor, or simply left for the students to do on their own. The final
section, Remember These Words, provides a summary of all important words that came up
in reading, listening and grammar activities throughout the chapter.
We hope that this new edition of the book will serve as a useful learning and teaching
to-:J: ~o.r Arabic. We apologize for any shortcoming this second edition contains, and hope
=..e
:::..a: additions and subtractions that we have made will add up to a better set of materials.
::: ::..-:e e::"L :tis you, the teacher and the student, who make these materials come alive, and
-.'\-:;: , .•--=,~ ?0:.: all a lively and productive journey with them.

- xiv -
 To THE STUDENT

Now that you have completed learning the alphabet and are beginning to communicate
orally in Arabic, you are ready to "jump in" and start reading, writing, listening, and
speaking. Before you begin, we would like to tell you about the design of these materials,
the goals that we have set for you, and the strategies we suggest for maximum acquisition.

ABOUT THE MATERIALS

Nobody ever became fluent in a language simply by attending class. You will reach
proficiency in Arabic largely through what you teach yourself; hence, these materials are
designed to teach you how to learn. Your teacher's role is to guide your learning; only you
can do the work. This approach thus asks you to do a lot of preparation work outside of
class. It assumes college level study skills and the standard 2-3 hours outside of class for
every hour of classroom instruction.
The philosophy on which these materials are based places great emphasis on learning
aurally (through listening). We have found this to be by far the most effective method in
helping students assimilate structure and vocabulary. It wilfhelp you to focus on the
meaning of phrases and sentences rather than individual words, which means that you will
be able to read, listen, speak, and write more quickly, with greater accuracy, and with better
comprehension.
These materials will expose you to a large quantity of material. Distinguish between
things that you will learn for active control, such as the vocabulary of a new lesson, and
those that you are only expected to recognize passively, such as certain grammatical structures.
You will also be exposed to a range of what we call language registers, a word that refers to
the type or level of language used in a given situation. The language registers in these
materials range from the everyday colloquial speech of educated Egyptians to the very
formal and even classical language of religious texts. Your best strategy in dealing with
these different registers is to choose one for active use, and learn to recognize the words,
sounds, or forms of the other registers. (This same strategy works well when dealing with
more than one dialect.)
These materials are designed to challenge you. (They are not meant to frustrate you,
though. If you find yourself becoming frustrated, check to see if you are retaining vocabulary,
and see your teacher for help.) Do not expect to understand all of everything you read or
hear. Most of the reading texts in this book were written for educated adult native speakers.
Do expect to understand and learn something from every text you work with: this exposure
to "real-life" Arabic can be the most challenging and rewarding exercise you undertake. It
helps to approach these texts with an expectation of exploration and discovery: Are there
any new words you can guess the meaning of? Can you discover how to say "population,"
"double room," or "Nobel prize" from the text? Every piece of information you can recognize
or extract from authentic texts represents a step forward in building your Arabic language
skills.
You will notice that many of the reading and listening exercises in this book ask you to
read or listen not once but several times. The time and effort you put into reading and
listening in this manner will pay off many times over in increased language skills. Not only
will you understand more each time you repeat the activity, but you also need to move

- XV-
through several stages of comprehension. The first phase is that of general or "global"
comprehension. The first time reading or listening to a text is usually a quick skim or scan
through the text that helps you to pinpoint the context and framework so that in the second
and subsequent readings you will be able to guess and fill in from your own knowledge.
Beyond global comprehension, you will want to fill in as many details as you can by
focusing closer attention on the parts of a text that are most accessible to you. The questions
in the reading and listening exercises are designed to help you do this too. The final stage of
comprehension is one that the best language learners push themselves to: after understanding
as much as possible, go back one more time to concentrate not on what is being said but on
how it is being said. ' r
Because Arabic has a long history and is spoken across a large geographical area, it has
an expansive vocabulary. We recommend that you work on this, the biggest challenge of
Arabic in our opinion, in a two-pronged approach. First, put as much effort as you can into
actively acquiring the vocabulary in each chapter. Second, develop strategies for guessing
from context and from your own general knowledge. The reading and listening activities in
this book are designed to help you do this. It is a skill that you already have, since you used
it to help you learn your own native language. It is helpful to reactivate those same skills
and apply them to learning Arabic.

GoALS
By the time you have completed this book ill! ~L.!. u! you should have achieved solid
intermediate proficiency in Arabic. We aim for you to:
1. Be able to read texts on familiar topics and understand the main ideas without using the
dictionary,
2. Have confidence in your ability to guess the meaning of new words from context,
3. Be able to speak about yourself, your life, and your environment, and initiate and sustain
conversations on a number of daily life topics,
4. Be able to paraphrase if necessary to make yourself understood,
5. Understand native speakers accustomed to dealing with learners of Arabic as a foreign
language,
6. Be able to write paragraphs on familiar topics and correspondence connected to daily life,
7. Be able to form and understand all basic sentence structures of Arabic,
8. Be familiar with some of the differences between formal and spoken Arabic, and
9. Be aw~e of aspects of Arab culture connected to everyday life.

LEARNING STRATEGIES
We believe the following strategies will help you learn the most from these materials:
IN CLASS
It is the teacher's responsibility to make the classroom a place to practice and work with
Arabic in a variety of ways, and it is your responsibility to prepare for those activities by
listening to the vocabulary on your DVD and studying it well, by reading grammar or other
explanations carefully at home, and by writing out homework exercises with as much effort
and concentration as you can. Homework helps you build muscle so that you are ready to
play the game in class. Prepare for active participation in class. After the first few days, you
will be able to predict what kinds of questions will be asked and what kinds of activities will
be performed. Be ready for them by guessing what they will be and practicing beforehand.

- xvi -
 Resist the temptation to write the meaning of words in English on or near the texts and
exercises so that you focus on the Arabic, not the English. Trust your ability to recall
meaning with the help of a familiar context. Keep in mind that you will probably forget and
relearn a word several times before you retain it, so go ahead and forget, and look it up
again if you need to. Forgetting is part of the learning process.
Memorization is central to learning any language. The more you memorize, the more
quickly you will learn. If you don't know how to memorize well, ask others how they do it,
or ask your teachers for help. Experiment with different techniques-usually a combination
of oral and written, active and passive exercises works best. We suggest that you try the
following techniques until you find the ones that work best for you: listening to the DVDs
and repeating out loud, flashcards, writing out vocabulary by hand over and over, repeating
vocabulary out loud, making up your own sentences with new vocabulary, quizzing each
other in groups, and word assodation techniques such as remembering a particular sound
or context. It is also important to memorize in chunks or phrases. Memorize all the forms
of a word together, such as singular and plural, verb and preposition. The best language
learners memorize phrases, sentences, and short, culturally important texts, such as song
lyrics, lines of poetry, proverbs, and passages from religious texts. Such cultural references
arise often both in readings and in conversation. The definition of culture as the collective
memory of a people speaks to the importance of this habit.
Finally, we hope that these materials will help make your experience with Arabic enjoyable
and rewarding, and we wish you every success!

- xviii -
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 ACKNOWLEDGMENTS
PRODUCTION OF DVDs BY MULTIMEDIA CoMPANY, MoHAMMED SHAHEEN, DIRECTOR
PRODUCTION OF VIDEO MATERIAL BY NASHWA MOHSIN ZAYID
DRAWINGS BY ANNE MARIE SKYE, WWW.AMSKYEART.COM

We would like to express our deep gratitude to all the institutions and individuals
who made the production of this book possible. The National Endowment for the Humanities,
an independent federal agency, provided the funding for the first edition through a grant to
the School of Arabic at Middlebury College, which added matching funds and staff support.
The Egyptian Union for Television and Radio graciously provided us with and granted us
permission to use some of its-programs in support of Arabic teaching in the United States.
The contributions of many colleagues and students who tested, critiqued and donated
materials to the first edition remain crucial to this new edition as well.
We are grateful to the many people who have helped with different aspects of this
project. We set our aspirations high for this edition and have been blessed with the
generous and dedicated work of many people.
The staff of Multimedia Company in Cairo Egypt did a phenomenal amount of work
to design and construct the DVDs of both Alif Baa and the current volume. These materials
are in great debt to both their technical expertise and their sheer determination to make
things work.
A special acknowledgment is due Nashwa Mohsin Zayid, director of the video scenes
accompanying this book, and the acting and cinematography crew she put together for their
dedicated and highly professional work in producing the video materials. Special thanks
are also due all the actors who made our characters come to life on the screen. The long
days and nights spent filming and editing the visual materials are obvious in the quality of
this new product.
The masterful new drawings in th!s edition are all the work of professional artist Anne
Marie Skye. We greatly appreciate her generosity in lending her talents to these materials.
Michael Cooperson' s original cartoons continue to grace the pages of this new edition.
The Emory College Language Center staff and student assistants have played a key
supporting role throughout the work on this project. Thanks to Jose Rodriguez and Juana
Clem McGhee for general moral and material support, and special thanks to programming
wizard Johnny Wagenner for producing the icons used in this edition. Neil Fried of Chelsea
Studios, Atlanta, remains our US-based sound technology expert.
We. are grateful to Olla Al-Shalchi for her help in recording audio material here and in
Alif Baa, and to our friends and colleagues who added their greetings on the Alif Baa DVDs.
Our colleagues at Georgetown University Press were instrumental in helping us realize
the ambitious additions to this second edition of this book. Special thanks go to Richard
Brown, director, and Gail Grella, associate director and acquisitions editor, for continued
support of the project. We are grateful to the entire staff for their dedicated and careful
work in producing these materials, and for graciously dealing with delays caused by technical
problems to get the materials out as fast as humanly possible.
Finally, we would like to express our thanks to all the students and colleagues who
have generously provided us with feedback, suggestions and new contributions to the materials,
especially Chris Stone, Michael Cooperson, Driss Cherkaoui, Mahmoud Abdallah, Kirk
Belnap, Rima Semaan, David Vishanoff, Martha Shulte-Nafeh, and Josie Hendrickson.
We continue to be inspired by the enthusiasm, encouragement, and the generously

! ~t-Li J~' 4J-4 ~ ...Uf

. .
positive response of many users of these materials. To all of you,

- xxii -
 =UMj.aJf f~ ~
)Wt~1 ~ ~·
~, ..
<:r.~' ~~~. 41-iw.IJ
.. .. ~,~,
fi.lliJ ~Jll •
Jl •

~~·
Jl~l·
Jl• c•t~r
4!1.)..9-J~ • 6~, jl,
«4--a bJ >> :a.•.~.H • ..
4.oLIJf

- \ -
 Dt1D ..__.~,HAl J
- Vocabulary ..- ·~
LISTEN TO THE NEW VOCABULARY ALONE AND IN CONTEXT IN SENTENCES ON YOUR DVD:

literature

United Nations

I study

I live, reside

she works

he works

Egyptian

area, region

the same ... .JI~

father

my father

mother

my mother

(~t ~) END I , 4>J..>-i]

ON YOUR DVD, LISTEN TO THE VOCABULARY AND THE SENTENCES ILLUSTRATING ITS USAGE. LISTEN AND

REPEAT SEVERAL TIMES UNTIL YOU CAN mAR AND PRONOUNCE THE WORDS CLEARLY. WRITE OUT FIVE (OR MORE)

OF THE SENTENCES. (THIS IS AN EXEROSE YOU CAN DO WITH EVERY CHAPTER.)

(~I~)
fucnCE USING THE VOCABULARY BY GIVING INFORMATION ABOUT YOURSELF!

~ b~l r--o'il -~ ~ I:?.JI_, _\

~ ~j _o ~ <.?.JI_, _'(
-~' - - - - - ~ ~;., L:si _"\ ~ '-"" .;..li . _r

- "-
 <~' ~>
AsK YOUR CLASSMATES QUESTIONS THAT WILL ELICIT THE INFORMATION REQUESTED. Do NOT TRANSLATE;
I ~ ~..;J
RATHE~ FORMULATE DIRECf QUESTIONS TO YOUR CLASSMATES, SUCH "DoEs YOUR MOTHER (YOU CAN SAY THE
1

MOTHER') WORK AT HOME?" UsE 'i TO NEGATE VERBS. You CAN ALSO GET INFORMATION BY GIVING IT
11
ABOUT YOURSELF AND USING A TAG" QUESTION:

~~j_, .~~ldeb·.a~~i

~ ~i" .._.1':11 \..)" ..)Ji '1

FIND OUT:

1. Who studies literature?

2. Whose mother is a doctor?
3. Whose mother works at home?
4. Whose father works at a university?
5. Who is a mother or a father?
6. What area do your classmates live in?
7. Who supports (is 11with" t-") the UN?

MATCH EACH WORD IN (i) WITH AN APPROPRIATE WORD IN (._.)TO MAKE A PHRASE OR SENTENCE:

,.
w
........- j_

i~l ~

..:;.._,..>-!-! .:.,Li

~~~~ ..JI_,JI

J.....Li dib ·. Q

~ ._.}11

iJJ I_,J I
'-? ~'il
- •
.:.,.:.~ r"~~
U_;.i-11 U"' .).ll
•

~~~ d..:u.J..-1>

- .,. -
 ~ Ctsap'f
(~f ~) Watch and listen fg • ei wfg ~~~ 6 i.JJ~ l
WATCH AND LISTEN TO~~ ON YOUR DVD UNTIL YOU UNDERSTAND THE MAIN IDEAS, THEN ANSWER IN

ARABIC AS MUCH AS YOU CAN:

1. Who is talking?
2. What is the person talking about?

Watch and listen again :~~ o..,..o f9 • G; wf9 Jf-WL.J,

WATCH AND LISTEN AGAIN, THEN COMPLETE:

f'·••:i I
_,
~~ _f.
..JI_,JI _o

b..JI~I
-'
Watch and guess : l9 i o •t
. _, :.
J~l.alt
THIS TIME, TRY TO GUESS THE MEANING OF THE FOLLOWING WORDS, USING CONTEXT AND YOUR OWN GENERAL

KNOWLEDGE:
~ '
d I
0
1 I b 1!1 l g _y

9. Study the prefixes of the all the verbs you have learned. What patterns can you detect?
Use your observations to complete the following:

, e ' ~
I !..>"'..) ..ll ~I

he ~
she ~

IN CLASs, TURN OFF THE soUND AND WATCH MAHA ON THE DVD WITHOUT IT. WoRKING WITH A PARTNER,

CREATE A NEW VOICE-oVER FOR THE VIDEO, ONE THAT PRESENTS HER STORY IN THIRD PERSON. PRESENT YOUR

VOICE-OVER TO THE CLASS.

- f. -
 Culture 4-AWJ,
ARABic NAMEs
An Arab's name tells more about his or her family than an American's name. Arabic
names usually take one of two formats, illustrated here by two versions of Maha' s name.
~ ., J ,.

)WI~~~ 4- (\)
' ,
......L...~ .J....o..:o.... 4- ('~')
In ( \) above, ~ is the given name, I ais her father's first name, and ~I ~I is her
... a

family name. The second format is used in official documents in Egypt in particular, and
consists of the given name, the father's first name, and the paternal grandfather's first name.
These modem names are shorter versions of the traditional form of Arabic names.
An example of the latter, the name of a famous poet of the ninth century, is given below. As
you can see, the father's and subsequent ancestral names are separated by 0-;al son (oj)
(spelled without the alif in between two names). In addition to these genealogical names,
people were usually identified by city of birth, by tribe, or by a nickname designating a
particular attribute. This poet is known as Ibn al-Rumi, because of his Byzantine background
(~.JJ means Byzantine, from r.,,) f).
(~ .,~ I 07 I) ~ ..>-::- 07 '->" ~ I 07 ~
Most Arab women do not legally take the name of their husbands when they marry.
(In some areas, they may be addressed socially by their husbands' family names.) Maha's
mother, dLo , retains the name of her father and family for life:
~.J J~ J-Al.1. d..L
Also, note that not all female names end in~. As you learn more names, you will learn to
recognize which names are masculine and which are feminine. As in English, a few names
may be either gender, such as .. u~ and t ~ .
Stereotypical portrayals of Arabs sometimes include characters named Abdul.:
however, in Arabic, this is only half a name. The word~ servant of must be followed by
another word, usually an attribute of God, in order to constitute a proper name. You may
have heard some of the following examples:

,.) ~I
..
In conversation, Arabs tend to address and refer to each other by their first names,
preceded by a title unless they are close friends. For example, Maha's father might be
addressed at work as: 1 o ..., o J~ JJI . In introductions and formal settings, both names
maybeused: )UJI ~j ~ J~JJI.

- 0 -
 o~t,.i ..bl..Ja.; I v UJ~
THIS PAGE IS PART OF A SOCIETY SECTION OF AN ARABIC MAGAZINE. READ IT AND FIND:

1. The word for groom :. _ _ _ _ __

2. The word for bride : - - - - - -
3. Identify for each person her /his given name, father's name, and family name (if given).

<!Jt:...a.IIJl.i..ol~l .u.11 ~ 1 V"_ua.ll

t,r.~l ~w.:.
<!JI~I ~w..a I uw_,A.II ~ ~ r-L...._, I U'"'_,..JI

~~ r-'+>-> I V"_,yJI ~ ~ ~Lc.......l IV"_,yJI ~~ ~ <.S.,)..<\ I V"~l

F' ~ ~ ~J I U'"'_,..JI o-- ~ ._jy.tl I U'"'_,.a.!l J)l)l ~ ~\...... IU'"'_,.a.ll

J~ ~lA ~I V"..vJI ~ u~l I V"_ua.~1 ~~~~~(.)"~,

~ JJL..:. r-~ I U'"'_,a.\1 F' ~ J.Aa.l I uw_,a.\1 ~~ ~l:. luw_,A.II

'I' •• r ~ ~ \ o << L:U..J I .._i....o.:, )) ~ (.ro

- '-
 Grammar ~, ~J

Gender ,.s.~.u, ..:...;~ f •

feminine

masculine

~ ..- J. :;. ... )t

Nouns and adjectives in Arabic always carry gender, either ~..l.-.c. or ~)-..A
Arabic distinguishes between two categories of nouns: those that refer to human beings, and
those that refer to non-humans. The gender of human nouns, such as jL:t........j or ~L.:. ,
including proper nouns, such as 4--a and ' o , o , follow the gender of the person. In the
category of inanimate objects, each noun has its own gender, which does not change.
There is no neutral, non-gendered word for it in Arabic; you must use _,.A or ~
depending on the gender of the noun you are referring to.
The gender of each word must be learned, but the form of the word itself almost
_, ~ . ' ~

always indicates whether it is _;.s.La or ~,j-a . In Unit Five of Alif Baa, you saw that the
,;

letter ~ (U-J-:'~ .,L:,) usually indicates feminine gender. 1 :;. is related to the letter ..::.. , and
is sometimes pronounced ..::... (for example, 4-c pronounced ~as ..::.. in -.!.1 .J-"'=~ ~.J...<\). In
other cases ~ is not pronounced, but the ~ that always precedes it is, as in ~ ~ L.:.i .
You will learn the rule for pronouncing ~ as ...:... soon; meanwhile, pay attention to its
pronunciation in the phrases and sentences you learn. Remember: t. on a singular noun
almost always indicates that the word is ..:.....:._j..o .
It is important to pay attention to the gender of nouns because the gender of adjectives,
pronouns, and (as we will see soon) verbs that refer to them must agree, whether in
phrases, such as ~~1 I ~.J"'i I, in which both the noun and the adjective are _,.$..l...., or in
sentences, such as a"'.:' ., .! k ... I 9 ~ ..J I_, , in which both are ~)..a .

GENDER OF PROPER PLACE NAMES ~

... ,
Names of cities are ..!,.....j)....o, following the gender of ~...I...A. Foreign countries are also
~~ . The gender of Arab countries must be learned; go to the grammar section of your
DVD and click on the map to review the names of Arab countries and learn their gender.
1
Exceptions: a few masculine nouns, generally Classical words with special meanings, take 6 ;
one i~> a o _d,;. Caliph. Also, a few plurals end in 6 . Finally, a handful of nouns are feminine
even though they lack~; these must be memorized as feminine. One example is~ sun.

- v-
A. DESCRIBE THESE PEOPLE AND OBJECTS, AS IN THE EXAMPLE.
<~, ~> ~~9 .:.19-4
You MAY CHOOSE FROM THE LIST OF
I ~. ~~ I
ADJECTIVES BELOW OR USE YOUR OWN.

Example :J~

l,j; _,
t.;W. ll.A
-" LJL.b

'-'1'11 -\. ~..UIJ -"

u.;-e _r
0~
-" a....:u.l..o ..!.!_;-""=~

~ I.U
-"' ..::....:u ~ _i

b_;~ 1.!~ _n· dij b .. Q o.U _o

b~'-1. ~~vvv ~~)) _\i ~ ~ ~i -'

~l:.u o.U -\0 ..!.!_;~~ ~~ _v

w~' I~ -\\ i.!..u l J _A

·~
w. ~_;-a ~ ~~ ~ ~

"7"":-.rA ~..>L .1::'~ t-""'J '-F..>L ~

~~ w)l.t:..J i ·b I !.:?~ ~ ~

w~~ ·, ·b ... lg
~ !.:?~I
• ':!
~ ,j,_j~

B. DESCRIBE AS MANY OF THE THINGS IN YOUR ROOM AS YOU CAN USING NOUNS AND ADJECTIVES:

-A-
 o~f~ .»LAW I ~ CJJ~ j
'BELOW IS A PARTIAL LIST OF THE FACULTY OF THE CHEMISTRY DEPARTMENT OF ~~I :t........... 4- .
1. Identify the male and female faculty by writing ..>~...J I or i> ..>~...J I before each name:

.JU......t ~~~~
.Jb......l ~IJ'-"Y'~
..)C. L..- .J b......i l.j.JI.b:JJI ~~~ ~ ~
..)C. L..- .J U......i ~~~~ ~~ ~ ~ b~u
.le.l........ .Jb......t <}.,.._....JI ~u~

..)C. L..- .J U......1 r-JWI ~ F' ~ ~

..)C. t...- .J U......1 ~~ ~1.>:'1 ~t.:;...;
..)C. t...- .Jb...... t
~l~.fll~~
..)C. t...- .J b...... t ui~..L-.o~~

~.fi.~ ~~ ~i
~~~~~..~t:.

u~~ ~ <:?..~4-JI ~
01~1 ~ cLUI ~ uu
~,>11 ~I ~ ~ eJ~

<:i'JAA &-> ~ b~
~lcLUI ~u~

2. Guess the meaning of the following word from context:

=
3. For discussion: compare the number of female faculty in Chemistry here with that in
your university.

- '\ -
 The Definite Article ... ..Jf.

In Unit Eight of Alif Baa you learned that the article .J I makes a noun definite; for
example, indefinite~ l...b a student corresponds to definite ~ LbJ I the student. You cannot
assume that all words without .J I are indefinite, for some proper names (e.g., ~) as well
as nouns in one particular grammatical construction can be definite without it. However,
you can assume that all words with...J I are definite.
The use of Arabic ..J I differs from that of English the in one important respect. In
English, singular nouns may be used with (a) the indefinite article a(n), as in a book, (b) the
definite article the, as in the teacher, or (c) no article at all, as in literature. In general, Arabic
uses ...J I for both categories (b) and (c). The following chart summarizes corresponding
English and Arabic usages:

a book
the teacher
literature

Use this as a rule of thumb to determine where you need to use ..J I when speaking and
writing, and pay attention to the use of ...J l as given in new vocabulary.

LisTEN To THE FOLLOWING LIST oN DVD AND ADD.J I TO THE woRDS IN WHICH You HEAR IT. REMEMBER

TO LISTEN FOR l>~ l THAT INDICATES THE ASSIMILATION OF .J WHEN FOLLOWED BY d } ,. a .:;. II ...JJ._rJJ
(FOR REVIEW SEE AuF BAA, UNIT EIGHT).

~~- ~*-
_y
~- ......~- -'
~~- dQb'· 0-
_A .)~- c.~- -~

UJI...b- ~ - -~ "b.>-"L:i- 0-oL:..-

-'
~.>L- ~- -' . ~_,..6- t..;W.- _i

~- -~~-
1
-" I.!J_y.....u- ~.)- _o

I.!~-
......JI..,b_ -' ~ ~- ~- _"\

- \. -
 (~f~) ..Jf
, READ THE FOLlOWING PARAGRAPH AND ORCLE ALL THE NOUNS THAT YOU THINK WOULD TAKE .J I IF YOU
TRANSLATED IT INTO ARABIC. SKIP POSSESSIVE NOUNS (SUCH AS IDS TRIBE).

Poetry holds a central place in Arab culture, and this importance

is reflected in the high esteem accorded poets. In ancient times, the
poet was among the most important members of his tribe. He recorded
the tribe's history and defended its honor through his descriptions of
its courage and prowess. Throughout Islamic history, rulers rewarded
poets handsomely for their "praise poems." Today, poetry remains a
powerful medium of political expression.

4. 0 ... ; 'f •

~
;

the nisba adjective .1 : "' ; tl

The word d • • .. ., in grammar refers to a class of adjectives formed from nouns by

/

adding the suffix~ for ;s.l..o or ~for ~..;...o . These adjectives generally indicate origin or
affiliation, especially in reference to a place. You have learned several of these already:

. ~~ ':?..U I-'

. ~jL ;;,JW..,..~I ;j~·._.b ... l A ~..UI_,

In formal Arabic, the ~ .l...!. on the nisba ending ~ is clearly pronounced, but in spoken Arabic
it is not normally pronounced in the masculine. Learn to recognize both variants. Listen to
this chart on your DVD and compare: ~

:.. ., ~l.o
WJf-0
spoken/ formal

~~ ;;.JL:t.......~l <;?~I ~~j~~f

.
~.) _,__ ;; .j 1..::~......81 "f.>~ I '-:? .> _,_.,.... .J G.....~ I
.
WLW 'b.Jl.:w....~ I
~·
·L;uJ I ;;.~ .JG.....~I

~~;;.JL:t.......~f ~~I :.r._~ .J~~r

- "-
 Many family names come from nisba adjectives, and refer to the original hometown
of the family. Examples include: '#~ l , l..jJ l ~I , ~_,.::J I , and I.E"""'W I .
Many nisbas are formed from place names. To form a nisba adjective from a place
noun, follow these steps:
(1) Remove .J I I b I and final I (ali£) or 4, if any, from the place name; then
(2) Add ~to make the adjective fiL, or~ to make it ~j-o.

Examples:
~.
- __rol I ~..roi <- ~,roi <- ~,roi
~

~4- I ~4- <- ..l..A6. <-- ~4-

.
4-=a.l) I
. •
c.F'.lJ I <- , '
....:)J,;I <--
,
u.l,; 'i'
t

Now practice by completing the steps for the following:

<- <- L........:...r-£

<- <-- ··I I ... < -11
<- <- Jlo~l

(~I~)
IDENTIFY THE NATIONALITY OR AmUATION OF THE FOLLOWING PEOPLE, PLACES AND THINGS:
4! w;tl I H 4)J..;i I

('-:-',;-ill) ~..l..o ~
La
-'
(~1~1) b~~j l>~
-"
(~_r$) . ~((J~)) _r
(~1) ~,) (( t'J ) _i
,
(4$~) b,.,..:a l>~ _o

(L:J I,;:a......__, I) ,;_,.:;.SJ ((..\,)~,)))

-'
(044.1 1) ~.\.A ~__,_b _y

(u~L:JI). ~U:. ~ -"

(~4-) ~u. 4-" -"
(China ~1) ~L...~~ \

- H-
GIVE THE NATIONALITIES OF THE PEOPLE IN THE MAP:

, • •
~.l_.\1 ~ -' :Jlt4

~~ _v ~
. '
-~

'
~~ ~
_A ~
_'li

~u '\ ;;.w~ _.:,{

~. - -\. <tlJI ~ _a

~,;.l!
-" ~~ -I"

Asking Questions Jf~f •

Arabic has two main types of questions:

1. Questions that require an answer of yes or no, such as: ~ ~~ l!b~ .
2. Questions that request information on who, what, where, when, why, and how, such as:
.~~~~i

- \r' -
1. YES/ No QuESTIONS ~
These are questions that require an answer of either (( o~i ) 1 ~yes or "i no.
Unlike English, which uses auxiliary verbs like do/does and is/are to form such questions,
Arabic forms questions using the same word order and structure as in statements. In other
words, there is very little difference between statements and yes/no questions in Arabic. In
most varieties of spoken Arabic, this difference is usually signalled by intonation. In formal
Arabic, yes/no questions are introduced by the particle~. The following examples
illustrate the similar struchlre of statements and yes/no questions in spoken Arabic. Listen
to the difference in intonation on the DVD:

~ ~~ 4-o <- . ~~ 4-o

~ 4-Jlb ~i <- . Ulb ~i
As in many languages, falling intonation generally indicates a statement, whereas
rising int01,1.ation usually signals a question. The exact intonation of an Arabic sentence or
question depends on the dialect region. Listen to and imitate the speech of your teacher and
native speakers you know.

In formal Arabic, yes/no questions are indicated by the interrogative word J.J (no
English equivalent). Thus in formal contexts you will hear or read the following variants of
the examples above:

~ ~~ 4-o j..J.
~ 4-Jlb ~j J,A

2. INFORMATION QuESTIONS ~

These questions request specific information such as who, what, when, where, and
why. Learn the following interrogative particles:

What? (in questions without verbs)

What? (in questions using verbs)

Which?

Who?

Where?

How?

- \f. -
Review these prepositions which are often used in asking questions:

with

in

from

When interrogative particles are used with prepositions, the prepositions precede in formal
Arabic, as the table shows:

From where?
~ w ~ •
In which?
···~'~
. .
With whom?

These examples demonstrate various types of questions: ~

~ ..:..Wi ~j 0-o ~ 4-o '-"' .J ~ I,j L.

' '

~J~~ ~4-o ~.)~ ~4- ~j ~

How are things? 1\ JWI ~ n4-.. ~ ~ t-"
(~f~)
AsK THE RIGHT QUESTION! CHOOSE THE APPROPRIATE INTERROGATIVE TO COMPLETE:

I .-.
. ..I ~ ~J...o .:,.... u
•·'I - - ~- • L ·'l \
. 0~..... - ~ - - - - - - '

_;(, \. b .,I c. l:ai , "i - ~~.)_,......, ..:....,jj - - - - - _"

1\':?.J_,.:..JI .,-ol..... .J~..UI ~----···11 ..;;. .:,.... ..'r

1 ~~~~ ~,j~"il ~ -- ~~----- ... f

·~ .J.P.t.Jl..!Jt..? ~; - ~~ ~~----- _o

.~..i"il ~.J..1i -- 1!~4-JI ~ -.>"J~----- ~,,

·~~ ~~ oj,..\ - ~oj,A _ _ _ _ _ •.'V

. .J~..l _y. -- ~ ~j .J 1_, ~ ..A

.((~~)) ~~yt-1~ "bathroom"J~----- ,.JL:........i ~ .•ll . .oa 0-o _'\

- \0 -
 <~' ~)
.»LJ,.; '0
RoLE PLAY: You ARE IN CAIRO AND HAVE BEEN INVITED TO ATTEND A WEDDING. SINCE YOU WILL MEET
4-j~~ VJ..rt I
MANY PEOPLE WHOM YOU DO NOT KNOW, PRACTICE MAKING POLITE CONVERSATION WITH YOUR CLASSMATES TO
PREPARE FOR THE EVENT. UsE INTERROGATIVE PARTICLES TO FIND OUT ABOUT THE PEOPLE YOU MEET, AND

REMEMBER TO BE POLITE BY USING d_j~. IF YOU MEET SOMEONE FROM THE BRIDE'S OR GROOM'S FAMILY,
BE SURE TO SAY:

congratulations! ! 1!1_,~

READ THE FOLLOWING ARTICLE IN THREE STEPS AS DIRECTED.

1. Skim the article looking for familiar words and names in boldface. What is this?
2. Skim again and circle everything you recognize.
3. Read through the article as closely as you can looking for the following words.
Guess their meaning from the context in which they occur:

4. For further thought: what could the letters J J.. , t and t be abbreviations for? Think
I 1

about the fact that there are four of them. You can check the English-Arabic glossary to see
if your guess is correct.

~'JJ J 1Z .(~ A.-AL'f\'\J c;ut ~I e;.o "~ '\H) ~..l-o :d~~

~ ~ ~ ,I!J~~ ~ ~ .a.6.!.>A'il ;;~I ~~'J_,JI u.l.o ~ .d~~
t) ~~"' ·(w:;~ ~) ~,JY.J 'Ull+l- : t"~l a ... o.Q.. &.o ._£fw:; ·&w~
~~'"Jl olA .b.;U;;,., .c:,:a~ :i>'~ ~ ~~..JJ ·~.J>!,J •(41 ~_,J :i_r~_>::.

Jb~ .(~ r n. . . .. ) w~~~' Ub:a.o J-,t:a,., .J~b ~ ;;~

, ···.:<.:A<.:~ t ~"' ·~~~ J ~" .cl~~ J ~ !.} ~u~ ~'"' ~~

..r_J .~,., ~"':!~ .b~ ;;.iic.,., ~wt ~~,J-0 F' 0-o ~ t_,.;..u Uy J.o...t:i ~
tLJI ~G., ;;~ .::Jl.c.~ ~ .:i~l ~4'J~ <)UI, (j-.>4-=iJI ,)-S,).I

. ¥~'il

\W'1'4._r~~li.JI .~I )..1 .~l,;-8 t..........._;... ~ ~ . . 1 .~ 4-i(.jjjl ~_,......,.11 ».:.,.....

U.S. Census Bureau.:.,..... .:..4=>l....=..11 ~~

- \"\-
 (~I~) ~ ~ ~~ f9 • oi ... f I tv (JJ~ I
Go BACK AND LISTEN To L....:....iJ I AGAIN ON YOUR DVD AND FILL IN THE BLANKs BELow. WRITE WHAT You
HEAR, BUT ALSO PAY AITENTION TO THE MEANING. CHECK THE SPELLING OF WORDS IF NECESSARY.

~---- - - - - ~l .~1 ~i ~ 4..o - - - - ~i

-----~----- ·~J.>! - - - - - ~ d~~ - - - -
cr• _______ - •'.!1... . ,J' d~ 9 ______ ,J • _ _ _ _ _ _ _ _ _ _ _ _ ~

-----.J .~4-JI - - - - - c; ---·- l.:il .d~~ - - - - -

·~'/1 ----- ~

-
LMJ Colloquial ..
"-ol.tJf

LISTEN TO MAnA TELL HER STORY IN EGYPTIAN CoLLOQUIAL ON YOuR DVD.

How does she say <?.J IJ and ~.J IJ ? How does she pronounce 4..i.b...:..... ?

WATCH MAHA MEET ANOTHER STUDENT AT NYU.

Remember these words ..:.&~t 0~ f~~~

AoD THESE WORDS TO YOUR ACTIVE VOCABULARY LIST:

!..dJ~ ~j-O'yl ~~1..::.;'-:Y_,.ll ~

. ·'
'!~1
'
~ ~ ~ JA
~ ...L.$ ~· ljL. 11 L.
' ~
~ ~~~
~~ t-" C:-"'
~ l_,..i.J I UL:ii.J I ~ "
. <-:>' ~
. .

~~ ...:.._j.~ _rS,L,

- \V -
 :~j.Jf '~ ~
4-o b~l • 4.Qilf
:;. AlO:.~ ,,
~I J,s...t • .-Willi

Subject Pronouns y~l • .a. rtil'

F-1•
~1_, 1~1 :~~~ &::JI •
...i..>~ • o~r f_iilf
b_,~l Jy!JI ~~t).,) Ct-"1~ •
y U~jl_, mWI e;:.o • t•~ r
((b~" ~ l.:al )) t....:.:ill • 4-..oLalf
..

- \A-
 family

also

translation (from ... to) (u-11 ... ~) ~_,j.l!

translator

where (not in questions)

~ ,; ,.. J.
specializing/ specialist in .. ~ a_ 1 wo .o ; -, o

maternal aunt a.JL:i..

always

her name ~i
'
'

work (~1 =) J-L;.Ji

busy (with) '( _--:1) a_ I J~
work (J-L;.JI =) ~~
really!, truly )Lu

admission(s) '
J~l

belonging to (preposition) .J

I have

Maha has

language '
L...J

evening

daytime

only; lonely {adjective] <) I ~~

;ji "" ,

employee a_ I ..JJ;~

1
When a preposition is given in parentheses, it is used to give the meaning given in English
parentheses. If a preposition is given without parentheses, the preposition must be used.

- \\-
 (~t ~) o~4' ~l4Wt
DEsCRIBE YOURSELF. UsE THE FOLLOWING SENTENCES AS A STARTING POINT:

~' ~ ~i -'
. ~'WI ~ _ _ _ _ _ _, .Ji+J I ~ -----

i/J~ L.:ai _o
•
)l...a L.:ai _,

(~f ~) Our!
. FIND

UsE NEW VOCABULARY TO GET INFORMATION IN ARABIC FROM YOUR CLASSMATES. REMEMBER TO REPHRASE

THESE QUESTIONS TO ADDRESS YOUR CLASSMATES ("ARE YOU •••"?), AND TO THINK ABOUT HOW TO USE THE

NEW WORDS TOGETHER RATHER THAN TRANSLATING WORD-FOR-WORD FROM ENGLISH:

1. v\lho knows an employee in the admissions office?

2. Who is always in the library, during (=in) the day and evening?
3. Who is majoring in a language? Which language?
4. Who is the only boy I girl in the family?
5. Who has a job on campus?
6. Who has a class in the evening?
7. Who is really busy? With what?
8. Who has a maternal aunt or a maternal uncle? [blood relatives only]
What does he or she do?

- ".-
 ~ cLci'J
Watch and listen : '•. 0 f ...,.
..;
lt.J~.AW.
..;
I r (>~~ I
WATCH AND LISTEN TO t...-.iJ I ON YOUR DVD UNTIL YOU CAN UNDERSTAND THE MAIN IDEAS, THEN ANSWER
THESE QUESTIONS IN ARABIC AS MUCH AS POSSIBLE:

1. What is 4..o talking about here?

2. What new information have you learned about '+a from listening to her this time?
• ~ WJ ~ •

Watch and listen again: :~L:i AJ-0 f9 • o; wit I,....L..ll

c: '+a ..J 1_, ~ l,jLo _r

C:4..o "i...JI_, ~ l,jlo _£

Listen and guess : f~9 It a oi wf

..,
Now LISTEN AGAIN, AND GUESS THE MEANING OF THE FOLLOWING FROM CONTEXT:

~.;#~ ~'i_, _y

..::....uJ I j.i....!. ..A

-·
iMJ
~
.:......Jf . '~
~
.~.

The workings of individual Arab families differ as much as those of American ones.
Either partner may be responsible for day-to-day budgeting and financial management, and
it is increasingly common for both husband and wife to work outside the home, while
extended families often help with daycare. Marriage is seen as a partnership in both
cultures; however, in Arab culture, partners' expectations of each other have not changed as
drastically as those in the U.S. have in recent years. In general, the responsibilities of each
party remain based on a traditional division of labor (rather than on sharing tasks) in which
the wife is responsible for work inside the home, while the husband is expected to be
available to run errands, grocery and other, outside it. Watch the interviews on~·
~~A~~ui»
In Arab culture, spending time by oneself (except to work or study) is generally
viewed as undesirable and to be avoided if possible. Close relations and frequent visits
among neighbors, members of the extended family, and friends mean that one need rarely be
alone for an extended period of time.

- n-
 Subject Pronouns ~~ "",;, Jj •
.;

Arabic has three sets of personal pronouns: subject, object, and possessive. 1 As is
the case in English, there is some overlap among these sets. However, Arabic has more
pronouns than English (Formal Arabic has separate categories for masculine and feminine in
both second and third person as well as dual pronouns for sets of two; these are not used in
most varieties of spoken Arabic. You will learn all of these pronouns over the course of the
year). Learn the following most commonly used subject pronouns: ~

, 0
'
we ~ I ~

L:ai
, I ' ~
you (plural) ~
~.I
you(~lA) ~I

I
you ( .!....:a}-4) ~I
'
, ' ,
they ~ he/it (~l.o) ~
'
she/it (..:.Uj..o)
~

<~· ~) ~~· [t (>'~ I

PRACTICE USING SUBJECT PRONOUNS TO TALK ABOUT PEOPLE AND THINGS BY COMPLETING THE FOLLOWING

CONVERSA TIONS 1 AS IN THE EXAMPLE:

~)) _\

---» . 1 L..J-A ))
((<i~~4---- U't
-"'
.«~I..,_,_ - - - - .'1)) J.A>>
-'"
.( 4-c. 4..1 L;. ----» (( <i t: ..l L:a 0--o )) .i

. d.~ I ~~I ~ J..o..-.:a - - - - >> << <i 4-o .W l_, J---: ~j » _o

. .,:.U>-"~ ~~,J ~ ~~ ~~ ---,J '':?.,r.J~ ~ U"'.;..li _,

.J...!...oJ ~4- ~ ~,.,.l :i&b ·10 _, •bjll ~ ~ .:,Li .v

1
If you are not familiar with these grammatical terms, think of the English pronouns I, me, and
my. I is the subject pronoun, as in 'l live here.' Me is the object pronoun, as in 'he saw me.' My is the
possessive pronoun, as in 'my father.'

- n-
 •••
..;

! 0 ~

/ ~

singular (.~) :J; 0

0

plural <-r:) ~<I ~

English has only one regular plural pattern, the addition of s to the singular, as in
students. Arabic has more than ten regular patterns that you will learn over the course of the
year. The first step in acquiring these patterns is to memorize individual words as vocabulary;
this will become easier as your vocabulary grows.
Learning plurals in Arabic requires two steps: (1) memorizing the plurals themselves,
and (2) mastering the agreement rules, which differ from those of most western languages.
In particular, it is useful to distinguish in Arabic between human plurals on one hand and
non-human plurals (including animals) on the other.
This chapter introduces you to the plurals of all the nouns you have learned so far.
From now on memorize the singular and plural together as a unit when you first learn a
new word. Vocabulary lists will indicate the plurals of new vocabulary as follows:

HUMAN PLURALS
Human plurals in Arabic are of three cab:igories: Broken Plurals, Sound Masculine
Plurals, and Sound Feminine Plurals. The charts on the next page show these three groups.

1. BROKEN PLURALS J ! ... S' j ,, ~

These are so-named because the stem of the singular is "broken" by shifting the
consonants into different vowel patterns so that the syllabic structure of the word changes.
,-
Compare~"' to its plural J4_,.,: both contain the same consonants, J- G:- .; , but the
vowels have changed. This kind of plural is called J}. ,<:.II ~ broken plural.

2. HUMAN SoUND MASCULINE PLURALS ~- I U9- :.,>S.i...tf ~

These plurals, called "sound" because the singular stem remains intact, take a pair of
endings that alternate according to grammatical function: in some cases, you will see the
ending::,_, and in others, ::r.. . The final d ..., ; e on both endings is not usually pronounced
except in very formal registers of Arabic. Both forms are used in formal Arabic; learn to
recognize both, and choose one to use for now. In spoken Arabic, people use the second
form with~ (e.g. ~~). Almost all 4 .' ... ·,adjectives take this plural, but note the
important exception '-:''.;r. .

- H-
3. HuMAN SouNo FEMININE PLURALS wf- :.!..iio.U ~

All nouns and adjectives that refer to human females take the plural ending ...:..1- .
LND
LEARN THESE HUMAN PLURALS! -

J! 'tt S' ; ,, ~ -- '

• ~ '
~ J~.; ~.)
'
" '
._.)lb .....JL.b
'
t
.J~
0
..l't .,,

..::..l..Jl1 Jl;;.i JLi..

._.~, .- ~~
'
;;j.:jL...,l ~t.:........i
'

;;~t.s:~ •
.;~..l
'
~ '
b..lL... ~

~~~
f
ti
" .
d , , .b .,1 A
' .I
u~ .;4-
' '
" ' '
'-:-'~ "FJ.>£
~
~l,o.oo:
"",,. 'O
- ~
d.o,o:>
,,
to

- ·~
~·
.
... J .. , ,

~~~0~~
..
~ • c. o.,
., ,
. - I UJ
, . .
J.
0
...
o, o
~
.-
..
0
, '
, o

J~

- n-
LEARN TIIESE NON-HUMAN PLURALS: ~

As you listen to and memorize these plurals,

look for recurring syllabic patterns, such as
the initial alif hamza and medial alif of the
first four nouns in this chart, and the Damma J~i
followed by waaw in the plurals for house,
lesson, class, and money [the singular fils
refers to an old currency no longer in use].

~t- ~ _r
, .
->-""I
In addition to human
..::..~4- ~~
female nouns, which ~ ~

always take -aat

plurals, a number of ..:..I~U:. ~~l..b
~

inanimate feminine
nouns take -aat as ..::..1->L;- ~.)G.:-
well. However, as
we shall see shortly,
they take different ..:_,~";/'"'
~
~";/_,
~

agreement rules
because they fall in ..:..lLL... 4...c.L...
the grammatical 1 1 •
category of non- ..::..W w J~
human plurals.
..::..~
,
~
~

..::..~
~

~ [~]
..::.. 'J ,_,U:. d.J_,l..b

..:..u~~ u~~

..::..4~ t..L.:u.
~
. '
.!!W
~

, ,
..::..4~ 4~

..::..~ ~

- '1'0-
 Non-Human Plural Agreement ~~ ..

The essential agreement rule of non-human plurals in formal Arabids that they are
always treated as if they were a single group, and they take feminine singular agreement.
You saw this when you learned~~ I ~-;I : ~'-J I nations is a non-human plural noun and
, ~

therefore the adjective ~ I .,. united must be feminine. Remember: in modem formal
-, a

Arabic, non-human plura(nouns behave like feminine singular nouns in all respects. 1 The
following examples demonstrate:
- -. ~
·"-!~ ~..J-41 -=..LA..o 4- u~ ..>-! J uJ I->-! J J_.;l.~.; LA

[Note that families is a non-human plural.] !o~ ~~I ~'i I j.AI

DESCRIBE THESE GROUPS BY USING PLURALS, AS IN THE EXAMPLE!

(~~·~~)·------1""" _,
(y-:'J.JJj .W) ·-------~.;.i.JlJ ~~tJJ ~~tl _y

(.;4-) «!-----~·-;)) - (ti)«~------~ijA)) -'

(~ ·~.;). ------- ~,J ~,J ~ _f.

(~~4 ,;;).~-··") . - - - - - - -

(~~ ·~~). ;;~I r-a'il ~----------1""" .\

(u~ .J~) !-----,; ~4----- w1..~ ~ _v
(~.;-oi .~'i,;). - - - - - - - - .-.<__.-._.-._,s,; ~LA~,;~~~ _A

(~ ,d...i1W..o) . -!J.;~~ ~ - - - - -
•
(~~ ,UJ:.~). -------- ~ ;;~lJ ~LAJ 4.•.•••:81,; ~ ~~l-\.

((.(~J))-----~ ,-;)) - ((~(~-._.h.,, a ) - - - - - F i J.AI)) _,,

(~.)_,...... ,,j~i) ((.~ ~4- 0-'>---------~)) - ((<irA~)) _\Y

·(~J~ ·~.l..o) b~J a.LJ U.:.l:.;-11 -"

1
ln spoken and Classical Arabic this rule does not always apply.

- 'l'i-
- WORK IN GROUPS OF 3 OR 4
(..A..Arf ~> ! .. ~; J-1. !~; ~
AND USE SINGULAR AND PLURAL PRONOUNS. THINK OF AS MANY DIFFFERENT
I ' UJ.>i I
NOUNS AND ADJECI'IVES AS YOU CAN THAT MAY DESCRIBE YOUR CLASSMATES, AND ASK THEM QUESTIONS LIKE:

<! w_,_l~ r-=ui J-" ~ u(.r-- ~i J-"

AFTER YOU HAVE FINISHED, REPORT ON YOUR FINDINGS.

. •
d..1 0 au¥f d( 0 J..f

sentence
noun
subject (in~~ ~ )
predicate

Thus far, most sentences you have seen and heard have a basic sentence structure
that is called in Arabic ~-'i I ~I , from the word r-'-"! , which in grammar means noun.
d .: • ...'JI ~~is a sentence that begins with a noun or pronoun. The following six
sentences are all ~~ ~
-, :

. J,...AJ ~ w~_,u.... r-" _£ . .!1 J~~ ~ ~ 4- -\

q,~ .._j~ I J4a _o . 41 ~ ~ J..-.:j <?.J 1_, -"
·~.>~ts: (J-4 L:.i _.,.

Sentences ( ') and ( '\') contain verbs. They are still considered ~I ~because they begin
with nouns. Sentences ("\-'1"), on the other hand, have no overt verbs, because the verb to be
in the present tense is understood but not expressed in Arabic. To understand this kind of
~I ~,it is necessary to determine where the meaning am/are/is belongs in the sentence,

what is the subject and what is the predicate. How would you translate sentences ("\-'1")
above? Try to identify the placement of am/are/is. What clues helped you determine the
meaning of each sentence?
The parts of ~'il ~~are called f, 1 / II subject and ~I predicate (literally
o

new information, i.e., what is being related about the subject). In order to understand this
type of sentence, you must first identify its two parts, especially in sentences in which the
verb to be is understood. As you can see in the examples above, ~~ can be anything:

- W-
noun, adjective, verb, prepositional phrase, etc. Look again at the examples above and
identify the parts of speech and definiteness/indefiniteness of ~I in each. Note that
~I tends to be indefinite when it is a noun or adjective; this clue will help you to identify

breakdown of two ~I ~
.
where the sentence break between the two parts lies. The following diagrams show the
- :

•1~1 •
~' '~'
In this type of sentence, nouns and adjectives in both i ~I and ~I must agree in gender
(both ~~ or both .!..U,j..o), and number (both J,;-Lo or both ~,following the agreement
rules you just learned), as the following examples show (note, however, that.; I ;!I is
often-but not always-indefinite):

. ~,;-lo ~ -~~~~

.'--71~ I ~ w.J. o. o;, ~.or-A .a..:.l~ ~

!~ V"J.>..U I .<.J..,J~Fi

MATCH EAQ-1 j I I I 0 IN COLUMN

•f WITH AN APPROPRIATE ~ IN COLUMN 1.:'. PAY ATTENTION TO

AGREEMENT.
•
j_
.
•. :.tj
~jl'-' ~JJI
..., I
~ d
. ~
,o,o:>
. ~
'Q ......~I
-'
~ -~

~L.... ~,;~..UI -'f

'fA._, i.~ ( U.::.~.>d ll.J (( vvv ~~)) -~

..::...L:tl.~ ~ ~ -:_,_,J~ J~l~ _o

-;. .J-'-" ~ I ~ ~_,J I ..U _,J I ~~u~

~ • .J .J "
-\

...::..~~i ...::..4-JU.. ~ . ..l.J "i..l.::'lc .J_, ~ . ..1 _v

I.!~ Lo .J ~ I.J..:J !_, 0--= _y!, LS: _A

- '<A-
 (~f ~) .i!~·u•¥f ~~
IDENTIFY BOTH j ~I AND ~fiN THESE SENTENCES:

.u~~ u~ u-L:J_, ~J 4..:-oL. _\

-~~J~~j _\
·~J!.' a$Jf ~;; ·o·o; -,a ~~~J .J"

-~~' a..illl \.)"..)~ ~ _z:

·wl.ly..u-11 ~ 6:WL....i ~ _o

.b~ i...>"'J...>..UI _"\

.~1 ~ 6~_,JI 6i..;-a~l ~ _y

.~1_, t...>l~ olA ..A

PLURAL JEOPARDY: PREPARE ANSWERS TO QUIZ YOUR CLASSMATES ON THEIR PLURALS. LIST NAMES OR GIVE

OTHER CLUES THAT WILL ELICIT QUESTIONS FROM EACH OTHER SUCH AS:

~~L:;JI-? .b........_,~l J~l 6:WL....i ~ ~ ~~..J.I ~~I J-bWI ~La

~e•~'
<~· ~> ,u......,¥,9 4.ULa.Jf !A
WATCH-THE DVD AND ANSWER:
1 ,. ().i~ I
~· ~
. u-- .
IJ-A -
\

READ OVER THE TEXT ON THE NEXT PAGE: COMPARE THE DIFFERENT ENTRIES AND LOOK FOR ANY INFORMATION

YOU CAN FIGURE OUT. GUESS AS MANY NEW WORDS AS YOU CAN. AFTER YOU HAVE FINISHED, WRITE AN ENTRY

FOR YOURSELF.

- 'I'C\-
 I ~ I C...
~·
<> i
c- ~
~l 1~ ~ ·['
! I

f.'11:. .lr..,
_,

~t
~
t
f'-1 t-·
·~·
~-{ f'r 1 i:
c;.:_
r
~. ~
,
IL
'C--
-I ~ f: £! c- t1
<,;;
~fr.tf'
·(
L.. r.. ·~
6.' •
1
~
!i:- ::- r· ~ 'i .
.- •jl
p. <:.: ~ '\
.(1~~ tt !.Lr:!f ~
·t: 11· I C· <..
.f.- <e. E~: f' ..
1 c- 1 t. .. ·v -( ~ .~bll~
~ Fltit'ii
<.. l:l .ro .. .. 6- ~ ~ (;; c-.f'
••

C·
1

.£ t:~ .f)_ 1
f-<.;'t:---
_____ _
-{[ )t ·l. ·t~t
l
t;'" ~·
·~ :[' ~:~ i.r 1~ '{~ { }
r..

ti( \-
'"'
lI -I
~·l- g
- -
~ titE
.( x f'
.rfr: r£
r .[-c·~ ·c:f !·~ .c-
~·~f t l- -
1.. c.·[ f r
I

-1

f' .. ~~.-f .." <...:. - f .. C• I

·E.., · 1 ~
I
·L f c;;.
••
L
r. fj;-- p{ ~ T l ~l
-' ~
--{ ...6
c_
'~-f"··· ~-(e
<t ~~ [:-::-~~

l~l~fftf~
,..• • • 0

.... - -<...ro .. - ·~ ~ •c •• ro .. -
.()_
--- 1 ~·ttl!
<---- ~ ·r~iltl
[ f :=- ·?

t
~--.
·~· -~
~ .i if...If
.
t·
I

f'l
[.

f
-~·~
~
t
t
ic·· 1 1 ~· c· ·v . ~.~.
~· l·l~-(
f f' ~ E ~
il

!t t 1·L f
1
(;; •• 0
lA
r:.:. l_f- ::-F> ~
~·
ftt\·ri n·1~~ru1 E
 ,. ~,.
program ~~

ancient, old (for things, not people) ~.l-l

.'
Near East ,_;...hI J~ I = Middle East h......_,':-' I Jy!JI
... ~

READ AND COMPARE THE TEXTS BELOW AND ANSWER THESE QUESTIONS:

1. What do you think these texts are?

2. Find the Arabic words for center _ _ _ _ _ and department _ _ _ __

3. Underline all languages that are listed here. Why are their names all ...:...:aj..o?

4. Guess the meaning of:

,
- - - - - ~I ,;_,..::asJ - - - - . . ) , . .., .. :=nlo
~

5. Find the following words: where and how are they used? Guess their meaning:

New York University

New York, N.Y.

~~~.)~ ~ ~u-i~~l J~l ~~I.J..U l)l.$.J~ y.,.i~ ;S'.;-0 : ~L;_r.JI

~~~1_, :L~I ~~I.J..UI ~ ~u-i~"11 J~l yl~l_, ~W
. -
Hagop Kevorkian Center for Near Eastern Studies, Department of Near Eastern
Languages and Literatures, Department of Hebrew and Judaic Studies

.oi.J_,;;!~ ~~~ '~-"'-')~ :4Mcal•ll ~_;JJI

Ul> 'i..u......ca ,.,L~ ,~1~1) ~~I ~I : ~_,~1 J..,..!JI ~UJ
,~_,.;.o ,~1~1) ~.JWI .(i~ ~~? ,~1~1) t.$_?1 d~I.J~
I,~,.)~ U6. 'iJ..i;.o ~~~ ,~1~1) :L~I '(~1.)., ~ 'i..u..o
.~1_;~_,~1 ~~~~~I '':!"..;AJI JWI ~~ ~~~.J~I ~~~lt".JI

- n-
 University of California at Berkeley
Berkeley, CA
ybi.., uW u~IJ~ ~ , .b..,}~! ~~I ul...,IJ~ :f.rO : ~Li.r.JI
ul...,IJ~ ~ ~~I L.,IJJJI t.S.J-" , • ~ i.J.aa:...J ~~~~~ ~__,...!.JI
..b..,}~! J~l
Center for Middle Eastern Studies
Department of Near Eastern Studies
Undergraduate Major in Middle Eastern Studies
: :i_,lJI ~JJJI

oiJ.,..-6 ~ (~~'JI J.,.,..:WI uL.viJ~-' u~l ~) .r:.; .. ~Lo 'V"'Y-J)~

* .. •
~ ~I ul...,IJJJI y~ .)L.ll C:0 ~..,LA..J'-! ~.)~1 J__,...!.JI ~~~~ ~)

.(~JJI~I

~ 'r~ ,.b....,p ·<)1~1) ~._rtl WJI : L..,'JI J~l ul..Al

,<JI~n ~.)UJI , (r-' Qi. ,.b....,.,..:....o ,~1~n yrdl , (~1.).)
Ub. 'r..~.A.:.o ,..b....,__,..:.o .c;l~l) t,~l , {~1.).) Ub. ·r~ ,.h...,~
. ~.illl i._,..a.ll ~~~~ JL...!JI ~~ ' ~l.)'ll ,~.)~1 (~1.).) I

vl ~I ~,.>&11 ~I •JU- ••~_,.'lll .::.la.t.,.ll tt ~I J_,.J.lt, ~Y-'l/1_, ~_,..11 .::.1.....1~1 ~l.~t ~· ;;.
. \Y"\_, oA ·IJA , \\\Y" .~rul ~I .~1_,

Review Drills d ? ,..>4 , \;)!}~

8

R£Ao THE FOLLOWING PASSAGE FIRST SILENTLY FOR COMPREHENSION, THEN ALOUD TO PRACTICE PRONlJNOATION!
Iu· I)-I~ I

-
·~.J.!.' Q
S:ll ~ d .- tO tOO.
·- to

- n-
 Jf~f
PRACTICE ASKING AND ANSWERING QUESTIONS USING OLD AND NEW VOCABULARY WOitDS:

«.~10-o >>- «'l~...~~l I . U - - - - - » _\

«-----~~~~)) (( 'ld.:a.J~ ~ - - - - - 1 ) _,

« 'l olA -----» ..f.

<< ~ ~~~ ·~ U".J~ ----->> _o

((.~~ t.;l..!. ~--->>

((.b~lr-o~' ~-----~~ ~ «'l~----l) _,

~ u ~..,.;I
LISTEN TO l.f..o AGAIN ON YOUR DVD AND FILL IN THE BLANKS WITH HER EXACT WORDS:

- - - - - ~LJ &o - - - - ~ - - - - - - - - C:?JJI,.,

.
~~ . ------ -----:J ' -----:J ~····-~~'
~ lJ-----

iiJ.li,JJ ,WIJ - - - - - - - - .d~~----~----

. '--'L
- - - - - - - - - - ~ -----~ v-w. - - - - - - - - -

----~
~ uu~1 uu.,, - - - - ~ ----~u ___ - - - ~
~ ll1 . ~ ~ ~~~~ ~'i._,

- - - - ____ ut, - - - -
 ~ Colloquial

WATCH ~ REPEAT HER STORY IN COLLOQUIAL EGYPTIAN ARABIC.

What expression does Maha use for ~1 ?

WATCH THE DIALOGUE ON THE DVD IN COLLOQUIAL.

Who is Maha talking to and what are they talking about?

.-
I~

-
.) ,-,.,,.Lo
.

- n-
 =\)M1.Sf f~ it
4-o .1.11._, ~~ • ~f
((~)) • iY'i1"
~~~ UiWI•

4JL..c;.'tl •
Possessive pronouns ~~ ~l..o.....o •
*'',Alf
;.u~~t_, 4.tWI tA • c•~'
yl~l ~4-J ~~~ ~~ t..o4o- • o~'iiJ'
«ej.JI_, ~~~ :t•.•:.lH • iL.oLaJf
..
«~44 4 (j.j ~ ~~)) •

- ro-
his family

now

son

cousin {male, paternal)

army

actually, in reality

he teaches

letter u-:•-L....,'..)
I
·~
':: 'L....,
'1..1 .,..J

husband ~1_,) ·~ ~"~

her husband

wife
' ,
picture

officer

!know

science

political science

paternal uncle

my (paternal) uncle

(extended) family

relative

college, school (in a university)

-n-
 (~ .,....) .U:La.ll I, I i.H;i
A. ARABIC HAS VERY SPEOFIC TERMINOLOGY TO REFER TO MEMBERS OF li.:aWI. You HAVE LEARNED FOUR OF

THESE WORDS ALREADY: ~1 L..e 1 4J L.a., AND f..c 071 , AND FROM THEM YOU CAN EXTRAPOLATE THE REST.
UsE WHAT YOU KNOW ABOUT ~j_., AND ..!:.Wj..o TO COMPLETE THE FOLLOWING DIAGRAM OF THE FATHER'S AND

MOTHER's SIDES OF THE FAMILY, INCLUDING AUNTS, UNCLES, THEIR HUSBANDS AND WIVES, AND COUSINS:

.
~--+~

~---

UL:.. G:-.J.J + UL:.. ----+-

:UlO. ~to. CHI ---~

B. Now DRAW YOUR OWN FAMILY TREE, INCLUDING ALL YOUR AUNTS, UNCLES, AND COUSINS, INCLUDING THE

ARABIC WORDS FOR ALL OF YOUR RELATIVES.

(u...rt ~) ·FIND OUT! Ir I i,)J..,.i

FIND SOMEONE IN THE CLASS:

1. Who has a relative or relatives in the U.S. army (or any army).
2. Who has pictures of her /his family with her /him right now.
3. Lives with a stepmother or ,_,j stepfather [hint: you need to use two words].
4. Likes the movie [of] "An Officer and a Gentleman" (~ J ).
5. Whose paternal uncle or aunt is a doctor.
6. Is majoring in political science.
7. Writes letters with~ pen and paper.
8. Whose mother or iather teaches.
9. Who doesn't know all of his/her relatives.

-'IV-
 (~t ~) i~~~ w~l ( r i.>'.>i
UsE OLD AND NEW VOCABULARY TO WRITE ABOUT EACH PICTURE. WRITE AS MUCH AS YOU CAN1 USING ALL THE
NEW VOCABULARY:

(1)

-Y'A-
 ~ ('sqplf
Watch and write :f~ft f~L.J, [ t i.JJ.>i l
1. Whose pictures is 4-o holding?
2. Whose names does 4-o mention?

: ~lj 0~ ~.~w.
~

7. Listen for two uses of the preposition~ and guess what it means in this context:

8. Write the name of the university where ~; teaches now:

..:..I..>Lo1~ ~b.

(~f ~) .i .a ;Jf ~ 0 ~_;.i l

THE FOLLOWING TWO ACl1VITIES ASK YOU TO WATCH THE DVD AGAIN, FIRST WITHOUT SOUND, THEN 'f\r."'E

SOUND, TO FOCUS ON HOW MAHA IS SAYING THINGS.

1. With a partner: One of you play Maha and the other an inquisitive new acquaintana;
who is asking Maha all sorts of questions: What are these pictures? Who are these people.,

2. Listen to ~ again, and work with a partner to identify the structure of each ~~ ~
you hear in the text. Pick out ~1., 1~1. What clues help you identify the separaticr:
point between the two parts?

-n-
 You heard ~refer to ~i as ~ i ~ even though he is her father's cousin. The
words ~ , ~ , d..J l...d.. , and J l....:i.. may be used to address distant relatives and in-laws, as
well as terms of respect for older people outside the family circle. For example, a man who
marries into the family may be addressed by younger members of the family asy: " 0 c ,
mother- and father-in-laws are addressed and referred to as ~and ~ 4__,_;, and a
distant female relative may be called ~· A stepmother ~ay be add~essed as ~ L...:i.. .
The exact usage of these terms varies according to regional dialect and local custom.
Relatives by marriage, on the other hand, are specified using terms forhusband and
wife. In many dialects, the word bi J-0 I (pronounced in dialect miraat or mart) is used for wife
in the following expressions:
aunt (married to~) ~ b l.,ra I
aunt (married to JL:;.) ~L:;. bl.,ral
By analogy, how can you use the word c;:J..) to specify your aunts' husbands?
It is interesting to note that, while the Arabic language takes great care to specify the
exact nature of blood relationships, and even separates terminology for relationships by
marriage from that of blood relationships, cultural usage of these terms among speakers of
Arabic is more inclusive of non-blood-related people. This difference between "dictionary"
and usage is an important one to keep in mind when learning any language.
The word (...c is also used as a term of respect for an older man of lower social
status, or in a joking or intimate manner among close friends(!~ 4 Y).

~,.,.a.JI 4.UL&JI
The concept "family values" in contemporary U.S. society implies a concern with
faithful marriage among heterosexuals and a focus on raising happy, healthy children. In
Arab culture these values are of equal importance, but they are not part of public discourse,
in part because they are not really contested. Arabs usually assume that family values are
shared among all members of society.
In general, the extended family plays a somewhat bigger role in Arab society than in
American society. Family members visit each other often, in many cases once a week or so if
they live in the same city. Many people count their cousins among their friends. However,
many people also feel that this general tendency has decreased in recent years.

-!..-
 The iDaafa (also called "the construct phrase") is one of the fundamental structures
of Arabic. Formally, (.._j~~~ consists of two or more nouns strung together to forma
relationship of possession or belonging. You have seen many examples of L-.£l...,.Q'JI ,
among them:
J~l~

There are three important points to remember about U 1...4¥l :

(1) The relationship between the two (or more) nouns may be thought of as equivalent to the
English construction of. Arabic has no alternative construction for expressing this relationship
between nouns. Thus, to say the woman's story in Arabic, you must first reconstruct the
phrase to the story of the woman: ii ..>--A '11 d .
o ; Note that many compound words in
•

English are also expressed using U\.....4~ I, for example:

housework
(2) Only the final word in an UL..c! can take _J I or a possessive suffix. In the following
examples, note that the first word in each Ul...A! is definite by definition, without.J I . In
the final example, note that New York is definite because it is a proper noun.
the family of my father= my father's family ~..l..IIJ ill~

the office of the professor= the professor's office ijl.::u...:'J I ~

The University ofNew York== New York University 4!.1 JJ-::'~ ~ 4-
the notebook of the student= the student's notebook ~l.bJI ~.J

These simple .:.;U~! all consist of two nouns. Complex .:.;l...al.....a!, on the other han<L
contain more than two, in which case all non-final nouns behave like the first and never
take.J I . Examine the following U~!, which contains four nouns:

the son of the uncle of the father ofMaha= Maha's father's cousin

Youheard ~ useasimilarUl...A!: «~.JIJ ~ ~~ _,.A11. Notethatonlythefinalnoun

takes the pronoun suffix. Use the following phrase to remember this rule:
• • I~ ~
my telephone number ~~~J
(3) In WL....:.:.¥1 , ~must always be pronounced as...:.. on all words in which it appears
except the final word in the U~!.

-n-
 Listen to the following words on DVD, read first in isolation, then as the first part of
an Ul...o::.!, and compare the pronunciations.

~ ~~ u_,.c <- u_,.c

v=a .loll _, ~ ,.,,_. <- ~,.>_,....:a
_£ ~,)~~~.M <- ~J...o
-' -CND

-0 ~~ d..A....4- <- d..A....l:.. -~

~4---JI r-.,WI 41S <- a...JS _"\ ~.loll_, ill~ <- ill~ _r

.
MATCH NOUNS IN COLUMNS f AND """'TO FORM MEANINGFUL ~Lit.......:, I ~
1 AND WRITE YOUR COMBINATIONS IN

A SENTENCE IN THE THIRD COLUMN. VARIOUS COMBINATIONS ARE POSSIBLE FOR MOST WORDS.

4.jl..t.Q~f
•
F
I.J ..1.
_, ._.)l.b.J I . I
~

-~ illWI -;, ,.,.,.,_

_r 4..a..oWI t:u.l...o
_f ~L:;., ~':I_,

_o d'i b ·•
~·
~ - .~ 0

_"\
~·~
~ .' .
u~

_y ~~ LJ.s:

_A ~_,":/1 J~l ~..H

G

-~ ~,rll LL.4

-\ . ~~' ~,J,j

-" J~l ~

_n (~i~_':ll=) -;.i:;tl ~..J-:!-'!

_\'f ~~,.,~
~
_\f ~~L....':/1 ~,J,j

-' 0
.
u~
j..41.::J
- I u_,.c

-H-
 Possessive Pronouns 4! S' I I f ~~ •
Possessive pronouns in Arabic are suffixes. Those that you have already seen and
heard include:
~I <.S..u 1_, ~I ~I
her son my father her name my name
Remember: ~ is written and pronounced as _:j when a pronoun suffix is added.
The possessive pronou:i\s corresponding to the subject pronouns you know are: ~

. L...i._
(~) 'r" (l.:ai)
...
~ (~i) :!1_ (:::.Ui)
.!L
/
(~i)
... ...
~ (,-A) 4-- (~)

~ (~)

Learn to recognize these as the written suffixes. The pronunciation of some of the vowels in
these endings varies slightly among different varieties of Arabic. The spoken endings are
fixed for each dialect. In formal Arabic, the pronunciation of these endings varies slightly
with different grammatical endings. For the present, you are expected to recognize the
variants without worrying about the differences. This chart gives one of the three formal
endings that you will see and hear: ~

...
~ (~) ~ ( L:ai)
...... / ...
~ (~i) ~ (~i)
.;

~
/
(~i)
... ... ... ...
(<7,4 I!! (~) ~ (_,_41)
...
~ (~)

Go to your DVD and click on the third chart to hear the colloquial forms of these pronouns.

-tr-
FoR EACH SENTENCE, SHOW WHOSE, AS IN THE EXAMPLE:

. ~Jl.a u 9 ... 1 <- .~J Lo ( l:a j I f'-""'" I) ~JU.O

- -
~ ) • <' -:
'l ( ~I· ; L,.c ~~I• _y 't ( ~v ~) &:ai -'
'l ~..u (~i/ a.a..-4-) J,A -A 't oJ~J ( ~ijo..JI_,) ~ JA _'I'

! ~j-A WIJ (L:ai/W-;al) _'\ . u~ ~ (~/ ~.;l:ii)_, ~J) c.r" _r

, ~

. w~' uLa..c::. ~ '->"'..)~ (r-"1 J~l) -" . :i;L'dl t..lA ~ (~/ ~) _o

! ~1_, ")LU (~/ U.rC-) _\'I' ~ ~~ (~if w'~) JA -"

.i!< Uf ~~ I ;. I4JJ_,.J
CoMPLETE THE FOLLOWING ABOUT~ USING APPROPRIATE PRONOUNs, suCH AS~ I L...._ , r-A , _,A.
REMEMBER TO REWRITE ';. AS ...::.,. WHERE NECESSARY:

<~• ~> ~.»~ ·~

LOST AND FOUND: PLACE BOOKS, PENCILS AND OTHER OBJECTS YOU CAN NAME IN THE CENTER OF THE ROOM.
~ ""_,j I
TAKE TURNS RETURNING THE OBJECTS TO THEIR OWNERS BY ASKING:

-H-
 <~, ~> 4-i~~,
. fiRST, SKIM THE LIST AND GUESS WHAT IT IS. THEN READ IT AGAIN MORE CAREFULLY, WITH SPECIAL A1TE{\."'f10111.
I ,·4>'~ I
TO THE GRAMMATICAL STRUCI'VRE OF THE NAMES. WHICH CONTAIN UW:,l? How CAN YOU TELL?
•

~~~· J~f ~.,...Sf .UW~f

ow .; ;b I "' • (.L..u...w;_.o a..J9.>) ~L&JI ~.);~1 ~~ •
0'! b "' I e 4J~.> • o~l ~.;-Lfl d).4pl 4.19.) •
)o...Q a..J~.). (>-J~l U1..t •
c~l ~I '4.>~ • ~~~.:t:;~l·

~~~ a..J~.). <4-bl~..Jl.a..:;f.Mll a.:;~l·

(~;...o .;J~.)) 4l41Jl .L..)~l • -4-S'I~~~ ": :...;. n

4!: , .~. ll ~~ ~..J-1-ll <L~W..l • -
'?"'~
4.J " ,A_.,_ .....
'!.J:rt:r""""

o-<1 b t 11 ~~~~~ (~;...o a..J9.>) 4.:!.>~1 ~l.aS.WI•

(4....w...l.u;...o .;J9.)) ~.,..s..ll ~ d.o~. 0 1.)~1 <L..;~ •

~.;ill a.s:.LJ.I • (~;...o a.J~.>) <L..)~I ~~ <L..;~-<1-:P •

4U.,..>~l <44~fs'I<L..>~l• Jl.o~l a.:;~.

(.t.w..w;...o a..J~.>) ~~ '4_,~1 • (.L.u...w;_.o a..J9.>) L91~1 a.:;~ •

www .arableagueonline.org

READ THE FOLLOWING SENTENCES DESCRIBING ~~..J ~,FIRST SILENTLY, THEN ALOUD. PAY SPECIAL

ATTENTION TO THE PRONUNCIATION OF i IN .

..::..uW:.')'J .

.WIJ U~ ~;;.~..II., _'\

. i~ 4--o ..1..J1., ill I..:. _r

.W
-
-:. · 11S :L- 'J ..J
.)~
• ··
~ ~ '-"'..,...
.I - ~j -I ~J...o
-
• ' < -:
~ ..,............
1• -
'"(t-O
U l:;. _i.
•
!;;~ ~J...o ~ ~..J .i..,...l.i.JI .:,-c. LA.JI_, _o

·~ .Jl_, r-c 0-:'' ,_A ~j ·~' ~ ,_,,

.;;,>AI.i.JI ~ ~:}11 ti....o~ 4~1 ~ ~ ;;jt;,.,...,j -r'-' •4--o ~ ~~ 0~ _y

. ~.r""'jJ ~ ~.;_,....:a olA..J ,~j ~ ~-.9,) ~ UL.....; o.U _}.,

-to-
 anthropology history .
~J
6..11
,
sociology t~}'' r-'7 law J_,.L.jl
.
psychology ~~~ religion • ..UI
~

engineering ~41 medicine ~I

.
BELOW AND ON THE NEXT PAGE YOU WILL FIND SOME INFORMATION ABOUT ~_;-.aJ I .:;....j~ ~4- AND

~~~~ ~4-, READ THROUGH THE TEXTS AND SEE HOW MANY DEPARTMENTS YOU CAN RECOGNIZE WITH

THE HELP OF THE VOCABULARY YOU LEARNED, AND HOW MANY NEW WORDS YOU CAN GUESS FROM YOUR OWN

BACKGROUND KNOWLEDGE AND CONTEXT. How DO THESE UNIVERSmES COMPARE TO EACH OTHER, AND TO

YOUR OWN?

Jb~\,J ~~~ f'__,wt ~ JjbJ\ ~

J~~'r-k r~~u
~~r,k uola.~ll

~.llt ~1 ~ ;u f'~'"' ~.ll...Ail~' r-__,w'

.),!.! ... ~
~ul:!~l ~~ ...,k
~~~ ~
~~~ J,.-1 ~l....:.lil . ,_
- f".,....

. tJS:
u.blt .. ~Wll,J ~t.i~t ~
yb.ll ~~~~'l/1
c:,U.....'l/1 ~l..r.-­ ~~IWII
~~1 ~h·i'il Wll
~_oil, ~U'lll..t ~4-'tl ~Wll
~_,..;, ~w
4Ji
~~
~Wl~~

www. univ_alger .dz/ arabic/ faculte.htm

- f"\-
 4 ! !)Jt.Jf .:,~ .Lt.o4-
~WI~4JI~ ~
ul..lYI
. -
.L11 ~ .,:,la.UI ~Wl
f".,..,._... ..
t.:~~~lr.....l­ ~1.11., ~JL!I Wll ~- 1
~1.11., ~~I Wll ~- ~
"~lr.....l­
~1..11.,~~~~~~-~
-~~~-
4!\::li.J ~.,.1~1 ~I ,..-a -
~W"/1 r-_,Ja.JI r-L...ail
~~~~ . .. ~~~~~ .1
~tJJ~ .2
~~-~~~·
u....JAJJ ~ .3
~~1~.,.1~1~·
t~~~~ .4
~
•Ua.JJ I
....1.
-
~~r-k~ .5
~~I '*.,.1~~1 r--l• l"'~'il~ .6

.
ubJJ~ . ~~~
~.i'JI ~~I r-...i .1 V4\.iaJI ~WI .1
(W.Jl-f-11) ~~.11., ~'JI,.....:. .2 ,.w1 ~UJJ .2
~L.~I.J ~.,.lll l!,lu)WI .3
(~_,!~I) .. W.C.'JI ~Uo.J ,.....:t .3

~1~1 .. ~1~.4

(~~4JI) wAI->"''JI r-....:i .5 t......bJ.I•

(~.,.lfil.JWI) ~.1\'l ,.....:t .6 JL.c.c.'JJ •).1! •
.I~~~·
~11!.14J.A.J.I.J ~1~1 ~ .7
~~1., ~UII!.IL....IJ.lll •
;{c.I.:J.I., (~. ,J.,:~·u~l)
~~~~.8
~~~~
.L...:JI u-OIJ-01., ~I ~ .9 ~~I ·~):!.&11., 1!.1~~1 ~ - t
~~I t....~l r-...i- ~
JUb'JI "=""=' r-...i .10
~lt....~l~-~
a.:<.:i~l t....~l ~ - . 1

www.bau.edu.Ib

-iV-
 ~.)-&If ~La.o~f
Many Arab universities show different divisions of fields than are found in American
universities, which group most academic departments together in the School of Arts and
Sciences. Arab universities, on the other hand, generally use smaller divisions such as the
School (or College) of Humanities ~~J~I ~,the School ofCommerce ~..)~I L:JS, and
various science schools. Another difference between the two systems of education is that
Medicine and Law are undergraduate, not graduate schools.
The system of education in most Arab countries resembles European models rather
than the American "liberal arts" college. By the second year of high school, students must
choose to concentrate either in humanities and social sciences or in mathematics and natural
sciences. Once that choice is made, the student's choice of college major is limited, so that a
humanities major in high school may not enter a science department in college and vice-versa.
Each school or department sets its own academic program including all of the courses the
students take in each year of study; students are not allowed to choose electives. In many
Arab universities, these courses are oneyear long, and the student's grade is determined
A:
solely on the basis of one exam at the end of the year. However, recent years have seen a
growth in the number of American-style universities all over the Arab world. If you are
interested, do a web search for Arab universities and see what you find.

,,J·,,. o4 ~ J~f ~HASASKEDYOUTOHELPPREPAREAHANDOUTINARABICTHATTHEYCAN

DISTRIBUTE TO~~~ ~~~WHO ARE INTERESTED IN APPLYING TO THE SCHOOL, BUT WHO ARE NOT

FAMILIAR WITH THE AMERICAN lUGl\1;.\\ l;.'OUC.I'I.TION.I'I.\.. S'!S"rn'M. M~K£ AN OUTLINE OF THE STRUCTURE OF YOUR

UNIVERSITY.

' ,
BRING J~ OF YOUR FAMILY AND/OR FRIENDS AND PRESENT THEM TO THE CLASS.

:4GI<Jf o~ ~~

grandfather/grandmother (on both sides of the family) ~~~

-tA-
 ~ c•~'
LISTEN TO THE PASSAGE ON DVD AND IDENTIFY THE SPEAKER:
I'
.u~~'9 ww' !-4 ~ 4JJ..J-i I
:~I_\

i' '? ,}4, \)!.lLii

LIST ALL OF THE THINGS ONE WOULD FIND IN THE PLACE GIVEN.
~· I "~~ 1

d,;..,.-~ ~J..o ~
·'
~~~ .'f

~L:JI~ _'("

~~~~ .f

- - - - - - - - - - - - - - - - - - - - - - - - - ~ ~ _o

---------------------------------------------tJ~I ~ ~
- - - - - - - - - - - - - - - - - - - - - - - - - -..... .,.~11l6v' .V ~A:j
--------------------":-'~1 llA ~ .A

- t'\-
LISTEN TO~ ON TAPE AGAIN AND COMPLETE:

.JjL.u_,JI.J - - - - 0-o - - - - - ....t..,)•d I ~..JI.J

- - - - - . J J..~~ - - - - ll4.; I .J~

- - - - - . J ~1 - - - - I~ ~Y.fi J..~k

~ ----- ~1------ ~ ~~~,JA-

~b. ._j ·~I a.a...~ ~

. ~.rr'-' ----

~u _____ - - - - - .J . - - - - - - - - - - .:,l}..o~4 - - - -

- - - - . . J ~~..J - - - - . J

LISTEN TO 4-o TELL HER STORY IN COLLOQUIAL.

How does she say 1-l.A and olA in colloquial?

WATCH 4-c TALK TO HER FATHER.

How does she say ~;..a in colloquial?

.
~..)
tJI
,
J_,.LJI

~I
. ,
r-17 ~I •
~..)-!
~..U I

-0.-
 ~,
j4AA ~ 4-o 1..;-'.Jlil •
t,..,.J..U I ~ • 4iWJJ
t..J\..411 ~I • ~'tiJ'
"
~~~~.

Jl~l·

~~~~·
[IJ.J ~U~! •
~uJ,..o~'J u;w1 C;A •

<d'i""'~":ll JS ~'~I» ::t.-111 •

( .,.~! ~ ,; ~I» •

-0\-
 first

primary, elementary

I memorize

school

!remember

fourth

classmate; colleague (fil.o)

classmate; colleague (..!.U,j...a)

travelin~ (~!) ;_L-JI

she travels

friend (~,;..a)

friend ( ~ l.o)

childhood

individual (person)

before

all; every

he was

• •
I was ~

1
This word is a noun (gerund), not an adjective (participle). It cannot be used in sentences such as "I
am travelling" because, as a noun, it cannot express an on-going action.

-or-
 (~f ~) i~~· .::.~f
PRACilCE USING NEW VOCABULARY BY COMPLETING THE SENTENCES:

·~ ~~~ \_,.h.JJ VUJ~ .J-AJ ..::...~JJ ~~----- ~

·~~" ~~" ~i, ~~'""c.?~'"" L.:ai :~l.c - - - - - JS .)-..,:_ b.l.A _...

. ~~I ti.U I ~ - - - - - -...L...:J I ~ '-:-')LJ.. ~ -~

.~1 ~ ~ ~"~~~~I.E----­ ~~~~! '

.;;~~~ ~L.AJ I r-"-"1 - - - - -J --
-0~ ~..\..o ~ ~~~~ (..,..,.;J.ll ~ ~~ - - - - - .
.~I.::JI ~
" -
..
c

'!0~~; ~ ~ '-:-')lb.JI _ _ __ J.A _\

.~l.c~~ Jl~l ~I ~Jj -A.

.«....._.GSJI)) .JI VU..>~ I ,J-A I.U -~

~
'! !0 L:....::a..o -J I ~ ..::...w.s.ll JS ..._LS -\ .
.
·vu,;..ll ~~.~~
•
d.....u$.11 ~~
-''
.;;~~~~~
~
~

0,.......,;~ r-A -' ~

<~, ~> o~~ .:.LGU 1 r ()J~ I

THE NEW VOCABULARY I.IST INCLUDES SEVERAL VERBS. UsE WHAT YOU HAVE LEARNED SO FAR TO COMPLETE TilE

CHART. loOK FOR PATTERNS IN THE PREFIXES AND USE ANALOGY TO FILL IN THE MISSING FORMS:

~ --
fi.:WI
~ ~,
~
~.;..11
"', . ~
._a.;-' I
•
~,;JI
• UJ•
-
~ -, " -
~,)~ ~,)~ ~
, ,
,;-OW ._j~ ~.;..i::s ~
- -

-or-
AsK AS MANY ~> ~,) AS YOU CAN AND FIND OUT WHO:

1. Has a friend studying Chinese or Japanese?

2. Whose roommates study in their room or house, and whose do not?

3. Whose father or brother was a student at this university?

4. Was in her or his room before class?

5. Had(=~~ ::,LS:)a happy childhood?

6. Has a relative who travels a lot by(~) plane?

7. Remembers her/his elementary school? Remembers the first grade(= ......a...c.)?

8. Is a senior [hint: in which year?] in college?

(wt...Jf ~> ~..... ~•,..t 0~~ ;;:,LoJ,S I t ()J~ I

READ THESE SENTENCES, FIRST SILENTLY FOR MEANING, THEN ALOUD TO A PARTNER. PAY ATTENTION TO

IDAAFAS.

·t,>l..!..JI llA ~ ~1->-'1 4l.:a.:Jl ~ ~4-JI ~ _'(

-~_,..a..1. ~ ,~,..... ~ (( ~,>J,.) )) ~J..o ~ iJ"",>..Ij ~ _.,..

·~..ro~l ~4-JI ~ ~~ ~ ~ ~ ~i..ro~l ~lA -~

. ~ _,..a..1. ~> l:i .l.t.4j L,) J..o ~ - L,; ..J.I lA ,;S ~j

<) o

.(( ,;~1)) t,;W. ~ J}il ~' ~ ~..>-'-"; ~ -"

.....L.:JI J+i ~,) u~ ~ ~ _v

.~~~ ~~ ..ll~i JS J~j ":1 -"

.WI..1 4J,;Ji ~~ ~W ~~ b..JI_, _\.

- ot-
 ~ ('sajtf

:,~,, '9~w. I 4 "'"'~ I

ANSWER~~4:

1. Who does ~ talk about?

2. 4..o mentions a trip: ~ ~j u-11
3. What is the problem she mentions here?

~~L.....~~ _i

~.J~ ~ ~ _e

~ ~ ~ '~j 4-.J.J ~I ~ _"\

~ a......,; ..1.1.1 r..;a ~ I v....i.:a r..;a 4-o _, .J LQ.. ulS J,ll -Y

WORK WITH A PARTNER ON THESE ACI'MTIES:

1. Tell Maha's story from a third person perspective. What does she remember, and what
does she not remember?
2. Listen to~ again and pick out all the U~! phrases you hear in the text.

~ 4.t..JMf ~
Watch the scenes from Egyptian schools on your DVD. You will see c ~I .;~U., the
morning line-up. How do the activities and scenes you see compare to your~~~~ 4.......J.J,..a?

-00-
 •
verb J~I-~J·i
;

present or incomplete tense

By now you have seen and heard a number of verbs, among them:

~~
~ .
~

These verbs are in t,.J L...A...l.l , which is sometimes defined as present tense and sometimes as
incomplete tense. t .J L....4.11 combines both features: it can refer to an incomplete action,
usually one taking place in the present, such as he teaches or he is teaching, or a repeated
habitual action, such as she works at the UN, or a state such as I know. Remember: (a) any
action that lasts over a period of time or takes place repeatedly will involve t.;l.....AJ.I; and
(b) t.; 1...411 can express both progressive (I am studying) and habitual (I study) actions.
In Arabic, the subject of t.; L.....::J.I j......i.J I is expressed in a prefix or a prefix and a
'
suffix on the verb itself rather than with an independent pronoun. Thus '-"'.J~ ,_.A is
redundant unless the context calls for some kind of contrastive emphasis (such as he
studies).
The chart on the next page lists the full conjugations of some of the verbs you have
learned so far. When studying the chart, note that:
(a) The prefixes and suffixes that indicate person remain the same for all t.;L...A....o verbs,
and the stem of each verb remains constant. Once you know the stem of any verb, you can
easily derive its conjugation.
(b) Two forms are given for ~j , ~j , and ~ : one with 0 and one without it. Both of
these forms are used in formal Arabic; the difference between them is grammatical. For
now, learn to recognize both variants and choose one to use; you will learn about the
difference later. In most spoken dialects, the form without 0 is used, except in Iraq and the
Arabian Peninsula, where the form with 0 is more common.
(c) An old spelling convention requires that the verb forms for r-=ui and r-" without ube
written with a final ali£ which is not pronounced.
The following chart highlights the prefixes and suffixes for each person:

-0\-
 ......... .........
~~' ·~ ~'
.........
r
,, r, r,
<.. C·'
<.. C·'
~",, ~" ~~\ s ~" ~~'
~~' (.,
s
t''·: ~~\
t'' t'',, ~"
t;,
,,
~~\ <..
s\ '
['' ·'
,,
t'' I' I
,,
['' t;: ~"
\
.
I\
I'
t·'•'
_,.. f
f
I'
I'

t~
s'

t~
I '

~
1, 1: y '\ 1. \£.. t.' r:
_,.
§
....... .......

- - -
_,.
8
..a.
~J:l'•
l. \
t; t~
.........
1 C·' f C·'
.........
<i <i " \..<i ,, ~\.. ,.
.........
·r·, <i ,.. <i
g
- 1-. l -
I
0
<
{,"l {,t~""
I
'~ l
t~{,"
I
t' "
s t ,..\
{,
t.~
" {,
t~~ .t ~ t'{,''
s'- t ' 1'-
{,

t.~
{,"
t-'
-"
a
~a '
- - -
I

~
1:_. \£._.. £_' c:
"t I '\ 1. -·
_,. <
~
g'
- -
~
~

f
l
r.
......... ......... .......

t:F r.c-'
:r.: t: t: r: t:f: t s'
-"' ~
fg
t~ f~ t;;. t· t.:
\
~

\ -~

\t. --- l- --_ - -- ['. .. ['.

'\
-
\

~~.-.
t~ '\ t
\
£ ..
1. 1:_.. _ E ._.. _,.

- - -------
tg
 In formal Atabic, t,.Jl.....All J,...iJ I is negated with '1, which precedes the verb, as the
following examples demonstrate:
she does not remember
he is not working/ does not work
we do not study/ are not studying ~ _,J.J I V" J ,j,j "1
In formal Atabic, there exists an interrogative particle i (= JA} that is often used in negative
questions:
Don't you know .. !? ! 'i ~~' ~,..11 ~~ '11
Don't you remember ... ?! !!~~~ wJ~j-.-. '1i
The question mark will help you recognize this particle.

<~· ~> e>lt4.1' J.a.AI' 1 ., ~~ 1

0ESCRlBE TIIESE PEOPLE'S ACfiONS BY CONJUGATING TilE VERBS:

.d.~.:~ I~ I LJ.i.o ~ ~· ...::) JLA¥ I ~;

.JJ c.?
( ~i) 'i~4JI~ j.A ~J..H~ 4-o 'bJJI,

(~i) .L...J.i.o ~ "} (bl) ·~)lkll ~ ~

( ~i) 'i~4JI <-? J.A ~I blA c.fA ~..)lli

. •I
(Fi) ""' ~

.4...-4-JI ~ ~ - - - ~l.i.l.w:l1

( '.::.Ui) ~~4-JI u-' - - - - jA

~
(~) .~1~ - - - - '1

.J~I ~ c.fa--~..>-" 'b~l (~i) '! ~)Lo,j ~ L-...i - - jA

(r-=ul) '!---- ~
. i
 DVD (~f ~) !u~ f~lo [A (J.I..,.i
A. WHAT ARE THEY DOING? LISTEN TO AND LEARN THESE NEW VERBS ON YOUR DVD, AND WRIT£ OUT "l'H f

SENTENCES YOU HEAR.

"' Si , ,
A I< i I
I ~

8. PRACTICE CONJUGATING THE NEW VERBS. WHEN STUDYING AND LEARNING NEW VERBS, A COMBINATION OF

MECHANICAL AND CONTEXTUAL EXEROSES USUALLY WORKS BEST. WRITING OUT CONJUGATION TABLES FOR VERBS

HELPS YOU INTERNALIZE THEIR FORMS, AND USING THEM IN SENTENCES OF YOUR OWN HELPS YOU ACTIVATE YOUR

CONTROL OF THEM.

-0\-
DESCRIBE THE ACTIONS OF THESE PEOPLE!

(uu~~) . ~~~ r,WI - - - - - u-4-1 o.>~..UI _\

(~) u.b..:J.I l)lA ~ - - - - - ~'-': ..ll_,rii JS _,

(1~) . w"'il ~~~ 1.:u. _ _ _ __ ~j
-'"
( ~) .t.UI.l ~L....> <) - - - - - <?14. _i

.1<"._.)
(r---= ~ 1.~
.) L" LJU:....t'il
- -. ti.UI - - - - - - JA _o

(...i~) '? ~ 0-o - - - - - - 'i f"'"-.

"-1
j _"\

(~) ~ ~lllA~----- &-o ' .• u . .;a ~ _v

(.a~) . ~t.....J.f ~ w~~' ----- w1..~ ~u.l.&Ai_, L:ai _A

(t=U1 + ~) ! '? 1~~~ ..:.,l.AKII ~ - - - - - - ~ -~

(~) '? ~wr ~ _,i .)~' ~-----JA, ~t....... 4 -'·

(~~) '?~I_,~~ 1.~1 J.A •b.>L.... 4 _\\
(~~) ·G:-4-..UI - - - - - 'i ~~ .1l_rii jS_, ~ _H

<~• ~) ~-~ ,~t...., I •.(>l..;i I

INTERVIEW YOUR ~ ~ j . SEE IF YOU CAN FIND THREE PEOPLE IN THE CLASS WHO:

1. Are always traveling!

2. Whose mothers or fathers teach school.
3. Eat before class~
4. Live wit!-, a roommate.
5. Do not know all of their relatives.
6. Remember their elementary school friends.
7. Study with classmates in the evening.
8. Talk to a family member every day (= i";.: Js).
9. Do not watch television every day.
lO. Listen to classical music sometimes.
ll. Do not drink coffee or tea.

-"\.-
 In Chapter 2, you learned about :i .! o ... ')/I U-:J I , the sentence that begins with a
noun. Arabic has one other sentence pattern, :i .! I • •II ~I (named for the word jW
'
verb), which is a sentence that begins with a verb. The subject of this verb is either contained
in the verb itself or is expressed as a noun following the verb. Examples of d .: I , a ~
include:
.6~~1 ..:..w.s.JI JS ~~j 'J _\

.illWI .,~t~i u-11 ~L....,) ~~ _'(

In sentences ( ~- \) above, the subject of the verb is contained in the verb itself. In sentences
( t-'f), the subject follows the verb.

Most sentences can be expressed either as a ~I ~ or as a ~ ~ . The

main difference between the two is word order, which does not affect the basic meaning of
the sentence. Thus the examples of~ ~ given above can also be expressed as ~
~I . Compare sentences ( A-o) below to ( t- \) above:
·c~' ~ ~..~l,rJI ~! tq~.... ; ~..J:; _v .'b~~~ ..:Jws..ll JS ~.:wi "i ~1 _o

.b~l r-o"il ~ ~ ~ .JI_, ..A .illWI Jl~j ~I ~L....,) ~~ ~ _"\

Both :.i: • ...')/1 ~I and 4 :'·.i.JI ~~sentence patterns occur widely in Arabic.
The former tends to be more common when there is more than one important-topic under
discussion, and the latter tends to be more common in the narration of events. Practice
identifying both types, ~1,_, 1~1,_, ~'11 ~I and ~I ~I and its subject.

.i ! f .. 4ft 4.1..o4-t I H ~~]

How CAN mE MEANING OF EACH ~~ ~BE EXPRESSED USING 4W ~ ?

. ..:Jw -=.,~ ~ ~ b.JI,_, _v .~ ~ ~ ~ 4-co d.JL:;. _r

·~~~~ .!.AI..:z...: 'J ~&-:a' ..A . '-:"')l.bji ~ ~ ~ "i ~i _t

- i\-
 More About Questions Jf~f •

In this lesson you heard 4-

say, .. Lo.......'it JS ..l.;..i..:,.j ~ .....i...)-Ci 'J • This sentence
shows that Arabic uses the same format for both direct and indirect questions, unlike
English, which allows indirect questions to be phrased with an infinitive verb (e.g., I don't
know how to memorize, I don't remember how to write that). Thus, in Arabic, the question How
can I memorize all the names? uses the same word order as the sentence I don't know how I
can memorize all the names. Other indirect questions in English use the infinitive, such as I
don't know what to study, '-""J.Jl ljl.o ..... ~1 'J , whereas the Arabic retains exactly the same
structure and order as the question what should I study? 'i '-""JJi IJL.o • Note that, in Arabic,
intonation and context can often convey the sense of English modals could, would, and
should. How would you translate the following?

WHAT DO THESE PEOPLE KNOW OR NOT KNOW? IMITATE THE PATTERN YOU HEARD 4-o USE:
!,.l-...'il ~ ~1 J#. ~~1 'J
UsE THE INTERROGATIVE PARTICLES YOU KNOW: I~
V"' ~-"'1
...,.

------------------------------------------------- .....~1'1 .\
~~ .'(

~~ j\l...u'JI .Y'

~~'J .f

.....~ "i c;..JI_, .o

J~~~ ."\

'i (tU~ "it .V

~ UJ.fi:iZ 'J1 .A

-Yf-
 ~ c•~'
:·~·· ••• 4 1 , r' ~~ 1 j ....

LISTEN TO THE STATEMENTS ON OVD ONCE TO UNDERSTAND THE GENERAL MEANING, THEN AGAIN AS

NECESSARY TO FILL IN THE BLANKS. LISTEN CAREFULLY, BUT ALSO USE THE CONTEXT TO HELP YOU UNDERSTAND

THE MEANING AND WRITE WITH GRAMMATICAL ACCURACY.

. <WJa - - - - - - y L:.i" - - - - -

ll.A ~ - - - - - -

~ 4..:&~" - - - - - -

- - - - ~ w"il ~" ·~ - - - - ~" b~ - - - -

ti.J.JG.~---- ~" ' ~~ J~ - - - -

4_r:JJ ~ ~ - - - - ~ ,J-,.,."';/1 J~l u-1! - - - - J..:U _,

~ "WI ~ ~~~ WJI - - - - - - ~" ~IJ - - - -

.~li.LI ((~~)) L....J.J-.4

..
•u. ....'Yt9 41.iL&Jt !4
LISTEN TO THE DVD AS MANY TIMES AS YOU NEED TO ANSWER THE QUESTIONS:

'!~~-'
'l 4--:o ....;~ ~ -"
'l ~~j .'f

'l 4.71.>-'-"i ~ ~ _t
'I d ,,,a;. j 0 ~ (I.:Sl.o ~) ~ .0

-\'I"-
 ~-"-'• ~.
·~e.A~f .u;~
The chart you are about to read shows the family tree of the Prophet Muhammad
and contains many names central to Islamic history. Note when you are reading the names
associated with the following Muslim leaders and dynasties, all of whom are related to the
Prophet by blood or marriage:

The Four Rightly-Guided Caliphs \'\ \-'\ r''(

-,
o.J.l..l!.l~ I ,. LU...:JI
.
'
• , I
The Umayyads, first Islamic dynasty vo • - ' ' ' 0 -'-=~ ~ 1
The Abbasids, second Islamic dynasty HoA- vo. 0 ~~~

Revered by Shi'ite Muslims: ~I

The Hashimites, present-day rulers of Jordan . • :. I • fl

u~'"t"'

<~' ~> '-'~ ,»l..Ja.j

UsE THE CHART BELOW TO FIND TIIESE RELATIONSHIPS AMONG MEMBERS OF TilE PROPHET'S FAMILY!
I ,., 4)J,.;i I
. illl ~ - - - - - __,.. ..1..4-... ~1 -'
Jhlt
_r
____ ____ ______, __,
J..A.A..o ~ 1_ _ _ _ ~ ~

~---- ~ .. lj-AjJI L..bu

-'
.~~~ __,.. V"4s- _v
.
··-II
~.J~-----
' '
·---11 ~ J..A.A..o ~~ _A

~~,) _\
• J
I . - IJ
~ r_,.llS r' -\.
• . - I
~.J~----

~~~~1 ,.w..:JI J~i 0 1S - - - -

. ~..\...o!.l~l ,.w.:JI - - - - i.JIS ~ -\ '(
' . -"
. ~..\...o!.t.)l .. ~, .!...1~ wts - - - - _w
. ~.l-111 ~I ,.l.i.,L;J I - - - - i.JIS ~ _\i

- '\t-
 prophet
Caliph a " .' ;.

~~1~1
0J. .. .

(~.Lo!.I.;JI "l.i.b.JI J_,l) ~~I~ u..:a~

(~.l..!.I.;JI"I.ilAII ~~) '-:-"~1 ~ ~ ~ ~

~~

-\0-
BELOW ARE SEVERAL PERSONAL ADS IN WHICH THE PERSON FIRST DESCRIBES HIMSELF OR HERSELF, THEN DESCRIBES

THE QUALITIES HE OR SHE SEEKS IN A SPOUSE. SKIM, THEN RE-READ THE ADS AND ANSWER:
1. Which of these ads were placed by a man and which by a woman? How do you know?
2. Which adjectives recur and seem to represent sought-after qualities?
3. Circle all verbs you can find. How can you identify them?
4. See how many new words whose meanings you can guess from context.

o;,_;
! ~4- 0.)~ J...q..>l 9 a .; 1h () o..u...H ~ ~..;L .Wk ()..() 4..i-W f\ 4.:!,)~ oW ul
I
~1 9 ~IJ-'4,)9 ~ uL.wl I)-() <;::19.)-14 ~;I ,)9.J.I ~~ ~I .Li...a.Lo9 ~ .u..bg-49
q;-4-w-l 4..'i..4..8l~ ~~ ~ \ · · 0 ~ ,.1 ~ o~ ~ 't 9 Jl,.q..cl ~; 0~ 0 1 ~~
~~ 0l <;::;lj.4 Lw~.l..il

0~'t1 ..\..1~4 Jl...::..;~

~l..w
~;I a..b,jl.=-o orwll.)-() 4-l.;!.l..l..O, .u..u...o ~ ~ TV q~' ~~ ~~ Ll
0LS..o ~,'t, 1.)4- o~ ul, ~I Ill() 0~ 0l ~ 0L.wl0-'l <:19.)-14
uH ~~ 4..1.() ~~ 01o, • ; ~.~. () ~'t 4; 1 Ill;=:-- 914..:...<)UI

~~'tJ~L,.J~~

~~

~ t~l 9 ~I J~ ~I~ ~1 9 ~ <L.o..w fAg~ ul

4.1..;~ 91a.,~ &J..> ~ ~4- oW 0-'l <:19)4 ~;I I~ I~ ~~!I Jl>

I~ I~ ~~!I~~ o' •; "'()
~'ti~L,.J~~

0~

J..u ~ ~4- Lil 9 .:1! a ~I o~ 4.:!,)~4 "~:a o ~ r l ~b~ c.W Ll

>woo;)

;.l..iL: <:19.)-11 .u ~ ~ r D-r D ~ ~ J..=;--; 1,)-() <:19.)-14 ~ 10,.UI ~ Jlo..?-1 0-'l

u~9 ~~!I o~ .U~I ~~' ~,j.JI o4J.I
~~~..\..1~4JI....a..i~

www.123Arab.com/6/2003 : J~l

- '\"\-
 <~· ~> Jj.l&....t <~· ~> ~us -»LJ..i I ,v (JJ.,Jtti I
~f ~ : ON A BLANK SHEET OF PAPER, WRITE AS MANY FACTS ABOUf YOURSELF AND YOUR FAMILY AS

YOU CAN WITHOUf REVEAUNG YOUR NAME •

....LAJ I ~: YOUR TEACHER wnL COLLECf ALL THE PAPERS AND REDISTRIBUTE THEM RANDOMLY. YoUR GOAL

IS TO UNCOVER THE IDENTITY OF THE PERSON WHOSE PAPER YOU HOLD, READ IT, THEN ASK OTHER STUDENI'S

QUESTIONS BASED ON THE INFORMATION YOU HAVE UNTIL YOU FIND THE RIGHT PERSON.

dB? '}I.' ~}Lo1

I tA (JJ.,Joi I
THE SENTENCES BELOW LACK A CENTRAL ELEMENT. MATCH WORDS FROM LIST j WITH WORDS FROM LIST '-;-' 10

.
FORM ..:;.. U W:.l THAT WIU. COMPLE'IE 1HE SENTENCES:

-
~

'-' j_
.I .
~ U"J..UI ~WI ~..UI,., ~~,J u~ UL:i.. d i b •• 0

~I ~j J..w:JI r..,J...J' ~ ..::., Lo.J.S: ~~ a....us....

~I ,j~~~ J~l ~~ t.J.S: ~ ~

~I ..::..WSJI ~l.b.JI i_rf~ll..ll jG......,j ~ ~~

~

~"::I
~ ~ ~.J-0 ula ... ~.• a
~
bJ~ (,J.) ~.)

_\
~ U"J..w
.
.....A ,>-C I ~ _'(

j.A _'f

_,.,A,J - - - - - - - -
)UJI -J-:~1• ~i _t

----- ----- ..~.;.b..:. ....LAJ I ~ ~)l,. .J.J wi _o

<) j,A - "1.

~ 0 ,., -.< ... ! "='"').li .v

L l.:u..J I <) lA ~ _A

~ ----------- ------------ ~~ ~~j.A _\

-W-
 - - - - - - - - - - - tJoU - - - - - - - - - - ~L..u blA

-----~ ----- ·~--------~\a'~

----- ~ ----:; , ----~' ~ uts: ... - - - - -
... ~! ... ~~ ... bl ... ~1--------blA . - - - - -

- - - - - - - - - - - - - - - .. ~t - - - - - 'i. -----~

- - - - - J.ii . . ~~~ - - - - - - - - - - ~ - - - - - 'i,;

! ~_,A\:ill - - - - - -

READ THE FOLLOWING TEXT, FIRST SILENTLY FOR COMPREHENSION, THEN PRACI'ICE READING ALOUD:
o-•,>oi u--....-t I r • u--,.J-i I
~ ~ ~ ·~ d.J_,_Lb ~~ ~lSj . 4--o ~ ~ c;a~ ~ ~L...
...!:.1~ 1'"it"'
·' .Lt........LuJI<iib'•a•'b~.t~Wit;uJ-o
- • • ..,. -
·1.-:I•.Lc:.
~ .............
·.<' ... -:~L,... .IS.,
~ v--- - . .>-A j I.S"".II
~,;L.:JI ~ ~ ~Lb'w)'l ~ .~->-""''JI c,? 'b~l ~I ~.J J..:~o.I.J ti.J ~~~j
. ~J.i.lll.j~l ~,;~llJ"J~ ~ ~ ~ t...a~

.. !!~L,w,¥f JS ~~ ~·)) :~f -

LIST!lN TO 4-o TELt HER STORY IN COLLOQUIAL.
- -
How does she say ~ ? ~ ~.J.j ?

WATCH THE SCENE.

What do we learn about these people?

..;.~, 0~ , 9J5:W
Jl£..ai ·t::. ~ ~ u..J..:;.
~ ~~JS
t,;l..Q.LIJU.jl i~
.. ~l t 0 - .......
~·~

-\A-
 :~j.,, ,~~

clJJ-1~ ~..w ~ ~~,14 ~~ • Ctte1 'f

Adverbs ~I &a~ • 9ilf
.1-' f
~
~~+~~~.

olA / l.lA •
1"',;:11 ~~ •
~~1 ~~ ~ ol~.l ~U;.,_, •

~I ~~1_, «~~I»~~ &o ~I • tLo:W.w~J

•
~
• • ~~,

«cl.)J-l~ ~..w ~4 l.o)) :~1 • ..

i.oLaJ'
"'
-
«!~_y:.-~1»•
.

- '\\ -
of ... descent adjective 4...4....::1 + J..,c:.i &-
cold (adjective) .JJ4
/

~~

very I.J,..::o.
-~
weather U" Q b II = ~~
~ f
I like, love ~I

hot (adjective) ~6.

the best ... indefinite.,~ ~I+ w-:.-1
~ 0 ~
sometimes ~W-=..1

autumn ~~I
degree ~J.J

temperature ;;)~I~~~
spring (season) ~~I
A

humidity ~_,.b~l
crowding, overcrowdedness • ~ 6._<>/'Z/1
on account of, because of J I ! 11' '

winter

I feel, have feelings of

summer

weather = U" A b
;J
II

high (.!..U.}-o)
season J~.~~
semester ;_,-I J.J j...A.A
only k.U
a lot, much (adverb) I~
as far as (someone) is concerned pronoun suffix / ~~ + .J
,
~4

loneliness

- v.-
 . . ~~4
L:J ~L
~ ~
-
OlD

, ' dJ~L
. .
rSJ ~L
. . ~~4
~

' , ~

' , ~ <Ll ~4
~ ~L
. . ~

4-J ~L
. .

( ~f ~) otl.!~f ..:tl4L.$Jf
COMPLETE THE SENTENCES WITH APPROPRIATE WORDS FROM THE NEW "voCABULARY:

J.....:..i ~j Lo ' ~i,J .J..-,a ~i ,J-A - - - - - ·~~4

_,.A
-"'
~

t.F-~ ---- ~1
..>-<> « J..ll:a ~IJ ))
_,
1 ~

- - - - - -----.J . "A II ~ I~ ).~ _ __,._ _ ~..I~ I _t

i
~
•
0
t0- 0 L

.· i.:·oii.J - - - - - . J ~~~ :4--l->...1 - - - - - r ~4- ~ .\.

~WI ~ w.J-=.1~ I .l.A L.ti -\\

_ _ _ _ _JI ~~ ','.''".' • A~,,oll ~ ~~J_,.LQ ~~ ~~ ~j ')/ -''

.~UJI ------------J

- Y\ -
 <~, ~> ~~~j ,~~, I r (>I~ I
OPINION PoLL: AsK AS MANY .. )L._:, AS You CAN, THEN POOL YOUR ANSWERS:

1. How many .. )L, j like hot weather? Cold weather?

2. What is their favorite season?
3. How many people can't stand high humidity?
4. How do people feel today? List top 3 states.
5. How many do not like big cities, lots of traffic, and high buildings?
6. Of what descent are .. )L.j.J I?
7. Where is the best coffee on campus?

Why/why not? "'1 lj~ jlj~ ~ l!l,;.J-:.1~

. ,
4-..a ~ ~ _\

. ~4-..a 0-.o ..JyL! lj~ ~~ ~ ~ -"

~ 4-o.J ~4 ~ ~j
~
_J-A l.o _j

- - - - - - - - - - - - - ~~ ~ "'1 4-..a _i

..
:f~t ft' Gi •uf

LISTEN FOR A PARTICLE THAT SIGNAlS THE EXPLANATION OF A PREVIOUS STATEMENT (SOMEWHAT LIKE A COLON
IN ENGLISH). 4-o USES THIS PARTICLE TWICE. WRITE WHAT YOU HEAR:

.... ~l ' ~~ ~!!,;-'";:'~ ~~ ~i '/ - i _,

... <:?.l-11_,_ _ _ _ ~~~ ~..U.I o~ ~ ~~,J4 6~i ~j - "-:-'

(Remember that one-letter particles are connected to the following word.)

- V'< -
 Adverbs ~f ~t...:i •

•
~~

These words all share the grammatical ending C: ~. 9 II w-=~ .1 One of the main
functions of this ending is to make a noun or adjective into an adverb (a word that modifies
a verb). Most adverbs that end inC:-. 9 II w-=_,_:u are spelled with alif: L. In regular,
~

unvocalized texts, the symbol- is often omitted, leaving just I, as in ~IJ or I~ .

Knowing this helps you identify adverbs in texts: look for words ending in I . If they are
not proper nouns, chances are they should be read as ~_,_:u : L . A few words that are
commonly used as adverbs end in i ; remember that il does not take an alif spelling with
~I ~.,.:U . You will learn some of them later.
Adverb placement is fairly flexible in Arabic and generally corresponds to English
word order, except that in Arabic adverbs tend to follow the verb. Adverbs may also
follow the object of the verb, or come at the end of the sentence:

I~ ~J.J-:~ ~j "i . l.~IJ J~ ':?.l.ll_, l.~l..1 ~ ~.l.ll_,

Like their English equivalents, the adverbs ~j , 'L•.::d..1 , and ~ may separate 141 and
~1:

or ! ~-:.!.~~ ~ i l.:a i

However, note that the adverb i ~ must follow the adjective it modifies in formal Arabic:
'

well

In addition to its function as an adverb marker discussed here, ~ I ~_,..:...:; has other functions as
1

well, including marking indefinite direct objects in formal Arabic only. You will occasionally see
and hear nouns marked with this ending in formal contexts; for now, you need only recognize it as a
grammatical ending. The grammatical roles of~_,..:..::. endings are presented in Chapters 16 and 17.

- vr-
WRITE TEN SENTENCES DESCRIBING WHAT YOUR FRIENDS AND FAMILY MEMBERS AND OTHERS DO/NOT DO, AND

HOW MUCH, OFTEN, OR WELL THEY DO IT, BY USING THE FOLLOWING VERBS AND A VARIETY OF ADVERBS.

0~-~
.,>-A~ - ....,.._;~

<~• ~> ~· ~t-'J I 4

~~ I
THE~ f ~~ENDING MAY BE USED ON MANY NOUNS AND ADJECTIVES THAT REFER TO LOCATION IN TIME

OR SPACE. REPHRASE THE FOLLOWING BY MAKING ADVERBS OUT OF THE UNDERLINED PHRASES (REMEMBER TO

DROP ..J I AND USE THE MASCULINE FORMS OF ADJECTIVES).

·t':''eJ! vi W~~~ .uW.i ') _\

. .b.i.i e I ... II ~ c..>'" _;..li _'r

.~~Q'•••6a..!..o
.- a a• ~~ ._,-..7~
t:P ;,e..J.~ ..
_o

<~• ~> ,.s~~ 'tltw' I , ~~ I

AsK r-S~)I.__,o,) FOR THE FOLLOWING INFORMATION. REMEMBER TO REPHRASE THE QUESTIONS AS SECOND
t~
PERSON ~1TH ~ l -
-
..:...:a I -
,. • #
~I • WHEN YOU FIND SOMEONE WHO IS UKE YOU, SAY: !
I
l....:..: I •
l:. l.) •

'!l~,ri~~ _i
'!WI..1~~ _o

'!WIJ ~UI ~~ ~ -'

11 ~~; ~LJS.JI ~·,~. .: '1 ~ _v

-n-
 Noun-Adjective Phrases 4 i ua tl + ~~f •

In Arabic, noun-adjective phrases and ~I ~ resemble each other closely. Only

the presence or absence of the definite article .J l distinguishes one from the other. In fact,
.J lis one of the most important particles in Arabic, and paying attention to its usage can
make a big difference in comprehension. Consider the three sets below. One of them
contains ~~ ~ and the other two contain noun-adjective phrases:

-r -" -\
a bigclass ~~ the big class .&JI~I The class is big ~...i:.-JI

a big city ~~~~ the big city ~~I~.UI The city is big 'io~ ~.Ul

Set(') contains jj 2 ° ,,f ~ 1 set (")contains definite novn-adjective phrases, and set ('r)
contains indefinite noun-adjective phrases. Notice where .J I is placed in each set. In ( \ ), the
fact that ~I and ~.loll are definite, while~ and i~ are indefinite, makes these
complete sentences. In("), the fact that both words are definite makes these definite
noun-adjective phrases. In (Y'), the fact that both words are indefinite makes these
indefinite noun-adjective phrases.
Remember: a definite noun phrase, such as the new car, must be completely definite
in Arabic, which means that both the noun and its adjective must be definite. An indefinite
noun-adjective phrase, such as a big city, must likewise be completely indefinite. A noun
and adjective that do not agree in definiteness constitute a complete sentence.
Remember that possessive suffixes make nouns definite without .J! . For example,
~~ , 4-t.>Lii , and ~~ are all definite. Therefore, in a definite noun phrase, the
adjective must also be definite, with.JI:

my Egyptian friend (.j~ I ~J,...c>

her Palestinian relatives wJ#.:-. _. h ... 1a11 ~.>ui

our beautiful city u....o..:JI ~~

- Vo-
 (~r ~) .u....:ur + co-w¥r I v i.J.'..J-i l
COMPLETE THE SENTENCES BELOW WITH NOUN-ADJECTIVE PHRASES BY MATCHING THE NOUNS AND ADJECTIVfS

FROM THE LISTS BELOW. REMEMBER TO MAKE THE ADJECTIVE AGREE WITH THEIR NOUNS AND TO USE ...J J WHERE

NEEDED. SOME SENTENCES WILL REQUIRE PLURAL FORMS.

~~ "~i
~~~~ .l)-~ ·W,_,J 6/~,) ~~~~ "i.j~~
~·
~ ~ ~..J - .
~l..:u ti..ob. i.f.._i..l;~

~ ~~ ~.;-c. 4.......,;.J..o "i./~Lb i./.Jl:a.......l

~j-0; ue, '0
~..) ~ dg b ·,
'#~
o?> 0

~ - - - - - - - - - - - - blA ~ ~ jA -'
~ c.r~l ~.1\'l ~ - - - - - -----~~ JA :r
..
. ~I ~ ~ U".J~ X

. ~~,J4 ~ - - - - - - - - - - - - - - .t
. .:.tW i ~ - - - - - - - - - - - - .o

·"~I ji...L ~ "i - - - - - - - - - - - - - ."\

. ~~ Wk 0-o - - - - - - - - - - · - - - .v
! f'twJI ~ - - - - - - - - - - - - - - ~ "i .A
------------~0'"..)~~~, ~t _,

!.UL..o! ~ ~ + ~, I A i.J.'~ I
DETERMINE WHETHER EACH OF THE FOLLOWING PHRASES IS UW:a! OR~+ j'-'""1:

i.~l ..::..~~_,.11 .A

~~-' f.#.JY"-" ~i (~) .f

"i.~l ~i -'· 4..:-1 w ' ~_,.1. .,;-II -0

-VI-
 o~/~~·

The demonstratives I.U and o .U are used in both sentences (This is ... ) and phrases
(this ... ). By now you have seen ol.A / I~ used in three different ways:

This is a city. . ~J-6 olA

-'
this city ~.UI o~ -~
_.,..
This is the city. . ~.UI~o~

Note that(\) and (f) are sentences, whereas(") is a phrase. Memorize these patterns and
use them as models for other nouns.

(a) Sentence ( \) above represents the construction This is a.... Other examples:

(b) o:U/IlA followed by a definite noun will always be a phrase, this .... Other examples:
'A t.o!jjl,A

(c) Sentence (.,-) represents the construction This is the .... Other ~amples:

1. The old ( ,&) man is tired. 9. The new library is very cold.

2. Is this test hard? 10. The short woman is Saudi.

3. This is the old school. 11. Their new car is beautiful.

4. This is a long class! 12. I live on (~) a wide street.

5. Is this your new roommate? 13. The new student is French.

6. This is a hot summer! 14. This is her new friend.

7. Cairo is a very big city. 15. This weather is hot!

8. Is this our new room? 16. This is the new building.

- vv-
 (~f ~) .UL.01f / dO.otj + ~~f ~ ~~ ~
0

WITH A PARTNER, COMBINE THE FOLLOWING PAIRS OF WORDS INTO A PHRASE AND USE EACH IN A SlENTENCE.

THINK ABOUT WHETHER YOU WANT TO USE UW:.l OR~+\"""""'! AND THINK ABOUT THJE lRUlES FOR EACH!.

~~! + ~ -'
r~ + a....JS _v ~.) + ~ _'(
~_,.b + 4..1 L.... .> _A ~~ +~Lc _r

,
W" a"'
, " 0

'u"'h" ~ :e~' ..b~

WATCH THE WEATHER REPORTS ON YOUR DVD SEVERAL TIMES AND ANSWER ORALLY:
1. What cities and countries are mentioned?
2. Which season is this? How can you tell?
3. Do the weather reports talk about~ Iuo..Lt ? How can you tell?

-VA-
 :4.c, I $' Jf 0~ ~~

capital (city) ~I ;.c. .~ L...clc.

READ THE WEATHER FORECAST BELOW AND ANSWER IN ARABIC:

1. What areas does this forecast cover? What is the prevailing weather in each area'?

2. You are travelling to Montreal, London, and Rome. Find out how the weather will be ir.
each city.

3. Find and underline the verbs in each sentence, and see if you can identify the subject oi
each one (remember to look for :1 .! I -a..J f ~~ ). Can you recognize any new words that
share consonants with weather vocabulary you know?

= 4_,,;,1 II
...,.k > b a o ~~

<.).uJ,J .:,.L;...I,J ~~..~~

:; -·! ~ ,..:.u .,.......),_,

·r--'~J
=~~,II
~J~l~
G:.~~~~l,¥
J L-~,j-0
-· ..¥-·ts......t
• ~~ ~
....,-- -

J.J ~ ~ .; L.b...o't I .b.l....::l.J ,.::U .;~"

~J.J:..; ....i""'l_,..:. ~'":-'~I ~ Loi, ~'"" .:J~~ ~ WU ~~ 0 ~,
-~ 1 ~ 1 Fuk
:4--i II
•• ~ -~'Lil
•
~ 1'1":."""~ ..)~'li.:.......~L:.i:......L• ~..,......
1-~IJ~I.:.·~
I~ 'U~I
r--v-1"'-' .
:~~~ "'~'II
.~WI_, • ,;,;.;.·,If~~~_,~~~~~~~~ t~l ~

- V\-
 ,
READ THIS ARTICLE FROM THE SAUDI PAPER .J,;, I.S&. AND LOOK FOR ANSWERS TO THESE QUESTIONS:

1. Who wrote the article? In what city? Try to find the name of an official who is quoted.
2. Underline all the fields of study mentioned in the article.
3. Note the word ~" (related to "'of....i.lo.J-0 ), meaning Ji...!./~ . What is its plural?
4. Guess the meaning of at least one new word you have not seen before.
5. Find in the text at least one example of:

non-human plural agreement ~j...o ~

~~J ~~ ~ «OfJ~~» i';Jr;,9 \t\,

..
<.~J':/11.:-'L..J.b~\ • ~4)1., WW'~t~~k.A;U7_,JI
~~~G·~G·~b c)~~ .a ~I~.} Jl:.WI
~ - ...,-
·.....c~L:.JI~L.JS'
. . ~j
~L..•II· k
. ·I
rJ..,~ r-"""'.;-""
J l.t .._ t •• q 4.rJI.U.UIJ ~')L... ~I ~L...I;JJI .;--~

~~~.;r~,L)I~J \£.\ '\

t4":ii~.,~~~J4...,.-Jb ~~ . ->JI.,JL...,_Al,~I~L,...).,
~l.u.Jl~_..5jJoi~.UI
·IJ""'...)~I oJt., ~':il Wll., t:'..;)WI., ~lA I.,
.:,I ~L4J I ••:A....~.iS'J il-.1 I ~_,J I

(~f ~) 4j,~~9 4-tU.S .b~ I H (JJ,.;i I

You HAVE HEARD 4-o INTRODUCE AND DESCRIBE NEW PEOPLE TWICE SO FAR:

THIS KIND OF SENTENCE CAN BE USED TO INTRODUCE AND DESCRIBE ANY NEW PERSON:

ON SMALL CARDS OR PIECES OF PAPER, INTRODUCE AND DESCIUBE PEOPLE IN YOUR LIFE IN SENTENCES BASED ON

THESE MODELS. WRITE ONE SENTENCE ON EACH CARD. YOUR TEACHER WILL THEN COLLECT THE CARDS AND PUT

THEM IN A CENTRAL LOCATION. TAKE A CARD FROM THE PILE AND FIND ITS OWNER BY ASKING QUESTIONS, E.G.,

-A.-
 CoO 0 I OQ~

r:1'!_(~\: ~\ /,
"-.!\_______.~'

-<
J~
.;_,~is a Lebanese singer, one of me
most famous and popular in the Arab Eas~ today
among all generations because of her beau.tifill voke
and the many different musical genres that she
sings. These genres range from Classical poetry
to folk songs to modem "Arabicized jazz." Her
career began in the late 1950s, and was la.u.nched
mainly by the musical plays that her husband,
~~)1 ~~,andhisbrother J~ wrote.
Many of her most famous songs, indudmg me
following, come from those musicals. The
~I • .... ..rJ I
brothers were themselves very
influential in the field of modem Arabic musk,
and created a "school" of songwll"ifring ~ha~
combined elements from folklore, the OassicaR
Arabic tradition, and western music. More
recently, her son,~~~ I J~.) , has w:ritten
~'
songs for her that show the influence of ]azz and other wes:~em :rrr:.JJ.skai g<=~L·r-s w!r.Le
retaining Arabic elements.
.;_,~ sings the following song-one of her most famous-iT. ~he Le~~a::lCL'se c:a:e!::::,
which differs from formal Arabic in some o£ its sounds and vocabullary. Notin:, rr'X<c;::'!p~e:

that the word ~~I is pronounced ~~I mLebanese. Listen and sing along:
,. ~ ~ ....
((~lt ~}}

~~cl.J~
~~~~J
•
.._.p ! .a..tl • I"-·
~+_.~4.J."__
..,.

our meeting I waited for you

behind, beyond .A r .,..,.
~
eyes

- A\ -
MAKE IT PERSONAL!
(~I ~)
USE PRONOUNS TO PERSONALIZE THESE WORDS AND COMPLETE THE SENTENCES.
[u
You
~.,J-i
MAY
I
~D TO USE THE PLURALS OF SOME OF THE NOUNS!

~jAll.lt ~ w~ _, d,.,~~ ~ ~ ~ _,

(t'"'' ~~). ~l ~ ~l-4 jJlc _,

•
((J_,.i.J.:.) . l~ ~ .l:U - ~

(~) .6~i------~ w.J-'-Y..;~ ~'j._,.~ _r

(~1) .~ ~i_, c:~ ~j _t

(JJ_,) . I~ ~ w~ _o
(i,;~) ~ o.l.A J.A _"\
------JS ~~i w'l ·'~ i~..:..UlS ~~~'if _v
(~~) (L..;J-o)

j ' - - - - J ------------d~~ ~.l.o - - -

j ' ---- ~_,b)l - - - - ----~I~---------

"
,
~ --------------- ----~ ~~----

"
o.U ~ -----! la~1----
;

' - - - - ..1, - - - - - - - - -

"'~ _ _ _ _ .h:a; - - - - - - - - - ~j, ----u"1~ ----

------------ . ~ 1
~ ----

- AY -
LISTEN AS '-f..o TELLS HER STORY IN COLLOQUIAL.

WATCH~AND~.
~

What word do they use for I~ ?

WATCH THE DIALOGUE.

What is going on?

<i l.lU ~ L-...i .G. f'"""'" I

.. '
'-'",. 01" 0 ~~~·G.~~

- A'f-
 :~j.St ,~ ~
...
}tdt ~1 ~ J.l~ • ~,

~~~~~· if.aWJ,
~fS: JG: ~ fJlo «9

W.yJ~ $'1i e

,)~~ ~ *'';&/'
~~~~ ~ . ,.
;:.~,''A,,
.,.,.
~~~·
!(.JJ~ ~h :6lll • ~1&1,
(( ~;·w"'v
'· ~n- '
~~ nu~~)> •

- M.-
 commerce, trade

I get, obtain
,
to get/ getting, to obtain/ obtaining ~J~I

lecture

I graduated from

business administration

that (demonstrative, corresponds to blA/Il.A) ( ;.u_i : ~~ ) ~·j

I go to u-1! ~j,
week

year

graduate fellow; teaching assistant

in order to

why?

because

so, thus, for this reason

since, ago (meaning depends on verb tense)

have been .. ing ... since/for

two years ago

day " '

~~~ ·G: ~~

today ~~~

Remember the rule for writing~ with .J I: ~ . You have seen~ in the phrase ~ ~ L;o and
1

in the possessive ~ ; in this chapter you will learn another function of~ with verbs.

- Ao-
 ~~
.,
t:'~ \.H
U",!o~~~
\.H
~~.)'if
0 •
i~
,
~~)L!Jf
i.H
~~~
\~
~~~ ~~
\~

~ ~

Determine the correspondence between the names of the days in Arabic and English. (Hints:
one of the names is a cognate of Sabbath, and the first day of the week is Sunday.)

(~I ~) ·~~~ 6JL.oJ.$Jf

CoMPI.ETE USING NEW VOCABULARY, WITH SPECIAL ATIENTION TO THE GRAMMATICAL INFORMATION GIVEN IN
I ' (J.I..,.i I
THE WORD LIST:

~WL
. . 'f~.
· .t<·.-JI '4fl
r-
o ... •
~------
I ..)~~~.
· - · \

~L-11 ~~ t4-:JI :_,.... - - - - - 'i~ ~~..>'YI i.H .'\'

. i~ Js: ~' u-1' - - - - .r

.
. ~I~ ~j ~-:·<> ~ ''-""-'-=..>_,.1~1 uh ~ </il .\

- - - - - ~ i-'-= ~j ~~ \.H ' ~ ~4 .A

------~ J_.-.... -:-UI ~ j_,.o.,l! ,./~1 (.)"..>~ ~i .'\

. '\' .. t u......, ~ ~~~:.,.... . \.

- - - - - ~ ~ lf:;-J ..b.i..O ~WI~(.)"..>~ ~J,...Q -"

- A'\ -
 ..; ..;

J' ,Q 0 " •

- ,
Review the meanings of~ I and~ J~l . Formally, these words are nouns
that are closely related to verbs, and often function as infinitive verbs. The Arabic term for
this grammatical category is (J_:i~ ·d J~ . In addition to its use as an infinitive,
J~l can also be used to express the abstract concept of the action; you have seen ~I
used this way in the phrase i.)-AWI u-1! ,;-L..JI J+:i .1 Note that .;~1 will almost always
.
be definite, either with_J I or as the first word in an UL..:.f • Remember that the first word in
an UL..:.l never takes-11 .
•
Each verb has its own J~ . The J~ forms of the verbs you have learned so
far are given below. Beginning in Chapter 7, the J~ form will be given for each new verb
so that you can memorize both t,Jl......4J.I and J~l together. (It is much easier to learn
them at the same time.) For now, you must memorize each J~ individually; however,
like the plural patterns, many JJL....-.. share the same syllabic structure. You will gradually
become familiar with these patterns, and eventually learn to predict many JJL.....- •

,J......a.lf .)~'
• I
._._;:.w
~\II l:. i .,., t

~..)·,\II

, •'
If • L..w r.~ I_,.iJ I I
cr.~ ~
M

. ", !'

~..)~1
~ $
;
, ,
~~I u-k J,.....-.J I u-k J oA Q: I

~:L::JI U~l
'
~~I r I <M·.: ~~
$ ' ' '

•
~lt~_'>!l u-11 t, 0 :1 ~"J ~~

Note that .;~I is a mi.JQ{ not an adjective: in English we use the suffix-ing for both, as in I am
1

traveling and Traveling is fun. The J~ can only be used for the latter; it corresponds to what is
called in English grammar gerund.

-A\-
 The ,;..l...o..o...A is usually used (a) after a main verb to give the meaning of the infinitive
or (b) as an abstract noun. Below are some examples of contexts in which you can use
J..L.wc:J.I . Note that all of the ,;.ll...- are definite, but the ones in (i) and ( t) do not have.JI
because each is the first term of an UW:.f :
•
. ..:...WJ 1 L..l . :...-.1
,.1 . _r

<~, ~> J~' I 'u--.,J-i . l

READ THE FOLLOWING SENTENCES AND FOR EACH (A) UNDERLINE ..) ~I AND (B) DETERMINE HOW IT IS BEING

USED AS IN THE EXAMPLE. PAY ATTENTION TO IDAAFAS.

to write letters (literally, the writing of letters) .J_:tL...,~ I ~L:as: ~i 'i :Jli.4

'! ~..)-'"=~~~~ ~J.A _,

.b~l r-o'il ~~I~ 4-o ..JI_, _y ·~~'l_;i ~ ..:...~1 ~! ~j -"

·tl:w-JI ~~..;~I~ 'i l..:U.:tl.:L..ui _A ..

.~1-11 t..a~
~ . . u ~~
. .. ~~ ..1.r..4 _i

·.J~~~ bi'I,.,.U ~~~I ~.:ti -~

How WOULD YOU EXPRESS THE FOLLOWING IN ARABIC? IN SOME CASES YOU WILL USE ,;~I AND IN OTHERS

t.) L......:...... ~ i DETERMINE WHICH IS CORRECT FOR EACH CONTEXT AND TRANSLATE:
1. I like to travel.
2. We like studying Arabic.
3. He is working now, before obtaining a degree.
4. 1 sometimes study at home, but studying at the library is best.
5. My mother doesn't like to write letters.
6. When are you graduating?
7. She likes to speak Arabic.
8. Do you like to go to the movies (I a •• .! ... II)?
9. All of us like to watch movies.
10. Are you traveling this week?

-· '\. -
 (~t ~) ' u~ ¥ 1 u~ fj&..o I A 4J.I.,Jtri l
UsE ,;~I TO EXPRESS WHAT YOU DO/NOT LIKE TO DO. AsK YOUR .,)l..oj WHAT THEY LIKE (TO DO) AND
WRITE THE BEST ANSWERS HERE:

------------------------------------------'
--------------------------------------------~
------------------------------------------~
------------------------------------------!
------------------------------------------0
------------------------------------------~
------------------------------------------------Y
-------------------------------------------A

why?
in order to, for

because
because of '. t ! )" ?

For the first time in this chapter, we will begin working with complex sentences, that
is, sentences that contain more than one clause. As we move beyond simple sentence
patterns, it will become increasingly important for you to think grammatically about sentence
construction. The structures of Arabic sentences are easy to understand and produce if you
learn to think according to step-by-step construction, in which each "piece" of the sentence
will tell you what kind of grammatical structure comes next. This information will be given
to you in the vocabulary lists and grammar sections of each chapter. For example, in this
chapter you saw: Ul.....o! ~ r-'""1 + , .. : ... ! • This explanation tells you what needs to follow
~in any sentence you construct.
You now know three ways to answer the question, 'lljU why?, or to give information
about reasons or purposes. However, while the meanings of these particles are similar, their
grammatical usages are quite distinct. Memorize the way in which each word or particle is
used in context in addition to its diCtionary meaning.

- '\ \ -
 in order to ~L.QJ.f I J~f + .._..l -'
,;

.J is used to express a reason/purpose for doing something, and corresponds to the

'
English in order to or for .1 In this construction .J may be followed by a ..; ~ , which should
be definite, either with .J I or in U W:.! , or it may be followed by a t..; L.A....a ~ . Both
constructions mean the same thing; ..; • . I I tends to be a bit more formal in style than
o

-r..>~I . The following pairs of examples are equivalent in meaning:

U'".~..;_,_l~
, .
u-k ~'J W'"JJI
. = . U"~J_,J~ uk JJ•o:>ll U"J..li
· ,_,........)~ ~~ u-lt 0~~ :::
· d...wal..).ill ~~ ~ t u~~
. <.:.~~I l.;t ... ~.1 DVD .JI ~!to-.... -. ::: . <.::.~WSJI ~ DVD.JI ~! t aiwi

because of
') 4.iC...Of,~ ~· +
•...... ,-.....---- I
.....
1 1
tit t - r
.. . · ! · , .' is used to give a one-word explanation, corresponding to English because o.f

because of the overcrowding

because of the beautiful weather .~~~~~

.... . . . .. 1111'''
.. Qo,oll~
.... .

because
-
4! 0 "''
-
~ +
-~
u't -r
::./'i is used to give an explanation that requires a full sentence, such as the weather is
cold or she is sick. This construction corresponds to English because and must be followed by
a
-
~ l li.a_.:..
. I

because the weather there is cold . "l.:i..!J l ~ .l..; 4 ~ ~I 0'i.J ~-'"':' ~j 'X : 4.Jloi

because she is sick

Note that, if ~'X I ~I that follows ::,'i.J begins with a pronoun, as the second
example immediately above shows, the pronoun must be attached to (.;'i.J as the following
chart shows:

1
Do not confuse in order to with infinitive to in phrases such as I like to read. Always ask yourself:
does this to answer the question c; fjU I

- \'f-
 . . "'
because I ...

because you ...

~Y/~Y
.. ,.
~Y.~Y
,. ._..
<- Gl +

<- ~j + "u'X
w~
-
DID

~ ~ ~
'

~fly
because he/it... ~
~

because she/it ... ~y

~

because we ... ~y <-- ~ + ":,;"'J

~

because you ... ~~ ~

<-F' + w'l
. . "

because they ...

~.
'fll·~
<-- ~ +
. "
.j'l

GIVE REASONS FOR THE FOLLOWING USING _f 1 0"-J OR ~ :

. ~~ Ji..J. .J~
~

L...:a~J ~,Jj
_,
"
".JL:.. WIJ ~ ~~ A t.oll
~
~
. ~
'J
-"
. t~'i I ll.A <.:JI..:aL...:ul '->..w..c .JYI~i 'i _r
oi.)~..UI ~ J~l
-
(j<'.)~ ~~
..... ~
_i

. ~~ ~~ ____ ~.)ui JS ~~i _;Sl:ji 'i _v

LI.J.J~ .J_,J~ I o \""II ~1 .J~l.: 'i _A

\
. «~>u~'il» ~l..:a..>-:' ~J.AW- - - - ~~ ~~ u-l! ~l.:a _\.

-W-
 .u.'J )
.
(wi..Jt ~) !t.iU
DEODE WHICH CONSTRUCfJON (.J 1 1 OR • • • .' · , ! TO USE TO EXPRESS THE REASON FOR OR PURPOSE OF
EACH ACfiON, THEN TRANSLATE AS MUCH OF THE SENTENCE AS YOU CAN IN(fO ARABIC.
\

1. I'm studying Arabic to speak with Arabs.

2. I like her because she's a nice woman.

3. They are going to the library to watch the video.

4. We like Arabic because it's so easy.

5. Maha doesn't like New York because of its weather.

6. Do you drink coffee to study at night?

7. He married her because of her money.

8. Are you writing these words to memorize them? - - - - - - - - - - - - -

9. We will go by car because the restaurant is quite far.

10. She is not going because she is busy with her friends.

(~t ~) !t.iU
COMPLETE, GIVING REASONS OR PURPOSES FOR THE FOLLOWING!

• .b.,,JI.~ t~l ~1 _,

- - - - - - - - - - - - - - - - - ~ ~ ~4JI '-'"'! ~~ ':l .illi.. .'\'

- - - - - - - - - - - - - - - - - - - d~~ ~4- ~ '-"".>~ 4-o .r

,:,l...KJI ~ fi.l:il ':l .t

---------------------------------------~)1~1 .o

---------------------------------------~~~~~1 ~
- - - - - - - - - - - - - - - - - - - - - - - - - cil-4- ~T _y

- - - - - - - - - - - - - - - - - u " ' : l l ~~ o¥. ~ ~1 ':l .A

-----------------~~!~I~ 4-o _q,

(...t...a.Jt ~) ~..t.a...o 9i ~us .DWt.; I 1r i.>J..,J I

WOULD YOU RECOMMEND YOUR SCHOOL TO A PROSPECTIVE STUDENT FROM AN ARAB COUNTRY? DRAFT A

''ToP TEN" LIST GIVING AS MANY REASONS AS YOU CAN ':{ ljli / l.jU •

- '~-
 ~u.s
WRITE A STORY ABOUT THE WOMAN IN THESE PICfURES. UsE AS MANY VERBS AS YOU CAN.

~f,>oi .bi...Ja.i IH y.t..,.i i

:w~fo~f~

restaurant ~l.L.~ ~
dinner ~~
program

itisopent~~l i4i _,.

----------------------served ~':il _r
- '\0 -
 ~~I~U~I
.,.
8~1_Mll~
J:!~ ct!i~ ... 1~o~
FU)l!iJI ,-.,, •.• JI
•
'~~'~'~
..l.:a.'U~~

~':II
~~~
..l.:a.'U~~

.:.. ~ ::1::'....
o_,.«Dl..OJI
T''~\V\V: ~ -~~J.J'+-~f ~~

- '"-
 The rich regional cuisines of the Arab world reflect the long history of civilization in
the Middle East and the Mediterranean, and include contributions from Persian, Turkish,
and indigenous cultures. Rice in the Gulf and rice and/ or bread in Egypt and the Levant
are part of every meal, except in North Africa, where couscous and bread are staples. You
:e " , .. ~
have probably eaten~ , '"="'~ and ~,J-:U in a Middle Eastern restaurant. Other popular
dishes include salads, vegetable stews flavored with beef or lamb, rice and meat, and various
beans and legumes. Most dishes are spiced with garlic, onion, lemon, parsley, and/ or and
cumin. Listen to your DVD to learn some basic tenns.

.ijJ~9 o~f.;J .bl..iU ,, o i.>J.;-i I

THE NEXT TWO PAGES CONTAIN EXCERPTS FROM A MENU FROM MAROUSH1 A LEBANESE RESTAURANT IN CAIRO.

TAKE A COUPLE OF YOUR "~j TO THIS RESTAURANT AND ORDER A COMPLETE MEAL FOR EVERYONE, INCLUDING

DRINKS, APPETIZERS, MAIN DISHES AND DESSERTS. YoUR TEACHER WILL BE YOUR WAITER AND WILL BE ABLE TO

EXPLAIN SOME OF THE DISHES IF YOU ASK. SEE IF YOU CAN GUESS THE MEANING OF ABBREVIATIONS~ AND .:J.

- 'W -
 ,, .. ----------------- clgfC
----------------- • IL
d.991.1Q •
U"! "' •*
,..gel •
----------- £, ..
----------------- ~'io;gW,*
!gel. ------ r; w,_J.I .t.S'I~ ;JI .a cl ~4 j,_..,;! .a"* £,c).
---------------- <;:4-,.) .. 0;9W.*
!gel.
--------------------- ul;!"* !g ..
----------------- ~i>-0 ii ) : S'*
f gel •
--------------- •
r'c) . -------------------
_________________ ..,. __
,..' ..
r, ..
------------------- .. >l>'J·
• • -
--------------- ~g~L...u ""',.LS*
Y',v (J
-------------------- 4 t

•
( c-
----------------- <;:4-.al ~-
----------------- •
"'J~
I ~ •
d ;
• •
I >. -

I
.P
>
•
I !gD •
---------------
o, .. - - - - - - - - - - - - - - - - - - - J.of...,.S f.,.,..S*
--------- ~JI; ... S'llgiJ~I ~ ~9J ~,*
-
!g••
------------------- •
1glJ•
--------------------- ~P'*
-
1gtl•
------------------- -
s.' . . ..:. :. :. r9vtJ -------------
- - - - - - - - - - - - - - - - - - - ~9.)-4 .. -
'ft', eu
lgVI:I
------------------ ~~ .;.,

••
I ,

f gV/J
---------------------
~· ,,~1.. I uaa-fU I ~'11A~ t I
I,VtJ
---------------------
£, •.
---------
igVD
--------------- 4Jh ,.. S'JL.,• • t ......
4 '"*
 ~9)'4 ~ Vo-0 ~~~t ~~ J4-b;
lAg• • ------------------ ~i>-4 J.il..i..o*
~i)-40~*
) 1g ••
------------------ ~~ft 4iL4J.'f ~· h ' tee ,,

r rg·. ----------- f~4 ~9)-4 ~4-.) ~* ~~~- 4.41- ~~- 4.1~- ~~ 44- ~- ~*
lAg·· - - - - - - - - - - - - - - - j}tl !-0 -4-4.1 -45'* -4-ilJ::» o~- 0 t,! 1 ~; .;. - u~Jg ~ - J~4 ~.,t,j ~
•
lAg" ---------- »~ !-0 ~jg.U.-! ~~ t.:~l~ Og• • - - - - - - - - - - (,)J4)~..)J4~~'~*
r rg·. ------ J..4.1..i.111 f~~ 4 I !-0 ~ ~ cO cO
rg .. ------------------- 4 ~*
n, .. ------------- u->L.u ~ ~91:! .!• .,.. o* Ag·· - - - - - - - - - - - - - ~4~9J-O~
lAg·· --- ~4-., ~ - E,>lg.S 4.;;..i - 4>,.Lo ~- ojg.-4 ~
r, ..
------------------ ~~*
Ag ..
r ., ..
------------------
- - (o~l ~~1 »~
9 !-4
~~
~) ~4-., ~tJLS:.wl*
.,, .. --------------- '.!,.,~ I 6'' .:.1 J·,........
..,...-~ ~..,.,.,. ...
.0.!1.!

...... ,,., . - - - - - - - - - - - - - - - ~~~g~4»j* r'gfD

----------------- ~~*
,,.,. - - - - - - - - - ()~~l..il ~tl~ J 4,;~ ·o I ·o!
w4•lf
,.., .. ---------------- 0~~~ !gAO -------- (~4-t.u- ~- ~) l!.l....w9-+o II!''*
!g· - - - - - - - - - - - (~~-~- ~9)-4),;~
!g•. ------------- (~41 ~jJ4) ~~
lAg·· ------------------ 4.i..4.S'*
f., .. ~~-4...~!44
---------------- ~ggl.l:t ~*
rr, .. ~l..4.11 ~ ~ 4..4-J*
--------------------~~
1- ..
~9)-41~
r· 9 • • ------------- (r ,)~)~~f~
HgD• ----------- (~4-., Ur) 1/,_.t..o ~4-.,* ------------------ ~,~
11 ~" .. I 1• ~.. .. - - - - - - - - - - - ( ....,
•'I 1.)&1) 1 • 1 •*
_ ~- 4..0Jg~o..ao~o~ ------------------ ~~
r .....
;;r
1 H...
;;r
. ---------~- ( '""' ••1 1.)&1) ['~J• 4.4J91od41
- , .* ------------------- ~i>-4~
 "·~ 1}4J ~JL.o1
IN EACH GROUP, CROSS OUT THE WORD THAT DOES NOT FIT:
Vocabulary ..::.f-a~
I ,, y..t~
I
~~~ . . ~'i I
1..)".!0.;..11 ~ ~'il
~'
d-=.J,.....Q ~ .1:.....1..4 ~..)-1-0
~'(

. I ~j
~ ~Jj ~
~"'
~ ~__,..b,; i6.Jjl ~ ~f

\~.I L,;..)..o a......ab. LiS _o

~. "i
' • 'C"'
.
.J L...-.:JL . dJj.J
'-' ~'
• •
b.~
• " _y
~L.......o 1,;~ )lU

~i ...i._>-Ci ..LU..:...i ,;S.:Wi ..A

t.>W. :t..:a...a..~-a :.; i b \a t..J.S _\

r-a·LC ~ J~ W""" 0 ' :.

It 0 -\.

CoMPLETE THE SENTENCES WITH THE ARABIC EQUIVALENT OF THE PHRASES IN PARENTHESES.

(This old house) . ~~1~1'1

_,
(This is) ·t!J)J t . ~._,:•JJ -"
(Is this?) ~~jC. &,Jf-i _'(

(This new professor) .t,£.J..)J"-11 ~...) \lll '-"'~~ .t

(this college) ~ ~~,;~J,. _o

(This semester) !i~ ~ ....i~ '!~

_,
(this small class) ...b:U _y
"=")U. V
~
(Is this) ~~~ .A

(This excellent restaurant) ~~1~1

_,
(This area) . it ~ c;'J.,.:_, -'.

- ' .. -
----- ~
. ~• ----- c u.1
)L.tJI ~ ------
.
~L;. Ul

- - - - - - ~1 (.)"J.l\; - - - - - - - - - - ~~ •by\Ul1 ~~

- - - - - - - - - - "J.J ,_ _ _ _ _ ~ .b:u - - - - - - ~~

---------- dJlL - - - - - "J ~.. • ----- ~

. .b:U -------c.J ------:-' ---- r-~1 ~~

WATCH ..J L;_ INTRODUCE HIMSELF IN COLLOQUIAL.

What word does he use for .b.i..A ?

WATCH THE SCENE IN A RESTAURANT.

What phrase do you hear repeated?

~~, 0~ ,,j5~

~l::.SJ I b~>l;a.JI LI.;..UI U~l ~I

r~' ~ ~I ~I b .l.A l..!J I ~J~I

~4-~ l>w..c u
e-o>-! -7..)~1 ~ltL..u......~l

4.;_,.1:. d...bL...
~~;e .) ~
~
'
~

~.)
~Lb...,·~~
,
:),)1
.

- '.' -
 =\11.,, ,~ J
..lll.i:.. b.)J-1.'1 • i'·a;rr
~WI ~llll •
~~~~~~·
r-.iill bfi , ~d:i~I.JA ~ Lo •

~..J ~..J :1•

~Jill ~I :~')II~~ •
!,)IS:.

'·-' Jl~~l ~ ~ ~ ~.
b~. o~rjlr
~1.).1 9-U~l •
9-u~~I..J lliWI ~ • t-~,
«r-Afi.' ul)) :tw:.JJI • ~Lair
«t~' &o ~6..)) •

- '. y-
 first (J~j :~L ~ ..!.Uj..o) '-s-1)
secondary ~;:a~
--
Baccalaureate (see below in Ulll.J I)

grandfather (plural: ancestors)

grandmother ..::...1- ·~ :;~

accident ~-.ll,;.. ·~ ...:.._.l6.

preparatory (school, =junior high) ~Jl~l
- .
general, public

(she) lives

economics, economy

the biggest or oldest .UW.,! ~ ~' + ~i

the oldest of them ~.H.Si

she/it was

(she) died

(~f ~) ~~ ~LoJ,S [ ' ~Jo~.,J-iJ

You HAVE LEARNED TWO WORDS THAT HAV£ SUPERLATIVE MEANING: ( J,....-.i) ~j AND ( ..J~) ~ •
NoTE THAT THESE WORDS SHARE A PATTERN. THE FOLLOWING SENTENCES GIVE YOU SIMILAR WORDSj EXPA!ill

YOUR VOCABULARY BY USING ANALOGY TO DETERMINE THE MEANING OF THESE SENTENCES •

. ~~j ~ ..u_, ~, ..JLi.. -'

. ~,)-41 ~ ~J,.o ~1 ( _,< ... _.,. ·.t.r£ wL...» ._; ~4 -~

. ~J-Oj ~4- \:,Uj « .l)...i,;LII )l _\

. t~<ii <.? ~~ J~i _,...~)'I -~

. IS......'ii ~ ~J-"i ~ ~ .l-;.1 _(

- '.r-
 <~~ ~) o~~~ ~Lca..LSJ, 1 r !.>'~ 1
PRACTICE USING NEW VOCABULARY. REMEMBER TO PUT EACH WORD IN ITS CORRECT FORM.

- - - - - - - L_;J..a ~ ~ ..riJ I WJ I 1..>"'~.J::.a ~..J I"' _'

-~~ ~i_, ~ ti ~" ~~11 ~ ..u_, ui _,.
. ~~alA ~I_;L::~-•·"' ~ w,J~ u~.roi ~Lo -'~"

. t_.;l..!..JI lolA~ ~~~ ~ ~ _f

,
.~..~_,.,_....JI ~l 1..41_;-Lu. ~ ~~ ~ ~ ~ ~ t.>.j,A '-:! ~.a 2 ~ _o

. • A_' .oiJ ~ ~~,J I.!~ r::.e. ~ ,U_,ll-JJ ,~j ~ _\

. ~~I alA~ u~ ~4-JI ~-----~I'-:"'~ _A

. w~' ~~_,.H.~~~ dJjJ" .a..:..... .:w..a ~"'-> -~

' ' '
. ~~"~1----,J~U~~I..JI"~~I -'·

-~~ ~l.i.4 ~ ~ ~_jl.::a.o.o,J ~~ ; ~ <.!.1_;-J-:~ ~J..o ~ -\\

-~ I.!J ~~"'~Labor J,..uJ I ~ ~ ......U:..}-0 ~ t,J_} -''I'

A. FIND OUT FROM 1.!.1 ")l..o _) :

1. Whose car died this year?

2. Who was in a car accident this year? Where? Was it a big one?
3. With whom do they live?
4. How is the U.S. economy [doing] now in their opinion?
5. Who knows where the Department of Labor (=Ministry of Work) is?
6. Who is in their first year of college?
7. Where do their grandparents live?
8. Where are their ancestors from?
9. Do they go to the public library in their hometown?

B. WITH A PARTNER, LIST IN ARABIC THE FULL NAMES OF ALL THE SCHOOLS YOU BOTH STUDIED IN. THINK

ABOUT HOW YOU WOULD ORDER THE NOUNS AND ADJECTIVES.

- \.f. -
 In many Arab countries, LW I ~_,.;.L!J I refers to both the last year of high school and
the set of examinations students take at the end of that year. The exams are cumulative,
covering all subjects studied throughout high school, and students' scores on these exams
determine whether or not they will graduate, and in what college they may enroll. Cut-off
scores are very high for Medicine, Engineering, and the sciences in general. Students face
tremendous pressure to perform well on these exams, and this pressure can affect the entire
family. Watch the interviews on your DVD to hear people describe what it is like.

:'~'t ,~w. I ~ 1).1;]

'!~&.a_\

'! ~ (about what , JjL:. ~=) f.:: _'\'

:~0 OJ-0 f~LJ,
'! ~ ~ 0-o '! ..UL:.. i.J-1-"'1 ~ ~ _'f

L,;..U.I ~'il t\'l

"
'f

What do you think this means? 4! (( ~~ til I)) ..U I.:.. say J~ l,jU -V

8. The English equivalent of·~ depends on the tense of the verbs that precede and follow
it. Translate:

- \. 0 -
 ~l.o .0 " + ~9 ~, ...J •
~

The pronoun forms used with prepositions are essentially the same as the possessive
forms given in Chapter 3. The following charts give these endings with prepositions denoting
possession. Listen and repeat: ~ ·

~
/

w /

~ (j~
/

/
I#~
;
~
/ / / ; / //

clJ .:.1~ _,I;;

..:l.1.o
"'"
ro-b clJ
/
~~
;
.:.1~
;
;
~ //

..:l.1.o
; ;
/ ;

"'"
4.J "'"
0~
"'" /
cL.S..o
J;;
"'" "'"
~ ~
/

/
~~ //

LA~ ~
;

L&J ;

As its meaning implies, r:-e indicates physical possession of a thing at the time of speaking:

Do you have ... with you?

While~ and ..w..c. overlap a great deal in spoken Arabic, each of these prepositions has a
slightly different connotation in formal Arabic: ~ is used to describe human relationships or
possession of highly abstract entities one cannot physically possess, such as a past or a
future, while ~ denotes straightforward possession. Some speakers of Arabic use ~ for
human relationships as well.

(she/he) has ...

Do you have ...

Note that these prepositions are not used to describe places or institutions, as in
phrases like the university, or our house has). 1 Rather, Arabic uses the preposition ~ to
express non-human "possession:"

1
However,_! may be used to attribute highly abstract "possessions" to things, such as:
-~_,_b ~ ).:> 4-J a__~ I
For now, focus on using.,? when describing inanimate objects.

- \. i -
 In modem formal Arabic, this kind of sentence is negated with the verb ~ , which
you will learn in Chapter 8. In spoken Arabic, many dialects negate these prepositions with
L. . For example:
I don't have... . r-U ~ Lo . .;"i.J.J ~ Lo
I don't have ...

<~'~) ~~_........ 1 b;~ I

Use THESE PREPOSITIONS TO EXPRESS RELATIONSHIPS OF POSSESSION, ASSOCIATION, AND ACCOMPANIMENT

AMONG HUMANS AND OBJECTS:

(,... + .w. ) . b~ ~ - - - - - ~..Jt., -\

(~+J). ~~~"':")lt _ _ _ _ _ _'(

(~I+ t--) 'i - - - - - 4~ J,A '~ ~ .r

('=" + J ) . .J":a'.,l ~Jl - - - - ~ .£

( ~ + .W. ) ! f'~l i.~ ~~1., - - - - - _o

(r:u' + .w.) 'i Jl,;.... - - - - - JA .'\

~

( f"" + t"' ) . ~J.U.I ~ '="' - - - - - ~ .V

(~I+J) ~ ~4~~t~Lo .J..

(,... + J ) . ~I ,} ~ Jl:.. ~L... - ~ •

Now WRITE SENTENCES OF YOUR OWN USING .J 1 t-" 1 AND ~ WITH PRONOUNS!

·"
.''(
.\r

- \.V-
 Fronted Predicate ~~f ~f :4! o..ut~f 41 ~f *
You have seen both ~ and .J used to indicate possession, as in:

These words are used to express a verbal concept, to have, but are not themselves verbs.
Grammatically, they are prepositional phrases, and the sentences in which they occur are
~: ~ . In this kind of ~'J I ~~ , the ~rder of i 41 and ~I is reversed and
1

~I is fronted. In the examples above, ..w..c ang ..J' begin

' . ..
the sentences even though they
belong to ~I . This word order must be maintained beC'ause an Arabic sentence may not
begin with an indefinite noun.

/ -"
there; there is/ are l!lli...t.

In Arabic, the reversed ~~ ~ is often used to express the concept to have and

' .
the English construction there is/there are. In these kinds of sentences,
-
of a prepositional phrase or the word dl.:u\ there, as the following examples demonstrate:
~I usually consists

There are many students in this class. . ~J~ ~~ .....A....-1 I llA ~

There is only one daughter/girl in my family. . .b.i.a i..i.:.IJ ~ ~~i ~

There are many Egyptians in the Emirates. . ..:..I,;La~l ~ ~J~ ~~~ dl:...A

The following diagrams show the grammatical structure of reversed ~I ~ :

i~l ~I

" .
t:F' ,)rH! I 4f'
. <-
i~l ~~

~ <- ...:..l,;l...o¥1 ~ ~J~ ~~~ dl:...A

141 ~I

1
To understand how this kind of sentence works, think of a "grammatical translation" for the two
examples given: An aunt named Nadia is belonging-to-me and A car is at-me.

- \.A-
 (~f ~) d!O Hl~f ~~
IDENTIFY ~I J j ~I IN THE FOLLOWING SENTENCES (IGNORE ADJECflVES AND ADVERBS):

AsSIGN 1lfE FOLLOWING TO PEOPLE AS YOU SEE FIT:

- - - - - - - - - - - - - - - - - - - - :b~ <.::~~b.:l..ol.j ~41-J _,

- - - - - - - - - - - - - - - - - - - - - :C:'""I.J ~ ."<

-----------------------------------------------:~~~X
- - - - - - - - - - - - - - - - - - - - :JI_,.;.t, t~i .£

------------------------------ :~--':! ~ dpb.... .o

- - - - - - - - - - - - - - - - - - - - :1.)·LW, : . ......±...uu u• ..) U1 ."\

..t ......,.----;;--;;
• 't?

----------------------------------------:~~~~~ y

- \. '\ -
 The verb ::, ~ is used to situate actions and states in the past, as these examples
3how:
I was . '
WUa~ <- . 4-JU:. ~i

she was . b.ll:w...l ~

we used to . WU~I tilJI

.'
~ -l l l <- . ~U~I tilJI '->"..>~
~ i.Y'J

In all of these examples, the effect of ::,L.S is to place the action or state into the past. Note

-
that .:,lS in conjugated according to its subject. Learn the conjugation of this verb:
CND

"'"
us C~) "~" (Lii)
, , _,
"'"
~ (~i) ~ (::.;i)
,_,
~ (w;i)
, ,

l~lS (~) ;LS (~)

,
~LS (~)

When the verb ::,IS

is used to put possessive and there is I are sentences in the past, it
is often used as an impersonal verb that puts the sentence as a whole into the past. In these
cases it precedes everything and remains fixed as ;; LS , not agreeing with anything in the
sentence. 1 Examples:

Memorize these phrases: .. -LA c.:, IS - .. .J c) IS: - . . ~ c) ts: - ~ t.:..A c) IS

1
In formal Arabic, you will find another variation of agreement in which the verb ul.S agrees with
the grammatical i ~ of the sentence, which is not the possessor but the thing possessed. Study
the example/ in which ..:....:.~ agrees not with logical English subject I, but with the grammatical
Arabic subject 6.;~ (A car was at-me). Remember that iJ~,not<.!..w..c, is i~J.

I had . iJ~(,j~ ..:..:.ts:: <- . 6).~..... <-!..w..c

- ". -
 The verb 0 ts: may be negated using Lo , as these examples demonstrate:
we did not luzve
were you not ~~~~ ~~ ~~ ~
- .
..::.W.S L. l.jU

,,.~~ i
SITUATE THESE ACI'IONS AND STATES IN THE PAST BY USING THE CORRECf FORM OF <JlS :

• - • l.:a..a ~l:u.JI
.~ . · < · i ----
- . db ~u-- '

. l~l f-A'J I ~ i.~ UJ.i.~ - - - - (+:..J 1,_, -'~'

-4~tS..II ~ JSU-- d.J.l ~" .i~b.J.I u-1! t.;.,·. _ _ ~~j_, L:ai _!

L. _\

'IWL......'JI
- • U..UI U~J
· ~ ---- JA ..A

.
• f .. ~< la·,.,,JJ II ,.. u_..l.,a _ __
~ .. ~~ ...,..r;-- ... -~

-'.
-' \

FIND OUT FROM YOUR O.ASSMATES:

1. Where they were on Saturday.
2. Whether they had a car in high school.
3. Whether they had a lot of friends in high school.
4. What they used to like.
5. Where they used to live.
6. What they used to watch on television.

- "' -
 How many ... ? .a,>-Uf + ~ ~

You have learned the numbers from one to ten. Now learn the following rules for
requesting and giving quantities with these numbers:
•.,_.
-< _, ~

The interrogative particle ~ r-S followed by a singular noun is used to ask about
quantity. In formal Arabic, the noun is marked with c::...iJ I ~_,.:u .

~~~~~r-S ~ t~'JI ~ G.~ r5 :4J.!.oi

,
'l ~I~ -d..:JU:. rS 'l ~I ~ L:JU:. rS

'!,.S -~
The number 'i.f ~ 1_, is not used as a number in counting objects. To express the
quantity ( \ ), the noun is used alone:
one sclwol 4...-.) .1-o onegirl ~

i~IJ I~~., may only be used as an adjective to emphasize one and only one:

In this case, i 1 ~I_, must agree with and follow the noun.

...... _,
the dual v ; ~ IJ

The number ~I 10 L:..:al is not used to count objects. To express the quantity

~i
. , .
two, you must add the ending ;.;. I 0 1 to the singular noun. 1 This is called the dual, or
(from the word u~l ).
.'
~
.,
<- , ~I u <-
W}l.oA/ w~ ·~. ~

~~;
. ,
,

c_,lii,:~ <- W...I.I.A

.,
~I u·~
~· <- ~

. : G.....;
~.)"
"
u·t.::a .) L.......
" <- b.)~ .• ,"
~.
L:..j
u·~6... <- ti....ol.:..

1n spoken Arabic, only ;.;_ is used; learn to recognize -~I as a formal variant. The final kasra is
1

pronounced only in formal contexts.

- \H-
 Remember that b always changes to ..::0 when the ~ ending is added to it.
Look at the words ta..o 4- , ~~ , and bJ 4-- above and note their ~ forms, I 0 W...... 1.::-
~4-, ~.1.o.4/u'-·•:~, and ~J~/0 l:.).:!·""', respectively .
., .,. , ,.
Note that there exists a special form of ~~ for tt :
~_,..;...,
• ... fO:
I ,.
wl_,_.i.t
-e
<- t' c: I
Numbers from three to ten take ~I, as in the following: 1

How much? (price)

To ask about price, use '! ~ . In the response, the price itself is also given with
the preposition
7:
'!~~~~~P.

C?FI#P.
~u-Jo~l e;-o ~...>.H-"4-JI ~

CND • "
- ~.,.a.Jf ~~~
Each Arab country has its own currency, and, although some of the names are common
to several countries, the values of the currencies themselves differ. The names of these
currencies are all foreign in origin. Some were borrowed from Greek and Latin, and date
from the eighth century, when the Umayyad Caliph 0 1 3 ~ ~ ~~ ~ordered the first
Islamic coins minted. Others are more recent, reflecting European colonization of some Arab
countries in the nineteenth and twentieth centuries. Go to your DVD and look at the
pictures of currencies from various Arab countries. Identify the name and country of each,
and look for any other information you can find.

1
1n formal Arabic, there are special rules for the form of the number, such that sometimes it is ~l...
and other times .!,.;.j.-o • For now, concentrate on using the plural noun with these numbers; you will
learn the agreement rules later.

-\H'-
HAVE A (PRETEND) GARAGE SALE IN CLASS, BRING SOME ITEMS TO CLASS. IN TEAMS1 WRITE OUT PRICE TAGS

FOR ITEMS. IN SOME CASES YOU MAY WANT TO PRICE SMALL THINGS IN GROUPS, SUCH AS J 'J J~ ~~ .

SHOW HOW MANY:

(~ ·~~) . -------- V i fo J....,.:..a.J I ll.A ~ _\

d...&~ I ol.A ~ - - - - - - - - \. ~ -"

(~~G......i .~G.....l) . - - - - o.J - - - - 4\ L.KJJ ol.A ~ _'\

(W 'r) · - - - -

(~,:,) . o., (~,:,) ___ r ~ ~~ ~ ~i _,

(j.....:..Q) . ~L:W:JI., ~._,..;.11., I e~•. otl., ~~~ ~ ~~ ~ -'·

(J....c.) ~ ~~~ ~~ ~ -"

(~~) . t-.H-'-"'il ~ r ~~ ~ J_.,..ci _,"

(~4) r ~~~ o~ _\r

(~..> ,;;jj-41) ..._,uS.ll ll.A ~ 0~ v., - - - - 4\ ~~ -H

(..>4-) ~0.,..a~ ---- ~ _\0

- \H-
 c.~•,J ,1,t.J,.;
SKIM THE NEWS ARTICLE BELOW, LOOK FOR WORDS YOU KNOW, AND ANSWER AS WELL AS YOU CAN:

- - - - - ~when~ 1!u.t1 ~.:,... .\

2. Skim the text and circle all instances of ~I (ignore the unrelated word .:, I).
(Hint: check the plural of ~W:. before you start.)
3. Find and underline five noun-adjective phrases, and bracket three ..::..LA L-A! .

~..~-o ~.;Jli..o ~ .:,IJ_,.ll..o ~.>-II J_,'il ~' ~~ ..:.Jl.i • ii.ltJ :~,)4

. ~UI .,L,:j)l.:JI r'~ ~fiJI -
t..!~
- 11 r)L........JI v---a
"- · ~L...D
- . '-'·!
u-11 ~~~~ ~ . : 4.;1j_,JI ..:.Ju_, .jiJ_,.i.L ~fiJI~ .:,L.~ ~~~
~ a..:..~_,~ I :i a b ·,II ~ l.:al.S: ~.; 41 ~l-_, I• o Jl~l ~ .- . .'I b ~~J

..::...~~~ ~~j ..u_,. JljA-11_, ~_,s.JI -~

.....i~ ~I jA-11 ~ Lb.l....J I t"' ~L.Jt4..1 0 1 ~~ ~tw..UI ~)j_, ~u_,

I ~ ..:...L._,h..o u-k J~l

c. ~ '-'· L...u.l
- '-'·I~L.......o '-'· Lb...JWJI
. "
. ~fiJI 'i~l

~c•~'
~U..t....4~'9 .i.ULs.Jf !-0 I •,., 1)1~J
shy J~

insuchaway I~

:.i.U..wi
- - - - - - :(-'-"'il c;~.:,...... _\
------------:~I
_____ :~Lc:

- \\0 -
 :.:.~f c..i..A '~
hobby ..:..1- ·~ ~~~
sports (...;:.4_rll

- '"-
 !.:J.i~f9-A Lo
Listen to interviews with some~~ '7~ about their ..:..~1_,_41 on your DVD.
~~ _,
~· i,>S
Soccer enjoys tremendous popularity throughout the Arab world. Since the sport
requires little equipment, children can play it in the street or an empty lot using a ball or
even a tin can. Regional, national, and international matches and playoffs are televised to
national audiences. Watch your DVD for some scenes from soccer games in Arabic.

i,:l,>oi ..bl.J&J
MANY ARABIC MAGAZINES PROVIDE A PEN PAL LISTING SERVICE LIKE THE ONE ON THE FOLLOWING PAGE.
1 tt ().I~ I
1. Look at the title of the page:
~

.4..t......vt~f ~u~ eof

What does U.....l.;-1.1 mean?

SKIM THE ENTRIES ON THE FOLLOWING PAGE AND ANSWER:

2. What are the most popular ~~.::a l~ ?

3. What is the range of ages and educational backgrounds?

4. Find as many female names as you can. Look for (s and I in addition to i . (There will
be several others that do not have any of those letters; your teacher will help you find
those.) Do ..:..l~.~.H ..:..~1_,_41 seem different in any way from '7~ I ..:..l:I.J-A ?

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rtf.r1{i,;rt~l
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r ·£' 1- ~· r ~ \. 1. ~. ~ r r ~ t· t ) ~ ·f t J= 1~ ~
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r r r tffl }~!~:! 1
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 .I

: helpful 0~ .:,t...;.U'
deceased "c/ ~~;_
yesterday

~i/ti
~_,,; =
title of respect for someone who has completed the
pilgrimage to Mecca, ~~

A. READ THE FOLLOWING TEXT, TAKEN FROM THE OBITUARIES, AND FIND:

- - - - - - - - - - L~_rll f""""l _\

- - - - - - - - - Ly.._rl l ~_,,; f""""l -'(

B. List two family names and three place names that recur in the text.
(Look for a preposition that can indicate place.)

--------":-'
----- -...::...
______ - - - - - - _i :..::...~Lc: .. L...t...i
.._.
- - - - - _i : w..l..a
_r
~L...t...i _f

5. When did the funeral take place?

B. Now GO THROUGH THE TEXT AGAIN AND EXAMINE THE TWO USES OF _, : (A) INSTEAD OF A COMMA, TO LIST

THINGS, AND (B) INSTEAD OF A PERIOD, TO MARK THE BEGINNING OF A NEW SENTENCE. To DISTINGUISH

BETWEEN THESE USES, YOU MUST LOOK CAREFULLY AT THE CONTEXT. FIRST, LOOK FOR LISTS OF NAMES (E.G., A

LIST OF BROTHERS AND SISTERS), AND BRACKET EACH LIST. SECOND, LOOK FOR WORDS THAT INDICATE FAMILIAL

RELATIONSHIPS AND USE THEIR GRAMMATICAL CONTEXT, I.E., d _'

MEANING. FIND:
o ,.1 .
~AND .
wl.....i=.l, TO HELP WITH THE

6. '!
•
4J ~_, •
~I ~ Underline their names and titles.

7. Bracket the names of the grandchildren.

- "' -
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e
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UsE THE VERBS YOU KNOW TO DESCRIBE WHAT THESE PEOPLE ARE DOING.
'u~ •~t..o I
REMEMBER TO MAKE THE VERB AGREE
'A VJ_;i I
WITH ITS SUBJECT.

~~ i~ c Q ''"}
.
..u\l....t...t ~ ~ ~ l,j"'.)~ ~ IJ"'.)~ ~ ~
.
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.~1 ~4- u-A ~~~ \ . , . W I - - - - - - - _;\'1 ~i ~ _r

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~~.Jlo 4 ~~I WJ1------~ '-:"'JLll u-1! ~~ JA _o

,
\>u.~~.J'i4 ~~~ u-1! - - - - - - - JA , ~ 4 _v
c; ~~I ~j~j - - - - - J,.A ..A

'1 ..:...LJ.SJ I - - - - - ~ ._j~;;. -~

. ~..,.......; .,rL.u ... ! ,, : r. J.a._,.l 4 - - - - - ~ -\.

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tL - - - - - - - - - - <) · --------- ~ -----

~ ~lb ~,JJ , _ _ _ _ - - - - - c; ~lb JJ~
~ yJU:. F' ~" ---------- ...l - - - - - - - - - -

- - - - - - - - - - ...l - - - - - - - - -

----- ~ ,I f o .,...>:! ct.UI ~~~1_, - - - - - - - - - - iJ.a...o

------ .!J~ ------

- \'\"\'-
 -
OlD

:.i..A.i.ll-
WATCH ..JL:i.. TALK ABOUT HIS FAMILY IN COLLOQUIAL.
What word does he use for ~ ?

WATOI ~~ ~,J ¥,;COME HOME FROM a......,;.l.ll.

What do they ask b~l? What do you think the title of this scene means?

~'-o.W' o:a.. f~:W

., , ,
(~1)~1 ..l.,>lll + '!~ ~~ (ljl.a ~ =) ~
. f
b I ~b.JI
~' b I ~ JA-J-4 '!~

~jf ~~~ ~4,;-11 ..:.;I . ~ ~I _,.A

,.,
u.....JI b~ ("~I;;~ '-!~' ~)I

~ ~~ b_;.Lb.J I ~_;SJ I
~ ~~
~

- \'n"-
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: ~}.aJf '~~
G....uiJJ ~ ~ J.l~ • 1' ·c;'J ..
~UIJ-,lll •
11
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l..J.).J'" '..J J WI
. •

~,.,.._~, V"'~Ull •

'. ·-" Jl..w:.)tl •

~~~~~~as:~. i~fiiJ'
~,.,.._11 Wll b~~ J~l bJ~' •

~U~":li'..J mWI ~ • t-~ J

«b..>~ ~I» :tw:alll • ..
4.o"--f
((J:ii•IIO ~_,!Lo ~JoJI}) •

((~.,...,~»·

- \'H-
 ,
I got, obtained ~ ,-.1.,., ....
,
I entered ..:..J.,;..l

I enter (~!) J~~..J' ' J.,;....~i

I study (go over lessons, review)
- ,
4......... I.) ..J I (reviewing lessons, doing homework) (.)~) t._rS:I~I

opinion .,I) .t ':?i~

in his opinion -~~.) ~
he refused ;~I+~.)
• t
I refuse ;~I+ ~.Jf
0 " ;' ~
he wanted to e,I....Q....o J...U + .JI ..1l .JI

I want to

help, helping
I help (someone) to/in (doing) J.l..o0..4 + ~ ..

throughout (time period) Jl~

~ I+~
-.
thanks to
future J ..' --
"
9 \
.. 0
f ••
'
0

as
I join, enter (school, army political party, government service) -:~1
- . ~

(he/it) is not ~
there is not <.!.IG.A~

she/he/it does not have 4-J I .u ~

it does not have (for places, institutions, etc.) ~~~~
like ~
I succeeded in, passed
I succeed in, pass

- \"0 -
 ~~· ..::.~,
PRACTICE USING NEW VOCABULARY. REMEMBER TO PUT THE NEW WOllDS IN CORR1iCf GRAMMATICAL FORM:
I •lJ-1~ I
'r~Jj'it ........ : u.L:...:..lt b:u. ~ ~i i,i "J _,

1
~i 01.Jj-A ~.l.wt:a ~i -'(
•
. 1~ ..,_a~ 0i J.:.>= 'i ~"'J i,;lj_,JI ~ j...A.JI ':?..JI_, .r

•
-'
. ~I.:W:Jt ~ 1~ .lJ4 I!JJ~~ ~..,...WI ·4-o ~ _v
. ~i 'i" t! 4J 'b~_J ~ 4-o '0,.a~ ~ ..A

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illt ~w. w! J_,:b.JI ~ ::,t ~) 4..a..o~t 0-a ~~ ~ -"
!J~'it _ _ _ __
0
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. ~I ~ ~j ~ 'i ':?..JI_, _\t
.i~l i~I.:U.I t.....IJ..JI ~ .-.,'!'i ,djj ~~ _\o

PRACTICE USING 'rHE NEW VOCABULARY:

1. Do they help their mother with(=~) housework? Did they used to help?
2. Do they help their classmates with homework? Who do they ask when they want help ?
3. How many hours do they study (review) in the evening?
4. What do they want in the future?
5. Who is studying for(= ~)entrance exams for law school or medical school?
6. What is their opinion about (= ~) women joining the army?
7. Where do they go after class?
8. What do they refuse to eat?
9. Are they like their siblings? Are they like their mother or their father?

- \'1'1-
WITH A PARTNER, DESIGN AN OPINION POLL FOR YOUR CLASS. focus ON USING AS MANY MASDARS AS Y()l;
CAN, AND REMEMBER TO USE Ul.w:al WHERE NECESSARY. HERE ARE SOME IDEAS TO GET YOU STARTED:
•
~~4 J~'il ~~j.) l.o tJU.. ... ~ ~j.) l.o

~ i ill I i ..,s i~W- w,_.A.i~ J.A :JU.. ~w~~ l.jt..o

~i.;Silll w~ J.A :JU.. ~ w~ ('i) l.jt..o

:·~·· ·~L.J,. I t Uo~..;i I

~~~-'
'!~ (;o ~) ~ ~~~ (l.jl.o ~) ~ -"

• ··~
:~ .. • •. ~.
0.)-4 ' ~--9 ' 9 a ' •, euf

evaluation: an evaluation of a student's overall performance based on

comprehensive exams given at the end of the school year. Scores are
given for exams in each subject, then a ~~ is given based on the exam
, 1- ,., , "'
scores, ranging from j ~ excellent to I~ ~ very good to ~ good to
J~ acceptable (i.e., passing), to the failing grades of . •.: • :c. weak or
•
'~· i .......

RoLE
(:......St
PLAY: I<HAUD AND HIS PARENTS, OR I<HALID AND HIS FRIENDS, DiscUSS HIS FUTURE.
~) .; 0
Hf ~ I A i,)J,J-i I

- \W-
 ~LU
.. J.a..t.Jf •
past ~UI

In Chapter 4, you learned that t J L.....A.ll J..a_...AJ I describes incomplete and habitual
actions, similar to the English present tense. To describe past completed actions and
events, Arabic uses ~U I J,UJ I , of which you have seen several examples:
' I "'
~~ ti.JI, ~.JI_, ~Lo ~ ~ ~~ o.!l.Jj uA-iJ ~.,JI_,

Note that ~U I is conjugated with suffixes, and that most verbs have similar, but not
identical stems for the two tenses. You must memorize both stems, tJL.A..il and ~UI,

for each verb. As you learn more verbs, you will see that they follow certain patterns, and
you will be able to derive new verb stems based on these patterns. To work towards that
goal, start paying attention to the syllabic structure of both t J l.-AJ.I and ~ U I verbs.

Beginning with this chapter, stems for both t J L....;,ll and ~U I will be given for each new
verb. Make it a habit to learn both stems together. The following chart shows the
conjugation of ~U I using the verb~ to do:

. ., .,
L.U.a.i (~)
..I
~
'..,/ ""'
(ui)
~ ., J

(~i) (~i)
""' • .II _,

~ ~

• ., J

~ (~i)
/ /

J/ J/./

lg..-1.a.t (~) J..s.i (~)

.,.,
•wJ..s.j /

(~)

Note that the alii on the plural ending IJ for r-A is a spelling convention only and it is not
pronounced (like the alif on the t. J L...:...o suffix IJ , as in I~) .

- \YA-
 Remember that you learned to conjugate thepast verb uLS: with two stems, - ...:aLS
I
and-~. The verb .ll) also has two stems in ~UI, as shown in the following chart.
Memorize:

. '
l:i.l_; I
~

(~)
,
~..1..)1
.
' . (1.:!1)
,.

~..1_;1
0 ... '

(Fi)
,
~..1..)1
.
' ~

(~i)
, ~
~..1_;1
. (~i)
'

' t
I.J..1I) (~) ..11_; I (_,A)
.
~..11_;1
' t
(~)

Negation ~Uf ~ •
.. ..
t..>L..A.11 and~UI are negated differently in formal Arabic. In Chapter 4, you
learned to negate t)....A.ll with 'i, as in ~.>-CI 'i. There are two ways to negate the past
tense in formal Arabic; the one we will use for now is ~U I + La • The following examples
demonstrate:
,
I did not graduate . I ....,---
. t....o 6J ....
: ~ -·~~~~~~p!e~Lw·=;==i,_.La_

why were you not <!J..-ijl ~ ;~h·.< La I.JU

she did not enter (go to) .~~~ .~.-! ;..1 La~~

J \ uo I f9 t.J~.U 9 ~Uf :J.&..Uf .i..wfJ~ •

..
Whenever you learn a new verb, memorizet..>L..:J..I, ~UI, and ..>~I together as
a set All three will be given in new vocabulary lists in third masculine singular(.J-A) , which
is the convention used in dictionaries, e.g.,

to enter

Note that to enter is not a translation of J,:;.~ , just a way of listing the meaning of the stem.
The vocabulary lists will give you the stems, but then you must do the real work of leaminf
to use the verbs in context. The following chart contains all the verbs you have learned.
 ~Uf
.
As you listen to the chart, pay
attention to similarities of
syllable patterns, especially
long and short vowels. There
are a limited number of these
patterns in Arabic, and you
can use them to help you
remember how to pronounce
verbs. Associate maSdars that
sound alike together. It is
most helpful to listen to the
stems and repeat them aloud
until you can summon up the
way they sound in your ear.

~I
c.

~I

J. olo ,.

J~ ~/Ju

~I
.'

1
The t.) . o of 0 ~ is used in future and infinitive contexts (will be and to be), which will be
A

introduced soon.

- \'L -
 The verbs in this chart have , ",
different patterns, involving
the addition of a shadda or a
long vowel or taa. Three of
these patterns have a Damrna
vowel in the present stem
prefix. When you memorize
these verbs, you are
memorizing important
patterns that will help you
understand and take
advantage of the verb system
in Arabic.
.. .
-.....=JI
.. .

..) I t, 0 :., I "~

PRACI'ICE NARRATING AND DESCRffiiNG PAST EVENTS USING THE FOLLOWING VERBS:
(~I ~) !f,.W f.;t.A I ,l.)J~ I
(&) .~l:t~IJS~~j _ _ __ !ill~'-'

(~I) -~4 ~Li.. 0-!'----- ~4-JI 0--o t~l ~ -"

('-"'J..~) n~ ~ ~~~ '-:-'..~"'JI _____ u..... r-S _r
(~~) <1 ~~~~I..)! puJ.4Qi ~ J.A1 _i
(~..1) -~~~ \ r..fJ-4-I!J ~~~~~ ~JJJ.I ________o

( ~ .,;-c. ) '!~L...L~
- - - • 1.,)·I·
,J-J-C - - - - -
.....LS _\ .

(~) ·J4-=JI Jl.,.b----~~:;J L:ti, ~i _v

( ~) . ~.J-:1-'-"j .:w..o 4--c> ~ L:t j , dii _.;;,II ~ _A

- \n -
 <~• ~> ''t-f.a.i ...l-4 :,.S~lloj •.s~·
PRACfiO: TALKING ABOUT PAST EVENTS BY ASKING YOUR a.ASSMATES THESE QUESTIONS. THEN REPORT WHAT
1 v i,>-~..;l I
YOU FOUND OUT TO THE CLASS.

" ~4-11 lA~ ~ ~ :w..o _£

<; ~UI • A.: .oil ~~ ~j /l.ll.o _o

0 , 9.: 1S "'
'I ~UI ~~~~ ~ ~ 1_,-U~W. J,A _"\

<; tJL...-> 1~ ~ ~! _v

<; c_ ~I I.:U. ~JI~ I ~! J_,.,-0 :.. ,~1 j.A _\

'I t~'il I.:U.I_,i~"-:"l.:t.$~j _\.

!f.l.a w.L&.i f~U :~US ..b~

GIVE REASONS OR PURPOSES FOR THE FOLLOWING ACTIONS AND SITUATIONS IN LONG SENTENCES:

'1~1 lolA ..:.J.,;.J JjU_, <;~~~ ~~ .-.io ;II i.lU _\

,

<;'J l.lU /l.lU <;~j ......L..:JI ~ ~ j.A _r

c;') ljU I ljU 'l~I_,.JI ~l.:t.$ ~ ~F)l..aj .,:.,~L... j.A _£

- '"""-
 root .;~

pattern w.J.J

You have noticed that, in Arabic, words that are related in meaning tend to be
related in form as well, in that they contain the same core group of consonants. For
example, think of the words you know having to do with books and writing:

I~ ·r:;: -,.l:.S •-"'l,US.. ·r:;: ~ .y:;IS.. ·r:;: ~ ·'-!~I ·~/ :,..:.s

likewise, you know several words that have to do with studying:

W"'.J.>J ·~ ~~~ ·~.>l.l-o ·~ 4......,.>~ 'L'''·.u~l ·~~~ .~I.>..UI ·~.>~/ ~~~

Each group of words above shares three consonants: the first group shares '-:-'-~-d
and the second, !..>"- .>-J . This core group of consonants that gives the basic meaning to a
family of words is called the root, or .;~1 . .> \ ~II is not a word, but a group of
consonants, usually three in number (in rare cases, two or four). One of the consonants in a
root may be a ., or'-?, as in i ~or ~. Ali£ can never be part of J~l , but hamza can,
as in the root~- J-J that has to do with reading. The order of these consonants is critical to
the integrity of .>~1 : ~- .>-J is not equivalent to .r- .>-~ , and '-:-'-..::..-1.!1 is different
from ..::.,.-._,- 1.!1 .
To identify .;~1 , look for three "core" consonants. The following cases are
straightforward:

;si o.Jij9
/
~.)~
/
Ji..o /
_I

J,.>~ :4 4 ( S' tf

.J-~-cl .J-j-9 ~-.J-"-:1 J-~-f' J- t- ~ :J~,

The .; ~ of other words may be less obvious. How can you identify .; ~I of the following
words, which have more than three consonants?
J --~A ' I " 0
J~

First, eliminate any prefixes and suffixes and .J I . Second, look for long vowels -especially
alif-and the consonants...::..., ~, i, and w. These letters are often not part of .>~1 but

- \'f'f -
fue pi:::· kft;51:
rather belong to ..:, j~ I , or pattern, which we will see shortly. Eliminating these letters from

we~ J:•·.....
J-~-J
J~

Keep two final points in mind. First, if in looking for ..>~1 you see only two
consonants, the second consonant may have a i.~. This is called a doubled (or geminate)
root. For example, J~l of the word~ is r-r-t, and that of~ is ....i-...J-w-=o • 1

Second, sometimes the plural of a noun or t..>l......A.J.I of a verb will clarify a missing letter of
its ..>~. For example, only two consonants appear in the word JL.:i. . However, the plural,
JI,..Ai , shows a third root letter, _,. Similarly, the .;o4 of the verb~ (~-!Ft) is
visible in t ..> l....A11 but not in ~I.e (~ U 1) •
Learning to identify ..>~I is important for two reasons. First, having an idea about
the basic meaning of a .;4 will often help you guess the meanings of related words, thus
increasing your vocabulary and comprehension. In addition, the vast majority of Arabic
dictionaries do not list words alphabetically, but rather by ..>~I. For example, to find the
word j_, ; .'i. o , you must know to look it up under J-t,-~ . Identifying ,;~1 is a skill
that takes practice. You can develop this skill by identifying ..>~1 of new and old vocabulary,
or by looking up words you already know in an Arabic-English dictionary (not the glossary).
In Arabic word formation, the consonants of a ..> 4 fit into slots of a pattern, or
(0 lj_,i . G.) 0.)~ . A 0.)-' is a skeletal structure of vowels and consonants that gives the
syllabic structure of a word. Every word in Arabic has both a ..>~ and a 0 ,;_,. In Arabic
grammar,;; Ij.Ji are given using the consonants J-t-....i as a neutral ..>~. For example, the

'-'.)-' of the word ~ L.b is J;- U . You can see that the consonants y-J- J. can be fit into
this uj _, in place of the consonants J-t-~oo.i to form the word ~ Lb . The following uIj _,i
are familiar to you from your vocabulary:
, , - , , - _, •
-
vA-i~ J..A~ J·oo,.! I,)".)~ :J • • !
~

l)jf
_, .
~_, ~ ~ ~ :J 'Wt
!'
a.....,L.,.., it.; I.)_, 4...)~ t.....I.;J :WL...a....i Wt
- .;

1
Do not confuse the ;.~ here with ;.~ in words like IJ';J~ , which already have three clear root
consonants. The latter i~ is part of 0 j_,J I (see below).

- \'1"£-
 When a specific .;4 intersects with a specific.:.,.,;.,, an individual word is formed
This is the process of word derivation in Arabic. Theoretically, all combinations are possible::
in practice, however, only some are used. The chart below gives you a partial overview oi
this process using some examples:

J~

V".JJ~
. '
J•;•f.,

--
'
~

~ '
l..)".),j
.,
t)Aj/J.a.i
.,

'
<

' '
l..)".),j
~-"'<

v.:.' .

vu- .;-,j
(something) studied he taught he studied

J~
, , "'
~I
. '
JW.
Ill '
J_i'.~. J-t-W"
. :.
;

occupied he worked he made to work it occupied

t~
. ' "' , ,
-
. I ' Ill ' ' '
~... ~ ~ t-r-W"
heard, audible he listened he made to hear he heard

Arabic has many .:., l.,;_,i 1 some commonly used for ,j ~I , others for ~I , others
for .; • .o II , and a set of verbal .:.,l.,;_,i (more on these later). Some .:.,t.,;_,i have more
syllables than others (such as many plural uI jJi ). Longer I.J I j_,i are derived from shorter
ones and expanded using certain consonants. The extra letters used to make up longer
.:., t.,;_,i include il~ long vowels, and the consonants \ W"
1 1 1 ...::... 1 i , and occasionally .:., .
The following are some of the .:., l.,;_,i that contain these letters:

J' .. •'" .,0 ~

J......,.u.;,
•. ~
~Lb ~Liwt
/ .,
/I /I

J• ! G--• a•a 0
.J
J. • ...•~ •••• wt
.., ' ..,. ,.1
, ..,
..... ,.,_,
V"J~ ~w.

• • /././ , .; .; .til II

u~l JL&;.il., wt ~I J£A,il W9

/ / /
~ ~

Most longer.:., l.,;_,i are related to verbs; we will return to them later. When you study
vocabulary, note which words have the same.:,.,;_,, and practice saying them out loud; this
will help your pronunciation, reading, spelling and vocabulary retention by making it easier
to remember the exact shape and sound of a word.

- \\"0 -
IDENTIFY .) ~I OF THE FOLLOWING WORDS:

uo•o0,
. ~

'Q

<~· ~> Ujt-f' I •.4JJ.,>J I

ClAsSIFY THE WORDS LISTED BELOW UNDER THEIR iJj,J. WHAT PATTERNS CAN YOU PICK OUT? foR EXAMPLE,

DO ANY WI j,Jj SEEM TO INCLUDE WORDS OF A PARTICULAR GRAMMATICAL CATEGORY?

J~"
;' ;'

~ ~l.i 4JW ~ Jwr J..U

' '

~ 7. .. 1~1 ·~
LJ. .;~I i~i ~
!,)~j ..;.~ ~~ ..J 1, ~GS..JI i)Uj
v...i.b..JI .b...al..A J~ ~.lb. 71.>~1 ~
wl~ i_,J..c wiJ.H t....,I.;..UI • A .b I ~I,)
.ll_rti ~~ d~
' JL.v.i
t"'""'" J,.>4

The Arabic Dictionary ~.,.a.lt uatt-OWf •

..
Arabic dictionaries list words according to .; l...::J I . The consonants of J l-.::J I are
listed in alphabetical order, with alif representing the consonant ,. (remember that the vowel
ali£ cannot be part of a root). Thus, in the dictionary, the root .;-'-:"'-i precedes .r.;-""="'
which in tum precedes j - J-'-:"' • Doubled roots, such as J-J-c:. of a A .! A ... , are usually
listed according to the alphabetical order of the first two letters only, such that J-J-c
precedes '-:"'- J-c:. . Make sure you know the order of the alphabet, because to find the .; ~
you are looking for, you must look up each letter in tum in that J ~.

- \n-
 Each dictionary entry presents one...>~· Within this entry, the first section lists the

' .
verbs. (We will discuss this section in more detail in Chapter 14.) Skip down to the next
u
sub-entry, and you will find a noun, usually of the << ~ ,, .;__,,followed by other nouns
and then adjectives, all listed by :;.;__,. In some dictionaries, internal vowels are given in
transliteration (English letters). Each noun entry should give a plural, and good dictionaries
will give prepositions and idiomatic expressions as well. It is important to pay attention to
these when looking up the meaning of a word.

PRACTICE USING (.)'-'~ L:i.J l BY LOOKING UP THE FOLLOWING WORDS WITH A PARTNER. FIRST, IDENTIFY THEIR.

...>4 . (If IT IS FAMILIAR, THINK ABOUT WHAT THE APPROXIMATE MEANING OF THE NEW WORD WILL BE.)

THEN ARRANGE THE WORDS IN ALPHABETICAL ORDER BY ..)~1 AND WRITE BOTH IN THE SPACE PROVIDED.

FINALLY, LOOK UP THE WORDS IN ALPHABETICAL ORDER AND WRITE THE MEANING:

i ',o ,J .! 1
..
..
9 '
'
"

J .U.t
• .fo1S'tf

_\

_o

_,
_y

-'·

- \\V-
 Learn the numbers from eleven to one hundred: ~
' t
'f. '.
~
:.~/·I,)~:.~ \\ ~~I

~~~
, ~ "' "' II-
L · 1j·
w>'--U I
~J

-. ;'·
'"'
0. '
~ l,),j'''
'.
0:. \'f ~u~
' t
\. ~/~.;~ H ~~I
.J
'
, :. ... .... , ' ..
v. ~/~.;~ \0 ~~

A. -. ·w/· ·w
~ I,)~ \\ ~~
~

~~~~
'
'\. \V ~~

' .. ~d..:alo) ~ \A ~
. ~w
~

\'\ ~~
'

~~/u,J~
"'· '

u-J~-J ~~-J
"''
u-J~,J 0~1
"'"'
"'f 0-J~,J ~)l:a

Unlike the numbers from 3-10, which are followed by a plural noun, the numbers
from 11-100 must be followed by a singular noun. 2 In formal Arabic, you will see nouns
following numbers 11-99 written with~! ~_,..:u ending. Study the following examples:

•
. 4~ (0-:!~) ". ~i.;-i
. l.o~ (0J~-J ~W) "" ~~~ ~
.L.. (~.;~W,J ~)A\ L\~ ~~,J L (;~ ~) \'\ "?~
1
The alternate (older) spelling (.:.l.o for U.... does not affect its pronunciation.
2
Formal Arabic imposes agreement rules that affect the gender of the numeral. You will learn these
rules later. Spoken Arabic uses fixed forms that vary slightly from dialect to dialect, but are easily
understood once you know the basic underlying form presented here.

- \'0,-
LISTEN TO THE TAPE AND CIRCLE THE NUMBER YOU HEAR IN EACH LINE!
<~·~) -
~
H l)l.,;i l
n V\
'' -'
'\V '\'\ '\'\ -~

O\ ~0 \o _r
'('f 'f'( _i
"'"'
\V v~ ~v _o

'.. \\0 \00 _,

AV VA AA _v
~A \A _A

ov
'"'
O'\ '\O
-"
t. H H -\.

(~t~)
AN AMERICAN PUBLISHER NEEDS HELP IN ORDERING PAGES THAT FELL OUT OF AN ARABIC MANUSCRIPT. ORD£It
THEM IN SEQUENCE, AND SHOW WHERE TO INSERT THEM BY GIVING THE PREVIOUS PAGE NUMBER FOR EACH PAGE

OR SERIES OF PAGES!

At A\ vv o\

A. A\ AA tO vo
'vr"'
f. A AV v~
'\'f
''
<~•
~ ') !~
..
PLAY BINGO! DRAW UP BINGO SHEETS WITH FIVE ROWS AND FIVE COLUMNS CONTAINING NUMBERS FROM

1-99. ONE PERSON AT A TIME ACTS AS THE CALLER, CALLING OUT NUMBERS RANDOMLY, AND THE OTHERS

CHECK OFF THE NUMBERS THEY HAVE. THE FIRST PERSON TO GET FIVE STRAIGHT ACROSS OR DIAGONALLY WINS

THE ROUND.

- \r4, -
 <~• ~) ~·~ JaWa.i t/j ~_,.i J
:.:t~fW.f~

company
in need of
Ruo THE FOLLOWING ADVERTISEMENT TO FIND THE INFORMATION REQUESTED:
1. Who placed this ad? What do they need? Whom would they prefer to hire?

2 Find the section which lists educational requirements. What are they?
3. Find the section which indicates experience desired. Name two.
4. Where are the benefits described? Name one benefit given.

5. For practice, choose two words to look up in your dictionary. Choose well: identify
words you think are key to understanding a certain part of the text. Before opening your
dictionary, have a sense of what kind of meaning you are looking for, e.g., a noun, an
adjective, or something to do with a particular field. Then identify .;~I and look it up.

<.s~~Jas~
~ ~J JJl ~~ : u-!! 4~
: ~~~ o~j.t.J
. ~bfi.-11 ..,t J~'il i.JIJ~ ~ t"~J ..,1 '-"'-"__,l~- '
.. : ~· .L ~1 ··.I~.'(
W '-"'-"..J."'
~. •
b~l
. ~L... <:? \:m ..>::..u. J.,t ~~.:.I~~~ J&i "i ·~. \
.~~Lo ~1 _,t IBM ~ ~4b.ll_, ":U'-"6..11 J~t - Y
.i~ ~~_, ~4J ~)'I ~t ~_,.JI U!ll ~ 4.;aJI_, ~41-JI ~ i.JJl.ll ~. Y'
·4Jill ~ts.o <S~! _,t J~'il ,.,.il,.J _,1 ~I <S~! <S~ ~L...., ·~ ~ ~ ~ • f
t:alj ' lJ
*
~ ~)lc.- ~W.I ~I -l!.e; .+.JI ~~W.I ~ J~ ~IJ
~..,.wll ~l:i t.l:il ~JJ ~ ,t ~ y..,'lt

'\'\,- J1 '\'\'\' -~~- tV~YV-- :".i:U.A~Jb~l .. ~l ~ ~~

, _ . ..
. .,:..-.
11~'"~
....,_,.,~

'"

- \t. -
 OtiD t \.oi "~ 1 ,

~ ~Li.wo~• .ww, !'0 I ,' I)J,>i I

:~L4-W' ..... '~
~Ut + 1~1
if
- , :if , "'
.
I was late, fell behind ~_ri..G

H.-...l:JI ~ IJ".J~ 0i ~~ ~~~ _;

~~~~ ~~ 0i ~~ ~~~ _t

~us .»Ww 1 , v I)J,>i 1

WRITE A SHORT ~ ABOUT EACH SET OF PICfURES. USE AS MANY VERBS IN ~UI AS YOU CAN. A TIME

FRAME IS GIVEN FOR EACH SET OF PICTURES.

- H\-
 ~UI~I-'f'

You MAY BE INTERESTED IN STUDYING IN AN ARAB COUNTRY. THE FOLLOWING IS AN APPLICATION TO ONE

SUCH PROGRAM. READ THROUGH IT WITH A PARTNliR, AND AS YOU DO so, FILL OUT THE FORM FOR HERfHIM BY

ASKING QUESTIONS (IN ARABIC, OF COURSE). GUESS WHAT YOU CAN FROM CONTEXT AND ,;~I , AND SKIP

THE QUESTIONS FOR WHICH YOU CANNOT MAKE A REASONABLE GUESS.

- \H-
 ~IVo:wJ

b~ .dU~t~

~...-JtUUI~
" t \ \ ~~)1. tYVt too:"'·~

a .1.....•,..•• ,- • I ••
o •••
I

--'I arIll .. +-0 .,

a..., ·~

- \fl"-
.............................................................................. : (~1.)1~ ~lk...o) ~U:JI f""'""l _ \
................................................. :GL..JI - f ....................................... d.! ... ·.? II _ '(

...................................................... :~1 (~ ............................. :.J~I ~.;l:i ( l- 1.

~~l 0 ~J~ 0 :~~~~~WI-"\ ................................. :.J~Iu~ _ o

.................................................. :~1 - A ......................................... :~1 _ V

. .... ...... .. .......... ... ... ..... .... . ... .. .. ... ...... ........ ...... .. ... .. . .. . ..... .... .. ... .. .. ........ . :~WI j..c.AJI - 4\

:fijU ~ 0-.o ~~ .lJ4 ~ .;..........;.l .U ~ ljl - \ ·

...................................................................................................... :~1 f""'""l _I

.... .. ..... ..... ... .. .. .... .. .. .. ... .. .... .. .. .... ...... ... .. ... .. ..... ...... .... . :~~~ ..,1 L.;..U.I r--1 _ ~

.. .... .. .. .. .. .. .. .. .. .. .. ... .... ... .. . .. ... .... ... .. .. . .. .. . .. .. .. .. . .. . .. . .. .. .. .... .. . .. .. . :!S.;.:i.:i.ll ~.) l:i --:::--
•OI'I,>i!l_, .~~~J '1"'~1 r-+i ~t &o 4 ~.)AA <S~J 4-i~ ~~~Lilli ~j\ _ \ \
. of ""'
u.:w..~ ..,, ~~ "
_,ll.)l:i.- -
0 ts ljl <S,jl.w.ll.fi.j t;.o .~~~,
.. .. .. ... .. ... ... .. ... ... ... ... .. ... .. .. .. ... ... .. .. ... .. .. .. .. .. ... ... .. .. .... ... . .. .. .. .... .. .. .. .. . : I"' 'ill!t.i.J _ I
:<S~' ~w _._..
~L;S:JI ~t.&JI 1!.1~1 i)\S'Jl ~
~I
..b....~ ~ j~ ..b...._,.:..a ~ jL.t ..b....~ ~ jL.t ..b....~ ~ j~

~J.A;JI ~jll o..A.o t;o..;\J t;o..;\J I ~tl. l.....)..UI r-'

~I
iL..ll ~I l....I.JJJI ~_;..;.)I J~'il ~~l_,i.~l

- \H-
 C'B? f.)l.' ~}~
~..J ~,.,;, ·~~ ~Lo.LS I • ~..,.t I
DEFINITE OR INDEFINITE? DETERMINE HOW EACH OF THESE NOUNS FITS INTO THE CONTEXT. REMEMBER TO
4\

LOOK FOR U~-Jf:

•
_,
(!.~>l;a.JI) . - - - - - ~ 4J ~4 ~I_,.A ~i -"'
( ~~) 11 - - - - - 4..i.l:._,J.I r-'""' ~,;-La J.A _r

(~.>C-) . - - - - - ~ll~i ~ ~,;UI ~i ~i ~) -~

(i~WI) -~.:UL...i_, <ji>'""i - - - - - ~ ~~ 41S ~J _o

(~~) '! - - - - ~lA ~ 0 eb · 0

o ~1.....:. .)~..JI ~ J,A, .•II ,.;a 0-" _"\

(J.=..~ ·~) ~~ - - - - - - ~) I!LJ.l.l, ~ - - - - _y

(~·~') - - - - - - llA ~ - - - - - - ~i "J ..A

(("~) Jl,_b i)_;,JI ~ ~L:;. ~~ ~i -~

(~.)GJI) . .b......,9~l J~'------ ~ d.a.a;;a ~U ~j _\,

LWI ~~WI~ ~U. JJ~ . ..JL:.. _,..:a.i _,.A,9 ~I ..HI J_, a,. o JJ~ d...a....u.l
(:Au~ LA-4J4 Jw-:t..l"it ~~ JJL.c !i,;-Silll ~ -J ''-:-'~' ~ ~ .~_,
~Lo ~~ ~~ ~ ~ t-..A •..JA Loi .~ l.:a..o L-4JI I_,.L:i..J ~:,u~Li . .wu~i
.~UI ~I~~ Lo I!LJ.l.l, ·~~ <t..UI .d...oi ~
~~"'.LoW I ~~WI~~ l.j! • ..J~ ~ !..)4-=aJI a.-:JS J_;.~ ui ~~ JJLL
~" 4~'il (..UJt """.)~ l!l.Jjj_, ·~~~ ~ ~.)-"i ~~ ~ ~ ui '4i
.<-a·
~~ . -~~~~
·'-~'il WJL.a W ·~ .1~.q I· ·II !.J.AL!....o

-\tO-
ALL VERB FORMS HAVE BEEN REMOVED FROM THE TEXT. Focus YOUR ATTENTION ON FOLLOWING THE THREAD

OF NARRATION BY LISTENING FOR VERBS. IN ADDITION, LISTEN FOil J~ I AND NOTE HOW IT IS USED.

- - - - - - - - - ~ '="' - - - - ~
---- w1
_ _ _ _ (j.u1., ~ .~ - - - - - - - - - - '"="';~, ~

-----:J ----- ------ ~ ----- wl ----:J .dl.l

- - - - - 4-l---- ~1.) ~ - - - - - t.....l.).,) - - - - ·~'"
----- ~ -----~----..a ------ -----:J "

- - - - - - ~ .u1 ~,., -----:J . ----- ~~.).'" ~

LI.>..JI - - - - - - - - - - - - I~ - - - - - ~..lii ~ -----:J

---- ~ ~ --------- -----:J c U l l - - - -

\(• ~ - • ' t
AJ~:4etth
J .. lf)) :~
'! - '!: ., -

WATCH ..J Li.. TELL HIS STORY IN COLLOQUIAL.

Listen for the colloquial of ~ and ~ .J i .

LISTEN TO SEVERAL'-:-'~ TELL US ABOUT THEIR FAMILIES.

What can you understand?

..::, I . G. a.s_~ ~UI (~UI +) I.J!

\ •• -\\ Jl~~~ .. - If .
4.)..).:1-' ..) .k.JI ~~~~
 ~~~ .l-It;. ~ \.:...>'! •

<j..1WI •
~;;.)"'""~I t"Lo1 ~~ jA.

~~~~~+~·
dJ.'.!ijtll ..11~'11 •
~ ~L..JI rS •
~
- Ul 1.. I - - ": ~.1~
~~
• o~rjlr
• ·• :..~ 1
~~~..>!
1 I •
~t:a~'11__, ~WI C;A • e•~J
:. d,. _,,
((,~at....,
.._,..-'-.7
~L..JI (,j i•o.
-
. .oj ••..,..::;..).:>.»
•
:~1 • ~Will
..
~
((~b. 4 "'J.All c~» •

- \!.V-
other

or

to begin
., ,
I~·~~
, ....

some (of)
,_ ';.
then, d.IJ ~ r--a
newspaper J...!al~ ·G. b~~
to sit U"~l. ~' ~
around, about ~I+ ;)1;..
' ,. , " ......
to leave (a place, e.g., room, house) &-a G.-'.riJ I ' &-a G.~ ' 0-o G.~
special; (its) own; private (adjective) ~Li.
to smoke

sixth (adjective) U"'.lL...

hour; o'clock; clock, watch ...:.. ,_ . G:. d...c. L...
chess ~~I
to be able to ;~I + or ::, i t.: h : .... ! , ~ i t l.b.i...._l
0 ' ... ...
afternoon ~~~

to return b.l~l ..1~ J~

eye
u-ll ' u-ll

0~
,.
' u-l'

·G:. ~
.'

lunch 1'1~1

to eat breakfast ,;~1' ~' ~

• 1

~~ * ~
to play ~~.~.~
club (e.g., sports, social; see U~ I) <iJI~ I . G. <i..1W I
& • ... • , ,
to leave (the house); literally: to descend 0-o J,,;:J I ' 0-o J ~ ' 0-o J~ .
half

to wake (someone) up (t,; t......=..o)

me (object of verb)
~-

- \tA-
lN TillS NEW SECTION OF EACH CHAFfER YOU WlLL BE GIVEN ONE OR TWO NEW VERBS TO MEMORIZE WHOSE .) ~

CONTAINS _J OR/.:?. As YOU KNOW FROM LEARNING 0~ 1 THESE VERBS HAVE TWO STEMS FOR ~UI, BY

MEMORIZING A COUPLE OF VERBS AT A TIME, YOU Wlll GRADUALLY ACQUIRE ALL OF THE STEM PATTERNS OF THE

ARABIC VERB SYSTEM.

..1~
' •
..1~1
,
l.:aJ.c.
~Uf
, ,
..::..J.c.
-
lND

, , '
,
1_,..1~;::,_,..~~ ..1~
'
~J.c. ..::..J.c.
,
'i"'~/~J~ ..::..J.c.
'

'"..1~/w_,J~
'
J~ I_,JI.c Jl.c
'
..1~ ..::..JI.c

'
~·L·,
"' ... 0
... t
-
OlD

I., .. .!: L. : .... :;'·

, u.J'.! L.:,,, : ' t..! L.' ,,,. ' , ~-b-:..... )

, .b-:..,:.;::,.. ·h-:..... :. ~-b:.,,,

~ - --
J_,,_.L\.,_..;::,_,.._..L:.,.,J t.o'b\ .. ,J
t.o'b',,.',

<~' ~> .a,_,;, e' h; ,, I• ()J~ l

UsE THE vERBS Jl) AND t 1b i , .. J TO COMPLETE THE FOLLOWING. NoTE THE usE oF .>~I To EXPREss
THE INFINITIVE VERB:
,
. .;_,.J....i.l I ~ ~,JfiJ I '-:J~ - - - - 'J L:ai _\

...::..L.KJ I .lc...i::.. - - - - ._.~I _"

-----~~-"'

.~ ~_,_ri..JI (r-=ui) JA- I~ J.>4J .).:..- r~l ~I _o

·F' '.'.'"'! ~t:.,....a c;__,~t L. ~111 t~YI _,

- H\-
 (~t ~) i~~· ~·~~· r 4>'~ I
.
:J,..of.t ~ ~~ ~L4JS ·~t

. r~ JS 6.;~.,.. ~~~ ,~~ UJI ,~ o~ -'

. c.~ JS i_,.:i.ll ~~'"' j~ ~,.,:;,., L:ai -"

. ~l:i..w..i e-o tL....JI i.fi ~UI .l.:o-\'1 r~ _r

... L::a....t.ll ~ ~I ~ """#,1 "i _f.

- - - - - iJ,a.I_,.JI ~WI ~ ~I v.- - - - - "i ~~ r~ _o

?

.~ oi ~~'"' ~~ <ri -'

diseases u41..)-Ai ~ ;j .a". a; j 0
b.J~~.~ ~~ _y

. 0 '0JI ~ ~ «~~» Ci:~ .-.;,"'·,JJ _ _ _ J~":ll i.;f..t! 41S 0-o ~~ ..A

. ~~ - - - - - ~4-JJI JS4 "i ~~ _\

0 '0JI e;,:bi ... ·.,., ~UI ~~I~ ~~I UJ..JI ~l.;..t _\Y'
! l+.a r~.JI,., ~ l::.S.JI,., i .. I_;.iJ I

= ,..s~~ ,.,Lt.,, I r iJ-1..>-i I

1. Who leaves their house/ room before eating breakfast? [Remember to use .;~I + J..:LA]
2. Who reads the paper every day? Which paper Is?
3. How many hours per week do they play sports?
4. Do they smoke? Did they ever smoke?
5. Who has joined a student club? Which one?
6. Who gets (=returns) home late in the evening?
7. Who begins studying (doing homework) in the afternoon?
8. Whose classes begin before noon?
9. Is there a special room or building they like to sit in to study?
10. Who wakes up his/her roommate in the morning?

- \0, -
1. Mention something ..J L:;. does:

- - - - - - - - - - - - - - - - - - - c~' ~ - i
--------------------~I~ - .._.
- - - - - - - - - - - - - - - - - - - - - .. L....J.f ~ - ~

. ..:. .
:~w OJ-0 ':9 • 0; t" '
2. Order the following activities according to what ..U !..=.. does:

~~~~ ~I u-11 ..~>'i ,;.b-ai

~~~~; ~~~t~i ..WI~I i.;-Ji
..,?_p.!_, <:?..1.1 1_, J~ ~~ ~ (J".)..Ii .. f..WI j.S:i

: 4!JC o,..,..o f9~W,9 19-8 q; ... f

~~10--e. ..JL:;. (~ ~ _i

~~4-JI ~ <t..:ai~L-..a i~ ~ _£

~-=.,1~6.11 i..i.;U wi J.:a.A_, ~~ 0-.o t-'y..JI ~ ~ ljlc _o

~ .. WI~~ ljlc _'\

7. I<halid used a formal verb to talk about eating lunch. Write what you hear:

..J

This verb is used mainly in formal Arabic, and must be mentioned with a meal:

8 . ..JL:;. introduces a new topic,~~ i.J-:, using the topic switched:

as for ... , ... . .. ~'
-.
... G.t

'!~I i.J-: ~ ..JL:;. J~ ljlc

9. Guess the meaning and explain the grammar of this phrase:

- '0' -
WITH A PARTNER, COMPARE YOUR SCHEDULES TO THAT OF ~ ~ BY COMPLETING THE CHART BELOW. ADD

TIMES AS YOU NEED THEM.

~ ~~ 4.d.~a..JI

1,r·

1• , • •

r, ..

~ ''i,LUI ~ u~ I.;Lo !1/,LiJf 9-A Lo

In Egypt, <:?.JI_,.;J I offer social and recreational facilities to those who can afford them,
much like American country clubs. The three largest in Cairo are ~.;--:~I ':?.l~ , ':?.l~
d.l La) I , and ~\t I (S.ll.:J I . The latter two have ~.l.-i.J I b~ teams that enjoy a large
' ~ ~

following and a fierce rivalry. In addition to these private clubs, some large companies,
professional associations, and government agencies offer ~.JI_,_:. to employees and their
-,
families, such as .b I .' . .; II ':?JI...:a . These clubs are more social than recreational, offering
places to eat, drink coffee, socialize, and host events such as weddings. Watch as members
of ~~~ ~.l~ talk about what role it plays in their lives.

'
~ !iJ-W~' ~Lol u~...; ~
~ .
Is Khalid's refusal to smoke in front of family members unusual? Watch the interviews
on your DVD to hear the opinions of some other young smokers.

- \o'l' -
 4! o .. ,~, 4' o4-f + ~ •

You have learned how to use a .: ':J I ~I with a fronted ~ to express the
a • ..

concepts of possession, accompaniment, and there is I there are. You should be able to
understand and analyze the following examples of this construction:

. .:,L:Jlb u_re ~ ~ ('") ·~~~~ (')

' J ... -.... Q cL.1 U) ' .)':J_J.J ~ ('")

In formal Arabic, these kinds of sentences may be negated using ~ .1 Compare sentences
1-4 above with counterparts la-4a:

'~~~~~ (i \)
' .)':J_J.J ~ ~ (i ")
Note that~ must come at the beginning of the sentence, preceding both i ~I and ~I .

These d _.... Q • .,1 ~ may be put in the past with wlS or negative past with .:, lS L. .
As you saw in Chapter 7,.:,ts: should not be conjugated for the logical subject (the possessor)
but rather may be thought of as a fixed expression. Like~ , .:, l.S precedes both i ~~
and~l.

..:,YI b.J~ ~~ ~ ~J b.)~~~ .:,IS

·FI ._._. ..... ~~~....a~~~ .:,ts L.
'l~~t:JI d........J..J.I ~ wJ~ ~u~i ~.:,IS J,AI

When describing places or institutions, do not use ~ , which refers to people.

Instead, use u-A for physical possessions and .J for intangible ones:
- '

.~_,_b ~.)~ 4J ~ ~.Ul b~

However, the abstract word~~ time is usually used with ..W..C.:

I don't have time!

Earlier we noted that .w. may be negated with Loin ~poken Arabic, as in .,;~ (S.W. Lo . Here we
1

present the formal negation with~. These two

constructions differ in usage, notin meaning.

- \0'\" -
 (...A,.,aJf ~) ~.)o&Jf .i.&.Uf ~l '~~
1. There are no students of Arab descent in our class.
2. Last Friday, there was no traffic (overcrowding) in the streets!
3. She refused to talk with us because she had no time.
4. This area does not have many restaurants.
5. Does this club have special programs for kids?
6. In his childhood, Beirut did not have McDonald's restaurants, and now it has seven.
7. Last week we had a very hard test.
8. They had two sons and three daughters, but the oldest son died.
9. I don't have an opinion but I would like to listen to yours.

(~f~) d!o•uf~+~
WHAT DO OR DID THESE PEOPLE AND PLACES NOT HAVE?:

<:?..1\..:J I I~ _\

- - - - - - - - - - - - - - I . J U ''-')l..1. ~ )) 0

I.JU)) _'\

~~! _y

.~UI u....JI -~

- -,0~
 ..
Ordinal Numbers 4!!! i.,...Uf Jf~~f
,: .
...-

You have learned the cardinal

(counting) numbers from 1-100. Arabic
also has ordinal numbers that are easily
derivable from the cardinal numbers
through the <.J,jJ and _;4 system. The
_; 4 of the cardinal number is put into
the pattern (( ~U »(feminine ~U).
This combination produces ordinal
numbers from 2-10 (2-9 are also used in
combinations above 20).

Note that the Arabic for first is derived

from a different _;4 than that of ~~J

(just as English one and first do not

resemble each other), and that J~l of
six is really (.)"-J-U"' and not •.::..-....::. .-(..)"' , ~GJI
which is a later development of the
~WI
counting number 6. Listen to and learn ,

the-.:....:.~ and ~~forms: ~

~ <:? ..!I.::J I

il~ ~Li.JI
,
~ ..:.JGJI ~ d...:i~

.~IJ..JI J....:a.UI I.Lt ~ ~L;JI t,,.·;i-•·•;-;1 ~ ~

. . "'
:.i.ll.of

·(JU~I U~ ~ ~GJI U_;-i-]1 ~J i \i U~ ~ ~j

~ ~GJI~WI
."b:. - ~'l'IJ.i.LJ ~-~.S..o·(..)-" u~~
· · UUJ:.-'1-L:.
- ~ r-- ••

- \OO -
UsE AN ORDINAL NUMBER TO DESIGNATE WHICH ONE!
(~I~) ( "()J,.,; I
. ~ ~JI ..,? - - - - - - t.:........J I ~ '-:-'~ ~':)..... j ~ -\
____ ~_,.; ~ 0 ~1 i.~ ~_,.__ _ _ ~_,j ~ b~~t:;;; t.o -"

----~~~~IJ..i.UI_r

----~1.,? ~U. ~IS_,~~~ ~lL .4-:J_,ll. ~ _t

What Time Is It? !"-L.w.Jf ~ *

~ :wL.oJ,.S:JI c.~~~

time (as an abstract entity) ..::...lJ

...:...:a_,'-?~ ~ ~" ~ ~ji 0i ~i
,
quarter ~.)

.~L... ~.; ~ ;;..L:~I..:..i~_, ~~ ~~

third
. ..!.J.:j_, ;;~ t.cWI.,? j~ ~'}a}< II~

less (literally: except) ~I

•
d..........o... ~! ;;.l.::a.l_,_ll d.&.WI = '". oo
minute ~u~.t H..'ii~
.dii:AJ uJ~J ~-' t::Jt:JI u~l ~WI
<: - I ~ • •
At what time ... ? .•.• cL.c.~...~.u 'i' ~

~( ~ JS ~I &-o ~~ d.&.L... ':?i ~

Listen to various times given first in spoken, then in formal Arabic on your DVD.

In formal Arabic, ordinal numbers are used to tell time.1 Remember: in telling time,
;;~I _,_I I t.cL.......J I (not u-lJ-1 I d.&.L..J I) is used for 1:00.

1
ln spoken Arabic, cardinal numbers are used to tell time: &... ~WI , ~ ~WI and so forth.

- \ 0'\ -
AsK d").Loj IF THEY DO THESE ACI1VITIES AT THE TIMES SHOWN. IF NOT, WHAT TIME? BE SURE TO SPEOFY

'L._~, ~~~,OR :l........o.

c:. ·~ .1-.lj
. 4.),1-:!~
•
4J,J
..1-AL!.....a-

'! LU.S..J.l II ""~

· :U
. lS". -

B. DID THEY DO ANY OF THESE THINGS AT ANOTHER TIME YESTERDAY 1..)-"-Aj?

 o~t,J JaLJ,..; I'.4JJ_,; l
:4-q I S' Jj 1:'1~ ~~
' ,
discussion, to discuss (J~) :i .:;. •WI

READ THE FOLLOWING NEWS ARTICLE ACCORDING TO THE STEPS OUTLINED HERE. THESE STEPS ARE DESIGNED TO

HELP YOU DEVELOP READING STRATEGIES FOR READING NEWS ARTIO..ES IN PARTICULAR.

1. First, scan the article to get a sense of its overall structure. News articles usually have a
predominance of ~ I ~I ; use this information to help you identify how many sentences
this news article contains.

2. Find the basic information of the article in the first sentence:

.;' - .;-. 'I
·~
.;'.
. u-"
·~

Look carefully at the structure of the sentence. In what order do the pieces of information
appear?
~~,~
3. Identify all _, as either "new sentence" _, or
the_, that marks lists, and bracket all lists.
)!; tt'?L4' ~
~
~~,
,
cWIJ ~.
4. Bracket all proper noun phrases. What helps J a o- a b~L.a ~UJJ u-1 ,•,l.a o-

you identify them? ~J!i ....... uJ ~JJ ~ ~~I..J......-':!

w...AJJ ua.a O.i ~)L....~J Lu~l
5. Find three different adverbs.
~JL,.,~I..:..L...I.;~I ~ ~ IF"jl......SI
6 Choose the word you think is the most ~» ul~ 4:JL-.; J,.::. !.£.~ ~~1_,
important one you do not know and look it up. J.,l u.a ~..J.>.ill ~I cpWI .b~
~J <((~~' ~4 ~~ ~ ":"l.:iS.ll
~
-
~ · JlS ~I:J.I 4l:J
.-:<'~1 (.)tO
. . '.)~ •

~4 41-JI ..:..L...I.;..UI ~U......I ul_,_.._.!.

,jL:L....I ~..>l' ~~..ut_, .LA~
..:..L...I.;..UIJ ~_,_.JJI ~ ~J U-ill
-b .'.) t.;. WJL:w (:;~ L....t.ll 4.a....o ~ -
.. ~jL,.,~I
u.a ~ .l..6o--o ~1.>!1 ~~I jl:i,,••SI_,
~L~I ..:..L...IJ~I ~ ~_,....!JI ~
. Wa:il:u. '-F-~ ~~1_,

- \oA -
 ~ cwu·~,
-Li~¥,9 .i.UL&J, !-0 I '' 4>'..J-i I

~ ~~ ~L.... ~''"""" L. _z.

.J..'~... ,-:-UI UL....,; :1~ _o

(~' ~)
. o~l~ .»Wa.i ' r ""'~

the world ~WI

READ~~j 0 _,1-,11 ~~~~AND LOOK FOR THE INFORMATION REQUESTED. WATCH FOR J J 4 YOU

KNOW. How MANY NEW WORDS CAN YOU GUESS FROM CONTEXT? WHAT CLUES HELP YOU IDENTIFY FOREIGN

NAMES THAT YOU WILL RECOGNIZE IF YOU SOUND THEM OUT?

-------= t.W - - - - = ( dl,.l ,,

~ ')
_,1 J .. ,l,.
... .,; J
a :I~
oil
_\

<?~,;t..::. ~t..:..>-:' i.!lw &:i _r

'! ~' ...A~ 0i e:.: b -, ... ·. ~'"' &:i _z.

- '0\ -
 (~.l) MBC .i\:d (u'L:W)~Ii\:d
..
10.10 ~4-o ~ t.ofi.l.l ~ u.o t-....:JI ;;~ 09.10 ~ J.....L...... ,;~ 09.00 c:.4-·-·" r-1~ 06.30
~_,..~ rJIL 13.05 .l.:i.l~l :~..UI ~'/1 ~ J~ ct"l>~ .:,~j J.....J-,.. 11.00 JY 4.......11 J.....l....-10107 ~J.o
~~ 15.05 JJJ ~ 14.05 ~"J u_,l '":"'4----t 13.35 ~~ J.!..:..J J....J..- 13.00 ~~ 12.00 I"'..IU11 1)<>)1
21.30 '"=""'~' (S..s...-- 19.30 ~~ ~..H-"" lJ.o 18.30 14.45 '":"'._>-iii 0 1jll4.30 4-~! .:.L........A> 14.00
~"+'"" :~ J.....l-o 22.20 ~~ J.>..l ;I,F'...J' J.r,..J....... ~ ~~~ dtjJ dtjJ 15.30 ~...fiJI 0 J_,..lll ~L......o
~~ ..1t-u.oj :~_y;. J...J..- 00.05 J..IA.II 18.00 JI..1IJ ct"U~ 17.30 !-.JY ~~ J.-1...-.o 16.00
19.30 ~4-:-JI .::...... ct"u~ 19.00 )..U'/1 ~J J,.....L......
Parramount iUJ ~ ~ ct"u~ 20.30 !-,..)till 1)<>.).11 .=..~j J......!-...
.H_,......., ct"u~ 23~30 ~~,., ,...:aJ ~'II ~u.H 21.30
01.30 6jL.:l..... ~~~ u....J.....,- ~~_, Ja..J 01.00
~..fi wl..,>i 02.00 ~~~~ .::...... ct"u~ 01.30 1~u.....
-~ )U 02.00 I"~ e-" d)~- .WI llA ct"l>~
11110.00 !-4-o)L....! .:..L:.....A:. 02.20 ~~ 0 tjJ 02.10 ~L....:l_,
u A. .t. ; 1! ~L.. 09.30 ($~~
• • J.,...L........
.L-:. 10~30 ~IJ..I J' II I I" 0 - J.i..._l:..ll ~ I" • II
!-)..L--.i'/1 ~J J ... ! tf1 03.00 ~..) ct"l:..H 02.30
0

Honey I Shrunk The Kids 04.00

11.30 u_,l~ ~.JJ-0 11.00 ~~fi u....J......- .:..L--..a
12130 'I'"" \SA ~\.>.H- ~ 12100 J~l iY' J.:il
- ~ )U 13.30 '?~~ J....J....-- ~J4 ~~ ~) OJ-I~f
J....J.......a- (.U....:.'/1) j~l.rt 14.00 '?~~ J....L...... ~~21~1
15.30 '?~_,!. J....L- - ~ ~ 14.30 l.i~fi 11.00 :t....o~ a i! i..1 10.55 &..1~! .. ;;->'~1 ~ 10.05
(S.l.o ~ 16.30 'i~fi J.....J....-- ~ J,l ~ ;;_,.~113.00 &JU.! .. 'ilJ iY' ~111.35 J~~
- ~ '?~ e-" i>J+ow~ 18.00 ~?~fi J.,..J...- - &4-JI ·~114.45 L...;.~IJ4J.-1 14,30,.~1' i.o;',o
- ..:,...>:'_,1 0 ~.>~ t-" b..>-f-'-" 19~oo ,.~~ t-" .:..!)..,-. 15.30 J4-=o-'il15.00 ~I.!..:!~ 14.50~1
22.00 i>jU...... ~~~ -~I 20.00 .::.!).,...- ct"\.>~ ....;J.I,I 17.25J4-a'il17.00 t~l ~I o\: ... 11
!)L.._,.-"J ~1..1 t"" ·~I ct"l>~ ~ )~ 18.35 JL;U.'II 18.00 ..r-14-o .. ~..H-"''/1
r-~1 ..)l...-:.. 20.00 tw:.~l

~~22 ~'II
.UI ~l:i 4.05 ~U_, ~U~ 3.20 ~I o._,....!.:JI 3.15
~~~l ~U-...~1 ,j4AA ~~~ c: 4-- v' ..
7.15 c:4--JII.1a ;;_,.~15.00 ~I~ 4.50
. ~Lo.......l
J.;.;WI .w. . . JUb'YJ ~J\S ' • ' . 0
(Y'
.. ~U.. &J~ 10.05 U6......:JI &1.>" 9.45 &.sk~. ~1_,
t:J.)I ~~ A, o o ~' t,.)lA.l.l ' • 'f 0 &_,....!J 14.02 &..1U.!. 4........0.4)1 ~ )~ 11.35 ;;.,~U.l
J~'JI ;yoU '\, .. ~~~..) \'\','\". iY' !)J,a 15.30 ~I ~ 14.30 ~..)L......:.:i.A~I &j-O..:r.JI
I"'.Y. 'JJ I"">! ", •. l.r"""'.,.JI ~I \ ,\ . o._,.~lii~ 16.45 4........0.L._,ll J4-A116.40 rJL..ll
4-JI I:S•.Il:a \ 'I' , \ o ~-.II 20.00 _,....!.4-o- ·~"' Lu~l 18.35- ~L..:..:i...t~l
.,.~, ..)L.,...,.,.,
.:..~~~lA-Y. '\", •• t.:.._,___:iio bJi..-i "' f 0
I..I"'"La.~~ f,'l'. L..ia..~ ~u..H "', .. ~~
. 23~1
...
• L.....:._, J4J 0,'. ~~~\.A~ f, •• 4.00 ;;.,~~! .. r-JL..ll iY' 0 ,l...o 3.3o ~u_, ~l:.~ 3.20
r-'..fiJI 0 l_,i)l 0-- ... ~1\.:U.~~ o,oo c:4--JIIl.A &~I 5.00 ~I .!.o:!~ 4.50J4-=--'il
~""""..fiJI 0 J.)ill o. "o ~JAll J.....L..J.I V,'\". -,r~'~' ..ill.I 7.25 b.)~! -_,..........II ~ J.AL!. 6.05
6..)\L!. ii->'~1.,1....1.>" 10.05 tw:.~l J4=--1 9.30 &o~ILl
;;_,.~I&~ 14.05 0...1~! .. ii4-=JIJ Lu~l 11.35
~I .!>:!..~.:~oo 14.50 W~l J~114.30 ~l.........:ll"JI
i 2003 ~.H 21 TV -.,r.~l il..rA'i'l
t.J-:0..11 ~ 17.25 ~~-~~14........0.4)115.30
'1' •• r ~..,.:.«~'i'U......n u..;...,._, .J..ii .L...u.U 19.05 ~~I

- \"\. -
A TRAY OF ~.J~ IS MISSING AND BEliEVED STOLEN FROM THE DEPARTMENT OFFICE. INVESTIGATORS FROM

EACH CLASS WILL INTERROGATE EVERYONE. WITH A PARTNER, CONSTRUCT YOUR ALIBI FOR THE PAST 24 HOURS.
MAKE SURE YOU BOTH KNOW YOUR STORY, BECAUSE YOU WILL BE INTERROGATED SEPARATELY!

WRITE A STORY DESCRIBING ,;~I blA, You CAN WRITE ONE STORY FOR THE ENTIRE SET OR BREAK THEM
UP INTO SHORTER STORIES.

- \"\\-
 Ct '?,.)4, \)!)~

wfJ~ I lA UJ~ (
;~J.S~~~·~~~

. ~~ JL!. ~ r+"i - - - - - - WIJ l..:?..l"i_,i

_,
0~
. -'
.
U......l:u. ":?~
~Lc.- ...... ..;,k _,•
-"
- I ll -
U...0 ~'-;I , - • A::,
~JI
I
:. -
~ ":'~ u.J
.,:.,1-(.,.,,) ..l.J.
·'I 4..J-A - - - - - - _'(

..:,.J_,L.:u -1•

_t
L ... J 4 o> _,•

_o

~i _._.. j.;..Ji _,•

.

G..~ ~WI ~WI ~ ~~ e;..o - - - - - J,~i _"\

,;_,.b.i.l I - ~ .. W:..:a.JI _,•

. d.JL....,;JI ol.A ~ .,:.,WS,ll ~ bi'I,;J - - - - - - '1 _\

~j_~ ~i -~ t: L -....•, •
-1

~_,J.I ~ :il.<.ell - - - - - -'.

~1-JA -~

.((~,, - - - - - - ~ J..-.::,., .,:.,w~"il ~ ~ ~; & _,,

J 19--', 11 0 - "'-:-"

- ""-
 -~_,.a...b ~~~--- J..4,)1 ~ ((JI..!Sin ~ ~ ~ -'"'
~I~ _ '-:-' Jl_,...b _ i
~ .
.,UI 0-..a ~ ~..JI.J, - - - - - l:sl
. _\r
uLc~ - '-:-'

~~I u-1! .JL:;. ~~ '} _ _ _ _ _ i~ _H

~'11 - '-:-' ~I _ i

-\0

-\ '"\
j ..1-..Ca - i

~,.s I , Uoi~ I
SPECIFY HOW MANY, USING THE CORRECT FORM OF THE NOUN. REVIEW THE RULES FOR USING NOUNS WITH

NUMBERS IN CHAPTERS 7 AND 8 IF YOU NEED TO.

(i~ "') 'l.hli - - - - - ~~_,.a...... 0-..a I_,..!Lc ljU _r

(~L..c) ~~---- \ .. ~~~ ~!~~~I _i

(4..J..l) . r\ b)..r=Ju J~ ,JL:.. i~' ~~ o

(d..:a......) . - - - - \ l.Aj-4-C '-$'_,1..... ~_, - - - - \ \ Oj-4-C r--1 L.... ~I -v

(4 ii..' AJ) - - - - - r. 0-..a ~i ~~ ~ ~~ 0 ; 0 _,..... b j , . j '1 _A

(~~ ·ti) - - - - - ~.., - - - - 4..:l)l...::a <LI .J L:;. -\

(..:....!6.) - - - - - \ •• t..JL!..ll llA ~ ul.S: ~UI ~I~ _\.

-----..:_.)~..:a ~I~ LI..J.JI t..'b-. ,.j '1 _\\

- wr -
 o.GL ~ . .l~'il ~ ~ ~_,.A~ ~4-JI ~ .J~ J..:..o_j ~L...

- ~~ JS ~L:JI ~I~~ .:_,SJ_, ,u......JI olA ..,_.-.... -:-UI UL....; ~ ~~ -=..I~L......o

.~1 ~ L...I..,.JI ~ 'i ~..:N ~~ ~ ~_, IY'..>~-'- ~~ ~~ ~l
~ .JL;. . .J~ ~~~~ ~ "'~.;'il ~~ '=?JWI ~! .Jld.. t-" ~~ ~L...
J.
!~~~ r;-o i~l_, ~~I '--:J~ ~
'*0

* oJI

,~L... Loi ,I~ ~~I

~I .~4JI~! ~ ~~ \}JI .
f"- ~
~

c; ':!' ;l;9_,:; ~.b.~ ~WI

0i ~· J
"
i.~l ;;~1~1 c; ,J

i_;Q1,J ~ :i).~~

dlll' ~WI ·
~

J.,U:ii ~ ~jlj ,Ji ~ 4-i:.l

~! ~e-o ~

..
~! ~
.~1 ·~~~ J

~jj' f"4~1~ c; - .I
~:F.Y:... J~l
~

ill' G.l ~ ,J 6.~ ~1

- \'\t -
 (( .~a4.6.w~--
• • • • • . . . •, ..... )) '! -~··-
..,.-~ 'I 'f?:.'af'•-'~
- . 'r . ~

WATCH ..J ld... TELL HIS STORY IN COLLOQUIAL.

Listen for the way he says d.Jj ..I.a.:'.

WATCH 'b..i.::JI TRY TO WAKE UP ..JL;,..

What verb does she repeat, and what does it seem to mean?
Pay attention to her hand gestures. What do they signal?

~I
•

~'
• ,..,
...A .. u

a.';. aWl

- \io -
 ...

AI':.~ 'f
::C .
~dl ~4 ~WI ~ .JA Lo • . ~

~t~"ll ~~ ~ ~ ljlo •

~~~4-·
~I t.;L..:J.I • ~~~~
~~,
.;t
+ ~,J
t.. ,, •
(,S".

~I·~·
. .;t

dll.l . ..
~)l:.. ~ • i~fj.lf
«~.;aJI ~~)) ~JI.; ~~~ w-e • c•~'
«~I ·"':!1)) • ..
"-o~f

- \'\"\ -
late

that, which (definite, ..!.U,j..o) ~I

... . , "' ,
match, game (sports) ~4_.~~ ·~ biJ~

mosque e'~ ·~ e4-

, ,
to come ~~ ' ~! (~) ~4-
quickly (lit. with quickness)
, 0 ,

to stay up late ~1. J6'".!' ~

0 , t
to become C: I 10!' ~~

to wakeup

prayer

usually

to understand ~I ·~·
, .
,

to reside, take up residence (hotel also)

more

night
.J~ I u-141 "
·~ u_.j
tonight lil.JI
at night ~4
0 , 0
"' "' 0 "'
to enjoy t,..' 0 ''".! t I Q I I~~~

it is possible to

I can (literally: it is possible for me to ... )

to sleep, go to sleep

(fixed) time, appointment

- \W-
 ~ :JW~Io~l~
l.lSrEN TO THESE VERBS ON YOUR 0V0 AND REPEAT UNTIL YOU CAN PRONOUNCE THEM EASILY. THEN

PRACfiCE BY MAKING UP QUESTIONS AND ANSWERS BY YOURSELF OR WITH A STUDY PARTNER.

~UI

~ '~
iw id , ,

'
i~
'
~~~~::,~~ ~
~
'
~~-- ~
~·~ ~
'
,

I~ ~~-.
~ (.)~
~ - i ~- ~~~ ru
i~ ~L.:.

~UI

' ~
~ ' •
"~ ,.~1 , . ~
'

I'. . :.
I •
~u~
:.
"~
'
~
-.
' '
~
. :. I-. . :.
~~ ~
. '

' '
I •
~u~
' I-. . ' '
1, .. 4- ~6.
"~
'
"~
(1,:,4-) ..::..~4-

~UI
, 0 , ..
' ~

~ ~I

I
~u~
:. I-. :. ~

~~~
I '
~(.)~
I'. ' ~
'

'
~

- \"\A-
l\-.Ir:E iBE WORDS IN THE CORRECT FORM:

(~i) .~1..? ~l...;c. ----

(t:ai) .~»yA611 u-1! ____ Lc d.JlJ_, ~~~ r~l ~~ _ _ __

(rui) .~L....c _,i ~_,~~~~~.loA..? ..~..:,~) ~~~ J..L;~ _i

.ESPN ~ ~1_, J'+=Jl Jl_,_b l_,..u~~~ ji f's:·.c~ _o

(~4,;) (b1,;4-c)

• •
.bJl.c - - - - 'i d.JlJ_,. 6.~ ~ ..• ~WI ~ - - - ~~ _y
(~) ( j ..\.;~)

(;;.·G.c. ·~ ·~~) ------~L..

( ~>~ ) I! ~>w..ill ~ ~I----- jl ~ j.A

. ' '
_'\

1. Whether they resided outside C::.,..>Li.. the U.S. during their childhood.
2. What time they come to campus usually.
3. If friends come to their room or house a lot, and whether someone came over last night.
4. Whether they slept well last night, and whether they stayed up late in order to study.
5. Whether they enjoy more watching basketball, football, or soccer games.
6. What time they usually wake up in the morning and go to sleep at night.
7. When they became a college student.

- \i\-
ExPAND YOUR VOCABULARY! USE ,) ~I OF WORDS YOU KNOW TO GUESS THE MEANING OF THESE WORDS!

.~1 ~ _,i ~I~ ,,)-.c•J ..:.,i ~I t-·b-.... .! _\

,
!d• ion ..::..41,_,..Ala'•:· .. ll_, .,...a.....JI -~

. ..:.,~1 t......:..;-A ~ ~ ~i _r
. (~ ~;._, ;;~U:. « ..1..>~~ » .J I ..:...:a~ _t

.. _,J I
l).) d...a.KJ I .. _,J I
l)J d...a.KJ I .. _,J I
l).) (....J.SJI

~j
' - t
~~ ~4-
' - ' -
~ ~,J-4
~

~G...
'

~ ~ ... ' -.
e-:aa.u2-
'

-~ '

UsE .>~I TO LIST THINGS YOU DO AND DO NOT ENJOY AND CAN AND CANNOT DO (USE THIS EXERCISE TO
REVIEW OLD VOCABULARY):

~ C; •a
-....•, "i ~~Ol•"J
.
-' -'
-"_r -"'_r

~"'
_, ~
-'
-"_'f -"
_r

- \V. -
 - j

- '-'

-i

-i
- '--'

:1~9~~~

------ ~u~i t;-.o ;; ,. I :,IG ~j C:: ~. o ~. ,.j _y

== c; ~i La .:,~ j.AI -"

c;((illWI.::......u))-1
.... ,. . ..01..:... ~... ljl.. :~~· _\
:p ~~~~I i~J ~I i~J ..JW ~~~I i~ Compare -"'
c; u~ ljL.J J.ll.= ljL.

- \V\ -
 Watch the interviews on your DVD about illl-J I ~ . To what extent do people's
experiences and situations differ? Are the differences comparable to those you would find
in this country?

•
~ !e~~' ~~ ~ u~ t.;~.o
How do 0~~ I '-:-'~I spend their weekend? Watch the interviews on your DVD to
find out.

-' _,

~ ~f!-4~
~J •«~1,, 4..o-..w1 ~ ~ b,JALiJI ~.l-4 ~ ~ e:.a4- ~I e:.a4-
·~l~l ~I .~U. ':r-'j ~~~I _,...t ~IJ ·.JA.:;~I e:.a4- ~~_;a~
~.l-4 ~\A. U...... ~ ~LoJ «~J..il,, ~~I .j.~ .~~I~ L..1uJ

. ~JI ~~I e:.a4- IJ..u.W:u .:,i 1,.<·.<o2 .JI~I..,? .. ~.;-S

Hussein's importance to Muslims lies in his opposition to the rule of the Umayyad
dynasty and his assassination at the hands of Umayyad soldiers. Shi'ites (:i • _. .~.II)

commemorate his assassination every year on "I .;_,_..tl.&. , the tenth day of the Islamic month
~~ . Shi'ities consider ~I to be the third ~l..o! , or leader, after his father~ il..o11
and his older brother ~I i 1..o 't I .

:~lfl.o/ff

(>o,.. o ~~ ~) 4..o..bLi o~l 9 ( • q,. o ~~ ~ ~~) ~ ,oLo!ft ~~

. . .

- \V'<.-
 ~· cd; lf ~~f.

\ ' '
one of three forms of t..; L.....:J I J_,..i.J I '-:-'-'·a·. II t_..;L...:.....c....l
o

You have seen ..; ~I used to express the infinitive verb in constructions like:

and with.J to express in order to, as in:

i~J ~ JJ ..,.,. II iJ"'..)~

0 •
This same meaning may also be expressed by 01 followed by t..; l..4J.I JUJI , as you have
seen in:
··j~
~u ~

Likewise, the infinitive in the phrase in order to may also be expressed using .J followed by
t..; t.......;J I , as in:
• • ~ .1-: 'I J...\l...!uJ .
u.>-=~ ~

Note that these constructions are equivalent in meaning:

While ..;..w...:.ll tends to be more formal than t..;l.....A.ll , both constructions are widely used in
formal Arabic. Study these examples:
. '-:-'I..~YI ~ J~..1 ~) ~ =
. 0.>-=~1 "bJ.AI...U ~ =
. ~~ ~ ~1..;..1.11 t!b~. ,.j =
Whent..;L....Qll is used with~ or :;i , it takes a form called '7~1 t.JL......All ."In
unvocalized texts, you will not notice anything different about '7~ I t .J ~I , except in
the forms for persons ~1, ,..._:wl, and~. When we introduced the t.JL......::.._.. conjugation in

1
This form of the verb is often called the subjunctive in English treatments of Arabic grammar, and
it shares some semantic features of subjunctives in other languages. It mainly serves as a subordinate,
non-finite verb form.

- \Vi-
Chapter 4, we noted that the forms for these persons include two variants: one with u,
and one without it:

~ ~ : ..::....:.1
'

t_,.w=. u.,.W:. : ,._:ui

\~ u~ :~"""

The forms on the left, the ones without u, are the '-:-'~1 t.JL..:.ll forms. The t.Jl.....A.-a
'-:-"~ forms for the other persons take a final ~ vowel, which is indicated only in fully
vocalized texts. Study and listen to the chart on your DVD and note the differences of the
..::....:.1 , Fi and I""" forms as main verb and infinitive verb:

~ "':'9 cO; J' e_;L.Q.tl

........A:W
• •
01 ~~
'
......,.Ajl
. 01•0

~.JI
•

I.J-;U~~~
0

01
. 0J~~ ........A~ 01•
0

~~

~~ 01
0
. ~~~

I.J-;U~~~
•
01
. 0J~..>-: ........A.:U 01•
' 0

~..>-:

........A:W
0

01
. ~~

It is also important to begin learning when to use '-:-'-' ' -.11 t.JL...All + 0
0i . This
construction usually parallels the English infinitive or gerund, with one important exception:
Arabic does not .use 0i with verbs that delimit the time frame of an action, such as i ~ :

The verbs you know that can be followed by either J~l or '-:-'~1 t.JL...:J.I + 0i .are:

t~l

Finally, remember that~ and ..1-L:' must be followed by either .J~ I or 0i :

before we travel
'
~'L...._j·l~
u .
, . = before traveling

after we graduate = after graduating (~I ..1-L:'

- \Vi-
WHAT DO YOU DO FIRST? ORDER THESE ACTIVITIES, USING ui J..:..:i OR ui ~: THEN ASK .!J,.)L._J WHAT
THEY DO FIRST •

. ~~ ~! ~ji wi ~ JST <- ~~ ~! ~ji - .. l.l.i..ll JST :JLio

. JSi ui ~ ~~ ~! ~Ji <-
r~i - i~i _'

-"=~I ..u~~L!u - ;;~~~ ..::..~I vu.>.L. -"

~~ 0-o ~,)G.~ - ~~ 0-o t~i -'

~~ u-l! ~jt - ,.L!...t.JI JS1 _f
~J-11,_, .l~ - ~~ u-1! .l~i _o
;;~I '-:-'_,.....tj - ~j _\

.>~)'1 u-ll ~~ - ~j _y

(~I~) ~~~ e;l...QJ.f ~~ J~f Uo4 I ~ (J.I,.J-i I

READ EACH SENTENCE AND IDENTIFY .) ~I , THEN REWRITE USING '-:-'~I t.) L.....:J.I • WRITE ALL THE

VOWELS ON '-:-'~1 t.Jl.Ail VERBS:

..b.......,_,~l J~l u-ll ~I~~ _\

·i~l <:?'.ll:JI ~! '-:-'l.Ajjl ~ ~ -"

.UJ:u.ll o.U .J..c I~~~ 0J~~ -'

'! L.a..o G_J,;.JI ~ .. _.b-.... -, 'i IJL.l _i

!<:fu.J-0 L.,..c ;;.t:J I ~) ";/ _o

'! ~I 11..\ ;;.1.41~ 0~~ ljll _\

. <Lai ~! UL.......> ~GS ~~ ~y

. ..::..~1 ol..\ JS ~ C:-'b-,,,·, ..A

'! L:uu.L......c ~ J,A -"

~
·~~~ ~ ;;.>I.J_,JI ~~I~~_\ •

. oJ-11_, JJ~ ..l..L:' ~~ J.lld.. _\\

- \YO-
 ~· • ,;, ,, + ~· ~! •
Listen to and learn the combinations of the prepositions ~ 1and uk with pronoUilS:
~~ ~~!

~I
, 0
• < .I c
"" ,. .
,
~1
'
~I
I ~ ~

d..:JI
~ .

In formal Arabic, the pronunciation of possessive pronoun endings~ and ~shifts to ;-and
r+ when immediately preceded by a kasra or 1.5 •

. .
' ~

'
· ·".< <L..J .u~
. I~-~ I · • <-
<- .~_,J.I olA ~1 ~a~' '"I

<- .~.JI uk <.:.J~I ~

(~t~)
COMPLETE THE SENTENCES WITH A PREPOSITION AND A PRONOUN (you NEED TO IDENTIFY THE NOUN THAT THE
PREPOSITION REFERS TO IN ORDER TO DETERMINE WHICH PRONOUN TO USE),

- - - - - - ~i .:.,i .1-:!) 'i J ~i 'i -\

. " .. t ~c.?----- .~.l.o:-.J ,ol,;~..l LA~ -"

!ll.A :_,.c. r)l.W (~i) - - - - ~ ljU ~~ 'i _r

-~~~~I i.J-4 ~ - - - - - - ~~ ~ ~~ ...::..J..>-::7 -~

- - - - - ~j .:.,i .1-:!) 'i .J r-=..U ':F'""~ l ll.A _o

~ ~J Ll,;..UI i..l..:'~ d..JJl.bJI ~! ~~J l~i Ll,;.ill ~I u-ll ~.li _"\

---- r~i ~ ..:...AJ

- \V"\-
 Object Pronouns '. • . a ; 'f ~'4 .c. •

You have learned to use subject pronouns ( ... ~, ~j , Gi) and possessive
pronouns (... 4 , ..:..L , '-? ) . The third and final set of personal pronouns are those that
indicate the object of a verb, as in: ~~ ~~ and ~~ ill I . The following chart
gives the pronoun forms that are used as objects of verbs. As you can see, most of them
match the possessive pronouns: 1

us u- me ~-

• ~-
you (pl.) ~- you (m.)

you (f.) .:.J-

'

• him, it •<L-
them r-+--
her, it, them2 4--
Now study the pronoun object suffixes in the context ~L.., he helped (me/you/etc.):

_,,
t.i..w:. L..,

_, ' -
,.S..w:.L...,
~~L..,
.
~~L..,
-
iM)

~~L..,
'

_, -- ..IJ-
o..w:. L..,
j4A..w:.L..,

LA~L..,

Note: when pronouns are affixed to verbs ending in the plural suffix 1_,, the alif drops:
~
<- Ui + l_,~.l.:j <.r-'_;ul• -.......,_~,
•• '! j"

1
In spoken Arabic, the suffixes for ::.Ui and ~i are often pronounced~ and ~ respectively. In
, ,
formal Arabic, the suffix~ gets a helping vowel when object pronouns attach to it: ~_,...u.l.AW..

2
For non-human plurals.

- \VY-
 (~~ ~) • ,"
0
;Jt ~L4-aQ I H ~..,.i I
PUT THE VERB IN THE CORRECT FORM, THEN ADD THE COR'R"ECf PRONOUN TO SHOW WHOM:

•
(~ + J.;J-::~) ·'~ ~ll:. 0 i - - - - - t.jW.......-JI _,
.. ~

(GI+~) .1~----- ~.)ui _'\'

(~ + .l.CL....) .UL....__,JI ~~ ~ 4-ai -'

(GI + ~) ! ----- ";/ - . i _i
~

(.:ru + J:..:i~) ·(~ JS - - - - - L:u~ _o

.
(~1 + (..)""~~) '!"1-'a!S:II _ _ _ _ __ ~
_'"\

(.:.UI + ~) <i~ ~_,~~----- ~

_v
(_,..41 + ...A~)
...
'!I~----- (FI) J.A _A
(~1 + ~.J) '!JJ-iUI ~ - - - - - ljU _\

(GI + ~~) . ------ I~!S lj! .....A~i ";/ -\.

. ~fil.l La' 'J I ~filj' ~ - 'l...::..LJ.SJI ..::..filj jA :Jl!.o

'!~")l...j I_,~L.... j.A -\

<i u....J I t. fi t.I.J 4-o I_, ..\.AIL.!. J.A _'\'

'!~I_, ..Jl.:i.. ~ ~~ JA _1

c; i.J"'"'-A1 ~~ ~I l~j J.A _i

'l.J~\'1 ~! uJ' o i , . .! J.A _o

- ~ ,JI ,

'!~~~ ~~lj'-:-'.J~I ~.JJ.; 0-o _"'\

c;~~ u_,,-.a-,,,.! j.A_V

<i " l..~.i.J II.) _,.b.iJ I Ifoi J.A _;..

- \VA-
 <~, ~) .ij.liL,..,.o JoWu 1 1... ~~ 1
WITH A PARTNER, ASSUME THE ROLES OF A JOURNALIST AND AN ARAB CELEBRITY. THE JOURNALIST INTERVIEWS

THE CELEBRITY ABOUT HIS OR HER LIFESTYLE. UsE AS MANY VERBS AS YOU CAN, AND REPORT ON:

-.r J-:-11 4-/~ ~ .)-7

~_r<>i ~ <t.:i.)

e~, .b~ I, I ! ()-1,.>-i

LISTEN TO THE ANNOUNCEMENT OF DAILY PROGRAMMING FROM THE RADIO STATION '-:-'_;-s.J I ...::_,~. BELOW

IS A LIST OF PROGRAMS WE WOULD LIKE TO RECORD AND NEED TO CHECK THE TIMES THEY WILL BE BROADCAST:

Also list here any religious programs and songs you

can identify and the broadcast times:

.Q' 6 .
\\ L
>0
•
~
.))

(~f ~) ~~ .bL.t1..i I t D ().I_,; I

UsE YOUR IMAGINATION TO WRITE A STORY ABOUT THE FOLLOWING SEQUENCE OF PICTURES:

- \V"I -
- \A. -
 8

. ·. . -:·.: .·. ·........ ·.. ·. . . .·•. . ... .·::.. .... .

./ ..·. . . .:.......:·. ·:·: : -:-: :.:·. .:::<: .: ·. .:. . . :~.: . : ·. . .
.. .· .·... .

. .
·...
·.. ·.··

- \A\ -
 <~, ~) ;.~,~ .bW.U I,,UJ..ri I
:w~fr.~f~
' '
king d~.~~
his majesty the king .illll u~
bathroom, bath ..::...1-.~i~
to receive, meet (people) ~u , J ':a-=-•... 1
THE FOLLOWING TEXT IS AN EXCERPT FROM A 1931 OFFICIAL BIOGRAPHY OF I<JNG fUAD OF EGYPT. THE

LANGUAGE IS SOMEWHAT FLOWERY, BUT VERY ACCESSIBLE. fOLLOW HIS MAJESTY's MAIN ACTIVITIES BY LOOKING

FOR WORDS YOU KNOW AND CAN GUESS THE MEANING OF FROM ..)~J OR CONTEXT, REMEMBER THAT THE

FINAL l..f IN EGYPTIAN WRITING AND PRINTING OMITS THE DOTS.

~-' G-~ Lo\J..I ~UI o~~ ~f ~~>> : .~Jbi u-o ~~ o_r ~I_;; dlll .U~ Jl9
·<<~_,.1, ~Y. dl~ ~ )'\ if. LP\J..I ~41 _;~IJ-i )I
~ j ~ ~ , _))II ~ ~)lo ~..G_;-.1_, , jWI dill .jJ~ J.;.-~ J;\,~-~...:~1\ ~-'
JS'l'l 0A t_l~l ~" , L~ ~ l_;_,k ~ o~UI Jl dl~ ~ ~_, , ~~)I ulS'__)-1
, u}l?-1_, ~1_).-1 ~ ~ i~_, ~ LPt:J.-1 ~41 u~l9 <.S~I ~ ~ J.-JI ~ d~ ~
4,>~1 ~_,J! J.JIA~ ~~ t).k-9 .LA_r.C u-o pi~ ~I~ ~_rJI ~IAI 0 1~~~ tf-'
. LA_;J ~ JL> ¥,_;)II_,
J.Jlr. ~) c;)_, ~..r9 ~ cY.? ~" ~Y. ~l..r.- p dill .jJ~ ~"
~ ~ykJI o~_, . 4~'l'l u~l_, ~lA I u-o i_r-!.5'_, , ~_r#l ~ Lr..P ~-' ~Y.
~ ~ ~I ~~I ~l_r.JJ ~l4 <GI W' 6.15' ~WI ~ LlJI .UU..I ~\...:.... ( f dlll .U~
. . ~ ~ ~4l'l_, ~.)l'l_, ~~I .UU-1 ~L;~ ~
i-'..G L.. f~_, 0:1_;1.)1 J4J-:-.,~ dlli.U~ i~ o~ ~.)U-1 ~UI, •~-·o ~-'
':i o~Ls- cY-_;1)1 d~ ~-' t l,h.Qjl )\>_;+hi I ~ ~L!JI ~UI <f-> u~r=JI_, u)\>Litl
• 0!.~~ I.Sl.)""' Js- u ~ lSlll ~l_,Jl ~
0 1--':!..JI . .L lJ JU..I i.,) J. ii- : ~ ... 1~1 il.J:, dlll .U~ j_,~ u)\>Litl . . ~1 ~-'
~ _yl_,l'l_, ~\)1 c!Y--' .o~ ~I_;~~ 4:>~~ o=JI jJWI ~ U".J~-' ~I
. ~)I .G)\>I.k Jl 4.:l~ ~~ ~l ~~ ~ ~1)1 ~UI ~.
~ ~
- ~~-· . . cl II ~t:. L5:J dlll.jJ)G..-..::,.._,
~" ~ ...r' l.f"""'-""' ..) . . . \. . . . . L.-..)1
.. u)GWI 1 .-··1 ...uu
. s: ~ ·-'
A=>-l;-- dlll .UJL:.. J;.-~ ~ ... ~ ~ LUll ~UI ~ dJL:.. ~ Lo f~ _, , ;; _;>-l.:.o ~l..
. ~_}]I 4.3.r'i ~l_;i e 0 Lo)I ( f o_,.::.9 ~ _, ~ s:\..:~ ~ LPU.I

- '"" -
 ~' ll.Ur ~! r~,:; I tv UJ..>-i I
1. My grandfather used to have beautiful pictures of old Kuwait.

2. Did you have an exam this week?

3. There are no classes today because of the snow!
4. She doesn't have any time today, so we can't sit and chat with her.
5. The members of my family do not have opinions like mine.
6. Do you have any news from your family in Yemen?
7. My new roommate has a sister who works for the Ministry of Labor.
8. I don't like this job because it has no future.
9. There are good Chinese restaurants in this area.

,;i ~~I---- J - - - - wi ----~I-----

- - - - ...Q ,d·o-..11 f"~ - - - - - - - - di.:U .wu~i r::o - - - - wl

- - - - - ,J <!~1,; t;.o - - - - - - - - - _,., cill ~1,; - - - -

(J''1. - - - - - - - - - - - l~ ·~ - 'I
,~ ----- ~· ~I
. -----

~1 f"..uJI ~~ - - - - - - - - - wl ~ - - - - J;ll"ll.J ~~

~~----~,; - - - - ("~ W,J.t~

.·:..HJ
':t• - - - - - LA - - - - -
~ ~L...u ,;1 - - - - ,J ----- ----- ----~~

----- .-,~ ----- ----- ~

- - - - ~,; - - - - ~i - - - - ~ .(tWI .ll..rii JS ~ f"~

~~; La _ _ _ _ JA .~u~i ~ ~4 ----

- \Ar-
 -
om

(.(.4...4-aJI ~'' :~1-

~LaJJ
..
·~ .Ul> 19~~
How does ..J L.:i.. say ~ and ~j in colloquial?

"~t ~ il-
- . (.(.!

.l.A.> ~ u~•<;! .)~9':1!19 .)~ t9.u.w,

What topics are included in a friendly and polite greeting among neighbors?

~I,

- \At-
 ~u~ u.UL;. • ~,

'ld:ill)k_, d:;l:il..w.o ~ ~ • 4-i~'

t.,SJ.I t..; LALI • ..,til,
u....:JI ~ •
•F ·~ .~ •
~

Quantifiers ~~

ukc ~ J..llilll ~~ ~..~ • o~w 'jlr

L.;.1 tl~
J. •
"l:i~~l_, ~WI ~ • t-~,
(( G~, ~4 ~4)) :~1 • 4.oLaJr
..

- \Ao -
toexchange J~~l , Jjl.''-,'1 , jj~

(an) experience '"="'-,;~ · t ~;~

shyness, embarrassment ~I

she got engaged to .J ,- .-. b ' .;

tourism ~~I

pharmacy ..::...1- ·t ~~

several indefinite ~ ~~ + 'b·~

to get to know, meet ~ .J~ I , u-k .J~ ~ :., ~ , .)-c. ~~

emotional; romantic ~ Lc.

most (of) .UL..o! ~ ~ ~~ + ~

- '

relationship; (plural) relations (between) (~) ..::...1- ·t ~~

when (non-interrogative)

hotel

t;L-g .
- 0 -
to be cut off ' ...' (

once, (one) time ..::..I- ·t I!Jr

together

of, among (to specify part of a group)

engineer

- \A'\ -
 (~I ~) "-!~ ~~~, o~~ w'-oJ,S I l UJ.>i l
DESCRIBE THESE PEOPLE AND THINGS BY USING THE APPROPRIATE FORM OF THE WORDS GIVEN:

,,
.email _ll jl~ r+'-" - - - - ,J~ ... ~..) ~ ----

(._j~)

•
(~ .~U:.) .~I,;.UI ~~ j_,j ~ ~ ~~ - - - - - - ~ _"i

(:;,;-o) ~·LL.. u~~ t~-t' ~ ~ _£.

- - - ~ ~J 4..::..~1 t.,;l.)_, ~ ~ ~.) .~ ... b.;. 0--o t...L=..I_, _o

(W) (~..>)

(~·~~) - - - - - - - - - :;J..e ~ ~ ~I u.b.a I -.? _'\

-~J~¥1 ~L....)I - - - - J i""'"".)l - - - -
(~)

.WIJ-------- J_,..;..J ..!.:~ L:uS.J J - - - - o~ I ~j o-· ... j ..A

(~1) (~~)

1. What the best hotel in this area is.

2. How many times per week they exchange emails with their family.
3. How /when/where they met their husband/wife/ girlfriend/boyfriend/best friend.
4. Whether they are enjoying their college experience.
5. Whether they like to read romantic stories.
6. What they would do if their college money was cut off.
7. Whether in their opinion relations between Europe and the U.S. are better than last year.
8. Whether they like the experience of travelling to other countries, and why or why not.
9. Whether they are more often lonely or shy.

- \AV-
 (~t ~) o~~~ w~.n I r ~.,..i I
CoMPLETE WITH AN APPROPRIATE WORD b~~~ ..;:.,L...ISJI C,_o:

.~1_,-----~ ~ ~ ~ .,L.Q_, '.}~•oJ..~J,.Q _\

. t~' JS: ____ Io"..:·"'' u-11 ~jj .:,i ~j _,

------- w ((~~" ~".))) _'"\

- - - - - - i. <<~~L...ts)) ~~.lAw. _v

• •
.~_..,-
~-·" ~~II ..1L....u'
0~ . I ...., .I;.....,..., .. .... ...,11
II .. - U~l - - - - - - _\\
~.

-\ ~

:wt.o.J.£Jf 0~ W9 !~' (... ~Li . J~ . J_; • _;

i) w~' t ~..,..; I
Uj~t 4qfS'Jj
wt-1' 4qi{Jf

t:Li\J ....
"" t/1 """"""
~

'-7.)~ JJW
'

- \AA-
 :,~,9 ,,.l..At..1 I (J i,)J~ I
~..JL:i..~~~~ -'

Circle: ~ ..J L:i.. "u ~~ t ~ ..::.. L:J.$ 1.2i u-o _r

U~f ~~l.i_,hjl

'l uJ al<;! f...c 'l~u~i t-o ..JL:i.. ~ ~ _i

~U~ happened~~ I.H... ~ ..JL:i.. 4-:l..c ._j~ ~I ~I~ u-o _£

'lljU 'l ~u~i t-o~ L...~ ..JL:.. ~ ~ _o

What do you think the ending on this verb refers to?

(Think about the subject of the verb.)

=
~

~I~
. .Y

<u....a.r' ~> ,; .<', ,, ~ I , i.)J~ I

1. Role Play: Create a scene for either ~ IJ ..J L:i.. or ~ u ~j J ..J L:i.. in which the parties
discuss 4.c l.b.:i:a IJ U)la.J I .
2. Listen to ..J L;.. again and focus on his use of J to mark new sentences and lists. Identify
each J and the two or more phrases or sentences it connects.

!~Li~g .:.l:iLif......a ~ ~
Watch the interviews on your DVD with ~~I '-:-''-1_.__..._...:;,_,.II ~ about their
friendships. How do their ideas compare to your own?

- \A'\ -
 In Chapter 4, you learned to recognize various endings of t J L....A.ll j.A._i..J I . In
Chapter 10, you learned about one of these endings, '"-:-'.J ' ·.II 0
t..J~I , the form of
tJL....::JI used in formal Arabic after ';:,i and-} . A second form of tJL...,...;...ll , which is
considered to be the basic or "default" form, is called t_,_....A._>ll tJI.......AJ.I, and is used in
most cases. When t J L.....QJ.I is the main verb in its sentence or clause, it usually takes this
form. It is the form you learned about in Chapter 4 with the (.) endings.
All of the forms of t J L.:J.I share the same stem; the only difference between them is
the ending. You know that '"-:-'~I t J L.Ail takes a final ~ on most persons, and does
not take the final .:, on ~j , ~i and ~ (to review see the chart in Chapter 10). In
contrast, t_,_A._>ll tJL..;J.I takes a~ on most persons and retains the final .:, on ~j,
~i and r-A . The final ~vowel will not appear in unvocalized texts, and you will only
hear it spoken in very formal contexts. This chart gives the endings of t_,_....A,rll t..JL.....ill
using the verb ~ as a model:

..1 ..1
•
~ ~I

/ / / ..1

u~ ~
/

/ ..1

u~ ~
..1

J.L4.:i

MECHANICAL PRACTICE WILL HELP YOU MASTER THE VERB ENDINGS. CHOOSE 3 OR 4 VERBS AND DRAW UP

CHARTS FOR THEM SHOWING BOTH t_,....A_,..ll tJL.....A.ll AND ~~~ tJL.....A.ll ENDINGS. SAY THEM OUT

LOUD AS YOU WRITE THEM OUT, AND THINK ABOUT HOW YOU WOULD USE THEM IN A CONTEXT,

- \\, -
 <~, ~> e~,J-~,9 ~~~ e;t.4.1' I A IJJ~ I
lliODE WHETHER EACH t-> L..:....a J_,_jl SHOULD BE t~...r<> OR'-:-'~ AND WRITE THE CORRECT FORM:
(..1~) . .,L........, ~t.:JI ~WI .;1~ '-?Jl:JI 0-" - - - - - - ..JL;. _\

(~) ~ ~)l..,.) t-" - - - - - 'i I.JU .. 'T

(~ , C>'b~.... :) . 4-o)lS ..:,i - - - - 'i [..jj

-"'
(i~) 'l ~-> G ~Jk - - - - - .._r-o _f
•
("~) . t~' JS ~..)-"> ~ ~1----- ~)..Ai 0

(JS~. ~) c; ~..w_J ~ L.:u.... - - - - - ..:,i - - - - - J_.\ _\

(JJ~ ·~~) ·<r.~l ~WI 0-" .,)L._; t-" ~L....rJI _ __ ..:,i ~ _v

c}-~-~) '\ ~~ i-'"= - - - - ~L... ~i ~ ,~j G ..A
(~) ·"~-'~' i>= :.,..:~ ~~~ '-?~ (./':1 ~ u·i~'i
" -~
•
((.~) ! b~ t-:'_)1_, LJWI -? ~ 0-" - - - - - ~IJ ..J-4l -\.

(~ ·~) . ~.., ~j ~ ~ - - - - - w'' ~

_\\

(r~, ;~. ~) ---u

•j I . '!
~---- w'' ':?J'i ..,; _,r
(~L....: ·~) ~ -r ------ ..:,i - - - - - JA • l.)~ l.J - \i

(~I ~) ,.s-~~ lt-f~l I ~ ~J.J..>-i I

IN ANSWERING, USE t~_;-il ENDINGS, AND USE A PRONOUN INSTEAD OF THE UNDERLINED NOUN:

~ '
~i ~ - 'lh...kJI ~ J_.\ :Jtio
c;~L.a.......J' ..:,~ J.A -'
c;~.~k. u.....JI ~
--
-S ..::.,.G ,L.w, wJ..~..A:~~ J,A, -"'
- '
~ ~Jk "Aj,;jl.....'>' 1 ;.;~ J,A,
...
_r
c;~~~ ~.,~I ..:,~~ J,A, -~

c; 09 ~.1_,ab •"'rh' wJ~l:i.: J_.1) _o

~~WI ,.o . ..,iill u..9i~ J_.\ ..\

~~ L.~ ~~I..:,_,, a-"".! J,A, _y

c; ~->-'""I ..1l ,.,.Ji t-" r-+:' ..> ~ ~ _, ~~ I ..:,_,J ..1 ~ J,A, ..A
'li.J~.J;, ... !-.11 ~ ~l:..JI .;:..y_,t,J.I ;;...~..A:~~ .:_;y"•a-·•".! JA _,

- \ '\ \ -
 4; •<' tf 4 ' 0 ~ •

In Chapter 5 you practiced introducing and describing friends and relatives with
sentences like these:
·~~~~~~
·~9~1 ~~ ~.)Li ~)~ ~~ ~
In this chapter, ..J L;. uses a similar sentence to explain the end of his relationship:
, '
.~.)~' ~
. ~ <...>"~, .- • .'b.;.
,

These sentences introduce and describe new entities (people or things). Since they are at
first unknown to the reader/listener, these nouns are indefinite: a friend, a girl, a professor,
etc. The phrases that further identify and describe them are joined to the noun directly, just
like an indefinite adjective(= LG........o); hence the name, LL..::J I ~. 1 These phrases often
begin with a verb, as you can see from the examples above and below:
. o,JALUI 4..s..o4- ~ '!".,r&JI ~.)~1 ~;~ jW..,....I ~b ~~
. ~Lilli~~~ 'bij-"1 u-h ...j~
The sentences that describe the indefinite noun are complete sentences that could stand on
their own. The noun they describe is the topic of 4 i . II o ~ , but is not part of the
structure of the sentence, and so its place in u........J I ~ must be filled by a pronoun that
refers back to it as follows:
(1) If the noun being described is the subject of the verb, the pronoun is expressed in the
verb. In the following example, the subject of the verb J,........:j is ~ , which refers to ~ i .ro I :
... a woman [who] (she) works .~L.i.UI ~ ~ ~ 'biJ-A I ~ ...j~

(2) If the noun being described is the object of the verb, in a possessive relationship, or the
object of a preposition, a matching pronoun must fill its slot in the sentence:
... a fihn [tluzt] I watched (it) .4:i..\.AI...t1 ~ ~ .-. "1<-•

... a son whose name is (who his name is) .J;U;, 4..Q...u.ll 0-71 4J
... a game [that] I enjoyed (it)

It is important to learn to recognize this structure, especially when reading. Pay attentionto
indefinite nouns and what follows them, and watch for pronouns that refer back to them.

1
In English, the words who, that and which are used in these kinds of sentences; Arabic has no
such words. Learn to think about the structure and meaning of what you are saying, and avoid
translating word-for-word.

- \\'1' -
 ..
(w.-lf ~") 4..iwAJf ~.
A. MATCH PHRASES FROM j WITH ONES FROM'-:-' TO FORM SENTENCES CONTAINING
- u..-.J I ~:

1
. ,
-'
I~<W~o-,, .. 1

~I ~ <U-o i,jU .J ,w

J .J Lb <Lo......u I
_o

_"\

_v
u~ 1 l,jU.)..w

~~~i -~

-\.

( ~4 ~ ~)) <Lo......ul -\\

'?Jl:J I ~ ~ ~j -\ '\'

B. Now COMPLETE THE FOLLOWING SENTENCES, WRITING YOUR OWN 4...A.....:J I ~:

--------------------------------------------------~j~l L.:J _\r

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - d,.,...b b.:U -\f.

- - - - - - - - - - - - - - - - - - - - - - ~.) u-k ~~ U""-"i -\0

- - - - - - - - - - - - - - - - - - - - - - - - - d......:..:A ..::...i..,.,A -\ "\

------------------------~I 4J - \V
- - - - - - - - - - - - - - - - - J~ ~ I,_..L:Qj , J..oLJ ~ I_,.:aLS: La~ -\A

- '''" -
fAMILIARIZE YOURSELF WITH THE STRUCTURE OF d....L..-J I li.......:::- IN ARABIC BY CHANGING THE STRUCTURE OF
THE FOLLOWING ENGLISH SENTENCES TO AN ARABIC STRUCTURE AS IN THE EXAMPLE. REMEMBER TO USE

PRONOUNS THAT REFER BACK TO THE NOUN BEING DESCRIBED WHEN NEEDED.

Example: I saw a movie I didn't like. --> I saw a movie I didn't like it.

1. He's in love with a girl he met last year.

2. I've watched every game they played this year.
3. I remember that from a book I read.
4. Last year I had a roommate who used to sleep all the time.
5. I enjoy every lecture I go to.
6. She is busy with friends who came Thursday night.
7. I have an appointment I want to go to.
8. I live in an area that has good schools.
9. She got engaged to a man who lives in Morocco.
10. They're talking about a new story she wrote.

(~t ~.) '4.A....a.J' ~.

.~i

UNDERLINE ALL ~ ~ YOU CAN FINO:

~.1.-<> ~ ~ ~~ !.?~ <; ~~ L..:....:i u-1' 1_, • a -.... -. ui uJ~~ J,.A

~~~~~~~I llA_, .i~ ~~,;-Li ~4- ~ iJ"'.J~ ~ uJ:........J-:

"
J_,_....JI u-11 4....::1.,;~ ~l: ui ~ ~_, ,1~ ~ "1 ~.,;~ <)~_, •<<G-I..;LSn

J...A.:JI .~ r.1 <C!.;~ ·~ u-11 ..~~ ui ..~1.;1_, ,__;_,......JI ~ uLS La~.()-'>_, .~!
~ , dJ .l ..1-1-:' . AAA t-n i )lS.J I ~ <L7I J,...C L....J , J_,....J I ~ J-a_u ~j _;-.o I C..1A L..!. , ill
u~ ~~~ o)lA J,.A- . h..... u4-~ 1~_, 0~4 c.1. d ...... ~~ ~i,ril t-n ~.J...A
!......j~ "1 <; L.ib~
 Quantifiers
...
o.iJ:.I fG n so I~ I J.S *
no one, none (of) ( .. .J I ~) ~j 'i

people (. ~) U"" WI

all ~~ + .JI js:

each, every indefinite J~ + Js:
several indefinite ~ + ;;~

You have learned a range of quantifying expressions in Arabic. The.ones listed with
.J I in the following diagrams are followed by a definite plural noun:

.. .JI~

.. .JI~~

( .. .J I ~ JA.i 'i)

.. 'bJ.c.

! I o ·,! ... II w~ U"" WI JS

Note the use of~ to specify part of a group with numbers,~, and ~ :

·w~'il ~I~ "-:-')lb.JI ~ ~ :.tli.4f

·~ ~~ 1_,~~ ~u.1.1Ai ~ ~~

- \" 0 -
 (~' ~) !t~ J.Ut 'tl J.Ut IJ-4
DEFJNE WHO DOES THESE THINGS USING QUANTIFlERS, AS ~N THE EXAMPLE:

- - - - - - - - - - - - - - - - - ~WI
- ~ . ~ ': 11 1~ u·1 ~ -'
~ M
o M

- - - - - - - - - - - - r+i.JA:! 'J U"u e:o ~ Lo~ ~4 ~ .r

--------------- r~ ~ ~~L.... l __,1 r ~~I ..1.A~ .o

number (of)
bed

~J-bWI ~ .. ~1 ~ Lo ~JJWLJI blA ~->-' ~~ ':?j ~ _\

:context ..J I .>-o meaning I.AL.a...o ~~~ <.Ji f' ·, b ·. ,.1 ~I b~~l <..:.JWS..l I JS 1~1 - ~

:~I~ 1~1 ~~..J.I blA ~ JJl.aJI 4..J.L ~->-' l,jl.o _'f

.~l.b.o ~ JJl.aJI JS :Jt!.o

... ~)C;j <.JWIJ ~I__, , b~ ·~ ·~ :~~~ ~LoJ,S'

- '''\ -
 '
iL.UI~
.. ibl.......
. iiS )'! .l:>.l9 ~r"-! ...9}!.11 ~~

Jllilili ii....:lu ..::.l.ll~l ~~~ ...9}!.11 .l~

..::..IL.....
) •• ~b~
;:;7 . itS }WI .) ~~

...9A,.............. L..... ..M ~

•"•.t:. • .::.1 ).. ii.S}UI t;l-~ ~~

~ ..::..1;~ ~~ l'P'} ~~~ ~} J5: ~ ...s:;~

ii..I~~I.::.I.S~ ~ '4hl..l ..,..w't ~} ii.9} J5: .) 0 ~jib

.lJIS ;:._.......L.(t V'"'~! 01SJ:-:'4i(\ itS~ J5: ,_). ~~I;

...9}!.11 ~ ~).l.St u-Or

.:_,!.¢ "iO·\l.. ~·VO ("\~oY\V ~1..9 '"\~W\\ :....9.:.i~ .:Jt:JI ;lp.ll, .:_,!.¢ J.A.' ~~J~IJ~;.;;;:jjf~!

EJ liJ !iil CEJ[!] [R][ill ~~ ~ r4 ~! u1...0~4 ~ "" ~ r'A\ B

't4 "" 9 rv·
0 ' ~ 'r' '" ' \ ~[8} [illJ [!] ~ ~ ~frn ~ ~f&i) ~
0 ~ Y'\~ ~'\Y"\~ ~·VO '"\V·\·· v--61..S '"\·V"\·V :....9.:.iLb '~l..··.!o-'WI' .:,JJ_,I.o~~
[ffi) [!] ~ ~ ~ ~ ~ 13]11) Ill [EJ (!] '4~ [RJ 0~ ~ lil r4 n 9 rn ~ rn
o , ~ , , , " , , m[8]
\· \ IB .:_,!.¢ '\0. '"" ~ ·VO '"\Vir" v--61..S ' "\'\"\0 \\ ~l ..._!o:::...ll ( ~~ ~~~ .;J_,:
:....9.:.iLb'
~ ~ ~ !SJ lm1l ~ ESI fll • CEJ ~ 1EJ IT2l rn fliJ ~ r4 r''\ 9 ""' ~ n l§j
0 ' t ' r' ' " ' \ ~!B) (ffi)[IJ ~ ~

- \~V -
 . 0W ,'\o·ooo Y·v-'1 '1\\o·V\ :~\.4) 'IJ"'~WI}~~I,.;;~$• Ci~

~(KID~ ~ ES!Iillll [EJ (!] lR) II] IQ] li1l t4 \\ 9 ~ · \ ~ "\ · ~ ~Vt l8
0 '$._ ' ' ' ~' ~[81 [ill) 00
\

,"\t ~1.- · \h\'\ \'\VIA :~\.4) , .:,~ ~ , ~)1....~1 ~I ~I~ , j,J.)(>- iJ-1 ..l.!j t_).~ , ::.~

. "''. "''. y ·v-'1 ' "\\'\ \ '\/\ ~l9

~,, ~~~~ESJm [R]0~~rn~'" ~,~it B

"''o · · y ·v-'1 ' At \V\t ~l.S 'At \V\\IAt \V\"'' :~\.4) , ~::..)~1 .;i.a.o~l t_.)W, , Jl.i~l.i~l .:,~

o, t,,,, ~Hrnl ~KID~~ E5J til CEJl!l~ rnm ~-" o9 ~$._ ~" ~ ,y G

y ·v-'1 , "\'\o \i \ ~l9 ,"\'\ \\ n ~\.4) , ~~~I t_.)\..M , ~~I ~..WI~_)..> , IJ"''j~ ~I..P.""

[f)~~~~~ E5J Ill fl) [E] fRJ~ IQ]~ \O· ~ \. ~ \"\· G. '\Hiit

o,\,\~(8][}]

\\\1\ y ·v-'1 , "\t/\· o · ~l9 ,yo/\\/\· 1\ ~\.4) , .:,~..)J;.Il-9 ~~~'fl t_.)l..;, , .:,.9!§

~ Qj) ~ ~ ~ l??ltJ ~ E5J. [11 [f)~ rn:JIT2] [Q][fi) ~·I\ 9 Y'l ~Yo G
' ' \ ~ [81 [ill) [I)

'"\"\VtH ~l9 '"\·VH\ h·V\i,'\ I "\·V\"\· h·V\0· ~~'~~I ( ~.9~1J~I

~ ~ ES1111 ii.;>.~ [R) 0~ ~ [Q][Li] t4 \o 9 V· ~ \$._ ~ '\'\ [B \'\Hi '":-l·v-'1

0 ,,, \~~[ill) (II

'"\/\"·\ ~UI ,"\·V"''\0 I "\·V\'\0 hVH"\\ I"\/\"\\"\\ h·O\"\\ ~~ (~~I' .)_9::.~)

(I)~ ES!IIl [EJ [!J lR) ~~ ~ lQ][Li] ~ t4 \\9 M ~ \·· 18 '\\o\'\· Y·v-'1
041_,,,\~~[lli]

- \~A-
 o~l;-i .»W.W ' D ~..;i I
:~~~ o.i.A f~

ambassador
-.
~l_rL-.. ·~ ~

health ~I

_ _ _ _ _ _ _ '!0-a

---------------------- '! I.JL..

c: • i
---------- c:. u-:
~

- - - - - - . c,.s-1-"

2. In the first sentence, identify and label these grammatical elements:

subject-verb-object-adverb of time-prepositional phrase indicating place.
3. Look at the phrase ~ j_,J I ~ ~£.... and guess from .J ~I what it means.
4. Knowing the source of the article, guess the meaning of the word ~I .
5. In the second sentence, find all cases of .J J.....A.ll . Why do some not have _j I ? See how
many cases of U W:.! and ~ + ~I you can find.

.. ; ..ueU J..
\J
1
; "' 'f J-:;• i ttf '--
~U. f • ~
1

:(.)IJ{J- ~':!~1 []

~UI <llll ~ ~ ~ ~..JI ~I y__jj <)ls..a ~~

~ as.w1 <>..J ~I ~ ~ (.)"A1 &)j;..l4 ~
~J.,.ll ~JL:..~I JJL;u Jl .' 9 i "JI J~ ~ ..1-i.j ·JJ ~
I ..

·&.!~1 ~~I <JJI.ulf ~..D ~ ~u...,__,

WRITE ABOUT d:.L.:i..~..w:oi 1 FROM ANY STANDPOINT YOU WISH. TITLE YOUR PIECE << ~L.:i..~..w:oi ,, • REMEMBEJ.
TO USE CONNECTORS SUCH AS .J 1 t.!lJ lJ 1 AND L..S: •

- '"" -
 ~ cwu·~f
J~, I w C>i~ I
LISTEN TO THE SENTENCES ON YOUR DVD AND WRITE J~l THAT YOU HEAR. REMEMBER TO LISTEN FOR

b~ I THAT RESULTS FROM SUN LETTERS + _j I 1 AND BE ON THE LOOKOUT FOR U ~ 11 :

. . "J
. c~' ~------­ ~I

.
-'
~~~~ ...::..d~
-"'
~ .J I•.u '?.J I_, - - - - - - - ~ u~"il
~
,-I.,..::,\
-'"
. ~L....,) I_, ..>,.._J I - - - - - - - ~I _,A -~

• . <j La ..w..c -----------------------------

d..:a ~ ~ u~ t: L..- 11d•I "J _o

0 , •

. ~~ - - - - - - - ·.·:·": ~_,..:,..::. La _v
'?~ _.;_______ ~ t...a...... if-'~ ..::......oui _A

------------ ~ t-~ 0
-l ... "t ~u~i.J ~i _\

~"} -'·
. ~
~ ~Li~~f9 4-UL:&Jt
. !4 t A C>J~
:f~f9 DVD ...Jt I~W.

<! ..J L;..Jd...~~ 4 _,A 0-o <! ~ 0-o -\

<) ~ U--=1 <)~ I.~L. _'\'

~ i,f""'~ I ~~_r,~ La _'f

<! ~"JI i>= ~ ljlo -~

c; "J l.lU/I.lU <; ..J L:i.. j:u. _,A J.ll _o

- '1' .. -
 PI t_ ·~ ~ ·'L,. ~ ~· r ~
"'
~
~ E l t:ll
t.
J'c:- .t~ - .r<..G , t- .1r c.. f'
V\ c· ~ .'r:- .- :r C.s [ 1_ ~
Q
t:ll
·~ ·'-· £· 1- 1· .f· r~ I >
~
~ t lc_ 1 ·[t :['
. • <.. ... ,.... <.. ~
~r .tt
l ~
~ \ - -" c . "1.. ~
I !A ~I ~I' ~ ~ ~~. ,t' <:c tt ~!;;
t~ [ ~· - t:ll
r· 0 r~ t:ll
E c ~ ~
"L
~ ~ <..~
~ ~
•L -
t_ C.· '[ hi l,. f· ~
~ t_ -
I - t_ P" I §
~ .f 1' l 1. f'E :;_ .[ .
- E t. ,... ~
·~ - ~.~ ~
-
-"
·~<.. ,~-. . 1t.
~
<.. r:: ,... '":'.":E. [. g
r..:. • l .
. .r -cb.
c..
~
1~~.., rf f l ·f 1. ):'
~
~~ .f ~ ,t· ~. r- b'' [L ~ ,V ~ t
I ~ !;== r~ .t' [ f-. - ~ , V. C· -. I= t·
.\.~ I '-t cE f.t -l
~•
E "' f, i, - -· t t'
/'"' .-~.
l- -)· ~
- l· t ~ ~. - ". t ,. ~. <- ., ! ·I'_ \ ~ - z
-~ f ': .t' t '\. J [ t: t ·L 6· '<. \. ;;; . .[ ••• 'f• ;,
·[ 1. _:~ .t ~ :l_ ~ 1' '\. 1' !C r ;= r ~. + ~· ~ l ~
·~- ~ 1: ~ t. - ~ ~ cr- ~
.t C.· c.. - '- [ ~ ~ ~
. c.. }. ~ li\ ,_ E :· t ;
-" ~ .r" c.. , - ~ t ~ . t . ~ l. r l
~- .t . . .r,: <::. ~.
C.s ~ <.. t~ {; L 1J e
~ 1:.r ·~. \-r (':;.,
~ ~ C.· ~ .[ ~ ;t ·£: ~ ~ ~. l E1 1-· t 1- .~· t '\: _~
F' - 1 -. c· .r t F= fl .~" b''b. £. 1: ~ '; . f { t t ~~ %
L 1
:o- • 'i.
• I I I
-..
I
.... _..
I
r.. -·
"~ '<> < I
-~
I
.,...t 0
~
""
.-t• •--< •~ f •
- I.
ffl~-t~1.fff ~I
- - - - - ~ - - - - - l,y~ u"~l
:...6 ~laa c- - - - ~ " ••
• b..~ .~till
- - - - ....,.-- ~ - woo --------

- - - - - - - - 0-.o ~l..u' - - - - - - - - 0-.o ~~JJ ' ----

J ----- ~ --------- ~

-----~1 . - - - - - - - - - - . . J - - - - - - - - -

- - - - - . ~ - - - - - - - - - - ~ ,..... !I <W~ \.:.~1

c:F. Wlb I..

. <r- ----- - - - - . LJLb - - - - -
'="·
~ ' - - - - - - - - - - l...&- - - - - - ..J ------~I

- - - - - - - - - - - - .J ~ w1 ~ - - - - - - - - - - - -
"

-
iND 4.o\&lf
..
.~, ~Li~l
• ()-' ~ ..UL> ,,~~

Listen to the way he says ~l.&. ~..>~ ~ ~and l.:t..::t.l)l.&. ..::..• b a ·.t .
((~t... .!LJ~i o~'-'-)) -
.~..\..wQ9 ..UL> ,,~~

How does the girl say "there is someone" in colloquial?

V"L:J I

~I

- ~. ~-
 )LJI --"!1 ~ •
The Superlative J~ ,.;Aill ~l •
~~·
Subject-VerbAgreement ~l ~I •

~ J.)__,..~l oU_, • 0~ I)All

L.;..l :Ullo •
J.

~->'~~~.

«lfi~ ~ ),;S ~1» :~1 •

~

«~._>A tu..., ~ ~~)} d~ \i 1 •

- r. r-
to take • ...'.~~, I '
·,..:.
.........
, '
..•
J,..::,.w'
'.:w..'·~,

the last.. indefinite ~~ ~~ + ~~

to stay, remain .,LLJI ,~,~

" "

all together ~

vacation ( ~ =) ...:...I- ·(
b "\bl
' '<

life 'b~l

to visit i,-Jl:>j.JI , -JJ~ , ~1.)

(future marker)

::.,~L..... L. =

the most difficult.. indefinite ~~ ~~ +

in addition to ~! U~1~

of course, naturally ~
' , ,
day off, i,.) 4-! = Jk ·( ~

to learn of _. ~I , _, ~ , ---7 f:k

, Q "'! ,
I was appointed l-' ' ' c

to be absent from, miss ~

~ ....

._._..•:.11
~
'~ ·.·
:;; "' .......
_..;-~....! '~ '
. .
.. '
:;,
_,.'
........ -.
tJ ~ ~ ,.. J ... ~ ..
to decide to ,;~1 1 '-:I~' t;l.w::l.ll + wl + -Jii-: , -J~

decision ..::..1- ·( );.:s

comparative (adjective.)

to spend (+ time) ' cog\' ~

':! - ~

scholarship award, grant, fellowship d "'> ' 0

here

- 'L ~-
 ~Uf

..).,jj-i
' .
.JJ.JI
~
~
..)..)
'. '<.::..>.).:,
'

' ' ' ' ' - '

..:u..;J~ ..)J.j-1 f"-'.J.J <.::..>.).:,
' ' •
~..)J~ <.::..>.;)

' ' '

uJ.JJ~ .)J..J-: l_,),j ~ l,j
'
.JJ_)-i U-.) I,j

. ~.

~j
.. 0 "'
.oq
.. ""....

~
{ '>

'
.:,~
' ,
- 0 ..,
. "" ... 0 ...-
. ..

~
~ ~
"" , , ·o a , ... , '1¢ g
I -
'
~ .-. '.o 9

' ' '

.:,~ ~
~

, • I
(,)J..,.e •
NAME wj_,_ll_, ,;~1 OF THESE~~~ ..::...L....lS:

- '1". 0-
 (~t ~) o~.a.4-' ..:,t~~~
::0MPLETE THE SENTENCES USING NEW VOCABULARY! -
. ~~I JS ->-=y.oJ I ~ - - - - - d.J .:U _, ~->-" ~ lS _\

.~IJi_, ~_ri.JI ti..LJI ~...? bjl:a.......l _ _ _ _ ~I,~..JI u-Lc- ~~ ~ -~

• •
.~~ ~-'"= JS t......,.,..U.I ..)! U.J~_,I - - - - - d.-...bu _'\
..b..U ~'-=; ~)l:j - ~~ b~ u~ ~! u.. - - - - - - - ~LS _v
------- '-'J~ I
. ... .
~d,o,OO,JA
....

- - - - - - '-:-')l.bj I ~ -\

-' '\'

!ut' ·;! .., ~ ttJ.U •~1..o I f UJ_,.; I

~WITH AT LEAST ONE
11
UsE EACH SET OF WORDS TO WRITE ;i. . _l_ ___,!_,_.b NEW SENTENCE" -'. Focus ON

:.;SING NEW VOCABULARY AND THINK ABOUT THE TENSE OF THE VERBS •

..)I u~~4 I ~ I ,;1_:, I ~~i ~I ~:,u..I.J.4i_, ~i -'

bu_, I -7~ I,~ I~ I ~lilt~~~ I~~-~
~ ~ ,. "' ~

~I~ I ,;,;A I)_:, I~~ I ~Ul ~~ ~-'"=I ~'Y-,:, ~_, ~~ _r

L..~ I ~ I l.:..i I ~ ljU I !'-="'~ 4 _i.

- y. i -
CoMPLETE THESE SENTENCES USING AT LEAST ONE NEW~ IN EACH SENTENCE. REMEMBER TO PAY ATTENTION

TO THE GRAMMATICAL STRUCTURES YOU NEED TO USE WITH .) j "J

1 .......,. 1 ::, 1 AND ~ •

~-------------------------------------------------wt~~~~u -'
------------------------wl0J.i>...);:! t_;)lo,; -"

------------------~ ~ J,A J"

-------------------01 ~ jA .~ .:,..0 _£

-------------------0\j ~4 ~ ~~ -0

------------------ ~ li\.!! ~l.i)la.JI ~~ ."\

~\1
- - - - - - - - - - - - - - - ul' - - - - - - - - - - - 0 t.!hi, .. j ';i
1 _v

----------------------------------------~~~~ ~

1. Who visited them and whom did they visit on their last vacation?

How many times ~a semester do they visit their families?

2. How many hours per day do they spend ~ studying? reading?

3. Do they stay here on campus on the weekends?

4. What was the best decision they ever made (=decided oR took) in their lives?

5. Do they remember where they were when they learned of 9/11?

6. What was the hardest class they have taken/took in college?

7. Do they spend time (=~,.,) with friends every day?

8. Do they miss class or work often? Why /why not?

9. Do they know of any scholarships for summer language study?

- 'LV-
 ~ aoei'f
:,~,, ·~w. I' ()-1_,-i l

- '-'

-
'!I. a .a;-. 0 wlS (l,jl..o ~) ~
' _o

C!~J-Oj ~ .. ~1 ~ J~ I.Jl..o _'\

11·(~1 olA 6.)-Al.iJI ~! <LL.o ~~ U-o _A

n->-" w 1 ~ w-' a1 .. lc. .J-:1-'-"i r-S _~

I ;, I

:t~s
. t, • o; ,.. ,

= -ct,t ••. ,. ,, ..... , .....

'-H ; t...:::o. c w ~I -
\\

RoLE fuy (~f ~) ~f ~ I Y ~_;i I

~.JI' "J~ M~ ~o, .o,;4-f(l (>.&. 0 gq 1S';! ~, ~, ~ ~ ~~ ~~ A,.S ~

!cllo9 J+o Jg..a.:; I~Lo ... i •! G '!" o,_.11UJI ~ o,;4-f(l ~

- '(.A-
 .., ~

The Superlative J ! ,;, 9; Jf J.s.if •

You have seen several examples of the superlative:
"o~~~ '"''~~j
The superlative adjective, named J _. ,.; 9 -.11 ~~ after its l.JjJ, is formed from a simple
adjective by putting the..>~ of the adjective into ~~ .JjJ .1 Listen to the ~i forms of
these adjectives on the DVD and complete the chart. (You can see that adjectives whose..>~
contains a doubled consonant, like ~L..:.. and ..~...::'~,take a modified form; learn the ones
given here.) ~
~ ' • t ' • t
<-(~)
' 0

..1.,>71 <- ..1_)4 ~~ <- ~ 0-u=-1

• ' t
<- ~ <- ~ .,r:-.1 <- ~G.

• ' t
J.$1 <- ~ <- ~_y-i <- ..l....U...-1
-
<- ~_,..6 <- ~ <- ~

• ' t
J..::..l <- J...>..!.=.. <- ~ <- ~

'
~JI
. (

<- t-'-"''-' ~j <- ~LL <- ~.u

Remember that these words are fixed in form and cannot take~. Remember also that the
superlatives first and last take special forms: ~

~<

The ~i adjective can be used to form superlative phrases like the ones you have
seen. In this case, the adjective acts as a noun and is used in a kind of L.-..i~L....<o[ with an
indefinite noun.
' 0 t
the kindest man J..::._) ~~

the nicest woman "oi..,)-"1 ~j

the strangest movie ~ '-:-';c.i

ln general,~ adjectives and adjectives with longer .:., I,;Ji like .:., ,) L.:L. , .;--:'.'C..... or~ (i.e., those
1

with extra consonants) cannot be made superlative by using this .J,)J.

- 'L'\-
::,_e most important thing to remember about this superlative construction is that although
fs English equivalent is definite, the Arabic is indefinite. When used in a sentence, it
:ds just like an indefinite noun, and often occurs in d...i....:J I ~ (see Chapter 11):

:::the first sentence, note that the adjective~~ is indefinite, because it modifies the
::.definite phrase ~.l-o ~i. In the second sentence, the phrase ~ ~~ is modified by
~I ~ , which describes an indefinite noun.
The superlativesJ~i and ~~ often occur in contexts like the one you heard in the
:-2xt:
The last time [in which] ...

\:ote the use of 4-:-i to complete 4...L..::J I ~ . The preposition ~ indicates location in both
::me and space in Arabic, and you will see and hear it in such contexts often.

JEsCRIBE THESE THINGS USING SUPERLATIVES:

-~.)J----------~ ~~I ti.JJI _\

- - - - - - - - - - - - ~J~I__, ~~ --------~~I -"

.rJ WI ~ - - - - - _ _ _ ___,_ << ~--'~ .)_,_a J .G..Q

>> -1

--------'~!" ~~__,~~~-------- ~~
0
\j\

. t~i l.:u, ..::.Ul.S: ~ ~ ..:...will..!.---------- _\

_y

!~I~---------- J-A ..:.;l.:J~'JI t~i _/\

~JLL iJ->-.l ________ __, ,~_rtl t-" <L.1$ 4-a~ ~ ~J b.)~J ~..JI__, _'\

- n.-
 (~~ ~> 4j~L-o JgLJ..j I 4\ (.)J..>-i l
WoRK WITH A PARTNER TO WRITE ENTRIES FOR A "GUINNESS BooK OF WoRLD RECORDS" FOR THE CLASS.

UsE AS MANY DIFFERENT j.A...Qj WORDS AND VOCABULARY AS YOU CAN •

J ! .... tt' 0
..,;
0
..,;
t
AI
tf.

In formal Arabic, J ': ;; ~ ... ' .. I I the future is formed by adding the prefix :._... or its long
form ....i;.... to t_,..i~ I t .J ~I . The following chart shows the conjugation of J .' i -, ... ! I using
the verb JU= as an example: ~

' ,. ... "" . ' " "' .

~ ..j_,_.... I J-· 9 ·. · ..

' ... ... ... ... , "" . "

~ ._j>-'-"' I J, Q I ' II

. ... ... ,..

~ I, 9 -.. ,

"' .,. ... , ... ... . ... .

WJ I • 9 _. ...j_,_.... I WJ I a 4 _. . ..

In formal Arabic, the particle o..J (without ....i~/ '-'"')is used to negate the future.
.:.,J is followed by '-:-'..,_...,...:.11 t.JL......:..ll . The following chart shows future negation using the
verb JUt as an example: ~

~ uJ ~i uJ
~ ~ ~
' '
I_,J • A I

' '

':!
I aQ I
~

I~ ~ ~ ~
~ ~

- '1'\\-
Memorize the furore forms of the verb .:, t.s: :

, ' '
~~ 0-1 ~~i 0-1 w..J< ·....
, ' '
~~~ 0-1 ~~~ w..J < -....
~~~ ~..J$:.-.,

~~~~ ~~~
~~~

tomorrow I.U

next, corning

d.l.JI .,L.t w! i..1ll.JI t~'il ~ U:1.Jl:-l ~t~ ..J_,_..... :~i

. cUJ I .,L.t w! ~ ,:;,St..... 4-..Jll.J I ~I

.~4-JI ~ ,:;~t.... , ~I~ ,:;_,s:i uJ J~

The expression <t..LJ I .,w, u) God willing, is often used when talking about the future to
express the hope or wish that something will happen, much the way American English
speakers use the phrase hopefully.

. ill 1 .,w. w! u...... ~ t::~i ..J_,.......

illl .,L!. w! L..~WI ~I~ u-1! ~t_,_.;L....u

IN ARAB CULTURE, FORTUNES ARE TOLD IN SEVERAL WAYS. 0NE OF THE MOST COMMON IS THE "READING" OF

THE COFFEE GROUNDS LEFT IN THE CUP, W~ I, AFTER DRINKING ARABicffURKISH COFFEE. HAVE A CUP OF
'
COFFEE IF YOU CAN AND TELL THE FORTUNES OF YOUR CLASSMATES AS THEY READ YOURS FOR YOU.
FILL IN THE BLANKS USING J .' i -. , I I OR ITS NEGATIVE ACCORDING TO THE SENTENCE, AS IN THE TW<
EXAMPLES. WRITE ALL VOWELS ON ALL VERBS.

_\

(~) ~~j ~ ~~ ~ (..~..C ~.WI b~ ~ bi.J4-il ~---­ J.A -"

(.;-£~ ) ~ ~..lliJI ' A_• ,all ~ ~.J-0; ~! .JL;.. - - - - - JA _r

( ~~ ) !!u-oi L.:a*-" ~ '->~1 b~ - - - - - - uJ _i

( ~ ~~) .~u~i_, ~Lc ~ 1~ ~ '~! b~_,.14 - - - - - - - 0

.,...~L:JI
~ ur'.1 ----------- ~" -~~<'llll ~· yr~.---------------
- ·I ' I~ _'\
•
(~~) ( •..::..~~)

( ~:c. ) !(.S~ j ';,".;-o ~ ..!.11 dl.::a u-1 ! .>J -v

(.:.J..::i...1) .illl .. L...!. w! L..~l.i.JI ~~ J~i ~ ~L:JI ':.1-.i_.~ _A

(~j..:a) C\ 1..1-C ~~ 0-.a 4~ ~; ~ -"

..
(..::_.j_;-U) ·i~l U~l u-11 ¢'~ lo.4c b~~~ ~.) ~ _\.

(..:...JI.J) .~,;-o ~~ 0~ i~l-? uJ ~i _\\

• •
. (.:...).;-A) .~; ui ~) I~Lo ----------- ,UJI ¢'L...!. w! ~.r=ul L.~ -'"

( -~
- ) ! - · II
~~
JS ~I
. ·
~----
uJ d.l jj _, , I~. .J ~.- _,A _\ r

(i.~ui) .«..:..~.)Lo ul...c..&.>) J..W ~-------- 'ulo..c. u-11 .:,_,.;-£~ Lo..w...c:. _\o

(~.;-a b.JL:-1----- <ll.JI .. L...!. w!_, .i~ i~ .:,~ ~; -"

- "''"-
 Subject-Verb Agreement 4 ! ' • 4 Jf :; lo.~f •

By now you have seen many examples of 4 .! I • i JI ~I , sentences that begin with
.rerbs. In some ~ ~ , the subject of the verb is contained in the verb itself, as in:

. <!.!_,~~ ~..1-o ~ ~i
. . . ~ .t~. 'I ..l.Aw...:J .
u~~ ~

c: J....A.li l.o .:,~ j.A

In other ~ ~ , the subject, ~ UJ I , is expressed independently and follows the verb:

• •
. r+"' co .l:i,¥1 .r-8~ ~ -\

.~1 ~! WWI .ll,..ii J.S ~~ -"

\_,......oi b~l.:J.4 ~)l.b.Jf t -.a-... ,I _r
·"~ ~4- U-.o ...,..~_,_,.1~1 ~ ~'~'' ~J9 ~ ~ _f.

Note that the verbs in these sentences are singular, even though the subjects are plural. This
is because whenever a verb precedes its subject, and that subject is a separate noun (i.e.,
not part of the verb), the verb must always be singular. It must agree with the subject in
gender, ~j..o or ;s.j_.,. Compare sentences\,"' r, and £.above with the following:
• •
. r+"' CO I.J.r-8~ .l:i9:iJ o rJ
. ~~ ~! .:,~ WWI .ll~i J.S ..\
. ~j b~L:J.4 l_,,::a._a ~. ,.1 ~~~ _y

..,~ ~4- &-.o ._,...~_,_,.1~1 ~I~ ~~~l9 ~.>9 ~ ..A

The verbs in sentences £.-\ precede their subjects, while those in A-o follow their subjects.
The first four are~~;
.... .. the last four are 4..............1
.... ~.
..
When the subject of a ~ 44 is a non-human plural or a human feminine plural
the verb is feminine singular (.,r'):
'~ co 4-.o.J d.Lc .r-8 ~

.~~~ ~ Ll_,.ill ~ ~ ..::..4-JU:JI ~ .-.1 ·o:>

.~l.o~J ~L...._, ~~.J ~J~I ~..1~

Remember: a verb that precedes its subject must be singular.

1
Notice the placement of the subject in these sentences: when the verb phrase includes a preposition,
the subject normally occurs between the verb and its preposition.

- '1'H-
 - • • 1M • ~
:
4
!G'Mf ~ ~! ~ ~ u-,o change~~ - f

. ~1_, ~ 0 ~ ~u.44i ~ <- .~1_, ~ ~u~i ~ ~ :Jli.o

. ~ ~ Lf-o '":-'..>ui F-e ~ _'

. ~L...._)I_, .;_,_...:JI "u ..~....81 JJ~ _'f

. ~I.;J ~ ~ '":-')lb.JI ~ ~ _i

. ~~ ~ 1.)l.....::JJ G...:iP.!J o.l..ll_,_, .l..lG.. ~~ _i

l~t+uui <-:r..;-t-1' ~WI.? V"L:JI ..>JY-= _o

. l.:u....o I,o.Lj b~...I..C. oJ"i ai a cU.JI ..1....1-C. ,.;jj • '" _\

- >J >J • '-;! -

.~l._._. ..... ~j~l~ ~~~~~~_A

.4J ~ ~ ~~ ~~,) -"

.~lli:J ~ I_,-*'" J.:-:U_, ..:r:l_, ~..> -' •

.~l.:t~'il ~ U-:;1~1 ~I~ 1..:WL...81 _\\

(~r ~) ~us ..bw,.; I 'r iJ.I~ I

WRITE ABOUT YOUR FAVORITE VACATION. You MAY WANT TO ADDRESS TilE FOLLOWING POINTS:

TRY USING ~ ~ AND AS MANY CONNECTORS AS YOU CAN WHEN YOU WRITE:

should begin all related sentences (except those beginning with~ or _a)
(to signal explanation or elucidation of a main point)
as; as well as (connects two related actions)
(connects related sentences)

- ~\ 0 -
2. How should we read the verb(..)"'.;~? How do you know?

3. You have seen the verb J,L.:u used with meals: ~ w..,J 1/ ~I J.iJ I J,L.:ui . Here you see it in
a new context. ..::.J,t.:..::. ~I. What could it mean here?

4. Circle all the new words whose .;l:;. you know. Which ones can you guess the meaning of
by looking at the grammatical form?

l!s ,, ~Jt,.at iUI'

(llil)t,t~) .;;,~~, •

..d->-J:t~ ~ u".! o .; II u-ci ~Y

.Iii"" I
..l),JI ~k ...Js~l ~i.:h ... 19i1 p.lll
~..>-" w-o ~~ 0 t..s: 0 1~ I .: • ..,

~~...:;.. ~ ->~ JUl ~ ~ ul.b~l

. \.)"'.;J.: u15: ~ ~ _,Jfi
~ '~ '0 ~ I .! • "' ..l),JJI J.l_,
~I ~I 0-o ~.WI GJ ->~J uu..ull
. b,~l J~l ~ tl>JI.:.J_,~
~_,..11 ~ ( • 10; i c.JLS .u_,
0
0

~ u->W.I ($~~~ '-:'J~I uu.;~ 0 ts:_,

- - . ~_,Jfi ~4--

- 'I'\\-
 ~~~~ ..bw,.,; I '~ ""...>-iJ
:.4 o 1 < Yf o.:a.a ~~

president

------------------ ~~j~
-------------~~

------------------ ~ I.JU ------------ c:

-~
M

2. Identify all sentences as either ~I ~or~ ~ . Find the subjects of all verbs.
3. Underline the words that tell you the topics under consideration.
4. Find the pair of expressions that mean in general and in particular.
5. What does the final sentence tell you about b.;l~..)JI ol.A?

.)9}! ~.)4-o
~~, i~l
;;~t~l~ :":-'.J.t_;;~t
bJ~.J ~ 1!1.;~ ~ {S~I ~)I r-~1
- -
:i).JJ .:.JUJ .~L...... 24 J> • ; ...; ~
~

<!~I ~)I b.;~.) .:_,1 ~_;;Ji 4.;L.;JI

. )L.JI L.lo.....c. 1.... L;. I< ... ~ -
~f' M r.s-~ ~ ~
_ 4: ··: h ... !all ~L...QJWIJ bJ l'l J~l
.b~• l'l ~I
~ ..>-'-"' l'l
M

1!1.;4-o ~)I .:_,1 :i).)_,JI ~L....::.tJ

J:~..~ .:_,I :1 ,. ~~I ~..rJIJ
Q

d ,j ~ L..:.ill iJ-o ~ 4 I .:., l.....oyo i "'! "'

.f' k ~t< " · tJ J .J.ll ~Li~l J ~L li...:JI
M 0

olA <.).c l
!.)"-" (S _;-::.. i ~ L.... _,h-.. .;-S ~ ~ J
·<f~l ~.;11 b.;_;i.o ~ ~~I bJ~)I

- '1'\V-
 ~ cLeW'"~'
~Li~~~9 4.LiWI ~ [ ' '\ (.)J,J-i I
:~l..oJ,.S:JI o~ I~

director, manager .)-:'..l-<>

problem ~~·(~

____ ..) _____ ....::.. _____ _____

....._, \

- '\'\A-
 1' &') ,)4 , \j!J~
CoMPLETE THESE SENTENCES WITH THE CORRECT PREPOSITIONS AND ANY NECESSARY PRONOUNS:
I 'A (>.1..;-i I

------ c:_~ ~~ L_,...~...<> b.iJI _r

- - - - - - I- I .' b ;._ Lc ..G...c. ~ -.::..W [.5; Lc -i

- - - - - - ~~ wl ..!.::') 'i3 ~~I b.iJI ~~ 'i o

I~ '-:-')lhJI ~ I~ ~ 3 6.)L.::..o.... o~WI ~ts: _\

. .J~J--Oj 6.:WL..i 3 '-:-')lb ~ ~-~ts:i ~ ~l..r.J~ ~ _A

(~ ~~ .:_,i ~_,j 'i 3 I~ ~L:. ..1i~i ~~ _a.,

·J"'L.:JI.:_- ~ ~~ 3 o_,.AWI ~<:?..~I_,..:JI ~~ .:_- ,,;;..>-::':r:JI <:?..!l..:.)) _\.

NEGATE THE SENTENCES USING 'i 1 uJ 1 OR~. REMEMBER TO WRITE THE CORRECT t~->-" OR'-;-'~

ENDINGS AND ALSO REMEMBER THAT~ NORMALLY COMES AT THE BEGINNING OF THE SENTENCE IT NEGATES•

.~1 l.iJI -\
·~~~ WJ~ bl_;g.1 '"':-'t..s: JJi l.iJI _\
.._:,4J ~I~ ~L..L...3 ~_,JI ~ ~~ U.b..c. t..:...w...c. 0~ _r
.<t.S:I_,.Q.J1 3 _,~1 I~"~ .:_,i ..1-i 3 "-ii ~ ~ _i
.L..~WI ~~ ~ ~ Ll_,..ill ~Lui Lc~ ~L:. ..1l~i ~ c?-'J~ o
.L..:.l ..1 (( .) L.::....:....c. )) ..>-::' J..i.:j ~ J..1 L:.. ~ -\
·t ~'il
..r-;:--- l.iAl J-
,;.J L>~ '' L.:u....a ~...~..:>.- u ;; -,-, ...
~. _v
.~L:JI ~WI~~~~ .....i....::. J 3 i ..:_,'-; (>>-: ~ ~~ t:h-) '"j _A

.~1 l.iAl ~ 0 ~ u3~ rL.o...c.i ~ -"

.~1 ~~ '.'.''".' t:~i ~~ .j..£.~_;-o ·.··_,;-,-, ..:\ •
. <LLJI .,L..;;, ._:,I _;.J_:r.JI ~l ~I b.iJI ~L....w........ _\\
.b~ ~WI ~WI~ ~I ..J..o ..J.r.-~ _\\
.6 .':< d..wL.....:. ~
~ -·. u ~.r
. . - \r
.~~ (-,-g3 .:.w;.,·~ ~..1 ~l u..J,r.:-: j...<> ~I _\£

- \\'\-
LISTEN TO THE SENTENCES ON YOUR DVD AND WRITE IN EACH BLANK.J l IF YOU HEAR IT AND X IF YOU DO

NOT. LISTEN FOR b~ ON WORDS THAT BEGIN WITH d ! ·" • .';~ ._j,J.,>-""' AND THINK ABOUT THE MEANING AND

GRAMMAR OF EACH SENTENCE.

~J~- ~ ~~, "--:-i ~~ 4........1.)..1- ":1/'i J,...AL_ ~_,A~~-~-'

I~ w~ ~ ~- 0"'1 (..;_{J , ~')La.J-.J 10u~i- u-1!
w_ dJ~ ~.J, ~..~~- ~~ '-=-'~- w_~ ~~-w- -"
. ~~- u~-.J '-=-'..~;_ w.J ~~- wl..ri-

-r.~- ~- u-1! ~u~i _ w-o J..l-C- t-" ~.j ~!....- t.J-:L'-"'- ~ -'
-.J U>-;U-.J ~- ~j ~ <<J~- ~4-J->> ~~ ..w~-
•
I ~l.;l1- ~.J~- ~.J J.A)U-.J J.~

~...:ai ;;~- ~~.J t:.~- .....L..:U-.J LJL.....- ~ ..::...~· r.J-!- c~ _f

, .)~i _ u-1! ~·. -... ~1-.J c~- ~~~-· ..::...i..rAJ .)_,.b..A- .:.JSI ~ ~J.JJ

~J.J'u"i~~.Ji- ~.J ~~- W--o..:..Jj..:i W..,.t.,:j_ LL......-~J

·~~!'" ~· ~- ..)! J~J- c.fs -=..?GJ , ~~- r>=- ;;.J~- ~·G l...:.IJ

. r.J-!- ~- ~- ~ ... , il.::...l.J'-, il.::...l.J'-, rL.::...l.J'- . rL.::...l.J'-

~ :J~ Lo ,~, 9 >4,.. o ~! ,9 • Q i ..,, 1 r, ~..>-i 1

.l.f.o ~I ,.)La.ll ~1 ~I wt
- - - - . J . - - - - ----~ - - - - - - - - ~ - - - - - - - - -
~

~~ --- bl~ill ~UI :J .~L _I~

_-A
- - - - - - - - ":r
bl.»""'
..e:<J.ll .l.a.l .I,Y..,) L• l:ul..... '-F. Lu
-~.:.~liS:

____ ~ tlA 1.S: '"l:L.II _ _ __

0
~ ~ ----b.,)-0 - - - - - - - .J ~~ - - - - - - - - - - - l,jt..i
- - - ---b~ ----~ - - - - lo..(a.c. - - - - 6~ - - - - - - -
____ _....... ___ b,a -~ 4-a.J d1.o rJ.J ·''""'?-------~I.S:.J ·~

4-o.J .~1 ________ dl.o.J wl •b.>Allll ~

•
_ _ _ _ _ _ ~.J , ~
•
. ~)I ~~_,.....;~ - - - Lc.~1 - - -

-""I-
 (( -~ .~
~-
, ......
'rJ:r- .
-
CMJ

~;)) :~1-

·~~lg..I...AW,

Colloquial Arabic uses a different prefix for J .';. ~.... II , see if you can hear what it is.

•A. • ~ t (( '4,,4,~)) ~(-

J~
.... -
i.?"NN •
WATCH AND LISTEN TO j,J~ SING THE FAMOUS SONG ._,?J.;Jj:

;;~ w..., ~ ~.J_JJ~

;;~ w..., ~ ~.J_J.J~

(~~ C.J_r:i.J ~ ~ ~

;;~~ l:a~i~~

:o~~ ..:.LoJ.S
completely ~~4
expression meaning: Shame (on you)! It's not right! r'~
you forget I .-
~

. ,
~~.G.~

~I r_Ju(.J 1)
. '
I..L.C

- H\-
~~;.ol .. ~~~ ~J)i r~u.
._;.. . 'r

: IJM)..St ,~ ~
~, ..
'*'';&/'
JI.J L, •

~UI ~L:..>:' ~l •
~j ~lio.
J.

"u~~'" mwt tA •
((~Kt..J-Oi ~ u¥-i CJ,;.;l ~)) :~1 •

- H'l'-
finally, at last
.
I~. I
~

in front of, before ~Lei

magazine, journal -.::..1-.c~

to come to
J ~ ,... ,. ... ...
to attend (e.g., a lecture) J~,·~·~
~ " "" ~ .~

u-11/0-a t~.rl' '~~ '~J

to desire, wish to ~ ~jl' ~~.>-:' -?~J
I continue to (be), still (be/do)

to encourage (someone) to

to think that

it means

longing for one's native land; feeling of being a stranger

opportunity, chance
' ,
vo~ ·C 4......::.~
.,
to fail (~) ~~' Jt;,~~, J;'i,-4

to dismiss, fire (from a job) ~~.~~~

I ~- ..,, • ~--· - ~ -~:.·
to settle down, become stable -J~~ '-Ja '"'.!,~I
' '

article (e.g., in a newspaper)

likewise, also

appropriate, suitable

to finish (something)

to find
, - '
I did not find ..::..~, La = ~~ r-1
position, job ~U;~ ·t ~~

- nr-
 C>' I
C:..:~' -~

1' C.·\ C.·.

C.·' -o
1' 1' <.. <.. C.·' C.·'
C>'

):: 'J \ '-[., 'f. }.:

I '
f: '
r:
.l: ' ,, •'
r ~

C.·'
-~
1' 1' c. .• f::~' C.·'
-~
C.•'
E
-~
1' 1' 1' £•' -·
'.~_,. ·t; \
):: } S' S "
r l: t S' $'
'f. 'J' 'l. ·-r.. }': .}': •'
r:: h:
--

I
.-(
.-(
.....
I

C.·'
c..' -· C.•.
-~
1' 1' -·
1' <.. 1." (7
.~ \ .~: .~ 7
,,
l:. <..' <..' <..' t~ [:
1:~ ,_
'- '-
f l l ~
J: ..
c...
_.. C.·. C.·. - c..
-~

1' 1' 1' c. .•

_. E
\ (• -· C.·. ~"
1' 1' (• (•' (•"
0
·~: ·~: .~: .~ 7 .~ 7 t·
<..' <..' <..' <..' <..'
,_ ,_
'-
t:~ t::
'-
lt t '-
t i: l t
- -----
r
-- ----~----- ---..-....J "------
l
 When you meet someone new, it is polite to use W ~ to first greet her or him, and
;~ 4.....o..,rA it was nice meeting you or nice to have met you when saying good-bye.

\.,.....&/)
You will often hear native speakers use~ in conversation as a "filler" similar to the
English you know or like.

(~I ~) 0~~~ .;:,1~~~ I 1 ~~ I

:~ J.S ~ 0~~~ ,:,~f 1)-4 ~ f~l

.,~1 J,S:t:J 'f.jl..:JI ~! ~~ ;;~ll.ll 0--a - - - -

. '
..:_,1 ~ -~

. l:aJ ..ui ~ ~l:Al Jl_,.b ~ ~i r1 _i

("J~I, 9}",11 ~ .b.......,_;')'l J~l ;;.;~.) ~ _c

.;;._r:..~ 4...c.Lu ~~I 0-o _ _ _ _ _ ....._.. "~~~ i~ ..A

.~1 ~ ..::..~_,~,~~~LA~)~~ _ _ _ _ .JI ~~ rJ _'\

. J_,.i:JI ~ - - - - J~l ..._.:..s.... _\\

1..)'-'~.;_,.l~l ~ j......:...:.. L. ~·')' b~ ~ - - - - <U.L.i ~

-"'
. ~
j .,IJ.i.JI J J l.:UJ ~ II - - - - -
- . ~...$'". ~lAJ..o...:>i _\i

<L _\t

- no-
 (~, ~> o~~· JLL.i¥1 1 r ~~ 1

:~I o.l.6 ~ o~~~ JW¥1 ~~~

'1- ~ >I' "'

~ ~~ ~' u~ ~~ u'----- JA ''-:-'~ ~ -"

<~..;5- ~ ..::_..:ajJ !<liJ ~~ <iJLi.J I • Q_'.oil ~~ ~J _r

~lt-::JI~~~~I~I J_iii,~L..~ _i
<; ~~~j~~:;j JA _o

(~' ~) J~~t wtl' 4)-I.,J-i I .- I

:Jll' , , ; • thifS~' ~ '~' ~ .::.~' o~ wtl't J~' ,~,

~'"' _i u~ _\
~__,..i.J I _o _ _ _ ..>I ~~.....8 I _r

............,Lw. _"\ ~ -""

:~~~ 'tli....v' 1 t UJ.,J-i 1

Now THAT YOU ARE ACQUIRING SOME SYNONYMS, WE WILL ITALICIZE THE WORDS THAT YOU SHOULD USE FROM

YOUR NEW VOCABULARY. fiND OUT WHO:

1. Had a job she or he would like to return to next summer.

2. Has friends or relatives who are encouraging him/her to marry and settle down.
3. Knows someone ( J..:>,.i) who has failed(~) a physical education (=sports) class.
4. Knows someone who feels like a stranger in this country. Why?
5. Has some tough decisions ahead of her or him this year.
6. Thinks that firing an employee who misses work a lot is appropriate.
7. Knows where you can find good articles about U.S.-Arab relations.
8. Thinks that job opportunities will be plentiful when they finish their studies.

- rn-
 ~ ~!Oi'f
:~~~9 ~~t.,1 I ~ i.>J..rt I

:4iC o,..o ~~LJ,

<! ~,;-oi ~ ~I,;..UI 0-a .,4-=U~I ~ J.U.::. L,l ~..>-! L,IS ljl..a _o

~~,;-oi ~ .,~1 ~ ->~ I.:IU _'\

- j

- ..........

DVD I .~ . ~ ~ I
.-.. : ~9 ·s·o· au
Notice the word ~j (~ + 0i). Figure out its meaning from the sentence (hint: think about
the grammar of ,;".;;.):

Guess what this word means:

PREPARE A FORMAL INTRODUCTION OF ~ I J-;'j I a ., " AS IF HE WERE GIVING A LECfURE AT YOUR SCHOOL.

INCLUDE PERTINENT AND INTERESTING INFORMATION ABOUT HIM FOR THE AUDIENCE. FORMAL INTRODUCTIONS

OFTEN INCLUDE:

I present to you ... ~ r..U,l

~ ""'
ladies and gentlemen ~..~L...._, ~ l ~

- nv-
 Youknowhowtonegate~Uiwith Lo ,as in: i~l ;~~~ Lo. Using Lois
the most common way to negate in spoken Arabic. In formal, written Arabic, however,
~UI ismorecommonlynegated withtJL.....:J.I + rJ:

She did not work. =

he did not find = =

- .
In this case, t J L..:J.I takes a form called i J~ I t J L....:..-J I , which is the third and
final class of t J L....:.ll . The chart below shows the endings of i J~ I , some of which it
shares with '-:-'~1 tJL......:.ll. In particular, note that the verb forms for the persons ~I,
r-=u1, and rA do not carry the final 0. The final 0 _,s...... on the other persons appears only in
fully vocalized texts. Learn to recognize these endings when you see them, but be aware
that it is the particle rJ that signals the negation of the past. The following chart shows the
endings of i Jj..:;J I t.; L.....:J.I on the verb J.U:. :
L:AA:J ~ _,
-....-. ptjJ: 0 lf CJ' ,C 0 Jj

. . ;

J..UI~

Remember: ~UI + Lo and \"'J~I tJL.4ll +~convey the same meaning in modem
Arabic. The difference between these two forms lies in their usage:

spoken Arabic, less formal : ~ U I + L.

formal Arabic

You should now begin to use I"' J~l tJL.....:J.I + rJ form in writing.

- HA-
, NEGATE. THE FOLLOWING SENTENCES USING ('.J~l t_.>~l + r-1·
. 0~ u-1! ~L...i r-l <- . 0~ u-1! ~~L... :Jlio

.J:JJI Jl_,_b L.:.~ _\

Review once more the rules for using t J L....U l endings. Remember that the default
form oft J l...Al. I is t__,JI,.>-ll . In other cases, the following rules apply:

,.~, e>l..Q.tf ":'~' e.>l..Q.tf e.~~· e.>W:t.J.'

occurs after: occurs after: occurs after:
••
ul
I _,

~ ..J ~,........, I .-.»

/

- H4,-
 <~' ~> f~'tl.:'~'t e~.>-·u t.JL.tQJ.' I" (J-1~ I
COMPLETE, USING APPROPRIATE t_,..A_).I, '-:"'~I, OR ~,J~I ENDINGS:

-~-.9 ~ ---- ~i ~ ~! ..,~~~L:a - - - - 0-1 .G! ~ JL:i -'

(~) (~)

-;.~ - - - - - ~·~ ~YI ~l_,jJI ~ - - - - - ~ ~I _i

(JI_j La)

(~i) ! -cL..:!'LL ~'~·

1·-···
.. L:. ,.La_, ~ I.JU ~V
'1 rJ
(r-=ui + ""4-) '1 L:u .) LjJ- .....u.o~
_A

'1 d::J.:al.L ~
..
~I I.JU _'\
'
(~) (~_;)

(tk) . ~L...i r ~ ~! ~ ~u_, ~---- ~ -"

. ~~I ~_;.1-. ~ - - - - ~i - - - - uJ _\i

(~)

- 'I'Y". -
 In English, verbs used to report information and opinions take sentence complements
with the conjunction that, such as: 1
Mike thinks that history is interesting.
Mary knows that she wants to go to law school.
Susan says that she's not coming.
I read that the economy is doing better.

The Arabic counterpart of that in these contexts is::,; . You heard~ say:
;. .... ~ ,
. ;;~~~La' c~l.._,..::.~ 0 , .~.·.·.!.;

However, this conjunction is frequently omitted in spoken English, so take a few minutes to
imagine hearing the examples above without that. It is important to remember that the
function of that to introduce sentence complements (italicized above) must be expressed in
Arabic with '0 i .

In addition to~, the following verbs you know can also take·.:.,~ . The best way to learn
how to use ::, i is to memorize these verb phrases as units:

-.::..1~ o ,l.:;..~ ~I.;_,.;:.S..UI u-k J~l ~~ w~i ~iw~l

. ~l)..o¥1 t.? ~~ J..u..ll J4~ ::,i ::..j~ ~
. '-:-'..1'1 I 4.......1.;..! u-k d • '?' .~ . .! 'i ~..J I_,::,~ ~ ~·~~I
U~l t~l ~LA~~! 'b..~y.JI ::,i ~ [Q
'' ~~~ uL:...:u'il ~~ .;-S~ rJ I~i .:s:wl
~G.:w..... ;;_;slb.J I ::,j ~ llA_, , ~ ~I I::,i ~1
<! ~~ u-1 ~j ~La~ b~~L;. :.:.,~ j-41 I ~~ Lc: I
f

Note that the verb J~/Jl.:i to say takes a special form,::,! :

1
Donotconfuse that here with that in sentences like: the homework that is due tomorrow or I
want that one. English uses the word that for three different grammmatical functions, each
corresponding to a diffferent word in Arabic. Here we are only concerned with that following a
verb, as the examples show.

- 'l'r\-
 Grammatically, ::,1 behaves like another conjunction you have learned,::,"i , in that it
must be followed by a ~I ~ . This ~I ~ can begin with a pronoun, which
must be attached to it. The following chart shows 01 with the pronoun suffixes:

that I ... ~~ <- ~..:Ji + ::,;

that you ... d::ai <- :.:....:,; + ::,;

that he/ it...

,
~I
.. <- ._,A+ ..JI
..
that she/ it ... ~~ <-
..
~ + ..JI

that we ... ~~ <- ~ + ::,;

that you ... ~~ <- Fi + ::,;

.
that they ... ~~ <- f'-'-l + ..:, i

Finally, remember that in print, 01 will usually not carry shadda and will resemble ~~
However, these two particles are used and pronounced differently. How can you tell them
apart, and how can you tell which one to use in a given context? First, you must learn
which verbs take~~ and which verbs take 01 . Memorize this list of the verbs you know:
(verb) that ;)i (J.U) (verb) to (,j (J..s-9)
4.....L.s,j
- 4.4->. + u~ j

0i~
0i ..j~
0i iyJ 0i tl.b..o..w'
0i~~)
0i~
(,i~)
0i~J04~
u'·i~
. -
0i .,.S.i.:i 0i .u-i
u:; -.........s
. 0i~~
0i~ ', j u--.
i,)
'· t:: A

0i~(la)

- 'l'n-
 Second, it is important to pay attention to what follows ui . Remember that '0i must be
· followed by '7~ I t J L.....f..ll , while 01 must be followed by ;; _. • 1
, I ~ . Study these
examples:

1 ~~ ~ 1_,~1 ~j ~j

. 16-•.i.!!;,J~~~~ ~~~i .~u~i t""" ~~ ~; ~ ~)

o (JI.lll ~~
. Al.:.bl• J-
v-c~r,
0

~
-·-
1~~lSJI ~JSt~ ~i ~..>

. <~...a..:..->-= ill I , ~ Lc ~ i o..~.:;~ ~ I ~ ::_. i _;J .I~ ~i -.>"l:Ji ~ 'i

WHAT INFORMATION OR OPINIONS WOULD YOU LIKE TO REPORT?

- - - - - - - - - - - - - - - - 0i ~ 1~_, _rb...u. ~~ -'

------------------------------------------01 ~~~ ~
"" f;< • ~
--------------------------- u~ ~' _r

- - - - - - - - - - - - - - - - - - - - - - - - ~~ ~~ J-A _i

----------------------------- ~~ 'b..~.:;~ .r.JI ~ ~j ~ _o

- - - - - - - - - - - - - - - - - - - ~l J~ .H.::w.~81 _\

--------------------- 0i 0_,....lU 'i ~i -v

---------------------::,·, ~ l:J.S: _A

-------------------------- 0i ·-(>£.::' ~i 'i -'

- - - - - - - - - - - - - - - ~i ~~.:W (~I~ i ~I -\.

- nr-
 Jfj Lo.
In Arabic, the concept still as in Do you still go to the club every week, is expressed by
the verb JI:,; lo . In this chapter, you heard ~ say:
1

I still feel ... . l..:ul ~ .:. IL

...Y-' • ~
.,
.. , ..::..J..) l..o

Since ~j L.... is a verb, it must be conjugated for person. The following chart gives the
conjugation of the verb J 1.) l.o :

;
Wj L4 ..:...lj Lo
/ /

~jl4 ::..;j Lo
/ /

..:...lj Lo
/ /

l~lj L4 Jlj Lo
/

..:...llj Lo

Notice that J I:,; L..a behaves like the verb <Jl...S : it can be followed by either a noun or
adjective, as in i and'"-:"' above, or a t..,_a..>-" t.JL.....:._o , as in~ and ..1. Compare the uses and
meanings of these two verbs in the following examples:

I used to play ... . ~UI ~~ r..u.JI ~~ ~j ~

I still play ... . u.........~1 ~~.JA r..w' b~ ~i ..::..J.:, L..o
They used to exchange ... . ~L....._.rll .J_,J..I~ ~~~
They still exchange ... . ...)-'q ...,.,..
~L...... .. t..1L.::u
. ~ 1-'1·
y .) Lc.

The verb 1~ also functions like wlS and J I:,; L... in that it may be followed by either an object
(in this case usually a J~) or at~...>-" tJ~ verb:
I began/have begun to attend ... ·'-7-'J"il ~ ..::...l~b.ll ~j ..::...l..i..;'

They began to be absent from ... .J.c_,J I ~ uJ /} ~ I _,i ..1..:'

f <: • • . ~ ., -·, t ...
Have you all started smoking?! •• ~ ..1..1..1 ~ ..1..:' ~..)-"'

This idiom is actually composed of the verb Jl ~and the negative L. (lit. to not cease).
1

- 'l'n-
Us~; ETHER J Ij L. 1 u ($ , OR f~ TO CREATE A TIME FRAME OF THE FOLLOWING SENTENCES:

<-
~

. ~..1.7 C:-" ~ -\

. t~' JS ;;~~..Lib~ -"

. ~~~~~_,_) ~~ _o

~~ ~~ ~ .:;_, .. ~.·~ -"

Now COMPLETE: WHAT DO YOU THINK THESE PEOPLE USED TO DOfARE STILL DOING?

. '+ - - - - - - - -

..::......Jj
~. ~
• ~.a
- . ..r-
If Ul.JI
------

-' 0

To WHAT EXTENT HAVE YOUR LIVES CHANGED? ASK A PARTNER ABOUT THE THINGS SHE OR HE USED TO DO IN

THE PAST, STILL DOES NOW, AND WHAT SHE OR HE HAS BEGUN TO DO RECENTLY.

- '1"'\0-
 ~~~ .DLJ..i t r ~.>i l
·~·9 ~· fgf_,Jf
~b~l 4....:-:'~I..:...I.;Lo¥1 ~.;,_A U-o.J ~~I~.; ,_A U-o _\

~..:..I .l...o-11 ~....,

._, p
'~ \ - ~
•.. I!. 'I'.............:.'
'- ~_,'
.tc:;-. -
I ... ~
'
-"

sa

i 3. Pick out ::,; in this article. What kinds of

verbs can you expect in news articles that would
take::,; ? Guess the general meaning of these
verbs:

(Hint: think of u-1! u W:a ~ L:a)

a:tl4J.,SJf o~ ~~

~l [~i
' • ·, f ·, • -. •
foreign, foreigner ~~ ·~~~
foundation
READ THE FOLLOWING LETTER TO << ~yW I .:,..b~ I>> ~ AND ANSWER:

c;: .J-A1 ~ j :.ro .J qJ L... ~ I ~ ':?.:J I ~ LhJ I r-"'"' I Lo _\

~<.>~1 ~4- ~! ~,j l,jU c;: u'>il vu.;~ .J.:ti c;:LI.;..U I i~ .J.:ti .,-
c;: 6 j:l ..u.:l utS 1...o c;: .., : -.... ~ u 1.., c;: '""""--'"= .)~ ~ 1 u-k J...a.:.. ~ 4- ':?i :.ro _r
'!~~~I~I~Lo _f

c;: ~I .:,...o ~j:l b.l.Cl........o ':?j _o

- "n-
 ).! 7 u·qe U. r (-Ow~
•.. e.! ~H
~, ;4 ~~ ~~,, CIJU.r ~ 4Q\.4 J's~
..
~4JI ._r.-.1.;.1
•
d.u. i.~ ~
I,!
·,. h
-
I;, .....,L....:;,
.
L:,l
4--o.J.-.i:; ~I d~L......J.I_, ~I JS ..!lJ ~j.,;, .....t_,_....._, ~ ~.)~ 4...a......4- ~ ~4~1 L..~l L:JS ~
4L-JI ~41 ..:,l....I.;..JI ~ ·~~·11 d.~_.4JI .....t_,.;-W I.).:...:..J ~u.t.,. "'" J~ ~ ~u ~
:~~~ .b_,~ t-"' ......... ~'¥1 J~l 4........~ .)I..::.J,_,. ~ ~ 'i ~I <......ol.i.::U'i'
:~ d..~.t.L... i.U..:. :_,.JI.;.,Jfi ~'¥_, ~4-- i .!ll.:ub '-""~J~~I ~1_, i._ri.jl ,_...j ~I .b......._,'i
GRADUATE TEACHING ASSISTANTSHIP ~UI ~ '\'\. o J~ <-.A~ I L..:..>-"-t-" j~l .>-:~
:..:.,~1 ..::..l..~.t.L........_, ,; _.-. '!UI ~L:.~ -.::...~1-' '-::J.$-.ll ~ !~ ~.!
GRADUATE RESEARCH ASSISTANTSHIP ~ r-J_,,
~UI u-' \,. J~ ~,_Lb.ti .JI,.ll ~1_,
~~~ ~~YI 4k-JI ~~I ..::..L...I.;..JI ~ ~1_,1 ~ ~.)~1 ~_,.::.1 <,?,jjl ~I .t...._:.l <$_,.......... ~
.~i.;.J..,..A - ('Jli.JI (.r.l~) .bl,...:.
i~J .i..1~ r.:L ~J .i..l.:..IJ L....... i...~.t.L-1.1 ;..._,.~ JS ~r-=- .JI. ~~ ~)l;. c)l..r-- .J..:u. d.!.:'~
il....c JS.:.,.... (V"JL.) ).Jj .J-4 j_,'¥1 J.,.....:i ~·~~I .4-J..r"-1 '¥d.;~'¥ <!i!.JJ ."~..?.;; ._.J ......... ~{1 ~~·
:,ji,.:....JI 1-l.A .)I ~.J r.:L i-..1~ ~4-JI ~ j.....: ~ ~.JIJ.J
,jl,

GRADUATE ADMISSION OFFICER JJ~I_,, ~I~~~.:_,...._;.:;;, ._i....:..:. ~ J~

GRADUATE SCHOOL ~~I~ .....t_,_,.h.JI ~J "-: .~'¥1 I.J.A4
OFFICE OF INTERNATlONAL EDUCAOON r.1Li.11 (.r:l~) J..~ ~ ~u.
d.-........._;JI_, -.::..LS:~I ~.Jl:...) !~_;:. ui .l.::')
COLORADO STATE UNNERSITY
315 AYLESWORTH HALL
u_,~ w,_,_;a _,, L.....:._. ~i ~-ti_, ~->->-·H r.u::.
J~'¥1 U--- ~I._...::.....:..~_, ,_...j f'-"' ~:WI ._,...)lbJJ
FORT COLLINS , COLORADO 80523
~I _,1 ~~'¥1 ..:...La....4-JI ~~I ,_,i •I,;~..WI ~L:.~
U.S.A.
...::..l~t........J ~ -.::..l~l.......... i.l.i,;. ~.IJ~ ~4-- '-:" ;;,__uj~ <.I"J~J ~.>-" ~ l.S~ ~ ~4
..,_..:.4'11 ~I ~41 ..:...L.....I.;..J14Lb-J ~
'--'... 4..? J_,_,._A ~ J~ I u G F I t-" . ~ ~ YI
..,.A ~I ~ .:;u J , . ) ~ G J+-.-.. r I w_,.Y-"
.~<......I.;...IL!~~I
~.JJ~ ,:;''1, ~_,'¥1 ~ ~UI ..;:,Li....L:.JI ~
~I;-..:.;._.~ o~L....ll ~ J_,.._.......JI ~ i..l-.i.:;>J
~I <JI ~~~I U--- < _, o _,1.- o..>.Ll.-., __,iL J~i
._,JI...:J.:;_, ;;___.,..I.;..JI ·~ ,~.;...:J.J ~.,_li.J-4 (J..i'¥1 ~)
:~li.JI ui,.:....JI
<lJ I c:.,.JL.. ,? .J.U.... 4-J
THE GRADUATE SCHOOL (L?.,r:;) ;.~1- ...-bL...ll ~ ~
GRADUATE HOUSE EAST
ROOM 130 Jl ~ ~.U::. ~IJ ~.>-" ..;:_,t:::~ .!!~..:..A~-\
PURDUE UNNERSITY . '-7~ I ~ L..;:._,.,.i
WEST LAFAYETTE, INDIANA 47907 '--::J. W I ;;,_._,._._.,yi ..!.14---:i ..::.. L.......__,_.. )-o.l.1 ~ t.,.L. I
U.S.A.
~ rJ-A ~~~ ~ .U_,) ._,..._,_...JI Lw..WI ~J-LL......i
..::..1"'-'~J ..::...YL..) i.J.i.:; ~~I J_,.i.:aL.::........ L...,4- -~
~-'<,?.r:..rJid........-y. ..:Jw_,(~ ~~~ ~~
.~_,.L;ll i_,o.WI ..::..L.....I.;..JI ~~J~
·~~~~4~
j_,'il ~~ .J-4 JJ'¥1 ~ 4:.'~ -=..L.,J...b.JI i.,.J..:;-'
..::..l..~.t.L......J l:....:..... i.U..:. ~~I -.::..U....'-'!- o..wo -:JI.:ub- '1'
lj,A ~~ (.r:~) ~UJI u_,.;.U: ~ J_,'i!J (~~1)
~~I ~~'il ~I ..::..L....i.;..JI ~ ~
.:,I,_:....JI
.1.0--:' <_.._._.t.-.1/...::..IJ-L~I
~ ...::...L......~I ._:,_.,. ~J
OFFICE OF GRADUATE ADMISSIONS
...:...L.....I.;.JI..,._.JLb .l~J ~ (J_:a'¥1 ~) ~ .~1
STANFORD UNIVERSITY
dJ-L~I_, Fl
i.U..: ._rd..YI ~I flJ ·4-:..J [ # I
L...I,;.WI ~ ..,_JL.l:JI ,~~_, .bl~i uJ~ < , • _,:. -,u
.4-:>..J

\'\'\. \/VW ~I Vi. - 'l"'"t .~.WI- .,r.~l ~I~ 0--

- HV-
 ~ t'~' ,,~,

~Li~~·, ~LaJ· ~ I' t i.)-1~ I

:,.,_;.Jf ~ ~L.t.w,j ..:,LoJ,S

if ... then (hypothetical) ..J ... _,J

I see
without

-'.
:~. :
,~~ ~ ._j~ l.jl.., ~~..:,.... _\

'l ~l_,j ~;_,..c. ~ l.jl..,

c; ~j-Oj ~ ~ ·~ ~ 4-=i.) L.., - 'f

'll.jU c;~ ~_,,; ,dL ~ ~~.; Lo _r

c; ..JL.:-J ..!.:'~ ljl.., -~

~us .»~
A UNIVERSITY IN AN ARAB COUNTRY HAS ANNOUNCED A NEW PROGRAM FOR FOREIGN STUDENTS TO STUDY THE
I 'A Uo'~ I
LANGUAGE AND CULTURE. WRITE A LETTER OF APPLICATION TO THE PROGRAM, USING THESE FORMULAIC

OPENING AND CLOSING PHRASES:

It is appropriate to address the letter to: ... .;.,_::.$ ..J I .H..::........ YI b~

Warm greetings (formulaic opening for letters)

Please accept my thanks and respect (closing)

Ct '? ,)f., ~.l~

~ f4S I ', Uo'~ I

----J ------------J ----------J -----

- 'l'r'A-
 ____ _,
----.J ----.J
____ _,
(~Lb) (~Lb)

ct.:i..1.AW,_, <<-------- ) _,A J.,..Alll ~ -v

(ti..o4-) . - - - - Lu..U.I ~.u ~ _C\

LISTEN FOR PARALLEL STRUCl'URES HERE. WHENEVER YOU HEAR_, YOU SHOULD BE THINKING ABOUT WHAT TWO

OR MORE THINGS ARE BEING CONNEcrED AND USUALLY, THIS PARALLEUSM INVOLVES A REPEATED GRAMMATICAL

FORM, SUCH AS A PAIR OF J~ OR t.;l.......i:...A j.A_A 1 ETC.

- - - ~! - - - - - - - - ~tS.a_,..t ~ - - - - - - - - I jU

0A - - - - ~ - - - - - - - - -----
-b~
" ~. -----

d..a..o~ ~ - - - - - - - - - - - - j! ·~ ~!---- .J ~I.JJ

•«~~~~ -----~ -----~ - - - - d.IA - - - - .J ,:;,.>-AUJI

c~l - - - - - - - - - - - - - ct~.I.J.iiSJJI - - - - - - - - ~ ~_,

..J l:aA
'

~..J .t..... ~ts: l+i~' ~~

.'
jl
~

~1~1 ..J' ~1

,cUJ ~I
~ _, 'd..a..o 4J I
~

I.:Ub ..J· r-~1 ~ 4J&.o

.t..... ~~, ~..J·
 ·~~,,~t..W

~ (( ~) ~; -=.,J_,.;a )) J~ ....i.:S ~ ( b~ )) J~ ~

('1 + ::,;) '1i

- '!'L-
 4-a •"'.!! •

·<t..a)tl
~
~L9 :~.c~
" ......::/1 ~I
• •
Definite and Indefinite Ut...A~l •
-.>"j-0 l:ill_; j.Ull 01,;.,1 •
~w-e~. ~~r)Alr
~ ~ dll.a.

~..lli>~.

<<1..1 ~~~La ~1)) :~1.

- H \-
to rent

to leave (someone or something)

to happen
' '
garden, yard ~~~ ·( ~~

public park

ba lf-rroom, bath -.::..1- .1"

\:..I"'. ~

swimming pool ~~\"~

to recall; to mention ~1JI , ;s.~ • ~j
comfort, ease

dining (room)

apartment

kitchen C:-7 u.,..:o .G. ~

floor, story ~~~ . G. J:-:'L.b
0 .,. , ;:i .... ~

to prepare, make (something) ready Jl~¥1 , ..u...., ~I

room

to receive, to welcome J' :! ~~· . .,,

Q ' I" J '
J ! ~:.'
Au.!'1 ' J'"~:.·,
.' 9 ) 'H

previously, before

to consist of, to be made up of

place

to hope, wish (for someone) to

to move to
 0 Cl- $ ........

ufu\a':i~

• ~ .. $ ........

010~

0 ~
. I .
, :;:; . . . . . .
. ~
. ,..
. I
~
.
.....
~
,.
uu~ u~

u' u
0 ,.. iii
·.
........
0 ~. i

;:;
L;.,
... lor! L4-t ..,.a ~

_, _,
~... ~... ~ ~

1!4
... ...
.:.L...9
/

~
...... ~
... ... ~
...
w /

~... ~

DVD ~~ ~~.a~ .b~ I l 4JJ..r.i I

Go To THE sECTION ..:..la.~,.rUI oN YOUR DVD AND FIND \ ~~. HERE wE wiLL PAY A viRTUAL VISIT To

..J l..i. ill~ d A.';.. CREATE A VOICEOVER FOR THE TOUR USING OLD AND NEW VOCABULARY. REMEMBER TO USE

4-=-A/~ (NOT lAI ~/a~) TO LIST WHAT ..U L:i. u..!. HAS.

- H\-
'ICE USING NEW VOCABULARY:

1._;-L... ~ ~ .d 111 a.'i, OJ ~~ ..J~ ~ ~_jG- ;(;,<;, -\

. ~ j.S:i 4J_,LbJ ~ .:_,l5..a -.!.ll:ull_, '~ ~1_, ~J

.a-.!.l_)·-;l Jf~Jl ~~ ~J ;;~ dJ>=~ ~ _'r

-c~l ~ W _,_,.b.&JI ~..JI_, _r

!(~I ~ ~~ ~_, ~j .:_,i _i

-~~ J..W..O u-1! ~ i~j b~ J.L!.UI I~ ~ L:.......li _"1.

- - - - - - ilaj ~J F..o ~j, i:ooll-? ;;~WI i~}'l..? _y

.~CwJI 11-U ~ ..:.JL:JI - - - - - - ~ dii,';, ~ w~ _\.

_\\

!~~_;;.i.:j I.JU !~ - - - - - - I.Jla _\'r

·'-S..P-1 ~~..ro~ u~ .u ::,; ~ La~ ~_,_j _ _ _ __ -\ i

(~, ~) ~.... ~,,..9 ~~ .:.f~,.ia.4 r ~ i.)J~ 1

PLETE THESE SENTENCES USING AT LEAST ONE NEW VERB IN EACH:

-----------------------.;,.a~ JA -\

- - - - - - - - - - - - - - - - - - - - - - ~! d..Jlllf J~ -'i
- - - - - - - - - - - - - - - - - - - - - ~ ~ 'i:Fj_, ~ _i

----------------------~..~....:a~ ~ _i
• I~ . 4_S . ., If ..l.,Q 0
------------------------------------~ ~ ~

- Ht-
 (~, ~> ~~lloj 't-IL.w' 1 t (.)J.,ri 1
AFTER YOU FINISH INTERVIEWING, REPORT YOUR FINDINGS TO THE CLASS USING 0! ..::..J u/J U ;
1. Who has moved more than three times in the past five years?
Who wishes to move to another city after graduation?

2 Where is the best place to rent a car?

3. In their opinion, is it better to rent an apartment or live in the dorm?

What do most apartments consist of!

4. Who prepares her /his food at home and who eats in the cafeteria?

5. Do they recall the first word they read in Arabic?

6. What usually happens in the first class of the semester?

Do they usually feel comfortable on that day? Why /not?

7. What is the most beautiful place they have ever visited?

What do they recall about their visit there?

8. Can you leave books in the library and know that they will be there when you get back?

9. Where do they hope to settle down? What do they hope to have?

J~,, wt-1' IIJ(.)J_,.i I

As YOU READ THE FOLLOWING SENTENCES, IDENTIFY ..;~1 OF THE UNDERLINED WORDS AND GIVE THE RELATED

WORD FROM~~~~ ~L....1.SJ I . GUESS THE MEANING OF THE NEW WORD FROM CONTEXT AND COMPARE THE

MEANINGS OF THE OLD AND NEW WORDS: WHAT IS DIFFERENT?

!4o.~WI ~lfi.JI ~~-I~~~~~ I.:U. _\

. }

~ ~_,..~.e~...-.:& ui ~ J 4..a.~l u-1' ~~~ ~ d..J:,lb..ll ~.:u.Jl;J ui ~) -"

jl; tf ... , ,.
. ..~'l,Ji ~ ~"' b>-'""' ~,Js-.1 ~.J~ ul ~~ 4--=al ~~ J_,:i.:j _r

~b..~.::.. I_, 1, ~·~ ul uJ~..r: ..!U.:u_, ~~~j-:1" ~~~ r-A·d_,i JS_, .& ~~ _t
.lui '-"".J ~ ~i
-. . Ul.b.J
. .~ 11
...J .r-'

- no-
 tf~ft f~W, '\ ()J~

'!W~~~-\

'! ~..roi u-ll ~ ..::..~ ~ -"

-: ~t:J I ~LbJ I ~ U~ rS..J '! j_,"J I J..:.Lb.1 I ~ 4--> fil:. U~ ~ _i

(HINT: LISTEN FOR THE CONNECTOR ..J TO SIGNAL EACH NEW ITEM IN A LIST.)

VHAT ARE THESE ROOMS? Do THEY CORRESPOND TO ROOMS IN YOUR HOUSE?

: ~~9 It I 0; ..,,
iow THAT YOU HAVE UNDERSTOOD THE MEANING OF THE TEXT, LISTEN AGAIN TO UNDERSTAND THE STRUCTURE.
,J OTHER WORDS, AFI'ER UNDERSTANDING WHAT MAHA SAYS, YOU NEED TO PAY ATTENTION TO HOW SHE SAYS
• WRITE EXACTLY WHAT MAHA SAYS:

'(. - - - - - - - - - - - - - - - - - - - - ~j-Oj u-1! ~ L....w.c )) -\.

- - - - - - - - - - - - - - U~..J i ,_:J I U..r' ~I!J I ~lbJ I ~ )) _\\

- \' t '"\-
 Notice that 4--> uses L............~ I ~I with reversed ~.J i ~ to describe the house
in which she lives:
. 'k~ ~..~..:... ~~ rLoi
. ~ r~" ~'" ;u·.:•lf u~_, J~~f u~ J_,'yl J-:'lW! ~
You have learned that the order of i~l and ~I is reversed in this kind of ~~

4 : o ... ~l because i ~I is indefinite, and thus cannot begin a sentence. In the second
example above, i ~I contains a list of items some of which are indefinite; therefore the
same principle must apply. Notice also that~ (not~) is used to ascribe "possession"
to a place (English it has):

This house has ...

This kind of sentence is often used in describing spatial relationships as well as

possession and association. The preposition ~Loi in front of, before, refers both to spatial
location and abstract choices or obligations:

. L:u.Loi Jl.) Lo J:i-.... I I

Remember that this kind of sentence is negated with u-:J , which must directly precede
~1, and that the tense can be shifted by using 0 ~ I 0 l.S, which must also precede
~I . These prepositions will help you describe location:

between
below, underneath
next to, beside
above, on top of
behind

.4...:...~ rL- ..!.::'~' J.l.ill' ~~ ;.,~

. ..::..~" ~ (J_,lb.Jl J_,_A

- nv-
AsSIGN THESE ITEMS TO APPROPRIATE PLACES OR PEOPLE, USING THE STRUCTURE YOU LEARNED AND A VARIETY OF

PREPOSITIONS.

.~\Co..:.. u...t.ll olA ~ ~ <-

. ;;~ w-o.ri J..A..-.. iL.i <-

_\

_o

_"\

_v

-~

-' .
-"
-"'
- ''
-' 0

- 'l'tA-
 Definite and Indefinite 4.i~jtf *
You know that the following phrases are examples of u L.. c:.1I :
the bedroom i~lu~

the parlor, receiving room J~'i!U~

the living/family room ~~u~

Note that these phrases are all definite. How, then, are the concepts my bedroom and a
bedroom expressed in Arabic?
First, remember that only the last noun in an uL...c:.! can be marked definite. Thus the
possessive pronoun suffix must come at the end of the u L.. c:.! :
my bedroom ...,r~U~

their parlor ~~~u~

Second, a dis?fiction is made between definite and indefinite wl......<:.! . The examples
above, and most of the ..:..ul.....i:.! that you have seen so far are definite, because the last word
. .
in the Ul.....;,:,l is definite. An indefinite LAL....QI is one in which the last word is indefinite.
Compare the definite examples above to their corresponding indefinite UL...c:.! :
a &droom i ~ U_;-i.
a parlor J~l u.r£.
a living/family room

Since these are indefinite phrases, they behave just like any indefinite noun. For example,
adjectives modifying them are indefinite:
;;~i~u~-1.::')

u..r' ~o.l.AI
.~ J~l
Note that the adjectives;;~ and~ are~,;.... because they modify U..r' .
Other rules for definite ..:..LAL...c:.f apply as well to indefinite ones. In particular,
remember to pronounce;; on all non-final words of any UL.ol .

<~, ~ ~ ~, ~) 4j~~9 ~us Jal..J.; 1 ,., ~__;j 1

, -,.! .' II ~ : fiND OR DRAW A PICTURE OF A PLACE YOU CAN DESCRIBE AND PREPARE A DESCRIPTION OF IT,

MENTIONING AS MANY DETAILS AS YOU CAN.

~ l ~; PRESENT YOUR DESCRIPTION WITHOUT SHOWING THE PICI'URE WHILE A PARTNER DRAWS HIS/HER

IMPRESSION OF THE PICfURE YOU ARE DESCRIBING. WHEN HWSHE HAS FINISHED, COMPARE PICI'URES.
You WILL HEAR A LIST OF PHRASES READ ON THE DVD.
~ <~' ~> il~1' I ~ (JJ~ l
WRITE DOWN EACH ITEM, AND CIRCLE AU

OCCURRENCES OF UL-...41 1 THEN IDENTIFY WHICH .:..UL...l ARE DEFINITE AND WHICH ARE !NDEFINITF..

REMEMBER TO LISTEN FORb·~ I THAT INDICATES ...J I ON WORDS BEGINNING WITH SUN LETTERS.

-~
-'
-\.
-"
_\\ _r

-\" _t

-"" _o

_\t _i,

-\0 _v

-\ i, ..A

When we introduced _,~1_, .:.,j_,J I in Chapter 8, we mentioned that there exists a

special set of .:.,lj_,i for J.-_.i.JI . Learning these .Jij_,i not only enables you to use the
dictionary, but also to understand and pronounce correctly a variety of related nouns and
adjectives derived from them.
Arabic has ten basic verb .:.,lj_,i. In the most commonly used Arabic-English
dictionaries, these are numbered I-X with Roman numerals by convention. The Arabic
tradition, by contrast, does not number them, but refers to them by .:., j_, with the representative
J~ : J-t-~ . These three letters act as symbols that stand for the three letters that make
up a root: ~ represents the first letter of the root, t represents the second letter, and J the
third. You must learn both the number and J-t-~ representations.
J _,Yl .:., j_,J l , or Form I, is considered to be the basic form that gives the core meaning
from which others are derived. The other .:., Ij_,i build upon that basic meaning, each in a
particular way, for example, by making it transitive or passive. It will take some practice to
develop a sense of the meanings of the derived .:., l j_,1 ; for now, focus on learning the forms.

-'1'0.-
 The chart below lists the c,l.;_,i both by number and by.:;.;_,. Remember that the
cilllSOnants i , U'-' , ..:.... , and u as well as shadda often (but not always!) serve as part of uj~ I
rather than ..;~1, and that ali£ is never part of ..;~1. As you memorize the 0 1j..,i, learn
which extra letters mark each u..J.J.

The internal
.)~,
vowels and .J ~I ~UI

of Form I are not

(varies) I
stable and must be
memorized for each
verb.
II
The short vowels ..1

and .J ..1..-..ll of Forms J..d.4.:! III

II-X remain fixed,
IV
with a few .J~

exceptions.
We have listed
v
.J, .... II forms ..1 /

without ..J I here so J.d.4.i VI

that you can focus on

their forms.
VII
Form IX is quite
rare. It is included
VIII
here only to
complete the
IX
overall picture. .
J'· .j; .,,, ~

J • .;; '"!
./IJ ~

J. ;,; ,,,
/ .., ' /IJ

X
/ -' / /

Now let us look at a concrete example of how this system works. You know the verb
~.L:.I, whose root is t -..b-J, and you can see by looking at the chart that it is Form VU,
or ~! u..J.J. This same root t-.b-J combines with other 0 1j.Ji as well, as the chart
below demonstrates. Note that the meanings of all these verbs are related in some way to
the basic meaning, to cut, which is the meaning of J.J~I c,j..,JI . Each other u.J.J adds
something to this basic meaning.

- 'I' 0 \ -
 The root t -.1...-J was chosen to demonstrate this system because it happens that
most of the theoretically possible forms can be derived from it. In other words, t -.b-J has
an actual verb for each possible .jj.J (except IX). Most roots do not make use of all of the
theoretically possible 0 I.J.J1 and thus have verbs corresponding to only some of them, as
you will see when you practice looking up verbs in the dictionary.

J"'-tAlf ~Uf

to cut I

to chop up n
to cut off Ill

to divide up (land) IV

to be chopped up v
to intersect VI

to be cut off th,;--·--

;! V1I
/

to take a cut of th;Q!

--· _,
VTII
/

IX

c ./ _, ..... (I _,,

t:t.... • - "'!
.,~

to deduct 9,
th 4; , .. , X
/

If you look at the meanings of these verbs, you can see that they are all related to the
basic meaning of .JjJ , to cut. Arab grammarians have a saying that the more letters you
add to the basic .jjJ, the more you add to the meaning, so that the higher..:., I.J.Ji are longer
and also tend to have more complex or abstract meanings. Some of these meanings involve
passive and reflexive meanings (to be X-ed or to X oneself). When you have more vocabulary
to work with, you will learn to predict the basic meaning of many of the .:_,I jJi when you
know the basic meaning of .J ~I .
Recognizing .J~I takes practice. Knowing the patterns of the .jlj.J1 helps a great
deal. The best way to learn the .jljJi is to choose one verb from each .JjJ that you know
well and use it as a reference. We suggest the following (but use others if you prefer):
 J~·
I

II

III

IV

v
VI

L. ~·~
•• VII
!:; 4 '!
..... ....

~; '"! VIII
....

J •. ;:• /
t 4 I ttJ I X

Remember that i..)-o..JI, whether written " , 1 , ...:. , or j , is a consonant, and can be
a part of any.>~. For example, the.;~ of ~t::.......l is.;-~- .. , and that of 1~ is i- rJ.
The dictionary lists the consonant " as i in the place of the long vowel ......iJ I ( 1), which
cannot be part of a .> ~ because it is always a vowel.
Recognizing w..J_,J 1_, .;~I of verbs whose roots contain _,or I.? takes a bit of practice.
(Remember that alif cannot be a part of a.>~· _,and I.? can be part of a .;~because they
function as consonants as well as vowels.) In verbal (.;I j,i , _, and I.$ alternate between
consonants and vowels depending on w..J_,J I . Knowing the derived wI _:,_,i , including all the
short vowels, will allow you to recognize these verbs. You already know verbs that can
serve as models for the .:,I ,;_,i in which these letters tum into vowels; these are summarized
in the next chart. Use these model verbs as references for recognizing the.;~ and 0 ..), of
verbs that have _, or I.? as part of their roots.
 !l ;~f ~Uf J .U.f
•

g-c-1,)4 I

IV

IV

VIII

Make it a habit to identify the w.J.J of each new verb you learn, and practice
manipulating its .J~, ~L... and t.JL......;.... forms.

fiLL IN THE MISSING INFORMATION IN THE CHART BELOW:

~I

jcu III

- 'I' 0 ~-
 In Chapter 8, you practiced using the dictionary to look up nouns and adjectives.
~ow that you have learned about J,..aJ I .:,I j..Ji , you can begin to look up verbs as well. You
will find verbs listed in the first subsection of an entry, listed by the root. The first part of
the entry gives the Form I or J~'-il C.,j,JI verb _if it exists, listed in ~UI . Further
information that you need to be able to conjugate and use the verb is given as well. Look up
a verb you know by its J~ in your dictionary and look for the following pieces of information:
(a) At the beginning of the entry, right after .;~1 , you will find the Form I verb in Latin
letters showing how to pronounce it, followed by a single vowel, a, u, or i. This vowel
represents the internal vowel for the Form It,.;~ , fatHa, Damma, or kasra, since these
'
vowels vary (e.g., '7~, '
~,or ~). In some dictionaries, this information is given
in Arabic.
(b) The next piece of information is the Form I .;...1..-..A..C-A (also unpredictable), which may be
given both in Arabic script and Latin letters.
(c) Listed in numerical order, the .:,lj..Ji from II-IX that exist for this .;4 . Arabic-English
dictionaries generally assume that you can derive the actual verbs for these ul.:ui on your
own according to pattern, so only the number is given.

<~, ~> l)il~u.s, !'4 ,, ~~ 1

THIS EXERCISE IS MEANT AS AN EXPLORATION OF THE VERB ENTRIES IN YOUR DICfiONARY AND THE MEANINGS OF

.JI j,J"J I WITH SOME FAMILIAR ROOTS. LOOK UP THE ROOT r - J - t_ IN YOUR DICfiONARY AND COMPLETE:

.. -J-e.
J~l
~' e;L..c.J.I ~Ul U)~l

~I
~'
to teach II

~
iJ~
X

REPEAT THIS EXERCISE WITH EACH J~ USTED BELOW AND SEE WinCH .J!_)..Jj ARE GIVEN.

J~ _\

- '\' 0 0-
READ EACH SENTENCE AND FIND A NEW VERB THAT HAS A FAMILIAR J ~ . IDENTIFY ITS :_; jJ AND WRITE IN

THE INTERNAL VOWELS ON THE STEM ACCORDING TO THE PATTERN. GUFSS THE APPROXIMATE MEANING FROM

THE CONTEXT AND THEN LOOK IT UP IN YOUR U"'~ U TO CHECK:

.,,~ J:ai..Jw
0N THE NEXT PAGE ARE TWO SETS OF PERSONAL ADVERTISEMENTS OF PEOPLE SEEKING WORK.

experience
the (Persian/ Arabian) Gulf

t.ill....vi

What information is included in each ad? -\

=
----- =~ li...:.L:..

Guess the meaning from context, then look up to check: ==

5. What differences do you notice between the two sets of ads?

- '\'0\-
 ~ 1 a,
-<
-1
1-: j.
a •
Os ~· (to
f r -
........
-<
....... \0 ""' f.}) ,f:"' ..,.
'j - ·~ l· 'i-- ~ •l . ~. .......
--
-< •• ....,.
>-i "" ""'
~....,.I (JJ ~ sl':''
''""
L
~ :at f! .t' ~ ): ·~ (.,
""0 0 d ~.
~ 1;
-
_, I
'l :f 1:.. •L • ' C... I
~(J~
: :{ . t.. a r... , t. ·( ID. -: .~ ........-- ~c:~ rn .~
I- E c... l:-1: ,r: 'i. a: ~ ;L ,. l.
e:. ~ '&- ·~ ~ ~ ID. 'i.
i 1· ~
....
t- (0
-~ ~-610 t j:; .......
L ...., -.- t. - ' .... -
•\ s c: - 0 ... ;. • ~ •
'....---<
-'(
~~a lo "'1--
C·
~ t ·E .f l 1
t_ 'ie.... c:·. l· ~ !r [ ~ =1 I -
r I ..
!_ { :I- .r
~
z(2J") e~ E ~t .t:-~:. ''~... ''I...·L''-· f' r~ \
i 1: tr1 CJ c ·1:( <.. t. fF .[ . ~
's .. ·t (0 • C'! 0 t "' ~ .... "" lA
1:- ~~ 'f. 11:
( t r ·r · -:r ~"= ~ ~ ~·t.l-~­ t. - ·· .r 1 .. (• '[ "" [..!
.f . "' !;- .. -
~· <t.
~ t. t-·~
-
1' f:! It' li. Cii ~ f -~
.f ~! .~r ~ 'f"·iio, l! ~ l.~ ~f r.~ .~·~ ·~ t- <r.:··t1
----
I
(0 .,. ~r
-< r. E
0
!t I- ~~.l- i[ .r
<I
l• ;'- .1,. .,e;r.. .,.1- re·~ f cr~ l.
~~· i\=-~\~\~·f ~ •f' 1 ·~·
1 r;
~ r r f ri f ~ f ~ •f <
-{
.
•f' '[- (•
"'
E::.. •C:
:1. "-·
_.
·( '[ !;'" cl. ~ "'
t: ti :-I~ f ~ ·~ c- c.. v~
I <t·. E I
- t- E: "'
l' 'Z ''\.,. ~
1.-fr ~I
~ r ~·. r ~ r t r
l-c ~-~~l-~(.~-;t --c "" - fl 'L".
·~ 1-~ t
--<t 1-'-c l.. I
'1E. CD•J..
. . ..__,., 'J:.. ..._...... .~-~~>f'l'-l
. .._...... - ...._..., \.. . . _. . . ~ v .r!- <e: ..c - r..
~ •C.- I ~-t· ·~
~ 'S. ·t... ·~ II ·~ ·~- E r~
I !y i>l -
1). t-1~1~tl ~~ ~
~ 'f
, r "' .t·- 'G\
~. l_ ·1
&,, ·· (p, L
f'•··.c;,;
t <e.e:<rL
~ ,£! {/~· ~ ~ ~ {. ~ ~ s: J. ·iLf· (r~ -c" (.,l t! ·c; f-' ·~.. ~ ,,..[.•[{fl
. : .E E f' ~ iE._ r f;" \::- . ~ ~ - ~"fi . .-. t -( r ·"'·
i: ·~ .~ l '1: ·~ ~· r. ~. '" 1 ·.
... ( ~ rr £ ~· <e. ~ 1 £~ ( :r~ti:~fq!j
_f __ t:tt~ t:t'l.flt:[{l~'f
~_f_., -----~
~~.!':~ .}f[ ·-·f;.
 oj:l.,.i .b~ t t i.JJ~
thinker ~~ ~ UL.UI l-..9i~l
I_,..A~ (( ~ ~ ~Lo )) <-;?~1~1

:<C.~ ~_9 ~

(,' -
. <..r'-" c; • •I
. >.J-::

JLJ!

4. Find two sentences in which the connector .......Q signals a cause-and-effect relationship.
S. Find at least one new verb for each of the following ,:.,i.),Ji , then write the number and
look it up in the dictionary. Note that you need the context of the verb to help you figure
out which of the many meanings listed applies here, and that it is not always the first
meaning listed. (Hint: when looking for verbs, remember to look for _,beginning a new
sentence and for ~ ~ .)

- - t
jUI
-
6. For discussion: What changed in Algeria during Bin Nabi's lifetime, and how is that
change reflected in his life?

- 'I' oA-
 <!'
-
~ C· ..
f) ~ ~ <
e- ''- r: '- 1 8 " - ~ -~... . <tr,
~ ·~ E ('l'· ~ • ·"· ~ f .~ " ~l -
..P ~ E'f t.
..P
rc.. L ~: E: ·( .l': .t=- ·~. I. I
~ l -~; . .: c-.· E ~ ~-· l . -F <; <; r
<; <; C· ·t.... tt.
I - _
'S ~ ~
c-~ ~
1:I
t. <;, .£ g; : ~.. •t' {:
~ t!. t:-" ~ '- 8 <;. :.
--< (; IT. 11• (:_ rt) • ~· r t J: r·
~ ~ C• - ~ 1..:
·f £' 'i- 1:
~·
f r ·t." ~ <: !
'[ <:l ~ .f ~ .c-
E [ f~ '" - · c... · ·~ " ·t t' r
... t' - tt' ~: ~ . ~ 'k- fl.
.t ~.6 (_;l ~~(;
'l· • J· t;_ I f; r. <., ~
l:.. ft_ ,£ ~ - "- .
r''i...~ r ti
.r"c 1. ~'b t- '-l ...
~ !t' £ ~ .r;- f ~: ~ - ~·. I= £ - ('> '1~ .r- ~ ~· It - ! t
1' l. ~ ~ e-.- ·~ ~. '-. E ·L ~ !t'
.c- ~
< r- - r.. ~ ~r
'L Cr- ~~ f. ,f ~ ~ t [ &·q, . }" ''i..
~ ~
·l
j' Itt:. "-~. f. .e.:-
E f ~T.• ~
. t~ ~·'L .e-· ~. 1:_ _, \>•
f. _,
.r,. ~··1e-·I
~ 'L,t. t ~ § ~F J-1· 'f:~ •t' g· [s
._, I
<;~ ·c-~,., (.; ~
"~ ·~f"·1: -
•C:: t ~ - ·E: ~ ~ .
::; -.... . (:. - -1 'L. -1 • . ·~ <;. -- b • (.;.
--<
0
..P
I
:-'
1~, -
1 1:~ (r I I _.-1 • ;- 1 _.-1 ''i... ;;""
1; !
r
t: ~. '- E l : ; f \. , \ ·v 'i... c;" !f' ~ tt. :- r~ 1; ..
r-" ~.' f1 c;_:_ (:. t f)
~ r.. -1 t:- •(i\.
.(:
- r.: f)
·t ~~ ~ --
~ 'f . •T. (:.:
1! ·~ ~ - I''
r.<-- . ~ k
:·• IFf~ ~.c
f. 'i... <:'£ '\
~.rr--~··e •
c._ I
I. r c:: <; <; .r e-· ~ -· •
(; -~ ~ •t."'i.., ~ ~ 1 - <: f k C·
;, ·r· ' t •t' ~ •C • ~ ~. f ~ ~·
1,;- ( ~ :; ''i.,. C:
- .r;- -1 )..
~
E·
::;-"( ::;-"( 'I~ ~.E! ~.~ C·- 1:-- ·1:.
,,. J;
l'I:... :;~ ,t· r~ E! ~ -... ·t ~
v. ~ [ ~ l - ·r:~or.· <;' I ,. .,..
L I _..
t:. c: . ~
..E <e: ·E. -,.., -1 . r:. ·~ ·~ ·~. ·t: f· :; ~ ~ r:
i ·[c7 t ~ t ·~.
1
- ("1 _ 1 ' '[_ \>• J:_ > I I T.• •
tk f f"' <.; [ ~ ~~· .e-· ~ c- > t' t-' L
l- g r .r;- "- E''-· 4; - _. 1: c· t 'C <t <.. r.. 'i ~ t
~ •G; )I ·[ t· ( ·t "- E ri ri !t' c... ~· ~ ·~
"- ·~.~! cr e
~ <t (... . t- ~ 1.
·E~.. .c-e-.
1 t. t. c: .~ ~ I
'f 1
l ~ \.. '!'i (:.: §'. ..: ~>~ --: { ~ "1... ~. f· t' i ~ .[ ~ [
1 E '\. e <.. ~· '"'L !': ~ r.. __. I' C· r I
• I !::(; • ,(""I I
.,. <t ~·. ~ .,.,. ·~ ~ :, .(r .,.,. c. ~· 'i.,. . • i l{,. ~ ct' t ~~ (I~ c ·t.~ l ~ i t f.' rC::: "1... rC I
·c- ~ ~ ~. - -~,.. 't V\ - E ; -"'.
It r
~ ~ \:'. ~ 1,. ~ •C ~ :t;_· f;- L;. 1-I. t ~: - l L-
1
.k 1!.- 1
r- eI ~.I 1>< f)I ~·<; -~...I "i.,.__. -I ·t~ v-I ~- -I tr -I I ''i...I ~;I ct' fI ~I ~I '[.- ·~I "-'-r. lit.I I F.I ~I 1I ~I t f
~ E . ~· t-· !::... ,. . t r;- . ~
~ - ·~ ~ [ J; q· (.. -- )'; c •
~ )· ~ E t ''i... ,~ [5 ~ k. J f f
THE ARTICLE ON ~ ~ dJ ~ CONTAINS THE NAMES OF SEVERAL FAMOUS PEOPLE. CHOOSE ONE TO LOOK UP

FURTHER INFORMATION ON AND WRITE ABOUT. GIVE A BASIC~~ BIOGRAPHY OF THE PERSON ON THE MODEL

OF THE ARTICLE YOU READ.

~ cL:o; .,~,

A. SKIM, THEN READ THE FOLLOWING TEXT, FOCUSING ON THE INFORMATION GIVEN.
e.~, .bL.J.i
B.
I '' UJ.rJ I
WATCH THE

SElEGION ON YOUR DVD AS MANY TIMES AS YOU NEED UNTIL YOU CAN UNDERLINE EVERYTHING IN THE TEXT

THAT MATCHES THE INFORMATION GIVEN IN THE VIDEO.

* * *

( \ ' ~ \ - \ AA"\ ) : ;; .1 ~j ~ - \ '\

0LS .~~ ~Jf ~L$ :~ UoA..)-'J .~..~~..) U"4JI ~LA I 8 o , .. 1

..::...u., 47_, .~ ~~t:JI .? ~.l..A r-ui_, . 0 ~ .:,I~ J.AI :..,..o u..u1_,

~~ d_._...;~ ~ ~ .~l~"il ~JIJ..o ~.l..=r.! ~ ~_, 'S?Jl.o

~..:.~WI ~ .;:..~i_, ·~ ~! 4=..UI_, ~~I ~ ~_, . .:,~

:d I .'; ?\j I .;:..l.i.U I ~ ~L$, .<<.»-A)I )) ~ i.}J<<L....~ I))~~~

.~U':¥1 ~- .~- ~~~ ~ :.11

~ _, a;JLb81
~ ~·-' ~~·'"' ~ :,)-

* * *

- n.-
 Ct'?,.)4, ~1'-cW
I w~~~
CoMPLETE USING AN APPROPRIATE FORM OF mE RIGHT VERB. UsE WHAT YOU KNOW ABOUT 0i AND::,; TO
HELP YOU FIND THE CORRECT WORDS. REMEMBER TO THINK ABOUT AGREEMENT RULES AND TENSE, AND WRITE

IN THE CORRECT t J l...A... ENDING.

~ I.!! .,.::a JI.J l..o j.i::UI ~ ~.J

~ .,b
:.
JI.J ~ ~ ~,J

...:...~
~ ,;-::-·w.......l JSi ~,J ,J,;e

•
. 4-=..ri ;;~I ~L:':I,JI ':?~1 ~.rJI 0i ~~~~
_,
••
'"'
~Uc._, 0' '-"'WI ~ ~ -"

_o

~~
- .lj ~
- • L9-~':/1 ~1.. -.t•.~..c Jl ..rA·j ..,r-
<.r-- · ----.I
r ,J~":/1 "-:?
..~ _\

(~i ~'"' ~.w.6.H '-""'"'Ji ui u-' - - - - -

_v

..A

- 'n.\-
 l$..a_;o' ~~ - - - - - - - - - - - ~~---"i ... ~

---- ~ ------- ~~~~ ------------

~ b~ - - - - - - - - - - - - ~~ ~ ·y..AA ~ ----
• l:l.u . . . k'
- - - - - - - - tF -· - - - - - - - ~.l.A ~~~

----J ~~ ---- ~~~ - - - - - - - - ----0.0

- - - - - - - .J

~_,c.,_,
~ ~ ~~

~~ - - - - - - - - - ~
________
,-'tf jlA - - - - - - - - - - - -
_.

- - - - ~' - J ----J ----,; ----

- - - - ..J I ~ ~J.li.J LA - - - ~_,c..J - - - - ~~ - - - -

___ J ~)lj .Jj ~ ~~ llA - - - "ii - - - - -----J

. JLi 0.0 - - - LoS: - - - - - - - ull

((' -
~~
., :.
U"!!*"'Wl~
• j -
-
OlD

•••
,,, :::
:~-
- ~ tt

·~ ~ ' """'Lj,
~((U~J)J~J..?

,, .. - • j .;:. - - :. • ))
1~- 4.A.a.AI ~ -

.~'-4JI fLoi ~.,JI ~ ~ ~~~ c~l 19""-"L,l,

~~.)1 ~ ~t:. l,jla ~....A~ .:,i ~~ l,jla
 :~j.Jf ,~ ~
~" ~.JIY. ~ ~)lc. • ~,oe'r
«~u4\l ~ ~j ~ ~~ J'i,J'il jA>> • Clj~f
J.,...:oY-1 ~'il • ..., ,;iJf
~I ~~J-4 •
0

_,.t, ul , U! : .b~l •

"u~~~j :u;w1 ~ • t~~ f

«~.?<.!ri ~J ~ ~ Gl» :~1 • ~~J
((!<{~.;us.)) •

- nr-
except ~~ .
(with preceding negative) only ~! (... ~I uJI ~ I '1)
which, that (as in the ... that ... ) (definite) ~.ill ·~ , ~..,-.~n :~~ ~{11 ,
(a) group of

to determine, set (e.g., a time, topic)

.p ~ :J
freedom ~~I

to permit someone to -1~ t~' · ~~ t- 0

• ... -: ·;~v0i +-1~ F
• 0 • ~ 0 .. "' ~
person u-=> l..Q......:u I · t <.Y'' ., .;,

to share, have in common, ~ 1!.11~'11'..:? ..!1/-,·.::.'.!' ~ ~~-'

participate in

too busy (to have time) for .:.,,,- -~ ~J~

thing .,~; ·t r;~
friend; boyfriend/ girlfriend
. '
._.L:......:,, ·~ ~/ ~L...c.

colloquial or spoken Arabic ~WI

to get angry 0-a '. I 1.:, ;j I t

.
~' .. '
..
.o•..,.'

0 ,

formal or Classical Arabic Ui

o-·.oill

like, as J.i.,c ==

to wear, put on (clothes)

I am not

he owns, possesses

to intend to 4 ',\II , ~~ , ;~1101 + 1..5~

they, both of them (~) ~

subject, topic

shewasbom

- n~-
 we are not I
.
a •u
'
I I am not
•
~-I
. Ill
'
I

, . ' ' .... '

you (pl.) are not r I let
I you (m.) are not l- I I

you (f.) are not , ... '

. Ill
'
I
'

they are not ,, ,., l

'
I he/ it is not ~
'
she/ it is not ' - I Ill I i

. ~"',_..... Gi, ~~ ~ ,-J - ~~~ ..::..Ui jA : .i.J.!.oj

! ~ ~~ L:......J ~"' ·0~~ ~
!'i' ~ l...,~ l~i ~ ~uL........a w~~ I.JU

~ vu-!~~ ~ i,)-1~ I I
Go TO YOUR DVD AND CLICK ON THE PICTURES TO LEARN WORDS FOR ITEMS OF CLOTHING. REMEMBER THAT

PANTS AND SHOES ARE PLURAL IN ENGLISH BUT IN ARABIC WE REFER TO AS!NGLE WR_ OF EACH WITH J,;-il i .
' ' ' '
0~ ·c.~ ..:.,I- ·t 6.J~ -.::...1- ·t ~4- J~ ·t u..i..:'

...::...1-·tw~ -.::...1-.c...::...ul~

~~·(~~
...::...1.)1~

~~ ..,! : USE THIS NEW VOCABULARY TO ANSWER:

~ J,_,~l u-ib-JI ~_, ~,_,WI ~I~ i..f/~ ui 0-:/~ I.Jlo -\

~ ...:JJ.J 0 ts: ~"' ~1, .&~ ~ 16;.,. _.' ~y._., ~; Lo _~

c;- ~~~~b....... ~I ~)lll ~ L... -~.J-!-'"';'1 .h......_,"il J~l ~I ,_,...Q~ _i

 r ~.-
(..

:f

·~ f
0
f~. t £.
C· -·
•(i\
1,L. ·~-·

] :· t' ~ '1
'(., •C-~.,, '"t I
;
:[ ~ C_:.
·- - .t
-"(
.t' .~ ~.
.-t
.-t
I
.f
C· -
:l :-f
!_
lt\ -[
'\. '\..
:l· \r :~·r
E
-
~- •(i\1~ .~
(.. -·
·rr .r
o• -
.'t .t k
<[A -~ i
'\.
C£ ·~
E - ~
r- too=
~ I
_....( -- 0
t \.
COMPLETE, USING THE CORRECT FORM OF~ 1 AND GIVE A REASON.

-------------------------------------------------------w~' ~; -'
--------------------- ~..>-"~' 0--o ~ -"
- - - - - - - - - - - - - - - - - - - - - - - - - - - - ~I o.iAI ~ ..Y"' L:J I ~ _i

---------------------------------- ~,J,) _o

----------------------------------------------------~~1-J ~1 _\
-< -.. , ' - ..
----------------------------------r-- ' .. ,_-y ' L:.·

- - - - - - - - - - - - - - - - - - - - ~.JY I J~ I t~Jl-" ..A

: ~~~j I,Ji..vl I ! ~~ I
1 Who participates in student clubs? Which ones? What are the things that the club does?

2. vVhere were they born?

3. When are they too busy to go out with their friends?

Do their friends get angry at them because of that?
4. What do they intend to do after graduation?
5. Do they have (possess) the freedom that they want?
6. Do they think the university should allow students to set the time of their exams?
Why or why not?

7. Do they know a person who does not own a car?

8. Do they feel shy when they talk in front of a large group of people?
9. What are their favorite subjects?

- nv-
 :,~,9 ,9.a..At....!; 1 /) i,)-1~ 1

<;._:,)11 ~ 0-c 4-J~ ~~ ~~~~ ~~~~ ~ Lo -'

----------------------------~

-------------------- - .J -------------------- - '-'

~~ 0i t:b~.... -, '}ljlo '\~ 0i ~ t:h-.... ; ljlo _i

\
~~~~I ty;-.,)1 ~ ~ ~;;.t;j ljl ~ ~.JI_, J..U.::. I.Jlo _i

'1heridentity~~ ~'--:' Lp ~ ~ _o

7. Listen to how 4--<> expresses her restrictions. Write exactly what she says:

8. You know '1 '-tj which as an interrogative; here ~ uses it with a different meaning. In the
first part of the sentence in question (7), she compares herself with someone. Complete:

The word '-:?1 can also function as a noun meaning any, as in uo ;,. .':. '-:?j any person. ~~ is
normally used in its _;-.$j___,. form, but in formal registers it may occur in the ..;.....:.)-o form
when it precedes a..::..,.:.,_;.... noun: l>~l W ~~ ~ '1 .

9. What does 4--<> say about Layla's parents? Write what you hear. What endings are used
and why?
.t.·.-
'-t-'-"- - - - - - - - - - - - - - - - - - - - - - - - - - - - -
~
~..)
t..:u4.S
•
"
~ ------
W»

- 'l'iA-
 ~.,~ .bWa..l I ,~~ I
WHEN INTERPERSONAL PROBLEMS OCCUR IN ARAB CULTURE, A FAMILY MEMBER OR CLOSE FRIEND DHEN ASSUMES

THE ROLE OF THE INTERMEDIARY, RATHER THAN A PROFESSIONAL COUNSELOR. IN A ROLE PLA\' 1 IN GROUPS OF

THREE OR FOUR, ACf OUT A SCENE IN WHICH 4-.3 ..J f J J 4-a TRY TO RESOLVE THEIR CONFLICTS.

~ ~ ~

u:.Wf ' ~f
.. ' ~.Wt
.. :J~tlf ~)If •
./

(human~) ~DI

In Chapter 11 you learned how to recognize and form d.....L....oJ I d..L...::;. , a sentence that
modifies an indefinite noun, as in the examples:

0 ~~JS~~~i~~~ -'
. ~I
~
.
r.·~
.. ... 1~ ~
~ . ,__,.I~~-
.- ~
- -~

. ~ 1 j....o ~rei ;)i,.,4j ~ -: ~ :;, - r

The same structure is used to form sentences that modify definite nouns, with one
difference: definite nouns are followed by a definite pronoun called J~~ i f>.........:'i I that
introduces the modifying sentence (similar to English which or that). These relative pronouns
mu<>t agree in gender with the noun they modify. Compare \, ~and 1 above with corresponding
sentences i , o and i below, which modify definite nouns:

. ~~ JS ~ ~ Fi ':?~' ~~~ J-A ~ _t

0 ._L..:J I~~~~~~~~ u-k ~ ..rU _o

0 J..c..a.Jf j....o ~~j ~.lJI ;~;JI ~ -:~ :.rc _\

The notms in 1, 2 and 3 are indefinite, so no connector is used. The nouns in 4, 5 and 6 are
definite, so the definite relative pronoun, J~~ I f'-"·"81 , is used. Remember that the
relative pronouns must agree in gender and number with the nouns they modify:
 The pronouns La what/whatever and :;..., who/whoever also function as relative pronouns.
You heard Maha use L_., in the following sentences, in which it functions like the phrase
-..s.:JI -~1 or ~I ~~'il:
·4-! ~~ i:?..UI $=~1 ~ ~ = . 4-! ~~ l-4 ~ ~
~~ $=~·~, u-:Ji 0~.; ~~~I_, =. ~-->' Lo ~~ 0·~.) ~ ~..01_,
.lA~)

Similarly,~ functions like ~.:J I 0 o;. .':.II or ~:J I l..)"'='t...;.._.;;;'i I :

.4-S..Q c~ 0i ~~ ':?..u' ~~ .;. H t-" c~ u4J =

Although they function like ~.:J I "~I and ~j..J I 0 o;. .~.II, both Lo and ~tend to be
used when the speaker wants to be general, not specific, in contrast to the former phrases,
which refer to very specific entities. Contrast what Maha says about Layla:
·"~
...
JS 0&. 4...&.4 F11S..UI ~_,..11 ~ .~.Jf ~
- - u-4-1 ~J....::.
-
with what she might say about an unspecified person: ·-,?..>-'""'i ~ '-:? ·,, 8 ;..! ~ ~~ 'J U
The following statements with La and ~are general in meaning:

Note that L. and 0-a do not always require a pronoun that refers back to them, except on a
preposition, as the first sentence above shows: d...:' ~~ L... ~ . 1 For now, you are
expected to recognize La and 0-a when you see them.

CHANGE THESE UNSPECIFIC SENTENCES WITH L_., AND ~TO MORE SPEOFIC ONES WITH l.S.:J I ~~I OR

.? I ~ L:-£'1 I OR l.S.:J i uo;. .';.II OR ~jJ 11..)"'='~'1 I:

~ -' I • ~ I ., \
• ...1-o.A..A I L..c j ~ 1..)-lM -

<J.rAl...... 0--<>J l:u\ ~ ~ ..:_,..., ->=~:c. JA -r

~~ ~1_, JS . :_,. ., ~~.) La'~ 0_,..8~ ~~ ~~ _i

.b~' . :_,. ., -.::.1~ r ~~ c~ ~_,..11 ~.:ut ~ J~' ~ ~..r: ..:_,..., _t

-------------
1
The optional use of a referent object pronoun with L.. clauses may have to do with the degree of
specificity, in that the less specific the reference, the less likely there is to be a referent object-
pronoun.

- W.-
 (...A..:aJf ~) J~t-1' ~¥'' I A~..,.; I
PRACTICE USING THE STRUCTURE OF DEFINITE RELATIVE CLAUSES IN ARABIC BY RE-FORMING THE FOLLOWING

SENTENCES IN ENGLISH TO PARALLEL THE ARABIC STRUcruRE1 THEN TRANSLATE THE SENTENCES INTO ARABIC.

IN THE EXAMPLE, THE HIGHLIGHTED WORDS THE, THAT, AND IT REMIND YOU OF THE IMPORTANT ELEMENTS IN

ARABIC STRUCfURE.

Example: I didn't like the movie I saw. -> I didn't like the movie which/that I saw it.

1. Do the students you know study a lot?

2. The years they lived in the Middle East were happy [ones].
3. The apartment I lived in last year was too small.
4. I didn't find the books I wanted (=want) in the library.
5. When I went to the place I usually sit in I found a person sitting there.
6. Some people do not possess the freedom you enjoy in America.
7. We felt very comfortable in the hotel we stayed at in Cairo.
8. She's busy with her friends who are visiting her.
9. The woman who usually helps me is not in her office.
10. My favorite vacation was the vacation I spent in Canada.

<~, ~) ~.u"~vl!.u' I ~~..,.;I

DESCRIBE THESE PEOPLE AND PLACES BY USING ~.:J I, ~I OR ..J-:.:J I WHERE NEEDED. If NO J~~ \"""'""I
SHOULD BE USED, LEAVE BLANK.
,
. ~ ~.JJ------ ~I~ Ill~_\

. ~l,;.ill ~! ~~------ .jl.S..... ~~ -"

n.Jllll ~ ~ ...:..i~----- d...L:J.i ~i _r

c;: d:a.A,;-C. ~-----~~~ ~ ~1_;-14 ~ JA _t
~L.b "0 W-o u~ ~Le ~~ t,;w...ll l,j,A ~ _o

·~~ ~ ~~i 6.)4-1 ~j ~lS ~lll' ~ ~4 _'\

·~ G.)..:i.. L>J ·.< ... _. ~u..l.AAi t-o ~L..._;-11 J..t'-:Ui ~1.,~ U _v
.~WI ..t~ js: ~ .,~-t_,YI ~ ~ «..tl.~)) _1\

.4-::J..c J~l ~ 'i ~J ~,j,A _C\,

- W\-
SPECIFY THE PEOPLE OR PLACES YOU MEAN USING A SENTENCE WlTH J~_,..ll ('-'-"'J I :

~ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ .Jt.::.......'il ~ ~ -\

~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - u-uWI ~ ~ _'r
- - - - - - - - - - - - - - - - - - - - - - - ~i_rll ~ ..::_..j~ _i

-----------------------------------------~~~~I~ _i
'' ------------------------..::..Lc.~_,JI ~ Lo _o
- - - - - - - - - - - - - - - rl/'i I~ ~I_, "~->)' 1_, ~'i I _"\

~ - - - - - - - - - - - - - - - - - - - - - - - ~__,..:..J 1f"""'""l Lo _v

Negation ~f ,. a ~f.J-4 •
_.; -
..
Review the negation particles in formal Arabic:

.,..,~,
Negates Particle

t~;-11 t;l...A.ll + t;l..All J.Ujf ')!

~UI+ ~UI J.Ujl i..Q

'-:I~, t;l...A.ll + J!,iij 111lJ uJ

f~' t;L4.ll + ~UI ~

agrees with subject ~~~ ~

Negation is one aspect of Arabic grammar that shows notable differences between the
formal and informal registers, mostly in the particles used. Formal Arabic uses the specialized
negation particles that you see above. In spoken Arabic, La is more commonly used. You
have also heard J;......a used in colloquial Arabic for u-:J .

- W~-
 I H~~l
~;.\_"\SWER THE&e d I •, ... f PRETENDING YOU FEEL LIKE SAYING "NQ!" TO EVERYTHING TODAY. UsE AS MANY

:::IFFERENT NEGATION FORMS AS YOU CAN, AND WRITE IN ALL THE t ~..)-"' 1 "7'~ AND \ ,J~ ENDINGS
::}:\ THF. VERBS:

q~l ~ ~~ ~i j-A J..!..i.JI J.4., d:i.) ~ _r

'!~~' ~i ..:....:.i Ji._Q' ~~ ~..>-"!~..>-" ~ _f_

'! I o 6 ·,.! .' U)lc. ..!.! w JA _\ .

- \'V'I"-
 Conditionals .b~f *
There are three words for if in Arabic: I.J!, ::,! ,and ...,.J .
I~! is the most commonly used conditional particle. Remember that I.J! must be followed
by ~U I no matter what the meaning of the sentence (past, present or future), and that a
result clause (if ... then ... ) following I.Jl is usually introduced by ~.
:4.1!..oi
iflpass . ;;.J~I ~ J,:;...~i ui ~)..A, <Li.JI .,L..!, u! 'LWl ~~G.JI ~ :~."' ?'; I.J!
ifitis . ~~ ~~t.........a (~ul!S: I.J!_,<.?..~LJI ~1~.:t~~~~ ulS I.J!
if she is late

You already know~! from the expression ill I "U ::,! ,if God wills. It may take a verb either

in ~UI, as you can see from the verb"~, or i-'~1 t_.Jl....ALI. It tends to be more
formal than I.JJ, and usually occurs in proverbs and expressions.

~ introduces a condition that is untrue or impossible to fulfill, such as If I were you .... The
result clause is introduced by .J , and both clauses must be in ~U I .
:~i
Jf I 'CCfrt' .. IJI.AL.:Jr ~ ...:...l..c.W ~.)I~ _,J
If I had ... . ~WI ..1~ ~ u-l! ..:...,rAW .J'i_,..~ u~ ~~ u~ _,J

oo 0 0

- 'I'Yt-
 : ~ 1 '~! u9 ' . ,; : ,., t~l.Q (CJ-S'~~J ~~i...w1 j 1r ;_;.,~ j
FI'.TI mrr WHAT YOUR CLASSMATES wouLD oo IF:
1. They got a scholarship to study in the Middle East.
2. They do not find a decent JOb after graduation
3. They find out there is an exam tomorrow.
4. They had a vacation now .
.J. They were a "~~" .
6. The weather is sunnv and warm tomorrow. ,;

7. They owned a private plane.

8. They were not in class nowl

SPECULATE:

- - - - - - - - - - - - - - - - - - j ~I"'.~ ~ .·- .., '?';

'
i.J! _\

---------------- j .r .J..J I ~~ -:_,i ~~ rJ I.J! .. 't

___________________ j S; ~ ..::...:.s !j! - r

______________ .J :._...:.) i.; '"> ", "' &1 ._j y 1 ..::...:.s ~ _£

~..l.;..Q ••• ·o• -. '" " - - - - - - - - - - - - - - - - - - - - - -"',

1 a-. ..., ... 11 11 ._.ut~~ - - - - - - - - - - - - - - - - - - -

~---
_v

- - - - - - - - - - - - - - - - - - - - - I.JI ..:) ..l ..d ......... ......., L..: .. !\

"

I J.:JJ I __;-:;.. i __.J l ~ ..::.~ -------------- d

'·

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _J -----------.,J -\.

-----------------» '--------------- I.J} .. \\

- ~Yo-
READ THIS LETTER FROM AN ADVICE COLUMN ONCE THROUGH WITHOUT STOPPING AND Ai\SWER A~ BEST YOU

- - - - - - - - - - - - - - - - - - - - - - - - :J_U:, i.Jlc 3 LA~

- - - - - - - - - - - - - - - - - - - - - : \+>_;-···;: -.,? j-A

THIS Tl\lE, LOOK FOR WORDS WHOSE J~ YOU RECOGNIZE AND TRY TO PIECE TOGETHER ~EW f:"JFORMATIO!\i.

- - - - - - - - - - - - - - - - - - - '0 '¥1 ~ 3 _; t-" ~ l.JU ... or

0N THE THIRD READING (NOT BEFORE) USE THE DICfiONARY, BUT DO NOT LOOK UP EVERY WORn. lOOl<. CP Jl,;ST

ENOUGH TO ENSURE THAT YOU HAVE UNDERSTOOD THE ESSENTIAL POINTS. UIOOSE 3 WORD'> I HA'I R!'CUR 0 R

SEEM PART!CULARLY IMPORTANT TO THE STORY, AND LOOK THEM UP IN YOUR J"' ..J-4U.

RFSPOND ro THIS LETTER FlTHER IN WRITINC; OR IN A RADIO TALK SHOW FORMAT. GIVF HER THE BEST ADVICE
YOl: CA '\i!

-WI-
 ; IS (j·, 0
\J

1 *J..-,
1.5-
L;G .~1 ~.,_:;.~ ~L.....) i~i 0...? \.S.)~i ':J ~~ ~
~ u~_, L;.,..:.> 'L~ ~ L!. ~ i ,I.S~ I.J-4 ~_,...!,....)I ~ -o L.:.;
J I_,> u __,..:;-1 ~ ~ L:aj ~ ~_,_;;_, , ~Y.> i ~)J u u....:,
~-' .~!_, ;.;..JI y.;~ ~ ~l_,j ~ ~-' ul_,.;..... ~

ui~ ili, Wb ~ ':J ~..UI.:;>J_, ·" L;A_, -o~L....... ~ ~

•.:,l_r-1)1 ~ ~~.;~ ~~J'! .:,i jJ.j-JI ~_,j .;~) ~~
~ .u...o ..-w' ~~ r ~'4' ~ ·~ ~~':J~ o~...o_;-4 l(

d)~_, ~1_, ~ \.S.,- ~ ~-' •.;~ \~I)~ _,JL...._, ...,W.I

~ fl~ ~ ~ ..u_, . ~~ ~L....J , o~':J_,.JI ~ ~ w..hl

~';.-' .~ 1.; ~ ....;.JP .;_,...;a.:l.l tj-0 ~ ~ ._i...,':J I e:-o-' '.)~
y~..UI (.)J' ~~ ~ .~I.;..UI ..:J_; ~_,1 ':J_, ~~ ~~ ~lb

~ JG ~I ISLo \.S.;~I ':J i>l.rA! -~.it & :~.oil C:O ~!

J+9 .($.>.>_, ~~I ~ ly I.J-4 ~ ili : JL:L.I l..a J'o.i .. _ .
..J_;I
~~.)~ ~_,j ~ 0i J! oj~l .L.~ .ills_, ~JI _,i ~I.;..JI
A...:J~_, Jl.rAJI yi..Lc J-.-"1_, ~~.)~ ~1_,1 ii ~ 0.,si_,
~~~

, \n .._,..,. ,...:.JWI .~1 .4...:.~ ~.)~ '" ..::..l:..:JI ~~" ..:,_..

'1'. ..• i._.rA~WI ,~1 .;J-:1..~--o ~

1
The name of the women's magazine that publishes this advice column.

- WV-
 :w~lo~l~

sea .)~ ·( ~
' ,
island

-----------------v
_________ £ _________ \

_______________ o ________________ r
----------------~~

-------------~ ----------------' ------------------'

- WA-
 ~ Ul.i..ll LA~.:W ~~ ...::..WJI _\

- - - - - - - - ::: ~,)1 WJI ~ ~~

- - - - - - - - J - - - - - - - - ~ ~ I!JL.u\

- - - - - - - - - ~ minorities~ ~I ~~ i 4....J5J I

. ol:....:JI._,?------J' Q_:•o!j~-----~_,..::.~~~-0

(---=,.)~1) - - - - - -

- - - - - i-"'= ~I _ _ _ _ _ i J-: j.-4 ~ ~l.SJ.I ~ J-a..a..!l i~l _V

 -"
-"
-'(

~ -
.['
t .t1,. t(, t(,
C· b
V\ - ~ ("<>
~
I

f
t f ~ 1 ;
'[.,, ~ ~· t ~ ~ ~
c ~ l. ' ),• 1- \
'[ V\ t_ F.-
\. ''i~ ~·f. t~· .l <>• 't
.f t ~ - E - ~. ~
1
!:::::;
1 -'{
~~ ),-:[·-..
1. ~
l .t· L <e. 'I I ~ • .....

k r.<r t. ~ ~--:::
~ ~ ~. 'r t.. ~ ~
~: ~ ~ '1.,. :;= ~ [ "' rr.· r;;.· .t· 7_:_ ~: \
• L. 11: 1 lfl b .t>· ;f ·~ \-t'
rf ),[•• .·( ·r·. ~ ''~.,.
f ~ 1:; ''l..._.-. . ~1:- _.-...' f • ~
I' I ' I I
I
- ~' •f' <-(_ •
J b • I _, ,- f
rt>•
t _r.- . >
(._ ' (,
"''
twC -"
..,P
"'
--<:
f'-•
tE ''I.,. [ -. t > . :. . C. > 1. ['
> i: t' - ;; ~
~ •1:
l ~[
t>· t' . [t> ..... ~
~ t'" •
c-:!::.. <.:~ ' --: -.t-... Jl ...... <e.
~
f '
6 .. l. lr. b I - ('l -, I - .. ~ I!!:
f. 1~ • _:, ~ t [ ~ - [ ''~., tt (,- '-:::,. f) I (_: ::: ~~:
1• '
~ [ ,t-! 'I ' ~ \' <e: ( C-: l.t_
1>
C• . 'L ~ ~. ~ ~~ , ~~ •C:..•
•f' ~· ·f' t'~ ~-~ 'it •t { } .~ ~.~ _
<>• I
.,, c'f> ~
<r.. (, _, "
r;;; V J;'" 'i:. ~· ~ ~ t' ~ • -. :,; r • 0 I
~ >< _.; t' \:_ I -'"{ > r _.I

.f . ._, r X. <..
l l. (.. E ~ ~
lr. b {!:!. • • • • • • (_
~f .,,- n~. .f• ·f ...--. ·f .~.~. ·~
- -'.- ~· 'f ~- ·f' -·"' ·r·. E-
t 1· 1.f' E
• ' < V -2 > .. • 'f (, I •
-T-ts~ <t: • • •
~f ~ t .f (_ ~I J! ~ t'
~ : t. k !;, ~· tr ~ : ~ [. I -

t t· 1. cy ~ 1 r"' i ~ J. L r-: 1. ·f .,.,.

[i\ · I
l.f-
~~ ' -• " <..,
'[ C· I
[ •• (,& • - I I
·~f..r- 1· £'t'c ,(•1,. ~· .,: ~ b l f~ <e, l.- <:f,
''I.,. .t· . - . I ' ·_ _: C· ~ <e.
~ 1 ' . t . <e: ~ f ·~. t· .~ ''i, ri(, 1 r E:
c ~ ~ '~: t :r· ·t·. 'i. -~:. t t ~-- § p ~- r' I(
I '" ·t· <t: ~ ~ "i. ~· ~ C· .t ~ ~ .. t;
E. t . -r.
~ ~ rr- ·"..· r~ '\1, :;_ , ·r··. r rr '\1~
CE- ·\:: ;. t f . . ~ Ci. ": l! ~ ~ ~ .c:.
II\ "'' b - 1 II::.. E: (, [ }c •( ;f 'Eo
~ ~f. n·~ · ~· (·· t- _ r c {' t-t _.-':(. l. (, : ~ ~ !~ -i. £ - •l
·-:g+ ·: 1. G.b. r ~ [t· rt. I~
I I ,, • ,f'-1 r l.
t(.. ~f ~~• f.' ~:g 1.-t '":r ~•~~ ~~t! ..t ~~ ~ l1. Ct: y
l' 1-l t~ i;(.. r
I -
'
I •
-
•(;;
-b~
- -
1 -
" - (..
ft
•
r~ ~,.} t .~1::..
r..:
- - -
t.
u J
-
!:: ((.... .
!: •
. .
,.,
- - ~
- li-
 ~ twu·~f
~u~¥t 9 ~w, ~ j 1' i>"~ I
::.:J~f a..i...6 I~

c.hurch ~~·(~

God, Lord (~->) ~~!

'
- I

- 'I" A\-
 4!1sitj ~~! d!O u•2fl ~· l•v ~~I
:JL!.lf ~ t.o,S J! 0 uti ~ ~~ d! Ia 0 U ~19 ~ ~ ~! 4! ~w2ff ~~ ~~

THIS EXERCISE REVIEWS d .! l • .....Q. II ~I J d -' 0 ',"i I ~I ' BUT ALSO ASKS YOU TO THINK ABOUT THE

DIFFERENT GRAMMATICAL CONTEXTS IN WHICH WE USE EACH ONE. foR EACH SENTENCE BELOW, CHANGE THE

WORD ORDER FROM ~ I ~I TO ~ "i I ~I OR VICE-VERSA, AND PUT EACH NEW SENTENCE INTO
11
A GRAMMATICAL CONTEXT YOU CREATE IN ORDER TO GIVE A GRAMMATICAL REASON" FOR REVERSING THE

ORDER. lN OTHER WORDS, YOU WILL NEED TO ADD SOMETHING TO THE SENTENCE THAT REQUIRES THE WORD
0 ~ 'J' ~

ORDER THAT YOU WILL USE, SUCH AS .) I 1 WHICH REQUIRES A FOLLOWING VERB, OR UI , WHICH NEEDS A NOUN.

THE TWO EXAMPLES DEMONSTRATE:

.~~WI~! t,_.o wJ~~ ~J dLJ ~ :J~

. 1-l..::>. ~J-L1-.o u~~ --~~WI __.JI tll...o ~J dLJ ~ ~~ ::/1 J..:.j <--

-~~WI~! L~-0 4-.oJ &..oJ ~ ~~ :JI.!.o

-~~WI ~I L WJ~~ 4-oJ ..!.lLJ ~ 01 .....i~ <-

!."' ~1, 1.-lj· -.1 .•. · - .....

Ull~ bl....llJ I ....... .' v--"-' ~ ~...).- ... _,I -'

- 'I' A'I'-
WRITE ABOUT YOUR (REAL OR FICfiONAL) TERRIBLE FIRST YEAR, USING ~ .J~ t..) L.....::....a ENDINGS:

- - - - - - - - - - - - - - - - - - - - - - - - rJ ~,j_:;L.......I .:_;·'i .J
----------------------------------------~ ~u~i..,
~ ~__ri.JI ~ ~_Jj~_J_,

- - - d- - - - - - - - '?:.JI - - - - - - - - - ~ ~ - - - -

~ - - - - - - ~i - - - - . <W - - - - Lc. - - - - ~\ ~.J ' ----

L., _ _ __
---- ~ ~.j.)l_,

- - - - - ~ - - - - - - - - - - "i ~.J ' ~ts: - - -

---- ~ - - - - _J ' ~~)\ --- ---- ~ _,1 » --- .J "i!

- - - - - - - - - - - - - - - _J ~~ _)! - - - -

. ~ - - - _,i - - - - - Ji...o - - - - -
w . ~

0
~ _ _ _ _ _ _ _ _ _ _ _ _ _ Lut_,, _ __

..;s U""..)~ u-4-1 . - - - - - - - - - - ~ ' ---- ----- -----

- - - - - - - - - ~ - - - - - l:USJ_, ' - - - - - - - - - - - - -

~ ------------- ~~ ------- ~.J. -----

. ~4JI ~ - - - - - ~~~ U"".J~ --------- ~ , ----

- r Ar-
 .~w~ ~ ~ 1 9 ~L.W
:d......aWL.,I
~
•.
. '-{!-"
J~
~-w......s.
••

s· r: -.s.lJ 1,,

.~.U ~I,~~ ~~~LW

~ ~ J~ I.JL.~ ~ ~1 4-J J~ I.JL.

J~
''
.) ~ . [;_ ¢ ..;-: j-::..

- '
..:..i- ·G". ..:.._,~ ~~..>-:' ·( ~..>-:'

'
~~·[ .jl..::.......J

- '\'At-
 :~j..Sf I~~
~J-'"""'iJ 4-o ;;.)4) Jl~'il • i' ~cefJ
::.ill":.~,,
~~~· ~-....,
((_;~ )_;. ,~l:.. ~~ ~ «I'UI ~ ~ d.JL.....)>> •
.jly.u~l •

The Comparative~~~~ • ~';AI'

0 •
l.JI ... JI~•
.... "'0... ... ~ ...

J,Oi-.9 J.O :J..ill c_,ljji .;~ _}I ~~ •

~l-.9 "="'~l-.9 t_~.).l ~'il -71>'-[.)1 ~~ •
U"'.illl -7 tiSJ I ~• ~ $r I_)AJ f
~ j.o 4.1\......).

'?~ ~fi • t~~ I

ll;.c. ~ :UL...))) :~1 • ~L&If
((~.;t ~b ;;~k)).
 .'
'-?'

l wonder (fixed expression) (... 4.)-41\.Hi;~) Jl~ + 1

1 ... ...s~ ~

to arrange

to send '
JL....u,)¥1 , J-.....n

to draw ~~.)1 '~~

.. .
to buy. purchase ~1~1 ' '->~ { -s~'

month

tc' repair, repairing

to prepare for _j -_, • :., '" -. _j ..; ' -, ... I

to change (something) (+ DIRECT OBJECT)

' .

towel

less than

it i.e; necessary to (impersonal)

ibedisheet
0 ,

(impersonal verb, does not conjugate) -:,1 i.) ).l.J I .j..<> = ;~I I..)+
to arrive

MAKE A CHART FOR J_,..iJ i u1.) .Jj AND LIST ALL OF THE NEW VERBS, GIVING:
 ~Uf

~ J.....=.i
' '
, ' '
0~ ~
' '

'
~J ~J
' '
~

0~ ~
~
' I
'-f.J I /;, I

'-f.J I /;, I
:~~~:.,·.~-1

~;._:.:.1
' . '
'-f.J I ,';, I (.5~1
'-?~
-.:;_,;.::.1

1. How much time do they spend (in) preparing for class?

2. 'Who is less than 21 years old [remember to use~]?
3. ""'hat needs fixing in their apartment/room?
How often do they straighten up their room/ apartment?
How often do they change their sheets?
Do they think it is necessary to change them every week?
4. Do they know someone who knows how to draw well?
5. Did they get the message (=letter) the teacher sent last night?
[Hint: you must rephrase to "Did the message ... "]
6. Where do they usually buy their clothes?
Do they buy anything from Target, K-Mart, or Walmart? Why or why not?
7. What are they usually doing at midnight?
8. Do they usually get to class on time (= ~J ~)?
9. To whom do they have to send an email message (=electronic letter) today?

- '<( AV-
 .,. ... , ,
~~~ J~l ~is used Jo,-.. ,.! ~~ :~~~ d...i.U~ u~l ~.j~ ~ JS-1
' .
~~ '-:-'_;-ill_, ~ ~ J 0, -~ ..... ! ("'-'-"''-' (~h .. , t ;_, J'~ 1_, uJ_, 'i 1_, uL-:J_, ~_,_,_......)
1

DLo~~ ,~~~ ~~ u..b..:w. ~ -:_,L....~SI Jd-, .. ,_,_, .J_,~I ~ ~ (~_rii J~)

.~)L....¥1 _,j ~~I _,~1 u-11

J'
~ ~"!'" 8 U 8 ·1· Jf .II
~ ~.lli ~! ~..:.,.... 'a ... ., ~I migration ;;~..:.,.... j~ ~~I ~_,L.:JI
~ ~~ _, l.,>= ioo _,j iOi ..:_,.... u~ ~~ ~~~ u.......JI_, . ~J~ \'n' d...:.......
. L.>= r. _,; "" ..:.,.... u~
~~~~~~
~ _.,. J.
~~~~~·
~ I~~~~-#'"~~
~~ -' ~WI w_,.i lS'
~
= .!'!.~

I .
! •

~ J' .1~ = f-.r..!

J~~~ t7~ .f )~I = iJ'.JI.A

I

.
J:''11! ~WI&~ .£ i.J·L-....i
- = j.,_r.l
)~j
' J
~_,;{! ~~4 .0 = I
f!.I..O
- J
~j>-":ll ~~4 ."\ .:,l.r_;.. = .J-::-1Y..

~.) .v .)~ = r.J;!

·~
i.J. .A 1,.,.)1 = ~/I
.) L.a.:,~ -~ J~i = ~

J~ -' . J~'ll~~ = . o-6i

..r'~

~~,_,~
-" _;WI~p
.. '
= ~_,.;

WI~
. -' -' r J~ ~I w_,.i lS' = ~~

THESE DIFFERENT CAlENDARS ARE OFTEN USED SIDE BY SIDE, ESPECIALlY IN NEWSPAPERS AND MAGAZINES, AS
YOU CAN SEE IN THE EXAMPLE:.

-'<;AI\-
 ~~ ~~ J..i4 ~ .:.,~J.;.,.,u.. ~~&..;.S' gt .u~~ ,bL.t,j I r iJJ..ri j
FoR EACH MONTH, DESCRIBE EITHER AN IMPORTANT HISTORICAL EVENT OR AN ANNUAL EVENT, SUCH AS:

- ~I .,4-:..:.1-J "..~...:' - ~_r=Jl ~ ~~ J~- ..::_,~\'! ~ ~j_:Wi.f::Jl ~I

~IJ~"~- ~~~- d.......:,L;.."~j~...:.,~~~~~~.;~l

holiday, day of celebration

(~, ~) :o~~~ .:.~' ;J-O ~W-4 4.Q.iS' ,~, l t i>J..>-i j

'~.J ~ LL:..J "~' ~ ~ .J.;~ ..:l.;_J-:7~ ~ _r;JI -'
~ l_j~ 0 \' .;U:JI ~' J...A> 0 1 !_j..~) l.j! 0 ~1 ~~ ..:J~ 0 1 ~ _'f

.-.!L _; Lb ..\..C. -.P ~ .b..U ~ L..

'i..J..:~ ~)L., _ _ _ _ _ _ .:_,i ~) dJ::JJ ~.U ,~."' _. .... j ~~~~J ~L.:.~ _o

. .,L.::....:;,.lj

- '1' A'\-
 ~ ~'QPU

I D~~l
~.c:...T'""iJ ~ _rL... ~ ._j~ ljlo ~..uL:J ~~ ~ .:,_,. :o~a....w.• ~

:1~·9 ,,~w.

_i ~w..JL;..~~ -"

- ........
-~

:4.~,;~ OJ-0 r9~W.,

~ uJ a.!9~· .. , ~j 'l:;._rA~LiJI u-ll <t..::.,)-'-"IJ ~ ~ ~ _i

'l d...i..!J I ~ _;:J I~ 0i ...:J..:. ~ J .l-1 L;.. u-k ~ I j Lo _£

'
-1

- '--'

":; J-" y.i.. j 4-a JJ L;.. saw \..Sr..) ~ 0

~I o6 ··-·; 4...:A~ I~ ._j~ !_llo _"\

9. Notice how .J L.:;. lists the things his family must do. Write what he says. What grammatical
structure is repeated that helps you identify the list?

, . ------------J---------- ~ c.:_,'YI ~ i~ c.:_,i ~ ))

------------- ------------
((. ~ ))

(wi...A.Jf ~) ~· ~ l ,~~J
ROLEPLAY: <C!.J....:.:-J JJL:;.MEETTOPLANANDDELEGATETHEWORKOF ~ :;..>'-=j.J ..dJ....Jo-, .,'J/1. GrvE

ASSIGNMENTS TO ~I ~J ..i...J j..l~J ..!~ (THE GRANDMOTHER MIGHT ALSO BRING UP THE
' . - .JJ •

TOPIC OF MAHA TO KHALID.)

 The Comparative J! .a
. .. U
4 •
(._(._
J.a..if·" ))
*
You have seen comparative and superlative constructions in Arabic using the
« JW i >> pattern, called J _, ..; 9-, II JW i , such as:

The ~~ u_j_, can give either a superlative or a comparative meaning depending on how it
is used grammatically. We are concerned here with contrasting the form and meaning of
the two most common grammatical constructions in which ~j occurs:

In Chapter 12, you learned how to form superlative phrases like the one in (1) above.
It is important to remember that the superlative meaning here comes from the use of ~j
as a noun that acts as the first word in an indefinite UL..:o! (even though English expresses
this concept with a definite phrase, it remains indefinite in Arabic). In other words, it
precedes the noun it modifies.
The comparative meaning, on the other hand, is indicated through the use of ~j as
an adjective in an U......:. + ~I construction. In other words, it follows the noun it modifies.
However, it differs from other adjectives in that it does not agree in gender with its notm,
but rather remains fixed in form.
more freedom 4--<> _j..o ~~ .L_r> 1..41 ~ ._.1-:J

a smaller city .~i ~.l..O ~ ~~ ui .J-.:->'1

a better university . ()-W->j ~4--! ~ i " ~ l.::- ..:] _;.1 ::,1 .J..:.)
Remember this difference in form and meaning by memorizing one phrase for each meaning
to serve as a model, something like the following:
a bigger room the best season J...a-9 (.)-W->1

When J_,Uj is used to compare two entities, it is usually followed by .:.,...a :

bigger than

better than ~ l.::- 0-0 ~~ ~ L::--

taller than . ~: 0-0 J9-blL.Ji
However, the comparison can be implied (as in English):
{( .~U.l-4-0j t-" ~~ ,ri.S1 t_ •, 0 j ,,j o)
f'ORM ~~ ADJECTIVES FROM THESE ADJECTIVES AND LEARN BOTH FORMS:

<- expensive ( JLC) ~LC

:~ -
<- cheap, inexpensive

- - - - - <-- famous :..r=l w..r . c .)~

~L;.S .»Wt..i I v ~.>i I

CoMPARE THE FOLLOWING, USING AS MANY DIFFERENT ADJECTIVES AS YOU CAN. CHOOSE TWO TO EXPAND INTO

A PARAGRAPH. UsE CONNECTORS~ , ,_11 .J$...9, ,_1j.j ~I ~...Ql...a~ ~.

L.:.i -\

'-:"')lhjl ~ ~ .,i ~ ~ ~~ dij.';.~~l -~

~~j~;;~l ..b..........J)II J?' ~ 6~1 _1

~~I ~ _r.JI -~

t:-=-7.) I li.b..c. o

~~lt;-=..>l:JI_'\

t ,.s~~j lt-f~' IA~..ri I

l. What would they do if they had more time? Is more time better than more money?

2. What would they buy if they had a bigger room?

3. What is the most expensive thing they own?

4. What is the place in which they feel more comfortable?

5. Do they live in a better room or apartment this year than the one they lived in last year?

6. Who is the most famous person they know personally (I: .,., ; .';.)?

7. Do they thlnk Middle Eastern food is more tasty than American food?

8. Who are the nicest people they know?

 "~
~f ... ...Jf ~.

Statements that are meant to be accepted without argument are often phrased in an
impersonal way to make the content more authoritative. The impersonal construction It is ...
to, as in the phrases it is necessary to, it is difficult to, and it is important to and is expressed in
Arabic by using the construction ~ i ... .J I 0-.a with an adjective following .J I :

.,:;LS: L./ u~/ iJ!Sand ~are used to change the tense of or negate these expressions:

·"~JS ~) 0i ~j)lli ~ 0~
. d.J.J ~ J~ .,:;i ~WI 0--> ~

boring

enjoyable, fun
~

(~I~) ~j ... .JI \)-0 l 4\ (>J,.ri I

:Jf.lll ~ L.o.S () ~ 1,$~1 J.a..4.14 J.q4.1 complete l~i
~ ~

(..:!y). ~
0 ·I .J10-a _\
0

(~). 4--> ,)
.iJI'
.JI0-o
-"
(~~1). .JL;. .JI,j.-c. _I'

(..r;-'L:.......I) ~ w d ii .';.
.u·I .J i 0-.a J.Al -~

((5~1).
. '
_jl. ~I
.
(JI J-" . - r- - 0
(.J ~1).
.. 1 .J I j-o (JLS _'"\,
.
(..)

(~i). .)I' .J I j-o _v

(~).
. '
(JI ..JI..:_,.....~ _A

(~_;) .
.
.)I
'
_j I ,J.-c> ~.:.u.S.-~ -II.

( .,;..!.:>.) .
0

(Jl _ji ..:_,..... -\ .

 As you work towards gaining full control of~ I .:., I j,Ji and learning to recognize
and produce each C,j,., in any of its ~L..., t.J L.....:..... , or .J~ forms, we will be introducing
u
some of the meanings of the derived I_j_,i (II-X) one at a time. In this system, the meaning
of a given C,j,J depends on the meaning of the base form, J~''tl C,j~l (I). That base
meaning then takes on a new aspect in the derived uI j,Jf . Keep in mind that the meaning
of~ I uI j ,.,1 is not an exact science, and that it is more useful to think of relationships
between two uI j,Ji than it is to think of any of the derived ..:, I j,i on its own or in the
abstract.
You need to understand and recognize three basic grammatical concepts that we use
in talking about verbs in any language: transitivity, intransitivity, and reflexivity. A verb is
transitive if it takes a direct object, like to read and to write. One reads a book and writes a
paper. A verb is intransitive if it cannot take a direct object, like to sleep. One does not sleep
something. A verb is reflexive if it refers back to the subject's self, such as to wake onese~f up, or
to prepare onesp~f (for something).
The distinction between transitive and intransitive is central to understanding how
u
the meanings of J.U.-11 I jJi fimction. English makes this distinction too, but in English we
often use the same verb for both transitive and intransitive meanings and simply add a
direct ob]ect to make an intransitive verb transitive. For example, in the two sentences She
walks r:wy day and I walk the dog, the verb in the first is intransitive, since the complete
action 1s expressed in the subject and the verb, while the verb in the second is transitive,
because the action is not complete without the object, the dog. In Arabic, these two meanings
are expressed by different .:, I jJi of the same .J~ . Similarly, the verb to change can be
either transitive or intransitive in English; in Arabic, you have learned the transitive form,
~ to change (something), but if you want to say to change (in and of itself, e.g. the weather
cJumged, or my life has changed) you need a different .)jJ, in this case, ~ ~ :., . In general, the
shorter uI _:,,1 that number from II-IV tend to be transitive, while the longer ,) j,l that
nun1ber V-X tend to be intransitive and often reflexive. We will gradually introduce you to
these pairs and the meanings of .:,I jJY I as you acquire more verbs.

_.; _, (J (: _, .:: ..,

J.a.ifg J.a..S
These two forms are transitive ones that take the meaning of the basic~ ..:, jJ and
add transitivity and a direct object to it. Recent new vocabulary includes several verbs of
the ~and ~~ forms. Note that all of them take a direct object:
 ~j
to send (something) ~) to change (something)
to repair (something) ~i to arrange (someUling)
... t:
~ ... Si ..
to prepare (something) ~1 to encourage (someone) ~

There is no way to predict whether a given . J 4 or~ C,.j,..9 will have an actively used
transitive verb in one or the other, or both, of these ~j,J . (You will find many forms
listed in dictionaries that are not commonly used, even though they exist in theory as part of
the Arabic verb system.) Rather, understanding the general transitive meaning of these two
forms helps you to predict the meaning of new verbs you come across, especially if you
know their .J ~ .
, ;;. ... ... ... t
Some .JJ~ have verbs in j.U, some in JWI, and some in both. There can be some
overlap between the two forms, but usually each one takes a slightly djfferent meaning or is
used in a different register. In general, J;.._oi C,j,J tends to be more prevalent in u .... ' 0
"II
.. o;; .. "' ~· t
while J.-.il u _j" tends to be used more in ~W l . Thus the verb ~ 1 is used in formal
Arabic, but in colloquial you are more likely to hear ~ with the same meaning. The verb
~~is another good example:
to arrive, get to (somewhere) (~I) J,:..:.~

to make (someone) arrive ~,..91

' ' . ~
to make (someone) arrive, ~~
take (someone or something) (formal) take (someone) (somewhere) (informal)

In other cases, each of these two forms takes a slightly distinct extension of the basic meaning
of .J ~I . The following sets of verbs will demonstrate:
to learn (of), know (of) (--;~) ~

~~
to inform (someone) to teach (someone) (something) ~
(formal) (formal and informal)

tosit ~

~~
":-'
to seat (someone) to set (something) straight ~

(formal) make (something) sit properly (informal)

-no-
Tt 1s possible to derive~~ -:._,:; 3 verbs from~ jj.J (though in practice they• may not be
in active usage). Consider the followmg examples:
.... .. 0 $
to make (someone) angry ~I to be /become angry ~

to make (someone) happy

' '
~~
.' to be happy ..u........ -~

to dress (someone) ~~ to wear, put on ~

I

However/ while the system allows you to derive verbs in this fashion, and Arabic speakers
themseJves do this occasionally, keep in mind that some verbs may not be idiomatic in
usage. [f you wouid like to try your hand at deriving new verbs as you practice the j I j .Jj
svstem by all means do so, just check with your teacher, or a good dictionary, or an educated
speaker of Arabic to make sure you are saying what you intended.

PHACTICE CSING SOME OF THE VERBS YOU SAW OF~ jj_9 AND ~j j_jJ IN CONTEXT. CHOOSr THE

\lOS! \PPROPRL\TE j _j j FOR EACH _; ~ IN EACH SENTENCE.

tJ-:'....., ~1 ~
0

Jj-1:.1 ~LLL.... I~ u1 ij~l ~ .wj ~_,_11 .r.:.UI _t

(i-J-t) "'JW I

0 1 ~~ :._,..., ~ ·0::--o·Ai.JI ~~~ ~ (c-J-vo) '+----_.....

(J-,J,- J) -: J..C. ~j L.r. ~~~ ~~ ._;...-----

- n1-
 case marking '-:-11.;-C-ff

Now that you know the main sentence structures of Arabic, it is time to Jearn about
the case-marking system. When you learned the alphabet, you saw these endings:

and you learned that they indicate the sentence roles that nouns and adjectives play in
formal Arabic. You have already learned one of these endings, L, and you know that one
of its functions is to mark adverbs. Although these case endings do not play an important
role in native speakers' comprehension of most prose writing, they are essential to reading
poetry and Classical literature, and they are an integral part of the language of religious
texts. They also lie at the core of what Arabs consider to be one of the most important parts
of their cultural heritage: u., . o AII ~~I . The Arabic name for the case-marking system
is '-:-'I r ~I : literally, making it proper Arabic.
The concept of case marking on nouns and adjectives is parallel to that of the endings
thatc_ ../~1 verbs take: iJ~IJ '-:-'~IJ t~_rll. Remember that t.JL...::.ll takes different
endings depending on how it is used. Similarly, nouns take different endings depending on
their roles in a particular sentence.
Case marking on nouns is similar to the system of endings on t.JL.....::..ll in two ways.
First, notice that nouns take three types of case endings: t._,_..Q_;-11, '-:-'~I 1 and .JJ~I,

parallel to the three endings that t..>L..A.l.l takes. Second, notice that two of the three noun
endings share the same name as two t.JL....oll endings: t~_rll and '-;-'.J-,--'-"',_,_., 'fl11s is
because they share the same vowel; in the case of t~_;-ll that vowel is I ~ , and in the
case of .__,~I, it is~.
In this chapter, we will present an overview of the case system and the writing of the
endings. You will learn more about how each case functions in Chapter 17. Before we tum
to the endings themselves, you should be aware of three general features of the case system:
1. In generat case marking differs depending on whether a noun is definite or indefinite.
Remember that a noun is definite when it has_j I or a possessive pronoun, or when it is the
first or anv non-final word in an UL...ol.
0 •

2. Both nouns and adjectives take these endings. In noun-adjective phrases, the adjective
always agrees with its noun in case, just as it agrees in gender and number.
3 Some types of nouns, which we will call "special cases," take slightly different endings,
and have only two instead of three, one for t~~l and one that functions as both '7'~1
and .>J~~ . When we introduced these kinds of nouns and adjectives, we noted that the
difference between the endings 0 J and ~ for pluraL<> and .:;1 and ,:;- for duals is grammatical.
Now you will see how, and begin to learn when to use each ending.

1. DEFINITE ENDINGS

[ : t_,_£~1

A definite noun or adjective in a formal context will have one of the above endings.
For example, the words ~ LW I , ~ l.hJ I, and '-:-'~I may appear with any of the following
endings, depending on their role in the sentence:

;~f ~~~ e~.rt'

._J U:.J I ~Lb.JI '....JLh.J I
'

UlbJ I UU:.JI 'd.....JLh.J I

'
,
._,)WI :....8 ..bJI ._,~I
'

The next chart shows these endings on nouns..with the possessive pronoun~ . In this
;ituation, the case marking comes between the noun and the pronoun. Note that the kasra
,
rowel of .J ...u~! affects the vowel of the pronoun <L, shifting it to ,<L. 'This shift is caused by
he vowel 1.~ (and parallels the vowel shift that occurs with prepositions-: and.~).

J~, ~~~ t_,..S;-11

, ' ,<LJL..b
'
<LJL.b <LJL.b
' '

'~Lb
' ',
<C....JL.b ~lb
.. '

~)U,
'~)U, ' ' '
<L:>Y-6
' '

'he :;~ vowel has this effect on pronouns that begin with~: ~, 4 and ~:

- '1''\A-
Finally, note that the pronoun ..,r- my ... "swallows" the case endings so that no marking
occurs. Thus words like":?~ 1_, and?~ do not change.

2. INDEFINITE ENDINGS!

L. ' : . '-:"J . 0 I 0 II

Indefinite nouns and adjectives are marked with j-;~ . Thus the words ~ L..b ,
~ Lb, and '-:-')lb may appear in fully vocalized texts as:

;~f ":"~' t~>·u

._jU..
~

L..JU.. '._jl.J..
•
•uu.. 'd...JU..
d...Jlb
•
• '._,)lb
<-.J)lb ~)lb
•

3. SPEGAL CATEGORIES:~~ AND ~jliJ _p.:UI ~

Several categories of nouns have a slightly different set of case endings: one ending
for t.~.;-11 and another that serves as both'-:-'~ I and ->-'~1. The nouns and adjectives
that fall in this category include dual endings~/,) and masculine and feminine plural
1
endings j-:/ _j_, and c:;.., I. The final chart shows the case designations of these endings. Note
also that dual and masculine human plural nouns and adjectives take the same endings
whether they are definite or indefinite, whereas feminine plurals take separate endings like
the "regular" nouns and adjectives.

Remember also that the kasra ;~19"':'~1 e~~~

and fatHa on the u of dual
and masculine plural endings ~Lb(.JI) _0 L:J U..(.J I) ~~
respectively are not case
-~~(.JI) 0;~(_jl) ;-S'.U.I ~
endings but rather fixed
vowels that do not change. ..:...U LhJ I '..:...l.J LbJ I
.:....:;~, ~
They are only pronounced in '

formal contexts. ..:...Ulb '..:...L.Jlb

.:.U~I
• ~J

1
This category also has another subset that includes certain word patterns {..:,;1 :u1) and prope:r
nouns; you will learn about this group later.

- 'I''\'\-
 ~~-~ .bt...ait.; r , , ~...;-i 1
:~IS' 'f o~ ~~

sign (from God) -.:,.,I- . ;- <WI

\.:-- -
:skv,heavt>n

tEAD THE FOLlOWING EXCERPT FROM THE BIBLE >.Y'~.J 'ii.'11 '-7' G..5:J I AS THE QUESTIONS DIRECT YOU •
. The name of the book from which this passage is taken is .J.:>_,s..::J I . Which .j j .J and .J .J~
'oes the name come from? Can you guess what it means? Which words do you recognize?
,ook for tht:> plural of .J~ and a verb that comes from the same .J 4 . Can you identify
1 .)~ i and guess the meaning 7
On your second read, identify the case endings of the words you know and see if you can
ientify the grammatical category of words you do not know. Practice naming the case
tarkjngs as definite or indefinite, t_,...QJ-", '-7'~ or .JJ~. Which case ending is used
:ter prepositions? See if you can pick out the case ending that indicates the subject of a
·ntencc.
Look at the \Vay the text is structured. What role does repetition play here? Where can
JU see parallel words and phrases joined by J?
 o~l.,.i .»~ j , r ~..ri j
THE lElTER ON THE NEXT PAGE IS HANDWRI1TEN IN EGYPTIAN STYLE, WHICH MEANS THAT THE FINAL SHAPES OF

SOME LE1TERS VARY SLIGHTLY FROM THE PRINT YOU ARE ACCUSTOMED TO. IN PARTICULAR, THE lETTERS U 1 J1
AND ul::. 1 WHEN WRITTEN BY HAND, TAKE A DIFFERENT
11
TAil
11
SHAPE HERE AND DO NOT TAKE THEIR NORMAl

DOTS, AND REMEMBER THAT FINAl/.:? IS WRITTEN WITHOUT DOTS AS WEll. YouR TEACHER WILL HELP YOU

IDENTIFY THESE lETTERS AND GET YOU STARTED. LoOK FOR WORDS YOU KNOW AND NOTE HOW THEY ARE

WRI1TEN. READING MIGHT GO SlOWlY AT FIRST, BUT YOU Will SOON BECOME ACCUSTOMED TO THI' DIFFERENCES

AND PICK UP SPEED.

:.:,~1 o..i....6 I~

I hope; please ;~I I 0i + ("4-.)1 .)~I) -P.-)

I hope you are .:;_,$..:. ~~ ~)
you contact, call, get in touch with (someone)

- ..l

WRITE A RESPONSE FROM .J l..:.. TO .l o " o ~ • AsK ABOUT 4-o AND d.Lo 1 CONFIRM ARRIVAL DATE AND

TIME, AND TEll HIM YOUR (KHALID's) NEWS AND WHETHER YOU WOULD LIKE ANYTHING FROM THE U.S.
IMITATE~ ~ l.....J AS MUCH AS YOU CAN AND USE THE FOLLOWING LETTER FORMULAE:

, ~~I~ (_,i) , ·.·-·;=-1! ~

greetings and longings (to see you) ~~~~.)~~
my best to ... ~l / _j ':?"~

- r. '-
 ~ _)~ J-~'J'
. yWt 0_.1~~~-'uP\JI <.J;}._.,~ ~~ell_?.\_. d~
/'-1_,£-tv,~/, cJJ~ ~. ""'P/\11 ~,..\ ~ ycsj\_, \;_;l
. cJ~J ~~~. ~6..._;> ->Y_/)I.J ~~ \

,NyL...-_;v_, y_,
a~~ ~_, 41J_JI__, ~. ~ ~
f<-:. u-"yit dl_, ~ r-G\ ""'_,; 1: " • ~ . ( .>L-); ':-')> I ; ;
. ~/
~_;1 ci GJ.f ~~,vi cJGU ~HN'-' ~1_, ~~ ~~~
s\~~~· ~I_,_.A--~J.-9 ...J_J ~ ~d~y ''aj..}l.-9
of' j;.... ~\J /'/\42.._, ~ L..~::t ~:, l:/ ft;- \;; ~
\ -~~~~~
( _)~ J \
5 ~tV\ Dt>lJI J} /t.b.'__. ~ \ ~ W\
,(/~ \ a_lA'.C Y. / _,
->.Y \ u··J
J/ ~-
( tJ\ _}/>/\, l"~r-~~J,J.<-~t.: A ~I(~~~­
/li.\,1 rr ~~.; :w ~~ __.~tht J,t c,-\Jl..JI- ~G 1 ~~
~~ ~-/\1\ ~Jf>-'\J. ~\ (V~~.c0(.o/_:,.:y ~\ 01
. W_,..,a_, ....u-_y o~3 Cf~
,-~J..t:Y u.JL'__, Ul)_, ~ yJ;.? ~ ~... o_,y_,t_, ~_,w '-" ->;--,
: \---'~ y ---'-"'-' OJ) I s L---tv j \~
~
I'}--_..
4.D \)J J y{S <5)> \ o/-'

aJ~\
~ ,.
·-~~
~ N-' tV-'-!! f ::?6 i eJUl ,v J \_)I "'0~-c_s'. ~-,..1 _,.p/ i
,\ ~(.$\ 014;>~ .J\P,NJ \~\. -;;J~c.:.-~ ~\~c.? p l -
\ • ~I I L .( . . ./ \ .; . ~· " ,.. / \
0~~~~Q'd~rv ~ \A..t.I~J~#/....r.
. ~J_JJIJ-~\ a__.Cy_bLS_..~~~,..~~~~e-Mo)J~
 ~ e~.,~,

4#J~ ~t-S' :e ~~ .,bL.i,.j I , i.JJ~ I

!

As YOU LISTEN FOR GENERAL COMPREHENSION, FOCUS ON RECOGNIZING FAMILIAR WORDS THAT HAVE CASE

ENDINGS, ESPECIALLY INDEFINITE TANWIIN ENDINGS.

---------------------- ~ '-f.J~ ~~ -\

- - - - - - - - - - - - - - - - - - - - - - - - - - - ~ w..LlJ -~

---------------------------------------~..Lllj -'

--------------------------------------------------------------- LA~ -~

----------------------------------------------------------- lAJYJ1 _o

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~ \ '\ o '\ ~ ~ ...:.,..;.:,. I jl., _\ .

Write the new verb you hear, guess its meaning and identify its .J ~J u.JJ , then look it up
to check.

- r. r-
 ~~ J-'w, . ~4:8 Jfj.i
~~;J \k:.l ~", \'\~r ~ ~.)~ ~ ~J ~~ ~ ~~ .)lj...J ..JJ
~j ~J 'V"'.J7.J_,J~I ~ ~ ~J ~J ~~ J~l ~ ~~ ~~W!
poetry ~I~~~ .Ji_>.:. 1.1..:' ·~J+'-UfJ ~J.JJ; Fl~ ~.~-e ~ ~lak.J ~
~L..:..Jt ~ J-AJ (( :1~1..) -::.Jw>> .:,I~ .u "-:-"~ J"i ~~ .~L:Ju. .:_,L$ Lo~
~ L...,..) « ~I "-:-" L.:...S >> J ~<<
~ 4-'i .J I~ ~ .W L.....:....:i n d.J ~j 0-o J . o ~ ~ ~ ~
;c.__: >; J
~~~J ~~ ~~J--> ~ ~~ .)1_>.:. ~, ~~ t~J--> ~! :UW:.'flu .<'~
-~~~ J~~-~ ~~~I .:.,...a 0::-=)L. o~ i~J .;;1_).1 j.cJ social

Nizar Qabbani is perhaps the most widely known and read poet throughout the
Arab world. His popularity is due in part to his simple style, and in part to the topics he
addresses. Known as ~I ~L:;..
' ~I free verse, which
poet of love, he writes mostly ~I .
differs from Classical poetry in its lack of strict adherence to a single meter and rhyme.
Some of his poems, including the following, were put to music and became popular songs.
This poem was sung by(~.>-::' ill!) ~G ~I~, an Egyptian singer known as
~''J' ·. ~·~I the dark-complexioned nightingale, himself immensely popular. While you
are reading and listening, note the role the case endings play in form as well as content:
thev lend rhythm to the lines and are essential to the meter.

~UI J. :.r &JL~

l)~L .. ~~0! ..J =

~j_;..) ~ ~L....i =

d·~L. .. ~~) be cured

~~~~ dangerous

(0- ~ ~~) ~~i ji) deep

~~~
I~~~ ~I~)~~~ )i)
0~i~
~l;,. ~ fi ~~ )
- -

- \. i-
 (1 ~ ..' <=:.:." \ Q
\l. ~.
·l r~:.- c(:__ r. , ,
t c:-- t..:. '1 , :.::
"'d
t""
--· c'. ~· :r .~ k (/\ [I ~~ ~ .
~ . -: . l £ t.
.f)
£. 'c:-:!.. ll-
<-r.
Ll' <r_lA (.,
<!;-- fl [ h ~ ~ .tl .f ~ "'d
b- c.' [1 ~. .;. >
11 r.- ~-.L cI, .
~--· .r -· & ·~ lol ~ c: ~- E ~· "'"'>Cl

'}-· l ' \ .f ·l( l r ct~· ~I l.. . • I Z

;!)
C· lo ' . _ t
· .
(• t [•L
~·
t, {: 1-
<.
~
.t - ~
c
t_ . 1
~~(., 't,,' - .
t ~. ~ (.,
Cl
...,
:I:
ni
ni
"'
, 0 'f l :~ ·~ } :~ '1: <F .r: ~

r..: f :-r t
~ t
lt ~. <; 1 ~c
l~"
t'
s.~ ~ ~ [ ~~-" ~-r f ~ \_[ ~- - l: t. (:_ t: lc_ ~
l.. '(, l.. - :I:
>
z
Cl
4
f :f' f. .i i f t ' .. ~ r · .f l."t z
Cl
0

<. ~ '\ f f-' ~ ,tl -[ §

(•'! [ \ 1.
\- } [' ·s~. t 1\t r I l.. [ l.. 1 ~
\; { \ c; r 5 c--:- - f7. I ~
~; ·~· r l f :.::
( I Q .. 1(;, I ~
~-L \ c..
~L
1.,. \: l,. -• L. fA 1.,. ,..,>
t. [I C>l
t.[
~ t t - l.. ~~ r 1[- (>I ~::.. ;:;
>
t""
11: {I ·r·~ l { ~- -~ 'L {_ f(>. ~
0 I 11., 'L__ & _, l. cl 1- i
t--• (r \. l
1- I r -~ ~I \. ~ I (.,
t f' b •-
1
f 1.' t.: ,[' ~ .f'
n
{: F \~ f l L ~ [ t l ~ '!. .~ }. '
1
m
>
"' ):..-
0 I ><:
r• ( -· r
11 - t· ~r (f=.· •C.~,. t 't__
'" - ~~ L-
t {: 1'1. ,-:
(I 11 d ;;
!:__ \.- ::! C·
1 1. ~' ~•
L t ~ ·~-· :C \ '\ '1· ~ r· { .f ~- ~ .... -" 't "'rn-£.
-l L t 1s .-.. t t 1. \ t r l t
MAKE St!RE TO LISTEN fOR PRONOUNS AS OBJECfS ON SOME OF THE VERBS.

~ ---- . . . . . -------- ~ ~ ~ ----~1----

- - - - - ~~ - - - - - - - - - - - l S i ·~..1WJI - - - - - - - - - -

- - - - - - J ~.). _)
. - - - - - - ~ :.fll 0A - - - - - - .:,1 - - - - - -
- - - - - ------J ~~)Ill---------~
)! - - - - - ,,) - - - - - w.o - - - - - .J . ~Ull - - - - - ------.J

------ ----- ---- ~ .

• :J.).J ~ - - - - - J J..~k - - - - -

---- --- ..:.U~ . - - - - - - ~ r.;.~ t-" - - - - - J 4--o - - - -

,s - - - - - - - - - - - - - - - ... bj-0 ,r:..J _____ - - - - - b~
~ I •I ~
'"\t"' - - - - - • ~ ----- -----
l..o I• : ..... b ~
IJ-"' . - - - - o...r- ...r--
."Ci.Jlill

;_; ~' ----~I-----~--------- u.j\..S_, - - - - -

~ ~..,.rol..; - - - - - - - - - - - - - - -

~ - ~ .,
\\
~
w
u.o '; tf . . . ))
...,lo.loo\l,) :.......a.AJ -

..:4-oW~ ~~ J~ .l...lG. lg~Lt

:.0L:.. J~ ~
(( ....T'"'-"i' I>

«r..IWI ~~, 9·oi'•a ~H

~ (( j.i:L.:. i ::, i i _; )lJ I 0-o 11

<< I..JI~ (.ro :;~ d..:Jl:JI ~ ..:....:,l$,,

- r. '\-
 ~~~
l:r'·u 4..:,..~
. c.·~ L.:.>> -
..:Li~ ~ ~ ..UL> lg..1.41L1
~ 4-J ..W l.:.. ~~ .:;i ~~I .l::i~ l.JL.
~store ~I~ ~)J ..JL.:.. JL:Q I.JL.

-
"'~~~
.
Watch the DVD for a short visual portrayal of a Cairo market .

(~ =) :)
...::.ol- ·( ~1

- r. v-
 • L....o...o'J t.F• ..J L;.. l_j • ~,
(..) ~ '.)-!

.b4S~I lt.?".! ... tl .,).j,c ~~I • Cll~J

... "' ... o .........

~'"''
~~'-' ~I :J.O,II ui.JJi •
' '
J.l.>~J" '-;-1~1"' t~~I ~-·-·:~n '-;-llr t •
~I ~J.=JI'-' 1"-'fll ul_;gJI •
((.::, 'ij L.....:; )) •

-'LA-
it appears, seems that ::,; J~

(the) rest, remainder of (noun) W_.

to meet, gather (with)

until
- 0 -
to differ from ~ ._j~ 'i I ' ~ I ;, I ~. ; I ' ~ 9 I -,; I

well, fine (said of people only)

,
meal eaten before dawn during uL....;...._; ..)~'
series, serial (on television) ..:..I- . ( J ...
"' 0
I ,.
.. '
o

, "' ,. 0 f
to supervised u-k ..JI~¥1 , u-k ..J_~ , ~ ..J~I

to be/become (pre)occupied with --'.Jli.•:&..:81 ~~ J •.

..., ·.-'.! ' ~· J--.-.•.i
.":.'
- -
l
'
g.,.,.o
. -~ dQ,..,.,,O

to cook ~~·~·~
to get used to, accustomed to (~) J~ , ;~v() + (~) ~~~

(greeting used on holidays, birthdays, etc.)

meal breaking fast in uL.....:.....a.; , breakfast

rolled dried apricots, or a sweet drink or pudding made from them • '..JI ·-~
v-:· ·~

cafe

to get up i~ 1 • i~ · ru
a kind of Middle Eastern pastry uL{sJ1

to undertake, assume (a task or position)

 JI.::...L. ..l~i
..w.cl
~
' , . '
..::....W..C.I
' '

' •. ' . '

J~
'
c,_,J~ ~~! ..::...~!

'
~JL.::...Li
- . '
..::...~1
'

0_,J~ J~ I_,J~I J~l

' -·

J~ ..:..OJ~ I

<~' ~) ~.~~t ~~~ JL.&.i~t ui.Jti j t ~J.~~ j

IDEI\TIFY 0 j_,J I OF ALL NEW VERBS. WHICH ONES COME FROM ,;,J~ YOU KNOW? LIST THE WORDS YOU

KNOW FROM EACH FAMILIAR .) ~ • HERE IS SOME HELP WITH A .) ~ THAT IS NOT READILY TRANSPARENT:

tosetup(something),IV a_..u~l, ('}9~, iui .__togetup I i~' i~ iu

to set up house, residence

i~~~ i.JI~,.Alt I r iJ.J~ I

0NE OF THE BIGGEST CHALLENGES IN LEARNING .ARABIC IS ACQUIRING ITS RICH VOCABULARY, WHICH INCLUDES

A LARGE NUMBER OF SYNONYMS. To PRACTICE ACTIVATING SOME NEW SYNONYMS, REWRITE THE FOU-OWING

PARAGRAPH REPLAONG THE UNDERLINED WORDS WITH NEW ONES AND MAKING ANY NECESSARY CHANGES:

~WI ~WI ~l_p. ~ i-J-: J$ i.,..:JI0-o J<>·ci ~ .~UI..;:,.I.1··u II Jl_,_b

~i ~ d.J,j ~_, . .w1~1 i~l_, ~_H-i.JI '":-'~~ .:.,i ~ <Ll.Ui ~~ J_,i uLS_, L~4---c
~l:JI _,I ~W14WI cJ.l~l (,;L:.. ~i_, ~L::JI ~~ ~jj_, ~~ J...a c~i_,
1 ... ~ '~ ~
~,;~l:a XJ a .':. a ,~.·.s: .. ~ . .! .'II~~~ .~. • II _,I~~~~~~~~ dJ.:U_, ,~L...u......a

.-.1 . ., ... ~'X, .:,ts: W .:,~ ~ LJWI ;; ·.,.11 ~ ~~_>-:~ C,i ~ ~_, _._::_.l.L~XI_,
- - -
~ '":-'_,_u' ~~ .;---iL...i 0 ; t}b -....'L.,.., dJ.:J_, ·..~.;,>~ '7'w ~~ i..l..:'t........_, ~ ~
- ~_,_.;.XI
uJ ,;~1 ~ ~j_, ~ ~~ J~i .:.,i LS~j dJj ~-' Ull ~~ ul,;~
.... ... ...
.~~lyl.JI_, ~~I.,? ~I

-'1"\.-
 o-• . I n c:-
I < "
1V\ - t ("'
1 i_ L ''} \,, . . .'t
r. .......
r-
\ ·~
..-(

f E b ~. .r .$>
(;I I L <.. Q-1 0 - ••
~1 c..·-
~ ~ t
<..
"'-: ~ tr. :-E it _:: .1.- t . ~
[.· c·r r·.~
~ "' ., - -· J- J· - ~-· '-- "-· 10 r .t·
C, '\j , 1.- ~ ~ L '- . ~ '~ · -. [• ci , 1 ~-
'&- l ~- E . .l· f t. . r; -... B \: -~· ~- ~ .
~ ~ v" v"{~ 1.." 'C: .t E" t. ~ r= '\. 'l f .
1- ·f c - L " c: '\
I o-• ; r ;-· <..
..,. ·
~~ ~~ f. [· f~ f"
t~ ~· c· I 'f'. 1·- ~-·~
--t
_..
~ G f' \..t ~.
_..
~.-d. h
.
I
~ '= C.·'L ~~ ._
c f'' .1: ,., c 1.,. - l
-· I'> • I'> lA b· ''L t:: . t .
·r· ·~ . . [ }: [ .t· .; - :- ::: -( [ r. E:: ~ ~ 'b
t <. • ... ••
't ::!:..: '\ t- - '-.,_ '\l 't.__ ~ t- '\- ~-; 1 r ''L .t
~. £ . r <.- t_ ·~ "" • ~L . ~ r r·
C. •G;
'r. .. "- .. 't
·~L· ( -· t - -~;. :r'E_ -:t! •.~ ., ' .t:t .~[•
-~ r:: -t l C· ~- t. . e - ·~ r .· r. ..
r<' - - ' • C· J.., •
~. - j',~ t- '1- "
r l ••~
[: ~ 1: f. ~ · . .<v- t 1- ·· 1 '- T 'r.'. t 1
-;· c • · - c.'. \ 'i.-o
~· ~- t ·~ f "- -"
fT f
t '1l_, t[• \l :~_ ~- E[!]
-
~~- 1 .~~, lA
l ·~ -r_ ~
...--. E ,lr
·1 ·c
1A ~"= ~~ 1:~ .1,.• ~ J:
.c '=
<..
T -~· 1 =
C· ...e lo> - ·~ -· b· lr I I I I ~ ~
~~ !i:e~.
b --,. 1 d.. 1 I I< ,.1 0 1'4'-{ -
f t I I_,. I_, ~ .$> >
~ _... _, =1 . . -( _, .
,.I 0 ""
1. When do they think a woman willassume the presidency (L~..,rll) of the U.S.?

2. Would they like to have a job in which they supervise other people?
Have they ever had someone supervising them they didn't like? What did they do?

3. Does it seem to them that the newspapers they read differ from each other in anything?
How do they differ?

4. Do they watch cooking shows on television? What soap operas do they watch?
Which comedy (<:.>~~)or drama ( L..I..>J) series do they watch?

5. Is it difficult [for them] to get used to a new place of residence or new roommates?

6. If they get up tired, do they stay tired for the rest of the day?

7. Who meets with their teachers/classmates outside of class? Where do they meet?
Is there a cafe around here that study groups meet in?

8. Do they ever get engrossed in studying until late at night and don't remember to eat?

9. (Ask Muslim classmates who fast:) What do they eat to break the fast? For the dawn meai?
Who cooks or prepares the meals?
(Ask other students who fast:) When do they fast? (("~If i'-'~ I , (" ~)
How do they break the fast?

•
!.b4J~f ~!eulf ~ p~f ~ f~L.o

Muslims are not the only Middle Easterners who fast, of course. Arab Christians
(uJ ·_. ::, _. ... -ll) follow a variety of fasting practices. Watch the interview on your DVD to
learn mon' about Egyptian Coptic fasting.

-n~-
 <!« ~ r-=u'J ilc. J$ >> ..JL.:;.. J~ ljU _\

<!..JW....._; ~ ~~ U:.WI ~ Ulo _r

_I

-------------" ---------- -
'
J

-J -------------------~

------------------~

- - - - - - - - - - - ..l

~>il 0~_;..,? .WL:a-.44i (::-4 (~ 0l t.!b ~.... ,.. .:.,J ~! ..JL.:;,. J~ ljU .~1-> ~ _o
\'~i

6. Write the connectors that ..J ~ uses in this sentence:

..ll ~ 1..:.J ~ - - - '0:.-a.>-= .:G-o ~ ..9-;li 0-a J....::.J - - - ~i ~ 4- ~.) - - -

~LSJI-.9 ~..JI ~
Remember that the connector_,;, .. L..c.i signals a change of topic. What is the new topic here?
You also heard the word .2a , which is a particle used in u... .., 9 IJ to emphasize that an
event has taken place. ...l--.,.;Q is followed by ~U I when it functions this way and may be
preceded by ....A or ...J (a formal emphatic parti~le). Other examples:

-~~''11 ...:..1~1.,? ~~ L:u~ ...::.,~ ~

.( ~ I ~ ~ -*"""..9 L:J.Si ..9 L.w:.:.Q _) ..l-i.9 I~ ~ ~! ...:.....:. !.$

-nr-
The root J-t_- J;. gives a good view of both of these forms:

occupation, work . I~ ~~i__, .L~ Li - i

to be occupied with

to (put oneself to) work,

to take as an occupation (jar oneselj)

(~' ~) J..s..ti.l' ulj9i !-4 I '~J.J~ j

foRM ~I AND J~ :., AI VERBS AS INDICATED USING ..) .L.:J I OF THE UNDERLINED WORD IN THE FIRST
' '
SENTENCE. NOTE THAT IN 4 AND 5 THE DIFFERENCE IN MEANING BETWEEN THE TWO FORMS IS HIGHLY NUANCED.

todismissorseparate(someoneorsomething) .UJ;_,....._, --U;_,..... \ •• <L$~1 .~.1 .... s. _\

·(l_,jJI j-a ..b.li ~~1_, U...... ~ 04-J..)JI _ _ _ _ __

to be separated (~,1)

·U""-"' ~I~~ I~., I! .. ..:.&-~

!! ~~ ~_,J ' - - - - - - - -
to be spent (of time), to pass by (~,1)

to make oneself a stranger (~,1)

take oneself to a foreign country

I~~ 4-.:.J~ d..$~-------- ~ d...Glc

to possess (jar oneself), (~_1)
have ownership of (material possession)

.I~ 4_;JL.e .- ..........1 ~_,_b..;Ju. l..k;!. ".: .... 11 0i _,~ _c

.i.J_,_r:..;_, ~':1/1 ~ ~_,J u.:;.Jlc t-" ~.JI J_,..b.JI movementdi;.~-----

to begin, get (oneself/itself) started, (~,1)
commence

-no-
 In this section, we will examine the functions of the cases _,_,~I , t~_rll , and
'-:-'...9 ·a \ll and practice identifying nouns that are marked with them in written texts. You

are not expected to digest all of this information at once, but you will learn best by practicing,
so we will lay out here all of the rules you need to know to begin and then start you
practicing the endings in contexts of sentences. For the present, we will ignore all proper
nouns and avoid marking plurals of certain .:., I.)_,; because the rules for marking them differ
slightly. We will also ignore nouns that end in long vowels I or '-S, since they do not take
these endings. Like final ~in the possessive pronoun '-!'" my... , these vowels swallow up the
case endL.11gs.
We will begin with _,_,~I r-'-'"''il because it has the highest frequency among the
three cases, and also because its rules take precedence over the rules of the other two cases
in any situation where a conflict might arise (this will be explained further in the following
sections). Before reading further, make sure you know the basic grammatical terms and
concepts that the case-markings indicate:

preposition
subject of a ~I ~

predicate of a ~~ ~

subject of a ~ ~
object of a~ ~

Pronouns, including ...:J.1.:j - ...:.lJ .J - o~ - I~ , do not take '-:-'I J-'! endings

..;:.,lJU:JI

The first grammatical case that we will examine is called~ I , and a noun that is so
marked is called _,_,~1 r-'-'"''il .1 A noun that is .JJ~ takes one of the endings listed
above depending on whether it is definite, indefinite, _y-S: .:U ~ , or ~ . Review these
.;J~ endings, and remember the effect of_ on pronoun suffixes containing 'd.... This case
ending marks two functions:

1
.JJ..>-7-"/~ is referred to as the genitive in English treatments of Arabic grammar.
(1) the object of a preposition, and
,(2) the possessive relationship of one noun to another, on all nouns in an U ~ 1except the
first.
Thus, all nouns and adjectives in prepositional phrases, and all nouns except the
first in an wW:.I take this ending. (The first noun in an UW=.I takes its case according to
• •
what precedes it or what role it plays in the sentence; thus it can be .;,.J~ if preceded by a
preposition.) Study the following examples of nouns and adjectives marked as .;,.J~ and
see if you can give the reason for each ending:

• •
. -~4-JI olA .J-"' _JJ~I_J..:al..k.JI ~I~ u+i-o ~ _r
._4.L.o~~-~~; &.:hl.~~~~~i _,

. -~u~i ~ -~J-! -~ -~ t 0
. . . .: JJ ~ _f

. -~1 ~ ~Jl.c:. t 0-1 ..... ~)l...),.J [_jj 0

(~I ~) J~' ~~' Iv OJ~ I

IDENTIFY WHICH WORDS ARE .;,.J~ AND MARK THE CORRECT ENDING WHERE APPROPRIATE:

. 4-L:-a.,; ~ ~! '"7"LA.:J~ 16·.-.,._1 ~ 'i _f

., L.::....W I ~ ~GJ-:1 ~ . 9 !-~;..! , s.}. IIo ~ ..,..=:--o l.,jJ-:1 _o

• --. • '.:1
, ._,........,.J-1 ~J...o ~ ~
. '
-d -~I·c::: -
''I
--b·
d Q I 0
IIJ-1::-.·.1
1..5"'. ~~ -\
...

. ct.:su~i ..)-4 ~~co i.#JL.:JI -)! ~.J <tL..&. 0-a .. ~'il ~ _v

. wi.Sll llA ~ ~~~ u,.J~ _A

. 4...::...~1 i b rL..i u_,st.... ~l.rJI d..c.WI __.£ _'\

- rw-
 This case is called~~ I , and a noun that is so marked is called t~-->-" ("-""'! .' A
noun that is t_,__.Q..)--'> takes one of the endings listed above depending on whether it is
definite, indefinite,~ or ~.J...a ~. This case is used to mark:

(1) j.cWI in~~ ~1, and

(2) Both ~I.J 1~1 in ~YI ~I

except when~~ consists of a prepositional phrase, such as ~L::JI ~,
because, as you saw above, prepositional phrases are marked .JJ~ .

Study the following examples of t_,..a..).l r-···:i I and figure out the reason for each ending:

Identifying nouns in ,..>J~I case is relatively easy, because all you need to look for
is prepositions and ..:...ul....o!. In order to identify t..,_.A..rl I, however, you must pay attention
to the structure of the entire sentence in order to find ~ W I or 14 I and ~I .

(~f ~) '*zG ... 2ff ~~ I ;. ~~I

REVIEW THE STRUCTURE OF ~ y I ~I BY IDENTIITING 14 I AND ~I IN EACH SENTENCE. WRITE

1\LL t ~ .r" ENDINGS:

.4!'.;,<.!1 i.:?~I_,.A ~ ~J..:..IJ ('.u.JI ~~_I

.~IJ ~~ ~ l.o~ ~ ~~ ~ '-?.:JI ~~ \

~.J~ ..:...lS:~ ~~I ~.l..\ ~ ~L:Jl ~Lb.JI..,? _i

·~.J-JI t~l ~ t.~ Uli...o ;u,_.... .oil~~~ _o

. 0 ~ 0 t;.!.'i. .!a ~YJ ~ .:.,~ 0-=.:JI '-:-'~I~~_\

~n English treatments of Arabic, this case is called the nominative.

-1\A-
 (~, ~) J~,9 et-i,JoL' ~¥' 1 ~ ~~ 1

IDENTIFY THE STRUCTURES OF THESE SENTENCES, THEN MARK ALL OF THE APPROPRIATE ...) .J ..)-7--'l AND t ~ ..)-'>
ENDINGS IN THESE SENTENCES:

.. 1 •• 11·~~-·
·~~'-it":""'. '-'A I'.!'"~
-:11-b~~
· 111 06 -- .. I I - • ·'
•Q ' " J ~~ ~.J,J.J ~I~
1.:.'-··1 "\
-

~ LA.uW...:. ~I ~>::'~I ..:..)I I co I"' II d.! ij! :..rc J "'I"' II I~ ' ;. ! -.;.: 'i -\\

. ~I .l~ ~c.>=~

. W~.;-'
. . :.ql.J!IL.:.....,• ~
··.Jj ~..l-..1~1
- •
 uu.. ~lb.JI

The third and final case is called , . I I o '.. II , and a noun or adjective in this case is
called"-:-'~ . You know that this case marks adverbs such as ~J~ and L~i
1
. A noun
or adjective that is"-:-'~ takes one of the endings listed above, depending on whether it
is definite, indefinite,~, or ~.:U. t-.o...::- . This case marks:
(1) the direct object of a verb~ J_,..u.ll , and
(2) adverbs. 2
It rna y be useful to think of "-:-'~I as signalling the answer to the questions ~ I j L..
~ ._A.....S and ~ ~ : In the following sentences, the words 4-J l.b ' d........J ' ' 4.1 u.. ' and r-'"'=
are all '-:-'-J I o ·, a because their function in the sentences is to answer one of these three
questions:

<--

<--
? •
. 4-Jlb ~..)-'>1 u-1' ~ 4- <-

. ~I p~...:..~.J~I .u~ <--

But within this framework, remember that ~-H~~ I and prepositional phrases override
the case '-:-'J I o ". 11 . For example, in the last sentence above, the logical answer to ~ is
actually the Ul...Dl phrase ~I i>=, but only i>= takes '-:-'~1, because ~I is the
second word in U l...,.Q ~I and therefore is .J -J~ . In the following sentences, the words
~ , 'b _;.. U. , 4..:J5: , and ~ L...ll answer the questions lj L.. , ~ or ~ , but they all take
.J-J..r--::JI endings because they are the objects of prepositions, and the .J-J.J " a case of
prepositions takes precedence over"-:-'~ I .

. o_& o~Lb ~ ...:..~L.... -~~~~t~•a",,,j

~ .d
"'
. '-:-'I.,~YI ~ ..Jld.. ~I
"'

1
This case is called the accusative in English.
2
Arabic treats adverbs as belonging to several different grammatical categories, each of which has its
own name, although they all share the'-:-'~ case. You will learn the names and types of adverbs
later.

-n.-
A. l
CIRCLE EACH'-;-' I~ ENDING, NAME THE CASE, AND GIVE THE REASON FOR EACH MARKING USING ARABIC

TERMINOLOGY AS MUCH AS POSSIBLE:

' , -
~~ 1~1_, ~I ~'-:-')lb JS [~ _i'

·~~i~~~'~-=-'·":ll.lo~~'-'

B. MARK'-;-' I jL! ENDINGS ON ALL NOUNS AND ADJECTIVES:

-rn-
 , !•, ate• A ~ .'el..l-IJ.::.. ·......,j e ~ ...,.,.
,',Wl.b '-"'---::-V ~ _"\
~'-' ... '"'-""

-\'1"1'-
 The Holy Quran JY#I 6T;AJI

chapter (of the Quran) _)~ ·t t._J~

verse ...::..L..l . r: d_,j

- '- -

<..S?i .,~j .:_,]_rill_, . ~1_, ~ ~~ ~1-L.J~i , illl -7L:.S ~ .:_,i._ri.JI

,-I ,.. ,. .. ~ ~

JS,., b.)~ \ H 0-c u~ .:_,1 .;-iJ 1_, . 9, •O a II ll,J J.:.~ I)) J (( '7'L::SJ I)) : ~ LA:1
((I <((

.)~1 LAI~_, '~Jj ~_,_bjl _)~I :~ .:_,1~1 ~~-' . ...::..l:i .,j-c u~ ;;.)J-'-"
~J..ll ~1 ~1_, ~ :;~ ~ ,~__r:..'i..:t..... ...:.J_}-:1 ~_,.b.JI .)~I ~J .:;~1
" ,.., , • ol' ,

~ u~ t......w...c ..:;.J_}-:1 :;~1 .)~1 ~J .<<~J..il .)~~~~ .J_,.....JI o~ ~J

"' .Jl , "'

.(( ~~ .J~ I))~ _)_,.,...J I ol.AIJ ,:t...S...o ~ u_,J I.J.:o 'i .:_,~1_,
u1_;.-iJ I is considered to be the highest stylistic model for u, o aII ~~I , as well I

as a model for the codification for its grammar. Read the following verses with your
teacher:
:.:J~;r, ~ ~ ~l..w,j .:JLo.LS'
L.. = ~~ L:
I worship ' '
..w..c.l

-
:~l_pl ~ u~l
-

-nr--
 ..:, l..: t I
j '
to believe , U-<> _J.:. , U-<> i
it was written (as law) ~
fasting, to fast (~~, r~) i~·~
~I = ~!
'

,_., ,o.J I -- '

~~

-nt-
 ~~~~ .b~ I ,r (>I~ I
:~I ~ ~L.w.:i .:.LoJ,S'

Hadith (sayings and deeds of the Prophet) ~o.~L:..i . c:_ (~~) ~~

God bless him and grant him salvation (of the Prophet) ~" ~ cU.J I ~
May God be pleased with him ~ cU.J I ~~
(said of the Companions of the Prophet, ~~I)

~source l.;~ ~ ~~ ~ ~ 4 .' .,-.1~':?~1 ~..J....::oJI ._;_,......w ~

~~ 4-::JI ~..>-!~I _;..ll....:J.l .j.A .)~ L~; ~" .h:U 4--o)L....~I ~~I .;..1~
~~ ~~ ~ 0~ ~~1_, .<t.:j~ ~~I c:_~ ':?.:JI guidance JW._;'fl ~
-~~I'> ".... 11 .j.A" ~" ~ ctl.JI ~ I 0, "~10-o 1·.-,1..,_, ~I Jl~~l .j.A

._,..,;..~.II r'""l ,.;5.~_, « (~ r'""l +) .... .jL ,, ~ ~~ ~ j~ ,~o.~L::..''ti ~ ~-'

."I ... <\...k cUJ I I.... . -. ll · ~~I I .I,::.·. · .:J I . L.;.,....t'')' I j

r--' - l...r-- ........-:--' ~ - ~ ~ u-o "

~J ~ <l1JI J._..o ~~:JI UC. cG.c .JJ1 ~ ~·;..,~ ~~ ~

~ t ~
0""' ~ ~....
, ~, ,. . ~ ..9 0,
.({~ ~ ~ ~ ~ ~ ~ ~..u.I<J.o~ 'i>> Ju

(ol.o:; 11 ·~ ,
~

1~19 f9• o; wf :t.~l.hWa.i ()J~ I '"' I

~ \t""' L.:. _r.J I i .:U. t ~ .J-<1 La - \

:w_,•o ,.-.La i~l_-r

- - - - - - - - - - - - - - - - - - - " - - - - - j_,l -.:..U~ "

- - - - - - - - - - - - - - - ~ - - - - " (( 1_,...:al )) _ _ __
' l
- - - - - Jj..jl - - - - - - - - - - - - - - - - - " - - - - -

- - - - - - - - - - - - - - " - - - - - - - - - - ~...}"iu ..

- - - - - ----------"
- 'i'l' 0 -
 i 1 ,, j.JJ ) '*,
.. ,.0
\;)~J ~
.. o~wr 4.1-o~
~~ ~t ~,..>AL.ill ~4 -=.._;._r-S
Jl__,_b ~~ ~L.u b.ll-:.ai~WJ.I
~ 0-c.J 0 .:..:9; i.J ~_;4110l..Q..o_; ~
~ ~l:;JI
4.t:.L.....Jl ~~.J , b~~ ~ ~~ J~ I.Jlo _'f
~ -:..1~~ J.C,_J--0 _?.1.$ ~~ ~ ..:..I~L:-JJ ..l..e"'"" ~i
~.,Jiu-o ~ v_;loWI__, ~Jlb.U c~
·Jlbj~l ~,J--0 J_,.b. ~

5. Parallel structure is extremely important in formal Arabic. You know to look for parallel
phrases and clauses joined by J . This text offers a good example of how exact parallel
structure often is. Find the list of things that Cairo University decided to do. How do they
match? Think about parts of speech and l,).)_,j I.

.u.,~ .,bW,..; l , ~.JJ..ri I

(J

You AND YOUR"~.) ARE STUDYING ABROAD IN DAMASCUS, AT HOLIDAY TIME, YOU WANT TO CELEBRATE
TOGETHER, SINCE YOU ARE FAR FROM YOUR FAMILIES. PLAN WHAT YOU WILL DO TO CELEBRATE TOGETHER.

-rn-
 ;;i '! ",. ;;. ...
to think about ~~.~~·~~

.;! ... !;,.sf J~~~ :~9 '11 o~'~'

2. In the paragraph that begins: .. ( 4---.:J I ~ 1o ii _. -.. ,I, follow the husband's account of
how they spend the day by finding and underlining the main verbs of the narration.

~ <<~ ~I~..:..,)G 1-._•. .;4,, 1:-JjJI J~ I.JU _o

: -.:...WSJI o~ ~ ~~ _\

=
In the paragraph that begins dJj J_,ji ':1 :

~9-4Wf ~ :.i~ni.Jf o~f~f

7. Choose three important words to look up that will give you new pieces of information to
answer: ~ J~ .:.,i 1:-JjJ I ~..>-: I.JL...

-nv-
 _..
-- C·
> .J> ''I,. 1: t ~ ~~ ·~
-'
(,;;
~
_,
f I • "'
1::!. : ') • E.·IDs' [I l ~: \o
.~ l.' tt l &:
(.,..•
-....... 1 - I " (;;_ • I • ~ "
\ - I , •
..- ~ 1 f;I (Do .. • ..-,
1
" C· J; '-o. ); .J)
·tfi\ 't_ ;. . .[ !=- l' ,.:,-
t l~
'1.. ~- t.. [I c. ("}' ... ~ 1::: -~ 't1 [ 1;.
~ s ·~
t..
'~[' r~
I - li.I~D,.. (o '-o• ·- ~
l."' ~. ~ <t• : [ <t. ~· ~ ~ £; ~ r 1 ($0 I #'-. S:. - -
~ t· - \' ~ £ ~ f; ..-, · ·( 1;;\ (s (s [s
·f .:;,
~r
"i..1:
~ f.! ·t' ~ 'E. t ~ ~!
't; ~· ~ ·" ·..:r. ~ ~ r ·f;~. .i." :~ 1~ f.t. r J=
1'
s.: ~= ~ ~ ~ I'-· ~ l.' ~ . I£., ~ I
t (gl It. ~ ~. ~ l.' ~
fiA .J>
~.. ~ lh -
-~.>. t;.. ~ =~! ~ £ t ~ ~ IDr ·( c.. -

~ • ~r.;; .~ ~ • - ~ I~ ~ (.ft. 1• G;:

,t·),. t. ~· ~ J', c 1'"' tl ~~ li• £, ~ ·r·~~ .'h. l.' £1 '( ~1.· ':.c :~: ..L•
- ' -1.>. (0 f'• (o - ' I - I -,.
11\-. ~ I -,.
11\1

I
-t
-<:
>
I t..

r,fi· ~r~ ti~~~~~~ ' ~ ~ .1';)

r:; lr r. r ~~ ..
1 I0'1 • - 1
'f. <t(s )--' t;;f -~ ~: F. ·£_: (.~,. 1l t <[-~ ~f' ~~ ''l·
Ef £ I ~ 'l ~ - '1.. - t: 4.0 !t . . £ I I

. I ~" (•
11.
.;- (" ·~c.. :f. ~- . ~("
~ C· ~
f \o ~ ~-C.:. fi_c. '-(.,• [~~
L -;" t;
t· - l. .~
'r. 1 ~..f
~ ~
t.
<:;.
c.. ~-
C•
' ~
C ~II ~ ~ f;,',-f: ,1"-' - ,.. l. (.,.. ~{I
[ . I
1c~
- • , • 1 L -" I tl [:: I - ,
~~. ~ ~~· ~ ~ ~ ~ ~~~~ l.' fi. C' ~ ~ ~ .,t.) t ~ ~[
"i.. ~ 1 f· ·~ r. t rt - f .J) £. -i .:· (. ~: ~ t· ~· ~ r ; : .J)

~ ~ ~ t= . -"L [;:- 't.. - r:l :-e t ..

f: - [:. -
~ ~ ~~· r[:. '\.[ . ;~ - ), ~ h f
• ;-" C ,.. ~r::. 'f: ~ 1;. [
L .. I '"L - (.,.. - ·Y •
~ 'E;;t ~\.. ·~. C ~ ~·. 5-
G. l·f" .~(;; ~I'" ·t.E. ~ i' rfl.. ::_ t· ,.:,- \ • •v f)
\
Ji~;~~\!~ ~.'"1~"i..\ \'~ r- f' ~~;·f. ~·~ . :tt'[~tt. $
fiLL IN THE BLANKS USING THE CORRECT PARTICLE FROM THE LIST:

. jJ I
i..J-'!
OR, IF YOU THINK NO PARTICLE SHOULD BE USED, WRITE 0 .

-~
I;'• Ul
t~ ~~ ~· cG....c. ~ - - - t~·'l
,_r-~ ·~-<.:c.:. ~
~
o.,.r:c..)-"'
.. _\

wJ.JJ.J..:-- IY"l.:JI 0-a ~ ~! ~1.:- ;;~ ~~ « ...:.J.J~ Jl~~~ _y

. ..:.!.)~~

C'J~-
. . . 9 .... [j • -
~ 1...)-'.J.).J....J--- (.$~
·-1"1
Jw. a
_,

·'~~~~ ~i--r~' ~"', ~-=.JS~--~ ~i ~~ -"

-\'1''\-
 IIA~~J
pART OF fHE "GLUE" THAT HOLDS THESE SENTENCES TOGETHER IS MISSING. COMPLETE:

·~'--~ ~ ':1 ~J :_,·':1 ~lh..l.l ~~; b.JG:. L.:.l _r

._rL...JI _ _ Jl~'i4 IJi~ :_,i r.J)I..Jl _ _ ~j <GI ~~ 1

!~--t.y..e_,J.II~-­ r-A--
·~.r:---- ~~ JS-- ~i-> J_,.ji :_,) _ _ ~ ?' .';. .! WIJ ~.0!J :_,LS: _o

~ ~~->~..01 ~L.u-> :_,~~ ~:JI :;,:WL-YI ~ _\

·,....:illl ~J-L.ri.JI t:-=->L::JI ~ LA~i' rl........ii :;~--':?~'I o,-,ll :_,~ _v

..b.li ~J-:f
· ~ - J - - .U~I
• ;.1• f..S?'I u..J; .l~j I~_A
rs---
'<..?-- ":""' ..;;_, "' jl:........';ll :_,·':1 i._).l /)~ ~~-- ,_._,.-.11 ~ ':1 _'\

<!.:JI u~..> ---- ---- ---- :_,~ ~1 - - - - ~ ~1,; - - - JS:

- - - .)c. 4-tWI J$ - - - ·t~1 - - - - - - .ll.o .u - - - - - - - -

...~ JS ---.)c.~~--- ,4.i...., JS - - - - - - - - w:

_ _ _ _ _ _ _ _ LoL ----~ _ _ _ _ .ll.o JJk ~ ---J ~u ~

------- .t.:. 1 - - - ----<:? .:JI ~ i

.u.& ,- - - ~~ ~ ~.,Y.

.4:.i~IJ :_,:..JI~

~l....!.U - - - ~ .~\ ~ - - - - _____.., ~jlll :..,..0 - - - - - - -

'"''~'.; ____________ J _ _ _ ~ ·~~~~---

:_,g ,~Gi J ----- 1~1 - - - - JAJ . - - - - ~ ---- ----

.~u~1 ~ _____,_,----~WI llA ~~ wl--- - - - -

-\1.-
 ..i...QWL
• - i -:" · ..JG. I9~L1
.~

:4....w.WG
~ . ..JlA J ~
~ ~
~

<! « t~i 0-a ~j ~ <L.J Jl . u ..~....,...81 L.:.i ..I..:'>>

<! «~u~i ~ ~,_, G:-'~' t}h-. , ..i uJ )

~ ~

.oJ~I 4l....Q...o;JI song~~~ o~ ~~ l9 • q i wl

<!I~ ui .JJ'}b-.. "-, I.JL.

' '

~J~I ~WI

- '1"'1"\-
 4.AJL:..i., d..:''!.';l.9 ~u.,1..,.ci ~ ~ ~ • i'·c;u
wL::.. ~~ ~'"' r~ rl_, ~WI ~ J4 • 4i~J
~I .. ~1_, ul~1 ~~I).~ •

~~·
L,l,_,f'il.
.. ,~,

""IJ ,.,. ... -

~J~ U.)J •

01 I 0! : ·~A.>')'I •
~~J ul.,.;.~l • o~ J}i.lf
Y:.,~l • q,o"•ll•

~4·

((~J ..JL.;. (jiJ r-tl')) :~\.

- rn-
mail, post ~.H

card

part (of) ~'~' ·~

~
( u.:) ~~'
real, actual, true u.r ·~ ~

dream r~i ·t ~
'
different (from) u.r ·t (~)· ;,!-.;."
'

morals .) - )l..,;.
( ~<...9. i

smart, intelligent ~~j, ·t :;.~

perhaps, maybe
~ ... ,. "" ~ "'
to welcome ~ ~.,.r-:JI ' ~ ~..;-: '---! ~.J

young man

youth (abstract or collective)

to occupy, preoccupy ~~.~.JLt

form, shape J~i ·~ ~
friendship

to consider .J~YI.~.~I
' '

meaning

idea, thought

superior, outstanding

to hint that

important

the important thlng (is)

- rrr --
 ~1----.

~I

~I

PLAY "SIMON SAYS" WITH &~,) TO PRACTICE THE NAMES OF THE BODY PARTS.

- rn-
.(( j(..::I..
.C..O)) J-::1~ ~~.J 4.......1.)..Jj ~----~lS ~•y ~ uh ,.. ,j,o., .. \

-----.J~.J~~ .. '\'

~u~Y ~~.r.J'----~ ~" .-,,1=:- J..w..Lll ~! ~_, C,i ~ ..r

. ~~ . d~i_,
J_,..!JI.J..e _,i '-:-'~~..>.e---~i ~J..U. 0 ts: t.... .~~~ a.......1.)..) i~ C,i ~ .. t
'.b....u-.9~1

- - - u.SJ _, <G.l:. ~ _,i ~ )-~·-·• _,i <L......_,l..Q ~ L:;,J I ~ ~ :~ 4 .. c

(use 'I' x d....J.SJ I~) ! u)l;..i ~

;.1·.;. o __ 4J i~~l_, ~ u.SJ_, gold «~i)) ~ J$....!.~ 4J H~i~> ~ _v

. ~~~ U~l.:,_., ~ Jlj Lo_, _;LS ("'~~~ .. A
~ ~>=~IJ ... I,,lll~~~~~~ u~JA .. '\

~~..:u, ~J ~ J~l t..,....cJ-O ~_,ill 1 ~u.. u! w-:~ ~ (~t........ ''

, .... ,, ( .":< . -----
·1.).1 ~~

•.. I • • •I II I · . -,;.1 'I - I ' • 'Y

. ..,r:o.: ..l..l-:1 '-:?' ~ ~~ '->-' '-1..111 .. ~ ~ \F'.) ~ _,.
· .. ~ 1: ' I I (.)-"
. ~~~ ~ ~. .) 4.5: ~
. ·"·II ".(.) j <Lo~ . _A 4.5: ~:. II ' ---- w
v::--"" J" ~ ~.)

.. .d..:.......JI ~4-:> ~ J~l_,

----:"'41
. LJ ~ - - - - - . J . 9 _. b I ,G'y ~~ J" l:J I JS .. \'\

(LKII ~) ._; G;_j ~---- ~_, ..b..U ~~ ~---- Y L:.l .. \C\

-no-
 ~l:i.S .bl.I.W I!"' {)J_;.i I
MAKE ~1VE uU~ FOR PEOPLE YOU KNOW. WISH THEM HAPPY BIRTHDAY, HOLIDAYS, HAVF. A NICE DAY, AND

OTHER GOOD WISHES USING b ...U ~I ...:.:,., WSJ I AND THESE EXPRESSIONS:

1. Are looks (=the form) more important than morals in a relationship? In politics?
Do they think that intelligent people usually have high morals too?
Are the same things important in relationships and friendships? Why or why not?
2. 'V\/hat are their thoughts on (~) the meaning of life?
3. Do they think youth today are different from youth in the past?
If so, how?
4. If they could, would they change any part of their body? What part(s)?
:1 VVhat preoccupies them these days?
6. Which class do they consider the most important class they are taking now?
7. Do they buy birthday and holiday cards? Do they buy postcards when they travel?
Why or why not?
8. V\'hat are their dreams for the future?
9. Do they usually like to read or watch true stories?

(~f ~) J~ft W~' I {)J~ I

tl

THESE PAlRS OF WORDS SHARE A .J.L...::--, WHAT CAN YOU EXTRAPOLATE ABOUT THE RELATIONSHIP OF THEIR

j~- j~ -~ jL I ;.1-.;. Q - jL • ;,1-.;. I_\

~ -~-0 -! ~ .) - .4-::-- .>-" -"'

U I..~..AA - ~ ..~..AA _"\

- rn-
 ~ c"ciH
:l~i9 Aq, o ~9~~ 1, 1,)-1~ 1

'! ~ ~ cLJu..lJ-01 ~ J~ I.Jl.o_j '! ~_>-41 ~ cLJU.4.ol ~ ~ J~ I.Jl.o _\

'l~ '-:fi.J ~, ~_)-41 ~ Ul~i ~ _y:. Lo _\

~~ ~ ljl.o _\

~<CJLu.)~J~~ ljl.o~!-1 _i

~I~~ dL i.f1.J l.o - '-:'

'! I~ ~ ~ ~~ .J L..:. ---7

~ I~ ~ 4-c J ..J L:.. ':?I .J l.o _ ..i

~ ..J L:;. j..r. ~ J~ I.Jl.o -'"\

- - - - - - - - - - = &Lu) LSJ..;:..j ~ ..l~ ~ _A

(Hint: remember J..;:..j . What do you think the relationship between the two words is?)

' '
- - - - - - - - - - - = ..i_j o o- o I ~ Lo ~ 4J ..::..J.:Q _'\

I I . . '
- - - - - - - - - - - - - - - ...
·. I I
.:nt~ '"r"J
I .
..w I..:>.
'
':?I.) ,J-Jb e+: i
• I '
-
'\

~.J~ 4-o ·.·h; _: ui ~.;; ~j ..i~ ~, ~~.J ~, I.JU

~ ~_)-'),, ~ u1~1 ..:.,...c ~ <LJu l.o ~ ~~.) l.o

- nv-
 While watching L..:...iJ I on the DVD, you saw pictures of three Egyptian cultural and
political icons who were widely popular throughout the Arab world from the late fifties to
the mid seventies: the late president, ~L:J I ~ J4 , the famous singer f'" ~ ~'; , and
the heartthrob singer/actor ..l:....&l.....:.. ~~ ~(who sang .,UI ~ 0-a UL........J in Chapter
16). The first two in particular symbolized to millions of Arabs their hopes for unity and
progress.

~J~YI ~..1.-6 ~ <C.J_,.u ~_, \11,\A ik ~ ~ ~l:JI ~ J4 ..J_,

- -
. <-A.L ~ :; ~W I u-llo.J-7 j <LL...) , <L...A i ..:..U Lo Lo .w..c. _, , J..: -.r:J I ~ ~ ~.~ ..9-7! ~ ~

~J·~ ~~~~-'\:?~1~~~1 ~~WI L.J..W.lu-a C~ ,) ~_,

--~ 0-o JJ.Ju d.UI l~?i « .JI~YI .J..~I )) ~~ u~l .J..~I 0-a 4...c.~_,
~ ~j \'\Ot a...:......., ~J ·~.)~d.]~~,- . ., ,' .ojJ \'\O't ~ r.:W~ '(r" ~

-:;..;IJWI .J_,.:I ._)~ ~>~J ,\II,V. i k cGLQ_, ~ 4.J ~J ,~ ~--' j_,i ~L:JI
~d.......~.)
Nasser's most noted achievements include:

The nationalization of the Suez Canal

TheCnitedArabRepublic (""\\-\'\oA) ~.)""'""~ :;~~~ ::;~1 ~~~ ~.J~I

The High Dam in Aswan _)WI ~I

\~
. i' ,
~ ' '
also known as J~ I ~_,...$ Star of the East and ~~I "lUJ I :;~
.
First Lady of Arabic Singing, ranked as Egypt's premier singer for decades until her death in
1975. Named after one of the Prophet's daughters, she studied the Quran as a little girl and
began singing at mawlids .WI~, or celebrations of the birth of the Prophet and other holy
figures. She used to give monthly concerts that were broadcast on radio to millions of
listeners, and she also made several movies. Even now, some thirty years after her death,
her songs are heard daily on the radio from Morocco to the Gulf. Among the most famous
are'-?~ ...:..WI, J)I.J.YI, ~I~, and li:J_, li:J ._jjj.

- riA-
 There are two kinds of adjectives for color in Arabic: ordinary adjectives, most of
which are~ adjectives, and adjectives of the (( ~j )) u,)J .1 Common L._,_.,._:. colors
include:~

grey ; , I ~JL.c~ brown

gold :i./~~ purple
silver t.j~ pink

Basic colors have a

u
special set of I ,) _,i unique to blue
them with a specific u,),J for
red
feminine and human plural.
These colors and their u I_:;_,; white . i
~
are listed in the facing chart.
Note that ~j.JI has a black
different u,j J than ~.ill ,
green
as does ~I , but remember
that t. -:-11 is only used for yellow
human plurals. J
You have already begun to see that Arabic and English differ in the ways they use
possession to describe people and things. In English, we tend to use possession in describing
people physically, as in They have green eyes, She has black hair, and so forth. In Arabic,
however, things that are part of you are not "possessed," so we use patterns like the following:

·r+"'i J:..... ~~~ ~~

.J..:_,..b_, J_,_....i LA~

·~ u~ ~~ ·~~ :a~1 ~
1
There is no relationship between J.: .; • ·, II ~i and ~i of colors, or between either of these and
the'' J.U1 n u jJ of verbs.
 in addition to colors, ~i is used for certain physical characteristics of human
1
beings such as the following:

-
DVD

~~,
~~ ~~ ,.>-S'.Uf

dark-complexioned ~
' ~I j-A-U'
0 '

~~
' . !

blond, fair- ' ~1)'.';,

' • t

complexioned ~ .;-L,tl

grey /white-haired <.....I-I-MI

:.
"~
."
. '
~I
' • !

. " . "

I -o t
bald F -- ~I

blind ' ~~
0 !

~ ~I

.:.~ '-7-'~! ~_jJ..;J ,~}<_•...~I '-:-'~1 poets ~I~ I ~j

' . :.re ~~ .~'
:I)~ lines ..:...~i ~1 0-<>-' .d..t.....4JI ~J L.;..J.I ~poetry
;._,.,..., ,..,. ,.,o,...,.o-=-

~ A.;~ ~l.JS' ~--·Qol·'l.J

.. '

"' ... ,. ~

J.$.1..)-'l ~-LAJ « ~~J .a :l.l ~~ )) -: ...,...._J~ ....J~ l-....S . ~j ~ ~~¥1 ~~J

.'b~l .,.1~1 ~~~J 4-:l~ ·.'."''.' (\~1~1 ~l;.o''-:

;When we presented the ,:.,1 ,j.Ji in Chapter 14, we mentioned that Form IX is rare. This form is
actually used for these types of color and physical attribute adjectives. Here are two examples so that
you can see how it works and recognize it if you see it:
~__$1.LJJ J.=~l ~I~~~..::.,~-~ tobecomered .;l~Yl , ~ , ~I
to become black ..~1..~;....-; I , ~~ , '.,~;....1

- n.-
 SAY IT WITH COLOR! ARAB POPULAR CULTURE IS RICH IN EXPRESSIONS USING COLORS AND PARTS OF THE

BODY, THE EXPRESSIONS LISTED BELOW ARE NORMALLY USED IN THE COLLOQUIAL REGISTER IN THE CENTRAL

REGIONS OF THE ARAB MIDDLE EAST.

kind or good hearted ~.

. ~~ _\

(figuratively, of doctors and lawyers) charges too much

(of older men) he is still interested in women

a positive color in Arabic, associated with life, vitality, and hope ~'"i I ..:.,~!

to say 'T d be happy to" in response to a request 1 ~ "i I ~ ~ _o

L,......i ,;J ~~,)_, ~ ._.k::::

talks back, insults or criticizes people

said of someone who steals

unpleasant, obnoxious heavy ~ <L> ..1 _A

good-humored, funny, fun to be with light I g Q..;.

! <L>...l - '\

said to express shock upon hearing bad news

said to express surprise, or as a euphemism for ..~.,........1 ~ ~

~ a~ w'-'~ ~ ~~~ .»L...i&.i I ,. ~..;-i I

fASHION SHOW: YOU ARE WORKING AS A MARKETING CONSULTANT FOR A GROUP OF FASHION DESIGNERS.

LOOK AT THE PICTURES ON YOUR DVD AND PREPARE A PRESENTATION FOR RETAIL STORES ON THE CLOTHES

AND COLORS YOU WANT TO SELL

- H\ -
 :JLill ~ w ~Woo Ul~i 1~1 :i)fg.J~f l 4\ i,)J~ I
. ~~.,r;JI; ;a·aYI;,) a:,')'l ~ ~.,? -:_,I,,J'¥1 :Ji.l.o

- - - - (-:_,~1) ,JA J....Alll ~_,J _\

~ ~~ ~i ~~ -:_,I,,J~'I _1

------~~~~~J-A'-¥1~.)1_1

- - - - - -:_,~1 ~j _t

------J----- -7 (( ~u. _).)l..:;,.,:j ) ~~; ~ _v

- - - - - ~iJ-----LSJJI-J-J----- ~~_A

-----b.)~~~ ~j ~j -~

------J - - - - - ~ t...:..:u__., 4- 0! _,JI -\ .

------------------------J

- rn-
 In u ., . 9 I I , the quantity two of anything is expressed with ~I . You know that
A

the dual of any word is formed from the singular by adding the suffix .:., I or _;; , which
' '
represent case endings. You have also seen that dual agreement extends to adjectives and
verb endings. You have heard and seen sentences like:

·t~-~-u :.rc .,~':?' .:.,u~-; W-=illl 4-<>_, ..J~'-?1_; .J-A ~~

These sentences illustrate the basic rules for~ I, which we will outline here.
First, all nouns, pronouns, adjectives, and verbs that refer to two of anything must
take ~I in formal Arabic. 1 Thus, u , I.., 9 II has dual pronouns ~~ you two, both of you;
and W' they two, both of them. Both pronouns serve as ~l..o and~~ .
Second, remember that the gender of the singular noun determines its gender as
dual:
(~l..o) La..A <- .:,~GS: <- (~l..o) ~ws
(~:,-o) w (- j~~ <- (~:,-o) 4....Q~
Parts of the body that come in pairs are feminine: ~, ~,and~_; I

Words in ~l are easy to form if you remember one simple rule: derive the ~
from the J._r-Lo . (If the gender of the two parties differs,~ is the default gender). Study
the following derivations and note that.:., l or I is just added to the stem of the singular verb.

~~ <- ~;-4.11 n <r ,a 'f

starting point

l(~i_,~)w
~··il
. u u·~. ~ (.J-A)
(J..:J..::..J ~~Lo) w

)l,..i.:j 0i I .:.,)l,.Lj ~(~) (b,)-,::~J ;;~Lo) w

)l,..i.:j .:, i I .:.,)l,.Lj ~(~i) ~i

1
ln spoken Arabic, many dialects use the dual ending on nouns, which then take plural agreement
in the pronouns, adjectives, and verbs that refer to them.

- nr -
 ~Uf

~~ (- .a~l )'! ~ .o Sf

starting point

l(~i__,~) w
~ (J-A)
''
)l.U
(J.:J..:..__, ~ ~ ~) L..u\

~ ..::.h.a (~) (~.J..=..).&.J ~~~) w

' 0 ... ,.
rhymes with
I o -,!, i
prononn
La..::ui

The next chart sununarizes all the verb endings for~ I forms. Listen on~:

,>oi~f9 J.U.l' :~.u

~UI

.
la".lu
' '

. )lA..L
u .

Dual agreement also includes demonstrative pronouns and JJ---'-'='_,.11 ~ "i I . All
~ forms show case endings, and all pronouns, verbs, and adjectives must agree with the
noun in gender and case. ~
The demonstrative and relative J~,9~~~ e....,..u )~ IQ Jf
pronouns forms are given in the
facing chart. ~]JI -:;I .ilJ I ~j._.,- w
'

.;;:JJ I .:,L:lJ I ~:,...,-w

'

··~
<..>-! .:_,I.'U _;;.J....c - w
'

0 '

~
. - L\ _Jl,:jL\ ...:.w:,...,-~
'

- 'I"H-
 There is one final rule for ~I that we will mention in passing: the ..:., of a dual
noun drops whenever it is the first (or non-final) word in an ~L.....A!, or has a possessive
pronoun suffix. We will activate this rule later; for now learn to recognize these forms and
memorize the forms for my parents and parts of the body .

.UL.Q1f ~~~
~-----------------r----- -------.....,.--------
1 4~4 u~
.)~-~ ..----- . C. ---A~
~~~
4.4 I S' tf i1
~ -------------+-----------------------1----~:
I !
parents pronoun/~~+ ~~ l...9 pronoun/~~+ 1..01...9

eyes pronoun I fO-Wl +

.
~
'
pronoun I fO-Wl + ~

<~, ~) ~~ I ,·4.>-'..ri I
THE FOLLOWING SENTENCES DEMONSTRATE ALL ASPECTS OF u; ·, :., o AGREEMENT, READ THEM, IDENTIFY ALL

~ FORMS AND WRITE ALL CASE ENDINGS:

.u~ I '->L..>= w...9, W t-~-,;~ I ~!+a Uh..c. L..~ w ..~.:::o.<Y I_, ~I L..J-:1 _~
. v::-->- -C:-. ~ I I 6 ·.< I ...9
· - ~ L. _,__..r a ~ ..;:.....u
.... .. • · ~
._,ru l...::._j lS: u• ~ ~
.. . :. . - I I u· 1..::...~•.'')' ! _"

~.:.r-:~..:.,L:.~J.AI.J ~..:_,l,'i._.._. . .,.J.:IU,~_,..WL;..t_,_;; I.J! ..i

. I oe: - I'~~
I
I
I<"' •
0.&. .J.:a~ U..:..>-"1 -r ~ ul
• I "! ' I .)~
' - ci.Lo._9
' '
~ .. c.

(t~) -~~~~~~~,j-o---~...9.)..9~ _\

(tY:..) -~~6.11 ~4-:UI ~ U.;.i-JI ~ uJ ~_, 4-o _r

(.!.1~1) .bi.Jl:JI ~ ~----_..... o,_,.;;.i.J _rAIL.. _i
(..slL) . '.,t............ b~WI ~ u...:..JI ~! _:,~j.Ji .. i

(J..s'-:W) .1~ ~')-=j.ll ~~~"~.J_,.......JI .:,~.}' o

(~) !J-=_,..1. ~...9 :w.... ~.J~.}J-----~ l..~..:8 ~ ~u. L:.1 _\

(~1 . ..sl)) -t~_,J.I ~ ':Fj.J ~!---- ..:_,j _ _ _ ~ L..o£.1 ~i .. V

----...9 ~I U-o ~~I.UI ~ ~..9...9 ~I~ _:,i ~ .. A

(~j ,~j ,Jy ,~1) .J_A~ u~._9..WL. ~ ~~ ~ ._,Jl

-no -
 o~l~ .bWW ~ r (.)-1~ j
:~I ~ .u:.L..w.:i .:..L..,LS

to design

engme

c:l.A-A ~ ~,;~ ~,; ~~~ Uli..li ~.u ~.:W _\

'l ~~W-e- <uli..l: ~.:w !.)[.....

2 Circie all ~ forms you see.

3. Use your i.Y'..J-'l u to find:
a. a verb of~ I .:_,,) _, whose ,; ~ you recognize
b. the meaning of the phrase ..:..~I~J ~~. Can you explain the ending on ~L...:.?
c. the information given about the flight in the last sentence.

~;au, JJl:a 'JU:,J lj,LaJ ~ u~~' u~~

<<~JJh ui~YI JJJ . '~ .,- r-l.a.ll ~ ~~J ~~~ ol~
cc~L..tJh ~'fJ ~ ('~Y\-~A'W) u~IJ ~J»J ('~tA-\AV')
~1 <<~1,;» ui~YI ~ pJJ ,~_,:aUJIJ ¥1.t.l.:a)'l ~I,;J ~Ll ~
~t.o~l ~ e~~~ U' ~t;~ uLS t.o JSJ ,a..,~,~ a..wt,;..l
1..4f-4i..UAII ui 'f! .~~IJJ ~~ ~~ ~J ,~1 ~ ah:,•:-JI
•
~J . u~ , y a;~ .;~U:, ~~ JJ1 u' AI~ ' os ··~ u'~'-.-
a
•
~ t:t~l ~J .~YI 1~1J ,r.,;L.i.JI ~I ~ ~
~'~J ~ ~jJ ul~ a.JJL:...o JJl:a t.oli '~ .,.. r-L£. ~J
a:.;au 'Y a.b.,;JI ~IJJ «~'fJJLS .!i~»
..bit l.oJi ' y • u.btJ

- \i"\ ·-
 -' -'

J;;,;, ~ l:.jg.
In Chapter 16, you learned that ~ u.JJ normally has a transitive meaning (to do X
to someone or something) compared to the meaning of base I u.JJ . Here we will discuss the
relationship between the two forms IT ~ and V j~ ~:... The similarity in form between
these two verbs is obvious, and points to a relationship in meaning as well. In this pair,
~ u.JJ is the transitive wazn, while~(. -g:.. u.JJ turns the meaning into a reflexive one.
Some examples will clarify:
. ~ :.:_,~ ~..r"j ~;;~I to change something/someonP ~
·~..r"i ~;;~I ... .'"'!..:::.;~~:..~ to change (by itselj)
.. ,. ~

·~~I~ ~ ~~~palm pilot_j I to remind (someone)

·~~~~ JS yS.:C.i Uj '-:-"' .olj 0-" to remind oneself, remember, recall ~ ·~
'<.:?;;.,; ~l:..J.) y I to make someone or something late
, ;;:. ... ~
. ::.. : :.
!("l.:..J.)'il ',',''"! ..::.~t::. to be late

You can see that the difference between these two forms is that~ is transrtive and~ is
reflexive. The choice of u.J,J is one of agency: who is the actor, or the agent, of the action,
and if there is an object of that action. Of course, not all . ; J 4 are used in both of these
forrns, but in general, the two forms constitute a fairly predictable pair.

foR EACH PAIR OF SENTENCES, CHOOSE THE CORRECT 0.:.u FOR EACH SENTENCE. LOOK TO SH WHETHER OR

NOT THERE IS AN OBJECT THAT INDICATES~ u.JJ.

~-- -~ '·

.~_,i ~')..;:. ______ 0 ; ~) ~_,~ (..P-1 ,:) ~~ _1

'J.U L... I j ~ ...J .J"&.i ~ •4-:- _;A ~ I ~ I.l! ! _rb-.e , _rb-.e . _rb-.e _ ._,

to be realized ~ , to realize, make real :./a-:., ..__ ~ ,~ 'I

- nv-
 .;j.,~9 o~f,..i .bWa.; ' t ~~ l
:~j
•
9f ~j ~ ads .:,f.j~ifl fgf~l
• •

• ...:_.li....:. 0 1~1 ~4Jj.Jl ~ ,jL;._rli ~-J-:: ijL, _Y

..~~1 "L.......i 1~1 ~w~J -J~~ J..:f _r

j, Find several instances of desired age: What verb is used? - - - - - - - - ·

Give .1~1_, uj~ I and guess the meaning from context:------·

6 Find the words meaning: divorced = complexion =- - - - ·

and another word for~ ~-.>-:: = ·--------

1 Identify .J.J~I of the following words and use them to guess the meaning .

. ;;:; .... :..'

== Q Q '0
------------------- = ~-
... ~

Tms TEXT COC'ITAINS A LOT OF SOCIAL DATA THAT YOU CAN ANALYZE TOGETHER ~r-J ~ .
1 u.J ol ., o ~l.b.li -->"L.:J I~ v~ l.JU +
~ ads.::...~~¥ I o~ I~ ~.:J I -->" LJ I ~ j_,_L. ui t.: h -, ... ·, l.iL..:. +
~w "L.......:J1 3 J4-.rU ~'-:' vc__,jJI-.? "~')'I rA~i ~ t.... •

o iA1 I~ 0-:! .:J I -->" lJ I .!...U. ( 13 jJ I ~ .J L$...Q')' I ,) u_,_:J;.:. J.A , ~" I _ri.; I o ~ .:_r... +
~ :.iU ~~.J~j ~HI-.; o -.::.;~)lc.~l

- HA-
 ...,
-,
-'
.., f 1· f t! - < > - -
.rf ;:~ ~r ·~F·-'f l~ f· t-"' tf' I't r;~ fJ· fc· ~-s: t-"{ fr: t 't~ tt: ,[ f~ f~ tt
-
-1
< 'i' ~ ~ ~ '-·. t l t e -: ~- >p '- -~ f' l ~ ~ ~· £ t f. f ·: [ ~ '-
-
'-
t--
~
.~ ~ f EJ r l ~ ~· ~ 11 ~ :!' t ~· "- ~ t ( " c- ~ l ~· c-" -r- f r. \ l t
''t
I [
t-- C·
b[. t~' ~:f ~ tt ~~ f·-"{ } 1·J. t~. ~Ei f~- t .f·~ ~.~ 1·Jf}. i.l ~- f"r· [ f~- ~ Z' Ff· i,·~
~ ~I ~ t ' r _: 1· ~ ·r - r -:i 'i.. r-1
1 f-· fL
't
~ ·[ .- PI_ <;I <; Y... - c;;· [' l:.. - fl . [ -,
f>- I - • ! I J::: b I • (, A I "' • ,
f .r 1_~ ·tt et {· l21 ~ [ ~f' ·~ 1.. ~t.~ e: t11 ~ Ef ~ t· ·f.f i f.~1· ~- ~ ~ ~ i~ t ~.~ ~~ C'~ Ift.. <:'(_ : '!::;:
1 ·~
l.,:,
t t ·, .~ r "' ], f ~~ ' "' •f"' __:. } /' - t' • f''
t_ " · r " [ f't>
l.. • - &> !t II\ - t. .. · - (_
f -.. - 'i., ': cr. ·s - tt· i, (;;. ~
J '- . ·s ,f:! 'i'...:. '1;. L·
f ~ ·[ "'
r "'! c;; ,- t_ . ~· C "fi •t'
~~ -~.,, ~' ~ <t- -i ·_ ij, • "'! ~ k 'i.. I
~
·.I <~; I
~
1' I I ' ...., ~· • ~ ...., ~ r-t • ...., • ' ~ ...., t:!. "' ...., "' . ...., " PI ....., • . - ....,
7
<t, .1;
• ~ •l. > 0 -C" ~ r:... ·-0 <; - b 00 . r <; - <=~ Vl ~ t L. ~ ~ • •l. W - - N I'> <... .._... ~
~ f ~- t ~ ~ f ·t tt ~: ~ t ~ !t { [ ·t ~ -~ ~ ·~ r· ~· ~ 1: ( ~ i ~ f·' ~ l:-
-1
""
.-"

f, -
,·~1:0-·. r". ~1- r: ~·? t!'\-:~<e.·=-1 ~.['·~.
~ ,
~ '--.fl f. ?~ ~·r ·~.~. t· t,·(. r: r t<t.
. r:- ~. f' ~ 1. - f:f r·, ~:
t
- .c - f.' c.- - [ .l· ~ ~t· <..· 1.t V\ ·L -' - ;o.. ; 'i C· } ·-< -
,t· r;. ~· (A .,, <.;, ~ !!. ~~~ L · ~ .,, - t> 1. ~ ·--'
.r ..- '·'" '{ 1·-
f- ( - ;l r:- ~. . '""'{ r ~ A - . • "' -
u "' l- ", 'i.
Lf. ~ " ·t,.. ~- ~ ';o ~ ~ c- , -~ f. ~ !;-:: r <t· ~ L . c..
" 'c.. 't \. [- 'n'
t :< ,[ ;! ~ _; r ~ 'i. ~- ~ ~Jt· f ~ -:<- !t' r ,, ~ ~
. r-
~ ~ cr. r [•· r ~.
r~ f; -· ~: ~ 1- f f .~ t f tt· r - ~ .t l; <f. 'L.. E 6 ~ -I •

... ~. ·f' ( [ ~· f-' i.• t ~,1 C: cr.·, • ~'1: ~i- ~~ ~ :f' •r ,fL'
t ~ r -t · <...
.· !·( ·~e;. "1{' ~~ ~·- 'e~ '(1, 'ic.l- c· ~ ·E ·~ 1 ~ ·r· '- t ~
~ f:·l ~· ~ t ~- ~ ~ . ~ . r! ;: : \ ~ ·~:· ~ r-~ 1- ~ ~ -~·: 1- f. c: ~- 'i.. ~ ~~ ~; c....
J

,f. " -1 - [·· :..... ('(> [·· -I - j.;, •. C· ·[ C·

'c..:_ " ' .... -- '-·" J Col \>. • ~ • ' ' ~ d L , (_ ~ I 1 ·(....
:~(,. .\)... ·f-. 1~ .t·~ f;;,. ~-f' ·~-~ l) t t' ~ ~·- :; f' 1l ·~-.: [ ~! ~~ ff' -~- ~;f ~ -~· :~ :f }. t ~ ~'f.1 ~·f -[ lr
G.· -- • c. t -~- !
t . f cr.· - . ·t - -' ' ' \,.
' -' 1: ' ' __;_ - ' [. . 't -'
i=.
t.:
r :f'~.- ·t"r h
•
b_ ..... c=.
it
~ 1" . ~ f \.f· ~ ,f· ·L it;· 1.ct,~. .F~ ~!
~ ,_:r f· - . .
~
c:- . >~'>-
i
• ~ "''1
•..
r[ !
j )·
.+:- • • et
·~t .f- l ~: ,_t. ·~ kI 1- I~.!. ~ :~c-r 't: {.r· f ~
t ~ .t.- :']. . ""
~ N'-'cr: .,
s=- >-l • . • _
00. f
_ ..
>-1
oor_
·k" .
$"
.. >-1
....
00
..• -
r
r
>-l -·c.:
I
.....,
C1J
Pi
Ll.
b
-
·-1
!;;. ....
G n - (X; '--1 .. -- Ul \. W
t ~ :::> t ~ f ~ --· .f ~ \ f ""~ f ~ p 00~_, 1. 1 ~,.) r -- <; \ ~-•cc
 ~us .b~ [ 1 j) ~..,..; I
4. THF ~OU.OWTNG POETIC DESCRIPTION WAS WRITTEN BY ONE OF YOUR FELLOW STUDENTS OF ARABIC. REA~
p

HIS POE'\<1 1\ND PICK OUT THE IMAGES ( .J~) YOU LIKE BEST:
..
~) ~1..,..41

. .:,I)~IJS ~~
4-J..J_, ~I ~.:'11 ~ ~ ,.r
~I ';}...o ~~.~.A
~ .._,.....,." ·i...?

.• w1 ~ ~WJI ~ ~f"; ~
.~~~~~~~;:~
. ;~ I$J-'~I. Ul J.;... , L$_;) /

. -441~1~,~~
. " .:. ' II~~ t!' ~~--
~ ~~~,1~_,_~

. ~I :hA.ll .:,~ j.;..o • _,..a> ~

....

Yuc C\0< WRITE r: IN POETRY OR PROSE. BEGIN BY MAKING A liST OF THE NEW AND OLO VOCABUARY YOC

\\'1\NT TO l'SE.

~ cw• ...~ r
t.~l.b~ l ~, JJ~ l

,,_ I • . I . - -. IJ ~' I i· .. ' :

~~~ ~Uo .....CU'-~0:

"'"· ldent1fy and write in the passage a noun that has'-:-'~ I ending. Listen to the context
and give the reason for "7" ~ I .

----------I.>-'I '-I -' '1 .•

'1..11:::1---------- ~
: ..... ... ..._ •
....>-"' v . -
I

-~ ~------- ;u~

-- ro. -
 In Chapter 17 you learned most of the basic '-:-'I_.,~! rules. There remain additional
rules, such as certain categories of nouns that take a modified set of endings, that vou will
learn gradually. One additional rule that we want you to learn now is the rule that~~ , ~l.
and ~''i require the noun or noun phrase that follows them to take'-:-'~ i ending, and if a
pronoun follows, it is attached. The ~ of the sentence after 0 I is not affected and remains
t~->-"

r----.
..r> . a ; J4 o~l,.AJI II v ~~ J
You READ THE ARTICLE BELOW FOR GENERAL COMPREHENSION 1!'0 CHAPTER 12. HEIU YOL'R TASK WE L BE TO

PREPARE THIS NEWS ITEM FOR ORAL PRESENTATION ON A BROADCAST, WHICH MEANS PtTf!NG ·-' i _rL! i-NDINGS
ON ALL "-ORDS EXCEPT THE FINAL WORD tN A SENTENCE (IGNORE PROPER NOUNS). EVE!', "AITVI0 Sf'EAKERS

PREPARE TEXTS BEFORE READING THEM ALOCD, BECAUSE lT IS DIFFICL'LT TO SPEAK OR READ SPO'\ITANEOUSLY WiTH

FULL CASE E:-.iDI;-..rcs. REREAD THE ITEM AND USE YOUR KNOWLEDGE OF UI _j_JI TO GUIOE YOL L~ THE VCWEUNG

A"'D PRO'\L't\CIA TION OF UNFAMILIAR VERBS. (LooK THEM liP IF YOL CANNOT GUESS rHElR '>•H,ANINC.J AFTER

\OC !IA\'1'. PREPARED THE TEXT, READ IT ALOUD OR RI:CORD IT FOR YOUR HACHFR.

,.~, o~; J'1! ~J4-o

~'?~I ~_)I f'~l ;;~i _)I~ ·'-:"' .--..Q . i _;;~I
4,)6..11 i;)_J_, u.Jl.S_, .4..d ....... 24 J~ ~ ;;,)~,) ~ ~!.).)~
4..J..w:.
- 1.-
s- u.::. L;.. t(" .. • (" - • - .- tI ' II
~ ~_;r; '-:?~ U""'::,"-'J"
.; .) L._,.)· u· i ~ ~
- ...>-"-'
II

; ..''/·1~ 'JI_ :7 _. :_..b ... tall .:.L.oJWI J J.:...,..,_, J'l j~l ~ r)L.JI
,;;~)'l

,..J~ ~_;ill ~.)1_, d..>L....... ~)1-:_,1 ;i;)_j,_,.JI ~L.<:.I-3

Ub:J.l:> ~l..;..lj ~·~1 .J.o ~~I uL.o..>"-; '".! 111 J:.~..~

~ ~~ .s__r;.1 ..:..L.~ ~~ ~" -r~L ~ ~_,.JI ..:..u)WI_,

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ADD i\NY MISSING PRONOUNS AND _j I AS NECESSARY, AND PAY ATTF.'ITION TO AGREEMF:-.JT.

/ ~,,,,l
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.:;. . - - - - - - - - - - · · ~...,.1 _\
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. ,.;, . . . ~-~-
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I ~ . J I .) - L..) <.' W.:.l

- ~~ w- u....J;,.
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~---------·

- - - - - .jl~l J - - - - - ·' .) -~

----- ~ ..l..C. ..:... L..:.....t - - - - - - ~· -'-il-' ....:-"""'! -

--:--'~ i :.r.o ~ L........:..ri ~ - - - - - - - - - - ---·

--- --- ~ ~)U:. - - - ..) ---- Lr' ~" 'l:ul - - - :.r ~ j
L:ui: - - - - - - - L A (ll~l - - - (.)'..J ~J ·~ ~ ---- ..;:..j\.$. loS

- - - .Jl. t --------Ji -~ ----- ___, ~.:..1-:11

-----.J.;~------~.,r---0;~~
• '1.1
___ , emall...;:, ' q - -:<'1"'1
~_,_;.......~

___ _, ~ - - - JS - - - - - - .,j,.>->\ - - - Lbi - - - - ---.J

- - - .l.lU 4-o - - - ~ - - - ~--

, ;;;t....,._., - - - " - - - - .J - - - - - - ..Jb. .JW 4- - - - "';, ....,->=' - - -

_;A.J _;~ - - - - - - i....,...lj - - - - - - -

-- <-~ - - - - - - - 'J ~.ill! 4-oJ ..Jb. - - - '~ - - - - - - -

~,~~~iL~1,,

:: : 9 _,_; ;s a matter of luck and fate (I ' ' ' '.00 ·,_, ~ '; .__..,j i ,,
' "' - ...r-:-

·~~ ~I..,..Q ~ ~ .~..H.>I!l..u:.L.t1

c: I.JU 'i' w .JL:.. ~..w..... ~

- rot -
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.'
'-:? ' '

I . , .~ t
•·.~·~1

. ~ I
~·"1~·~1

'
;a....:.. ;.1~.~~

- roo
 ~JAI.ill ~L~I ~~-;:; • (t,ai'l
S1mllanh1 0ts: , LaS • Ji.,o ' .S • *'' ,;AJf
.:.U.Jll ~.

~~. 4Q~t
~~ t ,~fl
~~~ ~4-Jl ~..:>I~ J"'J..;.J • "'"'',..

.b
·.~~
' •

_)A~'l ~ ..lLJI ~bi • t~~ f

((f~·~~.t..Js:~l ~)) .~1. ~L&I,
,,,·~~~~h·
 to resume

...J -

to choose - '
.~i
·~

,lrrangement

behavior, way of acting (general)

. .
act, action (ofbehavior) . .:;.; u~ ::_ -.. . ;. ~,.......,..:.

necessarv

child

t0 ask of (someone to) 101).:_,.... .. ' jb,

, ..
(_~)~= ' J.&.) '-' L..i.JI
- ' (' ._:-£- l ~·

to meet (someone)

mterview '
...::.,, )L.. Li_, . L L.....o

to mean, mtend

as tr
. <
,_ . )~

to pass (bv), drop bv

r. p1ece oO advice ~>··<>\

to :0top

gitt. present
 t;L..A.ll ~UI

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...>-<>-' ..... _,....,I lI --' w' .)j-">

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I
1i
~

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, '
..... .>-"-' --' ~ ......,....:;;.

~: ~l ~LAI.:WI ~ ~~~4 ~~ ("J-: ,jS-

~ UL......;J! o.i.A ~ -~~-' ~_r.Ji .. ~~.s"!i..f~ ,) ~ ~ --

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u ..-'~
I I
~(...{;~I I I J
.)-l,;i
lOt '\.RE i\DFPT AT USING ..) ~I IN ITS VERBAL SENSE. You HAVE ALSO SEEN THAT ..) .,~.........:..1; . ~~ FIJNO!ON

,_,; ~. '\OL'\ A'> WELL (WfTH NO VERBAl MEANING). IN THIS USA.Cf .)~ \ USl•AllY TAKES A P! (.'l<AL OF....:_,, ···,

AS YOU SAW 1.\i ...:;.,~L.L.:, I ( ~l.Lo AND-.:..,~~ . \;: ~,_;... EXPAND YOUR V•JCABC! 1\.RY BY USING

y.!L..o.... FROM NEW AND OlD VOCABULARY TO MAKE NOUNS, AND USE EACH ONE IN A SENTINCE:

choice(s; absence(s i
n~questls) consideration(s\
hmt(- 1 preparation(s)
repair( s) / reform(s) meeting(sl
(hfference(s l changes (choose the best,:.,..:,__, for your meanmg)
 7. -
~
~ >
'~"'=
~ I ~
r rt
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( ,t :[
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b\ ;.,. t. 1 -n f; lr Z
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t- - . · r· -·
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3 '\ ['' -~- ~ ~.
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~··~- ~ ~· ~
r. l:.
c. .f o -( __.. .. ........ __
re.
l ~eci' that their parents talk to them and hehai:'e with them as (tthey are adults?
the\ stillosk their parents to do thmgs for them? What:'

2, \Vltat Wt1uld thrv do if a fnend stovped acting like he/ she usually acts and begar' to act
:•tran~eh ('' ~y£. ~r

3. T)c the\/ hnd it difficult to rps,-trne studymg after a longabsPnce?

What do they do zn order to ~;et -::tarted ggain quicklvJ
4, l:)c they j o w..:· l! ( = succeed I ir mteYvrews? Is it necessary to dress up for mtervu'""""'
5, Do thev knov'' a good place to buv smallgzfts 7 What kinds of gifts can one bm there"

b Have the• chose11 their classes tor next term 7

\Vhatad''ICC would they offer freshmen who are choosing classes for the first timc 1
'"' Do thev and their friends drop by (=pass by) each others' rooms without a J...C..J-"

8, Do the,· think that watching some televiSion show·s changes children's behm:)ior·

iVhat should parmts (=fathers and mothers) do?

9. Do the\· alv\·avs sav ,,·hat they mean 1

: J.L!i.J' 009i , 0 ~~ I
PRACfl"~f AH o. 1 c'l HA \"E l FAHNED ABOUT~ , ~ , A~D ~ • READ THE SE\,TEN< ES, IDE'ITO>

o.'', E\PI Al'. THE MEA~ING OF EACH ONE WITH THE HELP OF THE CONTEXT.

1--:.. I

( .,
\ - . l ;'

i.-.:.. !
 ,~ . -'

. , ~l;..:J I - - - - - - - - - - - - · - - - - ·
.. '

------·--- . ,, ;~' :G..1S -~..., ~~

~ ... ' ..
 S zmzianh; ~i.s . Lo-S.. ....S . J.i.o $-
The four partides.S I~ , w,S I and ) . ~aU express snnilarity or likeness, but their
LL.c;age differs slightly in both meanmg and grammar. Learn the following rules:
~~ + _s. J!.o
~ i L:> 1 noun that occurs a:- the first term of an Ul....4) and can take pronoun -;uffixec;

:..S like. as is a preposition and must be followed by a noun (never by a pronoun l

..:_,.....:'i i ..:J..jl; !!I Q s ·~ L:.~ ~~ ,_)·. . . . . -

-S and J.i.o overlap a great deal in meaning and usage, except that only~ mJv be used
with pronoun suffixes while ..S: tends to be more literary and is used in similes: ·
1 I

'
:~~L:-~~

...; ~ .)L ~l.:i...U" J~ ~ )L .i.4J.S ~ .::L> L

~~+W

L..o.S ,~ , :-.: mtroduces a sentence and must be followed unmediately by a vert·.

:4.Li.4l
'-,,_1ttc :lsc: that when Lo.S links two identical or snnilar verbs, it means also:

.... ~ ""''
I)I...S or ~JL...S9 as il introduces an idea that might seem as if tt is tme but is not. :~ must ht>

in Clas:-ica< usage...S: ts also used to nte examples, meaning such as.

 ,..,(_
0
c:
~
:>
<
n Z
t ~

t ~
L· >
L· o
c !... 0
l ll ~
!... f' L~ :>
~t .. :t t5
•.r;. ~ I z
• ~ •f,_ l ,t ~: ! IE
i, .F \. f" "~ ·~ c~ ~- ~ ~.
b., r- . .. t"· r: \ b E .r- ;; ~~!
J ! f. . ·~ 1. .• B f {
t ~ ~. ~
l ·[ ··· '1 .
1 .t r ~ f I ~. .~ wt
F: f 1. -~ 7J .... \
1
tt.. .r'~- t ~· l_
- \ c_
t. . \.
"'· L l' \ ~ ~ ~~· _;
' (~
1/\ -. 1 - .t. ,l' F. \. . r ., ""
o:l
c..·· •
L- (I~- I ,f'. 1~c
h •(I . -~ •(,.. ' t• - -. •(,.. m •• ~
** .c.-1 ct
[A ... ..., -- ..
' (_·b 1:- .... ~ [ ~ ~-
- ~ .._:. v. (..," • t' &I I Q ,; •

{ 1:- r f· 1 I 1. t }t ~· i f E
.r- ,_ c t r_. .<_ E t. .J {
~·. .r1 I
f ,~t. J t -~~:. ~
r. b · • ·t. t 1 "' L. -
v ~-~ ··._ t ~ f: <rt··
'v . ( ~ - ·r ·i r 't ·· · t c · ~-- · .· · ··· ~·
\n \ :~ l.. c ~- I .t. c·: ~- ~ i
·~ · - ~. . i..
1·.. ;~
r, b L l I. ' -
t ·~
i.t' r·-- c I r~ ~-
r··r '"~ ~
't 'f> · . ~: '1, L I· t_ t;
-- l L. :.?; <
·~. :t. ~. t I: (,_ Ir >. · 'f. ·c. () ;r SE. 1· ~ ir. uu
't-'\ c l". \. t ~- ~· L ~:.... L '[ . b- \ [_ .. '. l~ 'r_ .. [2 i ~·
1 I ( l ! · 4., i ! I j i l I I ! I L.
"' <> •.•. ., .... ..... L_~j _.. .P· > < ... 1 o , ... _ --t -'( _/ f· ~. \ ...
 ;>u know that the femmine human plural marker for nouns and adject~ves is .. :;:.., 1- .

In additwn to this marker. tc~rmal Arabic has special human plural forms for verb<, anc~

other Pron.ouns. · These forms are·

ll Ob1ect and Possessive Independent !

l
I ' ' ~
. '
~~
('
~~
~

"
! ;...J--i!-
•
.J-+.
. ~
'
.._.;--A

;... •I ~ :.J jl

i"·, conJugations for~ 1 and ,j-A have onlv one torrn that funnwns 1r all three
i·
~....-
--""-"' :urrn.s. ~ q ~J __,
, ...,__;----:.--· ~J
,...;r·------ f.._ ~ ....;>-<>

~UI
I . J
• ' 'i ' I
u
'
• Q
"

l ,.
' . ·1
~
I
I
' 1 " '
~ .._...AI
l
~ ~ ·,jl ~.;)i ~~ ·~
.. ~I ...,::.;L...i,).J .t.~J-A _..c luw, ~

The rt•iatJ\ '"; ronoun for temmme human plurals can take etther of these form.•; 1 ttwre JS no
dtfference m ·;H•aning, but ,;.)U i 1.;.; more torrnal and literary):
. I~)UI or ~I)Ji!

:T'he group ~m!S' be entirely lemale: 11 even (.:me member is male, the gender ot the group is masculine
in spuken Arabt,. these teminme pronnlms and verb forms are used mostlv i.n Bedown dialects.
Ont-· demonstrative pronoun serves both male and female humans:

thost>

-~~~ ~1.;4J.' ..,r ~.>-·,.~ ..• ... ~~~~-:...~1 .;~1 ;.~~" :.;,_.c,
Human feminine plural agreement thus appears on all adjectives, verbs and pronouns.
You saw m passmg m Chapter 16 that the ending -.::... 1-- has onlv tvvo grammatical
enchngs/ one for c__,._Q_rl.l and one for both l...,j.~i ,md ..>J.r.J-1. shown m the chart below
on the noun -.::...lwU... Remember that the endmg..::... never takes~ 1H ~ -~-~ as
a case ending.

)~,9~~~ t~~~

"
,,uWLb ...:..,LJLb

...:..,l..JlbJ I -.:....WL.bJI

READ S!LE/'o:TlY THEN 4.LOUD THE FOLLOWING SENTENCES AND IDENTIFY ALL ...::......:..:r----o .........._--"" HlR!\!IS !N THEM.

MAR" ALL GRAMMATICAL ENDINGS.

 J .•

,.,.::...~,.) oA 0 ',.;!!

...------.
. Vt'ii!A' ~.)ob}JI ,)-4 ~ ~~~9 tv1ar.': ~...;:.t.llJ-0 l9c~ JU..~I :4j~~ ..b~ \ l ~ ...>J,J-t
L.---...J

._.__c.
~· --' ,J. L:.ui/J.i._..:;, ) L....:;.. i '
...J' J..l..:'-:' .,, I .... ~.t-4 ~
.
-~
....>~ ~ j~~ ~~ ~ ._;-~··.. --..U~

e-to"t Itt~,
~-- --....____,
..

1 r :.r!.~ 1
., _ _ _ _ j

team won

---------- c oI J L:J.' -"""" score ~.w I •..::e-.. ~ I..;, Lo '!"

1.......L, ~I · · - - -..· - - -

Tnmkabou• J~::c ~J~~ \.tVh,ltcould itmean?

 c.~~~ ..b~ ; lt* ~~ j
:f~l9 ..:JI)-Q ..;,~ lgi.,JI

Find all .::.....:,)11 ...~. forms.

Choose 3 words to look up to help you understand more of the passage

I I
,/
'+ - ~- ......- _,.,;._...'-..,.

~ ... ..:.. :;)....,.:;- i..> ' ·~,a..:

'·-

.--1.; .~ y: ~·: .(&_;_~.1 b~ ·-~~ .tl )_~4 ~ ~ b'i)! ~L....:a.:i ,)i ~J~.,.Io(l.)) ·~~
'' >_,...ti..AJ: ,,):i.:Ji, ;;: ..:.1 _.LL. , 3 ~ _.;->A .JL..'I: ~u ,~~·~)I'"':"'·
 T'hc two nouns c:'• and ._.i belong to a very small group of nouns (s'.~' total:, +:hat
then· ':ase endings as long vowels when they have possessive pronoun Sl:'rhxe~ or ,ne
tP dn u~ 'tou knov, the form." tor my brother and my tat"rzer.. ~~and -r.i !:hese J.)rms
de n•Jt snnv. am rase endings because the pronour. '":!- swallows them. The folie>wing hart
~h>ws tr .e
1 tnrm':: ot these nouns with case endings and gives examples::
-r-··-----,
.
r
I
·~~~ ~, '-'.>-<.
r-·-·-·
..J L:;.. J-/' ~~

~~ ~ .::.... ol.$", j..AI

G1 i

.r'i ./
j\...:..
'
I :.e:~;J.'
_,

~
s: u
J'
d 1;

r: ts ·~:onunon in_ man~l parts oi the Ara·b vvorld for family metnbE:)rs r~·-end5, and
' a name formed by adding the name nf the
neH;hbor.:; to address each other by their ~,
oldes1 -:;on Ti' _5_7 or :" l For example, ~ ,J-/1 .J>--o > o may be addressed a.s .w ·-"'- J-7·, and
hi~: vnfe •qn,•ld ha\·e been called ...wL:;. ~I. Some famiJv names, such as~ I .,"-:' r.mgmall:,·
came from a ~ , I$ If there are no :.;;ons, the name of the l)ldest daughter rna I ~)e used.
vVhat wnuld \·nur fC~ther's and mother . s .;~ be?

a.:.t4 I S' I r ~WI ~~ I~ I [ ~: 1 ,j-~_,...( I

(t'r) ~.~ L. ~.>IJ.L~ ~...... )..w.: ~ ...:J.r- ...y-111 J~

~:·) -~----···r .... ~

I 1..::-'i) . 4- J 4--> 1 t-" -+-" ;-" ~ ~

·sulCt' sooken .:.1.rabic does no! have ( ase endmgs, the spoken forms tor these words are fixed within
each d1alec f ,•r example, thP forms used :11 ( airo are: LA~1 ,.:J_pi ...:.J.;-:' and so lo:th
 novel

writer

4-:'-=--' =

1<\'I''H 'HI' COi\ ... •.)F

H'\1.•''-IC THE ANSWERS TO '!'HESE QUESTiOI\iS:

c L.....~;,.i '~'" I ~ ·~ _; ~ _,_a> I .J U ·~· "-.Lil , ...wl ,._.iS_::..:: ,:~ .. \

Fmd the paragraphs 1n the te:>.t that giVe rnrormation about and n·pcrr ·
.,........._._,

mfluenced him j-:: ~ : ._.. WS...: : J G , · .~ ._~

THE Sf· EXERCISES ARE DESIGNED TO HEL !' YOL DH'HOI' S~ RA rfC IF '• FOR Rb\DI~C DIFJlCI" ' 1 f \I''·

~. 'o'K at the long paragraphs 2 and .f. Whtch one IS narratJVe and '<\ r-rch ,mt :s large:y
:'-,1_:,- c:F' ,,f information given In hsts) l!ov\' can \Oll ;ell' In thC' n.n:·,Hrn:l ->rdgr.::q··h.
~ .;, •.\ the chread Df the narratwn by 1dentrrvmg the mam crb~; ln tht y;tm ; ,uagrapn,
: :·ll> rlmt' the information that 1:'- gn:en m h~-ts \'Vhat one word tn 'nJ~; r'·;r,tgrar·f-, 1.\'0uld be
helr'u] w look up:
-t ir, paragraplLs .. 3. and 7. bracket all pn'Dc•<ahona phDses and ,__,.--'-' ·"·"-' . :;: hes '-'se

ehra'ieS
' ,., and end. When vou have hmshed IC>Ok agam at tht n• ,.,
bev.:rin :11-a( kcred worc.is
and vou should be able to see clearlY the m<un sentence structures. ,:,en tit" thvm .ts ~:

en ::_~and name the parts: .~- + ~ ~ or _;.., ...>1 " ,...._.il

·~ In paragraph 9 there 1s onlv •Hle 1,vord vPu dn n11t know Put tht> uKir' •'1.1:\ v.n!l not ht•ip
untir VOU understand the graffiiT'M ot the senrence V.,'hat Ml' the SUI 1]PCh rlt the c•.vn Yt>d~t;_;?

v',h,F does this sm~gest at••.•Ut t.ht ·-vav these 1\.vo verbs are used here'

~1 \. ·wose nne paragraph to read w1th the dictionan rparagraph 2. C(JnLlnb d number nf
·. ou arc mterested on workJn\~ or' them! ~ -;e _,_ "'"""..i..; intelligentlv:
_,.!.I_JL:$j ~~J~~-~~J.~jUI t;S~l , II ,..JJ ..J::oj.AJI ~ .ki~l} ~ ~
:_..;.~:i!J ~ ~l.......':il ).J~I ~ ~ ~'1~ .,...,;..~ ~ ~" ... I'
- . '
(j4 '~IJ ,~UJI l.i.+J ~J~ «~~.,.ll) .:i:~~...;a. ,~ ..i~
-~ j " ... ) ......... ,.r~ls ~L::~Jl ..::.al..:'l,;;i.S ~ ~,..-JI
o.JA ~~ ~ ~...>'- JJI ~..3 ,-..~~_,...II ...,.L:i.S.!t •.~~
·~-,..4 .J'i~ ~~J ~J!jli ~'J ~.J""'liJ ~~ a.~J ~~,_; t. ~·'e.,,',~.;;....:.,.,..,~~~~
-.r.JJJ'll u.J':/\ ·.. ~ i.JLS ~~
~~~., •UJA ~ ~ ~l..lS.JI ,.,....,)l...t:t.. ~J ·"."A. 0 i
~...1.;:..).1,1 .,r .JAIJ ;).J ·" 0 i If~~ <i.a~ ~~
Ji~ 1..- ,o~ ;,)4 ~ • ! "' IIJ 3....:u~l ._r ~J
f

.d......o..i J.;IJ \~Y,\

r-u ~ ~! ~1.•1"' ~ ~J-IU.II ~lj 2..J~I ~ u.I:;IJA
~~ .uJ .,~, ~)) 0 1~ ~~..s .u .;;~

:,._ji i ~I ~ ~J~ <<~~~~ a.J..l.h a.L::.....4 ~

(Jj"i~ ~I.S) ~.J I \ ~ .,~o;.~ ~ .oJ'
1 q ~t 1'1.£
1
~,.~LlS.. ~I iJ""WI.. ~~~ .r . ~ I\~\ \ :.tol.s;.
a:....)Jo.,..4 ,r ~, ,.,:,\~ t 1)~.9 ,.;:;~ ~~
•

.)~ -'~-~ d U~ JJI 4J .:.t.J~

'~.~l..!Ui JJ';il a.....,..lo4 ,..l ~L.1...w"jl a~ •.~
_1 A•AQ
JI}Q .,.:.:oJI
,,,P~· .J.,.LJJ \O.~A ~~ <<0_~1
..f" .,;.· !.......:~~ YC
Jljj a....ou... ":"IJ)'I ~ .u.......i.iJI .........i jA ~~J
1...1.0.:.;. :./~~I ;,J.4 u~ "~I <iJ ...::.,~~ (.)' ~~ <i.H......J Jl.u:.l..:' .~Li f".l '~~'"t ,a~.£ y'':{l
. .,,.uJi
~~ ...il~l.. ~~':II~~..,~ .,i~~.~.~
~'.··~~
····- 'I ....i..!IU::ir.. q ..J1 ~~ ,JI .. t.. ~
-r .. r- ;J~-41..£ ..u~o.~ ~ .J~I4AIJ .j)P,,JI ~ ~
f~ c,i;.,)AWI a,._~ I JJ':fl .JI.~ a..a..,~ <.J.o ~~
0j~1,;.. w_,~J <I.;USJI .U~I ~::~ ~4-l~ ~.~
\~lO~ ~U;. ~ .,jl.iJ~I ~J'.J.j .~ W:ii~ J4.' '~~~l"t
a.J.::...~I-'~ ,J&. ~ ~J ·r"I.S'jl
W..a.Si , 4 iL\.il >ol.1.4...,a ~~
.,.U I"'" ~ l,,t~..l.4 ~ ~
' •• ..A.,..~ . ....,. ..
.w.1,
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...!J. ....J
a Q , • hill J.o ~• L..:i..S i.S
..
..u..~
...
~~ .:::.ws'
'-"''>: ,~·
~·""~J ~~ ~~~~'11~ . al ~~
..Ji .. ~
4.......A,_;. ~ 0A ~~ a..-..:i ;.>,,...::..'11
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.u:. :~' ~ ~
a Hi ...isH ~1..!.1.1 ~I..SJ ·~
~~ aal.ill~ ~jJ ...~~ ~ .w ~ ~
Jlwl I~ ~-":I~~ d,J,;i.~J.H ~ -r . .~~ ~
. ; 4,v. ,:.u:.
i'\..L ...~J'i' ~~ .j4 :jl ji > ·, '""JI ~l-...Jj Jlf
tly.o:o ,_,i ~ ~~JJ ._,.:.YI .....:a~~ ~)"l ~~
~· ..UU..1 ~ .Lo..~~l
_,r.; 'Wa..UI.i.)l~.!+
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w~;;r,r--' ~-.-
:..i.:.s..J• ..)..:.'~>} .. ~~~ ~r':lt <..>"'~~~ ~ .!(~ ,.,,1.\.£. ........ "fi I)~
c,.. as,.....~;,)~ ~-..;.._,.s.Jt 0-J=yl ~ U:.-.JJWI
" .... .

,IL.J,.>:,j.,,'YI 'll.:..yU ~ ~ ~J ~lool.l.i. ..:JI..u .J.i.i

~ (:-4 ~.J':{I .W~Ij <W~
J..ir..IJL< _;.IJ}I M...IJ'/.

.~J;'jl
.:.t~l'-' i_,.Li .~.~~ ~~IJ)"'I ':/r "'-..J.~·•·•·dj
~'i}i;J ~~ wi.SJ L.AA~_, ~~~~ _,~
~~~ ,~L.....,,,Ji ..:.;.t!~ ~JI~ 4.:i~ -.JS: ..:.a,..,.J.i
~i.Sebo QJ<.F"~~ > QJ~~~
j' .u~1 ~.raJ ...r!JJJ':I' 3 ~~~ ~~- -1
I 0

. . ''I .il...o~ l...:i.li ..::.al..:'ljjll ._,JI j.U..:al ~·~~.I

.s- - -~ .
,a..... . . . . ~l ~~~~')'I ~ Ll.WI .,:,La.UI ~
~ 1.--s ·~.,)'1 ~4t....l...S ~~ ~ ~·..::. .r
- J....il.bJ')'I.!l ,~~,_,JI .~J_,JI ~~~)'I •L ~·I~_._. •• " ~~UaJ.::."-" .Jl~. o'lllii!U
....., '-'LI~ - ~ - ~,_ -r.- - .
~.JI.i.H ~ ~1,.>-:~IJ Jl.i..AJI "~ ...,....~j ~
 ":.>J~ I
I8 I • A! ) ~ ~~ '~~~ ~ l..o .~ ~ ~ W.,_sj ~~~ jJf.....> ~~ '~'~ '' l.i....dl

0R<;A.'\'lZE YOUR~ INTO P<\RAGRAPHS 1\ND USE ,_:0'\INECTOR"> AND COMPLEX SE~HE!\Cl •>.

r~__ y\ I

I~ /
I, II·.. ', _l,j

~f'i.IJJ..r..
-----i H =!!!'!!..!'!!!"==!
II='

--------~--------------- ·-·~-~

r ,
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r
1 y ~_,.;
lI
"':"IJ-';tj + .-!1
:..._ __
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;-~·-·--

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. ~' ..5 ..l..: . .:;-ll JJ -'-' .J ~ ···-- ~ ;. '.... ' " ··-- '-:;-~ 10 .'J-' - - ...r" '!" w -- J

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I

L:~;TfN TO ----+--"ON DVD AND FILL N THE BI.·\NKS. WHILE YOL 4-RF DOI"'iG so. r·~'> ATr c'!TION TC THE

MEAN!N(~ AtiiD FUNCfiON Of. UL !HE P'IRTICIES, PRl'Pf)S!TlO"'i~ •\ND PRC1NOUNS THAT' Y! H AR! WRITING, AtL OF

WHiCH ARE ESSENTIAL Til f'HE TO:: T!l "K ABOLT THESI QUESTIONS WHIU' YOl I\ ClRr<: How i'· THE

PL'JCTVATION OF THIS TEXT MARKED BY CONNECTORS? WHAT ?RFPOSITIONS 'IRt LSH:: WHAT «OLI'S DO THf'

:>RU"'OU'\IS PLAY IN FACH SENTFNCI?

. . .---..\.!~- .:;...u..ll _ _
.~. ~ ~ ·-- _.}L.:>.;.l
,,;;'-
·• ' •I ' · 1'::'
· - - - ...1..\.1\ol.l.i; ~..J.>Uil · - - ~.)...a.J
' lj
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;,.::;.,.......,...,,....,.,.__.
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..... ~-
'
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~~1--~-·

" I· .\L ·.. · .. \. t" IJ

··..::..~..~_,.........~---.~-·----...;:...~ -----

Does Maha use tem :nint' ~ ura; ,h'reemert7

- ""\''~"
 . '
-~L...S G ~LS -·-'I··
 . ~ i,jl.,, ~l._,il •

.c.......,,~i . L-...:Jl ~ ..::....:._~ ~ • o~t}QJI

.. U!~'~IJ ~.LWI ~ • (~~I

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Jfo. .Lt. J.j, • ~L&JI

.,... \ :
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'

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the \VOrid. this vli<"rld

~ ...... ~

to )\;\' !1

~ ...
~.: ..

'
'•~·,.····~-----··'

t) SF WH "T YP'L HAVE LEARNED ABOUT J-'U-J i ,_). •-~ J' TO COMPUTE I'HE CHART AND CUESS TH F MEM'• •..;c;s:
-.---·----'"T""--·---..-----,
·'"- ....,lo.ll..''"'~'
l )~IJ ....~,,...;r I
\--"~ . ~. --•H•·-'"~""*"------·--+-··----··--+"'~-·"R
"

(---· ·-·-·- __j_ ______ _.__···--·-··· ·--+-·--- --1----·-----4---------~

l tn !"'Un ~
I...::; ..

t~=----~=--·__ _ L_____ _I :·1 _......J..I_. -~;_:-~

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'(

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...... ..:..::J i ""+- ----....... ···--- ..,,___ -·---

i ~· i ·~ .:_jj '·

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.......-:::·

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,,
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4. "'_. ...~
 '·'- :·yuch llltme\ \(' tD("· usualJ· ::an-LI ·,vith them when the)' travel cd!r<lil•

!>.' dass beccJ.usc ne/she 1s late'

!,"u.s: her room ' \1\lha ''

r)r hea

'· ifn,

:··---·-···•""'"" -·-l
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I
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~~·;err· ~.~,~n/ \)t r1::dJL~~:t.:; i :rrt._f,}-, T'rdchtlnnall\. nurnber~. ,,,·ere n•ad rq~;~! ttJ
f ! ::~.~ tnc.-~·.
·ys 1.:'!•':: ten.'' he1 1:• :in'<.:~. r·d rin,.Ji\· t.h<Ji.J<ands. h IWI:'Ier th1s ·;t\ :,· h '.·~-t~l' useu
 You have studied all the basic sentence structures of Arabic, and now it is time to
begin focusing on detail and nuance. We will be increasingly concerned with the grammatical
choices Arabic provides speakers to express their perspectives. This section on .> ~ l is
not new grammar, but rather is meant to start you thinking about different ways formal
Arabic allows you to express infinitive verbs.
You know that .>~land '-:-'~1 t.>l...All + 0i
constitute two ways to express
an infinitive verb in any given context. You have seen constructions in which .> ' . " II
functions as~ WI subject in a ~ ~ :
~ ~

Studying in the library for two hours is possible for me. . ~ L... ~ l ~. 4-.wi.;..WI ~ _\

The buying of some sheets and towels is necessary.

, ~ ./

The arranging of everything has taken place. .~~JS~;;~.r

The verbs in the first two sentences,~ and~, are common impersonal verbs
in formal Arabic. As you know, these verbs are not conjugated, although ~can be
personalized with the use of a pronoun object, such as [for] me. In each sentence, .>~I
functions as the subject. In idiomatic English, these constructions are expressed differently,
often with impersonal it: it is possible for me to and it is necessary to. But Arabic has no word
corresponding to it, and needs .>~I to function as the subject of the sentences.
Of course, we can use '-:-'~1 t.>LA.il + C,i in place of .>~1 in these sentences
to make them more personal by showing the subject of the action:
I can study in the library for two hours .~L...~I ~~.;_,i0i~ -'
We must buy some sheets and towels . ..b__,.il 1_, ..:...~~~ ~ '.?~ 0i ~ -"
.>~I + ;..:. is another kind of impersonal construction. Example (i) above shows
that this construction is often translated into English using a passive: everything has been
arranged. The verb ~agrees with its .> ' . o II subject: in (i), ~agrees with ~~ ,
whereas in (~)below, ~agrees with its subject, d...l..;ali.ll :
the meeting between the two presidents took place
The "personalized" alternative to this construction is to use an active voice and an agent:
Malak and Maha arranged everything.
This choice to use .>~I or C,i applies to ~'i I ~I as well. Compare the two
alternative sentences in ( o) and ("\ ), in which the first sentence of each pair shows an
impersonal construction and the second a personal one:

- 1A\ -
 ~

-~6->~~~~<<I~))~J~I~I:.ro _\
.
. ~ I.-> ~jJ ~ ~ << I~ )) u-k J ......:o...:lJ....o..=.:. .:_,i ~I (_,...4

<~, ~) ~~~ EJL..4.1' 9; ,)~, I . , ;)J.,J-i I

foR EACH SENTENCE, DECIDE WHETHER YOU WANT TO EXPRESS THE IDEA PERSONALlY OR IMPERSONALlY AND USE

AN APPROPRIATE CONSTRUCTION. AnD TENSE, NEGATION, AND SUBJECT AS YOU WISH. You MAY WANT TO USE
SOME OF THESE EXPRESSIONS:

~I 0-c/~ ~~~i_,J( (_,...4

~I 0-<> '-;-'-""WI 0-o

(~) .LI..J..JI ~ ~'GJI ','.''".'~I Jl~ ~l.::JI ~·-------- _\

(~). ~':{1 \ ~ ~~~6.1.1 U-c.----------------

( ~_)) ·~Y-OJ .U:.J-4 ~ ~ ' - - - - - - - - - - - - - - - - _i

( .u:.L..) . b~ Ill I ~ ~~! - - - - - - - - - - - -

( ).:..=..1) . u..., L:JJ J-::1~ ~,) - - - - - - - - - - - - - - - - - - 0

(hi) -: J-::1-r.J I ~ u-1l ~ J:s L...) I o~ - - - - - - - - ;j.t ...:.lJ.......;..Q ~ _"\

(("L:.) .-:,L.A..:.->~-------------------- _v
. <_._ _A
(<.S~ I) bJ-::1~ ~y....o - - - - - - - - - - - - - - .......... ~ ~
I ,j :;_ . • 1•1!1
. 'L..I I...-U...I1...I

(J-....)) -~~ ~ ~ ~~~ ~..r:J4 ~~~----------- _'\

(~..-~_::G......I) . .J..=~I ~ ~u~'----------------- -'·

(..j~) .v7y.J I ~WI ~ ..>" LJ I u-k - - - - - - - - - - - - - - _\\
(SL:..:.I) . ~ ~ [ )l..o L,? u_,I~ G. .G.c _r;..1 ~ ~ 1 - - - - - - - - - -H

- \A'I' -
 ! ..,_Jll->-7 By now you have learned almost all of the basic structures of Arabic. More
importantly, you have learned to use these structures to perform the following functions:

-identify yourself and others using ~ 'i I ~I , ~I , J..,rU I , and ~I ,

- describe basic physical attributes of humans and non-humans,
- express some feelings,
-obtain information using interrogatives Lo, I.Jlo, .j...c, ~, ~, I.JU, and ~I,
-introduce and specify new entities using~ 'i I ~I and ~I ~ ,
-describe a specific entity using~ I + ~ 'i I and J~_,.ll ~ 'i I,
-refer to entities already known or mentioned using pronouns,
- talk about human, non-human, male, and female groups using appropriate agreement,
-identify and describe a group of two using~ I,
-count and state c;: ~using numbers through 99, and ask about prices using r;: ~ 1

- ascribe association or possession using u b ~ I, ~ , and _j ,

-describe spatial relationships using ~'i I ~I with fronted predicate,

-narrate and describe in the present using t.; L..;.ll ,
-narrate past events using ~U I ,
- describe past states using the verb ulS ,
- relate habitual and continuous activities using verbs like ulS and J I.J L. ,
-talk about the future using ........ I .J-1 f ct.lJ I .,Lt u! I ::,; ~~L ::,; ~~ ' ::,; ~.)L
-express wishes and hopes using verbs like ui ~.; i , .:_,i ~ ~ .;i , ..J I ~'1 ,

-express and report opinions using .. _j ~ ~, -::'i.; ~ , 0i ~ , and ~ ,

..

-use impersonal constructions such as~, ~,and i _Jjlj I .J-c to express obligations

and possibilities,
-make authoritative statements using::,; ... _j I Lr.o 1

-compare and contrast using J _.. .;. 9-. I I << ~j >> ,

- describe similarity and likeness using Ji.., , ..S , L.S , and 0t~ ,
- give reasons and purposes using , .. .' . , .' , _j , "u'-t , and ~ ,
-deny or refute statements and assumptions and answer in the negative using
~1~ ' rl f ~ I and L. 1
-report information from another source using sentence complements with ~'1 and
verbs such as ~j -..J y , ~ i '1 _;A,~! J l£ , ·,) ~j,
--express hypothetical events using ......Q ••. ljl and _j ... ._,J, and
--- guess the meaning of new words using context, grammatical clues, .J ~I , and a growing
awareness of the meanings of~ I .:., I,.;_,i .

You are learning to:

·-read and write narrative prose using Arabic constructions like~~,
connectors, and parallel structures,
--- guess the meaning and pronuncia non of new verbs using .:, .) _,J I_, .J ~I ,
-- identify different registers of Arabic and recognize familiar vocabulary in more than
one register, and
--read culturally important texts with case endings, and recognize the importance
of these endings to meaning and form.

As you continue your study of Arabic, you will:

-expand your knowledge of the verb system, including .:, I,.;_,"':II ,
-learn to distinguish between formal and informal situations and to recognize and
use language forms appropriate to each,
-- learn more details of the case system and sentence structure, and
- expand your vocabulary by reading and listening, both in and outside the classroom.

! d.lJI ~ LJJ ~ 4 ia ~~1L

'--I
~~ ~,...

(~I ~) ~-~~ .b~ I A 4).1~ I

You ARE STUDYING AT AN ARAB UNIVERSITY, AND A RELATIVE OR FRIEND IS COMING TO VISIT YOU. You HAVE

A FRIEND HERE WHOSE BROTHER WORKS AT THE AIRPORT AND CAN MEET THE PLANE. GIVE HIM A DETAILED

DESCRIPTION OF YOUR VISITOR SO THAT THEY CAN FIND EACH OTHER.

- rAt -
 J..o4., o.i..6 ,9-4Si I ~ i,)-1~ I
THE FOLLOWING SENTENCES REVIEW MANY OF THE STRUCTURES YOU HAVE STUDIED IN THIS BOOK. foR EACH,

THINK ABOUT WHAT GRAMMATICAL STRUCTURE SHOULD COMPLETE THE THOUGHT, FOR EXAMPLE, IF IT IS AN

INDEFINITE NOUN, WHAT KIND OF STRUCTURE DESCRIBES rT? A DEFINITE NOUN? MARK ALL ui AS EITHER 0i
OR 0i ACCORDING TO WHAT YOU HAVE LEARNED. COMPlETE THE SENTENCES WITH AS COMPLEX A STRUCTURE AS

YOU CAN CREATE.

'~ ---------------------- ~ ~~ 'i -\

~ ·- ~j . 'i \
------------------------------------------------------ • ~~ 0 ~ -

- - - - - - - - - - - - - - - - - - - - - ..._!S''i I -~L... ~I -~ r
.· II
<; ------------------------------------------------ a a.' .., . .., ~ ->= '1 c

<! - - - - - - - - - - - - - - - - - - - - - - - - - - - ,) ~ jA _\

---------------------- ~.,;-J~ I J...<. ..).~ _y

- - - - - - - - - - - - - - - - - - - - - - - - -rG..l I~~ _A

----------------------------------------------------- .:,.!i ..9~ - '\

~ _\.

------------------------------------------------------------------- Ij 'l _\ \

----------------------------------~~~ _\~
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ j-o ~ J.4l -\\

- - - - - - - - - - - - - - - - - · - - - - - - - - - - ..:.,ts: L:.~ - \i

------------------------------ ~j -\ c
 : ~Li.U '8'< ·i· ~ dqiS'Jf ,~,
IN ADDITION TO AGREEMENT RULES, YOU SHOULD FOLLOW CASE ENDING RULES AS WELL.
!·· IJJ~ I
WRITE THE CASE

ENDINGS THAT APPEAR IN UNVOWELLED TEXTS, SUCH AS~ I ~~AND W..J OR~. To DO SO, YOu

MUST DETERMINE THE FVNCfiON OF EACH NOUN IN ITS SENTENCE•

.._,....., - - - - - ~ - - - - ....i~ - - - - - - - - ~ ,:,;i Ulill ~lS

l.fj.J'
.4J-::_,_b--- ~ ~.JI.r:JI u-ll ~---..J ~:,41 "4- -r.Y: ~i
~ ..\..::>..

---0--> ~'-:?j ~ f~oL;, o ui..J~y..)l u..JaiS;.! 'J ~~ ~'j ~j.J

.J..... .) 1.)

(pronoun)

------~-----

_ _ _ d..LiJ I __.J! L:. _j L. _;)ll I - - - - jS: 0--> I ·,! 6 ~. '.1 'w ~I r

J...j~ ~I

u~

-~----........, ljlo w~l ~----~ l>I..JI~ ,~illll',~,ji.';.l ~4

 ~ c'4',.~,

~u~¥t 9 ~wt !4 I '• I I.J-1..,;

:0,)-4 J9i 19 • Q j ..,,

G\~~ ~~ ;..1.:'~1 ~~\II~ l.o _\

lA_,..A ~ ,..-1 J l:ub 4-o ~ .j-<> ~ ~

(' I . -;. .
-~v-o

~ ~_, ...:.JJ_, (IJ.J ~ ~ L. --~

~~ ~~.) .:;LS L..._, ~~ uk ..JL .:....Q~ ~

-±. \."otice that ..:l..L uses verb phrases like u..J-'-"'.)J-: I,~L.S. and~~ ...::./i.:....; to talk about
events that took place over a period of time or began in the past. Listen again for more
examples of these kinds of verb phrases and write as many as you can:

5. Listen for 3 in the text, because it helps you follow the structure of sentences in listening
JUSt as it does in reading. You will hear_, introducing d .'I, a II ~I that constitute the
thread of Malak's narrative, and you will also hear it connecting pairs of words and phrases
in listing. When Malak describes things, listen for J connecting parallel phrases, and write
two examples.

-- '\AV -
 (~I~) "~'~ .»~ l ',.. ~J-~..J-C'I
<4-iWI war ~_).1 p.~ ~ ~~9~1 ~~ ~...>L:; 0-' u~~ l.;t.o :o~f~l ~ ~~
~ ..P ..P f.

...b...wg~f ~~ .:ro 0~ ~L...o ~ 4~' .L..),_bl~~· .:....il.S ,1 ~ l £ ~ ~ ..,.J9~'

..;.U~ w4-S"9 ~ l ~ l A .L....w ~ ..,.Jg"tl -4).WI ~;-J.-1 ;~I ~ J.bWI o~ .:.,~ J.;t.o ~9

province " • •1 '

,.

....:... I- . (. <L.b....i~

to rule

government

independent J Q ~. ' .. 0

mandate

~dg
~~~..
'"' Q
., .:~...l.A
..)~
. ·-·> ... .,,'-. ' . .,.,
~ <..?' ~ _,

.
~~
- . ,,

~;';, \j I L~i

4. Find and write the Arabic for:

League of Nations self-rule, autonomy

Baath Party holy

Sheikhdom to unite

'\M-
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;j__Jf.ll
• J-4
h......tl
•
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'"i"'
-<- u...:...:;
r- ~ ~
. <f
If '-ql ~'I ..::Jt.r'"-'- r',

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·:: lwioi_...YI 4:~1...>--:'--~1 ~ ..I.a.:' ~~.r.JI ~I o~ o ..liJ)J LU~..r:JI
•. ~t..l.JI
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-~_,.Jl~. . \ '1. \'I' r-IL <.i=-
..bYl~I..Jl.

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~~~I ;;~I J~~l ~.,~J ~~~~~~.>:'""~I .J~I ~

r-l...:. ~ r"~l ~ 0-o '7'l..W:.4 l.....>__ril ~ -~4JI o.>-'-"':!'1

~ r:::" oJ...::>.,Y ,._::. ol,>~.i:SIJ '7'1~':!'1 .:_,... .l¥- )l.:; ..!lJj )IJ. \'\to
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. \'1.\i. r-l...:. J,i:;.-1_, -1"""~1 ~ .:_,... ).) '-;""!'-~ ~lh:Y. ":"'i..W:.I ..::=..:;
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.; tAJ <lA! ~GJI ~WI ":"'._r=JI j)L>.. ~UY. 4.:~ .jl.UI ~13
-~~~ '7'-rJI 4?:i·· o~!.; ~~I.:_,... d.JL::..
~ ~ L..Jill ~)l.....~l ,jSL.YI .J.b_,.. j4--=JI :J..U:...:u, C.:.lS :~~~
;;~I~ ~I r3 ~L...:a.ll oJ~I ~ o»J.I ~..J.IJ ~fll
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Ji~_j..o.JI ~dLJI;;~I~I L.~ \'l.i'~ r-L..:.~~

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U7 ~..:ill!~~~ ~._r=Ji t'..lG.. ~I ,j'll ~I ~.....9 4.:Jy.-JI
.J=~I..~:u:.
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.\'\V\

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((.),h ... rl) ~J ~ r-~1 0-'> f"~ .. L........ ~ i r-J Jl~1 ~ ~ .)! ~ .(~i (JY ~.:JI
~..~...<> ~~J .)I~ ~.)l:j ~ ~ , \' o \ t....... ~" ~ .)1 ..~Lc. <W$J ,Lw ~ ~
dJj .. L..u..o .~1 ..1Jj ~ .),~, ~ di!b,.ji ·U"..u.JI ~ d.}.l .:,... L~ ~I .u_, - (.)".iill
1_;t~ ~..l.l....r:-JI ..:.J_,~ .~ ~ ~i ~ r-~1 ~I . ...Q ~ ..!l_;;L...... _;ul ~~ Lo..4c
~ - - ~
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~L:i..S'9 Q~~~ .bLi...i 1 , ,.. ~ 1

:,~, 9 '''~~ ~u~i9 ... t ~,.., .;.t..i.J') ..uu..s., ,9;~,

.~u..l.u:lf .J...a ..1..1..e 0-c Ul:ill 6~ ~ ~J~.) 'I_,.L J~..JI ._:_,~ _\

~~ c,~~ ~uJ.u:>''ll ~'~~ c,~S: ~~~ -~~ ~~ Lo _ 'i

:(<~.)_,..Ji ~~I~))~ i~ ~I L...,.,~WI para'<7'aph :;~I~ _'I'

deanship b..l~

' ~-
~ .· f.

- - - - - - : : : I...>'"' I,_,.;:; -------=~I - - - - - - - =,_,4-.:J

.~ paragraph :; ~ 1.~ I J ~ u .J.<A"'l : j-<> ~ i J.) l:j_;, I _1

Think of this as an encvclopedia entry of important twentieth-century Arab intellectuals.

Include all information vou can glean from the article, but phrase it in your own words.
 ~ c.~~ ,bl.t1.; I , ~.,J-i I
!

:t~f9 0~ f9 a Gi wf

2. On the map, circle ..:_,.JJI-J J-bW! that are mentioned.

\ •

•
/

- -~~ OJ-0
:"-!-'w - I9 • 0 -t t" f

3. Complete:

------------- -\ '""0 ~..l

kL~ >=~I~ ..:_,U:J......JI ~~ _\

"

- - - - - - r;:<~.....J...c. Ju l~la'"' ----------"population Ju ~ -~

 ----~ --------'~ ---------
-------..J ---- - - - - - - - ,cill ~~

----ul!
- - - - ----~ ull <:?->"""1----~' - - - - -----..J
~_,:i - - - '~....)At ull----- ----- - - - - - - - - . . J

~..>AI u-ll------------ ·0~ u-1! - - - - - - - -

------ ~ .<Lc.::..~ <Llll - - - - - - U - o - - - - - - -

bbi - - - - -~..JJ ----~ - - - - - - - ----~

--------- .u}~:.L
~ - - - - ~F..JJ• - - - - - - - - -

--------~~-----~I~----- -~ - - - -

----~ - - - - ~ --------~ r-6-1.4-:A - - - -

- - - . . J ' I.?~---------- J.=.,t _ _ _ _ - - - - -

- - - - - uhl Lc- <Llll ~ ~..J' - - - -

.~W4 ulq I <;; ~ 9 ~ 1 9 ~w.,

~W 4-:i..JI..J..J 4-o LA~~ u-=JI _;~I~~

~ ~W'-:i«J~ 01 ~~~ dL J~~~

- nr-
 t .. t"~'
~~~-~)' ~~ ~
..Arabic-English
.. Glossary
Numbers in italics refer to the chapter in which the word was introduced.
Unumbers refer to units in AlifBaa.

1
* *
father 19

see.:,-'-:"' . I
v-!

to rent 14

one of (m.) 18 '

.l.:>-1
.
no one, none (of) 11

one of (j) 18

Sunday 6

eleven 8

to take 12
-•• !
it was taken (passive) 20 .l.:>-1

., .. J. ..... '
to make (someone) late 18 _;.d..~ ' _;.d..l

to be late, fall behind 8 ).I:J I , )..~ , :;_s

finally, at last 13 (~. i

other (m.) 9 0J.)..i. ( .)..i

... 0 t 0 t
other (j.) 9 ...::..~_;.d..l . ( I..>~ I

last 12 0J~1·c ~
...... '
~ ..... ' ~
late 10 0 J~'Lu. . ( _r>..'G...o

brother U-3 b;;.! .( ti

' t • •
sister U-3 ...::..1~1 •. ( ...::.,.d..J
:.=-:erature 1

~use, since 13 ~I
'
~8 I.J)

rustory 2 . l:JI
r:-;.J

date (chronological) 20 ~.),_;:. ·~ ~.)(.:>

Jordan U-9

rice 6 ..:u' ' I

foundation 13
. t
professor (m.) U-5 i;~L.uj ·~ .J~I
professor (f) U-5 1 ·1~· tl
..:;..I~·~
~·1-· tl
!I..IW........

family 2

Israel U-9

descent, origin 5

of_ descent, origin 5 " . J....,.l U-.o

' ' 0

to eat 4 ~\'1, ~~ < ~~

see ~i ~i

except 9 ~~
which (m.) 15 ~DI ·~ ':?DI
which (m., dual) 18 .·-Wij·IWI
~ (.)
- -
which (f) 15 ~)ul I ~I)_! I.~ ~I
which (f, dual) 18 (. /: :,~,,, I <.) t.::..JJ I
'
t
-.. .,
thousand 20 ...J_,.li,...J'il.~ c...iJI

God (sometimes used alone as expression of delight) U-6 <LlJI

Thanks be to God U-7 <L1J ~I

May God have mercy on her (=Rest her soul) 7 I.'_'...-

~..>-:
c...:lJI
In the name of God (said when beginning something) U-6 <LlJI ,
~
God willing U -6

There is no God but God (said when hearing bad news) U-6
.
cL.l.J I "i I :U I 'i
'
Whatever God intends (said when praising someone) U-6

:o, toward U-9

:. ' _,'
:::nother 8 ..::..4-=-a I . 1:: ~I

L"nited Nations 1 6 ',.... ~-.'11 ~-/"i I

:...1 front of, before (spatial) 13 rt..oi

as for ... 9 ... _:a ... ~j
0nited Arab Emirates U-9

yesterday 9 1..)-'-••
'-"1

to (marks nonjinite verb) 8 y~l t;I...4J.f + ::,i

not to 13 ('1 + ::,;) ·yi
that (introduces sentence complement) 13

if 15 .I
u,
I U-8

you (m.) U-8

' ..L:.i

C..:. I

you (j) U-8

you (pl.) 2
..
t=U'
,

you (dual) 18
.,. ' " t
you (j., pl.) 19 .:,..::WI

feminine 1 ~Jll
English 1 "·I) ~.·C.
• .I<
( ~. · .I - '·.J (i..f~. ' .I- ~.J•
· 1<' "J) i..f~

Miss U-4 ..:..Wi.r~

human being (pl.= people) 20 uuL:. ·c. .:.,W!

people 11 uul.:.

to resume 19
 • t
or 9 .JI

bus U-4

Europe
! ;:; G
first (m.) 4 ~I.Jl
f;
I
"'
J.Jl ·~ J.Jl

first (j) 7 ..:.>l).Ji ·~ ~)

now 3 .:,~1

sign (from God) 16, verse (of the Quran) 17

i.e. 16 .'
(,?I

which ... ? 1 " t

L.<-:?1

any 15 i;i I ~i
Iran U-9 .:,I~!

also 2

where? 1

with, by (things) U-10

* *
sea 15

Bahrain U-9
a .- ~,. o ,.. ,;: ,. ..
to begin 9 "J..JI, I~, i.l..;'

primary 4

subject of a nominal clause 2 r,-=-.,a,.-,,

to exchange 11 J~L..:J I ' J~f _.:·. ~ ' J~W

suit 15

it appears, seems that (impersonal) 17

see.:,- .J-J

cold (e.g.: I have a_)

- nv-
cold (e.g.:_ weather) 5

cold (e.g.: I feel_) U-8

mail, post 18

congratulations 1 .:.)_,~

hat 15 ~';·(~;
program 2 ~~; ·( ~L:.~
game, match 10 ..::..~~~ ·( ~~_;~
onions

ticket, card 18 ..::..Li~·C:: Ulb...

belly, stomach 18 .}~-(~

after 8
0 ~ ... 0 ...

afternoon 9 ~~~

far, distant (from) U-6 (~)~

some of 9

to remain 12

the rest, remainder of 17

bachelor's degree 2
, "
country 2 .:,1~/..1~-c:: ~

blouse 15 ..::..lj~-c::~j~

pullover, sweater 15

brown 18
~

(a pair oj) pants 15 ..::..L:.~.r u~

purple 18
.,

, . 'A
..
0 ......

I I

I.:?,. •

son 3 .. ~i ·( ~!
cousin (m., maternal) 3 b/ JL:i. .. ~, ·( b/ JL:i. ~;
cousin(m., paternal) 3 v~ . ~i.c:: v~~!

- '1"'\A -
wife3

oil

to increase, exceed 17 i>.ll-:.'~ I , ~~ ·(~) ~1.)

to visit 12 i.,)-;.'~1 ' ..)J~ ' ~1.)
still, continue to (lit.: do not cease) 13

(future marker) 12
* * ~;-ll e;L4J.I + ...J";..... I (.)"
question U-9 U:.:....tt
' .~
J I.>-'-"
,,

because of, on account of 5 .UL.Q! ~ ~' + +.

Saturday 6 ~I
swimming 7 G.~ I
swimming pool 14 a..,.~ rl..::..
week 6

seven U-7

seventy 8

six U-7

sixty 8 ~~0~
mosque ~L........~ ~
meal eaten before dawn during Ramadan 17 ..)~I
theater 13 c._)......:. . ~ c.;.:...
• $ '
bed 11 i.~l·~.j-;.'~

quickly 10 4...L~

Saudi Arabia U-9

to help 8

happy U-5
culture 1
* *
one third 9
.
~
,

three U-7

third 9

thirty 8 ~
. :.~;· :.~
!..)~

Tuesday 6 .I.:.~ I

snow, ice 5

then 9

eight U-7

eighty 8 · ·w;·!..)~·w
~

two U-7

Monday 6

second 4 ~
- ·CiJI/ . ·!.:.
!..)

secondary 7

Baccalaureate 7

the dual 7, 18

garlic

jacket 15
* *
€ ' >I' ..

grandfather 3 -~~~~ 1 J_,~ -~ ~

grandmother 3 ..::..!"~.~ :;'~

very 5 ('~
,,
new U-3

- t .. -
root 8

genitive case (nouns) 16

experience (life _j 11 '-:-'_-->~ ·t:. ~~

newspaper 9 ~~~ ·( ;J..:~
to run; go running 7 (,?~1 ' (,?~ ' (.S~
D '6 0 ,.

part of 18 " I j.:;. f • t:. "..>--7

island 15 ''

Algeria U-9 , I .: q
..)-> ~

jussive mood (verbs) 13 iJ~I

body 18 rL......::-1 ·t:. ~
magazine, journal 13 -::.>~-( u;,.
traditional gown-like garment worn by both men and women 15 ~)4.
to sit 9 U4'~1' ~' ~
gathering 10 ut......4.-( ~
to convene, gather 17 t~_~ 1 ' ~ 'e:-al-: ~}
plural 2 ~I
Friday 6 ~I

together (i.e.: altogether, all of them) 12 ~

meeting 19 -::.>~41 ·( t~;

mosque 10 t:'~ ·t t:'~
university U-5 -::_,~~-( ~~

group 15 -::_,~~-(~~

sentence 1 ~-(~
beautiful U-7 ~
south 15

nextto 14

- i. \ -
foreign, foreigner 13
0 • 'I' ..
weather 5 .1~1·~ ~

to answer "~~~
.. '. '.'I • (.,rC ''-;-'~1
'~' I '

answer ~r-1 ·~ '-:-'1~

good U-4 "'~I wJ·'~~ ·~ '~:~
well (adverb) 5 (,~.~

neighbor U-3 :_;1~ ·~ ,.,4-

passport 20 ):.... ..:..I jl~ . ~ ).:.... jl~

vacation, leave (of absence) 12 ...:..1,;4-! ·~ ;;,;4-!

hungry U-8 (~L&.) ~l&.~ ·~ :.;L&.~
to come 10 .. ~l ' "~ '(~!) ~4-
skirt 15

army 3
.
,;;.~.~ ~
. '

* * 'I' , "' , t
to love 5 ~~·~·'-:-"""''
darling, dear (m.)U-2 ' ' .
"~~-~~
so as to 19 1.:-'~l e,LAtl + ~
until (preposition) 17

the main pilgrimage to Mecca 7

pilgrim (spec.: one who has done the main pilgrimage to Mecca) 7
Of, ,_., '~"'

to determine, set (e.g.:_ a curfew) 15 .1..:!~1 • .1~·.1~

' J 0 ... .. , ..

to happen 14 ..!..J~I • ...:..,~, ...:...~

t... . . ~... . . .. , . . Si .. ..
to talk, speak about 20 ..:.,~I ' ...:...~ '(.rc ..!..~

accident 7 ..:.._.~I;..·~ ...:...."'~

Hadith (sayings and deeds of the Prophet) 17 ~.~~i.~ ~~

- L~-
c~versation 1

garden, park 14
... • 0 t ,.
{pair oft shoes 15 d..::'_~l.c;_ ~ ~

hot(e.g.: _weather) 5 ~L:..

hot (e.g.: I feel_) U-8 (~~) ~~~ ·c;. ul~

wife 7 rr--
shame (on you; lit.: not legal) 12 r'~
.,. "t ' ~~ '
freedom 15 ..::.. ~ ..r'- . c;. ~ ..r'-

the best... 5
, , 0 ; .. , "'

to get, obtain 6 J_,....,...JI ' ~ ' ~ J.....:.::.,

to come to, attend 13 J~l. ~·~!~
you (formal, m.) U-4 ~~
you (jormal,f.) U-4 d:.~

lecture 6 ..::..1~~ ·C!. i.~~

to memorize 4 .L:.b.J1.~.kb.

province 20

to rule 20

government 20

to realize, achieve 18

law 3 J_,b.ll
~~·
actually 3 - ~
real, actual 18 -~
place 18 ..:.,;G..:.. . c;. J:....:o
milk U-6 .;.:i I~
to dream of 20 ~1. ~ '"1~
dream 18

- Lr-
how beautiful is ... ! 20

bathroom 10 -.:..LoG::..-~ ("~

swimming pool 14 ~~ rG.::..
red 18 (·'~ :..:..::.J..o) ;...:._,
carry 20 ~~·~·~
' ' ,
lawyer 13 .:,~L...... -~ ~WI 1/~

to need, be in need of 13 ~~:_-.:.._~, ' ~~ 'u-1! ~~:

in need of 8 ~!~~
roughly, around 9 ~,;..

life 12 ~~~
, 0 -

where (not a question; also, "in which") 2

sometimes 5

news U-3
* *
predicate of a nominal sentence 2

experience (work _j 14
0,
bread U-3 ~

pita bread U-3 '

t.F~~
shyness, abashment 11 ~~

shy, abashed 7 J~
, , 0 ,

to go out 9 ~_,_;..11 ' ~~ ' ~~

~ . . .. ;::; .. .... ... ;::; .. .
to graduate 6 ~~1, ~~· ~~

outside (preposition) 11 ~-,.)L.;.,

fall, autumn 5 ~)JI

special; (its) own, private 9 ~L.;.,

- Lt -
 ~ ..... , ~ ........ ,
specializing, specialist in 2 l:JJ o o , 0; -, 0 , c:: ~ uo 10;, -, o

green 18 ( ~ I~ : .:...:. j..t>) ;...:..;.. i

vegetables 6

she got engaged to 11

the (Arabian/Persian) Gulf 14

• :. 0 ~ .... "' .. "'"' 0
to differ from 17 'gl .... ·~~~

behind, beyond 5 .....ili..

caliph, successor (note: m.) 4

different (from) 18 • ) ' • '

• 1-
( ~ 'A;'"' o
.
morals 18

five U-7

fifty 8 ~/w~
Thursday 6 ~I

to guess 1

scared w~L..i.·c;:~L..i.

uncle (maternal) 2 Jl_,li ·C:: JL..i.

aunt (maternal) 2 ~')'t...;. ·C:: UL..i.

to choose 19 J~')'l ' )-.';~ ' ~L::.d..l

well, fine (said of people) 17

J
chicken (collective) U-3
* * c::~~
to enter 8 J,....~ I ' J;_~ ' ~~
to smoke 9

degree (e.g.: of temperature) 5

4........1->..JI ' IJ".)~ I

' 0 .. "' "' "'
to study 1 IJ"J..l

- i. o -
to teach 3 ' U"J..I..:! '

lesson U-4

study (oft, studies 3 ~L.....I...>_..~ ·t::. ~~...>_..~

school 4 IJ"_JI~ ·t::. d.....-.~:;_,

copybook, notebook U-6 ->?Li~ .c;: ;;:a~
minute 9 ~u~. c H.: A~

doctor (m.) U-4 ;;->?ts:~ ·( ...)~~

doctor (j.) U-4 ..::..1...)~~ ·t b..)~~
Ph.D. 2 111...)~~1
blood 18 I(' ..I
d
the world 20 L.:.~ I

Casablanca 18 ~ t....::;.J I ./l-1 I

business administration 6 J~YI ;;_;!..~!

director 12
'
~1...)..~-o
.I ,
wJ~..L.o ·t::. ~..~-o

always 2 L....:.t..~

without 13

religion 3

•
* J
*
that (demonstrative pronoun) (m.) 6

also, likewise 13
(·Li_:. :~j..o) d!"j
•.!l.J'~
I
so, thus 6 dJ'.:U

to recall; mention 14 ~lJI 'J~' ~J

. , ' .....
to study (i.e.: review lessons, do homework) 8 "i.~I.:J.I , ~~~ , ~lj
~ ..... , ~ .. ... ... .. $ ......
to remember 1 ~j;j I ' ,;s~ ' _;s.l.:a
masculine 1 ~lll

- !.'"\-
smart, intelligent 18

togo 6 '
' .
~~ ' .__..Aj
'

gold 18

head 18
* *
president 12
' , '
.. L.....j,) -~ ~,)
0 ~ .. •
to see 13 ~j_) I ·' f..S~ I<>',)
- t'
opinion 8 .. I)-~ <:?'.,)
God, Lord 15 :_.~,

perhaps 18
0 t 0,
one quarter 9 t~,)l -~ ~.,)
four U-7

forty 8

Wednesday 6

fourth 4

spring (season) 5
·~ ,,, ,. ;~_ ..
to arrange, prepare 16 ..........,.:._;::J I , ~~ ' '-:"""""..;

to return 13 t~~l ' e.-~~~~

man U-7 J4-_,) -~ h~
, t
foot 18 ~.,;1 -~ ~-,)
to hope (that); please ... 16 .. 4-~1 ' ~;. ' 4-~
• ~ 't .. , .. f, .,.

to welcome 18 ~_;::J I ' ~~ ' -;! ~,)

deceased 7

cheap, inexpensive 16

to correspond, exchange letters 8

- LV-
to send 13 JL....~tl ' J...:~ ' J:..,~l
letter 3 ~L....~ . ~ d.J L...._.>
todraw 7 ~~I ' ;....~ ' t-->
humidity 5 ~_,_b~
to want to, have a desire to 13

to refuse 8

indicative mood (verbs) 11; nominative case (nouns) 16

dance, dancing 7
• e •,
number U-7 ("l:a_;l . G: ~.>

center ~lj-A ·G: :}.~

grey 18 ~-~Lo~
Ramadan (month in Islamic calendar in which Muslims fast) 16 uW.:..~
comfort, ease 14

to want to 8

sports 7

novel 19

(over) crowdedness 5
* * i"b_J~.'
blue 18 (~L:a~~: ~_;....) J~~i
upset; annoyed, angry U-8 (~Lc) ~~~ ·G: u~·j
skiing 7 ~jill
classmate; colleague (m.) 4
.'
~)l.oj . ( J.:...aj
.

classmate; colleague (j.) 4 ~~~·G: ~~

pink 18
0 t II.-

husband 3 G:I_,jl ·G: (-'j

- LA -
wife3

oil

to increase, exceed 17 i...1~~~ , ..1-:!~ ·(~)~I,)

to visit 12 bJ~~~ ' JJ~ ' ~1,:,
still, continue to (lit.: do not cease) 13

(future marker) 12
* *
• t ,
question U-9 ~l.t::,JI~

because of, on account of 5 lil.Q!~~,+~

Saturday 6 ~I

swimming 7 (....~1
swimming pool 14 (....~ rC..:..
week 6

seven U-7

seventy 8

six U-7

sixty 8 ~~0~
mosque ~L..._.. ·t::. +
meal eaten before dawn during Ramadan 17 ,.,~I
theater 13 (_,.,L...:.. ·t::. (~
bed 11 . '
i.->:'"" I . G:, ~ ..r*'"'
'

quickly 10 ~~

Saudi Arabia U-9

i. ...l ..d
' ,
. ......J.I ~t............
' , .....
~L....
to help 8

happy U-5

- L~-
to travel 4 ~I ' ~~ '(~!) ;aL-
ambassador 11 ,I~.G:~
sugar U-6 ~
to live, reside 1 ~~·~·~
inhabitant u~·G: 0L-
series, serial 17 ..::,~.G:~
salad 6 ..::,uJ..:.....G: ~

behavior, manners, way of acting 19 ~_,(...

my best to ... 16 .. ~ .,r;i....

Get well soon! I hope you feel better! U-8 (~~) !~~
name, noun 1 "t....:.., .G: ~!
to permit (someone) to do (something) 15 r~'. ~ ....-; .. ·~~
to listen to 4 t~?''' ~· ~!~!
dark-complexioned 18 ;.:..... ·G: (·"~ :~J-ll) ;..:....i
fish (collective) 6 ~

year 2

to stay up late 10

easy 12

black (m.) 18 ..I~·G:

'
..1~1
.'
black (j.) 18 ..::,1_,1..1~ ·G: ,1..1~

Sudan U-9 0 1,.~~1

' ,
chapter (of the Quran) 17 ..)~·ci...;~

Syria U-9 (...;~

tourism 11 d..:... WI

hour; o'clock; clock U-5 ..::,~L-.c ~L...

market Jl~i ·G: J~

- t\. -
driver 13 u~L....~ ~L...

Mr.,Sir U-5 i..JL....~ ~

Lady; Mrs. 15 ..::.,1,~.-, .. ~ b'~'..

car U-5 ..::.,I.>~·~ i..>~

cinema 8 ~I

tea U-4
* *
youngman 18 u.w ( '-:-'.w ·~ ~w,

young woman U-4 ..::_,~W. ·~ ~L!.

youth (abstract or collective) U-4

window U-6
'
..:47~·~ .!.1~
.,
winter 5 .1 ~.~~.II

to encourage (to), cheer (on) 13 t''"'·.~.\11'

-· ~-·...r--~,...
\,..• ( 1~)~

person 15
0 l. .. " ..
to drink 4 '-:-'~1''-:-'~''-:-'~

soup 6

Islamic law 17 ~~I

street U-5 t_);.;. ·~ t_--'L!.
to supervise 17

east 15

Near East 2 ~~YI J~l

Middle East 2 ~~YIJ~I
to have in common 15 .!.11~"11 ( .!.1_/·~~.~ ( ~ ~~:.·.~~~

company 7 . : _, ~_;.;. .~ (S_;.;.

to buy 16 .1~1 ( ~"':..>~ ( 1.>~1

- t \\ -
chess 9

to feel (i.e.: an emotion) 5

hair 18

work 2 ~
to be, become occupied with 17 J~yl ' Jj~~.··.~. ' -7 ji~>;.\1

to preoccupy 18

busywith 2 .:,~~·(;: -:J~

too busy for 15 .:,~~·c::~J~
apartment 14

blond, fair-skinned 18

thank you U-10 C<'.7.

form, shape 18 J~i.c;:~

problem 12 .::..~I~~ ·t:: ~

sun 5

sunny 5

north 15

to watch 4

degree, diploma 12
, , -;: 0 ..

month 16 J~l~'·r ~

famous 16

thing 15

grey /white-haired 18

to become 10
* * ~·~'
o ' .... • e

morning U-4 c~

- t\"-
health 11

true, correct 20

friend (m.), boyfriend U-5

friend if), girlfriend U-5 ..:..~L...:. ·~ L=..L-

a Companion of the Prophet 17 ~~1

newspaper 17 ~.~
' ' di._. ...., a

to wake up 10
J. ... ., t
to publish ,;IJ..w:a¥1 • J~. J.l.o4l

verbal noun 17 J~l

friend (m.) 4 ~u
. ~

'.l,w:)J . ~ ~ .l.o4
,

friend if) 4 ...:..~~·~ ~~

friendship 18 ..:..L.al~ ·~ 4..:81~
~-, ~-,
action (i.e.: way of acting), behavior 19 ..:..u~.~ ..J~

hard, difficult U-5

small U-6 J~·~~

class, classroom U-6 ..j~ ·~ ....L.:.

see under ......£.....:.__,

page U-6

yellow 18 (PI~:~~) ~~
, .-
to repair 16
.
c~¥'·~·
' .
0 .. o t
bald 18 ~~

prayer 10 ..:..l~.~b~

picture 3
, '

photography 7

to fast, abstain 17 r~ 1 /r~ 1 • I"~. rL-

pharmacology 11 (..1~1

- i\'1" -
pharmacy 15

summer 5 ~I

China ~I

officer 3
* ~ *
necessary 19

present/incomplete tense 4
,' '
weak 8 ....a~
•I ·;
"~-~,
'' •
o.:•·O
• •

pronoun 2 _;.~.~ ~
iDaafa , possessive construction 3 UL..otl

in addition to 12

..b
medicine 3
* * :_:wl
to cook 17 ~I, t':tJ, ~
kitchen 14 t:;~·~ ~
of course, naturally 12 Q
floor, story 14 ~~~~~ ~Lb
restaurant 6 ~u..:.. ·~ ~
child 19 J l£...b j , ~ J.i:b
childhood 4 '
u~

weather 5 ..,..ll.
to ask 19 .._j_lj I ' ~ ' :)J.
student (m.) U-6 '-:"';u. ·~ ~Lb
student (j.) U-6 ..::..4;JL.b ·~ ~Lb

- iH-
:0 be able to 9 ~~')'I , t.:'b:..: .. ~ , tl.bi:...~

long, tall u -6 Jl~ ·(. J.:!~

durin~tlrroughout 8 Jl_,_b

table U-6 ..:::..'l'_,u.. ·t:. u_,u..

delicious (food); good-hearted (people) U-5
.. ,
.,. ~

u~-~~
airport ..:..1,;~ -~ ,)~
airplane U-9 ..:::..l~lb -~ i._;.lb

* *
to think that, consider 13

afternoon 9

wool cloak, wrap 15

* t *
to consider 18 ,;~,')'I , ~ , ~-_.-·,"cl

expression, idiom 18 ..:::..1,;~ -~ 7...;4-e

astonishing, strange U-5

• "' , [I "' •
to prepare, make 14 .ll..u:.~l , ~ , ..u:.l

to prepare for 16

severa111 indefinite ~ + 1.~

number 8 ..1l~i.~ ..1~

preparatory (_ school =junior high) 7 ~:'~!

prepared, ready 19

Arab, Arabic (m.) U-5 '-:' ~ . ~ I..:!J ~

the Arabic case system 16 '-:''~¥'
to know 3 u;.l1 , ...J~ , ...J~

- t.'o-
to get to know 11

getting to know one other 2

Iraq U-9

dear 15

ten U-7

twenty 8

dinner 6

capital (city) 5 ~~~·~ ~~

thirsty U-8 (~~) ~~ ·~ .:,L!.l.:c
emotional, romantic 11 ~~
.. 1 • I o I
vacation 12 Jk/..::..~.~ ~

~
most of 11

you're welcome U-10

..
I_,.Lc
,

relationship (pl.: relations) 11 ..:..LA~.~ u~

to learn of, find out about 12

to teach 16

to leam(e.g.: _a language, a new word) 1

science 3 ~_,lc ·~ ~
anthropology J '-·WyJJ
' . r:-. .
sociology 3 t~_YI~
psychology 3 ~~~
~ ~ '
political science 3 ~4--JI ~_,hjl

theworld 9 r-lWI

on, on top of U-9 ~

high(m.) 5 ~l.a.JI
~
I .J~

high(j) 5

- t\'\ -
uncle (paternal) 3

aunt (paternal) 3

general, public 7

colloquial or spoken Arabic 15

age 2

to work 1 ~~·~·~
worker 13 Jl:c ·c:: ~Lc:.
currency 7 ..:..~ ·C:: u.:
,
Oman U-9 ..;~

blind 18 (~~ :6':.>-a) ~i

on, about 7

on, about what... ? 7 '! ... (ljlo+~) ~

about whom ... ? 8 '! ... (~+~)~
have (lit.: at; see ':?~) 7

I have (lit.: at me) U-9

.
':?~
when (not a question; e.g.:_ I was young) 11 J.U+L,;~

address 1 ~ J t.::e .c:: ._;I;..::.

it means 13

meaning 8

to return 9
0 0 ,; 0 f. ... 0

to get used to 17 .JL.....::..c.Yl , .JL:..,_, , ..JI Jl::...cl

usually 10 ~Jlc:.

holiday, day of celebration 16

Christmas 16

graduate fellow, teaching assistant 6

(extended) family 3

- i \V -
year 17

to live, be alive 7

living (e.g.:_ room) 14

I was appointed (passive) 12

, t ,
eye 9 ~
. I I.u~·~ ~
. 0 ..

tomorrow 12
* t * ~~

lunch 9

to leave (someone or something) 17

west 15

strange, foreign U-5

Morocco U-9

longing for one's native land, feeling a stranger in a strange place 13

.. J o I
room U-6 ...A~.~ u~

to get angry 15 - •• -,. I I .. ..

~·~·~
•

expensive 16
.JLC./ - ~LC.

to be or remain absent 19

to be absent from, miss (e.g.:_ school) 12

.. ...
~ .. , ~

to change (something or someone) 16 ·~·~

...
'[. . ..... ~

to change (intransitive) 18 ~·~

cloudy, overcast 5

thus, so 5
* * .. -i

individual 4

- t '" -
singular 2
'
..I ,;-All
..
" , 0 ,
opportunity 13 '-"""_,...·~ ~~
(blank) space 17 t';a
to be dispersed, scattered 20
<II .. " - .....
French, French person 2 (.;~~-~ ~_,...

dress 15
'
~!......£ -~ (.;t=........A
..
to fail 13

formal or written Arabic 15 • •

~I

to dismiss, fire (e.g.: from a job) 13 ~I J.-.1:.' ~

class, classroom U-6 ; season (e.g.: spring_) 5
'
. .
J_,........i . ~ J..-.A
'

comma (punctuation mark), decimal point 9 I -1 -. U....LA

v:""' ,_a . ~ '
thanks to 8 I + ,· '-l .
~~

favorite 9

please (addressing a male) U-10

please (addressing a female) U-10

silver 18
, , 0.. ... ....

to eat breakfast 9 ,;_,.J....A.ll ' ~ l ~

breakfast 9 ,;_,..b.iJI

meal in evening to break Ramadan fast; breakfast 17 J ~~~

•

to do 8 J.U..II, ~, ~

verb 5 J~i-~~
really! , indeed 2

subject(ofverbal sentence) 17

(direct) object of a verb 17

deceased 7

only 5

- !\'\-
to think about, ponder 17
• t •
idea, thought 18 J~'-c b~
fruits 6 <t.S:I;t

money U-6 uuA

Palestine U-9
~
Palestinian 1 .:,,;_._·.! b ~ ",'}' . c ~-·· -' b ~ ,_,_..
philosophy 3 u:....li.JI
... , 0 ,

hotel 11 J_.lw .t J..~..U

to understand 10 HiJ 1 , r·6r.! , ~

towel 16 .b;.e .c u_,_o
above 14 J_,_Q
.-
~ ; "" ,. -: , " ,
superior, outstanding 18 .:,~~·t J~

in 1

* *
to meet (in a formal setting) 19 ~W.1 , J.:.~ , ~u
to receive, welcome 14 J~YI , J:'f·.~ ·~· , J:'i~·... l

before 4 J;:a
previously, before (now) 14 ~~
admissions 2 J~
acceptable, passing 8 J~
.. 0 .. 0 ,

future 8 J ... -.... 11

particle that emphasizes that action has taken place 17 ~UI+(ili, ~) ~

(comprehensive) evaluation, grade 8

Jerusalem 20

old, ancient (jor things, not for people) 2

- !'1'. -
.__ · .g.. next 12

0~ ~ ... , --~ ...

rodecide 12 ~.,;a:::J I I ,.)~ ' ,;_;i

to stabilize, become settled 13 ,;1 )_i •..._Y I I ~ ij :, : "l ' ~i :.·.. ~1

decision 12 ..::..l,;l.,)i ·~ )..)A

continent 15 I" I"
..::, ,;UI ·~
':..",1.,
Y_.UI

to read 8 b~l~l ' 1~ ' i)i

close U-6 w~..;a ·~ '-:-":',;a
family relative 3 ~·I
La.,.~' l.:i~ -
F '-:',,.) I I~ '-;-":',;-1

comparative 12

department 1

story U-6

~I
0 '
to mean, intend 10 .~.~

economics, economy 3 ..~t........::.:iYI

short U-6 ,.)~·~~

to spend, pass (time) 12 '
FL..:.i.ll < ~
. '
< ~

Qatar U-9 ~
to be cut off 11 t'b_i··,YI , t_bi\! , ~:bi0..}
grammar 1 ~l_,ljl
.. ' ,
independent 20 J:i:..........
'
a little 9 )i/a
heart 18 '-:-'_,.La·~ ~
pen U-7 r)I..Ai ·~ r-U
dried apricots, drink or pudding made from them 17 . ..UI .~
I..H r-

dictionary 8 (.)"'-:'-"l_;:t ·~ IJ",}-"l.:i

shirt 15

- !'1'\ -
channel 9

coffee U-7 o_,...;a

0 '

cafe 17 ~llll .
- 1 ~li.. ·r:: ~
say U-10 J,iJI ' J~ ' Jl:i
article (e.g.: newspaper_) 13 -=..':ilL .r:: tJ lL

to get up 17 ('~I ' ('~ ' ("L:i

to reside, stay 10

like, as 15
* * ~I+.::S:

as if 19 <4o-wf ~ + ::,ts:
also, likewise 13 d.J'~

like, as 8 J.U + t.....S

important, powerful; big; old U-6 J~-r::~
to write

book U-6

Quran school for young children

writer 19

office U-7 ~LG·r:: ~

library U-7 I .:.-'
-=...~-r::
d ,l':;i(.

much,many 5

more 10

basketball 7

volleyball 7

soccer 7 r..w 1b~,

' '

.
"' .,. II J.

U"""" I~ If '-"' I~ . r:: U""""

chair U-6
- . ~

- tn-
 -=..l:.uiJS ·c:: -=..uljS
~~+~
.,~,+~

holiday, birthday greeting 17

"'-t.J. ~ ~~
college, school (in a university) 3 ..:..L::J$ ·C:: ~

word U-7 -=..~-c::~

to speak 4 r~' , ,J<~~ , ~
how many/much? 7 ~~
how much ? (price) 7 ~~
as 8

church 15

a kind of Middle Eastern pastry 17

electrical ~~~
to be 4 0~' 0ts
a?-' :, .. .,. . . .. tt, ..
to consist of 14 0~1. 0:A. U-;"0~

place 14 0Loi ·C:: 0~

Kuwait U-9
., '
..:.ufij I

fine, good, OK U-6 ~fi-e:: ~fi

scarf, Arab headdress 15 -.::..~fi .c:: ~fi
in order to 16 ~ =:)
how? 1

How are you? 1 c;:JWI~

in order to 6
* J * t;I...A.o /J~ +:
because 6 ~~~+~0-y

- ~.,..,. -
why? 5

for, belonging to U-10 ~I ro-wl +-!

no U-7 "i

to wear; get dressed 15 ~~~~·~

clothes 15 u-:'~

underwear 15 LLi..l..~
- ~
~
-- '

milk U-7
••
. l.:uJ
Lebanon U-9 u .

to enter, join (e.g.: school or army) 8

meat 6 ~~ ·~
. .
;-1
necessary 16 i/"
tongue 18 (.:...,...J 't
' . . . L.....l
. t::. :.
nice, kind, pleasant U-6 ~ uJj ' ..A~ . t::. .._L.I.j

to play 9 ~~~~·~
language 2

but U-8 ~

past negation particle 13 f',A-1 e,L.A.ll + iJ

to hint 18 ~I' , r:/J_. ·(~l) ~
future negation particle 12 ~~~ e,L.A.tl + ::,J
if (hypothetical) 13 :,J
color 18

Libya U-9

is not, are not 8 ~

night 10 ~L:lllf_J~ ·~ d.(J
tonight 10 li..lll

- t'H -
 what? (in questions without verbs) 1

what/whatever (non-specific relative pronoun) 15

past negation particle 8

what? (in questions using verbs) 1

why? 6

still, continue to (Zit.: do not cease) 13 fC!-WI I ~,rll c,t..,QJ,J + Jl~ "i., Jl.:, L....
master's degree 2 ~UI
hundred 9 ..::..~ ·c ( .._.w:.
-~·') :;'•._.
"""":""

to enjoy 10

fun 16
.,
when? 6 ~~

like, similar to 8 .ULQI +~

' ,

example 1 u::......~
, I ·C JG...o,
test, examination U-7 ..::..L:.~I
,. "'
·C u~l
......
city 1

to pass, elapse (e.g.: the time_es) 19

once, (one) time 11

woman U-7 "~ ·c ( def: bf)l/biJ""'_-il) bi;a_,

women (collective) bi:)l
sick U-8 ~...J-..6 ·~ ~,)-"'

drill U-10 ~Jw·~ ~;::.

Christian 17 U.J: 0 : • 11 a , ~ I..! 0 : 0 11
a

evening 2 • L......:.,

Egypt U-9

- t"o -
Egyptian 1
..
u-J-:~ ·c t..>~
"' ... ... ... ....

the past tense 8 ~UI

rain 5 ,Ju.._..j ·C _)..:..

rainy, raining 5 ~/_;-bl..

' '

with (people) 7

together (i.e.: with one another) 11

never mind! don't worry about it! U-8 !~/~

- f.' 0 ,
it is possible to (impersonal, does not conjugate) 10 ;~llol+ ~
"' , '#i ,

boring 16 ~~-c~
to own, possess 15 dill t ~ t ~
, '
king 12 <.!.l_,L ·G: ~
sheet 16 ~t-:~ ·C ~~
who?, whom; whoever 1 <: •
. v-"

from 1
.~

scholarship award, grant 12

, 0 ,

since; ago 6 .L..o

to hope, wish that 14 1,:1'\'a~all t l,.;·,'a:a~ t ::,j~

to die 7 ~:,ll t ~~ t :.:.,L...

Mauritania U-9

music 7

water U-7

excellent 8

* * 0 t ,; ..
prophet 4 ~Y'·c ~
to succeed, pass 8 c~'·~ ~~~

- i'\'\-
we2
,
~
. '

club (e.g.: sports_) 9 (.5..11~ 1/ ..~1;:. . (.

.. !t:
(.S..Iw
....
11 ..~t.:.
~

to descend 9 J_,):._J I ' J~ ' Jj::.

the nisba adjective 1 ~I

for, in relation to 5 .J~L

appropriate, suitable 13

women (i.i:_;tl. i.i~-~ ·r) ~~.......=.

to forget 12 0~1 , ~ • ~_... -..
to grow up 20

activity

text

subjunctive mood (verbs) 10, accusative case (nouns) 16

(piece oj) advice 19

half9

middle, mid-way 16 9 ,o', 0

area, region 1 ~~-(. ~

(pair oj) eyeglasses 15 ~~...>~ ·(: b..)U:.i

yes U-7 ~
thesame ... 1 ....JI~

discussion 9 (~~, ;j.:it.:.) d .~.7.WI

to move to 14 Jli-.\yl . Ji~···'.: . u-l! Ji:....!

daytime 2 ...>L+:.
to finish 13 ~~YI , ~ , ~ u-6:·\1
, $ .. .. .. .. ... .-
to take, have (a meal) 9 J_,t.:.:::.J I ' J_,l.:u...: ' J_,L:..::.
to sleep, go to sleep 10 i~ 1 ' i~ ' (-L:.
to intend to 15

- f.W-
 * _A\ *
this (m.) U-8 I~

this if.) U-8

those (human plural) 19

these (m. dual) 18

these if. dual) 18

thus, so, in this way, that way 7

telephone 2

to emigrate 20 i~l, ~~,~LA

gift, present 19 41.{. ·~ (....u~

interrogative (yes/no?) particle 1 ~JA

they 2

they (dual) 15

important, momentous 18

they (pl., j) 19

here 12

there; there is/ are 7

Indian (Asian or Native American)

engineering 3 (_,. ,;4,

0 "", 0 ,. ,.

engineer 11 w.,...._~ ·~ \..)""-~

he U-8

to fascinate, enthrall 19

hobby 7

she U-8

- !'I'A -
homework U-2
* *
0 t '
to be necessary to, must (expression impersonal and fixed) 16 (,)~
. I
,
to find 13 .J~~'· ~· ~"'
one U-3 .J.::o.l_,

loneliness 5

only; lonely 2
0 •
piece of paper U-6 JIJJI·G:. YJJ

behind 14

ministry 7

pattern 8 .Jij_,l' ·G:. .JjJ

'

intermediate 2

wide, spacious U-5

to describe 14 . :. o _-.'I
__,.....,_,~,
.
0 t
description 18 ._j L..:,_, I . G:. ....L..:. J

adjective 5 .:..~-G:. ~
to arrive 16 J_,.-~ l ' ~ ' (u-l!) J,:..,.~
to contact, get in touch with 16 JW')'J I~ -7J• 0~~
- I

- '

subject 15 ~ l_,....; .:..I.e_,_.A~ .G:. t_,_.A-;.,.

homeland 20 .:,Lb~i ·G:. ~~
work, position 13 ~[j;~ ·G:. U:J;~
employee (white collar; m.) 2
~,, ~"''
employee (white collar; f) 2 .:.. LiJ;._,.... . G:. UJ;_,....

appointment 10 ~~;a G:. . .J.c_,....

death 12 bu~

- t~' -
time (general) 9

to stop 19

was born (passive) 15

son, boy; child U-7

father 1 u.J_..U I.J. (;: ~ I.J

mother 1 <..::JI~I.J ·(;: ;;..JIJ

birth 2 ..1~

to undertake, assume (e.g.:_ a job) 17 Jj:JI ' ~~ 'J:,i

state, province 2 <..::J~'li_.J·(;: ~')/:'
United States of America U-9 u...
- - ..)-"
Yl ;;~I <..::Jl..'ll-11
- J-'

Japan
* * · L..WI
I.)• -
,
I wonder ... (fixed expression) 16 Jl9-w + .. ·($.;;. ~

hand 18
- .
(.Sj~''lll/ ..l~j . (;: ~

left (side) ->t.....::

to wake (someone) up 9 J:.~¥1 ' J;..:Q~ ' 't:,i",j

Yemen U-9 ~I

right (side/direction)

day 6 i~~-(;: i~
today 6 i:HJI

- fl". -
 .. t _. ·~~, ~,.0
..F.J*-4$~§ .. u
English-Arabic Glossary

(to be) able 9

*A *
about (to talk___) 7

about whom ... ? 8 L.(~+~)~

about what...? 7 <; · ••• (l.jl.a+~) ~

above 14

(to be) absent or remain absent 19

(to be) absent from, miss (e.g.:_ school) 12

1 0 31 J. ... "'
(to) abstain, fast 17 1"'~ 1 I r,:.....JI ' i~' il..c
acceptable, passing 8 J~
accident 7 -=.._. ~~~ .c;:_ -=.._..~ta
(on) account of, because of 5 ~~+~
(making the mutual) acquaintance (of), getting to know (one other) 8 .._j•.) l.ai

(to become) acquainted with, get to know 11

(way oj) acting, manners, behavior 19 .!!~

activity 1 ..::..Lb~.c;:_ .b~

' ~ ... ...
action (i.e.: way of acting), behavior 19 ..::..L(~.c;:_ ..J~
.
actual, real 18 ~
~~·
actually 3 - ~

(in) addition to 12 ~! UW.¥~

address 2 ~"~ ·c;: ul_,.:{c.

adjective 5
admissions (e.g.: office of_) 2 J~'

- rn-
advanced 2 ~\a-...·.

(piece oft advice 19 ~t......:::. ·~d ... ,,.,·,

after 8

afternoon 9

age 2
, 0 •

ago; since 6 .l...:...o

airplane U-9 ..:..I~U.. ·~ :;_;.Lb

airport 11 ..:..I ).b.:.. ' ~ ..) Lb.::..

Algeria U-9 .,.:q

.j-<J ~

all 4

also 2

also, likewise 13

always 2 WIJ
•

ambassador 11 .. 1~.~~

Amman (capital of Jordan)

angry, annoyed; upset U-8

~I
' 0 '
(to get) angry 15 ,~,

to answer ..
~~~¥' ·~·~~~
, " -
answer ~!·~J ·~ ~~~
anthropology 3

any 15 ~i;~i
apartment 14 J i;7· '~ ;;;'.~.
(it) appears, seems that(impersonal) 17

(I was) appointed (passive) 12

appointment 10

appropriate, suitable 13

- tn-
Arab, Arabic U-5
0 ,

Arabic language: formal/ written form 15 ~I

Arabic language: colloquial/spoken form 15 · L:.,w1

area, region 1

army 3

around, roughly 9

(to) arrange, prepare 16

(to) arrive 16 J_,...;_,JI ' ~ , (u-1!) ~~

article (e.g.: newspaper_) 13 -:..':ILL ·r dJLL
as, like 8 4..s..9 ~ + [_j;
as, like 15 ~~ + .:s:
as for. .. , 9 ... _j ... Col

as if 19 ~~~+::,~

(to) ask 19 --illl ' ~ 'lro ~

(to) assume, undertake (e.g.:_ a job) 17 J~l' J~' J~
astonishing, strange U-5

(to) attend, come to 13

aunt (maternal) 2

aunt (paternal) 3

(to) awaken, wake up 10

Baccalaureate 7
*B * tow' ~;.til 1 ·
bachelor's degree 2 (,)"-'"= ~ _,J ~
. • •.•_ •. ! I
Bahrain U-9 ~..r--:-'

o .-o $
bald 18 Fl
basketball 7 li:..JI ~)

- ir'r -
bathroom 10 ~L..~ ·G: ('~
(to) be, is 4 w~ · 0~
beautiful, pretty U-7 w~·G:~
because 6 -
~
I .i.1..o.>. + ~.'-'"i

because,sUrrce 13 .
~~

because of, on account of 5 ~~+~

(to)become 10
• e
bed 11 i~'·G: ~~

before, in front of (spatial) 13 rL..i

before, prior to 4 :.4:;
before (now), previously 14 J,.:i·
• 1..)-0

(to)begin 9 F~~ t ;~ t i~
,_ . "" ~ ... ,.,.
behavior, action (i.e.: way of acting) 19 ~u:,....,U ·G: ....i~

behavior, manners, way of acting 19

behind 14

behind, beyond 5

belly, stomach 18

below 14

(the) best... 5
-. ~

···~'
between 11

big (also: important; old) U-6

birth 2

black (m.) 18 .J~

-
. G: .J_,_....I
..
black (j) 18 ~J,JI.J:;.... ·G: FI.J:,.:....

blind 18

blond, fair-skinned 18

- tn-
:,:ood 18 ?LA: ·~ r..)
~louse 15 -=..I j_,l..;. . ~ ~ j _,1..;.

blue 18

body 18

book U-6

boring 16

(was) born (passive) 15 ' '

..J,J

boy, son (also: child) U-7 ..)~~, -~ ..J~

boyfriend U-5 '-;-'~1.~ ~L..:.

bread U-3 ~
.'
breakfast 9 ' I
.;_,.h.il

(to) eat breakfast 9 .)~' ).1;' ~

brother U-3

brown 18 r.
building U-7 -=--~~ -~ ~~
bus U-4 -=.. ~_,.:; ,J i . ~ (..)'"-::'-:' _,.:; ,J i

business administration 6 Jt....:c.\11 ~)..)!

busywith 2 .:,_,J~ -~ "7 J~

(too) busy for 15 .:,,J~-~ ~J~
but U-8

(to)buy 16

by, with (use with things) U-10

cafe 17
* c *
caliph, successor (note: m.) 4 ?l.ili.. ·~ ~
capital (city) 5 r:-'~-~ ~Lc

- f'\"0 -
car U-5

card 18 -=..l:i~ ·~ ~~

(to) carry 20 J,..:.Ji ' ~ ' ~

Casablanca 18 ~~I ../..JI
center 2 ~ly-o ·( ;s.~
chair U-6 Lr'"" If l l I
.... ::.
'-"' I_rS .( L>'"""').
-
0 ,.,. ~ .. ' .. ~ ...
(to) change (something or someone) 16 .-. ~....- I I . .
~
- '~' ..;-:-L

to change (intransitive) 18

channel 9

chapter (of the Quran) 17 ' '

cheap, inexpensive 16
~ J. ~ "

t-'7"'~.·-,,,' ~' ~~
I "" "'

(to) cheer (on), encourage (to) 13

chess 9 ~~I
chicken U-3 (4-~

child 19 Jl.Uol ·( ~
child; boy, son U-7 J'i~i . ( .J~

childhood 4 u~
China ~I
b,-,t.::.:;.,
(to) choose 19 .)~"' ' ..) - ..,
Christian 17 :_,__,_. . . _..,0 ·( ~

Christmas 16 J~l~

church 15

cinema 8 I o ·, .~,II

city 1

class, classroom U-6 ; season (e.g.: spring_) 5

class, classroom U-6

- ~ri -
classmate; colleague (m.) 4 ~~~·G:. ~j
classmate; colleague (j.) 4 -=..~j ·G:. ~j
clock (also: hour; o'clock) U-5

close U-6 o~,;a .c::. ~,;a

- -
clothes 15 (..)"-f~

cloudy, overcast 5
r:'l.C
club (e.g.: sports_) 9 ~~ij'->.ll~lf
"" ...
.ll;. ·G:. '->.lC:Jij
~ .. Jl.:.
~

coffee U-7

cold (e.g.: I feel_) U-8

cold (e.g.: I have a_)

cold (e.g.:_ weather) 5 J,.) l:o

colleague; classmate (m.) 4 .,~j.c;:. ~j

colleague; classmate (j.) 4 -=..~j ·G:. ~j

college, school in a university 3

color 18

(to)come 10
"~'' "~' ~4-
(to) come to, attend 13 ,.)~1' ~' ~!:.;.....:...
comfort, ease 14

coming, next 11 w,...._.lt..:a . c::. i_Jt..:a

comma (punctuation mark); decimal point 9 I -1 '.
~_,..a.c;:.
U.......''
- Ul
commerce, trade 6 i.,.)~'
(to have in) common, share 15 '~ ~~~·.~.;

Companions of the Prophet 17 ~~I

company 10 ,..... -..

-:, '"""_..>-'-" . G:.
~.....
~-~
-.
comparative 12 .- LL,
u..>

(to be) completed (subject expressed by masDar) 20 J~' + ~' r-:.

- fl"V -
congratulations 1

(to) consider 18 J~~l ' ~ ' ~-.. :..·(',

' ' '
~ ... ... :, ... ... ... ... :. ....
(to) consist of 14 u~l. u:A. ~u~
'
(to) contact, get in touch with 16

continent 15

(to) continue to, still (lit.: do not cease) 13 ro-wl I e-t.rll E;~l + Jl~ ~ , Jl.J L.
(to) convene, gather 17 t~_~, ' ~' t-.:..;!
conversation 1

(to) convince

(to)cook 17

copybook, notebook U-6

correct, true 20 ~

(to) correspond, exchange letters 8 U:...1;u , J..-..1;. . J:...,1--'

, "
country 2 ui~/J~.~ ~

(o/) course, naturally 12 w

cousin if, maternal) 3 i./ JL:;. .::..~ . ~ v JL:;. ~
cousin (f, paternal) 3 i./~ .::..~ ·~ 1./~ .-::.._~
cousin (m., maternal) 3 i./ JL:;. ~~i ·~ i./ JL;. ~!
cousin (m., paternal) 3 ;;;~~~L~ v~~!
(over) crowdedness 5 ~~-J~-1
culture 1 (..il;;~•.ll
, ,
currency 7 .::..~.~ li.....L

(to be) cut off 11 t~_~l' t_hi\~' t:ti'··;

D
* * J. .. "' .. .. 0 :;

dance, dancing 7 (~~·~.;) ~:)1

dark-complexioned 18 ;.:_.. ·~ (~I~ :~,j-1.1) ;..:..i

- irA -
darling, dear (m.) U-2

darling, dear (f.) U-2 -=..~ ·t;. ~

date (chronological) 20 ~,)_,i ·t;. ~Jl:i
daughter, girl U-7 -=..~ ·t;. ..:~
day 6 rl:i ·( r".;.;
daytime 2 -'~
dear 15 ~~~j ·( j.:~
death 7, 12 i. LA~ I . ::.:;.r.
deceased 7
Q:. '1. .. ' .- to ...
(to) decide 12
~~'' -'~' -'~
decimal point, comma (punctuation mark) 9 1
~YI·(
-1 -. u...ou
-
decision 12 -=..ij)A ·( ->'~
degree (e.g. university) 12 -=..IJ~·( i.J~

degree (e.g. of temperature) 5

delicious (also: good-hearted) U-5

• t 0

department 1 r~'·( ~
(to) descend 9 J_,)J I ' J~ ' jj::a
descent, origin 5

(to) describe 14

description 18

(to have a) desire to, want to 13

0 .. ~ .. ' .. ~ ..

(to) determine, set (e.g.:_ a curfew) 15 ~~,, J~' J.,l.:..

dictionary 8

(to) die 7

(to) differ from 17

-. ,
different (from) 18 ;, ,-,:... 0

- fl''\ -
difficult, hard U-5

dinner 6

diploma 12
"' ' , ,.
director 12 ~I .;.J...o I W.J..>-!.J,..o . ~ ..>-!.J,..o
,. , "' . ,
discussion 9 (~~, .;..:tt:.) ~WI

(to) dismiss, fire (e.g.: from a job) 13 ~~.~.~

~ .. ~ ~ .. .. .. ;;. "' . .;

(to be) dispersed, scattered 20 J~l · JA · Jfo

(to) do 8 Ja.i.ll • A .~
doctor (m.) U-4

doctor (j) U-4 ' ·~ bJ~..I'

.::..1.;~..1

door U-1 ~l;i ·~ ~l;a

(to) draw 7 :,_~.II • ·-
1 j' ' ~..>-'! ' ~J

(to) dream of 20

dream 18

dress 15 ~L.....A.~ w~
- .'
(to get) dressed, wear(clothes) 15
~~·~·~
drill U-10 .
~.)
~
·~ ~~
. ·:.

(to) drink 4

the dual 7 · ~I
.-.
during, throughout 8 Jl_,_b

each,every 11
*E*
east 2

easy 12 ~
(to) eat 4 JS."J I , J$·~ , ~j

economics 3 ..l~jl

-H.-
Egypt U-9
Egyptian 1 u~-~-1:: t?~
eight U-7 L_jW
eighty 8 ~. ·w;·(.)~·w
electrical ·.<
"E", L'. Joo(t-o>
eleven 8

(to) emigrate 20 il~ I , .P."~ , ~LA

emotional, romantic 11 ~Lc
employee (white collar; m.) 2

employee (white collar; f> 2

D "' ~ "" , :> ,
(to) encourage (to), cheer (on) 13 t.,.'i ~
.•i l l ' \... I~~
-· - 'lS"'"'"~.-.

(got) engaged to 11 _j~

0 ... ,. (J " ,

engineer 11 wJ-'-"_~ ·t '-'""-~

engineering 3 G~l
0

English 1 .. 1<··1) · .1-"·.1

( ..r:---'' ( · .1<··1) · .1- ".1
~' . t (.j..r:---"' (.j~'
0 0 0 .. 0 ...

(to) enjoy 10 I- - •' I - -

t. ~-· ' t,'
0

''"J

enjoyable 16
~
(to) enter, join (e.g.: school or army) 8 JL,uj"il ' J_... :.j: ' -::' J-.. -.·,;
~ ' 0 .. .. .. "'
(to) enter 8 J_,..;....JI ' Ji..~ ' Ji.,...~
Europe

evaluation (comprehensive), grade 8

evening 2

every,each 11

everyday 4

example 1 u:.....~
, I ·t JG..o
,
(to) exceed 17 i1..1~jJ1 , ~~ , ~1.:,

- H\ -
excellent 8

except 9 ~!
(to) exchange 11 J~l :\II , J~l ,.:..·_. , J~~

expensive 16

experience (life _) 11 ...... w.r.

.~.
'
\;...
d....~
.~
'

experience (e.g. job_) 14 .:;,l~.c;_ t.~

expression, idiom 18 .:;,1.)4:' ·C:. i...;4:'

eye 9

(pair oj) eyeglasses 15

*F *
(to)fail 13

fair-skinned, blond 18

fait autumn 5

(to) fall behind, be late 8

family (i.e.: immediate_) 2

family (i.e.: extended_) 3

0 ... 0 ...

famous 16 u.J.;~·C:. .)~

far, distant (jrom) U-6 u-'~ ·c:. (:;c.)~

(to) fascinate, enthrall 19
(to)fast, abstain 17
father (more formal address) 1
father (less formal address) 19
·'~"' '~~' <->~'
i~' 1 i~' . i~ . rL.u:.
u_,_..u ,_, .c:. ~ ,_,

favorite 9

(to) feel (i.e.: an emotion) 5

feminine 1

fifty 8 ~~·~
" u

- tn-
fUtally,atlast 13

(to) find 13

(to) find out about, learn of 12 ~~ 1 ~ 1 "jf.:k

fine, OK (said of people or things) U-7 (~~) ~'.j. .~ ~'.j.
fine, well (said only of people) 17 ~

(to) finish 13 .. ~Yl I~ I 0:~:

(to) fire, dismiss (e.g.: from a job) 13 ~~~~~~
first if.) 4

first (m.) 7 JJI ·~ JJJ

' ' ~ .
fish (collective) 6 ~

five U-7

floor, story 14 J:!'~ ·~ J:!U..

football (American) 7 (~
- • .>-A'YI) r~I 1. ..)-"<
for, in relation to 5 .J~L
for, belonging to; have 7 ~~~~+~

foreign, foreigner 13 ~~L~ ~:··.;1

(to) forget 12 _;~I~~·~
form, shape 18 J~i.~ ~
... 0 t ... 0 t!
forty 8 ~.;1/ u~.;t

foundation 13

four U-7

fourth 4
"'~ ,. .. ~ ,
freedom 15 ..::...~>""'·~ ~..>-"-
"' a .. ,
French, French person 2 u~~·~~~
Friday 6 ~I
.,
friend (m.), boyfriend U-5

- u.r-
friend (j), girlfriend U-5
• $ '
friend (m.) 4 ~ Li_..l.U:ol . ~ J.=~

friend (j) 4 ..::..~~-~ ~~

friendship 18 ..::..Lil~ -~ ul~

from 1

(in) front of, before (spatial) 13

fruits 6

fun 16
..
future 8

game, match 10
* G* ..::..~~~ -~ i.l,)~
garden, park 14 ~~~-~ ~~
(to) gather, convene 17 t ~._'il
..
:· -
~·~-
-. :• I

gathering, meeting 10 ..::..~-~ L...L..

general, public 7 rLc
(to) get, obtain 6 J~l' ~'.)-c.~
(to) get to know, become acquainted with 11

getting to know (one other) , making the mutual acquaintance (oj) 8

(to) get up, rise 17

(to) get used to 17

gift, present 19

girl, daughter U-7

girlfriend U-5

(to) go 6
, ' o. "'
(to) go out 9 ~_,~1' ~~' ~~
God U-8 ...J..ll

- iH-
God, Lord 15

gold 18
.
~j
..

good U-4 .J~ I 0" ,~_.~ ·~ ,~_.~

good-hearted (people; also; delicious) U-5 ... ~.-,_. J.•
u~ ~

government 20 ...::..L..~ ·~ d...o~

grade, evaluation 8

graduate fellow, teaching assistant 6

~"' $ .. :; ... .. ,. ~ ... :
(to) graduate 6 1::.~ I ' 1::.~ ' ~r'-'
grammar 1 ~l_,.i.JI
I! J. "'"'
grandfather 3 .JI~I I ..l,j~ ·~ ~

grandmother 3

green 18 (~1~..:..::.~);..:.....1

~~L..~
..
grey 18
.
grey /white-haired 18 ~I

group 15
, ... 0.. ... . . . . .

(to) grow up 20 ~~I l t~ :.u . I ~~

~ .... , ... :; ....

(to) guess 1 ~1, ~'~

the (Arabian/Persian) Gulf 14

*H *
Hadith (sayings and deeds of the Prophet) 17

hair 18

half 9

hand 18

~_,J.:JI ~~
' ' 0 ...
(to) happen 14 ' ' ..:..,.J.:>,.

happy U-5

hard, difficult U-5

- u.o-
hat 15

have (lit.: at) 7

.
.0...c.

have (lit.: for, belonging to) 7 ~/~f+_j

(to) have, take (a meal) 9 J~t.:.:J I I J~l .. :..-.! I J~t.:2.

' ,
he U-8

head 18

health 11

heart 18

(to) help 8

here 12

high(m.) 5 ~WI/Jk
- .
high (f) 5

(to) hint 18 ~~I~~(~!) C:1

history 2 • C::J I
c;=.J
hobby 7 ~~~~·~ ~~~
homeland 20 ulb~i -~ ol.~
homework U-2
. , , ... "'
(to do) homework, review lessons, study 8 b~llll I ~~~ I ~~j
;;; .... 0 f. ..
(to) hope that (e.g:: I_ you are well; also: please.. .) 16 ~4-~1 I ~-->-= , w' 4-,J
(to) hope, wish that 14 ~I I •• ;-.·a:..: ' ::,; ;::.;:.
hot (e.g.: I feel__) U-8 (~~) ~~~ ·~ w(;..
hot (e.g.:_ weather) 5 ~t....
.. , 0 ,

hotel11 J_..~w ·~ J..l..,j,_Q

hour (also: o'clock; clock) U-5 ..:...~L.......~ 4....eL...

house U-2 ~~·t~

how? 1 '14

- Hi-
Hawareyou? 1

r...ow many I much? 7 ~~

how much? (price) 7 ~~
human being (note: pl. =people) 20 vul:. ·C:: .:,W!
humidity 5 ~_,..b~
hundred 8 c.l.=...o ·~ (GL.}(~

hungry U-8 (~ l.c) ~ l.c:;.. .c:: .:,Lc:;,.

husband 3 c;:l_,ji ·C:: C::J.J

*I *
I U-8 L:.i

ice,snow 5
• t
i.e. 16
<:?'
idea, thought 18 .)~; ·t t.fo
if 8 o! ~ IJ!

if (hypothetical) 13 ~
important, powerful (also: big; old) U-6 .)~ ·C:: d.
important, momentous 18 o~·t~
in 1
~
in need of 7 u-1! ~~
in order to, to 6 1..:-'~t;~l;~+~

(to) increase, exceed 17 t...~~j.JI , ~~ , ~ ~lj

independent 20

Indian (Asian or Native American)

0 • 0 "
individual 4 Jl,.r-81 ·t ..1,;-A

(to) intend, mean 10 ~~.~.~

; ~ 0 ... 0 f. ... ""
(to) intend 15 6.......:J I , /.:?~ , 0 1 c,s_,.;.

- HV-
intermediate 2

Iran U-9

Iraq U-9

(to) be, is 4

is not, are not 8

island 14

Israel U-9 J_..:.l

- ~.I

jacket 15
*J* ..:.~4- ·(;: ~4-
Japan ·LLJI
.-
(..)

Jerusalem 20 .'
'-"" J.i.J I

job 13 ~U;J·(;: ~J
(to) join, enter (e.g.: school or army) 8 Jb.:.h' I ~ • -::' J-.. :.·1;
Jordan U-9

journal, magazine 13

K
* *
king 10 .!l~ . \:: d.L.
kitchen 14 C;~·t: ~
(to) know 3 U;ll • ..J~ •
' '
',j;r:.
~ ... ... fi ... ... ... .. .. ' ......
(to get to) know, become acquainted with 11 ..J~ I • ..J~ • ~ ..Jr=o

Kuwait U-9 ~:,$JI

L
lady; Mrs. U-4
* *
language 2 ..:.W' ·t: W'

last 12 .:,_,->fi .t: .rJ

- HA-
 ~ ..... ,. ~ . ..- '
Jate 10 wJ~'i.:...... ·t ~L::.....o
~ ... ::;:; ::;:; .... "' .,. :; ....
(to be) late, fall behind 8 ~'L::J I ' ~·~ ' ~L:.

law 3 J_,iJI
(Islamic) law 3 ~~I
(to) learn (e.g.:_ a language, a new word) 1
~'·A·~
(to) learn, study 1

(to) learn of, find out about 12

(to) leave 14

(to) leave 20

Lebanon U-9 u·~

.

lecture 6

left (side)

foot 18

lesson U-4

letter 3 ~L...~ ·t UL....)

library U-7 ..:;.,~.(~
Libya U-9

life 12

like, similar to 8 ~~+~

like, as 15 ~~+~

like, as 8 J.U + L.S

likewise, also 13 d.llS:
(to) listen to 4 t~_~l' ~' ~!~!
literature 1

(a) little (adverb) 9

(to) live, be alive 7 ~I

(to) live, reside (e.g.:_ in Egypt) 1

(to) live (i.e.: to reside or stay; e.g.:_ in a hotel) 10

living (e.g.:_ room) 14

loneliness 5

long, tall U-6 J I~ . ~ J.:_,j..

longing for one's native land, feeling a stranger in a strange place 13 ~~I
Lord, God 17 ~)I
WI , >II "" fi
(to) love 5 ~~·~·~l

lunch 6

magazine, journal 13
*M *
mail, post 18

(to) make, prepare 14

making the mutual acquaintance (oft, getting to know (one other) 8

man U-7
,-
J4-_.J . t ~.)

(young) man 18 u(.'.~. · t ~w.

many, much 5 l~.:'i<

market
:; .. ,
masculine 1 ~L

master's degree 2 ~
-· Ul

match, game 10

Mauritania U-9 Wl.:.....

- - .J.J-A

maybe, perhaps 18

(to) mean, intend 10 ~I ,~,

.-
meaning 18

(it) means 13

- !O. -
:rr.£2!: 6

me&cine 3

to meet, get together 17 t~?'l' ~ ' ~-0~;;

meeting 19 .::..~~; ·( t~}
(to) meet (someone, in a formal setting) 19 4..4W.1 , J.:.~ , ~u
(to) memorize 4 WI~.~

(to) mention (also: to recall) 14

Middle East 2
"" "" 0 '
middle, mid-way 16 L A ..., I I 0

milk U-6

ministry 7 .::..l)j__, ·( 'b).)_,.,

minute 9 ~u~ ·( ;;;;/i~

Miss U-5 -::..~1·(~

(to) miss, be absent from (e.g.:_ school) 12

Monday 6 •• -••• ':II

v:-'-'_

money U-6
, , • 0 ...

month 16 J~/~1-( ~

morals 18

more 10

morning U-4 c:~

Morocco U-9 ._.).11
mosque 10 e 1~ ·( et.::.
most of 11 ~
mother 1
~ f - t
mother 8 -=..~1-( rl

(to) move to 14 Jli"·~dl ' J_.:.o..: ' ~! Ji:.o..;

Mr., Sir U-5

Mrs.; Lady U-5

much,many 5

music 7

must 16

name, noun 1
*N * . ~

.,L..a...-., ·G:
.
~!

naturally, of course 12 ~
.. ,

Near East 2 ._r.~YI J~l

necessary 19

necessary 16

(it is) necessary to (impersonal and fixed) 16

.. .I ,
u~

(to) need, be in need of 13 G:r:_;:._:rl , G:~ , ~! ~~!

in need of 8 ~!~L;
negation 8 •
~I

neighbor U-3

new U-3 ''

news U-3 . ) t.;;. i .G: ;;;..
newspaper 9 ~~~·G: i~~
newspaper 17

next, coming 12

nextto 14 ~~
nice, kind, pleasant U-6 .,WJ;....i~·G: ~
night 10
~ .
~~~I Jt;i ·G: d.Q
nine U-7

ninety 8

- to~ -
;w U-7 y

no one, none (of) 11 (~) .J.:>.i y

north 15 JW
not to 13 (~ + ~i=) ~1

notebook, copybook U-6 ~u~ 0 ( ;:.:a~

noun,name 1 .,t..:...,; o( ~!

novel 19 ~~1.,__; ot ~~J_-J

now 3 w"il

number U-7 rL:a~i ot ~~

number 8

*0 *
(direct) object of a verb 17 <L;>JyoL
(to) obtain, get 6 J~l, ~~uk~
(to be, become) occupied with 17 JLL:..::.-11 , ~ , ~ J';',';,\1
' ' '

o'clock (also: hour; clock) 9 ~lcL.... ot ~L....

office U-7 ~ ts:.. t ._.:&.

0

officer 3

oil 6

old (also: big; important) U-6

old, ancient (for things, not for people) 2

Oman U-9

on U-9

once, (one) time 11

' t
one of (m.) 11 .J-:>.1

one of (f) 18

one U-3
onions

only 5

only; lonely 2

opinion 8

opportunity 13

or 9
.. _jl

(in) order to, to 6 ~~ c_,t.....Q.o I ;..l..oA.O +~

t • •
origin, descent 5 J _,....,.! . ~ J,.w:. I
.. • .. 0 ~
other (j) 9 -.::..'-=?1 ·(. (.S?I
other (m.) 9 u-J;J ·(. ;J
outside (preposition) 11 ~-..)!.d..
~ "" "' , ~ .... ,
outstanding, superior 18 .:_,_,.A_,.L....o . (. J_,.L....o

over crowdedness 5 ~~~~!

overcast, cloudy 5
r-:'LC
(its) own, private; special 9 ~!.d..
(to) own, possess 15

*p *
page U-6

pajamas 15 -.::..L.~.~L.~

Palestine U-9
~
Palestinian 1
. .
uJ :,'·: b ,.}," . ~ ~,>,''.: h
.,.!_;,
(a pair oj) pants 15 -.::..L.:.~·~u~
(piece oj) paper U-6 Jl.;~i ·t u'.;~
park garden 14 ~~~.~ ~~
part (of) 18 FI?.J ·~ (~) F~
ct ' • '

(to) pass, elapse (e.g.: the time _es) 19

- tOt -
(to) pass, spend (time) 12 -
~L...;..QJI ' ~ ' ~
.-
(to) pass, succeed (e.g.:_ an exam) 8 c.t.;:.JI, ~' ~~
passport 20 ;L.. ..:,I.) I~ ·t ;L.. .)1~
past (tense), past (week, month, etc.) 8 ~UI

pen U-7 r)lli ·t rb

people (note: sing. = human being) 11 (uW! ·r) (.)"t..:.
perhaps, maybe 18

(to) permit (someone) to do (something) 10

0 t: 0 ...
person 15 W"""~'·t~
pharmacology 11 U~l

pharmacy 15 ..:,~~-t ~~
Ph.D. 2 ~oi_;~~..J I

philosophy 3 u:.Jill
photography 7

picture 3
-,

pilgrim (one who has done the main pilgrimage to Mecca) 7 (~~ :~j..c) 'tt.....

(the main) pilgrimage to Mecca 7 ~I

pink 18
... ... ... 0 ,

pita bread U-3 ~~~

place 14 0L.i ·t u~
(to) play 9 ~~'~'~
please (addressing a male) U-10

please (addressing a female) U-10

please ... (e.g.:_ inform him; also: to hope) 16

plural 2 ~I
political science 3 (~_ ... ~I r_,.kJ I

- f,oo -
position, job 13
0 t 0 J
(it is) possible to 10 u~
. ' . < ..

prayer 10

predicate 2 ~

(to) preoccupy 18 jj\11 ' Ji~~.: ' ji'j.

preparatory ( _ school =junior high) 7 ~JI~I
.' .
(to) prepare (i.e.: arrange) 16

(to) prepare (i.e.: make) 14

(to) prepare for 16 Jl.o~~:.:...dl , ~ , _j ~I

~ .. 0 " _, .. 0 '
prepared, ready 19 wJ~-t~
president 12

pretty, beautiful U-7 w~-t~

previously, before (now) 14 J..jW:"
primary 4
..?'~!
private, (its) own; special 9 ~L;.

problem 12 ~~~~~-G:~
~ o I
professor (m.) U-5 b~L...I ·( ,jL::........I

professor (j.) U-5 .,.• fl •• ,.· fl

..::, 1J~ ·G:_ IIJI-O..I.t.l

program 2 ~I_H ·( ~L:.~

pronoun 2 ~G·t~
prophet 4
.. ' .. ,
province 20 -::,l.L;.,Ql:....o ·t d...l.:...i~

psychology 3 ~~~
public, general 7 f-~.c
(to) publish
'#' ... o ....
purple 18 '-:!,.e., e ' .'
Qatar U-9
*Q * ~
0 t D J
quarter 9
..
(one) t~->1 ·~ ~J
,
question U-9 ~~·~ Jl_j.....u
,
quickly 10 ~~ ': ~-

the Quran U-9 .:,T)Jt

rain 5
*R * J u._.,, .~ ):.:..
rainy, raining 5 ~L..~
' '

Ramadan (month in Islamic calendar in which Muslims fast) 16

(to) read 8

real, actual 18
. '
u~·~~
ready, prepared 19

really!, indeed 2

(to) recall (also: to mention) 14 ~~I.~~' ~j

(to) receive, welcome 10 Jl)_;·<~'' , J_..i~~ .. ~ , J_.r·.·. ,_,
red 18 (~1~:~~) ~i
(to) refuse 8 ~~I ' ~';: , ~..>
(in) relation to, for 5 .J~L.

relationship (pl.: relations) 11 ..::..Li~ ·~ u~

relative, family member 3 ~~_)ii 1 '-:-'_->ui ·~ '-:-'"::'~
• t
religion 3 u~.Jt.~ ~,J

(to) remain, stay 12 ~Li.J. I ~ ~

·~·~
(the) remainder, rest of 17

(to) remember 4

- tov -
(to)rent 14 ..) ~.·~· '11, ~~:...• -.- ' ,,,,.I
~t.:.......-
o o , "" .-o t
(to) repair 16 c)l.....~l , ~ , ~~

(to)reside, live 1 ~~·~·~

(to) reside, stay 10

(the) rest, remainder of 17

restaurant 6

(to) resume 19
~
(to) return 13 t.~J.l I ' t7~ ' e-..;
(to) return 9 "b..1~l, ..1~, ~l.c:

(to) review (lessons; i.e.: do homework, study) 8 "b~I:JI , ~~~ , ~lj

rice 6

right (side)

(to) rise, get up 17

r~'' r~' ru
romantic, emotional 11 ~l.c:
.. , 0 ,

room U-6 ....A~-~ U_,..i:.

root 8

roughly, around 9 :)1;..

(to) rule 20 ~~'~'~
(to) run 7

salad 6
* s* ..::.. LJ..1..:... . ( u...J...::...
(the) same ... 1 ....JI~

Saturday 6 ~I
Saudi Arabia U-9 ~.J~I
(to)say U-9 J:,ill , J~ , Ju
scared
scarf, Arab headdress 15

scholarship award, grant 12

- .
~·~~
school 4 IY',JI~ ·~ "6.......~~
school, college (in a university) 3

science 3 i_,k ·~ ~
' .
sea 15 J~·~~
season (e.g.: spring_; also: class) 5 J~.~~
' .-
second (e.g.: the _lesson) 4 ~ L=J 1/ .:, 1.:;
~ .
secondary ( _ school = high school) 7

(to) see 13

(it) seems, appears that (impersonal) 17

(to) send 13

sentence 2

series, serial 17
0 ~ -: .. ' "' .. .,

(to) set, determine (e.g.: _a time) 15 ~~I,J~,J..)..:>..

(to become) settled, to settle down 13

seven U-7

seventy 8

several 11

shame (on you; lit.: not legal) 12 il;,..

(to) share, have in common 15 ..JI_;.:!.YI , ..J_;-~~~.~ , ~ -<!.1~-~.·.::._1

shape, form 18 J~i ·~ $..t

she U-8

sheet (bed__j 16

shirt 15

(pair oj) shoes 15

- to'\ -
short U-6 ..)~·~~
shy 7 J~
shyness 11 ~~

sick U-8

silver 18

since; ago 6 .
'.l.:....o
'

singular 2 '
J~l
' t • t
sister U-3 ...::...1_,..;.1 ·~ ..::...AI

(to) sit 9

six U-7

sixty 8

skiing 7

skirt 15 ...::...~ ·~ ~I ~Li:. ·~ 1...)_,.:..::.

(to) sleep, go to sleep 10 r~' . r~ . ~t.:.
small U-6 J~·~~
smart, intelligent 18 ~~jj ·~ ~J
(to)smoke 9

snow, ice 5

so as to 19·

so, thus ... 5 .. ...J

so, thus 6 •.:.JJjJ

so, thus 7 I~

soccer 7 rill11.,)
sociology 3 t~-~~~
some of 9

sometimes 5

- t\. -
son 3
0 ~
I
.. ~1
• o
·1: ~

son, boy(also: child) U-7 JY~l ·(. .J~

song 17

soup 6

south 15

spacious, wide U-5 t::'"" I"

(to) speak, talk (about) 4 r~~ . ~1<·~ . (~) ~
~ ... ~ :iJ ... .. ... ... :. .....
(to) speak, talk about 20 ..!J~ I ' ..!J~ ' ~ ..!J~

special; (its) own, private 9

~ ... .. J. ~ .. ... ,
specializing, specialist in 2 ;:_,_, .a.a;.;. ·(. ~ wa .a;,.
... 0.. ..
(to) spend, pass (time) 12 .,L...;,iJI ' ~ ' ~

sports 7 u~~~
spring 5 ~~I
state, province 2 <.:.>~Y-" ·(. ~y-"
(to) stay, remain 12 .,~1.~.~
(to) stay, reside 10 Lu¥1 , ~.:•'.: , rui
(to) stay up late 10
~~·~·~
still, continue to (lit.: do not cease) 13
' ,
stomach, belly 18 w~·(. ~
(to) stop (doing something) 19 ~~I ' ~~ ' (~) :_u:,_:.
story U-6
, .
~·(.~
story, floor 14 ~1_,1. ·~ ~L.b
, ' ,
strange, foreign U-5 "~~ ·(. ~~
, 0 '
(feeling a) stranger in a strange place, longing for one's native land 13 ~.,ri-J I

street U-5 t._.;'~ ·( t._.;w.

student (m.) U-6
student (j.) U-6

study (of), studies 3

(to) study (i.e.: review lessons, do homework) 8

(to) study, learn 1

study (of), studies 3 ..::..1.......1.;_...1 ·(_ (......1.;_...1

subject 15 ~I;.. I ..::..LL~:,:., .(_ t,.,_.A-J-4

subject(grammar: _of verbal sentence) 17 J.Ll.A

(to) succeed, pass 8 c.t.;:JI, ~, ~~

Sudan U-9 ul.l~l

sugar U-6

suit 15

suitable, appropriate 13

summer 5

sun 5
Sunday 6
' ,
sunny 5 ~
~ ~ .. , 't ..... ,.
superior, outstanding 18 .:,__,..:o~.r_ J~
0 0 ,. ... "" 0 10
(to) supervise 17 .._il~¥1 ' J~ ' ~ J~l

sweater 15 ..::..1~~ ·t _;.-A~

swimming 7 ~WI

swimming pool 14

Syria U-9

table U-6
*T*
(to) take 12

(it was) taken (passive) 20

(to) take, have (a meal) 9
~ ... , '$. ... ... ... .. " :10 ......
(to)talk, speak about 20 ..!:.>~1' ~~' v.c..:...~

tall, long U-6

tea U-4

(to) teach 3

to teach 16

teaching assistant, graduate fellow 6

telephone

ten U-7

test, examination U-7 ..:..L:.l_...:.:,l . G: z., ~I

thank you U-10 1~<'.7.
thanks to 8 ~
that (after a verb; e.g.: to think_) 13
..
01
that (demonstrative pronoun) (m.) 6 (;.,,_.• :~~) dJ'j

that (demonstrative pronoun) (j) 6 (~'j:~L) ~

theater 13 (_,;L...:o ·~ (~
•{.
then 9 ~

there; there is/ are 7 <!.!~

they 2

they (dual) 15

they (pl., f) 19

thing 15
0 .. ~ ... " ... 11 ..
(to) think about, ponder 17 ~~~~·;·~~

(to) think that, consider 13 ~I '~ ' •z.,i :;_t;

third (e.g.: the _lesson) 9

(one) third 9
.~
'

- fir -
thirsty U-8

thirty 8

this (m.) U-8

this (f) U-8

those (human plural) 19

. ~ .
thought, idea 18 '"'~' ·G: b~
thousand 20 ..J,J1 I ..J 'i1 .G: w.j i

three U-7

throughout, during 8 J l,_b

Thursday 6 ~I

thus, so ... 5 .,_j

thus, so 6

thus, so 7

tie (clothing) 15

time (e.g.: I have_) 9 ~u_,,

0 t
.c::. 0 ""
..::...:a_,
(one) time, once 11 ~~:;.. ·c::. b;....
tired U-8 ( ~- '-') ~-
. -~ -~ .~
u.
to, in order to 6 &~ I ;.l...o4.4 + ~

to, toward U-9

today 6

together (e.g.: with one another) 11

together (e.g.: altogether, all of them) 12

tomorrow 12

tongue 18 ~i-~ oW
tonight 10 u:.iJJ
topic 15

- t"\t -
tourism 11 ~WI

towel 16 ..b;a -~ u~
toward, to U-9

trade, commerce 6

translation 2

translator 2
0 -$ , tJ " "' "' "'

(to) transmit, convey 17 J.L:J I ' J..i.:..: ' Ji.:.

(to) travel (to) 4 ;L....ll ' ~~ '(u-1!) ~L..
trip, flight 10 ...::...~_-..\ ·t:.. a.b._,j
true, correct 20

Tuesday 6

Tunisia or Tunis U-9

Turkey U-9
.-
L..5: '-
~

twenty 8 0-=~1 uJ~

two U-7 .·-.·,.lj·WI
~- u '

uncle (maternal) 2
* u* Jl;;.i -~ JL;..
uncle (paternal) 3 r~i -~ ~
(to) understand 10 ~I'~·~~~,~
(to) undertake, assume (e.g.:_ a job) 17 J.?. ' J}.
underwear 15 ~1..~
- ~
-- ~
'

United Arab Emirates U-9 ~ •:·!-.'tl ~~I ...::...I.JL.¥1

United Nations 1 ~ ._.. \'11 ~YI

United States of America 1 ~ Yl ~~I ..::...L~. II
- -->-" ' - ?"'

university U-5

until (preposition) 17

- iio -
upset; annoyed, angry U-8

usually 10

vacation, leave (of absence) 12

* v *
vacation, holiday 12

vegetables 6

verb 5 JlUi ·t~

verse (of the Quran) 20 ~~~·G: ~
very 5

(to) visit 12

volleyball 7

* w *
(to) wake up, awaken 10 ~1.

(to) wake (someone) up 9

(to)wantto 8

(to) want to, have a desire to 13

watch (also clock, hour) U-5

(to) watch 4

water U-7

we 2
'
~
. '

weak 8 • A •'J.d

(to) wear (clothes), get dressed 15 ~~·~·~

weather 5 ~~~
Wednesday 6

week 6

(to)welcome 18

- t'\'\ -
(you're) welcome U-10 I~
well, fine (said of people) 17

well (adverb) 5

west 15

what? (in questions using verbs) 1

what? (in questions without verbs) 1

whatever 13

when (not a question) 11

when? 6

where (not a question; also,¢ "in which") 2

where? 1

which, that (m.; relative pronoun) 15

~

~.DI ·~ '=?.DI
.
which, that (f; relative pronoun) 15 ~;ul/~1)11 -~ ~I
- t
which ... ? 1 '\ ... '=?'
white (m.) 18 . . ' •j
~-~~

~~~·~ ~~
..
white (j) 18
'
white/grey-haired 18 ~I

who?, whom; whoever 1 c;.

·(..)-"

why? 5

wide, spacious U-5 ~,,

wife 3 ~4-~':, .~ ~,:,

wife 7

window U-6

winter 5

(to) wish, hope that 14

with (people) 7

- fW-
with, by(things) U-10

without 13

(a) woman (note: def form is also collective) U-7 "~. t ( def: i.i:;tl) i.i;...l

women (i.i~l' i.i;o! ·d "~

,
(!)wonder ... (fixed expression) 16 Jl~ + .. ·I.S,;:. '-:!

word U-7 ~~·(~

(to) work 1 ~~.~.~

work 2 ~~~
worker 13
.,
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(the) world 9 ~WI

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 ~'->'~' .a.J~
Summary

,. ... ~,

J~' ~9-t~ .,, et-i>·u

:..l1.:' .,~ ~.:UI ~'il direct object : ~ J~ I i~l
~

~ -..J.,.ro- - ~
·~
- ~I

. -.r· L.lS J
Ut.....:.':il Ji
- ~~ J-eW I

~jJ 0! ~ >'~ ~j.JI ~':il

cJ'
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I
,
~~' ~9 -~ .,, et-i~'
: ..l1.:' ., ~ ~j.J I J.UJ I : ..l1.:' .,~ ~j.J I J.UJ I main verbs
• •• -..J.,.__..I ..:..... ..l1.:'
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- f..M-
 Grammar Index ~fg.A.Jf .:....wJ-o8-i
Adverbs .......................................................................................................................... . 73
Case System: Overview ............................................................................................... . 297
Functions of ..;J..r:J-1 ............................................................................................ . 316
Functions of t~..;-1.1 ........................................................................................... . 318
Functions of'-:-'~ I .......................................................................................... 320
Colors (_;I_,J''i I ................................................................................................................ . 339
The Compara ti.ve J .: 'oq '- ~·,
··~II ~..~""-"'
I, "'""''"'''"""''''''''''''""'""""'''"'"'''"""''''''""""""""''''"""""'' 291
Conditional Sentences (_,J , lj!) .................................................................................... . 274
Dual:
Nouns ................................................................................................................... . 112
Pronouns and Verbs ............................................................................................. . 343
Feminine Plural.............................................................................................................. . 364
IDaafa .
U~'i I ............................................................................................................... . 41
Indefinite U~l ................................................................................................... . 249
Infinitive: see MaSdar and C,i ................................................................................
89, 173
MaSdar ..;~I ..................................................................................................... 89
MaSdar as Noun ................................................................................................. 358
MaSdar as Subject .............................................................................................. 381
Negation: Review Chart ................................. ............... ........................................ ........ 272
see also: L.._, ~--' u-J__, rl--' 'i
Noun: Nom:in.alSentence ~'il- ~1........................................................................
. 27
Negation of ~'i I ~I .................................................................................. 153
~'i I ~I in Describing Places....................................................................... 247
Noun-Adjective Phrases ........................................................................................... 75, 77
Numbers and Number Agreement.JI..~-CYI:
1-10 ..................................................................................................................... 112
11-100 ................................................................................................................ 138
Ordinal Numbers~~ I .JI..~...C"i I ..................................................................... 155
Questions: Interrogative Particles ................................................................................. 14
Indirect Questions ... ..... .. ....... ... ... ... ..... .. .. ... .... .. .... ..... ... ...... ....... .... .................... ..... . 62
Past Tense: ~U I ....................................................................................................... 128
uts: ....................................................................................................................... 110
Plural F-1:
Feminine Plural ................................................................................................................ 364
Non-Human Plural ............................................................................................................ 26
Overview and Charts .................................................................................................. 24-25
Possessive Pronouns ................................................................................................................. 43
Possessive Prepositions: t-" J ~ J ~ ................................................................................ 106
Present Tense: t.J L....;J.I ............................................................................................................... 56
Pronouns ,_;.~I (see also: Dual, Feminine Plural):
Subject ............................................................................................................................... 22
Possessive .................................. :........................................................................................ 43
Object Pronouns .............................................................................................................. 177
With Prepositions t-"J ~.J ~ .................... :............................................................. 106
With Prepositions ~J ~! ........................................................................................ 176
Relative Clauses:
Definite: J_,......_,.J.I ~'/.1 .................................................................................................. 269
Indefinite: ~I u......:,.. .................................................................................................. 192
Non-Specific :,;_.. I L... .................................................................................................... 270
Sentence Types:
Noun/Nominal ~'/,1 ~I ..................................................................................... 27
Nominal Sentence with Fronted Predicate (Reverse Order) .................................... 108
Verbal ~I ~I ................................................................................................ 61,214
The Superlative J.! ..; ia -, II J......Ai ............................................................................................ 209
Verbs:
Awzaan Chart .................................................................................................................. 251
Future ............................................................................................................................... 211
Infinitive:· ,;~1 and 0i ......................................................................................... 89, 173
al-Majzuum iJ~I tJL....;J.I ........................................................................................ 228
al-ManSuub '-:-'~1 t,;LAll .................................................................................... 173
al-Marfuuc tJ-A.;-11 tJL....;J.I ......................................................................................... 190
Past Tense (Perfective) .................................................................................................... 128
Present Tense (Imperfective) ................................................................................ ,........... 56
Review Chart for i Jj.::..ll J '-:-'~I J tJ-A .;-11 ............................................................ 229

Overview of Grammar According to Language Functions ............................................... 383

- f.'\. -
 Arabic Terms ,; ! !)-&If .:.he' h u2lf

'1''1"'1'.., \V'I" ....................................................................................................... '01

.,..,., ........................................................................................................... '01 /'0i

•
'l"o\ ............................................................................ '01/'0i
~
..~.oL.~,
•l
........;'il.._.l"""l
• ..r-~

V ................................................................................................................. ~..;..J.I
'l"i~.., 'l'i ......................................................................................... ~..;..J.I ~
'I'V ....................................................................................... (~'11 ~1) i~l

·:~I

',.,. ........................................................................................................ ~'11

'l"i'l" ......................................................................................... ,.;.~1.., Ja_QJI

'l"io ...................................................................................... UL.<:.yl ~~I

v .................................................................................................................. ~lll
'l'i ....................................................................................... r!WI ~lll ~

\ .,..,. .................................................................................................... 0.)..,.1 1.., ,)~1

'l'i-'1''1" ........................................................................................................... ~I

'l"ii.J 'l'i .......................................................................................... ~..;..J.I ~

'I'V .................................................................................................... ~'11 ~I

\ . A .................................................. Fronted Predicate r"'..~.L ~ ~'1 I ~I

'I'~ V ................................................................. Describing Places~ L. '1 I ~..,..1

i\ ...................................................................................................... ~1 ~I

'I'\~ . . ..... ... .. . . ... .. . .. . ... .. . .. .. . .. . ... . . . .. ... .......... ~I ~I ~Subject Agreement
\C\.'1' ...................................................................................................... ~I~

\.A.., 'I'V ......................................................................................................... ~I

,.,..., ,.,. ......................................................................................................... Jl~l

vo .......................................................................................................... -.
~ + f'""""" I

:J ..J-'A..,..11 ('-""" '1 I

'l'i C1. ....................................................................................... L>-=.:U I ,~I '':?.:J I
'I'V ......................................................................................................... ~/L.

'I'Vi. ......................................................................................... 0 1,..,J,I.:d . . :..b~l

- iQ,\-
A'\ ................................................................................................................ J~l

O\ ······················································································· tJL...:J.I ~I : tJ~I

rrA ......................................................................................... i-'~1 tJL.A.ll
\'\ .......................................................................................... t__,_.Q~I t.Jt.....=J.I

\Vi ...................................................................................... '-:-'~1 t_Jt.....=J.I

:~~~

rr .........................................................................................Subject dI ,oq ·.II

ii . . . . . . .. . . . . .. . . . . . . . . . . . . . .. . . . . .. .. . . . . .. . . . . . . . .. . .. . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . Possessive ~I

\ VV . . . . . . . . . . . .. . . . . . . . . .. . .. .. . .. . .. . .. . . . . .. . . . . . . . . .. .. .. .. . . . . .. .. . . . . .. . . . . .. . . . . . .. . . . Object li...:..3...11

\VI ................................................................................ ~~I+~-'~!

i \ ............................................................................................................. Ut.....:.~l .
r i '\ ....................................................................................... Indefinite Ut.....:.l•
i\1.
""
r'\v .................................................................................................. .__.I~~' , '
i\A .. .. . . .. . .. .. . . .. .. . . .. .. . .. . . .. .. .. .. .. .. .. ... .. .... .. .. . . .. .. . .. .. .. .. .... .... .. . .. .. .. .. . (( ti >>.J (( '-:-'j »
iO\ ............................................................................ '0!.J ::,; ~ ~"l/1 '-;-'1~!

rr ................................................................................................................ ..~~1

'I' • '\ ........................................................................•......... Superlative J: ..;, 9~.II J,.a...Ai

r '\ \ ......................................................................... Comparative J! I.; 9 ~.II JUi
'1'\\ ............................................................................................................ J_.o~.... ll
r o o_, \ i\ . . . .. . . .. . . .. . .. . .. . . . . . . . . . . .. . .. .. . . . . . . . .. . .. .. .. . . . . . . .. . .. . . . . .. . .. . .. . . .. . . . . . . . . . . . . . . . . . .. . ...,..~ w1
i\ r ............. ..................... .... ....... ... ....... .. ........ .. ......... ... ...... ... ........... 0ts: , L......s: , ....s:
\'\0

\\r ....................................................................................................... \.-\ '1r.5.

\iA ................................................................................................... \ .. -\\
'\. ...... ......... ... ... ..... .. .. .. ... ........... ...... ............ .... ...... .................... .. ............ ... . .:_,l$
\ . 1 .... .. .. .. . .. .. ... .. .... .. .... .. .. .... .. .. .. .. .. . .. .. .... .. .. .. .. .. .... . .. .. Possession ~I I""'"'""' I + ~

'\\ ................................................................................................ (C!I,jlf) JU+

'\' . .... .. .. .. .. .. .. .. .. .. .. .. .. ... .. .. .. .. .. .... .. .. .. .. .. .. .. . .. .. .. ... ... .. . .... .. . .. .. .. .. ".:.,·"ll ,.J I~ '!I.JU
rrA ................................................................................................................. rJ
r\\ ................................................................................................................. uJ
ii'\ .............................................................................................................. .:., I_,J"'l/1
rlo_,\oi ........................................................................................................ ~

- ~'\r-
 :Lo
\f. .................................................................................................. Jl~l ~

\ ~' ................................................................................................... ~Ui +

W. .. ........................................ Non-Specific Relative Pronoun << ~..l.J I .,~I» =
\~A ........................................................................................ ~UI ~I: ~UI

~~A .................................................................................................... ((~))t-"

\\ .............................................................................................................. ~I

~V'I' ................................................................................................... J.J~ :~I

oA .............................................................................................................. "i
~~A .......................................................................................................... ~

~\\ .......................................................................................................... ·w...J

~\O,J\Oi ................................................................................................. ~

\ ~' ............................................................................................................ Lo
Vi . . .. . .. . . . . .. . .. .. . . . . . .. . .. . . .. . .. .. .. .. . . .. . .. .. . . .. .. .. .. . .. . . . . . . . .. . . . . .. . .. . .. . . . . Adverbs ~I 0--:'~

\ ii .. . . . . .. . . . . .. . .. . . . . . .. .. . . .. .. . . . .. . . . .. .. .. .. . . . . . .. . . . .. . .. . .. . . .. . .. . . .. .. . . .. . . .. . . 0 j_,J I.J J ~I :0 j_,J I

~o, ................................................................................. J.,~ : ~ 1 0 1j.,i
~'\i ................................................................................ ~l.Ll.l : ~~ 0 1j,Ji
'' 6 -~-
~' i. . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . .. . . . . .. . . . . . . . .. . . . . .. . . . . .. . . .. .. . .. . . . . .. .. .. . . .. . .. . . . . . . . .. . j.£...i I .J j:a..il
i\t ............................................................................................ ~I.J ~I
. :;; '... :. . :;; ...',.
i t A . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . .. . . .. •.. .. . .. . .. . .. . . . .. .. .. . .. . .. . .. . .. . .. .. .. . . . . .. .. . .. . . .. . . j£.i:J .J j:a..i1

VV .......................................................................................................... olA /lolA